Final-Rene CES-3-Year-Plan-Template.pptx

Rene Cayetano Elementary School- 3 Year Plan
Priority 1: Keep School Age Children in School
ACTION POINTS Specific Implementation Details Success Measures
Timing
Strategy 1:
Enhance early
childhood education
enrollment campaigns,
partnerships with key
stakeholders to ensure
intake and
participation of
Kindergarten learners

Timing
Strategy 2:
Elevate early
intervention and
learner support
programs in
Kindergarten and
Grade 1 to strengthen
school readiness,
ensuring that young
learners are
motivated, supported,
and retained in
schools

Timing
Strategy 3:
Intensify partnership
with the LGU and SPTA
on the conduct of
training-workshop for
the parents in schools

Priority 2: Improve Foundational Skills of Learners
Timing
Strategy 1:
Strengthen Literacy
and Numeracy
through ARAL
Program and other
research-based
remediation
programs

Timing
Strategy 2:
Champion literacy and
numeracy in schools

Timing
Strategy 3:
Establish a systematic
data collection and
monitoring mechanism
on learners’ proficiency
levels in English,
Mathematics, and
Science from grades 1-
10 to generate evidence-
based insights for
targeted interventions
and policy decisions
Project Sci-LEX: A Teacher-Made Application to Strengthen
Science Vocabulary and Concept Understanding of Learners
Phase 1-4
1. Conduct a diagnostic test to identify Science vocabulary
gaps.
2. Review Grade 5 Science competencies and outline app
content.
3. Consult Science and ICT experts for feedback.
4. Prepare vocabulary lists with visuals and definitions.
5. Develop interactive quizzes and games.
6. Design the Sci-LEX interface and integrate offline features.
7. Validate content with experts and pilot test the app.
8. Revise based on user feedback and ensure full functionality.
9. Finalize and install the app; prepare a user guide.
10. Conduct orientation for teachers and pupils.
Phase 5
11. Integrate Sci-LEX into Science lessons and an independent
learning at home.
12. Monitor use, collect data, and evaluate result
Magic Science Box; Enhancing Pupils' Curiosity Through
Weekly
1. Identify science topics for experimentation; prepare “Magic
Science Boxes.”
2. Conduct one “Magic Science Box” experiment each week in
line with the lesson
3. Record pupil engagement and reactions using observation
tools and photos
4. Gather feedback from pupils; assess performance before and
after the project.
5. Present results during Learning Action Cell (LAC) or school
science showcase.
November 2025- January 2026
January 2026-March 2026
June–July 2026
August–October 2026
November 2026
December 2026
• At least 70–80% of learners
demonstrate mastery of key Science
terms.
• Reduction in common vocabulary errors
during class discussions and written
tasks.
• Remedial/targeted intervention
implemented
• Submit and implement a development
plan
• Submit progress and monitoring reports
• Evident improvement in learners’
reading proficiency
• Recognition of schools, implementers,
and partners through awards and
citations
• Ready boxes for weekly activities.
• Active participation and curiosity during
science lessons.
• 80% of pupils show active engagement.
• 20% improvement in post-assessment
results.
• Recognition of best practice in science
innovation.

Priority 3: Capacitate School Heads and Teachers
Timing
Strategy 1:
Enhance teaching quality
through Professional
Development Program for
Teachers and Master
Teachers on Content
Knowledge and Pedagogy

Timing
Strategy 2:
Enhance leadership skills,
management capabilities,
and instructional vision
through Professional
Development for School
Head, Master Teachers &
Teachers.

Timing
Strategy 3:
Upskill Teachers on Phil-
IRI Implementation

Priority 4: Ensure Learner Centered Environment
Timing
Strategy 1:
Ensure safe and
nurturing Caloocan
schools

Timing
Strategy 2:
Maintain WiNs 3
Star rating.

Timing
Strategy 3:
Enhance the
implementation of
the School- Based
Feeding Program
at the School Level

Timing
Strategy 4:
Enhance mental
health crisis response
in schools by
upskilling teaching
personnel to provide
timely support,
appropriate
interventions, and
referrals
that promote
learners’ well- being

Priority 5: Strengthen Governance
Timing
Strategy 1:
Develop and utilize
a data dashboard
for continuous
collection, analysis,
and reporting to
identify learning
gaps, inform
decision-making,
and monitor
progress toward
education goals
Develop the “RCES
Dashboard: Data at Your
Fingertips.”
aligned with DepEd NCR’s
priority areas. Develop
PARADIGM (Planning and
Research Administrative
Database in Governance and
Monitoring)
July 2025 to
December 2028
Data Completeness:
95% completeness.
100% of schools
established their
QBEDP Dashboard by SY
2025-2026. PARADIGM
Utilization Rate target is
100% by FY 2029.

Timing
Strategy 2:
Establish functional
School Governing
Councils (SGCs) as the
school’s governance and
community-mobilizing
body to plan, fund,
promote and monitor
mental health support

Timing
Strategy 3:
Create a coordinated,
multi-stakeholder
partnership platform to
align efforts, share
resources, and
implement school
prioritize effectively
emphasizing clear roles,
regular communications,
and joint activities focus
on shared goals.

Project SEARCH (Students Enumeration And
Reaching Children at Home)
1.Mapping of 5-years-old learner in Brgy 176-D with
the help of the Barangay.
2. Strengthen Early Registration information
dissemination campaigns.
1.Identify the number of 5-year-old
children residents of Brgy. 176-D.
2. 20 % increase in every Early
Registration rate every year
Strategy 1: Strengthen
Literacy and Numeracy
through ARAL Program and
other research-based
remediation programs
Project DORI (Drop-Out and Recovery Initiatives)
1. Identify the learners at risk of dropping out among
Kindergarten to Grade 6.
2. Implement attendance monitoring through an online
facility for reporting daily attendance.
3. Intensify home visitation effort of class advisers of
learners at risk
Quarterly data monitoring of learners-at-risk
100% of the school transmit attendance data to
through the online facility
Guidelines and Process Flow on the Conduct of
Home visitation
Strategy 2: Strategy 2: Elevate early
intervention and learner support
programs in Kindergarten and
Grade 1 to strengthen school
readiness, ensuring that young
learners are motivated, supported,
and retained in schools
Anak ko, Sagot Ko!
Collaboration of Brgy.,NGO’s and school officials in
the conduct of parenting seminar to address issues
and concerns of Kindergarten to Grade 6 learners
at-risk and mental health of learners.
80% of the expected parent attendance
participated in the parenting seminar
100% attendance of parents of learners at-
risk
Strategy 3: Intensify partnership
with the LGU and SPTA on the
conduct of training-workshop for
the parents in schools
Timing
1. November 2025
2. January to February
2026, 2027, 2028
2nd Quarter of SY 2025-2026
3rd Quarter of SY 2025-2026
As needed( identified by the teacher or as
prescribed in the guidelines)
BOSY: After election of SPTA
Officers
MOSY: 1st
week of 3rd
Quarter
School
Logo

Profiling of learners based on the CRLA and Phil IRI:
Grade 1 CRLA MOSY Results Low & High Emerging
Grade 2-3 CRLA BOSY Results Low & High Emerging
Grade 4-6 Phil-IRI (English) BOSY Results
3-levels down(Frustration, Instruction,
Independent)
Profiling of learners based on the CRLA and Phil IRI. Orientation and Training of
SDO Officials, School Heads, and Teachers. Implementation of ARAL on Basic
Reading, Basic Reading PLUS, ARAL Math, and ARAL SCIENCE
Established a complete and
detailed RCES ARAL Dashboard.
100% participation in ARAL
Program.
Strategy 1: Strategy 2: Elevate early
intervention and learner support
programs in Kindergarten and Grade 1 to
strengthen school readiness, ensuring
that young learners are motivated,
supported, and retained in schools
1. Organizing School Reading and Numeracy Committees
2. Profiling of learners based on reading and numeracy performance (baseline and
quarterly)
3. Launching of SDO Caloocan initiatives: Search for Reading and Numeracy
Champion Schools. Tutoring and Learning Sessions
4. Crafting the M&E, TA on the possible adjustment
5. Tutoring and Learning Sessions
6. Partnership building with stakeholders for support and resources
7. Monitoring and TA Provision
8. Recognition and AWARDING
1. 100% of grade levels record Zero Non-Readers and Non-numerates by end
of SY 2025-2026
• Quarterly reading and numeracy assessments conducted and
documented
• Remedial/targeted intervention implemented
• Submit and implement a school-based reading action plan
• Submit progress and monitoring reports
• Evident improvement in learners’ reading proficiency across grade
levels
• Recognition of schools, implementers, and partners through awards
and citations
Strategy 2:
Champion literacy and
numeracy in schools
1. Submission of budget inclusion in the Special
Education Fund (SEF) for FY 2026.
2. Administration of the Assessment in English,
Mathematics, and Science (Grades 1-6).
3. Database on the Proficiency Levels of the Grade 1
to 6 learners in English & Math: Grade 3-6 in Science
4. Data analytics and recommendations for the
intervention programs
5. Conduct cross-sectional study
Budget Proposal for SEF 2026
100% of Grades 1 to 6 took the assessment in Science provided
by a third party
school database
Oriented on the results, analysis and recommendations for the
intervention programs
Communicated said results and programs to the stakeholders
Gain insights and inputs for continuous improvement
Strategy 3: Establish a systematic
data collection and monitoring
mechanism on learners’ proficiency
levels in English, Mathematics, and
Science from grades 1-10 to
generate evidence-based insights
for targeted interventions and policy
decisions
Timing
August - November 2025;
Implementation starts
February 2026
June 2027
June-July 2025
July 2025
September 20265
July-August 2025
September-End of SY 2025-2026
July-October 2025 , Year round
October 6, 2025
December 2025
October 2025
February 2026
March 2026
May 2026
End of School year
2026-2027
School
Logo

1. Deepen the subject matter expertise aligned with updated
curriculum standards
2. Apply advanced and evidence-based pedagogical strategies.
3. Design learner-centered lessons that address diverse student
needs.
4. Engage in reflective practice and peer collaborations
5. Support and mentor colleagues in improving instructional
practices (for Master Teachers)
• Knowledge and Skills Improvement
• Participants Feedback and Satisfaction
• Sustainability and Follow-through
Strategy 1: Enhance teaching
quality through Professional
Development Program for Teachers
and Master Teachers on Content
Knowledge and Pedagogy
1. Familiarize the 5 domains of the Philippine Professional Standards for
School Heads (PPSSH).
2. Acquire new strategies in school operations and management
3. Strengthen instructional leadership of school heads. Utilize data in
decision-making.
4. Provide updates on the existing policies and regulations of the
Department
5. Utilize data in decision making and school improvement planning
• Organizational Impact
• Leadership Competency Development
• Strategic Execution and Innovation
• Stakeholder Engagement
• Sustainability and Capacity Building
Strategy 2: Enhance
leadership skills, management
capabilities, and instructional
vision through PD for SH &
School Leaders
1. Conduct of the Training
2. Application of Learning
• Teachers were capacitated
Timing
All year round
All year round
November 2025
1st Quarter of 2026
School
Logo
Strategy 2: Upskill Teachers
on Phil-IRI Implementation

Batang Kankaloo, At Home Ka Rito!
1.Deployment DPSTM security guards by day and blue security guard by night
2. Allow volunteer parents/authorized guardians from SPTA to augment security
personnel in schools
3. Provision of metal detectors
4. Establishment of strategic communication channel enhancing coordination with the
PNP and Barangay through improved police and Barangay Tanods visibility in the
school
5. Maximize the usefulness of the Division Learners' Handbook in ensuring safe school
• 100% of schools have DPSTM guards by day and blue
guard by night
• 100% of schools have volunteer parents/guardians from
SPTA to augment security personnel in schools
• 100% of schools have two metal detectors
• 100% of schools are validated with police and Barangay
Tanods presence during ingress and egress of learners
• Validated Monitoring Tool 100% of schools rated useful
and highly useful
Strategy 1:Ensure safe and
nurturing Caloocan schools
GABAY LUSOG: Level-Up School-Based Opportunities for Growth
1.SBFP Stakeholders Mapping Encourage elementary schools to serve more than the target SBFP
beneficiaries or to extend the number of feeding days (NFP/HM or Milk component) from
partnerships with other stakeholders (LGU, NGOs, etc.) in the school community.
2. Expanded Beneficiary Targeting Coordinate with school 4Ps Focals for official list of 4Ps
beneficiaries in schools and those with low/high emerging or low proficiency in RMA/CRLA for
inclusion in the feeding program.
1.Capacity Enhancement Training for School SBFP Coordinators Conduct of seminars for SBFP
coordinators focusing on compliance to guidelines, making of reports and records and program
monitoring and evaluation.
2. Technical Assistance and Distribution of Supplies for the Implementation of SBFP-related Health
Care Practices Continuous technical assistance and distribution of supplies from School Health and
Nutrition Personnel will be given to all schools to address needs on deworming, toothbrushing, and
handwashing
Strategy 2: Enhance the
implementation of the
School-Based Feeding
Program at the school
KATATAGAN: Key Actions for Training Administrators in Timely Aid, Guidance,
Assistance, and Networking
1.Mental Health First Aid Training for teaching and non-teaching personnel in the
school
2. Enhancing the School Referral System (Learner’s Handbook) for School Heads,
Guidance Advocates, and Teachers to ensure a clear and efficient process flow and set
of activities within the school.
3. Setting up a 24/7 School Anti-Bullying Hotline to provide immediate response and
support to learners in need.
All School Heads, Teachers (advisers) and School Guidance Counsellors
are capacitated on how to respond first hand to learners or personnel in
mental health crises.
Expert and routine use of the Division Referral Forms.
100% of Mental Health Cases are reported within 24-48 hours
100% of school focals are trained in proper documentation and
reporting
100% of school health and YFD personnel were trained how to handle
bullying report via hotline and school focal persons were trained how to
properly report bullying via hotline
Strategy 3: Enhance mental health crisis
response in schools by upskilling teaching
personnel to provide timely support, appropriate
interventions, and referrals that promote
learners’ well-being
Timing
Every SBFP Orientation every School Year
beginning SY 2026-2027
Every SBFP Orientation every School Year
beginning SY 2026-2027
Yearly starting 2026
All year-round starting 2025
3-6 months
November 2025
October 2025
November 2025
October 2025
School
Logo
September 2025 to May 2029
October 2025 up to May 2029
October 2025
September 2025 to May 2029
November 2025
Continuous increase in Rehabilitation Rate of SBFP beneficiaries
Baseline:
SY 2023-2024: 22.1%
SY 2024-2025: 33.9%
Targets (at least):
SY 2025-2026: 44%
SY 2026-2027: 55%
SY 2027-2028: 66%
100% of 4Ps beneficiaries in elementary schools will be included in the SBFP
beneficiaries
100% of those in Low/High Emerging or Low Proficiency in RMA/CRLA were included as
beneficiaries of SBFP
95-100% (50-53) attendance of School SBFP Coordinators in seminars done yearly
100% of schools received supplies (dental health kits, etc.)

Develop the RCES’s Dashboard aligned with
DepEd NCR’s priority areas. Develop PARADIGM
(Planning and Research Administrative Database
in Governance and Monitoring)
Data Completeness: 95% completeness.
100% of schools established their
QBEDP Dashboard by SY 2025-2026.
PARADIGM Utilization Rate target is 100%
by FY 2029.
Strategy 1: Develop and utilize a data
dashboard for continuous collection, analysis,
and reporting to identify learning gaps,
inform decision-making, and monitor
progress toward education goals
Convene SGCs in schools
SGC approves mental health in the SIP and names an SGC Mental Health Focal (parent/community rep)
Convene School Head, Guidance Counselors, PTA, Barangay/municipal health, and any NGOs and agree on roles and
referral pathway
Build basic capacity: Provide 1-2 half-day trainings on mental-health literacy, Psychological First Aid, SEL basics for
teachers, SGC members, and parent volunteers.
Integrate prevention: Approve SEL lessons, anti-bullying activities, peer support groups, and a designated quiet/safe
space.
Early ID & referral: Implement simple screening (targeted or whole-school), document positives, and use the agreed
referral flow to health/secondary services.
Resource support: SGC mobilizes modest funds/resources for materials, transport for referrals, and awareness events.
Monitor and communicate: Review mental-health updates as a standing SGC agenda item; share progress with
parents/community. -
Sustain and review: Evaluate activities and update the AIP and SGC Action PLan
SGC action plan.
Target: 100% of schools have functional
SGCs by SY 2028-2029 (Baseline: Two
functional SGCs in SY 2024-2025). 20%
reduction in reported bullying/incidents
or number of behavior referrals per year
Strategy 2: Establish
functional School
Governing Councils (SGCs)
Strategy 3: Create a coordinated,
multi-stakeholder partnership
platform
Timing
July 2025 to December 2028
September 2025 and ongoing
October 2025 onwards
School
Logo
Target: 100% of schools with
Multi-stakeholder Partnership
Platform and MOU by March
2025 (Baseline: 0 as of September
2025)124
. 80% of invited agency
representatives attended125
.
•Establish a Partnership Committee - Identify and invite key representatives: LGU officials, barangay leaders,
SPTA Officers, police, health departments, and other agencies.
•Set Shared Goals & Action Points - Conduct a kickoff forum to align priorities: (e.g., safety protocols, health
campaigns, reducing dropout rates, championing literacy and numeracy in schools) Define roles and
responsibilities for each partner.
•Regular Coordination & Activities: Schedule quarterly meetings to review progress, troubleshoot issues, and
plan joint activities. Implement joint activities aligned with SDO Caloocan action points.
•Capacity Building & Community Engagement: Conduct joint information sessions and training—for teachers,
parents, police, health workers—on topics like child protection, health, safety. Use local media, social media, and
community events for awareness.
•Monitoring & Evaluation - Review partnership effectiveness, share success stories, and identify gaps.
•Adjust strategies based on feedback.

Final-Rene CES-3-Year-Plan-Template.pptx

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