1

THE DEPED VISION

We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.
As a learner-centered public institution,
the Department of Education
continuously improves itself
to better serve its stakeholders.
THE DEPED MISSION
To protect and promote the right of every Filipino to quality, equitable, culture-
based, and complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe, and motivating
environment.
Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an enabling
and supportive environment for effective learning to happen.
Family, community, and other stakeholders are actively engaged and share
responsibility for developing life-long learners.
OUR CORE VALUES
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
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The E.J. Dulay National High School has conducted Focus Group Discussion
with the school planning team to share ideas and insights regarding the
departments vision, mission and core values.

Vision is the aspiration of the department and as part of it, this also a
vision that the community dream of. Based on the insights given, vision is a
guiding statement which instill hopes to discover and hone learners talents and
skills. It is a never-ending process of learning and re-learning things to become
assets of the community to help serve the Filipino populace. It is not just a dream
of one self, but a dream of every Filipino to become better individuals that will
serve and protect our country and its people.

Mission is a specific statement which states the way how to achieve our
aspirations. It describes the role and responsibilities of the learners, the school,
the community and the country. Based on the discussion, they collectively see it
as the relationship of the stakeholders and the school and how they do their
respective responsibilities. Furthermore, it was stressed during the discussion
that the success of the department lies with the collaboration between and
among the school community. Schools will not progress as they should be if one
of theses major particiants will not take their part seriously.

The core values signifies our love for our God, county, environment and
humanity. This serves as guiding principle how people should see their tasks and
jobs. It is significant to work with conscience, perseverance and passion.

Based from the discussion, it was clearly found out that all the
stakeholders understood their role they play in education. However, there is still
a need to provide them authentic proof to convince them to show their support.
Truth be told that there were some who raised concerns on how things were
being done in terms of the teaching, the environment of the school, the
leadership and the learners.

However, the stakeholders also have acknowledged their shortcomings in

terms of their part of the school community, thus the FGD ends with a
commitment from the school and stakeholders to uphold and adhere to these
apirations to create inclusive, safe and nurturing environment for the learners.
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a. Introducing the School

The Department of Education has always been an advocate of nurturing the well-
being of our learners. It is a mandate to create and provide strategic learning
opportunities that will motivate the school and the community to work
collaboratively. The E.J. Dulay Natioanl High School is an institution that values
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commitment, hardwork perseverance and service. It upholds the departments’

dream to help our learners discover their potentials.
To make education accessible to all Mr. Olympio Poso Sr., a native of Brgy.
E.J. Dulay, Laoang Northern Samar took the initiative to donate her land with a
total land area of one (1) hectare. The school started its operation on September
2015 offering junior high education and was named as E.J. Dulay National High
School.

Moreover, the level of access to elementary education has doubled over

time. The School Year 2019-2020 to 2022-2023 has recorded a hundred percent
(100%) gross intake rate which indicates that all school-entrance and school-
aged children were able to enroll in the school. This is one way to prove that E.J.
Dulay National High School is more than capable of prioritizing and providing
access to education.

Geographically, the school is situated along the highway from Simora

Bridge, Laoang N. Samar to Palapag N. Samar and can be reached by riding a
motorcycle (habal-habal) or a four-wheel vehicle by at least an hour. Another
option also is by riding a motorboat which takes two-three-hour travel time from
Laoang Port. Years ago, Rombang is considered to be one of the farthest schools
of Laoang V District but because of the initiative of the government the
concretizing of roads has given the place new disposition. At present, the school
is considered to be along the national highway which make it accessible.
In addition, the school is a place of peace and quiet. However, bad
weather condition still affects the area. Frequent typhoons create damaged
classrooms and its surroundings. In connection with this, the school has also
mobilized the School DRRM Coordinator to equip the learners and the community
in times of earthquake and fire by conducting quarterly drills.
The natives of Brgy. E.J. Dulay is continuing to strive for better future of
their place. Parents were supportive in terms of educating their children despite
of financial challenges, marital issues/family problems and mental health
situations. Farming and habal-habal is the two of the most particular way of
livelihood in the area. Most families rely on their farming like planting of
vegetables, fruits, pag-lukad and pagbanti as the source of their primary income.
However, there are also families who make use of their motorcycle to provide for
their basic needs, this is popularly known as pag habal-habal.
Fortunately, because of the hardwork and perseverance of the families
there are now graduates and professionals who help their respective families to
have better future. Most of these young professionals are in the city and others
are fresh graduates who are preparing for their licensure examinations or are
looking for their jobs.

The school is a community owned institution thus it is vital to secure a

strong and sustainable relationship between and among stakeholders. Overtime,
the community never failed to support all the endeavors of the school thru
financial and service. The Brgy, Officials, GPTA Officers and the parents has given
the school their support to create learning opportunities to enable learners
develop their utmost potentials. Based on the DPDS records from June 2022 to
 5

July 2023 the school has been a recipient of Private Individuals, Non-Government
Organizations, LGU-Barangay, LGU-Province, LGU-SEF. The stakeholders remain
steadfast in cooperating to the schools needs and aspirations.

a. School Performance on Access

i. Enrollment Trends
COMPARATIVE DATA ON ENROLLMENT TRENDS

ENROLLMENT RATE

202
190
180
150 154

Figure 1. Enrollment
SY: 2022-2023 Trends
SY: 2021-2022 SY: 2020-2021 SY: 2019-2020 SY: 2018-2019

Source: LIS/PROMEDS,BCIS

The fluctuation of data is because of the personal school preference of

parents, constant transfer of residence, family conflict and child labor. However,
all school-aged children were already enrolled however some of these learners
were in the neighboring school thus there was a need to exhaust varied and
long-term strategies to encourage more parents to entrust their children to enroll
in the school.

GROSS COMMUNITY INTAKE

RATE

100 100 100 100 100

 SY: 2022-2023 SY: 2021-2022 SY: 2020-2021 SY: 2019-2020 SY: 2018-2019

Figure 2. Gross Community Intake

Ii. Historical Data

The data shows the one hundred percent (100%) Gross Intake Rate of the
School for the past school years. The school has able to maintain and sustain the
availability and accessibility to education for all our school-aged children, school-
entrance age learners and those that are already over-aged.

This is the result of the continued adherence of the school to provide

access to basic education to all. Likewise, it is also the collaborative efforts of the
community to pursue education for their children.

SCHOOL DROP OUT RATE

0.95

SY:Figure
2022-2023
0 3. SY: 2021-2022
School 0 Drop out
SY: 2020-2021
0
Rate SY: 2019-2020 SY: 2018-2019
0

The data shows that the school has able to maintained a zero drop-out
rate for three consecutive school years. Likewise, it was also at its lowest
percentage on School Year 2019-2020 with 0.95% or equivalent to one learner.

The school has conducted home visitations for learners who were at risk of
dropping out and they were given flexible type of learning approach to help them
cope with their learning difficulties. The efforts of the school and the parents
have paved way to the data gathered. In addition, the school wish to continue
and explore more projects and innovation that will sustain the current drop- out
rate to ensure that all learners are given the avenue to finish their studies.

SCHOOL LEAVER RATE

12.05
 7

0
SY: 2 0 2 2 -2 0 2 3 SY: 2 0 2 1 -2 0 2 2 SY: 2 0 2 0 -2 0 2 1 SY: 2 0 1 9 -2 0 2 0 SY: 2 0 1 8 -2 0 1 9

Figure 4. School Leaver Rate

The graph shows the school leaver rate of the E.J. Dulay National School
for the past four (5) years. This pertains to the learners who failed to finish a
particular grade level and those who finish a grade level but failed to enroll in the
next school year, the school only have 1 incident of school leaver which is in
school year 2018-2019.

At present, the E.J. Dulay National High School has managed to zero out
the school leaver rate for SY: 2019-2020, SY: 2020-2021, SY: 2021-2022 and SY:
2022-2023. This is because of the initiative and innovation implemented of the
school to encourage learners to continue their studies.

COHORT SURVIVAL RATE

93.6 94.4 93.3
95

90

85
81.3 80.32
80

75

70
SY: 2022-2023 SY: 2021-2022 SY: 2020-2021 SY: 2019-2020 SY: 2018-2019
Figure 5. Cohort Survival Rate

The data shows the slow progression of the cohort survival rate for the
past school years. This is because of parents’ school preference, transfer of
residence, child labor and any other related factors. However, the school has
 8

initiated activities that cater to the needs of the learners, thus it has able to
reached cohort survival for the current year. These activities will continue and
will be strengthened to secure sustainability.

PROMOTION RATE
95.4
94.9
94.3
93.49

90

SY: 2022-2023 SY: 2021-2022 SY: 2020-2021 SY: 2019-2020 SY: 2018-2019
Figure 6. Promotion Rate

Promotion rate of E.J. Dulay National High School for the last 5 years
is fluctuating. There is an increase in SY 2021-2022 and a decrease for the
next year. The increase promotion rate for the last five years is the result of
focused learning intervention to learners at risk of dropping out, provision of
intervention materials, authentic assessment of learners' level of proficiency
for proper intervention and close coordination from parents of the status of
their children. The promotion rate of this year has decreased due to several
reasons. One of the primary reasons is the low proficiency of learners in
literacy and numeracy.
This is mainly due to the lack of follow-up by parents, particularly
those who face educational challenges. Additionally, the lack of support and
encouragement from parents has also contributed to this decline. Another
factor is that the parents were not able to fully realize the benefits of
studying at home.

GRADUATION RATE
101

100

99

98

97 100 100

96 98
97
95 96

94
SY: 2022-2023 SY: 2021-2022 SY: 2020-2021 SY: 2019-2020 SY: 2018-2019
 9

Figure 7. Graduation Rate

Graduation Rate of E.J. Dulay National High School has maintained its
100% for the school year 2022-2023 and for SY: 2018-2019, but there is a
decrease for SY: 2019-2020, 2020-2021, and 2021-2022 with slim percentage,
hence, the graduation rate of EJDNHS is still increasing.

The data shows that the school-focused learning intervention to the

learners at risk of dropping out, provision of intervention materials, authentic
assessment of learners’ level proficiency for proper intervention, and close
coordination with the parent regarding the status of their children. This year
graduation rate decreased due to poverty and change of residence.

TRANSITION RATE
102
100
100 100
98
98
96
94
92 93
90
88 89
86
84
82
Figure 8. Transition
SY: 2023-2022 Rate SY: 2021-2020
SY:2022-2021 SY: 2020-2019 SY:2019-2018

The data presented above shows a positive trend in transition rates,

especially during the School Year 2022-2021 and 2021-2022. However, there was
a decline in the transition rate from the School Year 2023-2022. This decline may
be attributed to several factors, including the impact of the pandemic. The
pandemic has significantly affected education, leading to changes in learning
formats, disruptions in routines, and potential challenges for students.

COMPLETION RATE
79

76
 69
67
10

SY: 2023-2022 SY:2022-2021 SY: 2021-2020 SY: 2020-2019 SY:2019-2018

Figure 9. Completion Rate

The figure showed the fluctuation of data from SY 2021-2020 to the
current school year. The school will continue to adhere and to implement
projects and programs to increase the completion rate of the school for the next
school years. Upon analyzing the data, it was found that the reason for the
decrease in completion rate is due to students being forced to work as a result of
poverty. Additionally, some students have had to transfer their residency due to
their parents' livelihood.

iii. Good Performing and Problematic KPI’s

GOOD PERFORMING KEY PERFORMANCE INDICATORS

Grade Level KPIs Best Practices Internal/ External
Factors
All Grade Gross Stakeholders Internal Factors: teaching
Level Community Participation and staff, curriculum offering,
Intake Trends Collaboration with demographics, well-
All Grade Simple Drop- the School: maintained classrooms and
Level out Rate other school facilities, and
transparent administration
The school has
maintained a strong External Factors: good
and collaborative parent-teacher relations,
efforts with the engaged community partners
stakeholders to
ensure that all
school-aged children
have access to
education. The
school has initiated
in conducting
parent-teacher
meetings, series of
activities and events
to encourage
sustainability. The
school also engage
in varied community
related activities like
outreach programs
that will showcase
 11

the schools’
commitment and
dedication to
service.

Table 1. Good performing KPI’s

PROBLEMATIC PERFORMING KEY PERFORMANCE INDICATORS

Grade KPIs Bottlenecks Internal/ External
Level Factors
ALL Enrollment Socioeconomic Factors: Internal Factors: lack
GRADE Trends of appropriate
LEVEL Pupils who came from low- intervention; lack of
ALL School Leaver income families face reinforcement of home
Rate financial constraints that visitations
GRADE
makes them difficult to
LEVEL concentrate on their External Factors:
ALL Cohort- Survival studies. In addition, they socioeconomic status,
GRADE Rate are forced to help their school preference of
LEVEL parents to work to provide parents, child labor and
ALL Completion Rate for their family’s needs thus family problems
GRADE making them lose their
LEVEL interest in continuing their
ALL Transition Rate studies and opting to early
school leaving.
GRADE
LEVEL Family Conflict/Marital
problem/s (ex. separation of
parents) causes change of
residency and emotional
challenges to the learners.
These pupils who suffered
this kind of difficulty tends
to disengage and
uninterested in their studies
which resulted to poor
academic performance that
leads to school leaving.

Table 2. Problematic KPI’s

ANALYSIS
KPI’s Past Strength Weakness
Intervention
ACCESS

ENROLLMENT  Extensive  Collaboration  There is a

TRENDS House to of the school fluctuation
House and the of
Campaign stakeholders enrollment
during trends
 12

Brigada
Eskwela,

 Posters and
Pamphlets
were also
utilized

 Dialogue
between
and among
the Brgy.
Officials,
the GPTA
Officers
and the
Parents

GROSS  Extensive  Strong  Some of

COMMUNITY House to commitment the parents
INTAKE House of the opted to
Campaign teachers and enroll their
during the school children to
Brigada head other
Eskwela  Increased school
participation
of the
stakeholders

DROP OUT  Provision of  Drop-out rate

RATE remedial was
activities maintained at
 Engaged zero
community percentage
partners for the past
three years

SCHOOL  Strengthen  The school  There is

LEAVER RATE ed Home leaver rate still a need
Visitation has been to impose
 Provision of decreasing additional
reading learning
interventio programs
n

COHORT  Provision of  Committed  Not all

SURVIVAL remedial teachers parents
RATE activities  Strict can provide
 Engaged implementati follow up in
 13

community on of the their

partners remedial respective
activities homes
 Open
dialogue with
the
stakeholders

PROMOTION
RATE  Provision of  Committed  Not all
remedial teachers parents
activities  Strict can provide
implementati follow up in
on of the their
remedial respective
activities homes

GRADUATION
RATE  Collaborati  Increasing  Routine
on between percentage of should be
and among completion established
stakeholder rate to
s and the  Strengthened strengthen
school implementati ed the
on of school collaboratio
intervention n of the
school

TRANSITION  Engaged  Increased  Fluctuation

RATE community interest of of the
partners learners current
rate
COMPLETION
RATE  Collaborati  Increasing  Routine
on between percentage of should be
and among completion established
stakeholder rate to
s and the  Strengthened strengthen
school implementati ed the
on of school collaboratio
intervention n of the
 school
Table 3. Analysis

v. FORESEEABLE PROBLEMS IF PROBLEMATIC KPI’S ARE NOT ACTED

UPON

The identification of the problematic KPI’s will pave way to create

intervention that will address the problem. It is also vital to understand the root
causes of these challenges to properly implement the appropriate
programs/projects if not eradicate or at least lessen the problem.
 14

The fluctuation of enrolment rate, low transition rate and increase school
leaver rate will overall affect the performance of the school. The low enrollment
rate may cause reassignment for some of the teachers, transfer of learners to
neighboring school and the withdrawal of support from the community if these
indicators will not be acted upon.

These data gathered are to be used for intervention to address the deficits
of the school, to look into the possible solutions and to maximize the programs to
be implemented. If these situations will be ignored, the school will not thrive.

b. School Performance on Equity

The E.J. Dulay National High School has no record of learners with special
needs and learning disability. The school will promote inclusive education and will
ensure that all learners be treated equally.

c. School Performance on Quality

i. Reading Proficiencies/Competencies

The data above show the reading proficiencies in English of E.J. Dulay
National High School spanning from the academic year 2018-2019 to 2022-
2023, distinct patterns emerge across various proficiency levels. Notably,
there is a consistent reduction frustration level. This decline suggests an
overall improvement in reading proficiency among student. While there is
significant decrease of frustration readers, the instructional and independent
readers also decrease. While an overall positive trend in reading proficiency is
discernible from 2019-2020 to 2022-2023, the fluctuations in instructional
and independent levels suggest that certain strategies or interventions may
have had varying impacts. Areas for further focus include understanding the
factors contributing to the significant decrease in frustration levels and a
closer examination of teaching methods or curriculum changes that may
underlie the fluctuations in instructional and independent levels.
In summary, while positive trends are evident, the analysis underscores
the importance of continual assessment and adjustment of instructional
methods and interventions to ensure sustained improvement in reading
proficiencies. The given graph shows a few learners who are at the level of
non-readers and frustrations. These results can be attributed to students’
poor study habits and maybe lack of practice exercises on reading
comprehension due to personal and financial problems. Interventions must be
developed and implemented to address this problem.
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READING (ENGLISH) PROFECIENCY

JHS LEARNERS

202
190
180
150 154
129 132
115
92 98

44
30 28 32 24 32 33 30 31 26
SY: 2023-2022
Figure SY:2022-2021
10. Reading SY: 2021-2020 JHS
Proficiency SY:Learners
2020-2019 SY:2019-2018

FRAUSTRATION INSTRUCTIONAL INDEPENDENT TOTAL

School
Reading Profile (Filipino)

READING (FILIPINO) PROFECIENCY

JHS LEARNERS

202
190
180
150 150 143
132
104
94 93
66
36 45
20 25 32 16
32
20 14
SY: 2023-2022 SY:2022-2021 SY: 2021-2020 SY: 2020-2019 SY:2019-2018

FRAUSTRATION INSTRUCTIONAL INDEPENDENT TOTAL

Figure 11. Reading (Filipino) Proficiency JHS Learners
The data presents the E.J. Dulay National High School reading
proficiencies in Filipino across the academic years from 2018- 2019 to 2022-
2023, several noteworthy trends and variations come to light. Notably, in the
Frustration Level, there is a consistent decline. These substantial decreases
indicate a considerable improvement in reading proficiency and suggest
effective strategies or interventions for mitigating frustration levels among
students. The Instructional Level presents intriguing patterns, with fluctuations
in scores across the years. These fluctuations may signify variations in the
effectiveness of instructional. Concerning the Independent Level, generally
show an upward trajectory, reaching peak scores in 2022-2023.
This suggests an overall positive trend in fostering independent reading
skills, possibly indicating successful interventions or progressive curriculum
adjustments in summary, the analysis reflects positive trends in reading
proficiencies in Filipino, especially in reducing frustration levels and fostering
 16

independent reading skills. The fluctuations in instructional levels call for a

closer examination of teaching methodologies and curriculum changes that
may have influenced these variations. Additionally, the consistent gender
disparities warrant further exploration into potential gender-specific learning
strategies or needs.

NUMERACY LEVEL
250
202
200 190
180
150 150 158
150 133
110
100 85 89

50 35 31 39 31 33
30 30 24 23 21
0
SY: 2023-2022 SY:2022-2021 SY: 2021-2020 SY: 2020-2019 SY:2019-2018

NON NUMERATE MODERATEL NUMERATE

HIGHLY NUMERATE TOTAL
Figure 12. Numeracy Level
The numeracy test results across five consecutive academic years (2018-
2019 to 2022-2023) reveal notable trends in numeracy level in three categories:
Non-Numerate, Moderately Numerate, and Highly Numerate. In the Non-
numerate category students exhibited an increasing trend in proficiency, with 27
learners in SY 2018-2019 decreased to 9 on SY 2022-2023. Moderately Numerate
individuals showed fluctuating patterns, peaking at 295 in 2019-2020, and
dropping to 129 in the last academic year.
The Highly Numerate category showed an increasing trend for the past
four years. From 8 learners in SY 2019-2020, it significantly increased every year
reaching its peak last school year 2022-2023. Overall, these results imply an
effective numeracy intervention throughout the year and a need to address the
remaining non-numerate learners.
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76%

74% 73.53%

72.38% 72.38%
71.89%71.63%
72% 71.39%
71.00% 71.12% 71.00%
70.32% 70.20% 70.38%
70% 69.79%
69.38%
69.09%
68.28%
68% 67.75% 67.64%
66.97%
66.50%
65.88%
66% 65.31%
65.27% 65.25%
64.77% 64.97%
64.50% 64.25%
64.00% 63.75%
64% 63.37%
63.26%

62%

60%

58%
GradeENGLISH
7 SCIENCE Grade
MATH8 FIL ARAL.PAN.Grade
TLE9 ESP MAPEH Grade 10

Figure 13. Mean Percentage Score

The data above show the Mean Percentage Score of E.J. Dulay National
High School the current School Year 2022-2023 in the first to fourth quarter
examination. As it shows, the average MPS across subjects is below the planning
standard of 75% which is only 62.27%. The school used multiple choice test in
every quarter to measure the learning competency by grade level. These data
need intensive remediation, remedial, and reinforcement and the conduct of
instructional supervision and technical assistance extended to the teachers in
the delivery of the lesson by the school head.

The current school year still bears the effect of the pandemic thus the
performance of the schools has been struggling. The data presented above is
evidence that changes has occurred since face-to-face classes were
implemented. The performance is not yet too high but still its promising.

The school has strongly implemented the RRE scheme which allows the
teachers to provide sets of activities for the specific needs of the learners. The
least learned skills were utilized by providing sets of learning activities that will
compensate the difficulty experienced by the learners.

ii. Good Performing and Problematic KPI’s

GOOD PERFORMING KEY PERFORMANCE INDICATORS

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Grade Level KPIs Best Practices Internal/ External

Factors
All grade level School Reading School Initiative Internal Factors: teaching
Profile (English) to Implement staff, curriculum offering,
All grade level School Reading Programs/Activitie demographics, well-
Profile s to address the maintained classrooms and
(Filipino) needs of the other school facilities, and
Learners: transparent administration

All grade level School

Numeracy Data The school has External Factors:
initiated in Stakeholders Participation,
implementing good study habits,
Reading Action Plan
to help the
struggling learners
to cope up with their
difficulties.
Furthermore, the
school will also
implement other
related programs
that would upgrade
the skills and
learnings of the
pupils to secure
continuity of
learning.

Table 4. Good Performing KPI’s on Quality

PROBLEMATIC PERFORMING KEY PERFORMANCE INDICATORS

Grade KPIs Bottlenecks Internal/ External
Level Factors
All grade School Reading Internal Factors: lack
level Profile (English) Poor study habits, less to of appropriate
All grade School Reading no intervention at home, intervention; lack of
level Profile (Filipino) parents who are busy in reinforcement of home
All grade School Numeracy their respective jobs were visitations, modular
level Data some of the challenges approach of learning,
All grade Learning faced by the learners. restrictions because of
level Standards/Perform Because of the after effect COVID
ance of the pandemic the
children needs a lot of External Factors:
time relearning certain socioeconomic status,
skills, thus their lack of parents’
performance has suffered. support/intervention at
home

Table 5. Problematic KPI’s on Quality

 19

d. School Concern on Equity and Inclusion

Enrolled Learners at Disadvantaged Situation

(but are with no disabilities)

1 1

0 0 0 0 0
GRADE 8 GRADE 9 GRADE 10 GRADE 11 GRADE 12
Difficulty with seeing
Difficulty with communication
Difficulty in applying knowledge and remembering
Figure 14. Enrolled Learners at Disadvantaged Situation
Source: GESP
Learners considered disadvantaged enrolled at E.J. Dulay National
High School High School are those who are experiencing poverty and with
disabilities. Because of financial constraints, some of these students cannot
come to school daily since they must help their family earn living through
farming. Because of what they have to go through, their school
performance is also affected such as their performance in numeracy and
literacy which affects the school negatively. Through the efforts of the
school and the teachers, many have been saved, however, there were and
are still some who need guidance and constant monitoring. If this issue is
not addressed, it would contribute greatly to the low performance of the
school as well as hinder their better future.

School Facilities for Learners in Situations of

Facilities for Learners with Disabilities/ in Numb
Disadvantaged Situation er

Buildings with PWD ramp 1

Available equipment/learning resources for SPED 0

learners
Gender-based comfort rooms 0

Hearing aid 0
Disadvantage
Source: GESP
 20

According to the data provided, the school urgently requires facilities to address
the requirements of learners with disabilities.

E. SCHOOL CONCERNS ON RESILIENCY AND WELL-BEING

Nutritional Status of Learners

The school, as an institution, must provide utmost safety to its
clienteles with regards to health and nutrition both physical and
mental, protection from human and naturally induced hazards
through constant education and provision of facilities, as well as
ensure that their rights are respected and recognized. The E.J. Dulay
National High School continuously puts effort to ensure the safety
and well-being of learners as its primary clients.
Table 6
Nutritional Nutritional Status of
Status
Learners
Grade Grade Grade Total Grade Grade Total
7 8 9 10 11
M F M F M F M F M F M F M F

Severely 0 0 0 1 0 0 0 1 0 0 0 1 0 1
Wasted

Wasted 2 4 0 2 0 0 2 6 0 0 0 1 0 1

Normal 2 2 2 2 1 2 6 7 22 30 17 24 5 8
2 0 4 7 5 7 1 4 6 0
Overweight 0 0 0 0 1 0 1 0 0 0 0 0 0 2

Obese 0 0 0 0 0 0 0 0 0 0 0 0 0 0
* Pre-assessment Data SY 2022-2023
The data show that majority of the learners of the school are classified as
Normal in both weight and height. However, there are some who are classified as
Severely wasted, wasted, as well as overweight which are issues that should
concern the school. Due to lack of availability of funds and projects, the school
have not taken interventions to improve the results. If the data grows, it will
affect greatly the performance of the students as they could become sickly and
weak to come to school or to even participate in classes.

School Hazards
Table 7. SCHOOL HAZARDS
School Hazards Pres Description
e
nce/a
bsen
ce
( / or
 21

x)
Broken window / Major repair of the
broken windows
Slippery pathway / Elevation of pathway,
happen during rainy
days
Blocked corridor / Wood materials that
blocks the passage to
ICT room, built
intended to secure the
School equipment’s.
Heavy objects mounted on top of X
cabinets/shelves
Flooded area / During rainy days
X
Busted plugs/light
bulbs/electrical
faciliti
es
Exposed electrical wires X
Protruding nails in chairs and tables X
Broken door knobs / some classrooms, CRs
have broken door
knobs
Warning sign: Slippery x
pathways/corridors
/ Unfinished project of
Plants mounted on the GPTEA
building
railing
s
/ During rainy days
Flooding
Exposed chemicals and liquids X
Lack/absence of storage for equipment / The school doesn’t
have a storage room
for equipment
Unlabeled chemicals X
Dripping ceiling / Ceiling of one
classroom that need
to repair. It was
damaged due to
typhoon

Table 7. SCHOOL HAZARD

Stagnant water X
Unpruned trees/bushes/shrubs X
Open/clogged canals X
No ramps for elevated school buildings or other X
facilities
Swing-in doors X
 22

Broken/dilapidated ceiling / Replacement of

dilapidated ceiling
Open/incomplete perimeter fence / Due to location of
the school
Presence of stray animals inside the school X
campus
Presence of electrical post/transformer near or /
within the school perimeter
No system of release to parents during X
emergencies
No posted emergency hotlines around the school X

Garbage area (segregation of biodegradable and X

nonbiodegradable)
Detached or peeled off GI sheet X
Broken toilet bowl and/or sinks X
Broken chairs/desks/tables X
Blocked/no emergency exits X
Unmounted cabinets/shelves X
Medical kits in every classroom X
Bells/alarms / Functional in
administration
building
Condemnable building (i.e. very old structure, X
collapsing building and/or prominent cracks on
classroom walls)
The table above shows all kinds of hazards present in the school. It shows
that the school needs to repair the school building or request for replacement,
broken door knobs, broken/dilapidated ceiling, incomplete perimeter fence, and a
classroom for condemnation because these hazards can eventually affect the
safety of all learners when left unattended.

Security, Peace, and Order Situation

Keeping the school safe allows students to look forward to being an

encouraging environment that promotes social and creative learning. E.J. Dulay
National High School hires 1 utility to look into the cleanliness, security, peace
and order within the school premises 24 hours a day. In addition, some officers
from the Arm Forces of the Philippines who are assigned in the barangay
roamed and manned the peace and order within and outside the school
premises.
 23

Percentage of Learners who are Happy and Satisfied with their

Basic Education Experience
TABLE 08
Calendar Year Total Enrolment (BoSY % of Learners who are
2022) happy and satisfied
with their basic
education experience
CY 2023 276 95%

263 learners or 95% proved that learners in all grade levels were happy
and satisfied with their stay and acquiring quality basic education and other
ancillary services and experiences in E.J. Dulay High School during the
administration of simple survey questionnaire made by the school.
These learners were happy as they passed and engaged in
different activities, all learners are encouraged to participate in school activities
and competitions, no favoritism among the teachers and pupil’s relation, they
are encouraged to secured in their respective classrooms and in the school as
well, there is an active harmonious communication of their teachers to their
parents, teachers show concern and care to them. However, few would serve as
an eye opener to the school administration to address their issue to provide
them better service in the years to come.

Learners’ Awareness on Their Rights TO and IN Education, and

How to Claim Positively

Percentage of Learners Awareness on their Right TO and IN Education, and How

to Claim Positively
Table 9

Calendar Year Total Enrolment (BoSY % of Learners who know

2022) their rights TO and IN
education, and how to
claim them
positively
CY 2023 150 95%

Based on the informal survey asked by each adviser in all grade

levels, there were 95% among the pupils’ population responded that they
are aware of their rights to education. They learned these from their
different learning areas, through social media, through homeroom guidance
and other related activities in the school. This right geared to make them a
better individual in the future.
 24

Learners ‘Equipped with capacities on what to do, during, and after a

disaster/emergency. Percentage of learners equipped with capacities
on what to do before, during and after a disaster/emergency

Table 10
Percent (%) Percent (%) of Percent (%)
of learners learners who are of learners
who are equipped with who are
equipped capacities on what equipped
with to do before a with
capacities on disaster/ capacities on
what to do emergency. what to do
before a before a
disaster/ disaster/
Disaster/ emergency. emergency.
Emergencies 2020-2021 2021-2022 2022-2023
Drought NDA NDA 0%
Earthquake 60% 80% 100%
Fire 50 70% 100%
Flood 80% 90% 100%
Landslide NDA NDA 80%
Tropical Cyclone 90% 90% 100%
Tsunami NDA NDA 0%
Armed Conflict 70%
80% 100%
Bomb NDA NDA 0%
Treats/Bombing
Civilian Violence NDA NDA 0%
Others (pls. NDA NDA 0%
specify)

The table shows that the majority of the learners are equipped with capacities on
what to do before a disaster /emergency on earthquake, fire, flood, landslide,
armed conflict, or tropical cyclone. Attention must be given to drills related to
bomb threats, drought, and civilian violence because 0% of the students are
incapacitated to deal with these kinds of emergencies.

F. SCHOOL PERFORMANCE ON GOVERNANCE

This part focuses school’s performance on terms of manpower,

facilities, learning resources, SBM Level, stakeholders’ participation,
and fund utilization.

Table 11
Number Of Teachers Actually Working In The School

Position Junior High School Senior High School

Teaching M F Total M F Total
 25

Master Teacher IV 0 0 0 0 0 0
Master Teacher III 0 0 0 0 0 0
Master Teacher II 0 0 0 0 0 0
Master Teacher I 0 0 0 0 0 0
Teacher III 0 0 0 0 0 0
Teacher II 0 0 0 0 0 0
Teacher I 4 4 8 0 0 0
Special Science 0 0 0 0 0 0
Teacher I
ALS (Teacher III)
TOTAL 4 5 9 1 5 6
Non-Teaching
Principal II 0 0 0 0 0 0
Assistant Principal 0 0 0 0 0 0
Head Teacher III 0 0 0 0 0 0
Head Teacher II 1 0 1 0 0 0
Head Teacher I 0 0 0 0 0 0
Admin. Officer II 0 0 0 0 0 0
ADAS II 0 0 0 0 0 0
Numb er Of Teachers Actually Working In The School

Position Junior High School Senior High School

Teaching M F Total M F Total
ADAS I 0 0 0 0 0 0
Registrar 0 0 0 0 0 0
Guidance Councilor 0 0 0 0 0 0
Nurse II 0 0 0 0 0 0
Senior Bookkeeper 0 0 0 0 0 0
Disbursing Officer II 0 0 0 0 0 0
TOTAL 0 0 0 0 0 0

E.J. Dulay National High School has a Junior High School teacher, all
Teacher I, 4 are female and 4 are male. Head Teacher II leading the school and
served as the school steward. At E.J. Dulay National High School, inclusivity in
education has been a top priority for many years. The ideal ratio of teachers to
pupils is 1:20, ensuring that the school can provide quality education to all
pupils. In addition to their roles as class advisers, teachers also handle multiple
tasks as subject coordinators and project or program coordinators.
They work collaboratively to achieve the school's goals. Within six years,
teachers at E.J. Dulay National High School have the opportunity to attend
various trainings and seminars related to teaching pedagogy, classroom
management, assessment, and handling diverse learners. These trainings and
seminars are initiated by the Regional, Division, and District levels, as well as
through the LAC and INSET programs. This helps teachers become more
competent in the classroom setting and provide better education to their
students.
 26

DATA ON IPCRF CONSOLIDATED

REPORT
FOR SY: 2022-2023
6

1 1
G RY Y Y0 0
IN R R OR
IN TO TO TO PO
N D
F AC F AC F A C
S TA T IS T IS T IS
UT SA SA SA
O RY UN
VE
Figure
15. Data on IPCRF Consolidated Report

The table show that mostly of the teaching personnel got the very
satisfactory rating this school year. This means that teachers are
competent enough to handle learners in the classroom setting and able to
provide quality education and aware of the implementation of the
programs and projects of the school. all teachers are meeting the above
average performance expected from them. These teachers displayed high
enthusiasm, commitment, passion and service in teaching. This has a
positive impact on the schools’ performance and the well-being of the
learners in addition, this will bring a positive impact and result.

SCHOOL PERFORMANCE (SY 2019-2023)

FIGURE 16

OPCRF RATING
4.3
4.2
4.1
4
3.9
3.8
3.7
3.6
3.5
2019- 2020- 2021- 2022-
2020 2021 2022 2023
SUMMARY OF IPCRF
4.1 3.9 3.8 4.215
RATING Marketing
 27

The provided table displays the school performance over the last four
years, indicating an upward trend from 4.09 to 4.13. This suggests that the
teachers consistently strive to enhance their performance and maintain the
school's best practices to attain a Very Satisfactory rating

SCHOOL RESOURCES
Classrooms
Learner to Classroom Ratio
Table 12
School Year Learner-
Classroom Ratio

SY 2018-2019 1:47

SY 2019-2020 1:44

SY 2020-2021 1:41

SY 2021-2022 1:40

SY: 2022-2023 1: 37

Existing Classrooms
Table 13

Building Room Room Condition Room Usage

Number Number

Bldg. 1 1 In Good Condition Instructional

2
Bldg.2 1 In Good Condition Instructional
 28

Bldg.3 2
The data shows that E.J. Dulay National High School has only 5 classrooms
used for instruction. It also shows that most classrooms are in good condition
and being use for teaching learning process, these classrooms were all donated
by LGU Laoang, Local Government Unit of Province of Northern Samar and other
stakeholders.

TEXTBOOKS
Table 14
Available Textbook Materials per subject per grade level (SY 2022-
2023)
Grad Subjec Textbook Enrolme Total No. of Excess Textbook Textbook
e t n Copies Number shortage to
Level t of Number Learner
Textboo Ratio
ks (per subj
per
grade
level)

7 Filipino Filipino 7 M=19 50 4 0 1:1

English English 7 F=27 15 31 1:2
Math Mathematics Total=4 3 43 1:14
7 6
Scienc Science 7 0 46 0
e
Aral. Aral. Pan. 7 0 46 0
Pan.
TLE TLE 0 46 0
Exploratory
MAPEH Music Arts 20
Marketi2 6 ng1:2
PE and 15 31 1:2
Health
EsP EsP 7 2 44 1:12
8 Filipino Filipino 8 M=24 0 57 0
English English 8 F=33 0 57 0
Math Mathematics Total=5 0 55 0
8 7
Scienc Science 8 5 52 1:10
e
Bio
Aral. Asean 3 54 1:18
Pan. History
TLE TLE 0 57 0
MAPEH Music Arts 10 47 1:5
PE and 10 47 1:5
 29

Health
EsP EsP 8 0 56 0
9 Filipino Filipino 9
M= 21 10 20 1:4
English English 9F=14 20 10 1:3
Total=
Math Mathematics 25 10 1:3
35
9
Scienc Science 9 15 20 1:2
e
Aral World 20 15 1:8
Pan History
TLE 0 35 0
Music and 10 25 1:5
Arts
PE and 10 25 1:5
Health
ESP ESP 9 0 35 0
 30

10 Filipino Filipino 10 M=19 15 24 1:2

English English 10 F=20 19 20 1:2
Total=39
Math Mathematic 5 34 1:10
s
10
Science Science 10 5 34 1:10
Aral.Pan. Aral. Pan. 0 39 0
10
TLE 0 39 0
MAPEH Music and 8 31 1:5
Arts
PE and 0 39 0
Health
EsP ESP 9 3 36 1:13

11 Filipino Komunikasyon M=10 0 26

at F=16 0 ng
Pananaliksik
sa Wika at
Total=26
Mar keti
Kulturang
Pilipino
Pagbasa at 0 26 0
Pagsuri ng
Iba’t-ibang
Teksto Tungo
sa
Pananaliksik
English Oral 0 26 0
Communicatio
n
21st Century 0 26 0
Literature
English for 0 26 0
Academic
Reading and 0 26 0
Writing
Math General 10 16 0
Mathematics
Statistics and 0 26 0
Probability

Science Earth and Life 0 26 0

Science
 31

Soc. Sci. Personal Dev’t. 4 22 1:10

10 16 1:4
Philippine
Politics and
Governance
Empowermen Empowerment 0 26 0
t Technologies Technologies
Physical Physical 0 26
Education and Education and
Health 1 Health 1
Physical Physical 0 26
Education and Education and
Health 2 Health 2
Organizationa Organizational 0
l Management II Ma rketi ng0
Management 21
II
Contemporary Contemporary 0 21
Philippine Philippine Arts
Arts from the from the
Regions Regions
Entreprenuers Entreprenuersh 0 21
hip ip
Humanities 1 Creative Writing 0 21
Practical Practical 0 21 0
Research I Research I
Filipino Pagsulat sa M=11 0 31 0
Filipino sa Piling F=20
Larangan Total= 31
English Introduction to 0 31 0
Philosophy of
Human Person
Physical 0 31 0
Education and
Health

Humanities Elective 1 0 31 0
2
Soc. Sci UCSP 15 16 1:2
English English for 10 21 1:3
Academic and
Professional
Purposes
Disaster 0 31 0
 32

ReadinessAN
D Risk
Reduction
Practical Practical 0 31 0
Research 2 Research 2
Physical Physical 0 31 0
Science Science
Media and Media and 0
Mar keti3
0
Information Information
1
Physical Physical 0 0
Education Education and
and Health Health
Physical
Education and
Health
Disaster Disaster 0 31 0
Readiness Readiness and
and Risk Risk Reduction
Reduction
Inquires, Inquires, 0 31 0
Investigation Investigation
and and
Immersion Immersion
Elective 2 Applied 0 31 0
Economics
Work Work 0 31 0
Immersion Immersion
Work
Immersion

E. SCHOOL CONCERNS ON GOVERNANCE

Table 15
Available Furniture and Textbooks Materials in the Library (SY 2022-2023
Number
LIBRARY Textbooks 347
 33

Reference Books 15
Tables 2
Chairs 15

The data shows that books were scarce in all grade levels including senior
high school. It also implies that the school needs textbooks to be used in teaching.

LEARNER SEATS
Table 16
School Year Learner-Seat
Ratio
Learner-Seat Ratio
SY: 2018-2029 1:1
SY 2019-2020 1:1
SY 2020-2021 1:1
SY 2021-2022 1:1
SY 2022-2023 1:1
The data shows that the Learner-Seat Ratio remained at 1:1, meaning 1 chair
for 1 learner.
It implies that there are enough chairs for the students in school.

Table 17
ICT Equipment in School

A.DCP
DepEd Computerization Program (DCP)
Batch No. of Packages Service Provider Date
Number Received Received
50 Tablet-PC COBY 8/28/2018
2 Wireless Router Tendra AC9 8/28/2018
2 Laptop COBY 8/28/2018
2 UPS KSTAR 1200 VA-UPS 8/28/2018
7 AVR PIXPRO SVC 8/28/2018
50 2-IN-1 Tablet COBY 7/20/2019
PC
1 Wireless Router Wireless Router: 7/20/2019
LINKSYS EA 7500
2 Laptop 12/07/2021
3 Smart TV 12/07/2021
Based on the data above, some of the ICT equipment was no longer functional.
There are 2 functional laptops, 1 is used for instructional and the other 1 is for
 34

administrative. There are 2 functional smart TVs that are used for instructional
also.

B. Non- DCP
Table 18
Non-DCP
Types Total No. No. of Non Usage
Functional Functiona - Instructional Administrativ
l e
Printer 8 6 2 1 1

FUNCTIONAL LIBRARY
Table 19
Number of Functional Library
School Year Number of Functional Library
SY: 2019-2019 0
SY 2019-2020 0
SY 2020-2021 1
SY 2021-2022 1
SY 2022-2023 1
The data shows that there is a functional library in school with
designated school librarian. Textbooks and other references can be found at
the library with tables and chairs that can be used by the students in reading

CONNECTION TO ELECTRICITY

Table 20
Data on School’s Electrical Connection
If yes, what is the source of
electricity
YES NO Grid Solar Generator
(Electric Powered
School Cooperativ
Year e
 35

SY 2018- / /
2019
SY 2019- / /
2020
SY 2020- / /
2021
SY 2021- / /
2022
SY 2022- / /
2023
Presence of electricity through grid/ electric cooperative in the school. All
classrooms avail electricity that provides ventilation and lightings during class
instructions.

WATER AND SANITATION IN SCHOOLS

Table 21
Learner to Toilet Ratio
School Year
Learner-Seat Ratio
SY 2018-2019 1:54
SY 2019-2020 1:54
SY 2020-2021 1:50
SY 2021-2022 1:48
SY 2022-2023 1:46

Table 22
Learner to Handwashing Ratio
School Year Learner-Seat Ratio

SY 2018-2019 1:54
SY 2019-2020 1:54
SY 2020-2021 1:25
SY 2021-2022 1:24
SY 2022-2023 1:23
Learner to Toilet Ratio and Learner to Handwashing Ratio is consider as one problem
in our school due to lack of water supply.
 36

SBM LEVEL OF PRACTICE

Figure 17

SBM LEVEL
1.2

0.8

0.6

0.4

0.2

0
SY 2019-2020 SY 2020-2021 SY 2021-2022

The
level of School-Based Management (SBM) practices has remained consistent for
three years. The primary contributing factor to this stability is economic reasons, as
some pupils discontinue their education to seek employment in other towns to
assist their families. This phenomenon affects Cohort Survival, Simple Drop-Out,
and Completion Rates. Another factor is the school's lack of expertise in document

viii. Good Performing and Problematic KPI’s

GOOD PERFORMING KEY PERFORMANCE INDICATORS

Grade Level KPIs Best Practices Internal/ External
Factors
School Stakeholders Internal Factors: teaching
Personnel Participation and staff, the school system,
Financial Collaboration with
Resources the School: External Factors: good
parent-teacher relations,
Teachers The school has engaged community partners
Performance maintained a
 37

based on collaborative
IPCRF relationship with the
SBM Level of community. The goal
Practice is to provide and
procure equipment
Number of and any other
Partners Based related materials
on DPDS that could elevate
the teaching
performance and
skills of learners.
The school has
competent school
personnel who are
willing to adapt to
changes and are
willing to learn.
Table 23.. Good Performing KPI’s on Governance

PROBLEMATIC PERFORMING KEY PERFORMANCE INDICATORS

Grade Level KPIs Bottlenecks Internal/ External
Factors
SBM WinS School Equipment and Internal Factors: shortage of
Other-Related Materials funds

The school needs to External Factors: lack of

establish a hand funds and donors
washing facilities that
are enough for the
learners. The
segregated comfort
rooms and the water
installation for safe
drinking should also be
prioritized.
Table 24. Problematic KPI’s on Governance
38
39
 E.J. DULAY NATIONAL HIGH SCHOOL
KEY PERFORMANCE TARGETS AND SCHOOL IMPROVEMENT PLAN
SY 2023-2028

KPI BASELINE SY SIX - YEAR PHYSICAL TARGET

2021-2022 2022- 2023-2024 2024-2025 2025- 2026- 2027-
2023 2026 2027 2028
PILLAR I. 1. Sustain the enrollment rate of all school age-children based on the community school
ACCESS mapping result

Net Enrollment
Rate in Grade 7 to 180 183 189 190 195 205 210
Grade 12

2. Sustain the current transition rate of the school

Transition Rate
96.71% 96.17% 97.19% 97.19% 97.70% 98.72% 99.22%
Elem

3. Increase cohort-survival rate from 81.25% to 86.32%

Cohort-Survival
87.50% 81.25% 83.09% 83.89% 84.70% 85.51% 86.32%
Rate

4. Increase the completion rate from 81.25 to 91.07%

Completion Rate 81.25% 100% 88.68% 89.28% 89.87% 90.47% 91.07%

5. Increase the retention rate from 88.29% to 91.53%

Retention Rate 82.35% 97.5% 88.29% 89.10% 89.91% 90.72% 91.53%

6. Decrease the percentage of school leaver rate

0% 0% 0% 0% 0% 0% 0%
 41

School Leaver
Rate

PILLAR 1. ACCESS
MATATAG Take good care of learners by promoting learner well-being, inclusive education, and a positive
Agenda learning environment
DEDP All school-age children, out-of-school youth, and adults accessed relevant basic learning opportunities
Intermediate
Outcome
Sub- All learners transition to the next key stage
Intermediate
Outcome
Priority Strategies Sub-strategies Program/Project/ Major Outputs
Improvement Activities/Intervention
Area/Objective
Sustain the Strengthen  Enhance  Strengthen the use  Enhanced
enrollment rate of the school’s communication and of home visitation communication
all school age- capacity to stakeholders’ tool by strictly and
children based on ensure participation following the stakeholders’
the community learners’ schedule; ensure the participation
school mapping continuity to safe keeping of
result the next key record/s and data
Sustain the stage (from should be organized
current transition DEDP Strategy to properly follow up
rate of the school 4, Access) the improvements of
the learners;
Conduct regular
parent-teacher
meetings, regular
progress updates,
and collaborative
problem-solving
 42

sessions; Organize
school governing
council, Parent-
Teacher Association,
Alumni and other
stakeholders’
organization in co-
curricular activities,
extra- curricular
activities and
assemblies
Increase cohort-  Regular quarterly  Created and
survival rate from Create and enhance the assessment using enhanced the
83.09% to 86.32% school/learner tracking Anecdotal Records school/learner
Increase the system to easily identify tracking system
completion rate learners’ weaknesses
from 88.68 to and strengths as
91.07% basis for the
intervention to be
utilized

Sustain the  Strengthen the use  Compiled pupils’

retention rate of tracking school learning tracker
from 88.29% to tracking system to data
91.53% ensure that learners
are able to
enroll/finish her/his
elementary
education
Decrease school  Implement Project  Implemented
leaver rate from BULAD (Building of Project BULAD
3% to 0% Stakeholders’
Unilateral Learning
Advocacies through
Diverse
 43

Opportunities) which
focuses on the
strengthening of
partnership of the
stakeholders and
school in maintaining
high performance
indicator results
through various
activities

KPI BASELINE SY SIX - YEAR PHYSICAL TARGET

2021-2022 2022- 2023-2024 2024-2025 2025- 2026- 2027-
2023 2026 2027 2028
PILLAR II.
1. Equipped teachers’ knowledge and skills in Inclusive Education and any other related
EQUITY
trainings related in handling children with special needs and disability
Number of In-
Service Training 100% 100% 100% 100% 100% 100% 100%
Conducted

PILLAR 2: EQUITY
MATATAG Take good care of learners by promoting learner well-being, inclusive education, and a positive
Agenda learning environment
DEDP
Intermediate Disadvantaged school-age children and youth, and adults benefited from appropriate equity initiatives
Outcome
Sub- NA
Intermediate
Outcome
Priority Strategi Sub-strategies Program/Project/ Major Outputs
Improvement es Activities/Intervention
 44

Area/Objective
Equipped Improve  Facilitate the conduct  Invite resource  Facilitated In-
teachers’ program of In-Service Trainings speakers who are Service Training
knowledge and management on Inclusive Education experts on the topic on Inclusive
skills in Inclusive and service and any other related Education and
Education and any delivery (from trainings in handling any other related
other related DEDP Strategy children with special trainings in
trainings related 1, Equity) needs and disability handling children
in handling with special
children with needs and
special needs and disability
disability
 Create a Learning  Accomplished
Action Cell Plan that and approved
includes LAC Plan
topics/projects/activit
ies that could help
the teachers in
facilitating learners
with special needs
and disability

 Facilitates school  Sponsor/facilitate  Facilitated school

related activities that related
activities/projects that highlight the activities/project
highlights the collaboration of the s that highlights
importance of children learners and children the importance
with special needs and with special needs to of children with
disability foster healthy and special needs
inclusive education and disability
 45

KPI BASELINE SY SIX - YEAR PHYSICAL TARGET

2021-2022 2022-2023 2023-2024 2024-2025 2025- 2026- 2027-
2026 2027 2028
PILLAR III. 1. Increase the percentage of independent readers
QUALITY
Percentage of
independent
3.5% 4.04% 4.06% 4.08% 3.92% 3.77% 3.51%
readers in Filipino
and English
2. Increase the number of highly numerate learners from 41.17% to 48.87%
Number of highly
numerate 60.38% 62.38% 41.17% 43.08% 44.98% 46.88% 48.78%
learners
3. Increased the schools’ average of Mean Percentage Score by subject area and by
grade level from 81.24% to 81.67%
Mean Percentage
82.09% 81.24% 81.63% 81.64% 81.65% 81.66% 81.67%
Score Result

PILLAR 3: QUALITY
MATATAG Make the curriculum relevant to produce competent and job-ready, active, and responsible citizens;
Agenda
DEDP
Learners complete K to 12 basic education, having attained all learning standards that equip them with
Intermediate
the necessary skills and attributes and are confident to pursue their chosen paths.
Outcome
Sub- Learners attain Stage 1 (K to Grade 3) learning standards of fundamental reading and numeracy skills
Intermediate to provide a basis for success in the remaining learning stages; Learners attain Stage 2 (Grades 4–6)
Outcome learning standards in required literacy and numeracy skills and apply 21 st century skills to various real-
life situations;
Priority Strategie Sub-strategies Program/Project/ Major Outputs
Improvement s Activities/Intervention
Area/Objective
Increase the Ensure  Provide developmentally  Implement the  Provided
percentage of alignment of appropriate reading and Project ROAD or developmentally
 46

independent the numeracy activities to Reinventing appropriate

readers in both curriculum, ensure learners’ Developmental reading and
English and instruction, progress Learning numeracy
Filipino and classroom Opportunities activities to
assessment through Advanced ensure learners’
methods in all and Diverse progress
learning areas Strategies that
(from DEDP specifically targets
Strategy 1, the struggling
Quality) learners in reading
and numeracy

Increase the  Implement Project  Implemented

percentage of RAP (Reading Project RAP
highly numerate Action Plan) that (Reading Action
pupils from specifically targets Plan)
41.17% to the struggling
48.78% learners in terms of
their reading skills.
 Facilitate the  Facilitated the
quarterly Quarterly
assessment of Assessment Test
Numeracy Test and
evaluate the results
to create
intervention suited
to the needs of the
learners
Increased the  Quarterly Evaluation of  Strengthen the  Quarterly
schools’ average the data based on effectiveness of Evaluated the
of Mean Quarterly Assessment conducting School data based on
Percentage Score Test to identify root Monitoring Quarterly
by subject area causes of the low result Evaluation and Assessment Test
and by grade of the MPS by subject Adjustment by to identify root
level from areas and grade levels quarter. This is to causes of the
 47

81.25% to which might contribute ensure that proper low result of the
86.24% to the average result of data collection is MPS by subject
the school being utilized and areas and grade
can serve as basis levels which
in implementing might contribute
appropriate to the average
intervention result of the
school
 Implement school  Implement Project  Implemented
programs/activities that E-LIPAD school
would uplift the learning (Eradicating programs/activit
performance of the Learning ies that would
pupils Inefficiencies by uplift the
using Proactive learning
Approach for the performance of
Holistic the pupils
Development of
Pupils) which
focuses on
struggling learners
in terms of their
learning area
 Facilitate, organize
and participate in
all academic
competitions and
other school related
activities like
Scouting,
Journalism,
Athletics, Festival of
talents and etc.
 Strengthen the schools’  Facilitate the  Strengthened
programs in data conduct of the schools’
gathering and award Quarterly of SMEA programs in
 48

giving and Portfolio Day data gathering

and award
giving

KPI BASELINE SY SIX - YEAR PHYSICAL TARGET

2021-2022 2022-2023 2023-2024 2024-2025 2025- 2026- 2027-
2026 2027 2028
PILLAR 4.
RESILIENCY
Decrease the number of severely wasted learners
AND WELL-
BEING
Nutritional Status
5.15% 5.45% 5.41% 5.37% 5.33% 5.29% 5.25%
of Learners
Monitoring of the Dental Health Status of the Learners
Dental Health
Status of 100% 100% 100% 100% 100% 100% 100%
Learners

PILLAR 4: RESILIENCY AND WELL-BEING

MATATAG Take good care of learners by promoting learner well-being, inclusive education, and a positive learning
Agenda environment
DEDP Learners are resilient and know their rights and have the life skills to protect themselves and claim their
Intermediate education-related rights from DepEd and other duty-bearers to promote learners’ well-being, even as
Outcome they are aware of their responsibilities as individuals and as members of society.
Sub-
Learners have the basic physical, mental, and emotional fortitude to cope with various challenges in life
Intermediate
and to manage risks
Outcome
Priority Strategi Sub-strategies Program/Project/ Major Outputs
Improvement es Activities/Intervention
Area/Objective
Decrease the Provide  Improve nutritional status  Monitor the proper  Improved
 49

number of learners with of pupils implementation of nutritional

severely wasted basic health School-Based status of pupils
learners from and nutrition Feeding Program
5.41% to 5.25% services (from  Reinforce Gulayan sa  Distribution of  Reinforced
DEDP Strategy Paaralan Program vegetables harvest Gulayan sa
6, Resiliency from Gulayan sa Paaralan
and Well-  Create additional school Paaralan Program Program
Being) health care programs  Implement Project  Created
ReCaP (Reinforcing additional
Health Care school health
Approaches for care programs
Pupils Holistic
Development) that
specifically targets
severely wasted
pupils
 Facilitate the Orientation  Submit Program  Facilitated the
Program/s in cooperation Matrix to facilitate Orientation
with the BLGU Health Unit the Orientation Program/s in
to capacitate parents in Proper to the cooperation
maintaining the health parents with the BLGU
status of their children Health Unit to
capacitate
parents in
maintaining
the health
status of their
children
Monitoring of the  Strengthen the  Facilitate the  Strengthened
Dental Health collaboration of the school activity by the
Status of the and BLGU/LGU-Health Unit submitting request collaboration of
Learners to facilitate the monitoring letter to the the school and
of dental health of pupils BLGU/LGU Health BLGU/LGU-
Unit to conduct Health Unit to
annual dental facilitate the
 50

examination to the monitoring of

learners dental health
Ensure that  Strengthen school  Facilitate the of pupils
safety-related programs/activities to conduct of Fire and
activities are ensure the total Earthquake Drill,
conducted development of learners NDEP
 Facilitate the
conduct and
participation
related to Gender
and Development
Programs/activities

KPI BASELINE SY SIX - YEAR PHYSICAL TARGET

2021-2022 2022- 2023-2024 2024-2025 2025- 2026- 2027-
2023 2026 2027 2028
PILLAR 5.
To improve the SBM WinS Level from zero (0) star to 3
GOVERNANCE
Facilitate the
Installation of
comfort rooms 1 CR 1 CR 1 CR 1 CR
1 CR Installed 1 CR Installed 1 CR Installed
from Kindergarten Installed Installed Installed Installed
to Grade V
classroom
Rehabilitation of
School Washing 10% 20% 40% 60% 80% 90% 100%
Facility
Establishment of
Schools’ water 10% 20% 40% 60% 80% 90% 100%
Supply
Facilitate the procurement of ICT equipment and other related school supplies needed
in teaching-instruction
 51

Facilitate the
procurement of
ICT equipment
and other related
10% 20% 40% 50% 60% 80% 100%
school supplies
needed in
teaching-
instruction

The establishment of additional learning resource-establishment and

maintenance/repair of existing school buildings and equipment
Establishment of
20% 20% 40% 50% 60% 80% 100%
School Library
Establishment of
school concrete 20% 20% 40% 50% 60% 80% 100%
fences
Facilitate the
maintenance/repa
20% 20% 40% 50% 60% 80% 100%
ir of four (4)
school buildings
Facilitate the
repainting of
school buildings
and classrooms, 20% 20% 40% 50% 60% 80% 100%
school pergola,
stage and school
gate
Facilitate the 20% 20% 40% 50% 60% 80% 100%
repair of
transparency
board, SBM Hub,
school electrical
wiring, pathwalk,
kitchen and
 52

feeding facilities
Conduct
maintenance
repair on school
armchairs,
teachers’ tables,
school cabinets
and office
cabinets, SBM
Hub, blackboard,
speakers,
20% 20% 40% 50% 60% 80% 100%
printers, ceiling
fans, electric fans,
water dispensers,
ring binders,
laminator, laptop,
external drive,
door, windows,
door knobs and
other school
equipment
Facilitate the procurement of school equipment in sports, drums and lyre instruments and
additional materials to maintain the cleanliness neatness of the school
Procurement of
sports equipment,
drum, lyre
instruments, and
school brass
cutter, trash cans,
100% 100% 100% 100% 100% 100% 100%
brooms, alcohol,
soap, dishwashing
liquid and any
other related
school materials
in cleaning
 53

Facilitate the establishment of additional building that would offer safe, clean and healthy
food and drinks to secure the total health well-being of learners
Repair and
maintenance of 0% 20% 40% 50% 60% 80% 100%
School Canteen
Facilitate activities that promotes strong and good relationship between and among school
personnel
Facilitated School
Team Building
0% 100% 100% 100% 100% 100% 100%
Activities twice
per school year
Conduct of school
recognition and 0% 100% 100% 100% 100% 100% 100%
awards
Facilitate technical assistance for the improvement of conceptual and technical skills
of the teachers
Conduct of school
recognition and 50% 100% 100% 100% 100% 100% 100%
awards
Facilitated School
Team Building
50% 100% 100% 100% 100% 100% 100%
Activities twice
per school year
Regular conduct
of School
50% 100% 100% 100% 100% 100% 100%
Learning Action
Cell
Implement Project 0% 20% 40% 50% 60% 80% 100%
STAR
(Strengthening of
Teachers’
Technical Skills
through
Adaptable and
 54

Results-Oriented
Outcome) which
targets the
professional
development of
teachers
Conduct regular
monitoring and
observation of
80% 100% 100% 100% 100% 100% 100%
classes to provide
technical
assistance
Implement professional development programs to help teachers update the strategies and
approaches in teaching
Facilitate the
conduct of varied
professional
development
80% 100% 100% 100% 100% 100% 100%
programs for
teachers suited to
their needs

Attend seminars,
workshops and
research
conferences
highlighting new
strategies in 80% 100% 100% 100% 100% 100% 100%
uplifting learners
‘performance
focusing on
assessment
methods
Strengthen the 80% 100% 100% 100% 100% 100% 100%
 55

conduct of LAC
Sessions, Peer-
mentoring,
coaching,
technical
assistance of the
school head and
other appropriate
interventions
Facilitate the
conduct and
funding of school
research on
innovation
deemed
80% 100% 100% 100% 100% 100% 100%
necessary for the
progress of the
school and
professional
development of
teachers

PILLAR 5: GOVERNANCE
MATATAG TAke steps to accelerate delivery of basic education facilities and services;
Agenda
DEDP
Intermediate Ideal learning environment and adequate learning resources for learners ensured
Outcome
Sub-
Intermediate NA
Outcome
Priority Strategie Sub-strategies Program/Project/ Major Outputs
Improvement s Activities/Intervention
 56

Area/Objective
To improve the Equitable  Tap the School  Facilitate the  Installation of
SBM WinS Level distribution of Mobilization and Installation of comfort rooms
from zero (0) star essential Networking comfort rooms from from
to 3 education Coordinator to Kindergarten to kindergarten to
resources facilitate the Grade V classroom Grade V
collaboration of the classroom
stakeholders to  Facilitate the  Accomplishment
achieve the desired rehabilitation of the Report of the
outcome washing facility project
 Establishment of  Accomplishment
Schools’ water Report of school
Supply water supply
Facilitate the  Provision of additional  Facilitate the  Accomplished
procurement of equipment/establishm procurement of Purchase Order
ICT equipment ent that will be additional printers, and Requisition
and other related deemed relevant in smart televisions, and Issue Slip
school supplies facilitating the laptop, cloth,
needed in teaching-learning plastic cover,
teaching- process electric fans,
instruction speakers,
amplifiers, water
dispensers, ring
binders, laminators,
external drive,
extension wire,
bulb, solar flood
lights and
microphones
Facilitate the  Conduct quarterly  Establishment of  Accomplishment
establishment of evaluation and School Library Report of School
additional inspection report on Library
learning resource- all the  Establishment of  Accomplishment
establishment classrooms/buildings school concrete Report on school
 57

and to identify the specific fences concrete fences

maintenance/repa needs  Facilitate the  Accomplishment
ir of existing maintenance/repair Report on the
school buildings of two (2) school conduct of
and equipment buildings maintenance/rep
 Facilitate the air of the
repainting of school buildings
buildings and
classrooms, school
pergola,
transparency
board, stage and
school gate
 Facilitate the repair
of transparency
board, school
electrical wiring,
path walk, kitchen,
feeding facilities
 Quarterly Inspection  Conduct
of furniture and maintenance repair
equipment of the on school
school armchairs,
teachers’ tables,
blackboards,
windows, doors,
school cabinets,
SBM Hub, School
gate
 Conduct
maintenance repair
of speakers,
amplifiers, printers,
ceiling fans,
 58

printers, water
dispenser, ring
binders, laminators,
laptop, external
drive
Facilitate the  Provision to  Procurement of  Accomplished
procurement of additionally procure sports equipment, Purchase Order
sports equipment, school equipment that drum and lyre and Requisition
drums and lyre would help the school instruments, school and Issue Slip
instruments and maintain a conducive brass cutter, solar
additional and safe environment flood lights,
materials to extension wire,
maintain the bulbs, trash cans,
cleanliness and brooms, alcohol,
neatness of the soap, dishwashing
school liquid and any other
related school
materials in
cleaning
Facilitate the  Provision to  Establishment of  Accomplished
establishment of additionally establish School Canteen School Canteen
additional school building that
building that would help the school
would offer safe, maintain healthy and
clean and healthy safe environment
food and drinks to
secure the total
health well-being
of learners

PILLAR 5. GOVERNANCE
MATATAG Give support for teachers to teach
Agenda
DEDP Modern, efficient, nimble, and resilient governance and management processes
 59

Intermediate
Outcome
Sub- N/A
Intermediate
Outcome
Priority
Program/Project/
Improvement Strategies Sub-strategies Major Outputs
Activities/Intervention
Area/Objective
Facilitate Provide school  Strengthen strong  Facilitated School  Strengthened
activities that personnel avenue relationship between Team Building strong
promotes strong to hone their and among colleagues Activities twice per relationship
and good skills and affirm to ensure alignment of school year between and
relationship their contribution goals and practices among
between and to the teaching- colleagues to
among school learning process ensure
personnel alignment of
goals and
practices
 Facilitate the giving of  Conduct of school  Facilitated the
school recognition and recognition and giving of school
awards for teachers awards recognition and
who exemplifies awards for
hardwork and teachers who
commitment to exemplifies
teaching hardwork and
commitment to
teaching
Facilitate  Strengthening the  Regular conduct of  Strengthened
technical conceptual and School Learning the conceptual
assistance for the technical skills of the Action Cell and technical
improvement of teachers skills of the
conceptual and teachers
technical skills of  Implement Project  Full
the teachers STAR Implementation
 60

(Strengthening of of Project STAR

Teachers’ Technical
Skills through
Adaptable and
Results-Oriented
Outcome) which
targets the
professional
development of
teachers
 Conduct regular  Conducted
monitoring and regular
observation of monitoring and
classes to provide observation of
technical classes with
assistance accomplished
monitoring tools
 Implement  Facilitate the  Implemented
professional conduct of varied professional
development professional development
programs to help development programs to help
teachers update the programs for teachers update
strategies and teachers suited to the strategies
approaches in their needs and approaches
teaching in teaching
 Attend seminars,
workshops and
research
conferences
highlighting new
strategies in
uplifting learners
‘performance
focusing on
assessment
 61

methods
 Strengthen the
conduct of LAC
Sessions, Peer-
mentoring,
coaching, technical
assistance of the
school head and
other appropriate
interventions
 Facilitate the
conduct and
funding of school
research on
innovation deemed
necessary for the
progress of the
school and
professional
development of
teachers

Table 25. Six Year Physical Targets and School Improvement Plan
 62

B. School Strategic Directions and Key Interventions

i. Priorities that the school must focus to address challenges and harnessing opportunities
The school has always been an aspirant for significant changes to better improve the performance of the school. It is a
dream to produce well-equipped, skilled and talented graduates that will be assets of the community. Producing such as that
will uplift the economic status, will bring pride and honor and success to the community. This aspiration will be realized if the
key priorities will be addressed.

Key Performance Indicators Identified Root Causes Solutions

PILLAR I. ACCESS
 Enrollment Trends  Family/Parental  Intensifies home visitation outputs
Conflict
 Transition Rate  Child Labor  Continued collaboration of the stakeholders thru
 Household Chores regular meetings
 Cohort-Survival Rate  Financial Constraints  Strengthen the partnership of the school and the
 Transfer of Residence community
 Completion Rate  School preference of  Create intervention programs for struggling
parents learners
 Retention Rate  Regular follow up on the progress of the pupils
 School Leaver Rate Organized individual anecdotal records for
references
 Implement Project BULAD (Building of
Stakeholders’ Unilateral Learning Advocacies
through Diverse Opportunities)
PILLAR II. EQUITY
 Lack of In-service  Lack of availability of  Conduct In-Service Training on Inclusive Education
Training/Workshop that focuses local funds to conduct  Attend seminars and trainings
on proper handling of bullying, trainings in school
disadvantaged children and  Lack of trained
children with special needs teachers who will
 63

and disabilities handle children with

special needs and
disabilities
PILLAR III. QUALITY
 Learning Outcomes in Literacy  Poor/no study habits  Implementation of Project ROAD (Reinventing
and Numeracy Result  Lack of parental Developmental Learning Opportunities through
support/intervention Advanced and Diverse Strategies
at home
 After effect of
pandemic
 Lack of reading
materials
 Lack of intensified
home visitation
schedule

 Learning outcome based on  Implementation of Project RAP (Reading Action Plan

the Average Mean Percentage  Adapt the Project BULIG, GIYA and SANA ALL
Score of Learners  Facilitate the conduct of Numeracy Test and PHIL-
IRI
 Facilitate the conduct of SMEA to identify root
causes
 Facilitate the conduct of Quarterly Portfolio
 Facilitate the conduct of all academic competitions
 Implement Project LIPAD (Eradicating Learning
Inefficiencies by using Proactive Approach for the
Holistic Development of Pupils)
 Project STAR (Strengthening of Teachers Technical
Skills through Adaptable and Results-Oriented
Outcome)
PILLAR IV. RESILIENCY AND WELL-BEING
 Learners’ Health and Well-  Financial Constraints  Facilitate the implementation of SBFP
being  Poor health hygiene
and sanitation  Reinforce Gulayan sa Paaralan Program
 64

 Child Labor
 Lack of wellness visit Facilitate the conduct of orientation program with

in clinics the stakeholders with regards to learners’ health
 Parental/Marital  Facilitate Fire and Earthquake Drills, NDEP and
Conflicts Gender Development Programs
 Implement Project ReCaP (Reinforcing Heath Care
Approaches for Pupils Holistic Development)
PILLAR V. GOVERNANCE
 Improve the SBM WinS Level  Scarcity of school  Strengthen partnership with the stakeholders
from zero (0) star to 3 fund/s
 Facilitate the procurement of  Natural disaster like  Tap the Social and Mobilization Coordinator to elicit
ICT equipment and other typhoons, earthquake donations and linkages
related school supplies needed  Not included in
in teaching-instruction priority indicators
 Facilitate the establishment of from last school years  Installation of:
additional learning resource-  0 star in SBM WinS  Comfort Rooms
establishment and  Lack of school  Hand Washing Facility
maintenance/repair of existing equipment necessary  Water Supply
school buildings and for learning  School Library
equipment  School Canteen
 Facilitate the procurement of  Procurement of:
additional school equipment  Printers
and materials to maintain the  Television
cleanliness and neatness of  Speakers
the school  Amplifiers
 Electric fans
 Ring binder
 Brass cutter
 Water Dispenser
 Laminator
 Microphone
 Extension wire
 Bulb
 External drive
 65

 Ceiling fans/wall fans

 Facilitate the establishment of  Facilitated the establishment/repair/maintenance
additional building that would of:
offer safe, clean and healthy  school buildings
food and drinks to secure the  repainting of classrooms
total health well-being of  stage
learners  pergola
 gate
 concrete fences
 school canteen
 transparency board
 path walks
 Feeding facility
 Blackboards
 Speakers
 Amplifiers
 External drive
 Laptop
 Ring binders
 Ceiling fans/wall fans

 Facilitate activities that  Lack of funds  Implementation of Project STAR (Strengthening of

promotes strong and good  Unavailability of team Teachers’ Technical Skills through Adaptable and
relationship between and building activities Results-Oriented Outcome) which targets the
among school personnel  Improve teacher’s professional development of teachers
skills
 66

School Strategic Directions and Key Interventions

i. Priorities that the school must focus to address challenges and harnessing opportunities
The school has always been an aspirant for significant changes to better improve the performance of the school. It is a
dream to produce well-equipped, skilled and talented graduates that will be assets of the community. Producing such as that
will uplift the economic status, will bring pride and honor and success to the community. This aspiration will be realized if the
key priorities will be addressed.

Key Performance Indicators Identified Root Causes Solutions

PILLAR I. ACCESS
 Enrollment Trends  Family/Parental  Intensifies home visitation outputs
Conflict
 Transition Rate  Child Labor  Continued collaboration of the stakeholders thru
 Household Chores regular meetings
 Cohort-Survival Rate  Financial Constraints  Strengthen the partnership of the school and the
 Transfer of Residence community
 Completion Rate  School preference of  Create intervention programs for struggling
parents learners
 Retention Rate  Regular follow up on the progress of the pupils
 School Leaver Rate Organized individual anecdotal records for
references
 Implement Project BULAD (Building of
Stakeholders’ Unilateral Learning Advocacies
through Diverse Opportunities)
PILLAR II. EQUITY
 Lack of In-service  Lack of availability of  Conduct In-Service Training on Inclusive Education
Training/Workshop that focuses local funds to conduct  Attend seminars and trainings
on proper handling of bullying, trainings in school
disadvantaged children and  Lack of trained
children with special needs teachers who will
 67

and disabilities handle children with

special needs and
disabilities
PILLAR III. QUALITY
 Learning Outcomes in Literacy  Poor/no study habits  Implementation of Project ROAD (Reinventing
and Numeracy Result  Lack of parental Developmental Learning Opportunities through
support/intervention Advanced and Diverse Strategies
at home
 After effect of
pandemic
 Lack of reading
materials
 Lack of intensified
home visitation
schedule

 Learning outcome based on  Implementation of Project RAP (Reading Action Plan

the Average Mean Percentage  Adapt the Project BULIG, GIYA and SANA ALL
Score of Learners  Facilitate the conduct of Numeracy Test and PHIL-
IRI
 Facilitate the conduct of SMEA to identify root
causes
 Facilitate the conduct of Quarterly Portfolio
 Facilitate the conduct of all academic competitions
 Implement Project LIPAD (Eradicating Learning
Inefficiencies by using Proactive Approach for the
Holistic Development of Pupils)
 Project STAR (Strengthening of Teachers Technical
Skills through Adaptable and Results-Oriented
Outcome)
PILLAR IV. RESILIENCY AND WELL-BEING
 Learners’ Health and Well-  Financial Constraints  Facilitate the implementation of SBFP
being  Poor health hygiene
and sanitation  Reinforce Gulayan sa Paaralan Program
 68

 Child Labor
 Lack of wellness visit Facilitate the conduct of orientation program with

in clinics the stakeholders with regards to learners’ health
 Parental/Marital  Facilitate Fire and Earthquake Drills, NDEP and
Conflicts Gender Development Programs
 Implement Project ReCaP (Reinforcing Heath Care
Approaches for Pupils Holistic Development)
PILLAR V. GOVERNANCE
 Improve the SBM WinS Level  Scarcity of school  Strengthen partnership with the stakeholders
from zero (0) star to 3 fund/s
 Facilitate the procurement of  Natural disaster like  Tap the Social and Mobilization Coordinator to elicit
ICT equipment and other typhoons, earthquake donations and linkages
related school supplies needed  Not included in
in teaching-instruction priority indicators
 Facilitate the establishment of from last school years  Installation of:
additional learning resource-  0 star in SBM WinS  Comfort Rooms
establishment and  Lack of school  Hand Washing Facility
maintenance/repair of existing equipment necessary  Water Supply
school buildings and for learning  School Library
equipment  School Canteen
 Facilitate the procurement of  Procurement of:
additional school equipment  Printers
and materials to maintain the  Television
cleanliness and neatness of  Speakers
the school  Amplifiers
 Electric fans
 Ring binder
 Brass cutter
 Water Dispenser
 Laminator
 Microphone
 Extension wire
 Bulb
 External drive
 69

 Ceiling fans/wall fans

 Facilitate the establishment of  Facilitated the establishment/repair/maintenance
additional building that would of:
offer safe, clean and healthy  school buildings
food and drinks to secure the  repainting of classrooms
total health well-being of  stage
learners  pergola
 gate
 concrete fences
 school canteen
 transparency board
 path walks
 Feeding facility
 Blackboards
 Speakers
 Amplifiers
 External drive
 Laptop
 Ring binders
 Ceiling fans/wall fans

 Facilitate activities that  Lack of funds  Implementation of Project STAR (Strengthening of

promotes strong and good  Unavailability of team Teachers’ Technical Skills through Adaptable and
relationship between and building activities Results-Oriented Outcome) which targets the
among school personnel  Improve teacher’s professional development of teachers
skills
Table 26. School Strategic Directions and Key Intervention
 70

PROJECT TITLE: Project ROAD (Reinventing Developmental

Learning Opportunities through Advanced and
Diverse Strategies)
PROBLEM STATEMENT: Low Learning Outcomes in terms of Literacy and
Numeracy
PROJECT OBJECTIVE STATEMENT: To increase the number of independent
readers in Filipino and English
DATE OF
PERSON BUDGET
ACTIVITY OUTPUT IMPLEME BUDGET
RESPONSIBLE SOURCE
N-TATION
Pre-planning activity which
August
includes presentation of School head, Php
ACR 2023 – MOOE
the project to the teaching Teachers, 1000.00
June 2028
staff and the stakeholders
Evaluate and assess the
Php
project to ensure School head,
ACR Quarterly 1000.00 MOOE
effectiveness and Teachers,
efficiency in the field
Create Project Team that ACR,
School head, Php
will supervise the PROJECT MOOE
TEAM Teachers 1000.00
monitoring and
Equipped teachers thru
School head, Php
Learning Action Cell LAC PLAN Quarterly MOOE
Teachers 1000.00
Create learning materials LEARNING
and prepare assessment MATERIALS
tools to be used in the FOR School head, Php
Quarterly MOOE
implementation of the LITERACY Teachers 1000.00
project AND
NUMERACY

Start of the
October School head, Php
implementation MOOE
2024 Teachers 8000.00
Quarterly updates on the
QUARTERLY School head, Php
progress of the project REPORT
Quarterly MOOE
Teachers 1000.00
Assessment and
evaluation of the project to ASSESSMNE
T AND School head, Php
address the needs of the EVALUATION
Quarterly MOOE
Teachers 1000.00
pupils DATA

ROOT CAUSE: High number of frustration level, lack of school

innovation/program applied
Table 27. Project Work Plan and Project Matrix of Project ROAD
 71

PROJECT TITLE: Project RAP (Reading Action Plan)

PROBLEM STATEMENT: Low Learning Outcomes in Literacy
PROJECT OBJECTIVE STATEMENT: To improve the learners’ reading skills
DATE OF
PERSON BUDGET
ACTIVITY OUTPUT IMPLEME BUDGET
RESPONSIBLE SOURCE
N-TATION
 Start of the reading
Septembe School head, Php
assessment of the ACR MOOE
r 2023 Teachers, 1000.00
learners
 Evaluate the result
and
Php
group the learners Septembe School head,
ACR 1000.00 MOOE
according to their r 2023 Teachers,
level based on their
reading assessment
 Create learning
LEARNING
materials and MATERIALS
prepare assessment and Php
School head,
tools to be used in ASSESSMEN Quarterly 7000.00 MOOE
T TOOLS Teachers,
the implementation
FOR
of the project LITERACY

 Start of the ACR, Septembe

School head, Php
implementation of PROJECT r to June MOOE
TEAM Teachers 4000.00
the project 2024
 Monthly updates on
the progress of the Monthly School head, Php
Monthly MOOE
project Updates Teachers 1000.00

 Assessment and
evaluation of the ASSESSMEN
project to address T AND School head, Php
Monthly MOOE
the needs of the EVALUATION Teachers 1000.00
pupils DATA

ROOT CAUSE: Poor/no study habits

Lack of parental support/intervention at home
After effect of pandemic
Lack of reading materials
Lack of intensified home visitation schedule
Table 28.. Project Work Plan and Project Matrix of Project RAP
 72

PROJECT TITLE: Project BULAD (Building of Stakeholders’

Unilateral Learning Advocacies through
Diverse Opportunities)
PROBLEM STATEMENT: Learners low performance outputs
PROJECT OBJECTIVE STATEMENT: To strengthen stakeholders and school
partnership to maintain high performance indicator
result
ROOT CAUSE: Poor/no study habits
Lack of parental support/intervention at home

DATE OF
PERSON BUDGET
ACTIVITY OUTPUT IMPLEME BUDGET
RESPONSIBLE SOURCE
N-TATION
 Crafting of the Septembe School head, Php MOOE/
ACR
school project r 2023 Teachers, 3000.00 DONATION
 Presentation of the
School head, Php
Project to the Septembe MOOE/
ACR Teachers, 1000.00
Stakeholders and r 2023 DONATION
Stakeholders
the Teachers
School head,
 Finalization of the Septembe Php MOOE/
ACR Teachers,
Projects r 2023 500.00 DONATION
Stakeholders
 Planning of the Program School head,
matrix of Septembe Php MOOE/
activities to the
Teachers,
r 2023 1,000.00 DONATION
implement activities Stakeholders
Septembe School head,
 Start of Php MOOE/
r to June Teachers and
Implementation 500.00 DONATION
2024 Stakeholders
 Monthly updates on
the progress of the Monthly School head, Php MOOE/
Monthly
project Updates Teachers 500.00 DONATION

 Adjustment of
School head,
project implemented Php MOOE/
ACR Monthly Teachers,
to cater the needs 3000.00 DONATION
Stakeholders
of the learners
 Assessment and ASSESSMEN
evaluation of the T AND School head, Php MOOE/
Monthly
project EVALUATION Teachers 500.00 DONATION
DATA
Table 29. Project Work Plan and Project Matrix of Project BULAD

PROJECT TITLE: Project ReCaP (Reinforcing Heath Care Approaches

for Pupils Holistic Development)
 73

PROBLEM STATEMENT: Low data on nutritional status of learners

PROJECT OBJECTIVE STATEMENT: To improve the nutritional status of learners
ROOT CAUSE: Financial Constraints
Poor health hygiene and sanitation
Child Labor
Lack of wellness visit in clinics
Parental/Marital Conflicts
DATE OF
PERSON BUDGET
ACTIVITY OUTPUT IMPLEME BUDGET
RESPONSIBLE SOURCE
N-TATION
 Data gathering and Septembe School head, Php
ACR MOOE
Analysis of Data r 2023 Teachers, 500.00
 Crafting and
finalization of the School head, Php
Septembe
Project to the ACR Teachers, 500.00 MOOE
r 2023
Stakeholders and Stakeholders
the Teachers
 Planning of the Program School head, Php
orientation and matrix of Septembe
Teachers, 1,000.00 MOOE
other related the r 2023
activities Stakeholders
activities
Septembe School head,
 Start of Php
r to June Teachers and MOOE
Implementation 2000.00
2024 Stakeholders
 Quarterly updates
on the progress of Quarterly School head, Php
Monthly MOOE
the project Updates Teachers 500.00

 Assessment and ASSESSMEN

evaluation of the T AND School head, Php
Monthly MOOE
project EVALUATION Teachers 500.00
DATA
Table 30. Project Work Plan and Project Matrix of Project ReCaP

PROJECT TITLE: Project E-LIPAD (Eradicating Learning

Inefficiencies by using Proactive Approach for the
Holistic Development of Pupils)
PROBLEM STATEMENT: Low performance on reading and numeracy
result of learners
 74

PROJECT OBJECTIVE STATEMENT: To improve the reading and numeracy skills

of learners
ROOT CAUSE: Poor/no study habits
Lack of parental support/intervention at home
Lack of reading materials
Lack of intensified home visitation schedule

DATE OF
PERSON BUDGET
ACTIVITY OUTPUT IMPLEME BUDGET
RESPONSIBLE SOURCE
N-TATION
 Data gathering and Septembe School head, Php
ACR MOOE
analysis of data r 2023 Teachers, 500.00
Php
Septembe School head,
 Crafting of project ACR 500.00 MOOE
r 2023 Teachers
 Planning of the Program Php
orientation and matrix of Septembe School head,
1,000.00 MOOE
other related the r 2023 Teachers
activities activities
Septembe
 Start of School head, Php
ACR r to June MOOE
Implementation Teachers 500.00
2024
 Monthly updates on
the progress of the Monthly School head, Php
Monthly MOOE
project Updates Teachers 500.00

 Assessment and ASSESSMEN

evaluation of the T AND School head, Php
Monthly MOOE
project EVALUATION Teachers 500.00
DATA
Table 31. Project Work Plan and Project Matrix of Project LIPAD

PROJECT TITLE: Project STAR (Strengthening of Teachers

Technical Skills through Adaptable and Results-
Oriented Outcome)
PROBLEM STATEMENT: Low performance on performance indicators of
the learners
 75

PROJECT OBJECTIVE STATEMENT: To provide professional development

seminars/activities to capacitate teachers to help uplift
the performance of the pupils
ROOT CAUSE: Poor/no study habits
Lack of parental support/intervention at home
After effect of pandemic
Lack of reading materials
DATE OF
PERSON BUDGET
ACTIVITY OUTPUT IMPLEME BUDGET
RESPONSIBLE SOURCE
N-TATION
 Crafting of the Septembe School head, Php
ACR MOOE
school project r 2023 Teachers, 2000.00
 Presentation of the
Php
Project to the Septembe School head,
ACR 2000.00 MOOE
Stakeholders and r 2023 Teachers
the Teachers
 Planning of the Program Php
orientation and matrix of Septembe School head,
1,000.00 MOOE
other related the r 2023 Teachers
activities activities
Septembe
 Start of School head, Php
ACR r to June MOOE
Implementation Teachers 8000.00
2024
 Monthly updates on
the progress of the Monthly School head, Php
Monthly MOOE
project Updates Teachers 1000.00

 Assessment and ASSESSMEN

evaluation of the T AND School head, Php
Monthly MOOE
project EVALUATION Teachers 1000.00
DATA
Table 32. Project Work Plan and Project Matrix of Project STAR
 76

FINANCIAL
PLAN
 E.J. Dulay National High School
SIX-YEAR INDICATIVE FINANCIAL PLAN
SY 2023-2028

Annual Financial
Annual Physical Target
Key Requirements
Sour
Program/ Expected Perfor ce of
Office/ Assum
Year Year Year Year Year Year Expens Person ptions
Objectives Policy/ End mance Yea Yea Yea Yea e Item
Fund
Accoun and
1 2 3 4 5 6 r1 Year Year
r4 r5 r6
Projects Output Indicat 2 3 table Risks
202 202 202 202 202 202 202 2024 2025 202 202 202
or 3 6 7 8
3 4 5 6 7 8

PILLAR I. ACCESS

Sustain the
enrollment Strengthen the
rate of all use of home Accomplish

2,000.00

4,500.00
school age- visitation tool ed Home

2,500.00

3,000.00

3,500.00

4,000.00
children by strictly Visitation MOOE School
Net OFFICE
based on following the Tool with Enrollment 95.65% 96.52% 97.39% 98.26% 99.13% 100% SUPPLIES Head and
Teachers
the schedule; accomplish Rate

community ensure the ment

school safe keeping report;
mapping of record/s and Communica
result data should be tion letters,
Sustain the organized to minutes of
properly follow meetings

2,000.00

2,500.00

3,000.00

3,500.00

4,000.00

4,500.00
current School

transition up the and Transition

96.17% 97.19% 97.70% 98.21% 98.72% 99.22%
OFFICE
SUPPLIES MOOE
Head
And

rate improvements attendance Rate Teachers

of the learners
 78

Increase
cohort- Conduct
survival regular parent-
rate from teacher
83.09% to meetings,

2,000.00

2,500.00

3,000.00

3,500.00

4,000.00

4,500.00
86.32% regular Cohort MOO School
E Head and
progress Survival 81.25% 83.09% 83.89% 84.70% 85.51% 86.32% OFFICE Teachers
Rate SUPPLIES
updates, and
collaborative
problem-
solving
sessions.

Increase
the Regular
completion quarterly
rate from assessment
88.65% to using
91.07% Anecdotal MOO
Accomplish E
Records to

2,000.00

2,500.00

3,000.00

3,500.00

4,000.00

4,500.00
ed School
easily identify Completion
OFFICE Head
Learners’ Rate
100% 88.68% 89.28% 89.87% 90.47% 91.07% SUPPLIES And
learners’ Teachers
Individual
weaknesses
Anecdotal
and strengths
Records
as basis for
the
intervention to
be utilized
 79

Increase
the Strengthen the
retention use of tracking
rate from school
88.29% to tracking Compilation
91.53% system to of pupils

2,000.00

2,500.00

3,000.00

3,500.00

4,000.00

4,500.00
MOO
School
ensure that learning E
Retention OFFICE Head and
97.5% 98% 98.5% 99% 99.5% 100% Teachers
learners are tracker rate SUPPLIES

able to data
enroll/finish
her/his
elementary
education
 80

Implement
Decrease Project BULAD
school (Building of
leaver rate Stakeholders’
from 3% to Unilateral
0% Learning
Advocacies
through
Diverse
Opportunities)

2,500.00

3,000.00

3,500.00

4,000.00

4,500.00
which focuses

2,000.00
Advocacies MOO
Stakeholder E
through
s
Diverse
Participatio School School
Opportunities) OFFICE Head and
n in School Leaver 0% 0% 0% 0% 0% 0% Teachers
which focuses Rate
SUPPLIES

on the
strengthening
of partnership
of the
stakeholders
and school in
maintaining
high
performance
indicator
results
through
various
activities
PILLAR 2: EQUITY
Equipped Facilitated
Invite resource

5,000.00

5,500.00

6,000.00

7,000.00

8,000.00

9,000.00
teachers’ In-Service

100%
knowledge speakers who In-Service 100 100 100 100 100 Office MOO School
Training on Supplies E
and skills in are experts on Trainings % % % % % Head and
Inclusive Teachers

Inclusive the topic

Education
 81

Education and any

and any other
other related
related trainings in

10,000.00
trainings handling

5,000.00

6,000.00

7,000.00

8,000.00

9,000.00
related in children Training
handling with special Expenses MOO
E
children needs and
with special disability
needs and
disability

Create a
Learning
Action Cell
Plan that

1,500.00

2,000.00

2,500.00

3,000.00

3,500.00
includes
Accomplish
topics/projects

1,000.00
MOO
ed and Office E School
/activities that In-Service 100 100 100 100 100 100 Head and
approved Supplies Teachers
could help the Trainings % % % % % %
LAC Plan
teachers in
facilitating
learners with
special needs
and disability

Sponsor/

10,000.0

11,000.0

12,000.0

13,000.0

14,000.0

15,000.0
Facilitate MOO
activities that Office E

0
Supplies
highlight the
Facilitated
collaboration Sports
Group Events or
of the learners 100 100 100 100 100 100 School
Presentatio any other Head and
and children related % % % % % % Teachers
n of Talents;

10,000.00
Other

5,000.00

6,000.00

7,000.00

8,000.00

9,000.00
with special activities Supplies MOO
Conduct of
needs to foster and E
Sports Materials
healthy and Expense
Feast
inclusive s

education
PILLAR 3: QUALITY
 82

2,000.00

2,500.00

3,000.00

3,500.00

4,000.00

4,500.00
Increase
the Office MOO
Implement Supplies E
percentage Project RAP
of (Reading
independen Full
Action Plan)
t readers Implementa
that

3,000.00

3,500.00

4,000.00

4,5000.0

5,000.00

5,500.00
from 4.26% tion of Reading Training
specifically MOO
Project RAP Assessment 0% 4.26% 4.08% 3.92% 3.77% 3.51% Expense

0
to 3.51% targets the Result s
E

struggling School
Head
learners in And
Teachers
terms of their Printing

1,000.00
500.00

600.00

700.00

800.00

900.00
reading skills. and
Publicati MOO
on E
Expense
s

Implement the

5,000.00

6,000.00

7,000.00

8,000.00

9,000.00

10,000.0
Increase Project ROAD
the or Reinventing Office MOO

0
Supplies E
percentage Developmenta
of highly l Learning
numerate Opportunities
learners through Full MOO

3,000.00

3,500.00

4,000.00

4,5000.0

5,000.00

5,500.00
E
from Advanced and Implementa Training
Numeracy Expense

0
41.17% to Diverse tion of Test Result 20% 40% 50% 60% 80% 100% s
48.78% Strategies that Project
specifically ROAD School
Head
targets the And
Teachers
Printing

1,000.00
struggling

500.00

600.00

700.00

800.00

900.00
and
learners in Publicati MOO
on
reading and Expense
E
numeracy s
 83

Increased
the schools’
average of

15,000.00

16,000.00

17,000.00

18,000.00

19,000.00

20,000.00
Mean
Percentage Office MOO
Supplies E
Score by Implement
subject Project LIPAD
area and by (Eradicating
grade level Learning
from Inefficiencies
81.24% to by using
81.67% Proactive Full
Approach for Implementa School
20% 40% 50% 60% 80% 100% Head and

4,5000.00
the Holistic tion of Mean

3,000.00

3,500.00

4,000.00

5,000.00

5,500.00
Teachers
Percentag
Development Project e Score Training MOO
of Pupils) LIPAD Result Expense E
which focuses s
on struggling
learners in
terms of their
learning area

1,000.00
Printing

500.00

600.00

700.00

800.00

900.00
and MOO
Publicati E
on
Expense
s

PILLAR 4: RESILIENCY & WELL-BEING

Monitor the Nutritional 5.45% 5.41% 5.37% 5.33% 5.29% 5.25% School
Office Head
Status
Decrease proper SBFP Report Supplies
And
Teachers
the number implementatio Implementa

1,000.00

1,500.00

2,000.00

2,500.00

3,000.00

3,500.00
of severely n of School- tion
wasted Based Feeding terminal MOO
E
learners Program report with
improved
nutritional
 84

Distribution of status of
vegetables students

1,000.00

1,500.00

2,000.00

2,500.00

3,000.00

3,500.00
harvest from under
Office
Gulayan sa severely 5.45% 5.41% 5.37% 5.33% 5.29% 5.25%
Supplies MOOE

Paaralan wasted
Program category

15,000.0

16,000.0

17,000.0

18,000.0

19,000.0

20,000.0
MOOE
Office

0
Supplies

Implement
Project ReCap
(Reinforcing

3,000.00

3,500.00

4,000.00

4,5000.0

5,000.00

5,500.00
MOO
Health Care Training
E
Expense

0
5.45% 5.41% 5.37% 5.33% 5.29% 5.25%
Approaches s
for Pupils
Holistic
Development) Printing

1,000.00
500.00

600.00

700.00

800.00

900.00
and MOO
Publicati E
on
Expense
s

Submit 5.45% 5.41% 5.37% 5.33% 5.29% 5.25% School

Office Head
Program Supplies
and
Teachers
Matrix to

1,000.00

1,500.00

2,000.00

2,500.00

3,000.00

3,500.00
facilitate the MOO
Orientation E

Proper to the
parents
 85

Facilitate the
activity by
submitting
request letter

1,000.00

1,500.00

2,000.00

2,500.00

3,000.00

3,500.00
to the Dental Dental
Health 100 100 100 100 100 100 Office
BLGU/LGU Health Status Supplies MOO
% % % % % % E
Health Unit to Status Report
conduct
annual dental
examination to
the learners

1,000.00

1,500.00

2,000.00

2,500.00

3,000.00

3,500.00
Office MOO
Supplies E

Implement
Project ReCaP
Full
(Reinforcing

1,000.00

1,500.00

2,000.00

2,500.00

3,000.00

3,500.00
Implementa Accomplis MOOE
Health Care Training
tion of hment 20% 40% 60% 80% 90% 100% Expenses
Approaches Report
Project
for Pupils
ReCaP
Holistic
Development)

1,000.00
500.00

600.00

700.00

800.00

900.00
Printing MOOE
and
Publication
Expenses

Pillar V: GOVERNANCE

Physical 1 CR 1 CR 1 CR 1 CR 1 CR 1 CR School
Repairs Head,
Resources
Facilitate the Installation insta insta insta insta insta insta and
and
Teachers
To improve Installation of of comfort lled lled lled lled lled lled Mainten

10,000.00

11,000.00

12,000.00

13,000.00

14,000.00

15,000.00
ance-
the SBM comfort rooms rooms in Buildings MOO
WinS Level from every and E
other
from zero Kindergarten classroom Structur
(0) star to 3 to Grade V es-
School
classroom Buildings
 86

10,000.00

11,000.00

12,000.00

13,000.00

14,000.00

15,000.00
GPTA/
DONAT Stakeholders
ION

Facilitate the Accomplish Repairs

rehabilitation ment and
of the washing Report of Mainten

10,000.00

11,000.00

12,000.00

13,000.00

14,000.00

15,000.00
ance-
facility the project Buildings
Physical and MOO
School
20% 40% 60% 80% 90% 100% Head, and
Resources other E Teachers

Structur
es-
School
Buildings

Repairs
and
Mainten

10,000.00

20,000.00

30,000.00

40,000.00

50,000.00

60,000.00
ance-
Buildings
GPTA/
and DONAT Stakeholders
other ION
Structur
es-
School
Buildings

Establishment Accomplish
School
Physical 20% 40% 60% 80% 90% 100 Head, and
Resources Repairs Teachers
of Schools’ ment % and
water Supply Report of Mainten

10,000.00

20,000.00

30,000.00
ance- MOO
school Buildings E

-----

-----
---
water and
other
supply Structur
es-
School
Buildings
 87

110,000.00

12,000.00
10,00.00
------

------

------
GPTA
/
Stakeho
DONATI lders
ON

Facilitate Facilitate the Accomplish

the procurement ed

10,000.00
Semi-
procuremen of additional Purchase

11,000.00

12,000.00

13,000.00

14,000.00

15,000.00
expandabl
e
t of ICT printers, smart Order and Machinery MOO School
and E Head,
equipment televisions, Requisition Equipment and
and other laptop, cloth, and Issue Expenses Teachers

related plastic cover, Slip

school electric fans,
supplies speakers,
needed in amplifiers, Physical
20% 40% 50% 60% 80% 100%
teaching- water Resources
instruction dispensers,
Semi-
ring binders,

15,000.00

16,000.00

17,000.00

18,000.00

19,000.00

20,000.00
Expendabl
e
laminators, Machinery
external drive, and
Equipment GPTA/
Stakeholders

extension Expenses-
Office
DONAT
ION
wire, bulb, Equipment

solar flood
lights and
microphones
Facilitate Establishment Accomplish Repairs
the of School ment and
establishm Library Report of Mainten

50,000.00

50,000.00
ance-
ent of School Buildings GPTA/

------

------

------

------
Physical and DONAT Stakehold
additional Library Resources
20% 40% 50% 60% 80% 100%
other
ION ers
learning Structur
resource- es-
School
establishm Buildings
ent and
 88

maintenanc
Mainten
e/repair of ance-
existing

10,000.00

20,000.00
Buildings School
and Head and
school

------

------

------

------
other MOO Teachers
buildings Structur E
es-
and School
equipment Buildings

Establishment Accomplish Repairs

of school ment and
concrete Report on Mainten

10,000.00

20,000.00

30,000.00

40,000.00

50,000.00

60,000.00
ance-
fences school Buildings
GPTA/
DONATI
ON Stakeholder
concrete and s
other
fences Structur
es-
School
Buildings
Physical
20% 40% 50% 60% 80% 100%
Resources Repairs
and
Mainten

10,000.00

11,000.00

12,000.00

13,000.00

14,000.00

15,000.00
ance- School
Buildings Head and
and Teachers
MOO
other
E
Structur
es-
School
Buildings

Facilitate the Accomplish Physical 20% 40% 50% 60% 80% 100 Repairs
School
Head,
Resources
maintenance/r ment % and
and
Teachers
epair of two Report on Mainten

10,000.00

11,000.00

12,000.00
ance-
(2) school the conduct Buildings

------

------

------
buildings of and MOO
other E
maintenanc Structur
e/repair of es-
School
the Buildings
buildings
 89

Repairs
and
Mainten GPTA/

10,000.00

11,000.00

12,000.00
ance- DONATI
Buildings ON

------

------

------
and Stakeholder
other s

Structur
es-
School
Buildings

Facilitate the
Accomplishme
repainting of nt Report Repairs
school

10,000.00

11,000.00

12,000.00

13,000.00

14,000.00

15,000.00
and
Maintenan
buildings and ce-
GPTA/
DONATI
Stakeholder
Buildings ON
classrooms, and other
s

school Structures
-School
pergola, stage Buildings

and school
Physical
gate Resources
20% 40% 50% 60% 80% 100%

Repairs

10,000.00

11,000.00

12,000.00

13,000.00

14,000.00

15,000.00
and
Maintenan MOOE School
ce- Head,
Buildings and
and other Teachers
Structures
-School
Buildings

Facilitate the
repair of Rep MOOE
transparency

10,000.00

20,000.00
airs and
Maintenan
board School

-------

-------

-------

-------
ce-
Buildings Head,
and other and
Structures Teachers
-School
Buildings

Physical 100
Resources 20% 40% 50% 60% 80%
% Repairs
and
Mainten

10,000.00

15,000.00
ance- GPTA/
DONATI

-------

-------

-------

-------
Buildings ON
Stakeholder
and s
other
Structur
es-
School
Buildings
 90

Conduct Accomplish Repairs

maintenance ment and
Mainten
repair on Report

15,000.00

16,000.00
ance-
school Buildings

-------

-------

-------

-------
Physical 100 and
armchairs, Resources 20% 40% 50% 60% 80% other
% Structur
School
teachers’ es-
MOOE Head,
and
tables and School Teachers

other school Buildings

equipment
Facilitate Semi-
expenda
the Procurement Accomplish ble

10,000.00

11,000.00

12,000.00

13,000.00

14,000.00

15,000.00
procuremen of sports ed machine
ry and GPTA/
t of sports equipment, Purchase equipme DONAT Stakehold
nt ION
equipment, drums and Order and expense
ers

drums and lyre Requisition s-

lyres instruments, and Issue machine
ry;
instruments school brass Slip
, and cutter, solar Semi-
expenda
materials to flood lights,

6,000.00
ble

10,000.00

11,000.00
7,000.00

8,000.00

9,000.00
maintain extension machine
ry and MOO
the wire, bulbs, equipme E
School
Head, and
Teachers
cleanliness trash cans, Physical 100 nt

and brooms, Resources 20% 40% 50% 60% 80% expense

% s-
neatness of alcohol, soap, machine
ry;
the school dishwashing
Other
liquid and any

5,000.00

6,000.00

7,000.00

8,000.00

9,000.00

10,000.0
supplies
MOO School
other related and
E Head,
material

0
school s
and
Teachers
materials in expense;

cleaning

2,000.00

4,000.00

6,000.00

8,000.00

10,000.0

12,000.0
Medical, MOO
dental and School
laboratory
E Head,

0
supplies and
Teachers
expenses;
 91

Facilitate
the Establishment Accomplish
establishm of School ed School

10,000.00

40,000.00
MOO
ent of Canteen Canteen School

-------

-------
------
E

-----
Head,
additional Repairs
and
Teachers
building and
Mainte
that would nance-
offer safe, Buildin
Physical 100 gs and
clean and Resources 20% 40% 50% 60% 80% other
%
healthy Structu
res-
food and

130,000.00

140,000.00
School
drinks to Buildin GPTA/

-------

-------
gs

------

------
secure the DONATI
ON Stakeholder
s
total health
well-being
of learners

Facilitate Facilitated Conducted Profession 100 100 100 100 100 100

9,000.00

10,000.0

11,000.0

12,000.0

13,000.0

14,000.0
al
activities School Team School Developm
% % % % % % School
that Building Team ent
Training Head,

0
Expenses MOO and
promotes Activities twice Building E Teachers

strong and per school Activities

good year twice per
relationship school year

2,000.00

3,000.00

4,000.00

5,000.00

6,000.00

7,000.00
School
between Travelling
Expenses-
MOO Head,
and among Local E and
Teachers
school
personnel

2,000.00

9,000.00

10,000.0

11,000.0

12,000.0

13,000.0
School
Office
MOO Head,

0
Supplies
Expenses E and
Teachers

Other School
Supplies Head,

2,000.00

3,000.00

4,000.00

5,000.00

6,000.00

7,000.00
and and
Materials Teachers
Expense MOO
E
 92

8,000.00

9,000.00

10,000.0

11,000.0

12,000.0

13,000.0
School
Conduct of Received Training Head,

0
Expenses MOO and
school recognition E Teachers

recognition s and
and awards awards

2,000.00

3,000.00

4,000.00

5,000.00

6,000.00

7,000.00
School
Travelling
Expenses-
MOO Head,
Local E and
Teachers
Profession
al 100 100 100 100 100 100
Developm % % % % % %
ent

2,000.00

9,000.00

10,000.0

11,000.0

12,000.0

13,000.0
School
Office
MOO Head,

0
Supplies
Expenses E and
Teachers

2,000.00

3,000.00

4,000.00

5,000.00

6,000.00

7,000.00
Other School
Supplies
and
MOO Head,
Materials E and
Expense Teachers

Regular ACR on the

10,000.0

11,000.0

12,000.0

13,000.0

14,000.0
9,000.00
conduct of conduct of School
Facilitate School School Training MOO Head,

0
Expenses E and
technical Learning Learning Teachers

assistance Action Cell Action Cell

for the
Profession
improveme 100 100 100 100 100 100
al
nt of % % % % % %

2,000.00
Developm

3,000.00

4,000.00

5,000.00

6,000.00

7,000.00
conceptual ent MOO
School
E
and
Travelling
Head,
Expenses-
Local and
technical Teachers
 93

skills of the
teachers

10,000.00

11,000.00

12,000.00

13,000.00
9,000.00
MOO
School
Office E
Head,
Supplies

2,000.00
Expenses and
Teachers

3,000.00

4,000.00

5,000.00

6,000.00

7,000.00
Other MOO
School
Supplies E
Head,
and

2,000.00
and
Materials
Teachers
Expense

20% 40% 50% 60% 80% 100

Profession
al
%
Implement

10,000.00

11,000.00

12,000.00

13,000.00

14,000.00
Developm

9,000.00
Project STAR Full ent
Training
MOO School
Head,
(Strengthening Implementa Expenses E and
Teachers
of Teachers’ tion of
Technical Skills Project
through STAR
Adaptable and
Results-
Oriented

2,000.00

3,000.00

4,000.00

5,000.00

6,000.00

7,000.00
Outcome) School
MOO
which targets Travelling
Expenses- E
Head,
and
the Local
Teachers
professional
development
of teachers
Office School
Supplies Head,
Expenses and
Teachers

10,000.00

11,000.00

12,000.00

13,000.00
2,000.00

9,000.00
MOO
E
 94

Conduct Conducted
regular regular
monitoring monitoring
and and

2,000.00

3,000.00

4,000.00

5,000.00

6,000.00

7,000.00
Profession School
observation of observation Office MOO Head,
al 100% 100% 100% 100% 100% 100% Supplies
E
classes to of classes Developm
Expenses and
Teachers
provide with ent
technical accomplish
assistance ed
monitoring
tools
Impleme Facilitate Facilitate

9,000.00

10,000.0

11,000.0

12,000.0

13,000.0

14,000.0
nt the conduct d the Training
MOOE School
Head,

0
professio of varied conduct Expenses and
Teachers

nal professional of varied

developm developme professio
ent nt programs nal

2,000.00

3,000.00

4,000.00

5,000.00

6,000.00

7,000.00
Profession
programs for teachers developm al 80 100 100 100 100 100 Travelling
Expenses-
MOOE School
Head,
Developm
% % % % % % Local and

to help suited to ent ent

Teachers

teachers their needs programs

update for

10,000.0

11,000.0

12,000.0

13,000.0

14,000.0

15,000.0
the teachers Office
MOOE School
Head,

0
Supplies

strategie suited to Expenses and

Teachers

s and
 95

approach their
es in needs
teaching

10,000.00

11,000.00

12,000.00

13,000.00

14,000.00

15,000.00
MOOE
Other
School
Supplies
Head,
and
and
Materials
Teachers
Expense

Attend Attended Professio 80 100 100 100 100 100

10,000.00

11,000.00

12,000.00

13,000.00
8,000.00

9,000.00
seminars, seminars, nal
workshops and workshops Develop % % % % % % Training
MOOE School
Head,
research and research ment Expenses and
Teachers
conferences conferences
highlighting new highlighting
strategies in new
uplifting learners strategies in

2,000.00

3,000.00

4,000.00

5,000.00

6,000.00

7,000.00
School
‘performance uplifting Travelling
MOOE
Head,
focusing on learners Expenses-
Local and
Teachers
assessment ‘performance
methods focusing on
assessment
methods

15,000.00

16,000.00

17,000.00

18,000.00
2,000.00

9,000.00
School
Office
MOOE Head,
Supplies
and
Expenses
Teachers

School
Other Head,
Supplies and

2,000.00

3,000.00

4,000.00

5,000.00

6,000.00

7,000.00
and Teachers
Materials
Expense MOOE
 96

Strengthen Strengthe

10,000.0

11,000.0

12,000.0

13,000.0

14,000.0

15,000.0
MOOE
the conduct ned the Training
School
Head,

0
of LAC conduct Expenses and
Teachers

Sessions, of LAC
Peer- Sessions,
mentoring, Peer-

10,000.0

11,000.0

12,000.0

13,000.0

14,000.0

15,000.0
MOOE
School
Travelling
coaching, mentorin Head,

0
Expenses-
and
Local
technical g, Teachers

assistance coaching, Profession

al 80 100 100 100 100 100
of the technical

10,000.0

11,000.0

12,000.0

13,000.0

14,000.0

15,000.0
Developm
% % % % % %
school head assistanc ent Office MOOE School
Head,

0
Supplies
and other e of the Expenses
and
Teachers

appropriate school
intervention head and
s other

10,000.00

11,000.00

12,000.00

13,000.00

14,000.00

15,000.00
appropria Other
Supplies and MOOE
School
Head, and
te Materials
Expense
Teachers

interventi
ons
OTHER UNIQUE CONCERNS (SCHOOL PROGRAMS, PROJECTS AND ACTIVITIES)
Ensure Hire utility Utility
smooth workers /Janitorial
school
operation who would services
help

10,000.00

11,000.00

12,000.00

13,000.00

14,000.00

15,000.00
and MOO
provision of maintain Mandatory 100 100 100 100 100 100 Janitorial
Expense
E
School
Head,
school the school Expenses
% % % % % % s
and
Teachers
services
environmen
t, dispense
other
services
 97

Pay

11,000.00

13,000.00

15,000.00
electrical

5,000.00

7,000.00

9,000.00
services Mandatory 100 100 100 100 100 100 Electricity MOO School
E
Expenses
% % % % % % Head
Expenses

Pay Receipt
fuel/lubrica of

2,000.00

2,500.00

3,000.00

3,500.00

4,000.00

4,500.00
nt expenses fuel/lubri Mandatory 100 100 100 100 100 100 Fuel
Expense
School
MOO
cants
Expenses
% % % % % % s E
Head

expenses
Pay drinking Billing
water bills statemen

2,000.00

2500.00

3000.00

3500.00

4000.00

4500.00
Drinking
ts paid Mandatory 100 100 100 100 100 100 Water MOO School
E
Expenses
% % % % % % Expense
s
Head

Finance Travels,
travels, seminars

10,000.00

11,000.00

12,000.00

13,000.00

14,000.00

15,000.00
Travelling
seminars and Mandatory 100 100 100 100 100 100 expenses
and
School
and trainings Expenses
% % % % % % Training
Expenses
MOO
Head
E
trainings expenses
paid
Renew Fidelity
fidelity bond

3,500,00

4,000.00

5,000.00

6,000.00

7,000.00

8,000.00
Fidelity
bond paid Mandatory 100 100 100 100 100 100 Bond MOO School
E
Expenses
% % % % % % Expense
s
Head

Purchase Receipt Mandatory

Expenses
100 100 100 100 100 100 Office
Supplies
School
Head

50,000.00

54,000.00

58,000.00

62,000.00

66,000.00

70,000.00
commonly of % % % % % % Expense
s
used purchase MOO
E
supplies d
supplies
 98

20,000.00

21,000.00

22,000.00

23,000.00

24,000.00
Other

2,000.00
Supplies
MOO
and School
E
Materials Head
Expense
s

GRAND TOTAL

406,500.00
518,500.00
630,500.00
667,000.00
744,500.00
926,000.00
SUMMARY
SOURCE OF FUND 2023 2024 2025 2026 2027 2028

SCHOOL MOOE 406,500.00 518,500.00 630,500.00 667,000.00 744,500.00 926,000.00

GPTA/DONATION 75,000.00 219,000.00 284,000.00 297,000.00 343,000.00 250,000.00

SEF ------ ------ ------ ------ ------ ------

TOTAL 481,500.00 737,500.00 914,500.00 964,000.00 1,087,500.00 1,212,000.00

Table 33. Six-Year Indicative Financial Plan

 99

ANNUAL
IMPLEMENTATION
PLAN
 100

ANNUAL IMPLEMENTATION PLAN

School Year 2023-2024

SCHOOL
OUTPUT PERSON(S) SCHEDULE BUDGET
IMPROVEME PROJECT BUDGET
FOR THE ACTIVITIES RESPONSIBL / PER
NT PROJECT OBJECTIVE SOURCE
YEAR E VENUE ACTIVITY
TITLE

 Pre-planning
Project Project ROAD Improved activity which
ROAD aims to provide literacy includes School
School Head Php
(Reinventing developmentall and presentation of head, MOOE
and Teaching 1000.00
Development y appropriate numeracy the project to the Teachers,
Staff
al Learning learning skills of teaching staff
Opportunities opportunities struggling and the
through that will learners stakeholders
Advanced and improve the based on
Diverse literacy and the result  Evaluate and
Strategies numeracy skills of Reading assess the School Head
School Php
of the learners Assessmen project to ensure and Teaching
head, 1000.00 MOOE
through the use t Test and effectiveness Staff
Teachers,
of varied Numeracy and efficiency in
strategic Test Result the field
approaches
 Create Project
School Head School
Team that will Php MOOE
and Teaching head,
supervise the 1000.00
Staff Teachers
monitoring and
 Equipped School Head October Php MOOE
teachers thru and Teaching 2023 1000.00
Learning Action Staff
Cell
 101

 Create learning
materials and
prepare
School Head
assessment tools October Php
and Teaching MOOE
to be used in the 2023 1000.00
Staff
implementation
of the project

 Start of the School Head Last week

Php
implementation and Teaching of October MOOE
8000.00
Staff 2023
 Quarterly
updates on the School Head
Php
progress of the and Teaching Quarterly MOOE
1000.00
project Staff

 Assessment and
evaluation of the
School Head
project to Quarterly Php MOOE
and Teaching
address the 1000.00
Staff
needs of the
pupils

 Crafting of the School head, September

Php 500.00 MOOE
school project Teachers, 2023
Project This project Increased  Presentation of
School head,
BULAD aims to Stakeholde the Project to the September Php 500.00
Teachers, MOOE
(Building of increase rs’ Stakeholders and 2023
Stakeholders
Stakeholders’ stakeholders’ Participatio the Teachers
Unilateral participation in n based on  Planning of the School head, September Php MOOE
Learning monthly school Attendance activities to Teachers, 2023 1,000.00
 102

Advocacies activities and to Sheets on implement Stakeholders

through proactively the School head, September
 Start of
Diverse involved them activities Teachers and to June Php 500.00 MOOE
Implementation
Opportunities) in spearheading they Stakeholders 2024
the activities participate  Monthly updates
d in School head,
on the progress Monthly Php 500.00 MOOE
Teachers
of the project
 Assessment and
evaluation of the School head,
Monthly Php 500.00 MOOE
project Teachers

 Start of the
reading School head, September Php
MOOE
assessment of Teachers, 2023 1000.00
Project RAP This specifically Increased the learners
(Reading targets the number of  Evaluate the
Action Plan) struggling independe result and group
learners in nt readers the learners Php
School head, September
terms of their according to 1000.00 MOOE
Teachers, 2023
reading skills their level based
on their reading
assessment
 Create learning
materials and
prepare Php
School head,
assessment tools Quarterly 7000.00 MOOE
Teachers,
to be used in the
implementation
of the project
 Start of the September
School head, Php
implementation to June MOOE
Teachers 4000.00
of the project 2024
 Monthly updates School head, Monthly Php MOOE
 103

on the progress
Teachers 1000.00
of the project
 Assessment and
evaluation of the
School head, Php
project to Monthly MOOE
Teachers 1000.00
address needs of
the pupils

MOOE/
 Crafting of the School head, September Php
DONATIO
school project Teachers, 2023 2000.00
N
Project STAR This will focus Increased  Presentation of
School head, Php MOOE/
(Strengthenin on the number of the Project to the September
Teachers, 2000.00 DONATIO
g of Teachers’ professional Stakeholde Stakeholders and 2023
Stakeholders N
Technical development of rs the Teachers
Skills through teachers by Participatio School head, Php MOOE/
Adaptable providing n to  Finalization of September
Teachers, 1,000.00 DONATIO
and Results- trainings/semin improve the Projects 2023
Stakeholders N
Oriented ars learners’  Planning of the School head, MOOE/
Outcome) academic September Php
activities to Teachers, DONATIO
performanc 2023 8000.00
implement Stakeholders N
e by School head, September MOOE/
proactively  Start of Php
Teachers and to June DONATIO
participatin Implementation 1000.00
Stakeholders 2024 N
g in all  Monthly updates MOOE/
school School head, Php
on the progress Monthly DONATIO
activities Teachers 1000.00
of the project N
 Adjustment of
project School head, MOOE/
Php
implemented to Teachers, Monthly DONATIO
3000.00
cater the needs Stakeholders N
of the learners
 Assessment and School head, Monthly Php 500.00 MOOE/
evaluation of the Teachers DONATIO
 104

project N

 Data gathering
School head, September
and analysis of Php 500.00 MOOE
Teachers, 2023
data
Project This focuses on Increased  Crafting of School head, September Php 500.00
MOOE
LIPAD struggling of learners’ project Teachers 2023
(Eradicating learners in performanc  Planning of the
Learning terms of their e based on Php
orientation and School head, September
Inefficiencies learning area to Mean 1,000.00 MOOE
other related Teachers 2023
by using help them Percentage activities
Proactive improve their Result September
Approach for performance  Start of School head,
to June Php 500.00 MOOE
the Holistic Implementation Teachers
2024
Development  Monthly updates
of Pupils) School head,
on the progress Monthly Php 500.00 MOOE
Teachers
of the project
 Assessment and
School head,
evaluation of the Monthly Php 500.00 MOOE
Teachers
project

 Data gathering
School head, September
and Analysis of Php 500.00 MOOE
Teachers, 2023
Data
 Crafting and
Project This focuses on Increased finalization of the School head,
September Php 500.00
ReCaP providing number of Project to the Teachers, MOOE
2023
(Reinforcing health care activities Stakeholders and Stakeholders
Health Care orientations to conducted the Teachers
Approaches the parents to for health  Planning of the
for Pupils help improve and well- School head, Php
orientation and September
Holistic the health and being of Teachers, 1,000.00 MOOE
other related 2023
Development) wellness of the learners Stakeholders
activities
learners  Start of School head, September Php MOOE
 105

Teachers and to June

Implementation 2000.00
Stakeholders 2024
 Quarterly
updates on the School head,
Monthly Php 500.00 MOOE
progress of the Teachers
project
 Assessment and
School head,
evaluation of the Monthly Php 500.00 MOOE
Teachers
project

Table 34. Annual Implementation Plan

106
 107

E.J. Dulay National High School

PROJECT MONITORING EVALUATION AND ADJUSTMENT REPORT
Date of Signatu
Indicator Accomplishm Issues/ Recommendat
IOS Objective Target Monitori re of
s ent Challenges ion
ng SPT
PILLAR I. ACCESS
End of the
Enrolmen Enrolment
school
t Rate Rate
year

91.53% End of the

Transition
Transition school
Rate
Project Rate year
 This project aims
BULAD
to increase
(Building of
stakeholders’ 86.32%
Stakeholders End of the
participation in Cohort Cohort
’ Unilateral school
monthly school Survival Survival
Learning year
activities and to Rate Rate
Advocacies
proactively
through
involved them in
Diverse
spearheading the
Opportunitie
activities 91.07% End of the
s) Completio
Completio school
n Rate
n Rate year

99.22% End of the

Retention
Retention school
Rate
Rate year
 108

School O% School End of the

Leaver Leaver school
Rate Rate year

PILLAR II. EQUITY

Facilitated
Equipped In-Service
teachers’ Training
knowledge on
and skills in  To facilitate In- Inclusive
Inclusive Service Training Education
Education on Inclusive and any 100%
and any Education and other facilitated
End of
other related any other related related In-Service-
School
trainings trainings in trainings Training on
Year
related in handling children in Inclusive
handling with special handling Education
children with needs and children
special disability with
needs and special
disability needs
and
disability

PILLAR III. QUALITY

Project  This aims to School Increase of Quarterly

ROAD provide Reading highly
(Reinventing developmentally Profile numerate
Developmen appropriate and and
tal Learning learning Numeracy independe
Opportunitie opportunities Test nt readers
 109

that will improve

the literacy and
s through numeracy skills
Advanced of the learners
Results
and Diverse through the use
Strategies) of varied
strategic
approaches.

 This aims to
specifically
Increase of
targets the
independe
Project RAP struggling School
nt readers
(Reading learners in Reading Quarterly
in all
Action Plan) reading to Profile
grade
provide
levels
assistance and
appropriate
intervention.
Project E-
LIPAD
(Eradicating  This aims to
Learning provide Increase in
Inefficiencies intervention on Different MPS in End of
by using struggling Learning different School
Proactive learners in terms Area Learning Year
Approach for of their learning Area
the Holistic area
Developmen
t of Pupils)
PILLAR IV. RESILIENCY AND WELL-BEING
Project  The project Severely Decrease Pre-Test
ReCaP specifically Wasted number of and Post
(Reinforcing targets severely Pupils Severely Nutritional
 110

Health Care
Approaches
wasted pupils to
for Pupils Wasted Status
improve their
Holistic Pupils Report
health status
Developmen
t)
PILLAR V. GOVERNANCE

Project
STAR
(Strengtheni
 This will focus on Number
ng of
the professional of Conducted
Teachers’
development of Learning 100% of
Technical
teachers by Action Learning Quarterly
Skills
providing Cell Action Cell
through
trainings/seminar conducte conducted
Adaptable
s d
and Results-
Oriented
Outcome)

Table 35. School Monitoring, Evaluation and Adjustments

 111

RISK
MANAGEMENT
PLAN
 112

E.J. Dulay National High School

RISK MANAGEMENT PLAN
SY 2023-2028

Risk Severity (High, Medium,

Type of Risks Low)
Identified Risks Mitigation Strategies
Probability Impact Overall
Rate
 Strengthening programs
 Fluctuating data of related to performance
schools’ performance Institutional Risk High High 5 outputs
indicator  Reinforce collaboration
with stakeholders
 Stakeholders’ participation  Intensified promotional
in school activities may campaign to secure a
vary depending on the Institutional Risk High High 5 strong relationship and
type of activities the participation of
school is/are conducting stakeholders
 Invite resource
 Lack of trained teachers to
speakers/person for
manage learners with Capacity Risk High High 5
Inclusive Education
special needs and disability

 Conduct LAC Sessions in

 No resources/materials creating
needed in the conduct of Capacity Risk High High 5 materials/resources for
Inclusive Education learners with special
needs and disability
High High 5  Set schedule that are
 The time allotment for Capacity Risk flexible but will not
Project ROAD may not be sacrifice the goal of the
strictly followed because of program
overlapping programs and
schedules in the school
 113

calendar

 Project LIPAD covers a lot

 Tap resource person in
of subject areas which will
the community to help
make it difficult to Capacity Risk
Medium Medium 4 and assist in making the
provide/create learning
resources (ex. college
materials suited to the
graduate parents
needs of the learners

 Tap the School

Mobilization and
Networking Coordinator
to strengthen community
 Constraints on the
Operational Risk linkages
implementation of physical Medium Medium 4
 Mobilize GPTA Officers
improvements in school
and other stakeholders to
look for donations and
services for realization of
the projects
 Create strategic plan to
make use of other
available resources and
 Late release of MOOE Financial Risk Medium Medium 4 collaborate with the
stakeholders to help the
school in low-cost
financing operation
 Provisions of trainings and
workshops that will
 Lack of training/workshops Capacity Risk improve the teaching
for new teachers Medium Medium 4 pedagogies and
strategies of teachers
Table 36. Risk Management Risk
 114

E.J Dulay National High School

Communication Plan

TIMELINE ACTIVITY PERSONS STRATEGIES/

INVOLVED OUTPUTS
 Distribution of  School  Distribution of
Letters to the Planning communication
prospect members Team Letters
School Planning Technical
Team Working
JULY 28,
 Discuss the roles Group  Presentation of
2023
and responsibilities the roles and
of the SPT responsibilities of
SPT
 Organize the School  Organized SPT
Planning Team
 Formal Invitation of  School  Signed
the School Planning Planning communication
Team Members Team Letters
Technical
Working
Group
 SPT Orientation &  School  Accomplishment
Vision Sharing Planning Report,
July 29, 023
Team Attendance Sheet
and Pictorials
 Data Gathering  School  Annex 1A, 1B,
Planning
Team
 Root Cause Analysis  School  Accomplished
Planning Root Cause
Team Analysis Template
 Crafting of School  School  Accomplished
Improvement Plan Planning School
August 15, and the Project Team Improvement
2023 Work Plan and Plan and Project
Budget Matrix Work Plan and
Budget Matrix
 Presentation and  School  Enhanced School
August 18, Finalization of Planning Improvement
2023 School Team Plan
Improvement Plan
 Presentation of  District  Appraised SIP for
School Appraisal recommending
August 25, Improvement Plan Committee approval to the
2023 to the District SDS
Appraisal
Committee
 Approval of the  Schools  Accepted and
August 30, School Division Approved SIP by
2023 Improvement Plan Superintende the SDS
nt
Table 37. Communication Plan
115