The document provides information on curriculum implementation for Quarter 1 in District 1, including lists of school ESP coordinators and student data from schools. It notes the least learned competencies for each grade level at different schools and the interventions made by teachers to address these competencies, such as remedial instruction, enrichment activities, and communicating with parents.

1. CURRICULUM
IMPLEMENTATION IN ESP
QUARTER 1
DISTRICT 1

2. SCHOOL ESP COORDINATORS:
BAYABAS IS – MRS. ELLEN G. BUOT/CATHERINE
C. BANZON
CAMBUBHO IS – MA’AM JEANETA M. GOMEZ
DANASAN ES – MA’AM JEALYN P. ESPONILLA
LAWAAN ES – MRS. LERIO S. BATOON
MAGTAGUBTOB ES – MA’AM EDEN MAE
COLLAMAT
PILI IS – MA’AM RAZEL E. CASAC

3. SCHOOL ESP COORDINATORS:
NICOLAS U. TIONGKO MEMORIAL NATIONAL
HIGH SCHOOL– MRS. DAYVE P. BINGTAN
LAWAAN NATIONAL HIGH SCHOOL– MRS. REINA
MAE DERECHO
SANTICAN NATIONAL HIGH SCHOOL– MA’AM
MARJORIE MANULAT

4. STUDENT DATA
NAME OF
SCHOOL
ENROLMENT NO. OF
FAILURE
PERCENTAGE NO. OF DROP-
OUT
WHAT SPECIFIC
REASONS ARE
CONTRIBUTORY
TO FAILURE OF
LEARNERS?
WHAT ACTIONS
WERE
EXHAUSTED BY
THE
SCHOOL/TEACHE
R TO
SUPPOSEDLY
PREVENT
FAILURES?
M F T
BAYABAS IS 103 91 194 2 1% 0 Absenteeism
and failure of
submitting
output/
performance
task
Teachers talked to the
students for not
submitting the
performances and
explained to the student
the importance of
outputs to their grades.
Ask the student what
his/her reason of
absences.
CAMBUBHO IS 77 67 144 0 0% 0

5. NAME OF
SCHOOL
ENROLMENT NO. OF
FAILURE
PERCENTAGE NO. OF DROP-
OUT
WHAT SPECIFIC
REASONS ARE
CONTRIBUTORY
TO FAILURE OF
LEARNERS?
WHAT ACTIONS
WERE
EXHAUSTED BY
THE
SCHOOL/TEACH
ER TO
SUPPOSEDLY
PREVENT
FAILURES?
M F T
DANASAN ES 93 106 199 1 0% 0 No longer
participated in school
Talk the parents to enroll
the learner in ALS but the
learner refused.
LAWAAN ES 162 149 311 1 0% 0 Absenteeism and
failure of submitting
output/ performance
task
MAGTAGUBTOB
ES
25 41 66 0 0% 0
PILI IS 65 51 116 0 0% 0
SANTIKAN ES 97 81 178 0 0% 0

6. NAME OF
SCHOOL
ENROLMENT NO. OF
FAILURE
PERCENTAGE NO. OF DROP-
OUT
WHAT SPECIFIC
REASONS ARE
CONTRIBUTORY
TO FAILURE OF
LEARNERS?
WHAT ACTIONS
WERE
EXHAUSTED BY
THE
SCHOOL/TEACH
ER TO
SUPPOSEDLY
PREVENT
FAILURES?
M F T
LAWAAN
NATIONAL
HIGHSCHOOL
173 196 369 0 0% 0
NICOLAS U.
TIONGKO
MEMORIAL
NATIONAL
HIGHSCHOOL
180 165 345 0 0% 0
SANTICAN
NATIONAL
HIGHSCHOOL
80 100 180 0 0% 0

7. LEAST LEARNED
COMPETENCIES AND
INTERVENTIONS MADE

8. GRADE 1
SCHOOL LEAST LEARNED COMPETENCIES INTERVENTIONS MADE
BAYABAS IS Naisasakilos ang sariling kakayahan sa
iba’t-ibang pamamaraan-pag-awit
pagsayaw pakikipagtalastasan
REMEDIA (Remediation in English and Math in Engaging
Differentiated Instruction and Activities)
To provide instructional correctives to those learners who find
difficulties in literacy and numeracy. The teachers agreed to use
students’ leisure time after taking their lunch in the afternoon
through reading different books and reading materials and or
solving math problems to help them improve their numeracy and
literacy skills.
CAMBUBHO IS 1.Nakikilala ang sariling :
1.1 Gusto
1.2 Interes
1.3 Potensyal
1.4. Kahinaan
1.5. Damdamin/Emosyon
⮚ Most of the teachers had provided the selected
students with enrichment/remediation activities.
⮚ Teachers have provided as well some stir activities
wherein the students could have the opportunity
to learn the competencies by doing/ performing it.
DANASAN ES Nakapagpapakita ng pagmamahal sa
pamilya at kapwa sa lahat ng pagkakataon
lalo na sa oras ng pangangailangan
✔ Provide learning materials that suited to
their learning capability and tell the
parents to guide and show them the
term love and respect to each other.

9. SCHOOL LEAST LEARNED COMPETENCIES INTERVENTIONS MADE
LAWAAN ES Nakapaglalarawan ng ibat ibang gawain na maaaring
makasama o makabuti sa kalusugan.
1.1 Nakikilala ang ibat ibang gawain/paraan na maaaring
makasama o makabuti sa kalusugan.
1.2 Nasasabi na nakatutulong sa paglinang ng sariling
kakayahan ang wastong pangangalaga sa sarili.
Reteach the lesson by utilizing and explaining scenarios in which
learners are confused whether it is an activity that may or may not
cause harm to one’s health.
MAGTAGUBTOB ES Nakapagpapakita ng pagmamahal
sa pamilya at kapwa sa lahat ng
pagkakataon lalo na sa oras ng
pangangailangan
PILI IS Naisasakilos ang sariling
kakayahan sa iba’t-ibang
pamamaraan.
❖ pag-awit,
❖ pagsayaw
✔ Provide Remedial Instruction and
Activities related to the topic.

10. SCHOOL LEAST LEARNED COMPETENCIES INTERVENTIONS MADE
SANTIKAN ES Naisasakilos ang sariling
kakayahan sa iba’t ibang
pamamaraan
• pag-awit
• pagsayaw
• Teacher will prepare some
supplementary materials that
suited to the ability of the
learners.
• Teacher should distinguish the
learners who can’t easily learn
the lesson then monitor and
aid the specific learners.

11. GRADE 2
SCHOOL LEAST LEARNED COMPETENCIES INTERVENTIONS MADE
BAYABAS IS Napapahalagahan ang saya o tuwang
dulot ng pagbabahagi ng anumang
kakayahan o talent
REMEDIA (Remediation in English and Math in
Engaging Differentiated Instruction and
Activities)
To provide instructional correctives to those learners who
find difficulties in literacy and numeracy. The teachers
agreed to use students’ leisure time after taking their lunch
in the afternoon through reading different books and
reading materials and or solving math problems to help
them improve their numeracy and literacy skills.
CAMBUBHO IS Nakapagpakita ng kakayahang labanan
an takot kapag may nangbully
⮚ Most of the teachers had provided the
selected students with
enrichment/remediation activities.
⮚ Teachers have provided as well some stir
activities wherein the students could
have the opportunity to learn the
competencies by doing/ performing it.
DANASAN Nakapaglalahad na ang paggawa ng
mabuti sa kapwa ay pagmamahal sa
sarili.
✔ Regularly communicate with parents
for monitoring and providing
technical assistance trough reading

12. SCHOOL LEAST LEARNED COMPETENCIES INTERVENTIONS MADE
LAWAAN ES Nakapagpapakita ng pagsunod sa mga tuntunin at
pamantayang itinakda sa loob ng tahanan.
5.1 paggising at pagkain sa tamang oras
5.2 pagtapos ng mga gawaing bahay
5.3 paggamit ng mga kagamitan
5.4 at iba pa.
MAGTAGUBTOB ES Nakagagamit ng magalang na
pananalita sa kapwa bata at
nakatatanda
PILI IS Naisakikilos ang mga
paraan ng pagpapanatili
ng kalinisan, kalusugan
at pag-iingat ng
katawan.
✔Provide Remedial Instruction
and Activities related to the
topic.

13. SCHOOL LEAST LEARNED
COMPETENCIES
INTERVENTIONS
MADE
SANTIKAN ES Napahahalagahan ang saya o tuwang
dulot ng pagbabahagi ng anumang
kakayahan o talent
• Inform the parents/conduct a
one-on- one conference with
them for home monitoring
assistance.

14. GRADE 3
SCHOOL LEAST LEARNED COMPETENCIES INTERVENTIONS MADE
BAYABAS IS Natutukoy ang kakayahan,
napapahalagahan ang kakayahang
magawa
FITS (Free Intervention and Tutorial
Services) Provide tutorial to students
who have difficulty in different subject
areas.
CAMBUBHO IS Nakakagawa ng mga wastong kilos at
gawi sa pangangalaga ng sariling
kalusugan at kaligtasan.
⮚ Most of the teachers had provided the selected
students with enrichment/remediation
activities.
⮚ Teachers have provided as well some stir
activities wherein the students could have the
opportunity to learn the competencies by
doing/ performing it.
DANASAN Naisasaalang-alang ang
katayuan/kalagayan/pangkat etnikong
kinabibilangan ng kapwa bata sa
pamamagitan ng: pagbabahagi ng
pagkain, laruan, damit, gamit, at iba pa.
✔ Home Visitation

15. SCHOOL LEAST LEARNED COMPETENCIES INTERVENTIONS MADE
LAWAAN ES NONE NONE
MAGTAGUBTOB ES Naisasaalang-alang ang
katayuan/kalagayan/pangkat
etnikong kinabibilangan ng kapwa
bata sa pamamagitan ng:
pagbabahagi ng pagkain, laruan,
damit, gamit, at iba pa.
PILI IS Natutukoy ang mga damdamin na
nagpapamalas ng mga katatagan ng
kalooban.
✔ Provide Remedial Instruction and
Activities related to the topic.

16. SCHOOL LEAST LEARNED COMPETENCIES INTERVENTIONS
MADE
SANTIKAN ES Nakatutukoy ng mga
damdamin na
nagpapamalas ng
katatagan ng kalooban
• Teacher will prepare
some supplementary
materials that suited
to the ability of the
learners.
• Teacher should
distinguish the
learners who can’t
easily learn the
lesson then monitor
and aid the specific
learners.

17. GRADE 4
SCHOOL LEAST LEARNED COMPETENCIES INTERVENTIONS MADE
BAYABAS IS Nakakapagninilay ng katotohanan batay sa
mga nakalap na impormasyon:
3.1 balitang napakinggan
3.2 patalastas na nabasa/narinig
3.3 napanood na programang
pantelebisyon
Magpapakita ng mga video tungkol sa
kanilang kakayahan
>Nagbigay ng mga halimbawa na nangyayari
sa tunay na buhay
CAMBUBHO IS Nakapagsasagawa nang may mapanuring
pag-iisip ng tamang pamamaraan/
pamantayan sa pagtuklas ng katotohanan
Most of the teachers had provided the selected
students with enrichment/remediation activities.
DANASAN Nakapagbabahagi ng sariling karanasan
o makabuluhang pangyayaring
nagpapakita ng pag-unawa sa
kalagayan/pangangailangan ng kapwa.
✔ Give immediate response by
providing varied learning activity
sheets that suited to the level of the
learners from simple to complex for
them to relate, analyze and develop
their critical thinking skills through
poster making, composing a
sentence, and creating a poem.

18. SCHOOL LEAST LEARNED COMPETENCIES INTERVENTIONS MADE
LAWAAN ES Nakapagsusuri ng katotohanan bago
gumawa ng anumang hakbangin
batay sa mga nakalap na
impormasyon.
Give real-life situation as an example.
Show kids story to learn moral lesson.
MAGTAGUBTOB ES NOne
PILI IS NONE NONE

19. SCHOOL LEAST LEARNED
COMPETENCIES
INTERVENTIONS
MADE
SANTIKAN ES Nakapagsasagawa nang may
mapanuring pag-iisip ng
tamang pamamaraan/
pamantayan sa pagtuklas ng
katotohanan
• Teacher will prepare
some supplementary
materials that suited
to the ability of the
learners.
• Teacher should
distinguish the
learners who can’t
easily learn the lesson
then monitor and aid
the specific learners.

20. GRADE 5
SCHOOL LEAST LEARNED COMPETENCIES INTERVENTIONS MADE
BAYABAS IS Nakapagpapahayag nang may katapatan
ng sariling opinion /ideya at saloobin
tungkol sa mga sitwasyong may kinalaman
sa sarili at pamilyang kinabibilangan.
Halimbawa sa paaralan at pamayanan.
Magpapakita ng mga video tungkol sa
kanilang kakayahan
>Nagbigay ng mga halimbawa na
nangyayari sa tunay na buhay
CAMBUBHO IS
Nakapagpakita ng kawilihan at positibong saloobin sa
pag-aaral:
1. pakikinig
2. pakikilahok sa pangkatang Gawain
3. pakikipagtalakayan
4.pagtatanong
5. paggawa ng proyekto gamit ang anumang technology
tools
6. paggawa ng takdang-aralin
Most of the teachers had provided
the selected students with
enrichment/remediation activities.
DANASAN Nakabubuo at nakapagpapahayag
nang may paggalang sa anumang
ideya/opinion
✔ Give examples that based on their
experience.
✔ Let the learner used the Cebuano
language.

21. SCHOOL LEAST LEARNED COMPETENCIES INTERVENTIONS MADE
LAWAAN ES NONE NONE
MAGTAGUBTOB ES Nakasusuri ng mabuti at di-
mabuting maidudulas sa sarili at
miyembro ng pamilya ng anumang
babasahin, napapakinggan at
napapanood
PILI IS Nakapagpapakita ng kawilihan at
positibong saloobin sap ag-aaral, pakikinig,
pakikilahok sa pangkatang Gawain,
pakikipagtalakayan, pagtatanong, paggawa
ng proyekto (gamit ang anumang
technology tools), paggawa ng takdang-
aralin at pagtuturo sa iba.
✔Provide Remedial
Instruction and Activities
related to the topic.

22. SCHOOL LEAST LEARNED
COMPETENCIES
INTERVENTIONS
MADE
SANTIKAN ES Nakapagpapahayag nang
may katapatan ng sariling
opinyon/ideya at saloobin
tungkol sa mga sitwasyong
may kinalaman sa sarili at
pamilyang kinabibilangan.
• Teacher will prepare some
supplementary materials
that suited to the ability of
the learners.
• Teacher should distinguish
the learners who can’t easily
learn the lesson then
monitor and aid the specific
learners.

23. GRADE 6
SCHOOL LEAST LEARNED COMPETENCIES INTERVENTIONS MADE
BAYABAS IS Pagsusuri nang Mabuti sa mga bagay
na may kinalaman sa sarili at
pangyayari.
Magpapakita ng mga video tungkol sa
kanilang kakayahan
>Nagbigay ng mga halimbawa na
nangyayari sa tunay na buhay
CAMBUBHO IS Nakapagsusuri nang mabuti sa mga
bagay na may kinalaman sa sarili at
pangyayari.
Most of the teachers had provided
the selected students with
enrichment/remediation activities.
DANASAN ES Nakapagpapakita ng paggalang sa
ideya o suhestyon ng kapwa
✔ Parents were encouraged to guide
their children in answering their
children the value of respect to the
idea of other people and discuss to
them its advantages.

24. SCHOOL LEAST LEARNED
COMPETENCIES
INTERVENTIONS MADE
LAWAAN ES Nakasasang-ayon sa
pasya ng nakararami
kung nakabubuti ito.
Magpapakita ng video lesson
ang guro.
MAGTAGUBTOB ES Nakapagpapakita ng
paggalang sa ideya o
suhestyon ng kapwa
PILI IS NONE ✔NONE

25. SCHOOL LEAST LEARNED
COMPETENCIES
INTERVENTIONS
MADE
SANTIKAN ES Nakagagamit ng
impormasyon
(wasto / tamang
impormasyon)
• Teacher will prepare
some supplementary
materials that suited
to the ability of the
learners.
• Teacher should
distinguish the
learners who can’t
easily learn the lesson
then monitor and aid
the specific learners.

26. GRADE 7
SCHOOL LEAST LEARNED COMPETENCIES INTERVENTIONS MADE
BAYABAS IS N/A N/A
CAMBUBHO IS ∙ Napatutunayan na ang: a. Paggalang sa
dignidad ng tao ay ang nagsisilbing daan
upang mahalin ang kapwa tulad ng
pagmamahal sa sarili at
b. Ang paggalang sa dignidad ng tao ay
nagmumula sa pagiging pantay at
magkapareho nilang tao.
⮚ Provided enrichment/remediation
activities that connects to the to the
students.
LAWAAN NATIONAL HIGHSCHOOL Nasasagawa ang mga gawaing angkop
sa pagpapa-unlad ng kanyang mga hilig.
∙ Provide video clips
∙ Think-Pair Share
∙ Parent –Teacher Conference

27. SCHOOL LEAST LEARNED COMPETENCIES INTERVENTIONS MADE
NICOLAS U. TIONGKO MEMORIAL
NATIONAL HIGHSCHOOL
Napatutunayan na ang pagtuklas at
pagpapaunlad ng mga angking talent at
kakayahan ay mahalaga sapagkat ang
mga ito ay mga kaloob na kung
pauuunlarin ay makahuhubog ng sarili
tungo sa pagkakaroon ng tiwala sa sarili,
paglampas sa mga kahinaan, pagtupad
ng mga tungkulin , at paglilingkod sa
pamayanan.
Paggamit ng ibat-ibang klaseng
instruksiyon sa pagsasagawa ng activity
kung saan ito’y naaayon sa learning
style ng mag-aaral o sa kung ano ang
kanyang kakayahan sa pagsasagawa ng
awtput.
SANTIKAN NATIONAL HIGHSCHOOL Napatutunayan na ang pagtuklas at
pagpapaunlad ng mga angking talento
at kakayahan ay mahalaga sapagkat ang
mga ito ay mga kaloob na kung
pauunlarin ay makahuhubog ng sarili
tungo sa pagkakaroon ng tiwala sa sarili,
paglampas sa mga kahinaan, pagtupad
ng mga tungkulin, at paglilingkod sa
pamayanan
∙ Teachers made a follow up
discussions or summary of the
entire quarter as enrichment
activity.
∙ Special assessment for students
with difficulties in some
competencies

28. SCHOOL LEAST LEARNED COMPETENCIES INTERVENTIONS MADE
PILI IS Nakapagpapakita ng paggalang sa
ideya o suhestyon ng kapwa
✔ Parents were encouraged to guide
their children in answering their
children the value of respect to the
idea of other people and discuss to
them its advantages.

29. GRADE 8
SCHOOL LEAST LEARNED COMPETENCIES INTERVENTIONS MADE
BAYABAS IS Naipaliliwanag na:
a. Bukod sa paglalang, may pananagutan ang
mga magulang na bigyan ng maayos na
edukasyon ang kanilang mga anak, gabayan sa
pagpapasya at hubugin sa pananampalataya.
N/A
CAMBUBHO IS
∙ Nahihinuha na may pananagutan ang pamilya sa
pagbuo ng mapagmahal na pamayanan sa
pamamagitan ng pagtulong sa kapitbahay o
pamayanan (papel na panlipunan) at pagbabantay sa
mga batas at institusyong panlipunan (papel na
pampolitikal)
Administer some activities that would
give the opportunity to every student to
learn the competencies by linking it to
the real-life instances.
LAWAAN NATIONAL HIGHSCHOOL Nakapagpapakita ng paggalang sa ideya
o suhestyon ng kapwa
∙ Provide video clips
∙ Think-Pair Share
∙ Parent –Teacher Conference

30. SCHOOL LEAST LEARNED COMPETENCIES INTERVENTIONS MADE
NICOLAS U. TIONGKO MEMORIAL
NATIONAL HIGHSCHOOL
Naisasagawa ang isang gawaing angkop
sa panlipunan at pampulitikal na papel
ng pamilya.
Paggamit ng ibat-ibang klaseng
instruksiyon sa pagsasagawa ng activity
kung saan ito’y naaayon sa learning
style ng mag-aaral o sa kung ano ang
kanyang kakayahan sa pagsasagawa ng
awtput.
Maaari ring mabigay ng mas madaling
activity sa mag-aaral na ayon sa kanyang
kakayahan.
SANTICAN NATIONAL HIGHSCHOOL Napatutunayan kung bakit ang pamilya ay natural na
institusyon ng pagmamahalan at pagtutulungan na
nakatutulong sa pagpapaunlad ng sarili tungo sa
makabuluhang pakikipagkapwa
Nabibigyang-puna ang uri ng komunikasyon na
umiiral sa isang pamilyang nakasama, naobserbahan
o napanood
∙ Teachers made a follow up
discussions or summary of the entire
quarter as enrichment activity.
∙ Special assessment for students with
difficulties in some competencies

31. SCHOOL LEAST LEARNED COMPETENCIES INTERVENTIONS MADE
PILI IS Nakapagpapakita ng paggalang sa
ideya o suhestyon ng kapwa
✔ Parents were encouraged to guide
their children in answering their
children the value of respect to the
idea of other people and discuss to
them its advantages.

32. GRADE 9
SCHOOL LEAST LEARNED COMPETENCIES INTERVENTIONS MADE
BAYABAS IS Naisasagawa ang isang proyekto na
makakatulong sa isang pamayanan o sector
sa pangangailangang pangkabuhayan,
pangkultural, at pangkapayapaan.
N/A
CAMBUBHO IS ∙ Nakapagtataya o nakapaghuhusga kung
umiiral ang Prinsipyo ng Subsidiarity at
Pagkakaisa ay umiiral o nilalabag sa
pamilya, paaralan, pamayanan
(baranggay), at lipunan/bansa
Administer some activities that would
give the opportunity to every student
to learn the competencies by linking it
to the real-life instances.
LAWAAN NATIONAL HIGHSCHOOL Nakapagpapakita ng paggalang sa ideya
o suhestyon ng kapwa
∙ Provide video clips
∙ Think-Pair Share
∙ Parent –Teacher Conference

33. SCHOOL LEAST LEARNED COMPETENCIES INTERVENTIONS MADE
NICOLAS U. TIONGKO MEMORIAL
NATIONAL HIGHSCHOOL
Natataya ang adbokasiya ng iba’t ibang lipunang
sibil batay sa kontribusyon ng mga ito sa
katarungang panlipunan, pang-ekonomiyang
pag-unlad (economic viability), pakikilahok ng
mamamayan, pangangalaga ng kapaligiran,
kapayapaan, pagkakapantay ng kababaihan at
kalalakihan (gender equality) at ispiritwalidad
(mga pagpapahalagang kailangan sa isang
lipunang sustainable) b. Nakapagsasagawa ng
mga pananaliksik sa pamayanan upang matukoy
kung may lipunang sibil na kumikilos dito,
matukoy ang adbokasiya ng lipunang sibil sa
pamayanan, at matasa ang antas ng pagganap
nito sa pamayanan
Magbibigay ng mas espisipikong
halimbawa sa pagsasagawa ng gawain
upang makabuo ng personal na
pahayag ng misyon sa buhay.
SANTIKAN NATIONAL HIGHSCHOOL Natataya ang pag-iral o kawalan sa
pamilya, paaralan, baranggay,
pamayanan, o lipunan/bansa ng: a.
Prinsipyo ng Subsidiarity b. Prinsipyo
ng Pagkakaisa
∙ Teachers made a follow up discussions
or summary of the entire quarter as
enrichment activity.
∙ Special assessment for students with
difficulties in some competencies

34. SCHOOL LEAST LEARNED COMPETENCIES INTERVENTIONS MADE
PILI IS Nakapagpapakita ng paggalang sa
ideya o suhestyon ng kapwa
✔ Parents were encouraged to guide
their children in answering their
children the value of respect to the
idea of other people and discuss to
them its advantages.

35. GRADE 10
SCHOOL LEAST LEARNED COMPETENCIES INTERVENTIONS MADE
BAYABAS IS Naututkoy ang mga prinsipyo ng
likas na Batas Moral.
Nakapagsusuri ng mga pasiyang
ginagawa sa araw-araw batay
sa paghusga ng konsiyensiya.
N/A
CAMBUBHO IS ∙ Napatutunayan na ang tunay na
kalayaan ay ang kakayahang tumugon sa
tawag ng pagmamahal at paglilingkod
Administer some activities that would
give the opportunity to every student to
learn the competencies by linking it to
the real-life instances.
LAWAAN NATIONAL HIGHSCHOOL Nakapagpapakita ng paggalang sa ideya
o suhestyon ng kapwa
∙ Provide video clips
∙ Think-Pair Share
∙ Parent –Teacher Conference

36. SCHOOL LEAST LEARNED COMPETENCIES INTERVENTIONS MADE
NICOLAS U. TIONGKO MEMORIAL
NATIONAL HIGHSCHOOL
Nakagagawa ng mga angkop na kilos
upang maipakita sa kapwang
itinuturing na mababa ang sarili na
siya ay bukod-tangi dahil sa kanyang
taglay na dignidad bilang tao.
Magbibigay ng mas espisipikong
halimbawa sa pagsasagawa ng gawain
upang makabuo ng personal na
pahayag ng misyon sa buhay.
SANTICAN NATIONAL HIGHSCHOOL Natutukoy ang mataas na gamit at
tunguhin ng isip at kilos-loob
Nakapagsusuri ng mga pasiyang
ginagawa sa araw-araw batay sa
paghusga ng konsiyensiya
∙ Teachers made a follow up
discussions or summary of the
entire quarter as enrichment
activity.
∙ Special assessment for students
with difficulties in some
competencies

37. SCHOOL LEAST LEARNED COMPETENCIES INTERVENTIONS MADE
PILI IS Nakapagpapakita ng paggalang sa
ideya o suhestyon ng kapwa
✔ Parents were encouraged to guide
their children in answering their
children the value of respect to the
idea of other people and discuss to
them its advantages.

38. GRADE 11
SCHOOL LEAST LEARNED COMPETENCIES INTERVENTIONS MADE
BAYABAS IS N/A N/A
CAMBUBHO IS N/A N/A
LAWAAN NATIONAL HIGHSCHOOL Demonstrate the virtues of Prudence
and Frugality towards environment.
∙ Provide video clips
∙ Think-Pair Share
∙ Parent –Teacher Conference

39. SCHOOL LEAST LEARNED COMPETENCIES INTERVENTIONS MADE
NICOLAS U. TIONGKO MEMORIAL
NATIONAL HIGHSCHOOL
Realize the value of doing philosophy
in obtaining a broad perspective on
life.
Provide suitable activities to learners
according to their capability.
SANTIKAN NATIONAL HIGHSCHOOL N/A N/A
PILI IS Nakapagpapakita ng paggalang sa
ideya o suhestyon ng kapwa
✔ Parents were encouraged to guide
their children in answering their
children the value of respect to the
idea of other people and discuss to
them its advantages.

40. GRADE 12
SCHOOL LEAST LEARNED COMPETENCIES INTERVENTIONS MADE
BAYABAS IS N/A N/A
CAMBUBHO IS N/A N/A
LAWAAN NATIONAL HIGHSCHOOL Discuss developmental tasks and
challenges being experienced during
adolescence.
∙ Provide video clips
∙ Think-Pair Share
∙ Parent –Teacher Conference

41. SCHOOL LEAST LEARNED COMPETENCIES INTERVENTIONS MADE
NICOLAS U. TIONGKO MEMORIAL
NATIONAL HIGHSCHOOL
Evaluate one’s development through
the help of significant people around
him/her (peers, parents, siblings,
friends, teachers, community leaders)
Provide suitable activities to learners
according to their capability.
SANTIKAN NATIONAL HIGHSCHOOL N/A N/A
PILI IS Nakapagpapakita ng paggalang sa
ideya o suhestyon ng kapwa
✔ Parents were encouraged to guide
their children in answering their
children the value of respect to the
idea of other people and discuss to
them its advantages.

42. COMPETENCY
AUDIT

43. GRADE
LEVEL
PERCENTAGE OF COMPETENCIES COVERED REASON/S FOR NOT
ACHIEVING 100% ASIDE
FROM THE NUMBER OF
ACTUAL WEEKS
BAYABAS IS CAMBUBHO IS DANASAN ES LAWAAN ES MAGTAGUBTOB ES PILI IS SANTIKAN ES
1 100% 100% 100% 100% 100% 100% 100% NONE
2 100% 100% 100% 100% 100% 100% 100% NONE
3 100% 100% 100% 100% 100% 100% 100% NONE
4 100% 100% 100% 100% 100% 100% 100% NONE
5 100% 100% 100% 100% 100% 100% 100% NONE
6 100% 100% 100% 100% 100% 100% 100% NONE

44. GRADE
LEVEL
PERCENTAGE OF COMPETENCIES COVERED REASON/S FOR NOT
ACHIEVING 100% ASIDE
FROM THE NUMBER OF
ACTUAL WEEKS
BAYABAS IS CAMBUBHO IS NICOLAS U.
TIONGKO
MEMORIAL
NATIONAL
HIGHSCHOOL
LAWAAN
NATIONAL
HIGHSCHO
OL
PILI IS SANTICAN
NATIONAL
HIGHSCHOOL
7 100% 100% 100% 100% 100% 100% NONE
8 100% 100% 100% 100% 100% 100% NONE
9 100% 100% 100% 100% 100% 100% NONE
10 100% 100% 100% 100% 100% 100% NONE
11 100% NONE
12 100% NONE

45. LEARNING
RESOURCES

46. BAYABAS IS
GRADE
LEVEL
CHECK ALL RESOURCES USED AS MAY APPLY NUMBER OF AVAILABLE ARE THERE
MODULES NOT
DISTRIBUTED DUE
TO INCONSISTENCY
IN THE NUMBER OF
WEEKS IN THE MELC
AND ACTUAL
NUMBER OF WEEKS
PER QUARTER?
INDICATE NUMBER
SLKs CO-SLMs DepEd
Coomons
Self-made From Other
Region/Division
LMs Textbooks
1 √ 20 NONE
2 √ 17 NONE

47. GRADE
LEVEL
CHECK ALL RESOURCES USED AS MAY APPLY NUMBER OF
AVAILABLE
ARE THERE MODULES NOT DISTRIBUTED
DUE TO INCONSISTENCY IN THE NUMBER
OF WEEKS IN THE MELC AND ACTUAL
NUMBER OF WEEKS PER QUARTER?
INDICATE NUMBER
SLKs CO-
SLMs
DepEd
Coomons
Self-
made
From Other
Region/Division
LMs Textbooks
3 √ 24 NONE
4 √ 24 NONE
5 √ 34 NONE
6 √ 43 NONE

48. GRADE
LEVEL
CHECK ALL RESOURCES USED AS MAY APPLY NUMBER OF
AVAILABLE
ARE THERE MODULES NOT DISTRIBUTED
DUE TO INCONSISTENCY IN THE NUMBER
OF WEEKS IN THE MELC AND ACTUAL
NUMBER OF WEEKS PER QUARTER?
INDICATE NUMBER
SLKs CO-
SLMs
DepEd
Coomons
Self-
made
From Other
Region/Division
LMs Textbooks
7 √ 24 NONE
8 √ 24 NONE
9 √ 34 NONE
10 √ 43 NONE

49. Which LR are preferably
used by the teachers?
• Division Made SLK as it
is contextualized and
more appropriate to be
used by the learners.
Are LMs/TBs distributed to
learners?
• No, because we used
printed modules as their
learning resources and
the topic/lessons can be
found already in the
module.

50. CAMBUBHO IS
GRADE
LEVEL
CHECK ALL RESOURCES USED AS MAY APPLY NUMBER OF AVAILABLE ARE THERE
MODULES NOT
DISTRIBUTED
DUE TO
INCONSISTENC
Y IN THE
NUMBER OF
WEEKS IN THE
MELC AND
ACTUAL
NUMBER OF
WEEKS PER
QUARTER?
INDICATE
NUMBER
SLKs CO-SLMs DepEd
Coomons
Self-made From Other
Region/Divi
sion
LMs Textbooks
1 √ 20 NONE
2 √ 17 NONE

51. GRADE
LEVEL
CHECK ALL RESOURCES USED AS MAY APPLY NUMBER OF
AVAILABLE
ARE THERE MODULES NOT
DISTRIBUTED DUE TO INCONSISTENCY
IN THE NUMBER OF WEEKS IN THE
MELC AND ACTUAL NUMBER OF WEEKS
PER QUARTER? INDICATE NUMBER
SLKs CO-
SLMs
DepEd
Coomons
Self-
made
From Other
Region/Division
LMs Textbooks
3 √ √ 24 NONE
4 √ 24 NONE
5 √ √ 34 NONE
6 √ 43 NONE

52. GRADE
LEVEL
CHECK ALL RESOURCES USED AS MAY APPLY NUMBER OF
AVAILABLE
ARE THERE MODULES NOT DISTRIBUTED
DUE TO INCONSISTENCY IN THE NUMBER
OF WEEKS IN THE MELC AND ACTUAL
NUMBER OF WEEKS PER QUARTER?
INDICATE NUMBER
SLKs CO-
SLMs
DepEd
Coomons
Self-
made
From Other
Region/Division
LMs Textbooks
7 √ 24 NONE
8 √ 24 NONE
9 √ 34 NONE
10 √ 43 NONE

53. Which LR are
preferably used by
the teachers?
•LMs and SLKs
Are LMs/TBs
distributed to
learners?
•Yes, 100%

54. DANASAN ES
GRADE
LEVEL
CHECK ALL RESOURCES USED AS MAY APPLY NUMBER OF AVAILABLE ARE THERE
MODULES NOT
DISTRIBUTED
DUE TO
INCONSISTENC
Y IN THE
NUMBER OF
WEEKS IN THE
MELC AND
ACTUAL
NUMBER OF
WEEKS PER
QUARTER?
INDICATE
NUMBER
SLKs CO-SLMs DepEd
Coomons
Self-made From Other
Region/Divi
sion
LMs Textbooks
1 √ 31 NONE
2 √ 34 NONE

55. GRADE
LEVEL
CHECK ALL RESOURCES USED AS MAY APPLY NUMBER OF AVAILABLE ARE THERE
MODULES NOT
DISTRIBUTED
DUE TO
INCONSISTENC
Y IN THE
NUMBER OF
WEEKS IN THE
MELC AND
ACTUAL
NUMBER OF
WEEKS PER
QUARTER?
INDICATE
NUMBER
SLKs CO-SLMs DepEd
Coomons
Self-made From Other
Region/Divi
sion
LMs Textbooks
3 √ 35 NONE
4 √ 34 NONE
5 √ 23 NONE
6 √ 32 NONE

56. GRADE
LEVEL
CHECK ALL RESOURCES USED AS MAY APPLY NUMBER OF
AVAILABLE
ARE THERE MODULES NOT DISTRIBUTED
DUE TO INCONSISTENCY IN THE NUMBER
OF WEEKS IN THE MELC AND ACTUAL
NUMBER OF WEEKS PER QUARTER?
INDICATE NUMBER
SLKs CO-
SLMs
DepEd
Coomons
Self-
made
From Other
Region/Division
LMs Textbooks
7 √ 24 NONE
8 √ 24 NONE
9 √ 34 NONE
10 √ 43 NONE

57. Which LR are preferably
used by the teachers?
• Division Made SLK
because it is
contextualized and more
efficient to be used by
the learners.
Are LMs/TBs distributed to
learners?
• No, because we used
printed modules as their
learning resources and
the topic/lessons can be
found already in the
module.

58. LAWAAN ES
GRADE
LEVEL
CHECK ALL RESOURCES USED AS MAY APPLY NUMBER OF AVAILABLE ARE THERE
MODULES NOT
DISTRIBUTED
DUE TO
INCONSISTENC
Y IN THE
NUMBER OF
WEEKS IN THE
MELC AND
ACTUAL
NUMBER OF
WEEKS PER
QUARTER?
INDICATE
NUMBER
SLKs CO-SLMs DepEd
Coomons
Self-made From Other
Region/Divi
sion
LMs Textbooks
1 √ NONE
2 √ NONE

59. GRADE
LEVEL
CHECK ALL RESOURCES USED AS MAY APPLY NUMBER OF
AVAILABLE
ARE THERE MODULES NOT DISTRIBUTED
DUE TO INCONSISTENCY IN THE NUMBER
OF WEEKS IN THE MELC AND ACTUAL
NUMBER OF WEEKS PER QUARTER?
INDICATE NUMBER
SLKs CO-
SLMs
DepEd
Coomons
Self-
made
From Other
Region/Division
LMs Textbooks
3 √ NONE
4 √ NONE
5 √ NONE
6 √ NONE

60. Which LR are preferably
used by the teachers?
•Division Made SLK as
it is contextualized
and more appropriate
to be used by the
learners.
Are LMs/TBs distributed
to learners?
•Yes, but not all

61. MAGTAGUBTOB ES
GRADE
LEVEL
CHECK ALL RESOURCES USED AS MAY APPLY NUMBER OF AVAILABLE ARE THERE
MODULES NOT
DISTRIBUTED
DUE TO
INCONSISTENC
Y IN THE
NUMBER OF
WEEKS IN THE
MELC AND
ACTUAL
NUMBER OF
WEEKS PER
QUARTER?
INDICATE
NUMBER
SLKs CO-SLMs DepEd
Coomons
Self-made From Other
Region/Divi
sion
LMs Textbooks
1 √ 11 NONE
2 √ 13 NONE

62. GRADE
LEVEL
CHECK ALL RESOURCES USED AS MAY APPLY NUMBER OF
AVAILABLE
ARE THERE MODULES NOT DISTRIBUTED
DUE TO INCONSISTENCY IN THE NUMBER
OF WEEKS IN THE MELC AND ACTUAL
NUMBER OF WEEKS PER QUARTER?
INDICATE NUMBER
SLKs CO-
SLMs
DepEd
Coomons
Self-
made
From Other
Region/Division
LMs Textbooks
3 √ 15 NONE
4 √ 9 NONE
5 √ 12 NONE
6 √ 14 NONE

63. Which LR are preferably
used by the teachers?
•Division Made SLK as
it is contextualized
and more appropriate
to be used by the
learners.
Are LMs/TBs distributed
to learners?
•No

64. SANTIKAN ES
GRADE
LEVEL
CHECK ALL RESOURCES USED AS MAY APPLY NUMBER OF AVAILABLE ARE THERE
MODULES NOT
DISTRIBUTED
DUE TO
INCONSISTENC
Y IN THE
NUMBER OF
WEEKS IN THE
MELC AND
ACTUAL
NUMBER OF
WEEKS PER
QUARTER?
INDICATE
NUMBER
SLKs CO-SLMs DepEd
Coomons
Self-made From Other
Region/Divi
sion
LMs Textbooks
1 √ √ √ √ √ NONE
2 √ √ √ √ √ NONE

65. GRADE
LEVEL
CHECK ALL RESOURCES USED AS MAY APPLY NUMBER OF
AVAILABLE
ARE THERE MODULES NOT DISTRIBUTED
DUE TO INCONSISTENCY IN THE NUMBER
OF WEEKS IN THE MELC AND ACTUAL
NUMBER OF WEEKS PER QUARTER?
INDICATE NUMBER
SLKs CO-
SLMs
DepEd
Coomons
Self-
made
From Other
Region/Division
LMs Textbooks
3 √ √ √ √ √ NONE
4 √ √ √ √ √ NONE
5 √ √ √ √ √ NONE
6 √ √ √ √ √ NONE

66. SANTICAN NATIONAL HS
GRADE
LEVEL
CHECK ALL RESOURCES USED AS MAY APPLY NUMBER OF AVAILABLE ARE THERE
MODULES NOT
DISTRIBUTED
DUE TO
INCONSISTENC
Y IN THE
NUMBER OF
WEEKS IN THE
MELC AND
ACTUAL
NUMBER OF
WEEKS PER
QUARTER?
INDICATE
NUMBER
SLKs CO-SLMs DepEd
Coomons
Self-made From Other
Region/Divi
sion
LMs Textbooks
7 √ √ √ √
8 √ √ √ √

67. GRADE
LEVEL
CHECK ALL RESOURCES USED AS MAY APPLY NUMBER OF
AVAILABLE
ARE THERE MODULES NOT DISTRIBUTED
DUE TO INCONSISTENCY IN THE NUMBER
OF WEEKS IN THE MELC AND ACTUAL
NUMBER OF WEEKS PER QUARTER?
INDICATE NUMBER
SLKs CO-
SLMs
DepEd
Coomons
Self-
made
From Other
Region/Division
LMs Textbooks
9 √ √ √ √
10 √ √ √ √
11
12

68. Which LR are
preferably used by
the teachers?
•SLKs and Self-Made
Are LMs/TBs
distributed to
learners?
•Yes, 100%

69. LAWAAN NATIONAL HS
GRADE
LEVEL
CHECK ALL RESOURCES USED AS MAY APPLY NUMBER OF AVAILABLE ARE THERE
MODULES NOT
DISTRIBUTED
DUE TO
INCONSISTENC
Y IN THE
NUMBER OF
WEEKS IN THE
MELC AND
ACTUAL
NUMBER OF
WEEKS PER
QUARTER?
INDICATE
NUMBER
SLKs CO-SLMs DepEd
Coomons
Self-made From Other
Region/Divi
sion
LMs Textbooks
7 √ 52 NONE
8 √ 52 NONE

70. GRADE
LEVEL
CHECK ALL RESOURCES USED AS MAY APPLY NUMBER OF
AVAILABLE
ARE THERE MODULES NOT DISTRIBUTED
DUE TO INCONSISTENCY IN THE NUMBER
OF WEEKS IN THE MELC AND ACTUAL
NUMBER OF WEEKS PER QUARTER?
INDICATE NUMBER
SLKs CO-
SLMs
DepEd
Coomons
Self-
made
From Other
Region/Division
LMs Textbooks
9 √ 96
10 √ 33
11 √
12 √

71. Which LR are
preferably used by
the teachers?
•SLKs
Are LMs/TBs
distributed to
learners?
•Yes, 100%

72. NICOLA U. TIONGKO MEMORIAL NATIONAL HS
GRADE
LEVEL
CHECK ALL RESOURCES USED AS MAY APPLY NUMBER OF AVAILABLE ARE THERE
MODULES NOT
DISTRIBUTED
DUE TO
INCONSISTENC
Y IN THE
NUMBER OF
WEEKS IN THE
MELC AND
ACTUAL
NUMBER OF
WEEKS PER
QUARTER?
INDICATE
NUMBER
SLKs CO-SLMs DepEd
Coomons
Self-made From Other
Region/Divi
sion
LMs Textbooks
7 √
8 √

73. GRADE
LEVEL
CHECK ALL RESOURCES USED AS MAY APPLY NUMBER OF
AVAILABLE
ARE THERE MODULES NOT DISTRIBUTED
DUE TO INCONSISTENCY IN THE NUMBER
OF WEEKS IN THE MELC AND ACTUAL
NUMBER OF WEEKS PER QUARTER?
INDICATE NUMBER
SLKs CO-
SLMs
DepEd
Coomons
Self-
made
From Other
Region/Division
LMs Textbooks
9 √
10 √
11 √
12 √

74. Which LR are
preferably used by
the teachers?
•SLKs and Self-Made
Are LMs/TBs
distributed to
learners?
•Yes, 100%

75. CIGPs Relative to ESP
Curriculum
Implementation

76. BAYABAS IS
GRADE LEVEL CONCERNS/ISSUES/GAPS/PROBLEMS
(Please specify them below)
What actions, if any, were undertaken
at the school level to address the
identified CIGP?
1 Teacher prepared power point
presentation can’t be used due to
power interruption.
Teachers will used SLK in
order to deliver the lesson
2
3
4
5
6

77. GRADE LEVEL CONCERNS/ISSUES/GAPS/PROBLEMS
(Please specify them below)
What actions, if any, were undertaken at the
school level to address the identified CIGP?
7 Teacher prepared power point
presentation can’t be used due to
power interruption.
Teachers will used SLK in
order to deliver the lesson
8
9
10

78. CAMBUBHO IS
GRADE LEVEL CONCERNS/ISSUES/GAPS/PROBLEMS
(Please specify them below)
What actions, if any, were undertaken
at the school level to address the
identified CIGP?
1 ⮚ Because of the pandemic, the
learners are still adjusting. Most of
the learners didn’t have
comprehension skills yet when
comes to reading long passages.
Giving learners with reading
enrichment activities.
Provide reading remedial classes on
selected learners.
2
3
4
5
6

79. GRADE LEVEL CONCERNS/ISSUES/GAPS/PROBLEMS
(Please specify them below)
What actions, if any, were undertaken at
the school level to address the identified
CIGP?
7 Low academic performances of
learners in literacy due to the previous
modular print instruction.
Intensified enrichment activities.
Follow-Ups
8
9
10

80. DANASAN ES
GRADE LEVEL CONCERNS/ISSUES/GAPS/PROBLEMS
(Please specify them below)
What actions, if any, were undertaken
at the school level to address the
identified CIGP?
1
NONE NONE
2
3
4
5
6

81. LAWAAN ES
GRADE LEVEL CONCERNS/ISSUES/GAPS/PROBLEMS
(Please specify them below)
What actions, if any, were undertaken
at the school level to address the
identified CIGP?
1
NONE NONE
2
3
4
5
6

82. MAGTAGUBTOB ES
GRADE LEVEL CONCERNS/ISSUES/GAPS/PROBLEMS
(Please specify them below)
What actions, if any, were undertaken
at the school level to address the
identified CIGP?
1 Inconsistency of
competencies in a
quarter
Provided
performance
tasks/learning
worksheets to have
pupils master the
competencies
2
3
4
5
6

83. PILI IS
GRADE LEVEL CONCERNS/ISSUES/GAPS/PROBLEMS
(Please specify them below)
What actions, if any, were undertaken
at the school level to address the
identified CIGP?
1 ⮚ Some learners got law
scores
⮚ Difficulties in
understanding HOTS
⮚Provide Remedial
Instructions and
activities.
2
3
4
5
6

84. GRADE LEVEL CONCERNS/ISSUES/GAPS/PROBLEMS
(Please specify them below)
What actions, if any, were undertaken at the
school level to address the identified CIGP?
7 ⮚ Some learners got law scores
⮚ Difficulties in understanding
HOTS
⮚ Provide Remedial Instructions
and activities.
8
9
10

85. SANTIKAN ES
GRADE LEVEL CONCERNS/ISSUES/GAPS/PROBLEMS
(Please specify them below)
What actions, if any, were undertaken
at the school level to address the
identified CIGP?
1
NONE NONE
2
3
4
5
6

86. SANTICAN NATIONAL HS
GRADE LEVEL CONCERNS/ISSUES/GAPS/PROBLEMS
(Please specify them below)
What actions, if any, were undertaken at the
school level to address the identified CIGP?
7 Laziness to read parts that needs
analyzation before answering
especially if that certain part is
very long.
Difficulties in dealing with some
critical discussion, for example,
marriage, teenage pregnancies,
gender related and the like.
Giving students enough time to
read and the teacher will process
and help students analyze by
explaining parts which are hard
for them.
Show more videos that is
relatable or something which has
lesson.
8
9
10

87. LAWAAN NATIONAL HS
GRADE LEVEL CONCERNS/ISSUES/GAPS/PROBLEMS
(Please specify them below)
What actions, if any, were undertaken at the
school level to address the identified CIGP?
7 Low scores of summative
test and unable to
submit some
Performance Activities
Make the language as simple
for their level, practice
reading with comprehension
8
9
10
11
12

88. NICOLAS U. TIONKO MEMORIAL NATIONAL HS
GRADE LEVEL CONCERNS/ISSUES/GAPS/PROBLEMS
(Please specify them below)
What actions, if any, were undertaken at the
school level to address the identified CIGP?
7 ▪ Absenteeism
▪ Poor Comprehension Skills
• Provided activity sheets
• Provided spelling and
vocabulary activities
• Sent communication letters to
parents with regards to
student’s absenteeism
• Conducted conference with
parents
8
9
10
11
12

89. SPECIAL CURRICULAR PROGRAMS AND
ACTIVITIES INITIATED AND
PARTICIPATED THE SCHOOL RELATIVE
TO ESP CURRICULUM

90. BAYABAS IS
GRADE LEVEL PROGRAM
TITLE
DETAILS OF
IMPLEMENTATION
IMPACT TO
LEARNING
OUTCOMES
KINDER TO 10
Bangkat sa Pagkat-on,
Alang sa Kaugmaon
This program aims to strengthen the
literacy and numeracy skills of the
students especially during modular
learning. This would also give a chance to
the students and teacher to know each
other and it enables the teacher to have a
heart to heart talk with the students
especially the problems which they
encounter during pandemic even in a
short period of time. This would also help
the teacher to give words of
encouragement and to remind the
students the values which they need to
practice at home.
Students reading ability
and literacy skills was
improved and even
during modular learning
they have the chance to
know their teachers and
talk to them and share
them their problems and
concerns.

91. GRADE LEVEL PROGRAM
TITLE
DETAILS OF
IMPLEMENTATION
IMPACT TO
LEARNING
OUTCOMES
KINDER TO 10
3 o’clock habit A 3 o’clock prayer habit in which all
the teachers will give a minute to
pause in their different activities to
bow down and pray the 3 o’clock
prayer. This would remind the
teacher that even in their busy time
they should not forget to pray and
thank God for all the blessings which
they received and for guiding them
in their day to day activity. Teachers
will also teach and remind the
students to pray the 3 o’clock prayer.
This would help instill in
students mind the
importance of respecting
the holy hour and to
know the importance of
praying even in their
busy time.

92. GRADE LEVEL PROGRAM
TITLE
DETAILS OF
IMPLEMENTATION
IMPACT TO
LEARNING
OUTCOMES
KINDER TO 10
REMEDIA
(Remediation in
English and Math in
Engaging
Differentiated
Instruction and
Activities)
After the students eat their lunch,
they need to spend 15 minutes
reading or answering math problems
in the learning kiosk or classrooms.
To provide instructional
correctives to those
learners who find
difficulties in literacy and
numeracy. The teachers
agreed to use students’
leisure time after taking
their lunch in the
afternoon through
reading and or solving
math problems to help
them improve their
numeracy and literacy
skills.

93. GRADE LEVEL PROGRAM
TITLE
DETAILS OF
IMPLEMENTATION
IMPACT TO
LEARNING
OUTCOMES
KINDER TO 10
FITS (Free
Intervention and
Tutorial Services)
Bible Verse reading
from VRP book
This will happen beyond duty hours.
This aims to provide tutorial to
students who have difficulty in
different subject areas.
During flag ceremony the assigned
grade level to lead the prayer will
have to read the bible verse from the
VRP book
Significant improvement
has shown on students’
performance in school.
This will help the learner
to prioritize God above
all.

94. CAMBUBHO IS
GRADE LEVEL PROGRAM TITLE DETAILS OF
IMPLEMENTATION
IMPACT TO LEARNING
OUTCOMES
KINDER TO 6 Learn to Pray
Every day, there will be
an opening prayer before
the class begins and a
closing prayer at the end
of the class, which is
being assisted and guided
by every class advisers.
The school’s speaker is
being used for everyone
to do it together.
The students internalize
the importance of praying
before doing anything
else.

95. PILI IS
GRADE LEVEL PROGRAM TITLE DETAILS OF
IMPLEMENTATION
IMPACT TO LEARNING
OUTCOMES
KINDER TO 6
Kumustahan sa
Kabataan
It is the feedbacking of
parents & teachers about
the performance of
learners at home.
Teachers & parents work as
a team to address the needs
of learners

96. DANASAN ES
GRADE LEVEL PROGRAM TITLE DETAILS OF
IMPLEMENTATION
IMPACT TO LEARNING
OUTCOMES
KINDER TO 6
AGAKK-
AMOMAHAN OG
GIYAHAN ANG
MGA KABATAAN
PARA SA
KALAMBUAN SA
PAGBASA

97. LAWAAN ES
GRADE LEVEL PROGRAM TITLE DETAILS OF
IMPLEMENTATION
IMPACT TO LEARNING
OUTCOMES
KINDER TO 6
PRAYING THE HOLY
ROSARY
THE 3 O’CLOCK
PRAYER
VRP
CONDUCTED
TWICE A WEEK
CONDUCTED
EVERYDAY
CONDUCTED ONCE
A WEEK
To help them know the
importance of prayer
TO RESTORE EVERY
WEEKLY VALUES

98. MAGTAGUBTOB ES
GRADE LEVEL PROGRAM TITLE DETAILS OF
IMPLEMENTATION
IMPACT TO LEARNING
OUTCOMES
KINDER TO 6
✔ Implementing
Performances in
all ESP
✔ Components as
learners’
performances in
the Summative
Test
Assessment/Summ
ative
Test/Performance
Test
All teachers monitor
the performances of
the learners by means
of checking all the
submitted
performance output
from their Summative
Test.

99. SANTIKAN ES
GRADE LEVEL PROGRAM TITLE DETAILS OF
IMPLEMENTATION
IMPACT TO LEARNING
OUTCOMES
KINDER TO 6
United Nations
Day Culmination
Program
The activity showcases
the integration of EsP
subject by presenting
their costumes from
different countries with
confidence and
discipline.
The activity helps the
learners appreciate the
different cultures of
other countries and
show patriotism. It also
develops their self-
confidence and
discipline.

100. SANTICAN NATIONAL HS
GRADE LEVEL PROGRAM TITLE DETAILS OF
IMPLEMENTATION
IMPACT TO LEARNING
OUTCOMES
GRADE 7-12
Learn to Pray
The school has speakers
where everyone can here
important announcements
and other matters. With this,
the 12’oclock and 3 o’clock
prayer can be heard and
everyone pays attention
while praying sincerely with
the guidance of their
teachers.
The students learn to give
importance by showing the
proper act of praying and
memorized it slowly on their
own.

101. LAWAAN NATIONAL HS
GRADE LEVEL PROGRAM TITLE DETAILS OF
IMPLEMENTATION
IMPACT TO LEARNING
OUTCOMES
GRADE 7-12
Monthly Mass
Holy Rosary
• It is an initiative of the
school to conduct a
monthly mass in
cooperation of our Parish
Priest. We are also open to
participate for all the
opportunities given by the
church such as
Confirmation,
Communion, Fiesta
related activities.
• It was implemented last
October of this year and
this month we able to
conduct Holy Rosary every
Wednesday.
There is a strong bond
between the
community and the
school.

102. NICOLAS U. TIONKO MEMORIAL NATIONAL HS
GRADE LEVEL PROGRAM TITLE DETAILS OF
IMPLEMENTATION
IMPACT TO LEARNING
OUTCOMES
GRADE 7-12 N/A N/A N/A

103. QUARTERLY REPORT
ASSESSMENT (QRA)
1st QUARTER

104. BAYABAS IS
GRADE
LEVEL
ENROLMENT SY 2022-2023 OUTSTANDING
(90-100)
PRECENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL MALE FEMALE TOTAL
1 5 7 12 1 3 4 20% 43% 33%
2 10 10 20 5 4 9 50% 40% 45%
3 11 7 18 3 3 6 27% 43% 33%
4 12 12 24 1 7 8 8% 58% 33%
5 13 7 20 1 2 3 8% 29% 15%
6 6 11 17 0 3 3 0% 27% 27%

105. GRADE
LEVEL
VERY SATISFACTORY
(85-89)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
1 3 2 5 60% 29% 42%
2 3 4 7 30% 40% 35%
3 1 4 5 9% 57% 28%
4 9 4 13 75% 33% 54%
5 2 4 6 15% 57% 30%
6 1 6 7 17% 55% 41%

106. GRADE
LEVEL
SATISFACTORY
(80-84)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
1 1 2 3 20% 29% 25%
2 2 2 4 20% 20% 20%
3 7 0 7 64% 0% 39%
4 2 1 3 17% 8% 13%
5 4 2 6 31% 29% 30%
6 5 2 7 83% 18% 41%

107. GRADE
LEVEL
FAIR SATISFACTORY
(75-79)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
1 0 0 0 0% 0% 0%
2 0 0 0 0% 0% 0%
3 0 0 0 0% 0% 0%
4 0 0 0 0% 0% 0%
5 4 1 5 31% 14% 25%
6 0 0 0 0% 0% 0%

108. GRADE
LEVEL
DID NOT MEET EXPECTATION
(BELOW 75)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
1 0 0 0 0% 0% 0%
2 0 0 0 0% 0% 0%
3 0 0 0 0% 0% 0%
4 0 0 0 0% 0% 0%
5 0 0 0 0% 0% 0%
6 0 0 0 0% 0% 0%

109. GRADE
LEVEL
ENROLMENT SY 2021-2022 OUTSTANDING
(90-100)
PRECENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL MALE FEMALE TOTAL
7
12 5 17 3 2 5 25% 40% 29%
8
14 10 24 3 4 7 21% 40% 29%
9
9 12 21 0 8 8 0% 66% 38%
10
11 10 21 0 4 4 0% 40% 19%

110. GRADE
LEVEL
VERY SATISFACTORY
(85-89)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
7 4 2 6 33% 40% 35%
8 5 3 8 36% 30% 33%
9 2 3 5 22% 25% 24%
10 4 3 7 36% 30% 33%

111. GRADE
LEVEL
SATISFACTORY
(80-84)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
7 4 1 5 33% 20% 29%
8 2 3 5 14% 30% 21%
9 6 1 7 67% 8% 33%
10 5 3 8 45% 30% 33%

112. GRADE
LEVEL
FAIR SATISFACTORY
(75-79)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
7 0 0 0 0% 0% 0%
8 4 0 4 29% 0% 17%
9 0 0 0 0% 0% 0%
10 1 0 1 9% 0% 5%

113. GRADE
LEVEL
DID NOT MEET EXPECTATION
(BELOW 75)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
7 1 0 1 8% 0% 6%
8 0 0 0 0% 0% 0%
9 1 0 1 11% 0% 5%
10 1 0 1 9% 0% 5%

114. CAMBUBHO IS
GRADE
LEVEL
ENROLMENT SY 2022-2023 OUTSTANDING
(90-100)
PRECENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL MALE FEMALE TOTAL
1 9 11 20 2 5 7 22% 46% 35%
2 11 14 25 4 7 11 36% 50% 44%
3 15 9 24 1 1 2 7% 11% 8%
4 12 17 29 0 0 0 0% 0% 0%
5 19 7 26 1 2 3 7% 25% 14%
6 16 8 24 0 4 4 0% 50% 17%

115. GRADE
LEVEL
VERY SATISFACTORY
(85-89)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
1 4 4 8 44% 36% 40%
2 3 3 6 27% 21% 24%
3 5 2 7 33% 22% 29%
4 0 5 5 0% 29% 17%
5 4 2 6 29% 25% 27%
6 5 4 9 31% 50% 38%

116. GRADE
LEVEL
SATISFACTORY
(80-84)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
1 3 2 5 33% 18% 25%
2 2 3 5 18% 21% 20%
3 7 6 13 46% 67% 54%
4 6 6 12 50% 35% 41%
5 8 2 10 57% 25% 55%
6 8 0 8 50% 0% 33%

117. GRADE
LEVEL
FAIR SATISFACTORY
(75-79)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
1 0 0 0 0% 0% 0%
2 2 1 3 18% 7% 12%
3 2 0 2 13% 0% 8%
4 6 6 12 50% 29% 41%
5 4 3 7 14% 25% 18%
6 3 0 3 19% 0% 12%

118. GRADE
LEVEL
DID NOT MEET EXPECTATION
(BELOW 75)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
1 0 0 0 0% 0% 0%
2 0 0 0 0% 0% 0%
3 0 0 0 0% 0% 0%
4 0 0 0 0% 0% 0%
5 0 0 0 0% 0% 0%
6 0 0 0 0% 0% 0%

119. GRADE
LEVEL
ENROLMENT SY 2021-2022 OUTSTANDING
(90-100)
PRECENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL MALE FEMALE TOTAL
7
22 10 32 2 5 7
9% 50% 22%
8
15 14 29 1 3 4
7% 21% 14%
9
15 10 25 0 0 0
0% 0% 0%
10
12 12 24 1 0 1
8% 0% 4%
11
12 19 31 0 4 4
0% 21% 13%

120. GRADE
LEVEL
VERY SATISFACTORY
(85-89)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
7 0 3 3 0% 30% 9%
8 3 6 9 20% 43% 31%
9 4 7 11 27% 70% 44%
10 2 1 3 17% 8% 13%
11 0 2 2 0% 11% 6%

121. GRADE
LEVEL
SATISFACTORY
(80-84)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
7 15 2 17 68% 20% 53%
8 4 4 8 27% 29% 28%
9 9 3 12 60% 30% 48%
10 5 5 10 42% 42% 42%
11 2 6 8 17% 32% 26%

122. GRADE
LEVEL
FAIR SATISFACTORY
(75-79)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
7 5 0 5 23% 0% 16%
8 7 1 8 47% 7% 28%
9 2 0 2 13% 0% 8%
10 4 6 10 33% 50% 42%
11 10 7 17 83% 37% 55%

123. GRADE
LEVEL
DID NOT MEET EXPECTATION
(BELOW 75)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
7 0 0 0 0% 0% 0%
8 0 0 0 0% 0% 0%
9 0 0 0 0% 0% 0%
10 0 0 0 0% 0% 0%
11 0 0 0 0% 0% 0%

124. DANASAN ES
GRADE
LEVEL
ENROLMENT SY 2021-2022 OUTSTANDING
(90-100)
PRECENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL MALE FEMALE TOTAL
1 15 16 31 5 6 11 33% 38% 36%
2 14 19 33 2 5 7 14% 26% 21%
3 22 11 33 1 2 3 5% 18% 9%
4 15 23 38 2 5 7 13% 22% 18%
5 13 22 35 0 7 7 0% 32% 20%
6 13 11 24 3 8 11 23% 73% 46%

125. GRADE
LEVEL
VERY SATISFACTORY
(85-89)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
1 2 1 3 13% 6% 10%
2 5 5 10 36% 26% 30%
3 2 2 4 9% 18% 12%
4 4 9 13 27% 39% 34%
5 5 5 10 39% 23% 40%
6 5 3 8 39% 27% 33%

126. GRADE
LEVEL
SATISFACTORY
(80-84)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
1 5 8 13 33% 50% 42%
2 6 8 14 43% 42% 42%
3 2 3 5 9% 27% 15%
4 2 2 4 13% 9% 11%
5 8 10 18 62% 46% 51%
6 3 0 3 23% 0% 13%

127. GRADE
LEVEL
FAIR SATISFACTORY
(75-79)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
1 3 1 4 20% 6% 13%
2 1 1 2 7% 5% 6%
3 16 4 20 73% 36% 61%
4 7 7 14 47% 30% 37%
5 0 0 0 0% 0% 0%
6 2 0 2 15% 0% 8%

128. GRADE
LEVEL
DID NOT MEET EXPECTATION
(BELOW 75)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
1 0 0 0 0% 0% 0%
2 0 0 0 0% 0% 0%
3 1 0 1 5% 0% 3%
4 0 0 0 0% 0% 0%
5 0 0 0 0% 0% 0%
6 0 0 0 0% 0% 0%

129. LAWAAN ES
GRADE
LEVEL
ENROLMENT SY 2022-2023 OUTSTANDING
(90-100)
PRECENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL MALE FEMALE TOTAL
1 26 23 49 9 10 19 35% 43% 39%
2 26 26 52 8 7 15 31% 27% 29%
3 23 19 42 5 3 8 22% 16% 19%
4 23 28 51 6 14 20 26% 50% 39%
5 17 21 38 3 2 5 18% 10% 13%
6 28 15 43 4 7 11 14% 47% 26%

130. GRADE
LEVEL
VERY SATISFACTORY
(85-89)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
1 7 7 14 27% 30% 29%
2 10 13 23 38% 50% 44%
3 7 4 11 30% 21% 26%
4 9 10 19 39% 36% 37%
5 4 8 12 24% 38% 32%
6 0 3 3 0% 20% 7%

131. GRADE
LEVEL
SATISFACTORY
(80-84)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
1 5 5 10 19% 22% 20%
2 5 5 10 19% 19% 19%
3 4 8 12 17% 42% 29%
4 4 3 7 17% 11% 14%
5 9 11 20 53% 52% 53%
6 1 0 1 3% 0% 2%

132. GRADE
LEVEL
FAIR SATISFACTORY
(75-79)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
1 4 1 5 15% 4% 10%
2 3 1 4 12% 4% 8%
3 7 4 11 30% 21% 26%
4 4 1 5 17% 4% 10%
5 1 0 1 6% 0% 3%
6 23 5 28 82% 33% 65%

133. GRADE
LEVEL
DID NOT MEET EXPECTATION
(BELOW 75)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
1 1 0 0 0% 0% 0%
2 0 0 0 0% 0% 0%
3 0 0 0 0% 0% 0%
4 0 0 0 0% 0% 0%
5 0 0 0 0% 0% 0%
6 0 0 0 0% 0% 0%

134. MAGTAGUBTOB ES
GRADE
LEVEL
ENROLMENT SY 2021-2022 OUTSTANDING
(90-100)
PRECENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL MALE FEMALE TOTAL
1 9 5 14 0 1 1 0% 20% 7%
2 2 11 13 0 3 3 0% 27% 23%
3 2 7 9 0 0 0 0% 0% 0%
4 7 8 15 1 0 1 14% 0% 7%
5 6 8 14 0 0 0 0% 0% 0%
6 2 6 8 1 1 2 50% 11% 25%

135. GRADE
LEVEL
VERY SATISFACTORY
(85-89)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
1 3 3 6 33% 60% 42%
2 2 5 7 100% 45% 53%
3 1 2 3 50% 28% 33%
4 1 4 5 14% 57% 35%
5 0 2 2 0% 25% 14%
6 1 0 1 50% 0% 12%

136. GRADE
LEVEL
SATISFACTORY
(80-84)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
1 3 1 4 33% 20% 28%
2 0 3 3 0% 27% 23%
3 1 2 3 50% 28% 33%
4 2 4 6 28% 57% 42%
5 4 6 10 66% 75% 71%
6 0 2 2 0% 33% 25%

137. GRADE
LEVEL
FAIR SATISFACTORY
(75-79)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
1 3 0 3 33% 0% 21%
2 0 0 0 0% 0% 0%
3 0 3 3 0% 43% 33%
4 3 0 3 43% 0% 21%
5 2 0 2 33% 0% 14%
6 0 3 3 0% 50% 37%

138. GRADE
LEVEL
DID NOT MEET EXPECTATION
(BELOW 75)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
1 0 0 0 0% 0% 0%
2 0 0 0 0% 0% 0%
3 0 0 0 0% 0% 0%
4 0 0 0 0% 0% 0%
5 0 0 0 0% 0% 0%
6 0 0 0 0% 0% 0%

139. PILI IS
GRADE
LEVEL
ENROLMENT SY 2021-2022 OUTSTANDING
(90-100)
PRECENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL MALE FEMALE TOTAL
1 14 13 27 1 4 5 7% 31% 19%
2 10 8 18 1 3 4 10% 38% 22%
3 9 6 15 1 4 5 11% 67% 33%
4 12 10 22 0 3 3 0% 30% 14%
5 11 8 19 2 5 7 18% 63% 37%
6 9 6 15 1 6 7 11% 100% 47%

140. GRADE
LEVEL
VERY SATISFACTORY
(85-89)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
1 2 1 3 14% 8% 11%
2 5 2 7 50% 25% 39%
3 2 2 4 22% 33% 27%
4 1 2 3 8% 20% 14%
5 3 1 4 27% 13% 21%
6 1 0 1 11% 0% 7%

141. GRADE
LEVEL
SATISFACTORY
(80-84)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
1 9 8 17 64% 62% 63%
2 3 2 5 30% 25% 28%
3 3 0 3 33% 0% 20%
4 11 5 16 92% 50% 73%
5 6 1 7 55% 13% 37%
6 7 0 7 78% 0% 47%

142. GRADE
LEVEL
FAIR SATISFACTORY
(75-79)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
1 2 0 2 14% 0% 7%
2 1 1 2 10% 13% 11%
3 3 0 3 33% 0% 20%
4 0 0 0 0% 0% 0%
5 1 0 1 9% 0% 5%
6 0 0 0 0% 0% 0%

143. GRADE
LEVEL
DID NOT MEET EXPECTATION
(BELOW 75)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
1 0 0 0 0% 0% 0%
2 0 0 0 0% 0% 0%
3 0 0 0 0% 0% 0%
4 0 0 0 0% 0% 0%
5 0 0 0 0% 0% 0%
6 0 0 0 0% 0% 0%

144. GRADE
LEVEL
ENROLMENT SY 2021-2022 OUTSTANDING
(90-100)
PRECENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL MALE FEMALE TOTAL
7
20 12 32 0 5 5 0% 42% 16%
8
16 13 29 1 7 8 6% 54% 28%
9
9 11 20 0 0 0 0% 0% 0%
10
12 12 24 1 0 1 8% 0% 4%

145. GRADE
LEVEL
VERY SATISFACTORY
(85-89)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
7 5 4 9 25% 33% 28%
8 6 4 10 38% 31% 34%
9 2 2 4 22% 18% 20%
10 1 2 3 8% 17% 13%

146. GRADE
LEVEL
SATISFACTORY
(80-84)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
7 6 2 8 30% 17% 25%
8 1 1 2 6% 7% 7%
9 5 1 6 56% 9% 30%
10 9 8 17 75% 67% 71%

147. GRADE
LEVEL
FAIR SATISFACTORY
(75-79)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
7 9 1 10 45% 8% 31%
8 8 1 9 50% 7% %
9 2 1 3 22% 9% 15%
10 2 0 2 16% 0% 8%

148. GRADE
LEVEL
DID NOT MEET EXPECTATION
(BELOW 75)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
7 0 0 0 0% 0% 0%
8 0 0 0 0% 0% 0%
9 0 0 0 0% 0% 0%
10 0 0 0 0% 0% 0%

149. SANTIKAN ES
GRADE
LEVEL
ENROLMENT SY 2022-2023 OUTSTANDING
(90-100)
PRECENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL MALE FEMALE TOTAL
1 17 17 34 2 6 8 12% 35% 24%
2 18 10 28 6 3 9 33% 30% 32%
3 12 16 28 4 7 11 33% 44% 39%
4 16 14 30 2 3 5 13% 21% 17%
5 21 15 36 1 2 3 5% 13% 8%
6 13 9 22 1 1 2 8% 11% 9%

150. GRADE
LEVEL
VERY SATISFACTORY
(85-89)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
1 2 3 5 12% 18% 15%
2 4 5 9 22% 50% 32%
3 1 3 4 8% 19% 14%
4 4 6 10 25% 43% 33%
5 9 9 18 43% 60% 50%
6 4 4 8 31% 44% 36%

151. GRADE
LEVEL
SATISFACTORY
(80-84)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
1 13 8 21 76% 47% 62%
2 8 2 10 44% 20% 36%
3 7 4 11 58% 25% 39%
4 10 5 15 63% 36% 50%
5 5 3 8 24% 20% 22%
6 5 4 9 38% 44% 41%

152. GRADE
LEVEL
FAIR SATISFACTORY
(75-79)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
1 0 0 0 0% 0% 0%
2 0 0 0 0% 0% 0%
3 0 2 2 0% 13% 7%
4 0 0 0 0% 0% 0%
5 6 1 7 5% 0% 19%
6 3 0 3 0% 0% 14%

153. GRADE
LEVEL
DID NOT MEET EXPECTATION
(BELOW 75)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
1 0 0 0 0% 0% 0%
2 0 0 0 0% 0% 0%
3 0 0 0 0% 0% 0%
4 0 0 0 0% 0% 0%
5 0 0 0 0% 0% 0%
6 0 0 0 0% 0% 0%

154. SANTICAN NATIONAL HS
GRADE
LEVEL
ENROLMENT SY 2022-2023 OUTSTANDING
(90-100)
PRECENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL MALE FEMALE TOTAL
7 19 26 45 0 4 4
0% 15% 9%
8 17 21 38 3 14 17
18% 67% 45%
9 24 29 53 1 8 9
4% 28% 17%
10 20 24 44 1 10 11
5% 42% 25%

155. GRADE
LEVEL
VERY SATISFACTORY
(85-89)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
7 5 7 12 26% 27% 27%
8 14 7 21 82% 33% 55%
9 3 11 16 13% 38% 30%
10 5 9 14 25% 38% 32%

156. GRADE
LEVEL
SATISFACTORY
(80-84)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
7 6 13 19 32% 50% 42%
8 0 0 0 0% 0% 0%
9 15 7 22 63% 24% 42%
10 8 4 12 40% 17% 27%

157. GRADE
LEVEL
FAIR SATISFACTORY
(75-79)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
7 8 2 10 42% 8% 22%
8 0 0 0 0% 0% 0%
9 5 1 6 21% 3% 11%
10 6 1 7 3% 4% 16%

158. GRADE
LEVEL
DID NOT MEET EXPECTATION
(BELOW 75)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
7 0 0 0 0% 0% 0%
8 0 0 0 0% 0% 0%
9 0 0 0 0% 0% 0%
10 0 0 0 0% 0% 0%

159. LAWAAN NATIONAL HS
GRADE
LEVEL
ENROLMENT SY 2022-2023 OUTSTANDING
(90-100)
PRECENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL MALE FEMALE TOTAL
7 28 24 52 2 5 7
7% 21% 13%
8 24 34 58 3 14 17
13% 41% 29%
9 23 32 55 0 6 6
0% 19% 11%
10 21 29 50 0 8 8
0% 28% 16%
11 42 39 81 6 25 31
14% 64% 38%
12 36 39 75 1 11 12
3% 28% 16%

160. GRADE
LEVEL
VERY SATISFACTORY
(85-89)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
7 4 7 11 14% 29% 21%
8 3 9 12 13% 26% 21%
9 8 10 18 35% 31% 33%
10 7 13 20 33% 45% 40%
11 13 10 23 31% 26% 28%
12 8 13 21 22% 33% 28%

161. GRADE
LEVEL
SATISFACTORY
(80-84)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
7 9 9 18 32% 38% 35%
8 10 7 17 42% 21% 29%
9 14 14 28 61% 44% 51%
10 9 5 14 43% 17% 28%
11 14 2 16 33% 5% 20%
12 15 13 28 42% 33% 37%

162. GRADE
LEVEL
FAIR SATISFACTORY
(75-79)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
7 12 3 15 43% 13% 29%
8 8 4 12 33% 12% 21%
9 0 0 0 0% 0% 0%
10 5 3 8
24% 10% 16%
11 8 1 9 19% 2% 11%
12 12 2 14 33% 5% 19%

163. GRADE
LEVEL
DID NOT MEET EXPECTATION
(BELOW 75)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
7 1 0 1 4% 0% 2%
8 0 0 0 0% 0% 0%
9 0 0 0 0% 0% 0%
10 0 0 0 0% 0% 0%
11 0 0 0 0% 0% 0%
12 0 0 0 0% 0% 0%

164. NICOLAS U. TIONGKO MEMORIAL NATIONAL HS
GRADE
LEVEL
ENROLMENT SY 2022-2023 OUTSTANDING
(90-100)
PRECENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL MALE FEMALE TOTAL
7 29 29 58 2 8 10
7% 28% 17%
8 25 20 45 2 4 6
8% 20% 13%
9 35 23 58 6 10 16
17% 43% 2%
10 24 25 49 6 12 18
25% 48% 37%
11 38 35 73 4 16 20
11% 46% 27%
12 29 33 62 4 18 22
14% 55% 35%

165. GRADE
LEVEL
VERY SATISFACTORY
(85-89)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
7 5 4 9 17% 14% 16%
8 1 2 3 4% 10% 7%
9 14 8 22 40% 35% 38%
10 4 3 7 17% 12% 14%
11 12 9 21 32% 26% 29%
12 10 10 20 34% 30% 32%

166. GRADE
LEVEL
SATISFACTORY
(80-84)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
7 6 10 16 21% 34% 28%
8 7 7 14 28% 35% 31%
9 3 5 8 9% 22% 14%
10 8 9 17 33% 36% 35%
11 12 11 23 32% 31% 32%
12 10 3 13 34% 9% 21%

167. GRADE
LEVEL
FAIR SATISFACTORY
(75-79)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
7 16 7 23 55% 24% 40%
8 15 7 22 60% 35% 49%
9 12 0 12 34% 0% 21%
10 6 1 7
25% 4% 14%
11 10 1 11 26% 3% 15%
12 5 2 7 17% 6% 11%

168. GRADE
LEVEL
DID NOT MEET EXPECTATION
(BELOW 75)
PERCENTAGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
7 0 0 0 0% 0% 0%
8 0 0 0 0% 0% 0%
9 0 0 0 0% 0% 0%
10 0 0 0 0% 0% 0%
11 0 0 0 0% 0% 0%
12 0 0 0 0% 0% 0%

169. CONSOLIDATED QRA

170. GRADE
LEVEL
ENROLMENT
S.Y. 2022-2023
OUTSTANDING
(90-100)
PERCENTAGE VERY
SATISFACTORY
(85-89)
PERCENTAGE
M F T M F T M F T M F T M F T
1 95 92 187 20 35 55 21% 38% 29% 23 21 44 24% 23% 24%
2 91 98 189 26 32 58 29% 33% 31% 32 37 69 35% 38% 37%
3 94 75 169 15 20 35 16% 27% 21% 19 19 38 20% 25% 22%
4 97 112 209 12 32 44 12% 29% 21% 28 40 68 29% 36% 33%
5 100 88 188 8 20 28 8% 22% 15% 27 31 58 28% 35% 32%
6 87 66 153 10 30 40 11% 45% 26% 17 20 37 20% 30% 24%
TOTAL 564 531 1095 91 169 260 16% 32% 23% 146 168 314 26% 31% 29%

171. GRADE
LEVEL
SATISFACTORY
(80-84)
PERCENTAGE FAIR
SATISFACTORY
(75-79)
PERCENTAGE DID NOT MEET
EXPECTATION
(BELOW 75)
M F T M F T M F T M F T M F T
1 39 34 73 41% 37% 39% 12 2 14 13% 2% 7% 1 0 1
2 26 25 51 29% 26% 27% 7 4 11 8% 4% 6% 0 0 0
3 31 23 54 33% 31% 32% 28 13 41 30% 17% 24% 1 0 1
4 37 26 63 38% 23% 30% 20 14 34 21% 13% 16% 0 0 0
5 44 35 79 46% 39% 43% 18 5 23 17% 4% 11% 0 0 0
6 29 8 37 34% 12% 24% 31 8 39 36% 12% 25% 0 0 0
TOTAL 206 151 357 37% 28% 33% 116 46 162 21% 9% 15% 2-1% 0 2

172. GRADE
LEVEL
ENROLMENT
S.Y. 2022-2023
OUTSTANDING
(90-100)
PERCENTAGE VERY
SATISFACTORY
(85-89)
PERCENTAGE
M F T M F T M F T M F T M F T
7 130 106 236 9 29 38 7% 23% 15% 23 27 50 18% 21% 20%
8 111 112 223 14 47 61 29% 33% 31% 31 30 61 28% 27% 31%
9 115 117 232 7 39 46 6% 33% 20% 33 41 76 29% 35% 33%
10 100 112 212 8 36 44 8% 32% 21% 23 31 54 23% 28% 25%
11 92 93 185 10 45 55 11% 48% 30% 25 21 46 27% 23% 25%
12 65 72 137 5 29 34 8% 40% 25% 18 23 41 28% 32% 30%
TOTAL 613 612 1225 53 225 278 12% 35% 24% 153 173 328 26% 28% 27%

173. GRADE
LEVEL
SATISFACTORY
(80-84)
PERCENTAGE FAIR
SATISFACTORY
(75-79)
PERCENTAGE DID NOT MEET
EXPECTATION
(BELOW 75)
M F T M F T M F T M F T M F T
7 46 37 83 35% 29% 32% 50 13 63 38% 10% 25% 2-2% 0 2-
8 28 21 49 25% 19% 22% 38 14 52 34% 13% 23% 0 0 0
9 52 31 83 45% 26% 36% 22 4 26 19% 3% 11% 1- 1% 0 1-
10 44 34 78 44% 30% 37% 24 11 35 24% 10% 17% 1-1% 0 1-
11 28 19 47 30% 20% 25% 28 9 37 30% 10% 20% 0 0 0
12 25 16 41 38% 22% 30% 17 4 21 26% 6% 15% 0 0 0
TOTAL
223 158 381
36% 24% 30%
179 55 234
29% 9% 19% 4-1% 0 4-
0.3%

174. Mrs. Lerio S.
Batoon