School Monitoring, Evaluation, and Adjustments: Calendar Year 2023 Quarter 1

Republic of the Philippines
Department of Education
Region VIII – EASTERN VISAYAS
SCHOOLS DIVISION OF ORMOC CITY
School Monitoring, Evaluation, and Adjustments

Calendar Year 2023
Quarter 1
__________SAN ISIDRO INTEGRATED SCHOOL______________
Name of School
ACCOMPLISHMENT OF
RESULT LEVEL INDICATORS
(School-Based Data)
SCHOOL ACCOMPLISHMENT BASED ON AIP
PER KEY RESULT AREA (KRA)
%
PHYSICAL IMPLENTATION
KRA TARGETS ACCOMPLISHMENT
GAIN GAPS ACCOMPLISHMENT
ISSUES
VS. TARGETS
KRA 1. Leading Strategically 3 3 100%
KRA 2. Managing School Operations

5 5 100%
and Resources
KRA 3. Focusing on Teaching and
90 90 100%
Learning
KRA 4. Developing Self and Others 10 25 15 %
KRA 5. Building Connections 3 3 100%
TOTAL %
Place
your
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Logo
here
SMEA Result ( Based on LCP/SIP Implementation)

Physical Accomplishment Financial Accomplishment
PUBLIC SCHOOLS
Quarter Physical Actual % of % of
Targets Accomplishment Accomplishment Financial Target Amount Utilized Utilization
ELEMENTARY 222 244 109.91% 142,500.00 142,500.00 100%
JUNIOR HS 2 1 50%
SENIOR HS
CLC
ACCESS
ENROLMENT PROGRESS TRACKING
(Public Schools )
1ST Qtr.
BOSY 2023 Percentage GAP for the
SY 2022- LEVEL 2ND of Quarter Reasons for the Gap
2023 Grading SY Enrolment
2022-2023
SPED (Non-
Graded)
99 Kindergarten 99 100%
563 Elementary 556 98.76% 7 Trans out
Transfer to Night High

200 Junior HS 99% 2 School and Relocation
198 to Cebu City.
Senior HS
862 TOTAL
853 98.95% 9 Trans out
Data Source: BOSY EBEIS and Q2 ProMEDS

LEARNING SUPPORT AIDES (LSA) PROVISION
PROGRESS TRACKING- Public Schools
LEVEL Number of Learners Provided with: Total Number of

Percentage Variance
Learners in Need
of LSA against the
with LSA (Q2 2022
LSA Volunteer Paid LSA TOTAL Provision Database
Database)
SPED
Non-Graded
Graded
Kindergarten
Elementary
Junior HS 198 198

Senior HS
TOTAL/AVERAGE
Back to MAIN
EQUITY
Number of Learners in situation of
disadvantage
Total
LEVEL Male Female Reasons
Kindergarten
Elementary 7 3 10 Physical, social hardships
Junior HS
Senior HS
TOTAL
7 3 10 Physical and social hardships
Disadvantaged learners are those who have hindrances to excelling in school

because of detrimental circumstances beyond their control. These include physical,
financial and social hardships as well as problems within students' families.
Quality
NUMBER OF LEARNERS PROVIDED WITH LEARNING RESOURCES
ELEMENTARY & JUNIOR HIGH SCHOOL (Public School)

K G1 G2 G3 G4 G5 G6 G7 G8 G9 G10
Number of
Learners Provided
with Learning
Resources 99 96 92 94 103 98 73 106 92
ENROLLMENT 99 96 92 94 103 98 73 106 92
PERCENTAGE TO THE
ENROLLMENT 100%100%100%100%100%100%100%100%100%

KINDERGARTEN PERFORMANCE AS PER CATEGORY BASED ON THE
QUARTERLY PROGRESS REPORT (PUBLIC SCHOOL)
PUBLIC SCHOOLS Enrolment = Beginning Developing Consistent

Health, Well-Being, and Motor Development 10 52 37
Socioemotional Development 13 50 36
Language, Literacy, and Communication
Listening and Viewing 20 47 32
Speaking 13 36 50
Reading 15 47 37
Writing 15 38 46
Mathematics 40 37 22
Understanding the Physical and Natural
Environment 20 42 37
AVERAGE 18 44 37

TRACKING OF QUARTERLY ASSESSMENT
AVERAGE COMPUTED GRADES FOR SECOND GRADING
PUBLIC SCHOOL G1 G2 G3 G4 G5 G6 OVERALL %

Mother Tongue 85.18 88.40 87.50 87.03
English 86.10 85.50 86.52 88.50 85.15 86.35
Science 87.05 88.42 87.50 87.05 87.51
Mathematics 85.31 87.49 86.06 87.15 87.05 85.61 86.45
Filipino 85.31 87.49 86 87.28 88.80 85.58 86.74
Aral. Pan. 86.12 88.10 86.10 87.60 86.50 86.73 86.86
TLE 86.18 89.70 85.23 87.04
MAPEH 86.45 88.10 87.05 88.46 87.02 87.25 87.39
EsP 86.78 89.35 90.30 90.25 91.06 87.60 89.22
AVERAGE 85.86 87.86 86.95 87.72 88.27 86.28 86.29

TRACKING OF QUARTERLY ASSESSMENT
AVERAGE COMPUTED GRADES FOR SECOND GRADING LEARNERS
PUBLIC SCHOOLS
G7 G8 G9 G10 AVERAGE
English 82.17 82.23 82.20
Science 84.25 83.08 83.67
Mathematics 82.23 82.03 82.13
Filipino 81.30 83.05 82.18
Aral. Pan. 83.50 83.15 83.33
TLE 83.19 83.03 83.11
MAPEH 83.26 83.85 83.56
EsP 84.75 85.05 84.90
AVERAGE 83.08 83.18 83.13

Percentage of Elementary Learners by Grade Range by Subject
vs. Q1 Enrolment (2ND Grading Performance)
Outstanding
Fairly
Very Satisfactory Satisfactory Did not Meet At Risk of
PUBLIC SCHOOLS Enrolment Satisfactory (80-84) (75-79) Expectation Failing in the
(85-89) (below 75) Next Quarter
(98-100) (95-97) (90-94)
Mother Tongue 148 5 66 92 83 36
English 460 11 74 152 155 66 2
Science 368 13 65 127 113 48 2
Mathematics 556 13 102 168 183 88 2

Filipino 556 10 88 150 149 61 2
Aral Pan 556 12 114 177 187 64 2
TLE 274 6 47 112 78 29 2
MAPEH 556 17 150 184 158 45 2
ESP 556 25 169 182 140 38 2
AVERAGE
Percentage of JUNIOR HS Learners by Grade Range by Subject
vs. Q1 Enrolment (2nd Grading Performance)
Fairly
Satisfactory
Outstanding
PUBLIC SCHOOLS Very (75-79) Did not Meet At Risk of Failing
Satisfactory (85- Satisfactory (80- Expectation in the Next Overall %
Enrolment 89) 84) (below 75) Quarter
(98-100) (95-97) (90-94)
English 1 15 39 123 21
Science 20 44 114 20
Mathematics 16 37 125 20
Filipino 12 48 125 13
Aral Pan 17 53 107 19
TLE 17 40 125 16
MAPEH 27 107 60 4
ESP 30 68 97 3
AVERAGE

Q1 Tracking on the Status of Learners’ Numeracy Level vs. Q1
Enrolment (2nd Grading Performance)- Public Schools
Number of Learners by Numeracy Level by Grade

NUMERACY
LEVEL
(Public Schools)
G1 G2 G3 G4 G5 G6 G7 G8 G9 G10
Highly Numerate 47 42 32 48 20 40 25 29
Moderately 42 42 48 44 69 28 66 51
Numerate
Non-Numerate 7 8 14 11 9 5 15 12
Percentage of Learners by Numeracy Level by Grade
G1 G2 G3 G4 G5 G6 G7 G8 G9 G10
Highly Numerate
Moderately
Numerate
Non-Numerate
ENROLLMENT

Resiliency and Well-being

Nutritional Status Report
Number of learners who reported
violence committed against them
NONE
Enabling Mechanism/
GOVERNANCE
Status on the Provision of Instructional Supervision (IS) in the
Quarter
Total Number of IS Total Number of IS Provider Average Number of IS Provided in the
Provided Quarter
IS
Providers
ELEM JUNI SENIOR CLC ELEM JUNIOR SENIOR CLC ELEM JUNIOR SENIOR CLC
OR HS HS HS HS HS
HS
School Head 45 1 1
PSDS/DICs/
PICs
EPSs
Head Teachers
Master 45 2 1
Teachers

Status on the Implementation of Capability Buildings (CBs)
in the Quarter
Total Number of CBs Total Number of Teachers Total Number of Teaching
CBs conducted Trained Related Trained
ELEM JUNIOR SENIOR CLC ELEM JUNIOR SENIO CLC ELEM JUNIO SENIO CLC
HS HS HS R HS R HS R HS
School LAC Sessions 3 3 18 7

INSET on:
Content and Pedagogy
Assessment
Contextualization of
LRs
Learning Delivery
Program/System
Implementation

Status on Stakeholders’ Donation (Partnership)
SERVICES ENGAGED:
Trimming of grass in front of Grade 1 and
Total Amount of
In Kind Grade 2 building.
Total Cash Donation
Donation
Converted to
Cash Donations of:
ELEMENTARY 17000.00 10070.00
JUNIOR HS
SENIOR HS
CLC
TOTAL

Reports on Classroom, Teachers,
Textbooks, Seats, Science and etc.
Sufficient Not-sufficient Remarks
Classroom
Seats
Teachers
Textbooks
Science Lab No available
building
ICT No available
building
TLE Lab No available
building
Presence of Functional Library,
Electricity, Internet, Water, Water and
Sanitation Facility in School
Yes No Remarks
Functional Library
Electricity
Internet
Water
WINS
CRs
QUALITATIVE INFORMATON
Place
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PROGRAMS AND PROJECTS IMPLEMENTATION ISSUES

STATUS OF THE
PROPOSED RESOLUTION TO
IMPLEMENTATION ISSUE RESPONSIBLE
UNRESOLVED ISSUES
ISSUES (Resolved, Not OFFICE
Resolved)
10.74% or 81 Learners
from Grade 1-8 belong
QUALITY to Non-numerates in 1.Remediation Programs
Numeracy Test as of Intervention to 2. Extended Time for Numeracy Teachers
January 2023 resolve is on- 3. Giving reinforcement activities
going
Place
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here
PROGRAMS AND PROJECTS IMPLEMENTATION ISSUES
STATUS OF THE
PROPOSED RESOLUTION TO
IMPLEMENTATION ISSUE RESPONSIBLE
PAPs UNRESOLVED ISSUES
ISSUES (Resolved, Not OFFICE
Resolved)
2.04% or 2 out of 98
learners from Grade
5 belong to did not
meet expectation 1. Remedial class
(below 75) Intervention to 2. Included in the Reading
Teachers,
QUALITY resolve is on Camp
Parents
going 3. Home visitation
Department of Education Place your
Division
Region VIII – EASTERN VISAYAS Logo here
SCHOOL ________________________
2023 Quarter 1
SITUATIONAL ANALYSIS AND STRATEGIC
OPTIONS
ACCESS
SITUATIONAL ANALYSIS:
STRENGTHS: OPPORTUNITIES:
1. The administration has strong leadership. 1. Supportive LGUs, and other stakeholders.
2. Strong support from stakeholders.
3. Opening of Integrated School. 2. Yearly increased of enrolment.
WEAKNESSES: THREATS:
1. Some parents reluctant to the
1. Shortage of classrooms and furniture. importance of education for their
2. No building for ICT, Science, Library and TLE. children.
2. Economical pressure of the family to
support
Data Source: BOSY EBEIStheir
and Q2daily needs.
ProMEDS
ACCESS
Strategic Options
STRATEGIC OPTIONS CAPACITY TO IMPLEMENT TECHNICAL ASSISTANCE EXPECTED TA PROVIDERS
NEEDED
SW:
Strong leadership of school heads can Capacitate Teachers and Regular monitoring on addressing * Internal/External Stakeholders
address the problems on school parents to handle problems the problem on identified PIs
leavers, drop-outs, and low cohort on learners At-Risk of
survival rates Dropping out.
SO: Heightened advocacy on Monitor the weekly submission of

Opening of Integrated School resulted learner’s recruitment/ enrollment * Internal/External Stakeholders
to increase enrollment enrollment
ST: BLGU, LGU, School Head

Opening of Integrated School in the Conduct coordination meeting Facilitate the prompt submission
brgy resulted to lack of buildings and with the brgy LGUs for support of documents for financial support
furniture. from the LGU

B. EQUITY
Situational Analysis
Performance Number of Learners in situation of disadvantage
Indicator:
Key Stage: Key stage 1 and 2
Performance Gap: 1.53% or 10 out of 655 learners in elementary are in situation of disadvantage.
The Curriculum Implementation Division through the EPS in LR and Inclusive Education checked the
Key Practices: identified learners as to the status of these learners.
Learning & Conduct monitoring to the identified grade/section where learners in situation of disadvantage are
Development: identified
ICT: Access available data in the School through the Dashboard
Materials & Utilization of reinforcement or remedial materials.

Equipment:
SDO TA and Utilization of reinforcement or remedial materials.
supervision:
EQUITY
1. The learners were joined in the regular class. 1. They are funded by the SPED fund.
WEAKNESSES:
1. They could disturb classes sometimes. THREATS:
2. They were behind from the regular lessons 1. Some parents could not accept of the
3. The teachers were not trained to handle LSENs in regular situation/behavior of their child.
class.

EQUITY
Strategic Options
NEEDED
SW: Teachers should attend Regular monitoring on the School Head, Master Teacher
1. They could disturb classes seminar-workshop for conduct of classes with the
sometimes. handling/dealing LSENs. presence of the LSEN.
2. They were behind from the
regular lessons
3. The teachers were not trained to
handle LSENs in regular class
SO: Request fund from the SPED Follow up the fund through our ADAS, School Head
They are funded by the SPED fund fund. ADAS.
ST: Capacitate parents for an Monitor and follow up a home Teachers

Some parents could not accept of the orientation or workshop on visitation.
situation/behavior of their child. the awareness of the different
behavior a child could do.

EQUITY
Strategic Options
NEEDED
WO: Teachers’ workshop in making Regular monitoring of the IM’s School Head, Master Teacher
1. Provision of different materials instructional materials for constructed.
suited to the LSENs. LSENs.
WT: Tagging in the LIS Monitor the improvement of the School Head, Teacher
Let the parents sign a letter to inform learners tagged as LSEN.
them that their child could be
;
tagged as LSEN in the LIS.

B. PROVIDE QUALITY BASIC EDUCATION
Performance Numeracy & Literacy
Indicator:
Key Stage: Key Stage 1,2 and 3
Performance Gap: 8.75% percent or 66 learners out of 754 beneficiaries from Key Stage 1 to Key Stage 3 are identified as non-numerates.
The Curriculum Implementation Division through the EPS in Math checked the identified learners as to the status of their Numeracy
Key Practices: and literacy.
Learning & Conduct monitoring to the grades/section where non-numerates are identified
Development:
Materials & Utilization of Numeracy Test Materials

Equipment:
Assessment: Conduct the post assessment to the identified non-numerates in order to test the validity of the results
SDO TA and Utilization of Numeracy Test Materials

supervision:
External Factors: Some of the parents were not able to teach their children due to lack of expertise to deliver the competencies.
quality
1. Supportive, LGUs, and other stakeholders.
1. The school provided SMART TV in all classroom 2. Produced a highly literate and numerate Learners.
for instructional purposes.
2. Teachers have the capacity to contextualized
their lessons.
3. Good classroom management of teachers is
evident and knowledgeable of the subject.
1. Teachers need improvement in choosing the 1. A nearby store is selling cigarettes and liquors
strategies. to minors. This is also the reason why some
2. 66 out of 754 learners are non-numerates. students are having cutting classes (HS).
2. Learners having short retention of the lessons
due to gadgets.
QUALITY
Strategic Options
STRATEGIC OPTIONS CAPACITY TO TECHNICAL ASSISTANCE EXPECTED TA PROVIDERS
IMPLEMENT NEEDED
SW:
The provision of SMART TV in the classroom * Submission of activity proposals School Head serves as support system for School Head, Master Teachers
can address the difficulty of reading and low for the availability of SEF for the quality assurance of the reproduced
comprehension problem reading materials reproduction. reading materials.
SO:
Highly literate and numerate Learners are Provision of flashcards, counters Conduct mock numeracy test or School Head, Master Teachers
evidence of good classroom management of and other materials multiplication test
teachers
ST:
Provision of SMART TV can help address and *Identify and find ways to save Conduct forum or symposium to the District Supervisors
motivate learners not to cut classes learners who cut classes learners who cut classes on the importance Teachers and School Heads
of education

QUALITY
Strategic Options
STRATEGIC OPTIONS CAPACITY TO TECHNICAL ASSISTANCE EXPECTED TA PROVIDERS
IMPLEMENT NEEDED
WO:
Provision of IMs to Learners who have Asks assistance from the MOOE or School head will conduct TA to the teacher School Head, Master Teachers, Teachers
difficulty in reading comprehension and other sources for the procurement for the prompt submission of the required
numeracy . of materials. documents
WT:
Talk to the owner of stores in the locality to Inculcate shared Governance with TA should be provided for the execution of School Heads, Teachers, BLGU,
not let the students buy cigarettes or liquors Brgy LGU, Parents, and Community MOA between the schools and the store community
owners.

D. RESILIENCY AND WELL-BEING
Performance
Indicator:
Key Stage:
Performance Gap:
Key Practices:
Learning &
Development:
ICT:
Materials &
Equipment:
SDO TA and
supervision:
External Factors: Data Source: BOSY EBEIS and Q2 ProMEDS
RESILIENCY & WELL-BEING

Strategic Options
NEEDED
SW:
SO:
ST:

Strategic Options
NEEDED
WO:
WT:


C. GOVERNANCE IN BASIC EDUCATION
Performance
Indicator:
Key Stage: Key Stage 2& 3
Performance Gap: No available building for Grade 8, ICT, Library, TLE Lab and Science Lab.
Integrated Schools need additional classrooms
The Engineer validated the authenticity of reports for submission to the Central Office and or LGU for possible SEF funding
Key Practices:
Resource Conduct monitoring and validation to the school.
Management:
Materials & Utilization of required forms for repair and construction

Equipment:
SDO TA and School Heads and Physical Facilities Coordinators should attend re-orientation on immediate compliance of the required reports.
supervision:
External Factors: Some parents prefer to send their children to NOCNHS.

GOVERNANCE
1. Available budget through SEF 1. LGU extends support particularly on the repair and construction
2. Schools are accessible in any form of transportations of classrooms
2. Brgy officials are willing to extend support on the realization of
the project
WEAKNESSES: THREAT:
1. Budget from the central office is not on time as to the need of 1. Lack of area for construction of classrooms
the school is concern
2. Not enough school budget to address repair and construction of
classrooms.
GOVERNANCE
STRATEGIC OPTIONS
STRATEGIC OPTIONS CAPACITY TO TECHNICAL EXPECTED TA
IMPLEMENT ASSISTANCE NEEDED PROVIDERS
SW: Submit proposal to the LGU Tap LSB Coordinator in the Division LSB Chairman, SDS, LSB Coordinator
• Realization of Classrooms Office for the inclusion of budget
for SEF budget allocation during the LSB Meeting
repair and construction
on the provision of
through SEF
classrooms
SO: Coordination Meeting with Regular follow-up as to the SDS, CES-SGOD, EPS
• Division Engineers work hand the Division Engineers and result of coordination SGOD
in hand with the City
Engineers on the repair and City Engineers meeting
construction of classrooms
GOVERNANCE
STRATEGIC OPTIONS
STRATEGIC OPTIONS CAPACITY TO TECHNICAL EXPECTED TA
IMPLEMENT ASSISTANCE NEEDED PROVIDERS
ST: Check the availability of carpenters Assistance from the LSB, Engr, BLGU, LGU, School Head
in the community School Head;
• Tap community workers where
labor is charged against SEF
WO:
• Repair and Construction of Submit proposal of repair and Extension of support from the Division Engineer. School Head
Classrooms can be charged to construction of classrooms to LGU SGOD thru SocMob for the
the SEF correctness of the proposal and
submission of the required reports
WT: Conduct meeting with the Provision of topics on the spirit of BLGU, School Head
• Repair of classrooms can be community carpenters highlighting volunteerism
done on staggered basis the spirit of volunteerism
Division
SAN ISIDRO INTEGRATED SCHOOL
BEST PRACTICES IN SCHOOL

DIVISION SIGLARO WINNERS
SNACKS DURING READING CAMP
GIFT GIVING TO THE LEARNERS FROM KINDERGARTEN TO GRADE 8
Division
SCHOOLS DIVISION OF _ORMOC_______________________
THANK YOU

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Republic of the Philippines

School Monitoring, Evaluation, and Adjustments

KRA 1. Leading Strategically 3 3 100%

KRA 2. Managing School Operations

KRA 4. Developing Self and Others 10 25 15 %

KRA 5. Building Connections 3 3 100%

SMEA Result ( Based on LCP/SIP Implementation)

Transfer to Night High

Data Source: BOSY EBEIS and Q2 ProMEDS

LEVEL Number of Learners Provided with: Total Number of

Junior HS 198 198

Elementary 7 3 10 Physical, social hardships

Disadvantaged learners are those who have hindrances to excelling in school

ELEMENTARY & JUNIOR HIGH SCHOOL (Public School)

Data Source: BOSY EBEIS and Q2 ProMEDS

PUBLIC SCHOOLS Enrolment = Beginning Developing Consistent

Data Source: BOSY EBEIS and Q2 ProMEDS

PUBLIC SCHOOL G1 G2 G3 G4 G5 G6 OVERALL %

Data Source: BOSY EBEIS and Q2 ProMEDS

Data Source: BOSY EBEIS and Q2 ProMEDS

Science 368 13 65 127 113 48 2

Mathematics 556 13 102 168 183 88 2

Data Source: BOSY EBEIS and Q2 ProMEDS

Number of Learners by Numeracy Level by Grade

Data Source: BOSY EBEIS and Q2 ProMEDS

Resiliency and Well-being

Data Source: BOSY EBEIS and Q2 ProMEDS

School LAC Sessions 3 3 18 7

Data Source: BOSY EBEIS and Q2 ProMEDS

Data Source: BOSY EBEIS and Q2 ProMEDS

PROGRAMS AND PROJECTS IMPLEMENTATION ISSUES

PROGRAMS AND PROJECTS IMPLEMENTATION ISSUES

SO: Heightened advocacy on Monitor the weekly submission of

ST: BLGU, LGU, School Head

Data Source: BOSY EBEIS and Q2 ProMEDS

ICT: Access available data in the School through the Dashboard

Materials & Utilization of reinforcement or remedial materials.

Data Source: BOSY EBEIS and Q2 ProMEDS

ST: Capacitate parents for an Monitor and follow up a home Teachers

Data Source: BOSY EBEIS and Q2 ProMEDS

Materials & Utilization of Numeracy Test Materials

SDO TA and Utilization of Numeracy Test Materials

Data Source: BOSY EBEIS and Q3 ProMEDS

Data Source: BOSY EBEIS and Q3 ProMEDS

Data Source: BOSY EBEIS and Q2 ProMEDS

Data Source: BOSY EBEIS and Q2 ProMEDS

Data Source: BOSY EBEIS and Q2 ProMEDS

Materials & Utilization of required forms for repair and construction

External Factors: Some parents prefer to send their children to NOCNHS.

SAN ISIDRO INTEGRATED SCHOOL

BEST PRACTICES IN SCHOOL

SCHOOLS DIVISION OF _ORMOC_______________________

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