final 106030 San Miguel ES 2022 SLRP.pptx

Despite the fact that COVID pandemic continues to challenge us, San Miguel ES
took part on the call of the DepEd on having F2F classes after more than a year of
having distance learning.
With these experiences, Learning Recovery Plan had been formulated.
This is to fill the learning gaps of learners, practice on foundational skills through
instruction tailored to them based on their academic needs determined by
assessment data and choose the proper instruction suited to the varying contexts of
the schools.
Lastly, a community, home and school, to have a strong partnership and collaboration
which gears towards shared accountability for the attainment of the desired goals is
necessary.

SDO Pampanga COVID SITUATIONER

Lubao North District COVID SITUATIONER
Teaching and Non-
Teaching Personnel Pupils
112 Fully Vaccinated
(45.90%)
3 Unvaccinated
(52.87%)
129 Boostered
(1.23%)
4240 Unvaccinated
(68.92%)
102Vaccinated 1st Dose
(1.65%)
1818 Fully Vaccinated
(29.41%)
1 Boostered
(0.02%)

San Miguel Elementary School COVID SITUATIONER
Teaching and Non-
Teaching Personnel Pupils
11 Fully Vaccinated
(78.57%)
1 Unvaccinated
(7.14%)
2 Boostered
(14.29%)
297 Unvaccinated
(83.66%)
13 Vaccinated 1st Dose
(3.66%)
45 Fully Vaccinated
(12.68%)

The RAPID Learning Recovery Framework

Accelerating Learning Remediation and
Intervention
Prioritizing Professional Development of
Teachers and School Heads
Strengthening Support on Learners and
Personnel’ Health, Safety, and Wellness
National Learning Recovery Framework

ALOG RESULTS
S.Y. 2020-2021 KEY STAGE
1
LEARNING AREAS AVERAGE GRADE FOR 4 QUARTERS
MOTHER TONGUE 87.56%
ENGLISH 87.67%
FILIPINO 88.75%
MATHEMATICS 87.23%
SCIENCE 86.33%
AVERAGE 87.51%
Among the ALOG results, Filipino has the highest percentage, English a close second, followed by the Mother Tongue, then
followed by Mathematics and the lowest percentage is Science.
Overall, the average grade is quite good as they are at more than 85%,

Comparative Analysis of Inclusive Education
Enrolment
(S.Y. 2019-2022)
SCHOOL
YEAR
Enrolment in the last 3 school
years has increased gradually.
There were additional 8 new
enrolees in SY 2020-2021 and
2 for SY 2021-2022.
Overall, amidst the pandemic,
there has been a small growth
in the student population.

Comparative Analysis on Phil-IRI in Grade VI for 3
years
(S.Y. 2019-2020, S.Y. 2020-2021, S. Y. 2021-2022)
In the past 3 years, there has been a significant change between the Grade VI pupil’s Consolidated PHIL-IRI results. In S.Y 20219- 2020,
Frustration on the pre test had the highest number that year while in S.Y 2020-2021, Frustration was the lowest and finally by S.Y 2021-2022,
Frustration had the highest number but when it came to the post test, the numbers went down significantly. For both the Instructional and Independent
Pre tests and post tests their numbers are not that far from each other. The good thing is that none is tagged as non-Reader.

Pretest Reading Profile of the Grade I Learners Using Early Grades Reading
Assessment (EGRA) Tool (SY 2021-2022)
No. of
Cases GRADE 1- PRETEST
No. of learners
passed %
42
Component 1-Book and Print Knowledge 41 97.6%
Component 2-Letter Sound Knnowledge 40 95.2%
Component 3a-Letter Name Knowledge 34 81%
Component 3b-Initial Sound Identification 34 81%
Component 4 -Familiar Word Reading 30 71.4%
Component 5- Invented Word Reading 30 71.4%
Component 6a-Oral Passage Reading 30 71.4%
Component 6b- Reading Comprehension 30 71.4%
Component 7- Listening Comprehension 30 71.4%
Component 8- Dictation 30 71.4%
As a general assessment on all the tests, the average passing is more than 75% on all of 8 components.
Component 1 and 2 has over 90% passing rate while Component 3a and 3b is only at 81%
and the rest of the components had the average of 71.4 %.

Pretest Reading Profile of the Grade II Learners Using Early Grades Reading
Assessment (EGRA) Tool (SY 2021-2022)
No. of
Cases GRADE 2- PRETEST
No. of learners
passed %
39
Component 1-Book and Print Knowledge 36 92.3%
Component 2-Letter Sound Knnowledge 33 84.6%
Component 3a-Letter Name Knowledge 32 82.1%
Component 3b-Initial Sound Identification 33 84.6%
Component 4 -Familiar Word Reading 32 82.1%
Component 5- Invented Word Reading 29 74.4%
Component 6a-Oral Passage Reading 30 77%
Component 6b- Reading Comprehension 29 74.4%
Component 7- Listening Comprehension 29 74.4%
Component 8- Dictation 29 74.4%
As a general assessment on all the tests, the average passing is at 80% on all of 8 components.
Only Component 1 had over 90% passing rate, while Components 2 to 4 had over 80% passing rate
and lastly Components 5 to 8 had over 70%.

Phil-IRI Report
(Filipino)
(S.Y. 2021-2022)
CONSOLIDATED PHIL-IRI RESULTS IN GRADE VI
S.Y. 2020-
2021
TOTAL NO.
OF CASES
FRUSTRATION % INSTRUCTIONAL % INDEPENDENT % NON-READER %
PRE
TEST
132 83 62.88% 28 21.21% 21 15.91
%
3 2.72%
POST
TEST
132 7 5.30% 55 41.67% 70 53.03
%
0 0%
Based on the PHIL-IRI results for Filipino S.Y. 2021-2022, Frustration had the
highest number of percentage on pretestbut drastically decreased on the post test,
from 62.88% to 5.30%. Instructional on the other hand, increased from 21.21% to
41.67%.Independent has a substantial increase from 15.91% to 53.03%, while non
reader was recorded 0 on post test.

Phil-IRI Report
(Filipino)
(S.Y. 2020-2021)
S.Y.
2020-
2021
TOTAL
NO. OF
CASES
FRUSTRATION % INSTRUCTIONAL % INDEPENDENT % NON-
READER
%
PRE TEST 61 10 16.39% 26 42.62% 25 40.98% 0 0%
POST TEST 61 2 3.28% 29 47.54% 30 49.18% 0 0%
For the PHIL-IRI results for Filipino S.Y. 2020-2021, Instructional had the highest
number of percentage on pretest
and significantly increased from 42.62% to 47.54%. Independent on the other hand,
increased from 40.98% to 49.18%.
Frustration has a substantial decrease from 16.39% to 3.28%, while non reader was
recorded 0 on both pre and post test.

Phil-IRI Report
(Filipino)
(S.Y. 2019-2020)
S.Y.
2020-
2021
TOTAL
NO.
OF
CASES
FRUSTRATION
% INSTRUCTIONAL
% INDEPENDENT
% NON-
READER
%
PRE
TEST
47 9 19.15% 13 27.66% 25 53.19%
0 0%
POST
TEST
47 2 4.26% 14 29.79% 31 65.96%
0 0%
For the PHIL-IRI results for Filipino S.Y. 2019-2020, Independent had the highest
number of percentage on pretestand significantly increased from 53.19% to 65.96%.
Instructional on the other hand, increased from 27.66% to 29.79%. Frustration has a
substantial decrease from 19.15% to 4.26%, while non reader was recorded 0 on both
pre and post test.

POST TEST ON NUMERACY
LEVEL
S.Y. 2020-2021
GRADE NUMBER OF
STUDENTS TESTED
No. of
Test
Items
NON-NUMERATES NEARLY NUMERATES
NUMERATES
M F Total M F Total M F Total M F Total
I 22 16 38 100 0 1 1 9 3 12 13 12 25
II 32 24 56 100 2 0 2 14 10 24 16 14 30
III 30 32 62 100 1 0 1 7 12 19 22 20 42
IV 27 20 47 100 1 0 1 10 4 14 16 16 32
V 30 24 54 100 0 0 0 14 2 16 16 22 38
VI 28 24 52 100 0 0 0 10 7 17 18 17 35
TOTAL 169 140 309 4 1 5 64 38 102 101 101 202
On the post test on numeracy level among all the Grades (Grade 1- Grade), as a general conclusions most of the students regardless of gender are
Numerates, followed by Nearly Numerates and a very few Non-Numerates.

PROJECT ALL NUMERATES CONSOLIDATED
RESULTS
(S.Y. 2021-2022)
GRADE NUMBER OF PUPILS
TESTED
NON-NUMERATES NEARLY NUMERATES
NUMERATES
M F Total M F Total M F Total M F Total
I 18 24 42 0 0 0 13 13 26 5 11 16
II 22 16 38 0 0 0 14 9 23 8 7 15
III 32 22 54 0 0 0 16 13 29 16 9 25
IV 29 32 61 0 0 0 19 22 41 10 10 20
V 27 20 47 0 0 0 16 11 27 12 8 20
VI 27 24 51 0 0 0 14 12 26 13 12 25
On the Project All Numerates Consolidated Results, as a general conclusion most of the students regardless of gender are Nearly Numerates,
followed by Numerates but no non-Numerates.

COMPARATIVE ANALYSIS REPORT ON PROJECT ALL
NUMERATES
S.Y. 2019-2020 S.Y. 2020-2021 NAG S.Y. 2020-2021 NAG
Grade
Level
Enrolm
ent
Numer
ates
Nearly
Numer
ates
Non-
Numer
ates
Enrolm
ent
Numer
ates
Nearly
Numer
ates
Non-
Numer
ates
Numer
ates
Nearly
Numer
ates
Non-
Numer
ates
Enrolm
ent
Numer
ates
Nearly
Numer
ates
Non-
Numer
ates
Numer
ates
Nearly
Numer
ates
Non-
Numer
ates
I 53 15 35 3 38 25 12 1 10 -23 2 42 16 26 0 -9 14 -1
II 63 17 43 3 56 30 24 2 13 -19 1 38 15 23 0 -15 -1 -2
III 44 14 28 2 62 42 19 1 28 -9 1 54 25 29 0 -17 10 -1
IV 53 17 34 2 47 32 14 1 14 -20 1 61 20 41 0 -12 27 -1
V 53 20 32 1 54 38 16 0 18 -16 1 47 20 27 0 -18 11 0
VI 44 16 27 1 52 35 17 0 19 -10 1 51 25 26 0 -10 9 0
Based on the table above, S.Y 2019-2020, among all the enrolees from Grades I-VI,most of the students are Nearly Numerates, followed by Numerates and a very few
non-Numerates. By S.Y 2020-2021,most of the students are Numerates followed by Nearly Numerates and almost none for the non-Numerates.Grade level V and VI do
not have any non-Numerates for that school year. By S.Y 2020 -2021,most of the students are Nearly Numerates followed by Numerates and no non-Numerates.

English Reading Profile Based on PHIL-IRI
Results
(S.Y. 2021-2022)
Grade
Level
PUPILS TESTED FRUSTRATION INSTRUCTIONAL INDEPENDENT NON-READER
IV 61 61 35 10 15 28 11 23 0 0
V 47 47 21 9 16 21 10 17 0 0
VI 52 52 27 7 14 22 11 23 0 0
TOTAL 160 160 83 26 45 71 32 63 0 0
Based on the PHIL-IRI results for the English Reading Profile, Grade Levels IV to VI were given two kinds of tests, the pretest,
and the post test. With Grade IV’s pretest, Frustration had the highest number of students while on the post test, Instructional
had the highest number of students. While with Grade V’s pretest, Frustration on the pretest had the same number with the post
test for Instructional. Both are the highest numbers. Lastly, Grade VI’s pretest, Frustration has the highest number while in the
post test Independent is the highest nearly following Instructional but very little number of Frustration.

Grade
Level
II 55 55 16 2 22 26 17 27 0 0
III 61 61 19 2 25 37 17 22 0 0
IV 47 47 9 1 16 19 22 27 0 0
V 54 54 8 2 25 25 21 27 0 0
VI 51 51 9 1 24 22 18 28 0 0
TOTAL 168 168 61 8 112 129 95 131 0 0
English Reading Profile Based on PHIL-IRI
Results
(S.Y. 2020-2021)
For S.Y 2020 -2021 results for the English Reading Profile on PHIL-IRI, among all the Grade Levels (Grade II to Grade VI),
most of the students scored higher on the Instructional and Independent Tests and very little on the Frustration test.

Grade
Level
IV 54 54 28 10 14 20 10 24 2 0
V 53 54 25 9 12 21 15 23 1 0
VI 45 45 18 7 13 18 14 20 0 0
TOTAL 152 152 71 26 39 59 39 67 3 0
English Reading Profile Based on PHIL-IRI Results
(S.Y. 2019-2020)
For S.Y. 2019- 2022 English Reading Profile on PHIL-IRI, for the pretest all the Grade levels (Grade IV – VI),
pupils who tested had Frustration as the highest while for the post test the highest is Independent.
Though for Grade IV and V, there are non- Readers.

Comparative Analysis of Inclusive Education
Enrolment
(S.Y. 2019-2020)
SCHOOL
YEAR

Learning Modalities Implemented
Learning Modalities Implemented
Learning Modalities
SY 2019-2020
Face-to-Face Instruction
Learning Modalities
SY 2020-2021
Printed SLMs, Online,
Super K Teleskwela
Learning Modalities
SY 2021-2022
Face-to-face Instruction,
Printed SLMs, Online,
Super K Teleskwela, Radio-
based Instruction
As you can see on the pie graph above, for the last 3 school years, the learning modalities have changed a lot where blended learning
has been introduced by S.Y 2021- 2022.Looking at the graph more than half of the students prefer Modular Learning Only (Printed)
which is 28%,followed by blended learning which only had 11% and other modes like Othersand the Modular Learning Only
(Digital) are both under 10%.

Most essential
learning competencies

LEAST LEARNED COMPETENCIES IN MTB – MLE - I
GRADE QUARTER 1 QUARTER 2 QUARTER 3 QUARTER 4
ONE
1. Blend specific letters to
form syllables and
words (MT1PWR-IIa-i-
5.2)
2. Give the correct
sequence of three
events in a story
listened to (MT1LC-
Ic-d-2.2)
3. Use naming words in
sentences
a. Common and proper
b. Noun markers
(MT1GA-Ig-1-h-2)
1. Identify pronouns
a. personal
b. possessive
(MT1GA-lla-d-2.2)
2. Identify pronouns with
contractions
(MT1GA-lli-i-2.2.1)
3. Identify cause and/or
effect of events in a story
listened to
(MT1LC-lle-d-4.2)
1. Write the proper spacing,
punctuations and
capitalization when
applicable
2. Identify the tense of the
action word in the sentence
(MT1GA-lllc-e-2.3.1)
3. Identify and use
synonyms, antonyms and
homonyms (when
applicable) and words with
multiple meaning correctly
(MT1VCD-llla-i-3.2)
1. Identify, give the
meaning of, and use
compound words in
sentences
(MT1VCD-lva-i-3.1)
2. Use describing words in
sentences
(MT1GA-lve-g-1.5)
3. Give the synonyms and
antonyms of describing
words
(MT1GA-lvh-i-4.1)

TWO
1. Express ideas through
poster making (e.g. ads,
character profiles, news
report, lost and found) using
a stories as a springboard
(MT2C-la-i-1.4)
2. Construct a variety of
sentences observing
appropriate punctuation
marks
(MT2GA-lh-i-5.1)
3. Give the summary of a
story
(MT2L-li-i-2.5)
1. Write paragraphs using
subject, object and
possessive pronouns,
observing the conventions of
writing
(MT2C-lla-i-2.2)
2. Participate in and initiate
more extended social
conversation or dialogue with
peers, adults on unfamiliar
topics by asking and
answering questions,
restating and soliciting
information
(MT2OL-lld-e-6.3)
1. Write short narrative
paragraphs that include
elements of setting,
characters, and plot (problem
and resolution), observing
the conventions of writing
(MT2C-llla-i-2.3)
2. Use action words when
narrating simple experiences
and when giving simple 3-5
steps directions using signal
words (e.g. first, second, next
etc.)
(MT2GA-llld-i-1.4.1)
1. Use the conversations of
writing in composing journal
entries and letters
(MT2C-lva-i-3.1)
2. Identify and use adjectives
in sentences
(MT2GA-lva-2.4.1)
3. Use correctly adverbs of
a. time
b. place
c. manner
d. frequency
(MT2GA-lvh-i-2.5)
LEAST LEARNED COMPETENCIES IN MTB – MLE - II

ONE
1. Give the correct
sequence of three
events
2. Identify the cause
and effect/or effect of
events
3. Predict possible
ending of a story read
1. Recognize describing
words for people,
objects, things, and
places
(EN1G-lvf-j-5)
2. Sort and classify
familiar words into basic
categories
(EN1V-lva-e-3)
3. Give the meaning of
words using clues
(TPR, pictures, body
movements, etc.)
(EN1V-lvf-j-12.1)
LEAST LEARNED COMPETENCIES IN ENGLISH - I

LEAST LEARNED COMPETENCIES IN ENGLISH - II
TWO
1. Recognize common or
proper nouns in simple
sentences listened to
2. Identify the English
equivalent of words in the
Mother Tongue or in
Filipino
(EN2VD-ld-e-1)
3. Identify and discuss the
elements of a story (theme,
setting, characters and
events)
(EN2LC-lla-b-2.2)
1. Generate ideas through
pre-writing activities
2. Writing some words, a
phrase, or a sentence
about an illustration or a
character
3. Discuss the illustrations
on the cover and predict
what the story may be
about
(EN2BPK-llla-1)
1. Create or expand word
clines
2. Identify important details
in expository text listened
(EN2LC-lllh-3.1)
3. Talk about texts
identifying major points and
key themes
1. Spell 2-syllable words
with short e, a, I, o, and u
sound in CVC pattern
(EN2PWR-llld-f-7.1)
2. Use demonstrative
pronouns (this/that,
these/those)
(EN2G-lvc-d-4.2.3)
3. Read phrases, short
sentences and short stories
consisting of words with
short e, a, I, o, and u then
answer the Who, What and
Where questions about
them

LEAST LEARNED COMPETENCIES IN ENGLISH - III
THREE
1. Use plural from of
frequently occurring
irregular nouns (e.g.
children, feet, teeth)
(EN3G-li-j-2.4)
2. Initiate conversations
with peers in a variety of
school settings
(EN3FL-la-3.8)
1. Make inferences and
draw conclusions based
on texts (pictures, title
and content words)
(EN3RC-llla-2.11)
2. Use different sources
of information in reading
(EN3RC-lllg-j-2.5)
1. Compare and
contrast information
heard
(EN3OL-llli-j-1.9)
2. Write a simple story
(EN3WC-lva-e-22)
1. Recognize and read
some irregularly spelled
words (e.g. such as
enough, through,
beautiful)
(EN3PWR-lvj-22)
2. Present information in
varied artistic ways (e.g.
role playing, show and
tell, radio play / podcast
/ broadcast / reporting /
poster presentations)
(EN3OL-lva-e-1.19)

LEAST LEARNED COMPETENCIES IN ENGLISH - IV
FOUR
1. Identify the structure,
purpose, and language
features of different text
types, e.g. narrative,
information report,
procedure, argument
2. Identify different
meanings of content specific
words (denotation and
connotation)
(EN4V-lllf-38)
3. Get the meaning of words
through word association
(analogy) and classification
(EN4V-lllh-39)
1. Use context clues to find
meaning of unfamiliar
words: definition,
exemplification
(EN4V-la-31)
2. Use the past form of
regular and irregular verbs
(EN4G-lli-12)
1. Use appropriate graphic
organizers in text read
(EN4RC-lle-30)
2. Analyze story in terms of
its elements
(EN4RC-lb-2.1.1)
1. Write a reaction about the
story read
(EN4WC-llf-22)
2. Write a news report using
the given facts
(EN4WC-lli-25)
3. Write / compose an
editorial
(EN4WC-lllc-28)

LEAST LEARNED COMPETENCIES IN ENGLISH - V
FIVE
1. Analyzing sound
devices (onomatopoeia,
alliteration, assonance)
(EN5LC-le-
2.11.1/2.11.2/2.11.3)
2. Analyzing figures of
speech (simile,
metaphor,
personification,
hyperbole) in a given
text
(EN5RC-lf-2.3)
1. Identifying different
meanings of content
specific words
(denotation and
connotation)
(EN5V-llf-20.1.2)
2. Making an outline
from a selection read
(EN5RC-lli-2.15.1)
1. Providing evidence to
support understanding
(EN5LC-llla-2.15)
2. Distinguishing text-
types according to
features (structural and
language) – comparison
and contrast
(EN5RC-lllg-3.2.7)
1. Using appropriate
graphic organizers in
text read
(EN5RC-lve-2.15.2)
2. Summarizing
information from various
text types
(EN5LC-lvj-3.13)

LEAST LEARNED COMPETENCIES IN ENGLISH - VI
SIX
1. Analyze figures of speech
(simile, metaphor, irony,
hyperbole, euphemism)
2. Analyze sound devices
(onomatopoeia, alliteration,
assonance, consonance)
3. Infer meaning of figurative
language using: context
clues, affixes and roots and
other strategies
1. Noting significant details
of informational texts using
appropriate graphic
organizers in pre-writing
task
2. Compare and contrast
content of materials viewed
from other sources of
information
3. Identify the purpose, key
structural and language
feature of various types of
informational text
1. Write a 4-paragraph
composition showing
comparison and contrast
2. Evaluate narratives based
on how the author
developed the elements:-
Plot (chronological-
sequential, en medias res,
flashback)
3. Compose clear and
coherent sentences using
appropriate grammatical
structures:-Order and
degrees of regular
adjectives
1. Compose clear and
coherent sentences using
appropriate grammatical
structures
a. verb tenses
b. conjunctions
c. adverbs of
intensity
d. adverbs of
manner

LEAST LEARNED COMPETENCIES IN FILIPINO – I
ONE
1. Nakapagtatanong
tungkol sa isang
larawan, kuwento, at
napakinggang balita
(F1PS-lla-2, F1PS-
lllc-10.1, F1PS-lvh-
10.2)
2. Napagsusunod-
sunod ang mga
pangyayari sa
napakinggang
kuwento sa tulong ng
mga larawan at
pamatnubay na tanong
(F1PN-llf-8))
1. Nagagamit ang mga
salitang pamalit sa
ngalan ng tao (ako,
ikaw, siya, tayo, kayo,
sila)
(F1WG-llg-h-3,
F1WG-llg-i-3)
2. Naibibigay ang
paksa ng talata at tula
(F1PN-llh-10, F1PN-
llli-7)
1. Nagagamit ang mga
natutuhang salita sa
pagbuo ng mga
simpleng
pangungusap
(F1PP-lllj-9)
2. Nakasusulat nang
may wastong baybay,
bantas, gamit ng
malaki at maliit na
letra upang
maipahayag ang
ideya, damdamin o
reaksyon sa isang
paksa o isyu
(F1KM-lllj)

LEAST LEARNED COMPETENCIES IN FILIPINO – II
TWO
1. Nasasabi ang
mensahe, paksa o tema
na nais ipabatid sa
patalastas, kuwentong
kathang-isip o teksto
hango sa tunay na
pangyayari
(F2PP-la-c-12, F2PP-
la-c-12)
2. Nakasusulat ng
parirala at pangungusap
nang may wastong
baybay, bantas at gamit
ng malaki at maliit na
letra
(F2KM-llb-f-1.2)
1. Naipapahayag ang
sariling ideya /
damdamin o reaksyon
tungkol sa napakinggan
/ nabasang:
a. kuwento
b. alamat
c. tugma o tula
d. tekstong pang-
impormasyon
(F2PS-lg-6.1)
2. Nakasusulat ng talata
at liham nang may
wastong baybay, bantas
at gamit ng malaki at
maliit na letra
(F2KM-lvg-1.5)
1. Naipahahayag ang
sariling ideya /
damdamin o reaksyon
tungkol sa
napakinggang kuwento
batay sa tunay na
pangyayari / pabula
(F2PS-lg-6.1)
2. Napag-uugnay ang
sanhi at bunga ng mga
pangyayari sa binasang
talata at teksto
(F2PB-lh-6, F2PB-lllg-
6, F2PB-lvd-6)
1. Nakabubuo nang
wasto at payak na
pangungusap na may
tamang ugnayan ng
simuno at panag-uri sa
pakikipag-usap
(F2WG-lvg-j-8)
2. Naibibigay ang mga
sumusuportang
kaisipan sa
pangunahing kaisipan
ng tekstong binasa
(F2PB-llli-1.1,
F2PB-lvi-11)

LEAST LEARNED COMPETENCIES IN FILIPINO – III
THREE
1. Nakakagamit ng
diksyunaryo
(F3EP-ld-6.1)
2. Naisasalaysay muli
ang teksto nang may
tamang
pagkakasunod-sunod
ng mga pangyayari sa
tulong ng pamatnubay
na tanong at balangkas
(F3PN-lg-6.1, F3PN-
llf-6.4, F3PB-llg-12.2,
F3PBlllg-12.3, F3PN-
lvh-6.6)
1. Nakasusulat ng
talata nang may
wastong baybay,
bantas at gamit ng
malaki at maliit na letra
upang maipahayag ang
ideya, damdamin o
reaksyon sa isang
paksa o isyu
(F3KM-llli-3.2)
2. Nakabubuo ng mga
tanong matapos
mapakinggan ang
isang teksto
(F3PN-llj-13)
1. Nasisipi nang wasto
at maayos ang mga
liham
(F2PS-lg-6.1.2)
2. Naibibigay ang
sariling hinuha bago,
habang at pagkatapos
mapakinggang teksto
(F3PNlllf-12)
1. Nakasusulat ng
isang talata
(F3KM-lvd-3.1)
2. Nabibigay ng
mungkahing solusyon
sa suliraning nabasa
sa isang teksto o
napanood
(F3PB-lvh-13)

LEAST LEARNED COMPETENCIES IN FILIPINO – IV
FOUR
1. Nasasagot ang mga
tanong sa
napakinggan at
nabasang kuwento,
tekstong pang-
impormasyon at SMS
(short messaging text)
(F4PB-la-d-3.1,
F4PB-la-d-3.1, F4PN-
lh-3.2)
2. Nababasa ang
maikling tula nang
may tamang bilis, diin,
ekpresyon at
intonasyon
(F4PB-lc-1.6)
1. Napagsusunod-
sunod ang mga
detalye / pangyayari sa
tekstong napakinggan
sa pamamagitan ng
tanong
(F4PN-llh-8.2)
2. Nakasusulat ng
panuto gamit ang
dayagram
(F4PH-llf-2)
3. Nakasusulat ng
talatang naglalarawan
(F4PU-lle-g-2.1)
1. Naisasalaysay ang
mahahalagang detalye
sa napakinggang
teksto
(F4PN-llld-18)
2. Nakapagbibigay ng
reaksyon sa
napakinggang
paliwanag; sa isyu
mula sa napakinggang
ulat
(F4PS-llle-8.8, F4PS-
llli-9.2)
1. Naibibigay ang
paksa ng
napakinggang teksto
(F4PN-lvb)
2. Naibibigay ang
bagong natuklasang
kaalaman mula sa
binasang teksto
(F4PB-lve-15)
3. Naisasagot ang
tanong sa binasang
iskrip ng radio
broadcasting at
teleradyo
(F4PB-lvg-j-10)

LEAST LEARNED COMPETENCIES IN FILIPINO – V
FIVE
1. Naibibigay ang
paksa ng pakinggan
kwento / usapan
(F5PN-lc-g-7)
1. Nakasusulat ng
balangkas ng binasang
teksto sa anyong
pangungusap o paksa
(F5EP-llbj-1.1)
2. Nakasusulat ng
sulating pormal
(F5PU-llb-2.10)
1. Nakagagawa ng
isang timeline batay sa
nasabing kasaysayan
(F5PB-le-18)
lagom o buod ng
(F5PL-lvlg-23)

LEAST LEARNED COMPETENCIES IN FILIPINO – VI
SIX
1. Nagagamit ang
pangngalan at
panghalip sa pakikipag-
usap sa iba’t ibang
sitwasyon
(F6WG-la-d-2)
angkop na pamagat sa
binasang /
napakinggang talata
(F6PB-lg-8)
1. Nagagamit ang dating
kaalaman sa pagbibigay
ng wakas ng
napakinggang teksto
(F6PS-llh-3.1)
2. Nakasusulat ng
sulating di pormal,
pormal, liham
pangangalakal at
panuto
(F6WC-llf-2.9,
F6WC-llg-2.10, F6WC-
llh-2.3, F6WC-lli-2.11)
lagom o buod ng
(F6PN-llle-19)
2. Nagagamit nang
wasto ang pang-angkop
at pangatnig
(F6WG-lllj-12)
1. Naipahahayag ang
sariling opinyon o
reaksyon sa isang
napakinggang balita
isyu o usapan
(F6PS-lvc-1)
2. Nakagagawa ng
dayagram ng ugnayang
sanhi at bunga ng mga
pangyayari / problema-
solusyon
(F6PN-lvf-10)

LEAST LEARNED COMPETENCIES IN MATHEMATICS – I
ONE
1. Reads and writes
numbers up to 100 in
symbols and in words
(M1NS-lf-9.1)
2. Visualizes and gives
the place value and value
of a digit in one and two-
digit numbers
(M1NS-lg-10.1)
3. Recognizes and
compares coins and bills
up to Php100 and their
notations
(M1NS-lj-19.1)
1. Visualizes and solves
one-step routine and non-
routine problems
involving addition of
whole numbers including
money with sums up to
99 using appropriate
problem solving
strategies
(M1NS-lle-29.1)
2. Visualizes, represents,
and solves routine and
non-routine problems
involving subtractions
(M1NS-lll-34.1)
1. Identifies, names and
describes the four basic
shapes in 2-dimensional
and 3-dimensional
objects
(M1GE-llle-1)
2. Constructs equivalent
number expression using
addition and subtraction.
(M1AL-lllh-8)
3. Visualizes and find the
missing number in
addition or subtraction
sentence using a variety
of ways
1. Solves problems
involving time
(M1ME-lvb-4)
2. Estimates and
measure length, mass
and capacity using non-
standard units of
measures.
3. Infers and interprets
data presented in a
pictograph without scales
(M1SP-lvh-3.1)

LEAST LEARNED COMPETENCIES IN MATHEMATICS – II
TWO
1. Reads and writes
numbers up to 1000 in
symbols and in words
(M2NS-lc-9.2)
2. Illustrates the properties
of addition and applies each
in appropriate and relevant
situations
(M2NS-lg-26.3)
1. Solves routine and non-
routine problems using
appropriate problem solving
strategies and tools:
a. multiplication of whole
numbers including money
b. multiplication and
addition or subtraction of
money
(M2NS-lli-42.1)
2. Visualizes, represents
and subtracts 2 to 3-digit
numbers
(M1NS-lll-34.1)
1. Divides mentally
numbers by 2,3,4,5, and 10
using appropriate strategies
(M2NS-lllb-52.1)
routine problems involving
division of numbers by
2,3,4,5 and 10 and with any
of the other operations of
money using appropriate
problem solving strategies
and tools
(M2NS-lllc-56.1)
length
(M2ME-lvc-27)
2. Estimates and measures
length using meter or
centimeter
(M2ME-lvc-26)
mass
(M2ME-lve-32)

LEAST LEARNED COMPETENCIES IN MATHEMATICS – III
THREE
subtraction without or with
addition of whole numbers
including money using
appropriate problem
solving strategies and
tools
(M3NS-li-34.5)
2. Subtracts 3-to4-digit
numbers from 3-to4-digit
numbers without and with
regrouping
(M3NS-lg-32.6)
multiplication without or
with addition and
subtraction of whole
numbers including money
using appropriate problem
tools:
(M3NS-lle-45.3)
1. Reads and writes
fractions that are equal to
one and greater than one
in symbols and in words
(M3NS-lllb-76.3)
1. Solves problems
involving conversation of
time measure
capacity measure
areas of squares and
rectangles
(M3ME-lvf-46)

LEAST LEARNED COMPETENCIES IN MATHEMATICS – V
FIVE
1. Solves real-life
problems involving GCF
and LCM of 2-3 given
numbers
(M5NS-li-95)
2. Divides simple
fractions and whole
numbers by a fraction
and vice versa
(M5NS-le-70.2)
1. Solves routine and
involving multiplication
without or with addition or
subtraction of decimals
and whole numbers
including money using
appropriate problem
tools
(M5NS-lle-113.1)
2. Divides whole
numbers with quotients in
decimal form
(M5NS-llf-116.2)
1. Finds the percentage
in a given problem
(M5NS-lllb-139)
2. Formulates the rule in
finding the next term in a
sequence
(M5AL-lllf-6)
3. Uses different
strategies to solve for the
unknown in simple
equations involving one
or more operations on
whole numbers and
fractions
(M5AL-lllf-14)
1. Converts cu. Cm to cu.
M and vice versa
(M5ME-lvd-80)
2. Performs an
experimental probability
and records result by
listing
(M5SP-lvi-15)
3. Solves routine and
involving experimental
probability
(M5SP-lvj-17)

LEAST LEARNED COMPETENCIES IN MATHEMATICS – VI
SIX
addition and/or
subtraction of fractions
using appropriate problem
tools
(M6NS-la-87.3)
2. Divides whole numbers
by decimals up to 2
decimal places and vice
versa
1. Solves problems
involving direct proportion,
and inverse proportion in
different contexts such as
distance, rate, and time
using appropriate
strategies and tools
(M6NS-llc-134)
2. Performs two or more
different operations on
whole numbers with or
without exponents and
grouping symbols
(M6NS-llf-149)
1. Formulates the rule in
finding the nth term using
different strategies
(M6AL-llld-7)
2. Solves problems
involving average rate and
speed
(M6ME-lllg-18)
3. Finds the surface area
of cubes, prisms,
pyramids, cylinders,
cones and spheres
(M6ME-llli-93)
1. Finds the volume of
cylinders, pyramids,
cones and spheres
(MME-ivb-97)
volumes of solids
(M6ME-lvc-98)
experimental and
theoretical probability
(M6SP-lvj-24)

LEAST LEARNED COMPETENCIES IN SCIENCE – III
THREE
1. Classify objects and
materials as solid,
liquid and gas based
on some observable
characteristics
2. Describe changes in
materials based on the
effect of temperature:
a. solid to liquid
b. liquid to solid
c. liquid to gas
d. solid to gas
(S3MT-lh-j-4)
1. Identify observable
characteristics that are
passed on from
parents to offspring
(S3LT-llg-h-13)
2. Explain how living
things depend on the
environment to meet
their basic needs
(S3LT-lli-j-15)
1. Describe the
position of a person or
an object in relation to
a reference point such
as chair, door, another
person
(S3FE-llla-b-1)
2. Describe the
different uses of light,
sound, heat and
electricity in everyday
life
1. Describe the
changes in the
weather over a period
of time
(S3ES-lvc-d-2)
2. Describe the natural
objects that are found
in the sky during
daytime and nighttime
(S3ES-lvg-h-6)

LEAST LEARNED COMPETENCIES IN SCIENCE – IV
FOUR
1. Describe changes in solid
materials when they are
bent, pressed, hammered, or
cut
(S4MT-le-f-5)
2. Describe changes in
properties of materials when
exposed to certain
conditions such as
temperature or when mixed
with other materials
(S4MT-lg-h-6)
1. Describe the main
function of the major organs
(S4LT-lla-b-1)
2. Communicate that the
major organs work together
to make the body function
properly
(S4LT-lla-b-2)
3. Infer that body structures
help animals adapt and
survive in their particular
habitat
(S4LT-llc-d-5)
1. Characterize magnetic
force
(S4FE-llld-e-3)
2. Describe how light, sound
and heat travel
(S4FE-lllfg-4)
1. Compare and contrast the
characteristics of different
types of soil
(S4ES-lva-1)
2. Explain the use of water
from different sources in the
context of daily activities
(S4ES-lvb-2)
3. Describe the changes in
the position and length of
shadows in the surroundings
as the position of the sun
changes
(S4ES-lvh-9

LEAST LEARNED COMPETENCIES IN SCIENCE – V
FIVE
1. Use properties of
materials whether they are
useful or harmful
(S5MT-la-b-1)
2. Changes that happen in
materials under the
following conditions:
a. presence or lack
of oxygen
b. application of heat
(S5MT-lc-d-2)
3. Design a product out of
local, recyclable solid and/or
liquid materials in making
useful products
(S5MT-lh-i-4)
1. Explain the menstrual
cycle
(S5LT-llc-3)
2. Discuss the interactions
among living things and non
living things in estuaries and
intertidal zones
(S5LT-llh-8)
3. Explain the need to
protect and conserve
estuaries and intertidal
zones
(S5LT-llj-10)
1. Describe the motion of an
object by tracing and
measuring its change in
position over a period of
time
(S5FE-llla-1)
2. Discuss why some
materials are good
conductors of heat and
electricity
(S5FE-lllc-3)
3. Design an experiment to
determine the factors that
affect the strength of the
electromagnet
(S5FE-llli-j-9)
1. Investigate extent of soil
erosion in the community
and its effects on living
things and the environment
(S5FE-Ivb-2)
2. Infer the pattern in the
changes in the appearance
of the moon
(S5FE-Ivg-h-7)
3. Identify star patterns that
can be seen at particular
times of the year
(S5FE-lvi-j-9)

LEAST LEARNED COMPETENCIES IN SCIENCE – VI
SIX
1. Describe the
appearance and uses
of homogeneous and
heterogeneous
mixtures
1. Explain how the
different organ
systems work together
(S6LT-llc-d-2)
2. Explain the need to
protect and conserve
tropical rainforests,
coral reefs and
mangrove swamps
(S6MT-lli-j-6)
1. Manipulates simple
machines to describe
their characteristics
and uses
(S6FE-lllg-i-3)
1. Construct a model
of the solar system
showing the relative
sizes of the planets
and their relative
distances from the sun
(S6ES-lvi-j-7)

DATA ON TOTAL ENROLMENT
Over the last three years, the total enrolment has increased significantly from SY 2019-2020 to 2020-
2021, but soon declined in the next school year 2021-2022.

DATA ON KINDER ENROLMENT
Enrolment continued to increase from SY 2019-2020 to SY 2021-2022.

DATA ON GRADE 1 ENROLMENT
Enrolment decrease significantly from SY 2019-2020 to 2020-2021, but showed a little increase in the
following school year 2021-2022

The data on enrolment showed a little increase from SY 2019-2020 to 2020-2021, but significantly
decreased in the following school year 2021-2022

Enrolment increased significantly from SY 2019-2020 to 2020-2021, but soon decreased in the following
school year 2021-2022

The data on enrolment showed a little decrease from SY 2019-2020 to 2020-2021, but significantly
increased in the following school year 2021-2022

The data showed a constant enrolment rate from SY 2019-2020 to 2020-2021, but significantly decreased
in the following school year 2021-2022

Enrolment continued to increase from SY 2019-2020 to SY 2021-2022.

COMPARATIVE DATA ENROLMENT PER KEY STAGE
GRADE 1 - 3
The data on enrolment increased from SY 2019-2020 to 2020-2021, but significantly decreased in the
following school year 2021-2022

COMPARATIVE DATA ENROLMENT PER KEY STAGE
GRADE 4 - 6
The data showed a constant enrolment rate from SY 2019-2020 to 2020-2021, but significantly increased
in the following school year 2021-2022

COMPARATIVE DATA ON ENROLMENT
For the last three years, enrolment in Kinder has been increased while
enrolment in grade 2 has been significantly reduced.

ELEMENTARY TRANSFEREES FROM PRIVATE SCHOOLS
There are 8 or 2.18% of the learners are transferees from the private
schools.

NUMBER OF TRANSFEREES FROM PRIVATE SCHOOLS
Transferees from private school were attributed mostly during the COVID-
19 pandemic. This ensures children’s safety and helps parents save
money.

GROSS ENROLMENT RATE
Data shows pupils enrols and finishes school with 100% average rate

NET ENROLMENT RATE
Data shows school age learners enrol to their nearest barangay especially
in the primary age. Only few went to private school.

COHORT SURVIVAL RATE
3%
4%
There is a marginal
decrease in cohort
survival that can be
attributed to the strict
base regulation.

PROMOTION RATE
Data shows that 100%
of the learners were
promoted.

COMPLETION RATE
Completion Rate drop
to 4% due to change of
residence and health
issues.

SCHOOL LEAVER RATE
S.Y. 2019 -
2020
S.Y. 2020 -
2021
S.Y. 2021 -
2022
0% 0% 0%
SCHOOL LEAVER RATE
0%
School leaver rate non to report for SY 2019-2022.

GRADUATION RATE
S.Y. 2019 -
2020
S.Y. 2020 -
2021
S.Y. 2021 -
2022
100% 100% 100%
GRADUATION RATE
Over the last three school years from S.Y. 2019 – 2022, San Miguel Elementary School
maintained a 100% graduation rate.

INVENTORY OF NON-TEACHING PERSONNEL
INVENTORY OF NON-TEACHING
S.Y. 2019 -
2020
S.Y. 2020 -
2021
S.Y. 2021 -
2022
20% 40% 40%
In S.Y 2019-2022 there are 15 teaching and non teaching personnel. 2 of which belong to the
non-teaching personnel.

INVENTORY OF TEACHERS
There is neither an excess nor a shortage of teachers in school year 2019-2022.

EXCESS AND SHORTAGE OF TEACHERS
(KINDER TO GRADE 6)

(KINDER TO GRADE 6)

INVENTORY OF CLASSROOM
TOTAL NUMBER OF CLASSROOM
S.Y. 2019 -
2020
S.Y. 2020 -
2021
S.Y. 2021 -
2022
13 13 13
RATIO:
1:1
Since the school year 2019 – 2022, there is neither
an excess nor a shortage of classrooms.

INVENTORY OF SEATS
TOTAL NUMBER OF SEATS
S.Y. 2019 -
2020
S.Y. 2020 -
2021
S.Y. 2021 -
2022
349 366 355
RATIO:
1:1
Since the school year 2019 – 2022, there is neither
an excess nor a shortage of seats.

INVENTORY OF TEXTBOOKS 2019 - 2020
ELEMENRTARY LEVEL
SAN MIGUEL TOTAL NO. OF BOOKS: 2,265
There are either shortage or
excess of books per learning
area.

ELEMENRTARY LEVEL
SAN MIGUEL TOTAL NO. OF BOOKS:2,224
area.

ELEMENRTARY LEVEL
SAN MIGUEL TOTAL NO. OF BOOKS: 2,179
area.

LEARNING RESOURCES AS OF 2019
LEARNING RESOURCES AS OF 2019
USABLE 2,265
SHORTAGE 207
There are 207
shortage of books
in the learning
resources as of
2019. While 2,265
learning resources
are still usable.

SCHOOL-BASED FEEDING PROGRAM
From year 2019 up to present our school is not a recipient of SBFP.

UPDATES ON SCHOOL-BASED MANAGEMENT
SBM LEVEL OF PRACTICE
2019 – 2020 1.6%
2020 - 2021 1.98%
There was an increase of 0.38% in school year 2020-2021.

VACCINATION STATUS OF SAN MIGUEL ELEMENTARY SCHOOL
PERSONNEL
Most of the
teachers were
already fully
vaccinated and 2
got their booster
shot, only 1
teacher is
unvaccinated.

UPDATES ON THE NUMBER OF LEARNERS
PARTICIPATING IN THE FACE-TO-FACE
TOTAL
ENROLMENT
355
Only 72 or 20.28% out of 255 of the
learners did not yet participate in face
to face classes.

PARTICIPATING LEARNERS IN LIMITED FACE-TO-FACE BY
GRADE
Kinder – 87.27%
Grade 1 – 88.1%
Grade 2 – 61.54%
Grade 3 – 65.45%
Grade 4 – 79.37%
Grade 5 – 78.72%
Grade 6 – 96.3%
The data shows that Grade 6 pupils has the most no. of participants in the face to
face classes with 96% followed by the Grade 1 88% and Grade 5 79%.

NON-PARTICIPATING LEARNERS IN LIMITED FACE-TO-FACE BY GRADE
Kinder – 12.72%
Grade 1 – 11.9%
Grade 2 – 38.46%
Grade 3 – 34.54%
Grade 4 – 20.63%
Grade 5 – 21.27
Grade 6 – 3.7%
The data shows that Grade 6 pupils has the least no. of pupils who did not attend
face to face classes with 3.7% followed by the Grade 1 11.9% and Kinder 12.72%.

PARTICIPATING LEARNERS IN LIMITED FACE-TO-
FACE
283 or 80% of the total population attended the face to face classes
while 72 or 20% are not as shown in the data presented this SY 2021 –
2022.

VACCINATION STATUS
YEAR CATEGORY
TOTAL NO. OF
PERSONNEL
TOTAL NO. OF
VACCINATED
PERSONNEL
PERCENTAGE
OF PERSONNEL
TOTAL NO. OF
UNVACCINATE
D PERSONNEL
PERCENTAGE
OF
UNVACCINATE
D PERSONNEL
TOTAL NO.
WITH BOOSTER
SHOT
PERCENTAGE
OF PERSONNEL
WITH BOOSTER
SHOT
2022
Teaching
Personnel
13 12 92.30% 1 7.14% 2 14.29%
Non-Teaching
Personnel
2 2 100% 0 0% 0 0%
Total 15 14 92.8% 1 7.14% 2 14.29%
YEAR CATEGORY
TOTAL NO. OF
PERSONNEL
TOTAL NO. OF
VACCINATED
PERSONNEL
PERCENTAGE
OF PERSONNEL
TOTAL NO. OF
UNVACCINATE
D PERSONNEL
PERCENTAGE
OF
UNVACCINATE
D PERSONNEL
TOTAL NO.
WITH BOOSTER
SHOT
PERCENTAGE
OF PERSONNEL
WITH BOOSTER
SHOT
2021
Teaching
Personnel
13 12 92.30% 1 7.14% 2 14.29%
Non-Teaching
Personnel
2 2 100% 0 0% 0 0%
Total 15 14 95.15% 1 7.14% 2 14.29%

VACCINATION STATUS
CATEGORY
TOTAL NO. OF
PERSONNEL
TOTAL NO. OF
FULLY
VACCINATED
PERCENTAGE
OF FULLY
VACCINATED
TOTAL NO.
WITH
BOOSTER
SHOT
TOTAL NO. OF
UNVACCINAT
ED
Teaching
Personnel
13 12 92.30% 2 1
Non-Teaching
Personnel
2 2 100% 0 0
Total 15 14 96.15% 2 1
80% of teaching and non-teaching personnel were
vaccinated, 13% got their booster shot and 7% is
still unvaccinated.

VACCINATION STATUS OF PEDIATRIC POPULATION
AGED 5 TO 11
The table depicts highest
percentage of vaccines
among learners aged 10 y/o
within this age group. As of
present, 17% school
learners aged 5 to 11 are
already vaccinated and 81%
remains unvaccinated.

FUNDING REQUIREMENTS FOR IDENTIFIED NEEDS IN THE
PREVIOUS SY 2019 - 2020
FUNDING REQUIREMENTS FOR MOOE FOR SY
2019 - 2020
GAAAO
Appropriati
on
Adjusted
Allotments
Obligated/
Utilized
BUR
380,000 361,000 361,000 100%
MOOE is properly liquidated and 100% utilized.

MOOE UTILIZATION
SY 2019 – 2020 MOOE UTILIZATION
PARTICULARS AMOUNT
Professional Services 20,000
Utility Expenses 89,000
Travel Expenses 12,000
Other Maintenance and
Operating Expenses
40,000
Communication Expenses 48,000
Supplies and Materials Expenses 167,000
Total 36,000
MOOE is liquidated to some particulars with 100% utilization.

2020 - 2021
GAAAO
Appropriati
on
Adjusted
Allotments
Obligated/
Utilized
BUR
410,000 389,500 389,500 100%

MOOE UTILIZATION
PARTICULARS AMOUNT
Operating Expenses
50,000
Total 389,500

2021 - 2022
GAAAO
Appropriati
on
Adjusted
Allotments
Obligated/
Utilized
BUR
413,000 392,350 392,350 100%

MOOE UTILIZATION
PARTICULARS AMOUNT
Operating Expenses
70,000
Total 392,350

NATURE OF EXPENSES:
Travelling Expenses refers to the transportation cost incurred in the movement or transport of DepEd personnel
while on travel for official business. This includes land, water or airfare and per diems.
Utility Expenses refers to the various cost of water and electric consumed in the operation the operation of the
school.
Communication Expenses refers to the cost of transmitting messages through telephone lines (mobile or
landline) and internet subscription plan of schools.
Professional Services refers to the cost of services contracted or the upkeep and sanitation (janitorial) and
security services.
Supplies and Material Expenses refers to the cost of value of office supplies such as bond paper, ink, and
tangible items like staple wire remover, puncher, stapler, and other similar items issued to end-users for
government operations. This includes drugs medicines, accountable forms and other supplies and materials.
Other Maintenance and Operating Expenses refers to various expenses wherein no specific expenses account
is assigned in the chart of accounts. For SY 2020 to 2022 Flu Vaccination is charged to this account.

ANALYSIS:
The variance of GAAAO Appropriation versus the Adjusted allotments represents the SARO/Sub-AROs
received from DBM,DepEd CO and DepEd RO. These allotments are intended for various needs.
Maintenance and Other Operating Expenses (MOOE) represents the funding requirements intended
for the school regular operations for identified fiscal year.

Career Stage 2 Teachers (Proficient)
Data shows that we have the same numbers of Career Stage 2
(Proficient) teachers in the last 3 years

CAPACITY BUILDING CONDUCTED
S.Y. 2019-2020
`100% of the personnel participated in different capacity building.

Participants in the Learning Delivery
Modality Course 2
LDM2 was successfully made with the
collaboration of all concern.

ACQUIRED TRAINING
CATEGORY
SY 2019-2020 SY 2020-2021 SY 2021-2022
T-I T-II T-III T-I T-II T-III T-I T-II T-III
ELLN – PRIMAL 1 1 4 0 0 0 0 0 0
CURRICULUM / PEDAGOGICAL 3 2 8 3 2 8 3 2 8
CONTENT 3 2 8 3 2 8 3 2 8
LEARNING MATERIALS
DEVELOPMENT
3 2 8 3 2 8 3 2 8
ASSESSMENT 3 2 8 3 2 8 3 2 8
TECHNOLOGY BASED - ICT 3 2 8 3 2 8 3 2 8

OPCRF RATING
Outstanding performance rating
for the past 3 years was evident
with the score of 4.91 for Sys
2018-2019 & 2019-2020 and a
score of 4.93 for SY 2020-2021.

IPCRF RATING
Data shows the VS and O
performance of teachers.
None of them had a
satisfactory rating.

Partnership in San Miguel Elementary School
for School Year 2019-2022
EDUCATION PARTNERS
• LOCAL GOVERNMENT UNIT- SK
• LOCAL GOVERNMENT UNIT- BARANGAY
OFFICIALS
• ALUMNI
• PRIVATE INDIVIDUALS
• ROTARACT CLUB
• REPI
• KIWANIS CLUB OF LUBAO GEMS
• LWD GM (Madam Evangelina Galicia)
• GROLIER INTERNATIONAL
• PROVINCIAL GOVERNMENT- PAMPANGA
DONATIONS
Provision of Bond paper/ School Supplies
Provision of Bond paper/ Covid Essentials
Provision of Pathway
Provision of Classroom Repair/ Maintenance
Provision of School Supplies
Provision of Paint
Provision of School Supplies/ Slippers
Provision of Handwashing Facility / Covid Essentials
/ Bond Paper
Provision of Books/ Reading Materials
Provision of Module Bags

EDUCATION PARTNERS
• LOCAL GOVERNMENT UNIT- BARANGAY OFFICIALS
• GENERAL PTA
• PRIVATE INDIVIDUALS
• PRIVATE INDIVIDUAL
• PRIVATE INDIVIDUAL
• LOCAL GOVERNMENT UNIT
• LOCAL GOVERNMENT UNIT- SK
DONATIONS
Provision of Pathway
Provision of Bond Paper
Provision of Bond Paper/ Ink
Provision of Teacher’s Table
Provision of Pre-Cast ( I love SMES)
Provision of Cement
Provision of Health Essentials

The stakeholders increase in number. It is provene that school and stakeholders
have their collaboration in terms of work for the sake of our pupils.

SUMMARY OF DONATIONS / GRANTS AND CORRESPONDING BENEFICIARIES
Funds and donations where used properly for the beautification and progress of the school.
Some donations used for covid essentials and medical kits.

Due to the recent pandemic, non-infrastructure donations had been prioritize
for the health safety and distance learning program of the department.

RESPONSIVE ENGAGEMENT FOR EDUCATION
PARENTS
AND
TEACHERS'
ASSOCIATI
ON (PTA)
FORUM
For many years, one of San Miguel Elementary School’ top goal aside from students’
achievements is to build trusting relationship with the parents. In San Miguel ES, we
believe that Parent Involvement is a way better indicator of academic success than
standardized test. Hence, Parents-Teachers Association are being promoted and
organized. Regular orientations, meetings and consultations with our PTA officers and
members are being planned and held for the 2-way support system and to tender their
commitment totheiressential rolesin theLearningCommunity.

FORUM WITH THE LGU
Discussions with the LGU are also regularly set and held for collaboration purposes and to
direct the effort, resources and common goals to address literacy, numeracy, other
academic challenges and the talks towards addressing gaps of current literacy status.
Through these forums, stakeholders and other external partners are being oriented about
the kinds of assistance needed by the school for the benefit of the learners. Discussed
also during forums are the different programs and innovations of the school, how they are
tobe implemented andthe resources needed fortheirfull implementation.

READING MATERIALS FOR BRIGADA ESKWELA PAGBASA
PROGRAM
Richard Allington quoted that, “the best way to become a better reader is to read more.”
Hence, the habit of reading has long been encouraged and instilled to SMES learners.
Even during the height of the pandemic, learners and parents were given task to continue
supporting and assisting their child to read at home. Teachers sent reading materials,
sent video mediated reading lessons and shared reading practices links to help the
parents and guardians in assisting their children at home. Brigada Eskwela Pagbasa was
adopted and strengthen by every teacher to help learners developed the love for reading
as it is one of the keys to successful learning. And even at present time that limited face
to face learning is implemented, developing the reading skills and the love for reading
amongst the learners is still being reinforce through reading activities done within the 4
wallsof everyclasshome in ourschool andcommunity..

SWOT ANALYSIS - PILLAR 1
STRENGTHS WEAKNESSES OPPORTUNITIES THREATS
❏ Highly committed and
supportive teachers
and school heads.
❏ Learning Activity
Sheets on Least
Learned Skills.
❏ Policies to support
teachers and blended
curriculum
❏ Support programs for
literacy and numeracy
❏ Insufficient to manpower
to assess program
implementation
❏ Limited reviews and
analysis of ALOG results
❏ Teachers with limited
know how in ICT
applications.
❏ Decline of academic
performance due to the
modality implemented
❏ Limited financial support to
fund learning modalities
and program
implementation
❏ Lack of technological
gadgets used for learner’s
learning
❏ Provision of free Learning
and Development training
activities to support.
❏ Availability and
accessibility of learning
resources for competency
development
❏ Various system
applications to intensity
the utilization and
management of data
❏ Strong linkages support of
partners and donors for
printing of resources
❏ Provision of downloaded
funds for printing of
modules
❏ Several restrictions
imposed by the DOH
,DEPED and IATF due
to health crisis
❏ Lack of concurrence of
LGU’s for progressive
limited face to face
modality
❏ Limited internet access
in the workplaces
❏ Unvaccinated learners
❏ Late delivery of modules
from CO
❏ Lack of support of some
parents and
stakeholders in F2F
modality.

❏ Updated NSBI.
❏ SSAT compliance
is 100%.
❏ There aren't
enough
contextualized
teaching and
learning materials
for each grade
level.
❏ Lack of ICT
training for
teachers.
❏ Increased
stakeholder
collaboration.
❏ Support from the
stakeholders.
❏ Effective use of
school funds for
the printing of
contextualized
materials.
❏ The fear and
negative reaction
of parents and
students to the
pandemic
situation.
❏ Contextualized
teaching and
learning materials
that are not
sustained.

SWOT ANALYSIS-PILLAR 3
❏ Availability of Open Educational
Resources online and offline to
support and facilitate more and
effective implementation of
Professional Growth for Teachers
❏ Sustainability of Annual Inset, LAC
Program
❏ Agency Provision on Trainings
Webinar for Teaching Personnel
❏ Availability of school
administrator in the workplace
❏ Updated SBM Programs Focusing
on Teachers’ Professional
Development
❏ Teaching related works
overloading than classroom focus
instruction
❏ Several restrictions brought about
by the current health crises.
❏ Limited Face to Face
❏ Insufficient know-how of teaching
personnel on technical capacities.
❏ Training programs for
competencies enhancement and
advancement
❏ Competent Learning Service
Providers and Agency Partners
❏ Existence of open educational
resources to where tools and
concepts are recycled but still
effective
❏ Availability of Self-assessment
tools to institutionalized the
enhanced needs
❏ Limited advanced technical know-
how on ICT among teaching
personnel for independent
manipulation of open educational
resource
❏ Limited face to face resulting
lesser Scope of implications
❏ Several restrictions brought about
by the current health crises.

❏ Continuous support from both
internal and external
stakeholders which regularly
provides assistance from the
Local Government Units,
parents, and other private
individuals
❏ Constant growth for the
Resources Generated in
elementary Stable accessibility
of communication through
availability of technology
support and equipment
❏ Availability of the Supportive,
Cooperative and Committed
SMES ASP and BE Leaders
❏ Declining support from both
internal and external
stakeholders
❏ Untrained appointed School
ASP and BE Coordinators
❏ Sustenance of resources
generated on the repairs of
classrooms/maintenance due
to blended learning and lack of
weeklong Brigada Eskwela
repair and maintenance risks
brought by the pandemic due
to COVID 19 transmission or
infection
❏ Limited number of partners
recognized during convergence
of education stakeholders
❏ Continuous support
from our community
and education
stakeholders
❏ Improvement of
existing programs in
partnership
engagements (Brigada
Eskwela Program and
Adopt-a-School
Program)
❏ Growth in the number
of partners in the
schools
❏ Insufficient funds to
implement programs
on partnership
❏ Risks brought by the
pandemic due to
COVID 19
transmission or
infection
❏ Limited number of
partners recognized
during convergence
of education
stakeholders

KEY CHALLENGES & STRATEGIC DIRECTIONS - PILLAR 1
1. Less focused classroom observations and supervision due to overlapping activities
2. Low proficiency in Grades 1-6 literacy, numeracy and science skills as evidenced by the
data on non-readers, and non-numerates, science literacy
3. Satisfactory proficiency level of across Key Stages;
4. Meager support of parents and stakeholders in addressing 80% of learning loss of learners
for 2 years;
5. Shortage of quality assured materials for learning

PILLAR 1 GOAL: Ensure that the learning gaps from Grades 1-6 are addressed
through a guaranteed technical support in the implementation of
school-based learning recovery plan, toward improved learning
outcomes in multi-literacy, numeracy and science skills
STRATEGIES INTERVENTIONS MAJOR OUTPUTS
Profile failing learners and not
meeting grade level of expectations in
the 5 subjects identified (Filipino, MTB,
English, Math and Science)
Creation of Google forms/Google
sheets to harvest the needed data as
basis for assistance
Google forms/Google sheets needed for
data collection
Conduct monitoring and evaluation of
school heads on reading/numeracy
abilities of learners in Grades 1-6
Creation of reading/numeracy
assessment tools and conduct
intensive reading/numeracy sessions
Reading/numeracy assessment tools;
Results of reading/numeracy sessions
conducted
Crafting of school-based learning
recovery plan and school-based
reading programs
Capacity-building/ Orientation of
School-based LRP and school-based
reading programs (Project: TUTOK
BASA)
Training proposal, capacity-building
conducted on School Learning Recovery
Plan and Reading programs
STRATEGIC DIRECTIONS - PILLAR 1

Monitor one-on-one reading and
numeracy interventions per grade
(catch-up plans/learning recovery
plan)
Project AN/ Numeracy catch-up
sessions for Grades 1-6 learners,
teacher adopting pupils for
reading program (Project:
TUTOK BASA)
Catch-up session plans
Strengthen the data collection and
monitoring system of students’
progress
Creation of Google Monitoring
System for quick look on
students’ progress
Google Monitoring system for Data
collection and monitoring on students’
progress
Intensify instructional supervision
in Grades 1-6 for the identified
failing learners
Coach and mentor in Grades 1-6
teachers; utilization of
contextualized monitoring tools,
conduct team supervision
Coaching and mentoring plans
reflected in their Monthly TA plan

Strengthen division-wide assessment from
Kinder to Grade 6 through the
contextualized assessment tools
Utilize crafted assessment tools for pre-
test and post test
School achievement tests results
Solicit LGUs, parental support and donors
in School Learning Recovery Plan through
orientation, virtual focus group discussion,
and campaigns thru the use of social
media
Building committees of support for
learners like LRP donors, Project
PENGARI volunteers, teacher-parent
partners for literacy and numeracy
No. percentage . of committees developed, and
supporters in LRP
No. of orientations/FGD/ campaigns conducted
Strengthen school-based assessment
from Kinder to Grade 6 through the
contextualize, localized assessment tools
Utilize crafted assessment tools for pre-
test and post test
School achievement tests results

PILLAR 1 GOAL: Ensure the provision of quality assured materials for learners’
utilization
Integrate competencies but still
addressing learning gaps/losses
Curriculum mapping and Crafting of
sample integration of competencies
in the weekly Learning Plans in
Grades 1-6
Sample Lesson plans on competencies’
integration
Identify least learned skills in
Grades 1-6 in the 5 learning areas
Maximum utilization of Learning
Activity Sheets prepared in Key
Stage 1
LAS utilized, no. of mastered
competencies vs. the least learned
competencies

1. Learners developed a motivational ability to learn because of their personal issues they faced.
2. There aren't enough contextualized learning materials.
3. A scarcity of materials and resources to adapt to the new normal.
4. Decrease of enrolment for Grade 1 and Grade 2.

PILLAR 2 GOAL: Ensure access to equitable allocation and appropriation of
resources (human and non-human) including those under
inclusive learning programs and established learning culture to
address learners’ needs.
• Increase the availability of
contextualized teaching
and learning materials.
• Increase teachers'
knowledge and skills in
using contextualized
materials.
• Conduct
contextualization
trainings and seminars.
• Present plans and identify
potential partners for
specific programs and
projects.
• Increased the contextualized
teaching and learning
materials.
• Improved teachers and
learners performance.

1. Reskilling of teaching personnel on intervention strategies that will address gaps in improving
teaching and learning.
2. Sustainability of personnel health and wellness through strengthened psychosocial support
and employee’s welfare.
3. Sustainability of annual Learning Action Cell (LAC) and In-Service Training (Inset) and
learning and implementation of need-based trainings and various professional development
programs
4. Strengthening the mechanisms for feedbacking, monitoring and evaluation, mentoring and
coaching of Individual Performance Professional Development (IPPD).
5. Limited technical know-how to advanced technologies to support and facilitate more effective
implementation of attended / acquired trainings and enhancements

PILLAR 3 Goal: To manage the capacity-building programs for teaching and
non-teaching personnel on skills and competencies enhancement
-Intensify monitoring of
the application of
learning from trainings
conducted.
Include the impact of learning
from trainings in the monitoring
tool
• Improved Learners’
Performance
• Monitoring & Evaluation
Reports

KEY CHALLENGES - PILLAR 4
1. Sustainability of partnership and linkages with education partners
2. Lack of proper training on the useful applications like Google forms/tools etc. to optimize the gathering of data on
donations, proper submission of reports, and improve the advocacy campaigns to promote linkages with partners or
stakeholders awareness
3. Decrease support or resource generated in the repair/maintenance of schools due to change in the Brigada Eskwela
implementation during pandemic

PILLAR 4 Goal: Increase the generation of resources on the learning
recovery needs of learners and schools through partnership
and linkages
Engage with our parents/guardians for the
successful implementation of the School’s
Learning Recovery Plan and School Year
2022-2023
Stakeholders Convergence with
Parents
Conducted Stakeholders Convergence
with Parents
Engage to stakeholders for effective and
efficient partnership building that will
strengthen ties with different stakeholders
for providing support and fill-in resource
gaps in basic education

PILLAR 4 Goal: Strengthen the advocacy campaign programs to increase
awareness of stakeholders and gather resource support
Provision of technology support to
less fortunate struggling learners
and non-readers in commodatum
agreement in collaboration with
education partners or volunteers
through Brigada Pagbasa
Program to provide intervention
on reading literacy
Learning Gadgets for
Brigada Pagbasa
Program (Project: TUTOK
BASA)
● Partnership with stakeholders
for the implementation of
Brigada Pagbasa and Provision
of Learning Gadgets to
struggling learners and non-
readers

PERFORMANCE TARGETS
GROSS ENROLMENT TARGETS
Gross enrolment rate targets every school year starting SY 2022-2028
to 100%.

PERFORMANCE TARGETS
NET ENROLMENT TARGETS
NET enrolment rate targets every school year starting SY 2022-2028 to
100%.

PERFORMANCE TARGETS
COHORT SURVIVAL RATE TARGETS
COHORT Survival
rate targets every
school year
starting SY 2022-
2028 to 100%.

PERFORMANCE TARGETS
PROMOTION RATE TARGETS
Promotion rate
maintains every
school year
starting SY 2022-
2028 to 100%.

COMPLETION RATE TARGETS
Completion rate maintains every school year starting SY 2022-2028 to 100%.

SCHOOL LEAVER RATE TARGETS
In a certain year there are some pupils need to leave/transfer due to
family issues or change of residence.

TRANSITION RATE TARGETS
Transition rate maintains 100% every school year starting SY 2022-2028.

GRADUATION RATE TARGETS
San Miguel Elementary School enrolees to graduate maintained a 100% graduation rate.

RESULT STATEMENTS/ KEY PERFORMANCE INDICATORS
START YEAR
2022
2023 2024
1. Percentage of affected and displaced retained 100% 100% 100%
2. Percentage of learners who reported violence committed against
them by other learners (bullying) or adults (child abuse) based on
intake sheets of schools
0% 0% 0%
3. Percentage of learners who are happy and satisfied with their
basic education experience in relation to the enjoyment of their
specific rights in school and learning centers
100% 100% 100%
PERFORMANCE TARGETS
ACCES, EFFICIENCY AND QUALITY
RESILIENCY AND WELL-BEING

PERFORMANCE TARGETS
START YEAR
2022
2023 2024
4. Percentage of learners who know their rights TO and IN
education and how to claim them positively
100% 100% 100%
5. Percentage of schools and learning centers significantly
manifesting indicator of RBE in the learning environment
100% 100% 100%
6. Percentage of DepEd personnel in RO, SDO, and schools/learning
centers who know the rights of children and learners in relation to
RBE, and are able to infuse them in their respective job/duties
100% 100% 100%

START YEAR
2022
2023 2024
7. Percentage of learners equipped with capacities on what to do
before, during, and after/emergency
100% 100% 100%
8. Percentage of learners in safe schools 100% 100% 100%
9. Percentage of students with improved health statistics 100% 100% 100%
PERFORMANCE TARGETS

SMES
PILLAR 1
IMPLEMENTATION PLAN

PILLAR 2
Ensure access to equitable allocation and
appropriation of resources (human and non-human)
including those under inclusive learning programs
and establish learning culture to address learners’
need.
IMPLEMENTATION PLAN

IMPLEMENTATION PLAN
STRATEGIES: Increase essential resources outsourced through strengthened partnership and linkage
INTERVENTIONS: Identify possible partners/donors for specific programs and projects involving increase on resources
FD-INCHARGE: Teachers/Principal
Critical Action
( Activities)
Time Frame Estimated
Budget
Budget
Source
2022 2023 2024
1. Profiling of Needs
2. Identifying possible
partners
3. Conduct of
consultative
Meeting
January to
December
2022.
January to
December 2023.
January to
December
2024.
N/A N/A

IMPLEMENTATION PLAN
STRATEGIES: Increase essential educational resources outsourced through strengthened partnership and linkage
INTERVENTIONS: Present strategic plans and menu of investments
FD-INCHARGE: Teachers/Principal/Stakeholders
Critical Action
( Activities)
Budget
Budget
Source
2022 2023 2024
partners
3. Conduct of
consultative
Meeting
March 2022 October 2023 to
March 2023
October 2024
to March 2024
N/A N/A

IMPLEMENTATION PLAN
STRATEGIES: Transform systems on distribution of teachers’ leadership in schools based on needs and allocation
INTERVENTIONS:
Allocate and transfer teachers based on school needs/specialization subject to DepEd Order No. 22 s.
2013
FD-INCHARGE: School Head
Critical Action
( Activities)
Budget
Budget
Source
2022 2023 2024
partners
3. Conduct of
consultative
Meeting
January to
December
2022.
January to
December 2023.
January to
December
2024.
N/A N/A

IMPLEMENTATION PLAN
STRATEGIES:
Strengthen participation of pupils in the transition of learning delivery modalities including Limited
Face-to-Face through advocacy campaigns
INTERVENTIONS: Assure compliance to areas, components, indicators of SSAT
FD-INCHARGE: Teacher/School Head
Critical Action
( Activities)
Budget
Budget
Source
2022 2023 2024
1. Profiling of pupils
2. Development of Advocacy
Campaign
3. Activities/Infonents
4. Conduct of consultative
Meeting
January to
December
2022.
January to
December
2023.
January to
December
2024.
N/A N/A

IMPLEMENTATION PLAN
STRATEGIES:
Strengthen participation of school community in the transition of learning delivery modalities
including Face-to-Face through advocacy campaigns
INTERVENTIONS:
Develop infonets, conduct meetings, consultations and orientations on the importance of
implementation of Blended Learning Modality including Face-to-Face learning delivery
FD-INCHARGE: Teachers/School Head/Parents/Stakeholders
Critical Action
( Activities)
Budget
Budget
Source
2022 2023 2024
Provision of TA
Monitoring and
Feedbacking
January to
December
2022.
January to
December 2023.
January to
December
2024.
N/A N/A

PILLAR 3
To manage the capacity-building programs for
teaching and non-teaching personnel on skills and
competencies enhancement.
IMPLEMENTATION PLAN

IMPLEMENTATION PLAN
STRATEGIES: Intensify monitoring of the application of learning from trainings conducted.
INTERVENTIONS: Include the impact of learning from trainings in the monitoring tool
FD-INCHARGE: School Head
Critical Action
( Activities)
Budget
Budget
Source
2022 2023 2024
1. Preparation of M&E
tool
2. Administration of
the tool/gathering
of data
3. -Processing of Data
gathered
4. Preparation of M & E
report
July to
December
2022.
July to
December 2023.
July to
December
2024.
2000 MOOE

IMPLEMENTATION PLAN
Engagement of Stakeholders for Support & Collaboration
STRATEGIES
INTERVENTIONS
MAJOR OUTPUTS
Increase the generation of resources on yhe
learning recovery needs of learners and schools
through partnership and linkages

IMPLEMENTATION PLAN
STRATEGIES
INTERVENTIONS
MAJOR OUTPUTS
STRATEGIES Strengthen the collaboration with the Local Government Units and stakeholders
INTERVENTIONS
2022 Re-orientation of the ASP and BE Coordinators on Partnership and Information
Technology
FD-IN-CHARGE School Head, PTA Officers, Teachers, LGUs , Stakeholders
Critical Action (Activities)
Time Frame
Estimated Budget Budget Source
2022 2023 2024
Preparation of Proposal ,
School Memo, List of
Participants
August 2022 August 2023 August 2024 5,000 ASP Support Funds

IMPLEMENTATION PLAN
STRATEGIES
INTERVENTIONS
MAJOR OUTPUTS
STRATEGIES
Provision of different learning materials with education partners for the Brigada
Pagbasa Program implementation
INTERVENTIONS Availability of reading materials for Brigada Pagbasa Program
FD-IN-CHARGE School Head and Teachers
Time Frame
2022 2023 2024
Recipient
October 2022 October 2023 October 2024 4,000 ASP Support Funds

IMPLEMENTATION PLAN
STRATEGIES
INTERVENTIONS
MAJOR OUTPUTS
STRATEGIES
Engage with our parents / guardians for the successful implementation of the
SLRP and School Year 2022-2023
INTERVENTIONS Stakeholders Convergence with Parents
FD-IN-CHARGE School Head , Teachers , LGU, PTA Officers, Stakeholders
Time Frame
2022 2023 2024
Participants
September 2022 September 2023 September 2024 5,000 ASP Support Funds

IMPLEMENTATION PLAN
Engagement of Stakeholders for Support & Collaboration
sSTRATEGIES
SthsINTERVENTIONS
MAJOR OUTPUTS
Strengthen the advocacy campaign programs to
increase awareness of stakeholders and gather
resource support.

IMPLEMENTATION PLAN
STRATEGIES
INTERVENTIONS
MAJOR OUTPUTS
STRATEGIES Engage to stakeholders for effective and efficient partnership building
INTERVENTIONS 2022 School Stakeholders Summit
FD-IN-CHARGE School Head , Teachers, PTA Officers
Time Frame
2022 2023 2024
Participants, Program, PPT
Presentation
August 2022 August 2023 August 2024
15,000 MOOE
10,000 ASP Funds
MOO E &ASP Support
Funds

Identified Risk Severity
Institutional Risk
Risk
Categorie
s
Probability
High/Mediu
m/Low
Impact
High/Mediu
m/Low
Overall
Rate
Mitigation Strategies
School closures due to covid-19 surge Operational 3 5 4
Continue
implementing
other distance
learning
modalities
Shortage of teachers and classroom due
to limited number of class size in the
implementation of limited face-to-face
Operational 3 5 4
Prioritizing
learners vis-à-vis
DepEd Order
Teachers cannot focus on teaching due
to too urgent reports
Strategic 3 4 4
Creating
working group

Identified Risk Severity
Institutional Risk
Risk
Categorie
s
Probability
High/Mediu
m/Low
Impact
High/Mediu
m/Low
Overall
Rate
Mitigation Strategies
Learning losses due to limited number
of students attending face-to-face
classes
Strategic 3 5 4
Develop
remediation and
intervention
materials
Lack of capability of teachers to
implement digital instruction
Operational 2 3 3
Conduct trainings
on digital
instruction
Increasing number of learners with low
literacy and numerical skills due to
prolonged school closure
Operational 3 5 4
Reinforcement of
interventions
being
implemented in
the field

180
Indicative Timeline
Activity
Preliminary Summer SY
2021-2022
SY 2022-2023 SY 2023-2024
April May June July 2022 Aug
2022
Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
1.Attend Division Training Workshop
2. Enhancement of School LRP
❏ Validation Activities
❏ School Heads and School Planning LRP
Team Orientation on the Crafting of
School LRP
3. Finalization of Plan
❏ Submission of School Report to District
4. District Presentation of School LRP
5. Presentation of LRPs to Stakeholders
6. Monitor the instruction by giving TA on
profiling and assessments
DepEd Tarlac Province * BALUTU ELEMENTARY SCHOOL * 106419.balutues@deped.gov.ph

181
Activity
2021-2022
SY 2022-2023 SY 2023-2024
April May June July 2022 Aug 2022 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
7. Strengthen monitoring and evaluation of
PAPs
8. Monitor instruction and assessment
9. Conduct of meeting with the Supervisors
10. Coordinate with School Heads and
Teachers on Project SIMPLE utilization
11. Intensify the AralTarlakHenyo modality
12. Monitor the integration of the four core
values across the learning areas
Indicative Timeline

182
Activity
2021-2022
SY 2022-2023 SY 2023-2024
April May June July 2022 Aug 2022 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
13. Review the learning resources being utilized
in the field
14. Coordinate with the teachers, school head
and supervisors on parent education
15. Coordinate with the designated guidance
counselors in each schools on career
guidance
16. Orientation and re-alignment of Technical
working group of health programs
17. Provide TA for the implementation of
health programs
Indicative Timeline

183
Activity
2021-2022
SY 2022-2023 SY 2023-2024
2022
Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
18. Organize community assemblies and
elicit attendance from stakeholders
19. Re-orientation and continued advocacy
on health and nutrition values and behavior
of learners
20. SBM Needs assessment and analysis
21. SBM Technical assistance and tracking
22. Orientation/Meetings with the LIS
Coordinators to give updates on the policy of
enrolment encoding
23. Give technical assistance to the teachers
by the LIS Coordinator thru group chats and
email
Indicative Timeline

184
Activity
2021-2022
SY 2022-2023 SY 2023-2024
2022
Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
24. District or School Research Writeshop and
Education Research Conference
25. Develop and facilitate the periodic
assessment to formulate research questions
and propose research on the mental health
programs
26. Conduct Learning and Development Needs
Assessment (LDNA) to teachers
27. Craft and finalize Professional
Development Program (PDP) course to be
submitted to the division
28. Consolidate Training Evaluation and
Accomplishment Reports
Indicative Timeline

185
Activity
2021-2022
SY 2022-2023 SY 2023-2024
2022
Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
29. Analysis of M&E Reports and formulate
recommendation based on the analysis
30. Needs Assessment, Project development,
Implementation, monitoring and evaluation
of resources in line with the SIP/AIP
on Partnerships and Linkages with Education
Partners
on Existing Partnerships
Indicative Timeline

MONITORING AND EVALUATION PLAN
`PILLAR
INTERMEDIATE
OUTCOMES
INDICATORS
ACCOUNTABLE
OFFCIE
1. CURRICULUM REVIEW
AND UPDATE
Appropriate and
responsive curriculum
delivery through different
learning modalities
No. of TA plans crafted
No. of quality
instructional supervision
conducted
Principal’s Office
All failing and struggling
learners were assessed
and given one-on-one
intervention
No. of learners for
learning recovery plan
Conduct post-test utilizing
assessment tools
No. of assessment tools
for diagnostic tests
Intensive quality
instructional supervision
in Key Stage 1
No. of quality IS
conducted focused in Key
Stage 1

`PILLAR
INTERMEDIATE
OUTCOMES
INDICATORS
ACCOUNTABLE
OFFCIE
2. IMPROVING
LEARNING
ENVIRONMENT
Updated inventory
of existing school
resources.
Quarterly
Consolidated
Inventory Report on
School Resources.
School Head
Comprehensive
mapping of
learners.
Quarterly report on
age mapping.
School Head
Physically,
psychologically and
mentally healthy
school personnel.
Number of school
personnel given
psychological first
aid and mental
health awareness.
School Head

`PILLAR
INTERMEDIATE
OUTCOMES
INDICATORS
ACCOUNTABLE
OFFCIE
3. TEACHERS’
UPSKILLING AND
RESKILLING
To manage the
capacity-building
programs for
teaching and non-
teaching personnel
on skills and
competencies
enhancement.
Number of
Monitoring &
Evaluation Reports
Training Needs
Assessment tool for
Teaching, Non-
teaching, and School
Heads.
All Teachers and
School Head

PILLAR INTERMEDIATE OUTCOMES INDICATORS
ACCOUNTABLE
OFFICE
4. ENGAGEMENT OF
STAKEHOLDERS FOR
SUPPORT AND
COLLABORATION
Strengthened partnership with
different stakeholders to gather
support to fill-in the resource
gaps in basic education
Number of Local Government Unit (LGU)
officials converged with
Number of Parents participated in the
Stakeholders Convergence of PTA
School head,
ASP & BE
Group
Strengthened advocacy
campaign in support to DepEd
programs, projects and
activities
Number of Education Stakeholders
participated and recognized on the 2022
Stakeholders Summit
Number of Partners joined the Brigada
Pagbasa Program of the division
Number of ASP & BE Coordinators oriented
on partnership building and advocacy
campaign
ASP & BE Group
MONITORING AND EVALUATION
PLAN

final 106030 San Miguel ES 2022 SLRP.pptx

final 106030 San Miguel ES 2022 SLRP.pptx

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