PRIORITY IMPROVEMENT AREAS

KRA Improvement Strategic Urgency Magnitude Feasibility Average Interpretation

Area Importance
Access Limited Learning 5 4 4 4 4.25 High Priority
Materials for
Students at Risk
Equity Lack of 4 3 3 2 3 Moderate Priority
Manipulative
Materials for
learners with
special needs

Quality Low Reading 5 5 5 5 5 Very High Priority

Literacy,
of the students are
under the frustration
level)

Quality Improvement of 5 5 5 5 5 Very High Priority

MPS in all Subject
Areas-
Resilience and Sub-standard Water 3 5 5 3 4 High Priority
Well-being Connection
(Repair)
Equity Lack of support 4 4 4 4 4.00 High Priority
for SNED
Programs

Equity Lack of Materials 4 3 3 3 3.25 High Priority

for IPED Program

KRA Improvement Strategic Urgency Magnitude Feasibility Average Interpretation

Area Importance
 Quality Limited 5 4 4 5 4.50 High Priority
Professional
Growth and
Development for
Teaching and
Non-Teaching
Personnel
Quality Insufficient 5 5 3 3 4 High Priority
Materials for
Reading,
numeracy and
other
assessments
Quality Lack of 5 5 3 3 4 High Priority
Contextualized
and Localized
Reading and
Instructional
Materials
Enabling Unsecured school 5 5 5 4 4.75 High Priority
Mechanism Environments
due to damaged
fence
Enabling Minor Damage of 4 4 4 3 3.75 Moderate Priority
Mechanism Physical Facilities
and Equipment’s
Enabling Limited 4 4 3 3 3.50 Moderate Priority
Mechanism understanding on
Child Protection
Policy and
Related laws

KRA Improvement Strategic Urgency Magnitude Feasibility Average Interpretation

Area Importance
 Enabling Limited 4 4 3 3 3.50 Moderate Priority
Mechanism understanding
and Knowledge
on SBM, SG and
PTA
Enabling Payment of 4 4 4 4 4 High Priority
Mechanism Mandatory Bills
Enabling Lack of 4 4 4 4 4 High Priority
Mechanism Compliance to
DepEd Programs
Quality No Permanent and 5 5 5 5 5 High Priority
Safety Classroom for
Junior High School
Resiliency and Well- No Heroes’ Park 5 5 5 5 5 Very High Priority
Being
Quality Damaged Jalousies 5 5 5 5 5 High Priority
Resiliency and Well- Unattractive 4 4 4 5 4.25 High Priority
Being Surroundings
Resiliency and Well- Lack of School 3 3 4 3 3.25 Moderate Priority
Being DRRM supplies and
Equipment.
Equity Intensified 5 4 3 5 4.25 High Priority
Implementation of
ADM to
Disadvantaged
Learners
 Key Interventions
BEDP DepEd Goal: All Filipinos are able to realize their full potential and
contribute meaningfully to a cohesive nation.

BEDP DepEd Sector Outcome: Basic education Filipino learners have the
physical, cognitive, socio-emotional and moral preparation for civic
participation and engagement in post-secondary opportunities in their local,
national and global communities.

Pillar: Access

Intermediate Outcome: IO#1- All school-age children, out-of-school youth,

and adults have access to relevant basic learning opportunities

Priority Sub-Intermediate Strategy Intervention

Improvement Outcome
Area (PIA)
Low Enrollment IO#1.2- All learners Oplan Balik Conduct a
stay in school Eskwela comprehensive
campaign involving
home visits, local
partnerships to
encourage enrollment.

Pupils' Report IO#1.2- All learners Availability of 100% of learners is

Card stay in school learners’ report provided with report
card card
Pillar: Equity

Intermediate Outcome: School-age children and youth, and adults in situations of

disadvantage benefited from appropriate equity initiatives

Priority
Sub-Intermediate
Improvement Strategy Intervention
Outcome
Area (PIA)
Implementation of ADM Provide materials, train teachers, Strengthen ADM through resource
All school-age children and
and collaborate with stakeholders provision, training, and stakeholder
youth and adults in situations
for ADM implementation. involvement
of disadvantage are
participating in inclusive basic
learning opportunities and
receiving appropriate quality
education
Pillar: Quality

Intermediate Outcome: Learners complete K-12 basic education having

attained all learning standards that equip them with necessary skills and
attributes and are confident to pursue their chosen paths
Priority Sub-Intermediate Strategy Intervention
Improvement Outcome
Area (PIA)
Upskilling and IO#3.1-Learners Class Observation, Conduct regular
Reskilling of attain Stage 1 (K- Conduct of TA professional
Teachers Grade 3) learning Needs Assessment development and
standards of training sessions.
fundamental reading
& numeracy skills to
provide basis for
success in the
remaining learning
stages

Upskilling and IO#3.1-Learners Conduct Conduct of

Reskilling of attain Stage 1 (K- professional SLAC/INSETs, Atte
Teachers Grade 3) learning development Teachers Trainings &
standards of programs and Teachers Day
fundamental reading capacity building Celebration
& numeracy skills to workshops.
provide basis for
success in the
remaining learning
stages
Low Reading IO#3.1-Learners Conduct reading Conduct targeted
Literacy attain Stage 1 (K- remediation - reading intervention and
Grade 3) learning programs and provide resources for
standards of peer-tutoring struggling readers
fundamental reading sessions.
& numeracy skills to
provide basis for
success in the
remaining learning
stages
Provision of IO#3.2- Learners Implement Implement a
Awards and Merits attain Stage 2 structured awards comprehensive awards
(Grades 4-6) learning programs and system to acknowledge
standards in required recognition events. learners’ academic and
literacy & numeracy extracurricular
skills apply 21st achievements.
century skills to
various real-life
situations
Lack of IO#3.2- Learners Create and procure Develop and provide
Instructional attain Stage 2 interactive learning interactive instructional
Materials (Grades 4-6) learning aids and materials like visual aids
standards in required manipulative and manipulative
literacy & numeracy
skills apply 21st
century skills to
various real-life
situations

Pillar: Resilience and well-being

Intermediate Outcome: 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.

Medical Supplies IO#4.2-Learners are Procurement and provide medical

safe and protected, delivery of medical services to learners
and can protect services
themselves, from
risks and impacts
from natural and
human induced
hazards
Damaged Jalousies IO#4.3- Learners have Provide learners with Repair Jalousies
the basic physical, basic health and
mental, and emotional nutritional services
fortitude to cope with
various challenges in
life
No Heroes’ Park IO#4.3- Learners have Provide learners with Establish a Heroes’ Park
the basic physical, national identity
mental, and emotional
fortitude to cope with
various challenges in
life
Unattractive IO#4.3- Learners have Provide learners with Launch a beautification
Surroundings the basic physical, basic health and program focusing on
mental, and emotional nutritional services greenery, cleanliness,
fortitude to cope with and student
various challenges in involvement.
life
Pillar: Enabling Mechanism-Governance

Intermediate Outcome: Efficient, agile, and resilient governance and

management processes

Priority Sub-Intermediate Strategy Intervention

Improvement Outcome
Area (PIA)
Mandatory Bill EM#3- Ideal learning Payment of Electric To pay Electric Bills
environment and Bill
adequate learning
resources for
learners ensured
Mandatory Bill EM#3- Ideal learning Payment for To pay School
environment and Contract of Service Utility/Watchman in on
adequate learning to the school duty at school premise
resources for utility/watchman & Water Maintenance
learners ensured
Mandatory Bill EM#3- Ideal learning Payment for To pay maintenance for
environment and Contract of Service School ground
adequate learning for brush cutting cleanliness
resources for
learners ensured
Information EM#4- Improve and Payment of internet To pay for internet
dissemination modernize internal connectivity connectivity
 systems and
processes for a
responsive and
efficient financial
resource
management
Information EM#4- Improve and Posting tarpaulins To deliver adequate
dissemination modernize internal in conspicuous information to public
systems and area through tarpaulins
processes for a
responsive and
efficient financial
resource
management
Lack of EM#3- Ideal learning Improved Renovate and convert
Classrooms environment and classroom makeshift classrooms
(Improvement of adequate learning condition that into proper, well
Makeshift resources for supports student ventilated and
Classrooms) learners ensured learning. equipped learning
spaces for students.
Liquidation and EM#1- Ensure all Completion of To comply all needed
Other Report education leaders document needed liquidation and other
Completion and managers for liquidation and reports.
practice participative, other reports
ethical, and inclusive
management
processes
Submission of EM#1- Ensure all Travels for the To submit liquidation
Liquidation and education leaders submission of and other reports on
Other Reports and managers liquidation and the prescribed
practice participative, other reports schedules without
ethical, and inclusive delay
management
processes