The document provides enrollment data, achievement rates, and issues identified at a school over three school years. It found that enrollment declined from 342 to 317 students due to factors like child labor, distance to school, and financial difficulties. Test scores in reading and math were low. Issues included teachers not using varied materials and assessments, lack of skills in math fundamentals, and need for stronger school leadership and instructional supervision. Recommendations to address the problems included partnerships, feeding programs, anti-child labor coordination, and teacher training.

1. FIRST QUARTER SCHOOL MONITORING EVALUATION AND ADJUSTMENT
(SMEA)/PERFORMANCE IMPLEMENTATION REVIEW (PIR)
FRANCO P. SABAYTON
School Principal-1
October 25, 2023

3. COMPARATIVE ENROLLMENT
180
165 159
162 166 158
342 331 317
0
50
100
150
200
250
300
350
400
School Year 2021-2022 School Year 2022-2023 School Year 2023-2024
Male Female Total

4. LAST THREE YEAR ENROLLMENT BY GRADE LEVEL
51
48 49
54
48
42
50
49 50
44
49
53
45
41
31
49 48
43
51 52
43
0
10
20
30
40
50
60
Kindergarten Grade-1 Grade-2 Grade-3 Grade-4 Grade-5 Grade-6
SY 2021-2022 SY 2022-2023 SY 2023-2024

7. RECORDED PUPILS AT RISK OF DROPPING-OUT
0 0 0
1 1
0
1
0 0 0 0 0 0
1
0 0 0
1 1
0
2
0
0.5
1
1.5
2
2.5
Kindergarten Grade-1 Grade-2 Grade-3 Grade-4 Grade-5 Grade-6
Male Female Total
Primary
Reasons:
 Child
Labor
 Baby
Sitting

8. NUMBER OF OVER-AGED SCHOOL CHILDREN
1
3
1 1
6
0 0
0
2
0 0
3
0
1
1
5
1 1
9
0
1
0
1
2
3
4
5
6
7
8
9
10
Kindergarten Grade-1 Grade-2 Grade-3 Grade-4 Grade-5 Grade-6
Male Female Total

9. NUMBER OF LEARNERS NOT YET ENROLLED IN THE LIS
3
1
0 0 0
1
0
2
1
0 0 0 0 0
5
2
0 0 0
1
0
0
1
2
3
4
5
6
Kindergarten Grade-1 Grade-2 Grade-3 Grade-4 Grade-5 Grade-6
Male Female Total
Primary Reasons:
 No BC
 Transferred-In

10. NUMBER OF PUPILS WHO ARE VICTIM OF SCHOOL
BULLYING
5
0 0 0 0 0 0
2
0 0 0 0 0 0
7
0 0 0 0 0 0
0
1
2
3
4
5
6
7
8
Kindergarten Grade-1 Grade-2 Grade-3 Grade-4 Grade-5 Grade-6
Male Female Total

11. ENGLISH READING ASSESSMENT SY 2023-2024

12. FILIPINO READING ASSESSMENT SY 2023-2024
Grade
M F T M F T M F T M F T M F T M F T M F T M F T M F T
Grade3
1.BismartzES 16 29 45 3 2 5 2 1 3 40% 4 4 8 3 3 6 25% 6 10 16 7 11 18 12.50% 3 13 16 4 14 18 12.50%
Grade4
1.BismartzES 24 28 52 0 0 0 0 0 0 0% 9 6 15 6 7 13 13.33% 11 13 24 12 14 26 8.33% 4 9 13 3 10 13 0%
Grade5
1.BismartzES 30 24 54 1 0 1 0 0 0 100% 5 1 6 4 0 4 33.33% 9 4 13 12 4 16 23.07% 15 19 34 16 20 36 5.88%
Grade6
1.BismartzES 22 22 44 0 0 0 0 0 0 0% 5 6 11 1 2 3 72.72% 15 12 17 17 14 21 23.52% 3 3 6 4 6 10 66.66%
Enrolment Pre-Test
INSTRUCTIONAL
Progress %of
Decreas
e
Pre-Test Progress
%of
Decrease
Pre-Test Progress
%ofIncrease
%of
Increas
e
INDEPENDENT
Pre-Test Progress
NON-READERS FRUSTRATION

13. Characterization using ACCESS Matrix of Problems on Decreasing Enrollment
Domestic Factors Individual Related Factors School Related Factors Geographical/Environmental Financial Related Factor
Most of the 34 learners who
transferred to other schools
experienced family related
problems which forced them to
transfer to other schools and
stay with their relatives.
The school did not able to excel in any
higher level of contest/ competitions
undertaken by DepED which will boast
the name of the school.
More or less 34 learners of elementary
school age children at P-1A, P1B, P1C,
P1D and P-6 extension had to
accompany their older high school
siblings in going to school for easy
ride.
Unstable job of parents
More or less 20 learners residing at
P12 were not enrolled in MES due to
danger of the river they need to cross
to reach MES during rainy season.
4 out of 381 enrolled in MES
were prone to transfer
residence due to parents
seasonal work.
Those “can afford” parents send
their children to private school.
SUPPORT PROVIDED BY THE SDO TO THE CONCERNED SCHOOL
Support provided by the SDO in
relation to domestic factors
Support provided by the SDO in relation
to individual related factors
Support provided by the SDO in relation
to geographical/environmental
factors(none)
Support provided by the SDO in
relation to financial related factors
(none)

14. Teachers Materials Equipment,
Facilities
ICT Environment Assessment School Leadership and
Management
District and DO-
TECHNICAL
ASSISSTANCE
Community, Industry,
Relevance and
Partnership
Majority of the teachers
did not use appropriate
instructional materials
and variety of teaching
strategies in their day to
day teaching
engagement.
Less learner’s contact
time on use of equipment
and materials for class
experiment in Science
Less mastery of the four
fundamental operations
in Mathematics among
the learners.
Learner’s had no access
to internet in the school
Majority of the teachers
did not utilize variety of
classroom assessment for
their diverse learners
with Multiple
Intelligences.
School Head needs to
strengthen the SLAC and
Instructional Supervision
to raise the achievement
Rate
Only few of the teacher’s
use/integrate ICT in
teaching and learning
process.
ACTUAL SUPPORT PROVIDED BY SDO TO SCHOOLS
Training provided to
teachers/Recruitment and
placement
Distribution of learning
resources and facilities
Support provided by the
SDO on ICT
Support provided by the
SDO on classroom
assessment
Training and technical
support provided to SHs
on instructional
supervision? Use of new
curriculum? On SBM?
Assistance provided by
the EPS to schools on
linkaging, partnership
Characterization using Quality Matrix on Low Achievement Rate in Mathematics and Science

15. Key Performance Indicators Characterization from the
Access and Quality Matrix
Interventions made (School
Level)
Recommendation TA Needed from the DO Timeline
1. Decreasing Net Enrolment Rate 100 out of 117 learners were
endured walking 3 km and above
everyday and need to cross a river
in going to school.
45 out 117 learners were engaged
in child labor just to help their
parents earn for living.
Almost of the 16 teachers have no
idea and knowledge on how to
help their over age school children
to take and avail the placement
test to help these children to be
placed and accelerated to their
appropriate grade level.
10 out of 117 learners were
severely wasted due to
inadequate financial income of
their family.
“ Oplan Libreng Sakay Program”
Coordinated implementation of
“Anti Child Labor Law”
Orient the teachers on the ways to
help their over age children place
to their appropriate grade level if
possible during SLAC/Staff
meeting
School-Based Feeding Program
from provisions of Gulayan sa
Paaralan Project
Coordinate with potential partners
to provide libreng sakay to the
learners living far away from
school
Coordinate with DSWD Barangay
Officials to implement the child
labor law
Conduct Teacher’s Orientation on
PEPT
Revive the Gulayan sa Paaralan
Project as a source of SBFP
None
None
Orientation on PEPT process for
school PEPT Coordinator
Financial Assistance and Training
for Gulayan sa Paaralan
Coordinator
Whole Year Round
July, 2019
July 2019
July, 2019
SMEA WORKSHEET SUMMARY

16. Key Performance Indicators Characterization from the
Access and Quality Matrix
Interventions made (School
Level)
Recommendation TA Needed from the DO Timeline
2. Low Achievement Rate in
Mathematics and Science
School Head needs to strengthen
the SLAC and Instructional
Supervision to raise the
achievement Rate
Majority of the teachers did not use
appropriate instructional materials
and variety of teaching strategies in
their day to day teaching
engagement.
Majority of the teachers did not
utilize variety of classroom
assessment for their diverse
learners with Multiple
Intelligences.
Less mastery of the four
fundamental operations in
Mathematics among the learners.
SLAC and Strengthen Instructional
Supervision
SLAC and Strengthen Instructional
Supervision
SLAC and Strengthen Instructional
Supervision
Mastery of the Four Fundamental
Operations in Mathematics
Strengthen SLAC and Instructional
Supervision
Strengthen SLAC and Instructional
Supervision
Strengthen SLAC and Instructional
Supervision
Encourage teachers to conduct
research or innovations to let
learners master the four
fundamental operations in
Mathematics
None
None
None
None
Whole Year Round
Whole Year Round
Whole Year Round
June, 2019

17. “It takes a village to educate a child”
“Great effort = great outcome”