Republic of the Philippines

Department of Education
MIMAROPA Region
Division of Palawan
ROXAS SOUTH DISTRICT
Magara, Roxas, Palawan

Annex 1.
MONITORING & EVALUATION TOOL
PROJECT KUMUSTAHAN SA PAARALAN & COMMUNITY LEARNING CENTERS
SCHOOL YEAR 2021 - 2022

DIVISION: Palawan
LEARNING MODALITY IMPLEMENTED: MDL
QUARTER: 1st to 4th

INTERVENTION
FOCUS CONCERN ISSUE RECOMMENDATIONS REMARKS
MADE/ACTION TAKEN
PLANNING
(Specify Teacher, School
Head)
Clear and easy to Due to typhoon WHLP was Shortened WHLP The WHLP for 3rd WHLP for 3rd
understand and follow Odette, we did not shortened due to was adopted and quarter should be quarter was
Weekly Home Learning reach our goals in damaged the learners were reverted to the already adjusted
Plan/MELCs-based WHLP modules and given due normal setup given according to the
Lesson Exemplar hard situations of consideration with the normalizing prevailing
affected because of their situation. situation.
learners. hard situations.
Schedule of distribution Not all parents/ Irregular Parents are still Digitalization of Perennial
and retrieval of modules guardians can submission of entertained at SLMs and problem
and activity sheets come regularly outputs of some school after Monday submission via
every Monday to learners and module online platforms.
return the modules distribution and
and answer sheets retrieval is now
and get a new one. done once every
two weeks.
Lots of additional Teachers are Alternative work Let teachers be Continuing
Teachers’ Program works aside from distracted from arrangement instructors rather concern
the usual work load their main than document
function producers
Class Program Class programs Learners have Subject teachers Teachers should Recommendation
were not religiously erratic time in release or upload encourage learners should be applied
followed by learners working in their modules good for to work and submit
in their home study modules one week and their modules
due to weak because of extra accept only the according to
parental monitoring activities and answer or activity schedule by giving
and other domestic problem with sheets intended for additional points to
concerns. charging their the week. the compliant
gadgets. learners.

Time allotment in the WHLP cannot be Modules allotted Printing of modules The Budget of Work Negotiable
WHLP follows the budget strictly patterned for a quarter are is done in staggered and WHLP should matter
of work issued by the after the Central sometimes not manner to avoid be made flexible
Central Office Office issuance due utilized due to wastage in case of and adaptable to the
to unexpected unexpected unforeseen class changing situations
incidents like class distractions. at the school level.
calamities and distractions.
pandemic
restrictions.
MATERIALS
(Specify the Self-
Learning Modules used
as CO, Regional Initiated,
SDO Initiated)
Record of learners who Recording is done Received Modules are now Recording must be Recommendation
received the modules by subject teachers modules does uploaded to class focused more on the can be
upon the release of not always group chats as returned modules, implemented
modules to parents means returned option for those who answer keys, and easily.
then forwarded to modules. cannot come and activity sheets to
advisers as get the hard copy. track the progress of
attendance basis. learners.

MELCs-aligned Contextualization Contextualizatio Contextualization Contextualization Need further

localized/contextualized and localization of n and and localization is and localization of discussion
activity sheets/SLMs the activity localization of applied more on the SLMs should be among
sheets/SLMs does SLMs appear to activity sheets done in the district educational
not appeal much to teachers as produced level with the master leaders.
teachers as it could almost individually by teachers and key
lengthen the unnecessary subject teachers teachers
process of given with the rather than on the spearheading it to
producing these similarity of ready to print SLMs. ensure the quality
materials. situations and integrity of the
throughout the materials.
country.
Record of Lacks systematic No centralized Teachers are Record log of issued Very doable
supplemental/intervention recording since recording since reminded to keep intervention
materials issued to supplemental each teacher records of their materials by every
learners who are lagging materials are issues intervention teacher.
like a copy of relevant provided most of supplemental materials
parts of textbooks, the time in digital materials based
reading texts, links for form through digital on the needs of
online resources. (if means. their learners.

applicable)
MONITORING OF
LEARNERS
(Specify the mode of
monitoring)
Records of student’s Scores are normally Some teachers The school Teachers who Recommendation
scores inputted in e-class have no more administration cannot yet afford to is now being
records which laptops and were allowed these buy their own done.
provide ease and forced to revert teachers to use the laptops should be
convenience in back to manual idle laptops allowed to
computation. class records. originally allocated continually use the
to students. school laptops.
Record of Done most of the Can be buried Creation of new Screen shot/ digital Manageable
communications with time through group beneath the new group chats with copy of every concern
learners, learning chats and chats and specific purposes communication
facilitators/parents to messenger so no messages made to parents by
monitor learner’s hard copies every teacher
progress
Struggling Learners Impractical to Teachers cannot Closer partnership Promote massive Tough concern in
conduct home effectively help with vaccination for the the distance
visitation due to the struggling parents/guardians resumption of face learning mode
Covid problem. learners. to face classes.
ASSESSMENT
(Specify, Formative or
Summative Tests,
Performance Tasks)
Performance tasks with Other lessons in The absence of Teachers made Teachers must Concern of
rubrics SLMs have no rubrics make their own localized review the modules subject teachers
rubrics. scoring more rubrics before printing to
subjective. know if there’s a
need to make
rubrics.
Written output/s with No certainty if they The outputs Encouraged the Focus more on Honesty is a big
rubrics are really done by could be done by learners to be video performance issue in distance
the learners. someone else. honest in their outputs where the learning.
outputs. learners need to do
things on their own.
Learner’s portfolio Compilation of Some students Each learner is Students with Recommendation
containing learners’ learners output do not submit required to submit complete portfolio is now done
output and activity sheets their portfolio envelope to subject should be given
teachers for their additional points.
compiled outputs.

Self-Monitoring Tool (If

applicable)
CHALLENGES Learners: The
ENCOUNTERED hardship of having
(Learners, Teachers, to learn new lesson
Parents on their own.
Teachers: The
disappointment of
being module
producers rather
than imparters.
Parents: The
inconvenience of
getting and
returning modules.
In the time of
pandemic there are
more challenges
encountered
specially in the new
normal way of
learning, despite of
that challenges as
an educator we
take it positively for
our learners who
depend on us

Learners:
-Most of our learner
has no access in
the internet due to
lack of gadgets,
and the family can’t
afford to buy them.
-some of our
learner cannot
understand the
lesson

Parents:
Some of the
parents have
difficulty in assisting
their children in
their studies
because they
themselves cannot
understand the
lesson in the
modules.
BEST PRACTICES Returning of
modules and
answer sheets to
subject teachers
instead of advisers
wherein the
teachers can
directly inform the
parents about the
matters concerning
their children.

Monitoring of
students’ progress
from time to time
through homeroom
conference with
parents and group
chats.

OPPORTUNITIES FOR Digitalization of

IMPROVEMENT modules and
uploading them to
the learners’ mobile
phones instead of
printing them to cut
cost and lessen the
burden of teachers
and parents.
Adjusting to the
domestic situations
 of learners and their
families who are
severely affected by
typhoon Odette.

Prepared by:

GLEIZA R. DACO Date submitted: February 7, 2021

Project Kumustahan sa Paaralan School Coordinator

Verified correct:

JECELLE A. JARANILLA, PhD

Principal I

Anne
REGIONAL DATA ON LEARNERS WHO PASSED/FAILED PER LEARNING AREA AND
 GRADE LEVEL DURING THE QUARTER

DIVISION: PALAWAN
LEARNING MODALITY IMPLEMENTED: MDL
QUARTER: FIRST

NO. OF NO. OF
TOTAL
GRADE LEVEL LEARNING AREA LEARNERS LEARNERS REMARKS
ENROLMENT
PASSED FAILED
KTN
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
TOTAL FOR THE
ELEMENTARY
LEVEL
Grade 7 All learning areas 90 90 0
Grade 8 All learning areas 86 86 0
Grade 9 All learning areas 80 80 0
Grade 10 All learning areas 78 78 0
TOTAL FOR
JUNIOR HIGH All learning areas 334 334 0
SCHOOL
Grade 11
Grade 12
TOTAL FOR
SENIOR HIGH
SCHOOL
GRAND TOTAL
 (ELEM + JHS +
SHS)

Prepared by:

GLEIZA R. DACO Date submitted: June 20, 2022

Project Kumustahan sa Paaralan School Coordinator

Verified correct:

JECELLE A. JARANILLA, PhD

Principal I

Annex 3.
REGIONAL REPORT ON THE INTERVENTIONS APPLIED TO LEARNERS
WHO FAILED IN A QUARTER
DIVISION:
LEARNING MODALITY IMPLEMENTED:
QUARTER: First:

GRADE LEVEL LEARNING AREAS REASONS WHY INTERVENTION REMARKS OF THE

HE/SHE FAILED APPLIED INTERVENTION
KTN
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12

Prepared by:
______________________
Signature over printed name
Designation

Verified correct: __________

Signature over printed name
Designation

Annex 4.
REMEDIAL PLAN FOR ENGLISH INTERVENTION
(Note: All Subject Area)
Names :
Date of Birth :
Ages :
School :
Period of Implementation :
Number of Hours :
Schedule :

Brief Background of the Recipients:

STATUS BEFORE REMEDIATION

(paragraph form of answer)

NOTED AREAS OF DIFFICULTIES

Reading comprehension
BEHAVIORAL GOALS
STRENGTHS WEAKNESSES GOALS & METHODS

REMEDIAL PLAN/INTERVENTION
General Goal: To make the

Specific Goal:

DESCRIPTION OF THE PLAN/INTERVENTION

(paragraph form of answer)

 AREA: (Specify the topic: Example: Numbers & number Sense: Fractions)
STRENGHTS WEAKNESSES GOALS & METHODS

STATUS AFTER REMEDIATION

(paragraph form of answer)

NOTED AREAS OF STRENGTHS

(paragraph form of answer)

Prepared by:

_______________________________________
Signature over printed name
Designation

Noted:

_______________________________________
School Head