This document provides a summary of the school monitoring evaluation and adjustment results for School ID 111650 for Q1 CY 2022. It includes tables summarizing the status of physical outputs and accomplishments, identifying any unaccomplished outputs and reasons, and issues elevated to higher management with proposed resolutions. It shows the school met most of its targets for the quarter and identifies ongoing issues like delayed distribution of learning materials from the division office and difficulties some parents face in engaging with distance learning. Lessons learned include the need for centralized data archiving and how procuring their own materials helped address delays.
This document provides a summary of the monitoring, evaluation, and adjustment activities for a school from September 2021 to June 2022. It includes:
1) A table showing the physical and financial accomplishments of 20 planned activities across 5 domains of school leadership. 95% of activities were completed and 92,000 of the allocated 92,000 budget was spent.
2) An analysis of quarterly physical accomplishment and funds utilization rates, finding that goals were achieved and budgets optimally used each quarter.
3) Tables showing the status of staff deployment, with 26 teaching and non-teaching positions filled and no new positions created.
This document summarizes the monitoring, evaluation, and adjustment of Casay National High School for the first quarter of SY 2021-2022. It outlines the school profile including enrollment, number of teachers, classrooms, and laboratories. Areas of concern are identified such as curriculum management, learning delivery, learning resources, assessment of learning, learning outcomes, partnerships/linkages, programs/interventions, and financial output. Corrective actions and preventive measures are proposed to address each concern within the school year. Classroom management, teaching strategies, stakeholder engagement, student discipline, and other activities are also discussed.
This document is a quarterly instructional supervisory plan for a master teacher. It outlines the teacher's goals, target dates, activities and strategies, expected monitoring and validation, and success indicators for 12 targets across 5 domains of teaching: content knowledge and pedagogy; learning environment; diversity of learners; curriculum and planning; and assessment and reporting. The plan involves classroom observations, professional development activities, and coaching/mentoring to help the teacher improve their practice.
This document outlines the agenda and objectives for a SHS Cluster A School Learning Action Cell (SLAC) meeting on September 14, 2023. The agenda includes discussing RPMS indicators for SY 2023-2024, classroom observation mechanics, and topics for SLAC sessions. The objectives are for participants to understand RPMS updates, facilitate classroom observations, share insights on coaching/mentoring, and submit required school reports. Guidelines for the STAR observation tool and suggested SLAC topics are also provided, as well as templates and submission deadlines for RPMS requirements like IDPs, pre-observation forms, and item analyses. The document advocates that excellent teachers are created through advocating for excellence in education.
This document outlines the Annual Implementation Plan (AIP) for a school in Mabalacat City, Pampanga, Philippines for the 2021-2022 school year. The AIP details projects and objectives across 5 domains: 1) Leading Strategically, 2) Managing School Operations & Resources, 3) Focusing on Teaching & Learning, 4) Developing Self & Others, and 5) Community Engagement. Each project lists activities, timelines, and personnel responsible for achieving objectives aligned with the DepEd vision, developing school plans, managing resources, improving teaching and learning, developing school personnel, and strengthening community partnerships.
This document outlines the annual implementation plan for a school improvement project for the 2020-2021 school year. It details 13 specific school improvement projects, including objectives, outputs, activities, schedules, budgets, and personnel responsible for each project. The projects aim to increase enrollment, retention, academic performance, health, safety, leadership, and physical infrastructure of the school over a three year period from 2020-2022. Activities include early registration, home visits, adoption programs, tutoring, training, facility repairs, and provision of supplies/materials. The document assigns responsibilities and provides a budget breakdown by activity and funding source to support implementation of the school improvement initiatives over the coming year.
1. The Dulangan National High School Guidance Action Plan outlines key activities and services for students, parents, and teachers for the 2021-2022 school year. Activities include school orientation, career guidance, monitoring of at-risk students, and professional development trainings.
2. The plan aims to acquaint students and parents with school rules and guidance services, provide necessary information to students, and gather individual student records. It also seeks to minimize behavior issues and academic deficiencies through parent meetings and home visits.
3. An e-guidance center will provide online resources, assess student needs, and offer virtual psychosocial support. All activities target improved student welfare and safety amid distance learning due to the pandemic.
OPCRF aligned with PD Priorities for SY 2020-2023Divine Dizon
ย
This document is the Office Performance Commitment and Review Form (OPCRF) for the 2021-2022 school year for a school in Mabalacat City, Pampanga. The OPCRF outlines the key responsibilities and performance indicators for the school principal based on the Philippine Professional Standards for School Heads. It includes domains for leading strategically, managing school operations and resources, and developing others. Performance will be evaluated on factors such as developing the school improvement plan, monitoring and evaluation processes, financial management, and supporting the professional growth of teachers.
This document provides a summary of the monitoring, evaluation, and adjustment activities for a school from September 2021 to June 2022. It includes:
1) A table showing the physical and financial accomplishments of 20 planned activities across 5 domains of school leadership. 95% of activities were completed and 92,000 of the allocated 92,000 budget was spent.
2) An analysis of quarterly physical accomplishment and funds utilization rates, finding that goals were achieved and budgets optimally used each quarter.
3) Tables showing the status of staff deployment, with 26 teaching and non-teaching positions filled and no new positions created.
This document summarizes the monitoring, evaluation, and adjustment of Casay National High School for the first quarter of SY 2021-2022. It outlines the school profile including enrollment, number of teachers, classrooms, and laboratories. Areas of concern are identified such as curriculum management, learning delivery, learning resources, assessment of learning, learning outcomes, partnerships/linkages, programs/interventions, and financial output. Corrective actions and preventive measures are proposed to address each concern within the school year. Classroom management, teaching strategies, stakeholder engagement, student discipline, and other activities are also discussed.
This document is a quarterly instructional supervisory plan for a master teacher. It outlines the teacher's goals, target dates, activities and strategies, expected monitoring and validation, and success indicators for 12 targets across 5 domains of teaching: content knowledge and pedagogy; learning environment; diversity of learners; curriculum and planning; and assessment and reporting. The plan involves classroom observations, professional development activities, and coaching/mentoring to help the teacher improve their practice.
This document outlines the agenda and objectives for a SHS Cluster A School Learning Action Cell (SLAC) meeting on September 14, 2023. The agenda includes discussing RPMS indicators for SY 2023-2024, classroom observation mechanics, and topics for SLAC sessions. The objectives are for participants to understand RPMS updates, facilitate classroom observations, share insights on coaching/mentoring, and submit required school reports. Guidelines for the STAR observation tool and suggested SLAC topics are also provided, as well as templates and submission deadlines for RPMS requirements like IDPs, pre-observation forms, and item analyses. The document advocates that excellent teachers are created through advocating for excellence in education.
This document outlines the Annual Implementation Plan (AIP) for a school in Mabalacat City, Pampanga, Philippines for the 2021-2022 school year. The AIP details projects and objectives across 5 domains: 1) Leading Strategically, 2) Managing School Operations & Resources, 3) Focusing on Teaching & Learning, 4) Developing Self & Others, and 5) Community Engagement. Each project lists activities, timelines, and personnel responsible for achieving objectives aligned with the DepEd vision, developing school plans, managing resources, improving teaching and learning, developing school personnel, and strengthening community partnerships.
This document outlines the annual implementation plan for a school improvement project for the 2020-2021 school year. It details 13 specific school improvement projects, including objectives, outputs, activities, schedules, budgets, and personnel responsible for each project. The projects aim to increase enrollment, retention, academic performance, health, safety, leadership, and physical infrastructure of the school over a three year period from 2020-2022. Activities include early registration, home visits, adoption programs, tutoring, training, facility repairs, and provision of supplies/materials. The document assigns responsibilities and provides a budget breakdown by activity and funding source to support implementation of the school improvement initiatives over the coming year.
1. The Dulangan National High School Guidance Action Plan outlines key activities and services for students, parents, and teachers for the 2021-2022 school year. Activities include school orientation, career guidance, monitoring of at-risk students, and professional development trainings.
2. The plan aims to acquaint students and parents with school rules and guidance services, provide necessary information to students, and gather individual student records. It also seeks to minimize behavior issues and academic deficiencies through parent meetings and home visits.
3. An e-guidance center will provide online resources, assess student needs, and offer virtual psychosocial support. All activities target improved student welfare and safety amid distance learning due to the pandemic.
OPCRF aligned with PD Priorities for SY 2020-2023Divine Dizon
ย
This document is the Office Performance Commitment and Review Form (OPCRF) for the 2021-2022 school year for a school in Mabalacat City, Pampanga. The OPCRF outlines the key responsibilities and performance indicators for the school principal based on the Philippine Professional Standards for School Heads. It includes domains for leading strategically, managing school operations and resources, and developing others. Performance will be evaluated on factors such as developing the school improvement plan, monitoring and evaluation processes, financial management, and supporting the professional growth of teachers.
This document provides guidelines for implementing the RPMS (Results-Based Performance Management System) for the 2021-2022 school year. It outlines the objectives, timelines, tools, and indicators to be used for classroom observations and evaluating teacher performance. Teachers will have two required classroom observations between September 2021-June 2022. 18 priority indicators are identified, divided into classroom and non-classroom observable objectives. Means of verification are provided for evaluating teachers' performance on each objective. The document also describes requirements for the plus factor component of the RPMS.
This document outlines the technical assistance and supervisory plan of Master Teacher Philip Omar G. Famularcano for November 2022 at Balic-Balic Elementary School. The plan details objectives and activities across the 7 Philippine Professional Standards for Teachers domains to model effective teaching practices, evaluate colleagues, and support their professional development. Key activities included classroom observations, developing teaching materials, evaluating lesson plans and school policies, and discussing codes of ethics. The overall goal was to build a positive teaching and learning culture and help teachers achieve their professional goals.
Annotation template for COT Proficient teacher.docJaysonVelasco5
ย
The document contains annotations for observations of a teacher's lessons based on their objectives.
1. The first observation summary describes applying knowledge across subjects in a lesson plan citing research examples, and using various teaching strategies responsive to student needs including technology integration and grouping activities.
2. The second observation notes applying subject-specific research examples and addressing current issues, as well as similar teaching strategies like technology, examples, and grouping.
3. The third observation indicates a learner-centered philosophy was applied through varied activities assessing understanding using constructivist and social learning theories.
This document contains a planning evaluation for an employee with various key result areas (KRAs) including instructional leadership, learning environment, human resource management, parental involvement, and school leadership. It lists objectives, timelines, performance indicators, and actual results for each KRA. For example, under instructional leadership, objectives were to increase overall student performance by 2% and have 75% of learners achieve 80% on standardized tests. Actual results showed these targets were met. It provides space to rate performance on a scale for each KRA as well as an overall rating.
The document summarizes a monitoring and evaluation report from Naga Central Elementary School. It includes sections on curriculum implementation, education resources, physical facilities, and concerns. Some key findings are that classrooms are adequately equipped but some need repairs, most competencies are being taught but some students still lack mastery, and the biggest issues are a lack of teachers and high dropout rates due to financial problems.
The minutes document the homeroom PTA orientation meeting for Jalajala Elementary School for the upcoming school year. Teachers and parents of students with special educational needs discussed preparations for in-person classes including health and safety protocols, class schedules, module distribution and completion, and the election of PTA officers. Parents and teachers agreed on the hybrid learning modality to be implemented with face-to-face instruction three days a week and modular learning the remaining two days.
This document outlines the supervisory plan and report for the MAPEH (Music, Arts, Physical Education, and Health) Department of the SDO Pangasinan II for the calendar year 2022. It details the focus of supervision for each week in March which includes lesson planning, classroom observations, checking school forms, conducting monitoring and evaluations, and mid-year instructional supervision and evaluation. The plan is intended to facilitate the professional growth of teachers through feedback to help make teaching and learning more effective. Supervisory reports are submitted monthly and used as the basis for providing technical assistance and for evaluating individual performance.
This school report card provides information on the school's performance in the 2020-2021 school year. It summarizes data on student enrollment, health status, academic performance, teacher training, funding sources, and community involvement. Some key points include:
- Student enrollment increased from the previous year in both junior and senior high school.
- Most students were found to have normal nutritional status, though some required additional support.
- Promotion rates were quite high, with nearly all students progressing to the next grade level.
- The school aims to improve subjects where national achievement test scores were below 75% by implementing review programs.
- Multiple sources provide funding for the school, including government allocations, community donations, and
The document outlines an action plan for guidance and counseling at Pasolo Elementary School for 2016-2017. It includes 9 activities: 1) testing, such as reading assessments, for transferred in students; 2) non-test activities like distributing student profiles and conducting interviews; 3) an orientation on the school's child protection policy; 4) individual consultations; 5) home visitations; 6) counseling for students with issues; 7) updating the child protection policy; 8) collecting student records; and 9) submitting an accomplishment report. Each activity lists the people involved, timeframe, resources needed, and objective.
1. The document is an accomplishment report from the Division of City Schools of San Carlos City, Pangasinan for the months of June and July 2016. It outlines key result areas, strategies, success indicators, timelines and those responsible for quality management, assessment, technical assistance to schools and ICT literacy training.
2. Activities included monitoring school implementation of programs like Brigada Eskwela and Oplan Balik Eskwela, organizing task forces for national and regional assessments, preparing lists of room examiners, and conducting an ICT literacy training workshop.
3. The report provides details on orientations held, exams administered, criteria developed and budgets allocated to complete monitoring and evaluation activities over
The document outlines the annual implementation plan for school year 2021-2022 of a school in Zambales, Philippines. It details 21 school improvement projects, including retrofitting water pipes, repairing comfort rooms, and developing interactive learning materials. Each project lists activities, responsible persons, schedules, budgets, and funding sources. The plan aims to improve school facilities, health and safety, and adapt teaching to the new normal of distance and blended learning.
This document outlines the School Monitoring, Evaluation and Adjustment (SMEA) Plan for the 2021-2022 school year for a school in Mabalacat City, Pampanga. It details the plan across four domains: 1) Leading Strategically, 2) Managing School Operations and Resources, 3) Focusing on Teaching and Learning, and 4) Developing Self and Others. For each domain, it lists the objectives, major outputs, suggested activities, performance indicators, and timeline. The plan aims to monitor progress, evaluate outcomes, and make adjustments to ensure the school's strategic plans and operations align with its vision and support improved teaching, learning, and performance.
The document provides guidelines for establishing and implementing a Results-based Performance Management System (RPMS) within the Department of Education. Key points include:
- The RPMS will be used to assess performance against commitments and inform development planning and performance rewards like bonuses.
- It follows a four-stage cycle of planning, monitoring, review, and rewarding. Performance is evaluated based on effectiveness, efficiency, and timeliness.
- Ratings are on a scale of 1 to 5, with descriptors defining levels of achievement. Scores are calculated based on objectives and competencies.
- Guidelines cover roles and composition of performance management teams, the evaluation and approval process, and changes aligned with revised Civil Service policies.
This document outlines an IPCRF development plan with the following sections:
1. Strengths and developmental needs based on RPMS-PPST objectives and core behavioral competencies.
2. Action plans and timelines to address needs through activities like seminars, webinars, continuing education.
3. Resources needed like ICT, modules, and funding to support plans.
The plan aims to improve teaching strategies, communication, contribution to learning, and efficiency through year-round professional development activities. Progress will be monitored through meetings and school reports.
This document outlines a project plan to develop teaching and learning materials to address least learned skills as identified by national, regional, and periodic tests. It involves organizing teacher teams to develop materials for identified competencies. The plan schedules material development, trials, and reviews over multiple grading periods from 2016-2017. It also describes developing tools to supervise usage and growth of learning performance, identify equipment needs, and evaluate material quality and classroom usage. Responsibilities, timelines, and funding sources are provided.
This performance monitoring and coaching form tracks an educator's progress and development over time. It documents critical incidents, their impact on teaching and student learning, and action plans for improvement. Dates are included alongside descriptions of lessons, student performance on summative tests, time management challenges, interventions for struggling students, effective teaching strategies, integrating technology, and incorporating higher-order thinking skills. Signatures from the rater and ratee are included to acknowledge progress.
SCHOOL PLAN FOR PROFESSIONAL DEVELOPMENT.docxMaestroSonnyTV
ย
The school plan for professional development outlines goals and activities for teachers for the 2022-2023 school year. It aims to 1) continuously upskill teachers to improve learning outcomes, 2) design responsive teaching strategies, and 3) enhance teacher knowledge, skills, and attitudes. The plan identifies priority learning needs across 7 domains and specific competencies. It then outlines objectives, timeframes, resources, delivery modes, and number of participants for activities targeting each competency. These include mentoring, workshops, trainings, seminars, and continuing education opportunities focused on content knowledge, learning environments, diversity, curriculum, assessment, community engagement, and personal growth. The overall goal is to strengthen teaching practices and learner achievement through ongoing professional development
This document summarizes the accomplishments of Union Elementary School in Tagum City for the month of June in several key result areas including teaching and learning, pupil outcomes, community involvement, and professional growth and development. Most targets were achieved or exceeded including preparing daily lesson logs with appropriate interactive teaching materials, facilitating learning through functional lessons and innovative strategies, monitoring pupil attendance and progress, conducting parental meetings, and initiating teacher trainings and action research. The principal approved the report, noting that most indicators for the month were successfully achieved.
This document outlines the Learning Action Cell (LAC) action plan for Soong National High School from July to October 2019. The plan aims to improve higher order thinking skills of students, teach K-12 standards using technology, strengthen classroom management skills, enhance competence in blended learning, develop technology-based teaching materials, and use quick response assessment tools. The objectives will be achieved through activities like viewing presentations, brainstorming, demonstrations, and discussions. Teachers and school heads are responsible for implementation on set dates with expected outputs including sample lesson plans, lists of websites, and teachers' improved skills and knowledge.
The document discusses school monitoring and evaluation (M&E) frameworks. It explains that the objectives of school M&E are to provide information on implementing programs and projects to improve plans, assess resource use, improve teacher performance, and monitor student performance. The document also outlines M&E content areas like delivery of basic education, educational resources, teacher performance, learner performance, organization health, and community partnerships. Finally, it discusses integrating these content areas with M&E task levels like planning, implementation, monitoring, evaluation, and reporting.
This document outlines the indicators and principles used to evaluate a school's School-Based Management (SBM) program. It includes four parts:
Part 1 evaluates the school's performance based on indicators like comparative enrollment, learner participation, promotion rates, and curriculum management (50%).
Part 2 evaluates the school's implementation of SBM principles like leadership & governance, curriculum & learning, accountability, and resource management (50%).
Scoring is calculated by adding the scores from relevant documents and proofs submitted for each indicator and principle, weighted based on their designated percentages.
The school's total score is calculated by adding the weighted scores from Parts 1 and 2. This final score, certified by an evaluation committee, determines
Under the leadership of Mario R. Quiambao, the SDO-Nueva Ecija conducted various activities from April to June 2022 to support curriculum implementation, contextualization, learning and resource development, learning outcomes assessment, and technical assistance across 33 districts. Key activities included monitoring limited face-to-face classes, conducting focus group discussions, supporting contextualized learning materials, implementing intervention strategies, and providing research support to teachers. Overall, targets for activities were fully accomplished with analysis of challenges and lessons learned provided.
This document provides guidelines for implementing the RPMS (Results-Based Performance Management System) for the 2021-2022 school year. It outlines the objectives, timelines, tools, and indicators to be used for classroom observations and evaluating teacher performance. Teachers will have two required classroom observations between September 2021-June 2022. 18 priority indicators are identified, divided into classroom and non-classroom observable objectives. Means of verification are provided for evaluating teachers' performance on each objective. The document also describes requirements for the plus factor component of the RPMS.
This document outlines the technical assistance and supervisory plan of Master Teacher Philip Omar G. Famularcano for November 2022 at Balic-Balic Elementary School. The plan details objectives and activities across the 7 Philippine Professional Standards for Teachers domains to model effective teaching practices, evaluate colleagues, and support their professional development. Key activities included classroom observations, developing teaching materials, evaluating lesson plans and school policies, and discussing codes of ethics. The overall goal was to build a positive teaching and learning culture and help teachers achieve their professional goals.
Annotation template for COT Proficient teacher.docJaysonVelasco5
ย
The document contains annotations for observations of a teacher's lessons based on their objectives.
1. The first observation summary describes applying knowledge across subjects in a lesson plan citing research examples, and using various teaching strategies responsive to student needs including technology integration and grouping activities.
2. The second observation notes applying subject-specific research examples and addressing current issues, as well as similar teaching strategies like technology, examples, and grouping.
3. The third observation indicates a learner-centered philosophy was applied through varied activities assessing understanding using constructivist and social learning theories.
This document contains a planning evaluation for an employee with various key result areas (KRAs) including instructional leadership, learning environment, human resource management, parental involvement, and school leadership. It lists objectives, timelines, performance indicators, and actual results for each KRA. For example, under instructional leadership, objectives were to increase overall student performance by 2% and have 75% of learners achieve 80% on standardized tests. Actual results showed these targets were met. It provides space to rate performance on a scale for each KRA as well as an overall rating.
The document summarizes a monitoring and evaluation report from Naga Central Elementary School. It includes sections on curriculum implementation, education resources, physical facilities, and concerns. Some key findings are that classrooms are adequately equipped but some need repairs, most competencies are being taught but some students still lack mastery, and the biggest issues are a lack of teachers and high dropout rates due to financial problems.
The minutes document the homeroom PTA orientation meeting for Jalajala Elementary School for the upcoming school year. Teachers and parents of students with special educational needs discussed preparations for in-person classes including health and safety protocols, class schedules, module distribution and completion, and the election of PTA officers. Parents and teachers agreed on the hybrid learning modality to be implemented with face-to-face instruction three days a week and modular learning the remaining two days.
This document outlines the supervisory plan and report for the MAPEH (Music, Arts, Physical Education, and Health) Department of the SDO Pangasinan II for the calendar year 2022. It details the focus of supervision for each week in March which includes lesson planning, classroom observations, checking school forms, conducting monitoring and evaluations, and mid-year instructional supervision and evaluation. The plan is intended to facilitate the professional growth of teachers through feedback to help make teaching and learning more effective. Supervisory reports are submitted monthly and used as the basis for providing technical assistance and for evaluating individual performance.
This school report card provides information on the school's performance in the 2020-2021 school year. It summarizes data on student enrollment, health status, academic performance, teacher training, funding sources, and community involvement. Some key points include:
- Student enrollment increased from the previous year in both junior and senior high school.
- Most students were found to have normal nutritional status, though some required additional support.
- Promotion rates were quite high, with nearly all students progressing to the next grade level.
- The school aims to improve subjects where national achievement test scores were below 75% by implementing review programs.
- Multiple sources provide funding for the school, including government allocations, community donations, and
The document outlines an action plan for guidance and counseling at Pasolo Elementary School for 2016-2017. It includes 9 activities: 1) testing, such as reading assessments, for transferred in students; 2) non-test activities like distributing student profiles and conducting interviews; 3) an orientation on the school's child protection policy; 4) individual consultations; 5) home visitations; 6) counseling for students with issues; 7) updating the child protection policy; 8) collecting student records; and 9) submitting an accomplishment report. Each activity lists the people involved, timeframe, resources needed, and objective.
1. The document is an accomplishment report from the Division of City Schools of San Carlos City, Pangasinan for the months of June and July 2016. It outlines key result areas, strategies, success indicators, timelines and those responsible for quality management, assessment, technical assistance to schools and ICT literacy training.
2. Activities included monitoring school implementation of programs like Brigada Eskwela and Oplan Balik Eskwela, organizing task forces for national and regional assessments, preparing lists of room examiners, and conducting an ICT literacy training workshop.
3. The report provides details on orientations held, exams administered, criteria developed and budgets allocated to complete monitoring and evaluation activities over
The document outlines the annual implementation plan for school year 2021-2022 of a school in Zambales, Philippines. It details 21 school improvement projects, including retrofitting water pipes, repairing comfort rooms, and developing interactive learning materials. Each project lists activities, responsible persons, schedules, budgets, and funding sources. The plan aims to improve school facilities, health and safety, and adapt teaching to the new normal of distance and blended learning.
This document outlines the School Monitoring, Evaluation and Adjustment (SMEA) Plan for the 2021-2022 school year for a school in Mabalacat City, Pampanga. It details the plan across four domains: 1) Leading Strategically, 2) Managing School Operations and Resources, 3) Focusing on Teaching and Learning, and 4) Developing Self and Others. For each domain, it lists the objectives, major outputs, suggested activities, performance indicators, and timeline. The plan aims to monitor progress, evaluate outcomes, and make adjustments to ensure the school's strategic plans and operations align with its vision and support improved teaching, learning, and performance.
The document provides guidelines for establishing and implementing a Results-based Performance Management System (RPMS) within the Department of Education. Key points include:
- The RPMS will be used to assess performance against commitments and inform development planning and performance rewards like bonuses.
- It follows a four-stage cycle of planning, monitoring, review, and rewarding. Performance is evaluated based on effectiveness, efficiency, and timeliness.
- Ratings are on a scale of 1 to 5, with descriptors defining levels of achievement. Scores are calculated based on objectives and competencies.
- Guidelines cover roles and composition of performance management teams, the evaluation and approval process, and changes aligned with revised Civil Service policies.
This document outlines an IPCRF development plan with the following sections:
1. Strengths and developmental needs based on RPMS-PPST objectives and core behavioral competencies.
2. Action plans and timelines to address needs through activities like seminars, webinars, continuing education.
3. Resources needed like ICT, modules, and funding to support plans.
The plan aims to improve teaching strategies, communication, contribution to learning, and efficiency through year-round professional development activities. Progress will be monitored through meetings and school reports.
This document outlines a project plan to develop teaching and learning materials to address least learned skills as identified by national, regional, and periodic tests. It involves organizing teacher teams to develop materials for identified competencies. The plan schedules material development, trials, and reviews over multiple grading periods from 2016-2017. It also describes developing tools to supervise usage and growth of learning performance, identify equipment needs, and evaluate material quality and classroom usage. Responsibilities, timelines, and funding sources are provided.
This performance monitoring and coaching form tracks an educator's progress and development over time. It documents critical incidents, their impact on teaching and student learning, and action plans for improvement. Dates are included alongside descriptions of lessons, student performance on summative tests, time management challenges, interventions for struggling students, effective teaching strategies, integrating technology, and incorporating higher-order thinking skills. Signatures from the rater and ratee are included to acknowledge progress.
SCHOOL PLAN FOR PROFESSIONAL DEVELOPMENT.docxMaestroSonnyTV
ย
The school plan for professional development outlines goals and activities for teachers for the 2022-2023 school year. It aims to 1) continuously upskill teachers to improve learning outcomes, 2) design responsive teaching strategies, and 3) enhance teacher knowledge, skills, and attitudes. The plan identifies priority learning needs across 7 domains and specific competencies. It then outlines objectives, timeframes, resources, delivery modes, and number of participants for activities targeting each competency. These include mentoring, workshops, trainings, seminars, and continuing education opportunities focused on content knowledge, learning environments, diversity, curriculum, assessment, community engagement, and personal growth. The overall goal is to strengthen teaching practices and learner achievement through ongoing professional development
This document summarizes the accomplishments of Union Elementary School in Tagum City for the month of June in several key result areas including teaching and learning, pupil outcomes, community involvement, and professional growth and development. Most targets were achieved or exceeded including preparing daily lesson logs with appropriate interactive teaching materials, facilitating learning through functional lessons and innovative strategies, monitoring pupil attendance and progress, conducting parental meetings, and initiating teacher trainings and action research. The principal approved the report, noting that most indicators for the month were successfully achieved.
This document outlines the Learning Action Cell (LAC) action plan for Soong National High School from July to October 2019. The plan aims to improve higher order thinking skills of students, teach K-12 standards using technology, strengthen classroom management skills, enhance competence in blended learning, develop technology-based teaching materials, and use quick response assessment tools. The objectives will be achieved through activities like viewing presentations, brainstorming, demonstrations, and discussions. Teachers and school heads are responsible for implementation on set dates with expected outputs including sample lesson plans, lists of websites, and teachers' improved skills and knowledge.
The document discusses school monitoring and evaluation (M&E) frameworks. It explains that the objectives of school M&E are to provide information on implementing programs and projects to improve plans, assess resource use, improve teacher performance, and monitor student performance. The document also outlines M&E content areas like delivery of basic education, educational resources, teacher performance, learner performance, organization health, and community partnerships. Finally, it discusses integrating these content areas with M&E task levels like planning, implementation, monitoring, evaluation, and reporting.
This document outlines the indicators and principles used to evaluate a school's School-Based Management (SBM) program. It includes four parts:
Part 1 evaluates the school's performance based on indicators like comparative enrollment, learner participation, promotion rates, and curriculum management (50%).
Part 2 evaluates the school's implementation of SBM principles like leadership & governance, curriculum & learning, accountability, and resource management (50%).
Scoring is calculated by adding the scores from relevant documents and proofs submitted for each indicator and principle, weighted based on their designated percentages.
The school's total score is calculated by adding the weighted scores from Parts 1 and 2. This final score, certified by an evaluation committee, determines
Under the leadership of Mario R. Quiambao, the SDO-Nueva Ecija conducted various activities from April to June 2022 to support curriculum implementation, contextualization, learning and resource development, learning outcomes assessment, and technical assistance across 33 districts. Key activities included monitoring limited face-to-face classes, conducting focus group discussions, supporting contextualized learning materials, implementing intervention strategies, and providing research support to teachers. Overall, targets for activities were fully accomplished with analysis of challenges and lessons learned provided.
This document provides a physical accomplishment report for the 4th quarter of 2021 covering various programs and projects of the Sta. Cruz North District. It shows that several targets were partially achieved or not achieved due to issues like failure to conduct activities due to the COVID-19 pandemic, time constraints, and lack of interpretation of data. Most programs/projects that were not fully implemented are recommended to be carried over to the following period. The report utilizes standard templates to present data on targets, accomplishments, reasons for over/under achievement, and recommendations.
This document summarizes a school project monitoring report. It outlines several objectives for the school year including increasing enrollment, decreasing dropouts, and raising academic proficiency levels. It then provides status updates and issues/challenges for each objective as of January 2022. It also lists planned physical outputs and their completion status. Finally, it recommends adjustments to address issues like low parent participation and lack of funds.
This document is a quarterly monitoring, evaluation, and adjustment tool for schools from October to December 2022. It includes key performance indicators such as enrollment numbers, dropout rates, and reading proficiency levels. It also reports on accomplishments based on the school improvement and learning continuity plans, including physical and financial targets met. Issues, concerns and recommendations for the division office are outlined. Finally, it discusses lessons learned and plans for catch-up programs in the first quarter of 2023.
1ST QUARTER SCHOOL MONITORING EVALUATION AND ADJUSTMENT- CES 2023-2024.pptxFampitoCombate
ย
This document is a quarterly report from Maxingal Elementary School that summarizes progress on goals and key result areas (KRAs) for instructional leadership, learning environment, human resource development, community partnerships, and school leadership. It finds that the school achieved all targets for activities conducted under each KRA, with accomplishment rates of 100% across all areas. Physical and financial targets were also fully met based on the reporting provided.
This document provides a summary of education programs and progress in the GSC South District for the third quarter of 2022. It reports on target outputs and indicators for various programs like basic education, support for schools and learners, and human resource development. It finds that most targets were met or exceeded, with high retention, completion and learning proficiency rates. It also outlines stories of impact, such as increased special education enrollment and the adoption of a reading program. Areas needing assistance are requested, such as additional teachers, funding and training to further support inclusive education.
This document summarizes the accomplishments of DepEd Tambayan Elementary School for the month of June in several key result areas including teaching and learning, pupil outcomes, community involvement, and professional growth and development. Several targets were set and achieved across different objectives, such as preparing daily lesson logs with appropriate teaching materials, facilitating learning through innovative strategies, monitoring student attendance and progress, conducting parent-teacher association meetings, and undertaking professional development activities like action research and training attendance. Supporting documentation is provided for each reported output including documents, data, pictures and certificates to validate that the targets were achieved.
This document outlines the process for Phase 1 (Assess) of a School Improvement Plan. It involves identifying Priority Improvement Areas (PIAs) through analyzing school data and input from stakeholders. Teams will brainstorm perceived problems in management, operations, and service delivery. The teams will then present common PIAs to identify an initial list, which will be grouped and prioritized using a rubric. The highest priority PIAs will be the focus of the School Improvement Plan.
This document contains the teacher individual annual implementation plan monitoring tool and target vs accomplishment report for the first quarter of SY 2022-2023 from Navatas Guti Elementary School. It outlines the teacher's planned outputs, success indicators, and monitoring of visits for 5 key result areas: content and pedagogy, learning environment, curriculum and planning, assessment and reporting, and professional development. The report shows the teacher's accomplishments, implementation issues, and certificates of participation in trainings to enhance teaching practice.
This document provides a guide for private junior high school administrators to conduct a self-assessment of their school improvement plan based on standards. It includes sections to rate and comment on aspects of the school's philosophy, curriculum and instruction, instructional leadership, faculty, and student support services. For areas needing improvement, the guide prompts the development of goals, outputs, action steps, timelines, monitoring, responsibilities, and budgets to update the school improvement plan.
This document provides a report on the Homeroom Guidance (HG) and Career Guidance (CG) program at Abuno High School for the 2021-2022 school year. It outlines 5 areas that will be monitored to evaluate the program's implementation and delivery, including curriculum and assessment, delivery processes, learner development assessment, program supervision, and administrative concerns. It also provides details of HG programs, activities, objectives and discussion topics by grade level for the first quarter. The report identifies some issues including lack of parent attention, additional burdens, and scheduling concerns. It also highlights best practices such as emphasis on the program's importance, extended deadlines, and teacher monitoring.
This document contains a quarterly status report from the Department of Education. It provides information on enrollment numbers, preparation for limited face-to-face learning, committed outputs and targets, the status of outputs, lists of completed and ongoing outputs, screenshots of monitoring systems, good practices, issues and concerns, and explanations for under/over achievement. It aims to report on progress, outputs, and performance for the second quarter.
This document provides a template for a school's self-assessment of its School-Based Management practices. It includes sections for leadership and governance, curriculum and instruction, accountability and continuous improvement, and management of resources. Each section includes several indicators and levels of practice (from 0 to 3) for evaluating performance. Evidence examples are also provided for each indicator. The leadership and governance section is filled out as an example. It assesses the school's practices in developing and reviewing development plans, organizational structure, communication networks, and leader training. Recommendations and scores are to be included upon completion of the self-assessment.
This document provides enrollment data and performance indicators for schools in Tabuk District 1 for the first quarter of 2018. It summarizes enrollment numbers for kindergarten, grade 6, and grade 10 from the previous year. It also provides early enrollment numbers for grade 1, 7, and 11 in 2018 and analyzes trends. Failure and dropout rates are presented for elementary and secondary levels along with top reasons. The document also outlines funded trainings, workshops, competitions and purchases. It concludes with an analysis of issues around student monitoring, failure causes, and recommendations to address concerns.
This document outlines an action plan and accomplishment report for technology and livelihood education. It includes 4 key result areas (KRAs): 1) student development, 2) teacher development, 3) physical facilities, and 4) community development. Several objectives and strategies are proposed for each KRA, along with timeframes, responsibilities, and expected outputs. Most objectives were successfully completed or ongoing, such as conducting skills competitions, training teachers, and maintaining school facilities. However, the objective of creating a panel of evaluators was not implemented. The report demonstrates efforts to improve education and engage the community.
The document provides data and analysis on the 4th quarter performance of New Ilocos Elementary School. It summarizes funding allocation and liquidation, learning modality implementation, reproduction and delivery of self-learning modules, school efficiency rates, dropout rates, and age and sex of students reaching Grade 6. Suggestions are made to address limitations like insufficient learning materials, developing remedial programs, and facilitating efficient remote learning and monitoring. The cluster prioritizes implementing plans for new normal education, strengthening support systems, and proposing policies like those promoting Covid-free schools.
4th quarter Monitoring Evaluation and PLan Adjustment.pptxpaulineleong3
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This document contains a quarterly report on the status of education program implementation in a municipality. It includes statistics on target outcomes and outputs compared to actual results. It also identifies programs that achieved or failed to meet targets and the factors influencing performance. Recommendations are provided on catch-up plans, policy issues, program improvements and technical assistance needed from the regional and district offices. Key highlights from the quality indicators are to be presented through graphs and analysis. The report concludes with examples of best practices, proposed catch-up plans and ways forward.
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง 3)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
Lesson Outcomes:
- students will be able to identify and name various types of ornamental plants commonly used in landscaping and decoration, classifying them based on their characteristics such as foliage, flowering, and growth habits. They will understand the ecological, aesthetic, and economic benefits of ornamental plants, including their roles in improving air quality, providing habitats for wildlife, and enhancing the visual appeal of environments. Additionally, students will demonstrate knowledge of the basic requirements for growing ornamental plants, ensuring they can effectively cultivate and maintain these plants in various settings.
Creativity for Innovation and SpeechmakingMattVassar1
ย
Tapping into the creative side of your brain to come up with truly innovative approaches. These strategies are based on original research from Stanford University lecturer Matt Vassar, where he discusses how you can use them to come up with truly innovative solutions, regardless of whether you're using to come up with a creative and memorable angle for a business pitch--or if you're coming up with business or technical innovations.
Post init hook in the odoo 17 ERP ModuleCeline George
ย
In Odoo, hooks are functions that are presented as a string in the __init__ file of a module. They are the functions that can execute before and after the existing code.
Brand Guideline of Bashundhara A4 Paper - 2024khabri85
ย
It outlines the basic identity elements such as symbol, logotype, colors, and typefaces. It provides examples of applying the identity to materials like letterhead, business cards, reports, folders, and websites.
How to Create a Stage or a Pipeline in Odoo 17 CRMCeline George
ย
Using CRM module, we can manage and keep track of all new leads and opportunities in one location. It helps to manage your sales pipeline with customizable stages. In this slide letโs discuss how to create a stage or pipeline inside the CRM module in odoo 17.
Images as attribute values in the Odoo 17Celine George
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Product variants may vary in color, size, style, or other features. Adding pictures for each variant helps customers see what they're buying. This gives a better idea of the product, making it simpler for customers to take decision. Including images for product variants on a website improves the shopping experience, makes products more visible, and can boost sales.
Information and Communication Technology in EducationMJDuyan
ย
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง 2)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ ๐ข๐ง ๐๐๐ฎ๐๐๐ญ๐ข๐จ๐ง:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐ซ๐๐ฅ๐ข๐๐๐ฅ๐ ๐ฌ๐จ๐ฎ๐ซ๐๐๐ฌ ๐จ๐ง ๐ญ๐ก๐ ๐ข๐ง๐ญ๐๐ซ๐ง๐๐ญ:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
2. SMEA RESULTS
1-Physical & Financial Outputs, Percentage of
Accomplishment, Gains and Gaps by KRA and Issues
2-Status of Physical Accomplishments
3-Analysis and Findings on Quantitative Information
1.2.3.
3. Table 1: STATUS OF PHYSICAL OUTPUTS /ACCOMPLISHMENT
Key Result
Area
Programs/
Projects/
Activities
Targets
Physical
Accomplishments
(Outputs
achieved to date)
Actual
Accomplishment
%
Accomplished
Vs. Targets
Description of
Planned
Outputs
Quantity
Curriculum
Delivery
Provision of 2nd
Rating Period
SLMโs/LAS/
Weekly Tests
Classroom
Observation as
MOV in
IPCRF/OPCRF
Pupils must
be provided
with 2nd
Rating Period
SLMโs/LAS/
Weekly Tests
Teachers to
undergo 2
classroom
observation
115
pupils
7
teachers
Provided 2nd
Rating Period
SLMโs/LAS/
Weekly Tests
Teachers
undergone
Classroom
observation
115 out of 115
pupils were given
the 2nd Rating
Period
SLMโs/LAS/
Weekly Tests
6 out of 7 teachers
undergone 1
classroom
observation for the
1st semester
100%
86%
5. Table 1: STATUS OF PHYSICAL OUTPUTS /ACCOMPLISHMENT
Key Result
Area
Programs/
Projects/
Activities
Targets
Physical
Accomplishments
(Outputs
achieved to date)
Actual
Accomplishment
%
Accomplished
Vs. Targets
Description of
Planned
Outputs
Quantity
Curriculum
Delivery
BE-LCP Online
Reports
Registration for
BSP and GSP
Timely and
accurate
submission of
online reports
Register at
least 10
scouts in total
As
needed
17
Online reports
were submitted on
time for 1st Quarter
2022
10 scouts were
registered by the
faculty
Online reports
were submitted on
time for 1st
Quarter 2022
17 out of 10
scouts were
registered by the
faculty
100%
170%
6. Table 1: STATUS OF PHYSICAL OUTPUTS /ACCOMPLISHMENT
Key Result Area
Programs/
Projects/
Activities
Targets
Physical
Accomplishments
(Outputs achieved to
date)
Actual
Accomplishme
nt
%
Accompli
shed Vs.
Targets
Description of
Planned
Outputs
Quantity
School
Leadership,
Management
and
Operations
Provision of
Common
Supplies:
School/
Office
Supplies,
Printing and
Publication
Supplies and
Materials,
Health
Essentials
Procurement of
Common
Supplies:
School/ Office
Supplies,
Printing and
Publication
Supplies and
Materials,
Health
Essentials for
1st Quarter CY
2022
(Php)
31,650.00
Procured Common
Supplies: School/
Office Supplies,
Printing and
Publication Supplies
and Materials, Health
Essentials for 1st
Quarter CY 2022
Liquidated
(Php)
31,650.00
100%
8. Table 1: STATUS OF PHYSICAL OUTPUTS /ACCOMPLISHMENT
Key Result Area
Programs/
Projects/
Activities
Targets
Physical
Accomplishments
(Outputs achieved to
date)
Actual
Accomplishme
nt
%
Accompli
shed Vs.
Targets
Description of
Planned
Outputs
Quantity
School
Leadership,
Management
and
Operations
Safeguard
School
Artifacts
Procurement of
Other
Supplies:
Steel Cabinet
5-layers;
Durabox, 5
layers with
lock; External
Hardrive, Plug
and Play, USB
3.0, 1TB
(Php)
49,900.00
Procured Other
Supplies: Steel
Cabinet 5-layers;
Durabox, 5 layers with
lock; External
Hardrive, Plug and
Play, USB 3.0, 1TB
Liquidated
(Php)
49,900.00
100%
10. Table 1: STATUS OF PHYSICAL OUTPUTS /ACCOMPLISHMENT
Key Result Area
Programs/
Projects/
Activities
Targets
Physical
Accomplishments
(Outputs achieved to
date)
Actual
Accomplishme
nt
%
Accompli
shed Vs.
Targets
Description of
Planned
Outputs
Quantity
School
Leadership,
Management
and
Operations
Telephone
Expenses โ
Mobile
Electricity
Expenses
Disbursement
for the
Telephone
Expenses โ
Mobile Q1 CY
2022
Disbursement
for the
Electricity
Expenses Q1
CY 2022
(Php)
3,000.00
(Php)
3,000.00
Liquidated the
Telephone Expenses
โ Mobile Q1 CY 2022
Liquidated the
Electricity Expenses
Q1 CY 2022 (January
and February 2022
only)
Liquidated
(Php)
3,000.00
Liquidated
(Php)
1,274.00
100%
42.46%
11. Table 1: STATUS OF PHYSICAL OUTPUTS /ACCOMPLISHMENT
Key Result Area
Programs/
Projects/
Activities
Targets
Physical
Accomplishments
(Outputs achieved to
date)
Actual
Accomplis
hment
%
Accompli
shed Vs.
Targets
Description of
Planned
Outputs
Quantity
Learning
Environment
Maintenance
of school
physical plant
& facilities
Monitor at
least once a
week the
school
physical plant
& facilities/
construction
of new
school
building in
new school
site
Once a
week
monitoring
Monitored the school
physical plant & facilities
Monitored
once a
week the
school
physical
plant &
facilities
100%
12. Table 1: STATUS OF PHYSICAL OUTPUTS /ACCOMPLISHMENT
KEY RESULT
AREA
PROGRAM
S/PROJEC
TS/ACTIVIT
IES
TARGETS
PHYSICAL
ACCOMPLISHMENTS
(Outputs achieved to
date)
Actual
Accomplis
hment
%
ACCOMP
LISHED
VS.
TARGETS
Description
of Planned
Outputs
Quantity
Human
Resource
Management
and
Development
Participation/
Attendance to
the District/
Division/
Regional
Trainings/
Webinars
Teachers to
participate in
the District/
Division and
Regional
Trainings/
Webinars
7 teachers
Teachers participated in
the District/ Division/
Regional
Trainings/Webinars
7 out of 7
teachers
attended/partici
pated in the
District/Division
/and Regional
trainings/webin
ars
2 teachers
were chosen
as lay out
artist/writer
100%
13. Table 1: STATUS OF PHYSICAL OUTPUTS /ACCOMPLISHMENT
KEY RESULT
AREA
PROGRAM
S/PROJEC
TS/ACTIVIT
IES
TARGETS
PHYSICAL
ACCOMPLISHMENTS
(Outputs achieved to
date)
Actual
Accomplish
ment
%
ACCOM
PLISHE
D VS.
TARGE
TS
Description
of Planned
Outputs
Quantity
Parent
Involvement
and
Community
Partnership
Conduct the
1st Quarter
Brigada
Eskwela
Parents,
teachers, and
other
stakeholders
are invited to
join the BE
7 teachers,
68 parents,
20
stakeholders
Surroundings of the
school is cleaned/
planted with medicinal
plants, vegetables and
flowering plants
7 teachers,
68 parents
and 20
stakeholders
participated in
the conduct
of the 1ST
Quarter BE
100%
16. Table 1A: STATUS OF IDENTIFIED UNACCOMPLISHED OUTPUTS (PPAs)
KEY RESULT
AREA
PROGRAMS
/PROJECTS/
ACTIVITIES
UNACCOMP
LISHED
OUTPUTS
REASONS
/ISSUES
Recommendation
(Drop; Carry
Over/Move to the
Next Quarter;
Modify; Replace)
STATUS TO
DATE
School
Leadership,
management
and
Operations
Electricity
Expenses for
March 2022
Disbursement
of Electricity
Expenses for
March 2022
Delayed Billing
Services of BAPA
Solong
Carry over Ongoing
18. Table 2: ISSUES AND RESOLUTIONS BY CATEGORY
Implementat
ion CCIPG
Type of CCIPGs
Proposed
Resolutions
Is it institutional,
technical,
infrastructure/
environmental,
financial or political,
social, gender?
Is it Within Control
of School, District,
Division or
Regional
Management? Is it
For Elevation to
Central Office or to
Other Agencies?
Is it new or
recurring
CCIPG? If
recurring, how
many quarters
has it
recurred?
Insufficient/Delay
distribution of
SLMs/LAS from SDO
Institutional
Central, Regional,
and Division Office
Recurring, two
quarters for SY
2021-2022
Allocation and
procurement of printing
and publication materials
through MOOE
Seek partnership from
Stakeholders
19. Table 2: ISSUES AND RESOLUTIONS BY CATEGORY
Implementat
ion CCIPG
Type of CCIPGs
Proposed
Resolutions
Is it institutional,
technical,
infrastructure/
environmental,
financial or political,
social, gender?
Is it Within Control
of School, District,
Division or
Regional
Management? Is it
For Elevation to
Central Office or to
Other Agencies?
Is it new or
recurring
CCIPG? If
recurring, how
many quarters
has it
recurred?
Lessons provided in
the SLMs are difficult
that lessen the
interest of the
learners in answering
the modules.
Institutional
Central, Regional,
and Division Office
Recurring,
three quarters
Encourage/invite teacher
volunteers in the
community to assist the
struggling learners.
20. Table 2: ISSUES AND RESOLUTIONS BY CATEGORY
Implementat
ion CCIPG
Type of CCIPGs
Proposed
Resolutions
Is it institutional,
technical,
infrastructure/
environmental,
financial or political,
social, gender?
Is it Within Control of
School, District,
Division or Regional
Management? Is it For
Elevation to Central
Office or to Other
Agencies?
Is it new or
recurring
CCIPG? If
recurring, how
many quarters
has it recurred?
Parents and
guardians who
cannot tend in the
schedule of the
distribution &
retrieval of modules
Social School
Recurring, two
quarters for SY
2021-2022
Ask assistance of other
parents who lives nearby
the struggling parents
that cannot tend in the
schedule of the
distribution and retrieval
of modules
21. Table 2: ISSUES AND RESOLUTIONS BY CATEGORY
Implementat
ion CCIPG
Type of CCIPGs
Proposed
Resolutions
Is it institutional,
technical,
infrastructure/
environmental,
financial or political,
social, gender?
Is it Within Control of
School, District,
Division or Regional
Management? Is it For
Elevation to Central
Office or to Other
Agencies?
Is it new or
recurring
CCIPG? If
recurring, how
many quarters
has it recurred?
Parents and
guardians who
cannot tend in the
schedule of the
distribution &
retrieval of modules
Social School
Recurring,
three quarters
Ask assistance of other
parents who lives nearby
the struggling parents
that cannot tend in the
schedule of the
distribution and retrieval
of modules
24. VALUE ADDED
CONTRIBUTIONS
January โ Php 700 cash from
LGU
February โ Php 1400, labor.
March - 2,000.00 (1pc
hoe,1pc.rake,50 packs of
seedlings from MAO)
24
26. LESSONS LEARNED:
โช Centralized and systematic archiving of data
is needed in preparing reports needed online
(especially the reports that needs to be
accomplished immediately)
26
27. LESSONS LEARNED:
โช Procurement of printing and publication
materials was an effective strategy to
address the insufficiency and delay of
SLMs/LAS from SDO; the school achieved 1:1
ratio of SLMs/LAS to pupils
27
28. LESSONS LEARNED:
โช Monitored frequently the learnerโs progress
to be able to identify those who need
immediate attention.
โช Established good fellowship with parents
and other stakeholders to assist the
learners pursue their studies in this trying
times.
28
29. SCHOOL KPI DASHBOARD
Dashboard and KPIs Analysis for the Quarter (with SWOT
Strength, Weaknesses, Opportunities & Threats Analysis)
8.
107. RECOMMENDATIONS
& SOLUTIONS TO
COMMON ISSUES
โช Fast and accurate transactions in the SDO is
needed even if there is an alternative work
and arrangement scheme in this time of
pandemic.
107
109. RECOMMENDATIONS
& SOLUTIONS TO
COMMON ISSUES
โช Effective implementation of Reading Program
even during Distance Learning in order to lessen
the number of learners under frustration level.
109
113. Vision is not enough; it must be
combined with venture. It is not
enough to stare up to the step;
we must step up the stairsโฆ
-Vaโclav Havel,
Last President of Chechoslovakia
Annotation:
For Grade 1 Learners, the language used for the assessment is Mother Tongue (Bikol Miraya). The task is, the child was asked to read lout loud all the letters (sounds) in the โTask 1โ box. The result shows that there are 3 pupils under full refresher having a rhyme score of 0-14 read correctly. There are 7 learners under moderate refresher having 15-20 correct rhyme score. For the light refresher, there are 6 learners who got 7-16 letter score, and grade ready learners are 3 wherein they got a correct letter score of 17-20.
For grade 2 Learners, the child was asked to read out loud sentences in Mother Tongue (Bikol Miraya) and in Filipino. The table shows that in Mother Tongue, there are 3 pupils under Full refresher wherein they got 0-14 words read correctly. The moderate refresher are 6 pupils, they got 15-20 words read correctly, 6 Learners under light refresher having a score a sentence score of 7-16, and 3 learners under grade ready reading proficiency level, wherein they got 17-20 correct sentence score.
In Filipino for grade 2, they read out loud words and sentences. The scoring is the same with mother tongue.
In grade 3 pupils, the assessment are in Mother Tongue, Filipino, and English. In mother tongue and in Filipino, the process and scoring is the same with the grade 2 learners. In English, the child was asked to read out loud words (cvc words and words with blends). If the child score is 0, end the assessment, the child is full refresher. If the child correctly reads 1-10 words correctly, the child is moderate refresher. If word score is 11-16, the child is light refresher reading proficiency level, and Grade ready if the word score is 17-20.
Annotation:
For Grade 1 Learners, the language used for the assessment is Mother Tongue (Bikol Miraya). The task is, the child was asked to read lout loud all the letters (sounds) in the โTask 1โ box. The result shows that there are 3 pupils under full refresher having a rhyme score of 0-14 read correctly. There are 7 learners under moderate refresher having 15-20 correct rhyme score. For the light refresher, there are 6 learners who got 7-16 letter score, and grade ready learners are 3 wherein they got a correct letter score of 17-20.
For grade 2 Learners, the child was asked to read out loud sentences in Mother Tongue (Bikol Miraya) and in Filipino. The table shows that in Mother Tongue, there are 3 pupils under Full refresher wherein they got 0-14 words read correctly. The moderate refresher are 6 pupils, they got 15-20 words read correctly, 6 Learners under light refresher having a score a sentence score of 7-16, and 3 learners under grade ready reading proficiency level, wherein they got 17-20 correct sentence score.
In Filipino for grade 2, they read out loud words and sentences. The scoring is the same with mother tongue.
In grade 3 pupils, the assessment are in Mother Tongue, Filipino, and English. In mother tongue and in Filipino, the process and scoring is the same with the grade 2 learners. In English, the child was asked to read out loud words (cvc words and words with blends). If the child score is 0, end the assessment, the child is full refresher. If the child correctly reads 1-10 words correctly, the child is moderate refresher. If word score is 11-16, the child is light refresher reading proficiency level, and Grade ready if the word score is 17-20.
Annotation:
For Grade 1 Learners, the language used for the assessment is Mother Tongue (Bikol Miraya). The task is, the child was asked to read lout loud all the letters (sounds) in the โTask 1โ box. The result shows that there are 3 pupils under full refresher having a rhyme score of 0-14 read correctly. There are 7 learners under moderate refresher having 15-20 correct rhyme score. For the light refresher, there are 6 learners who got 7-16 letter score, and grade ready learners are 3 wherein they got a correct letter score of 17-20.
For grade 2 Learners, the child was asked to read out loud sentences in Mother Tongue (Bikol Miraya) and in Filipino. The table shows that in Mother Tongue, there are 3 pupils under Full refresher wherein they got 0-14 words read correctly. The moderate refresher are 6 pupils, they got 15-20 words read correctly, 6 Learners under light refresher having a score a sentence score of 7-16, and 3 learners under grade ready reading proficiency level, wherein they got 17-20 correct sentence score.
In Filipino for grade 2, they read out loud words and sentences. The scoring is the same with mother tongue.
In grade 3 pupils, the assessment are in Mother Tongue, Filipino, and English. In mother tongue and in Filipino, the process and scoring is the same with the grade 2 learners. In English, the child was asked to read out loud words (cvc words and words with blends). If the child score is 0, end the assessment, the child is full refresher. If the child correctly reads 1-10 words correctly, the child is moderate refresher. If word score is 11-16, the child is light refresher reading proficiency level, and Grade ready if the word score is 17-20.
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