BAYONG ELEMENTARY SCHOOL (SCHOOL IMPROVEMENT PLAN 2025-2028)

SCHOOL IMPROVEMENT PLAN
School Year 2025-2028
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BAYONG
ELEMENTARY
SCHOOL
129262
Bayong, Taytayan, Cateel,
Davao Oriental
SCHOOL
IMPROVEMENT
PLAN
2025-2028

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TABLE OF CONTENTS
List of Figures .............................................................................................................. 3
List of Tables................................................................................................................ 4
Chapter I: Department of Education Mission, Vision, and Core Values
Statement........................................................................................................... 5
Mission....................................................................................................................... 5
Vision ......................................................................................................................... 6
Core Values.............................................................................................................. 6
Chapter II: School’s Current Situation .................................................................... 8
2.1. Introducing the School.................................................................................... 8
2.2. School Performance on Access................................................................... 10
2.3. School Performance on Quality .................................................................. 13
2.4. School Concerns on Equity and Inclusion ................................................ 14
2.5. School Concerns on Resilience and Well-Being..................................... 15
2.6. School Concerns on Governance............................................................... 17
2.7. Other Unique Concerns................................................................................ 18
Chapter III: Improvement Plan.............................................................................. 20
3.1 Key Performance Target................................................................................ 20
3.2 School Strategic Directions/Priority Improvement Areas...................... 23
3.3 Key Interventions........................................................................................... 25
3.4 Three-Year Indicative Plan ........................................................................... 29
3.5 Year 1 Work and Financial Plan (Annual Improvement Plan) ............... 32
Chapter IV: School Monitoring Evaluation and Adjustments (SMEA) ........... 62
Chapter V: Risk Management Plan....................................................................... 67

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List of Figures
Figure 1. Enrollment by Gender ............................................................................ 11
Figure 2. Drop-out Rate............................................................................................ 12
Figure 3. School Leaver Rate .................................................................................. 12
Figure 4: Mean Percentage Score.......................................................................... 14
Figure 5: Nutritional Status..................................................................................... 16
Figure 6. School Watching Checklist.................................................................... 17
Figure 7. Teaching and Non-Teaching Personnel.............................................. 17
Figure 8. Source of Fund.......................................................................................... 18

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List of Tables
Table 1. PHIL-IRI Result.......................................................................................... 13
Table 2. Key Performance Target of the School ................................................. 20
Table 3. Work and Financial Plan (Physical Target)......................................... 32
Table 4. Work and Financial Plan (Obligation Program)................................. 40
Table 5. Work and Financial Plan (Disbursement Program) .......................... 51

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Chapter I: Department of Education Mission,
Vision, and Core Values Statement
To create the Enhanced School Improvement Plan for CY 2025–2028, the Bayong
Elementary School SPT got together. As the SPT leader, the school principal, Mrs.
Mahle P. Enejada, gave a brief orientation on the DepEd's mandate for creating the
ESIP, the SIP's main features and tenets, and its cycle of development and
implementation. The team members also discussed their goals for the school and
students as well as how they understood the VMV. Additionally, the SPT talked about
and decided on each member's tasks and responsibilities, and they agreed to carry
them out in order to achieve the school's objectives through cooperation and
coordinated efforts.
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.
The Bayong Elementary School SPT acknowledges the part that each member of
the school community plays in responding to DepEd's call to defend and advance
every Filipino's right to a basic education that is complete, egalitarian, culturally
relevant, and of high quality. In addition to providing students with 21st century
abilities, educators should develop their own professional skills. As a school
administrator, the head of the school will make sure that all the needs of the instructors
and students are met, that resources are used effectively, and that partnerships are
formed with different stakeholders to solve the needs. As the parent representative,

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the SPTA Vice-Chairperson will ensure that all the school's PAPs have the support of
the parents.
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.
We the Bayong Elementary School SPT, we hope that our students will develop a
deep love for the Philippines and instill in them the principles of patriotism and
nationalism. We think that education is crucial and will be a tool in the development of
the country. For students to reach their greatest potential, all educational endeavors
must promote their holistic development.
As a learner-centered institution, Bayong Elementary School keeps refining its
procedures to carry out various projects, programs, and activities for the school's
ongoing development in order to better serve its stakeholders, particularly the
students.
Core Values
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
The fundamental principles that must be taught to the students are internalized
by the Bayong Elementary School SPT. We must set an example for our students by

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living up to these ideals. To foster these values in our students, the school, community,
and other stakeholders will keep starting programs like planting and growing trees,
involving young people in religious activities, involving students in nationalistic events
like attending flag ceremonies and nationalistic celebrations, and involving young
people in community service projects like outreach programs, clean-up drives, and
coastal cleaning. Additionally, the curriculum incorporates these principles into all
subject areas and grade levels.

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Chapter II: School’s Current Situation
2.1. Introducing the School
Bayong Elementary School is a Department of Education-managed institution
located in the serene Sitio Bayong, Barangay Taytayan, within the Municipality of
Cateel, Province of Davao Oriental. Situated 17 kilometers from the Poblacion, the
school is easily accessible by any form of land transportation. Named after Sitio
Bayong, the school’s history is intertwined with the community’s determination to
provide accessible education for its children.
The school’s story began in 1951 when the residents of Sitio Bayong recognized
the pressing need for a local educational facility. At that time, children faced
significant challenges commuting to Barangay Taytayan Proper, which was almost six
kilometers away. The treacherous hikes, especially during rainy days, often led to
students dropping out of school. Their collective effort bore fruit with the
establishment of Bayong Elementary School, addressing this critical need.
However, the school faced an unfortunate closure in 1992 due to a deteriorating
peace and order situation. Many residents were forced to seek refuge elsewhere,
drastically reducing enrollment. This period of hardship marked a turning point for the
community. As stability returned, displaced families began to come back, bringing
with them a renewed hope for the future. Motivated by their children’s educational
needs, the parents successfully lobbied for the school’s reopening in 1999.
The reopening was accompanied by significant developments. Through the
efforts of the late Hon. Camilo T. Nuñez, a two-classroom PTA building was
constructed, serving as a temporary but vital facility for the school’s operations until
the 2000-2001 school year. Recognizing the need for an improved location, the
community identified an ideal site, which was generously donated by Mr. Dionicito P.
Manangkis. Spanning 5,000 square meters and situated conveniently along the road,
this new location became the foundation for a modern learning environment.
With support from the late Provincial Governor Hon. Corazon N. Malanyaon, a

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concrete two-classroom school building was constructed. The school transferred to
this new site during the 2001-2002 school year. By 2013, Bayong Elementary School
had expanded its offerings to provide complete elementary education, serving 171
pupils.
Today, the school is led by the dedicated and visionary leadership of Mahle P.
Enejada, School Principal II. For inquiries, stakeholders can reach out via email at
mahle.enejada@deped.gov.ph.
Bayong Elementary School continues to evolve as a center of learning, with
seven classrooms equipped with multimedia tools and internet connectivity. The
campus features essential facilities such as handwashing stations, a canteen, and a
playground, fostering the holistic development of its learners. The institution also
prioritizes inclusivity, offering support for learners with disabilities, robust reading
programs, counseling services, and active community engagement initiatives.
Safety and disaster preparedness are integral to the school’s operations. Regular
calamity drills, including earthquake and flood simulations, are conducted to ensure
the readiness of both students and staff. These practices are informed by the
community’s past experiences with natural disasters. Designated as a “Zone of Peace,”
Bayong Elementary School takes pride in its child safety initiatives, including
participation in Project W.A.T.C.H. and the vigilant efforts of its Child Protection
Committee.
Despite its achievements, Bayong Elementary School faces numerous
challenges. These include inadequate infrastructure, such as the absence of computer
laboratories and an entrance gate, as well as deteriorating facilities like classrooms
and school buildings. The school also struggles with insufficient resources, including
drinking water, educational supplies, printers, and unfinished perimeter fencing.
Additionally, there is a need for campus enhancements such as the development of a
Heroes Park and general beautification projects. Recurring expenses, utility bills, and
limited opportunities for professional development for teachers further add to the
hurdles faced by the institution.
The reading program and the procurement of instructional and learning
materials remain critical needs for the school’s learners. However, the community’s

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commitment to education is unwavering. Despite economic constraints, the residents
of Sitio Bayong place immense value on learning. Farming and employment with the
Anflo Banana Corporation serve as the primary sources of livelihood, enabling
families to support their children’s education.
Bayong Elementary School’s legacy is a testament to the resilience and determination
of its community. Together, they continue to create a nurturing and inspiring
environment where every child can thrive and achieve their full potential.
2.2. School Performance on Access
Based on the EBEIS, the enrollment trends at Bayong Elementary School from
the school year 2020-2021 to 2024-2025 reflect both progress and challenges faced by
the institution. Over the years, the school has demonstrated a steady increase in
enrollment, reaching its peak in 2023-2024 with a total of 160 students. This growth
suggests that the school has become increasingly accessible and valued within the
community, with parents prioritizing their children’s education. From 2020-2021 to
2022-2023, the number of students consistently rose. Male enrollment increased
gradually, starting at 81 in 2020-2021 and reaching 84 in 2023-2024. Similarly, female
enrollment steadily grew from 62 to 76 over the same period. These figures highlight
not only the community’s commitment to education but also progress toward gender
inclusivity, as the gap between male and female students significantly narrowed over
the years. However, in 2024-2025, the school experienced a sharp decline in total
enrollment, dropping to 141 students. This decrease marked a significant reduction of
19 students compared to the previous year. Notably, male enrollment dropped from
84 to 71, a substantial reduction, while female enrollment saw a smaller decline from
76 to 70. This shift suggests that male students may have been disproportionately
affected by challenges such as economic difficulties, migration, or other external
factors, which require further investigation. Despite these challenges, Bayong
Elementary School’s commitment to providing quality education remains evident. The
steady rise in enrollment before 2024-2025 indicates growing trust in the school’s
ability to support its students. However, the recent decline emphasizes the need for

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targeted interventions to address the factors causing enrollment fluctuations,
particularly among male students. Overall, the enrollment data tells a story of a
resilient community that values education. With continued support and efforts to
understand and address barriers to schooling, Bayong Elementary School can sustain
its progress and ensure that more children, regardless of gender, can access quality
education.
Figure 1. Enrollment by Gender
The Bayong Elementary School takes pride in its remarkable achievement of
maintaining a zero percent (0%) dropout rate from the school year (S.Y.) 2020-2021 to
S.Y. 2023-2024. This milestone reflects the school’s dedication to fostering an
environment where every student is encouraged and supported to complete their
education without interruption.
The zero-dropout rate highlights the effectiveness of the school’s strategies in
addressing common challenges that often lead to student absenteeism or early school
leaving. These strategies may include providing accessible education, ensuring
inclusive learning environments, and strengthening relationships with parents and the
broader community. The school’s active participation in various DepEd programs and
initiatives, such as reading interventions and child protection policies, further ensures
that students remain motivated and engaged in their studies.
81
81
83
84
71
62
63
71
76
70
143
144
154
160
141
2 0 2 0 - 2 0 21 2 0 2 1 - 2 0 22 2 0 2 2 - 2 0 23 2 0 2 3 - 2 0 24 2 0 2 4 - 2 0 25
ENROLMENT BY GENDER
MALE FEMALE TOTAL

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Figure 2. Drop-out Rate
Bayong Elementary School proudly reports a zero percent (0%) leaver rate from
the school year (S.Y.) 2020-2021 to S.Y. 2023-2024, a testament to the institution’s
dedication to ensuring that every enrolled student completes the academic year
without interruption. This achievement underscores the school’s commitment to
fostering a supportive, inclusive, and motivating learning environment where students
thrive and remain engaged in their education.
The school’s proactive engagement in DepEd programs, such as child
protection initiatives, reading interventions, and inclusive education strategies, has
undoubtedly contributed to this remarkable outcome. By providing tailored support to
students with unique needs and promoting mental and emotional well-being, the
school ensures that learners feel valued and capable of succeeding in their academic
journey.
Figure 3. School Leaver Rate
0
0.2
0.4
0.6
0.8
1
2 0 2 0- 2 0 21 2 0 2 1 - 2 0 22 2 0 2 2 - 2 0 23 2 0 2 3 - 2 0 24
DROP OUT RATE
MALE FEMALE TOTAL
0
0.2
0.4
0.6
0.8
1
SY 2023-2024 SY 2022-2023 SY 2021-2022 SY 2020-2021
School Leaver Rate 4 Years Back
Male Female Total

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2.3. School Performance on Quality
The Philippine Informal Reading Inventory (Phil-IRI) results for Bayong
Elementary School in school years 2022-2023 and 2023-2024 highlight significant
improvements in reading proficiency among learners in grades 4 to 6 for both English
and Filipino. In English, Independent Readers increased from 10 to 13 in S.Y. 2022-
2023 and continued to rise by 4 learners in 2023-2024, while Instructional-level
readers grew from 11 to 26 and by 8 more in the following year. Frustration-level
readers dropped significantly, decreasing by 15 in 2022-2023 and by 10 in 2023-2024,
with non-readers reducing consistently over the same period. Similarly, in Filipino,
Independent Readers improved from 13 to 18 in 2022-2023, with an additional increase
of 7 learners the next year. Instructional-level readers rose by 8 in 2022-2023 and by 3
in 2023-2024, while Frustration-level readers decreased by 13 and 7, respectively, and
non-readers remained at zero throughout both years.
Table 1. PHIL-IRI Result
2022-2023 2023-2024
Pre-Test Post-Test Pre-Test Post-Test
Grades 4-6 Grades 4-6 Grades 4-6 Grades 4-6
ENGLISH FILIPINO ENGLISH FILIPINO ENGLISH FILIPINO ENGLISH FILIPINO
Non-Reader 7 0 4 0 4 3 2 0
Frustration 35 30 20 17 22 22 12 15
Instructional 11 20 26 28 17 10 25 13
Independent 10 13 13 18 8 16 12 23
The provided data comparing the 2022-2023 and 2023-2024 school years for
Bayong Elementary School reveals notable trends in student performance across
various subjects. There was a noticeable improvement in English, with scores rising
from 60.12 in 2022-2023 to 68.18 in 2023-2024, suggesting enhanced performance in
the language. Filipino also saw an increase, from 67.87 to 72.3, reflecting better
student engagement and understanding. Science scores improved from 62.04 to 67.47,
showing progress in this subject. Similarly, Mathematics showed a modest increase

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from 64.79 to 68.2, indicating steady growth in students' math skills. Araling
Panlipunan (Social Studies) saw a significant jump from 60.63 to 71.5, indicating
substantial improvement in students’ grasp of social studies concepts. The subject of
Edukasyong sa Pagpapakatao (ESP) showed the greatest improvement, rising from
67.85 to 75.52, which suggests a strong advancement in values and life skills
education. On the other hand, Edukasyon sa Pantahan at Pangkabuhayan/Technology
and Livelihood Education (EPP/TLE) experienced a slight decline, from 66.73 to 62.44,
pointing to an area that may require further attention. Finally, Music, Arts, PE, and
Health (MAPEH) saw a small increase from 60.57 to 65.85, reflecting moderate
improvement in this subject. Overall, the data indicates that Bayong Elementary
School achieved progress in most subjects, particularly in ESP and Aral Pan, with TLE
being the exception that may need more focus for improvement.
Figure 4: Mean Percentage Score
2.4. School Concerns on Equity and Inclusion
Numerous instances of students under the Special Needs Education (SNED)
program have been documented throughout the years, despite the school's goal that
no student will be left behind and the current legislation protecting children's rights to
an education. These students are at risk; they belong to underprivileged groups, such
as those with impairments or those who need help to enter the classroom because of
60.12
67.87
62.04
64.79
60.63
67.85
66.73
60.57
68.18
72.3
67.47
68.2
71.5
75.52
62.44
65.85
EN GL IS H F IL IPIN O S C IEN C E MATH EMATIC S ARAL PAN ES P EPP/ TL E MAPE H
MEAN PERCENTAGE SCORE
2022-2023 2023-2024

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an emotional, intellectual, physical impairment, or a learning disability.
Due to their circumstances, students in underprivileged sectors sometimes
exhibit a lack of interest, which causes them to become distracted. They frequently
exhibit tardiness and absenteeism in succession. These students are primarily
classified as LARDOs, or learners at risk of dropping out. As part of an intervention
plan, all LARDOs will receive home visits to ensure their needs are addressed and to
encourage their continuous participation in school.
Thus, to address the requirements and concerns of our LARDOs, Bayong
Elementary School strengthens and vigorously implements the Special Needs
Education (SNED) program. The corresponding advisers keep an eye on LARDOs
every month, and as of right now, 32 LARDOs in grades K–6 have been recognized for
support under the program.
2.5. School Concerns on Resilience and Well-Being
The data on the nutritional status of students over the past three school years
reveals concerning trends. The number of students classified as severely wasted has
significantly increased, from 20 in 2022-2023 to 65 in 2024-2025. This suggests that
more students are experiencing extreme malnutrition, which is alarming and warrants
immediate attention. This could be attributed to insufficient food intake, poor diet, or
other health-related issues. On the other hand, the number of students in the wasted
category peaked in 2023-2024 with 55 students, before dropping to 24 in the following
year, indicating some improvement but still reflecting ongoing malnutrition
challenges that need to be addressed. Meanwhile, the number of students classified as
normal increased in 2023-2024 but then declined again in 2024-2025, indicating
fluctuations in nutritional status over time. This could be due to changes in food
availability or the effectiveness of interventions like school feeding programs.
Notably, there were no students identified as overweight or obese across all three
years, which suggests that issues related to excess body weight are not prevalent in
this population. However, the lack of students in these categories should not lead to
complacency, as balanced nutrition remains essential for overall well-being. Overall,

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20
40
43
0
0
35
55
70
0
0
65
24
36
0
0
S EVEREL Y WAS TED WAS TED N ORMAL OVERWEIGH T OB ES E
NUMBER OF LEARNERS BY HEALTH STATUS
2022-2023 2023-2024 2024-2025
the data points to a need for stronger, more consistent nutritional support and
interventions to prevent further deterioration in the nutritional status of students,
particularly those at risk of severe malnutrition.
Figure 5: Nutritional Status
Furthermore, the school takes pride in maintaining a 0% incident rate of
bullying, reflecting its effective anti-bullying policies and commitment to providing a
safe and supportive learning environment. From SY 2021-2022 to the present, there
have also been no complaints regarding unfair or unjust services, demonstrating the
school’s dedication to equitable and quality service delivery.
There are several hazards at the school that could endanger children, faculty, or
the actual school setting. Major repairs are needed for infrastructure-related hazards,
such as school buildings. There are two buildings with two classrooms that are
dangerous for kids, especially in the event of an earthquake, as they could collapse at
any moment. Students and school property are at risk from an incomplete perimeter.
During the wet season, the school is also vulnerable to flooding. The risk usually arises
during periods of localized thunderstorms, typhoons, low pressure areas, or even
heavy rains. When there is no source of drinkable or potable water, the pupils' health
is at risk due to a contaminated water supply.

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SCHOOL
HAZARD
IMFRASTRACTURE-
RELATED BUILDING
MAJOR REPAIR
CONTAMINATED
WATER SUPPLY
INCOMPLETE
PERIMETER FENCE
FLOOD
Figure 6. School Watching Checklist
2.6. School Concerns on Governance
Bayong Elementary School has a total of 9 nationally funded personnel,
comprising 7 Teacher-I position, and 1 Teacher-II position and 1 School Principal-II.
Figure 7. Teaching and Non-Teaching Personnel
For CY 2024, the data on the school’s sources of funds indicated a breakdown of
financial support from various channels. The MOOE (Maintenance and Other
Operating Expenses) allocation amounted to P280,800, which was used to cover the
school’s essential operational costs, such as utilities, repairs, and supplies needed for
1
0
0
6
1
1
7
1
1
0 1 2 3 4 5 6 7 8
Teacher I
Teacher II
School Principal I
Teaching and Non-Teaching Personnel
Total Female Male

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the smooth functioning of the institution. This represented 82% of the total funds. The
BLGU (Barangay Local Government Unit) contribution was 2,000, likely for smaller-
scale projects or community-oriented activities that benefited both the school and the
local barangay, representing 1% of the total funds. The SPTA (School Parents-
Teachers Association) fund totaled 28,000, typically raised through the efforts of the
school’s parent-teacher community and used for school-related activities, events, and
additional materials or resources not covered by government funding, representing
8% of the total funds. Finally, the SNED (School Nutrition and Education
Development) fund was 32,000, allocated to support the school’s feeding and nutrition
programs, which aimed to improve the health and well-being of students, particularly
those facing malnutrition. This represented 9% of the total funds. Altogether, these
funds for CY 2024 were aimed at ensuring the school’s operational needs were met
while also fostering community engagement and supporting student health and
development.
Figure 8. Source of Fund
2.7. Other Unique Concerns
Bayong Elementary School, located in an area near a water dam, faces the
ongoing challenge of being prone to flooding, especially during the rainy season. To
82%
1%
8%
9%
SOURCE OF FUNDS (CY 2025)
MOOE
BLGU
SPTA
SNED

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address this significant risk, the school has taken proactive steps by developing a
comprehensive emergency response plan aimed at safeguarding the students, staff,
and the community. This plan includes clear procedures for evacuation,
communication, and sheltering, ensuring that all members of the school are well-
prepared in the event of a flooding emergency.
A key component of the school’s emergency plan is the active involvement of
parents and the local community. By fostering parental engagement, Bayong
Elementary ensures that parents are well-informed about safety protocols and are
equipped to respond quickly and effectively if an emergency arises. This
collaboration helps create a shared sense of responsibility, ensuring that both the
school and the community work together to protect the children.

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Chapter III: Improvement Plan
3.1 Key Performance Target
Table 2. Key Performance Target of the School
ACCESS
KPI LEVEL BASE-LINE
PERFORMANCE TARGETS
YEAR 1 YEAR 2 YEAR 3
Enrolment Rate Elementary 106% 100% 100% 100%
Drop-out Rate
(Simple)
Elementary
0% 0% 0% 0%
Leaver Rate Elementary
0% 0% 0% 0%
EQUITY
KPI LEVEL BASE-LINE
PERFORMANCE TARGETS
Retention Rate for
At-Risk Learners
Elementary
95% 100% 100% 100%
Increased Gender
Awareness and
Sensitivity
Elementary
80% 100% 100% 100%
QUALITY
KPI LEVEL BASE-LINE
PERFORMANCE TARGETS
Percentage of
Subjects with
Improved MPS
Elementary
68.9% 71% 73% 78%

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Percentage of
learners at
independent
reading level
English 23.52% 25.7% 56.45% 75%
Filipino 45% 53.68.89% 84.58% 90%
Percentage of
Grades 1-6
learners attaining
at least the
minimum level of
proficiency in
Stages 1 & 2
literacy and
numeracy
standards
85% 100% 100% 100%
Percentage of
Students Actively
Participating in
Academic and
Non-Academic
Activities
Elementary 40% 42% 45% 50%
Percentage of
Teachers Trained
on professional
development
program
Elementary
85% 100% 100% 100%
RESILIENCY AND WELL-BEING
KPI LEVEL
BASE-
LINE
PERFORMANCE TARGETS
Percentage of
learners with
improved health
Statistics
Elementary 25% 75% 80% 85%

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Percentage of
Learners
affected/displaced
by natural and man-
made
hazards/disasters
are retained
Elementary
NDA 100% 100% 100%
Percentage of
learners who
reported violence
committed against
them by other
learners (bullying)
or adults (child
abuse)
Elementary
0% 0% 0% 0%
Structural Safety
Enhancements
Elementary
50% 100% 100% 100%
Secure safety
environment
Elementary
50% 75% 90% 100%
GOVERNANCE
KPI LEVEL
BASE-
LINE
PERFORMANCE TARGETS
School-based
Management
achieved ideal level
of practice
Elementary
0 1 2 3
Office Performance
Commitment and
Review attained at
least satisfactory
level
Elementary
VS VS VS VS

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Efficiency in MOOE
Utilization
Elementary 99.75% 100% 100% 100%
3.2 School Strategic Directions/Priority Improvement Areas
After reviewing school records from the past years and applying the provided
rubrics with five criteria on a 5-point scale, the school has successfully identified areas
for improvement. Based on this analysis, priority areas have been determined to guide
future initiatives and interventions.
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 the areas that will benefit
when the improvement area is addressed
5- VERY HIGH
4- HIGH
3-MODERATE
2-LOW
1-VERY LOW
URGENCY The urgency or need to improve the area as
soon as possible
MAGNITUDE The number of learners that will benefit
when the improvement area is addressed
FEASIBILITY The degree to which the improvement area
is within the school’s mandate and control
AVERAGE RATING INTERPRETATION
4.5-5.0 VERY HIGH PRIORITY
3.5-4.49 HIGH PRIORITY
2.5-3.49 MODERATE PRIORITY

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1.25-2.49 LOW PRIORITY
1.0-1.49 VERY LOW PRIORITY
IMPROVEMENT
AREAS
STRATEGIC
IMPORTANCE
URGENCY MAGNITUDE FEASIBILITY AVERAGE INTERPRETATION RANK
MAINTAIN ZERO
% DROPOUT
RATE
5 5 5 5 5
VERY HIGH
PRIORITY
1
UNSAFE AND
UNSECURED
LEARNING
ENVIRONEMENT
5 5 4 5 4.75
VERY HIGH
PRIORITY
1
LOW LEVEL OF
PERCENTAGE OF
LEARNERS AT
THE
INDEPENDENT
READING LEVEL
5 5 5 5 5
VERY HIGH
PRIORITY
1
LOW MASTERY
AND
COMPETENCY
DEVELOPMENT
THROUGH
TARGETED
INTERVENTIONS
5 5 4 5 4.75
VERY HIGH
PRIORITY
1
LOW
PARTICIPATION
IN ALL
ACTIVITIES
4 4 4 4 4 HIGH PRIORITY 2
ANTI-BULLYING
ACT AND CHILD
PROTECTION
POLICY
AWARENESS
5 5 5 5 5
VERY HIGH
PRIORITY
1
EVIDENT
NUMBER OF
MALNOURISHED
LEARNERS
4 5 4 4 4.25 HIGH PRIORITY 2
OLD SCHOOL
FACILITY
FAILURE TO 4 4 4 4 4 HIGH PRIORITY 2

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CONSTRUCT
HEROES PARK
LACK OF
RECOGNITION
AND
MOTIVATION
SYSTEMS FOR
LEARNERS,
SCHOOL
PERSONNEL AND
STAKEHOLDERS
5 5 5 5 5
VERY HIGH
PRIORITY
1
LACKS EFFICIENT
AND EFFECTIVE
PRACTICES IN
MANAGING
SCHOOL
FINANCES
LOW LEVEL OF
COMMUNITY
INVOLVEMENT
5 4 4 4 4.25
VERY HIGH
PRIORITY
2
LOW LEVEL OF
PROVIDING
TECHNICAL
ASSISTANCE TO
TEACHERS
3.3 Key Interventions
Bayong Elementary School has a strong commitment to creating a thorough plan
to raise students' academic performance. Through the implementation of focused
interventions, the school enhances students' general well-being and sense of self-
worth in addition to supporting their academic development. By promoting
cooperation between community and school stakeholders in planning and addressing
important areas for improvement, these initiatives strengthen shared governance.
According to s. 44 of DepEd Order No. The School Improvement Plan (SIP), which was
created in 2015, acts as a strategic road map that outlines school-specific actions to
successfully address Priority Improvement Areas that have been identified.

26
RANK ROOT CAUSE
LIST OF
SOLUTION
KEY
INTERVENTION
ACCESS
MAINTAIN ZERO %
DROPOUT RATE
**FINANCIAL
PROBLEMS PROJECT BISITA
**HOME
VISITATION
**IDENTIFY
CHILDREN AT RISK
OF DROPPING OUT
UNSAFE AND UNSECURED
LEARNING ENVIRONEMENT
**POOR
INFRASTRUCTURE
AND FACILITIES
PROJECT CLOSE-
TO-YOU
PROJECT
ENCLOSURE
**IMPROVEMENT OF
SCHOOL
INFRASTRUCTURE
**PROPER SCHOOL
SECURITY
EQUITY
INDIVIDUALIZED SUPPORT
FOR PUPILS WITH SPECIAL,
DIVERSE, AND GENDER-
SENSITIVE LEARNING
NEEDS
** INCONSISTENT
EARLY
IDENTIFICATION
OF LEARNERS'
NEED
** LACK OF
TEACHER
TRAINING AND
CAPACITY
BUILDING
PROJECT SNED
** PROVISION OF
SCHOOL SUPPLIES
**CAPACITY
BUILDING SEMINARS
FOR TEACHERS AND
STAFF
**STRENGTHEN
PARTNERSHIPS WITH
PARENTS AND THE
COMMUNITY TO
SUPPORT STUDENTS'
ACADEMIC
SUCCESS
QUALITY
LOW LEVEL OF
PERCENTAGE OF
LEARNERS AT THE
INDEPENDENT READING
LEVEL
**ABSEENTISM
**POOR READING
SKILLS
**LACK OF
INTEREST
PROJECT PRINT-
TEACH-CHELSAN
PROJECT PRINT-
TEACH-EMAR
PROJECT PRINT-
TEACH-MACELL
PROJECT PRINT-
TEACH-JHILL
** BUDGET
ALLOCATION FOR
OFFICE EQUIPMENT
FOR THE
PRODUCTION OF
LEARNING ACTIVITY
SHEETS
LOW MASTERY AND
COMPETENCY
DEVELOPMENT THROUGH
TARGETED INTERVENTIONS
****READING
DIFFICULTIES
AND LEARNING
DISABILITIES
PROJECT RISE-
BAYONG
**READING
ENRICHMENT
ACTIVITIES

27
LOW PARTICIPATION IN
ALL ACTIVITIES
**LACK OF
SUPPORT FROM
PARENTS
** LIMITED
FUNDING AND
RESOURCES
PROJECT LIPAD
**PARTICIAPTE IN
ACADEMIC AND
NON-ACADEMIC
ACTIVITIES
RESILIENCEY AND WELL-BEING
ANTI-BULLYING ACT AND
CHILD PROTECTION
POLICY AWARENESS
**CULTURAL
TOLERANCE OF
BULLYING
BEHAVIORS
PROJECT
PROTECT
PROJECT
W.A.T.C.H
**AWARENESS
CAMPAIGNS
EVIDENT NUMBER OF
MALNOURISHED LEARNERS
**INCONSISTENT
FEEDING
PROGRAMS
**SOCIO-
ECONOMIC
FACTORS
PROJECT
SOLUSYON SA
MALNUTRISYON
PROGRAM
**SCHOOL-BASED
FEEDING
PROGRAMS
**PARTNERSHIPS
WITH LOCAL
GOVERNMENT AND
NGOS
GOVERNANCE
OLD SCHOOL FACILITY ** LIMITED
BUDGET
ALLOCATION
PROJECT GUPIT
PROJECT
KRAYOLA
PROJECT PATUBIG
PROJECT I-
LIWANAG
PROJECT BLOOM
PROJECT
CONNECT
PROJECT MRF
PROJECT KISS-A-
ME
** IMPROVE
ACCESSIBILITY FOR
ALL LEARNERS
** DEVELOP A
RENOVATION PLAN
WITH CLEAR
PRIORITIES
FAILURE TO CONSTRUCT
HEROES PARK
PROJECT SUPER-
HEROES
LACK OF RECOGNITION
AND MOTIVATION SYSTEMS
FOR LEARNERS, SCHOOL
PERSONNEL AND
STAKEHOLDERS
** LOW FUNDING
FOR
RECOGNITION
PROGRAMS
PROJECT BIGAY-
AWARD
** DEVELOP
REGULAR
RECOGNITION
EVENTS
** ENCOURAGE
PARENT AND
COMMUNITY
INVOLVEMENT
** OFFER TANGIBLE
REWARDS AND

28
INCENTIVES
LACKS OF EFFICIENT AND
EFFECTIVE PRACTICES IN
MANAGING SCHOOL
FINANCES
** LIMITED
BUDGET
ALLOCATION
PROJECT
ELECTRIFICATION
PROJECT HI-
HELLO!
PROJECT K-
LINISAN
PROGRAM
PROJECT BIGAY-
SUPPLY
PROJECT LIPAD-
PASA
** INCREASE
TRANSPARENCY IN
FINANCIAL
REPORTING
** IMPROVE
FUNDRAISING AND
RESOURCE
GENERATION
LOW LEVEL OF
COMMUNITY
INVOLVEMENT
**
PRIORITIZATION
OF LIVELIHOOD
AND SURVIVAL
OVER
VOLUNTEERING
OR
PARTICIPATION
PROJECT TAGBO
PROJECT
BRIGADA
ESKWELA
** ALLOW
CONTRIBUTIONS IN
VARIOUS FORMS,
SUCH AS TIME,
LABOR, MATERIALS,
OR SKILLS, RATHER
THAN FOCUSING
SOLELY ON
FINANCIAL
DONATIONS
LOW LEVEL OF PROVIDING
TECHNICAL ASSISTANCE
TO TEACHERS
**
TECHNOLOGICAL
BARRIERS, SUCH
AS LIMITED
ACCESS TO
RESOURCES, MAY
HINDER THE
IMPLEMENTATION
OF TECH-
ENHANCED
TEACHING.
PROJECT LIPAD
**ENCOURAGE
PARTICIPATION IN
EXTERNAL
PROFESSIONAL
DEVELOPMENT
PROGRAMS,
INCLUDING
SEMINARS,
WEBINARS, AND
CONFERENCES, TO
KEEP UP WITH NEW
TRENDS AND
TECHNIQUES IN
EDUCATION.

29
3.4 Three-Year Indicative Plan
ACCESS
Strategy #2: Improve learners’ access to quality and learner friendly environment
SCHOOL IMPROVEMENT
PROJECT TITLE
PROJECT OBJECTIVE OUTPUT OF THE YEAR OUTPUT INDICATORS
TARGET
IMPLEMENTATION PERSON(S)
RESPOSIBLE
TOTAL
BUDGET
Budget
Source
Year
1
Year
2
Year
3
PROJECT CLOSE-TO-
YOU
To ensure the safety of school children
within the school premise
Ensured the safety of school children within
the school premise
Percentage of
completion
100 0 0
Teachers, Principal,
SPTA
P 6,768
MOOE.
SPTA
PROJECT ENCLOSURE
To promote the safety of the learners within
the school premises
Promoted safety of the learners within the
school premises
Number of span of
Perimeter Fence
Constructed
2 2 2
SPTA
P 27,072
MOOE.
SPTA
ACCESS
Strategy #3: Improve capacity to retain learners in schools.
PROJECT BISITA
To maintain zero dropouts by strengthening
student support systems.
Maintained zero dropouts by strengthening
student support systems.
Number of students
identified as at-risk
4 4 4
Teachers, Pupils,
Parents
P 1,500 SPTA
EQUITY
Strategy #2: Provide an inclusive, effective, culturally responsive, gender-sensitive, and safe learning environment to respond to
the situations of disadvantage.
PROJECT SNED
To strengthen the Special Needs Education
(SNED) Program by providing tailored
interventions, resources, and inclusive
learning environments that address the
unique needs of learners with disabilities
and special needs.
Strengthened the Special Needs Education
(SNED) Program by providing tailored
interventions, resources, and inclusive
learning environments that address the
unique needs of learners with disabilities
and special needs.
Number of learners
tagged in LIS with
learning difficulty
32 32 32
Teachers, Pupils,
Parents
P 32,000
OTHER
FUNDS
QUALITY
Strategy #1: Align curriculum and instruction methods in all subjects.
PROJECT RISE-
BAYONG
To intensify reading remediation programs
and interventions to ensure all learners
achieve independent reading levels,
contributing to sustainable educational
improvement and addressing literacy
challenges in Bayong Elementary School.
Achieve a 5% improvement in MPS across
all subjects
Intensified reading remediation programs
and interventions to ensure all learners
achieve independent reading levels,
contributing to sustainable educational
improvement and addressing literacy
challenges in Bayong Elementary School.
Achieve a 5% improvement in MPS across
all subjects
Number of
remediation sessions
conducted per month
for identified
struggling readers
4 4 4
Teachers, Pupils,
Parents,Principal
P 1,500
OTHER
FUNDS
PROJECT PRINT-
TEACH-CHELSAN
To provide printer to each teacher in every
grade level
Provided printer to each teacher in every
grade level
Number of Provided
Printers
2 0 0 Teachers, Principal P16,280
MOOE.
SPTA
PROJECT PRINT-
TEACH-EMAR
grade level
grade level
Number of Provided
Printers
2 0 0
Teachers, Principal P16,280 MOOE.
SPTA

30
PROJECT PRINT-
TEACH-MACELL
grade level
grade level
Number of Provided
Printers
2 0 0
SPTA
PROJECT PRINT-
TEACH-JHILL
grade level
grade level
Number of Provided
Printers
2 0 0
SPTA
PROJECT LIPAD
To enhance the knowledge of teachers,
learners and school head
Enhanced knowledge of teachers, learners
and school head
Number of trainings
and activities
attended
36 36 36
Teachers, Principal P156,240
MOOE.
SPTA
Strategy #1: Integrate children’s rights in the design of all DepEd programs and projects
PROJECT W.A.T.C.H
To instill the values of time consciousness
and honesty among students, teachers, and
staff by promoting responsible behavior,
punctuality, and integrity, thereby fostering
a disciplined and value-oriented school
community.
Instilled the values of time consciousness
and honesty among students, teachers, and
staff by promoting responsible behavior,
punctuality, and integrity, thereby
fostering a disciplined and value-oriented
school community.
Number of teachers
implemented and
integrated WATCH to
their lessons
8 8 8 Teachers, Principal P 690.00
OTHER
FUNDS
Strategy #6 Providing learners with basic health and nutritional services
PROJECT SOLUSYON
SA MALNUTRISYON
PROGRAM
To eradicate the number of malnourished
children from Kinder to Grade 6
Eradicated number of malnourished
children from Kinder to Grade 6
Number of children
dewormed
100 100 100
Teachers, Pupils,
Parents,Principal
P 5,000 OTHER
FUNDS
Strategy #7: Nurture and protecting learners’ mental and psychosocial health.
PROJECT PROTECT
To create a safe, respectful, and inclusive
school environment by implementing
programs that promote positive behavior
and prevent bullying.
Created a safe, respectful, and inclusive
school environment by implementing
programs that promote positive behavior
and prevent bullying.
Number of related
issues discussed
5 5 5
Teachers, Pupils,
Parents,Principal
P 1,500
OTHER
FUNDS
GOVERNANCE
EM#3 – Ideal Learning environment and adequate learning resources for learners ensured.
PROJECT GUPIT
To manage school projects and to maintain
clean and green environment
Managed school projects and to maintain
clean and green environment
Number of
grasscutting
conducted
12 12 12
SPTA P 108,000
MOOE.
SPTA
PROJECT KRAYOLA
To provide a bright, glowing school
building appearance of furniture and
fixtures
Provided a bright, glowing school building
appearance of furniture and fixtures
Number of Repainted
school building
3 3 3
SPTA P 20,304
MOOE.
SPTA
PROJECT PATUBIG
To provide water supply within the school
premise
Provided water supply within the school
premise
Number of water
system provided
8 0 0
SPTA
P 6,768
MOOE.
SPTA
PROJECT I-LIWANAG
To provide electric supply within the school
premise
Provided electric supply within the school
premise
Pecentage of
completion
100 0 0
SPTA
P 6,768
MOOE.
SPTA
PROJECT SUPER-
HEROES
To honor and preserve historical heritage
and cultural significance
Honored and preserved historical heritage
and cultural significance
Percentage of
completion
100 0 0
SPTA
P 27,072
MOOE.
SPTA
PROJECT BLOOM
To enhance the aesthetic appeal and
environmental sustainability of the school
grounds by constructing durable and eco-
friendly flower boxes, fostering a
welcoming and vibrant atmosphere that
Enhanced the aesthetic appeal and
environmental sustainability of the school
grounds by constructing durable and eco-
friendly flower boxes, fostering a
welcoming and vibrant atmosphere that
Percentage of
Completion
0 0 100
SPTA
P 15,000
MOOE.
SPTA

31
promotes appreciation for nature and
community pride.
promotes appreciation for nature and
community pride.
PROJECT CONNECT
To improve the efficiency and reliability of
the school’s network infrastructure by
installing LAN cables in every room,
ensuring seamless internet connectivity to
support teaching, learning, and
administrative functions.
Improved the efficiency and reliability of
the school’s network infrastructure by
installing LAN cables in every room,
ensuring seamless internet connectivity to
support teaching, learning, and
administrative functions.
Number of LAN cables
installed
0 3 4
SPTA
P 15,000
MOOE.
SPTA
PROJECT MRF
To construct a Material Recovery Facility
(MRF) to support efficient waste
segregation, recycling, and sustainable
waste management practices, promoting
environmental responsibility within the
school community.
Constructed a Material Recovery Facility
(MRF) to support efficient waste
segregation, recycling, and sustainable
waste management practices, promoting
environmental responsibility within the
school community.
Number of
constructed MRF
0 1 0
SPTA
MOOE.
SPTA
PROJECT KISS-A-ME
To replace the deteriorating ceiling of
Building 1 and to promote a secure and
healthy atmosphere for both students and
teachers.
Replaced the deteriorating ceiling of
Building 1 and to promote a secure and
healthy atmosphere for both students and
teachers.
Percentage (%) of
Completion
0 1 2
SPTA MOOE.
SPTA
GOVERNANCE
EM#4 - Internal systems and processes are efficient, responsive, modern and continuously improving.
PROJECT BIGAY-
AWARD
To give awards and recognition to honors
and deserving pupils
Given awards and recognition to honors
and deserving pupils
Number of Awards
and Recognition given
50 50 50
SPTA
P 24,420
MOOE.
SPTA
PROJECT BIGAY-
SUPPLY
To provide teachers the materials that are
needed for teaching learning instruction
Provided teachers the materials that are
Number of Months
appropriated
12 12 12 Teachers, Principal P48,840
MOOE.
SPTA
PROJECT
ELECTRIFICATION
Manage area of school finances adhering to
policies, guidelines and issuance in
allocation, procurement, disbursement and
liquidation aligned with the school plan
Managed areas of school finances adhering
to policies, guidelines and issuance in
allocation, procurement, disbursement and
liquidation aligned with the school plan
Number of Months
appropriated
12 12 12
SPTA
P 72,432
MOOE.
SPTA
PROJECT HI-HELLO!
To link devices and enable smooth
communication
Link devices and enable smooth
communicati
Number of Months
appropriated
12 12 12
SPTA
P 54,000
MOOE.
SPTA
PROJECT K-LINISAN
PROGRAM
Promote a clean and green environment Promoted clean and green environment
Number of Months
appropriated
12 12 12
SPTA
P 108,000
MOOE.
SPTA
PROJECT LIPAD-ASA To submit liquidations and reports Submitted liquidations and reports
Number of travel
undertakings
12 12 12
Teachers, Principal
P136,800
MOOE.
SPTA
GOVERNANCE
EM#5 - Key stakeholders actively collaborate to serve learners better
PROJECT TAGBO
To create a sustainable and supportive
learning environment by enhancing
stakeholder collaboration and promoting
shared accountability in school
development projects.
Created a sustainable and supportive
learning environment by enhancing
stakeholder collaboration and promoting
shared accountability in school
Number of
stakeholders involved
40 40 40
SPTA
P 1500
MOOE.
SPTA
PROJECT BRIGADA
ESKWELA
To trengthen partnerships with various
stakeholders and organizations through
Brigada Eskwela
Strengthened partnerships with various
Brigada Eskwela
Number of Sectors of
stakeholders attended
5 5 5
Pupils,
Stakeholders
P 1500
OTHER
FUNDS

32
3.5 Year 1 Work and Financial Plan (Annual Improvement Plan)
Table 3. Work and Financial Plan (Physical Target)
Output
Code
(OC)
Programs/ Projects Output
Activity
Code (AC)
Milestone
Activities
Performance
Indicator
(Activity,
Output &
Milestone)
FY 2025 PHYSICAL TARGET
Q1 Q2 Q3 Q4
Total
Physical
Jan.
Feb.
Mar.
Total
Apr.
May
June
Total
July
Aug.
Sept.
Total
Oct.
Nov.
Dec.
Total
Pillar 1 : Access
Intermediate Outcome: All school-age children, out-of-school youth, and adults accessed relevant basic learning opportunities
Sub-Intermediate Outcome:All learners stay in school
PROJECT CLOSE-TO-YOU
Ensured the safety of school children
within the school premise
Provision of
steel gate
Percentage
(%) of
Completion
0 0 0 0 0 100 0 100 0 0 0 0 0 0 0 0 100
PROJECT ENCLOSURE
Promoted safety of the learners within
the school premises
Construction of
Perimeter Fence
Number of
span of
Perimeter
Fence
Constructed
0 0 0 0 0 0 0 0 0 0 25 25 25 25 25 75 100
Pillar 1 : Access

33
PROJECT BISITA
Maintained zero dropouts by
strengthening student support systems.
Conduct regular
home visitation
Number of
students
identified as
at-risk
1 1 1 3 1 1 1 3 1 1 1 3 1 1 1 3 12
Pillar 2 : EQUITY
Intermediate Outcome: School-age children and youth and adults in situations of disadvantage benefited from appropriate equity initiatives.
Sub-Intermediate Outcome:All school-age children and youth and adults in disadvantaged situations are participating in inclusive basic learning opportunities and receiving
appropriate quality education.
Strategy #2: Provide an inclusive, effective, culturally responsive, gender-sensitive, and safe learning environment to respond to the situations of disadvantage.
PROJECT SNED
Strengthened the Special Needs
Education (SNED) Program by
providing tailored interventions,
resources, and inclusive learning
environments that address the unique
needs of learners with disabilities and
special needs.
Identify at-risk
students
through
attendance
tracking,
performance
monitoring, and
regular
consultations
with parents
Number of
learners
tagged in LIS
with learning
difficulty
0 0 0 0 0 0 0 0 0 0 0 0 32 0 0 32 32
Pillar 3 : QUALITY
Intermediate Outcome: Learners complete K to 12 basic education, having attained all learning standards that equip them with the necessary skills and attributes and are confident
to pursue their chosen paths.

34
Sub-Intermediate Outcome:Learners attain Stage 2 (Grades 4-6) learning standards in required literacy & numeracy skills apply 21st century skills to various real-life situations.
Project RISE-BAYONG ES (Reading Intensification for Sustainable Education
of BAYONG- PAGbasa'y Lutasin at Unahing Sulosyunan NGAyon Na!)
Intensified reading remediation programs and
interventions to ensure all learners achieve independent
reading levels, contributing to sustainable educational
improvement and addressing literacy challenges in
BAYONG ELEMENETARY SCHOOL.
Incorporate interactive and activity-based learning
strategies like games, group work, and practice
exercises.
Implement
Targeted
Remediation
Sessions
Number of
remediation
sessions
conducted
per month for
identified
struggling
readers
4 4 4 12 4 4 4 12 4 4 4 12 4 4 4 12 48
PROJECT PRINT-TEACH-CHELSAN
Achieved a 5% improvement Provided printer to each
teacher in every grade levelin MPS across all subjects
Provided printer
to each teacher
in every grade
level
Number of
Provided
Printers
1 1 0 2 0 0 0 0 0 0 0 0 0 0 0 0 2
PROJECT PRINT-TEACH-EMAR

35
Provided printer
to each teacher
in every grade
level
Number of
Provided
Printers
0 0 0 0 0 1 1 2 0 0 0 0 0 0 0 0 2
PROJECT PRINT-TEACH-MACELL
Provided printer
to each teacher
in every grade
level
Number of
Provided
Printers
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
PROJECT PRINT-TEACH-JHILL
Provided printer
to each teacher
in every grade
level
Number of
Provided
Printers
0 0 0 0 0 0 0 0 0 0 1 1 1 0 0 1 2
PROJECT LIPAD
Enhanced knowledge of teachers, learners and school
head

36
Attend trainings
and other
activities
Number of
trainings and
activities
attended
3 3 3 9 3 3 3 9 3 3 3 9 3 3 3 9 36
Pillar 4:RESILIENCY AND WELL-BEING
Intermediate Outcome: Learners are reselient, know teir rights, and have the life skills to protect themselves and claim their education-related rights from DepEd and other duty-
bearers to promote learner's well-being,
Sub-Intermediate Outcome:: Learners are served by a department that adheres to a rights-based education framework at all levels.
PROJECT W.A.T.C.H
Instilled the values of time consciousness and honesty
among students, teachers, and staff by promoting
responsible behavior, punctuality, and integrity, thereby
fostering a disciplined and value-oriented school
community.
Implementation
and integration
of WATCH
across all
learning areas
Number of
teachers
implemented
and
integrated
WATCH to
their lessons
8 0 0 8 0 0 0 0 0 0 0 0 0 8
Sub-Intermediate Outcome: Learners are served by a Department that adheres to a rights-based education framework at all levels.
PROJECT SOLUSYON SA MALNUTRISYON PROGRAM
Eradicated number of malnourished children from
Kinder to Grade 6

37
Deworming,
Handwashing
Number of
children
dewormed
0 50 50 100 0 0 0 0 0 0 0 0 0 0 0 0 100
Sub-Intermediate Outcome: Learners have the basic physical, mental, and emotional fortitude to cope with various challenges in life and to manage risks
Project PROTECT (Promoting Respect and Opportunities to Eliminate Child
Threats)
Created a safe, respectful, and inclusive school
environment by implementing programs that promote
positive behavior and prevent bullying.
Conduct
discussion of
issues related to
bullying and
child protection
policy
Number of
related issues
discussed
0 0 0 0 0 0 0 0 5 0 0 5 0 0 0 0 5
ENABLING MECHANISM
Intermediate Outcome: Efficient, nimble, and resilient governance, and a well-defined management process.
PROJECT GUPIT
Enhanced the physical infrastructure of the school.
Grasscutting
Number of
grasscutting
conducted
1 1 1 3 1 1 1 3 1 1 1 3 1 1 1 3 12
PROJECT KRAYOLA
Repainting of all
school building
walls
Number of
Classrooms
Repainted
0 0 0 0 0 0 8 8 0 0 0 0 0 0 0 0 8
PROJECT PATUBIG

38
Provision of
water supply
within the
school premise
Number of
water system
provided
0 0 0 0 0 0 0 0 8 0 0 8 0 0 0 0 8
PROJECT I-LIWANAG
Repair of
Electrical
System
Pecentage of
completion
0 0 0 0 0 0 0 0 0 100 0 100 0 0 0 0 100
PROJECT SUPER-HEROES
Construction of
Heroes Park
Pecentage of
completion
25 25 25 75 25 0 0 25 0 0 0 0 0 0 0 0 100
ENABLING MECHANISM
PROJECT BIGAY-AWARD
Given awards and recognition to honors and deserving
pupils
Giving of
Awards and
Recognition
Number
ofAwards and
Recognition
given
0 0 25 25 25 0 0 25 0 0 0 0 0 0 0 0 50
PROJECT BIGAY-
SUPPLY
Provided teachers the materials that are needed for
teaching learning instruction
Provision of
Teaching
Supplies
Number of
Months
appropriated
0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 2 2
PROJECT
ELECTRIFICATION
Managed areas of school finances adhering to policies,
guidelines and issuance in allocation, procurement,
disbursement and liquidation aligned with the school
plan

39
Aprropriation of
Mandatory
Electric Bill
Number of
Months
appropriated
1 1 1 3 1 1 1 3 1 1 1 3 1 1 1 3 12
PROJECT HI-
HELLO!
Link devices and enable smooth communicati
Strong Internet
Connection
Number of
Months
appropriated
1 1 1 3 1 1 1 3 1 1 1 3 1 1 1 3 12
PROJECT K-
LINISAN
PROGRAM
Promoted clean and green environment
Active Janitorial
Activities
Number of
Months
appropriated
1 1 1 3 1 1 1 3 1 1 1 3 1 1 1 3 12
PROJECT LIPAD-
PASA
Submitted liquidations and reports
Submission of
liquidations and
other reports
Number of
travel
undertakings
1 1 1 3 1 1 1 3 1 1 1 3 1 1 1 3 12
ENABLING MECHANISM
PROJECT TAGBO
Created a sustainable and supportive learning
environment by enhancing stakeholder collaboration
and promoting shared accountability in school
Conduct
Parent’s Tagbo
Number of
stakeholders
involved
0 0 0 0 0 0 0 0 0 40 0 40 0 0 0 0 40

40
Project BRIGADA ESKWELA
Strengthened partnerships with various stakeholders and
organizations through Brigada Eskwela
Conduct
Brigada Eskwela
Number of
Sectors of
stakeholders
attended
0 0 0 0 0 5 0 5 0 0 0 0 0 0 0 0 5
Table 4. Work and Financial Plan (Obligation Program)
Outpu
t
Code
(OC)
Programs/ Projects
Outpu
t
Activity
Code
(AC)
Mileston
e
Activities
Performance
Indicator
(Activity,
Output &
Milestone)
FY 2025 OBLIGATION PROGRAM
For
Downloading
(Y/N)
Total
Cash
Program
Tax
Remittance
Advice
Program,
Net
of
TRA
Total
Obligatio
n
Q1 Q2 Q3 Q4
Jan.
Feb.
Mar.
Total
Apr.
May
June
Total
July
Aug.
Sept.
Total
Oct.
Nov.
Dec.
Total
Pillar 1 : Access
Ensured the safety of school
children within the school
premise
Provision of
steel gate
Percentage
(%) of
Completion
6,768.00
0.00
0.00
0.00
0.00
0.00
6,768.00
0.00
6,768.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
N
6,768.00
338.40
6,429.60
PROJECT ENCLOSURE

41
Promoted safety of the learners
within the school premises
Construction
of Perimeter
Fence
Number of
span of
Perimeter
Fence
Constructe
d
27,072.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
6,768.00
6,768.00
6,768.00
6,768.00
6,768.00
20,304.00
N
27,072.00
1,353.60
25,718.40
Pillar 1 : Access
PROJECT BISITA
strengthening student support
systems.
Conduct
regular home
visitation
Number of
students
identified
as at-risk
1,200.00
100.00
100.00
100.00
300.00
100.00
100.00
100.00
300.00
100.00
100.00
100.00
300.00
100.00
100.00
100.00
300.00
N
1,200.00
60.00
1,140.00
Pillar 2 : EQUITY
PROJECT SNED

42
providing tailored
interventions, resources, and
inclusive learning environments
that address the unique needs
of learners with disabilities and
special needs.
Identify at-
risk students
through
attendance
tracking,
performance
monitoring,
and regular
consultations
with parents
Number of
learners
tagged in
LIS with
learning
difficulty
32,000.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
32,000.00
0.00
0.00
32,000.00
N
32,000.00
1,600.00
30,400.00
Pillar 3 : QUALITY
Intermediate Outcome: Learners complete K to 12 basic education, having attained all learning standards that equip them with the necessary skills and attributes and are
confident to pursue their chosen paths.
Sub-Intermediate Outcome: Learners attain Stage 2 (Grades 4-6) learning standards in required literacy & numeracy skills apply 21st century skills to various real-life situations.
Project RISE-BAYONG ES (Reading Intensification for
Sustainable Education of BAYONG- PAGbasa'y Lutasin at
Unahing Sulosyunan NGAyon Na!)

43
interventions to ensure all learners achieve
independent reading levels, contributing to
sustainable educational improvement and
addressing literacy challenges in Bayong
Elementary School.
Incorporate interactive and activity-based
learning strategies like games, group work,
and practice exercises.
Implement
Targeted
Remediation
Sessions
Number of
remediatio
n sessions
conducted
per month
for
identified
struggling
readers
2,760.00
230.00
230.00
230.00
690.00
230.00
230.00
230.00
690.00
230.00
230.00
230.00
690.00
230.00
230.00
230.00
690.00
N
2,760.00
138.00
2,622.00
Achieved a 5% improvement Provided printer
to each teacher in every grade levelin MPS
across all subjects
Provided
printer to
each teacher
in every
grade level
Number of
Provided
Printers
16,280.00
8,140.00
8,140.00
0.00
16,280.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
N
16,280.00
814.00
15,466.00
across all subjects
Provided
printer to
each teacher
in every
grade level
Number of
Provided
Printers
16,280.00
0.00
0.00
0.00
0.00
0.00
8,140.00
8,140.00
16,280.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
N
16,280.00
814.00
15,466.00

44
across all subjects
Provided
printer to
each teacher
in every
grade level
Number of
Provided
Printers
16,280.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
8,140.00
8,140.00
0.00
16,280.00
0.00
0.00
0.00
0.00
N
16,280.00
814.00
15,466.00
across all subjects
Provided
printer to
each teacher
in every
grade level
Number of
Provided
Printers
16,280.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
8,140.00
8,140.00
8,140.00
0.00
0.00
8,140.00
N
16,280.00
814.00
15,466.00
PROJECT LIPAD
Enhanced knowledge of teachers, learners and
school head
Attend
trainings and
other
activities
Number of
trainings
and
activities
attended
52,080.00
4,340.00
4,340.00
4,340.00
13,020.00
4,340.00
4,340.00
4,340.00
13,020.00
4,340.00
4,340.00
4,340.00
13,020.00
4,340.00
4,340.00
4,340.00
13,020.00
N
52,080.00
2,604.00
49,476.00

45
Pillar 4: RESILIENCY AND WELL-BEING
Sub-Intermediate Outcome: Learners are served by a department that adheres to a rights-based education framework at all levels.
PROJECT W.A.T.C.H
Instilled the values of time consciousness and
honesty among students, teachers, and staff by
promoting responsible behavior, punctuality,
and integrity, thereby fostering a disciplined
and value-oriented school community.
Implementati
on and
integration of
WATCH
across all
learning
areas
Number of
teachers
implemente
d and
integrated
WATCH to
their
lessons
230.00
230.00
0.00
0.00
230.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
N
230.00
11.50
218.50
Sub-Intermediate Outcome: Learners are served by a department that adheres to a rights-based education framework at all levels.
Eradicated number of malnourished children
from Kinder to Grade 6
Deworming,
Handwashing
Number of
children
dewormed
5,000.00
0.00
2,500.00
2,500.00
5,000.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
N
5,000.00
250.00
4,750.00
Intermediate Outcome: Learners are reselient, know teir rights, and have the life skills to protect themselves and claim their education-related rights from DepEd and other
duty-bearers to promote learner's well-being,

46
Project PROTECT (Promoting Respect and Opportunities to
Eliminate Child Threats)
environment by implementing programs that
promote positive behavior and prevent
bullying.
Conduct
discussion of
issues related
to bullying
and child
protection
policy
Number of
related
issues
discussed
500.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
500.00
0.00
0.00
500.00
0.00
0.00
0.00
0.00
N
500.00
25.00
475.00
ENABLING MECHANISM
PROJECT GUPIT
Enhanced the physical infrastructure of the
school.
Grasscutting
Number of
grasscuttin
g
conducted
36,000.00
3,000.00
3,000.00
3,000.00
9,000.00
3,000.00
3,000.00
3,000.00
9,000.00
3,000.00
3,000.00
3,000.00
9,000.00
3,000.00
3,000.00
3,000.00
9,000.00
N
36,000.00
1,800.00
34,200.00
PROJECT KRAYOLA
school.
Repainting of
all school
building walls
Number of
Classrooms
Repainted
6,768.00
0.00
0.00
0.00
0.00
0.00
0.00
6,768.00
6,768.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
N
6,768.00
338.40
6,429.60

47
PROJECT PATUBIG
school.
Provision of
water supply
within the
school
premise
Number of
water
system
provided
6,768.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
6,768.00
0.00
0.00
6,768.00
0.00
0.00
0.00
0.00
N
6,768.00
338.40
6,429.60
PROJECT I-LIWANAG
school.
Repair of
Electrical
System
Pecentage
of
completion
6,768.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
6,768.00
0.00
6,768.00
0.00
0.00
0.00
0.00
N
6,768.00
338.40
6,429.60
school.

48
Construction
of Heroes
Park
Pecentage
of
completion
27,072.00
6,768.00
6,768.00
6,768.00
20,304.00
6,768.00
0.00
0.00
6,768.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
N
27,072.00
1,353.60
25,718.40
ENABLING MECHANISM
PROJECT BIGAY-AWARD
Given awards and recognition to honors and
deserving pupils
Giving of
Awards and
Recognition
Number
ofAwards
and
Recognition
given
16,280.00
0.00
0.00
8,140.00
8,140.00
8,140.00
0.00
0.00
8,140.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
N
16,280.00
814.00
15,466.00
PROJECT BIGAY-
SUPPLY
Provided teachers the materials that are
Provision of
Teaching
Supplies
Number of
Months
appropriate
d
16,280.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
8,140.00
8,140.00
16,280.00
N
16,280.00
814.00
15,466.00
PROJECT
ELECTRIFICATI
ON
Managed areas of school finances adhering to
policies, guidelines and issuance in allocation,
procurement, disbursement and liquidation
aligned with the school plan

49
Aprropriation
of Mandatory
Electric Bill
Number of
Months
appropriate
d
24,144.00
2,012.00
2,012.00
2,012.00
6,036.00
2,012.00
2,012.00
2,012.00
6,036.00
2,012.00
2,012.00
2,012.00
6,036.00
2,012.00
2,012.00
2,012.00
6,036.00
N
24,144.00
1,207.20
22,936.80
PROJECT HI-
HELLO!
Link devices and enable smooth communicati
Strong
Internet
Connection
Number of
Months
appropriate
d
18,000.00
1,500.00
1,500.00
1,500.00
4,500.00
1,500.00
1,500.00
1,500.00
4,500.00
1,500.00
1,500.00
1,500.00
4,500.00
1,500.00
1,500.00
1,500.00
4,500.00
N
18,000.00
900.00
17,100.00
PROJECT K-
LINISAN
PROGRAM
Promoted clean and green environment
Active
Janitorial
Activities
Number of
Months
appropriate
d
36,000.00
3,000.00
3,000.00
3,000.00
9,000.00
3,000.00
3,000.00
3,000.00
9,000.00
3,000.00
3,000.00
3,000.00
9,000.00
3,000.00
3,000.00
3,000.00
9,000.00
N
36,000.00
1,800.00
34,200.00
PROJECT LIPAD-
PASA

50
Submission of
liquidations
and other
reports
Number of
travel
undertakin
gs
45,600.00
3,800.00
3,800.00
3,800.00
11,400.00
3,800.00
3,800.00
3,800.00
11,400.00
3,800.00
3,800.00
3,800.00
11,400.00
3,800.00
3,800.00
3,800.00
11,400.00
N
45,600.00
2,280.00
43,320.00
ENABLING MECHANISM
PROJECT TAGBO
environment by enhancing stakeholder
collaboration and promoting shared
accountability in school development projects.
Conduct
Parent’s
Tagbo
Number of
stakeholder
s involved
2,000.00
0.00
0.00
500.00
500.00
0.00
0.00
500.00
500.00
0.00
0.00
500.00
500.00
0.00
0.00
500.00
500.00
N
2,000.00
100.00
1,900.00
Brigada Eskwela
Conduct
Brigada
Eskwela
Number of
Sectors of
stakeholder
s attended
230.00
0.00
0.00
0.00
0.00
0.00
230.00
0.00
230.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
N
230.00
11.50
218.50

51
Table 5. Work and Financial Plan (Disbursement Program)
Outpu
t Code
(OC)
Programs/ Projects
Outpu
t
Activity
Code
(AC)
Mileston
e
Activities
Performance
Indicator
(Activity,
Output &
Milestone)
FY 2025 MONTHLY DISBURSEMENT PROGRAM
REMARKS
Total
Disbursemen
t
Q1 Q2 Q3 Q4
Jan.
Feb.
Mar.
Total
Apr.
May
June
Total
July
Aug.
Sept.
Total
Oct.
Nov.
Dec.
Total
Pillar 1 : Access
Ensured the safety of school
children within the school premise
Provision of
steel gate
Percentage
(%) of
Completion
6,768.00
0.00
0.00
0.00
0.00
0.00
6,768.00
0.00
6,768.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
MOOE
FUND
PROJECT ENCLOSURE
Promoted safety of the learners
within the school premises
Construction of
Perimeter
Fence
Number of
span of
Perimeter
Fence
Constructed
27,072.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
6,768.00
6,768.00
6,768.00
6,768.00
6,768.00
20,304.00
MOOE
FUND
Pillar 1 : Access

52
PROJECT BISITA
strengthening student support
systems.
Conduct
regular home
visitation
Number of
students
identified as
at-risk
1,200.00
100.00
100.00
100.00
300.00
100.00
100.00
100.00
300.00
100.00
100.00
100.00
300.00
100.00
100.00
100.00
300.00
OTHER
FUNDS
Pillar 2 : EQUITY
PROJECT SNED
providing tailored interventions,
resources, and inclusive learning
environments that address the
unique needs of learners with
disabilities and special needs.
Identify at-risk
students
through
attendance
tracking,
performance
monitoring,
and regular
consultations
with parents
Number of
learners
tagged in LIS
with
learning
difficulty
32,000.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
32,000.00
0.00
0.00
32,000.00
OTHER
FUNDS
Pillar 3 : QUALITY
Intermediate Outcome: Learners complete K to 12 basic education, having attained all learning standards that equip them with the necessary skills and attributes and are
confident to pursue their chosen paths.

53
Sub-Intermediate Outcome:Learners attain Stage 2 (Grades 4-6) learning standards in required literacy & numeracy skills apply 21st century skills to various real-life situations.
Project RISE-BAYONG ES (Reading Intensification for Sustainable
Education of BAYONG- PAGbasa'y Lutasin at Unahing Sulosyunan
NGAyon Na!)
interventions to ensure all learners achieve
independent reading levels, contributing to
sustainable educational improvement and
addressing literacy challenges in Bayong
Elementary School.
Incorporate interactive and activity-based learning
strategies like games, group work, and practice
exercises.
Implement
Targeted
Remediation
Sessions
Number of
remediation
sessions
conducted
per month
for identified
struggling
readers
2,760.00
230.00
230.00
230.00
690.00
230.00
230.00
230.00
690.00
230.00
230.00
230.00
690.00
230.00
230.00
230.00
690.00
OTHER
FUNDS
Achieved a 5% improvement Provided printer to
each teacher in every grade levelin MPS across all
subjects
Provided
printer to each
teacher in
every grade
level
Number of
Provided
Printers
16,280.00
8,140.00
8,140.00
0.00
16,280.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
MOOE
FUND

54
subjects
Provided
printer to each
teacher in
every grade
level
Number of
Provided
Printers
16,280.00
0.00
0.00
0.00
0.00
0.00
8,140.00
8,140.00
16,280.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
MOOE
FUND
subjects
Provided
printer to each
teacher in
every grade
level
Number of
Provided
Printers
16,280.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
8,140.00
8,140.00
0.00
16,280.00
0.00
0.00
0.00
0.00
MOOE
FUND
subjects

55
Provided
printer to each
teacher in
every grade
level
Number of
Provided
Printers
16,280.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
8,140.00
8,140.00
8,140.00
0.00
0.00
8,140.00
MOOE
FUND
PROJECT LIPAD
Enhanced knowledge of teachers, learners and
school head
Attend
trainings and
other activities
Number of
trainings and
activities
attended
52,080.00
4,340.00
4,340.00
4,340.00
13,020.00
4,340.00
4,340.00
4,340.00
13,020.00
4,340.00
4,340.00
4,340.00
13,020.00
4,340.00
4,340.00
4,340.00
13,020.00
MOOE
FUND
Sub-Intermediate Outcome:: Learners are served by a department that adheres to a rights-based education framework at all levels.
PROJECT W.A.T.C.H
Instilled the values of time consciousness and
honesty among students, teachers, and staff by
promoting responsible behavior, punctuality, and
integrity, thereby fostering a disciplined and value-
oriented school community.
Implementatio
n and
integration of
WATCH across
all learning
areas
Number of
teachers
implemented
and integrated
WATCH to
their lessons
230.00
230.00
0.00
0.00
230.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
OTHER
FUNDS

56
Sub-Intermediate Outcome: Learners are served by a Department that adheres to a rights-based education framework at all levels.
Eradicated number of malnourished children from
Kinder to Grade 6
Deworming,
Handwashing
Number of
children
dewormed
5,000.00
0.00
2,500.00
2,500.00
5,000.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
OTHER
FUNDS
Project PROTECT (Promoting Respect and Opportunities to Eliminate
Child Threats)
environment by implementing programs that
promote positive behavior and prevent bullying.
Conduct
discussion of
issues related
to bullying and
child
protection
policy
Number of
related
issues
discussed
500.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
500.00
0.00
0.00
500.00
0.00
0.00
0.00
0.00
OTHER
FUNDS
ENABLING MECHANISM

57
PROJECT GUPIT
Grasscutting
Number of
grasscutting
conducted
36,000.00
3,000.00
3,000.00
3,000.00
9,000.00
3,000.00
3,000.00
3,000.00
9,000.00
3,000.00
3,000.00
3,000.00
9,000.00
3,000.00
3,000.00
3,000.00
9,000.00
MOOE
FUND
PROJECT KRAYOLA
Repainting of
all school
building walls
Number of
Classrooms
Repainted
6,768.00
0.00
0.00
0.00
0.00
0.00
0.00
6,768.00
6,768.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
MOOE
FUND
PROJECT PATUBIG
Provision of
water supply
within the
school premise
Number of
water
system
provided
6,768.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
6,768.00
0.00
0.00
6,768.00
0.00
0.00
0.00
0.00
MOOE
FUND
PROJECT I-LIWANAG

58
Repair of
Electrical
System
Pecentage of
completion
6,768.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
6,768.00
0.00
6,768.00
0.00
0.00
0.00
0.00
MOOE
FUND
Construction of
Heroes Park
Pecentage of
completion
27,072.00
6,768.00
6,768.00
6,768.00
20,304.00
6,768.00
0.00
0.00
6,768.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
MOOE
FUND
ENABLING MECHANISM
PROJECT BIGAY-AWARD
Given awards and recognition to honors and
deserving pupils
Giving of
Awards and
Recognition
Number
ofAwards
and
Recognitio
n
given
16,280.00
0.00
0.00
8,140.00
8,140.00
8,140.00
0.00
0.00
8,140.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
MOOE
FUND
PROJECT BIGAY-
SUPPLY

59
Provided
teachers
the
materials
that
are
needed
for
teaching
learning
instruction
Provision of
Teaching
Supplies
Number
of
Months
appropriat
ed
16,280.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
8,140.00
8,140.00
16,280.00
MOOE
FUND
PROJECT
ELECTRIFICATIO
N
Managed
areas
of
school
finances
adhering
to
policies,
guidelines
and
issuance
in
allocation,
procurem
ent,
disbursem
ent
and
liquidation
aligned
with
the
school
plan
Aprropriation
of Mandatory
Electric Bill
Number
of
Months
appropriat
ed
24,144.00
2,012.00
2,012.00
2,012.00
6,036.00
2,012.00
2,012.00
2,012.00
6,036.00
2,012.00
2,012.00
2,012.00
6,036.00
2,012.00
2,012.00
2,012.00
6,036.00
MOOE
FUND
PROJECT HI-
HELLO!
Link
devices
and
enable
smooth
communic
ati
Strong Internet
Connection
Number
of
Months
appropriat
ed
18,000.00
1,500.00
1,500.00
1,500.00
4,500.00
1,500.00
1,500.00
1,500.00
4,500.00
1,500.00
1,500.00
1,500.00
4,500.00
1,500.00
1,500.00
1,500.00
4,500.00
MOOE
FUND

60
PROJECT K-
LINISAN
PROGRAM
Promoted
clean
and
green
environme
nt
Active
Janitorial
Activities
Number
of
Months
appropriat
ed
36,000.00
3,000.00
3,000.00
3,000.00
9,000.00
3,000.00
3,000.00
3,000.00
9,000.00
3,000.00
3,000.00
3,000.00
9,000.00
3,000.00
3,000.00
3,000.00
9,000.00
MOOE
FUND
PROJECT LIPAD-
PASA
Submission of
liquidations
and other
reports
Number of
travel
undertaking
s
45,600.00
3,800.00
3,800.00
3,800.00
11,400.00
3,800.00
3,800.00
3,800.00
11,400.00
3,800.00
3,800.00
3,800.00
11,400.00
3,800.00
3,800.00
3,800.00
11,400.00
MOOE
FUND
ENABLING MECHANISM
PROJECT TAGBO
environment by enhancing stakeholder
collaboration and promoting shared accountability
in school development projects.

61
Conduct
Parent’s Tagbo
Number of
stakeholders
involved
2,000.00
0.00
0.00
500.00
500.00
0.00
0.00
500.00
500.00
0.00
0.00
500.00
500.00
0.00
0.00
500.00
500.00
OTHER
FUNDS
stakeholders and organizations through Brigada
Eskwela
Conduct
Brigada
Eskwela
Number of
Sectors of
stakeholders
attended
230.00
0.00
0.00
0.00
0.00
0.00
230.00
0.00
230.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
OTHER
FUNDS

62
Chapter IV: School Monitoring Evaluation and
Adjustments (SMEA)
To effectively monitor and evaluate the progress of planned targets set by the
School Planning Team (SPT) of Bayong Elementary School, the School Monitoring,
Evaluation, and Adjustment (SMEA) program will be implemented. This program will
capture critical information and insights regarding the school’s performance and
utilize this data to guide potential adjustments to existing plans. Additionally, a project
monitoring report, using either the designated form or the Division-prescribed SMEA
template, will be employed to streamline the tracking and evaluation of the planned
targets' implementation.
Name of Project
Project
objectives and
targets
Date of
monitori
ng
Accomplishments/s
tatus to date
Issues/Problems/Chall
enges
Recommendations/A
ction Points
Signatu
re of
SPT
PROJECT
CLOSE-TO-YOU
To ensure
the safety of
school
children
within the
school
premise.
PROJECT
ENCLOSURE
To promote
safety of the
learners
within the
school
premises
PROJECT
BISITA
To maintain
zero
dropouts by
strengtheni
ng student
support
systems.
PROJECT SNED
To
strengthen
the Special
Needs
Education
(SNED)
Program by
providing
tailored
intervention
s,
resources,
and
inclusive
learning

63
environmen
ts that
address the
unique
needs of
learners
with
disabilities
and special
needs.
Project RISE-
BAYONG ES
(Reading
Intensification
for Sustainable
Education of
BAYONG-
PAGbasa'y
Lutasin at
Unahing
Sulosyunan
NGAyon Na!)
To intensify
reading
remediation
programs
and
intervention
s to ensure
all learners
achieve
independen
t reading
levels,
contributing
to
sustainable
educational
improveme
nt and
addressing
literacy
challenges
in Bayong
Elementary
School.
Incorporate
interactive
and activity-
based
learning
strategies
like games,
group work,
and practice
exercises.
PROJECT
PRINT-TEACH-
CHELSAN
To achieve a
5%
improveme
nt Provided
printer to
each
teacher in
every grade
levelin MPS
across all
subjects
PROJECT
PRINT-TEACH-
EMAR
To achieve a
5%
improveme
nt Provided
printer to
each
teacher in

64
every grade
levelin MPS
across all
subjects
PROJECT
PRINT-TEACH-
MACELL
To achieve a
5%
improveme
nt Provided
printer to
each
teacher in
every grade
levelin MPS
across all
subjects
PROJECT
PRINT-TEACH-
JHILL
To achieve a
5%
improveme
nt Provided
printer to
each
teacher in
every grade
levelin MPS
across all
subjects
PROJECT
LIPAD
To enhance
knowledge
of teachers,
learners
and school
head
Project
W.A.T.C.H
To instill the
values of
time
consciousne
ss and
honesty
among
students,
teachers,
and staff by
promoting
responsible
behavior,
punctuality,
and
integrity,
thereby
fostering a
disciplined
and value-
oriented
school
community.
PROJECT
GUPIT
To enhance
the physical
infrastructur
e of the
school.
Project
PROTECT
To create a
safe,

65
(Promoting
Respect and
Opportunities to
Eliminate Child
Threats)
respectful,
and
inclusive
school
environmen
t by
implementi
ng
programs
that
promote
positive
behavior
and prevent
bullying.
PROJECT
KRAYOLA
To enhance
the physical
infrastructur
e of the
school.
PROJECT
PATUBIG
To enhance
the physical
infrastructur
e of the
school.
PROJECT I-
LIWANAG
To enhance
the physical
infrastructur
e of the
school.
PROJECT
SUPER-HEROES
To enhance
the physical
infrastructur
e of the
school.
PROJECT
BIGAY-AWARD
To give
awards and
recognition
to honors
and
deserving
pupils
PROJECT
BIGAY-SUPPLY
To provide
teachers the
materials
that are
needed for
teaching
learning
instruction
PROJECT
ELECTRIFICAT
ION
To manage
areas of
school
finances
adhering to
policies,
guidelines
and
issuance in
allocation,
procuremen
t,

66
disburseme
nt and
liquidation
aligned with
the school
plan
PROJECT HI-
HELLO!
To link
devices and
enable
smooth
communicat
ion
PROJECT
LIPAD-PASA
To submit
liquidations
and reports
PROJECT
TAGBO
To create a
sustainable
and
supportive
learning
environmen
t by
enhancing
stakeholder
collaboratio
n and
promoting
shared
accountabili
ty in school
developme
nt projects.
Project
BRIGADA
ESKWELA
To
strengthen
partnership
s with
various
stakeholder
s and
organization
s through
Brigada
Eskwela

67
Chapter V: Risk Management Plan
No.
Identified
Risks
Likelihood
(L)
1-Unlikely
2-Moderate
3-Low
4-High
5-Expected
Severity
Impact (I)
1-
Insignificant
2-Minor
Significant
3-Significant
4-Major
Significant
5-Highly
Significant
Overall Rating
(L x I)
1-4, Low
Priority
5-9, Medium
Priority
10-25, High
Priority
Mitigation
Strategies
INSTITUTIONAL
1
Non-
implementation
of the planned
PAPs
4 5
20
High Priority
Crafting of
policies and
guidelines on
the
implementation
of SIP
2
Change of
administration
4 4
16
High Priority
Development
and
implementation
of contingency
plans for
change of
administration
FINANCIAL
Fiscal matters
and issues
5 5
25
High Priority
Development
and
implementation
of contingency
plans for fiscal
matters and
issues
Fiscal matters
and issues
OPERATIONAL
Complaints on
implemented
PAPs
2 3
6
Medium
Priority
Development of
Manual of
Impact
Assessment
framework
Complaints on
implemented
PAPs
CAPACITY
1
Supervisory
and Managerial
Concerns
3 3
9
Medium
Priority
Compliance to
unified SGOD
Monitoring
2
Lack of
Orientation or
Capacity
Building
4 5
20
High Priority
Attendance to
Orientation and
Capacity and
participation
toy Building

68
ENVIRONMENTAL
1 Calamities 5 5
25
High Priority
Development
and
implementation
of contingency
plans for
calamities like
earthquake,
landslides,
flooding, etc.
2
Political issues
and concerns
4 4
16
High Priority
Development
and
implementation
of contingency
plans for
political issues
and concern

BAYONG ELEMENTARY SCHOOL (SCHOOL IMPROVEMENT PLAN 2025-2028)

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