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SCHOOL PERFORMANCE IMPLEMENTATION REVIEW (First Quarter) SY 2022-2023 NAPALIRAN ELEMENTARY SCHOOL
School Profile Dashboard Situational Analysis Committed Targets Strategies Outline of Presentation
SCHOOL PROFILE Napaliran Elementary School was opened in the year 1944 and was closed for two years in 1952-1953 that made the pupils transferred to Mambayaan Elementary School a nearby barangay. It resumed classes later and had its first graduate in 1953. In 1960 there were already (3) three buildings with (6) teachers and a school head in the person of Timoteo Zaballero. The government gave aid for the construction of new concrete school building. Believing that the school could not be stopped for having a big number of school children enrolled year by year. A portion of this land with an area of 16,000 sq. m. donated by the Municipal Government in the name of DECS. The donation was then formalized on April 6, 2003 through a DEED OF DONATION to the Department of Education represented by Mr. Santos B. Valmores, Schools District Supervisor and by the Municipal Mayor Hon. Felix H. Borromeo of Balingasag Misamis Oriental. The property was officially transferred to DepEd and buildings were built. The school progressed during the succeeding years up to the present, having 3 functional buildings and 18 academic classrooms catering 595 pupils at present. Presently Napaliran Elementary School consist of 20 teachers and 3 non-teaching personnel headed by a principal, Mrs. Manuelita P. Capito . It has 9 Teacher III, 2 Teacher II, and 9 Teacher I.
ACCESS Historical GROSS ENROLMENT RATE (GER) DASHBOARD  KINDERGARTEN  ELEMENTARY Note: Enrolment must be in SF 1 SY 2022 Gross Enrolment (Total Population) NET Enrolment (Age Group) Historical Gross Enrolment Rate Overaged Kindergarten Learners 87 68 128% 19 learners (5% of the total enrolment) Elementary Learners 513 500 103% 13 learners (39% of the total enrolment)
ACCESS GROSS ENROLMENT RATE AND NET ENROLMENT RATE KINDERGARTEN DASHBOARD Gross Enrolment Rate – 128% NET Enrolment Rate – 78%
ACCESS GROSS ENROLMENT RATE AND NET ENROLMENT RATE ELEMENTARY DASHBOARD Gross Enrolment Rate – 103% NET Enrolment Rate – 97%
EFFICIENCY COHORT SURVIVAL (%) – 75/63 x 100 (Grade 6 BOsY) 119% ELEMENTARY DASHBOARD COMPLETION RATE (%) 76/61 = 124.6% SCHOOL LEAVER 1% (6 learners with Enrolment Gap) REPETITION RATE (%) 0%
QUALITY LEAST MASTERED COMPETENCIES PER LEARNING AREA DASHBOARD ELEMENTARY Kindergarten Learning Areas Least Learned LC Challenges Intervention Conducted Findings/Remarks LITERACY Identify the letter or word that is different/the same in a group.  Inattentive/not cooperative with the lesson  Lack of interest to learn the lesson  Can’t identify the letter  Drill:show pictures/flash cards Pupils were more attentive when showing a video lesson Tell the missing parts in objects/pictures  Present video lesson on letters NUMERACY Identify the number that is different/the same in a group  Inattentive/not cooperative with the lesson  Lack of interest to learn the lesson  Can’t identify the number  Drill: Flash cards  Present video on numbers  Show figures or numbers Pupils were more attentive when showing a video lesson Identify which does not belong in a given set of objects, pictures, and symbols
QUALITY LEAST MASTERED COMPETENCIES PER LEARNING AREA DASHBOARD ELEMENTARY Grade 1 Learning Areas Least Learned LC Challenges Intervention Conducted Findings/Remarks ESP Nakapaglalarawan ng iba’t ibang gawain na maaaring makasama o makabuti sa kalusugan nakikilala ang iba’t ibang gawain/paraan na maaaring makasama o makabuti sa kalusugan. (10 & 13) Nakapagsasabi ng totoo sa magulang/ nakatatanda at iba pang kasapi ng mag- anak sa lahat ng pagkakataon uupang maging maayos ang samahan.(24 & 25) Time allotted is not enough for the discussion Learners failed to conceptualized importance of keeping oneself healthy. Learners are not interested to learn The true meaning of honesty was not fully developed Reteach the lesson using other activities and other sets of instructional materials. Pictures of different foods, drinks and activities Picture Cards and Flashcards Worksheets/Learning Activity Sheets Video presentation on the topic presented. Mga Gawain na Maaring Makasama o Makabuti sa Kalusugan. Bigbook " Ang Sugilanon ni Jayson "Kuwentong Pambata tungkol sa pagiging matapat at ang pagsasabi ng totoo. Role playing 7 out of 8 achieved 95% score on the assessment given after the lesson. The intervention conducted is effective. Learners were able to identify the different healthy habits Honesty was emphasized that lead learners to identify the do’s and don’ts in maintaining healthy relationships.
QUALITY LEAST MASTERED COMPETENCIES PER LEARNING AREA DASHBOARD ELEMENTARY Grade 1 Learning Areas Least Learned LC Challenges Intervention Conducted Findings/Remarks AP Natutukoy ang mga mahahalagang pangyayari at pagbabago sa buhay simula isilang hanggang sa kasalukuyang edad gamit ang mga larawan at timeline. (8, 11, 13, 17 & 25) Inability to identify the important changes in life using timeline. Conduct remediation class on the least learned competency. Reteach the lesson and give another assessment Present the lesson using video lesson Bigbook "Si Noel ug si Ana"Chart showing "Timeline" Worksheets/Learning Activity Sheets Identified the important changes in ones' life Learners were able to arranged the pictures using timeline MTB Classify naming words into persons, places, animals, and things, etc. ( 25) Inability to classify things/word Lecture method Reteach the lesson using picture cards Classifying Activity Learners can classify words into persons, places, animals and things.
QUALITY LEAST MASTERED COMPETENCIES PER LEARNING AREA DASHBOARD ELEMENTARY Grade 1 Learning Areas Least Learned LC Challenges Intervention Conducted Findings/Remarks MATH Identifies the number that is one more or one less from a given number. (8,11 & 13)Identifies the 1st ,2nd, 3rd, up to 10th objects in the given set from a given point of reference. (17)Compares coins and bills up to Php 100 and their notations ( 24 & 25) Difficulty in identifying one more or one lessLearners failed to conceptualize the idea of sequencing order of positionIncompetent to compare coins and bills Lecture Method Number Games, Worksheets/Learning Activity Sheets, Number Flashcards, Snake and Ladder , Ga Tic-Tac- Toe Games Present the lesson using video lesson Sequencing ActivityPicture Cards/chart, Flashcards, Line- up Activity Identified number that is one more or one less. Identified the sequence of the object from 1st to 10th MAPEH Tells the consequences of eating less healthful foods (23)practices good decision making exhibited in eating habits that can help one become healthy (25). Difficulty in identifying foods that is good or bad to the body Identifying healthful foods for the bodyUsing picture cards in the presentation of the lessonVideo presentation on healthy habits Learners were able to identify healthy habits that can help one become healthy.
QUALITY LEAST MASTERED COMPETENCIES PER LEARNING AREA DASHBOARD ELEMENTARY Grade 2 Learning Areas Least Learned LC Challenges Intervention Conducted Findings/Remarks ESP Napahahalagahan ang saya o tuwang dulot ng pagbabahagi ng anumang kakayahan o talent Nakapagpapakita ng pagsunod sa mga alituntunin at pamantayang itinakda sa loob ng tahanan Nakasusunod sa mga tuntunin sa paaralan gaya ng tamang laruan, pagsasauli ng mga bagay na kinuha at iba pa. Some pupils are very shy to participate oraly Pupils are not interested to learn Give enough time for the pupils to share their talent individually Cite more examples/Give time to share their skills Larawan, tarpapel, pangkatang gawain Pupils had reached the mastery level Pupils reached the mastery level AP Nailalarawan ang panahon at kalamidad na nararanasan sa sariling komunidad Nakilala ang mga sagisag na ginagamit sa mapa sa tulong ng panuntunan Some pupils are shy to participate Larawan, aklat, tsart ng kwento Make bigbooks from views of the locality Mastery level is achieved
QUALITY LEAST MASTERED COMPETENCIES PER LEARNING AREA DASHBOARD ELEMENTARY Grade 2 Learning Areas Least Learned LC Challenges Intervention Conducted Findings/ Remarks MTB Give the correct sequence of three events in a story Talk about famous people, places, events, etc. using descriptive and action words in complete sentences Lack of pupils interest in learning Give individual activities usig creative pictures to motivate the learners Reads an excerpt from a radio broadcast Pupils had reached the mastery level MATH Analyzes and solve word problems involving addition of whole numbers including money with sums up to 1000 without and with regrouping Solves multi-step routine and non-routine problems Has difficulty in identifying numbers Power point, peer-assisted instruction, on going formative assessment Show more examples and let them analyze the problem in group activity MAPEH Creates imaginary landscape from a dream of a story. Demonstrate movement skills in response to sound and music Demonstrates locomotor skills in response to even and uneven music Lack of interest Some pupils are shy to perform the activities Recall previous lessons related to the topic and gives more lessons/drill Let the pupils perform by group Show pictures of dance partners in different movements
QUALITY LEAST MASTERED COMPETENCIES PER LEARNING AREA DASHBOARD ELEMENTARY Grade 2 Learning Areas Least Learned LC Challenges Intervention Conducted Findings/ Remarks ENGLISH Use words denoting sequences in telling their daily activities Identify how to use the different WH-question appropriately Recognize common or proper nouns in simple sentences Pupils difficulty in reading words and sentences Pupils are very shy to participate Lack of pupils interest towards learning Picture story Showing pictures and comics strips Additional activities in recognizing common or proper noun Pupils had reached the mastery level FILIPINO Natutukoy ang mga salitang may maling baybay sa pangungusap Nakabubuo ng salitang gamit ang anyo ng pantig KPK/KKP Nasasabi ang mensahe, paksa o tema na nais ipabatid sa patalastas at kuwentong kathang- isip Lack of vocabulary comprehension skills Lack of pupils interest Pupils difficulty in reading words and sentences Give more time to achieve their interest/needs Pangkatang gawain More examples and individual activities
QUALITY LEAST MASTERED COMPETENCIES PER LEARNING AREA DASHBOARD ELEMENTARY Grade 3 Learning Areas Least Learned LC Challenges Intervention Conducted Findings/Remarks ESP Nakagagawa ng wastong klos at gai sa pangangalaga ng sariling kalusugan at kaligtasan natutukoy ang mga damdamin na pagmamalas ng katatagan ng kalooban Disturbed environment of the class Difficulty in making connections Magbigay ng mga halimbawa at magkaroon ng remedial class Magbigay ng mga halimbawa Natutunan nag mga wastong kilos at gawi sa sarili Nakikilala ang mga damdamin ng nagpapakita ng katatagan ng loob ENGLISH Draw conclusions Give the meaning of words listened to Lack of vocabulary Remedial instructions Vocabulary development Can formulate conclusions Can give the meaning of words used in stories MATH Solves routine and non-routine problems involvig subtraction w/o or with addition of whole numbers including money using appropriate problem solving strategies and tools Computational weakness inattentiveness in class discussion Provide remedial lessons and activities Can solve routine and non-routine problems involving subtction w/o or with addition
QUALITY LEAST MASTERED COMPETENCIES PER LEARNING AREA DASHBOARD ELEMENTARY Grade 3 Learning Areas Least Learned LC Challenges Intervention Conducted Findings/Remarks SCIENCE Read the temperature from the thermometer correctly Identify the harmful effects of the common materials found at home and in school Inattentiveness during class discussion Provide more drill and exercises Use of Meta Cards Can read the temperature from the thermometer correctly Identified the harmful effects of the common materis found at home and in school AP Naipaliliwanag ang wastong pangangailangan ng mga pangunahing likas na yaman ng sa riling lalawigan at rehiyon Nakabubuo ng interpretasyon ng kapaligiran ng sariling lalawigan at karatig na mga lalawigan ng rehiyon gamit ang mapa Difficulty in transferring knowledge inattentiveness during discussion Extra reading were given realted to the competency t enhance learning Provided activities that would result to a comprehensive memory retain for the learners Nakapagsalaysay ng wastong pangangasiwa ng pangunahing likas na yaman ng sariling lalawigan Nakapagbibigay ng interpretasyon sa kapaligiran ng sariling lalawigan at karatig na mga lalawigan ng rehiyon gamit ang mapa
QUALITY LEAST MASTERED COMPETENCIES PER LEARNING AREA DASHBOARD ELEMENTARY Grade 3 Learning Areas Least Learned LC Challenges Intervention Conducted Findings/Remarks FILIPINO Nasasagot ang mga tanong sa kuwento Nakikilala ang iba’t-ibang bahagi ng aklat Nagagamit ang mga panghalip na ito, iyan, at iyon Difficulty in comprehending the visuals Incomplete understandingof the language magpabasa ng mga kuwento Magpasagot ng mga gawain Nakababasa sa kuwento at nasasagot ng tama ang mga tanong Nakikilala ang iba’t-ibang bahagi ng aklat Nagagamit ang mga panghalip na ito, iyan at iyon sa pangungusap MAPEH Creates continually repeated musical phrase or rhythm in measure of 2s, 3s, and 4s Demonstrates understanding of the basic concepts of rhythm Lack of interest in the lesson Provided more activities Can creates continually repeated musical phrase rhythm in measures of 2s, 3s, and 4s Demonstrated understanding of the basic concept of rhythm MTB Identify and use words with multiple meaning in a sentences Pupils are lack of interest to listen Give more drills and exercises Can use words with multiple meaning in the sentence
Grade 4 Learning Areas Least Learned LC Challenges Intervention Conducted Findings/ Remarks Mathematics Creates problems involving divisionwithout or with any other operations of whole numbers including money with reasonable answer Poor reading comprehension Think-Pair-Share Have pupils create a word problem using given data 100% English Use a variety of strategies to write informational and literary composition Poor reading comprehension lack of eagerness to learn Write a letter of advice to three brats to help them avoids their bad deeds 100% Filipino Naisasalaysay muli ang napakinggang teksto gamit ang mga larawan Hindi naintindihan ang bawat teksto Picture analysis 100% Science Identify changes in materials whether useful or harmful to one.s environment Lack of interest Let their pupils show their useful or harmful ways to their environment 100% Araling Panlipunan Nasasaliksik kung bakit may mga rehiyon na napakarami at napakaliit na bilang ng populasyon Hindi alam kung paano magsaliksik at hindi interesado Pagbibigay ng karagdagang kasanayan 100% MAPEH Explain health and skills-related fitness components Unable to explain and lack of interest Cardiovascular Endurance and Power activities 100% TLE/EPP Naisasagawa ng mga kasanayan ang mga gawaing pantahanan na makatutulong sa pangangalagang pansarili at sa sariling Hindi interesado Role play 100% QUALITY LEAST MASTERED COMPETENCIES PER LEARNING AREA DASHBOARD ELEMENTARY
QUALITY LEAST MASTERED COMPETENCIES PER LEARNING AREA DASHBOARD ELEMENTARY Grade 5 Learning Areas Least Learned LC Challenges Intervention Conducted Findings/ Remarks MATH Divides whole numbers with qoutients in decimal form Poor memorization on multiplication tables where it is very important tool in division More reviews on multiplication facts and tables (memorization) Learners improved their achievement level AP Naipamalas ang mapanuring pagunawa sa konteksto ang ginagampanan ng simbahan sa layunin at pamamaraan ng pananakop Pupils attitudes towards the topic Reteach the lesson and provide more reading clips about the topic *85% mastery level achieved SCIENCE Investigate changes that happens in materials under the following condition 1. presence of oxygen/lack of oxygen 2. application of heat The retention span of the pupils is short xperimentation of peeled potato, banana & other fruits 85% Mastery level achieved
QUALITY LEAST MASTERED COMPETENCIES PER LEARNING AREA DASHBOARD ELEMENTARY Grade 6 Learning Areas Least Learned LC Challenges Intervention Conducted Findings/ Remarks MATHEMATICS Solves routine and non routine problems involving division of decimals, whole numbers including money using appropriate problem solving strategies and tools. M6NS- Ii120.2Solves multi-step routine and non routine problems involving division and any of the other operations of decimals, mixed decimals, mixed decimals and whole numbers including money using appropriate problem solving strategies and tools. M6NS- Ij120.3Creates problems involving division without or with any of the other operations of decimals, mixed decimals and whole numbers including money. M6NS- Ij121.2 Poor skills in multiplication and division Systematic and explicit instruction Visual represenatation of functions and relationships, such as manipulatives, pictures Peer-assisted instruction On going formative assessment Readily grasps new concepts and ideas Mastery Level Achieved
QUALITY LEAST MASTERED COMPETENCIES PER LEARNING AREA DASHBOARD ELEMENTARY Grade 6 Learning Areas Least Learned LC Challenges Intervention Conducted Findings/ Remarks T.L.E 1.Conduct simple research to determine market trends and demands in preserved/processed foods. (TLE6HE-0i-13 Poor comprehension on conducting simple research Home visitations were also conducted for students without connectivityProvide contextualize activity sheets. Mastery level achieved ESP Nakapagpapatunay na mahalaga ang pagkakaisa sa pagtatapos ng gawainNakapaghihinuha na nakapagdudulot ng kabutihan sa pagsasama nang maluwag ang pagkakasabi nang tapatNakapagpapahayag nang may katapatan ng sariling opinyon/ideya/at saloobin tungkol sa mga sitwasyon may kinalaman sa sarili at pamilyang kinabibilangan Lack of interest and eagerness to learn Systematic and explicit instructionOn going formative assessment English Analyze sound device: (onomatopoeia, alliteration, assonance)Compose clear and coherent sentences using appropriate grammatical structures: Aspects of verbs, Conjunctions Plan a two Poor reading comprehension and vocabulary Differentiated Instruction and using a teach,review and reteach process and developing social skills.
QUALITY CURRICULUM MANAGEMENT SUPPORT SYSTEM (CMSS) FIRST GRADING DASHBOARD ELEMENTARY GRADE 1 GRADES ESP MTB MATH AP MAPEH 60-74 0 0 0 0 0 75-80 8 14 18 16 17 81-85 26 27 31 25 27 86-89 36 29 22 32 25 90-100 15 15 14 12 16 TOTAL 85 85 85 85 85
QUALITY CURRICULUM MANAGEMENT SUPPORT SYSTEM (CMSS) FIRST GRADING DASHBOARD ELEMENTARY GRADE 2 GRADES ESP MTB MATH AP ENG FIL MAPEH 60-74 0 0 0 0 0 0 0 75-80 15 14 21 18 28 17 11 81-85 28 35 28 29 28 34 29 86-89 20 16 16 17 15 18 23 90-100 22 20 20 21 14 16 22 TOTAL 85 85 85 85 85 85 85
QUALITY CURRICULUM MANAGEMENT SUPPORT SYSTEM (CMSS) FIRST GRADING DASHBOARD ELEMENTARY GRADE 3 GRADES ESP MTB MATH AP SCI ENG FIL MAPEH 60-74 1 1 1 1 1 1 1 1 75-80 19 21 23 20 23 23 23 19 81-85 22 22 20 23 20 20 20 21 86-89 24 22 22 22 22 22 22 25 90-100 13 13 13 13 13 13 13 13 TOTAL 79 79 79 79 79 79 79 79
QUALITY CURRICULUM MANAGEMENT SUPPORT SYSTEM (CMSS) FIRST GRADING DASHBOARD ELEMENTARY GRADE 4 GRADES ESP EPP MATH AP SCI ENG FIL MAPEH 60-74 0 0 0 0 0 0 0 0 75-80 0 0 3 0 0 3 0 2 81-85 22 30 41 31 31 28 32 29 86-89 32 24 20 23 28 28 27 26 90-100 18 18 8 18 13 13 13 15 TOTAL 72 72 72 72 72 72 72 72
QUALITY CURRICULUM MANAGEMENT SUPPORT SYSTEM (CMSS) FIRST GRADING DASHBOARD ELEMENTARY GRADE 5 GRADES ESP EPP MATH AP SCI ENG FIL MAPEH 60-74 0 0 0 0 0 0 0 0 75-80 1 1 1 1 1 1 1 1 81-85 19 14 23 18 19 22 21 4 86-89 27 40 40 42 44 36 35 39 90-100 35 27 18 21 18 23 25 38 TOTAL 82 82 82 82 82 82 82 82
QUALITY CURRICULUM MANAGEMENT SUPPORT SYSTEM (CMSS) FIRST GRADING DASHBOARD ELEMENTARY GRADE 6 GRADES ESP EPP MATH AP SCI ENG FIL MAPEH 60-74 0 0 0 0 0 0 0 0 75-80 0 2 28 7 8 26 7 0 81-85 30 26 22 31 31 23 29 20 86-89 28 32 16 25 24 15 26 30 90-100 14 12 6 9 9 8 10 22 TOTAL 72 72 72 72 72 72 72 72
QUALITY KINDERGARTEN ASSESSMENT RESULT DASHBOARD KINDERGARTEN Grade Level ENROLMENT PRE - TEST AS OF DECEMBER 2022 NOT READY READY NOT READY READY Kindergarten 85 17 or 20% 68 or 80% 6 or .70% 79 or 93%
QUALITY Grade 1 Report of Reading Level (MTB) DASHBOARD KINDERGARTEN Grade Level ENROLMENT Non – Reader AS OF DECEMBER 2022 Pre – Test As of December Frustration Instructional Independent Grade I 85 32 or 38% 15 or 17.65% 24 or 28.24% 42 or 49.41% 4 or .05%
QUALITY PRE-TEST IN READING PROFILE (FILIPINO Grade 2) DASHBOARD ELEMENTARY GRADE LEVEL ENROLMENT READING LEVEL Non-reader Frustration Instructional Independent PRE As of Dec. PRE As of Dec. PRE As of Dec. PRE As of Dec. II 86 21 10 - 33 - 39 - 3
QUALITY PRE-TEST IN READING PROFILE (FILIPINO Grade 2 to Grade 6) DASHBOARD ELEMENTARY GRADE LEVEL ENROLMENT READING LEVEL Non-reader Frustration Instructional Independent PRE As of Dec. PRE As of Dec. PRE As of Dec. PRE As of Dec. III 79 26 7 25 35 27 24 2 13 IV 102 9 5 44 51 30 34 15 12 V 82 5 2 39 27 32 38 9 15 VI 73 3 2 32 31 24 27 11 13 TOTAL 336 43 16 140 177 113 162 37 56
QUALITY PRE-TEST IN READING PROFILE (ENGLISH Grade 4 to Grade 6) As of December 2022 DASHBOARD ELEMENTARY GRADE LEVEL ENROLMENT READING LEVEL Non-reader Frustration Instructional Independent PRE As of Dec. PRE As of Dec. PRE As of Dec. PRE As of Dec. IV 102 12 7 47 49 33 36 10 10 V 82 8 4 40 31 27 35 9 12 VI 70 5 3 32 31 24 28 9 11 TOTAL 258 25 14 119 111 84 99 28 33
QUALITY SUMMARY OF TEACHERS’ PROFILE DASHBOARD NAME OF TEACHER POSITION DATE HIRED PROMOTED UNITS EARNED 1. Capito, Manuelita P. Principal I 09/06/1990 2008 MAED Major in Mass Communication 2. Aboc, Dizamar G. Teacher III 08/05/2002 08/01/2019 45 3. Agne, Honey Mae S. Teacher I 12/27/2017 N/A 30 4. Aliwate, Cherry Rose P. Teacher III 09/10/2012 08/01/2019 42 5. Badilla, Threa Teacher I 09/24/2007 N/A 9 6. Bagabaldo, Maricel D. Teacher III 06/03/2013 01/22/2021 48 ELEMENTARY
QUALITY TEACHERS’ PROFILE DASHBOARD NAME OF TEACHER POSITION DATE HIRED PROMOTED UNITS EARNED 1. Capito, Manuelita P. Principal I 09/06/1990 2008 MAED Major in Mass Communication 2. Aboc, Dizamar G. Teacher III 08/05/2002 08/01/2019 45 3. Agne, Honey Mae S. Teacher I 12/27/2017 N/A 30 4. Aliwate, Cherry Rose P. Teacher III 09/10/2012 08/01/2019 42 5. Badilla, Threa Teacher I 09/24/2007 N/A 9 6. Bagabaldo, Maricel D. Teacher III 06/03/2013 01/22/2021 48 ELEMENTARY
QUALITY TEACHERS’ PROFILE DASHBOARD NAME OF TEACHER POSITION DATE HIRED PROMOTED UNITS EARNED 7. Balbido, Julius M. AO II 07/22/2018 01/07/2022 CAR 8. Bagongon, Terry P. Teacher III 01/28/2003 08/01/2019 48 9. Calalin, Nova L. Teacher I 01/04/2016 N/A 0 10. Carnoso, Grendyl B. Teacher II 01/02/2001 01/22/2021 48 11. Collados, Mary Jane V. Teacher I 06/03/2013 N/A 36 12. Dadang, Joefrey B. Teacher III 10/12/2012 08/01/2019 GRADUATED ELEMENTARY
QUALITY TEACHERS’ PROFILE DASHBOARD NAME OF TEACHER POSITION DATE HIRED PROMOTED UNITS EARNED 13. Galleros, Liwana G. Teacher III 12/31/2002 N/A 41 14. Gerasmio, Jay Ann P. Teacher I 08/01/2013 N/A 45 15. Lacre, Teresita L. Teacher II 03/01/2009 05/10/2022 18 16. Penar, Carmela V. Teacher II 08/16/1995 02/22/2021 27 17. Reyno, Hazel A. ADA IV 01/11/2021 N/A 0 18. Sabuero, Venus B. Teacher III 10/01/2012 08/01/2019 45 ELEMENTARY
QUALITY TEACHERS’ PROFILE DASHBOARD NAME OF TEACHER POSITION DATE HIRED PROMOTED UNITS EARNED 19. Sicat, Everwin J. Teacher I 06/07/2017 N/A 45 20. Tabilo, Ralph Ryan B. Teacher I 09/01/2016 N/A 15 21. Valmoria, Nestor P. Teacher III 07/05/1995 42 22. Zulita, Genelyn B. Teacher I 01/27/2014 N/A 36 ELEMENTARY
QUALITY TEACHERS’ PROFILE DASHBOARD NAME OF TEACHER APPROVED ERF TRAININGS COORDINATORSHIP 1. Aboc, Dizamar G. Promoted See Attached Sheet  SBM Coordinator  Research Coordinator 2. Agne, Honey Mae S. None See Attached Sheet Project WATCH Coordinator 3. Aliwate, Cherry Rose P. Promoted See Attached Sheet  Reading Coordinator  School Paper Adviser 4. Badilla, Threa None See Attached Sheet Assistant Property Custodian ELEMENTARY
QUALITY TEACHERS’ PROFILE DASHBOARD NAME OF TEACHER APPROVED ERF TRAININGS COORDINATORSHIP 5. Bagabaldo, Maricel D. Promoted See Attached Sheet  School Information Coordinator  Early Registration Coordinator  Kids Scout Coordinator  School Secretary 6. Balbido, Julius M. None International Leadership Training  School Property Custodian ELEMENTARY
QUALITY TEACHERS’ PROFILE DASHBOARD NAME OF TEACHER APPROVED ERF TRAININGS COORDINATORSHIP 7. Bagongon, Terry P. Promoted See Attached Sheet Mathematics Coordinator 8. Calalin, Nova L. None See Attached Sheet GSP Coordinator 9. Carnoso, Grendyl B. Promoted See Attached Sheet Brigada Eskwela Coordinator 10. Collados, Mary Jane V. None See Attached Sheet ICT Coordinator MAPEH Coordinator 11. Dadang, Joefrey B. Promoted See Attached Sheet NDEP Coordinator 12. Galleros, Liwana G. Promoted See Attached Sheet Araling Panlipunan Coordinator ELEMENTARY
QUALITY TEACHERS’ PROFILE DASHBOARD NAME OF TEACHER APPROVED ERF TRAININGS COORDINATORSHIP 13. Gerasmio, Jay Ann P. None See Attached Sheet School Treasurer 14. Lacre, Teresita L. Promoted See Attached Sheet GAD Coordinator 15. Penar, Carmela V. Promoted See Attached Sheet KAB Scout Coordinator 16. Reyno, Hazel A. None See Attached Sheet 17. Sabuero, Venus B. Promoted See Attached Sheet School Clinic Coordinator 18. Sicat, Everwin J. None See Attached Sheet Gulayan sa Paaralan Coordinator ELEMENTARY
QUALITY TEACHERS’ PROFILE DASHBOARD NAME OF TEACHER APPROVED ERF TRAININGS COORDINATORSHIP 19. Tabilo, Ralph Ryan B. None See Attached Sheet DRRM Coordinator Sports Coordinator 20. Valmoria, Nestor P. None See Attached Sheet BSP Coordinator 21. Zulita, Genelyn B. None See Attached Sheet SBFP Coordinator ELEMENTARY
ANALYSIS SITUATIONAL ANALYSIS OF ACCESS, QUALITY, & EFFICIENCY SWOT Strength Weaknesses Opportunities Threats a. ACCESs Increased in enrolment Classroom shortage Pupil’s participation in school activities will increase Limited resources likes books, reading materials and etc. d. EFFICIENCY Efficiency indicators is above 100% for Cohort Survival Rate, Completion Rate and School Leaver with 0% in repetition rate. High level of retention and low incidence of drop-out c. QUALITY Conducted Learning Recovery Class Identified the least mastered skills per subject area Numbers of slow reader pupils is present in the classroom. Limited resources for reproduction of learning materials Closely monitor class reading remediation after class hours Some pupils refuse to join reading remediation Activities set for the day is limited due to unavailability of resources
PHYSICAL IMPROVEMENT KEY AREAS STATUS Building/classrooms Kindergarten Matiyaga & Masinop Good Condition Kindergarten Mabait & Matulungin Good Condition Grade I Matapat  Need Major Repair Grade I Magalang  Good Condition Grade I Masipag  Condemned Grade II Masayahin  Need Major Repair Grade II Mapagmahal  Need Major Repair Grade II Mapagbigay  Condemned
PHYSICAL IMPROVEMENT KEY AREAS STATUS Grade III – Madasalin Good Condition Grade III – Marangal Good Condition Grade IV – Wisdom  Good Condition Grade IV – Polite  Good Condition Grade IV – Love  Need Major Repair Grade V – Integrity  Good Condition Grade V – Sincerity  Good Condition Grade V – Generosity  Good Condition Grade VI – Humility Good Condition Grade VI – Faith Condemned
PHYSICAL IMPROVEMENT KEY AREAS STATUS Chairs/Desk Usable/Condemnable 1:1 Student Ratio Signages Good Condition Transparency board  Updated School Cleanliness, beautification and landscaping  Maintained by Parents, teachers and pupils Bulletin  Updated Building and Roof Repainting  Need Repainting
PHYSICAL IMPROVEMENT KEY AREAS STATUS INTERVENTIONS Building/classrooms Kindergarten Matiyaga & Masinop Good Condition  Monitor the physical condition Kindergarten Mabait & Matulungin Good Condition  Monitor the physical condition Grade I Matapat  Need Major Repair  Report from NSBI/Solicit from stakeholders Grade I Magalang  Good Condition  Monitor the physical condition Grade I Masipag  Condemnable  Reported in NSBI Grade II Masayahin  Need Major Repair  Reported in NSBI Grade II Mapagmahal  Need Major Repair  Reported in NSBI Grade II Mapagbigay  Condemnable  Reported in NSBI
PHYSICAL IMPROVEMENT KEY AREAS STATUS INTERVENTIONS Grade III – Madasalin Good Condition  Monitor the physical condition Grade III – Marangal Good Condition  Monitor the physical condition Grade IV – Wisdom  Good Condition  Monitor the physical condition Grade IV – Polite  Good Condition  Monitor the physical condition Grade IV – Love  Need Major Repair  Reported in NSBI Grade V – Integrity  Good Condition  Monitor the physical condition Grade V – Sincerity  Good Condition  Monitor the physical condition Grade V – Generosity  Good Condition  Monitor the physical condition Grade VI – Humility Good Condition  Monitor the physical condition Grade VI – Faith Condemnable  Reported in NSBI
PHYSICAL IMPROVEMENT KEY AREAS STATUS INTERVENTIONS Chairs/Desk Usable/Condemnable Signages Good Condition  Maintain the status Transparency board  Updated  Update monthly School Cleanliness, beautification and landscaping  Maintained  Maintained Bulletin  Updated  Structured monthly Building and Roof Repainting  Need Repainting  Plan to involve stakeholders
PHYSICAL IMPROVEMENT SITUATIONAL ANALYSIS OF EVERY KEY AREA ON PHYSICAL DEVELOPMENT SWOT Strength Weaknesses Opportunities Threats Presence of covered court Landscaping in front of the school/ classroom Excess Chairs School Cleanliness No lights installed Needs repainting Funds availability More chairs were left unused Pupils need frequent reminders on proper disposal of waste The school can conduct activities regardless of weather conditions. Provides a good ambiance for learning Chair to pupils ratio is 1:1 Attracts learners to enrol Environment is conducive to learning Activities could only be perform during daytime Parents support Chairs stored was damaged.
KEY AREA % OF PARTICIPATION PPAs IMPLEMENTED/ASSISTED STATUS PTA 98% Updated parents and families about the school programs and projects Planned and run activities for parents and families Assisted teachers during the Gulayan sa Paaralan program Sustainable Alumni 100% Constructed school signage (I LOVE NES) Repair of School Gate COMMUNITY LINKAGES
KEY AREA % OF PARTICIPATION PPAs IMPLEMENTED/ASSISTED STATUS  Barangay  100%  Assisted peace and order in the school and in the community  Assisted projects and programs in school  Sustainable  Municipal  100%  Assisted projects and programs in school  Sustainable  Provincial  90%  Assisted projects and programs in school  Sustainable  Stakeholders  90%  Assisted projects and programs in school  Sustainable COMMUNITY LINKAGES
KEY AREA CHALLENGES INTERVENTIONS SUCCESS INDICATORS Reading Program(LRCP) Lack of parental support Lack of pupil’s interest in reading Absenteeism Insufficient reading materials for K – 3 learners Project Read TRIP (Teachable Readers become Imaginative and Powerful) Provision on reading materials and activities for struggling and slow readers in English and Filipino Teachers will make more reading materials Reduced the number of struggling and slow readers in all Grade level. Improved reading abilities of all Grade level pupils. Deped PPAs Implementation
KEY AREA CHALLENGES INTERVENTIONS SUCCESS INDICATORS Brigada Eskwela Managing human resources Lack of available materials resources Consistency of the services provided by the volunteers Assigned each teachers in managing the volunteers during Brigada Eskwela Ask assistancein kind or cash from the barangay or from other groups Higher rate of enrolment Active participation of parents/commu nity during the period Deped PPAs Implementation
KEY AREA CHALLENGES INTERVENTIONS SUCCESS INDICATORS Oplan Balik Eskwela Lower number of enrolment Less communication of the school to the community Poor enrolment campaign Teacher must do a House – to – House campaign for enrolment Should have a recorida before enrolment around the community for the awareness of everybody Higher rate of enrolment Active participation of parents/commu nity during the period Deped PPAs Implementation
KEY AREA CHALLENGES INTERVENTIONS SUCCESS INDICATORS Gulayan sa Paaralan Lack of garden tools, insufficient fund to purchase the materials and equipment The negative attitude of both students and teachers toward gardening Request fund to purchase materials needed. Solicit fund from alumni and other stakeholders Established and maintain school garden as ready food basket/source of vegetables in sustaining supplementary feeding. Reduced malnutrition among our school children Deped PPAs Implementation
PHYSICAL IMPROVEMENT KEY AREA CHALLENGES INTERVENTIONS SUCCESS INDICATORS Project W.A.T.C.H. Lack of proper information Increase information about Project WATCH through LAC Session Implemented Project WATCH in the school Promote time consciousness and honesty in every learners and pupils. Created the HONESTY STORE
KEY AREA CHALLENGES INTERVENTIONS SUCCESS INDICATORS Galaw Pilipinas Lack of proper information Intensifying information campaigns about the benefits of Galaw Pilipinas dance Involving HRPTA, GPTA and student organizations in the implementation of Galaw Pilipinas Implemented information campaign about Galaw Pilipinas Involved HRPTA, GPTA and SGO in the implementation of Galaw Pilipinas Deped PPAs Implementation
PHYSICAL IMPROVEMENT KEY AREA CHALLENGES INTERVENTIONS SUCCESS INDICATORS OK Ka sa DepEd (Oplan Kalusugan sa DepEd) Lack of information Insufficient fund for materials needed during the implementation of Ok Ka sa DepEd Conduct information campaign about OK Ka sa Deped Allocate funds coming from MOOE Conducted information drive on Ok Ka sa DepEd Allocated funds from MOOE
KEY AREA CHALLENGES INTERVENTIONS SUCCESS INDICATORS WINS Lack of parents support Lack of resources specially in oral hygience Conduct information drive to parents and stakeholders Solicit fund from alumni and other stakeholders Conducted information drive to parents and stakeholders Promotes positive behaviour change among the learners Improve their health and quality of life Deped PPAs Implementation
KEY AREA CHALLENGES INTERVENTIONS SUCCESS INDICATORS NDEP Lack of information Lack of parent and student participation for prevention Lack of trainings Lack of LGU collaboration Intensifying anti – drugs abuse information campaigns Involving HRPTA, GPTA and student organizations in drug abuse prevention activities Providing modules and teaching aids and/or development of other supplementary instructional materials for drug education. Collaborating closely with LGU, other GO, and NGO Implemented anti – drug abuse information campaign Involved HRPTA, GPTA and SGO in drug abuse prevention activities Provided modules and teaching aids and other supplementary instructional materials for drug education Collaborated closely with LGU, GO and NGO Deped PPAs Implementation
KEY AREA CHALLENGES INTERVENTIONS SUCCESS INDICATORS  SCOUTING Lack of BSP registrants Inadequate financial funds The school BSP Coordinator together with the teacher advisers encourage the pupils to be a member of Boy Scout and KB Scout of the Philippines including the Adult Leaders, Barangay Council, Parents, and also the internal and external stakeholders Napaliran Elementary School hosted the District Camporal last November 5 – 6, 2022. There were more than 1000 BSP participants. Involved parents and stakeholders Deped PPAs Implementation
KEY AREA CHALLENGES INTERVENTIONS SUCCESS INDICATORS  WASTE SEGREGATION MANAGEMENT Need guidance on how to segregate Waste segregation is an unpleasant activity to do Need to identify and understand the purchase to segregate Conduct orientation inside the classroom on how to segregate waste. Inculcate and teach the value and importance of waste segregation in daily activity. Teach pupils to identify waste to be segregated Physically fit and healthy learners and pupils Deped PPAs Implementation
KEY AREA CHALLENGES INTERVENTIONS SUCCESS INDICATORS  SPORTS Lack of sports facilities Insufficient time due to other activities to be done. Pupils’ response on sports due to overuse of gadgets. Allocate budget for sports facilities Aadopt a Friday afternoon sport time to all pupils Restriction of gadgets inside school or classroom. The pupils were properly guided and practiced waste segregation inside and outside school premises. The school practiced waste segregation as part of their daily activites which leads to school’s cleanliness and tidiness improved. Deped PPAs Implementation
Deped PPAs Implementation SITUATIONAL ANALYSIS OF EVERY KEY AREA ON DEPED PPAs IMPLEMENTATION Reading Program(LRCP) Strength Weaknesses Opportunities Threats  Improved facilities (Classroom with Reading Corner)  Competent teachers and learners in English fluency  Strong linkages and active involvement of stakeholders (Parents, LGU, community officials)  Projects and programs well implemented  Insufficiency of instructional materials  Slow access to technology due to slow internet connection  Pupils study habits  Pupils reading level and absenteeism  High incidence of pupils health concern  Ease of access at the Division Office  Participation of LGU  Participation of DepEd  Smooth communication with parents  Near computer shops which made the pupils tempted to absent because of online gaming  Unathorized vendors that post threat to health  Frequent usage of mobile phones and computers for online games
Deped PPAs Implementation SITUATIONAL ANALYSIS OF EVERY KEY AREA ON DEPED PPAs IMPLEMENTATION Brigada Eskwela Strength Weaknesses Opportunities Threats  Good teamwork among teachers and school head  Supportive parents and stakeholders  Inadequate financial funds  Supportive barangay officials and other stakeholders  Concerned and supportive parents  Sustainability of the School Brigada Eskwela and Stakeholders support in the program
Deped PPAs Implementation SITUATIONAL ANALYSIS OF EVERY KEY AREA ON DEPED PPAs IMPLEMENTATION Oplan Balik Eskwela Strength Weaknesses Opportunities Threats  Accesibility of public schools  Quality textbooks  Ample number of qualified teachers  Considerable number of dropouts  Lack of textbooks in some subject areas  Presence of partners and donors for the scholarship program to deserving students  Existing back to school or Balik – Eskwela Program and other special programs  Institutionalized Local Government Unit support to education  Capacity building programs and activities for teachers  Sustainability mechanism of partnership  Sustainability of the back to school program and special programs
Deped PPAs Implementation SITUATIONAL ANALYSIS OF EVERY KEY AREA ON DEPED PPAs IMPLEMENTATION Gulayan sa Paaralan Strength Weaknesses Opportunities Threats  Reduced malnutrition among school children  School gardens as ready food basket source of vegetables to sustain feeding.  The negative attitude of both students and teachers toward gardening  While other teachers are not passionate enough for them to cultivate garden.  The school has enough space to accommodate school vegetable garden.  Calamities, climate change and insects
Deped PPAs Implementation SITUATIONAL ANALYSIS OF EVERY KEY AREA ON DEPED PPAs IMPLEMENTATION Project W.A.T.C.H. Strength Weaknesses Opportunities Threats  Develop wholesome values, personality, and character among pupils  Some teacher may not implement the program  The more honest the pupils and teacher are, the easier it is to trust. Not only will others trust you, but you can also feel more confident when trusting others. It's always good to pay it forward and develop good karma. That's much easier to do with honesty than it is to do with not being true or faithful  Parental support
Deped PPAs Implementation SITUATIONAL ANALYSIS OF EVERY KEY AREA ON DEPED PPAs IMPLEMENTATION Galaw Pilipinas Strength Weaknesses Opportunities Threats  Improve strength, flexibility, cardio- vascular endurance, coordination, and balance  Enhance cultural awareness by integrating Philippine cultures in the calisthenics exercise  Inculcate nationalism, unity, and discipline  Some pupil were not confidence in dancing  Develop confidence in dancing  Promote love in dancing and inculcate nationalism  Sustainability of the program
Deped PPAs Implementation SITUATIONAL ANALYSIS OF EVERY KEY AREA ON DEPED PPAs IMPLEMENTATION OK Ka sa DepEd (Oplan Kalusugan sa DepEd) Strength Weaknesses Opportunities Threats  DepEd focus on major school health and nutrition programs specially the SBFP  Lack of clear vision  Lack of motivation  Field visit is an opportunity for DepEd officials and program coordinators across governance level to identify policy gaps.  Propose program recommendations and explore technical assistance necessary for effective and efficient program implementation  Financial situation impact the goals
Deped PPAs Implementation SITUATIONAL ANALYSIS OF EVERY KEY AREA ON DEPED PPAs IMPLEMENTATION WINS Strength Weaknesses Opportunities Threats  Improves access to maintenance of clean, gender- friendly and inclusive sanitation facilities and promotes hygienic behaviors and lifelong good health.  Develop habits in washing hands among pupils and teachers  Some pupils have no habit in washing hands  Teaching learners to wash hands regularly to maintain good health away from diseases  Some faucets were dysfunctional because of learners’ misused.
Deped PPAs Implementation SITUATIONAL ANALYSIS OF EVERY KEY AREA ON DEPED PPAs IMPLEMENTATION NDEP Strength Weaknesses Opportunities Threats  Conducted information drive to pupils  Integration in health subject  Lack of information  Lack of parents and pupils participation for prevention  Lack of trainings  Lack of LGU collaboration  Distribution and posting of materials relative to anti – illegal drugs campaign  Conduct of symposia and webinars on anti – illegal drugs and their harmful effects  Integration of NDEP in health subject as lesson  Video presentations on Drug Abuse and Prevention  Drug Lords  Drug pushers  Drug users
Deped PPAs Implementation SITUATIONAL ANALYSIS OF EVERY KEY AREA ON DEPED PPAs IMPLEMENTATION  SCOUTING Strength Weaknesses Opportunities Threats  Having adequate land area for camporal  Having beautiful climate  Closeness to the mainroad  Has necessary facilities like health clinic  Insufficient capacity of existing facilities  Area is large enough to locate many facilities  Advantages of being close to the main road by using it for offsite activities  Large area complicates the security of the site  Danger of traffic accident
Deped PPAs Implementation SITUATIONAL ANALYSIS OF EVERY KEY AREA ON DEPED PPAs IMPLEMENTATION  WASTE SEGREGATION MANAGEMENT Strength Weaknesses Opportunities Threats  The new landfill will be operated like the old landfill with the current average waste segregation growth per year.  Poor dumping management  Inefficient sorting of food waste  Shortcomings in the composting process  Lack of processing capability for lunch production  Installation of Biogas plant in a solid waste management center  Receiving external support from government and industry association  Insufficient attention to promote environment research  Invalidity of compost standardization  Filtrate poisoning
Deped PPAs Implementation SITUATIONAL ANALYSIS OF EVERY KEY AREA ON DEPED PPAs IMPLEMENTATION  SPORTS Strength Weaknesses Opportunities Threats  Sports program for young generation have the least importance in the society and in the mindset of the youth due to new technology  Poor action on leaders regarding sports development  Insufficient funding on sport activities  Donations on sports facilities from agencies or solicit such items  Pupils eagerness on the said sports  Injuries  First Aid Kit  Medical Personnel is lacking
SUMMARY OF SCHOOL ACCOMPLISHMENTS, BEST PRACTICES AND MOV’S SUCCESSFUL IMPLEMENTATION OF BRIGADA ESKWELA 2022
SUMMARY OF SCHOOL ACCOMPLISHMENTS, BEST PRACTICES AND MOV’S Monitored Classroom Preparation for Opening of Classess
SCHOOL ACCOMPLISHMENTS SUCCESSFUL IMPLEMENTATION OF BRIGADA PAGBASA 2022
SCHOOL ACCOMPLISHMENTS SUCCESSFUL OPENING OF CLASSES 2022
SCHOOL ACCOMPLISHMENTS Successfully concluded the Buwan ng Wika 2022 Program
SCHOOL ACCOMPLISHMENTS Successfully implemented Galaw Pilipinas
SCHOOL ACCOMPLISHMENTS Organized SPTA Officers
SCHOOL ACCOMPLISHMENTS Successfully concluded Teacher’s Day with the collaboration of Barangay Officials
SCHOOL ACCOMPLISHMENTS Implemented Vegetable Boulevard Plus
SCHOOL ACCOMPLISHMENTS Implemented Vegetable Boulevard Plus
SCHOOL ACCOMPLISHMENTS TURN – OVER OF SCHOOL COVERED COURT
SCHOOL ACCOMPLISHMENTS IMPLEMENTED LEARNING RECOVERY AND CONTINUITY PLAN Technical assistance given by Ma’am Gallana and Ma’am Nieva
SCHOOL ACCOMPLISHMENTS IMPLEMENTED LEARNING RECOVERY AND CONTINUITY PLAN Technical assistance given by Ma’am Gallana and Ma’am Nieva
SCHOOL ACCOMPLISHMENTS Successfully conducted Classroom Observation
SCHOOL ACCOMPLISHMENTS Successfully conducted GAD 2022
SCHOOL ACCOMPLISHMENTS HOSTED THE ONE BALINGASAG BSP CAMPORAL
SCHOOL ACCOMPLISHMENTS JOINED THE MUNICIPAL CAROLING CONTEST 2022
SCHOOL ACCOMPLISHMENTS IMPLEMENTED PROJECT WATCH
SCHOOL ACCOMPLISHMENTS Income Generating Project Purchased School Sound System worth 21,000.00
WE WORK AS ONE NAPALIRAN Alone, we can do so little; together, we can do so much

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GPTA 2023.pptx_General PTA_Napaliran ES_

  • 1.
    SCHOOL PERFORMANCE IMPLEMENTATION REVIEW (FirstQuarter) SY 2022-2023 NAPALIRAN ELEMENTARY SCHOOL
  • 2.
    School Profile Dashboard Situational Analysis CommittedTargets Strategies Outline of Presentation
  • 3.
    SCHOOL PROFILE Napaliran ElementarySchool was opened in the year 1944 and was closed for two years in 1952-1953 that made the pupils transferred to Mambayaan Elementary School a nearby barangay. It resumed classes later and had its first graduate in 1953. In 1960 there were already (3) three buildings with (6) teachers and a school head in the person of Timoteo Zaballero. The government gave aid for the construction of new concrete school building. Believing that the school could not be stopped for having a big number of school children enrolled year by year. A portion of this land with an area of 16,000 sq. m. donated by the Municipal Government in the name of DECS. The donation was then formalized on April 6, 2003 through a DEED OF DONATION to the Department of Education represented by Mr. Santos B. Valmores, Schools District Supervisor and by the Municipal Mayor Hon. Felix H. Borromeo of Balingasag Misamis Oriental. The property was officially transferred to DepEd and buildings were built. The school progressed during the succeeding years up to the present, having 3 functional buildings and 18 academic classrooms catering 595 pupils at present. Presently Napaliran Elementary School consist of 20 teachers and 3 non-teaching personnel headed by a principal, Mrs. Manuelita P. Capito . It has 9 Teacher III, 2 Teacher II, and 9 Teacher I.
  • 4.
    ACCESS Historical GROSS ENROLMENTRATE (GER) DASHBOARD  KINDERGARTEN  ELEMENTARY Note: Enrolment must be in SF 1 SY 2022 Gross Enrolment (Total Population) NET Enrolment (Age Group) Historical Gross Enrolment Rate Overaged Kindergarten Learners 87 68 128% 19 learners (5% of the total enrolment) Elementary Learners 513 500 103% 13 learners (39% of the total enrolment)
  • 5.
    ACCESS GROSS ENROLMENT RATEAND NET ENROLMENT RATE KINDERGARTEN DASHBOARD Gross Enrolment Rate – 128% NET Enrolment Rate – 78%
  • 6.
    ACCESS GROSS ENROLMENT RATEAND NET ENROLMENT RATE ELEMENTARY DASHBOARD Gross Enrolment Rate – 103% NET Enrolment Rate – 97%
  • 7.
    EFFICIENCY COHORT SURVIVAL (%)– 75/63 x 100 (Grade 6 BOsY) 119% ELEMENTARY DASHBOARD COMPLETION RATE (%) 76/61 = 124.6% SCHOOL LEAVER 1% (6 learners with Enrolment Gap) REPETITION RATE (%) 0%
  • 8.
    QUALITY LEAST MASTERED COMPETENCIESPER LEARNING AREA DASHBOARD ELEMENTARY Kindergarten Learning Areas Least Learned LC Challenges Intervention Conducted Findings/Remarks LITERACY Identify the letter or word that is different/the same in a group.  Inattentive/not cooperative with the lesson  Lack of interest to learn the lesson  Can’t identify the letter  Drill:show pictures/flash cards Pupils were more attentive when showing a video lesson Tell the missing parts in objects/pictures  Present video lesson on letters NUMERACY Identify the number that is different/the same in a group  Inattentive/not cooperative with the lesson  Lack of interest to learn the lesson  Can’t identify the number  Drill: Flash cards  Present video on numbers  Show figures or numbers Pupils were more attentive when showing a video lesson Identify which does not belong in a given set of objects, pictures, and symbols
  • 9.
    QUALITY LEAST MASTERED COMPETENCIESPER LEARNING AREA DASHBOARD ELEMENTARY Grade 1 Learning Areas Least Learned LC Challenges Intervention Conducted Findings/Remarks ESP Nakapaglalarawan ng iba’t ibang gawain na maaaring makasama o makabuti sa kalusugan nakikilala ang iba’t ibang gawain/paraan na maaaring makasama o makabuti sa kalusugan. (10 & 13) Nakapagsasabi ng totoo sa magulang/ nakatatanda at iba pang kasapi ng mag- anak sa lahat ng pagkakataon uupang maging maayos ang samahan.(24 & 25) Time allotted is not enough for the discussion Learners failed to conceptualized importance of keeping oneself healthy. Learners are not interested to learn The true meaning of honesty was not fully developed Reteach the lesson using other activities and other sets of instructional materials. Pictures of different foods, drinks and activities Picture Cards and Flashcards Worksheets/Learning Activity Sheets Video presentation on the topic presented. Mga Gawain na Maaring Makasama o Makabuti sa Kalusugan. Bigbook " Ang Sugilanon ni Jayson "Kuwentong Pambata tungkol sa pagiging matapat at ang pagsasabi ng totoo. Role playing 7 out of 8 achieved 95% score on the assessment given after the lesson. The intervention conducted is effective. Learners were able to identify the different healthy habits Honesty was emphasized that lead learners to identify the do’s and don’ts in maintaining healthy relationships.
  • 10.
    QUALITY LEAST MASTERED COMPETENCIESPER LEARNING AREA DASHBOARD ELEMENTARY Grade 1 Learning Areas Least Learned LC Challenges Intervention Conducted Findings/Remarks AP Natutukoy ang mga mahahalagang pangyayari at pagbabago sa buhay simula isilang hanggang sa kasalukuyang edad gamit ang mga larawan at timeline. (8, 11, 13, 17 & 25) Inability to identify the important changes in life using timeline. Conduct remediation class on the least learned competency. Reteach the lesson and give another assessment Present the lesson using video lesson Bigbook "Si Noel ug si Ana"Chart showing "Timeline" Worksheets/Learning Activity Sheets Identified the important changes in ones' life Learners were able to arranged the pictures using timeline MTB Classify naming words into persons, places, animals, and things, etc. ( 25) Inability to classify things/word Lecture method Reteach the lesson using picture cards Classifying Activity Learners can classify words into persons, places, animals and things.
  • 11.
    QUALITY LEAST MASTERED COMPETENCIESPER LEARNING AREA DASHBOARD ELEMENTARY Grade 1 Learning Areas Least Learned LC Challenges Intervention Conducted Findings/Remarks MATH Identifies the number that is one more or one less from a given number. (8,11 & 13)Identifies the 1st ,2nd, 3rd, up to 10th objects in the given set from a given point of reference. (17)Compares coins and bills up to Php 100 and their notations ( 24 & 25) Difficulty in identifying one more or one lessLearners failed to conceptualize the idea of sequencing order of positionIncompetent to compare coins and bills Lecture Method Number Games, Worksheets/Learning Activity Sheets, Number Flashcards, Snake and Ladder , Ga Tic-Tac- Toe Games Present the lesson using video lesson Sequencing ActivityPicture Cards/chart, Flashcards, Line- up Activity Identified number that is one more or one less. Identified the sequence of the object from 1st to 10th MAPEH Tells the consequences of eating less healthful foods (23)practices good decision making exhibited in eating habits that can help one become healthy (25). Difficulty in identifying foods that is good or bad to the body Identifying healthful foods for the bodyUsing picture cards in the presentation of the lessonVideo presentation on healthy habits Learners were able to identify healthy habits that can help one become healthy.
  • 12.
    QUALITY LEAST MASTERED COMPETENCIESPER LEARNING AREA DASHBOARD ELEMENTARY Grade 2 Learning Areas Least Learned LC Challenges Intervention Conducted Findings/Remarks ESP Napahahalagahan ang saya o tuwang dulot ng pagbabahagi ng anumang kakayahan o talent Nakapagpapakita ng pagsunod sa mga alituntunin at pamantayang itinakda sa loob ng tahanan Nakasusunod sa mga tuntunin sa paaralan gaya ng tamang laruan, pagsasauli ng mga bagay na kinuha at iba pa. Some pupils are very shy to participate oraly Pupils are not interested to learn Give enough time for the pupils to share their talent individually Cite more examples/Give time to share their skills Larawan, tarpapel, pangkatang gawain Pupils had reached the mastery level Pupils reached the mastery level AP Nailalarawan ang panahon at kalamidad na nararanasan sa sariling komunidad Nakilala ang mga sagisag na ginagamit sa mapa sa tulong ng panuntunan Some pupils are shy to participate Larawan, aklat, tsart ng kwento Make bigbooks from views of the locality Mastery level is achieved
  • 13.
    QUALITY LEAST MASTERED COMPETENCIESPER LEARNING AREA DASHBOARD ELEMENTARY Grade 2 Learning Areas Least Learned LC Challenges Intervention Conducted Findings/ Remarks MTB Give the correct sequence of three events in a story Talk about famous people, places, events, etc. using descriptive and action words in complete sentences Lack of pupils interest in learning Give individual activities usig creative pictures to motivate the learners Reads an excerpt from a radio broadcast Pupils had reached the mastery level MATH Analyzes and solve word problems involving addition of whole numbers including money with sums up to 1000 without and with regrouping Solves multi-step routine and non-routine problems Has difficulty in identifying numbers Power point, peer-assisted instruction, on going formative assessment Show more examples and let them analyze the problem in group activity MAPEH Creates imaginary landscape from a dream of a story. Demonstrate movement skills in response to sound and music Demonstrates locomotor skills in response to even and uneven music Lack of interest Some pupils are shy to perform the activities Recall previous lessons related to the topic and gives more lessons/drill Let the pupils perform by group Show pictures of dance partners in different movements
  • 14.
    QUALITY LEAST MASTERED COMPETENCIESPER LEARNING AREA DASHBOARD ELEMENTARY Grade 2 Learning Areas Least Learned LC Challenges Intervention Conducted Findings/ Remarks ENGLISH Use words denoting sequences in telling their daily activities Identify how to use the different WH-question appropriately Recognize common or proper nouns in simple sentences Pupils difficulty in reading words and sentences Pupils are very shy to participate Lack of pupils interest towards learning Picture story Showing pictures and comics strips Additional activities in recognizing common or proper noun Pupils had reached the mastery level FILIPINO Natutukoy ang mga salitang may maling baybay sa pangungusap Nakabubuo ng salitang gamit ang anyo ng pantig KPK/KKP Nasasabi ang mensahe, paksa o tema na nais ipabatid sa patalastas at kuwentong kathang- isip Lack of vocabulary comprehension skills Lack of pupils interest Pupils difficulty in reading words and sentences Give more time to achieve their interest/needs Pangkatang gawain More examples and individual activities
  • 15.
    QUALITY LEAST MASTERED COMPETENCIESPER LEARNING AREA DASHBOARD ELEMENTARY Grade 3 Learning Areas Least Learned LC Challenges Intervention Conducted Findings/Remarks ESP Nakagagawa ng wastong klos at gai sa pangangalaga ng sariling kalusugan at kaligtasan natutukoy ang mga damdamin na pagmamalas ng katatagan ng kalooban Disturbed environment of the class Difficulty in making connections Magbigay ng mga halimbawa at magkaroon ng remedial class Magbigay ng mga halimbawa Natutunan nag mga wastong kilos at gawi sa sarili Nakikilala ang mga damdamin ng nagpapakita ng katatagan ng loob ENGLISH Draw conclusions Give the meaning of words listened to Lack of vocabulary Remedial instructions Vocabulary development Can formulate conclusions Can give the meaning of words used in stories MATH Solves routine and non-routine problems involvig subtraction w/o or with addition of whole numbers including money using appropriate problem solving strategies and tools Computational weakness inattentiveness in class discussion Provide remedial lessons and activities Can solve routine and non-routine problems involving subtction w/o or with addition
  • 16.
    QUALITY LEAST MASTERED COMPETENCIESPER LEARNING AREA DASHBOARD ELEMENTARY Grade 3 Learning Areas Least Learned LC Challenges Intervention Conducted Findings/Remarks SCIENCE Read the temperature from the thermometer correctly Identify the harmful effects of the common materials found at home and in school Inattentiveness during class discussion Provide more drill and exercises Use of Meta Cards Can read the temperature from the thermometer correctly Identified the harmful effects of the common materis found at home and in school AP Naipaliliwanag ang wastong pangangailangan ng mga pangunahing likas na yaman ng sa riling lalawigan at rehiyon Nakabubuo ng interpretasyon ng kapaligiran ng sariling lalawigan at karatig na mga lalawigan ng rehiyon gamit ang mapa Difficulty in transferring knowledge inattentiveness during discussion Extra reading were given realted to the competency t enhance learning Provided activities that would result to a comprehensive memory retain for the learners Nakapagsalaysay ng wastong pangangasiwa ng pangunahing likas na yaman ng sariling lalawigan Nakapagbibigay ng interpretasyon sa kapaligiran ng sariling lalawigan at karatig na mga lalawigan ng rehiyon gamit ang mapa
  • 17.
    QUALITY LEAST MASTERED COMPETENCIESPER LEARNING AREA DASHBOARD ELEMENTARY Grade 3 Learning Areas Least Learned LC Challenges Intervention Conducted Findings/Remarks FILIPINO Nasasagot ang mga tanong sa kuwento Nakikilala ang iba’t-ibang bahagi ng aklat Nagagamit ang mga panghalip na ito, iyan, at iyon Difficulty in comprehending the visuals Incomplete understandingof the language magpabasa ng mga kuwento Magpasagot ng mga gawain Nakababasa sa kuwento at nasasagot ng tama ang mga tanong Nakikilala ang iba’t-ibang bahagi ng aklat Nagagamit ang mga panghalip na ito, iyan at iyon sa pangungusap MAPEH Creates continually repeated musical phrase or rhythm in measure of 2s, 3s, and 4s Demonstrates understanding of the basic concepts of rhythm Lack of interest in the lesson Provided more activities Can creates continually repeated musical phrase rhythm in measures of 2s, 3s, and 4s Demonstrated understanding of the basic concept of rhythm MTB Identify and use words with multiple meaning in a sentences Pupils are lack of interest to listen Give more drills and exercises Can use words with multiple meaning in the sentence
  • 18.
    Grade 4 Learning Areas Least LearnedLC Challenges Intervention Conducted Findings/ Remarks Mathematics Creates problems involving divisionwithout or with any other operations of whole numbers including money with reasonable answer Poor reading comprehension Think-Pair-Share Have pupils create a word problem using given data 100% English Use a variety of strategies to write informational and literary composition Poor reading comprehension lack of eagerness to learn Write a letter of advice to three brats to help them avoids their bad deeds 100% Filipino Naisasalaysay muli ang napakinggang teksto gamit ang mga larawan Hindi naintindihan ang bawat teksto Picture analysis 100% Science Identify changes in materials whether useful or harmful to one.s environment Lack of interest Let their pupils show their useful or harmful ways to their environment 100% Araling Panlipunan Nasasaliksik kung bakit may mga rehiyon na napakarami at napakaliit na bilang ng populasyon Hindi alam kung paano magsaliksik at hindi interesado Pagbibigay ng karagdagang kasanayan 100% MAPEH Explain health and skills-related fitness components Unable to explain and lack of interest Cardiovascular Endurance and Power activities 100% TLE/EPP Naisasagawa ng mga kasanayan ang mga gawaing pantahanan na makatutulong sa pangangalagang pansarili at sa sariling Hindi interesado Role play 100% QUALITY LEAST MASTERED COMPETENCIES PER LEARNING AREA DASHBOARD ELEMENTARY
  • 19.
    QUALITY LEAST MASTERED COMPETENCIESPER LEARNING AREA DASHBOARD ELEMENTARY Grade 5 Learning Areas Least Learned LC Challenges Intervention Conducted Findings/ Remarks MATH Divides whole numbers with qoutients in decimal form Poor memorization on multiplication tables where it is very important tool in division More reviews on multiplication facts and tables (memorization) Learners improved their achievement level AP Naipamalas ang mapanuring pagunawa sa konteksto ang ginagampanan ng simbahan sa layunin at pamamaraan ng pananakop Pupils attitudes towards the topic Reteach the lesson and provide more reading clips about the topic *85% mastery level achieved SCIENCE Investigate changes that happens in materials under the following condition 1. presence of oxygen/lack of oxygen 2. application of heat The retention span of the pupils is short xperimentation of peeled potato, banana & other fruits 85% Mastery level achieved
  • 20.
    QUALITY LEAST MASTERED COMPETENCIESPER LEARNING AREA DASHBOARD ELEMENTARY Grade 6 Learning Areas Least Learned LC Challenges Intervention Conducted Findings/ Remarks MATHEMATICS Solves routine and non routine problems involving division of decimals, whole numbers including money using appropriate problem solving strategies and tools. M6NS- Ii120.2Solves multi-step routine and non routine problems involving division and any of the other operations of decimals, mixed decimals, mixed decimals and whole numbers including money using appropriate problem solving strategies and tools. M6NS- Ij120.3Creates problems involving division without or with any of the other operations of decimals, mixed decimals and whole numbers including money. M6NS- Ij121.2 Poor skills in multiplication and division Systematic and explicit instruction Visual represenatation of functions and relationships, such as manipulatives, pictures Peer-assisted instruction On going formative assessment Readily grasps new concepts and ideas Mastery Level Achieved
  • 21.
    QUALITY LEAST MASTERED COMPETENCIESPER LEARNING AREA DASHBOARD ELEMENTARY Grade 6 Learning Areas Least Learned LC Challenges Intervention Conducted Findings/ Remarks T.L.E 1.Conduct simple research to determine market trends and demands in preserved/processed foods. (TLE6HE-0i-13 Poor comprehension on conducting simple research Home visitations were also conducted for students without connectivityProvide contextualize activity sheets. Mastery level achieved ESP Nakapagpapatunay na mahalaga ang pagkakaisa sa pagtatapos ng gawainNakapaghihinuha na nakapagdudulot ng kabutihan sa pagsasama nang maluwag ang pagkakasabi nang tapatNakapagpapahayag nang may katapatan ng sariling opinyon/ideya/at saloobin tungkol sa mga sitwasyon may kinalaman sa sarili at pamilyang kinabibilangan Lack of interest and eagerness to learn Systematic and explicit instructionOn going formative assessment English Analyze sound device: (onomatopoeia, alliteration, assonance)Compose clear and coherent sentences using appropriate grammatical structures: Aspects of verbs, Conjunctions Plan a two Poor reading comprehension and vocabulary Differentiated Instruction and using a teach,review and reteach process and developing social skills.
  • 22.
    QUALITY CURRICULUM MANAGEMENT SUPPORTSYSTEM (CMSS) FIRST GRADING DASHBOARD ELEMENTARY GRADE 1 GRADES ESP MTB MATH AP MAPEH 60-74 0 0 0 0 0 75-80 8 14 18 16 17 81-85 26 27 31 25 27 86-89 36 29 22 32 25 90-100 15 15 14 12 16 TOTAL 85 85 85 85 85
  • 23.
    QUALITY CURRICULUM MANAGEMENT SUPPORTSYSTEM (CMSS) FIRST GRADING DASHBOARD ELEMENTARY GRADE 2 GRADES ESP MTB MATH AP ENG FIL MAPEH 60-74 0 0 0 0 0 0 0 75-80 15 14 21 18 28 17 11 81-85 28 35 28 29 28 34 29 86-89 20 16 16 17 15 18 23 90-100 22 20 20 21 14 16 22 TOTAL 85 85 85 85 85 85 85
  • 24.
    QUALITY CURRICULUM MANAGEMENT SUPPORTSYSTEM (CMSS) FIRST GRADING DASHBOARD ELEMENTARY GRADE 3 GRADES ESP MTB MATH AP SCI ENG FIL MAPEH 60-74 1 1 1 1 1 1 1 1 75-80 19 21 23 20 23 23 23 19 81-85 22 22 20 23 20 20 20 21 86-89 24 22 22 22 22 22 22 25 90-100 13 13 13 13 13 13 13 13 TOTAL 79 79 79 79 79 79 79 79
  • 25.
    QUALITY CURRICULUM MANAGEMENT SUPPORTSYSTEM (CMSS) FIRST GRADING DASHBOARD ELEMENTARY GRADE 4 GRADES ESP EPP MATH AP SCI ENG FIL MAPEH 60-74 0 0 0 0 0 0 0 0 75-80 0 0 3 0 0 3 0 2 81-85 22 30 41 31 31 28 32 29 86-89 32 24 20 23 28 28 27 26 90-100 18 18 8 18 13 13 13 15 TOTAL 72 72 72 72 72 72 72 72
  • 26.
    QUALITY CURRICULUM MANAGEMENT SUPPORTSYSTEM (CMSS) FIRST GRADING DASHBOARD ELEMENTARY GRADE 5 GRADES ESP EPP MATH AP SCI ENG FIL MAPEH 60-74 0 0 0 0 0 0 0 0 75-80 1 1 1 1 1 1 1 1 81-85 19 14 23 18 19 22 21 4 86-89 27 40 40 42 44 36 35 39 90-100 35 27 18 21 18 23 25 38 TOTAL 82 82 82 82 82 82 82 82
  • 27.
    QUALITY CURRICULUM MANAGEMENT SUPPORTSYSTEM (CMSS) FIRST GRADING DASHBOARD ELEMENTARY GRADE 6 GRADES ESP EPP MATH AP SCI ENG FIL MAPEH 60-74 0 0 0 0 0 0 0 0 75-80 0 2 28 7 8 26 7 0 81-85 30 26 22 31 31 23 29 20 86-89 28 32 16 25 24 15 26 30 90-100 14 12 6 9 9 8 10 22 TOTAL 72 72 72 72 72 72 72 72
  • 28.
    QUALITY KINDERGARTEN ASSESSMENT RESULT DASHBOARD KINDERGARTEN GradeLevel ENROLMENT PRE - TEST AS OF DECEMBER 2022 NOT READY READY NOT READY READY Kindergarten 85 17 or 20% 68 or 80% 6 or .70% 79 or 93%
  • 29.
    QUALITY Grade 1 Reportof Reading Level (MTB) DASHBOARD KINDERGARTEN Grade Level ENROLMENT Non – Reader AS OF DECEMBER 2022 Pre – Test As of December Frustration Instructional Independent Grade I 85 32 or 38% 15 or 17.65% 24 or 28.24% 42 or 49.41% 4 or .05%
  • 30.
    QUALITY PRE-TEST IN READINGPROFILE (FILIPINO Grade 2) DASHBOARD ELEMENTARY GRADE LEVEL ENROLMENT READING LEVEL Non-reader Frustration Instructional Independent PRE As of Dec. PRE As of Dec. PRE As of Dec. PRE As of Dec. II 86 21 10 - 33 - 39 - 3
  • 31.
    QUALITY PRE-TEST IN READINGPROFILE (FILIPINO Grade 2 to Grade 6) DASHBOARD ELEMENTARY GRADE LEVEL ENROLMENT READING LEVEL Non-reader Frustration Instructional Independent PRE As of Dec. PRE As of Dec. PRE As of Dec. PRE As of Dec. III 79 26 7 25 35 27 24 2 13 IV 102 9 5 44 51 30 34 15 12 V 82 5 2 39 27 32 38 9 15 VI 73 3 2 32 31 24 27 11 13 TOTAL 336 43 16 140 177 113 162 37 56
  • 32.
    QUALITY PRE-TEST IN READINGPROFILE (ENGLISH Grade 4 to Grade 6) As of December 2022 DASHBOARD ELEMENTARY GRADE LEVEL ENROLMENT READING LEVEL Non-reader Frustration Instructional Independent PRE As of Dec. PRE As of Dec. PRE As of Dec. PRE As of Dec. IV 102 12 7 47 49 33 36 10 10 V 82 8 4 40 31 27 35 9 12 VI 70 5 3 32 31 24 28 9 11 TOTAL 258 25 14 119 111 84 99 28 33
  • 33.
    QUALITY SUMMARY OF TEACHERS’PROFILE DASHBOARD NAME OF TEACHER POSITION DATE HIRED PROMOTED UNITS EARNED 1. Capito, Manuelita P. Principal I 09/06/1990 2008 MAED Major in Mass Communication 2. Aboc, Dizamar G. Teacher III 08/05/2002 08/01/2019 45 3. Agne, Honey Mae S. Teacher I 12/27/2017 N/A 30 4. Aliwate, Cherry Rose P. Teacher III 09/10/2012 08/01/2019 42 5. Badilla, Threa Teacher I 09/24/2007 N/A 9 6. Bagabaldo, Maricel D. Teacher III 06/03/2013 01/22/2021 48 ELEMENTARY
  • 34.
    QUALITY TEACHERS’ PROFILE DASHBOARD NAME OFTEACHER POSITION DATE HIRED PROMOTED UNITS EARNED 1. Capito, Manuelita P. Principal I 09/06/1990 2008 MAED Major in Mass Communication 2. Aboc, Dizamar G. Teacher III 08/05/2002 08/01/2019 45 3. Agne, Honey Mae S. Teacher I 12/27/2017 N/A 30 4. Aliwate, Cherry Rose P. Teacher III 09/10/2012 08/01/2019 42 5. Badilla, Threa Teacher I 09/24/2007 N/A 9 6. Bagabaldo, Maricel D. Teacher III 06/03/2013 01/22/2021 48 ELEMENTARY
  • 35.
    QUALITY TEACHERS’ PROFILE DASHBOARD NAME OFTEACHER POSITION DATE HIRED PROMOTED UNITS EARNED 7. Balbido, Julius M. AO II 07/22/2018 01/07/2022 CAR 8. Bagongon, Terry P. Teacher III 01/28/2003 08/01/2019 48 9. Calalin, Nova L. Teacher I 01/04/2016 N/A 0 10. Carnoso, Grendyl B. Teacher II 01/02/2001 01/22/2021 48 11. Collados, Mary Jane V. Teacher I 06/03/2013 N/A 36 12. Dadang, Joefrey B. Teacher III 10/12/2012 08/01/2019 GRADUATED ELEMENTARY
  • 36.
    QUALITY TEACHERS’ PROFILE DASHBOARD NAME OFTEACHER POSITION DATE HIRED PROMOTED UNITS EARNED 13. Galleros, Liwana G. Teacher III 12/31/2002 N/A 41 14. Gerasmio, Jay Ann P. Teacher I 08/01/2013 N/A 45 15. Lacre, Teresita L. Teacher II 03/01/2009 05/10/2022 18 16. Penar, Carmela V. Teacher II 08/16/1995 02/22/2021 27 17. Reyno, Hazel A. ADA IV 01/11/2021 N/A 0 18. Sabuero, Venus B. Teacher III 10/01/2012 08/01/2019 45 ELEMENTARY
  • 37.
    QUALITY TEACHERS’ PROFILE DASHBOARD NAME OFTEACHER POSITION DATE HIRED PROMOTED UNITS EARNED 19. Sicat, Everwin J. Teacher I 06/07/2017 N/A 45 20. Tabilo, Ralph Ryan B. Teacher I 09/01/2016 N/A 15 21. Valmoria, Nestor P. Teacher III 07/05/1995 42 22. Zulita, Genelyn B. Teacher I 01/27/2014 N/A 36 ELEMENTARY
  • 38.
    QUALITY TEACHERS’ PROFILE DASHBOARD NAME OFTEACHER APPROVED ERF TRAININGS COORDINATORSHIP 1. Aboc, Dizamar G. Promoted See Attached Sheet  SBM Coordinator  Research Coordinator 2. Agne, Honey Mae S. None See Attached Sheet Project WATCH Coordinator 3. Aliwate, Cherry Rose P. Promoted See Attached Sheet  Reading Coordinator  School Paper Adviser 4. Badilla, Threa None See Attached Sheet Assistant Property Custodian ELEMENTARY
  • 39.
    QUALITY TEACHERS’ PROFILE DASHBOARD NAME OFTEACHER APPROVED ERF TRAININGS COORDINATORSHIP 5. Bagabaldo, Maricel D. Promoted See Attached Sheet  School Information Coordinator  Early Registration Coordinator  Kids Scout Coordinator  School Secretary 6. Balbido, Julius M. None International Leadership Training  School Property Custodian ELEMENTARY
  • 40.
    QUALITY TEACHERS’ PROFILE DASHBOARD NAME OFTEACHER APPROVED ERF TRAININGS COORDINATORSHIP 7. Bagongon, Terry P. Promoted See Attached Sheet Mathematics Coordinator 8. Calalin, Nova L. None See Attached Sheet GSP Coordinator 9. Carnoso, Grendyl B. Promoted See Attached Sheet Brigada Eskwela Coordinator 10. Collados, Mary Jane V. None See Attached Sheet ICT Coordinator MAPEH Coordinator 11. Dadang, Joefrey B. Promoted See Attached Sheet NDEP Coordinator 12. Galleros, Liwana G. Promoted See Attached Sheet Araling Panlipunan Coordinator ELEMENTARY
  • 41.
    QUALITY TEACHERS’ PROFILE DASHBOARD NAME OFTEACHER APPROVED ERF TRAININGS COORDINATORSHIP 13. Gerasmio, Jay Ann P. None See Attached Sheet School Treasurer 14. Lacre, Teresita L. Promoted See Attached Sheet GAD Coordinator 15. Penar, Carmela V. Promoted See Attached Sheet KAB Scout Coordinator 16. Reyno, Hazel A. None See Attached Sheet 17. Sabuero, Venus B. Promoted See Attached Sheet School Clinic Coordinator 18. Sicat, Everwin J. None See Attached Sheet Gulayan sa Paaralan Coordinator ELEMENTARY
  • 42.
    QUALITY TEACHERS’ PROFILE DASHBOARD NAME OFTEACHER APPROVED ERF TRAININGS COORDINATORSHIP 19. Tabilo, Ralph Ryan B. None See Attached Sheet DRRM Coordinator Sports Coordinator 20. Valmoria, Nestor P. None See Attached Sheet BSP Coordinator 21. Zulita, Genelyn B. None See Attached Sheet SBFP Coordinator ELEMENTARY
  • 43.
    ANALYSIS SITUATIONAL ANALYSIS OFACCESS, QUALITY, & EFFICIENCY SWOT Strength Weaknesses Opportunities Threats a. ACCESs Increased in enrolment Classroom shortage Pupil’s participation in school activities will increase Limited resources likes books, reading materials and etc. d. EFFICIENCY Efficiency indicators is above 100% for Cohort Survival Rate, Completion Rate and School Leaver with 0% in repetition rate. High level of retention and low incidence of drop-out c. QUALITY Conducted Learning Recovery Class Identified the least mastered skills per subject area Numbers of slow reader pupils is present in the classroom. Limited resources for reproduction of learning materials Closely monitor class reading remediation after class hours Some pupils refuse to join reading remediation Activities set for the day is limited due to unavailability of resources
  • 44.
    PHYSICAL IMPROVEMENT KEY AREASSTATUS Building/classrooms Kindergarten Matiyaga & Masinop Good Condition Kindergarten Mabait & Matulungin Good Condition Grade I Matapat  Need Major Repair Grade I Magalang  Good Condition Grade I Masipag  Condemned Grade II Masayahin  Need Major Repair Grade II Mapagmahal  Need Major Repair Grade II Mapagbigay  Condemned
  • 45.
    PHYSICAL IMPROVEMENT KEY AREASSTATUS Grade III – Madasalin Good Condition Grade III – Marangal Good Condition Grade IV – Wisdom  Good Condition Grade IV – Polite  Good Condition Grade IV – Love  Need Major Repair Grade V – Integrity  Good Condition Grade V – Sincerity  Good Condition Grade V – Generosity  Good Condition Grade VI – Humility Good Condition Grade VI – Faith Condemned
  • 46.
    PHYSICAL IMPROVEMENT KEY AREASSTATUS Chairs/Desk Usable/Condemnable 1:1 Student Ratio Signages Good Condition Transparency board  Updated School Cleanliness, beautification and landscaping  Maintained by Parents, teachers and pupils Bulletin  Updated Building and Roof Repainting  Need Repainting
  • 47.
    PHYSICAL IMPROVEMENT KEY AREASSTATUS INTERVENTIONS Building/classrooms Kindergarten Matiyaga & Masinop Good Condition  Monitor the physical condition Kindergarten Mabait & Matulungin Good Condition  Monitor the physical condition Grade I Matapat  Need Major Repair  Report from NSBI/Solicit from stakeholders Grade I Magalang  Good Condition  Monitor the physical condition Grade I Masipag  Condemnable  Reported in NSBI Grade II Masayahin  Need Major Repair  Reported in NSBI Grade II Mapagmahal  Need Major Repair  Reported in NSBI Grade II Mapagbigay  Condemnable  Reported in NSBI
  • 48.
    PHYSICAL IMPROVEMENT KEY AREASSTATUS INTERVENTIONS Grade III – Madasalin Good Condition  Monitor the physical condition Grade III – Marangal Good Condition  Monitor the physical condition Grade IV – Wisdom  Good Condition  Monitor the physical condition Grade IV – Polite  Good Condition  Monitor the physical condition Grade IV – Love  Need Major Repair  Reported in NSBI Grade V – Integrity  Good Condition  Monitor the physical condition Grade V – Sincerity  Good Condition  Monitor the physical condition Grade V – Generosity  Good Condition  Monitor the physical condition Grade VI – Humility Good Condition  Monitor the physical condition Grade VI – Faith Condemnable  Reported in NSBI
  • 49.
    PHYSICAL IMPROVEMENT KEY AREASSTATUS INTERVENTIONS Chairs/Desk Usable/Condemnable Signages Good Condition  Maintain the status Transparency board  Updated  Update monthly School Cleanliness, beautification and landscaping  Maintained  Maintained Bulletin  Updated  Structured monthly Building and Roof Repainting  Need Repainting  Plan to involve stakeholders
  • 50.
    PHYSICAL IMPROVEMENT SITUATIONAL ANALYSISOF EVERY KEY AREA ON PHYSICAL DEVELOPMENT SWOT Strength Weaknesses Opportunities Threats Presence of covered court Landscaping in front of the school/ classroom Excess Chairs School Cleanliness No lights installed Needs repainting Funds availability More chairs were left unused Pupils need frequent reminders on proper disposal of waste The school can conduct activities regardless of weather conditions. Provides a good ambiance for learning Chair to pupils ratio is 1:1 Attracts learners to enrol Environment is conducive to learning Activities could only be perform during daytime Parents support Chairs stored was damaged.
  • 51.
    KEY AREA %OF PARTICIPATION PPAs IMPLEMENTED/ASSISTED STATUS PTA 98% Updated parents and families about the school programs and projects Planned and run activities for parents and families Assisted teachers during the Gulayan sa Paaralan program Sustainable Alumni 100% Constructed school signage (I LOVE NES) Repair of School Gate COMMUNITY LINKAGES
  • 52.
    KEY AREA %OF PARTICIPATION PPAs IMPLEMENTED/ASSISTED STATUS  Barangay  100%  Assisted peace and order in the school and in the community  Assisted projects and programs in school  Sustainable  Municipal  100%  Assisted projects and programs in school  Sustainable  Provincial  90%  Assisted projects and programs in school  Sustainable  Stakeholders  90%  Assisted projects and programs in school  Sustainable COMMUNITY LINKAGES
  • 53.
    KEY AREA CHALLENGESINTERVENTIONS SUCCESS INDICATORS Reading Program(LRCP) Lack of parental support Lack of pupil’s interest in reading Absenteeism Insufficient reading materials for K – 3 learners Project Read TRIP (Teachable Readers become Imaginative and Powerful) Provision on reading materials and activities for struggling and slow readers in English and Filipino Teachers will make more reading materials Reduced the number of struggling and slow readers in all Grade level. Improved reading abilities of all Grade level pupils. Deped PPAs Implementation
  • 54.
    KEY AREA CHALLENGESINTERVENTIONS SUCCESS INDICATORS Brigada Eskwela Managing human resources Lack of available materials resources Consistency of the services provided by the volunteers Assigned each teachers in managing the volunteers during Brigada Eskwela Ask assistancein kind or cash from the barangay or from other groups Higher rate of enrolment Active participation of parents/commu nity during the period Deped PPAs Implementation
  • 55.
    KEY AREA CHALLENGESINTERVENTIONS SUCCESS INDICATORS Oplan Balik Eskwela Lower number of enrolment Less communication of the school to the community Poor enrolment campaign Teacher must do a House – to – House campaign for enrolment Should have a recorida before enrolment around the community for the awareness of everybody Higher rate of enrolment Active participation of parents/commu nity during the period Deped PPAs Implementation
  • 56.
    KEY AREA CHALLENGESINTERVENTIONS SUCCESS INDICATORS Gulayan sa Paaralan Lack of garden tools, insufficient fund to purchase the materials and equipment The negative attitude of both students and teachers toward gardening Request fund to purchase materials needed. Solicit fund from alumni and other stakeholders Established and maintain school garden as ready food basket/source of vegetables in sustaining supplementary feeding. Reduced malnutrition among our school children Deped PPAs Implementation
  • 57.
    PHYSICAL IMPROVEMENT KEY AREACHALLENGES INTERVENTIONS SUCCESS INDICATORS Project W.A.T.C.H. Lack of proper information Increase information about Project WATCH through LAC Session Implemented Project WATCH in the school Promote time consciousness and honesty in every learners and pupils. Created the HONESTY STORE
  • 58.
    KEY AREA CHALLENGESINTERVENTIONS SUCCESS INDICATORS Galaw Pilipinas Lack of proper information Intensifying information campaigns about the benefits of Galaw Pilipinas dance Involving HRPTA, GPTA and student organizations in the implementation of Galaw Pilipinas Implemented information campaign about Galaw Pilipinas Involved HRPTA, GPTA and SGO in the implementation of Galaw Pilipinas Deped PPAs Implementation
  • 59.
    PHYSICAL IMPROVEMENT KEY AREACHALLENGES INTERVENTIONS SUCCESS INDICATORS OK Ka sa DepEd (Oplan Kalusugan sa DepEd) Lack of information Insufficient fund for materials needed during the implementation of Ok Ka sa DepEd Conduct information campaign about OK Ka sa Deped Allocate funds coming from MOOE Conducted information drive on Ok Ka sa DepEd Allocated funds from MOOE
  • 60.
    KEY AREA CHALLENGESINTERVENTIONS SUCCESS INDICATORS WINS Lack of parents support Lack of resources specially in oral hygience Conduct information drive to parents and stakeholders Solicit fund from alumni and other stakeholders Conducted information drive to parents and stakeholders Promotes positive behaviour change among the learners Improve their health and quality of life Deped PPAs Implementation
  • 61.
    KEY AREA CHALLENGESINTERVENTIONS SUCCESS INDICATORS NDEP Lack of information Lack of parent and student participation for prevention Lack of trainings Lack of LGU collaboration Intensifying anti – drugs abuse information campaigns Involving HRPTA, GPTA and student organizations in drug abuse prevention activities Providing modules and teaching aids and/or development of other supplementary instructional materials for drug education. Collaborating closely with LGU, other GO, and NGO Implemented anti – drug abuse information campaign Involved HRPTA, GPTA and SGO in drug abuse prevention activities Provided modules and teaching aids and other supplementary instructional materials for drug education Collaborated closely with LGU, GO and NGO Deped PPAs Implementation
  • 62.
    KEY AREA CHALLENGESINTERVENTIONS SUCCESS INDICATORS  SCOUTING Lack of BSP registrants Inadequate financial funds The school BSP Coordinator together with the teacher advisers encourage the pupils to be a member of Boy Scout and KB Scout of the Philippines including the Adult Leaders, Barangay Council, Parents, and also the internal and external stakeholders Napaliran Elementary School hosted the District Camporal last November 5 – 6, 2022. There were more than 1000 BSP participants. Involved parents and stakeholders Deped PPAs Implementation
  • 63.
    KEY AREA CHALLENGESINTERVENTIONS SUCCESS INDICATORS  WASTE SEGREGATION MANAGEMENT Need guidance on how to segregate Waste segregation is an unpleasant activity to do Need to identify and understand the purchase to segregate Conduct orientation inside the classroom on how to segregate waste. Inculcate and teach the value and importance of waste segregation in daily activity. Teach pupils to identify waste to be segregated Physically fit and healthy learners and pupils Deped PPAs Implementation
  • 64.
    KEY AREA CHALLENGESINTERVENTIONS SUCCESS INDICATORS  SPORTS Lack of sports facilities Insufficient time due to other activities to be done. Pupils’ response on sports due to overuse of gadgets. Allocate budget for sports facilities Aadopt a Friday afternoon sport time to all pupils Restriction of gadgets inside school or classroom. The pupils were properly guided and practiced waste segregation inside and outside school premises. The school practiced waste segregation as part of their daily activites which leads to school’s cleanliness and tidiness improved. Deped PPAs Implementation
  • 65.
    Deped PPAs Implementation SITUATIONALANALYSIS OF EVERY KEY AREA ON DEPED PPAs IMPLEMENTATION Reading Program(LRCP) Strength Weaknesses Opportunities Threats  Improved facilities (Classroom with Reading Corner)  Competent teachers and learners in English fluency  Strong linkages and active involvement of stakeholders (Parents, LGU, community officials)  Projects and programs well implemented  Insufficiency of instructional materials  Slow access to technology due to slow internet connection  Pupils study habits  Pupils reading level and absenteeism  High incidence of pupils health concern  Ease of access at the Division Office  Participation of LGU  Participation of DepEd  Smooth communication with parents  Near computer shops which made the pupils tempted to absent because of online gaming  Unathorized vendors that post threat to health  Frequent usage of mobile phones and computers for online games
  • 66.
    Deped PPAs Implementation SITUATIONALANALYSIS OF EVERY KEY AREA ON DEPED PPAs IMPLEMENTATION Brigada Eskwela Strength Weaknesses Opportunities Threats  Good teamwork among teachers and school head  Supportive parents and stakeholders  Inadequate financial funds  Supportive barangay officials and other stakeholders  Concerned and supportive parents  Sustainability of the School Brigada Eskwela and Stakeholders support in the program
  • 67.
    Deped PPAs Implementation SITUATIONALANALYSIS OF EVERY KEY AREA ON DEPED PPAs IMPLEMENTATION Oplan Balik Eskwela Strength Weaknesses Opportunities Threats  Accesibility of public schools  Quality textbooks  Ample number of qualified teachers  Considerable number of dropouts  Lack of textbooks in some subject areas  Presence of partners and donors for the scholarship program to deserving students  Existing back to school or Balik – Eskwela Program and other special programs  Institutionalized Local Government Unit support to education  Capacity building programs and activities for teachers  Sustainability mechanism of partnership  Sustainability of the back to school program and special programs
  • 68.
    Deped PPAs Implementation SITUATIONALANALYSIS OF EVERY KEY AREA ON DEPED PPAs IMPLEMENTATION Gulayan sa Paaralan Strength Weaknesses Opportunities Threats  Reduced malnutrition among school children  School gardens as ready food basket source of vegetables to sustain feeding.  The negative attitude of both students and teachers toward gardening  While other teachers are not passionate enough for them to cultivate garden.  The school has enough space to accommodate school vegetable garden.  Calamities, climate change and insects
  • 69.
    Deped PPAs Implementation SITUATIONALANALYSIS OF EVERY KEY AREA ON DEPED PPAs IMPLEMENTATION Project W.A.T.C.H. Strength Weaknesses Opportunities Threats  Develop wholesome values, personality, and character among pupils  Some teacher may not implement the program  The more honest the pupils and teacher are, the easier it is to trust. Not only will others trust you, but you can also feel more confident when trusting others. It's always good to pay it forward and develop good karma. That's much easier to do with honesty than it is to do with not being true or faithful  Parental support
  • 70.
    Deped PPAs Implementation SITUATIONALANALYSIS OF EVERY KEY AREA ON DEPED PPAs IMPLEMENTATION Galaw Pilipinas Strength Weaknesses Opportunities Threats  Improve strength, flexibility, cardio- vascular endurance, coordination, and balance  Enhance cultural awareness by integrating Philippine cultures in the calisthenics exercise  Inculcate nationalism, unity, and discipline  Some pupil were not confidence in dancing  Develop confidence in dancing  Promote love in dancing and inculcate nationalism  Sustainability of the program
  • 71.
    Deped PPAs Implementation SITUATIONALANALYSIS OF EVERY KEY AREA ON DEPED PPAs IMPLEMENTATION OK Ka sa DepEd (Oplan Kalusugan sa DepEd) Strength Weaknesses Opportunities Threats  DepEd focus on major school health and nutrition programs specially the SBFP  Lack of clear vision  Lack of motivation  Field visit is an opportunity for DepEd officials and program coordinators across governance level to identify policy gaps.  Propose program recommendations and explore technical assistance necessary for effective and efficient program implementation  Financial situation impact the goals
  • 72.
    Deped PPAs Implementation SITUATIONALANALYSIS OF EVERY KEY AREA ON DEPED PPAs IMPLEMENTATION WINS Strength Weaknesses Opportunities Threats  Improves access to maintenance of clean, gender- friendly and inclusive sanitation facilities and promotes hygienic behaviors and lifelong good health.  Develop habits in washing hands among pupils and teachers  Some pupils have no habit in washing hands  Teaching learners to wash hands regularly to maintain good health away from diseases  Some faucets were dysfunctional because of learners’ misused.
  • 73.
    Deped PPAs Implementation SITUATIONALANALYSIS OF EVERY KEY AREA ON DEPED PPAs IMPLEMENTATION NDEP Strength Weaknesses Opportunities Threats  Conducted information drive to pupils  Integration in health subject  Lack of information  Lack of parents and pupils participation for prevention  Lack of trainings  Lack of LGU collaboration  Distribution and posting of materials relative to anti – illegal drugs campaign  Conduct of symposia and webinars on anti – illegal drugs and their harmful effects  Integration of NDEP in health subject as lesson  Video presentations on Drug Abuse and Prevention  Drug Lords  Drug pushers  Drug users
  • 74.
    Deped PPAs Implementation SITUATIONALANALYSIS OF EVERY KEY AREA ON DEPED PPAs IMPLEMENTATION  SCOUTING Strength Weaknesses Opportunities Threats  Having adequate land area for camporal  Having beautiful climate  Closeness to the mainroad  Has necessary facilities like health clinic  Insufficient capacity of existing facilities  Area is large enough to locate many facilities  Advantages of being close to the main road by using it for offsite activities  Large area complicates the security of the site  Danger of traffic accident
  • 75.
    Deped PPAs Implementation SITUATIONALANALYSIS OF EVERY KEY AREA ON DEPED PPAs IMPLEMENTATION  WASTE SEGREGATION MANAGEMENT Strength Weaknesses Opportunities Threats  The new landfill will be operated like the old landfill with the current average waste segregation growth per year.  Poor dumping management  Inefficient sorting of food waste  Shortcomings in the composting process  Lack of processing capability for lunch production  Installation of Biogas plant in a solid waste management center  Receiving external support from government and industry association  Insufficient attention to promote environment research  Invalidity of compost standardization  Filtrate poisoning
  • 76.
    Deped PPAs Implementation SITUATIONALANALYSIS OF EVERY KEY AREA ON DEPED PPAs IMPLEMENTATION  SPORTS Strength Weaknesses Opportunities Threats  Sports program for young generation have the least importance in the society and in the mindset of the youth due to new technology  Poor action on leaders regarding sports development  Insufficient funding on sport activities  Donations on sports facilities from agencies or solicit such items  Pupils eagerness on the said sports  Injuries  First Aid Kit  Medical Personnel is lacking
  • 77.
    SUMMARY OF SCHOOLACCOMPLISHMENTS, BEST PRACTICES AND MOV’S SUCCESSFUL IMPLEMENTATION OF BRIGADA ESKWELA 2022
  • 78.
    SUMMARY OF SCHOOLACCOMPLISHMENTS, BEST PRACTICES AND MOV’S Monitored Classroom Preparation for Opening of Classess
  • 79.
  • 80.
  • 81.
    SCHOOL ACCOMPLISHMENTS Successfully concludedthe Buwan ng Wika 2022 Program
  • 82.
  • 83.
  • 84.
    SCHOOL ACCOMPLISHMENTS Successfully concludedTeacher’s Day with the collaboration of Barangay Officials
  • 85.
  • 86.
  • 87.
    SCHOOL ACCOMPLISHMENTS TURN –OVER OF SCHOOL COVERED COURT
  • 88.
    SCHOOL ACCOMPLISHMENTS IMPLEMENTED LEARNINGRECOVERY AND CONTINUITY PLAN Technical assistance given by Ma’am Gallana and Ma’am Nieva
  • 89.
    SCHOOL ACCOMPLISHMENTS IMPLEMENTED LEARNINGRECOVERY AND CONTINUITY PLAN Technical assistance given by Ma’am Gallana and Ma’am Nieva
  • 90.
  • 91.
  • 92.
    SCHOOL ACCOMPLISHMENTS HOSTED THEONE BALINGASAG BSP CAMPORAL
  • 93.
    SCHOOL ACCOMPLISHMENTS JOINED THEMUNICIPAL CAROLING CONTEST 2022
  • 94.
  • 95.
    SCHOOL ACCOMPLISHMENTS Income GeneratingProject Purchased School Sound System worth 21,000.00
  • 96.
    WE WORK ASONE NAPALIRAN Alone, we can do so little; together, we can do so much