SLRCP Presentation

SCHOOL LEARNING RECOVERY
CONTINUITY PLAN (SLRCP)

SY 2022-2023
I. SITUATIONER /
BACKGROUND
For two consecutive school years, all schools implemented the different distance learning
modalities such as modular distance learning, online distance learning, Radio-based Instruction,
blended learning and others. Santisima Cruz in particular preferred modular distance learning ( printed )
in SY 2020-2021 and blended learning in SY2021-2022. Both learners and parents at home really
experienced difficult times and circumstances in the teaching-learning process.
As we started this SY 2022-2023, we are guided by DO #34, s. 2022 in making a smooth

transition to face to face instruction. After following the 3 days onsite and 2 days modular instruction,
we will be back to 5-day in person with 100% number of learners on November 2, 2022 as stated in DO
#44, s.2022. Learning will be more vivid and achievable because of the realistic opportunities that can
be given to learners through various and meaningful learning activities. As we are getting nearer to full
blast of face to face learning modality, we are directed by the Department of Education to provide
adequate information and responsive solutions to recover the skills that the learners failed to attain in
the past two years during the COVID-19 pandemic.
I. SITUATIONER /
BACKGROUND
Santisima Cruz Elementary School of Santa Cruz Sub-Office is of the same direction with
the SDO Lumalagong LAGUNA on its goal towards providing an effective learning recovery
strategy for all and in transforming education in the Division. Together with all the teaching and
non-teaching personnel of Santisima Cruz and with the cooperation of learners, parents and
stakeholders, the school will do its best to bridge the learning gaps and to move forward with
confidence. The school will target the recovery of the learning losses particularly in literacy and
numeracy.
Based on the recent assessment result gathered from Early Grade Reading Assessment
(EGRA), Early Grade Mathematics Assessment (EGMA), Phil IRI Group Screening Test (Phil IRI-
GST), and Numeracy Inventory Tool of Laguna Learners (NIT2L) 2022-2023, it can be noted that
learning losses and learning gaps were evident.
EGRA RESULTS IN ENGLISH AND
FILIPINO
Analyzing the results of the Early Grade Reading Assessment (EGRA)

in Filipino, 74% of the pupils from the primary level belongs to the below
basic level. Out of 447, only 103 pupils, which is 17% of the total
population, belong to the proficient level.
On the other hand, in English, frustration level is 74% , 7% is under

independent level and 17% is under instructional. We can see from these
results that there is an evident difference between the reading skills and
comprehension skills of students in English and Filipino
EGMA RESULTS
To gauge the level of the primary students in Mathematics, the Early Grade Mathematics
Assessment (EGMA) was administered for the mentioned objective.
Out of 220 Grade One learners from the seven sections, 6.81% belong to desirable level for
advance and highly numerate. 67 or 30% of the grade one learners are considered numerate and
shall undergo independent intervention. A vast number of 138 or 67.73% belong to non-
numerate and low numerate who need guided intervention.
In grade 2, only 6 learners out of 193 from six sections are considered advance and highly
numerate. 23% (44 learners) are numerate and a total of 143 grade two which is 74.09% are
non and low numerates.
The seven sections of grade 3 has 190 learners in which 0nly 4 learners or 2.10% are
advance and highly numerate and considered desirable level. There are 38 numerate which is
20% of the total population. The non-numerate and low numerate has a percentage of 77.89%.
To sum it all, the EGMA result of the primary grades is shown below:
EGRA RESULTS IN ENGLISH AND FILIPINO
Grade Level Enrolment Advanced and Numerate Non-

Highly Numerate Numerate and
Low
Numerate
One 220 15 6.81% 67 30% 138 67.73%
Two 193 6 3.10% 44 23% 143 74.09%
Three 190 4 2.10% 38 20% 148 77.89%
603 25 4.14% 149 24.71% 429 71.15%
Almost ¾ of the primary learners belong to non-numerates and low numerates. The 429 or
71.15% shall undergo guided intervention on all topics and basic skills being mastered.
INTERMEDIATE GST RESULTS IN FILIPINO
AND ENGLISH
Based on the result of Phil IRI Group Screening Test in English administered to intermediate learners, 465 of
them out of 594 who took the silent reading test need to take the Phil IRI because their score is >14. This is
equivalent to 78.28%. When it comes to oral reading test result 44 non readers are recorded in Grade 4, 23 in Grade 5
and none in Grade 6 with a total of 67 non-readers in intermediate.
When it comes to Filipino result of Phil IRI GST ( grades 3 to 6 ), 555 did not pass the literal type, 559 in
inferring type and 468 in critical type of questions. There are 246 learners from grade 3 to 6 who scored more than 14
with the following breakdown: grade 3 is 25, grade 4 is 114, grade 5 is 103 and grade 6 is 4. These 246 pupils will
not continue the Phil IRI process. But the 541 pupils will undergo the Phil IRI because they scored 0-13 in GST stage
1. This number is 68.74% of the total number of learners who were given the test. They will be given reading
exercises based on the determined level they belong to.
As to oral reading 66 intermediate learners or 8.39% were found to be non-readers. The highest number of non-
readers in English came from Grade 3 which is 30 followed by grade 4 with 20 learners and 16 from grade 5. They
will be given different reading exercises and will undergo to the reading projects, program and activities planned by
the school to help them read. They will be the subject of reading remediation and reading tutorials with the assistance
of the reading volunteers.
NIT2L RESULTS
Mathematics has always been challenging to students. The result of the NIT2L examination showed
that Mathematics is still one of the most perplexing subjects. Looking at the consolidated NIT2L average
results, only 12.40% belong to numerate, 74.93% are low numerate and 12.67% are non-numerate. There
was no one recorded in high and advanced numerate. Grade 4 has the most number of low numerate and
non-numerate compared to grade 5 and 6.
Focusing on the number of non-numerate, Grade 4 has 18, grade 5 has 3 and grade 6 has 46 with
a total of 67 learners out of 598.
As per numeracy level in the different numeracy skill, competencies in decimals and rational
numbers got the lowest percentage particularly in performing the operations.
After thoroughly looking at and analyzing the given data, it can be seen that, indeed, learners are
in need of remediation and intervention in order to catch up with the needed skills and knowledge in
learning to pilot the implementation of Learning Recovery Plan (LRP) in SDO Laguna.
I. LEARNING RECOVERY PLAN
DIMENSIONS
The following objectives formed using the school acronym STMACES and intended for our
Learning Recover Plan will address the challenges in terms of learning losses and gaps based on pre-test.
a. Core Objectives
• Strengthen the prior skills and knowledge which can be useful in learning new ones.
• Train the teachers in implementing remediation and reinforcement activities and strategies.
• Maximize the use of existing resources ( learning, human and financially ).
• Activate and accelerate the learning performance of the learners in literacy and numeracy.
• Conduct programs, projects and activities which will bridge the learning gaps and losses
• Engage with the stakeholders and partners in accomplishing the targets
• Sustain the progressive recovery of learning losses and gaps
DIMENSIONS
b. Framework
STRATEGIES/SOLUTION
Strengthen the prior skills and knowledge

which can be useful in learning new ones.
Train the teachers in implementing remediation

and reinforcement activities and strategies.
Maximize the use of existing resources

( learning, human and financially ).
Activate and accelerate the learning

performance of the learners in literacy and
numeracy.
Conduct programs, projects and activities

which will bridge the learning gaps and losses
Engage with the stakeholders and partners in

accomplishing the targets
Sustain the progressive recovery of learning

losses and gaps
DIMENSIONS
c. Strategic Approach
AREAS OF LEARNING INTERVENTIONS EXPECTED
CONCERN CHALLENGES OUTCOMES
NUMERACY/ 429 out of 603 or -Adopting Project Decrease learning
MATHEMATICS 71.15% of the PINT of SDO gaps in
for key stage 1 learners belong to Laguna Mathematics.
low and non- Post-pandemic
numerate level of Intervention for Improve
numeracy. Numeric Numeracy rate
-Learners lack the Tuning up
basic skills like And providing
counting and different activities.
identifying
numbers -Implementation of
-Low level on the modified
basic number Project
concepts MATHbilang
-Difficulty in
performing the 4
fundamental
operations
DIMENSIONS
NUMERACY/ 67 out of 598 -Adopting Project Decrease learning
MATHEMATICS intermediate or PINT of SDO gaps in
For key stage 2 12.67% of the Laguna Mathematics.
learners belong to Post-pandemic
no-numerate level Intervention for Improve
of numeracy. Numeric Numeracy rate
Tuning up
-Struggling in
mathematical -Implementation of
computation modified Project
involving TIMES
multiplication and Teachers’
division. Innovations in
-Poor Multiplication thru
understanding of Enhanced
mathematical Strategies
terms
-Difficulty in -Implementation of
solving simple Project A Problem
word problems A Day
To be Solved Right
Away
DIMENSIONS
FILIPINO/ 74% of the -Continuation of Improved reading
ENGLISH learners belong to Project 3Bs ability
For key stage 1 frustration level of ( Bawat Bata
reading literacy. Bumabasa ) sa Improved
-Difficulty in letter STMACES phonemic
and basic word Awareness and
recognition word recognition
-Syllabic reading
which mainly
affects fluency
and
comprehension
DIMENSIONS
FILIPINO/ 67 out of 465 or -Continued Improved reading
ENGLISH 12% of the adoption of Project ability
For key stage 2 learners belong to BUS ( Basahin,
non-reading level Unawain at
of reading Sulatin )
literacy. -Dealing with the
-Difficulty in big 6 elements in
reading long reading through
sentences and different activities
short paragraphs intended for each
-Lack of fluency element.
in reading which
directly affects
comprehension
-Problem in
vocabulary
development
-In general, non-
mastery of the big
6 elements in
reading
II. QUALITY MOVES
Learning Delivery
In strengthening the Learning Recovery and Continuity Plan, the school is guided by the following quality moves:
1. Management of Curriculum Implementation on Learning Remediation and Intervention
NUMERACY
Enabling Strategies Time Frame M&E Plan Persons Resources Success
Objectives Involved Indicators
Phase I
-Profile learners Conducted Pre-assessment Sept. 15 – Identify the Key School Head, EGMA and Identified
on each Key of learners’ numeracy level October 6, stage learning Master NIT2L tools learners
stage numeracy using the following tools: 2022 gaps EGMA and Teachers, with
level using NIT2L tools Math Learners’ learning
different Early Grade Mathematics Coordinator Pre- gaps in
localized Assessment (EGMA) for and Teachers Assessment Mathematic
mathematics Grades 1-3 (KS1) Result s using
and literacy
assessment EGMA and
Numeracy Inventory Tool Bond NIT2L tools
tools papers and
for Laguna Learners (NIT2L
ink from
Level 1) for Grades 4-6 MOOE
(KS2)
II. QUALITY MOVES
NUMERACY
Accelerate non- Project PINT
numerates and low
numerates to higher Post-pandemic Intervention for
numeracy level Numeric Tuning-up
(numerates, high and
advance numerates) 1.Preparation of Intervention October 15 - 30, Informal Classroom
Materials/and Post Test for low 2022 Observation School Head, Master Localized Decreased
and non-numerate learners Teachers, Math Teachers Intervention number of non-
Materials in numerates and

2. Tutorial lessons for identified Mathematics low numerates

learners with number difficulty
and math problems
November7– Weekly Interface for TA
December 16, 2022 Provision and Feedbacking Increased
knowledge and
Implementation of modified Advisers Teacher-made skill in number
Project MATHbilang for Key Grade 1 to 3 learners material concept
Stage 1 October 22 onwards Accomplishing the Improved skill in
performing the
monitoring form fundamental

operations
Mastery of basic

multiplication
Implementation of modified Grade 3 to 6 learners Bond papers and facts
November 4 and
Project TIMES Math teachers ink from MOO
onwards Daily monitoring of mastery SH
Teachers’ Innovations in of basic multiplication facts
Multiplication thru Enhanced
Strategies

II. QUALITY MOVES
NUMERACY
Phase II
Examine learners 1. Administer a competency-based October 27, 2022 1. Monitor the result of School Head, Teacher-Made Identified low
mastery level on the pre-assessment per quarter to find (for the 1st Quarter) the activities using the Teacher Math/ Competency- and non-
set MELCs in the out learners’ mastery level and their school-based coordinators based Quarterly numerate
previous 2 pandemic least mastered competencies monitoring tool Tests learners, and
years the
2. Validate the data Numeracy Level competencies
through a group level KS 1 & KS 2 that they
meetings, and round struggled in.
table discussion with
the LRP Team Pre Assessment
Test Result
Consolidation
Template Used
Link the identified 1. Prepare, reproduce, and Nov. 7, 2022 to May Checking of School Head, Master Teacher-made Completed the
learning gaps and implement remediation activities in 10, 2023 remediation activity Teachers, Teachers crafted scheduled
losses numeracy/math for at least 1 hour in sheets Intervention remediation
a given period of time Monitoring the Materials in period
remediation schedule Mathematics
2. Utilize the last few weeks of the
Quarter to recall the taught/learnt Schedule of
skills and competencies Math
Remediation/

3. Prepare Post-Assessment Tool Class

May 13 to 17, 2023
II. QUALITY MOVES
LITERACY
Enabling Strategies Time Frame M&E Plan Persons Involved Resources Success
Objectives Indicators
Phase I
Administer pre- Profiling of learners Aug 30- Data gathering School Head, Pre- Reading Compiled data
reading assessment Conduct pre-assessment of learner’s reading Sept.15, of test results Master Teachers, Assessment of reading
in English and performance in different key stages using the 2022 through google Filipino/MTB-MLE, tools result
Filipino to identify following tools: sheet and English
learning gaps in English Teachers/ and FilipinoEGRA
Key Stage 1 and Key Gr. 1-3- EGRA Validation of Coordinators Tools for Gr.1-3
Stage 2 Gr. 3-6 -Phil.IRI GST results through
Phil IRI GST for
spot reading Gr. 3-6
Filipino/MTB-MLE test
Gr. 1-2 EGRA English EGRA
Gr. 3- 6 -Phil.IRI GST Tools for Gr.1-3

Supplementary Reading Materials Phil IRI GST for
-Eight-Week Program Gr. 4-6
-Marungko Approach
-Claveria Approach
-Fuller
-Basic Sight Words
-Developing Reading Power
-Moving On:Reading
Test Results-Its Analysis and interpretation
II. QUALITY MOVES
LITERACY
Facilitate reading 1.Reinforcement of Proyektong BUS and Project REACH for being October 1 -360 degree turn EPS Reading Decreased
remediation and responsive to the literacy needs of each learner based on the pre- and onwards around Instructional PSDS Materials - number of
intervention activities test with focus on the levels of questions and Big 6 of Reading Year round Supervisory Visit SH Localized struggling
among identified Observation of MTs and readers
learners A. Phonological Awareness classes Teachers Reference -
Daily practice on rhythm, rhymes, syllables based Increased in
- Conduct of on- the- reading the level of
proficiency
B. Phonics and Word Recognition spot reading test materials
* Daily exercises on phonics, blending, segmentation
*Repeated sounding for mastery -Checking of learning
*Basic Sight Words and teaching
* Marungko Approach materials like charts,
* Fuller Approach flashcards, booklets
etc.
C. Oral Language
* Oral speaking exercises integrated in different learning areas as they
recite.

D. Fluency
Weekly Oral reading activities that involve accuracy, pace, and expression.
This can also be integrated throughout sessions on different learning areas

E. Vocabulary
Daily vocabulary word banking across learning areas at least one to two
words depending on their level.

F. Comprehension
Answer at least 1 reading exercise every other day with BUS or
II. QUALITY MOVES
LITERACY
Monitor and 1. Implement School- Sept. 360 degree turn PSDS, School Supplement Increase
supervise based Project Strand 15, 2022 – around Heads, ary Reading semi-
reading to support Proyektong March , 2023 Instructional All Teachers, Materials literate and
remediation BUS and Project Supervisory Visit Filipino/MTB- literate
and REACH focusing on Observation of MLE, and learners
intervention developing classes English
activities phonological, oral coordinator
among awareness, word 2. Conduct of on-
identified recognition, oral the- spot reading
learners speaking, fluency, test
vocabulary, and
comprehension skills. EPS, PSDSs, LR,
School
2. Operationalize Visitation of Heads, ,Teache Filipino and
Classroom Learning Year round school rs Reading Functional
Resource Center library/reading Filipino/MTB- materials school
Corner/Center (SLRC) hubs MLE, and suited for reading
English respective hubs
coordinators grade levels

II. QUALITY MOVES
LITERACY
Strengthen support Assign reading teachers and Year round Monitor the progress School Head, Human Increased
of stakeholders to encourage the practice of peer of children in different Teachers resources like number of
recover reading teaching reading to sustain the reading classes Filipino/MTB-MLE, volunteers, supportive
gaps school’s reading recovery activities and English teachers, stakeholders
coordinators parents
Grade 2 learners
Implement Project 3Bs sa Monitor the reading and teachers
session of the select LU staff and
STMACES with LU ( Laguna October 22, 2022 learner with the students
University ) to January 2023 reading partners from
LU.

SH
Attending story and Grade 4 learners
Implement Project 3Bs sa reading sessions of and teachers
STMACES wit BHP November 12 and grade 4 learners with BHP volunteers
onwards BHP volunteers

Face to face Grade 3 teachers
monitoring with the and learners
volunteers and
beneficiaries
Reading Tutorial with Reading
Volunteers September to
December 2022
II. QUALITY MOVES
LITERACY
Phase II
Assess and identify Identify the reading skills still not 1st Qtr Monitor progress of the EPS, PSDSs, School Lists of reading Completed list of
reading gaps in mastered based from the results the 2nd Qtr reading skills not mastered Head, skills still not reading skills not
English and Filipino Pre- Assessment and Quarterly Post Test 3rd Qtr Teachers mastered yet mastered
based from data 4th Qtr
gathered in the Pre-
Assessment and
Quarterly Post Test
Link the MELCs and 1. Strategize teaching reading Nov. 2022 -March Informal and Formal School Head Master COT, Accomplished
the needed skills to be activities 2023 Observation of classes Teachers, All Teachers STAR OT, Teacher- Classroom
developed on -one-on-one Made Reading Observation
identified reading gaps -peer teaching intervention Reports with
-by group reading materials with reading
-by class integration across integration across
2. Integrate reading activities across learning areas the learning areas
learning areas in the content of the
reading materials.
3. Conduct attention-grabbing
reading drills and exercises for the
learners that need help at their
convenient time
Monitor and 1. Conduct Quarterly Post Oral Reading May 2023 Monitoring of the reading School Heads, Teacher-Made Increase of least
document the and Written Test for identified semi- recovery activities of each All teachers, Recipient Post Reading Test 15% from the
progress of reading literate and non-literate pupils. class. Learners Tool result pre-test
recovery activities
using the school-based Survey Result of Post
monitoring form Reading Test
Interview
Validation Report
Actual feedbacking
II. QUALITY MOVES
2.Learning Outcomes
Enabling Strategies Time M&E Plan Persons Resources Success

Objectives Frame Involved Indicators
Identify the Profiling of August 31, Monitor Teachers, Form 1 Literacy Rate
learners that learners 2022 profiling School Head
need reading process
remediation in
English and in
Filipino
Identify each Key Conduct of Sept. 01, Monitor the EPSs, PSDSs, EGMA Tool, Numeracy
Stage Learning Diagnostic 2022 result of the School Head, N2TL Rate
gaps using Tests activity Master
different through a Teachers
strategies google link
II. QUALITY MOVES
3. Professional Support
Enabling Objectives Strategies Time M&E Plan Persons Resources Success
Frame Involved Indicators
Capacitate teachers on  Encourage teachers Year round Classroom Reading Reading Materials Capacitated and
teaching reading to attend trainings Observation, Teachers, Sch. trained reading
and webinars Reading Class Head, Resource teachers
 Conduct LAC sessions Observation Speaker
aligned to the
needed skills
 Upgrading the skill of
teachers through
professional sharing
time
 Conduct of CIP
 Produce localized
action researches
Provide TA on Reading Assign teacher mentors to Sept. 2022- Reading Class Reading Improved literacy
Activities for effective guide the activity June 2023 Observation Teachers, Sch. Reading and numeracy rate
implementation of Head Materials
Printing of materials for
intervention program
remediation and
intervention
Provide materials for
printing
II. QUALITY MOVES
4. Socio Emotional Teachers Functioning, Mental Health and Well-being
Enabling Objectives Strategies Time Frame M&E Plan Persons Involved Resources Success Indicators
Capacitate health teachers Participation in Sept. 30-onwards Monitoring of Principal and School Health pamphlets
on the DepEd WinS policy, training courses Attendance Health Coordinator Certificate of Completion
monitoring the program of OK sa DepEd Advisers of the course LEADING
and planning for School Certificate of WINS
improvement Committee like participation
School-level
WASH in Schools
competencies in the (WinS) Massive
implementation of mental Open Online
health program on plan Course (MOOC)
kalusugan sa Department to upgrade
Of Education “OK sa quality of WinS
DEPED” program
implementation
Promotion and protection Conduct of School All year round Monitoring the School Head Rural Health Unit, 100% of the schools will
of mental health and Learning Action Cell mental activities Teachers have Mental Health
general welfare of teachers (SLAC) on Mental indicated in the Barangay Health activities
and learners Health and Action Plan. Workers
Psychosocial
School Nurse
Documented activities
Health Coor
All teachers
II. QUALITY MOVES
4. Socio Emotional Teachers Functioning, Mental Health and Well-being
Protect learners and Access to RHU and October-Nov. Monitoring of Learners and Letter Request 100% of learners are
personnel from the Barangay Health 2022 learners and personnel vaccinated, and
Communication
severe COVID-19 Workers for personnel COVID booster for teachers
Plan
transmission Mobile/Onsite 19 Vaccination
COVID 19 Status Record of
Vaccination of Unvaccinated
unvaccinated Learners
learners
Parents Consent
Approved request
for Onsite COVID
19 vaccination
from SDO Laguna
To uplift learners’ Conduct of Year Round Monitoring of Learners Learner and Documented
awareness on Mental, Wellness school health personnel Teachers Activities
Reproductive Health, Activities like activities parents
and Psychosocial. Zumbrigada,
Psychosocial
activities and
forums
III. FUTURE DIRECTIONS
To monitor implementation of the teaching and learning tasks, as well as the progress of learners, the
activities indicated in the Learning Recovery and Continuity Plan are listed below.
DATES ACTIVITIES PERSONS INVOLVED

Sept. 16, 2022 School Level Analysis of Data
IMLEMENTATION OF STRATEGIES
Year Round Integration of Reading And activities in all learning areas as All Teachers
intervention
Year round at least 1 hour a Conduct of reading and Math remediation All teachers Identified
day Learners
(Guided/Independent Intervention)
Sept.22, 2022 onwards Monitoring of Remedial Classes (Guided/Independent Intervention) School Head All Teachers
Identified learners
October 2022 Construction/Preparation of Teacher’s Made Post Test All Teachers

October 2022 Submission/Evaluation of Teacher’s Made Post Test All Teachers
October 2022 February 2023 Administration of Post Assessment Test on the learning gaps every All Teachers All Learners
March 2023 June 2023 quarter
Last Week of July 2023 SOSA Reporting the Result of the 1st Year of LRCP Implementation School Head All Teachers
Parents
September 2023 LRCP Sustainability
III. FUTURE DIRECTIONS
To monitor implementation of the teaching and learning tasks, as well as the progress of learners, the
activities indicated in the Learning Recovery and Continuity Plan are listed below.
DATES ACTIVITIES PERSONS INVOLVED
August 19, 2022 Meeting with all the teachers and Master Teachers School Head, Master Teachers
August 22, 2022 Organization of LRCP Team School Head, Master Teachers
August 26, 2022 Group Planning by Grade Level School Head, All Teachers
August 30, 2022 Provision of Technical Assistance EPSs, PSDs, School Head, Master Teachers
September 2, Parents’ Orientation/ Meeting School Head , Teachers, Parents

2022
September 2, Teachers’ Orientation School Head, Teachers
2022
September 2022 Printing/production/ preparation of Assessment PSDS, School Head, Teachers
Tools
September 08- Administration Pre-Assessment Test School Head, All Teachers, All learners
10, 2022
September 11- Profiling of/Identifying learners with learning gaps by All teachers, All Learners
13, 2022
September 14, Submission of reports on Pre-Assessment Test ( no. EPSs, PSDS, SH, Teachers
2022 of learners with LLs and LGs)
ANNEXES
EGRA FILIPINO CONSOLIDATED
Grade 1
Component 1-Oryentasyon sa Nakalimbag
PAARALAN KABUUANG Handa Hindi Handa

BILANG NG Mean MPS
MAG-
Bilang % Bilang %
AARAL
1. Magalang 31 21 68% 10 32% 8.81 88.06
2. Matapat 32 8 25% 24 75% 8.69 86.88
3. Matipid 34 5 15% 29 85% 7.97 79.71
4. Maagap 32 6 19% 26 81% 7.81 78.13
5. Masayahin 31 7 23% 24 77% 7.97 79.71
6. Masikap 33 9 13% 24 73% 7.65 76.47
7.Masipag 28 5 18% 23 82% 7.79 77.867
Total 221 61 28% 160 72% 7.838571 80.97529
ANNEXES
Grade 1
Component 2 -Kaalaaman sa Letra Component 3a -Kaalaman sa mga tunog ng Letra Component 3b-Pagkilala ng mga Inisyal na Tunog
Literate (Level 3) Semi-Literate (Level 2) Non-Literate (Level 1 ) Literate (Level 3) Semi-Literate (Level 2) Non-Literate (Level 1 )
Literate (Level 3) Semi-Literate (Level 2) Non-Literate (Level 1 )
Mean MPS Mean MPS Mean MPS
Bilang % Bilang % Bilang % Bilang % Bilang % Bilang % Bilang Bilang Bilang
% % %
23 74% 4 13% 4 13% 8.61 86.07 22 71% 4 13% 5 16% 8.58 85.81 22 71% 4 13% 5 16% 8.55 85.48
17 53% 10 31% 5 16% 8.5 85 15 47% 13 41% 4 13% 8.44 84.38 15 47% 11 34% 6 19% 8.34 83.44
14 41% 14 41% 6 18% 7.65 76.47 14 41% 15 44% 5 15% 7.38 73.82 14 41% 14 41% 6 18% 7.03 70.29
14 44% 10 31% 8 25% 7.74 77.42 15 47% 10 31% 7 22% 7.53 75.31 16 50% 10 31% 6 19% 7.38 73.82
13 42% 10 32% 8 26% 7.65 76.47 12 39% 15 48% 4 13% 7.53 75.31 12 39% 13 42% 6 19% 7.38 73.82
15 45% 10 30% 8 24% 7.65 76.47 17 52% 10 30% 6 18% 7.38 73.82 17 52% 10 30% 6 18% 7.03 70.29
4 14% 5 18% 19 68% 7.07 70.71 2 7% 3 11% 23 82% 6.93 69.29 4 14% 5 18% 19 68% 6.5 65
100 45% 63 29% 58 26% 7.838571 78.37286 97 44% 70 32% 54 24% 7.681429 76.82 100 45% 67 30% 54 24% 7.458571 74.59143
ANNEXES
Grade 1
Component 4 Pagbabasa ng mga Pamilyar na Salita Component 5-Pagkilala sa mga salitang walang kahulugan Component 6-Katatasan sa pasalitang pagbasa
Literate (Level 3) Semi-Literate (Level 2) Non-Literate (Level 1 ) Literate (Level 3) Semi-Literate (Level 2) Non-Literate (Level 1 ) Literate (Level 3) Semi-Literate (Level 2) Non-Literate (Level 1 )
Bilang Bilang Bilang Bilang Bilang Bilang Bilang Bilang Bilang
% % % % % % % % %
18 58% 4 13% 9 29% 8.39 83.87 16 52% 5 16% 10 32% 8.13 81.29 18 58% 8 26% 5 16% 7.9 79.03
5 16% 7 22% 20 63% 8.19 81.88 5 16% 6 19% 21 66% 7.97 79.69 5 16% 8 25% 19 59% 7.81 78.13
7 21% 9 26% 18 53% 7.15 71.47 7 21% 10 29% 17 50% 6.94 69.41 7 21% 10 29% 17 50% 6.85 68.48
4 13% 6 19% 22 69% 7.34 73.84 3 9% 4 13% 25 78% 7.229 72.96 5 16% 7 22% 20 63% 6.85 68.48
6 19% 7 23% 18 58% 7.15 71.47 4 13% 5 16% 22 71% 6.94 69.41 4 13% 8 26% 19 61% 6.85 68.48
8 24% 10 30% 15 45% 8 24% 5 15% 20 61% 7.22 72.96 8 24% 10 30% 15 45% 6.18 61.76
0 0% 5 18% 23 82% 6.14 61.43 0 0% 3 11% 25 89% 5.68 56.79 0 0% 2 7% 26 93% 4.75 47.5
48 22% 48 22% 125 57% 7.393333 73.99333 43 19% 38 17% 140 63% 7.158429 502.51 47 21% 53 24% 121 55% 47.19 471.86
ANNEXES
Grade 1
Co mpo nent 7- Lis tening Co mprehens io n P ag-unawa s a napakinggan Component 8-Pagdidikta LITERATE (Level 3) SEMI-LITERATE (Level 2) NON-LITERATE (Level 1)
MEAN MPS
Literate (Level 3) Semi-Literate (Level 2) Non-Literate (Level 1 ) Literate (Level 3) Semi-Literate (Level 2) Non-Literate (Level 1 ) NO. OF NO. OF NO. OF
Mean MPS Mean MPS #VALUE! % %
LEARNERS LEARNERS LEARNERS
Bilang Bilang Bilang Bilang Bilang Bilang
% % % % % %
16 52% 9 29% 6 19% 7.84 78.39 15 48% 10 32% 6 19% 7.74 77 11 35% 9 29% 11 35% 7.84 78.39
10 31% 12 38% 10 31% 7.66 76.56 4 13% 6 19% 22 69% 7.53 75.31 9 28% 11 34% 12 38% 7.66 76.56
6 18% 11 32% 17 50% 6.18 61.76 6 18% 11 32% 17 50% 6.18 61.76 10 29% 10 29% 14 41% 6.18 61.76
7 22% 11 34% 14 44% 6.05 60.5 3 9% 4 13% 25 78% 6 60.02 6 19% 12 38% 14 44% 6.05 60.5
9 29% 10 32% 12 39% 6.05 60.5 2 6% 6 19% 23 74% 6.18 61.76 5 16% 14 45% 12 39% 6.05 60.5
4 12% 9 27% 20 61% 6.18 61.76 3 9% 5 15% 25 76% 6 60.02 4 12% 15 45% 14 42% 6.18 61.76
0 0% 0 0% 28 4% 4.29 42.86 0 0% 2 7% 26 93% 4.07 40.71 2 7% 9 32% 17 61% 4.29 42.86
52 24% 62 28% 107 4% 44.25 442.33 33 15% 44 20% 144 65% 43.7 62.36857 47 21% 80 36% 94 43% 6.32 63.19
ANNEXES
Grade 2
Grade 2
Component 1-Oryentasyon sa Nakalimbag Component 2 -Kaalaaman sa Letra
PAARALAN KABUUANG Handa Hindi Handa Literate (Level 3) Semi-Literate (Level 2) Non-Literate (Level 1 )
BILANG NG Mean MPS Mean MPS
MAG-
Bilang % Bilang % Bilang % Bilang % Bilang %
AARAL
1. Narra 30 30 100% 0 0% 30 100% 30 100% 0 0% 0 0% 30 100%
2. Acacia 32 14 43.75% 18 56.25% 2.19 72.91 12 37.50% 11 34.37% 9 28.12% 6.6875 66.87
3. Apitong 32 19 59.37 13 40.62 2.43 81.25 9 28.12% 12 37.50% 11 34.37% 6.69 66.87
4. Mahogany 33 19 58% 14 42% 2.36 78.67 12 36.37% 10 30.30% 11 33.33% 6.65 66.5
5. Yakal 33 16 48.48% 17 51.52% 2.24 7.47 13 39.40% 9 27.27% 11 33.33% 6.73 22.42
6.Molave 33 33 100% 0 0% 7.36 73.64 30 91% 3 9% 0 0% 6.58 65.76
Total 193 131 52% 62 48% 3.36 59.13 106 47% 45 23% 42 32% 10.56 64.74
ANNEXES
Grade 2
Component 3a -Kaalaman sa mga tunog ng Letra Component 3b-Pagkilala ng mga Inisyal na Tunog Component 4 Pagbabasa ng mga Pamilyar na Salita

Bilang % Bilang % Bilang % Bilang Bilang Bilang Bilang Bilang Bilang
% % % % % %
30 100% 0 0% 0 0% 30 100% 30 100% 0 0% 0 0% 30 100% 24 80% 6 20% 0 0% 24.3 81%
16 50.00% 7 21.87% 9 28.12% 7.0312 70.31 16 50.00% 7 21.87% 9 28.12% 6.8437 68.43 14 43.75% 9 28.12% 9 28.12% 6.8125 68.12
9 28.12% 16 50.00% 7 21.87% 7.03 70.31 16 50.00% 9 28.12% 7 21.87% 6.84 68.43 9 28.12% 14 43.75% 9 28.12% 6.81 68.12
14 42.42% 10 30.30% 9 27.27% 7.01 70.1 14 42.42% 9 27.27% 10 30.30% 6.98 69.8 13 39.39% 11 33.33% 9 27.27% 6.76 67.6
17 51.52% 5 15.15% 11 33.33% 6.97 23.23 14 42.43% 10 30.30% 9 27.27% 6.85 22.83 16 48.49% 9 27.27% 8 24.24% 6.91 23.03
28 85% 3 9% 2 6% 6.24 62.42 28 85% 3 9% 2 6% 6.24 62.42 26 79% 4 12% 3 9% 5.73 57.27
114 60% 41 21% 38 23% 10.71 66.06 118 62% 38 19% 37 19% 10.63 65.31 102 53% 53 27% 38 19% 9.55 60.86
ANNEXES
Grade 2
Component 5-Pagkilala sa mga salitang walang kahulugan Component 6-Katatasan sa pasalitang pagbasa Co mpo nent 7- Lis tening Co mprehens io n P ag-unawa s a napakinggan
% % % % % % % % %
24 80% 6 20% 0 0% 24.3 81% 21 9 0 21 70% 7 23% 2 7% 50 71%
14 43.75% 9 28.12% 9 28.12% 6.96875 69.6875 6 18.75% 8 25.00% 18 56.25% 2.46875 49.375 6 18.75% 8 25.00% 18 56.25% 2.53125 50.625
14 43.75% 9 28.12% 9 28.12% 6.97 69.69 8 25.00% 6 18.75% 18 56.25% 2.47 4938 8 56.25% 6 25.00% 18 56.25% 2.53 50.63
13 39.39% 11 33.33% 9 27.27% 6.72 67.2 6 18.18% 8 24.24% 19 57.58 2.45 49 6 18.18% 7 21.21% 20 60.60 2.44 48.8
12 36.37% 10 30.30% 11 33.33% 6.61 22.02 5 15.15% 10 30.30% 18 54.55% 3.67 12.22 5 15.15% 10 30.30% 18 54.55% 3.3 11.01
23 70% 6 18% 4 12% 5.33 53.33 5 15% 13 39% 15 45% 4.85 48.48 5 15% 11 33% 17 52% 4.88 48.79
100 52% 51 26% 42 21% 9.48 60.49 51 27% 54 28% 88 45% 10.96 46.58 51 32% 49 26% 93 48% 10.95 46.81
ANNEXES
Grade 2
ANNEXES
Grade 3
Grade 3
Component 1-Oryentasyon sa Nakalimbag Component 2 -Kaalaaman sa Letra
PAARALAN KABUUANG Handa Hindi Handa Literate (Level 3) Semi-Literate (Level 2) Non-Literate (Level 1 )
BILANG NG Mean MPS Mean MPS
MAG-
Bilang % Bilang % Bilang % Bilang % Bilang %
AARAL
III-SAMPAGUITA 31 31 100 0 0 40.00 100 31 100 0 0 0 0 40.00 100
III-CAMIA 26 26 100 0 0 26.73 89.1 5 19 11 42 10 38 17.00 56.67
III-ILANG-ILANG 29 26 90 3 10 28.58 95 3 10 7 24 19 66 18.69 62.3
III-ROSAS 28 28 100 0 0 40.00 100 4 14 5 18 20 71 15.24 50.8
III-WALING-WALING 25 16 64 9 36 13.48 53.92 20 80 3 12 2 8 16.52 66.08
III-GUMAMELA 27 22 81 5 19 2.44 81.33 20 74 3 11 4 15 5.41 54.1
III-SANTAN 24 24 100 0 0 3.00 100 2 8 5 21 17 71 1.38 45.83
Total 190 173 91 17 9 22.03 88.47 85 44 34 18 72 38 16.32 62.25
ANNEXES
Grade 3
Component 3a -Kaalaman sa mga tunog ng Letra Component 3b-Pagkilala ng mga Inisyal na Tunog Component 4 Pagbabasa ng mga Pamilyar na Salita

Bilang % Bilang % Bilang % Bilang Bilang Bilang Bilang Bilang Bilang
% % % % % %
31 100 0 0 0 0 40.00 100 31 100 0 0 0 0 40 100.00 27 87 4 13 0 0 37.42 93.55
5 19 7 27 14 54 16.35 54.49 6 23 7 27 13 50 22 55.00 6 23 9 37 11 42 23.08 57.69
4 14 7 24 18 62 20.27 67.56 2 7 7 24 20 69 17.17 42.93 3 12 5 19 21 72 17.97 44.91
4 14 8 29 16 57 19.57 48.93 4 14 6 21 18 64 18.64 61.75 3 11 8 28 17 61 19.14 47.86
15 60 6 24 4 16 11.08 44.32 12 48 6 24 7 28 9.16 36.64 8 32 7 28 10 40 8.52 34.08
7 26 13 48 4 15 5.74 57.4 9 33 11 41 7 26 5.04 50.40 8 30 9 33 10 37 4.81 48.1
2 8 5 21 17 71 59.58 59.58 2 8 5 21 17 71 5.33 53.33 2 8 4 17 18 75 31.92 63.83
68 34 46 25 73 39 24.66 61.75 66 33 42 23 82 44 16.76 57.15 57 29 46 25 12 47 20.4 55.17
ANNEXES
Grade 3
Component 5-Pagkilala sa mga salitang walang kahulugan Component 6-Katatasan sa pasalitang pagbasa Co mpo nent 7- Lis tening Co mprehens io n P ag-unawa s a napakinggan
% % % % % % % % %
20 65 10 32 1 3 31.74 79.35 21 68 8 26 2 6 28.52 71.29 20 65 7 23 3 12 22 56
5 19 7 27 14 54 21.04 52.6 5 19 7 27 14 54 22.62 65.54 8 31 8 31 10 38 24 61
2 7 3 10 23 80 16.03 40.09 3 10 7 24 19 66 19.41 48.53 3 10 6 21 20 69 19 47
3 11 9 32 16 57 20.04 50.09 2 7 8 29 18 64 19.11 47.77 4 14 9 32 13 46 20 49
6 24 8 32 11 44 8.84 35.36 5 20 12 48 8 32 9.32 37.28 3 12 10 40 12 48 10 40
11 41 6 86 10 37 5.63 56.3 8 30 9 33 10 37 3.96 56.57 8 30 14 52 5 19 3 57
2 8 4 17 18 75 31.92 63.83 2 8 3 13 19 79 40.42 67.36 2 8 3 13 19 79 2 32
49 25 47 34 93 50 19.32 54.94 46 23 54 29 90 48 20.48 56.33 48 24 57 30 82 44 14 49
ANNEXES
Grade 3
Component 8-Pagdidikta LITERATE (Level 3) SEMI-LITERATE (Level 2) NON-LITERATE (Level 1)

MEAN MPS
Literate (Level 3) Semi-Literate (Level 2) Non-Literate (Level 1 ) NO. OF NO. OF NO. OF
Mean MPS % % %
LEARNERS LEARNERS LEARNERS
Bilang Bilang Bilang
% % %
20 65 8 26 3 9 27.90 69.79 25 81 5 16 1 32 31.23 78.08
9 39 9 26 8 35 15.19 62.98 6 23 12 46 8 31 23.42 56.56
3 10 5 17 21 73 18.24 45.6 2 7 7 24 20 69 17.00 42.50
3 11 9 32 13 46 18.18 45.45 3 11 11 39 14 50 16.18 40.45
3 12 5 20 17 68 12.92 51.68 6 24 8 32 11 44 8.84 35.36
8 30 11 41 8 30 3.70 46.25 8 30 9 33 10 37 4.40 56.40
4 17 5 21 15 63 7.92 52.78 2 8 4 17 18 75 26.58 66.46
50 26 52 26 85 46 14.86 53.5 52 27 56 27 82 51 18.24 53.69
ANNEXES
EGRA ENGLISH CONSOLIDATED
STARTER: ORIENTATION TO PRINT
ENROLMENT Whe n you g e t to the e nd of
Point to me whe re would Point to me wha t words you
the line ,
you be g in to re a d ? would re a d ne xt
SCHOOL whre would you re a d
No No No
Inc orre c Inc orre c Inc orre c
M F T Corre c t
t
Re spo n Corre c t t
Re spo n Corre c t t
Re spo n
d d d
G RADE 1 118 103 221 163 33 25 163 32 25 156 39 26
G RADE 2 101 92 193 185 6 2 175 12 4 149 30 11
GRADE 3 99 91 190 181 9 0 147 37 6 122 42 6
Tot a l 318 286 604 529 48 27 485 27 35 427 111 43

ANNEXES
Compone nt 1 -Le tter Knowle dg e Compone nt 2 -Phone mic Aware ne ss Compone nt 3-Le tter Sound Knowle dg e
Indepe ndent Instructiona l Frustra tion Inde pe nde nt Instruc tiona l Frustra tion Independent Instructiona l Frustra tion
No % No % No % No % No % No % No % No % No %
78 35 91 40 53 25 54 25 79 35 88 40 61 28 86 38 74 34
38 21 55 28 100 52 37 19 54 28 101 52 39 20 54 28 100 52
32 15 37 20 120 65 32 17 32 19 102 64 36 19 32 17 110 64
148 27 183 29 273 47 123 20 165 27 291 52 136 22 172 28 284 50

ANNEXES
Compone nt 4 - Fa milia r Word Rea ding Component 5 - Unfa milia r Word Re a ding Component 6-Ora l Pa ssa g e Re a ding
Indepe nde nt Instruc tiona l Frustra tion Inde pende nt Instructiona l Frustra tion Inde pe ndent Instruc tiona l Frustra tion
45 20 54 25 122 55 24 11 38 17 159 72 12 5 20 9 189 86
24 12 54 28 115 60 21 11 61 32 111 58 2 1 28 15 161 83
29 14 35 18 125 68 24 12 35 18 131 70 25 12 31 16 134 72
98 15 143 24 362 61 69 11 134 22 401 67 39 6 79 13 484 80

ANNEXES
COMPONENT 6b: Rea ding Compre hension COMPONENT 7: Liste ning Compre hension COMPONENT 8: Dicta tion
Inde pende nt Instructiona l Frustra tion Inde pe ndent Instructiona l Frustra tion Inde pe ndent Instructiona l Frustra tion
11 9 19 11 191 80 12 6 20 9 188 85 11 5 17 8 193 87
7 4 55 28 121 63 16 8 33 17 138 72 8 4 67 35 118 61
35 21 39 24 91 55 37 21 33 18 101 61 25 12 45 25 116 63
53 11 113 11 403 66 65 12 86 15 427 73 44 7 129 23 427 70

ANNEXES
Ind e p e nd e nt Instruc tio na l Frustra tio n
NO . O F NO . O F NO . O F
M EAN M PS
LEARNE % LEARNE % LEARNE %
RS RS RS
14 6 18 8 189 86 12.87 42.96
5 3 37 19 139 72 4.21 42.09
23 11 48 24 119 65 18.92 47.30
42 7 103 17 447 74 15.09 31.49

ANNEXES
PHIL IRI GST FILIPINO CONSOLIDATED
ORAL
SILENT READING READING
BILANG NG TAMANG SAGOT (AYON SA URI ANTAS

Marka Marka
NAKAKUHA NG TANONG ) PAGBASA
Kabuuang
BAITANG NG
Marka
PAGTATASA
Paghihinuha Kritikal/Pag- Di-
Literal < 14 ≥ 14 NAKABA
(Inferential) aanalisa
BASA
(Non-
√ or X 20 Reader)
III 189 3.82 3.58 1.59 8.99 164 25 30
IV 206 6.08 6.36 1.78 13.57 92 114 20
V 228 4.06 4.61 3.53 12.72 125 103 16
VI 164 1.50 3.84 3.42 8.75 160 4 0

ANNEXES
PHIL IRI GST ENGLISH CONSOLIDATED
SILENT READING ORAL READING
ANTAS
NAKAKUHA NG Marka Marka
No. PANGALAN PAGBASA
PAGTATASA
< 14 ≥ 14 Di-
NAKABABASA
√ or X (Non-Reader)
1 GRADE IV 202 140 62 44
2 GRADE V 228 172 56 23
3 GRADE VI 164 153 11 0

TOTAL 594 465 129 67
ANNEXES
EGMA CONSOLIDATED
Grade 1
MAGALANG MATAPAT MATIPID MAAGAP MASAYAHIN MASIKAP MASIPAG
DESIRED 7 3 4 1 0 0 0 15
INDEPENDENT 15 15 10 7 6 8 6 67
GUIDED 9 13 20 24 24 25 23 138
31 31 34 32 30 33 29 220
%
DESIRED 15 6.81%
INDEPENDENT 67 30% %
GUIDED 138 67.73%
6.81%
30% DESIRED 15
INDEPENDENT 67
GUIDED 138
67.73%
LEGEND
DESIRABLE For Advance & Highly Numerate - Desirable level, no intervention needed and may proceed to the next level
For Numerate - shall undergo independent intervention on the identified least mastered basic skill/s only and may proceed to the next level
INDEPENDENT after passing the post test
For Non-Numerate & Low Numerate - shall undergo guided intervention on all topics and basic skills being mastered, then independent
GUIDED intervention shall be done and may proceed to the next level after passing the post test.
ANNEXES
EGMA CONSOLIDATED
Grade 2
NARRA API TONG ACACI A MOLAVE MAHOGANY YAKAL
DESIRED 2 0 0 0 4 0 6
INDEPENDENT 22 4 0 0 7 11 44
GUIDED 6 29 32 33 22 21 143
30 33 32 33 33 32 193
%
DESIRED 6 3.10%
INDEPENDENT 44 23%
GUIDED 143 74.09%
GRADE 2
3%
23%
DESIRED
74% INDEPENDENT
GUIDED
ANNEXES
EGMA CONSOLIDATED
Grade 3
SAMPAGUITA CAMIA ILANG-ILANG ROSAS WALING-WALING GUMAMELA SANTAN
DESIRED 1 2 0 0 1 0 0 4
INDEPENDENT 14 7 1 1 6 2 7 38
GUIDED 16 17 28 27 18 24 18 148
31 26 29 28 25 26 25 190
%
DESIRED 4 2.10%
INDEPENDENT 38 20%
GUIDED 148 77.89%
EGMA GRADE 3
2.10%
20%
DESIRED
INDEPENDENT
GUIDED
77.89%
LEGEND
DESIRABLE For Advance & Highly Numerate - Desirable level, no intervention needed and may proceed to the next level
For Numerate - shall undergo independent intervention on the identified least mastered basic skill/s only and may proceed to the
INDEPENDENT next level after passing the post test
For Non-Numerate & Low Numerate - shall undergo guided intervention on all topics and basic skills being mastered, then
independent intervention shall be done and may proceed to the next level after passing the post test.
GUIDED
ANNEXES
NIT2L
Grade 4
NUMERACY LEVEL OF GRADE 4 LEARNERS
CATEGORY Total % NUMERACY LEVEL OF GRADE
Advanced Numerate 0 #REF!
High Numerate #REF! #REF! 4
Numerate 12 #REF! 0% 6%
Low Numerate 176 #REF! 0%
Advanced Numerate
Non-Numerate 18 #REF! 9% High Numerate
OVERALL TOTAL #REF! #REF!
Numerate
Low Numerate
PER NUMERACY SKILL Non-Numerate
Actual Examinee: 253
85%
NOTE:
Reading and Writing of Numbers Ordering and Comparing Performing Operations Performing Operations Analyzing Patterns &
of Numbers on Numbers on Numbers Graphs & Handling Data
A. Whole Numbers 192 108 91 60 128 97 79 29 107 80 ITEM NUMERACY SKILL
B. Integers 0 0 0 0 0 0 0 0 0 0 1-2 Reading and Writing of Numbers
C. Rational Numbers 101 74 108 45 54 66 53 61 59 61 3-4 Ordering and Comparing of Numbers
D. Decimals 75 53 57 61 59 57 48 122 45 59 5-6 Performing Operations on Numbers
7-8 Problem Solving and Number Sense
9-10 Analyzing Patterns & Graphs & Handling Data
Whole Numbers Integers Rational Numbers
Decimals
Reading and Writing of Numbers PER NUMERACY
150 0 SKILL 64(GRADE 4)
88
Ordering
100and Comparing of Numbers 76 0 77 59
Performing
90 Operations on Numbers 113 0 60 58
Problem80Solving and Number Sense 54 0 57 85
70
Analyzing
60 Patterns & Graphs & Handling
94Data 0 60 52
50
40
30 Whole NumbersIntegers Rational Numbers
Decimals
Reading20and Writing of Numbers 59.3 0.0 34.6 25.3
10
Ordering 0and Comparing of Numbers 29.8 0.0 30.2 23.3
Performing Operations
Wholeon Numbers 44.5
Numbers 0.0
Integers 23.7 22.9
Rational Numbers Decimals
Problem Solving and Number Sense 21.3 0.0 22.5 33.6
Analyzing Patterns & Graphs & Handling
37.0Data 0.0 23.7 20.6
Reading and Writing of Numbers Ordering and Comparing of Numbers
Performing Operations on Numbers Problem Solving and Number Sense
Analyzing Patterns & Graphs & Handling Data
ANNEXES
NIT2L
Grade 5
CATEGORY Total % NUMERACY LEVEL OF GRADE 5
Advanced Numerate 0 0.0
1%
High Numerate 0 0.0 0%
Numerate 63 27.6
Low Numerate 162 71.1 Advanced Numerate
Non-Numerate 3 1.3 28% High Numerate
OVERALL TOTAL 228 100.0
Numerate
Low Numerate
PER NUMERACY SKILL 71% Non-Numerate
NOTE:
Reading and Writing of Numbers Ordering and Performing Operations Performing Operations Analyzing Patterns &
Comparing of Numbers on Numbers on Numbers Graphs & Handling Data
Decimals
Reading and Writing of Numbers PER NUMERACY SKILL (GRADE 5)
129 107 135 64
Ordering
Performing
90 Operations on Numbers 67 75 102 76
70
Analyzing
80Data 8 77 92
50
40
Decimals
10
Ordering 0and Comparing of Numbers 43.9 21.5 23.1 29.1
Numbers 29.4
Integers 40.3 29.8
31.4Data 3.2 30.2 36.2
ANNEXES
NIT2L
Grade 6
CATEGORY Total % NUMERACY LEVEL OF GRADE 6
Advanced Numerate 0 0.0
High Numerate 0 0.0 0% 0% 4%
Numerate 6 3.7
Low Numerate 112 68.3 Advanced Numerate
Non-Numerate 46 28.0 28% High Numerate
OVERALL TOTAL 164 100.0 Numerate
Low Numerate
68% Non-Numerate
PER NUMERACY SKILL
NOTE:
Reading and Writing of Numbers Ordering and Performing Operations Performing Operations Analyzing Patterns &
Comparing of Numbers on Numbers on Numbers Graphs & Handling Data
Decimals
Reading and Writing of Numbers PER NUMERACY
139 0 SKILL 36(GRADE 6)
111
Ordering
90 Operations on Numbers
Performing 110 0 42 48
80
Analyzing
113Data 0 64 79
50
40
Decimals
10
Ordering0and Comparing of Numbers 35.4 0.0 27.1 21.3
Numbers 0.0
Integers 16.6 19.0
44.7Data 0.0 25.1 31.2

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SCHOOL LEARNING RECOVERY

CONTINUITY PLAN (SLRCP)

As we started this SY 2022-2023, we are guided by DO #34, s. 2022 in making a smooth

Analyzing the results of the Early Grade Reading Assessment (EGRA)

On the other hand, in English, frustration level is 74% , 7% is under

Grade Level Enrolment Advanced and Numerate Non-

One 220 15 6.81% 67 30% 138 67.73%

Two 193 6 3.10% 44 23% 143 74.09%

Three 190 4 2.10% 38 20% 148 77.89%

603 25 4.14% 149 24.71% 429 71.15%

Strengthen the prior skills and knowledge

Train the teachers in implementing remediation

Maximize the use of existing resources

Activate and accelerate the learning

Conduct programs, projects and activities

Engage with the stakeholders and partners in

Sustain the progressive recovery of learning

Enabling Strategies Time M&E Plan Persons Resources Success

4. Socio Emotional Teachers Functioning, Mental Health and Well-being

4. Socio Emotional Teachers Functioning, Mental Health and Well-being

DATES ACTIVITIES PERSONS INVOLVED

October 2022 Construction/Preparation of Teacher’s Made Post Test All Teachers

September 2, Parents’ Orientation/ Meeting School Head , Teachers, Parents

Component 1-Oryentasyon sa Nakalimbag

PAARALAN KABUUANG Handa Hindi Handa

Component 1-Oryentasyon sa Nakalimbag Component 2 -Kaalaaman sa Letra

Literate (Level 3) Semi-Literate (Level 2) Non-Literate (Level 1 )

Component 1-Oryentasyon sa Nakalimbag Component 2 -Kaalaaman sa Letra

Literate (Level 3) Semi-Literate (Level 2) Non-Literate (Level 1 )

Component 8-Pagdidikta LITERATE (Level 3) SEMI-LITERATE (Level 2) NON-LITERATE (Level 1)

G RADE 1 118 103 221 163 33 25 163 32 25 156 39 26

G RADE 2 101 92 193 185 6 2 175 12 4 149 30 11

GRADE 3 99 91 190 181 9 0 147 37 6 122 42 6

Tot a l 318 286 604 529 48 27 485 27 35 427 111 43

38 21 55 28 100 52 37 19 54 28 101 52 39 20 54 28 100 52

32 15 37 20 120 65 32 17 32 19 102 64 36 19 32 17 110 64

148 27 183 29 273 47 123 20 165 27 291 52 136 22 172 28 284 50

45 20 54 25 122 55 24 11 38 17 159 72 12 5 20 9 189 86

24 12 54 28 115 60 21 11 61 32 111 58 2 1 28 15 161 83

29 14 35 18 125 68 24 12 35 18 131 70 25 12 31 16 134 72

98 15 143 24 362 61 69 11 134 22 401 67 39 6 79 13 484 80

11 9 19 11 191 80 12 6 20 9 188 85 11 5 17 8 193 87

7 4 55 28 121 63 16 8 33 17 138 72 8 4 67 35 118 61

53 11 113 11 403 66 65 12 86 15 427 73 44 7 129 23 427 70

Ind e p e nd e nt Instruc tio na l Frustra tio n

14 6 18 8 189 86 12.87 42.96

5 3 37 19 139 72 4.21 42.09

23 11 48 24 119 65 18.92 47.30

42 7 103 17 447 74 15.09 31.49

BILANG NG TAMANG SAGOT (AYON SA URI ANTAS

IV 206 6.08 6.36 1.78 13.57 92 114 20

V 228 4.06 4.61 3.53 12.72 125 103 16

VI 164 1.50 3.84 3.42 8.75 160 4 0

SILENT READING ORAL READING

1 GRADE IV 202 140 62 44

2 GRADE V 228 172 56 23

3 GRADE VI 164 153 11 0