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SCHOOL MONITORING & EVALUATION PLAN ADJUSTMENT. MONROE L. OBUYES,PI School Head/ Magsaysay ES.
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TOTAL ENROLMENT. Quarter Male Female Total 1ST 248 200 448 2ND 250 203 453.
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DROPOUTS. Quarter Male Female Total 1ST 2 1 3 2ND 0 0 0.
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LARDO. 1ST QUARTER Grade Male Female Total VI- Molave 3 0 3.
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FAILING LEARNERS. 1st QUARTER Male Female Total 15 6 21 2ND QUARTER Male Female Total 14 2 16.
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PASSING LEARNERS. 1st QUARTER Male Female Total 229 198 427 2ND QUARTER Male Female Total 236 201 437.
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MPS ( 1ST & 2ND QUARTER ). 1ST READING & LITERACY FILIPINO ENGLISH MATH SCIENCE AP/ MAKABANSA ESP/ GMRC EPP/ T.L.E. MAPEH 75.069999999999993 57.99 50.23 55.65 52.97 56.35 64.41 49.04 55.17 2ND READING & LITERACY FILIPINO ENGLISH MATH SCIENCE AP/ MAKABANSA ESP/ GMRC EPP/ T.L.E. MAPEH 69.510000000000005 57.74 46 57.13 52.61 54.17 71.430000000000007 55.72 60.52.
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ECCD. ENROLMENT Significant Delay in Overall Develop-ment Slight Delay in Overall Development Average in Overall Development Slightly Advance Development Highly Advanced Development TOTAL M F T M F T M F T M F T M F T M F T 27 30 57 4 0 4 5 4 9 20 24 44 0 0 0 0 0 0 57.
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1ST QUARTER CRLA. GRADE LANGUAGE SEX NO. OF PUPILS ENROLLED NO. OF LEARNERS ASSESSED ASSESSMENT PART 1: READING LEVEL FULL REFRESHER MODERATE REFRESHER LIGHT REFRESHER GRADE LEVEL READY Grade 1-3 Filipino/ MTB Male 112 112 40 5 19 48 Female 81 81 20 5 5 51 TOTAL 193 193 60 10 24 99 Grade 3 English Male 42 42 8 7 7 20 Female 34 34 4 3 6 21 TOTAL 76 76 12 10 13 41 GRAND TOTAL 269 269 72 20 37 140.
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1ST QUARTER CRLA. GRADE LANGUAGE SEX NO. OF PUPILS ENROLLED NO. OF LEARNERS ASSESSED ASSESSMENT PART 1: READING LEVEL LOW EMERGING READER HIGH EMERGING READER DEVELOPING READER TRAN-SITIONING READER READING AT GRADE LEVEL Grade 1-3 Filipino/ MTB Male 112 112 41 8 11 41 11 Female 81 81 22 2 3 43 11 TOTAL 193 193 63 10 14 84 22 Grade 3 English Male 42 42 8 3 7 23 1 Female 34 34 4 1 8 15 6 TOTAL 76 76 12 4 15 38 7 GRAND TOTAL 269 269 75 14 29 122 29.
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1ST QUARTER PHIL - IRI. GRADE NO. OF PUPILS ENROLLED GST PASSERS 2-LEVEL DOWN (SCORE BETWEEN 8-13) 3-LEVEL DOWN (SCORE BETWEEN 0-7) INDEPENDENT INSTRUCTIONAL FRUSTRA TION TOTAL INDEPENDENT INSTRUCTIONAL FRUSTRATION TOTAL Grade 4 68 54 1 5 2 8 1 1 4 6 Grade 5 67 29 10 6 7 23 5 4 6 15 Grade 6 57 1 15 6 1 27 11 14 4 29 TOTAL 192 84 26 17 10 58 17 19 14 50.
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1ST QUARTER PHIL - IRI. GRADE NO. OF PUPILS ENROLLED GST PASSERS 2-LEVEL DOWN (SCORE BETWEEN 8-13) 3-LEVEL DOWN (SCORE BETWEEN 0-7) INDEPENDENT INSTRUCTIONAL FRUSTRA TION TOTAL INDEPENDENT INSTRUCTIONAL FRUSTRATION TOTAL Grade 4 68 25 1 2 15 18 3 3 19 25 Grade 5 67 10 11 7 13 31 4 8 14 26 Grade 6 57 5 17 6 2 25 10 13 4 27 TOTAL 192 40 29 15 30 74 17 24 37 78.
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RMA. TOTAL NO. OF PUPILS ENROLLED NO. OF LEAR-NERS ASSESSED NO. OF LEARNERS ASSESSED Emerging (Not Proficient) Emerging (Low Proficient) Developing (Nearly Proficient) Transitioning (Proficient) At Grade Level (Highly Proficient) 385 383 146 136 38 31 15.
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NO. OF NON-NUMERATES. GRADE LEVEL NO. OF LEARNERS 1 7 2 17 3 18 4 33 5 26 6 45 TOTAL 146.
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AMOUNT GENERATED FROM PARTNERS (in Cash). 1ST QUARTER PHP 86,618.00.
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AMOUNT GENERATED FROM PARTNERS (in Kind converted to Cash).
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PERCENTAGE OF LIQUIDATION REPORT. PERCENTAGE OF FUND LIQUIDATED 100%.
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CHALLENGES ENCOUNTERED AND ACTIONS TAKEN. CHALLENGES ACTION TAKEN Grade 1 pupils had difficulty adjusting to classroom routines. Implemented structured routines, incorporated songs and games to sustain attention and used differentiated activities to cater to varied learning levels. Struggled with basic reading and writing skills, which slowed down lesson delivery. Provided remedial sessions and constant encouragement to struggling learners. Pupils have short attention span. Provide intrinsic and extrinsic motivation. Hyper active learners always wanting to play during school hours. More attention is given to them..
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CHALLENGES ENCOUNTERED AND ACTIONS TAKEN. CHALLENGES ACTION TAKEN Difficulty in writing and recognizing letters and shapes in Kindergarten. Have a variety of activities to make it more engaging. Difficulty on disciplining pupils inside the classroom. Establish clear classroom rules and expectations. Implement positive reinforcement strategies and address behavioral issues promptly and consistently. Low comprehension Give more activities that enhance their comprehension. Non-readers Action research- Project READ (Reading Enhancement and Development).
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CHALLENGES ENCOUNTERED AND ACTIONS TAKEN. CHALLENGES ACTION TAKEN Non-numerates Intervention: Project IIMM (Improvised Interactive and Manipulative Materials in teaching emergent and non-numerates) To discipline the learners in order for them to learn. Always motivate them to learn by telling the importance of learning everyday and, of course to pray for them before the class begin. Lack of study habit Conduct remediation and motivate them to study at home. Absenteeism Home visitation & open communication with parents/guardians.
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CHALLENGES ENCOUNTERED AND ACTIONS TAKEN. CHALLENGES ACTION TAKEN Cancellation of classes due to weather disturbances affects the momentum, and eagerness of pupils to learn. Use Alternative Delivery Mode of learning, so the pupils will continue learning despite of cancellation of classes..
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LESSONS LEARNED. Teaching Grade 1 requires great patience, creativity, and flexibility. Provide continuous support and positive reinforcement to build their confidence. Establish a strong foundation in literacy, numeracy, and values during the first quarter is crucial for their overall academic growth. Every child has their own time to blossom. We must respect that..
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LESSONS LEARNED. Don’t let the 5 uninterested learners affect the studious ones. Every child has their own unique capabilities and abilities. The teacher’s job is to bring out the inherent skills and talents of theses children. Effective reading instruction requires teachers to be adaptable, resourceful and dedicated..
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LESSONS LEARNED. Intervention, differentiated instruction, regular assessment, progress monitoring, adaptation of individual needs and collaborating with parents are essential and promote healthy learning environment. As a teacher in foundation phase of young learners, it is crucial to have a permanent and routinary activity so they are motivated to actively engaged in teaching and learning process. Consistency is the key..