This document provides Tapalan Elementary School's Basic Education Learning Recovery and Continuity Plan for SY 2022-2023. It aims to recover any learning loss from school closures during the COVID-19 pandemic. The plan identifies goals in reading fluency, writing, and reading comprehension. It also includes a dashboard of student and teacher profiles, gap analyses of access, equity, and quality indicators, and programs to address gaps in learning recovery, inclusive education, and building literacy, numeracy and 21st century skills. The plan outlines activities, timelines, targets, and resources to achieve improved education outcomes for all students.
Final School learning Recovery Plan of Upper GabrielaGemmaviDulnuan2
This document outlines Villa Pascua E/S's Learning Recovery and Continuity Plan for SY 2022-2023. It discusses the following key points:
- The LRCP model is adapted from DepEd Region 2 and SDO Quirino's plans with priority areas of instruction/assessment, teacher training, and learning support materials.
- The plan's objectives include improving literacy/numeracy skills through various reading and math programs, enhancing teacher competencies, and developing contextualized learning resources.
- Other details covered include the school profile, curriculum/learning modalities, class programming, assessment, and guidelines on teacher workload for face-to-face classes.
- The overall goal is to
Imbiao Integrated School serves 260 students despite its remote location. While internet connectivity is limited, over 80% of students have smartphones and learn via printed modules distributed by teachers since parents strongly support their children's education. A survey found most students prefer modular learning, while the school implemented a blended model of modular and online learning. Analysis of assessment results showed parental involvement helped improve students' grades. Literacy assessments found most students performing at basic levels, so the school provided interventions like reading materials and videos to enhance performance.
Imbiao Integrated School serves 260 students despite its remote location. While internet connectivity is limited, over 80% of students have smartphones and learn via printed modules distributed by teachers since parents strongly support their children's education. A survey found most students prefer modular learning, while the school implemented blended learning using modules and online methods. Analysis of assessment results showed parental involvement helped improve students' grades. Literacy assessments found most students had basic reading skills, so the school provided additional resources and monitoring to strengthen reading ability.
The document discusses localization and contextualization in teaching. It defines localization as adapting the curriculum to local conditions and relating content and teaching methods to the local environment. Contextualization means developing skills and knowledge in students by presenting new concepts in meaningful, real-life contexts. The K-12 curriculum allows schools to localize and contextualize lessons based on their educational and social contexts. Localization maximizes available materials and anchors teaching to learners' lives. It also encourages using local problems and strategies to address issues. Localization and contextualization can enrich all learning areas while respecting diversity.
The Learning Continuity Plan (LCP) of Nabangka National High School outlines their plan for the 2021-2022 school year amidst the COVID-19 pandemic. It discusses the successes and lessons from the previous year's plan, including survey results showing a preference for printed modular distance learning. The LCP details the school's modality of modular distance learning for all classes, a teaching schedule with subject grouping, and sample class programs emphasizing safety, well-being, learning, and support for marginalized students. The school aims to safely continue education through improved module distribution and support for teachers and students' mental health.
The document outlines the implementation plan for the Catch-Up Fridays program called Project PABASA at Cansamada Elementary School for SY 2023-2024. The objective of the program is to provide support to struggling learners and help them acquire literacy skills through individualized assistance and remediation on Fridays. The plan details pre-implementation activities like learner profiling, teacher orientation, and lesson planning. Implementation activities include conducting reading interventions, assessments, and teacher training. Post-implementation activities involve a post-test, program evaluation through discussions, and submitting an accomplishment report.
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 provides Tapalan Elementary School's Basic Education Learning Recovery and Continuity Plan for SY 2022-2023. It aims to recover any learning loss from school closures during the COVID-19 pandemic. The plan identifies goals in reading fluency, writing, and reading comprehension. It also includes a dashboard of student and teacher profiles, gap analyses of access, equity, and quality indicators, and programs to address gaps in learning recovery, inclusive education, and building literacy, numeracy and 21st century skills. The plan outlines activities, timelines, targets, and resources to achieve improved education outcomes for all students.
Final School learning Recovery Plan of Upper GabrielaGemmaviDulnuan2
This document outlines Villa Pascua E/S's Learning Recovery and Continuity Plan for SY 2022-2023. It discusses the following key points:
- The LRCP model is adapted from DepEd Region 2 and SDO Quirino's plans with priority areas of instruction/assessment, teacher training, and learning support materials.
- The plan's objectives include improving literacy/numeracy skills through various reading and math programs, enhancing teacher competencies, and developing contextualized learning resources.
- Other details covered include the school profile, curriculum/learning modalities, class programming, assessment, and guidelines on teacher workload for face-to-face classes.
- The overall goal is to
Imbiao Integrated School serves 260 students despite its remote location. While internet connectivity is limited, over 80% of students have smartphones and learn via printed modules distributed by teachers since parents strongly support their children's education. A survey found most students prefer modular learning, while the school implemented a blended model of modular and online learning. Analysis of assessment results showed parental involvement helped improve students' grades. Literacy assessments found most students performing at basic levels, so the school provided interventions like reading materials and videos to enhance performance.
Imbiao Integrated School serves 260 students despite its remote location. While internet connectivity is limited, over 80% of students have smartphones and learn via printed modules distributed by teachers since parents strongly support their children's education. A survey found most students prefer modular learning, while the school implemented blended learning using modules and online methods. Analysis of assessment results showed parental involvement helped improve students' grades. Literacy assessments found most students had basic reading skills, so the school provided additional resources and monitoring to strengthen reading ability.
The document discusses localization and contextualization in teaching. It defines localization as adapting the curriculum to local conditions and relating content and teaching methods to the local environment. Contextualization means developing skills and knowledge in students by presenting new concepts in meaningful, real-life contexts. The K-12 curriculum allows schools to localize and contextualize lessons based on their educational and social contexts. Localization maximizes available materials and anchors teaching to learners' lives. It also encourages using local problems and strategies to address issues. Localization and contextualization can enrich all learning areas while respecting diversity.
The Learning Continuity Plan (LCP) of Nabangka National High School outlines their plan for the 2021-2022 school year amidst the COVID-19 pandemic. It discusses the successes and lessons from the previous year's plan, including survey results showing a preference for printed modular distance learning. The LCP details the school's modality of modular distance learning for all classes, a teaching schedule with subject grouping, and sample class programs emphasizing safety, well-being, learning, and support for marginalized students. The school aims to safely continue education through improved module distribution and support for teachers and students' mental health.
The document outlines the implementation plan for the Catch-Up Fridays program called Project PABASA at Cansamada Elementary School for SY 2023-2024. The objective of the program is to provide support to struggling learners and help them acquire literacy skills through individualized assistance and remediation on Fridays. The plan details pre-implementation activities like learner profiling, teacher orientation, and lesson planning. Implementation activities include conducting reading interventions, assessments, and teacher training. Post-implementation activities involve a post-test, program evaluation through discussions, and submitting an accomplishment report.
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.
1) The document provides guidelines for teachers on using the Most Essential Learning Competencies (MELCs) identified by the Department of Education for Grades K to 12 during the 2020-2021 school year due to disruptions caused by the COVID-19 pandemic.
2) It explains that the MELCs were identified by reviewing the full curriculum to determine the most essential competencies that students must acquire. These competencies are intended to focus instruction and lighten the burden of adapting classroom resources for distance learning.
3) The document provides an example of how the MELCs can be unpacked for Kindergarten, including identifying sub-competencies and suggested duration for each competency. It emphasizes that M
1. The document provides guidelines for the use of Most Essential Learning Competencies (MELCs) in the Philippine basic education system during the 2020-2021 school year due to the COVID-19 pandemic.
2. It identifies the MELCs as the most essential and indispensable competencies that learners must acquire given challenges in distance learning. The MELCs are intended to focus instruction and lighten the burden of converting resources.
3. The document describes the process used to identify the MELCs, which included determining the most essential competencies based on criteria like being enduring and applicable to real life. It emphasizes that the MELCs are anchored in existing curriculum standards.
The document provides guidelines for using the Most Essential Learning Competencies (MELCs) in basic education for School Year 2020-2021 due to the COVID-19 pandemic. It explains that the MELCs were identified based on the criterion of "endurance," focusing on competencies that remain useful beyond a single test and are applicable to real life. The MELCs are intended to assist schools in navigating limited instructional time by prioritizing essential competencies while still achieving curriculum standards. Teachers are advised to contextualize the MELCs and supplement them with specific objectives from the curriculum guides. The document also provides an example of how the Kindergarten MELCs can be presented and unpacked into sub-compet
The document provides a project initiative plan to improve literacy among grades 1-3 students at Sta. Maria Magdalena Elementary School. The plan involves implementing structured literacy instruction and a project called SMMES-GPP that includes tutorial sessions. Over the course of the school year, teachers will receive coaching on literacy strategies and assess student progress through regular evaluations. The goal is for all students to become instructional or independent readers.
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.
S9 gathering evidence for education in emergencies and supportive policies nrcPorticus Vienna
This document discusses the need for more rigorous evidence in Education in Emergencies (EiE) and outlines the Norwegian Refugee Council's (NRC) approach to building evidence through monitoring and evaluation. The NRC uses a theory of change framework and macro-level logframes to design country strategies and monitor outcomes. A case study from NRC Lebanon shows how needs assessments, evaluations, and participatory methods are used to generate evidence and adjust programming. The document calls for increased partnerships between practitioners and academics to bridge the research-practice divide and influence policy and advocacy.
This document outlines the Dropout Reduction Program (DORP) implemented by the Department of Education in the Philippines. The DORP aims to reduce school dropout rates and improve learning outcomes through formal, non-formal and informal approaches. It has several strategic components, including the Open High School Program, Effective Alternative Secondary Education, and School Initiated Interventions. The DORP supports schools' regular class programs and is designed to help schools achieve their goals of producing functionally literate graduates. It provides interventions for students at risk of dropping out to prevent them from leaving school and helps retrieve students who have left school.
The document provides an overview of the Dropout Reduction Program (DORP) in the Philippines. It defines DORP as an intervention program aimed at reducing dropout rates and improving learning outcomes using formal, non-formal and informal approaches. The key objectives of DORP are outlined, along with its underlying assumptions, guiding principles, legal bases, conceptual framework, operational framework, target clients, and management structure. DORP is presented as a strategic component that supports the regular class program and the goal of increasing access to quality basic education for all Filipinos.
The document outlines the rationale and implementation plans for Project CNR (Care for NorMin Readers), a regional reading initiative in the Philippines. The goal is to make every elementary and high school student an independent reader in their mother tongue, Filipino, and English. Key aspects include:
1) Identifying struggling readers using assessment tools and establishing reading clinics for intensive tutoring.
2) Implementing a "pull-out" scheme where students receive half-hour daily reading lessons.
3) Training teachers on effective reading instruction strategies.
4) Monitoring student progress through regular evaluations and providing incentives for achievement.
The BE-LCRP of Roma Elementary School aims to address learning loss from the pandemic through remediation programs and ensure students' well-being. It will assess students to identify learning gaps, provide targeted instruction, and train teachers. The plan operationalizes a 3-phase approach from July 2022-2023 focusing on professional development, health/safety, and learning support. It outlines strategies for intervention, stakeholder engagement, and monitoring/evaluation to help students catch up academically while supporting their mental health.
This document discusses radio-based instruction and its effectiveness among senior high school students in Landan National High School during the COVID-19 pandemic. It begins by providing background on the impact of the pandemic on education globally. It then discusses the theoretical framework of using radio-based instruction and the conceptual framework of the study. The study aims to determine the level of effectiveness of radio-based instruction in teaching English to Blaan senior high school students. It will analyze effectiveness based on student demographics and academic performance. The goal is to propose interventions to improve radio-based instruction effectiveness.
Other EOSY Break Activities (Numeracy and Literacy)_2023.pptxVICENTASANFELIPE
The document summarizes the literacy and numeracy activities of Aniog Elementary School during their end-of-school year break. It discusses that initially 50 out of 154 students were non-readers and non-numerates. After implementing instructional strategies during the break, 45 out of the 50 students, representing 90%, transitioned to higher categories in reading and math skills. The document outlines the activities conducted, including assessing students, orienting parents and stakeholders, and monitoring progress. It proposes future plans like reading and math interventions to continue improving proficiency.
This action plan outlines a remedial reading program for struggling readers at Triala National High School from 2023-2024. It involves 3 phases: selection and orientation, conduct, and monitoring/evaluation. In phase 1, students' reading levels will be assessed and materials compiled. Parents and students will be oriented. Phase 2 will see implementation of reading interventions and activities to improve proficiency. Students will practice daily with guidance. Phase 3 will evaluate improvement through post-testing and recommend continued reading activities. The goal is to increase reading abilities of struggling readers through an engaged multi-level approach with parental support.
The document outlines the Department of Education's Basic Education Development Plan 2030. It identifies four priority development areas (pivoting to quality education, expanding access, empowering learners with life skills, and strengthening learner well-being) and four pillars to represent these priority areas (access, equity, quality, and resiliency). It provides details on important considerations and inputs for each pillar, such as key population groups for the equity pillar like learners with disabilities or from indigenous communities. Challenges to quality education like poor reading performance and curriculum issues are also examined. The plan aims to fulfill learners' rights to access, quality, and respect in education through various programs and strategies.
The document outlines Nabangka National High School's learning continuity plan for the 2021-2022 school year. Due to the ongoing COVID-19 pandemic, the school will continue implementing modular distance learning using printed modules. The plan discusses improved methods for module distribution and retrieval, scheduling of alternative work arrangements for teachers, and emphasizing student and teacher wellness through guidance programs. New approaches to subject cycling, class programming, assessment, and learning resources are also introduced to enhance the continuity of instruction while prioritizing safety.
The document discusses a remedial reading program called Project BUILD that was established by Ilongbukid National High School to address challenges in reading literacy among students. 10 students were identified as having difficulties with reading comprehension, spelling, and other literacy skills. Project BUILD aims to improve these students' literacy through activities like reading aloud, storytelling, spelling games, and using two-way radios. Progress will be monitored monthly and pre- and post-tests will evaluate the impact of the program. The school hopes this intensive, collaborative approach will help students strengthen their reading abilities.
The Basic Education Development Plan 2030 (BEDP 2030) is the Philippines' long-term plan for basic education covering Kindergarten to Grade 12, as well as non-formal education. It addresses the impacts of the pandemic on learning and education delivery. The BEDP 2030 was developed through consultation with education stakeholders and identifies priorities like ensuring all learners meet learning standards, expanding access, and strengthening governance.
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.
Teaching Common Competencies in Agri-fishery Arts (AFA 2)
- This deals with the understanding and overview of the qualification under AFA strand. It includes specialization such as agricultural crop production, animal production, fish capture, food processing, horticulture, landscaping, rubber production and processing pest management and organic agriculture.
1) The document provides guidelines for teachers on using the Most Essential Learning Competencies (MELCs) identified by the Department of Education for Grades K to 12 during the 2020-2021 school year due to disruptions caused by the COVID-19 pandemic.
2) It explains that the MELCs were identified by reviewing the full curriculum to determine the most essential competencies that students must acquire. These competencies are intended to focus instruction and lighten the burden of adapting classroom resources for distance learning.
3) The document provides an example of how the MELCs can be unpacked for Kindergarten, including identifying sub-competencies and suggested duration for each competency. It emphasizes that M
1. The document provides guidelines for the use of Most Essential Learning Competencies (MELCs) in the Philippine basic education system during the 2020-2021 school year due to the COVID-19 pandemic.
2. It identifies the MELCs as the most essential and indispensable competencies that learners must acquire given challenges in distance learning. The MELCs are intended to focus instruction and lighten the burden of converting resources.
3. The document describes the process used to identify the MELCs, which included determining the most essential competencies based on criteria like being enduring and applicable to real life. It emphasizes that the MELCs are anchored in existing curriculum standards.
The document provides guidelines for using the Most Essential Learning Competencies (MELCs) in basic education for School Year 2020-2021 due to the COVID-19 pandemic. It explains that the MELCs were identified based on the criterion of "endurance," focusing on competencies that remain useful beyond a single test and are applicable to real life. The MELCs are intended to assist schools in navigating limited instructional time by prioritizing essential competencies while still achieving curriculum standards. Teachers are advised to contextualize the MELCs and supplement them with specific objectives from the curriculum guides. The document also provides an example of how the Kindergarten MELCs can be presented and unpacked into sub-compet
The document provides a project initiative plan to improve literacy among grades 1-3 students at Sta. Maria Magdalena Elementary School. The plan involves implementing structured literacy instruction and a project called SMMES-GPP that includes tutorial sessions. Over the course of the school year, teachers will receive coaching on literacy strategies and assess student progress through regular evaluations. The goal is for all students to become instructional or independent readers.
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.
S9 gathering evidence for education in emergencies and supportive policies nrcPorticus Vienna
This document discusses the need for more rigorous evidence in Education in Emergencies (EiE) and outlines the Norwegian Refugee Council's (NRC) approach to building evidence through monitoring and evaluation. The NRC uses a theory of change framework and macro-level logframes to design country strategies and monitor outcomes. A case study from NRC Lebanon shows how needs assessments, evaluations, and participatory methods are used to generate evidence and adjust programming. The document calls for increased partnerships between practitioners and academics to bridge the research-practice divide and influence policy and advocacy.
This document outlines the Dropout Reduction Program (DORP) implemented by the Department of Education in the Philippines. The DORP aims to reduce school dropout rates and improve learning outcomes through formal, non-formal and informal approaches. It has several strategic components, including the Open High School Program, Effective Alternative Secondary Education, and School Initiated Interventions. The DORP supports schools' regular class programs and is designed to help schools achieve their goals of producing functionally literate graduates. It provides interventions for students at risk of dropping out to prevent them from leaving school and helps retrieve students who have left school.
The document provides an overview of the Dropout Reduction Program (DORP) in the Philippines. It defines DORP as an intervention program aimed at reducing dropout rates and improving learning outcomes using formal, non-formal and informal approaches. The key objectives of DORP are outlined, along with its underlying assumptions, guiding principles, legal bases, conceptual framework, operational framework, target clients, and management structure. DORP is presented as a strategic component that supports the regular class program and the goal of increasing access to quality basic education for all Filipinos.
The document outlines the rationale and implementation plans for Project CNR (Care for NorMin Readers), a regional reading initiative in the Philippines. The goal is to make every elementary and high school student an independent reader in their mother tongue, Filipino, and English. Key aspects include:
1) Identifying struggling readers using assessment tools and establishing reading clinics for intensive tutoring.
2) Implementing a "pull-out" scheme where students receive half-hour daily reading lessons.
3) Training teachers on effective reading instruction strategies.
4) Monitoring student progress through regular evaluations and providing incentives for achievement.
The BE-LCRP of Roma Elementary School aims to address learning loss from the pandemic through remediation programs and ensure students' well-being. It will assess students to identify learning gaps, provide targeted instruction, and train teachers. The plan operationalizes a 3-phase approach from July 2022-2023 focusing on professional development, health/safety, and learning support. It outlines strategies for intervention, stakeholder engagement, and monitoring/evaluation to help students catch up academically while supporting their mental health.
This document discusses radio-based instruction and its effectiveness among senior high school students in Landan National High School during the COVID-19 pandemic. It begins by providing background on the impact of the pandemic on education globally. It then discusses the theoretical framework of using radio-based instruction and the conceptual framework of the study. The study aims to determine the level of effectiveness of radio-based instruction in teaching English to Blaan senior high school students. It will analyze effectiveness based on student demographics and academic performance. The goal is to propose interventions to improve radio-based instruction effectiveness.
Other EOSY Break Activities (Numeracy and Literacy)_2023.pptxVICENTASANFELIPE
The document summarizes the literacy and numeracy activities of Aniog Elementary School during their end-of-school year break. It discusses that initially 50 out of 154 students were non-readers and non-numerates. After implementing instructional strategies during the break, 45 out of the 50 students, representing 90%, transitioned to higher categories in reading and math skills. The document outlines the activities conducted, including assessing students, orienting parents and stakeholders, and monitoring progress. It proposes future plans like reading and math interventions to continue improving proficiency.
This action plan outlines a remedial reading program for struggling readers at Triala National High School from 2023-2024. It involves 3 phases: selection and orientation, conduct, and monitoring/evaluation. In phase 1, students' reading levels will be assessed and materials compiled. Parents and students will be oriented. Phase 2 will see implementation of reading interventions and activities to improve proficiency. Students will practice daily with guidance. Phase 3 will evaluate improvement through post-testing and recommend continued reading activities. The goal is to increase reading abilities of struggling readers through an engaged multi-level approach with parental support.
The document outlines the Department of Education's Basic Education Development Plan 2030. It identifies four priority development areas (pivoting to quality education, expanding access, empowering learners with life skills, and strengthening learner well-being) and four pillars to represent these priority areas (access, equity, quality, and resiliency). It provides details on important considerations and inputs for each pillar, such as key population groups for the equity pillar like learners with disabilities or from indigenous communities. Challenges to quality education like poor reading performance and curriculum issues are also examined. The plan aims to fulfill learners' rights to access, quality, and respect in education through various programs and strategies.
The document outlines Nabangka National High School's learning continuity plan for the 2021-2022 school year. Due to the ongoing COVID-19 pandemic, the school will continue implementing modular distance learning using printed modules. The plan discusses improved methods for module distribution and retrieval, scheduling of alternative work arrangements for teachers, and emphasizing student and teacher wellness through guidance programs. New approaches to subject cycling, class programming, assessment, and learning resources are also introduced to enhance the continuity of instruction while prioritizing safety.
The document discusses a remedial reading program called Project BUILD that was established by Ilongbukid National High School to address challenges in reading literacy among students. 10 students were identified as having difficulties with reading comprehension, spelling, and other literacy skills. Project BUILD aims to improve these students' literacy through activities like reading aloud, storytelling, spelling games, and using two-way radios. Progress will be monitored monthly and pre- and post-tests will evaluate the impact of the program. The school hopes this intensive, collaborative approach will help students strengthen their reading abilities.
The Basic Education Development Plan 2030 (BEDP 2030) is the Philippines' long-term plan for basic education covering Kindergarten to Grade 12, as well as non-formal education. It addresses the impacts of the pandemic on learning and education delivery. The BEDP 2030 was developed through consultation with education stakeholders and identifies priorities like ensuring all learners meet learning standards, expanding access, and strengthening governance.
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.
Teaching Common Competencies in Agri-fishery Arts (AFA 2)
- This deals with the understanding and overview of the qualification under AFA strand. It includes specialization such as agricultural crop production, animal production, fish capture, food processing, horticulture, landscaping, rubber production and processing pest management and organic agriculture.
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Can coffee help me lose weight? Yes, 25,422 users in the USA use it for that ...nirahealhty
The South Beach Coffee Java Diet is a variation of the popular South Beach Diet, which was developed by cardiologist Dr. Arthur Agatston. The original South Beach Diet focuses on consuming lean proteins, healthy fats, and low-glycemic index carbohydrates. The South Beach Coffee Java Diet adds the element of coffee, specifically caffeine, to enhance weight loss and improve energy levels.
Gemma Wean- Nutritional solution for Artemiasmuskaan0008
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At Apollo Hospital, Lucknow, U.P., we provide specialized care for children experiencing dehydration and other symptoms. We also offer NICU & PICU Ambulance Facility Services. Consult our expert today for the best pediatric emergency care.
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Map: https://cutt.ly/BwCeflYo
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LGBTQ+ Adults: Unique Opportunities and Inclusive Approaches to CareVITASAuthor
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We are one of the top Massage Spa Ajman Our highly skilled, experienced, and certified massage therapists from different corners of the world are committed to serving you with a soothing and relaxing experience. Luxuriate yourself at our spas in Sharjah and Ajman, which are indeed enriched with an ambiance of relaxation and tranquility. We could confidently claim that we are one of the most affordable Spa Ajman and Sharjah as well, where you can book the massage session of your choice for just 99 AED at any time as we are open 24 hours a day, 7 days a week.
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This particular slides consist of- what is Pneumothorax,what are it's causes and it's effect on body, risk factors, symptoms,complications, diagnosis and role of physiotherapy in it.
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Application to conduct study on research title 'Awareness and knowledge of oral cancer and precancer among dental outpatient in Klinik Pergigian Merlimau, Melaka'
INFECTION OF THE BRAIN -ENCEPHALITIS ( PPT)blessyjannu21
Neurological system includes brain and spinal cord. It plays an important role in functioning of our body. Encephalitis is the inflammation of the brain. Causes include viral infections, infections from insect bites or an autoimmune reaction that affects the brain. It can be life-threatening or cause long-term complications. Treatment varies, but most people require hospitalization so they can receive intensive treatment, including life support.
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1. SDO Bulacan’s actions to address learning gaps is an LRP that SERVES…
BALAGTAS DISTRICT
Division of Bulacan
To the stakeholders
o Strategic o Empowering o Reflective o Vital o Excellence o Solidarity
4. NORTHVILLE VI ELEMETARY SCHOOL
Community Quarantine / Alert Level of Central Luzon Provinces
(March 2020-2021)
5. NORTHVILLE VI ELEMETARY SCHOOL
BULACAN COVID-19 ACTIVE CASES (March 2020 - April 2022)
Source: Bulacan PHO facebook page
6. NORTHVILLE VI ELEMETARY SCHOOL
No. of Learners, Teachers and Non-Teaching Personnel in the Division Reported to have
Contracted the COVID-19 Virus (Confirmed Cases)
7. NORTHVILLE VI ELEMETARY SCHOOL
OVERVIEWOFSCHOOL CLOSURES ANDREOPENINGS IN SOUTHEAST ASIA
Source: UNICEF / UNESCO
9. NORTHVILLE VI ELEMETARY SCHOOL
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.
10. NORTHVILLE VI ELEMETARY SCHOOL
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.
16. DEPARTMENT OF EDUCATION REGION III
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
are given the
needed to
their learning
learners
support
address
losses by
appropriate
providing
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
ACCESS EQUITY QUALITY
RESILIENCE AND
WELL-BEING
INTERMEDIATE OUTCOMES
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
ENABLING ENVIRONMENT
Collaborative, Responsive and Empowering
Governance, Management, and Systems
SDO LRP FRAMEWORK
NORTHVILLE VI ELEMETARY SCHOOL
17. DEPARTMENT OF EDUCATION REGION III
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
are given the
needed to
their learning
learners
support
address
losses by
appropriate
providing
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
ACCESS EQUITY QUALITY
RESILIENCE AND
WELL-BEING
INTERMEDIATE OUTCOMES
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
ENABLING ENVIRONMENT
Collaborative, Responsive and Empowering
Governance, Management, and Systems
SCHOOL LRP
FRAMEWORK
NORTHVILLE VI ELEMETARY SCHOOL
18. NORTHVILLE VI ELEMENTARY SCHOOL
Pillar
1
K TO 12 Curriculum
Review And Update
Quality of Learning Outcomes and
Learning Delivery Modalities
Pre-Pandemic and During Pandemic
19. Pillar
1
K TO 12 Curriculum
Review And Update
Quality of Learning Outcomes and
Learning Delivery Modalities
Pre-Pandemic and During Pandemic
NORTHVILLE VI ELEMENTARY SCHOOL
Learning Delivery
Modalities Implemented
3
Least and Most Learned Competencies
(MELCs) in Four (4) Subjects (Grade 1-3)
Results of Reading Assessments for English and
Filipino, Grades 1-3, Project AN
2
1
20. NORTHVILLE VI ELEMENTARY SCHOOL
Reading Assessment-English, Grades 1-3
Pre-Pandemic and During Pandemic
GRADE 1
GRADE 2
GRADE 3
Number
of cases
S.Y. 2019-2020**
(Pre-Pandemic)
No
EGRA
administered
in
SY
2020-2021
Number
of cases
S.Y. 2019-2020**
(During Pandemic)
In 2019-2020 (Pre-pandemic), Phil-IRI results for Grades 1-3 shows that 67.66% or 70.87% of learners passed
the assessment. However, during the pandemic, Using EGRA, the percentage of Grades 1-3 learners who
passed the assessment generally dropped to 5.75% in Grade 3.
*EGRA/Phil-IRI-Standard assessment tool in literacy given only to Grades 1-3 Pupils
167
148
103
113
101
73
67.66%
68.24%
70.87%
154
128
172
83
66
112
53.89%
51.56%
65.12%
167
21. NORTHVILLE VI ELEMENTARY SCHOOL
Consolidated EGRA Report in English for Grades 1-3 SY 2021-2022
Component
57Total Number of Pupils Who are Literate
in the Components of EGRA in English
Grade 1 % Grade 2 % Grade 3 % Average Rank
Book and Print Knowledge 96 62.33% 88 68.75% 134 77.91% 69.66% 1
Phonetic Awareness 83 53.89% 72 56.25% 103 59.88% 56.67% 2
Alphabetic Knowledge 72 46.75% 69 53.91% 98 56.98% 52.55% 3
Decoding Skills 70 45.45% 70 54.69% 88 51.16% 50.43% 4
Spelling and Reading Rate 63 40.90% 71 55.47% 85 49.42% 47.93% 5
Reading Accuracy 60 38.96% 65 50.78% 78 45.35% 45.03% 6
Listening Comprehension Skills 52 33.76% 57 44.53% 72 41.86% 40.05% 8
Diction/Spelling Skills 57 37.01% 55 42.97% 75 43.60% 41.18% 7
Of the eight components in Early Grade Reading Assessment for English in Grades 1 to 3, listening comprehension skills were
identified as having the least level of literacy while book and printed knowledge ranked the highest percentage of literacy among the
learners who took the test.
22. NORTHVILLE VI ELEMENTARY SCHOOL
Reading Assessment-Filipino, Grades 1-3
Pre-Pandemic and During Pandemic
GRADE 1
GRADE 2
GRADE 3
Number
of cases
S.Y. 2019-2020**
(Pre-Pandemic)
No
EGRA
administered
in
SY
2020-2021
Number
of cases
S.Y. 2019-2020**
(During Pandemic)
Before the pandemic, percentage of Grades 1-3 learners who passed the Phil-IRI assessment ranged from
68.86 % to 71.84%. During the pandemic, percentage of learners who passed the reading assessment dropped
by 11.07% in Grade 1, 15.44% in Grade 2 to as much as 0.33% in Grade 3 (Using EGRA as assessment tool).
*EGRA/Phil-IRI-Standard assessment tool in literacy given only to Grades 1-3 Pupils
167
148
103
115
105
74
68.86%
70.91%
71.84%
154
128
172
89
71
123
57.79%
55.47%
71.51%
23. NORTHVILLE VI ELEMENTARY SCHOOL
Consolidated EGRA Report in Filipino for Grades 1-3 SY 2021-2022
Component
Total Number of Pupils Who are Literate
in the Components of EGRA in Filipino
Grade 1 % Grade 2 % Grade 3 % Average Rank
Book and Print Knowledge 109 70.78% 91 71.09% 124 72.09% 71.32% 1
Phonetic Awareness 90 58.44% 89 69.53% 111 64.53% 64.17% 2
Alphabetic Knowledge 85 55.19% 87 67.97% 109 63.67% 62.28% 3
Decoding Skills 78 50.65% 83 64.84% 99 57.56% 57.68% 4
Spelling and Reading Rate 71 46.10% 79 61.72% 88 51.16% 52.99% 5
Reading Accuracy 70 45.45% 75 58.59% 89 51.74% 51.93% 6
Listening Comprehension Skills 69 44.81% 70 54.69% 73 42.44% 47.31% 8
Diction/Spelling Skills 67 43.51% 68 53.13% 75 43.60% 46.75% 7
Of the eight components in Early Grade Reading Assessment for Filipino in Grades 1 to 3, dictation/spelling skills and listening
comprehension skills were identified as having the least level of literacy while book and printed knowledge ranked the highest
percentage of literacy among the learners who took the test.
24. NORTHVILLE VI ELEMENTARY SCHOOL
Project All Numerates (PAN)
Grade 1 Numeracy Data - Pre-Pandemic and During Pandemic
GRADE 1
NUMERATES
NEARLY
NUMERATES
NON-
NUMERATES
TOTAL
SY 2019-2020
(Pre-Pandemic)
SY 2020-2021
(During Pandemic)
Among Grade 1 learners, the number of non-numerates and nearly numerates recorded diminished in figures
while those numerates greatly increase during the pandemic.
10
82
72
131
5.10%
49.10%
43.11%
0%
17.56%
82.44%
0
23
108
167
25. NORTHVILLE VI ELEMENTARY SCHOOL
Project All Numerates (PAN)
Grade 2 Numeracy Data - Pre-Pandemic and During Pandemic
GRADE 2
NUMERATES
NEARLY
NUMERATES
NON-
NUMERATES
TOTAL
SY 2019-2020
(Pre-Pandemic)
SY 2020-2021
(During Pandemic)
Similar trend is seen among Grade 2 pupils. There were increments in both non-numerates and nearly
numerates. A chunk of decrease among the number of numerates was clearly illustrated.
21
60
65
146
14.38%
41.09%
44.52%
0
23
108
131
0%
17.56
82.44%
26. NORTHVILLE VI ELEMENTARY SCHOOL
Project All Numerates (PAN)
Grade 3 Numeracy Data - Pre-Pandemic and During Pandemic
GRADE 3
NUMERATES
NEARLY
NUMERATES
NON-
NUMERATES
TOTAL
SY 2019-2020
(Pre-Pandemic)
SY 2020-2021
(During Pandemic)
The facts and figures in Grade 1 and 2 are somewhat repeated in Grade 3 data. In totally, there is a downward
trend in the numeracy level among Grade 1-3 pupils during pandemic.
15
56
56
124
12.09%
45.16%
42.74%
0
1
135
136
0%
0.7%
99.26%
27. NORTHVILLE VI ELEMENTARY SCHOOL
Most and Least Learned MELCs in Filipino
1. Nagagamit ang pangngalan sa pagsasalaysay tungkol sa mga
tao,lugar,bagay sa paligid
2. Nasasagot ang mga tanong tungkol sa kuwento, usapan,
teksto, balita at tula.
3. Nagagamit ng wasto ang mga pang-abay na naglalarawan ng
isang kilos o gawi.
G3
1. Nagagamit ang naunang kaalaman o karanasan sa pag-unawa
ng napakinggang teksto
2. Nakasusunod sa nakasulat na panutong may 1-2 at 3-4 na
hakbang.
3. Nagagamit ang personal na karanasan sa paghinuha ng
mangyayarisa nabasa/napakinggang tekdto o kuwento
G2
1. Nakasasagot sa mga tanong tungkol sa napakinggang pabula,
tula, tugma at tekstong pang-impormasyon.
2. Nasasagot ang mga tanong tungkol sa napakinggan
pabula,tugma/tula, at tekstong pang-impormasyon
3. Nababaybay nang wasto ang mga salitang natututuhan sa
aralin at salitang may tatlo o apat na pantig.
G1
G3
G2
G1
1. Nakasusunod sa nakasulat na panuto na may 2-4 hakbang.
2. Naiuulat ang mga naobserbahan sa pangyayari sa pamayanan.
3. Nasasabi ang sariling ideya tungkol sa tekstong napakinggan
1. Nakasusulat sa kabit-kabit na paraan na may tamang laki at
layo sa isa’t
2. Nailalarawan ang mga elemento(tauhan, tagpuan,
banghay,at bahagi at ng kuwento) panimula, kasukdulan,
katapusa/karanasan
3. Naibibigay ang mga sumusuportang kaisipan sa
pangunahing kaisipan ng tekstong binasa
1. Makakapagtatanong tungkol sa isang larawan. Nagagamit ang
mga salitang sino, saan, kailan, ilan, paano sa pagtatanong.
2. Nakapagtatanong tungkol sa isang larawan, kuwento, at
napakinggang balita
3. Nabibigay ang susunod na mangyayari sa napakinggang
kuwento.
28. NORTHVILLE VI ELEMENTARY SCHOOL
Learning Delivery Modalities Implemented
Northville VI Elementary School resorted to using pure modular scheme in their delivery of learning. The
absence of access to internet hindered many to adopt online distance learning (ODL) modality.
Modality Number of Pupils Percentage
Pure modular
Modular with Online
(Synchronous/ Asynchronous
Modular augmented by
DepEd TV and Radio Kapitolyo
Radio-Based Instruction
TOTAL
398
0
0
0
398
100%
0%
0%
0%
100%
29. KEY CHALLENGES
NORTHVILLE VI ELEMENTARY SCHOOL
PILLAR 1
CHALLENGES BASES
Inventory of Teacher-made
Assessment Tools
Results of Classroom Observation (CO),
Focus Group Discussion, Online
‘Kumustahan’
Assessment
Mechanism on the proper
implementation of Learning Delivery
Modalities
30. NORTHVILLE VI ELEMENTARY SCHOOL
GOAL
STRATEGIC DIRECTIONS
STRATEGIES
INTERVENTIONS MAJOR OUTPUTS
Ensure inclusive and equitable quality education for all learners in key stage 1, through literacy, numeracy, and
science skills recovery in key stage 1.
1. Adopt hybrid
learning delivery
modality
• Introduce and implement the hybrid
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
Hybrid learning delivery
modality implemented
Condensed Budget of work
Class and Teachers’
Programs for hybrid
Learning
Standard Weekly learning
Plans
Maximized utilization of
learning resources and
modalities
Contextualized learning
delivery in all learning areas
31. NORTHVILLE VI ELEMENTARY SCHOOL
GOAL
STRATEGIC DIRECTIONS
STRATEGIES
INTERVENTIONS MAJOR OUTPUTS
Ensure inclusive and equitable quality education for all learners in key stage 1, through literacy, numeracy, and
science skills recovery in key stage 1.
2. Intensify the
school-based
reading program
in English and
Filipino
• Strengthen the implementation of 5Bs Program
(Bawat Batang Bulakenyo Bihasang Bumabasa)
through:
a. Review of the program implementation guidelines;
b. Establishment of learners’ reading profile;
c. Departmentalization for English and Filipino in Key Stages 1
d. Profiling of reading teachers (trainings on teaching reading)
e. Recapacitation of reading teachers
f. Reassessment and enhancement of reading materials
g. Monitoring and evaluation of 5Bs reading program
implementation; and
h. Assessment of program outcomes and preparation of policy
recommendation.
i. Localized policy on tenure and grade/advisory assignment of
Reading teachers (to be assigned to Grade 1 Advisers)
j. Recognition of Reading Teachers
1. Progress Reports on
the following:
-Learners’ Literacy Profile
-Assessment Results
- Implementation of 5Bs
1. Profile of Reading Teachers
2. Trainings for Reading
Teachers
3. Quality-assured
contextualized reading
materials for different types
of learners
4. Localized and contextualized
policies on Reading
Teachers and
implementation of 5Bs
32. NORTHVILLE VI ELEMENTARY SCHOOL
GOAL
STRATEGIC DIRECTIONS
STRATEGIES
INTERVENTIONS MAJOR OUTPUTS
Ensure inclusive and equitable quality education for all learners in key stage 1, through literacy, numeracy, and
science skills recovery in key stage 1.
3. Intensify the
school-based
Project PROTECT
(PROvide Taching
and Learning
Materials to
Enhance
Mathematical
Capability of Grade
Two Pupils)
• Strengthen the implementation of
Project PROTECT through:
a. Review of the program implementation guidelines;
b. Establishment of learners’ numeracy profile;
c. Departmentalization for Mathematics in Key Stages 1
d. Profiling of Mathematics teachers (trainings on
teaching math)
e. Recapacitation of Key Stages I Mathematics teachers;
f. Reassessment of the Mathematics learning materials.
g. Monitoring and evaluation of Project PROTECT 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 2 Advisers)
j. Recognition of Mathematics Teachers
1. Progress Reports on the
following:
-Learners’ Numeracy Profile
-Assessment Results
- Implementation of Project
PROTECT
1. Profile of Mathematics Teachers
2. Trainings for Mathematics
Teachers
3. Quality-assured contextualized
Mathematics learning materials
4. Localized and contextualized policies
on Mathematics Teachers and
implementation of Project PROTECT
33. NORTHVILLE VI ELEMENTARY SCHOOL
GOAL
STRATEGIC DIRECTIONS
STRATEGIES
INTERVENTIONS MAJOR OUTPUTS
Ensure inclusive and equitable quality education for all learners in key stage 1, through literacy, numeracy, and
science skills recovery in key stage 1.
3. Intensify the
school-based
Project PROTECT
(PROvide Taching
and Learning
Materials to
Enhance
Mathematical
Capability of Grade
Two Pupils)
• Strengthen the implementation of
Project PROTECT through:
a. Review of the program implementation guidelines;
b. Establishment of learners’ numeracy profile;
c. Departmentalization for Mathematics in Key Stages 1
d. Profiling of Mathematics teachers (trainings on
teaching math)
e. Recapacitation of Key Stages I Mathematics teachers;
f. Reassessment of the Mathematics learning materials.
g. Monitoring and evaluation of Project PROTECT 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 2 Advisers)
j. Recognition of Mathematics Teachers
1. Progress Reports on the
following:
-Learners’ Numeracy Profile
-Assessment Results
- Implementation of Project
PROTECT
1. Profile of Mathematics Teachers
2. Trainings for Mathematics
Teachers
3. Quality-assured contextualized
Mathematics learning materials
4. Localized and contextualized policies
on Mathematics Teachers and
implementation of Project PROTECT
36. 1. Adopt hybrid
learning
delivery
modality in
key Stage 1
a. Face to face
b. Modular
Enrichment of
Instructional
Delivery through:
a. Content
enhancement
b. Remediation
program
c. Reinforcement
Program
PILLAR 1
Goal: Ensure inclusive and equitable quality education for all learners in key stage 1, through
literacy, numeracy, and science skills recovery in key stage 1.
Strategies Critical Actions
(Activities)
Responsible /
Accountable Unit
Time Frame
1. Conduct
inventory of
teachers adopting
hybrid-learning
modality
School Head,
M&E Team,
Grades 1-3
Teachers,
Parents
Interventions
NORTHVILLE VI ELEMENTARY SCHOOL
2022
4th week
of July
2022
2023
2 months
before
the
opening
of
classes
2024
2 months
before
the
opening
of
classes
Functional School-In-Charge
School M&E Team
Estimated Budget Budget Source
2022
4th week
of July
2022
2023
2 months
before
the
opening
of
classes
37. 1. Adopt hybrid
learning
delivery
modality in
key Stage 1
a. Face to face
b. Modular
Enrichment of
Instructional
Delivery through:
a. Content
enhancement
b. Remediation
program
c. Reinforcement
Program
PILLAR 1
Goal: Ensure inclusive and equitable quality education for all learners in key stage 1, through
literacy, numeracy, and science skills recovery in key stage 1.
Strategies Critical Actions
(Activities)
Responsible /
Accountable Unit
Time Frame
2. Assess teachers’
competencies on
the proper and
effective utilization
of hybrid learning
modality applicable
for ELLN.
School Head,
M&E Team,
Grades 1-3
Teachers,
Parents
Interventions
NORTHVILLE VI ELEMENTARY SCHOOL
2023
2 months
before
the
opening
of
classes
2024
2 months
before
the
opening
of
classes
Functional School-In-Charge
School M&E Team
Estimated Budget Budget Source
2022
5th
week
of July
2022
2023
2 months
before
the
opening
of
classes
38. 1. Adopt hybrid
learning
delivery
modality in
key Stage 1
a. Face to face
b. Modular
Enrichment of
Instructional
Delivery through:
a. Content
enhancement
b. Remediation
program
c. Reinforcement
Program
PILLAR 1
Goal: Ensure inclusive and equitable quality education for all learners in key stage 1, through
literacy, numeracy, and science skills recovery in key stage 1.
Strategies Critical Actions
(Activities)
Responsible /
Accountable Unit
Time Frame
3. Capacitate
teachers on the
proper
implementation of
hybrid learning
modality applicable
for ELLN.
School Head,
M&E Team,
Grades 1-3
Teachers,
Parents
Interventions
NORTHVILLE VI ELEMENTARY SCHOOL
2024
3 months
before
the
opening
of
classes
Functional School-In-Charge
School M&E Team
Estimated Budget Budget Source
2022
6 th week
of July
2022
2023
3 months
before
the
opening
of
classes
39. 1. Adopt hybrid
learning
delivery
modality in
key Stage 1
a. Face to face
b. Modular
Enrichment of
Instructional
Delivery through:
a. Content
enhancement
b. Remediation
program
c. Reinforcement
Program
PILLAR 1
Goal: Ensure inclusive and equitable quality education for all learners in key stage 1, through
literacy, numeracy, and science skills recovery in key stage 1.
Strategies Critical Actions
(Activities)
Responsible /
Accountable Unit
Time Frame
4. Identify the least
and most mastered
MELCs across
learning areas.
School Head,
M&E Team,
Grades 1-3
Teachers,
Parents
Interventions
NORTHVILLE VI ELEMENTARY SCHOOL
2024
3 months
before
the
opening
of
classes
Functional School-In-Charge
School M&E Team
Estimated Budget Budget Source
2022
7th week
of July
2022
2023
3 months
before
the
opening
of
classes
40. 1. Adopt hybrid
learning
delivery
modality in
key Stage 1
a. Face to face
b. Modular
Enrichment of
Instructional
Delivery through:
a. Content
enhancement
b. Remediation
program
c. Reinforcement
Program
PILLAR 1
Goal: Ensure inclusive and equitable quality education for all learners in key stage 1, through
literacy, numeracy, and science skills recovery in key stage 1.
Strategies Critical Actions
(Activities)
Responsible /
Accountable Unit
Time Frame
5. Unpack
identified least
mastered skills.
School Head,
M&E Team,
Grades 1-3
Teachers,
Parents
Interventions
NORTHVILLE VI ELEMENTARY SCHOOL
2024
3 months
before
the
opening
of
classes
Functional School-In-Charge
School M&E Team
Estimated Budget Budget Source
2022
8th week
of July
2022
2023
3 months
before
the
opening
of
classes
41. 2. Intensify the
school-based
reading
program in
English and
Filipino
• Strengthen the
implementatio
n of 5Bs
(Bawat Batang
Bulakenyo
Bumabasa)
a. Review the
guidelines of
the program
implementation
PILLAR 1
Goal: Ensure inclusive and equitable quality education for all learners in key stage 1, through
literacy, numeracy, and science skills recovery in key stage 1.
Strategies Critical Actions
(Activities)
Responsible /
Accountable Unit
Time Frame
1. Collaborate
with the School
Head, School
English and
Filipino
coordinators on
the review of
guidelines of
5Bs
implementation
School Head,
school English
and Filipino
coordinators
Interventions
NORTHVILLE VI ELEMENTARY SCHOOL
Functional School-In-Charge
School M&E Team
Estimated Budget Budget Source
2024
1st
month
of long
vacation
2022
4th week
of July
2022
2023
1st
month
of long
vacation
42. 2. Intensify the
school-based
reading
program in
English and
Filipino
• Strengthen the
implementatio
n of 5Bs
(Bawat Batang
Bulakenyo
Bumabasa)
a. Review the
guidelines of
the program
implementation
PILLAR 1
Goal: Ensure inclusive and equitable quality education for all learners in key stage 1, through
literacy, numeracy, and science skills recovery in key stage 1.
Strategies Critical Actions
(Activities)
Responsible /
Accountable Unit
Time Frame
2. Identify
teaching
strategies to
reinforce the
school-based
reading
program.
School Head,
school English
and Filipino
coordinators
Interventions
NORTHVILLE VI ELEMENTARY SCHOOL
Functional School-In-Charge
School M&E Team
Estimated Budget Budget Source
2024
1st
month
of long
vacation
2022
4th week
of July
2022
2023
1st
month
of long
vacation
43. 2. Intensify the
school-based
reading
program in
English and
Filipino
• Strengthen the
implementatio
n of 5Bs
(Bawat Batang
Bulakenyo
Bumabasa)
b. Establish
learners’ reading
profile.
PILLAR 1
Goal: Ensure inclusive and equitable quality education for all learners in key stage 1, through
literacy, numeracy, and science skills recovery in key stage 1.
Strategies Critical Actions
(Activities)
Responsible /
Accountable Unit
Time Frame
3. Gather, validate
and analyze the
learners’ reading
skills profile.
School Head,
school English
and Filipino
coordinators
Interventions
NORTHVILLE VI ELEMENTARY SCHOOL
Functional School-In-Charge
School M&E Team
Estimated Budget Budget Source
2024
1st
quarter
2nd
quarter
2022
4th week
of July
2022
2023
1st
quarter
2nd
quarter
44. 2. Intensify the
school-based
reading
program in
English and
Filipino
• Strengthen the
implementatio
n of 5Bs
(Bawat Batang
Bulakenyo
Bumabasa)
b. Establish
learners’ reading
profile.
PILLAR 1
Goal: Ensure inclusive and equitable quality education for all learners in key stage 1, through
literacy, numeracy, and science skills recovery in key stage 1.
Strategies Critical Actions
(Activities)
Responsible /
Accountable Unit
Time Frame
4. Conduct capacity-
building activities on
supervisory and
pedagogical
approaches.
2. Conduct capacity-
building activities on
pedagogical
approaches on the
development of
literacy, numeracy
and scientific skills
School Head,
school English
and Filipino
coordinators
Interventions
NORTHVILLE VI ELEMENTARY SCHOOL
Functional School-In-Charge
School M&E Team
Estimated Budget Budget Source
2024
1st
quarter
2nd
quarter
2022
4th week
of July
2022
2023
1st
quarter
2nd
quarter
45. 2. Intensify the
school-based
reading
program in
English and
Filipino
• Strengthen the
implementatio
n of 5Bs
(Bawat Batang
Bulakenyo
Bumabasa)
b. Establish
learners’ reading
profile.
PILLAR 1
Goal: Ensure inclusive and equitable quality education for all learners in key stage 1, through
literacy, numeracy, and science skills recovery in key stage 1.
Strategies Critical Actions
(Activities)
Responsible /
Accountable Unit
Time Frame
5. Conduct the
following activities:
- reevaluation and
classification of
available
instructional
materials.
-preparation of
additional IMs (if
needed)
School Head,
school English
and Filipino
coordinators
Interventions
NORTHVILLE VI ELEMENTARY SCHOOL
Functional School-In-Charge
School M&E Team
Estimated Budget Budget Source
2024
1st
quarter
2nd
quarter
2022
4th week
of July
2022
2023
1st
quarter
2nd
quarter
46. 3. Strengthen the
classroom and
performance-based
assessment
practices.
• Intensify the
practices on
classroom and
performance-
based
assessment.
PILLAR 1
Goal: Ensure inclusive and equitable quality education for all learners in every key stage, special
programs through literacy, numeracy, and science skills recovery in key stage 1 to 4.
Strategies Critical Actions
(Activities)
Responsible /
Accountable Unit
Time Frame
1. Conduct
assessment of:
- teachers’
competencies
on the
preparation of
learners’
assessment
based on the
standard;
School Head,
M&E Team,
Grades 1-3
Teachers,
Parents
Interventions
NORTHVILLE VI ELEMENTARY SCHOOL
Functional School-In-Charge
School M&E Team
Estimated Budget Budget Source
2024
1st
quarter
2nd
quarter
2022
1st week
Of
2022
2023
1st
quarter
2nd
quarter
47. 3. Strengthen the
classroom and
performance-based
assessment
practices.
• Intensify the
practices on
classroom and
performance-
based
assessment.
PILLAR 1
Goal: Ensure inclusive and equitable quality education for all learners in every key stage, special
programs through literacy, numeracy, and science skills recovery in key stage 1 to 4.
Strategies Critical Actions
(Activities)
Responsible /
Accountable Unit
Time Frame
2. Conduct
assessment of:
- validity and
reliability of
available
learners’
assessment
tools
School Head,
M&E Team,
Grades 1-3
Teachers,
Parents
Interventions
NORTHVILLE VI ELEMENTARY SCHOOL
Functional School-In-Charge
School M&E Team
Estimated Budget Budget Source
2024
1st
quarter
2nd
quarter
2022
1st week
of May
2022
2023
1st
quarter
2nd
quarter
48. 3. Strengthen the
classroom and
performance-based
assessment
practices.
• Intensify the
practices on
classroom and
performance-
based
assessment.
PILLAR 1
Goal: Ensure inclusive and equitable quality education for all learners in every key stage, special
programs through literacy, numeracy, and science skills recovery in key stage 1 to 4.
Strategies Critical Actions
(Activities)
Responsible /
Accountable Unit
Time Frame
3. Conduct
assessment of:
- evaluate the
learners’
competencies on the
utilization of different
learning assessment
tools such as written
task, performance-
based assessment
and computer-based
assessment (CBA).
School Head,
M&E Team,
Grades 1-3
Teachers,
Parents
Interventions
NORTHVILLE VI ELEMENTARY SCHOOL
Functional School-In-Charge
School M&E Team
Estimated Budget Budget Source
2024
1st
quarter
2nd
quarter
2022
1st week
of May
2022
2023
1st
quarter
2nd
quarter
49. 3. Strengthen the
classroom and
performance-based
assessment
practices.
• Intensify the
practices on
classroom and
performance-
based
assessment.
PILLAR 1
Goal: Ensure inclusive and equitable quality education for all learners in every key stage, special
programs through literacy, numeracy, and science skills recovery in key stage 1 to 4.
Strategies Critical Actions
(Activities)
Responsible /
Accountable Unit
Time Frame
• 4. Provide
activities to
expose the
learners in
different types of
assessment
such as written,
performance-
based and
computer-based
assessment.
School Head,
M&E Team,
Grades 1-3
Teachers,
Parents
Interventions
NORTHVILLE VI ELEMENTARY SCHOOL
Functional School-In-Charge
School M&E Team
Estimated Budget Budget Source
2024
1st
quarter
2nd
quarter
2022
1st week
of May
2022
2023
1st
quarter
2nd
quarter
50. 3. Strengthen the
classroom and
performance-based
assessment
practices.
• Intensify the
practices on
classroom and
performance-
based
assessment.
PILLAR 1
Goal: Ensure inclusive and equitable quality education for all learners in every key stage, special
programs through literacy, numeracy, and science skills recovery in key stage 1 to 4.
Strategies Critical Actions
(Activities)
Responsible /
Accountable Unit
Time Frame
• 5. Evaluate the
learners’ progress
based on DepEd
standard.
•
School Head,
M&E Team,
Grades 1-3
Teachers,
Parents
Interventions
NORTHVILLE VI ELEMENTARY SCHOOL
Functional School-In-Charge
School M&E Team
Estimated Budget Budget Source
2024
1st
quarter
2nd
quarter
2022
1st week
of May
2022
2023
1st
quarter
2nd
quarter
51. NORTHVILLE VI ELEMENTARY SCHOOL
Pillar
2
Improving Learning
Environment
Access, Equity and
Inclusion in Education
Pre-Pandemic and During Pandemic
52. NORTHVILLE VI ELEMENTARY SCHOOL
Pillar
2
Improving Learning
Environment
Access, Equity and
Inclusion in Education
Pre-Pandemic and During Pandemic
2
1
Comparative data on number of
schools: Public, Private
Comparative data on permanently/
temporarily closed private schools
53. NORTHVILLE VI ELEMENTARY SCHOOL
Comparative Data on Number of Schools: Public, Private per
Key Stage
3
1
0
3
1
0
3
1
0
0
0.5
1
1.5
2
2.5
3
3.5
PUBLIC PRIVATE SUCs/LUCs
KINDER-GRADE 6
2019-2020 2020-2021 2021-2022
1 1
0
1 1
0
1 1
0
0
0.2
0.4
0.6
0.8
1
1.2
PUBLIC PRIVATE SUCs/LUCs
JUNIOR HIGH SCHOOL
2019-2020 2020-2021 2021-2022
1
0 0
1
0 0
1
0 0
0
0.2
0.4
0.6
0.8
1
1.2
PUBLIC PRIVATE SUCs/LUCs
SENIOR HIGH SCHOOL
2019-2020 2020-2021 2021-2022
There are more public schools compared to the number of private schools at the elementary level in this area. Meanwhile,
the number of public and private schools in secondary level is the same. However, there is more public school for Senior
High School than private school. This indicates that there is still a need for additional schools to offer Senior High School.
54. NORTHVILLE VI ELEMENTARY SCHOOL
Comparative Data on Permanently and Temporarily
Closed Private School
0
0.2
0.4
0.6
0.8
1
1.2
2019-2020 2020-2021 2021-2022
Chart Title
Temporarily Closed Permanently Closed No. of Private Schools
There is only 1 private school that is consistently operating up to present despite the pandemic. However,
some of their learners had to transferred to public school.
S.Y. 2019-
2020
S.Y. 2020-
2021
S.Y. 2021-
2022
TOTAL
STATUS
0 0 0 0
TEMPORARILY
CLOSED
0 0 0 0
PERMANENTLY
CLOSED
1 1 1 1
NO. OF
PRIVATE
SCHOOLS
55. NORTHVILLE VI ELEMENTARY SCHOOL
Comparative Data on Number of Schools Offering Inclusive
Education
0
0.2
0.4
0.6
0.8
1
ALS IPED MULTI-GRADE SPED MADRASAH
Chart Title
2019-2020 2020-2021 2021-2022
2019-2020 0
2020-2021
2021-2022
ALS
IPED
MULTI-
GRADE
SPED
MADRASAH
0 0 0 0
0 0 0 0 0
0 0 0 0 0
There is no school offering inclusive education around the area of Santol, Balagtas, Bulacan.
56. NORTHVILLE VI ELEMENTARY SCHOOL
Comparative Data on Enrollment: Public, Private per Key Stage
993 979
1040
59 33 32
0
200
400
600
800
1000
1200
2019-2020 2020-2021 2021-2022
Chart Title
PUBLIC PRIVATE
The total enrolment in Public school is continuously increasing despite the pandemic. However, Private Schools are
the one’s who was affected because of its decreasing enrolment.
57. NORTHVILLE VI ELEMENTARY SCHOOL
Comparative Data on Enrollment in Inclusive Education
0 0 0 0 0 0
0 0 0 0 0 0
0 0 0 0 0 0
0
2
4
6
8
1
ALS IPED MULTI-GRADE SPED MADRASAH LAST-MILE
2019-2020 2020-2021 2021-2022
2019-2020 0
2020-2021
2021-2022
ALS
IPED
MULTI-GRADE
SPED
MADRASAH
0 0 0 0
0 0 0 0 0
0 0 0 0 0
LAST
MILE
0
0
0
Since there is no schools offering
inclusive education, the enrolment
remains zero.
58. NORTHVILLE VI ELEMENTARY SCHOOL
2019-2020 0
2020-2021
2021-2022
TECH-VOC
EDUC
STE
ELEMENTARY
SCHOOL
FOREIGN
LANGUAGE
ARTS
0 993 0 0
0 0 979 0 0
0 0 1040 0 0
SPORTS
0
0
0
Comparative Data on Enrollment in Special Curricular
Programs
0 0
993
0 0 0
0 0
979
0 0 0
0 0
1040
0 0 0
0
0
0
0
0
0
0
TECH-VOC
EDUC
STE ELEMENTARY
SCHOOLS
FOREIGN
LANGUAGE
ARTS SPORTS
2019-2020 2020-2021 2021-2022
Elementary School is continues to lead
attracting learners and shows increasing
number of during the three-year period
59. NORTHVILLE VI ELEMENTARY SCHOOL
Gender Disparity on Learners
MALE FEMALE
ELEMENTARY
2019-2020
MALE FEMALE
ELEMENTARY
2020-2021
MALE FEMALE
ELEMENTARY
2021-2022
TOTAL
993
511 482
TOTAL
979
507 472
TOTAL
1040
525 515
Learners’ gender parity index reveals male domination in elementary level
from S.Y. 2019-2020 – S.Y. 2021-2022 of basic education .
Gender Parity Index
.94
2019-2020
.98
2021-2022
.93
2020-2021
60. NORTHVILLE VI ELEMENTARY SCHOOL
Pillar
2
K TO 12 Curriculum
Review And Update
Access, Equity and
Inclusion in Education
Pre-Pandemic and During
Pandemic
4
3
Inventory of Teachers, School Heads
and other Personnel
Inventory of Classrooms, Seats and
Textbooks
6
5 Inventory of Learning Resources
Identified Needs based on Inventory
61. NORTHVILLE VI ELEMENTARY SCHOOL
Inventory of Teachers,School Heads and other Personnel
Teaching
Personnel
Principal
Head
Teacher
Guidance
Counselor
2019 31 1 0 0
2020 32 1 0 0
2021 32 1 0 0
32
33
33
TOTAL
62. Teacher I - 28
Teacher II - 0
Teacher III - 2
Master Teacher I - 1
Teacher I - 27
Teacher II - 1
Teacher III - 2
Master Teacher I - 1
Teacher I - 26
Teacher II - 1
Teacher III - 2
Master Teacher I - 3
S.Y. 2019-2020 S.Y. 2021-2022
S.Y. 2020-2021
NORTHVILLE VI ELEMENTARY SCHOOL
Teacher-Student Ratio
31 31
TOTAL
32
2019
1:31
2020
1:30
2021
1:33
63. NORTHVILLE VI ELEMENTARY SCHOOL
S.Y. 2019-
2020
S.Y. 2020-
2021
S.Y. 2021-
2022
ELEMENTARY
16
16
15
JUNIOR
HIGH SCHOOL
SENIOR HIGH
SCHOOL
Elementary
Junior High
School
Senior High
School
NEEDS
16
RATIO
1:60
Inventory of Classrooms
INSERT INFOGRAPHICS
INSERT INFOGRAPHICS
64. NORTHVILLE VI ELEMENTARY SCHOOL
S.Y. 2019-
2020
S.Y. 2020-
2021
S.Y. 2021-
2022
ELEMENTARY
615
615
615
Elementary
NEEDS
421
RATIO
1:2
Inventory of Seats
INSERT INFOGRAPHICS
65. NORTHVILLE VI ELEMENTARY SCHOOL
Inventory of Available SLMs from the Central Office
SY 2021-2022
153 pupils
153 modules
1:1 ratio
KINDER
131 pupils
131 modules
1:1 ratio
GRADE 1
115 pupils
115 modules
1:1 ratio
GRADE 4
168 pupils
168 modules
1:1 ratio
GRADE 2
136 pupils
136 modules
1:1 ratio
GRADE 3 119 pupils
119 modules
1:1 ratio
GRADE 5
140 pupils
140 modules
1:1 ratio
GRADE 6
The ratio of 1:1 SLM to learners was achieved in the school. This accomplishments were achieved due to the collaborative
effort of SDO Officials, School Heads, Teachers, Parents and LGUs. The SDO did not produce learning activity sheets (LAS),
the printing was delegated to the school.
66. NORTHVILLE VI ELEMENTARY SCHOOL
Inventory of Available Locally-Produced SLMs per Quarter (Elementary)
SY 2021-2022
153 pupils
153 modules
1:1 ratio
KINDER
131 pupils
131 modules
1:1 ratio
GRADE 1
115 pupils
115 modules
1:1 ratio
GRADE 4
168 pupils
168 modules
1:1 ratio
GRADE 2
136 pupils
136 modules
1:1 ratio
GRADE 3 119 pupils
119 modules
1:1 ratio
GRADE 5
140 pupils
140 modules
1:1 ratio
GRADE 6
The ratio of 1:1 SLM to learners was achieved in the school. This accomplishments were achieved due to the collaborative
effort of SDO Officials, School Heads, Teachers, Parents and LGUs. The SDO did not produce learning activity sheets (LAS),
the printing was delegated to the school.
67. NORTHVILLE VI ELEMENTARY SCHOOL
Inventory of Available Gadgets
SY 2021-2022
Device No. of Units DCP DOST DICT Donations
Division
Procured
Desktop 6 6 0 0 0 0
Desktop Virtual
Terminal 1 1 0 0 0 0
Laptop 3 3 0 0 1 0
Chromebooks 0 0 0 0 0 0
Tablets 0 0 0 0 0 0
TOTAL 10 10 0 0 1 0
68. NORTHVILLE VI ELEMENTARY SCHOOL
Pillar
2
K TO 12 Curriculum
Review And Update
Access, Equity and
Inclusion in Education
Pre-Pandemic and During Pandemic
8
7 School-Based Feeding Program and Milk
Feeding Program
School-Based Management
69. NORTHVILLE VI ELEMENTARY SCHOOL
School-Based Feeding Program
SY 2019-2022
165 60 75
12500
25000
0
5000
10000
15000
20000
25000
30000
Total Number of
Beneficiaries
Total no. of feeding
days
Amount per
Beneficiary
Budget Operational
Expenses
2019-2020 2020-2021 2021-2022
165 38 75
12500
25000
0
5000
10000
15000
20000
25000
30000
Total Number of
Beneficiaries
Total no. of feeding
days
Amount per
Beneficiary
Budget Operational Expenses
2019-2020 2020-2021 2021-2022
TOTAL AMOUNT
SY. 2019-2020
0
TOTAL AMOUNT
SY. 2020-2021
0
TOTAL AMOUNT
SY. 2021-2021
25000
TOTAL AMOUNT
SY. 2019-2020
0
TOTAL AMOUNT
SY. 2020-2021
0
TOTAL AMOUNT
SY. 2021-2021
25000
NUTRITIOUS
FOOD
PRODUCT
MILK
FEEDING
70. NORTHVILLE VI ELEMENTARY SCHOOL
Number of Feeding Days
DAYS
0
DAYS
0
DAYS
38
DAYS
0
DAYS
0
NUTRITIOUS
FOOD PRODUCT 2019-2020 2020-2021 2021-2022
MILK
FEEDING 2019-2020 2020-2021 2021-2022
DAYS
60
71. NORTHVILLE VI ELEMENTARY SCHOOL
TOTALBENEFICIARIES
2019-2020
0()
2020-2021
(0)
2021-2022
( 165)
NUTRITIOUS
FOOD PRODUCT
MILK
FEEDING
Tables showed that the beneficiaries for 2021 – 2022 were selected based on the learner’s
Nutritional Status. The feeding days for milk feeding is 38 days and nutritious foods is 60
days.
2019-2020
(0)
2020-2021
(0)
2021-2022
(165)
72. NORTHVILLE VI ELEMENTARY SCHOOL
Medical-Nursing Services
2019-2020
ASSESSED
WITH
AILMENTS
TREATED REFERRED
ASSESSED LEARNERS
( K-12)
984 0 0 0
VISUAL ACUITY TEST
LEARNERS
0 0 0 0
HEARING ACUITY TEST
LEARNERS
0 0 0 0
984 students were given health instructions on health-related issues and
concerns
73. NORTHVILLE VI ELEMENTARY SCHOOL
Medical-Nursing Services
2020-2021 2021-2022
COVID – 19 AWARENESS CAMPAIGN was not conducted
CONDUCTED
ONLINE
CONSULTATIO
NS,
MANAGEMENT
OF AILMENTS
AND REFERRAL
TEACHERS
NON-
TEACHING
PERSONNEL
LEARNERS
0 0 0
CONDUCTED
ON-LINE
KAMUSTAHAN
SESSION
0 0 0
DAILY REPORTING OF COVID- 19 CASES AND
MONITORING OF AFFECTED PERSONNEL
COVID CASES TEACHERS
NON- TEACHING
PERSONNEL
LEARNERS TOTAL
CONFIRMED 1 0 0 1
PROBABLE 0 0 0 0
SUSPECT 0 0 0 0
CLOSED
CONTACT 0 0 0 0
PUM 0 0 0 0
ONE (1) CONFIRMED CASE IN TEACHERS
74. NORTHVILLE VI ELEMENTARY SCHOOL
Medical-Nursing Services
2020-2021 2021-2022
Health education sessions conducted for
implementing face to face classes
NO. OF
ACCOMODATED
CONSULTATIONS
TEACHERS
NON-TEACHING
PERSONNEL
LEARNERS
0 0 0
NO. REFERRED 0 0 0
ON-LINE
KAMUSTAHAN 0 0 0
NO. OF BLOOD
SUGAR LEVEL
MONITORED
33 5 0
BLOOD PRESSURE 33 5 0
DENTAL 2019-2020
SERVICES
HEALTH TALK
PER
CLASSROOM
32
TREATED
LEARNERS 0
ORALLY
EXAMINED –
LEARNERS
98
4
EXTRACTED
PERMANENT
LEARNERS
0
WITH
DEFECTS
LEARNERS
0
EXTRACTED
TEMPORARY
LEARNERS
0
CARRIES
FREE
LEARNERS
21
8
DENTAL
CARIES
LEARNERS
0
EXTRACTION –
LEARNERS
0
PERIODONTA
L DISEASE
LEARNERS
0
GIVEN FILLING
LEARNERS
0 FLUOROSIS 0
One of the affected services during
the covid- 19 pandemic is the dental –
nursing services. School year 2019-
2020 all regular activities are
conducted but on the second quarter
of sy 2020-2021, all medical-dental
and nursing services shifted to online
on-line mode of delivery to ensure
health and safety of both health
personnel and clients.
2020- 2021 2021 - 2022
ONLINE
CONSULTATIONS
– TEACHERS /
PERSONNEL
0 0
DENTAL
PRESCRIPTION –
TEACHERS /
PERSONNEL
0 0
TREATED –
PERSONNEL 0 0
75. NORTHVILLE VI ELEMENTARY SCHOOL
Health and Wellness Program 2019-2022
Workout / exercise schedule for
teachers
And
Non-teaching
Personnels
School clinic services available 5
days a week
With assigned
Health personnel
Ensure the observance
of health protocols
At school
Annual laboratory examination
Of teachers,
Non-teaching personnel
Still for implementation
Online and on-site consultations to teachers, non-teaching, and
learners and provision
Of individualized instructions
On health concerns, management
Of ailments and follow-up
Health promotion and disease prevention activities among teachers, learners and personnel are school wellness
program focused for the succeeding school years. Annual physical and laboratory examination detects health factors
that lead to the occurance disease, monitoring and follow up are provided.
76. NORTHVILLE VI ELEMENTARY SCHOOL
Health and Wellness Program 2021-2022
FreeAnnual examination
among NorthvilleVIPersonnel
FreeFluVaccine
FreePneumonia
Vaccination
Annual Physical and
laboratory examination of
teachers and non-teaching
77. NORTHVILLE VI ELEMENTARY SCHOOL
Medical-Nursing Services
2019-2020
Assessed
learner
(K-12)
ASSESSED WTH
AILMENTS
TREATED REFERRED
Visual acuity test
learners
Hearing acuity
test learners
2020-2021 - 2021-2022
Conducted
online
consultations,
management of
ailments and
referral
TEACHERS NON-TEACHING
PERSONNEL LEARNERS
Daily reporting of COVID-19 Cases and
monitoring of affected personnel
COVID CASES TEACHERS
NON-TEACHING
LEARNERS TOTAL
confirmed
probable
suspect
Conducted
on-line
kamustahan
session
closed
contact
PUM
*Write interpretation of the above
infographics
*Write interpretation of the above
infographics
78. NORTHVILLE VI ELEMENTARY SCHOOL
2020-2021 - 2021-2022
Teachers Non-Teaching
personnel
Learners
No. of accommodated
consultations
No. referred
On-line kamustahan
sessions
No. of Blood sugar level
monitored
Blood pressure
monitoring
Dental
Services
2019-2020 2020-2021- 2021-2022
Online
consultations -
teachers/
personnel
health talk
per
classroom
treated-
learners
orally
examined-
learners
extracted
permanent-
learners
dental
prescription-
teachers/
personnel
with defects
-learners
extracted
temporary
-learners Treated-
personnel
carries free-
learners
dental
caries-
learners
Online
consultations
- teachers and
personnel
extraction-
learners
periodontal
disease-
learners dental
prescription
-teachers and
personnel
given filling
-learners
fluorosis
79. NORTHVILLE VI ELEMENTARY SCHOOL
Pillar
2
K TO 12 Curriculum
Review And Update
Access, Equity and
Inclusion in Education
Pre-Pandemic and During
Pandemic
10
9 SSAT-Compliance of all
School Sectors
SAT-Compliant Schools with Non-
Participating Grade Levels
12
11 Participating Learners in Limited
Face-to-Face
Vaccination Status of Learners and
Personnel in all School Sectors
80. NORTHVILLE VI ELEMENTARY SCHOOL
PUBLIC
Number of School – 4
SSAT Compliant – 4
Participating in the F2F classes - 4
PRIVATE
Number of School – 1
SSAT Compliant – 1
Participating in the F2F classes - 1
100%
100%
• All Public and Private schools that are SSAT Compliant are 100% Participating in Face-to-face classes.
Number of SSAT-Compliant Schools and Number of Schools Participating in F2F Classes
(Public and Private Schools)
100%
100%
81. NORTHVILLE VI ELEMENTARY SCHOOL
Vaccination Status of Teachers and Personnel in Public Schools
37 out of 37 teachers and
personnel are fully vaccinated
Vaccinated vs. Unvaccinated
100%
82. NORTHVILLE VI ELEMENTARY SCHOOL
Vaccination Status of Teachers and Personnel in Private Schools
10 out of 10 teachers and
personnel are fully vaccinated
Vaccinated vs. Unvaccinated
100%
83. NORTHVILLE VI ELEMENTARY SCHOOL
Vaccination Status Among Learners
5 - 11 YRS. OLD
1,036 learners aged 5-11 years old, 117
were vaccinated and 919 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.
117
11.29%
Vaccinated
84. NORTHVILLE VI ELEMENTARY SCHOOL
SBM Level of Practice of Schools
E
L
E
M
E
N
T
A
R
Y
2019-
2020
2020-
2021
2021-
2022
Elem Elem Elem
LEVEL 3
310 333 387
LEVEL 2
107 104 50
LEVEL 1
8 5 5
* Write information about the above infographics
85. NORTHVILLE VI ELEMENTARY SCHOOL
Pillar
2
K TO 12 Curriculum
Review And Update
Access, Equity and
Inclusion in Education
Pre-Pandemic and During Pandemic
13 Other Pertinent Data under
Access, Equity and Inclusion in
Education
86. NORTHVILLE VI ELEMENTARY SCHOOL
Funding Requirements for Identified Needs, FY 2023
Level Teacher Storage Budget
Requirements
Elementary Level 0 0
Estimated
Budget
Requirements
Needs Cost
Elementary Level 17 50, 541,811.00
Classroom
Requirement
Teacher
Requirement
Total additional fund
requirement
Php 50,541,811.00
87. NORTHVILLE VI ELEMENTARY SCHOOL
KEY CHALLENGES
-Data on School Health Records
- School Nutritional Status Report
S.Y 2019-2020, 2020-2021, 2021-2022
-School Records on Face- to- Face Attendees
-School Inventory on Facilities
PILLAR 2
CHALLENGES BASES
1. Number of Unvaccinated Learners
2. School Based Feeding Program
3.Number of pupils to the Face- to- Face Classes
4. Shortage of classrooms
88. NORTHVILLE VI ELEMENTARY SCHOOL
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 Stages 1 to
4
STRATEGIES
1. Intensify
vaccination
campaign among
parents/ learners.
2. Resume delivery
of school health
services after
pandemic period
and strengthen
the
implementation of
School Based
Feeding Program.
INTERVENTIONS
Conduct intensive information campaign/ drive
for vaccination.
Intensify the delivery of school health services
through active and participation involvement of
school personnel.
MAJOR OUTPUTS
Increased number of vaccinated
pupils.
Basic health services are provided to
learners, teachers, and personnel
towards attainment of optimum health.
89. NORTHVILLE VI ELEMENTARY SCHOOL
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 Stages 1 to
4
STRATEGIES
3. Intensify Face- to-
Face class campaign
among parents and
learners.
4. Inform concerned
agency about the
shortage of
classrooms.
INTERVENTIONS
Engage parents and pupils in disseminating
information about Face-to-Face classes
Write letter of request to the concerned agency.
MAJOR OUTPUTS
Increased number of learners in the
conduct of Face-to-Face classes.
Sufficient classroom
92. NORTHVILLE VI ELEMENTARY SCHOOL
Conduct
intensive
information
campaign drive
for vaccination.
Teachers
Functional / School-In-Charge
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 Stages 1 to 4
Strategies Critical Actions
(Activities)
Responsible /
Accountable Unit
Time Frame
BoSY
2022
BoSY
2023
BoSY
2024
Estimated Budget
No Budget Required
Budget Source
Interventions
Meeting with
parents, learners
and Barangay
Officials
1. Intensification
of vaccination
campaign
among parents
and learners.
School Head/
Teachers,
School Head
93. NORTHVILLE VI ELEMENTARY SCHOOL
Intensify the delivery
of school health
services through
active participative
involvement of school
health personnel for
the implementation of
health programs
Functional / School-In-Charge
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 Stages 1 to 4
Strategies Critical Actions
(Activities)
Responsible /
Accountable Unit
Time Frame
BoSY
2022
BoSY
2023
BoSY
2024
Estimated Budget
0
Budget Source
Interventions
1. Attend planning
conference among
health personnel.
-Conduct orientation
of teachers through
LAC sessions
2. Conduct re-
orientation of Wash in
Schools (Wins)
Programs.
2. Resumption of
delivery of school
health services after
pandemic period and
strengthen the
implementation of the
School-Based
Feeding Program
Teachers
School Health
Coordinator
and Teachers
94. NORTHVILLE VI ELEMENTARY SCHOOL
Intensify the delivery
of school health
services through
active participative
involvement of school
health personnel for
the implementation of
health programs
Functional / School-In-Charge
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 Stages 1 to 4
Strategies Critical Actions
(Activities)
Responsible /
Accountable Unit
Time Frame
BoSY
2022
BoSY
2023
BoSY
2024
Estimated Budget
0
Budget Source
Interventions
3. Conduct health
activities on:
awareness -
campaign on COVID
19 vaccination.
-nutritional status
identification among
learners (baseline
and endline) for
program
implementation
2. Resumption of
delivery of school
health services after
pandemic period and
strengthen the
implementation of the
School-Based
Feeding Program
Teachers
School Health
Coordinator
and Teachers
95. NORTHVILLE VI ELEMENTARY SCHOOL
Intensify the delivery
of school health
services through
active participative
involvement of school
health personnel for
the implementation of
health programs
Teachers
Functional / School-In-Charge
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 Stages 1 to 4
Strategies Critical Actions
(Activities)
Responsible /
Accountable Unit
Time Frame
BoSY
2022
BoSY
2023
BoSY
2024
Estimated Budget
Php 25,000.00
Budget Source
DepEd National Budget
Interventions
4.Implementation of
School Based
Feeding Program for
Kinder to Grade 6
learners to improve
their health and
nutritional status.
2. Resumption of
delivery of school
health services after
pandemic period and
strengthen the
implementation of the
School-Based
Feeding Program
School Health
Coordinator
School Health
Coordinator
and Teachers
96. NORTHVILLE VI ELEMENTARY SCHOOL
Intensify the delivery
of school health
services through
active participative
involvement of school
health personnel for
the implementation of
health programs
Functional / School-In-Charge
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 Stages 1 to 4
Strategies Critical Actions
(Activities)
Responsible /
Accountable Unit
Time Frame
BoSY
2022
BoSY
2023
BoSY
2024
Estimated Budget
0
Budget Source
Interventions
5. Conduct evaluation
on the implementation
of health services
programs to ensure
optimum results on
the health status of
learners.
2. Resumption of
delivery of school
health services after
pandemic period and
strengthen the
implementation of the
School-Based
Feeding Program
Teachers
School Health
Coordinator
and Teachers
97. NORTHVILLE VI ELEMENTARY SCHOOL
Conduct meeting and
engage parents and
learners in
disseminating
information about
Face-to-Face
Classes.
Teachers
Functional / School-In-Charge
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 Stages 1 to 4
Strategies Critical Actions
(Activities)
Responsible /
Accountable Unit
Time Frame
BoSY
2022
BoSY
2023
BoSY
2024
Estimated Budget
0
Budget Source
Interventions
Meeting with parents,
learners and
Barangay Officials.
3. Intensification of
Face-to-Face Class
campaign among
parents and learners.
School Head /
Teachers and
School Head
98. NORTHVILLE VI ELEMENTARY SCHOOL
Write letter of request
to the concerned
agency
Functional / School-In-Charge
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 Stages 1 to 4
Strategies Critical Actions
(Activities)
Responsible /
Accountable Unit
Time Frame
BoSY
2022
BoSY
2023
BoSY
2024
Estimated Budget
0
Budget Source
Interventions
Conducting meeting
with School Planning
Team
4. Reporting to the
concerned agency
about the shortage of
classrooms
School Head /
Teachers and
School Head
Teachers
99. NORTHVILLE VI ELEMENTARY SCHOOL
Pillar
3
K TO 12 Curriculum
Review And Update
Quality of Teachers, School
Heads and Supervisors
Pre-Pandemic and During Pandemic
100. NORTHVILLE VI ELEMENTARY SCHOOL
Career Stages of Teachers
Baseline Data Career Stage 1 Career Stage 2 Career Stage 3
SY 2019-2020
SY 2020-2021
* 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 Standard for Teachers (PPST).
9% 90% 1%
9% 90% 1%
101. NORTHVILLE VI ELEMENTARY SCHOOL
Capacity-Building Activities Conducted
2020 2021
30
Number of
Capability Building
Conducted
4 -Different Learning Areas
1 -LRMDS
8 -PPST and PPSSH
0 -SMEA
17 -ICT
22
Number of
Capability Building
Conducted
9 -Different Learning Areas
4 -LRMDS
4 -PPST and PPSSH
1 -SMEA
4 -ICT
104. NORTHVILLE VI ELEMENTARY SCHOOL
Assessment of Professional Development for
Teachers Based on PPST, IPCRF, & e-SAT
Domain 1: Content
Knowledge and Pedagogy
Domain 2: Learning
Environment
Domain 3: Diversity of
Learners
17%
20%
59%
4%
Sales
Applying knowledge of content within and
across curriculum teaching areas
Using a range of teaching strategies that
enhance learner achievement in literacy and
numeracy skills
Applying a range of teaching strategies to
develop critical and creativity
Displaying proficient use of Mother Tongue,
Filipino, and English to falitate learners
41.4%
58.6%
Establishing safe and secure learning
environment to enhance learning through the
consistent implementation of policies,
guidelines and procedures.
Managing learner behavior constructively by
applying positive and non violent discipline to
ensure learning focused enviroment
58%
11.8%
25.5%
5%
Using differentiated, developmentally appropriate
learning experiences to address learners' gender and
development
Designing, adapting and implementing teaching
strategies that are responsive to learners with
disabilities
Planning and delivering teaching strategies that are
responsive to the school
Adapting and using culturally appropriate teaching
strategies to add to the development of the learners
105. NORTHVILLE VI ELEMENTARY SCHOOL
Assessment of Professional Development for Teachers Based on PPST,
IPCRF, & e-SAT
Domain 4: Curriculum and Planning Domain 5: Assessment and Reporting
106. NORTHVILLE VI ELEMENTARY SCHOOL
Assessment of Professional Development for Teachers Based on PPST, IPCRF, & e-SAT
Domain 6: Community Linkages
and Professional Engagement
Domain 7: Personal Growth and
Professional Development
107. NORTHVILLE VI ELEMENTARY SCHOOL
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
Demonstrating knowledge and understanding of
policies, guidelines and….
Demonstrating knowledge and understanding of
policies,guidelines….
Demonstrating knowledge and understanding of
laws, policies, guidelines…
Demonstrating knowledge and understanding of
laws, policies, guidelines…
35%
20%
15%
30%
15% 15%
20%
15%
5%
Demonstrating knowledge of the DepEd vision,
mission and core values to foster shared
understanding and alignment of school policies,
programs, projects and activities
Demonstrating knowledge and understanding of the
phases of development and implementation with the
planning team, school plans aligned with institutional
goals and policies.
Undertaking policy implementation and review in the
school to ensure that operations are consistent with
national and local laws, regulations and issuances.
Utilizing relevant research findings from reliable
sources in facilitating data-driven and evidence-based
innovations to improve school performance.
Developing implementation programs in the school
that support the development of learners.
Demonstrating management in school data and
information using technology including ICT, to ensure
efficient and effective school operations.
Demonstrating management in finances adhering to
policies, guidelines and issuances in allocation,
procurement, disbursement and liquidation aligned
with the school plan.
Managing school facilities and equipment in
adherence to policies, guidelines and issuances on
acquisition, recording, utilization, repair and disposal.
Developing management in staffing such as teaching
load distribution and grade level and subject area
assignment in adherence to laws, policies, guidelines
and issuances based on the needs of the school.
108. NORTHVILLE VI ELEMENTARY SCHOOL
Domain 4: Developing Self and Others Domain 6: Community Linkages and Professional
Engagement
Assessment of Professional Development for School Heads Based on PPSSH & OPCRF
109. NORTHVILLE VI ELEMENTARY SCHOOL
Domain 4: Developing Self and Others Domain 6: Community Linkages and Professional
Engagement
Teachers who attended the early language literacy and numeracy
(ELLN)
110. NORTHVILLE VI ELEMENTARY SCHOOL
KEY CHALLENGES
PILLAR 3
CHALLENGES BASES
Performance of Teachers
PPST Domains Targeted Aligned
with Teachers’
PPSSH Domains Targeted based
on School Heads’ Needs.
Number and Type of Trainings
Conducted
IPCRF Rating
E-SAT
Database of Trainings
Conducted
111. NORTHVILLE VI ELEMENTARY SCHOOL
GOAL
STRATEGIC DIRECTIONS
1. Equip teachers with
necessary
competencies to
address issues and
concerns on teaching
and learning process.
2. Intensify the school
heads competencies
on the
a. Managing School
Operations and
Resource
b. Focusing on teaching
and learning
Conduct NEAP-accredited trainings on
• Pedagogical approaches on the
development of literacy and
numeracy.
Conduct NEAP-Accredited trainings on
managing school operations and
resources and focusing on teaching and
learning.
Develop and enhance the competencies and commitment of teaching related and non-teaching
personnel through competency-based and apposite trainings for quality performance in Career Stages
1-4.
Teachers with improved:
• Pedagogical competencies on
literacy and numeracy.
• Assessment of learning
School heads with improved
competencies on managing school
operations and resources, focusing on
teaching and learning.
114. NORTHVILLE VI ELEMENTARY SCHOOL
Conduct NEAP-accredited
trainings on
Pedagogical approaches
on the development of
literacy and numeracy.
Assessment of learning
Conduct NEAP-Accredited
trainings on managing school
operations and resources and
focusing on teaching and
learning.
f
PILLAR 3
Goal: Enhance the competencies and commitment of teaching and non-teaching personnel through
competency-based and apposite trainings for quality performance in Career Stages 1-4.
Strategies Critical Actions
(Activities)
Responsible /
Accountable Unit
Time Frame
Year Round Year Round Year Round
A month
before the
start of the
calendar year.
A month
before the
start of the
calendar
year.
A month
before the
start of the
calendar
year.
Interventions
1. Equip teachers with
necessary competencies to
address issues and concerns
on teaching and learning
process.
• Capacitate
teachers on the
pedagogical
approaches on the
development of
literacy ad
numeracy.
• Capacitate school
heads on the
managing school
operations and
resources and
focusing on
teaching and
learning.
• CID/SGOD Chief
EPS, PSDS, SEPS
& EPS, SMME and
School Heads.
• CID/SGOD Chief
EPS, PSDS, SEPS
& EPS, SMME
Functional Division in -Charge
CID&SGOD
Estimated Budget Budget Score
2. Intensify the school heads
competencies on the
a. Managing School
Operations and Resource
b. Focusing on teaching and
learning.
115. NORTHVILLE VI ELEMENTARY SCHOOL
Pillar
3
Engagement of
Stakeholders for Support
and Collaboration
Responsive Engagement
For Education
During Pandemic
116. NORTHVILLE VI ELEMENTARY SCHOOL
Pillar
3
Engagement of
Stakeholders for Support
and Collaboration
Responsive Engagement
For Education
During Pandemic
2
1
Existing Partnerships
and Collaboration
Summary of Donations/Grants
and Corresponding Beneficiaries
3 Other Pertinent Data under
Responsive Engagement for Education
117. NORTHVILLE VI ELEMENTARY SCHOOL
PARTNERSHIP and COLLABORATION
TOTAL
2019 2020 2021
16 18
8
0
1
2
11
➢ Provincial Government
➢ National Gov’t Agencies
➢ Private/External Partners
➢ Local Gov’t Units
Majority of Northville VI Elementary School partners are from private/
external sectors. There is a need to engage more government agencies for
continued commitment to increase support in education.
13
0
1
2
15
0
1
2
118. NORTHVILLE VI ELEMENTARY SCHOOL
2019
2020
2021
TotalAllocations
5, 050, 000
5, 050, 000
5, 010, 000
Most of our allotted budget from the Provincial Government were allocated in
the construction of 2 storey building to widen the teaching facilities of the school.
Provincial Special Education Fund (SEF)
2021 5, 010, 000
119. NORTHVILLE VI ELEMENTARY SCHOOL
KEY CHALLENGES
- Sustainability of Stakeholders’ Engagement in
Learning Support
- Assistance of the stakeholders’ understanding in
the learning process/environment.
- Partnership with NGO’s in the learning process
- Data on Brigada Eskwela
- Donations/Supports of LGU and Adopt A
School Program
- Partnership with Public and Private sectors
CHALLENGES BASES
PILLAR 4
120. NORTHVILLE VI ELEMENTARY SCHOOL
GOAL
STRATEGIES
1. Strengthens and sustain
stakeholders’
engagement
2. Engage stakeholders
from private sectors in
learning support
INTERVENTIONS
1. Conduct guidelines and partnership among
stakeholders.
2. Engagement of partnership program
implementation
3. Conduct convergence activities with stakeholders
4. Recognize and appreciate the school stakeholders
and partnership through DepEd Tayo – Northville
VI Elementary School – 158524
Implementation of Parent-Teacher Collaboration
from public and private sectors for Learning Recovery
MAJOR OUTPUTS
Enhanced guidelines on partnership
Data as a result of monitoring and
evaluation of the partnership program
Increased donations whether cash, kind,
or manpower DepEd Tayo – Northville
VI Elementary School – 158524
Stakeholders’ improvised support in
curriculum
* Sustain stakeholders’ engagement for support and collaboration to promote access, equity and
inclusion in basic education.
123. NORTHVILLE VI ELEMENTARY SCHOOL
A. Conduct of
guidelines on
partnership
B. Enhancement of
partnership
program
implementation
PILLAR 4
Goal: Sustain stakeholders’ engagement for support and collaboration to promote access, equity and
inclusion in basic education.
Strategies Critical Actions
(Activities)
Responsible /
Accountable Unit
Time Frame
2022
Year
Round
2022
Year
Round
2022
Year
Round
Interventions
1. Coordination
meetings;
Convergence with
education partners
and stakeholders
2. MOA/MOU
review and approval
1. Strengthen
stakeholders’
engagement
- School Head
- Teacher-
Parent
- LGU’s
124. NORTHVILLE VI ELEMENTARY SCHOOL
Implementation
of Parent-
Teacher
Collaboration
from public and
private sectors
for Learning
Recovery
PILLAR 4
Goal: Sustain stakeholders’ engagement for support and collaboration to promote access, equity and
inclusion in basic education.
Strategies Critical Actions
(Activities)
Responsible /
Accountable Unit
Time Frame
2022
Year
Round
2023
Year
Round
2024
Year
Round
Interventions
Regular coordination
with concerned
parties to ensure
smooth
implementation of
policies and
guidelines
2. . Engage
stakeholders from
private and public
sectors in
curriculum
support
- School Head
- Teacher-
Parent
- LGU’s
125. NORTHVILLE VI ELEMENTARY SCHOOL
Proper guidance on
the procedures
relative to the
conduct of turnover
of donations and
recognize best
practices on
partnership building
PILLAR 4
Goal: Sustain stakeholders’ engagement for support and collaboration to promote access, equity and
inclusion in basic education.
Strategies Critical Actions
(Activities)
Responsible /
Accountable Unit
Time Frame
2022
Year
Round
2023
Year
Round
2024
Year
Round
Interventions
1. Conduct School
Local Stakeholders
Convergence
Focusing on the
Resiliency to the
New Normal Setting
and Recognition of
Internal and
External Stakeholders
3. Recognition of
Education Partners
and Highlight
different partnership
initiatives
- School Head
- Teacher-
Parent
- LGU’s
139. NORTHVILLE VI ELEMETARY SCHOOL
Analysis and Management of Risk
Identified Risk Severity
Institutional Risk
Risk
Categories
Probability
High/Medium/Low
Impact
High/Medium/Low
Overall Rate Mitigation Strategies
150. NORTHVILLE VI ELEMETARY SCHOOL
Northville VI commits to
implement its LRP that SERVES!
Strategic
Empowering
Reflective
Vital
Excellence
Solidarity
151. NORTHVILLE VI ELEMETARY SCHOOL
Northville VI commits to
implement its LRP that SERVES!
Strategic
Empowering
Reflective
Vital
Excellence
Solidarity
Editor's Notes
Situational. Province, municipality and barangay context and school
Municipal and barangay level data. Acknowledge the source of data.
Municipal and barangay data.
District and school data. Isang template. January 2021-April 2022.
Overview of School closures in municipality. Isang template from district. Include and school na ginamit bilang QF and vaccination site.
Municipal and School level. Timeline
As is. Wala babaguhin. After this slide ay may SLRP framework. State the focus of school goal.
As is. Wala babaguhin. After this slide ay may SLRP framework. State the focus of school goal.
Gamitin ang result ng exit assessment as baseline.
