WHAT’S INSIDE

TABLE OF CONTENTS

DEDICATION ……………………………………………………………………………………………………………… i
MESSAGE OF SCHOOL HEAD …………………………………………………………………………………… ii
EXECUTIVE SUMMARY……………………………………………………………….……………………………… iii
I. INTRODUCTION……………………………………………….………………………………… 1
II. SITUATIONAL ANALYSES
• External Environment …………………………………….…………….. 3
• Internal Environment …………………………………….…………….. 5
o KRAs
o KPIs ……………………………………………….…….…………….. 10
o SRC……………………………………………….…….…………….. 12
• Challenges in Basic Education
o ACCESS (TA2) ……………………………….…….…………….. 24
o QUALITY (MA, G) ………………………….…….…………….. 25
o LEARNERS’ RESILIENCE AND WELL-BEING (TA2)…. 27
o EQUITY (TA2) ……………………………….…….…………….. 28
o GOVERNANCE (TA1) ……………………….…….…………….. 29

III. VISION, MISSION, AND CORE VALUES …………………………….…….…………….. 30

IV. PERFORMANCE TARGETS ……………………………………….…….…….…………….. 31
V. DEPED MATATAG AGENDA ……………………………….…….……………..………….. 32
VI. LGU VALENZUELA CITY 360 DEGREES
INVESTMENT PROGRAM IN EDUCATION ……………………….…….…………….. 34
VII. SDO-VALENZUELA CITY SHARED 15-POINT
STRATEGIC AGENDA …………………………………………….……….…….…………….. 38
VIII. OFFICE PERFORMANCE COMMITMENT AND
REVIEW FORM ………………………………………………..…………….…….…………….. 39
IX. STRATEGIES, PROGRAMS/PROJECTS/ACTIVITES WITH RESOURCES
• SIP MASTER PLAN (SY 2022-2023,
SY 2023-2024, and SY 2024-2025) ……………………………….. 47
• ANNUAL IMPLEMENTATION PLANS
(FY 2023, 2024, and 2025)…………………………………………… 53
X. MONITORING AND EVALUATION PLANS (FY 2023, 2024, and 2025)…… 83
XI. RISK MANAGEMENT PLAN (2023-2025) )…………..……………………………… 101
XII. COMMUNICATION PLAN (2023-2025) )………………………………………..…..… 102
XIII. ACKNOWLEDGEMENT)…………………………………………………………..L………… 103

APPENDICES)………………………………………………………………….………………………………… 104
School Planning Team
Workshop Outputs
SWOT Activity
Photo Documentation – ESIP Initial Crafting
School Learning Model
M & E for E-SIP PPAs
Feedback Report
 Page i
DEDICATION

With deep gratitude and a shared commitment to the betterment of education, we

dedicate this School Improvement Plan to our esteemed stakeholders. The unfailing support,
collaboration, and belief you invest in the power of education have been instrumental in
shaping this vision for positive change.
To our Learners,
We dedicate this School Improvement Plan, because you are the heart and
soul of our educational journey, you are the reason we wake up every day to teach, learn,
and create a nurturing environment that inspires greatness. This SIP be a testimony to our
commitment to listen to your voices, understand your needs, and create opportunities and
provide a place that embraces your uniqueness.

To our Teachers and Non-teaching Staff,

Your dedication and passion inspire generations of learners, this plan is a
proof of your steadfast commitment to nurture young minds and foster a love for learning.
Your leadership and tireless efforts in shaping the school's environment have laid the
foundation for this improvement plan. Your expertise and guidance are integral to its success.

To our Parents and Other Stakeholders,

Your commitment to your children's education and well-being is the
cornerstone of our shared mission to provide the best learning experiences possible. This
plan aims to strengthen the partnership between home and school, ensuring the holistic
development of every learner. Your contributions have provided the resources and
opportunities needed to bring this plan to life. Your investment in our learners' future is
deeply appreciated.
As we embark on this journey together, we pledge to be transparent,
accountable, and responsive to the needs of our stakeholders. This improvement plan
reflects our collective aspirations, a roadmap to an inclusive and dynamic learning
community.
With your continued support and active engagement, we will create an
educational environment where every learner can thrive, where innovation and creativity
flourish, and where learners are prepared to face the challenges of a rapidly changing world.
Together, we embrace the responsibility to empower future leaders, critical
thinkers, and compassionate individuals who will shape a brighter and more compassionate
future.
With utmost dedication and gratitude,
 Page ii
MESSAGE OF THE SCHOOL HEAD

RODERICK D. DE LEON
School Principal IV

Our school is recovering from the derailed learning losses particularly in literacy and
numeracy from the aftermath COVID 19 peak. We already shifted back from distance
learning to in-person mode of instruction, in which the Alternative Delivery Modality (ADM)
using the modular distance learning and online distance learning are now paramount to
accelerate and continue schooling amidst any untoward circumstances that may impede the
learning delivery.
As we embark on the next three school years, I am excited to share with you a crucial
endeavor that will shape the future of our school – based on the crafted DepEd MATATAG
Aligned Enhanced School Improvement Plan. Our school has always been a place of growth,
learning, and nurturing young minds. To continue fostering excellence and to address the
evolving needs of our learners, personnel, and community, it’s imperative that we work
collaboratively to define our goals and chart a clear path forward.
Over the coming days, I encourage all stakeholders – teachers, parents, learners, and
administrators – to engage in open discussions, idea sharing, and reflection on our strengths
and areas that require enhancement. Your insights and input are invaluable to our designed
plan that reflects our collective aspirations and ensures that our school remains at the
forefront of education. Remember, this plan isn’t just a document; it’s a roadmap to a better
and brighter future for our school. Your participation will be essential in ensuring that our
strategies are aligned with our shared vision and that we are equipped to overcome
challenges and embrace opportunities.
I am humbly sending my heartfelt gratitude to all teachers, non-teaching, personnel,
the school planning team, parents, SPTA officers, parents, SDO-Valenzuela City, Veinte Reales
LGU, Valenzuela City LGU, and other stakeholders for your 100% involvement in all our
educative undertakings. Ergo, I am cordially inviting all to consistently attend our upcoming
planning sessions, parent-teacher meetings, assemblies and focus groups. Your perspectives
will be the building blocks of a plan adjustment that resonates with our mission and values.
Let’s seize this opportunity to shape the destiny of our school and empower our learners to
thrive in a rapidly changing world.
Thank you for your dedication, enthusiasm, and unwavering support. Together, we
will create a School Improvement Plan that propels us to even greater heights.
 Page iii
EXECUTIVE SUMMARY

The Luis Francisco Elementary School Improvement Plan (SIP) was developed through
a collaborative effort involving the learners, parents, teachers, administrators and staff, and
community stakeholders. It aimed to address identified areas for improvement aligned with
the MATATAG agenda in leveraging existing strengths within the school context.
Our vision is to create a dynamic learning environment through our mission anchored
in the MATATAG agenda that fosters academic excellence, social-emotional growth, and
personal development for all learners and teachers. We envision a school where every
learner feels supported, inspired, and equipped to reach their full potential.
MA – We implement evidence-based instructional pedagogies, curriculum
enhancements, and differentiated instruction to improve learner achievement within and
across learning content areas. Regular assessments such as CRLA and Phil-IRI for literacy, and
ANA and TOFAS for numeracy. Further, localized assessment such as the teacher-made tests
and quarterly exams will be used to monitor learning progress and identify areas needing
additional support using interventions, programs, projects and activities.
TA1 - We strategically allocate resources to accelerate the delivery of basic education
services and provision of facilities such as investing in technology, and instructional materials,
to provide equitable opportunities and support for all learners, particularly those with
diverse needs. The school designed its own financial management system that involves all
key-personnel, (BAC, Administrative Officer II, Finance staff, PMO, and School) for the
judicious spending and utilization of school funds.
TA2 - We enhance our learner support services, including counseling, child
protection, gender and development, special education, and intervention programs, to
address individual needs and ensure a safe, gender-sensitive, and inclusive learning
environment for all learners. The school designed its own handbook for our learners, which
contains the school rules anchored in the DepEd policies. This serves as their guides in the
processes, mechanism, while they are studying in Luis Francisco Elementary School. Further,
it contains the child protection policy, anti-bullying law, positive discipline and gender and
development.
G - We invest in high-quality professional development opportunities for our teachers
and staff, equipping them with the knowledge on content and pedagogical skills needed to
implement effective instructional practices, utilize technology effectively, and support the
diverse needs of our learner population. The school designed its institutionalized
professional development program called STEPS “Strengthening Teachers' content
knowledge and Enriching Pedagogical Skills” for teachers. The program has three major
projects called, Project: SISTEMA “Strengthening Innovative Strategies in Teaching Effective
Mathematical Abstractions”, Project: SMILE “Strengthening Motivational and Innovative
Literacy skills for Effective learning delivery”, and Project: 3Ts “Teacher is a Teacher through
other Teacher (Coaching session)”
 Page iv
EXECUTIVE SUMMARY

We actively engage parents and the community through regular communication,

workshops, and involvement opportunities, fostering partnerships to support learner
learning, and promoting a sense of belonging within the school community. We conduct
General assemblies: Beginning of School Year, Mid-School year, and End of School Year.
Parents and other stakeholders partake in the Brigada Eskwela to help the school in
preparation for the opening of classes.
We use comprehensive data analysis to inform instructional practices, identify
achievement gaps, and target interventions. This will ensure that our improvement efforts
are based on evidence and yield measurable outcomes.
We establish collaborative structures, such as professional learning communities, to
facilitate teacher collaboration, sharing of best practices, and continuous improvement in
instructional delivery.
We establish a system for ongoing monitoring and evaluation of the SIP’s progress,
involving regular feedback from stakeholders, and making adjustments as needed to
maximize its effectiveness.
Succinctly, our Enhanced School Improvement Plan for Sys 2023-2025 provides a clear
and comprehensive framework to guide our school’s journey toward excellence. By
addressing key areas of improvement and capitalizing on our strengths, we are committed to
creating an environment where every learner thrives academically, socially, and emotionally.
Through the dedicated efforts of our stakeholders, we will achieve our shared vision that
prepares learners for lifelong success.
 Page v
INTRODUCTION
Profile of Luis Francisco Elementary School
Luis Francisco Elementary School (LFES), formerly named as Tugatog Elementary
School, was founded in 1970 and renamed after its lot donor Don Luis Francisco, a native of
Valenzuela City in 2016. The school is sited on a 3,236 square meter lot located along St.
Peter Avenue, Luis Francisco Subdivision, Veinte Reales, Valenzuela City. It is a few steps
away from the boundary of Valenzuela City and Tugatog, Meycauayan City.

Luis Francisco Elementary School has been offering the elementary basic education
since 1970 with Mrs. Ludivina Baltazar acted as the Officer-in-Charge from 1970-1973 and
succeeded by Mrs. Catalina Y. Narido, from 1973-1981. It has been the annex of Malanday
Elementary school, now Andres Fernando Elementary School. It became an independent
complete elementary school in 1981 with Miss Erlinda P. Lucas (1981-1990) being the school
head, followed by Mrs. Victorina L. Buencamino (1990-1996), Mrs. Editha P. Cabrera (1996-
2003), Mrs. Carmelita S. Bobes (2003-2004), Mrs. Cristeta G. Vicente (2004-2009), Mr.
Eduardo B. Materum (2009-2012), Mr. Eduardo Q. Lita (2012-2014), Mrs. Edna S. Madrid
(2014-2018), Dr. Francita B. Agustin (2018-2021), and Mrs. Remedios L. Santos (OIC, 2021-
2022). At present, Luis Francisco Elementary School is a KS1 & KS2 educational institution
headed by Dr. Roderick D. de Leon with 64 teachers, 10 non-teaching personnel, and 2,122
learners from Special Education (SPED), Kindergarten, and Elementary curriculum. The school
has four buildings at present: (a) Old 2-storey building with 6 classrooms, (b) new 2-storey
building with 6 classrooms, (c) 3-storey building with 12 classrooms, and (d) BEEF 2018
building with 8 classrooms. There are 32 classrooms in all, however, three of the rooms were
converted to ancillary rooms: for school office, guidance/library, and computer room. Also, it
has 2 mutipurpose halls inclusive of individual stage, enough comfort rooms, stock rooms,
canteen, 3 service gates, HE room, washing facilities, and Materials Recovery Facility (MRF).
The school head together with the teaching and non-teaching personnel work
together to provide effective, innovative, safe, and secured delivery of learning instructions
and meaningful services to our learners. We are committed to ensuring their safety, welfare,
health and psychosocial well-being. Likewise, we provide motivating and conducive learning
spaces inside the school premises. It is our pledged duty to develop every learner holistically
to be well-rounded and competitive individuals and pave their paths to better opportunities
ahead.
 Page 1
INTRODUCTION
The Enhanced School Improvement Plan (E-SIP) of Luis Francisco Elementary School
was conceptualized and crafted in response to and in adherence to RA 9155 better known as
the Governance of Basic Education Act of 2001. The RA 9155 states that the school head
shall have the authority, accountability and responsibility in setting the mission, vision, goals
and objectives of the school; creating an environment within the school that is conducive to
teaching and learning; implementing the school curriculum and being accountable for higher
learning outcomes; developing the school education program and school improvement plan;
offering educational programs, projects and services which provide equitable opportunities
for all learners in the community; introducing new and innovative modes of instruction to
achieve higher learning outcomes; administering and managing all personnel, physical and
fiscal resources of the school; recommending the staffing complement of the school based
on its needs; encouraging staff development; establishing school and community networks
and encouraging the active participation of teachers’ organizations, non-academic personnel
of public schools, and parents-teachers-community associations; accepting donations, gifts,
bequests and grants for the purpose of upgrading teachers’/learning facilitators’
competencies, improving and expanding school facilities and providing instructional
materials and equipment.
The school head took the lead towards crafting the Enhanced school Improvement
Plan for SYs 2022-2023, 2023-2024, and 2024-2025. The E-SIP is a product of the
collaborative effort of the School Planning Team (SPT) and the designated Project Teams.
The purpose of this undertaking is to outline the school's strategic approaches to improve its
overall quality, performance, and effectiveness. This plan provides a roadmap for achieving
specific educational goals and objectives. The objectives of the plan include: (i) improve
learners’ academic performance; (ii) close the gap and fill-in learning losses particularly on
literacy/numeracy and promote educational equity among learners; (iii) implement the
curriculum aligned with educational standards, incorporate next practices, and address
emerging needs (iv) upskill and reskill teachers by providing learning & development (job-
embedded learning, training/seminar outside the school) to upgrade their technological,
pedagogical and content knowledge; (v) create a positive and inclusive learning environment
that fosters child-friendly, gender-sensitivity, safety and motivating learning space and
equality; and (vi) encourage active participation from parents, guardians, and the local
community to support school program/projects/activities (PPAs).
The SPT met several times to review the past three (3) years data and gathered
needed data in the formulation of the new SIP, following the guidelines in Deped Order No.
44. S. 2015 and aligned with the MATATAG agenda.. The school improvement planning
committee utilized the SIP guidebook and the provided technical assistance input from the
concluded SCRAW for their reference. Series of meetings for refinement of the school
improvement planning were conducted to optimize the necessary deliverables and other
data in the plan.
The SPT shall continue the monitoring and evaluation of the embedded PPAs in the
MATATAG Aligned ESIP to ensure the realization of the target school goals. Adjustment and
re-adjustment are paramount in the nitty-gritty of the implementation of the designed PPAs.
It is our greatest pleasure to present to you the enhanced School Improvement Plan of Luis
Francisco Elementary School. We dedicate this to our learners and to our stakeholders.
 Page 2
SWOT ANALYSIS
 Page 3
SITUATIONAL ANALYSIS - EXTERNAL ENVIRONMENT

AREA DATA OPPORTUNITIES THREATS

Social FACTORS
LFES Catchment area School-age residents Potential increase in
with 655 non- enrollment
Valenzuela residents
and 1467 Valenzuela
residents

Displaced Informal
Settlers
Informal Settlers in Possible decrease of
Laon, Veinte Reales enrollment
were displaced last Possible drop-outs
June 29, 2021 and the and leavers
community of Block 6
last July 11, 2023.

LFES Alumni Since Luis Francisco ES There are alumni that

formerly Tugatog ES heartedly extend their
established in 1970, resources (financial
there were already and time) for the
alumni with school in support to its
established programs, projects,
occupations and and activities.
others with network
connections to other
organizations.

Other Stakeholders LFES has strong Strong network and

partnership with other involvement of other
stakeholders, such as stakeholders to
the LGU-Veinte support the PPAs
Reales, LGU- implementation
Valenzuela City,
Homeowners Assoc,
NGO (Union Bank,
ACED, Eagles)
 Page 4
SITUATIONAL ANALYSIS - EXTERNAL ENVIRONMENT

AREA DATA OPPORTUNITIES THREATS

Political Factors One barangay with Potential partners in
two Elementary basic education
Schools (Luis Francisco services
Elementary and Paltok
Elementary and one
National High School

Civic organizations Potential partners for

such as Senior mental health
Citizens, VADAC etc. activities

Economic Factors Presence of Potential partners for

establishments like Adopt-a-School
Puregold, Alfa Mart, 7- program & Brigada
11 and Plastic Factory) donations

Ecological Factors Awarded 4th Place Opportunity for

Most Improved Viente experiential learning
Reales Creek in NCR activity as part of
-Champion in the possible outdoor trip
Sustainability and of learners supervised
Partnership by their teachers and
Management accompanied by the Cause of flood in
LGU-Veinte Reales the area, where
Lower ground near the school is used as
creek area evacuation area for
the affected
families.
Technological Strong Internet Easy access of
Factors Connection in the information
Community Potential for Online
distance learning
 Page 5
SITUATIONAL ANALYSIS - INTERNAL ENVIRONMENT

CURRICULUM
DATA STRENGTHS WEAKNESSES
IMPLEMENTATION
K TO 12 The school has been The teachers were There are
CURRICULUM implementing the able to unpacked the overlapping
(Pre-Pandemic) elementary curriculum competencies competencies
(Kinder to Grade 6) of inclusive in the K to 12 within and across
the K to 12 BEC since BEC learning
2012 competencies

MELCs Review and All the intended All teachers were The assessments of
Audit competencies in the successfully delivered learning for the
MELCs are successfully the intended MELCs given within
implemented based on curriculum prescribed the learning session
the quarterly in the MELCs. and the quarterly
curriculum review and assessment were
audit per learning not correlated.
content area
conducted

Learning Materials Learner-Book ratio There are sufficient Since reference

1:1 learning materials for books were issued
Learner-Module ratio all learners to school prior to
1:1 pandemic period,
some texts concepts
were not fitted to
the current
situation

Teacher-Learner Teacher-Learner Ratio In terms of curriculum

(1:31) instruction as to the
number of learners
handle by each
teacher, the school
maintained the
standard number of
learners per class.
 Page 6
SITUATIONAL ANALYSIS - INTERNAL ENVIRONMENT

School Facilities DATA STRENGTHS WEAKNESSES

School Building Four (4) serviceable There are enough Insufficient rooms
buildings were classrooms for the 2- for ancillary services
currently used by the shift classes in Grade 1 such as, for records
school: to Grade 6, and 4-shift keeping, TLE room,
Bldg A classes in ICT room, Library,
(2-storey with 6 rooms) Kindergarten and 1- remedial classes,
Bldg B shift SPED classes feeding room
(2-storey with 6 rooms)
Bldg C
(3-storey w/ 12 rooms)
Bldg D
(4-storey with 8 rooms)
Classrooms Classrooms – 28 All are functional Bldg A with 6 rooms
Converted to ancillary rooms in good will be demolished
rooms – 4 condition this coming FY 2024
Total - 32 for the construction
of the new 4-storey
building with 8
classrooms.
Chairs, Desks and Tables – 32 There is 1-1 chair- There are chairs
Tables Chairs – 946 learner ratio for the 2- need to be repaired
Desks - 132 shift classes and replaced based
on the assessment
report of the
Administrative
Assistant II
(Property
Custodian)
Wash in School Water sinks -6 There are sufficient Water piping leaks
facilities Faucets - 57 water faucets in the and busted faucets
wash area. were checked

Electric Fans Electric Fans – 122 There are 4 to 6 The school

electric fans in G1 to consumed an
G6 classrooms average of monthly
bill of 100,000.00
Toilet facilities Toilets - 17 There are enough One comfort room
toilet bowls for the with 4 toilet bowls
learners used by the
kindergarten and
grade
 Page 7
SITUATIONAL ANALYSIS - INTERNAL ENVIRONMENT

Learner’s
DATA STRENGTHS WEAKNESSES
Performance
Promotion Rate 100 % promotion rate The promotion rate Some issues on the
from SY 2021-2022 to was successfully learners credentials
SY 2022-2023 maintained for the needed as
(Source: LIS) succeeding two requirement in the
school years SF10, specifically
those transferees from
private school with
unsettled account.
Drop-out Rate Zero Drop-out rate All learners were A very challenging and
from SY 2021-2022 to engaged and stayed risky for the teachers
SY 2022-2023 in school from the to reach out learners
(Source: LIS) beginning of school who are at risk of
year to end of dropping-out. In
school year which, extended work
and time allotment
were devoted by the
teachers other than
teaching.
Quarterly MPS Average Quarterly The results of the From the source data,
KS1 Assessment Results quarterly the Math subject
Across Learning Areas: assessments are contributed low
Grade 1 progressive in academic
Q1 – 74% across learning performance among
Q2 – 79% areas. Further, the learners in KS1
Q3 – 79% last quarter results
Q4 – 86% in KS1 achieved the
Average – 80% SDO target of at
least 75% MPS
Grade 2
Q1 – 63%
Q2 – 67%
Q3 – 71%
Q4 – 80
Average – 70%

Grade 3
Q1 – 62%
Q2 – 69%
Q3 – 73%
Q4 – 77%
Average – 70%
 Page 8
SITUATIONAL ANALYSIS - INTERNAL ENVIRONMENT

Learner’s
DATA STRENGTHS WEAKNESSES
Performance
Quarterly MPS Grade 4 The results of the From the source
KS2 Q1 – 53% quarterly assessments data, the Math,
Q2 – 64% are progressive in Science, and
Q3 – 65% across learning areas. EPP/TLE subjects
Q4 – 75% Further, the last contributed low
Average – 64% quarter results in KS2 academic
achieved the SDO performance among
Grade 5 target of at least 75% learners in KS2
Q1 – 49% MPS
Q2 – 66%
Q3 – 72%
Q4 – 75%
Average – 66%

Grade 6
Q1 – 61%
Q2 – 68%
Q3 – 69%
Q4 – 76%
Average – 69%

EoSY Literacy Filipino Literacy (CRLA) There is a huge Still, there are 14%
Assessment Result improvement in the of the learners in
Grade 1 - 269 out of Filipino literacy of the KS1 assessed to be
291 or 92% are Grade KS1 learners from the refreshers in Filipino
ready BoSY assessment literacy.
result of 46% grade
Grade 2 - 234 out of ready learners to the
283 or 83% are Grade EoSY result of 86%
ready grade ready learners

Grade 3 - 224 out of

268 or 84% are Grade
ready

A total of 86% KS1

learners assessed to be
grade ready in Filipino
literacy at the end of SY
2022-2023
 Page 9
SITUATIONAL ANALYSIS - INTERNAL ENVIRONMENT

Learner’s
DATA STRENGTHS WEAKNESSES
Performance
EoSY Literacy English Literacy (CRLA) There is a huge Still, there are 22%
Assessment Result improvement in the of the learners in
Grade 2 - 230 out of English literacy of the KS1 assessed to be
283 or 81% are Grade KS1 learners at the refreshers in English
ready end of school year literacy.
2022-2023. A
Grade 3 - 200 out of recorded 78% KS1
268 or 75% are Grade learners are already
ready grade ready.

A total of 78% KS1

learners assessed to be
grade ready in English
literacy at the end of SY
2022-2023

EoSY Numeracy Amplified Numeracy There is a huge There are 12%

Assessment Result Assessment (ANA) improvement in the Grade 1 leaners,
result numeracy of the KS1 17% Grade 2
learners at the end of leaners, and 1%
Grade 1: % of learners school year 2022- Grade 3 learners
Tr – 35% 2023. No more assessed to be
De – 13% learners assessed to “Anchoring”
Em – 40% be ”Needs Major
An – 12% Support”
NMS – 0%

Grade 2: % of learners
Tr – 25%
De – 43%
Em – 15%
An – 17%
NMS – 0%

Grade 3: % of learners
Tr – 24%
De – 41%
Em – 34%
An – 1%
NMS – 0%
 Page 10
KEY PERFORMANCE INDICATORS

ENROLLMENT DATA
SY 2021-2022 SY 2022-2023
GRADE LEVEL
MALE FEMALE TOTAL MALE FEMALE TOTAL
Kindergarten 158 159 317 172 143 315
Grade 1 160 155 315 152 141 293
Grade 2 165 145 310 144 143 287
Grade 3 200 181 381 142 129 271
Grade 4 172 139 311 175 162 337
Grade 5 160 140 300 162 129 291
Grade 6 164 153 317 134 129 263
Non-Graded 6 4 10 14 3 17
Total 1185 1076 2261 1095 979 2074

The table shows the comparative data enrollment of the previous school year and
the current school year. There are 1185 males and 1076 females, a total of 2261 enrolled in
the previous SY 2021-2022. In the current school year 2022-2023, a total of 2074, 1095
males and 979 females.

2261 2074

Based on the enrollment of the previous school year and current school year, a
decrease of enrollment is evident. Perhaps, this is the effect of the displacement of informal
settlers in Laon, Veinte Reales.
 Page 11
KEY PERFORMANCE INDICATORS

PERFORMANCE INDICATOR 2021 -2022 2022- 2023 TREND INC/DEC GAP

ENROLLMENT -187
2261 2,074 \ DEC
(K TO 6) Trans-out
-2
KINDER ENROLLMENT 317 315 \ DEC
Trans-out
-22
GRADE 1 ENROLLMENT 315 293 \ DEC
Trans-out
SIMPLE DROPOUT RATE 0.00% 0.00% ⟶ CONSTANT None
PROMOTION RATE 100% 100% ⟶ CONSTANT None
GRADUATION RATE 100% 100% ⟶ CONSTANT None
COMPLETION RATE 120.99% 93.60% \ DEC -80.61%
REPETITION RATE 0.00% 0.00% ⟶ CONSTANT None
PERCENTAGE OF NON- GR = 45% GR = 87% GR = / GR = INC GR = 42%
LITERATES FOR KS1 LI = 11% LI = 13% LI = / LI = INC LI = 2%
MI = 4% MI = 0% MI = \ MI = DEC MI = -4%
FI = 40% FI = 0% FI = \ FI = DEC FI = -40%
TR = 29% TR = 28% TR = \ TR = DEC TR = 1%
DE = 11% DE = 32% DE = / DE = INC DE = 21%
PERCENTAGE OF NON-
EM = 23% EM = 29% EM = / EM = INC EM = 6%
NUMERATES FOR KS1
AN = 23% AN = 11% AN = \ AN = DEC AN = -12%
NMS = 14% NMS = 0% NMS = \ NMS = DEC NMS = -14%
NAT/MPS FOR GRADES 6 NDA NDA NDA NDA NDA
NO. AND PERCENTAGE OF
LEARNERS ACHIEVING AT LEAST
NDA NDA NDA NDA NDA
75% IN THE QUARTERLY
ASSESSMENT

REPORTED CASES OF ALLEDGED

VIOLATION ON CHILD ⟶
0 0 CONSTANT 2
PROTECTION POLICY ACTED
UPON

RESOURCES PROVIDED FOR ALL

75% 88% / INC 25%
TYPES OF LEARNERS (PERCENT)

The table shows that enrollment decreases from SY 2021-2022 to SY 2022-2023. The
simple dropout rate, promotion rate, graduation rate, and repetition rate are constant
except for the completion rate, that is, decreasing. Further, both in literacy and numeracy
have satisfactory increment in terms of grade ready. No reported cases on violation of child
protection. Lastly, there is an increase of resources provided for the learners.
 Page 12
SCHOOL REPORT CARD
SCHOOL PROFILE
1. Enrollment

There is a significant decrease of enrollment from SY 2020-2021 up to the current

school year 2022-2023, both in the number of males and females. This is due to the
relocation of the displaced families in Laon and Block 6, Veinte Reales, Valenzuela City.

2. Health and Nutritional Status

 Page 13
SCHOOL REPORT CARD

3. Learners’ Materials

Number of Books per Subject for S.Y. 2022-2023

Level SLMs
English Math Science Filipino AP EsP Music PE

Kindergarten
Grade 1 355
Grade 2 274 292 329 283 295 339
Grade 3 297 274 311 265 307 247 288
Grade 4 298 307 315 295 310 309 316 292
Grade 5 316 344 318 318 334 269
Grade 6 336 270 330 350 290 246

The learning materials are enough for the learners from Grade 1 up to Grade 6.
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SCHOOL REPORT CARD

4. Teacher’s Professional Development

Most of the teachers already took their graduate studies for their
professional growth and development. Yet, there were 17 teachers who did not
pursue graduate studies.
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SCHOOL REPORT CARD
5. Funding Source

The MOOE has the greater percentage source of fund used by the school in
maintenance and other operating expenses.

6. School Awards and Recognitions

Award-giving
Category of
Title Rank Date Level Body (Please
Awardees
identify)
Festival of Talents- Story Retelling Second 6/5/23 Student Division SDO
Baseball Second 2/4/23 Student Division SDO
Men's Artistic Gymnastic Third 4/26/23 Student Region RO
Rhytmic Gymnastics Fourth 4/26/23 Student Region RO
Journalism Exhibition- Editorial Writing First 5/20/23 Student Division SDO
Journalism Exhibition- Science and
Second 5/20/23 Student Division SDO
Technology Writing
Journalism Exhibition- Photojournalism Third 5/20/23 Student Division SDO
Journalism Exhibition- Pagsulat ng
Third 5/20/23 Student Division SDO
Balitang Isports
Journalism Exhibition- News Writing
Second 5/20/23 Student Division SDO
(Special Award)
Regional Schools Press Conference-
First 6/16/23 Student Region RO
Editorial Writing
Festival of Talents-Oral Third 6/5/23 Student District SDO
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SCHOOL REPORT CARD
7. Performance Indicator - Access

2020-2021 2021-2022 2022-2023

The dropout rate of the school for consecutive school years was zero. It showed
that learners were engaged and motivated to stay in school and continue studying till
they finished the academic year.

School Year Drop-out rate

2020-2021 269

2021-2022 22

2022-2023 0
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SCHOOL REPORT CARD
8. Performance Indicator - Quality

The promotion rate of

the school for consecutive
school years is consistently
100% . This manifests that
learners were engaged and
motivated to finish their current
grade level.
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SCHOOL REPORT CARD
10. Literacy

After the SY 2022-2023, the literacy of KS1 learners shows buoyant development
in which, there are no more moderate and light refreshers based on the CRLA result.
Complimentarily, there are at least 75% of the KS1 learners assessed to be Grade Ready.
Literacy Level Grade 2 - Grade 3 -
Grade 1 - Fil Grade 2 - Fil Grade 3 - Fil
(Filipino and English) Eng Eng
Grade Ready 269 234 230 224 200
Light Refresher 22 49 53 44 68
Moderate Refresher 0 0 0 0 0
Full Refresher 0 0 0 0 0
Total 291 283 283 268 268

The literacy in Filipino of KS2 learners has improved, there are no more non-
readers, however, after SY 2022-2023, there are remaining 7 KS2 learners with
frustration literacy level. They will be included in the National Learning Camp to further
improve their literacy in Filipino.
Literacy Level Grade 4 - Fil Grade 5 - Fil Grade 6 - Fil
Independent 311 277 251
Instructional 15 6 4
Frustration 5 2 0
Non-Reader 0 0 0
Total 331 285 255
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SCHOOL REPORT CARD

The literacy in English of KS2 learners has also improved, there are no more non-
readers, however, after SY 2022-2023, there are remaining 26 KS2 learners with
frustration literacy level. They will be included in the National Learning Camp to further
improve their literacy in English.

Literacy Level Grade 4 - Eng Grade 5 - Eng Grade 6 - Eng

Independent 186 81 124
Instructional 129 194 131
Frustration 16 10 0
Non-Reader 0 0 0
Total 331 285 255

The numeracy of
KS1 learners has also
improved, there are no
more learners that need
major support. Those
learners with anchoring
and emerging numeracy
levels are encouraged to
join the National Learning
Camp-Mathematics to
further improve their
numeracy skills.

Numeracy Level Grade 1 Grade 2 Grade 3

Transforming 102 71 65
Developing 38 121 110
Emerging 115 42 90
Anchoring 36 48 3
Needs Major Support 0 0 0
Total 291 282 268
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SCHOOL REPORT CARD
Performance Indicator - Governance

11. School-Based Management Assessment Level

Currently, Luis Francisco Elementary School has SBM Level II. This entails a
maturing school-based management where there is a huge partaking of all stakeholders
in attaining the school goals.

12. Child-Friendly School Survey Result

CFSS Points: Qualitative Interpretation

Child Friendly
27.24 School
Having this status, CHILD FRIENDLY SCHOOL, reflects a manifold of leaner-
centered dynamics which prioritized well-being, holistic development, and active
participation of learners.
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SCHOOL REPORT CARD

13. Stakeholder’s Participation

Almost stakeholders particularly

the parents participated the school
activities. This promotes collaborative
decision-making and inclusive
educational initiatives. Major activities
where key-stakeholders should attend to
such as meetings, assemblies/SOSA,
parent-teacher conferences, and brigade
eskwela showed 100% stakeholders’
participation.
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SCHOOL REPORT CARD

14. Learner-Teacher Ratio

Number of nationally-funded teachers (current SY) assigned in

REGULAR CLASS

Learner:Teacher
Level Male Female TOTAL
ratio

Kindergarten 0 6 6 53:1

Grade 1 0 9 9 33:1

Grade 2 0 8 8 36:1

Grade 3 1 9 10 27:1

Grade 4 2 8 10 34:1

Grade 5 2 8 10 29:1

Grade 6 1 8 9 29:1

There is enough number of teachers deployed in the school to handle

learners from kindergarten to grade 6. Likewise, the number of learners per
teacher is appropriate for effective classroom instructions.

15. Learner-Classroom Ratio

Total
Learner:classroom
Level Enrollment,
ratio
Current SY

Kindergarten 315 25:1

Grade 1 293 33:1

Grade 2 287 36:1

Grade 3 272 34:1

Grade 4 337 42:1

Grade 5 291 42:1

Grade 6 263 38:1

The number learners contained in each classroom per grade level is in

accordance with the DepEd policy as to the number of learners per class.
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SCHOOL REPORT CARD

16. Learner-Toilet Ratio

Functional toilets
Male Female Shared

Number Ratio Number Ratio Number

6 183:1 6 163:1 5

There are enough toilets to

accommodate all students. However,
the school is striving for 100:1,
Learner-Toilet Ratio.

17. Learner-Seat Ratio

No. (Arm Learner: Number Number

Capacity /desk Capacity /table
Chairs) seat ratio (Desks) (tables)

804 1.47:1 132 4 7 12

There are currently

enough seats for all
our students
 Page 24
CHALLENGES OF BASIC EDUCATION

ACCESS (TA 2)

Based on our data gathered, the decrease of enrollment is crucial, which is

considered as a challenge of the school related to access. Consistent decreasing trend we
had experienced for the past three consecutive school years. Based on our analysis, this
concern is related to the following factors:

• Geographical barriers: Since some of the families residing in one of our major
catchment areas were relocated because of demolition, learners opted to transfer to
other school nearby their new residence. Further, they had difficulty in attending
classes due to distance and inaccessibility of transportation (financial constraint).

• Economic Constraints: Low-income families often struggle to afford education,

mostly they had no permanent source of income. Hence, learners belong to this
family are vulnerable to drop-out the school or transfer to other school.

• Parental Dis-involvement: The parents had limited focus in the education of their
children. They seldomly or not at all involving themselves in school meetings and
conferences. Lack of communication.

• Technology Divide: Even all schools returned to in-person classes, learners and
parents should technically knowhow in using ICT or gadgets for alternative delivery
modalities. In the digital age, lack of access to technology and the internet can hinder
online learning opportunities, which have become increasingly important.
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CHALLENGES OF BASIC EDUCATION

QUALITY (MA AND G) • LITERACY

Based on result of CRLA (KS1), 115 or 15% of KS1 learners are light refresher in
Filipino. Twenty-two (22) or 8% Grade 1 learners, 49 or 17% Grade 2 learners and 44 or 16%
Grade 3 learners need consolidation remedial class in Filipino. While there are 121 or 22%
KS1 learners are light refresher in English, 53 or 19% Grade 2, and 68 or 25% Grade 3 learners
need mediation in English.

Literacy Level Grade 1 - Fil Grade 2 - Fil Grade 2 - Eng Grade 3 - Fil Grade 3 - Eng
Grade Ready 269 234 230 224 200
Light Refresher 22 49 53 44 68
Moderate Refresher 0 0 0 0 0
Full Refresher 0 0 0 0 0
Total 291 283 283 268 268

Based on the Phil-IRI result (KS2), 7 or almost 0% learners are Frustration readers in
Filipino. While in English, there are 26 or 3% of the KS2 learners are in frustration level.

Literacy Level Grade Grade

Grade 4
Filipino 5 6
Independent 311 277 251
Instructional 15 6 4
Frustration 5 2 0
Non-Reader 0 0 0
Total 331 285 255

Literacy Level
Grade 4 Grade 5 Grade 6
English

Independent 186 81 124

Instructional 129 194 131
Frustration 16 10 0
Non-Reader 0 0 0
Total 331 285 255
 Page 26
CHALLENGES OF BASIC EDUCATION

QUALITY (MA AND G) • NUMERACY

Numeracy Level Grade 1 Grade 2 Grade 3

Transforming 102 71 65
Developing 38 121 110
Emerging 115 42 90
Anchoring 36 48 3
Needs Major Support 0 0 0
Total 291 282 268

Based on the result of Amplified Numeracy Assessment conducted at the end of

school year in (KS1), there is no more learners need major support (NMS). However, 87
or 10% of KS1 learners are Anchoring, 36 or 12% Grade 1 learners, 48 or 17% Grade 2
learners, 3 or 1% Grade 3 learners. These learners will be included in the numeracy
intervention project of the school this coming school years.

Report on Quarterly MPS in Math for SY 2022-2023

Grade Level Q1 Q2 Q3 Q4 Average
Grade 1 65 71 75 84 74
Grade 2 55 62 66 78 65
Grade 3 56 62 65 72 64
Grade 4 48 60 63 72 61
Grade 5 44 64 70 73 63
Grade 6 50 62 68 73 63
 Page 27
CHALLENGES OF BASIC EDUCATION

LEARNER’S RESILIENCY AND WELL-BEING (MA AND G)

Two years have passed, natural calamities, floods, and the covid-19 pandemic.
The education sector was severely affected by the situation. The interruption of
social life of our children caused high stress and psychological consequences.

For the beginning of the school year 2022 -2023, the mental health program
and psychosocial activity was paramount for the learners. The school provided the
individual child the access and opportunity for healing and to recover from the
impact of disaster and/or emergencies.

Hence school conducted a work activity for the learners integrated in their
MAPEH subject (Art) , this would help learners to have an emotional space. Had
opportunity to express their feelings, fears and anxiety and mingle with their new
classmates. With this, we established resiliency among our learners by being open to
change.

Ceramics Painting Activity:

 Page 28
CHALLENGES OF BASIC EDUCATION

LEARNER’S EQUITY (TA 2)

Several challenges contribute to learner’s equity issues of learners in Luis

Francisco Elementary School:

Socioeconomic Disparities: Learners from low-income often lack personal

educational materials such as pencils, papers, etc. that limit their learning
opportunities. There are 65% learners belong to low-income family.

Digital Divide: Since, nowadays, our school adopted the alternative delivery modality,
that is blended learning, lack of access to technology and the internet can hinder
learners' ability to participate in online learning, especially during times of remote or
hybrid learning.

Teacher Quality: Uneven distribution of qualified teachers can result in disparities in

the quality of education received by different groups of learners.

Health and Well-being: Factors like nutrition, health care, and safe environments
impact learners' ability to focus on learning and attend school regularly.

Parental Involvement: Learners with involved parents tend to perform better.

However, parents from disadvantaged backgrounds might have limited time and
resources to support their children's education.

Addressing learner equity requires a comprehensive approach that involves policy

changes, targeted interventions, and collaboration among stakeholders to ensure
that all students have equal access to quality education and opportunities for
success.
 Page 29
CHALLENGES OF BASIC EDUCATION

GOVERNANCE (TA 1)

TEACHERS’ LEARNING AND DEVELOPMENT

There is a need for continuous training for teachers’ development/professional
development, through job embedded learning since there are 27% of teachers not yet
enrolled or pursuing their graduate studies.

Highest Educational Number of Teachers

%
Attainment (as of July, 2023)

Bachelor's Degree 17 27%

Master's Degree (Units) 37 59%
Master's Degree 7 11%
Doctorate Degree (Units) 1 1.5%
Doctorate Degree 1 1.5%
Total 63 100%

Need of community of practice on research and its application for fortifying effective
classroom instruction.
Only 6 teachers have completed their research in the current school year

LEARNERS’ NEEDS
Adapt the Alternative Delivery Modality for contingency in any form of disaster for
continuous learning delivery.
Orient the learners with the existing DepEd policy on mental well-being, socio-emotional
learning, adaptability and resiliency in education, but not limited to school localized
policy as agreed by the SGC for implementation.
Provide the learners with the school handbook, that contains, all the processes, rules and
regulations, communication, learning delivery modalities, child protection policy, and
gender and development.
Establish the community of practice on parental involvement, upskilling teacher’s
pedagogical content knowledge, honesty and time consciousness.
 Page 30
DEPED VISION, MISSION, AND CORE VALUES
 Page 31
SCHOOL PERFORMANCE TARGETS AND CHALLENGES

SCHOOL PERFORMANCE TARGETS AND CHALLENGE IDENTIFICATION BASED ON PERFORMANCE GAPS

BASELINE SCHOOL PERFORMANCE TARGETS
PERFORMANCE PRIORIT
2021 - 2022- 2023- 2024- TREND GAP/CHALLENGE
INDICATOR Y RANK 2025- 2026
2022 2023 2024 2025 (INC/DEC)
ENROLLMENT INCREASE EVERY
4 2261 2,074 2,136 2,200 2,266 INC
(K TO 6) YEAR (3%)
KINDER INCREASE EVERY
4 317 315 324 334 344 INC
ENROLLMENT YEAR (3%)
GRADE 1 INCREASE EVERY
4 315 293 302 311 320 INC
ENROLLMENT YEAR (3%)
No Gap
SIMPLE DROPOUT
8 0.00% 0.00% 0.00% 0.00% 0.00% DEC Sustenance of the
RATE
Performance
No Gap
PROMOTION RATE 8 100% 100% 100% 100% 100% INC Sustenance of the
Performance
No Gap
GRADUATION RATE 8 100% 100% 100% 100% 100% INC Sustenance of the
Performance
No Gap
COMPLETION RATE 6 120.99% 93.60% 100% 100% 100% INC Sustenance of the
Performance
No Gap
REPETITION RATE 8 0.00% 0.00% 0.00% 0.00% 0.00% DEC Sustenance of the
Performance
PERCENTAGE OF
FR = 40% FR = 0% FR = 0% FR = 0% FR = 0%
NON- LITERATES FOR 13% Light Refreshers
MR = 4% MR = 0% MR = 0% MR = 0% MR = 0%
KS1 2 INC at the end of SY
LR = 11% LR = 13% LR = 9% LR = 5% LR = 0%
GR = 45% GR = 87% GR = 91% GR = 95% GR = 100%
2022-2023

TR = 29% TR = 28% TR = 52% TR = 76% TR = 100% There are 32%

PERCENTAGE OF DE = 11% DE = 32% DE = 21% DE = 10% DE = 0% Developing, 29%
NON-NUMERATES 1 EM = 23% EM = 29% EM = 19% EM = 9% EM = 0% INC Emerging, and 11%
FOR KS1 AN = 23% AN = 11% AN = 8% AN = 5% AN = 0% Anchoring at the
NMS = 14% NMS = 0% NMS = 0% NMS = 0% NMS = 0% end of SY 2022-2023
No Gap
NAT MPS FOR
NDA NDA NDA NDA NDA NDA INC Sustenance of the
GRADES 6
Performance
REPORTED CASES OF
ALLEDGED No Gap
VIOLATION ON CHILD 10 0 0 0 0 0 DEC Sustenance of the
PROTECTION POLICY Performance
ACTED UPON
RESOURCES All learners were
PROVIDED FOR ALL provide with the
12 75% 88% 100% 100% 100% INC
TYPES OF LEARNERS resources needed in
(PERCENT) studying
 Page 32
MATATAG AGENDA
 Page 33
MATATAG AGENDA
 Page 34
VALENZUELA EDUCATION 360 DEGREES INVESTMENT PROGRAM
 Page 35
VALENZUELA EDUCATION 360 DEGREES INVESTMENT PROGRAM
 Page 36
VALENZUELA EDUCATION 360 DEGREES INVESTMENT PROGRAM
 Page 37
VALENZUELA EDUCATION 360 DEGREES INVESTMENT PROGRAM
 Page 38
SDO VALENZUELA CITY’S 15-POINT AGENDA
 Page 39
OFFICE PERFORMANCE COMMITMENT AND REVIEW FORM (OPCRF)
 Page 40
OFFICE PERFORMANCE COMMITMENT AND REVIEW FORM (OPCRF)
 Page 41
OFFICE PERFORMANCE COMMITMENT AND REVIEW FORM (OPCRF)