Republic of the Philippines

Department of Education
MIMAROPA Region
Division of Palawan
Roxas South District
MAGARA ELEMENTARY SCHOOL
Roxas, Palawan
SCHOOL IMPROVEMENT PLAN
CY 2025-2028
I. DEPED VISION, MISSION, CORE VALUES

DEPED VISION

“We dream of Filipinos who passionately love their country whose values and competencies enable them to realize their full
potential and contribute meaningfully to building the nation.
As a learner-centered public institution, the Department of Education continuously improves itself to better serve its
stakeholders.”

DEPED MISSION

“To protect and promote the right of every Filipino to quality, equitable, cultured-based and complete basic education where:
. Students learn in a child-friendly, gender-sensitive, safe and motivating environment.
. Teachers facilitate learning and constantly nurture every learner
. Administrators and staff, as steward of the institution, ensure an enabling and supportive environment for effective learning to
happen
. Family, community and other stakeholders are actively engaged and share responsibility for developing life-long learners.”

CORE VALUES
 Maka-Diyos Maka- Makakalikasan Makabansa
School Concept of the VMV
Tao
The vision speaks of creating individuals who not only excel in skills and knowledge but are also guided by strong
values, and who contribute to national development. It highlights education’s personal (realizing one’s potential) and social
(nation-building) aspects. For self-reflection, one could ask: Am I contributing to both personal and collective progress? How
do my actions impact the community and the nation?

The mission emphasizes inclusive and high-quality education for all. It stresses the role of the education system in
providing a safe and motivating environment for students. It also underscores shared responsibility among stakeholders—
teachers, administrators, families, and communities—who must collaborate to ensure lifelong learning. Self-reflection
involves asking: Am I doing enough to ensure my students or children feel safe, motivated, and supported in their education?
Am I contributing to making education more inclusive and equitable for all students?

The core values encourage a holistic approach to personal development. They emphasize not only academic
achievement but also respect for religious beliefs, human dignity, environmental stewardship, and love of country. Personal
reflection could focus on how these values are lived out daily: Do I model these values to the students? How do I show
respect for others, protect the environment, and promote love for the country?

As facilitators of Learning, teachers are on the frontlines, directly impacting student success. By adopting a learner-
centered approach, they can create an inclusive, motivating, and supportive classroom environment.

Teachers can integrate values education into their lessons, helping students internalize values like respect for others,
love for the environment, and national pride.

By focusing on holistic development (both academic and values-based), teachers can help students not only excel
academically but also grow as responsible citizens.

For the school administrators and staff, they play a key role in ensuring that schools are safe, child-friendly, and
conducive to learning. Administrators should create policies and systems that support teachers’ professional development
and provide necessary resources for student success, promote a culture of inclusiveness, safety, and respect by fostering
good communication between stakeholders and addressing issues like bullying, discrimination, or poor learning conditions.
 For the parents and families, parents are their children’s first teachers. By instilling good values and providing a
supportive home environment, they lay the foundation for their children’s learning and development. Parents can support
their children’s education by staying involved in school activities, attending parent-teacher conferences, and providing
encouragement and guidance at home. A strong partnership between home and school is essential for student success.
Parents should work with teachers and administrators to support their children’s educational and emotional needs. By
creating a strong support system at home, parents help their children stay motivated and focused, contributing directly to
their academic and personal development.

For the student, they play the most important role in their success. They should take ownership of their learning, stay
motivated, and work hard to achieve their goals. They should strive to embody DepEd’s core values in their daily lives—
respecting others, protecting the environment, and showing love for their country. They should develop a mindset of
continuous learning, always seeking to improve their skills and knowledge by actively participating in their education and
embodying core values, students take responsibility for their own growth and success.

For the Community and other Stakeholders (LGUs, NGOs, etc.) Local governments and non-government organizations
can provide resources—financial support, school supplies, technology—that help create a better learning environment.
Communities can engage in initiatives like feeding programs, environmental campaigns, or volunteer teaching to support
education. Stakeholders can work toward ensuring that all children, including those from marginalized sectors, have access
to quality education. By actively supporting schools and students, community stakeholders contribute to a well-rounded and
inclusive education system.

To conclude, the success of students relies on the collective efforts of all stakeholders—teachers, administrators,
parents, students, and the community—working together under the shared vision, mission, and values of DepEd. Each group
has a unique role in fostering a supportive, inclusive, and value-driven educational environment that helps students not only
succeed academically but also grow into responsible, value-oriented citizens who contribute to the nation.
 II. SCHOOL SITUATION

A. INTRODUCTION

Magara Elementary School is a comprehensive elementary school that offers special education classes for kids with a
range of needs and challenges in addition to kindergarten through sixth grade. The school is located near the city in the
forest on the 6-lane national road that leads to the municipality of Roxas. The trip takes about two and a half hours, and it is
easily accessible by all forms of land transportation.
With a total land size of 22,408 square meters, the school can accommodate events and activities both inside and
outside the province. The school has secured a Certificate of Title attesting its legal ownership year 2024. It features a large,
open playground in front and a miniature forest of plants and animals in rear, where a multipurpose gym is situated to
provide a lovely view and a tranquil atmosphere for conducting certain programs.

Educational school buildings features educational facilities with tools, resources, and gadget or technology that are
very beneficial to the teaching and learning process. The school also features gender-neutral restrooms with handwashing
stations outdoors, as well as comfort rooms in each classroom and a working PWD restroom but due to the growing number
of pupils additional toilet are needed. To serve our pupils needs focusing their health and well-being as well as their
educational advancement we provide canteen, clinic room,

Learning Resource Center, SDRRM Office adjacent to SBM Office, Home Economics Room and PTA Office. Teaching-
learning aids are still not sufficient and should have given enough budget.
Since Roxas South's district office is located on the left side of the school's grounds, it is referred to as the central school and
is usually the focal point of all district events, including conferences, seminars, meetings, and academic contests.
Below is the table showing the number of personnel in school.

Table A.1 NUMBER OF SCHOOL PERSONNELS

POSITION Male Female Total
Principal III 0 1 1
Master Teacher II 0 1 1
Master Teacher I 0 1 1
Teacher III 1 8 9
Teacher II 0 1 1
Teacher I 0 6 6
AO II 0 1 1
ADAS II 0 1 1
Security Guard 0 1 1
TOTAL 1 21 22
With two Master Teachers, seventeen teachers in TI-TIII position, one Administrative Officer-II, one Disbursing Officer-II,
and one security guard paid for by the school MOOE, the school is run by an elementary school Principal III.
The majority of the community's members and stakeholders work in the area to support and provide for the school, which is
located in Barangay Magara, Roxas, Palawan. They include farmers, store owners, renters, carpenters, and regular laborers.
Because of the area's diverse population, we also have local miners.

Government offices like as Rescue 165 and TESDA are located on the front lawn of the Barangay LGU Office,
demonstrating the barangay's progress and improvement.

Fortunately, a number of our well-known and recently founded private businesses have emerged and are providing
their services and support to the school.
 B. SCHOOL PERFORMANCE ON ACCESS

Figure B.1 ENROLLMENT DATA

Enrollment by Sex
(3 years back)

42.5
32.5
22.5
12.5
2.5
K in K in Gra Gra Gra Gra Gra Gra Gra Gra Gra Gra Gra Gra Lea Lea
der der de de de de de de de de de de de de rn- rn-
gar gar 1 1 2 2 3 3 4 4 5 5 6 6 ers ers
ten ten Mal F e Mal F e Mal F e Mal F e Mal F e Mal Fe wit wit
Mal Fe e mal e mal e mal e mal e mal e mal h h
e mal e e e e e e Dis Dis
e abil abil
ity ity
(No (No
n- n-
Gra Gra
ded ded
) )
Mal Fe
e mal
e
2 20 25 41 28 39 38 37 34 27 40 29 25 32 34 8 4
0
2
1
-
2
0
2
2
2 16 29 29 27 41 25 39 45 37 34 41 34 25 22 5 1
0
2
2
-
2
0
2
3
2 18 21 22 36 31 26 42 24 40 42 40 32 41 36 2 1
0
2
3
-
2
0
2
4

With reference to the school performance in Access, the total enrolment of Magara Elementary School as of SY 2021-
2022 is 461. It is higher (by 11 pupils) than the enrolment (450) in the previous SY 2022-2023. However, it is much lower
than the enrolment in SY 2023-2024, which is 454.
 Figure B.2 ENROLLMENT DATA

Enrollment Data
(Current Year)
42.5
32.5
22.5
12.5
2.5
K i K i Gr Gr Gr Gr Gr Gr Gr Gr Gr Gr Gr Gr Le Le
n n ad ad ad ad ad ad ad ad ad ad ad ad ar ar
de de e e e e e e e e e e e e ne ne
rg rg 1 1 2 2 3 3 4 4 5 5 6 6 rs rs
ar ar M F e M F e M F e M F e M F e M F e wi wi
te te al m al m al m al m al m al m th th
n n e al e al e al e al e al e al Di Di
M Fe e e e e e e sa sa
al m bi bi
e al lit lit
e y y
(N (N
o o
n- n-
Gr Gr
ad ad
ed ed
) )
M Fe
al m
e al
e

23 1 2 3 2 3 3 2 4 2 3 4 4 3 2 1
02 6 3 2 6 2 2 8 1 8 6 1 1 3
2
4
-
2
0
2
5

233 of the total enrolment at present (444) is male while 211 is female as reported in October 2024 School Form 4.
The number of male pupils is greater than the number of female pupils. Grade 5 has the highest number of enrolment (77).
Whereas, the Kindergarten has the least number of enrollees (48).

The aforementioned data indicates that enrollment is varying. Changes in residence, socioeconomic level, family
planning, family issues, and other factors are common causes.

Based from the Child Mapping conducted by the Barangay, there were a total of 95 children at the age of 5, from this,
49 pupils are enrolled at Magara ES this school year 2024-2025 and 46 (30 males and 16 Female) were enrolled in other
schools within the barangay. Statistics shows that 100% of the pupils who were enrolled in Kindergarten were found to be
residing in the Barangay. Two children aged 5 years old were not enrolled in school due to hesitancy of the immediate family
member.
 For the past four academic years, the school's dropout rate has remained at zero percent. It is a sign of high student
participation in the classroom, demonstrating that they have fulfilled all of the curriculum's requirements.

C. SCHOOL PERFORMANCE ON QUALITY

In schools, emphasis is placed on reading and comprehension abilities since it is thought that a youngster who has
mastered them will find other subjects easier to handle.

FIGURE C.1a GST (Group Screening Test) RESULT FIGURE C.1b GST (Group Screening Test)
RESULT
English (Pre-Test) Filipino (Pre-Test)

According to the findings of the Group Screening Test, which was initially administered to determine which students
qualified to move on to Phil-IRI from grades three to six, only 53 students, or 17% of the 231 students who took the GST in
English from Grades 4-6, passed, while 191 students, or 83%, failed. Only 95, or 32%, of the 297 Filipino test takers passed,
while 202, or 68%, failed. According to the results of the Group Screening Test (GST) in Phil-IRI during the English pre-test,
Grade 5 has the greatest percentage of students reading at their level (26.76% of all GST takers). With Grade 5 having the
largest percentage of students passing the GST, 53.52 percent of Filipino students are reading at their level.

Of the 191 students in grades 4-6 who took the Phil-IRI, 65, or 34%, have an English frustration level. Twenty-five students, or
thirteen percent, were in the same position in Filipino.

These are the indications that reading programs need to be reviewed and improved, particularly for students who are
struggling or who experience high levels of frustration. Reading interventions must be done regularly. Parents must be
involved in this endeavor both at home and at school. Pupils must also establish a strong reading habit on their early years,
and they are ultimately in charge of their children’s academic performance.

FIGURE C.2 MPS (Mean Percentage Score)

SY 2023-2024

English Filipino Math Science AP

 The average promotion rate of the school from SY 2021-2022 up to SY 2023-2024 is 100%. NAT result in both Grade 3
and 6 have not been recorded for the past 2 school years instead the school computed for the average Mean Percentage
Score MPS of the previous year. In the school-year 2023-2024, Grade 3 pupils got an MPS of 66.61% in English, 65.64% in
Reading Filipino, 63.21% in Math, 70.17 in Science and 61.50% in Araling Panlipunan. In reference to DepEd Memorandum
No.160, s. 2012, the scores earned by the grade 3 pupils in Math and Araling Panlipunan were categorized as Average (35%-
65%,) on the other hand English, Filipino and Science were categorized Moving Towards Mastery (66%-85%). Grade 6 MES
pupils got the following MPS in respective subjects-English 73.32%, Filipino 74.86%, Math 46.59%, Science 67.66%, and
Araling Panlipunan 71.90% Four subjects which are English, Filipino, Science and Araling Panlipunan fall under the category
Moving Towards Mastery (66%-85%) except for Math which has the lowest MPS and needs to be given more focus and
attention.

The result therefore connotes that low performance in Mathematics should be addressed immediately, in this manner,
conducting programs and interventions is necessary in order to increase the MPS of the said subject.

In order to recognize the abilities and skills of the teachers and students in the areas of extracurricular and curricular
activities, the school participated in various contests. For the last four years, the school has participated in the Division
School Press Conference, and Regional School Press Conference. We also sent athletes and teacher’s officiating official in
sports driven competitions like MIMAROPA Meet, Provincial Meet and District Meet. We also competed in some contests
organized by the Province of Palawan and the Division Office. It's encouraging to see that our main stakeholders, like the PTA,
are funding these initiatives. When it comes to contests, some pupils as well as teachers received awards following their
winnings in different contests such as Regional School Press Conference, Division School Press Conference, MIMAROPA Meet,
Provincial Meet, Contest by the Division Office and the Province of Palawan.

D. SCHOOL CONCERNS ON EQUITY AND INCLUSION

As mandated by DepEd order no. 44 s. 2021, the school has to provide a better environment for all learners to
collaborate, regardless of their issues or differences, and sought to make schools inclusive; this shall ensure that students
with disabilities are included in mainstream or general education classes.

Currently, the school has its SPED center handled by l teacher equipped with training for learners with special needs
like deaf and mute and learning difficulties. For the past 4 academic year from School Year 2021-2025, non-graded pupils
reached a total number of 24 pupils. Budget needs to be allocated for the provision of teaching aids and other manipulative
learning tools.

Respectively, 10 pupils are mainstreamed to different grade level where 1 pupil is experiencing difficulty in
communicating has full inclusion to Kindergarten, 1 pupil is in grade one displaying difficulty in inter personal behavior, 1
pupil who is in grade 3 has hearing difficulty, 5 pupils are included in grade 5 who have learning disability, difficulty in
communicating and 3 have difficulty in remembering. From grade 6, 2 learners have difficulty in remembering, paying
attention and understanding.

The school recognize fair and equality to all the personnel especially the learners comprising the school that is why the
provision of the needed resources are considered to support just and equal education for all, security and protection, health
and wellness.

Parents and students are given orientations on health, rights, safety, and awareness. Quarterly earthquake exercises
are also held to help prepare for unforeseen natural disasters.

Safeguarding school property is another top priority in order to create a favorable learning environment. The MOOE
provides funding for a one man security guard. He is also responsible for helping students cross the street.

There are still not enough functional restrooms and handwashing stations at schools to accommodate all of the
students. Facilities must therefore be made available. The school's preventive measures should be strengthened by providing
a hygiene pack that includes napkins, soap, medical kits, and sanitizers such alcohol and zonrox because of the high number
of cases of infectious foot and mouth disease.

E. SCHOOL CONCERNS ON RESILIENCE AND WELL-BEING

The school recognize fair and equality to all the personnel especially the learners comprising the school that is why the
provision of the needed resources are considered to support just and equal education for all, security, protection, health and
wellness.

In the School Disaster Risks Reduction and Management (SDRMM) activities, school personnel, parents and students
are given orientations on health, rights, safety, and awareness. Quarterly earthquake drills and exercises are also held to
help prepare for unforeseen natural disasters.
 39
33
36
37 31
37 32

0 0 0 0 2 1 0 0
0 0 2 2 21 0 1
1 3 23
1 29 25
40 0 0 0
2 1 3 3 3 1
30 1 3 3 16 1
0 18 0
3 3 1 14 2
20 0 4 6 0
0 1 0 0
10 3 2
0 0 0 0
0
Male Female Male Female Male Female Male Female
Severely Wasted Normal Overweight
Wasted

Kindergarten Grade 1 Grade 2 Grade 3

Grade 4 Grade 5 Grade 6 Learners with Disability

Students with health issues or those living below the poverty line have benefited greatly from the School-Based
Feeding Program. 48 students, or 11% of the 450 students who had their BMIs assessed, were classified as extremely wasted
or wasted during the 2023–2024 academic year. Another program under OK ka sa Deped is the initiative of keeping the teeth
and gums of our pupils healthy by our Dentist and nurses from the Division office. With these programs, absenteeism
problem in school were lessen.

The "Gulayan sa Paaralan" at the school is putting up a lot of effort to support the SBFB Programs' requirements. It
demonstrates to students the importance of hard effort and teamwork, teaches them how to do basic gardening and plant a
variety of vegetables, and instills in them the value of vegetables for a healthy lifestyle. This program has reduced the
number of undernourished schoolchildren by supplying SBFP with wholesome vegetables.

There are still not enough functional restrooms and handwashing stations at schools to accommodate all of the
students and visitors during big events. Facilities must therefore be made available. The school's preventive measures should
be strengthened by providing a hygiene pack that includes napkins, soap, medical kits, and sanitizers such alcohol and
zonrox because of the high number of cases of infectious foot and mouth disease recorded in the year 2023 to 2024.

Safeguarding school property is another top priority in order to create a favorable learning environment. Cases like
stealing of school properties in the canteen and personal belongings of teachers and pupils in some classrooms had been
complained numerous time. The school plans of putting window grills in instructional building. The MOOE also provides
funding for one-man security guard. He is also responsible for helping students cross the street due to the danger brought
about by the 6-lane national highway.

As part of school improvement of its sports facilities and to support the well-being of the learners, the school has
planned of putting up advance playing apparatus to be used by learners in the primary and intermediate level. Putting up
playing apparatus not only provides children with fun and enjoyment, but it also plays a vital role in their physical, cognitive,
social and emotional development. It encourages physical fitness, fosters creativity, builds important life skills, and
contributes to an overall well-rounded childhood experience. In addition, such play equipment often becomes a community
hub, where children and adults can connect, interact, and engage in physical activity together.

F. SCHOOL CONCERNS ON GOVERNANCE

Based from the record of attendance confirmed school year 2023-2024, an average of 50% out of 284 parents were
present during homeroom meetings and general assemblies, it is necessary to urge their full participation. Their involvement
during monthly bayanihan and Brigada Eskwela has a great impact on the realization of the school’s vision and mission.

Instructional classrooms are one of the concerns in schools that need to be addressed, according to the SRC in
reference to the NSBI study, because buildings that are subject to demolition are still not being rebuilt, and seven classes are
now holding their classes in temporary improvised spaces. Additionally, there are not enough chairs for students provided for
the whole school from kindergarten to Grade 6. Based from the SRC, 266 seats are lacking for the learners.

It is also the concern of the school to improve its School Based Management System since Level 3 is the highest rate to
receive. With the earned points of 1.54 or Level 2 Practice, Magara ES has a lot to work. Level 3 SBM initiatives have led to
significant improvements in student achievement, school culture, and overall community engagement. At this level, schools
would have:

 proven positive effects on student performance, with data showing clear improvements;
  strong collaboration between teachers, parents, and the community to support student learning;
 a culture of continuous improvement, where feedback and assessment are regularly used to refine practices.

Achieving Level 3 usually indicates that SBM practices have been fully integrated and are functioning at a high level of
effectiveness, with evidence showing that these practices lead to sustained improvements in school performance. Magara ES
aims to achieve this on the coming school academic years. We are certain and confident that through collaborative effort, we
can make this happen.

The MES stakeholders continuously supports the PAPs of the school by giving donation in the form of money, in kind,
time and effort. The school activities to which the stakeholders show full support are as follows: Maintenance of the school
cleanliness and orderliness, Recognition and Graduation, Curricular Activities like NAT/ELLNA, RSPC/DSPC and other contests,
Co-curricular Activities such as School/Provincial and Regional Sports Meet, BSP-GSP, SDRRM and Brigada Eskwela.

Instructional classrooms are one of the concerns in schools that need to be addressed, according to the SRC in
reference to the NSBI study, because buildings that are subject to demolition are still not being rebuilt, and seven classes are
now holding their classes in temporary improvised spaces. Additionally, there are not enough chairs for students, particularly
kindergarteners who do not have any provided by the department.

G. OTHER UNIQUE CONCERNS

III. PLANNING WORKSHEET

 PLANNING WORKSHEET

LEARNI PRIORITY TIME

GENERAL FRAME
NG DEPED INTERMEDIATE OUTCOMES (IO) IMPROVEMENT ROOT CAUSE/S
OBJECTIVES Y1 Y2 Y3
STAGE AREAS
IO 1. ACCESS- All school-aged children, out of
school youth mapped
IO 1.1 All five-year-old children attend school Net Intake Rate 10% or 2 out of 48 Health / / /
Five-year old Distance
kindergarten are not
in school
IO 1.2 All learners stay in school Retention Rate 3% or 11 out of 435 Change of / / /
learners from Kinder residence
and Grades 1 to 6 Source of living
are transferred to
other school
IO 1.3 All learners transition to the next key stage Not a problem
IO 1.4 All out-of-school children and youth N/A
participated in formal and non-formal basic
education learning opportunities
IO 2. EQUITY- Literacy and 2 out of 5 leaners / / /
School-aged children and youth, and adults in numeracy rate who are DSWD
situation of disadvantage benefited from beneficiary has
appropriate equity initiatives below proficiency
level of 92% Division
target

IO 2.1 All school-aged children and youth, and High Rate of 5 out of 10 children Lack of support / / /
adults in situation of disadvantage are Absenteeism with special needs from parents
participating in inclusive basic learning from SPED Class, Learning styles
opportunities and receiving appropriate quality kinder, and Grades 1 be designed by
education to 6 are fond of the teacher
 getting absent Low sources of
living
IO 3. QUALITY
IO 1.3.1 Learners attain stage 1 (K to Grade 3) Low Literacy and 15% or 7 out of 48 Lack of / / /
learning standards of fundamental reading and Numeracy level kindergarten supplementary
numeracy skills to provide basis for success in the learners cannot reading
remaining learning stages identify numbers materials
and sound out The concern
letters did not
religiously do
reading
intervention
Poor Health

Low Literacy 7% or 12 out of 181 Lack of interest / / /

Rate learners from Lack of parents’
Grades 1 to 3 are support
under Full refresher
in Filipino based on
the CRLA

7% or 9 out of 123
learners in Grades 2
and 3 are under Full
refresher and
Moderate Refresher
in English based on
the CRLA Endline
results

Low Academic 36% 24 out of 66 Health / / /

 Performance Grade 3 learners
(MPS) who took the RMA Lack of
are under the Educational
intervention Attainments of
category the parents

Lack of interest
IO 1.3.2 Learners attain stage 2 (Grade 4-6) Low Literacy and 13% or 25 out 191 Teaching / / /
learning standards in required literacy and Numeracy level learners from approaches and
numeracy skills apply 21st century skills to various Grades 4 to 6 who strategies need
real-life situations took the Group to improve
Screening Test in
Filipino PHIL IRI are Lack full
under Frustration attention of the
level parents

34% or 65 out 191

learners from
Grades 4 to 6 who
took the Group
Screening Test in
English PHIL IRI are
under Frustration
level

Low MPS 46% or 35 out of 77 Types of / / /

Grade 6 learners questions need
achieved below to improve
mastery level
Lack of
teaching
instructional
materials
IO 1.3.5 Learners in Alternative Learning System N/A / / /
attain certification as Elementary of Junior High
school completers
IO 4. RESELIENCE AND WELL-BEING- N/A / / /
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 1.4.1 Learners are served by a Department Child protection To increase the Poverty / / /
that adheres to a right-based education awareness number of learners Lack of parents
framework at all levels (85% or 375 out from Kinder,and support
442 learners Grades 1 to 6 who
from will undergo
kindergarten, orientation on their
and Grades 1 to rights from a range
6, including the of 85%,87%,90%,
non-graded and 95% in 2028.
learners have Time
undergone constraints
orientation/camp
aign on their
rights)

Health
Risk,hazard and
threats of
infectious
diseases,and
other related
health issues in
 the classrooms,
office, facilities
and environment
51% or 227 out
of 442 have
availed free
check up from
the deped
medical team

IO#4.2-Learners are safe and protected, and can Low Participation To increase the Poverty / / /
protect themselves, from risks and impacts from in BSP and GSP number of learners
natural and human induced hazards Encampment participate in the
(40% or 177 out BSP,GSP activities
of 442 learners from a range of
from kinder, and 40%,50%,60%, and
grades 1 to 6 up to 75% in 2028.
have attended
BSP and GSP
Activity)
To increase the Absenteeism
participation rate of
learners in the
earthquake drill from / / /
Low participation a range of 90%,92%,
in the NSED 95%, and up to
(90% or 397 out 100% in 2028
of
442 learners
participated in
the earthquake
drill)
 Absenteeism

Low of / / /
Psychosocial
support
Only 235 out of
435 learners
from kinder and
Grades 1 to 6
have given
psychosocial
support of the
school
O#4.3- Learners have the basic physical, mental, Low Nutritional To reduce the Poverty / / /
and emotional fortitude to cope with various status number of SW and Low source of
challenges in life (11% or 48 out wasted number of family income
of 450 learners learners in all grade
from Kinder and levels from a range Lack of basic
Grades 1 to 6 of 11%,8%,6%, and health
are belonged to up to 5% in 2028. education
Severely wasted
and wasted in
Nutritional To provide comfort
status) rooms with complete Lack of Funds
facilities, proper
hygiene and Lack of
Poor Water, sanitation to 100% stakeholders’
Sanitation, and of the learners in support
/ / /
Hygiene in 2028.
Schools (WinS)
Facilities
50% out of 100%
of learners are
 provided with a
proper and
convenient
comfort room
with complete
facilities

IO 5. ENABLING MECHANISM: GOVERNANCE-

Modern, efficient, nimble and resilient governance
and management processes
EM 1 Education leaders and managers practice Poor School- Unavailability / / /
participative, ethical, and inclusive management Based To increase the SBM of the
processes Management level of practice in a proponent or
System range of 1.54, 2.5, agency to cater
(The school has up to 3 in 2028. training
1.54 SBM level
of practice which
is below the
standard level of
3)

To decrease the
number of school
head and teachers Schedule
who have no Unavailability
attendance in the of funds
Training and training on values
seminars and MATATAG
Curriculum from
 (100% of the 100%,50%,40%, and / / /
teachers and 0% by 2028
school head
have no training
in values and 11
out of 19
teachers need to
attend the
MATATAG
curriculum
training)

EM 2 All personnel are resilient, competent and Low Recognition To increase the Lack of / / /
continuously improving and Awards number of teachers willingness of
(50% of the who will receive the teachers to
teachers have awards at the be recognized
received district level from
recognition 50%, 60%, up to Laziness in the
award in the 100% in 2028 preparation of
district level) the documents
Professional To decrease the Unavailability
Development number of teachers of funds
and Continuous who have not yet MA
Learning(26% or units from a range of
5 out of 19 5, 4, 3, and 0 in
teachers who 2028
have not MA
units)
EM 3 Ideal learning environment and adequate Poor quality of To provide a Lack of funds / / /
learning resources for learners improved the learning conducive
institution and classroom, safe
other physical environment, and
facilities materials for the
 learning
development of the
learners in 2028

EM 4 Internal system and processes are efficient, Client To increase the Poor practice / / /
responsive, modern and continuously improving Satisfactory(CSC awareness of the
) Rating clients who respond
(50% out of to the CSC survey
100% clients from a range of
have responded 50%,60%,70%, and
on the Civil 75% in 2028
Service Client
Form)
EM 5 Key stakeholders actively collaborate to Poor To increase the Poor Parents’ / / /
serve learners better Participation of number of commitment or
the Parents and stakeholders support
other attending school
stakeholders activities and Willingness
(50% or 141 out programs from
of 282 are 50%,60%,70%, and
attending 75% in 2028.
activities and
programs in
school)
 IV. SCHOOL M&E AND ADJUSTMENTS (SMEA)

Programs and projects in school should be monitored and evaluated to measure its success that’s why thorough planning
must have given time and effort to ensure that all needs of school are being addressed. The planning team has its crucial role
for the good implementation of the programs and projects with the utmost honesty and transparency.

Monitoring and evaluation process should use and follow effective monitoring tools to evaluate if the proposed projects and
programs have been realized and implemented.

The table below indicates that the schedule of monitoring of the programs and projects proposed during the formulation of
the school’s needs and this will be followed efficiently for the accurate feedback for the improvements and modifications.
 MONITORING SCHEDULES OF PROGRAMS AND PROJECTS

Name of Project Project Objectives Date of Accomplish

Issues/
Monitoring ment Recommen
Problems/
Status to dations
Challenges
Date

MONITORING AND EVALUATION FORM

Date of Monitoring:_____________________
Directions: In a scale below, rate the following programs and projects as to its realization, completion and success by ticking
the box corresponding to the scale indicated.

Name of Project Not yet addressed Partly Almost Completely Remarks

 SPT/PT
addressed addressed Addressed
Signature

APPENDICES

SCHOOL REPORT CARD

PRIORITY IMPROVEMENT AREAS FOR ACCESS, EQUITY, QUALITY AND GOVERNANCE

PRIORITY IMPROVEMENT AREAS PER PILLAR

ACCESS

Improvement Strategic
Urgency Magnitude Possibility Average Interpretation
Areas Importance
 PRIORITY IMPROVEMENT AREAS PER PILLAR

QUALITY

Improvement Strategic
Urgency Magnitude Possibility Average Interpretation
Areas Importance
 PRIOTIY IMPROVEMENT AREAS PER PILLAR

EQUITY

Improvement Strategic
Urgency Magnitude Possibility Average Interpretation
Areas Importance
 PRIOTIY IMPROVEMENT AREAS PER PILLAR

RESILIENCY AND WELL-BEING

Improvement Strategic
Urgency Magnitude Possibility Average Interpretation
Areas Importance

PRIORITY IMPROVEMENT AREAS PER PILLAR

 Governance

Improvement Strategic
Urgency Magnitude Possibility Average Interpretation
Areas Importance