Esip Les 2022 2028

APPROVAL SHEET
Date:
MOISES D. LABIAN, JR. PhD, CESO VI
Schools Division Superintendent
Schools Division of Calbayog City
SIR:
We are happy to inform you that Langoyon Elementary School has completed its
Enhanced School Improvement Plan (E-SIP) for School Years 2023-2025 which we are
hereby endorsing for your review and acceptance.
We are happy to inform your good office that this E-SIP is a collaborative effort of
school head, teachers, community leaders, parents and pupils.
Thank you very much and more power!
SCHOOL-COMMUNITY PLANNING TEAM
AMINA T. CASALJAY RAQUEL C. TALAY VIRGINIA BELINO

Student representative Teacher representative Parent representative
VERNA COMESION RAQUEL C. TALAY

SHERYLYN C. BAŇACIA
Barangay / LGU representative Member of School Child Protection
Member of SDRRMC
Committee
RANDY A. NABLE
School Head
Reviewed by:
TERESA D. VILLA MERCIDITA S. GARCIA
Public Schools District Supervisor EPS / District Adopter
OSCAR D. BILLATE, JR. NELSON R. BELLO

SEPS- SMME / SBM Coordinator SEPS – Planning and Research
Recommending Approval:
UBALDO D. DIOMANGAY RENATO S. CAGOMOC, Ed.D

Chief, SGOD Chief, CID
SHERLITA D. PALMA, PhD, CESO VI

Assistant Schools Division Superintendent
Approved:
MOISES D. LABIAN, JR. PhD, CESO V

Schools Division Superintendent
Project INSPIRE: Integrative, Network-based, and Systematic

Processes for Innovative Reading Enhancement
TABLE OF CONTENTS
Cover Page i
Table of Contents ii
Executive Summary iii
Chapter 1: School’s Vision, Mission, Core Values and Mantra Page x
Chapter 2: School’s Current Situation Page x
A. Introducing the School Page x

B. School Performance on Access Page x
C. School Performance on Quality Page x
D. School Concerns on Equity and Inclusion Page x
E. School Concerns on Resiliency and Well-Being Page x
F. School Concerns on Governance Page x
G. Other Unique Concerns Page x
Chapter 3 : Improvement Plan

Strategic Directions
Goal
Objectives
4 Pillars and Intermediate Outcomes Page x
A. School Performance Indicators Page x
B. Improvement Plan with Key Indicators Page x
Chapter 4 : Financial Plan Page x
A. Six-Year Indicative Financial Plan Page x

B. Year 1 Annual Improvement Plan Page x
Chapter 5: School Monitoring and Evaluation and Adjustments

(SMEA) Page x
A. Monitoring & Evaluation Strategies Page x

B. M&E Activities Page x
Chapter 6: Risk Management Plan Page x
Appendices

MESSAGE OF THE SCHOOL HEAD
The School Improvement Plan of Langoyon Elementary School showcases the
academic performance of the school, as well as its physical development in spite of the
occurrences of some unavoidable incidents that affects the learning experiences of the pupils.

Undoubtedly, Langoyon Elementary School has been improving its physical facilities
and its academic excellence. The increased participation of the stakeholders in the community
and in the school as well has a great impact in the existence of the institution.

The harmonious relationship of the school personnel has a great contribution on the
performance of the school.

At present, Langoyon Elementary School is aiming for its continuous progress, with
the determination and dedication of the educators in imparting their knowledge to their learners
with the wholehearted support of the stakeholders, parents, Brgy. Council.
INTRODUCTION

The school, being quoted as the “second home” of the learners, is where their abilities,
intelligence, skills and even talents are being honed to prepared to be better and successful
Processes
individuals in the future. Hence, for
the Innovative
Department ofReading
EducationEnhancement
aims to provide quality,
equitable, cultured-based and complete basic education to these clienteles. The institution
EXECUTIVE SUMMARY


C
H
A
CHAPTER 1 P
T
E
R
Processes for Innovative Reading Enhancement 1
Department of
Education Mission,
Vision, and Core
Values Statement
DepEd Vision, Mission, and Core Values Statement

C
H
A
We dream of Filipinos P
who passionately love their country
Project INSPIRE: and whose values
Integrative, and competencies
Network-based, and Systematic T
enable them to realize their full potential
and contribute meaningfully toReading
building theEnhancement
nation.
E
Processes for Innovative
R
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

Maka-Diyos
Makakalikasan
Makatao
Makabansa
Documentation of the Vision Sharing Activity

Langoyon Elementary School held a vision sharing with the Barangay Officials and
C
representatives to deepen the understanding and essence of School Vision, Mission
H
and Core Values. Ideas, thoughts and perceptions were being brought out and
A
shared by our teacher participants and barangay representatives. Our School Head
P
Project INSPIRE: Integrative, Network-based, and Systematic T
E
R
Mr. Randy A. Nable enthusiastically presents the different project proposals that will
uplift pupils needs, improve the quality of education, and enhance the school in
producing a learner centered and child friendly environment.
As a learner-centered school teachers facilitate learning that constantly enable the

pupils to learn in a child friendly, gender sensitivity and motivating environment.
Administrators and staff ensure the positive support from the school stakeholders to
actively engaged them to share responsibility in developing life-long learners and
nurturing the pupils to be Maka-Diyos, Maka-tao, Makakalikasan and Makabansa
that is the primarily goal of the school.
Equipping the pupils for which is an equipment to produce quality and competent
learners in a 21st century education will enable them to realize their full potential in
building the nation.

C
H
A
P
T
CHAPTER 2 E
R
2
SCHOOL CURRENT
SITUATION
SCHOOL CURRENT SITUATION

A. Background
Langoyon Elementary School is located in the Happy Valley area of Calbayog City.
It is 14 kilometers away from the city. It is scenically located on a hill within the Brgy. San
Jose and Brgy. Esperanza.
ProjectLangoyon
INSPIRE: Integrative, Network-based, and Systematic
Elementary School is a multi-grade school that caters the Basic
Processes
Education needs of Kinder for6 Innovative
to Grade Reading
learners who are Enhancement
from Brgy. Langoyon. It caters 17
B. School Performance on Access
Pillar 1: ACCESS
The Key Performance Indicators (KPIs) under access covers all learners in schools
and measures their participation in all levels of education from kindergarten to
Grade 6.
 ENROLMENT
ENROLMENT BY GENDER
30
25
20
15
10
0
2019-2020 2020-2021 2021-2022 2022-2023
Male Female Total
School Year MALE FEMALE TOTAL

2022-2023 8 9 17
2021-2022 12 13 25
2020-2021 14 14 28
2019-2020 14 10 24

 HISTORICAL DATA
5-YEAR OLD CHILDREN

12
10
0
2022-2023 2023-2024 2024-2025 2025-2026 2026-2027
Male Female Total
School Year MALE FEMALE TOTAL

2022-2023 7 4 11
2023-2024 6 4 10
2024-2025 5 3 8
2025-2026 6 4 10
2026-2027 6 4 10

 DROPOUT RATE
DROPOUT RATE
0 0 0 0 0 0 0 0 0 0 0 0
2018-2019 2019-2020 2020-2021 2021-2022
Male Female Total
 SCHOOL LEAVER RATE
School Leaver Rate

40%
40%
33%
35%
30%
25%
20%
15%
10%
5%
0% 0%
0%
2019-2020 2020-2021 2021-2022 2022-2023

 TRANSITION RATE
100%
90%
80%
70%
60%
100% 100% 100%
50%
40%
30% 50%
20%
10%
0%
2019-2020 2020-2021 2021-2022 2022-2023
 COHORT-SURVIVAL RATE
COHORT-SURVIVAL RATE
250%
200%
150%
250%
100%
150%
80%
50%
18%
0%
2019-2020 2020-2021 2021-2022 2022-2023

 COMPLETION RATE
COHORT-SURVIVAL RATE
250%
200%
150% 250%
100% 150%
80%
50%
18%
0%
2019-2020 2020-2021 2021-2022 2022-2023
Column1 Column2 Column3
C. School Performance on Quality
 ENGLISH
COMPARATIVE READING PROFILE

(ENGLISH)
14
12 12
12
10 10 10
10
8 8
8
6
6 5 5
4 4
4
0
2019-2020 2020-2021 2021-2022 2022-2023
STRUGGLING INSTRUCTIONAL INDEPENDENT

SCHOOL YEAR STRUGGLING INSTRUCTIONAL INDEPENDENT
2022-2023 5 8 4
2021-2022 10 10 5
2020-2021 12 10 6
2019-2020 4 12 8
 FILIPINO
COMPARATIVE READING PROFILE

(FILIPINO)
14 13
12 11
10 10 10 10
10
6 5 5 5
4
4 3 3
0
2019-2020 2020-2021 2021-2022 2022-2023
DI-MAKABASA PAGKATUTO MALAYA
SCHOOL YEAR DI MAKABASA PAGKATUTO MALAYA

2022-2023 4 3 5
2021-2022 10 10 5
2020-2021 10 5 13
2019-2020 3 10 11

 SCHOOL READING PROFILE (ENGLISH) 2022-2023
ENGLISH
6
3 3
1 1
Pre-Assessment Mid-Assessment
Frustration Instructional Independent
 SCHOOL READING PROFILE (FILIPINO) 2022-2023
ENGLISH
6
3 3
1 1
Frustration Instructional Independent

 SCHOOL CRLA PROFILE 2022-2023
 GRADE 1 (SINIBUANONG BINISAYA)
GRADE 1 CRLA
2 2
1 1
0 0 0 0
Full Refresher Moderate Refresher Light Refresher Grade Ready
 GRADE 2 CRLA (SINIBUANONG BINISAYA)
GRADE 2 CRLA
2 2
1 1
0 0 0 0
 GRADE 2 CRLA (FILIPINO)
GRADE 2 CRLA
2 2
1 1
0 0 0 0
Processes forPre-Assessment
Innovative Reading Enhancement
Mid-Assessment
 EGRA-ARATA PROFILE 2022-2023
EGRA-ARATA
4
2 2
0 0 0
Independent Transitional Emergent
 NUMERACY PROFILE 2022-2023
NUMERACY
8
7
3
2
1
Highly Numerates Moderately Non-Numerates

Numerates
First Quarter Second Quarter

D. School Concerns on Equity and Inclusion
Disadvantage No. of Challenges Projects/ Strength Weaknesses

Sectors Learners Program
s
Learners with Poor Project Understanding Learners
Disabilities Comprehension LRC “ Love the nature of with
and lack of in Reading the learners disabilities
motivation to and and motivating have lower
learn Counting” them to learn attendance
is the most rate.
important
Lack of learning predictor of
materials. learners
learning.
Working 4 Hunger and Project Minimize the
children/Child poor nutrition. Sulod number of
labor learners who
Absenteeism. are victims of
child labor.
E. School Concerns on Resiliency and Well-Being

- Nutritional Status of Learners
Number of Learners by Health Status

SY: 2022-2023
Kinder to Grade 3 0 Grade 4 to Grade 6
6
2
5
0 0
4
3 3 1
4 4
2 1
Project INSPIRE:
1 1
0 Integrative,
0 Network-based,
0 and Systematic
0
1
0
Male Female
Processes for InnovativeMale Female
Reading Enhancement
Incidence of Bullying
Incidence of Bullying
1
0.9
0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0
Kinder Grade 1 Grade 3 Grade 4 Grade 5 Grade 6
5-10 yrs old 11-15 yrs old 15 yrs beyond
The data presents that there’s zero case incidence of bullying recorded this
school year. This result was achieved through the strong campaign of the school
against bullying. In support, parents teach their children with humility and respect
other children.
F. School Concerns on Governance
The governance issues encountered by the school for the last 3 years.
The school encountered some issues in terms of facilities.
1. School Perimeter fence - in order to promote a safe motivating school
environment there is a need to construct the school Perimeter fence.
2. No Internet Connection. It helps to feel convenient and or conducive for

learning. It also help sharing of information and communication. It let pupils
access lectures online and refer to relevant study material in various
multimedia. It also helps teachers by letting them use various tools in their
curriculum. The area of school is not accessible to internet connection that’s
why the pupils left behind in terms of using technologies like computer,
smartphone etc.

3. Lack of school Laptop and Television Set- Teachers can integrate the use
of technology in actual teaching if they are provided with enough technological
resources. It is a great help to them if they had sufficient technology to answer
the fast challenges trends of the modern era.
G. Other Unique Concerns
Langoyon Elementary School is kilometers away from the city. It is located

uphill within the barangay of San Jose. With this, the school faces a great challenges
or problems that should address immediately. The following are the problems that
the school and the barangay is facing today.
1. Unsafe Drinking Water

2. Low Enrolment
3. Food Scarcity
4. Increasing Malnutrition
5. Unavailability of Textbooks
6. Lack of functional armchairs
7. Slippery Road
8. No Medical Assistance
9. Drainage System

Chapter III
Improvement Plan
STRATEGIC DIRECTIONS
The strategic directions set out the school’s goal, and targets for the next six (6) years and
the strategies for achieving those goals and targets.
GOAL
All learners attend school, stay in school, and finish key stages equipped with the learning
standards.
OBJECTIVES
1) Improve access to relevant basic education opportunities to all school-age
children, out-of-school youth, and adults;
2) Strengthen the provision of inclusive basic learning opportunities and appropriate
quality basic education to all school-age children, out-of-school youth and adults in
situations of disadvantage;
3) Improve proficiency levels and attainment of learners across key stages to attain
learning standards necessary in pursuing their chosen path in the completion of K to 12
basic education;
4) Strengthen rights-upholding, resilience-promoting, and skill-enhancing initiatives
on learners’ well-being; and
5) Improve the provision of enabling, resilient, nimble, efficient and modern
processes in operations and management across governance levels
PILLARS Intermediate Outcomes
Pillar 1:  All school-age children, out-of-school youth, and adults
ACCESS accessed relevant basic learning opportunities
Pillar 2:  Disadvantaged school-age children and youth, and adults
EQUITY benefited from appropriate equity initiatives
Pillar 3:  Learners complete K to 12 basic education, having
QUALITY successfully attained all learning standards that equip them
with the necessary skills and attributes to pursue their
chosen paths
Pillar: 4:  Learners are resilient, know their rights, and have the life
RESILIENCY and skills to protect themselves and claim their education-
WELL-BEING related rights from DepEd and other duty-bearers. They
help promote other learners’ well-being while being aware

of their responsibilities as individuals and as members of
society
Enabling  Modern, efficient, nimble, and resilient governance and
Mechanisms: management processes
GOVERNANCE
and MANAGEMENT
A. Key Performance Indicators

(Example only, add more indicators based on Sub-Intermediate Outcomes)
Table 1.
Baseline and Six-Year Physical Target per Key Performance Indicators in Pillar 1 (ACCESS)
Key Performance Baseline Data Six-Year Physical Target

Indicator 2022-2023 2023 2024 2025 2026 2027 2028
Intermediate Outcome: All school-age children, out-of-school youth, and adults accessed relevant
basic learning opportunities
1. Percentage of school-age children in school- Net Enrolment Rate ( NER)
kindergarten 4
Grade 1 3
Grade 2 3
Grade 3 0
Grade 4 1
Grade 5 1
Grade 6 5
2. Percentage of enrollees in school regardless of age- Gross Enrolment Rate ( GER)
kindergarten 4
Grade 1 3
Grade 2 3
Grade 3 0
Grade 4 1
Grade 5 1
3. Incidence of out-of-school children ( OSC) and out-of-school youth (OSY)
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
4. Percentage of enrollees in school in a given school year who continue to be in the following
school year – Retention Rate
5.
Completion Rate
GRADES 1-6
SIO # 1.4 ALS

Table 2.
Baseline and Six-Year Physical Target per Key Performance Indicators in Pillar 2 (EQUITY)

Indicator 2023 2024 2025 2026 2027 2028
Intermediate Outcome: Disadvantaged school-age children and youth, and adults benefited from
appropriate equity initiatives
SIO #2.1 All school-age children and youth, and adults in situations of disadvantage are
participating in inclusive basic learning opportunities and receiving appropriate quality education
Kindergarten ND
Grade 1 ND
Grade 2 ND
Grade 3 ND
Grade 4 ND
Grade 5 ND
Grade 6 ND
Table 3.
Baseline and Six-Year Physical Target per Key Performance Indicators in Pillar 3 (QUALITY)
Indicator 2023 2024 2025 2026 2027 2028
Intermediate Outcome: Learners complete K to 12 basic education, having successfully
attained all learning standards that equip them with the necessary skills and attributes to
pursue their chosen paths
SIO # 3.1 Learners attain Stage 1 (K-3) learning standards of fundamental reading and
numeracy skills
SIO # 3.2 learners attain Stage 2 ( grade 4-6) learning standards in required literacy and
numeracy skills and apply 21st century skills to various real-life situations
NUMERACY SKILLS )
kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
READING/LITERACY SKILLS
kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
National Achievement Test (NAT 6) Proficiency Level per subject
Araling
Panlipunan
English
Filipino
Mathematics
Science
Note: Only SIO#1 and SIO#2 are part for the elementary level

Table 4.
Baseline and Six-Year Physical Target per Key Performance Indicators in Pillar 4:
(RESILIENCY and WELL-BEING)
Indicator 2023 2024 2025 2026 2027 2028
Intermediate Outcome: Learners are resilient, know their rights, and have the life skills
to protect themselves and claim their education-related rights from DepEd and other duty-
bearers. They help promote other learners’ well-being while being aware of their
responsibilities as individuals and as members of society
SIO# 4.1 Learners are served by the school that adheres to a right-base education
framework at all levels
kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
SIO #4.2 Learners are safe and protected, and can protect themselves from risks and
impacts from natural and human induced hazards
2. Percentage of learners per grade level participating in quarterly earthquake drill
kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
SIO # 4.3 Learners have the basic physical, mental, and emotional fortitude to cope with
various challenges in life and to manage risks
3. Percentage of learners per grade level receiving health and psychosocial support
kindergarten
Grade 1
Grade 2
Grade 3

Grade 4
Grade 5
Grade 6
4. Percentage of learners per grade level with improved health statistics
kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Table 5.
Baseline and Six-Year Physical Target per Key Performance Indicators in Pillar 5:
(ENABLING MECHANISMS- Governance and Management)

Indicator 2023 2024 2025 2026 2027 2028
EM#1: Education leaders and managers practice participative, ethical and inclusive
management process
Achieving the ideal

SBM level of practice
Achieving ideal ratio
on:
Classroom
Teacher
With connection to:
Grade 5
Grade 6
Note: Example only, add more strategies based on SIO)
B. School Strategic Directions with Key Interventions
Pillar 1: Intermediate Outcome: All school-age children, out-of-

school youth, and adults accessed relevant basic
ACCESS learning opportunities
PROGRAMS/ ACTIVITIES RESPONSIBL RESOURCES
PROJECTS E PERSON
SIO #1.1 All 5 year old children attend school
Strategy 1: Early Enrolment MOOE
Improve PROJECT Registration Committee SEF
learning SULOD Advocacy / School Head SPTA Fund
access to House to house SPTA Other source of

universal Campaign fund
kindergarten Open House
education
SIO # 1.2 All learners stay in school and finish key stages
Strategy 2: Parent HRPTA HRPTA Fund
Conference class adviser Other source of
Donors fund
Presentation of
class LRC
proposal
Pledges/
Donation Drive
Project
Implementation
Pillar 2: Intermediate Outcome: Disadvantaged school-age children and

youth, and adults benefited from appropriate equity initiatives
EQUITY PROGRAMS/ ACTIVITIES RESPONSIBL RESOURCES
PROJECTS E PERSON
SIO #1.1
SIO # 1.2
Strategy 2:
Pillar 3: Intermediate Outcome: Learners complete K to 12 basic

education, having successfully attained all learning standards that
QUALITY equip them with the necessary skills and attributes to pursue their
chosen paths
PROJECTS E PERSON
SIO #1.1
SIO # 1.2
Strategy 2:

Pillar 4: Intermediate Outcome: Learners are resilient, know their rights,
and have the life skills to protect themselves and claim their
RESILIENCY education-related rights from DepEd and other duty-bearers. They
and WELL- help promote other learners’ well-being while being aware of their
BEING responsibilities as individuals and as members of society
PROJECTS E PERSON
SIO #1.1
SIO # 1.2
Strategy 2:
Intermediate Outcome: Modern, efficient, nimble, and resilient

Enabling governance and management processes
Mechanisms: PROGRAMS/ ACTIVITIES RESPONSIBLE RESOURCES
GOVERNANCE PROJECTS PERSON
and
MANAGEMENT
SIO #1.1
SIO # 1.2
Strategy 2:

Chapter 4
Financial Plan
A. Six-Year Indicative Financial Plan
4 PILLARS
RESELIENCY
WELL_BEING
Programs, Year Year Year Year Year Year

Projects, & 1 2 3 4 5 6
QUALITY
ACCESS
EQUITY
Activities
&
KRA 1: INSTRUCTIONAL LEADERSHIP

Objective 1. To account for learning outcomes of schools and centers vis-à-vis
and targets
Quarterly School
/ / / / / / /
MEA
Objective 2. To perform instructional supervision to achieve learning outcomes.
School head in
Action
1. COT
/ Accomplished / / / / / /
2. SISP and
SISR
Accomplished
Objective 3. To manage instructional system.
/ / / / SBCM / / / / / /
Objective 4. To formulate intervention programs/innovations for learner's
development.
/ Project Korte / / / / / /
May puso sa
/ / / / / / / /
Paaralan
/ / I-LAB Eskwela / / / / / /
Objective 5. To organize special classes for learners with special needs.
/ Project BEN: A Road / / / / / /

to Literate Learner
Project BEN: A Road
/ to Numerate / / / / / /
Learners
Objective 6. To practice equitable distribution of teaching loads and observe
teacher-learner ratio.
Project ANEW
1. Classroom
/ / / / / / /
Programs
submitted
Objective 7. To provide equitable distribution of instructional materials.
Buklat BookLAS
Instructional
/ / / / / / /
materials equitably
distributed
Objective 8. To assess learning outcomes of learners.
E-test na yan
/ TOS and Test / / / / / /
questions developed
KRA 2: Learning Environment
Objective 1. to provide a safe and child-friendly learning and school environment
for students/learners
Project 6 (6 Flagship
Programs of DepEd
on Oplan
/ / / / / / / / / /
Kalusugan sa
DepEd / OK sa
DepEd)
GPP - Gulayan sa
/ / / / / / / / / /
Paaralan
KRA 3: Human Resource Management Development
Objective 1. To provide technical assistance to teachers on matters pertaining to
enhancement of classroom, managements, skills and instructional competence
and to non-teaching personnel for support services within the RPMS cycle.
Technical
/ / / / / / /
Assistance /SLAC
Objective 2. To organize and conduct school-based INSETs.
Teacher Eskwela
Teachers
/ Professional / / / / / /
Development/INSET
activities conducted
Objective 3. To promote and coordinate services for the holistic development of
school personnel and pupils.
/ / Project ANEW / / / / / /
(Acting, Nurturing,
Engaging, Well-
balanced
Mabinians)
Extension services
conducted (e.g.
Adopt-A-Purok
Program, Tree

Planting Activities,
Clean-Up Drive
Activities,etc)
/ / / / SBM / / / / / /
/ Team Building / / / / / /
Trainings for
/ / / / teaching and non- / / / / / /
teaching personnel
Objective 4. To evaluate/ assess all school personnel performance and
recommend promotion.
Mid-Year
/ / / / / / /
Performance Review
Year-End
/ / / / / / /
Performance Review
KRA 4: Parents’ Involvement
Objective 1. To establish school and family and community partnership for
school performance
/ SGC Established / / / / / /
/ SPTA Established / / / / / /
ALUMNI Association
established
Objective 2. To conduct meetings (might be F2F or online meeting) of parents
and other stakeholders regularly to confer/inform about school accomplishments.
Regular Meetings of
/ SGC, SPTA, Alumni / / / / / /
Ass. Conducted
Objective 3. To design programs with parents and stakeholders to address
school needs.
Stakeholders'
/ / / / / / /
Pasidungog
KRA 5: School Leadership, Management and Operation
Objective 1. To supervise and direct all school teaching and non-teaching
personnel.
FGDs and Staff
/ Conferences / / / / / /
Conducted
Objective 2. To manage school funds according to prioritized needs.
Classrooms repaired
/ / / / / /
and maintained
Instructional
flatscreen TV
procured
Electric and water
bills paid
fidelity bond
renewed
/ / / / / /
Scouting activity
conducted
Graduation Activity
conducted
Tarpaulins and
/ / / / / /
signages printed

Communication
/ / / / / /
Allowance entitled
Sports Equipment
procured
GAD related
/ / / / / /
activities conducted
School/Office
/ / / / / /
Supply purchased
Utility salary paid
Objective 3. To evaluate the school plant, physical facilities fitness, safety and
sufficiency of technology and equipment with the assistance of specialists.
Project InSPECTS
(Inventory of School
Physical facilities
and Equipment for
Continuous and
/ / / / / / / /
Timely Services)
School Inventory of
Physical Facilities
and Equipment
conducted
Objective 4. To mediate and ensure resolution of conflicts in school.
Project
IamResponsible
/ / Grievance / / / / / /
committee
formulated

B. Year 1 Annual Improvement Plan

Chapter 5
Monitoring and Evaluation
A. M&E (monitoring & evaluation) Strategies

B. M&E Activities
MONITORING AND EVALUATION
M & E Procedures

The School Quality Management Team (SQMT) is responsible in the
monitoring and evaluation of the programs and projects implemented by
the school based on the School Improvement Plan and the Annual
Implementation Plan. M & E will be done every quarter in order to keep
track on the implementation and to provide objective information that can
inform decision-making in order to continuously improve the delivery of
school services for basic education and the school’s performance or health
to achieve the desired education outcomes. This will even provide valid,
reliable and accurate data in decision-making to come up with possible
actions and interventions to achieve the said desired education outcomes.
The following are the procedures/processes followed in the School
Monitoring Evaluation and Adjustment (SMEA) Process:
1. Data Gathering
 Data gathering is done quarterly by internal M & E Team to Teachers,
SHs, & project Implementers during the pre-work prior to SMEA.
 Physical Outputs (PO) being accomplished are identified from their
work plans together with the standards if followed.
 School Internal Monitoring and Evaluation Team (IMET) consolidate
their accomplishments using PO template and prepares the MOVs to
support the report.
 Includes identification of issues, facilitating and hindering factors,
lessons learned and good practices encountered by schools which
are identified before the SMEA proper.
 Collecting both quantitative and qualitative information.
2. Data Validation
 Determining if reported data are based on standards set and MOVs.
3. Data Processing and Analysis

 Summary of accomplishments, issues for resolution and lessons learn
presented to management.
 The quantitative data can be transformed into percentages, ratios,
ranks or measures of central tendency. These are also presented in
tables and graphs to show relationship between variables.
 The analysis can also correlate physical outputs with funds utilized.
 Analysing information required to answer the M & E questions on
efficiency, effectiveness & relevance.

 Agree on a set of Planning Standards
 Review data and make initial conclusions.
 Write conclusions
4. Management Response
 Reporting of M & E results by the school IMET is used to validate
information during the actual MEA.
5. Adjustment of Plan
 This can be in terms of modifying the earlier strategies used,
rescheduling of activities, aligning available resources, making
decisions on discontinuing the projects, etc.
M and E Structure
RANDY A. NABLE
Schood Head
RAQUEL C. TALAY
School M and E Coordinator
SHERYLYN C. JESSICA B. DERIO VERNA COMESION

BANACIA GPTA President Brgy. Captain
ICT Coordinator
Terms and Reference for M & E Team
1. Chair: School Head
School Head is the process owner of the school M&E system. As
process owner the school head must ensure the integrity and
efficiency of the system. This means, providing accurate, timely and
relevant information to the school stakeholders. The School Head will

also be the major beneficiary of the lessons and insights generated by
the M & E system.
Specifically, the following outlines the functions, roles and
responsibilities of the School Head.
Functions:
 Manages the QAAS in the school
 Ensures implementation of SBM practice
 Makes decisions pertinent to improving quality outcomes in the
school
Responsibilities:
 Orients school stakeholders on how to operationalize the QAA and
M&E system
 Designates the members of the School QMT
 Designs monitoring and feedback system (e.g. flow of reports and
feedback, reporting schedules, monitoring and feedback forms);
 Convenes School QMT regularly to discuss M & E concerns together
with implementation team
 Communicates the learners' progress to intended stakeholders
 Submits quarterly accomplishment report to SDS and school
stakeholders
 Interacts with SDS and school internal and external stakeholders
2. School M & E Coordinator

The M & E Coordinator is responsible for the overall M & E strategy and
implementation within the school following the M&E framework for the
school. The M & E Coordinator shall report directly to the School Head and
shall provide him/her with interpretation and analysis of M & E data. The
following outlines the roles functions and responsibilities of the M & E
Coordinator:
Function:
 Monitors and evaluates regularly the implementation of school
improvement plan
Responsibilities:
 Conducts monitoring process during plan implementation
 Analyses and interprets M&E data for SH and Project teams

 Evaluates results of SIP implementation which will be made as basis
for planning interventions and other plan adjustments
 Prepares regular M&E reports and submit to SH
 Interacts with SH and other members of the SQMT
3. SPT Representative (Parent/LGU Rep)

Function:
 Monitors the implementation of SIP
Responsibility:
 Updates M & E plan during SIP revisit
4. Department Heads/Department Chairs (For Secondary Schools)

Function:
 Manages M&E of learning outcomes
Responsibilities:
 Tracks/Monitors school and learner performance
 Recommends to the SH actions to improve learner achievement
 Submits quarterly consolidated learners performance report to
School Head and School M&E Team
 Interacts with School M&E Coordinator and teachers and department
chairs
5. ICT coordinator /Computer Teacher

Function:
 Manages School Information System (SIS)
Responsibility:
 Gathers, records, organizes, stores data, and ensures that school
records are complete and up to date
 Interacts with School M&E coordinator and Department Chairs
Prepared by:
SHERYLYN C. BANACIA
Teacher
Approved by:

RANDY A. NABLE
School Head
Chapter 6
Risk Management Plan
These must include the registry of identified risks, its description and the strategic solutions
to mitigate the impact of each identified risk.
Severity
Probability Impact Mitigation
Identified Risk Over-all
(High/Medium/ (High/Medium/ Strategies
Rate
Low) Low)
A. INSTITUTIONAL
RISKS
B. OPERATIONAL
RISKS
C. FINANCIAL
RISKS
D. CAPACITY RISKS

E.
ENVIRONMENTAL
RISKS

Chapter 7
Communication Plan
STRATEGY ACTIVITY PERSON TIMELI DESIRED
INVOLVED NE OUTCOME
 Information School Head, November  Disseminate
Communicate SIP
dissemination School Planning 2022 d the SIP
to Learners,
during Meeting Team
Teachers,
Stakeholders
Mainstream  Information Information November  Initiated the

Information Officers dissemination from Officers , Media 2022 campaign on
to realize their media (print media, REDP
important role in broadcast, flyers, through IOs
informing the public social media  Produced
on SIP campaigns IEC
 Produce IEC materials on
materials (AVPs, REDP
Campaign slogans
on REDP)
Communicate SIP  Forum/Conferences LGU-LCEs November * Included SIP
to Local 2022 discussions
Government Unit’s in various
Local Chief LGU
Executives planning and
activities
Communicate and  Forum/Conferences NGOs, NGAs November *Presented SIP
highlight the 2022 to partner
significant role of agencies
government
agencies in the
attainment of the
SIP
Information  Include the SIP in Teachers/Educators November *Conducted
dissemination to the trainings of the (including K-12 2022 symposia/for
teachers/educators teachers teachers) a to all
of the SIP teachers

ANEXES
A. Situational Analysis templates
B. Minutes of Meetings
C. Pictorials in the preparation of the SIP
D. others


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APPROVAL SHEET

Thank you very much and more power!

SCHOOL-COMMUNITY PLANNING TEAM

AMINA T. CASALJAY RAQUEL C. TALAY VIRGINIA BELINO

VERNA COMESION RAQUEL C. TALAY

OSCAR D. BILLATE, JR. NELSON R. BELLO

UBALDO D. DIOMANGAY RENATO S. CAGOMOC, Ed.D

SHERLITA D. PALMA, PhD, CESO VI

MOISES D. LABIAN, JR. PhD, CESO V

Project INSPIRE: Integrative, Network-based, and Systematic

Executive Summary iii

Chapter 1: School’s Vision, Mission, Core Values and Mantra Page x

Chapter 2: School’s Current Situation Page x

A. Introducing the School Page x

Chapter 3 : Improvement Plan

Chapter 4 : Financial Plan Page x

A. Six-Year Indicative Financial Plan Page x

Chapter 5: School Monitoring and Evaluation and Adjustments

A. Monitoring & Evaluation Strategies Page x

Chapter 6: Risk Management Plan Page x

Project INSPIRE: Integrative, Network-based, and Systematic

Project INSPIRE: Integrative, Network-based, and Systematic

Project INSPIRE: Integrative, Network-based, and Systematic

DepEd Vision, Mission, and Core Values Statement

Documentation of the Vision Sharing Activity

As a learner-centered school teachers facilitate learning that constantly enable the

SCHOOL CURRENT SITUATION

Male Female Total

School Year MALE FEMALE TOTAL

Project INSPIRE: Integrative, Network-based, and Systematic

5-YEAR OLD CHILDREN

Male Female Total

School Year MALE FEMALE TOTAL

Project INSPIRE: Integrative, Network-based, and Systematic

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

Male Female Total

 SCHOOL LEAVER RATE

School Leaver Rate

Project INSPIRE: Integrative, Network-based, and Systematic

Project INSPIRE: Integrative, Network-based, and Systematic

Column1 Column2 Column3

C. School Performance on Quality

COMPARATIVE READING PROFILE

STRUGGLING INSTRUCTIONAL INDEPENDENT

Project INSPIRE: Integrative, Network-based, and Systematic

COMPARATIVE READING PROFILE

DI-MAKABASA PAGKATUTO MALAYA

SCHOOL YEAR DI MAKABASA PAGKATUTO MALAYA

Project INSPIRE: Integrative, Network-based, and Systematic

Frustration Instructional Independent

 SCHOOL READING PROFILE (FILIPINO) 2022-2023

Frustration Instructional Independent

Project INSPIRE: Integrative, Network-based, and Systematic

Full Refresher Moderate Refresher Light Refresher Grade Ready

 GRADE 2 CRLA (SINIBUANONG BINISAYA)

Full Refresher Moderate Refresher Light Refresher Grade Ready

 GRADE 2 CRLA (FILIPINO)

Independent Transitional Emergent

 NUMERACY PROFILE 2022-2023