Hinayagan Es Sip 2023 2028

Republic of the Philippines
Department of Education
Region VIII
Division of Samar
Gandara I District
HINAYAGAN ELEM. SCHOOL
123512
SIP
School Improvement Plan
2023 - 2028
Crafted and Approved by the
SCHOOL PLANNING TEAM

EDUARDO A. PACUNDO
ALDWIN A. DELA CRUZ
Teachers’ President
SPG President
MARY ROSE O. CASTILLO HON. EULALIO M. ELIZALDE

GPTA President Brgy. Captain
ERIC E. ROSADINO
Teacher In-Charge
Appraised and Recommended for Acceptance by the
DIVISION SIP APPRAISAL
RENATO P. TALON JAMIL A. BANGNO, CPA

Public Schools District Supervisor Division Budget Officer
MARISSA M. ROQUE LYNDON B. MACATO

Division Planning Officer III Designate Senior Education Program Specialist
JULIUS A. VERZOSA GERRY P. OCENAR

Education Program Specialist II Designate Senior Education Program Specialist
CLARITA M. MENDA
SGOD Chief
Recommending for Acceptance:
ELOISA R. ZARTIGA
Education Program Supervisor
OIC to the Office of the ASDS
Accepted by:
BERNARDO A. ADINA
Schools Division Superintendent
Executive Summary
Pursuant to Republic Act No. 9155 known as Governance of Basic Education Act of
2001, this policy aims to strengthen School-Based Management (SBM) by further devolving
the governance of education to schools, empowering school teams and personnel,
expanding community participation and involvement, and making the delivery of education
services to the learners more responsive, efficient, and effective through an enhanced school
planning and communication process.
Hinayagan Elementary is one with DepEd’s new education agenda in fostering a

strong DepEd with learners strengthened value system that is innate in being a Filipino. The
call for quality basic education that is foundational and functional is one of primary
concerns for learners. Thus, The School Improvement Plan (SIP) defines the strategies and
interventions of the school, with the help of the community and other stakeholders. It aims
to improve the key result areas in basic education: access, equity, quality, resiliency, and
well-being including the governance. This will undertake within a period of six (6)
consecutive years. The strategies our outputs are designed to address the challenges
affecting the performance of the school. The SIP is harmonized, relevant, and systematic
with MATATAG Basic Education Agenda, Basic Education Development Plan (BEDP) 2030,
2028 Regional Education Development Plan (REDP), and Division Education Development
Plan.
The of the school contains the following elements: Chapter I is the DepEd’s Vision,
Mission and Core Values which articulates and discuss the reasons that influences the
school’s ways of doing things. Chapter II is the Current situation of the school, and we
presented the other indicators indicated in this chapter. Chapter III is the Improvement Plan
wherein we tackled the School Strategic Plans. Chapter IV is the Financial Plan, and we
provide resources for the key interventions. We discuss thoroughly the Six-Year Indicative
Financial Plan and the Year 1 Annual Improvement Plan. Chapter V is the School
Monitoring and Evaluation and Adjustments (SMEA) and we discussed the systematic
process of collection, collation, and analysis of key education data and information which
allow the SGC to determine the progress of SIP implementation based on targets. Chapter VI
is the Risk Management Plan and this chapter we present the registry of identified Risks,
their description, and the strategic solutions to mitigate the impact of each identified risks.
The School Improvement Plan serves as the school’s roadmap for Its crucial
implementation of programs and projects addressing the Priority Improvement Areas (PIAs)
with root cause analysis and their possible solutions. In conclusion, the SIP is crafted for the
school to have clarity of where it is going and how will the target destination be achieved
with the available resources that it has, resulting to the quality basic education that is
foundational and functional.
List of Tables
Table No. Title Page Number
1 5-Year Enrollment Data 6
2 Net Enrollment Rate (NER) 7
3 Gross Enrollment Rate (NER) 8
4 Net In-Take Rate (NIR) 9
5 Retention Rate (RR) 10
6 Transition Rate (TR) 11
7 Drop Out Rate 12
8 School Leaver Rate 13
9 Failure Rate 14
10 Number of Disadvantage Learners 15
11 Learners Literacy Level (English) 17
12 Learners Literacy Level (Filipino) 17
13 Numeracy Level 18
14 Learners Academic Performance 19
15 Cohort Survival Rate 21
16 Completion Rate 22
17 Graduation Rate 23
18 Learners Nutritional Status 24
19 Bullying Incidence 25
20 Abuse Cases 26
21 Hazard Incidence 27
22 Data on Teaching Personnel in School 28
23 Learner to Classroom Ratio 28
24 Available Textbook Materials per subject per grade 29
level
25 Available Furniture and Textbook Materials in the 30
Library
26 Learner-Seat Ratio 30
27 Science and Mathematics Equipment/Packages in 31
School
28 Number of E-Classrooms 31
29 ICT Equipment in school 31
30 Status and Usage of ICT Equipment 31
31 Number of Functional Libraries in School 32
32 Data on School’s Electrical Connection 32
33 Data on School’s Internet Connection 33
34 Learner to Toilet Ratio 33
35 Learner to Handwashing Ratio 33
36 Summary of SBM Level of Practice for the last 4 34
Years
37 Average Percentage of Stakeholders’ Attendance in 34
School Activities for the last 4 Years
38 Amount of Stakeholders Contribution (Cash/In 35
kind) in School for the last 4 Years
List of Tables
Table No. Title Page Number
39 Aggregated Number Volunteer Hours (of 35
Stakeholders) in School for the last 4 Years
40 Summary of OPCR Rating for the last 4 Years 35
41 Number of Functional SGC for the last 4 Years 36
42 Improvement Plan 39
43 School Budget 46
44 Six-Year Indicative Financial Plan 47
45 Annual Implementation Plan 51
46 School Monitoring & Evaluation (M&E) Strategies 67
2023-2028
47 Framework for the Summative Monitoring and 70
Evaluation (M&E) Activities
48 School Implementation Schedules of the MEA 73
System
49 Risk Management Plan 74
List of Acronyms
ADM - Alternative Delivery Mode

AIP - Annual Implementation Plan
ALIVE - Arabic Language and Islamic Values Education
ALS - Alternative Learning System
CBMS - Community-Based Monitoring System
CCA - Climate Change Adaptation
CFSS - Child-Friendly School Survey
CI - Continuous Improvement
DEDP - Division Educational Development Plan
DepEd - Department of Education
DRRM - Disaster Risk Reduction and Management
EBEIS - Enhanced Basic Education Information System
FGD - Focus Group Discussion
IP - Indigenous People
LIS - Learner Information System
MOOE - Maintenance and Other Operating Expenses
NCBTS - National Competency-Based Teacher Standards
NGO - Non-Government Organization
OSC - Out-of-School Children
PAP - Programs, Activities, Projects
PHIL-IRI - Philippine Informal Reading Inventory
PI - Performance Indicator
PIA - Priority Improvement Area
PO - Physical Output
PTA - Parents-Teachers Association
QAAS - Quality Assurance & Accountability System
RPMS - Results-based Performance Management System
SBM - School-Based Management
SGC - School Governing Council
SIP - School Improvement Plan
SPT - School-Community Planning Team
SRA - Student-Led Risk Assessment
SRC - School Report Card
SWM - Solid Waste Management
SY - School Year
TBD - To Be Determined
WASH - Water, Sanitation, and Hygiene
Table of Contents
Content Page Number
Cover Page ………………………………… i
Approval Sheet ………………………………… ii
Executive Summary ………………………………… iii
List of Tables ………………………………… iv
List of Figures ………………………………… v
List of Acronyms ………………………………… vi
Table of Contents ………………………………… vii
Chapter I: Department Mission, ………………………………… 1
Vision and Core Values
Chapter II: School Current ……………………………….. 2
Situation
Chapter III: Improvement Plan ……………………………….. 37
Chapter IV: Financial Plan ……………………………….. 45
Chapter V: School Monitoring & ……………………………….. 63
Evaluation
Chapter VI: Risk Management ………………………………. 71
Plan
References ……………………………….
Appendices ……………………………….
Chapter I
Department
Mission, Vision
and Core Values
Department of Education Mission, Vision, and Core Values Statement

THE 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.
THE 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.
CORE VALUES
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
The Basic Education Report of the Vice President and Education Secretary Sarah Z.
Duterte on January 30, 2023 asserts the new education agenda “Matatag; Bansang Makabata,
Batang Makabansa” which serves as the point of reference for the school’ s delivery of this
year’s programs, projects and activities. Aligning the new agenda to the VMV Statements of
the Department of Education gives additional solidity to the essence of the VMV.
On DepEd Vision. “ Matatag: Bansang Makabata, Batang Makabansa” as the new

education agenda of DepEd explicitly implies Patriotism with a strong heart to withstand
uncertainties and challenges in the educational system. This is the nurturing value targeted
to be instilled into the consciousness of learners for them to maneuver and navigate through
complexities with resilience and indomitable love for their country. The School is bound for
ACCES (A Child- Centered Community Education System) that caters diverse learning
needs giving importance to the voices of our internal and external stakeholders.
On DepEd Mission. Following the DepEd mission, the School Planning Team and
SGC ensured that each team member will adhere to the Mission Statement of DepEd. They
also stressed that their contribution to protect and promote the right of every Filipino to
quality, equitable, culture-based and complete basic education where children learn in child-
friendly, gender-sensitive, safe and motivating environment will be certain and observable.
Committed to these aspirations, the SPT and the SGC pledge their support to give due
importance to the roles of the internal and external stakeholders stated in the DepEd Mission
Statement to attain the quality, culture-based, and complete basic education that is
foundational and functional in an education system that is “Matatag; Bansang Makabata,
Batang Makabansa.”
On DepEd Core Values. The Joint School Planning Team and the SGC ensure to
contextualize the application of Core Values to real-world scenario in recognizing the
existence of the Supreme being, in treating human beings with respect regardless of gender,
ethnicity, and disability, in safeguarding the natural resources, and in instilling patriotism
with a strong heart to each learner.
Chapter II
School’s Current Situation
Introducing the School

Hinayagan Elementary School in Barangay Hinayagan Gandara, Samar is
situated upland and 12.5 km. away from the town of Gandara.It is known in the
locality for farming ventures. This kind of occupation help them sustain their daily
needs.
The school manage by a Teacher In-Charge with four competent teachers to

promote the total well being of the school children it nurtures.They ensure to
improve the academic performance in every quarter and good services to the school
populace and the success of every learner it serves.
The teachers embrace the K to 12 Curriculum for Kindergarten to Grade VI

and other DepEd thrust and policies and implement DepEd programs and projects.
The school has enough space for any construction that will help efficiently
and effectively for the attainment of school’s vision, mission, goals, and objectives
for quality education.
The school has 3 DepEd buildings which were used for Classroom
instructions, 1 room for the office of the school head and 1 room for school
conferences. There is enough agricultural area for Gulayan sa Paaralan with good
water supply, electrical connection, and a wide playground with perimeter fence.
The school community is known for being hospitable. Their warm greetings
are always manifested with a genuine smile. It is evident that the school and
community work closely with each other to meet their mutual goals. The community
and the school are two important social institutions both which have linkages where
one is independent to another. With its current facilities and dedicated educators,
the school is poised to continue providing quality education for generations to come.
Title PILLAR 1: ACCESS

Intro Message The DepEd Thrust that No One should Left Behind encompasses
the 1st, Pillar. The school is committed to provide learners an access
to education from Kinder to Grade 6. This commitment can be
realized through the conduct of different enrollment campaigns
with the participation of the BLGU.
Sub-Title 5-Year Enrollment Data
Description The 5-Year Enrollment Data of the School was taken from the
Learner Information System (LIS) from SY 2018-2019 to SY 2022-
2023. Every SY the enrollment was grouped as Male, Female and
Total to get the actual number of the learners.
Table 1
5-YEAR ENROLLMENT DATA
School K 1 2 3 4 5 6 GT
Year M F T M F T M F T M F T M F T M F T M F T M F T
2018-2019 4 7 11 3 7 10 3 2 5 2 5 7 3 4 7 4 3 7 4 2 6 23 30 53
2019-2020 3 8 11 4 7 11 3 6 9 3 3 6 2 5 7 3 4 7 4 3 7 22 36 58
2020-2021 2 6 8 3 9 12 5 7 12 5 6 11 3 3 6 2 5 7 3 4 7 23 40 63
2021-2022 9 2 11 1 6 7 3 9 12 5 9 14 5 6 11 3 3 6 3 4 7 29 39 68
2022-2023 6 4 10 10 4 14 1 6 7 4 7 11 5 9 14 6 6 12 3 3 6 35 39 74
Source: LIS as of June 2023
Analysis:
It can be seen in the table above that there is a increased of enrollment in the
latest school year (SY 2022-2023) with 647enrollees compared to the previous
enrollment. This increase is attributed to the effort of the school in achieving
inclusive education where no learners should not left behind.

the 1st, Pillar. The School is committed to provide learners an access
Sub-Title Net Enrollment Rate (NER)
Description
Net enrollment rate provides a more precise measurement of the
extent of participation in each level of education belonging to the
official school age. It is calculated by dividing the number of
students of official school age enrolled in primary education by the
population of the age group which officially corresponds to
primary education, and multiplying by 100.
Table 2
Net Enrollment Rate (NER)
SY K 1 2 3 4 5 6
2018-2019 100 100 100 100 100 100 100
2019-2020 100 100 100 100 100 100 100
2020-2021 100 100 100 100 100 100 100
2021-2022 100 100 100 100 100 100 100
2022-2023 100 100 100 100 100 100 100
Analysis:
Based on the table presented, the net enrolment rate of the school for 5 consecutive
years is 100%. It appears that the percentage of number of pupils enrolled in primary
education who are of the official school age versus the population for the same age-group in
the community is significantly proportional.

the 1st, Pillar. The School is committed to provide learners an access
Sub-Title Gross Enrollment Rate (GER)
Description Gross Enrollment Rate shows the general level of participation in a
given level of education. It can be used together with the NER to
measure the extent of over-aged and under-aged enrolment. can
also be used in place of the NER when data on enrolment by single
years of age is not available. It is calculated by dividing the number
of students enrolled in primary education regardless of age by the
population of the age group which officially corresponds to
primary education, and multiplying by 100.
Table 3
Gross Enrollment Rate (NER)
SY K 1 2 3 4 5 6
2018-2019 100 100 100 100 100 100 100
2019-2020 100 100 100 100 100 100 100
2020-2021 100 100 100 100 100 100 100
2021-2022 100 100 100 100 100 100 100
2022-2023 100 100 100 100 100 100 100
Analysis:
As reflected in the table, the Gross Enrollment Rate of the school has been consistent
to 100% for five consecutive years. This implies that the percentage of the total enrolment
from kindergarten to Grade 6 for SY 2018-2019 to SY 2022-2023, regardless of age, versus the
population who according to national regulations should be enrolled at this level are
significantly congruent.

the 1st, Pillar. The school is committed to provide learners an access
Sub-Title Net In-Take Rate (NIR)
Description Net In-Take Rate gives a more precise measurement of access to
primary education of the eligible, primary school-entrance age
population than the Gross In-Take Rate. It is calculated by dividing
the number of children of official primary school entrance age who
enter grade 1 of primary education for the first time by the
population of the same age, and multiplying by 100.
Table 4
Net In-Take Rate (NIR)
No. of 5-year-old to No. of 5-year-old to 12-

School Year 12-year-old children year-old children in the Rate
in the community community enrolled
2018-2019 53 53 100%
2019-2020 58 58 100%
2020-2021 63 63 100%
2021-2022 68 68 100%
2022-2023 74 74 100%
Source: Learner Information System (LIS) & Brgy. Demographic Profile
Analysis:
Based on the table presented, the net intake rate of the school for 5 consecutive years
is 100%. It appears that the percentage of number of pupils enrolled in elementary education
who are of the official school age versus the population for the same age-group in the
community is significantly proportional.

the 1st, Pillar. The school is committed to provide learners access to
education from Kinder to Grade 6. This commitment can be
Sub-Title Retention Rate (RR)
Description Retention Rate determines the degree of pupils/students in a
particular school year who continue to be in school in succeeding
year. It is also vulnerable to migration and is not advisable to
compute at the school level. It is calculated with the total number of
enrolled students (including any who have withdrawn or
cancelled), minus the number of students who have withdrawn or
cancelled their enrollment and divide this by the total number of
enrolled students.
Table 5
Retention Rate (RR)
SY K 1 2 3 4 5 6
2018-2019 100 100 100 100 100 100 100
2019-2020 100 100 100 100 100 100 100
2020-2021 100 100 100 100 100 100 100
2021-2022 100 100 100 100 100 100 100
2022-2023 100 100 100 100 100 100 100
Analysis:
As shown in the table, the Retention Rate of the school has been consistent to 100%
for five consecutive years. This implies that the percentage of enrollees in the elementary
level in a given school year who continue to be in school the following year are significantly
similar.

Sub-Title Transition Rate (TR)
Description Transition Rate assesses the extent by which pupils are able to
move to the next higher level of education (i.e. primary to
intermediate)
Table 6
Transition Rate (TR)
SY 1 2 3 4 5 6
2018-2019 100 100 100 100 100 100
2019-2020 100 100 100 100 100 100
2020-2021 100 100 100 100 100 100
2021-2022 100 100 100 100 100 100
2022-2023 100 100 100 100 100 100
Analysis:
Based on the table provided, the Transition Rate of the school in Grade 1-6 has been
consistently high over the past five academic years (2018-2019 through 2022-2023), with
100% of learners moving on to the next grade each year. This suggests that the school is
providing a strong educational foundation and support system for its learners, allowing
them to successfully progress through their studies. A Transition Rate of 100% is a positive
indicator of the school's effectiveness in educating its learners, and it indicates that the
school is providing a supportive and nurturing learning environment where learners feel
motivated to succeed.

Sub-Title Drop Out Rate
Description Drop Out Rate refers to the percentage of pupils who leave school
during the year for any reason as well as those who complete the
previous grade but fail to enroll in the next grade the following
school year to the total number of pupils enrolled during the
previous school year
Table 7
Drop Out Rate
SY K 1 2 3 4 5 6
2018-2019 0 0 0 0 0 0 0
2019-2020 0 0 0 0 0 0 0
2020-2021 0 0 0 0 0 0 0
2021-2022 0 0 0 0 0 0 0
2022-2023 0 0 0 0 0 0 0
Analysis:
The table shows the dropout rate of the school is consistent on 0%. This indicates that
our interventions to those learners at risk of dropping out is quite good that no learners left
the school before completing their education during this time.

Sub-Title School Leaver Rate
Description School Leaver Rate is the measure for dropout rate. It covers both
pupils/students who do not finish a particular grade/year level as
well as those who finish but fail to enroll in the next grade/year
level the following school year. It is theoretically more
comprehensive than Simple Dropout Rate but becomes unreliable
in areas with substantial
migration.
Table 8
School Leaver Rate
SY K 1 2 3 4 5 6
2018-2019 0 0 0 0 0 0 0
2019-2020 0 0 0 0 0 0 0
2020-2021 0 0 0 0 0 0 0
2021-2022 0 0 0 0 0 0 0
2022-2023 0 0 0 0 0 0 0
Analysis:
The table shows the school leaver rate of the school is consistent on 0%. This
indicates that our interventions to those learners might leave is quite good that no learners
left the school before completing their education during this time.

Sub-Title Failure Rate
Description This indicator evaluates the extent of pupils who failed a given
grade.
Table 9
Failure Rate
SY K 1 2 3 4 5 6
2018-2019 0 0 0 0 0 0 0
2019-2020 0 0 0 0 0 0 0
2020-2021 0 0 0 0 0 0 0
2021-2022 0 0 0 0 0 0 0
2022-2023 0 0 0 0 0 0 0
Analysis:
The table shows the failure rate of the school is consistent at 0%. This indicates that
our interventions to those learners at might failed is quite good that no learners left the
school before completing their education during this time.
Title PILLAR 2: EQUITY

Intro Message All school-age learners in situation of disadvantage are
participating in inclusive basic learning opportunities and receiving
appropriate quality education
Sub-Title Disadvantage Learners
Description Equity for Learners in Situation of Disadvantage
Table 10
Number of Disadvantage Learners
Key Performance SY 2018- SY 2019- SY 2020- SY 2021- SY 2022-
Indicators (KPIs) 2019 2020 2021 2022 2023
1. Proportion of 0 0 0 0 0
Learners in
situation of
disadvantage
transition to the
next key stage
2. Gender 0 0 0 0 0
participation-
disparity in
completion
3. Percentage of 0 0 0 0 0
learners in
situations of
disadvantage
continue to
participate in basic
education
4. Percentage of 0 0 0 0 0
Learners in
situations of
disadvantage
(Disaggregated by
group) achieved at
least a fixed level of
proficiency/master
y in (a) Functional
Literacy, (b)
Numeracy, (c) 21ST
Century Skills
Percentage of 0 0 0 0 0
Learners with at
least proficient
level or better
functional literacy
Learners with at
least proficient
level or better
functional
numeracy
Learners with at
least proficient
level or better
functional 21ST
Century Skills
Learning and 0 0 0 0 0
Innovations
Information, 0 0 0 0 0
Media, and
Technology Skills
Life and career 0 0 0 0 0
skills
Source: LIS & School Information System Data Bank
Analysis:
The table shows that the school has no displaced learners, but we will see to it that
we give necessary measures if certain circumstances may occur to our learners.
Title PILLAR 3: QUALITY

Intro Message Learners complete k to 12 basic education having attained all
learning standards that equip them with necessary skills and
attributes to pursue their chosen path.
Sub-Title Learners Literacy Level
Description The school has been making significant progress in terms of school
performance on quality. Quality refers to the level of education
being offered and the competence of the learners in their respective
fields of study. To assess the performance of the school on quality,
we must examine several key indicators, including reading and
numeracy proficiency and competency, as well as the learning
standards for performance.
Table 11
Learners Literacy Level (English)
School Year Frustration Instructional Independent Non-Reader
2018-2019 20 6 5 0
2019-2020 18 19 8 0
2020-2021 16 25 9 0
2021-2022 15 30 10 0
2022-2023 13 31 13 0
Source: School Reading Assessment Result
Table 12
Learners Literacy Level (Filipino)
School Year Frustration Instructional Independent Non-Reader
2018-2019 19 6 6 0
2019-2020 17 20 8 0
2020-2021 14 31 10 0
2021-2022 14 30 11 0
2022-2023 12 32 13 0
Source: School Reading Assessment Result
Analysis:
The tables above show that the literacy level of learners both in English and
Filipino had a larger no of cases in frustration and the lowest number shown in the
independent level. This manifests that after the pandemic it affects the literacy level
of the learners. However, it suggests that there were zero reports of non-readers.
Lack of non-reader learners. The fact that there were 0 non-reader learners in
all of the school years suggest that the program was successful in preventing
learners from falling behind in their reading skills.

Sub-Title Numeracy Level
Table 13
Numeracy Level
Non- Moderately High
School Year
Numerates Numerates Numerates
2018-2019 17 8 6
2019-2020 16 20 9
2020-2021 14 28 9
2021-2022 13 32 10
2022-2023 11 34 12
Source: School Numeracy Assessment Result
Analysis:
The table on Learners Numeracy Results reflects the level of mathematical

proficiency of the learners on the 5-year comparative data from school year 2018-
2019 to 2022-2023. The learners were classified into three categories: Non-numerates,
Moderately Numerates, and Highly Numerates. The data shows that the number of
non-numerate and moderately numerate learners has fluctuated over the years, the
number of numerates has decreased a little in the latest School Year 2022-2023.
This indicates that the numeracy assessment is quiet strong standard and but
there is still needed to re-evaluate the effectiveness of the numeracy interventions or
change the programs in place, and to consider other strategies to improve the
mathematical proficiency of the learners.

Sub-Title Learners Academic Performance
Table 14
Learners Academic Performance
Tracking of Average Computed Grades for the School Year (Grade Sheets/
Grade SF9)
Quarterly
Level
Assessment
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023
Grade 1 83.00 81.00 85.80 82.00 79.55
Grade 2 80.00 85.00 85.50 83.08 79.00
Mother Tongue
Grade 3 81.00 83.00 87.00 84.00 83.00
AVERAGE 81.33 83.00 86.10 83.03 80.52
Grade 1 79.20 79.00 82.80 78.71 77.36
Grade 2 78.75 81.00 82.50 82.00 76.00
Grade 3 79.00 80.00 83.20 83.44 85.67
English Grade 4 79.20 81.00 83.00 84.41 82.38
Grade 5 80.50 81.00 82.75 84.00 78.01
Grade 6 83.25 83.00 83.25 86.00 78.86
AVERAGE 79.98 80.83 82.92 83.09 79.71
Grade 3 79.85 81.00 82.80 82.80 83.00
Grade 4 79.98 84.00 82.50 83.58 83.75
Science Grade 5 80.00 84.00 83.75 83.00 82.07
Grade 6 80.25 84.00 82.50 85.00 81.72
AVERAGE 80.02 83.25 82.89 83.60 82.64
Grade 1 79.35 82.00 83.00 82.76 78.72
Grade 2 79.50 85.00 82.70 84.33 78.50
Grade 3 79.25 83.00 83.40 82.50 82.33
Mathematics Grade 4 80.15 83.00 83.00 83.30 84.00
Grade 5 80.50 84.00 83.80 82.00 79.08
Grade 6 84.50 85.00 82.60 85.00 78.14
AVERAGE 80.54 83.67 83.08 83.32 80.13
Grade 1 79.85 81.00 83.10 81.88 80.00
Grade 2 79.80 84.00 82.80 83.83 78.00
Grade 3 79.85 82.00 83.60 84.00 84.33
Filipino Grade 4 80.00 83.00 84.50 85.12 83.75
Grade 5 82.20 84.00 85.00 85.00 82.07
Grade 6 83.40 87.00 84.75 88.00 83.43
AVERAGE 80.85 83.50 83.96 84.64 81.93
Grade 1 82.00 82.00 82.90 83.00 79.09
Grade 2 81.50 83.00 82.60 83.58 79.25
Araling
Grade 3 80.85 82.00 83.40 84.40 83.00
Panlipunan
Grade 4 81.00 83.00 83.30 83.94 83.50
Grade 5 81.50 84.00 84.00 85.00 81.07
Grade 6 82.00 86.00 84.50 87.00 83.14
AVERAGE 81.48 83.33 83.45 84.49 81.51
Grade 4 80.00 85.00 83.75 85.00 84.13
Grade 5 81.00 85.00 84.50 85.00 81.05
TLE
Grade 6 82.20 86.00 84.00 86.00 95.86
AVERAGE 81.07 85.33 84.08 85.33 87.01
Grade 1 82.50 81.00 82.80 84.00 80.09
Grade 2 83.00 83.00 83.10 84.25 80.25
Grade 3 82.25 82.00 84.00 85.00 86.00
MAPEH Grade 4 81.85 81.00 85.00 85.82 83.05
Grade 5 83.00 83.00 86.50 85.00 81.04
Grade 6 83.00 85.00 85.00 87.00 82.00
AVERAGE 82.60 82.50 84.40 85.18 82.07
Grade 1 83.00 82.00 84.30 84.71 82.00
Grade 2 82.00 84.00 84.10 85.00 81.25
Grade 3 84.00 84.00 85.20 87.00 89.00
EsP Grade 4 84.00 87.00 86.50 87.00 87.89
Grade 5 85.00 87.00 87.00 87.00 87.02
Grade 6 85.00 88.00 85.30 88.00 85.86
AVERAGE 83.83 85.33 85.40 86.45 85.50
Source: School Data Gathering Tool
Analysis:
The table on Academic Performance of Learners shows that ESP has the
highest average results while Science has the lowest average grades. This implies
that science in Grade 3-6 is a challenging subject for the learners. Due to its high
cognitive and psychological demand, science requires learners to understand other
subjects, memorize complex and often abstract concepts.

Sub-Title Cohort Survival Rate
Table 15
Cohort Survival Rate
School Year Male Female Total

2018-2019 100% 100% 100%
2019-2020 100% 100% 100%
2020-2021 100% 100% 100%
2021-2022 100% 100% 100%
2022-2023 100% 100% 100%
Analysis:
Based on the table shown, the Cohort Survival Rate of the school has been
consistently high over the past five academic years (2018-2019 through 2022-2023), with
100%. This implies that percentage of total number of children belonging to a cohort who
reached in Grade 6 in a given school year versus the number of children in the same cohort;
those originally enrolled in the first grade of primary education is significantly the same.

Sub-Title Completion Rate
Table 16
Completion Rate
SY K 1 2 3 4 5 6
2018-2019 100 100 100 100 100 100 100
2019-2020 100 100 100 100 100 100 100
2020-2021 100 100 100 100 100 100 100
2021-2022 100 100 100 100 100 100 100
2022-2023 100 100 100 100 100 100 100
Analysis:
As represented in the table, the Completion Rate of the school has been consistent at
100% for five consecutive years. This manifests that the percentage of the number of learners
in the relevant age group who have completed the last grade of the given level of education
versus the total population of the same age group/ grade level are congruent.

Sub-Title Completion Rate
Table 17
Graduation Rate
SY K 1 2 3 4 5 6
2018-2019 100 100 100 100 100 100 100
2019-2020 100 100 100 100 100 100 100
2020-2021 100 100 100 100 100 100 100
2021-2022 100 100 100 100 100 100 100
2022-2023 100 100 100 100 100 100 100
Analysis:
As represented in the table, the Graduation Rate of the school has been consistent at
100% for five consecutive years. This manifests that the percentage of the number of learners
in the relevant age group who have graduated of the given level of education versus the
total population of the same age group/ grade level are congruent.
Title PILLAR 4: RESILIENCY & WELL-BEING

Intro Message Learners are resilient and know their rights, and have life skills to
protect themselves and their rights while being aware of their
responsibilities as individuals an as a members of society.
Sub-Title Learners Nutritional Status
Description Providing learners with basic health and nutritional services
Table 18
Learners Nutritional Status
No. of Severely
School Year Wasted Normal Overweight Obese
Cases Wasted
2018-2019 31 9 10 12 0 0
2019-2020 45 7 9 29 0 0
2020-2021 51 7 8 36 0 0
2021-2022 55 6 8 41 0 0
2022-2023 57 5 7 45 0 0
Source: School Nutritional Status Report
Analysis:
From this data, it can be concluded that the number of learners with normal weight
has fluctuated over the past few years, while the number of wasted and severely wasted
learners has increased. The number of overweight and obese learners has higher increased
in the current year. This data highlights the importance of continuing to monitor the
nutritional status of the learners and taking actions to address any issues that may arise.

Sub-Title No. of Bullying Incidence
Description Nurture and protecting learners’ mental and psychosocial health
Table 19
No. of Bullying Incidence
SY K 1 2 3 4 5 6
2018-2019 0 0 0 0 0 0 0
2019-2020 0 0 0 0 0 0 0
2020-2021 0 0 0 0 0 0 0
2021-2022 0 0 0 0 0 0 0
2022-2023 0 0 0 0 0 0 0
Source: School CPP Report
Analysis:
The table shows the ZERO incidence of bullying. The school has a zero-tolerance
policy for bullying and works to create a safe and supportive environment for all its
learners. This includes ongoing efforts to educate learners and teachers about the negative
impacts of bullying and how to prevent it.
To address these issues, the school takes a comprehensive and collaborative

approach that involves everyone in the school-community. This includes providing
education and training to learners, teachers, and staff, implementing clear policies and
procedures in addressing bullying, promoting positive relationships, and working with
parents and the wider community to raise awareness about bullying and its impact.

Sub-Title No. of Abuse Cases
Description Promoting learners' physical and emotional development
Table 20
Abuse Cases
SY K 1 2 3 4 5 6
2018-2019 0 0 0 0 0 0 0
2019-2020 0 0 0 0 0 0 0
2020-2021 0 0 0 0 0 0 0
2021-2022 0 0 0 0 0 0 0
2022-2023 0 0 0 0 0 0 0
Source: School CPP Report
Analysis:
The table shows the ZERO incidence of abuses. The school has a zero-tolerance
policy for bullying and works to create a safe and supportive environment for all its
learners. This includes ongoing efforts to educate learners and teachers about the negative
impacts of abuses and how to prevent it.
To address these issues, the school takes a comprehensive and collaborative

approach that involves everyone in the school-community. This includes providing
education and training to learners, teachers, and staff, implementing clear policies and
procedures in addressing bullying, promoting positive relationships, and working with
parents and the wider community to raise awareness about bullying and its impact.

Sub-Title No. of Hazard Incidence
Description Ensure that education facilities are safe and protected from the
impacts of natural and human-induced hazards
Table 21
Hazard Incidence
SY Natural Man Made Specification
2018-2019 0 0 0
2019-2020 0 0 0
2020-2021 0 0 0
2021-2022 0 0 0
2022-2023 0 0 0
Source: School DRR Report
Analysis:
The table shows the ZERO Hazard Incidence. The school is also concerned with man-
made or natural hazards and has taken necessary steps to ensure the safety and security of
its learners and teachers in the extent of an emergency. This includes regular drills and
training to ensure that everyone is prepared to respond effectively in the event of a crisis.
To secure the safety of the learners and teachers, evacuation procedures should be
established and regularly practiced. Emergency drills should be conducted to familiarize
everyone with the procedures in case of a disaster. Additionally, first-aid kits should be
readily available in case of any injuries.
In conclusion, it is important to address the potential hazards in the school to ensure

the safety of the learners and teachers. By implementing proper intervention and solutions,
the risk of disasters can be reduced, and the school can be better prepared in case of any
eventualities.
Title PILLAR 5: ENABLING MECHANISM - GOVERNANCE

Intro Message Efficient, agile and resilient governance and management processes
Sub-Title School Concerns on Governance
Description *Education leaders and managers practice participative, ethical and
inclusive management processes
*All personnel are resilient, competent and continuously improving
*Ideal Learning environment and adequate learning resources for
learners ensured
*Internal systems and processes are efficient, responsive, modern
and continuously improving
*Key stakeholders actively collaborate to serve learners better
*Public and private education systems work more collaboratively
under a dynamic and responsive complementarity framework
Human Resources
Table 22
Data on Teaching Personnel in School
Number of teachers working in the school
Teaching Position M F Total

Teacher III 1 1
Teacher II
Teacher I 1 1 2
TOTAL 1 2 3
School Resources
Table 23
Learner to Classroom Ratio
School Year Learner-Classroom Ratio
SY 2019-2020 16:1
SY 2020-2021 16:1
SY 2021-2022 18:1
SY 2022-2023 17:1
Table 24
Available Textbook Materials per subject per grade level
(SY 2022-2023)
Grade Subject Textbook Enrolment Total Excess Textbook Textbook
Level No. of Number shortage to
Copies of Number Learner
Textbooks Ratio (per
subj per
grade
level)
1 MTB 0 0 1:1
English 0 0 1:1
Math 0 0 1:1
Filipino 0 0 1:1
ArPa 0 0 1:1
MAPEH 0 0 1:1
ESP 0 0 1:1
2 MTB 0 0 1:1
English 0 0 1:1
Math 0 0 1:1
Filipino 0 0 1:1
ArPa 0 0 1:1
MAPEH 0 0 1:1
ESP 0 0 1:1
3 MTB 0 0 1:1
English 0 0 1:1
Science 0 0 1:1
Math 0 0 1:1
Filipino 0 0 1:1
ArPa 0 0 1:1
MAPEH 0 0 1:1
ESP 0 0 1:1
4 English 0 0 1:1
Science 0 0 1:1
Math 0 0 1:1
Filipino 0 0 1:1
ArPa 0 0 1:1
TLE 0 0 1:1
MAPEH 0 0 1:1
ESP 0 0 1:1
5 English 0 0 1:1
Science 0 0 1:1
Math 0 0 1:1
Filipino 0 0 1:1
ArPa 0 0 1:1
TLE 0 0 1:1
MAPEH 0 0 1:1
ESP 0 0 1:1
6 English 0 0 1:1
Science 0 0 1:1
Math 0 0 1:1
Filipino 0 0 1:1
ArPa 0 0 1:1
TLE 0 0 1:1
MAPEH 0 0 1:1
ESP 0 0 1:1
Source: School Information System Data Bank
Table 25
Available Furniture and Textbook Materials in the Library
(SY 2022-2023)
Number
Library Textbooks
Reference Books
Tables
Chairs
Textbooks and other school furniture (chairs, tables) are essential in education, as
these give an equal opportunity for our learners. As observed in the above data, it is evident
that the number of textbooks does not match with the number of enrollees in this school,
most probably because the number of books allocated for the school is insufficient. Though
the subject teachers could use other references, this is not going to address the problem since
the resources should be considered and must be based on the curriculum guide prescribed
for each subject area by the Department of Education.
Table 26
Learner-Seat Ratio
School Year Learner-Seat Ratio
SY 2019-2020 1:1
SY 2020-2021 1:1
SY 2021-2022 1:1
SY 2022-2023 1:1
The learner’s seat in a face-to-face class is just as essential as other learning materials
like books; without it, it would be impossible for a class to happen. In this case, based on the
above data, it is obvious that there is no shortage in the number of seats per learner. This is a
good indication of one of the qualities or good practices of education in terms of the school’s
resources. A practice such as this must be strictly maintained through the whole school year
and across all the schools in the Philippines.
Table 27
Science and Mathematics Equipment/Packages in School
Qty per Inventory
Unit Actual
Particulars/ Set or Date of
of Number Non-
Items Qty per Delivery Functional
Issue of Items Functional
Package

Table 28
Number of E-Classrooms
Status
E-classroom(s)
Functional Non-Functional
1 /
Table 29
ICT Equipment in school
DepEd Computerization Program (DCP)
Batch No. of Packages
Service Provider Date Received
Number Received
Table 30
Status and Usage of ICT Equipment
A. DCP
Status of DCP Package/s Usage

No. of No. for No. of Non-
Types Total Instructional Administrative
Functional Repair Functional
Server 2 1 1 /
Client 2 1 1 /
Stand-
alone PC
UPS 6 1 5 / /
LCD
2 0 1 / /
Projector
LCD
2 0 2 / /
Screen
Laptop 2 2 / /
Speaker 1 0 1
B. Non DCP
Non- DCP Computers

Source
Donated by
School Capital Outlay If Others, please specify.
Stakeholder
Status Usage
No. of No. for No. of Non-
Types Total Instructional Administrative
Functional Repair Functional
Laptop
Desktop
Tablet
There is no shortage/ excess in the DCP packages because it depends on how to

utilize the equipment. The only problem we encounter to the DCP packages are the quality
is sub-standard. Base on the experience of the school the computer has a short life span
specially the hardware.
Table 31
Number of Functional Libraries in School
Number of Functional
School Year
Library/ies
SY 2019-2020 0
SY 2020-2021 0
SY 2021-2022 0
SY 2022-2023 0
Table 32
Data on School’s Electrical Connection
Does the
school have If yes, what is the source of
electricity electricity?
School Year
connection?
Grid (Electric Solar
Yes No Generator
Cooperative) Powered
SY 2019-2020 / /
SY 2020-2021 / /
SY 2021-2022 / /
SY 2022-2023 / /
For one, school electrification makes teaching and studying interactive; it provides
access to better learning tools such as computers and televisions; helps in the recruitment
and retention of better staff through training and access to facilities; and leads to the
improvement of the teaching and learning process. At present, our school has a direct
electrical connection to SAMELCO 1, but the problem is the electrical maintenance that
results in malfunctioning connections and affects the school's ventilation and teaching-
learning process. For this reason, the school has requested linemen from SAMELCO to assist
us in checking our electrical connection so this problem will no longer recur at any time.
Table 33
Data on School’s Internet Connection
Does the school have If Yes, what type of
School Year internet connection? internet connection?
Yes No Wired Broadband
SY 2019-2020 /
SY 2020-2021 /
SY 2021-2022 /
SY 2022-2023 /
The availability of internet connectivity in schools can improve the quality of

education in many ways for both teachers and learners. It opens doorways to a wealth of
information, knowledge, and educational resources, increasing opportunities for learning in
and beyond the classroom. Internet access opens doorways to a wealth of information,
knowledge, and educational resources. As shown above, the school doesn't have internet
connectivity, and if teachers and learners need to go online, they utilize only mobile data.
Matuguinao already has two mobile networks, Smart and Globe, but the school doesn't have
one.
Table 34
Learner to Toilet Ratio
School Year Learner-Toilet Ratio
SY 2019-2020 16:1
SY 2020-2021 16:1
SY 2021-2022 18:1
SY 2022-2023 17:1
The table shows the ratio of toilets in the school: one (1) toilet bowl for every 16-18 pupil.
The school, through DepEd, must build more toilet facilities. Toilets and proper
washing stations can help stop the spread of many diseases and viruses.
Table 35
Learner to Handwashing Ratio
Learner-Handwashing Fac.
School Year
Ratio
SY 2019-2020 16:1
SY 2020-2021 16:1
SY 2021-2022 18:1
SY 2022-2023 17:1
The proper implementation of the school-based management approach may have a

great impact on the implementation of the "WASH in Schools" (WINS) program. Not only
because the school plays an important role in the implementation of this program but also
because the parents and community also play an important role, the school should
strengthen its partnership with these stakeholders in order to collaboratively develop and
improve the program, which is beneficial in ensuring that learners have a safe and healthy
environment.
Development prospects. SBM practice, and partnerships, among others.
Table 36
Summary of SBM Level of Practice for the last 4 Years
Calendar 2018 2019 2020 2021
Year
SBM Level of
I I I I
Practice
According to the data, the school has not been particularly transparent about
school-based management over the years, but the school is continue to empower the role
stakeholders in school management. During the consultations, it was discovered that
both internal and external stakeholders lack the necessary skills to properly document
the school's best practices, and that there are communication and collaboration gaps.
There appears to be no platform for providing seamless communication between
students, stakeholders, administrators, staff, and teachers in order to further implement
SBM. Furthermore, decreased stakeholder participation occurs as a result of a significant
communication gap between stakeholders and teachers.
Table 37
Average Percentage of Stakeholders’ Attendance in School Activities for the last 4
Years
SY 2018 2019 2020 2021
Co-curricular 25% 35% 10% 10%
Extra-
20% 45% 10% 10%
curricular
Meetings 40% 45% 20% 20%
Assemblies 55% 50% 10% 25%
The average percentage of stakeholders’ participation or attendance in different

school activities increased during the years 2018 and 2019, but due to the pandemic brought
by COVID-19, it decreased in 2020 and 2021. In 2021, the data shows an ascending
percentage compared to the year 2020 because there are activities that are only allowed as
long as they follow the health protocol imposed by the government.
Table 38
Amount of Stakeholders Contribution (Cash/In kind) in School for the last 4 Years
SY 2018 2019 2020 2021
Amount of
P 5,000.00 P5,000.00 P8,000.00 P 10,000.00
Cash Raised
Worth of In
P 15,000.00 P15,000.00 P20,000.00 P 15,000.00
kind (PhP)
Based on the table, the school received in kind and cash donations from stakeholders,
which proliferated in 2021 and thus increased by folds. We have received different types of
support from our stakeholders, may it be tangible or intangible, to provide the needs of the
school, such as printers, ink, bond paper, and even their presence during PINTAKASI and
so on. The assistance that the stakeholders have shown has played a big part in the success
of every activity because in order to create effective education systems and effective learning
environments, all stakeholders need to come together in a meaningful way, through
collaboration and strong connection.
Table 39
Aggregated Number Volunteer Hours (of Stakeholders) in School for the last 4 Years
SY 2018 2019 2020 2021
Brigada 200 215 50 100
Contest 150 175 0 165
Scouting 250 250 0 125
Closing
400 400 0 100
Program
Others
200 250 50 100
(Pentaksi)
TOTAL 1200 1290 100 590
As shown in the table, it presents different results when it comes to the aggregation
of the volunteer hours of the stakeholders in the previous years. Looking at the school year
2018–2019, the aggregated number of volunteer hours of stakeholders was high; meanwhile,
it decreased in 2020 and returned to its previous year's level in 2021. In 2020, COVID-19
surged, and lockdown affected the daily routine and activities of humankind. That is the
reason for the decreased aggregate number of volunteer hours among the stakeholders.
Table 40
Summary of OPCR Rating for the last 4 Years
SY 2018 2019 2020 2021
Rating 4.28 4.38 4.41 4.50
Adjectival Very Very Very
Rating
Outstanding
Satisfactory Satisfactory Satisfactory
In consonance with this philosophy, DepEd has implemented a results-based

performance management system. It provides a forum for agreement on performance
standards and behaviors that lead to professional and personal growth within the
organization. Notice in the table above that the school head's OPCRF had a "very
satisfactory" adjectival rating maintained in the foregoing years, but in the most recent
validation, he received an "outstanding" rating because he was able to complete all KRAs
and present relevant MOVs.
Table 41
Number of Functional SGC for the last 4 Years
Calendar Year 2018 2019 2020 2021
Is there a functional SGC
Yes Yes Yes Yes
in school? (Yes/No)
Number of meetings 4 4 4 4
conducted within the year
PILLARS Intermediate Outcomes
Pillar 1:  All school-age children, out-of-school youth, and adults
ACCESS accessed relevant basic learning opportunities
Pillar 2:  Disadvantaged school-age children and youth, and adults
EQUITY benefited from appropriate equity initiatives
Pillar 3:  Learners complete K to 12 basic education, having
QUALITY successfully attained all learning standards that equip
them with the necessary skills and attributes to pursue
their chosen paths
Pillar: 4:  Learners are resilient, know their rights, and have the life
RESILIENCY and skills to protect themselves and claim their education-
WELL-BEING related rights from DepEd and other duty-bearers. They
help promote other learners’ well-being while being
aware of their responsibilities as individuals and as
members of society
Enabling  Modern, efficient, nimble, and resilient governance and
Mechanisms: management processes
GOVERNANCE
and MANAGEMENT
Performance Targets
Performance Targets
This section shows the school’s end-of-plan, agreed targets, and annual desired
outcomes presented by pillar.
Table 42
Improvement Plan
Base-
Six-Year Physical Target
Key Performance line Strategies /
Interventions
Indicators 2021- Program
Y1 Y2 Y3 Y4 Y5 Y6
2022
PILLAR I - ACCESS
Intermediate Outcome (IO): All school-aged children, out -of-school youth, and adults accessed relevant basic
learning opportunities.
Sub-Intermediate Outcome 1.1: All 5-year-old children attend school
Net Enrollment Rate *Oplan Balik *Develop
100 100 100 100 100 100 100
(NER) Eskwela strategies to
Gross Enrollment intensify school
100 100 100 100 100 100 100
Rate (GER) *Drop Out mapping
Net In-Take Rate Reduction *Close
100 100 100 100 100 100 100
(NIR) Progra. monitoring on
Retention Rate (RR) 100 100 100 100 100 100 100 the
Transition Rate 100 100 100 100 100 100 100 implementation
Drop Out Rate 0 0 0 0 0 0 0 of school
School Leaver Rate 0 0 0 0 0 0 0
programs to
Failure Rate 0 0 0 0 0 0 0
address
Base-
Interventions
Y1 Y2 Y3 Y4 Y5 Y6
2022
PILLAR II - EQUITY
Intermediate Outcome (IO): Disadvantaged school-age children and youth, and adults benefited from
appropriate equity initiatives
Sub-Intermediate Outcome 2: Provide an inclusive, effective, culturally responsive, gender-sensitive, and safe
learning environment to respond to the situations of disadvantage
1. Proportion of *Special *Establish data
Learners in situation Education gathering
of disadvantage 0 0 0 0 0 0 0 system and
transition to the next *Inclusive M&E on the
key stage Education learners under
2. Gender the situation of
participation- disadvantage
0 0 0 0 0 0 0
disparity in
completion *Reskilling and
3. Percentage of upskilling of
learners in situations teachers on
of disadvantage Inclusive
0 0 0 0 0 0 0
continue to Education
education
4. Percentage of
Learners in situations
of disadvantage
(Disaggregated by
group) achieved at
least a fixed level of 0 0 0 0 0 0 0
proficiency/mastery
in (a) Functional
Literacy, (b)
Numeracy, (c) 21ST
Century Skills
Percentage of 0 0 0 0 0 0 0
Learners with at least
proficient level or
better functional
literacy
Percentage of
proficient level or 0 0 0 0 0 0 0
better functional
numeracy
Percentage of
proficient level or 0 0 0 0 0 0 0
better functional
21ST Century Skills
Learning and
0 0 0 0 0 0 0
Innovations
Information, Media,
and Technology 0 0 0 0 0 0 0
Skills
Life and career skills 0 0 0 0 0 0 0
Base-
Interventions
Y1 Y2 Y3 Y4 Y5 Y6
2022
PILLAR III - QUALITY
Intermediate Outcome (IO): Learners complete K-12 basic education, having successfully attained all the
learning standards that equip them with the necessary skills and attributes to pursue their chosen paths.
Sub Intermediate Outcome #3.1. Learners attain Stage 1 (K-3) learning standards of fundamental reading and
numeracy skills
Sub Intermediate Outcome #3.2. Learners attain Stage 2 (Grade 4-6) learning standards in required literacy
and numeracy skills and apply 21st century skills to various real-life situations
Early Conduct
Literacy Skills 0 0 0 0 0 0 0 Language, Reading
Literacy and Assessment
Numeracy Conduct
Numeracy Skills 0 0 0 0 0 0 0 Program Numeracy
Assessment
*Festival of Conduct SMEA
Learners Academic
84 85 90 90 90 95 95 Talents
Performance
*PressCon
Cohort Survival Rate 100 100 100 100 100 100 100 *Oplan Balik *Develop
Completion Rate 100 100 100 100 100 100 100 Eskwela strategies to
Graduation Rate 100 100 100 100 100 100 100 intensify school
*Drop Out mapping
Reduction *Close
Program. monitoring on
the
implementation
of school
programs to
address
PARDOs
Base-
Interventions
Y1 Y2 Y3 Y4 Y5 Y6
2022
PILLAR IV – RESILIENCY & WELL-BEING
Intermediate Outcome (IO): Learners are resilient and know their rights, and have life skills to protect
themselves and their rights while being aware of their responsibilities as individuals an as a members of
society.
Sub Intermediate Outcome #4.5 Ensure that education facilities are safe and protected from the impacts of
natural and human-induced hazards
Sub Intermediate Outcome #4.6. Providing learners with basic health and nutritional services
Sub Intermediate Outcome #4.7. Nurture and protecting learners’ mental and psychosocial health
Sub Intermediate Outcome #4.8. Promoting learners' physical and emotional development
Early Conduct
Language, Reading
Learners Nutritional
28 0 0 0 0 0 0 Literacy and Assessment
Status
Numeracy
Program
Child Conduct
Protection Quarter
No. of Bullying
0 0 0 0 0 0 0 Policy Incidence
Incidence
Bullying
Report
Conduct
No. of Abuse Cases 0 0 0 0 0 0 0 Quarter Abuse
Cases Report
Disaster Risk Conduct
No. of Hazard Reduction Hazard
0 0 0 0 0 0 0
Incidence Incidence
Report
Base-
Interventions
Y1 Y2 Y3 Y4 Y5 Y6
2022
PILLAR V – ENABLING MECHANISMS - GOVERNANCE
Intermediate Outcome (IO): Efficient, agile and resilient governance and management processes
Sub Intermediate Outcome #5.1 Education leaders and managers practice participative, ethical and inclusive
management processes
Sub Intermediate Outcome #5.2. All personnel are resilient, competent and continuously improving
Sub Intermediate Outcome #5.3. Ideal Learning environment and adequate learning resources for learners
ensured
Sub Intermediate Outcome #5.4. Internal systems and processes are efficient, responsive, modern and
continuously improving
Sub Intermediate Outcome #5.5. Key stakeholders actively collaborate to serve learners better
Sub Intermediate Outcome #5.6. Public and private education systems work more collaboratively under a
dynamic and responsive complementarity framework
Hiring & Formal request
No. of teaching Recruitment to the SDS/HR
2 3 4 5 6 7 8
personnel for additional
teachers
NSBI Formal request
to the SDS/HR
No. of Classrooms 2 3 4 5 6 7 8
for additional
classrooms
LMS Ask the
District
Property
No. of Textbooks 26 30 35 40 45 50 60
Custodian for
additional
textbooks
No. of furniture in SMEA Inventory of
0 4 5 6 7 8 9
Library reports
SMEA Inventory of
No. of Seats 26 30 35 40 45 50 60
reports
Science and Math SMEA Inventory of
0 2 3 4 5 6 7
Equipment in School reports
SMEA Inventory of
No. of E-Classroom 0 1 1 1 1 1 1
reports
SMEA Inventory of
ICT Equipment 1 1 2 3 4 5 6
reports
Status and Usage of 100 SMEA Inventory of
100% 100% 100% 100% 100% 100%
ICT Equipment % reports
Number of SMEA Inventory of
Functional Libraries 0 1 1 1 1 1 1 reports
in School
Data on School’s 100 SMEA Inventory of
100% 100% 100% 100% 100% 100%
Electrical Connection % reports
Data on School’s 100 SMEA Inventory of
100% 100% 100% 100% 100% 100%
Internet Connection % reports
SMEA Inventory of
No. of toilet 1 2 3 4 5 6 7
reports
SMEA Inventory of
No. of Handwashing 1 2 3 4 5 6 7
reports
SBM Level of SMEA SBM
1 1 1 2 2 2 3
Practice assessment
Average Percentage SMEA Inventory of
of Stakeholders’ 100 reports
15% 20% 30% 50% 60% 80%
Attendance in School %
Activities
Stakeholders SMEA Inventory of
Contribution reports
20k 25k 30k 35k 40k 45k 50k
(Cash/In kind) in
School
Aggregated Number SMEA Inventory of
Volunteer Hours (of reports
Stakeholders) in
School
SMEA Quarterly
Summary of OPCR
VS VS VS VS VS O O Performance
Rating
Review
Number of 100 SMEA Inventory of
100% 100% 100% 100% 100% 100%
Functional SGC % reports
Fiscal Year School MOOE
2018 201,000.00
2019 201,000.00
2020 201,000.00
2021 201,000.00
2022 201,000.00
2023 203,000.00
Source: School Annual MOOE
PHYSICAL
RESOURCE REQUIREMENT FINANCIAL TARGET
KEY PROGRAMS/ TARGETS MAIN
INTERMEDIATE TOTAL
STRATEGY/ PROJECTS / PERFORMANCE Human Resource SOURCE
OUTCOMES AND TARGE MOVs TOTAL
YEAR 1
YEAR 2
YEAR 3
YEAR 4
YEAR 5
YEAR 6
YEAR 1
YEAR 2
YEAR 3
YEAR 4
YEAR 5
YEAR 6
INTERVEN ACTIVITY/ INDICATORS Physical/ OF
KPI’S T
TIONS INTERVENTIONS Responsibl Participan Material FUND
e Person ts
PILLAR 1: ACCESS
Net Enrollment No. of Barangay 20 20 20 20 20 20
Rate (NER) Barangay Mapping Mapping 6 1 1 1 1 1 1 ACR 00 00 00 00 00 00 12,000.00 MOOE
conducted
Gross Enrollment No. of Oplan 20 20 20 20 20 20
Rate (GER) Oplan Balik Eskwela Balik Eskwela 6 1 1 1 1 1 1 ACR 00 00 00 00 00 00 12,000.00 MOOE
conducted
Project LEAP
Net In-Take Rate No. of Early 20 20 20 20 20 20
(Learners
(NIR) Early Registration Registration 6 1 1 1 1 1 1 ACR Bond 00 00 00 00 00 00 12,000.00 MOOE
Enrollment
conducted SH, Teachers Learners paper,
Accessibility
Retention Rate (RR) No. of Listing of printer 20 20 20 20 20 20
and
Listing of Learners Learners at risk of 00 00 00 00 00 00
Prioritization 6 1 1 1 1 1 1 ACR 12,000.00 MOOE
at risk of Dropping Dropping
conducted
Transition Rate 20 20 20 20 20 20
No. of Home
Drop Out Rate 00 00 00 00 00 00
Home Visitation Visitation 6 1 1 1 1 1 1 ACR 12,000.00 MOOE
School Leaver Rate
conducted
Failure Rate
PILLAR II: EQUITY
Proportion of Project Listing of No. of Listing of
Learners in EQUAL Disadvantage Disadvantage
situation of (Education Learners Learners SH, 20 20 20 20 20 20
6 1 1 1 1 1 1 ACR Learners 12,000.00 MOOE
disadvantage Quest Teachers 00 00 00 00 00 00
transition to the towards
next key stage Universal
Gender Access to SLAC on teaching No. of SLAC on
participation- Learning) disadvantage teaching
SH, 20 20 20 20 20 20
disparity in learners disadvantage 6 1 1 1 1 1 1 ACR Learners 12,000.00 MOOE
Teachers 00 00 00 00 00 00
completion learners
conducted
Percentage of Symposium on No. of
learners in dealing Symposium on
situations of disadvantage dealing
SH, 20 20 20 20 20 20
disadvantage learners disadvantage 6 1 1 1 1 1 1 ACR Learners 12,000.00 MOOE
Teachers 00 00 00 00 00 00
continue to learners
participate in basic conducted
education
Percentage of Implementing No. of 6 1 1 1 1 1 1 ACR SH, Learners 20 20 20 20 20 20 12,000.00 MOOE
Learners in Project EQUAL Implementing Teachers 00 00 00 00 00 00
situations of Project EQUAL
disadvantage conducted
(Disaggregated by
group) achieved at
proficiency/master
y in (a) Functional
Literacy, (b)
Numeracy, (c) 21ST
Century Skills
Percentage of
Learners with at
least proficient
level or better
functional literacy
Percentage of
Learners with at
least proficient
level or better
functional
numeracy
Percentage of
Learners with at
least proficient
level or better
functional 21ST
Century Skills
Learning and
Innovations
Information,
Media, and
Technology Skills
Life and career
skills
PILLAR III: EQUITY
Literacy Skills Project ACR
READ
(Reading No. of Quarterly
Bond
Enhancemen Quarterly Reading Reading 20 20 20 20 20 20
6 1 1 1 1 1 1 SH Teachers paper, 12,000.00 MOOE
t towards Assessment Assessment 00 00 00 00 00 00
printer
Academic conducted
Developmen
t
Numeracy Skills Project Quarterly Numeracy No. of Quarterly 6 1 1 1 1 1 1 ACR SH Teachers Bond 20 20 20 20 20 20 12,000.00 MOOE
COUNT
(Captivating
Observations
Numeracy
by Uplifting paper,
Assessment Assessment 00 00 00 00 00 00
Non- printer
Conducted
Numerates
through
Training)
Learners Academic Project ACR
Performance LAMP
Bond
Learning No. of Quarterly 20 20 20 20 20 20
Quarterly SMEA 6 1 1 1 1 1 1 SH Teachers paper, 12,000.00 MOOE
Assessment, SMEA conducted 00 00 00 00 00 00
printer
Monitoring
& Progress
Cohort Survival No. of Barangay Bond
20 20 20 20 20 20
Rate Barangay Mapping Mapping 6 1 1 1 1 1 1 ACR SH Teachers paper, 12,000.00 MOOE
Project LEAP 00 00 00 00 00 00
conducted printer
(Learners
Completion Rate No. of Oplan Bond
Enrollment 20 20 20 20 20 20
Oplan Balik Eskwela Balik Eskwela 6 1 1 1 1 1 1 ACR SH Teachers paper, 12,000.00 MOOE
Accessibility 00 00 00 00 00 00
conducted printer
and
Graduation Rate No. of Early Bond
Prioritization 20 20 20 20 20 20
Early Registration Registration 6 1 1 1 1 1 1 ACR SH Teachers paper, 12,000.00 MOOE
00 00 00 00 00 00
conducted printer
PILLAR IV:
Learners No. of Nutritional ACR Bond
Nutritional Status 20 20 20 20 20 20
Nutritional Status SBFP Status Report 6 1 1 1 1 1 1 SH Teachers paper, 12,000.00 MOOE
Report 00 00 00 00 00 00
conducted printer
Bullying Incidence ACR Bond
20 20 20 20 20 20
00 00 00 00 00 00
printer
Abuse Cases No. of Quarterly ACR Bond
Quarterly CPP 20 20 20 20 20 20
CPP CPP Reporting 6 1 1 1 1 1 1 SH Teachers paper, 12,000.00 MOOE
Reporting 00 00 00 00 00 00
Conducted printer
Hazard Incidence ACR Bond
20 20 20 20 20 20
00 00 00 00 00 00
printer
PILLAR V: ENABLING MECHANISM - GOVERNANCE
No. of teaching Project Quarterly SMEA No. of Quarterly ACR Bond
20 20 20 20 20 20
personnel LAMP SMEA conducted 6 1 1 1 1 1 1 SH Teachers paper, 12,000.00 MOOE
00 00 00 00 00 00
Learning printer
No. of Classrooms Assessment, ACR Bond
20 20 20 20 20 20
Monitoring 6 1 1 1 1 1 1 SH Teachers paper, 12,000.00 MOOE
00 00 00 00 00 00
& Progress printer
No. of Textbooks 6 1 1 1 1 1 1 ACR SH Teachers Bond 20 20 20 20 20 20 12,000.00 MOOE
paper, 00 00 00 00 00 00
printer
No. of furniture in ACR Bond
20 20 20 20 20 20
Library 6 1 1 1 1 1 1 SH Teachers paper, 12,000.00 MOOE
00 00 00 00 00 00
printer
No. of Seats ACR Bond
20 20 20 20 20 20
00 00 00 00 00 00
printer
Science and Math ACR Bond
20 20 20 20 20 20
Equipment in 6 1 1 1 1 1 1 SH Teachers paper, 12,000.00 MOOE
00 00 00 00 00 00
School printer
No. of E-Classroom ACR Bond
20 20 20 20 20 20
00 00 00 00 00 00
printer
ICT Equipment ACR Bond
20 20 20 20 20 20
00 00 00 00 00 00
printer
Status and Usage of ACR Bond
20 20 20 20 20 20
ICT Equipment 6 1 1 1 1 1 1 SH Teachers paper, 12,000.00 MOOE
00 00 00 00 00 00
printer
Number of ACR Bond
20 20 20 20 20 20
Functional 6 1 1 1 1 1 1 SH Teachers paper, 12,000.00 MOOE
00 00 00 00 00 00
Libraries in School printer
Data on School’s ACR Bond
20 20 20 20 20 20
Electrical 6 1 1 1 1 1 1 SH Teachers paper, 12,000.00 MOOE
00 00 00 00 00 00
Connection printer
Data on School’s ACR Bond
20 20 20 20 20 20
Internet 6 1 1 1 1 1 1 SH Teachers paper, 12,000.00 MOOE
00 00 00 00 00 00
Connection printer
No. of toilet ACR Bond
20 20 20 20 20 20
00 00 00 00 00 00
printer
No. of ACR Bond
20 20 20 20 20 20
Handwashing 6 1 1 1 1 1 1 SH Teachers paper, 12,000.00 MOOE
00 00 00 00 00 00
printer
SBM Level of ACR Bond
20 20 20 20 20 20
Practice 6 1 1 1 1 1 1 SH Teachers paper, 12,000.00 MOOE
00 00 00 00 00 00
printer
Average ACR
Percentage of Bond
20 20 20 20 20 20
Stakeholders’ 6 1 1 1 1 1 1 SH Teachers paper, 12,000.00 MOOE
00 00 00 00 00 00
Attendance in printer
School Activities
Stakeholders 6 1 1 1 1 1 1 ACR SH Teachers Bond 20 20 20 20 20 20 12,000.00 MOOE
Contribution paper, 00 00 00 00 00 00
(Cash/In kind) in printer
School
Aggregated ACR
Number Volunteer Bond
20 20 20 20 20 20
Hours (of 6 1 1 1 1 1 1 SH Teachers paper, 12,000.00 MOOE
00 00 00 00 00 00
Stakeholders) in printer
School
Summary of OPCR ACR Bond
20 20 20 20 20 20
Rating 6 1 1 1 1 1 1 SH Teachers paper, 12,000.00 MOOE
00 00 00 00 00 00
printer
Number of ACR Bond
20 20 20 20 20 20
Functional SGC 6 1 1 1 1 1 1 SH Teachers paper, 12,000.00 MOOE
00 00 00 00 00 00
printer
Table 45
Annual Implementation Plan
Chapter V
School
Monitoring &
Evaluation
School Monitoring and Evaluation and Adjustments (SMEA)
R.A. 9155 clearly defines shared governance as the management model in the
delivery of quality basic education. It specifies the functional areas to be shared by
the various levels of management as well as their differentiated roles. The evolving
roles of the school is consistent with the national educational policies, plans and
standards.
The SMEA of the school is to provide objective information that can inform
decision-making for continuously improving on organizational Performance for
efficient and effective fulfillment of the DepEd mandate, and delivery of education
services to achieve the desired output and sustainability of Education outcomes. The
SMEA tool contains all the data requirements relative to the school implementation
of mandated processes and school-based initiated interventions for continuous
improvement. This serves as the data collection tool to the quarterly progress
monitoring and evaluation and a facility to establish school data bank.
The SMEA will enable the school to immediately respond to issues and
concerns affecting the effectiveness of programs and efficiency of programs delivery
to provide immediate feedback on the efficacy and weaknesses of program
implementation at the school level vis-a-vis SIP and AIP implementation; respond
to technical and training needs of teachers; and identify enhancements to
educational policies and guidelines.
The SMEA in the school is conducted every quarter. The school head will
present the Key Results Areas (KRAs) on ACCESS, EQUITY, QUALITY,
RESILIENCY & WELL-BEING and GOVERNANCE with the corresponding Key
Performance Indicators (KPIs) in graphical, tabular, and textual Powerpoint
Presentation for easy understanding in the delivery of the data elements. The school
will be using the MEA tool below.
Table 46
SCHOOL MONITORING & EVALUATION (M & E) STRATEGIES 2023-
2028
Key Data and

School M&E Purpose of M & E Person
Information to
Initiative Initiative Responsible
Collect
To create databases for
all learners in the school
Baseline data for Total numbers
School M & E
learners from of learners
To design appropriate Focal Person,
Kinder to Grade enrolled in the
programs catering SPT
6 school
specific needs of
learners
Total number of
Baseline for
school age To compute for School M & E
learners in a
learners in a transition rate and Focal Person,
situation of
situation of retention rate SPT
disadvantage
disadvantage
Total number of
To assess the
Baseline on school-aged
effectiveness of
learners learners School M & E
programs designed to
displaced by displaced that Focal Person,
displaced learners and
disaster and are in school SPT
determine remediation
others and not in
requirements
school
Conduct
Number of
intensified To ensure all school age School M & E
school age
School and learners, OSC, OSY, Focal Person,
learners, OSC,
Community OSA are in school SPT
OSY, OSA
Mapping
To assess the
Baseline data in Mean performance of learners School M & E
all different Percentage and design specific Focal Person,
learning areas Score learning intervention SPT
program
Baseline on Total number of To assess the literacy School M & E
learners’ literacy learners under level of learners and Focal Person,
level frustration/ design specific reading School
non-reader level remediation program Reading Focal
Person
Baseline on Total number of To assess the numeracy School M & E
learners’ learners under level of learners and Focal Person,
numeracy level non-numerates design specific reading School
remediation program Numeracy
Focal Person
Table 47
Framework for the Summative Monitoring and Evaluation (M&E) Activities
M&E Content
Frequency
Areas/ Results Statement / Information MEA Responsible
MOVs of Data Instruments Analysis
Planning KPI Requirement Strategy Body
Collection
Pillars
PILLAR I: Intermediate Outcome (IO): All school-aged children, out -of-school youth, and adults accessed
ACCESS
relevant basic learning opportunities.
Net Enrollment Rate School Age LIS Annually Record of Disaggregated Annual School M &
(NER) population Barangay learners in Imple- E Focal
versus number Inhabitants situation of mentataion Person, SPT
of school age (RBI) and SF1 disadvantaged Review
learners Generated LIS barangay (AIR)
enrolled
Gross Enrollment Total Mid-Term
Rate (GER) Enrollment All Review
Ages versus the (MTR)
Population Age
(6-11) Outcome
Net In-Take Rate Evaluation
(NIR) (OE)
Retention Rate (RR) The percentage
of enrollees in
the elementary
level in given
school year
who continue to
be in the school
the following
year
Transition Rate The percentage
of enrollees in a
level of
education in a
given school
year who
moved on to
the next higher
level the
following year.
Drop Out Rate The percentage
of pupils who
leave the school
during the year
for any reason
as well as those
who complete
the previous
grade but fail to
enroll in the
next grade the
following
school year to
the total
number of
pupils enrolled
during the
previous school
year.
School Leaver Rate It covers both
pupils/students
who do not
finish a
particular
grade/year
level as well as
those who
finish but fail to
enroll in the
next
grade/year
level the
following
school year. It is
theoretically
more
comprehensive
than Simple
Dropout Rate
but becomes
unreliable in
areas with
substantial
migration.
Failure Rate Evaluates the
extent of pupils
who failed a
given grade
PILLAR II - Intermediate Outcome (IO): Disadvantaged school-age children and youth, and adults benefited from appropriate equity initiatives
EQUITY Proportion of Equity for LIS Annually Record of Disaggregated Annual School M &
Learners in situation Learners in Barangay learners in Imple- E Focal
of disadvantage Situation of Inhabitants situation of mentataion Person, SPT
transition to the Disadvantage (RBI) and SF1 disadvantaged Review
next key stage Generated LIS barangay (AIR)
Gender
participation- Mid-Term
disparity in Review
completion (MTR)
Percentage of
learners in Outcome
situations of Evaluation
disadvantage (OE)
continue to
education
Percentage of
Learners in
situations of
disadvantage
(Disaggregated by
group) achieved at
proficiency/mastery
in (a) Functional
Literacy, (b)
Numeracy, (c) 21ST
Century Skills
Percentage of
Learners with at
least proficient level
or better functional
literacy
Percentage of
Learners with at
numeracy
Percentage of
Learners with at
21ST Century Skills
Learning and
Innovations
Information, Media,
and Technology
Skills
Life and career skills
PILLAR III - Intermediate Outcome (IO): Learners complete K-12 basic education, having successfully attained all the learning standards that equip
QUALITY them with the necessary skills and attributes to pursue their chosen paths.
Literacy Skills Baseline on Total Phil IRI / Quarterly School Learners Annual
learners’ number of CRLA Reading under Imple-
literacy level learners Result Assessment frustration mentataion
under Record level per Review
frustration grade (AIR)
/ non-
reader level Mid-Term
Review
(MTR)
Outcome
Evaluation
(OE)
Numeracy Skills Baseline on Total Nume- Quarterly School Learners Annual

learners’ number of racy Result Numeracy under Non- Imple-
numeracy learners Assessment numerates mentataion
level under Non- Record per grade Review
numerates level (AIR)
Mid-Term
Review
(MTR)
Outcome
Evaluation
(OE)
Learners Academic Quarterly Annual

Performance Monitoring of Imple-
Learners mentataion
Academic Review
Performance (AIR)
Learning
Lowest
SMEA Assessment Mid-Term
SMEA result Quarterly academic
presentation Monitoring & Review
performance
Progress Sheet (MTR)
Outcome
Evaluation
(OE)
Cohort Survival
Rate
Completion Rate
Graduation Rate
PILLAR IV – Intermediate Outcome (IO): Learners are resilient and know their rights, and have life skills to protect themselves and their rights while
RESILIENCY & being aware of their responsibilities as individuals an as a members of society.
WELL-BEING Learners Nutritional
Status
Bullying Incidence
Abuse Cases
Hazard Incidence
PILLAR V – Intermediate Outcome (IO): Efficient, agile and resilient governance and management processes
ENABLING No. of teaching
MECHANISMS personnel
- No. of Classrooms
GOVERNANCE No. of Textbooks
No. of furniture in
Library
No. of Seats
Science and Math
Equipment in
School
No. of E-Classroom
ICT Equipment
Status and Usage of
ICT Equipment
Number of
Functional Libraries
in School
Data on School’s
Electrical
Connection
Data on School’s
Internet Connection
No. of toilet
No. of
Handwashing
SBM Level of
Practice
Average Percentage
of Stakeholders’
Attendance in
School Activities
Stakeholders
Contribution
(Cash/In kind) in
School
Aggregated
Number Volunteer
Hours (of
Stakeholders) in
School
Summary of OPCR
Rating
Number of
Functional SGC
Table 48
School Implementation Schedules of the MEA System
Activity Timeframe Process Output

SMEA 1st Quarter SMEA is  The self-rated IPCRF  List of Gains and
(School done one week after along with the evidence gaps of the
Monitoring, the 1st Grading of accomplishment teaching
Evaluation and period of the SY (MOVs) of the teaching personnel of the
Adjustment) 2nd Quarter SMEA is personnel will be quarter
done one week after submitted to the School  Quarter
the 2nd Grading Head for validation. dashboard of the
period of the SY  The validated quarter school
3rd Quarter SMEA is performance of the  SWOT Analysis
done one week after teaching personnel will of the School
the 3rd Grading be analyzed for coaching  Strategic options
period of the SY and TA provision of the school for
4th Quarter SMEA is  The School Head will the next quarters
done one week after present the dashboard of  Adjusted IPCRFs
the 4th Grading the school performance
period of the SY and employees’
performance of the
quarter.
Chapter VI
Risk
Management
Plan
RISK MANAGEMENT PLAN
School Year 2022-2023
Pursuant to Republic Act (RA) No. 10121 entitled The Philippine Disaster
Risk Reduction and Management Act of 2010, which mandates all national
government agencies to institutionalize policies, structures, coordination
mechanism and programs with continuing budget appropriation on Disaster Risk
Reduction and Management (DRRM) from national and local levels and DepEd
Order No. 50, s. 2011, which mandates the said office to initiate and spearhead the
establishment of mechanisms which prepare, guarantee protection and increase
resiliency of the Department of Education (DepEd) constituents in the face of
disaster.
DepEd issues the enclosed Coordination and Information Management

Protocols for the schools and coordinators to establish the system of coordination
and information management and provide guidance to DepEd field offices, schools
DRRM Coordinators on their respective roles and functions relative to DRRM
implementation.
Table 49
Risk Management Plan
Severity
Probability Impact
Mitigation
Identified Risk High/ High/ Overall
Strategies
Medium/ Medium/ Rate
Low Low
Institutional Risks – potential risks that may affect the organization in achieving its
objectives
- Limited coordination Activate existing
between DepEd and joint committees
other agencies for and memoranda
Medium Medium 3
interventions related to of agreement, and
equity, empowerment, create more as
and resilience needed
Operational Risks – potential risks caused by flawed or failed processes, policies, systems,
or events that disrupt the organization’s operations
- Teachers and support
Enhance provision
staff who are already
of nondigital
coping with new
modes for areas
initiatives have low Medium High 4
and schools
morale and confidence
without sufficient
to implement BEDP
connectivity
2030 priorities
Financial Risks – risks connected to failures in meeting the financial requirements for the
organizations’ programs and projects, as well as risks in under-utilized education
investments
- Local governments Medium High 4 Work towards
have competing issuing an
priorities in spending updated joint
the Special Education circular from
Fund DepEd, DILG, and
DBM (and others
as needed) to
define education
priorities
and eligible
expenses based on
BEDP 2030
Institute
mechanisms for
greater equity so
that schools in
poorer LGUs get
more funding
Capacity Risks – risks that may hinder the capacity of the organization’s units and
personnel to perform duties in achieving shared goals
Increase
capabilities of
financial
- Procurement managers per
performance continues Medium High 4 office and advance
to languish procurement
timelines and
release of program
guidelines
-
Environmental Risks – risks posed by environmental hazards, either natural or man-made
Make special
provisions to
- Natural disasters ensure that remote
cause a breakdown in and isolated
Medium High 4
telecommunication communities are
access well-resourced
with reliable IT
access
Source: School Risk Management Report
References
DepEd Order No. 36, s. 2013. Our Department of Education Vision, Mission and
Core Values (DepEd VMV)
DepEd Order No. 02, s. 2015. Guidelines on the Establishment and Implementation
of the Results-Based Performance Management System (RPMS) in the
Department of Education
DepEd Order No. 44, s. 2015. Guidelines on the Enhanced School Improvement
Planning (SIP) Process and the School Report Card (SRC)
DepEd Order No. 52, s. 2016. Data Collection of Basic Education Statistics in the
Learner Information System and Enhanced Basic Education Information
System for Beginning of School Year 2016-2017
DepEd Order No. 11, s. 2021. Guidelines on the operationalization of Program

Management Information System (PMIS)
DepEd Order No. 029, s. 2022. Adoption of the Basic Education Monitoring and
Evaluation Framework
Regional Memorandum No. 301, s. 2023. Inputs in the Formulation of the 2023-2028
School Improvement Plan
Republic Act (RA) No. 9155. “An Act Instituting a Framework of Governance for
Basic Education, Establishing Authority and Accountability, Renaming the
Department of Education, Culture and Sports as the Department of Education,
and for Other Purposes”
Republic Act (RA) No. 10121. Disaster Risk Reduction Management

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Republic of the Philippines

Crafted and Approved by the

SCHOOL PLANNING TEAM

MARY ROSE O. CASTILLO HON. EULALIO M. ELIZALDE

Appraised and Recommended for Acceptance by the

DIVISION SIP APPRAISAL

RENATO P. TALON JAMIL A. BANGNO, CPA

MARISSA M. ROQUE LYNDON B. MACATO

JULIUS A. VERZOSA GERRY P. OCENAR

Hinayagan Elementary is one with DepEd’s new education agenda in fostering a

ADM - Alternative Delivery Mode

Department of Education Mission, Vision, and Core Values Statement

As a learner-centered public institution,

THE DEPED MISSION

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

On DepEd Vision. “ Matatag: Bansang Makabata, Batang Makabansa” as the new

School’s Current Situation

Introducing the School

The school manage by a Teacher In-Charge with four competent teachers to

The teachers embrace the K to 12 Curriculum for Kindergarten to Grade VI

Title PILLAR 1: ACCESS

Source: LIS as of June 2023

Title PILLAR 1: ACCESS

Title PILLAR 1: ACCESS

Title PILLAR 1: ACCESS

No. of 5-year-old to No. of 5-year-old to 12-

Title PILLAR 1: ACCESS

Title PILLAR 1: ACCESS

Title PILLAR 1: ACCESS

Title PILLAR 1: ACCESS

Title PILLAR 1: ACCESS

Title PILLAR 2: EQUITY

Title PILLAR 3: QUALITY

Title PILLAR 3: QUALITY

The table on Learners Numeracy Results reflects the level of mathematical

Title PILLAR 3: QUALITY

Title PILLAR 3: QUALITY

School Year Male Female Total

Title PILLAR 3: QUALITY

Title PILLAR 3: QUALITY

Title PILLAR 4: RESILIENCY & WELL-BEING

Title PILLAR 4: RESILIENCY & WELL-BEING

To address these issues, the school takes a comprehensive and collaborative

Title PILLAR 4: RESILIENCY & WELL-BEING

To address these issues, the school takes a comprehensive and collaborative

Title PILLAR 4: RESILIENCY & WELL-BEING

In conclusion, it is important to address the potential hazards in the school to ensure

Title PILLAR 5: ENABLING MECHANISM - GOVERNANCE

Number of teachers working in the school

Teaching Position M F Total

Source: School Information System Data Bank

Status of DCP Package/s Usage

Non- DCP Computers

There is no shortage/ excess in the DCP packages because it depends on how to

The availability of internet connectivity in schools can improve the quality of

The proper implementation of the school-based management approach may have a

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

The average percentage of stakeholders’ participation or attendance in different