The document provides data from Samberga Elementary School's three-year School Learning Recovery Plan. It includes data on literacy and numeracy levels from tests administered before and after the pandemic, as well as data on science process skills and the school's achievement rates over the past two years. Charts show some learning areas improved after administering an academic profiling while others still show learning losses. The school implements mostly distance learning with some modular and face-to-face classes. Data on teachers' performance reviews is also included.
The document summarizes the Brigada Eskwela 2018 program held at Molave Vocational Technical School. It recognizes the collaboration of stakeholders, volunteers, government agencies, and community partners. Over the course of a week, different grade levels and their parents participated in opening and closing programs, as well as activities with civil society organizations. The event highlighted the school's preparations for the upcoming school year under the K-12 program and emphasized unity in achieving a safe, resilient, and promising future for students.
5 classroom program (sfes) grade v sy 2013 2014Migz Fajardo
This document contains class schedules and teacher assignments for the 5th grade classes at San Francisco Elementary School for the 2013-2014 school year. It includes the class schedules for the Earth, Venus, Mercury, Mars, Saturn and Neptune sections, which divide their time between various subjects like English, Math, Science, etc. It also includes the individual teacher assignments and schedules.
List of prioritized topics for school based leanrning action cell (slac0lormieabrao
The document lists 18 topics prioritized for the School-Based Learning Action Cell (SLAC) for the 2021-2022 school year at Cresencio S. Lago National High School in Surigao del Sur, Philippines. The topics include using ICT to create video lessons and interactive materials, designing test questions and performance tasks, providing formative feedback, innovation strategies for struggling learners, and workshops on using online platforms and making computer-aided instructional materials. Target dates for conducting sessions on the topics are to be determined.
This document contains the school-based management action plan and matrix of activities for Mati National Comprehensive High School for the 2021-2022 school year. The plan includes crafting an action plan, monthly maintenance of computers, attending ICT seminars and webinars, and conducting teacher training on Microsoft apps. The ICT coordinator is responsible for overseeing these activities which aim to properly maintain computer equipment and ensure teachers receive necessary training.
Marcelo M. Jacosalem, III RPMS Portfolio 2022-2023.pdfmarcelo788039
The document appears to be a performance evaluation of a teacher, Marcelo M. Jacosalem III, conducted by his rater Rogelio L. Mendano and principal Raul C. Basa. It consists of observations and ratings for various objectives related to the teacher's content knowledge, pedagogy, learning environment, and other skills. For each objective, there are means of verification provided, including classroom observation notes and ratings. The evaluation covers two key result areas of the teacher's work.
Learning action cell plan of science teachers of esperidion f. encabo I memorial high school. Entails lots of programs and activities for one school year.
The document summarizes a capacity building seminar on child protection policy that was conducted for teachers at Salawag Elementary School. The seminar discussed children's rights to protection from abuse, exploitation, and neglect according to Philippine law and DepEd policy. It covered topics like bullying, children's rights and obligations, and relevant laws. Pictures show teachers attending presentations by a lawyer speaker and the school principal. The seminar helped teachers understand measures and protocols for handling child protection issues.
The document summarizes the Brigada Eskwela 2018 program held at Molave Vocational Technical School. It recognizes the collaboration of stakeholders, volunteers, government agencies, and community partners. Over the course of a week, different grade levels and their parents participated in opening and closing programs, as well as activities with civil society organizations. The event highlighted the school's preparations for the upcoming school year under the K-12 program and emphasized unity in achieving a safe, resilient, and promising future for students.
5 classroom program (sfes) grade v sy 2013 2014Migz Fajardo
This document contains class schedules and teacher assignments for the 5th grade classes at San Francisco Elementary School for the 2013-2014 school year. It includes the class schedules for the Earth, Venus, Mercury, Mars, Saturn and Neptune sections, which divide their time between various subjects like English, Math, Science, etc. It also includes the individual teacher assignments and schedules.
List of prioritized topics for school based leanrning action cell (slac0lormieabrao
The document lists 18 topics prioritized for the School-Based Learning Action Cell (SLAC) for the 2021-2022 school year at Cresencio S. Lago National High School in Surigao del Sur, Philippines. The topics include using ICT to create video lessons and interactive materials, designing test questions and performance tasks, providing formative feedback, innovation strategies for struggling learners, and workshops on using online platforms and making computer-aided instructional materials. Target dates for conducting sessions on the topics are to be determined.
This document contains the school-based management action plan and matrix of activities for Mati National Comprehensive High School for the 2021-2022 school year. The plan includes crafting an action plan, monthly maintenance of computers, attending ICT seminars and webinars, and conducting teacher training on Microsoft apps. The ICT coordinator is responsible for overseeing these activities which aim to properly maintain computer equipment and ensure teachers receive necessary training.
Marcelo M. Jacosalem, III RPMS Portfolio 2022-2023.pdfmarcelo788039
The document appears to be a performance evaluation of a teacher, Marcelo M. Jacosalem III, conducted by his rater Rogelio L. Mendano and principal Raul C. Basa. It consists of observations and ratings for various objectives related to the teacher's content knowledge, pedagogy, learning environment, and other skills. For each objective, there are means of verification provided, including classroom observation notes and ratings. The evaluation covers two key result areas of the teacher's work.
Learning action cell plan of science teachers of esperidion f. encabo I memorial high school. Entails lots of programs and activities for one school year.
The document summarizes a capacity building seminar on child protection policy that was conducted for teachers at Salawag Elementary School. The seminar discussed children's rights to protection from abuse, exploitation, and neglect according to Philippine law and DepEd policy. It covered topics like bullying, children's rights and obligations, and relevant laws. Pictures show teachers attending presentations by a lawyer speaker and the school principal. The seminar helped teachers understand measures and protocols for handling child protection issues.
This performance monitoring and coaching form tracks an educator's progress and development over time. It documents critical incidents, their impact on teaching and student learning, and action plans for improvement. Dates are included alongside descriptions of lessons, student performance on summative tests, time management challenges, interventions for struggling students, effective teaching strategies, integrating technology, and incorporating higher-order thinking skills. Signatures from the rater and ratee are included to acknowledge progress.
The document contains the consolidated school professional development plan for teachers at Bagong Silang Elementary School. It lists the names of 13 teachers and outlines their strengths, development needs, action plans, timelines, and resources needed to address their professional goals. The plan focuses on improving the teachers' functional competencies in areas like content knowledge, teaching strategies, curriculum planning and use of resources. It also aims to strengthen their core behavioral competencies such as professionalism, innovation and service orientation. The teachers' action plans include attending trainings, seminars and workshops to apply their learnings throughout the school year 2021-2022.
This accomplishment report from Palavilla Integrated School documents their progress in enrolling learners and updating learner information in the Learner Information System from January to August of the 2022-2023 school year. Key accomplishments include establishing accurate learner registries, ensuring teacher data updates, monitoring enrolment encoding, assisting teachers with learner profile updates, preparing required school forms, addressing pending learner issues, assisting with learner modality tagging, and preparing end-of-school-year data submissions. The report is signed by Teacher I Liezl S. Durano and Teacher In-Charge Elearnie L. Cabasog.
The document reports on the accomplishments of Medroso-Mendoz National High School for the 2021-2022 school year in implementing their School Disaster Risk Reduction Management plan. The school focused on three pillars: 1) Ensuring safe learning facilities by rehabilitating water and electrical systems, and sustaining cleanliness. 2) Improving disaster management by obtaining health supplies, using temperature scanners, and posting emergency contacts. 3) Building risk reduction and resilience through quarterly earthquake drills and a vaccination program with the local health unit. The school headed by Principal Gregoria Olayon worked with teachers and parents to achieve these goals of preparing students and the community for disasters.
The document contains information about a classroom observation tool called the COT-RPMS, including rubrics, forms, and indicators for evaluating teachers. It provides detailed descriptions of practice at different levels for 9 indicators related to a teacher's content knowledge, lesson planning and delivery, learning environment, and other factors. Clarification is provided for some terms. The purpose is to support the objective assessment of teaching performance.
This document outlines the Learning Action Cell (LAC) action plan for Soong National High School from July to October 2019. The plan aims to improve higher order thinking skills of students, teach K-12 standards using technology, strengthen classroom management skills, enhance competence in blended learning, develop technology-based teaching materials, and use quick response assessment tools. The objectives will be achieved through activities like viewing presentations, brainstorming, demonstrations, and discussions. Teachers and school heads are responsible for implementation on set dates with expected outputs including sample lesson plans, lists of websites, and teachers' improved skills and knowledge.
The Quality Assurance and Accountability Division of DepEd-Regional Office VII held a two-day training program on the School Monitoring, Evaluation and Adjustment System for division trainers from June 13-14, 2013. The training aimed to demonstrate understanding of school monitoring and evaluation, describe the school MEA process, validate MEA tools, commit to implementing MEA in schools, and develop district and school training plans. Eighty-six participants from Region VII's 19 school divisions attended and evaluated the training positively. The training successfully achieved its objectives of building understanding and capacity for monitoring, evaluation, and adjustment in schools.
The monitoring and coaching form from Mamaanun Primary School documents challenges encountered by teacher Solaica A. Orintar, including identifying struggling learners and monitoring their progress. Technical assistance given includes monitoring learner performance monthly and scheduling home visits for struggling grade 1 learners. The agreement includes providing printed learning activity sheets to support struggling learners, conducting home visits for them, and holding parent-teacher consultation meetings.
The three-year plan aims to address 7 priority improvement areas:
1) Repair school buildings to improve physical facilities
2) Procure health supplies and construct handwashing stations to address health crisis
3) Implement a school reading program to increase literacy in English and Filipino
4) Increase ICT integration among teachers
5) Expand online learning opportunities for students
6) Participate in limited face-to-face classes
7) Ensure personnel receive booster shots for COVID safety
The plan outlines activities, outputs, timelines, responsibilities, and budgets to achieve objectives in these priority areas over 2022-2024.
This document provides an overview of San Nicolas III Senior High School in Bacoor City, Cavite for the years 2019-2022. It discusses the school context, enrollment trends which have increased year over year, academic performance levels across tracks, vaccination rates, and initiatives to improve facilities and the learning environment. The school aims to provide quality education for all while ensuring learner well-being and resilience through compliance with health and safety protocols.
This document outlines the schedule and program for Molave Vocational Technical School's 2018 Brigada Eskwela. The opening program will be held on May 28 and will include the national anthem, prayer, and words of welcome from school administrators and stakeholders. Each day from May 29 to May 31 will focus on cleaning and repairs for different grade levels, with a closing program on June 1. Classes will begin on June 4 after an enrolment period. The Brigada Eskwela aims to foster unity and teamwork between students, parents, teachers and the community to deliver educational reforms through the K-12 program and prepare students for the future.
The Balanti-an Elementary School Basic Education-Learning Continuity and Recovery Plan outlines strategies to address learning losses from the pandemic. It details (1) accomplishments from the previous school year including enrolment data and effective practices, (2) issues identified such as learning gaps and facility needs, and (3) the operational plan for the upcoming school year focusing on learning recovery, health and safety, teacher professional development, and stakeholder partnerships to support academic success. Monitoring and evaluation mechanisms are in place to track progress and make adjustments to the plan.
This document contains a rating sheet for evaluating teachers in the Philippines. It was developed by the Philippine National Research Center for Teacher Quality with support from the Australian government. The rating sheet contains 9 indicators for classroom observation and evaluation of teachers. Observers use a scale of 3 to 7 to rate teachers on each indicator, with 3 being the default if an indicator was not observed. The rating sheet is signed by both the observer and the teacher being observed.
Monitoring tool to be used by school head to teacherZaldy Tabugoca
This document provides a monitoring tool to evaluate teachers' home visitations and monitoring of learners during the COVID-19 pandemic. The tool contains indicators to rate teachers' preparation, monitoring activities, and follow-up in areas such as safety protocols, module reviews, assessments, and developing additional learning materials. Administrators use the tool to observe and provide feedback to teachers on a scale of 1 to 5 on their performance conducting home visits and supporting students during remote learning.
This document is a mid-year review form for evaluating the performance of teacher Amor P. Gonzales at Tambo Elementary School in Camarines Sur. It outlines their key result areas, objectives, performance targets, means of verification, and ratings. The form is used to assess the teacher's content knowledge, learning environment, curriculum planning, assessment/reporting skills, and professional development. Objectives are evaluated on quality, efficiency, and timeliness. The teacher and principal provide ratings and remarks on progress toward objectives at the mid-year point.
The document outlines an action plan for a one-week remedial reading program at San Matias High School for struggling readers during the 2014-2015 school year. The plan has three phases: pre-implementation, implementation, and post-implementation. In the pre-implementation phase, students will be selected for the program and oriented through testing and parent meetings. During the implementation phase, students will participate in reading activities and interventions to improve their skills over four days. A pre-test will assess their starting level. Post-implementation will evaluate the students' progress with a post-test to determine the program's effectiveness. The goal is for struggling readers to become proficient through this intensive, short-term program.
This document outlines the Catch-Up Fridays Monitoring Plan for Bagutari Elementary School for the 2023-2024 school year. It details the objectives, focus, grade levels, and supervisory tools for monitoring sessions scheduled on various Fridays in January 2024. The sessions will monitor the preparation of classrooms to support reading activities, availability of reading materials, and implementation of the Catch-Up Fridays program which aims to improve reading through Project DEAR. Monitoring will include orientation, classroom observations, and feedback discussions with teachers.
This document outlines an action plan by the Technology and Livelihood Education Department for the 2022-2023 school year. It includes objectives, strategies, timeframes, and persons involved for providing technical assistance to Grade 10 advisers and subject teachers regarding their LIS accounts, conducting multiple housekeeping sessions to ensure the accuracy of student data in the LIS system, and keeping teachers updated on reports and deadlines through messaging apps. The goal is to improve data accuracy and teacher awareness of proper record keeping in LIS.
The action plan outlines a reading remediation program for struggling readers at Catagbacan Elementary School from SY 2021-2022. The plan has three phases: 1) Selection and orientation of students and parents, 2) Conducting remedial reading instruction using various activities, and 3) Monitoring and evaluation. The goals are to improve students' reading proficiency through diagnostic testing, multi-level materials, and parent involvement. Activities include pre- and post-testing, phonemic awareness exercises, decoding practice, and home reading. The school aims to enhance reading skills and encourage a love of reading.
NRP-ON-CATCH-UP-FRIDAYS AN READING INITIATIVERioPilapil2
This document provides information about the 2024 in-service training on improving classroom assessment. It discusses the National Reading Program (NRP) which aims to improve reading skills through access to high-quality materials and teacher professional development. The NRP focuses on reading enhancement and intervention. It will be implemented on Catch-Up Fridays in January 2024 where students will engage in reading activities and teachers will receive training. The document addresses frequently asked questions about how Catch-Up Fridays will be structured and monitored and the roles of teachers, administrators, and stakeholders in supporting the program.
The learning recovery plan aims to help students achieve in core subjects like math, reading, and science. Assessment results show that while most students are proficient in book and print knowledge, skills like reading accuracy, spelling, and decoding need more work. The percentage of students who are independent readers declined during the pandemic. In math, less than half of students are considered numerate. The plan focuses on strengthening instruction in literacy, numeracy, and science through resources, assessment, and teacher development to help students recover learning losses.
This document provides a quarterly school dashboard report for Manicani National High School. It includes summaries of enrollment numbers, learner performance and completion rates, provision of learning resources, and situational analyses. Specifically:
- Total enrollment is 192 students across Grades 7-10, with comparable numbers of male and female students.
- Nearly all learners (98.99%) completed all modules in their subjects. Grade performance was mostly satisfactory, with few learners not meeting expectations.
- All 192 learners were provided learning resources and materials.
- Areas for improvement included developing more audio-visual teaching materials and increasing teachers' video editing skills.
This performance monitoring and coaching form tracks an educator's progress and development over time. It documents critical incidents, their impact on teaching and student learning, and action plans for improvement. Dates are included alongside descriptions of lessons, student performance on summative tests, time management challenges, interventions for struggling students, effective teaching strategies, integrating technology, and incorporating higher-order thinking skills. Signatures from the rater and ratee are included to acknowledge progress.
The document contains the consolidated school professional development plan for teachers at Bagong Silang Elementary School. It lists the names of 13 teachers and outlines their strengths, development needs, action plans, timelines, and resources needed to address their professional goals. The plan focuses on improving the teachers' functional competencies in areas like content knowledge, teaching strategies, curriculum planning and use of resources. It also aims to strengthen their core behavioral competencies such as professionalism, innovation and service orientation. The teachers' action plans include attending trainings, seminars and workshops to apply their learnings throughout the school year 2021-2022.
This accomplishment report from Palavilla Integrated School documents their progress in enrolling learners and updating learner information in the Learner Information System from January to August of the 2022-2023 school year. Key accomplishments include establishing accurate learner registries, ensuring teacher data updates, monitoring enrolment encoding, assisting teachers with learner profile updates, preparing required school forms, addressing pending learner issues, assisting with learner modality tagging, and preparing end-of-school-year data submissions. The report is signed by Teacher I Liezl S. Durano and Teacher In-Charge Elearnie L. Cabasog.
The document reports on the accomplishments of Medroso-Mendoz National High School for the 2021-2022 school year in implementing their School Disaster Risk Reduction Management plan. The school focused on three pillars: 1) Ensuring safe learning facilities by rehabilitating water and electrical systems, and sustaining cleanliness. 2) Improving disaster management by obtaining health supplies, using temperature scanners, and posting emergency contacts. 3) Building risk reduction and resilience through quarterly earthquake drills and a vaccination program with the local health unit. The school headed by Principal Gregoria Olayon worked with teachers and parents to achieve these goals of preparing students and the community for disasters.
The document contains information about a classroom observation tool called the COT-RPMS, including rubrics, forms, and indicators for evaluating teachers. It provides detailed descriptions of practice at different levels for 9 indicators related to a teacher's content knowledge, lesson planning and delivery, learning environment, and other factors. Clarification is provided for some terms. The purpose is to support the objective assessment of teaching performance.
This document outlines the Learning Action Cell (LAC) action plan for Soong National High School from July to October 2019. The plan aims to improve higher order thinking skills of students, teach K-12 standards using technology, strengthen classroom management skills, enhance competence in blended learning, develop technology-based teaching materials, and use quick response assessment tools. The objectives will be achieved through activities like viewing presentations, brainstorming, demonstrations, and discussions. Teachers and school heads are responsible for implementation on set dates with expected outputs including sample lesson plans, lists of websites, and teachers' improved skills and knowledge.
The Quality Assurance and Accountability Division of DepEd-Regional Office VII held a two-day training program on the School Monitoring, Evaluation and Adjustment System for division trainers from June 13-14, 2013. The training aimed to demonstrate understanding of school monitoring and evaluation, describe the school MEA process, validate MEA tools, commit to implementing MEA in schools, and develop district and school training plans. Eighty-six participants from Region VII's 19 school divisions attended and evaluated the training positively. The training successfully achieved its objectives of building understanding and capacity for monitoring, evaluation, and adjustment in schools.
The monitoring and coaching form from Mamaanun Primary School documents challenges encountered by teacher Solaica A. Orintar, including identifying struggling learners and monitoring their progress. Technical assistance given includes monitoring learner performance monthly and scheduling home visits for struggling grade 1 learners. The agreement includes providing printed learning activity sheets to support struggling learners, conducting home visits for them, and holding parent-teacher consultation meetings.
The three-year plan aims to address 7 priority improvement areas:
1) Repair school buildings to improve physical facilities
2) Procure health supplies and construct handwashing stations to address health crisis
3) Implement a school reading program to increase literacy in English and Filipino
4) Increase ICT integration among teachers
5) Expand online learning opportunities for students
6) Participate in limited face-to-face classes
7) Ensure personnel receive booster shots for COVID safety
The plan outlines activities, outputs, timelines, responsibilities, and budgets to achieve objectives in these priority areas over 2022-2024.
This document provides an overview of San Nicolas III Senior High School in Bacoor City, Cavite for the years 2019-2022. It discusses the school context, enrollment trends which have increased year over year, academic performance levels across tracks, vaccination rates, and initiatives to improve facilities and the learning environment. The school aims to provide quality education for all while ensuring learner well-being and resilience through compliance with health and safety protocols.
This document outlines the schedule and program for Molave Vocational Technical School's 2018 Brigada Eskwela. The opening program will be held on May 28 and will include the national anthem, prayer, and words of welcome from school administrators and stakeholders. Each day from May 29 to May 31 will focus on cleaning and repairs for different grade levels, with a closing program on June 1. Classes will begin on June 4 after an enrolment period. The Brigada Eskwela aims to foster unity and teamwork between students, parents, teachers and the community to deliver educational reforms through the K-12 program and prepare students for the future.
The Balanti-an Elementary School Basic Education-Learning Continuity and Recovery Plan outlines strategies to address learning losses from the pandemic. It details (1) accomplishments from the previous school year including enrolment data and effective practices, (2) issues identified such as learning gaps and facility needs, and (3) the operational plan for the upcoming school year focusing on learning recovery, health and safety, teacher professional development, and stakeholder partnerships to support academic success. Monitoring and evaluation mechanisms are in place to track progress and make adjustments to the plan.
This document contains a rating sheet for evaluating teachers in the Philippines. It was developed by the Philippine National Research Center for Teacher Quality with support from the Australian government. The rating sheet contains 9 indicators for classroom observation and evaluation of teachers. Observers use a scale of 3 to 7 to rate teachers on each indicator, with 3 being the default if an indicator was not observed. The rating sheet is signed by both the observer and the teacher being observed.
Monitoring tool to be used by school head to teacherZaldy Tabugoca
This document provides a monitoring tool to evaluate teachers' home visitations and monitoring of learners during the COVID-19 pandemic. The tool contains indicators to rate teachers' preparation, monitoring activities, and follow-up in areas such as safety protocols, module reviews, assessments, and developing additional learning materials. Administrators use the tool to observe and provide feedback to teachers on a scale of 1 to 5 on their performance conducting home visits and supporting students during remote learning.
This document is a mid-year review form for evaluating the performance of teacher Amor P. Gonzales at Tambo Elementary School in Camarines Sur. It outlines their key result areas, objectives, performance targets, means of verification, and ratings. The form is used to assess the teacher's content knowledge, learning environment, curriculum planning, assessment/reporting skills, and professional development. Objectives are evaluated on quality, efficiency, and timeliness. The teacher and principal provide ratings and remarks on progress toward objectives at the mid-year point.
The document outlines an action plan for a one-week remedial reading program at San Matias High School for struggling readers during the 2014-2015 school year. The plan has three phases: pre-implementation, implementation, and post-implementation. In the pre-implementation phase, students will be selected for the program and oriented through testing and parent meetings. During the implementation phase, students will participate in reading activities and interventions to improve their skills over four days. A pre-test will assess their starting level. Post-implementation will evaluate the students' progress with a post-test to determine the program's effectiveness. The goal is for struggling readers to become proficient through this intensive, short-term program.
This document outlines the Catch-Up Fridays Monitoring Plan for Bagutari Elementary School for the 2023-2024 school year. It details the objectives, focus, grade levels, and supervisory tools for monitoring sessions scheduled on various Fridays in January 2024. The sessions will monitor the preparation of classrooms to support reading activities, availability of reading materials, and implementation of the Catch-Up Fridays program which aims to improve reading through Project DEAR. Monitoring will include orientation, classroom observations, and feedback discussions with teachers.
This document outlines an action plan by the Technology and Livelihood Education Department for the 2022-2023 school year. It includes objectives, strategies, timeframes, and persons involved for providing technical assistance to Grade 10 advisers and subject teachers regarding their LIS accounts, conducting multiple housekeeping sessions to ensure the accuracy of student data in the LIS system, and keeping teachers updated on reports and deadlines through messaging apps. The goal is to improve data accuracy and teacher awareness of proper record keeping in LIS.
The action plan outlines a reading remediation program for struggling readers at Catagbacan Elementary School from SY 2021-2022. The plan has three phases: 1) Selection and orientation of students and parents, 2) Conducting remedial reading instruction using various activities, and 3) Monitoring and evaluation. The goals are to improve students' reading proficiency through diagnostic testing, multi-level materials, and parent involvement. Activities include pre- and post-testing, phonemic awareness exercises, decoding practice, and home reading. The school aims to enhance reading skills and encourage a love of reading.
NRP-ON-CATCH-UP-FRIDAYS AN READING INITIATIVERioPilapil2
This document provides information about the 2024 in-service training on improving classroom assessment. It discusses the National Reading Program (NRP) which aims to improve reading skills through access to high-quality materials and teacher professional development. The NRP focuses on reading enhancement and intervention. It will be implemented on Catch-Up Fridays in January 2024 where students will engage in reading activities and teachers will receive training. The document addresses frequently asked questions about how Catch-Up Fridays will be structured and monitored and the roles of teachers, administrators, and stakeholders in supporting the program.
The learning recovery plan aims to help students achieve in core subjects like math, reading, and science. Assessment results show that while most students are proficient in book and print knowledge, skills like reading accuracy, spelling, and decoding need more work. The percentage of students who are independent readers declined during the pandemic. In math, less than half of students are considered numerate. The plan focuses on strengthening instruction in literacy, numeracy, and science through resources, assessment, and teacher development to help students recover learning losses.
This document provides a quarterly school dashboard report for Manicani National High School. It includes summaries of enrollment numbers, learner performance and completion rates, provision of learning resources, and situational analyses. Specifically:
- Total enrollment is 192 students across Grades 7-10, with comparable numbers of male and female students.
- Nearly all learners (98.99%) completed all modules in their subjects. Grade performance was mostly satisfactory, with few learners not meeting expectations.
- All 192 learners were provided learning resources and materials.
- Areas for improvement included developing more audio-visual teaching materials and increasing teachers' video editing skills.
This document summarizes information about a school's implementation of educational programs and partnerships in the 2021-2022 school year. It provides data on student enrollment, health status, textbook availability, and teacher training needs. Specifically, it notes that the school had 213 students enrolled, with 70 receiving supplemental feeding. It also reports a need for additional textbooks to meet a 1:1 student-textbook ratio. Finally, it identifies teachers' training needs in utilizing teaching methods and materials aligned with the K-12 curriculum.
1. The document outlines the key components of an action research plan, including an introduction with context, research questions, and proposed intervention; a methodology section describing the research design, data collection instruments, respondents, and sampling; and sections on results and discussion, conclusions and recommendations, action plan, and references.
2. It provides examples of tables that could be used to present data in the results section, including tables showing frequency distributions, mean scores, differences between groups, and statistical analysis like t-tests.
3. The tables include sample data on reading comprehension levels, problem solving competencies, perceptions of emotional intelligence, and strategic interventions to reduce dropout rates.
final 106030 San Miguel ES 2022 SLRP.pptxRodenBartolo2
BAGWIS LEARNERS PERFORM BEST
The document discusses learning recovery efforts at San Miguel Elementary School during the COVID-19 pandemic. It provides data on vaccination rates, learning assessments, and strategies to strengthen partnerships and address learning gaps to accelerate learning. Overall, the data shows students performing well, with averages above 85% on most subjects in the ALOG assessments.
Nansiakan National High School: School Report Card Myrna Castaneda
The School Report Card of Nansiakan National High School for S.Y. 2015-2016 chaired by MYRNA O. CASTANEDA, T-III. It depicts the status and accomplishments of the school headed by the school head, Dr. Roger S. Sebastian
The document provides enrollment data, achievement rates, and issues identified at a school over three school years. It found that enrollment declined from 342 to 317 students due to factors like child labor, distance to school, and financial difficulties. Test scores in reading and math were low. Issues included teachers not using varied materials and assessments, lack of skills in math fundamentals, and need for stronger school leadership and instructional supervision. Recommendations to address the problems included partnerships, feeding programs, anti-child labor coordination, and teacher training.
This document summarizes research on the impact of Grade R (reception year) education in South Africa. It finds that while school attendance has increased, learning outcomes remain poor in international assessments. Grade R may help build foundational skills like literacy, but more data is needed due to many confounding factors. The analysis uses a large dataset to estimate Grade R's causal effect on test scores, while controlling for socioeconomic status and other observable factors that could influence both treatment and learning. Overall, the research aims to better understand Grade R's role in improving educational outcomes in South Africa.
The document summarizes the 4th quarter monitoring, evaluation, and adjustment of Roxas Farm School. It includes dashboards on access, quality, equity, and resiliency which provide data on enrollment numbers, academic performance, facilities, and disaster preparedness. The school met all of its targets for the year and spent its budget as planned with no unaccomplished activities. Areas of focus for next year include increasing enrollment and supporting struggling learners.
Preventing and Tackling Early School Leaving in Portugal2YOUNG2FAIL
The document summarizes Portugal's Priority Intervention Educational Areas Programme (TEIP), which aims to prevent early school leaving. Some key points:
- TEIP targets schools in disadvantaged areas and seeks to promote educational inclusion, success, and improve learning outcomes.
- It involves 137 school clusters/schools across Portugal and takes a collaborative approach through improvement planning, monitoring, evaluation and support between schools and education authorities.
- Major strategies include mandatory education to age 12, vocational courses, diversified curriculum and multidisciplinary school/family support.
- Results show a decline in early school leaving rates across primary, basic and secondary levels since the programme began, though secondary rates remain higher.
URATA CORRELATES OF VIDEO LESSONS AND ACADEMIC PERFORMANCE OF.pptxAlleli Faith Leyritana
This study examined the impact of video lessons on the academic performance of grade 7 students in Cayetano Arellano High School. A pre-test was administered to 40 students scoring poorly, which found most students scored between 10-20 in English, math, and science. The students were then given video lessons for 3 subjects. A post-test found that in math, 15 students scored 40-50 and 25 scored 20-30. In science, 5 scored 40-50 and 35 scored 20-30. In English, 31 scored 40-50 and 9 scored 20-30. The study concluded that integrating video lessons significantly improved student performance and supported learning, especially for students aspiring to improve or who struggled with materials during
Design and Technology Association’s 3rd Annual Consultant ConferenceOfsted
Diana Choulerton's, National Lead for Design and Technology, presentation at the Design and Technology Association’s third Annual Consultant Conference.
This document contains data from Sta. Cruz Elementary School for the first quarter of school year 2022. It includes information on enrollment numbers by grade level and gender, literacy levels in English and Filipino, quarterly GPAs, and alternative learning programs. The key points are:
- Total enrollment is 158 students, decreasing slightly from the previous year due to some student transfers.
- There are no students failing classes or not submitting modules after 4 weeks this quarter.
- 40 students, or 25% of enrolled students, are recipients of the 4P's conditional cash transfer program.
- Literacy levels show most students are instructional with some frustration and independence.
- Quarterly GPAs have no students below average
The document provides a program implementation review and performance assessment of Royroy Elementary School for the second quarter of School Year 2022-2023. It includes data on access, equity, quality, and resilience indicators. Most performance targets were fully accomplished, including a 100% passing rate for learners and proficiency levels ranging from 81-85% across learning areas. It also outlines physical and financial targets for various programs relating to the indicators.
Face To Face and Blended Learning as Strategy in Teaching MathematicsAJHSSR Journal
This study examined the effectiveness of face-to-face and blended learning strategies in teaching mathematics to 2nd grade students. Students were divided into a control group that received face-to-face instruction only, and an experimental group that received a blended approach. Both groups performed poorly on a pre-test of mathematics topics. While some individual topic scores differed between the groups, there were no significant overall differences in pre-test performance between the control and experimental groups. After instruction, both groups improved but the control group performed slightly better than the experimental group on the post-test. The study concluded that face-to-face instruction was more effective than blended learning for improving 2nd grade mathematics performance.
This school report card provides information on the school's performance in the 2020-2021 school year. It summarizes data on student enrollment, health status, academic performance, teacher training, funding sources, and community involvement. Some key points include:
- Student enrollment increased from the previous year in both junior and senior high school.
- Most students were found to have normal nutritional status, though some required additional support.
- Promotion rates were quite high, with nearly all students progressing to the next grade level.
- The school aims to improve subjects where national achievement test scores were below 75% by implementing review programs.
- Multiple sources provide funding for the school, including government allocations, community donations, and
The document outlines the Division of Negros Occidental's plan to implement the Basic Education Learning Recovery and Continuity Plan (BE-LRCP) for School Year 2022-2023. It focuses on three key areas: learning remediation and intervention, socio-emotional well-being, and teacher professional development. Specific strategies include strengthening teachers' capacity to contextualize learning resources, ensuring localized delivery of education, and assessing learning outcomes to identify and address learning gaps among students. Challenges in operationalizing the plan such as internet connectivity issues and limited teaching resources are also discussed.
This document summarizes the current situation of Bayawa Elementary School in the Republic of the Philippines. It outlines the school's enrollment numbers, health and nutritional status of students, availability of learning materials, teacher professional development activities, financial sources, awards received, student promotion and dropout rates, literacy levels, governance indicators like student-teacher ratios and classroom facilities, and continuous improvement projects. The school has seen stable enrollment and promotion rates but needs more learning materials and seating for students. Teacher training has focused on learning cell activities and the school is funded mostly by MOOE funds with some LGU and donor support.
The document is the 2008-2009 student achievement report for the Jefferson Davis County School District. It includes the district's mission and vision statements focusing on high academic standards, character education, and preparing students for a global society. The report summarizes MCT2 test scores from 2007-2008 and 2008-2009 which show some improvement in proficiency percentages from year to year. It also includes SATP scores for district high schools from 2007-2008 and 2008-2009 which show mixed results with some subject scores improving and others declining slightly. The overall document provides a high-level overview of student performance and achievement goals for the Jefferson Davis County School District.
The document discusses the retention and recruitment of teachers in the context of No Child Left Behind (NCLB) and Adequate Yearly Progress (AYP) requirements. It notes that AYP goals and testing requirements have contributed to teacher shortages and that NCLB's goal of 100% proficiency by 2014 is unrealistic. The document outlines the consequences schools face if they do not meet AYP standards for several years in a row and recommends restructuring professional development and teacher support to better equip educators.
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Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
3. Background and Context
The challenge of pandemic in education is entirely unescapable. The United Nations in coordination
with UNICEF and WHO, disclosed the amount of disruption it caused in schools worldwide - in the
elementary, secondary and even in higher education. The education department of the country have
done all its means to capture issues that need to cover and learning losses that have immensely affected
the teachers, the pedagogy, the household, the parents, the community and most of the all, the learners.
As face-to-face classes resume, it gives us a bigger portrait of the learning losses which need to
focus on as academic performance of learners especially in literacy and numeracy at home does not
reflect on their classroom performance; those learners with desirable grades in English and Mathematics
perform least from what is expected to them.
Although the Division of Tarlac City seem to approach it so well since the launching of “Academic
Profiling”, the grey areas still remain whether this transcend to learners given the little amount allotted
for the settling of learning momentum as the school year 2021-2022 is about to end.
Samberga Elementary School understands this situation, its teaching personnel and school
administration purportedly crafting interventions to address learning losses and at the same time, works
with community people to carry out activities involved into a reality. Hence, all these measures are
backed up by the following data transcribed in this three-year School Learning Recovery Plan.
8. Accelerating Learning Remediation and
Intervention
Prioritizing Professional Development
of Teachers and School Heads
Strengthening Support on Learners and
Personnel’ Health, Safety, and Wellness
National Learning Recovery Framework
8
24. 24
Dashboard: Pillar 1
Early Grade Reading Assessment (EGRA) in English and Filipino Grades 1 to 3
FILIPINO
NON-DECODER
(Cannot read letter and
sound)
NON-DECODER
(Cannot read words)
M F T M F T
4 2 6 5 2 7
1 0 1 2 1 3
2 2 4 3 3 6
7 4 11 10 6 16
ENGLISH
NON-DECODER
(Cannot read letter and
sound)
NON-DECODER
(Cannot read words)
M F T M F T
0 0 0 5 2 7
1 0 1 4 1 5
2 0 3 1 0 1
3 0 3 10 3 13
35. 35
Dashboard: Pillar 1
Learning Modalities Implemented
62
217
Learning Modality
Modular Distance Learning Face to face Classess
22%
(Modular)
TOTAL AVERAGE
78%
(Distance)
42. 42
Dashboard: Pillar 2
Comparative Data on Enrolment: Key Stage 1 and 2
124
155
164
102 99
116
0
20
40
60
80
100
120
140
160
180
2019-2020 2020-2021 2021-2022
Comparative Data on Enrolment per Key Stage
Key Stage 1
Key Stage 2
14%
2021-2022
ENROLMENT
INCREASE
12%
2020-2021
43. 43
Dashboard: Pillar 2
Comparative Data on Transferred Learners from Private Schools
2 2
0
1
5
0
0
1
2
3
4
5
6
2019-2020 2020-2021 2021-2022
Number of Learners Transferred from Private Schools
Male Female
• Cost-effective
• Laid off parents
• School proximity
SCIENCE PROCESS
SKILLS INVOLVED
45. 45
Dashboard: Pillar 2
- Inventory of School Personnel
1
4
0 0
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
Bachelor's Degree Masteral Units Master's Degree Doctoral Units
Teachers’ Profile in terms of their Academic
Profile
Teachers
0
2
6
0
Teachers’ Profile in terms of their Present
Positions
Teacher I Teacher II Teacher III Master Teacher
49. 49
Dashboard: Pillar 2
- Data on LAS/SLMs Distributed/Retrieved from Quarter 1 to 3 for SY 2021-2022
Grade
Level
No. of
Learners
Quarter 1 Quarter 2 Quarter 3
Distribut
ed
Retrieved %
Distribut
ed
Retrieved % Distributed
Retrie
ved
%
Grade 1 36 1,512 1,512 100.00% 1764 1764 100.00% 1764 1764 100.00%
Grade 2 41 2,009 2,009 100.00% 2,009 2,009 100.00% 2,009 2,009 100.00%
Grade 3 42 2,352 2,352 100.00% 2,352 2,352 100.00% 2,352 2,352 100.00%
Grade 4 39 2,184 2,184 100.00% 2,184 2184 100.00% 2,184 2184 100.00%
Grade 5 36 2,304 2,304 100.00% 2,304 2,304 100.00% 2016 2016 100.00%
Grade 6 21 1,120 1,120 100.00% 1,176 1,176 100.00% 1365 1365 100.00%
Grade 6 20 1,120 1,120 100.00% 1,120 1,120 100.00% 1309 1309 100.00%
100%
Distributed and Retrieved in All
Learning Areas
STATUS
50. 50
Dashboard: Pillar 2
- Identified Needs Based on Inventory
There is a 1:1 ratio in textbooks but most of the books in Grades 2 and 3 are already
worn out.
NEEDS
LCD Projectors and desktop computers are already unserviceable; among 6 (six) computers only
three (3) are working but call for a system repair/maintenance.
There is huge amount of supply of textbooks in Grade 3 that may be subject for barter
in other schools.
Major repair in select classrooms plus some donated chairs from private entities are infested: it
calls for a new supply of chairs before these infested chairs become unserviceable.
61. 61
Pillar 3: Upskilling and Reskilling of Personnel
❖Quality of Teachers, School Heads and
Supervisors
Pre-Pandemic and During Pandemic
62. 62
Dashboard: Pillar 3
Profiling of Teachers
8
0
4
0 0 0
0
1
2
3
4
5
6
7
8
9
School Level District Level Division Level Regional National International
Teachers’ Profile in terms Level of Trainings Attended
Teachers
Content Knowledge and Pedagogy
TRAININGS ATTENDED
AND CAPACITY
BUILDING
CONDUCTED
Educational Technology (Positive
utilization of ICT)
Learning Assessment
Teaching Strategies and Approaches
(including MHPSS)
63. 63
Dashboard: Pillar 3
Profiling of Teachers
0
8
0 0
0
1
2
3
4
5
6
7
8
9
Beginning Proficient Highly Proficient Distinguished
Teachers’ Career Stages
Teachers
0
2
6
0
Teachers’ Profile in terms of their Present
Positions
Teacher I Teacher II Teacher III Master Teacher
64. 64
Pillar 4: Engagement of Stakeholders for Support
and Collaboration
❖Responsive Engagement for Education
Pandemic
65. 65
Dashboard: Pillar 4
Stakeholders’ Participation
25
3
0
5
10
15
20
25
30
Private Sectors Civic Society Organizations
Number of Partners in terms of General
Partner Type
Partners
13
5
3
2 2
1
0
2
4
6
8
10
12
14
Number of Support in terms of Specific
Contribution Type
Number of Partners
66. Weaknesses
Opportunities Threats
SWOT Analysis
Strengths
Engagement of internal and external stakeholders
Willingness to prepare functional and applicable instructional
materials
Good at working alone but better when worked collaboratively with
colleagues
Pursue graduate studies for professional growth
Conduct of SLAC and other various related activities
Level of participation of internal and external stakeholders
Self-motivation in the application of knowledge acquired
Half-hearted in attending series of seminars and trainings
Regular conduct of SLAC and other related activities
Partnerships and linkages with parents and other external
stakeholders
Upgrading of skills and proficiencies with regards to instruction
Availability of free trainings on ICT application
Possible trainings to be attended
Internal and external stakeholders approval to a particular
proposed program/project
Distractions in the teaching and learning process both online
and modular learning
Negative reaction and compliance to any assigned tasks
Uncertainties brought about by unexpected situations in
the implementation of the curriculum
68. 68
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
REGIONAL
LRP FRAMEWORK
70. 70
Key Challenges: Pillar 1
K to 12 Curriculum
KEY
CHALLENGES
Discrepancy between pre-test and F2F Academic Profiling
on literacy and numeracy
High number of frustrated readers moving up to
Intermediate level
Low performance on numeracy key components such as
Reading and Writing in Key Stages 1 and 2
Unmastered competencies in Science specifically the
Process Skills for Key Stages 1 and 2
KEY STAGES 1 & 2 (Grades 1 to 6)
71. 71
Key Challenges: Pillar 2 Improving Learning Environment
KEY
CHALLENGES
Lack of motivation to pursue postgraduate studies to
advance in career progression (lack of Master Teacher that
can provide additional instructional support)
Repair of school physical facilities and other learning
resources
Difficulty to upgrade from Level II to Level III at SBM
Low patronage on vaccination at 100% among learners
towards increase in F2F attendees
Low level of skills in computer-related activities among
teachers
72. 72
Key Challenges: Pillar 3
Teachers’ Upskilling and Reskilling
o data on the Impact of Trainings Conducted for
Teachers and School Heads
KEY
CHALLENGES
Low motivation of teachers to attend on seminars and
trainings
Lack of highly proficient teacher to support instructional
supervision
73. 73
Key Challenges: Pillar 4
Engagement of Stakeholders for Support &
Collaboration
KEY
CHALLENGES
Little support of stakeholders on salient needs of school
such as in, but not limited to, health and wellness,
volunteerism, furniture, infrastructure and advocacy support
(i.e., School PPAs)
Poor support from Civic Organizations for special school
PPAs (such DA on Gulayan sa Paaralan, Rise & Rebuild,
Fraternities/Sororities, etc.)
83. 83
Analysis and Management of Risk
Identified Risk Severity
Institutional Risk Risk Categories Probability
High/Medium/Lo
w
Impact
High/Medium/Lo
w
Overall Rate Mitigation Strategies
Change of education priorities by the
new administration in 2022
Strategic Medium (3) High(5) 4 Realign plans with the
priorities of the new
administration
Lack of capacity for making the
curricula responsive to learners and
market requirements
Operational Medium(3) High (5) 4 Provide trainings to teachers,
school heads and supervisors
Inequitable allocation of funds and
resources
Financial Low (2) Medium(2) 2 Determine actual needs of
SDOs and schools
Absence of policies/issuances to
support practices, operations and
needs of RO, SDOs, schools
Legislative/Legal Medium(4) High(4) 4 Formulate guidelines to
address the issue
Provide policy
recommendations to CO
Failure of schools to sustain safe
operations
Reputational Low (3) Medium (3) 3 Continuously monitor the safe
operations of schools in all
sectors
86. 86
Communication Plan
Activity Audience Goals Schedule Format
Responsible
Person
Development of
Learning Recovery Plan
(LRP)
Teaching and non-teaching
personnel, parents, learners,
community-members
Get feedback from school personnel
of the strategic directions per Pillar;
check alignment of SWOT to target
goals
May 18-24, 2022 FGD, Collab meetings,
Individualized sessions with
targets groups
School Planning
Team (SPT)
Finalization of the LRP Division LRP Team Craft LRP according to Division
and School contexts; set school’s
LRP Framework based on context
May 25-27, 2022 Collaborative workshop per
group; defense panel
School Head
Orientation of the LRP Teaching and non-teaching
personnel, parents, learners,
community-members
Communicate with LGU and other
stakeholders the School LRP;
inform concerned stakeholders of
the school targets
May 31, 2022 Orientation program, Forum SPT
Quarterly Review of
School LRP
Teaching and non-teaching
personnel, parents, learners,
community-members
Check strategies per Pillar as to
feasibility and practicability
SY 2022-2023 Focus Group Discussion SPT, PSDS
Monitoring and
Evaluation
School Planning Team Determine the quality, efficiency and
timeliness of strategies to address
target goals
SY 2020-2023 Feedback mechanism PSDS, SMME Unit
87. 87
Research Support
Angrist, Noam, Peter Bergman, and Moitshepi Matsheng, “School’s Out: Experimental Evidence on
Limiting Learning Loss Using “Low-Tech” in a Pandemic,” 2020. NBER Working Paper 28205.
Bernard, Robert M., Philip C. Abrami, Yiping Lou, Evgueni Borokhovski, Anne Wade, Lori Wozney, Peter
Andrew Wallet, Manon Fiset, and Binru Huang, “How Does Distance Education Compare With
Classroom Instruction? A Meta-Analysis of the Empirical Literature,” Review of Educational
Research, 2004, 74 (3), 379–439
Escueta, Maya, Andre Joshua Nickow, Philip Oreopoulos, and Vincent Quan, “Upgrading education with
technology: Insights from experimental research,” Journal of Economic Literature,
2020, 58 (4), 897–996.
Hamilton, L., & Gross, B. (2021). How has the pandemic affected students' social-emotional well-being?: A
Review of the evidence to date. Center on Reinventing Public Education.
West, M. R., & Lake, R. (2021). How much have students missed academically because of the pandemic? A
review of the evidence to date. Center on Reinventing Public Education.