Chapter 1

MISSION, VISION, and CORE VALUES

This chapter highlights the mission, vision, and core values that steer Anapog
National High School in its commitment to delivering quality education. The mission,
vision, and core values serve as the cornerstone of the School Implementation Plan
(SIP), which is designed to tackle important issues within the school community while
aligning with the Department of Education's objectives. This alignment guarantees
that the school's strategic goals are consistent with DepEd's overarching educational
framework, focusing on continuous improvement, accessibility, and delivering quality
education for all learners.
The school as the central organization of DepEd has the mission to provide
access to quality education for the development of the learners. It is our great
responsibility to prepare the Filipino children and make sure they have the necessary
competencies which enable them to recognize their full potential and contribute
strongly to nation-building. As a learner-centered institution, we want them to know
how to improve themselves and realize their dreams through the competent teachers
and empowered school head with the collaborative efforts of all stakeholders.

Rationale:

The Department of Education encourages schools to create a structured plan to

guide both instruction and leadership throughout the academic year. This plan, known
as the School Improvement Plan (SIP), helps schools analyze and prioritize their most
pressing needs. Since the SIP is an evolving document, school heads must establish a
leadership framework by actively involving the administration, parents, teachers,
students, and other community stakeholders. To facilitate this involvement, the school
has formed a School Planning Team (SPT) led by the School Head, which includes
representatives from the parents, teachers, Barangay Disaster Risk Reduction and
Management, School Child Protection Committee, students, and Barangay LGU. This
collaborative approach fosters shared leadership, decision-making, and accountability,
enabling the team to effectively address the school's critical issues. This framework
helps keep roles clear and ensures that stakeholders are integral to the planning and
decision-making process.
 Anapog National High School through its SPT (School Planning Team) had
identified three (3) priority improvements areas namely, access, quality, and
resilience and well-being. These areas were found priorities based on the data
findings revealing its failure of achieving the planning standards.
Low enrollment rate of the school is the main concern in access and programs
such as advocacy campaigns and activating sports and cultural clubs are the solution
to this issue.
Increasing the rate of learners who achieved at least nearly proficient literacy
levels from 33.33% to 100% and raising the rate of learners with at least nearly
proficient in numeracy from 44.44% to 100% is the target in quality. To address these
concerns, Project LUCAS (Literacy and Understanding through Comprehensive and
Adaptive Strategies) for literacy and Project LEM (Learning and Excelling in
Mathematics) for numeracy are designed.
Improving the rate of learners who have improved health statistics from 77.78%
to 100% is the vision in resilience and well-being. KAUN Kids’ Access to Uninterrupted
Nutrition program is the identified solution to this problem.
Resolving those priority improvement areas through the programs, projects, and
activities designed by the SPT will be taking place within a six-year period. The
implementation of these programs will require collaborative efforts from school
administrators, teachers, parents, and other stakeholders. The funds required for the
implementation of these programs will be charged to the school MOOE.
The crafting of this School Improvement Plan (SIP) is a prudent act in performing
our mission of promoting quality and complete education to develop life-long learners
and a gentle step towards fulfilling our vision that we shall be continuously improving
ourselves to better serve our stakeholders.

The DepEd Vision

We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.

As a learner-centered public institution,

 the Department of Education
continuously improves itself
to better serve its stakeholders.

The DepEd Mission

To protect and promote the right of every Filipino to quality, equitable, culture-based,
and complete basic education where:

Students learn in a child-friendly, gender-sensitive,

safe, and motivating environment.

Teachers facilitate learning and constantly

nurture every learner.

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
Makakaliksan
Makabansa
CHAPTER 2
SCHOOL’S CURRENT SITUATION
 Anapog National High School, located in Anapog, Catmon, Cebu, is a newly
established public high school that opened in the 2023-2024 school year. It sits on a
4,000-square-meter lot owned by the Department of Education, approximately 29
kilometers from the District Office of Catmon and 84 kilometers from the Division
Office. The school is accessible by various forms of land transportation and is situated
24 kilometers from the national highway, at the heart of Barangay Anapog.

Surrounded by forest trees and coconut palms, the school is adjacent to the
barangay plaza, hall, chapel, Day Care Center, and Anapog Elementary School. The
terrain is rolling, and the area is prone to landslides and flooding, particularly during
heavy rains, posing risks to both students and teachers who must cross a nearby river
daily to reach the school. "Habal-habal" motorcycles serve as the primary public
transport in the area.

Currently, the school is managed and supervised by School Caretaker Edward

Luke R. Paulin, with three teachers, including the caretaker. Anapog National High
School has an enrollment of 9 learners, 2 males and 6 females. Under the MATATAG
Curriculum, teachers are assigned to teach both grades at their respective levels. In
the following years of its operation, the school envisions an increase on its enrolment.
Making steps to achieve such vision, teachers are working collaboratively to nurture
competent and productive learners making a sound statement for having an
exceptional philosophy towards academic excellence.

School’s Performance on ACCESS

Enrolment Trend.
An enrollment trend of Anapog National High School refers to the number of
students currently enrolled in Anapog Elementary School and Kamansi Elementary
school. Analyzing the enrollment trends helps identify our prospect for our upcoming
students in the School.

Table 1
Enrolment Trend
 SY Grade VII Grade VIII Grade IX Grade X

2018-2019 0 0 0 0
2019-2020 0 0 0 0
2020-2021 0 0 0 0
2021-2022 0 0 0 0
2022-2023 0 0 0 0
2023-2024 9 0 0 0

The data reveals that Grade 7 has 9 learners enrolled on its first school year
were 2 males and 7 females. For the next school year we will have a rise on the
enrollment since Anapog Elementary School has more number of students and also
the students from Kamansi Elementary School from the municipality of Tuburan.

Key Performance Indicators.

The Net Enrolment Rate (NER) is a measure of the percentage of children of the
official school age who are enrolled in school at the corresponding grade level,
reflecting the participation of the official age group in education. In contrast,
the Gross Enrolment Rate (GER) includes all students enrolled in a specific level of
education, regardless of age, and is expressed as a percentage of the eligible school-
age population for that level, often exceeding 100% due to the inclusion of over-aged
and under-aged students. The Incidence of Out-of-School Children/Youth highlights
the number or percentage of children and youth not enrolled in school during a given
academic year, emphasizing those not participating in formal education.
The Retention Rate indicates the percentage of students who continue their education
at the same institution from one year to the next, serving as a measure of the
institution’s ability to retain its students. Meanwhile, the Drop-Out/School Leaver
Rate represents the proportion of students who leave school during a given year
without completing their grade or level of education, including those who do not
enroll in the next grade or level the following school year. The Transition
Rate measures the percentage of students advancing from one level of education to
the next, such as from primary to secondary school, indicating the effectiveness of
the education system in promoting students to higher levels. Lastly, the ALS
Participation Rate refers to the participation rate in the Alternative Learning System
(ALS) for Out-of-School Children (OSC), Out-of-School Youth (OSY), and Out-of-School
Adults (OSA), which provides non-formal education opportunities for those unable to
attend formal schooling. as read in the following tables.

Table 2

Elementary/Secondary Performance Indicators On ACCESS

SCHOOL 2018- 2019- 2020- 2021- 2022- 2023-

AVERAGE
YEAR 2019 2020 2021 2022 2023 2024
Net
Enrolmen N/A N/A N/A N/A N/A 52.94 52.94%
t Rate %
Gross
Enrolmen N/A N/A N/A N/A N/A 100% 100%
t Rate
Incidence
of Out-of-
School
Children / N/A N/A N/A N/A N/A 0% 0%
Out-of-
School
Youth

Retentio
N/A N/A N/A N/A N/A 0% 0%
n Rate

Drop-Out
/ School
N/A N/A N/A N/A N/A 0%
Leaver 0%
Rate

Transitio
N/A N/A N/A N/A N/A 100% 100%
n Rate

ALS N/A N/A N/A N/A N/A 0%

 Participat
ion Rate 0%
(OSC,
OSY,
OSA)

As evident from the data above, in its first year of existence, Anapog National
High School’s net enrollment rate is 100%. The gross enrollment rate is also 100%. In
the aspects, Incidence of Out-of-School Children/Out-of-School Youth, Retention Rate,
Drop-Out/School Leaver Rate, and ALS Participation Rate (OSC, OSY, OSA), the school
has 0% rate. The transition rate of the school is also 100%.

School’s Performance on EQUITY

Key Performance Indicators.

The Percentage of Learners in Disadvantaged Situation Transition Disparity Rate

measures the difference in transition rates between learners in disadvantaged
situations and their peers, highlighting how effectively these learners progress from
one educational level to the next compared to others. The Retention Rate of Learners
in Disadvantaged Situation indicates the percentage of disadvantaged learners who
continue their education at the same institution from one year to the next, reflecting
the support they receive to stay in school. The Functional Literacy Percentage of
Disadvantaged Learners with Nearly Proficient Level or Better assesses the proportion
of disadvantaged learners who have achieved at least a nearly proficient level in
functional literacy, which involves reading, writing, and using written information in
daily life. Similarly, the Numeracy Percentage of Disadvantaged Learners with Nearly
Proficient Level or Better shows the percentage of these learners who have reached
at least a nearly proficient level in numeracy, encompassing the ability to use
mathematical concepts practically. Lastly, the 21st Century Skills Percentage of Grade
12 Learners with Nearly Proficient Level or Better measures the percentage of Grade
12 learners who have attained at least a nearly proficient level in essential 21st-
century skills such as critical thinking, problem-solving, communication, and
collaboration, which are crucial for success in today’s world. The school’s data
regarding equity can be read in Table 3.

Table 3
Performance Indicators on EQUITY

201 201 202 202 202 202 Planni

School 8- 9- 0- 1- 2- 3- Avera ng Interpretat
Year 201 202 202 202 202 202 ge Standa ion
9 0 1 2 3 4 rd

Percentage
of Learners
in
Disadvanta N/A
ged N/A N/A N/A N/A N/A N/A 0%
Situation
Transition
Disparity
Rate
Retention
Rate of
Learners in N/A
N/A N/A N/A N/A N/A N/A 0%
Disadvanta
ged
Situation
Functional N/A N/A N/A N/A N/A N/A 100%
Literacy
Percentage
of N/A
Disadvanta
ged
Learners
 with nearly
proficient
level of
better
Numeracy
Percentage
of
Disadvanta
ged N/A
N/A N/A N/A N/A N/A N/A 100%
Learners
with nearly
proficient
level of
better
21st
Century
skills
percentage
of Grade N/A
12 N/A N/A N/A N/A N/A N/A 100%
Learners
with nearly
proficient
level or
better

The table above shows that the transition disparity rate and the retention rate
of the learners in disadvantaged situation is 0%. It is also evident that the functional
literacy rate, numeracy rate, and 21 st century skills of these learners are at nearly
proficient level.

School’s Performance on QUALITY

Key Performance Indicators.

 The Completion Rate is an important metric that indicates the percentage of
students who successfully finish a given level of education within a specified time
frame, providing insight into the efficiency and effectiveness of the education system
in guiding students through their academic journey without significant delays or
dropouts. The Percentage of Key Stage 3 Learners Attaining Nearly Proficient Level or
Better in Reading/Literacy measures how well students aged 11-14 are performing in
reading and literacy, reflecting the quality of literacy education at this critical stage.
Similarly, the Percentage of Key Stage 3 Learners Attaining Nearly Proficient Level or
Better in Numeracy assesses the proficiency of these students in numeracy,
highlighting their ability to grasp essential mathematical concepts. Additionally, the
Percentage of Grade 12 Learners Attaining Nearly Proficient Level or Better in Core
Areas evaluates the readiness of students in their final year of secondary education to
graduate and pursue higher education or enter the workforce, by measuring their
proficiency in core subjects such as mathematics, science, and language arts. These
metrics collectively provide a comprehensive view of student performance and
educational outcomes at various stages of the academic journey. The school’s data
regarding quality can be read in Table 4.

Table 4
Performance Indicators on QUALITY

SCHOOL 2018- 2019- 2020- 2021- 2022- 2023- AVERAG

YEAR 2019 2020 2021 2022 2023 2024 E
Completi
N/A N/A N/A N/A N/A 100% 100%
on Rate
Percenta N/A N/A N/A N/A N/A 33.33%
ge of Key
Stage 3
learners
attaining
nearly 33.33%
proficien
t level or
better in
 reading /
literacy
Percenta 44.44%
ge of Key
stage 3
learners
attaining
nearly N/A N/A N/A N/A N/A 44.44%
proficien
t level or
better in
numerac
y
Percenta
ge of
Grade 12
learners
attaining
nearly N/A N/A N/A N/A N/A N/A N/A
proficien
t level or
better in
core
areas

The data above are evidences showing that the school’s completion rate during
its first year of operation is 100%. The rate of learners who are at least at nearly
proficient literacy level is 33.33% and the rate of leaners who are at least nearly
proficient in numeracy is 44.44%.

School’s Performance on Learners’ Resiliency and Well-Being

Key Performance Indicators.

 In today’s educational landscape, the performance of schools in fostering
resilience and well-being among learners is more crucial than ever. Schools play a
pivotal role in equipping students with the skills to navigate challenges, build
emotional strength, and cultivate a supportive environment. By prioritizing health
initiatives and resilience training, schools not only enhance academic success but also
empower students to thrive both personally and socially
Anapog National High School being an academe upholding its philosophy of
delivering quality education to the learners puts weight on learners health and well-
being. The school’s data with respect to learners’ resilience and well-being are shown
in Table 5.

Table 5.
School’s Performance on Learners’ Resiliency and Well-Being

SCHOOL 2018- 2019- 2020- 2021- 2022- 2023-

AVERAGE
YEAR 2019 2020 2021 2022 2023 2024
Percenta
ge of
affected
and
displaced N/A N/A N/A N/A N/A 0% 0%
learners
who
retained
in school
Percenta N/A N/A N/A N/A N/A 0%
ge of
learners
who
reported
violence
committe 0%
d against
them by
 other
learners
(bullying)
or adults
(child
abuse)
based on
intake
sheets of
schools
Percenta
ge of
learners
equipped
with
capacitie
s on what
to do N/A N/A N/A N/A N/A 100% 100%
before,
during,
and after
a
disaster /
emergen
cy
Percenta
ge of
students
with N/A N/A N/A N/A N/A 77.78 77.78%
improved %
health
statistics
The table above shows that there are no affected and displaced learners who
are retained at school. The data above also provide evidence that the school have not
recorded any cases of student violence and abuse. The learners are all equipped with
the capacities on what to do when disaster/emergency occurs. However, the learners
who are having improved health statistics is only 77.78%

Governance and Management

Effective school governance and management are essential pillars for fostering
an environment conducive to learning and growth. By establishing clear policies,
engaging stakeholders, and promoting transparency, schools can create a framework
that not only enhances educational outcomes but also supports the holistic
development of students. Strong governance ensures that resources are allocated
efficiently, while effective management cultivates a culture of collaboration and
accountability, ultimately leading to a thriving school community.
The data regarding Anapog National High School’s governance and
management are
shown in Table 6.

Table 6
Governance and Management

SCHOOL 2018- 2019- 2020- 2021- 2022- 2023-

AVERAGE
YEAR 2019 2020 2021 2022 2023 2024
Learner
Classroo N/A N/A N/A N/A N/A 9:1 9:1
m Ratio
Learner
Seat N/A N/A N/A N/A N/A 1:1 1:1
Ratio
Learner
Teacher N/A N/A N/A N/A N/A 9:1 9:1
Ratio
Learner N/A N/A N/A N/A N/A 0 0
Toilet
 Ratio
Computer
/ Laptop
N/A N/A N/A N/A N/A 0 0
to learner
ratio
SGC / PTA
participati N/A N/A N/A N/A N/A 100% 100%
on
Stakehold
ers’
N/A N/A N/A N/A N/A 100% 100%
participati
on rate
The table above shows data on the ratio between learner and classroom which
is 9:1. The learner to seat ratio is 1:1 and the learner to teacher ratio is 9:1. It is also
evident that in the school’s first year of operation, they are still sharing comfort rooms
with the Anapog Elementary School and that it still doesn’t have computer or laptops
for the learners. On the brighter side, the school has maximum participation from
SGC, PTA, and stakeholders.

Synthesis
With all the data presented through tables above, the school found aspects of
concern namely, access, quality, and learner’s resiliency and well-being. Addressing
these aspects will be the main task of the SPT.
Enrollment is the issue in the priority improvement area access. There are only
nine (9) learners enrolled in the school during its first year of operation.
In the priority improvement area quality, only 33.33% of the learners are
achieving at least nearly proficient literacy level which means that six (6) out of nine
(9) learners need attention in literacy. On the other hand, only 44.44% of the learners
are achieving at least nearly proficient level in numeracy. This also means that five (5)
out of nine (9) learners need efforts to achieve competence in numeracy.
Lastly, in the priority improvement area resilience and well-being, learners with
improved health statistics is only 77.78%. This also means that two (2) out of nine (9)
learners is undernourished.
 These existing realities provide the stimuli for which the efforts of the SPT and
school coordinators will be dedicated into. Responding to these school concerns will
be the core of the planning process.
 Chapter 3

SCHOOL IMPROVEMENT PLAN

A School Improvement Plan (SIP) is a strategic document designed to enhance
the quality of education and overall performance of a school. It outlines specific goals
and the actions required to achieve them, focusing on areas such as academic
achievement, student well-being, and professional development for staff. Key
components of the plan include clear, measurable objectives, detailed action plans,
resource allocation, timelines for implementation, and methods for evaluating progress.
By following an SIP, schools can systematically address challenges and work towards
continuous improvement, ultimately providing a better educational experience for all
students.
School Strategic Plan

A Strategic Plan is a structured process that organizations use to define

their direction and make decisions on allocating resources to pursue their objectives.
This is a comprehensive guide designed to steer our institution towards excellence
over the next six (6) years. This plan articulates our commitment to fostering an
inclusive, innovative, and supportive learning environment. By setting clear objectives
and strategic priorities, we aim to enhance academic performance, promote student
well-being, and strengthen community engagement. This plan is a collaborative effort,
involving input from School Planning Team (SPT) and school administrator, ensuring
that it addresses the unique needs and aspirations of our school community. Through
regular monitoring and evaluation, we will adapt and refine our strategies to meet
emerging challenges and opportunities, staying true to our core values and goals.
Together, we are dedicated to creating a vibrant educational experience that prepares
our students for success in the 21st century.

Access.
With the low learners turn-out in the preceding years, the school found a
challenging part in promoting the newly opened school to the community to attain
100% rate of enrollment. The institution aims to invite all the youth in the community
and other neighboring barangays to enroll in our school. Hence, the school planning
team emphasizes activities such as advocacy campaign on enrolment, and
organization of sport and cultural clubs as strategies to achieve the planning standard
within the next six (6) years in the aspect of enrolment rate.
The priority improvement areas under this pillar with the strategies and
activities are shown in Table 7.

Table 7
Strategic Plan for ACCESS

PPAs
PRIORITY INTERMED
OUTPUT BY (Project,
IMPROVEME IATE STRATEGIES
STRATEGY Programs,
NT AREA OUTCOME
Activities)
Increase All learners  Conduct  Advocacy Advocacy
enrolment in the Advocacy Materials, Campaign
rate from community Campaign Enrolment
52.94% to and Enrolmen form Organize and
100% for 6 neighboring t  Enrolment Activate Sports
years barangays  Provide Form, and Cultural
are remote Dropbox Clubs
enrolled enrolment
in every
purok in
the  Pictures of
locality accomplis
 Conduct a hments
sports and
training achievem
program ents
(athletics,
badminto
n, and
basketball
3x3) to
produce
regional
 or
national
level  Videos of
athletes. prestigiou
 Organize s
and performan
activate a ces
cultural
group
activities
that aims
to
perform
festival of
talents
(DFOT,
RFOT).

The table above outlines a plan to increase the enrollment rate from 52.94% to
100% over six years. The priority is to ensure all learners in the community and
neighboring barangays are enrolled. Strategies include conducting advocacy
campaigns, providing remote enrollment, and organizing sports and cultural programs.
Outputs by strategy involve producing advocacy materials, enrollment forms, pictures
of accomplishments, and videos of performances. Key projects and activities include
launching the Advocacy Campaign and activating sports and cultural clubs. This
comprehensive plan focuses on community engagement and inclusive practices to
achieve full enrollment and foster a supportive educational environment.
Table 8
Six-year Target for Access

Baselin 2023- 2024- 2025- 2026- 2027- 2028-

Indicators
e 2024 2025 2026 2027 2028 2029
Net
Enrolment 52.94% 52.94% 58.62% 68.97% 79.32% 89.67% 100%
Rate
Retention
Rate
Transition
Rate
The data presented above outlines key educational matrix from 2023-2029,
emphasizing the school's commitment to improving enrollment. The Net Enrolment
Rate starts at 52.94% in the baseline year and progressively increases each year,
reaching 100% by 2028-2029. This demonstrates a strong, systematic effort to enroll
more students annually. The Retention Rate and Transition Rate rows are currently
empty, indicating a need for further data to track student retention and grade
progression. This plan highlights the school's dedication to significantly enhancing
educational access and maintaining consistent growth in student enrollment over the
next six years. Addressing the data gaps in retention and transition rates will be crucial
for a comprehensive understanding of student progress and school performance.

Quality.
The institution through the school planning team aims to improve literacy rates
from 33.33% to 100% over six years, targeting an 11.11% increase annually. Key
strategies include peer-to-peer support systems, interactive reading and writing
sessions during breaks, and hands-on workshops focusing on writing techniques.
These initiatives aim to boost literacy rates as measured through PHIL-IRI results and
English MPS in subsequent quarters. Central to this effort is Project LUCAS (Literacy
and Understanding through Comprehensive and Adaptive Strategies), which fosters a
supportive and engaging learning environment to enhance literacy skills effectively.
 The priority improvement areas under this pillar with the strategies and
activities are shown in Table 9.

Table 9
Strategic Plan for QUALITY

PRIORITY PPAs
INTERMEDIA OUTPUT
IMPROVE (Project,
TE STRATEGIES BY
MENT Programs,
OUTCOME STRATEGY
AREA Activities)
To Achieved  Organize Improved Project LUCAS
increase increment peer-to-peer literacy (Literacy and
the key al support rate Understandin
Literacy increases system reflected g through
stage in Literacy where in PHIL-IRI Comprehensiv
from Rates students e and
33.33% to each year help each Improved Adaptive
100% for 6 for around other English Strategies)
years (11.11%). improve MPS in the
their literacy proceedin
skills. g quarters

 Conduct
interactive
sessions
during
vacant
period
(lunch
breaks, after
regular
class) where
students
engage with
a variety of
texts,
 including
fiction, non-
fiction, and
multimedia
resources.

 Initiate
hands-on
workshops
that focus
on different
writing
styles and
techniques,
from
creative
writing to
academic
writing.

 Encourage
the use of
technology
such as e-
readers,
educational
apps, and
adaptive
learning
software to
tailor
instruction
to individual
learning
styles.
 Develop
strong
foundational
skills in
mathematics
(four basic
operations)
Targetted
through
To increase annual
organizing a
Key Stage 3 growth in Improved
LEM team. Project LEM
Numeracy numeracy Mathematic
(LEM team - a (Learning and
Rate from rates s MPS in the
group of Excelling in
44.44% to aiming for proceeding
mathematical Mathematics)
100% for 6 approximat quarters
ly
years ely 9.26%
gifted/skilled
each year.
learners
especially
from higher
years who will
be tasked to
initiate the
project LEM)
For literacy progress, organizing peer-to-peer support system where students
help each other improve their literacy skills, conducting interactive sessions during
vacant period (lunch breaks, after regular class) where students engage with a variety
of texts, including fiction, non-fiction, and multimedia resources, initiating hands-on
workshops that focus on different writing styles and techniques, from creative writing
to academic writing. These strategies are termed Project LUCAS.
For numeracy development, hands -on activities will be initiated to develop
strong foundational skills in mathematics (four basic operations) through organizing a
LEM team. (LEM team - a group of mathematically gifted/skilled learners especially
from higher years who will be tasked to initiate the project LEM)
Table 10
Six-year Target for Quality

Baselin 2023- 2024- 2025- 2026- 2027- 2028-

Indicators
e 2024 2025 2026 2027 2028 2029
Completion
Rate
Percentage of
Key Stage 3
learners
attaining
44.44 55.55 66.66 77.77 88.88
nearly 33.33% 100
% % % % %
proficient level
or better in
reading/literac
y
Percentage of
Key Stage 3
learners
attaining 62.96 72.22 81.48 90.74
44.44% 53.7% 100%
nearly % % % %
proficient level
or better in
numeracy
Percentage of
Grade 12
learners
attaining
nearly
proficient level
or better in
core areas
The table outlines key components for improving literacy and numeracy rates in
education over a six-year period should be focused. For Literacy Improvement raising
the Literacy Stage from 33.33% to 100%. The goal is to achieve annual increments of
approximately 11.11%.
,Numeracy improvement aimed at increasing Key Stage 3 numeracy rates from
44.44% to 100%. The objective is a targeted annual growth of about 9.26%.
This table provides a structured approach to systematically improve Literacy
and Numeracy through targeted strategies, and measurable outputs, supporting
overall educational advancements over six years.

Resiliency and Well-being

Resiliency and well-being is one of the areas that the SPT had initially chosen to
be improved. This is due to the data that the rate of learners who have improved
health statistics in school year 2023-2024 is only 77.78%. In response to this, the SPT
has designed the KAUN (Kids’ Access to Uninterrupted Nutrition) program. The
program is composed of the following parts; knowledge and awareness, access to
nutritious meals, unified community efforts, nurturing environment.

The priority improvement areas under this pillar with the above-mentioned
strategies and activities are shown in Table 11.

Table 11.
Strategic Plan for Resiliency and Well-Being

PPAs
PRIORITY
INTERMEDIA OUTPUT BY (Project,
IMPROVEMEN STRATEGIES
TE OUTCOME STRATEGY Programs,
T AREA
Activities)
To increase Achieved 1. K – Knowle No KAUN
Percentage of incremental dge and underweight Program:
students with increases in Awareness learner as Kids’ Access
improved health the : reflected in to
statistics from percentage of Nutritional Uninterrupte
Conduct
77.78% to students with Status Report d Nutrition
workshops
100% for 6 improved
and classes
years health
to educate
statistics in
students
each year for
and parents
around 4.44% about the
importance
of nutrition.

Provide
information
on balanced
diets,
healthy food
choices, and
the impact
of nutrition
on learning
and
developmen
t.

2. A – Access
to
Nutritious
Meals:

Offer weekly
nutritious
foods such
as
vegetable
soup.

Ensure
meals are
balanced,
incorporatin
g fruits,
vegetables,
proteins,
 and whole
grains.

Accommoda
te dietary
restrictions
and cultural
preferences.

3. U – Unified
Community
Effort:

Engage the
entire
school
community,
including
teachers,
parents, and
local
rganization,
in the
program.

Establish
partnerships
with local
farms,
businesses,
and health
department
s to support
meal
provision
and
educational
 activities.

Organize
community
events to
promote
healthy
living and
raise
awareness
about
malnutrition
.

4. N – Nurturi
ng
Environme
nt:

Create a
supportive
and
nurturing
environment
where
students
feel
encouraged
to adopt
healthy
eating
habits.

Implement a
school
garden
project
 where
students
can grow
their own
fruits and
vegetables,
integrating
gardening
into the
curriculum.

Promote
physical
activity
through
sports and
wellness
programs to
complement
nutritional
efforts.

KAUN program is a program designed to address malnutrition. As the program name

suggests, Kids’ Access to Uninterrupted Nutrition, improving the learners’ nutrition is
the focus of its implementation. This also means that the school aims to achieve the
100% rate of students who have improved health statistics by 2028, or within six (6)
years of program implementation.

Table 12
Six Year Target for Resiliency and Well-Being

Baselin 2022- 2023- 2024- 2025- 2026- 2027-

Indicators
e 2023 2024 2025 2026 2027 2028
Percentage of
learners who
reported
violence
committed
against them
by other
learners
(bullying) or
adults (child
abuse) based
on intake
sheets of
schools
Percentage of
learners
equipped with
capacities on
what to do
before,
during, and
after a
disaster/
emergency
Percentage of
students with
77.78 82.22 86.66 95.54
improved 77.78% 91.1% 100%
% % % %
health
statistics
The table outlines key components for improving the nutrition of the learners.
The vision is to raise the rate of learners with improved health statistics from 77.78%
to 100% within six (6) years. The goal is to achieve annual increments of
approximately 3.7%.

As the school continues to operate being the center for excellence living with
the mandates of the Department of Education and upholding its philosophy of
delivering quality education to the learners, upon assessment, there are some areas
wherein it fails to realize the planning standards. It is in this instance that an
intervention is made. In Anapog National High School, access, quality, and resilience
and well-being are the areas that require intensive management to achieve its
planning standards.
Performing advocacy campaigns and activating sports and cultural clubs are the
activities discovered by the SPT to address access discrepancy. Since the vision of the
school is to increase its enrollment, it is advisable that the school shall take activities
that will make them known to the locality. In addition, providing motivation for
prospect enrollees such as active sports program and cultural clubs is expected to
multiply the school’s rate of enrolment.
Project LUCAS (Literacy and Understanding through Comprehensive and
Adaptive Strategies) is designed to address literacy issues and project LEM is intended
to mitigate numeracy concerns. These projects are envisioned to increase literacy
rate from 33.33% and numeracy rate from 44.44% to 100% within six (6) years and
both are intended to resolve quality issues.
Malnutrition is a perennial problem in most communities, but not in our school
for the next six years. This is because of KAUN program (Kids’ Access to Uninterrupted
Nutrition) designed by the SPT to solve malnutrition problems. The program is sought
to increase the rate of learners with improved health statistics from 77.78% to 100%.
 Chapter 4

FINANCIAL PLAN

A school financial plan is a strategic framework designed to manage and

allocate a school’s financial resources effectively. This plan encompasses budgeting
for operational costs, funding for academic programs, infrastructure development, and
other essential activities that support the school’s mission and goals. By implementing
a comprehensive financial plan, schools can ensure they have the necessary funds to
provide quality education, maintain facilities, and invest in future growth. This
proactive approach not only helps in achieving financial stability but also enhances
the overall educational experience for students and staff.

Six (6) Year Indicative Financial Plan

The six-year indicative financial plan serves as a roadmap for effectively

managing and allocating resources to meet the strategic educational objectives. This
plan encompasses a detailed breakdown of the budget required to support school
improvement projects and programs across the key pillars: Access, Equity, Quality,
and Resilience and Well-being.

Each pillar is aligned with specific objectives, activities, and timelines that are
crucial for enhancing educational outcomes and ensuring that every learner receives
the necessary support. The financial plan also outlines the key personnel involved in
executing these activities, ensuring accountability and transparency in the use of
resources.

The budget allocation per activity is planned on an annual basis, with funding
resources identified to ensure sustainability over the six-year period. This financial
plan not only supports the immediate needs of our educational programs but also
positions the school to adapt and thrive in a rapidly changing educational
environment.
 As seen in the table 13, the financial plan provides an overview of the required
budget per activity, offering a clear guide for effective financial management
throughout the implementation of our strategic initiatives.
Table 13. Six-Year indicative Financial Plan

BUDGET PER ACTIVITY PER YEAR

(in thousands)
Pillar / Key
School With Budget Source
Performan
Objective( Improvemen Timelin Person(s) SY
ce Activities
s) t Project / e Involved SY SY SY SY SY
Indicator 202
Program
(KPI) 2 2023 2024 2025 2026 2027

202 2024 2025 2026 2027 2028

3

ACCESS Increase Advocacy • Conduct Six (6) School N/A 5 5 5 5 5

enrolment Campaign Advocacy years Administrato
MOOE MOOE MOOE MOOE MOOE
rate from Campaign r
52.94% to Organize and Enrolment
School
100% for 6 Activate
• Provide Planning
years Sports and
remote Team
Cultural Clubs
enrolment in
every purok in
the locality

• Conduct a
sports training
program
(athletics,
badminton, and
basketball 3x3)
to produce
regional or
national level
athletes.

• Organize and
activate a
cultural group
activities that
aims to perform
festival of
talents (DFOT,
RFOT).
EQUITY

QUALITY To increase Project LUCAS • Organize peer- Six (6) School N/A 2 2 2 2 2
the key (Literacy and to-peer support years Administrato
MOOE MOOE MOOE MOOE MOOE
Literacy Understanding system where r
stage from through students help
School
33.33% to Comprehensiv each other
Planning
100% for 6 e and improve their
Team
years Adaptive literacy skills.
Strategies)
• Conduct
interactive
sessions during
vacant period
(lunch breaks,
after regular
class) where
students engage
with a variety of
texts, including
fiction, non-
fiction, and
multimedia
resources.

• Initiate hands-
on workshops
that focus on
different writing
styles and
techniques,
from creative
writing to
academic
writing.

• Encourage the
use of
technology such
as e-readers,
educational
apps, and
adaptive
learning
software to
tailor instruction
 to individual
learning styles.

Develop strong
foundational
skills in
mathematics
(four basic
operations)
To increase
through
Key Stage School
organizing a
3 Project LEM Administrato
LEM team. (LEM
Numeracy (Learning and Six (6) r 2 2 2 2 2
team – a group N/A
Rate from Excelling in years School MOOE MOOE MOOE MOOE MOOE
of
44.44% to Mathematics) Planning
mathematically
100% for 6 Team
gifted/skilled
years
learners
especially from
higher years
who will be
tasked to initiate
the project LEM)

RESILIENCY To increase KAUN 5. K – Knowledg Six (6) School N/A 2 2 2 2 2

& WEEL- Percentage Program: Kids’ e and years Administrato MOOE MOOE MOOE MOOE MOOE
BEING of students Access to Awareness: r
with Uninterrupted
Conduct School
improved Nutrition
workshops Planning
health
and classes Team
statistics
to educate
from Stakeholders
students and
77.78% to Parents
parents
100% for 6
about the
years
importance
of nutrition.

Provide
information
on balanced
diets, healthy
food choices,
and the
impact of
nutrition on
learning and
development.

6. A – Access to
 Nutritious
Meals:

Offer weekly
nutritious
foods such as
vegetable
soup.

Ensure meals
are balanced,
incorporating
fruits,
vegetables,
proteins, and
whole grains.

Accommodat
e dietary
restrictions
and cultural
preferences.

7. U – Unified
Community
Effort:

Engage the
entire school
community,
including
teachers,
parents, and
local
organizations
, in the
program.

Establish
partnerships
with local
farms,
businesses,
and health
departments
to support
meal
provision and
 educational
activities.

Organize
community
events to
promote
healthy living
and raise
awareness
about
malnutrition.

8. N – Nurturing
Environment:

Create a
supportive
and nurturing
environment
where
students feel
encouraged
to adopt
healthy
eating habits.

Implement a
school
garden
project where
students can
grow their
own fruits
and
vegetables,
integrating
gardening
into the
curriculum.

Promote
physical
activity
through
sports and
wellness
programs to
complement
nutritional
efforts.
 ANNUAL IMPLEMENTATION PLAN

Annual Implementation Plan (AIP) is a strategic document that outlines the

specific actions, activities, and initiatives an organization or project team will
undertake within a given year to achieve its goals and objectives. Tha AIP serves as a
roadmap, providing a detailed timeline, resource allocation, and responsibilities for
each planned activity.

This template provides a structured way to document the school’s objectives,

activities, and resources, as seen in table 14.

School Improvement Plan 7

Table 14. Annual Implementation Plan

ANNUAL IMPLEMENTATION PLAN

SCHOOL YEAR 2024-2025

Instruction: List down the activities that are required in each school year to implement the school improvement projects.
Indicated for every activity are the schedule, venue, budget, and the person(s) responsible.

School
Output for the Budget
Improvemen Project Person(s) Schedule & Budget
Project / Program Activities Per
t Project Objective Responsible Venue Source
for the Year Activity
Title

Advocacy Increase  Advocacy  Conduct School Annually 5 000 MOOE

Campaign enrolment Materials, Advocacy Administrator
School
rate from Enrolment form Campaign
Organize and School
52.94% to  Enrolment Form, Enrolment
Activate Planning
100% for 6 Dropbox  Provide remote
Sports and Team
years enrolment in
Cultural Clubs
every purok in
the locality
  Conduct a
sports training
program
(athletics,
badminton,
and basketball
3x3) to
produce
 Pictures of regional or
accomplishment national level
s and athletes.
achievements  Organize and
activate a
cultural group
activities that
aims to
perform
festival of
talents (DFOT,
RFOT).

Project LUCAS To increase Improved literacy • Organize School Quarterly 2000 MOOE
(Literacy and the key rate reflected in peer-to-peer Administrator
Understanding Literacy PHIL-IRI support system School School/School
through stage from where students Planning Library
Comprehensiv 33.33% to Improved English help each other Team
e and 100% for 6 MPS in the improve their
Adaptive years proceeding quarters literacy skills.
Strategies)
• Conduct
interactive sessions
during vacant
period (lunch
breaks, after
regular class)
where students
engage with a
variety of texts,
including fiction,
non-fiction, and
multimedia
resources.

• Initiate
hands-on
workshops that
focus on different
writing styles and
 techniques, from
creative writing to
academic writing.

• Encourage
the use of
technology such as
e-readers,
educational apps,
and adaptive
learning software
to tailor instruction
to individual
learning styles.

Project LEM To increase Improved Develop strong School Quarterly 2000 MOOE
(Learning and Key Stage 3 Mathematics MPS in foundational skills Administrator
School
Excelling in Numeracy the proceeding in mathematics
School
Mathematics) Rate from quarters (four basic
Planning
44.44% to operations)
Team
100% for 6 through organizing
years a LEM team. (LEM
team - a group of
mathematically
gifted/skilled
 learners especially
from higher years
who will be tasked
to initiate the
project LEM)

KAUN To increase No underweight 9. K - Knowledge No Weekly 1000 MOOE &

Program: Kids’ Percentage learner as reflected and Awareness: underweight PTA
School
Access to of students in Nutritional Status learner as
Conduct
Uninterrupted with Report reflected in
workshops and
Nutrition improved Nutritional
classes to
health Status Report
educate
statistics
students and
from 77.78%
parents about
to 100% for
the importance
6 years
of nutrition.

Provide
information on
balanced diets,
healthy food
choices, and the
impact of
nutrition on
 learning and
development.

10. A - Access to
Nutritious
Meals:

Offer weekly
nutritious foods
such as
vegetable soup.

Ensure meals
are balanced,
incorporating
fruits,
vegetables,
proteins, and
whole grains.

Accommodate
dietary
restrictions and
cultural
 preferences.

11. U - Unified
Community
Effort:

Engage the
entire school
community,
including
teachers,
parents, and
local
organizations, in
the program.

Establish
partnerships
with local farms,
businesses, and
health
departments to
support meal
provision and
educational
 activities.

Organize
community
events to
promote healthy
living and raise
awareness
about
malnutrition.

12. N - Nurturing
Environment:

Create a
supportive and
nurturing
environment
where students
feel encouraged
to adopt healthy
eating habits.

Implement a
school garden
project where
students can
grow their own
fruits and
vegetables,
integrating
gardening into
the curriculum.

Promote
physical activity
through sports
and wellness
programs to
complement
nutritional
efforts.
 Chapter 5

SCHOOL MONITORING AND EVALUATION

School Measurement and Evaluation (SMEA) are critical processes that help
assess the effectiveness of educational programs, teaching methods, and overall
school performance. These processes involve collecting and analyzing data on various
aspects such as student achievement, teacher performance, and resource utilization.
By systematically measuring and evaluating these elements, schools can identify
strengths and areas for improvement, ensuring that educational goals are being met.
This approach not only enhances accountability and transparency but also supports
informed decision-making, ultimately leading to improved educational outcomes for
students.

Monitoring and Evaluation (M&E) Strategies (Physical and Financial

Targets)
This Monitoring and Evaluation of Anapog National High School brings a
significant role in providing concrete data for improvement. Basically, this tool is for
tracking, reviewing and assessing school’s performance basically on different
projects that the school have. This is a comprehensive data that
is being discussed in Table 15.

School Improvement Plan 17

Table 15
Monitoring and Evaluation Plan

School Actual
Person/
Improvem Budget Accomplishment
Project Output for the s Schedule/
ent Activities per
Objective Year Respon Venue Remarks
Project Activity Physical Financial
sible
Title
Advocacy Increase  Advocacy  Condu Annually 5000
Campaign enrolment Materials, ct School
School
rate from Enrolmen Advoc Adminis
Organize 52.94% to t form acy trator
and 100% for 6  Enrolmen Campa
School
Activate years t Form, ign
Plannin
Sports and Dropbox Enrolm
g Team
Cultural ent
Clubs  Provid
e
 Pictures remot
of e
accompli enrolm
shments ent in
and every
achievem purok
ents in the
localit
y
 Condu
ct a
sports
trainin
g
progra
m
(athlet
ics,
badmi
nton,
and
basket
ball
3x3)
to
produc
e
region
al or
 nation
al
level
athlete
s.
 Organi
ze and
activat
ea
cultura
l group
activiti
es that
aims
to
perfor
m
festiva
l of
talents
(DFOT,
RFOT).
Project To Improved  Organiz School Quarterly 2000
LUCAS increase literacy e peer- Adminis
School/
(Literacy the key rate to-peer trator
School
and Literacy reflected support
School Library
Understan stage from in PHIL-IRI system
Plannin
ding 33.33% to where
g Team
through 100% for 6 Improved student
Comprehe years English MPS in s help
nsive and the each
Adaptive proceeding other
Strategies) quarters improve
their
literacy
skills.

 Conduc
t
interact
ive
session
s during
vacant
period
 (lunch
breaks,
after
regular
class)
where
student
s
engage
with a
variety
of texts,
includin
g
fiction,
non-
fiction,
and
multim
edia
resourc
es.

 Initiate
 hands-
on
worksh
ops that
focus
on
differen
t
writing
styles
and
techniq
ues,
from
creative
writing
to
academ
ic
writing.

 Encoura
ge the
use of
technol
ogy
such as
e-
readers,
educati
onal
apps,
and
adaptiv
e
learning
softwar
e to
tailor
instructi
on to
individu
al
learning
styles.
 Project To Improved Develop School Quarterly 2000
LEM increase Mathematics strong Adminis
School/
(Learning Key Stage MPS in the foundation trator
School
and 3 proceeding al skills in
School Library
Excelling Numeracy quarters mathemati
Plannin
in Rate from cs (four
g Team
Mathemati 44.44% to basic
cs) 100% for 6 operations
years ) through
organizing
a LEM
team.
(LEM team
- a group
of
mathemati
cally
gifted/skill
ed
 learners
especially
from
higher
years who
will be
tasked to
initiate the
project
LEM)
KAUN To No 13. K - K School Quarterly 1000
Program: increase underweight nowled Adminis
School
Kids’ Percentage learner as ge and trator
Access to of students reflected in Awaren
School
Uninterrup with Nutritional ess:
Plannin
ted improved Status Report
Conduc g Team
Nutrition health
t
statistics Stakeho
worksh
from lders
ops and
77.78% to
classes Parents
100% for 6
to
years
educate
student
s and
parents
about
the
importa
nce of
nutritio
n.

Provide
informa
tion on
balance
d diets,
healthy
food
choices,
and the
impact
of
nutritio
n on
learning
and
 develop
ment.

14. A-A
ccess to
Nutritio
us
Meals:

Offer
weekly
nutritio
us
foods
such as
vegetab
le soup.

Ensure
meals
are
balance
d,
incorpo
 rating
fruits,
vegetab
les,
proteins
, and
whole
grains.

Accom
modate
dietary
restricti
ons and
cultural
prefere
nces.

15. U-U
nified
Commu
nity
Effort:

Engage
the
entire
school
commu
nity,
includin
g
teacher
s,
parents,
and
local
organiz
ations,
in the
progra
m.

Establis
h
partner
ships
with
local
farms,
busines
ses,
and
health
depart
ments
to
support
meal
provisio
n and
educati
onal
activitie
s.

Organiz
e
commu
nity
events
to
promot
 e
healthy
living
and
raise
awaren
ess
about
malnutr
ition.

16. N-N
urturing
Environ
ment:

Create
a
supporti
ve and
nurturin
g
environ
ment
where
student
s feel
encoura
ged to
adopt
healthy
eating
habits.

Implem
ent a
school
garden
project
where
student
s can
grow
their
own
fruits
and
vegetab
les,
 integrat
ing
gardeni
ng into
the
curricul
um.

Promote
physical
activity
through
sports and
wellness
programs
to
compleme
nt
nutritional
efforts.