Annex 1 of

Division

SCHOOL
IMPROV
SIP RECOMMENDED STRUCTURE
Structure Description (JENELYN B. YU)
COVER PAGE Uniform Cover Page is required
INDORSEMENT LETTER
LIST OF TABLES AND
FIGURES
CERTIFICATE OF ACCEPTANCE
TABLE OF CONTENTS
DepEd’s Vision, Mission, and Articulation of DepEd vision, mission, and core values on how these will influence the
I
Core Values school ways of doing things (ROSELLE L. DANGAN)
A narrative based on the School-Community Data Template and the School Report
II School Current Situation
Card
Description of the school which may include but not limited to
a. size of school
ii. curriculum offering,
a. Introducing the School iii. location and catchment areas, (
iv. environment and socio-economic condition,
v. physical environment,
vi. immediate community, and
vii. linkages.
Show the following:
a. Enrolment trends (minimum of 4 years historical data) including analysis.
b. Historical data on
i. community intake rate (5-year-old children located in the catchment areas) for the
elementary level,
b. School Performance on ii. simple dropout rate,
Access iii. school leaver rate, and
iv. transition rate
c. Good performing and problematic KPIs (identified per grade or key stage) and
corresponding causes (best practices and bottlenecks – internal or external factors)
d. Analysis of the strengths or weaknesses of past interventions or
programs/projects/activities in relation to access, and
e. Foreseeable problems if problematic KPIs are not acted upon
 A. Reading Proficiencies/Competencies

a. present and describe the level of reading competencies of all learners,

b. show the group of high and low performers, provide explanation of causes (internal and
external factors),
c. explain the strengths or weaknesses of past interventions or programs/projects/activities in
relation to reading,
d. discuss potential problems if performance issues are not addressed (if necessary).
c. School performance on
B. Learning Standards/Performance
Quality
a. present and describe latest performance in the National Achievement Test by subject by
group/grade,
b. show the group/grade level in high and low performance,
c. explain the strengths or weaknesses of past interventions or programs/projects/activities
in relation to subject areas,
d. discuss potential problems if performance issues are not addressed (if necessary).

The school may also discuss the performance of regional or division tests (if available), awards
and recognition, and performance in ILSAs (international Large-Scale Assessments) if the school
has participated.
A. Analysis of issues on inclusion programs or initiatives. Specifically, this section will cover
learners in disadvantaged sectors like learners with disabilities, working children and youth,
street children, children in conflict, indigenous people, etc.
e. School concerns on This section will:
Equity and Inclusion a. Identify and describe these learners in disadvantaged sector
b. Describe the challenges they face in accessing basic education
c. Explain the strengths or weaknesses of past interventions or programs/projects/activities or
practice in relation to reading
d. Discuss potential problems if performance issues are not addressed (if necessary).
e. School Concerns on Resilience A. Analysis of nutritional status of learners, incidence of bullying, school hazards, mental and
and Well-being psychosocial condition including security and peace and order situation.
 May include school resources analysis on human resources, school resources, and development
f. School concerns on
prospects. Basic ratios may be presented and teacher performance, SBM practice, and
Governance
partnerships, among others. Discuss in this section the governance issues encountered by the
school for the last 3 years.
g. Other Unique Concerns It may include very unique issues that are not captured in the 4 pillars.

III Planning Worksheet School Strategic Plan

A systematic process for collection, collation, and analysis of key education data and information
School M&E and Adjustments that will allow the SGC to determine the progress of SIP implementation based on targets. The
IV
(SMEA) ( main objective of the SMEA is to facilitate decision-making for a more relevant and responsive
delivery of basic education services at the school level
May include tools, info systems and templates identified in DO __ and new templates may be
a. M&E Strategies
useful. The main reference will be the School Report Card (SRC).
May include SMEA culmination, regular PIR. Could be monthly, quarterly, semi-annual, and
b. M&E Activities
annual.
APPENDICES
SRC Summary of
Information
Priority Improvement
Areas for Access, Equity,
Quality and Governance

Annex 2 of Division Memorandum No. ____ s. 2024

 PLANNING WORKSHEET

PRIORITY TIME FRAME

LEARNIN GENERAL ROOT
DEPED INTERMEDIATE OUTCOMES (IO) IMPROVEMENT Y1 Y2 Y3
G STAGE OBJECTIVES CAUSE/S
AREAS
IO 1. ACCESS- All school-aged children, out of school
youth Community Mapped
IO 1.1. All five-year-old children attend school
IO 1.2. All learners stay in school
IO 1.3. All learners transition to the next key
stage
IO 1.4. All out-of-school children & youth
participate in formal or non-formal basic
education learning opportunities
IO 2. 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
IO 3. QUALITY
IO#3.1-Learners attain Stage 1 (K-Grade 3)
learning standards of fundamental reading &
numeracy skills to provide basis for success in
the remaining learning stages
IO#3.2- Learners attain Stage 2 (Grades 4-6)
learning standards in required literacy &
numeracy skills apply 21st century skills to
various real-life situations
O#3.3- Learners attain Stage 3 (Grades 7-10)
learning standards of literacy, numeracy skills
and apply 21st century skills to various real-life
 situations
IO#3.4- Learners attain Stage 4 (Grades 11-12)
learning standards equipped with knowledge
and 21st century skills developed in chosen
core, applied and specialized SHS tracks
IO#3.5- Learners in the Alternative Learning
System attain certification as Elementary or
Junior High School completers
IO 4. RESILIENCY AND WELL-BEING- Learners are
resilient and aware of their rights to and in
education are respected, protected, fulfilled and
promoted while being aware of their
responsibilities as individuals and as members
of society
IO#4.1-Learners are served by a Department
that adheres to a rights-based education
framework at all levels
IO#4.2-Learners are safe and protected, and
can protect themselves, from risks and impacts
from natural and human induced hazards
O#4.3- Learners have the basic physical,
mental, and emotional fortitude to cope with
various challenges in life
IO 5. ENABLING MECHANISM: GOVERNANCE-
Modern, efficient, nimble, and resilient
governance and management processes
EM#1- Education leaders and managers
practice participative, ethical, and inclusive
management processes
EM#2- All personnel are resilient, competent,
and continuously improving
EM#3- Ideal learning environment and
adequate learning resources for learners
improved
 EM#3- Internal systems, and processes are
efficient, responsive modern, and continuously
improving
EM#5- Key stakeholders actively collaborate to
serve learners better

Annex 3 to Division Memorandum No. ____ s. 2024

ANNUAL IMPLEMENTATION PLAN TEMPLATE

Instruction: List down the activities that are required in each school year to implement the school improvement projects. Indicated for every
activity are the schedule and venue, budget, and the person(s) responsible.

SCHOOL OUTPUT BUDGET

PROJECT PERSONS SCHEDULE/ BUDGET
IMPROVEMENT FOR THE ACTIVITIES PER
OBJECTIVE RESPONSIBLE VENUE SOURCE
PROJECT TITLE YEAR ACTIVITY

Annex 4 to Division Memorandum No. s. 2024

2025 WORK AND FINANCIAL PLAN
 FY 2025 PHYSICAL TARGET
Performance Indicator Q1 Q2 Q3 Q4
Programs/
Output Activities (Activity, Output & Total
Projects
Milestone) J F M A M J J A S O N D Physical

Prepared by: Noted by: Approved by:

Name and Signature Name and Signature Name and Signature Name and Signature
School Planning Team Member School Planning Team Member Bookkeeper-In-Charge School Head
Date Date Date Date

2025 WORK AND FINANCIAL PLAN

Programs/ Output Activities Performance Indicator FY 2025 OBLIGATION TARGET

 Q1 Q2 Q3 Q4
(Activity, Output & Total
Projects
Milestone) J F M A M J J A S O N D Physical

Prepared by: Noted by: Approved by:

Name and Signature Name and Signature Name and Signature Name and Signature
School Planning Team Member School Planning Team Member Bookkeeper-In-Charge School Head
Date Date Date Date

2025 WORK AND FINANCIAL PLAN

Programs/ Performance Indicator FY 2025 DISBURSEMENT TARGET

Output Activities
Projects (Activity, Output & Q1 Q2 Q3 Q4
 Total
J F M A M J J A S O N D
Milestone) Physical

Prepared by: Noted by: Approved by:

Name and Signature Name and Signature Name and Signature Name and Signature
School Planning Team Member School Planning Team Member Bookkeeper-In-Charge School Head
Date Date Date Date

Annex 5 to Division Memorandum No. ____, S. 2024

PRIOTIY IMPROVEMENT AREAS PER PILLAR

(EACH FOR ACCESS, EQUITY, QUALITY AND GOVERNANCE)

Improvement Strategic Urgency Magnitude Possibility Average Interpretation

 Areas Importance
Access (School 4 (High) 3 (Moderate) 4 (High) 4 (High) 3.75 High Priority
Enrollment)
Efficiency (Drop- 5 (Very High) 5 (Very High) 3 (Moderate) 4 (High) 4.25 Very High
out)
Efficiency 4 (High) 4 (High) 4 (High) 4 (High) 4.00 Very High Priority
(Completion Rate)
Quality (GSA MPS) 4 (Very High) 4 (High) 5 (Very High) 4 (High) 4.50 Very High Priority

Rubrics
Criteria Description Scale Interpretation
Strategic The number of other areas that will benefit when
Importance the improvement area is addressed
5- Very High 4-5-5.0- Very High Priority
Urgency The urgency or need to improve the area as soon
4- High 3.5-4.49- High Priority
as possible
3- Moderate 2.5-3.49Moderate Priority
Magnitude The number of learners that will benefit when the
2- Low 1.5-2.49- Low Priority
improvement area is addressed
1- Very Low 1.0-1.49- Very Low Priority
Feasibility The degree to which the improvement area is
within the school’s mandate and control

Annex 6

SCHOOL REPORT CARD SUMMARY INFORMATION

School Profile Description Remarks PERIOD OF Data Sources

REPORTING
Enrollment SY:2021-2022 Balanced Enrolment (BoSY data) SF-1: School Register;
Male Female Year-end EBEIS
Grade 7- 40 41 Alternative Delivery (EoSY data)
Grade 8- 44 34 Mode (ADM)
Grade 9- 43 31
Grade 10- 41 37
SY: 2022-2023
Male Female
Grade 7- 34 31
Grade 8- 40 39
Grade 9- 41 35
Grade 10- 40 31
SY: 2023-2024
Male Female
Grade 7- 43 27
Grade 8- 33 33
Grade 9- 39 42
Grade 10- 42 36
ADM
SY:2024-2025
Grade 7- 3 (male)
-2 (female)
Grade 8- 2 (male)
-1 (female)
Grade 9- 3 (male)
-3 (female)
Grade 10-1 (male)
-6 (female)
SY: 2023-2024
Grade 7- 1 (male)
-4(female)
Grade 8- 2 (male)
-1 (female)
Grade 9- 2 (male)
-7(female)
 Grade 10-1 (male)
-6 (female)

Health and Nutrition Status Overweight-4 males & 2 Overweight- 6 Baseline & Endline Nutritional Status
females learners
Wasted-14 males & 4 Wasted-18 learners
females Severely Wasted- 10
Severely Wasted-9 learners
males & 1 female
Learners Materials
Teachers’ Professional Development 100% of teachers Continues Training Year-End Accomplishment
attended trainings Report
Funding Sources MOOE Fund-773,000 Adequate Funding Year-End Quarterly Liquidation
Canteen Fund-11,000 & Financial Reports
School awards and recognition Finalists in Gawad Recognized by Mid-Year Certificates, Award
Parangal sa mga Guro District Level Records, &
(District Level) Accomplishment
Reports
Others

Performance Indicators Description Remarks PERIOD OF

Data Sources
REPORTING
Access
- Community Mapped Intake Rate 100 % of school age Regular class and Mid-Year & Year-End Survey
students in the ADM
catchment area are
enrolled
- Transition Rate (K-1, 3-4)
- Transition Rate (10-11) 99% of learners moved Excellent Year-End Enrollment Records,
to Senior High School SF2 (Daily
Attendance) & EBEIS

- Simple Dropout Rate No Drop-out No Drop-Out Year-End Enrollment Records,

SF2 (Daily
 Attendance) & EBEIS

- School Leaver Rate No School learner None Year-End Enrollment Records,

SF2 (Daily
Attendance) & EBEIS

Quality
Elementary :
- Percentage of learners
independent reading level
- Percentage of learners who are
numerates
Completion Rate
Graduation Rate (G6
completers/G6 enrolment)
Percentage of learners
achieving Proficiency level in
National Achievement Test
- 21st Century skills
- Learning and Innovation Skills
Information, media and
technology skills
SECONDARY 78% of grade 10 Continues the Year-End EBEIS: Enrolment
Percentage of G10 learners learners attain remedial and Data; SF-6:
attaining at least a minimum proficiency in Stage 3 enrichment activities Summarized Report
level of proficiency in Stage 3 literacy and 75% for literacy and on Promotion and
literacy and numeracy standards numeracy standards numeracy Level Proficiency

- Percentage of G12 learners

attaining at least a minimum
level of proficiency in Stage 4
SHS core areas
-
- Percentage of SHS graduates
 who are in college, at work, in
entrepreneurship and with
middle level skills
-
- Percentage of SHS graduates
who have National Certification
for SHS
Completion Rate
Graduation Rate (G12
completers/G12 enrolment)
Percentage of learners MPS per subject Average in Grade 10 Year-End Report from NETRC
achieving Proficiency level in
National Achievement Test
- 21st Century skills
- Learning and Innovation Skills
- Information, media and
technology skills
Resiliency and Well-Being
No incidents reported N/A Year-End Survey
Percentage of learners
affected/displaced by natural
and man-made
hazards/disasters are retained
Percentage of learners who 1% of the total learners Minimal number of Year-End Guidance Teacher’s
reported violence committed involved in bullying bullying cases Record, Child
against them by other learners Protection Policy
(bullying) or adults (child abuse) Record
based on intake sheets of
schools

Elementary:
Percentage of learners with
improved health statistics
Governance
 Achieving the ideal SBM degree Engage stakeholders in a Use SBM Assessment Year-End SBM Assessment
of manifestation shared vision of quality
education, emphasizing
transparency, inclusivity,
and sustainability
With Functional SGC (Secondary Promotes shared The school decisions Year-End SGC Minutes of
Schools only) accountability, are made inclusively Meeting
collaboration, and and reflect the
transparency in school diverse perspectives
decision-making process. of the school
community.
Achieving ideal ratio on: Implements strategic Collaborating with Year-End Project & Building
Classroom and collaborative the local government Accomplishments
measures to address units, stakeholders,
classroom shortages and and community
optimize learning partners to prioritize
spaces. classroom
construction and
improvement
projects.
Achieving ideal ratio on: Ideal ratio on teacher Sufficient teachers Year-end SF7
Teachers
With: Connection to electricity Sufficient Electricity Accessible electricity Year-End Electric Bills
With Connection to internet (for Accessible Internet MOOE Funding Mid-Year & Year-End Internet Connectivity
areas with internet signal) Connection Bills
With Water and Sanitation Inadequate Water and MOOE Funding Mid-Year & Year-End EBEIS: Facilities and
(WatSan) facility Sanitation Facilities Structures
With Water source Accessible Water Source Adequate Water Mid-Year & Year-End Water Bills
Source
Child-Friendly School Survey 25-29 points: Child- Use Child-Friendly Year-End Child Friendly School
Results Friendly School School Self- Self-Assessment
Assessment Guide
Stakeholders’ Participation 90% of Mid-Year & Year-End Attendance sheets;
parents/guardians and DepEd order 18:
 stakeholders who attend School Calendar
during the co-curricular
activities, extra-
curricular activities, and
meetings.
Learner Teacher Ratio Grade 7 A-33 learners Sufficient teachers Year-End SF-7: School
Grade 7 B- for learners Personnel
Grade 8 A-30 learners Assignment List and
Grade 8 B-30 learners Basic Profile; SF-1:
(30:1) School Register;
Grade 9 A-31 learners EBEIS
Grade 9 B- 29 learners
(30:1)
Grade 10 A-36 learners
Grade 10 B-36 learners
(36:1)
Learner Classroom Ratio Grade 7- 33:1 Sufficient classroom Year-End EBEIS: Facilities and
Grade 8- 29:1 for learners Structures
Grade 9- 29:1
Grade 10-35:1

Learner Toilet Ratio Grade 7- 39:1 (male) Sufficient Toilet Year-End EBEIS: Facilities and
-27:1 (female) Structures
Grade 8- 34:1 (male)
-24:1 (female)
Grade 9- 30:1 (male)
-29:1 (female)
Grade 10-37:1 (male)
-34:1 (female)
Learner Seat Ratio Grade 7A-1:1 Shortage of Chairs in Year-End Consolidated Report
Grade 7B- 1:1 Grade 7, 8, and 10 on Desk/Armchairs
(Borrowed Chairs) for ES and SS; EBEIS
Grade 8A-5:1
(Long Bench)
Grade 8B-1:1
 Grade 9A-1:1
Grade 10A-1:1
Grade 10B-1:1
(Monoblock Chairs)

Annex 6 to Division Memorandum No. ____, s. 2024

Republic of the Philippines

 Department of Education
MIMAROPA REGION
SCHOOLS DIVISION OF PALAWAN

awards this

CERTIFICATE OF ACCEPTANCE

to

______________________________________
(Name of School)

for having successfully complied and met the requirements and standards
of the Department of Education as mandated by DepEd Order No. 44, s. 2015.

Given on the ____ day of _________ 202__

ELSIE TO BARRIOS, PhD

Schools Division Superintendent

Annex 8 to Division Memorandum No. ____.s. 2024

SCHOOLS DIVISION OFFICE TARGETS

INTERMEDIATE Physical Target

RESULTS STATEMENT / KEY PERFORMANCE INDICATOR
OUTCOMES 2025 2026 2027 2028
ACCESS
 INTERMEDIATE Physical Target
RESULTS STATEMENT / KEY PERFORMANCE INDICATOR
OUTCOMES 2025 2026 2027 2028

1. Percentage of school-age children in ELEMENTARY – NER 94.1 95.69 97.29 98.88

school - Net Enrollment Rate (NER)

SECONDARY – NER 87.77 89.78 91.8 93.82

Intermediate Outcome (IO)
#1 All school-age children, 2. Percentage of learners in a cohort
ELEMENTARY – CR 93.38 94.3 95.23 96.16
out-of-school youth, and who completed Grade 6/Grade 12 -
adults accessed relevant Completion Rate - (CR)
basic learning opportunities SECONDARY – CR 86.93 87.39 87.85 88.31
ELEMENTARY - Out-of-school
6690 6550 6410 6270
rate
3. Incidence of out-of-school children JUNIOR HIGH SCHOOL - Out-of-
8014 7844 7674 7334
and youth school youth
SENIOR HIGH SCHOOL - Out-of-
1,606 1,541 1,476 1,411
school youth
IO1.1 - All five-year-old
4. Percentage of five-year-old in school Net Intake Rate (NIR) 99 99.33 99.66 100
children in school

ELEMENTARY - Retention Rate 100 100 100 100

5. Percentage of enrollees (Elem, JHS,
SHS) in a given school year who
continue to be in school the following JUNIOR HIGH SCHOOL -
school year - Retention Rate 100 100 100 100
Retention Rate
IO1.2 - All learners will stay SENIOR HIGH SCHOOL -
96 96.33 96.67 97
in school and finish key Retention Rate
stages
ELEMENTARY - Dropout Rate 0 0 0 0
6. Percentage of currently enrolled
learners but did not finish/complete the JUNIOR HIGH SCHOOL -
0.63 0.42 0.21 0
SY - Dropout Rate (DR) Dropout Rate
SENIOR HIGH SCHOOL -
0 0 0 0
Dropout Rate
 INTERMEDIATE Physical Target
RESULTS STATEMENT / KEY PERFORMANCE INDICATOR
OUTCOMES 2025 2026 2027 2028

KINDERGARTEN - Transition
99 99.33 99.66 100
Rate (K to Grade1)
ELEMENTARY - Transition Rate
7. Percentage of K/G6/G10 completers 98 98.67 99.33 100
IO1.3 - All learners transition (Grade 3 to Grade 4)
proceeded to next key stage -
to the next key stage ELEMENTARY - Transition Rate
Transition Rate 97 97.67 98.33 99
(Grade 6 to Grade 7)
JUNIOR HIGH SCHOOL -
Transition Rate (Grade 10 to 100 100 100 100
Grade 11)

8. Percentage of OSC & OSY who OUT-OF-SCHOOL CHILDREN -

6% 8% 10% 12%
returned to school or participated in Percentage back in school or ALS
IO1.4 - All out-of-school ALS - Participation Rate of OSC &
OSY OUT-OF-SCHOOL YOUTH-
children & youth participate 6% 8% 10% 12%
Percentage back in school or ALS
and complete participate in
OUT-OF-SCHOOL CHILDREN –
formal or non-formal basic 6% 8% 10% 12%
Completed Sessions – ALS
education learning
opportunities 9. Percentage of completers in ALS - OUT-OF-SCHOOL YOUTH-
6% 8% 10% 12%
completed session – ALS Completed Sessions ALS
OUT-OF-SCHOOL ADULTS-
6% 8% 10% 12%
Completed Sessions ALS
EQUITY

Intermediate Outcome (IO) ELEMENTARY - % Disparity in

1. Proportion of learners in a situation TBD TBD TBD TBD
#2. School-age children and the transition rate
of disadvantage transition to next key
youth, and adults in stage
situations of disadvantage
benefited from appropriate SECONDARY - % Disparity in the
equity initiatives TBD TBD TBD TBD
transition rate
2. Gender participation - disparity in ELEMENTARY - Gender Parity
TBD TBD TBD TBD
completion Index – Completion
 INTERMEDIATE Physical Target
RESULTS STATEMENT / KEY PERFORMANCE INDICATOR
OUTCOMES 2025 2026 2027 2028
SECONDARY - % Gender Parity
TBD TBD TBD TBD
Index – Completion

3. Percentage of learners in a situation

ELEMENTARY - Retention Rate TBD TBD TBD TBD
of disadvantage continue to participate
IO2.1 - All school-age in basic education
children and youth, and
adults in situations of
disadvantage are SECONDARY - Retention Rate TBD TBD TBD TBD
participating in basic Functional Literacy - % of learners
learning opportunities and at with at least proficient level or 92 93 94 95
receiving an appropriate better
quality education 4. Percentage of learners in situations
Numeracy - % of learners at with
of disadvantage achieved at least a 92 93 94 95
at least proficient level or better
fixed level of proficiency/mastery in
21st-century skills - % of learners
at with at least proficient level or 92 93 94 95
better

Intermediate Outcome (IO)

#3. Learners complete K-12
basic education having % proceeded to college 76 80 84 88
attained all learning 1. Percentage of learners who pursued
standards that equip them their chosen paths
with the necessary skills and
attributes to pursue their
chosen paths % proceeded to employment 26 30 34 38
% proceeded to entrepreneurship 16 20 24 28
QUALITY

IO3.1 - Learners attained

1. Percentage of learners attaining
Stage 1 learning standards English 30 35 40 45
independent reading proficiency level -
of fundamental reading and
Elementary Level
numeracy skills
Filipino 38 43 48 53
 INTERMEDIATE Physical Target
RESULTS STATEMENT / KEY PERFORMANCE INDICATOR
OUTCOMES 2025 2026 2027 2028
2. Percentage of learners achieving
numeracy 37 42 47 52
nearly proficient or better in

3. Percentage of learners attaining

English 37 42 47 52
independent reading proficiency level -
Junior High School
Filipino 37 42 47 52
4. Percentage of learners attaining
English 36 41 46 51
independent reading proficiency level -
Senior High School
Filipino 36 41 46 51

IO3.2 - Learners attain Filipino 22.16 28.16 34.16 40.16

Stage 2 (Grade 6) learning
5. Percentage of learners attaining
standards of literacy &
proficient level or better in Stage 2
numeracy skills and apply
literacy and numeracy standards
21st-century skills to various English 18.43 24.43 30.43 36.43
situations Math 45.43 57.1 68.77 80.43
Science 18 24 30 36
HEKASI 18.31 24.31 30.31 36.31

IIO3.3 - Learners attain Filipino 81.5 83.5 85.5 87.5

Stage 3 (Grades 7-10) 6. Percentage of G10 learners
learning standards of attaining nearly proficient, proficient
literacy & numeracy skills and highly proficient levels in Stage 3
and apply 21st-century skills literacy and numeracy standards English 41.61 45.61 49.61 53.61
to various situations Mathematics 46.3 59.22 72.14 85.05
Science 32.52 38.52 44.52 50.52
Araling Panlipunan 70.78 74.78 78.78 82.78
IO3.4 - Learners attain 7. Percentage of Grade 12 learners
Stage 4 (Grades 11-12) attaining nearly proficient level or TBD TBD TBD TBD
learning standards equipped better in Stage 4 core SHS areas
 INTERMEDIATE Physical Target
RESULTS STATEMENT / KEY PERFORMANCE INDICATOR
OUTCOMES 2025 2026 2027 2028
with the knowledge and
21st-century competencies
developed in their chosen
core, applied, and
specialized SHS tracks

IO3.5 - Learners in the

Alternative Learning System % of OSC received certification 64% 66% 68% 70%
8. Percentage of ALS learners pass
attain certification as
the A&E test (Presentation of Portfolio)
Elementary or Junior High
School completers % of OSY received certification 17% 19% 21% 23%
% of adults received certification 28% 30% 32% 34%
RESILIENCY AND WELL-BEING
Intermediate Outcome (IO)
#4. Learners are resilient
1. Percentage of affected and
and aware of their rights and 100 100 100 100
displaced learners retained
have the life skills to protect
themselves and their rights
IO4.1 Learners are served
by a department that
3. Percentage of learners that are
adheres to a rights-based 100 100 100 100
aware of their rights in education
education framework at all
levels
IO4.2 Learners are safe and
protected and can protect 4. Percentage of learners equipped
themselves from risks and with capacities on what to do before, 100 100 100 100
impacts from natural and during, and after a disaster/emergency
human-induced hazards

IO4.3 Learners have the 5. Percentage of students with

basic physical, mental, and 83 88 93 98
improved health statistics
emotional fortitude to cope
with various challenges in
life 6. Percentage of learners with
TBD TBD TBD TBD
improved physical fitness level
 INTERMEDIATE Physical Target
RESULTS STATEMENT / KEY PERFORMANCE INDICATOR
OUTCOMES 2025 2026 2027 2028
7. Percentage of Schools achieving
26% 34% 42% 50%
WINS Three-Star
GOVERNANCE

Enabling Mechanism #1.

Education leaders and
1. Proportion of schools achieving ELEMENTARY 61.80% 74.53% 87.27% 100%
managers practice
higher degree of SBM manifestation
participative and inclusive
management processes
SECONDARY 66.85% 77.53% 88.76% 100%

Enabling Mechanism #2.

1. Proportion of offices across
Strategic human resource Elementary 82 100 100 100
governance levels with very
management enhanced for
satisfactory and higher rating in the
continuing professional
Office Performance Commitment and
development and
Review Form (OPCRF)
opportunities Secondary 87 100 100 100
Schools Division Office 100 100 100 100

Classroom- Elementary 71.27 80.9 90.53 100

Classroom- Secondary 79.44 86.11 92.78 100

Enabling Mechanism #3. 1. Proportion of schools achieving ideal Teachers
Investments in basic ratio on: Elementary 100 100 100 100
education provide learners
Junior High School 100 100 100 100
with the ideal learning
environment Senior High School 100 100 100 100
textbooks TBD TBD TBD TBD
Seats-Elementary 84.84 89.88 94.94 100
Seats- Secondary 82.78 88.52 94.26 100
Science and Math equipment 27 28 29 30
2. Proportion of elementary schools
Functional Library 50 70 90 100
with:
 INTERMEDIATE Physical Target
RESULTS STATEMENT / KEY PERFORMANCE INDICATOR
OUTCOMES 2025 2026 2027 2028
Off Grid Elementary Schools (to
62.30% 75.13% 87.96% 100.00%
be installed with solar panel) (382
(238) (287) (336) (382)
Connection to Electricity (Off grid schools)
schools) Off Grid Secondary Schools (to
57.97% 71.01% 84.06% 100.00%
be installed with solar panel) (69
(40) (49) (58) (69)
schools)

% SDOs achieving ideal

1.4 1.3 1.2 1.1
interquartile ratio-- Elementary
3. Preparation of SDOs achieving ideal
interquartile ratio (IQR) *on teacher % SDOs achieving ideal
1.4 1.3 1.2 1.1
deployment interquartile ratio- JHS
% SDOs achieving ideal
1.4 1.3 1.2 1.1
interquartile ratio- SHS

Enabling Mechanism #4.

Internal systems and 1. Client satisfactory rating of DepEd
School 5 5 5 5
processes are efficient, offices' respective stakeholders
responsive, modern, and (internal & external)
continuously
SDO 5 5 5 5

1. Percentage of the financial

contribution of international and local Local - % contribution 6% 7% 8% 9%
grant development partners vis-a-vis
Enabling Mechanism #5. national education budget (including
Key stakeholders actively adopt a school, Brigada Eskwela) Special Education Fund Utilization
collaborate to serve learners 94 96 98 100
rate
better
Elementary 639 639 639 639
2. Number of schools with functional
SGC Secondary 175 175 175 175
Integrated Schools 5 5 5 5
Annex 9 to Division Memorandum No.____, s. 2024

Republic of the Philippines

Department of Education
MIMAROPA REGION
SCHOOLS DIVISION OF PALAWAN

SCHOOL OPERATING BUDGET TEMPLATE

FY 2025
(Per Source of Fund)

PARTICULARS PERCENTAGE AMOUNT

I. Source of Fund

II. Less: Expenditures

Traveling Expenses

Training Expenses

Supplies and Materials Expenses

Utility Expenses

Communication Expenses

Professional Services

General Services

Repair and Maintenance

Fidelity Bond Premiums

Other Maintenance and Other Operating Expenses

III. Summary

Prepared by: Noted by;

Name of the School Head Name of the Bookkeeper-In-Charge

Date signed Date signed
Annex 10 to Division Memorandum No.___, s. 2024

Republic of the Philippines

Department of Education
MIMAROPA REGION
SCHOOLS DIVISION OF PALAWAN

INDORSEMENT LETTER

Date: _______________

ELSIE T. BARRIOS, PhD

Schools Division Superintendent

Madam:

We are pleased to inform you that (Name of School) has completed its
Enhanced School Improvement Plan for FY 2025-2028 which we are
hereby endorsing for your review, approval, and acceptance.

We wish further to inform your office that this School Improvement Plan is
a product of the collaborative efforts of the members of the School
Planning Team, under the leadership of the School Head (Complete
Name of School Head)

Thank you.

Very truly yours,

____________________ __________________ ___________________

School Head SPT Member SPT Member…

Noted by:

________________________ ________________________
Public Schools District Supervisor Education Program Supervisor

Recommending Approval

ASDS (Northern)
ASDS (Southern)

Approved:

ELSIE T. BARRIOS, PhD

Schools Division Superintendent