ESIP Final Dec13

V
DATU MAMUNDAS MAMALUMPONG

INTEGRATED SCHOOL
500777
ENHANCED SCHOOL
IMPROVEMENT PLAN
SY 2023-2024
SY 2024-2025
SY 2025-2026
November 10, 2022
Datu Mamundas Mamalumpong Integrated School Page 1 of 285

Domolok, Alabel, Sarangani Province
[email protected] Enhanced School Improvement Plan 2022-2025
Republic of the Philippines
Department of Education
SOCCSKSARGEN REGION
DIVISION OF SARANGANI
DATU MAMUNDAS MAMALUMPONG INTEGRATED SCHOOL

November 10, 2022

GILDO G. MOSQUEDA, CEO VI
Schools Division Superintendent
Division of Sarangani
Alabel, Sarangani Province
Sir:
This is to respectfully submit the Enhanced School Improvement Plan (E-SIP) of Datu
Mamundas Mamalumpong Integrated School (DMMIS) for your approval. This plan is a
result of the collaboration of the stakeholders of DMMIS.
This is to certify that this plan met the requirements and standards based on the E-
SIP Guidebook.
ENGR. BURT A. LABADIA

School Head/Team Leader
ORCHID E. GOCOTANO RENANTE S. SENIEL

School Planning Coordinator SPTA-BOD Chairperson
SHYN A. PAPAS HON. DAVID M. PARAGOSO

SGC President Committee Chairman in Education
SOPHIA R. PIODOS LADY MAE MARES G. CHIO

SPG President School Planning Team Member
ZOLCARNIN A. PALAO EVAN L. CAMPOS

School Child Protection Coordinator School Planning Team Member
MATTIE JOY U. POGAY

School Planning Team Member
Reviewed: Noted:
NATHANIEL A. GALOPO SHIRLEY M. CARDINAL

EPS II - SMME SGOD Chief
Recommending Approval: Approved:
NERISSA A. ALFAFARA GILDO G. MOSQUEDA

Assistant Schools Division Superintendent Schools Division Superintendent

TABLE OF CONTENTS
Chapter I
DepEd Vision 6
DepEd Mission 7
DepEd Core Values 7
DepEd Quality Policy Statement 8
School History 8
SPT Roles and Responsibilities 9-10
SPT Timetable 11
Chapter II
School’s Current Situation 12-15
Access 15-16
Equity 16
Quality 16-19
Resiliency and Wellbeing 20
Governance 20
Priority Improvement Areas 21-26
Planning Worksheet 27-40
Chapter III
Project Work Plan and Budget Matrix 184-222
Annual Implementation Plan 223-242
School Operating Budget 233
Chapter IV
Monitoring and Evaluation 49-57
CHAPTER V - ANNEXES
ANNEX 1A: School-Community Data Template (I, II, III and IV) 58-84
Additional School-Community Data Template
ANNEX 1B Child Mapping Tool 85-91
ANNEX 2A Child-Friendly School Survey 92-102
ANNEX 2B Child Protection Policy Implementing Checklist 103-120
ANNEX 2C Student-Led School Watching and Hazard Mapping 121-129
ANNEX 3 Gap Analysis Template with Division Targets Based on DEDP 130-145
ANNEX 6 Guideline in Listening to Voice of Learners and Other Stakeholders 151-153
ANNEX 7 Walk the Process Guidelines 154-159
ANNEX 8 Root Cause Analysis 160-183
ANNEX 9 Project Work Plan & Budget Matrix 184-222
ANNEX 12A SRC 233-258

MESSAGE
The improvement plan is a blueprint that establishes the changes that the school
needs to improve student achievement and shows how and when these changes will be
made. It is a three-year education development plan that embodies the vision and mission
of the school. It contains the profile of the school community, problems and needs, goals,
objectives, standards, targets, implementation plan, monitoring and evaluation plan,
communication and advocacy plan, documentation, and reporting to stakeholders and
signatories. Also, it is a document that embodies what a school wants to achieve and the
manner in which to achieve it, ensuring that the school maintains its strengths towards an
enhanced learning environment for students.
The school shall be the heart of the formal education system. It is where the children
learn. The school shall have the single aim of providing the best possible basic education
for all learners. It is hereby declared the policy of the state to promote the right of all citizens
to quality basic education and to make such education accessible to all by providing all
Filipino children a free and compulsory education in the elementary level and a free
education in the high school level, as mandated by Republic Act 9155, or the Governance
of Basic Education Act of 2001.
Datu Mamundas Integrated School promotes shared governance through School-

based Management (SBM) and aims to strengthen by further devolving the governance of
education to schools, empowering school teams and personnel, expanding community
participation and involvement, and making the delivery of education services to the
learners more responsive, efficient, and effective through an enhanced school planning
and communication process. I am in charge of making the ESIP, or the Enhanced-School
Improvement Plan, which is related to this mandate.
The flourishing and execution of our Enhanced School Improvement Plan are
accompanied by the DepEd Vision, Mission, Core Values, Strategies, and school goals.
The school begin a new SIP cycle using the enhanced planning process in accordance with
DO guidelines. The three-year progress and implementation of the ESIP is dilapidated into
the following phases: assess, plan, and act. It will serve as a basis for the AIP, or Annual
Implementation Plan formulated based on evidence, results, and intended outcomes for
the learners.
With the participation and involvement of the school head, teachers, students, and
community stakeholders, we began the assessment phase, where the PIAs are identified
and the school’s broad SIP objectives are determined. To identify the underlying factors
behind each PIA, we listen to their perspectives and examine school statistics and
procedures. The team began planning from the root cause by prioritizing the identified
issues and problems that required immediate action and attention and reviewing what
needed to be done to prioritize the improvement of the school, which will continue in the
long run.
Enhanced School Improvement Plan 2022-2025

Page 4 of 285
Datu Mamundas Mamalumpong Integrated School

[email protected]
LIST OF ACRONYMS
AIP – Annual Implementation Plan

CFSS – Child Friendly School Survey
CI – Continuous Improvement
DepEd – Department of Education
DMMIS – Datu Mamundas Mamalumpong Integrated School
EBEIS – Enhanced Basic Education Information System
BLGU – Barangay Local Government Unit
MOOE – Maintenance and Other Operating Expenses
NAT – National Achievement Test
PAP – Programs, Activities, and Projects
PHIL – IRI – Philippine Informal Reading Inventory
PI – Performance Indicator
PIA – Priority Improvement Area
PTA – Parents-Teacher Association
SARDO – Students-At-Risk of Dropping Out
SBM – School-Based Management
SBFP – School-Based Feeding Program
SGC – School Governing Council
SH – School Head
SIP – School Improvement Plan
SPT – School Planning Team
SRC – School Report Card
SY – School Year
VMV – Vision, Mission, and Core Values
WASH – Water, Sanitation, and Hygiene

Page 5 of 285

[email protected]
CHAPTER 1
DEPARTMENT OF EDUCATION MISSION, VISION, AND CORE VALUES Statements
C
H
A
The School Improvement Plan (SIP) is a road map outlining the particular P
interventions a school will implement over the course of three consecutive school years, with T
the assistance of the community and other stakeholders. The execution of development E
R
activities that are important to it, such as projects under the Continuous Improvement
Program (CIP), the construction and mobilization of Learning Action Cells (LACs), and the 1
drafting of the School Report Card, takes place in the school (SRC). SIP aims to equip
individuals involved in school planning with a systematic, evidence-based approach that
begins from the learner's perspective. Ultimately, it aimed to assist the school in achieving
its objective of giving access to a quality education.
As the primary educational endeavor promoting the welfare of all Filipinos, the
school's objective and vision is to become a refuge for active and responsible students who
will become individuals who can thrive in a world that is rapidly changing. This aim and
vision are congruent with the Department of Education's objective of producing well-
rounded Filipinos. Despite barriers created by possible factors, the school strives diligently
to achieve its goals.
In spite of the efforts, the Datu Mamundas Mamalumpong Integrated School

recognizes its weaknesses and limitations, notably in terms of its facilities. To address these
deficiencies, the school is actively implementing programs and initiatives that will assist the
institution create a better learning environment. It is accomplished through strengthening
the relationship between the school and its stakeholders in resolving various difficulties and
concerns the school may face.
With these goals in mind, all parties involved vowed to consistently support and
participate in the teaching-learning process. Effective governance requires successful
planning and implementation. In order to begin the planning process, the School Planning
Team (SPT) was formed on October 12, 2022 to direct the actions connected to meeting the
SIP standards and regulations.
The DepEd’s 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.
On Deped Vision. For the DMMIS SPT, the DepEd vision emphasizes the objective of
Philippine education, which is to generate persons who are highly skilled, productive, and
nationalistic. The DMMIS SPT and the DepEd shared the same vision. They think that the
purpose of all educational endeavors is to assist the complete development of students so
they can become individuals who fulfill their aspirations and contribute to the national
advancement. Consequently, all children must have equitable access to school and a high-
quality education. Additionally, the institution must be learner-focused and consistently
improve its educational services for its students.

The DepEd’s 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 steward 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.
On Deped Mission. The mission of Datu Mamundas Mamalumpong Integrated School is to

equip students with information and life skills that they can implement in their everyday
lives and enable them to become assets to the community. Under the guidance of their
teachers, these pupils are expected to assist the community improve, contribute holistically
to the area's development, and possess excellent skills so that everyone may contribute to
their local neighborhood and even the bigger institution.
The DepEd’s CORE VALUES
Maka-Diyos
Makatao
Makakalikasan
Makabansa
Datu Mamundas Mamalumpong Integrated School led the discussion and sharing of
what they had learned about the Mission, Vision, and Core Values of the Department of
Education. The school's principal, Engr. Burt A. Labadia, oversaw the event, which featured
instructors, staff, and stakeholders. The aforementioned sharing of insights has resulted in
a unified perspective where everyone is connected and likes the work at hand. Everyone has
stated their readiness to contribute to the realization of the mission, vision, and guiding
principles. In addition, they pledged to provide the school with their full support and
assistance, with the assistance and care of the stakeholders, who act as eye-openers,
observers, and supporters in various programs and initiatives designed to help the school
develop.

QUALITY POLICY STATEMENT
“The Department of Education is committed to provide learners with quality basic
education that is accessible, inclusive, and liberating through:
• Proactive leadership
• Shared governance
• Evidence-based policies, standards, and programs
• Responsive and relevant curricula
• Highly competent and committed officials, and teaching and non-teaching
personnel
• An enabling learning environment
The Department upholds the highest standards of conduct and performance to
fulfill stakeholder’s needs and expectations by adhering to constitutional
mandates, statutory and regulatory requirements, and sustains client satisfaction
through continuous improvement of the Quality Management System.”
SCHOOL HISTORY
The first barrio school in Domolok, South Cotabato, was constructed between 1960
and 1961. It was called Domolok Primary School, and its first teacher was Brigeda Moises.
She taught 23 students in grades one and two in a makeshift classroom. In 1962 to 1963
another teacher came by the name of Lorenzo Cantero he taught Grades three and four
classes.
Vergilio Bagason served as the head teacher from 1963 to 1966 together with his
wife. Eva Bagason handled Grades Three and Four while Vergilio taught Grades One and
Two.
In 1966 to 1977 the school was closed because of the war between Ilaga and
Blackshirt Movement.
The school was first opened between 1977 and 1982 after being shut down for nearly
eleven years due to war. This time, there are two instructors: Luz Bariquet taught grades
one and two, and Eva Bagason taught grades three and four. Together, they have 32
students.
In the time of Romulo P. Padilla between 1997 to 1998 Domolok Primary School
change its name into Domolok Elementary School. The fence in front of the school was built
in his leadership with the help of Parents-Teachers Association.
Maliang Teves was the Teacher in- Charge in 1999-2000. In 2000 to 2001 Anthony
Escobar took over. Dioscoro Nogudola followed in 2001 to 2003 with 7 teachers.
In June 2013 to January 2015 Rodolfo Cariaso was designated as principal. His
project legacy was the flagpole. In 2015, grade 7 was opened as annex to Leopoldo Dacera
Integrated School. Through the help of parents, a makeshift classroom was built.
In 2016-2021 Julius Czar Tao-Tao followed. His project legacies are the fence, the
gate and additional 2 classroom for grade 8 and 9 because of the students increasing
population the grade 8 until the grade 12 is opened.
In 2017 the Dinopol Family donated one building which is used as a grade 9
classroom. In 2020 the Domolok Integrated School change its name into Datu Mamundas
Mamalumpong.

In 2021, Alvin Labrador took over. During his leadership he built another additional
classroom for the increasing learner of Grade 7 classes. He also started the project called
the Project Bakod which aims to build a fence that surround the school Campus for the
safety of the school children through the help of Parents and Teachers.
In 2022, Engr. Burt A. Labadia came in. With his leadership, he reviewed existing
programs, realigned, and sustained meaningful projects. Currently there are 22 teachers 9
from elementary 10 from junior high school and 2 from senior high school.
SCHOOL PLANNING TEAM ROLES & RESPONSIBILITIES

The School Planning Team is composed of the following members:
PERSON/S INVOLVED RESPONSIBILITIES

ENGR. BURT A. LABADIA 1. Convenes the School Planning Team.
School Head/Team Leader 2. Provides leadership of the plan, clearly
explains the SIP planning process to the
planning team, and helps them understand
their role in the process.
3. Facilitates actual planning workshop.
4. Informs the team on school programs.
SHYN A. PAPAS 1. Actively participates in the development of
SSG President the SIP by establishing priorities and setting
goals and strategies for school improvement.
SOPHIA R. PIODOS
2. Initiates the formation of the School
SPG President
Planning Team.
3. Shares insights about learning experiences
in school what they enjoy doing, what they
feel uncomfortable within school or school
task where they find difficulty in.
RENANTE S. SENIEL 1. Shares the children’s experiences in school,
PTA President the insights about what the children need
to learn and the difficulties they face in
school, the parents’ aspiration for the
school and their children; present other
areas of concerns; and participate in
setting goals, and priorities of the school.
2. Commits with other parents’ available
resources in the implementation of the
plan.
DAVID M. PARAGOSO 1. Shares valuable information on the interest
Barangay, Committee on and concerns of the community in school
Education improvement and participate in setting
goals and priorities of the school.
2. Commits available resources in the
implementation of the plan
ORCHID E. GOCOTANO 1. Provides needed information relative to
School Planning Coordinator teaching and learning process and
programs.
2. Prepares and submit evidenced-based SIP
for three years and come up with AIP/APP

that is aligned with projects and programs
in the SIP.
3. Coordinates and work collaboratively with
department learning areas, SEARCH Team
and CIP Team to address issues and
problems.
4. Assists the principal in coming up with
comprehensive and evidenced-based data
analysis.
5. Updates members and consult the
principal for issues, concerns, and major
decisions
ZOLCARNIN A. PALAO 1. Shares valuable information on the interest
Member of School Child and concerns of the community in school
Protection Committee improvement and participate in setting
goals and priorities of the school.
2. Commits available resources in the
implementation of the plan
LADY MAE MARES G. CHIO 1. Provides needed information relative to
MATTIE JOY U. POGAY teaching and learning process and
EVAN L. CAMPOS programs.
School Planning Team 2. Provides technical assistance in the
Members development of SIP
3. Coordinates and work collaboratively with
department learning areas
4. Assists the planning coordinator in coming
up with comprehensive and evidenced-
based data analysis.
The School Planning, Project Team and decision-making committee shall:
1. Assist the School Head on a regular basis in the planning, operation, supervision, and
evaluations of the campus educational program.
2. Be involved in decisions in the areas of:

a. Planning: Campus Improvement Plan and all its components
b. Budgeting: Planning priorities and strategies
c. Curriculum: Instructional methods; alignment of curriculum; early childhood
program; instructional technology; violence prevention
d. Staffing Patterns: Block scheduling teams, instructional departments,
interdisciplinary teams-to allow for effective flow of communications across teams
for planning purposes
e. Staff Development: Predominantly campus based, related to achieving campus
performance objectives established by the principal with the assistance of the
campus-level committee
f. School Organization: Coordination among special programs and regular programs;
physical organization of the building.
3. Assist the School Head in developing, reviewing, and revising the school improvement
plan for the purpose of improving student performance for all student populations
with respect to the student achievement indicators and any other appropriate
performance measures for special needs populations.
4. Approve the positions of the school plan addressing campus staff development needs.
5. Analyze information related to dropout prevention, i.e. graduation records, dropout

rates, completion rates, retention rates, and etc.

6. Use the information reviewed in developing school improvement plans.
7. Hold meetings regularly that include representative professional staff, parents of

students enrolled in District, stakeholders, and community members.
Below is the School Planning Team’s Timeline to guide all SPT members and the
school-community at large:
SCHOOL PLANNING TEAM’S TIMELINE:

PREPARATION
ACTIVITIES DATE
Preparatory Activity October 13 - 14, 2022
Gathering and Organization of Data October 19-21, 2022
Organize the School Planning Team October 24-25, 2022
SPT Orientation and Vision Sharing October 26, 2022
Phase 1 – Assess October 27, 2022
Phase 2 – Plan October 28, 2022
IMPLEMENTATION
Phase 3 – Act Quarterly 2023
Convene regularly for implementation of SIP Quarterly 2023
MONITORING
Make regular reports to the school head as regards Quarterly
status of SIP
Make recommendations to the priority improvement Monthly
area regarding interventions applied.
Revisit SIP Annually

CHAPTER 2
ASSESS
C
This chapter provides the most recent, precise facts and data on the school's H
standing throughout the previous three academic years. To be able to capture the school's A
current needs, the institution must make sure that these data are correct and up-to-date. P
T
In the discussion, place special emphasis on how these data relate to the current state of E
the institution. R
2
It is divided into five (5) sections: the school's existing state, key areas for
improvement, broad goals, specific aims, and root causes.
Geographical and Demographic Profile
Datu Mamundas Mamalumpong Integrated School is one of the seven schools located
in the Barangay Domolok in the municipality of Alabel. It is in the barangay proper adjacent
to the barangay hall and commercial areas of the barangay. Domolok is a large and interior
barangay with highly dispersed sitios and puroks. It is the last barangay of Alabel situated
in the boundaries of Malungon and General Santos.
It offers complete basic education from Kindergarten up to Senior High School with
Tech-Voc Livelihood Track. The school serves, Blaan IP, Maguindanaoan, Ilonggo, and
Bisaya learners. The livelihood activities of the residents are mainly farming and
employment in the local agricultural industries.
School’s Current Situation
The school is offering complete K-12 curriculum with a population of 510 learners.
Item Factor/s for Gap

Classroom quantity (Elem) Learner (510): classroom (7) ratio
Kindergarten 24:1
Grade 1 29:1
Grade 2 22:1
Grade 3 36:1
Grade 4 30:1
Grade 5 31:1
Grade 6 30:1
Grade 7A 30:1 (makeshift)
Grade 7B 27:1 (makeshift)
Grade 8A 36:1 (makeshift)
Grade 8B 35:1 (makeshift)
Grade 9 27:1 (makeshift)
Total 501:15:1
Lack of conducive classrooms is also visible. Majority of the classes are utilizing
makeshift classrooms. Some school buildings are already old, dilapidated and condemnable.
They were hazardous for the learners especially if disaster may occur such as earthquake.
Yet, due to no classrooms available, the teachers and administrator chose to use these rooms
to cater the learners rather than have them under the trees. Transferring the land title to the
name of the school is among the concerns seen as the reasons for not being given new
buildings to replace the declared dilapidated and condemnable rooms. Some classrooms have
damages in their windows, walls, ceilings and doors.

Classroom seat quantity Learner : classroom ratio
1:3
Water supply Water well/deep well
Handwashing Present with soap
One of the major challenges the school is battling is the lack of chairs. As immediate
response, chairs were borrowed from Dacera IS and some are brought by learners. There is
a functional source of water but needs repair. The additional washing areas are needed to
cater more learners.

Functional toilets Learner : toilet ratio
Male/Female 50.9:1
Toilet bowls
Male/Female 50.9:1
There are existing comfort rooms however, they are not gender-sensitive and lacking
since the enrolment is increasing. Eight makeshift classrooms do not have their own comfort
rooms so the students are asking those teachers with comfort rooms to allow them to use it.
Level Math Filipino Science English ArPan

Number Ratio Number Ratio Number Ratio Number Ratio Number Ratio
Kindergar 0 0 0 0 0 0 0 0 0 0
ten
Grade 1 52 1.52:1 59 1.34: 0 0 0 0 37 2.14:1
1
Grade 2 41 1.76:1 0 0 0 0 0 0 55 1.31:1
Grade 3 106 0.58:1 63 0.97: 104 0.59: 100 0.61:1 9 6.78:1
1 1
Grade 4 27 3.04:1 13 6.31: 0 0 0 0 0 0
1
Grade 5 27 2.41:1 13 5:1 23 2.83: 0 0 4 16.25:
1 1
Grade 6 0 0 0 0 96 0.5:1 30 1.6:1 0 0
Grade 7 0 0 5 10.6: 53 1:1 65 0.82:1 0 0
1
Grade 8 3 21:1 2 31.5: 8 7.88: 0 0 1 63:1
1 1
Grade 9 4 13.25: 48 1.1:1 110 0.48: 4 13.25: 8 6.63:1
1 1 1
Grade 10 15 3.4:1 30 1.7:1 10 5.1:1 14 3.64:1 0 0
Grade 11 0 0 48 1.08: 0 0 114 0.46:1 0 0
1
Grade 12 0 0 0 0 0 0 0 0 0 0
Total 275 3.15:1 281 3.08: 404 2.14: 327 2.65:1 114 7.6:1
1 1
There is a lack in number of textbooks for other subject such as Math, Filipino,
English and Araling Panlipunan. The school was not included in the list of schools to be
given with textbooks for the above-mentioned subjects in those identified grade level with
lacking textbooks. There was an instance of excess of Oral Communication textbooks but
there was no textbook in Reading and Writing Skills.

Other Learning facilities/materials Number & Condition
Computer/netbooks 50/ some are in good condition &
some are not
Science equipment 12/ functional

Math equipment 6/functional
Computer desktop 20/functional
There are existing facilities/materials in Math, Science, netbooks and computer

desktops but it cannot suffice to cater the learners. The ratio of the equipment and computers
reflected that the 1:3 learner-equipment ratio is not achieved. Thus, additional equipment
and computers are needed to achieve the said ratio.

Availability of Electrical supply
Grid supply Insufficient power supply
There is an existing current source however, the need for additional power supply is
seen as a rising concern. Constant current fluctuation is experienced in different classrooms.
If not acted with urgency might cause more damage to the electrical equipment of the school
and even its wirings. Another concern seen if the power shortage is not acted is the possible
disruptions of SMAW classes.

Internet Connectivity
SMART, P2P Unstable internet connection
There is an existing internet connectivity under SMART service provider using mobile
data by individual teachers. There is an existing internet connection through an independent
internet provider however it is not enough to cater all teachers. The plan is to sustain and
strengthen to cater teachers in distant classrooms and some learners.

Number of Master Teachers
Master Teacher I 1 (Elem)
There is no Master teacher for the Secondary level thus, a need to have at least 1
Master teacher to be in-charge to oversee the teachers in terms of teaching-learning. One (1)
Elementary master teacher will take charge in the Secondary as rater in class observation
and other supervisory tasks.

Training Needs & Number of Teachers
Trained
Top 1: Reading – 3/15/5 Trained more teachers
Top 2: DRRM – 2/2/2 Trained more teachers
There is a need to train teachers on Reading and DRRM to help improve the learners’
reading skills and enhance teachers’ implementation on DRRM programs. These will increase
learners’ performance since their reading skill will improve same as with their academic
performance.

Number of Malnourished Male Female Total
Children
Kindergarten 21 15 36
Grade 1 4 6 10
Grade 2 4 8 12
Grade 3 6 1 7

Grade 4 0 0 0
Grade 5 0 0 0
Grade 6 0 0 0
Grade 7 0 0 0
Grade 8 0 0 0
Grade 9 0 0 0
Grade 10 0 0 0
Grade 11 0 0 0
Grade 12 0 0 0
Total 35 30 65
There are identified wasted learners numbered to 65 who are the beneficiaries of
school feeding program.

Number of children who were recorded victims of abuse and violence
Grade level
Grade 5 1 (female)
Grade 6 2 (female)
Grade 7 1 (male)
Grade 8 2 (male) & 1 (female)
Grade 9 3 (male)
Grade 10 1 (female)
Grade 12 2 (male)
Total 5 (female) 8 (male)
There are reported cases of child abuse and the school has an existing child-
protection committee, however, the teachers and the committee were not empowered and
does not know how to handle such cases because there were no proper information
dissemination and seminars on how to deal on these matters. Guidance counselling is raised
to address petty problem however, there is no guidance counselor in the school, only guidance
designates. Strengthening the implementation of child protection policies is seen as remedy
to lessen the number.
School’s Existing State
ACCESS
According to the Learner Information System for SY 2022–2023, there are 510
students enrolled in DMMIS as of October 2022. It is six students more than it was during
the previous school year. When compared to SY 2020–2021, which had a total of 470
students enrolled, the enrolment for the two prior school years is considerably lower.
Five hundred ten of the school's 241 current students are male, and the remaining
269 are female. Male students outnumber female students in terms of total enrollment.
There are 61 students enrolled in grade 8, which is the most.
Over students who have been often absent for the past three academic years
combined, fortunately for DMMIS, there is no case.

The dropout rate for SY 20–21 is 0.9%, while that for SY 21–22 is 1.5%. Changes in
residence, child labor, parent’s lack of guidance and support, peer influence, lack of interest
and lastly change of residency or distance from school are the most frequent causes of
learners' abandoning their studies.
EQUITY
We are in the fortunate position of not having any holes or priorities in this particular
pillar, which is one of the five (5) pillars that have been introduced as the foundation during
this new stage of school improvement planning.
Learners who are considered to be in a disadvantaged condition come from

SBFP grantees, who make up 14.38%, or 65 out of 452, of the total learner
population. Together with the School Teachers Association, the officers of the Parent
Teacher Association will search for a sponsor or a collaborator for this meal program.
The parents have promised to monitor their child's progress at home so that they
can have a better idea of how well their child is doing. When it is necessary, teachers
will also go to students' homes.
QUALITY
At the senior high school level, a promotion rate of 100% was successfully
maintained; the elementary school level has 99.07%, and the junior high school level has
97.56%.
A Mean Percentage Score (MPS) of 80% or higher in the First Quarter was an excellent
practice that has room for advancement going into the Second Quarter.
Form 2
SCALED SCORE / INTERPRETATION
1-3 Suggest Significant 4-6 Suggest Slight 7-13 Average Overall 14-16 Suggest Slightly Suggest Highly
Delay in Overall Delay in Overall Development in the Advanced Development Advanced Development
Development in the Development in the Domain
Domain must be Domain must be
SCHOOL DOMAINS M F T M F T M F T M F T M F T
DMMIS Gross 0 0 0 0 0 0 15 15 30 0 0 0 0 0 0
Motor
Fine Motor 0 0 0 5 1 6 15 15 31 0 0 0 0 0 0
Self-Help 0 0 0 0 0 0 21 16 37 0 0 0 0 0 0
Receptive 0 0 0 0 0 0 21 16 30 0 0 0 0 0 0
Language
Expressive 0 0 0 4 0 4 17 16 33 0 0 0 0 0 0
Language
Cognitive 0 0 0 1 0 1 20 16 36 0 0 0 0 0 0
Socio- 0 0 0 0 0 0 21 16 30 0 0 0 0 0 0
Emotional
According to the findings of the ECCD, out of the 37 students in our kindergarten class, 37
of them had below-average overall development in the gross motor domain, while 6 of them
belonged to the category of suggesting that their delayed overall development in the gross
motor domain should be monitored after 6 months. On the other hand, 31 of them belonged
to average overall development in the fine motor domain, and 37 of them belonged to average
overall development in the self-help domain. Also, 37 of them had an average overall
development in the receptive language domain, while 33 of them had an average overall
development in the expressive language domain. The modest delay in overall growth in the
expressive language domain must be followed after six months. While 1 was under suggest
modest delay in general development in the cognitive area, which must be examined after 6
months, the situation is still unknown. And the general cognitive growth of the remaining

36 students was considered to be average. In the area of socio-emotional development, 37
students scored in the average range, which indicates that their total development is also
average.
Grade One-Cabbage EGRA COMPONENTS ( Modified for New Normal )
Letter Name Letter Sound Familiar Word Reading Passage Reading Comprehension READING LEVEL Mode Of Conduct
Name of Learners PRE TEST POST- TEST PRE- TEST POST- TEST PRE- TEST POST-TEST PRE-TEST PRE-TEST POST- TEST
MARK (1) if what Reading Level the learner
belongs based on his/ results A B C D
Module
RAW INTERPRE RAW INTERPRE RAW INTERPRE RAW INTERPRE RAW INTERPRE RAW INTERPRE RAW INTERPRE RAW INTERPRE RAW INTERPRE RAW INTERPRE VERY NEEDS NEEDS Face to Online/ GPA Performa
GOOD PRACTICE IMPROVEMENT Face Media
SCORE TATION SCORE TATION SCORE TATION SCORE TATION SCORE TATION SCORE TATION SCORE TATION SCORE TATION SCORE TATION SCORE TATION GOOD nce
Alaiden, Elmer II 20 fr 22 fr 2 nr 2 nr 0 nr 1 /
Almacin, Arnie 10 nr 11 nr 2 nr 2 nr 0 nr 1 /
Berin, Ritchel 30 fr 28 fr 5 nr 4 nr 0 nr 1 /
Berin, Vincent 20 fr 22 fr 5 nr 5 nr 0 nr 1 /
Berin, Richard 11 nr 13 nr 5 nr 5 nr 0 nr 1 /
Boras, Louie Xander 10 nr 12 nr 5 nr 2 nr 0 nr 1 /
Calawigan, Alden Dave 10 nr 12 nr 2 nr 3 nr 0 nr 1 /
Carsada, Kent Jhon 50 ind 45 1nd 4 nr 2 nr 0 nr 1 /
Echavez, Cyrus Jake 11 nr 10 nr 5 nr 4 nr 0 nr 1 /
Echavez, Rene 10 nr 10 nr 5 nr 5 nr 0 nr 1 /
Gumanao, Prince Andee 51 ind 55 ind 25 fr 2 nr 0 nr 1 /
Lausa, Charlz 60 ind 70 ind 35 fr 15 fr 1 fr 1 /
Legada, Drych 55 ind 60 ind 30 fr 17 fr 1 fr 1 /
Lumabo, Norsaide 14 nr 10 nr 7 nr 5 nr 0 nr 1 /
Perolina, Kyle 13 nr 10 nr 5 nr 2 nr 0 nr 1 /
Atlubulan, Rosemary 15 fr 20 fr 10 nr 8 nr 0 nr 1 /
Bahal, Ryza 19 fr 20 fr 5 nr 5 nr 0 nr 1 /
Bay, Dhenielle 10 nr 12 nr 5 nr 2 nr 0 nr 1 /
Calibugan, Jessica 20 fr 21 fr 5 nr 2 nr 0 nr 1 /
Cayonda, Elaiza Mae 50 ind 20 fr 5 nr 5 nr 0 nr 1 /
Diledile, Chenrose 10 nr 12 nr 8 nr 5 nr 0 nr 1 /
Giban, Marian 30 fr 15 nr 5 nr 2 nr 0 nr 1 /
Kima, Ashley 10 nr 9 nr 2 nr 1 nr 0 nr 1 /
Ladublan, Aira Mae 20 fr 10 nr 2 nr 2 nr 0 nr 1 /
Ladublan, Sherly 14 nr 10 nr 2 nr 8 nr 0 nr 1 /
Malon, Rose Mae 10 nr 9 nr 1 nr 2 nr 0 nr 1 /
Velasco, Jilly 23 fr 20 fr 3 nr 3 nr 0 nr 1 /
Veloso, Daisy 10 nr 8 nr 2 nr 5 nr 0 nr 1 /
ind=5 ind=4 fr=3 fr=2 fr=2
fr=9 fr=8 nr=25 nr=26 nr=26
nr=14 nr=16
Furthermore, the results of the EGRA show that out of 28 Grade 1 pupils, 14 in
letter names, 16 in letter sounds, 25 in familiar sound reading, 26 passage reading and 26
in comprehension respectively, fall into the frustrated learner category when taking the pre-
test in Filipino and English. The reading intervention program is still being carried out by
the DMMIS. They provided context for the reading materials and allowed for thirty minutes
of independent reading time at the beginning of each and every lesson. Reading integration
is incorporated into each and every subject as well.

RESILIENCY AND WELL BEING
Due to its location in a rural area, DMMIS enjoys the benefits of both a tranquil
neighborhood and an effective child protection policy. This is a great blessing for the school.
The learners are able to have a happy and conducive learning environment thanks to the
mechanisms that are currently in place.
The Datu Mamundas Mamalumpong Integrated School is a place that welcomes and
values children. Learners are more likely to exhibit positive behavior and performance in
the school and classroom when they have a sense that they are accepted and that a
supportive and loving atmosphere has been created for them. In addition, the institution
places an emphasis on the part that educators play in fostering resiliency and well-being in
the classroom, specifically on how they should be aware of caring relationships, positive
expectations, and the importance of providing opportunities for participation to the
students. We took a firm stance against discrimination and bullying, and we implemented
our policy with vigor. Where there have been no reports of child abuse or bullying. DMMIS
is an excellent choice for families with young children.
Our findings suggest relatively low vaccine acceptance among all the students in
Datu Mamundas Mamalumpong Integrated School and different factors that play a role in
their vaccine uptake decision according to their levels of acceptance. Vaccine promotion
messages should address specific concerns among the refusal and hesitancy groups. School
could play a positive role in vaccine campaign since the reluctancy group considered that
recommendation by their school was important in their decision making. Health educators
also need to pay particular attention to the refusal group who do not value duration of
protection or authoritative advice as much as their counterparts in their vaccine decision
making. In terms of COVID-19 vaccine refusal, 0.5% were considered as refusal group (i.e.,
‘definitely not’ or ‘not likely to take COVID-19 vaccines’), and 0.499% were vaccinated.
GOVERNANCE
DMMIS stakeholders are partners in progress, which enables them to provide ongoing
support for the school's PPAs. The following is a list of the extracurricular activities at the
school that receive full support from the various stakeholders: Brigada Eskwela, Summer
Programs, Clean-up Drive, 4Ps Bayanihan, and Community outreach program, among
others. It is also important to note the level of stakeholder’s support independence the
school had. In order to motivate stakeholders, private businesses, and private individuals
to become one of the school's partners, DMMIS promotes the idea that the school should be
transparent regarding all of its financial resources. Between the months of August 2022 and
October 2022, the institution received a total of 94,000 in cash and non-monetary donations
from the stakeholders as well as from other private companies. It demonstrates a significant
level of engagement in a variety of school-sponsored activities and initiatives.
The school is still operating at the SBM Level 1 level, which has an interpretation of
Developing.
The school also has a significant concern regarding the titling of the school site. We
are working to ensure that this is included on our list of priorities.

A sufficient amount of attention is given to all of the identified priorities for
improvement that contribute to the performance of the school and the students in order to
meet all of the goals that have been established by the Division Office.
PRIORITY IMPROVEMENT AREAS
This table shows the Priority Improvement Areas of the school.
Criteria Description Scale

Strategic The number of other areas that will benefit
Importance when the improvement area is addressed 5 – Very High
Urgency The urgency or need to improve the area as 4 – High
soon as possible 3 – Moderate
Magnitude The number of learners that will benefit when 2 – Low
the improvement area is addressed 1 – Very Low
Feasibility The degree to which the improvement area is
within the school’s mandate and control
Average Rating Interpretation

4.5 – 5.0 Very High Priority
3.5 – 4.49 High Priority
2.5 – 3.49 Moderate Priority
1.5 – 2.49 Low Priority
1.0 – 1.49 Very Low Priority
Strategic
Improvement Areas Urgency Magnitude Feasibility Average Interpretation
Importance
PILLAR 1: ACCESS
Percentage of School-age
Children in School - Net
Enrollment Rate (NER) in
Elementary and
Secondary Very High
5 4 5 5 4.5
Priority
(P1-DEDP 1.1.1)
OPLAN ILAPIS (Increase

Learners’ Attendance and
Participation In School)
Incidence of Out-of-
School Youth (OSY) in
Senior High School Very High
5 4 4 5 4.5
Priority
Fly High, Senior High
Percentage of Learners in
a Cohort Completing
Grade 6 – Completion
Rate (CR) in Elementary 4 4 4 4 4 High Priority
and Secondary
(P1-DEDP 1.2.1)

Edukasyon Ko, Tatapusin
Ko!
Percentage of Five-year
Old Children in Schools –
Net Intake Rate (NIR)
(P1-DEDP 1.4) 4 4 4 4 4 High Priority
"Bata Mo, Hanap Ko"
(Early Enrolment)
Percentage of Elementary
Enrollees in a Given
School Year Continue to
be in School the following 4 4 4 4 4 High Priority
School Year - Retention
Rate (RR) (P1-DEDP 1.5.1)
“Edukasyon Ipadayon”
Percentage of Currently
Enrolled Elementary
Learners not Completing
the School Year – Dropout Very High
Rate (DR) (P1-DEDP 1.6.1) 5 4 5 5 4.75
Priority
SAGIP BATA (Sagipin Ang
Galing, Isip, at Pangarap ng
bawat BATA)
Percentage of
Kindergarten Completers
Proceeded to next Key
Stage in Grade 1 –
Transition Rate (TR) (P1- Moderate
3 3 3 3 3
DEDP 1.7.1) Priority
“Sapat na Kaalaman,
Iangat sa susunod na
baitang”
Percentage of Grade 3
Completers Proceeded to
next Key Stage in Grade 4
– Transition Rate (TR)
(P1-DEDP 1.7.2) 4 4 4 4 4 High Priority
“Ambak para dili

matagak!”
PILLAR 2: EQUITY
Proportion of Elementary
and Secondary Learners
in Situation of
Disadvantages Transition
to Next Key Stage 4 4 4 4 4 High Priority
(P2-DEDP 2.1)
“Kasali lahat, Para sa
Lahat, Halina’t Umangat!”

Situations of
Disadvantage
(disaggregated by group)
Achieved at Least a Fixed
Level of Very High
Proficiency/Mastery in 5 5 5 5 5
Priority
Reading Literacy
(P2-DEDP 2.1.3)
“HAT ng Batang DMMIS

(Hasain Ang Talino)”
Situations of
Disadvantage
(disaggregated by group)
Achieved at least a Fixed
Level of Very High
5 4 5 4 4.5
Proficiency/Mastery in Priority
Numeracy
(P2-DEDP 2.1.4)
“Unique ang Mathenik”

PILLAR 3: QUALITY
Percentage of Learners
Proceeded to College
(P3-DEDP 3.1)
4 4 4 4 4 High Priority
ACE
“Advancing College
Education “
Learners Attaining Nearly
Proficient Level or Better
in English (P3-DEDP
3.1.1) 4 4 4 4 4 High Priority
“SKOB” Sulong
Karunungan Oplan Basa
in Filipino (P3-DEDP
3.1.2) 4 4 4 4 4 High Priority
“SKOB” Sulong
Karunungan Oplan Basa
Learners Attaining at
Least Minimum Level of
Proficiency in MTB-MLE
(P3-DEDP 3.1.3)
Moderate
PULONG Project 3 3 3 3 3
Priority
“Promoting and Utilizing
Local Language to
Optimize Learning in the
New Generation”

in Numeracy 4 4 4 4 4 High Priority
(P3-DEDP 3.1.4)
“Unique ang Mathenik”
in Literacy and Numeracy Very High
(P3-DEDP 3.2.1) 5 5 4 5 4.5
Priority
HAT ng Batang DMMIS
(Hasain Ang Talino)
Learners Attaining
in Literacy and Numeracy Very High
(P3-DEDP 3.3) 5 5 4 5 4.5
Priority
HAT ng Batang DMMIS
(Hasain Ang Talino)
PILLAR 4: RESILIENCY AND WELLBEING

Percentage of DepEd
Personnel in
Schools/Learning Centers
who Know the Rights of
Children and Learners in
Relation to Rights-Based
Education (RBE) Infusing 4 4 4 4 4 High Priority
them in their Respective
Jobs/Duties
(P4-DEDP 4.1.4)
OLRight
Optimizing Learner’s Right
who Reported Violence
Committed Against them
by other Learners
(Bullying) or Adults (Child
Abuse) Based on Intake
Moderate
Sheets of Schools (P4- 3 3 3 3 3
Priority
DEDP 4.2)
Child Protection Policy
“Safety mo, Kapakanan

Ko”
Equipped with Capacities
on what to do Before,
During, and After a Moderate
Disaster/ Emergency 3 3 3 3 3
Priority
(P4-DEDP 4.2.1)
“Laging Handa, Sa
Panahon ng Sakuna”

with Improved Health
Physical Fitness
(P4-DEDP 4.3) 4 4 4 4 4 High Priority
"Angat ang Batang Likas
na Malakas"
PILLAR 5 - ENABLING MECHANISM: GOVERNANCE

School Achieving Level of
SBM Practice
(P5-DEDP 5.1)
“May System sa SBM”
Proportion of Teachers &
School Head with
Outstanding rating in the
Individual/Office
Performance
Commitment and Review Very High
Form (I/OPCRF) (P5-DEDP 5 5 5 5 5
Priority
5.2)
DATU Teachers Developing
Adequate Trainings Useful
for teachers
Proportion of Classes
Achieving Ideal Ratio on
Classrooms (P5-
DEDP 5.3.1)
OPLAN SMILE Very High
5 4 5 5 4.75
(Oplan for a Safe, Priority
Meaningful, and
Interactive Learning
Environment)
Teachers
(P5-DEDP 5.3.2) Very High
5 4 5 5 4.75
Priority
Saktong Numero, Para sa
Saktong Pagtuturo
Proportion of Schools
Textbooks (P5-
DEDP 5.3.3) Very High
5 4 5 5 4.75
Priority
“Libro Ko, Kinabukasan
Ko”
Seats (P5- Very High
DEDP 5.3.4) 5 5 5 5 5
Priority
“paChair naman!”
Very High
Achieving Ideal Ratio on 5 5 5 5 5
Science and Math
Priority

Equipment
(P5-DEDP 5.3.5)
Oplan SMI!
Science and Math

Instructional materials for
learner’s Needs
ICT Package/E-Classroom Very High
(P5-DEDP 5.3.6) 5 5 5 5 5
Priority
Gadgets para Di-Maiwits!
Functional Library
(P5-DEDP 5.4.1) Moderate
3 3 3 3 3
SLRC Priority
Connection to Electricity
(P5-DEDP 5.3.8.1) Moderate
3 3 3 3 3
“Kuryente Mo, Panatilihin Priority
Ko”
Connection to Internet
(P5-DEDP 5.3.9.1) Very High
5 5 5 5 5
Priority
“Koneksyon mo, Sagot Ko”
Client Satisfaction Rating
of Schools’ Respective
Internal and External
Stakeholders
(P5-DEDP 5.4.1)
Moderate
PLEASE (Partners for 3 3 3 3 3
Linkaging, Empowerment Priority
, Acceleration and
Sustainability of
Education) Project
Functional School
Governing Council (SGC)
(P5-DEDP 5.5.2) 4.5 Very High
5 4 4 5
“Komunidad Ko, Priority
Katuwang Ko”
School Site Title (P5-

DEDP 5.7.1) Very High
5 5 5 5 5
Priority
“Titulo ko Dokumentado”
School Covered Court (P5-
DEDP 5.7.1)
“Covered Court is REAL!”
The DMMIS Planning worksheet includes the PIAs of the school that need to be
addressed in the appropriate manner. The DEDP Targets and Objectives are used as a basis
for the identification of the PIAs. The Planning Worksheet also outlines the goals for how to
address the PIAs, the fundamental causes of the PIAs, and the time frame for when the goals
will be accomplished. This is the DMMIS planning worksheet that has been completed in its
entirety.

PLANNING WORKSHEET for ACCESS
PRIORIT TIME FRAME
DEPED Y
LEARNING GENERAL
INTERMEDIAT IMPROV ROOT CAUSE/S SY SY
STAGE
OBJECTIVE/S SY
E OUTCOMES EMENT 24-25
23-24 25-26
AREA
IO1: School age Enrolmen To increase enrolment ❖ Transfer of

children in t rate in Kindergarten to residence
School Grade Three by 5% or ❖ Enrolment rate drop
due to the nearest
√ √ √
from 98 to 103 within
the 3 year period. elementary school.
IO1.1: All five- To increase enrolment ❖ Transfer of

Kindergar
year old in Kindergarten by 5% residence
ten
children in
Enrolmen
or from 23 to 25 ❖ Poverty √ √ √
school within the 3 year ❖ Child Labor
t
period.
IO1.2: All To attain zero drop-out ❖ Transfer of

learners will rate every school year residence
stay in school Zero ❖ Poverty
and finish key Drop-out ❖ Lack of parents’ √ √ √
stages rate support
❖ Lack of interest in
attending school
❖ Health Problem
To increase the
Retention retention rate from ❖ Transfer of
K-3 rate 93% to 100% in 3 residence √ √ √
years ❖ Poverty
To increase the ❖ Transfer of

Low attendance rate of residence
attendanc learners from 75% to ❖ Poverty √ √ √
e rate 95% ❖ Child Labor
IO1.3: All To maintain the 0% ❖ Transfer of

learners repetition rate for the residence
transition to Repetition next 3 years ❖ Poverty
rate ❖ Lack of parents’ √ √ √
the next key
stages support
attending school.
IO1.5: Learners Participat To encourage and
are diverse, ion of increase the level in
happy, and Learners participation of
smart in learners in Academic
Academic and Non-Academic
❖ Limited school √ √ √
finances
and Non- Activities
Academic
Activities
IO1: School age Enrolmen To increase enrolment ❖ Transfer of

children in t rate in Grade 4 to Grade residence
School Six by 5% or from 57 ❖ Enrolment rate drop √ √ √
to 60 within the 3 year due to the nearest
period. elementary school.
❖
4-6 IO1.2: All To attain zero drop-out ❖ Transfer of
learners will rate every school year residence
Zero
stay in school ❖ Poverty
Drop-out ❖ Lack of parents’ √ √ √
and finish key rate
stages support
attending school
Page 27 of 285
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PLANNING WORKSHEET for ACCESS
PRIORIT TIME FRAME
DEPED Y
LEARNING GENERAL
INTERMEDIAT IMPROV ROOT CAUSE/S SY SY
STAGE
OBJECTIVE/S SY
E OUTCOMES EMENT 24-25
23-24 25-26
AREA
1. Health Problem
To increase the
❖ Transfer of
Retenti retention rate residence √ √ √
on rate from 99% to ❖ Poverty
100% in 3 years
Low To increase the ❖ Transfer of

attenda attendance rate residence
❖ Poverty √ √ √
nce of learners from
rate 75% to 95%
1. Child Labor
IO1.3: All To maintain the ❖ Transfer of
learners 0% repetition residence
transition rate for the next ❖ Poverty
to the next 3 years ❖ Lack of
key stages parents’
Repetiti support √ √ √
on rate
1. Lack
of interest in
attending scho
ol.
IO1.5: Particip To encourage

Learners ation of and increase the
are diverse, Learner level in
happy, and s in participation of
smart Acade learners in
mic Academic and 1. Limited school √ √ √
and Non-Academic finances
Non- Activities
Acade
mic
Activiti
es
Page 28 of 285
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IO1: School age Enrolment To increase enrolment ❖ Transfer of
children in rate in Grade 4 to Grade residence
School Six by 5% or from 57 ❖ Enrolment rate
to 60 within the 3 drop due to the
nearest √ √ √
year period.
elementary
school.
IO1.2: All To attain zero drop- ❖ Transfer of

learners will stay out rate every school residence
in school and year ❖ Poverty
finish key stages ❖ Lack of parents’
Zero Drop- support √ √ √
out rate ❖ Lack of interest
in
attending schoo
l
❖ Health Problem
To increase the
residence √ √ √
rate 99% to 100% in 3
years ❖ Poverty
7-10
Low residence
attendance rate of
attendance
learners from 75% to ❖ Poverty √ √ √
rate ❖ Child Labor
95%

transition to the next 3 years ❖ Poverty
next key stages Repetition ❖ Lack of parents’
support √ √ √
rate
❖ Lack of interest
in
attending schoo
l.
IO1.5: Learners Participatio To encourage and
are diverse, n of increase the level in
happy, and Learners in participation of
smart Academic learners in Academic ❖ Limited school √ √ √
and Non- and Non-Academic finances
Academic Activities
Activities
IO1: School age Enrolment To increase enrolment ❖ Transfer of

children in rate in Grade 4 to Grade residence
School Six by 5% or from 57 ❖ Enrolment rate
to 60 within the 3 drop due to the
nearest √ √ √
year period.
elementary
school.
11-
12
IO1.2: All To attain zero drop- ❖ Transfer of
learners will stay out rate every school residence
in school and Zero Drop- year ❖ Poverty
❖ Lack of parents’ √ √ √
finish key stages out rate
support
in
Page 29 of 285
[email protected]
attending schoo
l
❖ Health Problem
To increase the
residence √ √ √
rate 99% to 100% in 3
years ❖ Poverty

Low residence
attendance rate of
attendance
learners from 75% to ❖ Poverty √ √ √
rate ❖ Child Labor
95%

transition to the next 3 years ❖ Poverty
next key stages Repetition ❖ Lack of parents’
support √ √ √
rate
in
attending schoo
l.
IO1.5: Learners Participatio To encourage and
are diverse, n of increase the level in
happy, and Learners in participation of
smart Academic learners in Academic ❖ Limited school √ √ √
and Non- and Non-Academic finances
Academic Activities
Activities
Page 30 of 285
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PLANNING WORKSHEET for EQUITY
TIME
PRIORIT FRAME
LEAR DEPED
Y
NING INTERMEDI GENERAL S SY
IMPROVE ROOT CAUSE/S
STAG ATE OBJECTIVE/S Y SY
MENT 23 24- 25
E OUTCOMES
AREA - 25 -
24 26
IO2: School-
age children
and youth,
and adults in
situations
disadvantage
IO2.1: All
school-age
children and
youth and
adults in Non/Frustr
K-3 ❖ Due to the
situations of ation
Readers To increase the pandemic
disadvantage ❖ Lack of parental
and number of learners
are involvement
who mastered √ √ √
participating Struggling reading literacy and
in basic learners in ❖ Lack of
numeracy
learning Mathematic Nutrition
opportunities s
and receiving
appropriate
quality
education
Page 31 of 285
[email protected]
PLANNING WORKSHEET FOR QUALITY
TIME
PRIORIT FRAME
LEAR DEPED
Y S
IMPROVE ROOT CAUSE/S Y
STAG ATE OBJECTIVE/S Y
2
MENT 23 25
E OUTCOMES 4-
AREA - -
2 26
24
5
IO3.1:
Learners ❖ Poor study
attain Stage 1 To meet the target of habits.
Learners
learning 80% of the learners ❖ Lack of
Performanc
standards of that could achieve teachers' or √ √ √
e in all
fundamental 80% and above MPS
subject parents' follow-
reading and in all subject areas.
numeracy up
skills
To decrease the
number of Non-
readers in Grade ❖ Poor study
Three in Filipino habits.
from 7 to 0 ❖ Lack of
Low
teachers' or √ √ √
Literacy To decrease the
number of ❖ parents'
frustration learners follow-up
in Grade Three in
Filipino from 6 to 0.
K-3
❖ Poor study
Low habits.
To increase learners
Performanc ❖ Lack of
competence in √ √ √
e in teachers' or
numeracy
Numeracy
❖ parents'
follow-up
To provide regular
Regular report to parents
reporting of about pupils ❖ Lack of parents'
follow-up √ √ √
Learners progress and school
progress development at home
quarterly.
❖ Teachers need
To conduct guidance,
Instruction classroom TA and
al observation and encouragement √ √ √
Supervision supervision to all
teachers ❖ from their
superiors
IO3.2: Learners ❖ Poor study

Learners Performanc To meet the target of
4-6 habits. √ √ √
attain Stage 2 e in all 80% of the learners
❖ Lack of
(Grade 6) subject that could achieve
teachers' or
Page 32 of 285
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TIME
PRIORIT FRAME
LEAR DEPED
Y S
2
MENT 23 25
E OUTCOMES 4-
AREA - -
2 26
24
5
learning 80% and above MPS parents'

standards of in all subject areas. follow-up
literacy and
numeracy To decrease the
number of Non-
skills and
readers in Grade
apply 21st
Four to Grade Six in
century skills Filipino and English ❖ Poor study
to various English – from 1 habits.
situations Low to 0 ❖ Lack of
Filipino – from 1 √ √ √
Literacy teachers' or
to 0 parents'
To decrease the follow-up
number of
frustration learners
in both English and
Filipino by 80%
❖ Poor study
Low habits.
e in teachers' or
numeracy
Numeracy parents'
follow-up
To provide regular
√ √ √
Learners progress and school follow-up at
progress development home
quarterly.
❖ Teachers need
al observation and encouragem √ √ √
Supervision supervision to all ent from
teachers their
superiors
IO3.2:
attain Stage 2 To meet the target of
Learners habits.
(Grade 7-10) 80% of the learners
7-10 learning that could achieve √ √ √
e in all teachers' or
standards of 80% and above MPS
subject parents'
literacy and in all subject areas.
follow-up
numeracy
skills and
Page 33 of 285
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TIME
PRIORIT FRAME
LEAR DEPED
Y S
2
MENT 23 25
E OUTCOMES 4-
AREA - -
2 26
24
5
apply 21st
century skills
to various
situations
IO3.2:
Learners
❖ Poor study
attain Stage 2
habits
(Grade 11-12)
❖ Peer influence
learning To meet the target of
Learners ❖ Lack of
standards of 85% of the learners
11- Performanc teachers' or
literacy and that could achieve √ √ √
12 numeracy
e in all
80% and above MPS
parents'
subject follow-up
skills and in all subject areas.
and
apply 21st
guidance
century skills
support.
to various
situations
Page 34 of 285
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PLANNING WORKSHEET FOR RESILIENCY AND WELL-BEING
TIME
PRIORIT FRAME
LEAR DEPED
Y S
2
MENT 23 25
E OUTCOMES 4-
AREA - -
2 26
24
5
IO3.1:
attain Stage 1 To meet the target of habits.
Learners
learning 80% of the learners ❖ Lack of
Performanc
standards of that could achieve teachers' or √ √ √
e in all
fundamental 80% and above MPS
subject parents' follow-
reading and in all subject areas.
numeracy up
skills
To decrease the
number of Non-
readers in Grade ❖ Poor study
Three in Filipino habits.
from 7 to 0 ❖ Lack of
Low
teachers' or √ √ √
Literacy To decrease the
number of ❖ parents'
frustration learners follow-up
in Grade Three in
Filipino from 6 to 0.
K-3
❖ Poor study
Low habits.
e in teachers' or
numeracy
Numeracy
❖ parents'
follow-up
To provide regular
follow-up √ √ √
Learners progress and school
progress development at home
quarterly.
❖ Teachers need
al observation and encouragement √ √ √
Supervision supervision to all
teachers ❖ from their
superiors
IO3.2: Learners ❖ Poor study

Learners Performanc To meet the target of
4-6 habits. √ √ √
attain Stage 2 e in all 80% of the learners
❖ Lack of
(Grade 6) subject that could achieve
teachers' or
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TIME
PRIORIT FRAME
LEAR DEPED
Y S
2
MENT 23 25
E OUTCOMES 4-
AREA - -
2 26
24
5
learning 80% and above MPS parents'

standards of in all subject areas. follow-up
literacy and
numeracy To decrease the
number of Non-
skills and
readers in Grade
apply 21st
Four to Grade Six in
century skills Filipino and English ❖ Poor study
to various English – from 1 habits.
situations Low to 0 ❖ Lack of
Filipino – from 1 √ √ √
Literacy teachers' or
to 0 parents'
To decrease the follow-up
number of
frustration learners
in both English and
Filipino by 80%
❖ Poor study
Low habits.
e in teachers' or
numeracy
Numeracy parents'
follow-up
To provide regular
√ √ √
Learners progress and school follow-up at
progress development home
quarterly.
❖ Teachers need
al observation and encouragem √ √ √
Supervision supervision to all ent from
teachers their
superiors
IO3.2:
attain Stage 2 To meet the target of
Learners habits.
(Grade 7-10) 80% of the learners
7-10 learning that could achieve √ √ √
e in all teachers' or
standards of 80% and above MPS
subject parents'
literacy and in all subject areas.
follow-up
numeracy
skills and
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TIME
PRIORIT FRAME
LEAR DEPED
Y S
2
MENT 23 25
E OUTCOMES 4-
AREA - -
2 26
24
5
apply 21st
century skills
to various
situations
IO3.2:
Learners
❖ Poor study
attain Stage 2
habits
(Grade 11-12)
❖ Peer influence
learning To meet the target of
Learners ❖ Lack of
standards of 85% of the learners
11- Performanc teachers' or
literacy and that could achieve √ √ √
12 numeracy
e in all
85% and above MPS
parents'
subject follow-up
skills and in all subject areas.
and
apply 21st
guidance
century skills
support.
to various
situations
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PLANNING WORKSHEET FOR GOVERNANCE
TIME
PRIORIT FRAME
LEAR DEPED
Y S
2
MENT 23 25
E OUTCOMES 4-
AREA - -
2 26
24
5
EM5.1.1: ❖ Lack of
Achieving documentat
Higher Level Obtain ion of
To be assessed at
of SBM SBM Level school √ √ √
the division level
Practice 2 programs and
activities
EM5.2.1:
Integrated
schools with
very To attain an
outstanding rating ❖ Lack of
satisfactory
in OPCRF/IPCRF professional
and higher OPCRF/IPC
development √ √ √
rating in the RF
training
Office
Less commitment
Performance
Commitment
and Review
Form (OPCRF)
EM5.3.1: ❖ 3
Achieve ideal classrooms
K-3 ratio on are not the
classrooms To have sufficient standard
classroom space for classroom size
Adequate
each grade and ❖ 1 classroom √ √ √
classrooms
other school is used as a
learning centers. combination
❖
(SLRC/Gra
de 1)
Improved
health To have sufficient
EM5.3.2: ❖ Additional
physical number of teachers √ √ √
learners
Achieve ideal fitness of
ratio on learners. population
teachers.
❖ Lack of
To have sufficient textbooks
EM5.3.3: Adequate
and updated √ √ √
textbooks ❖ Books are
Achieve ideal textbooks.
outdated
ratio on
textbooks
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TIME
PRIORIT FRAME
LEAR DEPED
Y S
2
MENT 23 25
E OUTCOMES 4-
AREA - -
2 26
24
5
To have sufficient
Adequate textbooks
Achieve ideal and updated √ √ √
textbooks ❖ Books are
ratio on textbooks.
outdated
textbooks.
Science and
EM5.3.5:Achie ❖ No issued
Math To have access to
ve ideal ratio Science and
equipment Science and Math √ √ √
on Science ❖ Mathematics
for learners equipment
and Math Equipment
to use.
Equipment.
❖ Insufficient
EM5.3.6:Achie
number of
ve ideal ratio
❖ tablets and
on ICT Tablets/Co
To have sufficient computers.
Package/E- mputer to
number of √ √ √
classroom a use in
4-6 tablets/computers.
target. learning
EM5.3.7.1: ❖ Lack of budget

Integrated for SLRC
School Room
schools with SLRC/Libra To have a functional
❖ Lack of learning √ √ √
Functional ry library for learning.
materials
Library ❖ Lack of cabinet,
table,
❖ chair
EM5.3.8.1:
❖ Delayed release
Integrated
To have a stable of MOOE
schools with Electricity
7-10 electricity ❖ Delayed paying √ √ √
connection to connection.
connection. of electric
electricity.
❖ Bill.
EM5.3.9.1;
Integrated ❖ Loss connection

Internet To have a stable
schools with ❖ Brown out √ √ √
connection. internet connection
connection to
internet.
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TIME
PRIORIT FRAME
LEAR DEPED
Y S
2
MENT 23 25
E OUTCOMES 4-
AREA - -
2 26
24
5
EM5.4.1:
Client ❖ Orientation of
Satisfaction
Rating of To obtain a high parents/stakehold
Consolidate
schools’ rating on CSSF ers √ √ √
d CSSF
respective survey. Lack of
internal and Survey
external Forms
stakeholders
EM5.5.2:
11- To strengthen the ❖ No proper
12 Integrated rapport between the communication
schools with CBL/Annu
school's ❖ Lack of
functional al Action √ √ √
administration,
School Plan.
parents, and interest/par
Governing stakeholders. ticipation.
Council
Integrated School To have a tilted budget for
√ √ √
schools with Land Title school site. processing
School Site. land title.
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CHAPTER 3
PLAN
C C
This section contains a list of solutions for the root problems that have been H H
identified. The attached versions of the Project Work Plan and Budget Matrix (see A A
P P
attached Annex 9) developed for the indicated solutions enumerate these solutions. The T T
solution is contained in each project work plan and includes the following information: E E
problem statement, project objective statement, actions, and output. Despite the fact that R R
the time of each project was mentioned in the work plan, the team should make these
3
projects manageable in order to give the school with immediate results. 3
IDENTIFIED SOLUTIONS
PIA ROOT CAUSE SOLUTION
PILLAR 1: ACCESS
Percentage of
School-age Children
in School - Net
Enrollment Rate Child Labor
(NER) in Elementary -Parent’s Lack of • Strengthen Parent mentoring
and Secondary Guidance and Support • Strengthen career guidance
-Peer Influence program
(P1-DEDP 1.1.1) -Lack of Interest • Regular monitoring on their
OPLAN ILAPIS -Change of residency or Academic school performance
(Increase Learners’ distance from School
Attendance and
Participation In
School)
Incidence of Out-of-
School Youth (OSY) • Strengthen Parent mentoring
in Senior High • Strengthen career guidance
- economic reasons
program
School -child labor
• Regular monitoring on their
Fly High, Senior High Academic school performance
Percentage of
Learners in a Cohort
Completing Grade 6 –
Completion Rate • Strengthen Parent mentoring
(CR) in Elementary • Strengthen career guidance
-economic reasons
and Secondary program
-child labor • Regular monitoring on their
(P1-DEDP 1.2.1) Academic school performance
Edukasyon Ko,
Tatapusin Ko!
Percentage of Five-
year Old Children in • Strengthen Parent mentoring
Schools – Net Intake financial matters • Strengthen career guidance
Rate (NIR) -health problems program
(P1-DEDP 1.4) - child labor • Regular monitoring on their
"Bata Mo, Hanap Ko" -parents attitude Academic school performance
• Prepare fund for the activities
(Early Enrolment)
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Percentage of
Elementary Enrollees Child Labor
in a Given School -Parent’s Lack of • Strengthen Parent mentoring
Year Continue to be Guidance and Support • Strengthen career guidance
in School the -Peer Influence program
following School Year -Lack of Interest • Regular monitoring on their
- Retention Rate (RR) -Change of residency or Academic school performance
(P1-DEDP 1.5.1) distance from School • Prepare fund for the activities
“Edukasyon
Ipadayon”
Percentage of
Currently Enrolled
Elementary Learners Child Labor
not Completing the • Strengthen Parent mentoring
-Parent’s Lack of
School Year – • Strengthen career guidance
Guidance and Support
Dropout Rate (DR) program
-Peer Influence
(P1-DEDP 1.6.1) • Regular monitoring on their
-Lack of Interest Academic school performance
SAGIP BATA (Sagipin -Change of residency or • Prepare fund for the activities
Ang Galing, Isip, at distance from School
Pangarap ng bawat
BATA)
Percentage of
Kindergarten
Completers • Strengthen Parent mentoring
-Parent’s Lack of
Proceeded to next • Strengthen career guidance
Key Stage in Grade 1 Guidance and Support
program
– Transition Rate -Lack of Interest
(TR) (P1-DEDP 1.7.1) -Change of residency or
Academic school performance
distance from School
“Sapat na Kaalaman, • Prepare fund for the activities
Iangat sa susunod na
baitang”
Percentage of Grade
3 Completers
Proceeded to next
Child Labor
• Strengthen Parent mentoring
Key Stage in Grade 4 -Parent’s Lack of
• Strengthen career guidance
– Transition Rate Guidance and Support
program
(TR) (P1-DEDP -Peer Influence • Regular monitoring on their
1.7.2) -Lack of Interest Academic school performance
-Change of residency or
“Ambak para dili distance from School
matagak!”
PILLAR 2: EQUITY
Proportion of
Elementary and Child Labor
Secondary Learners -Parent’s Lack of
in Situation of Guidance and Support
program
Disadvantages -Peer Influence • Regular monitoring on their
Transition to Next -Lack of Interest
Key Stage -Change of residency or • Prepare fund for the activities
(P2-DEDP 2.1)
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“Kasali lahat, Para sa
Lahat, Halina’t
Umangat!”
Percentage of
Learners in
Situations of
Disadvantage
(disaggregated by Child Labor
group) Achieved at -Parent’s Lack of
Least a Fixed Level Guidance and Support
program
of -Peer Influence • Regular monitoring on their
Proficiency/Mastery -Lack of Interest Academic school performance
in Reading Literacy -Change of residency or • Prepare fund for the activities
(P2-DEDP 2.1.3)
“HAT ng Batang
DMMIS (Hasain Ang
Talino)”
Percentage of
Learners in
Situations of
Disadvantage Child Labor
(disaggregated by -Parent’s Lack of
group) Achieved at Guidance and Support
program
least a Fixed Level of -Peer Influence • Regular monitoring on their
Proficiency/Mastery -Lack of Interest Academic school performance
in Numeracy -Change of residency or • Prepare fund for the activities
(P2-DEDP 2.1.4)
“Unique ang
Mathenik”
PILLAR 3: QUALITY
Percentage of
Learners Proceeded Child Labor
to College • Strengthen Parent mentoring
-Parent’s Lack of • Strengthen career guidance
(P3-DEDP 3.1) Guidance and Support program
-Peer Influence • Regular monitoring on their
ACE
-Lack of Interest Academic school performance
“Advancing College
Education “ -Change of residency or • Prepare fund for the activities
-Teenage pregnancy
Percentage of Grade
3 Learners Attaining
Nearly Proficient • Strengthen Parent mentoring
Parent’s Lack of
Level or Better in • Strengthen career guidance
English (P3-DEDP
program
3.1.1) -Lack of Interest • Regular monitoring on their
“SKOB” Sulong Academic school performance
Karunungan Oplan • Prepare fund for the activities
Basa
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Percentage of Grade
Level or Better in Parent’s Lack of
Filipino (P3-DEDP Guidance and Support
program
-Lack of Interest
3.1.2) • Regular monitoring on their
-Change of residency or Academic school performance
“SKOB” Sulong distance from School • Prepare fund for the activities
Karunungan Oplan
Basa
Percentage of Grade
at Least Minimum
Level of Proficiency
in MTB-MLE • Strengthen Parent mentoring
Parent’s Lack of
(P3-DEDP 3.1.3) • Strengthen career guidance
program
PULONG Project -Lack of Interest • Regular monitoring on their
-Change of residency or Academic school performance
“Promoting and distance from School
Utilizing Local • Prepare fund for the activities
Language to
Optimize Learning in
the New Generation”
Percentage of Grade
Parent’s Lack of
Level or Better in • Strengthen career guidance
program
Numeracy -Lack of Interest • Regular monitoring on their
(P3-DEDP 3.1.4) -Change of residency or Academic school performance
“Unique ang • Prepare fund for the activities
Mathenik”
Percentage of Grade
Nearly Proficient
Level or Better in • Strengthen Parent mentoring
Parent’s Lack of
Literacy and • Strengthen career guidance
program
Numeracy (P3-DEDP -Lack of Interest
3.2.1) -Change of residency or
HAT ng Batang • Prepare fund for the activities
DMMIS (Hasain
Ang Talino)
Percentage of Grade
10 Learners • Strengthen Parent mentoring
Parent’s Lack of
Attaining Proficient • Strengthen career guidance
Level or Better in program
-Lack of Interest
Literacy and • Regular monitoring on their
Numeracy (P3-DEDP Academic school performance
3.3) • Prepare fund for the activities
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HAT ng Batang
DMMIS (Hasain
Ang Talino)

Percentage of DepEd
Personnel in
Schools/Learning
Centers who Know
the Rights of
Children and
Learners in Relation • Strengthen Parent mentoring
Parent’s Lack of
to Rights-Based • Strengthen career guidance
program
Education (RBE) -Lack of Interest
Infusing them in -Change of residency or
their Respective distance from School
Jobs/Duties
(P4-DEDP 4.1.4)
OLRight
Optimizing Learner’s
Right
Percentage of
Learners who
Reported Violence
Committed Against
them by other
Learners (Bullying) or • Strengthen Parent mentoring
Parent’s Lack of
Adults (Child Abuse) • Strengthen career guidance
Based on Intake program
-Lack of Interest
Sheets of Schools • Regular monitoring on their
(P4-DEDP 4.2) Academic school performance
Child Protection
Policy
“Safety mo,
Kapakanan Ko”
Percentage of
Learners Equipped
with Capacities on • Strengthen Parent mentoring
Parent’s Lack of
what to do Before, • Strengthen career guidance
During, and After a program
-Lack of Interest
Disaster/ Emergency • Regular monitoring on their
(P4-DEDP 4.2.1) Academic school performance
“Laging Handa, Sa
Panahon ng Sakuna”
Percentage of Parent’s Lack of • Strengthen Parent mentoring
Learners with Guidance and Support • Strengthen career guidance
Improved Health program
-Lack of Interest
Physical Fitness • Regular monitoring on their
(P4-DEDP 4.3) Academic school performance
distance from School • Prepare fund for the activities
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"Angat ang Batang
Likas na Malakas"
PILLAR 5 - ENABLING MECHANISM: GOVERNANCE

School Achieving • Prepare fund for the activities
Due to the fact that the
Level of SBM • Sustained the best practices
documents for Level III
Practice • Additional fund for the learning
were never brought up to
(P5-DEDP 5.1) materials
date, the SBM level was
“May System sa reduced to level I. • Stakeholders and teachers’
SBM” support
Proportion of
Teachers & School
Head with
Outstanding rating
in the
Individual/Office • Prepare fund for the activities
Performance Due to the fact that the
• Sustained the best practices
Commitment and documents for Level III
• Additional fund for the learning
Review Form were never brought up to
materials
(I/OPCRF) (P5-DEDP date, the SBM level was
reduced to level I. • Stakeholders and teachers’
5.2) support
DATU Teachers
Developing Adequate
Trainings Useful for
teachers
Achieving Ideal Ratio
on Classrooms
(P5-DEDP 5.3.1) • Prepare fund for the activities
OPLAN SMILE documents for Level III
(Oplan for a Safe, materials
date, the SBM level was
Meaningful, and reduced to level I. • Stakeholders and teachers’
Interactive Learning support
Environment)
Achieving Ideal Ratio • Prepare fund for the activities
on Teachers Due to the fact that the
(P5-DEDP 5.3.2) documents for Level III
materials
Saktong Numero, date, the SBM level was
reduced to level I. • Stakeholders and teachers’
Para sa Saktong support
Pagtuturo
Proportion of
Schools Achieving • Prepare fund for the activities
Ideal Ratio on Due to the fact that the
Textbooks documents for Level III
(P5-DEDP 5.3.3) were never brought up to
materials
date, the SBM level
“Libro Ko, was reduced to level I. • Stakeholders and teachers’
Kinabukasan Ko” support
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Proportion of • Prepare fund for the activities
Schools Achieving Due to the fact that the
Ideal Ratio on Seats documents for Level III
(P5-DEDP 5.3.4) were never brought up to
materials
date, the SBM level
“paChair naman!” was reduced to level I. • Stakeholders and teachers’
support
Proportion of
Schools Achieving
Ideal Ratio on
Science and Math • Prepare fund for the activities
Equipment Due to the fact that the
(P5-DEDP 5.3.5) documents for Level III
Oplan SMI! materials
date, the SBM level
was reduced to level I. • Stakeholders and teachers’
Science and Math support
Instructional
materials for learner’s
Needs
Proportion of
Schools Achieving
Ideal Ratio on ICT Due to the fact that the
Package/E- • Sustained the best practices
Classroom (P5- • Additional fund for the learning
DEDP 5.3.6) materials
date, the SBM level
Gadgets para Di- support
Maiwits!
Functional Library • Prepare fund for the activities
(P5-DEDP 5.4.1) Due to the fact that the
SLRC documents for Level III
materials
date, the SBM level
support
Connection to • Prepare fund for the activities
Electricity • Sustained the best practices
(P5-DEDP 5.3.8.1) • Additional fund for the learning
materials
“Kuryente Mo, date, the SBM level
Panatilihin Ko” support
Connection to • Prepare fund for the activities
Internet (P5-DEDP Due to the fact that the
5.3.9.1) documents for Level III
materials
“Koneksyon mo, Sagot date, the SBM level
Ko” was reduced to level I. • Stakeholders and teachers’
support
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Client Satisfaction
Rating of Schools’
Respective Internal
and External
Stakeholders Due to the fact that the
(P5-DEDP 5.4.1) • Sustained the best practices
PLEASE (Partners for materials
date, the SBM level
Linkaging, • Stakeholders and teachers’
was reduced to level I.
Empowerment , support
Acceleration and
Sustainability of
Education) Project
Functional School
Governing Council Due to the fact that the
(SGC) (P5-DEDP • Sustained the best practices
5.5.2) • Additional fund for the learning
materials
date, the SBM level
“Komunidad Ko, • Stakeholders and teachers’
was reduced to level I.
Katuwang Ko” support
School Site Title (P5- • Prepare fund for the activities
DEDP 5.7.1) There is contention • Sustained the best practices
regarding the land • Additional fund for the learning
“Titulo ko
ownership and the materials
Dokumentado”
process of deed donation. • Stakeholders and teachers’
support
School Covered • Additional fund for the learning
Court (P5-DEDP There is contention materials
5.7.1) regarding the land • Stakeholders and teachers’
“Covered Court is ownership and the support
REAL!” process of deed donation. • Approved Activity Proposal
B. ANNUAL IMPLEMENTATION PLAN

The Annual Implementation Plan is one of the most critical documents in
the ESIP (see attached Annex 10). This section contains information about specific
projects that the school will do each year, such as outcomes, activities, schedules,
required resources, funding sources, and the people responsible for completing
these projects. It also includes operational costs such as, but not limited to,
utilities, supplies, and materials, which are currently deemed allowable
expenditures under the MOOE guidelines.
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CHAPTER 4
MONITORING AND EVALUATION
C C
H H
A A
The SPT and the Monitoring and Evaluation Team are tasked for the P P
monitoring and evaluation of the SIP leading to achieve the main goal of the SIP T T
E
likewise additional inputs for the SRC later. E
R
R
Below is a template guide for proper monitoring and evaluation of the implemented 4
4
projects both in academic and non-academic:
PROJECT MONITORING REPORT FORM

S.Y. 2022
Schedule Dates of Monitoring
Mid-year: January 2022_
Year-end: July 2022
Name of Project Project Objectives Date of Accomplish Issues/ Recomme Signature

and Targets Monitoring ments/ Problems/ ndations/ of SPT and
Status to Challenges Action Project
Date Points Team
Leader
KRA 1: LEADING STRATEGICALLY
1.1.1 OPLAN Increased atleast
ILAPIS 10% in Enrolment Achieved - Early -
(Increase from 421 to 463 the marriage Strengthe
Learners’ learners July 2022 increase in among n Parent
Attendance enrolment the mentoring
and in Elem students -
Participation and SHS - Support Strengthe
In while JHS the n career
School) sustained family’s guidance
its livelihood program
enrolment
1.1.2 Project
SAGIP BATA - Achieved
(Sagipin Ang July 2022 and
Monitoring of
Galing, Isip, at surpassed
School Performance
Pangarap ng bawat the target - Early -
indicators
BATA) July 2022 turning marriage Strengthe
➢ Decrease
dropout to among n Parent
Drop-out
zero the mentoring
by 50%
- Decreased students -
from 15 to
cohort - Support Strengthe
7.
survival the n career
➢ Increase
July 2022 rate family’s guidance
Cohort
livelihood program
survival by
3% from
- Achieved
the target
1.1.3 PLAN on the Developed and September 2021 Achieved Sustained
Go! (Paunlarin, implemented all – July 2022 the target the best
Linangin ang mga Operational plans practices
Nakaplano)
1.2.1 Project Localized Research September 2021 Not yet To be
TUKLaS (Tungo sa Articles/Journal – July 2022 scheduled scheduled
Umuusbong na on next
Kamalayan sa SY
Larangan ng
Saliksik)
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1.2.2 Taking To Involve at least September 2021 Achieved Sustained
STEPS (Shared 80% participation – July 2022 the target the best
Responsibility of teachers, practices
Towards learners & other
Education and stakeholders on
Participation for policy development
School and decision-
Improvement) making towards
school
improvement
1.2.3 SMEM M & E Report and September 2021 Not yet To be

(School Monitoring Learners – July 2022 implemente implemen
and Evaluation Performance Report d ted on
Mechanism) next SY
KRA 2: MANAGING SCHOOL OPERATIONS AND RESOURCES

2.1.1 “oPlan Improved school January 2022 Achieved Sustained
SMILE (Plan for a facilities and school the target the best
Safe, Meaningful, grounds practices
and Interactive
Learning
Environment)
2.1.2 “SSS Organized 100% January 2022 Achieved Sustained
(Securing a deployment of the target the best
functional Staffing teachers and practices
System) in DMMIS teaching loads
2.2.1 “Ligtas sa Program matrix, September 2021 Achieved Sustained

Sakuna, Batang Attendance – July 2022 the target the best
Laging Handa ,Pictorials , practices
Accomplishment
Report
KRA 3: FOCUSING ON TEACHING AND LEARNING
3.1.1“CREATE Contextualized September 2021 Did not Insufficie - Prepare
Program atleast 40 – July 2022 achieve the nt budget fund for
(Contextualized, instructional target the
Relevant, materials activities
Engaging and,
Active Teaching
and learning
Experience)
3.1.2“Operation Attained 60% or 13 September 2021 Achieved Sustained
COPE (Capacitate out of 21 teachers – July 2022 the target the best
teachers to Obtain promoted from practices
high Performance Proficient to Highly
and work Proficient to
Excellence) Distinguished
Teachers
3.2.1 “"Project Ensured adequate September 2021 Achieved Sustained

PADAYON and appropriate – July 2022 the target the best
(Pandemya Di learning resources practices
hadlang sa Ating
EdukasYon)"
3.3.1 “One Team, One is to one of September 2021 Did not - Limited -
One Goal, One learner and – July 2022 achieve the funds Additional
Direction” (1TGD) learning resources target fund for
or materials ratio the
learning
materials
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3.3.2 “HAT ng Attained 65% of the September 2021 Achieved -
Batang DMMIS 465 learners with – July 2022 the target Stakehold
(Hasain Ang Proficiency Level or ers and
Talino) GPA of at least 80% teachers’
support
3.4.1“1. Developed and September 2021 Achieved Sustained

PROJECT SKOB integrated at least 3 – July 2022 the target the best
(Sulong Programs, Projects, practices
Karunungan and Activities in the
Oplan Basa) school
KRA 4: DEVELOPING SELF AND OTHERS

4.1.1 “DATU Participated at least September 2021 Achieved Sustained
Teachers Program 2 seminars/ – July 2022 the target the best
(Development webinars and other practices
opportunities and professional and
Adequate Trainings personal
that are Useful for development
Teachers) programs and
conducted at least 5
School-based In-
Service Training in
a year
4.2.1.1 “CARE to Enhanced September 2021 Achieved Sustained

School Personnel knowledge, skills – July 2022 the target the best
(Create A and attitudes of practices
Remarkable atleast 16 non-
Empowerment) teaching personnel
on various
professional
competencies and
development
4.3.1.1 “1. Recognized September 2021 Achieved Sustained

Pagkilala at exemplary – July 2022 the target the best
Parangal, Handog performances of all practices
sa Gurong teaching and non-
Marangal” teaching personnel
KRA 5: BUILDING CONNECTIONS n?
5.1.1 “PLEASE Increased at least 2 September 2021 Achieved Sustained
Project (Partners new education – July 2022 the target the best
for Linkaging, partners practices
Empowerment ,
Acceleration and
Sustainability of
Education)
5.2.1 “ONE Conducted 4 School September 2021 Achieved Sustained
Project organizational – July 2022 the target the best
(Organization and meeting and 1 practices
Network organizational
Empowerment) development
workshop
The M&E team assigned may begin collecting, organizing, and analyzing the
required school data for the PIAs to identify the progress and gaps to be tackled in the next
AIP. Updating of the SRC will follow based on the results of the project implementation
and reports as presented in the Monitoring and Evaluation Form.
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PROJECT MONITORING REPORT FORM
S.Y. 2023
Schedule Dates of Monitoring
Mid-year: January 2023_
Year-end: July 2024
Name of Project Project Objectives and Date of Accomplish Issues/ Recomme Signature
Targets Monitoring ments/ Problems/ ndations/ of SPT and
Status to Challenges Action Project
Date Points Team
Leader
KRA 1: LEADING STRATEGICALLY
1.1. 1 "Batang Strengthen shared
Datu Palista na, understanding and
Tayo Na" allignment of at least
10 school policies, July 2023
programs, projects
and activities
anchored
to DepEd Vision,
Mission and Core
Values
communicated wider
school community
every quarter. (DSO,
DO 24, s. 2020)
1.1.2 2. Strengthen shared
"Operation understanding and
Toktok Balik allignment of at least July 2023
Eskwela" 10 school policies,
programs, projects
and activities July 2023
anchored
to DepEd Vision,
Mission and Core
Values
communicated wider
school community July 2023
DO 24, s. 2020)
1.1.3 3. "Sabay Strengthen shared September 2023
Tayo sa Pangarap understanding and – July 2024
mo" allignment of at least
10 school policies,
programs, projects
and activities
anchored
to DepEd Vision,
Mission and Core
Values
communicated wider
school community
DO 24, s. 2020)
1.2.1 1. Develop and September 2023
"Planuhin at Pag- implement – July 2024
isahin mga Ka operational
Datu?" plans at least 80%
relevant or
consonance
to institutional goals
& policies and review
every quarter (DSO
1.2.2, DO 24)
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1.2.2 "I-Action Utilize at least 80% September 2023
Mo" of relevent research – July 2024
findings from reliable
sources in facilitating
data-driven and
evidence-based
innovations
to improve school
performance in a
semes-
ter.(DSO1.4.2, DO
24)
1.2.3 "Abante Involve at least 80% September 2023

Tayo" participation of – July 2024
teachers, learners &
other stakeholders
on
policy development &
decision-making
towards school
improvement in at
least 5 programs,
projects, & activities
in every
quarter. (1.6.2)
1.2.4 "Na-Gets Establish September 2023
ba!" mechanism on – July 2024
monitoring &
evaluation processes
and tools to promote
learner achievement
at least 80% confor-
mance to QMS in
every quarter. (1.7.2)
KRA 2: MANAGING SCHOOL OPERATIONS AND RESOURCES
2.1.1 Exhibit at least 75% January 2023
1. "I-DATS Mo" best practices in
managing school
data an information
capacitating 90% of
school personnel
using technology
including ICT to
ensure efficient
and effective school
operations in a year.
(PPSSH 2.1.3 &
2.1.4)
2.1.2 "SBM Exhibit at least 75% January 2023
Mauna" best practices in
managing school
data and information
capacitating 90% of
school personnel
using technology
including ICT to
ensure efficient
and effective school
operations in a year.
(PPSSH 2.1.3 &
2.1.4)
2.2.1 "Dokumento Manage finances September 2023

itago mo" and exhibit efficient – July 2024
and effective
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practices in the
management of
finances,guidelines,
and issuances in
allocation,
procurement,
disbursement and
liquidation aligned
with the school plan.
(PPSH 2.2.2)
2.2.2 "Sira na, Establish shared September 2023
Ayusin na" accountabilities and – July 2024
systematize
processes in
managing school
facilities and
equipment in
adherence of at
least 85% to policies,
guidelines, and
issuances on the
acquisition,
recording,
utilization, repair
and maintenance,
storage, and disposal
2.2.3 "Wash and Establish shared September 2023

Safe" accountabilities and – July 2024
systematize
processes in
managing school
facilities and
equipment in
adherence of at
guidelines, and
issuances on the
acquisition,
recording,
utilization, repair
and maintenance,
storage,
and disposal
2.2.4 "Titulo Establish shared September 2023

angkinin natin" accountabilities and – July 2024
systematize
processes in
managing school
facilities and
equipment in
adherence of at
guidelines, and
issuances on the
acquisition,
recording,utilization,
repair and
maintenance,
storage,and disposal
2.2.5 "Pagtuturo 4. Manage staffing September 2023

ko, Sagot ko'' such as teaching – July 2024
load distribution and
grade level and
subject area
assignment in
adherence of at least
85% to laws, policies,
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guidelines and
issuances based on
the needs of the
school.(PPSH 2.4.2)
2.2.6 " Ingatan 5. Manage school September 2023
ang Tuyan " safety for disaster – July 2024
preparedness,
mitigation and
resiliency to ensure
100% delivery of
instruction.
(PPSH 2.5.2)
KRA 3: FOCUSING ON TEACHING AND LEARNING
3.1.1 "Sulong, Review Learning September 2023
Tulong" Competencies across – July 2024
learning areas in all
grade levels, to
develop at least 40
contextualized
learning
materials based on
the identified least
learned
competencies, and to
quality assure
with 73% compliance
to LR Standards.
(DSO 1.15.2)
3.1.2 " ARIYA To attain 60% or 24 September 2023

MAESTRA " out of 40 – July 2024
teachers promoted
from Proficient to
Highly Proficient to
Distinguished
Teachers.
(DSO 3.4))
3.2.1 " Banat para To attain 65% of the September 2023

sa Mudyol " 1,143 learners with – July 2024
Proficiency Level or
GPA at least 80%.
(DSO 1.1)
3.3.1 "Lahat Develop and September 2023
Makiisa" integrate at least – July 2024
90% Programs,
Projects, and
activities in the
school to support
student growth and
school improvement
vis-à-vis approved
AIP.
KRA 4: DEVELOPING SELF AND OTHERS
4.1.1 "Gurong Participate at least 2 September 2023
Matalino seminars/ webinars – July 2024
masigasig and other
matuto" professional and
personal development
programs and
conduct at least
5 School-based
Training in a year.
4.2.1.1 "SLAC Participate at least 2 September 2023
Paigtingin" seminars/ webinars – July 2024
and other
professional and
personal development
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programs and
conduct at least
5 School-based
Training in a year.
4.3.1.1 “1. "Guro Enhance knowledge, September 2022
level-up na" skills and attitudes – July 2023
of at least 75% of
teaching and non-
teaching
personnel on various
professional
competencies and
development every
semester
(twice a year)
4.3.1.2 "Teacher Recognize exemplary September 2023
ko, Kasikatan ko" performance of – July 2024
teaching and non-
teaching personnel of
at least 85%
compliance to the
policy guidelines
set by the award-
giving body once a
year.
KRA 5: BUILDING CONNECTIONS n?
5.1.1 Exhibit exemplary September 2023
"Stakeholders ko, skills in – July 2024
partners ko" strengthening
relationships with
60% of the existing
education partners
and manage to
increase at least
90% new education
partners every
quarter in sustaining
the school's
programs, activities
and projects (PAPs)
vis-à-vis AIP towrds
the
improvement of
school community for
inclusive and
conducive learning
environment to all
learners. (DSO
10.1,10.1.1,10.1.2,
10.1.3, 10.2.1,
10.2.2)
5.2.1 "Tax Exhibit exemplary September 2023

Incentives Pag- skills in – July 2024
usapan" strengthening
relationships with
60% of the existing
education partners
and manage to
increase at least
90% new education
partners every
quarter in sustaining
the school's
programs, activities
and projects (PAPs)
vis-à-vis AIP towards
the improvement of
school community for
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inclusive and
conducive learning
environment
to all learners. (DSO
10.1,10.1.1,10.1.2,
10.1.3, 10.2.1,
10.2.2)
5.2.2 "SNDS Exhibit exemplary September 2023
gawin na" practices and – July 2024
communicative skills
in managing
School organizations
(such as Learners'
Organization, Faculty
Association, Alumni
Association, etc.) by
applying at least 80%
relevant to practices
and guidelines in
determining their
impact on the
attainment of the
institutional goals.
5.2.3 "Partners pa Empower September 2023
more" Alumni/Stakeholders – July 2024
of school community
partners to
participate in
creating collaborative
actions in addressing
concerns on learner's
environment as well
as school
and community
improvement at least
P15,000.00 every
year.
The M&E team assigned may begin collecting, organizing, and analyzing the
required school data for the PIAs to identify the progress and gaps to be tackled in the next
AIP. Updating of the SRC will follow based on the results of the project implementation
and reports as presented in the Monitoring and Evaluation Form
Page 57 of 285
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.
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I. SCHOOL PROFILE/DATA
Instruction: Please input required data/information in unshaded cells. Fill-in only the grade levels that are applicable to your school. This
template aims to organize existing school and community data from different sources. If you find it useful to lift data from other templates
and transfer it here, you may do so. Otherwise, you can just attach the other data templates to this form.
IDENTIFYING INFORMATION
School ID: 500777 Name of School: Domolok Alabel Sarangani Province
Address: Purok 02, Brgy. Domolok Alabel Sar. Prov. Barangay: Domolok
District: Alabel 2 Municipality: Alabel
Division: Sarangani Region: XII
A. GEOGRAPHY
A.1 Location of the School. Check the appropriate description.
A.2 Relative Distance of the School Mode of

Distance in km
Transportation
a. From the poblacion 11.29 motorcycle, 4 wheels
b. From the nearest public elementary school 1.79 motorcycle, 4 wheels
c. From the nearest private elementary school none none
d. From the nearest public secondary school 3.31 motorcycle, 4 wheels
e. From the nearest private secondary school none none
f. From the District Office 15.7 motorcycle, 4 wheels
g. From the Division Office 10.41 motorcycle, 4 wheels
A.3 Incidence of crimes and other human-induced hazards

A.3.1 Check if there have been incidences of the following in the last 3 years.
A.3.2 What are the 3 most frequent crimes/human-induced hazards?

1st most frequent:
2nd most frequent:
3rd most frequent:
A.4 Incidence of natural hazards

A.4.1 Check if there have been incidences of the following in the last 3 years.
A.4.2 What are the 3 most frequent natural hazards?

1st most frequent: drought
2nd most frequent:
3rd most frequent:
A.5 Result of disaster incidents
B. LEARNING ENVIRONMENT
B.1 Classrooms and seats
B.1.1 Classroom quantity [SRC.15.]
No. of Classrooms
Total Enrollment, SY
Level For Repair/ Learner:classroom ratio
2022-2023 In Good Condition Total
Rehabilitation 1
Kindergarten 25 In Good Condition 25 1:1
Grade 1 29 In Good Condition 29 15:1
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TOTAL 460 460 25:1
Learner:classroom ratio = Total enrollment divided by the total number of classrooms
B.1.2 Classroom seat quantity [SRC.17.] Indicate the total number of seats in all classrooms.
Number Learner:seat ratio 2
460 1:1
1 Learner:seat ratio = Total enrollment divided by the total number of seats
B.2 Water, Sanitation and Hygiene (WASH) facilities

B.2.1 Water supply/source. Check as appropriate.
Is the main source of water functional at present?

Pls. cite reasons why:
B.2.2 Handwashing. Is there space for handwashing?

If YES:
B.2.3 Functional toilets [SRC.16.] B.2.4 Toilet bowls

Male Female Male Female
Number Ratio 3 Number Ratio 3 Number Ratio 4 Number Ratio 4
244 31:1 214 31:1 244 31:1 214 31:1
2 Learner:toilet ratio = Total enrollment divided by number of toilets

3 Learner:toilet bowl ratio = Total enrollment divided by number of toilet bowls
B.3 Textbooks. Indicate number of textbooks per grade level and subject [SRC.3.]
Subject: Filipino Subject: Math Subject:ESP Subject: AP Subject: MTB
Level
Number Ratio Number Ratio Number Ratio Number Ratio Number Ratio
Kindergarten
Grade 1 36 0.81:1 30 0.97:1 30 0.97:1 30 0.97:1 10 2.9:1
Grade 2 40 0.55:1
Grade 3 21 1.67:1 23 1.52:1 21 1.67:1 21 1.67:1 40 0.88:1
Grade 4 36 0.86:1 40 0.78:1 31 1:1
Grade 5
Grade 6 35 0.86:1
Grade 7 27 2.11:1
Grade 8
Grade 9 24 1.13:1 10 2.7:1
Grade 10 10 4.5:1
Grade 11
Grade 12
TOTAL 127 3.62:1 128 3.59:1 119 3.87:1 51 9.02:1 90 5.11:1
B.4 Library:
No. of books: 150
No. of tables: 2
No. of chairs: 3
Give additional information and qualitative descriptions of the library (on the lighting, space, other fixtures present, etc.)
The school has a library but insufficient of learning materials.
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B.5 Other learning facilities/materials (Example: computers, science equipment. Insert new rows if necessary.)
Facility/Material Number Qualitative description/condition
Starbooks (Computer set) 1 in good condition
Electric Fan 1 in good condition
B.6 Availability of electrical supply. What is the school's source of electricity?
B.7 Internet connectivity

B.7.1 Are there Internet service providers in the area?
If YES, check the appropriate Internet service provider/s servicing the area:
B.7.2 Does the school subscribe to any of the Internet service provider/s listed above?
B.7.3 Are there Internet café/shops/WiFi-enabled stations in the area?

Pls. specify:
C. TEACHERS
C.1 Number of teachers [SRC.14.]
C.1.1 Number of nationally-funded teachers (current SY)
Male Female TOTAL Learner:teacher ratio 5
3 19 22 19.5:1
4 Learner:teacher ratio = Total enrollment divided by number of nationally-funded teachers
C.1.2 Number of locally-funded teachers and subsidized/volunteer teachers (current SY):

No. of Locally-funded Teachers: None
No. of Subsidized/ Volunteer Teachers: NONE
C.2 Quality of teachers

C.2.1 Number of master teachers
Carries Full-Time Class Assigned Assigned Part-Time to Assigned Full-Time to
Position Number Teaching Load Grade Class Teaching Ancillary Services
(YES/NO) Levels (YES/NO) (YES/NO)
Master Teacher IV NONE
Master Teacher III NONE
Master Teacher II NONE
Master Teacher I 1 yes 3 yes
C.2.2 Number of teachers meeting the desired competencies based on NCBTS

SY Before Previous SY:
Previous SY: 2021 Current SY: 2022
2020
Total No. of Teachers 20 21 22
No. of Teachers meeting the standards 20 21 22
% meeting the standards 100.00% 100.00% 100.00%
C.2.3 Projects/interventions implemented to improve basic competencies of teachers

YES NO If YES, please describe
a. Does the school have mechanisms for
sustained school-based training? X
b. Does the school use the result of the NCBTS-

Teacher's Strength and Needs Assessment as x Identify the weakness of the teacher based in NCBTS
basis for planning?
c. Are there other interventions implemented
to improve competencies of teachers? X Attended Trainings and Seminars such as K to 12. ( 1 out of 7)
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C.2.4 If the response to C.2.3.b is YES, list down the top 3 training needs mentioned and indicate the number of teachers
trained on these [SRC.4.]
SY Before Previous SY: Previous SY: 2021-
Current SY: 2022-2023
2020-2021 2022
Training Needs No. of % of No. of % of No. of % of
Teachers teachers Teachers teachers Teachers teachers
trained trained trained trained trained trained
Top 1: Mental and Spiritual Development 0 0.00% 1 4.76% 2 9.09%
Top 2: ICT Training 0 0.00% 0 0.00% 0 0.00%
Top 3: Teaching Strategies Using HOTS. 2 0.20% 0 0.00% 0 0.00%
C.2.5 If teachers weren't trained based on identified needs (as seen in C.2.4), cite reasons for the lack of training.
No available training opportunities.
D. CHILDREN HEALTH AND SAFETY

D.1 Nutritional status [SRC.2.]
D.1.1 Number of malnourished children for the current SY 2020
Wasted Severely Wasted
Level
Total Male Female Total Male Female
Kindergarte
9 6 3 2 2 0
n
Grade 1 9 3 6 1 1 0
Grade 2 4 1 3 0 0 0
Grade 3 10 7 3 0 0 0
Grade 4 4 1 3 1 1 0
Grade 5 4 2 2 0 0 0
Grade 6 0 0 0 0 0 0
Grade 7 4 2 2 3 2 1
Grade 8 0 0 0 0 0 0
Grade 9 0 0 0 0 0 0
Grade 10 0 0 0 0 0 0
Grade 11 0 0 0 0 0 0
Grade 12 0 0 0 0 0 0
Total 44 22 22 7 6 1
Percent of Total 50.00% 50.00% 85.71% 14.29%
D.1.2 Projects/interventions implemented in the previous SY addressing malnourished children (insert new rows if necessary)
Project/intervention Number of Children Covered
School Based Feeding Program 63
D.2 Health status

D.2.1 Number of children who have other health problems for the current SY. Indicate common ailments and corresponding
number of children per type of ailment based on results of physical and dental examinations. Insert new columns if necessary.
Types of Ailments (Current SY) 2019-2020
Level Ailment: Ailment: Ailment: Ailment: Ailment: Ailment: Ailment: Ailment: Ailment:
Kindergarte
n
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
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Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
TOTAL
D.2.2 Projects/interventions implemented in the previous SY addressing needs of children with other health problems (insert
new rows if necessary)
Project/intervention Number of Children Covered
D.3 Children reported as victims of abuse and violence

D.3.1 Number of children who were recorded victims of abuse and violence (physical, verbal, and sexual). Should be
supported by data from the Guidance Office/teachers.
Previous SY Current SY
Level
Level
Kindergarte
0 0 0 0 0 0
n
Grade 1 0 0 0 0 0 0
Grade 2 0 0 0 0 0 0
Grade 3 0 0 0 0 0 0
Grade 4 0 0 0 0 0 0
Grade 5 0 0 0 0 0 0
Grade 6 0 0 0 0 0 0
Grade 7 0 0 0 0 0 0
Grade 8 0 0 0 0 0 0
Grade 9 0 0 0 0 0 0
Grade 10 0 0 0 0 0 0
Grade 11 0 0 0 0 0 0
Grade 12 0 0 0 0 0 0
TOTAL 0 0 0 0 0 0
Percent of Total 0 0 0 0
D.3.2 Projects/interventions implemented for children that were victims or suspected victims of abuse
Number of Children
YES NO If YES, please describe the mechanisms
Covered
a. Does the school have
mechanisms to promote
safe and protective
practices based on DepED's
Policy on Child Protection
in School?
b. Other interventions
implemented for children
that were victims or
suspected victims of abuse
(insert new rows if
necessary)
E. STATUS OF PRIORITY IMPROVEMENT PROJECTS OR CI PROJECTS [SRC.18. & SRC.19.]

These projects include those implemented by the school and other stakeholders. Insert new rows if necessary.
Duration Status/Accomplishments
Indicate progress of the program/ project, and its
Implementer Program/Project Title Target effect/impact on children's access to quality
Start End education.
TEACHERS , PTA OFFICERS Project Bakod S.Y 2021-2022 .Y 2021-202 END of the S.Y Accomplished
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F. STAKEHOLDER SUPPORT TO EDUCATION [SRC.13.]
Indicate the amount of contributions made by parents/guardians and other stakeholders for co-curricular activities, extra-curricular
activities, and other major activities (such as meetings and assemblies), as well as stakeholder attendance during these activities.
Contributions Attendance
Activity Volunteer No. of Attendanc
Cash In Kind No. invited
hours attendees e rate
Co-Curricular Activities
Extra-curricular Activities
Other Major Activities
G. FUND SOURCES [SRC.5.]
Fund Source Amount
General Appropriations Act (School MOOE) 67,925.00

General Appropriations Act (Subsidy for Special Programs)
Local Government Unit funds 5,000.00
NGOs 100,000.00
Donations 10,000.00
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II. SITUATION OF CHILDREN / LEARNERS: ACCESS - IN AND OUT OF SCHOOL
Instruction: Please input required data/information in unshaded cells. Fill-in only the age groups/grade levels that are applicable to yourschool.
1. CHILDREN NOT IN SCHOOL

1.1 Population of children in the barangay where school is located (current SY)
Total Population No. of children NOT in School % of children NOT in School
Age
Boys Girls Total Boys Girls Total Boys Girls Total
4 20 18 38 3 3 6 15.00% 16.67% 15.79%
5 18 13 31 3 2 5 16.67% 15.38% 16.13%
6 9 7 16 0 0 0 0.00% 0.00% 0.00%
7 17 13 30 0 0 0 0.00% 0.00% 0.00%
8 14 10 24 0 0 0 0.00% 0.00% 0.00%
9 14 5 19 0 0 0 0.00% 0.00% 0.00%
10 19 12 31 0 0 0 0.00% 0.00% 0.00%
11 21 12 33 0 0 0 0.00% 0.00% 0.00%
12 16 32 48 0 0 0 0.00% 0.00% 0.00%
13 36 30 66 0 0 0 0.00% 0.00% 0.00%
14 15 13 28 0 0 0 0.00% 0.00% 0.00%
15 21 15 36 0 0 0 0.00% 0.00% 0.00%
16 13 14 27 0 0 0 0.00% 0.00% 0.00%
17 10 6 16 0 0 0 0.00% 0.00% 0.00%
GRAND TOTAL 243 200 443 6 5 11 2.47% 2.50% 2.48%
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Domolok, Alabel, Sarangani Province Enhanced School Improvement Plan 2022-2025
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1.2 Reasons for not attending school in the current SY 6
No. of No. of children NOT in school according to reasons
school-aged Distance of
Age Financial Health and Affected by Affected by Other
children Child Labor School from Disability
not in school Matters Nutrition
Home
Disaster Conflict Reasons
4 6 6
5 5 5
6
7
8
9
10
11
12
13
14
15
16
17
TOTAL 11 11
Percent of Total 100.00%
6 School Project Teams are encouraged to conduct interviews or focus group discussions with parents/guardians/community members to
probe deeper on reasons ci
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1.3 Number of children in the barangay NOT in school the last two SYs, depending on data availability
No. of Out-of-school Children
SY Before Previous SY Previous SY Attending Other Forms of Learning in
Age Previous SY
Total Male Female Total Male Female Total Male Female
4
5
6
7
8
9
10
11
12
13
14
15
16
17
TOTAL
1.4 Projects/interventions implemented to ensure that out-of-school children are reached or mainstreamed in school
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If YES, please describe the mechanism/
YES NO
intervention used by the school-community
a. Does the school-community have a mechanism to actively

seek out children not in school and give them accessto
x Home Visitation, Parent Counseling, Child Mapping
education (e.g., family mapping, Community-Based
Management System, etc)?
b. Did the school use interventions in the previous SYs to

ensure that out-of-school children have access to education?
2. CHILDREN ENROLLED IN SCHOOL [SRC.1.]

2.1 Enrollment for the last 3 SYs
SY Before Previous SY: 2020-2021 Previous SY: 2021-2022 Current SY: 2022-2023
Level
Kindergarten 26 13 13 30 15 15 24 13 11
Grade 1 31 21 10 27 13 14 29 15 14
Grade 2 27 14 13 31 23 8 22 11 11
Grade 3 39 23 16 26 14 12 35 23 12
Grade 4 26 12 14 35 20 15 30 19 11
Grade 5 30 15 15 30 15 15 31 21 10
Grade 6 36 21 15 33 17 16 30 14 16
Grade 7 40 25 15 75 43 32 57 24 33
Grade 8 54 25 29 31 20 11 71 40 31
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Grade 9 45 22 23 52 24 28 27 17 10
Grade 10 34 14 20 42 23 19 45 21 24
Grade 11 32 14 18 31 12 19 27 16 11
Grade 12 16 6 10 27 12 15 30 10 20
TOTAL 436 225 211 470 251 219 458 244 214
Percent of Total 51.61% 48.39% 53.40% 46.60% 53.28% 46.72%
2.2 Number of children with disabilities by type of disability (insert new columns if necessary)
No. of Type of Disability (Current SY)
Children
Level Disability: Disability: Disability:
with Speech ADHD Deformination Disability: Disability: Disability: Disability: Disability:
Disabilities (Leg)
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
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Grade 9
Grade 10 1 1
Grade 11
Grade 12
TOTAL 1 1
Percent of Total 100.00%
2.3 Other data

No. of Over-aged No. of 4Ps Learner-
Level No. of IP Learners No. of Muslim Learners
Learners recipients
Kindergarten 3 1 9 2
Grade 1 2 4 5 3
Grade 2 0 1 8 2
Grade 3 2 2 11 3
Grade 4 0 0 0 4
Grade 5 1 3 10 3
Grade 6 1 1 11 5
Grade 7 4 0 0 18
Grade 8 4 7 23 15
Grade 9 4 11 12 10
Grade 10 7 2 19 21
Grade 11 7 4 0 22
Grade 12 9 0 12 19
TOTAL 44 36 120 127
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ANNEX 1A School-Community Data Template
III. SITUATION OF CHILDREN / LEARNERS: ACCESS - ATTENDANCE AND RETENTION
Instruction: Please input required data/information in unshaded cells. Fill-in only the grade levels that are applicable to your school.
3. ATTENDANCE
3.1 Number of children regularly attending classes (at least 90% attendance) for the last three SYs 7
SY Before Previous SY 2020-2021 Previous SY 2021-2022 Current SY 2022-2023
Level
Kindergarten 23 12 11 21 11 10 24 13 11
Grade 1 26 13 13 30 15 15 29 15 14
Grade 2 31 21 10 27 13 14 22 11 11
Grade 3 27 14 13 31 23 8 35 23 12
Grade 4 39 23 16 26 14 12 30 19 11
Grade 5 26 12 14 35 20 15 31 21 10
Grade 6 30 15 15 30 15 15 30 14 16
Grade 7 36 21 15 33 17 16 57 24 33
Grade 8 46 25 21 75 43 32 71 40 31
Grade 9 50 25 25 31 20 11 27 17 10
Grade 10 44 22 22 52 24 28 45 21 24
Grade 11 28 14 14 42 23 19 27 16 11
Grade 12 28 14 14 31 12 19 30 10 20
TOTAL 434 231 203 464 250 214 458 244 214
Percent of Total 53.23% 46.77% 53.88% 46.12% 53.28% 46.72%
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3.2 Percentage of children regularly attending classes (at least 90% attendance) for the last three SYs 7
Level
Kindergarten 88.46% 92.31% 84.62% 70.00% 73.33% 66.67% 100.00% 100.00% 100.00%
Grade 1 83.87% 61.90% 130.00% 111.11% 115.38% 107.14% 100.00% 100.00% 100.00%
Grade 2 114.81% 150.00% 76.92% 87.10% 56.52% 175.00% 100.00% 100.00% 100.00%
Grade 3 69.23% 60.87% 81.25% 119.23% 164.29% 66.67% 100.00% 100.00% 100.00%
Grade 4 150.00% 191.67% 114.29% 74.29% 70.00% 80.00% 100.00% 100.00% 100.00%
Grade 5 86.67% 80.00% 93.33% 116.67% 133.33% 100.00% 100.00% 100.00% 100.00%
Grade 6 83.33% 71.43% 100.00% 90.91% 88.24% 93.75% 100.00% 100.00% 100.00%
Grade 7 90.00% 84.00% 100.00% 44.00% 39.53% 50.00% 100.00% 100.00% 100.00%
Grade 8 85.19% 100.00% 72.41% 241.94% 215.00% 290.91% 100.00% 100.00% 100.00%
Grade 9 111.11% 113.64% 108.70% 59.62% 83.33% 39.29% 100.00% 100.00% 100.00%
Grade 10 129.41% 157.14% 110.00% 123.81% 104.35% 147.37% 100.00% 100.00% 100.00%
Grade 11 87.50% 100.00% 77.78% 135.48% 191.67% 100.00% 100.00% 100.00% 100.00%
Grade 12 175.00% 233.33% 140.00% 114.81% 100.00% 126.67% 100.00% 100.00% 100.00%
OVERALL 99.54% 102.67% 96.21% 98.72% 99.60% 97.72% 100.00% 100.00% 100.00%
7 no. of children regularly attending classes divided by the total enrollment x 100
3.3 In the previous SY, how many children were frequently absent (below 90% attendance) and how many of them were recipients of the Conditional Cash Transfer Program
(Pantawid Pamilya) of DSWD?
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Total Number of frequently absent students that were recipients of Pantawid
Number of children who were frequently absent
Level Enrollment in Pamilya
Previous SY
Kindergarten 0 0 0 0 0 0
Grade 1 0 0 0 0 0 0
Grade 2 0 0 0 0 0 0
Grade 3 0 0 0 0 0 0
Grade 4 0 0 0 0 0 0
Grade 5 0 0 0 0 0 0
Grade 6 0 0 0 0 0 0
Grade 7 0 0 0 0 0 0
Grade 8 0 0 0 0 0 0
Grade 9 0 0 0 0 0 0
Grade 10 0 0 0 0 0 0
Grade 11 0 0 0 0 0 0
Grade 12 0 0 0 0 0 0
TOTAL 0 0 0 0 0 0
Percent of Total #DIV/0! #DIV/0! #DIV/0! #DIV/0!
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3.4 What were the reasons why children were frequently absent in the previous SY? Please indicate number of children who are frequently absent according to reasons.
Total No. of Number of children who are frequently absent according to reasons 8 (Previous SY)
Children who
were Distance of
Level Financial Health and Affected by Affected by
Frequently Child Labor School from Other Reasons
Absent in Matters Nutrition Disaster Conflict
Home
Previous SY
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
TOTAL
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8 School Project Teams are encouraged to conduct interviews or focus group discussions with parents/guardians/community members to probe deeper on reasons cited
3.5 Projects/interventions implemented to address needs of children who are frequently absent (insert new rows if necessary) Number of Children Covered
Home Visitation, Parent Education, Child Mapping 243
4. DROPOUT [SRC.7.]
4.1 Number of dropouts for the last three SYs

SY Before Previous SY: Previous SY: Current SY:
Level
Kindergarten 0 0 0 0 0 0 0 0 0
Grade 1 0 0 0 0 0 0 0 0 0
Grade 2 0 0 0 0 0 0 0 0 0
Grade 3 0 0 0 0 0 0 0 0 0
Grade 4 0 0 0 0 0 0 0 0 0
Grade 5 0 0 0 0 0 0 0 0 0
Grade 6 0 0 0 0 0 0 0 0 0
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
TOTAL 0 0 0 0 0 0 0 0 0
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4.2 Dropout rates for the last three SYs
SY Before Previous SY: 2017-2018 Previous SY: 2018-2019 Current SY:2019-2020
Level
Kindergarten 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00%
Grade 1 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00%
Grade 2 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00%
Grade 3 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00%
Grade 4 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00%
Grade 5 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00%
Grade 6 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00%
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
OVERALL 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00%
4.3 Number of dropouts by cause (insert new columns if necessary)

Total No. of Number of Dropouts by Cause (Current SY)
Level Dropouts Cause: Cause: Cause: Cause: Cause: Cause: Cause: Cause:
(Current SY)
Kindergarten
Grade 1
Grade 2
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Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
TOTAL
Percent of Total
4.4 Projects/interventions implemented for children at risk of dropping out
4.4.a Does the school have mechanisms to: YES NO If YES, please describe the mechanisms used by the school
- track attendance and identify children at risk of dropping out and

failing and design remedies to keep them in school?
- anticipate and minimize disruptions of classes especially with

respect to emergencies (disaster and conflict)?
- track teachers' attendance and ways of ensuring their regular

presence based on CSC policy?
4.4.b What are the interventions implemented for children at risk of dropping out? Insert new rows if necessary. Number of Children Covered
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ANNEX 1A School-Community Data Template
IV. SITUATION OF CHILDREN / LEARNERS: QUALITY

Instruction: Please input required data/information in unshaded cells. Fill-in only the grade levels that are applicable to your school.
5. PROMOTION/GRADUATION RATES [SRC.8.]

5.1 Number of promoted learners/graduates by grade level, for the last three SYs
Level
Grade 1 39 26 13 30 15 15 26 15 11
Grade 2 52 31 21 27 13 14 25 11 14
Grade 3 41 27 14 31 23 8 34 23 11
Grade 4 62 39 23 26 14 12 31 19 12
Grade 5 38 26 12 35 20 15 32 21 11
Grade 6 45 30 15 30 15 15 24 14 10
Grade 7 57 36 21 33 17 16 40 24 16
Grade 8 65 40 25 75 43 32 73 40 33
Grade 9 79 54 25 31 20 11 48 17 31
Grade 10 67 45 22 52 24 28 26 16 10
Grade 11 48 34 14 42 23 19 45 21 24
Grade 12 46 32 14 31 12 19 27 16 11
TOTAL 639 420 219 443 239 204 431 237 194
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5.2 Promotion/graduation rates for the last three SYs 9
Level
Grade 1 125.81% 123.81% 130.00% 111.11% 115.38% 107.14% 89.66% 100.00% 78.57%
Grade 2 192.59% 221.43% 161.54% 87.10% 56.52% 175.00% 113.64% 100.00% 127.27%
Grade 3 105.13% 117.39% 87.50% 119.23% 164.29% 66.67% 97.14% 100.00% 91.67%
Grade 4 238.46% 325.00% 164.29% 74.29% 70.00% 80.00% 103.33% 100.00% 109.09%
Grade 5 126.67% 173.33% 80.00% 116.67% 133.33% 100.00% 103.23% 100.00% 110.00%
Grade 6 125.00% 142.86% 100.00% 90.91% 88.24% 93.75% 80.00% 100.00% 62.50%
Grade 7 142.50% 144.00% 140.00% 44.00% 39.53% 50.00% 70.18% 100.00% 48.48%
Grade 8 120.37% 160.00% 86.21% 241.94% 215.00% 290.91% 102.82% 100.00% 106.45%
Grade 9 175.56% 245.45% 108.70% 59.62% 83.33% 39.29% 177.78% 100.00% 310.00%
Grade 10 197.06% 321.43% 110.00% 123.81% 104.35% 147.37% 57.78% 76.19% 41.67%
Grade 11 150.00% 242.86% 77.78% 135.48% 191.67% 100.00% 166.67% 131.25% 218.18%
Grade 12 287.50% 533.33% 140.00% 114.81% 100.00% 126.67% 90.00% 160.00% 55.00%
OVERALL 155.85% 198.11% 110.61% 100.68% 101.27% 100.00% 99.31% 102.60% 95.57%
9 Promotion rate: no. of promoted learners divided by the total enrollment

x 100;Graduation rate: no. of graduates divided by the total enrollment x
100
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6. MEAN PERCENTAGE SCORES (based on National Achievement Tests) [SRC.9.]
6.1 Mean Percentage Scores of NAT Grade 3 and 6 (or Grade 8 and Grade 10 for the Secondary Level), per subject for the last three SYs
SY Before Previous SY: 2017-2018
Level
English Filipino Math Science HEKASI
Grade 3
Grade 6
Grade 8
Grade 10
Previous SY: 2018-2019
Level
Grade 3
Grade 6
Grade 8
Grade 10
Current SY: 2019-2020
Level
Grade 3
Grade 6
Grade 8
Grade 10
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6.2 Projects/interventions implemented to improve basic competencies of learners (insert new rows if necessary)
7. LITERACY LEVEL [SRC.10.]
7.1 Number of learners who are in the frustration, instructional, and independent levels for the current SY (ENGLISH) 10
Frustration Level Instructional Level Independent Level
Level Total Male Female Total Male Female Total Male Female
Pre-Test Results
Grade 1 7 4 3 2 1 1 20 11 9
Grade 2 9 4 5 2 1 1 0 0 0
Grade 3 20 10 10 6 3 3 1 1 0
Grade 4 20 13 7 6 4 2 2 2 0
Grade 5 18 10 8 6 5 1 7 3 4
Grade 6 8 5 3 17 7 10 7 2 5
Grade 7 22 8 14 15 6 9 23 10 13
Grade 8 18 8 10 27 15 12 36 25 11
Grade 9 8 3 5 11 6 5 10 4 6
Grade 10 8 4 4 6 4 2 34 16 18
Grade 11 0 0 0 2 1 1 25 12 13
Grade 12 0 0 0 2 1 1 30 13 17
Level Post-Test Results
Grade 1
Grade 2
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Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
10 Based on Phil-IRI pre-test results
7.2 Number of learners who are in the frustration, instructional, and independent levels for the current SY (FILIPINO) 10
Frustration Level Instructional Level Independent Level
Level Total Male Female Total Male Female Total Male Female
Pre-Test Results
Grade 1 28 13 15 2 1 1 0 0 0
Grade 2 19 9 10 5 1 4 0 0 0
Grade 3 15 10 5 15 8 7 8 5 3
Grade 4 6 4 2 15 10 5 7 5 2
Grade 5 7 5 2 15 10 5 10 7 3
Grade 6 4 2 2 10 5 5 16 7 9
Grade 7 5 2 3 27 7 20 25 15 10
Grade 8 7 5 2 27 15 12 37 20 17
Grade 9 2 2 0 1 0 1 24 15 9
Grade 10 0 0 0 3 1 2 42 20 22
Grade 11 0 0 0 0 0 0 27 16 11
Grade 12 0 0 0 0 0 0 30 10 20
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Level Post-Test Results
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
7.3 Projects/interventions implemented to improve reading skills of children (insert new rows if necessary)
Remedial Reading Sessions, Summer Reading Program, NAT Review
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8. AWARDS/RECOGNITIONS (TOP 3) [SRC.6.]
List down the awards/recognitions received by the school, the school head, teachers, and students. Insert new rows if necessary.
Category of Award-giving Body (Please identify)
Title Year
Awardees District Division Regional National International
Student
Teacher
School Head
School
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ANNEX 1B Child Mapping Tool
Before you go around your community to conduct your early registration activities, coordinate with the District or Division office and your barangay. If there are other schools in your barangay, coordinate with them as well.
Distribute this child mapping tool to your team of teachers and volunteers. They should fill this up as they move from house to house in the barangay. This will help you get important basic information
on the status of 4-17 year old children in your community which you can use in school planning. You only need to cover your barangay unless majority of your students come from nearby
communities, in which case, you need to conduct child mapping in those barangays as well. If there are no schools in a barangay, the District or Division office will initiate the child mapping in that
area (following DO. No. 1 s. 2015).
Child mapping should be done at least every 3 years (preferably at the start of the SIP cycle), assuming that there are no major changes in the population of your community. After events causing major
population changes (e.g. disasters), child mapping should be conducted to account for the children in your community.
Barangay: DOMOLOK Division: _ SARANGANI

MunicipalitALABEL Region: _ XII
y:
TOOL FOR MAPPING OF 4-17 YR. OLD CHILDREN
NAME DEMOGRAPHIC INFORMATION RESIDENCE DISABILITY ECCD (FOR 4YO EDUCATIONAL STATUS FUTURE ENROLLMENT
CHILDREN)
Planni
With Numb Is Has a If YES, Provid Curre ng to If NO, state
specif Educati
Last First Middle Gende Age Date of birth Birth Present address
er of residen disabil ed
If YES, specify ntly If YES, specify If NO, state If studying
study
If YES, reason for not
r Certific years
ce ity? y type with
ECCD facility
onal studyi name of school reason for not through ADM,
next
specify planning to
ate? in (YES/ of ECCD attain ng? studying specify type of the study next
perman school
(YES/N presen NO) disabil Servic ment3 (YES/ ADM name of school year
ent?1 year?
O) t ity2 es? NO) prospec
(YES/N (YES/N
addres (YES/ tive
O) O)
s NO) school
DATU
DOMOLOK , ALABEL ELEME YES MAMUNDAS
BALIBUGAN, ZYREL JAKE SUCAL M 5 02/12/2017 YES YES YES YES MAMALUMPON
SARANGANI PROVINCE NTAR Y
G INTEGRATED
SCHOOL
DATU
BOMEZ RITCHEL ALEJANDR M 6 10-21-2016 YES DOMOLOK , ALABEL YES YES YES ELEME YES MAMUNDAS
O SARANGANI NTAR Y MAMALUMPON
PROVINCE G INTEGRATED
SCHOOL
DATU
ALMACEN JESSAN TAN F 11 12-23-2010 YES DOMOLOK , ALABEL YES YES YES ELEME YES MAMUNDAS
SARANGANI NTAR Y MAMALUMPON
SCHOOL
DATU
GENERALAO, ANA MAE DALOGDO F 12 06/08/2010 YES DOMOLOK , ALABEL YES YES YES ELEME YES MAMUNDAS
G SARANGANI NTAR Y MAMALUMPON
SCHOOL
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Domolok, Alabel, Sarangani Province Enhanced School
Enhanced Improvement
School Plan 2022-2025
Improvement Plan 2022-2025
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DATU
ECHAVEZ REX CASABUEN M 11 10-21-2011 YES DOMOLOK , ALABEL YES YES YES ELEME YES MAMUNDAS
A SARANGANI NTAR Y MAMALUMPON
SCHOOL
DATU
SENIEL CASSANDRA OLIVEROS F 8 06-29-2014 YES DOMOLOK , ALABEL YES YES YES ELEME YES MAMUNDAS
LOUISSE SARANGANI NTAR Y MAMALUMPON
SCHOOL
DATU
LADUBLAN AN,EDRIANA EMAN F 8 04-27-2014 YES DOMOLOK , ALABEL YES YES YES ELEME YES MAMUNDAS
LUISE SARANGANI NTAR Y MAMALUMPON
SCHOOL
DATU
BIREN, RHIAN LOUISE MAGDALE M 10 01/03/2012 YES DOMOLOK , ALABEL YES YES YES ELEME YES MAMUNDAS
SCHOOL
DATU
SANGARIOS MARY FAITH CLAPANO F 10 11/04/2011 YES DOMOLOK , ALABEL YES YES YES C4 YES MAMUNDAS
SARANGANI MAMALUMPON
SCHOOL
DATU
BISARES ,KRISHIAM LYN BAY F 10 07/11/2012 YES DOMOLOK , ALABEL YES YES YES ELEME YES MAMUNDAS
SCHOOL
DATU
BAUTISTA, JOEREL MANGUMPI M 11 07-22-2011 YES DOMOLOK , ALABEL YES YES YES ELEME YES MAMUNDAS
YA SARANGANI NTAR Y MAMALUMPON
SCHOOL
DATU
QUILATON, KENT CLAPANO M 7 04/10/2015 YES DOMOLOK , ALABEL YES YES YES ELEME YES MAMUNDAS
SCHOOL
DATU
NAVARRO ,PRINCESS JEILO SUSMENA F 8 10/02/2014 YES DOMOLOK , ALABEL YES YES YES ELEME MAMUNDAS
SCHOOL
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DATU
ALAIDEN ELMER II BERIN M 7 01-21- YES DOMOLOK , YES YES YES ELEME
MAMUNDAS
2016 ALABEL NTAR Y
MAMALUMP
SARANGANI
ONG
PROVINCE
INTEGRATE
D SCHOOL
DATU
DILEDILE CHENROS BANAS F 8 10-26- YES DOMOLOK , YES YES YES ELEME
MAMUNDAS
E YVONE 2015 ALABEL NTAR Y
MAMALUMP
SARANGANI
ONG
PROVINCE
INTEGRATE
D SCHOOL
DATU
AKMAD PRINCESS BAGOBE F 5 05-21- YES DOMOLOK , YES YES YES ELEME
MAMUNDAS
ALIAH 2017 ALABEL NTAR Y
MAMALUMP
SARANGANI
ONG
PROVINCE
INTEGRATE
D SCHOOL
DATU
CARILLO JHONNA, MANEJA F 6 09/05/201 YES DOMOLOK , YES YES YES ELEME
MAMUNDAS
7 ALABEL NTAR Y
MAMALUMP
SARANGANI
ONG
PROVINCE
INTEGRATE
D SCHOOL
DATU
LINOG NOR LINOG F 10 08-19- YES DOMOLOK , YES YES YES ELEME
MAMUNDAS
SAADAH 2010 ALABEL NTAR Y
MAMALUMP
SARANGANI
ONG
PROVINCE
INTEGRATE
D SCHOOL
DATU
GIBAN MARIAN BALAWAG F 6 05/12/201 YES DOMOLOK , YES YES YES ELEME
MAMUNDAS
6 ALABEL NTAR Y
MAMALUMP
SARANGANI
ONG
PROVINCE
INTEGRATE
D SCHOOL
DATU
VELASCO JILLY MOHONG F 8 06/07/201 YES DOMOLOK , YES YES YES ELEME
MAMUNDAS
4 ALABEL NTAR Y
MAMALUMP
SARANGANI
ONG
PROVINCE
INTEGRATE
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D SCHOOL
DATU
RENDON JULIANNE DIAZ F 7 07/07/201 YES DOMOLOK , YES YES ELEME
MAMUNDAS
5 ALABEL NTAR Y
MAMALUMP
SARANGANI
ONG
PROVINCE
INTEGRATE
D SCHOOL
DATU
GENERALA GINALYN TIGLE F 9 08-20- YES DOMOLOK , YES ELEME
MAMUNDAS
O 2013 ALABEL NTAR Y
MAMALUMP
SARANGANI
ONG
PROVINCE
INTEGRATE
D SCHOOL
DATU
PANDE JEWEL , DELI-DELI F 8 02-26- YES DOMOLOK , YES YES ELEME
MAMUNDAS
MAE 2014 ALABEL NTAR Y
MAMALUMP
SARANGANI
ONG
PROVINCE
INTEGRATE
D SCHOOL
DATU
ESOYOT JULLIE BENZON F 9 12-18- YES DOMOLOK , YES YES ELEME
MAMUNDAS
ANN 2013 ALABEL NTAR Y
MAMALUMP
SARANGANI
ONG
PROVINCE
INTEGRATE
D SCHOOL
DATU
ASONG NICOLE F 8 06/07/201 YES DOMOLOK , YES YES ELEME
MAMUNDAS
4 ALABEL NTAR Y
MAMALUMP
SARANGANI
ONG
PROVINCE
INTEGRATE
D SCHOOL
DATU
CLAPANO MARK ARAPOC M 11 08-30- YES DOMOLOK , YES YES ELEME
MAMUNDAS
JUSTINE 2011 ALABEL NTAR Y
MAMALUMP
SARANGANI
ONG
PROVINCE
INTEGRATE
D SCHOOL
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DATU
CERNA, ZYNON NAVARRO M 9 08/09/201 YES DOMOLOK , YES YES ELEME
MAMUNDAS
PRINCE 3 ALABEL NTAR Y
MAMALUMP
SARANGANI
ONG
PROVINCE
INTEGRATE
D SCHOOL
DATU
GENERALA JAYRON BALBOA M 11 08-26- YES DOMOLOK , YES YES ELEME
MAMUNDAS
O 2011 ALABEL NTAR Y
MAMALUMP
SARANGANI
ONG
PROVINCE
INTEGRATE
D SCHOOL
DATU
CELESTE AIRAH FERNANDE F 13 06/03/200 YES DOMOLOK , YES YES ELEME
MAMUNDAS
Z 9 ALABEL NTAR Y
MAMALUMP
SARANGANI
ONG
PROVINCE
INTEGRATE
D SCHOOL
DATU
GREGORIO MARY DAYUNDO F 7 12/04/201 DOMOLOK , YES YES ELEME
MAMUNDAS
JEAN N 4 ALABEL NTAR Y
MAMALUMP
SARANGANI
ONG
PROVINCE
INTEGRATE
D SCHOOL
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DATU
TABANAO, ZANDER SENIEL M 7 01/04/2 DOMOLOK , YES YES ELEME MAMUNDA
015 ALABEL NTAR Y S
SARANGANI MAMALUM
PROVINCE PONG
INTEGRATED
SCHOOL
1ASK: "Is the child a permanent resident?" (YES/NO) If YES, follow up "do the residents
plan on moving out?"
2TYPES OF DISABILITIES: (see DepED Order No. 2, s 2014 for detailed descriptions) INTERVIEWER NAME AND SIGNATURE
1- Visual Impairment 6- Serious emotional disturbance
2- Hearing Impairment 7- Autism
3- Intellectual Disability 8- Orthopedic impairment
4- Learning Disability 9- Special

health problems 5- Speech/language
impairment 10- Multiple
disabilities
3
DATE OF
EDUCATIONAL ATTAINMENT:
CK- Completed Kindergarten
C1- Completed Grade 1
C7- Completed SK- Some
Grade 7 Kindergarten S7- Some
C8- Completed S1- Some Grade Grade 7
Grade 8 1 S8- Some
C5- Completed Grade 5 C9- Completed S2- Some Grade Grade 8
Grade 9 2 S9- Some
Grade 10 3 S10- Some
S6- Some Grade Grade 12
6
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CONTENTS
Datu Mamundas Mamalumpong Integrated School ……………..

Domolok, Alabel, Sarangani Province Page 92 ofSchool
Enhanced 285 Improvement Plan 2022-2025
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I. INTRODUCTION
How did you like school?
What is a school?
What makes up a school?
Who provides the learning environment?
When can a school be called a ‘Child-friendly School’?
What exactly is a Child-friendly School and how can our school become one?
What should a Child-friendly School aim to achieve?
II. SELF-ASSESSMENT TOOL

How should our school go about achieving the goals of the Child-friendly school?
Accomplishing specific targets
How our school scored
So, is our school Child-friendly?
How did you like school?
Many of us look at school as a place for serious learning but rarely as a place for one to enjoy learning
activities and have a say in what one needs and wants to learn.
When you were in school, were you ever consulted as to what you wanted to learn and how you
wanted to learn them? If you were lucky enough to have been asked, were you able to freely suggest
ways and activities by which you could learn more effectively?
Rights and enjoyment are perhaps words often left out of any student handbook or school circular.
Now that you are a teacher, principal or parent, are you the type who believes that being ‘soft’ on
children will only make them learn or study less? Or that giving them ‘choices’ and allowing them to
express themselves freely will only diminish discipline – discipline to make them sit up and listen to
their lessons?
Each of us probably has his or her own idea or approach to education and how we can make children
‘learn’. Regardless of the differences in our opinions, many of us would probably agree that SCHOOL
IS FOR CHILDREN. Perhaps, we could further firm up this agreement by coming up with some
common definitions...
What is a school?
Let us consult our dictionaries. Do you have one in your school? All dictionaries would probably
contain any or some of the following definitions: 1) an institution devoted primarily to imparting
knowledge or developing certain skills; 2) the building or buildings in which instruction is given; 3) any
sphere or means of instruction.
What makes up a school?

Since it is safe to agree that ‘school’ is for those needing or seeking knowledge or instruction, it should
be primarily composed of learners or pupils.
Where there are pupils, there should also be teachers who care for children, provide for their learning
needs, and nurture their interests.
Then, there is the physical school – the school building and its facilities – classrooms, gymnasium or
activity area, grounds for young children to romp and play, toilet facilities, drinking fountains, and the
like.
Did we miss anything? Well, yes there’s still one more and probably the most important one of all.
It’s all people and things that we’ve mentioned combined...and more. It is called the learning
environment. The learning environment is more than just the sum total of all these – people (pupils
and teachers) and things around them – parents, brothers, sisters, other relatives, and other people
and things in the community where the school is located.
When all these INTERACT, and interact FAVORABLY with each other, a lot of wonderful things can
happen to the child’s learning. Remember that learning does not only occur within the four walls of a
classroom. Learning continues when the pupil returns from school to his or her family, mingles with
the neighbors and playmates, runs an errand to the sari-sari store, attends with his or her family a
religious service at their place of worship, and does tens of other things. A healthy learning
environment not only enhances the child’s academic achievement but also ensures his or her physical,
psychological, social, and emotional growth.
Who provides the ‘learning environment’?

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School principals, teachers, parents and families, community institutions such as your local barangay
council, other community members and the children themselves support each other in creating and
enhancing the ‘learning environment’.
When can a school be called a ‘Child-friendly School’?
A Child-friendly School is more than just a place for formal learning. Foremost, it is an institution that
recognizes and respects the range of rights of children, and not just their right to be educated. These
rights also include their rights to be healthy, to be given opportunities for play and leisure, to be
protected from harm and abuse, to express their views freely, and to participate in decision-making
according to their evolving capacities.
While upholding children’s rights, a Child-friendly School also instills in children the responsibilities
that go with their rights. Among these are to respect the rights of others, respect diversity, practice
equality, and resolve differences without resorting to violence.
Just as important, a Child-friendly School takes the lead in shaping a learning environment that
enables children to learn as much as their intellectual faculties could take. It is a kind of environment
that allows them to grow healthy, equips them with knowledge and skills that they can use throughout
life, and enables them to become responsible and productive members of their community and
society.
What exactly is a ‘Child-friendly School’ and how can our school become one?
A ‘Child-friendly School’ has the following five traits:
1. A Child-friendly School is inclusive, gender-sensitive, and non-discriminating.

It is said to be inclusive, gender-sensitive, and non-discriminating when it...
- does not turn away any child from enrolling and attending classes for whatever reason
- gives boys and girls equal learning opportunities
- treats all children equally, regardless of gender, social status, cultural origin or religious belief.
2. A Child-friendly School is effective with children.

It is said to be effective with children when it...
is child-centered
- has the best interest of the child in mind in all its learning activities
- has a curriculum that addresses the child’s learning needs as well as those of the community
and society
- employs teaching methods that are suited to the child’s age, abilities, and ways of learning
- encourages children to think and decide for themselves, ask questions, and express their
opinions
promotes quality learning

- makes sure that children master the basic skills of writing, reading, speaking (and listening),
mathematics, and the necessary skills that they can use through life
- encourages children to learn by doing and by doing things with others
- makes sure that teachers are qualified to teach and continue to become better teachers
- makes sure that teachers and other staff are physically fit, adequately paid, and highly
motivated.
encourages children to participate in school and community activities

- encourages children to work together to solve problems and achieve what they aim to do
- encourages children to express their feelings through the arts – music, drawing, drama, and
other forms
3. A Child-friendly School is healthy for children.

It is said to be healthy for children when it...
- promotes children’s health
- guarantees that school buildings, grounds, and facilities are safe, clean, healthy, and with
adequate water and sanitary facilities
- has written policies and regular practices that promote good health
- integrates health education and life skill development in its curriculum
- hosts regular health services for children, such as immunization
4. A Child-friendly School is caring and protective of all children

It is said to be caring and protective of all children when it...
- safeguards and provides security for children
- helps defend and protect children from harm and abuse
- encourages children to care for each other

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- does not tolerate physical punishment on children
- has clear guidelines for conduct between students and does not allow bullying
5. A Child-friendly School involves children’s families and the community

It is said to involve families and the community when it...
works closely with children’s families

- consults parents and invites their opinions regarding school policies and activities
- holds regular dialogues with parents regarding their children’s learning progress
- collaborates with parents to encourage their children to practice at home what they are
learning in school
- cares as much as parents that children get enough nutrition and are in good health
- cares about the children’s safety not only within the school premises but also on their way to
and from school
engages the support and interaction of community institutions and other individuals
- enlists the support of community institutions and individuals for its projects and activities for
children
- acts on behalf of and upholds the interests of children in community assemblies
WHAT SHOULD A CHILD-FRIENDLY SCHOOL AIM TO ACHIEVE?
A Child-friendy School should aspire for these seven (7) goals:
(1) Encourage children’s participation in school and community

(2) Enhance children’s health and well-being
(3) Guarantee safe and protective spaces for children
(4) Encourage enrolment and completion
(5) Ensure children’s high academic achievement and success
(6) Raise teacher’s morale and motivation
(7) Mobilize community support for education
How should or school go about achieving these goals?
The following checklist contains action items that will guide you through what you need to have or
need to do towards accomplishing the seven goals of the Child-friendly School.
See how many of the action items listed under each goal you have accomplished or are doing on a
regular basis. Tick the box before each action item if you have accomplished this. Add up and write
your total in the box after each goal. By checking what your school already has and what it is doing
regularly, you will be able to track your progress towards becoming a Child-friendly School.
You may already be well along the way to becoming a Child-friendly School! Remember though that
you have to be honest with your answers!
Here’s one other advice... Please accomplish this checklist first before moving on to the next section.
GOAL #1: Encourage children’s participation in school and community
What your school should have or should be doing:
Your school has a working student government.

Your school involves students in meetings and planning sessions that concern their well-
being.
Your school involves students in the organizing, planning, and execution of the disaster
preparedness and response plan.
Your school encourages its students to get involved in community work.
Your school has a mechanism or mechanisms – such as a school publication, students’
bulletin board, or opinion box – for pupils to express their opinions about school and
community issues.
5 Total number of action items checked for this goal

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GOAL # 2: Enhance children’s health and well-being
Your school maintains and regularly updates a health record of each pupil.
Your school holds annual weighing and health examination of your pupils.
Your school holds annual dental examination of your pupils.
Your school treats or refers pupils with health problems.
Your school treats pupils with decayed teeth.
Your school has a feeding program for malnourished children.
Your school serves or sells healthy and nutritious food in your premises.
Your school practices proper waste disposal.
Your school has a steady supply of clean and safe drinking water.
Your school has separate toilet facilities for boys and girls consisting of urinals and lavatories that are regularly maintained
and kept clean.
Your school has a functional clinic.
10
Total number of action items checked for this goal.
GOAL # 3: Guarantee safe and protective spaces for children
Your classrooms have proper ventilation and lighting and enough space for 45-50 .
Pupils
Your classroom desks and other furniture are sized to the age of the pupils. In the case of
shared desks, each pupil has enough space to do seatwork.
Your classrooms’ layout and furniture allow pupils to interact and do group work.
Your classrooms have a bulletin board or a corner that displays helpful learning materials
such as posters, illustrations, newspaper and magazine clippings, and your pupils’ own
works.
Your classrooms, facilities, and premises are regularly maintained and kept clean.
Your school has safe facilities in place to address hazard threats (e.g. fire exits, fire
extinguishers, appropriate electrical wirings).
Your school has identified and prepared alternative learning spaces in cases of
emergencies.
Your school has adequate emergency/first aid kits that are readily available.
Your school conducts regular evacuation drills for earthquake, fire, flooding, or tsunami.
Your school has a library for reading and for study.
Your school has facilities and equipment for recreation and sports.
Your school has sufficient lawn space and vegetation.
Your school has duly assigned personnel in charge of securing its premises, its
properties, and those of its pupils and teachers.
Your school coordinates with the barangay and local authorities to ensure the safety and
protection of your pupils.
Your school has a policy against discrimination with regard to gender, cultural origin,
social status, religious belief, and others.
Your school has a program for children with special needs.
Your teachers use non-threatening styles of discipline.
11
GOAL # 4: Encourage enrollment and competition

Your school has a master list of all school-age children in the community, whether enrolled
or not.

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Your school regularly coordinates with the local barangay council to identify school-age
children who are out of school, for the purpose of bringing them to school.
Your school conducts campaigns to encourage parents to enroll their children.
Your school has a system to regularly check on the attendance of its pupils and address
problems concerning non-attendance.
4
GOAL # 5: Ensure children’s high academic achievement and success
Your school has a clear vision/mission statement that is prominently displayed and
adequately explained to all school personnel.
The principal and teachers are familiar with child-centered and child-friendly principles.
Your school provides each student a complete set of textbooks.
Teachers regularly prepare their lesson plans.
Your school encourages and promotes cooperative and “hands-on” learning (“learning by
doing”).
The principal has data on the school’s past three years performance in the division,
regional or national tests for the purpose of improving its current year performance.
Teachers regularly monitor and assess their pupils’ academic performance, with the view
of improving their performance.
The school provides students access to ADM, ALS, and/or other learning materials for their
use during emergencies.
6
GOAL # 6: Raise teachers’ morale and motivation
Teachers undergo continuing and advance professional training at least once a year.
Teachers are regularly trained in new and effective teaching-learning strategies.
Teachers have their own lounge and/or work area.
Teachers are given annual medical check-up.
The principal provides strong direction and leadership guided by a written supervisory
plan.
The principal regularly monitors teachers’ performance and provides needed support.
Teachers support their co-teachers by sharing teaching techniques and experiences.
Your school provides annual medical examination to your teachers and other staff.
8
GOAL # 7: Mobilize community support for education
Your school has a Parent-Teacher Association (PTA) that has elected leaders, meets
regularly, and has a written plan of action.
Your school coordinates with barangay institutions to identify children who are physically
or sexually abused or are made to do hard physical labor, for the purpose of identifying
their special needs.
Your school coordinates with the barangay and local institutions to enroll illiterate parents
in literacy programs.

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vYour school takes the lead in conducting literacy programs for illiterate parents.
Your school enlists the support of community organizations to help raise funds and
resources for learning.
Your school invites parents to discuss with your teachers the learning experiences and
progress of their children.
Your school consults parents in the drafting of its policies, and in the planning and
implementation of school activities.
Your school has organized and capacitated the School Disaster Risk Reduction and
Management Committee (SDRRMC).
Your school has strong partnerships with external stakeholders in order to address disaster
risk reduction and the CCA-related needs of the school (i.e. data and statistics, capacity
building, resources, etc).
9
Rating your school for action items done
Goal # 1: Encourage children’s participation in school and community
The Goal has 5 action items. If you scored 3 points, give yourself a blue heart; if you scored 4
points, give yourself a purple heart; if you scored 5 points, give yourself a red heart. If you
scored lower than 3 points, don’t color the heart. But take heart (pardon the expression),
there are still six goals to assess and you might just do better with the next ones.
(Note: If you do not have crayons or color pens or pencils, you can just mark the inside of the
heart with a B for Blue, P for Purple, or R for Red)
Color this heart!
Goal # 2: Enhance children’s health and well-being
This Goal has 11 action items. If you scored 7 points, give yourself a blue heart; if you scored
8-9 points, give yourself a purple heart; if you scored 10-11 points, give yourself a red heart.
If you scored lower than 7 points, don’t color the heart, if your score is lower than desired, try
again with the other goals. You have five more to go!
Color this heart!
Goal # 3: Guarantee safe, protective spaces for children
This Goal has 17 action items. If you scored 10-11 points, give yourself a blue heart; if you
scored 12-14 points, give yourself a purple heart; if you scored 15-17 points, give yourself a
red heart. If you scored lower than 10 points, don’t color the heart. Did you do better this
time?
Color this heart!

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Goal # 4: Encourage enrollment and completion
This Goal has 4 action items. If you scored 2 points, give yourself a blue heart; if you scored 3
scored lower than 2 points, don’t color the heart. We’re midway through the test. Let’s see
how you score with the rest!
Color this heart!
Goal # 5: Ensure children’s high academic achievement and success
scored lower than 6 points, don’t color the heart. Hope you’re racking up those points!
Color this heart!
Goal # 6: Raise teachers’ morale and motivation
This Goal has 8 action items. If you scored 4-5 points, give yourself a blue heart; if you scored
6-7 points, give yourself a purple heart; if you scored 8 points, give yourself a red heart. If
you scored lower than 4 points, don’t color the heart. Do you think you’ll be a Child-friendly
School by the end of this test?
Color this heart!
Goal # 7: Mobilize community support for education
scored lower than 7 points, don’t color the heart. That’s it! Hope you did well!
Color this heart!
Accomplishing Specific Targets
The preceding sections outlined the actions that we need to take towards establishing a Child-
friendly School. However, this is just the first step. We must also ensure that our actions are
effective enough to help us realize desired outcomes for children in the context of the Child-
friendly School System.
We may also call these desired outcomes ‘targets.’ The following are the targets set for itself
by the Department of Education (DepEd). The ideal, of course, is to aim for universal coverage
or 100% attainment of these targets.
● All school-age children in your community are served by the school (ages 5-11 in ES,
12-15 in JHS, 16-17 in SHS).
● All children in your school who enrolled in Kinder six years ago finish Grade 6/ enrolled
in Grade 7 three years ago finish Grade 10/ enrolled in Grade 11 finish Grade 12.
● All your Grade 6 pupils/Grade 10/Grade 12 students pass the division, regional, or
national tests or assessments.

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In addition are targets relating to the promotion of proper health and nutrition among
schoolchildren and school personnel. This follows the principle that a healthy and well-
nourished child is more ready for learning than a sickly one.
The additional targets are as follows:
● All schoolchildren are well nourished.

● All schoolchildren are healthy.
● All schoolchildren have good dental health.
How much of these targets has your school accomplished?
The following are the standards by which you are asked to rate your school:
Enrollment and academic achievement targets for school year (SY) 2022-2025_:
1. All school-age children in your community are served by the school (ages 5-11 in ES, 12-
15 in JHS, 16-17 in SHS).
(Please check)
◻ Less than 95% Poor 0 point

◻ 95-96% Fair 1 point
◻ 97-98% Good 2 points
99-100% Outstanding 3 points
Your Score: _____3____point/s
2. All children in your school who enrolled in Kinder six years ago finish Grade 6/ enrolled in
Grade 7 three years ago finish Grade 10/ enrolled in Grade 11 finish Grade 12.
(Please check)

Your Score: ___3____point/s
3. All your Grade 6 pupils/Grade 10/Grade 12 students pass the division, regional, or national
tests or assessments.
(Please check)

Your Score: ____3_____point/s
Health and nutrition targets:
4. All your pupils/students are well nourished.
(Please check)

5. All your pupils/students are healthy.

Domolok, Alabel, Sarangani Province Page 100 of
Enhanced 285Improvement Plan 2022-2025
School
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(Please check)

6. All your pupils/students have good dental health.
(Please check)

81-90% Good 2 points
◻ 91-100% Outstanding 3 points
Your Score: ____2___point/s
How our school scored
On these pages, you will tally your scores in the two assessment categories.
To rate yourself for Action Items done (pages __), assign the following points to your colored
hearts:
Blue heart- one (1) point

Purple heart- two (2) points
Red heart - three (3) points
Uncolored heart- no (0) point
Now add up those points.
Action Items / Goals Colored Points

Hearts
1. Encourage children’s participation in Red Heart 3
school and community
2. Enhance children’s health and well-being Red Heart 3
3. Guarantee safe and protective spaces for Red Heart 3
children
4. Encourage enrollment and completion Red Heart 3
5. Ensure children’s high academic Blue Heart 1
achievement and success
6. Raise teacher’s morale and motivation Red Heart 3
7. Mobilize community support for Red Heart 3
education
SCORE 19
Enter and add up your scores for Accomplishing Specific Targets (pages __) here.
Progress toward specific targets Points

1. All school-age children in your community are 3
served by the school (ages 5-11 in ES, 12-15 in
JHS, 16-17 in SHS).
2. All children in your school who enrolled in Kinder 3
six years ago finish Grade 6/ enrolled in Grade 7
three years ago finish Grade 10/ enrolled in
Grade 11 finish Grade 12.
3. All your Grade 6 pupils/Grade 10/Grade 12 3
students pass the division, regional, or national
tests or assessments.
4. All your pupils are well nourished. 3
5. All your pupils are healthy. 3
6. All your pupils have good dental health. 2
SCORE `17
Now, tally your scores in the two categories.

School
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Action Items / Goals 19
Progress toward Targets 17
TOTAL SCORE 36
So, is your school Child-friendly?
If you got a total of at least 25 points but lower than 30 points, you are a CHILD-
FRIENDLY SCHOOL!
If you got at least 30 points but lower that 35 points, you are an OUTSTANDING CHILD-
FRIENDLY SCHOOL!!
If you got 35 points or higher, you are indeed a VERY OUTSTANDING CHILD-FRIENDLY
SCHOOL!!!
To all of you who made it, CONGRATULATIONS!!! To those who didn’t, you can try to do
better next school year.
Now make sure that you do this every school year to see if you are keeping with or
improving your performance.
Thank you for answering this little test. Until next time when we include other action
items and targets in our list! Becoming a Child-friendly School is easy, don’t you agree?
DATU MAMUNDAS MAMALUMPONG IS

is a
CHILD-FRIENDLY SCHOOL!!!

School
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School
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Region XII
Division of Sarangani Province
formerly
DOMOLOK INTEGRATED SCHOOL
Barangay Domolok,
Alabel, Sarangani
CHILD PROTECTION POLICY OF DATU MAMUNDAS MAMALUMPONG INTEGRATED

SCHOOL formerly DOMOLOK INTEGRATED SCHOOL
Pursuant to Republic Act No. 10627 – An Act Requiring All Elementary and Secondary Schools to
Adopt Policies to Prevent and Address the Acts of Bullying in Their Institutions and, DepEd Order No. 40,
series of 2012- Policy and Guidelines on Protecting Children in School From Abuse, Violence, Exploitation,
Discrimination, Bullying, and Other Forms of Child Abuse; the Child Protection Committee of Datu Mamunds
Mamalumpong Integrated School hereby institutes and adopts the following Child protection Policy.
ARTICLE 1 – GENERAL PROVISIONS
Section 1. Title and Coverage of Application
This document shall be known as the “Child Protection Policy of Datu Mamundas Integrated
School” which aims to provide the implementing guidelines or policies for the protection of learners from all
forms of child abuse committed in school.
Section 2. Statement of Underlying Principles and Goals
Pursuant to the 1987 Constitution, the state shall defend the right of children to assistance, including
proper care and nutrition, and special protection from all forms of neglect, abuse, cruelty, exploitation and
other conditions prejudicial to their development (Article XV, Section 3).
The constitution further provides that all educational institutions shall inculcate patriotism and
nationalism, foster love of humanity, respect for human rights, appreciation of the role of national heroes in
the historical development of the country, teach the rights and duties of citizenship, strengthen ethical and
spiritual values, develop moral character and personal discipline, encourage critical and creative thinking,
broaden scientific and technological knowledge, and promote vocational efficiency ( Article XIV, Section 3).
The Convention on the Rights of the Child (CRC) aims to protect children from all forms of physical
or mental violence, injury and abuse, neglect or negligent treatment, maltreatment and exploitation, including
sexual abuse. The same convention establishes the right of the child to education, and with a view to
achieving this right progressively, and on the basis of equal opportunity, it obliges the government to take
measures to encourage regular attendance in school and reduce dropout rates. Thus, it is mandated that all
appropriate measures be undertaken that school discipline is administered in a manner consistent with the
child’s human dignity, and in conformity with the CRC.
In view of the above mentioned mandates, Datu Mamundas Mamalumpong Integrated School in
cooperation with its stakeholders, shall ensure that the rights of the child shall be its paramount
considerations in all decisions and actions involving children. Teachers are the substitute parents in the
classroom and they are expected to discharge their duties and functions with the best interest of children in
mind.

School
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In this connection, the Family Code empowers the school, its administrators and teachers, or the
individual, entity or institution engaged in child care to exercise the special parental authority and
responsibility over the child, while under their supervision, instruction or custody.
Datu Mamundas Mamalumpong Integrated School (DMMIS) recognizes that cases of abuse may
arise as a result of difficult situations faced by teachers and other officials within and outside school.
The school has adopted DepEd Memo No. 40 Series of 2012 known as the Child protection Policy
to provide special protection to children who are gravely threatened or endangered by circumstances which
affect their normal development and over which they have no control, and to assist the concerned agencies
in their rehabilitation.
Furthermore, this school aims to ensure such special protection from all forms of abuse and
exploitation and care as is necessary for the child’s well-being, taking into account the primary rights and
duties of parents, legal guardians, or other individuals who are legally responsible and exercise custody over
the child. This school recognizes the participatory rights of the child in the formulation and implementation of
policies, and in all proceedings affecting them, whether they are victims or aggressors, either directly, or
through a representative.
Section 3. Definition of Terms
As used herein, the following terms are defined . . .
Bullying – means overt, unwanted, or repeated act or gestures, including verbal or written
communications or images transmitted in any manner (including digitally or electronically), physical
acts committed, aggression, or any other behaviors that are committed by a pupil or group of pupils
against another pupil with the intent to harass, ridicule, humiliate, intimidate, or harm the other
targeted pupil and create for the targeted pupil an objectively hostile school environment that places
the targeted pupil in reasonable fear or harm to his person and property; has a substantially
detrimental effect on the targeted pupil’s physical or mental health; has the effect of substantially
interfering with the targeted pupil’s academic performance; or has the effect of substantially
interfering with the targeted pupil’s ability to participate in or benefit from the services, activities and
privileges provided by the school.
Bully – refers to any pupil who commits act of bullying as defined by this Act or this IRR.
Bullied or Victim – refers to any pupil who experiences the acts of bullying or retaliation as defined
by the Act or this IRR
Bystander - refers to any person who witnesses or has personal knowledge of any actual or
perceived acts or incidents of bullying or retaliation as defined by this IRR.
Child Abuse – refers to the maltreatment, whether habitual or not, of the child which includes any
of the following:
1. Psychological and physical abuse, neglect, cruelty, sexual abuse and emotional
maltreatment.
2. Any act by deeds or words which debases, degrades or demeans the intrinsic worth and
dignity of a child as a human being.
3. Unreasonable deprivation of his basic needs for survival, such as food or shelter; or
4. Failure to immediately give medical treatment to an injured child resulting in serious
impairment of his growth and development or in his permanent incapacity or death.
Child – refers to a person below 18 years of age but, upon evaluation of qualified physician,
psychologist or psychiatrist, are found to be unable to fully take care of themselves from abuse,
neglect, cruelty, exploitation or discrimination because of a physical or mental ability or condition, for

School
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purposes of this CPP, the term also includes pupils or students who may be eighteen (18) years of
age or older but are in school.
Child Exploitation- refers to the use of children for someone else’ advantage, gratification or profit
often result in unjust, cruel and harmful; treatment of the child. These activities disrupt the child’s
normal physical or mental health, education, moral or social emotional development. It covers
situations of manipulation, misuse, abuse, victimization, oppression or ill-treatment.
There are two main forms of child exploitation that are recognized:
1. Sexual Exploitation – refers to the abuse of a position of vulnerability, differential power,
or trust, for sexual purposes. It includes, but is not limited to forcing a child to participate
in prostitution or the production of pornographic materials as a result of being subjected
to a threat, deception, coercion, abduction, force, abuse of authority, debt bondage,
fraud or through abuse of a victim’s vulnerability;
2. Economic Exploitation – refers to the use of the child in work or other activities for the
benefit of others. Economic exploitation involves a certain gain or profit through the
production, distribution and consumption of goods and services. This includes, but is not
limited to, illegal child labor, as defined in RA 9231.
Corporal Punishment – refers to a kind of punishment or penalty imposed for an alleged or actual
offense, which is carried out or inflicted, for the purpose of discipline. It includes physical, humiliating
or degrading punishment, including but not limited to the following:
1. Blows such as, but not limited to beating, kicking, hitting, slapping, or lashing, of any
part of a child’s body, with or without the use of an instrument such as but not limited to
cane, broom, stick, whip or belt;
2. Striking any part of the child’s body;
3. Pulling hair, shaking, twisting joints, cutting or piercing skin, dragging, pushing or
throwing of a child;
4. Forcing a child to perform physically painful or damaging acts such as, but not limited
to, holding a weight or weights for an extended period and kneeling on stones, salt,
pebbles or other objects;
5. Deprivation of a child’s needs as a form of punishment;
6. Deliberate exposure to fire, ice, water, smoke, sunlight, rain, pepper, alcohol, or forcing
the child to swallow substances, dangerous chemicals, and other materials that can
cause discomfort or threaten the child’s health, safety and sense of security such as,
but not limited to bleach or insecticides, excrement or urine;
7. Tying up a child;
8. Confinement, imprisonment or depriving the liberty of a child;
9. Verbal abuse or assaults, including intimidation or threat of bodily harm, swearing or
cursing, ridiculing or denigrating the child;
10. Forcing a child to wear a sign or to put on anything that will make a child look or feel
foolish, which belittles or humiliates the child in front of others;
11. Permanent confiscation of personal property of students, except when such pieces of
property pose a danger to the child or to others; and,
12. Other analogous acts.
Positive and Non-Violent Discipline of Children – is a way of thinking and a holistic, constructive
and proactive approach to teaching that helps children develop appropriate thinking and behavior in
the short and long-term and fosters self-discipline. It is based on the fundamental principle that
children are full human beings with basic human rights. Positive discipline begins with setting the
long-term goals or impacts that teachers want to have on their students’ adult lives, and using
everyday situations and challenges as opportunities to teach life-long skills and values to students.
Cruelty – refers to any act by deeds or words which debases, degrades or demeans the intrinsic
worth and dignity of a child as a human being. Discipline administered by a school personnel to a student

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shall not constitute cruelty provided it is reasonable in manner and moderate in degree and does not constitute
physical or psychological injury as defined herein;
Electronic / Written Communication – involves cyber-bullying, collective or group note writing, any
bullying undertaken through the use of electronic devices (Computer, cellphones).
Lascivious conduct – means intentional touching, either directly or through clothing of the genitalia,
anus, groin, breast, inner thigh, or buttocks, or the introduction of any object into the genitalia, anus
or mouth of any person, whether of the same or opposite sex, with an intent to abuse, humiliate,
harass, degrade, or arouse or gratify the sexual desire of any person, bestially, masturbation,
lascivious exhibition of the genitals or pubic area of a person.
Neglect – means unreasonable failure to provide the child of his basic needs for survival such as
food, clothing, shelter, basic education or medical care so as to seriously endanger the physical,
mental, social and emotional growth and development of the child.
Psychological injury – means harm to the child’s psychological or intellectual functioning which
may be exhibited by severe anxiety, depression, withdrawal, or outward aggressive behavior, or a
combination of said behaviors, which may be demonstrated by a change of behavior, emotional
response or cognition.
Psychological Violence – refers to acts or omissions causing or likely to cause mental or emotional
suffering of the child, such as but not limited to intimidation, harassment, stalking, damage to
property, public ridicule or humiliation, deduction or threat of deduction from grade or merit as a form
of punishment, and repeated verbal abuse.
Physical Bullying – involves hurting a person’s body or possessions. It includes hitting, kicking,
punching, spitting, tripping or pushing, taking or breaking someone’s things, and making mean or
rude hand gestures.
Verbal Bullying – involves saying mean things. It can include teasing, name-calling, inappropriate
sexual comments, taunting or threatening to cause harm.
Physical injury – includes but not limited to lacerations, fractured bones, burns, internal injuries,
severe injury, or serious bodily harm suffered by a child.
Physical Violence – refers to the acts that inflict bodily or physical harm.
Sexual abuse – includes the employment of, use, persuasion, inducement, enticement, or coercion
of a child to engage in, or assist another person to engage in sexual intercourse or lascivious conduct
or molestation, prostitution, or incest with children.
Social / Relational Bullying – involves hurting someone’s reputation or relationships. Social bullying
involves telling other children not to be friends with someone, leaving someone out on purpose,
spreading rumors about someone, or embarrassing someone in public.
Student – refers to a person who attends classes in any level of basic education, and includes a
pupil or a learner as defined in DepEd Order No. 40 s. 2012.
Violence against Children Committed in Schools – refers to a single act or series of acts
committed by school administrators, academic and non-academic personnel against a child, which
result in or is likely to result in physical, sexual, psychological harm or suffering, or other abuses
including threats of such acts, battery, assault, coercion, harassment or arbitrary deprivation of
liberty. It includes, but is not limited to the following acts:
1. Forcing the child to watch obscene publications and indecent shows or forcing the child
to do indecent sexual acts and/or to engage or be involved in the creation or distribution
of such films, indecent publication or material; and,

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2. Acts causing or attempting to cause the child to engage in sexual activity by force, threat
of force, physical or other harm or threat of physical, or coercion.
ARTICLE 2 – CHILD PROTECTION COMMITTEE AND ITS FUNCTIONS
Section 4. Composition – The Child Protection Committee (CPC) of the school as per D.O. No. 40 s. 2012
and the Implementing Rules and Regulations of Republic Act No. 10627 known as Anti Bullying Act of 2013
shall be composed of the following:
Chairperson :ENGR. BURT A. LABADIA

School Head
Vice Chairperson : ZOLCARNIN A. PALAO

Child Protection Coordinator
Secretariat : ORCHID E. GOCOTANO, MAED

School Guidance Designate
Members:
HON. MOHRI T. DAMBONG/ JANET Q. SENIEL
Brgy. Council for the Protection of Children (BCPC)/ VAWC
RENANTE SENIEL
PTA President
SHYN PAPAS
Supreme Student Government Representative
CAROLINA M. SAULA GERALD V. LEGADA

Positive Discipline Officer – Girls Positive Discipline Officer - Boys
Section 5. First Meeting and Term of Office – The CPC shall be convened by the principal within 15 days
from the start of each school year and shall serve as such until their successors shall have been constituted.
Section 6. Functions of CPC - The CPC shall perform the following functions:
a. To draft and update the School Child Protection Policy with a policy on anti-bullying which shall
be reviewed every three (3) years;
b. To initiate and conduct information dissemination and awareness-raising programs with school
stakeholders in preventing and addressing bullying, abuse, exploitation, violence, and
discrimination, and organize preventive activities;
c. To ensure that the Child Protection Policy with anti-bullying policy adopted by the school is
implemented;
d. To monitor all cases or incidents related to bullying and child abuse reported or referred by the
teacher, guidance counselor or coordinator or any person designated to handle prevention and
intervention measures;
e. To make necessary referral for students who may be suffering from significant harm based on
any physical, emotional or behavioral signs;
f. To coordinate closely with the Guidance Office and ensures that students’ sanctions for major
offenses are in accordance with the provisions stipulated in the student handbook.
g. To identify, refer and, if appropriate, report to appropriate offices cases involving child abuse,
exploitation, violence, discrimination and bullying;

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h. To give assistance to parents or guardians, whenever necessary in securing expert guidance
from the appropriate offices or institutions;
i. To coordinate closely with the Women and Child Protection Desks of the Philippine National
Police (PNP), the Local Social Welfare Development Office (LSWDO), other government
agencies and non-government organizations (NGOs), as may be appropriate;
j. To monitor the implementation of positive measures and effective procedures in providing the
necessary support for the child and for those who care for the child; and
k. To ensure that the children’s right to be heard are respected and upheld in all matters and
procedures affecting their welfare.
l. The Positive Discipline Officer shall perform the initial investigation prior to the office of the
Guidance Office.
Section 7. Meetings of CPC – The CPC shall meet once in a month to conduct its regular meeting on the
date, time and place fixed by the members and may hold special meetings in the exigency of service upon
the call of its chairman or by majority of its members.
Article 3. Duties and Responsibilities
Section 8. Duties of School Principal – The School Principal shall have the following duties and
responsibilities:
a. Ensure the institution and adoption by the school of effective child protection policies and
procedures, and submit the same to the division Office. He/She shall also submit to the Division
Office within the first week of each school year a report on relevant information and statistics on
bullying, retaliation and child abuse from the preceding school year.
b. Implement and monitor compliance of the CPP;
c. Ensure that all pupils, school personnel,, parents, guardians or custodians, and visitors and
guests are made aware of School Child Protection Policy;
d. Organize and convene the Child Protection Policy Committee for the school within 15 days from
the start of every school year;
e. Conduct capacity building activities for the members of Child Protection Committee and
Guidance Counselor/Teachers, preferably during summer and the beginning of the school year;
f. Educate students as well as parents on matters of children’s rights, the Child Protection Policy,
and all the provisions contained in the Student Handbook.
g. Devise prevention, intervention, protective and remedial measures to address bullying;
h. Ensure the safety of the victim of bullying, the bully, and the bystander and determine the
learners’ needs for protection;
i. Ensure that the rights of the victim, the bully, and the bystander are protected and upheld during
the conduct of the investigation;
j. Accomplish the prescribed Intake Sheet, whenever there is an incident of bullying, maintain a
record of all proceedings related to bullying, and submit reports prescribed in “Annex A” of DepEd
Order # 40,S. 2012, to the Division Office;
k. Maintain public record or statistics of incidents of bullying and retaliation;
l. Coordinate with appropriate offices and other agencies or instrumentals for appropriate
assistance and intervention, as required by the circumstances;
m. The school principal or any person who holds a comparable role shall be responsible for the
implementation and oversight of the child-protection or anti-bullying policy;
n. To provide allocation from the MOOE for the implementation of Child Protection program as
mandated by DepEd Order No. 40, s. 2012.
Section 9. Duties and Responsibilities of School Personnel – Teachers and other school personnel shall:
a. Participate and cooperate in all prevention, intervention and other measures related to bullying
implemented by the school;
b. Report to school authorities any incident of bullying; and

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c. Exercise special parental authority and responsibility over the child while under their supervision,
instruction and custody. Authority and responsibility shall apply to all authorized activities
whether inside or outside the premises of the school, entity or institution;
d. Keep the learners in their company and support, educate and instruct them by right precepts
and good example;
e. Give the students love and affection, advice and counsel, companionship and understanding;
f. Enhance, protect, preserve and maintain the learner’s physical and mental health at all times;
g. Furnish the learners with good and wholesome educational materials, supervise their activities,
recreation and association with others, protect them from bad company and prevent them from
acquiring habits detrimental to their health, studies and morals;
h. Represent the pupils in all matters affecting their interests;
i. Inculcate the value of respect and obedience;
j. Practice positive and non-violent discipline as may be required under the circumstances;
provided, that in no case shall corporal punishment be inflicted upon the pupils;
k. Integrate education sessions on Disaster Risk Reduction Management (DRRM) in order to guide
students during occurrence of natural or man-made disaster such as fire, earthquake, landslide,
flooding and etc.;
l. Perform such other duties as are imposed by law upon them, as substitute parents or guardians;
and
m. School personnel shall also strictly comply with the school’s child protection policy.
Section 10. Duties and Responsibilities of Students/Learners
The students or learners shall:
a.Participate and cooperate in all prevention, intervention and other measures related to bullying
implemented by the school;
b. Avoid or refrain from any act of bullying;
c. Participate any activities that promote child protection and prevention against natural or man-made
adversities.
d. Intervene to protect the victim, unless it will jeopardize his safety and security; and
e. Report to school authorities any incident of bullying and child abuse.
f. Conduct themselves in accordance with their levels of development, maturity, and demonstrated
capabilities, with a proper regard for the rights and welfare of other persons;
g. Respect another person’s right regardless of opinion, status, gender, ethnicity, religion, as well as
everyone’s moral and physical integrity; and
h. Observe the Code of Conduct for Students as embodied in the Student’s Handbook.
i. Comply with the school’s regulation, as long as they are in harmony with their best interests. Pupils,
students and learners shall refrain from:
i. Engaging in discrimination, or leading a group of pupils or students to discriminate another,
with reference to one’s physical appearance, weaknesses and status of any sort;
ii. Doing any act that is inappropriate or sexually provocative;
iii. Participating in behavior of other students that is illegal, unsafe or abusive;
iv. Marking or damaging school property, including books, in any way;
v. Engaging in fights or any aggressive behavior;
vi. Introducing into the school premises or otherwise possessing prohibited articles, such as
deadly weapons, drugs, alcohol, toxic and noxious substances, cigarettes and pornographic
materials; and
vii. Performing other similar acts that cause damage or injury to another.
An allegation that any of these acts has been committed shall not be used to curtail the child’s basic
rights, or interpreted to defeat the objectives of this Child Protection Policy

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Article 4
Specific Prohibited Acts
Section 11. Prohibited Acts. A.) The following acts, as defined in Section 3 of D.O. no. 40, are hereby
prohibited and shall be penalized in administrative proceedings as Grave or Simple Misconduct depending
on the gravity of the act and its consequences, under existing laws, rules and regulations:
1. Child abuse
2. Discrimination against children;
3. Child Exploitation;
4. Violence Against Children in School;
5. Corporal Punishment;
6. Any analogous or similar acts.
b.) Consistent with Section 3 of the Anti-Bullying Act, the following shall also be prohibited:
1. Bullying at the following:
a. School grounds;
b. Properly immediately adjacent to school grounds;
c. School-sponsored or school-related activities, functions or programs whether on or off school
grounds;
d. School bus stops;
e. School buses or other vehicles owned, leased or used by a school;
f. School buses or school services privately-owned but accredited by the school.
2. Bullying through the use of technology or an electronic device or other forms of media owned, leased or
used by a school.
3. Bullying at allocation, activity, function or program that is not school-related and through the use of
technology or an electronic device or other forms of media that is not owned, leased or used by a school;
and
4. Retaliation against a person who reports bullying, who provides information during an investigation of
bullying, or who is a witness to or has reliable information about bullying.
Article 5-Preventive Measures
Section 12. Building Capacities of School Personnel/Parents.
The school shall build the capabilities of school personnel, parents and guardians and other
stakeholders to understand and deal with child abuse, exploitation, violence and discrimination cases, and
on bullying by conducting sessions, training and seminars on positive peer relationships and enhancement
of social and emotional competence by using training modules which include positive and non-violent
discipline in classroom management, anger and stress management and gender sensitivity. The programs
that are intended to promote Positive and Non-Violent Discipline include, but are not limited to, the following:
Integration of education sessions on corporal punishment and positive discipline in the initiatives
of the Parent-Teachers Association (PTA). The education sessions shall be in a holistic approach and
contextualized into different needs of the children. Aside from the regular curriculum in education, the parents
should also be equipped about information on how to protect their children during environmental adversities
like earthquake, landslide, flood and etc.;
Capacity-building programs for school administrators, teachers and non-academic personnel

focused on children’s rights, child development and positive discipline messages in parent-teacher
conferences and family counselling, and integrate messages on children’s rights and corporal punishment in
classroom discussions;

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Encouraging and supporting the formation and initiatives of support groups among teaching and non-
teaching staff, and parents and caregivers;
Implementing specific parenting orientation sessions with parents and caregivers and other
activities;
Implementing school activities or events that raise awareness on children’s rights, corporal
punishment, child protection and positive discipline; and
Setting-up child-friendly mechanisms for obtaining children’s view and participation in the
formulation, monitoring and assessment of school rules and policies related to student discipline.
Section 13. Health and Safety Services
Partnership coordination. The government needs an identified coordinating unit for child
protection, at both central and local government levels. With the task of ensuring that all departments/units
fulfill their potential for prevention of violence and play their part in response and monitoring. Partnership
between government and civil society (NGOs, POs, parents, child care professionals) is crucial.
Any organizations offer services for any given time within the school premises shall be required of
the following documents for legal purposes.
1. Backgorund of the organization (profile);.
2. Legal identity (permit, registration ad etc.)
The school and any organizations shall provide contract of agreement for every service offered based
on the existing policies implemented by the school.
The school is observing the mandates of the Government agencies particularly the BFP, to provide
a first aid and DRRM corner inside the classroom. Each student is required to bring his/her personal medicine
kit and it should be placed at the provided first aid corner in the classroom.
In some circumstances where an accident occurred and resulted to major injuries, the adviser and
the assigned health service personnel shall assist the injured student for medication.
The school conducts symposium on disaster risk reduction management quarterly. In partnership
with different government units with the same concern on disaster risk reduction management such as
Bureau of Fire Protection (BFP), DRRM Response Team, Red Cross and other institutions are gathered
together for a symposium with the simulation of different drills (fire, flood, and earthquake). Part of the
symposium is the psycho-social orientation and other social and health services. During the conduct of the
symposium, the parents and other stakeholders are encouraged to participate to achieve a massive
information drive.
The school has also provided with facilities that are intended for natural or man-made disaster such
as, helmet, rope, “salvabida”, megaphone, whistle,spine board and etc. But in order to become more
equipped and ready, the school is striving to cope up with the standards and requirements of the concerned
agencies and authorities.
Guidance and Counselling Services
DMMIS has Guidance Advocate, CPC Coordinator, and CPC Chair who are tasked to design and
implement a comprehensive guidance program that addresses individual needs of learners. They serve as
Guidance advocates or coordinators in the school setting; assess and interpret students’ behavior as it affects
learning; and, provides individual, group, family and crisis counselling.
The Guidance office also spearheads or organizes the conduct of remedial classes to students who
did not meet expectations in at most two learning areas after the final grades have been computed.

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In collaboration with class advisers the guidance office shall design and implement programs to
support students who are at risk of disengagement from school and who are not reaching their educational
potential. Likewise, they shall be responsible for handling minor issues concerning students’ misbehavior
such as truancy, bullying, and depression.
Section 14. Student’s Orientation on Child Abuse and Bullying- The school, spearheaded by the SSG, in
coordination with the CPC, shall conduct prevention programs to all students regarding child abuse and
bullying.
Article 6-Procedures in Handling Child Abuse, Exploitation,

Violence and Discrimination Cases
Section 15. Investigation and Reporting of child abuse committed by teachers and other school
personnel.
The conduct of investigation and reporting of cases of child abuse, exploitation, violence or
discrimination, shall be done expeditiously, as herein provided.
a. The School Head, upon receipt of the Complaint, shall forward the same, within forty-eight (48) hours,
to the Disciplining Authority, who shall then issue an Order for the conduct of a fact-finding
investigation, not later than seventy-two (72) hours from submission. These periods shall be strictly
observed, except when justifies by circumstances beyond their control; Provided, that, if the person
complained of is a non-teaching personnel, the Schools Division Superintendent shall cause the
conduct of a fact-finding investigation within the same period.
b. If a complaint is not sufficient in form, the concerned School Head or Disciplining Authority shall
immediately inform the complainant of the requirements of a formal complaint. Upon the filling of the
formal complaint, the same shall be acted upon pursuant to the preceding paragraphs.
c. The conduct of a fact-finding investigation shall be in accordance with the Revised Rules of
Procedure of the Department of Education in Administrative Cases. Pending investigation, upon
referral of the School Principal or Guidance Counselor/Teacher, the Local Social Welfare and
Development Officer (LSWDO) of the concerned local government unit shall asses the child and
provide psycho-social intervention to help the child victim recover from whatever trauma he or she
has experienced as a result of the abuse. The offender shall likewise undergo psycho-social
intervention, if such is warranted.
d. If prima facie case exists based on the Investigation Report and the records, a Formal Change shall
be issued by the Disciplining Authority, which may be the basis for the issuance of an Order of
Preventive Suspension or as an alternative, reassignment of the offending party, as may be
warranted. The respondent may be placed under preventive suspension pending investigation, for a
period of ninety (90) days, if the injury or abuse committed against a child is so grave, as to tender
the child unable to attend his or her classes. The respondent may also be suspended to preclude
the possibility or influencing or intimidating witnesses.
e. The respondent may file a Motion for Reconsideration with the Disciplining Authority or may elevate
the same to the Civil Service Commission by way of an Appeal within fifteen (15) days from receipt
thereof.
f. The Revised Rules of Procedure of the Department of Education in administrative Cases shall apply
in all other aspects.
g. A complaint for education-related sexual harassment as defined under Resolution No. 01-0940 of
the Civil Service Commission, must be in writing, signed and sworn to by the complainant. It shall
contain the following:
1. the full name and address of the complainant;
2. the full name, address and position of the respondent;
3. a brief statement of the relevant facts;

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4. evidence, in support of the complainant, if any;
5. a certification of non-forum shopping.
h. The Complaint shall be referred to the Committee on Decorum and Investigation. Upon receipt of the
complaint, the committee shall inquire the person complained of to submit his or her Counter-
Affidavit/Comment, which shall be under oath, not later than three (3) days from receipt of the notice,
furnishing the complainant a copy thereof, otherwise the counter-Affidavit or Comment shall be
considered as not filed.
i. The procedure for the conduct of an investigation and all other related incidents, shall be in
accordance with rules under Resolution No. 01-0940 of the Civil Service Commission; Provided, that,
if the respondent is a teacher, the composition of the Formal Investigating Committee shall be in
accordance with Section 9 of A.A. 4670.
Failure to submit an incident report or to render a decision involving the case within the
prescribed period, without justifiable cause, shall a ground for administrative action for neglect of
duty against the responsible official.
Section 16. Jurisdiction. Complaints of child abuse, violence, discrimination, exploitation and other
acts of abuse under this CPP shall be within the exclusive jurisdiction of the School or DepEd, and
shall not be brought for amicable settlement before the Barangay, subject to existing laws, rules and
regulations. Complaints for acts committed by persons not under the jurisdiction of the Disciplinary
Authority of the DepEd shall be referred to the appropriate authorities.
Section 17. Confidentiality. In child abuse, violence, discrimination, exploitation, bullying or peer
abuse and other acts of abuse by a pupil, student or learners, the identity or other information that
may reasonably identify the pupil, student or learner, whether victim or offender, shall be withheld
from the public to protect his or her privacy. On the other hand, the Magna Carta for Public School
teachers protects the rights of teachers and no publicity shall be given to any disciplinary action
against a teacher particularly during case proceedings.
Section 18. Criminal and Civil Liability. Criminal and civil liability arising from child abuse,
discrimination, exploitation, and other acts of abuse are separate and distinct, and shall not be a bar
to the filling of an administrative case under these guidelines.
Article 7 – Procedures in Handling Bullying Incidents in School
Section 19. Jurisdiction – Complaints of bullying shall be within the exclusive jurisdiction of the school and
shall not be brought for amicable settlement before the Barangay, subject to existing laws, rules and
regulations. Complaints for acts covered by other laws shall be referred to the appropriate authorities.
Section 20. Procedures.
A. Immediate Responses
1. The victim or anyone who witnesses or has personal knowledge of a bullying incident or retaliation
shall immediately call the attention of any school personnel within the same day that they have
observed or became aware of an alleged incident of bullying.
2. The School Personnel who was notified of a bullying incident or retaliation shall intervene by:
a. Stopping the bullying or retaliation immediately;
b. Separating the pupils involved;
c. Removing the victim or, in appropriate cases, the bully or offending student, from the site;
d. Ensuring the victim’s safety by:
i. Determining and addressing the victim’s immediate safety needs; and

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ii. Ensuring medical attention, if needed, and securing a Medical Certificate, in cases
of physical injury.
iii. Bringing the bully to the School Principal or the designated school personnel.
B. Reporting the Bullying Incident or retaliation
1. A victim or a bystander, or school personnel who receives information of a bullying incident or

retaliation, or any person who witnesses or has personal knowledge of any incident or bullying or
retaliation, , shall report the same to the teacher, Guidance Counselor or any person designated to
handle bullying incidents;
2. The bullying incident or retaliation shall be immediately reported to the School head. The designated
school personnel shall fill up the intake sheet as provided in DepEd Order No. 40 s. 2012. The School
Head or the designated personnel shall inform the parent or guardian of the victim and the bully
about the incident;
3. If an incident of bullying or retaliation involves pupils from more than one school, the school that was
first informed of the bullying or retaliation shall promptly notify the appropriate administrator or School
Head of the other school so that both schools may take appropriate action.
4. Reports of incidents of bullying or retaliation initiated by persons who prefer anonymity shall be
entertained, and the person who reported the incident shall be afforded protection from possible
retaliation, provided, however, that no disciplinary administrative action shall be taken against an
alleged bully or offending pupil solely on the basis of an anonymous report and without any other
evidence.
C. Fact-Finding and Documentation
The Principal or Guidance Counselor/teacher or school personnel or person designated to

handle bullying incidents shall:
1. Separately interview in private the bully or offending pupil and the victim.
2. Determine the levels of threats and develop intervention strategies. If the bullying incident
or retaliation or the situation requires immediate attention or intervention, or the level of
threat is high, appropriate action shall be taken by the school within twenty-four (24) hours
from the time of the incident.
3. Inform the victim and the parents or guardian of the steps to be taken to prevent further acts
of bullying or retaliation; and
4. Make appropriate recommendations to the Child protection Committee on proper
interventions, referrals and monitoring.
5. The Investigating Staff member will complete the necessary bully incident report form and
maintain a record of the incident for mandated reporting.
D. Intervention
The CPC shall determine the appropriate intervention programs for the victim, the bully and
bystanders to promote the continuity of comprehensive anti-bullying policies. The School Head shall
ensure that these are provided to them. Intervention refers to a series of activities which are designed
to address the following:
a. Issues that influence the pupil to commit bullying;
b. Factors that make a student a target of bullying; and
c. Effects of bullying.
Interventions may include programs such as counseling, life skills training, education, and other
activities that will enhance the psychological, emotional and psycho-social well-being of both the
victim and the bully. Such programs may:
a. First offense: Reprimand action with expounding approach by the Adviser or the Guidance
Advocate.
b. Second Offense: Give disciplinary action by rendering school services such as planting of trees
or vegetables, cleaning of rooms or any areas within school premises. Provided that the involved

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students are not disposed to other students while doing the services to avoid another form of
bullying.
c. Third Offense: Call the attention of the parents of the involved students for a special meeting
with the School Principal or Head Teacher and the Guidance Advocate. If needed, the CPC
Members shall conduct a special meeting that will address acts of bullying;
d. The fourth offense shall be subjected to the following interventions:
a. Conduct a special and exclusive psycho-social workshop for the involved students.
b. Conform to principles of child protection and positive and non-violent discipline;
c. Help the victim, the bully, and the bystanders understand the bullying incident and its
negative consequences; and
d. Provide opportunities to practice pro-social behavior.
e. Conduct a special and exclusive psycho-social workshop for the involved students.
All schools shall develop intervention strategies involving all parties, such as bullies, victims,
bystanders, parents, school personnel, service providers and all other persons who may be affected
by the bullying incident.
E. Referral
The School Head or the Child protection Committee may refer the victims and the bully to trained
professionals outside the school, such as social workers, guidance counselors, psychologists, or
child protection specialists, for further assessment and appropriate intervention measures, as may
be necessary. The school head or the designated school personnel shall notify the Women and
Children’s Protection Desk (WPCD) of the Local Philippine National Police, if he believes that
appropriate charges may be pursued against the bully or offending student or if the nature of bullying
incident rises to the level of criminal offense.
Section 21. Disciplinary Measures
1. The school head, considering the nature, gravity or severity, previous incidents of bullying or
retaliation and attendant circumstances, may impose reasonable disciplinary measures on the
bully or offending student that is proportionate to the act committed.
2. Written reprimand, community service, suspension, exclusion or expulsion in accordance with
existing rules and regulations of the school or the department for public schools, may be imposed
if the circumstances warrant the imposition of such penalty, provided that the requirements of
due process are complied with.
3. In addition to the disciplinary sanction, the bully shall also be required to undergo an intervention
program which shall be administered or supervised by the school’s Child Protection Committee.
The parents of the bully shall be encouraged to join the intervention program.
Section 22. Due Process – In all cases where a penalty is imposed on the bully or offending
pupil, the following minimum requirement of due process shall be complied with:
1. The pupil and the parents or guardians shall be informed of the complaint in writing;
2. The pupil shall be given the opportunity to answer the complaint in writing with the
assistance of the parents or guardian;
3. The decision of the school head shall be in writing stating the facts and the reasons for
the decision; and
4. The decision of the school head may be appealed to the Division Office, as provided in
existing rules of the department.
Section 23. Applicability of RA 9344, as amended and other related laws
If the bullying incident or retaliation resulted in serious physical injuries or death, the case shall be
dealt with in accordance with the provisions of Republic Act 9344 or the “Juvenile Justice and Welfare Act”,

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as amended, and its Implementing Rules and Regulations, in connection with other applicable laws, as may
be warranted by the circumstances attendant to the bullying incident.
Section 24. False Accusation of Bullying- If the student, after an investigation, is found to have knowingly
made a false accusation of bullying, the said pupil shall be subjected to disciplinary actions or to appropriate
interventions in accordance with the existing rules and regulations of the department.
Section 25. Confidentiality.
Any information relating to the identity and personal circumstances of the bully, victim, or bystander,
shall be treated with utmost confidentiality by the Child Protection Committee and the school personnel,
provided, that the names may only be available to the School Head Teacher, or Guidance Counselor
designated by the School Head, and parents or guardians of pupils who are or have been victims of bullying
or retaliation.
Any school personnel who commit a breach of confidentiality shall be subject to appropriate
administrative disciplinary action in accordance with the existing rules and regulations of the department of
Education without prejudice to any civil or criminal action.
Article 8 – System of Referral, Assessment and Monitoring of Victims and

Offenders and Other Children
Section 26. Referral System for Child Abuse Cases.
Cases of child abuse may be referred to the CPC, through the School Principal or Guidance
Advocate/Counselor. The Guidance Advocate/Counselor shall record and prepare the corresponding Intake
Sheet.
The pupil’s family shall be informed of any action taken. If the victim wants to pursue the
administrative case against the offender, the School Head shall advise him/her of the procedure to be
observed.
The principal may refer the victims and offenders to the DSWD for assessment and determination of
appropriate intervention.
The principal may also refer to DSWD other students or learners who are victims of abuse at home,
children-at-risk, children in especially difficult circumstances, children with special needs or at risk, children
facing difficult situations, or those who are exhibiting signs of aggressive behavior, with a view of obtaining
professional assessment, appropriate interventions and assistance from competent service providers.
The principal shall notify the Women and Children’s Protection Desk (WPCD) of the Local Philippine
national Police, if he believes that appropriate criminal charges may be pursued against the offender.
Section 27. Referral System for Bullying Cases.
Bullying cases shall be handled in accordance with the procedures provided in Section 19 hereof.
Section 28. Role of Guidance Counsellor.
The recording of all cases of child abuse and bullying and the preparation of Intake Sheet and the
initial intervention measures shall be undertaken by the Guidance Advocate/Counselor, who is responsible
for informing the school Head of every reported bullying and child abuse incident and for updating the CPC
of the recorded or reported bullying cases and their status. The CPC may be convened to determine the
appropriate intervention programs.

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Article 9 – Miscellaneous Provisions
Section 29. Positive and Non-Punitive Measures
The CPC shall conduct seminar, training or awareness campaign on the positive and non-violent
discipline to school personnel and parents at least once in a year.
Section 30. Effectivity. The CPP shall take effect immediately upon the approval of the Child Protection
Committee.
Adopted Unanimously by the CPC during its Special Meeting on _____________.
CHILD PROTECTION COMMITTEE
Chairperson :ENGR. BURT A. LABADIA

School Head
Vice Chairperson : ZOLCARNIN A. PALAO

Child Protection Coordinator
Secretariat : ORCHID E. GOCOTANO, MAED

School Guidance Designate
Members:
HON. MOHRI T. DAMBONG/ JANET Q. SENIEL
Brgy. Council for the Protection of Children (BCPC)/ VAWC
RENANTE SENIEL
PTA President
SHYN PAPAS
Supreme Student Government Representative
CAROLINA M. SAULA GERALD V. LEGADA

Positive Discipline Officer – Girls Positive Discipline Officer - Boys

School
[email protected]
School-Based Child Protection/Anti-Bullying Policy Implementation
Checklist
Name of School: DATU MAUNDAS MAMALUMPONG INTEGRATED SCHOOL

Address: PUROK 2, BARANGAY DOMOLOK, ALABEL SARANGANI PROVINCE
District/Division/Region: ALABEL 2, DIVISION OF SARANGANI, SOCSSKSARGEN
This checklist is designed to monitor

and evaluate the compliance of the
school/s in the implementation of
DepEd Order No. 40, s. 2012 and
DepEd Order No. 55, s. 2013.
Instruction: Tick the appropriate box that

corresponds to your observation.
P – Present or In Place
A – Absent or Not In Place
Findings will be based simply on the
presence or absence of the
requirement as stated in each item
and shall be the basis for a plan of
action by the school and the Division
Office.
P A
1. The school has a written school-based child protection and/or /
anti-bullying policies.
2. There is a code of conduct incorporated in the school-based /
child protection or anti-bullying policy for the following:
a. Students /
b. School Administrators /
c. Non-Teaching Personnel (guards, maintenance, /
etc.)
d. Teachers /
e. Visitors (Parents, alumni etc.) /
f. Off-Campus activities such as field trip, camping /
etc.
3. The code of conduct has specific provisions to address potential
risks to students such as:
a. Disregarding abusive situation or behavior against children; /
b. Employing children as house helper or asking students to care /
for teacher’s children while in school;
c. Relating with children in private for personal matters like /
student-teacher as “text mates” or face book friends;
d. Going out with students after school such as watching movies; /
e. Using green jokes or jokes with double meaning in the class; /
and
f. Cultural Beliefs (marrying children because it is acceptable /
based on one’s culture/religion, amicable settlement on child
abuse cases).
4. Promotion or information dissemination of the school-based /
child protection and/or anti-bullying policies is done during
school opening for:
• Students /
• Teachers /
• Non-Teaching personnel /
• Parents /
5. There are written procedures to guide in conducting /
disciplinary proceedings in cases of offenses committed by
pupils, students, or learners.
6. The school has adopted a conflict resolution mechanism that /
respects the rights of indigenous peoples, provided that they
conform to child’s rights and the Department issuances on
child protection.
7. There is an established system for identifying students who /
may be suffering from significant harm based on physical,
emotional, or behavioral signs.
8. Has developed and implemented a school-based referral and /
monitoring system to address child abuse and bullying cases.

School
[email protected]
9. There is an existing record of all proceedings related to bullying /
and child abuse cases using the Intake Sheet (Annex B of DO
40, s. 2012 or Appendix B or DO 18, s. 2015) as appropriate.
10. Records related to complex cases of child abuse and bullying /
using the Intake Sheets (Annex A of DO 40, s. 2012 or
Appendix B of DO 18, s. 2015) are well-kept and separate from
simple cases.
11. The school has submitted its consolidated reports on bullying /
and child abuse cases to the Division Office a week after the
opening of each school year.
12. Has mapped out available resources in their community for /
possible linkages or networking for cases needing referrals
etc.
13. Has an active coordination with WCPD, DSWD, and other /
government and Non-Government Organizations (NGO).
14. Has a clear policy on the use of positive and non-violent /
discipline for children.
15. There is an organized Child Protection Committee (CPC) in the school. /
16. There is an annual capacity building activities for the /
members of the CPC:
• Guidance Counselor/Designated Guidance
Teacher
• Representative of the Students /
• Representative of the Parents /
• Representative of the Barangay /
• Representative of the Teachers /
17. The CPC is meeting regularly to discuss appropriate
interventions and/or responses to school problems on bullying
and child abuse cases and other concerns.
18. The school with its CPC has initiated information /
dissemination programs and organized activities for the
protection of children from abuse, exploitation, violence,
harm, and bullying.
19. There is a strong student participation in the promotion of /
child protection and anti-bullying policies of the school.
20. There is a feedback mechanism in the school to monitor the /
implementation of the Child Protection and/or Anti-Bullying
policies.
(Total Number of P and A multiplied the total number of items

divided by 100)
Overall Scores
General Description:
Recommendation:
Prepared by:
_____ZOLCARNIN A. PALAO_____
Signature over Printed Name
_______TEACHER II______
Designation
__________________
Date
Received by:
______ENGR. BURT A. LABADIA____

Signature over Printed Name
SCHOOL HEAD
________________________
Designation
__________________

School
[email protected]
School
[email protected]
Student-led School Watching and Hazard Mapping
(Lifted from DO. No. 23 s. 2015)
PROCEDURES
A. Organizing and Preparing the School Watching Team

• The school head shall designate a moderator to facilitate a student-led school watching
and hazard mapping activity. The moderator is preferably a DRRM-trained school
personnel who is familiar with the hazards and risks in the school or anyone who has
previous/current involvement in any DRRM activity.
• The School Watching Team (SWT) should compromise of at least 10 members. For
medium and big schools, organizing various students’ organizations and/or student
leaders for a school watching activity is preferred to maximize engagement. For very
small schools (i.e. with less than five classes), teachers could integrate school
watching in their respective lessons as an outdoor activity. For very big schools, more
than one team could be organized to ensure that all grade levels, sections, and groups
are represented.
• The Supreme Student/Pupil Government (SSG/SPG) shall aid in the identification of
SWT members. The team members could be student leaders of youth clubs, academic
and/or non-academic clubs such as boy/girl scouts, Red Cross, or representatives from
various grade levels and/or sections.
• The moderator is encouraged to redesign the process, if necessary, to ensure
appropriateness to the composition of the SWT. Preferably SSG/SPG shall also
participate in this activity.
• It is important that the moderator presents the guidelines in the language that the
SWT is most familiar and comfortable with.
• The moderator could prepare a timeline on the conduct of this activity to ensure that
this will not disrupt regular school activities and/or classes of SWT members.
• The moderator will prepare the route for the school watching, designate stops and
provide a School Watching Checklist (see attached) to Team members for guidance
in the observation of hazards.
• Designate a start and end point for the school watching activity.
• The moderator shall orient the SSG/SPG on school watching and hazard mapping
before convening the SWT.
B. School Watching and Hazard Mapping

• The moderator should ensure that all SWT members have a pen and notebook for note
taking during the school watch.
• The moderator shall orient the SWT on the background and purpose of this activity,
and level-off with the Team on the conduct of this activity.
• Walk through each building, classroom, office, laboratory, workshop, play area,
garden, and any open area of the school.
• At each point, give a 3-5-minute stop for the Team to observe and take down notes in
every building, classroom, office, laboratory, workshop, play area, garden, and any
open area.
• Use the School Watching Checklist as a basic guide in identifying hazard factors and/or
at risk areas in the school. The Team members are encouraged to add other risk
factors based on their observation, experience, and appreciation of the condition of the
school environment/facilities.
• After walking around the school premises, the moderator will facilitate the processing
of the information noted by the SWT.
• Then, materials such as cartolina, pens, crayons, coloured papers or any drawing
material will be distributed to the SWT to map and plot the identified hazards and/or
…………….. Page 122 of 285

risk areas in the school.
• Allow the SWT to discuss the plotted hazard areas in the map to enhance the initially
placed markings.
• Finalize the hazard map based on the SWT discussion and prepare for a presentation to the
School-Community Planning Team (SPT).
…………….. Page 123 of 285

School Watching Checklist
 Broken Window
 Slippery pathway
 Blocked corridor
 Heavy objects mounted on top of cabinets/shelves
 Flooded area
 Busted plugs/light bulbs/electrical facilities
 Exposed electrical wires
 Protruding nails in chairs and tables
 Broken door knobs
 Warning sign: Slippery pathways/corridors
 Plants mounted on the building railings
 Flooding
 Exposed chemicals and liquids
 Lack/absence of storage for equipment
 Unlabeled chemicals
 Dripping ceiling
 Open pit
 Stagnant water
 Unpruned trees/bushes/shrubs
 Open/clogged canals
 No ramps for elevated school buildings or other facilities
 Swing-in doors
 Broken/dilapidated ceiling
 Open/incomplete perimeter fence
 Presence of stray animals inside the school campus
 Presence of electrical post/transformer near or within the school perimeter
 No system of release to parents during emergencies
 No posted emergency hotlines around the school
 Garbage area (segregation of biodegradable and non-biodegradable)
 Detached or peeled off GI sheet
 Broken toilet bowl and/or sinks
 Broken chairs/desks/tables
 Blocked/no emergency exits
 Unmounted cabinets/shelves
 Medical kits in every classroom
 Bells/alarms
 Condemnable building (i.e. very old structure, collapsing building and/or
prominent cracks on classroom walls)
 Others (List as many as possible
…………….. Page 124 of 285

Region XII
Alabel 2 District
DATU MAMUNDAS MAMALUMPONG INTEGRATED
SCHOOL
SCHOOL DISASTER RISK REDUCTION IMMEDIATE ACTION PLAN
PROGRESS TIME FRAME RESOURCE SOURCE OF

SPECIFIC OBJECTIVES REQUIREMENTS
SUCCESS INDICATOR/REMARKS
PROJECTS JFMAMJJASOND FUNDS
1. Deduce how does the cognizance The students, teachers and community are
about Disaster Risk Reduction SDRRM / P 2,000.00 MOOE knowledgeable enough on how and what to do when
disaster arises.
Management help human.
Practically all persons, who attended the seminar on

2. Give the safety measures on how to
deal with disaster.
SDRRM / P 3,000.00 MOOE DRRM are able to apply the safety measures when
these is disaster.
Noted: Prepared by:
ENGR. BURT A. LABADIA, HT-1 PHILLINE GAY L. TENECIO

School DRRM Coordinator
School Head
…………….. Page 125 of 285

Datu Mamundas Mamalumpong Integrated School Enhanced School Improvement Plan 2022-2025
[email protected]
Republic of the Philippines Department of
Education Region XII
Division of SaranganiAlabel 2 District
DATU MAMUNDAS MAMALUMPONG INTEGRATED SCHOOL( 500777 )
SCHOOL DRRM COMMUNICATION PLAN

DESIGNATE RECEIVER PUBLIC SCHOOL DISTRICT SUPERVISOR
NAME: JOHNNY S. BANTULO PHONE NUMBER:
SCHOOL HEAD: ENGR. BURT A. LABADIA
PHILLINE GAY L.
GRADE IVTEACHER
MARIVIC ANGULO RAIZA P. BENITO

GRADE I TEACHER
STUDENTS
Noted: Prepared by:
School Head ASDRRM Coordinator
…………….. Page 126 of 285

[email protected]
Operational Structure
HON. ABNER K. LINOG ENGR. BURT A. LABADIA NARVIN B. LACHECA
BDRRC Chairperson MDRRMO
Carol May U.
Sentillanosa
PHILLINE GAY L. TENECIO GERALD V. LEGADA
Disaster OperationCenter Vice Chairman/ASDRRM Emergency Response Team
AIZA B.
MARY GRACE FRENCE LOUIE HARIZA
PLACER/ORCHID
TORENTERA/MATTIE JOY POGAY LAPAR/ZOL PALAO BALINAS/LADYMAE CHIO
GOCOTANO
Transportation Security Supply Communication
RAHIMA TONDOG/JUBILEE ANGGULO/LENY P. GerlY Sitchon/Raiza P.

Leonida G./Carolina S.
First Aid/Search/ Rescue Fire Management

Early Warning Evac. Camp/ Relief Damage Control
Noted: Prepared by:

ENGR. BURT A. LABADIA, HT-1 PHILLINE GAY L.TENECIO
School Head ASDRRM Coordinator
…………….. Page 127 of 285

[email protected]
Region XII
District of ALABEL 2
500777
ACTION IMPLEMENTATION PLAN 2022-2023
Target
Program Activities Date Participants/Beneficiaries Persons Involved/Responsible Target Indicator/Output
1 Observance in the Quarterly Join the National Simultaneous (1st-4th) 444 pupils and 20 teachers MDRRMO, School Head, District and School Increase level of awareness on
Conduct of National Simultaneous Earthquake Drill Quarterly DRRM Coordinators, local partners,students earthquake simulations, pictures,
Earthquake Drill (NSED) and pupils,Teachers evaluation form
2 School DRRM Assessment Include DRRM in school January to School head, Teachers, Student Led School Head, District and School DRRM Minutes, pictures, DRRM
conference December Watching Team Coordinators, local partners assessment tool
2022-2023
3 School SSG/SPG Election of Conduct SSG\SPG Election 6/20-22/2023 Students from Grade 2 to Grade 6,and SSG/SPG Advisers, Principal and Teachers New set of School SSG/SPG
Officers Grade7 to Grade 10, Officers for SY 2022-2023
4 School-based DRRM Conduct School-based JULY/ AUGUST 444 pupils and 20 teachers School Head , District and School DRRM Increase level of awareness on
Camp/SCOUTING for School Rescuelympics/CAMP 22-23, 2022- Coordinators, local partners Search and Rescue, Basic Life
Children 2023 Support and First Aid,
5 Selection of Student Led Watching Selection of Student Led 1-Aug-22 10 students School Head, District and School DRRM School Hazard Assessment thrugh
Team SY 2018-2019 Watching Team and Hazard Coordinators the participation of pupils/students
Mapping
6 National Road Safety Advocacy Hanging of Tarpaulins, OCTOBER 25- All Students and Teachers MDRRMO, School Head, District and School Increase level of awareness on
Campaign Symposium 27, 2022 DRRM Coordinators, local partners Road Safety
7 Tree Planting and Tree Growing Safeguard of School area 1-Jul-23 School Campus, Community Teachers, Student Led Watching Team and To help the school on climate
activity graduating students and pupils change awareness, MOV'S,prevent
landslide and floods
Prepared by: Approved:
PHILLINE GAY L. TENECIO ENGR. BURT A. LABADIA, HT-1

School DRRM Coordinator SCHOOL HEAD

…………….. Page 128 of 285
[email protected]
Region XII
Alabel 2 District
DOMOLOK ELEMENTARY SCHOOL

EVACUATION PLAN
GRADE NO. OF POPULATION TO
SAFE HOLDING AREA EVACUATION REMARKS
LEVEL EVACUATE
AREA IN
STUDENT STAFF LOCATION METER
CAPACITY
KINDER 23 1 SCHOOL OPEN SPACE 150 sq.m. Total number for Kinder If the school affected send students to their homes immdiately.
Total number for Grade
GRADE 1 26 1 SCHOOL OPEN SPACE 150 sq.m. One Evacuate to the designated area but if the school affected send
Total number for Grade students to their homes.
GRADE 2 24 1 SCHOOL OPEN SPACE 150 sq.m.
Two
Three Evacuate to the designated area but if the fire continous, sent
Total number for Grade students to their homes.
Four
Five
Total number for Grade Those students in danger area should be evacuated in safety
Six area/areas
Seven
LEGEND: BLUE First to proceed on safe holding area

ORANGE Second to proceed on safe holding area
RED Third to proceed on safe holding area
Noted: Prepared by:

School Head SDRRM Coordinator
…………….. Page 129 of 285

[email protected]
[email protected]
……………..

[email protected]
Schools Division of Sarangani
ANNEX 3 GAP ANALYSIS TEMPLATE
REGION: XII
DIVISION: SARANGANI
DISTRICT: ALABEL 2
BARANGAY: DOMOLOK, ALABEL SARANGANI PROVINCE
SCHOOL: DATU MAMUNDAS MAMALUMPONG INTEGRATED SCHOOL
Instruction: Use the matrix on the next page as a guide in assessing the gap between your Division Targets (A) and school performance (B). In particular, you can fill out the matrix by answering the
following questions for each Division Target:
B1. Data needed – What data do we need to assess our school performance against this Division Target?
B2. Currently contributing – Is our current school performance contributing to the attainment of this Division Target? How is it contributing or not contributing? Explain.
B3. Inhibiting Factors – If contributing, what are the factors that prevent us from contributing further to this Division Target? If not contributing, what are the factors that prevent us from contributing to
this Division Target? Include the most pressing needs or problems from available data.
B4. Projects implemented – What school projects being implemented are geared towards the attainment of this Division Target? If no such projects are being implemented, leave it blank.
B5. Groups that require attention – Are there groups in our school that require specific attention concerning the attainment of this Division Target? (e.g., considering gender, socioeconomic status,
ethnicity).
_______________
Date Accomplished
B. SCHOOL PERFORMANCE
A. DIVISION TARGETS (based on DEDP) B.1 NEEDED B.2 CURRENTLY CONTRIBUTING B.3 INHIBITING B.4 PROJECTS B.5 GROUPS THAT
DATA/BASELINE
DATA (SY 2021-2022) Yes/No Explanation FACTORS IMPLEMENTED REQUIRE ATTENTION
PILLAR 1: ACCESS
Percentage of School-age Children in School - 85% Yes Enrollment this current Change of PROJECT iLAPIS Out of school children
Net Enrollment Rate (NER) in Elementary school year decreased by residence because (Increase Learner’s Pupils from Low
SY 2023-2024 SY 2024-2025 SY 2025-2026 2.2% compared to the of poverty. Attendance and Economic Status
previous year Participation In
86.66 % 86.91 % 87.16 % School)
…………….. Page 131 of 285
[email protected]
Percentage of School-age Children in School - 88% No Enrollment this current Transfer of PROJECT Out of school children
Net Enrollment Rate (NER) in Secondary school year increased by residence. iLAPIS(Increase Pupils from Low
SY 2023-2024 SY 2024-2025 SY 2025-2026 5% compared to the Learner’s Economic Status
previous year Attendance and
71.61 % 73.9 % 76.2 % Participation In
School)
Percentage of Learners in a Cohort 93% No Some learners did not Transfer of SAGIP Bata (Sagipin Pupils from Low
Completing Grade 6 – Completion Rate (CR) complete their elementary residence. Ang Galing, Isip, at Economic Status
in Elementary grades in our school Pangarap ng bawat
Learners frequently
SY 2023-2024 SY 2024-2025 SY 2025-2026 because of migration of BATA)
residence to other place absent from class
with source of their income Pupil’s victim of
78.65 % 79.25 % 79.85 % Bullying and Child
Abuse
Percentage of Learners in a Cohort 98% NO Some learners did not Transfer of SAGIP Bata (Sagipin Pupils from Low
Completing Grade 12 – Completion Rate (CR) complete their elementary residence. Ang Galing, Isip, at Economic Status
in Secondary grades in our school Pangarap ng bawat
Learners frequently
SY 2023-2024 SY 2024-2025 SY 2025-2026 because of migration of BATA)
residence to other place absent from class
with source of their income Pupil’s victim of
61.56 % 61.9 % 62.25 % Bullying and Child
Abuse
Incidence of Out-of-School Youth (OSY) in 2 NO Some Out-of-School Youth Economic status SAGIP Bata (Sagipin Pupils from Low
Senior High School prefers to work than going Ang Galing, Isip, at Economic Status
SY 2023-2024 SY 2024-2025 SY 2025-2026 back to school. Pangarap ng bawat
BATA)
171 174 178
Percentage of Five-year Old Children in 90% No Some Five years old Parents PROJECT Pupils with Illiterate
Schools – Net Intake Rate (NIR) Learners did not enroll in incapacitate to iLAPIS(Increase parents and busy of
SY 2023-2024 SY 2024-2025 SY 2025-2026 our school last school year assist the learning Learner’s work parents
due to Modular Distance of their children. Attendance and
68.1 68.55 69.00 Learning. Participation In
School)
Percentage of Elementary Enrollees in a 98% No Some of the Learners have Low Economic PROJECT Pupils from Low
Given School Year Continue to be in School no permanent address. Status iLAPIS(Increase Economic Status
the following School Year - Retention Rate Learner’s
(RR) Attendance and
SY 2023-2024 SY 2024-2025 SY 2025-2026
…………….. Page 132 of 285

[email protected]
Participation In
95.92% 96.22% 96.52% School)
Percentage of JHS Enrollees in a Given 94% No Some of the Learner’s lives Low Economic PROJECT Pupils from Low
School Year Continue to be in School the in a far-flung area. Some of Status iLAPIS(Increase Economic Status and
following School Year - Retention Rate (RR) the learner’s are having Learner’s those who are living
SY 2023-2024 SY 2024-2025 SY 2025-2026 financial difficulties. Far-flung homes of Attendance and in a far-flung areas
the learners Participation In
88.38% 88.57% 88.76% School)
Percentage of SHS Enrollees in a Given 99% No Some of the Learner’s lives Low Economic PROJECT Pupils from Low
School Year Continue to be in School the in a far-flung area. Some of Status iLAPIS(Increase Economic Status and
following School Year - Retention Rate (RR) the learner’s are having Learner’s those who are living
SY 2023-2024 SY 2024-2025 SY 2025-2026 financial difficulties. Far-flung homes of Attendance and in a far-flung areas
the learners Participation In
91.87 93.03 94.2 School)
Percentage of Currently Enrolled Elementary 0.25 Yes Parents lack time to assist Guardians are busy SAGIP Bata (Sagipin Pupils from Low
Learners not Completing the School Year – the pupil. from their work Ang Galing, Isip, at Economic Status
Dropout Rate (DR) Pangarap ng bawat
Transfer of residence Low Economic No permanent
BATA)
SY 2023-2024 SY 2024-2025 SY 2025-2026 because of low income. Status address of learners
0.55 0.51 0.48
Percentage of Currently Enrolled Secondary 0.3% Yes Parents lack time to assist Guardians are busy SAGIP Bata (Sagipin Pupils from Low
Learners not Completing the School Year – the pupil. from their work Ang Galing, Isip, at Economic Status
Dropout Rate (DR) Pangarap ng bawat
BATA)
0 0 0
Percentage of Kindergarten Completers 100% No Parents lack time to assist Busy Parents from SAGIP Bata (Sagipin Pupils from Low
Proceeded to next Key Stage in Grade 1 – the pupil. their work Ang Galing, Isip, at Economic Status
Transition Rate (TR) Pangarap ng bawat
BATA)
94.63 95.16 95.69
Percentage of Grade 3 Completers Proceeded 96% No Change of Residency Low Economic SAGIP Bata (Sagipin Pupils from Low
to next Key Stage in Grade 4 – Transition Rate Status Ang Galing, Isip, at Economic Status
(TR) Pangarap ng bawat
No permanent
BATA)
SY 2023-2024 SY 2024-2025 SY 2025-2026 address of learners
93.66 94.13 94.59
…………….. Page 133 of 285

[email protected]
Percentage of Grade 6 Completers Proceeded 97% No Change of Residency Busy Parents , low SAGIP Bata (Sagipin Pupils from Low
to next Key Stage in Grade 7 – Transition Rate economic status Ang Galing, Isip, at Economic Status
(TR) Pangarap ng bawat
No permanent
BATA)
SY 2023-2024 SY 2024-2025 SY 2025-2026 address of learners
81.42 81.87 82.33
Percentage of Grade 10 Completers 97% No Busy Parents from their Change of SAGIP Bata (Sagipin Change of Residency
Proceeded to next Key Stage in Grade 11 – work Residency Ang Galing, Isip, at
Transition Rate (TR) Pangarap ng bawat
Low Economic Status
SY 2023-2024 SY 2024-2025 SY 2025-2026 BATA)
86.5 86.99 87.47
Percentage of Out-of-School Children (OSC)
who Returned to School or Participated in
Alternative Learning System (ALS) – NOT APPLICABLE
Participation Rate of OSC
SY 2023-2024 SY 2024-2025 SY 2025-2026
10.0 12.0 14.0
Percentage of Out-of-School Youth (OSY) who
Returned to School or Participated in NOT APPLICABLE
Alternative Learning System (ALS) –
Participation Rate of OSY
SY 2023-2024 SY 2024-2025 SY 2025-2026
66.19 68.19 70.19
Completers in ALS / Completed Session in in
Alternative Learning System (ALS) NOT APPLICABLE
SY 2023-2024 SY 2024-2025 SY 2025-2026
7.32 7.47 7.61
Percentage of Out-of-School Youth (OSY)
Completers in ALS / Completed Session NOT APPLICABLE
SY 2023-2024 SY 2024-2025 SY 2025-2026
30.99 31.61 32.64
PILLAR 2: EQUITY
…………….. Page 134 of 285

[email protected]
Proportion of Elementary Learners in 48/189 YES Most affected learners were Poverty SAGIP Bata (Sagipin OVER AGE PUPILS
Situation of Disadvantages Transition to Next boys because of child labor Ang Galing, Isip, at
Key Stage and poverty Pangarap ng bawat
SY 2023-2024 SY 2024-2025 SY 2025-2026 BATA)
1086/11614 1054/11614 1038/11614
Proportion of Secondary Learners in Situation 65/256 YES Most affected learners were Poverty SAGIP Bata (Sagipin OVER AGE STUDENTS
of Disadvantages Transition to Next Key male because of child labor Ang Galing, Isip, at
Stage and poverty Pangarap ng bawat
SY 2023-2024 SY 2024-2025 SY 2025-2026 BATA)
4829/12580 4822/12580 4815/12580
Gender Parity Index (GPI) Completion in 0.97 YES There is higher enrollment There are overaged SAGIP Bata (Sagipin Female learnerss
Elementary in male pupils compared to learners enrolled Ang Galing, Isip, at
SY 2023-2024 SY 2024-2025 SY 2025-2026 females. among male pupils Pangarap ng bawat
BATA)
1.01 1.0 1.0
Gender Parity Index (GPI) Completion in 0.99 YES There is higher enrollment There are overaged SAGIP Bata (Sagipin Female learners
Secondary in male pupils compared to learners enrolled Ang Galing, Isip, at
SY 2023-2024 SY 2024-2025 SY 2025-2026 females. among male pupils Pangarap ng bawat
BATA)
1.01 1.0 1.0
Percentage of Elementary Learners in 94% No Poverty Modular Distance SAGIP Bata (Sagipin Learners frequently
Situation of Disadvantage Continue to Learning Ang Galing, Isip, at absent from the class
Participate in Basic Education Lack of interest both by Pangarap ng bawat
SY 2023-2024 SY 2024-2025 SY 2025-2026 the pupils and parents BATA)
93.59 95.19 96.79
Percentage of Secondary Learners (Grade 7 & 63.2 No Poverty Modular Distance SAGIP Bata (Sagipin Learners frequently
12) in Situation of Disadvantage Continue to Learning Ang Galing, Isip, at absent from the class
Participate in Basic Education Lack of Pangarap ng bawat
SY 2023-2024 SY 2024-2025 SY 2025-2026 interest/participation BATA)
64.34 75.76 82.17
Percentage of Learners in Situations of 72.4% No Parents incapacity to assist Lack of interest to Project SKOB Learners frequently
Disadvantage (disaggregated by group) their kids in reading. learn. (Sulong absent from the class
Achieved at Least a Fixed Level of Karungunan O-plan
Lack of support
Proficiency/Mastery in Reading Literacy Basa)
from parents
SY 2023-2024 SY 2024-2025 SY 2025-2026
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Non-readers and Parent
61.52 63.52 65.52 Lack time to assist the
learning of the kids
Percentage of Learners in Situations of 84% No Non-readers and Parents Lack of interest to SAGIP Bata (Sagipin Learners frequently
Disadvantage (disaggregated by group) Lack time to assist the learn. Ang Galing, Isip, at absent from the class
Achieved at least a Fixed Level of learning of the kids Pangarap ng bawat
Lack of support
Proficiency/Mastery in Numeracy BATA
from parents
SY 2023-2024 SY 2024-2025 SY 2025-2026
Parents
incapacitate to
76.54 77.54 78.54 assist their
children in
learning
Percentage of Learners in Situation of 29% Yes Parents lack of interest to Non reader Project SKOB Learners with low
Disadvantage (disaggregated by group) perform well. Poor (Sulong comprehension skills
Achieved at least a Fixed level of Learners’ poor Karungunan O-plan
comprehension
Proficiency/Mastery in 21st Century Skills comprehension skill to Basa)
(Information Literacy, Critical Thinking, and skills
answer the Learning
Problem Solving) Activity Sheet (LAS) Parents lack of
SY 2023-2024 SY 2024-2025 SY 2025-2026 time to assist their
children.
31.65 32.65 33.65
PILLAR 3: QUALITY
Percentage of Learners Proceeded to College 76.4% No Learners who lacks
interest in proceeding
SY 2023-2024 SY 2024-2025 SY 2025-2026 college
Percentage of Learners Proceeded to 20% Yes Due to lack of financial Poverty Students from low
Employment support. economic status
SY 2023-2024 SY 2024-2025 SY 2025-2026
20.64 20.85 21.06
Percentage of Learners Proceeded to 2% Yes Lack of interest to proceed Poverty Students from low
Entrepreneurship undergraduate studies economic status
SY 2023-2024 SY 2024-2025 SY 2025-2026
Learners who prefer to
3.18 3.21 3.24 earn money than study
Percentage of Learners Proceeded to Middle 2.3% Yes Poverty Students from low
Level Skills Training economic status
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SY 2023-2024 SY 2024-2025 SY 2025-2026 Lack of interest to proceed
undergraduate studies Learners who prefer to
2.75 2.78 2.81 earn money than study
Percentage of K to 3 Learners Attaining 38% Yes Learners’ comprehension Modular Distance SAGIP Bata (Sagipin Learners below
Nearly Proficient Level affects their active Learning Ang Galing, Isip, at proficient
participation in class. Pangarap ng bawat
SY 2023-2024 SY 2024-2025 SY 2025-2026 Lack of learning
BATA
58.0 63.0 67.0 materials at home
Percentage of Grade 3 Learners Attaining 40% Yes The low percentage of Lack of Learning Project SKOB Learners below
Nearly Proficient Level or Better in English pupils have better materials at home (Sulong proficient in English
SY 2023-2024 SY 2024-2025 SY 2025-2026 comprehension skills in Karungunan O-plan
Basa)
English but can able to
52.47 54.47 56.47 read.
Percentage of Grade 3 Learners Attaining 56% Yes Still low a percentage of Lack of Learning SAGIP Bata (Sagipin Learners below
Nearly Proficient Level or Better in Filipino better comprehension in materials and Ang Galing, Isip, at proficient in Filipino
SY 2023-2024 SY 2024-2025 SY 2025-2026 Filipino due to gadgets to Pangarap ng bawat
insufficiency of learning BATA
sustained their
materials and affected by
the mother tongue learning in school
58.59 60.59 62.59 and at home.
language used at home.
Percentage of Grade 3 Learners Attaining at 19% Some of our learners Lack of SAGIP Bata (Sagipin Muslim , Ilocano
Least Minimum Level of Proficiency in MTB- YES cannot understand the comprehension of Ang Galing, Isip, at learners.
MLE Bisaya language because of the Bisaya Pangarap ng bawat
the usual language used at BATA
SY 2023-2024 SY 2024-2025 SY 2025-2026 language
home which is
Islam/Tagalog. Most of the
learners used
19.39 22.39 25.39 Filipino language
at home better
than Bisaya.
Percentage of Grade 3 Learners Attaining 39.8% YES Learners were not assisted Lack of attention SAGIP Bata (Sagipin Learners that are low
Nearly Proficient Level or Better in Numeracy well to answer their to assist both by Ang Galing, Isip, at in numeracy
SY 2023-2024 SY 2024-2025 SY 2025-2026 Learning Activity sheets the teacher and Pangarap ng bawat
most especially in Math parents/guardian BATA
40.73 42.73 44.73 Lack of interest to
learn
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Percentage of Grade 6 Learners Attaining 43% No Learners were not well Lack of Gadgets to SAGIP Bata (Sagipin Slow learners in
Nearly Proficient Level or Better in Literacy attained by the teachers aid their learning Ang Galing, Isip, at Numeracy and
and Numeracy because of the Modular during Modular Pangarap ng bawat Literacy
SY 2023-2024 SY 2024-2025 SY 2025-2026 Distance Learning Distance Learning BATA
41.44 42.44 44.44
Percentage of Grade 10 Learners Attaining 29% Yes Learners were not well Lack of Gadgets to SAGIP Bata (Sagipin Slow learners in
Proficient Level or Better in Stage 2 Literacy attained by the teachers aid their learning Ang Galing, Isip, at Numeracy and
and Numeracy Standards because of the Modular during Modular Pangarap ng bawat Literacy
29.22 34.42 39.62
Percentage of Grade 12 Learners Attaining 28% Yes Learners were not well Lack of Gadgets to SAGIP Bata (Sagipin Slow learners in
Nearly Proficient Level or Better in Stage 3 attained by the teachers aid their learning Ang Galing, Isip, at Numeracy and
Literacy and Numeracy Standards because of the Modular during Modular Pangarap ng bawat Literacy
29.84 34.94 40.04
Alternative Learning System (ALS) Learners NOT APPLICABLE
Passing the A&E Test
SY 2023-2024 SY 2024-2025 SY 2025-2026
21.0 22.0 22.0
Percentage of Out-of-School Youth (OSY)
Alternative Learning System (ALS) Learners NOT APPLICABLE
Passing the A&E Test
SY 2023-2024 SY 2024-2025 SY 2025-2026
98.75 100 100
Percentage of Out-of-School Adults (OSA)
ALS Learners Passing the A&E Test NOT APPLICABLE
SY 2023-2024 SY 2024-2025 SY 2025-2026
97.0 98.0 99.0
PILLAR 4: RESILIENCY AND WELL-BEING
Percentage of Affected and Displaced 97% No There were minimal Pandemic SAGIP Bata (Sagipin No permanent
Elementary Learners Retained number of learners affected Ang Galing, Isip, at address pupils
SY 2023-2024 SY 2024-2025 SY 2025-2026
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their livelihood of the (Lack down and Pangarap ng bawat Pupils affected by
pandemic. shortage of food BATA) pandemic
100 100 100 supplies)
Rigid Home Visitation was
conducted by the teachers.
Percentage of Learners who Reported 0.01% No Our parents and learners Parents and SAGIP Bata (Sagipin Bully learners
Violence Committed Against them by other were guided by the School learners were Ang Galing, Isip, at Male learners in
Learners (Bullying) or Adults (Child Abuse) Child Protection Policy absent during the Pangarap ng bawat higher grade level
Based on Intake Sheets of Schools BATA)
orientation of
SY 2023-2024 SY 2024-2025 SY 2025-2026 School Policy
Feeling of
superiority among
other learners
0.027 0.026 0.026
belong to well-off
family of those
bully learners.
Percentage of Elementary Learners who are 95% No Some Learners were Not well oriented SAGIP Bata (Sagipin Low Economic Status
Happy and Satisfied with their Basic frequently absent because about the rights Ang Galing, Isip, at pupils
Education Experience in Relation to the of poverty and privilege of Pangarap ng bawat
Feeling of inferiority
Enjoyment of their Specific Rights in School BATA)
Minimal number of the children in school. learners.
and Learning Centers
learners and parents are
SY 2023-2024 SY 2024-2025 SY 2025-2026
unsatisfied to the school
92.3 94.2 96.1 services and facilities.
Percentage of Secondary Learners who are 98% No Some Learners were Not well oriented SAGIP Bata (Sagipin Low Economic Status
Happy and Satisfied with their Basic frequently absent because about the rights Ang Galing, Isip, at pupils
Education Experience in Relation to the of poverty and privilege of Pangarap ng bawat
Feeling of inferiority
Enjoyment of their Specific Rights in School BATA)
Minimal number of the children in school. learners.
and Learning Centers
learners and parents are
SY 2023-2024 SY 2024-2025 SY 2025-2026 unsatisfied to the school
97 99 100 services and facilities.
Percentage of Schools and Learning Centers 98% No Our school honor and School Funds SAGIP Bata (Sagipin Students with
Significantly Manifesting Indicators of Rights- respect pupils right and Ang Galing, Isip, at disabilities
Based Education (RBE) in the Learning Privilege
Environment
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SY 2023-2024 SY 2024-2025 SY 2025-2026 Time conflict to Pangarap ng bawat Frequently absent
implement the BATA) learners
100 100 100 program
Percentage of Affected and Displaced 10% No Students has their own There are only few SAGIP Bata (Sagipin Frequently absent
Secondary Learners Retained houses but some houses instances that Ang Galing, Isip, at learners
SY 2023-2024 SY 2024-2025 SY 2025-2026 are far from school. students encounter Pangarap ng bawat
strong storms that BATA)
100 100 100 may damage their
home.
Percentage of DepEd Personnel in 90% YES Teachers abide by the Lack of time and SAGIP Bata (Sagipin Teachers without
Schools/Learning Centers who Know the School Child Protection Funds to conduct Ang Galing, Isip, at knowledge of Child
Rights of Children and Learners in Relation to Policy but some were not orientation for Pangarap ng bawat Protection Policy
Rights-Based Education (RBE) Infusing them because of the time teachers. BATA)
in their Respective Jobs/Duties constraints for orientation. Newly transferred
teachers.
SY 2023-2024 SY 2024-2025 SY 2025-2026
100 100 100
Percentage of Learners Equipped with 84% YES Some pupils do not No assistance from “Ligtas sa Sakuna, Lower grades
Capacities on what to do Before, During, and participate well during the parents to perform Bata laging handa!” Unguided learners by
After a Disaster/ Emergency school’s quarterly drill the drill at home. the parents
SY 2023-2024 SY 2024-2025 SY 2025-2026 during the Modular
Distance Learning Gadgets and funds
61.68 63.18 64.67
Percentage of Learners in Safe Schools 60% YES Some of our classrooms are No available oPlan SMILE (Plan Pupils belong to the
SY 2023-2024 SY 2024-2025 SY 2025-2026 not well conducive and safe classroom to cater for a Safe, makeshift classroom
for learning. large number of Meaningful, and
72.76 74.84 76.93 pupils.
Environment)
School Funds
Percentage of Learners with Improved Health 76% YES There are numbers of Unhealthy food SAGIP Bata (Sagipin Sickly students
Physical Fitness absent pupils because of intake of the Ang Galing, Isip, at
SY 2023-2024 SY 2024-2025 SY 2025-2026 sickness most especially learners. Pangarap ng bawat
during rainy days BATA)
No physical fitness
78.4 78.9 79.3
for children.
ENABLING MECHANISMS: GOVERNANCE
Percentage of Elementary Schools Achieving 28% YES Lack of Documentation to Pandemic times Undocumented papers
Higher Level of SBM Practice present/ and activities
SY 2023-2024 SY 2024-2025 SY 2025-2026
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Unavailability of the Insufficient school
35.89% 44.6 53.31 classroom for SBM funds to build the
Showroom SBM SHOWROOM
Percentage of Secondary Schools Achieving 28% YES Lack of Documentation to Pandemic times Undocumented papers
Higher Level of School-Based Management present/ and activities
(SBM) Practice
Unavailability of the Insufficient school
SY 2023-2024 SY 2024-2025 SY 2025-2026 classroom for SBM funds to build the
77.78 86.11 94.44 Showroom SBM SHOWROOM
Proportion of Elementary Schools with Very 4/9 YES Lack of Documentation to Insufficient CARE to School Satisfactory Teachers
Satisfactory and Higher Rating in the Office attach in the Portfolio Workshop and Personnel (Create A Not performing
Performance Commitment and Review Form trainings attended Remarkable teachers
(OPCRF) Empowerment)
SY 2023-2024 SY 2024-2025 SY 2025-2026
287/287 287/287 287/287
Proportion of Secondary Schools with Very 6/12 YEs Lack of Documentation to Insufficient CARE to School Satisfactory Teachers
Satisfactory and Higher Rating in the Office attach in the Portfolio Workshop and Personnel (Create A Not performing
Performance Commitment and Review Form trainings attended Remarkable teachers
(OPCRF) Empowerment)
SY 2023-2024 SY 2024-2025 SY 2025-2026
36/36 36/36 36/36
Proportion of School Division Office (SDO)
Personnel with Very Satisfactory and Higher NOT APPLICABLE
Rating in the Office Performance Commitment
and Review Form (OPCRF)
SY 2023-2024 SY 2024-2025 SY 2025-2026
4/4 4/4 4/4
Proportion of Schools Achieving Ideal Ratio 7/21 YES Classrooms are Unavailability of oPlan SMILE (Plan Learners & Teachers
on Classrooms substandard standard size of a for a Safe,
SY 2023-2024 SY 2024-2025 SY 2025-2026 classroom. Meaningful, and
286/479 334/479 382/479 Environment)
Proportion of Schools Achieving Ideal Ratio 1/23 Yes Reduction of enrollment. No permanent PROJECT iLAPIS At risk to transferred
on Teachers address pupils (Increase Learner’s out pupils
SY 2023-2024 SY 2024-2025 SY 2025-2026 Attendance and
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Parents factor Participation In
498/505 500/505 501/505 School)
Proportion of Schools Achieving Ideal Ratio 2/510 yes Insufficient number of Unequal PROJECT iLAPIS Students
on Textbooks books received from Deped distribution of (Increase Learner’s
SY 2023-2024 SY 2024-2025 SY 2025-2026 books per school Attendance and
Participation In
2/323 3/323 4/323 School)
Proportion of Schools Achieving Ideal Ratio 1/9 Yes Insufficient aid of chairs Lack of school PROJECT iLAPIS Pupils without chairs.
on Seats from the higher office funds for (Increase Learner’s Chairs
SY 2023-2024 SY 2024-2025 SY 2025-2026 procurement of Attendance and
Participation In
chairs for learners
302/323 308/323 314/323 School)
Proportion of Schools Achieving Ideal Ratio 1/510 Yes Insufficient Learning Lack of school oPlan SMILE (Plan
on Science and Math Equipment equipment/materials funds to augment for a Safe,
SY 2023-2024 SY 2024-2025 SY 2025-2026 the materials for Meaningful, and
learning Interactive Learning
201/323 212/323 219/323 Environment)
Proportion of Schools Achieving Ideal Ratio 1/510 Yes Insufficient ICT package No ICT classroom oPlan SMILE (Plan Learners & Teachers
on ICT Package/E-Classroom Incapacitate for a Safe,
SY 2023-2024 SY 2024-2025 SY 2025-2026 teachers to assist Meaningful, and
learners in ICT Interactive Learning
class Environment)
290/323 292/323 294/323
Proportion of Elementary Schools with 1/178 Yes Lack of Classroom for the Insufficient school oPlan SMILE (Plan Pupils
Functional Library school library funds to build a for a Safe,
SY 2023-2024 SY 2024-2025 SY 2025-2026 makeshift for Meaningful, and
school library Interactive Learning
55/287 60/287 65/287 Environment)
Proportion of Integrated Schools with 1/285 Yes Lack of Classroom for the Insufficient school oPlan SMILE (Plan Students ages 12-18
Functional Library school library funds to build a for a Safe,
SY 2023-2024 SY 2024-2025 SY 2025-2026 makeshift for Meaningful, and
school library Interactive Learning
25/91 30/91 35/91 Environment)
Proportion of Secondary Schools with NOT APPLICABLE
Functional Library
SY 2023-2024 SY 2024-2025 SY 2025-2026
20/36 25/36 30/36
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Proportion of Elementary Schools with 1/1 No The school has a Brown out and oPlan SMILE (Plan Electrical wirings
Connection to Electricity strong connection to fluctuating for a Safe,
Meaningful, and Appliances in
SY 2023-2024 SY 2024-2025 SY 2025-2026 electricity monthly electricity Interactive Learning
paid by MOOE. because of the Environment) every classroom
multiple
238/287 250/287 260/287 numbers of Electrical bills
electric fans in
every classroom
Proportion of Secondary Schools with 1/1 No The school has a Brown out and oPlan SMILE (Plan Electrical wirings
Connection to Electricity strong connection to fluctuating for a Safe,
Meaningful, and Appliances in every
SY 2023-2024 SY 2024-2025 SY 2025-2026 electricity monthly electricity Interactive Learning classroom
paid by MOOE. because of the Environment)
multiple Electrical bills
36/36 36/36 36/36 numbers of
electric fans in
every classroom
Proportion of Elementary Schools with 1/1 Yes Weak internet connection Insufficient routers oPlan SMILE (Plan Internet connections
Connection to Internet to classrooms far away that can supply for a Safe,
from the school office. connections to Meaningful, and Power supplies
SY 2023-2024 SY 2024-2025 SY 2025-2026
every classroom. Interactive Learning
Environment)
80/287 88/287 96/287
Lack of funds
Proportion of Secondary Schools with 1/1 Yes Weak internet connection Insufficient routers oPlan SMILE (Plan Internet connections
Connection to Internet to classrooms far away that can supply for a Safe,
from the school office. connections to Meaningful, and Power supplies
SY 2023-2024 SY 2024-2025 SY 2025-2026
every classroom. Interactive Learning
Environment)
32/36 33/36 34/36
Lack of funds
Proportion of School Division Offices (SDOs) NOT APPLICABLE
Achieving Ideal Interquartile Ratio (IQR) on
Teacher Deployment for Elementary
SY 2023-2024 SY 2024-2025 SY 2025-2026
1.0 1.0 1.0
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Proportion of School Division Offices (SDOs) NOT APPLICABLE
Achieving Ideal Interquartile Ratio (IQR) on
Teacher Deployment for Junior High School
(JHS)
SY 2023-2024 SY 2024-2025 SY 2025-2026
0.93 0.94 0.95
Proportion of SDOs Achieving Ideal NOT APPLICABLE
Interquartile Ratio (IQR) on Teacher
Deployment for Senior High School (SHS)
SY 2023-2024 SY 2024-2025 SY 2025-2026
0.93 0.94 0.95
Client Satisfaction Rating of Schools’ 4.01 YES School policy not well Lack of time to Updated memo
Respective Internal and External Stakeholders discussed to parents disseminate
SY 2023-2024 SY 2024-2025 SY 2025-2026 because of time limit programs, and
of gathering. projects of the
4.08 4.12 4.16
school.
Client Satisfaction Rating of School Division NOT APPLICABLE
Offices’ (SDOs) Respective Internal and
External Stakeholders
SY 2023-2024 SY 2024-2025 SY 2025-2026
4.08 4.12 4.16
Special Education Fund (SEF) Utilization Rate NOT APPLICABLE
SY 2023-2024 SY 2024-2025 SY 2025-2026
47.53 47.53 48.48
Proportion of Elementary Schools with 4/10 Yes Delayed reorganization Prohibition of SGC OFFICERS
Functional School Governing Council (SGC) of SGC officers cancellation of
SY 2023-2024 SY 2024-2025 SY 2025-2026 because of the time classes.
limit for conducting
General Assembly Frequent
meetings. meetings of the
103/287 128/287 153/287
crowd were not
allowed
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Proportion of Secondary Schools with 8/10 YES Delayed reorganization Prohibition of SGC OFFICERS
Functional School Governing Council (SGC) of SGC officers cancellation of
SY 2023-2024 SY 2024-2025 SY 2025-2026 because of the time classes.
limit for conducting
General Assembly Frequent
28/36 31/36 34/36 meetings. meetings of the
crowd were not
allowed
Percentage of Elementary Schools with NOT APPLICABLE
School Site
SY 2023-2024 SY 2024-2025 SY 2025-2026
10.8 11.5 12.2
Percentage of Secondary Schools with NOT APPLICABLE
School Site
SY 2023-2024 SY 2024-2025 SY 2025-2026
30.56 33.33 36.11
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SCHOOL IMPROVEMENT PLANNING
IDENTIFY PRIORITY IMPROVEMENT AREAS
Instruction: Using the matrix on the next page, please rate each improvement area on five criteria using a 5-point scale as described below.
Criteria Description Scale

Strategic Importance The number of other areas that will benefit when the improvement area is addressed
Urgency The urgency or need to improve the area as soon as possible 5 – Very High
Magnitude The number of learners that will benefit when the improvement area is addressed 4 – High
Feasibility The degree to which the improvement area is within the school’s mandate and control 3 – Moderate
2 – Low
1 – Very Low
Average Rating Interpretation

4.5 – 5.0 Very High Priority
3.5 – 4.49 High Priority
2.5 – 3.49 Moderate Priority
1.5 – 2.49 Low Priority
1.0 – 1.49 Very Low Priority
Afterwards, compute the average rating of each improvement area and interpret the results as follows:
Improvement Areas Strategic Importance Urgency Magnitude Feasibility
Lack of classrooms that provide conducive teaching-learning environment 5 5 4 2

Remedial reading interventions for learners with problems in reading 5 5 4 5
Provision of safe drinking water 5 4 4 4
Strengthening of holding power of teachers to learners 5 5 4 4
Institutionalization of school academic preparedness program 5 5 4 4
Quarterly capability building for teachers 4 4 4 4
Provision of supplies for severely wasted and wasted learners 4 4 4 4
Improvement of Physical Facilities such as classrooms, gym, corridors 5 5 5 5
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SCHOOL IMPROVEMENT PLANNING
PLANNING WORKSHEET
Instruction: For each priority improvement area, write the general objectives and root causes using the root cause diagram as reference.
Afterwards, identify the year when the root cause will be addressed.
Learning DEPED INTERMEDIATE TIME FRAME

PRIORITY IMPROVEMENT
Stage OUTCOMES GENERAL OBJECTIVE/S ROOT CAUSE/S
AREAS SY2020- SY2021 SY2022-
2021 -2022 2023
101: Learners are in school and learning

centers Transferof
Increase Survival rate residence
To reduce the number
High of absentees √ √ √
child labor
Absenteeism Rate and help keep
pupils in school
Poverty
K-6 102: Learners access To decrease the number of √

programs responsive to their wasted and severely wasted √
needs and consistent with Poverty
learners.
their interests and aptitudes
√
Low proper hygiene
To educate learners about
Feeding program practices
proper hygiene.
Low nutrients food
To promote the intake of
intake
vegetables and fruits in every
meal.
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Learning DEPED INTERMEDIATE TIME FRAME
PRIORITY IMPROVEMENT
Stage OUTCOMES GENERAL OBJECTIVE/S ROOT CAUSE/S
AREAS SY2020- SY2021 SY2022-
2021 -2022 2023
103: Learner enjoy Learner-friendly

environment *Lack of Ancilliary
Facilities
To prepare the school *Unmaintained school
environment for all the garden
learners. *Classroom
preparation expenses.
Brigada Eskwela *Lack of LED
√ √ √
To promote cooperation
among stakeholders both Television per
internal and external classroom
*Broken school fence
stakeholders for the benefit
of the learners.
104: Learners actively To establish functional

participate in their learning Gulayan sa paaralan to Unestablished
environment. complement the feeding functional year
Gulayan sa paaralan round Gulayan sa √ √ √
program
paaralan
105: Learners attain learning Absenteeism

standards. To strengthen the time slot
The low percentage of
for reading to decrease the Poor reading habit
learners’ reading and
frustration level. √ √ √
comprehension level
Illiterate parents
106: Learners are well To rehabilitate 100% of the Poverty

rounded, Happy and smart Reduce malnourished SW and W beneficiaries to √ √ √
normal status Unhealthy foods
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GUIDELINES IN LISTENING TO THE VOICE OF THE
LEARNERS AND OTHER STAKEHOLDERS
(based on the School Improvement Project Learning Guide)
Different stakeholders have various needs that they desire to be met. In order to meet each stakeholder's unique
needs, it is crucial to comprehend their distinctions.
FACILITATING AND PROBING
The stakeholders must actively participate in identifying their own demands. When stakeholders express their
needs and concerns in their own words, we may be able to learn new things and develop a better knowledge of
their circumstances.
Stakeholders can express their needs in a variety of ways. We need to develop the ability to analyze and
comprehend what they actually mean. It could be necessary to extrapolate or deduce the genuine demands of the
stakeholders from what they actually say during interviews. Even though they may be able to identify the things
they want, it is crucial to ascertain why they do.
Stakeholders frequently find it difficult to express their needs and desires clearly. As a result, it's crucial to find out
the needs of stakeholders that are significant to them by asking follow-up questions. Your students and other
stakeholders should be questioned about the interventions made by instructors or the school to address their
current issue as part of your effort to collect qualitative data on the priority improvement area you designated.
NEEDS AND WANTS
We must be careful when obtaining the opinions of our stakeholders and distinguishing between needs and wants.
Stakeholders' needs are what they anticipate from an idea or solution. Wants are a stakeholder's preferences for
how they would like to receive a notion or service. More often than not, all of our stakeholders have the same
needs. Even if all stakeholders have the same needs, their wants may differ. Prioritizing the needs over the wants is
something we must always remember to do. However, balancing what we deliver and how we give our service to
our stakeholders is critical.
DATA GATHERING TOOLS
The voices of students and other stakeholders can be collected through a variety of ways. The most typical method
is to hold focus groups or interviews (FGDs). It is necessary to provide our stakeholders the opportunity to expand
on their comments in order to deduce the particular requirements that are significant for them. To quantify and
validate the responses from the interviews, we can conduct surveys after acquiring data through interviews. Tools
must often be used in conjunction.
Open-ended interview questions are preferred. When required, ask follow-up questions to delve deeper into the
concerns of the stakeholders. In these situations, we ought to let the parties involved speak. We need to stay away
from loaded, slanted, or biased questions. We must ask specific, unambiguous questions that are clear in their
wording.
PROCESSING
How do we evaluate the learners' and other stakeholders' responses? We must verbatim—or word for word—
transcribe the responses provided by the students and other stakeholders. It's essential to speak in their own
language. These interview transcripts must be examined by us, and you must underline any passages you believe to
be pertinent to our PIA. To assist you categorize their wants, problems, or suggestions, it could be beneficial to
group their responses.
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ANNEX 6 Guidelines in Listening to
Voice of Learners and Other
Stakeholders
SITUATIONS VOICE OF THE COSTUMER REQUIREMENT

Lack of classrooms for Junior High “Madistract mi kung nay mag-agi ug Facilitation of the land titling in
School and Senior High School. magsaba. Malisdan mi ug concentrate order to avail the building
sa klase.” construction project from the
- Angeli Alcala government. Tap stake holders to
establish makeshift building as
“Dili mi komportable kung sa gawas urgent resolution.
magklase labi na kung init ang
panahon ug gaulan.”
- Lara Ladublan
Unfinished establishment of school “Dali lang mi maka-escape ug dali ra Maximizing resources for the
fence. pud mi makasulod sa school. Dili safe establishment of fence. Leg working
ang school kay gawas-sulod ang with different stakeholders for that
outsider. purpose is very helpful.
- Franz Jay
Bangonon
“Ginasudlan sa mga hayop among

garden tapos ginakaon ang among
mga tanum.”
- Mary Grace
Agcaoli
Increasing numer of students who “Mapilitan mi magpatrabaho sa Make a dialogue with the parents
engaging child labor due to among anak para naa mi kaonon. with students who are engaging
economic crisis. - Jenny Atlubulan child labor.
(Parent)
“Ginapatrabaho ko ni mama para

makatabang ko sa ilaha. Lisod pud
mag eskwela na walay baon.
- Rex Ladublan
Prepared by: Noted by:
ORCHID E. GOCOTANO ENGR. BURT A. LABADIA

School Guidance Coordinator School Head
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Walk the Process Guidelines
How to Create Flowcharts?
A flowchart shows the relationship between inputs, activities, and outputs that constitute a
process. People who are involved in the process can collaborate to create a flowchart, a diverse range
of perspective. For an instance, suppose you wish to look into the parent-teacher dialogue process, walk
the process with Grade 7 parents and teachers. Let them work on the process, therefore have them
help you build the flowchart process (see flowchart at the next page). The advice provided below should
assist you with a process walk-through with them:
1. Brainstorm
- It is initially more advantageous to brainstorm or consider the inputs, actions, and rather
than using more manual methods like conducting interviews to identify the inputs and outputs that
form a process. You will obtain a broad overview of the procedure from this, which you can also use as
a guide for verifying the process map through interviews and, finally, firsthand observations.
- It is preferable to utilize a flip chart and sticky notes when brainstorming. As soon as
something is said, it is simple to record it on a stick note and place it on the flip chart. The group can
then provide feedback right away. You may quickly rearrange the stick notes and continue the
conversation if corrections are needed.
- Walk the process from the very start. Then, think of each activity that happens as you move
along the process. In your flowchart, arrange these activities in sequence using appropriate flowchart
symbols. Be consistent in the direction flow: time should always flow from top to bottom, or from left
to right.
- The flowchart/s should map what is really happening in the process. However, process
maps can also be used/viewed in different perspectives: What you think the process is – the team’s
perspective of what is happening in the process o What the process really is – what is actually happening
in the process, validated through interviews and direct observations of What the process should be –
the actual future state of the process based on learners’ or stakeholders’ requirements But remember
to do these separately from each other. Do not combine elements of what you think a process is and
what the process should be. Each one should have a different process map. For now, you will only have
a map of the first one (what you think the process is).
- If the team is having trouble in outlining their process, it may be because the flow of
their process is ambiguous or undefined. As an example, some teachers in the grade level have very
good documentation of parent and teacher conversations while others do not; this inconsistency
impacts the performance of the entire grade level. A vague or imprecise method typically results in
inconsistent performance.
2. Conduct interviews
- Interviews can be conducted 1) to identify missing elements of the process (including

decision points) and 2) to validate the elements conceived during brainstorming.
- If necessary, conduct interviews with the participants in the process, particularly if any
steps are vague or imprecise. For instance, during the Mathematical Periodical Test process, the
teacher may monitor and record the test results at home. Instead of directly seeing the teacher, you can
confirm these elements by asking the teachers if they carry out these activities at home, for how long,
what results they produce, what difficulties they face, what other activities they engage in that are
comparable, etc.
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3. Directly observe the process
- Direct observations allow you to distinguish between what the process is and what you
believe it is. This allows you to check for missing elements as well as validate the elements identified
during brainstorming and interviews.
- This step is specially important when you identify storm clouds or problems in specific
process activities. Storm clouds must be visible, measurable, and specific.
SAMPLE FLOWCHART
A. Parent-teacher Dialogue Flowchart
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- This step is especially important when you identify storm clouds, or problems arising in
specific activities in the process. Storm clouds have to be observable, measurable, and
specific.
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Checklist
1. Is the root cause within your school?
Answer: yes, it is within our control because we teachers have reinforcement in our school policies and
guidance counselling together with their parents to address the root cause of the problem.
2. Does the root cause cut across different PIA?
3. Does solving the root cause result to school-wide improvement?
Answer: yes, because the more we control the students conflict the more we lessen the problems in school
and so teachers and students together will have harmonious relationship for the betterment of the
teaching-learning process of the students so as with the school will have better improvement.
4. Do you have enough resources to address the root cause?
Answer: Yes, we do have. We just need to utilize it more to sustain and maintain the harmonious
relationship between the students.
5. Is there sufficient time to think about the solution of the root cause?
Answer: Yes, we have, we teachers are flexible enough to handle problems like this and more likely we are
solution finder in all problems or conflicts.
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WHY – WHY DIAGRAM

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Name of Project: OPLAN ILAPIS
(Increase Learners’ Attendance and Participation In School)
Project Objective: Increased atleast 5% in Enrollment annually
Root Cause: Decrease in enrollment by 5% in the past 3 years.
Date of Person Budget

Activity Output Budget
Implementation Responsible Source
1. Public Minutes of July-August Teachers P10,000.00 MOOE
announcement the Meeting
around the
town for
enrolment
period through
Recoreda and
Social media
ads
2. Conduct Records of April-May Teachers P 5,000.00 MOOE
home home Parents
visitation, visitation
encourage
parents and
follow up
school age
children to be
enrolled
3. Create List of May-June Teachers, P 5,000.00 MOOE
working working Grade
committee committees Chairman
4. Orientation Certificates of July Teachers P10,000.00 MOOE
of PTA Participation/ Parents
regarding Pictures
school
participation
and others
5. Coordinate Letter May-June SPT, P 5,000.00 MOOE
with the Purok received Teachers
Leaders /pictures
LEONIDA B. GALZOTE ENGR. BURT A. LABADIA

Kindergarten Teacher School Head

Name of Project: SAGIP BATA (Sagipin Ang Galing Isip at Pangarap ng Bawat BATA)
Project Objective: Achieved 100% Survival & Participation Rate
Root Cause: Habitual Absenteeism among learners due to child labor, peer influence,
lack of parental support, among others.

1. Monitor the SF 2 Monthly Class Advisers - -
daily
attendance of
the pupils
2. Identify the List of Monthly Class Advisers - -
pupils who at PARDOS
risk of
dropping out
reasons
3. Make Remediation/ Quarterly School head - -
remediation/ Intervention/ Guidance -
Intervention/ Catch up Plan designate
catch up plan Class advisers
4.Present the Approved Quarterly School head P5,000.00 MOOE

plan to the Remediation/ Guidance -
principal for Intervention/ designate
the approval Catch up Plan Class advisers
of budget
5. Conduct a Letter of Quarterly School head - -
meeting to the invitation Guidance -
concerned designate
parents Minutes of the Class advisers
updates and meeting
follow up
Commitment
Signing


Name of Project: SAGIP BATA (Sagipin Ang Galing Isip at Pangarap ng Bawat BATA)
Project Objective: Maintain Zero 0% dropout
Root Cause: Decrease of Cohort survival rate due to malnutrition, absenteeism, & poor
economic status of parents

1. Monitor the daily Accomplished Monthly Class - -
attendance of the SF 2 Advisers
learners
2. Identify the List of Monthly Class - -
pupils who at risk PARDOS Advisers
of dropping out
3. Conduct home Accomplished Monthly Guidance - P MOOE
visitation of the Home designate 1,000.00
learners who Visitation Class
commit absences Form advisers
4.Make an Anecdotal Monthly Class - -

anecdotal record journal advisers
5. Conduct a Letter of Quarterly School head - -

meeting to the invitation Guidance -
concerned parents designate
Minutes of Class
the meeting advisers
Commitment
Signing


Name of Project: Fly High Senior High!
Indicator: Incidence of Out-of-School Youth (OSY) in Senior High School
Date of
Person Budget
Activity Output Impleme Budget
Responsible Source
ntation
1. Mapping and List of SHS July- SHS No budget
profiling SHS prospect enrollees August Advisers needed
learners and their profile
2. Conduct career Trained all Grade March SHS P10,000.00 MOOE
guidance seminar 10-12 learners in advisers
for Grade 10-12 career guidance
learners
3. Public Public postings May to Teachers P10,000.00 MOOE
announcement both social media June
through postings and printed
and recorida, copies
infographics and
social media
4. Conduct home Records of home April- Teachers & P 5,000.00 MOOE
visitation to visitation May Parents
encourage parents
and SHS learners to
enroll in SHS
5. Parents and Conducted April Teachers, P15,000.00 MOOE
learners mentoring parents and learners, &
session on family learners parents
planning, early mentoring
marriage, early sessions on
pregnancy, and family planning,
career pathing etc.
ZOLCARNIN A. PALAO ENGR. BURT A. LABADIA

SHS Teacher School Head

Name of Project: Edukasyon Ko, Tatapusin Ko!
Indicator: Percentage of Learners in a Cohort Completing Grade 6 – Completion
Rate (CR) in Elementary and Secondary
Date of
Person Budget
Activity Output Implement Budget
Responsible Source
ation
1. Monitor the daily SF 2 Monthly Class - -
attendance of the Advisers
learners
2. Identify the pupils List of PARDOS Monthly Class - -
who at risk of Advisers
dropping out
3. Formulate Formulated Quarterly School - -
remediation/ Remediation/ head
Intervention/ catch Intervention/ Guidance -
up plan Catch up Plan designate
Class
advisers
4.Present the plan to Approved Quarterly School P2,000. MOOE
the principal for Remediation/ head 00
the approval of Intervention/ Guidance -
budget Catch up Plan designate
Class
advisers
5. Conduct a meeting Letter of Quarterly School - -
to the concerned invitation head
parents updates Guidance -
and follow up Minutes of the designate
meeting Class
advisers
Commitment
Signing
CAROL MAE U. SENTILLANOSA ENGR. BURT A. LABADIA

Grade 6 Adviser School Head

Name of Project: “Bata Mo, Hanap Ko”
Indicator: Percentage of Five-year Old Children in Schools – Net Intake Rate (NIR)
(P1-DEDP 1.4)
Date of
Person Budget
Responsible Source
ation
1. Mapping and List of 5-year old March to Kindergarte No
profiling 5-year old children in the June n Teacher budget
children barangay needed
2. Coordination Conducted Monthly Kindergarte No -
meeting with Day meeting with Day n Teacher budget
Care Workers and Care Workers needed
Barangay Health
Workers in
Barangay Domolok
3. Prepare Early Early February Kinder No -
Registration or Registration Plan Teacher budget
Enrollment Plan needed
4. Early Registration Enrollment Data March- Kinder P5,000. MOOE
and Enrollment of Learners with June Teacher, 00
Birth Certificates School
Head,
Guidance
5. Coordination with Mapped 5-year Quarterly Kinder P5,000. MOOE
Purok and Sitio old learners Teacher, 00
Leaders for specifically from School
mapping of their 5- far-flung and IP Head,
year old children sitios and puroks Guidance
6. Postings of Posted March- Kinder P5,000. MOOE
announcements announcements June Teacher, 00
and infographics in in social media School
strategic areas in and public places Head,
the barangay and Guidance
social media
7. Conduct home
visitations to enroll
5 year-old children
who are not yet
enrolled


Name of Project: “Edukasyon Ipadayon”
Indicator: Percentage of Elementary Enrollees in a Given School Year Continue to
be in School the following School Year - Retention Rate (RR) (P1-DEDP 1.5.1)
Date of
Person Budget
Activity Output Implementa Budget
Responsible Source
tion
1. Child List of July-August -School No budget
Mapping and continuing Guidance needed
profiling school aged Designate
learners -All Advisers
2. Conduct Increased June- -School Head P10,000.00 MOOE
Enrollment enrollment and August -School
Campaign attendance Guidance
Designate
-Teachers
3. Conduct Mentored and September -Guidance P15,000.00 MOOE
Parent helped parents Designate -
Mentoring on child’s needs School Head
for academic -Child
support Protection
Coordinator
4. Conduct Informed career February -School P10,000.00 MOOE
Career choices through Guidance
Guidance guidance and Designate
Program counseling -Teachers
5. Conduct Academic August- -School No budget
Regular Performance June Guidance Needed
Monitoring of Progress Report Designate
Academic -Advisers
Performance
AIZA B. PLACER ENGR. BURT A. LABADIA

Teacher III School Head

Name of Project: SAGIP BATA (Sagipin Ang Galing, Isip, at Pangarap ng bawat BATA)
Indicator: Percentage of Currently Enrolled Elementary Learners not Completing
the School Year – Dropout Rate (DR) (P1-DEDP 1.6.1)
Date of
Person Budget
Responsible Source
tion
1. Mapping of List of learners January -School No budget
learners at at risk of Guidance needed
risk of dropping out Designate
dropping out -All Advisers
2. Conduct Increased June- -School Head P10,000.00 MOOE
Enrollment enrollment and August -School
Designate
-Teachers
Mentoring on child’s needs School Head
for academic -Child
support Protection
Coordinator
4. Conduct Intensified February -School P10,000.00 MOOE
Guidance Student Guidance
Counseling Support Designate
and Student -Teachers
Support
Program
5. Conduct Academic August- -School No budget
Regular Performance June Guidance Needed
Monitoring of Progress Report Designate
Academic -Advisers
Performance
6. Conduct Increased August- -School No budget
Home Attendance and June Guidance Needed
Visitation Academic Designate
Performance -Advisers


Name of Project: “Sapat na Kaalaman, Iangat sa susunod na baitang”
Indicator: Percentage of Kindergarten Completers Proceeded to next Key Stage in
Grade 1 – Transition Rate (TR) (P1-DEDP 1.7.1)

1. Child List of July-August -School No budget

Mapping continuing Guidance needed
and school aged Designate
profiling learners -All Advisers
2. Conduct Increased June-August -School Head P10,000.00 MOOE
Enrollment enrollment and -School
Designate
-Teachers
Mentoring on child’s School Head
needs for -Child
academic Protection
support Coordinator
4. Conduct Academic August-June -School No budget
Regular Performance Guidance Needed
Monitoring of Progress Designate
Academic Report -Advisers
Performance


Name of Project: “Ambak para dili matagak!”
Indicator: Percentage of Grade 3 Completers Proceeded to next Key Stage in
Grade 4 – Transition Rate (TR)

1. Mapping and List of July- August Grade 4 No budget -

Profiling Incoming prospect Advisers needed
Grade 4 Learners Grade 4
Learners
enrolees and
their profile
2.Public Minutes of the July- August Teachers P7,000.00 MOOE
announcement Meeting
around the town for
enrolment period
3. Conduct home Records of August- Teachers P 5,000.00 MOOE
visitation, encourage home September Parents
parents and follow visitation
up school age
children to be
enrolled
4. Create working List of September- Teachers, P 5,000.00 MOOE
committee working October Grade
committees Chairman
5. Orientation of PTA Minutes of the September- Teachers P6,000.00 MOOE
regarding school Meeting October Parents
participation and
others Certificates of
Participation/
Pictures
6. Coordinate with Letter November SPT, P 5,000.00 MOOE
the Purok Leaders received Teachers
/pictures

Master Teacher I School Head

Name of Project: “Kasali lahat, Para sa Lahat, Halina’t Umangat!”
Indicator: Proportion of Elementary and Secondary Learners in Situation of

Disadvantages Transition to Next Key Stage (P2-DEDP 2.1)

1. Strengthen Conducted August- Teachers, 5,000 MOOE

Parent mentoring parents and December Parents,
learners Learners
mentoring
sessions on
reading and
numeracy
skills.
2. Strengthen Conducted August - July Teachers, 5,000 MOOE

career guidance career Parents,
program guidance Learners
program
activity for
learners
3. Regular Monitored August - July Teachers, No budget

monitoring on their their academic Parents, needed
Academic school achievement in Learners
performance school on a
regular basis
at each grading
period.
4. Prepare fund Created a December Teachers, No budget
for the activities budget plan for Parents, and needed
the year's stakeholders
worth of
activities.
HARIZA C. BALINAS ENGR. BURT A. LABADIA

Teacher I School Head

Name of Project: “HAT ng Batang DMMIS (Hasain Ang Talino)”
Indicator: Percentage of Learners in Situations of Disadvantage (disaggregated by

group) Achieved at Least a Fixed Level of Proficiency/Mastery in Reading Literacy
(P2-DEDP 2.1.3)

1. Strengthen Conducted parents August - Teachers, 5,000 MOOE

Parent mentoring and learners November Parents,
mentoring sessions Learners
on reading literacy
2. Strengthen Conducted career August - July Teachers, 5,000 MOOE
career guidance guidance program Parents,
program activity for learners Learners
3. Regular Analyzed learners August - July Teachers & No budget

monitoring on their performance level in School needed
Academic school reading, as well as Head
performance evaluate growth
throughout a school
year
4. Prepare fund for Created a budget plan December Teachers & No budget
the activities for the activities School needed
Head, stake
holders

CAROL MAY U. SENTILLANOSA ENGR. BURT A. LABADIA

Name of Project: “Unique ang Mathenik”
Indicator: Percentage of Learners in Situations of Disadvantage (disaggregated by
group) Achieved at least a Fixed Level of Proficiency/Mastery in Numeracy (P2-
DEDP 2.1.4)

1. Strengthen Parent Piloted parents August - Teachers, 5,000 MOOE

mentoring and learners November Parents,
mentoring Learners
sessions on
numeracy
2. Strengthen career Piloted career August - Teachers, 5,000 MOOE
guidance program guidance program November Parents,
activity for Learners
learners
3. Regular monitoring Analyzed learners August - July Teachers & No budget
on their Academic performance level School needed
school performance in mathematics, Head
as well as evaluate
growth throughout
a school year
4.Prepare fund for the Made a budget December Teachers & No budget
activities proposal for the School needed
activities Head, stake
holders


Name of Project: Stop! Look and List System
Indicator: Percentage of School-age Children in School - Net Enrollment Rate (NER)
in Elementary and Secondary

1. Identification of Consolidated July-August Elementary Not

age percentage list of age and necessary
bracket in percentage per Secondary
Elementary and grade level Advisers
Secondary (Elementary
learners and Secondary)
2. Provide data Automated January to Elementary Not

system for age access for age June and necessary
percentage per percentage per Secondary
grade level grade level Advisers
(Elementary and (Elementary
Secondary) and Secondary)
3. Conduct regular Accurate data August to Elementary Not

monitoring on on age June and necessary
age percentage percentage Secondary
per grade level per grade Advisers
(Elementary and level
Secondary) (Elementary
and
Secondary)
GIRLEY M. SITCHON ENGR. BURT A. LABADIA


Name of Project: “SKOB” Sulong Karunungan Oplan Basa
Indicator: Percentage of Grade 3 Learners Attaining Nearly Proficient Level or

Better in English (P3-DEDP 3.1.1)

1. Strengthen Conducted November-July Teachers, 5,000 MOOE

Parent mentoring parents and Parents,
learners Learners
mentoring
sessions on
reading and
numeracy
skills.

program
activity for
learners

performance English subject
for the whole
year round.
worth of
activities.


Name of Project: “SKOB” Sulong Karunungan Oplan Basa

Better in Filipino (P3-DEDP 3.1.2)

1. Strengthen Conducted August-July Teachers, 5,000 MOOE

Parent mentoring parents and Parents,
learners Learners
mentoring
sessions on
reading in
Filipino
literacy.
program
activity for
learners

performance Filipino subject

worth of
activities.


Name of Project: “Promoting and Utilizing Local Language to Optimize Learning in
the New Generation”
Indicator: Percentage of Grade 3 Learners Attaining at Least Minimum Level of
Proficiency in MTB-MLE
Date of
Person Budget
Activity Output Implementatio Budget
Responsible Source
n
1. Mapping and Profiling Mapping July- August Grade One - No budget MOOE
of learner’s Language Results Three needed
Advisers
2.Identified Least Least learn July- August Grade One - No budget MOOE
learned competency in competency in Three needed
MTB MTB Advisers
3. Create working List of August- School Head, P 5,000.00 MOOE
committee to develop working September Teachers,
contextualized materials committees Grade
Chairman
4. Developed Numbers of September- Teachers, P 6,000.00 MOOE
contextualized materials developed October Grade
to cater the needs of materials Chairman
learners
5. Conduct trainings on Activity September- School Head P 5,000.00 MOOE
Local Language to Design October
Optimize Learning in Teachers
the New Generation Attendance
Certificates
6. Conduct home Records of November Teachers P 5,000.00 MOOE
visitation, encourage home Parents
parents and follow up visitation
learners development Pupils
7.Give rewards to MPS Results July- August School Head P 7,000.00 MOOE
identified learners Certificates Teachers
Pupils


Name of Project: “Unique ang Mathenik”
Better in Numeracy
Date of
Person Budget
Activity Output Implementati Budget
Responsible Source
on
1. Mapping and Mapping July- August Grade One - No budget -
Profiling of learner’s Results Three needed
Numeracy Advisers
2. Diagnose learners’ Pre-test in July-August Math P 5,000.00 MOOE
mathematical abilities Math Teachers
School Head
Math
Coordinator
3. Identified Least Least learn September Grade One - No budget -
learned competency in competenc Three needed
MTB y in MTB Advisers
4.Measure the Quarter October- Math P 7,000.00 MOOE
performance of pupils Test Result November Teachers
quarterly School Head
Math
Coordinator
5. Create a working List of October- Teachers, No budget -
committee to develop working November Grade needed
contextualized committees Chairman
materials in numeracy
6. Developed Number of November- Teachers, P 8,000.00 MOOE
contextualized developed December Grade
materials to cater to materials Chairman
the needs of learners in
numeracy
7. Conduct home Records of January-- Teachers P 5,000.00 MOOE
visitation, encourage home April Parents
parents and follow up visitation
learners development Pupils
8.Give rewards to Certificates June-July Teachers P 7,000.00 MOOE
identified learners Pupils
Pictorials


Name of Project: “HAT ng Batang DMMIS (Hasain Ang Talino)”
Indicator: Percentage of Grade 6 Learners Attaining Nearly Proficient Level or Better

in Literacy and Numeracy (P3-DEDP 3.2.1)

1. Strengthen Conducted goal- August - Teachers, 5,000 MOOE

Parent planning sessions November Parents,
mentoring with parents and Learners
grade 6 learners
on attaining
proficient or better
level in literacy
and numeracy.
2. Strengthen Conducted career August - Teachers, 5,000 MOOE
career guidance guidance program November Parents,
program and counselling Learners
activity for Grade
6 learners
3. Regular Examined learners August - July Teachers & No budget
monitoring on performance level , School needed
their Academic as well as assess Head
school development all
performance over a school year
4. Prepare fund Created a budget August Teachers & No budget
for the design for the School needed
activities activities Head, stake
holders


Name of Project: HAT ng Batang DMMIS (Hasain Ang Talino)!
Indicator: Percentage of Grade 10 Learners Attaining Proficient Level for Better in Literacy and
Numeracy (P3-DEDP 3.3)

Map-making and List of Grade 10 July- August SHS No budget

Learner Profiling prospect Advisers needed
for Grade 10 enrollees and
their profile
Public Minutes of the JULY-AUGUST Teachers P10,000.00 MOOE
around the
town for
enrolment
period
Encourage Records of April-May Teachers P 5,000.00 MOOE
parents to enroll home Parents
their school-age visitation
children by
visiting their
homes and
following up with
them.
Create List of May-June Teachers, P 5,000.00 MOOE
PTA orientation Certificates of July Teachers P10,000.00 MOOE
regarding school Participation/ Parents
participation and Pictures
other issues.
Coordinate Letter May-June SPT, P 5,000.00 MOOE
Leaders /pictures
MATTIE JOY U. POGAY ENGR. BURT A. LABADIA


Name of the Project: OLRight (Otpimizing Learner’s Right)
1. Indicator: Percentage of DepEd Personnel in Schools/Learning Centers who Know the

Rights of Children and Learners in Relation to Rights-Based Education (RBE) Infusing
ACTIVITY OUTPUT DATE OF PERSON BUDGET BUDGET

IMPLEMENTATION
RESPONSIBLE SOURCE
Conduct a All teachers, School September Child 2,500.00 MOOE
School-based staffs, Parents, Protection
orientation on Stakeholders and Committee
the Rights of learners are oriented Members
Responsibilities on the Rights of
of the Child. Responsibilities of
the Child
Classroom-based All grade levels September Child 2,000.00 MOOE
roll out on the conducted Protection
right and orientation for the Committee
responsibilities of learners on the right Members
the child. and responsibilities
of the child.
Information Display and October Child 3,500.00 MOOE
Campaign Installation of basic Protection
information on the Committee
rights and Members
responsibilities of
the child
Prepared By:
Zolcarnin A. Palao Approved:

Teacher II
School Head

Name of the Project: “Safety mo, Kapakanan Ko”
Indicator: Percentage of Learners who Reported Violence Committed Against them by other
Learners (Bullying) or Adults (Child Abuse) Based on Intake Sheets of Schools (P4-DEDP 4.2)
Child Protection Policy
ACTIVITY OUTPUT DATE OF PERSON BUDGET BUDGET

IMPLEMENTATION RESPONSIBLE SOURCE
School-based All teachers, school September Child Protection 2,500.00 MOOE
Orientation on Child staffs, and parents Committee
Protection Policy will be oriented on Members
the significant
information on
Child Protection
Policy
Revisiting and Provide newly September Child Protection 2,000.00 MOOE
updating of the crafted version of Committee
School Handbook the School Policy Members
Handbook
Printing of the Distribution of the October Child Protection 3,000.00 MOOE
updated School School Policy Committee
Policy Handbook Handbook for the Members
parents.
Submission of the Copy of the verified October Child Protection 1,000.00 MOOE
furnished copy of the and reviewed Committee
School Handbook to School Policy Members
the Legal Counsel of Handbook.
the Schools Division
for legal verification
and review.
Printing of the Distribution of the October Child Protection 3,000.00 MOOE
verified and reviewed final version of the Committee
School Policy school Policy Members
Handbook. Handbook with
verification from
the schools division.
Prepared By:
Zolcarnin A. Palao Approved:

Teacher II
School Head

Name of Project: “Laging Handa, Sa Panahon ng Sakuna”
Indicator: 3. Percentage of Learners Equipped with Capacities on what to do Before,
During, and After a Disaster/ Emergency (P4-DEDP 4.2.1)
Budg
Date of
Person et
Responsible Sour
tion
ce
1.Join the Increase level of August- MDRRMO, P3,000. MOO
National awareness on June Principal, 00 E
Simultane earthquake Head
ous simulations,pictures,ev teacher,Teac
Earthqua aluation form hers,
ke Drill Learners and
(NSED) ASDRRM
Coordinator
2. School DRRM Assessment tool January- Principal, P MOO
DRRM March District and 6,000.0 E
Assessme School 0
nt and DRRM
Conferenc Coordinator,
e Local
Partners
3. School- Increase level of March-May Learners and P10,000 MOO
based awareness on, Search Teachers .00 E
DRRM and Rescue, Basic Life
Rescueolym and Support and First
pic/ Camp Aid
4. Selection School Hazard April-May 10 Students P MOO
of Student Assessment through 3,000.0 E
Led the participation of 0
Watching pupils/ students
Team
5. National Increase level of August- All Teachers, P10,000 MOO
Road Safety awareness on Road July learners, & .00 E
Advocacy Safety parents
Campaign
PHILLINE GAY L. TENECIO ENGR. BURT A. LABADIA


Name of Project: Angat ang Batang Likas na Malakas
Indicator: Percentage of Learners with Improved Health Physical Fitness

1. Quarterly Program/ August - June Teachers No budget

Convocation Pictures Parents needed
2.Conduct Minutes of the JULY-AUGUST Teachers P3,000.00 MOOE

Homeroom Meeting
Meeting
Quarterly
3.Conduct Records of April-May Teachers P 3,000.00 MOOE
home home Parents
visitation, visitation
encourage
parents and
follow up
academic
performance of
their learners
4. Conduct Actual August - MAPEH No budget
Physical Results of PFT November Teacher needed
Fitness Test
5. Zumba Bida Program/ August SSG /SPG P 2,000.00 MOOE
Pictures Advisers
LADY MAE MARES G. CHIO ENGR. BURT A. LABADIA


Name of Project: May System sa SBM
Indicator: Achieving Level of SBM Practices (P5-DEDP 5.1)
Date of
Person Budget
Activity Output Impleme Budget
Responsible Source
ntation
1.Form a School- List of working January School P3,000.00 MOOE
Bases Management Committee per 2023 Head
Technical Working Principle School SBM
Group (SBM-TWG) Coordinator
through LAC Teachers
session SSG
SPG
PTA
Other
Stakeholder
s
2. To conduct Bench MOVS on How January School P5,000.00 MOOE
Marking to other they administer 2023 Head
Schools who are their SBM School SBM
already in Level III Important details Coordinator
or on the School about SBM Teachers
SBM Implementer
3. Meeting, Files and January School P10,000.00 MOOE
orientation on the documents on -March, Head
SBM Framework, different 2023 School SBM
Assessment process principles Coordinator
and tool (APAT) Teachers
4.Construct School- Showroom( April School P 50,000.00 MOOE

Based Management Documents, 2023 Head
Show Room Filers, Cabinets School SBM
Coordinator
Teachers

GLECY J. MAGDALUYO ENGR. BURT A. LABADIA
SBM-Assistant Coordinator School Head
Teacher 1

Name of Project: DATU Teachers Developing Adequate Trainings Useful for teachers
Indicator: Proportion of Teachers & School Head with Outstanding rating in the
Individual/Office Performance Commitment and Review Form (I/OPCRF) (P5-DEDP
5.2)
Date of
Person Budget
Responsible Source
ation
1. Prepare fund for the Projected fund August - Teachers No budget
activities November needed
2. Sustained the best Maintain and keep August - Teachers & No budget
practices the best school July School needed
practices Head
3. Additional fund for Acquire learning August - Teachers & P10,000.00 MOOE
the learning materials materials November School
Head
4. Stakeholders and Orient teachers, December Teachers, No budget
teachers’ support parents, and Parents, needed
stakeholders for and
the support need stakeholder
s
MARY GRACE P. TORENTERA ENGR. BURT A. LABADIA

Teacher II School Head

Name of Project: (Oplan for a Safe, Meaningful, and Interactive Learning
Environment)
Indicator: Proportion of Classes Achieving Ideal Ratio on Classrooms
(P5-DEDP 5.3.1) OPLAN SMILE
Date of
Person Budget
Responsible Source
ation
1. Prepare fund for the Projected fund August - Teachers No budget
activities November needed
2. Sustained the best Maintain and keep August - Teachers & No budget
practices the best school July School needed
practices Head
3. Additional fund for Acquire learning August - Teachers & P10,000.00 MOOE
the learning materials materials for safe, November School
meaningful, and Head
interactive learning
environment
4. Stakeholders and Orient teachers, December Teachers, No budget
teachers’ support parents, and Parents, needed
stakeholders for and
the support need in stakeholder
achieving the s
project of OPLAN
SMILE
MARY GRACE P. TORENTERA ENGR. BURT A. LABADIA

Teacher II School Head

Name of Project: Saktong Guro Para sa Saktong Pagtuturo
Indicator: Proportion of Classes Achieving Ideal Ration on Teachers

1. Regular updating Updated SF4 & Monthly LIS No

of SF4 & 7 to 7 Coordinator budget
determine needed
proportion of
teacher to
learner ratio and
its analysis
2. Lobby to LSB teachers July SH Budget
municipal LGU deployed from LGU
for deployment of
LSB teacher
3. Deployment of Deployed Year-round SH Budget
substitute substitute from
teachers teachers for division
teachers who
will avail
maternity leave
4. Lobby with Approved Year-round SH Budget
planning and SDS proposals or from
for additional appointment of division
teachers newly hired or
substitute
teachers
EVAN L. CAMPOS ENGR. BURT A. LABADIA

Teacher School Head

Name of Project: “Libro ko Kinabukasan Ko”
Indicator: Propotion of Schools Achieving Ideal Ratio on Textbooks (P5-DEDP 5.3.3)

1.FGD (Focus Group List of Available August 2022 Property P1,000.00 MOOE
Discussion) of the Books in Every Custodian
Teachers through LAC Subject Areas of Teachers
session each Grade Level
2. Distribution of Logbook of every August 2022 Property No budget

available books advisers with the Custodian needed
list of Textbooks Teachers
distributed
3. Enquiring about the List of available September Property P1,000.00 MOOE
lack of books in the books in the 2022 Custodian
District Property District office
Custodian
LENY P. DEGAMO ENGR. BURT A. LABADIA


Name of Project: Pa-Chair Naman!
Indicator: Proportion of Schools Achieving Ideal Ratio on Seats

1. Inventory of Inventory of May Property No budget

existing chairs Chairs Custodian needed
and their
current
condition
2. Repair of Repaired May SH & 20,000.00 MOOE
repairable chairs slightly Property
damaged chairs Custodian
3. Making of Made May SH, Class 15,000.00 MOOE,
temporary chairs temporary Advisers, PTA
chairs to aid PTA, &
absence of Property
DepEd Custodian
provided chairs
4. Request chairs Requested April to June SH, Class No budget
from LGU, additional Advisers, needed
division office and armchairs from PTA, &
other partners partners Property
Custodian
EVAN L. CAMPOS ENGR. BURT A. LABADIA

Teacher School Head

Name of Project: Science and Math Instructional materials for learner’s Needs
Indicator: Proportion of Schools Achieving Ideal Ratio on Science and Math
Equipment (P5-DEDP 5.3.5)
Oplan SMI!

1. Prepare fund for the Project fund Feb- March Teachers No budget
Science & Math Fair needed for needed
activities Science & Math
fair activities
2. Sustain the best Functional March-April Teachers & No budget
practices like best Science & Math School Head needed
science project projects as
presentation learning materials
3. Additional fund for Acquire learning Jan-Feb Teachers & P15,000.00 MOOE
the learning materials materials for School Head
in laboratory laboratory use
apparatus
4. Stakeholders and Orient teachers, April Teachers, No budget

teachers’ support parents, and Parents, and needed
stakeholders for stakeholders
the support need
in achieving the
project of Science
& Math
MARIVIC B. ANGULO ENGR. BURT A. LABADIA


Indicator: Proportion of Schools Achieving Ideal Ratio on ICT package/E
Classroom.
Date of Person
Activity Output Budget Budget Source
Implementation Responsible
1. Conduct a New January 2023 School Head P10,000.00 MOOE

training on the Technology ICT
new technology Learning Coordinator
using ICT in ICT Skills Teachers
Teaching and ICT Trainer
Learning
Process
through LAC
session
2. Continuing use Attendance January-June School Head P10,000.00 MOOE
of LRonWheels of 2023 Teachers
as LRonWheels Learners
supplementary learners
learning with the
materials tablets
provided by
the schools
3.Seek aid for ICT January-June, P300,000.00 MOOE/Donations
additional materials/ 2023 School Head
laptops, printers, gadgets Teachers
tablets, internet Learners
connection Stakeholders

JINKY G. SUMAGAYSAY ENGR. BURT A. LABADIA
ICT Co- Coordinator School Head

Name of Project: SLRC
Indicator: Functional Library (P5-DEDP 5.4.1)

3. Put-up a conducive, Functional January 2023 School P50,000.00 MOOE

wide, ventilated Library Head
reading area School
SLRC
Coordinator
Teachers
2. Organize list of List of tutors and January 2023 School P5,000.00 MOOE
tutor volunteers tutee Head
who can aid the School
non-readers SLRC
through LAC Coordinator
session Teachers
Making of reading Tutors
materials to be used
3.Arranging classes Schedules of January-June, P6,000.00 MOOE

for students who can learners 2023 School
visit the library Functional Head
Library School
SLRC
Coordinator
Teachers
Tutors

JINKY G. SUMAGAYSAY ENGR. BURT A. LABADIA
SLRC Coordinator School Head
Teacher 1

Name of Project: Kuryente Mo! Panatilihin Ko!
Indicator: Connection to Electricity

1.Restructuring of All classroom August-July School P35,000 MOOE

electrical wiring provided with Head and
complete socket Teachers
and other
electrical
materials
2. Additional - To light up the August- July School P10, 000 MOOE
school light for entire school Head and
classroom, school during night Teachers
ground and time
perimeter light - Security of the
school
CAROLINA M. SAULA ENGR. BURT A. LABADIA


Name of Project: Koneksyon Mo! Sagot Ko!
Indicator: Connection to Internet
Date of
Person Budget
Activity Output Implemen Budget
Responsible Source
tation
1.Additonal router in Accessible internet August- School Head P20,000 MOOE
SLRC and in Senior connection to all July and Teachers
High Classroom
2. Upgrading Internet Improvement of August- School Head P20, 000 MOOE
Connection from 10 internet connection July and Teachers
mbps to 20 mbps in the school
premises
CAROLINA M. SAULA ENGR. BURT A. LABADIA


Name of Project: PLEASE (Partners for Linkaging, Empowerment, Acceleration and
Sustainability of Education) Project
Indicator: Clients satisfaction rating of school’s respective internal and external
stakeholders

1.Regular updating of Provision of August-July School P10,000 MOOE

citizens’ chart, bulletin board, for Head and
bulletin board for the citizens’ chart Teachers
transparency, for information
school orientation drive
guide, information
board for different
projects, programs,
and school
accomplishments
2. Regular Compilation of the August- July School No Budget
coordination to the official list of Head and involved
stakeholders and stakeholders and Teachers
other partners their
interventions. All
communication
documents are
well compiled
3. Provision of the - School August- July Teachers P500.00 MOOE
information desk information desk
through online and - School facebook
manual access page/ account
4. Provision of Suggestion box to August- July Teachers P3,000.00 MOOE
suggestion box gather
suggestions,
complaints and
comments for
school
performance
improvement
5. Implementation of SBM showroom August- July School P10,000.00 MOOE
SBM (School Based- and well compiled Head and
Management) from school documents Teachers
Level I to Level III. according to
principles,
RAISA P. BENITO ENGR. BURT A. LABADIA


Name of Project: "Komunidad ko, Katuwang Ko" !
Indicator: Functional School Governing Council (SGC) (P5- DEDP 5.5.2)

Map-making and List of Grade 10 July- August SHS No budget

Learner Profiling prospect Advisers needed
for Grade 10 enrollees and
their profile
Public Minutes of the JULY-AUGUST Teachers P10,000.00 MOOE
around the
town for
enrolment
period
Encourage Records of April-May Teachers P 5,000.00 MOOE
parents to enroll home Parents
their school-age visitation
children by
visiting their
homes and
following up with
them.
Create List of May-June Teachers, P 5,000.00 MOOE
PTA orientation Certificates of July Teachers P10,000.00 MOOE
regarding school Participation/ Parents
participation and Pictures
other issues.
Coordinate Letter May-June SPT, P 5,000.00 MOOE
Leaders /pictures
MATTIE JOY U. POGAY ENGR. BURT A. LABADIA


Name of Project: Titulo ko Dokumentado
Indicator: School Site Title

1.School Land survey List of land titling September- School P5,000 MOOE
documents October Personnel,
BLGU
2. Request of land Land assessment November- School P60,000 MOOE
assessment Document from December Personnel,
assessors Office BLGU,
Assessors
Personnel
3. Processing of the -Land Title January- School P50,000 MOOE
Land Titling Original copy February Personnel,
BLGU,
Assessors
Personnel
FRENCE LOUIE R. LAPAR ENGR. BURT A. LABADIA


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DEPARTMENT OF EDUCATION
Region XII
DIVISION OF SARANGANI
Alabel 2 District
Alabel, Sarangani Province
2023 SCHOOL ANNUAL IMPLEMENTATION PLAN
DOMAIN OUTPUT FOR THE SCHOOL IMPROVEMENT PROJECT TITLE/ PERSON/S BUDGET PER BUDGET
OBJECTIVES SCHEDULED/VENUE
THE YEAR ACTIVITIES RESPONSIBLE ACTIVITY SOURCE
1. "Batang Datu Palista na, Tayo Na"
a. Conduct Teachers meeting and School Head Every Quarter 5,000.00 MOOE
KRA 1: Leading organize committee
Strategically b. Conduct PTA Meeting PTA Pesident Every Quarter 3,000.00 MOOE
Fourth week of July
c. Hang tarpaulins and posters Teachers 2023 2,000.00 MOOE
d. Conduct recoreda, give flyers Teachers 4th week of July 2023 2,000.00 MOOE
e. Monitor enrollment Teachers (Advisers) 4th week of July 2023 3,000.00 MOOE
2. "Operation Toktok Balik Eskwela"
2nd week of August
a. Confer with CCBMS/BHN on School Head, Teachers 2023 2,000.00 MOOE
the ff. data: 4-18 years old learners
and Out-of-School Youth
3rd week of August
1. Strengthen shared understanding and b. Conduct meeting with teachers School Head, Teachers 2023 3,000.00 MOOE
3rd week of August
allignment of at least 10 school policies, c. Inform BLGU School ICT 2023 500.00 MOOE
Increased 3rd week of August
programs, projects and activities anchored Participation d. Coordinate with Purok Officials School ICT 2023 500.00 MOOE
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Rate and Survival 2nd week of August
to DepEd Vision, Mission and Core Values Rate e. Conduct Purok-to-Purok Teachers 2023/ 3,000.00 MOOE
communicated wider school community visitation 1st week of Dec. 2023
every quarter. (DSO, DO 24, s. 2020) 3. "Sabay Tayo sa Pangarap mo"
a. Meet with the teachers School Head, Teachers 1st week of May 2023 2,000.00 MOOE
b. Identify the Number of Learners Teachers (Advisers) 1st week of May 2023 None
per grade level
1st week of Aug
c. Monitor weekly the status of Teachers (Advisers) 2023/every None
enrollment week of School year 2023
1st week of Aug
d. Monitor the releasing of textbooks Teachers (Advisers) 2023/every None
week of School year 2023
School Guidance
e. Meet the parents of PARDOs Designate 1st week of Feb 2023 1,000.00 MOOE
& SARDOs
Home Visitation
f. Conduct home visitation Coordinator every week of SY 2023 1,000.00 MOOE
g. Continue SBFP with the stake- SBFP Coordinator 3rd week on Oct 2023 60,000.00 MOOE
holders
2. Develop and implement operational 1. "Planuhin at Pag-isahin mga Ka Datu?"
plans at least 80% relevant or consonance a. Reorganize School Planning SPT Chairman 1st week of Jan 2023 1,000.00 MOOE
to institutional goals & policies and review Operational school Team(SPT)Leaders & Members
every quarter (DSO 1.2.2, DO 24) AIP and other Physical Faci.
Coordinator 1st week of Jan 2023 None
supplementary b. Reorganize Project Leaders & members
plans c. List the prospective internal & external None
SGC President 1st week of Jan 2023
stake holders
d. Convene SPT for AIP making SPT Chairman 1st week of Jan 2023 2,000.00 MOOE
e. Present the AIP School Head 1st week of Jan 2022 None
"I-Action Mo"
a. Meet the teachers for planning School Head 2nd week of Jan 2023 2,000.00 MOOE
3rd week of Jan 2023 2,000.00 MOOE
b. Conduct School Research Congress Research Coordinator
c. Give awards to winners and certificates to
non-winners Research Coordinator 3rd week of Jan 2023 1,500.00 MOOE
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3. Utilize at least 80% of relevent research
findings from reliable sources in facilitating Research Journal d. Participate in the District Research
data-driven and evidence-based Congress School Head/ Research 1st week of Sept 2023 1,500.00 MOOE
innovations Coordinator
to improve school performance in a
semes- School Head/ 4,000.00 MOOE
1st week of Oct 2023
ter.(DSO1.4.2, DO 24) e. Participate in higher level competition Research Coordinator
f. Gather the copy of all Action Research Coordinator/ 1st week of Jan 2023 None
Research output/place in the SBM SBM Coordinator
Showroom
"Abante Tayo"
4. Involve at least 80% participation of a. Reorganize SGC School Head/ 2nd week of Jan 2023 2,000.00 MOOE
teachers, learners & other stakeholders on b. Reororganize PTA & HPTA SGC President 2nd week of Jan 2023 2,000.00 MOOE
policy development & decision-making School Report Card c. Reorganize Teachers Asso. School Head/ 2nd week of Jan 2023 2,000.00 MOOE
towards school improvement in at least 5 d. Reorganize/Strengthen SSG/SPG Coordinator 2nd week of Jan 2023 2,000.00 MOOE
programs, projects, & activities in every SSG & SPG
quarter. (1.6.2) e. Strengthen other school ICT Coordinator 3rd week of Jan 2023 500.00 MOOE
organizations-Alumni, Retirees etc
School Head/ ICT Coor./
f. Collect their annual plan Guidance Designate 3rd week of Jan 2023 None
"Na-Gets ba!"
5. Establish mechanism on monitoring &
SMEPA - 4 a. Send letters to SPT & Project Team ICT Coordinator 3rd week of Aug 2023 500.00 MOOE
evaluation processes and tools to promote Sesssions Leaders & members
learner achievement at least 80% confor- None
SBM Coordinator every quarter, SY 2023
mance to QMS in every quarter. (1.7.2) b. Assess & evaluate quarter performance
School Head/ ICT
c. Invite internal & external stake-holders for Coordinator/ Grade Level
the SMEPA Chairmen 3rd week of Aug 2023 2,000.00 MOOE
d. Make plan Adjustments Grade Level Chairmen 3rd week of Aug 2023 None
School Head/ Grade
e. Monitoring & evaluation Level Chairmen 4th week of Aug 2023 None
1. "I-DATS Mo"
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4th week of August
a. Designate Record Managers, School Head 2023 4,000.00 MOOE
BAC, Property Custodian and ICT
In-Charge
KRA 2: Managing b. Create apps/software appli- ICT Coordinator 2nd week of Sept. 2023 4,000.00 MOOE
School Operation cation intended to record manage-
and Resources 1. Exhibit at least 75% best practices in ment
Organized show
managing school data and information room c. Orient designated in-charge on SH/ICT Coordinator 1st week of July 2023 2,000.00 MOOE
capacitating 90% of school personnel
using of reports the technology
"SBM Mauna"
a. Review SBM Structure SBM Coordinator 3rd week of Jan. 2023 3,000.00 MOOE
School Head/ SBM 1st week of March
b. Reorganize SBM Chair & Co- Chair Coordinator 2023 3,000.00 MOOE
c. Identify Chairman and Members in every
principle School Head 1st week of Jan. 2023 2,000.00 MOOE
District Head/ Division
d. Schedule SBM Assessment Focal Person 2nd week of Jan. 2023 5,000.00 MOOE
e. Improve SBM Showroom SBM Coordinator 4th week of Feb. 2023 20,000.00 MOOE
"Dokumento itago mo"
a. Compile all Requisition Slips AO 2nd week of Jan. 2023 5,000.00 MOOE
2. Manage finances and exhibit efficient
and b. Make Disbursement Vouchers AO 2nd week of Jan. 2023 3,000.00 MOOE
effective practices in the management of c. Record purchases on purchase book AO 2nd week of Jan. 2023 2,000.00 MOOE
allocation, procurement, disbursement
and Resources d. Make Check Disbursement record AO Every end of the month 3,000.00 MOOE
(PPSH 2.2.2) e. Check all entries AO Every end of the month None
f. File School Copy of all liquidations AO Every end of the month 10,000.00 MOOE
g. Keep all liquidations in the SBM SBM Coordinator 1st week of Jan. 2023/ 5,000.00 MOOE
Showroom 1st week of Aug. 2023/
"Sira na, Ayusin na"
a. Conduct inventory of classrooms School Property 3rd week of Dec 2023 2,000.00 MOOE
status and school perimeter Custodian
b. Submit priority list to SDO C/o School Head 1st week of Jan. 2023 None
Division Engineer
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3. Establish shared accountabilities and Improved school c. Confer with PTA/SGC for School Head/ 1st week of Jan. 2023 800.00 MOOE
systematize processes in managing
school facilities and support ICT Coordinator
facilities and equipment in adherence of at grounds d. Prepare POWs: Repair of roofs, walls, School Head/ 1st week of Jan. 2023 200,000.00 MOOE
least 85% to policies, guidelines, and columns, ceiling, classrooms, perimeter Physical Facilities Coor.
issuances on the acquisition, recording, fence, gutters, and painting of structures
utilization, repair and maintenance,
storage, e. Follow-up School Head 4th week of Jan 2023 None
and disposal "Wash and Safe"
a. Confer with PTA/SGC for School Head 1st week of Jan. 2023 None
support
b. Solicit amount - Black Plastic pipe, Physical Facilities Coor. 1st week of Jan. 2023 10,000.00 LGU
fittings & fixtures for Handwashing Facility
c. Follow-up School Head/ICT Coor. 4th week of Jan 2023 None
d. Allocate amount in the MOOE School Head 1st week of Jan. 2023 2,000.00 MOOE
e. Plan for the construction School Head 1st week of Jan. 2023 None
"Titulo angkinin natin"
a. Prepare Sketch Plan School Head/PTA 1st week of Jan. 2023 8,500.00 MOOE
b. Prepare School Site Dev't Plan Physical Faclities Coor. 1st week of Jan. 2023 1,500.00 MOOE
c. Document the project SH/ Physical Fac. Coor. 1st week of Jan. 2023 None
"Pagtuturo ko, Sagot ko''
4. Manage staffing such as teaching load a. Set meeting with Grade Chairs School Head 1st week of July 2023 1,000.00 MOOE
Organized
distribution and grade level and subject deployment b. Plan deployment of teachers School Head 2nd week of July 2023 None
of teachers and
area assignment in adherence of at least teaching c. Plan loads per teacher SH/Master Teachers 2nd week of July 2023 1,000.00 MOOE
85% to laws, policies, guidelines and loads d. Make Class Programs SH/MT/Teachers 2nd week of July 2023 1,000.00 MOOE
issuances based on the needs of the e. Make Teachers Programs SH/MT/Teachers 2nd week of July 2023 1,000.00 MOOE
school.(PPSH 2.4.2) f. Seek approval of SH & PSDS Master Teachers/ 2nd week of July 2023 None
School Heads
" Ingatan ang Tuyan "
5. Manage school safety for disaster a. Designate SDRRM Coordinators School Head 3rd week of July 2023 None
Prepared mitigation 4th week of September
preparedness, mitigation and resilliency in b. Conduct Earthquake Drill SDRRM Coordinator 2023 2,000.00 MOOE
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1st week of March
to ensure 100% delivery of instruction. case of emergency c. Conduct Fire Drill SDRRM Coordinator 2023 2,000.00 MOOE
(PPSH 2.5.2) d. Conduct Virtual Symposia SDRRM Coordinator 2nd week of Sept. 2023 2,000.00 MOOE
e. Purchase Health Kits School Purchaser/BAC 1st week of May 2023 5,000.00 MOOE
1. Review Learning Competencies across "Sulong, Tulong"
learning areas in all grade levels, to a. Conduct Summative Test every Teachers every quarter, SY 2023 3,000.00 MOOE
develop at least 40 contextualized
KRA 3: Focusing learning Contextualized quarter
on Teaching materials based on the identified least development of b. Analize the resutls SH/Teachers every quarter, SY 2023 None
learned competencies, and to quality
and Learning assure materials c. List all Least Learned Competency Teachers every quarter, SY 2023 None
with 73% compliance to LR Standards. d. Develop contextualized LMs Teachers 1,000.00 MOOE
(DSO 1.15.2) e. Let the MTs/EPS do the QA Master Teachers/EPS every quarter, SY 2023 None
f. Conduct dry run Master Teachers/ every quarter, SY 2023 2,000.00 MOOE
Grade Level Chairmen
" ARIYA MAESTRA "
a. List all Proficient, Highly Proficient, Master Teachers/ 1st week of June 2023 1,000.00 MOOE
Increased number
2. To attain 60% or 24 out of 40 of & Distinguished Teachers School Head 2nd week of Dec. 2023/
teachers promoted from Proficient to
Highly teachers with high b. List teachers with MA Units, Full- School Head 1st week of June 2023 None
Proficient to Distinguished Teachers. competencies pledged MAs, & with Doctoral Units
(DSO 3.4)) c. Encourage them to file for promotion School Head 1st week of Oct. 2023 None
d. Submit folders to DO Teachers 1st week of Oct. 2023 None
e. Follow-up School Head 4th week of Oct. 2023 None
" Banat para sa Mudyol "
3. To ensure 100% adequate and a. Reproduce SLMs Teachers 1st week of July 2023 782,744.00 MOOE
appropriate learning resources needed for Increased learner to b. Provide Textbooks in 1:1 ratio Teachers every quarter 0f 2023 None
the facilitation of the students' learning
deli- material ratio c. Schedule releasing of Textbooks Teachers (Advisers) Weekly -School Year,2023 None
very modality. (DSO 1.15) d. Schedule retrieval of Textbooks Teachers (Advisers) Weekly -School Year,2023 None
e. Monitor status of Textbooks SH/Teachers (Advisers) Weekly -School Year,2023 None
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f. Check learners's output Teachers (Advisers) Weekly -School Year,2023 None
" Batang Tulungan"
4. To attain 65% of the 1,143 learners with a. Conduct Quarterly Assessment Teachers every quarter,SY 2023 8,000.00 MOOE
Proficiency Level or GPA at least 80%. Increased learners b. Analyze the result SH/Teachers Weekly -School Year,2023 None
academic
(DSO 1.1) performances c. Conduct remediation Teachers Weekly -School Year,2023 5,000.00 MOOE
d. Monitor learners' performance Teachers Weekly -School Year,2023 None
e. Consult the parents Teachers Weekly -School Year,2023 None
"Lahat Makiisa"
5. Develop and integrate at least 90% a. Conduct Virtual Scilympics Science Coordinator 1st week of Sept. 2023 2,000.00 MOOE
Programs, Projects, and activities in the Harmonized PPAs to b. Conduct Reading Festival English Coordinator 1st week of Sept. 2023 2,000.00 MOOE
priorities set in AIP
school to support student growth and and c. Conduct Math Virtualympics Math Coordinator 1st week of Dec. 2023 2,000.00 MOOE
school improvement vis-à-vis approved Learners need d. Participate in other contest School Head 1st week of Oct. 2023 2,000.00 MOOE
AIP. e. Participate in higher level School Head 1st week of Nov. 2023 2,000.00 MOOE
competition
"Gurong Matalino masigasig matuto"
4th week of January
1. Participate at least 2 seminars/webinars a. Profile teachers on their specialization ICT coordinator 2023 MOOE
4th week of January
KRA 4: Developing and other professional and personal Improved School- b. Prepare master list of trainings attended Teachers/ICT coordinator 2023 None
developmant programs and conduct at
Self and Others least based INSET and by teachers
5 School-based Training in a year. prioritization of c. Send teachers to seminars/webinars Teachers Year round, 2023 5,000.00 MOOE
teachers' attendance d. Prepare training design Teachers Year round, 2023 None
to
seminars/webinars "SLAC Paigtingin"
1st week of February
a. Conduct orientation on school Transition SH/Teachers/PTA 2023 6,000.00 MOOE
b. Conduct survey on face-to-face Teachers/ICT coordinator 2023 None
2. Enhance knowledge, skills and attitudes Increased number of "Guro level-up na"
of at least 75% of teaching and non- 1st week of February
teaching teachers attending a. List of teachers graduated in MA/ ICT coordinator 2023 None
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personnel on various professional compe- graduate studies and Doctorate Degree
tencies and development every semester other personal and b. List of teachers with TVET ICT coordinator 2023 None
(twice a year) professional c. Prepare Best practices of teachers using Teachers/ICT coordinator 2023 None
development technology amid pandemic
3. Recognize exemplary performance of
teaching and non-teaching personnel of at Increased number of "Teacher ko, Kasikatan ko"
least 85% compliance to the policy 1st week of August
guidelines teachers promoted a. Participate in search for most outstanding SH/Teachers 2023 None
set by the award-giving body once a year. teaching employees
1st week of August
b. Send documents to SDO Teachers 2023 None
1st week of August
c. Follow-up School Head 2023 None
"Stakeholders ko, partners ko"
1st week of March
KRA 5: Building 1. Exhibit exemplary skills in strengthening a. Profile potential stakeholders in the ICT coordinator 2023 None
Connections relationships with 60% of the existing education Increased number of locality and outside the community
1st week of March
partners and manage to increase at least partners b. Conduct stakeholders fora SH/PTA/SGC President 2023 500.00 MOOE
90% new education partners every quarter ICT coordinator
in sustaining the school's programs, activities "Tax Incentives Pag-usapan"
and projects (PAPs) vis-à-vis AIP towrds the a. Prepare slides for orientation on taxes School Head/AO 2nd week of Aug. 2023 None
improvement of school community for inclu- b. Identify different types of tax incentives School Head/AO 2nd week of Aug. 2023 None
sive and conducive learning environment c. Conduct virtual conference SH/ICT coordinator/ 2nd week of Aug. 2023 500.00 MOOE
to all learners. (DSO 10.1,10.1.1,10.1.2, AO
10.1.3, 10.2.1, 10.2.2)
"SNDS gawin na"
2. Exhibit exemplary practices and a. Prepare website for ICT coordinator 1st week of June 2023 None
communicative skills in managing information hub
Institutionalized
School Organizations (such as Learners' SNDS b. Prepare relevant mechanism/ SH/ICT Coordinator 4th week of June 2023 None
Organization, Faculty Association, Alumni in targetted learning needs of the school
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Association, etc.) by applying at least 80% centers c. Recognize school partners SH/PTA/SGC President 4th week of June 2023 None
relevant to practices and guidelines in d. follow-up official website ICT coordinator 4th week of June 2023 500.00 MOOE
determining their impact on the attainment e. Conduct SNDS Virtual PTA Officers ICT coordinator 4th week of June 2023 500.00 MOOE
of the institutional goals. meeting
"Partners pa more"
3. Empower Alumni/Stakeholders a. Information drive/campaign ICT coordinator 3rd week of July 2023 500.00 MOOE
of school community b. Quarterly partners recognition rites SGC President 3rd week of July 2023 1,500.00 MOOE
partners to participate in creating collabo- Increased resources c. Identify interested stakeholders SGC President 3rd week of July 2023 None
sourced from
rative actions in addressing concerns on partners to increase source-out resources
learner's environment as well as school d. Follow-up school potential partners ICT coordinator 4th week of July 2023 500.00 MOOE
and community improvement at least
P15,000.00 every year.
SUMMARY OF BUDGET: MOOE Php 1,219,044.00

BLGU Php 10,000.00
GRANDTOTAL Php 1,229,044.00
Prepared by:
ENGR. BURT A. LABADIA RENANTE S. SENIEL

School Head-Chairman SPT Member
Recommending Approval: APPROVED:
MA. SHIRLEY M. CARDINAL GILDO G. MOSQUEDA, CEO VI

SGOD- Chief Schools Division Superintendent
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Period of Data
School Profile Description Remarks Data Presentation
Reporting Source/Forms
1. Enrolment ● Total number of learners enrolled In the last three years, the number of male is Mid-year Stacked bar graph by SF-1: School
• By gender higher than of the number of female (BoSY data) gender per year Register; EBEIS
• Last 3 years enrolment. This can be attribute to the actual Year-end For types of learners, a
DATA: population of male and female in the (EoSY data) pie graph can be used
SY 2020-2021 barangay, wherein male is significantly higher
Male- 225 than female Year-End data can be a
Female- 210 comparison with the Mid-
Total - 435 Year data (line on bar
graph)
SY 2021-2022
Male- 251
Female-_ 219
Total 470
SY 2022-2023
Male- 241
Female-_ 211
Total 452
SY 2022-2023-
Alive learners from Grades 1-6
Male- 33
Female- 24
Total 57
2. Health and • Number of learners who are In the primary level, 43.33% (52 out of Mid-year Stacked bar graph by Nutritional Status
nutritional status severely wasted/wasted 120) of the learners fall outside the normal Year-end gender per key stage Report
• By gender health status
• For every key stage
• (K-3, 4-6, JHS, SHS)
• Current year
Students in normal nutritional
K-3 conditions can sustain their classification
Normal with the support of proper nutrition and
physical activity.
Male: 39
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Female: 29
Wasted
Male: 19
Female: 20
Severely wasted
Male: 3
Female: 0
Overweight
Male: 6
Female: 0
Obese
Male: 3
Female: 1
Grade 4-6
Normal
Male: 45
Female: 32
Wasted
Male: 6
Female: 4
Severely wasted
Male: 1
Female: 0
Overweight
Male: 1
Female: 1
Obese
Male: 1
Female: 1
Grade 7-10
Normal
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Male:79
Female: 75
Wasted
Male: 7
Female: 0
Severely wasted
Male: 4
Female: 4
Overweight
Male: 2
Female: 0
Obese
Male: 0
Female: 1
Grade 11-12
Normal
Male: 30
Female: 33
Wasted
Male: 0
Female:0
Severely wasted
Male: 0
Female: 0
Overweight
Male: 1
Female:0
Obese
Male: 0
Female: 0
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3. Learner’s ● The count of shortages/excess There is a shortage of Learner’s Materials Year-end Table per grade level SF-3: Books Issued
materials* learners’ materials per grade level in most Grade Levels and in almost all that shows the number and Returned;
based on what the students are subjects of shortage/excess Physical Count of
using during the School Year learner’s materials (by Inventories
subject)
● Only subjects that have a
shortage/excess learners’ materials
will be listed per grade level
● Current year
SY 2022-2023
Grade 2 – Shortage
English- 22
Science-22
Math- 22
Filipino- 22
Grade 3 Shortage
ESP-30
Grade 4- Shortage
Aral Pan- 36
Grade 5- Shortage
English-31
Science-31
Math-31
Filipino-31
Aral Pan--31
ESP-31
EPP-31
MAPEH-31
Grade 6- Shortage
English-30
Science-30
Math-30
Filipino-30
Aral Pan-30
ESP-30
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EPP-30
MAPEH-30
Grade 7-Shortage-
Aral Pan-57
MAPEH-57
TLE-57
Science-57
Math-57
Grade 8- Shortage
English- 69
Science - 69
Math- 69
Filipino - 69
Aral Pan- 69
ESP-69
EPP- 69
MAPEH- -69
Grade 9- Shortage
English-27
Science-27
Math-27
Aral Pan-
ESP-27
TLE-27
MAPEH-27
Grade 10- Shortage

Aral Pan-45
Math-45
TLE-45
MAPEH-45
ESP-45
Grade 11- Shortage

-English for academic
and professional purposes- 29
-Empowerment of technologies- 29
-General Math- 29
-Komunikasyon
Pilipino sa piling larangan-29
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-Earth and life science-29
-P. E 11-29
-Oral communication-29
-Practical research 2-29
-Philosophy-29
-Media and information technology-
29
Grade 12 - Shortage
-English for academic
and professional purposes- 30
-Empowerment of technologies- 30
-General Math- 30
-Komunikasyon
Pilipino sa piling larangan-30
-Earth and life science-30
-P. E 12 -30
-Oral communication-30
-Practical research 2-30
-Philosophy-30
-Media and information technology-
30
4. Teachers’ ● Number of teachers who Based on the information provided, 18 Mid-year Bar graph by kind/type Accomplishment
professional attended training/further studies DMMIS teachers have already enrolled in Year-end of professional report
development* ● By kind/type of professional master's programs; 3 of them have earned development
development (e.g. ICT, Further master's degrees and 2 have doctoral
studies, INSET, LAC, etc) degrees.
● Current year
26 teachers participated in VINSET online
SY 2022-2023 training and LAC sessions to cope with the
demands of the new normal setting of
Training Attended by Teachers SY education
2022
Development of LM-9
LAC – 26
VINSET- 26
Teachers’ Graduate Studies
Number of Teachers who are earning

units in Master’s Degree – 21
Full-fledge MA- 3
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With Doctorate’s Units – 2
5. Funding ● Funding amount and sources 64.1% of the total funding resources is Mid-year Pie graph by funding Financial reports;
sources* (MOOE, LGU, canteen, donors, etc.) from MOOE making it the biggest source of Year-end source Monthly liquidation
● Current year fund among others like PTA and donations reports
coming from stakeholders
SY 2022-2023
*MOOE (Quarterly)
Elementary – 203,777 64.1%
PTA- 20,000.00-6.3%
Donations- 94,000-29.6%
6. School awards ● Top 3 awards/ recognition from The DMMIS continues the reading Mid-year Table Accomplishment
and award-giving bodies duly recognized intervention program. Year-end report
recognitions* by DepEd
● Listing by title, award-giving body,
level (school, division, regional,
national, international)
● Categorized in to the student,
teacher, school head, and school
awards
● Current year
SKOB- Finalist
-Municipal Read @ Home
Program Implementer
-Most Active and Consistent

School Implementer
*Data not found in the EBEIS
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Performance Period of
Description Remarks Data Presentation Data Source/Forms
Indicators Reporting
ACCESS
7. Number and ● Count and percentage of learners The main cause of dropout of the students is Year-end Stacked bar graph by SF-4: Monthly
rate of dropouts who do not finish a particular grade the distance from school to home cause per year; Learner’s Movement
by cause level. (It does not capture learners percentage can be and Attendance; SF-2:
who finish a grade level but do not shown through a line Daily Attendance
enroll in the next grade level the graph over the bar Report of Learners;
following school year) graph EBEIS
● Look at the five (5) major causes
of dropout in the school
● Last 3 years
2020
• Child Labor- 1
• Parent’s Lack of - Guidance and
Support- 1
• Peer Influence
• Lack of Interest- 1
• Change of residency or distance
from School-1
2021
• Child Labor- 1
Support- 1
• Peer Influence
from School-1
2022
• Child Labor- 1
Support- 1
• Peer Influence
from School- 3
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QUALITY
8. Percentage of ● Percentage of learners who A 100% promotion rate was successfully Year-end Bar graph EBEIS: Enrolment
learners who completed the school year maintained in Senior High School, While data; SF-6:
completed the Elementary has 99.07% and Junior High Summarized Report on
School Year ● Per grade level School has 97.56% Promotion and Level of
(Promotion Rate) SY 2021-2022 Proficiency
Elementary- 99.07%
Junior High School- 97.56%
Senior High School- 100%
9. National ● MPS per subject The Mean Percentage Score (MPS) of 80% Year-end Bar graph by MPS of Report from ______
Achievement Test ● Grade 6/10 results for complete and above in the First Quarter was a good each subject
(NAT) – by Mean schools practice that can be improved in the next
Percentage Score ● Grade 3/8 results for complete quarter
(MPS) schools
● Current year
2022-2023
MPS per Subject
Grade 3
English- 80.20
Filipino- 81.50
Math- 80.20
Science- 81.75
MAPEH- 82.30
ARPAN- 80.65
ESP- 83.40
MTB- 84.75
EPP- 82.50
Grade 6
English- 81.10
Filipino- 82.20
Math- 80.75
Science- 81.30
MAPEH- 82.25
ARPAN- 82.75
ESP- 83.90
EPP- 82.60
Grade 8
English- 82.10
Filipino- 83.25
Math- 80.75
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Science- 81
MAPEH- 82.30
ARPAN- 81.80
ESP- 82.60
TLE- 82.75
Grade 10
English- 82
Filipino- 83
Math- 80.10
Science- 82.25
MAPEH- 83.10
ARPAN- 82.80
ESP- 83. 25
TLE- 81.95
10. Literacy level ● Total number of learners who are Phil-IRI results show that 67 and 60 learners Mid-year Bar graphs showing Philippine Informal
in the frustration, instructional, and in elementary fall under frustration levels in Year-end oral and silent Reading Inventory
independent levels for English and Filipino and English respectively during the reading results (one (PHIL-IRI); McCall-
Filipino (oral and silent reading) Pre-test for English Crab Reading
● Should show pre and post test and Filipino) Comprehension
results Examination or its
● If PHIL-IRI is used, will cover equivalent
grades 2-6 only
● Current year
SY 2022-2023
ORAL READING- Pre Test

Elementary
FILIPINO
Non-Reader - 47
Frustration Reader – 67
Instructional Reader- 32
Independent Reader -27
ENGLISH
Non-Reader -19
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High School
FILIPINO
Non-Reader- -8
Independent Reader- 42
ENGLISH
Non-Reader- - 6
ORAL READING- Elementary

FILIPINO
Non-Reader - 47
ENGLISH
Non-Reader -19
High School
FILIPINO
Non-Reader- -8
Independent Reader- 42
ENGLISH
Non-Reader- - 6
GOVERNANCE
11. School-Based ● School level based on SBM • The School is still in SBM Level 1, Year-end SBM Level and its SBM Assessment
Management Assessment which has an interpretation of corresponding
Assessment Level qualitative
Developing
Developing interpretation
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12. Child-Friendly ● Survey to be accomplished by the The school got a score of 36 points in the Year-end Points and status Child-Friendly School
School Survey School Planning Team Child-Friendly School Survey making us Self-Assessment
result* ● Based on CFSS point system: Very Outstanding Child-Friendly School
o 25-29 points: Child-Friendly
School
o 30-34 points: Outstanding
Child-Friendly School
• 35 and above points: Very
Outstanding Child-Friendly
School
● Current year
SY 2022-2023
36 –Very Outstanding
13. Stakeholders’ 1. Percentage (number of The school and stakeholder Mid-year For percentage: Attendance sheets;
participation* attendees over those invited) of accomplishments/initiatives/activities show Year-end stacked bar graph by DepEd order 18:
parents/guardians and other strong and notable participation in various activity (co- School Calendar
stakeholders who attend. school activities and programs curricular, extra-
curricular, meetings/
Stakeholders’ Attendance assemblies) per
To School Activities stakeholder
Brigada Eskwela Activities -87%
PTA Assemblies- 90% For total
Co-Corricular-90% contribution: stacked
Stakeholders’ Contribution bar graph by type of
Cash/Kind contribution per
Brigada Eskwela Activities -10,000 reporting period,
Bayanihan-10,000 with total
Legacy Project(Bakod)-45,500
Others-16,230.00
Number of Volunteer Hours

Brigada Eskwela Activities -80 hrs
Bayanihan-85 hrs
Legacy Project(Bakod)-75 hrs
Others-65 hrs
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14. Learner- ● Comparison of the actual Except for Kindergarten, all levels have general class Year- Ratio per grade SF-7: School Personnel
ratio of learners to teachers size smaller than the recommended teacher-pupil end level shown as bar Assignment List and Basic
teacher Ratio against the standard: ratio graph; Profile; SF-1: School Register;
o Kinder (25:1) Standard can be EBEIS
o Grades 1 & 2 (40:1) shown as line
o Grades 3 to 10 (45:1) Grade 7 and Grade 8 have a general class size graph over the bar
o SHS (40:1) bigger than the recommended teacher-student ratio, graph
● Per grade level while Grades 9, 10, 11,& 12 have a general class
● Current year size smaller than the recommended ratio
SY 2022-2023
Kinder – 1:38
Grade 1 – 1:29
Grade 2 – 1:22
Grade 3 – 1:36
Grade 4 – 1:30
Grade 5 - 1:31
Grade 6 – 1:30
Grade 7 – 2:57
Grade 8 – 2:69
Grade 9 – 1:27
Grade 10- 1:45
Grade 11- 1:29
Grade 12- 1:30
15. Learner- ● Comparison of the actual All levels have general class sizes smaller than the Year- Ratio per grade EBEIS: Facilities and Structures
Classroom ratio ratio of learners to recommended learner-classroom ratio. However, all end level shown as bar
classrooms against the grade levels don’t have standard classroom size graph;
standard:
o Kinder (25:1) Standard can be
o Grades 1 & 2 (40:1) shown as line
o Grades 3 to 10 (45:1) graph over the bar
o SHS (40:1) graph
● Per grade level
● Current year
SY 2022-2023
Kinder – 24:1
Grade 1 – 29:1
Grade 2 – 22:1
Grade 3 – 36:1
Grade 4 – 30:1
Grade 5 - 31:1
Grade 6 – 30:1
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Grade 7 – A -30:1 B- 27:1
Grade 8 – A -36:1 B- 35:1
Grade 9 – 27:1
Grade 10- 45:1
Grade 11 & 12- 40:1
16. Learner-• Comparison of the actual ratio of The learner-Toilet ratio is 31:1 This means that there Year- Line graph EBEIS: Facilities and Structures
Toilet ratio learners to functional toilets are enough toilets to accommodate all learners while end
against standards (50:1) maintaining an acceptable cleanliness level of the
• Total number bathrooms
• By gender
• Current year
SY 2022-2023
Total Number of Toilet
31:1 Ratio
17. Learner-Seat ● Comparison of the actual There are currently enough seats for all leaners Year- Line graph Consolidated Report on
ratio ratio of learners to seats end Desk/Armchairs for ES and SS;
against the standard (1:1) EBEIS
● Total number
● Current year
2022-2023
Total number of seats –
Ratio – 1:1
Note: CFS – Child-Friendly School (The Child-Friendly School Assessment was made by UNICEF. The concept for establishing a Child-Friendly School System (CFSS) in the Philippines was introduced in
1999 and is currently being reviewed so it can be utilized/integrated in school planning, monitoring and evaluation).
SF – School Forms
*Data not found in the EBEIS
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Period of Data Data
Status of School Projects Description Remarks
Reporting Presentation Source/Forms
18. Status of Annual • Sulong Karunungan • SKOB, the current Reading Intervention Mid-year Pictures
Implementation Plan Program of the school is being implemented to Year-end
(AIP)/Continuous
Oplan Basa (SKOB) A
help Non- Readers and Frustration learners in
Improvement (CI) Projects* Reading Intervention Elementary
Program • The extension of the handwashing facility has
• Extension of the been completed
handwashing facility • The entrance Gate of the school has been
• School Entrance Gate installed
19. Other stakeholders’ ● Current year ● Project- Bakod is a PTA legacy Project implemented Mid-year Pictures
accomplishments* 2021-2022 in SY 2021-2022. An initiative of the PTA which Year-end
aimed to complete the school’s perimeter fence. The
Project-BAKOD PTA legacy project was successfully implemented and
Legacy completed
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x
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Prepared by:
AIZA B. PLACER Certified True & Correct:

Teacher III

School Head

REFERENCES
RA9155
Act of 2001- Governance of Basic Education RA 10627 Anti

Bullying Act
RA 11188 Special Protections for Children RA 9388 Right of
Children for Assistance
RA 2610 Strong Protection Against Child Abuse or Child Abuse Law
RA 10533 An Act Enhancing the Philippine Basic Education System

by Strengthening its curriculum and increasing the number of years
for Basic Education, Appropriating funds therefor and for other
purposes
AN ACT STRENGTHENING THE PHILIPPINE DISASTER RISK

REDUCTION AND MANAGEMENT SYSTEM, PROVIDING FOR THE
NATIONAL DISASTER RISK REDUCTION AND MANAGEMENT
FRAMEWORK AND INSTITUTIONALIZING THE NATIONAL
DISASTER RISK REDUCTION AND MANAGEMENT PLAN.
APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES.
DepEd Order No. 34, s. 2022 School Calendar of Activties for School
Year 2022-2023
DepEd Order No. 31, s. 2022 Adopting rights Based Education

framework in Basic Education
DepEd Order No. 24, s2022 Adoption of Basic Education

Development Plan 2030
DepEd Order No. 9, s. 2021 Institutionalization of Quality

Management System
DepEd Order No. 24, s. 2020 National Adoption and Implementation

of the Philippine Professional Standards for School Heads
DepEd Order No. 44, s. 2015 Guidelines of SIP and SRC
DepEd Order No. 32, s. 2015 Adopting the Indigenous Peoples

Education Curriculum Framework
DepEd Order No. 40, s 2012 Child Protection Policy SIP Guide
Book


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V

DATU MAMUNDAS MAMALUMPONG

November 10, 2022

Datu Mamundas Mamalumpong Integrated School Page 1 of 285

DATU MAMUNDAS MAMALUMPONG INTEGRATED SCHOOL

November 10, 2022

ENGR. BURT A. LABADIA

ORCHID E. GOCOTANO RENANTE S. SENIEL

SHYN A. PAPAS HON. DAVID M. PARAGOSO

SOPHIA R. PIODOS LADY MAE MARES G. CHIO

ZOLCARNIN A. PALAO EVAN L. CAMPOS

MATTIE JOY U. POGAY

NATHANIEL A. GALOPO SHIRLEY M. CARDINAL

Recommending Approval: Approved:

NERISSA A. ALFAFARA GILDO G. MOSQUEDA

Datu Mamundas Mamalumpong Integrated School Page 2 of 285

Datu Mamundas Mamalumpong Integrated School Page 3 of 285

Datu Mamundas Integrated School promotes shared governance through School-

Enhanced School Improvement Plan 2022-2025

Datu Mamundas Mamalumpong Integrated School

AIP – Annual Implementation Plan

Enhanced School Improvement Plan 2022-2025

Datu Mamundas Mamalumpong Integrated School

In spite of the efforts, the Datu Mamundas Mamalumpong Integrated School

The DepEd’s VISION

As a learner-centered public institution, the Department of Education

Datu Mamundas Mamalumpong Integrated School Page 6 of 285

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

Teachers facilitate learning and constantly nurture every learner.

Administrators and staff, as steward of the institution, ensure an enabling

responsibility for developing life-long learners.

On Deped Mission. The mission of Datu Mamundas Mamalumpong Integrated School is to

The DepEd’s CORE VALUES

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SCHOOL PLANNING TEAM ROLES & RESPONSIBILITIES

PERSON/S INVOLVED RESPONSIBILITIES

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The School Planning, Project Team and decision-making committee shall:

2. Be involved in decisions in the areas of:

5. Analyze information related to dropout prevention, i.e. graduation records, dropout

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7. Hold meetings regularly that include representative professional staff, parents of

SCHOOL PLANNING TEAM’S TIMELINE:

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Geographical and Demographic Profile

School’s Current Situation

Item Factor/s for Gap

Item Factor/s for Gap

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Item Factor/s for Gap

Level Math Filipino Science English ArPan

Item Factor/s for Gap

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There are existing facilities/materials in Math, Science, netbooks and computer

Item Factor/s for Gap

Item Factor/s for Gap

Item Factor/s for Gap

Item Factor/s for Gap

Item Factor/s for Gap