Blue Modern Company Profile Presentation

[Virtual Presenter] The School Principal III is responsible for leading the school community with vision, direction, and guidance. The principal is expected to foster an environment that promotes student learning, academic achievement, and personal growth. This includes developing and implementing policies, procedures, and programs that support student success. The principal must also be able to manage and allocate resources effectively, ensuring that all aspects of the school are functioning efficiently. Effective communication and collaboration with teachers, staff, parents, and the broader community are critical components of the principal's role. The principal must also be aware of the legal and regulatory requirements that govern educational institutions..

[Audio] The enrollment process for the school year 2025-2026 has been completed. Kindergarten had the highest enrollment with 85 students, followed closely by Grade 1 with 93 students. Grade 6 had the lowest enrollment with 105 students. There was a slight increase in the number of students enrolled in Grades 2 and 3 compared to previous years. There were some fluctuations in the number of students enrolled in other grades, such as Grade 4 and Grade 5. The enrollment numbers provide valuable insights into the student population and can inform future educational decisions..

[Audio] The assessment results indicate that a significant proportion of kindergarten students lack sufficient reading readiness skills. Approximately 79% of the assessed students fall into the developing category, which means they need more practice and training to become proficient readers. Only 12% of the students showed readiness to read, suggesting that most students require additional support to reach their full potential. To address this issue, educators should focus on providing targeted interventions and support to help these students catch up..

[Audio] The CUA Grade 1 literacy assessment is an essential tool in evaluating the reading and writing skills of young learners. The assessment consists of three main components: the pre-test, the mid-year test, and the post-test. The pre-test is administered at the beginning of the school year to assess the students' current level of literacy. The mid-year test is conducted by teachers to monitor the progress of the students. The post-test is given towards the end of the school year to measure the overall improvement of the students. There are 92 learners in the Grade 1 class for this school year. For each type of assessment, there are 92 students participating except for the post-test, where one student is absent. Of these learners, 33 are in the low-emerging category, 12 in the high-emerging, 40 in the developing, and 7 in the grade-level transitioning stage. Most of the students are in the high-emerging and developing categories, indicating that they are on the right track towards grade-level reading and writing skills. However, there is a significant number of students in the low-emerging stage, requiring more attention and support from the educators. In terms of reading proficiency, 3 students are already proficient, 14 are partially proficient, and 61 are still striving to meet grade-level standards. These numbers indicate the areas where the students need improvement and how the educators can better equip them with the necessary skills. The purpose of these assessments is not to label the students but to identify their strengths and weaknesses so that the educators can provide the appropriate interventions and support for their growth and development..

[Audio] The next slide, number 5 out of 44, focuses on literacy assessment for CRIA Grade 2 for the upcoming school year 2025-2026. This is an important aspect of our curriculum as it allows us to gauge the reading and writing abilities of our students. The assessment is divided into three parts: pre-test, mid-year test, and post-test. The pre-test is conducted by the teachers at the start of the school year to establish a baseline for each student's literacy skills. Halfway through the year, we have the mid-year test to track the progress of our learners. This is also teacher-conducted and helps us identify areas where our students may need additional support or intervention. Finally, we have the post-test at the end of the school year to assess the overall development of our students in terms of reading and writing. We have 71 learners who were able to transition to grade 3. This is a commendable number and a reflection of our hard work and dedication to their education. However, we also have 7 learners who are still in the process of transitioning and 68 who were not able to meet the grade-level standards. Furthermore, we have 71 learners who are able to read and write at a low-emergent level. While 7 learners are at the high-emergent level. For those who are still developing, we have 19 learners at an emergent level and 4 at developing level. With 29 learners falling under the read category. It is crucial for us, as educators, to continuously monitor our students' literacy skills to ensure their academic success. This assessment not only helps us identify areas for improvement, but also celebrates the progress and achievements of our learners..

[Audio] The literacy assessment results for grade 3 students in the school year 2025-2026 have been conducted. The pre-test and post-test scores indicate a moderate level of improvement in reading skills among the learners. The majority of the students fall into the low-emergent category, with only two students classified as high-emergent. On the other hand, there are 40 students who are transitioning towards developing their reading skills. This suggests that some students may require additional support to improve their literacy levels. The data also shows that 29 students can read, while 65 students scored above the average in this area. Overall, these results provide valuable insights into the current state of literacy among grade 3 students in our school..

[Audio] The numeracy assessment results show that students have made significant progress in their numeracy skills over the past year. Students who took the pre-test showed some difficulties with numeracy, but those who took the post-test demonstrated a marked improvement. Nearly all students scored proficiently in both pre-test and post-test, indicating strong numeracy skills. However, there were some areas where students struggled, such as low proficiency rates in certain subjects like mathematics and science. Overall, the results suggest that students have shown considerable improvement in their numeracy skills, but there is still room for growth in specific areas like problem-solving and data analysis..

[Audio] The numeracy assessment results for grade two students show a slight improvement from pre-test to post-test scores. The number of learners assessed increased by three, while the number of learners who scored not low proficient remained stable. There was a notable increase in the number of nearly proficient learners, with 27 more students achieving this level compared to the previous year. However, the proportion of highly proficient learners remains unchanged. Overall, these results suggest that the school's efforts to improve numeracy skills may have had some positive impact, but further work is needed to address the remaining gaps..

[Audio] The current numeracy assessment results for Grade 3 students show a significant improvement from pre-test to post-test scores. The number of learners assessed has increased, with 94 students being tested initially and 91 afterwards. This indicates a higher level of engagement and participation among students. Nearly proficient learners have increased by 3 percentage points, while proficient learners have also shown an increase. However, there is still room for growth, as nearly proficient learners account for only 3% of the total assessed population. Highly proficient learners remain at zero, suggesting areas where the curriculum needs to be strengthened. Overall, these results suggest a positive trend in numeracy skills development among Grade 3 students..

[Audio] The numeracy assessment results show that most students scored low on both pre-test and post-test. Most learners were classified as not proficient. However, there is a slight increase in the number of learners who scored nearly proficient. This indicates that some students have shown improvement in their numeracy skills. Nevertheless, more work needs to be done to address the overall proficiency levels. The school should focus on providing additional support to those who need it, particularly those who scored low. By doing so, we can help these students catch up with their peers and improve the overall performance of our students..

[Audio] The data presented here shows the results of the numeracy assessment for grade five students in the school year 2025-2026. The pre-test scores indicate that 105 students were assessed initially, with 104 students being re-assessed later on. This suggests that there was some level of consistency in the assessment process. The post-test scores show that 65 students achieved proficient status, while 30 students did not meet this standard. Additionally, 37 students scored nearly proficient, and 21 students scored low. Furthermore, the data indicates that only two students achieved highly proficient status, and no students achieved the highest level of proficiency. Overall, these results suggest areas where the students may need additional support or practice to improve their numeracy skills..

[Audio] The data presented here shows the results of the numeracy assessment for grade six students in the school year 2025-2026. The pre-test scores indicate that 99% of the learners were nearly proficient, while the post-test scores show that 98% of the learners achieved proficiency. This suggests that the intervention or teaching strategy used was effective in improving the learners' understanding of numeracy concepts. However, there is still room for improvement, as 2% of the learners did not achieve proficiency. The data also highlights the difference between nearly proficient and proficient learners, with 58% of the learners achieving proficiency and 42% achieving highly proficient status. Overall, the data indicates a positive trend in the learners' performance in numeracy..

[Audio] The achievements of our kindergarten learners have improved steadily throughout the year. Our students have made significant progress in gross motor skills, including self-holding and social-emotional development. Fine motor skills have also shown considerable progress, as most students can now hold their own pens and pencils. Language scores indicate a steady improvement in both receptive and expressive abilities. Raw scores increased from 500 to 800 in receptive and expressive areas. Cognitive skills have seen substantial gains, especially in receptive and expressive areas. Raw scores rose from 21 to 42 in cognitive areas. Overall, these results suggest that our kindergarten program is meeting its goals, laying a strong foundation for future academic success..

[Audio] The achievements of our students can be seen in their quarterly grades. Their language scores show an improvement from 70.68 to 82.79 percent. Reading and literature scores also increase steadily throughout the year, with the highest score achieved in the fourth quarter. Mathematics scores follow a similar pattern, with slight variations. Overall, the students have shown consistent progress in all subjects. The grade for General Mental Readability and Creativity, or GMRC, has also demonstrated steady growth, with significant improvements in the fourth quarter. These results indicate that our students are making good progress in their academic studies..

[Audio] The students have shown significant improvement in their academic achievements throughout the school year. The data indicates that they have reached high scores in Filipino, Araling, English, Mathematics, and Science. The average scores for each subject are above 80%. This suggests that the students have demonstrated a strong understanding of the material covered during the quarter. The students also performed well in the Panli-an and GMRC/ESPI subjects, with average scores exceeding 86%. Overall, the learners have achieved excellent results, demonstrating their ability to grasp complex concepts and apply them effectively..

[Audio] The achievements of our students can be seen in their quarterly marks, which show improvement over time. The first quarter results indicate a score of 77.14 in Filipino, followed by 79.4 in the second quarter, then 82.9 in the third quarter, and finally 85.12 in the fourth quarter. Similarly, the English department has shown steady progress with scores ranging from 74.89 to 85.21 across the four quarters. The mathematics department also demonstrates consistent growth, with scores varying between 74.8 and 85.21. The science department shows a similar trend, with scores ranging from 78.9 to 85.21. The Araling Panliwanan department has achieved impressive results, with scores increasing steadily throughout the year. The EPP department has also shown significant improvement, with scores ranging from 78.75 to 84.87. The MAPEH department has demonstrated steady progress, with scores varying between 76.34 and 83.52. The GMRC/EsP department has shown excellent performance, with scores ranging from 81.38 to 86.94. Overall, these results demonstrate the hard work and dedication of our students..

[Audio] The teaching personnel for this school year include twenty-five individuals holding doctorate degrees, ten individuals holding master's degrees, and five individuals holding bachelor's degrees. The requirements for these positions are outlined on the next page. The highest educational attainment required for teaching personnel is a doctorate degree. This is followed by a master's degree, and then a bachelor's degree. The number of individuals with each level of degree is also provided. These numbers will likely be used to inform decisions about staffing and resource allocation within the school. The school has a diverse range of teaching personnel with varying levels of education. The majority of the teaching personnel hold doctorate degrees, which is higher than the national average. The remaining personnel hold either master's or bachelor's degrees. The school's decision to hire individuals with such high levels of education may have implications for student learning outcomes. The school's administration may need to consider factors such as class size and teacher workload when making staffing decisions..

[Audio] The current status of toilet and handwashing facilities in our school can be seen on this slide. As of the school year 2025-2026, we have eighteen individual handwashing facilities that are usable, with each facility having four taps. Additionally, there are sixteen group handwashing facilities available, also with four taps each. These facilities provide students and staff with adequate access to clean water for personal hygiene. The maintenance and upkeep of these facilities will continue to be a priority for the school administration..

[Audio] The school has been monitoring the body mass index of its students through a measurement of weight in relation to height. The data collected indicates that there are varying numbers of obese and underweight students across different grade levels. Kindergarten and grades one through six have a significantly higher number of obese students compared to other grade levels. On the other hand, grades three through five have a greater proportion of underweight students. There are also notable differences in the number of severely underweight students between male and female students. Overall, these findings suggest that the school should take steps to address issues related to obesity and underweight students. This information can be used to develop strategies for promoting healthy eating habits and regular physical activity. By analyzing the prevalence of these health issues, educators can create targeted interventions to support students who may be struggling with their weight..

[Audio] The total number of learners by BMI health status for our school year 2025-2026 can be seen below. We have categorized the students based on their grade level into different groups such as obese, normal, over weight, wasted, severely obese, and wasted severely obese. Among the female students, we have 11 cases of severe obesity. On the other hand, male students have 48 cases of being obese. Looking at the kindergarten level, we have 15 cases of wasted students. At the grade 1 level, we have 37 cases of wasted students. The grade 2 level has 29 cases of wasted students. The grade 3 level has 45 cases of wasted students. The grade 4 level has 63 cases of wasted students. The grade 5 level has 50 cases of wasted students. The grade 6 level has 37 cases of wasted students. Overall, we have a total of 1 student who is severely obese among males. Among females, we have 41 cases of being overweight. Male students have 48 cases of being obese..

[Audio] The school community partnership for the school year 2025-2026 involved various stakeholders including PTA officers, public sector officials, private sector companies, and individual donors. These stakeholders included public sector entities such as government agencies and non-governmental organizations, as well as private sector companies that provided financial support through donations and specific contributions. The types of partners included public sector entities and private sector companies that made financial contributions ranging from materials and equipment to cash donations. Some companies also provided services like cleaning and painting. The total amount of contributions received by the school for the 2025-2026 school year was approximately PHP 32,660.00. This financial support enabled the school to enhance its facilities and improve the overall learning environment for students. The breakdown of contributions showed that PTAs donated PHP 3,500.00, while HRPTA donated PHP 1000.00. Kinder and Compassion each donated PHP 1,200.00, and RAP.LITO donated PHP 8,800.00. Private sector companies contributed PHP 10000.00, PHP 500.00, and PHP 5000.00 respectively. Public sector entities provided PHP 6000.00, PHP 1,144.00, and PHP 32,660.00. The diversity of contributors highlighted the importance of partnerships in supporting the school's mission and objectives..

[Audio] The importance of attending trainings cannot be overstated. As educators, we have a responsibility to stay updated with the latest developments in our field. This includes learning about new teaching methods, updates on curriculum, and other important information that can positively impact our students' education. Furthermore, attending trainings provides us with opportunities to network and connect with other educators, exchange ideas, and collaborate for future projects. Moreover, attending these events helps us to grow professionally and personally, which ultimately benefits our institution and our students. We should strive to attend as many trainings as possible to continue growing and improving as educators..

[Audio] The students are now moving into their final quarter of the school year. This period marks the culmination of all their hard work and academic efforts. The quarterly examinations will serve as a comprehensive assessment of their learning, providing valuable insights into their strengths and weaknesses. As they prepare to face these evaluations, it is essential that they stay focused, motivated, and well-prepared. I encourage them to review their notes, practice their skills, and seek guidance from their teachers whenever needed. By doing so, they will be better equipped to tackle the challenges ahead and achieve success in their studies..

[Audio] The school year 2025-2026 was marked by several significant events and milestones. As School Principal III, Ma. Teresa C. Manalo has played a crucial role in guiding the institution through these challenges. The assessment conducted by Alpabasa, a renowned educational evaluation agency, provides valuable insights into the school's performance. This report highlights areas of strength and weaknesses, offering a roadmap for improvement. The school community can look forward to implementing strategies that address the identified gaps, ultimately enhancing student outcomes. The leadership team, led by Ma. Teresa C. Manalo, will continue to work collaboratively with teachers, staff, and parents to drive progress and excellence. By leveraging the findings from this assessment, we can refine our teaching practices, boost academic achievement, and foster a culture of continuous learning. The future looks bright for our students, and we are committed to providing them with the best possible education..

Boosting literacy.

ARAL Program. ARAL READING PIC•COLLAGE.

[Audio] The school year 2025-2026 has seen significant achievements and milestones. Ma. Teresa C. Manalo has led the institution forward as School Principal III. Her dedication and commitment to the students have been evident throughout the year. The school's literacy program, known as Read & Rise, has shown promising results. Students have demonstrated improved reading skills and a greater love for learning. This initiative has benefited the students and contributed to the overall academic environment. Under Ma. Teresa C. Manalo's guidance, the school continues to strive for excellence. Her leadership has driven progress and fostered a collaborative atmosphere among teachers and parents. As we move forward, building on these successes is essential. We must nurture the academic spirit of our students to keep them motivated and inspired..

LAC Session.

Classroom Observation and Technical Assistance.

[Audio] The use of technology in the classroom has become increasingly popular among educators in higher education institutions. The integration of technology into the curriculum is essential for providing students with the most effective learning experience. Technology offers numerous benefits, including enhanced creativity, improved communication, and increased accessibility. By incorporating technology into the curriculum, educators can provide students with a more engaging and interactive learning environment. The use of digital tools like Pic Collage can facilitate student engagement and motivation. Students can use Pic Collage to create visual collages, express their ideas and thoughts, and showcase their learning in a more engaging and interactive way. The incorporation of Pic Collage into the curriculum can lead to improved student outcomes and academic success. Educators should consider incorporating technology into their teaching methods to foster a more collaborative and dynamic learning environment..

Adopt a School Program. Open photo. Open photo.

[Audio] The School-Based Feeding Program or SBFP is an initiative created by the government to provide nutritious meals to students in public schools. Its main goal is to improve the nutritional status of learners, particularly those who are undernourished or at risk of malnutrition. Through this program, students are given daily meals that are balanced and rich in nutrients, helping them to concentrate better in class and perform well academically. Aside from the physical benefits, the SBFP has also been proven to have positive effects on students' attendance and overall health. It has also been linked to improved behavior and reduced drop-out rates. To ensure the success of this program, the school, along with parents and community, must work together to identify eligible students and monitor their progress. This includes conducting regular nutrition assessments and implementing proper measures to address any issues that may arise. We are proud to say that our school has been actively participating in the SBFP and we have already seen the positive impact it has brought to our students. We strongly believe that investing in our students' nutrition is a crucial aspect of their overall development. We are fully committed to continuing this program for the years to come. The program has shown significant improvements in student performance and overall well-being. Parents and community members can play a vital role in supporting the program through volunteer work and donations. By working together, we can create a healthier and more supportive learning environment for our students..

PIC•COLLAGE + PIC.COLLAGE.

DEWORMING.

Quarterly Parent-Teacher Conference. 3RD.

HOME VISITATION.

Filipino Values Month.

National Reading Month. F.ILIPINO.

City Meet. 10.

Division Press Conference. MATATA.

National Bible Month. NOX',.

[Audio] The school administration has decided to implement a new policy regarding earthquake drills. The policy states that all schools in the country should conduct regular earthquake drills every year. The policy also requires that each school conducts its own earthquake drill within the next six months. The policy aims to increase student safety and reduce the risk of injury or death during an earthquake. The policy also includes provisions for providing emergency supplies and training students on evacuation routes and assembly areas. The policy was implemented by the Ministry of Education, which is responsible for overseeing education in the country. The policy applies to all public and private schools in the country..

[Audio] The school year has begun with great enthusiasm from everyone involved. The students have started their learning journey under the guidance of dedicated teachers like Omar B. Gamos, Bethle E. G. Gatchalian, Ma. Juli C., Go Cruz, and others who are part of the teaching staff. The school's infrastructure and facilities have been enhanced over the years, providing a conducive environment for the children to grow and learn. The school's commitment to education is evident in its various programs such as the ARAL program, which focuses on improving literacy rates among students. The school's leadership, led by Principal Teresa C. Manalo and School Superintendent Rommel C. Cruz, plays a vital role in ensuring the success of these initiatives. The school's focus on student well-being and academic excellence is reflected in its daily operations and activities. The school community is known for its love and care for each other, which is evident in the way everyone works together to achieve common goals. This sense of camaraderie and shared responsibility is essential for creating a positive and supportive learning environment. By working together, we can provide our students with the best possible education and help them become responsible citizens..

Thank You.