Moonwalk Elementary

School is one of the biggest schools in SDO-

Las Pinas. Located at Venus St. Moonwalk
Village Talon V, Las Pinas City sprawling
in a 4,808 sqms. in a hilly/sloppy
topography. Although it is a non-central
school it offers complete elementary
education from kindergarten to grade six
thus, it is a home for 3,398 learners, 108 all
permanent national item teachers. The
school’s enrolment for the past three years of
pandemic posit positivity because of the low
percentage of drop-out rate from 2.23 in
2019, 1.64 in 2020, and 0.38 in 2021, thus,
providing impression of the school’s success
in terms of its effectiveness in implementing
different school’s initiatives anchored on
school-based action researches and action

plans of providing quality education to its

learners either in online, digital and
modular-printed classes. Therefore, drop-
out rate reduction for the last three years
is seen as the school’s success in
establishing effective communication to
parents and guardians of the different
distance learning modality.
In the midst of the pandemic,
Moonwalk Elementary School is very
optimistic in embracing transformation
geared towards realization of its target
goals by enhancing curriculum
instructions, improving learner’s holistic
development, improving its faculty skills,
and engaging stakeholders for support
and collaboration.
 The Philippines proximity to China made the country vulnerable and at a
far greater risk of increasing cases of novel coronavirus infection or Covid-19. The first
case of Covid-19 in the Philippines was confirmed on January 30, 2019, in a 38-year
old woman who arrived from Wuhan. Two days later, the Philippines recorded the
first death outside China on February 1, 2019. The Philippine government declared
a health emergency on March 9, 2019, following a spike in new confirmed cases and
local transmission.
Barangay Talon V in Las Pinas City
where the school is situated has
confirmed positive cases in March
2019. Since then, selective lockdown
in some areas where there are
confirmed cases was implemented
so as not to affect the small businesses
within the barangay.
Moonwalk Elementary School on the other hand, continuously
intensify its information dissemination campaign against Covid-19 to its personnel
and clientele, adopted preventive measures using different ways by putting up thermal
scanners, alcohol and sanitizer, signages, and handwashing facilities in conspicuous
areas of the school.
In the onset of Learning Recovery Plan implementation, the school is
committed to it’s mandate of providing the best possible care and ways of protecting
its faculty and staff, utility personnel, and learners from the adverse effect of Covid-
19 as the school slowly rebuild what was left during the three pandemic years. And
these can be possibly achieved by tapping the help of LGU, NGOs and other
stakeholders of the school.
 By 2025, the Schools Division of Las Piñas envisions to be a
transformative learning institution dedicated to build a culture of excellence
through innovations in instructional delivery enabled by responsive learning
environment that uses a blended flexible learning model in planning,
implementation and assessment of learners’ performances, so as to produce
literate, numerate, productive and value-laden learners.

Hence, in partnership with stakeholders and continuous professional

development of the teachers, the learning continuity and recovery plan
implementation shall be a success.

At the end of the three-year implementation (2022-2025),

Moonwalk Elementary School literacy assessment data will show that Key
Stage I (K-3) learners are meeting the expected standard in Language I and II
by decreasing the number of full refresher.

In particular, full refresher in Grade I-Filipino will decrease from

13.93% (63)to 0% ; Grade II, from 10.36 % (52) to 0% and Grade III from
0.04% (2)to 0%.

Moderate refresher in Grade I-Filipino will decrease from

15.74%(71) to 0%, Grade II from 11.95%(60) to 0%, and Grade III from
11.4%( 57) to 0%.

100 % ( Grade I- 21.06%(95) ; Grade II- 29.88%(135) and Grade

III- 24.27%(121) of light refresher will be grade ready.

Meanwhile the number of full refresher in Grade III-English will decrease from
0.08%(4) to 0%, moderate refresher from 12.2%(61) to 0%, while light
refresher 17.4% (87) will be 100% grade ready through:
• explicit instructions;
• a range of literacy activities and intensive practice focus on decoding
skills, phonemic, and phonological awareness and alphabet
knowledge;
• the implementation of reading programs;
• the provision of appropriate reading resources;
• continuous teaching skills enhancement program ; and
• the utilization of appropriate learning strategies.
 Likewise, learners who need more supports in numeracy
instruction in Grade I will decrease from 55.11% (248) to 0% (0); in Grade
II from 100% (501) to 0% (0) and Grade III from 69.34% (346) to 0% (0).
On the same vein , learners who need anchoring in numeracy
instruction in Grade I will decrease from 10.22% (46) to 0% (0) and Grade
III 12.42 % (62) to 0% (0).
Corollarily, learners who need emerging support in numeracy
instruction in Grade I will decrease from 9.11% (41) to 0% (0); and Grade
III from 6.81% (34) to 0% (0).
In like manner, learners who are in developing numeracy level
will decrease in Grade I will decrease from 15.78% (71) to 0% (0); and
Grade III from 7.82 % (39) to 0% (0).
Finally , 100 % of learners who are in transforming numeracy
level in Grade I (44) ; and Grade III (18) will be numerates.
 Literacy Assessment
In Grade 1, a total
of 448 learners were assessed CRLA ( Comprehensive Rapid
on May 16-20 using the
Beginning of School Year Literacy Assessment)
Comprehensive Rapid Literacy
Assessment (CRLA). Out of 481 CRLA -FILIPINO
160
learners 63 are in the Frustration 135135
140
level, 71 in Moderate Refresher, 121121
120
95 in Light Refresher and 95 in 95 95
Grade ready. 100
80 71
In Grade 2, a total 63 60 57
54
of 501 learners were assessed 60
and 54 were in Full Refresher, 40
60 in Moderate Refresher, 135 20 2
in Light Refresher and 135 in 0
Grade Ready. FIL 1 FIL 2 FIL 3

In Grade 3, a total FR MR LR GR
of 499 learners were assessed
wherein 2 fall in Full refresher, Interpretation
57 in Moderate refresher, 121 in The graph shows that Filipino 1 and Filipino
light refresher and 121 in grade 2 have the most number of full refresher and moderate
ready level. Intervention will be refresher learners.
implemented to the full
refreshers.
CRLA -ENGLISH
In Grade 3, a total of 498 pupils
400
348 were assessed in CRLA, English. The result
350 showed that 4 fall in full refresher, 61 in
300 Moderate refresher, 87 in light refresher and
250 348 in grade ready level. The top priority for
intervention are the full refresher and the
200
moderate refresher.
150
87
100 61
50
4
0
GRADE 3

FR MR LR GR

Interpretation
The graph shows that Grade Three
level has the highest percentage of
grade reader in English .
 Numeracy Assessment

Electronic-Numeracy
Assessment-Grade 1 PRE TEST
Skill Level Number of Learners
In Grade 1, a total of 448 Needs Major Support 248 or 55.11%
learners were assessed in the Electronic
Numeracy Assessment through Online Anchoring 46 or 10.22%
Assessment. Out of 481 learners 248 or Developing 71 or 15.78%
55.11% Needs Major Support, 46 or Emerging 41 or 9.11%
10.22% are in Anchoring level; 71 or Transforming 44 or 9.78%
15.78% are in Developing level; 41 or
9.11% are in Emerging level and 44 or TOTAL 450 Examinees
9.78% are in Transforming level.
Interventions will purely
focus on the learners falling in needs Interpretation
major support. The table shows the number of
learners in a specific level. It shows that most
of the pupils in Grade 1 Needs Major Support
in Mathematics

Interpretation
The graph shows that Representing and Communicating
Skills are the least mastered skill in Math among Grade 1 learners.
Numeracy Assessment

Electronic-Numeracy
Assessment-Grade 2

In Grade 2, a total of 501

learners were assessed in the Electronic
Numeracy Assessment through Online
Assessment. The result shows that all
501 learners needs major support in
Mathematics. It further signifies that the
learning modality is not effective when it
comes to delivering Math Instruction to
the learners.
Interventions will purely
focus on the learners falling in needs
major support. Interpretation
The table shows the number of
learners in a specific level. It shows that all
pupils in Grade 2 needs major support in
Mathematics

Interpretation
The graph shows that Estimating Skills are the least
mastered skill in Math among Grade 2 learners.
Numeracy Assessment

Electronic-Numeracy
Assessment-Grade 3

In Grade 3, a total of 499

learners were assessed in the Electronic
Numeracy Assessment. The result
shows that 346 learners needs major
support in Mathematics; 62 are in
Anchoring level; 39 in Developing level;
34 in Emerging level; and 18 in
Transforming level.
Interventions will purely
focus on the learners falling in needs
major support. Interpretation
The table shows the number of
learners in a specific level. It shows that most
of the pupils in Grade 3 needs major support in
Mathematics

Interpretation
The graph shows that roving and Decision Making Skills are
the least mastered skills in Math among Grade 3 learners.
Learning Assessment

Mean Percentage Scores

A. QUARTERLY ASSESSMENT RESULTS
MATHEMATICS TEST RESULT
100

80

60

40

20

0
MATH 1 MATH 2 MATH 3 MATH 4 MATH 5 MATH 6

QUARTER 1 QUARTER 2
Interpretation
The graph shows that Math 3 and Math 5 have the low
percentage with the average of 75.42.
ENGLISH
95

90

85

80

75

70
ENGLISH 1 ENGLISH 2 ENGLISH 3 ENGLISH 4 ENGLISH 5 ENGLISH 6

QUARTER 1 QUARTER 2 QUARTER 3 QUARTER 4

Interpretation
The graph shows that English 2 has the low percentage with the average of
84. 28.

SCIENCE
90
88
86
84
82
80
78
76
GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6

QUARTER 1 QUARTER 2 QUARTER 3 QUARTER 4

Interpretation
The graph shows that Science 4 has the low percentage with the average of 83. 90.
A. QUARTERLY ASSESSMENT RESULTS

FILIPINO
95
90
85
80
75
GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6

QUARTER 1 QUARTER 2 QUARTER 3 QUARTER 4

Interpretation
The graph shows that Filipino 3 has the low percentage with
the average of 85.

ARALING PANLIPUNAN
95.00

90.00

85.00

80.00

75.00

70.00
GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6

QUARTER 1 QUARTER 2 QUARTER 3 QUARTER 4

Interpretation
The graph shows that AP 4 has the low percentage with the
average of 85. 64.

EPP/TLE
92
90
88
86
84
82
80
78
76
74
GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6
QUARTER 1 QUARTER 2
Interpretation
The graph shows that EPP 4 has the low percentage with
the average of 85. 64.
A. QUARTERLY ASSESSMENT RESULTS

MTB
95.00
90.00
85.00
80.00
75.00
70.00
Grade 1 Grade 2 Grade 3

1ST QUARTER 2ND QUARTER 3RD QUARTER 4TH QUARTER

Interpretation
The graph shows that MTB 3 has the low percentage with the average of
85. 85

ESP
100.00

95.00

90.00

85.00

80.00

75.00
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

1ST QUARTER 2ND QUARTER 3RD QUARTER 4TH QUARTER

Interpretation
The graph shows that ESP 1 has the low percentage with the average of
86.50%.

MAPEH
88
86
84
82
80
78
76
74
72
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

1ST QUARTER 2ND QUARTER 3RD QUARTER 4TH QUARTER

Interpretation
The graph shows that MAPEH 4 and MAPEH 5 have the same low
percentage of
 A. QUARTERLY ASSESSMENT RESULTS

FIRST QUARTER
90
88
86
84
82
80
78
76
74
72
70
68
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Eng Fil Math Science HEKASI EPP MTB MAPEH ESP

Interpretation
The graph shows that Math and MAPEH have the low percentage with
the average of 79.96 and 79.64%.

SECOND QUARTER
92

90

88

86

84

82

80

78

76

74
1 2 3 4 5 6

Eng Fil Math Science HEKASI EPP MTB MAPEH ESP

Interpretation
The graph shows that Science and MAPEH have the low percentage with
the average of 83.44 and 81.83%.
 A. QUARTERLY ASSESSMENT RESULTS
THIRD QUARTER
94
92
90
88
86
84
82
80
78
76
GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6

Eng Fil Math Science HEKASI EPP MTB MAPEH ESP

Interpretation
The graph shows that Science and MAPEH have the low percentage
averages of 85.50 and 84.04%.

FOURTH QUARTER
96

94

92

90

88

86

84

82

80

78

76
1 2 3 4 5 6

Eng Fil Math Science HEKASI EPP MTB MAPEH ESP

Interpretation
The graph shows that Science and MAPEH have the low percentage average
of 87.65 and 84.89%.
 Number of MELCs Implemented Against Intended Curriculum/Budget of Work
Compliance

Grade ENGLI MATH SCIEN FILIPI ESP EPP MAPE MTB AP

level SH CE NO H

1 100% 100% 100% 100% 100% 100% 100%

taught taught taught taught taught taught taught

2 100% 100% 100% 100% 100% 100% 100%

taught taught taught taught taught taught taught

3 100% 100% 100% 100% 100% 100% 100% 100%

taught taught taught taught taught taught taught taught

4 100% 100% 100% 100% 100% 100% 100% 100%

taught taught taught taught taught taught taught taught

5 100% 100% 100% 100% 100% 100% 100% 100%

taught taught taught taught taught taught taught taught

6 100% 100% 100% 100% 100% 100% 100% 100%

taught taught taught taught taught taught taught taught

Table 3: Number of MELCs Implemented against Intended Curriculum/BOW Compliance

The table shows that there is a shortage of locally produced printed modules for Key Stage 1 and Key Stage 2
specifically English-356, 295; Science-0,312; Math-245, 256; Filipino-354, 250; AP-394, 278

The table shows the printed modules from the Central Office. No data were gathered for the gaps.
 Quality of Literacy Programs Implemented

ENGLISH PHIL-IRI PRE-TEST

300

250

200

150

100

50

0
GRADE 1 GRADE 2 GRADE3 GRADE 4 GRADE 5 GRADE 6

FRUSTRATION INSTRUCTIONAL INDEPENDENT

Interpretation
The graph shows that Grade Two has the number of frustration. There are 205 out of
502 enrolment.

ENGLISH POST TEST

400

350

300

250

200

150

100

50

0
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

FRUSTRATION INSTRUCTIONAL INDEPENDENT

Interpretation
The graph shows that Grade one has the number of frustration while
Grade Two level lessens its frustration
 COT 1 PERFORMANCE AVERAGE
7.8
7.59
7.6 7.49 7.5

7.4 7.31 7.29

7.17
7.2
7 7.04
7 6.91

6.8

6.6

6.4
COT 1 PERFORMANCE
1 Series 2 3 Series 4 5 6 7 8 9
Interpretation
The graph shows that Indicator 9 got the lowest raking with a general average of 6.91.

COT 2 PERFORMANCE AVERAGE

7.7 7.62 7.65
7.59 7.59
7.6 7.55
7.5
7.4
7.28
7.3 7.24
7.19
7.2
7.1 7.06
7
6.9
6.8
6.7
COT 1 PERFORMANCE
1 Series 2 3 Series 4 5 6 7 8 9
Interpretation
The graph shows that Indicator 9 got the lowest raking with a general average of 7.06.
Number of Teachers Trained

NUMBER OF VACCINATED PERSONNEL

1.2

11

Interpretation
The graph shows that 100% of
personnel are fully vaccinated.

108

TEACHERS NON- TEACHING

Pillar 1: Quality and Efficiency
Goal: MES provides essential learning opportunities in bridging learning gaps and loses; in all
grade levels’ literacy, numeracy and scientific skills across learning areas aligned to the MELC.
Objective Intervention / Persons Timeline Estimated Success
Activities and Strategies Involved Budget/ Indicator
2022 2023 2024 Source

Identify *Administer diagnostic test Teachers, Aug. Aug. Aug. P10,000- 100% of the
learning in all grade levels and Master MOOE learners are
gaps and learning areas aligned to the Teachers assessed in all
losses MELCs and School learning areas.
Head
*Identify the least mastered
skills 100% of the
learners are
assessed in their
*Assess the level of learners’ literacy and
literacy and numeracy skills numeracy skills.

Focus on *Identify least mastered Teachers, Aug. Aug. Aug. None LMS were
learners’ competencies in all learning School identified and
assessment, areas. Head given
remediation, *Categorize learners into appropriate
and three groups (slow, average, action
enhancemen fast)
t *Make a profile of learners in Learners were
literacy and numeracy using grouped for the
CRLA, PHIL-IRI and e-NAT needed
*Produce quality assured teaching
learning materials strategies

Profiling of
learners was
made for proper
intervention
Strengthen *Procure needed ICT Property Septem Januar July P50, 000 Procured the
the use of tools/equipment Custodian, ber, y 2023 2023 needed ICT
ICT in Disbursing 2022 tools &
teaching and *Utilize ICT tools, and Officer equipment for
learning equipment in teaching and availability o
process learning process use.

Maximized use
of ICT in
teaching &
learning
process.
Pillar 2: Instructional Competence
Goal: Improve teachers’ instructional competence by providing needed training
and supervision.
Timeline
Intervention / Estimated
Persons Success
Objective Activities and Budget/
Involved Indicator
Strategies 2022 2023 2024 Source

Strengthen *Administer the TSNA Teachers, July July July NONE Teachers have
teachers’ Tool/Self-Assessment Master come up with
capacity to Tool Teachers their Individual
provide quality and School Plan for
instruction for Head Professional
improve Development
learning
outcomes
*Classroom Observation Year- Year- Year- P5,000- 95% of the
round round round MOOE teachers have
been observed

*Conduct Mentoring and Year- Year- Year- NONE Teachers have

Coaching/Technical round round round undergone/
Assistance in ICT conducted
coaching and
mentoring
(Weekly) (Weekly) (Weekly) Monthly record
*Conduct Learning P10,000-
Year- Year- Year- of LAC session
Action Cell MOOE
round round round accomplishment
report
*Provide In-Service (Quarterly)
(Quarterly) (Quarterly) P50,000- Conducted
Training Year- Year- Year- MOOE quality inset
round round round

1st 1st Quarter 1st 1st Quarter Trained para

Capacitate para *Training parents as para Teachers,
teachers to help teachers on teaching parents, Quarter Quarter teachers for
improve the reading and numeracy school reinforcement
reading and skills head and remediation
numeracy skills *Involve parents in the
of learners preparation and
construction of
instructional materials
Pillar 3: Access, Equity and Resiliency
Goal: Ensure significant improvement in the learning environment for the learners’
progressive and holistic development.
Timeline
Intervention / Estimated
Persons Success
Objective Activities and Budget/
Involved Indicator
Strategies 2022 2023 2024 Source

1. Increase the 1. Conduct child mapping 1. Kinder June- June- June- NONE 1. All school-
participation 2. Conduct registration Teachers, August August August aged children
rate of the caravan Inclusive are enrolled
school 3. Wide information Education & 2. Increased
dissemination through ALS Teachers enrolment rate.
social media 2. Kinder 3. Parents/
4. Coordinate with the Teachers Community
barangay for support 3. All Teachers Awareness of
5. Coordinate with civil 4. School Head enrolment
registry for birth 5. Guidance 4. Active
certificate and seminars Advocate Involvement of
on late registration LGU in school
programs
5. Seminar of
parents with the
civil registry
personnel
conducted.
2. Achieve zero 1. Identify all at-risk 1. Adviser; 1. All at-risk
drop-out rate learners. Guidance learners are
Advocate identified
2. Undertake necessary 2. School
intervention: PROJECT Head
2. Achieved
PUSO Teachers zero drop-out
3. Coordinate with the 3. School rate
Head 3. 100%
right agency/authorities Teachers
for help 4. School
stakeholders’
4. Conduct Parent- Head participation
Teachers Conference and
involvement
achieved.
4. 90 % of
parents’
population
attended
conference
Pillar 3: Access, Equity and Resiliency
Goal: Ensure significant improvement in the learning environment for the learners’
progressive and holistic development.
Timeline
Intervention / Estimated
Persons Success
Objective Activities and Budget/
Involved Indicator
Strategies 2022 2023 2024 Source

3. Sustain 1. Strict compliance and 1. Successful

efficiency and implementation of Implementation
equal access Inclusive Education of Inclusive
through 2. Closely coordinate Education
continuous with concerned agencies 2. List of active
improvement of for support and refunds agencies
the learning 3. Initiate helping/support
environment programs/projects that ing the school
enhance school learning 3. 100%
environment. implementation
4. Tap NGOs with of programs
seminar related and projects
advocacies for funding initiated
and support. 4. Safe and
conducive
learning
environment

1. Documented
4. Ensure that 1. Require all focal
action plans,
programs and persons to prepare
programs and
projects on action plans and projects
health and accomplishment reports 2. All
wellness are 2. Intensify the M & E to programs/project
fully ensure the success of the s underwent M &
implemented implementation E process
for holistic 3. Give due recognition 3. Performing
development of to all performing teachers and
valuable
learners teachers and concerned
stakeholders are
persons.
duly recognized.
Pillar 4: Partnership Building
Goal: Strengthen and sustain collaboration with stakeholders in adhering the needs of the
school as a whole.
Timeline
Intervention / Estimated
Persons Success
Objective Activities and Budget/
Involved Indicator
Strategies 2022 2023 2024 Source

1. Identify all the 1. Conduct meeting with School Head, July July July None 1. Meeting
needs of the all the teachers and the School conducted
school that School Planning Team Planning Team
affect its
performance. School Head,
2. Identify the School School
Priority Needs Planning Team 2. Identified the
priority needs
2. Identify the 1. Identify prospective 1. BE and ASP Dec. Dec. Dec. P3000 1. Available list
coordinators of prospective
resource partners and Program and
generated to stakeholders that may Project Focal donors
Persons
support participate or support
learners, the school PAPs
teachers and 2. Stakeholders 2. Conducted
2. BE
school Covergence Coordinator,
stakeholders
improvement School Head Convergence

3. Improve 1. Prepare monthly report 1. ASP Year- Year-round Year- None 1. Updated
documentation of generated resources Conductor,
round round monthly reports
Property of generated
and reporting of Custodian
generated 2. Regular monitoring and resources
resources reporting of generated 2. BE 2. Availability of
Coordinator, transparent
resources utilizing different DPDS
platforms Coordinator,
reports of
School generated
3. Upload/ post reports of Information resources
Coordinator 3. Timely upload
generated resources
together with the MOA, 3. DPDS of generated
MOU, DOD and DOA Coordinator, resources
Property
Custodian

4. Broaden 1. Submit proposal letter 1. SPT Year- Year- Year- None 1. Active and
partnership with to partners fo Members,
round round round wide linkages
the LGUs, NGOs School Head, with
professional HRD Focal
for professional stakeholders
development Person
development
opportunities/needs of
opportunities for 2. Conducted
the teaching and teaching and non-
2. School regular meeting
non-teaching teaching personnel and Head
learners with
personnel and for
the learners stakeholders
welfare 2. Regular
meeting/conference with
parents and PTA Officers
5. Sustain and Give due recognition to PRAISE Year- Year-end Year- None Deserving
enhance stakeholders who have Committee
end end personnel
partnership shared their resources to
among the school Stakeholders
stakeholders Day
 SCHOOLS DIVISION OFFICE
LAS PINAS CITY
MOONWALK ELEMENTARY SCHOOL

School Operating Budget

School MOOE Php 2,501,000.00

Line Items Percentage Amount Modification Monthly

I. Procurement of Goods
A. Office Supplies 18.91% 473,000.00 39,416.67
Bond paper, ink, small tangible items like
stapler, puncher and other similar items
issued to end-users for school operations
School forms, diploma, certificates
Janitorial/electrical/plumbing supplies 169500
B. Other Office Supplies 32% 796,000.00
IT supplies, Teachers Supplies, PPE supplies,
Plumbing supplies, Electrical supplies
II. Payment of Utilities
A. Water 7.12% 178,000.00 100000 14,833.33
B. Electricity 12.71% 318,000.00 -269500 26,500.00

III. Communication Expenses

A. Telephone - Mobile 0.44% 11,000.00 916.67
B. Telephone - Landline 1.80% 45,000.00 3,750.00
C. Internet Subscription 1.88% 47,000.00 3,916.67

IV. Repairs and Maintenance

A. Repair & Maintenance - School Buildings 11.12% 278,000.00 23,166.67
B. Repair & Maintenance - Motor Vehicles 1.32% 33,000.00 2,750.00

V. In-Service Training & Education

A. Training
1. GAD (at least 5% of the budget) 3.90% 97,500.00 8,125.00
2. PWD/Senior Citizen 0.80% 20,000.00 10790 1,666.67
3. Summer & Mid-Year Inset 2.00% 50,000.00 4,166.67
4. Other DepED sanctioned trainings 1.10% 27,500.00 2,291.67
B. Traveling Expenses - Local 1.20% 30,000.00 2,500.00
Includes transportation, travel per diem and
all other related expenses incurred in the
movement/transport of govt. officers/
employees within the country
C. Representation Expenses 0.76% 19,000.00 1,583.33
Expenses incurred for official meetings/
conferences & other official functions

VI. Fuel, Oil and Lubricants 1.24% 31,000.00 2,583.33

Costs of fuel, oil & lubricants issued for use
government vehicle in connection with school
operations

VII. Fidelity Bond 0.20% 5,000.00 10790 416.67

VIII. Security & Professional fees 1.40% 35,000.00
IX. Janitorial Supplies 0.28% 7,000.00
TOTAL 100.00% 2,501,000.00 138,583.33

TAX WITHHELD BY DBM 5% 125,050.00 10,420.83

NET OF TAX 95% 2,375,950.00 128,162.50

Prepared by:
EMILY Z. NERVAR
School Property Custodian
 Monitoring and Evaluation

Pillar 1 Quality and Efficiency

Goals: MES provides essential learning opportunities in bridging learning gaps and loses,
literacy, numeracy and scientific skills across

learning areas in all grade levels aassigned to the MELC

Success
Objective Intervention/Activities Strategies Persons Involved
Indicators
Diagnostic Assessments Aligned Percentage of Class Advisers
to MELC (Grades 1-6) Most and Least
Learned
1. Identify learning gaps and Competencies
losses across learning areas in
all grade levels

PHIL-IRI, CRLA, eNAT, Groupings Percentage of English, Filipino and Math

of Learners readers in Teachers
different levels,
Percentage of
numerates,
nearly
numerates, non-
numerates
2. Focus on learners Assement,
Remediation and Enhancement

Integration of ICT in teaching and Number of

learning process Classes with ICT
3. Strengthen the use of ICT in Integration
teaching and learning process
Monitoring and Evaluation
Monitoring and Evaluation
Monitoring and Evaluation
Monitoring and Evaluation