Learning Recovery Plan for Presentation.pptx

DEPARTMENT OF EDUCATION REGION III
The blueprint of Sta. Cruz High School’s actions
to address learning gaps is an LRP that has an IMPACT…
MICHAEL C. SAMSON
Head Teacher-I / Officer in-Charge

DEPARTMENT OF EDUCATION REGION III 2
Background
and Context

Background and Context
After the March 13, 2020 imposition of the nationwide health
emergency crisis, face-to-face classes ceased to be conducted in most
schools of the country. Quarantines of many sorts and lockdowns prevailed
as the new normal. And with limited mobility, hardly affected were all
aspects of human endeavors.
The Province of Bulacan extremely felt the brunt of coronavirus
pandemic. With its proximity to the metropolis, it was included in the most
heightened alert, the one and only among the seven provinces of Central
Luzon.
Subsequently, DepEd Bulacan suffered a blow when many of its
supervisor, school heads, and teachers failed to survive from their
comorbidities triggered by COVID-19 viruses. Notwithstanding the countless
others that were hospitalized for a long period of time. Seemingly affected
also are the behavior and mental wellbeing of many.

(March 2020-2021)
4
Community Quarantine / Alert Level the Municipality of Bulacan
Geographically, owing its proximity (immediately North) to Manila which became the center of the pandemic
in the country, Bulacan was put in strict community quarantine status/alert level. Thus, mobility of
teachers, parents and DepEd personnel was quite limited despite the efforts of continuing to provide education to
learners via distance learning.

(March 2020-2021)
5
Community Quarantine / Alert Level the
Municipality of Santa Maria, Bulacan
The municipality of Santa Maria was placed under Modified Enhanced Community Quarantine
from October of 2021. It was raised to Alert Level 2 from November of 2021 up to December of the
same year. As 2022 approached, the municipality was under Alert Level 3 for the whole month of
January.
Afterwards, Santa Maria was placed under Alert Level 1 from February of 2022 up to present.
With this, schools started to implement a progressive face-to-face with the strict compliance on the IATF
guidelines on prevention of the spread of CoVid 19.

BULACAN COVID-19 ACTIVE CASES (March 2020 - April 2022)
Source: Bulacan PHO facebook page

No. of Learners, Teachers and Non-Teaching Personnel in the School Reported to have
Contracted the COVID-19 Virus (Confirmed Cases)
January 2021 - April 2022
Since January of 2021 up to present, the
school is lucky that no student has been
contracted the COVID 19 Virus (Confirmed Case).
Although Santa Maria has been one of the
municipalities in Bulacan who had the most
number of confirmed cases, only one (1) teacher
was reported to have been positive with the virus,
way back September of 2021.

OVERVIEW OF SCHOOL CLOSURES AND REOPENINGS IN SOUTHEAST ASIA
Source: Bulacan PHO
Source: UNICEF / UNESCO
Data from UNICEF/UNESCO show that among countries in Southeast Asia, the Philippines had the longest period for
which schools were closed as a response to the pandemic to reduce community transmission. Though several distance
learning modalities were implemented while Philippine schools were closed.

Amid pandemic, the governance and operation of DepEd
office and its schools did not stop. The Alternative Work
Arrangement (AWA) with its Report to the Office (RTO) and Work
from Home (WFH) scheme was implemented adhered and by all
SDO personnel and its field offices.
Meanwhile, to address the needs of the students, the
modular distance learning delivery modality was adopted. Self-
learning modules (SLMs) in all grade levels were developed and
utilized. This mode was augmented by online “kamustahan” of
teachers to their respective learners. Radio-based instruction
(RBI) as well as DepEd TV were utilized as flexible learning
option to meet the needs of the learners.

The use of various social media platforms became the
avenue for all the online meetings, trainings and the like in DepEd.
The access for ICT technology and the technological prowess posed
a big challenge to everyone.
It has been two (2) years since then and we were brought to
a scenario, no one could ever imagine-the learning losses incurred
to our learners.
DepEd Secretary Briones pointed out, “our learners can’t
wait”. Something must be done for them.
This Learning Recovery Plan is a living document and may
be modified to address the specific and unique needs of Bulakeño
students. It is believed that together and as a school-community, we
can mitigate the impact of the pandemic.

Operational Frameworks of
the Learning Recovery Plan
(LRP)

The RAPID Learning Recovery Framework
Source: UNICEF, UNESCO, The World Bank 2022

KITE Framework

Operational Framework

National Learning Recovery Framework

All learners access and
receive tailored
services needed in
basic education.
All learners participate
equitably and
meaningfully in basic
education, regardless of
status, ethnicity, sex,
disability, age, and other
social characteristics.
Learners develop the
standard
literacy,numeracy and
science skills.
Learners develop
positive mindset and
can adapt to change.
ACCESS EQUITY QUALITY
RESILIENCY AND
WELL-BEING
ENABLING MECHANISMS-GOVERNANCE
INTERMEDIATE OUTCOMES
GOAL
By 2024, learners across the region are able to develop and
improve their foundational skills for lifelong learning and
full participation in society
SECTOR OUTCOME
Basic education learners acquired literacy, numeracy and
science skills required to succeed in higher education and
employment.
Resilient, Responsive and Efficient
Governance, Management and Systems
LRP FRAMEWORK

Learners are in schools
and learning centers,
access programs
responsive to their
needs, and participate
actively in the learning
delivery modalities.
Disadvantaged,
marginalized, and affected
learners are given the
support needed to
address their learning
losses by providing
appropriate learning
resources and strategies
Learners meet learning
standards in literacy,
numeracy, and science
skills, and graduates
are prepared for higher
education, employment,
and entrepreneurship.
Learners attain
optimum level of
physical, social, and
mental health and
wellness and resilience
RESILIENCE AND
WELL-BEING
ENABLING ENVIRONMENT
GOAL
By 2024, the Bulakenyo learners are able to develop and
improve their foundational and lifelong learning skills as
well as their resilience and health for their participation in
their communities and the society
SECTOR OUTCOME
Learners acquired literacy, numeracy and science skills for
them to reach their potential as individuals and citizens
Collaborative, Adaptive, Responsive
and Efficient (CARE) Governance,
Management, and Systems
SDO LRP FRAMEWORK

All learners access and
receive tailored
services needed in
basic education.
All learners participate
equitably and
meaningfully in basic
education, regardless of
status, ethnicity, sex,
disability, age, and other
social characteristics.
Learners meet learning
standards in literacy,
numeracy, and science
skills, and graduates
are prepared for higher
education, employment,
and entrepreneurship.
Learners attain
optimum level of
physical, social, and
mental health and
wellness and resilience
RESILIENCE AND
WELL-BEING
ENABLING ENVIRONMENT
GOAL
By 2024, students of SCHS are able to develop and improve
their foundational skills for lifelong learning and full
participation in society
SECTOR OUTCOME
Learners acquired literacy, numeracy and science skills for
them to reach their potential as individuals and citizens
Inquisitive, Motivating, Promoting,
Accelerating, Collaborative, Tactical
(IMPACT) Governance, Management,
and Systems
SCHOOL LRP FRAMEWORK

SCHS commits to implement its
LRP that has an IMPACT!
INQUISITIVE
MOTIVATING
PROMOTING
ACCELERATING
COLLABORATIVE
TACTICAL

20
Learning Delivery Modalities
Implemented
3
Least and Most Learned Competencies
(MELCs) in Four (4) Subjects (Grade 7-10)
2
1 Project AN & PISA Simulation Results
4 Senior High School Exits
Quality of Learning Outcomes and
Learning Delivery Modalities

Project All Numerates (PAN)
Grade 7 Numeracy Data - Pre-Pandemic and During Pandemic
GRADE 7
Non-numerates
Nearly Numerates
Numerates
SY 2019-2020
(Pre-Pandemic)
0 0
37 14.02%
227 85.98%
SY 2021-2022
(During
Pandemic)
99 39.29%
68 26.98%
85 33.73%
TOTAL: 264 252
Among the Grade 7 learners, the data above about the Project All Numerates
signifies that non-numerates, nearly numerates, and numerates greatly diminished
during the pandemic. In addition, there was a significant increase in the number of
non-numerates learners during the pandemic.
GRADE 7
Non-numerates
SY 2019-2020
(Pre-Pandemic)
SY 2021-2022
(During
Pandemic)

NAT Grade 12 Proficiency Level by Subject Areas
SY 2017-2018 & 2018-2019

NAT Grade 12 MPS by 21st Century Skills
SY 2017-2018 & 2018-2019

NAT Grade 10 MPS by Subject Areas (Division, Regional, National)
SY 2016-2017

Result of PISA* Simulation
Reading registered the highest mean percentage score (MPS) among the three (3) learning areas
covered in the simulation, involving 100 fifteen-year old students from three (3) participating secondary
schools. Students of the private school garnered the highest over-all MPS.
*Programme for International Student Assessment

Result of Exit Assessment per Grade level Across Subject Areas
Filipino subject registered the highest mean percentage score (MPS) among the four (4)
subject areas covered in the exit assessment, involving 260 students of Sta. Cruz High School.
Grade 7 students garnered the highest MPS among the grade levels.
GRADE 7
GRADE 8
GRADE 9
GRADE 10
44.98
52.40
42.00
52.51
37.22
35.84
41.14
37.80
32.82
30.02
28.70
28.39
36.32
28.86
31.62
30.75
AVERAGE 47.97 38 29.98 31.89
34.39
37.22
32.85
39.12
36.96
37.10
33.42
36.62
43.73
37.72
34.20
35.94
45.34
42.90
39.60
30.72
38.68
38.88
38.47
36.69
21.78
42.58
ICT –
34.00
COOKER
Y – 33.94
ICT –
39.54
COOKER
Y – 38.00
Grade 7 &
8 – 32.18
ICT – 36.77
COOKERY
– 35.97 -
FILIPINO ENGLISH MATH SCIENCE AVERAGE
AP ESP MAPEH TLE

Least Learned MELCs in Filipino
G10
G9
1. Naisusulat ang payak na tanka at
haiku sa tamang anyo at sukat (F9PU-IIa-b-47 ).
2. Nabibigyang kahulugan ang malalim
na salitang ginamit sa akda batay sa
denotatibo at konotatibong
kahulugan. (F9PT-la-b-39 )
3. Natutukoy ang kahalagahan ng
bawat tauhan sa nobela (F9PN-IVc57)
1. Nabibigyang-kahulugan ang iba’t ibang
simbolismo, imahe at matatalinghagang
pahayag sa tula.
2. Nagagamit nang angkop ang mga pamantayan
sa pagsasaling-wika.
3. Nagagamit nang wasto ang pokus ng pandiwa
(tagaganap, layon, pinaglalaaanan at
kagamitan)
G8
1. Napipili ang mga pangunahin at pantulong na kaisipang
nakasaad sa binasa.
2. Nahihinuha ang kahalagahan ng pagaaralng Florante at
Laura batay sa mga
napakinggang mga pahiwatig.
3. Naiuugnay ang mahahalagang kaisipang nakapaloob sa mga
karunungang-bayan sa mga pangyayari sa tunay na buhay
sa kasalukuyan
1. Nahihinuha ang kaugalian at kalagayang
panlipunan ng lugar na pinagmulan ng
kuwentong bayan batay sa mga pangyayari at
usapan ng mga tauhan.
2. Nasusuri ang wastong mga panandang anaporik
at kataporik ng pangngalan.
3. Natutukoy ang isang tekstong naglalahad.
G7

G10
G9
1. Distinguish the author’s biases and prejudices
expressed in the written text.
2. Employ the appropriate communicative styles
for various situations.
3. Analyze the validity of the evidence presented.
1. Compose a research on a relevant issue.
2. Formulate claims of policy, fact and value.
3. Extract details to identify the rhetorical
appeal used in the advertisement
Least Learned MELCs in English
G8
1. Use appropriate cohesive devices in various
types of speech.
2. Determine various social, moral and economic
issues discussed in the text listened to .
3. Use conventions in citing sources
1. Employ a variety of strategies for effective interpersonal
communication (interview, dialog, conversation)
2. Use appropriate reading strategies to meet one’s purpose
(e.g. scanning, skimming, close reading, etc.).
3. Use correct and appropriate multi-media resources when
orally giving information, instructions, making explanations
and narrating events in personal or factual recounts.
G7

Least Learned MELCs in Mathematics
G10
G9
G8
1. Illustrates and Solve problems involving
probability.
2. Solves problem involving factor of
polynomials.
3. Finding the domain & range of a function,
graphing & illustrating a linear function.
1. Solve problems involving oblique triangles.
(M9GE-IVh-j-1).
2. Proves the conditions for similarity of
triangles.(M9GE-IIIg-h-1)
3. Applies the fundamental theorems of
proportionality to solve problems involving
proportions.(M9GE-IIIf-2)
1. Derives inductively the relations among
chords, arcs, central
angles, and inscribed angles.
2. Illustrates events, and union and intersection
of events.
3. Sum of the terms of a given arithmetic
sequence.
1. estimates the square root of a whole number
to the nearest hundredth.
2. multiplies and divides polynomials
3. performs fundamental operations on
integers.
G7

Most and Least Learned MELCs in Science
G10
G9
G8
LEAST
LEARNED
1. Classify organisms using the hierarchical taxonomic
system.
2. Infer the relationship between current and voltage.
3. Investigate the relationship between the amount of
force applied and the mass of the object to the
amount of change in the object’s motion
1. Perform activities to demonstrate conservation
of Mechanical energy.
2. Relate species extinction to the failure of
populations of organisms to adapt to abrupt
changes in the environment.
3. Construct a model to demonstrate that heat
can do work.
1. Compare the relative wavelengths of different forms of
electromagnetic waves: Describe the different EM waves
in the EM spectrum. S10FEIIa-b-47
2. Explain the relationship among volume, pressure and
temperature of gases using the kinetic molecular theory.
3. Explain the occurrence of evolution
1. Differentiate plant and animal cells according to presence
or absence of certain organelles.
2. Describe the characteristics of sound using the
concepts of wavelength, velocity, and amplitude
3. Describe the motion of an object in terms of
distance or displacement, speed or velocity, and
acceleration
G7

Most and Least Learned MELCs in AP
G9
G8
G7
G10
G9
G8
MOST
LEARNED
LEAST
LEARNED
1. Nasusuri ang yamang likas at ang mga implikasyon ng kapaligirang pisikal
sa pamumuhay ng mga Asyano noon at ngayon.
2. Napapahalagahan ang ugnayan ng tao at kapaligiran sa paghubog
ng kabihasnang Asyano.
3. Natatalakay ang karanasan at implikasyon ng digmaang
pandaigdig sa kasaysayan ng mga bansang Asyano.
1. Nasusuri ang katangiang pisikal ng daigdig.
2. Naipapahayag ang pagpapahalaga sa mga
kontribusyon ng kabihasnang klasiko sa pag-
unlad ng pandaigdigang kamalayan.
3. Nasusuri ang kabihasnang Minoan,
Mycenean at kabihasnang klasiko ng
Greece.
1. Nasusuri ang layunin at pamamaraan ng
patakarang piskal.
2. 18. Nasisiyasat ang mga palatandaan ng
pambansang kaunlaran
3. Nasusuri ang iba’t ibang sistemang pang -
ekonomiya
1. Napahahalagahan ang mga kontribusyon ng mga
sinaunang kabihasnan sa daigdig.
2. Naipapaliwanag ang kontribusyon ng
kabihasnang Romano.
3. Nasusuri ang mga dahilan,mahahalagang
pangyayaring naganap at bunga ng Ikalawang
Digmaang Pandaidig.
1. Nabibigyang-halaga ang mga gampanin ng
sektor ng industriya at mga patakarang
pang-ekonomiyang nakatutulong dito.
2. Nailalapat ang kahulugan ng ekonomiks sa
pang-araw –araw na pamumuhay bilang
isang mag-aaral at kasapi ng pamilya at
lipunan.
1. Nasusuri ang dahilan, dimensyon at epekto ng ng
globalisasyon.
2. Nakagagawa ng hakbang na nagsusulong ng
pagtanggap at paggalang sa kasarian na
nagtataguyod ng pagkakapantay-pantay ng tao bilang
kasapi ng pamayanan.
3. Naisasagawa ang mga angkop na hakbang ng
CBDRRM Plan.
G10
1. Naipaliliwanag ang kalagayan, suliranin at
pagtugon sa isyu ng paggawa sa bansa.
2. Naipaliliwanag ang kahalagahan ng aktibong
pagmamamayan
3. Nasusuri ang kahalagahan ng kahandaan,
disiplina at kooperasyon sa pagtugon ng mga
hamong pangkapaligiran.
1. Nasusuri ang mga salik, pangyayari at kahalagahan ng
nasyonalismo sa pagbuo ng mga bansa sa Timog at
Kanlurang Asya.
2. Napaghahambing ang mga sinaunang kabihasnan sa Asya
(Sumer, Indus, Tsina).
3. Nasusuri ang kaugnayan ng iba’t ibang ideolohiya sa pag
usbong ng nasyonalismo at kilusang nasyonalista.
G7

Most and Least Learned MELCs in ESP
G8
G7
G8
MOST
LEARNED
LEAST
LEARNED
1. Nasusuri ang impluwensiya ng kanyang kapwa sa
kanya sa aspektong intelektwal, panlipunan,
pangkabuhayan, at pulitikal EsP8PIIa-5.2
2. Nasusuri ang ilang napapanahong isyu ayon sa
tamang pananaw sa sekswalidad EsP8IPIVa-13.2
3. Nahihinuha na: Ang pagkakaroon ng tamang
pananaw sa sekswalidad ay mahalaga para sa
paghahanda sa susunod na yugto ng buhay ng
isang nagdadalaga at nagbibinata at sa pagtupad
niya sa kanyang bokasyon na magmahal.
EsP8IPIVb-13.3
G
7
1. Naipaliliwanag na: a. Ang pag-iwas sa anomang uri ng karahasan
sa paaralan (tulad ngpagsali sa fraternity at gang at pambubulas)
at ang aktibong pakikisangkot upang masupil ito ay patunay ng
pagmamahal sa sarili at kapwa at paggalang sa buhay. Ang
pagmamahal na ito sa kapwa ay may kaakibat na katarungan –
ang pagbibigay sa kapwa ng nararapat sa kanya (ang kanyang
dignidad bilang tao). b. May tungkulin ang tao kaugnay sa buhay-
ang ingatan ang kanyang sarili at umiwas sa kamatayan o
sitwasyong maglalagay sa kanya sa panganib. Kung minamahal
niya ang kanyang kapwa tulad ng sarili, iingatan din niya ang
buhay nito. EsP8IPIVd-14.3
2. Nasusuri ang mga umiiral na paglabag sa paggalang sa magulang,
nakatatanda at may awtoridad EsP8PBIIIc-10.2
3. Natutukoy ang mga taong itinuturing niyang kapwa. EsP8PIIa-5.1
1. Naipaliliwanag na ang isip at kilos-loob ay
nagpapabukodtangi sa tao, kaya ang kaniyang
mga pagpapasya ay dapat patungo sa
katotohanan. EsP7PS-IIb-5.3
2. Naisasagawa ang pagbuo ng angkop na
pagpapasya tungo sa katotohanan at kabutihan
gamit ang isip at kilos-loob. EsP7PS-IIb-5.4
3. nasusuri ang ginawang pahayag ng layunin sa
buhay kung ito ay may pagsasaalang-alang sa
tama at matuwid na pagpapasiya (EsP7PB-IVc-
14.2)
1. Nasusuri ang impluwensiya ng kanyang
kapwa sa kanya sa aspektong intelektwal,
panlipunan, pangkabuhayan, at pulitikal
EsP8PIIa-5.2
2. Nasusuri ang ilang napapanahong isyu ayon
sa tamang pananaw sa sekswalidad
EsP8IPIVa-13.2
3. Nahihinuha na: Ang pagkakaroon ng tamang
pananaw sa sekswalidad ay mahalaga para sa
paghahanda sa susunod na yugto ng buhay
ng isang nagdadalaga at nagbibinata at sa
pagtupad niya sa kanyang bokasyon na
magmahal. EsP8IPIVb-13.3

Most and Least Learned MELCs in ESP
G9
G10
G9
MOST
LEARNED
LEAST
LEARNED
1. Paglahok sa isang proyekto o gawain sa
baranggay na may partikular na
pangangailangan
2. Naisasagawa ang mga angkop na kilos
upang ituwid ang mga nagawa o
naobserbahang paglabag sa mga
karapatang-pantao
3. Naisasagawa ang mga angkop na kilos
patungkol sa Karapatan at tungkulin
G10
1. Nakapagsusuri ng sariling kilos na dapat
panagutan at nakagagawa ng paraan
upang maging mapanagutan sa pagkilos.
2. Nasusuri ang mga isyu tungkol sa
paggamit ng kapangyarihan at
pangangalaga sa kalikasan
3. Naipaliliwanag na may pagkukusa sa
makataong kilos kung nagmumula ito sa
kalooban na malayang isinagawa sa
pamamatnubay ng isip/kaalaman.
1. Naipaliliwanag ang katangian ng
wastong pamamahala sa oras
2. Naisasagawa ang mga angkop na
kilos patungkol sa karapatan at
tungkulin
3. Nakikilala ang mga palatandaan ng
katarungang panlipunan
1. Napatutunayan na ang isip at kilos -
loob ay ginagamit para lamang sa
paghahanap ng katotohanan at sa
paglilingkod/pagmamahal.
2. Natutukoy ang mga kilos na dapat
panagutan.
3. Nasusuri ang mga isyu tungkol sa
paggamit ng kapangyarihan at
pangangalaga sa kalikasan

Most and Least Learned MELCs in TLE
G9
G8
G7
G10
G9
G8
MOST
LEARNED
LEAST
LEARNED
1. Use tools and equipment according to task
requirement
2. Identify the uses of tools and equipment in
nail care according to task requirements
3. Store tools and equipment safely
1. Classify the types of appropriate cleaning tools
and equipment based on their uses.
2. Give the abbreviations and equivalents of
measurements
3. Identify types of tools, equipment and
paraphernalia
ICT
Use basic drawing techniques
Prepare for drawing
Draw figures and objects from basic shapes
COOKERY
Present vegetable recipes with appropriate sauces and
accompaniments
Prepare the tools, equipment, and ingredients based on
prescribed standards
Clean, sanitize, and prepare tools, utensils, and equipment based
on the required tasks
G10
ICT
Draw figures and objects from basic shapes
Draw basic shapes in proportion with illustration requirement
Draw basic shapes with illusion of volumes
COOKERY
Prepare the tools, equipment, and ingredients based on
prescribed standards
Identify ingredients according to standard recipe
Determine the sources and kinds of starch and cereals
1. Sterilize/sanitize nail care tools
2. Identify nail structure and shapes
3. Clean tools according to standard
procedures
G7
1. Measure ingredients according to recipe
requirement
2. Compute cost of production
3. Convert systems of measurement according
to recipe requirement
ICT
Draw figures and objects in proportion with illustration requirement
Review information for application to own work
Use basic drawing techniques
COOKERY
Present vegetable recipes with appropriate sauces and
accompaniments
Identify ingredients according to standard recipe
Identify the type of service ware to be utilized in serving poultry
and gamebird dishes
ICT
Review information for application to own work
Maintain stored work
Draw basic shapes with illusion of volumes
COOKERY
Clean, sanitize, and prepare tools, utensils, and
equipment based on the required tasks
Identify the type of service ware to be utilized in
serving poultry and gamebird dishes
Identify tools and equipment needed in preparing
desserts

Most and Least Learned MELCs in MAPEH
G9
G8
G7
G10
G9
G8
MOST
LEARNED
LEAST
LEARNED
1. describes the musical characteristics of
representative music selections from the lowlands
of Luzon after listening
2. Describes the nature and background of the dance
3. identifies the festivals and theatrical forms
celebrated all over the country throughout the year
1. – Analyzes musical element of selected Song and
instrumental pieces
2. – Discusses the most common communicable
diseases
3. Analyzes negative impact of smoking
1. Undertakes physical activity and physical
fitness assessments
2. Describes musical elements of given
Classical period pieces
3. Executes the skills involved in the dance
1. Describes the nature and background of dance
2. Identifies characteristics of selected Asian
Musical theater.
3. Describes the nature and background of
dance
1. Demonstrates proper techniques in carrying and
transporting the victim of unintentional injuries
2. Describes the musical elements of selected vocal and
instrumental music of Medieval, Renaissance and
Baroque music;
3. Explains how an idea or theme is communicated in a
selected performance through the integration of
musical sounds, songs, dialogue and dance
1. Analyzes art elements and principles in the
production of work following a specific art
style from the various art movements
2. Explains the guidelines and criteria in the
selection and evaluation of health
information, products and services
3. Discusses the components and steps in
making a personal health career plan
G10
1. Explains the significance of the existing
health related laws in safeguarding people’s
health
2. Describes the historical and cultural
background of Afro-Latin American and
popular music;
3. Assesses physical activities, exercises and
eating habits
1. identifies the musical instruments and other
sound sources from Cordillera, Mindoro, Palawan
and of the Visayas
2. describes how the music contributes to the
performance of the musical production;
3. corrects myth and fallacies about
noncommunicable diseases
G7

Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino subject registered the highest
mean percentage score (MPS) among the eight (8) subjects for the first semester covered in
the exit assessment of Sta. Cruz High School. Grade 11 - HUMSS students garnered the
highest MPS among the grade levels.
GRADE 11 -
GAS
GRADE 11 -
HUMSS
41.30
34.44
31.70
29.53
51.45
86.4
41.00
40.45
General
Mathematics/
Statistics and
Probability
Earth and
Life
Science
Komunikasyon
at
Pananaliksik
sa Wika at
Kulturang
Pilipino
Physical
Education and
Health
AVERAGE 37.87 30.62 68.93 40.73
38.84
40.25
39.56
AVERAGE
32.27
32.1
English for
Academic
and
Professional
Purposes
32.19
36.74
31.84
Oral
Communic
ation in
Context
34.29
36
30.82
21st Century
Literature from
the Philippines
and the World
33.41
40.27
36.42
Disciplines
and Ideas In
the Social
Sciences
38.34

Most and Least Learned MELCs in Oral Communication in Context
G
R
A
D
E
11
MOST
LEARNED
LEAST
LEARNED
G
R
A
D
E
11
1. Explains the functions, nature and
process of communication
(EN11/12OC-Ia-2)
2. Examines sample oral
communication activities.
3. Uses various strategies in order to
avoid communication breakdown
(EN11/12OC-Ia-6)
1. Explains that a shift in
speech context, speech
style, speech act and
communicative strategy
(EN11/12OC-IIab-22)
communicative strategy
(EN11/12OC-IIab-22)
communicative
strategy(EN11/12OC-IIab-
22)

Most and Least Learned MELCs in 21ST Century Literature from the Philip[pines and the World
G
R
A
D
E
11
MOST
LEARNED
LEAST
LEARNED
G
R
A
D
E
11
1. Compare and contrast the
various 21st century literary
genres and their elements,
structures, and traditions from
across the globe (EN12Lit-IId-25)
1. Identify:
A. the geographic, linguistic,
and ethnic dimensions of Philippine literary
history from pre-colonial to the contemporary
representative texts and authors from each
region (EN12Lit-Ia-21) Identify:
B. the geographic, linguistic,
and ethnic dimensions of Philippine literary
history from pre-colonial to the contemporary
representative texts and authors from each
region (EN12Lit-Ia-21)
2. Writing a close analysis and critical
interpretation of literary texts,
applying a reading approach, and doing an
adaptation of these,
require from the learner the ability to identify
representative texts and authors from Asia,
North America, Europe, Latin America, and
Africa (EN12Lit-IIa-22)
3. Writing a close analysis and critical
interpretation of literary texts,
applying a reading approach, and doing an
adaptation of these,
require from the learner the ability to identify
representative texts and authors from Asia,
North America, Europe, Latin America, and
Africa (EN12Lit-IIa-22)

Most and Least Learned MELCs in General Mathematics/Statistics and Probability
G
R
A
D
E
11
MOST
LEARNED
LEAST
LEARNED
G
R
A
D
E
11
1. Calculates the probabilities of
committing a Type I and Type
II error. M11/12SP-IVa-2
2. Formulates the appropriate
null and alternative
hypotheses on a population
mean. M11/12SP-IVb-F
3. Calculates the probabilities of
committing a Type I and Type
II error. M11/12SP-IVa-2
1. Distinguishes rational function,
rational equation, and rational
inequality. M11GM-Ib-2
2. Evaluates a function. M11GM-Ia-2
3. Solves exponential equations and
inequalities. M11GM-Ie-f-1

Most and Least Learned MELCs in Earth and Life Science
G
R
A
D
E
11
MOST
LEARNED
LEAST
LEARNED
G
R
A
D
E
11
1. Describe the process of genetic
engineering S11/12LT-IIej-17
2. Explain that the Earth consists of
four subsystems, across whose
boundaries matter and energy
flow.S11/12ES-Ia-e-4
3. Categorize the different biotic
potential and environmental
resistance (e.g., diseases,
availability of food, and predators)
that affect population explosion
population explosion S11/12LT-
IVhj-29
1. Identify human activities that speed
up or trigger landslides.
2. Describe how the present system
of classification of organisms is
based on evolutionary relationships
3. Categorize the different biotic
potential and environmental
resistance (e.g., diseases,
availability of food, and predators)
that affect population explosion
population explosion

Most and Least Learned MELCs in Komunikasyon at Pananaliksik sa Kultura at Wikang Pilipino
G
R
A
D
E
11
MOST
LEARNED
LEAST
LEARNED
G
R
A
D
E
11
1. Naiisa-isa ang mga hakbang sa
pagbuo ng isang makabuluhang
pananaliksik. F11PU-IIg-88
2. Naiuugnay ang konseptong
pangwika sa sariling kaalaman,
pananaw at karanasan. F11PS-Ib-
86
3. Nabibigyang kahulugan ang
komunikatibong gamit ng wika sa
lipunan. F11PS-Ib-86
1. Nasusuri ang pagkakagamit
ng wika sa iba’t ibang
sitwasyon sa social media
tulad ng post at status.
F11EP-IId-33
pangwika sa sariling
kaalaman, pananaw at
karanasan. F11PS-Ib-86
pangwika sa sariling
kaalaman, pananaw at
karanasan. F11PS-Ib-86

Most and Least Learned MELCs in Physical Education and Health
G
R
A
D
E
11
MOST
LEARNED
LEAST
LEARNED
G
R
A
D
E
11
1. Recognizes the value of optimizing
one’s health through participation in
physical activity assessments
PEH11FH-Id-t-14
2. Engages in moderate to vigorous
physical activities (MVPAs) for at
least 60 minutes most days of the
week in a variety of settings in- and
out-of school PEH11FH-Ia-t-8
3. Engages in moderate to vigorous
physical activities (MVPAs) for at
least 60 minutes most days of the
week in a variety of settings in- and
out-of school PEH11FH-Ia-t-8
1. Recognizes the value of
optimizing one’s health
through participation in
physical activity assessments
PEH11FH-Id-t-14
2. Engages in moderate to
vigorous physical activities
(MVPAs) for at least 60
minutes most days of the
week in a variety of settings in-
and out-of school PEH11FH-
Ia-t-8
3. Self-assesses health-related
fitness (HRF). status, barriers
to physical activity assessment
participation and one’s diet
PEH11FH-Ig-i-6

Most and Least Learned MELCs in English for Academics and Professional Purposes
G
R
A
D
E
11
MOST
LEARNED
LEAST
LEARNED
G
R
A
D
E
11
1. Determines the structure of a
specific academic text
(CS_EN11/12A-EAPP-Ia-c-1)
2. Uses knowledge of text structure
to glean the information he/she
needs (CS_EN11/12A-EAPP-Iac-
4)
3. outlines reading texts in various
discipline (CS_EN11/12A-EAPP-
Iac-8)
1. Identifies situations in which a
position paper may be
effectively used in our present
society (CS_EN11/12A-
EAPP-Ig-j-21)
2. Identifies situations in which a
position paper may be
effectively used in our present
society (CS_EN11/12A-
EAPP-Ig-j-21)
3. Defends a stand on an issue
by presenting reasonable
arguments supported by
properly cited factual
evidences (CS_EN11/12A-
EAPP-IIa-d-4)

Most and Least Learned MELCs in Disciplines and Ideas in the Social Sciences
G
R
A
D
E
11
MOST
LEARNED
LEAST
LEARNED
G
R
A
D
E
11
1. Analyze the basic concepts and
principles of the major social
science ideas: Psychoanalysis
analyze the psychodynamics of
the person’s personality in terms
of Id, Ego, and Superego
HUMSS_DIS11-IIIi-5
2. Apply the major social science
theories and its importance in
examining socio-cultural,
economic, and political
conditions. Marxism analyze
social inequalities in terms of
class conflict HUMSS_DIS11-
IIIg-2
science ideas Rational Choice
predict the social consequences
of decision making based on
scarcity HUMSS_DIS11-IVa-6
examining socio-cultural,
IIIg-2
examining socio cultural,
IIIg-2
science theories: Symbolic
Interactionism appraise the
meanings that people attach to
everyday forms of interaction in
order to explain social
HUMSS_DIS11-IIIh-3

Pagbasa at Pagsusuri ng Iba't Ibang Teksto Tungo sa Pananaliksik subject registered the
highest mean percentage score (MPS) among the six (6) subjects for the second semester
covered in the exit assessment of Sta. Cruz High School. Grade 11 - GAS students garnered
the highest MPS among the grade levels.
GRADE 11 -
GAS
GRADE 11 -
HUMSS
33.50
26.8
40.27
30.42
43.35
42.64
32
28.76
Physical
Science
Practical
Research
1
Filipino sa
Piling
Larangan
Creative
Writing/
Malikhaing
Pagsulat
AVERAGE 30.15 35.35 43 30.38
39.75
31.84
35.80
AVERAGE
40.70
28.10
Reading
and Writing
Skills
34.40
49.40
33.6
Pagbasa at
Pagsusuri ng
Iba't Ibang
Teksto Tungo
sa
Pananaliksik
41.50

Most and Least Learned MELCs in Reading and Writing Skills
G
R
A
D
E
11
MOST
LEARNED
LEAST
LEARNED
G
R
A
D
E
11
1. Compare and contrast patterns of
written texts across
disciplines
written texts across
disciplines
3. Evaluate a written text based on its
properties
(organization, coherence and
cohesion, language use and
mechanics)
1. Identify the unique features of
and
requirements in composing texts that
are
useful across disciplines
a. Book Review
b. Literature review
c. Research proposal
d. Project proposal
e. Position paper
(EN11/12RWS-IVdg-12)
2. Evaluate a written text based on
its
properties (organization, coherence
and
cohesion, language use and
mechanics)
written texts across disciplines

Most and Least Learned MELCs in Pagbasa at Pagsusuri ng Iba’t-Ibang Teksto tungo sa Pananaliksik
G
R
A
D
E
11
MOST
LEARNED
LEAST
LEARNED
G
R
A
D
E
11
1. Naibabahagi ang katangian at
kalikasan ng iba’t ibang tekstong
binasa. F11PS – IIIb – 9
2. Natutukoy ang kahulugan at
katangian ng mahahalagang
salitang ginamit ng iba’t ibang uri
ng tekstong binasa. F11PT – IIIa –
88
katangian ng mahahalagang
salitang ginamit ng iba’t ibang uri
ng tekstong binasa. F11PT – IIIa –
88
katangian ng mahahalagang salitang
ginamit ng iba’t ibang uri ng tekstong
binasa. F11PT – IIIa – 88
2. Nakasusulat ng ilang halimbawa ng
iba’t ibang uri ng teksto. F11PU – IIIb
– 89
3. Nakasusulat ng ilang halimbawa ng
iba’t ibang uri ng teksto. F11PU – IIIb
– 89

Most and Least Learned MELCs in Physical Science
G
R
A
D
E
11
MOST
LEARNED
LEAST
LEARNED
G
R
A
D
E
11
1. Describe the general types of
intermolecular forces
2. Explain the subtle distinction
between Newton’s 1st Law of Motion
(or Law of Inertia) and Galileo’s
assertion that force is not necessary
to sustain horizontal motion
3. Explain the consequences of the
postulates of Special Relativity (e.g.,
relativity of simultaneity, time dilation,
length contraction, mass-energy
equivalence, and cosmic speed limit)
1. Explain various light phenomena such
as:
A. Your reflection on the
concave and convex sides of a spoon
looks different
B. Mirages
C. Light from a red laser
passes more easily though red cellophane
than green cellophane
D. Clothing of certain colors
appear different in artificial light and in
sunlight
E. Haloes, sundogs, primary
rainbows, secondary rainbows, and
supernumerary bows
F. Why clouds are usually
white and rainclouds dark
G. Why the sky is blue and
sunsets are reddish
2. Determine the limiting reactant in a
reaction and calculate the amount of
product formed
3. Explain how special relativity resolved
the conflict between Newtonian mechanics
and Maxwell’s electromagnetic theory

Most and Least Learned MELCs in Practical Research 1
G
R
A
D
E
11
MOST
LEARNED
LEAST
LEARNED
G
R
A
D
E
11
1. Cites related literature using
standard style CS_RS11-IIIf-j-2
2. Writes coherent review of literature
CS_RS11-IIIf-j-4
3. Describes characteristics,
processes, and ethics of research
CS_RS11-IIIa-3
1. Provide examples of research
in areas of interest CS_RS11-
IIIa-5
strengths, weaknesses, and
kinds of qualitative research
CS_RS11-IIIb-1
3. Cites benefits and beneficiaries
of research CS_RS11-IIIc-e-6

Most and Least Learned MELCs in Filipino sa Piling Larangan
G
R
A
D
E
11
MOST
LEARNED
LEAST
LEARNED
G
R
A
D
E
11
1. Naisasagawa nang mataman ang
mga hakbang sa pagsulat ng
piniling akademikong sulatin.
CS_FA11/12PU_Od-f-92
2. Naisasaalang- alang ang etika sa
binubuong sulatin.
CS_FA11/12EP-0p-r-40
3. Naisasaalang- alang ang etika sa
binubuong sulatin.
CS_FA11/12EP-0p-r-40
1. Nakapagsasagawa ng
panimulang pananaliksik
kaugnay ng kahulugan,
kalikasan, at katangian ng iba't
ibang anyo ng sulating
akademiko. CS_FA11/12PB-
0a-c-101 / CS_FA11/12EP-0a-
C-39
2. Nakasusulat ng organisado,
malikhain, at kapanipaniwalang
sulatin.CS_FA11/12PU-0p-r-94
3. Nakikilala ang mga katangian
ng mahusay na sulating
akademiko sa pamamagitan ng
mga binasang halimbawa.
CS_FA11/12PB-0m-0-102

Most and Least Learned MELCs in Creative Writing/Malikhaing Pagsulat
G
R
A
D
E
11
MOST
LEARNED
LEAST
LEARNED
G
R
A
D
E
11
1. Use imagery, diction, figures of
speech, and specific experiences
to evoke meaningful responses
from readers
HUMSS_CW/MP11/12- Ia-b-4
2. Identify the various elements,
techniques, and literary devices in
drama. HUMSS_CW/MPIj-IIc-15
3. Understand intertextuality as a
technique of drama.
HUMSS_CW/MPIj-IIc-16
1. Identify the various elements,
techniques, and literary devices in
specific forms of poetry.
HUMSS_CW/MP11/12cf-6
2. Write journal entries and other
short compositions exploring key
elements of fiction.
HUMSS_CW/MPIg-i-13
3. Use imagery, diction, figures of
speech, and specific experiences
to evoke meaningful responses
from readers.
HUMSS_CW/MP11/12- Ia-b-4

Most and Least Learned MELCs in Creative Writing/Malikhaing Pagsulat
G
R
A
D
E
12
MOST
LEARNED
LEAST
LEARNED
G
R
A
D
E
12
1. Appraise your family
structure and type of care
you give and recieve, which
may help in understanding
yourself better.
2. Discuss understanding of
mental health and
psychological well-being to
identify ways to cope with
stress during adolescence.
3. Discuss an understanding
of teen-age relationships,
including the acceptable
and unacceptable
expressions of attractions
1. express his/her ways of
showing attraction, love,
and commitment; identify
ways to become
responsible in a
relationship.
mental health and
stress during adolescence.
mental health and
stress during adolescence

Most and Least Learned MELCs in Inquiries, Investigations and Immersion
G
R
A
D
E
12
MOST
LEARNED
LEAST
LEARNED
G
R
A
D
E
12
1. Prepares a plan and a focus
on issues and ideas in their
respective field.
2. Describes adequately research
design (either quantitative or
qualitative), data gathering
instrument, sample, data
collection and analysis
procedures.
3. Gathers and analyzes data
with intellectual honesty using
suitable techniques
1. Selects, cites and
synthesizes related
literature uses sources
according to ethical
standards (atleast 4-6 local
and international.
2. Formulates clearly the
statement of research
problem.
3. Describes adequately
research design (either
quantitative or qualitative),
data gathering instrument,
sample, data collection
and analysis.

Most and Least Learned MELCs in Trends, Networks, and Critical Thinking in the 21st Century
G
R
A
D
E
12
MOST
LEARNED
LEAST
LEARNED
G
R
A
D
E
12
1. Demonstrate how thinking processes
are shaped by social relationships
HUMSS_MCT12-IIg-i-5.
2. Identify the significant social roles
students play within the community
by HUMSS_MCT12-IIg-i-6.
3. Explain and demonstrate the benefits
of collaboration and cooperation
HUMSS_MCT12-If-g-4
1. Explain and demonstrate the benefits of
collaboration and cooperation
HUMSS_MCT12-If-g-4.
2. Point out the elements that make up a trend
HUMSS_MCT12- Ia-b-4.
3. Identify the dimensions of technology that are
enabling and inhibiting HUMSS_MCT12-IId-f-
1

Practical Research 2 subject registered the highest mean percentage score (MPS) among the six (6)
subjects for the first semester covered in the exit assessment of Sta. Cruz High School. Grade 12 -
GAS students garnered the highest MPS among the grade levels.
GRADE 12 -
GAS
GRADE 12 -
HUMSS
44.33
35.67
39.67
44.33
84.33
89.67
42.67
43.00
Introduction to
the Philosophy
of the Human
Person
Contemporary
Philippine
Arts from the
Region
Practical
Research 2
Introduction
to the World
and Regions
AVERAGE 40 42 87 42.84
50.4
45.34
47.87
AVERAGE
41.00
31.67
Philippine
Politics and
Governance
36.34
-
27.67
Creative
Non Fiction
27.67

Disciplines and Ideas in the Applied Social Sciences subject registered the highest mean
percentage score (MPS) among the four (4) subjects for the second semester covered in the
exit assessment of Sta. Cruz High School. Grade 12 - GAS students garnered the highest MPS
among the grade levels.
GRADE 12 -
GAS
GRADE 12 -
HUMSS
40.33
35.33
40.67
34
44.33
-
-
39
Personal
Development
Inquiries,
Investigati
ons and
Immersion
Disciplines and
Ideas in the
Applied Social
Sciences
Trends,
Networks, and
Critical Thinking
in the 21st
Century
AVERAGE 37.83 37.34 44.33 39
41.78
35
38.39
AVERAGE
-
31.67
Community
Engagement,
Solidarity, and
Citizenship
31.67

Most and Least Learned MELCs in Contemporary Philippine Arts from the Region
G
R
A
D
E
12
MOST
LEARNED
LEAST
LEARNED
G
R
A
D
E
12
1. Creates the intended final
product using appropriate
materials for the best
possible
outputCAR11/12CAP-0f-h-
17.
2. Discusses various art forms
found in the Philippines
CAR11/12IAC-0b2.
3. Researches on techniques
and performance practices
applied to contemporary.
1. Evaluates contemporary
art forms based on the
elements and
principlesCAR11/12CAP-
0c-e-6.
2. Descr.ibe various
contemporary art forms
and their practices from
the various regions
CAR11/12IAC-0a1.
3. Evaluates contemporary
art forms based on the
elements and
principlesCAR11/12CAP-
0c-e-6

Most and Least Learned MELCs in Practical Research 2
G
R
A
D
E
12
MOST
LEARNED
LEAST
LEARNED
G
R
A
D
E
12
1. Presents and interprets
data in tabular and
graphical forms CS_RS12-
IId-g-2.
strengths, weaknesses, and
kinds of quantitative
research CS_RS12-Ia-c-1.
3. Illustrates and explain
conceptual framework
CS_RS12- If-j-6
1. Formulates
recommendations
CS_RS12- IIh-j-2
2. Chooses appropriate
quantitative research
design CS_RS12-IIa-c-1
3. Plans data collection
procedure CS_RS12-IIa-c-
5

Most and Least Learned MELCs in Introduction to the World and Regions
G
R
A
D
E
12
MOST
LEARNED
LEAST
LEARNED
G
R
A
D
E
12
1. Analyze the brief history, core
teachings, fundamental beliefs,
practices, and related issues of
Mahayana Buddhism.
2. Explain the uniqueness and
similarities of Hinduism, Theravada
Buddhism, and Mahayana.
3. Analyze the interconnectedness of
geography, culture and religions
1. Analyze the brief history, core
teachings, fundamental beliefs,
practices, and related issues of
Mahayana Buddhism.
2. Differentiate the concept,
elements and characteristics of
belief system, worldview,
religion,and spirituality.
3. Explain the uniqueness and
similarities of Hinduism,
Theravada Buddhism, and
Mahayana

Most and Least Learned MELCs in Philippine Politics and Governance
G
R
A
D
E
12
MOST
LEARNED
LEAST
LEARNED
G
R
A
D
E
12
1. Explain the concept,
relationship and importance
of politics, governance, and
government
HUMSS_PG12-Ia-1.
2. Explain issues and
programs related to political
engagement and youth
empowerment.
HUMSS_PG12-IId-15
3. Explain issues and
programs related to political
engagement and youth
empowerment.
HUMSS_PG12-IId-15
1. Analyze the relationship
among nations and states
in the context of
globalization.
HUMSS_PG12-Ie-17.
2. Explain the concept, role,
and contributions of civil
society societies and
social movements to
Philippine democracy
HUMSS_PG12-IIe-10.
3. Explain the concept, role,
and contributions of civil
society societies and
social movements to
Philippine democracy
HUMSS_PG12-IIe-10

Most and Least Learned MELCs in Creative Non Fiction
G
R
A
D
E
12
MOST
LEARNED
LEAST
LEARNED
G
R
A
D
E
12
1. Evaluate other’s draft based
on:1. clarity of idea 2.
appropriate choice of literary
element 3. appropriate use of
the element 4. effective
combination of the idea and
the chosen literary element.
HUMSS_CNF11/12-Ie-f-11.
2. Analyze the theme and
techniques used in a particular
text. HUMSS_CNF11/12-Ia-3.
3. Present a commentary/critique
on a chosen creative
nonfictional text type or form
(Biography/Autobiography,Liter
ary Journalism/ Reportage,
Personal Narratives,
Travelogue, Reflection Essay,
True Narratives, Blogs,
Testimonies, Other Forms)
HUMSS_CNF11/12-IIb-c-17
1. Analyze factual/nonfictional
elements (Plot, Characters,
Characterization, Point of View,
Angle, Setting and Atmosphere,
Symbols and Symbolisms, Irony,
Figures of speech, Dialogue,
Scene, Other elements and
Devices) in the texts.
HUMSS_CNF11/12-Ie-f-10.
2. Revise the draft based on
desirable qualities of well-written
creative nonfiction
HUMSS_CNF11/12-IIg-j-21.
3. Analyze factual/nonfictional
elements (Plot, Characters,
Characterization, Point of View,
Angle, Setting and Atmosphere,
Symbols and Symbolisms, Irony,
Figures of speech, Dialogue,
Scene, Other elements and
Devices) in the texts.
HUMSS_CNF11/12-Ie-f-10

Learning Delivery Modalities Implemented
There is only one learning modality offered at Sta. Cruz High
School. The school offered the pure modular scheme because many
students do not have access to the internet based on our survey before
the start of the school year.

Tracer Report on Exits of Senior High School Graduates
(2018-19, 2019-20, 2020-21)
2018-2019
2019-2020
2020-2021
0
10
20
30
2018-2019 2019-2020 2020-2021

(2018-19, 2019-20, 2020-21)
SUMMARY
EXITS SY 2018-2019 SY 2019-2020 SY 2020-2021 TOTAL AVERAGE
GRADUATE % GRADUATE % GRADUATE %
Higher Education 11 22.92 17 36.96 12 38.71 40 32
Employed 8 16.67 12 26.09 9 29.03 29 23.20
Entrepreneur 2.08 0 0 2 6.67 3 2.40
Middle Skills 1 2.08 0 0 0 0 1 0.80
Not in Any Exit 27 56.25 17 36.96 8 25.81 52 41.60
TOTAL: 48 46 31 125

(2018-19, 2019-20, 2020-21)
32% 23.20% 0.80% 2.40% 41.60%
The Tracer Report on Exits of Senior High School Graduates signifies that Not In Any Exits
garnered the highest percentage. It simply means that many students with 41.60% are still
undecided about what career to take. In contrast, Higher Education (32%) and Employed
(23.20%) are next in percentage rank.

KEY CHALLENGES
PILLAR 1
Mechanism on the proper implementation
of Learning Delivery Modalities
Proficiency Levels)
-Numeracy skills in Mathematics (Key Stages 3-4)
Focus Group Discussion, Online
‘Kumustahan’
PAN Results
CHALLENGES BASES

KEY CHALLENGES
PILLAR 1
Content Mastery Reports on most and least learned MELCs
CHALLENGES BASES
Curriculum Exits of SHS Graduates Tracer Study results

● Implement the blended learning
delivery modality with clear
mechanism and policy guidelines
(class program, teachers’ load,
learning resources, and
technology)
● Implement Accelerated Learning
and Enrichment of Instructional
Delivery through:
a. Content Enhancement
b. Remediation Program
c. Reinforcement Program
1. Adopt blended
learning delivery
modality
INTERVENTIONS
STRATEGIES MAJOR OUTPUTS
➢ Blended learning delivery
modality implemented
➢ Condensed Budget of
Work
➢ Class and Teachers’
Programs for blended
learning
➢ Standard Weekly Learning
Plans
➢ Maximized utilization of
Learning Resources and
Modalities
➢ Contextualized learning
delivery in all learning
areas
GOAL
Ensure inclusive and equitable quality education for all learners in every key stage, through literacy,
numeracy, and science skills recovery in Key Stages 3 and 4.
STRATEGIC DIRECTIONS

● Strengthen the implementation of Project MICHAEL
through:
a. Review of the program implementation guidelines;
b. Establishment of learners’ numeracy profile;
c. Departmentalization for Mathematics in Key Stages 3
and 4
d. Profiling of Mathematics teachers (trainings on teaching
math)
e. Recapacitation of Key Stages 3 to 4 Mathematics
teachers;
f. Reassessment of the Mathematics learning materials.
g. Monitoring and evaluation of Project MICHAEL and
h. Assessment of program outcomes and preparation of
policy recommendation
i. Localized policy on tenure and grade/advisory
assignment of Mathematics teachers (to be assigned to
Grade 8 Advisers)
j. Provision of professional opportunities and Recognition
of Mathematics Teachers
2. Intensify
Project MICHAEL
1. Quarterly Progress Reports on the
following:
-Learners’ Numeracy Profile
-Assessment Results
- Implementation of Project
MICHAEL
2. Profile of Mathematics Teachers
3. Trainings for Mathematics
Teachers
4. Quality-assured contextualized
Mathematics learning materials
5. Localized and contextualized
policies on Mathematics Teachers
and implementation of Project
MICHAEL
INTERVENTIONS
GOAL

1. Formulate guidelines in the preparation of
departmentalized assessment tools;
2. Develop departmentalized assessment tools;
3. Establishment of the Computer-Based
Assessment;
4. Utilization of departmentalized assessment tools;
5. Intensification of data collection and monitoring
process on learners’ learning status.
6. Research implementation on the effect of
departmentalized assessment tools on academic
performance.
3. Strengthen the
classroom and
performance-
based
assessment
practices.
Departmentalized
Assessment Tools
Computer-Based
Assessment
INTERVENTIONS
GOAL

1. Review of the Career Guidance Program
implementation guidelines
2. Profiling of learners’ preferred curriculum
exits
3. Provision of concrete assistance to
graduating students in their chosen
curriculum exit (i.e. admission and
scholarship for college students; employment
referrals to partners and stakeholders;
referral to partners and stakeholders for
provision of capital/entrepreneurial
opportunities
4. Strengthen the
Career Guidance
Program (CGP)
highlighting the
curriculum exits
1. Enhanced program
implementation of the
CGP
2. Learners’ Profile on
Preferred Curriculum
Exits
3. Relevant assistance to
SHS graduates
INTERVENTIONS
GOAL

Implementation Plan

73

1. Adopt blended
learning delivery
modality
CID and SGOD
Implement the
blended learning
delivery modality with
clear mechanism and
policy guidelines
(class program,
teachers’ load,
learning resources,
and technology)
1. Conduct a survey
for students about
blended learning
modality.
School Head and
Teachers
PILLAR 1
Goal: Ensure inclusive and equitable quality education for all learners in every key stage, through
literacy, numeracy, and science skills recovery in Stages 3 and 4.
Strategies
Functional Division-in-Charge
Interventions Critical Actions
(Activities)
Responsible /
Accountable Unit
Time Frame
Estimated Budget Budget Source
2022
1st week
of May
2022
2023
2 months
before
the
opening
of
classes
2024
2 months
before
the
opening
of
classes

1. Adopt blended
learning delivery
modality
CID and SGOD
Implement the
blended learning
clear mechanism and
policy guidelines
(class program,
teachers’ load,
learning resources,
and technology)
2. Assess teachers’
competencies on
the proper and
effective utilization
of blended learning.
School Head and
Teachers
PILLAR 1
Strategies
(Activities)
Responsible /
Accountable Unit
Time Frame
2022
1st week
of May
2022
2023
2 months
before
the
opening
of
classes
2024
2 months
before
the
opening
of
classes

1. Adopt blended
learning delivery
modality
CID and SGOD
Implement the
blended learning
clear mechanism and
policy guidelines
(class program,
teachers’ load,
learning resources,
and technology)
3. Capacitate
teachers on the
proper
implementation of
blended learning.
School Head and
Teachers
PILLAR 1
Strategies
(Activities)
Responsible /
Accountable Unit
Time Frame
2022
1st week
of May
2022
2023
2 months
before
the
opening
of
classes
2024
2 months
before
the
opening
of
classes

1. Adopt blended
learning delivery
modality
CID and SGOD
Enrichment of
Instructional
Delivery through:
a. Content
enhancement
b. Remediation
program
c. Reinforcement
program
4. Identify the least
and most mastered
MELCs across
learning areas
through item
analysis.
Subject teachers
P 200,000.00 Division MOOE
PILLAR 1
Strategies
(Activities)
Responsible /
Accountable Unit
Time Frame
2022
2nd week
of May
2022
2023
4th
quarter
2024
4th
quarter

1. Adopt blended
learning delivery
modality
CID and SGOD
Enrichment of
Instructional
Delivery through:
a. Content
enhancement
b. Remediation
program
c. Reinforcement
program
5. Unpack identified
least mastered
skills.
Subject teachers
PILLAR 1
Strategies
(Activities)
Responsible /
Accountable Unit
Time Frame
2022
3rd week
of May
2022
2023
1st month
of long
vacation
2024
1st month
of long
vacation

1. Adopt blended
learning delivery
modality
CID and SGOD
Enrichment of
Instructional
Delivery through:
a. Content
enhancement
b. Remediation
program
c. Reinforcement
program
6. Plan the
integration of
reading, writing,
numeracy and
scientific skills in
teaching-learning
process across
learning areas.
Subject teachers
PILLAR 1
Strategies
(Activities)
Responsible /
Accountable Unit
Time Frame
2022
4th week
of May
2022
2023
1st month
of long
vacation
2024
1st month
of long
vacation

2. Intensify Project
MICHAEL
1. Strengthen the
implementation of
Project MICHAEL
a. Review the
guidelines of the
program
implementation.
1. Collaborate with
the School Head,
Math coordinator,
and Math teachers
on the review of
guidelines for the
PAN program
implementation.
School Head, Math
coordinator, and
Math teachers
PILLAR 1
Strategies
(Activities)
Responsible /
Accountable Unit
Time Frame
2022
1st week
of May
2022
2023
2 months
before
the
opening
of
classes
2024
2 months
before
the
opening
of
classes

MICHAEL
1. Strengthen the
implementation of
Project All
Numerates
a. Review the
guidelines of the
program
implementation.
2. Identify teaching
strategies to
reinforce the
school-based
numeracy program.
Math teachers
PILLAR 1
Strategies
(Activities)
Responsible /
Accountable Unit
Time Frame
2022
1st week
of May
2022
2023
2 months
before
the
opening
of
classes
2024
2 months
before
the
opening
of
classes

MICHAEL
b. Establish
learners’ numeracy
profile.
Gather, validate
and analyze the
learners’ numeracy
skills profile.
Math teachers
PILLAR 1
Strategies
(Activities)
Responsible /
Accountable Unit
Time Frame
2022
1st week
of May
2022
2023
1st
quarter
4th
quarter
2024
1st
quarter
4th
quarter

MICHAEL
c. Re-capacitate
Key Stages 3 to 4
Mathematics
teachers.
1. Conduct
capacity-building
activities on
supervisory and
pedagogical
approaches.
2. Conduct
capacity-building
activities on
pedagogical
approaches on the
development of
numeracy skills.
School Head and
Math teachers
P200,000 / P200,000 Division MOOE
PILLAR 1
Strategies
(Activities)
Responsible /
Accountable Unit
Time Frame
2022
July 2022
July 2022
2023
1st month
of long
vacation
1st month
of long
vacation
2024
1st month
of long
vacation
1st month
of long
vacation

MICHAEL
d. Re-evaluate the
Mathematics locally
produced
instructional
materials.
1. Conduct re-
evaluation and
validation of locally
produced IMs in
Mathematics as to
its target skills,
content, activities
and assessment.
LRMDS
Coordinator, SQAT
Team, School
Head, and Math
teachers.
PILLAR 1
Strategies
(Activities)
Responsible /
Accountable Unit
Time Frame
2022
1st of
May
2022
2nd week
of May
2022
2023
1st month
of long
vacation
1st month
of long
vacation
2024
1st month
of long
vacation
1st month
of long
vacation

MICHAEL
e. Implement the
Project MICHAEL. 1. Implement the
PAN program.
School Head and
Math teachers
PILLAR 1
Strategies
(Activities)
Responsible /
Accountable Unit
Time Frame
2022
May –
July 2022
2023
Year
round
2024
Year
round

MICHAEL
CID and SGOD
f. Monitor and
evaluate outcome. 1. Conduct
interfacing activities
with the School-
M&E on the
development of the
M&E tool.
2. Evaluate,
validate and revise
the developed M&E
tool.
School Head and
School-M&E
PILLAR 1
Strategies
(Activities)
Responsible /
Accountable Unit
Time Frame
2022
1st week
of May
2022
2nd week
of May
2022
2023
1st month
of long
vacation
1st month
of long
vacation
2024
1st month
of long
vacation
1st month
of long
vacation

MICHAEL
CID and SGOD
f. Monitor and
evaluate outcome. 3. Conduct
monitoring and
evaluation.
4. Interpret and
analyze the result of
M&E.
School Head &
School-M&E
PILLAR 1
Strategies
(Activities)
Responsible /
Accountable Unit
Time Frame
2022
May –
July 2022
End of
every
month
2023
Year
round
End of
every
month
2024
Year
round
End of
every
month

MICHAEL
CID and SGOD
f. Monitor and
evaluate outcome. 5. Prepare the
appropriate and
necessary
enhancement
activities across
learning areas
through:
- conduct Action
Research
- Innovation in
Education
School Head and
Math teachers
PILLAR 1
Strategies
(Activities)
Responsible /
Accountable Unit
Time Frame
2022
May-July
2022
2023
Year
round
2024
Year
round

3. Strengthen the
classroom and
performance- based
assessment
practices.
CID
Intensify the
practices on
classroom and
performance-based
assessment.
1. Conduct
assessment of:
- teachers’
competencies in the
preparation of
learners’
assessment based
on the standard;
School Head
PILLAR 1
Strategies
(Activities)
Responsible /
Accountable Unit
Time Frame
2022
2nd week
of May,
2022
2023
Last
week of
every
quarter
2024
Last
week of
every
quarter

3. Strengthen the
classroom and
performance- based
assessment
practices.
CID
Intensify the
practices on
classroom and
performance-based
assessment.
1. Conduct
assessment of:
- validity and
reliability of
available learners’
assessment tools;
School Head and
School-M&E
PILLAR 1
Strategies
(Activities)
Responsible /
Accountable Unit
Time Frame
2022
2nd week
of May
2022
2023
Last
week of
every
quarter
2024
Last
week of
every
quarter

3. Strengthen the
classroom and
performance- based
assessment
practices.
CID
Intensify the
practices on
classroom and
performance-based
assessment.
1. Conduct
assessment of:
- assess the learners’
competencies on the
utilization of different
learning assessment
tools such as written
task, performance-
based assessment
and computer-based
assessment (CBA).
Subject teachers
PILLAR 1
Strategies
(Activities)
Responsible /
Accountable Unit
Time Frame
2022
2nd week
of May
2022
2023
Last
week of
every
quarter
2024
Last
week of
every
quarter

3. Strengthen the
classroom and
performance- based
assessment
practices.
CID
Intensify the
practices on
classroom and
performance-based
assessment.
2. Conduct training-
write shop on the
preparation of
departmentalized-
assessment tools.
-evaluate, validate,
conduct field testing
and do necessary
revision
School Head
PILLAR 1
Strategies
(Activities)
Responsible /
Accountable Unit
Time Frame
2022
1st week
of August
2022
2nd week
of August
2022
2023
2nd
month of
long
vacation
2nd
month of
long
vacation
2024
2nd
month of
long
vacation
2nd
month of
long
vacation

3. Strengthen the
classroom and
performance- based
assessment
practices.
CID
Intensify the
practices on
classroom and
performance-based
assessment.
3. Provide activities
to expose the
learners in different
types of
assessment such
as written,
performance-based
and computer-
based assessment.
Subject teachers
PILLAR 1
Strategies
(Activities)
Responsible /
Accountable Unit
Time Frame
2022
May –
July 2022
2023
Year
Round
2024
Year
Round

3. Strengthen the
classroom and
performance- based
assessment
practices.
CID
Intensify the
practices on
classroom and
performance-based
assessment.
4. Evaluate the
learners’ progress
based on DepEd
standard.
School Head and
School-M&E
PILLAR 1
Strategies
(Activities)
Responsible /
Accountable Unit
Time Frame
2022
July 2022
2023
Last
week of
every
quarter
2024
Last
week of
every
quarter

4. Strengthen the
Career Guidance
Program (CGP)
highlighting the
curriculum exits
CID
Collaborate with the
Guidance counselor
and Guidance
advocate on the
review of guidelines
for the Career
Guidance Program.
School Head and
Guidance
counselor/Guidance
advocate
PILLAR 1
Strategies
(Activities)
Responsible /
Accountable Unit
Time Frame
2022
July 2022
2023
Last
week of
every
quarter
2024
Last
week of
every
quarter
Review of the
Career Guidance
Program
implementation
guidelines

4. Strengthen the
Career Guidance
Program (CGP)
highlighting the
curriculum exits
CID
Conduct a survey
on learners on their
preferred curriculum
exits.
School Head and
Guidance
counselor/Guidance
advocate
PILLAR 1
Strategies
(Activities)
Responsible /
Accountable Unit
Time Frame
2022
July 2022
2023
Last
week of
every
quarter
2024
Last
week of
every
quarter
Profiling of
learners’ preferred
curriculum exits

4. Strengthen the
Career Guidance
Program (CGP)
highlighting the
curriculum exits
CID
Organize a career
fair for graduating
students planning to
work after their
senior high school.
School Head ,
Guidance
counselor/Guidance
advocate, and
Adviser.
PILLAR 1
Strategies
(Activities)
Responsible /
Accountable Unit
Time Frame
2022
July 2022
2023
Last
week of
every
quarter
2024
Last
week of
every
quarter
Provision of concrete
assistance to graduating
students in their chosen
curriculum exit (i.e.
admission and scholarship
for college students;
employment referrals to
partners and stakeholders;
referral to partners and
stakeholders for provision
of capital/entrepreneurial
opportunities

4. Strengthen the
Career Guidance
Program (CGP)
highlighting the
curriculum exits
CID
Conduct career
symposium to
assist the learners
in their chosen field.
School Head ,
Guidance
counselor/Guidance
advocate, and
Adviser.
PILLAR 1
Strategies
(Activities)
Responsible /
Accountable Unit
Time Frame
2022
July 2022
2023
Last
week of
every
quarter
2024
Last
week of
every
quarter
Provision of concrete
assistance to graduating
students in their chosen
curriculum exit (i.e.
admission and scholarship
for college students;
employment referrals to
partners and stakeholders;
referral to partners and
stakeholders for provision
of capital/entrepreneurial
opportunities

99

100
3
2
1 Gender Disparity on Learners
4
Access, Equity and
Inclusion in Education
Inventory of Learning Resources
Inventory of Classrooms, Seats and
Textbooks
Inventory of Teachers, School Heads
and other Personnel
5 Identified Needs based on Inventory

Gender Disparity on Learners
Learners’ gender parity index
reveals male domination in all levels of
basic education .
.92
JUNIOR HIGH
.88
SENIOR HIGH
Gender Parity Index
JUNIOR HS
FEMALE
595
82
546
72
1,141
154
TOTAL
SENIOR HS
MALE

Inventory of Teachers and other Personnel
28
28
33
TOTAL
1
1
1
Non-Teaching
0
0
5
Teacher III
2
2
2
Teacher II
24
24
24
Teacher I
1
1
1
Head
Teacher - I
2019
2020
2021

Teacher-Student Ratio
1:31
1:57
0
JHS
SHS
1:56
1:22
4
27 27 32
ELEM 0
0
25
2
0
2
25
2
30
0
0
0
0

Inventory of Classrooms
0 15 2
2
3
0
1:67
1:51
0
0
0
0
0
15
17

Inventory of Seats
0
0
0
745
745
745
100
100
100
0
1:2 350
54
0
1:2

Inventory of Available SLMs from the Central Office
SY 2021-2022
The ratio of SLMs for Grade 7 is 1:7 per quarter, 1:6 for the Grade 8. For the Grade 9, the ratio is 1:3 and 1:4 per quarter for
the Grade 10.
0 0 0
0 0
8391 pupils
287 copies
1:7 ratio
4151 pupils
274 copies
1:4 ratio
0 0
7255 pupils
289 copies
1:6 ratio
0
0
3195 pupils
291 copies
1:3 ratio

Inventory of Available Locally-Produced SLMs per Quarter
SY 2021-2022
For the locally produced SLMs, there is a ratio of 1:6 for the Grade 7, 1:7 for the Grade 8, 1:8 for the Grade
9, and 1:7 for the Grade 10. While in the SHS, the ratio is 1:17 per Quarter.
0 0 0
0
0
0
0
7106 pupils
289 copies
1:6 ratio
7542 pupils
291 copies
1:7 ratio
8040 pupils
274 copies
1:8 ratio
11055 pupils
154 copies
1:17 ratio

Inventory of Available Gadgets
SY 2021-2022
Device No. of Units DCP DOST DICT Donations
Division
Procured
Desktop 0 0 0 80 0 0
Desktop Virtual
Terminal 0 0 0 0 0
0
Laptop 0 0 0 0 4 0
Chromebooks 0 0 0 0 0 0
Tablets 0 0 0 0 0 0
TOTAL 0 0 0 80 4 0

Vaccination Status of Learners and
Personnel in all School Sectors
109
109
Participating Learners in Limited
Face-to-Face
8
SAT-Compliant Schools with Non-
Participating Grade Levels
7
6

SSAT Compliant / Number of STUDENTS Participating in F2F Classes (SCHS)
Grade Level Number of Students participating in F2F
Classes
7 72
8 83
9 57
10 65
11 and 12 37

Vaccination Status of Teachers and Personnel in SCHS
All teachers and non-teaching
are fully vaccinated (35/35
teaching and non-teaching)
Vaccinated vs. Unvaccinated
100%

Vaccination Status Among Learners
Out of 1295 learners aged 12-18
years old, 705 were vaccinated and
590 were unvaccinated.
It is a joint effort of the school and
local government to continuously
promote the vaccination campaigns. The
conduct of school-based immunization is
a collective effort to expand the
vaccination program among learners.
12- 18 YRS. OLD
705
vaccinated
45.56%

KEY CHALLENGES
PILLAR 2
CHALLENGES BASES
- Lack of crucial resources (Chairs, Classrooms,
Gadgets)
- Ratio of Teaching Personnel to students
- Participation of Students in the F to F Classes
- Number of Unvaccinated Learners,
- Feeding Program
- Data on Inventory
- List of teaching personnel & number of students
- Number of students whose parents are willing to
attend f2f classes together with their Waivers
- Data on Vaccinated Status of Students
- Data on Feeding Program

Request to allocate budget for crucial
resources needed
Hire additional Teaching Personnel.
1. Communicate to
the Higher
Authorities or to the
Division Office
about the shortage
of crucial resources
2. Request budget
for additional
teaching personnel
Constructions of classrooms &
Donations of Chairs
Teacher-Students ratio will be
equally distributed.
INTERVENTIONS
Ensure access, equity and inclusion in education through support to the learning
environment of school-aged population through the implementation of programs,
projects and activities in Key Stages 3 to 4.
GOAL

Conduct Seminars for Stakeholders
regarding f2f classes
House to house campaign (can be part
of brigada eskwela campaign for SY
2022-23)
Conduct Seminars for Stakeholders &
students regarding Vaccination
House to house campaign (can be part
of brigada eskwela campaign for SY
2022-23)
3. Encourage
Parents/Stakeholde
rs to allow their
children to
participate in F2F
classes.
4. Encourage
Parents/Students to
get vaccinated
Participation of 95-100% of
enrolled students/learners in
F2F classes.
Number of Vaccination Status
will rise up to 95%-100%
INTERVENTIONS
GOAL

Intensify the delivery of school health
services through active and
participative involvement of school
health personnel.
5. Resume delivery
of school health
services after
pandemic period,
and strengthen the
implementation of
the School-Based
Feeding program.
Basic health services are
provided to learners,
teachers and personnel
towards attainment of
optimum health.
INTERVENTIONS
GOAL

Implementation Plan

118

1. Communicate to
the Higher
Authorities or to the
Division Office
about the shortage
of crucial resources
SGOD / CID
Approval of
Request from
Higher authorities
Divisions Office,
Regional Office
-
PILLAR 2
Goal: Ensure access, equity and inclusion in education through support to the learning
environment of school-aged population through the implementation of programs, projects and
activities in Key Stages 3 and 4.
Strategies
(Activities)
Responsible /
Accountable Unit
Time Frame
2022 2023 2024
Request to
allocate budget
for crucial
resources
needed.

2. Request budget
for additional
teaching personnel
SGOD / CID
Accept Applicants
during the Hiring of
Teaching Personnel
for each SY.
Divisions office
-
PILLAR 2
Strategies
(Activities)
Responsible /
Accountable Unit
Time Frame
2022 2023 2024
Hire Additional
Teaching
personnels.

3. Encourage
Parents/Stakeholde
rs to allow their
children to
participate in F2F
classes.
.Conduct of planning
conference among
teaching personnels
and distribute tasks for
the conduct and
implementation of
seminars & campaign
for F2F classes.
Conduct awareness
campaign on
implementation of f2f
classes
School Head ,
Teaching and Non-
Teaching
Personnels
MOOE/LGU
PILLAR 2
Strategies
(Activities)
Responsible /
Accountable Unit
Time Frame
2022 2023 2024
Conduct Seminars for
Stakeholders
regarding f2f classes
House to house
campaign (can be
part of brigada
eskwela campaign for
SY 2022-23)

4. Encourage
Parents/Students to
get vaccinated
122
Conduct Seminars for
Stakeholders &
students regarding
Vaccination
House to house
campaign (can be part
of brigada eskwela
campaign for SY 2022-
23)
.Conduct of planning
conference among
teaching personnels
and distribute tasks for
the conduct and
implementation of
seminars & campaign
about Vaccinations.
Conduct awareness
campaign of Covid
Vaccination
School Health
Section, school
Head, Teaching
and Non-Teaching
Personnel
School MOOE and local fund
PILLAR 2
Strategies
(Activities)
Responsible /
Accountable Unit
Time Frame
2022
2023 2024

5. Resumption of
delivery of school
health services after
pandemic period and
strengthen the
implementation of the
School-Based Feeding
program.
123
SGOD
Intensify the delivery of
school health services
through active and
participative
involvement of school
health personnel and
support of school
administrators and
personnel for
implementation of
health programs.
1.Conduct of planning
conference among the
school health personnel
and development of
implementation plan for
health programs to be
implemented school.
2. nutritional status
identification among
learners (baseline and
endline) for program
implementation.
3. Implementation of
School-Based Feeding
Program for Kindergarten
and Grade 7 to Grade 12
Learners to improve their
health nutritional status
School Health
Section
12000 Division INSET Fund
PILLAR 2
Strategies
(Activities)
Responsible /
Accountable Unit
Time Frame
2022 2023 2024

124
Quality of Teachers, School
Heads and Supervisors

125
Capacity-Building Activities
Conducted/to be Conducted
3
Number of Personnel Trained
(Teaching, Teaching-Related, Non-
Teaching)
2
1
Profiling of Teachers
(Career Stage based on PPST)
4
Other Pertinent Data under

Career Stages of Teachers
Baseline Data Career Stage 1 Career Stage 2 Career Stage 3 Career Stage 4
SY 2019-2020
718 13131 823 0
SY 2020-2021
301 14343 723 392
Majority of the teachers are in Career Stage 2, there is a need
for the provision of professional development trainings for them to
acquire the needed competencies prescribed in the Philippine
Professional Standards for Teachers( PPST).
O %
O %
O %
O %
O %
O %
100 %
100%

Capacity-Building Activities Conducted
12
8
1
1
O
1
1 - INSET
8
1
1
1
1
1 - RPMS-PPSTCVCV
1 - OPCRF
14
1 – Review and Planning
1 – Review and Planning

Number of Trainings for Teachers per PPST Domain
Table 1
2019 2020 2021
2019 - 8(53.33 %) 1(6.67%) 0 (0%) 0(0%) 2(13.33%) 1(6.67%) 3 (20%)
2020 - 8(61.54 %) 1(7.69%) 0 (0%) 0(0%) 0(0%) 1(7.69%) 3 (23.08%)
2021 - 8(57.14 %) 1(7.14%) 0 (0%) 1(7.14%) 2(14.29%) 1(7.14%) 1 (7.14%)

Number of Trainings for School Heads per PPSSH Domain
Table 2
2019 - 3(42.86 %) 2(28.57%) 1(14.29%) 1(14.29%) 0(0%)
2020 - 2(28.57 %) 2(28.57%) 2(28.57%) 0(0%) 1(14.29%)
2021 - 1(16.67 %) 3(50.00%) 2(33.33%) 0(0%) 0(0%)

Assessment of Professional Development for Teachers Based on PPST, IPCRF, & e-SAT
Table 3
Domain 1: Content
Knowledge and Pedagogy
Domain 2: Learning Environment
Domain 3: Diversity of Learners
34.41% 32.12%
32.48%
32.57% 33.57%
33.86%
31.22 %
33.38 %
35.40%
34.41% -Applied knowledge & content
within across curriculum teaching areas
32.12%-Applied a range of teaching
strategies to develop critical and creative
thinking as well as other higher-order
thinking skills
32.48% Ensured the positive use of
ICT to facilitate the teaching & learning
process
32.57%-Used differentiated developmentally
appropriate learning experiences to address
learners’ gender, needs, strength, interests &
experiences
33.57%-Mabehavior or constructively by
applying positive naged leaner & non-violent
discipline to ensure learning focused environment
33.86%-Managed classroom structure to
engage learners, individually or in groups in
meaningful exploration, discovery & hands-on
activities within a range of physical
31.22 %-Used strategies for providing timely
accurate & constructive feedback to improve learner
performance
33.38 %- Established a learner centered culture by
using teaching strategies that respond to their linguistic,
cultural, socio economic & religious backgrounds
35.40%- Planned & delivered teaching strategies
that are responsive to the special educational needs of
learner

Table 4
Domain 4: Curriculum and Planning Domain 5: Assessment and Reporting
51.03%
48.97%
35.71% 32.57%
31.71%
48.97%- Set achievable & appropriate learning
outcomes that are aligned with learning competencies
51.03%- Selected, developed, organized & used
appropriate teaching & learning resources, including ICT to
address learning goals.
32.57%- Communicated promptly & clearly the learners’
needs, progress and achievements to key stakeholders including
parents/guardians.
35.71%- Designed selected, organized and used
diagnostic, formative & summative assessment strategies
consistent with curriculum requirements.
31.71%-Monitored and evaluated learners progress and
achievement using learner attainment data

Table 5
Domain 6: Community Linkages
and Professional Engagement
Domain 7: Personal Growth and
Professional Development
34.43%
33.53%
32.04%
32.04%-Developed a personal
improvement plan based on reflection of one’s
practice and on going process
33.53%- participated in professional networks
to share knowledge to enhance practice.
34.43%-Built relationships with parents/guardians
and the wider school community to facilitate involvement
in the educative process.
100%
100% Performed various related
works/activities that contribute to
teaching-learning process.

Assessment of Professional Development for School Heads Based on PPSSH & OPCRF
Table 6
Domain 1: Leading
Strategically
Domain 2: Managing School
Operations and Resources
Domain 3: Focusing on
Teaching and Learning

Assessment of Professional Development for School Heads Based on PPSSH & OPCRF
Table 7
Domain 4: Developing Self and Others Domain 6: Community Linkages and Professional
Engagement

TEACHERS WHO ATTENDED THE EARLY LANGUAGE LITERACY AND NUMERACY (ELLN)
Table 7
Domain 4: Developing Self and Others Domain 6: Community Linkages and Professional
Engagement

KEY CHALLENGES
PILLAR 3
CHALLENGES BASES
- Performance of Teachers
- PPST Domains Targeted Aligned
with Teachers’ Needs
- PPSSH Domains Targeted based
on School Heads’ Needs
- Number and Type of Trainings
Conducted
- IPCRF Rating
- E-SAT
- Database of Trainings
Conducted

Conduct capacity-building
activities/trainings on different
learning areas IPCRF, ICT and
INSET
Provide
teachers with
different
competencies
that will help
them improve
some of
learning
process’ issues
and concerns.
Teachers with
improved insights and
competencies on
pedagogical and
content as part of the
learning process.
INTERVENTIONS
Develop and enhance the competencies and commitment of teaching, teaching-
related and non-teaching personnel through competency-based and apposite
trainings for quality performance in Career Stages 1 to 4.
GOAL

Conduct NEAP-accredited
trainings on managing school
operations and resources, and
focusing on teaching and
learning.
2. Intensify the
school heads
competencies on
the following:
a. Managing
school
operations
and resources
b. Focusing on
teaching and
learning
School heads with
improved
competencies on
managing school
operations and
resources, and
focusing on teaching
and learning
INTERVENTIONS
Develop and enhance the competencies and commitment of teaching, teaching-
related and non-teaching personnel through competency-based and apposite
trainings for quality performance in Career Stages 1 to 4.
GOAL

Implementation Plan

140
same na lang po
sa lahat :)

Provide and train
the teachers with
different
competencies that
will help them
improve some of
learning process,
issues and
concerns
CID & SGOD
Conduct capacity
building
activities/trainings on
different learning
areas, IPCRF, ICT,
INSET and others.
Capacitate teachers
on the Pedagogical
approaches on the
development of
literacy, numeracy
and scientific skills.
-School Head
-Grade Level
Coordinator
-Subject
Coordinator
-Teacher
HRTD FUND
PILLAR 3
Goal: Develop and enhance the competencies and commitment of teaching, teaching-related and
non-teaching personnel through competency-based and apposite trainings for quality performance in
Career Stages 1 to 4.
Strategies
(Activities)
Responsible /
Accountable Unit
Time Frame
2022
Year
Round
2023
Year
Round
2024
Year
Round

2. Intensify the
school heads
competencies on the
following:
a. Managing
school
operations and
resources
b. Focusing on
teaching and
learning
CID & SGOD
Conduct NEAP
accredited trainings
on managing school
operations and
resources, and
focusing on
teaching and
learning.
Capacitate school
heads on the
managing school
operations and
resources, and
focusing on
teaching and
learning
Sta. Cruz High
School - DepEd
Bulacan
HRTD FUND
PILLAR 3
Goal: Develop and enhance the competencies and commitment of teaching, teaching-related and
non-teaching personnel through competency-based and apposite trainings for quality performance in
Career Stages 1 to 4.
Strategies
(Activities)
Responsible /
Accountable Unit
Time Frame
2022
A month
before
the start
of the
calendar
year
2023
A month
before
the start
of the
calendar
year
2024
A month
before
the start
of the
calendar
year

143
Responsive Engagement
for Education

Summary of Donations/Grants
and Corresponding Beneficiaries
2
Existing Partnerships
and Collaboration
1
Responsive Engagement for
Education

4 3 2
145
PARTNERSHIP and COLLABORATION
TOTAL
2019 2020 2021
0 0 0
0 0 0
5 4 2
9 7 4
There were two major partners who continuously support Sta. Cruz
High School for the last three years and they were from local Government
sectors and Private/External Partners . There is a need to engage more
government agencies on National and Provincial sectors for continued
commitment to increase support in education.
➢ Provincial Government
➢ National Gov’t Agencies
➢ Private/External Partners
➢ Local Gov’t Units

Compared to 2020, during the height of the
pandemic in which an obvious downward margin was
created.
For the last three years, there has been some significant changes
when it comes to the generation of resources in the implementation of the
Brigada Eskwela.
In 2019, since this was before the onset of the
pandemic, as expected, there were so many donations
acquired and received by our schools from our various
education partners.
In 2021, gradually, an increase in the total
accumulated donations was observed due to some
improvements in the situation.
GENRATED RESOURCES
IN BRIGADA ESKWELA (in peso)
S.Y. 2019-2021
218,730
54,900
110,364
2019 2020 2021

KEY CHALLENGES
PILLAR 4
CHALLENGES BASES
- Sustainability of Stakeholders’
Engagement in Learning Support
- Regular Assistance/Consultation of
Partners/Stakeholders to Establish
Potential Partnership
- Number of Existing Partnership with
Private and Public Sectors
- Data on Brigada Eskwela
- Donations/Supports of LGU
- Partnership with Public and Private
sectors

1. Conduct the following activities:
a. Review of existing guidelines on partnership
b. Enhancement of partnership program
implementation
c. Intensification of monitoring and evaluation of
the partnership program
a. Conduct research on the impact of
stakeholders’ engagement on education
2. Conduct convergence activities with
stakeholders
3. Recognize and appreciate the stakeholders and
partners through Deped Sta. Cruz FB page and
annual recognition ceremonies.
1. Strengthen and
sustain
stakeholders’
engagement
Enhanced guidelines on
partnership
Data as a result of monitoring and
evaluation of the partnership
program
Research on the impact of
stakeholders’ engagement on
education
Increased donations whether cash,
kind, or man power
DepEd Sta. Cruz FB page
INTERVENTIONS
Sustain stakeholders’ engagement for support and collaboration to
promote access, equity and inclusion in basic education.
GOAL

Implementation of Parent-Teacher
Collaboration from public and private
sectors for Learning Recovery
2. Engage
stakeholders
from private and
public sectors in
learning support
Stakeholders’ improved
support in curriculum
INTERVENTIONS
Sustain stakeholders’ engagement for support and collaboration to
promote access, equity and inclusion in basic education.
GOAL

Implementation Plan

151
Implementation Plan

1. Strengthen
stakeholders’
engagement
SGOD
Conduct the
following activities
a. Review of
existing
guidelines on
partnership
b. Enhancement
of partnership
program
implementatio
n
1. Coordination
meetings;
Convergence with
education partners
and stakeholders
Social Mobilization
and Networking
Unit
PILLAR 4
Goal: Sustain stakeholders’ engagement for support and collaboration to promote access,
equity and inclusion in basic education.
Strategies
(Activities)
Responsible /
Accountable Unit
Time Frame
2022
Year
Round
2023
Year
Round
2024
Year
Round

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