SCHOOL IMPROVEMENT

PLAN
SY 2023-2028
SCHOOL
STRATEGIES/
INITIATIVES INITIATIVES

# ERISianSubokAngGalingNyan
 All school-age children, out-of-school youth, and adults
Pillar No. 1 ACCESS have access to relevant basic learning opportunities

BEDP STRATEGIES MATATAG INITIATIVES SCHOOL STRATEGIES / INITIATIVES

1. Improving access to universal kindergarten   • Increase the school’s Kindergarten

education enrollment to 250 and maintain its
maximum absorptive capacity in the school
years thereafter

2. Improve learners’ access to quality and learner   • Increase the school’s enrollment to 4750 and
friendly environment maintain its maximum absorptive capacity in the
school years thereafter.
• Improve Enrollment rate from 1st semester
to 2nd semester to 10% every year (SHS).

3. Improve capacity to retain learners in school Strengthen and institutionalize the reintegration • Sustain the current zero-drop-out rate
program for adolescent mothers, Children at Risk
(CAR), and Children in Conflict with the Law (CICL)

4. Improve strategies to ensure learners   • Increase the school’s promotion rate from 96.20% to
continuity to the next stage 100% in the elementary and from 62.67% to 100% in
the secondary and maintain such in the school years
thereafter.
5. Strengthen mechanisms for providing access   • Sustain the implementation of the ALS program.
to relevant basic opportunities for OSC, OSY and
OS
 Pillar No. 2 EQUITY Disadvantaged school-age children and youth, and
adults benefited from appropriate equity initiatives

BEDP STRATEGIES MATATAG INITIATIVES SCHOOL STRATEGIES / INITIATIVES

1. Improve program management and service delivery   • Organize and capacitate the school’s monitoring and
evaluation team.
• Decrease the number of bullying cases.
2. Provide an inclusive, effective, culturally Provide education to children and youth in situations of • Conduct PPAs that is inclusive, effective, culturally
responsive, gender-sensitive, and safe learning disadvantage responsive, gender – sensitive, and safe learning
environment to respond to the situations of environment.
disadvantage
Establish of Inclusive Learning Resource Centers • Create video lessons and instructional modules
intended for learners with special educational needs.
Provide assessment assistive mechanisms to students • Provide yearly developmental assessment for
with disabilities educational placement.

Strengthen inclusive education programs, including the • Strengthen the Inclusive Education Program in the
alternative learning system, last mile schools, and Kindergarten to SHS Department.
programs for IP learners and learners with disabilities • Integrate GRBE and CSE in teaching all learning
areas to promote equity among all types of learners.
3. Improve contextualized curriculum and learning • Sustain the implementation of the Open High School
delivery Program both in the JHS and SHS Department.
• Train teachers on inclusive education programs and
alternative delivery modes such as OHSP and ALS.

4. Enhance DepEd platforms for learning resources Establish fully-functional library hubs • Ensure availability of non – printed learning resources
through the school’s learning portals and printed
learning resources through school’s functional library.
• Improve the compiled learning materials for learners
with special needs.
Provide e-classroom packages for teaching and learning • Integrate ICT in teaching and learning process.
• Maximize the use of computer laboratory.
Launch our National Education Portal • Improve and update school's portal (LRMDS)
5. Promote partnerships to benefit education for Strengthen the complementarity between public and • Establish strong partnership with external
learners in situations of disadvantage private schools stakeholders and concerned government agencies.
 Pillar No. 3 QUALITY Learners complete K-12 basic education having attained all learning standards that
equip them with the necessary skills and attributes to pursue their chosen paths

BEDP STRATEGIES MATATAG INITIATIVES SCHOOL STRATEGIES / INITIATIVES

1. Align curriculum and instruction methods in all Revise the K to 12 Curriculum to make them more • Improve the proficiency level of learners across all
subjects responsive to our aspiration as a nation. learning areas.
Reduce the number of learning areas to focus on • Increase the percentage of learners who attained the
foundational skills. Minimum Proficiency Level in all subject areas from
Strengthen our literacy and numeracy programs its current status to 100% (SHS).
Revitalize our Reading, Science and Technology, and
Math programs.
Improve English proficiency while recognizing linguistic
diversity.
Review the implementation of the Mother Tongue-based
Multilingual Education Policy.
Intensify the values formation of learners in curriculum
and teaching.
Eradicate illiteracy through relevant policy issuances,
and community literacy program interventions.
2. Strengthen competence of teachers and Be transparent with curriculum guides and test scores. • Provide opportunities for promotion and professional
instructional leaders on curriculum, instruction, and growth and development to teachers and staff based
assessment Share test items with schools and teachers to strengthen on the new Merit Selection Process.
the use of assessment.
3. Assess learning outcomes at each key stage Digitize our essential processes, including our national • Improve monitoring and assessment of learning outcomes of
transition and for learners in situation of assessments. disadvantage learners.
disadvantage Work closely with Congress in pushing for the expansion
of GASTPE coverage to include kindergarten and
elementary learners.
4. Align resource provision (including digital devices)   • Provide sufficient material and fiscal resources in
with key stage learning standards developing strategies that address learning losses, lags
and gaps.
5. Strengthen consultations on curriculum,   • Strengthen the research-based intervention program.
instruction, assessment
 Pillar No. 4 RESILIENCY AND WELL BEING Learners are resilient and aware of their rights, and have the life skills to protect themselves and their rights

BEDP STRATEGIES MATATAG INITIATIVES SCHOOL STRATEGIES / INITIATIVES

1. Integrate children’s rights in the design of all DepEd programs and   • Organize and capacitate the school’s monitoring and evaluation team to
projects ensure the inclusion of children’s rights in developing and designing
school PPAs.

2. Ensure that learners are aware and can assert their rights to and in   • Reorient learners on their basic rights and the responsibilities that
education from DepEd and fully understand their responsibilities in come with these rights
relation to these rights  
• Conduct psychosocial support activities for learners and teachers.
 
• Train teachers in providing psychosocial support to learners.
3. Protect learners and personnel from death, injury, and harm Strengthen the mechanism in safeguarding our learners against all forms of • Implement standard Disaster Risk Reduction Management System.
brought by natural and human-induced hazards discrimination and dangers. • Re-orientation on the conduct of regular earthquake and fire drills.
 
• Install safety posters and reminders in all school buildings.
 
• Procure additional fire extinguishers and emergency equipment,
4. Provide learners with access to learning continuity interventions in   • Provide psychosocial first aid and counseling to students in the
the aftermath of a disaster or emergency aftermath of a disaster or emergency.

5. Ensure that education facilities are safe and protected from the Created the School Infrastructure and Facilities Strand. • Regular conduct of hazard mapping, maintenance, and school building
impacts of natural and human-induced hazards inspection through the SDRRM and the School Safety Officer.
Build more resilient schools and classrooms.

Close the remaining gaps in school infrastructure with policies to eliminate

corruption.

Provide schools with electricity.

6. Providing learners with basic health and nutritional services   • Intensify the health and nutrition services of the school such as the
feeding program and Gulayan sa Paaralan.

• Conduct activities on the basic steps on proper hygiene and

handwashing.
 
• Re-orient learners on the proper waste segregation or waste literacy.
7. Nurture and protecting learners’ mental and psychosocial health Seek out mental wellness experts to form interventions at the school level. • Improve and sustain learners’ mental and psychosocial health and well
being.
• Conduct psychosocial support activities for learners and teachers.
• Train teachers in providing psychosocial support to learners.
• Reproduce psychosocial support learning materials.

8. Promoting learners' physical and emotional development   • Develop and implement PPAs that promote learner’s physical and
emotional development.
 Pillar No. 5 GOVERNANCE
BEDP STRATEGIES MATATAG INITIATIVES SCHOOL STRATEGIES / INITIATIVES
1. Education leaders and managers practice participative,   • Ensure maximum participation of external and internal
ethical and inclusive management processes stakeholders in developing and implementing PPAs.
All personnel are resilient, competent and continuously Provide professional development programs • Provide relevant and appropriate learning and development
improving trainings for teachers and non – teaching personnel.
Provide support in terms of innovative, responsive, and inclusive
teaching approaches following the Philippine Professional Standards
for Teachers (PPST).

Capacitate our teachers and learners in utilizing technology in

remote learning to maximize the benefits of digital learning.

Provide training and other learning and development interventions

for school leaders
Fast-track the implementation of the career progression policy
Advocate for additional benefits for our teachers
Implement the policy on the distribution of teacher workload and
payment of teaching overload
Expand the coverage for the grant of Special Hardship Allowances
Address issues affecting the net-take-home pay of teachers
2. Ideal Learning environment and adequate learning resources Support BARMM School Building Program and GASTPE direction. • Practice diligent fiscal and resource management to ensure
for learners ensured proper allocation of resources to maintain ideal learning
environment and adequate learning resources.

3. Internal systems and processes are efficient, responsive, Implement the Merit Selection Policy • Develop and implement a monitoring, evaluation and feedback
modern and continuously improving Make the new Teacher Education Council and Secretariat fully mechanisms for the school’s internal systems and processes.
functional
• Provide opportunities for promotion and professional growth and
Work with DOH for free annual physical examinations for teachers development to teachers and non-teaching staff based on the
Coordinate with the GSIS for an improved and superior benefits new Merit Selection Process.
package for all DepEd personnel  
• Create functional support teams for coaching and mentoring.
Provide a free legal assistance facility for teachers on matters
concerning loan contracts and obligations.
Creation of the Procurement Strand
4. Key stakeholders actively collaborate to serve learners better Involve our parents and guardians in the education of our children. • Ensure maximum participation of external and internal
stakeholders in developing and implementing PPAs
5. Public and private education systems work more Engage with CHED and TESDA, and various industry partners • Establish a strong partnership with private educational
collaboratively under a dynamic and responsive to address the issue of skills mismatch institutions to elicit support and resource sharing.
complementarity framework
EULOGIO RODRIGUEZ INTEGRATED SCHOOL

SIP
STRATEGIES
 Pillar No. 1 ACCESS
All school-age children, out-of-school youth, and adults
have access to relevant basic learning opportunities
Strategies
Strategy #1 Strategy #2 Strategy #5
Improving access to Improve learners’ access to Strengthen mechanisms for
universal kindergarten quality and learner friendly providing access to relevant
education environment basic opportunities for OSC,
OSY and OSA
Strategy #3 Strategy #4
Improve capacity to retain Improve strategies to
learners in schools ensure learners’ continuity
to next stage
School Performance on ACCESS
 • Increase the school’s enrolment to 4750 and maintain
its maximum absorptive capacity in the school years
School thereafter
• Increase the school’s Kindergarten enrollment to 250
Strategies and maintain its maximum absorptive capacity in the
school years thereafter
on • Sustain the current zero-drop-out rate
ACCESS • Increase the school’s promotion rate from 96.20% to
100% in the elementary and from 62.67% to 100% in
the secondary and maintain such in the school years
thereafter.
• Sustain the implementation of the ALS program.
 Pillar No. 2 EQUITY
Disadvantaged school-age children and youth, and
adults benefited from appropriate equity initiatives
Strategies
Strategy #1 Strategy #2 Strategy #5
Improve program Provide an inclusive, effective, Promote
management and service culturally responsive, gender- partnerships to
delivery sensitive, and safe learning benefit education
environment to respond to the for learners in
situations of disadvantage situations of
disadvantage
Strategy #3 Strategy #4
Improve contextualized Enhance DepEd platforms for
curriculum and learning learning resources
delivery
 School Performance on EQUITY
SCHOOL PERFORMANCE OF EQUITY AND INCLUSION SY 2019-2020 SY 2020-2021 SY 2021-2022 SY 2022-2023

Number of learners enrolled in ADM 0 0 0 23

Number of school- initiated projects and activities that 0 0 0 0

address gender – related issues
Number of recorded child – abuse cases (physically, 0 1 6 14
emotionally, and sexually)
Number of over – aged learners 0 0 0 0

Number of learners with disabilities (physical and 168 125 197 168
cognitive)
Number of learners who passed PEPT and ALS program 0 0 11 0

Number of learners who are employed 0 0 0 3

Number of Bullying Cases 0 0 0 40

Number of PPAs with proposal, budget allocation and have

undergone quality assurance monitoring and evaluation
Number of forged partnership and linkages that focused in
addressing needs of learners in disadvantaged situations
 • Organize and capacitate the school’s monitoring and evaluation
team
• Decrease the number of bullying cases.
• Conduct PPAs that is inclusive, effective, culturally responsive,
gender – sensitive, and safe learning environment.
• Create video lessons and instructional modules intended for learners
with special educational needs.
• Provide yearly developmental assessment for educational placement.

School • Strengthen the Inclusive Education Program in the Kindergarten to

SHS Department.

Strategies on
• Integrate GRBE and CSE in teaching all learning areas to promote
equity among all types of learners.
• Sustain the implementation of the Open High School Program in
EQUITY secondary
• Train teachers on inclusive education programs and alternative
delivery modes such as OHSP and ALS
• Ensure availability of non – printed learning resources through the
school’s learning portals and printed learning resources through
school item banks.
• Establish strong partnership with external stakeholders and
concerned government agencies
 Pillar No. 3 QUALITY
Learners complete K-12 basic education having attained all
learning standards that equip them with the necessary skills and
attributes to pursue their chosen paths
Strategies
Strategy #1  Strategy #2 Strategy #5
Align curriculum and instruction Strengthen competence of teachers Strengthen
methods in all subjects and instructional leaders on consultations on
curriculum, instruction, and curriculum, instruction,
assessment assessment

Strategy #3 Strategy #4
Assess learning outcomes at each Align resource provision (including
key stage transition and for digital devices) with key stage
learners in situation of learning standards
disadvantage
 School Performance on QUALITY

Figure 26. SCALE Grade 3 Performance by Learning Area

Figure 26 presents the SCALE Grade 3 Proficiency level of learners by subject area. It can be gleaned in the data that MTB-MLE has the highest
percentage in Highly Proficient level which pegged at 30% with Mathematics recorded the lowest percentage below 10%.

As to proficient level, Filipino pegged the highest percentage of about 80% followed by English about 60%. On the other hand, Science registered the lowest
percentage which pegged at 20%.

On Nearly Proficient level, Mathematics registered the highest percentage of 50% followed by MAPEH which pegged about at 50%. Filipino posted the lowest
percentage below 10%.

As to Low and Not proficient Levels, MAPEH pegged the highest average percentage of 40% followed by Mathematics of about 10%. On the other hand,
Araling Panlipunan posted the lowest average percentage at about 5%.

On the average, 54.35% of Grade 3 learners across all learning areas need to achieve at least proficient level.
 School Performance on QUALITY

Figure 27. SCALE Grade 6 Performance by Learning Area

Figure 27 presents the SCALE Grade 6 Proficiency level of learners by subject area. It can be gleaned in the data that Filipino has the highest
percentage in Highly Proficient level which pegged at 7.79%, English and Mathematics recorded the lowest percentage of 0.00%. As to proficient level,
Filipino pegged the highest percentage of 23.08% followed by MAPEH of 7.79%. On the other hand, Mathematics registered the lowest percentage which
pegged at 0.00%.

On Nearly Proficient level, ESP registered the highest percentage of 50% followed by Science at 48.05%. Mathematics posted the lowest percentage with
19.10%.

As to Low and Not proficient Levels, Mathematics pegged the highest average percentage of 23.60% followed by MAPEH of 19.48%. On the other hand,
Filipino posted the lowest average percentage of 1.30%.

On the average, 87.49% of Grade 6 learners across all learning areas need to achieve at least proficient level.
 School Performance on QUALITY

Figure 28. SCALE Grade 10 Performance by Learning Area

  Figure 28 above presents the SCALE Grade 10 Proficiency level of learners by subject area. It can be gleaned in the data that Araling Panlipunan has the
highest percentage in Highly Proficient Level which pegged at 3.6% with Math, Science and AP recording the lowest percentage of 0.00%.

As to the Proficient Level, still Araling Panlipunan pegged the highest percentage at 13.67% followed by MAPEH at 7.97%.   On the other hand, EsP
registered the lowest percentage which pegged at 0.00%.

On a nearly proficient level, Araling Panlipunan still pegged the highest percentage at 61.87%, followed by Filipino at 56.78%.   Mathematics posted the
lowest percentage with 16.78%.

As to low and not proficient levels, Mathematics pegged the highest percentage of 69.23% followed by Science of 57.63%.   On the other hand, Filipino
and AP posted the lowest percentage of 0.00%.

Overall, 86.33% of Grade 10 learners across the learning areas need to achieve at least proficient level.
 School Performance on QUALITY

Figure 29. SCALE Grade 12 Performance by Learning Area

 Figure 29 represents the SCALE Grade 12 Proficiency level of learners by subject area.  It can be gleaned in the data that Introduction to Philosophy
has the highest percentage in Highly Proficient level which pegged at 1.75% with almost all of the subject areas recording the lowest percentage at
0.00%.

  As to proficient level, HOPE pegged the highest level at 5.17% followed by Oral Communication at 3.4%.  On the other hand, Introduction to
Philosophy registered the lowest percentage which pegged at 0.00%.

On a nearly proficient level, Oral Communication registered the highest percentage of 72.9% with Statistics and Probability recording the lowest
percentage of 20.69%.

As to low and Not Proficient Levels, Statistics and Probability pegged the highest average followed by HOPE at 62.07%.   On the other hand, Oral
Communication and KWP posted the lowest average of 0.00%.

Overall, 94.83% of Grade 12 learners across the learning areas need to achieve at least proficient level.
 School Performance on QUALITY
Findings:
1.

2.As per result of the CLADAsia Assessment, K-3 learners need to develop reading proficiency skills.

Due to the poor reading skills as reflected on the results of literacy assessment, learners’
3.performance in other learning areas are also affected.

SCALE and LAMP Assessments results reflect the skills needed across all learning areas to enhance
4.mastery.

As per result of SCALE and LAMP assessments there is a high percentage of learners (84.61%) who
5.need to achieve at least proficient level compared to SCALE results (80.20%).

The results of SCALE and LAMP assessment show that some teachers failed to develop the mastery
of the specified skills of the learners.
 School Performance on QUALITY

Figure 24. LAMP Grade 10 Performance Level by Learning Area

 The graph presents the LAMP Grade 10 Proficiency Level of learners by subject area.  It can be gleaned in the data that Filipino has the highest percentage of
Highly Proficient learners which pegged at 4.17% with all other subject areas recorded zero percentage of highly proficient learners.

          As to proficient level, Filipino pegged the highest percentage of 75.00% followed by AP at 24%.  On the other hand, English, Math, and Science
registered zero percent of “Proficient” learners.

          On Nearly Proficient Level, EsP registered the highest percentage of 79.17% followed by English and AP both at 76%.   Filipino posted the lowest
percentage of 20.83%.
As to Low and Not proficient Levels, Science pegged the highest average percentage of 33.33% followed by Math at 32%.   On the other hand, AP and Filipino
posted zero percentages in the Low Proficient Level, while all learning areas posted 0.00% of the Not Proficient learners.

The column graph would tell us that our selected Grade 10 learners who took the assessment are also considered NEARLY PROFICIENT as most of the highest
percentages in the subject areas fall in this category.
 School Performance on QUALITY

Figure 25. LAMP Grade 12 Performance by Learning Area

  Figure 25 represents the LAMP Grade 12 Proficiency level of Learners by subject area.  It can be gleaned in the data that all the learning areas recorded zero percentage of
highly proficient learners.

       As to Proficient Level, EsP pegged the highest percentage of 5.56% followed by English at 2.56% with Math, AP, Filipino and Science all recorded zero percentage of
proficient learners.

On Nearly Proficient level, Filipino registered the highest percentage of 52.78% followed by EsP which pegged at 41.67%.  Math posted the lowest percentage with 0.00%.

       As to Low and Not Proficient Levels, Science pegged the highest average percentage of 77.78%, followed by Math of 71.79%.  On the other hand, AP posted 2.56% of
“Not Proficient” learners.

    The column graph would tell us that our selected GRADE 12 students who took the assessment are also considered LOW PROFICIENT as most of the highest percentages in
the subject areas fall in this category.

       The column graph would tell us that our selected GRADE 10 students who took the assessment are also considered NEARLY PROFICIENT as most of the highest
percentages in the subject areas fall in this category.
 • Improve the proficiency level of learners across all
learning areas
• Increase the percentage of learners who attained the
School Minimum Proficiency Level in all subject areas from its
current status to 100% (SHS).
Strategies • Provide opportunities for promotion and professional
growth and development to teachers and staff based on
on the new Merit Selection Process.
• Improve monitoring and assessment of learning
QUALITY outcomes of disadvantage learners.
• Provide sufficient material and fiscal resources in
developing strategies that address learning losses, lags
and gaps.
• Strengthen the research-based intervention program.
 Pillar No. 4 RESILIENCY
Learners are resilient and aware of their rights, and have
the life skills to protect themselves and their rights
Strategies
Strategy #1 Strategy #2 Strategy #3 Strategy #4
Integrate children’s rights Ensure that learners are aware Protect learners and Provide learners with access
in the design of all DepEd and can assert their rights to personnel from death, to learning continuity
programs and projects and in education from DepEd injury, and harm brought by interventions in the
and fully understand their natural and human-induced aftermath of a disaster or
responsibilities in relation to hazards emergency
these rights

Strategy #5 Strategy #6 Strategy #7 Strategy #8

Ensure that education Providing learners with basic Nurture and protecting Promoting learners' physical
facilities are safe and health and nutritional services learners’ mental and and emotional development
protected from the psychosocial health
impacts of natural and
human-induced hazards
 School Performance on RESILIENCY AND WELL BEING

 2090 and 60 learners were categorized as WASTED and SEVERELY WASTED

respectively in Elementary of the previous school year.
 No learner – led hazard mapping was conducted during the previous school year due to
pandemic
 An average of 4000 learners were provided psycho – social and mental health lectures
through online modality during the previous school year
 Regular disinfection and decontamination of instructional and special rooms were
conducted last school year
 Alcohol, facemasks, disinfectants and other COVID control supplies were procured last
school year
 1930 learners or 42.33% of the total learners have already received their 2nd dose of
COVID – 19 vaccine.
 • Organize and capacitate the school’s monitoring and evaluation team to ensure the
inclusion of children’s rights in developing and designing school PPAs
• Reorient learners on their basic rights and responsibilities that come with these
rights.
• Conduct psychosocial support activities for learners and teachers.
• Train teachers in providing psychosocial to learners.
• Implement standard Disaster Risk Reduction Management System.
• Re-orientation on the conduct of regular earthquake and fire drills.
• Install safety posters and reminders in all school buildings.
• Procure additional fire extinguishers and emergency equipment.
• Provide psychosocial first aid and counseling to students in the aftermath of a
School Strategies on disaster or emergency.
• Regular conduct of hazard mapping, maintenance, and school building inspection

RESILIENCY AND through the SDRRM and the School Safety Officer.
• Intensify the health and nutrition services of the school

WELL-BEING • Conduct activities on the basic steps on proper hygiene and handwashing.
• Re-orient learners on the proper waste segregation or waste literacy.
• Improve and sustain learners’ mental and psychosocial health and well being
• Conduct psychosocial support activities for learners and teachers.
• Train teachers in providing psychosocial support to learners.
• Reproduce psychosocial support learning materials.
• Develop and implement PPAs that promote learner’s physical and emotional
development
 School Strategies on GOVERNANCE

 Ensure maximum participation of external and internal stakeholders in developing and implementing
PPAs
 Provide relevant and appropriate learning and development trainings for teachers and non – teaching
personnel
 Practice diligent fiscal and resource management to ensure proper allocation of resources to maintain
ideal learning environment and adequate learning resources
 Develop and implement a monitoring, evaluation and feedback mechanisms for the school’s internal
systems and processes.
 Provide opportunities for promotion and professional growth and development to teachers and non-
teaching staff based on the new Merit Selection Process.
 Create functional support teams for coaching and mentoring.
 Ensure maximum participation of external and internal stakeholders in developing and implementing
PPAs
 Establish a strong partnership with private educational institutions to elicit support and resource sharing.
 SCHOOL IMPROVEMENT
PLAN
SY 2023-2028
SCHOOL
STRATEGIES/
INITIATIVES INITIATIVES

# ERISianSubokAngGalingNyan
 SCHOOL
PROGRA
MS,
PROJECT
S AND
ACTIVITY
 The Basic Education
Development Plan 2030
BEDP 2030
 Results Framework
All Filipinos are able to realize their full potential and contribute
GOAL
meaningfully in building a cohesive nation

SECTOR Basic education Filipino learners have the physical, cognitive, socio-emotional and moral
OUTCOME
preparation for civic participation and engagement in post-secondary
opportunities in their local, national, and global communities.
INTERMEDIATE
OUTCOMES

1. ACCESS 2. EQUITY 4. RESILIENCY &

3. QUALITY WELL-BEING
All school-age children, Disadvantaged school-age Learners complete K-12 basic Learners are resilient and know their
out-of-school youth, and children and youth, and education having attained all learning rights, and have the life skills to protect
adults accessed relevant adults benefited from standards that equip them with the themselves and exercise their education
basic learning appropriate equity necessary skills and attributes to related rights, while being aware of their
opportunities initiatives pursue their chosen paths responsibilities as individuals and as
members of society

ENABLING MECHANISMS -
GOVERNANCE
Efficient, nimble and resilient governance and management processes
MATATAG: Bansang Makabata, Batang Makabansa
●MAke the curriculum relevant to produce competent, job-ready, active,
and responsible citizens.

●TAke steps to accelerate the delivery of basic education facilities and

services.

●TAke good care of learners by promoting learner well-being, inclusive

education, and a positive learning environment.

●Give support to teachers to teach better

EULOGIO RODRIGUEZ INTEGRATED SCHOOL

SIP
STRATEGIES
PILLAR 1. ACCESS

Context:

Increase Enrollment Rate

 ACCESS

STRENGTHS Proposed Measures to Sustain Strengths

Systematic and diversified enrolment procedures • Conduct early enrollment

• Developed advocacy materials and tools for Child Mapping
• Posting of tarpaulins within the vicinity of the school, barangay and
nearby areas
• Intensify Social Media platforms in information dissemination of
enrolment dates
• Promote awareness on the program offerings of the school from K to
12 and inclusive education (learners with special needs)
Existence of Republic Act and DepEd policy on Education for All and • Orient teaching ang non-teaching personnel on the Inclusive
Inclusive Education. Operationalization and implementation of the DepEd Education Programs of the school
issuances on the Education for All and Inclusive Education program. • Institutionalize the system of regular and inclusive Education
Learners are treated equally regardless of their socio-economic status, mechanism
medical and learning conditions to develop them holistically • Enhance regular and Inclusive Education Programs, allocation of
funds
• Regular monitoring and accurate tagging of identified learners in the
LIS.
Available support fund for school PPAs on SHS Program Offerings. • Conduct capacity building on Identification, Assessment, and
Provision of budget for PPAs on SHS Offerings. Placement of Learners
• Development and alignment of learning resources needed for SHS
 WEAKNESSES

WEAKNESSES Proposed Solutions for Addressing Weaknesses

Presence of nearby public and private schools within the area. • Conduct intensified child mapping and barking around the
catchment area.

Overage • Encourage students to enroll to other learning delivery modes

such as ALS, OHSP and ADM

Lack of facilities • Provisions of appropriate learning facilities such as classrooms

and laboratories
 OPPORTUNITIES
Possible Strategies for Accessing
OPPORTUNITIES
OPPORTUNITIES
Availability of Prospective Partners to give scholarships to • Strengthen collaboration among stakeholders through
some students School-Home Programs to support the needs of the
Learners.

Technical and Financial Support from LGU, GOs, and NGOs. • Intensify strong partnership with the LGU, GOs, and NGOs
Provision of assessment consultation services, trainings, to support programs for training, development, and
enhancement of learning resources, and facilities from LGU
instructional materials (Online and Offline), and facilities. and NGO.
 THREATS

THREATS Proposed Mitigation Measures

Poor Financial and Economic Status of the Family • Collaborate with interagency supporting socio-economic
mitigation/alleviation (Project T.E.A.C.H, 4Ps, TUPAD and
other Private Organizations)

Returning and migrating of learners to their respective

hometown and provinces
 DEVELOPMENT OF PROGRAMS, PROJECTS AND ACTIVITIES
BEDP 2030        
STRATEGY / SCHOOL STRATEGIES PROPOSED PPAs DESCRIPTION OUTPUT OUTCOME
MATATAG
AGENDA
Improve Increase the school’s Project OHSP for JHS • Establish an Open High School Program framework Decreased dropout
learners’ access enrolment to 4750 Program to provide opportunities to Program proposal rate
to quality and and maintain its Project AKAP (OSHSP) all working students and SARDOs to Communication letters Decreased number of
learner friendly maximum absorptive   help them continue with their studies with the parents school leavers
environment capacity in the school   at their most flexible time. Performance Task and Improved learners
  years thereafter   Quarterly Assessment attendance
    Records Improved promotion
Monitoring and rate
evaluation reports
 DEVELOPMENT OF PROGRAMS, PROJECTS AND ACTIVITIES
BEDP 2030 STRATEGY        
/ MATATAG AGENDA SCHOOL STRATEGIES PROPOSED PPAs DESCRIPTION OUTPUT OUTCOME
Improve capacity to Maintain the school’s Project AGAPAY-ARAL • Establish a strong support system among Program framework Maintain dropout rate
retain learners in zero (0%) drop out rate learners within the classroom or within a Program monitoring and Decreased number of school
schools / and sustain such in the   particular grade level where a teacher evaluation tools and leavers
Strengthen and school years thereafter. serves a facilitator to discuss common results Improved learners'
institutionalize the   issues and concerns of learners Program implementing attendance
reintegration   • Inclusion of learners to the feeding guidelines for teachers Improved promotion rate
program for Children   program and possible involvement in the Parents consent / permit
at Risk (CAR)  YECS Accomplishment reports  
  • Conduct of livelihood trainings to Record of attendance
  parents and guardians of economically Anecdotal records
deprived learners to be initiated by the
TLE/TVL teachers

Project CULMINATION 1.0 • Provide an opportunity for SHS learners Increase number of Improved program
to develop academic, social, and moral enrolment in the SHS implementation
excellence to foster lifelong learning. Increase number of NC II
• Conduct an in-depth exploration of holders for TVL Learners
personal interests and demonstrate skills
necessary to meet the challenges for
future success.
• Articulate to Grade 10 learners the
various SHS program offerings of ERIS.
• Showcase mastery of skills and
knowledge gained from specialization
subjects and work immersion.
• Bring SHS learners together to develop
their team spirit, leadership skill, and
social skills as well as build school spirit
and display pride in their school and
class.
PILLAR 2. EQUITY

Context:
Provision of intervention
programs for learners who suffer
from domestic violence and
abuses, employed and have
chronic diseases.
 EQUITY
STRENGTHS Proposed Measures to Sustain Strengths
1. Conduct of Open High School Program (JHS and • Monitor the conduct of the intervention
SHS). A specialized program for learners who are programs
employed, pregnant women, lactating mothers and • Evaluate the effectiveness of the intervention
learners who have medical condition. programs
2. Sufficient number of teaching personnel. • Observe efficient distribution of loads to
Teachers are given teaching loads in the OHSP that teachers
provide the necessary and appropriate • Capacitate school personnel in managing and
intervention supervising disadvantaged learners
3. Strong partnership with the LGU and the local • Constant communication, recognition and
executives. This allows the school to coordinate appreciation of partners
with the barangay and the LGU if cases of abuse
and violence are reported for appropriate actions.
 EQUITY

WEAKNESSES Proposed Solutions for Addressing Weaknesses

1. Absence of school data on disadvantage • Develop monitoring mechanisms to determine the
learners. The school does not have sufficient data number of disadvantaged learners
of learners under employment, pregnant women,
lactating mothers, and have medical conditions

2. Unreported cases of abuses, employment and • Provide an avenue for learners where they can
illnesses within the school. Cases of abuses easily and comfortably report cases of domestic
(physical, mental and emotional), employment and violence and abuses, employment and illnesses
illnesses involving learners are not reported to which will guarantee confidentiality and adherence
school authorities to data privacy act.

3. Untrained teachers and non – teaching • Improve school personnel’s knowledge and skills in
personnel. Teachers and school personnel do not handling learners suffering from abuse and
have proper and appropriate trainings to handle domestic violence.
cases of abuse among learners.
 EQUITY

OPPORTUNITIES Possible Strategies for Accessing OPPORTUNITIES

1. Support from LGU and other stakeholders. . • Observe and establish proper protocol in aiding
Presence and support of government agencies that and referring disadvantaged learners to proper
deal with gender – based abuses and violence. government agencies and authorities.
2. Strong partnership with the other stakeholders • Constant communication, recognition and
and private institutions. Provision of psychosocial appreciation of external partners
and emotional interventions to learners who are
victims of abuse and domestic violence.
 EQUITY

THREATS Proposed Mitigation Measures

1. Inappropriate content in printed and non – printed • Coordination with concerned agencies and
media. Proliferation of printed and non – printed institutions
materials that contain domestic violence and abuses
which affect the perspective of the children.
2. Economic condition of the learners. Students • Establish and sustenance of assistance and referral
belong to families within and below the poverty system.
threshold which hinder them from availing
professional interventions.

3. Sensitivity of the issue. Some cases are not • Coordination and referral to concerned agencies
reported and are not properly dealt with within the and proper authorities
community due to some family concerns and domestic
issues.
 DEVELOPMENT OF PROGRAMS, PROJECTS AND ACTIVITIES
BEDP 2030        
STRATEGY / SCHOOL STRATEGIES PROPOSED PPAs DESCRIPTION OUTPUT OUTCOME
MATATAG AGENDA

Provide an Conduct PPAs that - Project GRBE / CSE • Improve the availability of Project Proposal LGBTQA+ learners feel
inclusive, effective, are inclusive, learning materials used in Monitoring tool safe and comfortable to
culturally effective, culturally GRBE and CSE Program. Record Sheets use the facilities intended
responsive, gender- responsive gender - Project “Not • Establish a learners Accomplishment reports for them.
sensitive, and safe sensitive and Alone” assistance center for QuAME results Increased enrollment rate
learning maintain safe learners who are victims Attendance sheets Decreased number of
environment to learning of gender – based abuses, Implementation school leavers
respond to the environment. bullying, domestic guidelines Decreased number of
situations of violence and other similar   cases gender – based
disadvantage / instances bullying
Strengthen the Learners’ health issues are
mechanism in - Project PEAR and • Widen the perspective on addressed
safeguarding our RCC promoting equality and Highly motivated learners
learners against all rights and responsibility
forms of through sharing of
discrimination and knowledge and experiences.
Adopt positive and healthy
dangers mental prospective. Grow as
  one and united in building
our school towards
acceptance and
participation of different
preferential among the
LGBTQ+.
PILLAR 3. QUALITY

Context :
Improving the Learners
Proficiency on Literacy
and Numeracy
 QUALITY
STRENGTHS Proposed Measures to Sustain Strengths
1. Sufficient learning materials. Availability of • Sustenance and updating of school learning
printed and non – printed learning resources portal
2. Existence of school – initiated PPAs that enhance • Strict implementation and monitoring of the PPAs
learners’ competence on numeracy and literacy.
The school is conducting interventions addressing
numeracy and literacy concerns and issues such as
Project BOOK (English/Fil/Math), Project 4Ms
(Maglaro, Magbilang, Magbasa at Matuto)
3. Presence of highly proficient teaching and non – • Capacitating of school personnel and efficient
teaching personnel. The school has 227 strong, distribution of workloads
dedicated and committed teaching and non – • Providing appropriate and relevant learning and
teaching personnel. development trainings
4. School Facilities and Amenities. The school has • Maintenance of school facilities, plants and
sufficient instructional and special rooms and other equipment
equipment.
 QUALITY
WEAKNESSES Proposed Solutions for Addressing Weaknesses
1. Addiction of learners to mobile games and • Strengthen the implementation of CPR ( Code of
other vices. Learners are hooked to mobile games Parental Responsibilities) and communication and
and other vices resulting to poor performance in coordination with barangay and local executives.
school
2. Sustainability of the remediation and • Strengthen the monitoring and evaluation schemes
intervention programs. Most of the programs of PPAs being implemented to address proficiency
intended to enhance learners’ proficiency level of learners
across all learning areas are not sustained and are
short term.

3. Attendance of learners. Poor attendance of • Strengthen school – parent communication and

learners in the remediation, intervention and coordination
reinforcement initiatives. • Establish a reward system for learners who will be
attending the remediation and intervention
initiatives of the school

4. Learners’ attitude. Poor learners’ interest and • Simplify and apply differentiated activities in
motivation in learning the different subject areas learning literacy and numeracy lessons.
• Establish reward system as extrinsic motivation
 QUALITY

OPPORTUNITIES Possible Strategies for Accessing OPPORTUNITIES

1. Strong partnership with the other • Constant communication, recognition and
stakeholders and private institutions. Provision appreciation of external partners
of supplemental learning resources to students
from other stakeholder and other private
partners.
2. Active participation of SPTA and SGC. Well • Adherence to the guidelines in managing SPTA and
organized SPTA , SGC and other school – SGC
community partnership that provide support to
all the school programs, projects and activities
3. Presence of learning hubs and libraries. • Awareness and advocacy campaign on the
There are libraries and learning hubs within the availability and access to city library and other
proximity of the school learning hubs
 QUALITY
THREATS Proposed Mitigation Measures
1. Uncooperative and unsupportive home learning • Reorientation of parents/guardians of their
partners. Minimal support and cooperation from responsibilities as home learning partners
parents, guardians and home learning partners of • Implementation of the Code of Parental
students with difficulty in numeracy and literacy. Responsibilities (CPR)
2. Economic and health condition of the learners. • Inclusion of learners to the school – based feeding
Students belong to families within and below the program to improve health status
poverty threshold which lead to poor health. • Provision of livelihood trainings for parents/
guardians
• Inclusion of learners in the operations of YECS
 DEVELOPMENT OF PROGRAMS, PROJECTS AND ACTIVITIES
BEDP 2030        
STRATEGY / SCHOOL PROPOSED PPAs DESCRIPTION OUTPUT OUTCOME
MATATAG AGENDA STRATEGIES

Strengthen Conduct of School School-based • Conduct of school- based Project proposals Improved teaching
competence of -based learning Demonstration demonstration teaching LAC minutes and strategies
teachers and and development Teaching per festival involving highly attendance Improved proficiency
instructional leaders training of Learning Areas proficient teachers as their Lesson exemplars level of learners on
on curriculum, teachers and pre – observation technical Attendance of teachers numeracy and literacy
instruction, and other instructional assistance for proficient Communication  
assessment / leaders and teachers. documents
Provide support in provide support to Continuous • Establish framework in Accomplishment reports
terms of innovative, division, regional Improvement conducting LAC sessions Monitoring and
responsive and and national- Projects per subject which are needs and research evaluation results
inclusive teaching initiated learning on identified – based Quarterly assessment
approaches and development competency gaps • Provide fiscal and material results
following the trainings. Remediation and resources to teachers and  
Philippine   intervention instructional leaders sent to
Professional   programs per DepEd – initiated activities  
Standard for subject area
Teachers (PPST)
  -In-Service Trainings • Design and implement
  of Teachers (INSET) professional meetings and
INSET that enhance teachers
-Professional skills and competence in
Meetings improving the numeracy and
literacy skills of learners.

 
PILLAR 4. RESILIENCY AND WELL
BEING
Context:
Maintain mental and
psychosocial well being of
learners.
 RESILIENCE AND WELL – BEING
STRENGTHS Proposed Measures to Sustain Strengths
1. Sufficient number of teaching and non – • Provide relevant and appropriate training to
teaching personnel. The school has two (2) school personnel to capacitate them in aiding
finance staff, medical and dental staff and 180 learners and their colleagues in maintaining
teaching staff who could give assistance to mental health and resilience.
maintain learners’ resilience and well being .

2. Conduct of regular home visitation. Teachers • Strengthen the partnership with the barangay
extend their services beyond their working hours through a memorandum of understanding
to visit learners who have shown mental health • Create and establish a framework to
issues. institutionalize regular home visitation
3. Conduct of school initiated activities that • Sustain activities to promote teachers and
promote mental health and sound well – being. learners well being
Conduct of laughter therapy sessions, sports and
arts festival, JS promenade, graduation ball and
other similar activities.
4. Availability of recreational and sports • Maintenance of the school facilities and sports
equipment. Learners are provided time to use equipment
school grounds and sports equipment.
 RESILIENCE AND WELL – BEING
WEAKNESSES Proposed Solutions for Addressing Weaknesses
1. No existing intervention program for learners who • Create sustainable intervention program to
have manifested mental health issues. School’s address the socio-emotional and well being of
intervention to this context is limited to home the learners.
visitation. • Establish an assistance and referral mechanism
2. Work loads of learners. Giving of so much • Lessen take home activities
homework during weekends which hinder them from • Develop inter – disciplinary assessments
spending quality time with their families and friends.
3. Untrained teachers and non – teaching personnel. • Capacitate school staff to improve their
Teachers and school personnel do not have proper and knowledge and skills in handling and assisting
appropriate trainings to handle learners showing learners who manifest mental health issues.
mental health concerns
4. Unreported cases of bullying in school. Cases of • Provide an avenue for learners where they can
physical and emotional bullying are sometimes not report cases of bullying in school and will
reported to the guidance office. guarantee confidentiality and adherence to data
privacy act.
5. Absence of support groups. Support group system • Establish and maintain an inclusive support
among learners and school personnel has not been group system
established.
 RESILIENCE AND WELL – BEING

OPPORTUNITIES Possible Strategies for Accessing OPPORTUNITIES

1. LGU and NGO initiated activities. Existence of • Provision of support to these activities by sending
LGU and NGO sponsored activities that promote learners to this competitions and contests
mental health and sound well being of learners like
Students Entrepreneur Cup, Children’s Month
celebration and other similar activities.

2. Theme parks and other recreational facilities. • Communication and coordination with concerned
The city and the barangay have a number of theme agencies to allow learners to have access to these
parks and creational facilities. recreational facilities and equipment

3. Presence of different religious and other non - • Strengthen partnership with these religious and
sectarian organization within the community. non – sectarian organizations
These organizations provide small group discussions
and lectures with learners that help them to cope
up with their personal concerns and issues
 RESILIENCE AND WELL – BEING

THREATS Proposed Mitigation Measures

1. Financial capability of the leaners’ family. Most • Establish assistance and referral system to
families do not have the financial capacity to avail of concerned government agencies.
the mental health services needed.
2. Uncooperative parents. Some parents do not • Strict implementation of the Code of Parental
coordinate with school personnel regarding issues of Responsibility (CPR) among parents and guardians
their children’s well being and mental health concerns.

3. Inappropriate printed and non – printed media • Regular orientation of parents and learners
contents. Social media and other reading materials through PTC and other school – parent activities
contain ideas suggesting suicide and other self – • Coordination with concerned government
damaging activities. agencies.
 DEVELOPMENT OF PROGRAMS, PROJECTS AND ACTIVITIES
BEDP 2030        
STRATEGY / SCHOOL STRATEGIES PROPOSED PPAs DESCRIPTION OUTPUT OUTCOME
MATATAG AGENDA
Nurture and Improve and sustain Project SAFE • Conduct of regular Project proposals Resilient learners
protecting learners’ learners’ mental and (Safe, Adaptive, earthquake and fire Communication Highly motivated learners
mental and psychosocial health Thriving, Efficient drills documents Socially – responsible learners
psychosocial and well being SDRRM System) Attendance records Decreased cases of bullying
health/ Budget matrix and
Project “Not • Conduct psychosocial program of activities
Alone” support activities for Accomplishment reports
learners and teachers. QuAME results
Train teachers in Implementation
providing psychosocial guidelines
support to learners.