This document is a toolkit for the first quarter Division Monitoring, Evaluation, and Plan Adjustment (DMEPA) of the Department of Education - Schools Division of South Cotabato. It provides guidance for assessing the division's performance indicators on efficiency and quality for School Year 2021-2022. Key items to be evaluated include the number of learners no longer participating in learning sessions, results from the second grading period, and progress of schools implementing limited face-to-face classes. Data collected will be used in the division's Budget Accountability Report submitted to the regional office each quarter. The toolkit outlines questions to capture issues, concerns, and progress in implementing education programs during the pandemic.
The document is a toolkit from the Department of Education Region XII for the third quarter Division Monitoring, Evaluation and Plan Adjustment (DMEPA) in South Cotabato, Philippines. It outlines objectives and indicators to assess school performance related to enrollment numbers, equitable distribution of resources, and implementation of inclusive education programs during the COVID-19 pandemic. Key points of analysis include comparing enrollment data from the past two school years, deploying teachers appropriately, and ensuring adequate learning materials and technology for students given safety restrictions. Assistance is requested from higher-level offices to address any gaps.
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.
This document is a monitoring tool used by the Department of Education Region 2 to track the progress of School-Based Management (SBM) implementation. It collects data on student enrollment, learning outcomes, SBM practices, teacher training and development, school awards, and issues/concerns. Key information includes enrollment trends for various grade levels, National Achievement Test results, the status of the school's improvement plan and governance structures, the educational attainment of teachers, and priority needs identified by the school.
The document is a program monitoring and evaluation form for the OBE (Oplan Balik Eskwela) program coordinator at New Bucao Elementary School. It summarizes the quarterly targets and accomplishments for implementing the OBE program, which aims to improve access, quality, and governance in education. In the first quarter, the coordinator achieved all targets by conducting school meetings on OBE and having 100% of teachers participate in self-monitoring activities. The coordinator notes some hindering factors like internet issues during webinars but implemented actions like enforcing protocols to address gaps. Recommendations include managing teachers' time properly and finding strong internet for webinars.
The document outlines the Division of Negros Occidental's plan to implement the Basic Education Learning Recovery and Continuity Plan (BE-LRCP) for School Year 2022-2023. It focuses on three key areas: learning remediation and intervention, socio-emotional well-being, and teacher professional development. Specific strategies include strengthening teachers' capacity to contextualize learning resources, ensuring localized delivery of education, and assessing learning outcomes to identify and address learning gaps among students. Challenges in operationalizing the plan such as internet connectivity issues and limited teaching resources are also discussed.
[Dm phrod-2021-0010] guidelines on the implementation of rpms for sy2020-2021...Deaven del Mundo
This memorandum provides guidelines for implementing the Results-based Performance Management System (RPMS) for School Year 2020-2021 in the Philippines' Department of Education. It outlines adjustments to the RPMS process and tools to account for changes to teaching and learning during the COVID-19 pandemic. Key points include:
- The RPMS cycle and timelines have been adjusted to match the revised school calendar and distance learning modalities.
- 11 priority indicators from the Philippine Professional Standards for Teachers will be used as RPMS objectives, focusing on areas responsive to the current context.
- Guidelines for alternative classroom observations and evidence submission are provided given remote instruction.
- Tools have been adapted for self-assessment, monitoring, and evaluation of
The document outlines a quarterly organizational planning and meeting conference for teacher-advisers of student government organizations in the Cotabato Division of the Department of Education. It details the participants, objectives, methodology, budget, expected outcomes and monitoring process for the conferences, which aim to review youth programs, showcase best practices, and establish directions and milestones for the upcoming year. The conferences will be held quarterly in 2022 and will bring together advisers from the Supreme Pupil Government, Supreme Student Government, Barkada Kontra Droga, and Youth for Environment in Schools Organization to collaborate on youth development initiatives in the division.
Pambisan Munti Elementary School is located in Pambisan Munti, Philippines. For the 2021-2022 school year, the school has 200 enrolled students from kindergarten to 6th grade, with a slightly higher enrollment than the previous year. The school has 7 teachers who are qualified and attend ongoing trainings. Due to the COVID-19 pandemic, the school focuses on health and well-being while implementing distance learning through printed modules. The school's performance indicators have declined slightly in recent years due to decreasing enrollment. Plans for the current year include continuing distance education, teacher training, health and safety protocols, and partnership initiatives to support students during the pandemic.
The document is a toolkit from the Department of Education Region XII for the third quarter Division Monitoring, Evaluation and Plan Adjustment (DMEPA) in South Cotabato, Philippines. It outlines objectives and indicators to assess school performance related to enrollment numbers, equitable distribution of resources, and implementation of inclusive education programs during the COVID-19 pandemic. Key points of analysis include comparing enrollment data from the past two school years, deploying teachers appropriately, and ensuring adequate learning materials and technology for students given safety restrictions. Assistance is requested from higher-level offices to address any gaps.
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.
This document is a monitoring tool used by the Department of Education Region 2 to track the progress of School-Based Management (SBM) implementation. It collects data on student enrollment, learning outcomes, SBM practices, teacher training and development, school awards, and issues/concerns. Key information includes enrollment trends for various grade levels, National Achievement Test results, the status of the school's improvement plan and governance structures, the educational attainment of teachers, and priority needs identified by the school.
The document is a program monitoring and evaluation form for the OBE (Oplan Balik Eskwela) program coordinator at New Bucao Elementary School. It summarizes the quarterly targets and accomplishments for implementing the OBE program, which aims to improve access, quality, and governance in education. In the first quarter, the coordinator achieved all targets by conducting school meetings on OBE and having 100% of teachers participate in self-monitoring activities. The coordinator notes some hindering factors like internet issues during webinars but implemented actions like enforcing protocols to address gaps. Recommendations include managing teachers' time properly and finding strong internet for webinars.
The document outlines the Division of Negros Occidental's plan to implement the Basic Education Learning Recovery and Continuity Plan (BE-LRCP) for School Year 2022-2023. It focuses on three key areas: learning remediation and intervention, socio-emotional well-being, and teacher professional development. Specific strategies include strengthening teachers' capacity to contextualize learning resources, ensuring localized delivery of education, and assessing learning outcomes to identify and address learning gaps among students. Challenges in operationalizing the plan such as internet connectivity issues and limited teaching resources are also discussed.
[Dm phrod-2021-0010] guidelines on the implementation of rpms for sy2020-2021...Deaven del Mundo
This memorandum provides guidelines for implementing the Results-based Performance Management System (RPMS) for School Year 2020-2021 in the Philippines' Department of Education. It outlines adjustments to the RPMS process and tools to account for changes to teaching and learning during the COVID-19 pandemic. Key points include:
- The RPMS cycle and timelines have been adjusted to match the revised school calendar and distance learning modalities.
- 11 priority indicators from the Philippine Professional Standards for Teachers will be used as RPMS objectives, focusing on areas responsive to the current context.
- Guidelines for alternative classroom observations and evidence submission are provided given remote instruction.
- Tools have been adapted for self-assessment, monitoring, and evaluation of
The document outlines a quarterly organizational planning and meeting conference for teacher-advisers of student government organizations in the Cotabato Division of the Department of Education. It details the participants, objectives, methodology, budget, expected outcomes and monitoring process for the conferences, which aim to review youth programs, showcase best practices, and establish directions and milestones for the upcoming year. The conferences will be held quarterly in 2022 and will bring together advisers from the Supreme Pupil Government, Supreme Student Government, Barkada Kontra Droga, and Youth for Environment in Schools Organization to collaborate on youth development initiatives in the division.
Pambisan Munti Elementary School is located in Pambisan Munti, Philippines. For the 2021-2022 school year, the school has 200 enrolled students from kindergarten to 6th grade, with a slightly higher enrollment than the previous year. The school has 7 teachers who are qualified and attend ongoing trainings. Due to the COVID-19 pandemic, the school focuses on health and well-being while implementing distance learning through printed modules. The school's performance indicators have declined slightly in recent years due to decreasing enrollment. Plans for the current year include continuing distance education, teacher training, health and safety protocols, and partnership initiatives to support students during the pandemic.
This document provides details of a 5-day Mid-Year In-Service Training program for teachers at Quirico G. Manzano Memorial National High School. The program aims to cover 7 domains of the Philippine Professional Standards for Teachers, with topics including the RPMS process, research and innovation, teaching strategies, technology in education, differentiated instruction, mental health issues, and financial literacy. The program will be delivered face-to-face and include presentations, activities, and assessments to evaluate teacher learning and develop outputs like lesson plans.
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 summarizes an accomplishment report from the Schools Division of Tabuk City that details a proposed in-service training (INSET) on radio broadcasting instruction (RBI). The 5-day training will be held from July 27-31, 2020 at the Las Vegas Hotel and will equip 35 teachers and school staff with the skills needed to produce RBI lessons, including script writing, teaching via radio, and recording audio lessons. The objectives are to prepare participants to write scripts for aired lessons, teach using radio, record RBI lessons, and produce content for broadcasting. The training will include presentations, scriptwriting workshops, demonstrations of teaching on radio, and voice recordings. Upon completion, participants will have produced scripts and recorded lessons
This document contains the annual gender and development (GAD) plan and budget for Tambad Elementary School for fiscal year 2023. It outlines 9 GAD activities, including capability building for teachers, information campaigns on gender issues, repairing the clinic/GAD center, and finalizing the GAD plan and budget. The activities aim to promote gender sensitivity among staff and stakeholders. Each activity specifies objectives, responsible agencies and offices, outputs, performance indicators, targets, and allocated budgets from the school's maintenance and other operating expenses fund. The total proposed GAD budget for 2023 is ₱40,500.
INSET-Enclosure No.8- PROGRAM DESIGN TEMPLATE.docxRoseLimaMagbanua
The document provides details of a proposed 5-day Mid-Year In-Service Training (INSET) for teachers at Caningay National High School. The training aims to familiarize teachers with the RPMS process, enhance awareness of key DepEd memoranda and programs, promote safe learning environments, and develop skills in areas like gender-responsive teaching and the use of technology. It includes a rationale, objectives, topics, schedule, and monitoring plan. The training will cover 7 domains of the Philippine Professional Standards for Teachers through various lectures, activities and assessments.
The document provides an instructional design for a 5-day mid-year in-service training for teachers at the Pres. Carlos P. Garcia Technical Vocational School of Fisheries and Arts in Bien Unido, Bohol, Philippines from March 15-19, 2021. The training will be conducted online and has 71 teacher participants. The design outlines the program background and rationale, objectives, activities, budget, resources, and evaluation plan. The goal is to address learning gaps identified in the school's assessment and help teachers improve their knowledge and skills to better achieve learning outcomes for students. [END SUMMARY]
The document provides the DepEd Professional Development (PD) Priorities for Teachers and School Leaders for School Year 2020-2023. It outlines the PD priorities that will be drawn from the Philippine Professional Standards for Teachers, School Heads, and Supervisors. The priorities are intended to guide DepEd units and learning service providers in developing proposals for teacher and school leader professional development. The priorities will help support the continuous upskilling and reskilling of educators to improve learning outcomes. The enclosure provides tables outlining the specific PD priorities for each standard according to the level of expertise of educators.
Do s2020 008-guidelines-on-enrollment-for-sy-2020-2021Glenda Coching
The document provides guidelines for enrollment in public schools for School Year 2020-2021 in light of the COVID-19 pandemic. It outlines procedures for a primarily remote enrollment process to adhere to physical distancing requirements. Previous teachers will facilitate remote enrollment for continuing students, while new teachers will accommodate enrollment of kindergarten, transfer, and returning students. The enrollment process will utilize digital forms and platforms to collect student data remotely while establishing physical enrollment options as a last resort with safety protocols. Deadlines for documentary requirements are also deferred to December 2020 to accommodate pandemic difficulties.
The document is the Enhanced Basic Education Learning Continuity Plan (EBE-LCP) of Upper Katungal National High School for the 2021-2022 school year. It summarizes data on student enrollment, preferred learning modalities, internet connectivity, and available instructional support at home from the previous school year. The data finds that around 50% of students may opt for online instruction. It also details the local COVID-19 situation in Tacurong City and epidemiological projections. Given the risks, the school will implement distance learning modalities like printed, digitized and online instruction as well as blended learning for the new school year.
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 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 provides guidelines for selecting senior high school technical, vocational, and livelihood (TVL) specializations in the Philippines. It outlines procedures for schools to identify TVL specializations by considering learner preferences, school capacity, and local and national development priorities. Schools will analyze enrollment data, conduct learner surveys, assess their resources, and review local economic plans and national strategic documents to determine the specializations that best meet these criteria. The resulting intersections between learner interests, school factors, and development goals will guide the specializations offered by each school.
Accomplishment Report in Information Communication and Technologydocxcyril gomez
1) The document discusses the accomplishments of the Molave West District in implementing Information and Communication Technology (ICT) in their curriculum for the 2022-2023 school year. It outlines various activities conducted including generating teacher records, submitting forms, providing computer training, and more.
2) Key activities included training teachers on online platforms, encoding student data, and equipping students with basic computer skills. The ICT coordinator also participated in specialized training to improve their skills.
3) It concludes that when used properly, ICT can expand access to education, strengthen relevance to digital work, and raise quality by making teaching and learning engaging. It recommends showcasing ICT impacts and integrating case studies in future reports.
The Literacy and Numeracy Skills Intervention Plan outlines objectives, action steps, performance indicators, time frames, and resources for SY 2022-2023. The objective is to achieve 100% instructional level readers and average numeracy skill learners. The first action step is to orient parents of identified learners on the results of literacy and numeracy assessments, intervention activities, and parental roles and responsibilities by September 19, 2022. Resources include the school head, teachers, parents, a laptop, projector, and 500 pesos for call up and attendance materials. The expected output is orientation attendance sheets and minutes from the parent orientation meeting.
This document provides information about two virtual orientation sessions on February 3, 2023 regarding the integration of National Achievement Test (NAT) data and learner's quarterly and final grades per learning area into the Learner Information System (LIS). The first session will cover integrating NAT data from grades 1-10. The second session will discuss the parameters for recording quarterly and final grades for regular subjects in grades 1-10 based on existing DepEd orders. The grade reporting feature in LIS is currently only available for public schools teaching regular subjects in grades 1-10.
This document outlines the School Monitoring and Evaluation Adjustment (SMEA) Plan for Don Quirino Sulit Elementary School for the 2022-2023 school year. The plan includes 5 programs that involve gathering and evaluating results from programs and activities, reporting these results quarterly to stakeholders through meetings and other channels, disseminating reports on adjustments to the SMEA, and reporting midyear and end-of-year performance results from assessments. The goal is to monitor and evaluate the school's performance and adjust its plans accordingly through ongoing stakeholder collaboration and reporting.
4th quarter Monitoring Evaluation and PLan Adjustment.pptxpaulineleong3
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.
This document presents the 2021-2022 School Basic Education Learning Continuity Plan for Misong Elementary School. It outlines the school's plans to ensure accessibility, quality, efficiency and governance of basic education amid the COVID-19 pandemic. The plan details strategies to support 140 enrolled students through printed modular learning and guidance for parents. It also aims to develop teachers' capacity, monitor implementation, and strengthen partnerships to sustain support for students' and teachers' needs during the school year. The school is committed to developing students holistically despite challenges posed by the ongoing health crisis.
This document outlines a 3-day in-service training program for teachers at the Bonifacio Elementary School in Isabela, Philippines. The training aims to help teachers develop professionally and improve student achievement in literacy and numeracy. It will consist of 7 courses covering topics like the Magna Carta for Teachers, developing reading and numeracy intervention plans, the code of ethics for teachers, effective questioning techniques, and test construction. The training seeks to enhance teachers' content knowledge and abilities in areas such as creating supportive learning environments, using differentiated instruction, and assessing student learning. It is scheduled to take place from February 8-10, 2023 and will utilize face-to-face workshops and presentations.
1. The document outlines an online English lesson for 10th grade students in South Cotabato, Philippines on differentiating primary and secondary sources of information.
2. The lesson includes activities where students classify sources as primary or secondary, discuss the differences, and practice identifying primary and secondary sources from examples.
3. The lesson concludes with a reflection section where the teacher will evaluate student learning and opportunities for improvement.
This document contains an annotation template for teacher competencies I-III. It includes 12 objectives that teachers are expected to demonstrate. For each objective, there are suggested means of verification such as classroom observation tools, lesson plans, assessment tools, and documentation of parent communication. The teacher provided annotations to demonstrate how they met each objective through 4 pieces of evidence like completed classroom observation tools, sample lesson plans, assessment results, and minutes from meetings.
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Similar to Enclosure-No.-1-to-DM-SGOD-No.-041-s.-2022-First-Quarter-DMEPA-Toolkit.pdf
This document provides details of a 5-day Mid-Year In-Service Training program for teachers at Quirico G. Manzano Memorial National High School. The program aims to cover 7 domains of the Philippine Professional Standards for Teachers, with topics including the RPMS process, research and innovation, teaching strategies, technology in education, differentiated instruction, mental health issues, and financial literacy. The program will be delivered face-to-face and include presentations, activities, and assessments to evaluate teacher learning and develop outputs like lesson plans.
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 summarizes an accomplishment report from the Schools Division of Tabuk City that details a proposed in-service training (INSET) on radio broadcasting instruction (RBI). The 5-day training will be held from July 27-31, 2020 at the Las Vegas Hotel and will equip 35 teachers and school staff with the skills needed to produce RBI lessons, including script writing, teaching via radio, and recording audio lessons. The objectives are to prepare participants to write scripts for aired lessons, teach using radio, record RBI lessons, and produce content for broadcasting. The training will include presentations, scriptwriting workshops, demonstrations of teaching on radio, and voice recordings. Upon completion, participants will have produced scripts and recorded lessons
This document contains the annual gender and development (GAD) plan and budget for Tambad Elementary School for fiscal year 2023. It outlines 9 GAD activities, including capability building for teachers, information campaigns on gender issues, repairing the clinic/GAD center, and finalizing the GAD plan and budget. The activities aim to promote gender sensitivity among staff and stakeholders. Each activity specifies objectives, responsible agencies and offices, outputs, performance indicators, targets, and allocated budgets from the school's maintenance and other operating expenses fund. The total proposed GAD budget for 2023 is ₱40,500.
INSET-Enclosure No.8- PROGRAM DESIGN TEMPLATE.docxRoseLimaMagbanua
The document provides details of a proposed 5-day Mid-Year In-Service Training (INSET) for teachers at Caningay National High School. The training aims to familiarize teachers with the RPMS process, enhance awareness of key DepEd memoranda and programs, promote safe learning environments, and develop skills in areas like gender-responsive teaching and the use of technology. It includes a rationale, objectives, topics, schedule, and monitoring plan. The training will cover 7 domains of the Philippine Professional Standards for Teachers through various lectures, activities and assessments.
The document provides an instructional design for a 5-day mid-year in-service training for teachers at the Pres. Carlos P. Garcia Technical Vocational School of Fisheries and Arts in Bien Unido, Bohol, Philippines from March 15-19, 2021. The training will be conducted online and has 71 teacher participants. The design outlines the program background and rationale, objectives, activities, budget, resources, and evaluation plan. The goal is to address learning gaps identified in the school's assessment and help teachers improve their knowledge and skills to better achieve learning outcomes for students. [END SUMMARY]
The document provides the DepEd Professional Development (PD) Priorities for Teachers and School Leaders for School Year 2020-2023. It outlines the PD priorities that will be drawn from the Philippine Professional Standards for Teachers, School Heads, and Supervisors. The priorities are intended to guide DepEd units and learning service providers in developing proposals for teacher and school leader professional development. The priorities will help support the continuous upskilling and reskilling of educators to improve learning outcomes. The enclosure provides tables outlining the specific PD priorities for each standard according to the level of expertise of educators.
Do s2020 008-guidelines-on-enrollment-for-sy-2020-2021Glenda Coching
The document provides guidelines for enrollment in public schools for School Year 2020-2021 in light of the COVID-19 pandemic. It outlines procedures for a primarily remote enrollment process to adhere to physical distancing requirements. Previous teachers will facilitate remote enrollment for continuing students, while new teachers will accommodate enrollment of kindergarten, transfer, and returning students. The enrollment process will utilize digital forms and platforms to collect student data remotely while establishing physical enrollment options as a last resort with safety protocols. Deadlines for documentary requirements are also deferred to December 2020 to accommodate pandemic difficulties.
The document is the Enhanced Basic Education Learning Continuity Plan (EBE-LCP) of Upper Katungal National High School for the 2021-2022 school year. It summarizes data on student enrollment, preferred learning modalities, internet connectivity, and available instructional support at home from the previous school year. The data finds that around 50% of students may opt for online instruction. It also details the local COVID-19 situation in Tacurong City and epidemiological projections. Given the risks, the school will implement distance learning modalities like printed, digitized and online instruction as well as blended learning for the new school year.
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 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 provides guidelines for selecting senior high school technical, vocational, and livelihood (TVL) specializations in the Philippines. It outlines procedures for schools to identify TVL specializations by considering learner preferences, school capacity, and local and national development priorities. Schools will analyze enrollment data, conduct learner surveys, assess their resources, and review local economic plans and national strategic documents to determine the specializations that best meet these criteria. The resulting intersections between learner interests, school factors, and development goals will guide the specializations offered by each school.
Accomplishment Report in Information Communication and Technologydocxcyril gomez
1) The document discusses the accomplishments of the Molave West District in implementing Information and Communication Technology (ICT) in their curriculum for the 2022-2023 school year. It outlines various activities conducted including generating teacher records, submitting forms, providing computer training, and more.
2) Key activities included training teachers on online platforms, encoding student data, and equipping students with basic computer skills. The ICT coordinator also participated in specialized training to improve their skills.
3) It concludes that when used properly, ICT can expand access to education, strengthen relevance to digital work, and raise quality by making teaching and learning engaging. It recommends showcasing ICT impacts and integrating case studies in future reports.
The Literacy and Numeracy Skills Intervention Plan outlines objectives, action steps, performance indicators, time frames, and resources for SY 2022-2023. The objective is to achieve 100% instructional level readers and average numeracy skill learners. The first action step is to orient parents of identified learners on the results of literacy and numeracy assessments, intervention activities, and parental roles and responsibilities by September 19, 2022. Resources include the school head, teachers, parents, a laptop, projector, and 500 pesos for call up and attendance materials. The expected output is orientation attendance sheets and minutes from the parent orientation meeting.
This document provides information about two virtual orientation sessions on February 3, 2023 regarding the integration of National Achievement Test (NAT) data and learner's quarterly and final grades per learning area into the Learner Information System (LIS). The first session will cover integrating NAT data from grades 1-10. The second session will discuss the parameters for recording quarterly and final grades for regular subjects in grades 1-10 based on existing DepEd orders. The grade reporting feature in LIS is currently only available for public schools teaching regular subjects in grades 1-10.
This document outlines the School Monitoring and Evaluation Adjustment (SMEA) Plan for Don Quirino Sulit Elementary School for the 2022-2023 school year. The plan includes 5 programs that involve gathering and evaluating results from programs and activities, reporting these results quarterly to stakeholders through meetings and other channels, disseminating reports on adjustments to the SMEA, and reporting midyear and end-of-year performance results from assessments. The goal is to monitor and evaluate the school's performance and adjust its plans accordingly through ongoing stakeholder collaboration and reporting.
4th quarter Monitoring Evaluation and PLan Adjustment.pptxpaulineleong3
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.
This document presents the 2021-2022 School Basic Education Learning Continuity Plan for Misong Elementary School. It outlines the school's plans to ensure accessibility, quality, efficiency and governance of basic education amid the COVID-19 pandemic. The plan details strategies to support 140 enrolled students through printed modular learning and guidance for parents. It also aims to develop teachers' capacity, monitor implementation, and strengthen partnerships to sustain support for students' and teachers' needs during the school year. The school is committed to developing students holistically despite challenges posed by the ongoing health crisis.
This document outlines a 3-day in-service training program for teachers at the Bonifacio Elementary School in Isabela, Philippines. The training aims to help teachers develop professionally and improve student achievement in literacy and numeracy. It will consist of 7 courses covering topics like the Magna Carta for Teachers, developing reading and numeracy intervention plans, the code of ethics for teachers, effective questioning techniques, and test construction. The training seeks to enhance teachers' content knowledge and abilities in areas such as creating supportive learning environments, using differentiated instruction, and assessing student learning. It is scheduled to take place from February 8-10, 2023 and will utilize face-to-face workshops and presentations.
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1. The document outlines an online English lesson for 10th grade students in South Cotabato, Philippines on differentiating primary and secondary sources of information.
2. The lesson includes activities where students classify sources as primary or secondary, discuss the differences, and practice identifying primary and secondary sources from examples.
3. The lesson concludes with a reflection section where the teacher will evaluate student learning and opportunities for improvement.
This document contains an annotation template for teacher competencies I-III. It includes 12 objectives that teachers are expected to demonstrate. For each objective, there are suggested means of verification such as classroom observation tools, lesson plans, assessment tools, and documentation of parent communication. The teacher provided annotations to demonstrate how they met each objective through 4 pieces of evidence like completed classroom observation tools, sample lesson plans, assessment results, and minutes from meetings.
The document outlines a detailed lesson plan for teaching students about latitude and longitude, including objectives, materials, procedures, and an evaluation. The teacher leads the class in distinguishing between latitude and longitude, demonstrates how to locate places using coordinates on a map, and has students participate in an activity where they work in groups to find coordinates. The lesson aims to help students understand how to identify locations on Earth using a coordinate system.
The document discusses best practices for creating effective schools that promote student connectedness. It describes three elements that contribute to student connectedness: interpersonal connectedness with teachers and peers, a safe and engaging learning environment, and academic engagement. It provides strategies schools and teachers can use to strengthen each of these elements, such as creating mentorship programs, implementing positive behavior programs, differentiating instruction, and setting high academic standards. The document also highlights several evidence-based programs that integrate these best practices, such as First Things First, Positive Behavioral Interventions and Supports, and Advancement Via Individual Determination.
This document provides guidance for the Division Monitoring Evaluation and Plan Adjustment (DMEPA) of the Department of Education - Schools Division of South Cotabato for the first quarter. It outlines the strategic objectives and targets for learners, teachers, and school heads. It also includes templates for reporting on program implementation progress and the division's overall performance on efficiency and quality indicators such as participation in learning sessions and academic results. The division is to analyze data from the second and third grading periods and identify any programs or targets that were delayed to inform corrective actions. The goal is to track progress and make adjustments to support continued implementation through the COVID-19 pandemic.
This document summarizes a teacher's objectives, modes of verification, and description of the modes of verification for a lesson on developing critical and creative thinking skills. The teacher's objectives were to apply a range of teaching strategies to develop critical and creative thinking as well as other higher-order thinking skills. The modes of verification presented included a classroom observation tool rating sheet, lesson plan, instructional materials, and performance tasks that emphasized critical and creative thinking. In the lesson, the teacher asked questions to promote higher-order thinking and students were able to express their own points of view on different situations during the Japanese occupation.
This document discusses management principles for an integrated financial system for the period of 2021-2022. It focuses on principle 3 and tools or methods related to principle 3, though these specifics are not provided in the short title. The document is intended to provide guidance on a management approach for a financial system over the next two years.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
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বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
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हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
1. Enclosure No. 1 to DM SGOD No. 041, s. 2022
Republic of the Philippines
Department of Education
Address: Alunan Avenue, Koronadal City, South Cotabato 9506
Telephone Number: (083)228-3801
Email Address: south.cotabato@deped.gov.ph
TOOLKIT FOR FIRST QUARTER DMEPA
(based from the RMEPA Toolkit)
Theme: Efficiency and Quality Performances during the COVID-19 School
Year 2021-2022
For the last two calendar years from 2021 to 2022, the Department
of Education- Schools Division of South Cotabato has been implementing
innovations to maintain its relevance and responsiveness to change in
educational approaches due to COVID-19 virus health restriction. To
ensure its conformity, alignment of purpose, and suitability to change
particularly the school calendar, the quarterly theme of the Division
Monitoring Evaluation, and Plan Adjustment was modified particularly the
data generation on the Schools’ over-all Performance Indicators.
The first quarter toolkit is designed to guide the division management team in
formulating a Completed Staff Work (CSW) during the First Quarter DMEPA.
This serves as data analysis and management tool intended to gather
quantitative and qualitative information of schools division performance
indicators on efficiency and quality performances for SY 2021-2022.
Likewise, to track the progress and status of implementation of the limited
f
a
c
e
-to-face c
for those pilotschools and for those schools identified to open the
expanded limited face-to-face classes effective February 21, 2022 shall be
included.
To align the progress monitoring of major programs in the
department, the identified programs for progress monitoring shall be
aligned to the Budget Execution Document (BED) and Budget
Accountability Report (BAR) required by the Department of Budget and
Management (DBM). The summary of data collected from the schools shall
be utilized by the division office which will be submitted thereafter to the
Regional Office for the first quarter BAR for submission to the DBM.
It also outlines the enabling questions to be asked by the Division
and the Regional Office to capture issues and concerns about the situation
and document the initial progress of the department’s programs and
intervention implementation for the said indicators. Questions are
organized to explain the results, including why and how prevailing issues
and concerns can be mitigated and corrective actions to be implemented to
lessen the probability and impact of risks to happen. The use of
dashboards and segmentation in presenting the results particularly the
performance indicator is highly recommended to clearly visualize the trend
of data and area for prioritization.
2. Enclosure No. 1 to DM SGOD No. 041, s. 2022
Republic of the Philippines
Department of Education
Address: Alunan Avenue, Koronadal City, South Cotabato 9506
Telephone Number: (083)228-3801
Email Address: south.cotabato@deped.gov.ph
This first quarter engages to assess the performances of the SDO on the
following strategic objectives of the region:
LEARNERS SY 2022 Target
Strategic
Objective 1
To attain 75% of learners in 8 out of 8
SDOs will have proficiency level of at
least 80% by 2023
70% of learners
80% proficiency
level
Strategic
Objective 2
To reduce the percentage of schools
with 1
to 10 percent drop-out rate in 8 out of 8
SDOs by 2023
Number of SDOs 8/8
Percentage of schools (Elementary) 5%
Percentage of schools (Secondary) 5%
Percentage of drop-out learners
(Elementary) 4%
Percentage of drop-out learners
(Secondary)
6%
TEACHERS
Strategic
Objective
3
To attain at least 1% increase of Teachers
having Distinguished level (Synthesizing)
in all domains of Philippine Professional
Standards for Teachers in 8 out of 8
SDOs
by 2023
% of teachers progressed from Career
Stage
1 to Career Stage 2
80%
No. of Divisions (Total) 8/8
No. of Domains (Total) 7 out of 8
Strategic
Objective 4
To attain at least 10% increase of
teachers with Trainor's
Methodology/Assessor's
Certificate in 8 out of 8 SDOs by 2023
No. of SDOs 8/8
No. of teachers with Agri-Industrial
Specialization 800
No. of SDO 8/8
No. of teachers with Eco-
Tourism Specialization 400
3. Enclosure No. 1 to DM SGOD No. 041, s. 2022
Republic of the Philippines
Department of Education
Address: Alunan Avenue, Koronadal City, South Cotabato 9506
Telephone Number: (083)228-3801
Email Address: south.cotabato@deped.gov.ph
No. of SDO 8/8
No. of teachers with Socio-Cultural
Specialization 400
Strategic
Objective 6
To attain 85% for School Heads with at
least 85% level of competencies in 8 out
of 8
SDOs by 2023
Number of SDOs 8/8
Percentage of School Heads 80%
Percentage of Performance Level 85%
The First Quarter RMEPA is purposely crafted to document the progress of
performances on efficiency for the third grading period and quality of basic
education of the schools/community learning centers for the second grading
period. It shall assess the schools/community learning centers’ performances
in ensuring that all learners are participating in the learning session via the
distance learning modalities and those pilot and expansion schools offering the
limited face-to-face. It shall also monitor the progress of learning for the
second grading period particularly the results of the general percentage
average in Filipino, Araling Panlipunan, and MAPEH for Grades 3, 6, and 10.
Likewise, learners no longer participating in the learning session for the third
quarter of SY 2021-2022 as of March 2022 shall be analyzed with
corresponding distance learning modalities offered.
I. Program Implementation Progress
1. Present the Budget Accountability Reports for Physical and
Financial of the first Quarter overall physical & financial targets versus the
accomplishment and utilization of each program identified below:
Programs/Sub-
Programs/Projects
Output
Indicators
Physical Financial Variance
Target Actual Target Actual
EDUCATION
POLICY
DEVELOPMENT
PROGRAM
Number of
Education
Research
Completed
BASIC
EDUCATION
INPUTS Program
Percentage of
schools
meeting the
standard ratio
for
teachers
4. Enclosure No. 1 to DM SGOD No. 041, s. 2022
Republic of the Philippines
Department of Education
Address: Alunan Avenue, Koronadal City, South Cotabato 9506
Telephone Number: (083)228-3801
Email Address: south.cotabato@deped.gov.ph
Number of
newly-
created
teaching
positions
newly
filled up
Percentage of
Learners
enrolled in
SPED (Public)
Percentage of
Learners
enrolled in
ALIVE (Public
and
Private)
Percentage of
Learners
enrolled in
IPED (Public)
Percentage of
Learners
enrolled in
ALS
Percentage of
learners
provided
with
learning
resources
Number of
Schools
Offering
ALIVE
IPED
SPED
Number of
Schools
Provided with
Learning
Resources
SUPPORT TO Retention Rate
5. Enclosure No. 1 to DM SGOD No. 041, s. 2022
Republic of the Philippines
Department of Education
Address: Alunan Avenue, Koronadal City, South Cotabato 9506
Telephone Number: (083)228-3801
Email Address: south.cotabato@deped.gov.ph
SCHOOLS AND
LEARNERS
PROGRAM
Elementary
Secondary
Completion Rate
Elementary
Secondary
Proportion of
learners
achieving at
least nearly
proficient level
in NAT increased
Grade 6
Proportion of
learners
achieving at
least nearly
proficient level
in NAT increased
Filipino
Mathematics
English
Science
HEKASI
Junior High
School Grade
10
Filipino
SUPPORT TO
SCHOOLS AND
LEARNERS
PROGRAM
Mathematics
English
Science
Araling Panlipunan
Senior High
School (Grade 12)
Filipino
Mathematics
English
Science
Araling Panlipunan
6. Enclosure No. 1 to DM SGOD No. 041, s. 2022
Republic of the Philippines
Department of Education
Address: Alunan Avenue, Koronadal City, South Cotabato 9506
Telephone Number: (083)228-3801
Email Address: south.cotabato@deped.gov.ph
2. Highlight program or outputs that were delayed, and physical
targets not achieved. Explain causes of delay and fall short to achieve
physical targets. Suggest adjustments and correctives actions to support
program continuity.
3. Explain causes of not achieving the physical targets and the poor
utilization of resources. Suggest how these can be mitigated to comply the
Cash Budgeting System and withstand the COVID-19 pandemic.
4. Highlight Most Significant Change stories regarding the
contribution of inclusive education programs and projects to the lives of the
learners, teachers, school, and education stakeholders and systems
improvement.
5. If needing assistance to facilitate program implementation, ask
assistance from the DO or RO. Be specific in the assistance or actions needed
from DO/RO.
Number of
learners
benefitting
from the
“School
Feeding
Program"
Elementary
EDUCATION
HUMAN
RESOURCE
DEVELOPMENT
PROGRAM
Increase in
percentage of
schools
conducting
schools learning
action cell
sessions
Number of
teachers
trained
Number
teaching-
related staff
trained
7. Enclosure No. 1 to DM SGOD No. 041, s. 2022
Republic of the Philippines
Department of Education
Address: Alunan Avenue, Koronadal City, South Cotabato 9506
Telephone Number: (083)228-3801
Email Address: south.cotabato@deped.gov.ph
II. Overall Division Performance
II.A Focus on the overall division performances on efficiency
particularly the data of those learners no longer participating in the
learning session or drop-out and quality.
II.B Analyze, present and discuss the two grading period
performances (second and third Grading Periods as of March 2022 of SY
2021-2022) for Kinder, Elementary, Junior High School, Senior High
School and ALS learners’ indicators on:
Efficiency particularly the number of learners no longer
participating in the learning session (Kinder, Elementary,
Junior High School, Senior High School and ALS learners) by
municipality for provincial division and by district for city division
Comparative data on the number of learners no longer
participating in the learning session by learning modality and
key stage outcome (Kinder, Elementary, Junior High School, and
Senior High School)
Provide a comparative analysis on the number of learners no
longer participating in the learning session for two grading
periods (second and third Grading Periods as of March 2022 of
SY 2021-2022) by key stage outcome and by gender, e.g.
By Key stage outcome and gender
For those divisions having school/s implementing the limited
face-to-face present a comparative analysis on the number of
drop-out learners from second to third grading period as of
March 2021 of SY 2021-2022 by key stage outcome and by
gender.
a. Kinder
Kinder/Grade Total Kinder Total Number Percentage of
Level Number of /Grad of Learners Increase/Decre
Learners e Level No Longer ase
No Longer Participating
Participati in the
ng in the learning
Learning session/drop
8. Enclosure No. 1 to DM SGOD No. 041, s. 2022
Republic of the Philippines
Department of Education
Address: Alunan Avenue, Koronadal City, South Cotabato 9506
Telephone Number: (083)228-3801
Email Address: south.cotabato@deped.gov.ph
session/dr -out as of
op-out March 2022 -
as of
second
third grading
Grading period of
Period of SY 2021-
SY 2021- 2022
2022
Kinder Kinder
Male Male
Female Female
Total Total
b. Elementary, Junior High School, and Senior High School
Kinder/Grade
Level
Total Number
Of Learners
Kinder/Grade
Level
Total
Number
of Learners
No
Percentage of
No Longer
Participating in
the
learning
session/drop
-out
as of
second
Grading Period of
SY
2021-2022
Longer
Participating
in the
learning
session/drop-
out as
of
March 2022 -
third
grading
period of
SY 2021-
2022
Increase/
Decrease
Grade One Grade One
Male Male
Female Female
Total Total
Grade Two Grade Two
Male Male
Female Female
Total Total
9. Enclosure No. 1 to DM SGOD No. 041, s. 2022
Republic of the Philippines
Department of Education
Address: Alunan Avenue, Koronadal City, South Cotabato 9506
Telephone Number: (083)228-3801
Email Address: south.cotabato@deped.gov.ph
Grade Three Grade
Three
Male Male
Female Female
Total Total
Grade Four Grade Four
Male Male
Female Female
Total Total
Grade Five Grade Five
Male Male
Female Female
Total Total
Grade Six Grade Six
Male Male
Female Female
Total Total
Grade Seven Grade
Seven
Male Male
Female Female
Total Total
Grade Eight Grade Eight
Male Male
Female Female
Total Total
Grade Nine Grade Nine
Male Male
Female Female
Total Total
Grade Ten Grade Ten
Male Male
Female Female
Total Total
Grade Eleven Grade
Eleven
10. Enclosure No. 1 to DM SGOD No. 041, s. 2022
Republic of the Philippines
Department of Education
Address: Alunan Avenue, Koronadal City, South Cotabato 9506
Telephone Number: (083)228-3801
Email Address: south.cotabato@deped.gov.ph
Male Male
Female Female
Total Total
Grade Twelve Grade
Twelve
Male Male
Female Female
Total Total
C. ALS learners
ALS Learners Total
Number of
Learners No
Longer
Participatin
g in the
learning
session/dro
p-out
as of
second
Grading
Period of SY
2021-2022
ALS Learners Total
Number of
Learners No
Longer
Participatin
g in the
learning
session/dro
p-out as of
March 2022
- third
grading
period of
SY 2021-
2022
Percentage
of
Increase/
Decrease
Male Male
Female Female
Total Total
11. Enclosure No. 1 to DM SGOD No. 041, s. 2022
Republic of the Philippines
Department of Education
Address: Alunan Avenue, Koronadal City, South Cotabato 9506
Telephone Number: (083)228-3801
Email Address: south.cotabato@deped.gov.ph
D. IP, Muslim and SPED (Graded & Non-graded) Learners
Learners Total Number
of Learners
No Longer
Participating
in the
learning
session/drop-
out
as of
second
Grading
Period of SY
2021-2022
Learners Total Number
of Learners
No Longer
Participating
in the
learning
session/drop-
out as of
March 2022 -
third grading
period of
SY 2021-
2022
Percentage of
Increase/Decrease
IP learners
Male Male
Female Female
Total Total
Muslim Learners
Male Male
Female Female
Total Total
SPED Learners
Male Male
Female Female
Total Total
Present a comparative data on the summary of total number of public and
private schools for kindergarten, elementary, junior high school and
senior high school levels versus the total percentage of schools with
increase and decrease of learners no longer participating in the learning
session.
Present total number of elementary, secondary and integrated schools
versus the total number of pilot and expansion schools implementing
the limited face-to-face.
Present the total number of elementary, secondary and integrated
schools for SY 2021-2022 implementing the limited face-to-face and
ready for the regional office ‘s validation on safety seal certification.
A. Pinpoint the segment/s needing focus. The following are samples:
12. Enclosure No. 1 to DM SGOD No. 041, s. 2022
Republic of the Philippines
Department of Education
Address: Alunan Avenue, Koronadal City, South Cotabato 9506
Telephone Number: (083)228-3801
Email Address: south.cotabato@deped.gov.ph
I. Year to year analysis of results on increasing number of
learners no longer participating in the learning session/drop-
out. (Elementary, Junior High School, Senior High School,
ALS learners, IP, Muslim and SPED learners)
II. Type of schools to determine which segment or type of
school needs support. Highlight those schools implementing
limited face-to-face, and;
III. Learner groupings such as gender having increasing
number of learners no longer participating in the learning
session/drop-out.
B. Explain the increase or decrease trend
Analysis/Explanation
•Significant Increase
1. If efficiency is increasing, what areas/school registered the highest
increase? Is the division increase consistent with the region-wide
increase in drop-out or no longer participating in the learning session?
2. What external factors contributed to such increase? What are the
barriers/external factors that prevented school learners to continue
schooling/learning? Pandemic? Calamity? Conflict? Changes in
environment (Please specify)
3. What bottlenecks/internal factors affecting to the increase? Please
specify policy, programs, policies, mechanisms and initiatives of DepEd
not working well on efficiency.
4. What were the limitations of existing programs which resulted to
learners not participating in the learning session? Please specify.
5. Resources. Please specify and describe limitations in resources.
•No significant Increase
1. Why is there no significant increase? What are the hindering
external and internal factors?
13. Enclosure No. 1 to DM SGOD No. 041, s. 2022
Republic of the Philippines
Department of Education
Address: Alunan Avenue, Koronadal City, South Cotabato 9506
Telephone Number: (083)228-3801
Email Address: south.cotabato@deped.gov.ph
•Significant Decrease
1. What areas/schools are with decreasing number of learners no
longer participating in the learning session for the two grading periods,
respectively?
2. What are the external factors that contributed to the decrease in
number of learners to discontinue participating learning. (Please
specify)
3. What are the internal factors that contributed to the decrease? Were
there policies and systems that enable learners to continue learning?
Please specify.
II.C. Quality
II.C.1 Dashboard
•Present the second quarter general performance average on Filipino,
Araling Panlipunan and MAPEH for SY 2021-2022 by level (Grades 3, 6
and 10)
•Show comparative graphs and tables to provide overall performance
of the Division on the second quarter general performance average on
Filipino, Araling Panlipunan and MAPEH of SY 2021-2022 by level
(Grades 3, 6 and 10)
•Show performance of schools using the achievement of the second
quarter general performance average - quartile ratio.
II.C.2 Segmentation
•Show a data map on the second quarter general performance
average for Filipino, Araling Panlipunan and MAPEH for SY 2021-2022
by level (Grades 3, 6 and 10) (one map per GPA results of Grades 3, 6 and
10)
II.C.3 Analyses
•Describe the programs and/or practices implemented leading to
improve performance or achievement/general performance average
•Explain the context (environmental factors) contributing to poor
pupils/students performance/achievement
14. Enclosure No. 1 to DM SGOD No. 041, s. 2022
Republic of the Philippines
Department of Education
Address: Alunan Avenue, Koronadal City, South Cotabato 9506
Telephone Number: (083)228-3801
Email Address: south.cotabato@deped.gov.ph
•Explain why the Division and schools are unable to improve
achievements despite the implementation of locally initiated programs
related to quality education
II.C.4 Proposed Actions
•Describe measures being undertaken to sustain DepEd programs on
quality.
•Provide suggestions on how to improve programs on quality to
minimize effects of environmental factors contributing to GPA.
•Suggest actions or measures that will address the limitations or
weaknesses of DepEd programs on quality.
•Suggest new policies and/or enhancements in DepEd policies and
systems related to quality.
A. Total Number of Teachers with Trainor's
Methodology/Assessor's Certificate
A.1 Focus on the total number of filled teacher items as of March 31,
2022 versus the total number of teachers with Trainor’s
Methodology/Assessor’s Certificate in Agri-Industrial, Eco-Tourism
and Socio-Cultural Specializations.
A.2 Analyze, present and discuss the following data:
Total number of filled teacher item, its targets versus
accomplishment on the total number of teachers Trainor’s
Methodology/Assessor’s Certificate in Agri-Industrial, Eco-
Tourism and Socio-Cultural Specializations, e.g.
Total
number of
filled
teacher
items as of
March 31,
2022
Total number of teachers with
Specialization
Targets versus Accomplishment as of
2022
Agri-Industrial Eco-Tourism Socio-Cultural
Specializations
Target Accom Target Accom Target Accom
15. Enclosure No. 1 to DM SGOD No. 041, s. 2022
Republic of the Philippines
Department of Education
Address: Alunan Avenue, Koronadal City, South Cotabato 9506
Telephone Number: (083)228-3801
Email Address: south.cotabato@deped.gov.ph
B. Total number of Teachers by Career Stage and Proficiency
Level
B.1 Focus on the total number of filled teacher items as of March
31, 2022 versus the total number of teachers by career stage and
proficiency level
B.2 Analyze, present and discuss the following data:
• Total number of filled teacher items by career stage, its targets
versus accomplishment, e.g.
Total
numbe
r of
filled
teache
r items
as of
March
31,
2022
Teachers Career
Stage
Total Number of
Beginning
Teacher
Total Number of
Proficient
Teachers (T1-TIII)
Total Number of
Highly
Proficient Teachers
(MT I-IV)
Inventor
y
Targe
t
Acco
m
Inventor
y
Targe
t
Acco
m
Inventor
y
Targe
t
Acco
m
• Total Number of Proficient Teachers (TI-TIII) segmented by
Proficiency Level, its target versus accomplishment, e.g.
Total
numbe
r of
Proficie
nt
Teache
rs
(TI-III)
Proficiency Level for Proficient
Teacher
Level 3-
Organiz
ing
Level 4
-
Develo
ping
Level 5-
Applying
Level 6 –
Consolidat
ing
Level 7-
Integratin
g
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t
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m
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ry
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et
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16. Enclosure No. 1 to DM SGOD No. 041, s. 2022
Republic of the Philippines
Department of Education
Address: Alunan Avenue, Koronadal City, South Cotabato 9506
Telephone Number: (083)228-3801
Email Address: south.cotabato@deped.gov.ph
Total Number of Highly Proficient Teachers (MTI-IV) segmented by
Proficiency Level, its target versus accomplishment, e.g.
Total
numbe
r of
Highly
Proficie
nt
Teache
rs
(MTI-IV)
Proficiency Level for Highly
Proficient Teacher
Level 4
-
Develop
ing
Level 5-
Applying
Level 6 –
Consolida
ting
Level 7-
Integrati
ng
Level 8-
Discriminat
ing
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C. Total number of School Heads by Performance Rating during the
Mid- School Year Review
C.1 Focus on the total number of school heads by level versus the
total number of school heads per performance rating
C.2 Analyze, present and discuss the following data:
• Total number school heads performance rating, its targets versus
accomplishment, e.g.
Total
number
of
School
Heads
b
y
Level
Performance Rating
Outstandi
ng
Very
Satisfactory
Satisfactor
y
Unsatisfact
ory
Po
or
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Element
ary
Seconda
ry
17. Enclosure No. 1 to DM SGOD No. 041, s. 2022
Republic of the Philippines
Department of Education
Address: Alunan Avenue, Koronadal City, South Cotabato 9506
Telephone Number: (083)228-3801
Email Address: south.cotabato@deped.gov.ph
D. Highlight issues, gaps and explain causes of issues. Suggest
adjustments and recommendation to ensure process continuity on:
• Implementation of PPST-RPMS of school-based personnel;
•Compliance to the standards and requirements of the PPST-COT
and PPST, SAT during the pandemic; &
• PPST-RPMS timelines.
E. Be specific, discuss the division and schools prioritized interventions
or corrective actions to do to address and mitigate the gaps.
If needing assistance to facilitate interventions or program
implementation, ask assistance from the DO or RO. Be specific in the assistance
or actions needed from DO/RO.
IV. AGENDA
Highlight policy issues, program design concerns, system
improvements and/or capability building needs relative to efficiency and
quality that the RO/CO should immediately address.