SCHOOL MONITORING

EVALUATION AND ADJUSTMENT

School Year 2018 – 2019
QUARTER 3
SCHOOL PROFILE ACCESS QUALITY

1. Enrolment by Gender 1. Pre Test English and Filipino

1. Number and Rates of Drop – Outs
2. Nutritional Status 2. 1st Quarter MPS
2. Failure Rate 3. 1st Quarter GPA
3. Learners’ Materials

4. School Awards and Recognitions 3. No. of Contact Days

5. Funding Sources

GOVERNANCE

1. Attendance to Activities 3. No. of Hours of Volunteers

2. Contribution to Activities 4. Instructional Supervision

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SCHOOL PROFILE

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Table shows Enrolment from Kindergarten to Grade 9 for SY 2018 - 2019.
It also shows the increase of enrolment in the Third Quarter.
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 KPIs Major Accomplishments Major Difficulties Lessons Learned Recommendations

SCHOOL PROFILE
* Increased enrolment * Encouraging * The school * Encouraged
ENROLMENT * Opening of Junior parents to enrol should maintain parents to enrol
High School their children in its performance their children in
the school. to get the trust the school.
of parents.

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The above data shows that out of 427 enrolment in the third quarter, there
were 37 pupils belong to severely wasted. Based on the data, kindergarten has
the highest rate of severely wasted.

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 THE CONTRIBUTING FACTORS STATED ABOVE
• SOME OF THE HOUSEHOLD HAS NO VEGETABLE GARDEN. PUPILS ARE FUN OF EATING
PROCESSED FOODS AND JUNKFOODS.
AS INTERVENTIONS,
* THE SCHOOL- BASED FEEDING PROGRAM WILL BE CONTINUED. GULAYAN SA
PAARALAN PROGRAM MUST ALSO BE IMPLEMENTED.HOME VISITATIONS SHOULD BE
CONDUCTED. AND PARENTS SHOULD ALSO BE ENCOURAGED TO PLANT VEGETABLES IN
THE BACKYARD TO DECREASE SEVERELY WASTED.

KPIs ISSUES/ CONCERNS POSSIBLE SOLUTIONS

SCHOOL PROFILE Out of 428 enrolment, 37 pupils

Nutritional Status belong to severely wasted. • Orientation on personal hygiene be
conducted.
• Encourage parents to have a bio –
intensive gardening.
• Intensify School- based Feeding Program

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 Learners’ Materials

ENGLISH FILIPINO

This table shows the number of English and Filipino books per
learner and its corresponding ratios to pupils per subject area. It is
remarkable that the other Grade level needs additional textbooks
in English and Filipino.
Grade Level RATIO EXCESS SHORTAGE Grade Level RATIO EXCESS SHORTAGE

Kindergarten 0 0 0 Kindergarten 0 0 0
Grade 1 1:1 0 0 Grade 1 1:1 0 0
Grade 2 2:1 0 21 Grade 2 3:1 0 21

Grade 3 1:1 0 0 Grade 3 1:1 0 0

Grade 4 2:1 0 36 Grade 4 2:1 0 36

Grade 5 1:1 0 0 Grade 5 1:1 0 0
Grade 6 1:1 0 0 Grade 6 36:2 0 36
Grade 7 48:2 0 48 Grade 7 48:2 0 48
Grade 8 42:2 0 42 Grade 8 42:1 0 42
Grade 9 2:1 0 16 Grade 9 1:1 0 16
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 3. Learners’ Materials
MATH
SCIENCE
Grade Level RATIO EXCESS SHORTAGE Grade Level RATIO EXCESS SHORTAGE

Kindergarten 0 0 0 Kindergarten 0 0 0
Grade 1 0 0 0 Grade 1 5:1 0 39
Grade 2 0 0 0 Grade 2 2:1 0 21
Grade 3 2:1 0 23 Grade 3 1:1 0 0
Grade 4 3:1 0 36 Grade 4 3:1 0 36
Grade 5 1:1 0 0 Grade 5 1:1 0 0
Grade 6 36:2 0 36 Grade 6 1:1 0 0
Grade 7 48:1 0 48 Grade 7 48:2 0 48
Grade 8 42:1 0 42 Grade 8 42:2 0 42
Grade 9 2:1 0 16 Grade 9 2:1 0 16

This table shows the number of Science and Math books per learner and its
corresponding ratios to pupils per subject area. It is remarkable that there some grade
level has shortage of books.
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3. Learners’ Materials
SOCIAL

This table shows the number of Araling Panlipunan books received by learners and its
corresponding ratios to pupils per subject area. There are grade level has shortage of
books.

Grade Level RATIO EXCESS SHORTAGE

Kindergarten 0 0 0
Grade 1 1:1 0 0
Grade 2 2:1 0 21
Grade 3 2:1 0 15
Grade 4 3:1 0 36
Grade 5 1:1 0 0
Grade 6 36:1 0 36

Grade 7 48:2 0 48
Grade 8 42:2 0 42
Grade 9 2:1 0 16
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 THE CONTRIBUTING FACTORS STATED ABOVE
 INSUFFICIENT NUMBER OF BOOKS

AS INTERVENTIONS,
 MAKING READING MATERIALS
 REQUEST ADDITIONAL TEXTBOOKS
 PRINT LEARNER’S AND TEACHER’S MATERIALS

KPIs ISSUES/ CONCERNS POSSIBLE SOLUTIONS

GOVERNANCE SHORTAGE OF BOOKS • REQUEST ADDITIONAL TEXTBOOKS

LEARNER-TEXTBOOK RATIO • SOLICIT BOOKS FROM PRIVATE AS
REFERENCE.

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School Awards and Recognition

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Patrocinio Integrated School participated in the different local, district and division
competitions in terms of academic and extra- curricular activities in both Elementary and
Secondary Level. BACK
 KPIs Major Accomplishments Major Difficulties Lessons Learned Recommendations

SCHOOL PROFILE

School Awards * The school *Some pupils are Teachers should * Various
and Recognition participated in the hesitant to develop the trainings,
different district, participate in skills of K-3 workshops should
municipal and some of the pupils as well as be conducted in
divisional competitions.competitions. their confidence the school level.
* Scarcity of by encouraging
* Pupils/Students won funds also a them to
in different contributing participate in
competitions factor that different contest
conducted in terms of hinders in joining at least on
academic and co – the different school level.
curricular activities. contest.
* Pupils/Student
should be
trained in BACK
7. Funding Sources

The school depends mostly on MOOE for its fund sources though
the table above shows that the school has other sources of
income but of minimal amount to fund various programs and
projects and activities of the school. In the third quarter, the
school has a total amount of 218,712.55. BACK
 KPIs Major Accomplishments Major Difficulties Lessons Learned Recommendations

SCHOOL PROFILE

Funding * Well managed * The school has * Junior High * Regular follow –
Resources utilization of MOOE difficulty in School should up of budget for
funds. managing the have their own junior high school.
* The school has other resources to budget.
sources of income. accommodate
the Grades 7 to
Grade 9.

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ACCESS

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 ACCESS
1. Number and Rate of Dropouts

This table shows the number of drop outs for the third quarter. It shows zero percent drop
outs.
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 KPIs Major Accomplishments Major Lessons Learned Recommendations
Difficulties

ACCESS
* Zero – Drop Out * Regular *Encourage * Home
DROP - OUT RATE * Absenteeism were conduct of pupils to avoid visitation must
minimized. home absenteeism. be regularly
visitation by *Giving of done.
teachers. school supplies
to the pupils.

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 ACCESS
3. Failure Rate

The table shows that in all subject areas, there were no pupils got failed.

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 KPIs Major Accomplishments Major Difficulties Lessons Learned Recommendations

ACCESS

FAILURE RATE *Effective monitoring * Consistent * Pupils at Risk of * Maintain the

of PARDO’s implementation Dropping – out good
of different should be monitoring of
interventions to monitored PARDO’s
address the need properly.
of the PARDO’s.

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 KPIs Major Accomplishments Major Lessons Learned Recommendations
Difficulties

ACCESS

NO. OF CONTACT
DAYS

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QUALITY

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 Pre Test English
below 14 % above 14 %

Grade 4 38 70.37% 16 29.63

Grade 5 10 31.25% 22 68.75

Grade 6 16 55.56% 20 44.44

Pre test Filipino

below 14 % above 14 %

Grade 4 28 51.85% 26 48.19%

Grade 5 14 43.75% 18 56%

Grade 6 27 72.97% 10 27%

This table shows the Pre test results in English and Filipino for PHIL IRI.
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 THE CONTRIBUTING FACTORS FOR PHIL - IRI

 NO FOLLOW – UP OF PARENTS
 SHORTAGE OF BOOKS AND OTHER READING MATERIALS
 SHORT TERM MEMORY OF PUPILS

AS INTERVENTIONS,
 CONDUCTED REMEDIAL READING
 HOME VISITATION
 FEEDING PROGRAM
KPIs
PRODUCTION OF READING MATERIALS
ISSUES/ CONCERNS POSSIBLE SOLUTIONS

QUALITY

PRE - TEST PHIL – IRI * Number of pupils still in the * Intensify reading intervention program.
ENGLISH AND FILIPINO frustration level in terms of
reading performance.
*Pupils need remedial reading
activity.

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MPS

Out of 138 pupils from Grade 1 to Grade 3, there were 53.26% fall between 76
– 100% which means that majority of the pupils got the passing grade.
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The table shows the MPS in Filipino subject. There are 189 pupils who got 56.76%
in 76 – 100. BACK
The table shows MPS in English subject. Out of 333 pupils only 149 got
high percentage in 76 – 100
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The data above indicates that out of 382 pupils from Grade 1 to Grade 9, there are
only 190 pupils got 49.74% in 76 – 100.

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The data above indicates that out of 291 pupils/students only 166 got
57.04% in 51 – 75 MPS from Grade III to IX. On the other hand, 125
pupils got 42.96% in 76 – 100%.
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The table shows that out of 382 pupils/students from Grade 1 to Grade 9, there are
206 pupils perform well from 76 – 100% in Aral. Panlipunan.

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The table denotes that out of 382 pupils, only 207 pupils got 54.19% has the
greatest number in 51 - 75% while 175 pupils got 45.81% in 76 – 100.
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The data above indicates that out of 244 pupils from Grade 4 to
Grade 9, there was equal percentage in 50 -75% to 76 – 100%.
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The data above indicates that out 382 pupils/students from
Grade 1 – Grade 9, only 192 pupils got a high percentage of
50.26% in 51 – 75% while 190 pupils got a percentage of 49.74
in 76 – 100%. BACK
 KPIs Major Accomplishments Major Difficulties Lessons Learned Recommendations

QUALITY

MPS *Patrocinio * Teachers *Management of *Teachers should

Integrated School is have difficulty time is very manage their
also one of the in coping up important in coping time wisely in
performing schools all the up the competencies. order to cope up
as being shown in competencies the
the table above that because of competencies for
it has a good many the quarter.
academic intervening
performance. activities.

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 GPA

The table shows the consolidated GPA’s for the third quarter in MTB subject. It
shows that out of 138 pupils from Grade 1 – Grade 3, there are 51 pupils got
28% in 75 – 79% while only 15 pupils got low percentage of 10.87 in 90 – 94.

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The table shows that out of 333 pupils, 113 show high percentage in 80 – 84 while
81 pupils got low percentage in 75 – 79.
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Out of 333 pupils, only 116 pupils got high percentage of 34.84% in 80 – 84
while 34 pupils got low percentage of 10.21 in 90 – 94.
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The table above shows that most of the students from Grades three to nine had the
highest percentage from 75-79 in the Science subject.
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Out of 382 pupils from Grade 1 to Grade 9, only 121 pupils got a high percentage of
31. 68% in 85 – 89.

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Out of 382 pupils, only 133 pupils got high percentage of 34.82 in 75 – 79 while
the lowest percentage in 90 – 94.

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Out of 244 pupils/students, only 76 pupils got high percentage in 75 – 79 with 31.15
while 28 pupils got the lowest percentage in 90 – 94 with 7.95%.

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The table indicates that out of 382 pupils, 232 pupils got high percentage in 75 –
79 and 80 – 84 with 30.37% while 37 pupils got low percentage of 9.69%.
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The table indicates that most of the pupils got high percentage of 28.81% from 85
– 89 while 1.17% of pupils got low in 70 – 74%.

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 KPIs Major Accomplishments Major Lessons Learned Recommendations
Difficulties

QUALITY

GPA * Pupils/Students * Teachers *Management *Teachers should

performed well in have of time is very manage their
academic as being difficulty in important in time wisely in
shown in the table coping up coping up the order to cope up
above that pupils all the competencies. the
have good grades in competenci competencies for
every subject area. es because the quarter.
of many
intervening
activities.
GOVERNANCE

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The table shows that most of the stakeholders participated in different
activities conducted in school with corresponding percentage.

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 KPIs Major Accomplishments Major Difficulties Lessons Recommendations
Learned

GOVERNANCE

ATTENDANCE TO * Active participation * Attendance * Parents * Encourage

ACTIVITIES of external of parents to should be parents to be
stakeholders in the assembly oriented as involved in all
different activities of meeting can to their the programs
the school. not reach to significant and activities of
80%. role in the the school.
success of
school
programs
and
activities.

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The data above shows that stakeholders participated in the different
activities of the school with the corresponding number of hours rendered
in a particular activity is also being specified. As shown, Brigada Eskwela
Activity has the highest number of volunteer hours.

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 KPIs Major Accomplishments Major Lessons Learned Recommendations
Difficulties

GOVERNANCE

NO. OF HOURS PER * There were parents * There * The success *Encouraged al
ACTIVITY who actively were some of any internal and
participated in parents activities in the external
brigada eskwela, who were school stakeholders to
contest, meetings, not actively depends upon be actively
pahina, feeding involved. the active involved in the
activity that made participation different
these activities of parents and undertakings of
successful. other the school.
stakeholders.

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The data above shows that there was no contribution made to fund various
activities of the school.
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 KPIs Major Accomplishments Major Lessons Learned Recommendations
Difficulties

GOVERNANCE

CONTRIBUTION TO *There was no

ACTIVITIES contribution made to
fund various
activities.

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The data above shows that 100% of the teachers were given Instructional
Supervision.

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 KPIs Major Major Difficulties Lessons Learned Recommendations
Accomplishments

GOVERNANCE

INSTRUCTIONAL * Conducted * Availability of * Prioritize the

* Prioritizing COT
SUPERVISION Instructional the observers conduct of COT
lets the P- I and
Supervision to 16 MTs assess with teachers
teachers. *Rescheduling exactly what the assigned for
of the COT teachers’ needs assessment
are thus they
can provide
exact technical
assistance

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