Republic of the Philippines

Department of Education
REGION X-Northern Mindanao
Division of Misamis Oriental

CERTIFICATE OF APPROVAL
The undersigned hereby approved and supported the implementation of
the three-year (SY. 2022-2023 – SY. 2024-2025) SCHOOL IMPROVEMENT
PLAN of LINABU INTEGRATED SCHOOL of Linabu, Balingasag, Misamis
Oriental prepared by the School Planning Team ( SPT ) composed of the
following ,

SPT Member Name Position Signature

_____________________ _______________ ____________
_____________________ ________________ _____________
Checked and Reviewed :

JOSEPHINE D. LABARES EDWIN L. GAMOROT

Senior Education Program Specialist Planning Officer
(Planning and Research)

MARIA TERESA M. ABSIN CYDEL P. VALMORES, PhD

Chief Education Supervisor- SGOD Chief Education Supervisor- CID

Recommending Approval

ERLINDA G. DAEL ,PhD, CESE

Assistant Schools Division Superintendent

Approved :

EDILBERTO L. OPLENARIA , CESO V

Schools Division Superintendent
 SCHOOL IMPROVEMENT PLAN -OUTLINE

CHAPTER 1. Department of Education’s Vision, Mission, and Core Values Statement

(Narrative )
● Lift the first paragraph of the DepEd Vision and ask, “What does this mean for us? What are our
own dreams for the children of our school? How do our dreams relate to DepEd’s Vision?”

We dream of Filipinos who passionately love their country and whose values and competencies enable
them to realize their full potential and contribute meaningfully to building the nation.

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

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

As a learner-centered public institution, the Department of Education continuously improves itself to

better serve its stakeholders.

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

To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete
basic education where:

Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.

Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an enabling and supportive
environment for effective learning to happen.
Family, community, and other stakeholders are actively engaged and share responsibility for
developing life-long learners.

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

CHAPTER 2. School’s Current Situation

A. Introducing the School
(Narrative) Description of the school which may include but not limited to
i. size of the school
ii. Curriculum offerings
iii. Location and catchment areas
iv. Environment and socio economic condition
v. physical environment
 vi. Immediate community
vii. Linkages.

B. School Performance on Access

 Comparative Data of Enrollment (2019-2020, 2020-2021, 2021-

2022,2022-2023 )
(Schools may add separate bar graphs showing the enrolment for JHS and SHS or enrolment for special
programs offered like STE, SPA, SPS, SPFL, SPJ)

Present and describe the enrolment data. Describe the internal or external factors
causing the increase or decrease of enrolment. Explain the strengths or weaknesses of past
interventions or programs/projects/activities in relation to enrolment. Discuss potential
problems if performance issues are not addressed

 Community Intake Rate (FOR ELEM SCHOOLS ONLY)

(5-year-old children located in the catchment areas)

Present and describe the data on community intake rate. Describe the internal or
external factors causing the increase or decrease of the said rate. Explain the strengths or
weaknesses of past interventions or programs/projects/activities in relation to enrolment.
Discuss potential problems if performance issues are not addressed

 Simple Drop-out rate

Present and describe the data on simple drop-out rate. Discuss the internal or external
factors affecting the indicator. Discuss the prevalent causes of dropout. Explain the strengths
or weaknesses of past interventions or programs/projects/activities in relation to this
indicator. Discuss potential problems if performance issues are not addressed.
 School Leaver Rate
Present and describe the data on School Leaver Rate. Discuss the internal or external
factors affecting the indicator. Explain the strengths or weaknesses of past interventions or
programs/projects/activities in relation to this indicator. Discuss potential problems if
performance issues are not addressed.

 Transition Rate
(For complete elem.- have 2 tables and discussion for transition rate, one for K to Gr.1 and another for Gr.3 to Gr.4, For Secondary if your school has an
integrated SHS have 2 tables and discussion, one for Gr.6 to Gr.7 and Gr 10 to Gr 11)

Present and describe the data on Transition Rate. Discuss the internal or external
factors affecting the indicator. Explain the strengths or weaknesses of past interventions or
programs/projects/activities in relation to this indicator. Discuss potential problems if
performance issues are not addressed.

 Comparative Data on Number of School Children in the Barangay not

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

C. School Performance on Quality

 Reading Proficiencies/Competencies

1) Comparative Data for Reading Proficiency/Competency Early Grade Reading

Assessment (EGRA) (Pre- Assessment SY 2022-2023)

Present and describe Key Stage 1 learners’ level of reading competencies. Identify
the high and low performing groups. Discuss the internal and external factors affecting the
performance. Explain the strengths or weaknesses of past interventions or
programs/projects/activities in relation to reading. Discuss potential problems if performance
issues are not addressed.
2) Comparative Data on Key Stage 2 Learners Reading Proficiency PHIL-IRI ) in English
and Filipino
Present and describe Key Stage 2 learners’ level of reading competencies. Identify
the high and low performing groups. Discuss the internal and external factors affecting
the performance. Explain the strengths or weaknesses of past interventions or
programs/projects/activities in relation to reading. Discuss potential problems if
performance issues are not addressed.
3) Comparative Data on Key Stage 1 Learners’ Numeracy Level

Sample Table

Numeracy Level
Grade Level Non- Numerates Highly
 Numerates Numerates
Kinder 40% 55% 5%
Grade 1 25% 25% 50%
Grade 2 10% 40% 50%
Grade 3 10% 40% 50%
* Pre- assessment data SY 2022-2023

Present and describe Key Stage 1 learners’ numeracy level. Identify the high and
low performing groups. Discuss the internal and external factors affecting the
performance. Explain the strengths or weaknesses of past interventions or
programs/projects/activities in relation to numeracy. Discuss potential problems if
performance issues are not addressed.

4) Learning Standards/Performance
Latest MPS Data on National Achievement Test Result

Present and describe Key Stage 3 learners’ performance on NAT. Identify the high
and low performing subject groups. Discuss the internal and external factors affecting
the performance. Explain the strengths or weaknesses of past interventions or
programs/projects/activities in relation to NAT. Discuss potential problems if
performance issues are not addressed.
The school may also discuss the school’s performance on regional/division tests,
SMEA data on learners meeting expectations (if available), notable awards and
recognitions received related to academics, performance in ILSAs (International Large-
Scale Assessments) if the school has participated).
5) Completion Rate
Discuss the trend. Cite possible factors causing the trend. Discuss PPAs
implemented in the past contributing to the indicator. Discuss potential problems if
performance issues are not addressed.
Curriculum Exits (FOR SCHOOLS WITH SHS)

Table 2f
Sample Comparative Data on Curriculum Exits of Senior High School Graduates

School Year 2018- 2019- 2020- 2021- TOTAL

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

Percentage of Learners according to chosen Curriculum Exits

27.27
33.64

18.19

20.9

proceed to college proceed to employment

proceed to entrepneurship proceed to middle level skills

Discuss the data supplied in the table. Discuss the PPAs implemented related to
guidance placement services which led the learners to their chosen curriculum exits.
Discuss the implication of data to the school and the community.

Table 2g
Comparative Data on Learners with TESDA National Certificate
 School Year 2018- 2019- 2020- 2021-
2019 2020 2021 2022

Enrolment (per
specialization)
Number of NC takers

% NC Passer: 10% 15% 20% 25%

TVL-BPP
TVL- FBS 10% 15% 20% 25%
TVL-SMAW 10% 15% 20% 25%

Comparative Data of SHS Learners with National Certificate

30

25 25 25
25

20 20 20
20

15 15 15
15

10 10 10
10

0
TVL-BPP TVL-FBS TVL SMAW

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

Discuss the data supplied in the table (to include the trend). Discuss the PPAs
implemented to the leaners leading to the passing of the NC assessment. Discuss the
implication of data to the school and the community.

C. School Performance on Equity and Inclusion

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

Key Stage Number of Learners in

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

Discuss the trend. Cite possible factors causing the trend. Discuss PPAs implemented in
the past contributing to the indicator. Discuss potential problems if performance issues are not
addressed.

Table 3b
Enrolled Learners at Disadvantaged Situation
(but are with no disabilities)

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

Year 2021 2022
Enrolled M F T M F T M F T M F T
Learners

Present and describe the learners in disadvantaged sector (but are not with disabilities)
in your school. Describe the challenges they are face in accessing basic education. Explain the
strength or weaknesses of past interventions or programs/projects/activities or practices.
Discuss potential problems if performance issues are not addressed.

Table 3c
Children with Disabilities Enrolled in School
No. of Children Type of Disability (Current SY)
Level with Disability Disability Disability Disability
__________ __________ __________
 Present and describe the enrolment data for children with disabilities.
Provide description of the situation of these learners and the factors affecting it.
Explain the strengths or weaknesses of past interventions or
programs/projects/activities in relation to enrolment. Discuss potential problems
if performance issues are not addressed (if necessary).
Table 3d
School Facilities for Learners
in Situations of Disadvantage

Facilities for Learners with Disabilities/ in Number

Disadvantaged Situation
Buildings with PWD ramp
Available equipment/learning resources for
SPED learners
Gender-based comfort rooms
(Add items as necessary)

Add discussion as to the availability/shortage/absence of these amenities in

your school.

D. School Performance on Resilience and Well-Being

Introductory statements on resilience and well-being. Discuss the coverage of your
resilience and well-being implementation in school.

Nutritional Status of Learners

Table 4a
Nutritional Status of Learners

Nutritional Number of Learners per Grade Level

Status Kinder Grade 1 Grade 2 Grade 3 Total Grade 4 Grade 5 Grade 6 Total
 M F M F M F M F M F M F M F M F M F

Severely
1 1 2 1 1 0 6 1 10 3 3 1 2 1 1 2 6 4
Wasted

Wasted 1 2 5 4 4 2 10 9 20 17 4 2 3 2 3 2 10 6
Normal 5 5 15 18 18 15 38 36 76 74 20 17 20 15 22 16 62 48

Overweight 1 2 3 4 4 1 7 4 15 11 3 2 2 1 3 2 8 5

Obese 0 0 2 1 1 0 3 1 6 2 0 1 1 1 2 1 3 3
* Pre-assessment Data SY 2022-2023

Number of Learners by Health Status, SY 2022-20223

Kinder to Grade 3 Grade 4-6
140

120 6
15
2
100 11
3
80 8
76 3
60 74 5
62
40
48
20 20
17 10 6
10 3 6 4
0
Male Female Male Female

Severely Wasted Wasted Normal Overweight Obese

Present and describe Key Stage 2 learners’ nutritional status. Identify the high and
low performing groups. Discuss the internal and external factors affecting the
performance. Explain the strengths or weaknesses of past interventions or
programs/projects/activities in relation to this indicator. Discuss potential problems if
performance issues are not addressed.

Incidence of Bullying/ Child Abuse

Table 4-b
Comparative Data on the Incidence of Bullying/ Child Abuse

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

Number of 5 4 3 4
reported
incidence/ child
abuse

Number of 2 1 1 2
incidents
referred to other
offices

Data on Incidence of Bullying /Child Abuse

6

5
5

4 4
4

3
3

2 2
2

1 1
1

0
SY 2017-2018 SY 2018-2020 SY 2020-2021 SY 2021-2022

No. of Incidence/child abuse Number of case elevated to other offices

Discuss the data presented on cases of bullying and child abuse. Describe the
types and causes of child abuse/bullying reported. Identify PPAs implemented in the
past and its effectivity along with possible facilitating or hindering factors. Describe
what would happen if the issue were not addressed along with its implications to the
learners/school performance.

School Hazards
Table 4c
School Hazards

School Hazards Presence/absence Description

(/ or x)
Broken window / Present in 12/30 classrooms
wherein the windows in half of
these classrooms needing window
repairs would need major repairs.
 School Hazards Presence/absence Description
(/ or x)
Slippery pathway / Seen in 2 pathways in the school
(in between PAGCOR Bldgs. 1 and
2 and in between Science and SHS
Bldg.)

Blocked corridor

Heavy objects /
mounted on top of
cabinets/shelves

Flooded area /
Busted plugs/light
bulbs/electrical
facilities

Exposed electrical /
wires

Protruding nails in /
chairs and tables

Broken door knobs

Warning sign: /
Slippery
pathways/corridors

Plants mounted on /
the building railings

Flooding /
Exposed chemicals
and liquids

Lack/absence of
storage for
equipment

Unlabeled chemicals

Dripping ceiling /
 School Hazards Presence/absence Description
(/ or x)
Open pit

Stagnant water /
Unpruned
trees/bushes/shrubs

Open/clogged canals

No ramps for
elevated school
buildings or other
facilities

Swing-in doors

Broken/dilapidated
ceiling

Open/incomplete
perimeter fence

Presence of stray
animals inside the
school campus

Presence of electrical
post/transformer
near or within the
school perimeter

No system of release
to parents during
emergencies

No posted emergency
hotlines around the
school

Garbage area
(segregation of
biodegradable and
nonbiodegradable)

Detached or peeled
off GI sheet
 School Hazards Presence/absence Description
(/ or x)
Broken toilet bowl
and/or sinks

Broken
chairs/desks/tables

Blocked/no
emergency exits

Unmounted
cabinets/shelves

Medical kits in every

classrooms

Bells/alarms

Condemnable
building (i.e. very old
structure, collapsing
building and/or
prominent cracks on
classroom walls)

Others (List as many

as possible)

Discuss the extent of hazards present in the school. What factors contribute to
the prevalence of the hazards? Discuss how these hazards would affect the learners’
performance or school operations if left unaddressed.

Mental and Psychosocial Condition

Table 4d
Comparative Data on Learners with
Mental and Psychosocial Conditions

Calendar Year 2019 2020 2021 2022

No. of learners No Data No Data No Data 1

assessed with mental Available Available Available
and psychosocial
condition

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

Security, peace, and order situation

Describe the peace and order situation in school and the community where
it belongs. Describe the present school initiatives in relation to the school being a
zone of peace (see BEIS for the initiatives). If the school is affected by armed
conflicts between state and non-state groups, describe how often classes are
threatened/disrupted. Discuss how the said situation impacts learners’ academic
performance.

Affected and Displaced Learners Retained in School

Table 4e
Percentage of Learners Displaced and Retained in School due to Calamities/Disasters
(Natural/Human Induced Hazards)

School Year 2018 2019 2020 2021

Natural Hazards

Drought 0 0 0 0

Earthquake 0 0 0 0

Fire 0 0 0 0

Flood 1.5% 1% 0.5% 0.2%

Landslide 0 0 0 0

Tropical Cyclone 15 % 1% NDA NDA

Volcanic 0 0 0 0
Eruption

Tsunami 0 0 0 0

Human-Induced
Hazards

Armed Conflict 0 0 0 0

Bomb 0 0 0 0
Threats/Bombing

Civilian Violence 0 0 0 0

Fire 0 0 0 0

Others (pls 0 0 0 0
specify)

Describe the percentages of learners displaced and are retained in school.

Describe the hazards/calamities that caused the learners to be displaced (its
frequency, and magnitude). Discuss any initiative done to retain them in school
(e.g. EiE) or the need to have one if not available. Discuss the consequences if the
school has no initiative to keep learners after disasters (see BEIS as guide).

Learners who are Happy and Satisfied with their Basic Education Experience

Table 4f
Percentage of Learners who are Happy and Satisfied with their
Basic Education Experience

Calendar Year Total Enrolment % of Learners who

(BoSY 2022) are happy and
satisfied with their
basic education
experience
CY 2022 4001 75%

Discuss the percentage, how it was obtained and its implication to quality of
services they avail in school (both teaching, ancillary activities/services). Discuss
further the aspects wherein the learner enjoyed/ or is satisfied the most as well as
 the least appreciated by the learners. Discuss how this would affect the school if
this indicator is unaddressed.

Learners’ Awareness on Their Rights TO and IN Education, and How to Claim

Positively

Table 4g
Percentage of Learners Awareness on their Rights TO and IN Education, and How to
Claim Positively

Calendar Year Total Enrolment % of Learners who

(BosY 2022) know their rights TO
and IN education,
and how to claim
them positively

CY 2022 4001 5%

Discuss how many percent of the learners know their rights (based on a
school-based survey). Discuss the PPAs or initiatives done with regards to this
concern. Discuss the implication if this indicator does not meet the
standard/expectation.

Learners equipped with capacities on what to do before, during, and after a

disaster/ emergency.

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

Disaster/ % of learners % of learners % of learners

Emergencies who are who are who are
equipped equipped equipped
with with with
capacities on capacities on capacities on
 what to do what to do what to do
before a during a before a
disaster/ disaster/ disaster/
emergencies emergencies
emergencies

Drought 2% 0.5% 2%
Earthquake 1% 3% 2%
Fire 4% 2% 1%
Flood 5% 1% 1%
Landslide 1% 0.5% 1%
Tropical Cyclone 45% 0.4% 0.5%
Volcanic Eruption 0.5% 1.0% 0.3%
Tsunami 0.2% 1% 1.2%
Armed Conflict NDA NDA NDA
Bomb 0.1% 1% 0.5%
Threats/Bombing
Civilian Violence 0.1% 1% 2.1%
Fire 50% 1% 1.0%
Others (pls specify)

*Enrolment (BoSY 2022)

Discuss the data, compare the capacities of learners on what to do before,

during and after emergencies/disaster. Describe the PPAs conducted (like drills)
and what will be the implication if the other capacities remain undeveloped.
E. School Performance on Governance
One brief paragraph to discuss the school’s overall performance with respect to
governance. Include in the discussion the coverage of the discussion to be presented.
Human Resources
Table 5a
Data on Teachers, Teaching Related and Non-Teaching Personnel in School
Number of teachers actually working in the school

Junior High School Senior High School

Position

M F Total M F Total
Teaching

Master Teacher IV 0 0 0 0 0 0

Master Teacher III 0 0 0 0 0 0

Master Teacher II 1 1 2 1 3 4

Master Teacher I 1 7 8 0 1 1

Teacher III 10 25 35 1 1 2

Teacher II 2 4 6 3 13 16

Teacher I 13 30 43 5 1 6

Special Science Teacher I 0 0 0 3 1 4

TOTAL 27 67 94 13 20 33

Non-Teaching

Principal IV 1 0 1 0 0 0

Assistant Principal 0 0 0 1 0 1

Head Teacher III 1 1 2 0 0 0

Head Teacher II 0 0 0 0 0 0

Head Teacher I 0 0 0 0 0 0

Admin. Officer II 0 0 0 0 1 1

ADAS II 0 0 0 0 1 1

ADAS I 0 0 0 0 0 0

Registrar 0 0 0 1 0 1

Guidance Councilor 0 1 1 0 0 0

Nurse II 0 1 1 0 0 0

Senior Bookkeeper 0 0 0 1 0 1
 Number of teachers actually working in the school

Junior High School Senior High School

Position
M F Total M F Total

Disbursing Officer II 0 0 0 1 0 1

TOTAL 2 3 5 4 2 6

Add discussion as to the number of teachers who handle the regular

program or special programs offered. Discuss the number of non-teaching
personnel in school who handles various non-teaching works.

Table 5a-1
Data on Teachers, Teaching Related and Non-Teaching Personnel in School detailed in
SDO or in other schools

Plantilla personnel
Plantilla personnel detailed to borrowed/detailed from other
Position school(s)/ DepEd Office

DepEd office/ DepEd office/

school within school outside TOTAL Male Female Total
Teaching the division the division

Master Teacher IV

Master Teacher III

Master Teacher II

Master Teacher I

Teacher III

Teacher II

Teacher I

Special Science Teacher I

TOTAL

Non-Teaching/Teaching
Related
Principal I, II, III, IV

Assistant Principal II

Head Teacher VI

Head Teacher V

Head Teacher IV

Head Teacher III

Head Teacher II

Head Teacher I

Admin. Officer II

ADAS II

ADAS I

Registrar

Guidance Councilor

Nurse II

Senior Bookkeeper

Disbursing Officer II

TOTAL

Discuss how these borrowed items/personnel would affect the school

performance. (If none of the personnel is borrowed based on BEIS in your reference
to your plantilla, you may choose not to include this table and discussion)

School Resources
Classrooms
Table 5b
Learner to Classroom Ratio

School Year Learner-Classroom Ratio

SY 2019-2020 1:47
SY 2020-2021 1:50
 SY 2021-2022 1:45
SY 2022-2023 1:46

Learner-Classroom Ratio
1:50 1:50
1:49
1:48
1:47
1:46 1:46
1:45
1:45
1:43
1:42
Learner-Seat Ratio

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

Add discussion on the trend, causes and factors affecting this indicator.
Discuss the PPAs implemented addressing this concern and its implication if the
trend is left without intervention.

Textbooks
Table 5c
Available Textbook Materials per subject per grade level
(SY 2022-2023)
 Textbook
to
Textbook Learner
Total Excess shortage Ratio
Grade
Subject Textbook Enrolment No. of Number of Number (per subj
Level
Copies Textbooks per grade
level)

7 Filipino Filipino 7 500 200 300 1:3 (1

textbook
is shared
by 3
learners)

English English 7 600 100 1:1

Math Mathematics 7 100 400 1:5

Science Bio Science Bio 50 450 1:10

Physics Physics 0 500 0

Chem Chem 0 500 0

Integ. Integ. 0 500 0

Science Science

Aral. Pan. Phil History 30 470 1:17

TLE TLE 30 470 1:17

MAPEH Music Arts, PE 30 470 1:17

and Health

EsP EsP 7 5 450 1:100

8 Filipino Filipino 8 460

English English 8

Math Mathematics 8

Science Bio Science Bio

Physics Physics

Chem Chem

Integ. Integ.
 Textbook
to
Textbook Learner
Total Excess shortage Ratio
Grade
Subject Textbook Enrolment No. of Number of Number (per subj
Level
Copies Textbooks per grade
level)

Science Science

Aral. Pan. Asean History

TLE TLE

MAPEH Music Arts, PE

and Health

EsP EsP 8

9 Filipino Filipino 9 350

English English 9

Math Mathematics 9

Science Bio Science Bio

Physics Physics

Chem Chem

Integ. Integ.

Science Science

Aral. Pan. World History

TLE TLE

MAPEH Music Arts, PE

and Health

EsP EsP 9

10 Filipino Filipino 10 300

English English 10

Math Mathematics 10

Science Bio Science Bio

 Textbook
to
Textbook Learner
Total Excess shortage Ratio
Grade
Subject Textbook Enrolment No. of Number of Number (per subj
Level
Copies Textbooks per grade
level)

Physics Physics

Chem Chem

Integ. Integ.

Science Science

Aral. Pan. Economics

TLE

MAPEH

EsP

Table 5d
Available Furniture and Textbook Materials in the Library
(SY 2022-2023)
Number

Textbooks 750

Reference Books 25
Library
Tables 5

Chairs 20

Add discussion as to the availability of textbooks in the school. Discuss the

factors affecting the availability of textbooks. Discuss the PPAs implemented
addressing this concern and its implication if the trend is left without intervention.
 Learner seats
Table 5e
Learner-Seat Ratio

School Year Learner-Seat Ratio

SY 2019-2020 1:1
SY 2020-2021 1:2
SY 2021-2022 1:1
SY 2022-2023 1:1

Learner-Seat Ratio
3

0
Learner-Seat Ratio

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

Add discussion as to the availability of learners’ chair in the school. Discuss

the factors affecting the shortage/excess of chairs. Discuss the PPAs implemented
addressing this concern and its implication if the trend is left without intervention.

Science and Mathematics Equipment/ Packages

Table 5f
Science and Mathematics Equipment/Packages in School

Particulars/ Items Qty per Unit Actual Date of Inventory

 Set or
of Number of Non-
Qty per Delivery Functional
Issue Items Functional
Package

1. Test Tube 5 pc 20 24/01/2020 /

Holder

2. Test Tube Rack 6 pc 24 24/01/2020 /

3. Case 001 (with 1 pc 4 24/01/2020 /

Cover and Base
Sheathing)
(BASIC)

4. Cart-Rail System
Set

4.1 Rail 10 lh 40 24/01/2020 /

4.2 Leveling Pad 5 assy 20 24/01/2020 /

Assembly

Add discussion as to the availability of science and mathematics

equipment/packages in the school. Discuss the factors affecting the
shortage/excess. Discuss the PPAs implemented addressing this concern and its
implication if the trend is left without intervention.

ICT Packages/ E-classrooms

Table 5g
Number of E-Classrooms

Status
E-classroom(s)
Functional Non-Functional

1 /

2 /
 Table 5h
ICT Equipment in school

DepEd Computerization Program (DCP)

Batch No. of Packages Service Provider Date Received

Number Received

13 3 Advance Solutions 01/09/2013

27 3 Red Dot Imaging Phil. 23/04/2016

33 3 Red Dot Imaging Phil. 01/10/2016

Table 5i
Status and Usage of ICT Equipment
A. DCP

Status of DCP Package/s Usage

No. of
No. of No. for
Types Total Non- Instructional Administrative
Functional Repair
Functional

Server 33 33 33

Client 126 126 126

Stand- 2 2 2
alone PC

UPS 23 23 23

LCD 2 2 2
Projector

LCD Screen 2 2 2

Laptop 2 2 2

Speaker 1 1 1

B. Non DCP

Non- DCP Computers

Source
 Donated by School Capital Outlay If Others, please specify.
Stakeholder

/ /

Status Usage

No. of
No. of No. for
Types Total Non- Instructional Administrative
Functional Repair
Functional

Laptop 3 2 1 3

Desktop 22 22 22

Tablet 0 0 0 0 0

Add discussion as to the availability of ICT/DCP packages in the school.

Discuss the factors affecting the shortage/excess. Discuss the PPAs implemented
addressing this concern and its implication if the trend is left without intervention.
Functional Library

Table 5j
Number of Functional Libraries in School

School Year Number of Functional

Library/ies

SY 2019-2020 1

SY 2020-2021 1

SY 2021-2022 1

SY 2022-2023 1

Add discussion as to the availability of functional library in the school.

Discuss the factors affecting this concern. Discuss the PPAs implemented
addressing this concern and its implication if the trend is left without intervention.

Connection to Electricity

Table 5k
Data on School’s Electrical Connection

Does the
school have If yes, what is the source of
electricity electricity?
connection?
School Year
Grid Solar Generator
(Electric Powered
Yes No
Cooperative
)

SY 2019- /
2020
 SY 2020- / /
2021

SY 2021- / /
2022

SY 2022- / /
2023

Add discussion as to the availability of electrical connection in the school.

Discuss other factors affecting this concern. Discuss the PPAs implemented
addressing this concern and its implication if the trend is left without intervention.

Internet Connection

Table 5l
Data on School’s Electrical Connection

Does the school have If Yes, what type of internet

School Year internet connection? connection?

Yes No Wired Broadband

SY 2019- /
2020

SY 2020- / /
2021

SY 2021- / /
2022

SY 2022- / /
2023

Add discussion as to the availability of internet connection in the school.

Discuss other factors affecting this concern. Discuss the PPAs affected by this
concern and its implication if the issues are left without intervention.

Water and Sanitation in Schools

Table 5m
Learner to Toilet Ratio
 School Year Learner-Toilet Ratio

SY 2019-2020 1:45

SY 2020-2021 1:46

SY 2021-2022 1:48

SY 2022-2023 1:45

Learner-Toilet Ratio
1:49
1:48
1:48

1:46 1:46
1:45 1:45
1:45

1:43

1:42
Learner-Seat Ratio

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

Table 5n
Learner to Handwashing Ratio

School Year Learner-Handwashing Fac.

Ratio

SY 2019-2020 1:45

SY 2020-2021 1:46

SY 2021-2022 1:48

SY 2022-2023 1:45

Learner-Toilet Ratio
1:49
1:48
1:48

1:46 1:46
1:45 1:45
1:45

1:43

1:42
Learner-Seat Ratio

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

 Add discussion as to the status of toilets and handwashing facilities in
school. Discuss the quality of water available in school. Include in the discussion
the status of WinS implementation vis a vis the 3-star assessment. Discuss the
factors affecting this matter. Discuss the PPAs implemented addressing this
concern and its implication if the trend is left without intervention.

Development prospects., SBM practice, and partnerships, among others.

Table 5 o
Summary of SBM Level of Practice for the last 4 Years
Calendar 2018 2019 2020 2021
Year
SBM Level 2 2 3 3
of Practice

Discuss the trend for the SBM Level of Practice for the last 4 years. Compare the
data. Identify the PPAs implemented as well as the facilitating and hindering factors
that affect the level of practice. Describe what will happen if the trend continues and
what is its implication to the school.
Table 5 p
Average Percentage of Stakeholders’ Attendance in School Activities for the last 4
Years

SY 2018 2019 2020 2021

Co-curricular 25% 35% 0% 1%

Extra- 20% 45% 0% 3%

curricular

Meetings 40% 45% 2% 2%

Assemblies 55% 50% 10% 10%

 Comparative Data on Percentage of Stakeholders' Participation
60
55
50
50
45 45
40
40
35

30
25
20
20

10 10
10
3 2 2
0 1 0
0
2018 2019 2020 2021

Co-curricular Extra-curricular Meetings Assemblies

Discuss the trend for the average percentage of stakeholders’

participation/attendance to school activities for the last 4 years. Compare the data.
Identify the PPAs implemented as well as the facilitating and hindering factors that
affect the number of stakeholders participating in school activities. Describe what will
happen if the trend continues and what is its implication to the school

Table 5q
Amount of Stakeholders Contribution (Cash/In kind) in School for the last 4 Years

SY 2018 2019 2020 2021

Amount of Cash P25,000.00 P45,000.00 P40,135.25 P 38,123.50

Raised

Worth of In kind P 15,000.00 P10,000.00 P5,000.00 P7,500.00

(PhP)
 Comparative Data on Amoubt of Stakeholders (Cash/In Kind)
Received by the School for the last 4 Years
50000
45000
40000
35000
30000
25000
20000
15000
10000
5000
0
2018 2019 2020 2021

Cash Inkind

Discuss the trend for stakeholders’ contribution for the last 4 years.
Compare the amount/worth of received donations per year (cash/in kind). Identify
the PPAs implemented as well as the facilitating and hindering factors that affect
the amount of stakeholders’ contribution. Describe what will happen if the trend
continues and what is its implication to the school.

Aggregated Number Volunteer Hours (of Stakeholders)

Table 5r
Aggregated Number Volunteer Hours (of Stakeholders) in School for the last 4 Years
SY 2018 2019 2020 2021
Brigada 200 215 NDA NDA
Contest 150 175 NDA NDA
Scouting 250 250 NDA NDA
Closing 400 450 NDA NDA
Program
Others 200 150 NDA NDA
(Pentaksi)
TOTAL 1200 1240 0 0
 Aggregated Number of Volunteer Hours of Stakeholders
500
450
450
400
400
350
300
250 250
250
215
200 200
200 175
150 150
150
100
50
0 0 0 0 0 0 0 0 0 0
0
2018 2019 2020 2021

Brigada Contests Scouting Closing Program Others

Total Number of Agrregated Volunteer Hours of Stakehoders

1400

1200

1000

800

600

400

200

0
2018 2019 2020 2021

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

OPCR Rating for the Last 4 Years

4.5

4.4
4.4

4.3
4.3

4.2
4.2

4.1
4.1

3.9
2019 2020 2021 2022

Rating

Discuss the OPCR data for the last 4 years. Discuss the trend. Identify the
facilitating and hindering factors. Describe what would happen if the trend
continuous and its implication to the school.

School Governing Council

Table 5t
Number of Functional SGC for the last 4 Years
Calendar Year 2018 2019 2020 2021
Is there a functional SGC in Yes Yes Yes Yes
 school? (Yes/No)
Number of meetings 2 1 3 1
conducted within the year

Discuss the presence or absence of SGC in the school for the last 4 years.
Identify the facilitating and hindering factors. Describe what would happen if the
SGC remains in the current level along with its implication to the school.
Add paragraphs for other governance issues encountered by the school for
the last 3 years.
CHAPTER 3. Improvement Plan/Strategic Plan
Discuss the overall direction or aspiration of the school in the next three years,
specifically your strategic goal for ACCESS.
ACCESS
Strategic Goal for Access:

All school-age children, out-of-school youth, and adults accessed relevant basic learning
opportunities.
Key Performance Indicators:
1. Increased Community Mapped Intake Rate from ___ to ___.
2. Increased Transition Rate from ___ to ___.
3. Decreased Dropout Rate from ___ to ___.
4. Decreased School leaver rate from ___ to ___.

PLANNING WORKSHEET
ACCESS
PLANNING WORKSHEET FOR ACCESS

LEARNING DEPED INTERMEDIATE PRIORITY GENERAL ROOT TIME FRAME

STAGE OUTCOMES IMPROVEMENT OBJECTIVE/S CAUSE/S
AREA SY SY SY

IO #1 – All IO #1.1 – All five-year old

school-age children in school
children, out-
of-school
youth, and IO #1.2- All learners stay in
school and finish
adults have
access to key stages
relevant basic
IO #1.3- All learners
learning
transition to the
opportunities
next key stage
 IO #1.4- All out-school
children & youth
participate in
formal or non-
formal basic
education learning
opportunities

Add a general statement on the different PPAs to be implemented under ACCESS.

Objectives Strategies PPAs (Key Output Time

Interventions) Frame
By 2025, all five- Improve access
year-old children are to universal
in school. kindergarten
education

Improve
learners’ access
to quality and
rights-upholding
learning
environment
By 2025, all Improve
learners stay in capacity to
school and finish retain learners
key stages 1 and 2. in schools
(for Elem.)
By 2025, all Strengthen
learners transition school’s capacity
to the next key to ensure
stage. learners’
continuity to
next stage
By 2025, all Out-of- Strengthen
school children mechanisms for
participate in formal providing access
or non-formal basic to relevant basic
education learning opportunities for
opportunities. OSC and OSY,
 and OSA

EQUITY
Discuss the overall direction or aspiration of the school in the next three years,
specifically your strategic goal for EQUITY.
Strategic Goal for Equity:

Disadvantaged school-age children and youth, and adults benefited from

appropriate equity initiatives
Key Performance Indicators:
1. Increased Retention Rate of learners in situation of disadvantage from ___ to ___.
2. Increased of Percentage of learners in situations of disadvantage (disaggregated
by group) who achieved at least a fixed level of proficiency/mastery in:
a. functional literacy from ____ to _______
b. numeracy from ____ to _______
c. 21st century skills from ____ to _______
PLANNING WORKSHEET
EQUITY
PLANNING WORKSHEET for EQUITY

LEARNING DEPED PRIORITY GENERAL ROOT CAUSES TIME FRAME

INTERMEDIATE IMPROVEMENT OBJECTIVE/S
STAGE OUTCOMES AREA SY SY SY

IO # 2 - SIO #2.1 – School-

Disadvantage age children
d school-age- and youth,
children and and adults
youth, and in situation
adults of
□ □ □
benefited from disadvantage
appropriate benefited
equity from
initiatives appropriate
equity
initiatives

Add a general statement on the different PPAs to be implemented under EQUITY.

Objectives Strategies PPAs (Key Output Time
Interventions) Frame
By 2025, school age Improve
children/youth, and program
adults in education management
in situation of and service
disadvantage delivery
benefited from
appropriate equity
initiatives Provide an
inclusive,
effective,
culturally
responsive,
gender-sensitive,
and safe
learning
environment to
respond to the
situations of
disadvantage

Improve gender-
sensitive
contextualized
curriculum and
learning delivery

Enhance DepEd
platforms for
learning
resources

Promote
partnerships to
benefit
education for
learners in
 Objectives Strategies PPAs (Key Output Time
Interventions) Frame
situations of
disadvantage

QUALITY
Discuss the overall direction or aspiration of the school in the next three years,
specifically your strategic goal for QUALITY.
Strategic Goal for Quality:

Learners complete K to 12 basic education, having successfully attained all

learning standards that equip them with the necessary skills and attributes to pursue
their chosen paths.

Key Performance Indicators:

Elementary:
1. Increased percentage of learners at independent reading level
from ___ to ___.
2. Increased percentage of learners who are numerates from ___
to ___.
3. Increased Percentage of learners achieving at least the minimum level of
proficiency in English from ___ to ___.
4. Increased Percentage of learners achieving at least the minimum level of
proficiency in Filipino from ___ to ___.
5. Increased Percentage of learners achieving at least the minimum level of
proficiency in Mother Tongue from ___ to ___.
6. Increased Percentage of learners achieving at least the minimum level of
proficiency in Numeracy from ___ to ___.
7. Increased completion rate from ____ to _____
8. Increased graduation rate from ____ to _____
JHS
1. Increased Percentage of learners achieving at least the minimum level of
proficiency in English from ___ to ___.
2. Increased Percentage of learners achieving at least the minimum level of
proficiency in Filipino from ___ to ___.
3. Increased Percentage of G10 learners attaining at least the minimum level of
 proficiency in Stage 3 literacy from ____ to _____.
4. Increased Percentage of G10 learners attaining at least the minimum level of
proficiency in Stage 3 numeracy standards from ____ to _____.
5. Increased Completion rate from ____ to _____

SHS
1. Increased percentage of Grade 12 learners attaining at least the minimum level
of proficiency in Stage 4 SHS core areas from ____ to ____.
2. Increased percentage of SHS Graduates who are in college, at work, in
entrepreneurship and with middle-level skills from ____ to ____.
3. Increased percentage of learners with National Certification for SHS from ___ to
___.
(if offering TVL/ABM)
4. Increased Completion rate from ____ to _____
5. Increased graduation rate from ____ to _____

PLANNING WORKSHEET
QUALITY
PLANNING WORKSHEET for QUALITY
LEARNIN PRIORITY TIME
G STAGE DEPED INTERMEDIATE OUTCOMES IMPROVEMEN GENERAL ROOT FRAME
T AREA OBJECTIVE/ CAUSE/
S S S S S
Y Y Y

IO#3.1- Learners
IO#3 Learners attain Stage
complete K 1(K-Grade
to 12 basic 3) learning □ □ □
K to Grade 3
education, standards of
having fundamenta
successfull l reading &
y attained numeracy
all learning skills
standards IO#3.2- Learners
that equip attain Stage
them with 2 (Grades 4-
the 6) learning
necessary standards
skills and in required
attributes literacy &
Grades 4 to 6 to pursue □ □ □
numeracy
their skills apply
chosen 21st century
paths
skills to
various real
life
situations
Grades 7 to IO#3.3- Learners
10 attain Stage □ □ □
 3 (Grades 7-
10) learning
standards of
literacy,
numeracy
skills and
apply 21st
century
skills to
various
real-life
situations
IO#3.4- Learners
attain Stage
4(Grades
11-12)
learning
standards
equipped
with
Grades 11
knowledge □ □ □
to 12
and 21st
century
skills
developed in
chosen core,
applied and
specialized
SHS tracks
IO#3.5- Learners
in the
Alternative
Learning
System
attain
ALS □ □ □
certification
as
Elementary
or Junior
High School
completers

Add a general statement on the different PPAs to be implemented under QUALITY.

For Elementary
Objectives Strategies PPAs (Key Output Time Frame
Interventions)

By 2025, all learners Ensure alignment of the

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

By 2025, all learners

attain Stage 2 (Grades
 Objectives
4-6) learning standards
in required literacy and
numeracy skills and
apply 21st century skills
to various real-life
situations
For Secondary
Objectives
By 2025, all learners
attain Stage 3 (Grades
7-10) learning
standards of literacy
numeracy skills and
apply 21st century
skills to various real-life
situations
Strategies PPAs (Key Output Time Frame
Interventions)
Align resource provision
with key stage learning
standards
Assess learning outcomes
at each key stage
transition and for learners
in situations of
disadvantage
Strengthen competence of
teachers and instructional
leaders in areas such as
content knowledge and
pedagogy/instruction,
curriculum and planning,
responding to learner
diversity, and assessment
and reporting
Ensure alignment of
curriculum, instruction
and assessment with
current and emerging
industry and global
standards
Strategies PPAs (Key Output Time Frame
Interventions)
Ensure alignment of the
curriculum, instruction,
and classroom
assessment methods in
all learning areas
Objectives Strategies PPAs (Key Output Time Frame
Interventions)

Align resource provision

with key stage learning
standards

Assess learning
outcomes at each key
stage transition and for
learners in situations of
disadvantage

Strengthen competence
of teachers and
instructional leaders in
areas such as content
knowledge and
pedagogy/instruction,
curriculum and
planning, responding to
learner diversity, and
assessment and
reporting

Ensure alignment of
curriculum, instruction
and assessment with
current and emerging
industry and global
standards

Ensure alignment of the

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

Assess learning
outcomes at each key
 Objectives Strategies PPAs (Key Output Time Frame
Interventions)

stage transition and for

learners in situations of
disadvantage

Strengthen competence
of teachers and
instructional leaders in
areas such as content
knowledge and
pedagogy/instruction,
curriculum and
planning, responding to
learner diversity, and
assessment and
reporting

Ensure alignment of
curriculum, instruction
and assessment with
current and emerging
industry and global
standards

RESILIENCY AND WELL-BEING

Discuss the overall direction or aspiration of the school in the next three years,
specifically your strategic goal for RESILIENCY AND WELL-BEING.
Strategic Goal for Resiliency and Well-Being:
Learners are resilient and know their rights, and have the life skills to protect themselves
and their rights

Key Performance Indicators:

1. Increased Percentage of learners affected/displaced by natural and
man-made hazards/ disasters who are retained from ___ to ___.
2. Decreased percentage of learners who reported violence committed
against them by other learners (bullying) or adults (child abuse)
based on intake sheets of the school from ___ to ____.
Additional KPI for ELEM
3. Increased percentage of learners with improved health statistics
from ____ to ____.

PLANNING WORKSHEET
RESILIENCY AND WELL-BEING

LEARNING DEPED PRIORITY GENERAL ROOT Time Frame

STAGE INTERMEDIATE IMPROVEMENT OBJECTIVE/S CAUSE/S SY SY SY __
OUTCOMES AREA ___ ___
IO#4-Learners are IO#4.1 Learners
resilient, know are served by a
their rights, and department that
have the life skills adheres to a rights-
to protect based education
themselves and framework at all
claim their levels
education-related IO#4.2 Learners
rights from DepEd are safe and
and other duty- protected and can
bearers to protect themselves
promote, learners’ from risks and
wellbeing, while impacts from
being aware of natural and
their human-induced
responsibilities as hazards
individuals and as IO#4.3- Learners
members of society have the basic
physical, mental,
and emotional
fortitude to cope
with various
challenges in life
and to manage
risks.

Add a general statement on the different PPAs to be implemented under

RESILIENCY AND WELL-BEING:
Objectives Strategies PPAs (Key Output Time Frame
Interventions)
By 2025, Learners Integrate
are served by a children’s and
school that adheres learners’ rights in
to a rights-based the design of all
education DepEd policies,
framework at all plans, programs,
levels projects,
processes, and
 systems

Ensure that
learners know
their rights and
have the life skills
to claim their
education-related
rights from
DepEd and other
duty-bearers to
promote learners’
well-being, while
also being aware
of their
responsibilities as
individuals and
as members of
society
By 2025, learners Protect learners
are safe and and personnel
protected, and can from death,
protect themselves, injury, and harm
from risks and brought by
impacts from natural and
natural and human human induced
induced hazards. hazards.
Ensure learning
continuity in the
aftermath of a
disaster or
emergency.
Protect education
investments from
the impacts of
natural and
human-induced
hazards
By 2025, learners Provide learners
have the basic with basic health
physical, mental, and nutrition
and emotional services
fortitude to cope
with various Nurture and
challenges in life protect learners’
 and to manage mental and
risks psychosocial
health

Promote learners’
physical and
socio-emotional
skills
development

GOVERNANCE

Discuss the overall direction or aspiration of the school in the next three years,
specifically your strategic goal for GOVERNANCE.

Strategic Goal for GOVERNANCE:

Modern, efficient, nimble, and resilient governance and management processes
Key Performance Indicators:
1. Achieved the ideal SBM level of practice from ___ to ___.
2. Achieved ideal learner ratio on:
a. Classroom from _____ to _____
b. Teachers from _____ to _____
c. Seat from _____ to _____
3. Availability of
a. Connection to electricity
b. Connection to internet
4. Achieved ideal learner ratio for Water and Sanitation
(WatSan) facility
a. Handwashing facility from ___ to ___
b. Toilets from ___ to ___

PLANNING WORKSHEET
GOVERNANCE
PLANNING WORKSHEET for GOVERNANCE
DEPED INTERMEDIATE PRIORITY TIME FRAME
OUTCOMES IMPROVEMENT GENERAL ROOT SY SY SY
AREA OBJECTIVE/S CAUSE/S

□ □ □
EM#1 EM#1.1:
□ □ □
Modern, All education
□ □ □
efficient, and leaders and
resilient managers
governance practice
and participative,
management ethical, and □ □ □
processes inclusive
management
processes
□ □ □
EM#1.2: All
personnel □ □ □
are resilient,
competent, □ □ □
and
continuously □ □ □
improving
□ □ □
EM#1.3: Ideal
learning □ □ □
environment
and □ □ □
adequate
learning
resources for □ □ □
learners
ensured
EM#1.4: Improve
and
modernize
internal
systems and
processes for
□ □ □
a responsive
and efficient
financial
resource
management

EM#1.5:
Strengthen
active
collaboration □ □ □
with key
stakeholders

Add discussions on the different PPAs to be implemented under GOVERNANCE.

Objectives Strategies PPAs (Key Output Time
Interventions) Frame
By 2025, the school
practices
participative,
ethical, and
inclusive
management
processes
By 2025, all school
personnel are
resilient, competent,
and continuously
improving
By 2025, the school
has an ideal
learning
environment and
adequate learning
resources for
learners ensured.
By 2025, the school
has an improved
and modernized
Internal systems,
and processes for a
responsive and
efficient financial
resource
management.
By 2025, the school
has strengthened
active collaboration
with key
stakeholders
CHAPTER 4. Financial Plans
Introductory Paragraph (Discuss how the school intends to finance the different key
interventions or PPAs.
Three Year Indicative Financial Plan
Access
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDGET SOURCE
Interventions/PPAs OF
FUND

All school- all five-year- Improve access

age children, old children to universal
outof-school are in school. kindergarten
youth, and education
adults
accessed
relevant
Improve
basic
learners’
learning
access to
opportunities
quality and
.
rights-
upholding
learning
environment

By 2025, all Improve

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

By 2025, all Strengthen

learners school’s
transition to capacity to
the next key ensure
stage. learners’
continuity to
next stage
 By 2025, all Strengthen
Out-of-school mechanisms
children for providing
participate in access to
formal or relevant basic
non-formal opportunities
basic for OSC and
education OSY, and OSA
learning
opportunities.

Equity
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDGET SOURCE
Interventions/PPAs OF
FUND

Disadvantaged All school age Improve

school-age children/youth, program
children and and adults in management
youth, and education in and service
adults situation of delivery
benefited from disadvantage
appropriate benefited from
equity appropriate
Provide an
initiatives equity
inclusive,
initiatives
effective,
culturally
responsive,
gender-
sensitive, and
safe learning
environment
to respond to
the situations
of
disadvantage

Improve
gender-
sensitive
contextualized
curriculum
and learning
delivery
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDGET SOURCE
Interventions/PPAs OF
FUND

Enhance
DepEd
platforms for
learning
resources

Promote
partnerships
to benefit
education for
learners in
situations of
disadvantage

Quality
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDGET SOURCE
Interventions/PPAs OF
FUND

Learners All learners Ensure alignment of

complete K attain Stage the curriculum,
to 12 basic 1 (K-Grade instruction, and
education, 3) learning classroom
having standards of assessment methods
successfully fundamental in all learning areas
attained all reading &
learning numeracy
standards skills
Align resource
that equip
provision with key
them with
stage learning
the
standards
necessary
skills and
attributes
to pursue Assess learning
their outcomes at each key
chosen stage transition and
paths. for learners in
situations of
disadvantage
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDGET SOURCE
Interventions/PPAs OF
FUND

Strengthen
competence of
teachers and
instructional leaders
in areas such as
content knowledge
and
pedagogy/instruction,
curriculum and
planning, responding
to learner diversity,
and assessment and
reporting

Ensure alignment of
curriculum,
instruction and
assessment with
current and emerging
industry and global
standards

All learners Ensure alignment of

attain Stage the curriculum,
2 (Grades 4- instruction, and
6) learning classroom
standards in Align resource
required provision with key
literacy and stage learning
numeracy standards
Assess learning
skills and outcomes at each key
apply 21st stage transition and
century for learners in
skills to Strengthen
various real- competence of
life teachers and
situations instructional leaders
Ensure alignment of
curriculum,
instruction and
assessment with
All learners Ensure alignment of
attain Stage the curriculum,
3 (Grades 7- instruction, and
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDGET SOURCE
Interventions/PPAs OF
FUND

10) learning classroom

standards of assessment methods
literacy in all learning areas
numeracy
skills and
apply 21st
Align resource
century
provision with key
skills to
stage learning
various real-
standards
life
situations

Assess learning
outcomes at each key
stage transition and
for learners in
situations of
disadvantage

Strengthen
competence of
teachers and
instructional leaders
in areas such as
content knowledge
and
pedagogy/instruction,
curriculum and
planning, responding
to learner diversity,
and assessment and
reporting

Ensure alignment of
curriculum,
instruction and
assessment with
current and

emerging industry
and global standards
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDGET SOURCE
Interventions/PPAs OF
FUND

All learners Ensure alignment of

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

Strengthen
competence of
teachers and
instructional leaders
in areas such as
content knowledge
and
pedagogy/instruction,
curriculum and
planning,

responding to learner
diversity, and
assessment and
reporting

Ensure alignment of
curriculum,
instruction and
assessment with
current and emerging
industry and global
standards
 Resiliency and Well-Being
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDGET SOURCE
Interventions/PPAs OF FUND

Learners By 2025, Integrate

are resilient Learners are children’s and
and know served by a learners’ rights
their rights, school that in the design of
and have adheres to a all DepEd
the life rights-based policies, plans,
skills to education programs,
protect framework at projects,
themselves all levels processes, and
and their systems
rights

Ensure that
learners know
their rights and
have the life
skills to claim
their education-
related rights
from DepEd and
other duty-
bearers to
promote
learners’ well-
being, while also
being aware of
their
responsibilities
as individuals
and as members
of society

By 2025, Protect learners

learners are and personnel
safe and from death,
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDGET SOURCE
Interventions/PPAs OF FUND

protected, injury, and harm

and can brought by
protect natural and
themselves, human induced
from risks hazards.
and impacts
from natural
and human
induced
Ensure learning
hazards
continuity in the
aftermath of a
disaster or
emergency

Protect
education
investments
from the impacts
of natural and
human-induced
hazards

By 2025, Provide learners

learners with basic
have the health and
basic nutrition
physical, services
mental, and
emotional
fortitude to
Nurture and
cope with
protect learners’
various
mental and
challenges in
psychosocial
life and to
health
manage
risks

Promote
learners’
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDGET SOURCE
Interventions/PPAs OF FUND

physical and
socio-emotional
skills
development

Governance
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDGET SOURCE
Interventions/PPAs OF
FUND

Modern, By 2025, the

efficient, school
nimble, and practices
resilient participative,
governance ethical, and
and inclusive
management management
processes processes

By 2025, all
school
personnel are
resilient,
competent,
and
continuously
improving

By 2025, the
school has an
ideal learning
environment
and adequate
learning
resources for
learners
ensured.
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDGET SOURCE
Interventions/PPAs OF
FUND

By 2025, the
school has an
improved and
modernized
Internal
systems, and
processes for
a responsive
and efficient
financial
resource
management.

By 2025, the
school has
strengthened
active
collaboration
with key
stakeholders

Year 1 Annual Improvement Plan

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

CHAPTER 5. School Monitoring and Evaluation and Adjustments (SMEA)

A. Monitoring and Evaluation Strategies and Activities
One introductory paragraph on how and why SMEA is to be conducted by schools in
relation to planned PPAs stipulated in the SIPs. Introductory Paragraph may include the ff
salient points: SMEA is a systematic process for collection, collation, and analysis of key
education data and information that will allow the SGC to determine the progress of SIP
implementation based on targets. The main objective of the SMEA is to facilitate decision-making
for a more relevant and responsive delivery of basic education services at the school level.
M & E Strategies
May include tools, info systems and templates identified in DO 44 and other new
 templates may be useful. The main reference will be the School Report Card (SRC)
(Please include the M&E template to be used quarterly in assessing organizational
effectiveness)
M&E Activities
May include SMEA culmination, regular Program Implementation Review (PIR).
Could be monthly, quarterly, semi-annual, and annual
Get inputs from DO 29 s 2022 (get the details for schools’ M and E for SIP)

CHAPTER 7. Communication Plan

Appendices