HINAPO ELEMENTARY SCHOOL

School ID: 122316

Hinapo, To. Oppus, Southern Leyte

ENHANCED SCHOOL
IMPROVEMENT PLAN
(ESIP)
School Years 2023-2028
TABLE OF CONTENTS

Title Page i
Table of Contents ii
Executive Summary iv

PART 1. Department of Education’s Vision, Mission, 1

and Core Values Statement
PART 2. SCHOOL’S CURRENT SITUATION

A. Introducing a school 5
B. School Performance on Access 7
C. School Performance on Quality 9
D. School concerns on Equity and Inclusion 15
E. School Concerns on Resilience and Well-being 15
F. School concerns on Governance 20
G. Other Unique Concerns

PART 3. Improvement Plan

A. Key Performance Indicators (targets) 25

B. Strategies/ school strategic directions
C. Key Interventions

PART 4. Financial Plan

A. Six Year Indicative Financial Plan
B. Year I Annual Improvement Plan 41
55
PART 5. School Monitoring and Evaluation and adjustment (SMEA)

A. M & E Strategies 71
B. M & E Activities 75

PART 6. Risk Management Plan 89

APPENDICES
STEERING COMMITTEES
REFERENCES
 EXECUTIVE SUMMARY

The Enhanced School Improvement Plan (e-SIP) for Hinapo Elementary

School sets out a comprehensive roadmap for the school’s development over a six-
year period, from SY: 2023 to 2028. The project and programs mentioned in this plan
is anchored on the BEDP 2030 of DepEd. This plan is also guided by the principles
of the One DepEd One QMS policy and the MATATAG agenda set forth by DepEd
Secretary Sara Duterte-Carpio.
Focusing on the four (4) pillars of Access, Equity, Quality, Resiliency and
Well- being, this plan aims to enhance the overall quality of education, prioritize the
holistic development of students, and foster a culture of excellence within the school
community.
Hinapo ES faces multiple challenges, including the devastating impact of
Typhoon Odette and a fire incident, resulting in the destruction of various facilities
and learning resources. Additionally, the incident further aggravated the situation of
limited textbooks, learning materials, desks and technological tools. Furthermore, the
school lacks essential facilities such as library, clinic, and laboratories, impeding
students’ learning experience and well-being. The learning loss experienced during
the pandemic further exacerbate the school’s difficulties.
Additionally, most of the Hinapo ES students come from economically
disadvantaged families, which makes it more difficult for them to obtain educational
resources, which might harm their overall academic performance and limit their
possibilities for higher education.
The school’s geographic location also presents a difficulty for the availability
of chances for teachers’ professional development. This can impede teachers’
capacity to advance professionally and subsequently affect student learning
outcomes.
To address the school’s urgent needs, the enhanced plan includes
comprehensive strategies to rebuild, increase access and equity, boost students’
resiliency and well-being, and improve the quality of education offered at Hinapo ES.
The key components of the enhanced school improvement plan are as follows:
Prioritize the reconstruction and rehabilitation of damaged facilities, ensuring
the provision of textbooks, chairs, learning materials, and technological tools to
create a conducive learning environment. The school can address the lack of a
library, clinic, and laboratories by developing plans for their establishment, allocating
resources, and engaging in collaborative partnerships with relevant stakeholders.
We promote inclusive education by providing equal opportunities for all
students, regardless of background or ability. The school need to develop inclusive
policies that support the enrollment and retention of disadvantaged children, abused
children, and children with special needs to ensure that all students have equal
opportunities to succeed academically, socially, and emotionally, fostering an
inclusive and supportive school community.
The school implement curriculum enhancements, focusing on learner-
centered approaches, integration of technology, and the use of innovative teaching
methods. To address learning loss, we introduced targeted interventions such as
Project A FReInd (Aid Frustration Readers to Independence) to enhance students
reading skills, comprehension and fluency. We also launched Project IN-ExcEL
(Integrate Numerical Exercise In Every Lesson) to improve students’ mathematical
abilities.
 Moreover, the plan aspires to establish a culture of resiliency that promotes
the well-being of learners while upholding their rights. This plan ensures that learners
have access to the necessary support systems, resources, and skills to cope with
challenges, develop resilience, and thrive academically, socially, and emotionally.
The plan also includes a detailed budget allocation to guide the school
governance and ensure the effective implementation of improvement initiatives. The
resource acquisition, capacity building, and support for student well-being programs.
In order to achieve our aspirations, the school also engage in strategic
partnerships with local government units, NGOs, alumni, other public institutions,
and private organizations to access additional funding, expertise, and resources.
Aligned with the MATATAG agenda, this Enhanced School Improvement Plan
aims to rebuild a safe and accessible learning environment while addressing
challenges of access, equity, quality, resiliency and well-being. Through strategic
infrastructure rehabilitation, resource provision, curriculum enhancements, and
comprehensive support programs, the plan aspires to uplift the educational
experience and outcomes for all students at Hinapo ES, providing them with the
necessary tools and opportunities to thrive academically and holistically.
PART 1
Department of Education Mission, Vision, and Core Values
Statement
P
To guide its endeavors, DepEd has established a comprehensive framework A
consisting of its Vision, Mission and Core Values. DepEd Secretary Sara Duterte
also launched the MATATAG agenda and the One Deped One QMS Policy. These R
guiding principles shape the ways in which Hinapo ES operates and contributes to T
the overall development of the education sector.

DepEd’s vision emphasizes the importance of providing quality education that

prepares students for a rapidly changing world. It guides schools in adopting
learner-centered approaches, embracing innovation, and fostering a global
perspective. Hinapo ES aligns its practices with this vision by striving to provide
excellent education that equips students with the necessary skills, knowledge,
and values for success.
 DepEd’s mission underscores its commitment to accessibility, fairness, and
inclusivity in education. Hinapo ES incorporates this mission into its operations by
promoting equal opportunities, catering to diverse learner needs, and creating an
inclusive learning environment. It prioritizes quality teaching and learning processes
that empower students to reach their full potential.

Hinapo ES can integrate DepEd’s core values into its practices by promoting
respect, empathy, environmental stewardship, and a sense of national identity
among students. By emphasizing these values, schools help shape well-rounded
individuals who contribute positively to society.

The school can align its strategies with the MATATAG agenda by ensuring
that the curriculum reflects real-world applications, promotes critical thinking,
problem- solving and creativity. Then, the school can collaborate with local
communities, government agencies and private stakeholders to secure resources
and create a conducive learning environment that enhances students’ educational
experience. Additionally, the school can create a positve and safe learning
environment that fosters respect, collaboration and active engagament among
students. Finally, by investing in teacher development, schools empower educators
to deliver effective and student- centered instruction, resulting in improved learning
outcomes.
 The One QMS policy establishes a systematic approach to quality assurance
and encourages schools to adopt a culture of accountability, transparency, and data-
driven decision-making. Hinapo ES can integrate the policy by implementing robust
quality management systems, conducting regular self-assessments, collecting and
analyzing data for evidence-based improvements, and fostering a culture of quality
among all stakeholders.
All these guiding principles and policy collectively influence the school’s ways
of doing things in various ways. They shape the school’s curriculum, pedagogy,
assessment practices, and overall school culture. Hinapo ES commits to align its
educational programs with the vision and mission of DepEd, ensuring the holistic
development of students and their preparation for the future and thus contribute to
the development of the education system and foster a more inclusive, supportive,
and effective learning environment.
PART 2
A. School’s Current Situation

Hinapo Elementary School, established in 1937, is a complete elementary P

barrio school located in barangay Hinapo in the municipality of Tomas Oppus, A
Southern Leyte. Nestled amidst a tranquil and picturesque environment, the school
is surrounded by lush greenery and natural landscapes. R
With a sprawling land area of 9,933.42 square meters, Hinapo Elementary T
School offers ample space for various educational activities. The school site was
donated by Nicolas Timkang, a resident of Hinapo. The expansive grounds provide
a safe and conducive learning environment for students, allowing them to explore 2
and engage with their surroundings.
The school is located in the following specific map location as shown in Figure
1.

 Shairmaine Source: Tomas Oppus - Map - Mapcarta

M. Capistrano
Figure 1. Location map of Hinapo Elementary School

The school buildings are thoughtfully constructed in a straight line, creating a

visually appealing and organized layout. At the forefront, proudly standing tall is the
flagpole. In front of the flagpole, there is a spacious and inviting grassy area that
serves as a central gathering place for outdoor events, allowing flexibility in its
usage. The school is situated in the western part of barangay Hinapo, near the
‘Guinhumban’ River, and is located approximately 6 kilometers away from the
national highway via Looc, Tomas Oppus. It takes about 25 minutes to reach the
school via
commute through habal-habal motorcycles.
The school is a resilient educational institution that has faced adversity and
continues to serve its student despite challenges. The school’s infrastructure
suffered from a devastating fire sometime in February 2022, leaving only three
classrooms in better conditions, one office space and one classroom in need of
major repair. However, the school has ingeniously adapted by utilizing alternative
spaces to ensure continued education for all its students.
 While waiting for the major repairs to be downloaded from the Central office,
the canteen, HE building and school stage have been temporarily transformed into
makeshift classrooms, ensuring that all students can continue their education
uninterrupted.
The school also face the unique challenge of having no feeder barangays.
This means that there are no nearby communities or residential areas from which
students can easily enroll. As a result, the school has experienced a sudden decline
in enrolment for school year 2022-2023.
Currently, the school has an enrolment of eighty-five (85) students from
kindergarten to grade six (6). The school personnel is composed of one (1) School
Head and seven (7) teachers.
Despite the enrolment decline, the school community remains resilient and
dedicated to its mission of providing quality education. The teachers, school
administration and remaining students work together to create a supportive and
inclusive atmosphere, fostering a sense of belonging and a strong educational
foundation for every student.
The school PTA has embarked on a long-standing project to completely
enclose the school premises with a concrete perimeter fence. This initiative aims to
enhance the safety, security, and aesthetics of the school while providing a defined
boundary that separates the educational environment from its surroundings.
At present, the front area of the school has already been enclosed with a
concrete perimeter fence. However, due to the road widening and concreting
projects in the vicinity, the front area is gradually becoming obscured. The
encroachment of the roadwork requires the school administration and the PTA to
reassess and adapt the project plan to accommodate the changes in the front area.
The PTA and SGC members are low-income farmers who rely heavily on
agriculture as their primary source of income. Their economic circumstances may
vary, but they face common challenges such as limited financial resources,
unpredictable harvests, and fluctuations in market prices. Despite their socio-
economic challenges, they actively participate in the school’s activities and work
tirelessly to improve the educational experience for their children and others in the
community.
Hinapo is a vibrant barangay characterized by a religiously diverse
population. Roman Catholics, members of the Philippine Independent Church
(Aglipay), and the United Church of Christ in the Philippines (UCCP) form the
majority, while other religious groups such as Born Again Christian, the Baptist
Church, and the Rizalian religious group contribute to the vibrant tapestry of faith
within the community. Despite their differences, the residents share a commitment to
a drug-free and crime-free environment, upholding shared values and promoting
social harmony. The religious diversity in Hinapo is celebrated as a testament to the
community’s acceptance, tolerance, and unity.
The school’s close-knit community plays a vital role in creating a warm and
supportive atmosphere. Parents, guardians, and local residents actively participate
in school events, forging strong bonds between the school and the wider community.
This collaboration enhances the educational experience and strengthens the overall
development of the students.
B. School Performance on Access
Enrolment Trends
The enrolment of Hinapo Elementary School by sex (male and female) for
the last 3 years including the baseline (SY: 2021-2022) is presented in Figure 2.

Figure 2. Hinapo ES Enrolment by sex

140 126
115 111 113
120

100

80 65
61 58 57
57 54 57 56
60

40

20

0
2018-19 2019-20 2020-21 2021-22

Male Female Total

Source: Learner Information System SY 2018-2019 to 2021-2022

From the preceding graph, it can be gleaned that the school’s overall
enrolment is decreasing. The highest decrease was between SY: 2018-19 and 2019-
20. Upon survey, it was found out that the decline was due to the responsible
approach to family planning which resulted in a decrease in the number of new births
within the community and consequently leading to the challenge of diminishing
student population. With no feeder barangays, the barrio relies on its own residents
for student enrollment. Moreover, the establishment of another school in the nearby
barangay of Libertad, Maasin has affected the enrolment figures further.
The reflected increase experienced in the school years 2020-21 and 2021-22
was due to the impact of COVID-19. As families working in rural areas were affected
by the pandemic, many have chosen to return to their home barrio for various
reasons, including economic challenges, safety concerns, and the desire to be closer
to their families and support systems.
In order to sustain the enrolment of the barrio school children and encourage
them to stay in-school, the school should continue to strengthen community
engagement, maintain and improve the school’s infrastructure and facilities, enhance
the quality of education and promote achievements and success stories through
social media, newsletters, community gatherings and school flyers.

Community Intake Rate (5-year olds in barangay)

Figure 3 presents the net intake rate of the 5-year old children from barangay
Hinapo enrolled in Hinapo Elementary School.
 Figure 3. Hinapo ES Net Intake Rate for the last 4 years
30
24
25

20

15 13
12 12

10
10
5

0
2018-19 2019-20 2020-21 2021-22

RBI (5-year old) Enrolled (5-year old)

Source: Barangay Survey and LIS SY: 2018-2019 to 2021-2022

Based on the graph above, we can see that the school has maintained a
consistent enrollment rate as shown with the number of enrolled students closely
matching the number of inhabitants listed in the barrio survey. This indicates that the
school has been successful in attracting and enrolling the majority of eligible
students from the community. However, there was a slight decline in the net intake
rate in the 2019-2020 academic year, with a further decrease in the 2020-2021. This
can be attributed to factors such as the availability of alternative educational options
or personal choices made by parents. In fact, in 2020-21, two (2) students opted to
study in a private school in Tomas Oppus. Nonetheless, the net intake rate
rebounded in the following year, with the number of enrolled students aligning with
the number of inhabitants listed in the barrio survey.

Simple Dropout Rate

The dropout rate of the school for the last four years is presented in 2.
graph Figure 4. Hinapo ES Dropout rate for the last 4 years

1
0.8
0.6
0.4
0.2
0
2018-19 2019-20 2020-21 2021-22

Source: Learner Information System SY 2018-2019 to 2021-2022

The graph shows that the school has sustained the zero drop-out rate for the
last four years. This was made possible through the different strategies employed by
the school such as: Implementing early intervention programs to identify and address
any potential factors that may lead to student dropouts; Fostering strong
relationships with parents and guardians through regular communication and
involvement; Ensuring that the curriculum is relevant, engaging and aligned with
students’ interests and aspirations; Adopting student-centered teaching approaches;
and Cultivating a supportive and inclusive school climate where all students feel
safe, respected and valued.

Transition Rates

Figure 5. Hinapo ES Transition Rates for the last 4 years

120
120 107.69
95.83
107.69 90
100
95.65 100
80 88.23

60

40

20

0
2018-19 2019-20 2020-21 2021-22

K to G1 G3 to G4

Source: Learner Information System SY 2018-2019 to 2021-2022

The graph shows that there was a fluctuating transition rates for students from
Kindergarten to Grade 1. There was an increase in the number of students moving
from Kinder to grade one in School years 2018-19 and 2020-21. However, SYs
2019- 2020 and 2021-22 show a considerable decline. The aforementioned pattern
is almost identical to the trend observed in the transition rates from Grade 3 to Grade
4. The highest increase occurred in 2018-19, and although it was stable in 2020-21,
there was a decline in 2019-20 and 2021-22.
Based on survey, one factor in the decline in the transition rates was parents
moving their younger children to the lowlands so the family could live with their older
siblings who were attending the local high school. Another reason is the family
relocation because of job prospects and other work opportunities.
While these circumstances may lead to a decline in transition rates, it is
important for the school to support and understand the choices made by families,
ensuring that students have a smooth transition to their new schools and continue
their educational journey effectively.

C. School Performance on Quality

i. Reading Proficiencies/Competence

The following graphs shows how the school has been contributing to the
Sustainable Development Goals (SDG) 4.0 which is focused on ensuring inclusive
and equitable quality education and promote lifelong opportunities for all.
I. Reading Proficiencies/Competencies
 The CRLA pretest and posttest results in MTB (Grades 1-3), Filipino (Grades
2-3) and English (Grade 3) for SY: 2021-2022 are presented in figures 6, 7 and 8
respectively.

Figure 6. CRLA Pre- and Posttest (MTB) for SY: 2021-22

24
25
18
20

13
15 11 11

10 6 6
5
5

0
Full Refresher Moderate Refresher Light Refresher Grade Ready

Pretest Posttest

Source: CRLA Assessment SY 2021-2022

It can be deduced from the graph that a significant portion among the 48
Grades 1-3 students advanced to higher levels of skill for Mother Tongue
(Sinugbuanong Binisaya) as seen by the drop from 18 to 6 students in the full
refresher category. There were 11 students in the moderate refresher category for
pre-test and 5 in post test which was relatively stable. However, the light refresher
saw a huge improvement, going from 5 to 11 students. The grade-ready category,
which increased significantly from 13 students on the pretest to 24 students on the
posttest, was most notable.
Figure 7. CRLA Pre- and Posttest (Filipino) for SY: 2021-22

17 15
18 14
16
14
12 8
10 8
5 5
8
6 4
4
2
0 Full Refresher Moderate Refresher Light Refresher Grade Ready

Pretest Posttest

Source: CRLA Assessment SY 2021-2022

From the graph, it is clear from the comparison of the Filipino pretest and
posttest results among 38 Grades 2-3 students, that the reading intervention had a
beneficial effect on student performance. The reduction from 17 to 4 students in the
full refresher category demonstrates a considerable improvement. With 8 students in
the pretest and 5 in the posttest, the moderate refresher category remained largely
unchanged. However, the light refresher category saw a significant improvement,
rising from 5 to 14 students. The grade-ready category, which went from 8 learners
on the pretest to 15 students on the posttest, saw the most gain.

Figure 8. CRLA Pre- and Posttest (English) for SY: 2021-22

13
14
12 10
9
10
8
5
6 4
3
4 2 2
2
0
Full Refresher Moderate Light Refresher Grade Ready
Refresher

Pretest Posttest

Source: CRLA Assessment SY 2021-2022

Graph 7 shows the results of the pre- and posttest in English among the 24
Grade 3 students. The findings show that there has been a remarkable
improvement, as the number of learners in the full refresher group dropped from 13
to 2. With 5 students on the pretest and 3 on the posttest, the moderate refresher
category show a modest decline. However, the light refresher category saw a
significant improvement, going from 2 to 10 pupils. Most notably, the grade-ready
category experienced a significant increase, rising from 4 students in the pretest to 9
students in the posttest.
Graphs 5, 6 and 7 show that the students’ distribution across performance
categories has changed, showing general improvements in MTB (Sinugbuanong
Binisaya), Filipino and English reading abilities. The decline in students needing full
refreshers implies that the given interventions were helpful in filling in their
knowledge gaps. Additionally, the rise in the proportion of students labeled as grade-
ready suggests that by the end of the school year, the majority of the students had
attained the targeted proficiency levels of MTB, Filipino and English reading abilities.
However, the remaining number of full refresher learners still need to be
addressed in the next school year. So, next school year, Project Gugma Pa Ta
(Ginikanan ug Magtutudlo sa Pagbasa Tambayayong) will be adopted. Under this
project, teachers will be capacitated in teaching reading using the research-based
two- track method in explicit teaching.

The Phil-IRI pretest and posttest results for SY: 2021-2022 in English (Grades
4-6) and Filipino (Grades 3-6) are presented in graphs 8 and 9 respectively.
 Figure 9. Phil-IRI Pre- and Posttest (English) SY: 2021-22
30 30
30
23
25
18
20
15
10 6

5 1 0 0
0
Frustration Instructional Independent Non-readers

Pre Post

Source: Phil-IRI Assessment SY 2021-2022

It can be seen from Figure 9 that among the 54 Grades 4-6 students, the
number of students at the frustration level decline from 30 to 18 while the
instructional level remained relatively stable with 23 students in the pretest and 30
students in the posttest. Further, the number of independent readers rise from 1
student in the pretest to 6 in the posttest.

Figure 10. Phil-IRI Pre- and Posttest (Filipino) SY: 2021-22

60 54

50 41
40 31
30
20 14
10
5
10 0 0
0
Frustration Instructional Independent Non-reader

Pre Post

Source: Phil-IRI Assessment SY 2021-2022

Based on the graph presented above, among the 78 Grades 3-6 students, the
number of students frustration level between the pretest to posttest decreased from
41 to 10, indicating substantial progress and improvement. The instructional reader
category show a significant increase rising from 31 students in the pretest to 54
students in the posttest. Moreover, the independent reader category experienced
notable growth, increasing from 5 students in the pretest to 14 students in the
posttest.
Although instructional and independent level have increased, a sizable portion
of students remain at the frustration level and require additional reading interventions
if the school is to completely eliminate the frustration readers for both English and
Filipino.
 It is in this light that the reading programs of the school were conceptualized:
Project A-FReInd (Aid Frustration Readers to Independence) and the adaption of
the Division Reading Program Literacy Diet – Reading for the WInS (World
Innovators in School). These reading programs were fully implemented for SY:
2022- 2023. The gains and gaps of the aforementioned school year will then be
measured after the post-test results.
Moving forward, it would be beneficial to research and analyze the specific
methods and instructional approaches employed during the intervention to determine
the best practices for future implementations. To guarantee continued improvement
in MTB (Sinugbuanong Binisaya), Filipino and English reading skills, it will be
essential to continuously monitor and evaluate student progress. Teachers can
improve student accomplishment and speed up their progress toward becoming
proficient MTB, Filipino and English readers by analyzing and changing instructional
techniques in response to the results.

Figure 11 displays the results of the Numeracy tests taken by 78 students in

Grades 3 through 6 for each quarter for SY: 2021-2022.

Figure 11. Numeracy Test Results for SY: 2021-22

39 39
40 37
34 33
35
29 28
30 27

25

20
13 12
15 11
10
10

0
Non-numerates Moderately Numerates Highly Numerates

Q1 Q2 Q3 Q4

Source: Numeracy Assessment SY 2021-2022

When results from the four quarters are compared, it is clear that students’
numeracy abilities have improved steadily. The percentage of students who struggled
with math consistently decreased, indicating successful interventions and instructional
approaches aimed at addressing their numeracy difficulties. Simultaneously, there was
a consistent increase in the number of students classified as moderately numerate and
highly numerate, suggesting improvements in their numeracy proficiency.
Project IN-ExcEL (Integrate Numerical Exercises in Every Lesson) helped
students improve and grow their numeracy skills over the course of four quarters. This
consists of many numerical activities that are included every day in math classes (such
as drills, games, board work, using manipulatives, and so on). The goal of these
exercises is to increase the students’ proficiency in doing mental calculations while
doing
addition, subtraction, multiplication, and division. Since there are still some non-
numerates at this level, the program must be continued in order to fully eliminate this
problem.

ii. Learning Standards/Performance

Since, Hinapo ES was not among the schools included in the NAT-3 or NAT-6
examinations, we will be presenting our average MPS for each subject for SY: 2021-
2022.

Figure 12. Average MPS per subject for SY: 2021-2022

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
MTB English Science Math Filipino Aral. TLE MAPEH ESP
Pan.
Series 1 85.73 84.98 85.18 84.53 85.23 85.75 85.79 85.76 87.41
Source: PROMEDS SY 2021-2022

The graph shows the performance level of students during the SY 2021-2022.
It can be gleaned that English and Math are below the standard of 85%. This is due to
several reasons such as the identified learning gaps of the learners from the distance
modular learning; limited resources due to insufficient funding and lack of
technological resources; and socioeconomic factors of the children which impacts
students’ motivation, concentration and ability to perform well in English and Math. In
addition, teachers also had a challenging time adjusting to the behaviors of learners
under the new normal. Therefore, teachers also need to receive specialized training
on incorporating effective ICT use, providing timely feedback, contextualization,
teaching approaches, and assessment methods, among other things.
The school has to revitalize and strengthen the school banner Project KAB-
UT (Kab-uton ang Umaabot nga Tinguha) in support of the remediation and
reinforcement program for reading and numeracy. This project aims to support the
different program through the purchase of television and other Information and
Communication Technology (ICT) resources to enhance teaching and learning
experiences. By integrating these resources into the educational environment, the
project aims to improve student engagement, facilitate effective instruction, and
promote the use of technology for educational purposes.
The accomplishment of SDG 4.0 is facilitated by all the efforts made and any
benefits derived from the aforementioned activities to promote quality in basic
education. To close the gaps and give basic education at an outstanding level,
however, there is still considerable work to be done. This also fits with the MATATAG
agenda set forth by the VP and DepEd Secretary Sarah Duterte.

D. SCHOOL CONCERNS ON EQUITY AND INCLUSION

The government must ensure that educational practices and policies are
based on equity and inclusion principles, with a strong emphasis on expanding
accessibility and equality. The Department of Education supports the Sustainable
Development Goals (SDG) agenda, which aspires to “leave no one behind”, with
SDG 4.0 highlighting the significance of education in confronting and breaking cycles
of inequality.
The school is cognizant of its role in supporting DepEd policies and programs
that aim to offer equitable learning opportunities, particularly for pupils from
impoverished backgrounds. While the school haven’t face significant challenges in
terms of underprivileged students, it actively welcomes and supports children with
disabilities, children in conflict with the law, and indigenous children.
In order to ensure smooth integration and maximize their learning potential,
the school employs several strategies aimed at accommodating their diverse needs.
 The school is ready to implement individualized Education Plans (IEPs) in
collaboration with parents, teachers, and relevant professionals. These plans outline
specific goals, accommodations, and interventions tailored to the unique needs of
each student;
 As the need arises, the school will capacitate the teacher concerned to
enhance awareness and understanding of diverse learning needs, cultural
sensitivity, and effective inclusive practices;
 The school will implement a flexible curriculum and differentiated
instruction. Teachers employ various teaching strategies, materials, and activities
that cater to different learning styles, abilities, and backgrounds.
Through a collaborative and empathetic approach, the school fosters an
inclusive environment where diversity is celebrated, enabling every child to reach
their full potential.

E. School Concerns on Resilience and Well-being

The SDG 3.0 focuses on ensuring healthy lives and promoting well-being for
all at all ages. The following discussions focuses on how the school has been
contributing to thus agenda.
Figures 13 and 14 presents the health and nutrition status of the Hinapo ES
students for SY: 2021-22 in terms of weight and height respectively.
 Figure 13. Health and Nutrition status for SY: 2021-22 in
terms of weight
98
100

80

60 48 50

40

20
4 4 6
1 0 2 2 2 2 1 0 1
0
Severely Wasted Wasted Normal Overweight Obese

Male Female Total

Source: School Nutritional Status Report 2022

Figure 14. Health and Nutrition status for SY: 2021-22 in

terms of height

83
90
80
70
60
44
50 39
40
24
30
15
20 9
10 2 1 3 0 0 0
0
Severely stunted Stunted Normal Tall

Male Female Total

Source: School Nutritional Status Report 2022

The data indicates that 2 children were severely wasted, suggesting a sever
level of undernutrition, 4 wasted indicates a moderate level of undernutrition while 6
overweight and 1 obese indicate an excess accumulation of body fat. In terms of
height, there are 24 students who are stunted, 15 of them are male and 9 are female
while there are 3 more who were classified as severely stunted.
The presence of severely wasted, wasted, overweight, obese, severely
stunted and stunted children indicate the need for targeted interventions to improve
their nutritional intake, promote healthy growth and prevent further health
complications.
The school and some alumni have signed a Memorandum of Agreement for
Project NEMS (Nutrition and Excellence through Meals and Supplies) which
intends to create specific feeding programs for the learners in addition to providing
them with school supplies, for the SY: 2022-2023. Additionally, starting SY: 2023-
2024, the Gulayan sa Paaralan will be strengthened and rejuvenated with the
addition of parent volunteers who will use certain vacant parcels of land on the
school grounds for vegetable gardens. Then, the barangay health workers and the
school nurse will collaborate to provide monthly weight checks and health
examinations. Collaborating with parents, community organizations, and healthcare
providers can contribute to improving the health and well-being of the children,
ensuring they have a strong foundation for learning and development.

Figure 15. Common Illness experienced for SY: 2021-22

9 9
9 8
8
7
6 5
5 4
4
3 2
2
1
0
Toothache fever cough colds allergy sore eyes

Toothache fever cough colds allergy sore eyes

Source: School Health Report 2022

The common illnesses experienced in school, including toothache, fever,

cough, colds, allergy, and sore eyes, can significantly impact the well-being and
academic performance of students. Due to the fact that the modular distance
learning was conducted with face-to-face classes only being added during the fourth
quarter, attendance at school and participation in classes were not adversely
affected, it nonetheless had an impact on the timely submission of the answered
modules.

Incidence of Bullying
There were no incidences of bullying recorded for SY: 2021-22. However,
recognizing the importance of proactive measures, we have set in place
comprehensive guidelines to respond effectively if any cases of bullying arise. These
guidelines aim to foster a culture of respect, empathy, and support among students
and ensure a safe learning environment for all.
 Annual orientation of students and parents on the Child Protection Policy
 Setting up of a clear reporting mechanism
 Appointing of responsive and supportive CPP committee members
 Setting up of clear investigative procedures, restorative measures and
support and counseling services
School Hazards
Figure 16. Hazard Map on Earthquake

The school understands the significance of being prepared for actual disasters,
particularly earthquakes. As part of our commitment to ensuring the safety and well-
being of our students, staff, and community, we have developed an earthquake
hazard map. By identifying vulnerable areas, establishing evacuation routes and
assembly points, enhancing emergency response planning, and empowering
students, we are better prepared to handle the potential impacts of earthquake.

Figure 17. Hazard Map on Fire

The importance of a hazard map in relation to fire cannot be overstated. It

aids in identifying high-risk areas, implementing preventive measures, facilitating
emergency response planning, promoting community awareness, and optimizing
resource allocation. By leveraging the information provided by a hazard map,
authorities can work towards reducing fire-related risks, protecting lives and property,
and fostering a safer and more resilient school community.

Vaccination
Vaccination against COVID-19 among students and teachers is of paramount
importance. By promoting and ensuring high vaccination rates, Hinapo ES can
prevent the spread of the dreaded COVID-19, protect vulnerable individuals,
contribute to
public health efforts, maintain academic continuity, and promote individual health
and well-being. Figure 18 presents the Students’ Vaccination status as of SY: 2021-
2022.

Fig. 18. Students' Vaccination Status

1st dose
11
unvaccinated 10%
55 2nd dose
49% 43
booster 38%
4
3%

1st dose 2nd dose booster unvaccinated

Source: School Health Report 2022

The above data provided reveal that the school population has satisfied the
requirement for face-to-face classes having 51% percent of its population being
vaccinated against COVID 19. These numbers are rising as a result of the combined
efforts of the Rural Health Unit, Health and Nutrition Section, and school
administration, which have all launched campaigns to encourage parents to have
their children immunized. On the school personnels’ end, 100% of its workforce has
been fully vaccinated. This data can guide decision-making and help shape
strategies to enhance vaccination rates, ensure completion of recommended does.

Climate Change (Red and Orange Heat Index/Rainfall warning)

Figure 19. Ready-kid School

 Hinapo ES is a ready-kid school, where the mentality of being “always alert
and prepared” is instilled in every student. At ready-kid school, we prioritize the
safety and well-being of our students while ensuring that learning never stops, even
in challenging weather conditions or extreme heat. Our school operates with a
combination of modular distance learning and shortened face-to-face classes,
allowing for seamless education despite disruptions caused by read and orange
rainfall warnings or high heat indexes. Our commitment to a ready-kid mentality
ensures that our students are always alert, prepared, and engaged in their
educational pursuits, empowering them to thrive in any situation.

SBM-Wins

The school is committed to achieving the 3 star SBM-WINS. Our dedication to

promoting a clean and healthy environment is evident in the range of facilities and
initiatives we have implemented.
 Provision of handwashing facilities in every classroom and outside the
classroom with running water and handwashing soap.
 Installation of digital alcohol sanitizers at the entrance of every classroom.
 Provision of sanitary napkins in the toilets for Grades 4-6 girls
 Proper waste management practices
 Culmination of Toilet Day and Handwashing Day
 Provision of toothbrushes and toothpaste

F. School Concerns on Governance

Human Resources
The data on the Hinapo ES teaching personnel, Highest educational
attainment and Learning and Development Needs are presented on Table 1.

Table 1. Teaching Personnel (Number and L & D Needs)

Learning and Development Needs
Content & Pedagogy
No. of personnel

Classroom Management

Conducting Research
Teaching Strategies
Outstanding

Conflict and Risk

IPCRF/OPCRF

Management

management

Psychosocial
Mental Health
Leadership

.Position Highest EQ
and
and
rating

Teacher I 3 2 Bachelor’s Degree 3 2 1 3 3 3

1 CAR (MAED)
Teacher III 4 1 Bachelor’s Degree 4 2 2 4 4 4
1 9 units MAED
2 CAR (MAED)
Principal-1 1 18 units EdD 1 1 1
Total 8 8 1 4 3 7 7 7
 The teachers’ data show that of the 7 teachers, 3 teachers has Completed
Academic Requirements for MAED, 1 with Master’s degree units and 3 hold a
Bachelor’s degree. The principal is currently pursuing an EdD and has completed 18
units.
Based on the L & D need assessment, the data highlights the fact that all
Hinapo ES teaching staff express a need for training in conflict and risk
management. Seven (7) teachers identify a need for trainings in teaching strategies,
research skills and mental health and psychosocial support. Four (4) teachers
express a need for training in content and pedagogy while three (3) identify a need
for training in classroom management. By recognizing these needs and providing
targeted training and support, the school can promote continuous growth and
improvement among teachers. This, in turn, benefit the overall quality of education
and the well-being of students.

Research Conducted by Teaching Personnel

Teacher’s Attitude towards distance learning, workload and burnout and their
coping mechanisms during Pandemic
by RL Pobadora and J.V. Sabalones (from Tomas Oppus CS)
OrthoBitz Spelling Program: A home-learning intervention
to improve the spelling skills
By: RL Pobadora
School Resources

LEARNING RESOURCES
The available learning resources and the learner-textbook ratio are presented
in Figures 20 and 21.

Fig. 20. Available textbooks for SY: 2021-2022

30
25
20
15
10
5
0
Grade 1 Grade 2 Grade 3 Grades 4-6
Eng. 0 10 19 0
Math 6 12 20 0
Sci. 0 0 19 0
Fil. 6 9 20 0
AP 7 13 12 0
ESP 10 14 14 0
MAPEH 4 20 25 0
MTB-MLE 3 10 19 0

Source: PROMEDS 2022

 Fig. 21. Textbooks-learner ratio for SY: 2021-2022
3.5

2.5

1.5

0.5

0
Grade 1 Grade 2 Grade 3

Eng. Math Sci. Fil. AP ESP MAPEH MTB-MLE

Source: PROMEDS 2022

Effective teaching and learning in schools are greatly facilitated by the

availability of textbooks. However, data show that all books in Grade 1 have a 1:2 or
1:3 ratio, with the exception of ESP, which has a 1:1 ratio. In Grade 2, all subjects
have a 1:1 ratio with the exception of English, Filipino, and Math, which have a 1:2
ratio. In Grade 3, all of the subjects have a 1:2 ratio, with the exception of MAPEH,
which has a 1:1 ratio. Because there isn't a 1:1 ratio in many disciplines, students
must share textbooks or rely on classroom supplies to get the information they need.
Unfortunately, the fire incident in February 2022 has resulted in the
unavailability of textbooks for Grades 4-6. To address this situation, the school relied
on photocopies as well as modules and activity sheets to supplement the absence of
textbooks. It becomes crucial for teachers to adapt their teaching methods and utilize
available resources effectively to provide quality education despite the unfortunate
circumstances.

LEARNER RATIO TO SCHOOL FACILITIES

Table 2. Learner Ratio to Classroom, computer, Chairs and CR, SY 2021-2022
TOTAL NUMBER OF Number of Facilities and
RATIO
STUDENTS Materials
113 Instructional Classrooms – 3 37:1
113 Computer/laptop - 1 113:1
47 Desks - 16 3:1
12 Table and Chairs – 6 2:1
54 Armchairs - 2 27:1
113 Comfort rooms - 8 14:1
 The learner ratio to school facilities provides insights into the availability and
adequacy of key resources for students. The ratio of 37:1 (37 learners per
classroom) learner-classroom indicates a significant overcrowding issue. The fire
incident has severely impacted the number of available instructional classrooms.
Then, given that the computer lab was damaged by the fire, the ratio of 113:1 (113
students per computer) shows limited access to computer resources.
The ratios of 3:1 (3 learners per desk), 2:1 (2 learners per table and chair)
and 14:1 (learners per comfort room) indicate a relatively favorable situation in terms
of desks, comfort room, table and chair availability. Yet, the 27:1 ratio (27 learners
per armchair) suggests a scarcity of armchairs, which were also affected by the fire
incident.
The analysis highlights the challenges the school encountered in allocating
sufficient resources in the wake of the fire catastrophe. To ensure a supportive and
inclusive learning environment for kids, the school must investigate innovative ideas,
look for outside assistance, and prioritize resource allocation. Furthermore, it
becomes essential to manage and preserve the amenities that are available, such as
desks, tables, chairs, and comfort rooms, in order to support students'
wellbeing and guarantee a great learning experience
despite the difficult circumstances. Understanding the
urgency of the situation, at the start of SY: 2022-2023, Hinapo ES communicated
with Hugpa ES after learning they had surplus armchairs. Through the collaborative
efforts, Hugpa ES generously agreed to lend armchairs to accommodate the needs
of Grade 5 and 6. The school also appealed to parents to provide tables and chairs
to their children. While the provision of chairs by the parents may serve as temporary
solutions, it is imperative for the school and its stakeholders to devise sustainable
plans for infrastructure restoration, ensuring a conducive
learning environment that supports the students’ growth and development.

Funding Sources

Figure 22. Sources of School Funding, CY: 2022

₱5,000.00
₱8,000.00 ₱50,000.00

₱55,000.00
₱224,556.00

₱14,000.00 ₱80,000.00

School MOOE GAAO SEF PTA Donations Barangay SK BE-LCP (LGU)

 For Calendar Year 2022, Hinapo ES has received a total of 436,556 php in
cash and goods. A significant portion of the School MOOE was allocated for utilities,
supplies and maintenance while a notable portion was dedicated to refurbishing the
school stage and a burned-down classroom to accommodate the incoming Grades 4
and 5 students for SY: 2022-2023. The BE-LCP funds were used for the installation
of wirings for electricity while the GAAO funds were allocated to purchase materials
to combat COVID-19 for face-to-face classes. The PTA funds was utilized to
purchase a sound system. The donations, Barangay SK and SEF were all in the
form of goods for school feeding, school supplies and paint materials.
This mixt of funds reflects the collaborative efforts of various stakeholders in
ensuring the school’s financial stability and underscores the importance of education
in the community. All these are made possible through prudent and transparent
financial management and community support.
PART 3
Improvement Plan/School Strategic Plan
3.A Key Performance Indicators (targets)
3.A.1. Intermediate Outcome (IO) 1 - ACCESS
All school-aged children, out-of-school youths, and adults accessed relevant learning opportunities
This pillar highlights the key performance indicators (KPIs) on access including targets from 2023 to 2028. Access indicators
are expanded to cover school-age children, learners in school, out-of-school children (OSCs), and out-of-school youths (OSYs).
Most KPIs are currently verifiable in the Enhanced Basic Education Information System (EBEIS), except indicators pertaining to
incidences of OSC and OSY. Targets pertaining to OSCs and OSYs will be set when mechanisms for determining baseline
information are established and operational.
Baseline Six-Year Physical Target Strategies/
KPIs School Strategic Key Interventions
2022 2023 2024 2025 2026 2027 2028
Directions
Percentage of school-age children in school-Net Enrolment Rate (NER)
 Institutionalize Blended Learning Delivery
Modality
 Adopt a Child Program
 Sustain School Feeding Program
 Dropout Reduction program
All school-aged  Child-Friendly School Program
 Homeroom Guidance Program
Net Enrollment 99.04 99.20 99.36 99.52 99.68 99.84 100 children should be  Sustain Tabo sa Kinaadman
Rate (Gr. 1-6)
in school  Institutionalize Rewards and Incentives
Program
 Strengthen community involvement
 Provision of library and science laboratories
 Implement MHPSS
 Establishment of the ideal classroom-
student ratio
  Strengthen remediation program for
struggling learners
Incidence of OOSC
 Strengthen Early Registration
Activity/Advocacy Campaign,
 Adherence to DepEd Order on No
ELEMENTARY All Out-of-school
0 TBD TBD TBD TBD TBD TBD Collection Policy,
Out-of-school children should be
 Oplan Balik Eskwela, special inclusion
rate in school
programs
 Strong linkage with barangay and the ALS
implementers
I.O 1.1 All 5-year-old children attend school
 Strengthen Early Registration
Activity/Advocacy Campaign
 Adherence to DepEd Order on No
Improve access to Collection Policy
Net Intake Rate
100 % 100 % 100 % 100 % 100 % 100 % 100 % universal
 Oplan Balik Eskwela,
(Kindergarten) kindergarten
 Project BEST
education
 Project REACH
 Child-Friendly School Policy
 Adopt-a-school Program
IO 1.2 All learners stay in school and finish key stages
Dropout rate 0 0 0 0 0 0 0.00 Sustain zero drop-out  Strengthen Early Registration
rate Activity/Advocacy Campaign
Retention Rate 99.87 99.89 99.91 99.93 99.95 99.97 100  Adherence to DepEd Order on No
Collection Policy
Cohort-survival Improve capacity to  Oplan Balik Eskwela,
rate retain learners in  Project BEST
97.06 97.55 98.04 98.53 99.02 99.51 100
school  Project REACH
 Child-Friendly School Policy
 Adopt-a-child Program
IO 1.3 All learners transition to the next key stage
Transition rate  Institutionalize Blended Learning Delivery
All learners will
(Kinder to Grade 90 % 91.67 93.34 95.01 96.68 98.35 100 Modality
1 transition to the next
 key stage by  Adopt a Child Program
SY 2028-  Dropout Reduction Program
2029  Child-Friendly School Program
 School Based Feeding Program
 Institutionalize Rewards and Incentives
Program
Transition rate
(Grade 3 to 88.23 90.19 92.15 94.11 96.07 98.03 100  Strengthen curriculum link between key
Grade 4) stages
 Teachers trained on identifying learning
gaps and remediation strategies
 Improved counseling services in school
 Establish coordination mechanisms
between schools and among community
members
I.O. 1.4 All OSC & Youth participate in and complete formal or non-formal basic education learning opportunities
All OSC will  Establish coordination mechanisms
Participation
TBE TBD TBD TBD TBD TBD TBD participate and between the school and the ALS
rate of OSC
complete education implementers

3.A.2. Intermediate Outcomes 2 – EQUITY

Disadvantaged school-age children and youth, and adults benefited from appropriate equity initiatives
This pillar contains the KPIs that will be used to measure the involvement and performance of learners or groups in
situations of disadvantage. To date, no target on Equity is committed pending the completion of baseline information on learners in
situations of disadvantage and the development of systems that will “tag” learners in situation of disadvantage.
This pillar also supports SDG 4.0 which is to ensure inclusive and equitable quality education and promote lifelong learning
opportunities for all. Additionally, this supports SDG 5.0 Gender Equality and SDG 10.0 Reduced Inequalities through Social
Inclusion. Furthermore, this is in line with VP and Secretary’s MATATAG agenda on taking good care of learners by promoting
learner well- being and inclusive education.

Six-Year Physical Target Strategies/school

KPIs Baseline Key Interventions
2023 2024 2025 2026 2027 2028 Strategic Directions
 IO 2.1 All school-age children and youth and adults in situations of disadvantage are participating in basic
learning opportunities and receiving appropriate quality education
Improve program  Child-Find Policy (DO 23, s. 2022)
ELEMENTARY % TBE TBD TBD TBD TBD TBD TBD management and service  Adopt a Child Program
disparity in delivery  MHPSS for the abused
transition rate  CB for teachers handling children with
ELEMENTARY Provide and inclusive, special needs
Gender Parity 1.03 1.0 1.0 1.0 1.0 1.0 1.0 effective, culturally  CSE
Index Completion responsive, gender-  Coordination with LGU and barangay
Functional Literacy TBE TBD TBD TBD TBD TBD TBD sensitive, and safe officials on data gathering and
learning environment to analysis
Numeracy TBE TBD TBD TBD TBD TBD TBD
respond to the situations  Establishment of mechanism for the
of disadvantage enrolment of pre-identified children
with special needs between and
among ECCD, DSWD and the school
 Establishment of M & E on inclusive
education
 Implementation of policy standards for
safe and accessible learning
21st century skills TBE TBD TBD TBD TBD TBD TBD
environment for learners with different
learning needs
 Coordination with ALS and BLGU for
the establishment of Barangay CLC
 Implementation of the standards,
processes, and protocols for the
contextualization of the curriculum and
learning delivery for inclusive
education
3.A.3. Intermediate outcomes 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

This pillar is supportive of the SDG 4.0 which is to ensure inclusive and equitable quality education and promote lifelong
learning opportunities for all and of the MATATAG agenda on making the curriculum relevant to produce job-ready, active and
responsible citizens in their immediate communities in the future.
 The overall target on quality is set at “learners attaining nearly proficient level or better”. The School Assessment Results are
used as the baseline to verify learners’ attainment.
Six-Year Physical Target Strategies/ School
KPIs Baseline Key Interventions
2023 2024 2025 2026 2027 2028 Strategic Directions
Percentage of learners in a cohort who completed Grade 6
All Key Stage 1 and 2  Reading Programs
learners will complete  Project A-FreInd,
elementary basic  Project Gugma Pa Ta
education having attained  Literacy Diet
all learning standards  Numeracy Program
equipped with the  Project IN-ExcEL
necessary skills and  Feeding Program
attributes to proceed to  Project NEMS
Completion high school  SBFP
88.89 90.24 91.59 92.94 94.29 95.64 97
rate  Intensify SARDO monitoring
 Strengthen instructional supervision
 Maintain/Improve conducive classroom
and school environment
 Implement School Tracking System
(STS)
 Monitor regularly learners’ attendance
 Home visitation
 Learning agreement
IO 3.1 Learners attained Stage 1 learning standards of fundamental reading and numeracy skills
Reading  Reading Programs
proficiency  Project A-FreInd,
in English All learners in Key Stage  Project Gugma Pa Ta
37.50 44.58 51.66 58.74 65.82 72.9 80 1 will attain 80% or nearly  Literacy Diet
proficient level or better  Numeracy Program
in Reading and Listening
 Project IN-ExcEL
Comprehension and
Reading  Feeding Program
Numeracy
Proficiency 39.47 46.23 52.99 59.75 66.51 73.27 80  Project NEMS
in Filipino  SBFP
 Reading  Strengthen instructional supervision
Proficiency 51.06 55.08 60.7 65.52 70.34 75.16 80  Capacity building for teachers
in MTB  Mentor-mentee coaching & mentoring
Proficiency 54.17 58.48 62.79 67.10 71.41 75.72 80  Quarterly assessment
in  Portfolio assessment
Numeracy
IO 3.2 Learners attain Stage 2 (Grades 6) learning standards of literacy and numeracy skills and apply 21st century skills
Percentage  Reading Programs
of stage 2  Project A-FreInd,
learners with  Project Gugma Pa Ta
at least  Literacy Diet
minimum  Numeracy Program
level of  Project IN-ExcEL
proficiency All Grade-6 learners will  Feeding Program
in: attain learning standards  Project NEMS
English 84.09 84.24 84.39 84.54 84.69 84.84 85 equipped with  SBFP
knowledge and 21st  Literacy Improvement Programs
Filipino 84.40 84.5 84.6 84.7 84.7 84.9 85
century competencies  Project WRITES
Science 80.18 80.98 81.78 82.58 83.38 84.18 85 developed by SY 2028-
 Project SPEAKS
2029
Aral Pan 84.97 84.97 84.98 84.98 84.99 84.99 85  Strengthen instructional supervision
 Capacity building for teachers
 Mentor-mentee coaching & mentoring
Math 82.65 83.04 83.43 83.82 84.21 84.6 85  Quarterly assessment
 Portfolio assessment
IO 3.5 Learners in the Alternative Learning System Attain certification as Elementary completers
A&E All A & E takers pass the A  Strengthen coordination with the District
Passing TBE TBD TBD TBD TBD TBD TBD ALS coordinator and mobile teachers
Rate & E test

3.A.4. Intermediate Outcomes 4 – Resiliency and Well-Being

Learners are resilient and know their rights, and have the life skills to protect themselves, claim their education rights
from DepEd and other duty-bearers to promote learners’ well-being
 This pillar highlights the DepEd’s commitments to advance the rights and well-being of learners. Currently, the mechanisms
for verifying the Key Performance Indicators for this pillar will need to be established and set up. The pillar targets that all learners
can adapt well, recover and thrive in difficult situations, especially during disasters and emergencies. They must be able to adjust
when confronted with hazards. As they thrive in adverse contexts, they are able to function well as citizens of the community.

Base Six-Year Physical Target Strategies/School

KPIs Key Interventions
line 2023 2024 2025 2026 2027 2028 Strategic Directions

All learners affected  Implementation of CPC

Percentage of and displaced by  Advocacy on rights-based education
affected and  CB on rights-based education and Child
TBE 90 95 100 100 100 100 natural and man-
displaced Protection Policy
learners made disasters are  Feedback and accountability
retained retained by SY 2028- mechanisms established
2029  Strengthen MPHSS interventions
 Implementation of CPC
 advocacy on rights-based education
Percentage of All learners who  CB on rights-based education and Child
learners who experienced all kinds of Protection Policy
reported TBE TBD TBD TBD TBD TBD TBD abuse will report to the  Strengthen Guidance and
violence CPC by SY 2028-2029 Counseling program in school
committed  Proper reporting, recording, and
against them investigation mechanisms are
established
 Establishment of referral protocol for
the handing and management of CPC affairs
% of learners
who are happy  Implementation of CPC
and satisfied  advocacy on rights-based education
100 % of learners in the
with their basic  CB on rights-based education and Child
school are happy and
education TBD 100 100 100 100 100 100 Protection Policy
satisfied with their basic
experience in  Production of student handbook
education experience
relation to the  Childrens’ Rights are prominently
by SY 2028-2029
enjoyment of displayed in the classroom and at
their specific the Makabayan Park
rights in school
and learning
centers
Percentage of  Implementation of CPC
learners who  advocacy on rights-based education
98% of learners knew
know their  CB on rights-based education and Child
TBD 100 100 100 100 100 100 their rights TO and IN
rights TO and Protection Policy
education by SY
IN education,  Production of student handbook
2028- 2029
and how to  Orientation on student’s rights,
claim responsibilities and privileges
them positively
Percentage of
school’s 98% of indicators of
 Implementation of CPC
manifestation on RBE are manifested in
TBD 85 90 95 96 97 98  advocacy on rights-based education
the indicators of the school’s learning
 CB on rights-based education and
RBE in the environment by SY
Child Protection Policy
learning 2028-2029
environment
Learners 100% of learners are  Implementation of CPC
satisfaction 90 90 95 100 100 100 100 satisfied based on  advocacy on rights-based education
rating on rights- rights-based education  CB on rights-based education and Child
based education by SY 2028-2029 Protection Policy
IO 4.1 Learners are served by a Department that adheres to a rights-based education framework in Kindergarten to Grade-6
Percentage of  Ratify, institutionalization and annual
personnel who updating of the School Students’
know the rights Handbook
Integrate children’s
of children and  Conduct of CB for Child Protection
rights and learner’s
learners in Committee members
rights in the design of
relation to RBE, TBE 100 100 100 100 100 100  Establishment of referral protocol for the
all DepEd policies,
and are able to handing and management of CPC affairs
plans, programs,
infuse then in  Establishment of the Office of Students
projects, processes,
their teaching Affairs of the SSG
and systems
and non-  Strengthened GAD Program
teaching duties
IO 4.2 Learners are safe and protected, and can protect themselves from risks and impacts from natural and human-induced hazards
Percentage of 100% of learners are  Institutionalize unscheduled monthly
learners equipped with capacities earthquake drill
equipped with 75 79.17 83.34 87.51 91.68 95.85 100 on what to do before,  Sustain quarterly earthquake drill
capacities on during, and after a  Conduct Basic Life Support and DRRM
what to do workshop
before, during disaster/ emergency by  integration of DRR in teaching-learning
and after a SY 2028-2029 activities
disaster/  CB for teachers on DRRM
emergency
Percentage of 100% of learners feel  Strengthen Child-friendly school system
learners in a that they are in a safe  Strengthen CPP implementation
100 100 100 100 100 100 100
safe school school  Safe facilities and school environment is
ensured
Percentage of  CB for teachers and learners on MHPSS
learners  ESD, DRRM, CCAM and Peacebuilding
and personnel 100% of learners feel competencies in the K to 12 curriculum
protected from that they are protected integrated
death, injury from death, injury and  Provision of safety and emergency
75 79.17 83.34 87.51 91.68 95.85 100
and harm harm brought by natural supplies and equipment
brought by and human-induced  Early warning systems (EWS) in the
natural and hazards school established
human-induced  Strengthen campaign for BSP/GSP and
hazards Red cross membership and registration
Ensure learning  Mobilization of internal and external
continuity in the partners for response, rehabilitation and
aftermath of a recovery
disaster or  IEC Materials are developed and
emergency Programs, support disseminated
services, interventions  Development/adoption of BE-LCP
1 1 1 1 1 1 1 and mechanisms are  Strengthen MPHSS interventions
strengthened to  Repair and construction of infrastructure
ensure learning  Replacement of non-infrastructure
continuity damages
 Prompt reporting to relevant agencies
 Feedback and accountability
mechanisms established
IO 4.3 Learners have the basic physical, mental and emotional fortitude to cope with various challenges in life and to manage risks
Percentage of  Institutionalization of the local Health and
learners with 100% of learners have Wellness Program for students and
normal normal nutritional status Teachers
89.09 90.59 92.49 94.39 96.29 98.19 100
nutritional status by SY 2028-2029  Comprehensive School Feeding Program
 Implementation of the SNHS Red Cross
Youth Council programs and activities
  SBM WinS
Percentage of  Intensified Advocacy and vaccination
vaccinated 100% of learners are campaign on COVID 19 and Booster
learners fully vaccinated by SY doses
(COVID) 86.54 88.84 91.14 93.44 95.74 98.04 100 2028-2029  Regular scheduling of school based
vaccination programs
 Integration of vaccination campaign on
MAPEH-Health Lessons

3.A.5. Enabling Mechanisms – Governance

Efficient, nimble, and resilient governance and management processes

To ensure more inclusive and complete enabling mechanisms, DepEd expanded the criteria for measuring success of
governance and management strategies. Under this pillar, there are six (6) mechanisms which includes: (i) participative and
inclusive management processes, (ii) strategic human resource management, (iii) investments in basic education, (iv) internal
systems and processes, (v) stakeholders’ participation, and (vi) public and private education complementarity. Further, this pillar
supports SDG
6.0 on water and sanitation facilities. Additionally, the MATATAG agenda on giving support to teachers to teacher better is also
championed here. The agenda is also taking steps to accelerate the delivery of basic education services and provision of facilities.

Six-Year Physical Target

KPIs Baseline Strategies/School Strategic Directions
2023 2024 2025 2026 2027 2028
EM 1: Education leaders and managers practice participative and inclusive management process
Establishment of SGC,
functional teachers’ 1 1 1 1 1 1 1 By 2027-28, the school has
organization and other clubs in established a fully functional SGC
the school
2 2 2 3 3 3 3 By 2027-28, the school must have achieved
SBM Level of practice
Level 3 in SBM level of practice
2 2 3 4 5 6 7 By 2027-28, all school personnel are
Number of teachers promoted
promoted
EM 2: Strategic human resource management enhanced for continuing professional development and opportunities
Number of teachers with
All school personnel must have outstanding
Outstanding Performance 0 1 2 3 4 5 7
performance rating by 2027-28
Rating
OPCRF rating 4.50 4.51 4.52 4.54 4.56 4.57 4.59 Increase OPCRF rating of School head
School has established an annual
Reward and recognition 0 1 1 1 1 1 1 recognition program for outstanding
personnel
Increase the conduct of SLAC/L and D to 2
Conduct of LAC/INSETs/ per month
0 1 2 2 2 2 2
Conferences/ L and D
Increase the number of INSET to 2 per year
Number of action or basic By 2027-2028, all school personnel must
researches and innovations have written a research article or an
1 2 3 5 7 8 8
conducted, implemented and innovation
disseminated
EM 3: Ideal Learning environment and adequate learning resources for learners ensured
Number of catch-up lessons/
SLMs (unexpected class Reproduced 1:1 ratio of SLMs/LAS to all K-
1:2 1:1 1:1 1:1 1:1 1:1 1:1
interruptions due to rainfall 6 learners in all subject areas
warnings and heat index)
Classroom-teacher ratio 1:1 1:1 1:1 1:1 1:1 1:1 1:1 By 2027-2028, the classroom-teacher ratio
is 1:1
Armchair-student ratio By 2027-2028, the armchair-student ratio is
1:27 1:10 1:5 1:1 1:1 1:1 1:1
1:1
Textbook-student ratio By 2027-2028, the textbook-student ratio is
1:8 1:6 1:5 1:2 1:2 1:1 1:1
1:1
Computer-student ratio By 2027-2028, the computer-student ratio is
1:113 1:85 1:50 1:40 1:30 1:20 1:10
1:10
Science and Math equipment By 2027-2028, there will be 60 Science and
0 10 20 30 40 50 60
Math equipment
Genderized CR By 2027-2028, the school must have
0 1 2 3 4 5 7
genderized CR in every classroom
Outdoor handwashing facilities By 2027-28, the school must have
(with 10 faucets each) 3 1 1 2 2 3 3 established 3 more outdoor handwashing
facilities
Classroom ICT resources By 2027-2028, all classrooms must have
2 3 4 5 6 7 7
ICT resources
Connection to internet By 2027-2028, all instructional classrooms
1 1 1 1 1 1 1
have internet connection
Established school library By 2027-28, the school must have
0 0 1 1 1 1 1
established a functional library
Established science laboratory By 2027-28, the school must have
0 0 1 1 1 1 1
established a science laboratory
Established computer By 2027-28, the school must have
0 0 1 1 1 1 1
laboratory established a computer laboratory
Established HE building By 2027-28, the school must have
0 0 1 1 1 1 1
established a fully functional HE building
Established reading shades By 2027-28, the school must have
0 0 1 2 3 4 5
established 5 reading shades
Established Makabayan Park, By 2027-28, the school must have
Science Park, Math Park and established a functional Makabayan Park,
0 0 1 1 1 1 1
Herbal Garden Science Park, Math Park and Herbal
Garden
Improved Gulayan sa By 2027-28, the school mush have
Paaralan, fish pond, garden 0 1 1 1 1 1 1 improved the Gulayan sa Paaralan, fish
house/nursery house pond, garden house/nursery house
Rehabilitate school gate and By 2027-28, the school must have
school pergola 0 0 1 1 1 1 1 rehabilitated the school gate and school
pergola
Repair concrete staircase By 2027-28, the school must have repaired
0 1 1 1 1 1 1
all the concrete staircases
Renovate School stage By 2027-28, the school must have
0 0 1 1 1 1 1
renovated the school stage
Acquire school covered court By 2027-28, the school must have acquired
0 0 1 1 1 1 1
a school covered court
Establish school paper office By 2027-28, the school must have
0 0 1 1 1 1 1 established a school paper office
Establish SPG office and By 2027-28, the school must have
guidance room 0 0 1 1 1 1 1 established an SPG office and guidance
room
Repair of perimeter fence (at By 2027-28, the school must have added at
1 1 1 1 1 1 1
least 1 span a year) least 6 span in the perimeter fence
Improved waste segregation By 2027-28, the school must have an
1 1 1 1 1 1 1
improved waste segregation process
Acquire wall fans By 2027-2028, all classrooms must have
6 8 10 12 14 16 16
wall fans
Repair of water tank By 2027-28, the school must have repaired
0 0 1 1 1 1 1
its water tank
Percentage of activities 0 50 100 100 100 100 100 By 2027-28, majority of the learners must
participated by learners have participated in 100% of the school
activities and participate in higher level
competitions
EM 4: Improve and modernize internal systems and processes for a responsive and efficient delivery of basic education services

By 2027-2028, the school must have

MOOE liquidation 100 100 100 100 100 100 100 maintained 100% prompt and efficient
MOOE liquidation
By 2027-28, the school must have
SEF funds utilization 100 100 100 100 100 100 100
maintained 100% utilization of SEF funds
By 2027-2028, the school must have
Donations gathered TBE TBD TBD TBD TBD TBD TBD gathered enough donations to support
school programs and projects
Achieved at least VS rating in By 2027-28, the school must have achieved
the Client Satisfaction Survey VS rating of the school from the internal
from Annual internal and No and external stakeholders
VS VS VS VS VS VS
external stakeholders baseline
EM 5: Key stakeholders actively collaborate to serve learners better
Brigada Eskwela donations 100 100 100 100 100 100 100 By 2027-2028, the school must have
received gathered enough funds through BE activities
School PTA donation received 100 100 100 100 100 100 100 By 2027-2028, the school must have
gathered enough funds through PTA
donations
Alumni donations received 100 100 100 100 100 100 100 By 2027-20208, the school must have
gathered enough funds through alumni
organization donations
Barangay LGU donations 100 100 100 100 100 100 100 By 2027-2028, the school must have
received gathered enough donation from the
Barangay LGU
NGOs donations received 0 0 50 50 100 100 100 By 2027-2028, the school must have
gathered enough donation from the NGOs
SEF utilization rate 100 100 100 100 100 100 100 By 2027-28, the school must have 100%
utilization rate of the SEF
PART 4
Financial Plan
SIX YEAR INDICATIVE FINANCIAL PLAN
Phase 1 Phase 2
Key Interventions/ Year Year Year Year Year Year
IO/ EM Strategic directions Outputs
Strategies 1 2 3 4 5 6
2023 2024 2025 2026 2027 2028
ACCESS Early Registration and Advocacy
1K 1k 1k 1k 1k 1k
All school- Improve access to Campaign
All 5-year old children attend Implemented Child-Find Policy 500 500 500 500 500 500
universal kindergarten
aged school
Education Oplan Balik Eskwela 1k 1k 1k 1k 1k 1k
children, out- Project BEST/Project REACH 500 500 500 500 500 500
of-school Printed/ digitized & quality
3k 3k 3k 3k 3k 3k
youths, and assured learning modules
adults Quality-assured AVLs 1k 1k 1k 1k 1k 1k
Quality-assured teacher-made
accessed LAS
1k 1k 1k 1k 1k 1k
relevant Establish a fully-functional school
learning 50k 50k 50k 50k 50k 50k
library
opportunities Conducted School-Based
15k 15k 15k 15k 15k 15k
Ensure participation of Feeding program
all school-aged children Strengthened Homeroom
All learners will stay in 1k 1k 1k 1k 1k 1k
guidance program
school and finish key stages
Mental health and psychosocial
by SY 2028-2029 500 500 500 500 500 500
program established
Sustain Tabo sa Kinaadman,
Card Day and quarterly HR-PTA 2k 2k 2k 2k 2k 2k
meeting
Institutionalize Rewards and
3k 3k 3k 3k 3k 3k
Incentives Program
Strengthen Drop-out Reduction
2k 2k 2k 2k 2k 2k
Sustain zero drop-out Program
rate Regular conduct of home
2k 2k 2k 2k 2k 2k
visitation
 Strengthen Blended Learning
1k 1k 1k 1k 1k 1k
Modality
Project Kab-UT implemented &
sustained 20k 20k 20k 20k 20k 20k
CB on facilitating remediation for
Improve capacity to struggling learners conducted 3k 3k 3k 3k 3k 3k
retain learners in school Strengthened School Guidance &
counselling Program 1k 1k 1k 1k 1k 1k
Child-Friendly School Program 3k 3k 3k 3k 3k 3k
Conducted yearly child mapping
for learners in Key stage 1 and 2 1k 1k 1k 1k 1k 1k
Adopt a Child Program 3k 3k 3k 3k 3k 3k
Strengthen school’s Strengthen RRE program 3k 3k 3k 3k 3k 3k
All learners transition to the capacity to ensure CB on identifying learning gaps
and remediation strategies 2k 2k 2k 2k 2k 2k
next key stage learners’ continuity to
next stage Establish a fully-functional HE
building 100k 100k 100k 100k 100k 100k
Establish a fully-functional
canteen 30k 30k 30k 30k 30k 30k
Strengthen mechanisms
All out-of-school children
for providing access to
participate in formal basic Strengthen linkages with the ALS
relevant basic 2k 2k 2k 2k 2k 2k
education learning program implementers
opportunities for OSYs
opportunities and OSAs
EQUITY Improved coordination with LGUs
Disadvantag and barangays on data gathering
and analysis towards explicit
ed school- All school-age children and solutions to identified barriers to
1k 1k 1k 1k 1k 1k
age children youth and adults in situations education
Improve program
and youth, of disadvantage are  Child-Find Program
management and
participating in basic learning
and adults opportunities and receiving
service delivery Completed baseline information
benefited on the needs of all types of
appropriate quality education 500 500 500 500 500 500
learners in the disadvantage
from  Annual Child-mapping
appropriate CB on inclusive education 2k 2k 2k 2k 2k 2k
equity Strengthened instructional
initiatives supervision of inclusion initiatives 500 500 500 500 500 500
in the school
CB on MHPSS (for teachers and
learning facilitators) 1k 1k 1k 1k 1k 1k
Improved, safe and accessible
learning environments for learners 10k 10k 10k 10k 10k 10k
Provide an inclusive,
with different learning needs
effective, culturally
Inclusive Learning Resource
responsive, gender- Center (ILRC) established 5k 5k 5k 5k 5k 5k
sensitive and safe
Learner support services
learning environment to
appropriate for learners with
respond to the situation
different learning needs 3k 3k 3k 3k 3k 3k
of disadvantage
implemented (WASH, nutrition
and health facilities)
CB on contextualization of
learning resource materials for the 1k 1k 1k 1k 1k 1k
Improve gender- disadvantaged
sensitive contextualized Contextualized learning materials
curriculum and learning for inclusive education and for the 1k 1k 1k 1k 1k 1k
delivery disadvantaged learners
Improved access to ICT platforms
for the disadvantaged learners 2k 2k 2k 2k 2k 2k
Communication and advocacy
Promote partnerships to plans for inclusive education 1k 1k 1k 1k 1k 1k
benefit education for implemented
learners in situations of Forged partnerships with external
disadvantage stakeholders for improved
1k 1k 1k 1k 1k 1k
inclusive education
implementation
Established Community
involvement in implementation of
2k 2k 2k 2k 2k 2k
different learning modalities for
the disadvantaged
QUALITY Ensure alignment of the Implement CG and DLHT which
curriculum, instruction, reflects socio-emotional and 21st 3k 3k 3k 3k 3k 3k
and classroom century skills including
Learners assessment methods in appropriate learning approaches
complete K – all learning areas and assessment
Learners attain Stage 1 (K-3) Conduct CRLA and Phil-IRI
12 basic and Stage 2 (Grades 4-6) reading assessment
2k 2k 2k 2k 2k 2k
education learning standards in Conduct numeracy assessment 500 500 500 500 500 500
having required literacy and Sustained SRIP Project A-FRiEnd 5k 5k 5k 5k 5k 5k
attained all numeracy skills and apply Implement PIP Project Gugma Pa
50k 50k 50k 50k 50k 50k
learning 21st century skills to various Ta
real life situations Sustained SII Project IN-ExcEL 10k 10k 10k 10k 10k 10k
standards
Sustained implementation of the
that equip adapted Literacy Diet Program
3k 3k 3k 3k 3k 3k
them with the Orientation on the Project Gugma
necessary Pa Ta implementation plan and
1k 1k 1k 1k 1k 1k
skills and processes (teachers and
attributes to stakeholders)
CB on CRLA assessment 500 500 500 500 500 500
pursue their Reorientation on Phil-IRI and
chosen paths 300 300 300 300 300 300
numeracy assessment
CB on the two-track explicit
2k 2k 2k 2k 2k 2k
method of teaching reading
Implemented policies and
standards on GMRC and values 2k 2k 2k 2k 2k 2k
education
Intensify TA and IS on the
different school innovation 2k 2k 2k 2k 2k 2k
implemented
Developed and quality assured
learning resources reflecting
5k 5k 5k 5k 5k 5k
socio-emotional and 21st century
skills
Align resource provision Developed and implemented
with key stage learning system for management of 3k 3k 3k 3k 3k 3k
standards learning resources
Implemented system for quality
3k 3k 3k 3k 3k 3k
assurance of learning resources
Completed and disseminated
10k 10k 10k 10k 10k 10k
action researches on curriculum
 standards, learning management
and learning resources
Conduct of monthly culmination
program and other celebration
(e.g. English Month, Sci-Math, 15k 15k 10k 10k 10k 10k
Children, Scouting, School Meet
and etc.)
Conducted quarterly assessment
test in all subject areas (Printing 5k 5k 5k 5k 5k 5k
of assessment materials)
Conducted quality assurance of
all test questionnaires in all 500 500 500 500 500 500
Assess learning subject areas
outcomes at each key Strengthened implementation of
stage transition and for 2k 2k 2k 2k 2k 2k
portfolio assessment
learners in situations of Enhance quarterly numeracy tests
disadvantage
Intensify review for ELLNA and
2k 2k 2k 2k 2k 2k
NAT 6
Conduct school competitions and
send winners to higher level 15k 15k 15k 15k 15k 15k
competitions
CB on socio-emotional skills
1k 1k 1k 1k 1k 1k
conducted
CB on 21st century skills
3k 3k 3k 3k 3k 3k
Strengthen competence conducted
of teachers and CB on learning approaches and
3k 3k 3k 3k 3k 3k
instructional leaders in learning modalities conducted
areas such as content CB on assessment techniques
2k 2k 2k 2k 2k 2k
knowledge and and strategies conducted
pedagogy/ instruction, CB on lead teachers for coaching
curriculum and planning, mentoring and giving 1k 1k 1k 1k 1k 1k
responding to learner instructional support to teachers
diversity, and Conducted INSET based on L &
2k 3k 3k 5k 5k 10k
assessment and D needs identified
reporting Conducted SLAC sessions on
5k 5k 5k 10k 10k 10k
various identified topics
Send teachers to higher-level
10k 15k 15k 20k 20k 30k
trainings
 Strengthen PROMEDS School
2k 2k 2k 2k 2k 2k
validation
Ensure alignment of Enhanced School Monitoring,
curriculum, instruction Evaluation and Adjustment 2k 2k 2k 2k 2k 2k
and assessment with (SMEA) process
current and emerging Conducted quality assurance of
lesson plans and DLL 2k 2k 2k 2k 2k 2k
industry and global
standards Intensify TA and IS on curriculum
alignment with emerging industry 2k 2k 2k 2k 2k 2k
and global standards
RESILIENCY Production of student
3k 3k 3k 1k 1k 500
AND WELL- handbook
BEING Rights-based education (RBE)
framework adopted and
implemented
Learners are
Implemented CPP program 3k 3k 3k 3k 3k 3k
resilient and
M&E mechanism on rights-
know their based education framework
rights, and Integrate children’s and legal obligations and
have the life Learners are served by a and learners’ rights in commitments on children’s
skills to Department that adheres the design of all rights implemented
protect to a rights-based DepEd policies, plans, Child Rights in Education Desk
education framework at all programs, projects, 1k 1k 1k 1k 1k 1k
themselves, (CREDe) institutionalized
levels processes, and
claim their School personnel and
systems stakeholders trained on child 1k 1k 1k 1k 1k 1k
rights and
respect rights/RBE
others’ rights SLAC/INSET on positive
1k 1k 1k 1k 1k 1k
discipline
as productive
Positive discipline measures
Filipino
implemented in the school
citizen Strengthened GAD program 10k 10k 10k 10k 10k 10k
Organize students’
organization, interest groups 3k 3k 3k 3k 3k 3k
and other activity clubs
 Child rights education (CRE)
integrated in the enhanced K-
12 curriculum, extra and co-
curricular programs, learning 5k 5k 5k 5k 5k 5k
Ensure that learners environment and culture of the
know their rights and school, learning center and
have the life skills to other learning modalities
claim their education- Learning resources on
related rights from children’s and learners’ rights 4k 4k 4k 4k 4k 4k
DepEd and other in education utilized
duty-bearers to School-based guidelines on
promote learners’ RBE and CRE implementation
2k 2k 2k 2k 2k 2k
well-being, while also developed, with consideration
being aware of their of SBM, SIP and SGC
responsibilities as Mechanism on learners’
individuals and as participation on education and
2k 2k 2k 2k 2k 2k
members of society children’s rights adopted and
implemented
Establishment of Office of
Student Affairs/Guidance 15k 15k 15k 15k 15k 15k
Room
Establishment of Journalism
15k 15k 15k 15k 15k 15k
and SPG office
Safe learning facilities ensured 5k 5k 5k 5k 5k 5k
School disaster management
established
Learners are safe and Risk Reduction and Resilience
protected, and can Education integrated
protect themselves  Lesson Integration
from risks and  Monthly unannounced 5k 5k 5k 5k 5k 5k
impacts from natural earthquake and fire
and human-induced drill
hazards  Quarterly
earthquake/fire drills
Provision of first-aid kits 3k 3k 3k 5k 5k 5k
Conduct of Basic Life Support and
4k 4k 4k 4k 4k 4k
DRRM seminar-workshop
 Campaign for registration of
students to BSP/GSP and Red
Cross
CB for School personnel and
learning facilitators on 3k 3k 3k 3k 3k 3k
providing MHPSS
Protect learners and ESD, DRRM, CCAM, and
personnel from death, peacebuilding competencies in
3k 3k 3k 3k 3k 3k
injury, and harm the K to 12 curriculum
brought by natural integrated
and human- induced School personnel and
hazards stakeholders equipped on
DRRM, CCAM, and
peacebuilding
Implement Project BEAD 5k 5k 5k 5k 5k 5k
Internal and external partners
for response, rehabilitation,
1k 1k 1k 1k 1k 1k
and recovery identified and
mobilized, when needed
Guidelines on immediate
response interventions for 2k 2k 2k 2k 2k 2k
learning continuity developed
Ensure learning MPHSS interventions,
continuity in the including referral mechanisms,
aftermath of a disaster for learners and personnel 2k 2k 2k 2k 2k 2k
or emergency affected by disasters and
emergencies are provided
School is equipped in leading
multi-stakeholder groups for
the implementation of
response, rehabilitation, and
recovery
Minor repair and rehabilitation
of school facilities damaged 50k 50k 50k 50k 50k 50k
due to disasters/ emergencies
 for rehabilitation and recovery
completed, when needed
Feedback and accountability
mechanisms for learners on
emergency interventions
established
Information, education, and
communication (IEC) materials in
the aftermath of a disaster or 3k 3k 3k 3k 3k 3k
emergency developed and
disseminated
Risk assessment data for
DDRM, CCAM, and
peacebuilding established
DRRM, CCAM, and
peacebuilding plans;
contingency plans; and public 10k 10k 10k 10k 10k 10k
service continuity plans in the
school are developed
DRRM, Peacebuilding, and
Protect education Climate change-related
investments from the programs, projects, and
impacts of natural and activities (PPAs), and budget
human-induced in the school are developed
hazards Functional DRRM Team
organized in the school
DRRM, CCAM, and
peacebuilding researches 3k 3k 3k 3k 3k 3k
conducted and disseminated
Regular programs for structural
and non-structural hazard
10k 10k 10k 10k 10k 10k
prevention and mitigation
measures implemented
Insured all buildings and ICT
10k 10k 10k 10k 10k 10k
equipment
 Implement the guidelines,
policies on health and safety of
learners and school personnel, 15k 15k 20k 20k 30k 30k
including standards of COVID-
19 prevention
Implement post COVID-19
Provide learners with tracking of learners’ health and
basic health and nutrition conditions
nutrition services CB on management of risky
behavior and child protection 2k 2k 2k 2k 2k 2k
Learners have the basic issues
physical, mental, and Schools’ health WASH
20k 20k 20k 20k 20k 20k
emotional fortitude to cope facilities enhanced
with various challenges in School clinic rehabilitated 50k 50k 50k 50k 50k 50k
life and to manage risks Establish school-community
coordination mechanisms for 2k 2k 2k 2k 2k 2k
health and safety of learners
Nurture and protect Conduct research study on
learners’ mental and effects of student workloads,
psychosocial health deadlines, and other learning 6k 6k 6k 6k 6k 6k
activities including bullying and
other forms of abuse
School sports and fitness
Promote learners’
development program
physical and socio- framework developed
emotional skills
Training on sports
development 1k 2k 2k 3k 3k 3k
development
GOVERNAN SBM policy implemented
CE Education leaders and Establish a fully School Improvement Plan
managers practice functional SGC, presented to LSBs, LGUs,
2k 2k 2k 2k 2k 2k
participative, ethical, and teacher’s organization barangays and other
Efficient, inclusive management and other clubs in stakeholders
nimble and processes school School M&E framework and
resilient system implemented
governance Conduct CB on SBM-APAT to
2k 2k 2k 2k 2k 2k
and teachers and stakeholders
Increase SBM level of
management Update SBM records and
practice from Level 2 to 20k 20k 20k 20k 20k 20k
process level 3 enhance SBM galore
Strengthen stakeholders’
participation
Conduct Midyear and Year-
Sustain/Increase VS or 2k 2k 2k 2k 2k 2k
end performance review
Outstanding rating in
OPCRF and IPCRF Intensify CO using COT-RPMS
2k 2k 2k 2k 2k 2k
and demo-teaching
Increase number of
action/basic research
conducted and
implemented by
Implement Project RESOLVE 10k 10k 20k 20k 30k 30k
teachers and school
head
Ensure human resources Professional standards linked
in all governance levels to employee assessment,
are sufficient, resilient, development, rewarding, and
competent, and recognition
continuously improving Reward and Recognition for
school personnel conducted 2k 2k 3k 3k 5k 5k
(Project ROI)
Teaching trained on
responsive management
processes that uphold 2k 2k 2k 2k 2k 2k
inclusive and rights-based
education
School Learning and
Development (L&D) plan 1k 1k 1k 1k 1k 1k
developed and implemented
Increase number of Implement quality and
Ideal learning environment
EM 3 ideal ratio on inclusive learning environment
and adequate learning classroom, learning for different learner groups
resources,
 resources for learners learning materials with Implemented standards for the
ensured the learners integration of educational
technology in teaching
Implement Project TUPLID 100k 150k 150k 150k 150k 150k
Implement Project GRAPE 50k 50k 50k 50k 50k 50k
Implement RAMBOL 200k 300k 300k 400k 400k 500k
Implement Project AMATAN 20k 20k 20k 20k 20k 20k
Implement Project
80k 80k 80k 80k 80k 80k
SMARTSPACE
Increase number of
students participating in
the different activities/
Implement Project EMPOWER 50k 50k 50k 50k 50k 50k
competitions
Strengthen MOOE web-based
2k 2k 2k 2k 2k 2k
implementation
Major management processes
(planning, budgeting,
procurement, M&E, human
10k 10k 10k 10k 10k 10k
resource) in the school are
integrated, synchronized, and
Improve and modernize coordinated
internal systems and Strengthen DRRM
processes for a 3k 3k 3k 3k 3k 3k
implementation
responsive and efficient
EM 4 Policy and research agenda
delivery of basic
adopted and implemented
education services
Human Resource Information
System (HRIS) in the school
adopted and implemented
Guidelines for QMS adopted
4k 4k 4k 4k 4k 4k
and implemented
Asset Management System
implemented
Contract management system
2k 2k 2k 2k 2k 2k
developed and implemented
 Standards on procurement
processes, forms, and
4k 4k 4k 4k 4k 4k
documents adopted and
implemented
Supplier’s Registry established 2k 2k 2k 2k 2k 2k
Transparency mechanism
developed and implemented
20k 20k 20k 20k 20k 20k
(Install permanent and quality
transparency board)
Framework for stakeholder
engagement adopted and
Strengthen active implemented
collaboration with key Increase/sustain number SGC policy implemented 2k 3k 3k 4k 4k 5k
of key stakeholders SGC established and fully-
EM 5 stakeholders engagement and 3k 3k 3k 3k 3k 3k
functional
collaborative partnership DPDS reporting timely and
500 500 500 500 500 500
accurate
Partnership policy developed and
2k 2k 2k 2k 2k 2k
implemented
PART 5
School Monitoring, Evaluation and Adjustments (SMEA) P
A
Monitoring and Evaluation R
In the pursuit of educational excellence, Hinapo ES recognizes the T
importance of continuous monitoring, evaluation and adjustments. This
comprehensive approach aims to assess the effectiveness of teaching and learning
practices, identify areas for improvement, and implement necessary adjustments to 5
ensure optimal outcomes. By prioritizing ongoing assessment and adaptation, the
school can provide a dynamic and responsive learning environment that meets the
evolving needs of students, teachers, and the entire school community.
Monitoring and evaluation serve as crucial quality assurance mechanisms and
also enable the school to focus on the holistic development and well-being of
students. M & E also provide opportunities for professional growth and development
among educators and also involve the active participation of various stakeholders,
including students, teachers, parents, and community members. The School M & E
team will adopt the DepEd Region 8 - Regional Education Development Plan
Monitoring and Evaluation Strategies shown below.

Figure 23. Implementation Schedules of REDP MEA Strategies

Based on the figure above, we can see that the MEA processes are as follows:
1. Data Gathering. This step involves collecting relevant data and information to
measure the project’s progress and performance. The data should be reliable,
valid, and aligned with the project’s objectives and indicators.
2. Data Validation. Once the data is collected, it needs to be validated to ensure
its accuracy and integrity. This process involves checking for errors,
inconsistencies,
 or missing information. Data validation helps maintain the quality and reliability of
the collected data.
3. Data Processing and Analysis. After validation, the collected data is processed
and analyzed to derive meaningful insights and measure progress towards
project objectives. Data processing involves organizing, cleaning, and structuring
the data for analysis. Data visualization are then applied to interpret the data and
identify trends, patterns and key findings.
4. Reporting M&E results and Management Response. The results of the data
analysis are documented in a comprehensive report. The report presents the
findings, highlights achievements, identifies challenges, and assesses the
project’s overall performance. It provides stakeholders with an overview of the
project’s status and enables informed decision-making. Additionally, the report
includes a management response, which outlines actions to address any
identified issues or gaps.
5. Formulating Recommendations. Based on the M & E findings,
recommendations are formulated to improve project performance and outcomes.
These recommendations are derived from the analysis of the data and aim to
address any shortcomings, enhance effectiveness, and capitalize on successful
strategies. Recommendations should be practical, feasible, and aligned with the
project’s goals and resources.
6. Adjustment of Plans. Once the recommendations are formulated, they need to
be incorporated into the project’s plans and activities. This step involves
revisiting the project’s objectives, strategies, and implementation plans to
integrate the suggested improvements. Adjustments can include revising
timelines, reallocating resources, modifying activities, or refining monitoring
indicators. This iterative process ensures that the project adapts and improves
based on the M & E findings and recommendations.
By following these steps, the school can systematically gather, analyze, and
utilize data to evaluate project performance, identify areas of improvement, and
make informed decisions for project optimization and success.

Below is the Table for E-SIP implementation, monitoring and evaluation

Table 5. E-SIP Monitoring and Evaluation Strategies

Strategy Activities Frequency Persons Outputs
Responsible
Capacity building Proposal,
of School M&E School Head, Accomplishment
Start of
Team and School SMEA Team, Report, Improved
SIP Cycle
Planning Team SPT capacity of SMEA
Setting of (SPT) team
baselines and Conduct of List of school-
verification community aged children per
Annually Teachers
mechanisms mapping catchment
barangay
Establish School Head,
partnerships with Year-round SPT, Project MOUs, MOAs
stakeholders Teams
School Head,
Department
Conduct of early
Heads/TICs/ LIS early
 registration of Annually Program registration data
learners Heads,
teachers
School and
Updated and
Keeping of Grade Level
Year-round accurate learner
Learner Database ICT
Coordinators database
Contextualize School Head,
Improved SMEA
M&E process and Annually SMEA Team,
process and tools
tools in the school SGC, SPT
Advocacy on School Head, Accomplishment
Annually
SMEA system SMEA Team Reports
Quarterly School Head, PROMEDS,
Conduct of
Program SMEA Team, School
Quarterly SMEA
Implementation Quarterly SPT, Project Dashboard,
with emphasis on
Review (QPIR) Teams Accomplishment
QPIR
Report
Midterm School Head, Accomplishment
Review (MTR) SMEA Team, report, Project
Communicate End of
SGC, Project Monitoring Form,
achievements and Phase 1
Teams, SPT Adjusted AIP,
gaps to SGC (2026)
Adjusted Project
Workplans
Annual School Head, Accomplishment
Implementation SMEA Team, report, Project
Conduct of AIR
Review (AIR) SGC, Project Monitoring Form,
with participation Annually
Teams, SPT Adjusted AIP,
of SGC
Adjusted Project
Work Plans
Outcome Conduct of School Head, Accomplishment
Evaluation Terminal Review SMEA Team, report, Terminal
(OE) at the end of SY End of SIP SGC, Project Review Form/
2027-2028 to be Cycle Teams, SPT ESPI Evaluation
participated by Report
SGC
Impact Conduct of School Head, Accomplishment
As
Evaluation on program- or SMEA Team, Report, Impact
indicated
PPAs project-specific Project Evaluation Forms
in project
impact evaluation Teams, SPT
plans
as the need arises

Technical support is given during these procedures as needed, through

feedback, counsel, coaching, or other interventions to address problems and
potential improvement areas.
The School Planning Team will establish a task force to maintain track of the
various projects that the SPT are entrusted with completing in order to assure the
success and sustainability of its programs, initiatives and activities. The M & E team
will work with each team to establish goals and timetables that will serve as the initial
basis for tracking and evaluating progress.
During the Quarterly Program Implementation Review (PIR), which will be
conducted as part of the SMEA, each Project Team would have filed progress
reports or accomplishment reports and presented it to the monitoring team with
sufficient documentation as to the status of their project. During the said activity, the
team may provide an update, or propose fresh interventions or solutions for the
PIAs. This would then be incorporated in the AIP.
 MONITORING AND EVALUATION PLAN (2023-2028)
Physical Targets Financial Targets Responsible
Financial Source of
Output Outcome Physical MOVs Units/ School
Funds
Committees
ACCESS. All school-aged children, out-of-school youth and adults accessed relevant basic learning opportunities
Early enrolment advocacy and No. of students Increased learners’ 100% Early Registration
6k MOOE LIS
campaign conducted enrolled participation (NER) Committee
No. of students Increased learners’
Implemented Child-find Policy returning participation TBE 2k MOOE LIS OBE committee
DORP implemented and No. of SARDOs Sustained zero Project HUMAN
TBE 12k MOOE LIS
sustained saved drop-out rate Team
Project BEST/
Project BEST/Project REACH No. of students Increased learners’
enrolled participation TBE 3k MOOE, PTA LIS Project
implemented and sustained
HUMAN team
No. of Increased number
Printed/digitized quality assured MOOE, LGU, LR, SRC,
printed/digitized of quality assured 60/year 18k EQ-LR team
learning modules LMs LMs PTA PROMEDS
Increased number
No. of quality LR, SRC,
Quality assured AVLs assured AVLs
of quality assured 10/year 6k MOOE EQ-LR team
AVLs PROMEDS
No. of quality Increased number
Quality assured teacher-made LR, SRC,
assured teacher- of quality assured 240 6k MOOE EQ-LR team
LAS made LAS LAS PROMEDS
No. of students Improved
Conducted Feeding Program MOOE, Alumni, SRC,
with improved nutritional status of 100% 90k Project NEMS team
(Project NEMS) nutritional status learners Private partners EBEIS
Established Mental Health and No. of students Increased learners’
100% 3k MOOE EBEIS Class adviser
Psychosocial Program given MHPSS participation
Home Visitation regularly No. of students Sustained zero Project HUMAN
5/mos. 3k MOOE SRC
conducted (Project HUMAN) visited in a month drop-out rate team
Conducted CB on facilitating
No. of teachers Improved teachers MOOE, Private
remediation for struggling capacitated KSAV 7 12k GESP Project GROW team
institution, PTA
learners
No. of teachers
Strengthened HRGP Sustained 100%
implementing
participation rate 7 6k MOOE EBEIS Class advisers
implementation HRGP
No. of teachers
Improved learning MOOE, PTA,
Strengthened RRE program implementing
outcome 7 12k LIS, SF-9 RRE teachers
RRE Private partners
 No. of students
Improved capacity
Strengthened School Guidance meeting guidance MOOE, LGU, Guidance teacher
to retain learners in 20 6k EBEIS
and Counselling Program teacher
school Private partners designate
designate
Conducted yearly tracing for No. of times Sustained learners’
6 6k MOOE, BLGU LIS All teachers
learners for Key Stages 1 and 2 tracing is done participation
Sustained Tabo sa Kinaadman, No. of times Improved learning Project PARENTS
24 12k MOOE, PTA ACR, SRC
Card day and quarterly HR-PTA activity is done outcomes team
Improved learning MOOE, PTA, Project RAMBOL
Established school library No. of building 1 300k NSBI
outcomes CO, LGU team
Improved learning MOOE, PTA, Project RAMBOL
Established Science laboratory No. of building 1 400k NSBI
outcomes CO, LGU team
Institutionalize Rewards
Improved learning MOOE, LGU,
and Incentives Program No. of times
outcomes 60 18k ACR Project ReINA team
PTA, Alumni
(Project ReINA)
Improved basic
No. of
education services MOOE, LGU,
Sustained Project Kab-UT ICT/television 5 120k ACR, SRC Project Kab-UT team
procured
and improve PTA, Alumni
learning outcomes
Improved basic MOOE, LGU,
Child-Friendly School Program 1 CFSS Project SAFE team
education services PTA
Improved learning
outcomes in
Established a functional HE MOOE, LGU, Project RAMBOL
No. of building TLE/EPP and 1 400k NSBI
building Improved basic CO, PTA team
education services
Improved
MOOE, LGU, Project RAMBOL
Established a functional canteen No. of building nutritional status of 1 200k NSBI
learners CO, PTA team
All out-of-school
No. of average children participate
Established linkages with ALS Project HUMAN
time to visit ALS in formal basic 6 12k MOOE A & E result
program implementers office education learning team
opportunities
 Physical Targets Financial Targets Responsible
Financial Source of
Output Outcome Physical MOVs Units/ School
Funds
Committees
EQUITY. Disadvantaged children and youth and adults benefited from appropriate equity initiatives
Improved coordination with Average no. of
LGUs and barangays on data meeting Improved program
gathering and analysis towards coordination with management and 12 6k MOOE MOA, SRC SPT
explicit solutions to identified LGUs and service delivery
barangay
barriers to education
All disadvantaged
Completed baseline information children are
Data-base
on the needs of all types of No. of survey participating in 6 3k MOOE All teachers
basic learning information
learners in the disadvantage
opportunities
No. of teachers Improved teachers
CB on inclusive education capacitated KSAV 6 12k MOOE ACR Project GROW team
No. of teachers
CB on MHPSS for teachers and Improved teachers
and LFs
KSAV 6 6k MOOE, PTA ACR Project GROW team
learning facilitators capacitated
Strengthened instructional No. of IS on Improved program
supervision of inclusion inclusion management and 16/mo. 3k MOOE SISAR SH
initiatives in the school initiatives service delivery
Improved, safe and accessible No. of
learning environments for improvements for Improved learning MOOE, LGU,
10 30k SRC Project SAFE team
learners with different learning a safe learning environment PTA
environment
needs
No. of ILRC
Inclusive Learning Resource Improved service MOOE, Project RAMBOL
corner
delivery 1 30k SRC
Center (ILRC) established established PTA, team
LGU
Learner support services No. of learning MOOE,
appropriate for learners with support services
Improved learning Alumni, Private Project HUMAN
different learning needs for the learners
environment 3 12k SRC
with different partners, LGU, team
implemented (WASH, Nutrition
and Health Facilities) learning needs NGO
No. of
Contextualized learning contextualized
Improved learning SRC,
materials and learning delivery learning materials
delivery 5/mo. 6k MOOE Project EQ-LR team
for inclusive EBEIS
for inclusive education
education
CB on contextualization of
No. of teachers Improved teachers’
learning resource materials for capacitated KSAV 6 6k MOOE ACR Project GROW team
the disadvantaged
Improved access to ICT No. of ICT MOOE, Private
Improved basic
resources
platforms for the disadvantaged available in
learning program 1 12k institution, PTA, ACR ICT coordinator
learners delivery CO, LGU
school
Average no. of
Communication and advocacy advocacy
Improved learners’
plans for inclusive education campaigns for
participation 6 6k MOOE ACR SPT
implemented inclusive
education done
Forged partnerships with No. of MOA
Improved linkages
external stakeholders for signed with
and collaboration 6 6k MOOE MOA, MOU SPT
improved inclusive education external
with stakeholders
implementation stakeholders
No. of external
Established Community stakeholders
involved in the
involvement in implementation Improved linkages
implementation of
and collaboration 6 12k MOOE ACR SPT
of different learning modalities different learning
for the disadvantaged modalities for the
disadvantaged
 Physical Targets Financial Targets Responsible
Financial Source of
Output Outcome Physical MOVs Units/ School
Funds
Committees
QUALITY. Learners complete basic K-12 basic education having attended all learning standards that equip them with the
necessary skills and attributes to pursue their chosen paths
Implement CG and DLHT
which reflects socio-emotional No. of CG and
DLHT printed Improved learning
and 21st century skills including and soft- outcomes 55 24k MOOE EQ-LR team
appropriate learning bounded
approaches and assessment
No. of
Conduct CRLA and Phil-IRI assessment Improved TA in MTB, Filipino and
CRLA and Phil-IRI 5,100 6k MOOE SRC
reading assessments materials English teachers
reproduced
No. of numeracy
assessment Improved TA in
Conduct numeracy assessment materials numeracy 1,500 3k MOOE SRC Math teachers
reproduced
No. of students
with improved Improved reading MOOE, PTA,
Sustained SRI Project A- SRC, SF-9,
reading proficiency level 510 30k LGU, Private Remedial teachers
FRiEnd proficiency in (G4-6) Phil-IRI results
partners
Phil. IRI
No. of students
with improved Improved reading MOOE, PTA, SRC, SF-9,
Implement PIP Project GUgMa Project GUgMa Pa
reading proficiency level 510 300k LGU, Alumni, ACR, CRLA
Pa Ta proficiency in (Kinder-3) Ta team
Private partners results
CRLA
No. of students MOOE, LGU, SRC, SF-9,
Improved
with improved
Sustained SII Project IN-ExcEL numeracy
numeracy 510 60k PTA, Private Numeracy All Math teachers
proficiency level partners results
proficiency
No. of Literacy
Sustained Literacy Diet Improved reading
Diet booklet
level (G-6) 1,152 18k MOOE Phil-IRI results All teachers
Program Implementation printed
Orientation and Monitoring of
the Project GUgMa Pa Ta No. of
Improved
implementers ACR and M & SH/Project GUgMa
implementation plan and oriented and
implementation 100 6k MOOE
program and TA E tool Pa Ta team
processes (teachers and monitored
stakeholders)
No. of teachers
Improved teachers’
CB on CRLA assessment participating in
KSAV 4 3k MOOE ACR Project GROW team
the CB
 No. of teachers
Reorientation on the Phil-IRI Improved teachers’
participating in
KSAV 7 1,800 MOOE ACR Project GROW team
and numeracy assessment the reorientation
No. of teachers
CB on the two-track explicit Improved teachers’
participating in
KSAV 4 12k MOOE ACR Project GROW team
method of teaching reading the CB
Implemented policies and
Improved values
standards on GMRC and values No. of values
and character skills 7 12k MOOE ESP teachers
education
Intensify TA and IS on the No. of TA and IS
Improved TA and
different school activities in a
monitoring of SIIs 7 1k MOOE SISAR SH
innovation implemented month
Developed and quality No. of Quality
assured learning resources assured learning Improved learning MOOE, PTA,
outcomes 180 30k QA tool, SRC EQ-LR team
reflecting socio-emotional and resources LGU
developed
21st
century skills
Developed and implemented % of system
Improved basic Management
system for management of developed and
learning services 1 3k MOOE SPT
implemented of LR
learning resources
Completed and disseminated
action/basic researches on No. of competed MOOE, LGU, Completed
Improved data-
action/basic Project RESOLVE
curriculum standards, learning researches and
based decision- 18 60k Private action/ basic
making team
management and learning disseminated Organizations researches
resources
Conducted monthly culmination % of students
participating in Improved learners’ Project EMPOWER
program and other celebration/ participation 100% 60k MOOE, PTA ACR
the monthly team
activities culmination
No. of Improved TA on
Conducted quarterly Quarterly
assessment quarterly 2720/yr 30k MOOE Assessment team
assessment in all subject areas materials printed assessment results assessment
QA tool,
Conducted quality assurance of No. of quality
Improved quality of Quality
all test questionnaires in all assured test All 30k MOOE Assessment team
questionnaires
test questionnaires assured
subject areas
questionnaires
No. of portfolio Improved portfolio
Strengthened implementation of assessment in a assessment 12k MOOE, PTA Assessment team
portfolio assessment quarter method
Improved Enhanced
Enhance quarterly numeracy No. of numeracy
test enhanced
numeracy MOOE numeracy Assessment Team
tests assessment tests
 No. of review
Intensify review for ELLNA Improved learning Review Grade 3 and Grade
materials
outcomes 6 12k MOOE, PTA
and NAT-6 reproduced materials 6 teachers
Conduct school competitions No. of students MOOE, PTA,
Improved learners’
send to higher ACR, Cert. of Project EMPOWER
and send winners to higher level
participation and 120 90k LGU, Private
motivation participation team
level competitions competitions Organization
CB on socio-emotional skills No. of teachers Improved teachers’ ACR,
capacitated 7 6k MOOE Proposal Project GROW team
conducted KSAV
CB on 21st century skills No. of teachers Improved teachers’ ACR,
capacitated KSAV 7 6k MOOE Proposal Project GROW team
conducted
CB on learning approaches and No. of teachers Improved teachers’
capacitated KSAV 7 6k MOOE ACR, proposal Project GROW team
learning modalities conducted
CB on assessment techniques No. of teachers Improved teachers’
capacitated KSAV 7 6k MOOE ACR, proposal Project GROW team
and strategies conducted
CB for lead teachers on
coaching and mentoring and No. of teachers Improved teachers’
2 2k MOOE ACR Project GROW team
giving instructional support to capacitated KSAV
teachers
Conducted INSET based on L & No. of INSET Improved teachers’ MOOE, PTA, L&D needs
KSAV 6 12k Project GROW team
D needs identified conducted LGU assessment
No. of SLAC Improved teachers’
Conducted SLAC sessions on SLAC
sessions KSAV 120 30k MOOE Project GROW team
various identified topics conducted Proposal
No. of teachers
Send teachers to higher level Improved teachers’ Memo, Travel
send to higher
KSAV 42 120k MOOE Project GROW team
trainings level trainings Order
Evaluation School Monitoring, Improved program
No. of SMEA
Evaluation and Adjustment conducted
management and 24 12k MOOE SMEA result SMET
(SMEA) Process service delivery
Recognize the achievements of Improved learners’
No. of students MOOE, PTA,
the students in the different given recognition
participation and 6 30k ACR Project ReINA team
motivation LGU
fields of endeavor
 Physical Targets Financial Targets Responsible
Financial Source of
Output Outcome Physical MOVs Units/ School
Funds
Committees
RESILIENCY AND WELLBEING. Disadvantaged children and youth and adults benefited from appropriate equity initiatives
No. of student Students well-
Student
Production of student handbook handbook informed in their 100 11,500 MOOE SPT
reproduced rights handbook
Rights-based education % of RBE
Learners feel safe RBE
framework adopted curriculum
in school MOOE SPT
implemented framework
and implemented
% of CPP
Learners are well
Implemented CPP program policies
protected in school 100% 18K MOOE CPP records CPP Committee
implemented
M&E mechanism on RBE RBE
% of M&E
framework and legal obligations Improved program framework and
mechanism MOOE, PTA SPT
and commitments on children’s implemented
delivery M&E
rights implemented mechanism
% of rights CREDe
Child Rights in Education Desk Learners feel safe
followed 1 6K MOOE CPP Committee
(CREDe) institutionalized religiously
in school records
School personnel and Well-informed
No of teachers
School personnel MOOE, LGU,
stakeholders trained on child and stakeholders
and stakeholders 1 6K ACR Project GROW team
trained PTA
rights/RBE on the RBE
No. of teachers
participating in
SLAC/INSET on Positive Improved teachers’ MOOE, PTA, SLAC/INSET
SLAC/INSET on
KSAV 1 6K Project GROW team
discipline positive LGU proposal, ACR
discipline
% of positive MOOE, Alumni,
Positive discipline measures discipline Private Implementation
Learners feel safe All teachers
implemented in the school measures partners, LGU, records
implemented NGO
No. of GAD
GAD Proposal,
Strengthened GAD program program Learners feel 5 60K MOOE GAD coordinator
implemented ACR, Materials
Organize students’ No. of students’ Learners’ List of officers
organization, participation to Project EMPOWER
organization, interest groups interest groups school activities 60 18K MOOE and
team
and other activity clubs organized increased members,
Activity Plans
Child Rights Education (CRE)
integrated in the enhanced K-12
curriculum, extra and co- MOOE, Private
No. of subjects Learners feel safe DLL with CRE
curricular programs, learning integrating CRE and protected 8 30K institution, PTA, CPP
integration
environment and culture of the CO, LGU
school, learning center and
other learning modalities
Learning resources on No. of LR on
children’s rights Utilization
children’s rights in education in education
Improved LR 60 24K MOOE
records
utilized utilized
School-based guidelines on
No. of guidelines
RBE and CRE implementation Learners feel safe
developed and
and protected
1 12k MOOE Guidelines
developed, with consideration implemented
of SBM, SIP and SGC
Mechanism on learners’ % of mechanism
participation on education and Learners
on learners’
participation are 100% 12k MOOE Mechanisms
children’s rights adopted and participation
enhanced
implemented
implemented
No. of
Establishment of Office established
Improved delivery MOOE, PTA,
of Student Affairs/ office of student
of basic services
1 90k NSBI Project RAMBOL
affairs/guidance LGU
Guidance Room
room
No. of
Establishment of Journalism Journalism and Improved delivery MOOE, PTA,
SPG room of basic services 1 90k NSBI Project RAMBOL
and SPG room LGU
established
No. of safe MOOE, PTA,
Improved learning
Safe learning facilities ensured learning facilities
facility
LGU, Private SRC Project SAFE
established organizations
No. of lessons DLL with
Risk Reduction and Resilience Learners feel safe
where DRRM
and protected 300 30k MOOE DRRM DRRM Committee
Education integrated are integration integration
PPMP,
No. of first aid Improved program
Provision of first-aid kits kits provided delivery 24k MOOE materials DRRM committee
procured
No. of Learners are
Conduct of Basic Life Support participants in equipped with DRRM Committee/
270 24k MOOE ACR
and DRRM seminar-workshop the seminar- knowledge on Project RESCUE
workshop what to do before,
 during and after
disaster
No. of
competencies in DLL with ESD,
ESD, DRRM, CCAM and
ESD, DRRM, DRRM, CCAM
peacebuilding competencies in
CCAM and 6k MOOE peacebuilding
the K to 12 curriculum peacebuilding competencies
integrated integrated in the
curriculum integration
No. of DRRM PPMP,
Implement Project BEAD (to Learners feel safe MOOE, PTA,
materials
and protected 5 30k materials Project BEAM
purchase DRRM equipment) purchased LGU
procured
Internal and external partners No. of internal List of
and external Increased
for response, rehabilitation, and identified
partners stakeholders 10 6k MOOE Project PARENTS
recovery identified and identified and participation partners,
mobilized, when needed mobilized Incident
report
Guidelines on immediate No. of immediate
response Learners feel safe
response interventions for interventions for and protected MOOE Guidelines
learning continuity developed LC developed
MHPSS interventions, including
referral mechanisms, for Learners and
No. of MHPSS MHPSS
learners and personnel affected interventions
personnel are MOOE
guided records
by disasters and emergencies
are provided
Minor repair and rehabilitation No. of school MOOE, PTA,
Improved learning NSBI, records
of school facilities damaged facilities repaired
facility 10 300k LGU, Private Project RAMBOL
and rehabilitated of repair
due to disasters organizations
IEC materials in the aftermath No. of IEC
Improved
materials
of a disaster or emergency developed and
information 15 18k MOOE IEC DRRM
developed and disseminated disseminated dissemination
No. of
researches on
DRRM, CCAM and DRRM, CCAM Research
Improved culture
peacebuilding researches and
of research 6 18k MOOE, LGU papers on DRRM
conducted and disseminated peacebuilding DRRM, CCAM
conducted and
disseminated
Regular programs for structural No. of structural
and non- MOOE, LGU, Records on
and non-structural hazard Improved learning
structural hazard 10 60k Project SAFE
prevention and mitigation prevention and
facility NSBI repair
measures implemented mitigation
 measures
implemented
No. of buildings
Insured all buildings and ICT and ICT Secured buildings MOOE, Alumni, Insurance
equipment and ICT equipment 16 60k SPT
equipment PTA record
insured
No. of COVID-19
Implement the guidelines, prevention
Learners feel safe MOOE, PTA, Policy and
policies including standards guidelines and
and protected 10 90k Project SHAKE
policies other funds guidelines
of COVID-19 prevention
implemented
CB on management of risky No. of teachers Improved teachers
behavior and child protection participating in KSAV on risk 7 12k MOOE ACR, proposal CPP
issues the CB management
No. of Health
School’s Health WASH facilities Improved learning MOOE, PTA, Records of
WASH facilities 10 120k Project SHAKE
enhanced enhanced
facility other funds repair
No. of school Improved program MOOE, LGU,
School clinic rehabilitated clinic delivery 1 300k other funds NSBI Project SHAKE
No. of research
Conduct of research study on studies on Improved culture
effects of student workloads, students’ of research basis MOOE, Other Research
activities for data-driven 6 36k Project RESOLVE
deadlines and other learning funds paper
conducted and decisions
activities including bullying disseminated
Improved learners’ MOOE, LGU,
No. of students/ Training
Training on sports development teachers trained
participation to 6k PTA, other
sports activities records
funds
School sports and fitness No. of students Improved learners’
MOOE, LGU, Sports
development program participating in performance to 6k
sports activities sports activities other funds program
framework developed
 Physical Targets Financial Targets Responsible
Financial Source of
Output Outcome Physical MOVs Units/ School
Funds
Committees
GOVERNANCE. Efficient, nimble and resilient governance and management process
SIP presented to LSBs, LGUs, Number of
Letter,
barangay and other organization SIP 10 12k MOOE SPT
was presented program, ACR
stakeholders
No. of teachers
CB on SBM-APAT to teachers and stakeholders Improved KSAV on
SBM-APAT 120 12k MOOE ACR, Proposal SH
and stakeholders trained and
capacitated
No. of teachers Improved KSAV on
CB on One DepEd, One QMS trained and One DepEd, One 7 2k MOOE ACR, Proposal SH
capacitated QMS
Improved SBM
% of records and
Updated SBM records and records and SBM self-
enhancement of
enhanced SBM 100% 120k MOOE, PTA SBM focal persons
enhance SBM galore SBM galore assessment
galore
No. of teachers
participating in ACR, midyear
Conduct midyear and year-end the midyear and Improved performance
year-end performance rating 14/yr 12k MOOE SH/ Project TRACK
performance review review form,
performance
IPCRF
review
No. of teachers COT-RPMS,
Intensify CO using COT-RPMS Improved TA on MOOE, LGU,
observed and
COT-RPMS 28/yr. 12k Observation SH/ Project TRACK
and demo-teaching rated PTA
Notes
Improved KSAV of
No. of students Research Project RESOLVE
Implement Project RESOLVE making research
students towards 15 60k MOOE, PTA
research Paper team
Improved
No. of school
Reward and recognition for motivation and
personnel
morale among 7 12k MOOE ACR Project ROI team
school personnel (Project ROI) awarded
teachers
Teacher trained on responsive
management processes that No. of teachers Improved teachers’
7 12k MOOE, PTA, ACR Project GROW team
uphold inclusive and rights- trained KSAV
based education
School Learning and No. of L&D plan L&D needs
MOOR, other
Development (L&D) plan developed and Improved KSAV 30 6k assessment; Project GROW team
implemented funds
developed and implemented L&D Proposal
 MOOE, PTA, POW,
No. of parks Improved school Project TUPLID
Implement Project TUPLID established environment 5 850k LGU, other Liquidation
team
funds reports
% of gate and
pergola Improved and safe MOOE, PTA, POW,
Project GRAPE
Implement Project GRAPE enhanced school 100% 300k LGU, other Liquidation
No. of span environment team
funds reports
added to fence
No. of MOOE, PTA, POW,
classroom/ Improved learning Project RAMBOL
Implement Project RAMBOL infrastructure classrooms 8 2.1 M CO, LGU, other liquidation
team
rehabilitated funds reports
No. of Science MOOE, LGU, Liquidation
and Math Improved learning Project AMATAN
Implement Project AMATAN resources 20 120k Private reports, ARE
equipment team
purchased organizations of equipment
MOOE, LGU, Project
Implement Project No. of computers Improved ICT ARE, Delivery
purchased resources 12 480k CO, PTA, Other SMARTSPACE
SMARTSPACE receipts team
funds
No. of students
participating in Improved learners’ MOOE, PTA, ACR, Cert. of
Implement Project EMPOWER different participation 40 300k Project EMPOWER
LGU participation
activities
No. of timely
Strengthen MOOE web-based Improved timely All SH, Bookkeeper,
liquidation
MOOE liquidation 12k MOOE Transmittal
implementation submitted quarters disbursing officer
Major management processes
(planning, budgeting,
procurement, M & E, human Improved MOOE BAC team,
liquidation MOOE
resources) in the school are procurement team
integrated, synchronized and
coordinated
DRRM
Strengthen DRRM Improved DRRM
implementation 18k MOOE, LGU implementation DRRM coordinator
implementation
records
No. of teachers QMS
QMS guidelines adopted and Improved QMS
following the
institutionalization 10k MOOE implementation SPT
implemented QMS guidelines records
Asset Management System Improved asset
2k MOOE List of assets SPT
Implemented management
Contract management system Improved contract
3k MOOE SPT
developed and implemented management
Standards on procurement,
Improved MOOE MOOE
processes, forms, and BAC team,
liquidation MOOE liquidation
documents adopted and processes procurement team
reports
implemented
Improved List of
No. of suppliers
Supplier’s Registry established listed
procurement 30 MOOE suppliers BAC team
process registry
Transparency mechanism
No. of Improved Liquidation
developed and implemented. SH/Auditor/ financial
transparency transparency 20k MOOE and financial
Install permanent and quality board mechanism officer
reports
transparency board
Framework for stakeholder Improved
stakeholders’
engagement adopted and participation and MOOE SPT
implemented collaboration
Improved
stakeholders’
SGC policy implemented participation and MOOE SSG records SGC
collaboration
Improved
SGC established and fully- stakeholders’
participation and 21k MOOE, PTA SGC records SGC
functional
collaboration
Improved
DPDS reporting timely and Amount of funds stakeholders’
reported 3k MOOE DPDS records DPDS Coordinator
accurate participation and
collaboration
Improved
Partnership policy developed stakeholders’
12k MOOE
and implemented participation and
collaboration
PART 6
Risk Management Plan
P
In the pursuit of continuous improvement and ensuring a safe and conducive
learning environment, the school recognizes the significance of a well-structured and A
comprehensive Risk Management Plan. This plan aims to identify potential risks, R
assess their impact on the school community, and implement proactive measures to
mitigate these risks. The three steps that made up risk assessment were risk T
identification, risk analysis, and risk evaluation. The areas into which the risks are
broken down include environmental, operational, financial, and institutional risks. 6
By integrating the risk management into the school improvement plan, Hinapo
ES ensures a holistic and systematic approach to risk mitigation, thereby enhancing
the overall safety, security, and resilience of the school community.

Figure 25. Risk Analysis Matrix on Impact and Probability

Table 7. Implementation and management risk

Risk Severity (High, Medium, Low)

Identified Risk Overall Mitigation Strategies
Probability Impact
Rate
Institutional Risks
Face to face classes Strengthen implementation
affected of the natural of MDL
disasters and weather Medium High 4
disturbances
Strengthen advocacy and
vision sharing of SIP
Lack of support from
stakeholders to Low Medium 2 Strengthen involvement of
implement the SIP other stakeholders in the
crafting of SIP and M&E
activities
Limited coordination Advocacy to LGU and
Medium Medium 3
between DepEd and other barangays for partnerships
agencies for interventions Forge MOAs and MOUs
related to equity, Involve LGUs and
empowerment and barangays in M&E activities
resilience
Intensive Implementation of
Reading and Listening
the Reading Programs
Comprehension and
(Project A-FReInd and
Numeracy proficiency High High 5
Project GUgMa Pa Ta) and
continue to decline at
the Numeracy Intervention
Stage 1 assessment
(Project IN-ExcEL)
Lack of documentation on
various good practices
which impact evaluation Capacitate the Working
Medium Medium 3
mechanisms ready for Committees
downward/upward
reporting
Provide professional
development programs
and training sessions that
Various interferences that
address mental health and
affect the mental health
Low High 3 well-being.
of teachers
Establish clear
expectations and workload
management.
Operational Risks
Teachers who are already
coping with new initiatives Tap LGU for annual
have low morale and Medium High 4 monetary awards for best
confidence to implement performers
SIP priorities
Inadequate learning
options available to
support subsequent High Medium 4 Allocate resources for MDL
suspension of face-to-
face classes
Twenty-first century skills
training is not sufficiently
implemented to quickly Develop and implement a
impact on student Medium High 4 sector Capacity
learning outcome Development Plan (CPD)
standards in NAT and
other standardized
assessments
Financial Risks
Operating guidelines on
Internal processes and
Medium Medium 3
control on web based
system utilized
Limited know how and
expertise, unstable
internet signals to
Low Medium 2
operationalize technology
driven/ web based
processes
Local governments have Include SEF in the Annual
competing priorities in budget preparation
Medium High 4
spending the Special
Education Fund
Reduced funding and in-
kind assistance from Low Medium 2
development partners
Capacity Risks
Repurpose existing
resources.

Lack of funds for major Seek alternative funding

repair of classrooms sources.
Medium High 4
damaged by Typhoon
Odette and by fire Form partnerships and
collaborations with
community organizations
and volunteer groups
Install a comprehensive
security system.
Unsecured assets of
schools such as computer Enhance physical barriers.
and ICT equipment, Medium High 4
gadgets and others from Secure high-value assets.
thief
Collaborate with local law
enforcements
Plan and forecast
procurement needs.

Procurement delays Diversify suppliers and

caused by inflation, vendors.
technology backlogs
(limited specifications, Medium High 4 Engage in early
online Philgeps) and procurement and pre-
unavailability of needed orders.
materials to be procured
Monitor market trends and
adjust procurement
strategies.
Weak implementation of CB on school committees
Medium High 4
PAPs or project teams
Strengthened QA
Erroneous entries found
Low High 3 assurance of learning and
in learner materials
assessment materials
Develop a shared
calendar. Prioritize and
Overlapping of activities Medium High 4
stagger activities. Evaluate
and adjust schedules
Utilize photocopies or
handouts.
Inadequate number of
High High 5 Developed alternative
textbooks
learning materials

Explore digital resources

Tap PTA and other
stakeholders for possible
funding solutions
Lack of storage room Medium Medium 3
Utilize multifunctional
furniture. Implement
 space-saving storage
solutions.

Declutter and organize

materials. Optimize
classroom and office
space.
Environmental Risks
Develop an emergency
response plan.
Conduct risk
Physical events that can
assessments
disrupt classes and
school activities, such as
Conduct regular training
natural catastrophes
sessions and drills to
(severe rainfall, severe Medium High 4
students and teachers
heat index, storms,
landslide, floods, earth
Maintain emergency
quakes etc).
supplies and equipment

Develop alternative
teaching and learning
methods
Low to no internet
Increase number of wi-fi
bandwidth to some High Medium 4
modem
classrooms
Develop and implement a
disaster risk resilience
Natural disasters strategy
exacerbated by climate
change destroy High Medium 4 Invest in proper
educational buildings, construction,
equipment, and materials reconstruction, and
retrofitting of building, as
laid out in Pillar 4
Develop an emergency
response plan

Conduct risk assessment

Occurrence of unforeseen
Medium High 4
natural disasters Implement structural
reinforcements

Establish partnerships with

emergency services
Digitize all records and
documents.
Possible loss of school
Low High 3 Store digitize records and
records and documents
documents to external
drive storage
Embrace digital storage.
Digitized all documents.
Utilize cloud storage or
digital platforms for storing
Lack of storage area
Medium Medium 3 administrative files,
/building in the school
records, and other
documentation. Utilize
external drive to store
digitized documents
PART 8.
STEERING COMMITTEE

The HINAPO ES, School Improvement Plan for SY: 2023-2028 is prepared by
the School-Community Planning Team.

ROINASOL L. POBADORA
School Principal

BONIFACIO H. TERESO JR. BEBITA P. LICAY

School Understudy Physical Facilities Coor.

LEA B. PILAPIL EMILY L. PALERO

ICT Coordinator SBFP Coordinator

SHAIRMAINE M. CAPISTRANO DOLLY A. TIMKANG

PROMEDS Coordinator School Property Cust.

RENIEDE R. CAPILI JUSTINE S. CALDERON

SPG Adviser SPG President

HON. TITO PIRAMIDE NENITA L. GURRA

SB Member, Educ. Chair PTA President

HON. MIRALUNA M. GARVEZ

Hinapo Brgy. Captain
PART 9
REFERENCES

DepEd Order 24, s. 2022. Adoption of the Basic Education Development Plan (BEDP) 2030.

DepEd Order 29, s. 2022. Adoption of the Basic Education Monitoring and Evaluation
Framework (BEMEF).

DepEd Order 44, s. 2015. Guidelines on the Enhanced School Improvement Planning (SIP)
Process and the School Report Card (SRC)

Deped Order 8, s. 2019. Revised Implementing Guidelines on the Direct Release, Use,
Monitoring and Reporting of Maintenance and other Operating Expenses (MOOE) Allocation
of Schools, Including Other funds managed by Schools.

Regional Memorandum No. 301, s. 2023. Inputs on the Formulation of the 2023-2028 School
Improvement Plans.

Division Memorandum No. 77, s. 2023. Crafting of Enhanced School Improvement Plan (E-
SIP) for SY: 2023-2028.

Division Memorandum No. 165, s. 2023. Chronology of SIP Activities.

Division Memorandum No. 222, s. 2023. Appraisal, Defense, Finalization and Launching of
Enhanced School Improvement Plan (E-SIP) for SY: 2023-2028.
 Republic of the Philippines
Department of Education
REGION VIII
DIVISION OF SOUTHERN
LEYTE

ESIP APPROVAL SHEET

This Enhanced School Improvement Plan ( ESIP) for the Period Covered 2023-2028 of
HINAPO ELEMENTARY SCHOOL , prepared and submitted by School Planning Team ,
represented by _ROINASOL L. POBADORA_ has been examined and is recommended for
acceptance and approval.

_RUTH G. POBLETE_
Team Leader
_LOURDES E. CASTIL_ ANGELITO T. PACA JR.
Member Member

DANILO P. SABINO REY B. MOCA _

Member Member

Division Appraisal Committee- Team Leader /Members

ALFREDO M. BAYON,Phd. LIZA L. DEMETERIO EdD

Chief- SGOD Chief- CID

JOEL A. ZARTIGA, EdD, CESO VI

Assistant Schools Division Superintendent

CERTIFIED THAT THIS ENHANCED SCHOOL IMPROVEMENT PLAN ( ESIP) OF

_HINAPO ELEMENTARY SCHOOL IS ACCEPTED AND APPROVED.

JOSILYN S. SOLANA EdD CESO V

Schools Division Superintendent
Date: