CALBUGOS ELEMENTARY SCHOOL

School ID: 121966

Barangay Calbugos,
Villaba, Leyte

SCHOOL
IMPROVEMENT
PLAN
(SIP)
Calendar Years
2023-2025

LALAINE C. ETORMA
SCHOOL HEAD

School Improvement Plan

 Republic of the Philippines
Department of Education
REGION VIII
SCHOOLS DIVISION OF LEYTE

APPROVAL SHEET

This School Improvement Plan for Calendar Years 2023-2025 of

Calbugos Elementary School, prepared and submitted by School Planning
Team, represented by LALAINE C. ETORMA School Head, has been
examined and is recommended for acceptance and approval.

RAPHI T. AŇOVER NANCY G. TESADO

Senior Education Program Specialist Planning Officer-III
(Planning and Research)

GIL R. ESPLANADA, JR, PhD FELICIDAD T. ESPINOSA

Chief Education Supervisor- SGOD Chief Education Supervisor- CID

HENRIETTA T. MANAGBANAG PhD, CESE

Assistant Schools Division Superintendent

CERTIFIED THAT THIS SCHOOL IMPROVEMENT PLAN OF CALBUGOS

ELEMENTARY SCHOOL FOR CALENDAR YEARS 2023-2025 IS ACCEPTED
AND APPROVED.

MANUEL P. ALBAŇO PhD, CESO V

Schools Division Superintendent

Date: ___________________
 INTRODUCTION

The School Improvement Plan serves as the driving force behind the
theory of change in our district’s strategic framework. It serves as the
avenue by which the school as an institution is ascertained to a more clear-
cut, concise and translucent accountability of financial resource. Carefully
crafted by diverse intellectual mind set in order to come up with a more
précised solution in response to the various stigma that keeps on emerging
as a cancer in our society.
The School Improvement Plan of Calbugos Elementary School
collectively personifies and puts into juridical entity the internal (school) and
external (community) stakeholders’ hopes and aspirations in building an
enlightened and reformed nation. Thus, a common dream shared by the
school and community.

It is the fervent hope of every dynamic learning institution to strive for

an efficient and effective delivery of instruction so as to cater the needs of
the school that is producing a sound and holistic learner capable of
producing a mark in the community wherein he is in.

As soldiers plan before going to battle, so as the school needs to

carefully map out what needs to be done during a prescribed period as
Ziglar in his famous statement quoted: “A GOAL PROPERLY SET IS
HALFWAY DONE.” Everything that happens in the school premises is not a
matter of accident nor coincidence but a consequence of poor or good
planning. Its highs and lows are the very result of what we invested.
Therefore, to carry on a sound and prolific output we need to plan and
expose the weaknesses so that we can give solutions and recommendations
for that. This of course will only be carried with the collaborative effort of the
stakeholders.

With the help of the School Planning Team (SPT) we are very
optimistic that along the implementation we will be able to carry on our
plans.

To God Be the Glory!

 This chapter highlights the synergistic ideas that was collated during
the brainstorming activity during the School Planning Team (SPT)
convergence. It presents the SPTs aspirations for the school and learners as
well, their insightful ideas about the DepEd Vision, Mission and Core Values
(VMC), their dedications based on these understanding as well as their
specific duties and functions.

The school is very optimistic that it will produce productive learners.

However, despite of this claim the school ardently need the synergistic effort
of the different stakeholders in order to carry on the different mandates,
programs and policies of the Department of Education (DepEd) which is
being institutionalized at the very grass root level anchored on the principle
of shared governance called School Based Governance (SBM) as mandated
in RA 9155.

With the Enhanced-School Improvement Plan (E-SIP) all cards will be

laid down. Those that are good will be sustained and maintained and those
that are not successfully implemented will be retooled and given new system
of solution.

It is on this premise that Calbugos Elementary School is banking on

in order to successfully attain their programs and projects within the
inclusive three –year period of E-SIP implementation covering 2023-2025.

The school as a dynamic learning institution envisions a school that is

competitive and child-friendly. Physical facilities that are superb and are
invigorating to the learners and stakeholders. Class home that is welcoming,
child-friendly, gender sensitive and worthy of inculcating meaningful
learning to learners wherein they will use it to their day to day living.
Faculties who are independent, who can work well without supervision.
Lastly, stakeholders who are supportive to the programs and projects of the
school.
School Improvement Plan
 TABLE OF CONTENTS

Title Page i
Approval Sheet ii
Certificate of Acceptance iii
Introduction iv
Table of Contents v

PART I. DepEd’s Vision, Mission, and Core Values 1

PART II. School’s Current Situation 2

PART III. School’s Strategic Plans 11

PART IV. Financial Plan 22

PART V. School Monitoring and Evaluation and

Adjustments (SMEA) 111

PART VI. Risk Management Plan 222

Appendices
Part 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.

CORE VALUES

Maka-Diyos
Maka-tao
Makakalikasan
Makabansa

1
Part II: School’s Current Situation

Calbugos Elementary School is located in the Northern part in the

Municipality of Villaba, Province of Leyte. The school’s total land area is
about 1,364.10 square meters acquired through Deed of Absolute Sale. It is
about 9-10 kilometers away from the town proper and can be reached by
motorcycle and any 4-wheel drive vehicles. The school only started to offer
primary grade classes, Grades 1 and II. Year 2006 it became a Multi-grade
school offering Grades 1 to VI classes with four teachers. The school’s
enrollment increased the following years, reason for it to become a complete
Monograde school with teachers handling the Kindergarten to Grade VI
classes. The learners of this school are the school-aged children from the
barangay including some coming from the near barangays like Tabunoc,
Iligay and Cabungahan. At present Calbugos Elementary School has 8
Regular/Permanent teachers headed by a Head Teacher IV. It has 7
instructional classrooms and 1 make shift classroom to hold the Grades IV-
VI classes in their subjects handled by the Special Subject Teacher (SST).

The people in the community have high hopes for the better future of
their children. Although they are busy in their daily activities for living
(farming and construction) they find time to support the school activities like
meetings, pintakasi, and portfolio day.

The school aims to provide quality learning experience to the learners.

With this the school provided television set to the Kindergarten to Grade VI
classrooms, all to be utilized during the teaching-learning process. With the
advances and support from the department, community, stakeholders and
parents, the school aims to develop and produce learners who are
holistically ready to face life’s challenges and contribute to the progress of
the country.

The importance of Education at all levels is governed in R.A. 91155

(Governance of Basic Education Act) which mandates that all heads of
public elementary and secondary schools shall be responsible and
accountable for the formulation of the school improvement plan with the
participation of community stakeholders. In compliance, therein, the
School-Community Planning Team responded to this challenge. To provide
enlightened leadership and visionary management in the planning and
implementation of the programs and projects, the School-Community
Planning Team (SCPT) focuses on the three priority improvement areas on
ACCESS, QUALITY, and GOVERNANCE in order to carry out the Vision and
Mission of the Department of Education.

2
School Performance on Access

Enrolment
Comparative Data on Enrolment

220
213
210 208

200
195

190

180 179

170

160
Number of Learners

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

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

It is evident that the enrolment of Calbugos Elementary School

is decreasing for the last three School Years. Transient families living
in the four barangays of the town are moving to other provinces due to
pandemic. A sizable decrease of 37 can be noted for the Current Year
which is mainly due to unemployment.

3
 Community Intake Rate (FOR ELEM SCHOOLS ONLY)
(5-year-old children located in the catchment areas)

Table 1a
Comparative Data on Community Intake Rate

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

Number of 5-year-old 27 28 41 19
children in the
community
Number of 5-year-old 27 28 40 12
children in the
community enrolled in
school

Rate 100% 100% 97.56% 63.16%

Community Intake Rate

120

100 100 97.56

100

80
63.16
60

40

20

0
Rate

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

The school could not be called a school if there are no learners

enrolled. As such we need to monitor the number of learners in the
community who will be prospects that will be admitted in school. More so, in
compliance with the cut off age as an entrance age of the school, we
monitored the children in the community who are 5 years old. Based on the
2018-2019, data revealed that we have 14 learners, 15 learners for 201-
2022, 14 for 2020-2021 and 17 for school year 2021-2022.

Simple Drop-out rate

4
 Table 1b
Drop Out Rate

School Year Drop Out Rate

2018-2019 0.96%

2019-2020 3.43%

2020-2021 0.51%

2021-2022 0.52%

Drop Out Rate

3%

1%

1% 1%

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

Drop Out Rate

Number of Drop Out by Cause

8

0
SY 2018-2019 SY 2019-2020 SY 2020-2021 SY 2021-2022

Armed Conflict Family Problem Lack of Allowance Distance to School Sickness

5
 The school looks forward that all school children should be in school
and that no one should be left behind. But with the factors affecting attitude
towards education, the school recorded drop-out learners for the previous
school years. Shown in the data is a high number of drop-out for 2019-
2020, this was from the different grade levels. Reason for such recorded
drop-out is family problems (to mention transfer of residence and learners’
lack of interests). With the alarming number of drop-out, the school
provided ways to increase learners’ interest towards studies like: a more
positive and accommodating classroom/learning environment, make
connections with the learners at risks by talking to them, and
communicating with the parents. With these, the dropped-out rate was
minimized the following school years.

School Leaver Rate

Table 1c
School Leaver Rate

School Year School Leaver

Rate
2019-2020 4.225%

2020-2021 0.512%

2021-2022 0.526%

2022-2023 1.117%

School Leaver Rate

4.225%

1.117%

0.512% 0.526%

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

School Leaver Rate

The school at its best offers a positive learning environment for the
school children. But with the uncontrollable factors affecting learners’
attitude towards their studies, there are learners who stop schooling. The
school recorded a number of learners who stopped schooling for a specific

6
school year. With positive hopes that such record will be minimized, the
school gave more time to follow up learners specially those who are at risk of
leaving school by constantly monitoring the attendance, communicating the
parents regarding child’s absence/s including the performance in school.
With these efforts, the school leaver rate decreased the following school year.

Table 1d
Transition Rate
Key Stage 1
(K to Grade 1)
School Year Transition
Rate
2019-2020 100%

2020-2021 100%

2021-2022 96.40%

Transition Rate

100% 100%

96%

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

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

In order to measure the degree of access to the next higher level and
measure the upward mobility of the learners in our school from one grade
level to the next grade level, using the transition rate formula, data reflected
that from kindergarten to grade 1 it is 100%. This is due to the constant
monitoring of the three facets in SMEA that is access, quality and
governance has been taken cared of as determinant factors also in the 100%
completion of transition rate.

7
 Table 1d
Transition Rate
Key Stage 1
(Grade 3 to Grade 4)

School Year Transition

Rate
2019-2020 100%

2020-2021 91.6%

2021-2022 90%

Transition Rate

100%

92%
90%

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

Transition Rate

To add up, data reflected Grades 3-4 also 100% transition rate. This is
due to the constant monitoring of the three facets in SMEA that is access,
quality and governance has been taken cared of as determinant factors also
in the 100% completion of transition rate.

Number of out-of-school children/youth

Table 1f
Comparative Data on Number of School Children
in the Barangay not in School

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

Male Female Tota Male Female Tota Male Female Tota Male Female Total
l l l
Number of
3 0 3 4 1 5 4 3 7 2 2 4
Learners

The school together with the collaboration of the external

stakeholders more so with the parents and barangay council, strong
advocacy on inclusive education and adherence to the mandate that
all learners in the community must be in school is observed. Report
manifested that all children in the community are in school.

8
 As to graduation rate, a 100% graduation rate was achieved,
this is due to the strong advocacy and tie up with the barangay
council since some parents were barangay council members. Another
is the strong monitoring of the 4Ps and MCCT recipients. The school
has managed for key stage 1 and 2 to zero out the dropout rate of the
school. This is because of the constant monitoring and tracking down
of the school’s SF2 and SF4. Learners manifesting such problem were
given attention like letting the parents come to school for some update
of the status of the learner aside from the home visitation approach.
More so with failure rate, the school may not be the best performing
school in the district but it has managed to leveraged the SMEA data
since no one has failed from key stage 1 to 2. This could be attributed
to PTA meetings wherein we always managed to discuss the academic
condition of the learners to the parents or guardian. This is done per
adviser wherein each adviser where given the time to announce the
academic condition of his /her class and those learners who are
problematic were given remediation with the assistance or monitoring
of the parents at home. No repeater has been traced per SMEA record
for those past years. Lastly as to retention rate, no learners had been
traced per SMEA record for those past years up to the present
academic school year.

As to access, some weaknesses were spotted of which some were

beyond our control like the see saw effect of enrolment since the
members of the family have only 2-3 learners considering also that the
residents of the community are only few. More over the said enrolment
could be attributed also due to the DOH mandate of family planning
causing each household to have lesser children. The same situation
took place for the Net Enrolment for Kindergarten as there was only
few entrants for those years averaging from 8-14 learners only.

The school has managed to increase the result of some of the

KPIs on access aside from this enrolment wherein we do struggle
indeed sourcing out and mapping out might as well inviting nearby
learners to enroll in our school. Mass information through facebook
also was done in order to increase the enrolment of the school.

9
School Performance on Quality
Reading Proficiencies/Competencies
Table 2a
Comparative Data for Reading Proficiency/Competency
Early Grade Reading Assessment (EGRA)
(Pre- Assessment SY 2022-2023)
EGRA Competencies
TASKS

Comprehension

Comprehension
Grad
Book and Print

Invented Word
Familiar Word
e

Identification

Oral Reading
Initial Sound
Letter Sound
Letter Name

Level
Knowledge

Knowledge

Knowledge

Listening
Reading
Reading

Reading

Fluency
K 59.70 27.81 24.10 48.15 18.16 12.05 13.40 12% 20%
% % % % % % %
Gr. 1 28.03 48.70 45.29 33.33 27.03 26.44 12.29 12.59 28.14
% % % % % % % % %
Gr. 2 42% 60% 65% 68% 43% 38% 35% 35% 29%
Gr.3 65% 75.08 72.03 68.04 36.18 27.09 28.19 27.02 31%
% % % % % % %

EGRA -Based Reading Level Profeciency of Key Stage 1

Learners
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Kinder Grade 1 Grade 2 Grade 3

Book and Print Knowledge Letter Name Knowledge Letter Sound Knowledge
Initial Sound Identification Familiar Word Reading Invented Word Reading
Oral Reading Fluency Reading Comprehension Listening Comprehension

For the kindergarten group, 11.11% were in the Book and print
knowledge and 73.77% were in the Familiar Word Reading level. For
Grade 1, 12.51% were in Initial Sound Identification and 81.24% were
in the Book and Print Knowledge. For Grade 2, 27.67 for Invented

10
 Word Reading and 81.81% were in the Initial Sound Recognition. For
the Grade 3 group, it was noticed that and 79.56% were in the Oral
Reading Fluency.
Table 2a.2
Comparative Data for Reading Proficiency/Competency
Comprehensive Rapid Literacy Assessment (CRLA)
(Pre- Assessment SY 2022-2023)
GRADE Sinugbuanong Filipino English
LEVEL Binisaya

Grade Ready
Grade Ready
Refresher

Refresher

Refresher

Refresher

Refresher
Moderate

Refresher

Refresher

Refresher

Refresher
Moderate

Moderate
Ready
Grade
Light

Light

Light
Full

Full
Full

Grade 1 8% 19% 19% 54%

Grade 2 14% 17% 17% 52% 14% 21% 14% 48%
Grade 3 20% 12% 8% 60% 12% 12% 12% 56% 24% 16% 12% 48%

CRLA-Reading Literacy Assessment in Sinugbuanong Binisaya

of Key Stage 1 Learners
70%

60%

50%

40%

30%

20%

10%

0%
Grade 1 Grade 2 Grade 3

Full Refresher Moderate Refresher Light Refresher Grade Ready

11
 CRLA-Reading Literacy Assessment in Filipino of Key Stage 1
Learners
60%

50%

40%

30%

20%

10%

0%
Grade 1 Grade 2 Grade 3

Full Refresher2 Moderate Refresher3 Light Refresher4 Grade Ready5

CRLA-Reading Literacy Assessment in English of Key Stage 1

Learners
0.6

0.5

0.4

0.3

0.2

0.1

0
Grade 1 Grade 2 Grade 3

Full Refresher Moderate Refresher Light Refresher Grade Ready

Table 2b
Comparative Data on Key Stage 2 Learners Reading Proficiency
in English and Filipino
Reading Level
English Filipino
Instructional

Instructional

Independent
Independent

Grade
Frustration

Frustration

Level

4 95.23% 4.76% 0% 76.19% 19.04% 4.76%

5 77.77% 22.22% 0% 59.25% 29.62% 11.11%
6 79.16% 20.83% 0% 79.16% 20.83% 0%
*Phil IRI Pre- Assessment- SY 2022-2023

12
 Phil-IRI Reading Level (English) Profeciency of Grades 4-6
Learners
100% 0
4.76 0 0
90% 22.22 20.83
80%
70%
60%
50% 95.23
40% 77.77 79.16
30%
20%
10%
0%
Grade 4 Grade 5 Grade 6

Frustration Instructional Independent

Phil-IRI Reading Level (Filipino) Proficiency of Grades 4-6

Learners
100% 4.76 0
11.11
90% 20.83
19.04
80%
29.62
70%
60%
50%
40% 76.19 79.16
30% 59.25
20%
10%
0%
Grade 4 Grade 5 Grade 6

Frustration Instructional Independent

As to its reading proficiency/competency with key stage 2, it

was evident that there were no non-readers for both English and
Filipino but at the same time no independent readers were recorded in
English. A thing that need to be double time in order to escalate the
reading level of these readers to the next reading level.

For key stage 2, For English, grade 5recorded the highest

performer with an average rating of 22.22 % for instructional and
grade 6 with the average rating of 20.83%. And for grade 4 was the

13
 lowest performer with an average of 95.23% for frustration readers.
For Filipino, grade 5 received the highest performer with an average
rating of 11.11% while grade 6 as the lowest performers with no
recorded in independent.

This could be because grade 6 has a more complex reading

passage compared with the other grade levels with inferential
questions and critical questions that needs to be answered by the
learner.
More often reading was only done during regular class hours as
an incidental activity when there are passages that needs to be read
by the learners.

Reading with comprehension is the only key for a reader to fully

answer the passage. If reading with comprehension is not mastered,
it would be difficult for the learners to answer the questions. Thus,
scholastic ratings will be affected since scores will be very low for lack
of reading comprehension.

Numeracy Level

Table 2c
Comparative Data on Key Stage 1 Learners’ Numeracy Level

Numeracy Level
Grade Level Non-Numerates Moderately Highly Numerates
Numerates
Kinder 0% 0% 0%
Grade 1 52% 32% 16%
Grade 2 3.44% 51.72% 44.82%
Grade 3 92% 8% 0%
* Pre- assessment data SY 2022-2023

14
 Numeracy Level of Key Stage 1 Learners
100% 0 0
8
90% 16

80% 44.82
70% 32
60%
50% 100
92
40%
30% 51.72
52
20%
10%
0% 0 3.44
Kindergarten Grade 1 Grade 2 Garde 3

Non Numetrates Numerates Highly Numerates

Data revealed for the first week of classes that grade 3 learners
out of 25 learners tested, none belong to the highly numerate, it was
evident on the other hand 92% belong to the frustration category
while grades 1 and 2 were 16% and 42.82% highly numerates
recorded.

Taking into consideration from the moderately numerate group

grade 2 is the highest performers, while Grades 1 and 3 are the low
performers reflecting non-numerates.

No mastery of four basic mathematical operation was the

primary reason for such non-numerates.
Peer tutoring and giving more activities during drill in the lesson
has been an effective strategy that we used.

Failure to master the fundamental operation would mean failure

to solve complex mathematical problems with word problems.

Table 2d
Comparative Data on Key Stage 2 Learners’ Numeracy Level

Numeracy Level
Grade Level Non- Moderately Highly
Numerates Numerates Numerates
Grade 4 95.23% 4.76% 0%
Grade 5 48.14% 37.03% 14.81%
Garde 6 54.16% 41.66% 4.16%
* Pre- assessment data SY 2022-2023

15
 Numeracy Level of Key Stage 2 Learners
100% 0
4.76 0
14.81
90%
80% 41.66
70%
37.03
60%
50% 95.23
40%
30% 54.16
48.14
20%
10%
0%
Grade 4 Grade 5 Grade 6

Non Numerates Numerates Highly Numerates

.
The data shows on numeracy for key stage 2 learners that grade
4, is the lowest performer with the average rating of 95.23% belong to
non-numerates while grade 5 is the highest performer with the
average rating of 14.81% for highly numerates category.

Non-mastery of mathematical operations particularly division

with regrouping was the primary reason for such data.

Failure to master the fundamental operation would mean failure

to solve complex mathematical problems with word problems.

Learning Standards/Performance

Table 2d
Latest MPS Data on National Achievement Test Result
SY 2014-2015

Grade Filipino English Math Science Aral. Over-all

Level Pan. MPS
Grade 6 89.27% 87.71% 93.13% 89.69% 88.96 89.75%

16
 NAT MPS
100
93.13
89.27 87.71 89.69
90
80
70
60
50
40
30
20
10
0
0
Grade 6

Filipino English Math Science Aral. Pan.

In Mathematics, the learners got 93.13% which showed that

they are well-performing because of exposure to the different skills
and activities like mathematical drill every morning, varied activities
related to problem solving and frequent practice of mathematical
skills. For English, it could have been due to non-mastery of varied
skills especially the reading comprehension.

Learning Standards/Performance

Table 2d
Completion Rate

Table 2e
Comparative Data on Completion Rate

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

2020
Rate 61.904% 94.594% 82.352% 80.769%

17
 Comparative Data on Completion Rate
100.000% 94.594%
90.000%
82.352% 80.769%
80.000%
70.000%
61.904%
60.000%
50.000%
40.000%
30.000%
20.000%
10.000%
0.000%
Rate

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

.
For the past four years from 2018-2022, the school has
remarkably marked 100% in terms of completion rate. This is because
of the strong monitoring and linkage with the parents as reflected in
the SF2 and SF4 as basis of monthly tracking for untoward incidence
of learners manifesting absenteeism, dropout or same features.

School Performance on Equity and Inclusion

The school as a learning institution aspires for an inclusive concept. A

concept which states that all learners will be in school irrespective of age,
sex, religion, ethnicity, culture, intellectual and physical condition. This
condition includes learners manifesting disabilities, working children and
youth, street children, children in conflict, indigenous people and learners
with same condition. As an answer to this call, the school initiated programs
and activities that will answer to these issues at hand. Monitoring and
evaluation was done also in order to assess if the degree of completion to
these prevailing issues were given due course of action.

Table 3a.
Proportion of Learners in Situation of Disadvantage Transition to Next Key
Stage SY 2022-2023

Key Stage Number of Learners in

Transition Disadvantage Situation Transition Rate
Grade Levels Enrolled
K to Grade 1 0 0
Grades 3- 4 0 0
(For elem. K to Gr.1 and Gr 3-4 only, For HS Grade 6-7 and Gr. 10-11 only)

18
 The absence of learners in situation of disadvantage in
our school paved way through a zero data. Thus, situation of
disadvantage transition to next key stage was zero.

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

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

Year 2020 2021
Enrolled M F T M F T M F T M F T
Learners 0 0 0 0 0 0 0 0 0 0 0 0

For the past couple of years, the school has managed to

eradicate cases of learners at disadvantaged situation. No cases
of child exploitation such as child labor, being sent by their
parents as a baby sitter during school days and all same
incidence. This good practice happens because of the constant
monitoring and tie up with the PTA wherein advocacy on
informing these parents on the basic rights of their children as
learners might as well their duties and obligations as parents.

Table 3c
Children with Disabilities Enrolled in School
No. of Type of Disability (Current SY)
Level Children with Disability______ Disability Disability
Disability Hearing impairment None None
Kindergarten 1 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0

For the past four years, the school has recorded only one
case of learner with disability. It was during school year 2021-
2022 that we had a case in kindergarten wherein a male learner
has hearing impairment. Instruction was a bit challenging on
the part of the kindergarten teacher specifically when this
learner would misbehave. But at some point, we were able to
managed and control the situation with the help of the parent.
The learner began responding with the lesson little by little and
the tantrum was eradicated since the learner has managed to
adapt the environment through mingling with other learners.

19
 If the situation was not given due care, we were
anticipating that a drop out case will occur in kindergarten. And
if those tantrums of the learner were not controlled his
classmates will be affected in one way or another.

Table 3d
School Facilities for Learners
in Situations of Disadvantage

Facilities for Learners with Disabilities/ Number

in Disadvantaged Situation
Buildings with PWD ramp 0
Available equipment/learning resources 0
for SPED learners
Gender-based comfort rooms 0
(Add items as necessary) 0

As a multi grade school, scarcity of building was very

imminent. Absence of building intended for canteen,
clinic/lactating area for mother, guidance office, functional
library are just few to mentions that are not present in school
which are deemed necessary for the comfort and learning pf the
learners.

To add up, absence of PWD ramp is another factor also to

be considered.

School Performance on Resilience and Well-Being

The school as a learning institution envisions that the child is well

rounded and holistically developed. It has its aspirations of developing
future citizens who will be mentally, physically, emotionally and spiritually
sane and mature to face life’s challenges and thereby contributing to the
progress of the country as an asset. It has its high regard that learners will
develop this mindset and character of being resilient to any problems that
may arise and learn to formulate solutions to such problems encountered.
Being physically safe and emotionally safe matters of creating a productive
well-being of our learners.

20
 Nutritional Status of Learners

Table 4a
Nutritional Status of Learners

Nutritional of Learners per Grade Level

Status Kinder Grade 1 Grade 2 Grade 3 Total Grade 4 Grade 5 Grade 6 Total
M F M F M F M F M F M F M F M F M F
Severely
0 0 0 0 1 1 0 0 1 1 0 0 0 0 0 0 0 0
Wasted
Wasted 0 1 2 5 1 2 0 0 3 8 0 2 0 0 0 0 0 2
Normal 15 8 11 8 16 8 14 10 56 34 12 5 13 14 13 10 38 29
Overweight 0 1 0 0 0 0 0 0 1 0 1 1 0 0 1 0 2 1
Obese 0 0 0 0 0 0 1 0 1 0 0 0 0 0 0 0 0 0
* Pre-assessment Data SY 2022-2023

Number of Learners by Health Status, SY 2022-20223

70 Kinder to Grade 3 Grade 4-6

60 0
1

50
0
1
40 0
2
56 0
1
30
34
20 38
29
10
8
3 2
0 1 1 0 0
Male Female Male Female

Severely Wasted Wasted Normal Overweight Obese

Per data, kinder reflected 1 female wasted and 1 overweight,

grade 1, 2 male and 5 female wasted. Grade 2 showed 1 male and 1
female severely wasted and 1 male and 2 female wasted whereas
grade 3 reflected 1 obese. Grade 4 recorded 2 male wasted and 1
male and 1 female overweight and grade 6 with 1 overweight. The
reason for such could be due to the economic condition of the family
wherein the parents has unstable income with 2 to 4 children which
make it hard for them to support all the basic necessities of their
family. This is true based on the number of 4Ps and MCCT recipients
wherein more than half of the learners are recipients to this program
of the government. Problems pertaining to malnutrition is one of the
determinant factors for a school to have high failure rate, high
dropout rate, high school leaver. As such, the school has an
intervention program to minimize this ill effect. One of which is the

21
School Based Feeding Program (SBFP) wherein learners manifesting
wasted, severely wasted were given supplemental nutrition. Another is
the undocumented activity of the teachers wherein during lunch time
they will adapt some learners who has no food to share with their
food.

Incidence of Bullying/ Child Abuse

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

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

Number of
reported
0 0 0 0
incidence/ child
abuse
Number of
incidents referred 0 0 0 0
to other offices

Data on Incidence of Bullying /Child Abuse

1
0.9
0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0 0 0 0 0 0 0 0
0
SY 2017-2018 SY 2018-2020 SY 2020-2021 SY 2021-2022

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

As a learning institution, matters on equity and self-care

where given weight. During the PTA meetings, staff meetings and
during flag ceremony matters on child care and protection were
tackled. Issues such as bullying were strictly announced including
its effect to the learners and to the bully. To add up, symposium
conducted by the Philippine National Police (PNP) was another
factor considered tackling on National Drug Education Program

22
(NDEP) which aims to inform the learners on the ill effects of drugs
might as well also on the consequences that the bully will face.

School Hazards
Table 4c
School Hazards

School Hazards Presence/ Description

absence (/
or x)
Broken window / Present in 4/4 classrooms wherein the
windows in half of these classrooms needing
window repairs would need major repairs.
Slippery pathway / Visible in Grades 1 and 2 room.
Blocked corridor X There were no blocked corridors
Heavy objects X There were no heavy objects mounted on top
mounted on top of of the cabinet
cabinets/shelves
Flooded area X The school is not a flood prone area since it
is an elevated area.
Busted plugs/light X As of ocular inspection, there were no
bulbs/electrical busted plugs, light bulbs or electrical
facilities facilities
Exposed electrical X Electrical wires were properly installed
wires
Protruding nails in / Present in some chairs in every room
chairs and tables
Broken door knobs / Visible in Grades 1 and 2, Kindergarten and
Grades 3 and 4 rooms
Warning sign: / There were no warning signs indicating
Slippery that it is slippery pathway going to
pathways/corridors Grades 1 and 2
Plants mounted on X There were no plants mounted on the railings
the building railings since all rooms do not have railings yet
Flooding X The school is situated in an elevated area
Exposed chemicals X There were no chemicals and liquids spotted just
and liquids anywhere since they are kept in each room in a safe
place/designated place intended for its specific use
like toilets First Aid Kit and others
Lack/absence of X Since the school is an MG school, no equipment
storage for could be seen much in our school as the school is
equipment just trying to procure those equipment in the
near future
Unlabeled X All chemicals were kept / stored in its designated
chemicals

23
 School Hazards Presence/ Description
absence (/
or x)
places
Dripping ceiling / Kindergarten was spotted to have dripping ceiling
Open pit / At the extreme area of the school we could see
an open pit that is not yet fenced
Stagnant water / There were no stagnant waters in the school
Unpruned X All trees were properly pruned
trees/bushes/shru
bs
Open/clogged X There were no open / clogged canals spotted in the
canals school premises
No ramps for / Evident for Grades 3 and 4 room.
elevated school
buildings or other
facilities
Swing-in doors X There is no swing in door in school.
Broken/dilapidated X No dilapidated ceiling so far was spotted.
ceiling
Open/incomplete X The school was enclosed with a complete and
perimeter fence fixed perimeter fence.
Presence of stray / Sometimes stray animals like chicken coming
animals inside the from the neighborhood could be seen
school campus occasionally.
Presence of X There is no transformer within the school
electrical premises.
post/transformer
near or within the
school perimeter
No system of X As of this time, the PTA group chat is one of our
release to parents mode of communication for all information we
during emergencies wish to convey top them
No posted X At the entrance or gate and in some places, you
emergency hotlines could see emergency hotlines
around the school
Garbage area / Visible in the school premises
(segregation of
biodegradable and
nonbiodegradable)
Detached or peeled X Absence of detached or peeled off GI sheet
off GI sheet
Broken toilet bowl X All toilet bowls are functioning
and/or sinks
Broken / Some broken chairs and table could be seen in
chairs/desks/table some rooms.
s
Blocked/no X All rooms have an emergency exit.
emergency exits

24
 School Hazards Presence/ Description
absence (/
or x)
Unmounted X There were no unmounted cabinets or shelves
cabinets/shelves
Medical kits in / Every classroom has medical kits.
every classrooms
Bells/alarms / The bell alarm is located at the Grades 1 and 2
room.
Condemnable X There are no condemnable building structures in
building (i.e. very school.
old structure,
collapsing building
and/or prominent
cracks on
classroom walls)
Others (List as X None so far
many as possible)

A safe and nurturing environment is one of the objectives

that the school should adhere. That is ensuring that the physical
facilities inside and outside the classroom premises is not accident
prone. To name a few is a safe environment in the classroom and
corridors, on the territory surrounding the school and in the school
building. As of this moment the school is faced with such challenge
wherein based on the evaluation tool the school does not meet with
the criteria and is still on the process of complying those unmet
criteria. A matter that needs to be addressed before any accident
will took place.

Mental and Psychosocial Condition

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

Calendar Year 2019 2020 2021 2022

No. of learners No Data No Data 0 0
assessed with mental Available Available
and psychosocial
condition

With the assistance of our district nurse who constantly

monitors us and give psychological training as technical
assistance, teachers and learners were given utmost due care in

25
 order to foster sound and mentally capacitated school
personnel. No record of anxiety disorders, mood disorders,
psychotic disorders, eating disorders, personality disorders,
dementia, autism were recorded in the health card and upon
ocular inspection.

Security, peace, and order situation

The school as a learning institution adheres to the

different programs of the Department of Education like the
Child Protection Policy, School Hazard, Quarterly Earthquake
Drill to name a few. Amidst of these programs and projects
instituted by the educational system still it was not followed
perfectly, there are still lapses spotted in its implementation.
However, the school together with the different stakeholders are
doing its best the very reason why series of advocacy meetings
are made in order to refine the implementation of the different
programs so that we will be able to come up with the desired
standard.

Affected and Displaced Learners Retained in School

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

School Year 2018 2019 2020 2021

Natural Hazards
Drought 0% 0% 0% 0%
Earthquake 0% 0% 0% 0%
Fire 0% 0% 0% 0%
Flood 0% 0% 0% 0%
Landslide 0% 0% 0% 0%
Tropical Cyclone 0% 0% 0% 0%
Volcanic 0% 0% 0% 0%
Eruption
Tsunami 0% 0% 0% 0%
Human-Induced
Hazards
Armed Conflict 0% 0% 0% 0%
Bomb 0% 0% 0% 0%
Threats/Bombing
Civilian Violence 0% 0% 0% 0%
Fire 0% 0% 0% 0%
Others (pls 0% 0% 0% 0%

26
specify)

Our school do not have any incidence of learners who

were displaced and retained in School due to
calamities/disasters (Natural/Human Induced Hazards) based
on records for the past few years.

Learners who are Happy and Satisfied with their Basic Education
Experience

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

Calendar Year Total Enrolment % of Learners who

(BoSY 2022) are happy and
satisfied with their
basic education
experience
CY 2022 86 100%

The school is the place where learners acquire new

knowledge of learning. It is what we call the second home of the
learners wherein they share their intimate secrets with their
best friend. They laugh, play and build their dreams and
aspirations in life. The learners of Calbugos Elementary School
are generally all happy and satisfied. They are grateful with
their parents and the school for the new insights and learning
that they gain.

Learners’ Awareness on Their Rights TO and IN Education, and

How to Claim Positively

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

% of Learners who
know their rights TO
Total Enrolment and IN education,
Calendar Year
(BosY 2022) and how to claim
them positively

27
CY 2022 179 100%

It is said that the youth are the future of our mother land.
With this premise it is but just and equitable that they must
learn their rights to and in education as early as possible so
that they will be responsible citizens in the near future might as
well how to take good care of those rights. Our school has this
inculcation of orienting them their basic rights as early as
possible. They are often pronounced inside the four corners of
the school premises and explicitly said inside the classrooms
and even outside the four corners of the class room.

Learners equipped with capacities on what to do before, during,

and after a disaster/ emergency.

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

% of learners % of learners % of learners

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

Drought 40.70% 59.30% 90.70%

Earthquake 9.30% 24.42% 50%
Fire 9.30% 24.42% 50%
Flood 9.30% 24.42% 50%
Landslide 9.30% 24.42% 50%
Tropical Cyclone 24.42% 40.70% 59.30%
Volcanic Eruption 0% 0% 0%
Tsunami 0% 0% 40.91%
Armed Conflict NDA NDA NDA
Bomb NDA NDA NDA
Threats/Bombing
Civilian Violence 0% 0% 25%
Fire 0% 0% 50%

28
 Others (pls specify)
*Enrolment (BoSY 2022)

Learners of our school are of varying degree of acceptance

as to the different disaster or emergencies that may take place.
But most often with the constant practice and exposure of this
disasters through repeated simulation, the percentage of
acquiring a higher result is seen after a disaster/emergency.

School Performance on Governance

Calbugos Elementary School as a learning institution is very

enthusiastic in complying with the different mandates of the educational
system. One of which is ensuring that the teaching force as the substantial
work force that sails the ship is being taken cared of and properly
accounted. Physical resources such as chairs, tables, classroom and other
physical materials found inside the school premises are well accounted in
the inventory sheet. The tie up and collaboration with the different
stakeholders are maintained so that harmonious relationship built on trust
and confidence will exist thereby producing good outcomes just like the
creation of possible educational projects in the near future.

Human Resources
Table 5a
Data on Teachers, Teaching Related and Non-Teaching Personnel in
School
Number of teachers actually working in the school
Elementary School
Position
M F Total
Teaching
Teacher III 0 5 5
Teacher II 0 1 1
Teacher I 1 1 2
TOTAL 1 7 8

As a multi grade school, each teacher aside from the

kindergarten teacher were having two grade level being handled.

29
School Resources
Classrooms
Table 5b
Learner to Classroom Ratio

School Year Learner-Classroom Ratio

SY 2019-2020 30:1
SY 2020-2021 27:1
SY 2021-2022 27:1
SY 2022-2023 25:1

Learner-Classroom Ratio
1:30
1:30

1:29

1:27 26:1
1:27

1:26

1:25
1:24

1:23

1:22
Learner-Classroom Ratio

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

Having been categorized as a pure multi grade school,

enrolment was indeed small. As such, classrooms as one of the
most important physical facility was limited also. This
continuous trend of having small enrolment would mean no
other classroom will be erected in our school premises.

30
 Textbooks
Table 5c
Available Textbook Materials per subject per grade level
(SY 2022-2023)

Textbo
Exces Textbo
ok to
s ok
Total Learne
Enrolme shorta shorta
Grade Level Subject Textbook No. of r Ratio
nt ge ge
Copies (per
Numb Numbe
grade
er r
level)
Kindergar 25
ten
0 0
0 0
0 0
0 0

Grade I MTB MTB 1 28 1 1:1

Filipino Filipino 1 28 1 1:1
English English1 1:1
Mathemat Mathema 27 28 1 1:1
ics tics 1
AP AP 1 28 1 1:1
ESP ESP 1 28 1 1:1
MAPEH MAPEH 1

Grade II MTB MTB 2 10 0 19 1:3

Filipino Filipino 2 5 0 24 1:6
English English 2 3 0 26 1:9
Mathemat Mathema 29 5 0 24 1:6
ics tics 2
AP AP 2 28 0 1 1:1
ESP ESP 2 5 0 24 1:6
MAPEH MAPEH 2 28 0 1 1:1

Grade III MTB MTB 3 50 25 1:1

Filipino Filipino 3 48 23 1:1
English English 3 50 25 1:1
Mathemat Mathema 50 25 1:1

31
 ics tics 3
AP AP 3 25 25 25 1:1
ESP ESP 3 45 20 1:1
MAPEH MAPEH 3 60 35 1:1
Science Science 3 50 25 1:1

Grade IV Science Science 4 21 1:1

Filipino Filipino 4 21 0
English English 4 15 1:2
Mathemat Mathema 21 21 1:1
ics tics 4
AP AP 4 10 11 1;2
ESP ESP 4 25 4 1:1
MAPEH MAPEH 4 25 4 1:1
EPP/TLE EPP/TLE 22 1:1
4

Grade V Science Science 5 0 27 0

Filipino Filipino 5 20 7 1:2
English English 5 15 12 1:2
Mathemat Mathema 16 11 1:.3
ics tics 5
AP AP 5 27 27 1:1
ESP ESP 5 27 1:1
MAPEH MAPEH 5 27 1:1
EPP/TLE EPP/TLE 30 3 1:1
5

Grade VI Science Science 6 40 16 1:1

Filipino Filipino 6 42 18 1:1
English English 6 29 5 1:1
Mathemat Mathema 24 1:1
ics tics 6
AP AP 6 24 40 16 1:1
ESP ESP 6 22 2 1:2
MAPEH MAPEH 6 29 5 1:1
EPP/TLE EPP/TLE 24 0
6

Table 5d
Available Furniture and Textbook Materials in the Library
(SY 2022-2023)
Number
Textbooks 0
Reference Books 0
Library
Tables 0
Chairs 0
32
 The school has no functional library. Mini libraries could
be seen in every classroom only. The presence of a functional
library will be of great help with textbooks that could nourish
the learners and cultivate the love for reading. But as of this
moment in time having a building for functional library is very
remote as we do not have sufficient building in store for that.

Learner seats
Table 5e
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

Learner-Seat Ratio

2
1:1 1:1 1:1 1:1

0 With
Learner-Seat Ratio

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

regards to the availability of seats, the school is not

experiencing shortage as each classroom has sufficient seats
enough for every learner to have his own seat. This physical set
up in our classroom having 1:1 ratio of seat is very beneficial on
the part of learners making them very comfortable to learn the
lesson being recited for that very hour.

33
 Science and Mathematics Equipment/ Packages

Table 5f
Science and Mathematics Equipment/Packages in School

Qty per Inventory

Unit Actual
Set or Date of
Particulars/ Items of Number of Non-
Qty per Delivery Functional
Issue Items Functional
Package
1. Weights 1 Pcs 1 24/08/2016 /
2. Magnifying Glass 2 pcs 5 24/08/2016 /
3.Digital Clock 1 pc 1 06/09/2017 /
4. Small Human Torso 2 set 2 24/08/2016 /
5.Liquid Thermometer 2 pcs 3 06/09/2017 /
Temp
. Test Tube 20 pcs 20 06/09/2017 /
6. Plastic Funnel 5 pcs 5 06/09/2017 /
7. Dry Measuring Cups 1 Set 1 06/09/2017 /
8. Dry Measuring 1 Set 1 06/09/2017 /
Spoon
9. Thermometer 1 pc 1 06/09/2017 /
10. Graduated Cylinder 5 pcs 5 06/09/2017 /
11. Square Tiles 10 set 10 24/08/2016 /
cmX10cm
12. Square Tiles 2.54cm X set 100 24/08/2016 /
2.54
13. 3D Shapes Wood 1 set 5 24/08/2016 /
14. Cuisenaire Rods 1 Set 1 24/08/2016 /
15. Protractor 25 pcs 25 24/08/2016 /
16. Ruler 5 pcs 5 24/08/2016 /
17. Template Shapes 2 pcs 2 06/09/2017 /
18. Blackboard 1 pc 1 06/09/2017 /
Triangle (30x60)
19. Blackboard 1 pc 1 06/09/2017 /
Triangle (45x45)
20. Sphere with 32 1 pc 1 24/08/2016 /
movable segments
21. Storage Cabinet for 1 pc 1 24/08/2016 /
Science
22. Storage Cabinet for 1 pc 1 24/08/2016 /
Math
23. Aquarium 1 pc 1 24/08/2016 /

This Science and Mathematics Equipment/Packages in

school is a great help in the ultimate understanding of these two
34
 tool subjects. It will aid in the visualization of abstract concepts
to its real setting. Thus, making these two subjects more
meaningful and enjoyable on the part of learners might as well
for teachers as it will ease their burden in facilitating and
discussing concepts, experiments and mathematical discussion.

ICT Packages/ E-classrooms

Table 5g
Number of E-Classrooms

Status
E-classroom(s)
Functional Non-Functional
1 /

Table 5h
ICT Equipment in school

DepEd Computerization Program (DCP)

Batch No. of Packages Service Provider Date Received
Number Received
26 3 Red Dot 04/16/2016
29 3 Red Dot 09/03/2016

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

Status of DCP Package/s Usage

No. of
No. of No. for
Types Total Non- Instructional Administrative
Functional Repair
Functional
Server 1 / /
Client 6 / /
Stand- 0 0 0
alone PC
UPS 1 / /
LCD 3 / /
Projector
LCD Screen 3 1 2 /
Laptop 1 / /
Speaker 2 / /

35
 The presence of ICT/DCP in our school is of great help to
the learners and teachers more so in this digital age wherein the
mode of communicating is usually done through this online
platform. Learners were given a snapshot on how to encode and
make some reports using laptop. The WIKI Project as the project
who shares this kind of sentiment aims that learners and
teachers will have a greater access on the web. Teachers whose
mode of acquiring additional source of learning resource which
primarily rests on interest or reputable social media web sites
will be more accessible.

Functional Library

Table 5j
Number of Functional Libraries in School

School Year Number of Functional

Library/ies
SY 2019-2020 0
SY 2020-2021 0
SY 2021-2022 0
SY 2022-2023 0

The school has no functional library since the school has

no building intended for that learning space. Small enrolment
was the very culprit for the scarcity of buildings being erected
in our school. However, the school managed to have its own
mini library in every classroom.

Connection to Electricity

Table 5k
Data on School’s Electrical Connection

School Year Does the

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

36
 Cooperative)
SY 2019- / /
2020
SY 2020- / /
2021
SY 2021- / /
2022
SY 2022- / /
2023

Availability of electrical connection was present in our

school much more that we are living in a digital era wherein the
very mode of transferring learning to the learners was done
through multimedia such TV, interactive activities or lessons
which is viewed on TV. Faster processing of documents such as
printing, sending emails and all same incidental activities all
call for the presence of electricity. This makes the lives of the
learners more meaningful and fruitful.

Internet Connection

Table 5l
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

Availability of internet connection in our school was one

of the essential considerations that we considered. Being able
to cope with the fast-changing trend of our educational system
of being paperless, the school endeavored to have internet
connection much more that pertinent reports were being sent
through facebook or email as the primary means pf
communication.

37
Water and Sanitation in Schools
Table 5m
Learner to Toilet Ratio

School Year Learner-Toilet Ratio

SY 2019-2020 30:1
SY 2020-2021 27:1
SY 2021-2022 27:1
SY 2022-2023 22:1

Table 5n

Learner-Toilet Ratio
1:30
1:30

1:29

1:27
1:27 26:1
1:26

1:25
1:24

1:23

1:22
Learner-Seat Ratio

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

Learner to Handwashing Ratio

School Year Learner-Handwashing Fac.

Ratio
SY 2019-2020 42:1
SY 2020-2021 21:1
SY 2021-2022 27:1
SY 2022-2023 25:1

Learner-Toilet Ratio
1:55
1:42 22:1
1:40
1:27 1:25
1:26 1:21

1:12

0:57

0:43

0:28

0:14
38
0:00
Learner-Seat Ratio

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

 The school has one group handwashing facility
constructed last school year 2021-2022. However, the first
cite wherein the source of water was being drilled, it was
found out that it was contaminated with e-coli making it
unsafe for all. As such the school transferred the source of
water to the upper location wherein the water was clear.
Every room has its own comfort room. Among the four
classrooms, three classrooms were complying the WInS
standard of having separate toilets for girls and boys while
the kindergarten room was only a shared toilet. Such
adherence to the WInS standard would ensure both genders
to have their own privacy.

Development prospects., SBM practice, and partnerships, among

others.
Table 5 o
Summary of SBM Level of Practice for the last 4 Years
Calendar
2018 2019 2020 2021
Year
SBM Level
1 1 1 1
of Practice

With the very existence of so many programs and

projects, new learning is acquired. However, with those
multifarious programs and projects (PPA) with only a handful of
teachers to do that job chances are they cannot comply all those
PPAs. More often than not most of those programs need to be
mastered before efficient and effective output will be achieved.
To add up, some of these programs are very technical that will
take time to learn and master them. Such was the case in our
school, with so many technicalities in this SBM chances are the
teacher could not cope up with the recent trends and comply all
those requirements.

Table 5 p
Average Percentage of Stakeholders’ Attendance in School Activities
for the last 4 Years

SY 2018 2019 2020 2021

Co-curricular 50% 50% 0% 0%
Extra-curricular 50% 50% 0% 0%
Meetings 100% 100% 100% 100%
Assemblies 100% 100% 100% 100%

39
 Comparative Data on Percentage of Stakeholders' Partici-
pation
120%

100%100% 100%100% 100%100% 100%100%

100%

80%

60%
50% 50% 50% 50%

40%

20%

0% 0% 0% 0%
0%
2018 2019 2020 2021

Co-curricular Extra-curricular Meetings Assemblies

Data shows that for the past 4 years there was a downtrend
effect specifically on co-curricular and extra-curricular aspect. This
is because these years were the pandemic years wherein. However,
for the meetings and assemblies still it managed to have the 4
meetings annually. This of course was with the observance of
minimum health standards and protocols wherein meetings where
done in open space with social distancing.
Table 5q
Amount of Stakeholders Contribution (Cash/In kind) in School for the
last 4 Years

SY 2018 2019 2020 2021

Amount of P00.00 P00.00 P5,000.00 P 2,000.00
Cash Raised
Worth of In P 1050.00 P1,313.00 P563.00 P2,287.50
kind (PhP)

Comparative Data on Amount of Stakeholders (Cash/In Kind)

Received by the School for the last 4 Years
6000

5000
5000

4000

3000
2287
2000
2000
1313
1050
1000
563
0 0 40
0
2018 2019 2020 2021

Cash Inkind
 The graph shows that for year 2021 donations in kind
increased compared with the past three years. The said increase
in donation was attributed to stakeholders’ participation most
specifically the so called “Pintakasi” wherein labors were
converted to money with an equivalent amount of P37.50 per
labor contributed and hour. However, donations in cash
decreased as we are just dependent on the stakeholders who
will donate in our school. Strengthening our stakeholders’
partnership matters most for a more effective and productive
output. Otherwise, the PPAs growth will be hampered or will not
be realized in a faster manner if there will be no stakeholders
who will scaffold in the development of the school as a learning
institution.
Aggregated Number Volunteer Hours (of Stakeholders)

Table 5r
Aggregated Number Volunteer Hours (of Stakeholders) in School for
the last 4 Years
SY 2018 2019 2020 2021
Brigada 190 225 NDA NDA
Contest 144 26 NDA NDA
Scouting 88 1068 NDA NDA
Closing 384 80 NDA NDA
Program
Others 1440 405 NDA NDA
(Pintaksi)
TOTAL 2246 1854 0 0

Aggregated Number of Volunteer Hours of Stakeholders

1600
1440
1400

1200
1068
1000

800

600
384 405
400
190 225
200 144
88 76 80
0 0 0 0 0 0 0 0 0 0
0
2018 2019 2020 2021

Brigada Contests Scouting Closing Program Others

41
 Total Number of Agrregated Volunteer Hours of Stakehoders
2500
2246

2000 1854

1500

1000

500

0 0
0
2018 2019 2020 2021

For the past two years, stakeholders showed their strong

support to the advocacy of the school through the spirit of
“Pintakasi” from 2246 for 2018 and 1854 for 2019. However,
with the coming of COVID-19 , 2020 and 2021 marked zero
volunteer due to the strong advocacy of social distancing
wherein the school has totally limited the number of personnel
who will enter the school premises. As such, pintakasi was also
affected. It was only the paid janitor of the school was the one
who does the cleaning of the entire school premises as face to
face interaction in school was absent.

OPCRF
Table 5s
Summary of OPCR Rating for the last 4 Years
SY 2018 2019 2020 2021
Rating 4.270 4.388 4.432 4.371
Adjectival Very Very Very Very
Rating Satisfactory Satisfactory Satisfactory Satisfactory

42
 OPCR Rating for the Last 4 Years
5
4.432
4.388
4.371

4.27

4
2018 2019 20202021 2022

Rating

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

School Governing Council

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

The school has a School Governing Council (SGC) even in

the pandemic stage, Social media done through group chat was
the mode of transmission of information. However, with the
pandemic the SGC was a little bit affected because of the so
many health restriction or protocol. SGC was not able to fully
function well due to those health restrictions. Physical
meetings were minimal due to the observance of health protocol.

43
Part III: School’s Strategic Plans
The school is geared towards attaining full literacy and inclusive
education to all learners within and its nearby barangays by ensuring that
they are inside the school within those prescribed years and be able to
graduate their elementary or basic education thereby progressing to the next
level of education.

ACCESS
Strategic Goal for Access:

All school-age children, out-of-school youth, and adults accessed

relevant basic learning opportunities.

Key Performance Indicators:

1. Increased Community Mapped Intake Rate from 1 to 2.
2. Increased Transition Rate from 100 to 100.
3. Decreased Dropout Rate from 0 to 0.
4. Decreased School leaver rate from 0 to 0.

PLANNING WORKSHEET
ACCESS
PLANNING WORKSHEET FOR ACCESS
LEARNING DEPED INTERMEDIATE PRIORITY GENERAL ROOT TIME FRAME
STAGE OUTCOMES IMPROVEMENT OBJECTIVE/S CAUSE/S
AREA CY 2023 CY CY2025
2024
IO #1 – All IO #1.1 – All five-year old Enrolment To increase the Family
school-age children in school number of 5 year old planning
√ √ √
children, enrolment from 1 to
out-of-school 3 by 2025
youth, and IO #1.2- All learners stay in Enrolment To increase the Family
adults have school and finish number of learners planning
access to key stages who will stay in
√ √ √
relevant school and finish key
basic stages from 1 to 3 by
learning 2025
opportunities IO #1.3- All learners Transition rate To increase the Family
transition to the number of learners planning
next key stage transition to the √ √ √
next key stage from 1
to 3 by 2025
IO #1.4- All out-school Participation Rate To increase out -of- Family
children & youth school children and planning
participate in youth in formal or
formal or non- non-formal basic √ √ √
formal basic education learning
education learning opportunities from 1
opportunities to 3 by 2025

Objectives Strategies PPAs (Key Output Time

44
 Interventions) Frame
By 2025, all Improve access to Project RISE Increase 2023-2025
five-year-old universal (Regenerating enrolment
children are in kindergarten an
school. education Incremental
and
Improve learners’ Sustainable
access to quality and Enrolment)
rights-upholding
learning environment
By 2025, all Improve capacity to Project RISE Increase 2023-2025
learners stay in retain learners in (Regenerating enrolment
school and schools an
finish key stages Incremental
1 and 2. (for and
Elem.) Sustainable
Enrolment)
By 2025, all Strengthen school’s -Strong tie 100% 2023-2025
learners capacity to ensure up with transition
transition to the learners’ continuity to parents to the
next key stage. next stage -Close next key
monitoring of stage
daily
attendance
By 2025, all Strengthen There are no All OSY 2023-2025
Out-of-school mechanisms for OSC in our are in
children providing access to locale school
participate in relevant basic
formal or non- opportunities for OSC
formal basic and OSY, and OSA
education
learning
opportunities.
An educated youth is the full strength of the nation. It is on this
premise that the school is banking hoping that we will be able to increase
the enrolment of our school aside from our barangay but from the
neighboring barangays to enroll in our school.

45
EQUITY
The school has its aspirations that in the next three years,
disadvantaged learners will be able to attain and meet the standard or at
least minimum financial literacy and numeracy prescribed by the
Department of Education as basic requirement so as to be able to progress
to higher or complex learning.
Strategic Goal for Equity:

Disadvantaged school-age children and youth, and adults

benefited from appropriate equity initiatives
Key Performance Indicators:
1. Increased Retention Rate of learners in situation of
disadvantage from 0 to 0.
2. Increased of Percentage of learners in situations of
disadvantage (disaggregated by group) who achieved at least a
fixed level of proficiency/mastery in:
a. functional literacy from 2.5% to 5%
b. numeracy from 2 to 4
3. Improve 21st century skills of learners from 10% to 40%

PLANNING WORKSHEET
EQUITY
PLANNING WORKSHEET for EQUITY
LEARNING DEPED PRIORITY GENERAL ROOT CAUSES TIME FRAME
STAGE INTERMEDIATE IMPROVEMEN OBJECTIVE/S CY CY CY20
OUTCOMES T AREA 2023 2024 25
IO # 2 - SIO #2.1 – To increase the Lack of
Disadvantag School-age Enrolment number of awareness on
ed school- children and school-age gender rights
age-children youth, and adults children and
and youth, in situation of youth, and adults
and adults disadvantage in situation of
√ √ √
benefited benefited from disadvantage
from appropriate benefited from
appropriate equity initiatives appropriate
equity equity initiatives
initiatives from 1 to 3 by
2025

With the different PPAs and proposed interventions, it is hoped that in

the next three years, functional literacy and numeracy will be attained
thereby be able to progress and use it in their day to day living and use it in
the next level or higher level of educative process.

46
Objectives Strategies PPAs (Key Output Time
Interventions) Frame
By 2025, Improve program Conduct Improved 2023-
school age management and monthly or satisfaction 2025
children/yo service delivery quarterly rating of
uth, and “kumustahan” stakeholders
adults in or PTA tothe program
education in meetings with management
situation of the different and service
disadvantag stakeholders delivery
e benefited Provide an -Project ANGST Toilet for 2023-
from inclusive, effective, (Affable and grades 4-6 2025
appropriate culturally New Gender-
equity responsive, Sensitive Toilet)
initiatives gender-sensitive, -Conduct
and safe learning Gender and
environment to Development
respond to the Program
situations of (MHM/CSE)
disadvantage
Improve gender- Conduct Integration to 2023-
sensitive Gender and the Lesson 2025
contextualized Development Plans across
curriculum and advocacy curriculum
learning delivery campaign
through LAC
Session
(MHM/CSE)
Enhance DepEd NDEP. Tie up other 2023-
platforms for MHM/CSE government 2025
learning resources trainings, agencies for
symposium NDEP
symposium
and attend
MHM/CSE
inset
Promote Tie up with Learners who 2023-
partnerships to other are 2025
benefit education government considered
for learners in agencies like disadvantage
situations of the PNP, DOH d were given
disadvantage and other the same
private treatment
stakeholders or with the
private normal
organizations learners
47
QUALITY
The school as a learning institution is geared towards creating critical
learners who knows how to read and compute. Learners who will use their
knowledge and be able to appreciate it and use it in their day to day living.

Strategic Goal for Quality:

Learners complete K to 12 basic education, having successfully

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

Key Performance Indicators:

Elementary:
1. Increased percentage of learners at independent reading level
from 0 to 2.
2. Increased percentage of learners who are numerates from 3%
to 6%.
3. Increased Percentage of learners achieving at least the
minimum level of proficiency in English from 19% to 25%.
4. Increased Percentage of learners achieving at least the
minimum level of proficiency in Filipino from 28% to 33%.
5. Increased Percentage of learners achieving at least the
minimum level of proficiency in Mother Tongue from 2% to
10%.
6. Increased Percentage of learners achieving at least the
minimum level of proficiency in Numeracy from 2% to 4%.
7. Increased completion rate from 95% to 97%
8. Increased graduation rate from 100% to 100%

PLANNING WORKSHEET
QUALITY
PLANNING WORKSHEET for QUALITY
LEARNING PRIORITY TIME FRAME
DEPED INTERMEDIATE OUTCOMES IMPROVEMENT GENERAL ROOT CAUSE/S
STAGE CY CY 2024CY202
AREA OBJECTIVE/
S 2023 5
Literacy and To increase Lack of
K to Grade 3 Numeracy the number vocabulary √ √ √
IO#3.1- Learners of words and non
IO#3 Learners attain Stage independent mastery of the
complete K 1(K-Grade 3) readers from four
to 12 basic learning Grades 1 to 3 fundamental
education, standards of from 0 to 6 operations
fundamental by year 2023

48
 having reading &
successfully numeracy
attained all skills
learning IO#3.2- Learners Literacy and To increase Lack of
standards attain Stage Numeracy the number vocabulary
that equip 2 (Grades 4- of words and non
them with 6) learning independent mastery of the
the standards in readers from four
necessary required Grades 1 to 3 fundamental
skills and from 0 to 6 operations
Grades 4 to 6 literacy & √ √ √
attributes to by year 2023
numeracy
pursue their
skills apply
chosen
21st century
paths
skills to
various real
life situations
IO#3.3- Learners
attain Stage
3 (Grades 7-
10) learning
standards of
literacy,
NA
Grades 7 to 10 numeracy NA NA
skills and
apply 21st
century skills
to various
real-life
situations
IO#3.4- Learners
attain Stage
4(Grades 11-
12) learning
standards
equipped
with
Grades 11 to NA
knowledge NA NA
12
and 21st
century skills
developed in
chosen core,
applied and
specialized
SHS tracks
IO#3.5- Learners in
the
Alternative
Learning
System
attain NA
ALS NA NA
certification
as
Elementary
or Junior
High School
completers

With the different PPAs, it is hoped that is will resolve the issues of
illiteracy and numeracy thereby addressing the prime objectives of each
agency of fostering critical learners capable of conversing and transacting
other nationalities.

49
 For Elementary
Objectives Strategies PPAs (Key Output Time Frame
Interventions)
By 2025, all Ensure alignment of -Drill on the Numerate 2023-2025
learners the curriculum, fundamental Key stage 1
attain Stage instruction, and
1 (K-Grade 3) classroom
operations right learners
learning assessment methods after the flag -Literate Key
standards of in all learning areas ceremony and Stage 1
fundamental inside the school learners
reading & -Utilization of
numeracy
skills
window cards
- Mastery of letter
sound
-Habitual
group /story
reading (Love for
Reading)
-Utilization of
RRE for reading
-Follow up of
parent-teacher-
child program of
home -based
reading for
frustration
readers
-Project SOAR
(Sustainable
Opportunity of an
Activity-Based
Reading)
By 2025, all
learners
attain Stage
2 (Grades 4- Align resource - Project STAR Increased 2023-2025
6) learning provision with key (Sustainable number of
standards in stage learning
required standards
Textbooks for learning
literacy and Audible Readers) resources as
numeracy requested
skills and from the
apply 21st division
century skills
to various office
real-life through the
situations online
inventory
accounting
being
reported
50
Objectives Strategies PPAs (Key Output Time Frame
Interventions)
Assess learning -Monitoring of Result of 2023-2025
outcomes at each key disadvantaged Numeracy
stage transition and
for learners in
leaners status in and Phil-IRI
situations of terms of Test
disadvantage numeracy and
literacy
Strengthen -Upskilling and Capacitated 2023-2025
competence of reskilling of ones teachers
teachers and
instructional leaders
knowledge and
in areas such as through instructional
content knowledge attending leaders
and seminars and
pedagogy/instruction, trainings
curriculum and
planning, responding
- Conduct of LAC
to learner diversity, session
and assessment and
reporting

Ensure alignment of -Upskilling and -Aligned 2023-2025

curriculum, reskilling of ones curriculum,
instruction and
assessment with
knowledge instruction
current and emerging through and
industry and global attending assessment
standards seminars with global
-Conduct of LAC standards
Session

RESILIENCY AND WELL-BEING

The school as learning institution, where good manners and right

conduct is the prime consideration, aspires that in the near future we will be
able to mold future leaders who are humane and upright, true and steadfast
in delivering justness and fairness whatever is your religious affiliation,
economic status, color or ethnicity.

Strategic Goal for Resiliency and Well-Being:

Learners are resilient and know their rights, and have the life skills to
protect themselves and their rights

51
 Key Performance Indicators:
1. Increased Percentage of learners affected/displaced by natural
and man-made hazards/ disasters who are retained from 0 to 0.
2. Decreased percentage of learners who reported violence
committed against them by other learners (bullying) or adults
(child abuse) based on intake sheets of the school from 0% to
0%.
Additional KPI for ELEM
3. Increased percentage of learners with improved health statistics
from 2.5% to 5%.

PLANNING WORKSHEET
RESILIENCY AND WELL-BEING

LEARNING DEPED PRIORITY GENERAL ROOT Time Frame

STAGE INTERMEDIATE IMPROVEMENT OBJECTIVE/S CAUSE/S CY CY CY
OUTCOMES AREA 2023 2024 2025
IO#4-Learners IO#4.1 Learners Child Protection To increase Lack of
are resilient, are served by a Policy the number of knowledge
know their department that NSED learners on the
rights, and adheres to a served with a different
√ √ √
have the life rights-based right-based technicalities
skills to education education by and tools in
protect framework at all 20% annually CPP
themselves levels
and claim IO#4.2 Learners School Hazard To increase Lack of
their are safe and Tool the number of knowledge
education- protected and Child Protection learners on the
related rights can protect Policy protected from different
from DepEd themselves from NSED human- technicalities
√ √ √
and other risks and induced and tools in
duty-bearers impacts from hazards by NSED
to promote, natural and 20% annually
learners’ human-induced
wellbeing, hazards
while being IO#4.3- Learners Psychosocial To increase Lack of
aware of their have the basic First Aid (PFA) number of knowledge
responsibilities physical, learners with on the
as individuals mental, and basic physical, different
and as emotional mental and technicalities
√ √ √
members of fortitude to cope emotional in PFA
society with various fortitude by
challenges in life 20% annually
and to manage
risks.

Through these PPAs, it is hoped that that issues and concerns

will be addressed through the proper implementation of the different
projects and programs.

52
Objectives Strategies PPAs (Key Output Time Frame
Interventions)
By 2025, Integrate -Adherence to -Learners 2023-2025
Learners children’s and CPP who are well-
are served learners’ rights -Attend/ informed of
by a school in the design of conduct their rights
that all DepEd symposium like based on the
adheres to a policies, plans, NDEP knowledge
rights- programs, conducted by that they got
based projects, the PNP from the
education processes, and -Integration of symposium
framework systems MHM/CSE to
at all levels the lesson
-Oplan WASH
(Water and
Soap Sanitary
Hand Hygiene)
-Project
DROOP
(Disaster &
Risk Reduction
Opportuned
and Oriented
Persons)
-Project
SCROLL
(Sheltered and
Candid for a
Resilient
Opportunity for
Learning
Learners)
Ensure that -Project Well 2023-2025
learners know SCROLL informed
their rights and (Sheltered and learners
have the life Candid for a about their
skills to claim Resilient rights
their education- Opportunity for
related rights Learning
from DepEd and Learners)
other duty-
bearers to
promote
learners’ well-
being, while also
being aware of
their
responsibilities
53
 as individuals
and as members
of society
By 2025, Protect learners -Adequate Capacitated 2023-2025
learners are and personnel knowledge on and well
safe and from death, school hazards oriented
protected, injury, and - learners
and can harm brought capable of
protect by natural and protecting
themselves, human induced themselves
from risks hazards. from school
and impacts hazards
from Ensure learning Augment DRR -Resilient 2023-2025
natural and continuity in the activities in and
human aftermath of a school empowered
induced disaster or learners
hazards. emergency. amidst
disaster and
emergency
Protect Project Titan Accomplishe 2023-2025
education d PIA and
investments CIP
from the
impacts of
natural and
human-induced
hazards
By 2025, Provide learners -Project Decreased 2023-2025
learners with basic SUSTAIN number of
have the health and (Sustainable wasted and
basic nutrition Approach severely
physical, services Towards an wasted
mental, and Improved learners from
emotional Nutrition) kindergarten
fortitude to to Grade VI
cope with Nurture and Psychosocial Accomplishe 2023-2025
various protect learners’ First Aid (PFA) d ACR on (Once every
challenges mental and -Conduct PFA year)
in life and psychosocial Mental Hygiene -
to manage health training or LAC
risks session
Promote Conduct Well 2023-2025
learners’ symposium on informed (once every
physical and National Drug learners on year)
socio-emotional Education their socio-
skills Program emotional
development (NDEP)and skills and
Anti-Bullying development
54
 GOVERNANCE

Within the next three years, the school is optimistic that it will achieve
physical facilities that are conducive to learning like having comfortable
classrooms and chairs, accessible internet connectivity for the teachers and
learners, handwashing facilities that are fully responsive to a well-rounded
and child-friendly learning institution.

Strategic Goal for GOVERNANCE:

Modern, efficient, nimble, and resilient governance and
management processes
Key Performance Indicators:
1. Achieved the ideal SBM level of practice from 1 to 3.
2. Achieved ideal learner ratio on:
a. Classroom from 1:1 to 1:1
b. Teachers from 1:1 to 1:1
c. Seat from 1:1 to 1:1
3. Availability of
a. Connection to electricity
b. Connection to internet
4. Achieved ideal learner ratio for Water and Sanitation
(WatSan) facility
a. Handwashing facility from 1:20 to 1:10
b. Toilets from 1:20 to 1:15

PLANNING WORKSHEET
GOVERNANCE
PLANNING WORKSHEET for GOVERNANCE
DEPED INTERMEDIATE PRIORITY TIME FRAME
OUTCOMES IMPROVEMENT GENERAL ROOT CY 2023 CY 2024 CY2025
AREA OBJECTIVE/S CAUSE/S
SBM Level of To improve Lack of
EM#1 EM#1.1: Practice SBM level of technical
practice from knowhow in
√ √ √
Modern, All education Leve; II to III the
efficient, and leaders and by year 2023 preparation
resilient managers of MOVs
governance and practice Child-Friendly To increaseEnvironmen
management participative, School System Child-Friendly tal
processes ethical, and level fromconstraint
inclusive Child-Friendly √ √ √
management School to
processes Outstanding
by year 2023
Status of PIA and To increase Environmen √ √ √

55
 CIP PIA and CIP tal
from 60% to constraint
80% by year
2023
Psychosocial First To increase theLack of
Aid (PFA) number ofknowledge
personnel whoon the
EM#1.2: All are resilient,different
personnel are competent, technicalitie
√ √ √
resilient, and s in PFA
competent, continuously
and improving by
continuously 20% annually
improving
- Brigada Eskwela To increase the Low or √
EM#1.3: Ideal Plus number of inadequate √ √
learning learning tie up or
environment DPDS resources sourcing of
and adequate available in funds from √ √ √
learning school the different
resources for stakeholder
learners s
ensured
EM#1.4: Improve To intensify Bystanders
and modernize the use of and
internal WInS Facilities learners
systems and from 50% to that would
processes for a 80% usability destroy the
WInS by year 2023 wash stand
responsive and √ √ √
facility
efficient
including
financial
its pipeline
resource and faucets
management

EM#1.5: Strengthen DPDS To increase the Low or

active number of inadequate
collaboration stakeholders tie up or
with key participating sourcing of
√ √ √
stakeholders school funds from
activities by the different
20% annually stakeholder
s

The school together with the help of the different stakeholders

has its strong aspiration that through these projects and programs, it
will be able to realize its plan of achieving a child-friendly learning
environment once these projects are followed and implemented.

Objectives Strategies PPAs (Key Output Time

Interventions) Frame
By 2025, the -Project A gender 2023-2025
school practices SMARTS sensitive and
participative, (School- self -caring
ethical, and Based learning
inclusive Management, institution
management Monitoring &
56
processes Application
through a
Reliable
Tandem
among
Stakeholders)
By 2025, all -Project Increased 2023-2025
school personnel VOICE number of
are resilient, (Volunteers varieties of
competent, and Ongoing vegetables
continuously Ingenuity in and kitchen
improving Cleaning the herbs
Ecology)
-Project
GRAPES
By 2025, the Project STAR Increased 2023-2025
school has an (Sustainable number of
ideal learning Textbooks for learning
environment and Audible resources
adequate learning Readers) per grade
resources for level as
learners ensured. requested
from the
division
office
through the
online
inventory
report
By 2025, the -Tracking and Well 2023-
school has an close managed 2025
improved and monitoring of financial
modernized the financial resource
Internal systems, expenses
and processes for disbursed in
a responsive and accordance
efficient financial with the
resource approved AIP
management. -Oplan S.O.S.
By 2025, the (Stakeholders’ Increased 2023-
school has on-Going stakeholders’ 2025
strengthened Support) participation
active
collaboration
with key
stakeholders

57
Part IV: Financial Plan
With the different programs and projects at hand, the school carefully
set its financial plan so that all programs and projects identified at hand will
be funded. More so, some programs and projects will require longer period of
accomplishment and budget allocation depending on its gravity and scope of
implementation as reflected in the Priority Improvement Area table.
Three Year Indicative Financial Plan
Access
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDGET SOURCE
Interventions/PPAs OF
FUND
All school- all five-year- Improve -Mass information Improved P800.00 MOOE
age children, old children access to dissemination list of five- PTA
outof-school are in school. universal -Child mapping year old
youth, and kindergarten -Project RISE children
adults education (Regenerating an enrolled in
accessed Incremental and school
relevant Sustainable
basic Enrolment
learning Improve Mass information Improved P00.00
opportunities learners’ dissemination learners
. access to -Child mapping access to
quality and quality and
rights- rights-
upholding upholding
learning learning
environment environ-
ment
By 2025, all Improve -Strong tie up with -100% P00.00 MOOE.
learners stay capacity to the PTA, Bry LGU learners PTA
in school and retain to monitor the from Key
finish key learners in status of the stage 1
stages 1 and schools learners in school moved to
2. (for elem) and at home Key stage 2
specifically those and
at risk of dropping enrolled in
out our school
-Monitoring of -100% of
Form 2 and 4 daily Key stage 2
and monthly learners are
enrolment graduated
-Project PRAISE in our
(Punctuality school
through a
Remunerating
System in
P1,000
Attendance Inside
the School
Environment)

58
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDGET SOURCE
Interventions/PPAs OF
FUND
By 2025, all Strengthen -Monitoring of -100% P00.00 MOOE
learners school’s Form 2 and 4 learners PTA
transition to capacity to
the next key ensure
-Follow up of from Key
stage. learners’ learners at risk stage 1
continuity to pf dropping out moved to
next stage -SMEA Key stage
monitoring on 2 and
“did not meet enrolled
expectation in our
category” school
-100% of
Key stage
2
learners
are
graduated
in our
school
By 2025, all Strengthen -Close All OSC P00.00 MOOE
Out-of-school mechanisms monitoring of are PTA
children for providing
participate in access to
the community enrolled
formal or relevant age profile to be in formal
non-formal basic able to track or non-
basic opportunities learners not formal
education for OSC and enrolled vis-à- basic
learning OSY, and
opportunities. OSA
vis the number education
of learners learning
enrolled in centers
schools and
nearby school

Equity
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDGET SOURCE
Interventions/PPAs OF FUND
Disadvantag All school age Improve Conduct monthly Improved P00.00 MOOE
ed school- children/yout program or quarterly satisfaction PTA
age children h, and adults management “kumustahan “ or rating of
and youth, in education and service PTA meetings with stakeholde
and adults in situation of delivery the different rs to the
benefited disadvantage stakeholders program
from benefited manageme
appropriate from nt and
equity appropriate service
initiatives equity delivery

59
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDGET SOURCE
Interventions/PPAs OF FUND
initiatives Provide an Project ANGST -Toilet for P36,050 MOOE
inclusive, (Affable and New Grades 4 PTA
effective, Gender-Sensitive and 6
culturally Toilet)
responsive, -Conduct Gender
gender- and Development
sensitive, Program
and safe (MHM/CSE)
learning
environment
to respond to
the
situations of
disadvantage

Improve Conduct Gender Integration P00.00 MOOE

gender- and Development to the PTA
sensitive advocacy campaign Lesson
contextualize through LAC Plans
d curriculum Session across
and learning (MHM/CSE) curriculum
delivery
Enhance NDEP Enhanced P00.00 MOOE
DepEd MHM/CSE DepEd PTA
platforms for trainings, platforms
learning symposiums for learning
resources resources
Promote Tie up with other Learners P00.00 MOOE
partnerships government who are PTA
to benefit agencies like the considered
education for PNP, DOH and disadvanta
learners in other private ged were
situations of stakeholders or given the
disadvantage private same
organizations treatment
with the
normal
learners

Quality
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDGET SOURCE
Interventions/PPAs OF FUND
Learners All learners Ensure -Drill on the Numerate MOOE
complete K attain Stage alignment of fundamental Key stage PTA
to 12 basic 1 (K-Grade the operations right 1 learners
education, 3) learning curriculum, after the flag -Literate
having standards of instruction, ceremony and Key Stage
successfully fundamental and classroom inside the school 1 learners
attained all reading & assessment -Utilization of
60
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDGET SOURCE
Interventions/PPAs OF FUND
learning numeracy methods in all window cards
standards skills learning areas - Mastery of letter
that equip sound
them with -Habitual group
the /story reading
necessary (Love for Reading)
skills and -Utilization of RRE
attributes for reading
to pursue -Follow up of
their parent-teacher-
chosen child program of
paths. home -based
reading for
frustration readers
-Project
BASA(Building and
Advancing
P32,150
Students’ Ability in
Reading)
-Project 3Bs (Bawat
Bata Bumabasa)
-ELLN(Early
Language Literacy P1,950
and Numeracy)
-
PRIMALS( Pedagogi P800
cal Retooling in
Mathematics,
language and P950
Science)
Align resource - Project STAR Increased P300 MOOE
provision with (Sustainable number of PTA
key stage Textbooks for learning
learning Audible Readers) resources
standards as
requested
from the
division
office
through
the online
inventory
accountin
g
being
reported
Assess learning -Monitoring of Result of P00.00 MOOE
outcomes at disadvantaged Numeracy PTA
each key stage leaners status in and Phil-
transition and terms of numeracy IRI Test
for learners in and literacy
situations of
disadvantage

Strengthen -Upskilling and Capacitate P00.00 MOOE

61
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDGET SOURCE
Interventions/PPAs OF FUND
competence of reskilling of ones d teachers PTA
teachers and knowledge through and
instructional attending seminars instructio
leaders in and trainings nal
areas such as - Conduct of LAC leaders
content session
knowledge and
pedagogy/instr
uction,
curriculum
and planning,
responding to
learner
diversity, and
assessment
and reporting

Ensure -Upskilling and -Aligned P00.00 MOOE

alignment of reskilling of ones curriculu PTA
curriculum, knowledge through m,
instruction and attending seminars instructio
assessment -Conduct of LAC n and
with current Session assessme
and emerging nt with
industry and global
global standards
standards
All learners Ensure - Project STAR Increased P300 MOOE
attain Stage alignment of (Sustainable number of PTA
2 (Grades 4- the Textbooks for learning
6) learning curriculum, Audible Readers) resources
standards in instruction, as
required and classroom requested
literacy and assessment from the
numeracy methods in all division
skills and learning areas office
apply 21st through
century the online
skills to inventory
various real- accountin
life g
situations being
reported
Align resource - Project STAR Increased P300 MOOE
provision with (Sustainable number of PTA
key stage Textbooks for learning
learning Audible Readers) resources
standards as
requested
from the
division
office
through
the online
inventory

62
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDGET SOURCE
Interventions/PPAs OF FUND
accountin
g
being
reported
Assess learning -Monitoring of Result of P00.00 MOOE
outcomes at disadvantaged Numeracy PTA
each key stage leaners status in and Phil-
transition and terms of numeracy IRI Test
for learners in and literacy
situations of
disadvantage

Strengthen -Upskilling and Capacitate P00.00 MOOE

competence of reskilling of ones d teachers PTA
teachers and knowledge through and
instructional attending seminars instructio
leaders in and trainings nal
areas such as - Conduct of LAC leaders
content session
knowledge and
pedagogy/instr
uction,
curriculum
and planning,
responding to
learner
diversity, and
assessment
and reporting

Ensure -Upskilling and -Aligned P00.00 MOOE

alignment of reskilling of ones curriculu PTA
curriculum, knowledge through m,
instruction and attending seminars instructio
assessment -Conduct of LAC n and
with current Session assessme
and emerging nt with
industry and global
global standards
standards

Resiliency and Well-Being

GOAL OUTCOME STRATEGIES Key OUTPUTS BUDGET SOURCE
Interventions/PPAs OF FUND
Learners By 2025, Integrate -Adherence to CPP -Learners MOOE
are Learners are children’s and -Attend/conduct who are PTA
resilient served by a learners’ rights symposium like well-
and know school that in the design NDEP conducted informed
their adheres to a of all DepEd by the PNP of their
rights, and rights-based policies, plans, -Integration of rights
have the education programs, MHM/CSE to the based on
life skills framework at projects, lesson the
63
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDGET SOURCE
Interventions/PPAs OF FUND
to protect all levels processes, and -Oplan WASH knowledge
themselve systems (Water and Soap that they P30,500
s and their Sanitary Hand got from
rights Hygiene) the
-Project DROOP symposiu
(Disaster & Risk m P1,450
Reduction
Opportuned and
Oriented Persons)
-Project SCROLL
(Sheltered and
Candid for a P1,300
Resilient
Opportunity for
Learning Learners)
Ensure that -Project SCROLL Well P1,300 MOOE
learners know (Sheltered and informed PTA
their rights Candid for a learners
and have the Resilient about
life skills to Opportunity for their
claim their Learning Learners) rights
education-
related rights
from DepEd
and other
duty-bearers
to promote
learners’ well-
being, while
also being
aware of their
responsibilities
as individuals
and as
members of
society
By 2025, Protect -Adequate Capacitate P00.00 MOOE
learners are learners and knowledge on d and well PTA
safe and personnel from school hazards oriented
protected, death, injury, - learners
and can and harm capable of
protect brought by protecting
themselves, natural and themselve
from risks human s from
and impacts induced school
from natural hazards. hazards
and human
induced Ensure Augment DRR -Resilient P00.00 MOOE
hazards learning activities in school and PTA
continuity in empowere
the aftermath d learners
of a disaster or amidst
emergency disaster
and
emergency

64
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDGET SOURCE
Interventions/PPAs OF FUND
Protect Project Titan Accomplis P188,400 MOOE
education hed PIA PTA
investments and CIP SEF
from the OTHER
impacts of SOURCES
natural and
human-
induced
hazards
-Project SUSTAIN Decreased P6,300 MOOE
(Sustainable number of PTA
Approach Towards wasted SBFP
an Improved and
Nutrition) severely
wasted
learners
from
kindergart
en to
Grade VI
Nurture and Psychosocial First Accomplis P00.00 MOOE
protect Aid (PFA) hed ACR PTA
learners’ -Conduct Mental on PFA
mental and Hygiene training or -
psychosocial LAC session
health
Promote Conduct Well P00.00 MOOE
learners’ symposium on informed
physical and National Drug learners
socio- Education Program on their
emotional (NDEP)and Anti- socio-
skills Bullying emotional
development skills and
developme
nt

Governance
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDGET SOURCE
Interventions/PPAs OF FUND
Modern, By 2025, the -Project SMARTS A gender P300 MOOE
efficient, school (School-Based sensitive PTA
nimble, practices Management, and self -
and participative, Monitoring & caring
Application learning
resilient ethical, and
through a Reliable institution
governan inclusive Tandem among
ce and management Stakeholders)
managem processes
ent By 2025, all -Project VOICE Increased P800 MOOE
processes school (Volunteers number of PTA
personnel Ongoing Ingenuity varieties OTHER
in Cleaning the of SOURCES
65
GOAL OUTCOME STRATEGIES Key OUTPUTS BUDGET SOURCE
Interventions/PPAs OF FUND
are resilient, Ecology) vegetables
competent, -Project GRAPES and
and kitchen
continuously herbs
improving
By 2025, the Project STAR Increased P300 MOOE
school has (Sustainable number of PTA
an ideal Textbooks for learning
learning Audible Readers) resources
per grade
environment
level as
and requested
adequate from the
learning division
resources for office
learners through
ensured. the online
inventory
report
By 2025, -Tracking and close Well P00.00 MOOE
the school monitoring of the managed PTA
has an financial expenses financial
improved disbursed in resource
accordance with
and
the approved AIP
modernized -
Internal
systems,
and
processes for
a responsive
and efficient
financial
resource
management
By 2025, the -Oplan S.O.S. Increased P500 MOOE
school has (Stakeholders’ on- stakehold PTA
strengthene Going Support) ers’
d active participati
on
collaboration
with key
stakeholders

66
Year 1 Annual Improvement Plan
See Annexes

Part V. School Monitoring and Evaluation and

Adjustments (SMEA)

The main purpose of this SMEA that will be used by the members of
the Project teams is for monitoring of the progress and degree of completion
of the projects in its specific and allotted time frame. For projects with
longer implementation period, the SPT will have to monitor more than twice.
To add up, it is for a single reason to find out the attainment of the
targets as acted on the different projects, the project teams will submit a
progress report using the template below to the SPT for evaluation purposes.
During the early stage of project implementation, the SPT should guide and
help the project teams to discuss and resolve problems if any. Aside from
this, the SPT and the project team members will discuss and agree on
recommendations or action points based on the result of the monitoring and
evaluation done by the SPT.

M & E Strategies

For the monitoring and evaluation, we gather data and

information and afterwards validate. Then we process and analyze the
data looking into the relationship between the physical and financial
accomplishment. Performance gaps are identified and the formulation
of strategic option or recommendations are made. Lastly, we facilitate
managerial actions or adjustments which are processed to the SQMT
DisQMT and ArQMT.
The SMEA tool encompasses the overall scenario of the school.
It gives the stakeholders a general impression at first glance the
strengths and weaknesses of the learning institution. The tools used
are the Progress Monitoring and Evaluation Data Sheet (ProMEDS) in
figure 1; Quarterly Physical and Financial Accomplishment Tracking
Form (QSAT) in figure 2; and the Process and Results Evaluation of
national/regional/division Initiated Programs and Projects in figure 3.

67
Figure 1: Progress Monitoring and Evaluation Data Sheet (ProMEDS)

Figure 2: Quarterly Physical and Financial Accomplishment Tracking Form

Figure 3: the Process and Results Evaluation of national/regional/division

Initiated Programs and Projects
68
 Recomme
Project Date of Accom Issues/ n Signature
Name of Project plish of SPT &
Objectives & Monitor- Problems/ dations/
Targets ing ment/ Challenges Action Project
Status to Points Team
(1) Date Leader
(2) (3) (4) (5) (7)
(6)
ACCESS
Project RISE
(Regenerating Increase
an Incremental Enrolment August
and Rate by 2% 2023
Sustainable Annually
Enrolment)
PROJECT
Decrease
PRAISE
the
(Punctuality
percentage
through a
of pupils August
Remunerating
having 2022-
System in
below 90% July
Attendance 2023
attendance,
Inside the
from 9 to 2
School
by year
Environment)”
2025.
EQUITY
Improve
toilet-pupil
PROJECT ratio from
ANGST Grades 1 to August
(Affable and Grade VI 2022 -
New Gender- from 1 to 2 July
Sensitive per 2023
Toilet)” classroom
by year
2023.
QUALITY
“PROJECT To August
BASA increase 2022 -
PROJECT 3Bs the July
(Bawat Bata number 2023
Bumabasa) of
ELLN (Early indepen
Language dent
Literacy and readers
Numeracy) from
PRIMALS Grades
( Pedagogical 1 to 3
Retooling in from 0
Mathematics, to 6 by
69
Languages and
Science) year
“PROJECT Improve
STAR textbook- August
(Sustainable pupil ratio 2022 -
Textbooks for from 2:1 to July
Audible 1:1 by year 2023
Readers)” 2023.
RESILIENCY AND WEL-BEING

“OPLAN Intensify the

WASH (Water use of WInS August
and Soap Facilities 2022 -
Sanitary from 50% to July
Hand 80% 2023
Hygiene)” usability by
year 2023.
“PROJECT Increase the
DROOP number of
(Disaster & earthquakes August
Risk and fire 2022 -
Reduction drills from 1 July
Opportuned to 4 times 2023
and Oriented annually by
Persons)” year 2023.
“PROJECT Increase the
SCROLL number of
(Sheltered compliance
August
and Candid of child
2022 -
for a protection July
Resilient policy from 2023
Opportunity 50% to
for Learning 100% by
Learners)” year 2023.
Increase
August
PIA and CIP
“PROJECT 2022 -
from 60% to
TITAN” July
80% by year 2023
2023.
“PROJECT August
SUSTAIN Decrease 2022 -
(Sustainable the number Decemb
Approach of wasted er 2022
Towards an and severely
Improved wasted
Nutrition)” pupils from
Kindergarte
n to Grade
VI from 38
70
 to 15 by
year 2023.
GOVERNANCE
“PROJECT
SMARTS
(School-
Based Improve
Management, SBM level
August
Monitoring & of practice
2022-
Application from Level I July
through a to III by 2023
Reliable year 2025.
Tandem
among
Stakeholders)
”
“PROJECT Increase the
VOICE number of
August
(Volunteers Brigada
2022-
Ongoing volunteers
July
Ingenuity in from 30 to 2023
Cleaning the 60 by year
Ecology)” 2023.
Increase
“OPLAN stakeholders August
S.O.S.
’participatio 2022-
(Stakeholders
On Going
n from 85% July
to 90% by 2023
Support)”
year 2023.

MONITORING EVALUATION AND ADJUSTMENT TEMPLATE

Planne PHYSICAL % GAI Implementatio
d ACCOMPLISHMENT ACCOMPLISHE N n
Output MOV S D VS. GA issues/reasons
s s TARGETS P
(Target
)
SDS
KRA 1
Leading
Strategicall
y

KRA2
Managing

71
 School
Operations
and
Resources

KRA3
Focusing
on
Teaching
and
Learning

KRA4
Developing
Self and
Others

KRA5
Building
Connection
s

OTHER
TASKS
TOTAL
VALUE ADDED CONTRIBUTIONS

LESSONS LEARNED

ISSUES AND RESOLUTIONS

72
 ISSUES FOR
PROPOSED
ISSUES ATTENTION OF
RESOLUTIO
WITHIN PROPOSED HIGHER
CATEGORY OF N OR
THE RESOLUTIO MANAGEMENT /
ISSUES ACTION
UNITS N EXTERNAL
SOUGHT
CONTROL STAKEHOLDER
FROM MGT.
S
TECHNICAL

INSTITUTIONAL

FINANCIAL

POLITICAL

ENVIRONMENTAL/
INFRASTRUCTURE

SOCIAL

GENDER

73
Part VI: Risk Management Plan
To further ensure the success of the projects, careful planning is needed. More so, contingency measures are
also laid down in case the original plan will not work out. In planning, possible risk will occur and therefore they
must be considered beforehand to ensure that these risks are mitigated or eradicated in the actual course of
operation. Therefore, the need for a risk management plan that will point out the details of the problem thereby
highlighting the possible solutions to these problems that will be encountered in the course of operation.

Potential S Likely Causes P Preventive Who When Cost Contingent Who When Cost
Problems How (What are the What is the Action (For each (When will this (How much Action (For each (When will this action step be (How much will
(List down all serious is most likely probability (What action action step, action step be will taking (What action action step, done?) taking this step
potential the causes of that each of steps will be who will done?) this step steps can be who will cost?)
problems adverse potential the likely undertaken to ensure that cost?) immediately ensure that
(“What can conseque problems with causes will eliminate likely this is taken in case this is done?)
go wrong?”) nce in High and happen? causes with High done?) each of the
related to the case the Moderate Determine if and Moderate potential
implementati potential seriousness?) Low, probability?) problems with
on of the problem Moderate, or High-Moderate
intervention.) happens? High. seriousness and
Determine probability
if Low, materializes?)
Moderate,
or High.

Access
Enrolme Moder Low Highly Mass - -During None Advocacy - -During brigade P1,800.00
nt ate entrance of probable information Monitori brigade campaign Monitorin Eskwela
kindergarte due to that all 5 ng Eskwela that 5 y/o g -Year round monitoring
n learners unstable years old Commin -Year round learners Commintt
due to number learners in tter monitoring from er headed
small of the headed neighboring by SH
population kindergar barangay by SH barangays -BLGU
and family ten will enroll in -BLGU will enroll in spearhede
planning of learners our school spearhe our school d by
family or 5 y/o ded by commintt
members commin e on
tte on education
74
 educatio -PTA
n officers
-PTA
officers
Equity
GAD- Moder Unavailabili Highly Prioritize in -School During P10,000 Prioritizatio -School During consultative P36,050.00
MHM/ ate ty or probable the AIP Head consultative n in the AIP Head meeting specifically
CSE on scarcity of due to -PTA meeting -Sourcing -PTA January
toilet fund to minimum - specifically out possible -Teachers
intended finance the amount Teacher January donors -SPT
for toilet due to s
grades 4- to some finance
6 equally the
learners important project
projects
and
programs
Quality
Literacy High -Less Highly -Monitoring Classroo Year round None -Monitoring Classroom Year round P36,750.00
and comprehen probable by giving m by giving Teacher
Numerac sion in the that them Teacher them School
y passage there will reading School reading Head
Nonmaster be more materials Head materials Reading
y of the frustratio and follow Reading and follow Teacher/S
fundament n readers up Teacher up ST
al and less -Utilization /SST -Utilization Parents
operations non of RRE as Parents of RRE as
readers reading reading time
in Key time -Constant
stage 1 -Constant drill of the
drill of the fundamenta
fundamenta l operations
l operations right after
right after the flag
the flag ceremony
ceremony and inside
and inside the
the classroom, -
75
 classroom, - use of
use of window
window cards,
cards,
Well-Being and Resiliency
WInS Moder Lack of fund Moderat Prioritizatio SH Year round P40,000 Prioritizatio SH Year round P30,500.00
ate for ely n in the AIP WInS n in the AIP WInS
implementa probable list Coordin list Coordinat
tion of the since it ator Sourcing out or
project entails a from PTA
big sum stakeholders
of money
but some
of these
projects
for Wins
are
already
satisfied
Governance
SBM Highly Due to Highly Careful SH Year round P5K + Careful SH Year round P5K +
Probabl some probable planning SGC offsetted planning SGC offsetted to
e environmen due to and Gannt SBM to MOOE and Gannt SBM Coo MOOE
tal lack of charting Coo charting Teachers
constraint labor that each Teacher that each
and that will time frame s time frame
technicalitie man the of set of set
s in the project objective objective
preparation and so will be will be
of the many followed in followed in
documents technicali its its
ties that designated designated
need to schedule schedule
be
sataisfied

76
APPENDICES

Accomplished Gap Analysis Template

GAP ANALYSIS TEMPLATE

1. SCHOOL PERFORMANCE in ACCESS
B.2 CURRENTLY B.5 GROUPS
B.3 Inhibiting B.4 Projects
A. DIVISION TARGETS B.1 NEEDED DATA CONTRIBUTING THAT REQUIRE
Factors Implemented
Yes/No Explanation ATTENTION
1. Increased Net Enrolment Rate Enrollment No Unstable enrolment Small number of Project RISE SH
Elementary from 93.80% to 95.53% From last years data of 104 it due to lesser population in the (Regenerating an Teachers
Junior High School from 84.77% to dropped to 86 this school year number of kinder barangay and due Incremental and Parents
93.94% enrolled this year to the DOH Sustainable Community
Senior High School from 51.26% to program of family Enrolment) BLGU
69.07% planning.
2. Decreased number of out of school Data on Child mapping Yes Advocacy SH
children/youth. All 5 years old children are in campaign on Teachers
school eradicating Parents
OSC/OSY Community
BLGU(BNHS)
3. Increased Net enrolment for Kindergarten Enrollment No Few Kindergarten Small number of None SH
Kindergarten from 78.87% to From last years data of 104 it learners were population in the Teachers
85.91% (for Elem. Only) dropped to 86 this school year enrolled barangay and due Parents
to the DOH Community
program of family BLGU
planning.
4. Improved Retention Rate Retention Rate Yes  Strong tie up Project PRAISE SH
Elementary from 99.15% to with the PTA (Punctuality through Teachers
99.29% The school has 100% retention and monitoring a Remunerating Parents
Junior High School from rate  Advocacy on System in Attendance Community
96.95% to 97.43% SBFP Inside the School BLGU
Advocacy meeting Environment)
Improved retention rate for to parents more
SHS specifically to
those parents
problematic

77
 learners
5. Decreased Drop- out Rate Drop Out Rate Yes Mass information Project PRAISE  4Ps
for: Elementary from 0.28% The school has sustained within drive to the parents (Punctuality through  MCCT members
to 0.17% the past few years 0% drop out through PTA a Remunerating
Junior High School rate Meetings, System in Attendance
from 1.34% to 1.13% utilization of FB as Inside the School
Decreased drop out rate for Senior a mode of Environment)
High School communication

6. Increased Transition Rate Transition Rate Yes Conduct of PTA None SH

Kinder (K-Grade1) from 98.15% to Kinder has 100% transition rate Meeting Teachers
98.29% so as with Grade VI Consultative Parents
Grade 6 to Grade 7 from 93.16% to Assembly Community
93.45% Follow up of BLGU
Grade 10 t0 11 from 92.24% to parents for learners
92.67% status in school
7. Increased Participation Rate of Participation Rate or number of NA All were enrolled None SH
Out of School Children OSY/OSC in the catchment area in the said locality Teachers
Out of School youth for the last 4 years. Parents
Community
BLGU
8. Increased completed Sessions on ALS Data NA None
ALS for
Out of School Children
Out of School Youth

2. SCHOOL PERFORMANCE in EQUITY

B.2 CURRENTLY B.5 GROUPS
B.3 Inhibiting B.4 Projects
A. DIVISION TARGETS B.1 NEEDED DATA CONTRIBUTING THAT REQUIRE
Factors Implemented
YES/NO EXPLANATION ATTENTION
Increased retention rate (for ELEMENTARY Yes  Tie up with the Indifferent parents None SH
78
learners in situation of Retention Rate PTA and do the Teachers
disadvantage) The school has 100% retention rate monitoring Parents
 Advocacy on Community
SECONDARY SBFP BLGU
Retention Rate  Advocacy
meeting to
parents more so
to
parents/guardians
with learners
exhibiting
problematic
status
Increase percentage of learners
(in disadvantaged situation) with
at least proficient level or better
in terms of
A. Functional literacy Functional Literacy No  Lack of Project SOAR )
% of learners at with at least proficient  Lack of vocabulary Sustainable
level or better vocabulary words words Opportunity of an  SH
The school has only 30% functional  Non mastery of  Non mastery of Activity-Base  Class Adviser
literacy the Four the Four Reading)  Reading Coordinator
Fundamental Fundamental  Parents
B. Numeracy Operations Operations  Mathematics
Numeracy specifically specifically Coordinator
% of learners at with at least proficient multiplication multiplication
level or better and division and division
The school has 27.85% proficiency level  Non mastery of  Non mastery of
only the skill on the skill on
C. 21st Century Skills None
regrouping regrouping
21st century skills
% of learners with at least proficient level
or better  Poverty
The school has only 3.49% 21st century  poverty
skills learners

3. SCHOOL PERFORMANCE in QUALITY

79
 B.2 CURRENTLY B.5 GROUPS THAT
B.3 Inhibiting B.4 Projects
A. DIVISION TARGETS B.1 NEEDED DATA CONTRIBUTING REQUIRE
Factors Implemented
YES/NO EXPLANATION ATTENTION
 Percentage of learners who NA NA NA NA NA
proceeded to college
 Percentage of learners who
proceeded to employment
Increased number of learners
 Percentage of learners who
who pursued their chosen
proceeded to entrepreneurship
paths (for SHS)
 Percentage of learners who
proceeded to middle-level skills
training

 Percentage of learners who  Monitoring of None SH

completed Elementary SF4/attendance Teachers
The school has 100% completion Yes  Strong advocacy Parents
Improved Completion Rate with the PTA Community
rate
 Percentage of learners who BLGU
completed Secondary
Percentage of learners attaining nearly
proficient level or better in

(Stage 1 – Kinder to G3)

 English -  Lack of None
 Mother Tongue-43.75%  Phil IRI result vocabulary  SH
 Numeracy -20.93% shows that there words  Class Adviser
Improved number of learners
are more  Non mastery of  Reading Coordinator
attaining nearly proficient
(Stage 2 – G4 to G6) frustration the Four  Parents
level or better in Reading No
 Literacy -59% readers than Fundamental  Mathematics
and Listening
 Numeracy -33.33% instructional Operations Coordinator
Comprehension
and independent specifically
(Stage 3 – G7 to G10) readers multiplication
 Literacy and division
 Numeracy  Non mastery of
(Stage 4 – G11 to G12) the skill on
 Literacy regrouping
 Numeracy

80
 Percentage of learners attaining None
proficient level or better in Stage 2 √ Phil IRI result  Lack of  SH
Improved number of learners literacy standards shows that there vocabulary word  Class Adviser
attaining proficient level or  Grade 4 (3/14)21.43% are more  Reading Coordinator
No
better in Stage 2 literacy  Grade 5 (3/12) 25% frustration readers  Parents
standards  Grade 6 (1/8) 12.50% than instructional
and independent
readers
Percentage of learners attaining None
proficient level or better in Stage 2
numeracy standards
 Grade 4 (0/4) 0%
 Grade 5 (7/14) 50%  Non-mastery of
Improved number of learners  Grade 6 (5/8) 62.50% √ Numeracy result the Four  SH
attaining proficient level or shows that there Fundamental  Class Adviser
better in Stage 2 numeracy
No
are more Operations  Mathematics
standards moderately specifically Coordinator
numerate readers multiplication  Parents
than highly and division
numerate readers  Non-mastery of
the skill on
regrouping
Percentage of learners attaining nearly NA NA NA NA NA
proficient level or better in Stage 3
Improved number of learners literacy
attaining nearly  Grade 7 _____
proficient level or better in
 Grade 8 _____
Stage 3 literacy
 Grade 9 _____
 Grade 10 _____
Percentage of learners attaining nearly NA NA NA NA NA
Improved number of learners proficient level or better in Stage 3
attaining nearly numeracy
proficient level or better in  Grade 7 _____
Stage 3 numeracy  Grade 8 _____
standards  Grade 9 _____
 Grade 10 _____
Improved number of Grade Percentage of learners attaining nearly NA NA NA NA NA
12 learners attaining nearly proficient level or better in Stage 4

81
 proficient level or better in core SHS areas
Stage 4 core SHS areas
Percentage of Alternative Learning NA NA NA NA NA
System (ALS) learners pass the A&E
Improved number of ALS test
learners passing the A&E  Elementary _____
test
 Secondary _____
 SHS _____
Improved graduation rate Graduation rate Yes All Grade VI enrolled
learners graduated

4. SCHOOL PERFORMANCE in RESILIENCY AND WELL-BEING

B.2 CURRENTLY
B.5 GROUPS THAT
CONTRIBUTING B.3 Inhibiting B.4 Projects
A. DIVISION TARGETS B.1 NEEDED DATA REQUIRE
EXPLANATIO Factors Implemented
YES/NO ATTENTION
N
Increased percentage of learners Percentage of affected and displaced None None SH
that are resilient and know their learners retained in schools= 0% Teachers
rights and have the life skills to Yes Parents
protect themselves. Community
BLGU
Percentage of learners who reported Yes None SH
violence committed against them by other Child Protection Teachers
learners (bullying) or adults (child abuse) Policy is Parents
based on intake sheets of schools imposed/working Community
0% BLGU
Percentage of learners who are happy and Yes  Transparency None SH
satisfied with their basic education Consultative Teachers
experience in relation to the enjoyment of assembly with the Parents
their specific rights in school and learning PTA on matters Community
centers= 100% that concern the BLGU
school and the
learners
Percentage of learners who know their Advocacy like CPP None SH
rights TO and IN education, and how to Teachers
claim them positively=80% Parents
Yes
Community
BLGU
Percentage of schools and learning Yes Invited PNP None SH
82
 centers significantly manifesting officials to Teachers
indicators of RBE in the learning spearhead in the Parents
environment=80% conduct of NDEP Community
to the learners and BLGU
teachers
Learners Satisfaction Rating on Rights- Learners rights None SH
based Education were addressed Teachers
80% inside the school Parents
premises by Community
Yes
providing them the BLGU
basic requirements
for a child friendly
institution
Percentage of schools significantly Invited PNP None SH
manifesting indicators of RBE =80% officials to Teachers
spearhead in the Parents
Yes conduct of NDEP Community
to the learners and BLGU
Increased number of learners
teachers
provided with rights-based
Percentage of DepEd personnel in SDO,  CPP adherence CPP SH
education framework at all levels.
and schools/learning centers who know Teachers
the rights of children and learners in Parents
relation to RBE, and are able to infuse Yes Community
them in their respective jobs/duties= BLGU
100%
Percentage of learners equipped with DRR Advocacy NSED SDRRM
capacities on what to do before, during, (NSED)
and after a disaster/emergency = 93.02% Yes
Increased percentage of learners
Percentage of learners in safe schools= Adherence to DRR SH
protected from natural and
human-induced hazards. 100% CPP/DRR Teachers
Parents
Yes
Community
BLGU
Increased number of learners to  SBFP SBFP SH
have the basic physical, mental,  4ps Teachers
Percentage of students with improved
and emotional fortitude to cope MCCT Parents
health statistics= Yes
with various challenges in life. Beneficiaries Community
BLGU
Percentage of learners with improved Yes  SBFP SBFP SH

83
  4ps Teachers
MCCT Parents
physical fitness level=
Beneficiaries Community
BLGU

5. SCHOOL PERFORMANCE in GOVERNANCE

A. DIVISION TARGETS B1. DATA NEEDED B2. CURRENTLY B3. B4. PROJECTS GROUPS THAT
CONTRIBUTING INHIBITING IMPLEMENTE REQUIRE
YES/NO EXPLANATION FACTORS D ATTENTION
 SBM Coordinator
Increased proportion of schools Current SBM Level of Practice No Voluminous Voluminous None
 SH
achieving higher levels of SBM transaction that transaction that
SBM Level I  Stakeholders
need to be need to be
practice (Elementary and managed managed
Secondary school efficiently and efficiently and
effectively effectively

SH
OPCR ratings for the last 3 years Tracking of past None
Increased proportion of offices Teachers
performance
across governance levels with /IPCR reward as
very satisfactory and higher basis for
Yes intervention so as
ratings in the Office
to improve the
Performance Commitment and least /
Review unaccomplished
objectives
Increased proportion of schools Ratio on the classroom, teachers, Yes  The number of
achieving the ideal ratio on the textbooks, seats, Science and Math learners/class SH
size is sufficient None Teachers
classroom, teachers, textbooks, equipment, and ICT Package /E- to the classroom School facilities Coor
seats, Science and Math classroom Yes (MG)
equipment, and ICT Package /E- There is a 1:1 ratio  The number of
teachers
classroom
meeting the
minimum ratio
Yes of
Yes learners/teacher

84
 ratio (1:25/25:1)
 There is
sufficient
amount of chairs

 There is no
sufficient
amount of
Yes Science -Limited space
Apparatus and /room
Number of functional library, connection Math equipment --Limited space
to electricity, connection to internet like Science /room
functional library Experiment  SH
None  Property Custodian
Apparatus
Absence of functional library
Increased the proportion of  No space
elementary schools with 0-No available for
functional libraries, connection library
Yes  There is
to electricity, connection to electricity
internet functional library connection in
Increased proportion of No every classroom
 There is no
secondary schools with
Yes functional
functional libraries, connection library
to electricity, connection to  There is
internet functional library presence of
Yes
water and
sanitation
facility
Presence of
electric motor
power generated
water source

Increased the client satisfaction SH

Client satisfaction rating (for the last 4 Yes A client None
rating of DepEd offices’ years) satisfaction survey Teachers
respective stakeholders (internal was administered
95.55% to learners
85
& external)
 SBM Coordinator
Financial contribution of international and Sourcing out of BE
 SH
local grant development partners funds from the
Increased percentage of the DPDS  Stakeholders (internal
different
financial contribution of Approximately 600,000 for the concrete and external)
Yes stakeholders
fencing coming from the Province
international and local grant
development partners vis-à-vis
the national education budget
(including adopting a school,
Brigada Eskwela)

Increase the proportion of schools

Yes Presence of
with functional SGC Functional SGC established (per SY for functional SGC
the last 4 years) -Yes

86
Identifying PIAs Template (Annex 4)
School Improvement Planning
IDENTIFY PRIORITY IMPROVEMENT AREAS
Instruction: Using the matrix on the next page, please rate each improvement area on five criteria using a 5-point
scale as described below:
Criteria Description Scale
Strategic importance The number of other areas that will benefit 5 – Very High
when the improvement area as addressed 4 – High
Urgency The urgency or need to improve the area as 3 – Moderate
soon as possible 2 – Low
Magnitude The number of learners that will benefit 1- Very Low
when the improvement area is addressed
Feasibility The degree to which the improvement area is
within the schools mandate and control

Afterwards, compute the average rating of each improvement area and interpret the results as follows:
Average Rating Interpretation
4.5-5.0 Very High
Priority
3.5-4.49 High Priority
2.5-3.49 Moderate
Priority
1.5-2.49 Low Priority
1.0-1.49 Very Low
Priority

87
Improvement Areas
Access
Improvement Areas Strategic Urgency Magnitude Feasibility Average Interpretation
Importance
Enrolment (BoSY) 3 4 4 3 3.75 High Priority
Kindergarten 4 4 4 3 3.75 High Priority
Enrolment

Equity
Improvement Areas Strategic Urgency Magnitude Feasibility Average Interpretation
Importance
Functional Literacy 4 5 5 4 4.5 Very High
Priority
Numeracy 4 5 5 4 4.5 Very High
Priority
21st Century Skills 4 4 4 4 4.0 High Priority

Quality
Improvement Areas Strategic Urgency Magnitude Feasibility Average Interpretation
Importance
1. Percentage of 5 5 5 4 4.75 Very High
learners Priority
attaining nearly
proficient level
or better in
Stage 1 – Kinder to G3)
English
Mother Tongue

88
 Numeracy
(Stage 2 – G4 to G6) 5 5 5 4 4.75 Very High
-Literacy Priority
-Numeracy
2. Percentage of learners 5 5 5 4 4.75 Very High
attaining proficient level Priority
or better in Stage 2
literacy standards
-Grade 4 _____
-Grade 5 ______
-Grade 6 ______

Percentage of learners 5 5 5 4 4.75 Very High

attaining proficient level Priority
or better in Stage 2
numeracy standards
 Grade 4 ______
 Grade 5 _____
 Grade 6 ______

Resilience and well-being

Improvement Areas Strategic Urgency Magnitude Feasibility Average Interpretation
Importance
None 0 0 0 0 0 0

Governance
Improvement Areas Strategic Urgency Magnitude Feasibility Average Interpretation
Importance

89
 Current SBM Level 4 4 4 3 3.75 High Priority
of Practice
Number of 3 3 3 3 3.00 Moderate
Functional Library Priority

90
Root Cause Analysis
I. SCHOOL PERFORMANCE

Because few children were

enrolled in Day Care Because parents bore only
few children

Because there is low population Because of family planning

Why is Begin
Why are children
in the barangay Why is there low Why do they
ning of School
enrolled in Day population in the bore few Family planning
Year Enrolment
Care few? barangay? children?
low?

91
 Because few children were Because parents bore only few
enrolled in Day Care children

Why are there Why is the

Why is Why do they
fewthe
children
population of the population of
Kindergarten Because Because the parents practice
bore only few family planning
enrolled
barangay in Day
is low the barangay family planning
Enrolment low? children?
Care? low?

92
II. SCHOOL PERFORMANCE IN EQUITY

Because the learners do not like Because they find the story too
to read books long and hard to understand

Why do theyBecause
find they lackWhy do thye find
Why is Because they Whyfinddoit learners
boring and vocabulary lack of
uninteresting to read books it boring and the story too
Functional do not like to words
vocabulary
unintersting to long and hard to
Literacy so low? read books? words
read books? understand?

93
 Because they find mathematics Because they find the process in
difficult solving the problem too long and
confusing

BecauseWhy
it isdo theytofindunderstand
hard Why doofthey
Because non the of theNon mastery of the
findmastery
Why is numeracy Why is it hard to skillsprocess
on fourin solving
fundamental skills on four
mathematics
low? understand? operations
the problem too long fundamental
difficult?
and confusing? operations

94
 Because they have not mastered Because the learners have not
the FLIPS on Life Skills (Flexibility, mastered the 4 Cs in Learning
Leadership, Initiative, Productivity Skills (Critical Thinking, Creativity,
and Social Skills) Collaboration and Social Skills)

Why have Why are Why have

they not they not they not
Why is 21st Because they are not exposed to
mastered exposed to Because of poverty (nutrition)
Century Skills the proper use of IMT on Literacy that masterd
deprives them to think Poverty
low? Skills( the FLIPS
information media and IMT on the 4Cs
logically in class sessions
during
on Life
technology) Literacy Learning
Skills? Skills Skills

95
III. SCHOOL PERFORMANCE IN QUALITY

Because they find the story too

Because the learners do not like long and hard to understand and
to read books and they find find the process in solving the
mathematics difficult problem too long and confusing

Why is the percentage Why do they find it Why do they find the
of learners attaining Because
Why do they find do
the learners it boring and boring and Because they lack vocabulary lack of vocabulary
story too long and hard
nearly proficient level uninteresting
not like to readtobooks
read books anduninteresting to read words and shows non-mastery of words and non mastery
to understand and find
or better in Key stage 1 theyandfind
findmathematics
mathematics hard to books and find the skills on four fundamental of the four fundamental
the process in solving
in English, MT and understand difficult? mathematics hard to operations
the problem too long operations
numeracy low? understand? snd confusing?

96
 Because they find the story too long
Because the learners do not like
and hard to understand and find the
to read books and they find
process in solving the problem too
mathematics difficult
long and confusing

Why is the percentage Why do they find it Why do they find the
of lesrners attaining Whythey
Because do thefind
learners do
it boring and boring and story tooBecause lack of vocabulary
they lack vocabulary
long and hard
nearly proficient level not like to read
uninteresting booksbooks and uninteresting to read
to read wordsand find
to understand and shows words andnon-non mastery
or better in key stage 2 and find
they find mathematics hard to
mathematics books and find mastery
the process of the four
in solvingof the skills on four fundamental
in literacy and understanddifficult? mathematics hard to the problem too long operations operations
fundamental
numeracy low? understand? snd confusing?

97
 Because the learners do not like Because they find the story too
to read books long and hard to understand

Why is the percentage of

learners attaining proficient Why do they find it boring Why do they find the story
Why do learners do not
level or better in stage 2 and uninteresting to read too longlack
and hard to lack of vocabulary words
Because like tofind
they read books?
it boring and Because they vocabulary
literacy standards for books? understand?
Grades 4, 5 and 6 low? uninteresting to read books words

98
 Because they find mathematics Because they find the process in
difficult solving the problem too long and
confusing

Why is the percentage of

learners attaining proficient Why do they find the Non mastery of the skills on
Why do they find Why do they find it hard to process in solving the
level or better in stage 2 Because it is hard to understand
mathematics difficult? understand? Because nonandmastery of the four funasmental
of long
problem too
numeracy standards for operations
Grades 4, 5 and 6 low? skills on four fundamental
confusing?
operations

99
IV. SCHOOL PERFORMANCE IN RESILIENCY AND WELL-BEING

None

V. SCHOOL PERFORMANCE IN GOVERNANCE

Because the teachers do not have Because of so many documents needed that gives
time to update their files the feeling of having lack of interest to comply
the different mode of verification (MOVs)

Why do the lack of knowledge

Why is SBM level teachers do not Why is it tasky and Why ofis there lack on on the documents
of practice low? Because of its tasky and nitty
have time to nitty gritty? Because of lack knowledge
of interest?
the documents that will be that will be
gritty requirement of SBM that
update their
consumes time
files? prepared prepared

100
 Because the school has no budget Because the school has limited
to finance to put up a library buildings only
building

Why is the school

Why is the school no
has no available Why is the school
Why is there no budget to finance to few students
Because of no available space space intended for Because of few
has limited students enrolled
buildings
functional library? put up a library enrolled in school
intended for the library in school the libtrary in in school only?
building?
school?

Project Work Plan and Budget Matrix

101
A. ACCESS

Project Title:

“PROJECT AMP “(Abot-Mag-aaral Para sa Paaralan)”

Problem Statement:

3 pupils are not enrolled in school

Objective Statement:
  
Increase the number of enrollments by 3 from 179 to 182 by school year 2023-2024.

Root Cause:

Distance from Home

PROJECT WORK PLAN AND BUDGET

102
Activity Output Date of Person Budget Budget Source
Implementation Responsible
Get the record of
 Family School Head
Brgy. Family August 2023 ₱1000.00 MOOE
Mapping Teachers
mapping.
School Head ₱ 1000.00
Send communication  Communication
August 2023 Teachers MOOE
letter Parents
Identify the name of  Identified School Head
the students who are pupils August 2023 ₱1000.00 MOOE
Teachers
not enrolled
 List of School Head
campaigned Teachers MOOE/
Conducts home
pupils and Aug-Sept 2023 Parents ₱00.00
visitation Trust Fund
pictorials
 Narrative reports School Head MOOE
Orient the parents October-
Teachers ₱150.00 Trust Fund
about the projects November 2023
Parents
 Identified School Head
relatives Teachers
Implement the project MOOE
November 2023-
AMP (Abot Mag-aaral ₱150.00
June 2024 Trust Fund
para sa Paaralan)

Monitoring and  Agreements School Head

with the Teachers MOOE
feedbacking about July 2024 ₱500.00
relatives Parents
the project
103
 Prepared by:

MARYJANE D. LONGAKIT
Project Team Leader

MARY GRACE P. PALAD LUCHE S. DOMAEL

Member Member

Approved:
LALAINE C. ETORMA
School Head

Project Title:

“PROJECT ISiP (Ibalik ang Sigla sa Pag-aaral)”

104
 Problem Statement:

There was 1 pupil at risk of drop-out (PARDOs) SY. 2021-2022

Objective Statement:
  
Decrease the number of save PARDO’s from 1 to 0 by SY. 2024-2025

Root Cause:
No Baon for Lunch

PROJECT WORK PLAN AND BUDGET

Output Date of Person Budget Budget Source

Activity Implementation Responsible

Get the records of the  Teachers Teachers

teachers about the number records of August 2023 School Head ₱ 100.00 MOOE
of PARDO’s PARDO’s
Teachers
Communicate with the
 Communicating August 2023 School Head ₱100.00 MOOE
parents
Parents
Identify the names of August- Teachers
 Identified MOOE
pupils who are at rest of September School Head ₱100.00
pupils
drop-out 2024
Implement the Project ISiP  Oriented August-May Teachers ₱100.00
parents 2024 School Head MOOE
Parents

105
Provide the identified Teachers
September
pupils with foods to eat and School Head
Identified relatives 2023-February ₱1,700.00 MOOE
school supplies Parents
2024

 Agreement with August 2023- Teachers

Feed backing ₱200.00 MOOE
the relatives December 2024 School Head

Teachers
 Monitoring School Head ₱200.00
Regular monitoring and August 2023-
result Parents MOOE
follow-up to the pupils May 2024
Pupils

TOTAL P2,500.00 MOOE

Prepared by:

106
 MARYJANE D. LONGAKIT
Project Team Leader

MARY GRACE P. PALAD LUCHE S. DOMAEL

Member Member

Approved:
LALAINE C. ETORMA
School Head

B. EQUITY

Project Title:
107
“PROJECT ANGST” ((Affable and New Gender-Sensitive Toilet)

Problem Statement:

During the school year, there were three common toilets only for three classrooms.

Objective Statement:
  
 Improve toilet-pupil ratio from Grades 1 to Grade VI from 1 to 2 per classroom by year 2025.
Root Cause:

PROJECT WORK PLAN AND BUDGET

Activity Output Date of Person Budget Budget Source
Implementation Responsible

 Communication
Communication to the June 2023 Antonio Apacible(SH) ₱00.00 MOOE
Letter
parents
Organize project team  Project Team June 2023 Antonio Apacible(SH) ₱150.00 MOOE
Antonio
Apacible(SH)Ms.
 Letter
Monte, MOOE
 Attendance
Conducts PTA Meeting June 2023 Mr. Cuayzon ₱200.00 PTA Fund
 GAD Compliant
Mrs. Albao Trust Fund
 DRR Compliant
Ms. Benitez
PTA
Persuade Homeroom PTA  Conscience June 2023 Antonio ₱00.00 MOOE
to decide the priority vote/persuasion Apacible(SH)Ms. PTA Fund
108
 Monte,
strategy
Mr. Cuayzon
project (tie up with PTA  Number of votes
Mrs. Balbarona Trust Fund
on resource generation) in favour of the
Ms. Benitez
project
PTA
Antonio Apacible(SH)
Ms. Monte,
Set the target of  Timeframe of MOOE
Mr. Cuayzon
completion completion December 2022 ₱0.00 PTA Fund
Mrs. Balbarona
 Trust Fund
Ms. Benitez
PTA
Antonio
Apacible(SH)Ms.
 Amount of fund July 2023 MOOE
Allocate MOOE Monte,
allocated (depending on the ₱25,000.00 PTA Fund
counterpart Mr. Cuayzon
circumstance) Trust Fund
Mrs. Balbarona
Ms. Benitez
 Number of Antonio
laborers Apacible(SH)Ms.
No specific time Monte, MOOE
Set the laborers and wage  Daily or pakyaw (will go with the
Mr. Cuayzon ₱7,500.00 PTA Fund
of project system availability of
Mrs. Balbarona Trust Fund
 Job Contract if fund)
any Ms. Benitez
PTA
Monitor its progress  Monitoring Form Depending on the Antonio ₱00.00 MOOE
 Pictorial as to time frame set for Apacible(SH)Ms. PTA Fund
percentage of the preceding data Monte, Mr. Cuayzon, Trust Fund
completion Mrs. Balbarona
Ms. Benitez
PTA

109
  Contingency
Makes provision for End part of quarter Antonio MOOE
plan for
contingency of unfinished or depending on Apacible(SH)Teacher ₱3,000.00 PTA Fund
unfinished
project the preceding data PTA Trust Fund
project
 Certificate of Antonio Apacible(SH)
Reward and Recognition July 2024 ₱200.00 MOOE
Appreciation SGC

JHAILYN ALEXA CAÑANES JELICO L. CUAYZON

SPT Member Teacher Representative

MICHELLE MONTE PINKY OLIMBERIO

Parent Representative LGU Representative

ANTONIO M. APACIBLE, JR.

Chairman

Project Title:

“PROJECT 21ST CENTURY LEARNERS’’

110
Problem Statement:

During the school year, only 9 out of 86 learners were considered to be 21 st century learners.

Objective Statement:
  
 Improve the total population of 21st Century learners from 10% to 40% by year 2025.

Root Cause:

Poverty

PROJECT WORK PLAN AND BUDGET

Activity Output Date of Person Budget Budget Source
Implementation Responsible
Communication to  Communication
June 2023 Antonio Apacible(SH) ₱00.00 MOOE
the teachers Letter
Reorient the teachers the
basic skills to be
 Communication
developed for 21st century June 2023 Antonio Apacible(SH) ₱00.00 MOOE
Letter
learner (knowledge in
ICT, etc)
Revitalize the different  Communication June 2023 Antonio Apacible(SH) ₱00.00 MOOE
coordinatorship to Letter onward All Teachers with PTA
function aligning with the  Output per their coordinatorships Other Sources of
basic skills that need to be Culminating SPG Organizations donation
developed for a 21st Activity per YES-O Club
century learners like: Club and its Math Club
Mathematics: Problem progress based English Club
solving/ Critical thinking on the baseline AP Club
111
ESP: self-esteem,
confidence and leadership
skills
English: Communication
skills
data etc
MAPEH: creative thinking
skills
Science: Innovative
EPP/TLE:
Trade/Creativity/ICT
Communication to the  Communication
June 2023 Antonio Apacible(SH) ₱00.00 MOOE
parents Letter
Organize project team  Project Team June 2023 Antonio Apacible(SH) ₱150.00 MOOE
Antonio
Apacible(SH)Ms.
 Letter Monte, MOOE
Conducts PTA Meeting  Attendance June 2023 Mr. Cuayzon ₱200.00 PTA Fund
Mrs. Albao Trust Fund
Ms. Benitez
PTA
 Conscience Antonio Apacible(SH)
vote/persuasion Ms. Monte,
Persuade Homeroom MOOE
strategy Mr. Cuayzon
PTA /GPTA to help in the June 2023 ₱00.00 PTA Fund
realization of the project  Number of votes Mrs. Balbarona
Trust Fund
in favour of the Ms. Benitez
project PTA
Set the target of  Timeframe of June 2023-June Antonio Apacible(SH) ₱00.00 MOOE
completion completion 2024 Ms. Monte, PTA Fund
-Monthly Mr. Cuayzon Trust Fund
-Quarterly Mrs. Balbarona
Ms. Benitez
112
 -Semi-Annually
-Terminal PTA
Report/Culminat All Clubs
ion Report
Antonio
Apacible(SH)Ms.
 Amount of fund July 2023 MOOE
Allocate MOOE Monte,
allocated (depending on the ₱00.00 PTA Fund
counterpart Mr. Cuayzon
circumstance) Trust Fund
Mrs. Balbarona
Ms. Benitez
Antonio
 Monitoring Form Apacible(SH)Ms.
(Numeracy Monte, Mr. Cuayzon,
Depending on the MOOE
Form, Phil-IRI Mrs. Balbarona
Monitor its progress time frame set for ₱00.00 PTA Fund
Form, YES-O Ms. Benitez
the preceding data Trust Fund
Form, Arts Club PTA
etc)

 Certificate of Antonio Apacible(SH)

Reward and Recognition July 2024 ₱200.00 MOOE
Appreciation SGC

JHAILYN ALEXA CAÑANES JELICO L. CUAYZON

SPT Member Teacher Representative

MICHELLE MONTE PINKY OLIMBERIO

Parent Representative LGU Representative

113
ANTONIO M. APACIBLE, JR.
Chairman

C. QUALITY

Project Title:

“PROJECT BASA” (Building and Advancing Students’ Ability in Reading)

Problem Statement:

During the beginning of school year, there were no independent readers out of the 43 pupils for key stage 1.

Objective Statement:
  
 Increase the number of independent readers from Grades I to Grade 3 from 2 to 6 by 2025.

Root Cause:

Lack of vocabulary words

PROJECT WORK PLAN AND BUDGET

Activity Output Date of Person Budget Budget Source

114
 Implementation Responsible
Antonio
 Communicati September
Communication to Apacible(SH) ₱00.00 MOOE
on Letter 2023
the parents
Antonio
September
Organize project team  Project Team Apacible(SH) ₱150.00 MOOE
2023
Antonio
Apacible(SH)
Conduct Diagnostic  Phil-IRI Pre
August 2023 Reading Teacher ₱00.00 MOOE
Test Test Result
All Teachers

 List of Book
Lovers Club Antonio
Creates Book Lovers’ Officers with September
Apacible(SH)
Club and conducts their duties 2023 to March ₱300.00 MOOE
English Adviser
RRE and 2024
responsibilitie Teachers
s
 Community / Antonio
School Apacible(SH)
Reading Ms. Monte,
Enhance School Center MOOE/
Community Reading June 2023- Mr. Cuayzon
 Intensify ₱30,000.00 Donations/Brgy.
Center ( concrete ) October 2024 Mrs. Balbarona
Classroom- IRA
Based Ms. Banitez
Reading NGO/INGO
Center Altruistic Donors
Institutionalizes  Schedule of June 2023- Antonio ₱1,000.00 MOOE
Intensive reading the review March 2024 Apacible(SH)
115
 with their
performance
 Daily/
weekly/ Ms. Monte,
activity through monthly Mr. Cuayzon
“Little Teacher or appraisal of Mrs.Balbarona Personal
Buddy System” the reading Ms. Benitez
level of the Parents
pupil
 Reading
Materials

 Phil-IRI Post SH
Conduct Post Test As needed Reading Teacher None MOOE
Test Result
All Teachers
Could be:
Antonio
 Daily Apacible(SH)
 Incentive to  Weekly Ms. Monte, MOOE
Initiates reward to
the top  Monthly Mr. Cuayzon ₱200.00
the achievers Other Funds
notchers  Quarterly Mrs. Balbarona
 annually Ms. Benitez

Monitors the progress  Monitoring Quarterly Antonio ₱ 00.00 MOOE

of the project Checklist monitoring to Apacible(SH)
check the Other Funds
 Memorandum Ms. Monte,
of Agreement percentage of Mr. Cuayzon
 School completion Mrs. Balbarona
Initiated Ms. Benitez
Intervention
116
 Output (SII)
result

 Certificate of Antonio
Reward and MOOE
Appreciation March 2024 Apacible(SH) ₱500.00
Recognition
SGC

PRINCESS MAY INDIC MARICRIS BENITEZ

SPT Member Teacher Representative

MICHELLE MONTE JHAILYN ALEXA CAÑANES

Parent Representative Pupil Representative

ANTONIO M. APACIBLE, JR.

Chairman

117
Project Title:

“PROJECT 3Bs (Bawat Bata Bumabasa)

Problem Statement:

During the beginning of school year, there were no independent readers out of the 36 pupils for key stage 2.

Objective Statement:
  
 Increase the number of independent readers from Grades 4 to Grade 6 from 2 to 6 by 2025.

Root Cause:

Lack of vocabulary words

PROJECT WORK PLAN AND BUDGET

Activity Output Date of Person Budget Budget Source

Implementation Responsible
Antonio
 Communicati
Communication to September2023 Apacible(SH) ₱00.00 MOOE
on Letter
the parents
Antonio
September
Organize project team  Project Team Apacible(SH) ₱150.00 MOOE
2023
Conduct Diagnostic  Phil-IRI Pre August 2023 Antonio ₱00.00 MOOE
Test Test Result Apacible(SH)
118
 Reading Teacher
All Teachers

 List of Book
Lovers Club Antonio
Creates Book Lovers’ Officers with September
Apacible(SH)
Club and conducts their duties 2023 to March ₱300.00 MOOE
English Adviser
RRE and 2024
responsibilitie Teachers
s
 Schedule of
the review
with their
performance Antonio
 Daily/ Apacible(SH)
Institutionalizes
Intensive reading weekly/ Ms. Monte,
June 2023- MOOE
activity through monthly Mr. Cuayzon ₱1,000.00
appraisal of March 2024 Personal
“Little Teacher or Mrs.Balbarona
Buddy System” the reading Ms. Benitez
level of the Parents
pupil
 Reading
Materials
Initiates reward to  Incentive to Could be: Antonio ₱200.00 MOOE
the achievers the top Apacible(SH)
notchers  Daily Other Funds
Ms. Monte,
 Weekly
Mr. Cuayzon
 Monthly
Mrs. Balbarona
 Quarterly
Ms. Benitez

119
  annually

 Monitoring
Checklist Antonio
 Memorandum Apacible(SH)
Quarterly
of Agreement monitoring to Ms. Monte, MOOE
Monitors the progress  School check the Mr. Cuayzon ₱ 00.00
of the project Initiated Other Funds
percentage of Mrs. Balbarona
Intervention completion Ms. Benitez
Output (SII)
result

 Phil-IRI Post SH
Conduct Post Test As needed Reading Teacher ₱ 00.00 MOOE
Test Result
All Teachers
 Certificate of Antonio
Reward and MOOE
Appreciation March 2024 Apacible(SH) ₱300.00
Recognition
SGC

MARY GRACE P. PALAD MARYJANE D. LONGAKIT

SPT Member Teacher Representative

FLORDELIZA C. TANO YESHA KATE D. LONGAKIT

Parent Representative Pupil Representative

LALAINE C ETORMA
Chairman
120
Project Title:

“ELLN (Early Language Literacy and Numeracy)”

Problem Statement:

During the beginning of school year, there were no highly numerate readers out of the 43 pupils for key stage
1.

Objective Statement:
  
 Increase the number of highly numerate learners from grades 1 to 3 from 5 to 15 learners by year 2025.

Root Cause:

Non mastery of the four fundamental operations

PROJECT WORK PLAN AND BUDGET

Activity Output Date of Person Budget Budget Source

Implementation Responsible
Antonio
 Communicati
Communication to June 2023 Apacible(SH) ₱00.00 MOOE
on Letter
the parents
Organize project team  Project Team June 2023 Antonio ₱150.00 MOOE
Apacible(SH)
121
 Antonio
Apacible(SH)
Conduct Diagnostic  Numeracy Pre
August 2023 Math Teachers ₱00.00 MOOE
Test Test Result

 Math Lover’s
Create Math Club Club Officers Antonio MOOE
that would hone their  Commitment June 2023 Apacible(SH) ₱150.00 PTA Fund
analytical skills Form Mrs. Monte Trust Fund

 Least learned Antonio

items with Apacible(SH)
Finding the least MOOE
the total Ms. Monte,
learned items in every June 2023 ₱00.00 PTA Fund
number of Mr. Cuayzon
skill/topic Trust Fund
correct Mrs. Balbarona
response Ms. Benitez
Acquisition of
supplemental
references that would
enrich pupils’ Antonio
learning through  Past MTAP Apacible(SH)
downloading in the Reviewers MOOE
June 2023- Ms. Monte,
internet  Downloaded ₱00.00 PTA Fund
August 2023 Mr. Cuayzon
Reviewers Trust Fund
Developing test banks Mrs. Balbarona
and gathering of Ms. Benitez
parallel
questionnaires to
least learned skills
Setting the timeframe  Schedule of July 2023 Antonio ₱00.00 MOOE
122
 weekly, Apacible(SH)
monthly, Ms. Monte,
PTA Fund
of review bimonthly, Mr. Cuayzon
Trust Fund
quarterly Mrs. Balbarona
review Ms. Benitez
Antonio
Apacible(SH)
MOOE
Intensive review  Result of the –MTAP Ms. Monte,
₱00.00 PTA Fund
review Contest day Mr. Cuayzon
Trust Fund
Mrs.Balbarona
Ms. Benitez
Could be:
Antonio
 Daily Apacible(SH)
School-based MOOE
 MTAP result  Weekly Ms. Monte,
simulation of MTAP ₱00.00 PTA Fund
by grade level  Monthly Mr. Cuayzon
examination Trust Fund
 Quarterly Mrs. Balbarona
 Annually Ms. Benitez

Antonio
 Monitoring
2 days after the Apacible(SH)
Regular monitoring of Form/Checkli MOOE
school-based Ms. Monte,
the progress of the st with the ₱200.00 PTA Fund
MTAP Mr. Cuayzon
review progress of Trust Fund
simulation Mrs. Balbarona
result
Ms. Benitez

 Numeracy SH
Conduct Post Test Post Test As needed ₱00.00 MOOE
Math Teachers
Result
Reward and  Certificate of July 2024 Antonio ₱300.00 MOOE

123
Recognition Appreciation Apacible(SH)

PRINCESS MAY INDIC GENALYN B. MONTE

SPT Member Teacher Representative

MICHELLE MONTE JHAILYN ALEXA CAÑANES

Parent Representative Pupil Representative

ANTONIO M. APACIBLE, JR.

Chairman

124
Project Title:

“PRIMALS (Pedagogical Retooling In Mathematics, Languages, and Science)”

Problem Statement:

During the beginning of school year, there were no highly numerate readers out of the 36 pupils for key stage
2.

Objective Statement:
  
 Increase the number of highly numerate learners from grades 4 to 6 from 5 to 15 learners by year 2025.

Root Cause:

Non mastery of the four fundamental operations

PROJECT WORK PLAN AND BUDGET

Activity Output Date of Person Budget Budget Source

Implementation Responsible
Antonio
 Communicati
Communication to June 2023 Apacible(SH) ₱00.00 MOOE
on Letter
the parents
Organize project team  Project Team June 2023 Antonio ₱150.00 MOOE
Apacible(SH)
125
 Antonio
Apacible(SH)
Conduct Diagnostic  Numeracy Pre
August 2023 Math Teachers ₱00.00 MOOE
Test Test Result

 Math Lover’s
Create Math Club Club Officers Antonio MOOE
that would hone their  Commitment June 2023 Apacible(SH) ₱150.00 PTA Fund
analytical skills Form Mrs. Monte Trust Fund

 Least learned Antonio

items with Apacible(SH)
Finding the least MOOE
the total Ms. Monte,
learned items in every June 2023 ₱150.00 PTA Fund
number of Mr. Cuayzon
skill/topic Trust Fund
correct Mrs. Balbarona
response Ms. Benitez
Acquisition of
supplemental
references that would
enrich pupils’ Antonio
learning by  Past MTAP Apacible(SH)
downloading in the Reviewers MOOE
June-August Ms. Monte,
internet  Downloaded ₱00.00 PTA Fund
2023 Mr. Cuayzon
Reviewers Trust Fund
Developing test banks Mrs. Balbarona
and gathering of Ms. Benitez
parallel
questionnaires to
least learned skills
Setting the timeframe  Schedule of July 2023 Antonio ₱0.00 MOOE
126
 weekly, Apacible(SH)
monthly, Ms. Monte,
PTA Fund
of review bimonthly, Mr. Cuayzon
Trust Fund
quarterly Mrs. Balbarona
review Ms. Benitez
Antonio
Apacible(SH)
MOOE
Intensive review  Result of the July –MTAP Ms. Monte,
₱00.00 PTA Fund
review Contest day Mr. Cuayzon
Trust Fund
Mrs.Balbarona
Ms. Benitez
Could be:
Antonio
 Daily Apacible(SH)
School-based MOOE
 MTAP result  Weekly Ms. Monte,
simulation of MTAP ₱00.00 PTA Fund
by grade level  Monthly Mr. Cuayzon
examination Trust Fund
 Quarterly Mrs. Balbarona
 Annually Ms. Benitez

Antonio
 Monitoring
2 days after the Apacible(SH)
Regular monitoring of Form/Checkli MOOE
school-based Ms. Monte,
the progress of the st with the ₱200.00 PTA Fund
MTAP Mr. Cuayzon
review progress of Trust Fund
simulation Mrs. Balbarona
result
Ms. Benitez

 Numeracy SH
Conduct Post Test Post Test As needed ₱00.00 MOOE
Math Teachers
Result
Reward and  Certificate of July 2024 Antonio ₱300.00 MOOE
Recognition Apacible(SH)
127
 Appreciation SGC

PRINCESS MAY INDIC GENALYN B. MONTE

SPT Member Teacher Representative

MICHELLE MONTE JHAILYN ALEXA CAÑANES

Parent Representative Pupil Representative

ANTONIO M. APACIBLE, JR.

Chairman

128
Project Title:

“PROJECT STAR (Sustainable Textbooks for Audible Readers)”

Problem Statement:

During the school year, there was a shortage of 18 (24%) text books that was noted from grades III to VI
specifically Science, EPP and AP.

Objective Statement:
  
Improve textbook-pupil ratio from 2:1 to 1:1by year 2025.

Root Cause:

Insufficient number of textbooks

PROJECT WORK PLAN AND BUDGET

Activity Output Date of Person Budget Budget Source

Implementation Responsible

 Communication
Communication to the June 2023 Antonio Apacible(SH) ₱00.00 MOOE
Letter
parents
Organize project team  Project Team June 2023 Antonio Apacible(SH) ₱150.00 MOOE
Makes inventory of all  Inventory of June 2023 Antonio ₱00.00 MOOE
129
 Apacible(SH)Ms.
Monte,
grade levels of books books Mr. Cuayzon Personal
Mrs. Balbarona
Ms. Benitez
Antonio
Makes request letter to Apacible(SH)Ms.
 Letter request
District property custodian
based on Monte, MOOE
of the need for additional June 2023 ₱00.00
inventory of Mr. Cuayzon Personal
books on the specified
books Mrs. Balbarona
subjects and grade level
Ms. Benitez
 Verification Antonio
Verifies the status of the MOOE
Letter July 2023 Apacible(SH)Ms. ₱00.00
request Personal
Monte,
Antonio
 Contingency Apacible(SH)Ms.
plan for August 2023 Monte, MOOE
Makes contingency plan ₱00.00
unfinished onward Mr. Cuayzon Personal
project Mrs. Balbarona
Ms. Benitez
Antonio
 Monitoring Form Apacible(SH)Ms.
Monitors the status of the  Pictorial as to August Monte,
₱00.00 MOOE
project percentage of 2023onward Mr. Cuayzon
completion Mrs. Balbarona
Ms. Benitez
Reward and Recognition
for those teachers who
 Certificate of  July 2024 Antonio Apacible(SH)
could complete the ₱300.00 MOOE
Appreciation SGC
textbooks safe and still
usable for the next year
130
PRINCESS MAY INDIC GENALYN B. MONTE
SPT Member Teacher Representative

MICHELLE MONTE JHAILYN ALEXA CAÑANES

Parent Representative Pupil Representative

ANTONIO M. APACIBLE, JR.

Chairman

D. RESILIENCY AND WELL-BEING

131
Project Title:

“Project BOOST AWARENESS of SDRRM

Problem Statement:

Lack OF SDRR Program implementation

Objective Statement:
  
Conducted earthquake and fire drill trainings from 0 to 12 by 2022.

Root Cause:
No available person who can do the task
PROJECT WORK PLAN AND BUDGET

Activity Output Date of Person Budget Budget Source

Implementation Responsible

 Letter of School Head,

Communication to the invitation to September 2023 Teachers, Parents and ₱100.00 MOOE
stakeholders Stakeholders Stakeholders
Send letter of invitation to  Letter of request School Head,
Municipal DRR to for Municipal September 2023 Teachers, Parents and ₱150.00 MOOE
conduct of flood fire drill DRR Stakeholders
Orient participants on the  List of School Head and MOOE
September 2023 ₱2000.00
drill participants Teachers Other Funds

132
  Conducted one
fire and flood School Head and MOOE
Actual drill September 2023 ₱5000.00
drill Teachers Other Funds

MARY GRACE P. PALAD MARYJANE D. LONGAKIT

SPT Member Teacher Representative

FLORDELIZA C. TANO YESHA KATE D. LONGAKIT

Parent Representative Pupil Representative

LALAINE C ETORMA
Chairman

133
Project Title:

“PROJECT DROOP (Disaster & Risk Reduction Opportune and Oriented Persons)”

Problem Statement:

For the school year, it was found out that the school could only conduct 2 Disaster and Risk Reduction
Training.

Objective Statement:
  
Increase the number of earthquakes and fire drills from 2 to 4 times annually by year 2022.

Root Cause:
Overlapping of activities

PROJECT WORK PLAN AND BUDGET

Activity Output Date of Person Budget Budget Source

Implementation Responsible

Communication to the  Communication

June 2023 Antonio Apacible(SH) ₱ 00.00 MOOE
parents/pupils Letter
Organize project team  Project Team June 2023 Antonio Apacible(SH) ₱150.00 MOOE
Antonio Apacible(SH)
Ms. Monte, MOOE
Crafts SDRRM action  Crafted SDRRM
June 2023 Mr. Cuayzon ₱00.00 PTA Fund
plan action plan
Mrs.Balbarona Trust Fund
Ms. Benitez
134
  Communication Antonio Apacible(SH)
Information dissemination Letter Ms. Monte, MOOE
about the action plan to  Attendance June 1 week
st
Mr. Cuayzon ₱00.00 PTA Fund
the stakeholders  Pictorial Mrs. Balbarona Trust Fund
Ms. Benitez
Antonio Apacible(SH)
Orient school children Ms. Monte,
MOOE
about the disaster drill that  Communication Mr. Cuayzon
Early part of June ₱00.00 PTA Fund
will be conducted Letter Mrs.Balbarona
quarterly Trust Fund
Ms. Benitez

Antonio Apacible(SH)
Ms. Monte,
 Communication MOOE
Invite focal persons from Mr. Cuayzon
Letter June-July 2023 ₱1,000.00 PTA Fund
MDRRMC Mrs. Balbarona
 Attendance Trust Fund
Ms.Benitez
MDRRMC Offcial
Antonio Apacible(SH)
Ms. Monte,
MOOE
Mr. Cuayzon
Conduct quarterly drills  Pictorial Quarterly ₱00.00 PTA Fund
Mrs. Balbarona
Trust Fund
Ms.Benitez
MDRRMC Offcial
Monitor the progress of  Monitoring Every quarter Antonio Apacible(SH) ₱00.00 MOOE
the drill Form/Checklist Ms. Monte, PTA Fund
with the progress Mr. Cuayzon Trust Fund
of result Mrs. Balbarona
Ms.Benitez

135
 
 Certificate of Antonio Apacible(SH)
Reward and Recognition July 2024 ₱300.00 MOOE
Appreciation SGC

PRINCESS MAY INDIC GENALYN B. MONTE

SPT Member Teacher Representative

MICHELLE MONTE JHAILYN ALEXA CAÑANES

Parent Representative Pupil Representative

ANTONIO M. APACIBLE, JR.

Chairman

136
Project Title:

“PROJECT SCROLL (Sheltered and Candid for a Resilient Opportunity for Learning Learners)”

Problem Statement:

For the school year, it was found out as per on cite evaluation that out of the 20 items monitoring checklist
only 60% were subscribed as per DepEd orders No. 40, s. 2012 and 55, s. 2013.

Objective Statement:
  
Increase the number of compliance of child protection policy from 50% to 100% by year 2022.

Root Cause:
lack of parents’ initiative to support their child

PROJECT WORK PLAN AND BUDGET

Activity Output Date of Person Budget Budget Source

Implementation Responsible

Communication to the  Communication

July 2023 Antonio Apacible(SH) ₱00.00 MOOE
parents Letter
Organize project team  Project Team July 2023 Antonio Apacible(SH) ₱00.00 MOOE
Call for a meeting as to  Attendance August 2023 early Antonio ₱00.00 MOOE
137
the adherence of the Apacible(SH)Ms.
 Votes casted
advocacy and a Monte,
signifying PTA Fund
referendum of the policy part Mr. Cuayzon
implementation Trust Fund
that is to be implemented Mrs. Balbarona
of the policy
Ms. Benitez
Invite focal persons from
the DSWD that will Antonio Apacible(SH)
discuss and strengthen the  Communication Ms. Monte,
MOOE
policy that is to be Letter August 2nd or 3rd Mr. Cuayzon
₱1,000.00 PTA Fund
implemented about  Attendance week Mrs.Balbarona
child’s rights and Trust Fund
Ms. Benitez
responsibilities

Antonio Apacible(SH)
Initiate FGD with the  Attendance Ms. Monte, MOOE
parents about obedience  FGD minutes
August last week Mr. Cuayzon ₱00.00 PTA Fund
and compliance with the  Pictorial
policy evidence Mrs. Balbarona Trust Fund
Ms. Benitez
Antonio Apacible(SH)
Set classroom internal MOOE
Ms. Monte,
control that will ensure  Monitoring
September 2023 Mr. Cuayzon ₱00.00 PTA Fund
close monitoring of the checklist
agreed policy Mrs. Balbarona Trust Fund
Ms. Benitez
Antonio Apacible(SH)
Reporting by classroom as  Follow-up of the MOOE
Ms. Monte,
to the percentage of result of the Monthly and
Mr. Cuayzon ₱00.00 PTA Fund
completion of the policy monitoring quarterly
as well its met problems Mrs. Balbarona Trust Fund
checklist
Ms. Benitez
Hands-on evaluation and  Problems Monthly and Antonio Apacible(SH) ₱00.00 MOOE
appraisal of risks and encountered with quarterly Ms. Monte, PTA Fund
problems met with its Mr. Cuayzon
138
 its solutions Mrs. Balbarona Trust Fund
corresponding solution
Ms. Benitez
 Monitoring Antonio Apacible(SH)
Form/Checklist Ms. Monte, MOOE
Monitor the progress of with the progress Every quarter PTA Fund
Mr. Cuayzon ₱00.00
the project of result Trust Fund
Mrs. Balbarona
 Ms. Benitez
 Certificate of Antonio Apacible(SH)
Reward and Recognition July 2024 ₱300.00 MOOE
Appreciation SGC

PRINCESS MAY INDIC GENALYN B. MONTE

SPT Member Teacher Representative

MICHELLE MONTE JHAILYN ALEXA CAÑANES

Parent Representative Pupil Representative

ANTONIO M. APACIBLE, JR.

Chairman

139
Project Title:

“PROJECT TITAN”

Problem Statement:

During the school year, it was only 60% of the total projected priority improvement areas and continuing
improvement projects were realized.

Objective Statement:
  
Increase PIA and CIP from 60% to 80% by year 2020.

Root Cause:
Over lapping of INSET that consumes the big slice of MOOE

PROJECT WORK PLAN AND BUDGET

Activity Output Date of Person Budget Budget Source

Implementation Responsible

 Communication
Communication to the June 2023 Antonio Apacible(SH) ₱00.00 MOOE
Letter
parents
Organize project team  Project Team June 2023 Antonio Apacible(SH) ₱150.00 MOOE
Revisits the status of PIA  Monitoring or June 2023 Antonio Apacible(SH) ₱00.00 MOOE
and CIP correlating it with evaluation Ms. Monte, Other Funds
140
 checklist form Ms. Almaden,
the prior year’s based on the Mr. Cuayzon
performance of prior year’s Mrs. Balbarona
accomplishment accomplishment Ms. Benitez PTA
of PIA and CIP SPT
 Communication
Letter
 Attendance
 Minutes of the
meeting
Holds GPTA Meeting and  Pictorial Antonio Apacible(SH)
present to the body the  Artefacts of the Ms. Monte,
progress made last year of progress made Mr. Cuayzon MOOE
June-July 2023 ₱250.00
PIA and CIP last year of PIA Mrs. Balbarona Other Funds
and CIP or its Ms. Benitez
percentage of SPT
completion(in
case of
continuing
projects)
Discuss with them Fund raising July 2023 – April Antonio Apacible(SH) MOOE
possible solutions to campaign 2024 Ms. Monte, Other Funds
augment PIA and CIP  Nutrition Mr. Cuayzon
(strong tie up with Month ₱500
Mrs. Balbarona
possible benefactors)  Eco-Friendly Ms. Benitez
search (Mr. ₱500
and Ms.
kalikasan)
 Yuletide ₱500
Prince and

141
 Princess ₱500
 Prince and
Princess of
Hearts
 Search for ₱500
Best Parent
 Pergola ₱30,000
construction
(Gate)
 Concrete ₱20,000
Pathway
 School ground ₱30,000
beautification ₱30,000
 Eco-Nook ₱30,000
 Room Grills ₱25,000
 Wash Stand
₱10,000
Facility
₱10,000
 Murals/Signages
 Classroom
Painting ₱187,900

Could be:
Antonio
 Daily
Apacible(SH)Ms.
 Weekly
 Monitoring form Monte, MOOE
Monitoring the progress  Monthly ₱00.00
/checklist Mr. Cuayzon Other Funds
 Quarterly
Mrs. Balbarona
 annually
Ms. Benitez

 Certificate of Antonio Apacible(SH)

Reward and Recognition July 2024 ₱500.00 MOOE
Appreciation SGC
142
PRINCESS MAY INDIC GENALYN B. MONTE
SPT Member Teacher Representative

MICHELLE MONTE JHAILYN ALEXA CAÑANES

Parent Representative Pupil Representative

ANTONIO M. APACIBLE, JR.

Chairman

143
Project Title:

“PROJECT SUSTAIN (Sustainable Approach Towards an Improved Nutrition)”

Problem Statement:

During the school year, 4 males and 6 females were found out to be wasted and 6 males and 12 females were
found to be severely wasted from Kindergarten to Grade 3;1 male and 4 females were found out to be wasted
for Grades 4 to 6 and 1 male and 4 females to be severely wasted. (26.14% severely wasted, 17.05% wasted)

Objective Statement:
  
Decrease the number of wasted and severely wasted pupils from Kindergarten to Grade VI from 38 to 15 by
year 2022.

Root Cause:
tolerance of letting their child eat junk foods

PROJECT WORK PLAN AND BUDGET

Activity Output Date of Person Budget Budget Source

Implementation Responsible

Communication to the  Communication Antonio Apacible(SH)

June 2023 ₱00.00 MOOE
parents Letter
Organize project team  Project Team June 2023 Antonio Apacible(SH) ₱00.00 MOOE/Trust Fund

144
  Nutritional
Status Result Antonio Apacible(SH) MOOE
Assess the overall impact
 Effect to June 2023 Ms. Monte ₱00.00 PTA Fund
to the pupil/school
academic Trust Fund
standing of pupil
 School-based
feeding Plan like Antonio Apacible(SH)
MOOE
Develop school-based raffle for pupil Ms. Monte,
July 2023 early PTA Fund
feeding intervention who will be Mr. Cuayzon ₱5,000.00
part Trust Fund
SBFP sponsored for Mrs. Balbarona
that day, week SBFP
Ms. Benitez
etc.
Adopt-a child for dinner  Daily or weekly June 2023 –June Antonio Apacible(SH) MOOE
program ration to adopted 2024 Ms. Monte, PTA Fund
pupil/rotation Trust Fund
Mr. Cuayzon ₱1,000.00
basis SBFP
 MOA Mrs. Balbarona
Ms. Benitez
Antonio Apacible(SH)
Ms. Monte,
Encourage parent –pupil- Mr. Cuayzon MOOE
 Stakeholders’
teacher participation of Mrs. Balbarona PTA Fund
Commitment Nutrition Month ₱00.00
Nutrition Month Ms. Benitez Trust Fund
Support Form
Celebration Parents SBFP
Barangay Council
Committee on Health
Monitors the monthly  Monitoring June 2023-June Antonio Apacible(SH) ₱00.00 MOOE
feeding program Checklist 2024 Ms. Monte, Trust Fund
 Memorandum of Mr. Cuayzon PTA Fund
Mrs. Balbarona NGO/INGO

145
 Agreement
 School Initiated Ms. Benitez Parents
Intervention Barangay Council
Output (SII) Committee on Health
result
Reward and Recognition  Certificate of July 2024 Antonio Apacible(SH) ₱300.00 MOOE
Appreciation SGC

PRINCESS MAY INDIC GENALYN B. MONTE

SPT Member Teacher Representative

MICHELLE MONTE JHAILYN ALEXA CAÑANES

Parent Representative Pupil Representative

ANTONIO M. APACIBLE, JR.

Chairman

146
Project Title:

“PROJECT CHEER (Child’s Haven through an Empowered and Enlightened Room)”

Problem Statement:

It was found out that during the school year, the school is not practicing all the guidelines as seen in the
CFSS as viewed in the appraisal system. Therefore, there is the need to subscribe some of the criteria set in
the CFSS.

Objective Statement:
  
Increase Child-Friendly level from Child-Friendly School to Outstanding by year 2025.

Root Cause:
Overlapping activities

PROJECT WORK PLAN AND BUDGET

Activity Output Date of Person Budget Budget Source

Implementation Responsible
MOOE
 Communication Antonio Apacible(SH)
Communication to the August 2023 ₱00.00 Trust Fund
Letter
teachers and parents
MOOE
Antonio Apacible(SH)
Organize project team  Project Team August 2023 ₱00.00 Trust Fund

Conduct CFSS advocacy  Attendance Third week of Antonio Apacible(SH) ₱00.00 MOOE
147
  Minutes of the Ms. Monte,
inside the school and Meeting Mr. Cuayzon
community Trust Fund
 Advocacy August 2023 Mrs. Balbarona
(Capability Building for
Support Ms. Benitez
Teachers)
 MOU/MOA Stakeholders
Conduct first consultative Antonio Apacible(SH)
 Attendance Ms. Monte, (Level 1)
meeting and an open
 Minutes of the MOOE
dialogue with the parents Ms. Benitez, (L2)
meeting August 2023 end ₱00.00 Trust Fund
about CFSS with their Mrs. Balbarona(L3)
respective duties and role  MOU/MOA Mr. Cuayzon (L4)
as parents Stakeholders
Antonio Apacible(SH)
Conduct second  Attendance
Ms. Monte,
consultative dialogue  Minutes of the MOOE
Mr. Cuayzon
specifying on how to meeting September 2023 ₱00.00 Trust Fund
comply the CFSS Mrs.BalbaronaMs.
 MOU/MOA
assessment tool /checklist Benitez

Stakeholders
Antonio Apacible(SH)
Ms. Monte,
MOOE
Set contingency measures  Plan B solution Time relative to Mr. Cuayzon
₱00.00 Trust Fund
for unmet criteria mapping the situation Mrs. Balbarona
Ms. Benitez
Stakeholders
Antonio Apacible(SH)
Ms. Monte,
MOOE
Monitors the level of  Monitoring Mr. Cuayzon
Monthly ₱00.00 Trust Fund
progress of SBM form/Checklist Mrs. Balbarona
Ms. Benitez
Stakeholders

148
  Certificate of Antonio Apacible(SH)
Reward and Recognition July 2024 ₱300.00 MOOE
Appreciation SGC

PRINCESS MAY INDIC GENALYN B. MONTE

SPT Member Teacher Representative

MICHELLE MONTE JHAILYN ALEXA CAÑANES

Parent Representative Pupil Representative

ANTONIO M. APACIBLE, JR.

Chairman

149
E. GOVERNANCE

Project Title:

“PROJECT SMARTS (School-Based Management, Monitoring & Application through a Reliable Tandem among
Stakeholders)”

Problem Statement:

During the school year, the school remains in level II.

Objective Statement:
  
Improve SBM level of practice from Level II to III by year 2020.

Root Cause:
Lack of technical knowhow in the preparation of MOV’s

PROJECT WORK PLAN AND BUDGET

Activity Output Date of Person Budget Budget Source

Implementation Responsible

 Communicati June 2023 Antonio ₱00.00 MOOE

150
Communication to Apacible(SH)
on Letter
the parents
Antonio
Organize project team  Project Team June 2023 Apacible(SH) ₱00.00 MOOE

Antonio
Apacible(SH)
 SBM
Ms. Monte,
Revisits the SBM Monitoring
June 2023 Mr. Cuayzon ₱00.00 MOOE
Checklist Form/Checkli
st Mrs. Balbarona
Ms. Benitez
Stakeholders
Antonio
 Attendance Apacible(SH)
 Minutes of Ms. Monte, (Level
Assign teachers for Meeting 1)
 Pictorial June 2023 ₱00.00 MOOE
every SBM Indicator Ms. Benitez, (L2)
 Issue office Ms. Balbarona(L3)
order Mrs. Cuayzon(L4)
Stakeholders
School Head
Monthly Ms. Monte,
Monitor the progress  SBM monitoring or Ms. Almaden,
₱00.00 MOOE
of every indicator Checklist as the need Mr. Cuayzon
arises Mrs. Simene
Stakeholders
-Appraise indicators  SBM Weekly Antonio ₱00.00 MOOE
not carried out and monitoring appraisal or as Apacible(SH)
find solutions form/checklis the need arises Ms. Monte,
-Benchmarking from t Mr. Cuayzon
151
 Mrs. Balbarona
other schools Ms. Benitez
 New learned
Stakeholders
concepts from
benchmarked
school
Antonio
Apacible(SH)
 SBM
Ms. Monte,
Monitors the level of monitoring
Monthly Mr. Cuayzon ₱00.00 MOOE
progress of SBM form/checklis
t Mrs. Balbarona
Ms. Benitez
Stakeholders
 Certificate of Antonio
Reward and MOOE
Appreciation July 2024 Apacible(SH) ₱300.00
Recognition
SGC

PRINCESS MAY INDIC GENALYN B. MONTE

SPT Member Teacher Representative

MICHELLE MONTE JHAILYN ALEXA CAÑANES

Parent Representative Pupil Representative

ANTONIO M. APACIBLE, JR.

Chairman

152
Project Title:

“OPLAN S.O.S. (Stakeholders On Going Support)”

Problem Statement:

During the school year, only 70% to 80% attend school activities.

Objective Statement:
  
 Increase stakeholders’ participation from 90% to 95% by year 2020.

Root Cause:
“Kanya-Kanya” and “Idya-Idja”, “Ajo-Ajo” mentality

PROJECT WORK PLAN AND BUDGET

Activity Output Date of Person Budget Budget Source

Implementation Responsible

 Communicati June 2023 Antonio ₱00.00 MOOE

Communication to on Letter Apacible(SH)

153
the parents
Antonio
Organize project team  Project Team June 2023 ₱00.00 MOOE
Apacible(SH)
 Monitoring or
evaluation Antonio
Revisits the status of checklist form Apacible(SH)
stakeholders’ based on the Ms. Monte, MOOE
June 2023 ₱00.00
participation in past Mr. Cuayzon Other Funds
school contribution Mrs. Balbarona
of the Ms. Benitez SPT
stakeholders
 Communicati Antonio
on Letter Apacible(SH)
Conducts GPTA  Attendance June-July Ms. Monte, MOOE
 Minutes of ₱200.00
Meeting 2023 Mr. Cuayzon Other Funds
the meeting Mrs. Balbarona
 Pictorial Ms. Benitez SPT
Discuss with them  Fund raising July 2023- Antonio ₱00.00 MOOE
possible solutions to campaign June 2024 Apacible(SH) Other Funds
augment  Nutrition Ms. Monte,
stakeholders fund Month Mr. Cuayzon
participation  Eco- Mrs. Balbarona,
Friendly Ms. Benitez
(Mass information
search (Mr.
/campaign on the
and Ms.
advocacy through
bandilyo , letters) kalikasan)
 Yuletide
Prince and
Princess
 Prince and
154
 Princess of
Hearts
 Search for
Best Parent
 Livelihood
project
Could be:
Antonio
 Daily
Apacible(SH)
 Monitoring  Weekly
Monitoring the Ms. Monte, MOOE
form  Monthly ₱00.00
progress Mr. Cuayzon Other Funds
/checklist  Quarterly
Mrs. Balbarona
 annually
Ms. Benitez

 Certificate of Antonio
Reward and MOOE
Appreciation July 2024 Apacible(SH) ₱300.00
Recognition
SGC

PRINCESS MAY INDIC JELICO L. CUAYZON

SPT Member Teacher Representative

MICHELLE MONTE JHAILYN ALEXA CAÑANES

Parent Representative Pupil Representative

ANTONIO M. APACIBLE, JR.

155
Chairman

Project Title:

“PROJECT VOICE (Volunteers Ongoing Ingenuity in Cleaning the Ecology)”

Problem Statement:

For the school year, there were only 30 volunteers who participated the brigada campaign.

Objective Statement:
  
Increase the number of Brigada volunteers from 30 to 60 by year 2022.

Root Cause: 

“Idja-idja” and “Ajo-ajo” mentality

PROJECT WORK PLAN AND BUDGET

Activity Output Date of Person Budget Budget Source

Implementation Responsible
Communication to
 Communication Antonio
the different May 2023 ₱00.00 MOOE
Letter Apacible(SH)
stakeholders
156
Organizes Antonio
 Project Team May 2023 ₱00.00 MOOE
project team Apacible(SH)
 Flyers Antonio
Call for a staff  Signages Apacible(SH)
meeting as to the  Tarpaulins Ms. Monte, MOOE
May 2023 ₱00.00
specification of their  Attendance Mr. Cuayzon
workload  Minutes Mrs. Balbarona
 MOU/MOA Ms. Benitez
Antonio
Purchase specific Apacible(SH)
 Purchase Ms. Monte,
materials for the MOOE
Receipts (Docs) May 2023 ₱500.00
campaign(tarpaulins Mr. Cuayzon
 Attendance
etc) Mrs. Balbarona
Ms. Benitez
Antonio
Apacible(SH)
Records the  Attendance of
May 2023-June Ms. Monte, MOOE
monitoring form per volunteers per ₱00.00
2024 Mr. Cuayzon
day grade level
Mrs. Balbarona
Ms. Benitez
Antonio
Call the assistance of Apacible(SH)
4ps and MCCT Early part of Ms. Monte, MOOE
 Garden ₱00.00
volunteers for June 2023 Mr. Cuayzon
gardening Mrs.Balbarona
Ms. Benitez

157
  Monitoring Antonio
Monitors the progress Form/Checklist Apacible(SH)
of the BRIGADA with the Every day Ms. Monte, MOOE
₱00.00
ESKWELA through progress of Mr. Cuayzon
“kumustahan” result Mrs. Balbarona
Ms. Benitez
 Certificate of Antonio
Reward and MOOE
Appreciation July 2024 Apacible(SH) ₱300.00
Recognition
SGC

PRINCESS MAY INDIC JELICO L. CUAYZON

SPT Member Teacher Representative

PINKY OLIMBERIO JHAILYN ALEXA CAÑANES

Parent Representative Pupil Representative

ANTONIO M. APACIBLE, JR.

Chairman

158