Schools Division of Northern Samar
[District]
[School]
[School ID]
[Address]
SCHOOL IMPROVEMENT PLAN 2023-2028 APPROVAL SHEET
The SCHOOL IMPROVEMENT PLAN FOR FISCAL YEARS 2023-2028 attached
hereto, prepared and submitted by the School Planning Team of (name of school) is hereby
accepted and approved by the Division Planning Committee.
ROBERTO T. ORIAS JR., DALL ____________________
SEPS, Planning and Research Date Signed
MA. JOY L. GEPOLLO ____________________
Budget Officer Date Signed
DEAH A. GAMAO ____________________
Accountant Date Signed
NOE M. HERMOSILLA ____________________
SGOD Chief Date Signed
ALEX B. REJUSO, PhD ____________________
CID Chief Date Signed
CRISTA JOY C. ABOGADIE, PhD, CESE ____________________
Assistant Schools Division Superintendent Date Signed
GAUDENCIO C. ALJIBE JR., PhD, CESO VI ____________________
OIC-Schools Division Superintendent Date Signed
TABLE OF CONTENTS
Title Page
TABLE OF CONTENTS
List of Tables
List of Figures
List of Acronyms
Executive Summary
1.0 DEPED’S VISION, MISSION, AND CORE VALUES
2.0 SCHOOL’S CURRENT SITUATION
2.1 Introducing the School
2.2 School Performance on Access
2.3 School Performance on Equity
2.4 School Performance on Quality
2.5 School Performance on Resiliency and Well-being
2.6 School Performance on Governance
2.7 Other Unique Concerns
3.0 IMPROVEMENT PLAN
3.1 Key Performance Targets
3.2 School Strategic Directions and Key Interventions
4.0 FINANCIAL PLAN
4.1 Six-Year Indicative Financial Plan
4.2 Annual Improvement Plan
5.0 SCHOOL MONITORING, EVALUATION AND ADJUSTMENTS
6.0 RISK MANAGEMENT PLAN
ANNEXES
LIST OF TABLES
(List down the table numbers, title of the each table and corresponding page)
TABLE OF CONTENTS
(Place here the DepEd Vision, Mission, and Core Values. Maintain font size 11)
(The Executive Summary of your School Improvement Plan should provide a concise yet
comprehensive overview of your plan for the next 6 years. Start by briefly describing the
purpose of the plan and its significance to enhancing the quality of education at your school.
List the main objectives of your plan, and explain how these will contribute to overall
improvement. Discuss briefly or in summary the key strategies you will utilize to reach these
objectives, and include a general timeline for these strategies, if applicable. Identify the main
stakeholders involved in implementing this plan, such as teachers, staff, students, parents, and
community partners. Describe the expected outcomes, detailing how the school will benefit
from the plan's execution. Lastly, provide an outline of how you intend to evaluate the success
of your plan, including any tools or metrics that will be used to measure progress. Despite its
brevity, your Executive Summary should pique the interest of readers, encouraging them to
delve into the details of the plan.)
(Put picture here. Be consistent in your branding)
(This section requires exhaustive discussion of the school’s current situation.
a. Introducing the school:
Description of the school which may include but not limited to i. size of the school, i.
curriculum offering, iii. location and catchment areas, iv. environment and socio-
economic condition, v. physical environment, vi. immediate community, and vii.
linkages.
b. School Performance on Access
Shows the following:
i. enrolment trends (minimum of 4 years of historical data) including its analysis,
ii. ii. historical data on a) community intake rate (5-year-old children located in
the catchment areas) for the elementary level, b) simple drop-out rate, c)
school leaver rate, and d. transition rates,
iii. good performing and problematic KPIs (identified per grade or key stage) and
corresponding causes (best practices and bottlenecks -internal or external
factors),
iv. analysis of the strengths or weaknesses of past interventions or
programs/projects/activities in relation to access and
v. Foreseeable problems if problematic KPIs are not acted upon
c. School Performance on Quality
i. Reading Proficiencies/Competencies - a) present and describe the level of
reading competencies of all learners, b) show the group of high and low
performers, c) provide an explanation of causes (internal or external factors), iv.
explain the strength or weaknesses of past interventions or
programs/projects/activities in relation to reading v. discuss potential problems
if performance issues are not addressed (if necessary).
ii. Learning Standards/Performance - a) present and describe the latest
performance in the National Achievement Test by Subject by group/grade, b)
show the group/grade level in high and low performance, c) provide an
explanation of causes (internal or external factors), d) explain the strength
weaknesses of past interventions programs/projects/activities or practice in
relation to reading e) discuss potential problems if performance issues are not
addressed (if necessary). The school may also discuss the performance of
regional and division tests (if available), awards and recognition, and
performance in ILSAs (International Large-Scale Assessments) (if the school has
participated
d. School’s Concern on Equity and Inclusion
Analysis of issues on inclusion programs or initiatives. Specifically, this section
will cover learners in disadvantaged sectors like learners with disabilities,
working children and youth, street children, children in conflict, indigenous
people, etc. This section will:
i. identify and describe these learners in the disadvantaged sector.
ii. describe the challenges they face in accessing basic education
iii. explain the strength or weaknesses of past interventions or
programs/projects/activities or practices in relation to reading
iv. discuss potential problems if performance issues are not addressed (if
necessary).
e. School concerns on Resilience and Well-being
Analysis of the nutritional status of learners, the incidence of bullying, school hazards,
and mental and psychosocial conditions including security and peace and order
situation
f. School concerns on governance
May include school resources analysis on human resources, school resources, and
development prospects. Basic ratios may be presented and teacher performance, SBM
practice, and partnerships, among others. Discuss in this section the governance issues
encountered by the school for the last 3 years.
g. Other Unique Concerns
It may include very unique issues that are not captured in the 4 pillars.)
(Put picture here. Be consistent in your branding)
This section is divided into two parts, the KEY PERFORMANCE INDICATORS or the
TARGETS and the IMPROVEMENT PLAN.
Refer to the sample Improvement Plan in the next pages
Highlighted in yellow are non-negotiable and should never be removed or replaced
from the table.
MATATAG ELEMENTARY SCHOOL
PILLAR 1: ACCESS
MATATAG TAke good care of learners by promoting learner well-being, inclusive education,
Agenda and a positive learning environment
DEDP All school-age children, out-of-school youth, and adults accessed relevant basic
Intermediate learning opportunities
Outcome
Sub- All learners transition to the next key stage
Intermediate
Outcome
Priority Strategies Sub-strategies Program/Project/ Major
Improvement Activities/Intervention/ Outputs
Area/Objectiv
e
Increased Strengthen the Enhance Strengthen home Improved
transition rate school’s communication visitation and open learners'
from ___% to capacity to and collaboration communication to transition to
___% ensure with parents parents of students at- the next key
learners’ risk of dropping out stage, as
continuity to (SARDOs) through evidenced by
the next key scheduled parent-teacher smooth
stage (from meetings, regular transition,
DEDP Strategy progress updates, and fewer issues
4, Access) collaborative problem- with
solving sessions. adjustment,
and better
Smooth learner academic
transition in performance
the next key Improve student Implement the Project Project
stage reading, problem- “SCAN” (Students CAN “SCAN”
maximizes solving, and read, solve and analyze) implemented
instructional analytical skills using a multimodal
time and approach, integrating
maintains digital literacy tools, and
optimal providing tailored
learning reading materials.
conditions. The Additionally, organize
capacity of problem-solving and
schools to analytical skill-building
facilitate workshops
learners’
transition to Create an Implement targeted Intensified
new learning effective intervention programs effective
environments intervention using a tiered approach. intervention
involves program for This includes program
strengthening underperforming differentiated
the academic students instruction, peer
and guidance tutoring, after-school
and support study groups, and
skills of individualized learning
teachers in the plans for learners not
next higher key meeting the expectation.
stage. Teachers Offer remedial Establish a remedial Remedial
should collect teaching for teaching program teaching held
and share lagging students incorporating as scheduled
information individualized
with each other instruction, interactive
about learners’ learning activities, and
learning and continuous feedback for
development. students lagging behind.
Teaching Schedule sessions
students with during after-school
comprehension hours or during breaks.
difficulties is
important as Strengthen Develop a Parent Strengthened
this will affect partnerships with Engagement Program partnership
their ability to parents/guardians that includes workshops with parents
comprehend for parents on
and apply supporting their child's
critical learning at home, a
concepts and dedicated parent-teacher
principles. communication
platform, and regular
parent volunteer
opportunities at school.
Intensify linkages Develop a Stakeholder Linkages
with local and Engagement Plan to intensified
external entities intensify the linkages
with LGUs, NGOs, and
donors/sponsors. This
includes regular
stakeholder meetings,
partnership
opportunities, and
collaboration on local
education initiatives.
Convert Develop a program for Incomplete
incomplete converting incomplete primary
primary schools primary schools into schools
into complete complete multigrade converted
multigrade schools. This includes into complete
schools infrastructure multigrade
development, faculty schools
training, and curriculum
adaptation.
Implement Provide professional Professional
professional development programs development
development for teachers on bridging programs for
programs for strategies and teachers
teachers on identifying learning gaps implemented
bridging strategies thru LAC Session,
and identifying coaching and mentoring,
learning gaps and other appropriate
L&D Interventions
Improve guidance Improve the guidance Improved
and counseling and counseling services guidance and
services to address learners’ counseling
concerns services
