Republic of the Philippines

Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF ISABELA
Burgos District
103136-SAN BONIFACIO ELEMENTARY SCHOOL

Enclosure I. School Summary MFAT Results

Communication Intervention Cognitive Intervention

No. of learners w/ No. of learners w/
Ite
difficulty in doing Item difficulty in doing
m
the task per item No. the task per item
No.
(per competency) (per competency)
6 Teach them the concept
1 0 26
of left and right
Keeps on 12 Provide videos about
communicating with shapes and give shapes-
2 1 27
the child, singing about related activities
telling name
Giving activity related 9 Give activities about
3 1 in following directions 28 arranging objects from
smallest to biggest
Doing some warm-up 6 Give activities in
like clapping, tapping, matching sizes
4 1 29
and stamping with the
help of video songs.
Giving other precise 1 Give activities in
5 1 directions 30 matching sizes and
colors
Giving other precise 4 More on identifying
6 1 directions 31 shapes using real
objects
Singing and reciting 12 View songs and videos
7 1 rhyme about family. 32 of the alphabet/ Do
some drill activities
Always have a 8 Provide matching
conversation with the activities
8 1 pupils and ask 33
questions related to his
family
Always ask the pupils 9 Number song and drill
of something related to
9 6 school and home 34
activities using the Wh-
questions.
Provide activities in 4 Provide drill activities
10 1 35
identifying objects. using flash cards
Provide activities in 1 Give a matching
11 1 36
identifying objects. activity
12 7 Present videos and song 37 13 Provide real objects to
 about the letters be used in adding
alphabets and have
them watch and sing it.
14 Give activities in
13 0 38 subtracting using real
objects
Provide reading 3 Match and pair activity
materials and videos
14 17 with an emphasis on 39
the initial, medial and
final sound
Have the pupils watch 17 Give more exercises on
15 3 short story and 40 number patterns
dramatize it
Provide reading 6 Introduce telling time
materials on the primer lesson
16 28 sight words and have a 41
remedial reading
session
View songs and rhymes 9 Provide picture stories
and have the pupils
17 14 42
arrange the events
accordingly.
6 Show pictures of
activities done during
morning, afternoon and
18 0 43
evening and have the
pupils do some drill
activities
Train the pupils to 4 Provide jigsaw puzzle
answer in complete activities
19 5 44
sentence with the use of
explicit teaching
Keep a good 1 Have some drill and
communication to the exercises on the
20 9 pupils by asking them 45 different body parts
of things they are
familiar with
Reciting poems/nursery 1 Differentiate the uses of
21 7 46
rhymes the five senses
Take the role to model 1
22 3 the pupils in speaking 47
softly
Teach them the concept 1 Drill, games, and cut
of falling and rising outs activity
23 7 48
intonation to develop a
modulated voice
Train them to speak 1 Recite the names of
spontaneously by family members
providing them reading
24 1 49
materials to develop
their reading/speaking
fluency
0 Teach them the concept
25 50
of left and right
 Socio-Emotional
Daily Living Skills Intervention Intervention
Behavior
No. of learners w/ No. of learners w/
Ite
Item difficulty in doing difficulty in doing
m
No. the task per item the task per item
No.
(per competency) (per competency)
1 Demonstrate the steps in 0
taking a bath/ tell the
51 76
parents to train the child
to do it by himself
0 1 Emphasize the
importance of
52 77
following rules and
regulations
1 Demonstrate the proper 0
way of
53 78
buttoning/unbuttoning
of clothes
1 Demonstrate the proper 0
way of
54 79
buttoning/unbuttoning
of clothes
55 0 80 0
56 0 81 0
1 Train the child to put on 0
57 82
his shoes
8 Demonstrate the proper 0
58 way of tying and 83
untying shoelace
59 0 84 0
0 1 Train the pupils to take
60 85 the initiative in doing
the learning tasks
61 0 86 0
18 Demonstrate proper 1 Keep advising them to
62 way of setting the table 87 have discipline and
self-control at all times
9 Demonstrate how to 0
63 88
prepare sandwich
7 Demonstrate how to 0
open and close
64 89
bottles/jars and other
food containers
65 0 90 0
0 Teach the pupil the 1 Keep on advising
value of food pupils to listen
66 91
whenever someone is
talking
5 Train the pupil to serve 0
67 his own food from the 92
serving plate
68 0 93 3 Include waiting for
one’s turn in the rules
and regulations and
 apply extrinsic
motivation for the
pupils who can follow
it all throughout
69 0 94 0
5 Teach child to clears 4 Give them assignment
70 own place after eating 95 to lead the group
activities
0 3 Tell the pupils that
71 96 using others’ things is
not good
1 Teach the child to flush 0
72 97
the toilet after using it
1 With the assistance of 1 Give them special
73 the parent, train the 98 assignments to work
child to do it by himself alone
5 Teach the different 1 View short stories and
74 danger signs and 99 act-out their favorite
symbols scene
1 Teach the pupil what to 1 Keep on advising them
75 do when they see such 100 to show kindness to
signs and symbols others

Motor Skills (Fine/Gross) Intervention

No. of learners w/
Item difficulty in doing
No. the task per item
(per competency)
101 0
102 0
103 0
104 0
105 0
106 0
1 Give paper-cutting
107
activities
5 Give activities in picture
108
cutting
109 0
110 0
1 Provide writing
111
activities
112 0
113 0
114 0
115 0
116 0
117 0
118 0
119 0
120 0
121 0
122 0
123 0
 124 0
125 0

Prepared by:
JENNEVINE GRACE J. FURUC
Grade 1 Teacher (Assessor)

Contents Noted:
LANY DR. MATIAS, EdD
Principal 1
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF ISABELA
Burgos District
103136-SAN BONIFACIO ELEMENTARY SCHOOL

Enclosure II. Summary of Learners with Learning Difficulty per Domain and Intervention

Communication Cognitive
No. of
No. of
Name of Learners
School Learners
Assessor w/ Types of Intervention Types of Intervention
w/
Difficult
Difficulty
y
SAN JENNEVINE 1  Inform the parent 3  Call for a meeting
BONIFACIO GRACE J. about the learning and inform the
ELEMENTAR FURUC difficulty of the parents about the
Y SCHOOL child. learning difficulties
 With the help of of their children –
the parent, set their weaknesses,
varied activities needs and
focusing on talking performances in
and expressing school.
needs to improve  Set varied
communication at stimulating
school and at activities to arouse
home. pupils’ interests,
improve their
abilities and
thinking skills to be
conducted in school
and at home.
 Give activities
dealing with
phonetics, lettes,
words, numbers,
money and telling
time shall be given
preference for
mastery
Daily Living Skills Socio-Emotional Behavior
No. of
No. of
Learners
Learners
w/ Types of Intervention Types of Intervention
w/
Difficult
Difficulty
y
0 0
 Motor Skills
No. of
Learners
w/ Types of Intervention
Difficult
y
0

Prepared by:
JENNEVINE GRACE J. FURUC
Grade 1 Teacher (Assessor)

Contents Noted:
LANY DR. MATIAS, EdD
Principal 1