Sip Pias Es 2022 2028 1

10537
Pias Elementary School
I. DEPED’S VISION, MISSION AND CORE VALUES
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.
As stewards of the institution, administrators and staff 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.
CORE VALUES
Maka-Diyos Maka-tao Makakalikasan Makabansa
By 2028, PIAS ELEMENTARY SCHOOL is a center point of learning with adequate facilities
and services. A center of knowledge with responsible learners who are encouraged by home, school,
community and the church. The SPT is confident that the learners will meet the challenges and high
expectations of the 21st century. Life-long learners and productive citizens with high moral values;
working to their fullest potential to contribute a positive difference in the community.
Our school and community work in harmony to provide a safe, supportive and challenging
learning experience. Our premier educational team enthusiastically embrace innovative teaching
methods and high standards of performance. Our school and community are committed to high
expectation and high standards. We proactively work together to provide skills, knowledge and
resources that thus ensure fully supportive environment in education for all stakeholders.
The School Planning Team also commits in actively cultivating a culture of equity and
excellence by creating and sustaining curriculum and instructional practices that lead to high-quality
learning for each and every learners. We build the capacity of our educators to meet challenges and
opportunities of teaching and learning in a dynamic and evolving environment.
As learner-centered institution, the teaching force of the school, spearheaded by the school
head see to it that learners are provided with utmost care and guidance during learning hours, and
serve as second parents to school children under their safekeeping. As such, it is in our thrust that
learners be physically, mentally, emotionally and spiritually developed to embark on the global
competition of learning.
To ensure smooth and successful implementation of the program the SPT will constantly
doing the progression, monitoring and evaluation of different programs and projects in the school.
1
10537
Teachers and stakeholder will work together to fulfil the vision statement for the benefit of our
learners.
II. SCHOOL’S CURRENT SITUATION
A. INTRODUCTION
Pias Elementary School is one of the elementary schools in Barangay Pias, General Tinio,
Nueva Ecija bearing the school ID 105372. It was established in 1959. It is a complete public
elementary school with a total land area of 10, 172 sq. m. It can be reach by any land transportation. It
is about 5 kilometers from the District Office, 2 kilometers from the nearest public elementary school,
and 3 kilometers from the nearest private school and about 24 kilometers from the Schools Division
Office. The school offers K-6 Basic Education Program and has a total enrolment of 559 learners in
the current school year.
Presently, there are 17 Permanent Teachers (1 Master Teacher I, 11 Teacher III, 2 Teacher
II, and 3 Teacher I), 1 MLSB Teacher, 1 Security Guard, 1 Utility Worker (MOOE Funded) headed by
School Principal II. School is serving mainly children of thrice (3) sitios of the barangay namely: Sitio
Saudi, Sitio Kaputatan and Sitio Kalasag. There was no reported Drop Out last school year which
signify that education is a must.
Pias Elementary School has adopted a conflict resolution mechanism that respects the rights
of all learners based on the School-Based Child Protection/Anti-Bullying Policy Implementation. The
school also got as core of 32 points in the child-friendly school survey, making us a Child-Friendly
School.
The Pias Elementary School follows the mandate of the Department of Education and
UNESCO’s EFA (Education for All) to all learners by reaching learners in an inclusive setting. The
school further reinforced and strengthen this mandate through the strict adherence of the DepEd’s
“No Collection Policy” during enrolment and all throughout the school year entricing the learners to a
free basic education program of the government.
2
10537
B. SCHOOL PERFORMANCE ON ACCESS
Pias Elementary School showed an increased of 34 pupils or 5.98 % from SY 2017-

2018 to 2018-2019. The increase in enrolment continue in the midst of pandemic for most of
residents’ source of income were affected which opted them to temporarily returned home.
Indeed hit the families basic economic needs like food and shelter and take care of their well-
being and health safety. But for the current school year 2022-2023 showed a decreased of
3.62 % or 21 pupils probably because of work opportunity elsewhere thus change of
residence is a must.
HISTORICAL ENROLMENT
600
569 560 571 580 559
500 535
400
300
200
100
0
2017-2018 2018-2019 2019-2020 2020-2021 2021-2022 2022-2023
NET ENROLMENT RATE

100
100 % 100 % 100 % 100 % 100 % 100 %
80
60
40
20
0
2017-2018 2017-2018 2018-2019 2019-2020 2020-2021 2021-2022
For the past six years, Pias ES has maintained 100% net enrollment rate. The school
is equipped with teachers and classrooms to facilitate learning while learners are inside.
Parents also prefer to have their children study at Pias ES because it is closer to their home
and eliminates the need for them to travel to another school. Teachers patiently go around the
community reminding parents to enroll their children as enrollment approaches.
3
10537
SCHOOL LEAVER RATE

100
80
60
40
20
0% 0%
0% 0% 0
0 % 0 %
2016-2017 2017-2018 2018-2019 2019-2020 2020-2021 2021-2022
Pias Elementary School had maintained 100 % Net Enrollment Rate for the past six
school years. The attribution can be concluded to the mindset of parents and guardians that
education is a passport to success especially in generation Z despite the odds and hardships
in life particularly in rural area where there is limited source of income thus motivates the
school children to achieve a diploma for a better future. The school also provides conducive
classrooms as second home for learners with adequate supply of water and electricity. The
school was erected at the heart of the barangay therefore accessible to most population.
TRANSITION RATE
100
96 % 100 %
100 % 94 %
80 100 % 89 %
60
40
20
0
2017-2018 2018-2019 2019-2020 2020-2021 2021-2022 2022-2023
Pias ES showed the lowest Transition Rate of 89 % in the current SY 2022-2023

primarily because of migration elsewhere for a better source of income since most families in
Barangay Pias have no permanent occupation but instead known for small businesses like vending
street foods to other provinces. This signify that family members must accompany the head of the
family where ever they will live sufficiently and comfortably. Learners were forced to enrol in their new
place of residence especially that COVID-19 pandemic cases is decreasing and the government is
gradually opening the businesses to move on.
4
10537
SWOT ANALYSIS on ACCESS
5
10537
C. SCHOOL PERFORMANCE ON QUALITY
READING PROFICIENCIES/COMPETENCIES
One of the greatly level sffected in the education sector in the primary grades .It was
also considered the foundation of learning but through close monitoring of teachers on the
improvement of learners’ reading skills and comprehension indicated success,which included
provision of reading materials ,the conduct of reading sessions especially those of parents on
knowledge provided at home to guide the learners on reading.
Pias Elementary School was fortunate to be permitted to deliver face to face
classes thus opportunity to assess and conduct reading in school.Teachers was given the
time to a rigid one on one teaching-learning process.
Through those efforts, the number of learners at the frustration decreased and
those learners at the instructional level had advanced to be independent level and shown
comprehension on the passage s on short read, with the efficiency and effectiveness of
teachers ,nothing is impossible to achieve.
HIGH LOW PERFORMANCE BY LEVEL

SY 2021-2022
21 12
19 21 26 23
59
73 52 59 64 56
38 51
57 42 52
64
41
37 28 27 30
26
I II II IV IV VI
Pre-Test Low Pre-Test High Post-Test Low Post-Test Low
6
10537
LEARNING STANDARDS/PERFORMANCE/REGIONAL DIAGNOSTIC ASSESSMENT
Learners were given the Regional Assessment (RDA) to identify weaknesse and
streghts and address their specific needs.As refleted in the graph ,the result indicated that
more than half of the learners did not meet the minimum Proficiency Level (MPL)
Mathematics,English and science had most learners with scores below MPL.
There were expected implication of Modular Distance Learning for the part
two.School years brought about by the pandemic with these interventions and remedial
teaching. Literacy and Numeracy were the major concerned in bridging the slow learning but
with the devotion and love for the profession, the teachers alloted time and effort for the
improvement of learners’ knowledge.
HIGH AND LOW PERFORMERS BY LEVEL

AND BY SUBJECT
Filipino English Mathematics Science
AP Esp MAPEH EPP/TLE
42 38
58
45 50 41
48 32 39
38 38
35 39 35
35
54 35 43 45
48 55 31 32
53
45 45 46 34
61 33 45 43
60
39 28 54 26 44 28
46 27
29 21 27
63 32 28 52
46 25 58 29 45 29
30 22 5
25 23 28
53 40 44 36 44 49 47
27 32 26
LOW HIGH L OW HIGH L OW HIGH L OW HIGH LOW HIGH
GRAD E II GRAD E III GRAD E I V GRAD E V GRAD E VI
7
10537
SWOT ANALYSIS on QUALITY
8
10537
SCHOOL CONCERNS ON EQUITY AND INCLUSION
The School has no reported programs for inclusive education but teachers expressed love and
cocern to some pupils with learning difficulty because of physical and speech defect by patiently and
devotedly teaching them to the best of their ability despite lack in training with special needs.poverty is
a big factor on the part of the learners family for not sending them to proper school like SPED.In
addition,the teachers let them feel homey and relaxed environment.
9
10537
SWOT ANALYSIS on EQUITY AND INCLUSION
10
10537
SCHOOL CONCERNS ON RESILIENCE AND WELL-BEING
NUTRITIONAL STATUS
One of the positive impacts of Covid-19 pandemic was the decreased of wasted and
severely wasted learners.It may be anchored on the learners opportunity to be taken cared of
at home in terms of their nutrition and well-being.The learners were able to have enough rest
and sleep.Indeed health was given the importance for not to acquire the Covid virus
maintaining a healthy body.
11
10537
12
10537
13
10537
School-Based Feeding Program
In SY 2016-2017 reflected the most number of recipients of SBFP since listed wasted
and severely wasted in all grade level where included.
The recipients rose again SY 2020-2021 and SY 2021-2022 or during the pandemic
since all Kindergarten were listed.
It was evident that SBFP is of great help with the provision of healthy and nutritious
snacks particularly those at below middle class family.
SCHOOL-BASED FEEDING PROGRAM

120
95
84 86
44 40
10 6 6
3
2016-2017 2017-2018 2
2018-2019 2019-2020 3
2020-2021 2021-2022
Before Feeding (BASELINE) After Feeding (ENDLINE)
INCIDENCE OF BULLYING
Bullying is the abuse use of power in relationship through repeated verbal,physical or

social behavior that causes physical or psychological harm.It involves a person or group over
the weakest one.It may happen in person or through social media like Facebook.
Most common cases happens in higher grade level for they posseses stronger body ,
mind and knowledgable in using the modern technology to post hurtful ,comments,slander
that may embarrass,harass or threaten other.
At Pias Elementary School ,there had been no single instance of bullying since the
last six years.
Incidence of Bullying by Level, and by Sex
100%
90%
80%
70%
60%
50%
40%
30%
20%
10% 0 0 0 0 0 0 0 0 0 0 0 0
F e m a le
F e m a le
F e m a le
F e m a le
F e m a le
F e m a le
0%
M a le
M a le
M a le
M a le
M a le
M a le
2016-2017 2017-2018 2018-2019 2019-2020 2020-2021 2021-2022
K I II III IV V VI
14
10537
SCHOOL HAZARDS
There was no reported incident of hazard at Pias Elementary School since school
years 2016-2017 up to present. The school entrance gate was redesigned to provide a
pedestrian island for the safety of children crossing in the streets. Dead branches were
regularly pruned to avoid from falling accidentally which may threaten the safety of learners
within the school vicinity.
100
80
60
40
20
0 0
0 0
0 0 2017-2018 0 2018-2019
2016-2017 2019-2020 2020-2021 2021-2022
MENTAL AND PSYCHOSOCIAL CONDITION
There were no major mental and psychosocial issues on learners except for some
victims of broken family thus contribute to learners behavior.The school provide a good
atmosphere to them with the teacher as second mother.Classroom is a peaceful place to
pupils where comforts and love can be felt.
15
10537
SECURITY AND PEACE AND ORDER

Pias Elementary School is well secured place.There was no violence within the school
vicinity.Each classroom was secured with window grills thus school equipments were safe
place.
Since the school is located along the main road the heart of the barangay ,people that
surrounds the school are keeping their eye on strangers that might enter the school especially
at wee hours.
For a child-friendly school ,a contractual caretaker ,utility workers funded by MOEE were
employed.In addition ,a security guard in the school’s entrance and exit is visible to safeguard
the crossing of the pupils and free them from any vehicular accidents.
16
10537
SCHOOL CONCERNS ON GOVERNANCE
HUMAN RESOURCES
Present the analysis on human resources. Use your inventory of teaching and non-teaching
personnel in your school in the past 6 years.
SCHOOL RESOURCES
Present the analysis of school resources. Use your inventory of crucial resources in your
school in the past 6 years.
17
10537
BASIC RATIOS
Present the ratio of crucial resources. Use your inventory of crucial resources in the past 6
years.
2016 2017 2018 2019 2020 2021

Classroom 1:1 1:1 1:1 1:1 1:1 1:1
Teacher 1:1 1:1 1:1 1:1 1:1 1:1
Seats 1:1 1:1 1:1 1:1 1:1 1:1
Textbook 1:2 1:2 1:2 1:2 1:2 1:2
SCHOOL-BASED MANAGEMENT
18
10537
Introduction
School-based management is often defined as the most radical form of educational

decentralization. SBM involves the transfer of decision-making from the high authorities to
the school level. It is a form of decentralization that identifies the individual school as the
primary unit of improvement and relies on the redistribution of decision-making authority to
the school level as the primary means through which improvements might be proactively
prepared, stimulated, and sustained.
As we open the school year through 100% face-to-face learning modality catering to
about 500 learners. Pias Elementary School will be tested in its implementation to ensure
the safety and quality of the teaching-learning process amid the COVID-19 pandemic as far
as school-based management is concerned. School preparation is the method for advancing
all through programs, projects, and activities of the school that will enduringly affect the
quality of learning of our learners. Education must continue, as an academic institution, our
definitive mandate is to stir the learners' inventive articulation and information and equip
them with lifelong learning skills. As we battle to improve the provision of education in our
country despite the spreading disease which will lead towards the viability and productivity of
our learners. We should work hand in hand and help each other in achieving the various
standards in School-Based Management. What's more, we are bound together by one
objective, one mission and one vision encased to benefit the youth of our country. With the
collaborative effort of teachers, stakeholders and learners Pias Elementary School has a
rating of 2.86 (Advanced) in School Based Management for the sy 2021-2022.
BEST PRACTICES IN DIFFERENT PRINCIPLES
I. LEADERSHIP AND GOVERNANCE
A network of leadership and governance guides the education system to achieve its
shared vision, mission, and goals making them responsive and relevant to the context of
diverse environments.
Shared leadership and governance were established to improve school performance

and student achievement. Stakeholders were gathered to engage in strategic planning and
organize programs that will create strong school, family, and community relations. Students,
teachers, and parents understand their respective roles and responsibilities as partners in
the learning process. Some of the best practices of Pias Elementary School in Leadership
and Governance are as follows.
A. ENHANCED SHARED LEADERSHIP
Pias Elementary School through the school head enhances leadership by conducting
regular PTA meetings to involve stakeholders in planning the best PAPs to be implemented
in the school. The school always makes sure that parents are aware of the school programs,
activities, and projects. The school through the respective adviser regularly informs parents
regarding their children’s performance and needs in school. The school also enhances and
empowers the leadership of the GPTA to encourage them to work as a team and build good
companionship as a leader of the school community through shared leadership and
accountability.
B. FEEDBACKING AND SHARING
19
10537
Feedback and sharing are very helpful to the school in making the best decisions in
all programs and projects of the school. In this way of decision-making, the school did not
find difficulty in accomplishing the project because the PTA is very open to sharing and
giving their idea and support that will help the school. The school implemented an interactive
feedbacking system through online forms and suggestion boxes strategically placed in
conspicuous places in the school vicinity.
II. CURRICULUM AND INSTRUCTION
QUALITY EDUCATION is the school’s primary objective. Continuous Improvements

through staff development will provide well-trained and fully equipped teachers who will
intensify instructional procedures and later will produce competent individuals. To live and
succeed in the present world, pupils will need an increased focus on communication,
collaboration, creativity, and an emphasis on teaching them to use technology to learn how
to learn, solve problems and think creatively.
The education sector was greatly affected by the sudden spread of covid-19 virus
thus needs to bridge the learning gaps through various interventions, programs, and
activities.
A. LITERACY AND NUMERACY
Literacy and numeracy are the basic foundation of learning therefore it is a must for
the elementary learners to be equipped with this armor. Thus, the school included different
interventions such as PROJECT WOW (World of Word ) to increase the vocabulary and
spelling skills of the learners.
PROJECT GAME is an initiated project of the school where the learners learn the
basic operation with the use of games such as puzzles, sodoku and the like.
PROJECT KINDER enhances the reading ability and knowledge of numbers in

kindergarten.
FILIPINO/ENGLISH-OSAW-ONE STORY A WEEK
A story will be read by the teacher to the learners. After reading the story the
comprehension questions will be given to them. This is very interesting to the learners since
it is a Filipino and English story. They understand the story and they can answer the
questions easily.
SCIENCE NEWS REPORTING AND SCIENCE VOCABULARY
It is a preliminary activity. It is done by each member of the group assigned every

week. Five words will be unlocked/described before the lesson begins.
B. REMEDIAL PROGRAM
Remedial programs offer the possibility of focusing on those students who are

lagging and teaching at a level that is appropriate for their current level of skills. It is
conducted by all the advisers at a time indicated in their class program.
20
10537
C. PARENTAL INVOLVEMENT
Parental involvement is the participation of parents in the educational process and

experience of their children. Parents are advised to sign to their child’s assignment.
School launched a parents tutorial program entitled, “School Based Tutorial for Parents”,
to share some strategies and discuss deeper the difficult topics. Parents will bridge the
learnings between the teachers and the pupils.
III. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT
The goal of a continuous improvement accountability system is to leverage multiple

inputs and processes to achieve desired outcomes. A clear, transparent, inclusive, and
responsive accountability system is in place collaboratively developed by community
stakeholders, which monitors expected and actual performance continually addresses the
gaps and ensures a venue for feedback and redress. Performance assessment and
technical assistance were given by the school head. The efficiency of the operating system
in terms of the academic performance of pupils was checked and evaluated. As part of
Continuous improvement, assistance was given to the learners at risk. After an evaluation, a
shared sense of direction through a visioning process involving all members of the school
was crafted. Everyone can align their efforts behind the vision.
A. Continuing Professional Development
School personnel always want to gain knowledge and improve themselves in the
latest trends in educating learners. Continuing professional development of Pias Elementary
School teaching force institutionalizes this through School-based Learning Action Cell
(SLAC) sessions of In-Service Training (INSET) scheduled once or twice every quarter to
ensure that all school personnel is up-to-date, capable, and efficient in teaching.
B. Mentoring & Coaching
Mentoring and coaching is a way of helping to improve some school personnel. The
school, through the school head made this process a friendly approach and, in some
instances, it is made in general to mentor and coach teachers to advocate change and
improve quality and professionalism among school personnel.
C. SMEPA 2.0
Monitoring and submission of monthly reports, monitoring and evaluation of school

programs, projects, and activities (PAPs), internal and external services, and monitoring of
school monthly activities (e.g. Nutrition Month, Buwan ng Wika, Science Month, World
Teachers’ Day, National Reading Month, Annual Physical Fitness, Feeding Program,
Deworming, Handwashing, Toothbrushing, Earthquake & Fire Drill) were institutionalized in
Pias Elementary School. Stakeholders’ involvement in the school activities was strengthened
for better results.
IV. MANAGEMENT OF RESOURCES
21
10537
“BAYANIHAN sa PAARALAN” One of the best characteristics of a Filipino is helping

one another. A strong partnership between the school and the community was shown by this
action. As the quality of school education has a direct impact on learners’ learning outcomes,
the school was transparent in its operations and accountable to the community for their
performance and proper use of funds. Increased participation of stakeholders will start from
their trust in the school’s operational system. A willingness to help the school comes
naturally since they have trust and were ensured that quality teaching and learning was
given to the children. Pias Elementary School develops a strong relationship with the
stakeholders.
A. Regular Resources Inventory
Every year, the school ensures the conduct of an inventory of our school resources
such as books and furniture. Regular checking of the books of learners. Physical count and
inspection of school learning resources to ensure the provision to the learners. This practice
is very important for the welfare of the pupils because books are essential instructional
materials for the pupils to learn better. This is done in every grade level. Every year, we also
check the furniture and fixtures of the classroom. Repainting & repairing the chairs was done
so that when classes start, learners will have their own seats that are comfortable to sit on.
This practice is also essential & definitely beneficial to the pupils.
B. Regular MOOE Reporting
The Maintenance and Other Operating Expenses (MOOE) are the allocated funds for
public elementary and secondary schools that can be spent on activities and necessities (i.e.
electricity and water) that support learning programs and help maintain a safe and healthy
environment in schools. The Pias Elementary School regularly reported the MOOE
transaction to all stakeholders and posted transactions in the School Transparency Board for
more perusal and transparent utilization of government funds.
C. Inclusive Budgeting and Procurement
This practice enhances transparency and predictability of the utilization of

government funds. It provides a good basis for monitoring and facilitates efficient and
effective fund management by spreading out annual procurement activities consistent with
the needs of the schools and the resources available. The school also ensures that all funds
are judiciously utilized based on the needs of the school to promote the efficiency, and
effectiveness of the teaching-learning process.
D. Productive Partnership with Stakeholders
Building partnerships with stakeholders is important to build long-term and productive

relationships with stakeholders. With stronger stakeholder relationships, the school will be
able to work through obstacles quicker and more effectively to suffice all the needs of the
school. Through the initiative of the school head, Pias Elementary School regular meeting
and focus group discussion with stakeholders was done to ensure that all problems and
needs were proactively taken up and create better solutions for the betterment of the school.
22
10537
PARTNERSHIPS
There are numerous private individuals ,stakeholders and local government units contributed in
the improvement of school ..A private individual sponsored the construction of an octagonal multi-
purpose hall,group of generous external stakeholders budgeted the redesigned and reconstruction of
te entrance gate of the school thus creating a safe island for learners including the lightning of
school’s name.A multi purpose Gynasium was also awarded by the provincial government.In
addition,the erection of 2-storey building from the Department of Public Works and Highway.The local
government unit was also active in providing garden soil for the Gulayan sa Paaralan Program as well
as truckloads of gravel and sand for the school.
23
10537
OTHER UNIQUE CONCERNS
Provision of Physical facilities in school that should be provided to the pupils lacking currently
sport facilities and laboratory rooms.There may not be priority to be competitive athletes and will be
familiar with science equipment.
24
10537
III. IMPROVEMENT PLAN
A. KEY PERFORMANCE INDICATORS TARGETS
ACCESS AND EQUITY
25
10537
QUALITY
Sample only
26
10537
RESILIENCE AND WELL-BEING
TARGET 2022 2023 2024 2025 2026 2027 2028

1. Percentage of affected 100% 100% 100% 100% 100% 100% 100%
displaced learners retained
2. Percentage of learners 0% 0% 0% 0% 0% 0% 0%
who reported violence
committed against them by
the other learners (bullying)
or adults (child abuse)
based on intake sheets of
schools
who are happy and
satisfied with their basic
education experience in
relation to the enjoyment of
their specific rights in
school and learning centers
4.Percentage of learners 100% 100% 100% 100% 100% 100% 100%
who know their rights to
and in education, and how
to claim them positively
5. Percentage of schools 100% 100% 100% 100% 100% 100% 100%
and learning centers
significantly manifesting
indicators of Right to Basic
Education in the learning
environment
6. Percentage of DepEd 100% 100% 100% 100% 100% 100% 100%
personnel in SDO, and
schools/learning centers
who know the rights of
children and learners in
relation to Right to Basic
Education, and are able to
infuse them in their
respective jobs/duties
equipped with capacities on
what to do before, during
and after disaster/
emergency
8. Percentage of learners in 100% 100% 100% 100% 100% 100% 100%
safe schools
9. Percentage of students 100% 100% 100% 100% 100% 100% 100%
with improved health
statistics
27
10537
with improved physical

fitness level
GOVERNANCE
TARGET BASELINE
2023 2024 2025 2026 2027 2028
2022
School-Based Management Level III III III III III III IV
of Practice
OPCRF Rating 4.83 4.92 4.93 4.94 4.95 4.96 4.97
Ratio on classroom 1:35 1:35 1:32 1:32 1:31 1:30 1:30
Ratio on teachers
Ration on seats 1:1 1:1 1:1 1:1 1:1 1:1 1:1
Ratio on Science & Math 1:4 1:4 1:3 1:2 1:2 1:1 1:1
Equipment
Ratio on ICT Package/ 1:4 1:4 1:4 1:3 1:3 1:2 1:2
E-classroom
With functional library NO YES YES YES YES YES YES
With faculty room YES YES YES YES YES YES YES
With connection to electricity YES YES YES YES YES YES YES
With connection to internet YES YES YES YES YES YES YES
Client Satisfactory Rating 4.57 4.70 5.0 5.0 5.0 5.0 5.0
Percentage of generated financial 90% 100% 100% 100% 100% 100% 100%
resources (Brigada Eskwela)
Percentage of increase on 95% 100% 100% 100% 100% 100% 100%
sustained external stakeholders
Special Education Fund (SEF) 20,000 30,000 40,000 50,00 60,000 60,00 70,000
Allotment 0 0
B. SCHOOL STRATEGIC DIRECTIONS
28
10537
ACCESS
STRATEGIES INTERVENTIONS MAJOR

OUTPUTS
Implement the 1. Learner performance assessment in 1. Learner performance

immediate and longer reading (English and Filipino) using assessment results
term interventions in the EGRA and PHIL-IRI , numeracy using
LRP for sustained Project ALL Numerates Assessment, 2. Mapped learner
improvement. and scientific skills using Science competencies
Diagnostic Assessment and Science 3. Intervention programs
Process Skills Assessment (SPSA)
2. Mapping of learner competencies 4. Project SAGIP Portal
based on assessment results
3. Targeted intervention programs based 5. TA Plan and Forms
on mapped competencies
6. M&E Plan
4. Development of Project SAGIP portal
for progress tracking
5. Proactive Technical Assistance in
designing targeted intervention
programs
6. Quarterly monitoring and evaluation
QUALITY

OUTPUTS
Implement the immediate 7. Learner performance assessment in 1. Learner performance

and longer term reading (English and Filipino) using assessment results
interventions in the LRP EGRA and PHIL-IRI , numeracy using
for sustained Project ALL Numerates Assessment, 2. Mapped learner
9. Targeted intervention programs 5. TA Plan and Forms
based on mapped competencies
6. M&E Plan
programs
EQUITY
29
10537

OUTPUTS

6. M&E Plan
programs
RESILIENCE AND WELL-BEING

OUTPUTS

6. M&E Plan
programs
30
10537
GOVERNANCE

OUTPUTS
25. Implement the 26. Learner performance assessment in 1. Learner performance

immediate and longer reading (English and Filipino) using assessment results
term interventions in EGRA and PHIL-IRI , numeracy using
the LRP for sustained Project ALL Numerates Assessment, 2. Mapped learner
6. M&E Plan
programs
31

Sip Pias Es 2022 2028 1

Uploaded by

Copyright:

Available Formats

Sip Pias Es 2022 2028 1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Sip Pias Es 2022 2028 1

Uploaded by

Copyright:

Available Formats

What is the vision, mission and core values of DepEd?

What is the vision, mission and core values of DepEd?

What are the details provided about Pias Elementary School?

What are the details provided about Pias Elementary School?

10537

Pias Elementary School

I. DEPED’S VISION, MISSION AND CORE VALUES

THE DEPED VISION

As a learner-centered public institution, the Department of Education continuously improves itself

THE DEPED MISSION

Maka-Diyos Maka-tao Makakalikasan Makabansa

II. SCHOOL’S CURRENT SITUATION

B. SCHOOL PERFORMANCE ON ACCESS

Pias Elementary School showed an increased of 34 pupils or 5.98 % from SY 2017-

NET ENROLMENT RATE

SCHOOL LEAVER RATE

Pias ES showed the lowest Transition Rate of 89 % in the current SY 2022-2023

SWOT ANALYSIS on ACCESS

C. SCHOOL PERFORMANCE ON QUALITY

HIGH LOW PERFORMANCE BY LEVEL

Pre-Test Low Pre-Test High Post-Test Low Post-Test Low

LEARNING STANDARDS/PERFORMANCE/REGIONAL DIAGNOSTIC ASSESSMENT

HIGH AND LOW PERFORMERS BY LEVEL

SWOT ANALYSIS on QUALITY

SCHOOL CONCERNS ON EQUITY AND INCLUSION

SWOT ANALYSIS on EQUITY AND INCLUSION

SCHOOL CONCERNS ON RESILIENCE AND WELL-BEING

School-Based Feeding Program

SCHOOL-BASED FEEDING PROGRAM

Before Feeding (BASELINE) After Feeding (ENDLINE)

Bullying is the abuse use of power in relationship through repeated verbal,physical or

2016-2017 2017-2018 2018-2019 2019-2020 2020-2021 2021-2022

MENTAL AND PSYCHOSOCIAL CONDITION

SECURITY AND PEACE AND ORDER

SCHOOL CONCERNS ON GOVERNANCE

2016 2017 2018 2019 2020 2021

School-based management is often defined as the most radical form of educational

BEST PRACTICES IN DIFFERENT PRINCIPLES

I. LEADERSHIP AND GOVERNANCE

Shared leadership and governance were established to improve school performance

A. ENHANCED SHARED LEADERSHIP

B. FEEDBACKING AND SHARING

II. CURRICULUM AND INSTRUCTION

QUALITY EDUCATION is the school’s primary objective. Continuous Improvements

A. LITERACY AND NUMERACY

PROJECT KINDER enhances the reading ability and knowledge of numbers in

FILIPINO/ENGLISH-OSAW-ONE STORY A WEEK

SCIENCE NEWS REPORTING AND SCIENCE VOCABULARY

It is a preliminary activity. It is done by each member of the group assigned every

Remedial programs offer the possibility of focusing on those students who are

Parental involvement is the participation of parents in the educational process and

III. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT

The goal of a continuous improvement accountability system is to leverage multiple

A. Continuing Professional Development

B. Mentoring & Coaching

Monitoring and submission of monthly reports, monitoring and evaluation of school

IV. MANAGEMENT OF RESOURCES

“BAYANIHAN sa PAARALAN” One of the best characteristics of a Filipino is helping

A. Regular Resources Inventory