DON PABLO LORENZO MEMORIAL HIGH SCHOOL

CABATANGAN ANNEX
STA.MARIA DISTRICT

SCHOOL IMPROVEMENT PLAN

2023-2028
 School Improvement Plan 2023-2028
DPLMHS-Cabatangan Annex

TABLE OF CONTENTS

I. DEPED’S VISION, MISSION, AND CORE VALUES

II. SCHOOL’S CURRENT SITUATION

a. Introducing the School
b. School Performance on Access
c. School Performance on Equity and Inclusion
d. School Concerns on Governance
e. Key and Emerging Priority Issues
f. Major Challenges

III. FRAMEWORK

IV. IMPROVEMENT PLAN

a. Priority Improvement Areas (PIA) and Key Interventions
a. Key Performance Indicators (targets)
b. Three-Year Indicative Plan

V. SCHOOL MONITORING AND EVALUATION AND PLAN ADJUSTMENTS

a. Monitoring & Evaluation Strategies
b. Monitoring & Evaluation Activities
c. Monitoring Evaluation Template

VI. ANALYSIS AND MANAGEMENT OF RISK

i
I. DEPED’S VISION, MISSION, AND CORE VALUES

DepEd 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.

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

improves itself to better serve its stakeholders.

DepEd MISSION

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.

DepEd CORE VALUES

Maka-Diyos – Show adherence to ethical principles while upholding truth

and an expression of one’s spiritual beliefs while respecting
the spiritual beliefs of others.
Maka-Tao – Demonstrate contribution towards solidarity and being
sensitive to individual, social and cultural differences.
Makakalikasan – Care for the environment and utilizes resources wisely,
judiciously and economically.
Makabansa – Demonstrate pride being a Filipino and exercises the rights
and responsibilities of a Filipino Citizen.

II. SCHOOL’S CURRENT SITUATION

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a. Introducing the School

DON PABLO LORENZO MEMORIAL HIGH SCHOOL CABATANGAN ANNEX was

officially established on August 29, 2023, as an extension of DPLMHS. Situated within the
facilities provided by Barangay Cabatangan, the annex commenced its operations with
nine pioneering teachers from DON PABLO LORENZO MEMORIAL HIGH SCHOOL
(DPLMHS) and welcomed an initial enrollment of two hundred fifty (250) students.
On October 17, 2023, in accordance with the guidelines of R.A. 9155, also known as the
Governance of Basic Education Act of 2001, Vice President Sara Zimmerman Duterte of
the Department of Education officially approved the commencement of operations for DON
PABLO LORENZO MEMORIAL HIGH SCHOOL-EXTENSION.
Our campus is currently located near the Barangay Cabatangan hall. Don Pablo
Lorenzo Memorial High School – Cabatangan Annex is committed to delivering quality
education to all learners through collaboration with the Department of Education (DepEd),
Local Government Units (LGUs), Non-Government Organizations (NGOs), and other
stakeholders.

The organizational structure of Don Pablo Lorenzo Memorial High School-

Cabatangan Annex embodies the principles of servant leadership, illustrated by an
inverted triangle. This structure signifies the integration of diverse processes into a
cohesive flow, promoting holistic development within the organization.

Political

The Don Pablo Lorenzo Memorial High School-Cabatangan Annex operates within
the political jurisdiction of Barangay Cabatangan and is situated in the vicinity of the
barangay site. Since its establishment in 2023, the school has received ongoing support
from the Local Government Unit (LGU) of Barangay Cabatangan.

Economic

The parents of the students include professionals and non-professionals working in either
public or private sectors. There are also parents engaged in business. The places and
services available in the barangay include apartments, restaurants, sports facilities,
educational centers, bakeries, gas stations, pharmacies, government offices, private
offices, and places of worship.

Social

The school is situated in Barangay Cabatangan, a place named by the Spaniards

derived from the word “Batango,” referring to bamboo tubes used to transport water from
the river. Until 2001, the barrio served as the Regional Complex of the Autonomous Region
in Muslim Mindanao. The now-abandoned ARMM Legislative Building, along with the
statue of Apo Sumayang Galura, remains one of the attractions in the area. Cabatangan
gained notoriety for the siege and hostage scenario orchestrated by the Moro National
Liberation Front on November 27, 2001, which lasted for a day before the hostages were
freed.

Table 1. Cabatangan Population

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 Census date Population Growth rate
1990 May 1 2,942 –
1995 Sep 1 1,847 -8.35%
2000 May 1 5,384 25.78%
2007 Aug 1 8,670 6.79%
2010 May 1 9,944 5.12%
2015 Aug 1 13,680 6.26%
2020 May 1 17,812 5.71%
As of the 2020 Census shown in Table 1, Barangay Cabatangan has a population of
17,812, representing 1.82% of the total population of Zamboanga City. The table reveals
an increase in Cabatangan's population from 2,942 in 1990 to 17,812 in 2020, a growth of
14,870 people over 30 years. The latest census figures in 2020 indicate a positive growth
rate of 5.71%, or an increase of 4,132 people, from the previous population of 13,680 in
2015. This suggests a positive uptick in student enrollment from Barangay Cabatangan.

Chavacano and Visayan are the dominant languages spoken in Barangay Cabatangan,
with Indigenous and Muslim people forming a minority in the community. Most residents
in both barangays adhere to the Roman Catholic faith.

Technological

Residents of Barangay Cabatangan have access to electricity, communication, and

information facilities. The majority of people in both barangays use radio, television, and
internet services.

The community is skilled in using Android phones and various social media
platforms like Messenger, Facebook, Zoom, and others. These available facilities and
technologies benefit learners by enhancing their learning opportunities and networking
capabilities.

Environmental

The city government has assigned a Police district for Sta. Maria, overseeing other
barrios like Pasonanca, Tumaga, Lunzuran, Cabatangan, and San Roque. The Police
Department is situated on Gov. Ramos Ave., Sta. Maria. The barangay has its own Fire
Department, now housed in a new building shared with the Police Department.

The school is accessible via the barangay road, which, like many others in the city,
is a two-way road used by both vehicles and pedestrians, presenting a low risk of
vehicular accidents.

However, the school faces challenges in solid waste management due to insufficient
facilities for garbage collection and disposal, resulting in littering and illegal dumping in
certain areas.

Efforts have been made to tackle these environmental issues, including programs to
ease traffic congestion on the road leading to the school entrance, enhance the drainage
system, and improve waste management. Despite these initiatives, there is still much work
to be done to ensure a healthy and sustainable environment.

Legal

The barangay functions as the primary unit for planning and implementing
government policies, plans, programs, projects, and activities in the community. It also
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acts as a forum where the collective views of the people can be expressed, crystallized, and
considered. Additionally, the barangay serves as a venue for amicably settling disputes
that may arise between members of the school community and outsiders.

The barangay, led by its chairman and appropriate committees, actively involves
and engages the school in performing its roles, from planning to the implementation of
relevant policies, programs, projects, and activities. The school is included in the Barangay
Development Council and Barangay Council for the Protection of Children, as well as the
Committee on Education.

b. School Performance on Access

School Enrollment

Don Pablo Lorenzo Memorial High School Cabatangan Annex initiated its
enrollment process in July 2023, officially welcoming students for the 2023-2024 school
year in August. The enrollment data, documented in the Learner Information System (LIS)
for the academic year 2023-2024, serves as the baseline for our upcoming five years of
data analysis.

For the current school year, enrollment statistics indicate a total of 140 male
students and 110 female students. Notably, the majority, comprising 98%, hail from
Barangay Cabatangan, while the remaining 2% come from neighboring barangays. It is a
testament to the local community's involvement in our educational programs.

This year, DPLMHS-Cabatangan Annex operated with only two grade levels, 7 and
8, primarily due to a shortage of classrooms and facilities. Looking ahead, plans are in
place to open Grade 9 and Grade 10 in the succeeding years, as we actively address
infrastructure challenges to accommodate the growing student population.

Table 2. LIS Enrolment Data

School Year Male Female Total
2023 - 2024 140 110 250

SY
Grade Level
2023-2024
Grade 7 147
Grade 8 103
TOTAL
Table 3. Comparative Enrolment by Grade Level
250

Since the establishment of our school, half of our students have originated from our
parent institution, Don Pablo Lorenzo Memorial High School. In Grade 7, a significant
portion of students, totaling 147 (comprising both males and females), graduated from
Cabatangan Elementary School. Moving on to Grade 8, the majority of learners,
specifically 103 students, come from Don Pablo Lorenzo Memorial High School. Within
this group, 95% are alumni of the mother school, while the remaining 5% come from other
educational institutions.

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Age Profile

Table 4 displays the age profile of learners from Grade 7 to Grade 8, using different
shades to distinguish students within the regular age range for each grade level from those
above the required age. In Grade 7, there are 133 students aged 11, 12, and 13, while the
remaining 14 students are 14 and above. For Grade 8, there are 100 students aged 12,13
and 14 with the other 3 students being 15 and above.
Analyzing the data, in Grade 7, where the standard age range is 12 to 13, only 9.5%
of students fall into the overage category (unshaded portion). Moving on to Grade 8, with a
standard age range of 13 to 14, only 3% of students are considered overage (unshaded
portion). When combining both grade levels, the school maintains a relatively low
percentage of overage students, with the overall figure standing at 6.8%. This indicates
that the majority of students in Grades 7 and 8 are within or below the expected age range
for their respective grades.
Table 4. Age Profile
20
11 12 13 14 15 16 17 18 19
Y.O. &
Y.O. Y.O. Y.O. Y.O. Y.O. Y.O. Y.O. Y.O. Y.O.
Above
GRADE 7 3 99 31 10 2 1 1 0 0 0
GRADE 8 0 9 85 6 0 0 1 1 1 0
TOTAL 3 108 116 16 2 1 2 1 1 0
c. School Performance on Equity and Inclusion

Since the establishment of DPLMHS Cabatangan Annex just last year (2023), there
is currently no available data for the following programs: Special Education Program,
Open High School Program, Science, Technology, and Engineering, and Special Program in
Foreign Language (Spanish). Consequently, there is no baseline for reference currently.
However, it is anticipated that with careful study and research, data for these programs
will be generated as they potentially come into existence in the future.

d. School Performance on Quality

Mean Percentage Score (Periodic Test)

The School MPS in the Periodic Tests during the 2nd quarter is presented in Table
5. The table indicates that, in the first grading period, out of 250 students, a total of two
hundred forty-five (245) students from 7th Grade and 8th Grade took the 40-item Multiple
Choice Question (MCQ) Periodic Test. The MPS obtained in 7th Grade was 57.61%,
respectively. On the other hand, in 8th Grade, 55.68 percent was attained. Although they
have lower results compared to 7th Grade, both grades still achieved an 'average'
mastery/achievement level with an overall total MPS of 53.52 % (DepEd Memorandum No.
160, s. 2012).
Table 5. School Mean Percentage Score
Subject 2023 – 2024 (2nd quarter)
ENGLISH 57.00
SCIENCE 50.67
MATH 48.89
FILIPINO 59.02
ARPAN 56.05
TLE 55.16
ESP 55.45
MAPEH 61.00
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 OVERALL 55.64

The current school year 2023-2024 as of 1st quarter period Mathematics has the
lowest MPS which is 48.39 the rest (7) subjects obtained an MPS that above 50% but still
below the 75% standard of the Department of Education.

Reading Proficiency Results

Table 6 presents the results of the Pre-Test of the Philippine Informal Reading
Inventory (Phil-IRI) in English and Filipino.
For English subject, the table indicates that both grade 7 and grade 8 achieved an
average level of 30.85% in the Frustration Group. In the Instructional Group, they scored
62.43%, while in the Independent Group, their score was only 3.45%.
In the Filipino subject, the table displays an average frustration level of 49.15% in
the pre-test, while the instructional level is 50.85%. Additionally, the table indicates a 0%
independent level for both grade 7 and grade 8.

Table 6. Comparative Reading Proficiency Results (Phil-IRI)

Frustration Instructional Independent
Grade Level Post Test
Pre-Test Post Test Pre-Test Pre-Test Post Test
English
Grade 7 40.69 55.86 3.45
Grade 8 21 69 0
Average 30.85 62.43 3.45
Filipino
Baitang 7 45.5 54.5 0
Baitang 8 52.8 47.2 0
Average 49.15 50.85 0

Mathematical Proficiency Results

The Curriculum Implementation Division initiated the development of the Division

Numeracy Assessment Tool, known as D’NumAT. This tool helps identify the numeracy
level of learners and consists of three tasks: Conceptual Understanding, Computational
Skill, and Problem Solving.

The assessment results are in Table 7. show that 71.31% of the tested learners are
at the 'Not Proficient' level, 27.68% at the 'Low Proficient' level, 1.01% at the 'Nearly
Proficient' level, and none at the 'Proficient' and 'Highly Proficient' levels.

Breaking it down by grade levels, Grade 7 has the highest percentage of learners at
the 'Not Proficient' level, which is 95.13%. Following that, Grade 8 has 47.48% at the 'Low
Proficient' level and 2.02% at the 'Nearly Proficient' level. This indicates a very low
numeracy level for most learners.

Highly
Proficient Nearly Proficient Low Proficient Not Proficient
Proficient
GRADE 7 0 0 0 4.87 95.13
GRADE 8 0 0 2.02 50.50 47.48
TOTAL 0 0 1.01 27.68 71.31
Table 7. Division Numeracy Assessment Tool (D’Numat)
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Drop-out, Failure, Repetition and Promotion Rate

Since the school was established just last year (2023), essential metrics such as
dropout rate, failure rate, repetition rate, and promotion rate are currently unavailable,
given the absence of a baseline. The establishment of a baseline for these rates is slated
for completion by the end of the school year in June 2024. While some data has already
been gathered, there is an ongoing effort to collect additional information.

e. School Concerns on Resiliency and Well-being

Most of the criteria in this section, including the impact on students and teachers
from natural or man-made disasters, cases of bullying, Disaster Risk Reduction and
Management (DRRM) programs, students' behavioral concerns, child abuse cases, school
clinic cases, and so forth, are presently unavailable. This is attributed to the recent
establishment of the school in the year 2023, lacking a baseline for reference and
comparison. While some data is currently accessible, it will be consolidated at the
conclusion of the school year in June 2024 for thorough analysis.
Nutritional Status

Table 8. shows the normal weight status which is 91% and is below the 100%
standard. The normal height status also registered 88.40% and is also below the 100%
standard.

Grade 7 Grade 8
Nutritional Status
No. %age No. %age
Weight
Normal 130 88.44 97 94
Obese 3 2.04 0 0
Overweight 5 3.40 4 2
Severely Wasted 9 6.12 6 4
Wasted 0 0 0 0
TOTAL 147 103
Height
Severely Stunted 0 0 0 0
Stunted 22 15 3 3
Normal 122 82 99 96
Tall 3 3 1 1
TOTAL 147 103
Table 8. Nutritional Status

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f. School Concerns on Governance

Facilities

DPLMHS Cabatangan Annex operates as an extension school affiliated with DPLMHS.

The facilities at Cabatangan Annex are currently accommodated in three buildings
generously provided by Barangay Cabatangan (LGU), further supplemented by two
makeshift classrooms. Within this arrangement, one of the borrowed buildings functions
as the administrative hub, facilitating various administrative and managerial functions.
The remaining two buildings are dedicated to classroom spaces, fostering an environment
conducive to effective teaching and learning.

Personnel

The school is currently under the leadership of a dedicated Teacher in Charge. As of

the present date, the total number of item positions outlined in the Personal Services
Itemization and Plantilla of Personnel (PSIPOP) stands at nine (9). This includes a singular
administrative position and eight teaching personnel roles.

Table 9. School Personnel

Unfilled
Unfilled
Non- Non- Job Utility Security
Status Admin Teaching Teacher Total
Teaching Teaching Order Personnel Guards
Item
Item
Actual 1 8 0 0 0 0 0 0 9
Detailed to
0 0 0 0 0 0 0 0
Other School 0
Total 1 8 0 0 0 0 0 0 9

Teachers’ Educational Qualifications

As of this date, all teachers are not currently enrolled in any postgraduate courses.

Classroom: Learner Ratio

As of this date, the school has only 2 grade levels, grade 7 and grade 8. The two
grade levels have their own classrooms.

Table 10. Classroom : Learner Ratio

Year Level Enrolment Complete Classroom Learner: Classroom Ratio
Grade 7 147 3 1:49
Grade 8 103 2 1:50
Total 250 5 1:50

Toilet Ratio: Learner and Teacher Ratio

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 As of now, there are only two functional toilets available in DPLMHS – Annex: one
designated for student use (both male and female) and the other for teachers, including
the Teacher in Charge. This results in a ratio of 1:250 for students and 1:9 for teachers.
The current facilities fall short, indicating a critical need for an additional 3 to 4 toilets
specifically for students.

The existing 1:250 ratio for students highlights the inadequacy, especially during
peak times. For instance, if two students from each section and different grade levels need
to use the facilities simultaneously, it could lead to significant delays, consuming over 10
minutes of their time. This situation poses a potential hindrance to their studies and
compromises their academic focus.

Seating Facility

Table 11 presents the number of available chairs compared to the total enrollment
at the grade level. The table indicates that all students have their own chairs.

*Note: All chairs (Monoblock) are borrowed from the LGU-Barangay Cabatangan Hall.

Table 11. Learner: Chairs Ratio

Year Level Enrolment Number of Chairs Shortage
Grade 7 147 147 0
Grade 8 103 103 0
Total 250 250 0

Number/Status of Learning Materials

For this school year 2023-2024, as the table shows, book shortage has been noted
in most subject areas and levels except for English and Filipino that they can
accommodate the number of students.

Table 12. Number of Learning Materials

TLE -HE

TLE - IA
Science
English

Filipino

Health
Music
TLE -

TLE -
Math

Arts
AFA

Esp
ICT

P.E
AP

G-7 150 0 0 168 0 0 0 0 10 0 68 68 64 64

G-8 0 0 0 0 0 0 0 0 0 0 0 200 0 0

Total 150 0 0 168 0 0 0 0 10 0 0 268 64 64

Community Involvement

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 For this current school year, the school has been actively engaged in the
implementation of Brigada Eskwela. The highest number of partners are coming from the
public sector and the least is from the Civil Society Organization.

SECTOR NUMBERS
PUBLIC 4
PRIVATE 0
ORGANIZATION 3
OTHERS 0

g. Key and Emerging Priority Issues

School Performance on Quality:

Poor Learning Outcomes

Regrettably, the data is currently inaccessible or unconfirmed due to the school's

initiation in August 2023, without an established baseline. The ongoing data collection
process is diligently underway and is scheduled for completion at the culmination of the
current school year in June 2024. We are committed to providing accurate and
comprehensive information to ensure a thorough analysis and understanding of the
school's performance.

School Concerns on Resiliency and Well-being:

As of January 2024, a permanent guidance counselor is not currently assigned, and

although the school lacks a clinic, cases are being documented by the Teacher in Charge,
Advisers, and Subject Teachers. Despite facing challenges with facilities and personnel, we
persistently engage in the collection of this vital information. Our commitment to the
students' well-being remains unwavering. The accumulated data will be meticulously
consolidated by the conclusion of the school year in June 2024.

f. Major Challenges

Pillar Major Challenge Description

Access Below standard drop-out The recorded drop-out rate as of 3rd
rate Quarter of SY 2023-2024 is 0.

Slightly small percentage In Grade 7, only 9.5% of learners are

10
 of over-aged learners overage, while in Grade 8, the overage
percentage is only 3%. Overall, the school
has a mere 6.8% of overaged learners. (See
Table 4.)

Quality Poor learning outcomes As of 2nd Grading Period of the current

in all learning areas school year, SY 2023-2024, Mathematics
has the lowest MPS which is 48.89%. The
rest of the seven (7) subjects obtained an
MPS that is above 50% but still below the
75% standard. (Table 5)

High percentage of In the 2nd quarter (PHIL-IRI PRETEST),

learners not reading Grade 7 and Grade 8 averaged 30.85% in
within their level English Frustration, 62.43% in English
Instructional, and 3.45% in English
Independent. For Filipino, the pre-test
indicated a 49.15% frustration level,
50.85% instructional, with 0% in
Independent for both grades. (Table 6)
Low Numeracy skills The D’NumAT Pre-Test shows that 71.31%
of learners are 'Not Proficient,' 27.68% are
'Low Proficient,' and 1.01% are 'Nearly
Proficient.' No learners fall into the
'Proficient' or 'Highly Proficient' levels.
Resiliency and Below standard
Well-Being nutritional status As of the 3rd quarter of S.Y. 2023-2024,
the weight status indicates 91%, which is
below the 100% standard. Similarly, the
height status records 88.40%, also falling
short of the 100% standard. Only a small
percentage deviates from the normal
range, both below and above, and still
does not meet the 100% standard
requirement.
Governance Overlapping of activities, There is an overlap in the scheduling of
and reports, and paperwork. local, regional, and central office activities,
Management creating challenges. Insufficient time is
given for required reports, and the lack of
teacher manpower, especially during
absences or seminars, compounds the
issue.

III. FRAMEWORK

Figure 1. DepEd Zamboanga City DEDP Framework

11
 BANSANG
MAKABATA

BATANG
MAKABANSA

The figure illustrates the Harmonized DEDP Framework of DepEd Zamboanga City
using the Input-Process-Output model. The inputs encompass the priorities and goals of
SGD 2030, Ambisyon Natin 2040, MATATAG Agenda of DepEd, RAPID, and SDO.
Furthermore, the process incorporates the 5E programs of Zampen and SDO strategies to
generate 'Bansang Makabata' and 'Batang Makabansa' as desired outcomes.DZC commits
to:
HACE COMPLETO y cerca el educacion through expanded, enhanced, and
modernized access to education;

HACE INCLUSIVO y patas el educacion through expanded, advanced, and

reinvented Inclusive Education Program;

HACE ELEVA el calidad y eficiencia through enhanced, modernized, and effective

instructional delivery to raise the bar of excellence in education;

HACE LEVANTA y esteblece el bienestar through enhanced, effective, and

efficient implementation of DRRM, Health, Youth Development, and other support
programs;

HACE PROGRESIVO el governancia y servicio through a rationalized, digitized,

and effective governance system.

IV. IMPROVEMENT PLAN

a. Priority Improvement Areas (PIA) and Key Interventions

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STRATEGIC GOAL PIA KEY INTERVENTIONS

ACCESS Slightly small

percentage of over- Referral to avail Philippine Educational
e-APAS aged learners Placement Test (PEPT).
“HACE COMPLETO”

Poor learning Conduct intervention programs and

QUALITY outcomes in all learning recovery classes.
learning areas
e-PATAAS
“HACE ELEVA”
High percentage of Intensify the conduct of reading
learners not reading remediation classes.
within their level

Low Numeracy skills Intensify the conduct of Mathematics

remediation and review classes.

Below standard Implementing a quarterly feeding program

RESILIENCY AND nutritional status and supervising a school canteen to fund
WELL-BEING the program, managed by the Teacher In
Charge.
e-BANGON
“HACE LEVANTA”

Overlapping of Hiring non-admin personnel for

GOVERNANCE activities, reports, administrative tasks and recruiting
and paperwork. teaching staff for additional school
e-PROGRESS manpower.
“HACE
PROGRESIVO”

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 School Improvement Plan 2023-2028
DPLMHS-Cabatangan Annex

b. Key Performance Indicators (Targets)

Baseline
At the
KPI end SY 2023 2024 2025 2026 2027 2028 MOV Frequency Risk Assumption
2023-
2024
ACCESS
Inadequate teachers and
Enrollment 250 250 410 570 630 642 667 LIS Annually
facilities
*Family/Domestic
Problem
*Change of Residence
Drop-Out Rate 1% 1% 1% 1% 0.05% 0.05% 0% 0 Annually * Financial Problem
*Early Marriage
*Teenage Pregnancy
*Health Problems
*Family/Domestic
Problem
*Change of Residence
Percentage of
6.8%% 6.8% 5% 5% 5% 5% 0% Profiling Annually * Financial Problem
Overage Learners
*Early Marriage
*Teenage Pregnancy
*Health Problems
EQUITY

QUALITY
*Overlapping activities
*Suspension of classes
Failure Rate 1% 1% 1% 1% 0.05% 0.05% 0% EBEIS Annually
due to natural calamity
*Absenteeism
*Overlapping activities
*Suspension of classes
1% 1% 1% 1% 0.05% 0.05% 0% EBEIS Annually
Repetition Rate due to natural calamity
*Absenteeism
*Suspension of classes
Promotion Rate 99% 99% 99% 99% 99.5% 99.5% 100% EBEIS Annually due to natural calamity
*Absenteeism
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 School Improvement Plan 2023-2028
DPLMHS-Cabatangan Annex

Baseline
At the
KPI end SY 2023 2024 2025 2026 2027 2028 MOV Frequency Risk Assumption
2023-
2024
Proportion of * High percentage of
Children Achieving a learners in the
NAT
minimum 0% 0% 0% 0% 90% 95% 100% Annually frustration level
RESULTS
proficiency in NAT * Low literary skills
Test for Grade 10 * Low Numeracy skills
* High percentage of
School MPS learners in the
QUARTER
55.64% 55.64% 58.12% 63.18% 68.67% 74.64& 75% LY EXAMS
0 frustration level
a. Overall MPS * Low literary skills
* Low Numeracy skills
b. Percentage of
learners * High percentage of
achieving at least learners in the
minimum level of Phil-IRI Annually frustration level
proficiency in
62.43% 62.43% 50% 45% 40% 30% 25% Results * Low literary skills
English

c. Percentage of
learners * High percentage of
achieving at least learners in the
minimum level of Phil-IRI Annually frustration level
proficiency in
50.85% 50.85% 50% 45% 40% 30% 25% Results * Low literary skills
Filipino

d. Percentage of
learners
achieving at least
minimum level of 0% 0% D’NumAT Annually *Low Numeracy skills
proficiency in
50% 45% 40% 30% 25% Results
Math

Percentage of * Low percentage of

Learners at Phil-IRI learners in the
3.45% 3.45% 10% 30% 55% 75% 100% Annually
Independent Results independent level
Reading Level
17
 School Improvement Plan 2023-2028
DPLMHS-Cabatangan Annex

Baseline
At the
KPI end SY 2023 2024 2025 2026 2027 2028 MOV Frequency Risk Assumption
2023-
2024
* No Highly Proficient
Percentage of D’NumAT
0.00% 0.00% 10.00% 25.00% 50.00% 75.00% 100% Annually learner in Mathematics
Numerates Learners Results

RESILIENCY AND WELL-BEING

Percentage of
learners affected/ *Unpredicted natural
displaced by natural calamities
0% 0% 20% 40% 60% 80% 100% DRRM Annually
and man-made *Distance of evacuation
Report
hazards/ disasters center
are retained
Percentage of
learners who
reported violence
committed against *Unreported case due
Guidance
them by other 1% 1% 1% 1% 0.05% 0.05% 0% Annually some personal
Report
learners (bullying) or circumstance
adults (child abuse)
based on intake
sheets of schools

GOVERNANCE
Classroom: Learner
Ratio 1:49 1:49 1:45 1:45 1:45 1:45 1:45 EBEIS Annually Increased Enrolment

Teacher: Learner
Ratio 1:30 1:30 1:30 1:30 1:30 1:30 1:30 EBEIS Annually Increased Enrolment

*Increased Enrolment
Learning Resource: *Damaged learning
1:2 1:2 1:2 1:2 1:2 1:2 1:2 EBEIS Annually
Learner Ratio materials

Seat: Learner Ratio 1:1 1:1 1:1 1:1 1:1 1:1 1:1 EBEIS Annually *Increased Enrolment
*Damaged chairs

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Baseline
At the
KPI end SY 2023 2024 2025 2026 2027 2028 MOV Frequency Risk Assumption
2023-
2024

*Increased Enrolment
Toilet: Learner Ratio 1:250 1:250 1:200 1:150 1:50 1:50 1:50 EBEIS Annually *Damaged toilet bowls

Watsan: Learner
*Increased Enrolment
Ratio 1:250 1:250 1:200 1:150 1:100 1:100 1:100 EBEIS Annually
*Damaged wash facilities
Science and Math
Equipment: Learner *Increased Enrolment
0 0 1:50 1:50 1:30 1:30 1:10 EBEIS Annually
Ratio *Damaged equipment

Multimedia
*Increased Enrolment
Packages: Learner
0 0 1:250 1:200 1:150 1:100 1:40 EBEIS Annually *Damaged multimedia
Ratio
package
No. of Researchers
Research *Lack of time
Conducted 0 0 0 1 1 1 1 Annually
Outputs *Time management
No. of Research
Utilizatio
Findings Utilized 0 0 0 1 1 1 1
n Report

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c. Three-Year Indicative Plan

Fund
PERFORMANCE RISK PHYSICAL TARGETS
STRATEGIES OUTPUTS Source
INDICATOR ASSUMPTION
2023 2024 2025 2026 2027 2028
ACCESS: All school-age children, out-of-school youth, and adults accessed relevant basic learning opportunities
1 All Learners 1.1 Digital materials for Percentage of No available 0% 30% 50% 50% 50% 50% MOOE/
Transition to all learning areas classrooms gadget to be Partners
the Next Key accessible to provided with used by the
Stage learners ICT/multimedia learner at
equipment home
(package) to
incorporate digital
LM (tablets, radio,
tv)
1.2 Establish science Number of Availability of 1 MOOE
library functional library Science books
Construction Number of Availability of 1 MOOE/
science laboratory functional science materials for Partners
tables and chairs laboratory tables construction
and chairs
1.3 Schools Percentage of Funding 50% 100% 100% 100% 100% 100% Partners
implemented feeding feeding program source
program implementation
All target Percentage of Refusal of the 50% 100% 100% 100% 100% 100% Partners
beneficiaries of the target learner- learners to be
School Feeding beneficiaries part of the
Program were catered. feeding
catered. program
1.4 Compliance with Percentage of Availability of 5% 10% 15% 20% 25% 30% MOOE
provision of schools compliance with funds
on health and health and
sanitation facilities sanitation facilities
Clinic Availability of 100% 100% 100% 100% 100% 100% MOOE/
Medicines Partners
WASH Water 25% 30% 35% 40% 45% 50% MOOE
interruption
Canteen Monitoring 5% 10% 15% 20% 25% 30% Partners
mechanism
1.5 Implementation of Percentage of Capability of 50% 100% 100% 100% 100% 100% MOOE/
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Fund
PERFORMANCE RISK PHYSICAL TARGETS
STRATEGIES OUTPUTS Source
INDICATOR ASSUMPTION
2023 2024 2025 2026 2027 2028
school-based implementation of the designate Partners
learners’ mental the mental health Guidance
health and and psychosocial Counselors
psychosocial program
programs
1.6 Compliance with Meet with Increased 1:49 1:45 1:45 1:45 1:45 1:45 MOOE/
standards on standards on enrolment Partners
classroom-student classroom-student
ratio at the ratio
secondary levels
1.7 Schools Percentage of Overlapping 100% 100% 100% 100% 100% 100% MOOE/
implemented implementation of activities Partners
bridging strategies school based
to address learning learning recovery
gaps and continuity
strategies to close
gaps
2 Improve 2.1 Schools Percentage of Overlapping 100% 100% 100% 100% 100% 100% MOOE/
capacity to implemented Implementation of activities Partners
retain remediation the Remediation
learners in programs for Programs for
schools struggling learners Struggling
Learners
2.2 Counseling services Percentage of Capability of 100% 100% 100% 100% 100% 100% MOOE/
for students to implementation of the designate Partners
address individual counselling Guidance
concerns provided in services provided Counselors
all schools. by available
guidance
counselors or
advocates
EQUITY: School-age children and youth, and adults in situations of disadvantage benefited from
1 Improve 1.1 Involvement of Percentage of Participation 100% 100% 100% 100% 100% 100% MOOE/
program BLGUs and participation of the and Partners
management barangay officials on BLGU Officials cooperation of
and service data gathering and BLGU and
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Fund
PERFORMANCE RISK PHYSICAL TARGETS
STRATEGIES OUTPUTS Source
INDICATOR ASSUMPTION
2023 2024 2025 2026 2027 2028
delivery analysis towards Barangay
explicit solutions to Officials
identified barriers to
education
implemented
1.2 Mechanism for Implemented the Participation 1 1 1 1 1 1 MOOE/
enrollment of pre- pre-identification and Partners
identified children children with cooperation of
with disabilities disabilities in the community
between and among Kindergarten
ECCD, DSWD, between and
NGOs, and DepEd among ECCD,
DSWD, NGOs, and
DepEd
2 Intensify 2.1 Programs to address Number of GAD Overlapping 0 1 1 1 1 1 MOOE/
implementati gender-disparities programs activities Partners
on of among children monitored.
programs to implemented and
address monitored
gender-
disparities
among
children
3 Intensify the 3.1 Flexible Learning Percentage of Unforeseen 25% 40% 55% 70% 85% 100% MOOE/
implementati Options and students with natural and Partners
on of Flexible Alternative Delivery flexible learning manmade
Learning Modalities options and calamities
Options and alternative delivery
Alternative modalities
Delivery –
Modalities

4 Engage and 4.1 Partnership with No. of partnership Participation 0 0 1 2 2 3 MOOE/

sustain more external providers to established and Partners
partners to improve cooperation of
improve communication and external

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Fund
PERFORMANCE RISK PHYSICAL TARGETS
STRATEGIES OUTPUTS Source
INDICATOR ASSUMPTION
2023 2024 2025 2026 2027 2028
implementati advocacy plans for providers
on of inclusive education
inclusive
education 4.2 Compliance with Percentage of Participation 0% 0% 25% 50% 50% 100% MOOE/
programs standards and engagement of and Partners
protocols on the stakeholders’ cooperation of
engagement of compliance external
stakeholders in providers
support of inclusive
education.

4.3 Increase Percentage of Participation 0% 0% 25% 50% 50% 100% MOOE/

participation of increase and Partners
stakeholders in the participation of cooperation of
implementation of stakeholders external
learning modalities providers
for inclusive
education

QUALITY : Learners complete K-12 basic education having attained all learning standards that equip them with the necessary skills and
attributes to pursue their chosen paths
1 Ensure 1.1 Curriculum Percentage of Monitoring 100% 100% 100% 100% 100% 100% MOOE/
alignment of guides/Instructional teachers mechanism Partners
the plans reflecting the implemented
curriculum, socio-emotional and Percentage of Monitoring 100% 100% 100% 100% 100% 100% MOOE/
instruction, 21st century skills curriculum mechanism Partners
and including the guidelines
classroom appropriate learning implemented by
assessment approaches and teachers
methods in assessment are
all learning implemented and
areas monitored
1.2 Integration of Percentage of Monitoring 75% 80% 85% 90% 95% 100% MOOE/
human rights teachers mechanism Partners
principles to basic integrated human

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Fund
PERFORMANCE RISK PHYSICAL TARGETS
STRATEGIES OUTPUTS Source
INDICATOR ASSUMPTION
2023 2024 2025 2026 2027 2028
education rights principles to
curriculum from basic education
Stage 1 to Stage 4 curriculum from
stage 1 to 4.
1.3 Classroom-based Percentage of Monitoring 100% 100% 100% 100% 100% 100% MOOE/
implementation of teachers mechanism Partners
policies and implemented
standards on Good GMRC
Manners and Right
Conduct (GMRC)
and Values
Education
2 Improve 2.1 Utilization of Percentage of Availability of 50% 50% 50% 60% 60% 60% MOOE/
learning learning resource utilization of resources Partners
resource management Learning resources
provisions systems
2.2 Researches on Number of Overlapping 0 0 1 1 1 2 MOOE/
curriculum Researches on activities Partners
standards, learning curriculum
management, and standards,
learning resources learning
and services management, and
completed and learning resources
disseminated and services
completed and
disseminated
2.3
Implementation of Percentage of Monitoring 50% 60% 70% 80% 90% 100% MOOE/
the guidelines on teachers mechanism Partners
safe use of implemented
technology in the
teaching and
learning process
RESILIENCY AND WELL-BEING: Learners are resilient and know their rights and responsibilities have the life skills to claim their rights and
respect for others' rights in a learning environment where duty-bearers perform their obligations

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Fund
PERFORMANCE RISK PHYSICAL TARGETS
STRATEGIES OUTPUTS Source
INDICATOR ASSUMPTION
2023 2024 2025 2026 2027 2028
1 Strengthen 1.1 Implementation of
the school- the following:
based Child * policies, plans, Percentage of Monitoring 100% 100% 100% 100% 100% 100% MOOE/
Protection programs, projects, implementation mechanism Partners
Policy and activities
containing
commitments
towards children’s
rights according to
rights-based
education
framework
* rights-based
education (RBE)
framework *
standards and
mechanisms on
child protection
* M&E mechanism
on rights-based
education
framework and
legal obligations
and commitments
on children’s rights
* Positive discipline
measures in school
and community

1.2 DepEd personnel Percentage of Overlapping of 0% 10% 30% 50% 75% 100% MOOE/
and stakeholders teachers trained activities Partners
trained on child on CRE / RBE
rights/RBE

2 Incorporate 2.1 Implementation of

positive the following:
discipline in * Integration of Percentage of Monitoring 100% 100% 100% 100% 100% 100% MOOE/
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Fund
PERFORMANCE RISK PHYSICAL TARGETS
STRATEGIES OUTPUTS Source
INDICATOR ASSUMPTION
2023 2024 2025 2026 2027 2028
classrooms child rights implementation mechanism Partners
and all education (CRE) in
learning the enhanced K-12
spaces curriculum, extra
and co- curricular
programs, learning
environment and
culture of the
school, learning
center and other
learning modalities
* Utilization of
learning resources
on children’s and
learners’ rights in
education
* Implementation of
school-based
guidelines on RBE
and CRE
* Implementation of
mechanism on
learners’
participation on
education and
children’s rights
3 Strengthen 3.1 DepEd personnel
the and learners
implementati capacitated in
on of DRRM providing the
following:
* Mental Health and Percentage of Poor and 100% 100% 100% 100% 100% 100% MOOE/
Psychosocial personnel/teacher improper Partners
Support (MHPSS) s capacitated response
* Education for during and
Sustainable after disaster
Development
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Fund
PERFORMANCE RISK PHYSICAL TARGETS
STRATEGIES OUTPUTS Source
INDICATOR ASSUMPTION
2023 2024 2025 2026 2027 2028
(ESD)
* Disaster Risk
Reduction
Management
(DRRM)
* Climate Change
Adaptation and
Mitigation (CCAM)
* Peacebuilding Capability of
Competencies in the teachers
the K to 12 to deliver the
curriculum peace building
competencies
3.2 Monitor the
following:
* Integration of Percentage of Capability of 50% 50% 50% 100% 100% 100% MOOE/
Education for implementation the teachers Partners
Sustainable to Integrate
Development Education for
(ESD), Disaster Sustainable
Risk Reduction Development
Management (ESD), Disaster
(DRRM), Climate Risk Reduction
Change Adaptation Management
and Mitigation (DRRM),
(CCAM), and Climate
peacebuilding Change
competencies in Adaptation and
the K to 12 Mitigation
curriculum (CCAM)
*Provision of safety
and emergency
supplies and
equipment to
DepEd offices and
schools
* Establishment of
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Fund
PERFORMANCE RISK PHYSICAL TARGETS
STRATEGIES OUTPUTS Source
INDICATOR ASSUMPTION
2023 2024 2025 2026 2027 2028
Early Warning
Systems (EWS) in
DepEd offices and
schools
3.3 DRRM Contingency Contingency plan Participation 1 1 1 1 1 1 MOOE/
Planning with multi- approved and Partners
stakeholder groups cooperation of
for the external
implementation of providers
response,
rehabilitation, and
recovery
4 Ensure 4.1 Compliance with the Percentage of Improper 100% 100% 100% 100% 100% 100% MOOE/
compliance following: implementation integration of Partners
of education * Risk assessment other programs
facilities data for DDRM,
standards for CCAM, and
safe learning peacebuilding
environment * DRRM, CCAM, and
peacebuilding plans;
contingency plans;
and public service
continuity plans in
all governance levels
* Institutionalization
of DRRM Team in all
governance levels
Research on the Percentage of Focusing on 10% 10% 10% 10% 10% 10% MOOE/
implementation and completed academic Partners
impact DRRM, research on research
4.2
CCAM, and DRRM, CCAM and versus the
peacebuilding Peace Building DRRM
program
5 Provide 5.1 Implementation of
learners the following:
with basic * Guidelines on Percentage of Participation 100% 100% 100% 100% 100% 100% MOOE/

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Fund
PERFORMANCE RISK PHYSICAL TARGETS
STRATEGIES OUTPUTS Source
INDICATOR ASSUMPTION
2023 2024 2025 2026 2027 2028
health and safety of implementation and Partners
learners and school cooperation of
personnel, including external
prevention of providers
COVID-19
* Post COVID-19
tracking of learners’
health and nutrition
conditions in
health and
schools
nutrition
* Provision of
services
schools’ health
facilities including
WASH and clinics
* Establishment of
school-community
coordination
mechanisms for
health and safety of
learners in schools
Nurture and Study on effects of No. of research Participation 1 1 1 1 1 1 MOOE/
protect student workloads, study completed and Partners
learners’ deadlines, and other cooperation of
6 6.1
mental and learning activities community
psychosocial competed
health
Teachers handling Percentage of Capability of 20% 30% 40% 50% 75% 100% MOOE/
students teachers the teachers to Partners
experiencing mental capacitated handle
and psychosocial students
6.2
health issues experiencing
capacitated mental and
psychosocial
health issues
7 Promote 7.1 Teaching and non- Percentage of Overlapping 0% 0% 40% 50% 75% 100% MOOE/
learners’ teaching personnel Teaching and non- activities Partners
physical and trained on after- teaching personnel
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Fund
PERFORMANCE RISK PHYSICAL TARGETS
STRATEGIES OUTPUTS Source
INDICATOR ASSUMPTION
2023 2024 2025 2026 2027 2028
socio- school sports trained to handle
emotional programs after-school sports
skills program
development
GOVERNANCE : Efficient, nimble and resilient governance and management processes
Ideal Standards for the Percentage of Availability of 0% 10% 40% 45% 50% 55% MOOE/
learning integration of integration of technology and Partners
environment educational educational poor internet
and adequate technology in technology in connection
1 1.1
learning teaching and teaching and
resources for learning developed learning.
learners and implemented
ensured
Improve and Guidelines on Percentage of Capability of 0% 0% 0% 50% 80% 100% MOOE/
modernize modern financial compliance with the non- Partners
internal management modern financial teaching
systems and systems and management personnel to
processes for processes developed systems and handle modern
2 2.1
a responsive and implemented processes handled financial
and efficient by non - teaching management
financial personnel systems
resource
management
Strengthen Monitor Percentage of Participation 0% 0% 50% 60% 70% 100% MOOE/
active implementation of MOUs/MOAs and Partners
3 collaboration 3.1 MOUs/MOAs implemented cooperation of
with key external
stakeholders stakeholders

V. SCHOOL MONITORING AND EVALUATION AND PLAN ADJUSTMENTS

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The evaluation framework of Don Pablo Lorenzo Memorial High School Cabatangan Annex is grounded in the fundamental
principle of Monitoring, Evaluation, and Adjustments (MEA). This framework illustrates discernible data, including input-process-
output, derived from the school's monitoring checklist tool aligned with the Division Checklist tool. The essential concept of this
framework is to furnish data and offer necessary information to support the school's decision-making processes, instigate
developmental policies, provide technical assistance and feedback, explore alternatives among targets, projects, and programs, and
deliver responses based on impact and accomplishments.

a. Monitoring & Evaluation Strategies

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1. A committee composed of school head, department heads, teachers and non-teaching personnel shall be created for the
monitoring and evaluation.
2. The monitoring & evaluation strategies and activities of the school are anchored to D.O. 29 s. 2022.
3. The evaluation and analysis of data shall be done through the collaborative efforts of the committee members and the insights of
the school community to improve the school performance.
4. The school head shall evaluate the school’s performance through checklist every quarter to ensure quality in the delivery of basic
education to all learners.
5. Everyone are expected to implement the suggested improvement or modification after coaching or technical assistance.
6. Ensure that the goals and objectives are achieved through the collaborative effort of the team.

b. Monitoring & Evaluation Activities

 M & E Meetings and conferences

 Quarterly monitoring and evaluation

Quarter Schedule
1st Quarter 3rd week of March of every year
2nd Quarter 3rd week of June of every year
3rd Quarter 3rd week of September of every year
4th Quarter 3rd week of December of every year

 Coaching and Technical Assistance

 Crafting of interventions for improvement of the project or activity.
 Implementation of the adjusted plans.

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c. Monitoring and Evaluation Template

Strategies Indicators Description of Data Collection Responsible Schedule/ User(s) and Use(s)
Indicators Method/ Data Office in Data Frequency of of Data Collected
Source Collection Data Collection
(1) (2) (3) (4) (5) (6)

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Data Analysis to be Responsible office Frequency of M&E Audience of M&E Communication Reporting scheduled/
used for Data results results strategies to be frequency
Analysis employed/used (12)
(7) (8) (9) (10) (11)

VI. ANALYSIS AND MANAGEMENT OF RISK

Identified Risk Agency Impact I P OR Mitigation Strategies

Organizational Risk

 Lack of funding or financial  Poor delivery of services 5 5 25  Strengthen and update skills in
resources  Goals set or plans for school 5 5 25 financial management.
improvement might be hindered.

 Unforeseen/unplanned activities  Activities to be implemented might not 5 5 25  Pattern activities planned from
suspend the implementation of be realized and timeline set to achieve DepEd’s schedule and
school priorities and activities. activities, priorities might not be communicate and coordinate
attained. planned priorities and activities to
Schools Division Office
 Lack of coordination and union  Might lead to miscommunication and
among school administrator, poor relationship among staff that can 5 5 25  Strengthen partnership and
faculty and staff affect to quality of work delivered or relationship by conducting

34

Operational Risk
 Internet connectivity quality
 Lacking classrooms and building
Environmental Risk
 The school is prone to
moderate landslide
susceptibility.
their ineffectiveness.
 Quality of services delivered will be
affected.
 Comfortability of learners are
compromised.
 May distraction of classroom or 5
may causes injury to both
learners and student.
School Improvement Plan 2023-2028
DPLMHS-Cabatangan Annex
monthly meetings and activities to
avoid miscommunication
5 5 25  Prioritize utilization of quality
internet connection such as having
high mbps.
5 5 25  Build additional classrooms and
buildings as landed
5 25  Plan for security and
intervention which can be
care of the school disaster
management program.
 Teacher should prepare for
online or home activities for
remedies.
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SCHOOL PLANNING TEAM

ZANDRO G. SEPE, M.S. EVELYN B. VICENTE

School Principal IV Teacher In-Charge

Members:

DANILYN DELOS REYES MARIELLE FAJARDO GAJIL A. GADJALI

Faculty President/SST-I SST-I
SST-I

HAIRO D. DIPATUAN HASAN TEBBENG CHRISTIAN JOY MUSLAREZ

SSG Advisor/SST-I SPTA President SST-I

ALLAN E. DAGUN
Cabatangan Barangay Chairman

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Technical Secretariat:

JORDAN E. DELOS REYES KARL A. SEMACIO FREDERICO M.SACRO

SST-I SST-III SST-I

Reviewed by:

BASILIO D. UY VICTORIA D. MANGASER, PhD.

OIC-Chief Education Supervisor Chief Education Supervisor
School Governance and Operations Division Curriculum Implementation Division

Approved by:

MAJARANI M. JACINTO, EdD, CESO V

Schools Division Superintendent

37