SITUATIONAL ANALYSIS

PILLAR SUB INTERMEDIATE OUTCOME ISSUES AND CONCERNS/IMPROVEMENT AREAS INTERVENTION /PPAs

ACCESS
Partner with Local Civil Registrar (LCR) and PSA to
conduct “Barangay Birth Registration Caravan” or
Unregistered or Undocumented Children, Preference for school-based registration days, Home Visit and Child-
Sub-I01.1 Sub-Intermediate Outcome 1.1: All 5-year-old children attend school. KINDER INTAKE RATE Informal Childcare mapping

PARTICIPATION RATE (GROSS

ER AND NET ER) , Drop Out Child labor or seasonal work (e.g., farming, vending) may School-Based Feeding Program (SBFP), Provision of
RATE, Cohort Survival Rate, pull students out of class, Students from nearby but School Supplies and Uniforms, Track attendance and
Completion Rate, GRAD RATE, remote or mountainous sitios may have difficulty reaching immediately reach out to families of frequently
Sub-I01.2 Sub-Intermediate Outcome 1.2: All learners stay in school and finish key stages RETENTION RATE school due to lack of transportation. absent
Conductlearners, offering
scheduled supportor
remediation orAfter-Class
solutions.
Low Academic Confidence or Poor Performance, Learners Tutoring Sessions in subjects like Math, English, and
may be forced to work instead of pursuing further Science, School-Based Donation Drives (“Adopt-a-
Sub-I01.3 Sub-Intermediate Outcome 1.3: All learners transition to the next key stage TRANSITION RATE education. Learner” Program)

Many parents and youth are not aware of programs

Sub-Intermediate Outcome 1.4: All out-of-school children and youth participate in formal or like ALS or that basic education is a right and is
Sub-I01.4 non-formal basic education learning opportunities accessible even after dropping out. Community Mapping and Household Profiling

EQUITY

Coordinate with the Central School SPED Coordinator

General education teachers may not be equipped to to facilitate and assess those learners who are tagged
Sub-Intermediate Outcome 2.1: All school-age children and youth and adults in handle learners with disabilities, Parents and learners are as "learners with manifestations.", Barangay-Based
disadvantaged situations are participating in inclusive basic learning opportunities and SNED, ADM, Flexible Learning not informed that ADM exists as an option. Limited Access Orientation and Information Campaign, Utilization of
Sub-I02.1 receiving appropriate quality education. Options to Technology or Gadgets School ICT Equipment for Scheduled Use
QUALITY

Implement Early Literacy Screening (Kinder to Grade

3), Encourage local youth groups, alumni, or PTA to
Sub-Intermediate Outcome 3.1: Learners attain Stage 1 (K to Grade 3) learning standards Lack of Early Reading Intervention, Poor Home Literacy donate books or volunteer time to read to children on
of fundamental reading and numeracy skills to provide a basis for success in the remaining Environment, Weak Foundational Math Skills, Teaching weekends. Establish a Daily “Math Drills” Routine,
Sub-I03.1 learning stages; CRLA, RMA Approaches Not Aligned with Learner Needs Train Teachers on Differentiated Math Strategies

Implement Early Literacy Screening (Kinder to Grade

3), Encourage local youth groups, alumni, or PTA to
Sub-Intermediate Outcome 3.2: Learners attain Stage 2 (Grades 4–6) learning standards in Lack of Early Reading Intervention, Poor Home Literacy donate books or volunteer time to read to children on
required literacy and numeracy skills and apply 21st century skills to various real-life PHILIRI, NAT /GSA (MATH), Environment, Weak Foundational Math Skills, Teaching weekends. Establish a Daily “Math Drills” Routine,
Sub-I03.2 situations;
Sub-Intermediate
Sub-Intermediate Outcome 3.3:
Outcome 3.4: Learners
Learners attain
attainStage
Stage34(Grades
(Grades 7–10)
11–12) learning
learning standards
standards of LRP, RLIP,
PHILIRI, NATSARP
/GSA (MATH), LRP, Approaches Not Aligned with Learner Needs Train Teachers on Differentiated Math Strategies
Sub-I03.3 equipped
literacy with
and knowledge
numeracy skillsand
and21st century
apply skills developed
21st century in chosen
skills to various core,situations;
real-life applied, and RLIP, SARP
PHILIRI, NAT /GSA (MATH), LRP,
Sub-I03.4 specialized SHS tracks; and RLIP, SARP

Sub-Intermediate Outcome 3.5: Learners in the Alternative Learning System attain Low Awareness of ALS Program in the Community, Barangay-Based ALS Orientation Campaign, Regular
Sub-I03.5 certification as elementary, junior high school, and senior high school completers. Inconsistent Attendance of Learners Home Visitation and Learner Follow-Up
RESILLIENCY AND WELL BEING
Conduct a CPC reactivation meeting with updated
designation orders and reorientation of all members.
No regular meetings or implementation of child protection Coordinate with the Division Child Protection Focal
CPC FUNCTIONALITY, policies. Committee members are not equipped with Person, MSWDO, or PNP-WCPD for a training workshop
Sub-Intermediate Outcome 4.1: Learners are served by a Department that adheres to a LEARNER RIGHTS PROGRAM, proper training on handling child protection cases or on child abuse handling, psychosocial first aid, and
Sub-I04.1 rights-based education framework at all levels. STUDENT GOVERNANCE psychosocial first aid. confidentiality.
Roles and responsibilities of members are unclear or not Reorganize and Activate the School DRRM Team.
implemented. Lack of Emergency Supplies and Equipment Allocate a portion of the school MOOE or seek donor
partnerships during Brigada Eskwela for DRRM items.
Sub-Intermediate Outcome 4.2: Learners are safe and protected and can protect themselves
Sub-I04.2 from risks and impacts from natural and human-induced hazards. DRRM CONCERNS
 Inadequate Manpower or Volunteers. Lack of Trained Activate the PTA and Barangay Support. Enroll the
MHPSS Focal Persons. Insufficient Medical or Dental Visits. Focal Person in Online MHPSS Trainings. Strengthen
Partnerships with RHU, DOH, and LGU
Sub-Intermediate Outcome 4.3: Learners have the basic physical, mental, and emotional
Sub-I04.3 fortitude to cope with various challenges in life and to manage risks SBFP, MHPSS, OKD

GOVERNANCE

Poor Resource Mobilization. Minimal Stakeholder Develop a Resource Mobilization Plan. Include
Enabling Mechanism l: Education leaders and managers practice participative, ethical, and Participation in SIP Planning. No Feedback Loop to Stakeholders in SIP Workshops. Integrate SMEA
EM1 inclusive management processes. SBM, SIP , SMEA Improve Programs. Results into LAC Sessions and Planning.
Develop and Implement a School Recognition
Enabling Mechanism 2: Ensure human resources in all governance levels are sufficient, PRAISE, PERSONNEL, Lack of Structured Recognition Program. Lack of Relevant Framework. Conduct Annual Training Needs
EM2 resilient, competent, and continuously improving. TRAINING or Needs-Based Training. Assessment (TNA).

Orient Teachers, Staff, and Learners on Responsible

MANDATORY BILLS Use. Include Budget Projections in the School AIP.
Enabling Mechanism 3: Ideal learning environment and adequate learning resources for (WATER,ELECTRICITY, ETC) Sudden Increase in Utility Charges. Delayed Repair Due to Prioritize Repairs Based on Urgency and Safety.
EM3 learners ensured. REPAIR OF FACILITIES Limited or No Funds. Include Repair Needs in SIP/AIP and MOOE Planning.
Create simple, visual step-by-step guides (Standard
Operating Procedures) for each innovation or system
Innovations are introduced without proper guidelines, introduced (e.g., digital attendance, paperless report.
Enabling Mechanism 4: Improve and modernize internal systems and processes for a INNOVATIONS TO FAST TRACK leading to confusion or inconsistent implementation. Lack Integrate Research Awareness into LAC Sessions
EM4 responsive and efficient delivery of basic education services. PROCESSES, RESEARCH of Research Culture in the School. submission).
Establish Regular Communication Channels. Assign
Stakeholders Specific Roles in Programs. Recognize
Contributions Publicly. Draft Standard Memorandum
Low Stakeholder Participation in School Programs. Lack of of Agreement (MOA) Templates. Align Partnership
EM5 Enabling Mechanism 5: Strengthen active collaboration with key stakeholders. PARTNERSHIPS Formal Agreements or Partnerships. Proposals with SIP and School Priorities.

Inactive or Non-Functional School Governance Council Reorganize and Reactivate the SGC. Conduct
Enabling Mechanism 6: Enhance and strengthen public and private education (SGC). Weak Linkages with Private Institutions or Local Stakeholder Mapping and Needs Alignment. Initiate
EM6 complementarity. PARTNERSHIPS, SGC Industries. Courtesy Visits and Partnership Proposals
SCHEDULE OF WORK FOR THE APPRAISAL OF SCHOOL IMPROVEMENT PLAN
DISTRICT:

NUMBER OF SIPs for APPRAISAL:

DATE:

VENUE:

PILLAR SUB INTERMEDIATE OUTCOME

Chapter 1

Chapter 2.1
ACCESS
Sub-I01.1
Sub-I01.2
Sub-I01.3
Sub-I01.4
EQUITY
Sub-I02.1
QUALITY
Sub-I03.1
Sub-I03.2
Sub-I03.3
Sub-I03.4
Sub-I03.5
RESILLIENCY AND WELL BEING
Sub-I04.1
Sub-I04.2
Sub-I04.3
GOVERNANCE
EM1
EM2
EM3
EM4
EM5
EM6
PRAISAL OF SCHOOL IMPROVEMENT PLAN

SUB INTERMEDIATE OUTCOME

School Profile
Relevance to Local Development Plan
Historical Data

Sub-Intermediate Outcome 1.1: All 5-year-old children attend school.

Sub-Intermediate Outcome 1.2: All learners stay in school and finish key stages
Sub-Intermediate Outcome 1.3: learners transition
1.4: All out-of-school to the
children andnext keyparticipate
youth stage in formal or
non-formal basic education
Sub-Intermediate learning
Outcome 2.1: opportunities
All school-age children and youth and adults in
disadvantaged situations are participating in inclusive basic learning opportunities and
receiving appropriate
Sub-Intermediate quality
Outcome education.
3.1: Learners attain Stage 1 (K to Grade 3) learning standards
of fundamental reading
Sub-Intermediate and3.2:
Outcome numeracy
Learners skills to provide
attain Stage 2a(Grades
basis for success
4–6) in the
learning remaining
standards in
learning stages;
required literacy and numeracy skills and apply 21st century skills to various real-life
situations;
Sub-Intermediate Outcome 3.3:
Sub-Intermediate Outcome 3.4: Learners
Learners attain
attainStage
Stage34(Grades
(Grades 7–10)
11–12) learning
learning standards
standards of
equipped
literacy andwith knowledge
numeracy skillsand
and21st
applycentury skills developed
21st century in chosen
skills to various core,situations;
real-life applied, and
specialized SHS tracks;
Sub-Intermediate and 3.5: Learners in the Alternative Learning System attain
Outcome
certification as elementary, junior high school, and senior high school completers.
Sub-Intermediate Outcome 4.1: Learners are served by a Department that adheres to a
rights-based education
Sub-Intermediate framework
Outcome at all levels.
4.2: Learners are safe and protected and can protect themselves
from risks and impacts
Sub-Intermediate from4.3:
Outcome natural and human-induced
Learners hazards.mental, and emotional
have the basic physical,
fortitude to cope with various challenges in life and to manage risks
Enabling Mechanism l: Education leaders and managers practice participative, ethical, and
inclusive management
Enabling Mechanism 2:processes.
Ensure human resources in all governance levels are sufficient,
resilient, competent, and continuously improving.
Enabling Mechanism 3: Ideal learning environment and adequate learning resources for
learners ensured.
Enabling Mechanism 4: Improve and modernize internal systems and processes for a
responsive and efficient delivery of basic education services.
Enabling Mechanism 6: 5: Enhance
Strengthen
andactive collaboration
strengthen withprivate
public and key stakeholders.
education
complementarity.
Annalyn M. Loreto
Annalyn M. Loreto
Shiela L. Cambungga

Shiela L. Cambungga
Shiela L. Cambungga
Shiela L. Cambungga
Shiela L. Cambungga

Hilda A. Opena; Andy P. Cabodoc; Renato C. Pacpakin

Hilda A. Opena; Kristian Anhara L. Martesio; Felvic Balicoco;
Florlinda
Hilda G. Denopol;
A. Opena; Kristian Anhara L. Martesio; Felvic Balicoco;
Florlinda G. Denopol
Hilda A. Opena; Kristian Anhara L. Martesio; Felvic Balicoco;
Florlinda
Arlyn G. Denopol
B. Lim, Emmanuel Clarion, Hilda A. Opena; Kristian Anhara
L. Martesio
Noemi B. Canales

Margerie Asuque
Joel S. Jumalon
Gringo John F. Pelaez; District Nurses

Wilfredo A. Takasan; Marnely Jane A. Bernal; Joseph Corpuz

Wilfredo A. Takasan; Joel S. Jumalon
Wilfredo A. Takasan; Shiela L. Cambungga
Wilfredo A. Takasan; Marnely Jane A. Bernal; Joseph Corpuz
Wilfredo A. Takasan; Marnely Jane A. Bernal; Joseph Corpuz
Wilfredo A. Takasan; Marnely Jane A. Bernal; Joseph Corpuz