SCHOOL

IMPROVEMENT
PLAN
2023-2028

Cover Page
 SCHOOL IMPROVEMENT PLAN 2028 APPROVAL SHEET

The SCHOOL IMPROVEMENT PLAN FOR FISCAL YEARS 2023-2028

attached hereto, prepared and submitted by the School Planning Team of Name of

District is hereby accepted and approved by the division planning committee

PREPARED BY THE SCHOOL PLANNING TEAM

(reflect here the name of the school planning team with signatures)

REVIEWED BY THE DIVISION COMMITTEE

RODOLFO R. BAYETA, JR DERROLD MARL S. AVES

Planning Officer SEPS-HRD

JOEL D. POTANE JEAN T. LOQUILLANO

SEPS/LR/Research Coordinator SEPS-SocMob

RYAN Q. BLANCO ELEANOR CONSEJO

ROLLAN
PDO II -DRRM SEPS-M&E, SBM

JAIRUS JOHN GOCHUCO JANUARY GAY T. VALENZONA

PDO I-Youth Formation EPS II ALS/ Science Coordinator

ARNEL A. CALUBAG, CPA RISA BEA M. BORRES

Accountant III Administrative Officer V

ROMIEL S. VALLENTE RAY O. MAGHUYOP

Budget Officer IPED Coordinator

MARGIE G. ANDRADE SHIRLEY A. MERIDA

Multigrade Coordinator SPED Coordinator
 PARAIDA D. ORANGOT ANITA M. GOCHUCO
Alive Coordinator Reading Coordinator

ROY H. LUMBAN BALDOMERO MARK B. MESO

EPS II- GAD Coordinator Medical Officer III

VERIFIED

ROSALIO R. VITORILLO JEAN S. MACASERO

SGOD Chief CTD OIC-Chief

RECOMMENDING APPROVAL

AUDIE S. BORRES
Assistant Schools Division Superintendent

APPROVED

ROY ANGELO E. GAZO

Schools Division Superintendent
 SIP QUALITY ASSURANCE APPROVAL SHEET

The SCHOOL IMPROVEMENT PLAN FOR FISCAL YEARS 2023-2028

attached hereto, prepared and submitted by the School Planning Team of Name of

School, Name of District has been examined and recommended for acceptance and

approval in the Division Planning Committee.

SIP PANEL OF EXAMINERS

Approved by the Division SIP Quality Assurance Committee on Oral Examination.

____________________________ ____________________________
Member Member

____________________________ ____________________________
Member Member

____________________________
Chair
 TABLE OF CONTENTS

Title Page

TABLE OF CONTENTS i
List of Tables Ii

List of Figures Iii

List of Acronyms

1.0 DEPED’S VISION, MISSION, AND CORE VALUES 1

2.0 SCHOOL’S CURRENT SITUATION 4
2.1. Introducing the School 5

2.2. School Performance on Access 6

2.3. School Concerns on Equity and Inclusion 8

2.4. School Performance on Quality 9

2.5. School Concerns on Resilience and Well- 12

being
2.6. School Concerns on Governance 15

2.7. Other Unique Concerns 17

3.0 IMPROVEMENT PLAN 18

3.1. Key Performance Targets 19

3.2. School Strategic Directions and Key 22

Interventions
4.0 FINANCIAL PLAN 30
4.1. Six Year Indicative Financial Plan 31

4.2. Annual Improvement Plan 33

5.0 SCHOOL MONITORING, EVALUATION AND 35

 ADJUSTMENTS
6.0 RISK MANAGEMENT PLAN 38
7.0 ANNEXES 40
7.1. Key Challenges 41

7.2. Situational Analysis 42

7.3. Internal and External Assessment of the 43

Division (SWOT)
7.4. Opportunity Registry 44

7.5. Risk Registry 46

7.6. Contextualized Programs and Projects of the 47

School
7.6. Recommended Program and Policy 48
Intervention
7.7. References 49

7.8. School Planning Team/Editorial Board 50

 LIST OF TABLES

Table Title Page

Number

Table 1 Type the table title here 13

Table 2 Type the table title here 13

Table 3 Type the table title here 35

Table 4 Type the table title here 35

Table 5 Type the table title here 36

Table 6 Type the table title here 36

Table 7 Type the table title here 37

Table 8 Type the table title here 38

Table 9 Type the table title here 38

Table 10 Type the table title here 39

Table 11 Type the table title here 48

 LIST OF FIGURES

Figure Title Page

Number

Figure 1 Type the figure title here 3

Figure 2 Type the figure title here 12

Figure 3 Type the figure title here 16

Figure 4 Type the figure title here 17

Figure 5 Type the figure title here 18

Figure 6 Type the figure title here 19

Figure 7 Type the figure title here 19

Figure 8 Type the figure title here 20

Figure 9 Type the figure title here 20

 LIST OF ACRONYMS
DELETE the acronym if it is not found in your SIP.

4Ps Pantawid Pamilyang Pilipino Program

A&E Accreditation and Equivalency

ABM Accountancy, Business, and Management

ACTRC Assessment, Curriculum, and Technology Research

Centre

ADM Alternative Delivery Mode

AI Artificial Intelligence

AIP Annual Implementation Plan

AIR Annual Implementation Review

ALIVE Arabic Language and Islamic Values Education

ALS Alternative Learning System

AP Araling Panlipunan

APIS Annual Poverty Indicators Survey

ARREST Acquired Reading Remedies and Enhanced System

and Tools (Reading KS1)

ASEAN Association of Southeast Asian Nations

BAEd Bureau of Alternative Education

BARMM Bangsamoro Autonomous Region in Muslim

Mindanao

BEA Bureau of Education Assessment

BEDP Basic Education Development Plan

BEEA Basic Education Exit Assessment

BEFF Basic Education Facilities Fund

BEIS Basic Education Information System

BE-LCP Basic Education - Learning Continuity Plan

BELLCs Bridging and Enhancing Least Learned Competencies

BERA Basic Education Research Agenda

BERDP Bangsamoro Education Reform and Development

Plan

BERF Basic Education Research Fund

BESA Basic Education Sector Analysis

BESRA Basic Education Sector Reform Agenda

BHROD Bureau of Human Resource and Organizational

Development

BLEPT Board Licensure Exam for Professional Teachers

BLGU Barangay Local Government Unit

BLR Bureau of Learning Resources

BLSS-SHD Bureau of Learner Support Services - School Health

Division

BMI Body Mass Index

BRAINS Beginning Reading Activities in Nurturing Students

CAR Children-at-Risk

CAR Cordillera Administrative Region

CBS Cash-based Budgeting System

CCAM Climate Change Adaptation and Mitigation

CHED Commission on Higher Education

CICL Children in Conflict with the Law

CID Curriculum Implementation Division

CLC Community Learning Center

CLMD Curriculum and Learning Management Division

CO Central Office

COA Commission on Audit

CODE-SER Compilation and Demonstration on Strategies

Enhanced Resources

CPD Continuing Professional Development

CPU Child Protection Unit

CR Completion Rate

CRE Child Rights Education

CREDe Child Rights in Education Desk

CRRP Comprehensive Rehabilitation and Recovery Plan

CSO Civil Society Organizations

CSR Cohort Survival Rate

CuCon Curriculum Contextualization of IPEd implementing

Schools

CWC Council for the Welfare of Children

CWD Children with Disabilities

DAT Division Achievement Test

DBM Department of Budget and Management

DECS Department of Education, Culture, and Sports

DEDP Division Education Development Plan

DepEd Department of Education

DERPS DepEd Enterprise Resource Planning System

DILG Department of Interior and Local Government

DMS Document Management System

DO DepEd Order

DO Division Office

DOF-BLGF Department of Finance - Bureau of Local Government

Finance

DOH Department of Health

DOLE Department of Labor and Employment

DOST Department of Science and Technology

DPRP Disaster Preparedness and Response Program

DPWH Department of Public Works and Highways

DR Dropout Rate

DRRM Disaster Risk Reduction and Management

DRRMO Disaster Risk Reduction and Management Office

DRRMS Disaster Risk Reduction and Management Service

DSWD Department of Social Welfare and Development

DTFC-19 DepEd Task Force COVID-19

EBEIS Enhanced Basic Education Information System

ECCD Early Childhood Care and Development

ECE Early Childhood Education

EGMA Early Grades Mathematics Assessment

EGRA Early Grades Reading Assessment

EiE Education in Emergencies

ELLNA Early Language, Literacy, and Numeracy Assessment

EMIS Education Management and Information System

EOSY End of School Year

ES Elementary School

ESC Education Service Contracting

EsP Edukasyon sa Pagpapakatao

ESSD Education Support Services Division

EWS Early Warning Systems

ExeCom Executive Committee

FLASK Functional Laboratories in Science in K to 12

F-LeaRN Functional Learning Resources and Networking

FLEMMS Functional Literacy, Education, and Mass Media

Survey

FLT Functional Literacy Test

FTAD Field Technical Assistance Division

FY Fiscal Year

G Grade

GAA General Appropriations Act

GAS General Academic Strand

GASTPE Government Assistance to Students and Teachers in

Private Education

GCRV Grave Child Rights Violations

GDP Gross Domestic Product

GER Gross Enrolment Rate

GER Gross Enrollment Rate

GIDA Geographically Isolated and Disadvantaged Areas

GIS Geographic Information System

GPS Global Positioning System

HDI Human Development Index

HDPRC Human Development and Poverty Reduction Cluster

HEI Higher Education Institution

HRDD Human Resources Development Division

HRIS Human Resource Information System

HUMSS Humanities and Social Sciences

IA Industrial Arts

IATF-EID Inter-Agency Task Force for the Management of

Emerging Infectious Diseases

ICT Information Communication Technology

ICT Information and Communications Technologies

IEC Information, Education, and Communication

IIEP International Institute for Educational Planning

(UNESCO)

ILSA International Large-scale Assessment

IMF International Monetary Fund

iOpen App Open Approach Innovation cum Lesson Study in

21 Teaching and Learning 21st Century Mathematics

IP Indigenous Peoples

IPCC Intergovernmental Panel on Climate Change

IPEd Indigenous Peoples Education

IPRA Indigenous Peoples Rights’ Act

IQR Interquartile Ratio

IRR Implementing Rules and Regulations

IS Integrated School

JDVP Joint Voucher Delivery Program

JHS Junior High School

K Kindergarten

K to G10 Kindergarten to Grade 10

K to G12 Kindergarten to Grade 12

KPI Key Performance Indicator

KSAV Knowledge, Skills, Attitudes, and Values

LAC Learning Action Cell

LAS Learning Activity Sheets

LASAPIN Larawan at Salita Tungo sa Pagbasang may Interest

in Filipino

LC Learning Competency

LCSFC Longitudinal Cohort Study on the Filipino Child

LDF Local Development Fund

LGBT Lesbian, Gay, Bisexual, and Transgender

LGU Local Government Unit

LIS Learners Information System

LMS Last Mile Schools

LMS Learning Management System

LR Learning Resources

LRA Land Registration Authority

LRN Learner Reference Number

LRPC Learning Resources and Platforms Committee

LSB Local School Board

LTE Learning Tools and Equipment

LUCs Local Universities and Colleges

LWD Learner with Disabilities

M&E Monitoring and Evaluation

ManCom Management Committee

MAPEH Music, Art, Physical Education, and Health

MA-ProS Mathematics Assessment in Problem-Solving

MBHTE Ministry of Basic, Higher, and Technical Education

MEA Monitoring, Evaluation, and Adjustment

MELCs Most Essential Learning Competencies

MEP Madrasah Education Program

MFAT Multi-factored Assessment Tool

MGOs Municipal Government Units

MHPSS Mental Health and Psychosocial Support Services

MOA Memorandum of Agreement

MOOE Maintenance and Other Operating Expenses

MOV Means of Verification

MPPE Multigrade Program in Philippine Education

MPS Mean Percentage Score

MT Mother Tongue

MTB-MLE Mother Tongue-based Multilingual Education

MTR Mid-term Review

NAT National Achievement Test

NBDB National Book Development Board

NC National Certificate

NCAE National Career Assessment Examination

NCCA National Commission for Culture and the Arts

NCCT National Council for Children’s Television

NCIP National Commission on Indigenous People

NCR National Capital Region

NCS National Competency Standards

NDRRMC National Disaster Risk Reduction and Management

Council

NDRRMF National Disaster Risk Reduction and Management

Fund

NEAP National Educators Academy of the Philippines

NEDA National Economic and Development Authority

NER Net Enrolment Rate

NGO Non-governmental Organization

NIR Net Intake Rate

NNC National Nutritional Council

NSA National Sports Association

NSBI National School Building Inventory

ODA Official Development Assistance

OE Outcome Evaluation

OECD Organization for Economic Cooperation and

Development
OPCRF Office Performance Commitment and Review Form

OSA Out-of-School Adults

OSC Out-of-School Children

OSCY Out-of-School Children and Youth

OSDS Office of the Schools Division Superintendent

OSY Out-of-School Youth

PAP Programs, Activities, and Projects

PATSS Profiling and Aligning TLE and TVL Specialization of

Students

PBEd Philippine Business for Education

PBSP Philippine Business for Social Progress

PCNA Post-conflict Needs Assessment

PDNA Post-disaster Needs Assessment

PDP Philippine Development Plan

PEAC Private Education Assistance Committee

PESM Philippine Education Simulation Model

Phil-IRI Philippine Informal Reading Inventory

PHIVOLCS Philippine Institute of Volcanology and Seismology

PHSA Philippine High School for the Arts

PIDS Philippine Institute for Development Studies

PIR Program Implementation Review

PISA Program for International Student Assessment

PISA Program for International Student Assessment

PMIS Program Management Information System

POC Persons of Concern

PPAs Programs, Projects, and Activities

PPRD Policy, Planning, and Research Division

PPSSH Philippines Professional Standards for School Heads

PPST Philippine Professional Standards for Teachers

PQF Philippine Qualifications Framework

PRC Professional Regulations Commission

PSA Philippine Statistics Authority

PSC Philippine Sports Commission

PTAs Parent-Teacher Associations

QAD Quality Assurance Division

QPIR Quarterly Program Implementation Review

QRF Quick Response Fund

RA Republic Act

RADaR Rapid Assessment of Damages Report

RAT Regional Achievement Tests

RBE-DepEd Rights-based Education in DepEd

RBEP Regional Basic Education Plan

RCTQ Research Center for Teacher Quality

RDC Regional Development Council

RO Regional Office

RRS Rights-Respecting Schools

SAAODB Status of Appropriations, Allotments, Obligations,

Disbursements, and Balances
SBFP School-based Feeding Program

SBM School-based Management

SDG Sustainable Development Goal

SDO Schools Division Office

SDS Schools Division Superintendent

SEAMEO- Southeast Asian Ministers of Education Organization

Innotech - Regional Center for Educational Innovation and
Technology

SEAMEOSE Southeast Asian Ministers of Education Organization

ARCA - Southeast Asian Regional Center for Graduate
Study and Research in Agriculture

SEA-PLM Southeast Asia - Primary Learning Metrics

SEF Special Education Fund

SGC School Governing Council

SGOD Schools Governance and Operations Division

SHS Senior High School

SIP School Improvement Plan

SLM Self-learning Module

SLR Supplementary Learning Resources

SPED Special Education

SReYA School Readiness Year-end Assessment

SSB Safe Schools from Bullying

STEM Science, Technology, Engineering, and Mathematics

SUCs State Universities and Colleges

SY School Year
TA Technical Assistance

TALIS Teaching and Learning International Survey

TEIs Teacher Education Institutions

TESDA Technical Education and Skills Development

Authority

TIMSS Trends in International Mathematics and Science

Study

TLS Temporary Learning Spaces

TM Teachers’ Manuals

TSS Teacher Salary Subsidy

TVET Technical and Vocational Education and Training

TVL Technical-Vocational-Livelihood

TVL Technical-Vocational Laboratory

TWG Thematic Working Groups

TX Textbook

TXPr Textbook-to-Pupil Ratio

UN United Nations

UNCRPD United Nations Convention on the Rights of Persons

with Disabilities

UNDP United Nations Development Programme

UNDRR United Nations Office for Disaster Risk Reduction

UNESCO United Nations Educational, Scientific, and Cultural

Organization

UNFPA United Nations Population Fund

UNICEF United Nations Children’s Fund

USAID United States Agency for International Development

VP Voucher Program

WFP Work and Financial Plan

WHO World Health Organization

WinS WASH in Schools

WinS-OMS WASH in Schools - Online Monitoring System

1.0
DEPED’S VISION,
MISSION, AND CORE
VALUES

Articulate here the DepEd vision, mission, and core values and on how
these will influence the school ways of doing things.
2.0.
SCHOOL’S CURRENT
SITUATION

2.1. Introducing the School

In paragraph form, describe the school which may include but is not
limited to:
i. size of school,
ii. curriculum offering
iii. location and catchment areas,
iv. environment and socio-economic condition,
v. physical environment,
vi. Immediate community, and
vii. linkages.
2.2. School Performance on Access
Present the 4 years historical data per KPI followed by characterization,
analysis, and discussion.
i. enrolment trends (minimum of 4 years historical data) including its
analysis,
ii. historical data on:
a) community intake rate (5-year-old children located in the
catchment areas) for the elementary level,
b) simple drop-out rate,
c) school leaver rate, and
d) transition rates (K-1, 3-4, 6 to 7, 10 to 11),
iii. good performing and problematic KPIs (identified per grade or key
stage) and corresponding causes (best practices and bottlenecks -
internal or external factors),
iv. analysis of the strengths or weaknesses of past interventions or
programs/projects/activities in relation to access and
v. Foreseeable problems if problematic KPIs are not acted upon

2.3. School Concerns on Equity and Inclusion

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’s etc. This section will:
i. identify and describe these learners in disadvantaged sector.
In the Alternative Learning System (ALS) context, learners in the
disadvantaged sector refer to individuals who face various socio-
economic, geographic, or personal barriers that hinder their access to
formal education. These learners often require additional support to
overcome their disadvantaged circumstances. West 2 District cater
learners in the disadvantaged sector within the ALS context are:
 1. Out-of-School Youth: This group includes young individuals
who have dropped out of the formal education system, often due to
financial constraints, family responsibilities, or limited access to
schools. Thus, ALS West 2 District provides an opportunity for these
youth to continue their education and acquire essential knowledge and
skills right into their doorstep.
2. Adult Learners: Adult learners who did not have the
opportunity to complete their formal education fall into this category.
They may have discontinued their studies due to work commitments,
financial challenges, or personal circumstances. Hence, ALS West 2
District programs cater to their specific needs and provide them with a
chance to gain literacy, numeracy, and other relevant skills of lifelong
learning.
ii. describe the challenges they are face in accessing basic education
In the Alternative Learning System (ALS) context, the common
challenges ALS learners face in accessing basic education are:
1. Lack of Awareness: Many individuals who are eligible for ALS
may not be aware of the program or its benefits. They may not know
that there are alternative options available for them to continue their
education outside the traditional school system.
2. Financial Constraints: Economic limitations can be a
significant barrier to accessing basic education through ALS. Some
individuals may not be able to afford the necessary learning materials,
transportation costs, or other expenses associated with attending ALS
classes.

3.Limited Accessibility: ALS centers may not be easily

accessible to everyone, especially in remote or rural areas. This can
make it challenging for individuals who live far away from ALS centers
to attend classes regularly.
4. Social Stigma and Discrimination: Some individuals may
face social stigma or discrimination based on their age, gender,
ethnicity, or socioeconomic status. This can discourage them from
enrolling in ALS programs or continuing their education, as they may
fear judgment or feel marginalized within the educational system.
5. Language Barriers: Language differences and a lack of
educational materials in local languages can pose challenges for
learners in ALS. If instructional materials are not available in their
native language, it can affect their ability to understand and engage
with the content effectively.
6. Limited Support Systems: ALS learners may lack sufficient
support systems, such as family support or peer networks, to motivate
and encourage them in their educational journey. This can make it
difficult for them to stay motivated and committed to completing their
basic education.
7. Prior Learning Gaps: Many ALS learners may have
significant gaps in their prior learning due to years of being out of the
formal education system. Addressing these learning gaps can be a
challenge, as individuals may require additional support and fitted
teaching methods to catch up with their peers.
8. Certification and Recognition: Obtaining formal recognition
and certification for the education acquired through ALS can be
challenging. Some employers, institutions, or government agencies
may not fully acknowledge or value ALS credentials, making it harder
for individuals to access higher education or job opportunities.
These challenges highlight the importance of addressing barriers
to accessing basic education in the ALS context. Governments,
educational institutions, and communities need to work together to
raise awareness, provide financial support, improve accessibility, and
create inclusive learning environments for ALS learners.
iii. explain the strength or weaknesses of past interventions or
programs/projects/activities or practice in relation to reading
West 2 ALS teachers’ practices related to reading can vary based
on specific contexts and approaches. Thus, here are some general
strengths and weaknesses that are often associated with such
initiatives:
Strengths:
1. Increased Access: books, libraries, and educational materials are
more readily available, allowing ALS West 2 learners engage in reading.
2. Improved Literacy Skills: Adapting formal school resources &
strategies have shown significant progress in reading comprehension,
vocabulary development, and overall literacy levels of West 2 ALS
learners.
3. Enhanced Language Development: Exposing West 2 ALS
learners to a wide range of texts and encouraging active reading
practices, promote language fluency and critical thinking abilities.
WEAKNESSES:
1. Lack of Sustainability: Long-term sustainability has been
hampered by insufficient funding, restricted resources, or a lack of
consistent support. Eventually may result in a loss of progress and
impact.
2. Limited Reach: Certain populations, such as underprivileged
communities, people with impairments, and people living in distant
places, may still face challenges to reading programs and resources.
3. Inadequate Monitoring and Evaluation: Lack of data and
feedback can hinder the improvement and refinement of the reading
participation among West 2 ALS learners consequently, making it
challenging to address individual needs and adjust strategies
accordingly.
4. Capacitating ALS Implementers: The effectiveness of reading
interventions heavily relies on well-trained and motivated teachers.
Honing via seminar topics on reading strategies will help improve to
deliver high-quality instruction and support to learners.
5. Limited Cultural Relevance: Reading materials and content that
do not reflect the learners' cultural diversity and experiences may fail
to engage and resonate with them.
6. Challenges in Scaling Up: Replicating the same positive
outcomes across diverse contexts, regions, or educational systems
may require careful adaptation and contextualization to ensure
effectiveness.
iv. discuss potential problems if performance issues are not addressed
(if necessary).

2.4. School Performance on Quality

i. Completion rate
ii. Graduation rate (G6 completers/G6 enrolment)
iii. Reading Proficiencies/Competencies
a) present and describe the level of reading competencies of all
learners,
b) show the group of high and low performers,
c) provide explanation of causes (internal or external factors),
d).explain the strength or weaknesses of past interventions or
programs/projects/activities in relation to reading
e. discuss potential problems if performance issues are not
addressed (if necessary).
iv. Learning Standards/Performance
a) present and describe latest performance in the National
Achievement Test by Subject by group/grade,
b) Percentage of learners achieving at least the minimum level
of proficiency in English, Filipino, Mother Tongue, Numeracy
c) Percentage of G10 learners attaining at least the minimum
level of proficiency in Stage 3 literacy and numeracy
standards
d) Percentage of Grade 12 learners attaining at least the
minimum level of proficiency in Stage 4 SHS core areas
e) Percentage of SHS Graduates who are in college, at work, in
entrepreneurship and with middle-level skills
f) National Certification for SHS
g) show the group/grade level in high and low performance,
h) provide explanation of causes (internal or external factors),
i) explain the strength or weaknesses of past interventions or
programs/projects/activities or practice in relation to reading
j) discuss potential problems if performance issues are not
addressed (if necessary).

The school may also discuss the performance in regional and

division tests (if available), awards and recognition, performance in
ILSAs (International Large-Scale Assessments) (if the school has
participated)
v. Percentage of ALS A&E Passers (for ALS implementing schools)
The graph below shows the percentage of ALS A&E Passers and
completers for 3 Consecutive years SY 2019-2022

Percentage of WEST 2
ALS Passers/ Completers 2019 to 2022

Elementary
39.7163120567
JHS 376%
59.4501718213
058%

This 3 years data was the output of the Presentation Portfolio

Assessment in lieu to the National Accreditation & Equivalency Test
due to the restrictions imposed by the government in view of the
COVID – 19 pandemic. Approximately 39.72% of ALS learners who
completed the elementary level passed the program. This means that
out of all the individuals who participated in the ALS program at the
elementary level, around 39.72% successfully completed the
requirements and achieved a level of proficiency comparable to
elementary education. The data also shows that about 59.45% of ALS
learners who completed the junior high school level passed the
program. This indicates that out of all the participants in the ALS
program at the JHS level, around 59.45% successfully completed the
requirements and acquired knowledge and skills equivalent to those
expected at the junior high school level. Underlying factors to these
result per level is due to Socioeconomic Challenges, Lack of support
system, Family Responsibilities, Personal Circumstances and Life
Events, Educational Gaps and Learning Challenges.
2.5. School Concerns on Resilience and Well-being
Analysis of nutritional status of learners, the incidence of bullying,
percentage of learners affected/displaced by natural and man-made
hazards/natural disasters, mental and psychosocial condition including
security and peace and order situation

2.6. School Concerns on Governance

May include school resources analysis on human resources, school
resources, and development prospects. Basic ratios may be presented
and teacher performance, SBM practice, and partnerships, among
others. Discuss in this section the governance issues encountered by
the school for the last 3 years.
- Achieving ideal ratio on:
*Classroom
*Teachers
- With:
*Connection to electricity
*Connection to internet (for areas with internet signal)
*Water and Sanitation (WatSan) facility
*Water source

2.7. Other Unique Concerns

It may include unique issues that are not captured in the 4 pillars.
3.0.
IMPROVEMENT PLAN

3.1. Key Performance Targets

Table _____. Key Performance Targets of the School
KPI Level Base- Performance Targets
line
Year Year Year Year Year Year
1 2 3 4 5 6

Gross Kinder
Enrolm
ent Elem
Rate
JHS

SHS

Net Kinder
Enrolm
ent Elem
Rate JHS

SHS

Transiti Elem
on Rate
JHS

SHS

ALS BLP 9 18 36 72 144 288 576

Enrolm
ent
A&E Elem 48 96 192 384 768 1536 3072

A&E JHS 189 378 7.56 0.15 0.00 0.00 0.00

12 3024 0060 0012
48 1

Cohort Elem
Surviva
l Rate JHS

JHS to
SHS

Comple Elem
tion
Rate JHS

JHS to
SHS

School Elem
Leaver
Rate JHS

JHS to
SHS

Nationa Grade 3
l Overall
Achiev
ement Aral Pan
Test 3
(at English 3
least
Proficie EsP 3
nt
Level)
Filipino 3

MAPEH 3

Math 3

Science 3

Grade 6
Overall

Filipino 6

Math 6
English 6

Science 6

HeKaSi 6

Grade 10
Overall

Filipino
10

Aral Pan
10

Math 10

Science
10

English
10

Grade 12
Overall

Science
12

Philosoph
y 12

Humaniti
es 12

Media &
Informati
on
Literacy
12

Math 12

Language
&
Communi
cation 12

Social
Studies
12
Readin English
g
Filipino

NC2 TVL
Passers

ALS BLP 0
Comple
ters A&E Elem 20

A&E JHS 67

3.2. School Strategic Directions and Key

Interventions
Goal

All Filipinos are able to realize their full potential and contribute
meaningfully in building a cohesive nation.

Sector Outcome

Basic education 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.

21st Century Skills and Aspirations for Filipino Learners

Filipino learners are envisioned to be holistically developed in

basic education, acquiring 21st century skills that will enable them to
manage oneself, build connections, inquire, innovate, stay nimble, and
serve selflessly. They must take pride in Filipino national identity and
nationhood and aspire for life skills and responsiveness,
competitiveness, economic prosperity, socio-political stability, unity in
diversity, flourishing, and sustainability by upholding the above-
mentioned core values: Maka-Diyos, Makatao, Makakalikasan, at
Makabansa.

Intermediate Outcomes

In order to achieve the Sector Outcome, the DEDP includes four

pillars of Access, Equity, Quality, and Resilience, and enabling
mechanisms for governance and management based on the BEDP
2030. The intermediate outcomes for each pillar and enabling
mechanisms are as follows:
 Pillars MATATAG Agenda Intermediate
Outcomes
Pillar 1: Access TAke good care of All school-age
learners by children, out-of-
promoting learner school youth, and
well-being, inclusive adults accessed
education, and a relevant basic
positive learning learning
environment. opportunities.

Pillar 2: Equity TAke good care of Disadvantaged

learners by school-age children
promoting learner and youth, and adults
well-being, inclusive benefited from
education, and a appropriate equity
positive learning initiatives.
environment.
Pillar 3: Quality MAke the curriculum Learners complete K
relevant to produce to 12 basic
job-ready, active, and education, having
responsible citizens. successfully attained
all learning standards
that equip them with
the necessary skills
and attributes to
pursue their chosen
paths.

Pillar 4: Resiliency TAke good care of Learners are resilient,

and Well-Being learners by know their rights, and
promoting learner have the life skills to
well-being, inclusive help and protect
education, and a themselves and claim
positive learning their education-
environment. related rights from
DepEd and other
duty-bearers to
promote learners’
welfare, while being
aware of their
responsibilities as
individuals and as
productive members
of society.
Enabling TAke steps to Modern, efficient,
Mechanisms: accelerate the nimble, and resilient
Governance delivery of basic governance and
education services management
and provision of processes.
facilities.
Give support to
teachers to teach
better.

3.2.1. Access to Quality Basic Education for All

The Intermediate Outcome of the pillar access has been

defined as “All school-age children, out-of-school youth, and
adults accessed relevant basic learning opportunities.” To
achieve the universal coverage in basic education, critical milestones
in access should be fulfilled, which include:

Sub-Intermediate Outcome 1.1: All 5-year-old children attend

school.

Strategy #1.1: Improve access to universal kindergarten

education

School Interventions:

Discuss here your school interventions under Strategy 1.1.

Sub-Intermediate Outcome: Increased NET Enrolment Ratio in

Junior High School from 74.68% to 88.59% and in Senior High
School from 37.33% to 73.76%.

Strategy #1.2: Strategy for mapping the whereabouts of 12-15 and

16-17 years old children for JHS and SHS, respectively, has been
developed and implemented in schools.

School Interventions:

Discuss here your school interventions under Strategy 1.2.

Sub-Intermediate Outcome 1.2: All learners stay in school and
finish key stages

Strategy #2: Improve learners’ access to quality and rights-

upholding learning environment

School Interventions:

Discuss here your school interventions under Strategy #2.

In ALS context, some strategies to enhance learners access to quality

and rights-upholding learning environment are:

1. Enhance Infrastructure including well-equipped classrooms,

libraries, and computer labs. Improve facilities to create a conducive
learning environment that supports interactive and engaging
instruction.

2. Access to Learning Resources- must ensure availability and

accessibility of learning resources such as textbooks, reference
materials, digital resources, and educational technology. This can be
attained by developing partnerships and stakeholders to secure
resources that support diverse learning needs.

3. Promote inclusive teaching strategies - Provide professional

development opportunities for ALS teachers to improve their skills in
differentiated instruction, meeting the needs of learners with
disabilities, and culturally responsive teaching.

4. Strengthen Teacher Training and Support: Provide thorough

and continuing training to ALS Teachers to improve their pedagogical
knowledge and abilities. Ultimately, acquire immense teaching
methods, offer mentoring programs, peer cooperation, and frequent
professional development opportunities.

5. Ensure Learner Support Services- To assist learners in

overcoming personal obstacles and creating future objectives, provide
counseling services, guidance and career development assistance, and
mentorship programs.

7. Promote Community Engagement: Foster collaborations with

local communities, NGOs, and other stakeholders to assist ALS
students towards a supportive learning ecosystem.

8. Strengthen Monitoring and Evaluation- Gather input from

learners, teachers, parents & guardians on a regular basis to discover
areas for growth & progress in coming up with a data-driven decisions.
9. Advocate for Policy and Legislative Support- Increase financial
allocation, policy reforms, and legal protection for out-of-school
children, youth, and adults' rights.

10. Expand Access to Information and Communication

Technology (ICT)- Integrate ICT technologies and digital platforms
into ALS programs to improve access to quality learning resources,
encourage interactive learning experiences, and facilitate
communication and cooperation among learners and teachers.

11. Promote Equal Opportunities- Ensure that ALS programs are

inclusive and provide equal opportunities for all learners, regardless of
their socio-economic background, gender, ethnicity, or disability.

.Strategy #3: Improve capacity to retain learners in schools

School Interventions:

Discuss here your school interventions under Strategy #3.

Sub-Intermediate Outcome 1.3: All learners transition to the

next key stage

Strategy #4: Strengthen schools’ capacity to ensure learners’

continuity to next stage

School Interventions:

Discuss here your school interventions under Strategy #4.

Sub-Intermediate Outcome 1.4: All out-of-school children and
youth participate in formal or non-formal basic education
learning opportunities

Strategy #5: Strengthen mechanisms in providing access to

relevant basic opportunities for OSC and OSY, and OSA

School Interventions:

Discuss here your school interventions under Strategy #5.

Several measures may be adopted to increase systems for giving

access to relevant fundamental opportunities for out-of-school children
(OSC), out-of-school youth (OSY), and out-of-school adults (OSA):

1. Outreach and Awareness campaigns: Conduct community-

based outreach programs to raise awareness about the ALS program in
the composite barangays of West 2 District and its benefits for OSC,
OSY, and OSA. Engage local leaders, community organizations, and SK
to promote the importance of education and encourage enrollment in
the ALS program.

2. Flexible Learning Options: Provide flexible learning options to

accommodate the diverse needs and circumstances of OSC, OSY, and
OSA. This can include offering different learning pathways, such as
modular learning, distance learning, blended learning, or mobile
learning, to ensure accessibility and convenience for learners.

3. Functional Literacy and Numeracy Programs- Providing

learners with practical skills in reading, writing, and numeracy that are
immediately applicable to their everyday lives and future plans and
opportunities. Provide information and resources that are contextually
suitable and address their specific needs.

4. Skills Development and Vocational Training- Give OSC, OSY,

and OSA access to skill development and vocational training programs
that will equip them with marketable talents for employment or
business.

5. Guidance and Career Counseling- Connect learners with

successful people who can inspire and encourage them, as well as
provide guidance and career advising on available options so that they
may make educated decisions about their educational and career
paths.

6. Mobile learning centers- This could establish mobile learning

centers or community learning hubs in underserved areas to bring
education closer to OSC, OSY, and OSA. These centers can provide
access to learning resources, technology, and trained facilitators who
who can help them in their educational journey.

7. Strengthen community partnerships- Work in partnership with

local government units, non-governmental organizations (NGOs), and
community stakeholders to strengthen and secure resources, funding,
and support for infrastructure, learning materials, and capacity-
building initiatives.

8. Enhance teacher training and professional development-

Provide rigorous training and continuous professional development
opportunities for teachers. This includes equipping them with effective
teaching strategies, updated curriculum knowledge, and skills to
address the unique challenges and diverse learning needs of OSC, OSY,
and OSA.

By implementing these strategies and strengthening

mechanisms, we can can empower OSC, OSY, and OSA to overcome
barriers and improve their educational and socioeconomic prospects.

3.2.2. Equity for Children, Youth, and Adults in Situations

of
Disadvantaged

The Intermediate Outcome #2 of the DEDP has been

defined as “School-age children and youth and adults in
situations of disadvantage benefited from appropriate equity
initiatives.”

This intermediate outcome on equity will promote DepEd’s thrust

of equitable and inclusive education in the Philippines and will allow
DepEd to be provided with new tools, data, and human and financial
resources to ensure that no child nor youth is left behind in the
education system. The pillar on equity focuses on one sub-intermediate
outcome:

Sub-Intermediate Outcome 2.1: All school-age children and

youth and adults in disadvantaged situations are participating
in inclusive basic learning opportunities and receiving
appropriate quality education.

To achieve these outcomes, DepEd will implement the following

strategies:

Strategy #1: Improve program management and service

delivery.
On improving the situation analysis of school-age children and
youth and adults in situations of disadvantaged, including
barriers to education:

School Interventions:

Discuss here your school interventions.

ALS Learners needs to be provided with scholarships or financial

assistance, developing inclusive teaching methods and materials,
offering remedial support, or establishing mentoring programs.
Engaging parents & guardians, community leaders, and local
organizations to promote the value of education and encourage
enrollment and participation. Continuous Learning and Adaptation this
would regularly review and reflect on program outcomes, share best
practices, and learn from failures and successes to continuously
improve service delivery.

On formulating policies and standards to promote

responsiveness of DepEd systems and processes to learners in
situations of disadvantaged:

School Interventions:

Discuss here your school interventions.

In ALS, the following should be considered:

1. Strengthen Inclusive Education Policy: Explicitly address the

specific needs of disadvantaged learners and outline strategies for
addressing barriers to their education.

2. Resource Allocation- Ensure that funding, infrastructure

development, and educational resources are distributed equitably to
address disparities and support inclusive education.

3. Supportive Teaching and Learning Practices- Encourage the

use of learner-centered methods, individualized education, and
inclusive pedagogies that promote individual growth and development.
Also, provide chances for professional development for teachers and
educational personnel to improve their ability to meet the needs of
disadvantaged students.

4. Strengthened Partnerships- Foster partnerships with relevant

stakeholders, including government agencies, non-governmental
organizations, community groups, parents & guardians. Sharing,
coordination, and joint decision-making will be highly needed.

5. Policy Review and Adaptation- Engage in a continuous feedback

loop with stakeholders to gather insights and perspectives for policy
improvement.

On developing evidence-based regional policies, guidelines,

and standards with an equity approach:

School Interventions:

Discuss here your school interventions.

On training school personnel and community learning

facilitators on inclusive practices adapted to accommodate
learners in situations of disadvantaged:

School Interventions:

Discuss here your school interventions.

In ALS context, to intervene and provide training for school personnel

and community learning facilitators on inclusive practices adapted to
accommodate learners in disadvantaged situations, consider the
following:

1. Conduct Needs Assessment: This assessment should include

gathering data on the learners' backgrounds, barriers they face, and
their unique educational needs.

2. Interactive Training Sessions- Conduct interactive training

session Use a variety of teaching methods, such as group discussions,
role-playing, and simulations, to ensure active participation and
experiential learning.

3. Building Empathy and Cultural Sensitivity- Help them

understand the particular experiences and problems that
disadvantaged students confront and urge them to establish a
supportive and inclusive learning environment.

On strengthening instructional supervision of inclusion

initiatives:

Strategy #2: Provide an inclusive, effective, culturally-

responsive, gender-sensitive, and safe learning environment to
respond to the situations of disadvantaged.

On developing and enhancing standards and policies on

inclusive and safe learning environments:

School Interventions:

Discuss here your school interventions.

In ALS context, developing and enhancing standards and policies on

inclusive and safe learning environments is crucial to creating an
educational system that values diversity, promotes inclusivity, and
ensures the well-being of all learners. Thus, the following interventions
could be considered:

1. Review and Update Existing Policies- This is by Identify gaps

and areas for improvement to align them with current research, best
practices, and international standards that best address the diverse
learners.

2. Stakeholder Engagement: Involve a diverse group of

stakeholders in policy creation. This comprises educators,
administrators, parents, students, community members, and
professionals in inclusive education and child protection.

3. Collaboration with External Organizations- Form alliances to

pool their expertise, resources, and networks for the purpose of
adopting good practices.

4. Holistic Approach to Safety- Bullying, harassment,

discrimination, violence, and abuse are all concerns that must be
addressed. In situations of safety concerns, establish systems for
reporting, investigating, and intervening. Make sure students feel
protected, encouraged, and empowered to report events.

5. Inclusive Curriculum and Instruction- Encourage the use of

teaching strategies that cater to diverse learning styles, abilities, and
backgrounds.

6. Professional Development- Offer training on topics such as

inclusive pedagogy, cultural competency, child protection, positive
discipline, and conflict resolution.

On improving the physical infrastructure and facilities of

schools and CLCs to make them accessible to learners with
special needs and appropriate to the ecological and
sociocultural context of the community:

School Interventions:

Discuss here your school interventions.

In ALS context, the following interventions are possible::

1. Conduct Accessibility Audits- Assess the infrastructure,

pathways, entrances, classrooms, restrooms, and other facilities for
accessibility and make necessary modifications.

2. Renovation- Installing ramps, handrails, grab bars, wheelchair-

accessible bathrooms, and adaptable furniture may be necessary.
Renovate or remodel facilities to make them safe, accessible, and
welcoming to all students.

3. Design Inclusive Learning Spaces- This includes designing

classrooms, libraries, and multipurpose areas with appropriate lighting,
acoustics, and visual aids. Provide assistive devices and technologies
to support learners with sensory impairments.

4. Sensitize Staff and Stakeholders- Conduct awareness and

sensitization programs for school staff, administrators, parents, and
community members to foster an inclusive mindset and promote
understanding of the needs of learners with special needs.

5. Training for Teachers and Staff- Training should focus on

inclusive teaching methods, differentiated instruction, and assistive
technologies to enhance the learning experience of all learners.

6. Continuous Evaluation and Improvement- Continuously

evaluate the effectiveness of the interventions implemented and
gather feedback from learners, parents, and staff regarding the
accessibility and appropriateness of the physical infrastructure. Use
this feedback to make necessary adjustments and improvements to
further enhance inclusivity.

On customizing learner support services as appropriate to

school-age children and youth and adults in situations of
disadvantaged, including customized health, WASH, and
nutrition facilities:

School Interventions:

Discuss here your school interventions.

Strategy #3: Improving gender-sensitive contextualized

curriculum and learning delivery.

On customizing learning delivery modalities appropriate to the

contexts of school-age children and youth and adults in
situations of disadvantaged:

School Interventions:

Discuss here your school interventions.

In the ALS context, The Bureau of Alternative Education is still crafting

for some resources which would fit for the ALS learners. However, in
WEST 2 District we integrated it in all learning strand where gender
sensitivity is respected, accepted and valued.

Strategy #4: Enhance DepEd platforms for learning resources.

On enhancing learning resource standards for all platforms

and types of learning resources responsive to the context of
each group in situations of disadvantaged:

School Interventions:

Discuss here your school interventions.

In ALS, improving learning resource standard should be done:

1. Training and Capacity Building- Provide training and capacity-
building programs for content producers, publishers, and educators on
generating inclusive and responsive learning materials. This could be
done also by providing workshops and chances for professional
development to help them improve their abilities in developing
culturally appropriate, engaging, and accessible content.

2. Open Educational Resources (OER)- Promote the use of open

educational resources that are freely available, modifiable, and
shareable to meet the needs of disadvantages learners.

On strengthening and improving ICT platforms:

School Interventions:

Discuss here your school interventions.

On increasing the number of teachers and learners with a

complete set of inclusive education teaching and learning
resources:

School Interventions:

Discuss here your school interventions.

Strategy #5: Promote partnerships to benefit education for

learners in situations of disadvantaged.

On developing a communication and advocacy plan for

programs addressing concerns of learners in situations of
disadvantaged:

School Interventions:

Discuss here your school interventions.

Storytelling and Personal Narratives thru a COFFEE BOOK

TABLE – This is a collection ALS Learners who has compelling stories
and personal narratives that highlight their experiences and
achievements. The stories will illustrate the impact of the program and
create emotional connections with the target audience. ALS learner
feature testimonials, success stories, and case studies to showcase the
transformative power of the program.

On engaging non-DepEd providers of education for groups in

situations of disadvantaged:

School Interventions:

Discuss here your school interventions.

ALS West 2 Kumustahan- This is to pool all potential partners and

stakeholders both GO & NGO’s towards advocating the ALS programs
and projects. It also ensures the continuity and long-term impact of the
collaboration with non-DepEd providers. Laying the allocation of
resources, funding opportunities, and the establishment of clear
communication channels for ongoing coordination and collaboration.

3.2.3. Quality of Education Provision and Learning

Outcomes

Section 3.2.3 of this SIP discusses the strategies that will be used
by the division in the monitoring and evaluating of learning that takes
place in schools. The learning outcomes, defined as an array of
competencies met by the learners after finishing Grade 12, determine
the quality of the education system as shown by the following
intermediate outcomes:

Intermediate Outcome: Learners complete K to 12 basic

education, having attained all learning standards that equip
them with the necessary skills and attributes and are
confident to pursue their chosen paths.

Each of the four key learning stages within the K to 12 program

has its own set of learning standards which are aligned to the maturity
and expected capacities of learners. Furthermore, the knowledge and
skills achieved and accumulated in each stage are defined in the
following sub-intermediate outcomes:

Sub-Intermediate Outcome 3.1: Learners attain Stage 1 (K to

Grade 3) learning standards of fundamental reading and
numeracy skills to provide a basis for success in the remaining
learning stages;

Sub-Intermediate Outcome 3.2: Learners attain Stage 2

(Grades 4–6) learning standards in required literacy and
numeracy skills and apply 21 st century skills to various real-life
situations;

Sub-Intermediate Outcome 3.3: Learners attain Stage 3

(Grades 7–10) learning standards of literacy and numeracy
skills and apply 21st century skills to various real-life
situations;

Sub-Intermediate Outcome 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; and

Sub-Intermediate Outcome 3.5: Learners in the Alternative

Learning System attain certification as elementary, junior high
school, and senior high school completers.

The following strategies are identified to achieve the outcomes

of education.

Strategy #1.1: Ensure alignment of the curriculum, instruction,

and classroom assessment methods in all learning areas

School Interventions:

Discuss here your school interventions.

In ALS context, West 2 Teachers utilized the use of

Learning Activity Sheets (LAS) which are in Spiral Progression
with the Kto12 ALS BEC. Thus, these LAS are given to the learners
during the session to ensure that classes took place and progress
were monitored by the ALS Teacher per month. Furthermore, we
pushed to stay informed about emerging educational research,
best practices, and changing student needs to make informed
decisions and keep the instructional practices up to date with
Technical Assistance given from the Master Teachers and our
immediate superiors.

Strategy #1.2: Strengthen competencies of teachers and

instructional leaders in areas such as content knowledge and
pedagogy/instruction, curriculum and planning, responding to
learner diversity, and assessment and reporting

School Interventions:

Discuss here your school interventions.

Sub-Intermediate Outcome 3.6: Increased number of public

and private elementary and high schools belonging to the 4th
quadrant group (75-100)

Strategy #2: Align resource provision with key stage learning

standards

School Interventions:

Discuss here your school interventions.

Strategy #3: Assess learning outcomes at each key stage

transition and for learners in situations of disadvantaged

School Interventions:

Discuss here your school interventions.

ALS Supportive Interventions thru remedial classes, enrichment

programs, mentoring, counseling, or individualized learning plans. This
could also be tracked in their Monthly learners Progress and
Individual Learning Agreement on some areas they want to
improve and gain additional knowledge.

Strategy #4: Strengthen competence of teachers and

instructional leaders in areas such as content knowledge and
pedagogy/instruction, curriculum and planning, responding to
learner diversity, and assessment and reporting

School Interventions:
Discuss here your school interventions.

Strategy #5: Ensure alignment of curriculum, instruction and

assessment with current and emerging industry and global
standards

School Interventions:

Discuss here your school interventions.

West 2 ALS had adopted the use of Learning Activity Sheets

for all Learning Strands. Thru this, learners progress was monitored
every month and submission of consolidated report per quarter at the
division level. The topics are up to date with the current news globally
and measures learners understanding with the corresponding
Performance Task as the measurement for their task.

3.2.4. Learners’ Resiliency and Well-Being

Sub-Intermediate Outcome 4.1: Learners are served by a

Department that adheres to a rights-based education
framework at all levels.

Strategy #1: Integrate children and learners’ rights in the

design of all DepEd policies, plans, programs, projects,
processes, and systems

School Interventions:

Discuss here your school interventions.

Strategy #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,
while also being aware of their responsibilities as individuals
and as members of society.

School Interventions:

Discuss here your school interventions.

Sub-Intermediate Outcome 4.2: Learners are safe and
protected and can protect themselves from risks and impacts
from natural and human-induced hazards.

Strategy #3: Protect learners and personnel from death,

injury, and harm brought by natural and human- induced
hazards

School Interventions:

Discuss here your school interventions.

Strategy #4: Ensure learning continuity in the aftermath of a

disaster or emergency

School Interventions:

Discuss here your school interventions.

Strategy #5: Protect education investments from the impacts

of natural and human-induced hazards.

School Interventions:

Discuss here your school interventions.

Sub-Intermediate Outcome 4.3: Learners have the basic

physical, mental, and emotional fortitude to cope with various
challenges in life and to manage risks.

Strategy #6: Provide learners with basic health and nutrition

services
School Interventions:

Discuss here your school interventions.

Strategy #7: Nurture and protect learners’ mental and

psychosocial health

School Interventions:

Discuss here your school interventions.

Strategy #8: Promote learners’ physical and socio-emotional

skills development

School Interventions:

Discuss here your school interventions.

3.2.5. Enabling Mechanisms: Governance and

Management

Enabling Mechanism defines the necessary governance structure

in terms of leadership investments, management systems,
partnerships, and external relations that will ensure the effective,
efficient, and responsive delivery of the basic education needs of the
learners. The EMs shall create the enabling conditions needed to
achieve the Intermediate Outcomes (IO).

One of the Enabling Mechanisms in the implementation of

programs, projects, and activities is Governance. It focuses on the
systems, and procedures created to guarantee stability, equity, rule of
law, accountability, transparency, efficiency, responsiveness,
inclusivity, empowerment, and widespread participation. Governance
builds a mindset that supports and promotes these activities, while the
habits take on their most visible form in management when it comes to
the efficient operation of a company. For an organization to run
smoothly and sustainably, both governance and management are
required.
 The structures of governance that are required to support the
effective delivery of services for basic education are defined by the
Enabling Mechanisms in terms of management systems, partnerships,
investments, leadership, and external interactions. The convergence of
these variables is expected to produce the favorable conditions
required for the achievement of the objectives set forth in the four
Intermediate Outcomes in four pillars, the access, equity, quality, and
resiliency and well-being effectively.

The Intermediate Outcomes for Governance and Management

are described as “efficient, nimble, and resilient governance,
and a well-defined management process.”

Being efficient entails not wasting resources on unnecessary

procedures or tasks, while nimble refers to the capacity to quickly
change course in response to internal or external events. On the other
hand, the ability to tolerate or quickly recover from trying
circumstances is referred to as resilience. When the effectiveness and
responsiveness of management processes, policies, and standards to
enable all operating units to collaborate and carry out their duties in
pursuit of a common objective are taken into account, they are
considered to be the key factors in the achievement of the four
intermediate objectives. The Enabling Mechanisms make sure that all
relevant regulations and guidelines are in place. Systems, and
procedures are extremely effective and automated. There is
coordination of a clear horizontal, and vertical alignment of functions,
program management, and implementation.

To support the execution of the DEDP, DepEd as a significant

government agency needs a set of effective, adaptable, and resilient
governance and management systems.

Enabling Mechanism 1: Education leaders and managers

practice participative, ethical, and inclusive management
processes.

School Interventions:

Discuss here your school interventions.

Enabling Mechanism 2: Ensure sufficient, resilient, competent,
and continuously improving human resources in all governance
levels

School Interventions:

Discuss here your school interventions.

Enabling Mechanism 3: Ideal learning environment and

adequate learning resources for learners ensured

School Interventions:

Discuss here your school interventions.

Enabling Mechanism 4: Improve and modernize internal

systems , and processes for a responsive, and efficient delivery
of basic education services

School Interventions:

Discuss here your school interventions.

Enabling Mechanism 5: Strengthen active collaboration with

key stakeholders

School Interventions:

Discuss here your school interventions.

Enabling Mechanism 6: Enhance and strengthen public and

private education complementarity

School Interventions:
Discuss here your school interventions.

4.0.
FINANCIAL PLAN
4.1. Six Year Indicative Financial Plan
Table _____. Six Year Indicative Financial Plan
School Source
Strategies Output Program Interventions Output Target Implementation of
Focal Total Cost
(Programs, Indicators 2023 2024 2025 2026 2027 2028 Particular Funds
Person (6-years)
Projects, and
Activities)
PILLAR 1: ACCESS
Intermediate Outcomes:
Sub Intermediate Outcomes:

PILLAR 2: EQUITY
Intermediate Outcomes:
Sub Intermediate Outcomes:

PILLAR 3: QUALITY
Intermediate Outcomes:
Sub Intermediate Outcomes:

PILLAR 4: RESILIENCY AND WELL-BEING

Intermediate Outcomes:
Sub Intermediate Outcomes:

ENABLING MECHANISMS: GOVERNANCE

Intermediate Outcomes:
Sub Intermediate Outcomes:
4.2. Annual Improvement Plan
Table _____. Annual Improvement Plan Fiscal Year ____________

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 Project Objective Output for the Activities Person (s) Schedule/ Budget Per Budget
Improvemen Year Responsible Venue Activity Source
t Project
Title

NOTE: You may add rows when necessary

 4.2 ANNUAL IMPLEMENTATION PLAN (Alternative Learning System)
SCHOOL YEAR 2023-2024

SCHOOL PERSON(
OUTPUT
IMPROVEMEN PROJECT S) BUDGET PER BUDGET
FOR THE ACTIVITIES SCHEDULE VENUE
T PROJECT OBJECTIVE RESPONS ACTIVITY SOURCE
YEAR
TITLE IBLE

ACCESS

To improve
Letter
availability of One (1)
at least one additional/ 2 copies x 27 x Personal
Type 4 or 5 PSDS,
West 2 improved Php1= Php54.00 or
community District’s
ALS learning Donations
learning School Fare
Kamustahan center with Send invitation September West 2 or
center in Heads, EP
with computer letters 2023 District Division/Sc
West 2 Specialists Php 200.00
Stakehold equipment hool Funds
District for , ALS
ers and comfort Total====Php (if
SY 2023- Facilitators
room or Type 254.00 available)
2024. 4 CLC

Organizing Stakeholde October- West 2 Snacks and Donations

Project Planning rs,PSDS, November District Meals=Php7,350. or
Team and District’s 2023 00 Division/Sc
Project Planning School hool Funds
SCHOOL PERSON(
OUTPUT
IMPROVEMEN PROJECT S) BUDGET PER BUDGET
FOR THE ACTIVITIES SCHEDULE VENUE
T PROJECT OBJECTIVE RESPONS ACTIVITY SOURCE
YEAR
TITLE IBLE

(Php100 lunch +
Php50 snack=Php
150 x 49 persons)
Heads, EP
Specialists 1PSDS,1EPSpecialis (if
, ALS t,12SH,8 ALS available)
Facilitators Facilitators,12GPTA,
10 agency
representatives,5
LGU rep

MOA Documents

5 copies x 5pages x
Php1= Php25.00
Stakeholde
rs,PSDS, Snacks Donations
District’s or
Signing of
School December West 2 Php 1,000.00 Division/Sc
Memorandum of
Heads, EP 2023 District hool Funds
Agreement (Php50x20
Specialists (if
, ALS persons) available
Facilitators
Total====Php
1,025.00

Site inspection Partner January West 2 Reports Division/

and evaluation stakeholde 2024 District School
rs 5 copies x 5pages x Funds (if
(contributo Php1= Php25.00 available)
r),PSDS,
Snacks
District’s
SCHOOL PERSON(
OUTPUT
IMPROVEMEN PROJECT S) BUDGET PER BUDGET
FOR THE ACTIVITIES SCHEDULE VENUE
T PROJECT OBJECTIVE RESPONS ACTIVITY SOURCE
YEAR
TITLE IBLE

Php 1,000.00
School (Php50x20
Heads, EP persons)
Specialists
, ALS Total====Php
Facilitators 1,025.00

Learning Center ALS January - West 2 Reports Donor,Divi

improvement Facilitators April 2024 District sion/
and progress and 5 copies x 5pages x School
monitoring contractor Php1= Php25.00 Funds (if
s from the available)
Learning Center
contributor
improvement
budget solely
dependent on the
source and result of
the canvass done
by the donor.
Should the donor
favor for the
canvass and
quotation of the
donee, the
proponent will
facilitate and
perform all other
tasks to be
assigned by the
SCHOOL PERSON(
OUTPUT
IMPROVEMEN PROJECT S) BUDGET PER BUDGET
FOR THE ACTIVITIES SCHEDULE VENUE
T PROJECT OBJECTIVE RESPONS ACTIVITY SOURCE
YEAR
TITLE IBLE

donor

Partner
stakeholde
rs Meals=2,000.00
(contributo
(Php100 lunch x
r),LGU Donations,
20 persons)
representa Division/Sc
Turn-over and West 2
tive, PSDS, May 2024 1PSDS,1EPSpecialis hool Funds
blessing District
District’s t,3SH,8 ALS (if
School Facilitators,1GPTA, available)
Heads, EP 3 Donors ,2 LGU
Specialists rep
, ALS
Facilitators

Project PSDS, May 2024 West 2 Reports Donations/

Evaluation District’s District
School 5 copies x 5pages x Division/
Heads, EP Php1= Php25.00 School
Specialists Funds (if
Snacks available)
, ALS
Facilitators Php 1,000.00

(Php50x20
persons)

Total====Php
1,025.00
SCHOOL PERSON(
OUTPUT
IMPROVEMEN PROJECT S) BUDGET PER BUDGET
FOR THE ACTIVITIES SCHEDULE VENUE
T PROJECT OBJECTIVE RESPONS ACTIVITY SOURCE
YEAR
TITLE IBLE

TOTAL Php 12,704.00

NOTE: You may add rows when necessary

5.0.
SCHOOL MONITORING,
EVALUATION AND
ADJUSTMENTS
Discuss here how you will monitor and evaluate the progress of SIP
implementation based on targets.
Monitoring, evaluation and adjustment is a systematic process for
collection, collation, and analysis of key education data and information
that will allow the SGC to determine the progress of SIP implementation
based on targets. The 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. Pending the issuance of a
monitoring and evaluation manual, schools may still use the SRC as a
platform/way of communicating the results of school M&E to school
stakeholders, provided that the minimum KPIs required in this policy
are covered. In monitoring and evaluating the SIP, Mid-year and end-
term assessment shall be conducted. May include SMEA culmination
and regular Program Implementation Review (PIR as a platform for
communicating/reporting of monitoring results. Could be done monthly,
quarterly, semi-annually, and annually. M&E strategies and activities
shall be aligned with DO 29, s. 2022 or the BEMEF Policy.
6.0
RISK MANAGEMENT
PLAN
Table ______. Risk Management Plan
Severity
Impact
Likelihood (I) Overall
(L) 1- Rating
N Identified Insignificant Mitigation
1-Unlikely (L x I)
1-4, Low Priority
2-Moderate 2-Minor
o Risks Strategies
5-9, Medium
3-Low Significant

Priority
4-High 3-Significant
5-Expected 4-Major
Significant 10-25, High
5-Highly Priority
Significant
INSTITUTIONAL
1 1.
2
FINANCIAL
1
2
OPERATIONAL
1
2
CAPACITY
1
2
ENVIRONMENTAL
1
2

Legend:
RATE Likelihood – Risk Impact/
Consequence
Unlikely 1 No impact on the No chance of success within
organization/process or No the year
Customer Complaint
Moderat 2 Minor impact in the Low chance of success
e organization/process or with within the year
minor customer complaint
Low 3 Moderate impact in the Medium chance of success
organization/process or with within the year
customer complaints resulting in
claims
High 4 Major impact in the High chance of success
organization/process or with within the year
customer complaints resulting in
claims with costly compensation
but with alternatives available
Expecte 5 Major impact in the Very High chances success
d organization/process or with within the year
customer complaints resulting in
claims with costly compensation
 involving noncompliance with
government regulation and
legal action but with no
alternatives available

7.0
ANNEXES
7.1. Key Challenges of (Name of School)
Pillar 1: Access
Present here the key challenges of the school under Access. Please
refer to the Annexes of DEDP 2028 page AO2 for the sample.

Pillar 2: Equity
Present here the key challenges of the school under Equity. Please
refer to the Annexes of DEDP 2028 page AO2 for the sample.

Pillar 3: Quality
Present here the key challenges of the school under Quality. Please
refer to the Annexes of DEDP 2028 page AO2 for the sample.

Pillar 4: Resiliency and Well-being

Present here the key challenges of the school under Resiliency and
Well-being. Please refer to the Annexes of DEDP 2028 page AO2 for
the sample.

Enabling Mechanisms: Governance and Management

Present here the key challenges of the school under Governance.
Please refer to the Annexes of DEDP 2028 page AO2 for the sample.
7.2. Situational Analysis

Present the root cause situational analysis in a Problem Tree form.

Please refer to the Annexes of DEDP 2028 page AO3 for the sample.
7.3. Internal and External Assessment of the Division

Present the Strengths, Weaknesses, Opportunities, and Threats

(SWOT) of the school here.
7.4. Opportunity Registry
Input the Strengths and Opportunities in your SWOT in the table below. Please refer to the annexes of the DEDP
2028 page AO5 for the sample.

OPPORTUNITY REGISTRY
Effective as of: Month day, year (e.g. February 10, 2022)
Likelihood Impact Opportunity Rating OPPORTUNITY PURSUIT
DECLARED PROCESS & (L) (I) (RR)
ACTION PLAN
𝐿𝑖𝑘𝑒𝑙𝑖ℎ𝑜𝑜d×
1-Unlikely 1-Insignificant
N OPPORTUNITY STATEMENT 2-Moderate 2-Minor Significant PERSON/OFFICE TARGET
(may refer to other planning
𝐼𝑚𝑝𝑎𝑐𝑡
3-Low 3-Significant

o RESPONSIBLE DATE
4-High 4-Major Significant
(include benefit once opportunity is 5-Expected 5-Highly Significant
documents)
1-4, Low Priority 1-4, No action required
encountered) 5-9, Medium Priority 5-9, May consider pursuing the opportunity
10-25, High Priority 10-25, Pursue the opportunity

1.

2.

4.

5.

Prepared by: Approved by:

NAME NAME

Process Owner (School) School Head (School)

RISK ASSESSMENT
Rate the Likelihood following the matrix below:
RATE Likelihood – Risk Likelihood - Opportunity
Unlikely 1 Not known to happen or occurrence of once a year No chance of success within the year
Moderate 2 Low occurrence of 2-3x a year Low chance of success within the year
Low 3 Known to happen, the occurrence of 4-5x a year Medium chance of success within the year
High 4 Very likely to happen, the occurrence of 6-7x a High chance of success within the year
year
Expected 5 Highly likely to happen, the occurrence of 7x or Very High chances success within the year
more a year
RISK ASSESSMENT
Rate the Impact/Consequence following the matrix below:
RATE Risk (Negative consequence) Opportunity
Insignificant 1 No impact on the organization/process or No No perceived value for improvement and
Customer Complaint sustainability
Minor Significant 2 Minor impact in the organization/process or with Pursuing the opportunity will slightly
minor customer complaint improve QMS and its sustainability
Significant 3 Moderate impact in the organization/process or Pursuing the opportunity will considerably
with customer complaints resulting in claims improve QMS and its sustainability
Major Significant 4 Major impact in the organization/process or with Pursuing the opportunity will highly improve
customer complaints resulting in claims with costly QMS and its sustainability
compensation but with alternatives available
Highly Significant 5 Major impact in the organization/process or with Pursuing the opportunity will greatly
customer complaints resulting in claims with costly improve QMS and its sustainability
compensation involving noncompliance with
government regulation and legal action but with no
alternatives available
7.5. Risk Registry
Input the Weaknesses and Threats in your SWOT in the table below. Please refer to the annexes of the DEDP 2028
page AO7 for the sample.

RISK REGISTRY
Effective as of: Month day, year (e.g. February 10, 2022)
Target Risk
Risk Analysis & Assessment
Risk Identification Risk Evaluation
Risk Treatment
(after
treatment)
Likelihoo Impact Risk Action/ Response
No d (L) (I) Rating 1-4, No action required
1-Unlikely 1-Insignificant
2-Moderate 2-Minor (RR) 5-9, More frequent monitoring of
performance/complaints
3-Low Significant 10-25, Take immediate action
Declared Process & Risk Risk Causes & 4-High 3-Significant 𝐿𝑖𝑘𝑒𝑙𝑖ℎ𝑜𝑜d× to eliminate the risk Person/Office Target
Current controls 5-Expected 4-Major 𝐼𝑚𝑝𝑎𝑐𝑡 L I RR
Description Consequences Significant Responsible Date
1-4, Low
5-Highly
Priority
Significant
5-9, Medium
Priority
10-25, High
Priority

1
2
3
4
5
Declared Process & Risk Description – List the declared process and describe the corresponding risk area and event. What can go wrong?
Risk Causes & Consequences - Describe the risk event cause/s and consequence/s. What would cause it to go wrong? What are the impacts if it does go wrong?
Current controls - Describe any existing policy, procedure, practice, or mechanism that acts to minimize the risk. What is in place now that reduces the likelihood of this risk occurring or its impact
if it does occur?
Likelihood – Rate the current Risk Likelihood. How likely is this risk to occur?
Impact – Rate the current Risk Consequence. How big would the impact of this risk be if it occurs
Risk Rating – Give the product of the Likelihood and Impact
Treatment - Describe the actions to be undertaken for those risks requiring further treatment

Prepared by: Approved by:

NAME NAME

Process Owner (School) School Head (School)

RISK ASSESSMENT
Rate the Likelihood following the matrix below:
RATE Likelihood – Risk Likelihood - Opportunity
Unlikely 1 Not known to happen or occurrence of once a year No chance of success within the year
Moderate 2 Low occurrence of 2-3x a year Low chance of success within the year
Low 3 Known to happen, the occurrence of 4-5x a year Medium chance of success within the year
High 4 Very likely to happen, the occurrence of 6-7x a High chance of success within the year
year
Expected 5 Highly likely to happen, the occurrence of 7x or Very High chances success within the year
more a year
RISK ASSESSMENT
Rate the Impact/Consequence following the matrix below:
RATE Risk (Negative consequence) Opportunity
Insignificant 1 No impact on the organization/process or No No perceived value for improvement and
Customer Complaint sustainability
Minor Significant 2 Minor impact in the organization/process or with Pursuing the opportunity will slightly
minor customer complaint improve QMS and its sustainability
Significant 3 Moderate impact in the organization/process or Pursuing the opportunity will considerably
with customer complaints resulting in claims improve QMS and its sustainability
Major Significant 4 Major impact in the organization/process or with Pursuing the opportunity will highly improve
customer complaints resulting in claims with costly QMS and its sustainability
compensation but with alternatives available
Highly Significant 5 Major impact in the organization/process or with Pursuing the opportunity will greatly
customer complaints resulting in claims with costly improve QMS and its sustainability
compensation involving noncompliance with
government regulation and legal action but with no
alternatives available
7.6. Contextualized Programs and Projects of the School
Present the Concept Paper of the contextualized programs and
projects of the school here. If none, delete this section.
7.7. Recommended Program and Policy Intervention
7.8. References
7.9. School Planning Team/Editorial Board