DepEd Rizal 2023-2028 Education Development Plan Blueprint

DIVISION EDUCATION
DEVELOPMENT PLAN
(2023-2028)
JANUARY 2023
SCHOOLS DIVISION OF RIZAL
i
FOREWORD
Originating from a public-service-oriented organization in building achievements of providing
Quality, Accessible, Relevant, and Liberating Basic Education for All, BLUE Rizal continues to exude its
warmest and most powerful features to contribute to its long-term and sustainable goals.
During the vast societal change caused by the pandemic in the past few years, a more
compassionate, calm, and educated Rizaleños were observed, making Rizal a haven for everyone and
a strong and established division regardless of the circumstances or individuals it encounters. BLUE
Rizal people retain their distinctive traits despite being exposed to various pressures, much to how a
blue color never loses its identity when blended with different hues. Thus, these features ignite the
SDO Rizal's BLUE flame, the color of the hottest flare that represents power as the division commits
to braving the challenging changes and addressing the immediate impacts of the pandemic on
learning, managing remaining access gaps, and improving education quality, equity, and resiliency.
As it shapes its home for the next six years, DepEd Rizal has translated its policies and
aspirations into the definition of "Mapusong Paglilingkod" with a formulated Division Education
Development Plan (DEDP) for 2023-2028.
This DEDP is a BLUE RIZAL's blueprint to BUILD Access to ensure that all learners access and
receive intended services needed in basic education; LIFT Equity to secure that all learners participate
equitably and meaningfully regardless of status, ethnicity, sex, disability, age and other social
characteristics ; UPHOLD Quality to equip the learners with the necessary skills and attributes to
pursue their chosen path; and EMPOWER Learners' Resiliency and Well-being to guarantee that
learners develop a positive mindset , can adapt to change , and apply their rights.
These four BLUE pillars are envisioned to contribute to the thriving world that the division
wants to achieve through the Enabling Mechanisms and the TORCH (Trailblazing Onwards Recovering
and Changing Horizons) of the Learning Recovery Plan for the fullest realization of the policies, plans,
programs, and projects covering formal and non-formal basic education for both public and private
schools in Rizal.
The BLUE Rizal’s DEDP is a testament to the serious commitment to establishing a quality
education service towards 2030, presenting evidence-based priorities with a trajectory of strategic
directions to maintain high-quality standards in education consistent with the 2030 Agenda for
Sustainable Development and the country's national ambition stated in Ambisyon Natin 2040.
As with building a house, the DEDP requires a foundation before construction can begin. As
Blue Rizal lays out its vision, both its historical strengths and weaknesses, as well as its recommended
strategies, have been taken into account. The previous years' pain points and bottlenecks were also
traced back when building the system to ensure the delivery of the proper technique and services in
the following years.
Moreover, this DEDP was created through an inclusive and rigorous process that incorporated
the perspectives and priorities of education sector stakeholders. Time and effort have also brought
everyone to this point. Similar to building a home, there will be obstacles, and it will take the combined
efforts of everyone to achieve success. A succession of writeshops, meetings, and consultations
ii
resulted in the manuscript's completion. Extensive engagement and collaboration with partners have
also ensured the participatory nature of the endeavor in subsequent years. This fosters a sense of
ownership in the development of DEDP, which stimulates Rizaleños to strive for excellence since they
understand their roles, contributions, and what they will be held accountable for in achieving the
grand vision of shaping education in the future to provide improved learning outcomes.
This plan also includes monitoring and evaluation for measuring success; the collected data
will be analyzed, presented, and utilized. Living in residence for years drives the desire to make
modifications, such as rearranging the furnishings or incorporating additional study space. Due to the
DEDP's versatility and scalability, it is simple and possible to integrate updates and enhancements for
future evaluations.
The significant future impact of this tremendous undertaking is a tribute to the dedication and
determination of everyone involved in creating this plan that will advance the education agenda in
Rizal.
iii
LIST OF TABLES
1. Population Density in Rizal Province
2. Classification of Schools in the Division
3. Number of Schools by Municipality
4. Number of Personnel
5. Status of Critical Resources of Learners
6. Historical Performance on Access
7. 3-Year Comparative Enrolment of Private-Public Schools
8. Private School Data on Access
9. Division Targets on Access
10. Strategies and Outputs on Access
11. Division Targets on Equity
12. Progressive Improvement of BR-B4 Learners from SY 2020-2021 to SY 2021-2022
13. Historical Performance on Quality
14. Division Targets on Quality (2023-2028)
15. Strategies and Outputs on Quality
16. 2022 Child Friendly School System Checklist Results on DRRM
17. 2022 Child Friendly School System Checklist Results on DRRM, CCAM and
Peacebuilding
18. 2022 Child Friendly School System Checklist Results on Safe Schools
19. Number of Child Abuse and Bullying Cases for 3 consecutive years
20. Number of Filled Positions of Guidance Counselors and Coordinators
21. Division Targets on Resiliency and Well-Being (2023-2028)
22. Strategies and Outputs on Resiliency and Well-being
23. Education Leadership Targets (2023-2028)
24. Strategies and Deliverables on Governance
25. Strategic Human Resource Management Targets (2022-2028)
26. Strategies & Outputs on Strategic Human Resource Management (2023 – 2028)
27. Approach on Addressing Employee Welfare
iv
28. Programs cum Strategies for Retention of Employees
29. Learning Environment and Resources Targets (2022-2028)
30. NSBI and Damage Assessment in CY 2020-2022
31. Repair and Construction of Classrooms
32. Targets and Outputs for Learning Environment and Resources
33. Number of National Quality Management System Processes
34. Client Satisfactory Rating Targets
35. Strategies for Implementation on NQMS
36. Contributions from DepEd Partners
37. Basic Education Stakeholders Target 2023-2028
38. 2023-2028 DEDP Communication Plan Chart
39. Monitoring and Evaluation Plan on Access
40. Monitoring and Evaluation Plan on Equity
41. Monitoring and Evaluation Plan on Quality
42. Monitoring and Evaluation Plan on Learners’ Resiliency and Well-Being
43. Monitoring and Evaluation Plan on Governance and Management
44. Assessment on Risk Management
45. Risk Assessment and Mitigation Strategies
46. Report on Numeracy Level in Elementary (SY 2021-2022)
47. Report on Numeracy Level in Junior High School (SY 2021-2022)
48. Pareto Analysis on Mathematics MPS in Elementary
49. Pareto Analysis on Mathematics MPS in JHS
50. Report on Literacy Level in English and Filipino
51. Action Plan
v
LIST OF FIGURES
1. Landslide Hazard Map of Bgy. Bayugo and Sipsipin, Jalajala, Rizal
2. Landslide Hazard Map of Bgy. Bagumbong Punta, Jalajala, Rizal
3. Landslide Hazard Map of Bgy. San Isidro, Rodriguez, Rizal
4. Landslide Hazard Map of Bgy. Calawis, Rodriguez, Rizal
5. Landslide Hazard Map of Bgy. Pintong Bukawe, San Mateo, Rizal
6. Inclusive Education Enrolment for the Last Five Years
7. Number of Schools Implementing Inclusive Education Program
8. Number of Teachers in Inclusive Education
9. National Achievement Test (NAT) Results - Elementary
10. National Achievement Test (NAT) Results - Secondary
11. Comparative NAT Results of Grade 6 SY 2016-2017 and SY 2017-2018
12. Comparative NAT Results of Grade 10 SY 2016-2017 and SY 2017-2018
13. English- Proficient Level in Elementary SY 2019-2020
14. English-Proficient Level in Junior High School SY 2019-2020
15. Filipino-Proficient Level in Elementary SY 2019-2020
16. Resiliency and Well-Being Framework
17. QMS Structure
18. DEDP MEA Strategies
19. Socio-Emotional Learning Framework
20. Education Development Plan Results Framework
vi
LIST OF ACRONYMS AND
ABBREVIATIONS
A
ADM - Alternative Delivery Mode
AKAP - Anak, Kumusta Ang Pag-aaral
ASDS - Assistant Schools Division Superintendent
B
BEIS - Basic Education Information System
BLP - Basic Literacy Program
BUILD - Bring and Uphold Intended Learning Demands
BR-B4 - Blue Rizal Barangayan para sa Bawat Bata Bumabasa
C
CCAM - Climate Change Adaptation Management
CID - Curriculum Implementation Division
CFSS - Child Friendly School System
CLC - Community Learning Center
CompR - Completion Rate
CoMents - Coaching and Mentoring Sessions
CR - Completion Rate
D
DEDP - Division Education Development Plan
DO - DepEd Order
DroB -Drop Box
DRRM - Disaster Risk and Reduction Management
E
eLAMP - Electronic Learning Assurance for Monitoring Progress
EM - Enabling Mechanism
EMPOWER - Enabling Mechanism to Provide Opportunities enhancing Well-being and Resilience
EOSY - End Of School Year
EPS - Education Program Supervisor
EPS II - Education Program Specialist II
ESC - Education Service Contracting
vii
G
GER - Gross Enrolment Rate
H
HRD - Human Resource Development
HRM - Human Resource Management
HRMO - Human Resource Management Officer
I
ICT - Information and Communication Technology
IE - Inclusive Education
ILSA - International Large Scale Assessment
IO - Intermediate Outcome
IPEd - Indigenous People’s Education
K
KPI -Key Performance Indicator
L
LIFT - Learners in Inclusive and Flexible Teaching
LM - Learning Material
LOA - Learning Outcome Assessment
LR -Learning Resource
LRMS - Learning Resource and Management System
LRP - Learning Recovery Plan
LUC - Local Universities and Colleges
N
NAT - National Achievement Test
NER - Net Enrolment Rate
NIR - Net Intake Rate
NQMS - National Quality Management System
NSBI - National School Building Inventory
NumAT - Numeracy Assessment Tool
NUMERO - Number Understanding Makes Every Rizaleño Onboard
O
OSDS - Office of the Schools Division Superintendent
OSYA - Out-of-School Youths and Adults
P
PAT - Public Affairs Team
PDO - Program Development Officer
PDP - Professional Development Program
PISA - Programme for International Student Assessment
PITA - Physical Inventory Taking Activities
PR - Planning and Research
PSDS - Public Schools District Supervisor
viii
S
SDRC - Schools Division Research Committee
SDS - Schools Division Superintendent
SEPS - Senior Education Program Specialist
SGOD - School Governance and Operations Division
SHS - Senior High School
SLR - School Leaver Rate
SMME - School Management, Monitoring and Evaluation
SMPL - Social Mobilization, Partnership and Linkages
SPEd - Special Education
SSLR - Secondary School Leaver Rate
SUCs - State Universities and Colleges
T
TORCH - Trailblazing Onwards to Recovery and Changing Horizons
TR - Transition Rate
U
UP - Usapang Pananagutan
UPHOLD - Upgrading Programs for HOlistic Learner Development
W
Wins - Wash in Schools
Y
YFP - Youth Formation Program
ix
LIST OF CONTRIBUTORS
Division Planning Team
Susan DL. Oribiana - Schools Division Superintendent

Babylyn M. Pambid - Assistant Schools Division Superintendent
Gloria C. Roque - Assistant Schools Division Superintendent
Rosemarie C. Blando - Chief, Curriculum Implementation Division
Ferdinand C. Pascual - Chief, School Governance and Operations Division
Analiza G. Soriano - SEPS, Planning and Research
Cristina G. Tia - Division Planning Officer
Division-Based Personnel
Gorgenia C. Jepa - Education Program Supervisor

Percival C. Halili - Education Program Supervisor
Robert John D. Dela Cruz - Education Program Supervisor
Melinda F. Marquez - Education Program Supervisor
Paul Ian Louie D. Robles - Education Program Supervisor, LRMS
Marlon S. Marquez - Education Program Supervisor, SGOD
Meliton A. Berin Jr. - Public Schools District Supervisor
Arceli G. Tejada - Public Schools District Supervisor
Minerva C. David - Public Schools District Supervisor
Rizaldy R. Cristo - Public Schools District Supervisor
Karl Erickson I. Ebora - Public Schools District Supervisor
Emilia G. Cayabyab - Public Schools District Supervisor
Pitsberg B. De Rosas - Public Schools District Supervisor
April Dream A. Rabago - Public Schools District Supervisor
Nerissa R. Dalumpines - Public Schools District Supervisor
Xandra Lee P. Cervitillo - Public Schools District Supervisor
Mil F. Ponciano - Public Schools District Supervisor
Van Russel A. Robles - Public Schools District Supervisor
Georgina Tubon-Reyes - Medical Officer, Health and Nutrition Unit
Rizalina T. Caina - Dentist, Health and Nutrition Unit
Maria Cecilia Nadal - Dentist, Health and Nutrition Unit
Jane S. Fuentes - Unit Head, HRM
Ronalyn A. Erbon - Attorney, Legal Unit
Giselle Macawile - Legal Unit
Emmalyn P. Guevarra - SEPS, Monitoring and Evaluation
Nico N. Aquino - SEPS, Social Mobilization and Networking
Marita L. Gonzales - SEPS, Human Resource Development
Ritchie A. Lagunda - Engineer III, Physical Facilities
Sherly S. Tribiana - Senior Technical Assistant II
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Bjorn Jose F. Francisco III - EPS II, Human Resource Development
Rhea A. Tolentino - EPS II, Monitoring and Evaluation
Jovelyn L. Jaqueca - EPS II, Social Mobilization and Networking
Sherly H. Cruz - EPS II, Alternative Learning System
Irish V. Balunton - EPS II, Alternative Learning System
MA Kripper N. Valmonte - PDO, Youth Formation
Ma. Aurora Masangkay - PDO, Youth Formation
Kenneth Wilson C. Abonita - PDO, Youth Formation
Jon Daryl D. Espiritu - PDO II, DRRM
Paul James D. San Diego - Nurse II, Health and Nutrition Unit
Gene Erin D. Musne - Administrative Aide IV
Lorenz Christian S. Picones - ICT Unit
School-Based Personnel
Aurora DU. Flores - Elementary School Principal

Janette San Luis - Elementary School Principal
Eloisa May B. Lanuza - Elementary School Head
Edith S.A. Delos Santos - Secondary School Principal
Timothy A. Bautista - Secondary School Principal
Esmalia P. Cabalang - Secondary School Principal
Marvin B. Se - Secondary School Principal
Leandro D. Matocinos - Secondary School Principal
Jayson O. Antazo - Secondary School Principal
Dennis Nino Ancheta - Secondary School Principal
Magdalena C. Valdez - Master Teacher
Mary Grace L. Danak - Teacher III
Mark John B. Diocado - Head Teacher I
Jefjef Domingo - Teacher III
Olivia Escarmosa - Teacher II
Elmer C. Bobis - Teacher II
Joy Avelino - Teacher III
Geraldine B. Olivar - Administrative Assistant
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TABLE OF CONTENTS
Page
FOREWORD ii
LIST OF TABLES iv
LIST OF FIGURES vi
vii
LIST OF ACRONYMS AND ABBREVIATIONS
x
LIST OF CONTRIBUTORS
I. INTRODUCTION 1
I.A. Situation and Challenges in Rizal Province 1
I.B. Schools Division of Rizal Province 7
I.C. Organizational Structure 9
II. KEY FEATURES OF THE DIVISION EDUCATION DEVELOPMENT PLAN 10

II.A. PILLAR I- BUILD ACCESS 10
Division Context and Analysis of Key Performance Indicators 10
on Access to Quality Basic Education for All
Division Targets on Access (2023-2028) 18
Strategies and Outputs on Access 20
II.B. PILLAR II- LIFT EQUITY 23

Division Context and Analysis of Key Performance Indicators
on Equity for Children, Youths in Situation of Disadvantage 23
Division Targets on Equity (2023-2028) 25
Strategies and Outputs on Equity 26
II.C. PILLAR III- UPHOLD QUALITY 27

on Quality of Basic Education Provision and Learning
Outcome 27
Division Targets on Quality (2023-2028) 36
Strategies and Outputs on Quality 37
II.D. PILLAR IV- EMPOWER LEARNER’S RESILIENCY AND WELL-BEING 39

on Resiliency and Well-Being 39
Division Targets on Resiliency and Well-Being (2023-2028) 44
Strategies and Outputs on Resiliency and Well-Being 46
xii
III. GOVERNANCE: ENABLING MECHANISMS 49
III.A. Enabling Mechanism 1- Education Leadership Developments 49
Division Targets on Education Leadership Development
(2023-2028) 50
Strategies and Outputs 50
III.B. Enabling Mechanism 2- Strategic Human Resource Management 51
Division Targets on Human Resource Management (2023-2028) 52
III.C. Enabling Mechanism 3- Learning Environment and Resources 59
Division Targets on Learning Environment and Resources
(2023-2028) 63
III.D. Governance 4- SDO Systems and Processes 64
Division Targets on Systems and Processes (2023-2028) 65
III.E. Governance 5-Basic Education Stakeholders 66
Division Targets on Education Stakeholders (2023-2028) 67
IV. IMPLEMENTATION, COMMUNICATION, MONITORING AND EVALUATION 69

IV.A. Implementation Plan 69
IV.B. Communication Plan 69
IV.C. Monitoring and Evaluation Plan 71
V. RISK MANAGEMENT 82
V.A. Assessment of External Factors 82
V.B. Proposed Risk Mitigation Strategies 83
V.C. Learning Recovery Plan 85
ANNEXES
1. SDO RIZAL LAST MILE SCHOOL 97
2. SDO RIZAL SPED PROGRAM IMPLEMENTERS 98
3. SCHOOLS IMPLEMENTING IPED PROGRAM 100
4. SDO RIZAL MADRASAH PROGRAM IMPLEMENTERS 101
5. PRIORITY ELEMENTARY SCHOOLS ON QUALITY 103
6. PRIORITY SECONDARY SCHOOLS ON QUALITY 104
7. SWOT ANALYSIS 105
8. SOCIAL MOBILIZATION AND NETWORKING
PARTNERSHIP ENGAGEMENT 2022 106
xiii
xiv
INTRODUCTION
1
I. INTRODUCTION
The Division Education Development Plan (DEDP) lays out the strategic directions and
goals of the Division for 2023-2028. It is based on the division’s 1) performance on access,
equity, quality, and resiliency and well-being for the past three to five years, and 2) analysis
of its strengths, weaknesses, opportunities, and threats (SWOT). Pareto analysis and various
forecasting methods determined concern areas of the division in terms of key performance
indicators, priority schools, and learning and management or operation areas. The analysis of
the context of the division.
This section provides information on the geographical constitution of Rizal Province
and the brief topography of the municipalities, its climate and weather condition, population,
disaster risks and inflation data. All of which have implications, individually or combined, in
the forecast and preparations for adequate learning resources and safe environment, suitable
modalities vis-à-vis aforementioned aspects, and management plans on different hazards and
potential threats.
It also introduces the division in terms of the number of schools (public and private),
the number of teachers, critical resources, and organizational structure.
I.A. Situation and Challenges in Rizal Province
Geography. The province of Rizal has a land area of 1,191.94 square kilometers or
460.21 square miles, occupying the northern-central section of CALABARZON in Luzon. It is
bounded by Sierra Madre Mountain Ranges and Quezon Province in the east, Laguna
province in the southwest, the province of Bulacan in the north, Metropolitan Manila in the
west-northwest portion and by Laguna de Bay in south/south-western portion. At the foot
of these elevations are the Marikina Valley and Teresa Valley.
The terrain is mostly low and flat on the western part and rolling hills and rugged
ridges on the eastern part. Based on Philippine Forestry Statistics Rizal Province has a total
of 16,770 hectares of forestlands with 75% considered as open forest cover and 25% or 4,139
hectares closed forest. There is no reported mangrove area in Rizal Province.
The largest municipality in terms of land area is Tanay with 200 square kilometers area
followed by Rodriguez with 172.65, and third is Baras that has 84.93 square kilometers area.
The smallest municipality in Rizal Province is Teresa with an area of 18.61 square kilometers.
The municipality of Binangonan has the most with 40 barangays followed by Tanay as the
distant second with 19 barangays, Cardona with 18 and San Mateo with 15 barangays. On the
other hand, Taytay has the least number with only 5 barangays.
1
Population density. In terms of density, Rizal province is the second most densely populated
in the region with 1,942 persons per square kilometers, 38.73 percent greater than the region.
Migration has been noted in Taytay and Cainta because of their growing trade and industry,
as well as their proximity to Metro Manila. The increase of their population is also due to
resettlements from Manila to Rodriguez, Tanay and other Rizal municipalities. Rodriguez has
experienced the largest increase in population share since 2000 with a net increase of 7.30
percent.
Table 1
Population Density in Rizal Province
Population Population Annual Population Area (2007) Density (2015)
Municipality
(2015) (2010) Growth Rate (2010-2015) in Sq Km per Sq Km
Angono 113, 283 102, 407 1.94% 26.22 4,320
Baras 69,300 32, 609 15.43% 84.93 816
Binangonan 282, 474 249, 872 2.36% 66.34 4,258
Cainta 322, 128 311, 845 0.62% 42.99 7,493
Cardona 49, 034 47, 414 0.64% 28.56 1,717
Jalajala 32, 254 30, 074 1.34% 44.12 731
Morong 58, 118 52,194 2.07% 37.58 1,547
Pililla 64, 812 59, 527 1.63% 69.95 927
Rodriguez 369, 222 280, 904 5.34% 172.65 2,139
San Mateo 252, 527 205, 255 4.03% 55.09 4,584
Tanay 117, 830 98, 879 3.39% 200.00 589
Taytay 319, 104 288, 956 1.91% 38.80 8,224
Teresa 57, 755 47, 163 3.93% 18.61 3,103
Disaster Risks. The Mines and Geosciences Bureau reports that three municipalities in Rizal
Province have landslide susceptible barangays- Jalajala, Rodriguez and San Mateo.
The maps show the susceptibility by colors: maroon (very high), red (high), green
(moderate), yellow (low), and with stripes illustrating debris flow path or possible
accumulation zone.
2
LEGEND OF MAP:
Very high landslide susceptibility
Areas usually with steep to very steep slopes and underlain by weak
materials. Recent landslides, escarpments and tension cracks are
present. Human initiated effects could be an aggravating factor.
High landslide susceptibility
Areas usually with steep to very steep slopes and underlain by weak
materials. Areas with numerous old/inactive landslides.
Moderate landslide susceptibility
Areas with moderately steep slopes. Soil creep and other indications
for possible landslide occurrence are present.
Low landslide susceptibility
Gently sloping areas with no identified landslides
Debris flow path/ Possible accumulation zone
Areas that could be affected by landslide debris zone
Figure 1
Landslide Hazard Map of Barangay Bayugo and Sipsipin, Jalajala, Rizal
3
Figure 2
Landslide Hazard Map of Barangay Bagumbong and Punta, Jalajala, Rizal
The four barangays in Jalajala, Rizal that are landslide prone are Barangay Bayugo,
Barangay Sipsipin, Barangay Bagumbong, and Barangay Punta.
Barangay Bayugo has the largest portion of high susceptibility to landslides, with about
a-third areas that are highly at risk. The inner portion is covered with red and green, indicating
numerous old and inactive landslides as well as possible landslides to occur. The smaller
portion, outer part of Barangay Bayugo has low susceptibility and no identified landslide.
Barangay Sipsipin has half of its area with moderate to high landslide susceptibility.
Nearly half of the portion is covered with yellow marks implying no landslides identified.
Figure 2 shows the landslide hazard maps of Barangay Bagumbong and Punta in
Jalajala, Rizal. The bigger parts have no landslide recorded. The smaller portions have
moderate to high landslide susceptibility.
In Rodriguez, two barangays namely San Isidro and Calawis are presented with
landslide hazard maps. Looking at Figure 3 on the next page, notice that Barangay San Isidro
is predominantly highly susceptible to landslides, more particularly San Isidro II.
On the other hand, the hazard map of Barangay Calawis illustrates few parts that are
at high risk. However, many parts are within the possibility of a landslide to happen. There
are also parts that are at low risk of landslides.
4
Figure 3
Landslide Hazard Map of Barangay San Isidro, Rodriguez, Rizal
Figure 4
Landslide Hazard Map of Barangay Calawis, Rodriguez, Rizal
5
Figure 5
Landslide Hazard Map of Barangay Pintong Bukawe, San Mateo, Rizal
The landslide hazard map of Barangay Pintong Bukawe in San Mateo is presented in
Figure 5. Majority of the areas have the potential for landslides. Some had previous landslides
and therefore are at high risk. Smaller parts (in yellow) of the barangay have low susceptibility
as these had no identified landslides.
Climate-and-weather-related disasters. Rizal Province ranks 10th nationally in terms

of earthquake induced landslides. And in terms of climate-and-weather-related disasters, the
research project conducted by the Mines and Geo-Sciences Bureau on the vulnerability of the
Philippines to different environmental disasters revealed that Rizal Province is also at high risk
to projected rainfall change. The province ranked 3rd in the Philippines to experience rainfall
decrease during the dry season and rainfall increase during the wet season. Hence, the
province experiences a drier dry season and more heavy rainfall during the wet season.
Furthermore, it ranked 6th in the combined risk to climate disasters. This is based on
the assessment of risks on temperature increase, rainfall change, typhoons and drought,
utilizing Atlas or collection of associated maps and on calculations or projection formula.
6
Other provinces in Region IV-A are also at risk of climate disasters like Cavite (rank 8), Laguna
(rank 10) and Batangas (rank 11) in the national level.
Overall, Rizal province has high risk in landslide disasters and climate disasters.
Vulnerability to disasters may also be compounded by other factors like population density,
economy of the locality, and other exposure. Thus, it needs to take actions to strengthen
capability to respond to disasters, better access to roads, transportation, and communication
are crucial. It will also be useful to conduct localized risk mapping in schools and coordinate
with the respective local government units.
Economic Development. Rizal Province is composed of four municipal classes. The first-class
municipalities are those with an average annual income of Php55M or more during the
previous four calendar years. The high-income earners in Rizal Province are Cainta, Taytay,
Binangonan, San Mateo, Rodriguez, Angono, Tanay, and Pililla. Meanwhile, the second-class
municipalities are Morong and Teresa earning an annual income between Php 45M to Php
54,999,999 for the past four calendar years.
Baras and Cardona are among the third-class municipalities that have produced a
yearly income from Php 35M to Php 44,999,999. The least earning and under fourth class
municipality is Jalajala, with an average annual income within Php 25M and Php 34,999,999.
The complex data that measure economic development of the province and its
municipalities are explained in this report. Rather, it bases on the scores and ranking of scores
based on the indicators by the National Competitiveness Council. Except for government
efficiency index, three indicators are taken in, namely 1) economic dynamism, 2)
infrastructure, and 3) resilience index to show the economic growth and status of the
municipalities.
I.B. Schools Division of Rizal Province
Table 2
Classification of Schools in the Division
Classification Public Private SUC Total

Purely Elementary School 209 209 0 418
Purely Junior High School (JHS) 43 1 0 44
Purely Senior High School 11 32 0 43
JHS with SHS 36 6 0 42
Integrated School (Kindergarten to G10) 0 94 1 95
Integrated School (Kindergarten to G12) 1 79 1 81
Total Schools 300 421 2 723
7
Table 3
Number of Schools by Municipality
Elementary Junior High School Senior High School
District Total
Pu Pr SU Pu Pr SU Pu Pr SU
Angono 5 24 0 4 13 0 4 7 0 57
Baras 8 3 0 3 2 0 2 2 0 20
Binangonan 36 45 0 9 14 0 6 14 0 124
Cainta 19 81 0 5 42 0 1 23 0 171
Cardona 14 5 0 3 5 0 3 2 0 32
Jalajala 8 6 0 3 6 0 3 4 0 30
Morong 12 8 1 4 5 1 2 6 1 40
Pililla 9 9 0 5 4 0 5 2 0 34
Rodriguez 28 74 0 15 22 0 4 13 0 156
San Mateo 14 49 0 6 21 0 3 15 0 108
Tanay 33 14 1 13 11 1 9 7 0 89
Taytay 17 55 0 7 19 0 2 19 0 119
Teresa 7 8 0 3 5 0 3 3 0 29
Total 210 381 2 80 169 2 47 117 1
Table 4
Number of Personnel
Teaching Personnel Teaching-related Non-teaching
(Including ALS) Personnel Personnel
Senior High School 736 11 94
Junior High School 5,065 225 147
Elementary School 8,212 173 82
Total 14,013 409 323
*as of August 2022
Table 5
Status of Critical Resources of Learners
Level
Critical Resources Elementary Junior High School Senior High School
Teacher 1:36 1:29 1:48
Classroom 1:49 1:48 1:66
Learning Materials 1:1 1:1 1:1
8
I.C. Organizational Structure
9
KEY FEATURES
OF THE DIVISION
DEVELOPMENT PLAN
II. KEY FEATURES OF THE DIVISION EDUCATION DEVELOPMENT PLAN
The Division Education Development Plan is composed of four pillars namely: access,
equity, quality, and resilience and well-being, and the enabling mechanisms of governance or
management and operations. These pillars are the priority development areas which the
Department has put forward in the BEDP 2030 indicated in DepEd Order No. 24, s. 2022
includes:
1. pivoting to quality, ensuring that all learners attain learning standards in every key
stage in the K to 12 program;
2. expanding access to education for groups in situations of disadvantage to ensure
inclusive and equitable quality service delivery;
3. empowering learners to be resilient and to acquire life skills; and
4. strengthening the promotion of the overall well-being of learners in a positive
learning environment where learners exercise their rights and experience joy, while
being aware of their responsibilities as individuals and as members of society.
The context of the division and its analyses of the key performance indicators in the four
pillars are discussed in this material. Based on the analyses, the forecasts and plans for the
six years, and the management and operations strategies are then laid out.
The major programs of the division are included in the 6-year blueprint with key
milestones and outcomes in specific years including the monitoring and evaluation scheme
for each pillar.
II.A. PILLAR I- BUILD ACCESS
With the aim of bringing all school-aged learners to schools regardless of ethnicity, color,
gender, religion, age and economic status, schools in SDO Rizal Bring and Uphold
Intended Learning Demands (BUILD) as it exerts efforts in terms of ACCESS.
Division Context and Analysis of Key Performance Indicators on Access to Quality Basic
Education for All
This pillar discusses the analysis of SDO-Rizal’s Key Performance Indicators on access
which includes: Gross Enrolment Rate, Net Enrolment Rate, Net Intake Rate, Dropout Rate,
Completion Rate, School Leaver Rate, Retention Rate, and Transition Rate, targets, strategies
and outputs.
SDO Rizal has accomplished many initiatives in the past in terms of bringing all school-
aged learners to schools considering the interest, aptitude, inclination, and socio- economic
status of learners. SDO Rizal is committed to bring all learners to school because the division
believes that education is a right.
10
Table 6
Historical Performance on Access
Key 2017 2020
2015 2016 2018 2019
Performance Level -2016 -2017
-
-2019 -2020
- Trend
Indicators 2018 2021
Elementary 110.42 108.78 105.2 106.28 106.77 99.7

Gross
Enrollment
Rate
Secondary 92.25 93.07 93.26 98.79 99.39 94.52
Elementary 95.56 96.07 95.14 98.29 99.42 93.62

Net
Enrollment
Rate
Secondary 76.74 77.25 76.36 81.44 81.27 77.16
Net Intake
Kinder 65.94 63.44 88.22 85.06 71.90 70.25
Rate
Elementary —- 2.55 2.16 2.33 2.23 0.9

Dropout
Rate
Secondary —- 2.90 2.46 3.11 4.56 1.12
Elementary 85.11 97.23 98.77 99.94 97.87 74.46

Completion
Rate
Secondary 79.06 86.24 87.9 96.58 84.94 76.36
Elementary 2.31 0.43 0.2 0.01 0.47 5.81

School
Leaver Rate
Secondary 5.79 4.54 4.35 0.83 6.74 8.21
Elementary —- —- —- 101.41 99 94
Retention
Rate
Secondary —- —- —- 94.98 95 91
Transition
Elementary 97.89 99.87 99.23 100.33 99.30 92.23
Rate
11
Junior High 95.25 92.56 93.43 95.05 93.31 83.87
School
Senior
High —- 84.27 75.59 85.67 88.74 75.49
School
Basic
Literacy —- —- —- —-- 107 149
Program
Alternative
Learning
System Elementary —- —-- —-- —-- 794 815
(Completers)
Secondary —- —-- —-- —-- 3,975 4,427
BLP —- —-- —-- —-- 73.79 71.63

Alternative
Learning
System Elementary —- —-- —-- —-- 68 73.95
(Participation
Rate)
Secondary —- —-- —-- —-- 77.82 81.81
Gross Enrollment Rate (Elementary and Secondary)

The Gross Enrollment Rate of SDO Rizal has been decreasing from SY 2015-2016 to SY
2020- 2021 but has slightly increased in SY 2018-2019 and SY 2019-2020. In these figures, SY
2015-2016 recorded the highest GER with 110.42% while the lowest was recorded in SY 2020-
2021 with 99.70%.
On the other hand, the secondary gross enrollment rate performed well in the last five
years (SY 2015-206 to SY 2019-2020) but dropped exponentially in SY 2020-2021. In these
numbers, the highest recorded GER was in SY 2019-2020 at 99.39 while the lowest was in SY
2015- 2016 at 92.52.
The performance in GER for elementary can be attributed to factors like employment
and COVID- 19. Overage learners tend to work in nearby cities and provinces and sacrifice
their education for their families. This situation was aggravated by the COVID- 19 pandemic.
The national health concern has affected the lives of many and has taken a toll in the
economic condition of families. Because people lost their jobs, plus the additional expenses
required to continue distance learning modalities, overage learners opted to work to help and
support their families.
On the other hand, the performance in GER for secondary can be credited to the
strengthened implementation of other curricular and inclusive programs such as the
12
Alternative Delivery Mode (ADM), Special Education (SPED), Inclusive Education, Madrasah,
and other interest programs.
Other division and
school initiatives were also
considered to contribute to
the behavior of the GER.
These are Balik- Paaralan
Program; the use of
technology/ media during
enrolment; assignment of
data focal person in schools;
dissemination of streamlined
processes on enrollment;
and access to schools in
every barangay. Discussion about ALS is provided on Pillar 2, Equity.
To rectify the ordeal, SDO Rizal resorts to shifting of classes, a total of 84 elementary,
35 Junior High Schools, and 13 Senior High Schools resort to two shifting of classes while 11
elementary, four Junior High School, and one Senior High School implement the three- shift
scheme. These are interventions to ensure that all learners are in schools and provided with
opportunities towards learning recovery.
Net Enrollment Rate (Elementary and Secondary)
The performance in NER for elementary was inconsistent in the last five years (SY
2015-2016 to SY 2019- 2020) with a significant decrease of 0.93 in SY 2016-2017 and SY 2017-
2018. Performance in SY 2019- 2020 recorded the highest NER at 99.42 while the lowest was
recorded at 93.62 in SY 2020- 2021.
Similarly, the performance in secondary NER was erratic in the last five years (SY 2015-
2016 to SY 2019- 2020) with a minor decrease in SY 2017-2018. In these numbers, SY 2018-
2019 recorded the highest NER at 81.44 while the lowest was recorded at 76.36 in SY 2017-
2018.
The increase in NER is attributed to factors such as migration since the Province of
Rizal is a relocation hotspot due to its proximity to Metro Manila, Quezon, Laguna, Bulacan,
and other nearby provinces. Also, policies that support and strengthen the implementation
of Kindergarten Program (DO 47 s. 2016) and School- Based Feeding Program (DO 23, s. 2020);
and the implementation of the Pantawid Pamilyang Pilipino Program (4Ps) were
implemented.
Likewise, the implementation of curricular and inclusive programs and modalities that
includes Alternative Delivery Mode (ADM), Special Education (SPED), Inclusive Education,
Madrasah, and other interest programs contributed to the rise of the division NER.
Government study grants such as Education Service Contracting (ESC) and SHS
voucher program; and various scholarships like Scholar ni Gov (with 678 scholars for SY 2021-
13
2022) also contributed to the rise of NER in the Division of Rizal.Meanwhile, the significant
decrease in NER is greatly ascribed to the pandemic. During SY 2020-2021, DepEd commenced
its implementation of the different distance learning modalities. These distance learning
modalities caused a dilemma to the learners and their parents especially those who
experienced economic, technological, and competency limitations.
The pandemic also affected the completion of numerous government projects and
triggered a hiatus in the implementation of various DepEd programs such as the School- based
Feeding Program and Gulayan sa Paaralan.
It is also undeniable that in this period, many private schools were forced to close. In
DepEd Rizal a whooping 55 private education institutions ceased its operation in SY 2020-
2021 due to low enrollment, financial concerns, availability of teachers, and other operation-
related ordeals brought by COVID-19. This closure has a substantial effect on the NER of the
division.
Moreover, the department sees the dawning of the in- person classes, SDO Rizal
confronts problems on classrooms and facilities. Classroom- learner ratio of the division is at
1:49 for elementary, 1:48 for the Junior High School and 1:66 for the Senior High School which
is slightly higher than the ideal classroom- learner ratio (except for the SHS). This poses
classroom requirements of 7,856 for elementary, 3,560 for Junior High School, and 845 for
Senior High School.
Net Intake Rate (NIR)
The NIR performance has been inconsistent in the last six years. There was a
significant increase in SY 2016-2017 and 2017-2018 with recorded performance of 63.44%
and 88.22% respectively. However, there was a drastic decrease in SY 2018-2019 and 2019-
2020 from 85.06% to 71.90% which continued until the dawning of the pandemic in SY 2020-
2021.
This performance in NIR is attributed to various DepEd Orders such as DepEd Order
No. 47, s. 2016 or the Omnibus Policy on Kindergarten Education and DepEd Order No. 20 s.
2018 or the Amendment to DepEd Order No. 47 s. 2016 which presents inconsistencies in the
cut-off age of the incoming kindergarten learners.
Dropout Rate (Elementary and Secondary)
SDO Rizal was successful in reducing the number of dropouts in elementary school
in the last three years. Data revealed that the highest incidence of dropout happened in SY
2018-2019 at 2.33% while the lowest took place in SY 2020-2021 at 0.9% despite the
emergence of the national health emergency due to COVID-19.
Unlike in the elementary, the performance in secondary dropout rate was erratic in
the last three years with 4.56% as the highest in SY 2019-2020 and the lowest at 1.12% in SY
14
2020-2021. It is also apparent that the division was able to curb the number of dropouts
drastically as the figures dropped in SY 2020-2021.
The performance in dropout rate can be attributed to
the availability of the Learning Continuity Plan of the division
that guided learners in continuing their studies amidst the
pandemic alongside with the various programs of the division
such as Project AKAP that is intended to monitor the progress of
the learners; Project LR Pasabay and the DroB (drop box system)
that provide convenience to learners and their parents in the di
stribution and retrieval of modules; and the efforts of the
Division Office and LGU to provide tablets to learners were all
contributory to the decrease of dropouts in the Division of Rizal.
Completion Rate (Elementary and Secondary)
Elementary Completion Rate of SDO Rizal has been increasing from SY 2015-2016 to
SY 2018- 2019 but had a slight decrease in SY 2019-2020 and tremendously decrease in SY
2020-2021. In these figures, SY 2018-2019 recorded the highest with 99.94% while the lowest
was recorded in SY 2020-2021 with 74.46%.
Similar to elementary, secondary completion rate has been increasing from SY 2015-
2016 to SY 2018- 2019 but has decreased in SY 2019-2020 and a tremendous decrease in SY
2020-2021. School Year 2018-2019 recorded the highest completion rate with 96.58% while
the lowest was recorded in SY 2020-2021 with 76.36%.
The performance in Completion Rate is attributed to several factors but ultimately
with the scare in the COVID- 19 pandemic. The parents of some students opted not to send
their children to school due to the fear of the virus aggravated by vaccine hesitancy. As of this
writing, DepEd Rizal only has 93,774 vaccinated learners or 20.31% of all learners in the
division. Others did not continue schooling due to the difficulty of the distance learning
modalities that caused some of the students to struggle to finish their schooling.
School Leaver Rate (Elementary and Secondary)
The School Leaver Rate (SLR) in elementary was erratic in the last five years (SY 2015-
2016 to SY 2019- 2020) with a major increase in SY 2020-2021. SLR in SY 2020- 2021 recorded
the highest at 5.81 while the lowest was recorded at 0.01 in SY 2018- 2019.
Same with the elementary, the school leaver rate (SLR) in the secondary schools was
also erratic in the last five years (SY 2015-2016 to SY 2019- 2020) with a major increase in SY
2020-2021. SLR in SY 2020- 2021 recorded the highest at 8.21 while the lowest was recorded
at 0.83 in SY 2018- 2019.
The significant increase in SLR is greatly attributed to the pandemic. In School Year
2020-2021, distance learning modalities were imposed to all schools and caused problems
across DepEd. The implementation of the distance learning modality has substantial effect on
the SLR of the Division of Rizal.
15
Retention Rate (Elementary and Secondary)
Elementary retention rate showed a downward trend in the last three years from
101.41 in SY 2018-2019 to 94 in SY 2020-2021.
Meanwhile, secondary retention rate was inconsistent in the last three years with a
highest recorded performance in SY 2019-2020 at 95 while the lowest is at 91 in SY 2020-
2021.
The decrease can be largely associated to COVID-19 pandemic since schools were
forced to halt their operation starting at the end of School Year 2019-2020.
Transition Rate (Elementary and Secondary)
The performance in elementary transition rate has also been erratic in the last six
years. An upward trend was recorded starting SY 2015-2016 (97.89) to SY 2018-2019 (100.33)
but declined in SY 2019-2020 (99.30) and continued to decrease until SY 2020-2021 (92.93).
Similar to elementary, the Junior High School transition rate has also been inconsistent
in the last six years. Highest recorded is at 95.25 in SY 2015-2016 and the lowest is at 83.87 in
SY 2020-2021.
The Senior High School program is also comparable with that of elementary and Junior
High School retention rates. Highest recorded is at 88.74 SY 2019-2020 and the lowest is at
75.49 in SY 2020-2021.
It is notable that the decline in the transition rates started in SY 2019-2020 which
continued until SY 2020-2021. This can be associated with the emergence of the COVID-19
pandemic in March 2020 which affected the end-of school year preparations of learners.
Alternative Learning System
Completers in the Alternative Learning System (ALS) increased specifically in ALS Basic
Literacy Program (BLP), elementary and secondary. Completers of ALS BLP increased from
107 in SY 2019- 2020 to 149 in SY 2020-2021. This is similar to the performance of ALS
elementary completers which increased from 794 in SY 2019-2020 to 815 in SY 2020-2021.
ALS secondary completers also had significant gains from 3,975 in SY 2019-2020 to 4,427 in
SY 2020-2021.
Similar with the ALS completers, ALS participation rate has also recorded significant
increase except for ALS BLP. ALS elementary participation rate increased from 68 in SY 2019-
2020 to 73.95 in SY 2020-2021. This is comparative with the performance of ALS secondary
which increased from 77.82 in SY 2019-2020 to 81.81 in SY 2020- 2021. However, ALS BLP
showed slight decrease from 73.79 in SY 2019-2020 to 71.63 in SY 2020-2021.
Generally, the figures support the above claims that ALS is effective in bringing out-
of-school youths, children, and adults back to schools and learning centers.
16
Private Schools
Table 7
3-Year Comparative Enrolment of Private-Public Schools
2019-2020 2020-2021 2021-2022
% of % of
Grades 1- % of
Public Private Total Public Private Total Contrib Public Private Total Contri
12 Contribution
ution bution
Total/ 423 549 451 545 565

126 119 23% 94 594 17% 475 953 89 075 15.8%
Average 105 224 120 714 028
The table shows the comparative enrolment of Private - Public Schools in the division
of Rizal. With 407 private schools, it was observed that it contributed 15.8% - 23% of the total
enrolment from Kindergarten to Grade 12 for the past 3 years.
It is reflected that on SY 2019-2020, private schools contributed 23% or 126, 119 out
of 549, 224 and suddenly declined to 17% of the next SY 2020-2021 with 94 594 out of 451
120 and continuously declining to 15.8% with 89, 028 out of 475 953 for SY 2021-2022.
The continuous decline of private school enrolment is associated with transfer of
schools of some of our learners from private to public schools due to the prevalent emergency
crisis which can affect the economic status of the community.
Table 8
Private School Data on Access
2015- 2016- 2017- 2018- 2019- 2020-

Indicators Levels
2016 2017 2018 2019 2020 2021
Elementary - 191 207 218 223 220
Schools for
Junior High
Renewal - 45 54 56 60 62
School
Elementary - 150 153 154 168 156
Recognized
Junior High
Schools - 133 134 136 136 133
School
Closed Schools All levels - NDA NDA NDA NDA 55
The table shows the Private School Data from SY 2016-2017 to SY 2020-2021 in terms
of Schools for Renewal, Recognized Schools, and Closed Schools.
In terms of schools for renewal, it was shown that the least number of schools
renewed was in SY 2016-2017 with 191 schools in elementary and 45 in Junior High School
with 236 schools. The trend continued to increase until SY 2020-2021 with 220 in elementary
17
and 62 in Junior High School for a total of 282 schools. This implies that the number of private
schools being renewed each year is increasing.
In terms of Recognized Schools, it was revealed that SY 2016-2017 had the least
number of recognized private schools with 150 in elementary and 133 in Junior High Schools
with a total of 283 private schools. For SY 2020-2021, there were 156 in elementary and 133
in JHS with a total of 289 recognized schools. It is also notable that there was a decrease in
secondary recognized schools from SY 2019-2020 to SY 2020-2021 which is attributed to the
emergence of COVID-19 pandemic.
In terms of Closed schools, it is evident that no closed schools were recorded from
SY 2016-2017 to SY 2019-2020 but in SY 2020- 2021 there was an influx from 0 to 55 which is
a 19.03% increase. This was correlated with the effects of the pandemic where most of the
schools suffered from enrollment difficulties which eventually decided them to close the
schools due to economic reasons.
Division Targets on Access (2023-2028)

Along with its burning commitment to bring all learners to schools, SDO Rizal’s fire
blazingly aims to improve its performance in the different Key Performance Indicators (KPIs)
under ACCESS in the next six years. By the end of the 6 year-plan cycle, SDO Rizal envisions
achieving the following targets.
Table 9
Division Targets on Access
Results Physical Target

Baseline
Intermediate Statement/ Key
SY 2019
Outcome Performance
-2020 2023 2024 2025 2026 2027 2028
Indicator
IO.1. All school-age 1. Percentage of enrollment regardless of age children in school Gross Enrolment Rate (GER)
children, out-of- Elementary- GER 406.77 100.00 100.00 100.00 100.00 100.00 100.00
school youth and Secondary- GER 99.39 99.49 99.59 99.70 99.80 99.90 100.00
adults accessed 2. Percentage of school-age children in school Net Enrolment Rate (NER)
relevant basic Elementary- NER 99.42 99.52 99.61 99.71 99.81 99.90 100.00
learning Secondary- NER 81.27 83.89 86.51 89.14 91.76 94.38 97.00
opportunities 3. Percentage of learners in a cohort who completed Grade 6/Grade 12- Completion Rate (CR)
Elementary- CR 74.46% 98.18 98.54 98.51 99.27 99.64 100.00
Secondary- CR 84.94 87.45 89.96 92.47 94.98 97.49 100.00
IO.1.1 All five- 4. Percentage
year-old children of five-year-old
in school in school- Net 71.90 76.58 81.27 85.95 90.63 95.32 100.00
Intake Rate
(NIR)
IO1.2. All learners 5. Percentage of enrollees (Elem, JHS, SHS) in a given school year who continue to be in
will stay in school school the following school year - Retention Rate
and finish key
stages Elementary -
99.24 99.37 99.49 99.62 99.75 99.87 100.00
Retention Rate
18
Junior High School
94.83 95.69 96.55 97.42 98.28 99.14 100.00
- Retention Rate
Senior High
School - Retention 93.31 94.43 95.54 96.66 97.77 98.89 100.00
Rate
6. Percentage of currently enrolled learners but did not finish/complete the SY - Dropout Rate
(DR)
Elementary- SDR 2.23 2.01 1.79 1.57 1.34 1.12 0.90
Junior High School

4.56 3.82 3.08 2.34 1.60 0.86 0.12
- SDR
Senior High
0.67 0.56 0.45 0.34 0.22 0.11 0.00
School - SDR
7. Percentage of learners who do not finish a particular grade level as well as those finish but
failed to enroll to the next grade level the following school year - School Leaver Rate (SLR)
Elementary - SLR 0.47 0.42 0.36 0.31 0.25 0.20 0.14
Secondary - SLR 6.74 6.30 5.86 5.42 4.97 4.53 4.09
IO1.3 - All 8. Percentage of K/G6/G10 completers proceeded to next key stage - Transition Rate
learners transition
to the next key KINDERGARTEN 91.53
stage - Transition Rate 16.67 33.33 50.00 66.67 83.33 100.00
SY 21-22
(K to Grade1)
ELEMENTARY -
Transition Rate 91.50
16.67 33.33 50.00 66.67 83.33 100.00
(Grade 3 to Grade SY 21-22
4)
ELEMENTARY -
Transition Rate 99.30 99.42 99.53 99.62 99.77 99.88 100.00
(Grade 6 to Grade
7)
JUNIOR HIGH
SCHOOL -
Transition Rate 93.31 94.43 95.54 96.66 97.77 98.89 100.00
(Grade 10 to
Grade 11)
IO1.4 - All out-of- 9. Percentage of OSC & OSY who returned to school or participated in ALS - Participation Rate
school children & of OSC & OSY
youth participate
and complete ALTERNATIVE
participation in LEARNING
formal or non- SYSTEM - 73.79 76.25 78.71 81.17 83.63 86.09 88
formal basic Participation Rate
education BLP
19
learning ALTERNATIVE
opportunities LEARNING
SYSTEM - 68.00 70.27 72.53 74.80 77.07 79.33 81.60
Participation Rate
- Elementary
ALTERNATIVE
LEARNING
SYSTEM - 77.82 80.41 83.01 85.60 88.19 90.79 93.38
Participation Rate
- Secondary
10. Percentage of completers in ALS - completed session – ALS
ALTERNATIVE
LEARNING
84.25 86.88 89.50 92.13 94.75 97.38 100.00
SYSTEM
(Completers) BLP
ALTERNATIVE
LEARNING
SYSTEM 72.05 74.45 76.85 79.26 81.66 84.06 86.46
(Completers) -
Elementary
ALTERNATIVE
LEARNING
SYSTEM 80.48 83.16 85.85 88.53 91.21 93.90 96.58
(Completers) -
Secondary
Strategies and Outputs on Access
With its vision to improve its KPIs, SDO Rizal will implement various strategies and
interventions to bring learners to schools. The division will BUILD opportunities to ensure
that school-aged children regardless of ethnicity, color, gender, religion, age, and economic
status are in school and are provided with quality basic education.
Table 10
Strategies and Outputs on Access
Program: Kakaiba Ka Ngunit Di Iba
One soul, one spirit, one mind in Inclusive Ed -Advocate of inclusivity of diverse learners in addressing
individual needs.
Strategies 202 20 20 202 20 20
Focal Outputs
3 24 25 6 27 28
Enhance Gathered disaggregated profile of ALS
Coordinat / / / / / /
capacity of Learners
ors of ALS,
schools to Established new CLC, based on needs / / / / / /
SPED,
implement Implemented Open High School (OHS)
IPED,
ADM and ALS and Offered ADM-Home Schooling for / / / / / /
ALIVE
elementary and secondary schools
20
Project BROADEN – Blue Rizal Offerings on Allocation of Funds, Deepening of Inclusivity & Special Interests and
Establishment of Schools to Nurture K - 12 Curriculum
Strategies Focal Outputs 20 20 20 20 20 20
23 24 25 26 27 28
Expand Established schools in congested
coverage of municipalities and far-flung / / / / / /
basic education communities
program, EPS- SGOD
inclusion and Increased number of schools offering
special interest / / / / / /
inclusion, and special interest programs
programs
Project SAFE Education

SHS Alignment for Efficient Education
23 24 25 26 27 8
Streamline Division Reviewed existing SHS offerings as basis
/ /
SHS offerings Senior High of streamlining
School Aligned SHS offerings with the needs of
/ / / / / /
Coordinator the community
Project Title MILE

Maximizing Intervention for Learners’ Education
23 24 25 26 27 28
Intensify aid SGOD Chief Provided non- classroom facilities such as
to last mile dormitories, service vehicles, temporary / / / / / /
schools shelters, etc.
Forged agreements with the LGU on the
/ / / / / /
support fund for LMS for teachers
Project PRIVATE
Private Schools Revitalization, Institutionalization and Vesting of Applications through Technical Assistance and
Enhancement of System
23 24 25 26 27 28
Provided technical assistance to private
schools in their application for new, / / / / / /
Enhance
renewal, and recognition of schools
capacity of the Division
private schools Private Conducted information- dissemination
activities on private school processes / / / / / /
relative to School
and concerns
government Coordinat
related- or Developed online system for private
processes schools on the submission of their
/
application for new, renewal, and
recognition of schools
Strengthening of Developed online tracking system for
Tracking learners with hurdled documents
Division Assisted parents/ guardians through
Mechanism and
Private legal aid on hurdled documents
Assistance of
School
Learners with
Coordinat Tapped grantors/scholarships to support
Hurdled learners in public schools with unsettled
or
Documents from accounts in the private schools
Private Schools
21
Project KID – Kindergarten Instructional Design
23 24 25 26 27 28
EPS- Developed localized guidelines on the
Strengthen
Kindergarten in strict compliance to kindergarten age /
compliance to
collaboration requirement
kindergarten
with the Private
age Monitored compliance to kindergarten
Schools / / / / / /
requirements age requirements
Coordinator
Project STAKE
SupporTing All for K to 12 Education
23 24 25 26 27 28
SGOD- Social Forged partnership with the LGU and
Intensify study Mobilization other stakeholders for scholarship and / / /
grant and other and Networking other fund support programs
scholarship Youth Developed localized policy relative to
programs Formation the granting of financial support to / / /
Section learners
Project UP Ugnayan Pananagutan

Strategies 20 20 20 20 202 20
Focal Outputs
23 24 25 26 7 28
Strengthen the implementation of
various programs, projects, and Intensified
activities to improve retention EPS II, SMME implementation of / / /
rate and transition rate, dropout Project UP, etc
rate
22
II.B. PILLAR II - LIFT EQUITY
With the aim of providing second chance education to OSYA and mainstream children with
special needs, SDO Rizal aims to LIFT every Learner in Inclusive and Flexible Teaching to realize
their full potential; this way, intensifying the Division’s efforts in terms of EQUITY.
Division Context and Analysis of Key Performance Indicators on Equity for Children,
Youths, and Adults in Situation of Disadvantage
Including all learners and ensuring that each individual has an equal and personalized
opportunity for educational progress starts with inclusive education systems. As such, SDO
Rizal aims to ensure inclusive and equitable quality education and promote lifelong learning
opportunities for children with special needs, out-of-school youths, children, and adults,
indigenous peoples, and Madrasahs.
Inclusive Education (IE) in the Division is expressed through existing programs such as
Special Education, Indigenous Peoples Education, Madrasah Education, and Flexible Learning
Options including Alternative Delivery Mode and Alternative Learning System. These
altogether address the context and needs of learners in disadvantaged situations. Special
Interest Programs also cater to learners who manifest the interest and aptitudes for skill sets.
To further support the effective implementation of the programs in Inclusive
Education, the succeeding data presented describe the participation and performance of
learners in SDO Rizal.
Figure 6
Inclusive Education Enrollment for the Last Five Year
Figure 6 presents the enrollment for Inclusive Education for the last five years.
It includes Alternative Learning System (ALS), MADRASAH, Special Education (SPED) and
Indigenous People’s Education (IPEd). For the last five years, ALS has the highest number
of the enrolment while MADRASAH has the lowest enrolment.
23
While all Inclusive Education programs have an unstable increase in enrolment IPEd
has a steady increase in enrolment. The decrease of enrolment in other programs may be
associated with the current pandemic due to restriction in mobility and health protocols.
Figure 7
Number of Schools Implementing Inclusive Education Program
Figure 7 presents the number of schools implementing the Inclusive Education

program. It can be gleaned from the graph that the ALS program has the highest number of
schools offering the program which has a total of 153 when combined. It is followed by SPED
having 51 schools, followed by IPED with 37 schools. MADRASAH education has the fewest
schools offering this program having a total of 17.
It can also be noted that the elementary level comprises more IE offering compared
to Junior High School and Senior High School. Hence, the secondary level should open more
schools implementing inclusive education to address the needs of learners.
24
Figure 8
Number of Teachers in Inclusive Education
The figure shows that IPED and SPED constitute more teachers in inclusive education
having a total of 355 compared with ALS and Madrasah. It can be associated with the fact that
the learners in those programs are mainstreamed in regular classes. Hence, regular teachers
are also given teaching loads in IPED and SPED. On the contrary, ALS program has a total of
56 teachers while 23 teachers in Madrasah respectively.
From the data above, it implies that SDO Rizal needs more teachers in ALS since it has
the greatest number of enrollees.
Table 11
Division Targets on Equity (2023-2028)
Baseline Physical Target

RESULTS STATEMENT / KEY PERFORMANCE
(SY 2019-
INDICATOR 2023 2024 2025 2026 2027 2028
2020)
Intermediate Outcome (IO) #2. School-age children and youth, and adults in situations of disadvantage
benefited from appropriate equity initiatives
1. Proportion of learners in a situation of disadvantage transition to next key stage
ELEMENTARY - % Disparity in the transition
1.01
rate
Male 98.72% 98.93 99.14 99.35 99.56 99.77 99.98
Female 99.93% 99.94 99.95 99.96 99.97 99.98 99.99
SECONDARY - % Disparity in the transition
1.03
rate
Male 92.03% 93.36 94.96 96.02 97.35 98.68 100.01
Female 94.70% 95.58 96.46 97.34 98.22 99.10 99.98
2. Gender participation - disparity in completion
ELEMENTARY - Gender
1.02
Parity Index - Completion
Male 96.76% 97.30 97.84 98.38 98.92 99.46 100
Female 98.94% 99.12 99.30 99.48 99.66 99.84 100.02
SECONDARY - % Gender Parity Index -
1.09
Completion
Male 81.24% 84.37 87.5 90.63 93.73 96.86 99.99
Female 88.72% 90.6 92.48 94.36 96.24 98.12 100
IO2.1 - All school-age children and youth, and adults in situations of disadvantage are participating
in basic learning opportunities and receiving an appropriate quality education
3. Percentage of learners in a situation of disadvantage continue to participate in basic education
ELEMENTARY - Retention Rate 100 100 100 100 100 100 100
25
Baseline Physical Target
RESULTS STATEMENT / KEY PERFORMANCE
(SY 2019-
INDICATOR 2023 2024 2025 2026 2027 2028
2020)
SECONDARY - Retention Rate 100 100 100 100 100 100 100
4. Percentage of learners in situations of disadvantage (disaggregated by group) achieved at least
a fixed level of proficiency/mastery in (a) functional literacy, (b) numeracy, and (c) 21st-century skills
Functional Literacy - % of learners at with at

least proficient level or better
(at least graduated in high school or K-12
curriculum completers-FLEMMS)
ALS–(Presentation Portfolio Passer)

In ALS the A&E Passers are not yet available
79.05% 81.05% 83.05% 85.05% 87.05% 89.05% 91.05%
in SY 2019-2020. Presentation Portfolio
Assessment was used.
SPED 92.96% 93.30% 93.64% 93.98% 94.32% 94.66% 95.00%
IPED 72.03% 75.86% 79.69% 83.52% 87.35% 91.18% 95.01%
MADRASAH-(Grade 10 completers) 89% 89.83% 90.66% 91.49% 92.32% 93.15% 93.98%
Numeracy - % of learners at with at least
proficient level or better
ALS–(Presentation Portfolio Passer) 79.05% 81.05% 83.05% 85.05% 87.05% 89.05% 91.05%
SPED, IPED & MADRASAH are to be
TBD
determined
21st-century skills - % of learners at with at
least proficient level or better (Completers)
ALS Completers
SPED 92.96% 93.30% 93.64% 93.98% 94.32% 94.66% 95.00%
IPED 72.03% 75.86% 79.69% 83.52% 87.35% 91.18% 95.01%
MADRASAH-(Grade 10 completers) 89% 89.83% 90.66% 91.49% 92.32% 93.15% 93.98%
Strategies and Outputs on Equity
Table 12
Strategies and Outputs on Equity
Program: Kakaiba Ka Ngunit Di Iba

One soul, one spirit, one mind in Inclusive Ed - Advocate inclusivity of diverse learners in addressing individual needs.
20 20 20 20 20 20
Strategies Focal Outputs
23 24 25 26 27 28
Intensify Project AKAP to learners at risk of

/ / / / / /
dropping out
Reinforce retention Implementers
programs in schools and of ALS, SPED, Establishment of kiosks in barangays to help
CLCs. IPED, ALIVE support the distribution and retrieval of modules
/ / / / / /
most especially for ALS learners who are
employed preventing them from dropping out
Conduct Community Literacy Mapping to gather

/ / / / / /
data of potential learners in the community
Strengthen mechanisms
Hire additional ALS teachers / / / / / /
for implementation of Coordinators
Inclusive Education of ALS, SPED,
Intensify and strengthen partnership with private
IPED, ALIVE / / / / / /
organizations and interest groups
Provide training and capacity development to

/ / / / / /
teachers
26
Utilization of technology/social media to serve as
a medium of communication between the
learners and teachers when it comes to the / / / / / /
understanding of difficult competencies in the
learning strands
Mainstream inclusion Coordinators

Encourage schools to offer inclusive education in
programs in all schools of ALS, SPED, / / / / / /
geographically identified communities
and CLCs. IPED, ALIVE
Project SAFE Education

SHS Alignment for Efficient Education
20 20 20 20 20 20
23 24 25 26 27 28
SHS Hire additional teachers to handle SHS in IE / / / / / /

Coordinators,
Increase offering of SHS
Coordinators
to inclusive education Mainstream learners into general education
of ALS, SPED, / / / / / /
setting or regular school set-up
IPED, ALIVE
Project Title MILE

Maximizing Intervention for Learners’ Education
20 20 20 20 20 20
23 24 25 26 27 28
Strengthen forged partnerships with LGU and

local barangay to reach learners in remote areas / / / / / /
and learners who are employed
Strengthen program Coordinators
management and of ALS, SPED,
Intensify implementation of Project AKAP in far-
service delivery IPED, ALIVE / / / / / /
flung areas to prevent learners from dropping out
Establish kiosks in the community / / / / / /
Gain commitment or buy-in of inclusive

education implementers / / / / / /
II.C. PILLAR III - UPHOLD 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
Division Context and Analysis of Key Performance Indicators on Quality of Basic Education
Provision and Learning Outcome
This section discusses the baseline data, division targets and strategies to improve the key
performance indicators on the provision of quality education for Rizaleño learners.
27
Figure 9 shows the result of the
National Achievement Test in elementary
from School Year 2012 -2017. The highest
MPS of 56.98 was obtained in 2013 while
the lowest MPS was recorded in 2016 with
40.88. There is a significant decrease of
12.05% the MPS recorded in 2015 with
41.67 as compared to 53.72 in 2014. This is
consistent with the national data on the
performance of Grade 6 pupils in the
Figure 9 National Achievement Test in these
National Achievement Test (NAT) calendar years.
Results- Elementary
This result can be attributed to health and nutrition concerns/ issues, poor reading
comprehension of the students, non-specialist teachers handling major subjects, contact time
of teachers and students, congested curriculum and inability to maximize the use of
technology in the delivery of instruction.
Figure 10 It could be gleaned from the
National Achievement Test (NAT) graphical presentation that the result of
Results- Secondary the National Achievement Test (NAT) in
secondary level is erratic, and the
academic performance has been
inconsistent for the indicated five school
years. There is a significant increase of
2.36% from 42.93 of 2016 as compared to
45.29% of 2017. Even though there was a
slight increase in 2017, still the mean
percentage score (MPS) is far behind from
the 75% level of mastery in line with the
national standards.
This implies that the students did not
reach the intended learning competencies in line with the national standards.
Moreover, a huge learning gap that needs to be addressed in the delivery of secondary
education programs among public high schools in the division. This could be
attributed to the health and nutrition concern/ issues, poor reading comprehension
of the students, non-specialist teachers handling major subjects, contact time of
teachers and students, congested curriculum, and inability to maximize the use of
technology in the delivery of instruction.
28
Figure 11
The graphical presentation shows that
Comparative NAT Results of Grade 6 SY
there is a significant increase of mean
2016-2017 and SY 2017-2018
percentage score (MPS) with 2.88% in the
National Achievement Test (NAT) in School
Year 2017 - 2018 with 43.76% as compared
with the MPS of 40.88% for School Year
2016 - 2017. First in rank is Mathematics
with an 8.16% level of increase, followed
by Science with 3.16% increase, third in
rank is English with 1.53% increase, fourth
is Filipino with 1.24% increase and lastly,
HEKASI with 0.33% increase.
The result reveals that the
implementation of varied initiatives of the Division of Rizal to address academic concerns are
effective. These can be attributed to the successful conduct of Trainings of Teachers on
Critical Content and Pedagogies, Master Teachers Development Program (MTPDP), School
Heads Development Programs (SHDP), and the development of Project Concept for
supervisors on instructional and curriculum development.
Figure 12 It can be seen from the graphical
Comparative NAT Results of Grade 10 SY representation that there is a significant
2016-2017 and SY 2017-2018 increase of mean percentage score (MPS)
with 4.36% in the National Achievement
Test (NAT) for School Year 2017 - 2018 with
45.29 % as compared with the MPS of
40.93% for School Year 2016 - 2017. First in
rank is Filipino with a 6.86% level of
increase, followed by Araling Panlipunan
with 3.69% increase, third in rank is Science
with 2.65% increase, and fourth is English
with 0.15% increase. On the contrary,
Mathematics has a decrease in percentage
of 1.87%
It can be interpreted that because of the different programs and projects initiated by the
Division of Rizal to bridge the gap between the academic concerns from all grade levels,
almost all subject areas significantly increase in their level of performance except for
Mathematics which decreases by only a small percentage. The said programs and projects
include the following: Training of Teachers on Critical Content and Pedagogies, Master
Teachers Development Program (MTPDP), School Heads Development Programs (SHDP),
Training Workshop on the Preparation of Concept Paper LAC sessions, Focus Group
Discussion, Division Research Conferences, and other related trainings, seminars, symposia.
29
Figure 13 shows the English-Proficient
Figure 13 Level in Elementary SY 2019-2020. As
English-Proficient Level in Elementary SY shown in the figure, Grade 6 pupils got the
2019-2020 highest level of reading proficiency in
English with 36.89 followed by Grade 4
with 36.63 level of proficiency, while Grade
5 ranked last with only 36.48. The results
signify the effectiveness of the
implementation of the Blue Rizal:
Barangayan para sa Bawat Bata Bumabasa
(BR-B4) in all public elementary and
secondary schools in the Division of Rizal.
However, there is still a need to work out
for the continuous increase so as to reach
the 80% target level of proficiency.
Figure 14 Figure 14 presents English-Proficient
English-Proficient Level in Junior High Level in Junior High School SY 2019-2020.
School SY 2019-2020 As reflected, first in rank is Grade 7 with
40.12 level of proficiency, followed by
Grade 8 with 39.01. Third and last in rank
are Grade 9 and 10 with 34.14% and 32.46
reading proficiency level respectively.
In contrast with the result of reading
proficiency level in the elementary, the
high school students’ proficiency level
from Grade 7 to Grade 10 is decreasing.
This could be attributed to the fact that teenagers are more distracted due to the
excessive use of technology, social media and other contributing factors. The attitude of
students towards reading is an influencing factor that affects their reading comprehension
performance. One of the best indicators of future reading challenges that we are aware of is
whether one or more relatives, particularly parents, struggled with reading as children.
Figure 15 Figure 15 shows the Filipino-Proficient
Filipino-Proficient Level in Elementary Level in Elementary SY 2019-2020. The
SY 2019-2020 graphical presentation reveals the reading
proficiency level in Filipino of elementary
pupils for School Year 2019-2020. Grade 6
ranked first with 38.07% level of
proficiency followed by Grade 3 with
36.16% proficiency level. Third in rank is
Grade 5 with 35.23% and last in rank is
Grade 4 with 34.17% level of proficiency.
The data signify that the proficiency level of elementary students in Filipino from Grade 3 to Grade 4 is
decreasing while in Grade 5 to Grade 6 is increasing. Generally, the gap in the students’ comprehension was
due to transition from primary to intermediate level.
30
Performance in Reading
Blue Rizal: Barangayan para sa Bawat Bata Bumabasa (BR-B4) Program is the flagship
program of SDO-Rizal in addressing the problem on literacy. It is a community-based program
involving local government units, community volunteers, families, teachers- to read to all
children for them to develop enjoyment in- and love for Reading as learners transition from
“learning to read” to “reading to learn”.
Grades 1 to 3 learners were assessed using the BR-B4 Reading Assessment Tool (RAT) for
Beginning Reading in English and in Filipino. Below is the 2-year progressive data of BRB4
learners in School Year 2020-2021 and School Year 2021-2022.
Table 12
Progressive Improvement of BR-B4 Learners from SY 2020-2021 to SY 2021-2022
SY 2020-2021 SY 2021-2022
Learners in HIGHLY Learners in HIGHLY DEVELOPED
BR-B4 BR-B4
DEVELOPED CATEGORY CATEGORY
Enrolment Enrolment
Target Actual Target Actual
English
Batch 1 14,538 4,362 5,839
16,076 4,019 3,094
25,559 5,112 6,993
Filipino
Batch 1 15,250 4,575 6,889
16,685 4,171 4,788
28,064 8,420 10,362
Table 12 shows progressive improvement of BR-B4 Learners from SY 2020-2021 to SY

2021-2022. There is an average increase of 33% in the success rate of the program from SY
2020-2021 to SY 2021-2022.
For SY 2020-2021 (first year Batch 1 English), BR-B4 targeted 20% or 4,019 learners to reach
the highly developed level of BRB4 Beginning Reading Strand for English. However, there were
only 3,094 learners or 19% who reached the target level. There were 12,982 or the remaining
80% of learners needed to be catered in BRB4 Year 1 Batch 1 in English.
For Filipino (first year Batch 1 Filipino) Batch 1, BR-B4 targeted 20% or 4,171 learners to
reach the highly developed level of BRB4 Beginning Reading Strand for English. Remarkably,
there were 4,788 learners or 29% who reached the target level. However, the remaining 11,897
or 71% of learners are needed to be catered in BRB4 Year 1 Batch 1 in Filipino.
For SY 2021-2022 (second year of Batch 1 English), BR-B4 targeted 30% or 4,362 learners
to reach the highly developed level of BRB4 Beginning Reading Strand for English. Surprisingly,
there were 5,839 learners or 40% who reached the target level. Yet, the remaining 60% or 8,699
learners are needed to be catered in BRB4 Year 2 Batch 1 in English.
For SY 2021-2022 (second year of Batch 1 Filipino), BR-B4 targeted 30% or 4,575 learners
to reach the highly developed level of BRB4 Beginning Reading Strand for English.
Surprisingly, there were 6,889 learners or 45% who reached the target level. However, the
remaining 55% or 8,361 learners are needed to be catered in BRB4 Year 2 Batch 1 in Filipino.
31
For SY 2021-2022 (first year of Batch 2 English), BR-B4 targeted 20% or 5,112 learners to
reach the highly developed level of BRB4 Beginning Reading Strand for English. Surprisingly,
there were 6,993 learners or 27% who reached the target level. Yet, the remaining 73% or
18,556 learners are needed to be catered in BRB4 Year 1 Batch 2 in English.
For SY 2021-2022 (first year of Batch 2 Filipino), BR-B4 targeted 20% or 8,420 learners to
there were 10,362 learners or 37% who reached the target level. However, 63% or 17,702
learners are needed to be catered in BRB4 Year 1 Batch 2 in Filipino.
For Reading Literacy

● For SY 2020-2021 (first year Batch 1 English), 12,982 or the remaining 80% of learners
are needed to be catered in BRB4 Year 1 Batch 1 in English.
● For Filipino (first year Batch 1 Filipino) 11,897 or 71% of learners are needed to be
catered in BRB4 Year 1 Batch 1 in Filipino.
● For SY 2021-2022 (second year of Batch 1 English), 60% or 8,699 learners are needed
to be catered in BRB4 Year 2 Batch 1 in English.
● For SY 2021-2022 (second year of Batch 1 Filipino), 55% or 8,361 learners are needed
to be catered in BRB4 Year 2 Batch 1 in Filipino.
● For SY 2021-2022 (first year of Batch 2 English), 73% or 18,556 learners are needed to
be catered in BRB4 Year 1 Batch 2 in English.
● For SY 2021-2022 (first year of Batch 2 Filipino), 63% or 17,702 learners are needed to
be catered in BRB4 Year 1 Batch 2 in Filipino.
Performance in Numeracy
Reproduction of Numeracy Assessment Tool (NumAT) Package was realized to address
the issues and concerns on the numeracy program.
Based on learners’ report on numeracy level for Grades 1 to 3, elementary schools in
the division need to implement interventions to 9,327 (7.06%) learners under non-numerates,
and 26,816 (20.30%) under beginning level. The proposed interventions will lessen the
percentage of our clientele under non-numerates and beginning level and will lead to grade
ready level status, they will be given whole-class and/or individualized / differentiated
interventions.
To strengthen the implementation of Project NUMERO: Number Understanding Makes
Every Rizaleño Onboard, NuMAT and its Intervention will be intensified from School Year 2022-
2023 to School Year 2027-2028 to address the Gaps of learning and the challenges brought
about by transition from distance learning to in person classes and to mitigate learners who
were identified under non-numerates level and beginning level each year.
Teachers and Teaching Strategies.

Virtual Learning and Development (L & D) activities for teachers in preparation for School
Year 2021-2022 was held to capacitate teachers and school leaders. DepEd Rizal organized
training programs and activities to address specific development needs as identified in the
Individual Development Plan or eSAT of the RPMS.
32
Institutionalization of School Learning Action Cell (SLAC) as a School-Based Continuing
Professional Development Strategy for the Improvement of Teaching and Learning, under
DepEd Order No. 35, s.2016, recognizes that the quality of learning is greatly influenced by the
quality of teaching; hence, a need to develop and organize professional learning communities
that will aid teachers improve practice and increase learners’ achievement. Series of Division-
initiated LAC sessions were conducted to develop and support successful teachers by nurturing
their knowledge, attitudes, and competencies in terms of curriculum, instruction, and
assessment in their workstations.
SDO Rizal decided to conduct a survey on SLAC sessions conducted from January to June
2021 to ensure that professional learning communities for teachers are established and
sustained through regular LAC sessions that will help them improve practice and learner
achievement amidst pandemic.
Junior High School teachers with Mathematics, Science, and English specializations were
recommended by SDO Rizal participated in the DepEd’s Professional Development Program
(PDP) on assessment and emerging literacies with focus on Programme for International
Student Assessment (PISA).
This aims to improve teachers’ assessment literacy and content knowledge to help them
align their classroom practice with the emerging literacies measured by International Large-
Scale Assessments (ILSA). SDO Rizal is committed to engage in various national and
international system assessments to guide its efforts to address the challenge of improving the
quality of basic education. This brings to light the need to accelerate the efforts to improve
education quality. One way to contribute to the improvement of quality of basic education is
to enhance the alignment of classroom assessment with ILSAs such as PISA.
Through THAMES International School, a NEAP authorized external learning service
provider, the DepEd Rizal in collaboration with Region IV-CALABARZON conducted the
upskilling and re-skilling programs for teachers and school leaders via flexible learning. The
program implementation schemes were FLEX2EDUCATE, FLEX2LEARN and FLEX2LEAD. The
learning modality is blended with synchronous and asynchronous sessions, with digital modular
learning supplemented with TV and video lessons.
Training Workshop on Critical Content and Pedagogies in the different learning areas for
elementary and secondary teachers was conducted on July 26 to 29, 2022 to articulate them
on the concepts and objectives of the lessons to the Most Essential Learning Competencies.
They also identified practical strategies for teaching critical content and guided them in crafting
effective lesson plans.
To ensure quality of the teaching and learning process, SDO Rizal lists priority schools
(Annex C) for monitoring, instructional supervision and provision of technical assistance with
reference to the Learning Outcomes Assessment Results for SY 2021-2022 and Electronic
Learning Assurance for Monitoring and Progress (e-LAMP).
33
Access to Learning Resources
To expand access to learning resources, a series of activities were conducted to assess gaps
and address issues and challenges. Performance reviews, development of pivot learning
resources, and writeshops on Senior High School subjects with no available modules were
conducted.
Online capacity building on the utilization and full implementation of Numeracy
Assessment Tool (NumAT) based on pilot testing and evaluation results through simulation was
conducted for school heads and teachers. Likewise, Mathematics Learning Intervention
materials were developed for identified non-numerates and beginning levels in elementary and
junior high school.
SDO Rizal implemented a series of activities on the Development of Table of Specification
(TOS) Test Items based on prescribed Budget of Works (BOW) in all learning areas and
Development and Validation of Learning Activity Sheets and Authentic and Integrated
Assessment from 1st to 4th quarters. Through this activity, the most important knowledge, and
skills that students should be able to demonstrate in the learning activities will be assured.
Likewise, it determines the criteria and standards of outcomes performance and the acceptable
evidence.
Since assessment is part of curriculum implementation, it plays a vital role in determining
the progress and development of learners. Workshop on the Development, Review and
Finalization of Performance Tasks and Written Works in MAPEH and TLE for Grades 9 to 12 was
conducted on July 18 - 22, 2022 based on specific performance and content standards.
As part of the SDO-Rizal’s BE-LCP implementation, Division Memorandum No. 310, s.2021
was released to conduct the 2-Day Development and Validation of Video Lessons Across
Learning Areas on July 28-29, 2021 via Google meet. The activity targets were to: (1) refresh
teachers across learning areas on the nature of teacher-made video lessons, (2) develop and
validate teacher-made video lessons for additional digital learning materials for learners, and
(3) intensively inform future trainers on the processes of the development of teacher-made
video lessons. Video lessons across learning areas for Key Stage 1 to 4 were developed.
SDO Rizal spearheaded the STATCHECK (Status Check) on Self Learning Modules (SLMs) as
part of school preparations for School Year 2021-2022 in terms of learning resources.
For Senior High School, SDO Rizal initiated in August 2021 the redeveloping Alternative
Delivery Mode (ADM) Health Optimizing Physical Education (HOPE) modules for Senior High
Schools. The purpose of this activity was to ensure that the SLMs developed by the region are
free from errors, intellectual property concerns, and issues and to maximize the use of the said
materials.
Last June 2021, SDO Rizal conducted an Online Asynchronous Workshop on the
Development of Learning Resource Packages (LRPs) to review, critique and finalize before its
submission to NEAP-4A.
34
Access to Quality Learning Facilities.
With the new challenges brought about by the COVID-19 pandemic in delivering quality
education, a safe learning environment becomes one of the utmost considerations to ensure
the school’s safe operations and in the process of the budget allocation of crucial resources.
DepEd Rizal issued Memorandum No. 280, s,2022 to validate the priority schools in preparation
for the Calendar Year 2023 School Building Projects Budget Proposal and NSBI Review. This was
conducted on June 7 to 10, 2022. The conduct of DepEd National School Building Inventory
(NSBI) for School Year 2021 to 2022 is to ensure a more accurate and comprehensive baseline
data of school buildings, classrooms, furniture, and other facilities in all public elementary
secondary schools.
A series of Virtual Coordination and Planning Meeting on Physical Inventory Taking
Activities (PITA) participated by the Division Inventory Committee and Sub-Office Property
Custodians was held on July 26, 2021. Reports on findings, recommendations, revisions, issues
and other concerns during PITA documented.
Virtual Meeting on the Enhancement of General Protocol on Safe Return to Schools was
held on July 27, 2021. This aims to develop specific interventions for COVID-19 mitigation and
enhance the protocol on safe return to schools.
Table 13
Historical Performance on Quality
Key Performance
Level 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 Trend
Indicators
Elementary NDA 40.88 43.76 NDA NDA

National
Achievement Test Secondary NDA 40.93 45.29 NDA NDA
Higher Education NDA NDA 57.59 59.98 52.96
Employed NDA NDA 19.25 16.62 17.06
Entrepreneurship NDA NDA 4.36 3.54 4.63

Grade 12
Curriculum Exits Employed/In business
while enrolled in Higher NDA NDA 6.09 6.29 7.39
Education
Others NDA NDA 12.70 13.57 17.97
*NDA: No Data Available
35
Table 14
Division Targets on Quality (2023-2028)
Results Statement/Key Physical Target

Intermediate Outcome Baseline
Performance Indicator 2023 2024 2025 2026 2027 2028
Intermediate Outcome (IO) #3. Learners 1. Percentage of learners pursued their chosen paths
complete K-12 basic education having
attained all learning % proceeded to employment 16.62 17.62 18.62 19.62 20.62 21.62 22.62
standards that equip them with the % proceeded in Higher Education 59.98 60.98 61.98 62.98 63.98 64.98 65.98
necessary skills and attributes to pursue
their chosen paths % proceeded to entrepreneurship 3.54 4.54 5.54 6.54 7.54 8.54 9.54
% employed/in business while 6.29 7.29 8.29 9.29 10.29 11.29 12.29
enrolled in higher education
Others (married, not enrolled, no 13.57 14.57 15.57 16.57 17.57 18.57 19.57
work)
IO3.1 2. Percentage of learners attaining nearly proficient level or better in Reading and Listening
-Learners are in Stage 1 learning standards Comprehension increased
of fundamental reading and numeracy
English NDA
skills
Filipino 36.16 43.46 50.76 58.06 65.36 72.66 80.00
% of learners achieving nearly

58.00 61.66 65.32 68.98 72.64 76.30 80.00
proficient or better in numeracy
IO3.2 - Learners are in Stage 2 (Grade 6) 3.Percentage of learners attaining

learning standards of literacy & numeracy proficient level or before in Stage 2
48.95 54.12 59.29 64.46 69.63 74.80 80.00
skills and apply 21st-century skills to literacy and numeracy standards
various situations (increase: 4 pp/yr)
IO3.3 - Learners are in Stage 3 (Grades 7-

4.Percentage of G10 learners
10) learning standards of literacy &
attaining nearly proficient level or
numeracy skills and apply 21st-century 40.23 46.86 53.49 60.12 66.75 73.38 80.00
before in Stage 3 literacy and
skills to various situations
numeracy standards (4 pp/yr)
IO3.4 - Learners area in Stage 4 (Grades 11-

5. Percentage of Grade 12 learners
12) learning standards equipped with the
attaining nearly proficient level or
knowledge and 21st-century competencies 50.96 55.80 60.64 65.48 70.32 75. 80.00
before in Stage 4 core SHS areas (6
developed in their chosen core, applied,
pp/yr)
and specialized SHS tracks
IO3.5 - Learners in the Alternative Learning 6. Percentage of ALS learners pass the A&E test
System gain certification as Elementary or
Junior High School completers % of OSC received certification 35.71 37.71 39.71 41.71 43.71 45.71 47.71
% of OSY received certification 63.64 65.64 67.64 69.64 71.64 73.64 75.64
% of adults received certification 50.32 52.32 54.32 56.32 58.32 60.32 62.32
36
Table 15
Strategies and Outputs on Quality
Pillar 3: UPHOLD (Upgrading Programs for HOlistic Learner’s Development)

Program: Project BRB4 (Barangayan Para Bawat Bata Bumabasa)
and Project NUMERO (Number Understanding Makes Every Rizaleño Onboard
Forged partnership with LGU and other
stakeholders to sustain implementation of / / / / / /
BR-B4 and Project NUMERO.
Validated Beginning Reading and numeracy
assessment tool and learning intervention /
Strengthen literacy kit for learners’ and teachers’ use
and numeracy Conducted numeracy and Beginning
/ / / / / /
programs to Reading assessment in Key Stage 1 and 2
enhance reading Trained Reading warriors/ volunteers and
BRB4 / / / / / / /
comprehension and numeracy enthusiasts
NUMERO Trained Teachers on the Teaching of
improve
Focal Remedial Reading and Content Area / / / / / /
performance of
learners in Reading
Mathematics Monitored the BRB4 implementation via
/ / / / / /
ISTA
Promoted Reading for fun and enjoyment at
the Barangay level (Reading Camp, 10
/ / / / / /
o’clock Habit, Tara Kwentuhan Tayo, BRB4
Summit, etc.)
Evaluated BRB4 & NUMERO projects / / / / / /
Program:
Capacitated teachers in constructing
/ /
PISA Based Test
Developed contextualized assessment tools
EPS in
in all learning areas (Structure of the
Mathematic / / / /
Observed Learning Outcomes, integrative,
s
etc.)
Build capacity for Division LOA
Trained teachers on the analysis of test result
assessment of Team / / /
using statistical tools
student learning SEPS in
Utilized test results as basis for curriculum
outcomes Planning / / / / / /
adjustments and intervention
and
Capacitated key personnel on LOA data
Research
analysis, in partnership with Salt Payatas and / / /
research partners in Japan
Conducted research on student performance / / / / / /
Program:
Trained teachers in critical content and
pedagogical approaches in English, Science, / /
Education
Araling Panlipunan and Math
Program
Intensified the provision of technical
Supervisors
assistance on Instructional Supervision of / / / / / /
Improve the delivery SEPS
School Heads
of curriculum in Planning
Assessed the extent of implementation of
English, Science, and / /
the STEM Program in the Division
Mathematics, and Research
Trained teachers on the utilization of
AP Schools / / /
Laboratory Tools and Equipment in Teaching
Division
Research Disseminated research results to help
Committee improve learning teaching-learning outcomes / / / / /
/
and processes
37
Project Title: EFFECT (Efficient Facilitation For Effective and Competent Teachers)
Trained teachers on learning approaches,

Efficient / / / / / /
methods, and strategies in all learning areas
implementation of
Education Unpacked curriculum standards in all
curriculum and use / / / / / /
Program learning areas
of instruction
Supervisors Trained teachers and school leaders in the
methods
implementation of ELLNA for Kindergarten to /
Grade 3
Project
Quality assured learning resources / / / / / /
Developed learning resources for learning
standards reflecting the socio- emotional and / / / / / /
21st century skills.
Improve access to Utilized ICT platforms and facilities with
/ / /
learning resources EPS in LRMS accessibility features for students.
Printed learning intervention materials in
/ / /
English and Math
Developed contextualized learning materials
/ /
for specialized subjects in Senior SHS
Established library hubs in every municipality / / /
Program:
ICT gadgets for learners
KS 3 & 4 / / / / /
/
Intensify the use of KS 1 & 2
ICT in teaching and Forged partnership with the LGUs for the
/ / / / / /
learning provision of gadgets to learners
Trained selected teachers and school leaders
on the utilization of ICT tools and other / / /
emerging technologies.
Project SAFE (SHS Alignment For Efficient Education)
Increase the Implemented Career guidance and follow-up
/ / / / / /
number of students SHS services to SHS students
in the SHS Coordinator Conducted survey on preferred curriculum
/ / / / / /
curriculum exits exits among SHS students
Tracer study on SHS graduates / / / / / /
38
II.D. PILLAR IV - EMPOWER LEARNER’S RESILIENCY AND WELL-BEING
DepEd Rizal EMPOWERs (Enabling Mechanisms to Provide Opportunities enhancing

WEllbeing and Resilience) stakeholders to produce learners acquiring 21st century skills that would
enable them to be critical thinkers, enablers of sustained connections, innovative, nimble and patriotic
citizens. Through this Division Education Development Plan, Pillar 4, integrates strategies through
empowering approaches encompassing the K-12 Conceptual Framework comprising the four domains
stipulated in DepEd Order No. 21. 2019. DepEd Rizal addresses resiliency and wellbeing targeting
rights-based education framework, provision of safe learning environment from risks and impacts
from natural and man-made induced hazards and access to basic physical, mental, and emotional
fortitude with real-life challenges brought by the New Now.
Learners are resilient, know their rights, and have the life skills to protect themselves and claim
their education-related rights from DepEd and other duty bearers to promote learners’ well-
being, while being aware of their responsibilities as individuals and as members of society.
In education, teachers and other school staff play a very important role in learner’s safety and
child protection. The terms ‘child protection’ and ‘safeguarding’ are used synonymously. With this,
SDO-Rizal learners must be secured through safeguarding their learning environment which embraces
physical, mental, psychosocial, and emotional factors. Hence, several issuance were released by the
Department of Education to protect learners and help them become resilient individuals who are
equipped with skills that would enable them to stand and persist amidst hardships and trials.
Every learner has the right to access quality education thus, he/she has the right to be safe in
the event of disaster. As stipulated in R.A. 10821 otherwise known as the “Children's Emergency Relief
and Protection Act” sets a standard of accountability to children in terms of protection and provision
of their needs before, during, and after a disaster.
Moreover, this is supported by D.O. 37 s. 2015 also known as the “Comprehensive Disaster
Risk Reduction and Management (DRRM) in Basic Education Framework” which guides the DRRM
efforts in the basic education sector towards resilience-building in offices and schools, and to ensure
that quality education is continuously provided and prioritized even during disasters and/or
emergencies., it is imperative to protect the rights of learners in times of emergencies.
Relatively, DepEd Order no. 40 s., 2012 titled Child Protection Policy ensures that protection
from abuse, violence, exploitation, discrimination, bullying, and other forms of abuse has been
provided. Moreover, in order to help the learners achieve and maintain their good health status which
greatly affect their academic performance, strict implementation and adherence to DepEd WinS
Program is enjoined.
DepEd Rizal has the burning desire to empower schools and the organizations in developing
the integrated projects, programs, activities, and contextualized curricula in building resilient, safe and
sound learners, teaching and non-teaching personnel, stakeholders, and facilities based on the
identified needs and targets.
Learners are safe and protected and can protect themselves from risks and impacts from
natural and human-induced hazards.
39
A. Percentage of Learners Equipped with Capacity on What to Do Before, During, and After
Disaster/Emergency.
In the 2022 Child Friendly School System (CFSS) Checklist, 292 school-respondents gave SDO Rizal
a better perspective on how to chart the delivery of quality and basic education for the next six years.
One best indicator was 97.9% of schools have organized and capacitated their respective School
Disaster Risk Reduction and Management Committees (SDRRMCs).
Table 16
2022 Child Friendly School System Checklist Results on DRRM
Indicators Number %
Schools have organized and capacitated their SDRRMCs 286 6
Schools regularly conduct evacuation drills 279 13
Schools have adequate emergency/first-aid kits 263 29
Schools have safe facilities 262 30
Schools have identified and prepared alternative learning spaces 228 64
Figure 26 presents the 2022 Child -Friendly School System Checklist Results on the other disaster
response and readiness indicators based on the Child-Friendly School System (CFSS) Checklist: a)
95.5% (279/292) of schools regularly conduct evacuation drills for earthquake, fire, flooding, etc., b)
90% (263/292) of schools have adequate emergency/first-aid kits readily available, c) 89.7% (262/292)
of schools have safe facilities in place to address hazard threats (fire exits, fire extinguishers,
appropriate electrical wirings), and d) 78% (228/292) of schools have identified and prepared
alternative learning spaces in cases of emergencies.
These figures entail that schools have a good foundation and practices in CFSS. At the same time,
22% of schools still have to prepare alternative learning spaces, especially that Rizal is frequented by
natural calamities. With this, SDO- Rizal assures that it recognizes and respects the range of rights of
children, and not just their right to be educated. Wherein, SDO-Rizal values the rights of the children
to be healthy, to be given opportunities for play and leisure, to be protected from harm and abuse, to
express their views freely, and to participate in decision-making according to their evolving capacities.
40
B. Percentage of Learners Who are Aware of DRRM and CCAM and Peacebuilding
Table 17
2022 Child Friendly School System Checklist Results on DRRM, CCAM and Peacebuilding
Indicators Number %
Students involved in meetings and planning sessions on well-being 267 25
Students involved in meetings and planning sessions on DRRM 252 40
Have strong partnerships with external stakeholders 263 29
Table 17 shows awareness of learners on Disaster Risk Reduction Management (DRRM),

Climate Change Adaptation and Mitigation (CCAM), and Peacebuilding based on the 2022 CFSS
checklist. As can be gleaned from the chart, 91.40% of schools involve the students in meetings and
planning sessions that concern their well-being, 86.30% of schools involve their students in the
organizing, planning, and executing the disaster preparedness and response plan, and 90.00% of
schools have strong partnerships with external stakeholders in order to address disaster risk reduction
and the CCA-related needs of the school (i.e. data and statistics, capacity building, resources, etc.).
These data imply that schools have to maximize the full and active involvement of learners
and stakeholders in their respective DRR, CCAM, and Peacebuilding plans and activities. It also denotes
that SDO-Rizal takes the lead in empowering the learners, personnel, schools and offices to ensure
safety and learning continuity; institutionalize Disaster Risk Reduction and Management (DRRM),
Climate Change Adaptation (CCA), and Peacebuilding in the scope of work across and within all levels
of DepEd; and strengthen the resilience of K-12 education in the context of natural and human-
induced hazards.
C. Percentage of Learners Who are in Safe School Facilities
As gleaned from Figure 28, it shows that there is an average of 77.21% of schools who have
responded to 2022 CFSS Goal No. 2: Enhance Children’s Health and Well-being with 11 indicators.
The figure below shows that 97.60% of schools have established Parent-Teacher Association
(PTA) and has elected leaders, meets regularly, and has a written plan of action, 95.90% of schools
have coordination with the barangay and local authorities to ensure the safety and protection of
learners, 92.80% of teachers use non-threatening styles of disciplines, 83.00% of schools have
functional clinic, and 73.90% of schools have a steady supply of clean and safe drinking water.
These figures show that schools still have to improve their facilities to ensure a safe and
motivating environment for all learners. With this, the data implies that SDO-Rizal should conduct
needs analysis reflecting the total enrollment, existing number of usable classrooms, current
classroom ratio and ideal classroom ratio based on the standard parameters of the Department to
help ensure the provision of safe spaces for students and teachers inside the campus premises.
41
Table 18
2022 Child Friendly School System Checklist Results on Safe Schools
Child Friendly School System Checklist Number of Schools
Schools with established Parent-Teacher Association (PTA) 97.60% (285 schools)
Schools with coordination to the Barangay and Local Authorities 95.89% (280 schools)
Schools using Non-threatening Styles of Disciplines 92.81% (271 schools)
Schools with Functional Clinic 82.88% (242 schools)
Schools with Steady Supply of Clean and Safe Drinking Water 73.97% (216 schools)
Learners know their rights and have the life skills to claim their education-related rights. Aside
from the rights of the child to access quality education, a child has also the right to respect the well-
being of the learning environment which involves all other children's rights within basic education.
With this SDO-Rizal promotes the best interest in a learning environment that seeks to ensure
learners’ optimum development. In promoting the best interest of the children, SDO Rizal should have
stronger deterrence and special protection against child abuse, exploitation, and discrimination where
learners or children must be secured from other matters that will be harmful for their safety whether
it is physical and mental.
Table 19
Number of Child Abuse and Bullying Cases for 3 consecutive years
School Year No. of Child Abuse Cases No. of Child Bullying Cases
Elementary Secondary Elementary Secondary
2019-2020 20 14 3 2
2020-2021 1 3 0 0
2021-2022 3 2 0 0
Table 19 shows that there is a decrease on the number of reported child abuse and child
bullying cases through the implementation of policies, programs, projects, and systems that promote
the rights to a safe learning environment.
It can be noted that in S.Y. 2020-2021 and S.Y. 2021-2022, no cases of child bullying were
recorded. The incidence of abuse and bullying may have declined because of the pandemic, immediate
intervention, and aggressive prevention through provision of technical assistance of the Legal Unit. It
is also possible that the apparent decline is explained by a drop in the number of cases being identified
and reported or by changes in practices of child protection policies, programs, and projects.
42
Table 20
Number of Filled Positions of Guidance Counselors and Coordinators
Position No. of Filled Position
Registered Guidance Counselors 2
Guidance Counselors 12
Designated Guidance Coordinators 236
Table 20 shows that under DepEd’s staffing standard, public and private elementary and high
schools are required to hire guidance counselors for every 500 students. However, the above figure
shows that DepEd Rizal lacks licensed or registered guidance counselors resulting in designating the
236 teachers which they were not supposed to.
Moreover, Republic Act No. 9258 or the “Guidance Counseling Act of 2004”, sought to
professionalize the practice of guidance and counseling by prohibiting non-registered individuals from
practicing guidance and counseling. This law punishes violators with imprisonment of up to eight years
or a fine of up to Php100,000.00.
But with the passage of the Enhanced Basic Education Act of 2013, it allows non-registered
guidance counselors to work as career advocates, provided that they need to undergo training at
DepEd.
For lack of registered guidance counselors, teachers were assigned as school guidance
counselors and given the title “guidance teacher” to go around the law. It does not also fulfill the
mandate of the DepEd’s Child Protection Policy wherein in cases of child abuse and bullying,
immediate intervention like counseling must be done. It must be noted that a guidance counselor is a
member of a Child Protection Committee that must be existing in every school.
Low compensation but requiring higher educational standards of a master’s degree is the
major reason for the severe shortage of registered guidance counselors in the DepEd as a whole.
Mental health, commonly disregarded and satirized, must be addressed accordingly as with
the physical well-being of an individual. While we have unique ways to deal with this unseen ailment,
it is important to acknowledge that one may have been suffering from mental stress, anxiety, and
other forms of mental and psychosocial health problems.
It is recorded that the percentage of learners with socio-emotional and psychological

problems is 2.84 %. Thus, schools must prioritize the learner's mental well-being through the creation
of a stress-free environment with the help of mental health professionals.
43
Table 21
Division Targets on Resiliency and Well-Being (2023-2028)
Intermediate Results Statement/ Key Baseline Physical Target

Outcome Performance Indicator SY 2021-2022
2023 2024 2025 2026 2027 2028
IO#4. Percentage of affected and Baseline data to To be 100% 100% 100% 100% 100%
Learners are displaced learners retained be established determi
resilient and ned
know their
rights and Percentage of learners who 0.0080% 0% 0% 0% 0% 0% 0%
have the life reported violence committed
skills to against them by adults (child
protect abuse) based on intake sheets
themselves of schools
and claim
their Percentage of learners who 0.0012% 0% 0% 0% 0% 0% 0%
education reported violence committed (5 learners from
rights from against them by other both Elem and
DepEd and learners (bullying) based on Secondary)
other duty- intake sheets of schools
bearers to
promote Percentage of learners who *Baseline to be 98% 98% 98% 99% 100% 100%
learners’ are happy and satisfied with established
well-being. their basic education
experience in relation to the
enjoyment of their specific
rights in school and learning
centers
Percentage of learners who *Baseline to be 95% 96% 97% 98% 99% 100%
know their rights TO and IN established
education, and how to claim
them positively
Percentage of schools and *Baseline to be 96% 97% 98% 99% 100% 100%
learning centers significantly established
manifesting indicators of RBE
in the learning environment
Learners Satisfaction Rating *Baseline to be 70% 90%% 100% 100% 100% 100%
on Rights-based Education established
Percentage of schools with 100% 100% 100% 100% 100% 100% 100%
established Child Protection
Committee
Percentage of Schools that *Baseline data to 100% 100% 100% 100% 100% 100%
Organized and Strengthened be established (300 (300 (300 (300 (300 (300
Rights-Upholding Learning schools) schools) schools) schools) schools) schools)
Environments (RULE), Baseline to be
including Rights-Upholding established 100% 100% 100% 100% 100% 100%
Schools (RUS) and Rights -
Upholding Community
Learning Centers (RUCLC)
IO4.2 Percentage of schools with 97% 100% 100% 100% 100% 100% 100%
Learners are developed Disaster Risk
safe and Reduction and Management
protected, plan
44
and can Percentage of schools with *Baseline data to 20% 30% 40% 60% 80% 100%
protect First Aiders be established
themselves
from risks Percentage of schools *Baseline data to 100% 100% 100% 100% 100% 100%
and impacts manifesting awareness on be established
from natural Climate Change
and human- Adaptation and Mitigation
induced (CCAM) and Peacebuilding
hazards
Percentage of schools 100% 100% 100% 100% 100% 100%
implementing Mental Health 100%
and
Psychosocial Support (MHPSS)
across all grade levels
Percentage of schools with 100% 100% 100% 100% 100% 100%

provision of safety and 89.7%
emergency equipment (i.e.,
water sprinklers, smoke and
heat detectors, fire
extinguishers, first aid kits,
etc.)
IO4.3 Percentage of learners with 44,898 (Wasted 10% 20% 30% 40% 50% 50%
Learners have improved health statistics and Severely (4,490) (8,980) (13,469) (17,960) (22,449) (22,449)
the basic Wasted)
physical,
mental, and Percentage of schools with 90 or 30% of all 44% 58% 72% 86% 100% 100%
emotional improved WinS status from 0 Elementary and
fortitude to to a higher level Secondary
cope with Schools
various
challenges in Number of learners with (SY 2019-2020) 40,000 48,000 56,000 64,000 72,000 0,000
life. improved dental health Dental Health learners learners learners learners learners learners
Examination and
Assessment -
40,000
Oral Health 15,000 18,000 21,000 24,000 27,000 30,000

Education and learners learners learners learners learners learners
Toothbrushing
Drills-15,000
Fluoride 5,000 6,000 7,000 8,000 9,000 10,000

Treatment-4,000 learners learners Learner learners learners learners
s
Oral Prophylaxis- 3,000 4,000 6,000 7,000 8,000

2500 learners learners 5,000 learners learners learners
learners
Tooth Filling-800 1,000 2,000 4,000 5,000 6,000

learners learners 3,000 learners learners learners
learners
Tooth Extraction- 2,700 2,200 1,200 700 200

3200 learners learners 1,700 learners learners learners
learners
45
Table 22
Strategies and Outputs on Resiliency and Well-being
20 20 20 20 20 20
Strategies Projects Activities/ Focal Outputs
23 24 25 26 27 28
PROJECT TITLE: Comprehensive Child Protection Policies and Programs
Ensure the right of
Training-Workshop to Student SPG/SSG Plan of Action,
learners to protect Youth
Leaders (SPG and SSG Officers) on Activity Proposal,
against all forms of Formation / / / / / /
Child Rights and Well-being Accomplishment Report
violence and abuse.
Schools Child
Orientation to Learners on their Activity Proposal,
Protection
rights TO and IN education Accomplishment Report / / / / / /
Committee
Monitoring of the implementation
/ / / / / /
of positive discipline in schools. PSDSs Monitoring Report
Monitoring of interventions
conducted by school licensed or
registered guidance counselor to Legal Unit Monitoring Report / / / / / /
abused or bullied learners
PROJECT TITLE: Rights-based Education (RBE) Framework Implementation
Ensures the
adherence to a
Capacity Building for, CPC Legal Unit,
rights-based Activity Proposal,
members, Parents and School Youth / / / / / /
education Accomplishment Report
Personnel on Child Rights Policy Formation
framework at all
levels
Monitoring the implementation of
RBE in all Division policies, / / / / / /
Legal unit Monitoring Report
programs, activities, and projects
Review on the K to 12 curriculum,
instruction, and assessment to
enhance appropriate standards,
List of Competencies with
competencies and lessons on / /
EPSs, PSDSs human and child rights
human rights and child rights,
integration
especially the rights to and in
education
Provision of instructional support
Crafted lesson exemplars
on the Integration of child rights EPSs and PSDSs / / / / / /
on RBE
and protection in the curriculum
Organization and Strengthened
Rights-Upholding Learning
Environments (RULE), including Organized/Strengthened
Legal unit / / / / / /
Rights-Upholding Schools (RUS) RULE, RUS, RUCLC
and Rights -Upholding Community
Learning Centers (RUCLC)
PROJECT TITLE: MINDSET (Mitigating Impacts aNd risks of Disasters by Strengthening knowledge in Emergency managemenT)
Training on Disaster Risk Reduction DRRM Focal
/ / / / / /
and Management Person
Training on Climate Change DRRM Focal Trained SDO Personnel and
/ / / / / /
Adaptation and Mitigation Person School DRRM Personnel
DRRM Focal
Training on Peacebuilding / / / / / /
Person
PROJECT TITLE: FLOWeR (Focused Learning and Development On Wellbeing and Resilience)
DRRM Focal
Occupational Safety and Health / / / / / /
Person
PROJECT TITLE: OPLAN KALUSUGAN SA DEPED
Continuous Report on nutritional
implementation of status (PTR)
School-Based Feeding Program Nurse II / / / / / /
School-Based
Feeding Program
46
Evaluate the impact
SEPS Research
of SBFP to learning Research about SBFP and learning Research study / /
and Nurse Focal
outcome
Intensify Report on WinS
Implementation and Water, Sanitation and Hygiene (from 0 star to a higher
Nurse II / / / / / /
monitoring of WASH (WASH) in Schools- WinS level (Elementary and
in Schools (WinS) Secondary)
Intensify
Dental Unit
Implementation of
Dental Health Services Dentist II Accomplishment Report / / / / / /
Dental Health
Programs
Strengthen
implementation of HNU Mental Health and
Capacity Building of Guidance
Mental Health and DRRM Psychosocial Intervention / / / / / /
Counselors and Designates
Psychosocial HRD Plan
Support
To fulfill the aforementioned strategies and target outputs related to Resiliency and Well-
Being, DepEd Rizal through its Disaster Risk Reduction and Management (DRRM) efforts, designed a
series of actions to best address the capacity-building needs of both its learners and personnel.
Figure 16
Resiliency and Well-Being Framework The conceptual framework above
demonstrates the focus fields of the
Resiliency and Well-Being pillar: 1) Disaster
Risk Reduction and Management
awareness and 2) Enrichment of Health and
Nutrition for DepEd Rizal learners and
personnel, both Teaching and Non-
Teaching.
Institutionalizing 1) Emergency
Management in schools, 2) Occupational
Safety and Health (OSH) for the Teaching
and Non-Teaching personnel, 3)
strengthening Resilience of learners, and
4) provision of Medical and Dental services
to learners and personnel.
Capacity building through implementation of the following programs:

1) Project MINDSET (Mitigating Impacts aNd risks of Disasters by Strengthening knowledge
in Emergency managemenT) concentrates on:
a) school-level Emergency Preparedness to educate both learners and other

stakeholders with proper response before, during, and after emergencies (man-made
and or natural)
b) Basic First Aid training for school personnel to provide immediate medical response
accordingly
47
c) Climate Change Adaptation and Mitigation to deliver information on the harmful
effects of global warming and how to alleviate them which all reinforce resiliency to
both learners and stakeholders during emergencies and changes in their environment;
2) promoting awareness and enhancing resilience amongst DepEd personnel through
FLOWeR (Focused Learning and Development On Wellbeing and Resilience) Program
focusing on:
d) Basic Occupational Safety and Health for Teaching and Non-Teaching Personnel to
establish a safe and healthy working environment for DepEd personnel
e) Peacebuilding to promote learners’ safe space for learning experience
f) Child-Rights Based Education to inculcate the culture of acceptance and
understanding to various cultural background and recognize the rights of the children to
accessible and quality access to basic education services
3) Oplan Kalusugan (OK) sa DepED which includes:
g) Mental Health and Psychosocial Support prioritize the promotion and protection of
the mental health and general welfare of its personnel and learners to develop a
resilient workforce that can withstand current and future crises and equip personnel
with ways to protect their mental health
h) School-Based Feeding Program to provide hot meals (pre-pandemic) and Nutritious
Food Products (NFP) (pandemic) to undernourished Kinder to Grade 6 learners to
improve classroom attendance and encouraged learners to go to school every day
h) Water, Sanitation, and Hygiene in Schools (WinS) focuses on the standards for the
promotion of a clean and safe school environment with proper hygiene and sanitation
practices among learners
i) National Drug Education Program provides a holistic approach to the problem of drug
abuse through a comprehensive education program
j) Adolescent Reproductive Health aims to strengthen DepEd’s delivery of its mandates
on Responsible Parenthood and Reproductive Health Act by enhancing capacities of
licensed guidance counselors or designates and development of a referral network to
service providers on all RPRH concerns
k) Medical, Dental, and Nursing Services is provision of various health services such as
health appraisal, treatment, consultation, referral, health counseling, promotive,
preventive, curative services, and others to promote, protect and maintain the health
status of learners and school personnel, for effective implementation at the school-level
and for continuous assurance of safety, health, and well-being of learners may it be
distance learning and face-to-face classes.
48
GOVERNANCE:
ENABLING MECHANISMS
GOVERNANCE: ENABLING MECHANISMS
Governance facilitates the achievement of the goals intended in each of the four
pillars of access, equity, quality, and resilience and well-being. Governance is referred to as
enabling mechanisms that include 1) education leadership development, 2) strategic human
resource management, 3) learning environment and resources, 4) division systems and
processes, 5) basic education stakeholders, and 6) public and private education systems.
III.A. Governance- Enabling Mechanism 1
Education Leadership Developments

Education leaders and managers practice participative, ethical, and inclusive management
processes
In adherence to Deped Order No. 83, s. 2012, Implementing Guidelines on School-

Based Management (SBM) Framework, Assessment, and Process Tool, the effectiveness of
SDO Rizal in education leadership will be assessed using the indicator of the SBM level of
practice. However, with the issuance of DepEd Memorandum No. 75, s. 2022, Moratorium on
the Conduct of Division and Regional School-Based Management Validation Activities, a
school assessment will be gathered by the SDO for the provision of technical assistance while
preparing and assisting the field in their gradual transition from DO 83, s. 2012 to the new
SBM policy.
Further, continuous professional development programs and activities anchored on
the Professional Standards for School Heads shall be implemented.
In the next six years, the SDO shall direct at a target, Table 23 below which outlines
the indicators, to aim and evaluate Enabling Mechanism 1.
Table 23
Education Leadership Management Targets (2023-2028)
Physical Target
RESULTS STATEMENT/ KEY BASELINE
PERFORMANCE INDICATOR (SY 2020-2021)
2023 2024 2025 2026 2027 2028
Enabling Mechanism #1. Education leaders and managers practice participative and inclusive management
processes
1. Proportion of schools achieving higher levels of SBM practice
ELEMENTARY Level I 40 32 24 16 8 0 0
Level II 164 169 173 177 181 185 181
Level III 4 8 12 16 20 24 28
SECONDARY Level I 5 4 3 2 1 0 0
Level II 81 76 71 66 61 56 50
Level III 4 10 16 22 28 34 40
49
INTEGRATED Level I 0 0 0 0 0 0 0
Level II 1 0 0 0 0 0 0
Level III 0 1 0 0 0 0 0
TOTAL 299 300 300 300 300 300 300
Objectives and Strategies
This enabling mechanism 1 emphasizes education leaders and managers, particularly

on the school heads’ strong points to effectively implement school-based management. This
subsection enumerates and describes the strategies and deliverables that SDO Rizal will come
up with, put in place, and operationalize ensuring that higher levels of SBM practices are
attained. The main objective of this enabling mechanism is to ensure that education leaders
and managers can sustain an efficient and effective implementation of basic education
reforms and programs. Hereunder are the strategies and deliverables for this enabling
mechanism.
Table 24
Strategies and Outputs on Education Leadership Management
STRATEGIES OUTPUTS PPAs and PHYSICAL TARGET

Lead/PPA
Proponent 2023 2024 2025 2026 2027 2028
Enabling Mechanism #1. Education leaders and managers practice participative and inclusive management processes
Strategy 1: Improve the Articulated for BR LADDER 300 300 300 300 300 300
capacity of School Heads on implementatio Program: Learning
crafting SIP/AIP n of the DepEd Together Project
policies in a Activity: Cluster-
timely manner Based Engagement
that is relevant with School
to current Leaders on the
situations articulation and
through the implementation of
Learning relevant laws and
Together issuances thru
Project (LTP) MANCOM and
regular meetings
Proponent: Top
Management
Strategy 2: Intensify (Compendium SMME 300 300 300 300 300 300
progress monitoring and of best
evaluation of the PPAs practices and
Address gaps and sustain identified gaps
gains in the implementation and challenges
of school PPAs through of schools:
PrIMER (Progress and basis for
Intensive Monitoring & technical
Evaluation Redefined assistance and
planning)
50
Strategy 3 Improve SBM Implementatio SMME
Level of practice n of Project UP
(Usapang
Pananagutan)
and SBM:
CoMentS
(Coaching and
Mentoring
Sessions)
III.B. Enabling Mechanism 2 - Strategic Human Resource Management

Enabling Mechanism 2: Ensure human resources in all governance levels are sufficient,
resilient, competent, and continuously improving
The Schools Division Office of Rizal’s DEDP on Human Resource Management and
Development focuses on ensuring the availability of adequate, resilient and competent
teaching and non-personnel to implement its programs, projects and activities. Thus, work
processes are anchored on the Civil Service Commission’s (CSC) Program to Institutionalize
Meritocracy and Excellence in Human Resource Management (PRIME-HRM), and its core
systems: Recruitment, Selection and Placement, Performance Management, Learning and
Development, and Rewards and Recognition. Hence, technical committees per HR Core
Systems are in place to ensure that plans and processes are implemented, monitored, and
evaluated. This initiative ensure that employees’ performance management is linked to
learning and development planning, employees’ rewarding, and recognition. Moreso, the
results of monitoring and evaluation are useful in policy enhancement and process
improvement.
In ensuring sufficient Human Resources or personnel, adoption of the DepEd Merit
Selection Plan per DepEd Order No. 19, s. 2022 and its amendments shall be implemented
based on the CSC’s HR Framework. Such framework focused on competency-based
recruitment and selection, with due consideration of the equal employment opportunity
principle.
The Human Resource Management Personnel Selection Board (HRMPSB) ensured
compliance with the various statutory and regulatory requirements by the CSC.
Anchored on the Sulong Edukalidad Program of the Department, specifically on
upskilling and reskilling of teaching and non-teaching personnel, SDO Rizal consistently
provides needs-based Professional Development (PD) programs and activities to teachers,
school leaders and non-teaching personnel based to the following stipulations namely; DepEd
Order No. 030 s. 2022 otherwise known as the Multi-Year Implementing Guidelines on
allocation and Utilization of HRD Fund, DepEd Order No. 1 s. 2020, Guidelines for NEAP
Recognition of Professional Development Programs and Courses for Teachers and School
Leaders; DepEd Memorandum No. 50, s. 2020- DepEd Professional Development Priorities for
Teachers and School Leaders for SY 2020-2023, and DO 40 s. 2020, Implementation of Learning
51
and Development for Non-Teaching Personnel in view of the Covid-19 Pandemic.
The Human Resource Development Committee established guidelines in Learning and

Development programs and activities for both teaching and non-teaching personnel.
Development of professional development programs aligns with the upskilling and reskilling
of teachers, school leaders, and non-teaching personnel anchored to the institutionalized
Equal Opportunity Principle. This could also be an answer to the Key Strategic Priorities
enclosed in Strategic Directions, 2022 – 2030.
The SDO’s Strategic Human Resource Development Plan covers capacity building for
raising teachers’ capacity across the teaching areas and strands of the Philippine Professional
Standards for Teachers (PPST), addressing immediate learning needs of supervisors and non-
teaching personnel that are designed to strengthen and expand teachers’ and school leaders’
career progression across the designated career stages are to be implemented as per
attached HRD Plan (Annex D).
Table 25
Strategic Human Resource Management Targets (2023-2028)
RESULTS STATEMENT / KEY Baseline Physical Target
PERFORMANCE INDICATOR (SY 2019-
2020) 2023 2024 2025 2026 2027 2028
Enabling Mechanism #2. Strategic human resource management enhanced for continuing professional
development and opportunities
2. Proportion of offices governance levels with very satisfactory and higher rating in the Office Performance
Commitment and Review Form (OPCRF)
ELEMENTARY 209 209 209 209 209 209 209
SECONDARY 90 90 90 90 90 90 90
INTEGRATED (K to 12) 1 1 1 1 1 1 1
SCHOOLS DIVISION OFFICE (CY 2019) 12 12 12 12 12 12 12
Table 26
Strategies & Outputs on Strategic Human Resource Management
PHYSICAL TARGET
PPAs and Lead/PPA
STRATEGIES OUTPUTS
Proponent
2023 2024 2025 2026 2027 2028
Strengthen Professional Program: TEACH (Teachers’ 3000 3000 3000 3000 3000 3000
competence of development Engagements and
teachers and programs for Competency Honing)
instructional teachers Program on key subject
leaders in areas developed areas
such as content and Proponents: Education
knowledge and implemented Program Supervisors, CID)
52
pedagogy/instruc in identified
tion, curriculum priority areas
and planning,
responding to
learner diversity,
and assessment
and reporting as
reviewed and
recommended Monitored School-Based 578 800 800 400 800 800
by the Human and recorded Implementation of the
Resource the IPBT Induction Program for
Development completers Beginning Teachers (IPBT)
Committee for Year1 - Monitoring of the
(HRDC) Year 3 Implementation of IPBT
(Year 1- Year 3)
Proponent: HRDS with
School Heads
500 Master Teachers 200 200 200 200 200 200

Conducted Professional Development
Professional Program (MTPDP) 2.0
development (Including M&E of
programs for Application Paper/JEL)
instructional Proponent: HRDS
leaders (MTs,
SHs, PSDS, BR LADDER Program 294 294 294 294 294 294
EPS) to School Heads Development
support Program (SHDP) 2.0
teacher PD in (Including M&E of
various Application Paper/JEL)
priority areas. Proponent: HRDS
BR LADDER Program 50 50 50 50 50 50
Activity: Training-Workshop
on Facilitation and
Management of Learning for
L&D Proponents
Proponent: HRDS
60 60 60 60 60 60
150 150 150 150 150 150
150 150 150 150 150 150
40 40 40 40 40 40
Workshops on Readiness for Mat Susta Mat Susta Matu Susta

Awarded by Maturity Level II on PRIME urity ined urity ined rity ined
CSC with HRM across four Pillars of Level Matu Level Matu Level Matu
Maturity Human Resource II rity III rity IV rity
Level on Management Level Level Level
PRIME HRM II III IV
53
Ensuring holistic, Capacitated Operationalization of 300 250 200 150 150 150
gender equality, teaching and MINDSET (Mitigating
disability, social non-teaching Impacts and Risk Disasters
inclusion personnel on by Strengthening
interventions gender- Knowledge in Emergency
and mechanisms responsive Management
to empower the program Proponents: HRDS & DRRM
organization as a implementati
healthful, on, resiliency Training on FLOWeR 900 300 200 100 100 100
resilient and safe and health (Focused Learning and
public office and wellness Development On Well-being
and Resilience) Program for
School-Based Personnel
Proponents: HRDS & DRRM
Gender Sensitivity Training 100 100 100 100 100 100

for Program Implementers
Proponent: GFPS & HRDS
Efficient Trained BR LADDER Program

management supervisors, CapB of Program Proponents on Project Management and Gender
of education specialists, unit Mainstreaming
programs and heads and (Including M&E of Application Paper/JEL)
projects school heads in Proponent: HRDS & GFPS
though the BR LADDER Program (personnel)
capacitation development of Training-Workshop and GAD Planning and Budgeting
and needs-based, Proponent: GFPS
monitoring gender-sensitive LEAD-NTP Program
and learning Capacity Building of Schools Administrative Officers/Assistants on their
evaluation resource roles and functions in schools
package, and in Proponents: AO V & HRDS
measurement of
its effectiveness
LEAD-NTP Program
Enrolment to Asynchronous Learning Program for Registrar’s,
Guidance Counselors and other school-based NTP
The above programs shall ensure all teaching and non-teaching personnel are
resilient, competent, and continuously improving. Thus, initiatives must address the
continuous capacity building of personnel on program development and management,
stakeholder management, quality management, evaluation, and other competencies
necessary to operationalize and sustain a responsive and effective human resource group
across SDO personnel.
54
Below is the Implementation Strategy anchored to BEDP 2030 and thereby adapted
by this Division Office stipulated as:
Phase 1: 2023-2025 Phase 2 – 2026 – 2028
1.1. sharpen skill sets of teachers in 2.1. Continuation of programs and
contextualization to address the projects on access, equality and
concerns of diverse learners learners’ rights and resilience;
1.2. strengthen instructional 2.2. Operationalization of the
leadership and supervision to innovations initiated by the Schools
improve teaching quality; and Division Office;
implementation of NEAP-recognized 2.3. Program and impact evaluation;
PD programs; 2.4. Development of new programs
1.3. system-wide capacity to address emerging education issues
development for non-teaching and opportunities; and
personnel 2.5. End of plan assessment
Human Resource Management and Development program initiatives also covers welfare
needs of both teaching and non-teaching personnel as shown below.
This framework shows the Human Resource Development’s core, which is the Learning
and Development opportunities to varied clustered groups of personnel. 2022 - 2028 Division
Education Development Plan focuses on the following aspects a) Professional Development
responsive to the needs-based assessment results and to changing demands of society and
creation of Learning and Development Information System that shall serve as an en banc for
profiling conducted professional development programs, projects, and activities and
recipients of various programs for targeted participants and b) considering Welfare as a basic
fundamental security of a person to deliver quality services; c) valuing their Wellbeing; d)
creating a Safe Space culture, from physical facilities to human connection and intra and
interpersonal relationships exercising Equal Opportunity Principle and gender inclusive; thus
e) encompassing all of which, thereby resilience is anticipated and established through
various activities capacitating employees through MINDSET (Mitigating Impacts & Risks of
Disasters by Strengthening Knowledge in Emergency Management and FLOWeR (Focused
55
Learning and development On Wellbeing Figure 18
and Resilience). Professional Development Framework
Meanwhile, this table presents the
overall approach of this Division Office
addressing Employee Welfare in line
with the resilience and wellbeing aspect
in an attempt to safeguard mental
stability and awareness in promoting,
preserving, and protecting human
integrity as a person and as a
professional public servant.
Table 27
Approach on Addressing
Employee Welfare
Year Activity
2022 Symposium on Basic First Aid and Basic Occupational Safety Training for Drivers and Utility Workers;
Symposium on Basic First Aid and Basic Occupational Safety Training for Nurses;
2023 Provision of Basic Occupational Safety and Health for Various Employee Group
Workshop on Establishment of Mental and Psychosocial Support Mechanism (For various employee
groups)
2024 Operationalization of ratified Mental and Psychosocial Support Mechanism

Institutionalization of Workplace Safety Plan
2025 Monitoring and analysis of effectiveness institutionalized Mental and Psychosocial Support Mechanism
and Workplace Safety Plan
2026 Sustaining gains and evaluating the established program
2027 Program and impact evaluation
2028 Development of new programs to address emerging education issues and opportunities
STRATEGIES ON EMPLOYEE RETENTION
Considering the fast-changing times and ever progressive needs of the various
employee groups in DepEd Rizal, this Division Office takes a leap of faith to be responsive to
the needs of its people. Retention is never easy, thereby a conscious effort from the
Organization to look into the core of every needs-assessment result and the Voice of the
56
Customers to be able to provide an in-depth analysis and purposeful interventions to
inculcate a culture of compassion from on-boarding to outgoing (transition phase to
retirement phase).
As of this writing, Fiscal year 2022, there are 98 separated employees, 93 were
identified as teaching personnel hopeful for a greener pasture by venturing to U.S Exchange
Visitor Program (Teacher Category) which is a rightful act of the personnel to enhance their
professional advancement and general welfare.
The following are the programs cum strategies for retention of employees both
Teaching and Non-Teaching Personnel integrating Employee Equal Opportunity Principle
through Division Memorandum No. 484 s. 2021, an internal guideline to sustain an efficient
and sound workforce and environment regardless of the age, gender, disability, religion,
ethnicity and or political affiliation are recognized and respected subject to implementing
rules and regulations, in the programs for retention.
Table 28
Programs cum Strategies for Retention of Employees
PROGRAM DESCRIPTION
On-boarding thru Induction Program to Newly This strategy gives a clear direction and emulation of DepEd
Hired Non-Teaching Personnel and Co- Mission and Vision and Core Values that insulates the
implementing the Enhanced Induction provision of quality basic education services
Program for Beginning Teachers
Institutionalization of Employee Equal Equal opportunity Principle stands for all aspiring DepEd
Opportunity Principle in the Four (4) Pillars of Rizal employees regardless of age, gender orientation,
PRIME-HRM (Recruitment, Selection and economic and political background. This serves as an
Placement, Performance Management, empowering principle applicable to human resource
Learning and Development and Rewards and management and development to maximize full potential of
Recognition), and to the Gender Equality, employees
Diversity and Social Inclusion (GEDSI)
Programs and Activities
Stipulated Benefits and Compensation Salary is one of the prime motivations to consider why
employees stay in the Organization. This timely release of
due benefits and compensation is also a contributing factor
to productivity knowing that personnel have a fund to
sustain needs
Succession and Exit through Career Employees, regardless of plantilla position of job item, need
Progression Programs and B.L.U.E LADDER space for tilling and growth hence this inclusive program to
Program look into consideration and possible ways and means to
assist employees in preparation for future career
advancement
57
Health and Wellbeing Programs not limited Aside from the mandated law and order to provide medical
to: exams for both teaching and non-teaching personnel, this
- Annual Physical Exam for Teaching and Non- approach would also help the Organization nourish the
Teaching Personnel holistic health and wellbeing of its prime movers. Results
- MINDSET (Mitigating Impacts of Risks and from these activities lead to various ways and means to be
Dangers by Strengthening Knowledge on responsive to the needs of the people
Emergency Management
- FLOWeR (Focused Learning and Various capacitation building, focusing and securing
Development in Wellbeing and Resilience) wellbeing and resilience among personnel, and establishing
- Dental Services a safe working environment are prioritized
- Medical, Office, and Productivity Supplies
Professional Development and Learning Continuous professional development is a vital aspect where
Development Opportunities for Teaching and transformative and job-embedded learning opportunities
Non-Teaching Personnel are created by providing needs-based capacitation,
continuing education and certification programs for both
teaching and non-teaching personnel in support of
professional growth. Mother program entitled TEACH
(Teachers Engagements and Competency Honing) and LEAD-
NTP (Learning and Development for Non-Teaching
Personnel) capacitation activities across and within subject
areas and aspects of professional development
Flexible Working Hours to Non-Teaching In relation to the threat of the pandemic and other
Personnel emergencies that may hinder and or delay services hence
the adoption of the flexible working hours considering the
guidelines given by higher offices to fully implement the
mandate and to protect and safeguard the personnel to the
external threats and risks aligned to the Joint Circular
Memoranda from CSC, DBM and DOH, IATF Protocols
Ancillary Services: This approach may boost the motivation of the personnel
- Provision of Service Vehicle to Official considering their means of transportation from one point to
Business Locations another. Programs such as Psychosocial support may be
- Psychosocial Support Programs and institutionalized to fully define its limit, purpose and process
Activities to enrich the metacognition, learning, professional and
- Voice of the Customer/ Feedback public service outlook of the personnel
Mechanism
Adaptation of Healthy Aging and Retirement This program provides a simple appreciation and
Transition Program (HeART) preparation to the retiring employees in their public service.
This shall also serve as a program to recognize longevity to
public service and transition ideas on how to enjoy
retirement offering various contents like financial
management, community and house and community
productivity, and social responsibility among others.
58
III.C. Enabling Mechanism 3 - Learning Environment and Resources
Enabling Mechanism 3: Ideal learning environment and adequate learning resources for
learners ensured
Objectives and Strategies
Today’s learners seek a learning environment that is not as obsolete as traditional

classrooms but that is specifically engineered to support thinking. Students prefer the
learning environment that pushes their learning capacity with altering strategies and teaching
practices. Students want to be a part of an impactful learning setting that provides a sense of
achievement while they can be adaptive and interactive with fellow learners as well as
instructors. In brief, they want to be active and engaged players throughout the learning
course.
In Schools Division Office- Rizal, developing an engaging, supportive, and positive

learning environment for learners, is one of the great concerns. Typically, the focus is either
on the physical learning environments (institutional) like lecture rooms, classrooms, or labs;
or on different technologies that are used to develop online learning environments,
contextualized and localized materials that are sufficient both for teacher's use and student’s
use.
In response to DepEd Order No. 018, s. 2020 or the Policy Guidelines for the Provision
of Learning Resources in the Implementation of the Basic Education Learning Continuity, SDO-
Rizal establishes guidelines that enable the Office to provide learning resources in the
implementation of the BE-LCP. It also establishes the guidelines on the release, utilization,
and liquidation of support funds for the printing and delivery of self-learning modules and
other learning resources.
Learning resources are crucial for both teachers and students. It is a part of the
teaching-learning strategy and provides teachers with valuable information on various topics.
It keeps them updated with relevant information and helps in their professional development.
Teachers need to update their knowledge from time to time because the quality of teachers
is the most important factor in determining the effectiveness of school systems.
In SDO- Rizal, it is a must that the department needs to consider the quality of learning
resources it is producing for the teachers and students to use.
Education in SDO-Rizal has made significant progress over the years. Both private and
public schools facilitate education for Rizaleṅo children and follow the same regulations for
teaching curriculum. With this, SDO-Rizal aims to have a well-equipped facility in terms of
library, classroom, laboratories which are functional. These physical environment
mechanisms into the school systems motivate the learners and help them in realizing their
59
talents and building their personalities.
Relatively, in SDO-Rizal schools are funded by the three levels i.e., the state, local and
central levels where the highest percentage of schools offer primary education.
The table shows that the proportion of schools achieving an ideal ratio in terms of
classroom: learners is 1:2. From the data, it could be gleaned that in School Year 2019-2020,
SDO-Rizal is having a 1:40 ratio and aiming to decrease the number of students per classroom
throughout the run of the school years until SY 2027-2028 to achieve the ideal size per
classroom.
At present, SDO- Rizal’s buildings from the updated NSBI and Damage Assessment in
CY 2020-2022 shows the condition of classrooms.
Table 29
NSBI and Damage Assessment in CY 2020-2022
Building No. of Classrooms

Condition CY 2022 CY 2021 CY 2020 CY 2019
In Good Condition 5,050 5,277 5,387 5,100
Needs Major Repair 2,368 1,444 1,175 1,168
Needs Minor Repair 2,155 2,600 2,380 2,582
Condemned / For Demolition 171 260 283 292
For Condemnation 280 161 105 114
Total 10,024 9,742 9,330 9,256
The data clearly shows the condition of classrooms from the updated NSBI and
Damage Assessment in CY 2020-2022. This reflects that there is a decrease in the number of
classrooms which are in good condition while there is an increase in classrooms needing
major repair.
Among the factors that led to the increasing number of classrooms for major repair
was due to the inability to conduct regular and on-site inspections of school facilities.
Routine inspections are crucial to keep classrooms and facilities safe and disaster
resilient. Relatively, this is to ensure that preventive maintenance and timely reporting of
classroom conditions were done promptly. However, the strict implementation of health
protocols and work-from-home set up during the height of the COVID-19 pandemic severely
caused the limited movement of people including school custodians and facilities
coordinators who conduct such routine inspections.
Meanwhile, it confirms that the increasing number of classrooms for major repair was
compounded by the unavailability of funding, as reflected in the Target versus the
Accomplishments in the table of Repair and Construction of Classrooms. Thus, the funding
60
for this school infrastructure program was redirected to the pandemic response and the
acquisition of much-needed materials for the conduct of distance learning.
Table 30
Repair and Construction of Classrooms
Repair of Classrooms Replacement / Construction of Classrooms
Calendar
Year Accomplish Accomplish
Target % Target %
ment ment
CY 2022 1,444 676 46.81 260 101 38.84
CY 2021 1,175 883 75.15 283 144 50.88
CY 2020 1,168 512 43.83 292 236 80.82
CY 2019 NSBI 1,168 classrooms 292 classrooms for

- -
Baseline Data for major repair - replacement -
Alongside, DepEd's infrastructure budget is aligned to Mandanas Ruling where it

expects to decrease the budget compared to the previous year's budget. This ruling is used
to give way to the increased share of the local government units' Internal Revenue Allotment
(IRA) allocation which has a direct impact on funding the implementation of repair and
rehabilitation of classrooms in the foreseeable future.
The actual requirements in CY 2022 NSBI indicate 2,368 classrooms needing

immediate major repair and rehabilitation (CY 2023-2025 targets) and 2,155 classrooms for
minor repair (CY 2026-2028 target).
In the construction of classrooms, a total of 451 classrooms were identified for

replacement, 171 condemned/for demolition (CY 2023-2024 target) and 280 were
categorized as for condemnation (CY 2025-2028 target).
This reaffirms SDO-Rizal’s efforts particularly in conducting interventions to achieve

ideal class size and teacher-student ratio in public schools in a provincial context.
In terms of teacher’s ratio, in SY 2019-2020, SDO Rizal confirmed a teacher:learner

ratio of 1:36. With that data, SDO-Rizal is continuously eyeing to decrease the number of
students handled by the teachers in one classroom.
This implies that the SDO-Rizal is still planning and eyeing to hire teachers in the
coming years.
In terms of textbooks, the table shows that at present the ratio of learner: textbook
ratio is 1:2 and with that, SDO-Rizal aims to provide pupils/students in all public schools with
a complete set of textbooks by the coming school years. With that data, SDO-Rizal believes
that it will be embraced all throughout the school year’s plan.
61
In terms of seats, SDO-Rizal, the baseline data of seats:learners ratio is 1:20 is shown
in the table. SDO-Rizal throughout the run of the school year aims to provide an adequate
number of seats to learners as classroom seating arrangements affect student learning,
motivation, participation, and teacher-student and student-student relationships.
In terms of laboratories having Science and Mathematics equipment and ICT package
and e-classroom, SDO-Rizal has the baseline data SME equipment and ICT package:school of
1:20 ratio and continues its mission to provide complete equipment for SME and TVL use.
Generally, the data shows the provision of access to basic education has always been
a key priority of the government. Promptly, access to education is the first step to achieving
a bright future. That is why SDO-Rizal always aims that every Filipino has and will have access
to complete basic education.
In lieu of this, SDO- Rizal has an idea of putting libraries in the different sub offices and
school stations.
In line with DepEd Order No. 6 series 1998 otherwise known as “Policies and Programs
for School Library Development”, a school library is very important in the attainment of the
objectives of education. Each elementary and secondary school must have a functional
library.
In this regard, SDO-Rizal points out to increase the number of libraries as a service
center, reading center, guidance center, material production center, and most importantly
teaching-learning center. The library should be the center of a school being an integral and
indispensable part of it.
The table shows that there are 48 and 21 functional libraries respectively in
elementary and secondary schools and eyes to increase the number of libraries by the coming
school years as school libraries should provide basic print supplementary materials, in
addition to adequate copies of textbooks and teacher’s manuals, in accordance with the
Guidelines on Supplementary Materials Intended for Public Elementary and Secondary
Schools.
In the next six years, the SDO shall direct at a target, Table 1 below which outlines the
indicators to aim and evaluate Enabling Mechanism 3.
62
Table 31
Learning Environment and Resources Targets (2023-2028)
RESULT STATEMENT/ KEY PERFORMANCE Baseline Physical Target

INDICATOR (SY 2019-
2020) 2023 2024 2025 2026 2027 2028
1. Proportion of schools achieving ideal ratio

Classrooms 1:49 1:48 1:46 1:44 1:42 1:40 1:40
Teachers 1:36 1:35 1:34 1:33 1:32 1:31 1:30
Textbooks 1:2 1:2 1:2 1:2 1:1 1:1 1:1
Seats 1:2 1:2 1:2 1:2 1:1 1:1 1:1
Science and math equipment 1:2 1:2 1:2 1:2 1:1 1:1 1:1
ICT Package/ E-classroom 1:2 1:2 1:2 1:2 1:1 1:1 1:1
2. Proportion of elementary schools with
Functional library 48 65 72 84 94 104 125
Connection to electricity 206 206 209 209 209 209 209
Connections to the functional internet library 48 65 72 84 94 104 125
3. Proportion of secondary schools with
Functional library 21 26 31 36 41 56 60
Connection to electricity 78 78 78 78 79 79 79
Connections to the functional internet library 21 26 31 36 41 56 60
4. Proportion of SDOs achieving ideal interquartile ration (IQR) on teacher deployment
% SDOs achieving ideal interquartile ration (IQR) NDA NDA NDA NDA NDA NDA NDA
Table 32
Strategies and Outputs for Learning Environment and Resources
Strategy Output Focus Programs (Pillars)
Developed and Output 1. Standards for the integration of educational technology in Access
produced learning teaching and learning developed and implemented. Quality
resources accessible Output 2. Standards for learning resource development accessible Equity
to all types of to all types of learners formulated and implemented. Well-being and Resilience
learners Output 3. System for granting to learning resources developed and
implemented.
Structured library Output 1. Big school- small school built a functional library Access
design and planned equipped with technology-based materials. Quality
learning space that Output 2. Big school- small school has a good internet connection Equity
the facility must that supports teaching-learning processes. Well-being and Resilience
respond to the needs Output 3. Sub Offices built a library hub anchored on the policies
of its service and guidelines of LRMS.
population. Output 4. Utilization of mobile library and container library
Strengthen linking Output 1. More schools linked or partnered with stakeholders Access
and partnership Output 2. Big school- small school partnership established Quality
building in increasing Output 3. Stationed big schools as Central Resource School Equity
the number of Output 4. Building of additional instructional classrooms/buildings Well-being and Resilience
learning facilities
strategies
Prioritize Output 1. Mapped resource requirements of all schools. Access
requirements of Output 2. Deployment of teachers should be based on a clear and Quality
high need of transparent regulatory framework. Equity
Output 3. Rationalization of teaching loads in all schools. Well-being and Resilience
teachers
63
III.D. Enabling Mechanism 4 - SDO Systems and Processes
Improve and modernize internal systems and processes for a responsive and efficient delivery of
basic education services
SDO Rizal endeavors to deliver citizen-centric quality public services across all levels of
governance. It was evident through ISO certification 9001:2015, establishing the Quality Management
System wherein the division office was certified. Pursuant to EO 6O5 and following the Department’s
thrust, SDO Rizal has deemed it necessary to establish a Quality Management System that will allow
for the integration of its internal systems and alignment of processes within and across governance
levels, upgrading of people’s capacity, consistency in the delivery of quality services and promotion of
continuous improvement towards enhanced and sustained client satisfaction.
Figure 17
QMS Structure
Table 33
Number of QMS Processes
Section Process Sub-Process
Core 4 14
Management 3 10
Support 18 81
Total 25 105
Number of National Quality Management System Processes

The table shows the number of NQMS processes in three sections: Core, Management, and
Support. Core has four processes with 14 sub-processes, management has three processes with ten
sub-processes, while Support has 18 processes with 81 sub-processes for a total of 25 processes with
64
105 sub-processes. There are designated process holders to all processes and sub-processes who the
Top Management assigns that came from three functional divisions. (Curriculum and Implementation
Division (CID), Schools Governance and Operations Divisions (SGOD), Office of the Schools Division
Superintendent (OSDS). (Curriculum and Implementation Division (CID), Schools Governance and
Operations Divisions (SGOD), Office of the Schools Division Superintendent (OSDS).
Primarily, this system aimed to ensure the quality of service through streamlining and
standardization of processes and reduction in variability in implementation, increased productivity
and efficiency through clarity in operations and process holders, strengthened accountability through
transparent communication within and among offices and personnel in the organization and its
external stakeholders, enhanced client satisfaction through the improvement of the organization’s
ability to understand fully and consistently meet client’s requirements and continued performance
excellence through the institutionalization of continuous improvement as core value and practice of
the Department.
Systems and Processes Targets
SDO Rizal is committed to provide quality service to its clients. This puts a premium on the
value of the feedback and satisfaction ratings given by its internal and external clientele which serves
as a manifestation of the efficiency and effectiveness of the systems and processes in the division.
For the next six years, SDO Rizal targets that all clients are satisfied with the services of SDO Rizal with
5.0 average range of score having Outstanding verbal interpretation. Through collusion and
continuous improvement anchored on QMS Quality Policy, SDO Rizal will institutionalize and
standardize the systems and processes which will be revealed by Client Satisfaction results.
Table 34
Client Satisfactory Rating Targets
Physical Target
Results statements/ Key
Baseline (2019-2020)
Performance Indicators Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
2023 2024 2025 2026 2027 2028
Client satisfactory rating of DepEd’s Offices respective stakeholders (internal & external)
3.69 3.95 4.21 4.47 4.73 5.0

Schools Division Office 3.43
(VS) (VS) (VS) (VS) (O) (O)
Range Score and Verbal Interpretation

Voice of the Customer (VoC) Five-Point Likert Scale
Range Verbal Interpretation
4.50 - 5.00 Outstanding (O)
3.50 - 4.59 Very Satisfactory (VS)
2.50 - 3.49 Satisfactory (S)
1.50 - 2.49 Needs Improvement (NI)
0.00 - 1.49 Poor (P)
65
Table 35
Strategies for Implementation on NQMS
20 20 20 20 20 20
23 24 25 26 27 28
National Quality Management System (NQMS)
Conducted of QMS-related Training of

Institutionaliz / - - / - -
SDO employees
e the Quality
National Manage Conducted of periodic processes review / / / / / /
Quality ment
Management Represen Intensified QMS advocacy Campaign / / / - - -
System in tative
Strengthen partnership with stakeholders
DepEd Rizal / / / / - -
for support
System Development for Knowledge

/ / / - - -
Quality Management
Utilize ICT to
Manage
enhance Enhancement of online feedback
ment / / / - - -
NQMS mechanism
Represen
processes
tative System development for Risk
/ - - / - -
Management
Capacitated school personnel on NQMS - / - - - -
Prepared Planning Documents/Quality

Institutionaliz Control Plan and Integrated Operations - / - - - -
e the Quality Manual
National Manage
Quality ment Conducted Periodic processes review - - / / / /
Management Represen
System in tative Intensified advocacy campaign in schools - - / - / -
Schools
/
Strengthened partnership with
- - / / /
stakeholders support
III.E. Governance 5 - Basic Education Stakeholders
Education stakeholders are at the forefront of DepEd's mission to deliver continuous learning
opportunities. Building shared responsibility is very important in strengthening the capacity of DepEd
for the effective delivery of instruction and learning. The meaningful support of all basic education
stakeholders provides an opportunity to provide accessible and quality education for all.
66
With the sustained partnership, the commitment and collective efforts of all these education
team players help us in ensuring that our learners have access to quality educational opportunities.
With the effective measures employed for this mechanism, the following data shows the contribution
from local stakeholders based on the summary of data from DepEd Partnerships Database System.
Table 36
Contributions from DepEd Partners
Pillar 2019 2020 2021
Access 13,020,361.10 34,560,362.62 468,920,851.72
Quality 97,100.00 246,283.00 5,562,534.28
Equity 2,123,458.00 1,624,936.46 260,6702.52
Well-being &
52,580,216.65 55,863,052.64 161,512,804.03
Resilience
Total 67,821,135.75 92,294,634.72 638,602,892.55

(Key Stakeholders actively collaborate to serve learners better)
Table 1 below shows the baseline financial contribution of local stakeholders, the LGUs’
utilization of the special education fund (SEF) and the percentage of schools with functional SGC.
Table 37
Basic Education Stakeholders Target (2023-2028)
RESULTS
STATEMENT / KEY Baseline
2023 2024 2025 2026 2027 2028
PERFORMANCE (2019-2020)
INDICATOR
Year 2021
Local Stakeholders 638, 602, 892. 55
(Actual
5%
amount/value of Year 2020 5% 5% 5% 5% 5%
increas
financial ₱ 92,294,634.72 increase increase increase increase increase
e
contribution as
reflected in DPDS Year 2019
₱ 67, 821, 135.75
Year 2021
88.67%
5%
Special Education Year 2020 5% 5% 5% 5%
increas 5%
Fund Utilization rate 48.95% increase increase increase increase
e increase
Year 2019
no utilization rate
Proportion of All schools have 5%

5% 5% 5% 5% 5%
schools with organized SGC but there increas
increase increase increase increase increase
functional SGC is no functionality e
67
(Based on SBM assessment tool by
Report) 2019-2020
10%
10% 10% 10% 10% 10%
● Elementary - increas
increase increase increase increase increase
e
10% 10% 10% 10% 10% 10%

● Secondary -
increase increase increase increase increase increase
Strategies Focus Programs (Pillars)
Access
Strengthen resource mobilization Quality
capacity of schools Equity
Well-being and Resilience
Access
Improve capacity of SDO to Quality
maximize support Equity
Well-being and Resilience
Strategies and Outputs
A. The department employs effective and efficient partnership-building strategies to strengthen

stakeholders’ engagement and strategically close the resource gaps. Thus. makes every stakeholder
as co-owner.
68
IMPLEMENTATION,
COMMUNICATION,
MONITORING AND
EVALUATION
IV. IMPLEMENTATION, COMMUNICATION, MONITORING AND EVALUATION
IV.A. Implementation Milestones
The DEDP will be implemented from 2023 to 2028 with Phase 1 from 2023 to 2025 (midterm)
and Phase 2 from 2026 to 2028 (second and end term) of the education plans.
Phase 1 – (2023–2025) consists of the preparations and response plans to mitigate the
negative effects of COVID-19 on learning and participation. Specifically, the Learning Recovery and
Continuity Plan (LRCP) focuses on the preparations to the gradual transition from distance learning to
in-person learning modalities and the learning gaps that need to be addressed by the schools and
learning areas. Leadership development plans, learning environment and resources, teacher
development, and programs on reading, numeracy and socio-emotional learning are given emphasis.
The Phase 2- (2026–2028) focuses on sustaining the gains and evaluating programs.
Monitoring and evaluating the programs are prioritized. Adjusting or developing new programs to
respond to emerging education issues may be carried out.
IV.B. Communication Plan
In 2020, as part of the strengthening of systems and processes, SDO Rizal initiated the
operationalization of the Public Affairs Team (PAT) and Blue Rizal Press Corps (BRPC) which have been
created by the Top Management to intensify information dissemination of Division Office (SDO) of
Rizal on having a unified information to the public, partners, employees, and other stakeholders for a
positive organizational image and sustained partnerships and advocate on “over communication.”
SDO Rizal’s Public Affairs Team continuously establishes a communication system to

strengthen relationships with the external partners and inform the public of the status and
accomplishments of the division office and nurtures linkages with various media organizations.
Moreover, the provision of information through different avenues like in print and broadcast media
to the parents, students, teachers, and community shall be continuously implemented.
Relative to the Implementation of the 2023-2028 Division Education Development Plan, SDO-
Rizal intends to communicate its targets and strategic directions to its stakeholders via the following
strategies and outputs for each Pillar.
This phase starts at the end of Year 2022. In this phase,

SDO Rizal targets to conduct First Convergence of Stakeholders
IV.B.1. (part 1). This convergence aims to present the Division targets
PHASE 1A: relative to the 4 pillars of 2023-2028 DEDP, including the strategies
to be done in achieving each target. Alongside with this
PRE-
convergence are production and distribution of flyers, brochures,
IMPLEMENTATION
and other paraphernalia containing SDO’s targets and strategies
PHASE per pillar, uploading of FAQs, E-posters, ReelVideos/Tiktoks
containing the same information in DepEd Tayo Rizal FB Page and
Guestings of Top Management on Blue Vibes.
69
As to information dissemination of 2023-2028 DEDP, this
phase showcases the 6-year targets versus the first year
PHASE 1B accomplishments. In this phase, the First Convergence of
(YEAR 1): INITIAL Stakeholders (part 2) is to be held with the following strategies:
IMPLEMENTATION uploading of FAQs, E-posters, ReelVideos/Tiktoks containing the
same information in DepEd Tayo Rizal FB Page, Open House,
Guestings of Top Management on Blue Vibes.
In this phase, information dissemination focuses on the annual

IV.B.2. current status of DEDP Implementation per pillar after each year of
PHASE 2 execution. Also, initial milestones are to be identified and
communicated via Second Convergence of Stakeholders. Strategies may
(YEARS 1-3 include but are not limited to: Recognition Ceremonies, Live streaming of
AND 4-5): Second Convergence, publication on the Official Newspaper of SDO-Rizal,
MID TERM Featuring of Phase 2 to Blue Rizal Forum, and conduct of Usapang
IMPLEMENTATION Pananagutan.
This last phase of the communication plan intends to

communicate the 6-year targets against the actual accomplishments.
IV.B.3. PHASE 3 This is to be done via Third Convergence of Stakeholders with inclusion of
(YEAR 6): Stakeholders’ Night, publication of SDO-Rizal’s 2023-2028 DEDP Coffee
CULMINATING Table Book, “Tuloy po kayo sa Rizal” (Open House for other SDOs), postings
IMPLEMENTATION of E-tarpaulins to DepEd Tayo Rizal FB Page, scheduling of Top
Management for media guesting (radio-TV). Press Conference.
Table 38
2023-2028 DEDP Communication Plan Chart
Pre-Implementation Phase
20 20 20 202 20 20
Activity Strategy
23 24 25 6 27 28
Public First Convergence of Stakeholders (part 1).

dissemination of ● Producing and distributing flyers, brochures, and
Division targets other paraphernalia containing SDO’s targets and
relative to the 4 strategies per pillar
pillars of 2023- ● Uploading of FAQs, E-posters, ReelVideos/Tiktoks /
2028 DEDP containing the same information
● Guesting of Top Management on Blue Vibes
Initial Implementation Phase (Year 1)
70
Showcasing of First Convergence of Stakeholders (part 2)
6-year targets ● Uploading of E-posters, ReelVideos/ Tiktoks
versus the first containing information on the initial accomplishments
year per DEDP pillar in DepEd Tayo Rizal FB Page
accomplishment ● Conducting an Open House “Tuloy po kayo sa /
s Rizal”
● Guesting of Top Management on Blue Vibes.
Mid-Term Implementation (Years 1-3 & 4-5)
Presentation of Second Convergence of Stakeholders.

current status of ● Recognition Ceremonies,
DEDP ● Live streaming of Second Convergence,
Implementation ● Publication on the Official Newspaper of SDO-Rizal,
per pillar after ● Featuring of DEDP in Blue Rizal Forum, and / / / /
each year of ● Conduct of Usapang Pananagutan.
implementation
Culminating Implementation Phase (Year 6)
Communicate Third Convergence of Stakeholders

the 6-year ● Stakeholders’ Night
targets against ● Publication of SDO-Rizal’s 2023-2028 DEDP Coffee
the actual Table Book,
accomplishment ● “Tuloy po kayo sa Rizal” (Open House for other
s SDOs),
● postings of E-tarpaulins to DepEd Tayo Rizal FB
Page,
● scheduling of Top Management for media /
guestings (radio-TV) and/or Press Conference.
IV.C. Monitoring and Evaluation Strategies
Monitoring and Evaluation (M&E) shall guide the implementation of DEDP that
integrates results-based M&E in major programs, projects, and activities in DepEd towards
improving the delivery of basic education services and desired outcomes based on targets set
by the Division Office.
M&E strategies explain and ensure that the department's systems and processes are
geared towards the efficiency and effectiveness of its services, objectives and indicators set
are achievable while all operating units are contributory to expected outcomes. This shall
follow the outputs by strategy of the BEDP.
M&E adheres to the BEDP Results Framework as stated in the DepEd Order 029, s.
2022. All basic education plans and implementation shall subscribe to the intermediate
outcomes (IOs) and Enabling Mechanisms (EMs), as applicable hence, this will provide bases
for measuring the performance of the Division and contribute to evidence-based decision-
making.
71
Phases of monitoring and evaluation are: (1) planning and target setting (DEDP); (2)
Annual and Mid-Term Review of the DEDP; and (3) End of Term Review and Results evaluation
of the DEDP.
DepEd Rizal has forged partnership with Salt Payatas and a group of Research
Professors from two universities in Japan. The partnership has been agreed for a 3-year
period with activities to conduct research, evaluate programs and projects, and capacity
building.
Pillar 1 Access
Below highlights the key performance indicators (KPIs) on access including DepEd’s
targets in 2026 and 2030. Access indicators are expanded to cover school-age children,
learners in school, out-of-school children (OSC), and out-of-school youth (OSY). Most KPIs are
currently verifiable in the Enhanced Basic Education Information System (EBEIS) except
indicators pertaining to incidences of OSC and OSY. Targets pertaining to OSC and OSY will be
set when mechanisms for determining baseline information are established and operational.
Table 39
Monitoring and Evaluation Plan on Access
Mea Frequen
Baselin Physical Target
ns of cy of
Results Statement / Key Performance e (SY Phase 1 Phase 2 Responsi M&E
Verifi Data
Indicator 2019- (2022- (2026- ble Body Strategy
catio Collectio
2020) 2025) 2028)
n n
Intermediate Outcome (IO) #1 All school-age children, out-of-school youth, and adults
accessed relevant basic learning opportunities
1. Percentage of school-age children in school - Net Enrollment Rate (NER)
Quarterly
Planning Program
Elementary NER 99.42 99.71 100 EBEIS Annually
Implement
ation
Review
(QPR)
Annual
Secondary NER 81.27 89.14 97 EBEIS Annually Planning Implement
ation
Review
(AIR)
2. Percentage of Learners in a cohort who completed Grade 6/Grade 12

- CompletionRate (CR)
ELEMENTARY CR 74.46 98.51 100 EBEIS Annually Planning

QPR
SECONDARY - AIR
84.94 92.47 100 EBEIS Annually Planning
CR
IO1.1- All five-year-old children in school
72
QPR
3. Percentage of five-year old in school -
Net Intake Rate (NIR)
AIR
IO1.2- All learners will stay in school and finish key stages
4. Percentage of enrollees (Elem, JHS, SHS) in a given school year who continue to be in school the following
school year- Retention Rate
ELEMENTARY -
Retention Rate
QPR
JUNIOR HIGH SCHOOL -
Retention Rate
AIR
SENIOR HIGH SCHOOL -
Retention Rate
5. Percentage of currently enrolled learners but did not finish/complete the school year – Dropout Rate (DR)
ELEMENTARY -
2.23 1.57 .90 EBEIS Annually Planning
Dropout Rate
JUNIOR HIGH SCHOOL QPR

4.56 2.34 .12 EBEIS Annually Planning
-Dropout Rate
AIR
SENIOR HIGH SCHOOL
.67 .34 0 EBEIS Annually Planning
Dropout Rate
IO1.3 - All learners transition to the next key stage
6. Percentage of K/G6/G10 completers proceeded to next key stage - Transition Rate
KINDERGARTEN
16.67 50 100 EBEIS Annually Planning
- Transition Rate (K to Grade1)
ELEMENTARY
16.67 50 100 EBEIS Annually Planning
Transition Rate (Grade 3 to Grade 4) QPR
AIR
ELEMENTARY
-Transition Rate (Grade 6 to Grade 7)
JUNIOR HIGH SCHOOL -

Transition Rate (Grade 10 to Grade 11)
IO1.4- All out-of-school children and youth participate in and complete formal or non-formal basic education
learning opportunities
7. Percentage of OSC and OSY who returned to school or participated in ALS – Participation Rate of OSC and
OSY
OUT-OF-SCHOOL CHILDREN -Participation

73.79 81.17 88.55 ALS Annually Planning
Rate - BLP QPR
OUT-OF-SCHOOL YOUTH Participation Rate AIR

- ELEMENTARY
73
OUT-OF-SCHOOL YOUTH Participation Rate
- SECONDARY
8. Percentage of completers in ALS- completed session -ALS
ALTERNATIVE LEARNING SYSTEM

(Completer) 84.25 92.13 100 Annually ALS
BLP
QPR
(Completer) 72.05 79.26 86.46 Annually ALS
AIR
Elementary

80.48 91.21 96.58 Annually ALS
(Completer) Secondary
Pillar 2 Equity
The MEA Framework of Pillar 2 highlights DepEd’s commitment to inclusion. The table
contains the KPIs that will be used to measure involvements and performance of learners or
groups in situations of disadvantage.
The table also outlines the indicators, proposed means of verification (MOV), and the
M&E strategies to be used in validating the outcomes under Equity. To date, no targets on
Equity are committed pending the completion of baseline information on learners in
situations of disadvantage and development of systems that will “tag” learners in situations
of disadvantage.
Table 40
Monitoring and Evaluation Plan on Equity
Physical Target
Frequency
Results Statement / Key Baseline (SY 2019- Phase 1 Phase 2 Means of Responsible M&E
of Data
Performance Indicator 2020) (2022- (2026- Verification Body Strategy
Collection
2025) 2028)
Intermediate Outcome (IO) #2. School-age children and youth, and adults in situations of disadvantage
benefited from appropriate equity initiatives
1. Proportion of learners in situation of disadvantage transition to next key stage
ELEMENTARY 1.01 .92 .83 EBEIS Annuall Planning Annual

- % Disparity in transition y Implemen
rate tation
Review
SECONDARY 1.03 .9 .81 EBEIS Annuall Planning (AIR)
- % Disparity in transition y Mid-Term
rate Review
(MTR)
Outcome
Evaluation
(OE)
2. Gender participation-disparity in completion
74
ELEMENTARY 1.02 .93 .84 EBEIS Annuall Planning AIR
Gender Parity y MTR
Index Completion OE
SECONDARY - 1.09 1 .91 EBEIS Annuall Planning

Gender Parity y
Index Completion
IO2.1 - All school-age children and youth and adults in situations of disadvantage are participating in basic
learning opportunities and receiving appropriate quality education
3. Percentage of learners in situation of disadvantage continue to participate in basic education
ELEMENTARY 100 100 100 EBEIS Annuall Planning AIR

- Retention Rate y MTR
OE
SECONDARY 100 100 100 EBEIS Annuall Planning
- Retention Rate y
4. Percentage of learners in situations of disadvantage (disaggregated by group) achieved at least a fixed level of
proficiency/mastery in (a) functional literacy, (b) numeracy, and (c) 21st century skills
Functional Literacy- SPED TBD BR:B4 Semi- Program AIR

% of learners at with at IPED TBD Annual Proponent MTR
least proficient level or MADRASAH TBD OE
better ALS TBD
Numeracy- SPED TBD Project Semi- Program

% of learners at with at IPED 50 24.99 49.98 Numero Annual Proponent
least proficient level or MADRASAH 50 24.99 49.98
better ALS 50 24.99 49.98
21st century skills- % of SPED TBD Special Semi- Program

learners at with at least IPED 25 12.51 49.98 Programs Annual Proponent
proficient level or better MADRASAH 30 15 49.98
ALS 20 9.99 49.98
Pillar 3 – Quality
The MEA Framework for Pillar 3 outlines the KPIs on quality. The overall target on
quality is set at “learners attaining nearly proficient level or better.” The national achievement
test (NAT) administered by DepEd’s Bureau of Education Assessment (BEA) will be used to
verify learners’ attainment. The Accreditation and Equivalency Test (A&E) will be used to
verify performance of learners in the Alternative Learning System (ALS).
75
Table 41
Monitoring and Evaluation Plan on Quality
Physical Target
Baseline Frequency of M&E
Phase 1 Phase 2 Means of Responsi
Results Statement / Key Performance Indicator (SY 2019- Data Strate
(2022- (2026- Verification ble Body
2020) Collection gy
2025) 2028)
Intermediate Outcome (IO) #3. Learners complete K-12 basic education having attained all learning standards
that equip them with the necessary skills and attributes to pursue their chosen paths
1. Percentage of learners pursued their chosen paths
% Proceeded 17.06 20.06 23.06 Tracer Annually CID OE

to college Study and
YFD
% Proceeded 57.59 60.59 63.59 Tracer Annually CID

to employment Study and
YFD
% Proceeded to 4.63 7.63 10.63 Tracer Annually CID

Entrepreneurship Study and
YFD
IO3.1 - Learners attained Stage 1 learning standards of fundamental reading and numeracy skills
2. Percentage of learners attaining nearly proficient level or better in Reading and Listening Comprehension
increased
English 47.84 64.40 80.00 Phil IRI Annually CID AIR

MT
Filipino 36.25 58.17 80.00 Phil IRI Annually CID R
OE
% of learners achieving nearly proficient 32 56.00 80.00 NuMATH Annually CID
or better in numeracy
IO3.2 - Learners are in in Stage 2 (Grade 6) learning standards of literacy & numeracy skills and apply 21st-
century skills to various situations
3. Percentage of learners attaining 35.24 57.90 80.00 BE:B4 Annually CID OE

proficient level or better in Stage 2 NuMATH
literacy and numeracy standards
(increase: 4 pp/yr)
IO3.3 - Learners are in Stage 3 (Grades 7-10) learning standards of literacy & numeracy skills and apply 21st-
century skills to various situations
4. Percentage of G10 learners attaining 46.69 63.34 80.00 BE:B4 Annually CID OE
nearly proficient level or before in Stage NuMATH
3 literacy and numeracy standards (4
pp/yr)
IO3.4 - Learners area in Stage 4 (Grades 11-12) learning standards equipped with the knowledge and 21st-
century competencies developed in their chosen core, applied, and specialized SHS tracks
76
5. Percentage of Grade 12 learners 65.48 80.00 BE:B4 Annually CID OE
attaining nearly proficient level or better 50.96 NuMATH
in Stage 4 core SHS areas (6 pp/yr)
IO3.5 - Learners in the Alternative Learning System gain certification as Elementary or Junior High School
completers
6. Percentage of ALS learners pass the A&E test
% of OSC received certification 35.71 41.71 47.71 ALS Annually CID OE
% of OSY received certification 63.64 69.64 75.64 ALS Annually CID
% of adults received certification 50.32 56.32 62.32 ALS Annually CID
Pillar 4 Learners’ Resiliency and Well-Being
The MEA Framework for Pillar 4 shows the KPIs to be used in planning learners’
resiliency and well-being. Together with Equity, Pillar 4 highlights DepEd’s commitments to
advance the rights and well-being of learners. Currently, the mechanisms for verifying KPIs
under Pillar 4 will need to be established and set up. As of this period, no targets are set for
most KPIs.
Table 42
Monitoring and Evaluation Plan on Learners’ Resiliency and Well-Being
Physical Target
Phase 1 Phase 2 Means of Frequency Respon M&E
Results Statement / Key Performance Baseline (SY
(2022- (2026- Verificatio of Data sible Strat
Indicator 2019- 2020)
2025) 2028) n Collection Body egy
Intermediate Outcome (IO) #4. Learners are resilient and know their rights and have the life skills to protect themselves and
claim their education rights from DepEd and other duty-bearers to promote learners’ well-being
1. Percentage of attached and Baseline to be TBD 100 EBEIS Annually Planni

displaced learners retained established ng
2. Percentage of learners who Child Abuse 0 0 Intake Annually Legal

reported violence committed against .0080% (34 Elem sheets
them by other learners (bullying) or & secondary)
adults (child abuse) based on intake
sheets of schools Bullying (.0012%
or 5 learners 0 0
Elem & Sec)
3. Percentage of learners who know Baseline to be 97% 100% Legal Annually Legal
their rights TO and IN education, and determined (300)
how to claim them positively
4. Percentage of schools and learning Baseline to be 97% 100% Annually

centers significantly manifesting determined
indicators of RBE in the learning
environment
Intermediate Outcome (IO) #4. 1 Learners are served by Department that adheres to rights-based education framework at all
levels
77
5. Percentage of established Schools 100 100 100 TBD Annually Legal AIR
Child Protection Committee MT
R
OE
6. Percentage of Schools Organized Baseline to be 100 100 Legal

and Strengthened Rights-Upholding determined
Learning Environments (RULE),
including Rights-Upholding Schools
(RUS) and Rights -Upholding
Community Learning Centers (RUCLC)
Intermediate Outcome (IO) #4.2 Learners are safe and protected, and can protect themselves from risks and impacts from
natural and human-induced hazards
7. Percentage of schools with 97% 100 100 Division Annually DRRM AIR
developed strategies on Disaster Risk 286 DRRM MT
Reduction and Management Focal R
OE
8. Presence of First Aiders in Schools 0% 100% 100%
9. Increased awareness on climate 0% 100% 100%

change and mitigation (CCAM) and
Peacebuilding
10. Sustained implementation of 100% 100% 100%

Mental Health and Psychosocial
support (MPHSS) across all grade
levels
11. Provision of safety and 89.7 % or 262 100% 100%

emergency equipment (ie. water schools
sprinklers, smoke and heat detectors,
fire extinguishers,, first aid kits, etc,)
12.Repaired and rehabilitated 4,523 2259 4523

classrooms classrooms
13. Newly constructed classrooms 451 225 451
Intermediate Outcome (IO) #4.3 Learners have the basic physical, mental, and emotional fortitude to cope with various
challenges in life
14. Percentage of students with 44,898 Severely 30% 50% HNU Annually HNU AIR
improved health statistics wasted (13,469) (22,449) Data MT
R
15. Percentage of schools with 30% (Elem and 72% 100% WinS Annually HNU
OE
improved WinS status from 0 to a Secondary 90) (215) (300) Evaluatio
E)
higher level n Tool
16. Number of learners with Dental 56,000 80,000 Data Annually HNU AIR
improved dental health Examination and from MT
Assessment - Dental R
40,000 Unit
OE
Oral Health 21,000 30,000
Education and
Toothbrushing
Drills - 15, 000 7,000 10,000
Fluoride
Treatment 4,000 5,000 8,000
78
Oral Prophylaxis 3,000 6,000
2500
Tooth Filling 800 1,700 200
Tooth Extraction
2,700
Enabling Mechanisms
Governance and Management To ensure more inclusive and complete enabling

mechanisms, DepEd expanded the criteria for measuring success of governance and
management strategies. The table enumerates the KPIs to be used in verifying the six
mechanisms under governance. These include: (i) participative and inclusive management
processes, (ii) strategic human resource management, (iii) investments in basic education, (iv)
internal systems and processes, (v) stakeholders’ participation, and (vi) public and private
education complementarity.
Table 43
Monitoring and Evaluation Plan on Governance and Management
Physical Target
Frequenc
Baseline Phase Means of M&E
Results Statement / Key Phase 1 y of Data Responsi
(SY 2019- 2 Verificati Strat
Performance Indicator (2022- Collectio ble Body
2020) (2026- on egy
2025) n
2028)
Enabling Mechanism #1. Education leaders and managers practice participative and inclusive management processes
1. Proportion of schools achieving higher levels of SBM practice
Elementary Level I 40 16 0 SBM Self- Annually SGOD OE

Level II 164 177 181 Assessme
Level III 4 16 28 nt
Secondary Level I 5 2 0 SBM Self- Annually SGOD

Level II 82 66 50 Assessme
Level III 4 22 40 nt
Enabling Mechanism #2. Strategic human resource management enhanced for continuing professional development and
opportunities
2. Proportion of offices across governance levels with very satisfactory and higher rating in the Office Performance
Commitment and Review Form (OPCRF)
Elementary OPCRF Annually HRMO OE
Secondary OPCRF Annually HRMO
Schools OPCRF Annually HRMO

Division Office
Enabling Mechanism #3. Investments in basic education provide learners with the ideal learning environment
3. Proportion of schools achieving ideal ratio on:
Classroom 1:49 1:44 1:40 NSBI Annually Physical OE

Facilities
79
Teachers 1:36 1:33 1:30 Annually Planning
Textbooks 1:10 1:10 1:10 Annually LRMS
Chairs 1:49 1:45 1:40 Annually Supply
Science and Math Equipment 1:30 1:20 1:10 Annually Supply
ICT Package/e-classroom 1:30 1:20 1:10 Annually ITO
4. Proportion of elementary schools with
Functional Library 112 147 179 Annually LRMS OE
Connection to Electricity 206 209 209 Annually Physical

Facilities
Connection to internet 112 147 179 Annually ITO

functional library
5. Proportion of secondary schools with:
Functional Library 59 71 87 Annually LRMS OE
Connection to Electricity 89 110 129 Annually Physical

Facilities
Connection to internet 59 71 87 Annually ITO

functional library
Enabling Mechanism #4. Improve and modernize internal systems and processes for a responsive and efficient financial
resource management
7. Client satisfactory rating of DepEd offices’ respective stakeholders (internal & external)
SDO 4.5 5.0 5.0 VOC Quarterly ICT QPIR
Enabling Mechanism #5. Key stakeholders actively collaborate to serve learners better
8. Percentage of financial contribution of international and local grant development partners vis-à-vis national education
budget (including adopt443 a school, brigada eskwela)
Local - % contribution 5% 15% 30% DPDS Annually SocMob AIR

MTR
Special Education Fund Utilization 443,716,09 5% 5% Focal Annually SEF OE
rate 9.00 increase increas Person Focal/PS
e DS
9. Proportion of schools with functional SGC
Elementary Baseline to 52:209 53:209 Function Annually SMME OE

be al SGC
determined Report
Secondary Baseline to 22:90 23:90 Function Annually SMME

be al SGC
determined Report
Enabling Mechanism #6. Public and private education operate under a dynamic and responsive complementarity framework
10. Proportion of private schools 513 Annually Private QPIR

receiving government assistance School
Focal
80
DEDP MEA STRATEGY FRAMEWORK
To monitor the implementation of DEDP effectively and efficiently, SDO Rizal has
integrated six (6) strategies, to wit: (1) establishment of baseline data, (2) Quarterly program
implementation Review, (3) Annual Implementation Review, (4) Mid-term Review; (5) Results
Monitoring and Evaluation, and (6) Impact Evaluation or End-term Review. These strategies
are designed to ensure a more systematic approach to monitoring and tracking, evaluating,
and enhancing the DEDP Implementation.
Figure 19
DEDP MEA Strategies
81
RISK MANAGEMENT
V. RISK MANAGEMENT
V.A. Assessment of External Factors
This section details the identified risks/threats that may affect the implementation
of this DEDP. The following matrix helps SDO Rizal to prioritize these risks/threats and lists
mitigating measures against its impacts.
Table 44
Assessment on Risk Management
Risk
Likeliho Severit
Threat Possible Effects Assess Mitigating Measures
od y
ment
School closures due to Very May worsen issues

Signific Availability distance
COVID-19 quarantine Unlikely on reading and Low (4)
ant (4) learning modalities
classifications (1) numeracy
Very Provide advocacy

Stakeholders support to Moder Delay on DEDP
Unlikely Low (3) campaign to mobilize
DEDP ate (3) implementation
(1) stakeholders
ELLN data/ proficiency Possible Lack in foundation

Severe High Intensive foundational
results continue to (3) skills may affect
(5) (15) instructions in K to 3
decline higher grade levels
Adequacy school facilities Foresight from school

to support full face-to- Possible Severe May affect quality of High head and SDO
face and/or blended (3) (5) instruction (15) Gather LGU and
learning modalities stakeholder support
Foresight from school

Adequacy of ICT Likely
Signific Learning loss among Critical head and SDO
equipment to cope with (4)
ant (4) learners (20) Gather LGU and
digital learning modalities
stakeholder support
82
Change in political Budget reduction
Possible Moder Modera Active collaboration in
landscape that may affect may affect delivery
(3) ate (3) te (9) the LSB
budget allocation of services
Schedule and quality Strict implementation

Efficiency of procurement Possible Severe High
of goods and services and monitoring of RA
process (3) (5) (15)
are affected 9184
Develop and
Very implement DRR
Natural calamities destroy May displace
Likely Severe Critical strategies and invest in
educational facilities and learners and disrupt
(5) (5) (25) proper construction
materials instructional time
and rehabilitation of
buildings
Very
Existence of working Minor Possible increase in Modera
Likely Availability of ADM
students (2) dropout te (10)
(5)
Moder
Low Possible increase in Modera
Migration of families ate Availability of ADM
(2) dropout te (10)
(3)
ISP Internet Service Information Availability of ISP

Likely Minor Modera
Provider downtime and dissemination is backup and generator
(4) (2) te (8)
power outage affected set
Basic and important

Very
Signific information are
Data breach/ hacking Unlikely Low (4) Additional web security
ant (4) leaked/used by third
(1)
party
V.B. Proposed Risk Mitigation Strategies and Responsible Personnel
Table 45
Risk Assessment and Mitigation Strategies
Risk Responsible
Threats Mitigating Measures
Assessment Personnel
DRRM
Develop and implement DRR
Natural calamities destroy Physical
strategies and invest in proper
educational facilities and Critical (25) Facilities
construction and rehabilitation of
materials Youth
buildings
Formation
Adequacy of ICT equipment to

Foresight from school head and SDO LRMS, ICT
cope with digital learning Critical (20)
Gather LGU and stakeholder support PSU, SocMob
modalities
ELLN data/ proficiency results Intensive foundational instructions in

High (15) CID
continue to decline K to 3
83
Adequacy school facilities to
Foresight from school head and SDO Physical
support full face-to-face and/or High (15)
Gather LGU and stakeholder support Facilities
blended learning modalities
Efficiency of procurement Strict implementation and monitoring BAC, PSU

High (15)
process of RA 9184 All proponents
Moderate PSDS
Existence of working students Availability of ADM
(10) ALS
Moderate
Migration of families Availability of ADM PSDS, ALS
(10)
Change in political landscape Moderate PSDS, SEF

Active collaboration in the LSB
that may affect budget allocation (9) Focal
ISP Internet Service Provider Moderate Availability of ISP backup and ICT
downtime and power outage (8) generator set PSU
School closures due to COVID-19 Availability distance learning

Low (4) CID
quarantine classifications modalities
Data breach/ hacking Low (4) Additional web security ICT, Legal
Provide advocacy campaign to SocMob

Stakeholders support to DEDP Low (3)
mobilize stakeholders PAT
84
V.C. BLUE RIZAL: TRAILBLAZING THE ROAD OF SUCCESS TO THE 2023-2025 LEARNING
RECOVERY PLAN (LRP)
The Schools Division Office of Rizal has been proactive in designing a new strategic
plan to address the challenges brought by this pandemic for the past 2 years in the context of
public health emergencies throughout the country. Gaps encountered by learners during
closing of schools and remote learning due to COVID-19 have also been identified. Learning
gaps and losses occurred due to physiological, psychological and sociological aspects and by
inequality of resources of learners in low to middle income families during the remote or
distance learning set-up. With the easing of safety and health protocols, face-to-face classes
are allowed to provide the necessary learning support to our students. The current class and
teacher programming of the schools differ based on the context of their learners, learning
environment and available resources. Each school faces different challenges and problems
which require a differentiated approach to better serve its learners.
By the year 2022 to 2025, SDO Rizal shall take a leap in developing and empowering
learners and teachers and priming them for success. Both shall adapt open learning strategies
with a collection of multiple literacies where they harmonize to the 21st century skills. By
addressing missed learning opportunities contained in the Learning Recovery and Continuity
Plan, learners and teachers shall realize their full potential as functionally literate, happy,
resilient, and positive agents of social transformation.
Moreover, SDO shall strive to effectively operationalize the learning recovery plan by
implementing learner-focused and outcomes-driven pedagogies to address learning gaps and
losses; accelerating our human resource management practices to foster an enabling and
supportive learning environment; providing quality assured learning materials for all types of
learners; forging productive partnerships to generate resources, and applying monitoring
and evaluation models to ensure attainment of desired outcomes.
II. SITUATIONAL ANALYSIS
Data based on Numeracy Result of Remediation/Intervention, Literacy Result of

Remediation/Intervention, and Socio-Emotional Learning.
A. Data based on Numeracy, result of Remediation/Intervention
Numeracy Assessment Tool (NumAT) is currently in place in the schools of SDO-Rizal

to improve and identify the numeracy level of the students. With the help of a Mathematics
teacher per grade level, a Numeracy Assessment Tool (NumAT) will be administered to the
students in order to determine the students who will be closely monitored. The schools have
been implementing its own contextualized numeracy improvement projects during the online
or remote teaching due to the pandemic. With the return of face-to-face teaching, facilitation
of Division-initiated numeracy improvement programs can commence to determine the
85
baseline data for the numeracy level.
Table 46
Report on Numeracy Level in Elementary (SY 2021-2022)
POST TEST
Non-numerates (67 Beginning Level (68- Intermediate Level Advanced
and below) 78) (79-89) (90-100)
Grade Level Cases
No. % No. % No. % No. %
Grade 1 29,382 3,512 12 9,228 31 12,395 42 4,202 14
Grade 2 26,959 3,188 12 8,557 32 11,534 43 3,646 14
Grade 3 27,650 2,623 9 9,019 33 12,436 45 3,533 13
Grade 4 26,026 2,672 10 8,013 31 11,990 46 3,305 13
Grade 5 20,304 1,907 9 6,577 32 8,873 44 2,917 14
Grade 6 21,605 1,974 9 6,393 30 9,964 46 3,292 15
TOTAL 151,926 15,876 10 47,787 31 67,192 44 20,895 14
The table presents the report on the numeracy level of elementary pupils in SDO Rizal
as revealed in their posttest results. It can be gleaned from it that there are 3,512 (12%)
learners in Grade 1, 3,188 (12%) learners in Grade, 2, 623 (9%) learners in Grade 3, 2,672
(10%) learners in Grade 4, 1,907 (9) learners in Grade 5, and 1,974 (9) learners in Grade 6 who
were identified as non-numerates.
Meanwhile, it can also be seen that there are 9,228 (31%) learners in Grade 1, 8,557
(32%) learners in Grade 2, 9,019 (33%) learners in Grade 3, 8,013 (31%) learners in Grade 4,
6,577 (5) learners in Grade 5, and 6,393 (30%) learners in Grade 6 who were under beginning
level.
Based on these results, elementary schools in the division shall implement

intervention to cater these learners under non-numerate and beginning levels. During the
current SY, they will be given whole-class and/or individualized / differentiated interventions.
Table 47
Report on Numeracy Level in Junior High School (SY 2021-2022)
Numeracy Level (SAL + NCAL)
Non-numerates 67 Beginning Level Intermediate Advanced (90-
% and below (68-78) Level (79-89) 100)
Grade Enrolment Cases No. % No. % No. % No. %
Level
7 36,004 17,277 48 6,587 38 4,170 24 5,203 30 1,335 8
8 36,368 16,993 47 7,081 42 4,261 25 4,674 28 990 6
9 33,403 15,731 47 5,521 35 3,972 25 5,343 34 910 6
10 35,074 17,315 49 5,440 31 3,599 21 6,525 38 1,707 10
TOTAL 140,849 67,316 48% 24,628 37% 16,002 24% 21,744 32% 4,941 7%
The table presents the report on the numeracy level of Junior High School students in
SDO Rizal as revealed in their posttest results. It can be glanced that there are 6,587 (38%)
students in Grade 7, 7,081 (42%) students in Grade 8, 5,521 (35%) students in Grade 9, and
5,440 (31%) students in Grade 10 who were classified as non-numerates.
86
Likewise, it is also shown that there are 4,170 (24%) students in Grade 7, 4,261 (25%)
students in Grade 8, 3,972 (25%) students in Grade 9, and 3,599 (21%) students in Grade 10
who were under beginning level.
Based on these results, junior high schools in the division shall implement intervention
to cater these learners under non-numerate and beginning levels. During the current SY, they
will be given whole-class and/or individualized / differentiated
Table 48
Pareto Analysis on Mathematics MPS in Elementary
NO. DIVISION ES MATH TARGET MPS CUMULATIVE CUMULATIVE MATH MPS

MPS VALUE GAP % SIMULATOR
1 San Pedro City 59.81 97 37.19 37.19 5.21% 97.00
2 Tanauan City 60.14 97 36.86 74.05 10.38% 97.00
3 Rizal 61.03 97 35.97 110.02 15.42% 97.00
4 Lucena City 61.07 97 35.93 145.95 20.46% 97.00
5 Dasmarinas 61.24 97 35.76 181.71 25.47% 97.00
6 Quezon 61.59 97 35.41 217.12 30.44% 97.00
7 Cavite City 64.09 97 32.91 250.03 35.05% 97.00
8 Imus City 64.22 97 32.78 282.81 39.65% 97.00
9 General Trias City 64.44 97 32.56 315.37 44.21% 97.00
10 Antipolo city 64.5 97 32.5 347.87 48.77% 97.00
11 Laguna 64.7 97 32.3 380.17 53.30% 97.00
12 Tayabas City 65.09 97 31.91 412.08 57.77% 97.00
13 Calamba City 65.31 97 31.69 443.77 62.21% 97.00
14 Bacoor City 65.37 97 31.63 475.40 66.65% 97.00
15 Cavite 65.39 97 31.61 507.01 71.08% 97.00
16 San Pablo City 66.15 97 30.85 537.86 75.40% 97.00
17 Batangas City 66.19 97 30.81 568.67 79.72% 97.00
18 Batangas 67.01 97 29.99 598.66 83.92% 67.01
19 Binan City 67.06 97 29.94 628.60 88.12% 67.06
20 Lipa City 67.48 97 29.52 658.12 92.26% 67.48
21 Cabuyao City 67.75 97 29.25 687.37 96.36% 67.75
22 Sta. Rosa City 71.04 97 25.96 713.33 100.00% 71.04
CALABARZON 64.58 97 32.42 90.42
Based on Pareto Analysis on Mathematics MPS in Elementary, SDO-Rizal rank 3 with

the lowest ES Math MPS with 61.03 and MPS Gap of 35.97 form its target value 97. It is
recommended that SDO-Rizal focus its efforts on the specified subject area to further improve
its performance on Mathematics in Elementary. By doing so, the performance can be
potentially increased.
87
Table 48
Pareto Analysis on Mathematics MPS in JHS
NO. DIVISION JHS TARGET MPS CUMULATIVE CUMULATIVE MATH MPS
MATH VALUE GAP % SIMULATOR
MPS
1 Tanauan City 57.27 97 39.73 39.73 5.03% 97.00
2 Cavite City 57.59 97 39.41 79.14 10.01% 97.00
3 Rizal 57.88 97 39.12 118.26 14.96% 97.00
4 Antipolo City 58.09 97 38.91 157.17 19.88% 97.00
5 Batangas City 58.61 97 38.39 195.56 24.74% 97.00
6 Lucena City 58.81 97 38.19 233.75 29.57% 97.00
7 Quezon 58.81 97 38.19 271.94 34.40% 97.00
8 Cabuyao City 59.48 97 37.52 309.46 39.15% 97.00
9 Cavite City 59.86 97 37.14 346.60 43.85% 97.00
10 General Trias City 60.06 97 36.94 383.54 48.52% 97.00
11 Bacoor City 60.62 97 36.38 419.92 53.12% 97.00
12 Batangas 60.63 97 36.37 456.29 57.72% 97.00
13 Binan City 60.67 97 36.33 492.62 62.32% 97.00
14 Laguna 61.26 97 35.74 528.36 66.84% 97.00
15 Imus City 61.35 97 35.65 564.01 71.35% 97.00
16 San Pablo City 61.98 97 35.02 599.03 75.78% 97.00
17 San Pedro City 61.98 97 35.02 634.05 80.21% 97.00
18 Dasmarinas 62.59 97 34.41 668.46 84.56% 62.59
19 Calamba City 63.35 97 33.65 702.11 88.82% 63.35
20 Sta. Rosa City 63.37 97 33.63 735.74 93.07% 63.37
21 Lipa City 68.35 97 28.65 764.39 96.70% 68.35
22 Tayabas City 70.89 97 26.11 790.50 100.00% 70.89
CALABARZON 61.07 97 35.93 89.89
Based on Pareto Analysis on Mathematics MPS in Secondary, SDO-Rizal rank 3 among

the lowest JHS Math MPS with 57.88 and MPS Gap of 39.12 form its target value 97. It is
recommended that SDO-Rizal focus its efforts on the specified subject area to further improve
its performance on Mathematics in Secondary.
By doing so, the performance can be potentially increased.
B. DATA BASED LITERACY, RESULT OF REMEDIATION/INTERVENTION
Blue Rizal: Barangayan para sa Bawat Bata Bumabasa (BR-B4) Program is the flagship
program of SDO-Rizal in addressing the problem of literacy. It is a community-based program
involving local government units, community volunteers, families, teachers- to read to all
children for them to develop enjoyment in- and love for Reading as learners transition from
“learning to read” to “reading to learn”.
Grades 1 to 3 learners were assessed using the BR-B4 Reading Assessment Tool (RAT) for
Beginning Reading in English and in Filipino. Below is the 2-year progressive data of BR-B4
88
learners in School Year 2020-2021 and School Year 2021-2022.
There is an average increase of 33% in the success rate of the program from SY 2020-2021
to SY 2021-2022.
For SY 2020-2021 (first year Batch 1 English), BR-B4 targeted 20% or 4,019 learners to reach
the highly developed level of BRB4 Beginning Reading Strand for English. However, there were
only 3,094 learners or 19% who reached the target level. There were 12,982 or the remaining
80% of learners needed to be catered in BRB4 Year 1 Batch 1 in English.
For Filipino (first year Batch 1 Filipino) Batch 1, BR-B4 targeted 20% or 4,171 learners to
reach the highly developed level of BRB4 Beginning Reading Strand for English. Remarkably,
there were 4,788 learners or 29% who reached the target level. However, the remaining
11,897 or 71% of learners are needed to be catered in BRB4 Year 1 Batch 1 in Filipino.
For SY 2021-2022 (second year of Batch 1 English), BR-B4 targeted 30% or 4,362 learners
For SY 2021-2022 (second year of Batch 1 Filipino), BR-B4 targeted 30% or 4,575 learners
there were 6,889 learners or 45% who reached the target level. However, the remaining 55%
or 8,361 learners are needed to be catered in BRB4 Year 2 Batch 1 in Filipino.
For SY 2021-2022 (first year of Batch 2 English), BR-B4 targeted 20% or 5,112 learners to
For SY 2021-2022 (first year of Batch 2 Filipino), BR-B4 targeted 20% or 8,420 learners to
there were 10,362 learners or 37% who reached the target level. However, 63% or 17,702
learners are needed to be catered in BRB4 Year 1 Batch 2 in Filipino.
Table 50
Report on Literacy Level in English and Filipino
SY 2020-2021 SY 2021-2022
Learners in HIGHLY BRBR4 Learners in HIGHLY
BRBR4
DEVELOPED CATEGORY Enrolment DEVELOPED CATEGORY
Enrolment
TARGET ACTUAL TARGET TARGET ACTUAL
ENGLISH
Batch 1 16,076 4,019 3,094 14,538 4,362 5,839
Batch 2 25,559 5,112 6,993
FILIPINO
Batch 1 16,685 4,171 4,788 15,250 4,575 6,889
Batch 2 28,064 8,420 10,362
89
C. SOCIO – EMOTIONAL LEARNING
Social-emotional learning (SEL) is an educational method that aims to foster social and
emotional skills within school curricula. SEL is also referred to as the process of developing
the self-awareness, self-control, and interpersonal skills that are vital for school, work, and
life success. People with strong social-emotional skills are better able to cope with everyday
challenges and benefit academically, professionally, and socially. From effective problem-
solving to self-discipline, from impulse control to emotion management and more, SEL
provides a foundation for positive, long-term effects on kids, adults, and communities.
Copious research has shown that the impact of social-emotional learning (SEL) runs deep.
SEL programs are shown to increase academic achievement and positive social interactions
and decrease negative outcomes later in life. SEL helps individuals develop competencies that
last a lifetime.
Social-emotional learning is vital for students because it teaches them crucial life skills,
including the ability to understand themselves, develop a positive self-image, take
responsibility for their actions, and forge relationships with the people around them. It can
also be critical for students to build confidence and self-esteem. Through SEL, kids can gain a
better understanding of themselves and of the people around them. They can gain the skills
and knowledge that will help them understand their emotions, develop their identities, and
set goals.
Figure 19
Before the opening of classes on August Socio-Emotional Learning Framework
22, the Technical Working Group for
Oplan Balik Eskwela of each school in
SDO - Rizal included online and face to
face discussions on psycho-social and
socio-emotional concerns of students
and other personnel. In this program,
the School Disaster Risk Reduction
Management Coordinator together
with the designated guidance
counselors provided different
intervention strategies that would help
in addressing these concerns. Mental
Health and Psychosocial Support
Services (MHPSS) was conducted
during the first week of classes to help
students protect or promote their
mental health and psychosocial
wellbeing.
90
To support this, SDO-Rizal will also strengthen Homeroom Guidance (HG). The program
is relevant as it promotes rational thinking, healthy behavior, and positive disposition. Issues
like academic failures, school dropouts, bullying, unhealthy sexual behavior, teenage
pregnancy, drug addiction, online and social media addiction, and confusion in and/or poor
career choice, and other challenges that beset our learners today were considered in
developing the program. SDO-Rizal will also focus to institutionalize a career guidance and
counseling program for students in all public and private secondary schools in order to
provide them with proper direction in pursuing subsequent tertiary education, to equip
secondary education students with the capability to make educated career decisions and
expose them to relevant labor markets, and to ensure that graduates of tertiary education
meet the requirements of the government, industry, and the economy.
Elements of Socio-Emotional Learning:

● Self-Awareness ● Responsible ● Relationship Skills
● Self-Management Decision-Making ● Social Awareness
Reference: https://www.cde.ca.gov/ci/se/images/caselwheel2.png&imgrefurl
D. PROFESSIONAL DEVELOPMENT NEEDS BASED ON E-SAT

A. Learner Diversity and Student Inclusion
Selected schools in SDO-Rizal offer SPED. The Special Education Team is composed of highly
trained Special Education Teachers who can facilitate learning both in SPED classes and
students in mainstream.
B. Content and Pedagogy
Following the MELCS and BOWs per subject area, the content and delivery of learning may
take place in a blended approach with the re-introduction of face-to-face teaching.
Strengthen instructional leadership and supervision to improve quality of content and
pedagogy.
C. Assessment and Reporting in the K to 12
Changes in terms of assessment system will be encountered for this School Year especially
with the inclusion of Face-to-Face activities. Strengthen Instructional Supervision and
Technical Assistance for the Quality Assurance of Assessment.
D. 21st Century Skills and ICT Integration in Instruction and Assessment
Integration of ICT especially in the New Normal has been a vital mode of transmitting
information and aid in learning delivery of the schools in the Division. ICT improvements in
terms of Programs, Projects, and Activities (PPAs) were developed in the previous years and
will continue to intensify for the next three years.
E. Curriculum Contextualization, Localization, and Indigenization
91
Contextualization and localization of learning materials are reflected in the different
programs and projects of the schools in the SDO-Rizal. Development of Learning Materials
through available Learning Packets and WLP may be explored in this aspect.
I. GAPS
Based on the Situational Analysis, the following Gaps were identified
For Numeracy
It is quite notable that 104, 293 (35.62%) learners fall within the category of Needs Major
Support, which is below the standard performance target of 75%
(DepEd Order No. 8, s. 2015).
·SDO-Rizal rank 3 among with the lowest ES Math MPS of 61.03 and MPS Gap of 35.97 form
its target value 97.
·SDO-Rizal rank 3 among with the lowest JHS Math MPS of 57.88 and MPS Gap of 39.12 from
its target value 97.
For Reading Literacy

For SY 2020-2021 (first year Batch 1 English), 12,982 or the remaining 80% of learners are
needed to be catered in BRB4 Year 1 Batch 1 in English.
For Filipino (first year Batch 1 Filipino) 11,897 or 71% of learners are needed to be catered in
BRB4 Year 1 Batch 1 in Filipino.
For SY 2021-2022 (second year of Batch 1 English), 60% or 8,699 learners are needed to be
catered in BRB4 Year 2 Batch 1 in English.
For SY 2021-2022 (second year of Batch 1 Filipino), 55% or 8,361 learners are needed to be
For SY 2021-2022 (first year of Batch 2 English), 73% or 18,556 learners are needed to be
catered in BRB4 Year 1 Batch 2 in English.
For SY 2021-2022 (first year of Batch 2 Filipino), 63% or 17,702 learners are needed to be
For Socio-Emotional Learning

Untrained teachers in Mental Health and Psychosocial Support Services.
· Lesson Delivery of Socio-Emotional Learning in Distance Learning Modality.
·Un-harmonized implementation of SEL, MHPSS and HG.
·Difficulty in assessing emotions/awareness of one’s feelings.
·Difficulty in socializing with other people.
·Low tolerance of adversities.
92
SDO RIZAL LEARNING RECOVERY PLAN (LRP) FRAMEWORK
Blue Rizal TORCH - Trailblazing Onwards to Recovery and Changing Horizons
Figure 20
Education Development Plan Results Framework
Within three years, from 2022 to 2025, the main goal of SDO Rizal is to help in
developing students who can be considered Functionally Literate 21st century learners
through numeracy and reading literacy programs, as well as those for socio-emotional
learning. Along with these programs is strengthening teachers and instructional leaders skills
and competencies related to 5 factors Content and Pedagogy, Learner Diversity and Student
Inclusion, Curriculum Contextualization, localization and Indigenization, ICT Integration in
Instruction and Assessment, and Assessment and Reporting in the K to 12 towards achieving
our goals.
93
IV. ACTION PLAN
Key Learning Area: A. LEARNING REMEDIATION AND INTERVENTION

Gaps Objectives Strategies Activities
Increase · Pre-test/Post
The declining trend of numerical proficiency as
numeracy level by a. Project Test and
revealed in the PISA 2018 still persists despite the
10% each year at NUMERO Administer
pilot implementation of Project NUMERO. The b. AKAP NuMAT
the end of school
posttest result revealed that 104, 293 (35.62%) c. After Class · Tutorial with
year from SY
learners fall within the category of Needs Major Numeracy Iskolar ni
2022-2023 to SY
Support, which is below the standard performance 2024-2025. Program Gob recipient
target of 75%. As projected in the E-LAMP results Facilitated d. Individualized · Home
SDO-Rizal rank 3 among with the lowest ES Math Intervention/Remed /Differentiated visitation of
MPS of 61.03 and MPS Gap of 35.97 form its target Intervention students
iation activities to
value 97. Also SDO-Rizal rank 3 among with the e. Other School who are no
85% of students
lowest JHS Math MPS of 57.88 and MPS Gap of Program longer
who are subject for participating
39.12 form its target value 97. remediation.
Expected
Time Frame Persons Involved Resources Needed
Output
Pre-Testing Forms / Identified
Exams Learners’
Advisers and
Post-Testing Numeracy
Subject Teachers
Forms / Exams Level
a.Sept-Oct 2022 Master Teachers
Developed Audio- Assessment
b. all year round Department Head
Visual Lesson
c.Oct-June 2022 (Mathematics), with of
Presentation
support of other Improvement
Home Visitation Forms
subject teachers Digital and Printed of Numeracy
Modules Level
Key Learning Area: B. READING INTERVENTION

The data of the reading assessment Increase by 30% a. Pull-out class · Pre-test and
revealed that there is an alarming each year the b. Extended class Posttest via BRB4-RAT
number of learners who are identified number of c. Integrated class Kumusta, ka-BRB4
in the first level (nonreader/frustration). learners who d. Home-based class (Quarterly
Moreover, based from the simultaneous reach Level 3 of monitoring)
Reading Camp
monitoring of the conduct of BrB4 there BRB4 Beginning
(Teacher and Learner
are areas of concern being identified Reading Strand at
Edition)
that directly/indirectly related to low the end of School Call for Volunteers
reading proficiency among Rizalenos. Year for 3 years Children’s book
- insufficient trained number of BrB4 from SY 2022- donation drive
volunteers; 2023 to SY 2024-
- conflict of activities with other 2025
subject areas;
- pupil refusal to read;
- monitoring of BrB4 recipients and
volunteers.
Time Frame Persons Involved Resources Needed Expected Output
August-September 2022 BRB4 Teachers Assessment Sheets Baseline and endline
Every end of the quarter BRB4 Volunteers BRB4 Monitoring data on learners’
94
February 2023 BRB4 Volunteers Forms Reading Progress
November 2022 and learners, LGU Human Resources Progress record of
October – December 2022 BRB4 Volunteers Human Resources / learners
and LGU Paraphernalia Mater list of
BRB4 Volunteers, Human Resource volunteers per
and LGU category
Inventory of donated
children’s books
Key Learning Area: C. SOCIO-EMOTIONAL FUNCTIONING, MENTAL HEALTH, AND WELL-

BEING
The abrupt transition to a. Homeroom Close Monitoring of Homeroom
online classes brought Guidance Guidance Implementation
psychological effects to b. Career Guidance Sessions by section
Rizaleňo learners due to c. Youth Formation · Incorporate Values Education
continuous isolation and Activities into lesson plans
lack of interaction with d. GAD · Engage co-curricular activities
fellow students and e. NDEP about Youth Formation
teachers. The facilitators - · Implement personnel training
faceted mental health and on GAD
psychosocial support · Formulate sessions about
(MHPSS) in the division of drug abuse and awareness
Rizal.
(all year EPSs, PSDSs, SH, Advisers Homeroom modules Homeroom
round) and DGCs Homeroom modules Assessment for EOSY
(all year Advisers and subject Lesson plans with values Integration day with Homeroom
round) teachers integration session
November Youth Formation Project Training resources for Youth Attendance and training output
2022 Development Officer and Formation of students
August 2023 TWG Training resources and Attendance and training output,
Nov 2022 for GAD Focal Person and event management for GAD report,
students June team members activities Attendance and training output,
2023 for NDEP Coordinator s and Training resources for NDEP report, Professional Development
personnel Team Members Plan (PDP)
Key D. PROFESSIONAL DEVELOPMENT SUGGESTED TOPICS FOR SLAC/INSE T/FGDS ON

Learning A. LEARNER
Area: B. DIVERSITY AND STUDENT INCLUSION
C. CONTENT AND PEDAGOGY
D. ASSESSMENT AND REPORTING IN THE K TO 12
E. 21ST CENTURY SKILLS AND ICT INTEGRATION IN INSTRUCTION AND ASSESSMENT
F. CURRICULUM CONTEXTUALIZATION, LOCALIZATION, AND INDIGENIZATION
Cognizant to the educational needs that a. Homeroom Close Monitoring of
the sudden shifts in education entail, Guidance Homeroom Guidance
pedagogical gaps poses a threat to b. Career Implementation Sessions by
quality and equity of education. A review Guidance section
of existing teaching and learning c. Youth · Incorporate Values
practices must be reviewed to adapt to Formation Education into lesson plans
the current educational trends and Activities · Engage co-curricular
practices. Hence, teachers must be d. GAD activities about Youth
equipped with new and effective e. NDEP Formation
teaching methodologies, learners must
95
be directed to learn fundamental skills, · Implement personnel
assessment must be holistic and training on GAD
curriculum must be relevant to learners · Formulate sessions about
repertoire. drug abuse and awareness

(all year round) EPSs, PSDSs, SH, Advisers Homeroom modules Homeroom
(all year round) and DGCs Homeroom modules Assessment for EOSY
November 2022 Advisers and subject Lesson plans with Integration day with
August 2023 teachers values integration Homeroom session
Nov 2022 for students Youth Formation Project Training resources Attendance and training
June 2023 for personnel Development Officer and for Youth Formation output of students
TWG Training resources Attendance and training
GAD Focal Person and team and event output, report,
members management for GAD Attendance and training
NDEP Coordinator s and activities output, report, Professional
Team Members Training resources Development Plan (PDP)
for NDEP
96
ANNEXES
Annex 1.
SDO RIZAL LAST MILE SCHOOLS
No. Name of School Municipality Enrollment

SY 2022-2023
1 Balagbag Elementary School Rodriguez 254
2 Basecamp Elementary School Rodriguez 233
3 Bitik Elementary School Tanay 37
4 Casili Elementary School Rodriguez 35
5 Cayabu National High School Tanay 136
6 Iñigan Elementary School Rodriguez 102
7 Kinaboogan Bo. School Binangonan 97
8 Macabud Elementary School Rodriguez 725
9 Macaingalan Elementary School Rodriguez 187
10 Macaingalan National High School Rodriguez 106
11 Madilay-dilay Elementary School Tanay 331
12 Magalipit Elementary School Rodriguez 183
13 Magata-Manggahan Elementary School Tanay 200
14 Malanggam Bo. School Cardona 20
15 Malasya-Uyungan Elementary School Rodriguez 49
16 Mamuyao Elementary School Tanay 150
17 Nayon Elementary School Tanay 182
18 Puray Elementary School Rodriguez 462
19 Puray National High School Rodriguez 193
20 Rawang Elementary School Tanay 214
21 Tuna Bo. School Cardona 70
97
Annex 2
SDO RIZAL SPED Program Implementers
(as of August 2022)
No. Name of School Municipality Non Graded Enrollment

Graded SY 2022-2023
1 Angono Es ANGONO 101 23 124
2 Dona Nieves Songco Ms ANGONO 40 0 40
3 Baras Pinugay Es BARAS 35 0 35
4 Santiago Elem School BARAS 39 0 39
5 Binangonan Es BINANGONAN 111 0 111
6 Janosa Elem School BINANGONAN 7 4 11
7 Tayuman Elem School Sped Center BINANGONAN 49 12 61
8 Lunsad Es BINANGONAN 6 10 16
9 Mabuhay Homes 2000 Es BINANGONAN 25 4 29
10 Cainta Elem Sped Center CAINTA 153 6 159
11 Subay Es CARDONA 11 0 11
12 Mariano C. San Juan E/S CARDONA 58 24 82
13 Sampad E/S CARDONA 6 1 7
14 Bugarin E/S PILILIA 11 1 12
15 Jalajala E/S JALAJALA 23 13 36
16 Maybancal Elem School.-Sped Center MORONG 47 32 79
17 Virgilio B. Melendres Memorial E/S PILILIA 22 18 40
18 Malaya Elem School PILILIA 28 11 39
19 Manggahan Es RODRIGUEZ 25 5 30
20 Kasiglahan Village E/S RODRIGUEZ 134 26 160
21 Eulogio Rodriguez Jr. Elem RODRIGUEZ 0 14 14
22 San Jose Es-Sped Center RODRIGUEZ 142 63 205
23 San Mateo Elem. SAN MATEO 172 91 263
24 Silangan Elem School SAN MATEO 51 21 72
25 Sto Niño E/S SAN MATEO 10 16 26
26 Ilaya ES TANAY 83 10 93
27 Sampaloc ES TANAY 47 3 50
28 Cayabu Es TANAY 8 0 8
29 Sta Ana/Es TAYTAY 41 36 77
30 Roes TAYTAY 144 40 184
31 Teresa Elem School TERESA 26 17 43
GRAND TOTAL 1655 501 2156
32 Angono Es ANGONO 101 23 124
33 Dona Nieves Songco Ms ANGONO 40 0 40
34 Baras Pinugay Es BARAS 35 0 35
35 Santiago Elem School BARAS 39 0 39
36 Binangonan Es BINANGONAN 111 0 111
37 Janosa Elem School BINANGONAN 7 4 11
38 Tayuman Elem School Sped Center BINANGONAN 49 12 61
39 Lunsad Es BINANGONAN 6 10 16
40 Mabuhay Homes 2000 Es BINANGONAN 25 4 29
41 Cainta Elem Sped Center CAINTA 153 6 159
42 Subay Es CARDONA 11 0 11
43 Mariano C. San Juan E/S CARDONA 58 24 82
44 Sampad E/S CARDONA 6 1 7
45 Bugarin E/S PILILIA 11 1 12
46 Jalajala E/S JALAJALA 23 13 36
47 Maybancal Elem Sch.-Sped Center MORONG 47 32 79
48 Virgilio B. Melendres Memorial E/S PILILIA 22 18 40
98
49 Malaya Elem School PILILIA 28 11 39
50 Manggahan Es RODRIGUEZ 25 5 30
51 Kasiglahan Village E/S RODRIGUEZ 134 26 160
52 Eulogio Rodriguez Jr. Elem RODRIGUEZ 0 14 14
53 San Jose Es-Sped Center RODRIGUEZ 142 63 205
54 San Mateo Elem. SAN MATEO 172 91 263
56 Silangan Elem School SAN MATEO 51 21 72
57 Sto Niño E/S SAN MATEO 10 16 26
58 Ilaya ES TANAY 83 10 93
59 Sampaloc ES TANAY 47 3 50
60 Cayabu Es TANAY 8 0 8
61 Sta Ana/Es TAYTAY 41 36 77
62 Roes TAYTAY 144 40 184
63 Teresa Elem School TERESA 26 17 43
Junior High School
64 Angono National High School ANGONO 30 10 40
65 Guronasyon Foundation Nhs (Jhs) BINANGONAN 20 11 31
66 Don Jose M. Ynares MNHS (JHS) BINANGONAN 1 31 32
67 Mahabang Parang Nhs BINANGONAN 1 12 13
68 F.P.Felix M.N.H.S CAINTA 48 27 75
69 Gov. Isidro Rodriguez High School CAINTA 4 16 20
70 Bernardo F. San Juan National High School CARDONA 0 3 3
71 Morong National Junior High School MORONG 10 18 28
72 Malaya Nhs PILILIA 0 5 5
73 Pililla NHS PILILIA 2 16 18
74 San Jose Nhs RODRIGUEZ 0 57 57
75 Caysmnhs TAYTAY 5 50 55
76 Tanay National Hs TANAY 16 11 27
77 Teresa Nhs(Jhs) TERESA 12 11 23
Senior High School
78 Don Jose Ynares Mn Shs BINANGONAN 0 18 18
79 Cainta Senior HS CAINTA 0 242 242
80 Morong National Senior High School MORONG 0 10 10
81 San Jose-Litex Shs (Shs) RODRIGUEZ 0 9 9
82 Taytay Senior Hs TAYTAY 0 12 12
83 Teresa Nhs (Shs) TERESA 0 3 3
1804 1073 2877
99
Annex 3
SCHOOLS IMPLEMENTING IPEd PROGRAM and CURRENT ENROLMENT AS OF
SEPTEMBER 2022
No. School Sub-Office Enrolment

Elementary
1 Alas-asin ES Tanay 48
2 Cayabu ES Tanay 29
3 Cuyambay ES Tanay 174
4 Daraetan ES Tanay 315
5 Laiban ES Tanay 86
6 Mamuyao ES Tanay 76
7 Magata-Manggahan ES Tanay 157
8 Monte De Tanay ES Tanay 26
9 Nayon ES/Kinabuan ES Tanay 159
10 Sampaloc ES Tanay 124
11 San Andres ES Tanay 117
12 Sta Ines ES Tanay 63
13 Sto. Nino ES Tanay 92
14 Tablon ES Tanay 80
15 Tinucan ES Tanay 20
16 Rawang Macantog ES Tanay 48
17 Puray ES Rodriguez 245
18 Malasya-Uyungan ES Rodriguez 70
19 Madilay-dilay ES Tanay 13
20 Balimbing ES Tanay 8
21 Casili ES Rodriguez 19
Junior High School
22 Cayabu NHS Tanay 25
23 Cuyambay NHS Tanay 111
24 Daraetan Integrated School Tanay 268
25 Laiban NHS Tanay 52
26 Sampaloc NHS Tanay 172
27 Sta. Ines NHS Tanay 120
28 Sto. Nino IS Tanay 92
29 Tanay East Integrated NHS Tanay 17
30 Puray NHS Rodriguez 81
Senior High School
31 Daraetan IS Tanay 102
32 Laiban SHS Tanay 16
33 Sampaloc SHS Tanay 15
34 Sto, Nino IS Tanay 32
35 Rizal Sports Academy Tanay 15
36 Tanay East Integrated NHS Tanay 1
37 San Isidro SHS Rodriguez 32
38 Cayabu nhs (*) Tanay 7
39 Sta. Ines 15
TOTAL 3072
100
Annex 4
SDO RIZAL MADRASAH Program Implementers
(as of August 2022)
NUMBER OF Enrolment COS- (REG-

Name of MEP by Grade Number COS-LGU Deped PERM)
Implementing G7 TO of
Schools K TO 6 G10 Total ASATIDZ Name of ASATIDZ
ANGONO ES 25 25 1 1. AHMAD S. ROMBRAAN 1
SAN VICENTE ES 11 11 1 2. SORAIDA T. MACADANON 1
BINANGONAN ES 34 34 1 3. JAMIL S. MACACOWA 1
CAINTA ES 50 50 1 4. RASMIAH T. LOMONDOT 1
KARANGALAN ES 33 33 1 5. FATMA M. MALAMBUT 1
MARICK ES 54 54 1 6 EMRAIDA Y. ABDULRAZAC 1
7. SAMSINOR M. LAUTO / 8.
SAN ISIDRO ES 78 78 1 MOHAMMAD IMAM SAID MANDO 1 1
9. ABULKHAIR B. GURO 10. JOHARA
AIDAH D. AMPUAN.
SAN JOSE ES 134 134 3 11. SAMSHIDA A. HNoor 1 2
12. NAILA D. BILALANG/ 13. ALBASAR J.
STO NINO ES 39 39 2 MALIK 1 1
14. SALABE P. MARUHOM 15. Nashif
ROSARIO Macapangcat H.Esmail
OCAMPO ES 137 137 3 16. Yasser B.Abdul Azis 3
WAWA ES 42 42 1 17. ESMEYATIN ABDUL S. AMPAY 1
. AHMAD S. ROMBRAAN / 18. SORAIDA
ANGONO NHS 17 17 2 T. MACADANON 1
19. Norhidayah U. Gandamra
FP FELIX NHS 55 55 2 20. Aslia G. Pangandaman 2
MARGARITO A.
DUAVIT IS 39 39 1 21. OMINSALAM T. MARANDA 1
KASIGLAHAN
VILLAGE NHS 88 88 1 22. HADJIRAKIM, MOHAIMEN A. 1
SAN ISIDRO NHS 99 99 2 23. NORHAINA M. ACON 1
SAN JOSE NHS 64 64 1 24. BAIMONA LUCMAN 1
TOTAL 999 24 24 8 13 4
101
Projects and
Strategies Proponent Outputs 2023 2024 2025 2026 2027 2028
Activities
Enhance Disaggregated Profile of ALS
capacity of Learners
schools to Established new CLC, based
implement on needs
ADM and ALS Capacitated 13 ALS Teachers
and Instructional managers to
implement ADM/ALS
Additional 18 secondary
92%
schools for Open High School 80% 84%
and Offering ADM-Home 88% 96% 100%
Schooling for 5 elementary
and 5 secondary schools.
CapacitatedSchool Heads
1
and Supervisors in Inclusive 1 1
Education implementation, 1 1 1
strategies and pedagogies
Program: Kaka
iba Ka Ngunit
Division 6.68
Di Iba School Heads and Supervisors 1.67 3.34
Coordinator
ALS-78 5.01 8.35 10.02
in ALS, 12
One soul, one SPED-156 3 6
SPED, IPED
spirit, one mind IPED- 45 9 15 18
and ALIVEl: 52
in Inclusive Ed MADRASAH-48 13 26
Meliton 104
-Advocate of Teachers 26 52 39 65 78
Berin Jr. 32
Strengthen inclusivity of ALS-56 8 16 78 130 156
Arceli G. 32
program diverse SPED-166 8 16 24 40 45
Tejada
management learners in IPED- 189 24 40 48
Rizaldy R.
and service addressing MADRASAH-23
Cristo 95
delivery individual 56 69
Minerva 205
needs. Procured materials, tools and 166 179 82 108 121
C. David
● ALS equipment in the learning 189 192 218 231
delivery process. 23
● SPED
● IPED Face to face consultation with
● MADRASAH school heads/consultants of
ALS, ALIVE, IPED and SPED
Program and provision of TA
37
based on needs relative to 17 17
20
program 35 35 37 37 37
implementation/management 37 37 20 20 20
ALS-17 20 20
1
SPED-35
IPED-37
MADRASAH-20
Established one (1)

intervention Learning Resource
Center (ILRC) for LWDs
102
ANNEX 5
PRIORITY ELEMENTARY SCHOOLS ON QUALITY
PRIORITY SCHOOLS FOR MONITORING ON CONTENT AND PEDAGOGICAL APPROACHES

ELEMENTARY
NO. SCIENCE MATHEMATICS ARALING PANLIPUNAN
1 Baras ES Baras Pinugay ES Pinugay ES
2 Evangelista ES Pinugay ES San Roque ES
3 Pinugay ES San Roque ES Baras ES
4 San Roque ES Ecoms ES Ithan ES
5 Binangonan ES Tuna Balibago ES Kalinawan ES
6 Kalinawan ES Exodus ES Limbon Limbon ES
7 Limbon Limbon ES Felix Main ES Malakaban ES
8 Malakaban ES Marick ES San Juan ES
9 Talim ES San Juan ES San Juan Unit 1 ES
10 Marick ES San Juan Unit 1 ES Marick ES
11 San Juan Unit 1 ES Bagumbong ES FP Felix ES Main
12 San Juan ES Talaga ES Ecoms ES
13 Navotas ES Hulo ES Ticulio ES
14 Tuna Balibago ES Matagbak ES Tuna Balibago ES
15 Palaypalay ES Pililla Central School Lagundi ES
16 Talaga ES Virgilio Melendres MES Bugarin ES
17 Bugarin ES Bugarin ES Burgos Main ES
18 Matagbak ES Amityville ES Catmon ES
19 Virgilio Melendres MES Balagbag ES Geronimo ES
20 Catmon ES Basecamp ES Macaingalan ES
21 Southville 8 ES Burgos ES Mascap ES
22 Burgos Main ES Catmon ES Southville 8E ES
23 Geronimo ES Geronimo ES Abuyod ES
24 Kasiglahan Village Unit 1 ES Inigan ES San Lorenzo Ruiz ES
25 San Rafael ES Kasiglahan Village ES Sitio Simona ES
26 Aguho ES Macaingalan ES Sitio Tapayan ES
27 Balimbing ES Mascap ES San Vicente ES
28 Nayon ES San Rafael ES Pilapila ES
29 Pinagsibiran ES Southville 8B ES Kaytome Gulod ES
30 Rawang ES Aguho ES Tagpos ES
31 Sampaloc ES Balimbing ES Tayuman ES
32 San Andres ES Don Domingo Capistrano ES Bagumbong ES
33 Banaba ES Laiban ES Quisao ES
34 San Lorenzi Ruiz ES Marciano P.Catolos ES Matagbak ES
35 Sitio Tapayan ES Nayon ES Talaga ES
36 Joaquin Guido ES Pinagsibiran ES Caniogan ES
37 San Vicente ES Rawang ES Banaba ES
38 Quisao ES Sampaloc ES Ampid ES
39 Caniogan ES Abuyod ES Kasiglahan Village ES Unit 1
40 Pintong Bukawe ES Banaba ES San Rafael ES
103
ANNEX 6
PRIORITY SECONDARY SCHOOLS ON QUALITY
104
ANNEX 7
SWOT ANALYSIS
Context: NAT Results in Science and Mathematics were identified

with lowest MPS for two consecutive years (SY 2016-2018)
STRENGTHS WEAKNESSES
Reading Assessment Tool - The present RAT being utilized were

Institutionalized Reading Program - SDO Rizal quality assured but limited to beginning reading. Enhancement
institutionalized a reading program entitled BRB4 of the RAT to assess learners who are decoders but not
(Blue Rizal - Barangayan para sa Bawat Bata comprehenders.
Bumabasa) and implemented in Public Elementary
Schools. This is to enhance the reading ability of Coverage of learning competencies for the quarter - due to
learners in Filipino and in English. time constraints, teaching of the salient competencies were not
covered
Well-communicated intervention program

Validated tool and materials for numeracy - both the tool and
entitled Project NUMERO which aims to make
materials must undergo validation by the external validators.
every Rizaleño learners on board with their
Video materials for Science and Math must also be developed
mathematical skills and competencies within their
and validated.
grade level
Special Science Curriculum offered to selected Level of competencies of teachers handling science subject.
elementary and secondary schools to model best Needs to capacitate teachers in terms of critical content and
practices in terms of science curriculum pedagogical approaches.
OPPORTUNITIES THREATS
Issue on sustainability of the program - program implementers

Conduct of trainings - SDO received trainings on
are worried whether there will be continuity and support on
the needs of the teachers in terms of pedagogical
the existing program during transition of the management or
approaches and critical content from other
leadership of Local Government Officials and other
agencies
stakeholders
Resource Mobilization from Non- Government Parents Support - parents are not knowledgeable on the
Organizations and Local Government Unit - content of the curriculum in Science and Mathematics
Partnership with NGO's/LGU's and other civic availability of parents since most of the parents are working
organizations to generate resources and support
to learners.
Epidemiological Surge - Covid variants might worsen the

Special Science Curriculum in 13 municipalities of
societal condition that may affect the program implementation
Rizal both in elementary and secondary level will
(BRB4 and NUMERO) that may lead to the intensification of the
serve as an anchor for other schools in the area to
government restriction on health and safety protocols. This
practice efficient and effective science education
would limit movements of the teachers to reach out to our
implementation.
learners.
105
ANNEX 8
Social Mobilization and Networking
Partnership Engagements
2022
Social Mobilization and Networking

Partners Contribution Beneficiaries
1. Silid Aralan Inc. Ilead A complimentary provision of Selected schools in Rodriguez
2. Silid Aralan Inc. Ground after-school program for -Kasiglahan Village ES
Zero students to improve learning -San Isidro Labrador ES
of academically challenged -Dulongbayan ES
public elementary school
students in the selected
schools in Rizal
3. ABS-CBN Lingkod Kapamilya Implemented the Child Safe

Foundation Inc Schools Project for the school
beneficiary, Banaba ES
Project that aims to further
promote child protection and
the Bantay Bata 163 Hotline.
4. Save the Children The implementation of quality 20 priority schools in Rizal
Philippines School Health and Nutrition 21 Last Mile Schools
programs and provision of
learning materials in support
to Basic Education Learning
Continuity Plan (BE-LCP):
- washing facilities for 60
priority schools
- Medical and Dental
Materials/Equipment
5. City Savings (Project Donation of Bond Paper and 21 Last Mile Schools
Agile) disinfectants as part of the
DepEd Abutin Project
6. Insular Foundation Inc Provision of reading materials K-3 of 21 Last Mile Schools
for K-3 (Last Mile Schools) Mamuyao ES
Donation worth 400,000.00 Sto. Nino Integrated
Cuyambay ES
Magata-Mangagahan
Nayon ES
7. National Confederation of Pilot implementation of the Rodriguez
Cooperatives Concept using the
appropriate redeveloped
books in
the area of operations of the
DepEd Division and the local
partner Cooperative for the
106
purpose of socially and
financially empowering
children and youth
8. Rizal Technological Virtual deployment of the
University (Pasig Campus) Field Study Students (FSS)
and Practice Teachers (PTs)
via alternative modes and
provision of support in the
reading and community-
based tutorial program of
SDO Rizal
9. University of Rizal System_ELIT Spearhead Capacity Building Sampaloc Tanay

in maximizing
the utilization of online virtual
platforms
01. REBISCO Lot Donation at Tanay Rizal Sampaloc Tanay

11. Audentees Utilization of MATHPLUS Wawa ES and Tanaya West NHS
Application
12. St. Joseph College of Donation of 50 mobile Laiban HIS SHS Students
Rodriguez phones for Laiban Grades 11
and 12 students
13. University of Rizal System
14. Peniel Integrated 1 box of alcohol Hapay na Mangga ES
Christian Academy 50 boxes Facemask
15.USAID/Smart Communication Provision of Smart in a bag Tinucan ES
Kit for Tinucan ES
16. MILO Philippines Donations of 400 boxes of ALL SDO Based employees were
MILO Products given MILO PRODUCTS
298 schools
17. LGU Cardona Provision of free gasoline All island schools
and maintenance of MV Blue
Rizal I
18. LGU Binangonan Provision of free gasoline All island schools
and maintenance of MV Blue
Rizal II
19. Bear Brand Provision of Bear Brand Ninety-seven (97) learners
Batang matibay Chairs for
97 beneficiary students
20.Ramon Ilagan Foundation Provision of 20 laptops for Twenty (20) schools in Cainta
Cainta Sub office
21. East Colleges Deployment of the Field Eighteen (18) schools
Study Students (FSS) and
Practice Teachers (PTs)
107
22. Fatima University Deployment of the Field Five (5) schools
23. All Nations College Deployment of the Field Two (2) schools
24. Paul College of Leadership Virtual deployment of the Two (2) schools
Field Study Students (FSS)
and Practice Teachers (PTs)
via alternative modes
25. GSIS Donation of 400 thousand Laiban ES
worth of ICT Package to
Laiban ES
26. Save the Children (Big Bad Provision of 21 LCD Twenty (20) Schools in Cainta
Boo) projectors for Cainta Sub
Office
27. Colegio de Montalban Deployment of the Field Ten (10) schools
28. Universal Robina (Great Taste Donation of 260 boxes of All SDO based employees were
Coffee Great Taste Coffee given GREAT TASTE COFFEE
Sub offices of: Binangonan/Tanay
Angono/Pililla/Taytay/Baras/San
Mateo
Jalajala/Teresa/Cainta/Cardona
29. UNILAB Donation of 80 boxes of Last Mile schools in Tanay
Ceelin Multivitamins SDO Based employees with
Children ages 2-12 years old
Sub Offices of
Teresa/Baras/Pililla/Cardona
30. Masungi Georeserve Teacher Training on Teachers in Baras
watershed education
BEST PRACTICES DESCRIPTION

A. HOME LEARNING SPACE The following nine (9) school beneficiaries recommended (97)
PROGRAM learners as beneficiaries of the package.
Pagkalinawan Elementary School 10
The Home Learning Lubo Elementary School 10
Space Project is an offshoot of Balagbag Elementary School 10
Brigada Eskwela, that aims to
bring together education Puray Elementary School 10
partners and experts to help Sampad Elementary School 10
all learners and their family Malakaban Elementary School 10
create a quality and Dona Nieves Songco M Elementary School 10
conducive learning space at Darangan Elementary School 10
home. Tadlak Elementary School 17
TOTAL 97 Learners
108
The learners being nominated/recommended as beneficiaries
must come from a low-income household earning. A certificate of
indigency was issued by the barangay.
TOTAL NUMBER OF Summarized Concern Summarized Best Practices relative to the

HLS relative to the Implementation of HLSP
BENEFICIARIES: Implementation of HLSP
Other schools also want to Strong partnership with barangay and other
No. of schools: 9 be the beneficiaries of the stakeholders.
No. of Learners: 97 HLSP.
Schools expand HLSP to accommodate more
learners.
Photos of the HLS Learning Package and Bear Brand Tibayanihan Armchairs
Building these learning spaces at home bridged the gap and helped learners who had learning
difficulties
109
Tibayanihan Armchairs donated by Bearbrand
2. DISTRIBUTION OF As part of the continuous support of SDO Rizal to our Kindergarten,

LEARNING KITS TO SocMob distributed learning kits to 150 learners in Jalajala and
KINDERGARTEN FROM THE Cardona to have access to the resources they need during the
SOCMOB FUNDS opening of classes. These learners were the chosen beneficiaries
considering that they are at the crucial stage and starting to develop
cognitive skills.
The learning kits contain pad paper, eraser, pencil, modelling clay,
crayons, popsicle sticks, poster paint
3. Leverage strong
partnership with all education
stakeholders
Last 2021, SocMob had
forged 15 partnership
engagements.
110
For 2022, 30 partnership 3.a. STAKEHOLDERS APPRECTION PROGRAM
engagements had been Recognized SDO Rizal education stakeholders who extended support
formalized through in the continued delivery of education by giving plaques of
MOA/MOU and DOD-DOA recognition.
3.b. PTA FORUM

Provided avenue for the discussion DepEd Order No. 13, s. 2022,
The Omnibus Guidelines on the Regulation of Operations of the
Parents-Teachers Associations (PTAs) and other issues concerning PTA.
In addition, it provided a forum in creating a consensus to sustain
school community partnerships.
111
3.c. BR-B4 SUMMIT: Local Government Units’ Sharing of Initiatives
in Support to BR-B4 Implementation
This showcased the local initiatives and support of LGUs to BR-B4
implementation from year 2020 to year 2022 in partnership with the
BRB4 Focal Person. This program ensured that all struggling and non-
readers read in the context of partnership.
4. SDO RIZAL LOCALIZED This serves as standard protocol to ensure partnerships sustainability.
GUIDELINES ON It is a concrete mechanism that guide all schools in taking steps in
SUSTAINABLE SCHOOL partnership engagement with all education stakeholders.
COMMUNITY PARTNERSHIP
WAYS FORWARD
1 Leverage strong partnership with all education stakeholders
2 Stakeholders Appreciation Program
3 Continuous updates on the status of education delivery (PPAs)
4 Close coordination with PAT to develop advocacy and IEC materials.
5 Orientation of school heads on Sustainable School-Community Partnerships
6. Continuous gathering of VOCs with education stakeholders to ensure relevance
7 Orientation of all Adopt-a school coordinators on the Enhanced DepEd Partnerships
Database as a system for tracking of all stakeholders’ support to address all concerns on
the enhanced features of DPDS
112
Social Mobilization and Networking 2022
Partners Contribution Beneficiaries
1. Silid Aralan Inc. A complimentary provision of after-school Selected schools in Rodriguez
Ilead program for students to improve learning
of academically challenged public -Kasiglahan Village ES
2. Silid Aralan Inc. elementary school students in the selected
Ground schools in Rizal -San Isidro Labrador ES
Zero -Dulongbayan ES
3. ABS-CBN Lingkod Implemented the Child Safe Schools Project
Kapamilya Foundation for the school beneficiary, Banaba ES
Inc Project that aims to further promote child
protection and the Bantay Bata 163 Hotline.
4. Save the Children The implementation of quality School Health 20 priority schools in Rizal
and Nutrition programs and provision of
Philippines learning materials in support to Basic 21 Last Mile Schools
Education Learning Continuity Plan (BE-LCP):
- washing facilities for 60 priority schools

- Medical and Dental Materials/Equipment
5. City Savings (Project Donation of Bond Paper and disinfectants as 21 Last Mile Schools
Agile) part of the DepEd Abutin Project
6. Insular Foundation Provision of reading materials for K-3 (Last K-3 of 21 Last Mile Schools
Inc Mile Schools)
Mamuyao ES
Donation worth 400,000.00
Sto. Nino Integrated
Cuyambay ES
Magata-Mangagahan
Nayon ES
7. National Pilot implementation of the Concept using Rodriguez
Confederation of the appropriate redeveloped books in
Cooperatives
the area of operations of the DepEd Division
and the local partner Cooperative for the
purpose of socially and financially

empowering children and youth
8. Rizal Technological Virtual deployment of the Field Study
Students (FSS) and Practice Teachers (PTs)
University (Pasig via alternative modes and provision of
Campus) support in the reading and community-based
tutorial program of SDO Rizal
9. University of Rizal Spearhead Capacity Building in maximizing Sampaloc Tanay
System_ELIT the utilization of online virtual platforms
01. REBISCO Lot Donation at Tanay Rizal Sampaloc Tanay
11. Audentees Utilization of MATHPLUS Application Wawa ES and Tanaya West
NHS
113
12. St. Joseph College Donation of 50 mobile phones for Laiban Laiban HIS SHS Students
of Rodriguez Grades 11 and 12 students
13. University of Rizal
System
14. Peniel Integrated 1 box of alcohol Hapay na Mangga ES
Christian Academy 50 boxes Facemask

15.USAID/Smart Provision of Smart in a bag Kit for Tinucan Tinucan ES
Communication ES
16. MILO Philippines Donations of 400 boxes of MILO Products ALL SDO Based employees
were given MILO PRODUCTS
298 schools
17. LGU Cardona Provision of free gasoline and maintenance All island schools
of MV Blue Rizal I
18. LGU Binangonan Provision of free gasoline and maintenance All island schools
of MV Blue Rizal II
19. Bear Brand Provision of Bear Brand Batang matibay Ninety-seven (97) learners
Chairs for 97 beneficiary students
20.Ramon Ilagan Provision of 20 laptops for Cainta Sub Twenty (20) schools in Cainta
Foundation office
21. East Colleges Deployment of the Field Study Students Eighteen (18) schools
(FSS) and Practice Teachers (PTs)
22. Fatima University Deployment of the Field Study Students Five (5) schools
(FSS) and Practice Teachers (PTs)
23. All Nations Deployment of the Field Study Students Two (2) schools
College (FSS) and Practice Teachers (PTs)
24. Paul College of Virtual deployment of the Field Study Two (2) schools
Leadership Students (FSS) and Practice Teachers (PTs)
via alternative modes
25. GSIS Donation of 400 thousand worth of ICT Laiban ES
Package to Laiban ES
26. Save the Children Provision of 21 LCD projectors for Cainta Twenty (20) Schools in Cainta
(Big Bad Boo) Sub Office
27. Colegio de Deployment of the Field Study Students Ten (10) schools
Montalban (FSS) and Practice Teachers (PTs)
28. Universal Robina Donation of 260 boxes of Great Taste All SDO based employees
(Great Taste Coffee Coffee were given GREAT TASTE
COFFEE
Sub offices of:
Binangonan/Tanay
Angono/Pililla/Taytay/Baras/
San Mateo
Jalajala/Teresa/Cainta/Card
ona
29. UNILAB Donation of 80 boxes of Ceelin Last Mile schools in Tanay
Multivitamins SDO Based employees with
Children ages 2-12 years old
Sub Offices of
Teresa/Baras/Pililla/Cardona
30. Masungi Teacher Training on watershed education Teachers in Baras
Georeserve
114
115

DepEd Rizal 2023-2028 Education Development Plan Blueprint

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DepEd Rizal 2023-2028 Education Development Plan Blueprint

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DIVISION EDUCATION

2. Landslide Hazard Map of Bgy. Bagumbong Punta, Jalajala, Rizal

3. Landslide Hazard Map of Bgy. San Isidro, Rodriguez, Rizal

4. Landslide Hazard Map of Bgy. Calawis, Rodriguez, Rizal

5. Landslide Hazard Map of Bgy. Pintong Bukawe, San Mateo, Rizal

6. Inclusive Education Enrolment for the Last Five Years

7. Number of Schools Implementing Inclusive Education Program

8. Number of Teachers in Inclusive Education

9. National Achievement Test (NAT) Results - Elementary

10. National Achievement Test (NAT) Results - Secondary

11. Comparative NAT Results of Grade 6 SY 2016-2017 and SY 2017-2018

12. Comparative NAT Results of Grade 10 SY 2016-2017 and SY 2017-2018

13. English- Proficient Level in Elementary SY 2019-2020

14. English-Proficient Level in Junior High School SY 2019-2020

15. Filipino-Proficient Level in Elementary SY 2019-2020

16. Resiliency and Well-Being Framework

17. QMS Structure

18. DEDP MEA Strategies

19. Socio-Emotional Learning Framework

20. Education Development Plan Results Framework

Susan DL. Oribiana - Schools Division Superintendent

Gorgenia C. Jepa - Education Program Supervisor

Aurora DU. Flores - Elementary School Principal

II. KEY FEATURES OF THE DIVISION EDUCATION DEVELOPMENT PLAN 10

II.B. PILLAR II- LIFT EQUITY 23

II.C. PILLAR III- UPHOLD QUALITY 27

II.D. PILLAR IV- EMPOWER LEARNER’S RESILIENCY AND WELL-BEING 39

IV. IMPLEMENTATION, COMMUNICATION, MONITORING AND EVALUATION 69

I.A. Situation and Challenges in Rizal Province

Landslide Hazard Map of Barangay Bagumbong and Punta, Jalajala, Rizal

Climate-and-weather-related disasters. Rizal Province ranks 10th nationally in terms

I.B. Schools Division of Rizal Province

Classification Public Private SUC Total

Elementary 110.42 108.78 105.2 106.28 106.77 99.7

Elementary 95.56 96.07 95.14 98.29 99.42 93.62

Elementary —- 2.55 2.16 2.33 2.23 0.9

Elementary 85.11 97.23 98.77 99.94 97.87 74.46

Elementary 2.31 0.43 0.2 0.01 0.47 5.81

Secondary —- —-- —-- —-- 3,975 4,427

BLP —- —-- —-- —-- 73.79 71.63

Gross Enrollment Rate (Elementary and Secondary)

2019-2020 2020-2021 2021-2022

Total/ 423 549 451 545 565

2015- 2016- 2017- 2018- 2019- 2020-

Division Targets on Access (2023-2028)

Results Physical Target

Elementary- SDR 2.23 2.01 1.79 1.57 1.34 1.12 0.90

Junior High School

Elementary - SLR 0.47 0.42 0.36 0.31 0.25 0.20 0.14

Secondary - SLR 6.74 6.30 5.86 5.42 4.97 4.53 4.09

10. Percentage of completers in ALS - completed session – ALS

Strategies and Outputs on Access

Project SAFE Education

Project Title MILE

Project UP Ugnayan Pananagutan

Figure 7 presents the number of schools implementing the Inclusive Education

Baseline Physical Target

Functional Literacy - % of learners at with at

ALS–(Presentation Portfolio Passer)

Strategies and Outputs on Equity

Program: Kakaiba Ka Ngunit Di Iba

Intensify Project AKAP to learners at risk of