SIP-TEMPLATE-2023-NEW MAGSAYSAY INTEGRATED SCHOOL

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NEW MAGSAYSAY INTEGRATED SCHOOL
500732
New Magsaysay, Benito Soliven, Isabela
ENHANCED
SCHOOL
IMPROVEMENT
PLAN
School Year 2022-2028

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MESSAGE
New Magsaysay Integrated School desires to be one of the top
institutions in the nation for offering high-quality, equitable, gender- and
culture-based, liberating, and nurturing basic education services.
The School Planning Team has worked incredibly hard, collaboratively,
and passionately to create this School Improvement Plan for School Year
2022-2028 in an effort to attain the goals, targets, and objectives and support
our Department of Education realize its mission and vision.
Every learner matters. Guided by our motto, "In NMIS, we'll Never Miss
to Innovate for your Success," we can make sure that each learner receives
the high-quality education they deserve.
This SIP will serve as our road map as we journey over the next six
years to ensure proper implementation and accomplishment of all the
programs, projects, and activities that have been planned.
With the strong support and assistance from internal and external
stakeholders, we are confident that NMIS would soon ascend above the
pedestal and be recognized as the center for excellence.

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TABLE OF CONTENTS
CHAPTER 1. Department of Education’s Vision,
Mission, and Core Values Statement
Page x
CHAPTER 2. School’s Current Situation Page x
A. Introducing the School
B. School Performance on Access
C. School Performance on Quality
D. School Concerns on Equality and Inclusion
E. School Concerns on Resilience and well-being
F. School Concerns on governance
G. Other Unique concerns
Page x
Page x
Page x
Page x
Page x
Page x
Page x
CHAPTER 3. Improvement Plan Page x
A. Key performance Indicators
B. Strategies/School Strategic Directions
C. Key Interventions
Page x
Page x
Page x
CHAPTER 4. Financial Plans
A. Six Year Indicative Financial Plan
B. Year 1 Annual Implementation Plan
Page x
Page x
CHAPTER 5. School Monitoring and Evaluation and
Adjustments (SMEA)
A. Monitoring and Evaluation Strategies and Activities
Page x
Page x

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CHAPTER 6. Risk Management Plan Page X
CHAPTER 7. Communication Plan Page X
Appendices Page x

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LIST OF ACRONYMS
AIP – Annual Implementation Plan
DepEd – Department of Education
ECY-Enrolment for Current Year
EPY- Enrolment for Previous Year
GIR-Gross Intake Rate
GWA- General Weighted Average
IMs – Instructional Materials
INSET – In-Service Training for Teachers
KIC – Key and Immediate Challenges
KKK – Kaalaman sa Kalinisan at Kalusugan
KPI- Key Perfomance Indicator
LRs – Learning Resources
PDEP – Philippine Drug Education Program
PET – Professional Enhancement for Teachers
PhilIRI – Philippine Informal Reading Inventory
NAT – National Achievement Test
NIR-Net Intake Rate
NS-Nutritional Status
SDRRMC – School Disaster Risks Reduction Council
SGC – School Governing Council
SIP – School Improvement Program
SPG – School Pupil Government
SPT – School Planning Team
VMV – Vision Mission Values
WFP- Work Financial Plan
WINS – Wash In School

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LIST OF TABLES AND ILLUSTRATIONS
Table 1. x x x x x x x x x Page x
Illustration 1. x x x x x x x x x Page x

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CHAPTER 1
Department of Education Mission, Vision, and Core Values
Statement
The NEW MAGSAYSAY INTEGRATED SCHOOL School Planning Team
convened to prepare the school’s SIP for SY 2022-2028. During the Vision
and Mission sharing, the SPT shared their ideas of a perfect school and
their interpretation of the DepEd’s vision, mission and core values.
At first, they pictured the kind of school they wanted for their children.
For them, a perfect school is a school that is child-friendly, safe and
accessible for the learners. The school is fully-equipped with materials the
learners need in order to learn. Moreover, the teachers in the perfect school
are also competent in their craft of delivering quality education for the
learners.
For the NMIS SPT, the DepEd vision highlights the goal of Philippine
education which is to produce highly skilled, productive and nationalistic
individuals. The NMIS SPT shared the same vision with the DepEd. They
believe that all educational undertakings are done to support the holistic
development of the learners for them to become an individual who realizes
one’s dream for him/herself and contributes to the progress of the nation.
As stated by Kgd. Samson Unay, he envisions that learners will pursue
their schooling. “ Makapagtapos ng pag-aaral at magamit ang kanilang
pinag-aralan para sa magndang kinabukasan”, said Mr. Unay.
The SPT also believes that all children must be given equal opportunity
to schooling and quality education. The school must also be learner-
centered and continuously improve its educational services for its
clientele. “Learners are our focus. Hindi lang sila ang natututo kung hindi
tayo rin’, said Sir Robert.
On DepEd Mission, the NMIS SPT also adheres to the DepEd mission
that states the roles each member- students, teachers, administrator,
family and administrator- play in fulfilling the DepEd’s goals. Each
member of the SPT recognizes his or her duty to promote quality learning
environment and experiences of the learners. They commit themselves to
helping the school to implement its PAPs and therefore, achieve its goals
for its clientele, the learners.
In terms of the four core values, Maka-Diyos, Makatao, Makakalikasan
at Makabansa, the NMIS SPT internalizes the core values that must be
instilled to the students. The core values serve as a reminder of what must
a Filipino child must be. A Filipino child must be God-fearing, nature-
lover, humanistic and patriotic. The ultimate goal of education is to
cultivate these values among the learners.
C
H
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A. Composition of the School Planning Team and their Roles and
Responsibilities
Name Roles and Responsibility
RAQUEL A. ABU
SIP Team Leader
 Convenes the School Planning Team (SPT)
 Provides guidance in the development of plans
 Explains the SIP planning process
 Helps each SPT members to understand his/her
role in the SIP formulation and Implementation
MARIVIC G. FABRO
Teacher Representative
 Assists the Sch. Head in her role as SIP Team
Leader
 Help facilitates actual planning workshops
 Contributes necessary plans, strategies, and goals
in the SIP process.
 Consolidates and Organizes SIP contents and
attachments
JANICE C. LOPEZ
LIS/BEIS Coordinator
 Provides needed information relative to teaching
and learning process
 Participates during the dev’t. of SIP, establishing
priorities and formulating implementation
strategies for the plan
GLENDA G. DIZON
GPTA President
SAMSON UNAY
Barangay Kagawad
 Share parents’ aspirations for the school and
their children, present other areas of concern.
 Participate in setting goals, strategies, and
priorities of the school.
HENRICH ANDREI D.
BATOBATO
SSG President
 Shares insights about what they need to learn and
difficulties they face in the school.
 Imparts ideas on how they will be helped surpass
common problems in their studies.
LOVELIA G. DIZON
Punong Barangay
 Discloses valuable information on the interest of
the community in the school improvement
 Participates in setting goals, strategies and
priorities of the school.
ROBERT R. FABRO
Chairman, SDRRMC
 Shares perception on the preparedness of the
school on natural calamities and safety of the
learners.
priorities of the school
MARIA ESTRELLA F.
DOMENG-AMIGO
Chairman, Child Protection
Committee
 Provides necessary information relative to
learners’ protection and security.

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RIO R. PILAPIL
School LED Watching Team
 Contributes priority concern on the needed
learning and auxiliary facilities in the school
B. Timetable
Activity/Task Persons
Involved
Timeline/Schedule
Preparatory Activities
A. Gather and Organize data
using the School –
Community Data
Template
B. Convene the SPT for the
VMV Sharing
SPT, Teachers,
LIS/BEIS
Coordinator
SH
September, 2022
PHASE I: ASSESS
A. Identify the school’s
Priority Improvement
Areas
B. Conduct Dyad, Triad, FGD
or survey
C. Discuss and present the
root cause
SPT, Teachers 2nd and 3rd Week of
November 2022
PHASE 2: PLAN
A. Write the SIP
B. Brainstorm Solutions
C. Prepare the Annual
Implementation Plan
SPT, Technical
Secretariat
3rd Week of
November 2022
PHASE 3: ACT
A. Pilot the Solution
B. Roll out the Solution
C. Monitor and Evaluate
SPT, PMT, PIC,
SDO/RO
Personnel
As indicated in the
SIP
CHAPTER 2
C
H
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School’s Current Situation
A. Introducing the School
New Magsaysay Integrated School was established in 1959 and was
previously known as the New Magsaysay Elementary School. On February 21,
2012, it was renamed New Magsaysay Integrated School after receiving formal
approval from the Regional Director, Dr. Estella L. Cariῆo.
It is situated at Barangay New Magsaysay in the Municipality of Benito
Soliven, Province of Isabela. The school can be reached by all types of vehicles,
in about twenty (20) minutes from the city proper.
The school is strategically located at the heart of forest region barangays
thirteen kilometers (13) away from Poblacion, Benito Soliven. Neighboring
barangays can pass through the school but feeder barangays like Santiago and
Sinipit opt to enroll in other schools due to school’s lack of resources. The
school site is in a highland area center of the barangay with a total land area of
15, 158 square meters, allowing plenty of space for playgrounds, school
gardens, and construction sites.
The school’s enrollment is unstable. Due to its conversion in 2017,
enrollment has increased but it has also presented significant difficulties. It
called for more infrastructure and other educational resources. Because these
vital resources were not handled right away, many students transferred to other
schools, which led to a drop of enrolment between the school years 2018–2019
and 2019–2020. However, the school has initiated the construction of additional
buildings through the support of the barangay council, the local government,
and the provincial government, which has led to an increase in enrolment during
the past two years.
Presently, the school is non-central, mono-grade, complete elementary
and junior high school and with curricular offerings from kindergarten to grade
10. Additionally, students with special needs were mainstreamed in the school's
normal classes. There has never been nationally-funded building constructed
since its establishment. There are only 4 buildings with only 8 classrooms, all
of which are needing major repairs being shared by 8 regular elementary
teachers, 3 regular teachers and 1 borrowed regular teacher in the high school
department serving 278 learners.
The majority of the population of the barangay where the school is
located come from underprivileged sectors. Farming and small businesses were
their common sources of living. Only a small amount of funding is provided by
the LGU and barangay because our municipality is likewise a fourth-class
municipality.
Despite these difficulties, the school has managed to keep a positive
relationship with the community in order to improve the school for their
children. Parents take part in school planning, events, and triumph and
achievement celebrations.
New Magsaysay Integrated School is working harder toward being a
school that consistently achieves success. We are hopeful that we can contribute
to the accomplishment of the DepEd's mission, vision, and goals with the
cooperation of teachers and the community, quality teaching, stakeholder’s
support, and effective and efficient school leadership.

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B. School Performance on Access
Shows the following:
Table 1. School Enrollment for the Past Six Years
Table 2. Net Enrollment Rate
113
149 143
150
143
135
78
110 113
122
133
115
0
20
40
60
80
100
120
140
160
2016-2017 2017-2018 2018-2019 2019-2020 2020-2021 2021-2022
Historical actual enrolment trends (starting with
2016-2017 to SY 2021-2022
MALE FEMALE
The enrolment rate from SY. 2016-2017 to SY 2020-2021
gradually increased by 30% but for SY. 2021-2022 the enrolment rate
decreases about 9%.
100.52 100
89.84
91.54
100.36 100
80
85
90
95
100
105
2016-2017 2017-2018 2018-2019 2019-2020 2020-2021 2021-2022
NET ENROLLMENT RATE
PERCENTAGE
As gleaned from the table the net enrollment rate is unstable for the past six
years. There is an increase of enrollment during SY 2016-2017 and 2017-2018,
and decrease for another two consecutive years. The latest two School Years
gained and has reached the targeted net enrollment rate. This trend of
enrollment is attributed to the opening of the junior high school however due to
unmet resources, learners have transferred out to other schools.

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Table 3. Simple Drop-Out Rate
Table 4. School Leaver Rate
0 0 0 0 0
2.8
0
0.5
1
1.5
2
2.5
3
2016-2017 2017-2018 2018-2019 2019-2020 2020-2021 2021-2022
SIMPLE DROP-OUT RATE
PERCENTAGE
For the past five (5) years the school maintained the zero drop-out rate but there
is a recorded 2.8 % increase during the SY. 2021-2022. The pandemic which deeply
affected the economic status of our learners is believed to be the main cause of
their non-participation because learners need to help their parents meet their
ends. Some learners also do not have guardians who can help them finish their
tasks during the implementation of the printed modular distance learning and
were complaining to be the source of their stress.
95.86
98.86
114.83
109.13
97.95
100
85
90
95
100
105
110
115
120
2016-2017 2017-2018 2018-2019 2019-2020 2020-2021 2021-2022
SCHOOL LEAVER RATE
PERCENTAGE

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Table 6. Transition Rate
Table 7. General Weighted Average for SY 2016-2017
The trend for the school leaver rate of the school shifts back and forth uncertainly for
the past six years. Change of residents is seen to be one of the contributing factors on
this result.
0
115.79
87.5
100
51.16 46.51
0
20
40
60
80
100
120
140
2016-2017 2017-2018 2018-2019 2019-2020 2020-2021 2021-2022
TRANSITION RATE
PERCENTAGE
The table shows that the school doesn’t maintain a 100% transition rate.

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Table 9. General Weighted Average for 2018-2019

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The general weighted average of learners is one of the indication of schools’
success in the delivery of quality education. As seen from the tables, there
are grade levels who fairly performed. For the past two School Years,
learners’ performance in general is very satisfactory, however, these were
the times were realibility of the results were questionable since we were
implementing the Modular Distance Learning.
C. School Performance on Quality
The reading performance of learners is one of the issues we are giving
great attention since it has a great impact on the academic achievement of
learners. We say that reading is the foundation of all knowledge and failure
to read and comprehend results to poor academic performance also.

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In compliance to the Department No. 14 s, 2018 Titled Policy
Guidelines on the administration of the Revised Philippine Information
Reading Inventory. New Magsaysay Integrated School has conducted the
PHIL-IRI Assessment despite of pandemic.
Table 13. Phil-IRI Result in English for SY 2021-2022
The table reflects the reading performance of learners
during SY 2021-2022. From the table, we can observe that there are
improvements during the post-test, however, there are still learners
who fall on the frustration and instructional level.
0
5
10
15
20
25
30
0
5
10
15
20
25
30
TOTAL
#
OF
STUDENTS
NO.
OF
STUDENTS
TAKEN
FRUS
INS
IND
FRUS
INS
IND
ENGISH PRE-TEST ENGLISH POST-TEST
Phil-IRI Result in English for SY 2021-2022
Grade 4 Grade 5 Grade 6 Grade 7
Grade 8 Grade 9 Grade 10

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Table 13. Phil-IRI Result in Filipino for SY 2021-2022
The table shows the reading performance of the learners in
Fiilipno. As shown on the table, there are still learners who fall
under frustration and instructional levels.
Possible causes of Phil-Iri's performance attributed but not
limited to the following:
1. Domestic duties of students causing them to lose their
concentration on reading at home.
2. Parents are not capable of teaching their children to read
at home.
3. Children assist their parents on the farm.
4. Learners spend more time on using their gadgets rather
than reading.
5. Limited reading materials for their levels.
Our school has developed reading intervention programs
despite the pandemic. To address this problem, Project TRIKERs
(Teaching Reading for Increasing Knowledge and Establishing
Readers) and Project RAP (Reading Amidst Pandemic) were
established. Although there were significant limitations, teachers
did visit homes. Having insufficient technology for learners and a
bad internet connection were two issues we had to deal with.
These had an impact on how our reading program was
implemented.
In light of this concerning situation, our school continues
to support our department's endeavor, particularly the 3B's
(Bawat Bata Bumabasa ). Since everyone is aware of the
significant effects that low reading performance has on our
students, we shall treat these issues seriously. A child's
0
5
10
15
20
25
30
0
5
10
15
20
25
30
TOTAL
#
OF
STUDENTS
NO.
OF
STUDENTS
TAKEN
FRUS
INS
IND
FRUS
INS
IND
FILIPINO PRE-TEST FILIPINO POST-TEST
Phil-IRI Result in Filipino for SY 2021-2022
Grade 4 Grade 5 Grade 6 Grade 7
Grade 8 Grade 9 Grade 10

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likelihood of performing poorly increases if they are unable to
read and comprehend.
D. School concerns on Equity and Inclusion
The New Magsasay Integrated School is a fervent supporter
of equality and inclusion. All types of learners regardless of
gender, race, ethnicity, background, ability and/or economic
status were catered in our school.
Currently, the Special Education Fund—which is
designated for students with special needs and students with
disabilities—regularly goes to our school. The amount that was
obtained, though, is insufficient to meet all of our LWD and
LSENs' needs.
Infrastructures, amenities, and facilities, such as gender-
segregated comfort rooms, ramps on buildings or in classrooms,
or other necessities for LWDs and LSENs, were insufficient to
meet the demands of our students.
Along with the necessary materials and resources, ongoing
capacity-building for teaching inclusive practices across grade
levels also needs to be addressed to better serve our clienteles,
the learners.
The context of our students' learning was considered when
designing the lessons, but there are no learning resources
available for LWDs and LSENs. There is a great need to tailor-fit
materials to ensure that they received quality education.
There are also recorded early pregnancies and financial
difficulties among our students in prior years among our learners
which contributed to the increased drop-out rate and poor
academic performance.
In light of these issues, NMIS makes an effort to deliver
education that is inclusive, effective, culturally sensitive, gender-
sensitive, and safe learning environment. We have initiated
activities in delivering lessons that promote gender-sensitive
contextualized curriculum. With the strong support coming from
the external stakeholders, we harmoniously work together to
benefit education for learners in disadvantaged situations.
E. School Concerns on resilience and well-being
According to studies, factors such as students' nutritional
status, school hazards, mental and psychosocial conditions,
including security and peace and order conditions, as well as
other ongoing issues like bullying, have a significant impact on

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how well students perform in school. As a result, it is imperative
to address these problems.
The unprecedented pandemic which forced schools to close
for two years has largely affected everybody’s mental and
psychosocial conditions, especially among pupils and/or
students. When COVID-19 cases were alarming and lockdowns
were implemented in the neighborhood during the previous
school years, mental health issues—depression in particular—
were noted and became more prevalent. The absence of in-person
instruction and the transition to distance learning methods like
printed modular distance learning brought about a major
paradigm shift that affected teachers as well as students more
than anything else. Our resiliency was deeply tested during this
pandemic. The well-being of every individual is one of our major
concerns as this has a great impact on our performance. Our
school is a strong advocate of Mental Health and Psychosocial
Support Services (MHPSS), all learners, as well as internal and
external stakeholders, have been provided MHPSS, however
there still seems to be an issue.
In addition, New Magsaysay Integrated School has
observed a high prevalence of wasted and severely wasted
learners in recent years. We have 6. 63% wasted and 1.20%
severely wasted students, 16.87% stunted and 3.61% severely
stunted or SY 2021–2022, which is a sign that there is a concern
with students' health and nutrition.
Our department's School-Based Feeding Program has
received significant support from and has been put into practice
by our school, but the SBFP Fund was insufficient to cover all of
the costs associated with resolving the problem. Additionally, we
must strongly encourage our stakeholders—particularly parents
and students—to receive health and nutrition education.
However, despite the implementation of Project CARE (Consult,
Assist, Rehabilitate and Educate) for this goal, our institution has
not been able to totally eradicate malnutrition among its
customers.
School hazards were also present in school as mapped and
observed by the School Watching Team such as condemnable
buildings, slippery pathways, broken windows, absence of
storage for equipment, incomplete perimeter fence, busted
plugs/light bulbs/electrical facilities, exposed electrical wires,
and others. Our learners’ welfare has been our top priority and
we are always doing what we can to provide a safe and enabling
school environment for them.
This school condemns all forms and acts of violence. Anti-
bullying policies were adopted and implemented, however,
bullying cases were still recorded.

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As a child-friendly school advocate, NMIS promotes
programs, projects, and activities which support this endeavor.
We are truly committed to being an institution that recognizes
and respects the range of rights of children, and not just their
right to be educated. We take initiative in creating a learning
atmosphere that enables kids to learn everything their minds are
capable of. We aimed to provide an atmosphere that promotes
healthy development, gives them lifelong knowledge and skills,
and enables them to contribute responsibly and effectively to
their community and society.
F. School Concerns of governance and management
The primary ongoing issue at our institution since its
founding has been a shortage of educational resources.
The school has six (6) buildings for the elementary
department, all of which require major repair, and there is no
nationally financed building for the high school department.
Teaching resources is another issue our school is now
dealing with. There are currently just twelve (12) regular teachers
in the elementary school and just three (3) for the four (4)
organized classes in the junior high school.
In terms of our SBM (School Based Management) practice,
NMIS is still on Level 1 and has never received validation from
the division or region. We try to make SBM Level in place,
however, we still lack knowledge of the processes and
documentation.
Our school is fortunate to have stakeholders who were very
helpful to our PPAs. Some people, though, continued to be
uncooperative. Additionally, the Alumni Association lacked
proper organization. The School Governing Council, which was
also recently reorganized, has not been functional for the past
years.
With this, we consider that there are some areas,
particularly in governance and management, where we truly need
to improve.

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G. Key & Immediate Challenges (KICs)
KEY & IMMEDIATE
CHALLENGES
STRATEGIC
IMPORTANCE
URGENCY MAGNITUDE FEASIBILITY AVERAGE INTERPRETATION
Provision and
Maintenance of
school buildings
and other
learning facilities
& equipment
5 5 5 5 5
Very High
Priority
Low Literacy and
Numeracy Skills
of Learners
5 5 5 5 5 Very High
Priority
Fluctuating
Completion and
Transition Rates
and High Drop-
out Rate
5 5 5 5 5 Very High
Priority
Compromised
Safety and
Wellness of
Learners and
Teachers
5 5 5 5 5 Very High
Priority
Dilapidated
Learning
Facilities and
Unmatched
Learning
Materials for
Learners’
Academic
Performance
Level
5 5 5 5 5 Very High
Priority

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Provisions of
Equipment and
facilities for
disaster risk
reductions
5 5 5 5 5 Very High
Priority
Sustenance of
partnership and
linkages among
stakeholders
5 5 5 5 5 Very High
Priority
Provision and
maintenance of
electrical water
and washing
facilities and
drainage system
5 5 5 5 5 Very High
Priority
Provision of
concrete
perimeter fence
for school safety
5 5 5 5 5 Very High
Priority
Increases Teachers
teaching
competence
5 5 5 5 5 Very High
Priority
Research,
Innovations, IGP 5 5 5 5 5 Very High
Priority
Provision of
technical
Assistance,
Mentoring and
Coaching to
teachers
5 5 5 5 5 Very High
Priority
Improving SBM Level
of practice
5 5 5 5 5 Very High
Priority
Maintainance of
systems and
processes
5 5 5 5 5 Very High
Priority
Intensify OK sa
DepEd Programs
5 5 5 5 5 Very High
Priority

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General Objectives
DEPED
Intermediate
Outcomes
Key and Immediate
Challenge
General Objectives
(from the Project
Workplan)
Strategies (comes
from BEDP)
Intermediate Outcome (IO) #1: All school-age children, out-of-school youth, and
adults accessed relevant basic learning opportunities
IO 1.1: All five-year-
old children in school
Maintain 100%
enrolment of
kindergarten
learners
To improve
kindergarten
education
Improve access to
universal
kindergarten
education
IO1.2 - All learners
will stay in school
and finish key stages
1. Decrease drop-
out rate
2. Decrease
tardiness and
absenteeism
3. Intensify OK sa
DepEd Program
To decrease drop-
out rate drop out
from 5% to 0% in
SY 2022 – 2028
To decrease the
frequency of
tardiness and
absenteeism
To decrease
number of wasted
and severely
wasted from 23 to
0
Improve leaners’
access to quality
and rights-
upholding learning
environment
Improve capacity
to retain learners in
schools
Strengthen
schools’ capacity
to ensure learners’
continuity to next
stage
Intermediate Outcome (IO) #2. School-age children and youth, and adults in situations
of disadvantage benefited from appropriate equity initiatives
IO2.1 - All school-
age children and
youth and adults in
situations of
disadvantage are
participating in basic
learning
opportunities and
receiving appropriate
quality education
Strengthen programs
for SPED, Last Mile,
GAD
To strengthen the
implementation
of SPED, Last
Mile School and
GAD programs
and projects from
SY 2022 - 2028
Improve program
management and
service delivery
Provide an
inclusive,
effective,
culturally
responsive,
C
H
A
P
T
E
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(SPED Schools) gender-sensitive
and safe learning
environment to
respond to the
situations of
disadvantage.
Improve gender-
sensitive
contextualized
curriculum and
learning delivery
Enhance Deped
platforms for
learning
resources
Promote
partnerships to
benefit education
for learners in
situations of
disadvantage
Intermediate Outcome (IO) #3. Learners complete K-12 basic education having
attained all learning standards that equip them with the necessary skills and attributes
to pursue their chosen paths
IO3.1 - Learners
attained Stage 1
learning standards of
fundamental reading
and numeracy skills
Low academic
performance of
learners
Low literacy rate
of pupils
Low numeracy
rate of pupils
To increase GWA
of learners from
84.07% to 88%
for SY 2022 –
2028
To increase
number of
independent
readers from 12
to 25 for SY 2022-
2028
1. Align
curriculum and
instruction
methods in all
subjects.
2. Strengthen
competence of
teachers of
teachers and
instructional
leaders on
curriculum
instruction and
assessment
3. Assess
learning
outcomes at each

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key stage
transition and for
learners in
situations of
disadvantage
4. Align resource
provision with
key stage
learning
standards
5. Strengthening
consultations on
curriculum,
instruction, and
assessment
IO3.2 - Learners
attain Stage 2
(Grade 6) learning
standards of literacy
& numeracy skills
and apply 21st
century skills to
various situations
Low academic
performance of
learners
Low literacy rate
of pupils
To increase GWA
of learners from
86.90% to 90%
for SY 2022 –
2028
To increase
number of
independent
readers fro15 to
30 for SY 2022-
2028
1. Align
curriculum and
instruction
methods in all
subjects.
2. Strengthen
competence of
teachers of
teachers and
instructional
leaders on
curriculum
instruction and
assessment
3. Assess
learning
outcomes at each
key stage
transition and for
learners in
situations of
disadvantage
4. Align resource
provision with
key stage
learning
standards
5. Strengthening
consultations on

20
curriculum,
instruction, and
assessment
Intermediate Outcome (IO) #4. Learners are resilient and know their rights and have
the life skills to protect themselves and claim their education rights from DepEd and
other duty-bearers to promote learners’ well-being
IO4.1 Learners are
served by a
Department that
adheres to a rights-
based education
framework at all
levels
Consistency on the
practice of club
activities
To maintain 0
reported cases of
bullying
1. Integrating
children’s rights
in the design of
all DepEd
policies, plans,
programs,
projects,
processes and
systems
2. Ensure that
learners know
their rights and
have the life
skills to claim
their education-
related rights
from Deped and
other duty-
bearers to
promote learners’
well-being.
IO4.2 Learners are
safe and protected,
and can protect
themselves from
risks and impacts
from natural and
human-induced
hazards
Provisions of
Equipment and
facilities for disaster
risk reductions
Provision and
maintenance of
electrical, water,
washing facilities
and drainage
system
To procure
equipment and
provide facilities
for disaster risk
reductions
To locate
temporary
learning spaces
Protect learners
and personnel
from death, injury
and harm
brought by
natural and
human-induced
hazards.
Ensure learning
continuity in the
aftermath of a

21
to ensure
learning
continuity
disaster or
emergency
Protect education
investments from
the impacts of
natural and
human-induced
hazards
IO4.3 Learners have
the basic physical,
mental, and
emotional fortitude to
cope with various
challenges in life
Intensify OK sa DepEd
Program
Integration of sports
clinic during curricular
hours
To provide
learners with
basic health and
nutrition services
To intensify
MHPSS program
for SY 2022-2028
To increase the
number of
qualified athletes
to higher level of
athletic
competitions
Provide learners
with basic health
and nutrition
services
Nurture and
protect learners’
mental and
psychosocial
health
Promote
learners’ physical
and socio-
emotional skills
development
Enabling Mechanism: Governance and Management
Enabling Mechanism
#1. Education
leaders and
managers practice
participative and
inclusive
management
processes
Provision of technical
Assistance, Mentoring
and Coaching to
teachers
Low-level of SBM
Practice
To increase the
frequency of
providing
technical
assistance to
teachers
To increase level
of SBM Practice
from Level 1 to
Level 3 for SY
2022-2028
Ensure all
education
leaders and
managers
practice
participative,
ethical, and
inclusive
management
processes

22
Enabling Mechanism
#2. Ensure human
resources in all
governance levels
are sufficient,
resilient, competent
and continuously
improving
Insufficient number
of teachers
Increase
Teachers’ teaching
competence
To employ
volunteer teachers
To increase
number of
promoted teachers
from ___ to ____
Ensure human
resources in all
governance, levels
are sufficient,
resilient,
competent and
continuously
improving
Enabling Mechanism
#3. Ensure ideal
learning environment
are in place and
adequate and
appropriate learning
resources for
learners are provided
Provision and
Maintenance of school
buildings and other
learning facilities &
equipment
Development and
contextualization
of learning
resources
To provide and
maintain school
buildings and other
learning facilities
and equipment
To develop and
contextualized
learning resources
Ensure ideal
learning
environment are in
place and
adequate and
appropriate
learning resources
for learners are
provided
Enabling Mechanism
#4. Improve and
modernize internal
systems and
processes for a
responsive and
efficient financial
resource
management
Maintain internal
systems and
processes
To maintain
internal systems
and processes
Improve and
modernize internal
system and
processes for a
responsive and
efficient delivery of
basic education
services
Enabling Mechanism
#5. Strengthen active
collaboration with
key stakeholders
Stakeholders
participation to
meetings,
convergence,
curricular and
extra-curricular
activities
To strengthen
active
collaboration with
key stakeholders
Strengthen active
collaboration with
key stakeholders

23
PLANNING WORKSHEET
Key and
Immediate
Challenges
Intermediate
Outcomes
alignment
Strategy
GENERAL
OBJECTIVES
Root Cause
TIME FRAME
SY
22
-23
SY
23
-24
SY
24
-25
SY
25
-
26
SY
26
-
27
SY
27
-
28
Maintain
100%
enrolment
of
kindergart
en learners
IO 1.1: All five-
year-old children
in school
Improve
access to
universal
kindergarten
education
To improve
kindergarten
education
Maintain 100%
enrolment of
kindergarten
learners
/ / / / / /
Low
Literacy
and
Numeracy
Skills of
Learners
QUALITY
Learners
complete K-12
basic education,
having
successfully
attained all
learning standards
that equip them
with the
necessary skills
and attributes to
pursue their
chosen paths
SIO#3.1. Learners
attain Stage 1 (K-
Grade 3) learning
standards of
fundamental
reading &
numeracy skills
SIO#3.2.
Learners attain
Stage 2 (Grades
4-6) learning
Intensive
Implementati
on of the
Brigada
Pagbasa and
other related
programs/pro
jects
To elevate the
literacy and
numeracy
skills of all
learners from
under standard
to meeting the
standard as to
grade level by
SY 2027-2028
Poor Reading
habit of the
learners during
the time of
pandemic
Insufficient
Time of
teachers in
guiding and
monitoring
individual
learners due to
ancillary
services/paper
works
/ /
/ / / /

24
standards in
required literacy
and numeracy
skills and apply
21st century skills
to various real-
life situations
Fluctuatin
g
Transition
Rate
EQUITY
School-age
children and
youth, and adults
in situations of
disadvantage
benefited from
appropriate equity
initiatives
SIO#2.1. All
school-age
children and
youth, and adults
in situations of
disadvantage are
participating in
inclusive basic
learning
opportunities and
receiving
appropriate
quality education
Intensive
implementati
on of
programs and
projects on
the
enhancement
of the literacy
and
numeracy
skills of the
learners
Provision of
contextualize
d learning
materials
suited for the
needs of the
learners
Constant
communicati
on to
parents/guard
ians on the
academic
performance
of the
learners
Capacitate
teachers in
crafting
To elevate and
maintain
completion
rate and
transition rate
to 100% by SY
2027-2028
Literacy and
Numeracy
skills of the
learners
Suited learning
materials and
facilities for
learners
Health, Safety
and Wellness
of Learners
and Teachers
Perception of
the
parents/guardia
ns on the value
of education
Capacity of the
Teachers
/ / / / / /

25
suited
contextualize
d learning
materials and
in the
provision of
guidance to
learners
Compromi
sed Safety
and
Wellness
of
Learners
and
Teachers
RESILIENCY
AND WELL
BEING
Learners are
resilient and
know their rights,
and have the life
skills to protect
themselves and
their education-
related rights
from DepEd and
other duty-bearers
to promote
learners well
being
SIO#4.1. Learners
are served by a
department that
adheres to a
rights-based
education
framework at all
levels SIO#4.2.
Learners are safe
and protected, and
can protect
themselves, from
risks and impacts
from natural and
human-induced
hazards SIO#4.3.
Learners have the
basic physical,
mental, and
emotional
Strict
adherence
and
implementati
on of
guidelines
and policies
set by the
department
and of the
school
Properly
communicate
d guidelines
and policies
to
stakeholders
Capacitated
teachers in
the provision
of guidance
to learners
To maintain
0% reported
case of harmed
and unwell
learners and
teachers by SY
2027-2028
Bullying
Uncooperative
stakeholders in
the
implementatio
n of guidelines
and other set
protocols
Capacity of
Teachers in
Guiding
Learners
/ / / / / /

26
fortitude to cope
with various
challenges in life
and to manage
risks
Dilapidate
d Learning
Facilities
and
Unmatche
d Learning
Materials
for
Learners’
Academic
Performan
ce Level
GOVERNANCE
EM#3- Ideal
learning
environment and
adequate learning
resources for
learners improved
QUALITY
Learners
complete K-12
basic education,
having
successfully
attained all
learning standards
that equip them
with the
necessary skills
and attributes to
pursue their
chosen paths
SIO#3.1. Learners
attain Stage 1 (K-
Grade 3) learning
standards of
fundamental
reading &
numeracy skills
SIO#3.2. Learners
attain Stage 2
(Grades 4-6)
learning standards
in required
literacy and
numeracy skills
and apply 21st
Proper
Inventory of
School
Facilities and
well
communicate
d status to
higher offices
and other
stakeholders
Systematized
recognition
and
information
dissemination
on received
donations
Intensified
linkage to
partners
through
constant
communicati
on
To provide
standard
learning
facilities to
learners and
teachers from
Very
Satisfactory to
Outstanding by
SY 2027-2028
Capacity of the
school
personnel in
guiding and
motivating the
stakeholders
and in the
provision of
suited learning
facilities
/ / / / / /

27
century skills to
various real-life
situations
1.
Maintain
zero
drop-out
rate
2.
Decrease
tardiness
and
absenteeis
m
3.
Intensify
OK sa
DepEd
Program
IO1.2 - All
learners will stay
in school and
finish key stages
Improve
leaners’
access to
quality and
rights-
upholding
learning
environment
Improve
capacity to
retain
learners in
schools
Strengthen
schools’
capacity to
ensure
learners’
continuity to
next stage
To decrease
drop-out rate
drop out from
5% to 0% in
SY 2022 –
2028
To decrease
the frequency
of tardiness
and
absenteeism
To decrease
number of
wasted and
severely
wasted from
23 to 0
> Distance
from home to
school
> Financial
crisis
> Child labor
> Transfer of
residence
> Poor time
management
> Health issues
> Addiction
from gadgets
and games
/ / / / / /
Poor
implement
ation of
programs
for SPED,
Last Mile,
GAD
To strengthen
the
implementatio
n of SPED,
Last Mile
School and
GAD
programs and
projects from
SY 2022 -
2028
> Untrained
teachers to
address
learners with
special
educational
needs
> Unawareness
on the HGDG
guidelines in
order to assess
gender
inequality

28
Provisions
of
Equipment
and
facilities
for
disaster
risk
reductions
Provision
and
maintena
nce of
electrical,
water,
washing
facilities
and
drainage
system
> Insufficient
funds to
procure
DRRM
equipment and
facilities
> Limited
know-how of
teachers on the
utilization of
DRRM
equipment
> Limited
knowledge of
teachers for
basic life
support
> Lack of
funds for the
provision and
maintenance of
electrical,
water, washing
facilities and
drainage
system
Intensify
OK sa
DepEd
Program
Integration
of sports
clinic
during
curricular
hours
To provide
learners with
basic health
and nutrition
services
To intensify
MHPSS
program for
SY 2022-2028
To increase
the number of
qualified
> Poor eating
habits
> No access to
medical and
dental services
> economic
status of
family
> Poor hygiene
and sanitation
> Health issues
> Poor
advocacy on
basic health

29
athletes to
higher level of
athletic
competitions
and nutrition
services
>Lack of
teachers;
knowledge in
administering
psychosocial
support
> Lack of
sports
equipment and
facilities
> No teachers
training
Provision
of
technical
Assistance
,
Mentoring
and
Coaching
to teachers
Low-level
of SBM
Practice
To increase
the frequency
of providing
technical
assistance to
teachers
To increase
level of SBM
Practice from
Level 1 to
Level 3 for
SY 2022-2028
> Overlapping
of activities
> Inadequate
knowledge in
providing TA
> Lack of data
management
mechanism
> Insufficient
knowledge on
SBM systems
and processes
> Poor
stakeholders
participation
on SBM
processes
Insufficien
t number
of teachers
To employ
volunteer
teachers
> Insufficient
regular items
from the
central office

30
Increase
Teachers’
teaching
competenc
e
To increase
number of
promoted
teachers from
___ to ____
> Lack of
interest and
motivation of
teachers for
upskilling and
reskilling
themselves
> Socio-
economic
status of
teachers
> Time
constraints
> Limited slots
for trainings
and seminars,
capability
building
activities
Provision
and
Maintenan
ce of
school
buildings
and other
learning
facilities
&
equipment
Developm
ent and
contextual
ization of
learning
resources
To provide and
maintain
school
buildings and
other learning
facilities and
equipment
To develop
and
contextualized
learning
resources
> Lack of
funds
>
> Insufficient
knowledge and
skills in
developing
contextualized
materials
> Teachers
have no
interest in
contextualizing
materials

31
> Overlapping
of activities
> Time
constraints
> Processes in
developing
contextualized
materials is too
tasking and
rigorous
Maintain
internal
systems
and
processes
To maintain
internal
systems and
processes
> No detailed
personnel for
the
maintenance of
internal
systems and
processes
> Limited
knowledge

32
CHAPTER 3
Improvement Plan
A. Key performance indicators
6-year realistic targets on access, equity, quality, resilience, well-being, and government
PERFORMANCE TARGETS
Pillar 1: Access
Results Statement /
Key Performance Indicator
Baseline (SY
2019- 2020)
Physical Target Means of
Verification
Frequency of Data
Responsible Body
Y1
(2023)
Y2
(2024)
Y3
(2025)
Y4
(2026)
Y5
(2027)
Y6
(2028)
Intermediate Outcome (IO) #1: All school-age children, out-of-school youth, and adults accessed relevant
basic learning opportunities
1. Percentage of school-age children in school - Net Enrollment Rate (NER)
Net Enrollment Rate (NET) 95.13 97.57% 100%
Planning and
Research
Section
(School) 94% 97 100 School-based
2. Incidence of OOSC & OSY
ELEMENTARY Out-of-school rate 2%
Planning and
Research
Section
JUNIOR HIGH SCHOOL Out-of-
school rate
4%
Planning and
Research
Section
C
H
A
P
T
E
R
3

33
SENIOR HIGH SCHOOL Out-of-
school rate
6%
Planning and
Research
Section
IO 1.1: All five-year-old children in school
3. Percentage of five-year old in school
- Net Intake Rate (NIR)
99%
Planning and
Research
Section
IO1.2 - All learners will stay in school and finish key stage
4. Percentage of enrollees (Elem, JHS, SHS) in a given school year who continue to be in school the following school year- Retention Rate
Retention Rate
(Aggregate data- if applicable)
98.99 98%
Planning and
Research
Section
5. Percentage of currently enrolled learners but did not finish/complete the school year – Dropout Rate (DR)
NOTE: Aggregate data if applicable
ELEMENTARY - Dropout Rate 1.47 0%
Planning and
Research
Section
JUNIOR HIGH SCHOOL -Dropout
Rate
0.69 0.63%
Planning and
Research
Section
SENIOR HIGH SCHOOL Dropout
Rate
0%
Planning and
Research
Section
IO1.3 - All learners transition to the next key stage
6. Percentage of K/G6/G10 completers proceeded to next key stage - Transition Rate
KINDERGARTEN - Transition Rate
(K to Grade1)
99.05% 99%
Planning and
Research
Section
ELEMENTARY - Transition Rate
(Grade 3 to Grade 4
98.35% 98%
Planning and
Research
Section

34
ELEMENTARY - Transition Rate
(Grade 6 to Grade 7)
98.53% 97%
Planning and
Research
Section
JUNIOR HIGH SCHOOL -
Transition Rate (Grade 10 to Grade
11)
96.60% 98%
Planning and
Research
Section
IO1.4- All out-of-school children and youth participate in and complete formal or non-formal basic education learning opportunities
7. Percentage of OSC and OSY who returned to school or participated in ALS – Participation Rate of OSC and OSY
OUT-OF-SCHOOL CHILDREN -
Participation Rate
Planning and
Research
Section
OUT-OF-SCHOOL
YOUTHParticipation Rate
Planning and
Research
Section
8. Percentage of completers in ALS- completed session -ALS
Completed Sessions - ALS
CID-ALS
OUT-OF-SCHOOL YOUTH -
CID-ALS
CID-ALS
Pillar 2 – Equity
Results Statement /
Baseline (SY
2019- 2020)
Verification
Frequency of
Data
Responsible Body
Y1
(2023)
Y2
(2024)
Y3
(2025)
Y4
(2026)
Y5
(2027)
Y6
(2028)
Intermediate Outcome (IO) #2. School-age children and youth, and adults in situations of disadvantage benefited from appropriate equity initiatives

35
1. Proportion of learners in situation of disadvantage transition to next key stage
ELEMENTARY - % Disparity
in transition rate
Planning and Research
Section
SECONDARY - % Disparity in
transition rate
Section
2. Gender participation-disparity in completion
ELEMENTARY Gender Parity
Index Completion
1.0
Section
SECONDARY - Gender Parity
Index Completion
1.0
Section
IO2.1 - All school-age children and youth and adults in situations of disadvantage are participating in basic learning opportunities and receiving
appropriate quality education
(SPED Schools)
3. Percentage of learners in situation of disadvantage continue to participate in basic education
ELEMENTARY - Retention
Rate
Section
ELEMENTARY - Retention
Rate
Section
4. Percentage of learners in situations of disadvantage (disaggregated by group) achieved at least a fixed level of proficiency/mastery in (a) functional
literacy, (b) numeracy, and (c) 21st century skills
SPED Learners (Learners with disability)
Functional Literacy- % of
learners at with at least
proficient level or better
CID/Assessment
Numeracy- % of learners at
with at least proficient level or
better
CID/Assessment
21st century skills- % of
learners at with at least
proficient level or better
CID/Assessment

36
Pillar 3 - Quality of Learning
Results Statement /
Baseline (SY
2019- 2020)
Verification
Frequency of Data
Responsible Body
Y1
(2023)
Y2
(2024)
Y3
(2025)
Y4
(2026)
Y5
(2027)
Y6
(2028)
Intermediate Outcome (IO) #3. Learners complete K-12 basic education having attained all learning standards that equip them with the necessary skills and
attributes to pursue their chosen paths
1. Percentage of learners pursued their chosen paths (SHS Implementing Schools)
% proceeded to college 89.53 CID-SHS
% proceeded to employment 4.45 CID-SHS
% proceeded to entrepreneurship 3.02 CID-SHS
% proceeded to middle level skills
training
2.21 CID-SHS
2. Percentage of learners in a cohort who completed Grade 6 / Grade 12- Completion Rate - (CR)
ELEMENTARY - CR 95%
Planning and
Research
Section
SECONDARY – CR 86%
Planning and
Research
Section
IO3.1 - Learners attained Stage 1 learning standards of fundamental reading and numeracy skills
3. Percentage of learners attaining nearly proficient level or better in Reading and Listening Comprehension increased (Per Key Stage)
Percentage of learners achieving
nearly proficient or better in
English
59.35 61.74 64.13 66.52 68.91% 71.3 73.69 76.08 CID

37
nearly proficient or better in Mother
Tongue (excluding Tagalog
speakers)
50%
CID
nearly proficient or better in
numeracy
38.36 47.95%
CID
IO3.2 - Learners attain Stage 2 (Grade 6) learning standards of literacy & numeracy skills and apply 21st century skills to various situations
4. Percentage of learners attaining
proficient level or better in Stage 2
literacy standards (increase: 4 pp/yr
37.99 40.38 42.77 45.16 47.55% 49.94 52.33 54.72
CID
5. Percentage of learners attaining
proficient level or better in Stage 2
numeracy standards (increase: 4
pp/yr)
45.43%
CID
IO3.3 -Learners attain Stage 3 (Grades 7-10) learning standards of literacy & numeracy skills and apply 21st century skills to various situations
6. Percentage of G10 learners
attaining nearly proficient level or
better in Stage 3 literacy (4 pp/yr)
45.78 48.17 50.56 52.85 55.24% 57.63 60.02 62.41
CID
7. Percentage of G10 learners
better in Stage 3 numeracy
standards (4 pp/yr)
46.30%
CID
IO3.4 - Learners attain Stage 4 (Grades 11-12) learning standards equipped with knowledge and 21st century competencies developed in their chosen core,
applied and specialized SHS tracks
8. Percentage of Grade 12 learners
better in Stage 4 core SHS areas (6
pp/yr
28% CID
IO 3.5 - Learners in the Alternative Learning System attain certification as Elementary or Junior High School completers

38
9. Percentage of ALS learners pass the A&E test
ALS A&E Passing Rate
Pillar 4 – Learners’ Resiliency and Well-Being
Results Statement /
Baseline (SY
2019- 2020)
Verification
Frequency of
Data
Responsible Body
Y1
(2023)
Y2
(2024)
Y3
(2025)
Y4
(2026)
Y5
(2027)
Y6
(2028)
Intermediate Outcome (IO) #4. Learners are resilient and know their rights and have the life skills to protect themselves and claim their education rights
from DepEd and other duty-bearers to promote learners’ well-being
1. Percentage of affected and
displaced learners retained
100%
Planning and
Research Section
2. Percentage of learners who
reported violence committed
against them by other learners
(bullying) or adults (child abuse)
based on intake sheets of schools
100%
Child Protection
Unit
3. Percentage of learners who are
happy and satisfied with their basic
education experience in relation to
the enjoyment of their specific
rights in school and learning
centers
No Baseline
data
80% 81% 83% 95%
Cases filed with
the Legal Unit
Legal Unit
4. Percentage of learners who
know their rights TO and IN
education, and how to claim them
positively
No Baseline
data
80% 81% 83% 95%
Cases filed with
the Legal Unit
Legal Unit
5. Percentage of schools and
learning centers significantly
No Baseline
data
80% 81% 83% 95%
Cases filed with
the Legal Unit
Legal Unit

39
manifesting indicators of RBE in
the learning environment
6. Learners Satisfaction Rating on
Rights-based Education
No Baseline
data
80% 81% 83%
Cases filed with
the Legal Unit
Legal Unit
IO4.1 Learners are served by a Department that adheres to a rights-based education framework at all levels
7. Percentage of SDO offices
significantly manifesting indicators
of RBE
95%
Cases filed with
the Legal Unit
Legal Unit
8. Percentage of DepEd personnel
in SDO, and schools/learning
centers who know the rights of
children and learners in relation to
RBE, and are able to infuse them
in their respective jobs/ duties
95%
Cases filed with
the Legal Unit
Legal Unit
IO4.2 Learners are safe and protected, and can protect themselves from risks and impacts from natural and human-induced hazards
9. Percentage of learners equipped
with capacities on what to do
before, during, and after a disaster/
emergency
Drill
50% DRRM
10. Percentage of learners in safe
schools
30% DRRM
IO4.3 Learners have the basic physical, mental, and emotional fortitude to cope with various challenges in life
11. Percentage of students with
improved health statistics
School Health and
Nutrition Section
12. Percentage of learners with
improved physical fitness level
School Health and
Nutrition Section
Enabling Mechanism #1. Education leaders and managers practice participative and inclusive management processes
1. Proportion of schools achieving higher levels of SBM practice

40
Elementary 3.75%
(26 /693)
8.25%
(55/667)
16.5%
(110/667)
24.75%
(165/667)
33%
(220/667)
41.53%
(277/667)
50.07%
(334/667)
Division
certificate of
SBM Level of
Pr
SGOD
Secondary 13.37%
(25/187)
16.66%
(27/162)
33.32%
(54/162)
49.98%
(81/162)
66.64%
(108162)
83.3%
(135/162)
100%
(162/162)
Division
certificate of
SBM Level of
Pr
SGOD
Enabling Mechanism #2. Strategic human resource management enhanced for continuing professional development and opportunities
2. Proportion of offices across governance levels with very satisfactory and higher rating in the Office Performance Commitment and Review Form
(OPCRF)
Elementary
100%
(693/693) 100% 100% 100% 100% 100% 100% 100% OSDS
Secondary 100%
(187/187)
100% 100% 100% 100% 100% 100% 100%
OSDS
Schools Division Office
100%
(3/3) 100% 100% 100% 100% 100% 100% 100%
OSDS
Enabling Mechanism #3. Investments in basic education provide learners with the ideal learning environment
3. Proportion of schools achieving ideal ratio on:
Classroom
Physical Facilities
Section
Teachers
Planning and
Research Section
Textbooks CID- LRMRS
Seats
Physical Facilities
Section
Science and Math Equipment
CID/Asset
Management Unit
ICT Package /E-classroom ICTU

41
4. Proportion of elementary schools with:
Functional library CID LRMS
Connection to electricity
Physical Facilities
Section
Connection to internet functional
library
CID LRMS
5. Proportion of secondary schools with:
Functional library CID LRMS
Connection to electricity
Physical Facilities
Section
Connection to internet functional
library
CID LRMS
6. Proportion of schools achieving ideal interquartile ratio (IQR) *on teacher deployment
% SDOs achieving ideal
interquartile ratio (IQR)
Planning and
Research Section
Enabling Mechanism #4. Improve and modernize internal systems and processes for a responsive and efficient financial resource management
7. Client satisfactory rating of DepEd offices’ respective stakeholders (internal & external)
Schools QMS/ OSDS
SDO 4.6 4.7 4.8 5 5 5 5 5 QMS/ OSDS
Enabling Mechanism #5. Key stakeholders actively collaborate to serve learners better
8. Percentage of financial contribution of international and local grant development partners vis-a-vis national education budget (including adopt a school,
brigada eskwela)
Local - % contribution SMAN

42
International - % contribution SMAN
Special Education Fund Utilization
rate
SMAN
9. Proportion of schools with functional SGC (School Governing Council)
Elementary SGOD
Secondary SGOD
Enabling Mechanism #6. Public and private education operate under a dynamic and responsive complementarity framework
10. Proportion of private schools
receiving government assistance
SGOD
(SMME/PRS)
11. Proportion of teachers in
private schools receiving teacher
subsidy
SGOD
(SMME/PRS)

43
B. Strategies/school strategic directions, Key Interventions
PROJECT WORK PLAN AND BUDGET MATRIX
Pillar ACCESS
Intermediate Outcomes (from
BEDP)
All school-age children, youth and adults accessed relevant basic learning opportunities
Sub-Intermediate Outcomes
(from BEDP)
SIO#1.1. All five-year-old children attend school
SIO#1.2. All learners stay in school and finish key stages
SIO#1.3. All learners transition to the next key stage
SIO#1.4. All out-of-school children and youth participate and complete in formal or non-formal basic education
learning opportunities
Strategies
(from BEDP)
EXPECTED
OUTPUT (BASED ON
BEDP)
Initiative or
Interventions
(Programs/Projects)
Activities
Timeline
(Year of
Implementati
on)
Resources
Human Physical
Financial
Y1 Y2 Y3 Y4 Y5 Y6
Improve
capacity to
retain
learners in
schools
Teachers and
learning
facilitators
capacitated to
implement
remediation
programs and
management of
Key Performance
Indicator(KPI)
Improvement
Program: (Project
SPIDO-School
Prevention &
Information
dissemination to
classroom advisers,
parents and pupils
about the project
2023 School
Head
Teachers
Guidance
Counselor
Designate
Orientation
Materials
500 300 300 200 200 200
Intensive
information drive
on the content of
2023-
2028
Materials
on
Informatio
3000 300 3000 3000 3000 300

44
learners at risk of
dropping out
Schools
implemented
remediation
programs for
struggling
learners
More schools
implementing
school-initiated
interventions
using flexible
learning options
Intervention for
DropOuts)
Anti-bullying
policy of the school
Parents/G
uardians
Other
Stakehold
ers
n Drive
Activities
Orientation of
parents on the
relevance of
education of
school-age children
during quarterly
meetings
2023-
2028
Orientation
Materials
300 300 300 300 300 300
Post monthly
complete
attendance to
classroom
2023-
2028
Supplies for
Reports
300 300 300 300 300 300
Monthly awarding
of complete
attendance every
2nd
Monday of the
Month during Flag
ceremony.
2023-
2028
Supplies for
awarding
activities
300 300 300 300 300 300
Home visitation 2023-
2028
Supplies for
Reports of
conducted
home
visitation
activities
2000 2000 2000 2000 2000 2000

45
Pillar ACCESS
Intermediate Outcomes
(from BEDP)
All school-age children, out-of-school youth, and adults accessed relevant basic learning opportunities.
Sub-Intermediate
Outcomes (from BEDP)
All learners stay in school and finish key stages
Strategies
(from BEDP)
EXPECTED
OUTPUT (BASED ON
BEDP)
Initiative or
Interventions
(Programs/Projects)
Activities
Timeline
(Year of
Implementati
on)
Resources
Human Physical
Financial
Y1 Y2 Y3 Y4 Y5 Y6
Strengthen
mechanisms
for
providing
access to
relevant
basic
opportuniti
es for OSC
and OSY,
and OSA
SIO#1.2. All
learners stay in
school
and finish key
stages
SIO#1.3. All
learners
transition to
the next key
stage
Key
Performance
Indicator(KPI)
Improvement
Program:
(Project SPIDO-
School
Prevention &
Intervention for
DropOut
Conduct of early
registration and
child mapping
activities
2023 Coaches,
teachers
Orientation
Materials
500 500 500 500 500 500
Identifying SARDOs 2023-
2028
Materials
for
Orientation
500 500 500 500 500 500
Conduct of follow
up activities (home
viistation, text
messaging, sending
letters, etc)
2023-
2028
Supplies for
Communic
ation
Activities
300 300 300 300 300 300
Conduct and
Participation to
2023-
2028
Supplies for
the reports
with the
300 300 300 300 300 300

46
different contest
and competitions
conduct of
home
visitation/c
onsultation
activities
Conduct of career
guidance activities
Guidance
councilor
designate
200 200 200 200 200 200
Pillar EQUITY
Intermediate
Disadvantaged school-age children and youth, and adults benefited from appropriate equity initiative.
Sub-Intermediate
SIO#3.1. Learners attain Stage 1 (K-Grade 3) learning standards of fundamental reading & numeracy skills
SIO#3.2. Learners attain Stage 2 (Grades 4-6) learning standards in required literacy and numeracy skills and apply 21st century skills
to various real-life situations

47
Strategies
(from
BEDP)
EXPECT
ED
OUTPUT
(BASED
ON
BEDP)
Initiative or
Intervention
s
(Programs/Pr
ojects)
Activities Timeline
(Year of
Implement
ation)
Resources
Human Physical Financial
Y1 Y2 Y3 Y4 Y5 Y6
P.3.1.Alig
n
curriculu
m and
instructi
on
methods
in all
subjects
1.School
s
impleme
nted
reading
remediat
ion and
enhance
ment
program
2.Learni
ng
approac
hes,
methods
, and
Project RAP
(READING
AMIDST
PANDEMIC)
Curriculum
Review
a.Beginning
Reading
b.Reading in
the Content
Areas or
Content Area
Literacy (CAL)
c.Vertical and
horizontal
integration of
the reading
curriculum
across
learning areas
2023 and
2026
CID
Chief,
EPSs,
PSDSs
SCHOOL
READIN
G COOR,
SH
MELCs,
SMEA/ PIR
result,
Division
Reading
Profile
1000
00
2000
0
1000
0
5000
0
1000
00
2000
0

48
strategie
s like
inquiry
and
problem-
based
across
all
stages in
various
learning
delivery
modaliti
es are
impleme
nted in
schools.
Reorientation
of Schools/
District
Reading
Coordinators
and School
Heads on
a.reading
instruction
b.remediation
c.reading
enhancement
d.evidence-
based
instructional
approaches
-
2023-
2028
CID
Chief,
EPSs,
PSDSs
ELLN
Trainers
Learning
resource
packages
150,
000
170,
000
190,0
00
210,
000
240,
000
260,0
00
Harmonizatio
n of school
reading
instruction
program
a. In-
class reading
instruction
and
remediation
b. Off-
class reading
instruction
and
remediation
2023 &
2026
CID
Chief,
EPSs,
PSDSs
School
Heads
Supplies and
Materials,
School
Reading
Program
250,
000
- - 250,
000
- -

49
Development
of
contextualize
d reading
materials
a.Consultative
conference
with PSDSs,
School Heads,
Reading
teachers
b.Identificatio
n of least
learned
literacy
domains.
c.Organization
of School Pool
Writers for the
contextualized
reading
curriculum
2023 and
2024
CID
Chief,
EPSs,
PSDSs
Writers
Supplies and
Materials,
CGs, MELCs,
Division
Reading
Profile
400,
000 3000
00
Validation and
finalization of
contextualized
reading
curriculum
2024 CID
Chief,
EPSs,
PSDSs
Writers
Validation
tools
350,
000

50
Monitoring
and evaluation
of the
management
and
implementatio
n of reading
instruction,
remediation,
and
intervention
2023-
2028
CID
Chief,
EPSs,
PSDSs
M&E Tools 100,
000
120,
000
140,0
00
160,
000
180,
000
200,0
00
Program
Implementatio
n Review (PIR)
2023-
2028
CID
Chief,
EPSs,
PSDSs,
District
Reading
Coordinat
ors
PIR Tool,
Supplies and
Materials
120 140,
000
160,0
00
180,
000
200,
000
220,0
00
2. Stren
gthen
compete
nce of
teachers
and
Teachers
trained
on
Beginnin
g
Reading,
Training
and
Developmen
t Program in
Reading for
Teachers
Profiling of
teachers,
school heads,
and
instructional
leaders
2023 Program
owner
Needs
Assessment
tools
5,00
0
5000

51
instructi
onal
leaders
on
curriculu
m,
instructi
on, and
assessme
nt
Bridging
Literacy,
and
Content
Area
Literacy
and
Instructiona
l Leaders
Learning and
Development
Program on
DAP-ELLN,
Primals, and
Development
of Content
Area Literacy
for:
a. Untrained
Teachers
b. Untrained
School Heads
and PSDSs
c. New
Teachers
d. Volunteer
Teachers
2023-
2028
CID
Chief,
EPSs,
PSDSs
LFs
Learning
package,
ELLN/
Primals
Compendium
, Training
Materials and
Supplies
300,
000
320,
000
350,0
00
370,
000
390,
000
400,0
00
Coaching/Me
ntoring of
teachers,
school heads
in providing
support to
teachers on
evidence-
based
instructional
approaches:
a. Targete
d Instruction
2023-
2028
CID
Chief,
EPSs,
PSDSs
PPST
Modules,
PPSH, PPSS
Mentoring/C
oaching
Primer
50,0
00
60,0
00
70,00
0
80,0
00
90,0
00
100,0
00

52
b. Struct
ured Pedagogy
c. Small
group tutoring
d. Self-
guided
learning
Progress
monitoring,
evaluation,
and
adjustment
(MEA)
2023-
2028
CID
Chief,
EPSs,
PSDSs
M&E Tool 50,0
00
70,0
00
90,00
0
110,
000
120,
000
140,0
00
3. Assess
learning
outcomes
at each
key stage
transitio
n and for
learners
in
situation
s of
disadvan
tage
Analytic
al
reports
on the
results
of
national
and
internati
onal
assessm
ents
complete
d and
Reading
Assessment
Reorientation
of
school/district
reading
coordinators,
ELLN
Teachers, and
school heads
on the
administration
, analysis, and
utilization of
reading
assessment
2023-
2028
CID
Chief,
EPSs,
PSDSs
Supplies and
materials,
Reorientation
package
150,
000
170,
000
190,0
00
210,
000
240,
000
260,0
00

53
dissemin
ated
periodica
lly to
inform
policies
and
program
intervent
ions
Development
of
contextualized
reading
assessment
tools for:
a. Early
Grades
b. Junior
High School
c. Senior
High School
2023 CID
Chief,
SMME,
Writers
Phil-IRI
Manual,
EGRA Tool
kits
200,
000
- - - - -
Validation and
finalization of
the
contextualized
reading
assessments
2023 CID
Chief,
SMME,
Writers
Supplies and
materials,
Validation
Tool
150,
000
- - - - -
Administratio
n of reading
assessments:
a. Contex
tualized Early
Grades
Reading
Assessment
(CEGRA)
b. Phil-IRI
Filipino for
G3-G6
c. Phil-IRI
English for
G4-G10
2023-
2028
EPSs,
PSDSs,
School
Heads,
District/S
chool
Reading
Committe
e
Phil-IRI
Package,
Phil-IRI e-
Tool,CEGRA
Toool Kit
50,0
00
60,0
00
70,00
0
80,0
00
90,0
00
100,0
00

54
Validation of
reading
assessment
results
2023-
2028
EPSs,
PSDSs,
School
Heads,
District/S
chool
Reading
Committe
e
Validation
tools
50,0
00
60,0
00
70,00
0
80,0
00
90,0
00
100,0
00
Provision of TA
on the
utilization of
assessment
results for
intervention
2023-
2028
CID
Chief,
EPSs,
PSDSs
TA Tool, TA
Consolidator
50,0
00
50,0
00
50,00
0
50,0
00
50,0
00
50,00
0
Monitoring
and
Evaluation
2023-
2028
CID
Chief,
EPSs,
PSDSs
M&E Tool,
M&E
Analyzer
50,0
00
60,0
00
80,00
0
90,0
00
100,
000
110,0
00
Search for
Best
Implementing
Schools of
Reading
Initiatives
2023-
2028
CID
Chief,
EPSs,
PSDSs,
DTWG
Trophies,
Plaques,
Supplies &
Materials
2023
-
2028
230,
000
250,0
00
270,
000
290,
000
310,0
00
4. Align
resource
Reading
and
Learning
Resource
LR Needs
Assessment
2023 and
2026
LRMS LR Tools, 5,00
0
5,00
0
5,000 5,00
0
5,00
0
5,000

55
provision
with key
stage
learning
standard
s
numerac
y
resource
material
s for
foundati
onal
develop
ment of
all Stage
1
learners
are
develope
d and
dissemin
ated
Managemen
t and
Developmen
t
Development
of learning
resources in
reading both
in print and
non-print
across grade
levels
2023 to
2028
CID
Chief,
EPSs,
PSDSs
Writers
LR
Development
Tool Kit and
Primer,
supplies and
materials
350,
000 370,
000
390,0
00
410,
000 430,
000
450,0
00
Validation and
finalization of
LRs
2023 and
2026
LRMS
and
Writers
Validation
Tools
350,
000 370,
000
390,0
00
410,
000 430,
000
450,0
00
Establishment
of Division
Virtual
Reading
Library
containing
learning
resources for:
a. Develo
pmental
reading
b. Conten
t Area Literacy
(CAL)
c. Recreat
ional Reading
2023-
2024
EPS,
LRMS,
PDO-LR
Data Server 300,
000
350,
000

56
Evaluated the
accessibility,
usability, and
practicability
of the Division
Virtual
Reading
Library
2024-
2028
EPS,
LRMS,
PDO-LR
Engagement
analyzer,
monitoring
tool
- - 30,00
0
40,0
00
50,0
00
60,00
0
Pillar EQUITY
Intermediate
Disadvantaged school-age children and youth, and adults benefited from appropriate equity initiative.
Sub-Intermediate
SIO#3.2. Learners attain Stage 2 (Grades 4-6) learning standards in required literacy and numeracy skills and apply 21st century skills
to various real-life situations
Strategi
es
(from
BEDP)
EXPECTED
OUTPUT (BASED ON BEDP)
Initiative or
Interventions
(Programs/Projects
)
Activities
Timeli
ne
(Year of
Implement
ation)
Resources
Human Physical
Financial
Y1 Y2 Y3 Y4 Y5 Y6

57
Improve
gender-
sensitiv
e
context
ualized
curricul
um and
learning
delivery
Pillar
2Equity
Strat#3
On customizing learning
delivery modalities
appropriate to contexts
of school-aged children
and youth and adults in
situations of
disadvantage;
Standards, processes,
and protocols for the
contextualization of the
curriculum, and learning
delivery for inclusive
education developed
and implemented; and
programs to address
gender-disparities
among children are
developed and
implemented
Pillar 2 Strat#3
Literacy and
Numeracy
Program: (
Projrect
DILEMA-
overcoming
Difficulty In
Learning
Mathematics)
Meeting of Key
Stage 1 Advisers
in crafting SIMs
2023 School
Head
Teachers
Guidance
Counselor
Designate
Parents/Gu
ardians
Other
Stakeholde
rs
Orientation
Materials
500
Reproduction of
basic literacy
reading materials
2023-
2028
Materials
on
Informatio
n Drive
Activities
3000 3000 3000 3000 3000 3000
Monitoring on
the status of
reading level of
key stage 1
learner
2023-
2028
Orientation
Materials
300 300 300 300 300 300

58
Pillar EQUITY
Intermediate
Disadvantaged school-age children and youth, and adults benefited from appropriate equity initiatives
Sub-Intermediate
SIO#3.2. Learners attain Stage 2 (Grades 4-6) learning standards in required literacy and numeracy skills and apply 21st century skills to
various real-life situations
Strategie
s
(from BEDP)
EXPECTED
OUTPUT (BASED ON
BEDP)
Initiative or
Interventions
(Programs/Projects)
Activities
Timeline
(Year of
Implementatio
n)
Resources
Human Physical
Financial
Y1 Y2 Y3 Y4 Y5 Y6
Improve
program
manage
ment
and
service
delivery
Pillar 2
Equity
Strat#1
Coordination
with LGU and
barangay
officials on data
gathering and
analysis towards
explicit solutions
to identified
barriers to
education
implemented,
School Basic
Education
Statistics and
Data
Management:
(Project SyLIP-
Systematic
Learners
Information
Update)
Updating of
School
Information
System
(eBEis, LIS,
BEIS)
2023 School Head
Teachers
Guidance
Counselor
Designate
Parents/Gu
ardians
Orientation
Materials
500
orientation on
LIS encoding
and updating
2023-
2028
Materials on
Information
Drive Activities
400 400 400 400 400 400
2023-
2028
Orientation
Materials
300 300 300 300 300 300

59
Mechanism for
the enrolment of
pre-identified
children with
disabilities in
kindergarten
between and
among
ECCD,DSWD,
NGOs, and
Deped
Implemented
Preparation of
School Report
Card
2023-
2028
Other
Stakeholder
s
Supplies for
Reports
300 300 300 300 300 300
Publication
and
Communicati
on of SRC
2023-
2028
Supplies for
awarding
activities
300 300 300 300 300 300
Creation of
google drive
for records
management
2023-
2028
Supplies for
Reports of
conducted
home visitation
activities
2000 2000 2000 2000 2000 2000
Sustainability
and
Institutionaliz
ation of
Quality
Management
System
(QMS)

60
Pillar EQUITY
Intermediate
Disadvantaged school-age children and youth, and adults benefited from appropriate equity initiative
Sub-Intermediate
Strategie
s
(from BEDP)
EXPECTED
OUTPUT (BASED ON
BEDP)
Initiative or
Interventions
(Programs/Projects)
Activities
Timeline
(Year of
Implementation)
Resources
Human Physical
Financial
Y1 Y2 Y3 Y4 Y5 Y6
Improve
gender
sensitive
contextu
alized
curriculu
m and
learning
delivery
Pillar 2
Equity
Strat3
Standards,
processes, and
protocols for the
contextualization
of the
curriculum, and
learning delivery
for inclusive
education
developed and
implemented
Curriculum
/learning and
delivery
Implementation:
(Project LISTEN-
Learner's
Initiative to
Study Through
Engagement
Noteworthy ) LRs
Information dissemination
to classroom advisers,
parents and pupils about
the project
2023 School Head
Teachers
Guidance
Counselor
Designate
Parents/Guar
dians
Other
Stakeholders
Orientation
Materials
Intensive information drive
on the content
2023-2028 Materials on
Information
Drive
Activities
500 300 200 100 0 0
Crafting of worksheets per
grade level (key stage 2)
2023-2028 Orientation
Materials
500 300 300 300 300 300
Printing of worksheets and
SIMs
2023-2028 Supplies for
Reports
1000 500 300 300 300 300

61
Utilization of the
worksheets and SIMs
awarding
activities
300 300 300 300 300 300
Monitoring and
Assessment per grade
Reports of
conducted
home
visitation
activities
200 200 200 200 200 200
Pillar EQUITY
Intermediate
Disadvantaged school-age children and youth, and adults benefited from appropriate equity initiatives
Sub-Intermediate
Strategie
s
(from BEDP)
EXPECTED
OUTPUT (BASED ON
BEDP)
Initiative or
Interventions
(Programs/Projects)
Activities
Timeline
(Year of
Implementation)
Resources
Human Physical
Financial
Y1 Y2 Y3 Y4 Y5 Y6
Improve
gender
sensitive
contextu
Standards,
processes, and
protocols for the
contextualization
Information dissemination
to classroom advisers,
parents and pupils about
the project
2023 School Head
Teachers
Orientation
Materials
500

62
alized
curriculu
m and
learning
delivery
Pillar2Equit
yStrat3
of the
curriculum, and
learning delivery
for inclusive
education
developed and
implemented
Intensive information drive
on the content
2023-2028 Guidance
Counselor
Designate
Parents/Guar
dians
Other
Stakeholders
Materials on
Information
Drive
Activities
300
0
300
0
300
0
300
0
300
0
300
0
Crafting of worksheets per
grade level (key stage 2)
2023-2028 Orientation
Materials
300 300 300 300 300 300
Printing of worksheets and
SIMs
Reports
300 300 300 300 300 300
Utilization of the
worksheets and SIMs
awarding
activities
300 300 300 300 300 300
Monitoring and
Assessment per grade
Reports of
conducted
home
visitation
activities
200
0
200
0
200
0
200
0
200
0
200
0
Pillar QUALITY
Intermediate
Learners complete K-12 basic education, having successfully attained all learning standards that equip them with the necessary skills and

63
Pillar QUALITY
Sub-Intermediate
Strategie
s
(from BEDP)
EXPECTED
OUTPUT (BASED ON
BEDP)
Initiative or Interventions
(Programs/Projects)
Activities
Timeline
(Year of
Implementation
)
Resources
Human Physical
Financial
Y1 Y2 Y3 Y4 Y5 Y6
Assess
learning
outcome
at each
key
stage
transitio
n for
learners
in
situation
s of
disadvan
tage
Curriculum
guides reflecting
the emotional
and 21st
century
skills including
the appropriate
learning
approaches and
assessment are
developed,
disseminated,
and
implemented.
Education for pupils
with learning
difficulties: Project
AKAY (Assisting and
Keeping All Youths in
school )
Conduct
CEGRA/Phil
IRI
2023-
2028
School
Head
Teachers
Reading
Coordinat
or
Materials
needed for
the
conduct of
reading
skills
assessment
s
2000 2000 2000 2000 2000 2000
Identify reading
difficulties
Materials
for the
reports
200 200 200 200 200 200
Identify reading
interventions
Materials
for the
reports
200 200 200 200 200 200

64
Pillar2
Quality
Strat#4
Policies,
standards, and
program
management on
curricular, co-
curricular, and
extra-curricular
developed and
implemented
Conduct
differentiated
activities
Materials
for the
Interventio
n Activities
10000 1000
0
1000
0
1000
0
1000
0
1000
0
Conduct reading
contests and
Awarding/Reco
gnitions
Activities
Materials
for
2000 2000 2000 2000 2000 2000
Pillar QUALITY
Intermediate
Sub-Intermediate
Strategie
s
(from BEDP)
EXPECTED
OUTPUT (BASED ON
BEDP)
Initiative or
Interventions
(Programs/Projects)
Activities
Timeline
(Year of
Implementatio
n)
Resources
Human Physical
Financial
Y1 Y2 Y3 Y4 Y5 Y6

65
Strength
en
compete
nce of
teachers
and
instructi
onal
leaders
on
curriculu
m,
instructi
on and
assessm
ent
Pillar3
Quality
Strat 4
Professional
development
programs for
teachers
developed and
implemented in
identified
priority areas
such as, but not
limited to:
-socio-emotional
and 21st
century
skills
-learning
approaches and
learming
modalities
-Assessment
-Program
management on
curricular,co
curricular, and
extra curricular
activities
Project CHARM
Caring and
Helping teachers
in Applying
teaching
standards
through
Mentoring and
Shepherding)
Conduct of
classroom
observation
2023-
2028
School
Head
Teachers
Other
Stakehol
ders
Report on the
conducted assessments
or performance of the
learners
2000
Conduct
monitoring of
LAC Sessions
Materials for the
reports
200 200 200 200 200 200
Conduct
mentoring and
coaching
Materials for the
conduct of LAC sessions
ang other L & D
programs
1000
0
1000
0
1000
0
1000
0
1000
0
100
00

66
Pillar QUALITY
Intermediate
Sub-Intermediate
Strategie
s
(from BEDP)
EXPECTED
OUTPUT (BASED ON
BEDP)
Initiative or
Interventions
(Programs/Project
s)
Activities
Timeline
(Year of
Implementation
)
Resources
Human Physical
Financial
Y1 Y2 Y3 Y4 Y5 Y6
Assess
learning
outcome
s at each
key
stage
transitio
n and for
learners
in
situation
Revised National
Assessment
Framework
developed and
implemented
Revised
assessment
programs with
design, tools,
administration
School
Learning
Assessment
Operation
(Project SPAT
Students/Pu
pil's
Assessment
Tool)
Present to teachers results of
conducted assessments in
terms of literacy and
numeracy
2023-
2028
School Head
Teachers
Other
Stakeholders
Report on
the
conducted
assessments
or
performance
of the
learners
2000
Harvest from teachers on the
common difficulties of
Materials for
the reports
200 200 200 200 200 200

67
of
disadvan
tage
Pillar 3
Quality
Strat#3
procedures and
guidelines
developed and
implemented,
Analytical
reports on the
results of
national and
assessments
completed and
disseminated
learners in reading and other
learning areas.
Conduct LAC sessions and
other L & D programs about
determining the right
interventions/pedagogies to
be applied and how to go
about the intervention
programs/pedagogies
Materials for
the conduct
of LAC
sessions ang
other L & D
programs
1000
0
100
00
100
00
100
00
100
00
100
00
Conduct recognition /
awarding to the commitment
and outstanding performance
of teachers
Materials for
the
monitoring
and
awarding/rec
ognition
programs
1000 100
00
100
00
100
00
100
00
100
00
Pillar QUALITY
Intermediate
Sub-Intermediate
various real-life situations.

68
Strategies
(from BEDP)
EXPECTED
Initiative or
Interventions
(Programs/Projects)
Activities
Timeline
(Year of
Implementation)
Resources
Human Physical
Financial
Y1 Y2 Y3 Y4 Y5 Y6
Strengthen
competence of
teachers and
instructional
leaders on
curriculum,
instruction and
assessment
Teachers and learning
facilitators capacitated
to implement
remediation programs
and management of
learners at risk of
dropping out.
Instructional
Supervision
and
Management
(Project
CHARMS-
Caring and
Honing for
Advancement
through
Mentoring and
Shepherding)
Present to
teachers
results of
conducted
assessments in
terms of
literacy and
numeracy
2023-2028 School Head
Teachers
Other
Stakeholders
Report on
the
conducted
assessments
or
performance
of the
learners
2000
Harvest from
teachers on the
common
difficulties of
learners in
reading and
other learning
areas.
Materials for
the reports
200 200 200 200 200 200
Conduct LAC
sessions and
other L & D
programs
about
determining
the right
Materials for
the conduct
of LAC
sessions ang
other L & D
programs
1000
0
1000
0
1000
0
100
00
1000
0
1000
0

69
interventions/p
edagogies to
be applied and
how to go
about the
intervention
programs/peda
gogies
Conduct
recognition /
awarding to
the
commitment
and
outstanding
performance
of teachers
Materials for
the
monitoring
and
awarding/rec
ognition
programs
1000 1000
0
1000
0
100
00
1000
0
1000
0
Pillar RESILIENCY AND WELL BEING
Intermediate
Learners are resilient and know their rights, and have the life skills to protect themselves and their education-related
rights from DepEd and other duty-bearers to promote learners well being
Sub-Intermediate
SIO#4.1. Learners are served by a department that adheres to a rights-based education framework at all levels

70
SIO#4.2. Learners are safe and protected, and can protect themselves, from risks and impacts from natural and
human-induced hazards
SIO#4.3. Learners have the basic physical, mental, and emotional fortitude to cope with various challenges in life
and to manage risks
Strategies
(from BEDP)
EXPECTED
OUTPUT (BASED ON
BEDP)
Initiative or Interventions
(Programs/Projects)
Activities
Timeline
(Year of
Implementati
on)
Resources
Human Physical
Financial
Y1 Y2 Y3 Y4 Y5 Y6
Provide
learners
with basic
health and
nutrition
services
Pillar4
Resilliency
Strat#6
Guidelines to
ensure the
health and
safety of
learners and
school
personnel,
including
prevention of
COVID-19, is
developed and
implemented
Post COVID-19
tracking of
School Health and
Nutrition Program
(Project RICHeS-
Rehabilitation and
Improvement of
Children's Health
Status
Orientation of the
teachers, learners
and parents of
the project
2023-
2028
School Head
Teachers
Other
Stakeholders
Report on
the
conducted
orientation
2000
Provision of
health and safety
facilities for
learners and
teachers
Health &
Safety
Materials
provided
10000 1000
0
1000
0
100
00
1000
0
1000
0
Provision of
mental and
psychosocial
support to
teachers and
learners
Materials
for the
MPSS
2000 2000 2000

71
learners’
health and
nutrition
conditions is
implemented
by schools
Health
personnel and
program
coordinators
trained on key
topics,
including
management
of risky
behavior and
child
protection
issues
Schools’
health
facilities
including
WASH and
clinics
Coordination with
the community on
the promotion of
health and safety
of the learners
and teachers
especially on their
vaccination
against COVID
19
Informatio
n on the
conduct of
vaccination
by the RHU
200 200

72
provided or
improved
School-
community
coordination
mechanisms
for health and
safety of
learners are in
place in all
schools
Program to
address
stunting is
developed and
implemented
for target
disadvantaged
learners
Schools and
partners are
mobilized for
implementatio
n of policies
and standards

73
on DRRM,
health and
nutrition, as
well as for
adolescent
health and
development.
Intermediate
Learners are resilient and know their rights, and have the life skills to protect themselves and their education-
related rights from DepEd and other duty-bearers to promote learners well being
Sub-Intermediate
and to manage risks
Strategies
(from BEDP)
EXPECTED
Initiative or
Interventions
(Programs/Projects)
Activities
Timeline
(Year of
Implementation
)
Resources
Human Physical
Financial
Y1 Y2 Y3 Y4 Y5 Y6

74
Provide learners
with basic
health and
nutrition
services
Pillar4 Resilliency
Strat6
Guidelines on health
and safety of learners
and school personnel,
including prevention
of COVID-19
developed and
implemented
School Health facilities
including WASH and
Clinics provided
School Community
coordination
mechanism for health
and safety of learners
in schools established
and pilocies ,
guidelines and
standards on
prevention of CIVID-
19, health & nutrition,
and adolescent health
and development
implemented
School Health
and Nutrition
Program
(Project
RICHeS-
Rehabilitation
and
Improvement
of Children's
Health Status
Orientation of
the teachers,
learners and
parents of the
project
2023-
2028
School
Head
Teachers
Other
Stakeholde
rs
Report on
the
conducted
orientation
2000
Provision of
health and
safety facilities
for learners
and teachers
Health &
Safety
Materials
provided
1000
0
100
00
100
00
100
00
100
00
1000
0
Provision of
mental and
psychosocial
support to
teachers and
learners
Materials for
the MPSS
2000 200
0
200
0
Coordination
with the
community on
the promotion
of health and
safety of the
learners and
teachers
especially on
their
vaccination
against
COVID 19
Information
on the
conduct of
vaccination
by the RHU
200 200

75
Pillar
RESILIENCY AND WELL BEING
Intermediate
Sub-Intermediate
and to manage risks

76
Strategies
(from BEDP)
EXPECTED
OUTPUT (BASED ON
BEDP)
Initiative or
Interventions
(Programs/Proj
ects)
Activities
Timeline
(Year of
Implementation)
Resources
Human Physical
Financial
Y1 Y2 Y3 Y4 Y5 Y6
Ensure that learners
are aware and can
assert their rights to
andin education
from DepEd and fully
understand their
responsibilities in
relation to these
rights
(PillarResiliency
Strat#2)
Child rights
education (CRE)
integrated in
the enhanced k-
12 curriculum,
extra and co-
curricular
programs,
learning
environment
and culture of
the school,
learning center
and other
learning
modalities;
School
personnel and
parents trained
on child rights
education and
child protection;
Child
Protection
Program
Orientation of
the teachers,
learners and
parents of the
project
2023-2028 School
Head
Teachers
Other
Stakehold
ers
Report on
the
conducted
orientation
2000
Provision of
health and
safety facilities
for learners
and teachers
Health &
Safety
Materials
provided
1000
0
100
00
1000
0
1000
0
1000
0
1000
0
Provision of
mental and
psychosocial
support to
teachers and
learners
Materials
for the
MPSS
2000 200
0
2000
Coordination
with the
community on
the promotion
of health and
safety of the
learners and
teachers
Informatio
n on the
conduct of
vaccination
by the RHU
200 200

77
Mechanism on
learners’
participation on
education and
children’s rights
developed and
implemented
and; child
protection
committee in
schools
established.
especially on
their
vaccination
against
COVID 19
Intermediate
Sub-Intermediate
and to manage risks
Strategies EXPECTED Activities Timeline Resources

78
(from BEDP) OUTPUT (BASED ON BEDP) Initiative or
Interventions
(Programs/Projects)
(Year of
Implementation
) Human Physical
Financial
Y1 Y2 Y3 Y4 Y5 Y6
Ensure that
learners
learners
know their
rights and
have the life
skills to claim
their
education-
related rights
from DepEd
and other
duty-bearers
to promote
learner’s
well-being
while also
being aware
of their
responsibiliti
es as
individuals
and as
members of
the society.
Risk assessment
data for DRRM and
peacebuilding
established,
Functional DRRM
Team organized in
all governance
level.
Regular programs
for structural and
non-structural
hazard prevention
and mitigation
measures
implemented
Disater Risk
Reduction and
management
(Project
HAZARD-
Healthy
Academic
Zone Attained
through
Rehabilitation
&
Development )
Conduct of
comprehensiv
e school safety
assessment
2023-
2028
School
Head
Teachers
Other
Stakehold
ers
Report on
the
conducte
d
orientatio
n
800.
00
800.
00
800.
00
800.
00
800.
00
800.
00
School
improvements
(repair and
maintenance
of school gate
and fencing)
Health &
Safety
Materials
provided
100,
000.
00
100,
000.
00
100,
000.
00
100,
000.
00
100,
000.
00
100,
000.
00
Improvement
and
maintenance
of school
ground
Materials
for the
MPSS
40,0
00.0
0
40,0
00.0
0
40,0
00.0
0
40,0
00.0
0
40,0
00.0
0
40,0
00.0
0
Procurement
of emergency
kits and
disaster
related items.
Informati
on on the
conduct
of
vaccinatio
n by the
RHU
10,0
00.0
0
10,0
00.0
0
10,0
00.0
0
10,0
00.0
0
10,0
00.0
0
10,0
00.0
0

79
(Pillar4Resili
ency Strat#2)
Pillar ENABLING MECHANISMS: GOVERNANCE
Intermediate
Modern, efficient, nimble, and resilient governance and management processes
Sub-Intermediate
EM#3- Ideal learning environment and adequate learning resources for learners improved
EM#4-Improve and modernize internal systems and processes for a responsive and efficient delivery of basic education services
Strategies
(from BEDP)
EXPECTED
OUTPUT (BASED ON
BEDP)
Initiative or
Interventions
(Programs/Projects)
Activities
Timeline
(Year of
Implementati
on)
Resources
Huma
n
Physical
Financial
Y1 Y2 Y3 Y4 Y5 Y6
Education leaders and
managers practice
participative, ethical
Revised SIP Policy
developed and
Implemented and
Policy on M&E
School Strategic
and Operational
Planning
(Project SIP for
Crafting of
School
Improvement
Plan
2023-
2028
School
Head,
SPT
Meals And
snacks
300
000
200
0
200
0
200
0
200
0
200
0

80
and inclusive
management processes
Pillar5 Enabling
Mechanism Em#1
framework and
system issued
and implemented
SURE : Strategic
and Intensive
Planning for
School's
Unhampered
Realization of
Empowerment)
Drafting of
Operational
Plans
Teach
ers
Other
Stakeh
olders
Meals and
snacks
200
0
200
000
0
100
0
100
0
100
0
100
0
Communicatin
g plans to the
stakeholders
Supplies and
materials
100
00
100
0
100
0
100
0
100
0
100
0
Intermediate
Sub-Intermediate
Strategies
(from BEDP)
EXPECTED
Initiative or
Interventions
(Programs/Projects)
Activities
Time
line
(Year of
Implem
entation
)
Resources
Human Physical
Financial
Y1 Y2 Y3 Y4 Y5 Y6
Improve and
modernize
internal systems
and processes
for responsive
Guidelines on modern
financial management
systems and processes
developed and
implemented;
PPA
Implementation
and Monitoring:
(Project FILES-
Filing
Conduct of PIR-
SMEA
2023
-
2028
School
Head
Teachers
Materials for
the
construction
and fund for
labor
300
000
100
00
100
00
100
00
100
00
100
00

81
and efficient
delivery of basic
education
services Enabling
MechanismEM#4
Major management
processes (planning,
budgeting, procurement,
M&E, human resource)
are integrated
,synchronized, and
coordinated in all
governance levels;
Institutionalizin
g Learning
Evidences in
School)
Analysis and
review on client's
feedback
Other
Stakehold
ers
Materials for
the
construction
and fund for
labor
200
000
0
200
000
0
100
00
100
00
100
00
100
00
Conduct of
School-based
Management
Progress
Monitoring and
Validation
activities
Fund for the
Processing of
the School
Lot Title
100
00
100
00
100
00
100
00
100
00
100
00
Intermediate
Sub-Intermediate
Strategies
(from BEDP)
EXPECTED
Initiative or
Interventions
(Programs/Proj
ects)
Activities
Timeline
(Year of
Implementati
on)
Resources
Human Physical
Financial
Y1 Y2 Y3 Y4 Y5 Y6

82
Improve and modernize
internal systems and
processes for
responsive and efficient
delivery of basic
education services
Enabling MechanismEM#4
Guidelines on modern
financial management
systems and processes
developed and
implemented;
Major management
processes (planning,
budgeting,
procurement, M&E,
human resource) are
integrated
,synchronized, and
coordinated in all
governance levels;
Policy research agenda
formulated and
implemented
Research
and
Developme
nt (Project
PROBE-
Probable
Research
on Basic
Education)
Conduct of
Action and
Basic research/
Innovative
Work palns
2023-
2028
School
Head
Teachers
Other
Stakehold
ers
Materials for
the
construction
and fund for
labor
300
000
Analysis and
review on
client's
feedback
Materials for
the
construction
and fund for
labor
200
000
0
200
000
0
Conduct of
School-based
Management
Progress
Monitoring
and Validation
activities
Fund for the
Processing of
the School
Lot Title
100
00
Intermediate
Sub-Intermediate

83
EM#1- Education Leaders and managers practice participative, ethical, and inclusive management processes
Strategies
(from BEDP)
EXPECTED
Initiative or
Interventions
(Programs/Proj
ects)
Activities
Timeline
(Year of
Implementati
on)
Resources
Human Physical
Financial
Y1 Y2 Y3 Y4 Y5 Y6
Education Leaders and
managers practice
participative, ethical,
and inclusive
management processes
Pillar 5 Enabling Mechanism
EM#1
Policy on synchronized
planning and
budgeting issued and
implemented
School
Financial
Manageme
nt: (Project
PERACO-
Plan,
Estimate
and Report
Actual Cost
)
Conduct of
preparation of
School
Budget,
Annual
Procurement
Plan
2023-
2028
School
Head
Teachers
Other
Stakehold
ers
Materials for
the
construction
and fund for
labor
300
000
200
0
200
0
200
0
200
0
Submission of
liquidation
reports
Materials for
the
construction
and fund for
labor
200
000
0
200
000
0
200
0
200
0
200
0
200
0
Conduct of
monitoring of
budget
utilization
Fund for the
Processing of
the School
Lot Title
100
00
100
00
100
00
100
00
100
00
100
00
Disbursement
of Regular
Financial
Assistance

84
received from
LGU, and
other Agencies
Intermediate
Sub-Intermediate
Strategies
(from BEDP)
EXPECTED
Initiative or
Interventions
(Programs/Proj
ects)
Activities
Timeline
(Year of
Implementati
on)
Resources
Human Physical
Financial
Y1 Y2 Y3 Y4 Y5 Y6
Improve and modernize
internal systems and
processes for a
Disaster risk reduction
and response
Infrasture
Manageme
nt :Project
Construction,
maintenance
2023-
2028
School
Head
Materials for
the
construction
300
000
50,
000
50,
000
50,
000
50,
000
50,
000

85
responsive and efficient
delivery of basic
education services
Pillar 5 Enabling Mechanism
EM#4
mechanisms
established;
Standards on
procurement
processes, forms, and
documents developed
and implemented
Asset management
system developed and
implemented
MAUSAR (
Maintainin
g and
Adding
Utilities in
School for
Adequate
Resources)
and repair of
Classrooms
Teachers
Other
Stakehold
ers
and fund for
labor
Repair and
maintenance
of electrical
wirings,
fittings and
materials
500
000
500
00
250
00
250
00
250
00
250
00
Acquisition of
sports
equipments
100
000
100
000
100
000
100
000
100
000
100
000
Repair
maintenance
of ICT and DCP
Equipment
500
0
500
0
500
0
500
0
500
0
500
0
Repair and
Maintenance
Comfort
500
00
500
00
500
00
500
00
500
00
500
00

86
Rooms and
Washing
Facilities
Procurement
of audio-visual
materials and
equipment
500
00
500
00
500
00
500
00
500
00
500
00
Intermediate
Sub-Intermediate
EM#2 Ensure human resources in all governance levels are sufficient, resilient, competent, and continuously improving
Strategies
(from BEDP)
EXPECTED
Initiative or
Interventions
(Programs/Proj
ects)
Activities
Timeline
(Year of
Implementati
on)
Resources
Human Physical
Financial
Y1 Y2 Y3 Y4 Y5 Y6
Ensure human
resources in all
governance levels are
Employee welfare and
benefits standards are
Human
Resource
Staffing
Attendance to
seminars/traini
ngs on
plantilla
2023-
2028
School
Head
Registration
and travel
expenses
300
000
300
000
300
000
300
000
300
000
300
000

SIP-TEMPLATE-2023-NEW MAGSAYSAY INTEGRATED SCHOOL

SIP-TEMPLATE-2023-NEW MAGSAYSAY INTEGRATED SCHOOL

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