Sip 2023-2028 - Casamongan Is22

1
ii
School Improvement Plan 2023-2028
2
TABLE OF CONTENTS
______________________________________________________________________________________________
Table of contents ii
List of Acronyms iii
List of Tables and Illustration iv
Foreword 1
Executive Summary 2
CHAPTER 1. Department of Education’s Vision, 3-5

Mission, and Core Values Statement
CHAPTER 2. School’s Current Situation 6-9
CHAPTER 3. Improvement Plan 10-17
Year 1 Work and Financial Plan (Annual Implementation 18

Plan (SY 2022-2023)
CHAPTER 4. School Program Implementation Review 19-21

And Performance Assessment (SPIRPA)
Monitoring and Evaluation Activities 20
Risk Management 21-22
ii
3
LIST OF ACRONYMS
DepEd – Department of Education

SIP – School Improvement Program
AIP – Annual Implementation Plan
PIA – Priority Improvement Areas
PIs – Performance Indicators
SRC – School Report Card
SPT – School Project Team
SPT – School Planning Team
PTA – Parent- Teacher Association
GPTA – General Parent- Teacher Association
READ – Read, Enjoy and Develop
PARDO – Pupils at Risk of Dropping Out
ICT – Information and Communication Technology
SDRRM –School Disaster Risk Reduction Management
ELLN- DAP – Early Language, Literacy and Numeracy –
Developmentally
Appropriate Practices
SH- School Head
SGC – School Guidance Coordinator
SLAC – School Learning Action Cell
INSET – In-service Training
BAC – Bids and Awards Committee
ii
4
LIST OF TABLES AND ILLUSTRATIONS
Table 1. Key Performance Indicator 8-10
Table 2. Priority Improvement Areas 11-13

And Key Interventions
Table 3. Six-year Indicative Plan 14-17
Table 4. Monitoring and Evaluation Strategies 19-21
Table 5. Risk Analysis Matrix on Impact

And Probability
Illustration 1. x x x x x x x x x Page x
ii
5
FOREWORD
The first two years of the "new normal" education were filled with
numerous tries, and the year began with a lot of concern and questions
about the problems we were not prepared for everyone working in the
school system. Despite our clear goals for the school year, we were not
spared from unexpected events and experienced flaws along the road.
However, we gained knowledge and experiences from all of this that

will serve as our guide for the following academic years. Serving our major
audience, our students required us to fully embrace the outcomes of the
two-year epidemic. We tried everything to figure out what would be
beneficial to them. We came to an accord and honestly realized that we
needed to adjust to the current scenario and the level of learning of our
learners. If these difficulties are not addressed immediately, they may
have far-reaching consequences in the future.
As a result, the Department of Education (DepEd) has established a
school-level planning process to produce the School Improvement Plan
(SIP) in an effort to make education more relevant and adaptive to the
needs of our students. This School Improvement Plan was created to
meet the educational requirements of our students efficiently and
effectively. Casamongan Integrated School pledges to expand its mandate
to assist and support teachers and other stakeholders in meeting the new
normal’s high-quality standards.
In the dynamic landscape of education, the creation of a School

Improvement Plan (SIP) stands as a testament to our collective
commitment to providing the best possible learning environment for our
students. This document reflects the culmination of collaborative efforts,
innovative thinking, and a shared vision for continuous growth and
enhancement within our educational community.
ii
6
Crafting a School Improvement Plan is not merely a bureaucratic

exercise but a thoughtful and strategic endeavor that draws upon the
collective wisdom of our educators, administrators, and the broader
community. It is a roadmap for progress, a blueprint that charts our
course towards academic excellence, holistic development, and the
fulfillment of our educational mission.
As we embark on this journey of improvement, we recognize the

importance of setting clear objectives, identifying challenges, and
embracing opportunities for positive change. The School Improvement
Plan is not a static document; rather, it is a living, breathing framework
that adapts to the evolving needs of our students, the advancements in
educational methodologies, and the changing landscape of our world.
Along the way of achieving our goals, CASAMONGAN INTEGRATED

SCHOOL will ensure that this institution will be a place where children
flourish academically, emotionally and holistically.
ii
EXECUTIVE SUMMARY
Our School Improvement Plan (SIP) represents a strategic blueprint for
elevating the educational experience within our institution. Anchored in five pivotal
pillars - Access, Equity, Quality, Resilience and Well-being, and Governance - this
plan aims to holistically address challenges and capitalize on opportunities to
cultivate an environment where students can thrive academically, emotionally, and
socially.
The School Improvement Plan stems from a recognition that education is not
a one-size-fits-all endeavor. The Access pillar targets the disparity in opportunities,
seeking to provide equal and equitable access for all students, ensuring that each
learner can take full advantage of their educational journey. The Equity pillar takes
on the challenge of mitigating personal or social circumstances that may impede a
student's ability to reach their educational potential. This comprehensive approach
aims to break down barriers and foster an inclusive learning environment.
Quality, as the third pillar, is central to the plan, emphasizing the need for
instruction that aligns rigorously with standards, particularly in Literacy and
Numeracy. The Resilience and Well-being pillar acknowledges the evolving
landscape of education, seeking to equip both learners and school personnel with
the tools to adapt and cope effectively with new situations. Lastly, the Governance
pillar ensures transparent and effective leadership, fostering an environment that
supports positive educational outcomes.
The plan addresses the systemic issue of unequal educational opportunities

and variations in the quality of instruction. Strategies we involve targeted
interventions such as personalized learning plans, professional development
initiatives for educators, and the implementation of robust assessment frameworks.
Performance targets include improved literacy and numeracy scores, increased
overall student well-being, and enhanced governance structures that promote
transparency and accountability. Through this SIP, we envision a transformative
educational experience that prepares students not only for academic success but
also for a lifetime of resilience and adaptability.
4 School Improvement Plan 2023-2028

I
Department of Education Mission, Vision, and Core Values

Statement
Casamongan Integrated School Planning Team convened and discussed on

what are the different processes, problems, and solutions to be undertaken to
craft the School Improvement Plan that will be aligned with the Vision, Mission,
and Goal of the Department of Education.
For the Vision, we envision that our school produces God-loving, healthy,
and high-performing learners with committed teachers in partnership with
cooperative stakeholders. It is also our dream to nurture their minds to make
them realize their capability and develop their full potential to become a
productive and responsible citizen of the Philippines.
For the Mission, the aim of Casamongan Integrated School is to provide

basic quality education to learners in a conducive environment, child-friendly,
gender-sensitive, safe with interactive learning materials and activities,
sufficient health and educational services through the unselfish efforts of
harmoniously engaged teachers and stakeholders and share responsibility for
developing life-long learners and service for the common good.
C
H
A
P
T
E

For the Core Values, MAKADIYOS, MAKATAO, MAKAKALIKASAN, AND
MAKABANSA, these values should be developed for learners to make them
become holistic citizens as they should be. They should be God-fearing,
express their love, care and concern to their fellow citizens, show their concern
to all things around us and they should love their country, and should be
proud to be a Filipino.
The School Improvement Plan of Casamongan Integrated School was crafted

with the help of the school and the community. An indication that this
Institution together with its stakeholders share the same responsibility in
ensuring that the school can continue functioning and carrying its mandate.
With the equal effort of the school’s planning team, Casamongan Integrated
School was able to assess and plan its priorities and goals for the next 3 years.
Those same visions and missions were embedded in this document. The
following vital points were discussed during the Vision Sharing Activity of the
School Planning Team:
Stakeholders’ Understanding of the DepEd Vision, Mission and Core
• DepEd aspires to produce learners with exemplary behavior, values,

and competencies that will help them achieve their dreams in life and
will be contributors to the nation’s progress.
• The institution ensures that every learner must have access to quality,
equitable, culture-based and complete basic education which takes
place in a conducive, child-friendly, safe and motivating environment.
• The Core Values emphasize the importance of love that every Filipino
must possess, especially love for God, for fellowmen, for nature, and
for the country.
Stakeholders’ Aspiration for the School and the Learners
To produce holistically developed learners who are spiritually well-

nurtured, physically well-nourished, emotionally competent, and
functionally literate, mentored and shepherded by committed,
competent, compassionate and God-fearing teachers in a safe,
conducive, gender-sensitive and child-friendly institution fostering

close links with stakeholders who are supportive, actively engaged,
and open-handed.
Stakeholders’ Commitments
• We pledge to commit our undying support to the school’s vision and

goals at present and in the foreseeable future. We will actively work
with the school hand in hand to attain the school’s aspirations that
would in turn benefit the learners of the community.
• We will aid the school in maintaining a school environment that is safe
and encourages learning for the learners. A school that seeks to
provide its clientele with a continuous education without exception. An
institution that seeks to address the individual needs of the students
to help them develop their full potential.
LIST OF ROLES AND RESPONSIBILITIES OF THE SCHOOL PLANNING

TEAM
The School Head plays an integral role in the school planning process,
contributing distinct responsibilities that are vital for the overall success and
effectiveness of educational initiatives and is responsible also in
orchestrating the School Planning Team.
The School Planning Team plays a crucial role in shaping the overall
direction and success of an educational institution. One of its primary
responsibilities is strategic planning, involving the development and
implementation of long-term plans that guide the school's growth and
improvement. Budgeting is another key function, requiring the team to
allocate and manage financial resources effectively to support educational
programs, facilities, and other essential needs. The team collaborates on
curriculum development, ensuring it aligns with educational standards and
caters to the evolving needs of students. Professional development is a
priority, with efforts directed at identifying and providing opportunities for

staff to enhance their teaching skills and stay informed about educational
trends. Additionally, the School Planning Team oversees facilities
management to maintain a safe and conducive learning environment.
Engaging with the community is essential, as the team fosters positive
relationships with parents, community members, and local organizations to
garner support for the school.
Student support services are developed to address diverse student

needs, while data analysis is employed to assess performance and make
informed decisions. The team also contributes to policy development, crisis
management, technology integration, and the cultivation of a positive school
culture. Regular evaluation and assessment of educational programs,
teaching methods, and administrative processes ensure continuous
improvement. Collaboration with teachers, administrators, and stakeholders
is emphasized to achieve common goals and address challenges. Ultimately,
the School Planning Team serves an advisory role, providing valuable
recommendations to the school administration and stakeholders on matters
related to planning, development, and improvement.
The member of the BDRRMC is in charge of fostering a safe school

environment. Their responsibilities include ensuring effective information
transmission in order to raise awareness and prepare for emergencies. They
actively contribute to the creation of a resilient school community by
conducting school-based Disaster Risk Reduction Management (SDRRM)
projects and programs.
The effective collaboration of the school and its external stakeholders is
essential for creating a well-rounded and successful school planning
framework.

II
School’s Current Situation
C
H
A
P
T
E
R
School Context
The Casamongan Integrated School is located about 25 kilometers from

Balud town proper and is easily accessible by land transportation at any time of
day. Mr. Clemente A. Arguelles Jr., the previous mayor of Balud, donated its 10,000
square meters of total land area to DepEd via a properly signed donation deed. It is
at the geographic center of Barangay Casamongan. It initially opened in 1970 as a

primary school with combined classes before being converted to a full elementary
school in 1996 and then again to an integrated school in 2019.
The strong bond that Casamongan Integrated School has with the local
government unit, parents, students, and the community has contributed to the
school's positive reputation. The school has a playground and is facilitated starting
at 7:30 AM by a Barangay Tanod. to 4:30 P.M. each day of the school year.
Local stakeholders actively support and engage in the school's numerous

programs and activities. The MOOE fund is the main source of funding for our
school. Because of the town's and school's geographical position, it appears difficult
to raise funds from stakeholders. The stakeholders contributed money, bayanihan,
and other sorts of assistance. The physical buildings at our school require major
repairs. During recess, we don't have any sports equipment for the kids to use. Poor
school fences provide animals and visitors easy access to the campus, which should
be considered for the general safety of students and personnel.
School Performance on Access

E N R OLLM E N T DATA OF S E C ON DAR Y
FOR 3 YE AR S
Axis Title
179 153
95 132
84 83 70 77 55
CO CO CO CO CO CO CO CO CO CO
MP MP MP MP MP MP MP MP MP MP
AR AR AR AR AR AR AR AR AR AR
ATI ATI ATI ATI ATI ATI ATI ATI ATI ATI
VE VE VE VE VE VE VE VE VE VE
EN EN EN EN EN EN EN EN EN EN
RO RO RO RO RO RO RO RO RO RO
LL LL LL LL LL LL LL LL LL LL
ME ME ME ME ME ME ME ME ME ME
NT NT NT NT NT NT NT NT NT NT
OF OF OF OFAxis
OFTitle
OF OF OF OF OF
SEC SEC SEC SEC SEC SEC SEC SEC SEC SEC
ON ON ON ON ON ON ON ON ON ON
DA DA DA DA DA DA DA DA DA DA
RY RY RY RY RY RY RY RY RY RY
FO FO FO FO FO FO FO FO FO FO
R 3 R 3 R 3 R 3 R 3 R 3 R 3 R 3 R 3 R 3
YE YE YE YE YE YE YE YE YE YE
ARS ARS ARS ARS ARS ARS ARS ARS ARS ARS
YE 20 20 20 20 20 20 20 20 20
AR 21- 21- 21- 22- 22- 22- 23- 23- 23-
20 20 20 20 20 20 20 20 20
22 22 22 23 23 23 24 24 24
MA Fe TO MA FE TO MA FE TO
LE mal TAL LE MA TAL LE MA TAL
e LE LE
S Na 95 84 17 83 70 15 77 55 13
e N 9 3 2
r
i
e
s
1
E N R OLLM E N T DAT A OF E LE -
M E N TAR Y FOR 3 YE AR S
Axis Title
162 169 162

94 68 99 70 96 66
CO CO CO CO CO CO CO CO CO CO
MP MP MP MP MP MP MP MP MP MP
AR- AR- AR- AR- AR- AR- AR- AR- AR- AR-
ATI ATI ATI ATI ATI ATI ATI ATI ATI ATI
VE VE VE VE VE VE VE VE VE VE
ROL ROL ROL ROL ROL ROL ROL ROL ROL ROL
LM LM LM LM LM LM LM LM LM LM
T T T T T T T T T T
OF OF OF OF Axis
OFTitle
OF OF OF OF OF
EL- EL- EL- EL- EL- EL- EL- EL- EL- EL-
EM EM EM EM EM EM EM EM EM EM
TAR TAR TAR TAR TAR TAR TAR TAR TAR TAR
Y Y Y Y Y Y Y Y Y Y
FOR FOR FOR FOR FOR FOR FOR FOR FOR FOR
3 3 3 3 3 3 3 3 3 3
YEA YEA YEA YEA YEA YEA YEA YEA YEA YEA
RS RS RS RS RS RS RS RS RS RS
YEA 202 202 202 202 202 202 202 202 202
R 1- 1- 1- 2- 2- 2- 3- 3- 3-
202 202 202 202 202 202 202 202 202
2 2 2 3 3 3 4 4 4
MA Fe TO MA FE TO MA FE TO
LE mal TAL LE MA TAL LE MA TAL
e LE LE
S Na 94 68 162 99 70 169 96 66 162

e N
r
i
e
s
1
The graph depicts an enormous decrease in secondary enrollment,

which stands at 43.18% as of SY. 2023-2024. The elementary enrollment did
not vary significantly, and only 7 pupils were transferred to the other school.
The decrease in secondary enrollment is due to a lack of school buildings
that can handle a large number of students and the academic track offered
by the school which only caters to General Academic Strand (GAS), and
because of the new integrated school nearby. Also, in SY. 2021-2022 and SY
2022-2023, the number of dropouts shown in the Learning Information
System (LIS) is around 1.8% of the overall population. This is why our
school, particularly the secondary level, requires a school building as soon as
possible.

Currently, Casamongan Integrated School (CIS) has a total of 294
students in elementary and secondary, which has decreased by nearly 15%
of the overall population from its previous enrollment due to the opening of a
new integrated school nearby, and who are taught by 16 competent teachers
—3 men and 13 women—under the supervision of a Head Teacher III. There
are only seven (7) elementary teachers and nine (9) secondary teachers. We
are currently experiencing a teacher deficit in junior and senior high schools,
particularly those trained to teach essential and demanding academic areas
such as Science and Mathematics. Casamongan Integrated School has six
temporary classrooms as well as five (5) school buildings used as academic
classrooms. There are currently no school buildings for the Junior High
School or Senior High School. Only temporary classrooms are available and
used to cater to large numbers of secondary students.
Table 2
PARTICIPATION RATE
School Year Male Female Total
2020-2021 1.5% 1.60% 3.1%
2021-2022 1.23% 1.42% 1.33%
2022-2023 0.93% 1.35% 1.14%
The participation rate for the three consecutive school years based on
the data gathered during the child mapping shows a decreasing trend which
indicates that the out-of-school youth in the locality is decreasing too.
If this decreasing trend continues this means the school is effective in
performing its mandate of giving basic education to our clientele within the
locality. This will eventually solve the problem of out-of-school youth.
However, despite the decreasing trend of out-of-school youth as
depicted by the data the school still doing its best to enable all school-aged
children to have access to basic education and attain zero out-of-school
youth in the locality where the school is located.
Table 3
DROP-OUT RATE
School Year Grade Level Male Female Total

7 0 (0.00%) 0 (0.00%) 0 (0.00%)
8 0 (0.00%) 0 (0.00%) 0 (0.00%)
9 0 (0.00%) 1 (2.78%) 1 (1.33%)
10 2 (4.44%) 0 (0.00%) 2 (2.74%)
2020-2021
Total for JHS 2 (1.27%) 1 (3.03%) 3 (1.03%)
11 0 (0.00%) 0 (0.00%) 0 (0.00%)
12 0 (0.00%) 0 (0.00%) 0 (0.00%)
Total for SHS 0 (0.00%) 0 (0.00%) 0 (0.00%)
Total 2 (0.99%) 1 (0.52%) 3 (0.76%)
7 0 (0.00%) 0 (0.00%) 0 (0.00%)
8 0 (0.00%) 0 (0.00%) 0 (0.00%)
9 0 (0.00%) 0 (0.00%) 0 (0.00%)
10 0 (0.00%) 0 (0.00%) 0 (0.00%)
2021-2022
Total for JHS 0 (0.00%) 0 (0.00%) 0 (0.00%)
11 0 (0.00%) 0 (0.00%) 0 (0.00%)
12 0 (0.00%) 0 (0.00%) 0 (0.00%)
Total for SHS 0 (0.00%) 0 (0.00%) 0 (0.00%)
Total 0 (0.00%) 0 (0.00%) 0 (0.00%)
7 0 (0.00%) 0 (0.00%) 0 (0.00%)
8 4 (1.00%) 0 (0.00%) 4 (1.00%)
9 0 (0.00%) 0 (0.00%) 0 (0.00%)
10 2 (0.80%) 0 (0.00%) 2 (0.80%)
2022-2023
Total for JHS 6 (1.80%) 0 (0.00%) 8 (1.80%)
11 0 (0.00%) 0 (0.00%) 0 (0.00%)
12 0 (0.00%) 0 (0.00%) 0 (0.00%)
Total for SHS 0 (0.00%) 0 (0.00%) 0 (0.00%)
Total 0 (0.00%) 0 (0.00%) 8 (1.80%)
The drop-out rate in the last three school years has been decreasing as
depicted by the table above. However, the dropout rate for the previous
school year 2022-2023 shown in the Learning Information System (LIS) is
around 1.8% of the overall population. Having a zero Dropout rate is always
the aim of the school. It is one of the parameters in determining the
effectiveness of the programs, projects, and activities implemented. Since
increasing the number of learners who are leaving the school it hurts the
school and the learners as well.
The Dropout rate last school year is still the impact remain brought by
the pandemic, innovation/ intervention implemented by the school was there
to save the identified Students at risk of Dropping Out (SARDO). The school
will continue and institutionalize the implementation of the program that
helped solve the dropout.

Table 4
COHORT SURVIVAL RATE
School Year Male Female Average
2019-2020 93.94% 89.19% 91.43%
2020-2021 104.88% 100% 102.90%
2021-2022 95.24% 94.29% 94.81%
2022-2023 126.47% 80% 103.235
The cohort survival rate for four consecutive school years fluctuates for
both males and females. This implies that the school has to do something to
maintain the increasing trend.
Increasing the trend of cohort survival rate means addressing the
problem of dropout rate or school leavers. It is the result of the effective
intervention implemented in addressing the dropout rate.
Thus, the school is on the right track in implementing the programs,
projects, and activities that will solve the school leavers for it can address
other problems in accessibility of the learners to basic education.
Table 5
RETENTION RATE
2019-2020 92.37% 87.58% 89.19%
2020-2021 101.61% 97.83% 100.00%
2021-2022 101.77% 99.04% 100.46%
2022-2023 100.57% 99.12% 99.85%
The retention rate for three school years shows an increasing trend
while in the last school year 2022-2023, it decreased by 0.15%.
This indicator is greatly affected by the school leavers. If nothing is
done about this it will result in a decrease in the completion rate, cohort
survival rate, and graduation rate.
However, the school has long been adamant in combating the issue of
school leavers. It has already implemented various interventions and
programs as reflected by the increasing trend in the data above.

School Performance on Quality
Over the last few years, the global pandemic issue has affected school
life and basic education operations. In preparation for the transition from
partial to full in-person schooling, we have developed practical projects,
programs, and activities aimed at filling in the learning gaps caused by the
pandemic. This has aided in preparing us to deal with the problems that our
school will shortly encounter.
Table 6
COMPLETION RATE
2019-2020 67.65% 86.49% 77.46%
2020-2021 104.88% 100% 102.90%
2021-2022 90.91% 91.67% 91.25%
2022-2023 95.08% 93.90% 94.49%
As shown in the table above the completion rate for three consecutive
school years is fluctuating. A completion rate at or near 100% indicates that
most or all children and adolescents have completed a level of education. It
indicates how many persons in a given age group have completed the
relevant level of education. It measures how many children and adolescents
enter school more or less on time and progress through the education
system without excessive delays.
The data above implies that there are learners who enrolled in grade 7
but failed to complete high school or basic education.
At present the school has a continuous program to attain a 100% or
even near 100% completion rate by increasing awareness and knowledge of
data-based interventions that show evidence of effectiveness. Improve
programming addressing dropout prevention and intervention for students
with and without disabilities, resulting in increased rates of school
completion.
Table 7
PROMOTION RATE

2019-2020 86.15% 97.67% 91.55%
2020-2021 100% 100% 100%
2021-2022 100% 100% 100%
2022-2023 100% 100% 100%
The promotion rate is the percentage of learners promoted to the next

grade level in the following school year. The data above shows the promotion
rate for the school year 2019-2020 is 91.55%; however, for the three
consecutive school years from SY 2020-2021 to SY 2022-2023, the school
was able to sustain the 100% promotion rate.
Having a 100% completion rate means all learners can proceed to the
next grade level. As the promotion rate increases, the time required for our
learners to complete the course decreases.
This data also exemplifies that the school was able to manage the
failure rate through the effective implementation of instructional
interventions.
Table 8
GRADUATION RATE
2019-2020 100% 100% 100%
2020-2021 100% 100% 100%
2021-2022 100% 100% 100%
2022-2023 100% 100% 100%
Graduation rate is the calculated percentage of students who

graduated or completed their program within a specified time frame. The
school’s graduation rate for the last four school years is 100%. This indicates
that our students finished their studies promptly upon enrolling.
Having a higher graduation rate typically highlights students’ hard
work, teachers’ commitment to education, and the multiple support systems
of the school.
This 100% graduation rate is the result of the effective implementation
of the programs. projects, and activities that greatly helped the learners in
pursuing their studies. It is always the goal of the school to have a 100%
graduation rate.

Table 9
FAILURE RATE
2019-2020 13.50% 2.27% 8.24%
2020-2021 0.00% 0.00% 0.00%
2021-2022 0.00% 0.00% 0.00%
2022-2023 0.00% 0.00% 0.00%
The failure rate is the percentage of enrollees who failed in a given

grade level in a given school year. The school failure rate for SY 2019-2020 is
8.24%, however, it has been noted that for SY 2020-2021 to SY 2022-2023
the school has a 0% failure rate.
Having a zero-failure rate helps students develop learning skills, boost
their sense of determination, and build self-esteem.
For three consecutive school years, the school was able to manage the
failure rate this is due to the continuous implementation of the instructional
assistance given to the struggling learners.
Literacy Skill Level
Figure 1
RAPID LITERACY ASSESSMENT (RLA)

16
SUMMARY IN ENGLISH
16
14 12
12 1010 10
10
7 7
8 6 66
5 5
6 4 4
4 2 22 2
1 1
2 0 00 0
0
Learners Learners Learners Learners
Establishing Emerging Coping Deficit
Grade 7 Grade 8 Grade 9 Grade 10 GRADE 11 Grade 12

The rapid literacy assessment results for Casamongan Integrated
School Grades 7 to 12 learners in English reveal a diverse landscape of
proficiency levels, ranging from Establishing to Deficit. The largest cohort,
comprising 61 learners, falls within the Establishing level, indicating a
fundamental grasp of literacy skills. While these students demonstrate a
foundational understanding, targeted interventions, and support
mechanisms should be employed to ensure a smooth transition to more
advanced literacy competencies. The Emerging level, with 6 learners,
represents a number on the cusp of proficiency, requiring tailored
interventions to bridge the gap and foster higher-order thinking skills.
There are five (5) learners in the Coping level and twenty (20) learners
in the Deficit level, suggesting that these number of students may struggle
with more complex literacy tasks. These students require immediate
attention and targeted interventions to prevent further academic challenges.
The identified students need a comprehensive approach involving
individualized education plans (IEPs), one-on-one support, and collaboration
with external resources is imperative to address the specific challenges faced
by learners in the Deficit level.
In conclusion, the rapid literacy assessment results underscore the

importance of a nuanced and responsive educational approach. Recognizing
the diversity in proficiency levels among Grades 7 to 12 learners necessitates
a tailored strategy that caters to the unique needs of each group. By
implementing targeted interventions and fostering a supportive learning
environment, educators can empower students at all levels to reach their full
literacy potential, ensuring a more equitable and inclusive educational
experience.
Figure 2

RAPID LITERACY ASSESSMENT (RLA)
SUMMARY IN FILIPINO
22 23
25 21
20 17 17 17
15
10
3 2
5 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0
0
Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
RAPID LITERACY ASSESSMENT (RLA) SUMMARY IN ENGLISH Establishing

RAPID LITERACY ASSESSMENT (RLA) SUMMARY IN ENGLISH Emerging
RAPID LITERACY ASSESSMENT (RLA) SUMMARY IN ENGLISH Coping
RAPID LITERACY ASSESSMENT (RLA) SUMMARY IN ENGLISH Deficit
The rapid literacy assessment results for Grades 7 to 11 students in

the Filipino subject paint a comprehensive picture of the learners' proficiency
levels. With the majority, comprising 117 students, placed in the
"Establishing" level, it is evident that these learners have a foundational
grasp of Filipino literacy. While they demonstrate a basic understanding,
targeted interventions, and additional support may be necessary to further
elevate their proficiency. Engaging instructional methods and supplementary
resources focusing on Filipino language development could significantly
benefit these students, facilitating their progression to more advanced levels.
The smaller groups classified as "Emerging" (6 students), "Coping" (3

students), and "Deficit" (0) underscore the need for tailored approaches to
address varying literacy challenges. The "Emerging" group indicates learners
who are on the brink of proficiency and may benefit from specific
interventions to refine their skills. On the other hand, the "Coping" and
"Deficit" levels highlight the urgency of providing individualized support and
targeted strategies to help bridge significant gaps in Filipino literacy. By
acknowledging and addressing the unique needs of students in each
proficiency level, educators can implement effective interventions that
promote a more inclusive and supportive learning environment for all. At
present the school has a continuous reading intervention/innovation entitled
“Reader Ako” and “Komprehensibo Ako” to address the reading difficulties

among the learners. This innovation is implemented by language teachers to
identify learners with unique needs.
Figure 3. (ALNAT RESULT)

ELEMENTARY LEVEL
The results of the Comprehensive Rapid Literacy (CRLA) and Numeracy

Assessments (ALNAT) among students in Grades 1 to 3 demonstrated the
critical need for developing and implementing programs and activities to
address these learning gaps. The findings reveal a very alarming state of
affairs for the students in Grades 1 to 3. The numeracy test reveals that
almost 46.91% of the participants fall into the "Needs Major Support"
category due to their competence level being 59.83%. This data suggests that
almost half the population in Grades 1to 3 lack the necessary math skills.
Elementary pupils demonstrate difficulty in proving and decision-

making, estimating, and conjecturing and reasoning in their Numeracy skills.
These are mathematical skills that require attention and specific strategies to
solve the specific challenges encountered by children. A solid mathematical
foundation is essential for boosting growth in successive school levels.

Figure 4
SECONDARY LEVEL
The numeracy assessment results for Grades 7 to 10 pupils show a

concerning trend, particularly among students who are classified as "Needs
Major Support." There is a constant number of students requiring significant
assistance in numeracy skills throughout all classes, with Grade 8 having
the highest total at 25. This raises serious concerns regarding the children's
fundamental understanding of mathematical ideas. There were few learners
in the Anchoring and Emerging levels, but none in the Developing level;
however, there were 23 learners in the Transforming levels, indicating that
students had advanced numeracy skills. An indication that Casamongan
Integrated School (CIS) has the opportunity to participate in the Mathematics
Competition, showing their mathematical skills.

Urgent attention and specific measures are necessary to address the
specific issues experienced by students in need of significant assistance,
providing a strong mathematical foundation and promoting their progress in
succeeding grade levels. This analysis emphasizes the importance of
comprehensive strategies and resources to improve numeracy competence,
particularly for those who require significant assistance across all grades.
When it comes to contests, some learners received awards in the

Provincial Consumerism Challenge for Junior High School Students (Quiz
Bee) at the Provincial level, the 11 th day of October 2023. The school has
been recognized as a compliant school for the Seal of ELSG and recognized
as the best implementer and second-place winner in the District Gulayan sa
Paaralan program.
The following are the initiatives and programs offered by the school's body to
address the learners' reading and numeracy deficiencies:
Project "Reader Ako" (Reinforced by holding a school reading camp for

all grade level students and conducting a detailed observation of an 8-
week curriculum program)
Project “Komprehensibo Ako” (Reading materials that help increase
the comprehension level of the students)
Project "Special Class" (This initiative is for children who can only
communicate through sign language and children with disability will
be supported by the SPED teacher or another teacher who is aware of
it.)
Project “Mathibay” (Reinforce by assigning a buddy mathematician
learner to struggling learners in numeracy and conducting math-
related activities and contests to boost their mathematics skills)
Project “AGIMATH” (Ace Growth in Mathematics)- Mathematical
puzzles and games that build logical reasoning, problem-solving skills,
decision-making, and critical thinking analysis are used to reinforce
learners' growth in mathematics learning.

School Concerns on Equity and Inclusion
“The principle of inclusion promotes institutional sensitivity and

responsiveness to the nature, situation, and realities of our country’s
learners and directs the Department to proactively address these through the
curriculum and other interventions” (DO 21, s. 2019, Annex 5, page 141).
Casamongan Integrated School having an identified learner with disability,

which is 7.87% of the overall population, consider implementing accessible
resources
School Concerns on Resilience and Well-being
At present, the school has a small record of bullying committed against

the learners and school personnel. But still, the school child protection
committee is organized and functional. Only 48% of learners are equipped
with disaster and emergency preparedness. For the nutritional status of the
learners, there are 9 (4.09%) males and 10 (4.93%) females under wasted,
but no recorded severely wasted. The percentage of learners with improved
physical fitness levels needs to be improved. The psychological first aid to
learners is conducted yearly.
Policies on health and nutrition, and adolescent health and
development still need to be implemented. The learners must be oriented on
mental and psychosocial health issues. The school still needs safety and
emergency supplies and equipment. 42% of the learners are oriented on
Adult Reproductive Health. Recently, the school was validated for 2 stars in
WinS.
School Concerns on Governance
Governance refers to how decision-making happens in the education

system. It refers to the institutions and dynamics through which education
systems allocate roles and responsibilities, determine priorities and designs,
and carry out education policies and programs.
Table 12

Teachers' Rating in IPCRF
SBM Self- OPCRF No. of Teachers No. of Teachers with
School Year
assessment Ratings
with VS Rating Outstanding Rating
2019-2020 2 4.92 (O) 11 5
2020-2021 2 4.78 (O) 9 6
2021-2022 2 4.86 (O) 10 6
Based on the SBM self-assessment conducted for SY 2021-2022, the

school is still at level 2 in terms of SBM level of practice. The OPCRF ratings
for SY 2021-2022 are outstanding with a numerical rating of 4.86. For the
IPCRF ratings of teachers out of 16 teachers 6 got a rating of outstanding for
school year 2021-2022.
At present, the school does make-shift classrooms only for the
learners, particularly in secondary level and 100% of these classrooms need
major repairs, the student-teacher ratio for JHS is 25:1 while for SHS is
18:1. The school needs textbooks in almost all learning areas, and 100% of
the chairs in the secondary level are borrowed and donated by the other
schools. At present, the school has no internet connectivity and the school
premises are not fully secured with a concrete perimeter fence. For the
stakeholder's support to various school PPAs, we have noted a limited
number of stakeholders supporting the school.
The school facilities need to be improved to meet the demands of the

learners. Ideal learning environment and adequate learning resources for
learners must be provided. We desire to improve the overall delivery of basic
secondary education to our students by having highly competent teachers.
All educational activities that we have done are geared primarily toward
developing the full potential of our learners. We recognize both our
achievements and our failures with the hope that they will contribute to a
better understanding of the problems and consequently, this would lead to
more effective implementation of our various plans and programs.
Key Issues and Challenges

Summary of identified gaps, issues, and challenges on (based on the situational and
SWOT analysis):
a. Access
Only 132 out of 189 enrollees in secondary enrolled in this SY 2023-2024
2.6% dropped out rate of Grade 7 to 10 learners in SY 2022-2023
b. Quality
Only 21.35% of Grades 1 to 3 learners are Grade level Ready
Only 37.13% of Grades 4 to 6 belongs to “established level” in RLA
Pretest for SY 2023-2024
Only 47.45% of 101 grade 1 to 3 learners are at least in “Anchoring
level” in ALNAT SY 2022-2023
c. Equity and Inclusion
7.87% of students in elementary and secondary are identified as SNED
and SPED learners
d. Resiliency and Well-being
34.37% of pupils from kinder to grade 6 are reportedly malnourished
12 out of 16 school personnel are not trained on emergency and disaster
preparedness and mitigation and 100% of the learners need to be trained.
21 out of 294 students experienced waterborne illness
e. Governance
35% of the school reports weren’t submitted on time
11 out of 132 or 8.33% of the secondary students escaped from their class in
the First Quarter SY 2023-2024
8 out of 16 teachers need training for computer manipulation
3.79% of the secondary students fall in “Coping and deficit level” in the RLA
in English Pretest SY 2023-2024
III
Improvement Plan
Key Performance Indicator
This includes the key performance indicators and its results’ statements in
every pillar. In each pillar, estimated physical target for six years are
presented.
Table 1.1 (Key Performance Indicator)
Physical Target
Results Statement/Key Performance SY 2023- SY 2024- SY 2025- SY 2026-

2024 2025 2026 2027 SY 2027-2028
Indicator Baseline
Access
IO1.3- All learners transition to the next key stage
Transition Rate (K to Grade1) 92.6% 94% 96% 97% 98% 100%
104.8% 100% 100% 100% 100%
Transition Rate (Grade 3 to Grade 4) 100%
Transition Rate (Grade 6 to Grade7) 140% 100% 100% 100% 100% 100%

Transition Rate (Grade 10 to grade 11) 73.93% 85% 90% 95% 98% 100%
IO1.2 - All learners will stay in school and
finish key stages
1%
Simple Dropout Rate 2.6% 1% 0% 0% 0%
Quality
Elementary
IO3.1 - Learners attained Stage 1 learning standards of fundamental reading and numeracy skills
Percentage of learners at independent
reading level 81.17% 44% 75% 100% 100% 100%
Percentage of learners achieving at least
the minimum level of proficiency in
English 21.35% 50% 25% 12% 2% 0%
Filipino 14.33% 50% 25% 12% 2% 0%
Mother Tongue 18.83% 56% 25% 12% 2% 0%
Numeracy 47.45% 42.78% 25% 12% 2% 0%
IO3.2 - Learners attain Stage 2 learning standards of literacy and numeracy skills and apply 21st century
skills to various situation
Percentage of learners attaining proficient
level or better in Stage 2 literacy
standards 37.13% 34.4% 72% 100% 100% 100%
Percentage of learners attaining proficient
level or better in Stage 2 numeracy
standards 68.34% 76.51% 88% 100% 100% 100%
Junior High School
IO3.3 -Learners attain Stage 3 (Grades 7-10) learning standards of literacy & numeracy skills and apply 21st
century skills to various situations
Percentage of G10 learners attaining at
least the minimum level of proficiency in
Stage 3 literacy standards 25.88% 8.33% 5% 3% 0% 0%
Percentage of G10 learners attaining at
least the minimum level of proficiency in
Stage 3 numeracy standards 34.56% 20% 13% 8% 5% 0%
Senior High School
IO3.4 - Learners attain Stage 4 (Grades 11-12) learning standards equipped with knowledge and 21st century
competencies developed in their chosen core, applied and specialized SHS tracks
Percentage of Grade 12 learners attaining
at least the minimum level of proficiency
in Stage 4 SHS core areas 24.87% 26.14% 17% 12% 5% 0%
National Certification for SHS 0% 0% 100% 100% 100% 100%
Resiliency and Well-being
Intermediate Outcome (IO) #4. Learners are resilient and know their rights and have the life skills to protect
themselves and claim their education rights from DepEd and other duty-bearers to promote learners’ well-
being
Percentage of learners affected/displaced 0% 0% 0% 0% 0%
by natural
and man-made hazards/ disasters are
retained 0%

Percentage of learners who reported
violence committed against them by other
learners (bullying) or adults (child abuse)
based on intake sheets 2% 2% 0% 0% 0% 0%
Percentage of learners with improved
health Statistics (elementary) 74.85% 65.63% 90% 1005 100% 100%
Governance
Enabling Mechanism #1. Education leaders and managers practice participative and inclusive management
processes
SBM level of Practice 2 2 3 3 3 3
Enabling Mechanism #3. Investments in basic education provide learners with the ideal learning environment
Classroom to Learner Ratio 1:20 1:25 1:30 1:35 1:35 1:40
Teacher to Learner Ratio 1:20 1:25 1:30 1:35 1:35 1:40
Seats to Learners Ratio 1:1 1:1 1:1 1:1 1:1 1:1
Multimedia Packages 1:60 1:60 1:40 1:30 1:30 1:30
Science and Math Equipment 1:3 1:3 1:2 1:1 1:1 1:1
Connection to Electricity 1:1 1:1 1:1 1:1 1:1 1:1
Connection to Internet 0 0 1:18 1:84 1:150 1:321
Water and Sanitation Facility 1:9 1:9 1:5 1:3 1:3 1:2
Water Source
Equity
Intermediate Outcome (IO) #2. School-age children and youth, and adults in situations of disadvantage
benefited from appropriate equity initiatives
Transition rate of learners in situations of 0% 0% 0% 0% 0%
disadvantage NDA
Retention rate of learners in situation of 0% 0% 0% 0% 0%
disadvantage NDA
Percentage of learners in situations of 7.87% 0% 0% 0% 0%
disadvantage (disaggregated by group)
achieved at least the minimum level of
proficiency in functional literacy NDA
Percentage of learners in situations of 0% 0% 0% 0% 0%
proficiency in numeracy NDA
Percentage of learners in situations of 0% 0% 0% 0% 0%
proficiency in the 21st
century skills NDA
Priority Improvement Areas and Key Interventions
Table 1.2 (Priority Improvement Areas and Key Interventions)
Priority Improvement
Pillars Root Causes Key Interventions
Areas
Access 1.Only 132 out of 189 enrollees 43.18% of enrollment Project ECAMP
in secondary enrolled in this SY in secondary decreased (Enrollment Campaign
2023-2024 due to the opening of and Management
the new integrated Program)
school nearby - Provision of School

Supplies for students in
need
Strategy 3. 2.) 2.6% dropped out rate of Project “SPORTS
Improve capacity to retain Grade 7 to 10 learners in SY. TAYO” (Strengthening
learners in schools 2022-2023 Physical and
Organizational
25% of the students in Resources Through
Grade 7 to 10 Sports, Transforming
participate in sports Achievements and
activities Youth Opportunities)
-Procurement of sports
materials and equipment that
could motivate students’
participation
Quality 1. Only 21.35% of Grades 1 to 3 Only 22 out of 73 are Project “Reader Ako”
learners are Grade level Ready English readers (Reinforced by holding a
school reading camp for all
grade level students and
conducting a detailed
2. Only 37.13% of Grades 4 to 6 2. 80% of the reading observation of an 8-week
belongs to “established level” in materials are curriculum program)
RLA Pretest for SY 2023-2024 unavailable
3.) Only 47.45% of 101 Grade 1 Only one (1) out of

to 3 learners are at least in four fundamentals is Project:
“Anchoring level” in ALNAT being mastered by the “MATHIBAY”
SY. 2022-2023 learners. (Assigned a buddy
mathematician learner to
struggling learners in
numeracy)
Project “AGIMATH”
(Ace Growth in
Mathematics)
Equity and Inclusion 7.87% of students in elementary 25 out of 275 students Project “Special Class”
and secondary are identified as were identified with (Students with learning
SNED and SPED learners disabilities disabilities and inclusion
of Basic Sign Language
in this class)
Resilience and Well- Nutritional Status Project
Only 3 out of 25 “KALUSUGAN
being MO, CONCERN
34.37% of pupils from kinder to parents of Grade 1 have AKO”
grade 6 are reportedly a stable job
(Reinforce the Gulayan
malnourished
sa Paaralan, Gulayan sa
Tahanan, and SBFP
through the support of
stakeholders)
12 out of 16 school personnel Only 4 out of 16 school Project “Laging Handa Ako”
RESILIENCY AND are not trained on emergency personnel are trained on -Send school personnel and
WELL-BEING and disaster preparedness and emergency and disaster students to attend training on
mitigation and 100% of the preparedness mitigation emergency and disaster
Strategy 3 learners need to be trained. preparedness mitigation
Protect learners and
personnel from death,
injury, and harm brought
by natural and human-
induced hazards
21 out of 294 students Only 25% of water in Project
experienced waterborne illness Casamongan are clean “WATERSAFE”

and potable (Water Access,
Treatment, Education,
and Resource
Sustainability for All in
the School
Environment)
GOVERNANCE 1. 35% of the school reports The school has 0 Project ICONS (Internet
Strategy 4 weren’t submitted on time mobile internet Connectivity in the
connectivity. School)
Improve and modernize -Installation of School
internal systems and WIFI for the quick
processes for a responsive submission of the school
and efficient delivery of reports
basic education services
11 out of 132 or 8.33% of the Only 50% of the Project “PADER”
secondary students escaped from perimeter fence around (Perimeter Advancement
their class in the First Quarter the school was and Development for
SY 2023-2024 concreted Enhanced Resilience)
-Continuous
construction of the
Panel.
Strategy 2 2. 8 teachers need training for Only 8 out 16 teachers Project CPD
Ensure human resources computer manipulation. have expertise in (Continuous
in all governance levels computer manipulation Professional
are sufficient, resilient, Development) for
competent, and Teachers
continuously improving
3.) 3.79% of the secondary Only 4 out of 13 Project “Watch and

students fall in “coping and classrooms in Learn”
deficit level” in the RLA in elementary and -Procurement of Smart TV
English Pretest SY.2023-2024 secondary have Smart for Learning instructions
TV for learning
instructions
Listed below are the salient points of the PPA’s to be implemented by CAAMHS
and its stakeholders in the pursuit of quality education:
● Project ECAMP (Enrollment Campaign and Management Program)
This initiative addresses the critical issue of enrollment by implementing a

comprehensive campaign and management program. Salient points include
targeted outreach efforts to increase student enrollment, improved management
systems to streamline the enrollment process, and the creation of a supportive
environment for both new and existing students.
“School Supplies Mo, Sagot Ko” is one of our school's motivational
interventions to encourage enrollment and sustain student enthusiasm,
particularly among students in need/less fortunate.

● Project “SPORTS TAYO” (Strengthening Physical and Organizational Resources
Through Sports, Transforming Achievements and Youth Opportunities)

-Focused on leveraging sports as a means of engagement, this project aims to
enhance student participation in school activities. Key points involve
structured sports programs, fostering teamwork, and creating opportunities
for students to build physical fitness, social skills, and a sense of community.
● Project “Reader Ako” Project “Komprehensibo Ako”, Project
“MATHIBAY” and Project AGIMATH (Ace Growth in Mathematics)

- This academic-focused project emphasizes excellence in learning. Salient
components include the implementation of advanced teaching methodologies,
tailored interventions for struggling students in literacy and numeracy, and
developing Mathematical puzzles and games that build logical
reasoning, problem-solving skills, decision-making, and critical
thinking are used to reinforce learners' growth in mathematics
learning.
 Project “Laging Handa Ako:
Geared towards safety and preparedness, Project “Laging Handa Ako” aims to
create a secure learning environment. This includes the establishment of
emergency response protocols, regular drills, and the provision of necessary
resources to ensure the safety of students and staff.
 Project “KALUSUGAN MO, CONCERN AKO”

-Prioritizing student well-being, this project focuses on nutrition as a critical
factor in academic success. It involves the implementation of nutrition
programs, awareness campaigns, and collaboration with local communities to
ensure students have access to healthy meals.
● Project CPD (Continuous Professional Development) for Teachers:
Acknowledging the pivotal role of educators, this project emphasizes

continuous professional development. Key components include regular
training sessions, workshops, and resources to equip teachers with the latest
pedagogical tools and strategies.

● Project “Watch and Learn”
This project aims to provide multi-media packages to enhance teaching-

learning deliveries. Key points include purchase of SMART TV, printers and other
school supplies materials to ensure that students have quality learning.
 Project “PADER” (Perimeter Advancement and Development for Enhanced

Resilience):
Ensuring the safety of the students and school personnel, this project aims to complete
the construction of the school perimeter fence.
● Project “WATERSAFE”
Addressing essential needs, this project involves the installation of a deep

well to secure a sustainable and clean water source for the school
community.
● Project ICONS (Internet Connectivity in the School): In response to the
digital age, this project aims to enhance internet connectivity within the
school premises. Salient points include the installation of reliable internet
infrastructure, providing students and staff with improved access to online
educational resources.
Six-year Indicative Plan
Table 1.3 (Six-year Indicative Plan)
Annual Physical Targets

Progr
Expected End Performance Year Year Year Year Year End of
Objectives amme Year 6
Output Indicator 1 2 3 4 5 Plan
d 2028
2023 2024 2025 2026 2027 Target
2022
Pillar 1 Access
Intermediate Outcome 1.1 All school-age children, out-of-school-youth, and adults accessed relevant basic learning opportunities
Strategy 4. Strengthen school’s capacity to ensure learners’ continuity to next stage

Percentage of
To increase the Percentage of
increased
enrollment of secondary learners’ enrollment 43.18 75%
enrollment of 100% 100% 100% 100% 100% 100%
students from 43.18% to continuity to next %
learners in
100% in 3 years stage
secondary

To decreased the Decrease
Decrease Dropped-
dropped-out rate of Dropped-out
out rate of the
Grades 7 to 10 leaners rate of the 2.6% 0% 0% 0% 0% 0% 0% 0%
Grades 7 to 10
from 2.6% to 0% in 2 Grades 7 to 10
learners
years learners

Progr
d 2028
2023 2024 2025 2026 2027 Target
2022
Pillar 2 Quality
Intermediate Outcome 2.1: Learners attain Stage 1 (K-Grade 3) learning standards of fundamental reading & numeracy skills to provide basis
for success in the remaining learning stages
Strategy 1: Ensure alignment of the curriculum, instruction, and classroom assessment methods in all learning areas
To increase the
percentage of Grade
Percentage of Percentage of
ready level learners in 21.35 100 100 100 100
Grade-level ready Grade-level 100% 100% 100%
Grades 1-3 from % % % % %
learners increased ready learners
21.35% to 100% in 2
years
To increase the
percentage of learners Percentage of
Percentage of
belongs to “established learners belongs 37.13 100 100 100 100 100% 100% 100%
learners belongs to
level” in Grades 4 to 6 to “established % % % % %
“established level”
from 37.13% to 100% in level”
2 years
To decrease the
percentage of learners
attained “Anchoring Percentage of Percentage of 100 100 100 100% 100% 100%
47.45
level” in Grades 1 to 3 in learners attained learners attained 78% % % %
%
ALNAT SY 2022-2023 “Anchoring level” “Anchoring level”
from 47.45% to 100% in
3 years

Progr
d 2028
2023 2024 2025 2026 2027 Target
2022
Pillar 3 Resilience &
Well-being
Intermediate Outcome 3. 3 Learners have the basic physical, mental, and emotional fortitude to cope with various challenges in life
Strategy 6. Provide learners with basic health and nutrition services
To decrease the Percentage of Percentage of

percentage of decreased of students with
34.37
malnourished pupils malnourished improved health 10% 0% 0% 0% 0% 0% 0%
%
from 34.37% to 0% in learners in Grades statistics
Grades K-6 in 3 years K-6
Percentage of
Percentage of
school
To ensure 100% school school personnel
personnel
personnel trained on trained on
trained on 100
emergence and disaster emergence and 75% 80% 85% 90% 0% 0% 0%
emergence and %
preparedness and disaster
disaster
mitigation in 6 years preparedness and
preparedness
mitigation
and mitigation
The number of 0% 0% 0% 0% 0% 0%
To decrease the number
The number of students who
of students who were
students who were were
experienced waterborne 7.14% 0%
experienced experienced
illness from 21 to 0 in 2
waterborne illness waterborne
years
illness

Expected End Performance
Objectives
Output Indicator Progr Year Year Year Year Year Year 6 End of

amme
1 2 3 4 5 Plan
d 2028
2023 2024 2025 2026 2027 Target
2022
Pillar 4 Governance
Intermediate Outcome 4.3 Ideal learning environment and adequate learning resources for learners ensured
Strategy 3 Ensure ideal learning environment are in place and adequate and appropriate learning resources for learners are provided
To ensure 100% on time Percentage on

Percentage on time
submission of the time submission 100 100 100 100 100% 100% 100%
submission of the 35%
school reports from 35% of the school % % % %
school reports
to 100% in 2 years reports
To increase the
percentage of
Multimedia Packages as percentage of percentage of
100 100 100 100
a support to the quality Multimedia Multimedia 31% 100% 100% 100%
% % % %
delivery of teaching- Packages Packages
learning process in 6
years
To increase the percentage of
percentage of
percentage of perimeter perimeter fence
perimeter fence 100 100 100 100 100% 100% 100%
fence concreted around concreted 50%
concreted around % % % %
the school from 50% to around the
the school from
100% in 6 years school from
Percentage of
Percentage of the
To ensure 100% of the the teachers
teachers trained in
teachers trained in the trained in the 50% 100 100 100 100 100% 100% 100%
the ICT and
ICT and computer ICT and % % % %
computer
manipulation in 2 years computer
manipulation
manipulation
Progr
d 2028
2023 2024 2025 2026 2027 Target
2022
Pillar 5 Equity
Intermediate Outcome 2.1 All school-age children and youth and adults in situation of disadvantage are participating in basic
learning opportunities and receiving appropriate quality education
Strategy 2. Provide an inclusive, effective, culturally responsive, gender-sensitive, and safe learning environment to respond to
the situations of disadvantage
To provide interventions
and assistance to those percentage (7.87%) Percentage of
identified percentage of students with students with
7.87
(7.87%) of students with disabilities in disabilities in 0% 3% 2% 0% 0% 0% 0%
%
disabilities in elementary elementary and elementary and
and secondary in 6 secondary secondary
years
Annual Financial Requirements Offic

e
Fund
Objectives Programmed Y1 Y2 Y3 Y4 Y5 Y6 Acc
Total Source
2022 2023 2024 2025 2026 2027 2028 ount
able
Pillar 1: Access
Intermediate Outcome 1.1 All school-age children, out-of-school-youth, and adults accessed relevant basic learning opportunities
Strategy 4. Strengthen school’s capacity to ensure learners’ continuity to next stage
To increase the enrollment of Php Php Php

Php. Php. Php. Php MOOE,
secondary students from 43.18% to Php. 5,000
25,000 30,000 35,000 40, 000
45, 50, 55,
Others
100% in 3 years 000 000 000
Php35, Php35,0 Php40, Php45, Php50,

To decreased the dropped-out rate of Php30 000.00 00.00 000.00 000.00 000.00 Php1
MOOE,
Grades 7 to 10 leaners from 2.6% to ,000.0 35,00
Others
0% in 2 years 0 0.00

Fund
Objectives Programmed Y1 Y2 Y3 Y4 Y5 Y6 e
Total Source
2022 2023 2024 2025 2026 2027 2028 Acc

ount
Pillar 2: Quality
Intermediate Outcome 2.1: Learners attain Stage 1 (K-Grade 3) learning standards of fundamental reading & numeracy skills to provide basis
for success in the remaining learning stages
Strategy 1: Ensure alignment of the curriculum, instruction, and classroom assessment methods in all learning areas
To increase the percentage of grade-

Php. Php. Php. Php. Php. Php. MOOE,
ready level learners in Grades 1-3 Php.1,000
15,000 40,000 45,000 48,000
Php.
50,000 268,0 Others
from 21.35% to 100% in 2 years 48,000
00
To increase the percentage of MOOE,

Others
learners belongs to “established Php. Php. Php. Php. Php. Php.
Php.1,000 Php.
level” in Grades 4 to 6 from 37.13% 15,000 40,000 45,000 48,000
48,000
50,000 268,0
to 100% in 2 years 00
To decrease the percentage of MOOE,

Others
learners attained “Anchoring level” in Php. Php. Php. Php. Php. Php.
Php.1,000 Php.
Grades 1 to 3 in ALNAT SY 2022- 15,000 40,000 45,000 48,000
48,000
50,000 268,0
2023 from 47.45% to 100% in 3 years 00

e
Fund
Total Source
2022 2023 2024 2025 2026 2027 2028 ount
able
Pillar 3: Resilience & Well-being
Intermediate Outcome 3. 3 Learners have the basic physical, mental, and emotional fortitude to cope with various challenges in life
Strategy 6. Provide learners with basic health and nutrition services
To decrease malnourished pupils

MOOE,
from 34.37% to 0% in Grades K-6 in Php. 16, 100
Others
3 years

e
Fund
Total Source
2022 2023 2024 2025 2026 2027 2028 ount
able
Pillar 4: Governance
Php Php Php Php Php Php Php
To ensure 100% on time submission 5,000.00 10,000. 10,000 10,000. 12,000. 12,000. 61,00
MOOE,
of the school reports from 35% to Php 2,000.00 00 .00 00 00 00 0.00
Others
100% in 2 years
To increase the percentage of Php 16,000.00 Php Php Php Php Php Php Php MOOE,
32,000.0 16,000. 36,000 16,000. 16,000. 16,000. 148,0 Others
Multimedia Packages as a support to 0 00 .00 00 00 00 00.00
the quality delivery of teaching-
learning process in 6 years
Php Php Php Php Php MOOE,
To increase the percentage of 32,000. 32,000 32,000. 32,000. 32,000. Php Others
Php
192,
perimeter fence concreted around the 32,000.0 00 .00 00 00 00
000.0
school from 50% to 100% in 6 years 0
0
Php Php Php Php Php Php MOOE,
To ensure 100% of the teachers 20,000.0 20,000. 10,000 10,000. 10,000. 10,000. Php Others
trained in the ICT and computer Php 10,000.00 0 00 .00 00 00 00 90,00
manipulation in 2 years 0.00

e
Fund
Total Source
2022 2023 2024 2025 2026 2027 2028 ount
able
Pillar 5 Equity
Intermediate Outcome 2.1 All school-age children and youth and adults in situation of disadvantage are participating in basic
learning opportunities and receiving appropriate quality education
Strategy 2. Provide an inclusive, effective, culturally responsive, gender-sensitive, and safe learning environment to respond to
the situations of disadvantage
Php. Php. Php.
To provide interventions and Php. Php. Php. Php. MOOE,
15,000 15,000 70,00
assistance to those identified 5,000 10,000 10,000 15,000
0
Others

percentage (7.87%) of students with
disabilities in elementary and
secondary in 6 years

Year 1 Work and Financial Plan (Annual Implementation Plan (SY
2022-2023)
PA School Improvement Plan 2023-2028

GE
IV
School Program Implementation Review and Performance
Assessment (SPIRPA)
A systematic process for collection, collation, and analysis of key education

data and information that will allow the SGC to determine the progress of
SIP implementation based on targets. The main objective of the SPIRPA is to
facilitate decision-making for a more relevant and responsive delivery of
basic education services at the school level.
Monitoring and Evaluation Strategies

This includes the monitoring and evaluation of each pillar’s results
statement and presents the baseline or programmed data in 2022-2023, the
physical targets for six years, means of verification, frequency of data
collection, responsible bodies, and the strategy.

GE
Table 1.4 (Monitoring and Evaluation Strategies)
Physical Target
Phas
Baselin e 02
Phase Frequenc
Results Statement/Key e (202 Means of
y of Data
Responsible
M&E Strategy
Performance Indicator (2022- 01 Verification Body
6 Collection
2023) (2023-
-
2025)
202
8)
Pillar: Access
Intermediate Outcome 1.1 All
school-age children, out-of-
school-youth, and adults
accessed relevant basic
learning opportunities
Early
From
(KPI) Percentage of learners’ Registration Annual
43.18 100
enrollment continuity to next and OPLAN Annually Class Adviser Implementation
% to %
stage BALIK- Review
78%
ESKWELA
From Annual
Decrease Dropped-out rate of
2.6% 0% LIS Annually Class Adviser Implementation
the Grades 7 to 10 learners
to 0% Review
Pillar: Quality
Intermediate Outcome:
Learners attain Stage 1 (K-
Grade 3) learning standards of
fundamental reading &
numeracy skills to provide
basis for success in the
remaining learning stages
From
Percentage of Grade-level 21.35 CRLA, RLA, Class Adviser, Annual
ready learners increased % to 100 8-week Reading Implementation
100% % Curriculum Annually Coordinators Review
Class Adviser,
From Math
Percentage of learners belongs
37.13 Coordinators, Annual
to “established level”
% to 100 ALNAT, Math Implementation
100% % RMA, Annually Teachers Review
From
Percentage of learners 47.45 Class Adviser, Annual
attained “Anchoring level” % to 100 Reading Implementation
100% % CRLA, RLA Annually Coordinators Review
Pillar: Resilience and
Well-being
Intermediate Outcome 3. 3
Learners have the basic
physical, mental, and
emotional fortitude to cope
with various challenges in life
SBFP
Baseline Coordinator,
(KPI) Percentage of From and End-line School Nurse AIR -Baseline
students with improved 34.37 of Coordinator, and End-line of
health statistics in Grades 34.37 % to 100 Nutritional BHW and Nutritional
1-6 % 100% % Status Annually Parents Status
Percentage of school personnel
trained on emergence and From DRRM Annual
disaster preparedness and 75% to 100 SDRRM Coordinator, Implementation
mitigation 100% % report Annually School Head Review
Nutritional
The number of students who
From Status School Clinic Annual
were experienced waterborne
7.14% report, WINS Coordinator, Implementation
illness
to 0% 0% report Annually Parents, BHW Review
Pillar: Governance
4.3 Ideal learning environment
and adequate learning
resources for learners ensured

GE
Percentage on time Documentatio
From n of the Annual
submission of the school Implementation
35% to Submitted School Head,
reports Review
100% 100% reports Annually ICT Coordinator
From School Head,
percentage of Multimedia 30.77% Receipt, Inspectorate Annual
Packages to Documentatio Team, Implementation
100% 100% n Annually Bookkeeper Review
percentage of perimeter fence School Head,
From Inspectorate Annual
concreted around the school Implementation
50% to Documentatio Team,
from Review
100% 100% n Annually Bookkeeper
Percentage of the teachers Annual
trained in the ICT and From Certificate of
50% to Appearance, School Head, Implementation
computer manipulation Review
100% 100% IPCRF Annually Teachers
Pillar: Equity
Intermediate Outcome 2.1 All
school-age children and youth and
adults in situation of disadvantage
are participating in basic learning
opportunities and receiving
appropriate quality education
(KPI) Percentage of students From SNED and Annual

with disabilities in elementary 7.87% SPED Professional Implementation
and secondary 0% to 0% 0% Assessment Annually SPED Teacher Review
Monitoring and Evaluation Activities

This may include SMEA culmination, and regular Program Implementation
Review (PIR). It may be conducted monthly, quarterly, semi-annual, and
annual.
MEA Strategy Scope
1. Establishment of Baseline & This refers to the setting up of baseline information in

Verification Mechanisms order to mainstream indicators that are necessary for
responding to the varying needs of the learners in the
schools.
2. Quarterly Program The QPIR serves as a platform for documenting the

Implementation Review (QPIR) learners’ situation at the field level, giving schools and
SDOs immediate feedback on the effects of programs
and projects in terms of learners’ access to education,
learners’ performance in school, and how learners’
rights are enforced (BEDP 2030).
Through the different released policy guidelines on

Monitoring and Evaluation, SDO Masbate has already
established M & E Teams who shall lead the conduct of
PIR across governance levels to wit:
● School Monitoring and Evaluation Team (SMET)
Community Learning Center Monitoring and

GE
Evaluation Team (CMET)
-School /CLC Program Implementation Review
and Performance Assessment (SPIRPA/CPIRPA)
3. Annual Implementation The School Monitoring and Evaluation Team (SMET) in

Review (AIR) coordination with the SPIRPA Focal Persons and the
School Planning Team will conduct the AIR. They will
be guided by the SGOD Planning & Research Section
and School Management, Monitoring and Evaluation
(SMME) Unit in conducting the PIR and in crafting their
Annual Implementation Plan (AIP) for the succeeding
year.
4. Mid-Term Review The mid-term review aims to determine if the critical

milestones or targets set for 2025 are realized or
achieved at the division level and if the 2028 targets are
still feasible.
5. Outcome Evaluation This is the final review and will be undertaken on or

before 2028. The focus of the evaluation will be
V
Risk Management
These must include the registry of identified Risks, its description and the
strategic solutions to mitigate the impact of each identified risk.
Risk Analysis Matrix on Impact and Probability
Impact
High 3 4 5
Medium 2 3 4
Low 1 2 3
Low Medium High
Probability
Table 1.5 (Risk Analysis Matrix on Impact and Probability)
Identified Risk Severity Mitigation Strategies

GE
Probability Impact Over
(High/ (High/ all
Medium/Low) Medium/Low) Rate
Capacity
Upskilling/Upscaling of Teachers in Medium High 4 Implemented a
computer manipulation recalibrated and needs-
based professional
development programs
for teachers and school
heads skills in computer
manipulation
Operational
Shortage of crucial resources Medium High 4 Request for allocation
(teachers, classrooms, furniture) of budget for repair
classroom and
furniture, allocation
teacher's honorarium,
electrification,
internet connectivity
and school lot
through SEF
Environmental
Occurrence of natural High High 5 Facilitate the conduct of
disasters/calamities which might school DRRM capacity
reduce contact time and disrupt building/training and
periodic assessments
classes
Mandate schools to have
a readily available
contingency plan for
DRRM-related scenarios

GE
Annex:
● SWOT Analysis - Brief discussion on the results of the SWOT
Analysis
Attachment:
● 2023 AIP for Quarter 4 (using the provided template)
● 2024 AIP (using the provided template)
● Implementation Plan of the 2023 Quarter 4 PPAs
● Monitoring and Evaluation Plan for the 2023 Quarter 4

PPAs

GE

Sip 2023-2028 - Casamongan Is22

Uploaded by

Copyright:

Available Formats

Sip 2023-2028 - Casamongan Is22

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 2023-2028 - Casamongan Is22

Uploaded by

Copyright:

Available Formats

1

List of Acronyms iii

List of Tables and Illustration iv

CHAPTER 1. Department of Education’s Vision, 3-5

CHAPTER 2. School’s Current Situation 6-9

CHAPTER 3. Improvement Plan 10-17

Year 1 Work and Financial Plan (Annual Implementation 18

CHAPTER 4. School Program Implementation Review 19-21

Monitoring and Evaluation Activities 20

Risk Management 21-22

DepEd – Department of Education

LIST OF TABLES AND ILLUSTRATIONS

Table 1. Key Performance Indicator 8-10

Table 2. Priority Improvement Areas 11-13

Table 3. Six-year Indicative Plan 14-17

Table 4. Monitoring and Evaluation Strategies 19-21

Table 5. Risk Analysis Matrix on Impact

However, we gained knowledge and experiences from all of this that

In the dynamic landscape of education, the creation of a School

Crafting a School Improvement Plan is not merely a bureaucratic

As we embark on this journey of improvement, we recognize the

Along the way of achieving our goals, CASAMONGAN INTEGRATED

The plan addresses the systemic issue of unequal educational opportunities

4 School Improvement Plan 2023-2028

Department of Education Mission, Vision, and Core Values

Casamongan Integrated School Planning Team convened and discussed on

For the Mission, the aim of Casamongan Integrated School is to provide

4 School Improvement Plan 2023-2028

The School Improvement Plan of Casamongan Integrated School was crafted

Stakeholders’ Understanding of the DepEd Vision, Mission and Core

• DepEd aspires to produce learners with exemplary behavior, values,

Stakeholders’ Aspiration for the School and the Learners

To produce holistically developed learners who are spiritually well-

4 School Improvement Plan 2023-2028

• We pledge to commit our undying support to the school’s vision and

LIST OF ROLES AND RESPONSIBILITIES OF THE SCHOOL PLANNING

4 School Improvement Plan 2023-2028

Student support services are developed to address diverse student

The member of the BDRRMC is in charge of fostering a safe school

4 School Improvement Plan 2023-2028

The Casamongan Integrated School is located about 25 kilometers from

4 School Improvement Plan 2023-2028

Local stakeholders actively support and engage in the school's numerous

School Performance on Access

4 School Improvement Plan 2023-2028

162 169 162

S Na 94 68 162 99 70 169 96 66 162

The graph depicts an enormous decrease in secondary enrollment,

4 School Improvement Plan 2023-2028

4 School Improvement Plan 2023-2028

4 School Improvement Plan 2023-2028

4 School Improvement Plan 2023-2028

4 School Improvement Plan 2023-2028

The promotion rate is the percentage of learners promoted to the next

Graduation rate is the calculated percentage of students who

4 School Improvement Plan 2023-2028

The failure rate is the percentage of enrollees who failed in a given

Literacy Skill Level

RAPID LITERACY ASSESSMENT (RLA)