ANNEX 3 Gap Analysis Template
SCHOOL IMPROVEMENT PLANNING
GAP ANALYSIS TEMPLATE
REGION: _______IV-A CALABARZON_____________
DIVISION: _____BATANGAS____________________
DISTRICT: _____SAN LUIS_____________________
BARANGAY: ____BONLIW______________________
SCHOOL: ______BONLIW ELEMENTARY SCHOOL____
Instruction: Use the matrix on the next page as a guide in assessing the gap between your Division Targets (A) and school performance (B). In particular,
you can fill out the matrix by answering the following questions for each Division Target:
B1. Data needed – What data do we need to assess our school performance against this Division Target?
B2. Currently contributing – Is our current school performance contributing to the attainment of this Division Target? How is it contributing or not
contributing? Explain.
B3. Inhibiting Factors – If contributing, what are the factors that prevent us from contributing further to this Division Target? If not contributing, what are the
factors that prevent us from contributing to this Division Target? Include the most pressing needs or problems from available data.
B4. Projects implemented – What school projects being implemented are geared towards the attainment of this Division Target? If no such projects are being
implemented, leave it blank.
B5. Groups that require attention – Are there groups in our school that require specific attention concerning the attainment of this Division Target? (e.g.,
considering gender, socio-economic status, ethnicity).
_______FEBRUARY 5, 2023___________
DATE ACCOMPLISHED
ANNEX 3 Gap Analysis Template
B. SCHOOL PERFORMANCE
A. DIVISION TARGETS
1. Decrease the number of
Malnourished children
2. Reading comprehension
Development
3. Enrolment
4. Drop Out Rate
5. Promotion Rate
B1. DATA
NEEDED
1. Record of
nutritional
status
-Phil-IRI result
for the last 3
years
-Analysis of PhilIRI report (Ind,
Ins, NonReader)
-Report on Early
Registration
-LIS
-Drop out rate
for the last 3
years
-Reason for
dropping out
-Report on the
Performance
Indicators
-SRC
B2. CURRENTLY
CONTRIBUTING
YES/NO
B3. INHIBITING FACTORS
EXPLANATION
No
Number of
malnourished
children over the last
three years reached
15%.
No
All pupils over the
past three years have
attained basic literacy
by Grade 3.
Increased number of
undernourished children
due to the following:
- parents lost their job
due to Covid-19 pandemic
- poverty
- poor eating patterns
- sedentary lifestyle
Basic literacy can be
attained earlier (e.g., by
Grade 1):
- focusing on the male
students in Grades 1 and
2 that fall behind
- determining the reasons
why male students in
Grades 1 and 2 fall behind
Enrolment dropped
by 5% compared to
previous enrolment
-Low birth rate
-Home relocation
-Family Problem
-Poverty
Yes
Maintained zero
dropout rate for the
past 3 years
-Attentive teachers
(teachers determine early
signs of pupils on the verge
of dropping out)
-Promotion of a ChildFriendly School
Environment
Yes
Maintained 100%
promotion rate for
the past 3 years
-Promotion of a ChildFriendly School
Environment
No
B4. PROJECTS
IMPLEMENTED
B5. GROUPS THAT
REQUIRE ATTENTION
1. DepEd’s SBFP
2. GPP supports feeding
program
3. Teachers counselling
parents and pupils
4. Conduct of physical
and mental health
well-being activities
1. Learners who fall
on the severely
wasted and wasted
nutritional status
2. Pupils who are
overweight
Batang Bonliw Bumabasa
Male students
-Frequent home
visitation
-Child mapping – Oplan
Balik Eskwela
-Free meal through SBFP
-Orientation of parents
on the importance of the
“No child should be left
behind” guiding principle
-Providing personalized
instructional supports
-Structuring activities to
address known learning
challenges
-Constant monitoring of
pupils’ attendance
-Supportive one-on-one
learning is done when
possible
-Providing professional
development to assure
skilled teachers
-Reorganizing or
differentiating instruction
All grade level pupils
K-6 grade levels
All grade level pupils
ANNEX 3 Gap Analysis Template
6. Absenteeism
Attendance
Record
No
Total number of
pupils who were
frequently absent in
previous SY is 13%
In obeyance with IATF and
DepEd protocol:
-Children do not come to
school when they exhibit
COVID-19 symptoms.
-Pupils were sent home
when they come to school
with COVID-19 symptoms
-Putting up of washing
facilities at the school
gate
-Implementing health
and safety measures
K-6 pupils