SMEA 3rd QUARTER
S.Y. 2020 - 2021
2
School Monitoring, Evaluation and Adjustment (SMEA)
SMEA is a mechanism that is geared towards monitoring the school’s implementation of mandated processes and school-based initiated interventions for continuous improvement.
Implementation of SMEA is basically aimed at gathering data which are very critical and necessary in crafting technical assistance to schools at the different governance levels.
ENROLLMENT
3
PREVIOUS SY (ENROLLMENT AS OF JULY 2021 ( SY 2020-2021) | ||
TOTAL ENROLLMENT | ||
Male | Female | Total |
|
|
|
387 | 392 | 779 |
ENROLLMENT AS OF OCTOBER 2021 ( SY 2021-2022) | ||
TOTAL( SY 2021-2022) | ||
Male | Female | Total |
|
|
|
383 | 356 | 739 |
ENROLLMENT AS OF OCTOBER 2021 ( SY 2021-2022) | FACILITATING FACTORS ( for increased indicator) | HINDERING FACTORS (for decreased indicator) | ||
VARIANCE | ||||
Male | Female | Total | ||
|
|
|
|
|
-4 | -36 | -40 |
| Transfer of residence Household affected severely by covid 19 |
ENROLLMENT by GRADE, SY 2021-2022
4
5
NUMBER OF LEARNERS WITH DISABILITIES
PREVIOUS SY (ENROLLMENT AS OF JULY 2021 ( SY 2020-2021) | ||
TOTAL NUMBER OF LEARNERS W/ DISABILITIES | ||
Male | Female | Total |
7 | 2 | 9 |
Number of Learners w/ Disabilities (SY 2021-2022) | ||
TOTAL | ||
Male | Female | Total |
7 | 1 | 8 |
NUMBER OF SCHOOL =AGE CHILDREN NOT IN SCHOOL | FACILITATING FACTORS ( for increased indicator) | HINDERING FACTORS (for decreased indicator) | ||
VARIANCE | ||||
Male | Female | Total | ||
0 | 1 | 1 |
|
|
Learners with Disabilities
6
7
Grade Level | No. of Over-Aged Learners | No of School Aged Learners | ||||
Male | Female | Total | Male | Female | Total | |
SY 2020-2021 | 21 | 11 | 32 | 366 | 381 | 747 |
SY 2021-2022 | | |||||
Kinder | 2 | 1 | 3 | 46 | 49 | 95 |
Grade 1 | 0 | 0 | 0 | 48 | 46 | 94 |
Grade 2 | 2 | 0 | 2 | 36 | 45 | 81 |
Grade 3 | 1 | 1 | 2 | 66 | 50 | 116 |
Grade 4 | 4 | 1 | 5 | 58 | 52 | 110 |
Grade 5 | 5 | 3 | 8 | 48 | 40 | 88 |
Grade 6 | 4 | 2 | 6 | 58 | 63 | 121 |
Non Graded | 7 | 1 | 8 | 0 | 0 | 0 |
Total for SY 2021-2022 | 25 | 9 | 34 | 360 | 345 | 705 |
NO. OF SCHOOL AGED LEARNERS
8
SCHOOL-CHILDREN NOT IN SCHOOL
TOTAL POPULATION OF SCHOOL-AGE CHILDREN (5-17 Y.O) CURRENT SY | ||
Male | Female | Total |
0 | 0 | 0 |
5 years old | 6 years old | 7 years old | 8 years old | 9 years old | 10 years old | 11 years old | 12 years old | 13 years old | 14 years old | 15 years old | 16 years old | 17 years old | ||||||||||||||||||||||||||
M | F | T | M | F | T | M | F | T | M | F | T | M | F | T | M | F | T | M | F | T | M | F | T | M | F | T | M | F | T | M | F | T | M | F | T | M | F | T |
0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
NUMBER OF SCHOOL =AGE CHILDREN NOT IN SCHOOL | ||
TOTAL (SY 2021-2022) | ||
Male | Female | Total |
0 | 0 | 0 |
NUMBER OF SCHOOL =AGE CHILDREN NOT IN SCHOOL | FACILITATING FACTORS ( for increased indicator) | HINDERING FACTORS (for decreased indicator) | ||
VARIANCE | ||||
Male | Female | Total | ||
0 | 0 | 0 |
|
|
9
REASONS FOR NOT ATTENDING SCHOOL
ENROLLMENT AS OF JULY 2021 ( SY 2020-2021) | |||||||||||||||||||||||||||||||||||||||
Financial Matters | % | Health and Nutrition | % | Child Labor | % | Distance from Home to School | % | Affected by Disaster | % | Affected by Conflict | % | Disability | % | COVID Pandemic | % | Pregnancy/Early Marriage | % | Transfer of Residence | % | ||||||||||||||||||||
M | F | T | M | F | T |
| M | F | T |
| M | F | T |
| M | F | T |
| M | F | T |
| M | F | T |
| M | F | T |
| M | F | T |
| M | F | T |
| |
0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
TOTAL ( SY 2021-2022) | |||||||||||||||||||||||||||||||||||||||
Financial Matters | % | Health and Nutrition | % | Child Labor | % | Distance from Home to School | % | Affected by Disaster | % | Affected by Conflict | % | Disability | % | COVID Pandemic | % | Pregnancy/Early Marriage | % | Transfer of Residence | % | ||||||||||||||||||||
M | F | T | M | F | T |
| M | F | T |
| M | F | T |
| M | F | T |
| M | F | T |
| M | F | T |
| M | F | T |
| M | F | T |
| M | F | T |
| |
0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
VARIANCE | |||||||||||||||||||||||||||||||||||||||
Financial Matters | % | Health and Nutrition | % | Child Labor | % | Distance from Home to School | % | Affected by Disaster | % | Affected by Conflict | % | Disability | % | COVID Pandemic | % | Pregnancy/Early Marriage | % | Transfer of Residence | % | ||||||||||||||||||||
M | F | T | M | F | T |
| M | F | T |
| M | F | T |
| M | F | T |
| M | F | T |
| M | F | T |
| M | F | T |
| M | F | T |
| M | F | T |
| |
0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
10
FAILURE RATE
ENROLLMENT AS OF JULY 2021 ( SY 2020-2021) | |||||||||||||||||||||||||||||||
English | % | Math | % | Science | % | Filipino | % | ARAL-PAN | % | ESP | % | MAPEH | % | EPP/TLE | % | ||||||||||||||||
M | F | T | M | F | T | M | F | T | M | F | T | M | F | T | M | F | T | M | F | T | M | F | T | ||||||||
0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
TOTAL (SY 2021-2022) | |||||||||||||||||||||||||||||||||
English | % | Math | % | Science | % | Filipino | % | ARAL-PAN | % | ESP | % | MAPEH | % | EPP/TLE | % | CHECKER | |||||||||||||||||
M | F | T |
| M | F | T |
| M | F | T |
| M | F | T |
| M | F | T |
| M | F | T |
| M | F | T |
| M | F | T |
| ||
0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
|
|
VARIANCE | |||||||||||||||||||||||||||||||
English | % | Math | % | Science | % | Filipino | % | ARAL-PAN | % | ESP | % | MAPEH | % | EPP/TLE | % | ||||||||||||||||
M | F | T |
| M | F | T |
| M | F | T |
| M | F | T |
| M | F | T |
| M | F | T |
| M | F | T |
| M | F | T |
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0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
11
GPA - MATH
No. of Students with GPA | |||||||||||||||||||||||
Grade Level | Enrolment | 74-below | 75-79 | 80-84 | 85-89 | 90-100 | |||||||||||||||||
| M | F | T | M | F | T | % | M | F | T | % | M | F | T | % | M | F | T | % | M | F | T | % |
I | 35 | 45 | 80 | 0 | 0 | 0 | 0.00% | 5 | 11 | 16 | 20% | 9 | 8 | 17 | 21% | 7 | 10 | 17 | 21% | 16 | 19 | 35 | 44% |
II | 64 | 50 | 114 | 0 | 0 | 0 | 0.00% | 0 | 0 | 0 | 0% | 2 | 3 | 5 | 4% | 36 | 33 | 69 | 61% | 28 | 20 | 48 | 42% |
III | 67 | 49 | 116 | 0 | 0 | 0 | 0.00% | 6 | 0 | 6 | 5% | 21 | 6 | 27 | 23% | 15 | 15 | 30 | 26% | 26 | 29 | 55 | 47% |
IV | 55 | 47 | 102 | 0 | 0 | 0 | 0.00% | 1 | 0 | 1 | 1% | 6 | 0 | 6 | 6% | 30 | 24 | 54 | 53% | 15 | 21 | 36 | 35% |
V | 58 | 66 | 124 | 0 | 0 | 0 | 0.00% |
|
| 0 | 0% | 33 | 26 | 59 | 48% | 19 | 26 | 45 | 36% | 10 | 14 | 24 | 19% |
VI | 45 | 70 | 115 | 0 | 0 | 0 | 0.00% | 9 | 5 | 14 | 12% | 17 | 11 | 28 | 24% | 13 | 25 | 38 | 33% | 10 | 24 | 34 | 30% |
Total | 324 | 327 | 651 | 0 | 0 | 0 | 0.00% | 21 | 16 | 37 | 6.33% | 88 | 54 | 142 | 21.00% | 120 | 133 | 253 | 38.33% | 105 | 127 | 232 | 36.17% |
12
GPA – ARAL PAN
No. of Students with GPA | |||||||||||||||||||||||
Grade Level | Enrolment | 74-below | 75-79 | 80-84 | 85-89 | 90-100 | |||||||||||||||||
| M | F | T | M | F | T | % | M | F | T | % | M | F | T | % | M | F | T | % | M | F | T | % |
I | 35 | 45 | 80 | 0 | 0 | 0 | 0.00% | 5 | 7 | 12 | 15% | 10 | 13 | 23 | 29% | 10 | 5 | 15 | 19% | 16 | 19 | 35 | 44% |
II | 64 | 50 | 114 | 0 | 0 | 0 | 0.00% | 3 | 0 | 3 | 3% | 10 | 7 | 17 | 15% | 20 | 18 | 38 | 33% | 35 | 31 | 66 | 58% |
III | 67 | 49 | 116 | 0 | 0 | 0 | 0.00% | 5 | 0 | 5 | 4% | 13 | 3 | 16 | 14% | 26 | 16 | 42 | 36% | 30 | 25 | 55 | 47% |
IV | 55 | 47 | 102 | 0 | 0 | 0 | 0.00% | 0 | 0 | 0 | 0% | 6 | 0 | 6 | 6% | 33 | 23 | 56 | 55% | 16 | 22 | 38 | 37% |
V | 58 | 66 | 124 | 0 | 0 | 0 | 0.00% | 4 | 0 | 4 | 3% | 29 | 16 | 45 | 36% | 22 | 34 | 56 | 45% | 10 | 13 | 23 | 19% |
VI | 45 | 70 | 115 | 0 | 0 | 0 | 0.00% | 9 | 6 | 15 | 13% | 16 | 14 | 30 | 26% | 13 | 21 | 34 | 30% | 11 | 24 | 35 | 30% |
Total | 324 | 327 | 651 | 0 | 0 | 0 | 0.00% | 26 | 13 | 39 | 6.33% | 84 | 53 | 137 | 21.00% | 124 | 117 | 241 | 36.33% | 118 | 134 | 252 | 39.17% |
13
GPA – MAPEH
No. of Students with GPA | |||||||||||||||||||||||
Grade Level | Enrolment | 74-below | 75-79 | 80-84 | 85-89 | 90-100 | |||||||||||||||||
| M | F | T | M | F | T | % | M | F | T | % | M | F | T | % | M | F | T | % | M | F | T | % |
I | 35 | 45 | 80 | 0 | 0 | 0 | 0.00% | 3 | 4 | 7 | 9% | 11 | 14 | 25 | 31% | 7 | 10 | 17 | 21% | 17 | 19 | 36 | 45% |
II | 64 | 50 | 114 | 0 | 0 | 0 | 0.00% | 0 | 0 | 0 | 0% | 12 | 16 | 28 | 25% | 43 | 25 | 68 | 60% | 14 | 12 | 26 | 23% |
III | 67 | 49 | 116 | 0 | 0 | 0 | 0.00% | 5 | 0 | 5 | 4% | 16 | 3 | 19 | 16% | 20 | 12 | 32 | 28% | 4 | 6 | 10 | 9% |
IV | 55 | 47 | 102 | 0 | 0 | 0 | 0.00% | 0 | 1 | 1 | 1% | 7 | 0 | 7 | 7% | 32 | 20 | 52 | 51% | 14 | 25 | 39 | 38% |
V | 58 | 66 | 124 | 0 | 0 | 0 | 0.00% | 0 | 1 | 1 | 1% | 22 | 11 | 33 | 27% | 32 | 34 | 66 | 53% | 9 | 21 | 30 | 24% |
VI | 45 | 70 | 115 | 0 | 0 | 0 | 0.00% | 6 | 3 | 9 | 8% | 18 | 14 | 32 | 28% | 14 | 24 | 38 | 33% |
| 11 | 24 | 21% |
Total | 324 | 327 | 651 | 0 | 0 | 0 | 0.00% | 14 | 9 | 23 | 3.83% | 86 | 58 | 144 | 22.33% | 148 | 125 | 273 | 41.00% | 58 | 94 | 165 | 26.67% |
14
GPA – ENGLISH
No. of Students with GPA | |||||||||||||||||||||||
Grade Level | Enrolment | 74-below | 75-79 | 80-84 | 85-89 | 90-100 | |||||||||||||||||
| M | F | T | M | F | T | % | M | F | T | % | M | F | T | % | M | F | T | % | M | F | T | % |
I | 35 | 45 | 80 | 0 | 0 | 0 | 0.00% | 9 | 13 | 22 | 28% | 7 | 7 | 14 | 18% | 9 | 15 | 24 | 30% | 12 | 13 | 25 | 31% |
II | 64 | 50 | 114 | 0 | 0 | 0 | 0.00% | 0 | 0 | 0 | 0% | 9 | 8 | 17 | 15% | 25 | 15 | 40 | 35% | 26 | 29 | 55 | 48% |
III | 67 | 49 | 116 | 0 | 0 | 0 | 0.00% | 6 | 0 | 6 | 5% | 18 | 6 | 24 | 21% | 21 | 19 | 40 | 34% | 23 | 25 | 48 | 41% |
IV | 55 | 47 | 102 | 0 | 0 | 0 | 0.00% | 1 | 0 | 1 | 1% | 8 | 0 | 8 | 8% | 31 | 24 | 55 | 54% | 16 | 21 | 37 | 36% |
V | 58 | 66 | 124 | 0 | 0 | 0 | 0 | 6 | 0 | 6 | 5% | 37 | 31 | 68 | 55% | 10 | 20 | 28 | 23% | 11 | 15 | 24 | 19% |
VI | 45 | 70 | 115 | 0 | 0 | 0 | 0.00% | 11 | 5 | 16 | 14% | 14 | 16 | 30 | 26% | 12 | 17 | 29 | 25% | 12 | 27 | 28 | 24% |
Total | 324 | 327 | 651 | 0 | 0 | 0 | 0.00% | 33 | 18 | 51 | 8.83% | 93 | 68 | 161 | 23.83% | 108 | 110 | 216 | 33.50% | 100 | 130 | 217 | 33.17% |
15
GPA – SCIENCE
No. of Students with GPA | |||||||||||||||||||||||
Grade Level | Enrolment | 74-below | 75-79 | 80-84 | 85-89 | 90-100 | |||||||||||||||||
| M | F | T | M | F | T | % | M | F | T | % | M | F | T | % | M | F | T | % | M | F | T | % |
I | | | | | | | | | | | | | | | | | | | | | | | |
II | | | | | | | | | | | | | | | | | | | | | | | |
III | 67 | 49 | 116 | 0 | 0 | 0 | 0.00% | 5 | 0 | 5 | 4% | 18 | 5 | 23 | 20% | 21 | 19 | 40 | 34% | 24 | 26 | 47 | 41% |
IV | 55 | 47 | 102 | 0 | 0 | 0 | 0.00% | 1 | 0 | 1 | 1% | 8 | 0 | 8 | 8% | 32 | 25 | 57 | 56% | 15 | 20 | 35 | 34% |
V | 58 | 66 | 124 | 0 | 0 | 0 | 0.00% | 7 | 0 | 7 | 6% | 34 | 34 | 68 | 55% | 13 | 17 | 28 | 23% | 10 | 15 | 24 | 19% |
VI | 45 | 70 | 115 | 0 | 0 | 0 | 0.00% | 11 | 5 | 16 | 14% | 14 | 16 | 30 | 26% | 11 | 23 | 34 | 30% | 13 | 21 | 27 | 23% |
Total | 225 | 232 | 457 | 0 | 0 | 0 | 0.00% | 24 | 5 | 29 | 6.25% | 74 | 55 | 129 | 27.25% | 77 | 84 | 159 | 35.75% | 62 | 82 | 133 | 29.25% |
16
GPA – SCIENCE
No. of Students with GPA | |||||||||||||||||||||||
Grade Level | Enrolment | 74-below | 75-79 | 80-84 | 85-89 | 90-100 | |||||||||||||||||
| M | F | T | M | F | T | % | M | F | T | % | M | F | T | % | M | F | T | % | M | F | T | % |
I | | | | | | | | | | | | | | | | | | | | | | | |
II | | | | | | | | | | | | | | | | | | | | | | | |
III | 67 | 49 | 116 | 0 | 0 | 0 | 0.00% | 5 | 0 | 5 | 4% | 18 | 5 | 23 | 20% | 21 | 19 | 40 | 34% | 24 | 26 | 47 | 41% |
IV | 55 | 47 | 102 | 0 | 0 | 0 | 0.00% | 1 | 0 | 1 | 1% | 8 | 0 | 8 | 8% | 32 | 25 | 57 | 56% | 15 | 20 | 35 | 34% |
V | 58 | 66 | 124 | 0 | 0 | 0 | 0.00% | 7 | 0 | 7 | 6% | 34 | 34 | 68 | 55% | 13 | 17 | 28 | 23% | 10 | 15 | 24 | 19% |
VI | 45 | 70 | 115 | 0 | 0 | 0 | 0.00% | 11 | 5 | 16 | 14% | 14 | 16 | 30 | 26% | 11 | 23 | 34 | 30% | 13 | 21 | 27 | 23% |
Total | 225 | 232 | 457 | 0 | 0 | 0 | 0.00% | 24 | 5 | 29 | 6.25% | 74 | 55 | 129 | 27.25% | 77 | 84 | 159 | 35.75% | 62 | 82 | 133 | 29.25% |
17
GPA – FILIPINO
No. of Students with GPA | |||||||||||||||||||||||
Grade Level | Enrolment | 74-below | 75-79 | 80-84 | 85-89 | 90-100 | |||||||||||||||||
| M | F | T | M | F | T | % | M | F | T | % | M | F | T | % | M | F | T | % | M | F | T | % |
I | 34 | 45 | 80 | 0 | 0 | 0 | 0.00% | 9 | 13 | 22 | 28% | 7 | 7 | 14 | 18% | 9 | 15 | 24 | 30% | 11 | 11 | 22 | 28% |
II | 64 | 50 | 114 | 0 | 0 | 0 | 0.00% | 0 | 0 | 0 | 0% | 9 | 8 | 17 | 15% | 25 | 15 | 40 | 35% | 26 | 29 | 55 | 48% |
III | 67 | 49 | 116 | 0 | 0 | 0 | 0.00% | 6 | 0 | 6 | 5% | 18 | 6 | 24 | 21% | 21 | 19 | 40 | 34% | 21 | 23 | 44 | 38% |
IV | 55 | 47 | 102 | 0 | 0 | 0 | 0.00% | 1 | 0 | 1 | 1% | 8 | 0 | 8 | 8% | 31 | 24 | 55 | 54% | 16 | 21 | 36 | 35% |
V | 58 | 66 | 124 | 0 | 0 | 0 | 0 | 6 | 0 | 6 | 5% | 37 | 31 | 68 | 55% | 10 | 20 | 28 | 23% | 11 | 13 | 24 | 19% |
VI | 45 | 70 | 115 | 0 | 0 | 0 | 0.00% | 11 | 5 | 16 | 14% | 14 | 16 | 30 | 26% | 12 | 17 | 29 | 25% | 10 | 18 | 28 | 24% |
Total | 323 | 327 | 651 | 0 | 0 | 0 | 0.00% | 33 | 18 | 51 | 8.83% | 93 | 68 | 161 | 23.83% | 108 | 110 | 216 | 33.50% | 95 | 115 | 209 | 32.00% |
18
GPA – ESP
No. of Students with GPA | |||||||||||||||||||||||
Grade Level | Enrolment | 74-below | 75-79 | 80-84 | 85-89 | 90-100 | |||||||||||||||||
| M | F | T | M | F | T | % | M | F | T | % | M | F | T | % | M | F | T | % | M | F | T | % |
I | 35 | 45 | 80 | 0 | 0 | 0 | 0.00% | 3 | 3 | 6 | 8% | 9 | 15 | 24 | 30% | 8 | 10 | 18 | 23% | 17 | 20 | 31 | 39% |
II | 64 | 50 | 114 | 0 | 0 | 0 | 0.00% | 0 | 0 | 0 | 0% | 1 | 2 | 3 | 3% | 17 | 24 | 41 | 36% | 46 | 34 | 70 | 61% |
III | 67 | 49 | 116 | 0 | 0 | 0 | 0.00% | 6 | 1 | 7 | 6% | 11 | 1 | 12 | 10% |
| 16 | 40 | 34% | 12 | 23 | 43 | 37% |
IV | 55 | 47 | 102 | 0 | 0 | 0 | 0.00% | 1 | 0 | 1 | 1% | 7 | 0 | 7 | 7% | 31 | 24 | 55 | 54% | 16 | 21 | 37 | 36% |
V | 58 | 66 | 124 | 0 | 0 | 0 | 0.00% | 1 | 0 | 1 | 1% | 29 | 17 | 46 | 37% | 22 | 28 | 50 | 39% | 12 | 21 | 33 | 27% |
VI | 45 | 70 | 115 | 0 | 0 | 0 | 0.00% | 6 | 3 | 9 | 8% | 11 | 8 | 19 | 17% | 10 | 9 | 19 | 17% | 22 | 45 | 67 | 44% |
Total | 324 | 327 | 651 | 0 | 0 | 0 | 0.00% | 17 | 7 | 24 | 4.00% | 68 | 43 | 111 | 17.33% | 88 | 111 | 223 | 33.83% | 125 | 164 | 281 | 40.67% |
19
GPA – TLE
No. of Students with GPA | |||||||||||||||||||||||
Grade Level | Enrolment | 74-below | 75-79 | 80-84 | 85-89 | 90-100 | |||||||||||||||||
| M | F | T | M | F | T | % | M | F | T | % | M | F | T | % | M | F | T | % | M | F | T | % |
I | | | | | | | | | | | | | | | | | | | | | | | |
II | | | | | | | | | | | | | | | | | | | | | | | |
III | | | | | | | | | | | | | | | | | | | | | | | |
IV | 55 | 47 | 102 | 0 | 0 | 0 | 0.00% | 0 | 0 | 1 | 1% | 9 | 0 | 9 | 9% | 30 | 22 | 52 | 51% | 16 | 23 | 39 | 38% |
V | 58 | 66 | 124 | 0 | 0 | 0 | 0.00% | 1 | 0 | 1 | 1% | 31 | 16 | 47 | 38% | 18 | 34 | 50 | 40% | 16 | 16 | 32 | 26% |
VI | 45 | 70 | 115 | 0 | 0 | 0 | 0.00% | 6 | 4 | 10 | 9% | 16 | 8 | 24 | 21% | 14 | 26 | 40 | 35% | 13 | 27 | 40 | 35% |
Total | 158 | 183 | 341 | 0 | 0 | 0 | 0.00% | 7 | 4 | 12 | 3.67% | 56 | 24 | 80 | 22.67% | 62 | 82 | 142 | 42.00% | 45 | 66 | 111 | 33.00% |
20
LEAST LEARNED COMPETENCIES
GRADE 1 | GRADE 2 | ||
Least Mastered Competencies | Intervention Program | Least Mastered Competencies | Intervention Program |
Math |
| English |
|
Infers and interprets data presented in a pictograph without scales. e.g. finding out from the title what the pictograph is all about, comparing which has the least or greatest | Provide additional supplementary materials and share instructiona videos regarding the lesson | 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. | Provide additional supplementary materials and share instructiona videos regarding the lesson |
Solves routine and non-routine problems using data presented in pictograph without scales. | | Writes the names of pictures with short a, e, I, o, u words | |
English | | Filipino | |
1. Follow two step direction | Provide additional supplementary materials and share instructional videos regarding the lesson | Nagagamit nang wasto ang mga pang-ukol | |
2. Follow two step direction | | Math | |
| | Estimates the area of a given figure using any shape | Provide additional supplementary materials and share instructiona videos regarding the lesson |
| | Solves routine and non-routine problems involving any figure using square tiles | |
21
LEAST LEARNED COMPETENCIES
GRADE 3 | GRADE 4 | ||
Least Mastered Competencies | Intervention Program | Least Mastered Competencies | Intervention Program |
MTB: Write a 3-5 step procedural paragraph using signal words such as first, second, last, then, next. | Provide additional supplementary materials and share instructional videos regarding the lesson | ENGLISH: Read words with vowel diphthongs: oy (boy), oi (boil), ou (out) ow (bow) | Provide additional supplementary materials and share instructiona videos regarding the lesson |
Make a two-level outline for a report or an interesting experience | | Read phrases, sentences and short stories consisting vowel diphthongs: oy, oi, ou, ow | |
FILIPINO: Naibibigay ang buod o lagom ng tekstong binasa | | SCIENCE:Describe the changes in the position and length of shadows in the surroundings as the position of the sun changes. S4ES-IVh-9 | |
Naibibigay ang paksa o sanaysay ng kuwento na napakinggan | | ARAL PAN: Naipaliliwanag ang mga gawaing lumilinang sa kagalingan pansibiko. AP4KPB-IVd-e-4 | |
22
LEAST LEARNED COMPETENCIES
GRADE 3 | GRADE 4 | ||
Least Mastered Competencies | Intervention Program | Least Mastered Competencies | Intervention Program |
MATH: Collects data on one variable using existing records. Sorts, classifies, and organizes data in tabular form and presents this into a vertical or horizontal bar graph | Provide additional supplementary materials and share instructional videos regarding the lesson | MATH: Visualizes, and represents and measures area using appropriate unit. | |
ARAL PAN: Naipapahayag ang kahalagahan na gampanin ng Pamahalaan sa paglilingkod sa bawat lalawigan sa kinabibilangang rehiyon | | Solves routine and non-routine problems involving areas of squares and rectangles | |
ENGLISH: Present information in varied artistic ways (e.g.role playing , show and tell, radio play/ broadcast/ reporting/ poster presentation | Provide additional supplementary materials and share instructional videos regarding the lesson | FILIPINO: Naisusulat nang wasto ang mga idiniktang mga salita | |
SCIENCE: Explain the climate change | | Nakabubuo nang wasto at payak na pangungusap na may tamang ugnayan ng simuno at panag-uri sa pakikipagusap | |
Explain why certain safety precautions are necessary | | | |
Describe how weather affects people, plants and animal | | | |
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LEAST LEARNED COMPETENCIES
GRADE 5 | GRADE 6 | ||
Least Mastered Competencies | Intervention Program | Least Mastered Competencies | Intervention Program |
ENG: Compose clear and coherent sentences using appropriate grammatical structures | | Compose clear and coherent sentences using appropriate grammatical structures | Provide additional supplementary materials and share instructiona videos regarding the lesson |
SCIENCE: EXPLAIN THE DIFFERENT PHASES OF THE MOON | Provide additional supplementary materials and share instructiona videos regarding the lesson | ARAL PAN: Nasusuri ang mga kontemporaryong isyu ng lipunan tungo sa pagtugon sa mga hamon ng Malaya at maunlad na bansa. | |
ENUMERATE WAYS ON HOW TO CONTROL SOPIL EROSION | | | |
IDENTIFY THE AGENTS OF WEATHERING | | MATH: Solves routine and non-routine problems using data presented in pictograph without scales | Provide additional supplementary materials and share instructiona videos regarding the lesson |
P.E. : EXECUTES THE DIFFERENT SKILLS INVOLVED IN THE DANCE | | | |
DEMONSTRATE UNDERSTANDING OF PARTICIPANTS IN AND ASESSMENT OF PHYSICAL ACTIVITIES | | | |
IMITATE SKILLS IN EVERY PARTICULAR DANCE. | | | |
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NUMBER OF FUNCTIONAL LIBRARY
NUMBER OF LIBRARY | NUMBER OF FUNCTIONAL LIBRARY | Library Size in sq.m( ex. 7 x 9) | TOTAL | Learner-Library Ratio | ||
LESS THAN 7 x 9 | 7 x 9 | 7 x 18 | ||||
0 | 0 | 0 | 0 | 0 | 0 | |
25
NUMBER OF CLASSROOMS
CLASSROOM CONDITION (If YES write 1 and 0 =NO) | TOTAL | Room Size in sq.m( ex. 7 x 9) | |||||||||
Makeshift | Good Condition | Needs Major Repair | Needs Minor Repair | For Condemnation | Condemned | LESS THAN 7 x 9 | 7 x 9 | 7 x 18 | TOTAL | CHECKER | |
0 | 33 | 0 | 0 | 0 | 0 | 33 | 33 | 0 | 00 | 0 | 33 |
26
CHAIRS, LEARNERS, AND TEACHERS
NUMBER OF CLASSROOMS | NUMBER OF COMFORT ROOMS | NUMBER OF ARMCHAIRS | NUMBER OF MONOBLOCK CHAIRS | NUMBER OF LEARNER'S TABLES & CHAIRS SET | NUMBER OF TEACHER'S TABLES & CHAIRS SET | ||
NUMBER OF LEARNER'S TABLES | NUMBER OF LEARNER'S CHAIRS | NUMBER OF TEACHER'S TABLES | NUMBER OF TEACHER'S CHAIRS | ||||
33 | 13 | 825 | 88 | 33 | 33 | 18 | 18 |
27
PRINCIPAL’S OFFICE
NUMBER OF PRINCIPAL'S OFFICE | NUMBER OF FUNCTIONAL PRINCIPAL'S OFFICE | Principal's Office Size in sq.m( ex. 7 x 9) | TOTAL | ROOM CONDITION (If YES write 1 and 0 =NO) | TOTAL | CHECKER | |||||||
LESS THAN 7 x 9 | 7 x 9 | 7 x 18 | Makeshift | Good Condition | Needs Major Repair | Needs Minor Repair | For Condemnation | Condemned | |||||
1 | 1 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
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NUMBER OF READING ROOM/NOOK/CORNER
NUMBER OF READING CORNERS/ROOMS/NOOKS | Room Size in sq.m( ex. 7 x 9) | ||||||||
Number of Reading Rooms | Number of Makeshift Reading Rooms | Number of Reading NOOK/s outside the classroom | READING CORNER INSIDE THE CLASSROOM | TOTAL | LESS THAN 7 x 9 | 7 x 9 | 7 x 18 | TOTAL | CHECKER |
0 | 0 | 0 | 27 | 27 | 0 | 27 | 0 | 27 | 0 |
29
SBM ROOM
NUMBER OF SBM ROOMS | NUMBER OF FUNCTIONAL SBM ROOM | SBM Room Size in sq.m ( ex. 7 x 9) | TOTAL | NUMBER OF SBM ROOM/S BY CONDITION | TOTAL | CHECKER | |||||||
LESS THAN 7 x 9 | 7 x 9 | 7 x 18 | Makeshift | Good Condition | Needs Major Repair | Needs Minor Repair | For Condemnation | Condemned | |||||
1 | 1 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 |
30
SCIENCE LABORATORY
NUMBER OF SCIENCE LABORATORIES | NUMBER OF FUNCTIONAL LABOTARIES | Library Size in sq.m( ex. 7 x 9) | TOTAL | NUMBER OF ROOM/S BY CONDITION | TOTAL | CHECKER | |||||||
LESS THAN 7 x 9 | 7 x 9 | 7 x 18 | Makeshift | Good Condition | Needs Major Repair | Needs Minor Repair | For Condemnation | Condemned | |||||
0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
31
TLE LABORATORY
NUMBER OF LIBRARY | NUMBER OF FUNCTIONAL LIBRARY | Library Size in sq.m ( ex. 7 x 9) | TOTAL | ROOM CONDITION (If YES write 1 and 0 =NO) | TOTAL | CHECKER | |||||||
LESS THAN 7 x 9 | 7 x 9 | 7 x 18 | Makeshift | Good Condition | Needs Major Repair | Needs Minor Repair | For Condemnation | Condemned | |||||
0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
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ICT LABORATORY
NUMBER OF ICT LABORATORIES | NUMBER OF FUNCTIONAL ICT LABORATORIES | Library Size in sq.m ( ex. 7 x 9) | TOTAL | NUMBER OF ROOMS BY CONDITION | TOTAL | CHECKER | |||||||
LESS THAN 7 x 9 | 7 x 9 | 7 x 18 | Makeshift | Good Condition | Needs Major Repair | Needs Minor Repair | For Condemnation | Condemned | |||||
1 | 1 | 0 | 1 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 1 |
|
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CANTEEN
NUMBER OF CANTEENS | NUMBER OF FUNCTIONAL CANTEENS | Library Size in sq.m ( ex. 7 x 9) | TOTAL | CHECKER | NUMBER OF CANTEEN/S BY ROOM CONDITION | TOTAL | CHECKER | |||||||
LESS THAN 7 x 9 | 7 x 9 | 7 x 18 | Makeshift | Good Condition | Needs Major Repair | Needs Minor Repair | For Condemnation | Condemned | ||||||
0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
34
TEACHERS IPCR RATINGS BY GRADE
| OUSTANDING | VERY SATISFACTORY | SATISFACTORY | UNSATISAFACTORY | POOR | TOTAL | ||||||||||||
| Male | Female | Total | Male | Female | Total | Male | Female | Total | Male | Female | Total | Male | Female | Total | Male | Female | Total |
KINDER | 0 | 1 | 1 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 2 |
Grade 1 | 0 | 0 | 0 | 0 | 3 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 3 | 3 |
Grade 2 | 0 | 0 | 0 | 0 | 4 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 4 | 4 |
Grade 3 | 0 | 0 | 0 | 0 | 4 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 4 | 4 |
Grade 4 | 0 | 0 | 0 | 0 | 4 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 4 | 4 |
Grade 5 | 0 | 0 | 0 | 1 | 3 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 3 | 4 |
Grade 6 | 1 | 1 | 2 | 2 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 3 | 4 | |
FULL ANCILLARY TEACHERS | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
Total | 1 | 2 | 3 | 3 | 22 | 25 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 4 | 23 | 27 |
35
TEACHERS IPCR RATINGS BY POSITION
| OUSTANDING | VERY SATISFACTORY | SATISFACTORY | UNSATISAFACTORY | POOR | TOTAL | ||||||||||||
| Male | Female | Total | Male | Female | Total | Male | Female | Total | Male | Female | Total | Male | Female | Total | Male | Female | Total |
MT 1 | 0 | 1 | 1 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 2 |
T-I | 1 | 2 | 3 | 2 | 9 | 11 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 3 | 11 | 14 |
T-II | 0 | 3 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 3 | 3 |
T-III | 0 | 1 | 1 | 0 | 6 | 6 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 7 | 7 |
| | | | | | | | | | | | | | | | | | |
| | | | | | | | | | | | | | | | | | |
| | | | | | | | | | | | | | | | | | |
| | | | | | | | | | | | | | | | | | |
Total | 1 | 7 | 8 | 3 | 15 | 18 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 4 | 22 | 26 |
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| 1st Grading | 2nd Grading | 3rd Grading | 4th Grading | Average | |||||
Mean | MPS | Mean | MPS | Mean | MPS | Mean | MPS | Mean | MPS | |
Grade I | 13.31 | 88.66% | 13.46 | 89.94% | 13.55 | 90.50% | 13.63 | 90.94% | 13.488 | 90.01% |
Grade II | 17.67 | 88.39% | 18.01 | 90.07% | 18.24 | 90.82% | 18.24 | 90.82% | 18.04 | 90.03% |
Grade III | 17.45 | 87.50% | 18.01 | 90.13% | 18.17 | 90.81% | 18.26 | 91.25% | 17.973 | 89.92% |
Grade IV | 25.62 | 85.71% | 26.48 | 87.83% | 26.66 | 88.83% | 26.66 | 88.83% | 26.355 | 87.80% |
Grade V | 24.96 | 83.72% | 27.74 | 86.91% | 23.26 | 86.13% | 23.46 | 86.94% | 24.855 | 85.93% |
Grade VI | 19.54 | 84.38% | 20.36 | 87.08% | 20.75 | 89.13% | 21.31 | 91.83% | 20.49 | 88.11% |
| | | | | | | | | | |
Average | 19.76 | 86.39% | 20.68 | 88.66% | 20.11 | 89.37% | 20.26 | 90.10% | 20.2 | 88.63% |
Average MPS, SY 2020-2021
37
INTERNET
BAYANTEL | DIGITAL | GLOBE | PLDT | SMART | SUN | WIT GLOBAL SATELLITE | OTHERS PLS SPECIFY | TOTAL |
0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 |
38
WATSAN
Local Piped Water | Water Well | Deep Well | RAIN WATER CATCHMENTS | NATURAL SOURCE | W/O WATER SUPPLY | NUMBER OF HANDWASHING FACILITIES ( COUNT THE NUMBER OF FAUCETS ) |
1 | 0 | 0 | 0 | 0 | 0 | 44 |
LAC – Learning Action Cell Sessions
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Level | No. of Teachers | Topics for LAC Sessions | |||||||
Content & Pedagogy | % | Assessment and Reporting | % | 21st Century Skills and ICT Integration in Instruction and Assessment | % | Curriculum and Contextualization. Localization and Indigenization | % | ||
K to G3 | 13 | 13 | 100% | 13 | 100% | 13 | 100% | 13 | 100% |
G 4 to G 6 and IT | 13 | 13 | 100% | 13 | 100% | 13 | 100% | 13 | 100% |
Total | 26 | 26 | 100% | 26 | 100% | 26 | 100% | 26 | 100% |
Instruction Supervision
40
Grade Level | Principal | Master Teacher | ||||||
Expected IS to be conducted | Actual IS Conducted | Expected IS to be conducted | Actual IS Conducted | |||||
Male | Female | Male | Female | Male | Female | Male | Female | |
Kinder | 0 | 2 | 0 | 1 | 0 | 2 | 0 | 1 |
Grade 1 | 0 | 3 | 0 | 2 | 0 | 3 | 0 | 1 |
Grade 2 | 0 | 4 | 0 | 2 | 0 | 4 | 0 | 2 |
Grade 3 | 0 | 4 | 0 | 2 | 0 | 4 | 0 | 2 |
Grade 4 | 0 | 3 | 0 | 1 | 0 | 3 | 0 | 2 |
Grade 5 | 1 | 3 | 1 | 0 | 1 | 3 | 0 | 2 |
Grade 6 | 1 | 2 | 1 | 1 | 1 | 2 | 0 | 1 |
IT | 2 | 1 | 2 | 1 | 2 | 1 | 0 | 0 |
Non-Graded | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
Total | 4 | 21 | 4 | 12 | 4 | 21 | 0 | 11 |
Instruction Supervision
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