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DEPED PRIORITY
LEARNING GENERAL TIME FRAME
INTERMEDIATE IMPROVEMENT ROOT CAUSE/S
STAGE OBJECTIVE/S
OUTCOMES AREA
SY
All school age
children, out of Did not enroll. Not ready.
Improve access to
school youth and All 5 years old children
universal kindergarten
adults have access to in school
education.
relevant basic Health Illness
learning
opportunities
All learners stay in Transferred-out, Improve capacity to Relocation.
school and furnish key retain learners in
stages Drop-out school Financial Issues 2023-2025
Strengthen schools’ Learning Disabilities
All learners transition to capacity to ensure such as ADHD or
Failed learners
the next key stage learners continuity to Dyslexia, Poor
next stages Memory.
Strengthen
All out of school youth
Mechanism
and children participate OSC Financial Issues, early
for providing access to
in formal or non-formal OSY pregnancy, and child
relevant basic
basic education learning OSA labor.
opportunities for OSC,
opportunities
OSY, and OSA
PLANNING WORKSHEET FOR ACCESS
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STATEMENT ON THE DIFFERENT PPAS TO BE IMPLEMENTED

PPAs (Key
Objectives Strategies Output Time Frame
Interventions)
Improve access to List of enrollees,
Early Registration
universal kindergarten Conduct barangay Every year
Community mapping
education community mapping.
By 2023, all five-year
old children are in
Improve learners
school Reading Program, Increased Number of
access to quality &
RED ALERT Readers Whole year round
rights- and upholding
learning environment
By 2025, all learners
Improve capacity to
stay in school and finish Nutribun & Lugaw
retain learners in Feeding Program Whole year round
key stages 1 & 2. (For school feeding
schools
Elem.)
School Reading Kiosk
Strengthen school’s
By 2025, all learners session before and after
capacity to ensure Reading Program,
transition to the next key class remediation. Whole year round
learners continuity to Remediation Schedule
stage Decreased number of
next stage
non-readers.
Strengthen mechanisms Purok ko, Eskwelahan Free school supplies for Whole year round
for providing access to ko Program. all ALS learners.
relevant basic
opportunities for OSY, &
OSA.

By 2025, all out of

school children
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participate in formal or
non-formal basic
education learning
opportunities

Three Year Indicative Financial Plan Access

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Key SOURCE OF
GOAL OUTCOME STRATEGIES OUTPUTS BUDGET
Interventions/PPAs FUND
All school-age All five-year-old Improve access Early Registration List of
children, out of children are in to universal enrollees.
school youth, school. kindergarten Increased of
and adults education enrollment.
accessed Community Mapping Barangay P5,000.00
SPTA Fund
relevant to basic community
learning mapping of
opportunities. children not
enrolled in the
school.
Improve RED ALERT Reading
learner’s access Reading Program materials such
to quality and as Bigbooks, Fund Raising
P50,000.00
rights-upholding small books,etc. and stake
learning Enhancement Remediation holders
environment Schedule
By 2025, all Improve capacity Reading Program RED ALERT P15,000.00 LGU
learners stay in to retain learners Assistance
school and in schools Feeding Program School Feeding P60,000.00 DepEd
finish key

P5,000.00

Home Visit and Guidance and SPTA Funds

school guidance and counselling
stages 1 and 2. counselling Prog.
(for elem.)
By 2025, all Strengthen Remediation Before and after P10,000.00 DepEd and
learners school’s capacity class SPTA Funds
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transition to the to ensure remediation.

next key stage. learner’s Parent Tutorial at Reading P10,000.00
continuity to next home materials for SPTA Funds
stage home reading.
By 2025, all Strengthen Purok ko,
Out-of school mechanisms for eskwelahan ko Free school
children providing access Program. Barangay and
supplies for all P5,000.00
participate in to relevant basic SK fund
ALS learners.
formal education

Risk Management to Prioritize Project

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Potential S Likely P Preventive Who When Cost Continge Who When Cost
Problems How serious Causes What is the Action (For each (When (How nt Action (For (When (How
(List down all is the (What are probability (What action action will this muc (What each will this much will
potential adverse the most that each steps will be step, who action h will action action action taking this
problems consequence likely cause of the likely undertaken will step be be steps can step, step be step cost?)
(What can go in case the of potential causes will to eliminate ensure done?) takin be who will done?)
wrong?) potential problems happen? likely that this is g immediatel ensure
related to the problems with High Determine causes with done?) this y taken in that this
implementation happen? and if Low, High and step case each is
of the Determine if Moderate Moderate, Moderate cost of the done?)
intervention) Low, seriousness or High. probability?) ?) potential
Moderate, or ?) problems
High. with High-
Moderate
seriousnes
s and
probability
materialize
s?)

1. Livelihood Moderate Community Teachers 2023 to Teacher Purok August

Relocation Moderate Mapping and 2025 and Purok Leaders 2023
School Leader and
Head community Teacher
mapping s

2. Did not Moderate Financial Moderate 4Ps Teachers, 2023 to Communic Parents, Whole
attend Issues assistance Parent, 2025 ation, teacher, year
regularly to Illness and Guide the head round
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their reading school pupils, teacher,

schedule head provide LGU,
Governm activity Reading
ent sheets for coordina
homework tor
,
sustainabl
e
livelihood
program.
3. Some Medium Malnutrition Medium Proper Teacher 2023- Non- Stakeho Whole
nourished allocation of Feeding 2025 Governme lder, year
pupils feeding coordinat nt school round
became recipient or assistance head,
recipient of parent
the feeding

4. Learning Low ADHD, Poor Radio Referral to School

disability Memory, recognition Doctor Head,
and low for phonics, Teacher
vision printed s,
materials parents

4. Purok ko High Pregnancy, High Modular and District 2023- Home ALS Whole
Eskwelahan child labor online ALS focal 2025 Visitation Teacher, year
ko Program and financial classes, few person, Commu round
issues, work face-to-face ALS nity ALS
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classes Mobile Impleme

Teachers, nter
Communit
y ALS
implemen
ters

Key Performance Indicators:

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1. Increased Community Mapped Intake Rate from ____ to ___.

2. Increased Transition Rate from ____ to ___.
3. Decreased Dropout Rate from ____ to ___.
4. Decreased School Leaver rate from ____ to ___.

Enclosure F:
Annual Improvement Plan
School Year___2023-2024_________________
Instruction: List down the activities that are required in each school year to implement the school improvement projects. Indicated for every
activity schedule and venue, budget, and the person (s) responsible.
School Improvement Project Output for the Activities Person (s) Schedule/Venue Budget Per Budget
Project Title Objective year Responsible Activity Source
Math Mastery Increase Increase in 1. Assess Math September P500 School
Program student math students' math teachers, budget
proficiency in proficiency proficiency levels school
math rates by 10% and identify areas counselor,
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of weakness assessment
coordinator
2. Develop Math October P500 School
individualized teachers, budget
learning plans for school
struggling counselor
students
3. Provide Math November-May P2,500 Grant
targeted small teachers, funding
group instruction teaching
and individual assistants
tutoring

4. Implement Math September-May P1,000 School

regular progress teachers, budget
monitoring to assessment
track student coordinator
growth
Parent Engagement Increase Increase in 1. Survey parents Parent September P500 School
Initiative parent parent to identify coordinator, budget
involvement participation in barriers to school
in math math-related involvement and counselor
education events by 25% areas of interest
2. Develop a Parent October-April P2,000 PTA
series of math coordinator, funding
workshops and math teachers
events for parents
3. Provide Parent September-May P1,000 School
resources and coordinator, budget
tools for parents math teachers
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to support math
learning at home
4. Conduct Parent May P500 School
regular follow-up coordinator, budget
surveys to

assess school
effectiveness and counselor
make
improvements
Improving Access to To increase All students 1. Conduct a School First semester P2,500 School
Reading Materials access to have access to needs assessment Librarian, Budget
reading a variety of of current reading Reading
materials for reading materials Specialists
students materials at 2. Purchase and
their reading distribute
level additional reading
materials based
on needs
assessment
Phonics Instruction To provide Early readers 1. Provide Reading Second semester P3,000 School
for Early Readers early readers demonstrate professional Specialists, Budget
with phonics improvement development for Classroom
instruction to in their reading teachers on Teachers
improve their skills phonics
reading skills instruction
2. Purchase
phonics
instructional
materials
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3. Implement
phonics

instruction in
small group
settings for early
readers
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Improving Grade 2 To improve Increase in the 1. Conduct a Principal, Throughout the P500 per School
Reading Skills reading skills number of reading Reading school year, at the activity budget PTA
among Grade Grade 2 assessment to Specialist, school site P100 for fund
2 students students who identify students Classroom reading
can read at or who are reading Teachers, assessment
above grade below grade Parent materials
level level. Liaison P100 for
2. Provide take-home
targeted reading
interventions and program
additional support materials
to struggling
readers.
3. Increase access
to reading
materials through
classroom
libraries, school
library, and take-
home reading
programs.
4. Engage parents
in

promoting
reading at home
through regular
communication,
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School Performance on Equity and Inclusion

Introductory statements of felt school issues on inclusion programs or initiatives conducted.

Specifically, this section will cover learners in disadvantaged sectors like learners with disabilities, working
children and youth, street children, children in conflict, indigenous people’s etc. 

 Proportion of Learners in Situation of Disadvantage Transition to Next Key Stage

SY 2022-2023
Key Stage Transition Grade Levels Number of Learners in Disadvantage Situation Enrolled Transition Rate
K to Grade 1

Grades 3- 4

Grades 6-7

Discuss the trend. Cite possible factors causing the trend. Discuss PPAs implemented in the past
contributing. to the indicator. Discuss potential problems if performance issues are not addressed.
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Enrolled Learners at Disadvantaged Situation

(but are with no disabilities

School Year SY 2020- SY 2021- SY 2022- SY 2023-

2021 2022 2023 2024
Enrolled M F T M F T M F T M F T
Learners
Present
and describe the learners in disadvantaged sector (but are not with disabilities) in your school.
Describe the challenges they are face in accessing basic education. Explain the strength or weaknesses of
past
interventions or programs/projects/activities or practices. Discuss potential problems if performance issues
are not addressed.
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Children with Disabilities Enrolled in School

No. of Children with Disability Type of Disability (Current SY)
Level Disability Disability Disability
__________ __________ __________
K
4
SPED

II
9
III

IV

VI

TOTAL 13
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Present and describe the enrolment data for children with disabilities. Provide description of the
situation of these learners and the factors affecting it.  Explain the strengths or weaknesses of past
interventions or programs/projects/activities in relation to enrolment. Discuss potential problems if
performance issues are not addressed (if necessary).

School Facilities for Learners in Situations of Disadvantage

Facilities for Learners with Disabilities/ in Number

Disadvantaged Situation
Buildings with PWD ramp 0

Available equipment/learning resources for SPED 1

learners

Gender-based comfort rooms 4

(Add)
1.School Clinic 
2.Feeding Center
3.Guidance Counseling room
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Add discussion as to the availability/shortage/absence of these amenities in your school.

PLANNING WORKSHEET FOR EQUITY

PLANNING WORKSHEET for EQUITY

LEARNING DEPED INTERMEDIATE PRIORITY GENERAL ROOT TIME FRAME

OUTCOMES IMPROVEMENT AREA OBJECTIVE/S CAUSES
STAGE SY SY SY

IO # 2 - SI# IO # 2.1– School-age □ □ □

Disadvantaged children and youth, and Identifying and
school-age-children adults in situation of To increase Not ready due
addressing learners to
and youth, and disadvantage benefited enrollment to Pandemic.
be enroll with
adults benefited from from appropriate equity disability /in SPED. No one can
appropriate equity initiativesof disadvantage
assess in
initiativesfrom benefited from
going to
appropriate equity appropriate equity
initiatives initiatives school.

Select the
area of focus
Listen to the voice the
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learners and Analize the school and do

stakeholders processes rootcause
analysis

EQUITY- STATEMENT ON DIFFERENT PPAs TO BE IMPLEMENTED

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Objectives  Strategies PPAs (Key Output Time Frame

Interventions)

By 2025, school age Improve program management and Organize the project team Present school data Yearly
children/youth, and adults service delivery
in education in situation
of disadvantage benefited Set innovative system Yearly
from appropriate equity
initiatives Provide an inclusive, effective, Do root cause analysis Mindset of continuous Yearly
culturally responsive, gender- improvement
sensitive, and safe learning
environment to respond to the Empower school teams and home visitation conduct Year round
situations of disadvantage personel regular meetings with parents

Expand community participation Home visitation conduct Year round

and involvement regular meetings with parents

Improve gender-sensitive Listen to the voice of the Year round

contextualized curriculum and learners and other stakeholders
learning delivery
Makes delivery of education Year round
services more responsive and
effective

Enhance DepEd platforms for Learners access program Focal group discussions with Yearly
learning resources responsive to their needs the stakeholders

consistent with their interest

and aptitude
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Objectives  Strategies PPAs (Key Output Time Frame

Interventions)

Promote partnerships to benefit Elements of the process Year round

education for learners in situations identified during interviews
Learners are in school and at in
of disadvantage
thier learning areas
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THREE YEAR INDICATIVE FINANCIAL PLAN

EQUITY

GOAL OUTCOME STRATEGIES Key OUTPUTS BUDGET SOURCE OF

Interventions/PP FUND
As
Disadvanta All school age Improve program Synthesized identified Home visitation Focus group
ged school- children/youth, management and service possible root cause discussion
age children and adults in delivery
and youth, education in
and adults situation of
benefited disadvantage
from benefited from Provide an inclusive, Perform root cause analysis Accomplished planning
appropriate appropriate effective, culturally worksheet
equity equity initiatives responsive, gender-
initiatives sensitive, and safe
learning environment to
respond to the situations
of disadvantage

Improve gender-sensitive Root-cause needs to be Accomplished planning

contextualized validated by dates from worksheet
curriculum and learning
delivery observation and intervention

Enhance DepEd Finding the root cause in Learners attend learning

platforms for learning society in identifying the key standards
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GOAL OUTCOME STRATEGIES Key OUTPUTS BUDGET SOURCE OF

Interventions/PP FUND
As
resources strategic solution

Promote partnerships to Listening to the voice of the Learners are in school and
benefit education for learners and the other learning centers
learners in situations of
disadvantage stakeholders
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GOAL OUTCOME STRATEGIES Key OUTPUTS BUDGET SOURCE OF

Interventions/PP FUND
As
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