Equity alignment on crafting on ESIP.pdf

A tool use to allign equity in crafting SIP

1. Republic of the Philippines
Department of Education

" "
Lacaron, Malita, 8012 Davao Occidental
T ([phone])
[email protected]
deped.davaooccidental.gov.ph


PILLAR 1 ACCESS
IO. All school-age children, out-of-school youth, and adults accessed relevant basic learning
opportunities
TAke good care of learners by promoting learner well-being, inclusive education,
and positive learning environment.
MATATAG
Strategic
Priorities
IO STRATEGIES PERFORMANCE INDICATOR MATATAG Commitments SDO DEDP INTERVENTION
1. Improve access to universal
kindergarten educationprogram
management and service delivery

• Standard on kindergarten facilities
developed and implemented
(include facilities, LR, Teachers
and other components)
• Operational Guidelines on
parental engagement in
Kindergarten developed and
implemented
• Tripartite partnership with
Barangay LGUs, pre-school
centers, and public schools
strengthened
• DepEd’s acceleration policy
developed and implemented
• Existing Catchup program for five-
year-old children or above not
attending kindergarten reviewed
and reformulated
• Strategy for mapping whereabouts
of five-year-old children developed
and implemented in schools
• Research studies on the effectivity
of stakeholders’ involvement in
strengthening kindergarten
program completed
NET ENROLLMENT RATE

GROSS ENROLLMENT RATE

NET INTAKE RATE

RETENTION RATE

ALS COMPLETION RATE

PARTICIPATION RATE OF OSC
1. Provide education to children and
youth in situations of disadvantage.

2. Strengthen and institutionalize the
reintegration program for adolescent
mothers. Children at Risk (CAR), and
children in Conflict with the Law
(CICL).

3. Strengthen the mechanism in
safeguard our learners against all
forms of discrimination and dangers.

4. Seek out mental wellness experts to
form interventions at the school level.

5. Strengthen inclusive education
programs, including the alternative
learning system, last mile schools,
and programs for IP learners and
learners with disabilities.

6. Establish of Inclusive Learning
Resource Centers.

7. Provide assessment assistive
mechanisms to students with
disabilities.

8. Eradicate illiteracy through relevant
policy issuances, and community
literacy program interventions.

9. Involve our parents and guardians in
the education of our children.
1. Mobilize school
officials for the
mapping of school-
aged children.
2. Institute the conduct
of early registration.
3. Expand access to
education by
assigning Mobile
Teachers in sitios
where access for 5-
year-old school-aged
children is difficult.
4. Explore possibilities
of networking for
assistance from local
government units.


• Schools are expected to
increase kindergarten
enrolment in 6 years from
48.38% to 75% percent.

2. Republic of the Philippines
Department of Education

" "
Lacaron, Malita, 8012 Davao Occidental
T ([phone])
[email protected]
deped.davaooccidental.gov.ph


PILLAR 1 ACCESS (CONTINUATION)
IO. All school-age children, out-of-school youth, and adults accessed relevant basic learning
opportunities
TAke good care of learners by promoting learner well-being, inclusive education, and
positive learning environment.
MATATAG
Strategic
Priorities
IO STRATEGIES PERFORMANCE INDICATOR MATATAG Commitments SDO DEDP INTERVENTION
2. Improve learners' access to quality
and rights-upholding learning
environment

• Digital materials for all learning
areas developed and made
accessible to target learners
• All schools provided with library
and science laboratories
• Schools implemented feeding
program
• Health and teaching personnel
trained on appropriate school
health and nutrition standards
• More schools with health and
sanitation facilities
• More schools implementing
learners’ mental health and
psychosocial program
• More schools with ideal classroom
to student ratio at the Elementary
and Secondary levels

1. Provide education to children and
youth in situations of disadvantage.

2. Strengthen and institutionalize the
reintegration program for adolescent
mothers. Children at Risk (CAR), and
children in Conflict with the Law
(CICL).

3. Strengthen the mechanism in
safeguard our learners against all
forms of discrimination and dangers.

4. Seek out mental wellness experts to
form interventions at the school level.

5. Strengthen inclusive education
programs, including the alternative
learning system, last mile schools,
and programs for IP learners and
learners with disabilities.

6. Establish of Inclusive Learning
Resource Centers.

7. Provide assessment assistive
mechanisms to students with
disabilities.

8. Eradicate illiteracy through relevant
policy issuances, and community
literacy program interventions.

9. Involve our parents and guardians in
the education of our children.
1. Streamline the preparation
and submission of requests
and POWs on
classroom/facilities provision
and construction and repair
to LSB.
2. Ensure the implementation
of Project BAROG (Build And
Repair Other Government
Facilities).
3. Expand options for mode of
delivery to deliver equitable
and flexible access to the
curriculum.
4. Strengthen support for each
student, including those with
special needs.
5. Rationalize the conduct of
Training on First Aid for
Clinic Teachers.
6. Institute
reorientation/capacity
building on the Six Flagship
Program under OPLAN
KALUSUGAN SA DEPED and
its complimentary
program/activities.
7. Ensure the construction of
additional functional hand
washing facilities and repair
and maintenance of school
toilets.
8. Institute the conduct SBFP
(Nutritious Food Products &
Milk Component) Orientation
and Food Safety Standards
to PSDSs, District Nurses,
School Feeding Coordinators
& District Administrative
Assistants.
9. Mobilize clinic teachers to
facilitate the taking of Height
and Weight of all learners
from K-G6 and enforce
deworming to feeding
beneficiaries.
10. Ensure the maximization of
the usage of the Psychosocial
support pack.
11. Expand the implement
learners' mental health and
psychosocial support
services.
• Schools are expected to increase
Retention, Cohort Survival Rates,
and zero Dropout Rates across all
levels, and maintain more
schools with ideal classroom-to-
student ratios at the Elementary
and Secondary levels.

• Digital materials for all learning
areas are developed and made
accessible to target learners and
intensified the child-friendly
school program in schools.

• Functional school clinics with
trained clinic teachers
implementing the Oplan
Kalusugan sa DepEd 6 Flagship
Program are maintained.

• Establish functional group hand
washing facilities and functional
toilets.

• PSDSs, School Feeding
Coordinators, District Nurses,
and District Administrative
Assistants are oriented on SBFP
(NFP & Milk Component) while all
food handlers with health
certificates are oriented and
practice safety measures.
Moreover, severely wasted and
wasted learners were identified
for interventions to lessen their
number.

• Severely wasted and wasted
learners were identified for
interventions to lessen their
number.

3. Republic of the Philippines
Department of Education

" "
Lacaron, Malita, 8012 Davao Occidental
T ([phone])
[email protected]
deped.davaooccidental.gov.ph


PILLAR 1 ACCESS (CONTINUATION)
IO. All school-age children, out-of-school youth, and adults accessed relevant basic
learning opportunities
TAke good care of learners by promoting learner well-being, inclusive
education, and positive learning environment.
MATATAG
Strategic
Priorities
IO STRATEGIES PERFORMANCE INDICATOR MATATAG Commitments SDO DEDP INTERVENTION
3. Improve capacity to retain learners
in schools

• Teachers and learning facilitators
capacitated to implement
remediation programs and
management of learners at risk of
dropping out
• More schools implementing
school-initiated interventions
using flexible learning options
• Schools implementing remediation
programs for struggling learners
• Counseling services for all
students to address individual
concerns provided in all

1. Provide education to children and
youth in situations of disadvantage.

2. Strengthen and institutionalize the
reintegration program for adolescent
mothers. Children at Risk (CAR), and
children in Conflict with the Law
(CICL).

3. Strengthen the mechanism in
safeguard our learners against all
forms of discrimination and dangers.

4. Seek out mental wellness experts to
form interventions at the school level.

5. Strengthen inclusive education
programs, including the alternative
learning system, last mile schools,
and programs for IP learners and
learners with disabilities.

6. Establish of Inclusive Learning
Resource Centers.

7. Provide assessment assistive
mechanisms to students with
disabilities.

8. Eradicate illiteracy through relevant
policy issuances, and community
literacy program interventions.

9. Involve our parents and guardians in
the education of our children.
1. Ensure the
attainment of zero
dropout rate, and
zero school leaver
rate.
2. Strengthen the focus
on increased
participation,
retention, transition,
and completion.
3. Strengthen school
implementation of
remediation programs
for struggling
learners.
4. Expand options for
mode of delivery to
deliver equitable and
flexible access to the
curriculum.
5. Strengthen support
for each student,
including those with
special needs.

• Schools are Schools should
be able to increase
completion rates, retention
rates, transition rates, and
cohort survival rates.

• Promote struggling
learners to the next key
stage.

• Implement school-initiated
interventions using flexible
learning options, and
address individual
concerns through
counseling services for all
students with special
needs in schools that offer
SPED.

4. Improve capacity to retain learners in
schools

• Teachers and learning facilitators
capacitated to implement remediation
programs and management of learners
at risk of dropping out
• More schools implementing school-
initiated interventions using flexible
learning options
• Schools implementing remediation
programs for struggling learners
• Counseling services for all students to
address individual concerns provided in
all
1. Popularize the alleviation
of learners’ abhorrence
of reading and develop in
them the habit of leisure
reading to advance their
reading comprehension.
2. Ensure that all Guidance
Counsellors and Career
Advocates in the school
community that the
learners will be given
proper direction and
guidance.
3. Guarantee the provision
of adequate classroom
instruction and
• Establish Reading Corners in
every classroom and Reading
Centers in English, Filipino,
and MTB in every School,
• Establish school facilities for
the special program on
Campus Journalism and apply
for its implementation,
participate in the Division,
Region, and National Schools
Press Conferences
• Capacitate all guidance
counselors
• Develop PISA-test questions for
formative and summative test
and performance task.

4. Republic of the Philippines
Department of Education

" "
Lacaron, Malita, 8012 Davao Occidental
T ([phone])
[email protected]
deped.davaooccidental.gov.ph

assessment methods to
our learners in all
subject areas.
4. Ensure that all out-of-
school children & youth
participate in and
complete formal or
nonformal basic
education learning
opportunities.
5. Streamline the
construction of the
Science and
Mathematics Laboratory
equipped with quality
and modern Science and
Mathematics equipment.
6. Rationalize the mass
training for Non-ECE
kindergarten teachers
and newly hired
kindergarten teachers.
7. Institute the
development and
production of
contextualized
instructional materials
for kindergarten /AP
learners (K-3).
8. Explore and address
teen-related concerns
and issues in school.
9. Expand the opportunity
for Junior High
Completers to avail of
Senior High School
Education.
10. Enhance the
implementation of the
Madrasah Education
Program in schools with
Muslim learners.
11. Initiate the Search for
the Most Functional
School Reading Center
and Classroom Reading
Corners in English,
Filipino, and MTB, and
the Best Implementor of
the 3Rs in learning
interventions.
• Maximize the utilization of the
functional Science and
Mathematics laboratory,
establish Teen Hubs in all
schools,
• Establish Integrated Public
Schools in areas where access
to JHS and SHS is difficult.
• Rehabilitate Heroes’ Parks, and
craft Storybooks and Video
lessons.
• Schools shall implement
school-initiated interventions
using flexible learning options,
train Non-ECE kindergarten
teachers and newly-hired
kindergarten teachers, and
conduct advocacy campaign
activity in districts & schools
with Muslim learners.

5. Republic of the Philippines
Department of Education

" "
Lacaron, Malita, 8012 Davao Occidental
T ([phone])
[email protected]
deped.davaooccidental.gov.ph

12. Strengthen the
organization of Guidance
Counsellors and Career
advocates and provide
enhancement training to
improve the guidance
services in their
respective schools, and
conduct activities for
exposure and
benchmarking.
13. Enhance teachers’
capacity to employ
higher-order thinking
skills through the art of
questioning in classroom
assessments.
14. Expand options for mode
of delivery for equitable
and flexible access to
ALS including services to
those learners with
special needs.
15. Initiate literacy mapping
strategy for identifying
OSC, OSY, and OSA
developed and
implemented in all
schools/ districts as well
as mapping of schools
with buildable space.
5. Strengthen mechanisms for
providing access to relevant basic
opportunities for OSC, OSY and OSA

• Literacy mapping strategy for
identifying OSC, OSY, and OSA
developed and implemented in
divisions and districts
• ALS teachers, community ALS
implementers and learning
facilitators trained to use online
teaching platforms
• ALS teachers are deployed in high
demand areas
• New community learning centers
(CLCs) are operational in high
demand areas

1. Provide education to children
and youth in situations of
disadvantage.

2. Strengthen and institutionalize
the reintegration program for
adolescent mothers. Children at
Risk (CAR), and children in
Conflict with the Law (CICL).

3. Strengthen the mechanism in
safeguard our learners against
all forms of discrimination and
dangers.

1. Expand options for
mode of delivery to
deliver equitable and
flexible access to ALS.
2. Strengthen support
for each ALS learner,
including those with
special needs.
3. Ensure mapping
literacy to identify
OSC, OSY, and OSA.
4. Establish more
secondary schools
and integrated
schools to target
learners in remote
areas.
• Schools are expected to
enlist and encourage OSC,
OSY, and OSA to pursue
schooling, implement
flexible learning
mechanisms and
assessments to learners
especially learners with
special needs, in
Geographically Isolated
and Disadvantaged Areas
(GIDAs), working youth,
and adults, and establish
Integrated Schools (IS) in
remote areas.

6. Republic of the Philippines
Department of Education

" "
Lacaron, Malita, 8012 Davao Occidental
T ([phone])
[email protected]
deped.davaooccidental.gov.ph

• Access to Print and Non-Print
Learning Resources in the CLCs
Improved
• Selected CLCs are equipped with
appropriate learning facilities
• Service contracting and
engagement of non-DepEd ALS
providers expanded
• ALS Internal stakeholders’ access
to training on ALS program
implementation Improved
• ALS external stakeholders’ on ALS
program implementation improved
• ALS M&E system and processes
aligned with Basic Education
Monitoring and Evaluation
Framework developed and
operational in all governance levels
4. Seek out mental wellness experts
to form interventions at the
school level.

5. Strengthen inclusive education
programs, including the
alternative learning system, last
mile schools, and programs for IP
learners and learners with
disabilities.

6. Establish of Inclusive Learning
Resource Centers.

7. Provide assessment assistive
mechanisms to students with
disabilities.

8. Eradicate illiteracy through
relevant policy issuances, and
community literacy program
interventions.

9. Involve our parents and
guardians in the education of our
children.