Final SLRP MCHS Bungahan

07/07/2022
MALOLOS CITY HIGH SCHOOL –BUNGAHAN

DEPARTMENT OF EDUCATION
REGION III
CITY SCHOOL OF MALOLOS
DISTRICT 2
Republic of the Philippines

Department of Education Region III- Central Luzon
Schools City Division of Malolos
MALOLOS CITY HIGH SCHOOL- BUNGAHAN
Davao St. Bungahan, City of Malolos, Bulacan
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Pillar 1: K to 12 Curriculum
Quality of Learning Outcomes and Learning

Delivery Modalities
- English
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KEY STAGE 3 (JHS)

Phil-IRI in ENGLISH
Dashboard: Pillar 1
READING PROFICIENCY LEVELS OF KEY STAGE 3 LEARNERS
IN SY 2021-2022 The Combined proficiency level of
Reading Proficiency Level of Key Stage 3: 85.6% Key Stage 3 learners in word reading
Chart Title
100 and comprehension showed the overall
80
reading proficiency levels for this
80.19% 88.76% 100% 82.88%
school year.
60
The data projected high
Sales 40
proficiency levels among 760 Key Stage
20 3 learners, there are still learners who
12.11% 0 need greater attention in reading.
Grade 7 Grade 8 Grade 9 Grade
However, Grade 7 learners registered
the lowest competency level with 80.19
percent. On the other hand, Grade 9
87.89% learners have the highest proficiency
level among the four grade levels.
Tested 668 Not Tested 92 Total 760

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Dashboard: Pillar 1
Chart Title
100 • Comparative data as shown in the
89.64%
90 table and bar graph shows that there is a
77.72%
remarkable proficiency rate in word
80
reading and comprehension among Key
70
63.86%
67.42%
60.43%
Stage 3 learners during the current
60 55.06%
school year (remote learning).
Axis Title
53.47%
50 48.66% • Grade 10 recorded the most
40
consistent levels of word reading and
comprehension, while Grade 7
30 documented the biggest variation
20 between their word reading skills and
10
comprehension skills.
0
Grade 7 Grade 8 Grade 9 Grade 10
Series 1 63.86 67.42 89.64 60.43
Series 2 53.47 55.06 77.72 48.66
Series 3
PHIL IRI POST TEST RESULT INDEPENDENT READERS

S.Y. 2021-2022
93
92
91
90
89
88
87
86
85
84
Word Recognition Comprehension
10
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The graph shows the remarkable development of Key Stage learners in

Word Recognition Skills and Comprehension evident in the result of their
Phil IRI post test result. Grade 7 learners had the highest mark in Word
Recognition and the grade 10 learners for Comprehension. The following
data depicts that the Reading Program of the school became effective in
teaching students the important skills in reading.
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The graph shows the remarkable development of Key Stage learners in

Word Recognition Skills and Comprehension evident in the result of their
Phil IRI post test result. Grade 7 learners had the highest mark in Word
Recognition and the grade 10 learners for Comprehension. The following
data depicts that the Reading Program of the school became effective in
teaching students the important skills in reading.
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- Mathematics
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NEARLY-
PROJECT ALL NUMERATES NON- NUMERATES
NUMERATES
NUMERATES
PRE- TEST 23 73 51
S.Y. 2020- 2021 NON- NUMERATES NEARLY- NUMERATES NUMERATES
15% 50% 35%
80
70
60 The table revealed that 51
50
learners out of 147 or 35% are the
40
30 numerates and 73 or 50% are
20 nearly numerates. The data
10
showed that from 147 total
0
NON- NUMERATES NEARLY- NUMERATES number of learners (Grade 7) who
NUMERATES
took the pre-test during SY 2020-
50%
2021, a total of 23 learners or 15%
45%
40%
are non numerates. Hence, the
35% findings indicate that there is a
30%
25% need for intervention and
20%
15% remediation to improve the
10%
5%
learners’ level of Numeracy.
0%
NON- NUMERATES NEARLY- NUMERATES
NUMERATES
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NEARLY-
PROJECT ALL NUMERATES NON- NUMERATES
NUMERATES
NUMERATES
0 18 129
POST- TEST NON- NUMERATES NEARLY- NUMERATES NUMERATES
0% 12% 88%
S.Y. 2020- 2021
140
100
80
60 numerates and 18 or 12% are
40 nearly numerates. The data
20
0
NON-
NUMERATES
NEARLY-
NUMERATES
NUMERATES number of learners (Grade 7) who
90%
80% are non numerates. Hence, the
70% findings indicate that the
60%
50% intervention and remediation
40%
30%
conducted improved the learners’
20% level of Numeracy.
10%
0%
NUMERATES
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PROJECT ALL NUMERATES NEARLY-

NON- NUMERATES NUMERATES
NUMERATES
PRE- TEST 37 50 110
NON- NUMERATES NEARLY- NUMERATES NUMERATES
S.Y. 2021- 2022 19% 25% 56%
120

80
60
numerates and 50 or 25% are
40
nearly numerates. The data
20
0
NON- NUMERATES NEARLY-
NUMERATES
NUMERATES number of learners (Grade 7) who
60%
50%
are non numerates. Hence, the
40%
findings indicate that there is a
30%
need for intervention and
20%
remediation to improve the
10%
learners’ level of Numeracy.
0%
NUMERATES
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- Science
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Dashboard: Pillar 1
ACHIEVEMENT RATE IN SCIENCE FOR TWO YEARS
90
89
88
87
86
85
Grade 7
Grade 8
Grade 9
Grade 10
2019-2020 2020-2021
SY 2019-2020: 88.87% SY 2020-2021: 87.19%
A graph shows the accomplishment rate for two consecutive years. As gleaned in the graph, the
school year 2019-2020 registered the highest rating 88.87% while the school year 2020-2021 ranked the
lowest with 87.19%. Overall, the learners' achievement for the past two years has decreased, which
suggests that current situations may be affecting their achievement.
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KEY STAGE 3 (JHS)

Phil-IRI in FILIPINO
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19
- Filipino
20
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KEY STAGE 3 (JHS)

Phil-IRI in FILIPINO
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21
MCHS-BUNGAHAN PHIL -IRI PRE- PHIL-IRI ( FILIPINO )

TEST RESULTS 2020 -2021 PRE- TEST
120
S.Y. 2020- 2021
105
97 100
100 92
80 74
79
72
The table revealed that there
61
60 is remarkable proficiency rate in
40 instructional reading and
20 10
0 0 0 independent reading among Key
0
FRUSTRATION INSTRUCTIONAL INDEPENDENT Stage 3 learners during S.Y. 2020-
2021. The data showed that from
692 learners ( Grade 7-10 ) who
MCHS-BUNGAHAN PHIL-IRI
took the pre-test during S.Y. 2020-
PRE-TEST RESULTS 2020-2021
100% 2021, a total of 10 learners from
90%
80% Grade 7 or 17.60% are frustrated
70%
60%
50%
readers. Hence, the findings
40%
30%
indicate that there is a need for
20%
10%
intervention and remediation to
0%
FRUSTRATION INSTRUCTIONAL INDEPENDENT improve and and develop word
Grade 10 0% 63.25% 36.75%
Grade 9 0% 58.14% 41.86% recognition and comprehension in
Grade 8 0% 54.49% 44.38%
Grade 7 17.60% 52.27% 42.05%
reading.
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MCHS-BUNGAHAN PHIL-IRI POST-

TEST RESULTS 2020 -2021 PHIL-IRI ( FILIPINO )
160 148
POST- TEST
S.Y. 2020- 2021
144 145
140
115
120
100 Comparative data as shown in
80
57 the table and bar graph showsthat
60
40 32 27 there is remarkable proficiency
18
20
0 0 0 0 ratein independent reading.
0
FRUSTRATION INSTRUCTIONAL INDEPENDENT Grade 10 recorded the most
consistent levels of independent
reading and comprehension and
MCHS-BUNGAHAN PHIL-IRI documented the biggest variation
POST-TEST RESULTS 2020-2021
100%
90%
between their independent and
80%
70% instructional reading skills
60%
50%
40%
30%
20%
10%
0%
FRUSTRATION INSTRUCTIONAL INDEPENDENT
Grade 10 0% 12.65% 87.35%
Grade 9 0% 33.14% 66.86%
Grade 8 0% 16.85% 83.15%
Grade 7 0.00% 18.18% 81.89%
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MCHS-BUNGAHAN PHIL -IRI MCHS-BUNGAHAN PHIL -IRI

PRE-TEST RESULTS 2021-2022 POST-TEST RESULTS 2021-
200
150 150
2022
150 115 126 200 161 155 170
140
100
51 60 60 39 100
50 40 25 46 29
5 0 0 0 0 0 0 0
0 0
FRUSTRATION INSTRUCTIONAL INDEPENDENT FRUSTRATION INSTRUCTIONAL INDEPENDENT
Grade 7 Grade 8 Grade 9 Grade 10 Grade 7 Grade 8 Grade 9 Grade 10
The consolidated results of 2021-2022 Phil-Iri who took pre-test and post test are
shown in this Figure1 and 2.The graph indicates the percentage of learnerswho
were classified as frustration, instructional and independent readers. The data
depicted the Reading Proficiency of Key Stage 3. Based from the result, the
independent reading skills of the learners progressively increase per grade level.
This may be attributed to the strong implementation of the Literasi: Bawat Bata
Bumabasa Program, “Project SAPP” ( Siklab at Alab sa Pagbabasa'y Paigtingin! )
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- Araling Panlipunan
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Pre-test Result
The chart shows a low proficiency rate in the

pre-test given to the learners of Malolos City High
School-Bungahan for Araling Panlipunan from
Grade 7-10 for the S.Y. 2021-2022.
Hence, the findings indicate a need for
intervention and remediation to improve and
develop the knowledge and comprehension in
Araling Panlipunan.
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Post-Test Result
Data shows that there is a remarkable

proficiency rate in the result of the given post-test to
Grade 7-10 in Araling Panlipunan in comparison to the
result of the pre-test.
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Technology and Livelihood Education
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TECHNOLOGY ANG HOME ECONOMICS 2019- 2020 2020- 2021 2021- 2022
ACHIEVEMENT RATE 83.8 82.50 86.70
FOR 3 YEARS
GRADE 7- 10 The achievement rate for
three consecutive years is
presented in the graph. It can be
86.7 noted that in year 2021- 2022 (JHS)
gained the highest average of
86.70% while year 2020- 2021
garnered the lowest rating with
82.50% .
83.8
Overall the learners’
achievement for the past three
82.5 years is increasing, this suggests
that considerations were given to
learners, that in this time of
pandemic, no one should be left
2019-2020 2020-2021 2021-2022 behind, the year of 2020-2021,
Achievement Rate decreases because of new normal
situation, we keep on giving
interventions for them to cope,
and improve their grades.
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Edukasyon sa Pagpapakatao
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EDUKASYON SA PAGPAPAKATAO 2019- 2020 2020- 2021 2021- 2022

ACHIEVEMENT RATE 85.8 86.32 86.98
FOR 3 YEARS
GRADE 7- 10
The achievement rate for
three consecutive years is
87.2 presented in the graph. It can be
87 noted that in year 2021- 2022 (JHS)
86.8 gained the highest average of
86.6 86.98% while year 2019- 2020
86.4 garnered the lowest rating with
86.2 85.8% .
86 Overall the learners’
85.8 achievement for the past three
85.6 years is increasing, this suggests
85.4 that considerations were given to
85.2 learners, that in this time of
2019- 2020 2020- 2021 2021- 2022 pandemic, no one should be left
ACHIEVEMENT RATE FOR EsP behind, we keep on giving
interventions for them to cope,
and improve their grades.
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MAPEH
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Pre-test Result
The chart shows a low proficiency rate in the

pre-test given to the learners of Malolos City High
School-Bungahan for MAPEH from Grade 7-10 .
Hence, the findings indicate a need for
intervention and remediation to improve and
develop the knowledge and comprehension in
MAPEH.
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Post-Test Result
Data shows that there is a remarkable

proficiency rate in the result of the given post-test to
Grade 7-10 in MAPEH in comparison to the result of
the post-test.
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- Inclusive Education
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Dashboard: Pillar 1
Number of Teachers by Major

9
The graph presents the subject area 6
specialization of the teachers in 5
MCHS – Bungahan. The data 4

revealed that most of the teachers
3
specialized in Science. It also shows
that no teacher in MCHSB actually 2
specializes in Edukasyon sa 1
Pagpapakatao. The data also shows 0

that only one teacher specializes in Filipino English Mathematics Science Araling
Panlipunan
TLE Mapeh EsP ICT
Filipino and ICT, respectively.
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Dashboard: Pillar 1
Number of Teachers not Teaching their Specialization
8
The data revealed that there are 4
teachers not teaching their area of 3

specialization. It can be gleaned
2
that most of the Science teachers
are not actually handling the 1
subject of their specialization. 0
While the other teachers that are

not teaching their specialization as
seen in the table are handling
Edukasyon sa Pagpapakatao.
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- SWOT ANALYSIS
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S.W.O.T English: Philippine Informal Reading Inventory
Goal: Ensure that all learners improve their word and comprehension skills and learning
PILLAR 1 outcomes in PHIL-IRI and reading comprehension with the aid of intervention programs and best
practices that highly promote sustainable quality instruction of the K- 12 curriculum
STRENGTHS WEAKNESSES OPPORTUNITIES THREATS
The school has established • Parents who were not able to get • Attainment of 100% • Percentage increase of
consistent communication with the hard copy of the Phil Iri on proficiency level in reading learners with low
the learners, parents and time because of their work and comprehension to all comprehension and word
stakeholders in the schedules for the modular learners of MCHS- skills.
administration of the pre test and distance learners . Bungahan.
post test. • Learner’s lack of interest
due to wide spread of
Instructions were well defined by • Readiness of students. • Conducting successful technology advancement
the teachers’ capability and reading and comprehension
awareness of the instrument. reading intervention
programs.
Generous supplies for the printing • Learners in the online distance
of the testing tools to be learning could hardly access the
distributed provided by the google forms.
school funds.
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S.W.O.T ENGLISH: READING PROGRAM
Goal: Ensure that all learners improve their reading and comprehension skills and
learning outcomes in the English subject with the aid of intervention programs and
PILLAR 1 best practices that highly promote sustainable quality instruction of the K- 12
curriculum.
Flexible learning
modalities are • Prevailing • Enhance the • Parents who are
accessible to the incapacities of different not supportive of
conduct of the students to access communication their students’.
Philippine Informal even one of the strategies among education.
Reading Inventory (Phil- modalities offered teachers and
Iri) and distribution of by the school due students to better
the other reading and to financial and deliver the
supplementary personal reasons. different reading
materials. programs of the
school.
• Modular
• Face to Face
• Online thru Google
forms
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S.W.O.T MATH: PROJECT ALL NUMERATES
Goal: Ensure that all learners improve their numeracy skills and learning outcomes in
Mathematics with the aid of intervention programs and best practices that highly
PILLAR 1 promote sustainable quality instruction of the K- 12 curriculum

A well-established
partnership of the school to • Parents who were not able • Attainment of 100% • Increase in
its comrade school to get the PAN test on time proficiency level in percentage of non-
because of their work numeracy to all learners numerate learners.
MCHS-B Teachers’ schedules. of MCHS- Bungahan.
inclination to assist and
extend their help during the • Readiness of modular • Conducting successful
administration of the pre- students. intervention programs.
test and post test.
during the administration of
pre- test and post test. • Internet connection of
students when remediation
Materials are sufficient and is conducted via online.
well- prepared for the
conduct of the PAN Test.
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S.W.O.T SCIENCE: Achievement Level in Science
Goal: Ensure that all learners in different key stages meet the prescribed standards in
PILLAR 1 literacy and numeracy and acquired the prescribed scientific skills through innovative
and tailored teaching strategies, advocacy programs and experienced learning.
Ability to adapt and cope Lack of hands-on training in Students could learn new Reduced student
easily in online modality. laboratory activities. skills and enhance their engagement due to
knowledge in ICT. remote leaning.
Ability to use technology in
science
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S.W.O.T Teachers’ Specialization
Goal: Ensure that all learners in different key stages meet the prescribed standards in
literacy and numeracy and acquired the prescribed scientific skills through innovative
PILLAR 1 and tailored teaching strategies, advocacy programs and experienced learning.

Most of the teachers are Teachers’ Workloads make it There are many chances for Time management has
pursuing their graduate hard for them to search for professional growth and been a challenge to all
studies which makes them more techniques on how to development since they are teachers since they were
updated with the latest teach the subjects assigned to updated with the current assigned with other
skills, methods, and them better. trends in education and in all ancillary tasks at school.
strategies that can be the other learning areas.
applied in the teaching –
learning process.
The teachers have venue
The school conducts School where they can exchange
Learning Action Cells, Focus ideas and strategies to one
Group Discussions, and another.
meetings every month.
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S.W.O.T FILIPINO: Philippine Informal Reading Inventory ( PHIL-IRI )
Goal: Reduce the number of frustration in Filipino and develop word recognition
PILLAR 1 and comprehension in reading.
1. Elicits students prior 1. Difficult for students with no 1. Can train students to do or 1. Student may not be
knowledge. prior knowledge. read something in more interested with the
2. Easy to use and organize 2. Takes time to complete. organized manner. technique used.
3. Sets a purpose for reading. 3. Not effective for reading 2. Encourage students to 2. Sustainability of
4. Encourage students to fiction materials. read more academical partnership.
make a critical thinking. 4. Not proper for readers who materials instead of reading 3. Takes longer time to be
5. Helps students to monitor has non-active thinking. fictional materials. applied in class.
their comprehension and 5. Students will give up and get
knowledge bored easily.
6. Teachers and students are 6. The teacher's lack of
adaptable to modern trends. competenvce contributes
7. Academically competitive greatly in underachievement of
students and teachers. learners.
8. Strong parent support
system.
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SWOT Analysis
Goal: To gain knowledge and skills in addressing the needs of the
PILLAR 4 learners in achieving the desired outcome.
The learners can establish a strong The learner’s unwillingness to focus Gaining more ideas from learners Incapacity to communicate and
determination to gain knowledge of more on their studies. That will lead to with a different ability and capability share their ideas because of
the subject matter. low grades. types. personality difficulties as well as
the level of knowledge of the
learner.
The willingness of the learners to
focus more on the school projects Encourage the learners to focus more
and activities on their studies that will lead to the
desired outcome needed.
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S.W.O.T TECHNOLOGY AND HOME ECONOMICS

AND MAPEH
Goal: Ensure that all learners have access to basic education with adequate learning
PILLAR 1 resources and improve their Achievement Rate every school year.

The TLE and MAPEH Teachers
were all willing to participate in • Lack of materials, • Attainment of more than • Decrease in
all proposed activities for the resources, facilities for 85% achievement rate percentage of
learners to show their talents , their performance task. to all learners of MCHS- learners’ achievement
skills and abilities in different Bungahan. rate.
activities.
• Conducting successful
Modules each quarter in TLE intervention programs.
and MAPEH were properly
disseminated to students.
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S.W.O.T EDUKASYON SA PAGPAPAKATAO
PILLAR 1 Goal: Ensure that all learners improve their Achievement Rate every school year.

The Edukasyon sa
Pagpapakatao Teachers were • Lack of Teacher Major in • Attainment of more than • Decrease in
all willing to participate in all Values Education 88% achievement rate percentage of
proposed activities for the to all learners of MCHS- learners’ achievement
learners to show their talents , Bungahan. rate.
skills and abilities in different
activities. • Conducting successful
intervention programs.
Modules each quarter in EsP
were properly disseminated to
students.
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- KEY CHALLENGES
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KEY CHALLENGES English: Philippine Informal Reading Inventory
Parental awareness and involvement in the development of the learner’s

word recognition, reading and comprehension skills.
• Parental readiness to assist their children in the reading activities at home

for online and modular distance modality of learning
• Parents are used in putting the total responsibility of making their children in
learning how to read and comprehend.
• Minimal parental follow up on the present level of the reading skills of their children.
Goal: Ensure attainment of 100% Proficiency Level in word recognition, reading

and comprehension Skills.
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K to 12 Curriculum
Key Challenges
• 100% participation of modular distance learners

• All learners should be marked as numerates after taking 2 hour test.
• School’s open space and noise, inappropriate temperature, insufficient light, and overcrowded
classes
• Lack of commitment to reading as they don’t have clear reading plan, reading materials and tools.
• No culture of reading.
* Low proficiency level in Science skills
Goal:
Ensure that all learners in different key stages meet the prescribed standards in literacy and
numeracy, and acquired the prescribed scientific skills through innovative and tailored
teaching strategies, advocacy programs and experienced learning.
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Key Challenge EDUKASYON SA PAGPAPAKATAO, A.P., T.L.E,

MAPEH
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- STRATEGIC DIRECTION
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Strategic Directions English: Philippine Informal Reading Inventory
Goal: Ensure that all learners improve their word and comprehension skills and learning outcomes
PILLAR 1 in PHIL-IRI and reading comprehension with the aid of intervention programs and best practices that
highly promote sustainable quality instruction of the K- 12 curriculum
STRATEGIES INTERVENTIONS MAJOR OUTPUTS
• Integration of ICT with • Implementation of Project I Love Reading • Improved Key Stage 3 learner’s reading skills in four
conventional learning components (fluency, vocabulary, comprehension, and
instructions. writing)
• Instill to learners’ love for reading and inculcate to them
the importance of reading
• Make all learners independent readers
• 100% of students who can access the reading program of

the school
• Allow different ways to • Create substantive modalities (website/ printed materials/

access literacy program videos/ webinars) to ease access to different reading • Ease communication between and among parents and
(reading program) programs. teachers regarding the programs of the school
• Well facilitated learners in performing their modular task
• Established and • Mobilized the Parent- Teacher Association
strengthen education • Adopt a teacher-parent program to capacitate the parents in
partnerships with providing academic assistance to learners.
parents
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Strategic Directions PROJECT ALL NUMERATES
Goal: Ensure that all learners improve their numeracy skills and learning outcomes in
PILLAR 1 Mathematics with the aid of intervention programs and best practices that highly promote
sustainable quality instruction of the K- 12 curriculum
Planning ahead of time and • Providing a platform for the • Video Lessons were uploaded
establishing strong community students to watch video lessons in Mathematics 7 FB Page
partnership to easily disseminate that will guide them in answering
announcements of the distribution Project All Numerates Test.
and retrieval of pre- test and post- • Data on effectiveness of
test to each Barangay ; and • Conducting Remedial/ intervention conducted remediation.
partnership with other schools to classes.
share their expertise, and • Narrative report on
interventions to students. partnership with BulSU to
• Sharing of expertise from partner share their expertise to our
Schools. learners.
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Strategic Directions Achievement Level in Science
Goal: Ensure that all learners in different key stages meet the prescribed
standards in literacy and numeracy, and acquired the prescribed scientific skills
PILLAR 1 through innovative and tailored teaching strategies, advocacy programs and
experienced learning.
• Positive Home- • Conduct Open Inquiry Based Learning • ACR on Virtual Science
School Relations Program Activity
• Student Time on
Task
• Monitoring
Student
Progress
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Strategic Directions PHIL-IRI ( FILIPINO )
Goal: to provide Phil-iri Group screening Test in Filipino to determine a whole class' reading level
PILLAR 1 and identify a particular students who need more assistance in performing reading tasks.
1. Administration of Phil-Iri Group “Project SAPP”

Screening Test ( Pagsusulit sa ( Siklab at Alab sa Pagbabasa'y Paigtingin ) • Data on
Pagbasa sa Filipino 7-10) within a a. Administer regular reading phrases, effectiveness of
class time. sentences, paragraphs to speed up reading conducted
2. Selection and classification of b. Conduct various activities such as Paragraph a remediation.
students who will undergo Day ( APAD ), Shared Reading Project ( Big • Reading Fair
Remedial Reading Program ( Brother or Sister / Kaklase Ko, Sagot Ko) Five Project
Project SAPP ) “Siklab at Alab sa Words A Week (FWAW)
Pagbabasa'y Paigtingin” c. Be encourage through the guidance of family
3. Information dissemination and at home in reading.
orientation of parents through
GPTA and HRPTA meeting.
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Strategic Directions A.P.

Goal: To identify the level of understanding of students who need assistance in order for the learners to
PILLAR 1 follow the lessons given by their teacher.
1. Teaching 1. Communicate and monitor learners who are at a 1. Can perform given activities.
methodologies that slow pace. 2. Can pass the given quizzes.
will cater to all 2. Group study. 3. Can recite during class.
learners. 3. Change teaching strategies that are not that
2. Knowing your learner’s effective.
capabilities. 4. Communicate with the parent of the learner.
3. Used teaching
material that will catch
the attention of your
learners.
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Strategic Directions TECHNOLOGY AND HOME ECONOMICS
PILLAR 1 resources and improve their Achievement Rate every school year.
Planning ahead of time,

and establishing strong
community partnership to • Conducting Remedial/ intervention classes. • Video outputs of students
easily disseminate works.
announcements of the
distribution and retrieval • Conducting programs to showcase students skills • Checked and graded Learning
TLE Modules , and and talents. Activity Sheets of Learners
providing platform for the (Online and Modular).
students to easily be
informed in TLE Subject
updates and activities.
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Strategic Directions EDUKASYON SA PAGPAPAKATAO
Goal: Ensure that all learners improve their Achievement Rate every school year.
PILLAR 1
Planning ahead of time,

and establishing strong
community partnership to • Conducting Remedial/ intervention classes. • Video outputs of students
easily disseminate works.
announcements of the
distribution and retrieval • Conducting programs to showcase students skills • Checked and graded Learning
EsP Modules , and and talents. Activity Sheets of Learners
providing platform for the (Online and Modular).
students to easily be
informed in EsP Subject
updates and activities.
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Strategic Directions
Goal: To asses the level of understanding of students who need assistance in order for the learners to follow
PILLAR 1 the lessons in MAPEH subject.
Established understanding Check learners understanding and provide feedback Result of their test and assess
in answering the different students with their higher level of
test that are given by the thinking.
students.
Assess ones students’

capability in their learning Analyze the learning task
task. Students Output of their Learning
task
Encourage students to do
their performance task to Use methods that will encourage active participation.
get a high result of their Students Performance task that
learning task.
given by the teachers to get a high
score. 60
60
30
07/07/2022
Strategic Directions Teachers’ Specialization
Goal: Ensure that all learners in different key stages meet the prescribed
standards in literacy and numeracy and acquired the prescribed scientific skills
PILLAR 1
through innovative and tailored teaching strategies, advocacy programs and
experienced learning.
Equip the teachers with • Provide technical assistance to teachers who are • Trainings
the necessary skills and not handling their area of specialization to ensure
strategies to handle the delivery of quality instructions among the • Focus Group Discussions among
subjects assigned to them learners. the teachers
well.
• Generate support from other colleagues as to how • School Learning Action Cell
particular lessons can be taught accurately.
61
61
- IMPLEMENTATION PLAN
62
31
07/07/2022
Implementation Plan English: Philippine Informal Reading Inventory
Goal: Ensure attainment of 100% Proficiency Level in Word, Reading and

PILLAR 1
Comprehension Skills.
Strategies Interventions Functional Critical Action Responsible / Timeframe Estima Budget
Division- (Activities) Accountable ted Source
in-Charge Unit 2022 2023 2024 Budge
t
Implementati Implementati CID A. AWAD (A English Sept. August 2023- 20, 000 MOOE
on of on of Project I Word A Day) Teachers 2021- 2022- 2024
Advocacy Love Reading B. Mystery and E-DELVE July July
program per (Project Reader officers 2022 2023
learning area PRIMER) A. Story Telling
contributes Webinar
to the B. School-
increase in based
the Reading
achievement Program
rate. (Project
PRIMER)
63
63
Implementation Plan PROJECT ALL NUMERATES
PILLAR 1 Goal: Ensure attainment of 100% Proficiency Level in Numeracy.
Strategies Interventions Functional Critical Action Responsible / Timeframe Estima Budget

Division-in- (Activities) Accountable ted Source
Charge Unit Budget
2022 2023 2024
Conduct Implementation of MATHEMATIC ONLINE MATHEMATICS AUGUST JULY JUNE

S REMEDIATION TEACHERS
activities that Project “Math Is
TEACHERS
will increase Fun @MCHS- FACE- TO- FACE
BUNGAHAN” REMEDIATION
the proficiency
level in Early briefing to PARTNERSHIP
numeracy of Parents/ Guardians WITH BulSU
all learners. regarding the MATH SOCIETY
administration of
PAN Test.
64
64
32
07/07/2022
Philippine Informal Reading Inventory ( PHIL-IRI ) FILIPINO

Implementation Plan
PILLAR 1 Goal: Ensure attainment of 100% Reading Proficiency
Strategies Interventions Functional Critical Action Responsible / Timeframe Estimat Budget

Division-in- (Activities) Accountable ed Source
Charge Unit Budget
2022 2023 2024
Implementation of Filipino Information FILIPINO All year round All year All year
To monitor
Teachers dissemination and TEACHERS round round
growth in Project “Project
orientation of
reading skills as SAPP @MCHS- parents and PARENT
BUNGAHAN” students through
well as the
personal
efficacy of the Assessment of the conversation and
program or students by giving meeting.
reading Phil-Iri passage to
ONLINE
interventions determine a whole REMEDIATION
conducted class' reading level
and identify a FACE- TO- FACE
particular pupils who REMEDIATION
need more
Adopt
assistance in
interventions
performing reading needed
tasks.
65
65
Implementation Plan Achievement Level in Science
Goal: Ensure attainment of 100% Proficiency Level in Literacy & Numeracy and 100%
PILLAR 2 Achievement Rate in Science Skills across key stages.
Strategies Interventions Functional Critical Responsible Timeframe Estimat Budget
School-in- Action / ed Source
Charge (Activities) Accountable Budget
2022 2023 2024
Unit
Implementation SCIENCE ONLINE SCIENCE AUGUST JULY JUNE
Conduct
TEACHERS REMEDIATION TEACHERS
activities that of Open Inquiry
will increase the Based Learning FACE- TO- FACE
Program REMEDIATION
scientific skills
and
achievement
level in science
in Grades 7-10.
66
66
33
07/07/2022
Implementation Plan
PILLAR 1 Goal: Ensure attainment of 100% Proficiency
Strategies Interventions Functional Critical Action Responsible / Timeframe Estimated Budget

Division-in- (Activities) Accountable Unit Budget Source
Charge
2022 2023 2024
To monitor the Assessment of the Araling Araling All year All year All year
students by giving Panlipunan Communicati Panlipunan round round round
growth and on the
activities to Teachers Teachers
improvement of learners’
determine/her
the learners as Parents
understanding of
well as the the subject. and Remediation
efficacy of the identify learners
strategies who still need more
assistance. Apply
applied for the
interventions
interventions needed
conducted
67
Implementation Plan TECHNOLOGY AND HOME ECONOMICS
PILLAR 1
resources and improve their Achievement Rate every school year.
Strategies Interventions Functional Critical Responsible / Timeframe Estimated Budget
Division-in- Action Accountable Budget Source
Charge (Activities) Unit
2022 2023 2024
Conduct - Remedial Technology and -Gulayan sa Technology and All Year All Year All Year
Class Livelihood Paaralan Livelihood round Round Round
activities that Education Education
will increase Teachers Teachers
- Performance
the
Activities
achievement
rate of all
learners.
68
68
34
07/07/2022
Implementation Plan EDUKASYON SA PAGPAPAKATAO
PILLAR 1 Goal: Ensure that all learners improve their Achievement Rate every school year.
Strategies Interventions Functional Critical Responsible / Timeframe Estimated Budget

Division-in- Action Accountable Budget Source
Charge (Activities) Unit
2022 2023 2024
Conduct - Remedial Edukasyon sa -Project Edukasyon sa All Year All Year All Year
Class Pagpapakatao Dasal Pagpapakatao round Round Round
activities that Teachers Activities Teachers
will increase
- Performance - Promoting
the
Activities Value
achievement
Cluster for
rate of all Ethical
learners. Themes,
and DepEd
Core
Values
69
69
Implementation Plan
PILLAR 1 Goal: Ensure attainment of 100% Proficiency
Strategies Interventions Functional Critical Action Responsible / Timeframe Estimated Budget

Division-in- (Activities) Accountable Unit Budget Source
Charge
2022 2023 2024
To monitor the Conducting a MAPEH Teachers MAPEH Teachers All year All year All year
remedial Remediation round round round
growth and
instruction and Parents
improvement of
giving activities to
the learners and Apply
the students who
to conduct a needs remedial. interventions
remedial needed
instructions for
selected grade 7,
8, 9, 10 students
70
35
07/07/2022
- COMMUNICATION PLAN
71
Communication Plan Philippine Informal Reading Intervention in English: Pillar 1
COMMUNICATION COMMUNICATION TARGET RESPONSIBLE

MESSAGE ACTIVITY CHANNEL TIME FRAME BUDGET
CONCERNS OBJECTIVE AUDIENCE PERSON
Equip the parents as Parents and English Eps FACE- TO- FACE After the English Teachers
Parental
stakeholders administration of of Leve 7-10
awareness on the our partners in
PSDS the PHIL – IRI
present level of enhancing the
learners’ word and School Head
word and
comprehension skill.
comprehension -Coordinator in
skills of the English
learners through
English Teacher in
small group Grade 7-10
discussion and/or
Learners Parent/ Guardian- FACE- TO- FACE August 2022- June
symposium. English Teachers
Provide the learners Learners Online 2023
supplementary MCHS_B English of Leve 7-10
Facebook Page
Reading materials to improve
Intervention the target skills.
Program
72
36
07/07/2022
Communication Plan PROJECT ALL NUMERATES Pillar 1
COMMUNICATIO COMMUNICATIO TARGET ACTIVITY RESPONSIBLE

MESSAGE TIME FRAME BUDGET
N CONCERNS N OBJECTIVE AUDIENCE CHANNEL PERSON
Orientation on Proper Grade 7 Math EPS- Math FACE- TO- As Announced by MATH
Learners, Coordinator_ Math FACE Mathematics EPS Teachers/
the implementation
parents/ Teacher- Grade 7 Grade 7
implementation of Pre- Test and guardian Teachers- Parenr/
Post- Test to Teachers
of PAN Test Guardian-
Grade 7 Learners
students.
73
Communication Plan Achievement Level in Science
Communicat Communicatio Target Messages Activity Timeframe Budget Responsible

ion Concerns n Objectives Audience Channel Person
Provision of Conduct MCHS- School Head • Trainings, SchoolYear 2022 – 2023 MOOE School Head
Students with OIC – programs School Year 2023 – 2024
intervention programs,
low Department and projects School Year 2024 - 2025 OIC –
and activities, and achievement Heads
projects that Department
enrichment rate Subject Area
will improve Coordinators Heads
programs for the Subject
students performance of Teachers Subject Area
who are students in Coordinators
having science.
Subject
difficulty in
Teachers
science.
74
74
37
07/07/2022
Communication Plan PHIL-IRI ( Filipino ) PILLAR 1
TARGET
COMMUNICATION COMMUNICATIO ACTIVITY BUDGE RESPONSIBLE
AUDIENC MESSAGE TIME FRAME
CONCERNS N OBJECTIVE CHANNEL T PERSON
E
Conduct an Proper Grade 7-10 Filipino EPS- Filipino FACE- TO- As Announced School Head
Learners, Coordinator_ Grade 7- FACE by Filipino EPS and all Filipino
orientation and implementatio
parents/ 10 Filipino Teachers- teachers
introduction on n of Pre- Test guardian Grade 7 -10
and Post- Test Remedial Reading
revised Phil-Iri
to Grade 7-10 Teachers ,
program students. students and parents
Increase To use Phil-

teachers'competenc IRIas an
ies in conducting assessment
tool in selecting
Reading Program
a Remedial
Reading Class (
based on pre-
test Phil-IRI
results )
75
75
Communication Plan
Communication Communication Target Messages Activity Time Frame Budget Responsible
Concerns Objectives Audience Channel Person
Consultative meeting Orient the learners about AP Teachers AP Teachers Face to Face Monthly Text messages AP Teachers
with the learner as the activities and project Learners Learners Orientation
well as to their parents needed Parents or Parents or Quarterly Use of social
to inform them about Guardians Guardians media
the status of their
children.
Information Inform and disseminate AP teachers AP Teachers Face to face Monthly Text Messages AP Teachers
Dissemination of about the subject Learners Learners meeting
school projects and projects and activities. Parents or Parents or Quarterly Use of Social
activities. Guardians Guardians Media
76
38
07/07/2022
TECHNOLOGY AND HOME ECONOMICS , MAPEH

Communication Plan
COMMUNICATIO COMMUNICATIO TARGET ACTIVITY TIME RESPONSIBLE

MESSAGE BUDGET
N CONCERNS N OBJECTIVE AUDIENCE CHANNEL FRAME PERSON
Orientation on Following the K Grade 7- 10 TLE, MAPEH FACE- TO- FACE All year MCHS- Bungahan
to 12 Curriculum, learners EPS- round TLE
the subject TLE,MAPEHCoo
and discussing all ,MAPEHTeachers
curriculum and rdinator- TLE,
the contents as MAPEHTeachers
activities.
stated in TLE and - Grade 7- 10
MAPEH MELCs. Learners
Parenr/ Guardian
77
77
Communication Plan EDUKASYON SA PAGPAPAKATAO
COMMUNICATIO COMMUNICATIO TARGET ACTIVITY TIME RESPONSIBLE

MESSAGE BUDGET
N CONCERNS N OBJECTIVE AUDIENCE CHANNEL FRAME PERSON
Orientation on Following the K Grade 7- 10 EsP EPS- FACE- TO- FACE All year MCHS- Bungahan
to 12 Curriculum, learners EsP Coordinator- round EsP Teachers
the subject EsP Teachers-
curriculum and and discussing all
Grade 7- 10
the contents as Learners
activities.
stated in EsP Parenr/ Guardian
MELCs.
78
78
39
07/07/2022
Communication Plan Teachers’ Specialization

Provision of Assist the Teachers not School Head • Trainings SchoolYear 2022 – MOOE School Head
Teaching their OIC – 2023
technical teachers who
Specialization Department • Focus Group School Year 2023 – OIC –
assistance are not Heads Discussions 2024
handling their Department
among the Subject Area among the School Year 2024 -
area of Coordinators teachers 2025 Heads
teachers who specialization Subject
are not in delivering Teachers • School Subject Area
teaching the subjects Learning Coordinators
Action Cell
their assigned to
them Subject
specializatio
effectively and Teachers
n.
efficiently.
79
79
Pillar 2: Support to the Learning Environment
Access, Equity and Inclusion in Education
80
80
40
07/07/2022
ACCESS KPIs
MALOLOS CITY HS-BUNGAHAN
99.50%
GROSS ENROLLMENT RATE (GER) 99.00% 98.96%

98.86%
NET ENROLLMENT RATE (NER)
98.50%
98.33%
• The graph shows that for the

98.00%
97.77%
last three (3) years MCHS- 97.50%
Bungahan participation rate 97.22%
for all levels of school age 97.00%
children by level or category 96.80%
has access to education. The 96.50%

gross and net enrollment
rates were particularly high 96.00%
both pre and post pandemic.

95.50%
SY 2018-2019 SY 2019-2020 SY 2020-2021
GER NER
81
EFFICIENCY KPIs
91.22%
COHORT SURVIVAL RATE (CSR)
• The percentage of the Cohort

Survival Rate for SY 2020-2021 86.03%
decreased
83.33%
SY 2018-2019 SY 2019-2020 SY 2020-2021
82
41
07/07/2022
EFFICIENCY KPIs MALOLOS CITY HS-BUNGAHAN
91.22%
COMPLETION RATE (CompR)
• The graph here is

correlated with the results 86.03%
of cohort survival rate.

Notable is the decreasing
completion rate for SY 83.33%
2020-2021.
SY 2018-2019 SY 2019-2020 SY 2020-2021
83
EFFICIENCY KPIs
SCHOOL LEAVER RATE

1.19%
SY 2020-2021
• The number of learners

lost or school leavers has
increased from last school -1.29%
SY 2019-2020
year, the highest in SY

2020-2021.
2.94%
SY 2018-2019
84
42
07/07/2022
Dashboard: Pillar 2
- Inventory of Classroom and Furniture
85
85
Dashboard: Pillar 2 1250

Classroom Inventory
1050 1117
FURNITURE FOR LAST 3 YEARS
850
2019-2022 705 750
1200 1117 650
1000
750 450
800 705
600 250
400 231 231 4
200
231 50 8 4
0 2019-2020 2020-2021 2021-2022

-150
2019-2020 2020-2021 2021-2022
Enrollment Furnitures
Number of enrollment Building
It shows in the graph that there is a bigger The Graph shows that in CY 2019-2020, there is a need of
needs of additional furniture to meet the needs _6__ classrooms. In CY 2020-2021, due to condemning
of the schools in MCHS-Bungahan for the last 3 building of two storey building and replacing it to a multi-
years from CY 2019-2020, CY 2020-2021 & CY story building, the needs in classroom construction decrease
2021-2022 in 4 classrooms. But in CY 2021-2022, enrollment increases
but there is no construction of classrooms, the construction
of classrooms needs increases to 12 classrooms.
86
86
43
07/07/2022
- Inventory of Learning Modules
87
School Year 2020-2021

30000
Total Number of Available
Books and Modules
25000
20000
15000
10000 8991
6435
4959 4751 4778 4668
5000
2854 2800
578 1117 560 1117 487 1117 1117 1117 1117 991 1117 585 1117
426 427 0
0
Filipino English Math Science A.P T.L.E MAPEH E.S.P
Axis Title
Books Modules Total No. of Enrollment Linear (Books) Linear (Modules) Linear (Total No. of Enrollment)
88
44
07/07/2022
The charts shows the total number of books and modules available per
different learning area for SY 2020-2021. It can be observed that the most
number available modules and books among the eight learning areas is the
MAPEH subject having 8991 copies and 991 copies, respectively. It means that
the availability of MAPEH books and modules for student is almost 1:1 ratio
compared to the total number of enrolment for SY 2020-2021 which is 1117
students. But looking at the figure more meticulously, we can see that the
other subject learning areas such as T.L.E, ESP, AP, Fil, and English for the Key
Stage 3 (grade 7 to 10) still have an insufficient supply of books compare to the
total number of enrolment for SY 2020-2021 which consist of 1117 students.
89
School Year 2021-2022

30000
Total Number of Available
25000 23471
Books and Modules
20000
15000
9657
10000 8225 8549
6829 7410
6199 5795
5000
685 750 501 750 450 750 511 750 290 750 750 957 750 554 750
0
0
Filipino English Math Science A.P T.L.E MAPEH E.S.P
Subject Area
Books Modules Total No. of Enrollment Linear (Books)
Linear (Books) Linear (Modules) Linear (Total No. of Enrollment)
90
45
07/07/2022
The graph shows the total number of books and modules available by learning
area for SY 2021-2022. Among the eight study areas, the MAPEH subject has
the most available modules and books, with 23, 471 and 957 pieces,
respectively. In compared to the total number of students enrolled in SY 2021-
2022, MAPEH books and modules are available to students 1:1. However,
when compared to the total number of enrolment for SY 2021-2022, which is
750, other subject learning areas such as EPP/TLE, ESP, AP, Fil, and English for
Key State 3 (grades 7 to 10) still have insufficient book supply. When compared
to the previous school year, the number of modules available to students
during a pandemic increased in number of supplies.
91
Dashboard: Pillar 2
- Participating Learners in Limited Face-to-Face Class
92
92
46
07/07/2022
Dashboard: Pillar 2
Chart Title
200
180
160
140
120
100
80
60
40
20
0
GRADE 7 GRADE 8 GRADE 9 GRADE 10
Column1 Column2 Column3
As of May 2, 2022, a total of 116 learners across all grade levels in MCHS - Bungahan, have returned to
schools and participating in the face-to-face learning modality. This accounts for 16% of the total
enrollment for SY 2021-2022. This is across all grade levels and is expected to increase the number as
the vaccination status of learners progress.
93
93
Dashboard: Pillar 2
Vaccination status of learners and personnel in all school sectors
94
94
47
07/07/2022
Dashboard: Pillar 2 Improving Learning Environment

- Vaccination status of learners and personnel in all school sectors
Data on Vaccination on
Teachers in MCHS-
BUNGAHAN
The data shows that 70 % (f=18) of MCHS-
Bungahan teachers were fully vaccinated with 30%
booster, and 30% (f=8) have been vaccinated 70%

without booster or have not yet received their
complete dose. Fully vacinated with booster
Reasons stated are religious belief, fear, and Fully vacinated without booster
disqualified due to medical conditions.
95
95
Dashboard: Pillar 2 Improving Learning Environment

- Vaccination status of learners
It could be gleaned from the results

Data on Vaccination Status of Learners in
shown in this chart that 90% (f=675) of MCHS-Bungahan
learners in MCHS-Bungahan have been
10%
inoculated with full dose. The remaining
10% (f=75) have not yet been vaccinated
or have not yet received their complete
dose.
90%
Fully Vaccinated Unvaccinated
96
96
48
07/07/2022
Dashboard:
10%
Pillar 2 5%
17% 19% Grade 10
Grade 7 Grade 8 Grade 9
10% 5%
17% 19%
81% 95%
83%
90%
83%
90% 81% 95%
Vaccinated
Unvaccinated
Status of Vaccinated Learners in MCHS- Bungahan as of May 28, 2022

90% (f=675) of learners in MCHS-Bungahan have been inoculated with full dose. The
remaining 10% have not yet been vaccinated or have not yet received their complete
dose. Coordination with the City Health Office for the scheduling of Vaccination drives for
the age of 11-17 years old are available upon request – given the requirements are met.
Assistance to the LGU/CHO in the dissemination of information for both parents/learners
and schools have been accomplished.
97
- SWOT ANALYSIS
98
49
07/07/2022
S.W.O.T PILLAR 2
Goal: Ensure that all learners for key stage 3 have access to basic education with adequate learning resources
PILLAR 2 (classroom, teachers, furniture, textbooks) and complete health support through collaboration with the parents,
LGU and other stakeholders.
Positive respond of Provincial • Urgency for the needs of new • Accommodate more learners • Possible interruption of the
government to the request for the classroom for incoming school year. constructions due to
infrastructure. unavoidable natural
calamities and
Enough fund for printing of SLMs • Delayed of purchasing materials use • There will be a 1:1 ratio for • Risk in distribution of
for printing modules. learners and modules. modules due to pandemic
health protocols.
At least 90% of learners are fully • Unwillingness of the • More learners will be vaccinated. • Inadequate of facilities for
vaccinated parent/guardians to give consent for conducting vaccination
the vaccination of the learners.
99
99
- KEY CHALLENGES
100
50
07/07/2022
KEY CHALLENGE IN PILLAR 2

Improving Learning Environment
❑ Reduce school leaver rate.
❑ Inadequate classroom and furnitures in all level, at least 4 classrooms and 1:1 ratio of furnitures
needed for the full implementation of the F2F classes.
❑ Insufficient supply of Self Learning Modules for key stage 3.
❑ Health threat for learners participating in the progressive F2F classes due to low percentage of
GOAL:
vaccination.
Ensure that all learners for key stage 3 have access to basic education with adequate learning resources
(classroom, teachers, furniture, textbooks) and complete health support through collaboration with the
parents, LGU and other stakeholders.
101
102
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07/07/2022
PILLAR 2 Goal: Ensure that all learners across key stages have access to basic education.
Encourage the learners who Create a committee that will plan for the conduct of home • SARDO Committee
stopped schooling to enroll visitation.
again.
Planning of ways on how to reach-out to learners and parents • Action Plan
Conducting the home visitation • Home Visitation Form
103
PILLAR 2
(classroom, teachers, furniture, textbooks) and complete health support through collaboration with the parents,
PILLAR 2 LGU and other stakeholders.
Strengthen collaboration and • Request building from municipal and/or provincial government. • Adequate learners for F2F
partnership, with budgetary implementation.
support of the municipal and/or
provincial government.
• SLMs
For F2F Classes- Utilization of • Quality assured locally and digitalized
digitalized SLMs and Strategic
Intervention Materials
For Modular- Printed copy of
localized and digitalized materials
Collaboration with the LGUs-RHU • Tapped the LGU-RHU for provide vaccination of learners in the • Increase protection of learners and
school with parents' consent personnel against COVID-19 infection.
104
104
52
07/07/2022
105
Implementation Plan
Goal: Ensure that all learners across key stages have access to basic
PILLAR 2
education
Strategies Interventions Functional Critical Action Responsi Timeframe Esti Budget
Division- (Activities) ble / ma Source
in-Charge Accounta 202 2023 2024 ted
ble Unit 2 Bu
dge
t
Encourage the Home School Head Create a School Head AUGU AUGUST AUGUST
committee that ST
learners who visitation or
Advisers will plan for the Advisers
stopped schooling child mapping conduct of home
to enroll again. Teachers visitation. Teachers
Planning of ways
on how to reach-
out to learners and
parents
Conducting the
home visitation.
106
53
07/07/2022
Implementation Plan PILLAR 2
Goal: Ensure that all learners for key stage 3 have access to basic
education with adequate learning resources (classroom, teachers,
PILLAR 2
furniture, textbooks) and complete health support through collaboration
with the parents, LGU and other stakeholders.
Strategies Interventions Functiona Critical Action Responsib Timefra Estim Budg
l Division- (Activities) le / me ated et
in-Charge Accounta Budge Sourc
ble Unit t e
Strengthen collaboration and • Request building from
Preparation of School Head 2022-2024 n/a n/a
partnership, with budgetary municipal and/or request letter
support of the municipal and/or provincial
provincial government. government.
For F2F Classes- Utilization of n/a n/a

Inventory and School LR S.Y. 2022-
digitalized SLMs and Strategic • Quality assured completion 2023
Intervention Materials locally and digitalized report on the use
For Modular- Printed copy of of learning
localized and digitalized resources
materials
107
107
Implementation Plan PILLAR 2
Goal: Ensure that all learners for key stage 3 have access to basic education with
adequate learning resources (classroom, teachers, furniture, textbooks) and
PILLAR 2
complete health support through collaboration with the parents, LGU and other
stakeholders.
Strategies Interventions Functional Critical Action Responsible / Timeframe Estimat Budget
Division-in- (Activities) Accountable Unit ed Source
Charge Budget
On-site Vaccination LGU-RHU 2022-2023 N/A N/A

Collaboration • Tapped the of the learners
with the LGUs- LGU-RHU for
RHU provide
vaccination
of learners in
the school
with parents'
consent
108
108
54
07/07/2022
109
Communication Plan
PILLAR 2 Goal: Ensure that all learners across key stages have access to basic education
Communicatio Communication Target Messages Activity Timeframe Budget Responsible

n Concerns Objectives Audience Channel Person
Provision of Assist the advisers Advisers School Head • Trainings SchoolYear 2022 – 2023 MOOE School Head
OIC – School Year 2023 – 2024
technical on how to handle
Department • Focus Group School Year 2024 - 2025
learners whoa are OIC – Department
assistance Heads Discussions
at risk of dropping among the Heads
among the
out. teachers
advisers and
teachers on • School
Learning Action
how to
Cell
encourage
parents to
enroll their
children.
110
55
07/07/2022
Communication Plan
PILLAR 2 (classroom, teachers, furniture, textbooks) and complete health support through collaboration with the
parents, LGU and other stakeholders.
COMMUNICATION COMMUNICATION TARGET MASSAGE/S ACTIVITY TIMEFRAME BUDGET RESPONSIBLE
CONCERN/S OBJECTIVES AUDIENCE CHANNEL PERSON
Letter forwarded • To provide Provincial Government 2022-2024 Provincial • Provincial

Learners Provincial Government Engineering office
to provincial adequate and Teachers Government Funds
government quality • School Head
infrastructure
for learners • School Physical
Facility
Coordinator
Inadequate and • To provide a 1:1 Learners • SDO- LR • SDO- LR School Year 2022-2023 SDO Funds • SDO LR
• SCHOOL LR
dissemination of ratio of learners • LR- • LR-Coordinator
Coordinator
the distribution of and learning Coordinator • School head
learning materials materials • School head • Teachers
• Teachers
111
111
Communication Plan
Goal: Ensure that all learners for key stage 3 have access to basic education with adequate
PILLAR 2 learning resources (classroom, teachers, furniture, textbooks) and complete health support
through collaboration with the parents, LGU and other stakeholders.
COMMUNICATI COMMUNICATIO TARGET MASSAGE/ ACTIVITY TIMEFRAME BUDGET RESPONSIBLE
ON CONCERN/S N OBJECTIVES AUDIENCE S CHANNEL PERSON
Parents On-site Barangay Health S.Y.2022-2023 LGU Funds • LGU-RHU

Conduct of on- • At least 90% Learners Vaccination of Center
• School Head
site vaccination of learners the learners
• Health and
in school are fully Nutrition
vaccinated Coordinator
112
112
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07/07/2022
Pillar 3: Upskilling and Reskilling of Personnel

❖ Quality of Teachers, School Heads and Supervisors
113
113
Dashboard: Pillar 3
- Career Stages Profile of Teachers in Malolos City High School Bungahan
Teachers' Profile per Career Stage in Malolos

City High School - Bungahan
30
Data revealed that teachers of MCHS- 25
Bungahan are 100% proficient. 20
15
10
0
Beginning Proficient Highly Proficient Distinguished
2020-2021 2021-2022
114
114
57
07/07/2022
Dashboard: Pillar 3
- LDNA Ranking of PPST Objectives Level of Capability and Priority for Development
Among the eleven (11) priority indicators Level of Capability and Priority for Development
of the Philippine Professional Standards 2020-2021
for Teachers (PPST) for this school year, 30
PPST Indicator 6.2.2. which was all about

25
building relationships with parents/
guardians and the wider school 20
PPST Indicator
community to facilitate involvement in
the educative process was ranked first. 15
This indicator was under Domain 6 and 7 10

which was all about Community Linkages
and Professional Engagement and 5
Personal Growth and Professional

0
Development. 1.1.2 1.3.2 1.5.2 3.2.2 3.4.2 5.3.2 4.5.2 4.2.2 6.2.2 7.3.2 7.4.2
Level of Capability Priority for Development
115
115
Dashboard: Pillar 3
Indicator 3.4.2., under Domain 3 and 5: Level of Capability and Priority for Development
Diversity of Learners and Assessment 2020-2021
and Reporting, ranked second. This 30
indicator was all about planning and

25
delivering teaching strategies that were
responsive to the special educational 20
PPST Indicator
needs of the learners. With this,

individuality of the learners could be 15
addressed.
10
0
1.1.2 1.3.2 1.5.2 3.2.2 3.4.2 5.3.2 4.5.2 4.2.2 6.2.2 7.3.2 7.4.2
Level of Capability Priority for Development
116
116
58
07/07/2022
Dashboard: Pillar 3
As shown on the graph, three indicators shared the
third spot. These were PPST Indicators 3.2.2,
5.3.2., and 4.5.2. These indicators were all about Level of Capability and Priority for Development
establishing learner centered cultured by using 2020-2021
teaching strategies that would respond to their 30
linguistic, cultural, socioeconomic, and religious

background, using strategies for providing timely, 25
accurate and constructive feedback to improve

20
learner performance and selecting, developing,
PPST Indicator
organizing, and using appropriate teaching and
15
learning resources. These indicators were from
Domain 3 and 5, which was already mentioned 10
above, and Domain 4 which was all about
Curriculum and Planning. Results in graph showed 5
that, the respondents would like to develop their
skills in lesson preparation. It was evident that the 0
1.1.2 1.3.2 1.5.2 3.2.2 3.4.2 5.3.2 4.5.2 4.2.2 6.2.2 7.3.2 7.4.2
respondents would like to improve their ability to Level of Capability Priority for Development
promote inclusivity with their classes
117
117
Dashboard: Pillar 3
- Capacity Building Conducted for Teachers of MCHS- Bungahan
SLACs Conducted per Domain
Domain 7 : Personal and Professional Development

Evidently, the four
domains (3,4,5,6) become Domain 6: Community Linkages and Professional
Engagement
the focus of the SLACs and Domain 5: Assessment and Reporting
INSETs in the school as

shown in data given. Domain 4: Curriculum and Planning
Domain 3: Diversity of Learners
Domain 2 : Learning Environment
Domain 1: Content Knowledge and Pedagogy
0 0.5 1 1.5 2 2.5
2022 2021 2020
118
118
59
07/07/2022
- SWOT ANALYSIS
119
S.W.O.T Upskilling and Reskilling of MCHS-Bungahan Teachers
Goal: Ensure that 70% of the Proficient Teachers and the Highly Proficient Teachers
are elevated to the next career stage through need-based and job-embedded learning
PILLAR 3 experiences.
• Supportive school Time management A chance to conduct Failing to produce

environment different trainings and quality outputs due to
seminars for teachers. multitasking.
• Enough resources to
supply the training
needs of teachers
120
120
60
07/07/2022
- KEY CHALLENGES
121
Teachers, SHS and EPS Upskilling and Reskilling

Key Challenges: Pillar 3
• Training Needs of Proficient Teachers were on Domain 3 (Diversity of Learners), Domain 4 (Curriculum and Planning),
Domain 5 (Assessment and Reporting), Domain 6 (Community Linkages and Professional Engagement), and Domain 7
(Personal Growth and Professional Development).
Goal:
Ensure that 70% of the Proficient Teachers and the Highly Proficient Teachers are elevated to the
next career stage through need-based and job-embedded learning experiences.
122
122
61
07/07/2022
123
Strategic Directions Upskilling and Reskilling of MCHS-Bungahan Teachers
Goal: Ensure that 70% of the Proficient Teachers and the Highly Proficient Teachers
are elevated to the next career stage through need-based and job-embedded learning
PILLAR 3 experiences.
• Conduct needs • Coaching and mentoring • Result of needs analysis

analysis
• Conduct training and seminars for teachers • Activity Completion Report
• Provide technical assistance to teachers • Tailored-fit training design
124
124
62
07/07/2022
125
Upskilling and Reskilling of MCHS-Bungahan Teachers

Implementation Plan
Goal: Ensure that 70% of the Proficient Teachers and the Highly Proficient
PILLAR 3 Teachers are elevated to the next career stage through need-based and job-
embedded learning experiences.
Strategies Interventions Functional Critical Responsib Timeframe Estima Bud
Division-in- Action le / ted get
Charge (Activities Accounta Budget Sou
) ble Unit 2022 2023 2024 rce
Conduct PPST Conduct of School Head Plan and All Teachers AUGUS JULY JUNE
SLAC and conduct of T
aligned OIC – training,
activities and INSET
Department FGDs, and
trainings that Heads SLACs for
Mentoring the whole
will improve and coaching Subject Area school year
teacher skills. Coordinators
126
126
63
07/07/2022
127
Upskilling and Reskilling of MCHS-Bungahan Teachers Pillar 3

Communication Plan

Provision of Help teachers Teachers not School Head • Trainings SchoolYear 2022 – MOOE School Head
highly OIC – 2023
technical become highly
proficient Department • Focus Group School Year 2023 – OIC –
assistance proficient Heads Discussions 2024
Department
among the Subject Area among the School Year 2024 -
Coordinators teachers 2025 Heads
teachers who Subject
aim to Teachers • School Subject Area
become Learning Coordinators
Action
highly Cell/INSET Subject
proficient.
Teachers
128
128
64
07/07/2022
Pillar 4: Engagement of Stakeholders for Support and

Collaboration
Responsive Engagement for Education
Pandemic
129
129
Dashboard: Pillar 4
- Existing partnerships and collaboration
130
130
65
07/07/2022
Engagement of Stakeholders for Support and

Pillar 4:
Collaboration Responsive Engagement for Education
Pandemic DONATIONS 2019 2020 2021
Total Amount Php. 108,515.00 Php. 246,550.00 Php. 713,002.00
DONATION The figures exhibit the recorded

TOTAL AMOUNT
partnerships of the of the
school from 2019 to 2021. There
was a significant increase in
partnership as the pandemic
surged during the
713,002
aforementioned years that
called for the identified needs of
246,550 the school as they faced the
108,515
new normal education and
2019 2020 2021
relieving these needs with the
help of the schools’ partners.
131
SCHOOL- BASED PARTNERSHIP

2019 2020 2021
13 partnerships 16 partnerships 21 partnerships
The figure shows an

increased partnerships
during pandemic. This is
21
because of the marketing
16 strategies done by Brigada
13
Eskwela Marketing
Committee. Stakeholders
were moved to help and
provide the needs of the
2021
students by donating Health
2019 2020
Care Kit.
132
66
07/07/2022
SCHOOL- BASED SOURCE OF DONATIONS

DONORS 2019 2020 2021
Corporations 1 1 0
Individual 55 62 78
LGU 8 10 10
NGO 3 4 4
School Org. 2 2 3
90
80
70
The donations coming
60 from individual
50
stakeholders were noted
40
30
to increase from 2019-
20
2021.
10
0
Corporations Individual LGU NGO School Org.
133
SCHOOL-BASED DONATIONS
DONATIONS 2019 2020 2021
Infrastructure (Repairs) 10 2 3
School Supplies (Gadget) 9 2 2
Modules 0 1600 200
Furniture 1 2 2
School Community Pantry/Food 3 5 2
Printer 0 2 1
Disinfectants 0 150 400
1800
1600
1400 Donations of modules and
1200 printed materials started to
1000
800 increase in 2020 because of
600
400
the Modular Distance
200 Learning.
0
Followed by Health Care Kit
donations.
134
67
07/07/2022
DATA ON SCHOOL NEEDS

NEEDS 2019 2020 2021
ICT Materials 0 28 laptops 0
School Repairs Facility 10 0 8
Health Materials 0 20 15
Printed Materials 0
School Equipment Tools 0 0 20
Ground Improvement 0 4 3
Construction of classroom 4 0 12
25
The presented figure reveals the
20 identified needs of the schools.
15
Health Materials comprised the
majority needs of schools
10 followed by School Equipment
5
Tools.
0
ICT Materials School Health Printed School Ground Construction
Repairs Materials Materials Equipment Improvement of classroom
Facility Tools
135
Dashboard: Pillar 4
Analysis and Interpretation and 2021 DONATIONS
Significant Impact
Year 2021 the second year of

pandemic realized that our
government could not stand alone in 4
4
providing all the needs of every 3.5
Filipino. This opened every helping 3
2.5
hand to collaborate with the 2
2
government in catering the needs 1.5
specifically of every learner in the 1
0.5 Series 1
education sector. Internet provision
0
and printed learning materials stand SANITIZING/CLEANING LEARNER-WELLNESS-
out in delivering continuous MATERIALS NUTRITION
education among our learners even

in the midst of pandemic.
Series 1
136
136
68
07/07/2022
Dashboard: Pillar 4
SUMMARY OF DONATIONS FOR THE SCHOOL YEAR 2020
QUARTER PERIOD DONATIONS Amount
FIRST QUARTER Jan.-March 2020 Sound System – SK Bungahan 10,000.00
School Name – Gen. PTA 40,000.00
Private Individuals-Learners Wellness and Health 10,850.00
Nutrition
(face masks, sanitizers, canned goods, relief goods,

celphone load)
SECOND QUARTER
April-June 2020 INFOCAST 280,000.00

LGU -Brgy. Bungahan 12,000.00
Private Individuals-Learners Wellness and Health 17,770
Nutrition
(face masks, sanitizers)

THIRD QUARTER July-September
2020 School Supplies
LGU-Brgy.Bungahan-Distribution and Retrieval of 36,000.00

Modules.
Private Individuals-(School supplies, Personal 9,750.00
Hygiene, Vitamins)
Public Sector 36,100.00
FOURTH QUARTER Oct.-Decemer
2020 LGU Bungahan
LGU Brgy Dakila (School Supplies) 2,625.00
LGU Malolos City Government (School supplies 1,050.00
and Personal Hygiene)
525.00
Total Amount of Donations 445,820.00
137
Dashboard: Pillar 4
LIST OF ANTI-COVID MATERIALS DONATION NAME OF SCHOOL: MALOLOS CITY HIGH SCHOOL-BUNGAHAN
SCHOOL ID: 323603 NAME OF SCHOOL HEAD: ELMER H. MAGPAYO
NAME OF COORDINATOR: ANDREA H. PANIDA CONTACT NUMBER OF SCHOOL Head: 0922 812 1323
CONTACT NUMBER: 0955 429 0388
DATE NAME OF PARTNER TYPE OF AGREEMENT FOCUS OF DONATION AMOUNT OF DONATION
02/03/2021 City of Malolos Governance No signed Agreement Leaner-Wellness -Health- Php 1,100.00
Nutrition
02/04/2021 ATEC College MOA Leaner-Wellness -Health- Php. 30,000.00

Nutrition
04/09/2021 City of Malolos Governance No signed of Agreement Learner-Wellness-Health- Php 2,000.00

Nutrition
07/10/2021 Cristian D. Natividad Deed of Donation Hand washing Facility

Php 35,000.00
No signed of Agreement Leaner-Wellness -Health-

08/10/2021 Green Antz Builder Nutrition Php 4,850.00
09/13/2021 GPTA No signed of Agreement Leaner-Wellness -Health- Php 1,500.00

Nutrition
09/13/2021 Grade 7 Parents No signed of Agreement Leaner-Wellness -Health- Php 647.00

Nutrition

Nutrition
138
69
07/07/2022
Dashboard: Pillar 4
Nutrition
09/16/2021 Grade 10 Parents No signed of Agreement Leaner-Wellness -Health- Php 1,213.00

Nutrition
09/17/2021 Herminia Cariaso No signed of Agreement Leaner-Wellness -Health- Php 300.00

Nutrition
09/17/2021 Zaldy Sanggalang No signed of Agreement Leaner-Wellness -Health- Php 200.00

Nutrition
09/20/2021 Maricel Crisostomo No signed of Agreement Leaner-Wellness -Health- Php 200.00

Nutrition
09/21/2021 Dhana Cruz No signed of Agreement Leaner-Wellness -Health- Php 100.00

Nutrition
09/21/2021 Mary Ann Sta. Ana No signed of Agreement Leaner-Wellness -Health- Php 300.00
Nutrition
09/24/2021 LKBP Multi-Purpose Cooperative Deed of Donation Leaner-Wellness -Health- Php 5,500.00
Nutrition
139
Dashboard: Pillar 4
Nutrition
09/16/2021 Grade 10 Parents No signed of Agreement Leaner-Wellness -Health- Php 1,213.00

Nutrition
09/17/2021 Herminia Cariaso No signed of Agreement Leaner-Wellness -Health- Php 300.00

Nutrition
09/17/2021 Zaldy Sanggalang No signed of Agreement Leaner-Wellness -Health- Php 200.00

Nutrition
09/20/2021 Maricel Crisostomo No signed of Agreement Leaner-Wellness -Health- Php 200.00

Nutrition
09/21/2021 Dhana Cruz No signed of Agreement Leaner-Wellness -Health- Php 100.00

Nutrition
09/21/2021 Mary Ann Sta. Ana No signed of Agreement Leaner-Wellness -Health- Php 300.00
Nutrition
09/24/2021 LKBP Multi-Purpose Cooperative Deed of Donation Leaner-Wellness -Health- Php 5,500.00
Nutrition
140
70
07/07/2022
Dashboard: Pillar 4
09/24/2021 Jona Lisa Rondollos No sign of Agreement Cleaning Materials Php 750.00
09/30/2021 Sofia Quetua No signed of Agreement Learners-Wellness-Health- Php 3,500.00

Nutrition
School supplies/Learners- Php 1,000.00

10/09/2021 SK Ligas No signed of Agreement Wellness-Health-Nutrition Php 3,500.00
10/12/2021 Eva Cariaso No signed of Agreement Learners-Wellness-Health- Php 100.00

Nutrition
10/15/2021 Joana Marie Guevarra No signed of Agreement Learners-Wellness-Health- Php 200.00

Nutrition
10/15/2021 Malolos City Governance No signed of Agreement Leaner-Wellness -Health- Php 3,000.00
Nutrition
10/19/2021 PSN Multi-Purpose Cooperative No signed of Agreement Learners-Wellness-Health- Php 2,500.00

Nutrition
10/10/2021 Edgardo Domingo No signed of Agreement Learners-Wellness-Health- Php 3,000.00

Nutrition
10/13/2021 GPTA No signed of Agreement Learners-Wellness-Health- Php 500.00

Nutrition
141
Dashboard: Pillar 4
11/04/2021 Jeslyn Santos No signed of Agreement Learners-Wellness-Health- Php 5,000.00
Nutrition
11/05/2021 Feliciano Binuya No signed of Agreement Learners-Wellness-Health- Php 300.00

Nutrition
11/06/2021 Dolores Hilario No signed of Agreement Learners-Wellness-Health- Php1,100.00

Nutrition
11/ 23/2021 LGU Sumapang Bata No signed Agreement Sanitazing materials Php. 1,000.00
TOTAL Php 109,912.00
142
71
07/07/2022
- SWOT ANALYSIS
143
S.W.O.T
Goal: To gain full support and cooperation of all stakeholders in addressing

PILLAR 4
the needs of schools, teachers, and learners.
The school has established The donations received were not Gaining more donations from Incapacity in communication
strong community partnership to suited for the school’s priority needs. stakeholders of different partner between the school and
each barangay and partner types. stakeholders due to COVID 19
schools.
Maintaining a long-termed
The willingness of the partnership with private sectors. Encourage more stakeholders
stakeholders to support the who will take pledge to different
school projects and activities agreements to support the
learners, teachers and school
needs.
144
144
72
07/07/2022
- KEY CHALLENGES
145
KEY CHALLENGE IN PILLAR 4

Engagement of Stakeholders for Support and Collaboration
❑ Building and sustaining school-community partnership.
❑ Engaging stakeholders’ cooperation in different school projects.
❑ Identifying potential stakeholders that will provide long term programs of trainings for teachers
and learners.
GOAL:
To gain full support and cooperation of all stakeholders in addressing the needs of
schools, teachers, and learners.
146
73
07/07/2022
147
Goal: To gain full support and cooperation of all stakeholders in addressing the needs of schools,
STRATEGIC DIRECTION PILLAR 4 teachers, and learners.
Strategies Intervention Major Output

1. Quarterly Meeting of Stakeholders with GPTA.
2. Updating the stakeholders about the Establish a continuous and harmonious long-
1. Sustainability of School-Community development of the school projects through term partnership among stakeholders.
Partnership letters and inviting them to visit the school.
3. Giving a Recognition, Certificate of
Appreciation at the end of the school year.
2. Engaging stakeholders’ cooperation 1. Involving stakeholders in planning for school Influence stakeholders to share responsibilities
in different school projects. projects. for continuous support.
2. Create an advocacy campaign team for the
school projects.
3. Use digital tools for promoting the school
projects.
3.Identifying/linking potential partners 1. Use digital tools in promoting the priority needs
and donors. of the school. Identified partners who will prioritize the
2. Create an advocacy campaign team. priority needs of the school.
3. Create a school marketing team.
148
74
07/07/2022
149
IMPLEMENTATION Goal: To gain full support and cooperation of all stakeholders in addressing the needs of schools, teachers,
PLAN
and learners
PILLAR 4
Strategies Interventions Person in charge Critical Action Time Frame Estimate Budget
(Activities) d Budget Source
Implementation Plan
1. 1. Quarterly Meeting of School Head Preparation of the 2022-2024 Php Donation
Sustainability Stakeholders with GPTA. Adopt-a-School project Proposal 3,000.00 s
of School- 2. Updating the stakeholders Coordinator
Community about the development of the Brigada Eskwela Conduct of the
Partnership school projects through letters Coordinator activity
and inviting them to visit the PTA
school. Teachers Preparation of ACR
3. Giving a Recognition,
Certificate of Appreciation at the
end of the school year.
2. Engaging 1. Involving stakeholders in School Head Preparation of the 2022-2024 Php Donation
stakeholders’ planning for school projects. Adopt-a-School project Proposal 4,000.00 s
cooperation in 2. Create an advocacy campaign Coordinator
different team for the school projects. Brigada Eskwela Conduct of the
school 3. Use digital tools for promoting Coordinator activity
projects. the school projects. PTA
Teachers Preparation of ACR
150
75
07/07/2022
IMPLEMENT Goal: To gain full support and cooperation of all stakeholders in addressing the needs
ATION PLAN of schools, teachers, and learners
PILLAR 4
Strategies Interventions Person in Critical Action Time Frame Estimat Budget
Implementation Plancharge (Activities) ed Source
Budget
3.Identifying/l Use digital tools in School Head Identification of 2022-2024 Php Donations
inking promoting the priority Adopt-a-School partners 3,000.00
potential needs of the school. Coordinator
Brigada Eskwela Communication with
partners and Create an advocacy
Coordinator potential partners
donors. campaign team. PTA through letters, e
Create a school Teachers mails, chats, phone
marketing team. calls.
151
152
76
07/07/2022
Communication Plan: PILLAR 4
Communication Communication Target Messages Activity Time Frame Budget Responsible

Concerns Objectives Audience Channel Person
Orientation and Orient the stakeholders MCHS-B School

Consultative meeting about the project plan Faculty, Head Face to Face August to Sept.
on the planning of the proposal. GPTA Adopt-a- Orientation 2022 Donations Adopt-a-School
project proposal. Officers School Coordinator/Focal
LGU Coordinator August to Sept. Persons
NGO Faculty 2023
GPTA Officers
Parents
Stakeholders July to August
2024
Information Inform and disseminate MCHS-B School
Dissemination of stakeholders about the Faculty, Head Sept. 2022
school projects and school projects and GPTA Adopt-a- Face to face School Marketing
activities. activities. Officers School meeting Donations Committee
LGU Coordinator Sept. 2023
NGO Faculty Adopt-a-School
GPTA Officers Coordinator
Parents Sept. 2024
Stakeholders
153
GOAL
MCHS- BUNGAHAN By 2024, all learners of the MCHS - BUNGAHAN are able to access
LRP FRAMEWORK basic quality education and apply their learnings to become
productive members of the society.
SECTOR OUTCOME
Learners with appropriate literacy, numeracy and learning
competence across learning areas that will facilitate the
acquisition of basic quality, and lifelong learning skills.
INTERMEDIATE OUTCOMES
RESILIENCY AND WELL-

ACCESS EQUITY QUALITY BEING
All learners regardless of All learners, including

All learners across key All learners are attaining
personal and cultural “children in conflict with
stages have access and learning outputs within
background, participate in the law”, are free from
enjoy their rights to basic
basic education programs standards.
education. bullying and child abuse
appropriate to their level.
and enjoying their
learning experiences.
STAKE HOLDERS SUPPORT

Bind by the spirit of BAYANIHAN, the MCHS BUNGAHAN sustains Effective,
Efficient, Receptive, Flexible , Structured Governance that adopt the Core Values
MakaDiyos, Makatao, MakaBansa at MakaKalikasan.
154
77

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07/07/2022

MALOLOS CITY HIGH SCHOOL –BUNGAHAN

Republic of the Philippines

Quality of Learning Outcomes and Learning

KEY STAGE 3 (JHS)

Tested 668 Not Tested 92 Total 760

PHIL IRI POST TEST RESULT INDEPENDENT READERS

The graph shows the remarkable development of Key Stage learners in

The graph shows the remarkable development of Key Stage learners in

PROJECT ALL NUMERATES NEARLY-

100 The table revealed that 110

SY 2019-2020: 88.87% SY 2020-2021: 87.19%

KEY STAGE 3 (JHS)

KEY STAGE 3 (JHS)

MCHS-BUNGAHAN PHIL -IRI PRE- PHIL-IRI ( FILIPINO )

MCHS-BUNGAHAN PHIL-IRI POST-

MCHS-BUNGAHAN PHIL -IRI MCHS-BUNGAHAN PHIL -IRI

Grade 7 Grade 8 Grade 9 Grade 10 Grade 7 Grade 8 Grade 9 Grade 10

The chart shows a low proficiency rate in the

Data shows that there is a remarkable

Technology and Livelihood Education

EDUKASYON SA PAGPAPAKATAO 2019- 2020 2020- 2021 2021- 2022

The chart shows a low proficiency rate in the

Data shows that there is a remarkable

Number of Teachers by Major

The graph presents the subject area 6

specialization of the teachers in 5

MCHS – Bungahan. The data 4

Pagpapakatao. The data also shows 0

Filipino and ICT, respectively.

The data revealed that there are 4

teachers not teaching their area of 3

subject of their specialization. 0

While the other teachers that are

S.W.O.T English: Philippine Informal Reading Inventory

STRENGTHS WEAKNESSES OPPORTUNITIES THREATS

S.W.O.T ENGLISH: READING PROGRAM

S.W.O.T MATH: PROJECT ALL NUMERATES

STRENGTHS WEAKNESSES OPPORTUNITIES THREATS

S.W.O.T SCIENCE: Achievement Level in Science

S.W.O.T Teachers’ Specialization

STRENGTHS WEAKNESSES OPPORTUNITIES THREATS

S.W.O.T FILIPINO: Philippine Informal Reading Inventory ( PHIL-IRI )

STRENGTHS WEAKNESSES OPPORTUNITIES THREATS

S.W.O.T TECHNOLOGY AND HOME ECONOMICS

STRENGTHS WEAKNESSES OPPORTUNITIES THREATS

S.W.O.T EDUKASYON SA PAGPAPAKATAO

STRENGTHS WEAKNESSES OPPORTUNITIES THREATS

KEY CHALLENGES English: Philippine Informal Reading Inventory

Parental awareness and involvement in the development of the learner’s

• Parental readiness to assist their children in the reading activities at home

Goal: Ensure attainment of 100% Proficiency Level in word recognition, reading

• 100% participation of modular distance learners

* Low proficiency level in Science skills

Key Challenge EDUKASYON SA PAGPAPAKATAO, A.P., T.L.E,

Strategic Directions English: Philippine Informal Reading Inventory

STRATEGIES INTERVENTIONS MAJOR OUTPUTS

• 100% of students who can access the reading program of

• Allow different ways to • Create substantive modalities (website/ printed materials/

Strategic Directions PROJECT ALL NUMERATES

Strategic Directions Achievement Level in Science

STRATEGIES INTERVENTIONS MAJOR OUTPUTS

Strategic Directions PHIL-IRI ( FILIPINO )