Imbiao Integrated School serves 260 students despite its remote location. While internet connectivity is limited, over 80% of students have smartphones and learn via printed modules distributed by teachers since parents strongly support their children's education. A survey found most students prefer modular learning, while the school implemented blended learning using modules and online methods. Analysis of assessment results showed parental involvement helped improve students' grades. Literacy assessments found most students had basic reading skills, so the school provided additional resources and monitoring to strengthen reading ability.

1. PROGRAM IMPLEMENTATION
REVIEW
CURRICULUM IMPLEMENTATION DIVISION
JOANNA LEE L. SILVESTRE
TEACHER- IN- CHARGE

2. PRESENTATION GIST
General description of the school’s strategic response to identified gaps, challenges, and limitations to ensure continuity of
learning.
Imbiao Integrated School is one of the farthest barangay schools in Roxas East District, Roxas, Isabela. It is a
competitive, fast -growing and thriving school. Despite its geographical location, it has been evaluated and validated as level
2 in School- Based Management due to its impressive achievements and successes. There are adequate classrooms and
seats for learners based on the inventory of physical facilities. Despite 260 learners enrolled, its resources are sufficient, and
for grade 6 learning materials are inadequate but the teacher-in-charge including 10 effective and functioning teachers with
44% seminars providing solutions and accepting the challenge of being a teachers in the 21st century despite working remote
area.
Parents and members of the family strongly provide instructional support with a 77% and household capacity and
access to distance learning mostly parents walk, most of them who are self employed are generally mothers who are also
having an education of more than 20% in college and 43% in high school.
Poor internet connectivity is not a barrier as there are still some learning modalities available for learning delivery with a
more than 80% students with smartphones device available for learning and as all learners live around school area which
facilitates guidance and monitoring of their learning and performances, modular learning is generally applied.
In the new normal education in the midst of a critical human life, economic and health condition, internal and external
stakeholders make and provide all the means to deliver quality education.

3. IMPLEMENTATION STATUS
REPORT

4. INSTRUCTIONAL MANAGEMENT
1
The graph shows that the
highest support of learners on
their learning are from their
parents. Therefore, parents are
partners for the teaching and
learning process.

5. INSTRUCTIONAL MANAGEMENT
1
It can be gleaned from the
graph that only 14% of the
learners have stable internet
connectivity. This implies
that other options in learning
delivery be adopted address
limited access to the
internet.

6. INSTRUCTIONAL MANAGEMENT
1
It shows from the graph that
86% represent the percentage of
parents the Learning Delivery
Modality to be implemented is
modular or printed module to
given to the learners as their
learning resource.

11. LEARNING DELIVERY
2
Based on the results of Modified Learner’s
Enrolment Survey Forms (MELSF) distributed during the
enrolment period, Out of 258 enrollees , 173 of them
prefer to use modular distance learning, 66 enrollees
prefer online learning and 19 enrollees prefer other
modalities for the School Year 2021-2022.
Of all the Alternative Learning Modalities offered by
the Department of education, majority of learners prefer
to use modular distance learning option and choose
online learning as their second option of modality.
To respond the challenge of innovating educational
delivery mechanism, the Imbiao Integrated School
implemented blended learning (modular and online) in
all levels for the school year 2021-2022 since modular
and online learning was the two highest preferred
learning modalities by the learners. It provides a
temporary feasible alternative for the teachers to
perform instruction and provide learners with necessary
instructional support amidst the pandemic.

12. ASSESSMENT OF LEARNING OUTCOME
3
Insert here data presented in table,
graphs, or info graphs

13. ASSESSMENT OF LEARNING OUTCOME
3
Insert here data presented in table,
graphs, or info graphs

14. ASSESSMENT OF LEARNING OUTCOME
3
Insert here data presented in table,
graphs, or info graphs

15. ASSESSMENT OF LEARNING OUTCOME
3
Insert here data presented in table,
graphs, or info graphs

16. ASSESSMENT OF LEARNING OUTCOME
3
Insert here data presented in table,
graphs, or info graphs

17. ASSESSMENT OF LEARNING OUTCOME
3
Based from the consolidated result/TIA of the assessment for the first
quarter, the graph shows improvement of their grades with the help and
constant guidance of the parents . It implies collaborative support between the
parents and teachers to improve their optimum abilities and strengthen their
weaknesses.

18. LITERACY AND NUMERACY STATUS
4
Based on the result of Functional Literacy
Assessment (English and Filipino) from grades 1
to 3, it can be seen from the graph that majority
of the learners fall under the level of words and
letters, some of them fall under paragraph and
story level, and only few of the learners were
story comprehension and local comprehension
level.
It is Important to improve the reading
performance of the learners so the school made
interventions such as distributing reading
materials, assessing reading ability of the
learners through online, uploading video lessons
and constant monitoring to improve their
reading.

19. LITERACY AND NUMERACY STATUS
4
For the Filipino Reading Profile, there are
144 learners tested from Grades 4 to 8. There
are 50 or 34.72% falls under Frustration, 10 or
6.94% falls under Instructional, and 84 or 58.34%
are Independent Readers.
For the English Reading Profile, there are
also 144 learners tested from Grades 4 to 8.
There are 60 or 41.67% falls under Frustration,
21 or 14.58% falls under Instructional, and 63 or
43.75% are Independent Readers.
It is then imperative to address the reading
performance of the learners especially to those
who fall under Frustration level. It is important
to help them improve their reading because it
affects their academic performance which
causes of their failing grades. So, the school
crafted a project that will cater the needs of the
pupils especially on their reading performance.

20. LITERACY AND NUMERACY STATUS
4
Based from the graph, it can be seen that
no one got a grade of 74 and below, 57 or
23.65% got a grade of 75-79, 86 or 35.68% got
a grade of 80-84, 63 or 26.14% got a grade of
85-89, 33 or 13.69% got a grade of 90-94 and 1
or 0.41% got a grade of 95-100.
To improve the mathematical skills of the
learners, the teachers encouraged them to
participate in the MTAP in which the learners
are engaged in several mathematical problems
to enhance their ability not just in solving but
also to improve their critical thinking skills.

21. LR MATERIALS DEV’T &
CONTEXTUALIZATION
5
This pie graph represents the Self Learning
Modules ( SLMs), Learning Activity Sheets (
LAS), Strategic Intervention Materials( SIM), Big
book, and Small book.
The SLMs got 51% among them all because
the enrollees from Kindergarten- Grade 3 are
using SLMs Contextualization or we called
IBANAG. The LAS got 34% because grade 4 to
grade 8 are using it in the absence of the SLMs
in the repository. And the (SIM) Strategic
Intervention Materials got 8% because the SIM
is just a supplementary material needed for
remediation or for those who are coping up
with the topic. While the big book 4% and
Small book 3% because both of them are just a
supplement in a story time related to the topic.

22. CAPABILITY BUILDING AND TA
6
The pie graph shows the teachers’
readiness to modular distance learning for
S.Y 2021-2022. The Imbiao Integrated
School is compose of 11 regular teachers
and 3 volunteers, a total of 14 teachers. 10
(72%) out of 14 teachers are trained and 4
(28%) out of 14 teachers are untrained.
Amidst the pandemic, learning and
teaching must go on. That’s why, we
teachers are attending seminars/webinars
to gain new knowledge, skills in order to
improve our performance and apply it to
the day-to-day activities and deliver
quality education.

23. PARTNERSHIP INITIATIVES
7
This pie graph shows the different partnership
initiatives our school implemented.
Brigada Eskwela got the highest support from the
stakeholders next the Brigada Pagbasa with 35%
participation from parents and pupils through
monitoring and online reading assessment. 15%from
Other Supports & Partnerships, these are the solicited
school materials and printers and 5% support from
GPTA officials and members.
The school coordinates with LGU’s or other NGOs
and volunteers through MOA/request letters, online
meetings , post online advocacy and seeking Facebook
account/cellphone numbers of prospect partners.
45%
35%
15% 5%

24. GOOD PRACTICES
IN THE IMPLEMENTATION OF THE CURRICULUM

25. Good Practices
Best Practices in Modular Learning
❖ Parents are only required to get module.
❖ No entry without wearing face mask and face shield.
❖ If ever parents did not arrive at the date and day of
schedule to get modules/teacher seek the barangay tanod to
do the distribution.
❖ Scheduling of giving modules to avoid the flocking of
parents.
❖ The designated area of giving modules is only through the
window.
❖ Avoid kids entering the school premises
❖ Giving health kit to parents
❖ Eliminate the sharing of materials/module.
❖ Monitoring the health of students.
❖ Parents should sit with their kids in answering modules
/either elder brothers or sisters.
Best Practices in Online Learning
❖ Giving of link one hour before class.
❖ Giving of homework and projects.
❖ Always implement regular
assessment and readiness.
❖ Make materials accessible.
❖ Submitting of pictures and videos
daily.
❖ Giving of announcement and
important reminders.

26. IMPLEMENTATION
CIGPs

27. IMPLEMENTATION CIGPs
Concerns, Issues, Gaps and
Problems
Resolution Results of Actions Taken
1.Learning Environment
A. Some learners need to do some household chores before doing the
Self-Learning Modules (SLM)
A. Meet the parents through a virtual online
meeting to discuss and let them know that
they should supervise and guide their
children to do the modules first before
doing household chores.
A. Some parents supervise and guide their children in
making Self-Learning Modules before doing household
chores.
B. No one is available to supervise or teach the learners. B. Schedule a meeting of all parents via
virtual online to deal with such matters and
provide suggestions or better solutions to
address their problems.
B. Parents realized that supervising their children in
answering their modules is more important .
2.Learning Materials
A. Excessive number of activities in modules/requirements
B. Inform the learners through group chat
(GC) that they must answer all the tasks
found in the modules because eventually
they will benefit from high marks.
B. Learners are very much willing to do their modules
especially to those grade conscious.
B.RBI lessons were included in the classroom program but some pupils
do not understand the language most especially in Kindergarten.
B. Seek the help of a teacher adviser in
charge of the grade so that he or she can
translate the lesson into the mother- tongue
language so that the students can
understand.
.B. The Kindergarten teacher wholeheartedly accepted
the challenge.

28. IMPLEMENTATION CIGPs
Concerns, Issues, Gaps and
Problems
Resolution Results of Actions Taken
3.Technology
A. Unstable mobile internet connection.
A. Advise parents to be patient in
finding a place where they can find a
good internet connection.
A. Some parents are grateful to teachers for their
endless support in helping and monitoring
children for the good of their learning.
B. Some pupils /parents lack knowledge in using different
learning platforms.
B. Advise learners/parents to seek help
from their friends, relatives, and peers
to help them learn how to manipulate
cell phones using different learning
platforms.
B. Learners/Parents have learned to use different
learning platforms through actual/ hands-on.
4.Other Issues and Concerns
A. Some parents are impatient to take their children’s SLMs
A. Meet parents through virtual online
meetings to discuss the importance of
education and emphasize embracing
the new normal of education especially
in this time of “Pandemic” that
children’s education should continue
and not be neglected.
A. Parents promise to take their children’s
modules to the distribution schedule.
B. Some parents cannot teach their children because they
cannot even read.
B. Advise parents to seek the help of
their relatives in assisting their children
in making/doing their modules.
B. Parents have been successful in enlisting the
help of relatives to assist students with their
lessons.
5.Communication
A. Difficulty in reaching out to parents.
A. Advise parents to seek information
from the adviser through friends or
colleagues to update their children’s
needs.
A. Now almost all parents do not neglect to ask
their friends about the activity of learners

29. WAYS FORWARD

30. Ways Forward

31. Summary
Imbiao Integrated School is one of the farthest barangay schools in Roxas East
District, Roxas, Isabela. It is a competitive, fast -growing and thriving school. Despite its
geographical location, it has been evaluated and validated as level 2 in School- Based
Management due to its impressive achievements and successes. There are adequate
classrooms and seats for learners based on the inventory of physical facilities. Despite
260 learners enrolled, its resources are sufficient, and for grade 6 learning materials are
inadequate but the teacher-in-charge including 10 effective and functioning teachers.
Parent and members of the family strongly provide instructional support with a 77%
and household capacity and access to distance learning mostly parents walk, most of
them who are self employed are generally mothers who are also having an education of
more than 20% in college and 43% in high school.
In the new normal education in the midst of a critical human life, economic and health
condition, internal and external stakeholders make and provide all the means to deliver
quality education.

32. Summary
Based on Instructional Management slide 4, the survey results constitute the parents and show from the graph
that the highest support of the students in their learning is from their parents. Therefore, parents are partners for
the teaching and learning process. Instructional Management slide 5, The result of the parents survey form and
can be obtained in the graph that only 14% of the students have stable internet connectivity. This suggests that
other learning delivery options have been adopted to address limited internet access. Based on Instructional
Management slide 6, the result of the parents survey form, it can be seen from the graph that 86% represents the
percentage of parents the Learning Delivery Modality to be implemented is a modular or printed module that will
be given to the students as their source of learning.
Based on Learning Delivery slide 7, the results of the Modified Learner’s Enrollment Survey Forms distributed
during enrollment, Out of 258 enrollees, 173 of them preferred to use modular distance learning, 66 enrollees
preferred online learning and 19 enrollees prefer the other modalities for the School Year 2021-2022. Of all the
Alternative Learning Modalities offered by the Department of education, most students prefer to use the modular
distance learning option and choose online learning as their second modality option. To respond to the challenge
of changing education delivery mechanisms, Imbiao Integrated School has implemented blended learning at all
levels for the 2021-2022 school year as modular and online learning are the two highest preferred learning
modality of students. It provides a temporary possible alternative for teachers to conduct teaching and provide
students with the necessary teaching support in the midst of a pandemic.

33. Summary
Based on the consolidated result/TIA of the assessment for the first quarter, the graph shows improvement of
their grades with the help and constant guidance of the parents . It implies collaborative support between the parents
and teachers to improve their optimum abilities and strengthen their weaknesses.
Based on Literacy and Numeracy status slides 14 and 15, Based on the result of Functional Literacy Assessment
from grades 1 to 3, it can be seen from the graph that majority of the learners fall under the level of words and letters,
some of them fall under paragraph and story level, and only few of the learners were story comprehension and local
comprehension level. It is Important to improve the reading performance of the learners so the school made
interventions such as distributing reading materials, assessing reading ability of the learners online, uploading video
lessons and constant monitoring to improve their reading. For the Filipino Reading Profile, there are 144 learners
tested from Grades 4 to 8. There are 50 or 34. For the English Reading Profile, there are also 144 learners tested from
Grades 4 to 8. There are 60 or 41. It is then imperative to address the reading performance of the learners especially to
those who fall under Frustration level.
For the Filipino Reading Profile, there were 144 students tested from Grades 4 to 8. There were 50 or 34.72% under
Frustration, 10 or 6.94% under Instructional, and 84 or 58.34% were Independent Readers. For the English Reading
Profile, there were also 144 learners tested from Grades 4 to 8. There were 60 of 41.67% who dropped Frustration, 21
or 14.58% who were under Instructional, and 63 or 43.75% who were Independent Readers. This is then necessary to
address the reading performance of students especially those below the Frustration level. It is important to help them
improve their reading because it affects their academic performance causing their grades to drop. Thus, the school has
created a project that will address the needs of the students especially in their reading performance.

34. Summary
Based on LR Materials Development and contextualization slide 16, Pie graph represents the Self Learning Modules , Learning Activity
Sheets , Strategic Intervention Materials , Big book, and Small book. The SLMs got 51% among them all because the enrollees from
Kindergarten- Grade 3 are using SLMs Contextualization or we called IBANAG. The LAS got 34% because grade 4 to grade 8 are using it in the
absence of the SLMs in the repository. And the Strategic Intervention Materials got 8% because the SIM is just a supplementary material
needed for remediation or for those who are coping up with the topic. While the big book 4% and Small book 3% because both of them are
just a supplement in a story time related to the topic.
Based on Capability Building and TA slide 17, The pie graph shows the teachers' readiness to modular distance learning for S. Y
2021-2022. The Imbiao Integrated School is composed of 11 regular teachers and 3 volunteers, a total of 14 teachers. 10 out of 14 teachers
are trained and 4 out of 14 teachers are untrained. Amidst the pandemic, learning and teaching must go on. That's why we teachers are
attending seminars/webinars to gain new knowledge, skills in order to improve our performance and apply it to day-to-day activities and
deliver quality education.
Based on Partnership Initiatives slide 18, This pie graph shows the different partnership initiatives our school implemented. Brigada
Eskwela got the highest support from the stakeholders next the Brigada Pagbasa with 35% participation from parents and pupils through
monitoring and online reading assessment. 15%from Other Supports & Partnerships, these are the solicited school materials and printers and
5% support from GPTA officials and members. The school coordinates with LGU's or other NGOs and volunteers through MOA/request
letters, online meetings , post online advocacy and seeking Facebook account/cellphone numbers of prospect partners.
Based on GOOD PRACTICES IN THE IMPLEMENTATION OF THE CURRICULUM slides 19- 20, The Best Practices in Modular Learning are;
Parents are only required to get modules. If ever parents did not arrive at the date and day of schedule to get modules/teachers seek the
barangay tanod to do the distribution. Scheduling of giving modules to avoid the flocking of parents. The designated area of giving modules
is only through the window. Avoid kids entering the school premises Giving health kit to parents Eliminate the sharing of materials/modules.
Monitoring the health of students. And for the Best Practices in Online Learning are; Giving a link one hour before class. Giving of homework
and projects. Submitting pictures and videos daily. Giving announcements and important reminders.

35. Summary
And for the Implementation CIGPs slides 21- 23, The concerns, Issues, gaps and problems are 1.Learning Environment, 2. Learning
Materials, 3. Technology, 4.Other Issues and Concerns(A. Some parents are impatient to take their children’s SLMs, B. Some parents cannot
teach their children because they cannot even read.), 5.Communication.
Its Resolution made are 1.A. Meet the parents through a virtual online meeting to discuss and let them know that they should supervise
and guide their children to do the modules first before doing household chores.1.B. Schedule a meeting of all parents via virtual online to
deal with such matters and provide suggestions or better solutions to address their problems.2.A. Inform the learners through group chat
that they must answer all the tasks found in the modules because eventually they will benefit from high marks.2.B. Seek the help of a
teacher adviser in charge of the grade so that he or she can translate the lesson into the mother- tongue language so that the students can
understand.3.A. Advise parents to be patient in finding a place where they can find a good internet connection.3.B. Advise learners/parents
to seek help from their friends, relatives, and peers to help them learn how to manipulate cell phones using different learning platforms.4.A.
Meet parents through virtual online meetings to discuss the importance of education and emphasize embracing the new normal of
education especially in this time of "Pandemic" that children's education should continue and not be neglected.4.B. Advise parents to seek
the help of their relatives in assisting their children in making/doing their modules.5.A. Advise parents to seek information from the adviser
through friends or colleagues to update their children's needs.
Its Results of Actions Taken are mostly positive in result; 1.A. Some parents supervise and guide their children in making Self-Learning
Modules before doing household chores.1.B. Parents realized that supervising their children in answering their modules is more
important.2.A. Learners are very much willing to do their modules especially to those grade conscious.2.B. The Kindergarten teacher
wholeheartedly accepted the challenge.3.A. Some parents are grateful to teachers for their endless support in helping and monitoring
children for the good of their learning.3.B. Learners/Parents have learned to use different learning platforms through actual/ hands-on.4.A.
Parents promise to take their children's modules to the distribution schedule.4.B. Parents have been successful in enlisting the help of
relatives to assist students with their lessons.5.A. Now almost all parents do not neglect to ask their friends about the activity of learners

36. THANK YOU!