III.

IMPROVEMENT PLAN (SCHOOL STRATEGIC PLAN)

Result Statement/ Key Harnessing Key

PILLAR Key Performance Immediate Baseline ANNUAL PLAN TARGETS FOR 6 YEARS Opportunities Interventions
Indicator Challenges Performance
2023 2024 2025 2026 2027 2028
Access 1. Net Enrollment Rate Availability of Create creative*Aesthetic
(NER) classrooms and enrollment PagSci
(Percentage of School- teachers and poor campaign and
*Tukod Tukod
Age Children in School) school enrollment improve school sa PagSci
A. Junior HS campaign facilities and
*Enhanced PagSci
B. Senior HS 79.25% 82.7% 86.15% 89.6% 93.05% 96.5% 99.95% education quality Qualifying
( 751) (952) ( 1,034) (1075) (1158) (1200) Examination
1165 *Improvement of
campaign through the
use of social media
*Hanging of
tarpaulins
Access 2. Retention Rate Quality of Ensure the use of *Small Voices Matter
(Percentage of enrollees Learning positive discipline *School Learning
(Elem, JHS, SHS) in a Environment and measures in the Action Cell (SLAC)
given school year who Instruction classroom by the
continue to be in school teachers
the following school year) 100% 100% 100% 100% 100% 100% 100%
A. Junior HS
B. Senior HS
Access 3. Dropout Rate Family and Upgrade tracking *Target Zero Project
(Percentage of currently personal system in monitoring *S.I.L.I.D. (Shape &
enrolled learners but did problems, students’ Inspire Learners
not finish/complete the discrimination, attendance, through Ideal
school year) and bullying absentee record, Discipline
0% 0% 0% 0% 0% 0% 0% and other related *Homeroom Guidance
 A. Junior HS documents. *Parent-Teacher
B. Senior HS Conference
Access 4. Transition Rate Admission to Implement holistic *PagSci Pasidungog
(Percentage of K/G6/G10 other schools and academic and non- *After-class learning
completers proceeded to not qualified to academic programs activities
next key stage) pursue SHS 100% 100% 100% 100% 100% 100% 100% and activities
A. Kindergarten Academic strands
B. Grade 6
C. Grade 10
Equity 1. Proportion of Student Provide teachers *iTEACH Pagscians
learners in situation motivation, opportunities to Program
of disadvantage teachers’ increase their level *CPD
transition to next key competence, of competence *In-Service Training
69.17 % 70.98% 72.78% 74.59% 76.39% 78.20% 80.00%
stage quality of learning through professional (INSET)
(MPS) (MPS) (MPS) (MPS) (MPS) (MPS) (MPS)
A. SECONDARY - % instruction and and personality *Non-Disruption of
Disparity in transition assessment, and development Classes Policy
rate availability of activities. *Remedial Classes
learning resources
Equity 2. Gender participation- Socio-economic Sustain a positive * Alay Turo
disparity in factors and lack of learning *Homeroom Guidance
completion support from environment. *P.A.S.S (PagSci
A. ELEMENTARY - parents and Assessment Supplies
Gender Parity Index school personnel 100% 100% 100% 100% 100% 100% 100% for Students)
Completion)
B. SECONDARY -
Gender Parity Index
Completion
Equity 3. Percentage of Quality of Ensure the use *Small Voices
learners in Learning of positive Matter
situation of Environment discipline *School Learning
disadvantage and Instruction measures in the Action Cell (SLAC)
continue to classroom by the
participate in teachers
 basic education
(Retention Rate)
100% 100% 100% 100% 100% 100% 100%
A. Secondary
Equity 4. Percentage of Teachers’ Improve teacher's *SUPERP (Skill Up
learners in situations competence, competence in the PagScians
of disadvantage quality of learning teaching-learning Enrichment and
(disaggregated by instruction and process, designing Remedial
group) achieved at assessment, and learning Programs)
least a fixed level of availability of assessments and *Lesson Study
proficiency/mastery learning resources ICT integration *STEMinds Innolab
49.93% 58.27% 66.62% 74.96% 83.31% 91.65% 100%
in (a) functional *In-Service Training
literacy, (b) (INSET)
numeracy, and *School Learning
(c) 21st century skills Action Cell (SLAC)
*After-class Learning
Activities
Quality 1. Percentage of Socio-economic Establish a *Annual Tracer Study
learners pursued factors, meeting database of SHS *Career Guidance
their chosen paths. qualifications for alums and organize Program
A. % Proceeded to college or the pagsci alum *Homeroom Guidance
college university Baseline community *College Entrance
B. % Proceeded to admission, and to be 100% 100% 100% 100% 100% 100% Test Review Classes
employment availability of established *Immersion &
C. % Proceeded to scholarships, Capstone Project
entrepreneurship training, and
D. % Proceeded to entrepreneurial
middle level skills
opportunities
training
Quality 2. Completion Rate Socio-economic 100% 100% 100% 100% 100% 100% 100% Sustain a positive * Alay Turo
(Percentage of factors and lack of learning *Homeroom Guidance
learners in a cohort support from environment. *P.A.S.S (PagSci
A. Grade 6 parents and Assessment Supplies
Completers school personnel for Students)
B. Grade 10
 Completers
Quality 3. Percentage of Teachers’ Improve teacher's *SUPERP (Skill Up
learners attaining competence, competence in the PagScians
nearly proficient quality of learning teaching-learning Enrichment and
level or better in instruction and process, designing Remedial
Reading and assessment, and learning Programs)
Listening availability of assessments and *Lesson Study
Comprehension learning resources ICT integration *STEMinds Innolab
increased in *In-Service Training
Key Stage 1 (INSET)
A. Percentage of learners 49.93% 58.27% 66.62% 74.96% 83.31% 91.65% 100% *School Learning
achieving nearly Action Cell (SLAC)
proficient or better in *After-class Learning
English Activities
B. Percentage of learners
achieving nearly
proficient or better in
numeracy

Quality 4. Percentage of G10 Teachers’ Improve teacher's *SUPERP (Skill Up

learners attaining competence, competence in the PagScians
nearly proficient quality of learning teaching-learning Enrichment and
level or better in instruction and process, designing Remedial
Stage 3 literacy assessment, and learning Programs)
availability of assessments and *Lesson Study
learning resources 49.93% ICT integration *STEMinds Innolab
58.27% 66.62% 74.96% 83.31% 91.65% 100%
*In-Service Training
(INSET)
*School Learning
Action Cell (SLAC)
*After-class Learning
Activities
Quality 5. Percentage of Grade Teachers’ 60.17% 66.81% 73.45% 80.09% 86.72% 93.3666 100% Develop the *SIMTEP (School
12 learners attaining competence, 65% proficiency of Information, Media,
 nearly proficient quality of learning students’ 21st- and Technology
level or better in instruction and century skills. Enhancement
Stage 4 core SHS assessment, and Program)
areas availability of *Lesson Study
learning resources *STEMinds Innolab
*Immersion &
Capstone Project
*In-Service Training
(INSET)
*School Learning
Action Cell (SLAC)
*CPD
Resiliency & 2. Percentage of Responsiveness Organize school *Mentally Healthy
Well-Being learners who reported of the Child activities and PagScian Project
violence committed Protection programs for *Gender and Child
against them by other Committee and students Responsive PagSci
learners (bullying) or Vigilance and 1% 0.83% 0.67% 0.50% 0.33% 0.17% 0.00% experiencing Mental Project
courage of victims Health and *Home Room
adults (child abuse)
to report any form Psychological Guidance
based on intake sheets of abuse or Issues.
of schools bullying
Resiliency &
3. Percentage of The learning Improve the school's *PagSci WERPA
Well-Beinglearners who are environment, physical facilities, (Working for
happy and satisfied quality of services, which would give empowered and
with their basic and kind of teachers and Resilient Persons
education experience support extended 80% 90.00% 92.00% 94.00% 96.00% 98.00% 100% students a safe Advancement)
by the school space and a positive *PagSci Citizen
in relation to the
among learners environment for the Charter
enjoyment of their teaching-learning *PagSci Student
specific rights in school process. Handbook
and learning centers
Resilienc 4. Percentage of The willingness 50% 75% 80% 85% 90% 95% 100% Provide teachers *Tudlo Anay
y& learners who know of the school opportunities to Professional
Well- personnel to increase their Development
Being their rights TO and learn RBE and level of Program
IN education, and integrate it competence *School Personnel
how to claim them into the through Orientation on
positively classroom and professional and Child Protection
the availability personality Policy
of training and development *School Learning
funds activities. Action Cell (SLAC)
Resiliency 7. Percentage of The willingness of Provide teachers *Tudlo Anay
& personnel in schools/ the school opportunities to Professional
Well-Being learning centers who personnel to learn increase their level Development
know the rights of RBE and integrate of competence Program
children and learners in it into the 50% 75% 80% 85% 90% 95% 100% through professional *School Personnel
relation to RBE, and are classroom and the and personality Orientation on Child
able to infuse them in availability of development Protection Policy
their respective jobs/ training and funds activities. *School Learning
duties Action Cell (SLAC)
Resiliency 8. Percentage of learners Quality of DRMM- Implement a school- *PagSci ALERTO
& equipped with capacities related programs based disaster risk (Advocacy on Local
Well-Being on what to do before, and activities 90% and reduction Emergency and
91.67% 93.33% 95.00% 96.67% 98.33% 100%
during, and after a provided by the management Rescue Technical
disaster/ emergency school program. Operations)
*Homeroom Guidance
Resiliency 9. Percentage of learners Commitment and Conduct more * ECHOPaSt
& in safe schools Impartiality of the activities raising (Enhanced Conduct of
Well-Being Committee awareness about Holistic Orientations
members child protection for Parents and
83.33% 87.50% 91.67% 95.83%
79.17% 100% policy and other Students)
75% functional function function function function
functional functional legal frameworks. *Quarterly Program
al al al al
Implementation
Review
*Parent-Teacher
Conference
Resiliency 10. Percentage of Poor eating habits Provide provisions *Alay Kalusugan
& students with improved and lifestyle at of basic health and *Nutrition Month
Well-Being health statistics home and quality nutritional services Celebration
of basic health for students. *Gulayan sa Paaralan
and nutritional 88.83% 90.69% 92.55% 94.42% 96.28% 98.14% 100% *WASH in School
services at school Program
Resiliency 11. Percentage of Poor eating habits Acquire sports *NEWPLAY
& learners with improved and lifestyle at equipment and (Nurturing Emotional
Well-Being physical fitness level home and quality facilities to improve Wellness and
of basic health students' physical Physical Longevity for
and nutritional ability and skills to Active Youngsters)
services at school contribute to their *SEFA TaRe (Sports
holistic development Equipment & Facilities
Acquisition for
70.0% 75% 80% 85% 90% 95% 100%
Training and
Recreation)
*Nutrition Month
Celebration
*Intramurals & Athletic
Meet Participation
EM - 1. Levels of SBM practice Insufficient Intensify the *PagSci SBM Superb
Governanc knowledge about monitoring of SBM *School Learning
e SBM, Poor documents. Action Cell (SLAC)
documentation, SBM Level SBM SBM SBM SBM SBM To improve the SBM *Provision of materials
SBM Level 1
and unsystematic 2 Level 2 Level 2 Level 3 Level 3 Level 3 level for SBM
organization of Documentation
MOVs or *Mid-term Review
documents
EM - 2. OPCRF Rating Working 100% 100% 100% 100% 100% 100% 100% Apply the prescribed *School-Based
Governanc environment and DepEd standards in Management
e school admin’s managing the school *Enhanced SIP
motivation and and dealing with *RPMS-PPSSH
competence to teachers, parents, *Clinical Supervision
perform better students, and other
 stakeholders.
EM - 3. Achieving ideal ratio Availability of *Construction of *Tukod
Governanc on: funds and kind of additional Tulunghaan
e - Classroom support from the 56:1 45:1 45:1 45:1 40:1 40:1 40:1 classrooms
- Teachers SDO, SPTA, conducive to
Barangay Council, learning, including a
- Textbooks City Government, 50% 58.33% 66.67% 75% 83.33% 91.67% 100% speech laboratory
and Other 1:1 1:1 1:1 that allows students
- Seats stakeholders 1:0.84 1:1 1:1 1:1 to develop and
enhance speech
skills.
- Science and Math 1:0.55 1:0.77 1:0.88 *Continue lobbying
Equipment 1:0.33 1:0.44 1:0.66 1:0.99 with the SDO for
- ICT Package/ E- additional teachers. *PagTambayay
Classroom *To make all digital Ong
materials for all
learning areas
accessible to target
learners. *Digitized
*Provide adequate PagSci
wooden classroom Project
armchairs
*Upgrade the Sci-
Math laboratory
facilities *PagSci
*Upgrade the Hapsai
computer laboratory
by providing
laptops,computer
units , and *STEM Lab 2.0
accessories.

*PagSci
 Digitized Pa
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EM - 4. Presence of: *School librarian Generate resources *PagTambayayong
Governanc A. Functional competence and for the improvement
e Library motivation, and of the school library. *School Governing
B. Connection to support from Council
Electricity school admin, *Brigada Eskwela
C. Connection to GPTA, SDO, and
Internet of other stakeholders *Sustain the
Functional *Availability of provision of electric *PaDueDet
Library Funds supply to all *PWES(Practices on
50% 58.33% 66.67% 75% 83.33% 91.67% 100%
instructional rooms Water and Energy
and the admin Saving
office.
*Upgrade the
capacity of the
school with internet
connectivity *PagSci
Digitized Pa
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