ANNEX 3 Gap Analysis Template

SCHOOL IMPROVEMENT PLANNING

GAP ANALYSIS TEMPLATE

REGION: I

DIVISION: PANGASINAN II

DISTRICT: VILLASIS II

BARANGAY: SAN BLAS

SCHOOL: SAN BLAS ELEMENTARY SCHOOL

Instruction: Use the matrix on the next page as a guide in assessing the gap between your Division Targets (A) and school performance (B). In particular, you can fill out the matrix by answering
the following questions for each Division Target:

B1. Data needed – What data do we need to assess our school performance against this Division Target?

B2. Currently contributing – Is our current school performance contributing to the attainment of this Division Target? How is it contributing or not contributing? Explain.

B3. Inhibiting Factors – If contributing, what are the factors that prevent us from contributing further to this Division Target? If not contributing, what are the factors that prevent us from contributing
to this Division Target? Include the most pressing needs or problems from available data.

B4. Projects implemented – What school projects being implemented are geared towards the attainment of this Division Target? If no such projects are being implemented, leave it blank.

B5. Groups that require attention – Are there groups in our school that require specific attention concerning the attainment of this Division Target? (e.g., considering gender, socio-economic status,
ethnicity).

October 13, 2022

DATE ACCOMPLISHED
 ANNEX 3 Gap Analysis Template
B. SCHOOL PERFORMANCE
B5. GROUPS
B3.
B2. CURRENTLY B4. PROJECTS THAT
A. DIVISION TARGETS INHIBITING
CONTRIBUTING IMPLEMENTED REQUIRE
B1. DATA NEEDED FACTORS
ATTENTION
YES/
EXPLANATION
NO
Intermediate Outcome 1: Access (All school-age children, out-of-school youth, and adults have access to relevant basic learning opportunities.)
Strategy 2: Strengthen schools’ capacity to ensure learners’ continuity to next stage.

Dropout data
Grade level Baseline S.Y. S.Y. S. Y.
SY 2017- 2018- 2019- 2020-
2018 2019 2020 2021
KD 0 0 0 0
Gr-1 0 0 0 0
1. Conducted
Continuous
Gr-2 0 0 0 0 Home-Visitation
1.
Dropout SY SY202 SY Gr-3 0 0 0 0
2022- 3- 2024- 2. Intensified Disadvantaged
0% drop-out rate
2023 2024 2025 YES implementation learners
Gr-4 0 0 0 0 was maintained
Elem of the Drop-Out
Reduction 2. PARDOS
Gr-5 0 0 0 0
Program
(DORP) in
Gr-6 0 0 0 0
School
Total 0 0 0 0

Reasons for dropping out: change of residence,

poverty/ malnutrition, child labor, death
Community Mapping(in & School enrollment 1. Intensified
out of school) by age implementation
Age 18- 19- 20- 18- 19- 20- of the Balik
SY SY2023- SY 19 20 21 19 20 21 Eskwela
2022- 2024 2024-
2023 2025 1. Transfer of Program
Percenta 25% 40% 55% Some pupils go to residence 1. School aged
ge of 4 other schools 2. Intensify pupils
Schools
NO
offering SPED 2. Death instructional
Conducti Classes supervision & 2. Teachers
ng Child
Mapping 5 56 25 45 54 22 42
3. Illness technical
Activity assistance to
KD
improve the
6 47 48 21 Gr-1 45 45 19 teaching &
7 48 48 53 Gr-2 46 46 50 learning process
 ANNEX 3 Gap Analysis Template
B. SCHOOL PERFORMANCE
B5. GROUPS
B3.
B2. CURRENTLY B4. PROJECTS THAT
A. DIVISION TARGETS INHIBITING
CONTRIBUTING IMPLEMENTED REQUIRE
B1. DATA NEEDED FACTORS
ATTENTION
YES/
EXPLANATION
NO
8 67 45 48 Gr-3 65 43 48
9 42 43 48 Gr-4 40 40 46
10 40 39 42 Gr-5 38 38 40
11 40 40 40 Gr.6 39 39 39
12
13

340 288 297

Total 327 273 284
1. Conduct of
Continuous
Teacher-Home
Visitation
activities
School SY SY202 SY School Leaver Rate data
Leaver 2022- 3- 2024- Baseline S.Y. S.Y. S. Y. SY
Rate 2023 2024 2025
School target is 2. Intensified 1.
SY 2017- 2018- 2019- 2020- 2021- YES
Elem 0.90% 0.84% 0.78% 2018 2019 2020 2021 2022 achieved implementation Marginalized
ELEM 0 0 0 0 0 of school Pupils
programs and
projects to
maintain/
increase
enrolment
1.
COHORT SURVIVAL RATE
Baseline SY SY SY SY Implementation
SY 2017- 2018- 2019- 2020- 2021- -Some pupils of interesting
1. Over-aged
Cohort SY SY2023- SY 2018 2019 2020 2021 2022 transfer residence programs &
learners
Survival 2022- 2024 2024- due to work projects to
Rate 2023 2025 ELEM 103.51 95.65 100 100 120 YES
opportunities of enhance
Elem 97.60% 97.68% 97.76% 2. Deprived
parents & family enrolment & to
Learners
problems avoid
Reasons for leaving school: transfer of residence, transferring out
went abroad, transfer to other schools of learners
 ANNEX 3 Gap Analysis Template
B. SCHOOL PERFORMANCE
B5. GROUPS
B3.
B2. CURRENTLY B4. PROJECTS THAT
A. DIVISION TARGETS INHIBITING
CONTRIBUTING IMPLEMENTED REQUIRE
B1. DATA NEEDED FACTORS
ATTENTION
YES/
EXPLANATION
NO
1.
Implementation
of interesting
school programs
such as Sports,
COMPLETION RATE Health &
Completi SY SY2023- SY Completion rate for
wellness
on Rate 2022- 2024 2024- Baseline S.Y. S.Y. S. Y. SY the next 3 years 1. Pupils
2023 2025 YES 2. Practice of
SY 2017- 2018- 2019- 2020- 2021- must be maintained
Elem 96.19% 96.75% 97.32% 2018 2019 2020 2021 2022 transparency on
as 100%
ELEM 103.51 95.65 97.5 100 120 financial matters
3. Redouble
public
relationship with
stakeholders

1. Strengthen
instructional
REPETITION RATE supervision to
enhance
Repetitio SY SY2023- SY Repetition rate for
teaching skills of
n Rate 2022- 2024 2024- Baseline SY SY SY SY the last 3 years
2023 2025 SY 2017- 2018- 2019- 2020- 2021- YES teachers 1. Pupils
were maintained as
Elem 0.70% 0.57% 0.44% 2018 2019 2020 2021 2022 2. Conduct of
0%
Repetitio 1.11 0.67 0 0 0 InSeT/ LAC
n Rate Sessions to
capacitate
teachers
TRANSITION RATE
Transitio SY SY2023- SY
n Rate 2022- 2024 2024- Baseline SY SY SY SY
2023 2025 SY 2017- 2018- 2019- 2020- 2021- N/A
Elem 101.90 102.52% 103.14% 2018 2019 2020 2021 2022
% Transitio
n Rate
 ANNEX 3 Gap Analysis Template
B. SCHOOL PERFORMANCE
B5. GROUPS
B3.
B2. CURRENTLY B4. PROJECTS THAT
A. DIVISION TARGETS INHIBITING
CONTRIBUTING IMPLEMENTED REQUIRE
B1. DATA NEEDED FACTORS
ATTENTION
YES/
EXPLANATION
NO
Data of Pupils with Special Needs Enrolled in School:
SY SY SY SY SY
2018- 2019- 2020- 2021- 2022- 1. Self learning/
2019 2020 2021 2022 2023 school initiated
1. Pupils with
trainings to
KD 1 special needs enroll
SY SY2023- SY teachers to
in nearby school/s
2022- 2024 2024- I 1 handle pupils
2023 2025 offering special
II 1 with special
No. of 116 186 255 programs 1. Pupils with
YES needs
Schools III 1 1 special needs
Offering 2. Teachers are not
inclusion IV 1 1 2. Request for
program trained to handle
V 1 1 assessment of
children with special
VI 1 1 the suspected
needs
learners with
special needs
Learners with special needs are accepted &
mainstreamed in regular classes.
Percentage of schools with appropriate teacher- YES 1. The school has 1. Intensify
complete teachers Home Visitation
learner ratio
Grade Teacher-Learner Ratio with exact teaching program 1.
Teachers SY 2022- SY2023- SY 2024-
2023 2024 2025 level loads with different Marginalized
Elem coordinatorship 2. learners
Baseline SY 2019- SY2020- SY which require them Implementation
KD: 25 learners per session or maximum of 30
SY 2018- 2020 2021 2021- to render extra of more
learners per session (1 teacher per 2 sessions) 2019 2022 services so often. programs/
G1-G2: 30 learners per class, max of 35 learners KD 1:23 1:52 1:22 1:30 projects to
(1 teacher per class)
2. Low enrolment attract maximum
G3: 30 learners per class, max of 35 learners (7
Gr-1 1:36 2:44 2:45 intake because enrolment
teachers for every 6 classes or 7:6 as
some school aged
specialization factor)
Gr-2 1:38 2:46 1:19 pupils enroll to other
G4-G6: 40 learners per class, max of 45 learners
schools
7 teachers for every 6 classes or 7:6 as
specialization factor) Gr-3 1:38 2:43 2:50
3. OSYs are
enrolled in ALs
Gr-4 2:40 2:40 2:48

Gr-5 1:38 1:38 1:45

 ANNEX 3 Gap Analysis Template
B. SCHOOL PERFORMANCE
B5. GROUPS
B3.
B2. CURRENTLY B4. PROJECTS THAT
A. DIVISION TARGETS INHIBITING
CONTRIBUTING IMPLEMENTED REQUIRE
B1. DATA NEEDED FACTORS
ATTENTION
YES/
EXPLANATION
NO
Gr-6 1:39 1:39 1:42

KD: 2 classes w/ 1 teacher

Grades I-III: 1 class w/ 1 teacher
Grades IV-VI: 1 class w/ 1 teacher (a subject teacher
shares the learning loads

Grade Toilet Seat Handwash

Level
SY SY SY SY SY SY
2018- 2019- 2020- 2018- 2019- 2020-
2019 2020 2021 2019 2020 2021

SY 2022- SY2023- SY 2024- 1. Continuous

KD 1 1 1 1 1 1
2023 2024 2025 proper utilization
I 1 1 1 1 1 1
II 1 1 1 1 1 1 of school funds
III 1 1 1 1 1 1 Toilet seat : pupil (e.g. MOOE) in 1. SH
Percentage 97.00% 97.50% 97.75% IV 1 1 1 1 1 1 ratio is 1:13 the repair/ 2. Teachers
V 1 1 1 1 1 1 YES
Hand wash : pupil construction/ 3. All other
of schools VI 1 1 1 1 1 1 ratio is 1:5 concreting of stakeholders
with WASH Total 7 7 7 7 7 7
toilet seats &
facility Toilet seats: Each instructional classroom including
hand wash
Toilet seat: 1 seat:50 learners per gender the non-instructional rooms has a toilet
facilities
Hand wash facility: 1:100 seat
The school has separate 4 toilet seats
specified according to gender (2 for
males, 2 for females)
Hand wash facilities: Each classroom has handwash
facility
The school has 25 handwash sinks
Number of modules
SY 2022- SY2023- SY 2024-
Number of modules 2023 2024 2025
Fx Library SY 2022- SY2023- SY 2024- No. of Modules 100% 100% 100%
2023 2024 2025
YES
Elem 100% 100% 100%
Each pupil who is in distant learning scheme receives
complete sets of modules
 ANNEX 3 Gap Analysis Template
B. SCHOOL PERFORMANCE
B5. GROUPS
B3.
B2. CURRENTLY B4. PROJECTS THAT
A. DIVISION TARGETS INHIBITING
CONTRIBUTING IMPLEMENTED REQUIRE
B1. DATA NEEDED FACTORS
ATTENTION
YES/
EXPLANATION
NO
1. Intensify 1.
Fx Library SY 2019- SY 2020- SY 2021- 1. In implementation Disadvantaged
Number of functional library
Fx Library SY 2022- SY2023- SY 2024-
2020 2021 2022 1. Each classroom availability of of reading pupils
Elem 0 0 0 has a reading non- remedial 2. Struggling
2023 2024 2025 NO
Elem corner. Cabinets instructional instruction using Learners
The school has no established functional library with books are classroom for the reading
provided for pupils’ school library corner in each
references classroom
1. Continuous
implementation
of school repairs
Number of seats Number of seats 1. Teachers
for the
Seats (Chairs) SY 2022- SY2023- SY 2024- SY 2019- SY 2020- SY 2021- The school has
2023 2024 2025 functionality of
2020 2021 2022 more than enough 2. SH
Elem Seats (Chairs) 100% 100% 98% NO physical
functional seats to
Standard: 1 seat per learner Pupil-seat ratio is 1:1 facilities
all the learners 3. Other
including
stakeholders
procurement of
additional
chairs/ seats
Intermediate Outcome 2. Equity (School-age children and youth, and adults in situations of disadvantage benefitted from appropriate equity initiatives)
Strategy 1: Improve program management and service delivery
No. of SY SY2023- SY
Teachers 2022- 2024 2024-
trained in 2023 2025
inclusive
education
(teaching Data on teaching, non-teaching, and stakeholders
N/A
and non- trained on inclusive education (ELEM)
teaching)
SPED/
LSENs
IPeD
Percentag SY SY2023- SY Data on teaching, non-teaching, and stakeholders N/A
e. of 2022- 2024 2024- trained on inclusive education (ELEM)
Teachers 2023 2025
trained in
inclusive
education
(Stakehold
ers)
 ANNEX 3 Gap Analysis Template
B. SCHOOL PERFORMANCE
B5. GROUPS
B3.
B2. CURRENTLY B4. PROJECTS THAT
A. DIVISION TARGETS INHIBITING
CONTRIBUTING IMPLEMENTED REQUIRE
B1. DATA NEEDED FACTORS
ATTENTION
YES/
EXPLANATION
NO
SPED/
LSENs
IPeD

Strategy 3: Promote partnerships to benefit education for learners in situations of disadvantage

Data on partnership with external providers of

inclusive education

No. of MOA SY 2022- SY2023- SY 2024-

Forged with 2023 2024 2025
Stakeholders
SPED N/A
IPeD
ALS

Performance Indicator on Equality

Gender-Parity SY 2022- SY2023- SY 2024-

Index on 2023 2024 2025
Completion N/A
Elem 0.985% 0.990% 0.995%

Intermediate Outcome 3. Quality (Learners complete K-12 basic education having attained all learning standards that equip them with the necessary skills and attitudes to pursue their chosen
paths)
Strategy 3: Strengthen the competence of teachers and instructional leaders in areas as content knowledge and pedagogy/instruction, curriculum and planning, responding to learner diversity,
and assessment and reporting
 ANNEX 3 Gap Analysis Template
B. SCHOOL PERFORMANCE
B5. GROUPS
B3.
B2. CURRENTLY B4. PROJECTS THAT
A. DIVISION TARGETS INHIBITING
CONTRIBUTING IMPLEMENTED REQUIRE
B1. DATA NEEDED FACTORS
ATTENTION
YES/
EXPLANATION
NO
1. Continuous
provision of
Number of SY 2022- SY2023- SY 2024- SY 2022- SY2023- SY 2024- Teachers of the
upskilling & 1. Teachers w/
inducted 2023 2024 2025 2023 2024 2025 school has 6 &
teachers YES reskilling school 0-3 years in
Number of 100% 100% 100% more years in the
Elem 100% 100% 100% inducted teachers based InSeTs/ the service
service
LAC Sessions to
teachers
KPIs SY 2022- SY2023- SY 2024- Data on proficiency in Stage 3 numeracy and literacy
2023 2024 2025 standards
Percentage of 48.18% 50.18% 52.18%
Grade 2/3
learners
attaining at least
the minimum
level of
proficiency in
Reading and
Listening
comprehension
increased
Percentage of 43.04% 45.04% 47.04%
Grade 2/3
learners
achieving at
least the
minimum level of
proficiency in
English
Percentage of 59.31% 61.31% 63.31%
Grade 2/3
learners
achieving at
least the
minimum level of
proficiency in
Filipino
Percentage of 56.65% 58.65% 60.65%
Grade 2/3
learners
achieving at
least the
minimum level of
proficiency in
Mother Tongue
(excluding
 ANNEX 3 Gap Analysis Template
B. SCHOOL PERFORMANCE
B5. GROUPS
B3.
B2. CURRENTLY B4. PROJECTS THAT
A. DIVISION TARGETS INHIBITING
CONTRIBUTING IMPLEMENTED REQUIRE
B1. DATA NEEDED FACTORS
ATTENTION
YES/
EXPLANATION
NO
Tagalog
speakers)
Intermediate Outcome 4. Resiliency and Well-Being (Learners are resilient and know their rights, and have skills to protect themselves and exercise their education related rights, while being
aware of their responsibilities as individuals and as members of society)
Strategy 1: 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
1. Strengthen
values
integration in all
classes to avoid
misbehaviors to
pupils
SY 2022- SY2023- SY 2024-
SY 2022- SY2023- SY 2024-
2023 2024 2025 The school has
2023 2024 2025 2. Constant use
Establishment of 100% 100% 100%
Establishment of 100% 100% 100% maintained a Child
School YES of “Catching
Protection
School Protection Protection
Committee (Yes Each Others’
Committee (Yes Committee
or No)
or No) Doing Right” 1. Pupils
principle to build
up enthusiasm
among pupils to
display
wholesome
attitudes
Strategy 2: Protect learners and personnel from death, injury, and harm brought by natural and huma-induced hazards
1. InSeT on
Improving
SY 2022- SY2023- SY 2024-
Mental Wellness
2023 2024 2025 SY 2022- SY2023- SY 2024- The school
Percentage of 2023 2024 2025 Among
conducts MPHSS 1. SH
School Percentage of 100% 100% 100% Teachers
personnel School personnel YES training/s/ LAC
capacitated on capacitated on Sessions among 2. Teachers
2. Conduct of
providing providing MPHSS teachers
MPHSS team building
activities among
the teachers
SY 2022- SY2023- SY 2024- SY 2022- SY2023- SY 2024- YES The school 1. Provision of 1. SH
2023 2024 2025 2023 2024 2025 implements the 1 the activity
Percentage of Percentage of 100% 100% 100%
School learners School learners week MPHSS sheets to all 2. Teachers
 ANNEX 3 Gap Analysis Template
B. SCHOOL PERFORMANCE
B5. GROUPS
B3.
B2. CURRENTLY B4. PROJECTS THAT
A. DIVISION TARGETS INHIBITING
CONTRIBUTING IMPLEMENTED REQUIRE
B1. DATA NEEDED FACTORS
ATTENTION
YES/
EXPLANATION
NO
learners &
thorough
discussions in
activities to all the the class
capacitated on
providing
capacitated on classes every
providing MPHSS beginning of 2. Supervision 3. Pupils
MPHSS
classes on the conduct
of the 1 week
MPHSS lessons

SY 2022- SY2023- SY 2024-

2023 2024 2025
SY 2022- SY2023- SY 2024- Percentage of 10% 15% 20%
2023 2024 2025 Few emergency Strengthen 1. SH
available Safety Lack of school
Percentage of and emergency supplies and linkages to 2. Teachers
resources to
available Safety supplies and NO equipment are solicit funds 3. SPTA
and emergency purchase such
equipment present in school from 4. Other
supplies and equipment
equipment
DRRM Office stakeholders stakeholders
Safety and emergency supplies and equipment
provided to DepEd schools.
SY 2022- SY2023- SY 2024-
2023 2024 2025
Percentage of
available Early N/A
Warning
Systems (EWS)
SY 2022- SY2023- SY 2024-
2023 2024 2025
SY 2022- SY2023- SY 2024- Percentage of 50% 75% 100% Conduct of 1. CO/ RO/
2023 2024 2025 teachers trained Limited
school based SDO officials
Percentage of in handling trainings from
teachers trained Only 3 of the training on the in charge of
learners the higher
in handling experiencing teachers have handling pupils the trainings
YES offices are
learners mental and undergone the experiencing
experiencing psychosocial offered for the
trainings mental & 2. SH
mental and health issues. teachers to
psychosocial psychosocial
attend
health issues. health issues 3. Teachers
Not all teachers are trained to handle learners
experiencing mental and psychosocial health issues.
 ANNEX 3 Gap Analysis Template
B. SCHOOL PERFORMANCE
B5. GROUPS
B3.
B2. CURRENTLY B4. PROJECTS THAT
A. DIVISION TARGETS INHIBITING
CONTRIBUTING IMPLEMENTED REQUIRE
B1. DATA NEEDED FACTORS
ATTENTION
YES/
EXPLANATION
NO
Learner- SY 2022- SY2023- SY 2024-
Satisfaction 2023 2024 2025
Rating on Right- N/A
Based Education
Elem 80% 81.67% 82.50%

Strategy 4: Nurture and protect learners’ mental and psychosocial health

SY 2022- SY2023- SY 2024-
2023 2024 2025
SY 2022- SY2023- SY 2024- 1. SH
2023 2024 2025
Percentage of 35% 33% 31% Conduct of
learners tracked Continuous 2. Teachers
Percentage of as to health and school initiated
YES implementation of
learners tracked nutrition feeding program
as to health and SBFP 3. Pupils
conditions among pupils
nutrition
conditions 4. Parents
Post COVID-19 tracking of learners’ health and
nutrition conditions

Strategy 5: Promote learners, physical and socio-emotional skills development

SY 2022- SY2023- SY 2024-

2023 2024 2025
Percentage of 50% 75% 100%
Teaching and
SY 18-19 SY19-20 SY20-21 non-teaching
Percentage of personnel trained The 4 male Intensifying
Teaching and on after school teachers are sports program SH
non-teaching sports program YES actively joining and to attract
personnel
trained on after conducting school participation of Teachers
school sports sports program all teachers
program 4 out of 8 teachers are actively joining school & other
sports programs

SY 18-19 SY19-20 SY20-21 N/A

No. of MOA
Forged with
Stakeholders on
 ANNEX 3 Gap Analysis Template
B. SCHOOL PERFORMANCE
B5. GROUPS
B3.
B2. CURRENTLY B4. PROJECTS THAT
A. DIVISION TARGETS INHIBITING
CONTRIBUTING IMPLEMENTED REQUIRE
B1. DATA NEEDED FACTORS
ATTENTION
YES/
EXPLANATION
NO
after school
sports program

Governance -Enabling Mechanism

Strategy 2: Improve and modernize internal systems and processes for a responsive and efficient financial management resources

1. SH
SY 2022- SY2023- SY 2024- SY 2022- SY2023- SY 2024- The school has
Lack of
2023 2024 2025 2023 2024 2025 limited resources to 1. Strengthen
School SBM Level 2 3 4 resources 2. Teachers
No. of Schools NO be used to qualify linkages to
with SBM Level (Human &
for a higher SBM stakeholders
4 Data on School SBM level Materials) 3. Other
levels
stakehoders