E SIP San Juan ES 2022 2028

Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON
SCHOOLS DIVISION OF ZAMBALES
SAN JUAN ELEMENTARY SCHOOL
SAN JUAN , CABANGAN , ZAMBALES
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Executive Summary
The tone of the school reflects a school-wide commitment to
successful learning for all students. Respectful, caring, polite and
positive relationships are apparent between staff members, parents
and students. Students are actively engaged in learning and
classrooms are focused and productive.The school expects all
students to learn successfully and has high expectations for student
engagement, attendance and behavior which are reflected in the
school’s vision, values and commitment.
Teachers take collective responsibility for improving student
learning and participate willingly in Professional Development that is
prioritized by the school. Teachers are eager to learn how to improve
on current teaching practices and work collegially across the cluster
to learn from one another’s practices with the informal sharing of
strategies common.
The school focuses in enriching the school community’s
functional, social and thinking skills to ensure students continue to
make the most out of learning opportunities.
The school’s Annual Implementation Plan (AIP) focuses on four
broad priorities —leadership, empowerment, curriculum and
partnerships. It contains actions, broad targets, timelines, funding
allocation and the responsible officers for identified areas of
improvement. Through this improvement agenda the school aims to
enact the core priorities of reading, numeracy and science.
The SJES Enhance School Improvement Plan (ESIP) for FY 2022-
2028 is a collaborative work of the SJES School Planning Team (SPT)
which the School Head, the SBM coordinator, the student
representative, the parent representative, PTA and the LGU
representatives. The ESIP serves as a road map as to where the
school is going for the next six years. It lays out the different hurdles
or enabling mechanisms the school needs to jump over. It also
presents the root causes of such problems and the objectives to solve
them. As the name suggests, ESIP also presents detailed plans,
strategic directions and key intervention financial plan, analysis and
management of risks, and communication plan on how to address the
key challenges for the improvement of the school.
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TABLE OF CONTENTS
Title Page No.
Cover 1
Executive Summary 2
Table of Contents 3
DepEd’s Mission, Vision, and Core Values 4
SPT Duties and Responsibilities 6
School’s Current Situation 7
• Introduction of the School
• School Performance on Access
• School Performance on Equity and Inclusion
• School Performance on Quality
• School Performance on Resiliency and Well-Being
• School Performance on Governance
SWOT Analysis
Key Challenges
Improvement Plan
• Key Performance Indicators (Targets)
1. Access
2. Quality
3. Resiliency
4. Well-being
5. Governance
• Strategic Directions and Key Interventions
Financial Plan
• Six-Year Indicative Financial Plan
• Year 1 Annual Improvement Plan
School Monitoring, Evaluation, and Adjustments
Analysis and Management of Risk
Communication Plan
Research Support
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PRINCIPLES
GUIDING DepEd Vision
We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the
nation.
As a learner-centered public institution,
the Department of Education
continuously improves itself
to better serve its stakeholders.
DepEd Mission
To protect and promote the right of every Filipino to quality, equitable, culture-based,
and complete basic education where:
 Students learn in a child-friendly, gender-sensitive, safe, and motivating

environment
 Teachers facilitate learning and constantly nurture every learner
 Administrators and staff, as stewards of the institution, ensure an
enabling and supportive environment for effective learning to happen
 Family, community, and other stakeholders are actively engaged and
share responsibility for developing life-long learners
DepEd Core Values
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
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San Juan Elementary School Planning Team (SPT) convened to prepare

the school’s Enhanced School Improvement Plan for FY 2022-2028. During the
VMV sharing, the SPT shared their idea of a perfect school and their
interpretation of the DepEd vision, mission and core values. At first, they
imagined the kind of school they would want the learners to have. For them, a
perfect school is a school that is child-friendly, safe and accessible for the
learners so they believe that this goal must be achieved by establishing
linkages with stakeholders. The school has sufficient materials the learners
need in order to learn but it still lacks in conducive physical facilities,
classrooms. Moreover, the teachers in the perfect school are also competent in
their craft of delivering quality education for the learners.
On DepEd Vision. For the SJES SPT, the DepEd vision highlights the goal of
Philippine education which is to produce highly skilled, productive and
nationalistic individuals. The SJES Annex SPT shared the same vision with the
DepEd. They believe that all educational undertakings are done to support the
holistic development of the learners for them to become an individual who
realizes one’s dream for him/herself and contributes to the progress of the
nation. In so doing, all children must be given equal opportunity to schooling
and quality education. The school must also be learner-centered and
continuously improve its educational services for its clientele.
On DepEd Mission. Moreover, the SJES SPT also adheres to the DepEd
mission that states the roles each member- students, teachers, administrator,
family and administrator- play in fulfilling the DepEd’s goals. Each member of
the SPT recognizes his or her duty to promote quality learning environment
and experiences of the learners. They commit themselves to helping the school
to implement its PPAs and therefore, achieve its goals for its clientele, the
learners.
On DepEd Core Values. The SJES SPT internalizes the core values that must
be instilled to the students. The core values serve as a reminder of what must
a Filipino child must be. A Filipino child must be God-fearing, nature-lover,
humanistic and patriotic. The ultimate goal of education is to cultivate these
values among the learners.
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SPT Duties and Responsibilities

1.Schoolhead
SCHOOL PLANNING TEAM
a. Convene the School Planning Team
b. Provides leadership and guidance in
the development of the plan, clearly
explains the SIP planning process to the
team and helps them understand their role MR. PRUSENCIO F. CABALTICA
in the process. Principal I
c. Facilitates actual planning workshop.

MRS. ROBINA D. OCAMPO
2. Teachers
Teacher Representative
a. Provide needed information relative to
the teaching-learning process.
b. Actively participates during the
MRS. JACQUELYN GELACIO
development of the SIP establishing
GPTA President
priorities, setting goals and formulating
implementation strategies for the plan.
3.Parents CZAR ANGEL F. AGDIPA
SPG President
a. Share insights about what their
children need to learn and the difficulties Hon. NENITA M. VELUZ
they face in the school, their aspirations Barangay Council
for the school and their children, present (Chairman of Education)
other areas of concern.
b. Participate in setting goals , strategies
and priorities of the school.
SGC Chairperson
4. Students
a. Share thoughts on their learning
experiences, what they love doing in school
and school task that they struggle with-
and engage in determining the school’s
goals and priorities.
5. Barangay/ LGU
a. Share valuable information on the interest of the community in the school
improvement, and commit available resources in the implementation of the plan
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I. SCHOOL CURRENT SITUATION

San Juan Elementary School was established in January 1951
situated at Purok 4, Jose St. Barangay San Juan, Cabangan,
Zambales. The school started as a primary school and now a complete
monograde public elementary school. The school has a total of 5, 180
sq. meters
The school is serving mainly children of the four (4) barangays
namely: San Juan, New San Juan, Dolores and Banuanbayo. Other
nearby barangays also send their children to this school for some
reason. Its School ID is 106834. The distance of the school is 1.5 km
away from the National Highway. It can be reached by foot or any land
vehicles.
At present, San Juan Elementary School is catering 353 school
children, has 12 national funded teachers for the current School Year
2022-2023, all female. The teacher-learner ratio is 1:30. There is one
(1) Teacher II and eleven (11) Teacher I.
All teachers have their own class advisory with two or three
ancillary services, despite this, San Juan Elementary School teachers
can meet the desired competencies based on the Results -based
Performance . These are achieved because of the continuous
professional growth program of the school through INSET and School
LAC sessions.
As part of the school community; the parents’, the Barangay
Officials specially the Barangay Captain supports the school. Some
organizations and the Pantawid Pamilya Program (4P’s) parents,
NGO’s, Alumni and other stakeholders are regularly extending their
help.
Parents-Teachers Association (PTA) also participates fully in the
implementation of school activities, although their support are always
at hand, the larger part of the community still not participating, which
is now part of the schools’ program that is to win the heart of other
stakeholders for them to support the school in its activities.
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PILLAR I: ACCESS
A. ENROLLMENT
Grad 2018 - 2019 2019 - 2020 2020-2021 2021 - 2022

e
M F T M F T M F T M F T
Level
Kinde
24 17 41 23 21 44 24 28 52 23 27 50
r
1 29 31 60 26 24 50 29 21 50 24 28 52
2 18 11 29 30 29 59 30 27 57 26 22 48
3 28 21 49 18 12 30 29 30 59 30 29 59
4 20 14 34 31 22 53 17 13 30 26 28 54
5 29 34 63 19 14 33 30 22 52 16 13 29
6 28 10 38 27 26 53 18 15 33 29 22 51
Total 176 131 314 174 148 322 177 156 333 174 169 343
* The table shows an average increase of 2.3 % in enrolment every year.
B. SCHOOL PERFORMANCE INDICATORS
Performa 2018 – 2019 2019 - 2020 2020 - 2021 2021 – 2022

nce M F T M F T M F T M F T
Indicator
Net 100 100 100 100 100 10 100 100 100 100 100 100
Enrollmen % % % % % 0% % % % % % %
t Rate
Gross 100 100 100 100 100 10 100 100 100 100 100 100
Enrollmen % % % % % 0% % % % % % %
t Rate
Promotion 93.7 97.3 95.3 89.8 100 94. 99. 98.7 99.0 97.2 96.0 96.
Rate 8% 5% 5% 9% % 9% 4% 3% 8% 0% 2% 6%
Cohort- 90.3 100 95.1 87.0 100 93. 100 100 100 100 100 100
Survival 5% % 8% 9 % 54 % % % % % %
Rate %
Transition 100 83% 91.5 89.6 100 94. 87. 100 93.7 88.8 72.2 80.
Rate % % 5% % 82 5% % 5% 8% 2% 55
% %
Drop-Out 0.7 0.6 1.04 0.14 0.0 0.6 0% 0% 0% 0% 0% 0%
Rate % % % % % 1%
Repetition 9.04 1.50 5.81 4.4 1.4 3.1 0% 0% 0% 0% 0% 0%
Rate 0 2
Insert Narration
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C. PARTICIPATION RATE OF OSC
2018 - 2019 2019 - 2020 2020 - 2021 2021 – 2022

100 100 100 100 100 100 100 100 100 100 100 100
% % % % % % % % % % % %
D. GOOD PERFORMING AND PROBLEMATIC KPIs
Corresponding
Good Correspondin
Grade Causes
Performin g Causes Problematic KPIs (Bottlenecks –
Level (Best
g KPIs internal and
Practices)
external factors)
Appropriate
100% Use of chairs and
Kinde curriculum for
Attendanc Seat-learner ratio table not suitable for
r kinder
e Rate kinder learners
learners
1 Enrolment Appropriate Textbook/activity Struggling learners
rate interventions sheets learner ratio failed to meet the
in reading and expected
writing competencies
especially in reading
and numeracy
2 Textbook Interventions Reading Inappropriate
learner in reading for comprehension reading materials
ratio struggling Presence of non-
/non-readers readers
3 Textbook Teacher factor Reading Inappropriate
learner comprehension reading materials
ratio Presence of non-
readers
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4 Promotion Interventions Reading No new available

rate for readers at comprehension textbooks
risk learners No available Science Presence of non-
equipment readers
5 Textbook Teacher factor Shortage of Science No
learner equipment/apparatus available/sufficient
ratio es laboratory
equipment/apparat
us
6 100% Collaborative Textbook-Learner ratio Insufficient
Graduatio efforts of the textbooks
n Rate school,
learners, and
the parents.
Insert Narration
E. ANALYSIS OF STRENGTHS AND WEAKNESSES OF PAST INTERVENTIONS

OR PROGRAMS/PROJECTS/ACTIVITIES IN RELATION TO ACCESS
Intervention/Programs/Projects/Activities Strengths Weaknesses

Strict Adherence to Early Registration, Teachers Some parents of
Enrollment, and Child Mapping Activities conduct child- incoming Kinder
mapping within learners have
the school notions that
catchment area, there is a need
and establish for a
good prerequisite
communication early childhood
with Day Care education (Day
Center Workers Care Service) for
and preparatory their child to be
schools for enrolled in
incoming Kinder kindergarten.
enrollees
Conduct of home visits and periodic conduct Regular checking Some learners
of Parent Teacher Conferences of attendance fail to attend
and giving classes regularly
awards for due to various
perfect home-related
attendance factors such as
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motivate the parents’ work,

learners to come taking care of
to school siblings, and
regularly. home chores
Conduct of remedial classes and reading Conduct of Some learners
programs remedial classes pay no interest
and reading in reading
programs helped No study habits
the learners cope
with their lacking
Utilizing appropriate teaching strategies to Teachers explore Mismanagement
secure the interest of learners to learning differentiated of time allotted
instruction and to teaching some
use of skills
multimedia in
teaching
Graduation Goal The assurance of The fear for the
100% graduation recurrence of
rate was being rare cases of
encouraged with early pregnancy
the collaborative and child labor
efforts of the reported in the
school, learners, past years
and the parents.
Insert Narration
F. FORESEEABLE PROBLEMS IF PROBLEMATICS KPIS ARE NOT ACTED

UPON
1.Increase in the number of non-readers and non-numerate learners

2.Decreasing Transition Rate
PILLAR 2: EQUITY
Number of 4Ps Beneficiaries
2018-2019 2019-2020 2020-2021 2021-2022

Grade Level
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Kindergarten 0 0 0 2 1 3 0 1 1 2 0 2
Grade 1 2 0 2 0 0 0 3 2 5 0 1 1
Grade 2 3 2 5 0 0 0 5 5 10 4 1 5
Grade 3 5 7 12 0 1 1 6 10 16 2 1 3
Grade 4 7 3 10 0 1 1 3 2 5 1 2 3
Grade 5 17 9 26 2 3 5 5 9 14 5 3 8
Grade 6 13 3 16 7 3 10 9 5 14 3 5 8
Total: 47 24 71 11 9 20 31 34 65 17 13 30
Write your interpretation here
Factors Relative to School Leavers

 Lack of interest of learners in studying and support from parents
 Parents and learners’ attitude in learning
 Economic and health status
 Child labor
Factors Relative to School Low Transition

 Absenteism/ Tardiness
 Factor 2
 Factor 3
Disadvantaged Sectors
Intervention or
Learners PPAs or Strength Weakness
Practices
Out-of-School
Children (OSC)
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Out-of-School
Youth (OSY)
Alternative
Learning System
(ALS)
4Ps Recipient Monthly Parents’ support
monitoring of
attendance
Children with
Disabilities
Indigenous
People
MADRASAH
Pillar 3: QUALITY
COMPLETION RATE
2018-2019 2019-2020 2020-2021 2021-2022

Male 90.32% 87.09% 100% 100%
Female 100% 100% 100% 100%
Total 95.16% 93.55% 100% 100%
Narrative:
PILLAR 3: QUALITY
INTERNATIONAL ASSESSMENT
SY:2018 – SY: 2019 – SY: 2020 – SY: 2021 –

2019 2020 2021 2022
PISA
SEA – PLM
TIMMS
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Narrative:
PILLAR 3: QUALITY
EGRA RESULTS
2020-2021 2021-2022
EGRA Pre- Post Pre- Post
Test test Test test
Number of M 153 153 150 150
Learners F 128 128 141 141
Assessed T 281 281 291 291
M 100 152 99 146
Book and Print
F 83 128 99 140
Knowledge
T 183 280 198 286
M 97 152 97 145
Letter Name
F 88 128 98 140
Knowledge
T 179 280 195 285
M 98 150 95 147
Letter Sound
F 77 127 99 140
Knowledge
T 169 277 194 287
M 92 151 97 148
Phonemic
F 77 128 97 140
Awareness
T 169 279 194 288
M 90 150 101 148
Alphabet
F 75 127 100 140
Knowledge
T 165 277 201 288
M 90 151 98 140
Decoding Skills F 76 128 98 140
T 166 279 196 280
M 87 150 97 140
Spelling and
F 75 127 97 135
Reading Rate
T 162 277 194 275
M 85 148 97 135
Reading Accuracy F 75 126 98 130
T 160 274 195 265
Listening M 85 150 99 135
Comprehension F 75 187 99 135
Skills T 160 277 198 270
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M 70 148 95 130
Dictation/Spelling
F 68 127 98 130
Skills
T 138 275 193 260
Narrative:
EGMA RESULTS
2021-2022
EGMA Pre- Post
Test test
M 52
Oral Counting F 83
T 135
M 65
Rational
F 69
Counting
T 134
M 61
Number
F 54
Identification
T 115
M 58
Number
F 50
Discrimination
T 108
M 18
Missing
F 22
Number
T 40
M 55
Addition Level
F 51
1
T 106
M 37
Additional
F 48
Level 2
T 85
M 41
Subtraction
F 55
Level 1
T 96
M 44
Subtraction
F 52
Level 2
T 76
Word M 27
Problems F 35
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T 62
Geometric M 39
Pattern F 36
Completion T 75
M 37
Geometric
F 33
Visualization
T 70
Narrative:
ACHIEVEMENT TEST 2018-2019
Learning Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Area
Mother 80.67 80.7 81.48 - - -
Tongue
Filipino 78.72 81.5 78.52 83.82 80.04 85.58
English 77.77 80.33 79.7 82.94 78.08 81.16
Math 77.62 82.96 82.24 80.42 81.06 82.12
Science 80 85 79 80
Araling 78.60 82.53 79.80 84.11 76.82 81.30
Panlipunan
EPP/TLE - - - 83.52 77.02 83.74
MAPEH 79.32 81.03 81.27 86.23 80.65 82.62
-Music 77.9 77.6 80.55 86.64 87.4 83.37
-Arts 87.67 81.4 81.18 85.2 78.29 79.24
-PE 77.48 83.1 81.48 86.17 82.44 83.74
-Health 80.95 82.1 82.09 89.46 77.28 84.3
EsP 83.5 81.68 81.21 83.99 79.84 82.95
Learning Grade 1 Grade 2 Grade 3 Garde 4 Grade 5 Grade 6

Area
Mother 76.75 77.20 82.64 - - -
Tongue
Filipino
English 80.33 79.5 80.86 80.91 75.9 80.45
Math 77.95 77.85 80.22 80.26 75 80.76
Science 80.95 80.26 75 76.47
Araling 77.56 80.09 79.40 82.53 77.55 77.04
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Panlipunan
EPP/TLE 81.77 82.63 79.31
MAPEH 76.47 83.33 81.95 82.39 82.55 78.57
-Music 75.53 81.08 81.01 81.71 76.48 78.80
-Arts 75.33 84.69 78.88 81.62 87.59 79.31
-PE 79.25 85.82 83.32 82.4 81.07 79.20
-Health 76.65 82.72 85.43 83.15 83.58 79.51
EsP 79.98 82.64 84.01 84.5 86.52 81.25

Area
Mother 88.60 87.92 87.60
Tongue
Filipino 83.76 88.77 89.03 87.19 85.61 84.28
English 82.3 87.11 86.87 85.73 85.71 80.53
Math 83.36
Science 88.55 87.58 86.72 81.45
Araling 88.23 90.07 86.93 86.85 84.51 84.7
Panlipunan
EPP/TLE 89.20 86.19 90.35
MAPEH 82.39 82.55 78.57 81.27 86.23 80.65
-Music 81.71 76.48 78.80 80.55 86.64 87.4
-Arts 81.62 87.59 79.31 81.18 85.2 78.29
-PE 82.4 81.07 79.20 81.48 86.17 82.44
-Health 83.15 83.58 79.51 82.09 89.46 77.28
EsP 89.95 91.63 91.73 95.13 89.23 94.46

Area
Mother 77.15 77.95 79.04
Tongue
Filipino 85.86 87.49 86.60 90.05 87.72 83.99
English 81.72 85.13 85.21 78.76 84.07 81.66
Math 84.07 86.95 83.71 87.62 87.49 89.64
Science 85.66 82.49 82.46 82.71
Araling 90.33 93.19 84.51
Panlipunan
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EPP/TLE 85.42 87.96 85.72

MAPEH 83.33 81.95 79.32 89.74 93.51 82.55
-Music 81.08 81.01 77.9 88.84 88.05 76.48
-Arts 84.69 78.88 87.67 89.45 97.84 87.59
-PE 85.82 83.32 77.48 90.13 93.86 81.07
-Health 82.72 85.43 80.95 90.53 94.28 83.58
EsP 88.66 91.47 92.46 93.65 90.88 90.66
Provide interpretations
REGIONAL ACHIEVEMENT TEST 2021-2022
Learning Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Area
Filipino 48% 48% 47% 51% 47%
English 47% 54% 47% 45% 43%
Math 43% 42% 44% 45% 43%
Science - - - 18% 18% 43%
Araling 44% 52% 64% 48% 31% 47%
Panlipunan
EPP/TLE 27% 22%
MAPEH 47% 48% 43% 45% 40%
EsP 55% 46% 42% 58% 53%
LEAST AND MOST LEARNED COMPETENCIES
GRADE LEVEL LEAST LEARNED MOST LEARNED

SCIENCE
4 Describe the parts of different Classify materials according
kinds of plants to body parts and use
5 Classify materials that absorb Describe changes in solid
water, float, sink, and undergo materials when they are
decay bent, pressed, hammered, or
cut
6 Use the properties of materials Use the properties of
whether they are useful or materials whether they are
harmful useful or harmful
ESP
2 Nakapaglalarawan ng iba’t Nakikilala ang sariling
ibang gawain na maaaring potensyal.
makasama o makabuti sa
kalusugan
3 Maipakita ang pagpapahalaga Maisakikilos ang mga paraan
sa saya at tuwa na dulot nang ng pagpapanatili ng
pagbabahagi ng anumang kalinisan, kalusugan at pag-
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kakayahan o talino. iingat ng katawan.

4 Nakasusunod sa mga Nakatutukoy ng natatanging
tuntuning may kinalaman sa Kakayahan. Hal. talentong
kaligtasan tulad ng mga ibinigay ng Diyos
babala at batas trapiko
pagsakay/pagbaba sa takdang
lugar
5 Nakasusunod sa mga batas/ Nakapagpapakita ng
panuntunang paggalang sa iba sa iba’t-
pinaiiralntungkol sa ibang sitwasyon
pangangalaga ng kapaligiran
kahit walang nakakakita
6 Nakikiisa nang may kasiyahan Nakalalahok sa
sa mga programa ng pangangampanya sa
pamahalaan na may pagpapatupad ng mga batas
kaugnayan sa pagpapanatili
ng bkapayapaan
EPP
5 Nagagamit ang coputer file Naipaliliwanag ang
system kahulugan at kahalagahan
ng "Entrepreneurship;
Natatalakay ang mga
katangian ng isang
Entrepreneur
6 nakalilikha ng isang Natatalakay ang mga
malikhaing proyekto mahalagang kaalaman at
kasanayan sa gawaing
kahoy, metal, kawayan at iba
pang lokal na materyales sa
pamayanan.
AP
2 Nailalarawan ang pansariling Natutukoy at nailalarawan
pangangailangan ang pansariling
pangangailangan
3 Nailalarawan ang sariling Nailalahad ang mga
komunidad batay sa pangalan pagbabago sa sariling
nito, lokasyon, mga komunidad a. heograpiya
namumuno, populasyon, (katangiang pisikal) b.
wika, kaugalian, paniniwala, politika(pamahalaan)c.
atbp. ekonomiya(hanap-buhay/ka
buhayan) d. sosyo-kultura.
4 Nailalarawan ang Naihahambing ang ilang
pagkakakilanlan ng kulturang simbolo at sagisag na
kinabibilangang rehiyon nagpapakilala ng ibat -ibang
lalawigan sa sariling rehiyon
5 Nasusuri ang kahalagahan ng Natutukoy ang relatibong
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pangangasiwa at lokasyon ng Pilipinas batay

pangangalaga ng likas na sa mga nakapaligid dito.
yaman
6 Nasusuri ang sosyo-kultural Nasusuri ang mga paraan Ng
at politikal na pamumuhay Ng pagsasailalim Ng katutubong
mga Pilipino populasyin sa
kapangyarihan Ng Espanya
FILIPINO
2 Nakasusunod sa Nakasusunod sa
napakinggang kuwento. napakinggang panuto ng
may 1-2 hakbang
3 Nakapagbibigay ng angkop na Nakasusunod sa nakasulat
pamagat sa binasang teksto, na panutong may 1-2 at 3-4
talata at kuwento. na hakbang
4 Nagagamit ang malalaki at Nababaybay ng wasto ang
maliit na letra at mga bantas mga salitang natutunan sa
sa pagsulat sa ga salitang aralin/batayang salitang
natutunan sa aralin, salitang pampaningin
dinaglat, salitang hiram,
parirala, pangungusap at
talata
5 Napagsusunod-sunod ang Naibibigay ang kahulugan ng
mga pangyayari sa tekstong salita sa pamamagitan ng
napakinggan sa pamamagitan pormal na depinisyon
ng paggamit ng una,
pangalawa, sumunod at
panghuli
6 Nasasagot ang mga tanong ng Nakasasagot sa mga tanong
kwento ng bar graph
ENGLISH
2 Recognize common action Recognize common action
words in stories listened to words in stories listened to
3 Recognize that some words Classify/Categorize sounds
may have the same heard (animals, mechanical,
(synonyms) meaning. objects, musical
instruments, environment,
speech).
Identify several effects based Write a short descriptive
on a given cause paragraph about a character
4
or setting in stories listened
to
5 Identify the main idea, key Write a reaction about the
sentences, and supporting story read
details from text listened to
6 Summarize various text types Fill-out forms accurately
based on elements (school forms)
20
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
MAPEH
2 Creates shapes by using Executes locomotor skills
different body parts while moving in different
directions at different spatial
levels
3 Identifies the pitch of tones as: Reads stick notation in
high (so), low (mi); higher (la); rhythmic patterns with
lower (re) Responds to ranges measures 2s, 3s, and 4s
of pitch through body
movements, singing, or
playing instruments
4 Relates images with sound Distinguishes among fast,
and silence using quarter moderate and slow music
note, beamed eighth note, half
note, quarter rest and half rest
within a rhythmic pattern
5 Identifies the different kinds of Use appropriate musical
notes terms to indicate variations
in tempo.
6 Follow the step-by-step Identify the value of notes
process of creating a print /rests used in a particular
song
Narrative:
Reading Assessment Results – English
2018-2019 2019-2020 2020-2021 2021-2022

Reading
Pre- Posttes Pre- Pre- Posttes Pre-
Levels Posttest Posttest
Test t Test Test t Test
M 77 149 145 125
Can
F 63 125 118 128
Read
T 115 158 140 274 263 253
M 3 0 7 29
Cannot
F 0 0 2 13
Read
T 70 27 3 0 9 42
M 80 149 152 154
Total F 63 125 120 141
T 143 274 272 295
Reading Assessment Results – Filipino
2018-2019 2019-2020 2020-2021 2021-2022

Reading
Pre- Posttes Pre- Pre- Posttes Pre-
Levels Posttest Posttest
21
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
M 141 152 133 122

Can
F 137 146 131 135
Read
T 184 236 278 298 264 257
M 29 0 7 16
Cannot
F 13 0 0 6
Read
T 76 24 42 0 7 22
M 170 152 140 138
Total F 150 146 131 141
T 320 298 271 279
Phil-IRI Test Results (English)
2018-2019 2019-2020 2020-2021 2021-2022

Reading Levels Pre- Posttes Pre- Pre- Posttes Pre-
Posttest Posttest
M 3 11 24
Independent F 2 19 26
T 19 5 30 50
M 23 42 29
Instructiona
F 26 45 31
l
T 38 49 87 61
M 96 92 72
Frustration F 72 54 71
T 87 168 146 143
M 0 7 29
Non-reader F 0 2 13
T 0 0 9 42
M 122 141 154
Total F 100 117 141
T 222 258 295
22
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Phil-IRI Test Results (Filipino)
2018-2019 2019-2020 2020-2021 2021-2022

Reading Levels Pre- Posttes Pre- Pre- Posttes Pre-
Posttest Posttest
M 12 18 38
Independent F 20 34 54
T 76 32 52 92
M 30 48 36
Instructiona
F 32 56 41
l
T 34 62 104 77
M 110 67 48
Frustration F 96 41 40
T 56 206 108 88
M 0 7 16
Non-reader F 0 0 6
T 0 0 7 22
M 152 140 138
Total F 148 131 141
T 290 271 279
Narrative:
PILLAR 3: QUALITY
PROJECT AN RESULTS
2018-2019 2019-2020 2020-2021 2021-2022

Reading
Pre- Pre- Posttes Pre- Pre-
Levels Posttest Posttest Posttest
Test Test t Test Test
Numerate M 40 25
23
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
F 34 27
T 80 123 60 111 98 138 74 52
M 62 54
Nearly
F 49 65
Numerate
T 86 98 113 112 113 116 111 119
M 67 75
Non-
F 46 47
Numerate
T 109 49 93 53 84 16 113 122
M 169 154
Total F 129 139
T 298 293
Narrative:
PILLAR 3: QUALITY
STRENGTHS AND WEAKNESSES OF PAST INTERVENTIONS OR PPAs
Past SY: 2018 – 2019 SY:2019 - 2020 SY: 2020 – 2021 SY: 2021 – 2022
Interventio
ns
Strengt Weakne Strengt Weakne Strengt Weakne Strengt Weakne
hs ss hs ss hs ss hs ss
Narrative:
24
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
PILLAR 4: RESILIENCY AND WELL-BEING

A. CHILD PROTECTION PROGRAM
1. INCIDENCE OF BULLYING OR PEER ABUSE
Types of INCIDENTS RECORDED AGAINST LEARNERS
Bullying 2018-2019 2019-2020 2020-2021 2021-2022
M F M F M F M F
Physical Bullying 0 0 0 0 0 0 0 0
Cyber Bullying 0 0 0 0 0 0 0 0
Gender-based 0 0 0 0 0 0 0 0
Bullying
Social Bullying 0 0 0 0 0 0 0 0
Verbal Bullying 0 0 0 0 0 0 0 0
Others 0 0 0 0 0 0 0 0
Narrative:
2.REASONS FOR BULLYING COMMITTED IN THE SCHOOL

INCIDENTS RECORDED AGAINST LEARNERS
Reasons of 2018-2019 2019-2020 2020-2021 2021-2022
Bullying M F M F M F M F
Physical 0 0 0 0 0 0 0 0
appearance
Status in life 0 0 0 0 0 0 0 0
Skin colour 0 0 0 0 0 0 0 0
Age 0 0 0 0 0 0 0 0
Gender 0 0 0 0 0 0 0 0
Race/ethnicity 0 0 0 0 0 0 0 0
Religion 0 0 0 0 0 0 0 0
Disability 0 0 0 0 0 0 0 0
Others 0 0 0 0 0 0 0 0
Narrative:
25
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
B. DISASTER RISK REDUCTION MANAGEMENT

1. DISASTERS/CALAMITIES
DISASTERS NUMBER OF TIMES OCCURED
2018-2019 2019-2020 2020-2021 2021-2022
Natural hazards
Drought 0 0 0 0
Earthquake 0 0 0 0
Fire 0 0 0 0
Flood 0 0 0 0
Landslide 0 0 0 0
Storm Surge 0 0 0 0
Tropical Cyclones 0 0 0 0
Tsunami 0 0 0 0
Volcanic Eruption 0 0 0 0
Pandemic(COVID- 0 0 0 0
19)
Human-induced hazards
Crime against 0 0 0 0
learners/
Crime school 0 0 0 0
personnel
Crime against school 0 0 0 0
property
Fire 0 0 0 0
Hazardous materials 0 0 0 0
incident
Health threat 0 0 0 0
(malaria,dengue,food
poisoning,disease
outbreak)
Structural collapse 0 0 0 0
Others 0 0 0 0
Narrative:
2. RESULT OF DISASTER INCIDENCES

Result of 2018- 2019- 2020- 2021-
26
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Disaster/Incidence/Emergencie 2019 2020 2021 2022

s
Number of classroom used as 0 0 0 0
evacuation
Number of days the classroom is 0 0 0 0
used as evacuation center
Number of school days lost due to
class suspensions resulting from
human-induced hazards
class suspensions resulting from
tropical storm/typhoon
community/granular lockdown
Number of damaged 0 0 0 0
infrastructure(refer to RADaR 1
Report)
Number of damaged non- 0 0 0 0
infrastructure(refer to RADaR 2
Report)
Others
Narrative:
3. DISASTER RESPONSE
3.1 NUMBER OF LEARNERS & SCHOOL PERSONNEL TRAINED ON
DRRM, CCAM & PEACE BUILDING PLAN
LEARNERS SCHOOL PERSONNEL
Topics/ 2018- 2019- 2020- 2021- 2018- 2019- 2020- 2021-
Competencie 2019 2020 2021 2022 2019 2020 2021 2022
s M F M F M F M F M F M F M F M F
Climate
Change
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Adaptation
and Mitigation
Disaster Risk
15
Reduction 0 0 0 0 0 0 142 1 0 1 1 1 3 0 3
1
Management
Peacebuilding
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Plans
COVID-19 0 0 0 0 0 0 15 142 1 11 1 11 1 1 1 11
27
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Lectures and
1 1
Seminars
Others 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Narrative:
3.2 NUMBER OF LEARNERS/SCHOOL PERSONNEL AFFETED AND

PROVIDED THE FOLLOWING EMERGENCY RESPONSE:
Details 2018- 2019 2020- 2021 2018- 2019 2020- 2021-
2019 - 2021 - 2019 - 2021 2022
2020 2022 2020
M F M F M F M F M F M F M F M F
Provided with
Mental health
and
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Psychosocial
Support
(MHPSS)
Provided with
learning
sessions on
disasters/
Emergencies
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
before
returning to
the regular
lessons upon
resumption
Provided with
specialized
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
psychosocial
support (SPS)
Others 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Narrative:
28
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3.3 NUMBER/AMOUNT OF RESPONSE INTERVENTIONS RECEIVED

FROM DRRMS (through SDO)
Type of Response Interventions 2018- 2019- 2020- 2021-
2019 2020 2021 2022
Fund Support for Clean Up and
minor repairs
Fund Support for temporary
learning spaces
Fund Support for temporary WASH
Fund Support for emergency school
feeding
Hygiene Kits
Learner’s Kits
Teacher’s Kits
Materials for Alternative Delivery
Modes
3.4 NUMBER/AMOUNT OF RESPONSE INTERVENTIONS RECEIVED

Type of Response Interventions 2018- 2019- 2020- 2021-
2019 2020 2021 2022
Donations in cash 20 20
000.00 000.00
Donations in-kind 95 30 5 5
000.00 000.00 000.00 000.00
Materials for MHPSS
Temporary learning spaces
Temporary WASH Facilities
Emergency school feeding
Hygiene Kits
Learner’s Kits
Teacher’s Kits
Materials for Alternative Delivery
Modes
29
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Narrative:
4. RESILIENCE EDUCATION PARTICIPATED BY LEARNERS & SCHOOL

PERSONNEL
Activities 2018- 2019- 2020- 2021- 2018- 2019- 2020- 2021-
2019 2020 2021 2022 2019 2020 2021 2022
Basic First 0 0 0 0 0 0 0 0 0 0 1 1 1 1 0 1
Aid
Climate
Change 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Forum
Family
Earthquake 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Preparedness
School
Watching
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
and hazard
Mapping
Online
MPHSS 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Activities
Others 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Narrative:
5. RESUMPTION STRATEGIES
Number of Days
Resumption Strategies 2018- 2019- 2020- 2021-
2019 2020 2021 2022
Class shifting
Make-up classes
Modular learning
Online learning 0 0 0 0
Per group learning 0 0 0 0
Programmed teaching 0 0 0 0
30
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Others 0 0 0 0
Narrative:
6. SAFE LEARNING FACILITIES

Learning SAFE FACILITIES UNSAFE FACILITIES
Facilities 2018- 2019- 2020- 2021- 2018- 2019- 2020- 2021-
2019 2020 2021 2022 2019 2020 2021 2022
Instructional 11 11 11 11 1 1 1 1
Spaces
Non- 2 2 2 2 1 1 1 1
instructional
Spaces
Narrative:
7. DISASTER PREPAREDNESS
7.1 Number of Conducted Regular Hazard Specific Drills
Hazard – Specific Drills 2018- 2019- 2020- 2021-
2019 2020 2021 2022
Earthquake Drill 4 4 4 4
Fire Drill 1 0 0 0
Tsunami Drill 0 0 0 0
Flood Evacuation Drill 0 0 0 0
Lockdown Drill 0 0 0 0
Storm Surge Drill 0 0 0 0
Narrative:
8. REHABILITATION AND RECOVERY
8.1 Number of repaired and reconstructed instructional and non-
instructional learning spaces
Learning Facilities 2018- 2019- 2020- 2021-
2019 2020 2021 2022
Repaired
31
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Instructional spaces 7 1 0 0
Non-instructional spaces 0 1 0 0
Reconstructed
Instructional spaces 0 0 0 0
Non-instructional spaces 0 0 0 0
Narrative:
C. MENTAL HEALTH /PSYCHOSOCIAL STATUS

1. Mental Health Cases
AMONG LEARNERS
AMONG SCHOOL
PERSONNEL
CASES 2018- 2019- 2020- 2021- 2018 2019- 2020- 2021-
2019 2020 2021 2022 - 2020 2021 2022
2019
Attempted 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Suicide
Suicide 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Depression 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Anxiety 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Attack
Others 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Narrative:
2. Number of learners who sought Guidance Counselling or Life

Coaching
2018- 2019- 2020- 2021-
Grade Level 2019 2020 2021 2022
M F M F M F M F
Kindergarten 0 0 0 0 0 0 0 0
Grade 1 0 0 0 0 0 0 0 0
32
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Grade 2 0 0 0 0 0 0 0 0
Grade 3 0 0 0 0 0 0 0 0
Grade 4 0 0 0 0 0 0 0 0
Grade 5 0 0 0 0 0 0 0 0
Grade 6 0 0 0 0 0 0 0 0
Total 0 0 0 0 0 0 0 0
Narrative:
3. Number of Learners who participated in the recovery activities

2018- 2019- 2020- 2021-
Topics 2019 2020 2021 2022
M F M F M F M F
Addressing the problem of bullying 0 0 0 0 0 0 0 0
Mental health and psychosocial 0 0 0 0 0 0 0 0
issues and conditions including
depression
Suicide prevention 0 0 0 0 0 0 0 0
Self-care 0 0 0 0 0 0 0 0
Psychological first aid 0 0 0 0 0 0 0 0
Other topics 0 0 0 0 0 0 0 0
Narrative:
D. HEALTH & NUTRITION

1. VACCINATION STATUS OF LEARNERS
2018- 2019- 2020- 2021-
Vaccines 2019 2020 2021 2022
M F M F M F M F
Measles Containing Vaccine (MCV) 19 21 15 12 0 0 17 17
Tetanus Diptheria (TD) 19 21 15 12 0 0 17 17
Measles Rubella 19 21 15 12 0 0 17 17
Human papilloma virus (HPV) 1 3 0 6
Polio 0 0 0 0 0 0 0 0
33
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
COVID-19 Vaccine 0 0 0 0 0 0 12 9
Others 0 0 0 0 0 0 0 0
Narrative:
2. VACCINATION STATUS OF TEACHING/NON-TEACHING PERSONNEL

2018- 2019- 2020- 2021-
Vaccines 2019 2020 2021 2022
M F M F M F M F
Flu 0 0 1 12 0 0 0 1
Tetanus, diphtheria, and pertussis 0 0 0 0 0 0 0 0
(TDP
COVID-19 Vaccine 0 0 0 0 1 11 1 14
Others 0 0 0 0 0 0 0 0
Narrative:
3. NUTRITIONAL STATUS OF LEARNERS

Nutritional Status 2018- 2019- 2020- 2021-
2019 2020 2021 2022
Weight M F M F M F M F
Normal 16 123 16 146 0 0 14 144
6 6 9
Obese 4 0 3 0 0 0 2 4
Overweight 4 2 10 3 0 0 7 3
Severely Wasted 0 0 0 0 0 0 8 13
Wasted 3 11 4 1 0 0 20 18
Height
Severely Stunted 29 12 8 3 0 0 8 14
Stunted 64 43 42 16 0 0 36 31
Normal 86 84 13 131 0 0 14 146
3 0
34
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Tall 0 0 0 0 0 0 2 1
Narrative:
4. NUMBER OF LEARNERS DEWORMED

2018- 2019- 2020- 2021-
GRADE LEVEL 2019 2020 2021 2022
M F M F M F M F
Kindergarten 25 16 10 10 0 0 4 4
1 19 28 18 18 0 0 5 6
2 18 11 17 20 0 0 8 8
3 28 21 10 10 0 0 8 3
4 20 10 21 12 0 0 7 11
5 27 25 10 6 0 0 4 1
6 22 20 7 21 0 0 9 9
159 13 93 97 0 0 45 42
TOTAL
1
Narrative:
Pillar 5: GOVERNANCE
SBM LEVEL OF PRACTICE
2018-2019 2019-2020 2020-2021 2021-2022

Level 1-Developing Level 1-Developing Level 1 Developing Level 1-Developing
Narrative:
SCHOOL OPCRF
OPCRF 2018 - 2019 2019 - 2020 2020-2021 2021 – 2022
35
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Rating M F T M F T M F T M F T
Outstanding 0 1 1 0 1 1 0 0 0 1 0 1
Very 0 0 0 0 0 0 0 1 1 0 0 0
Satisfactory
Satisfactory 0 0 0 0 0 0 0 0 0 0 0 0
Unsatisfactor 0 0 0 0 0 0 0 0 0 0 0 0
y
Poor 0 0 0 0 0 0 0 0 0 0 0 0
Narrative:
IPCRF OF TEACHERS
IPCRF 2018 - 2019 2019 - 2020 2020-2021 2021 – 2022

Rating M F T M F T M F T M F T
Outstanding 0 0 0 0 0 0 0 0 0 0 0 0
Very 1 11 12 1 11 12 1 11 12 0 11 11
Satisfactory
Satisfactory 0 0 0 0 0 0 0 0 0 0 0 0
Unsatisfactory 0 0 0 0 0 0 0 0 0 0 0 0
Poor 0 0 0 0 0 0 0 0 0 0 0 0
Narrative:
PROPESSIONAL DEVELOPMENT
Highest 2018 - 2019 2019 - 2020 2020-2021 2021 – 2022

Educational M F T M F T M F T M F T
Attainment
EdD/PhD
0 0 0 0 0 0 0 0 0 0 0 0
Graduate
with
EdD/PhD 0 0 0 0 0 0 0 0 0 0 0 0
units
MA Graduate 0 0 0 0 0 0 0 0 0 0 0 0
with MA units 1 7 8 1 7 8 1 7 8 1 7 8
College
0 4 4 0 4 4 0 4 4 0 4 4
Graduate
Certification 0 0 0 0 0 0 0 0 0 0 0 0
in
36
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Professional
Education
(CPE)
Narrative:
Number of Personnel Trained:

A. Teachers
Training 2018 - 2019 2019 – 2020 2020-2021 2021 – 2022

Literacy
1 11 12 1 11 12 1 11 12 1 11 12
Training
Numeracy
1 11 12 1 11 12 1 11 12 1 11 12
Training
Science
Skills 1 11 12 1 11 12 1 11 12 1 11 12
Training
ICT-
Related 1 11 12 1 11 12 1 11 12 1 11 12
Training
Positive
1 11 12 1 11 12 1 11 12 1 11 12
Discipline
Teaching
and
Learning
Related
1 11 12 1 11 12 1 11 12 1 11 12
Training
(For Other
Learning
Areas)
Provide Narrative
B. Non-Teaching
Training 2018 - 2019 2019 - 2020 2020-2021 2021 – 2022

37
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Financial
0 0 0 0 0 0 0 0 0 0 0 0
Training
Records
Management 0 0 0 0 0 0 0 0 0 0 0 0
Training
Physical
Facilities 0 0 0 0 0 0 0 0 0 0 0 0
Training
Provide Narrative
C. School Heads
Training 2018 - 2019 2019 - 2020 2020-2021 2021 – 2022

Leadership
and 0 1 1 0 1 1 0 1 1 1 0 1
Management
School
0 1 1 0 1 1 0 1 1 1 0 1
Operations
Provide Narrative
CAREER STAGES OF TEACHERS
Career 2018 - 2019 2019 - 2020 2020-2021 2021 – 2022

Stages M F T M F T M F T M F T
Beginning 0 0 0 0 0 0 0 0 0 0 0 0
Proficient 0 11 11 0 11 11 0 11 11 0 11 11
Highly 0 0 0 0 0 0 0 0 0 0 0 0
Proficient
Distinguished 0 0 0 0 0 0 0 0 0 0 0 0
Narrative:
CAREER STAGES OF MASTER TEACHERS
Career 2018 - 2019 2019 - 2020 2020-2021 2021 – 2022
38
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Stages M F T M F T M F T M F T
Beginning 0 0 0 0 0 0 0 0 0 0 0 0
Proficient 0 0 0 0 0 0 0 0 0 0 0 0
Highly 1 0 1 1 0 1 1 0 1 0 0 0
Proficient
Distinguishe 0 0 0 0 0 0 0 0 0 0 0 0
d
Narrative:
Competency of Teachers
Domain Focus Mean Rank Mean Rank Mean Ran Mean Rank
k
Content
1 Knowledge and 3.6 1 4.6 4
Pedagogy
Learning
2 2.6 5 5.2 2
Environment
Diversity of
3 2.3 6 3.6 7
Learners
Curriculum
4 3.3 2 4.4 5.5
and Planning
Assessment
5 3.2 3 4.4 5.5
and Reporting
Community
Linkages and
6 1.8 7 4.9 3
Professional
Engagement
Personal
Growth and
7 2.9 4 7.2 1
Professional
Development
39
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Pillar 5 Governance
EM3
TEXTBOOK INVENTORY
Kindergarten
Available/
Enrolment Books Needs
Usable
Kahandaan sa Pagbasa 0
Grade 1
Available/
Usable
Homeroom Guidance 0 52
Mother Tongue 100
Filipino 45
English 30
Mathematics 6
Araling Panlipunan 100
Music 30
Arts 30
Physical Education 30
Health 30
Edukasyon sa Pagpapakato 100
Grade 2
Available/
Usable
Homeroom Guidance 0
Mother Tongue 30
Filipino 42
English 40
Mathematics 36
Music 30
Arts 30
40
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Health 30
Grade 3
Available/
Usable
Homeroom Guidance 0
Mother Tongue 40
Filipino 36
English 30
Mathematics 40
Science 38
Music 35
Arts 35
Health 35
Grade 4
Available/
Usable
57 Homeroom Guidance 0
Filipino 35
English 32
Mathematics 10
Science 20
Edukasyong Pantahanan at 40
Pangkabuhayan
Music 30
Arts 30
Health 35
Grade 5
Available/
Usable
41
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Homeroom Guidance 0
Filipino 37
English 40
Mathematics 45
Science 38
Edukasyong Pantahanan at 35
Pangkabuhayan
Music 35
Arts 35
Health 25
Grade 6
Available/
Usable
Homeroom Guidance 0
Filipino 44
English 48
Mathematics 60
Science 30
Technology and Livelihood 35
Education
Music 40
Arts 40
Health 40
CLASSROOM INVENTORY
Number of Classrooms
Grade Level 2018-2019 2019-2020 2020-2021 2021-2022
42
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kinder 1 1 1 1
Grade 1 2 2 2 2
Grade 2 1 2 2 2
Grade 3 2 1 2 2
Grade 4 1 2 1 2
Grade 5 2 1 2 1
Grade 6 2 2 1 2
TOTAL 11 11 11 12
SCHOOL FURNITURE INVENTORY
Number of Armchairs Number of Desks and Chairs

Grade Level 2018- 2019- 2020- 2021- 2018- 2019- 2020- 2021-
2019 2020 2021 2022 2019 2020 2021 2022
Kinder
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
TOTAL
TEACHER INVENTORY
43
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
NUMBER OF TEACHERS
Position/Designation 2018-2019 2019-2020 2020-2021 2021-2022
Master Teacher II 1 0 1 1 0 1 1 0 1 1 0 1
Master Teacher I 0 0 0 0 0 0 0 0 0 0 0 0
SPED Teacher I 0 0 0 0 0 0 0 0 0 0 0 0
Teacher III 0 0 0 0 0 0 0 0 0 0 0 0
Teacher II 0 1 1 0 1 1 0 1 1 0 1 1
Teacher I 0 10 10 0 10 10 0 10 10 0 10 10
Provincial 0 0 0 0 0 0 0 0 0 0 0 0
Contractual
Municipal 0 0 0 0 0 0 0 0 0 0 0 0
Contractual
TOTAL 1 11 12 1 11 12 1 11 12 1 11 12
NON-TEACHING PERSONNNEL INVENTORY

NUMBER OF NON-TEACHING PERSONNEL
Position/Designation
2018-2019 2019-2020 2020-2021 2021-2022
School Head 0 1 1 0 1 1 0 1 1 1 0 1
ADAS III 0 0 0 0 0 0 0 0 0 0 0 0
ADAS II 0 0 0 0 0 0 0 0 0 0 0 0
AO II 0 0 0 0 0 0 0 0 0 0 0 0
Admin. Aide 1 0 0 0 0 0 0 0 0 0 0 0 0
Utility Worker 1 0 1 1 0 1 1 0 1 0 1 1
Watchman 1 0 1 1 0 1 1 0 1 1 0 1
TOTAL 2 1 3 2 1 3 2 1 3 2 1 3
44
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
TEXTBOOK-LEARNER RATIO
Textbook-Learner Ratio
Grade Level 2018-2019 2019-2020 2020-2021 2021-2022
Kinder 1:0 1:0 1:0 1:0
Grade 1 1:2 1:5 1:9 1:9
Grade 2 1:1 1:1 1:1 1:1
Grade 3 1:1 1:1 1:1 1:1
Grade 4 1:1 1:2 1:2 1:5
Grade 5 1:2 1:2 1:3 1:3
Grade 6 1:7 1:7 1:5 1:5
TOTAL
CLASSROOM-LEARNER RATIO
Classroom-Learner Ratio
Grade Level 2018-2019 2019-2020 2020-2021 2021-2022
Kinder 1:41 1:44 1:52 1:50
Grade 1 1:30 1:25 1:25 1:26
Grade 2 1:29 1:30 1:28 1:24
Grade 3 1:25 1:30 1:29 1:29
Grade 4 1:34 1:27 1:30 1:26
Grade 5 1:32 1:33 1:26 1:29
Grade 6 1:38 1:27 1:33 1:25
45
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
TOTAL 1:29 1:29 1:30 1:28
SEAT-LEARNER RATIO
Seat-Learner Ratio
Grade Level 2018-2019 2019-2020 2020-2021 2021-2022
Kinder 0 0 0 1:1
Grade 1 1:1 1:1 1:1 1:1
Grade 2 1:1 1:1 1:1 1:1
Grade 3 1:1 1:1 1:1 1:1
Grade 4 1:1 1:1 1:1 1:1
Grade 5 1:1 1:1 1:1 1:1
Grade 6 1:1 1:1 1:1 1:1
TOTAL 1:1 1:1 1:1 1:1
TEACHER-LEARNER RATIO
Teacher-Learner Ratio
Grade Level 2018-2019 2019-2020 2020-2021 2021-2022
Kinder 1:41 1:44 1:52 1:50
Grade 1 1:30 1:25 1:29 1:24
Grade 2 1:29 1:30 1:29 1:24
Grade 3 1:25 1:30 1:30 1:30
Grade 4 1:34 1:23 1:30 1:27
Grade 5 1:33 1:30 1:26 1:29
Grade 6 1:38 1:27 1:33 1:26
TOTAL 1:26 1:29 1:28 1:29
46
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
TEACHER NEEDS/VACANCIES
Teacher Shortage
Grade Level
Kinder 0
Grade 1 0
Grade 2 0
Grade 3 0
Grade 4 0
Grade 5 0
Grade 6 1
Relieving/Floating 1
Teacher
TOTAL 2
INVENTORY OF LEARNING RESOURCES

(SLMs, LASs, GLAKs)
Grade 2020-2021 2021-2022

level/ Quarte Quarte Quarte Quarte Quarte Quarte Quarte Quarte
Quarte r1 r2 r3 r4 r1 r2 r3 r4
r
Kinder 520 520 520 520
Grade 1 1632 3629 3815 2652
Grade 2 2661 4332 4321 3249
Grade 3 3890 4602 4828 3363
Grade 4 1883 1800 1815 1740
Grade 5 3724 3432 2065 2548
Grade 6 2348 2541 1607 1881
TOTAL 16658 20856 18971 15953
47
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
DEPED COMPUTERIZATION PROGRAM (DCP)
Batch No. Units Acquired

Desktop Laptop Speaker Others
2020 Package 0 2 0 2 Smart TV
2 Lapel
Batch 40 0 1 1 Interactive
Projector
Batch 29 0 1 1 Projector
Projector Screen
Batch 19 7 1 1 2 Projector
6 keyboards
Printer
UPS/cable/mouse
Switch n-
computing
AVAILABLE TABLETS AND OTGs
2018-2019 2019-2020 2020-2021 2021-2022

Grade Level Tablet Tablet
OTGs Tablets OTGs OTGs Tablets OTGs
s s
Kinder 0 0 0 0 0 50 0 0
Grade 1 0 0 0 0 0 12 0 0
Grade 2 0 0 0 0 0 13 0 0
Grade 3 0 0 0 0 0 14 0 0
Grade 4 0 0 0 0 0 0 0 30
Grade 5 0 0 0 0 0 0 0 30
Grade 6 0 0 0 0 0 0 10 30
48
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
LEARNING MODALITY
SY 2020-2021
Grade Modular Online Radio-based TV-based Blended
Level
M F T M F T M F T M F T M F T
Kinder
24 28 52 0 0 0 0 0 0 0 0 0 0 0 0
1
29 21 50 0 0 0 0 0 0 0 0 0 0 0 0
2
30 27 57 0 0 0 0 0 0 0 0 0 0 0 0
3
29 30 59 0 0 0 0 0 0 0 0 0 0 0 0
4
17 13 30 0 0 0 0 0 0 0 0 0 0 0 0
5
30 22 52 0 0 0 0 0 0 0 0 0 0 0 0
6
18 15 33 0 0 0 0 0 0 0 0 0 0 0 0
TOTAL
177 156 333 0 0 0 0 0 0 0 0 0 0 0 0
SY 2021-2022
Grade Modular Online Radio-based TV-based Blended

Level
M F T M F T M F T M F T M F T
Kinder
23 27 50 0 0 0 0 0 0 0 0 0 0 0 0
1
24 28 52 0 0 0 0 0 0 0 0 0 0 0 0
2
26 22 48 0 0 0 0 0 0 0 0 0 0 0 0
3
30 29 59 0 0 0 0 0 0 0 0 0 0 0 0
4
26 28 54 0 0 0 0 0 0 0 0 0 0 0 0
5
16 13 29 0 0 0 0 0 0 0 0 0 0 0 0
49
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
6
29 22 51 0 0 0 0 0 0 0 0 0 0 0 0
TOTAL
174 169 343 0 0 0 0 0 0 0 0 0 0 0 0
ANCILLARY SERVICES
Faculty
Library HE Laboratory
Room
Science TLE Computer
SY 2018-
0 0 0 0 0 0
2019
SY 2019-
0 0 0 0 0 0
2020
SY 2020-
0 0 0 0 0 0
2021
SY 2021-
0 0 0 0 0 0
2022
AVAILABILITY OF UTILITIES
Water Supply Electricity Internet

Connectivity
SY 2018-2019 / / /
SY 2019-2020 / / /
SY 2020-2021 / / /
SY 2021-2022 / / /
50
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
EM4: Customer Feedback/Client Satisfaction
2021 2020
Total number of client visits
Total volume of transactions
Scale used in the survey
Average client satisfaction rating received
Major or most common identified feedback/
concern from clients
Survey form/ tool used in gathering
feedback
Financial Accomplishments
SOURCES OF
SCHOOL
FUNDING 2021-2022 2020-2021 2019-2020 2018-2019
General
Appropriations Act Php Php Php Php
(School MOOE) 430 000.00 349,000.00 346 000.00 322 000.00
General Appropriations Act (Subsidy for Special Programs)
 SPED
 SSES
 GPP
 SHS
 SBFP 14520
Local Government
Units Fund 100 000.00 100 000.00 50 000 50 000
Canteen Fund 0 0 16 200.00 9 170.00
Donations 4,000.00 5 000.00 46 220 11,068.00
Others
Research
SY Title of Research On Going Completed Canceled

2021-2022 none
2020-2021 none
2019-2020 none
2018-2019 none
51
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
EM 5: Partnerships and Linkages - Physical and Percentage increase of the financial
contribution of partners
2021-
2018-2019 2019-2020 2020-2021
2022
General Partner Type
 Private Sector
 Public Sector LGU,PNP,BFP LGU LGU LGU
 Civil Society CFC/ANCOP
Organizations Rotary Club of CFC/ANCOP
Valenzuela West, Tau Gamma Phi
ICP Foundation
 International N/A N/A N/A N/A
 Others FPTA FPTA FPTA FPTA
Specific Type of Learner Support, Teaching Support , Manpower,
Contribution Training, Assistance
Actual Amount/ Value Php Php
Php 120,000.00 Php 50,000.00
of Contribution 5,000.00 5,000.00
Narrative:
Proportion of schools with functional School Organizations

Functionality of
School 2018-2019 2019-2020 2020-2021 2021-2022
Committee/s
YES NO YES NO YES NO YES NO
SGC / / / /
YES-O / / / /
DRRM / / / /
SPG/SSG / / / /
BAC / / / /
SIT / / / /
SPT / / / /
CPC
Bids And Awards / / / /
PTA / / / /
Quality Assurance / / / /
Team (QAT)
Narrative
52
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SWOT ANALYSIS
STRENGTHS WEAKNESSES
Full implementation of
face to face learning Learning gaps due to
modality. pandemic
Well trained- teachers Insufficient learning
through various facilities and resources
trainings/seminars Too many ancillary
Supportive LGU/ PTA , assignments for
community and other teachers
stakeholders Limited support
Availability of internet
connectivity
OPPORTUNITIES SWOT THREATS

ANALYSIS
Prioritize the use and Programs to address

utilization of modern the learning gaps
technology in Limited facilities for the
teaching /learning development of
Acquisition of new learners’ skills.
learning facilities Lack of teachers
Management support training, overlapping
and positive attitude of activities, overload
personnel paperworks
Established linkages Resources provided is
with other stakeholders not sufficient
KEY CHALLENGES
53
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
 Low performance level of learners in all subject areas, specifically in

Mathematics ,Science and Literacy.
 Lack of facilities to develop learners’ skills , standard-sized
classrooms, insufficient human resource.
 Inadequate professional development program for teachers.
 School and stakeholders capacity to address needs of the learners
and personnel.
Improvement Plan
54
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
KEY PERFORMANCE INDICATORS
PILLAR 1: ACCESS
2022- 2023- 2024- 2025- 2026- 2027-

2023 2024 2025 2026 2027 2028
M F T M F T M F T M F T M F T M F T
Community
Mapped
Intake Rate
Transition 10 10 10
1 1
10 10
1
10
1 1
10 10
1
10
1
10 10
0 0 0 0 0 0 0
Rate 0 0 0
0 0
0 0
0
0
0 0
0 0
0
0
0
0 0
% % % % % % % % % % %
% % % % % % %
Dropout Rate 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
School
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Leaver Rate
Narrative
PILLAR 2: QUALITY
ELEMENTARY
2022- 2023- 2024- 2025- 2026- 2027-
Independent
2023 2024 2025 2026 2027 2028
Reading
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Total:
Narrative
Numerates 2022- 2023- 2024- 2025- 2026- 2027-
55
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2023 2024 2025 2026 2027 2028

Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Total:
Narrative
Achieve at 2022- 2023- 2024- 2025- 2026- 2027-

least the 2023 2024 2025 2026 2027 2028
minimum M F T M F T M F T M F T M F T M F T
level of
proficiency
in English
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Total:
Narrative
Achieved at 2022- 2023- 2024- 2025- 2026- 2027-

least the 2023 2024 2025 2026 2027 2028
level of
proficiency
in Science
56
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Grade 3
Grade 4
Grade 5
Grade 6
Total:
Narrative
Achieved at 2022- 2023- 2024- 2025- 2026- 2027-

least the 2023 2024 2025 2026 2027 2028
level of
proficiency
in Filipino
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Total:
Narrative
Achieved at 2022- 2023- 2024- 2025- 2026- 2027-

least the 2023 2024 2025 2026 2027 2028
level of
proficiency
in
Mathematic
s
Grade 1
57
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Total:
Narrative
Achieved at 2022- 2023- 2024- 2025- 2026- 2027-

least the 2023 2024 2025 2026 2027 2028
level of
proficiency
in MAPEH
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Total:
Narrative
Achieved at 2022- 2023- 2024- 2025- 2026- 2027-

least the 2023 2024 2025 2026 2027 2028
level of
proficiency
in ESP
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Total:
58
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Narrative
Achieved at 2022- 2023- 2024- 2025- 2026- 2027-

least the 2023 2024 2025 2026 2027 2028
level of
proficiency
in Araling
Panlipunan
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Total:
Narrative
Achieved at 2022- 2023- 2024- 2025- 2026- 2027-

least the 2023 2024 2025 2026 2027 2028
level of
proficiency
in EPP
Grade 4
Grade 5
Grade 6
Total:
Narrative
59
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2022- 2023- 2024- 2025- 2026- 2027-

2023 2024 2025 2026 2027 2028
Completion
Rate
Narrative
2022- 2023- 2024- 2025- 2026- 2027-

2023 2024 2025 2026 2027 2028
Graduation
Rate
Narrative
PILLAR 3: RESILIENCY
2022- 2023- 2024- 2025- 2026- 2027-

2023 2024 2025 2026 2027 2028
Affected/
displaced by
natural and
man-made
hazards/disa
sters are
retained
Narrative
2022- 2023- 2024- 2025- 2026- 2027-

2023 2024 2025 2026 2027 2028
Reported
violence
committed
against
them by
other
learners
(bullying) or
adults (child
60
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
abuse) based
on intake
sheets of
schools
Narrative
Improved 2022- 2023- 2024- 2025- 2026- 2027-

health 2023 2024 2025 2026 2027 2028
statistics M F T M F T M F T M F T M F T M F T
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Total:
Narrative
PILLAR 5: ENABLING MECHANISMS: GOVERNANCE
2022- 2023- 2024- 2025- 2026- 2027-

2023 2024 2025 2026 2027 2028
SBM level of
practice
Narrative
2022- 2023- 2024- 2025- 2026- 2027-

Ideal Ratio
2023 2024 2025 2026 2027 2028
Classroom
Teachers
Narrative
2022- 2023- 2024- 2025- 2026- 2027-

2023 2024 2025 2026 2027 2028
61
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Connection
to electricity
Connection
to internet
Water and
Sanitation
(WatSan)
facility
Water source
Narrative
KEY PERFORMANCE INDICATORS
PILLAR 1: ACCESS
2022- 2023- 2024- 2025- 2026- 2027-

2023 2024 2025 2026 2027 2028
Community
Mapped
Intake Rate
Transition
Rate
Dropout Rate
School
Leaver Rate
Narrative
PILLAR 3: QUALITY
62
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
ELEMENTARY
2022- 2023- 2024- 2025- 2026- 2027-
Independent
2023 2024 2025 2026 2027 2028
Reading
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Total:
Narrative
2022- 2023- 2024- 2025- 2026- 2027-

Numerates 2023 2024 2025 2026 2027 2028
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Total:
Narrative
Achieve at 2022- 2023- 2024- 2025- 2026- 2027-

least the 2023 2024 2025 2026 2027 2028
level of
proficiency
in English
Grade 1
Grade 2
63
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Grade 3
Grade 4
Grade 5
Grade 6
Total:
Narrative
Achieved at 2022- 2023- 2024- 2025- 2026- 2027-

least the 2023 2024 2025 2026 2027 2028
level of
proficiency
in Science
Grade 3
Grade 4
Grade 5
Grade 6
Total:
Narrative
Achieved at 2022- 2023- 2024- 2025- 2026- 2027-

least the 2023 2024 2025 2026 2027 2028
level of
proficiency
in Filipino
Grade 1
Grade 2
64
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Grade 3
Grade 4
Grade 5
Grade 6
Total:
Narrative
Achieved at 2022- 2023- 2024- 2025- 2026- 2027-

least the 2023 2024 2025 2026 2027 2028
level of
proficiency
in
Mathematic
s
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Total:
Narrative
Achieved at 2022- 2023- 2024- 2025- 2026- 2027-

least the 2023 2024 2025 2026 2027 2028
level of
proficiency
in MAPEH
Grade 1
Grade 2
65
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Grade 3
Grade 4
Grade 5
Grade 6
Total:
Narrative
Achieved at 2022- 2023- 2024- 2025- 2026- 2027-

least the 2023 2024 2025 2026 2027 2028
level of
proficiency
in ESP
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Total:
Narrative
Achieved at 2022- 2023- 2024- 2025- 2026- 2027-

least the 2023 2024 2025 2026 2027 2028
level of
proficiency
in Araling
Panlipunan
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
66
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Grade 6
Total:
Narrative
Achieved at 2022- 2023- 2024- 2025- 2026- 2027-

least the 2023 2024 2025 2026 2027 2028
level of
proficiency
in EPP
Grade 4
Grade 5
Grade 6
Total:
Narrative
PILLAR 4: RESILIENCY AND WELL BEING
2022- 2023- 2024- 2025- 2026- 2027-

2023 2024 2025 2026 2027 2028
Affected/
displaced by
natural and
man-made
hazards/disa
sters are
retained
67
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Narrative
2022- 2023- 2024- 2025- 2026- 2027-

2023 2024 2025 2026 2027 2028
Reported
violence
committed
against
them by
other
learners
(bullying) or
adults (child
abuse) based
on intake
sheets of
schools
Narrative
Improved 2022- 2023- 2024- 2025- 2026- 2027-

health 2023 2024 2025 2026 2027 2028
statistics M F T M F T M F T M F T M F T M F T
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Total:
Narrative
68
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
PILLAR 5: ENABLING MECHANISMS: GOVERNANCE
2022- 2023- 2024- 2025- 2026- 2027-

2023 2024 2025 2026 2027 2028
SBM level of
practice
Narrative
2022- 2023- 2024- 2025- 2026- 2027-

Ideal Ratio
2023 2024 2025 2026 2027 2028
Classroom
Teachers
Narrative
2022- 2023- 2024- 2025- 2026- 2027-

2023 2024 2025 2026 2027 2028
Connection
to electricity
Connection
to internet
Water and
Sanitation
(WatSan)
facility
Water source
Narrative
STRATEGIC DIRECTIONS AND KEY INTERVENTIONS

Goal: By the end of 2028, all learning areas programs shall
Pillar 1 have been prioritized in the generation of resources.
Strategy Intervention Major Outputs
69
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Access Intensify the Assess learners on their Assessment Tools

implementation of reading performance using
interventions in school-initiated
literacy/numeracy assessments
and science process
skills to improve the Issue a school School memo
reading levels of memorandum on the Designation of key
learners designation of key reading teachers
teachers and the
implementation of the
intervention identified
Established a school-wide Project proposal
or classroom-based
reading, numeracy and
science skills interventions
Conduct classroom Supervisory report,

observations COT
Conduct M&E on the ACR,

implementation of M&E Report
advocacy programs in LNS
Promote a culture of Establish a Reward System Guidelines in the

learning with a to recognize best practices Recognition of Best
focus on literacy, and classroom-based Practices in LNS
numeracy, and interventions relative to intervention
science skills LNS
Pillar 2 GOAL: By the end of 2028, 100% of the school resources shall
have been distributed equitably

Equity Provide a safe, Intensify the SBFP Report
healthy and child- implementation of School- Work Financial Plan
friendly learning Based Feeding Program to Purchase
environment to wasted and severely Order/Report
promote meaningful wasted learners
learning experiences Sustain SBFP from Gulayan sa Paaralan
proceeds of Gulayan sa Inventory of Harvest
Paaralan
Conduct fitness programs ACR
in school such as Zumba Letter to Conduct
& sports Fitness Program
Conduct projects and PPAs
programs that will cater IP
learners
70
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Pillar 3 GOAL: By the end of 2028, the learners shall have achieved the
following minimum proficiency level:
Learning Area Target

Key Stage 1 Key Stage 2
Filipino 80% 80%
English 70% 70%
Mathematics 70% 70%
Science 70% 70%
MTB 80% 80%

Strengthen home- Conduct orientation/ training
Quality school partnership orientation/trainings of
on promoting parents on their roles in
lifelong learning
learning

Recognized parents’ 100% parents’
participation in learning participation
and well-being of
learners
Pillar 4 GOAL: By the end of 2028, 100% of the identified teachers

shall have been capacitated on literacy, numeracy, and
science skills development and enhancement across grade
levels.
Identify teachers’ Conduct self-assessment E-SAT Results
Resiliency individual needs for and training needs for PDP
Professional Records on Teachers’
and Well-
Development Training
being Programs
Capacitate/re- Provide technical LAC Sessions on LNS

capacitate teachers assistance and trainings to Instruction
on LNS instruction teachers for classroom
instruction on LNS TA Plan and Report
Pillar 5 Goal: By the end of 2028, all programs in all learning areas
shall have been prioritized in the generation of resources.

Sustain partnership Allocate funds based on Deed of Donation
of stakeholders on the result of the needs
71
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Governance the acquisition of assessment

appropriate school Generated resources
needs
Utilization Report
Procure school resources Deed of Donation

Generated Resources
Financial Report
Recognize LGU and other Certificate of
stakeholders’ support Recognition
ACR
Financial Plan
• Six-year Indicative Financial Plan
72
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
73
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
• Year 1 Annual Improvement Plan (2022-2023)
SCHOOL MONITORING, EVALUATION AND ADJUSTMENT (SMEA)
74
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Period Covered:_ January – March 2022
TABLE 1: PHYSICAL AND FINANCIAL ACCOMPLISHMENT

Physical Financial
Output Date Date Status of
Activity Targete Accomplis Allocate Obligate Source
Indicator Disbursed Targeted Accomplished Activity Analysis
d hed d d of Fund
KRA 1 INSTRUCTIONAL LEADERSHIP
Objective 1.1. Supervise and directed all teaching and non-teaching personnel
Write here the
Write Write
Write Analysis on
here the Write Write here the Write here if
Write here the here Write here Write here the targeted
Write here Amount here the here if Date Write here the Done /on-going
Activity to the No. the No. of % the Actual activity in lieu
the No. of allocated Actual MOOE/ targeted Actual date / moved/
attain the of % accomplish amount of the
Targets in the amount Downloa in accomplished dropped
objective targete ed disbursed implementation
AIP/SOB allocated ded fund AIP/SOB (specify date)
d issue or
/WFP /WFP
remarks
Inspected
100% of
regularly
teachers
weekly Home January –
12 100% 100% 0 0 0 0 0 Done submitted
Learning Plan March 2022
WHLP and DLL
and Daily
on time
Lesson Log
Reproduce
Reproduced January- additional
January -
quality learning 347 100% 100% 7,500.00 7,500.00 7,500.00 MOOE Decembe Done learning
March 2022
materials/SLMs r 2022 materials
/SLMs
Monitored and
Monitored checked
teachers February February 21, teachers’ class
12 100% 100% 0 0 0 0 Done
upkeep of 21, 2022 2022 records for the
learners record Second
Grading
Progressive 347 100% 28% 0 0 0 0 March March - July, On-going Only 28% of
Face to Face 2022 2022 the total
classes population
attended the
face to face
classes as of
75
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
March 2022
KRA 2 LEARNING ENVIRONMENT
Objective 2.1. Provided a safe and child friendly learning environment for learners
Learners were
February able to practice
Constructed
15 – February 15 – proper and
handwashing 347 100% 100% 0 0 0 0 Done
March 6, March 6, 2022 correct health
area
2022 practices in
the school
KRA 3 PARENTS' INVOLVEMENT AND COMMUNITY PARTNERSHIP

Objective 3.1. Establish linkages with stakeholders
100% of the
pupils who
Feeding March 22, attended F2F
98 100% 100% 0 0 0 0 0 Done
program 2022 classes
benefited the
feeding.
KRA 4 HUMAN RESOURCE MANAGEMENT AND DEVELOPMENT

Objective 4.1. Organized and conducted In-service trainings
School
programs/proj
ects and
January -
Conducted LAC 1 SH, 12 January - activities we
100% 100% 0 0 0 0 March Done
Sessions Teachers March 2022 evaluated and
2022
necessary
adjustments
were made
4 of the
teachers
attended the
seminar that
Red Cross April 1,
4 100% 100% 0 0 0 0 April 1, 2022 Done aims to
Seminar 2022
relieves human
suffering in
Disaster and
emergencies
KRA 5 SCHOOL LEADERSHIP, MANAGEMENT AND OPERATION
Objective 5.1. Objective per KRA (Indicate all objectives in this KRA in separate rows)
76
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Utilization and
100 %
liquidation of Liquidation of
utilization
MOOE budget January MOOE budget
and 89,537.5 89,537.5 January to
for the 100% 100% 89,537.50 MOOE to March Done were
liquidation 0 0 March 2022
procurement of 2022 submitted on
of MOOE
supplies and time
budget
others
Total,
divide by 30,000.0 30,000.0
TOTAL N/A 100% 30,000.00 N/A N/A N/A N/A N/A
No. of 0 0
Activities
Chairperson
Co-Chairperson

Period Covered: January – March 2022
77
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
TABLE 2: ANALYSIS AND FINDINGS ON QUANTITATIVE INFORMATION FOR THE QUARTER/CUMULATIVE

PHYSICAL Findings and
FUNDS UTILIZATION RATE (%)
ACCOMPLISHMENT (%) Analysis
(Qualitative
Quarter Cumulative Quarter Obligated Disbursed Cumulative
Description)
Write here the Write here the Write here the % of Write here the % of Write here the % of Write here the %
average No. of % average % utilization for the obligated amount for disbursed amount of utilization from
accomplished for the accomplished from current quarter the current quarter for the current the start over
quarter the start over total quarter approved total
targets from 1st to budget allocation
4th quarters. from 1st to 4th
quarters.
Quarter 1 25% 25% 25% 100% 94% 24%
Quarter 2
Quarter 3
Quarter 4
TOTAL

Period Covered: January – March 2022
TABLE 4: WAYS FORWARD AND POLICY RECOMMENDATION
78
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Ways Forward Policy Recommendation

Issues/Concerns/Needs/Gaps
Intervention/Resolution Timeline (if needed)
Online “kumustahan” were
Teachers were not able to monitor the learners’
augmented to monitor learners January – June 2022
progress.
progress
Teachers reproduced learning
SLM’s / learning modules not delivered on time. materials using the MOOE fund to January – June 2022
meet 199% capacity.
Remedial instruction by conducting

home visitations/ weekly monitoring
Increasing number of learners under Frustration
of the learners’ situation through January – June 2022
Level and Non-Numerates.
messenger/texts, call, and video
calls
79
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
ANALYSIS AND MANAGEMENT OF RISK
Identified risk Severity
Institutional Risk Risk Probability Impact Overall Mitigation Strategies

Categories High/ High/ Rate
Medium/ Medium/
Low Low
Produce QA assessment tools

Unidentified learning across all learning levels
Strategic Medium (4) High (4)
gaps 4 Conduct item analysis in all
assessment tools
Close monitoring of school
Overlapping school Operationa activities
High (5) Medium (5)
activities l 5 Plan a flexible program of
activities
Commitment building
Commitment of the SPT through periodic monitoring
Operationa
in the implementation of High (5) High (4) and evaluation and reporting
l 4.5
ESIP of accomplishments on ESIP
implementation
Lack of training among
school personnel relative Skills development trainings
Strategic High (5) Medium (3)
to numeracy, literacy, 4 for teachers
and science skills
Utilization of existing Recommendation for
Operationa
dilapidated High (5) Medium (3) repair/construction of new
l 4
buildings/classrooms buildings/classrooms
Capacitate teachers on
Low research outputs research-based knowledge

relative to literacy and Strategic High (5) Medium (3) Strengthen support in
4
numeracy various research endeavors
and initiatives
Minimal involvement of
Empowerment of student
student leaders in
Strategic High (5) Medium (3) leaders relative to school
school planning and 4 planning and operations
operations
80
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Unavailability of Set flexible schedule for

teachers on the training Strategic Medium (3) Medium (4) trainings and other activities
schedule 3.5 for teachers
Intensify and sustain

partnership and linkages for
Uncovered financial professional development of
assistance for teachers
Financial Medium (3) Medium (4) teachers
in the school MOOE for 3.5
trainings Realignment of budget in the
school MOOE for
INSETs/trainings
Continuously train untrained

Possible reassignment of
Strategic Medium (4) High (5) teachers in the LNS
trained teachers 4.5 instruction
Insufficient skills, Continuous conduct of

experience and capability building and LAC
Operational Medium (4) High (5) 4.5
knowledge of teachers in sessions in the LNS
the LNS instruction instruction
LGU support to learners Realign plans with the

may be affected by the Financial Medium (3) High (5) priorities under the new
new budget scheme 4 budget scheme of the LGU
Additional resource Intensify and sustain

generations from Financial Medium (3) High (5)
4 partnership and linkages
external stakeholders
81
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Health and wellness of Intensified implementation of

learners and school Operational Medium (4) Medium (3)
3.5 health and nutrition services
personnel
Educating learners in the

Decline in Promotion
intermediate grades on the
and Transition rates due
Strategic Medium (3) Medium (4) 4 effects of early pregnancy
to early pregnancy and
and child labor to studies
child labor
and wellbeing
COMMUNICATION PLAN
Communicatio Person
Target Activity Time
n Messages Budget Responsibl
Audience Channel Frame
Objective e
Convene of
School
To craft and School Planning October- School
F2F
finalize the Planning Team for Novembe None Planning
Presentation
ESIP Team Crafting and r 2022 Team
Finalization
of ESIP
To submit e- Submission
School
copy of ESIP District ESIP of ESIP to Online Decembe
None Planning
to the District Team the District submission r 5, 2022
Team
ESIP Team ESIP Team
Presentation F2F
To present Decembe School
District ESIP of ESIP to Presentatio
ESIP to the r 7-9, None Planning
Team the District n
District Team 2022 Team
Team
Revision of F2F
To revise ESIP ESIP based Presentatio
based on School on n Decembe School
recommendati Planning Recommend r 12-16, None Planning
ons of the Team ations of 2022 Team
District Team District
Team
Online Online
To submit e- Division School
Submission submission January
copy of ESIP Planning None Planning
of ESIP to 6, 2023
to the SDO Team Team
the SDO
82
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
To submit Submission Physical

Division reporting School
hardcopy of of Hardcopy January
Planning None Planning
ESIP to the of ESIP to 9, 2023
Team Team
SDO the SDO
Face-to-face
presentatio
To present Presentation January School
Stakeholder n Php3,00
ESIP to of ESIP to 9-20, Planning
s 0.00
stakeholders Stakeholders 2023 Team
RESEARH SUPPORT
https://bungunyass.eq.edu.au/supportandresources/formsanddocuments/
documents
Education: From disruption to recovery. (2022). Retrieved 17 June 2022, from
https://en.unesco.org/covid19/educationresponse
83
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
84
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
85

E SIP San Juan ES 2022 2028

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What are the school's priorities according to the ESIP?

What are the school's priorities according to the ESIP?

What challenges does the school aim to address according to the ESIP?

What challenges does the school aim to address according to the ESIP?

Republic of the Philippines

 Students learn in a child-friendly, gender-sensitive, safe, and motivating

DepEd Core Values

San Juan Elementary School Planning Team (SPT) convened to prepare

SPT Duties and Responsibilities

c. Facilitates actual planning workshop.

I. SCHOOL CURRENT SITUATION

Grad 2018 - 2019 2019 - 2020 2020-2021 2021 - 2022

* The table shows an average increase of 2.3 % in enrolment every year.

B. SCHOOL PERFORMANCE INDICATORS

Performa 2018 – 2019 2019 - 2020 2020 - 2021 2021 – 2022

C. PARTICIPATION RATE OF OSC

2018 - 2019 2019 - 2020 2020 - 2021 2021 – 2022

D. GOOD PERFORMING AND PROBLEMATIC KPIs

4 Promotion Interventions Reading No new available

E. ANALYSIS OF STRENGTHS AND WEAKNESSES OF PAST INTERVENTIONS

Intervention/Programs/Projects/Activities Strengths Weaknesses

motivate the parents’ work,

F. FORESEEABLE PROBLEMS IF PROBLEMATICS KPIS ARE NOT ACTED

1.Increase in the number of non-readers and non-numerate learners

2018-2019 2019-2020 2020-2021 2021-2022

Write your interpretation here

Factors Relative to School Leavers

Factors Relative to School Low Transition

Write your interpretation here

2018-2019 2019-2020 2020-2021 2021-2022

SY:2018 – SY: 2019 – SY: 2020 – SY: 2021 –

ACHIEVEMENT TEST 2018-2019

Learning Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Learning Grade 1 Grade 2 Grade 3 Garde 4 Grade 5 Grade 6

ACHIEVEMENT TEST 2020-2021

Learning Grade 1 Grade 2 Grade 3 Garde 4 Grade 5 Grade 6

ACHIEVEMENT TEST 2021-2022

Learning Grade 1 Grade 2 Grade 3 Garde 4 Grade 5 Grade 6

EPP/TLE 85.42 87.96 85.72

Learning Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

LEAST AND MOST LEARNED COMPETENCIES

GRADE LEVEL LEAST LEARNED MOST LEARNED

kakayahan o talino. iingat ng katawan.

pangangasiwa at lokasyon ng Pilipinas batay

Reading Assessment Results – English

2018-2019 2019-2020 2020-2021 2021-2022

Reading Assessment Results – Filipino

2018-2019 2019-2020 2020-2021 2021-2022

M 141 152 133 122

Phil-IRI Test Results (English)

2018-2019 2019-2020 2020-2021 2021-2022

Phil-IRI Test Results (Filipino)

2018-2019 2019-2020 2020-2021 2021-2022

2018-2019 2019-2020 2020-2021 2021-2022

PILLAR 4: RESILIENCY AND WELL-BEING

2.REASONS FOR BULLYING COMMITTED IN THE SCHOOL

B. DISASTER RISK REDUCTION MANAGEMENT

2. RESULT OF DISASTER INCIDENCES

Disaster/Incidence/Emergencie 2019 2020 2021 2022