Sip 2023 2028 Template

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SIP 2023-2028 Template
elementary education (Kuguita Elementary School)
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SCHOOL
IMPROVEMENT
PLAN
2023-2028
Cover Page

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SCHOOL IMPROVEMENT PLAN 2028 APPROVAL SHEET
The SCHOOL IMPROVEMENT PLAN FOR FISCAL YEARS 2023-2028
attached hereto, prepared and submitted by the School Planning Team of Name of
District is hereby accepted and approved by the division planning committee.
IRENE C. CULASTE-QUIMBO ________________________

SEPS Planning & Research/Member Date Signed
SUZETTE T. FERRARIZ ________________________

Budget Officer/Member Date Signed
RANDY H. PORRAS ________________________

Accountant/Member Date Signed
ARTEMIO REY S. ADAJAR ________________________

Chief, SGOD/ Co-Chair Date Signed
ELBERT R. FRANCISCO ________________________

Chief, CID/ Co-Chair Date Signed
LANILA M. PALAPAR ________________________

ASDS/ Chair Date Signed
VICTORIA V. GAZO ________________________

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SDS/Adviser Date Signed
SIP QUALITY ASSURANCE APPROVAL SHEET
The SCHOOL IMPROVEMENT PLAN FOR FISCAL YEARS 2023-2028
attached hereto, prepared and submitted by the School Planning Team of Name of
School, Name of District has been examined and recommended for acceptance and
approval in the Division Planning Committee.
SIP PANEL OF EXAMINERS
Approved by the Division SIP Quality Assurance Committee on Oral Examination.
____________________________ ____________________________
Member Member
____________________________ ____________________________
Member Member
____________________________
Chair

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TABLE OF CONTENTS
Title Page
TABLE OF CONTENTS i
List of Tables Ii
List of Figures Iii
List of Acronyms
1.0 DEPED’S VISION, MISSION, AND CORE VALUES 1
2.0 SCHOOL’S CURRENT SITUATION 4
2.1. Introducing the School 5
2.2. School Performance on Access 6
2.3. School Concerns on Equity and Inclusion 8
2.4. School Performance on Quality 9
2.5. School Concerns on Resilience and Well- 12
being
2.6. School Concerns on Governance 15
2.7. Other Unique Concerns 17
3.0 IMPROVEMENT PLAN 18
3.1. Key Performance Targets 19
3.2. School Strategic Directions and Key 22
Interventions
4.0 FINANCIAL PLAN 30
4.1. Six Year Indicative Financial Plan 31
4.2. Annual Improvement Plan 33
5.0 SCHOOL MONITORING, EVALUATION AND 35
ADJUSTMENTS
6.0 RISK MANAGEMENT PLAN 38
7.0 ANNEXES 40

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LIST OF TABLES
Table Title Page

Number
Table 1 13
Table 2 13
Table 3 35
Table 4 35
Table 5 36
Table 6 36
Table 7 37
Table 8 38
Table 9 38
Table 10 39
Table 11 48

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LIST OF FIGURES
Figure Title Page

Number
Figure 1 3
Figure 2 12
Figure 3 16
Figure 4 17
Figure 5 18
Figure 6 19
Figure 7 19
Figure 8 20
Figure 9 20
LIST OF ACRONYMS
DELETE the acronym if it is not found in your SIP.

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4Ps Pantawid Pamilyang Pilipino Program
A&E Accreditation and Equivalency
ABM Accountancy, Business, and Management
ACTRC Assessment, Curriculum, and Technology Research

Centre
ADM Alternative Delivery Mode
AI Artificial Intelligence
AIP Annual Implementation Plan
AIR Annual Implementation Review
ALIVE Arabic Language and Islamic Values Education
ALS Alternative Learning System
AP Araling Panlipunan
APIS Annual Poverty Indicators Survey
ARREST Acquired Reading Remedies and Enhanced System

and Tools (Reading KS1)
ASEAN Association of Southeast Asian Nations
BAEd Bureau of Alternative Education
BARMM Bangsamoro Autonomous Region in Muslim

Mindanao
BEA Bureau of Education Assessment
BEDP Basic Education Development Plan
BEEA Basic Education Exit Assessment
BEFF Basic Education Facilities Fund
BEIS Basic Education Information System
BE-LCP Basic Education - Learning Continuity Plan

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BELLCs Bridging and Enhancing Least Learned Competencies
BERA Basic Education Research Agenda
BERDP Bangsamoro Education Reform and Development

Plan
BERF Basic Education Research Fund
BESA Basic Education Sector Analysis
BESRA Basic Education Sector Reform Agenda
BHROD Bureau of Human Resource and Organizational

Development
BLEPT Board Licensure Exam for Professional Teachers
BLGU Barangay Local Government Unit
BLR Bureau of Learning Resources
BLSS-SHD Bureau of Learner Support Services - School Health

Division
BMI Body Mass Index
BRAINS Beginning Reading Activities in Nurturing Students
CAR Children-at-Risk
CAR Cordillera Administrative Region
CBS Cash-based Budgeting System
CCAM Climate Change Adaptation and Mitigation
CHED Commission on Higher Education
CICL Children in Conflict with the Law
CID Curriculum Implementation Division
CLC Community Learning Center
CLMD Curriculum and Learning Management Division

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CO Central Office
COA Commission on Audit
CODE-SER Compilation and Demonstration on Strategies

Enhanced Resources
CPD Continuing Professional Development
CPU Child Protection Unit
CR Completion Rate
CRE Child Rights Education
CREDe Child Rights in Education Desk
CRRP Comprehensive Rehabilitation and Recovery Plan
CSO Civil Society Organizations
CSR Cohort Survival Rate
CuCon Curriculum Contextualization of IPEd implementing

Schools
CWC Council for the Welfare of Children
CWD Children with Disabilities
DAT Division Achievement Test
DBM Department of Budget and Management
DECS Department of Education, Culture, and Sports
DEDP Division Education Development Plan
DepEd Department of Education
DERPS DepEd Enterprise Resource Planning System
DILG Department of Interior and Local Government
DMS Document Management System
DO DepEd Order

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DO Division Office
DOF-BLGF Department of Finance - Bureau of Local Government

Finance
DOH Department of Health
DOLE Department of Labor and Employment
DOST Department of Science and Technology
DPRP Disaster Preparedness and Response Program
DPWH Department of Public Works and Highways
DR Dropout Rate
DRRM Disaster Risk Reduction and Management
DRRMO Disaster Risk Reduction and Management Office
DRRMS Disaster Risk Reduction and Management Service
DSWD Department of Social Welfare and Development
DTFC-19 DepEd Task Force COVID-19
EBEIS Enhanced Basic Education Information System
ECCD Early Childhood Care and Development
ECE Early Childhood Education
EGMA Early Grades Mathematics Assessment
EGRA Early Grades Reading Assessment
EiE Education in Emergencies
ELLNA Early Language, Literacy, and Numeracy Assessment
EMIS Education Management and Information System
EOSY End of School Year
ES Elementary School

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ESC Education Service Contracting
EsP Edukasyon sa Pagpapakatao
ESSD Education Support Services Division
EWS Early Warning Systems
ExeCom Executive Committee
FLASK Functional Laboratories in Science in K to 12
F-LeaRN Functional Learning Resources and Networking
FLEMMS Functional Literacy, Education, and Mass Media

Survey
FLT Functional Literacy Test
FTAD Field Technical Assistance Division
FY Fiscal Year
G Grade
GAA General Appropriations Act
GAS General Academic Strand
GASTPE Government Assistance to Students and Teachers in

Private Education
GCRV Grave Child Rights Violations
GDP Gross Domestic Product
GER Gross Enrolment Rate
GER Gross Enrollment Rate
GIDA Geographically Isolated and Disadvantaged Areas
GIS Geographic Information System
GPS Global Positioning System
HDI Human Development Index

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HDPRC Human Development and Poverty Reduction Cluster
HEI Higher Education Institution
HRDD Human Resources Development Division
HRIS Human Resource Information System
HUMSS Humanities and Social Sciences
IA Industrial Arts
IATF-EID Inter-Agency Task Force for the Management of

Emerging Infectious Diseases
ICT Information Communication Technology
ICT Information and Communications Technologies
IEC Information, Education, and Communication
IIEP International Institute for Educational Planning

(UNESCO)
ILSA International Large-scale Assessment
IMF International Monetary Fund
iOpen App Open Approach Innovation cum Lesson Study in

21 Teaching and Learning 21st Century Mathematics
IP Indigenous Peoples
IPCC Intergovernmental Panel on Climate Change
IPEd Indigenous Peoples Education
IPRA Indigenous Peoples Rights’ Act
IQR Interquartile Ratio
IRR Implementing Rules and Regulations
IS Integrated School
JDVP Joint Voucher Delivery Program

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JHS Junior High School
K Kindergarten
K to G10 Kindergarten to Grade 10
K to G12 Kindergarten to Grade 12
KPI Key Performance Indicator
KSAV Knowledge, Skills, Attitudes, and Values
LAC Learning Action Cell
LAS Learning Activity Sheets
LASAPIN Larawan at Salita Tungo sa Pagbasang may Interest

in Filipino
LC Learning Competency
LCSFC Longitudinal Cohort Study on the Filipino Child
LDF Local Development Fund
LGBT Lesbian, Gay, Bisexual, and Transgender
LGU Local Government Unit
LIS Learners Information System
LMS Last Mile Schools
LMS Learning Management System
LR Learning Resources
LRA Land Registration Authority
LRN Learner Reference Number
LRPC Learning Resources and Platforms Committee
LSB Local School Board
LTE Learning Tools and Equipment

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LUCs Local Universities and Colleges
LWD Learner with Disabilities
M&E Monitoring and Evaluation
ManCom Management Committee
MAPEH Music, Art, Physical Education, and Health
MA-ProS Mathematics Assessment in Problem-Solving
MBHTE Ministry of Basic, Higher, and Technical Education
MEA Monitoring, Evaluation, and Adjustment
MELCs Most Essential Learning Competencies
MEP Madrasah Education Program
MFAT Multi-factored Assessment Tool
MGOs Municipal Government Units
MHPSS Mental Health and Psychosocial Support Services
MOA Memorandum of Agreement
MOOE Maintenance and Other Operating Expenses
MOV Means of Verification
MPPE Multigrade Program in Philippine Education
MPS Mean Percentage Score
MT Mother Tongue
MTB-MLE Mother Tongue-based Multilingual Education
MTR Mid-term Review
NAT National Achievement Test
NBDB National Book Development Board
NC National Certificate

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NCAE National Career Assessment Examination
NCCA National Commission for Culture and the Arts
NCCT National Council for Children’s Television
NCIP National Commission on Indigenous People
NCR National Capital Region
NCS National Competency Standards
NDRRMC National Disaster Risk Reduction and Management

Council
NDRRMF National Disaster Risk Reduction and Management
Fund
NEAP National Educators Academy of the Philippines
NEDA National Economic and Development Authority
NER Net Enrolment Rate
NGO Non-governmental Organization
NIR Net Intake Rate
NNC National Nutritional Council
NSA National Sports Association
NSBI National School Building Inventory
ODA Official Development Assistance
OE Outcome Evaluation
OECD Organization for Economic Cooperation and

Development
OPCRF Office Performance Commitment and Review Form
OSA Out-of-School Adults
OSC Out-of-School Children

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OSCY Out-of-School Children and Youth
OSDS Office of the Schools Division Superintendent
OSY Out-of-School Youth
PAP Programs, Activities, and Projects
PATSS Profiling and Aligning TLE and TVL Specialization of

Students
PBEd Philippine Business for Education
PBSP Philippine Business for Social Progress
PCNA Post-conflict Needs Assessment
PDNA Post-disaster Needs Assessment
PDP Philippine Development Plan
PEAC Private Education Assistance Committee
PESM Philippine Education Simulation Model
Phil-IRI Philippine Informal Reading Inventory
PHIVOLCS Philippine Institute of Volcanology and Seismology
PHSA Philippine High School for the Arts
PIDS Philippine Institute for Development Studies
PIR Program Implementation Review
PISA Program for International Student Assessment
PISA Program for International Student Assessment
PMIS Program Management Information System
POC Persons of Concern
PPAs Programs, Projects, and Activities
PPRD Policy, Planning, and Research Division

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PPSSH Philippines Professional Standards for School Heads
PPST Philippine Professional Standards for Teachers
PQF Philippine Qualifications Framework
PRC Professional Regulations Commission
PSA Philippine Statistics Authority
PSC Philippine Sports Commission
PTAs Parent-Teacher Associations
QAD Quality Assurance Division
QPIR Quarterly Program Implementation Review
QRF Quick Response Fund
RA Republic Act
RADaR Rapid Assessment of Damages Report
RAT Regional Achievement Tests
RBE-DepEd Rights-based Education in DepEd
RBEP Regional Basic Education Plan
RCTQ Research Center for Teacher Quality
RDC Regional Development Council
RO Regional Office
RRS Rights-Respecting Schools
SAAODB Status of Appropriations, Allotments, Obligations,

Disbursements, and Balances
SBFP School-based Feeding Program
SBM School-based Management
SDG Sustainable Development Goal

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SDO Schools Division Office
SDS Schools Division Superintendent
SEAMEO- Southeast Asian Ministers of Education Organization

Innotech - Regional Center for Educational Innovation and
Technology
SEAMEOSE Southeast Asian Ministers of Education Organization
ARCA - Southeast Asian Regional Center for Graduate
Study and Research in Agriculture
SEA-PLM Southeast Asia - Primary Learning Metrics
SEF Special Education Fund
SGC School Governing Council
SGOD Schools Governance and Operations Division
SHS Senior High School
SIP School Improvement Plan
SLM Self-learning Module
SLR Supplementary Learning Resources
SPED Special Education
SReYA School Readiness Year-end Assessment
SSB Safe Schools from Bullying
STEM Science, Technology, Engineering, and Mathematics
SUCs State Universities and Colleges
SY School Year
TA Technical Assistance
TALIS Teaching and Learning International Survey
TEIs Teacher Education Institutions

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TESDA Technical Education and Skills Development

Authority
TIMSS Trends in International Mathematics and Science
Study
TLS Temporary Learning Spaces
TM Teachers’ Manuals
TSS Teacher Salary Subsidy
TVET Technical and Vocational Education and Training
TVL Technical-Vocational-Livelihood
TVL Technical-Vocational Laboratory
TWG Thematic Working Groups
TX Textbook
TXPr Textbook-to-Pupil Ratio
UN United Nations
UNCRPD United Nations Convention on the Rights of Persons

with Disabilities
UNDP United Nations Development Programme
UNDRR United Nations Office for Disaster Risk Reduction
UNESCO United Nations Educational, Scientific, and Cultural

Organization
UNFPA United Nations Population Fund
UNICEF United Nations Children’s Fund
USAID United States Agency for International Development
VP Voucher Program
WFP Work and Financial Plan
WHO World Health Organization

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WinS WASH in Schools
WinS-OMS WASH in Schools - Online Monitoring System

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SCHOOL’S CURRENT
SITUATION
2.1. Introducing the School
The Barorawon Elementary School has a land area of 20, 000 square
metersIn paragraph form, describe the school which may include but is
not limited to:
i. size of school,
ii. curriculum offering
iii. location and catchment areas,
iv. environment and socio-economic condition,
v. physical environment,
vi. Immediate community, and
vii. linkages.
2.2. School Performance on Access

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Present the 4 years historical data per KPI followed by characterization,

analysis, and discussion.
i. enrolment trends (minimum of 4 years historical data) including its
analysis,
ii. historical data on:
a) community intake rate (5-year-old children located in the
catchment areas) for the elementary level,
b) simple drop-out rate,
c) school leaver rate, and
d) transition rates,
iii. good performing and problematic KPIs (identified per grade or key
stage) and corresponding causes (best practices and bottlenecks
-internal or external factors),
iv. analysis of the strengths or weaknesses of past interventions or
programs/projects/activities in relation to access and
v. Foreseeable problems if problematic KPIs are not acted upon
2.3. School Concerns on Equity and Inclusion

Analysis of issues on inclusion programs or initiatives. 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. This section will:
i. identify and describe these learners in disadvantaged sector.
ii. describe the challenges they are face in accessing basic education
iii. explain the strength or weaknesses of past interventions or
programs/projects/activities or practice in relation to reading
iv. discuss potential problems if performance issues are not addressed
(if necessary).
2.4. School Performance on Quality

i. Reading Proficiencies/Competencies
a) present and describe the level of reading competencies of all
learners,

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b) show the group of high and low performers,

c) provide explanation of causes (internal or external factors),
d).explain the strength or weaknesses of past interventions or
programs/projects/activities in relation to reading
e. discuss potential problems if performance issues are not
addressed (if necessary).
ii. Learning Standards/Performance
a) present and describe latest performance in the National
Achievement Test by Subject by group/grade,
b) show the group/grade level in high and low performance,
c) provide explanation of causes (internal or external
factors),
d). explain the strength or weaknesses of past interventions or
programs/projects/activities or practice in relation to reading
e). discuss potential problems if performance issues are not
addressed (if necessary).
The school may also discuss the performance in regional and division
tests (if available), awards and recognition, performance in ILSAs
(International Large-Scale Assessments) (if the school has participated)
2.5. School Concerns on Resilience and Well-being

Analysis of nutritional status of learners, incidence of bullying, school
hazards, mental and psychosocial condition including security and
peace and order situation
2.6. School Concerns on Governance

May include school resources analysis on human resources, school
resources, and development prospects. Basic ratios may be presented
and teacher performance, SBM practice, and partnerships, among
others. Discuss in this section the governance issues encountered by
the school for the last 3 years.

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2.7. Other Unique Concerns

It may include unique issues that are not captured in the 4 pillars.
3.0.
IMPROVEMENT PLAN

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3.1. Key Performance Targets

Table _____. Key Performance Targets of the School
KPI Level Base- Performance Targets
line
Year Year Year Year Year Year
1 2 3 4 5 6
Gross Kinder
Enrolm
ent Elem
Rate JHS
SHS
Net Kinder
Enrolm
Elem
ent
Rate JHS
SHS
Transiti Elem
on Rate
JHS
SHS

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ALS BLP
Enrolm
A&E Elem
ent
A&E JHS
Cohort Elem
Surviva
JHS
l Rate
JHS to
SHS
Comple Elem
tion
JHS
Rate
JHS to
SHS
School Elem
Leaver
JHS
Rate
JHS to
SHS
Nationa Grade 3
l Overall
Achiev
Aral Pan
ement
3
Test
(at English 3
least
Proficie EsP 3
nt
Level) Filipino 3
MAPEH 3
Math 3
Science 3
Grade 6
Overall
Filipino 6
Math 6
English 6
Science 6

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HeKaSi 6
Grade 10
Overall
Filipino
10
Aral Pan
10
Math 10
Science
10
English
10
Grade 12
Overall
Science
12
Philosoph
y 12
Humaniti
es 12
Media &
Informati
on
Literacy
12
Math 12
Language
&
Communi
cation 12
Social
Studies
12
Readin English
g
Filipino
NC2 TVL
Passers

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ALS BLP
Comple
ters
ALS BLP
Comple
A&E Elem
ters
A&E JHS
A&E Elem
A&E JHS
3.2. School Strategic Directions and Key

Interventions
Goal
All Filipinos are able to realize their full potential and contribute
meaningfully in building a cohesive nation.
Sector Outcome
Basic education learners have the physical, cognitive, socio-

emotional, and moral preparation for civic participation and
engagement in post-secondary opportunities in their local, national,
and global communities.
21st Century Skills and Aspirations for Filipino Learners
Filipino learners are envisioned to be holistically developed in

basic education, acquiring 21st century skills that will enable them to
manage oneself, build connections, inquire, innovate, stay nimble, and
serve selflessly. They must take pride in Filipino national identity and
nationhood and aspire for life skills and responsiveness,
competitiveness, economic prosperity, socio-political stability, unity in
diversity, flourishing, and sustainability by upholding the above-
mentioned core values: Maka-Diyos, Makatao, Makakalikasan, at
Makabansa.
Intermediate Outcomes
In order to achieve the Sector Outcome, the DEDP includes four

pillars of Access, Equity, Quality, and Resilience, and enabling
mechanisms for governance and management based on the BEDP

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2030. The intermediate outcomes for each pillar and enabling

mechanisms are as follows:
Pillars MATATAG Agenda Intermediate
Outcomes
Pillar 1: Access TAke good care of All school-age
learners by children, out-of-
promoting learner school youth, and
well-being, inclusive adults accessed
education, and a relevant basic
positive learning learning
environment. opportunities.
Pillar 2: Equity TAke good care of Disadvantaged

learners by school-age children
promoting learner and youth, and adults
well-being, inclusive benefited from
education, and a appropriate equity
positive learning initiatives.
environment.
Pillar 3: Quality MAke the curriculum Learners complete K
relevant to produce to 12 basic
job-ready, active, and education, having
responsible citizens. successfully attained
all learning standards
that equip them with
the necessary skills
and attributes to
pursue their chosen
paths.
Pillar 4: Resiliency TAke good care of Learners are resilient,

and Well-Being learners by know their rights, and
promoting learner have the life skills to
well-being, inclusive help and protect
education, and a themselves and claim
positive learning their education-
environment. related rights from
DepEd and other
duty-bearers to
promote learners’
welfare, while being
aware of their
responsibilities as
individuals and as
productive members

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of society.
Enabling TAke steps to Modern, efficient,

Mechanisms: accelerate the nimble, and resilient
Governance delivery of basic governance and
education services management
and provision of processes.
facilities.
Give support to
teachers to teach
better.
3.2.1. Access to Quality Basic Education for All
The Intermediate Outcome of the pillar access has been

defined as “All school-age children, out-of-school youth, and
adults accessed relevant basic learning opportunities.” To
achieve the universal coverage in basic education, critical milestones
in access should be fulfilled, which include:
Sub-Intermediate Outcome 1.1: All 5-year-old children attend

school.
Strategy #1.1: Improve access to universal kindergarten

education
School Interventions:
Discuss here your school interventions under Strategy 1.1.
Sub-Intermediate Outcome: Increased NET Enrolment Ratio in

Junior High School from 74.68% to 88.59% and in Senior High
School from 37.33% to 73.76%.
Strategy #1.2: Strategy for mapping the whereabouts of 12-15 and

16-17 years old children for JHS and SHS, respectively, has been
developed and implemented in schools.

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Discuss here your school interventions under Strategy 1.2.
Sub-Intermediate Outcome 1.2: All learners stay in school and

finish key stages
Strategy #2: Improve learners’ access to quality and rights-

upholding learning environment
Discuss here your school interventions under Strategy #2.
Strategy #3: Improve capacity to retain learners in schools
Sub-Intermediate Outcome 1.3: All learners transition to the

next key stage
Strategy #4: Strengthen schools’ capacity to ensure learners’

continuity to next stage
Sub-Intermediate Outcome 1.4: All out-of-school children and

youth participate in formal or non-formal basic education
learning opportunities
Strategy #5: Strengthen mechanisms in providing access to

relevant basic opportunities for OSC and OSY, and OSA

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3.2.2. Equity for Children, Youth, and Adults in Situations

of
Disadvantaged
The Intermediate Outcome #2 of the DEDP has been

defined as “School-age children and youth and adults in
situations of disadvantage benefited from appropriate equity
initiatives.”
This intermediate outcome on equity will promote DepEd’s thrust

of equitable and inclusive education in the Philippines and will allow
DepEd to be provided with new tools, data, and human and financial
resources to ensure that no child nor youth is left behind in the
education system. The pillar on equity focuses on one sub-intermediate
outcome:
Sub-Intermediate Outcome 2.1: All school-age children and

youth and adults in disadvantaged situations are participating
in inclusive basic learning opportunities and receiving
appropriate quality education.
To achieve these outcomes, DepEd will implement the following

strategies:
Strategy #1: Improve program management and service

delivery.

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On improving the situation analysis of school-age children and

youth and adults in situations of disadvantaged, including
barriers to education:
Discuss here your school interventions.
On formulating policies and standards to promote

responsiveness of DepEd systems and processes to learners in
situations of disadvantaged:
On developing evidence-based regional policies, guidelines,

and standards with an equity approach:
On training school personnel and community learning

facilitators on inclusive practices adapted to accommodate
learners in situations of disadvantaged:

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On strengthening instructional supervision of inclusion

initiatives:
SDO Bukidnon will develop and utilize a monitoring and

evaluation policy and mechanism on inclusive education to boost the
competence of school and division leaders in the conduct of
instructional supervision on programs, projects, and initiatives which
promote inclusivity.
Strategy #2: Provide an inclusive, effective, culturally-

responsive, gender-sensitive, and safe learning environment to
respond to the situations of disadvantaged.
On developing and enhancing standards and policies on

inclusive and safe learning environments:
On improving the physical infrastructure and facilities of

schools and CLCs to make them accessible to learners with
special needs and appropriate to the ecological and
sociocultural context of the community:
On customizing learner support services as appropriate to

school-age children and youth and adults in situations of
disadvantaged, including customized health, WASH, and
nutrition facilities:

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Strategy #3: Improving gender-sensitive contextualized

curriculum and learning delivery.
On customizing learning delivery modalities appropriate to the

contexts of school-age children and youth and adults in
Strategy #4: Enhance DepEd platforms for learning resources.
On enhancing learning resource standards for all platforms

and types of learning resources responsive to the context of
each group in situations of disadvantaged:
On strengthening and improving ICT platforms:
On increasing the number of teachers and learners with a

complete set of inclusive education teaching and learning
resources:

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Strategy #5: Promote partnerships to benefit education for

learners in situations of disadvantaged.
On developing a communication and advocacy plan for

programs addressing concerns of learners in situations of
disadvantaged:
On engaging non-DepEd providers of education for groups in

3.2.3. Quality of Education Provision and Learning

Outcomes
Section 3.2.3 of this SIP discusses the strategies that will be used
by the division in the monitoring and evaluating of learning that takes
place in schools. The learning outcomes, defined as an array of
competencies met by the learners after finishing Grade 12, determine
the quality of the education system as shown by the following
intermediate outcomes:
Intermediate Outcome: Learners complete K to 12 basic

education, having attained all learning standards that equip
them with the necessary skills and attributes and are
confident to pursue their chosen paths.
Each of the four key learning stages within the K to 12 program

has its own set of learning standards which are aligned to the maturity
and expected capacities of learners. Furthermore, the knowledge and

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skills achieved and accumulated in each stage are defined in the

following sub-intermediate outcomes:
Sub-Intermediate Outcome 3.1: Learners attain Stage 1 (K to

Grade 3) learning standards of fundamental reading and
numeracy skills to provide a basis for success in the remaining
learning stages;
Sub-Intermediate Outcome 3.2: Learners attain Stage 2

(Grades 4–6) learning standards in required literacy and
numeracy skills and apply 21st century skills to various real-life
situations;

(Grades 7–10) learning standards of literacy and numeracy
skills and apply 21st century skills to various real-life
situations;

(Grades 11–12) learning standards equipped with knowledge
and 21st century skills developed in chosen core, applied, and
specialized SHS tracks; and
Sub-Intermediate Outcome 3.5: Learners in the Alternative

Learning System attain certification as elementary, junior high
school, and senior high school completers.
The following strategies are identified to achieve the outcomes

of education.
Strategy #1.1: Ensure alignment of the curriculum, instruction,

and classroom assessment methods in all learning areas
Strategy #1.2: Strengthen competencies 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

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Sub-Intermediate Outcome 3.6: Increased number of public

and private elementary and high schools belonging to the 4th
quadrant group (75-100)
Strategy #2: Align resource provision with key stage learning

standards
Strategy #3: Assess learning outcomes at each key stage

transition and for learners in situations of disadvantaged
Strategy #4: 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

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Strategy #5: Ensure alignment of curriculum, instruction and

assessment with current and emerging industry and global
standards
3.2.4. Learners’ Resiliency and Well-Being
Sub-Intermediate Outcome 4.1: Learners are served by a

Department that adheres to a rights-based education
framework at all levels.
Strategy #1: Integrate children and learners’ rights in the

design of all DepEd policies, plans, programs, projects,
processes, and systems

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Strategy #2: 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.
Sub-Intermediate Outcome 4.2: Learners are safe and

protected and can protect themselves from risks and impacts
from natural and human-induced hazards.
Strategy #3: Protect learners and personnel from death,

injury, and harm brought by natural and human- induced
hazards
Strategy #4: Ensure learning continuity in the aftermath of a

disaster or emergency

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Strategy #5: Protect education investments from the impacts

of natural and human-induced hazards.
Sub-Intermediate Outcome 4.3: Learners have the basic

physical, mental, and emotional fortitude to cope with various
challenges in life and to manage risks.
Strategy #6: Provide learners with basic health and nutrition

services
Strategy #7: Nurture and protect learners’ mental and

psychosocial health
Strategy #8: Promote learners’ physical and socio-emotional

skills development
3.2.5. Enabling Mechanisms: Governance and

Management
Enabling Mechanism defines the necessary governance structure

in terms of leadership investments, management systems,

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partnerships, and external relations that will ensure the effective,

efficient, and responsive delivery of the basic education needs of the
learners. The EMs shall create the enabling conditions needed to
achieve the Intermediate Outcomes (IO).
One of the Enabling Mechanisms in the implementation of

programs, projects, and activities is Governance. It focuses on the
systems, and procedures created to guarantee stability, equity, rule of
law, accountability, transparency, efficiency, responsiveness,
inclusivity, empowerment, and widespread participation. Governance
builds a mindset that supports and promotes these activities, while the
habits take on their most visible form in management when it comes to
the efficient operation of a company. For an organization to run
smoothly and sustainably, both governance and management are
required.
The structures of governance that are required to support the

effective delivery of services for basic education are defined by the
Enabling Mechanisms in terms of management systems, partnerships,
investments, leadership, and external interactions. The convergence of
these variables is expected to produce the favorable conditions
required for the achievement of the objectives set forth in the four
Intermediate Outcomes in four pillars, the access, equity, quality, and
resiliency and well-being effectively.
The Intermediate Outcomes for Governance and Management

are described as “efficient, nimble, and resilient governance,
and a well-defined management process.”
Being efficient entails not wasting resources on unnecessary

procedures or tasks, while nimble refers to the capacity to quickly
change course in response to internal or external events. On the other
hand, the ability to tolerate or quickly recover from trying
circumstances is referred to as resilience. When the effectiveness and
responsiveness of management processes, policies, and standards to
enable all operating units to collaborate and carry out their duties in
pursuit of a common objective are taken into account, they are
considered to be the key factors in the achievement of the four
intermediate objectives. The Enabling Mechanisms make sure that all
relevant regulations and guidelines are in place. Systems, and
procedures are extremely effective and automated. There is
coordination of a clear horizontal, and vertical alignment of functions,
program management, and implementation.

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To support the execution of the DEDP, DepEd as a significant

government agency needs a set of effective, adaptable, and resilient
governance and management systems.
Enabling Mechanism 1: Education leaders and managers

practice participative, ethical, and inclusive management
processes.
Enabling Mechanism 2: Ensure sufficient, resilient, competent,

and continuously improving human resources in all governance
levels
Enabling Mechanism 3: Ideal learning environment and

adequate learning resources for learners ensured
Enabling Mechanism 4: Improve and modernize internal

systems , and processes for a responsive, and efficient delivery
of basic education services

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Enabling Mechanism 5: Strengthen active collaboration with

key stakeholders
Enabling Mechanism 6: Enhance and strengthen public and

private education complementarity

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4.0.
FINANCIAL PLAN

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4.1. Six Year Indicative Financial Plan

Table _____. Six Year Indicative Financial Plan
School Source
Strategies Output Program Interventions Output Target Implementation of
Focal Total Cost
(Programs, Indicators 2023 2024 2025 2026 2027 2028 Particular Funds
Person (6-years)
Projects, and
Activities)
PILLAR 1: ACCESS
Intermediate Outcomes:
Sub Intermediate Outcomes:
PILLAR 2: EQUITY
PILLAR 3: QUALITY
PILLAR 4: RESILIENCY AND WELL-BEING

ENABLING MECHANISMS: GOVERNANCE


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4.2. Annual Improvement Plan

Table _____. Annual Improvement Plan Fiscal Year ____________
Instruction: List down the activities that are required in each school year to implement the school improvement projects. Indicated for every activity are
the schedule and venue, budget, and the person (s) responsible.
School Project Objective Output for the Activities Person (s) Schedule/ Budget Per Budget
Improvemen Year Responsible Venue Activity Source
t Project
Title
NOTE: You may add rows when necessary

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5.0.
SCHOOL MONITORING,
EVALUATION AND
ADJUSTMENTS

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Discuss here how you will monitor and evaluate the progress of SIP
implementation based on targets.
Monitoring, evaluation and adjustment 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. Pending the issuance of a
monitoring and evaluation manual, schools may still use the SRC as a
platform/way of communicating the results of school M&E to school
stakeholders, provided that the minimum KPIs required in this policy
are covered. In monitoring and evaluating the SIP, Mid-year and end-
term assessment shall be conducted. May include SMEA culmination
and regular Program Implementation Review (PIR as a platform for
communicating/reporting of monitoring results. Could be done monthly,
quarterly, semi-annually, and annually. M&E strategies and activities
shall be aligned with DO 29, s. 2022 or the BEMEF Policy.

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6.0
RISK MANAGEMENT
PLAN

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Table ______. Risk Management Plan

Severity
Impact
Likelihood (I) Overall
(L) 1- Rating
N Identified 1-Unlikely Insignificant Mitigation
2-Minor (L x I)
o Risks 2-Moderate 1-4, Low Priority Strategies
3-Low Significant
3-Significant 5-9, Medium
4-High Priority
5-Expected 4-Major
Significant 10-25, High
5-Highly Priority
Significant
INSTITUTIONAL
1 1.
2
FINANCIAL
1
2
OPERATIONAL
1
2
CAPACITY
1
2
ENVIRONMENTAL
1
2
Legend:
RATE Likelihood – Risk Impact/Consequenc
e
Unlikely 1 No impact on the No chance of success within
organization/process or No the year
Customer Complaint
Moderat 2 Minor impact in the Low chance of success
e organization/process or with within the year
minor customer complaint
Low 3 Moderate impact in the Medium chance of success
organization/process or with within the year
customer complaints resulting
in claims
High 4 Major impact in the High chance of success
organization/process or with within the year
in claims with costly
compensation but with
alternatives available
Expecte 5 Major impact in the Very High chances success
d organization/process or with within the year

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in claims with costly

compensation involving
noncompliance with
government regulation and legal
action but with no alternatives
available
7.0
ANNEXES

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elementary education (Kuguita Elementary School)

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SCHOOL IMPROVEMENT PLAN 2028 APPROVAL SHEET

The SCHOOL IMPROVEMENT PLAN FOR FISCAL YEARS 2023-2028

District is hereby accepted and approved by the division planning committee.

IRENE C. CULASTE-QUIMBO ________________________

SUZETTE T. FERRARIZ ________________________

RANDY H. PORRAS ________________________

ARTEMIO REY S. ADAJAR ________________________

ELBERT R. FRANCISCO ________________________

LANILA M. PALAPAR ________________________

VICTORIA V. GAZO ________________________

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SDS/Adviser Date Signed

SIP QUALITY ASSURANCE APPROVAL SHEET

The SCHOOL IMPROVEMENT PLAN FOR FISCAL YEARS 2023-2028

approval in the Division Planning Committee.

SIP PANEL OF EXAMINERS

Approved by the Division SIP Quality Assurance Committee on Oral Examination.

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Table Title Page

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Figure Title Page

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4Ps Pantawid Pamilyang Pilipino Program

A&E Accreditation and Equivalency

ABM Accountancy, Business, and Management

ACTRC Assessment, Curriculum, and Technology Research

AIP Annual Implementation Plan

AIR Annual Implementation Review

ALIVE Arabic Language and Islamic Values Education

ALS Alternative Learning System

APIS Annual Poverty Indicators Survey

ARREST Acquired Reading Remedies and Enhanced System

ASEAN Association of Southeast Asian Nations

BAEd Bureau of Alternative Education

BARMM Bangsamoro Autonomous Region in Muslim

BEDP Basic Education Development Plan

BEEA Basic Education Exit Assessment

BEFF Basic Education Facilities Fund

BEIS Basic Education Information System

BE-LCP Basic Education - Learning Continuity Plan

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BELLCs Bridging and Enhancing Least Learned Competencies

BERA Basic Education Research Agenda

BERDP Bangsamoro Education Reform and Development

BESA Basic Education Sector Analysis

BESRA Basic Education Sector Reform Agenda

BHROD Bureau of Human Resource and Organizational

BLEPT Board Licensure Exam for Professional Teachers

BLGU Barangay Local Government Unit

BLR Bureau of Learning Resources

BLSS-SHD Bureau of Learner Support Services - School Health

BRAINS Beginning Reading Activities in Nurturing Students

CAR Cordillera Administrative Region

CBS Cash-based Budgeting System

CCAM Climate Change Adaptation and Mitigation

CHED Commission on Higher Education

CICL Children in Conflict with the Law