SCHOOL

IMPROVEMENT
PLAN
Instructions
- Provide latest data sets (whenever possible, last 4 school years)
- Express data in raw and percentage values
- Present data as infographic (minimize use of tables)
- Provide data interpretation, analysis and significant findings
- Data analysis must be supported and validated by research results and findings
- Slides may be added as necessary
- FOCAL PERSONS are assigned for data required for each slide and the analysis and
interpretation

Regional Education Development Plan 2022-2028 DepEd RO III 3

COVER

- Title: School Improvement Plan

- Name of School
- If possible, harmonize the theme with the Schools ’s priority/ies

- FOCAL PERSON: ICT

3
 Regional Education
I. DepEd’s Vision, Mission, and Core Values
Development Plan

I.DEPED’s VISION , MISSION, AND

CORE VALUES
 Regional Education
I. DepEd’s Vision, Mission, and Core Values
Development Plan

Articulation of DepEd vision, mission, and core values on

how these will influence the school’s ways of doing
things.
 Regional Education
Development Plan

SCHOOL’S CURRENT
SITUATION
Description of the school which may include but 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.
9
10
11
- Covid-19 Situationer (international, national, regional, provincial,
division levels whichever are available)
- Effects of the pandemic on education (e.g. on school closure, on
achievement rate of learners)
- Issues affecting Access, Equity, Quality, Resiliency and Well-Being and
Governance
- Activities carried out and plan of action of SDO to address related
concerns
- International and national trends/innovations in education planned
for adaption
 Regional Education
Development Plan

OPERATIONAL
FRAMEWORKS
Education 4.0 Framework
BEDP Results Framework
The Filipino Learner Framework
KITE Framework
The RAPID Learning Recovery Framework

Source: UNICEF, UNESCO, The World Bank 2022

DepEd-DOH Shared Responsibility Framework
National Learning Recovery Framework

Accelerating Learning Remediation and

Intervention

Prioritizing Professional Development

of Teachers and School Heads

Strengthening Support on Learners and

Personnel’ Health, Safety, and Wellness
BEDP 2030 Framework
Region III REDP Framework
GOAL
Learners across the region developed holistically foundational
and relevant skills and character for lifelong learning, and full
participation in society to fulfill their social and
community responsibilities as global citizens.

SECTOR OUTCOME
Basic education learners acquired literacy, numeracy, science
and 21st Century competencies and develop character required to
succeed in higher education, employment and entrepreneurship

INTERMEDIATE OUTCOMES

ACCESS RESILIENCY AND

EQUITY QUALITY
WELL-BEING

All learners participate Learners develop

Learners develop the
All learners access and equitably and positive mindset, can
receive tailored meaningfully in basic standard foundational
adapt to change and
services needed in education, regardless of and future skills.
status, ethnicity, sex,
apply Basic Education
basic education.
disability, age, and other Rights.
social characteristics.

ENABLING MECHANISMS-GOVERNANCE

Resilient, Responsive, Effective and Efficient

Governance, Management and Systems
DEDP FRAMEWORK

23
SIP FRAMEWORK

24
 Regional Education
Development Plan

OUR CURRENT STATE

 Regional Education
Development Plan

PILLAR 1: ACCESS
Access (Data Required)
Data must be at least 4 years

- Enrollment by Key Stage, Special Programs, Inclusive Education

- NER/GER/Retention Rate/Repetition Rate/School Leaver Rate/Transition
Rate/Cohort Survival Rate
- Participation Rate of OSC and OSY
- ALS Completion Rate
 Enrollment by Key Stage, Special Programs,
Inclusive Education

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29
 Enrollment by Key Stage, Special Programs,
Inclusive Education

Saup-Saup king Panyulung ning Kalidad a Edukasyun Together we are moving FORWARD
 Regional Education
Development Plan

PILLAR 2: EQUITY
 Equity (Data Required)
Data must be at least 4 years

- Proportion of learners (OSC and OSY) in the situation of disadvantage

- 4Ps Recipients
- Children with Disabilities
- Any data that will describe the situation of disadvantage/vulnerable learners
 Proportion of learners (OSC and OSY) in the
situation of disadvantage

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 4Ps Recipients

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 Children with Disabilities

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 Regional Education
Development Plan

PILLAR 3: QUALITY OF
BASIC EDUCATION
Quality of Basic Education (Data Required)
Data must be at least 4 years

- Completion Rate
- International Assessment - PISA/SEA-PLM/TIMMS
- EGRA
- NAT
- Regional Diagnostic Assessment Test 2022 (K-12)
- SHS Graduates/SHS Exits
- Any data to describe quality may be included
 Completion Rate

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 NAT

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 NAT

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 Regional Education
Development Plan

PILLAR 4: RESILIENCY
AND WELL-BEING
Resiliency and Well-Being (Data Required)
Data must be at least 4 years

- Child Protection Program

- DRRM
- Mental Health Support
- Vaccination
 Child Protection Program

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 Mental Health Support

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 Vaccination

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 Regional Education
Development Plan

GOVERNANCE
Governance

EM1
- SBM
EM 2
- OPCRF Ratings of Division and Schools
- Professional Developments
- Career Stages of Teachers TEPT and PST
- Competency of MTs
EM 3
- Textbook/Classroom/Teacher/School
Heads/Personnel Inventory/Needs
- Crucial Resources Ratio
- Filled and Unfilled Positions
Governance

EM3
- Learning Resources (Modules,DCP, SME,
TVL)
- Learning Modalities
- WinS (WatSan)
- No of Functional Libraries/Teachers Faculty
- Room/Laboratory/Workshop
- Proportion of Schools with Internet
Connectivity,
- Electrical /Water Supply
Governance

EM4
- Customer Feedback/Client Satisfaction
- Financial Accomplishments
- Research
- Implementation Guidelines
- Systems Inventory
- PIR/ISO/QMS
Governance

EM5
Partnerships and Linkages
- Physical and Percentage increase of the
financial contribution of partners
- Proportion of schools with functional
Schools Governing Council

EM6
- Proportion of eligible private schools
receiving government assistance (ESC, TSS,
SHS VP, Inservice Trainings)
- Proportion of private school teachers and
learners receiving government assistance
- Percentage of private schools with
recognition and permit
 EM1: SBM

What can be gleaned from the data is

significant increase in the number of
schools which have been recognized as
Level 2 in the School-Based Management in
the last four years from SY 2018 to SY
2021. In the SY 2021, 13.49% of schools
are SBM Level 1, 61.51% are Level 2, and
25.89% are Level 3.

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 EM2: OPCRF Ratings of Division and Schools

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SWOT Analysis
Weaknesses
Strengths

Opportunities
SWO Threats
T
 SWOT ANALYSIS: GOVERNANCE

STRENGTHS
⮚ Improvement of SBM Level of Practice
⮚ Organized and functional Division SBM Coordinating Team/s
⮚ Contextualized SBM Validation Tool
⮚ SBM Orientation/s conducted
⮚ Annual SBM Convention staged
⮚ Schools Division Research Committee members responsible for research
evaluation highly competent.
⮚ Budget availability thru Division MOOE for training-workshop.

Saup-Saup king Panyulung ning Kalidad a Edukasyun Together we are moving FORWARD
 EM1: SBM

What can be gleaned from the data is

significant increase in the number of
schools which have been recognized as
Level 2 in the School-Based Management in
the last four years from SY 2018 to SY
2021. In the SY 2021, 13.49% of schools
are SBM Level 1, 61.51% are Level 2, and
25.89% are Level 3.

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 SWOT ANALYSIS: GOVERNANCE

STRENGTHS
⮚ Support from education stakeholders - regular or usual assistance from the
Local Government Units, SUCs, NGAs, parents, CSO and other private
individuals
⮚ Increase in the Resources Generated in elementary and secondary schools
⮚ Accessibility of communication through the available technology support and
equipment
⮚ Availability of the Supportive and Committed ASP and BE Coordinators

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 EM4: PIR/ISO/QMS

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 EM5: Partnerships and Linkages

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 EM5: Physical and Percentage Increase of the
Financial Contribution of Partners
Partnerships in SDO Pampanga for SY 2021-2022

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 EM5: Physical and Percentage Increase of the
Financial Contribution of Partners
SUMMARY OF DONATIONS / GRANTS AND CORRESPONDING BENEFICIARIES

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 SWOT ANALYSIS: GOVERNANCE

WEAKNESSES
⮚ Presence of SBM Level 1 schools
⮚ Focus on document analysis
⮚ Budget constraints
⮚ Work delegation can hamper the efficiency of the system
⮚ Lack of awareness campaign to intensify program implementation
⮚ Lack of physical storage facilities and space
⮚ Dependent on licenses of software provided by the department (CO)
⮚ Infrastructure is not suitable for the proposed network infrastructure

Saup-Saup king Panyulung ning Kalidad a Edukasyun Together we are moving FORWARD
 EM1: SBM

What can be gleaned from the data is

significant increase in the number of
schools which have been recognized as
Level 2 in the School-Based Management in
the last four years from SY 2018 to SY
2021. In the SY 2021, 13.49% of schools
are SBM Level 1, 61.51% are Level 2, and
25.89% are Level 3.

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 SWOT ANALYSIS: GOVERNANCE

OPPORTUNITIES
⮚ Benchmarking and School-to-School Partnerships
⮚ Room for improvements based on the customer feedback
⮚ Leverage new and emerging technologies
⮚ Presence of technology partners
⮚ Platform for career development/advancement
⮚ Eco-friendly supplies and materials
⮚ System to support intensified personnel data
⮚ e-SBM

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 SWOT ANALYSIS: GOVERNANCE

THREATS
⮚ Data breach & inaccessibility
⮚ Employee turn-over
⮚ Slow or intermittent internet connection
⮚ Covid-19 Pandemic
⮚ Overlapping PPAs
⮚ Clients are indifferent when it comes to obedience to regulations
⮚ Complaints from clientele
⮚ The majority of clients are technology migrants
⮚ Rightsizing of government agencies
⮚ Negative attitude on SBM and varied tools used
⮚ Teachers’ poor quality of education in college/university in preparation to the
teaching profession.
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 Regional Education
Development Plan

KEY CHALLENGES
** Challenges must be arranged per Pillar.
Key Challenges: Pillar 1 Access
Key Challenges: Pillar 2 Equity
Key Challenges: Pillar 3 Quality
Key Challenges:Pillar 4 Resiliency and Well-Being
Key Challenges: Governance
 KEY CHALLENGES: GOVERNANCE

⮚Presence of SBM Level 1 Practice

⮚Improvement in the quality of research studies conducted
⮚Automated Systems:
✔ Technical Debt
✔ Slow pace of migration to the cloud
✔ Security Perception
✔ Bottlenecks
✔ Data gathering/collection
✔ Stalls in Implementation
✔ Office Placement is a struggle to implement one-stop-shop

Saup-Saup king Panyulung ning Kalidad a Edukasyun Together we are moving FORWARD
 EM1: SBM

What can be gleaned from the data is

significant increase in the number of
schools which have been recognized as
Level 2 in the School-Based Management in
the last four years from SY 2018 to SY
2021. In the SY 2021, 13.49% of schools
are SBM Level 1, 61.51% are Level 2, and
25.89% are Level 3.

Saup-Saup king Panyulung ning Kalidad a Edukasyun Together we are moving FORWARD
 Regional Education
Development Plan

PERFORMANCE TARGETS
FY 2022-2028
Targets: Access and Equity

6 years target 2022-2028

***

6-year realistic targets on access, equity, quality,

resilience, well-being, and governance per item
 PERFORMANCE TARGETS: PILLAR 1 & 2

Access and Equity

RESULTS STATEMENT/
2023 2024 2025 2026 2027 2028
KEY PERFORMANCE INDICATORS

KINDER
GROSS ENROLMENT RATE 88.07 90.46 92.84 95.23 97.61 100.00

NET ENROLMENT RATE 70.81 74.65 78.48 82.32 86.16 90.00

Targets: Quality
 PERFORMANCE TARGETS: PILLAR 1&2

Access and Equity

RESULTS STATEMENT/
2023 2024 2025 2026 2027 2028
KEY PERFORMANCE INDICATORS

ELEMENTARY
GROSS ENROLMENT RATE 92.04 93.63 95.23 96.82 98.41 100.00
NET ENROLMENT RATE 89.06 91.05 93.03 95.02 97.01 99.00
COHORT SURVIVAL RATE 79.43 83.55 87.66 91.77 95.89 100.00
PROMOTION RATE 96.27 97.02 97.76 98.51 99.25 100.00
COMPLETION RATE 78.33 82.06 85.80 89.53 93.27 97.00
REPETITION RATE            
SCHOOL LEAVER RATE 7.79 6.53 5.27 4.01 2.76 1.50
TRANSITION RATE 94.86 95.89 96.92 97.95 98.97 100.00
FAILURE RATE            
RETENTION RATE 94.73 95.78 96.84 97.89 98.95 100.00
DROPOUT RATE            
GRADUATION RATE 101.59 101.27 100.95 100.63 100.32 100.00
Targets: Resiliency and Well-being
PERFORMANCE TARGETS: GOVERNANCE
 PERFORMANCE TARGETS: GOVERNANCE

Governance
RESULTS STATEMENT/
2023 2024 2025 2026 2027 2028
KEY PERFORMANCE INDICATORS

1. Number of Schools according to SBM Level Level 1=10 Level 1=2 Level 1=1 Level 1=1 Level 1=0 Level 1=0
of Practice (SBM Level 1, 2, 3) Level 2= 253 Level 2= 180 Level 2= 88 Level 2= 39 Level 2= 10 Level 2= 0
Level 3=300 Level 3=381 Level 3=471 Level 3=523 Level 3=553 Level 3=563

2. Percentage of Programs Provided with 100% 100% 100% 100% 100% 100%
Technical Assistance (TA)

3. Number of Education Assessment Program 5 5 5 5 5 5

Conducted (PISA, NAT, NQESH, CB-EPT,
PEPT)
 PERFORMANCE TARGETS: GOVERNANCE

STRATEGIES Implementation of quality assurance processes on SBM

INTERVENTIONS Strengthen and sustain enabling mechanisms and SBM projects

FD IN-CHARGE SGOD

TIME FRAME
CRITICAL ACTION ESTIMATED BUDGET
(ACTIVITIES) BUDGET SOURCE
2023 2024 2025 2026 2027 2028

100% 100%
Self Assessment 100% 100% 100% 100% N/A MOOE
Division Validation

SRC
 Regional Education
Development Plan

Our Strategic Directions

 DIVISION DEDP FRAMEWORK

SECTOR OUTCOME GOAL

All learners of SDO Pampanga are honed in a complete basic education
with access of all educational resources, who receive highly modernized,
Filipino learners of SDO
responsive, resilient, gender-sensitive ,holistic , quality Pampanga are holistically
Futuristic Learning from quality teachers developed in basic education,
and well-managed schools to thrive forward RESILIENCY AND with 21st century skills that
and participate in nation building. WELL-BEING will enable them to inquire,
QUALITY
Learners are innovate, stay nimble, build
All school-age children,
resilient and know
out-of- school youth, and
adults accessed relevant their rights and connections and serve
EQUITY
school-age children basic learning have the life skills beyond self upholding their
opportunities to protect
and youth, and
adults benefited
faith, identity and nationhood
themselves and
ACCESS from appropriate claim their and aspire for economic
equity initiatives
All school-age education-related prosperity, socio-political
children, out-of- school rights from DepEd
youth, and adults stability, unity in diversity; who
accessed relevant and other duty-
basic learning bearers to promote are responsive, resilient;
ES E

opportunities learners’ well- ready to live in a sustainable

OM IAT

being.
TC ED

world.
OU RM
TE
IN

ENABLING MECHANISM
Resilient, Responsive and Efficient Governance, Management and Systems
SIP Framework
 KEY CHALLENGES

Challenge 1 Challenge 2 Challenge 3…

GOAL

STRATEGY

FLAGSHIP PROGRAM

Outcome 1 Outcome 2….

INTERMEDIATE OUTCOMES
 Division Flagship Programs
F uturistic Industrial Revolution 4.0 through improved curriculum towards quality learning outcomes

O ptimizing access to formal and non-formal adequately-resourced basic education

esponsive provision of equitable opportunities to inclusive gender-equal learning for diverse needs of
R learners

W inning over adversities with resiliency and adaptability to challenges of the VUCAD world

A ggregates of holistic approaches in developing well-being of the school - community

R eliable school governance practice through quality management systems

D epEd Pampanga UNITED AS ONE in achieving Educational Goals for ALL Kapampangan

Our Slogan: Together… We are Moving

FORWARD at SDO PAMPANGA!
 F.O.R.W.A.R.D. SDO PAMPANGA

F uturistic Industrial Revolution 4.0 through improved curriculum towards

quality learning outcomes
KEY CHALLENGES GOAL STRATEGY
Ensure that the learning gaps
Low proficiency in Grades 1-3 from Kinder to Grade 12 Strengthen alignment of curriculum
literacy, numeracy and science implementation, delivery and
particularly Grades 1-3 are assessment thru intensive
skills as evidenced by the data addressed through a monitoring and supervision;
on non-readers (1.78%) , and guaranteed technical support Strengthen division-wide assessment
non-numerates (3.73%), in the implementation of from Kinder to Grade 12 through the
science literacy (Grade 6 NAT school-based learning contextualized assessment tools;
results: 33.75 (2015-2016 ); Monitor the implementation of school-
recovery plan, toward based learning recovery plan and
30.12 (2016-2017), 84.13 improved learning outcomes school-based reading programs.
ALOG Result SY2020-2021 in multi-literacy, numeracy and
science skills
INTERMEDIATE OUTCOMES
Learners complete K-12 basic education, having successfully attained all learning standards that equip them with the
necessary skills and attributes to pursue their chosen paths
 F.O.R.W.A.R.D. SDO PAMPANGA

Reliable school governance practice through quality management systems

KEY CHALLENGES GOAL STRATEGY

Ensure quality school

Schools still under SBM management by responding
Implementation of quality
Level 1 Practice to the issues, gaps, assurance processes on
concerns, and identified School-Based
needs of the schools Management

INTERMEDIATE OUTCOMES
SDO Pampanga governance and management processes are efficient, nimble, and resilient.
 Regional Education
Development Plan

STRATEGIES, INTERVENTIONS
AND MAJOR OUTPUTS

***Note:
Order of strategies will be based on
immediate challenges identified and priorities.
NOTE : Based on the result of the situational analysis
determine the priorities .If the major challenge is on quality
and not much on the other pillar , the plan should be towards
addressing the quality but without losing sight of more
specific issues identified at the local level. Resource
mobilization shall be aligned to where the priorities are .

90
Quality
Goal:

STRATEGIES INTERVENTIONS MAJOR OUTPUTS

Access
Goal:

STRATEGIES INTERVENTIONS MAJOR OUTPUTS

Equity
Goal:

STRATEGIES INTERVENTIONS MAJOR OUTPUTS

Resiliency and Well-being
Goal:

STRATEGIES INTERVENTIONS MAJOR OUTPUTS

Governance
Goal:

STRATEGIES INTERVENTIONS MAJOR OUTPUTS

.
 GOVERNANCE

GOVERNANCE GOAL: Modern, efficient, nimble and resilient governance and

management processes
STRATEGIES INTERVENTIONS MAJOR OUTPUTS

Implementation of quality • Project ORIENT (Outstanding, Division Coordinating Team

assurance processes on Relevant, Innovative, Enhanced, members, School Heads, and
School-Based Management SBM Coordinators
Notable, and Timely SBM)
capacitated on new SBM
validation tool
Conduct of Orientation on School-
Based Management: Strengthening
Advocacy and Practices for School
Effectiveness /
Orientation on School-Based
Management Validation Tool
across four principles

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 GOVERNANCE

GOVERNANCE GOAL: Modern, efficient, nimble and resilient governance and

management processes

STRATEGIES INTERVENTIONS MAJOR OUTPUTS

• Proj. SELFIE (Sustaining Empowered SBM self-assessment

Leadership and First Initiative conducted
Endeavor)

Conduct of SBM level of practice

self-assessment by the School
Assessment Committee (SAC)

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 GOVERNANCE

GOVERNANCE GOAL: Modern, efficient, nimble and resilient governance and

management processes

STRATEGIES INTERVENTIONS MAJOR OUTPUTS

• Proj.LEAP (LEvel up Achievement and SBM validation conducted

Performance)

SBM Validation

• Updating of SBM profile

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 Regional Education
Development Plan

FINANCIAL PLAN, IMPLEMENTATION

ARRANGEMENTS AND ORGANIZATIONAL
CAPACITY

****These shall include current material, financial,

and human resources, and organizational capacity. It
will also outline how the units will execute its
strategies. This answers the question “Who will do
what?
Projected Enrollment

**Include cost per pupil

Projected Enrollment
Projected Enrollment
Projected Enrollment
Projected Classroom Needs

**Include classroom cost

Projected Seat Needs

**Include seat cost

Projected Classroom Needs, Seats, Repair of
Classrooms and Gabaldon
 Projected Textbook Needs

YEAR GRADE GRADE GRADE GRADE GRADE

1-2 3 4-6 7-10 11-12

No. of Amount No. of Amount No. of Amount No. of No. of No. of Amount
Textbooks Textbooks Textbooks Textbooks Textbooks Textbooks

2022 127,430 7,008,650 57,044 3,137,420 168,650 9,275,750 410,546 22,580,030 417,489 22,961,895

2023 140,173 8,480,467 62,748 3,796,278 185,515 11,223,658 451,601 27,321,836 459,238 27,783,893

2024 154,190 10,261,364 69,023 4,593,497 204,067 13,580,626 496,761 33,059,422 505,162 33,618,510

2025 169,609 12,416,251 75,926 5,558,131 224,473 16,432,557 546,437 40,001,901 555,678 40,678,398

2026 186,570 15,023,664 83,518 6,725,338 246,920 19,883,394 601,080 48,402,300 611,246 49,220,861

2027 205,227 18,178,633 91,870 8,137,659 271,613 24,058,907 661,188 58,566,783 672,370 59,557,242
Projected Teacher Needs

**Include cost of Teacher needs

Projected Teacher Needs
Projected Teacher Needs
Projected Teacher Needs
Implementation Plan
Interfacing of Functional Divisions

AIP
OPERATIONAL PLAN
(INTERFACING OF FUNCTIONAL DIVISIONS)
OPERATIONAL PLAN
(INTERFACING OF FUNCTIONAL DIVISIONS)
 Regional Education
Development Plan

MONITORING AND
EVALUATION and
ADJUSTMENTS
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.

117
Monitoring and Evaluation Plan
PILLAR INTERMEDIATE OUTCOMES INDICATORS ACCOUNTABLE
OFFICE

QUALITY
Monitoring and Evaluation Plan
PILLAR INTERMEDIATE OUTCOMES INDICATORS ACCOUNTABLE
OFFICE

ACCESS
Monitoring and Evaluation Plan
PILLAR INTERMEDIATE OUTCOMES INDICATORS ACCOUNTABLE
OFFICE

EQUITY
Monitoring and Evaluation Plan
PILLAR INTERMEDIATE OUTCOMES INDICATORS ACCOUNTABLE
OFFICE

RESILIENCY AND
WELL BEING
Monitoring and Evaluation Plan
PILLAR INTERMEDIATE OUTCOMES INDICATORS ACCOUNTABLE
OFFICE

GOVERNANCE
 MONITORING AND EVALUATION PLAN
PILLAR INTERMEDIATE OUTCOMES INDICATORS ACCOUNTABLE
OFFICE
1. QUALITY Appropriate and responsive No. of TA plans crafted CID Office
curriculum delivery through No. of quality instructional supervision conducted
different learning modalities No. of schools implementing blended learning
modalities

All failing and struggling learners No. of learners for learning recovery plan CID Office
were assessed and given one-on- Decrease no. of non-readers, non-numerates
one intervention
Conduct post-test utilizing No. of assessment tools for diagnostic tests CID Office
assessment tools
Capacity-buildings on LRP to all No. of schools with LRP CID Office
schools

Intensive quality instructional No. of quality IS conducted focused in Key Stage 1 CID Office
supervision in Key Stage 1
Provision of support materials for No. of support materials provided CID Office
teachers and learners

Partnerships forged for Brigada No. of partners forged in support of LRP CID Office
Pagbasa
 Regional Education
Development Plan

ANALYSIS AND MANAGEMENT

OF RISK
Risk Management

Identified Risk Severity

Institutional Risk Risk Categories Probability Impact Overall Rate Mitigation
High/Medium/Low High/Medium/Low Strategies
 Risk Management
IDENTIFIED RISK SEVERITY
RISK MITIGATION
INSTITUTIONAL CATEGORY PROBABILITY IMPACT STRATEGIES
OVERALL RATE
RISK HIGH/MEDIUM/LOW HIGH/MEDIUM/LOW
Change of education Strategic Medium (3) High(5) 4 Realign plans with the
priorities of the new
priorities by the new
administration
administration in 2022

Responsiveness of the Operational Medium(3) High (5) 4 Intensify the monitoring

of the curricula
existing learning delivery
appropriate to the
modalities for curriculum context of the learners
implementation

Inequitable allocation of Financial Low (2) Medium(2) 2 Determine actual needs

of SDOs and schools
funds and resources

Non-concurrence of LGU Legislative/Legal Low(2) High(5) 3 Elevate the issue to the

higher office
in the implementation of
Face-to-Face Classes Constant coordination
meeting

Failure of schools to Reputational Low (2) High (5) 3 Continuously monitor the
safe operations of
sustain safe operations
schools in all sectors
 Regional Education
Development Plan

INDICATIVE TIMELINES

****These shall show the strategies in order of priority

over the next six years. This need not be detailed but
shall show an indicative sequencing and prioritization.
Indicative Timelines
Communication Plan
 Communication Plan

Communications Target Messages Activity Time Frame Budget Persons

Objective Audience Channel Responsible

PREPARATION PHASE
Information Sharing RD, ARD, RO BEDP, REDP Face to Face August 4-5, 2022 Transportation RD, ARD, RO
of the BEDP and Chiefs, Presentation of and Chiefs,
REDP cascaded to SDS, ASDS, SDO the Region Communication SDS, ASDS,
SDOs Chiefs, Planning Allowance of
& Research SEPS, Participants
Unit Heads,
EPSvrs, PSDSs

FGD and SDS, ASDS, SDO Presentation of Face to Face August 8-9, 2022   SDS, ASDS, SDO
Coordination Chiefs, Planning the BEDP and Chiefs, Planning &
Meeting for & Research SEPS, REDP and Research SEPS,
Planning with Unit Heads, Operational Unit Heads,
Division Planning EPSvrs, PSDSs Frameworks for EPSvrs, PSDSs
Committee and development of
Technical Working SDO’s DEDP
Group (TWG)
 Communication Plan

Communications Target Messages Activity Time Frame Budget Persons

Objective Audience Channel Responsible

DEDP Development SDS, ASDS, SDO Data Sourcing and Face to Face August 12-17,   SDS, ASDS, SDO
Chiefs, Planning Harmonization of 2022 Chiefs, Planning &
& Research SEPS, Data Inputs, Research SEPS,
Unit Heads, Processes and Unit Heads,
EPSvrs, PSDSs Outputs EPSvrs, PSDSs

DEDP Critiquing and SDS, ASDS, SDO Polishing of the Face to Face August 17- 31,   SDS, ASDS, SDO
Finalization Chiefs, Planning areas for revision 2022 Chiefs, Planning &
& Research SEPS, and improvement Research SEPS,
Unit Heads, Unit Heads,
EPSvrs, PSDSs EPSvrs, PSDSs
 Communication Plan

Communications Target Messages Activity Time Frame Budget Persons

Objective Audience Channel Responsible

INFORMATION DISSEMINATION PHASE

Submission of the SDO Chiefs, DEDP Submission Face to Face Sept 4-5, 2022   SDS, ASDS, SDO
DEDP for Regional Planning & and Presentation Chiefs, Planning &
Presentation Research SEPS, to the Region Research SEPS,
TWG of the Unit Heads,
DEDP EPSvrs, PSDSs

Finalization base on SDO Chiefs, FGD and Face to Face      

the Inputs before Planning & coordination
submission Research SEPS, meeting of SDO
TWG of the Planning Team
DEDP and TWG for the
finalization based
on inputs from RO
 Communication Plan
Communications Target Messages Activity Time Frame Budget Persons
Objective Audience Channel Responsible

Launching and SDO Personnel,   Face to Face     SDS, ASDS, SDO

Presentation of the School Heads, Chiefs, Planning &
DEDP FedPTA, Research SEPS, Unit
LGU Reps Heads, EPSvrs, PSDSs

Build support on SDO Personnel, Build support on Face to Face     SDS, ASDS, SDO
Dissemination and School Heads, Dissemination and Chiefs, Planning &
Information Sharing FedPTA, LGU Information Research SEPS, Unit
Reps Sharing through Heads, EPSvrs, PSDSs
Advocacy
Campaign

Anchoring schools’ SDO Chiefs, Capacity Building Face to Face Sept 12-24, 2022 1,512,000.00 SDS, ASDS, SDO
SIP to DEDP through Planning & in Crafting the SIP Chiefs, Planning &
Capacity-Building Research SEPS, anchored from the Research SEPS, Unit
TWG of the DEDP Heads, EPSvrs, PSDSs
DEDP, School
Heads
 Communication Plan

Communications Target Messages Activity Time Frame Budget Persons

Objective Audience Channel Responsible

POST IMPLEMENTATION PHASE

Monitoring and SDO Chiefs, Implementation of Face to Face Quarterly per   SDS, ASDS, SDO
Evaluation Planning & the PPAs M&E Annum, Midyear Chiefs, Planning &
Research SEPS, System and Midterm Research SEPS,
M&E Section, Review, Annual Unit Heads,
SocMob Section, Review EPSvrs, PSDSs
School Heads
Implementation Plan
Operationalization Framework
Implementation Arrangements
Education Planning Capacity
Building Framework
MEA Strategies
 List of Policies and Researches
The Transparency in the Conduct of Co-Curricular Competitions thru the Issuance of
Receipts and Financial Statements (August 2018).

Local Policy on Teacher-Evaluators' Participation in the District/Cluster Competitions (Oct.

2018)

Local Policy on Assessment in the K to 12 Program (Feb. 2019)

Local Policy on Curriculum Supports in the Conduct of Sports’ Activities (2019)

Local Policy Harmonizing Public Schools District Supervisors (PSDSs) Educational Support
to Secondary School Heads (2019)

Local Policy on the Adoption of TV Production as Innovation/or Publication/Authorship

(2020)
Local Policy on Blended Learning Delivery Modality in All Schools in Pampanga (2021)
 Research Support
Antolin, M. (2021). Resilience of Teachers as Exemplified in the New Normal Delivery of

Instruction : A Phenomenological Exploration. Schools Division of Pampanga.

Dabu, I. (2020). Exploring the Challenges in the New Normal of Science Teachers in Modular

Teaching. Schools Division of Pampanga.

Dela Cruz, W. (2020). Project TAPIK (Technical Assistance Program on ICT-Related

Knowledge: A Strategy for Boosting the Confidence Level of Teachers in Digital

Teaching with New Normal. Schools Division of Malolos City.

DepED (2015). DepED Order No. 8, s. 2015. Policy Guidelines on Classroom Assessment for
the K to 12 Program SY 2015- 2016.

https://www.deped.gov.ph/2015/04/01/do-8-s-2015-policy-guidelines-on-classroom-assessment-for-the-k-to
-12-basic-education-program/

DepEd (2019). DepEd Order 21, s. 2019. Policy Guidelines on the K to 12 Basic Education
Program.
https://www.deped.gov.ph/wp-content/uploads/2019/08/DO_s2019_021.pdf
 Research Support
DepEd (2020). DepED Order No. 12, s. 2020. Adoption of the Basic Education
Learning
Continuity Plan for SY 20220-2021 in Light of Covid-19 Public Health Emergency.
https://www.deped.gov.ph/2020/06/19/june-19-2020-do-012-2020-adoption-of-the-
basic-education-learning-continuity-plan-for-school-year-2020-2021-in-the-light-of-th
e-covid-19-public-health-emergency/

Dimarucut, E. M. (2020). Ethical Leadership and Social Performance: A Correlative Analysis

Among Public
Elementary SHs.

Garcia, A. (2021). Extent of Parental Involvement in Learners’ Education under the New
Normal.Schools Division of Pampanga.
Gonzaga, N. (2020). Teachers’ Readiness on Alternative Assessment during Pandemic: Input for
an Interactive Learning Action Cell. Schools Division of Pampanga
Planning Committee

Chair: School Head

Members: Student representative, teacher representative, parent
representative, Barangay/LGU representative, member of
BDRRMC, member of School Child Protection Committee,
Representative from the School Governance Council (SGC) and
other relevant stakeholders
Optional Members: Non-Government Organization (NGO)
representative, Alim/Ulama representative, IP representatives,
Arabic Language and Islamic Values Education (ALIVE) teachers,
and school alumni Technical Secretariat
Planning Committee

CHAIR: ENGR. EDGARD C. DOMINGO PhD, CESO V

CO-CHAIRS: SHIRLEY B. ZIPAGAN PhD, CESE
MELISSA S. SANCHEZ PhD, CESO VI
MEMBERS: ARCELI S. LOPEZ PhD
CELIA R. LACANLALE PhD
ALL EPSpvrs and PSDSs
HEADS OF ALL UNITS
DIVISION COORDINATORS
SCHOOL HEADS
TECHNICAL SECRETARIAT LEAD: SGOD PLANNING UNIT
MEMBERS: OSDS FINANCE UNIT AND CID
Technical Planning Committee
 Regional Education
Development Plan

APPENDICES
*** The Data Capture Form summary and
Pareto Analysis must be included as annexes,
together with other documents cited in the
plan.
 WAYS FORWARD
October25 28, 2022 – Orientation On the Crafting of SIP
November 1- 18 –Crafting of SIP

November 21-23 ,2022- Submission and

checking of SIP by the PSDSs & EPSvr
November 24-25 , 2022 - Finalization of SIP
November 30,2022 – Submission of soft and
hardcopy SIP 2022-2028.

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