SIP SALUM FInal Final

School Improvement Plan 2023-2028
Salum Elementary School
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Department of Education
Region IX, Zamboanga Peninsula
Division of Zamboanga City
SALUM ELEMENTARY SCHOOL
Sta. Maria District
SCHOOL IMPROVEMENT PLAN (S.I.P.)

FY 2023 to FY 2028
June 20, 2023
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TABLE OF CONTENTS
I. DEPED’S VISION, MISSION, AND CORE VALUES
II. SCHOOL’S CURRENT SITUATION

a. Introducing the School
b. School Performance on Access
c. School Performance on Equity
d. School Concerns on Quality
e. School Concerns on Resiliency and Well-being
f. School Concerns on Governance
g. Key and Emerging Priority Issues
h. Major Challenges
III. FRAMEWORK
IV. IMPROVEMENT PLAN

a. Key Performance Indicators (targets)
b. Priority Improvement Areas (PIA)
c. Key Interventions
d. Three-Year Indicative Plan
V. SCHOOL MONITORING AND EVALUATION AND PLAN ADJUSTMENTS

a. M&E Strategies
b. M&E Activities
VI. RISK MANAGEMENT PLAN
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I. DEPED’S VISION, MISSION, AND CORE VALUES
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.
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.
Core Values
Maka – Diyos Maka – tao Makakalikasan Makabansa
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II. SCHOOL’S CURRENT SITUATION
a. Introducing the School
Salum Elementary School is one of the elementary schools in Sta. Maria

District. It is located at Tierra Blanco, San Roque, Zamboanga City. Salum
Elementary School traces its roots from a combination class of Grades I and II
which was opened in 1976. The lone teacher and pupils were accommodated in the
house of Mr. Said Dalmatuan Ajibul, an ardent supporter of the school. In 1977,
the government built a Katipunan-type building in the lot of Mr. Felix Enriquez
where classes were conducted. However, due to problems in the donation of the
land, the school was moved to the adjoining land owned and donated by Mr.
Manuel Arabani on August 19, 1999. The donation paved the way for the
construction of a three-classroom building which houses the school children.
Unfortunately, last October of 2013 due to continued heavy downpour for almost a
week, the school experienced soil erosion, thus, after a thorough investigation by
the Bureau of Mines and Geo-Science the area was declared hazardous and to be
abandoned by the school populace. Therefore, the school needs to be transferred to
safer site. Luckily, on May, 2014 a generous businessmen and kind hearted people
donated a 2,100 meter lot which was located at Tierra Blanco near Tondo, San
Roque, this city. The school caters to the poor families whose main livelihood is
farming. The school started to operate since 1976 to 2008 as a primary catering to
Grades I and II pupils. Due to the increase in population and clamor of parents,
the school offered a complete Elementary education from School year 2012 up to
present.
Political
Barangay San Roque is led by an elected chairman and supported by seven

barangay councilors. The collaborative leadership of the Barangay Chairman and
the councilors plays a crucial role in providing and implementing essential
programs, projects, and activities, with a particular focus on the school system.
Throughout the years, the Barangay, in conjunction with the Local Government
Unit (LGU), has made significant contributions to the improvement of basic
education in nearly all educational institutions, bringing about substantial positive
changes and advancements.
Economic
San Roque is a rapidly expanding barangay in the city of Zamboanga,

experiencing significant growth in recent years. The area has witnessed the
emergence of numerous thriving business establishments, contributing to the
economic prosperity of the community. As a result, a substantial portion of the
residents in this barangay are actively involved in diverse entrepreneurial
activities, which serve as their primary means of income. Statistical data indicates
that the majority of these entrepreneurs are engaged in wholesale and retail
operations, which exhibit the highest frequency. Additionally, others are involved
in Livestock/Poultry farming as well as crop cultivation and gardening. The
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flourishing businesses within the barangay present a unique opportunity for educational institutions
to form partnerships and collaborations, particularly in the execution of diverse school programs,
projects, and activities. Such collaborations are crucial in ensuring the efficient and effective
implementation of these initiatives.
Social
Barangay San Roque is one of the most populated barangays in Zamboanga

City with a population of 5,855 (source: CBMS Census 2017).The statistical data
shows the number of members/children from 10 years old and above, has the
highest household magnitude of 5,850 with a proportional rate of 99.9 and
population magnitude of 8,037 for male, and 8,332 for female with a total
population magnitude of 16,369 and population proportional rate of 78.8 as
compared to other indicators while children under 1 year old, has the lowest
household magnitude of 406 with a household proportional rate of 6.9 and a
population magnitude of 208 for male, 204 for female with a total population
magnitude of 412 with a population proportional rate of 1.9.
Technological
San Roque is one of the urbanized barangays in the city. The existence of
electrical power supplied by the ZAMCELCO, telecommunications amenities with
the service providers Smart, Globe, Touch Mobile, PLDT, and internet connections
in the barangay are very crucial and significant sources of information and in the
acquisition of knowledge. It also serves as the most viable source of entertainment
and the most potent generator of social awareness. Likewise, the barangay is very
much accessible to all type of transportations that is available almost all the time
like motorcycle, tricycle, van, and bus.
Environmental
Barangay San Roque, nestled in the heart of Zamboanga City, Philippines,

boasts a vibrant environment teeming with life and serving as a sanctuary of
biodiversity. As the community wakes up to the gentle rays of the sun, the
symphony of nature begins. The air is filled with the sweet fragrance of flowers and
the melodious songs of native birds.
Lush greenery engulfs the barangay, with towering trees forming a canopy
overhead. The neighborhood's commitment to environmental preservation is
evident in the well-maintained parks and gardens that dot the area. Residents can
often be found engaging in various activities, from jogging along scenic trails to
simply enjoying a peaceful picnic amidst nature's embraces.
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Legal
The barangay has power and authority over its domain. The improvement of
the barangay rests on the barangay officials. The barangay chairman, the barangay
council and the local businessmen forge the prosperity of the barangay. The
ultimate legal bases that govern the Local Government Units Is the Local
Government Code of The Philippines Book iii.
b. School Performance on Access
Table 1. Comparative Enrollment by Key Stage Levels

Baseline SY SY SY SY
LEVEL SY 2018-2019 2019-2020 2020-2021 2021-2022 2022-2023
Key Stage 1(K-3) 288 326 361 350 357
Key Stage 2 (G4-6) 195 202 197 235 286
Total 483 528 558 585 643
The table above illustrates the Comparative Enrollment by key stage levels over
the past five years, highlighting a consistent growth in enrollment. This trend can be
attributed to the expanding community population and improved accessibility.
Table 2. Mapping (Kindergarten)

Level Remarks
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023
Kinder 73 65 93 64 92 Fluctuating
Source: LIS
The table presented above displays the kindergarten mapping data for the past five
years. The data reveals a fluctuating trend in the school's mapping for kindergarten, with
the lowest recorded figures observed during the School Year 2021-2022. This decline can
be attributed to the impact of the Covid-19 Pandemic.
Table 3. Drop Out Rate by Key Stage Levels

Baseline SY SY SY
Level
2018-2019 2019-2020 2020-2021 2021-2022 Remarks
Key Stage 1 11 11 0 0
(K-3) (4 %) (4 %) (0 %) (0 7%) Decreased
Key Stage 2 4 3
0 0
(4-6) (2 %) (0.92 %) Decreased
Total 14 0
15 (3 %) 0 Decreased
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(3.10 %)
Source: LIS
Table 3 illustrates the Drop-out Rate across key stage levels over the past four
years. It highlights a consistent downward trend, indicating a decline in drop-out rates
each year. This positive trend can be attributed to the effective interventions implemented
promptly to support students in overcoming various challenges and setbacks, thus
enabling them to continue their education.
Table 4. Percentage of Overage Learners by Key Stage Level

Level Remarks
2018-2018 2019-2020 2020-2021 2021-2022 2022-2023
Key Stage 1 3 5 6 8 8
Increased
(K-3) (1.04 %) (2 %) (2 %) (2.28 %) (2.24 %)
Key Stage 2 5 7 6 10 10
Increased
(4-6) (3 %) (3.5 %) (3.04 %) (4.25 %) (3.5 %)
8 12 12 18 18
Total Increased
(2 %) (2.27%) (2.15 %) (3.07%) (3 %)
Source: LIS
Table 4 showcases the percentage of overage learners by key stage level over the past
five years. The data reveals an overall increase in the total percentage of overage learners
across both key stages. This upward trend emphasizes the need for attention and
intervention to address this issue effectively.
c. School Concerns on Equity
Table 5. Percentage of Muslim Learners by Key Stage Levels

Level Remarks
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023
Key Stage 1 104 101 116 114 136
Increased
(K-3) (36%) (31%) (32%) (33%) (38%)
Key Stage 2 73 61 64 75 103
Increased
(4-6) (37%) (30%) (32%) (32%) (36%)
177 162 180 189 239
Total Increased
(37%) (31%) (32%) (33%) (37%)
Source: LIS
Table 5 illustrates the percentage of Muslim learners across various key stage
levels. Over the past five years, a noticeable upward trend in the number of Muslim
learners has been observed. This increase can primarily be attributed to the rising
enrollment rate.
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d. School Performance on Quality
Table 6. School Overall MPS by Learning Areas

Baseline
SY SY SY
Subject Area SY Average
2019-2020 2020-2021 2021-2022
2018-2019
English 53.35 55.46 56.78 54.68 55.07
Science 49.85 51.39 53.46 51.76 51.62
Mathematics 54.64 56.78 58.92 55.98 56.58
Filipino 61.72 63.85 66.75 62.58 63.73
ArPan 58.45 60.41 63.67 59.62 60.54
EPP/TLE 59.28 61.79 65.67 61.57 62.08
MAPEH 58.76 60.47 65.78 59.53 61.14
EsP 60.52 63.74 68.73 63.56 64.14
MTB-MLE 62.74 64.63 66.93 66.72 65.26
Average 57.70 59.84 62.97 59.56
Source: School Consolidated MPS result
Table 6 presents the comprehensive Mean Percentage Score (MPS) for the past four years,
categorized by learning areas. Among the subjects, Science, English, and Math displayed the
lowest MPS, whereas MTB (Mother Tongue-Based Multilingual Education), EsP (Edukasyon
sa Pagpapakatao), and Filipino subjects exhibited the highest MPS. However, it is noteworthy
that the overall MPS for the previous four years remains below the established planning
standard of 75 percent. This suggests that certain learners struggled to achieve mastery in
various subject areas, likely due to inadequate reading abilities and a lack of effective home
facilitation skills.
Quality
Table 7. Literacy Level of Grade 3 to 6

(PHIL-IRI- Pretest/Post Test Result in English)
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023
Reading Level
PRE POST PRE POST PRE POST PRE POST PRE POST
(245) (245) (285) (285) (282) (282) (334) (334) (373) (373)
119 97 140 115 201 175 210 180 168 95
Frustration (48.57%) (36.32%) (49.12%) (40.35%) (71.27%) (62.05%) (62.87%) (53.89%) (45.04%) (25.46%)
89 105 106 123 71 88 101 126 165 210
Instructional (36.32%) (42.85%) (37.19%) (43.15%) (25.17%) (31.20%) (30.23%) (37.72%) (44.23%) (56.30%)
37 43 34 47 9 19 23 28 40 68
Independent (15.10%) (17.55.%) (11.92% (16.49%) (3.19%) (6.73%) (6.88%) (8.38%) (10.72%) (10.18%)
Source: School Consolidated PHIL-IRI result in English
Table 7 shows the Phil-Iri pre-test and post test result in English. The table
indicates variations in the distribution of reading levels over the past five years. The
percentage of students reading at the frustration level has shown fluctuations, while the
instructional and independent levels have also experienced fluctuations. These findings
highlight the need for continuous monitoring and support to improve reading proficiency
among students.
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Table 8. Literacy Level of Grade 3 to 6

(PHIL-IRI- Pretest/Post Test Result in Filipino)
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023
Reading Level
PRE POST PRE POST PRE POST PRE POST PRE POST
(245) (245) (285) (285) (282) (282) (334) (334) (373) (373)
Frustration
107 80 95 69 148 123 167 147 172 81
(43.67%) (32.65%) (33.33%) (24.21%) (62.05%) (43.62.%) (50%) (44.01%) (46.11%) (21.72%)
120 125 143 80 90 129 136 136 210

Instructional 105
(42.85%) (43.86%) (50.18%) (25.17%) (31.91%) (38.62%) (40.72%) (36.46%) (56.30%)
(42.85%)
33 45 65 73 54 69 38 51 65 82
Independent
(13.46%) (17.55.%) (22.80% (25.61%) (3.19%) (24.47%) (11.38%) (15.26%) (17.43%) (21.98%)
Source: School Consolidated PHIL-IRI result in Filipino
Table 8 displays the pre-test and post-test results of the Phil-Iri assessment, which
measures reading proficiency in Filipino. The table allows for the analysis of trends and
changes in students' literacy levels across different categories over time. This data provides
valuable insights into the effectiveness of instruction and interventions aimed at improving
students' reading abilities.
Table 9. EGRA Pre- test and Post-test Result

SY. 2018-2019 SY .2019-2020 SY. 2022-2023
Components
Pre – Test Post Test Pre – Test Post Test Pre – Test Post Test
Task 1: Orientation to 215 215 261 261 265 265

Print (100%) (100%) (100%) (100%) (100%) (100%)
Task 2: Letter Name 159 182 191 221 194 224
knowledge (73.95%) (84.65%) (73.18%) (84.67%) (73.20%) (84.52%)
Task 3: Letter Sound 126 172 172 217 173 218
Knowledge (58.60%) (80%) (65.90%) (83.14%) (65.28%) (82.64%)
120 165 155 201 157 203
Task 4: Initial Sound
(55.81%) (76.74%) (59.38%) (77.01%) (59.24%) (76.60%)
Task 5: Familiar Word 112 144 147 179 148 180
Reading (52.09%) (66.97%) (56.32%) (68.58%) (55.84%) (67.92%)
Task 6: Inverted Word 101 138 110 147 112 149
Reading (46.97%) (64.18%) (42.14%) (56.32%) (42.26%) (56.22%)
98 127 101 130 103 132
Task 7: Reading
(45.58%) (59.06%) (38.69%) (49.80%) (38.86%) (49.81%)
137 192 139 193 141 194
Task 8: Listening
(63.72%) (89.30%) (53.25%) (73.94%) (53.20%) (73.20%)
128 169 129 168 131 170
Task 9: Dictation
(59.53%) (78.60%) (49.42%) (64.36%) (49.43%) (64.15%)
Average in Percentage 61.80 77.72 59.80 73.09 59.70 72.78
Source: School Consolidated EGRA result
Table 9 displays the pre-test and post-test results of the EGRA (Early Grade Reading
Assessment). The data showcases the average percentage of students demonstrating
proficiency in various reading components. It is evident that there was a notable
improvement in reading proficiency from the initial pre-test to the final post-test in each
component, highlighting the progress achieved over the years, this is mainly because of the
effective intervention employed by the respective teachers.
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Table 10. CRLA PRE TEST AND POST TEST (SY 2022-2023) Result
Subject/ Full Light Grade

Moderate Refresher
Grade Refresher Refresher Ready
PRE POST PRE POST PRE POST PRE POST
MTB G1 9
63 13 3 6 5 14 43
(11.84%
(77.63%) (17.10%) (3.94%) (7.89%) (6.57%) (18.42%) (56.57%)
)
MTB G2 90 19 5 34 6 25 8 27
(88.23%) (18.62%) (4.90%) (33.33%) (5.88%) (24.50%) (7.84%) (26.47%)
MTB G3 9
70 10 3 23 5 27 29
(10.34%
(80.45%) (11.49%) (3.44%) (26.43%) (5.74%) (31.03%) (33.33%)
)
Average 82.10% 15.73% 4.09% 22.55% 6.06% 24.65% 10% 38.79%
Average Post of Full, Moderate & Light = 62.93% Grade Ready=38.79%
FIL. G2 87 18 2 25 7 29 10 31
(85.29%) (17.64%) (1.96%) (24.50%) (6.86%) (28.43%) (9.80%) (30.39%)
FIL. G3 14
66 10 3 26 8 30 33
(16.09%
(75.86%) (11.49%) (3.44%) (29.88%) (9.19%) (34.48%) (37.93%)
)
Average
80.57 14.57 2.7 27.19 8.02 31.46 12.95 34.16
Average Post of Full, Moderate & Light = 24.41% Grade Ready= 34.16%
ENG. G3 15
57 11 13 26 6 24 28
(17.24%
(65.51%) (12.64%) (14.94%) (29.88%) (6.89%) (27.58%) (32.18%)
)
Average Post of Full, Moderate & Light = 23.37% Grade Ready = 32.18%
Source: School Consolidated CRLA result
Table 10 showcases the results of the CRLA (Comprehensive Reading and Language
Arts) pre-test and post-test for the academic year 2022-2023. The data reveals a positive
trend, indicating an improvement in subject-specific skills. The average proficiency rates for
the Full, Moderate, and Light Refresher categories increased from the initial pre-test to the
final post-test, highlighting the progress made by students. The Grade Ready category
represents the percentage of students who demonstrated proficiency after completing the
refresher courses, with varying rates observed across different subjects and grade levels.
Numeracy Level
Table 11. Numeracy MPS
Numeracy MPS
GRADE LEVEL SY. 2018-2019 SY. 2019-2020 SY. 2020-2021 SY. 2021-2022
Grade 3 44% 50.1% 73% 76%
Grade 6 50.3% 55% 58% 61.35%
Average 47.15% 52.55% 65.5% 68.67%

Source: School Consolidated MPS result
Table 11 presents the Mean Percentage Score (MPS) results for Numeracy proficiency in
Grade 3 and Grade 6. The data showcases a positive trend in numeracy proficiency over the years for
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both grade levels. Additionally, the average numeracy MPS indicates consistent improvement,
reflecting an overall progress in numeracy skills across the grade levels. This implies that the
educational efforts, instruction methods, and interventions implemented by the teachers to enhance
numeracy proficiency have been effective.
Table 12. Comparative Failure Rate by Key Stage Level

Baseline
SY SY SY
Level SY Remarks
2019-2020 2020-2021 2021-2022
2018-2019
Key Stage 1 7 10 0 0
(K-3) (2.43%) (3.07%) % (%) Decreased
Key Stage 2 9 8 0 0
Decreased
(4-6) (4.62%) (3.96%) % (%)
16 240 0 0
Total Decreased
(3.31%) (3.41%) % (%)
Source: LIS
Table 12 displays the comparative failure rate by key stage level. The data indicates a positive
trend in terms of failure rates, with a consistent decrease observed over the years for both Key Stage 1
and Key Stage 2. This trend signifies an improvement in student performance, as fewer students are
failing to meet the required standards at each Key Stage Level.
Table 13. Repetition Rate by Key Stage Level

Baseline
Level SY SY. 2019-2020 SY. 2020-2021 SY. 2021-2022 Remarks
2018-2019
Key Stage1 19 16 16 4
Fluctuating
(K-3) (6.6%) (4.53%) (4.43%) (1.14%)
Key Stage 2 4 11 8 4 Fluctuating

(4-6) (2.05%) (5.45%) (4.06%) (1.70%)
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181 214 8
Total (4.76%) Fluctuating
(5.59%) (4.30%) (1.37%)
Source: LIS
Table 13 illustrates the repetition rate by key stage level. The data reveals fluctuating
repetition rates for both Key Stage 1 and Key Stage 2. Although the rates varied over the
years, there was an overall decrease in repetition rates, especially in the most recent year.
This indicates an improvement in student progression, as fewer students required grade-level
repetition to meet the required standards at each Key Stage Level.
Table 14. Promotion Rate by Key Stage Level

Baseline
Level SY SY. 2019-2020 SY .2020-2021 SY 2021-2022 Remarks
2018-2019
Key Stage 1 190 225 271 290
Increased
(K-3) 65.97% 69.01% 75.07% 82.86%
Key Stage 2 182 190 193 233
Increased
(4-6) 93.33% 94.06% 99.97% 99.15%
Total 372 415 464 3837
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Increased
77.01% 78.60% 83.15% 89.40%
Source: LIS
Table 14 displays the promotion rate by key stage level. The data indicates a consistent
increase in the promotion rate for both Key Stage 1 and Key Stage 2 students. The promotion rates
have remained consistently high over the years, reflecting the successful progression of students to
the next grade level and their ability to meet the requirements at each Key Stage Level. This implies
that the curriculum, teaching methods, and support mechanisms in place have been effective in
preparing and supporting students to advance to the next grade level.
e. School Concerns on Resiliency and Well-being
DRRM
Table 15. Number of Emergency Supplies and Equipment

Emergency Supplies and Equipment Current Number
Megaphone 1
Fire Alarm 1
Fire Extinguisher 1
Emergency Head Lamp/ Emergency Flashlights 0
Emergency Whistle 1
First Aid Kit 1
Handheld/Base Radios 1
Life Vest / Life Jacket 0
Safety Hat / Helmet 0
Spine Board with Safety Belts 0
2-Fold Stretcher 0
Table 15 presents the number of emergency supplies and equipment available. Currently,
there is one megaphone, one fire alarm, one fire extinguisher, zero emergency head lamps or
flashlights, one emergency whistle, one first aid kit, one handheld/base radio, zero life vests or life
jackets, zero safety hats or helmets, zero spine boards with safety belts, and zero 2-fold stretchers. It
is important to ensure that all necessary emergency supplies and equipment are readily available and
properly maintained to ensure the safety and well-being of individuals in emergency situations.
Table 16. DRRM Program

Baseline SY. SY.
Program SY. 2019-2020 SY. 2020-2021
SY. 2018-2019 2021-2022 2022-2023
Safety Drills 1 4 0 5 5
Symposium 1 2 0 2 2
Source: School DRRM Monitoring and Evaluation R.esult
Table 16 provides information on the DRRM (Disaster Risk Reduction and

Management) program, including safety drills and symposiums, over a period of five years.
The data suggests variations in the implementation of safety drills and symposiums across
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the years. It is important for schools to regularly assess and improve their DRRM programs
to enhance preparedness and response capabilities in the face of potential disasters or
emergencies.
Table 17. Bullying Cases

Baseline
SY. 2022-
Level SY SY. 2019-2020 SY. 2020-2021 SY. 2021-2022
2023
2018-2019
Key Stage 1
0 0 0 0 0
(K-3)
Key Stage 2
0 0 0 0 1
(4-6)
TOTAL 0 0 0 0 1
Source: Child Protection Policy Report
Table 17 provides information on bullying cases categorized by key stage levels

over a five-year period. The absence of bullying cases in Key Stage 1 and the minimal
occurrence in Key Stage 2 indicate a positive trend regarding the prevention and
management of bullying incidents within the school environment. It is essential for schools
to maintain a safe and supportive atmosphere to ensure the well-being of students and
promote a healthy learning environment.
Table 18. Nutritional Status of Learners

Body Mass Index
SY. 2018-2019 2019-2020 2020-2021 2021-2022 2022-2023
20 23 26 24 27
Severely Wasted
(4.14%) (4.36%) (4.66%) (4.10%) (4.20%)
190 231 256 239 244
Wasted
(39.29%) (43.75%) (45.88%) (40.94%) (37.95%)
255 263 266 313 360
Normal
(52.81%) (49.81%) (47.67%) (53.50%) (55.97%)
10 6 6 5 8
Overweight
(2.07%) (1.14%) (1.08%) (0.85%) (1.24%)
8 5 4 4 4
Obese
(1.66% (0.95%) (0.72%) (0.68%) (0.62%)
Total Enrolment 483 528 558 585 643
Source: SBFP Report
Table 18 presents the nutritional status of learners based on their Body Mass Index
(BMI) over a five-year period. n SY 2018-2019, there were 483 students enrolled, with 4.14%
classified as Severely Wasted and 39.29% classified as Wasted. The majority (52.81%) fell
into the Normal weight category, while a small proportion were Overweight (2.07%) or Obese
(1.66%). In SY 2019-2020, out of 528 students, 4.36% were Severely Wasted, 43.75% were
Wasted, and 49.81% were Normal weight. The percentages for Overweight and Obese
remained low. In SY 2020-2021, with 558 students, 4.66% were Severely Wasted, 45.88%
were Wasted, and 47.67% were Normal weight. The percentages for Overweight and Obese
remained relatively low. In SY 2021-2022, among 585 students, 4.10% were Severely
Wasted, 40.94% were Wasted, and 53.50% were Normal weight. The percentages for
Overweight and Obese were also low. In SY 2022-2023, out of 643 students, 4.20% were
Severely Wasted, 37.95% were Wasted, and 55.97% were Normal weight. The percentages
for Overweight and Obese remained consistent. The data indicates varying levels of
malnutrition, with efforts needed to address wasting, overweight, and obesity among
students. The implications of this data suggest a need for targeted interventions to address
the issue of malnutrition and low body mass among Severely Wasted and Wasted students.
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Efforts should focus on providing adequate nutrition and support to improve their health
and well-being. Additionally, measures should be taken to prevent and manage overweight
and obesity among students, ensuring that they maintain a healthy weight range.
Table 19. Functional Health and WASH facilities Available at School

QUANTITY DESCRIPTION REMARK/LOCATION
1 Wash area Entrance of School Gate Functional
1 Wash Area beside the Principal’s Office Functional
1 Wash Area in front of the Kindergarten Room Functional
Source: Wash in School Report
Table 19 presents the functional health and WASH facilities that are available at the
school. The table provides details about the quantity, description, and functional status of three
specific facilities in relation to health and WASH. These facilities are likely designated for hygiene-
related activities, such as handwashing, and are accessible to the school's staff, students, and
visitors.
f. School Concerns on Governance
Table 20. School Facilities and Equipment
School Facilities Number Facilities Functional Non-Functional

School Buildings 3 2 1
Classrooms 11 11 0
Comfort Room 3 3 0
School Library 0 0 0
Computer Laboratory 0 0 0
Science laboratory 0 0 0
Wash Area 3 3 0
Table 20 provides information about the school facilities and equipment. Overall, the
table provides information about the number of facilities, their functional and non-
functional status, and the availability of specific facilities such as school buildings,
classrooms, comfort rooms, library, computer laboratory, science laboratory, and wash
areas.
Table 21. Classroom: Learner Ratio

Baseline
Level SY. 2023 SY.2024 SY. 2025 SY. 2026 SY.2027 SY.2028
SY. 2021
Kinder 1:34 1:45 1:48 1:45 1:41 1:28 1:25
Grades 1-3 1:45 1:45 1:39 1:38 1:37 1:36 1:35
Grades 4-6 1:47 1:45 1:43 1:43 1:42 1:41 1:40
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Table 21 provides information on the learner-to-classroom ratio at different levels over a
span of several years. It illustrates how the ratio changes over time, indicating the number
of learners per classroom in each respective year and level.
Table 22. Teacher: Learner Ratio

Baseline
SY. 2023 SY. 2024 SY. 2025 SY. 2026 SY. 2027 SY. 2028
SY. 2021
1:45 1:45 1:40 1:40 1:39 1:37 1:35
Table 22 provides information about the teacher-to-learner ratio over a span of

several years. Overall, the table demonstrates the teacher-to-learner ratio over time,
showcasing a positive trend of improving ratios. This suggests a potentially better student-
teacher interaction and more focused attention on learners as the number of teachers per
student decreases.
Table 23. Seat: Learner Ratio
Baseline
SY. 2023 SY. 2024 SY. 2025 SY. 2026 SY. 2027
SY. 2021 SY. 2028
1:1 1:1 1:1 1:1 1:1 1:1 1:1
Table 23 provides information about the seat-to-learner ratio over a span of several
years. Overall, the table indicates that the seat-to-learner ratio remains consistent and
balanced over time, with every student having access to a seat. This suggests that the
school is adequately equipped with seating arrangements to accommodate all the
learners.
Table 24. Toilet: Learner Ratio

Baseline
SY. 2023 SY. 2024 SY. 2025 SY. 2026 SY. 2027
SY. 2021 SY. 2028
1:45 1:45 1:45 1:35 1:35 1:35 1:35
Table 24 provides information on the toilet-to-learner ratio over a span of several

years. Overall, the table demonstrates an effort to improve the toilet-to-learner ratio over
time, resulting in a better availability of toilets for each student. This suggests a focus on
ensuring adequate sanitation facilities to meet the needs of the learners.
Table 25. Multimedia Packages: Learner Ratio

Baseline
SY. 2023 SY. 2024 SY. 2025 SY. 2026 SY. 2027 SY. 2028
SY. 2021
1:15 1:12 1:10 1:9 1:8 1:7 1:6

15
Table 25 provides information about the multimedia package-to-learner ratio over a span of
several years. Overall, the table demonstrates a positive trend of improving multimedia package-to-
learner ratios over time. This suggests an increasing access to multimedia resources for individual
learners, which can enhance their learning experience using multimedia materials and technology.
Table 26. Number of Research Conducted

Baseline
SY. 2023 SY. 2024 SY. 2025 SY. 2026 SY. 2027 SY. 2028
SY. 2021
1 0 2 2 2 2 2
Table 26 presents data on the number of research conducted over several years.
The table provides an overview of the research activity each year, showcasing variations
over time. It reveals that research activities commenced in 2021, witnessed a gap in 2023,
and resumed with two research conducted annually from 2024 onwards. This suggests a
consistent effort to engage in research endeavors, contributing to the knowledge and
development within the respective field.
g. Top 3 Key and Emerging Priority Issues
1. Shortage of Classroom
A shortage of classrooms refers to a situation where there is an insufficient

number of physical spaces or rooms available to accommodate the students enrolled in
educational institutions. The consequences of a classroom shortage can be detrimental to
both students and teachers. Overcrowded classrooms can lead to decreased student
engagement, limited individual attention, and reduced learning outcomes. Teachers may
struggle to manage large class sizes effectively and provide personalized instruction.
Addressing a shortage of classrooms requires a comprehensive approach involving
investment in infrastructure, policy reforms, and innovative educational practices. By
ensuring adequate learning spaces, educational institutions can enhance the quality of
education and create a conducive environment for students' academic growth.
2. Poor Learning Outcomes
Table 6 presents the comprehensive Mean Percentage Score (MPS) for the past four
years, categorized by learning areas. Among the subjects, Science, English, and Math
displayed the lowest MPS, whereas MTB (Mother Tongue-Based Multilingual Education),
EsP (Edukasyon sa Pagpapakatao), and Filipino subjects exhibited the highest MPS.
However, it is noteworthy that the overall MPS for the previous four years remains below
the established planning standard of 75 percent. This suggests that certain learners
struggled to achieve mastery in various subject areas, likely due to inadequate reading
abilities and a lack of effective home facilitation skills.
Table 7 shows the Phil-Iri pre-test and post test result in English. The table
indicates variations in the distribution of reading levels over the past five years. The
percentage of students reading at the frustration level has shown fluctuations, while the
instructional and independent levels have also experienced fluctuations. These findings
16
highlight the need for continuous monitoring and support to improve reading proficiency
among students.
3. Shortage of School Physical Areas
The shortage of school physical areas refers to a situation where educational institutions
lack sufficient space to accommodate students and various activities. This challenge has
significant implications for students and the overall learning environment. Addressing
this issue often involves building new infrastructure, including constructing new
buildings or expanding existing ones. However, such efforts require careful planning,
adequate funding, and coordination with relevant authorities to be successful.
h. Major Challenges
Pillar Major Challenge Description

Access Shortage of classrooms have been a
problem for the school since then.
This is caused by the sudden
increase in the number of learners
High shortage of of a particular grade level and lack
classrooms of school building budget. To
address this concern, the school
initiated all stakeholders to
prioritize repairing of chairs during
Brigada Escuela.
Equity Teachers’ competencies Teachers teaching children with
in handling Learners learning disabilities don’t have any
with disabilities Special Needs
Educational training, they feel that
they are not qualified to teach
children with learning disability.
Without Alive /MEP Table 4 illustrates the percentage

Program of Muslim learners across various
key stage levels. Over the past five
years, a noticeable upward trend in
the number of Muslim learners has
been observed. This increase can
primarily be attributed to the rising
enrollment rate.
Quality High percentage of Despite having a good percentage

learners not reading of students who belong to the
within their level instructional and independent
reading classification both in
English and Filipino, these data do
not change the fact that these
learners are not reading within
their level. Thus, the school must
initiate massive efforts to employ
17
effective reading interventions and
strategies to address the gap.
Resiliency and Well-Being The school is not fully equipped

with emergency response
resources. Thus, the school must
Inadequate safety and have an adequate safety and
emergency supplies and emergency supplies and equipment
equipment to respond quickly and
appropriately when emergency
arises.
Governance and High Classroom The continuous increase in the

Management Shortage learner’s population demands for
the increase of classrooms and
seats. This problem led us to
implement a shifting of classes to
cater to all learners. This is evident
in the data presented above where
there is a need for additional
construction of functional teaching
spaces.
Training for teachers Professional development,
upskilling and re-skilling of
teachers is highly recommended to
meet the standards of education
quality.
III. FRAMEWORK
Figure 1. DepEd Zamboanga City DEDP Framework
The figure presents the Harmonized DEDP Framework of DepEd Zamboanga City
using the input process output model. The inputs are the priorities and goals of SGD
18
2030, Ambisyon Natin 2040, MATATAG Agenda of DepEd, RAPID, and SDO. In addition,
the process includes the 5e programs of Zampen and SDO strategies to produce Batang
Makabansa, and Bansang Makabata.
DZC commits to:
HACE COMPLETO y cerca el educacion through expanded, enhanced, and
modernized access to education;
HACE INCLUSIVO y patas el educacion through expanded, advanced, and

reinvented Inclusive Education Program;
HACE ELEVA el calidad y eficiencia through enhanced, modernized, and

effective instructional delivery to raise the bar of excellence in education;
HACE LEVANTA y esteblece el bienestar through enhanced, effective, and

efficient implementation of DRRM, Health, Youth Development, and other support
programs;
HACE PROGRESIVO el governancia y servicio through a rationalized, digitized,

and effective governance system.
IV. IMPROVEMENT PLAN
Key Performance Indicators Targets
General
KRA PIA Root Cause Timeline
Objectives
ACCESS Year 1 Year 2 Year 3 Year 4
2022 2023 2024 2025
A minimal To sustain the
Transfer/Change of
increase of continues increase 3% 3% 3% 3%
Enrollment enrollment of enrollment by 3% residence
every year every year
Large number -To decrease the 12.58% 8.38% 4.18% 0%
of number of severely Decreased by Decreased by Decreased Decreased by
4.2% 4.2% by 4.2% 4.2%
NUTRITIONAL Severely wasted learners
wasted 95 - from 16.78% to 0% Malnutrition
STATUS 14.92% 7.45% 0%
(16.78%) and and wasted learners Decreased by Decreased Decreased by
22.39%
Wasted 169 - from 29.86% to 0% Decreased by
7.47% by 7.47% 7.45%
(29.86%) for SY .2022-2025. 7.47%
QUALITY
To increase the Poor Home
Average School MPS of the Instructional Increased by
NAT MPS – result of Grade 3 and Grade Support
1.96% Increased by Increased by
1.96% Increased 1.96%
(School MPS) School MPS Six learners from by 1.96%
Poor Mastery of 69.12%
67.16% to 75% for 73.04.%
is 67.16% the basic Reading 71.08% 75%
SY 2022-2025
skills
Pupils Insufficient 49.94% 46.94% 43.94%

To lessen/decrease
Reading appropriate and
the number of 40.94%
Abilities
19
relevant reading
Grade III pupils
Baseline: materials
Literacy 90/170 under frustration
Poor Home
Level English reading level:
Instructional
52.94% 52.94 – 40.94% Support
(3%decrease Insufficient
68/278
Filipino annual) instructional skills
24.46% in the 21.46% 18.46 15.46
24.46 -12.46%
development of 12.46
(3%decrease
annual) (Division reading skills
Standard) within
three years (3% per
year)
Low Mean To increase the Poor mastery level
Percentage mean percentage of the basic
Score (MPS) Score of fundamental skills
Numeracy in mathematics subject 67.88% 70.26% 72.64% 75%
in Mathematics
Level mathematics for both Grades
Three and Six from
Baseline 65.5% to 75% from
65.5% SY 2022 -2025.
(2.38 Annual
Increase)
GOVERNANCE
School Lack of To construct one- Lack of - - - 100%
Building / Classrooms story 5 classrooms Classrooms/Buildin
Classrooms Baseline: 11 building gs due to limited
buildable space.
Teachers Low turnout To increase the Time constraint
Learning and of completed number of teachers
Development master’s finishing master’s Priority on other 1% 1% 1% 1%
degree focus areas
degree/doctor
( 1 every school
al degree. year)
Baseline =0
RESEARCH Low Turnout To increase number Insufficient

of completed of teachers with knowledge
action completed action 1 1 1 1
research study research study for Time constraint
SY 2022-2025
Baseline =0 (1every SY) Priority on other
focus areas
School DRRM No Trainings To conduct trainings Not included in the 1 1 1 1

conducted on and seminars priority of PPAs and
disaster workshops on in the allocation of
preparedness disaster
budget
and other preparedness and
components other components of
of DRRM. DRRM (1 for every
SY) from SY 2022-
Baseline: 0 2025
Insufficient To provide the 1 1 1 1

number of school with enough
emergency emergency supplies
supplies and and equipment for
20
equipment for DRRM:
DRRM First Aid Kit
Life Vest/Life
Baseline = 0 Jacket
Safety Hat/Helmet
Fire Extinguishers
Spine Board with
safety Belts
2-fold Stretcher
Emergency
Flashlights
Emergency Head
Lamp
Emergency Whistle
DepEd Support, Implement 100% 100% 100% 100%

Mandated DEPED and comply all
PPA’s mandated DepEd Mandated
PPA’s Programs, Projects,
Activities, and all
support,
celebrations
compliance mandated by law
and from 95% to 100%
implementatio
n are below
standard of
100%
21
b. Priority Improvement Areas (PIA) and Key Interventions
STRATEGIC GOAL PIA KEY INTERVENTIONS

High shortage of Infrastructure development:
ACCESS classrooms Constructing new classrooms
is a crucial step in alleviating
e-APAS the shortage. Schools can
“HACE COMPLETO”
initiate building projects to
increase the number of
classrooms available, either by
expanding existing structures
or constructing new ones. This
requires careful planning,
obtaining necessary permits,
securing funding, and
coordinating with relevant
stakeholders.
Without Alive /MEP Qualified teachers and
Program professional development:
EQUITY
Recruiting and retaining
e-PATAS qualified teachers who have
“HACE INCLUSIVO” expertise in Islamic
education and are skilled in
delivering the Madrasah
curriculum is vital. Offering
regular professional
development opportunities
specific to Madrasah
education can enhance
teachers' instructional
strategies, content
knowledge, and pedagogical
skills.
High percentage of learners Ongoing progress
QUALITY not reading within their monitoring: Continuously
e-PATAAS level monitor and track students'
“HACE ELEVA” progress in reading.
Regularly assess their
reading skills to identify
progress and adjust
interventions accordingly.
Use data-driven decision-
making to inform
instructional strategies and
22
determine the effectiveness
of interventions.
Safety assessment and
RESILIENCY AND WELL- Inadequate safety and planning: Conduct a
BEING
emergency supplies and comprehensive safety
e-BANGON equipment assessment of the school
“HACE LEVANTA” premises to identify
potential hazards and
vulnerabilities. Develop a
detailed emergency
response plan that outlines
procedures for various
types of emergencies,
including natural disasters,
medical emergencies, and
security threats.
GOVERNANCE High Classroom Shortage Infrastructure development:
Constructing new buildings
e-PROGRESS
“HACE PROGRESIVO” or expanding existing ones
can help alleviate the
shortage of classrooms.
This may involve building
additional floors, annexes,
or separate classroom
blocks. Proper planning,
funding, and coordination
with relevant authorities
are necessary for successful
infrastructure development.
Training for teachers Needs assessment: Conduct

a comprehensive needs
assessment to identify the
specific areas where
teachers require training
and professional
development. This can be
done through surveys,
observations, or
discussions with teachers,
administrators, and other
stakeholders. The
assessment will help
prioritize training topics
and customize the
professional development
programs.
23
Three-Year Indicative Plan

STRATEGIES OUTPUTS PERFORMANCE RISK PHYSICAL TARGETS
INDICATOR ASSUMPTION
2023 2024 2025 2026 20
ACCESS: All school-age children, out-of-school youth, and adults accessed relevant basic learning opportunities
1 Improve access to 1.1 Compliance with the standards and 82% Net Enrolment Financial Problem
learning for operational guidelines on the
Kinder to Grade Health Issue
6 * school facilities
Students * learning resources
Family Problem
* teachers 50% 75% 85% 90% 95
* parental engagement, and
* other components Change of
Residence
1.2 Catch-up program for slow learners Percentage of slow Financial Problem
and learners at risk of dropping out learners and learners at
risk of dropping out Health Issue
under the catch-up
program Family Problem 50% 60% 75% 80% 85
Change of
Residence
1.3 Mapping whereabouts of slow Conducted Mapping of

learners and learners at risk of slow learners and
dropping out learners at risk of 1 1 1
dropping out
EQUITY focuses on taking opportunities creating an educational system that caters to students of all kinds and develops their educatio
accordingly.
1 Achieve equity 1.1 Calling for a general assembly Percentage of 60% 75% 80% 90% 10
education to all discussing the following: compliance
learners.
STRATEGIES OUTPUTS PERFORMANCE RISK PHY

2023 2024
*Programs of Special
Education/IPED
*The Clientele
*Intervention availability
*Parental involvement
24
*Other components
1.2 In campus child mapping Conduct child mapping

specifically, the
incoming Kinder
students.
1.3 Dissemination of information in the No. of enrollees 100% 100%

community through
radio programs or pamphlet
2 Total involvement 2.1 Adopt programs for Learners. Result of the 100% 100%
of community. with disabilities (LWDs)/IPED. accomplishment
QUALITY: Learners complete K-12 basic education having attained all learning standards that equip them with the n
their chosen paths
1 Ensure alignment 1.1 Curriculum guides/Instructional Percentage of curriculum Limited funds 100 % 100 %
of the curriculum, plans reflecting the socio-emotional guidelines implemented for the conduct
instruction, and and 21st century skills including the of regular
classroom appropriate learning approaches school
assessment and assessment are implemented monitoring
and monitored.
methods in all activities
learning areas
1.2 Classroom-based implementation Percentage of Noncompliance 100 % 100 %

of policies and standards on Good schools implemented due to limited
Manners and Right GMRC time
Conduct (GMRC) and Values accorded to
Education GMRC
and Values

2023 2024 2
Education
2 Improve learning 2.1 Utilization of learning resource Percentage of Difficulty in 100 % 100 %
resource provisions management systems utilization of accessing learning
Learning resources resources in the LR
Portal due to low
internet
bandwidth in the
area.
3 Improve learning 3.1 Enhancement program in all subject Percentage of MPS Disruption 67 % 68% 6
outcomes in all areas to address the learning gaps results of classes
subject areas
Lack of
funds
Conflict of
25
schedule/
overlapping of
activities
4 Strengthen the 4.1 Percentage of learners at Percentage of No strict 47 % 55 % 6

implementation. independent reading level reading proficiency implementation
of literacy and results (Phil-IRI)
numeracy programs Lack of trainings for
teachers
Lack of
funds
Conflict of
schedule/
overlapping of
activities

202 2024 2
3
4.2 Percentage of learners proficient in Percentage of Lack of 60 % 66 %
Math mathematical funds
proficiency results
(DNumAT)
Conflict of
schedule/
overlapping of
activities
4.3 Implemented intervention. Percentage of Lack of 68 % 73 %

program both in literacy and implementation funds
numeracy
Conflict of
schedule/
overlapping of
activities
RESILIENCY AND WELL-BEING

1 Develop a Disaster 1.1 Develop a comprehensive disaster DRRM Annual Plan, Not all plans and 50% 60%
Pre and post preparedness plan Narrative Reports activities may be
preparedness Plan that includes; and Intervention attained.
and also, *evacuation procedures programs
strengthen *communication protocols,
partnerships *emergency shelter locations
*Ensure that all stakeholders are
aware of the plan and have the
resources and training needed to
implement it.
26
1.2 Develop a post-disaster recovery DRRM Annual Plan, Not all plans and 50% 60%
plan that addresses both short- Narrative Reports activities may be
term and longterm recovery needs. and attained.
This can include; *providing Recommendations
emergency shelter and
supplies
*supporting the recovery of
affected communities.

2023 2024
1.3 Strengthen partnerships between Number of agencies Not all agencies are 50% 60%
different partnered with. available to be
stakeholders, including; collaborated.
*government agencies *non-

governmental organizations, and
private sector entities.
2 Improve access to 2.1 Intensive advocacy on the services Number of Difficulty to reach 80% 85%
counseling services. provided by the participants attended out to all students,
office thru; the advocacy teachers, and
campaign parents
*printed information material
*teachers
*parental engagement, and
*other components
2.2 Conducting seminars/symposium/ • Number ofNot all students 80% 85%

conferences to students for participants may attend the
awareness attended the seminars/sy
seminars/symposiu mposium/co
*teachers m/conferences nferences to
*parental engagement, and students for
• Number of awareness
seminars/symposiu
m/conferences
conducted
2.3 Coordinating with other Number of referral Students may not 50% 60%
partnering agencies; DSWD, accomplished be willing to be
CSWD, PNP referred.
27
4 Improve health status 4.1 Implementing school feeding Number of students Low cooperation 92% 95%
of learners regarding program given feeding from the parents.
nutrition and health in program.
general.
STRATEGIES OUTPUTS PERFORMANCE RISK PHYSICA

2023 2024 2025
3.2 Information campaign awareness Number of participants Absenteeism 90% 95% 98

attended the program. attendance of
learners.
3.3 Classroom campaign about health Number of sections Absenteeism 90% 95% 98
per year level conducted attendance of
classroom information learners.
dissemination.
GOVERNANCE: Efficient, nimble, and resilient governance and management processes

1 Ensure ideal • Approved proposal for the Number of classrooms Availability of 11 11 1
learning implementation of shifting of constructed funds
environment and classes and blended learning
adequate classroom modality with attached class
for learners program.
• Approved letter of request for

construction of additional
classrooms from the LGU.
• Newly – constructed
classrooms
• Approved Barangay resolution

on the creation of stand –
alone
senior high school
2 Ensure ideal • Approved proposal for the • Number of chairs • Availability of 452 644 59
learning implementation of shifting of procured or donated funds
environment and classes and blended learning by stakeholder
adequate seat for modality with attached class s. • Lack of
learners program. support from
STRATEGIES OUTPUTS PERFORMANCE RISK PHYSICA

2023 2024 2025
28
stakeholder s
• Procured additional chairs.
• Deed of donations/
acceptance
• Received chairs from

stakeholders/partners.
• Approved Barangay resolution

on the creation of stand –
alone
senior high school
3 Ensure a safe, • Approved proposal for the • Number of toilets • Availability of 3 5 7

clean, and healthy implementation of shifting of constructed funds
learning classes and blended learning
environment modality with attached class • Number of water • Lack of
through WASH in program. sanitation support from
Schools (WinS) facility stakeholder s
program • Approved letter of request for constructed
construction of additional
toilet, faucet and lavatories
from the LGU and
stakeholders. 3 5 7
• Newly – constructed toilet,

faucet and lavatories
I. SCHOOL MONITORING AND EVALUATION AND PLAN ADJUSMENTS
29
a. School M & E Strategies
1. Establishing a Monitoring and Evaluation Committee: The school will establish a

committee consisting of the school head, administrative officer, and teachers
responsible for monitoring and evaluating the school's performance. This committee
will oversee the implementation of M&E strategies and activities.
2. Alignment with Department Order 29, Series of 2022: The M&E strategies and
activities implemented by the school will be in accordance with the guidelines and
requirements outlined in Department Order 29, Series of 2022. This ensures that
the monitoring and evaluation processes align with the standards and expectations
set by the education department.
3. Quarterly Performance Evaluation by the School Head: The school head will
conduct a quarterly performance evaluation using a checklist to assess the school's
overall quality in delivering education to all learners. This evaluation will help
identify areas of strength and areas that require improvement.
4. Collaborative Data Analysis: Evaluating and analyzing data will be done through
collaborative meetings, involving all stakeholders, to gather insights and
perspectives that can contribute to improving the school's performance. This
collaborative approach fosters a shared understanding and ownership of the
evaluation process.
5. Implementation of Necessary Improvements: After receiving technical assistance, all
teachers will be expected to comply with the necessary improvements identified
during the evaluation process. This ensures that the feedback and
recommendations provided during the evaluation are actively incorporated into the
teaching practices and school operations.
6. Achievement of Objectives: The overarching goal of the M&E strategies is to achieve
and attain the school's objectives. The monitoring and evaluation processes will
focus on tracking progress towards these objectives, identifying areas of success,
and determining areas where further action is needed for continuous improvement.
By implementing these M&E strategies, the school can effectively assess its
performance, identify areas for improvement, and take necessary actions to
enhance the quality of education provided to all learners. The collaborative
approach ensures that multiple perspectives are considered, fostering a culture of
continuous improvement and accountability within the school community.
b. M & E Activities
1. Collaborative Meetings to Enhance School Performance: Regular collaborative

meetings will be conducted to discuss and assess the school's performance. These
meetings will provide a platform for all stakeholders, including the school head,
administrative officer, teachers, and relevant staff, to share insights, discuss
challenges, and collectively develop strategies to improve school performance.
2. Quarterly Monitoring and Evaluation: The school will implement a quarterly
monitoring and evaluation process to assess the progress and effectiveness of its
initiatives. This systematic evaluation will involve reviewing key performance
indicators, analyzing data, and identifying areas for improvement. The findings
from these evaluations will inform future decision-making and action plans.
3. Facilitating Improvements through Technical Assistance: Technical assistance will
be provided to support the implementation of improvement plans. This assistance
may involve training sessions, workshops, or guidance from educational experts.
The aim is to equip teachers and staff with the necessary knowledge and skills to
implement effective interventions and improve the overall quality of education.
4. Crafting Interventions and Project Improvements: Based on the findings from the
monitoring and evaluation processes, the school will collaboratively craft
30
interventions and projects to address identified areas for improvement. These
interventions may include targeted professional development programs, curriculum
enhancements, or changes in teaching methodologies. By implementing these
interventions, the school aims to enhance teaching and learning outcomes.
5. Ensuring Goal Achievement through Validation and Adjustment: To ensure the
achievement of goals, the school will regularly validate progress and make
necessary adjustments. This validation process involves reviewing the effectiveness
of implemented interventions, measuring outcomes, and assessing whether the
goals are being met. If adjustments are required, the school will adapt its
strategies, refine its approaches, and realign resources to maximize the chances of
achieving the desired outcomes.
6. By incorporating these interventions, the school fosters a culture of collaboration,
continuous improvement, and data-driven decision-making. The quarterly
monitoring and evaluation processes, along with the facilitation of improvements,
enable the school to proactively address challenges, implement effective
interventions, and ensure the achievement of its goals.
Project Monitoring Report
Date of Accomplishment/Status to
Project Name Project Objectives & Target Issues/Concerns/Challe
Monitoring Date
Project REACH To sustain the continues increase of Quarterly

Reach Every enrollment by 3% every year
Active Child to be in
School
Project KAIN -To decrease the number of severely Quarterly
wasted learners from 16.78% to 0% and
wasted learners from 29.86% to 0% for
SY .2022-2025.
Project ACHIEVE To increase the School MPS of the Grade Quarterly
3 and Grade Six learners from 67.16% to
70% for SY 2022-2025
Project RISE Quarterly
To lessen/decrease the number of Grade
Reading
III pupils under frustration reading level:
Intervention for
Skills 52.94 – 40.94% (3%decrease annual)
Enhancement 24.46 -12.46% (3%decrease annual)
(Division Standard) within three years
(3% per year)
Project To increase the mean percentage Score of Quarterly

MATHALINO mathematics subject for both Grades
Three and Six from 65.5% to 75% from
SY 2022 -2025.
(2.38 Annual Increase)
Project Acquire To construct one-story 5 classrooms 2025

Acquisition of building
Additional School Site
through the LGU/SEF
Project To increase the number of teachers Quarterly
Upskilling / finishing master’s degree (1) every school
year) Baseline =0
Reskilling
Project To increase number of teachers with Quarterly
RESEARCH completed action research study from 1 to
4 for SY 201-2028
31
Project SAFE
To conduct trainings and seminars Quarterly
Safety and workshops on disaster preparedness and
other components of DRRM (1 for every
Friendly SY) from SY 2022-2025
To provide the school with enough

Environment for
emergency supplies and equipment for
Everyone to enjoy. DRRM:
First Aid Kit
Life Vest/Life Jacket
Safety Hat/Helmet
Fire Extinguishers
Spine Board with safety Belts
2-fold Stretcher
Emergency Flashlights
Emergency Head Lamp
Emergency Whistle
DepEd Mandated Support, Implement and comply all Quarterly

DepEd Mandated Programs, Projects,
PPA’s Activities, and all celebrations mandated
by law from 95% to 100%
I. RISK MANAGEMENT PLAN
Risk Category Identified Risks Likelihood Impact Mitigation Measure

Safety and Security Accidents and injuries Medium High Implement safety proto
Violence and bullying Low Medium Conduct anti-bullying
programs
Unauthorized access to Low Low Enhance security meas
premises
Health Spread of infectious High High Promote hygiene practic
diseases
Allergies and health Medium Medium Maintain student health
conditions records
Natural Disasters Earthquakes, floods, etc. Low High Develop and practice
emergency response pla
Facilities and Structural failures Low High Regular maintenance
Infrastructure Inadequate classroom Explore expansion optio
space
Financial and Budgetary constraints High Medium Implement financial
Operational Fraud and controls.
mismanagement Regular audits and
oversight
Legal and Non-compliance with Medium High Conduct regular legal
Compliance regulations Student reviews.
rights violations Establish policies
32
SCHOOL PLANNING TEAM
SHERWIN P. SAAVEDRA
Principal II
EDITHA E. GREGANA MICHELLE PANTALEON

JAYCEE CABALLERON
Teacher Representative Parent Representative Student
Representative
EDGARDO C. DELGADO EVANGELINE R. ALMONTE

KRISTIN JOY Z. ANTAO
Barangay Local Government Unit SDRRM Coordinator CPP
Coordinator
WENDELINA E. SERGAS
AISA MAY M. ALVAREZ
School ICT Coordinator
Property Custodian
Verified by: Recommending Approval:
BASILIO D. UY
VICTORIA D. MANGASER, PhD
Chief Education Program Supervisor(SGOD) Chief
33
Education Program Supervisor
Officer in Charge Curriculum
Implementation Division
Approved by:
MAJARANI M. JACINTO. EdD, CESO V

Schools Division Superintendent
34

SIP SALUM FInal Final

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School Improvement Plan 2023-2028

Salum Elementary School

SCHOOL IMPROVEMENT PLAN (S.I.P.)

June 20, 2023

I. DEPED’S VISION, MISSION, AND CORE VALUES

II. SCHOOL’S CURRENT SITUATION

IV. IMPROVEMENT PLAN

V. SCHOOL MONITORING AND EVALUATION AND PLAN ADJUSTMENTS

VI. RISK MANAGEMENT PLAN

I. DEPED’S VISION, MISSION, AND CORE VALUES

To protect and promote the right of every Filipino to quality, equitable,

 Students learn in a child-friendly, gender-sensitive, safe, and motivating

Maka – Diyos Maka – tao Makakalikasan Makabansa

II. SCHOOL’S CURRENT SITUATION

a. Introducing the School

Salum Elementary School is one of the elementary schools in Sta. Maria

Barangay San Roque is led by an elected chairman and supported by seven

San Roque is a rapidly expanding barangay in the city of Zamboanga,

Barangay San Roque is one of the most populated barangays in Zamboanga

Barangay San Roque, nestled in the heart of Zamboanga City, Philippines,

b. School Performance on Access

Table 1. Comparative Enrollment by Key Stage Levels

Key Stage 1(K-3) 288 326 361 350 357

Key Stage 2 (G4-6) 195 202 197 235 286

Total 483 528 558 585 643

Table 2. Mapping (Kindergarten)

Table 3. Drop Out Rate by Key Stage Levels

Table 4. Percentage of Overage Learners by Key Stage Level

c. School Concerns on Equity

Table 5. Percentage of Muslim Learners by Key Stage Levels

d. School Performance on Quality

Table 6. School Overall MPS by Learning Areas

Table 7. Literacy Level of Grade 3 to 6

Table 8. Literacy Level of Grade 3 to 6

120 125 143 80 90 129 136 136 210

Table 9. EGRA Pre- test and Post-test Result

Task 1: Orientation to 215 215 261 261 265 265

Subject/ Full Light Grade

Table 11. Numeracy MPS

Grade 3 44% 50.1% 73% 76%

Grade 6 50.3% 55% 58% 61.35%

Average 47.15% 52.55% 65.5% 68.67%

Table 12. Comparative Failure Rate by Key Stage Level

Table 13. Repetition Rate by Key Stage Level

Key Stage 2 4 11 8 4 Fluctuating

Table 14. Promotion Rate by Key Stage Level

e. School Concerns on Resiliency and Well-being

Table 15. Number of Emergency Supplies and Equipment

Table 16. DRRM Program

Source: School DRRM Monitoring and Evaluation R.esult

Table 16 provides information on the DRRM (Disaster Risk Reduction and

Table 17. Bullying Cases

Table 17 provides information on bullying cases categorized by key stage levels

Table 18. Nutritional Status of Learners

Table 19. Functional Health and WASH facilities Available at School

f. School Concerns on Governance

Table 20. School Facilities and Equipment

School Facilities Number Facilities Functional Non-Functional

Table 21. Classroom: Learner Ratio

government agencies non-