Note:

1. You may add slides if needed in

Prioritization, Characterization/
Segmentation and Next Step Plans.
2. Do not change the format.
3. You can DELETE SLIDES if it is not
applicable in your school.
4. When submitting SMEA report, use this file
name in creating/saving your file: District and
School Name Example:
District1JoseBPueySrES.pptx
5. Send to: sgodsagay@gmail.com
 ____________________________
Name of School

SCHOOL MONITORING AND

EVALUATION ADJUSTMENT
(SMEA)
FIRST QUARTER 2020
 KEY PERFORMANCE INDICATORS
Number and % of Learners Promoted
Kindergarten
Actual No. of Promoted
Enrollment BOSY Percentage (%)
Learners (March)
A
Male Female Total Male Female Total Male Female Total
C
C
E
S
S
 KEY PERFORMANCE INDICATORS
Number and % of Learners Promoted
Grade 1 to Grade 5
Actual No. of Promoted
Grade Enrolment BOSY Percentage (%)
Learners (March)
Level
Male Female Total Male Female Total Male Female Total
A 1
C
C 2
E 3
S
4
S
5
TOTA
L
 KEY PERFORMANCE INDICATORS
Number and % of Learners Promoted
Grade 7 to Grade 9
Actual No. of Promoted
Grade Enrolment BOSY Percentage (%)
Learners (March)
A Level
Male Female Total Male Female Total Male Female Total
C
C 7
E 8
S
9
S
TOTA
L
 KEY PERFORMANCE INDICATORS
Number and % of Learners Promoted
Grade 11
Actual No. of Promoted
Enrollment BOSY Percentage (%)
Learners (March)
A
Male Female Total Male Female Total Male Female Total
C
C
E
S
S
 KEY PERFORMANCE INDICATORS
Number and % of Learners Promoted
Grade 10 Completers
Actual No. of Completers
Enrolment BOSY Percentage (%)
(March)
A
Male Female Total Male Female Total Male Female Total
C
13 17 30 12 17 29 92.31 100 96.67
C
E
S
S
 KEY PERFORMANCE INDICATORS
Number and % of Learners Promoted
Grade 6
Actual No. of Grade 6
Enrolment BOSY Percentage (%)
Graduates (March)
A
Male Female Total Male Female Total Male Female Total
C
C
E
S
S
 KEY PERFORMANCE INDICATORS
Number and % of Learners Promoted
Grade 12
Actual No. of Grade 12
Enrolment BOSY Percentage (%)
Graduates (March)
A
Male Female Total Male Female Total Male Female Total
C
C
E
S
S
 KEY PERFORMANCE INDICATORS
DROP-OUT – ELEMENTARY LEVEL
Enrolment BOSY No. of Drop – Out Percentage (%)
Grade (March)
Level
A Kindergart
Male Female Total Male Female Total Male Female Total

C en

C Grade 1

Grade 2
E Grade 3
S Grade 4
S Grade 5
Grade 6

Total
 KEY PERFORMANCE INDICATORS
DROP-OUT- JUNIOR HIGH SCHOOL LEVEL

Enrolment BOSY No. of Drop – Out (March) Percentage (%)

Grade

A Level Male Female Total Male Female Total Male Female Total
C
C Grade 7

E Grade 8
S Grade 9
S Grade 10 13 17 30 1 0 1 7.69 0 3.33

Total
 KEY PERFORMANCE INDICATORS
DROP-OUT- SENIOR HIGH SCHOOL LEVEL

A Grade Enrolment BOSY No. of Drop – Out (March) Percentage (%)

C Level Male Female Total Male Female Total Male Female Total

C Grade 11

E Grade 12

S
S Total
 KEY PERFORMANCE INDICATORS
NUTRITIONAL STATUS- Elementary Level (End Line)
Severely Wasted

Grade Enrolment BOSY Severely Wasted Percentage (%)

A Level Male Female Total Male Female Total Male Female Total

C Kindergarte
n

C Grade 1

E Grade 2

Grade 3
S Grade 4

S Grade 5

Grade 6

Total
 KEY PERFORMANCE INDICATORS
NUTRITIONAL STATUS- Junior High School Level (End Line)
Severely Wasted

A Grade Enrolment BOSY Severely Wasted Percentage (%)

C Level Male Female Total Male Female Total Male Female Total

C Grade 7

E Grade 8

S Grade 9

S Grade 10 13 17 30 0 0 0 0 0 0

Total
 KEY PERFORMANCE INDICATORS
NUTRITIONAL STATUS- Senior High School Level (End Line)
Severely Wasted

A Grade Enrolment BOSY Severely Wasted Percentage (%)

C Level Male Female Total Male Female Total Male Female Total

C Grade 11

E Grade 12

S Total

S
 KEY PERFORMANCE INDICATORS
NUTRITIONAL STATUS- Elementary Level (End Line)
Wasted

Grade Enrolment BOSY Wasted Percentage (%)

A Level Male Female Total Male Female Total Male Female Total

C Kindergarte
n

C Grade 1

E Grade 2

Grade 3
S Grade 4

S Grade 5

Grade 6

Total
 KEY PERFORMANCE INDICATORS
NUTRITIONAL STATUS- Junior High School Level (End Line)
Wasted

A Grade Enrolment BOSY Wasted Percentage (%)

C Level Male Female Total Male Female Total Male Female Total

C Grade 7

E Grade 8

S Grade 9

S Grade 10 13 17 30

Total
 KEY PERFORMANCE INDICATORS
NUTRITIONAL STATUS- Senior High School Level (End Line)
Wasted

A Grade Enrolment BOSY Wasted Percentage (%)

C Level Male Female Total Male Female Total Male Female Total

C Grade 11

E Grade 12

S Total

S
 KEY PERFORMANCE INDICATORS
A&E Test Registrants and Actual Test Takers – Elementary Level ( as of March
31, 2020)

Grade A&E Test Registrants A&E Actual Test Takers Percentage (%)

A Level Male Female Total Male Female Total Male Female Total

C Kindergarte
n

C Grade 1

E Grade 2

Grade 3
S Grade 4

S Grade 5

Grade 6

Total
 KEY PERFORMANCE INDICATORS
A&E Test Registrants and Actual Test Takers- Junior High School
Level (as of March 31, 2020)
A&E Test Registrants A&E Actual Test Takers
A Grade Percentage (%)

C Level Male Female Total Male Female Total Male Female Total

C Grade 7

E Grade 8

S Grade 9

S Grade 10

Total
 KEY PERFORMANCE INDICATORS
ALS Completers
ALS BLP Enrolment Actual No. Completers
A Program/
Percentage (%)

Level
C Male Female Total Male Female Total Male Female Total
BLP
C A&E

E Elementar
y
S A&E JHS

S Total
 KEY PERFORMANCE INDICATORS
Liquidated MOOE
Amount Liquidated
Month Percentage (%)

January

February

March
GOVERNANCE

Total
 PRIORITIZATION
Note:
Please go back to your KPI Data and identify what are your
Prioritization and you may add another slides if needed.
 1. CHARACTERIZATION / SEGMENTATION
A. Teachers
A.1 Competences Covered:

• 85 % of the competencies were covered in the 4th quarter since

most of the topic need thorough explanation and more on
performance evaluation. (GRADE 10)
• 95% of the competencies were achieved. (GRADE 9)
• 80% of the competencies were achieved due to class
suspensions and school activities.
• 100%of the competecies were met. The teacher was able to
conduct the back up plan and the class hours were merely
affected by the school activities. (GRADE 7)
 1. CHARACTERIZATION / SEGMENTATION
A. TEACHERS

A.2 Contact Time:

- Class time and schedule were properly observed. However, due

to certain natural calamities, some of the classes were
suspended. As a result, contact time has been lessened which
resulted to the delay of achieving some competencies.
- Unfortunately, the back up plan of the teacher to meet the rest
of the comptencies was not applied because of the pandemic,
COVID 19.
 1. CHARACTERIZATION / SEGMENTATION
A. TEACHERS

A.3 Teachers Teaching Skills:

-The teacher creates a classroom atmosphere that encourage

students not only to learn with his or her strenghts but also to
improve weaknesses. The multiple intelligence of the students
were also considered and they were able to participate in a wide
variety of experiences to learn their preferences. At the same
time, the lessons were brought to life through visual and
practical learning experiences. Furthermore, contextualization
and localization to learning were highlighted.
 1. CHARACTERIZATION / SEGMENTATION
A. TEACHERS

A.4 Teachers Use of Learning Materials:

• Textbooks were not enough especially in grade 8 and 10 which

has only one (1). Therefore, photocopies, worksheets, visual
aids, and handouts were provided. On the other hand,
textbooks in grade 7 and 9 had increased.
• The students are unique individuals and the learning materials
which was used considered the students' interest, abilities,
background, cultures, and of course, their maturity level.
• The learning materials were aligned with the curriculum
standards.
1. CHARACTERIZATION / SEGMENTATION (GRADE
10)
A. TEACHERS
CIGP/S
A.5 Causeof
Teachers Use of Classroom
Proposed Time Frame
Assessment: Proposed
Occurence Corrective to Resolved Preventive
Actions Measure/s
• 20% students Students have Encourage the • Whole Year • Parents should also
got low weak students to Round follow up and
Grades foundation make their own monitor their
study schedule. children’s
Some students performance and
encounter Motivate study habits.
difficulty students to
studying at study well Deliver the lesson
home with creativity and
fun.
CIGP/S Cause of Proposed Time Frame Proposed
Occurence Corrective to Resolved Preventive
Actions Measure/s

• 20% students Poor study Encourage • Whole Year

got low habits students to Round
Grades start a group
Most of the study
boys skip
classes and six
of them are
always absent.

Poor
comprehension
skills
1. CHARACTERIZATION / SEGMENTATION (GRADE
9)
A. TEACHERS
CIGP/S
A.5 Causeof
Teachers Use of Classroom
Proposed Time Frame
Assessment: Proposed
Occurence Corrective to Resolved Preventive
Actions Measure/s
• 16% students There is still a
Enhance • Whole Year • Parents should also
got low poor reader instudents Round follow up and
Grades the class. comprehension monitor their
through children’s
Poor reading performance and
comprehension actvities study habits.
skills
Motivate Provide engaging text
Poor coping students to
skills study well Urge thinking before
reading
1. CHARACTERIZATION / SEGMENTATION (GRADE
8)
A. TEACHERS
CIGP/S
A.5 Causeof
Teachers Use of Classroom
Proposed Time Frame
Assessment: Proposed
Occurence Corrective to Resolved Preventive
Actions Measure/s
• 30% students Students have Encourage the • Whole Year • Parents should also
got low weak students to Round follow up and
grades and foundation make their own monitor their
poor study schedule. children’s
peformance Some students performance and
encounter Motivate study habits.
difficulty students to
studying at study well - Deliver the lesson
home with creativity and
Impose a fun.
Poor reward system
comprehension - Create a
skills Always provide heterogenous group
1. CHARACTERIZATION / SEGMENTATION (GRADE
8)
A. TEACHERS
CIGP/S
A.5 Causeof
Teachers Use of Classroom
Proposed Time Frame
Assessment: Proposed
Occurence Corrective to Resolved Preventive
Actions Measure/s
• 30% students Students have Encourage the • Whole Year • Parents should also
got low weak students to Round follow up and
grades and foundation make their own monitor their
poor study schedule. children’s
peformance Some students performance and
encounter Motivate study habits.
difficulty students to
studying at study well - Deliver the lesson
home with creativity and
Impose a fun.
Poor reward system
comprehension - Create a
skills Always provide heterogenous group
1. CHARACTERIZATION / SEGMENTATION (GRADE
7)
A. TEACHERS
CIGP/S
A.5 Causeof
Teachers Use of Classroom
Proposed Time Frame
Assessment: Proposed
Occurence Corrective to Resolved Preventive
Actions Measure/s
• 37% students Students have Impose a reward • Whole Year • Parents should also
got low weak foundation system Round follow up and monitor
their children’s
grades and There are poor Always provide a performance and study
poor readers positive feedback habits.
peformance to motivate the
Some students students - Deliver the lesson with
encounter creativity and fun.
difficulty studying Provide a friendly
at home atmosphere during - Create a heterogenous
discussion. group
Poor
comprehension Encourage - Provide an animated
skills everyone to version of a story (if
participate possible)
Lack of motivation
 2. CHARACTERIZATION / SEGMENTATION
B. MATERIALS/ FACILITIES & EQUIPMENT

B.1 Learners Access to Materials

CIGP/S Cause Proposed Time Proposed Preventive

of Corrective Actions Frame to Measure/s
Occurre Resolve
nce d
• Unavaila • Lack • Solicit fund for • 2019- • Tap the person
bility of of learning resources 2020 concerned for the
Learning Supply supply
Materials
• The teacher
/learning
resources Provides the learning • DepEd should have to
• (Textbook materials, provide the school all
s) downloaded LMs the TGs, LMs and other
from the internet Learning Resources
and buy a reference before the start of the
book. classes.
 2. CHARACTERIZATION / SEGMENTATION
B. MATERIALS/ FACILITIES & EQUIPMENT

B.2 Learners “Contact Time” on Use of Equipment Laboratory

- In their There TLE subject wherein they are focusing now on

ICT there is a 1:1 ratio. Students are using the ICT Tablets
provided by DEPED in their TLE/ICT class 4 days a week.
 2. CHARACTERIZATION / SEGMENTATION
B. MATERIALS/ FACILITIES & EQUIPMENT

B.3 Congestions
The problem is the space and the hauling of the equipment
since we only have 4 classrooms for each year level.
 2. CHARACTERIZATION / SEGMENTATION
B. MATERIALS/ FACILITIES & EQUIPMENT

B.4 Care and Use of Equipment

- For the ICT computer tablets, it is stored inside the steel

charging cabinet that is also provided by DepEd. Every end of
the day the tablets are kept inside and charged for the next
class.
 3. CHARACTERIZATION/ SEGMENTATION
C. ICT ENVIRONMENT

C.1 Learners Access to Internet

- Internet connection is quite impossible or won’t suffice all the

students needs because of the poor signal. However, The
teachers found a way to have access to internet for a couple of
devices only. With this, there are only a time for students to use
the internet.
 3. CHARACTERIZATION/ SEGMENTATION
C. ICT ENVIRONMENT

C.2 Teachers Use of ICT in Teaching and Learning

- It is prerequisite that teachers should integrate technology in

each of our lessons. It is also observed since 3 out of 4
classrooms already have Television screens that will aid the
Teachers in delivering quality lessons. However internet access
is only limited but this does not highly affect the teaching and
learning process.
 3. CHARACTERIZATION/ SEGMENTATION
C. ICT ENVIRONMENT

C.3 ICT Awareness in School

- Our school is glad to have been given ICT Computer Tablets for
SY 2019-2020. This is a way for students to be immersed in
technology and will have an actual knowledge and can practice
the use of these technological devices. As part of ICT awareness
in the school, for the 4th Quarter of SY 2019-2020 students are
entitled to use the equipment for their TLE subject and for their
other subject that require the use of these technological
devices.
 3. CHARACTERIZATION/ SEGMENTATION
C. ICT ENVIRONMENT

C.4 Use of Blended Learning

With the onset of ICT, teachers makes use of the Internet, online newspapers, etc. Students
learn to listen, read, write, speak and react to a conversation using ICT as a result of Blended
Learning. The students are open to novel ideas. No doubt, it promotes divergent and didactic
thinking. In their subjects especially in TLE, teachers use devices and internet access in each of
their class. Integrating technology in each of the lessons will help students be at par with other
schools that are also using technology in their lessons.
 4. CHARACTERIZATION/SEGMENTATION
D. ASSESSMENT

D.1 Tests Administered

 4. CHARACTERIZATION/SEGMENTATION
D. ASSESSMENT

D.2 Frequency of Test

 4. CHARACTERIZATION/SEGMENTATION
D. ASSESSMENT

D.3 Content Versus Assessed

 5. CHARACTERIZATION / SEGMENTATION

E. SCHOOL LEADERSHIP AND MANAGEMENT

E.1 Instructional Supervision

 5. CHARACTERIZATION / SEGMENTATION

E. SCHOOL LEADERSHIP AND MANAGEMENT

E.2 Knowledge of Curriculum

 5. CHARACTERIZATION / SEGMENTATION

E. SCHOOL LEADERSHIP AND MANAGEMENT

E.3 Competences on Education Planning

 5. CHARACTERIZATION / SEGMENTATION

E. SCHOOL LEADERSHIP AND MANAGEMENT

E.4 Understanding of Inclusive Education

 5. CHARACTERIZATION / SEGMENTATION

E. SCHOOL LEADERSHIP AND MANAGEMENT

E.4 Implementation of SBM

 5. CHARACTERIZATION / SEGMENTATION

F. SCHOOLS DIVISION TECHNICAL ASSISTANCE

F.1 Frequency of Assistance to School

 5. CHARACTERIZATION / SEGMENTATION

F. SCHOOLS DIVISION TECHNICAL ASSISTANCE

F.2 Type of Assistance Provided to School

F.2.1 Subject Areas

 5. CHARACTERIZATION / SEGMENTATION
F. SCHOOLS DIVISION TECHNICAL ASSISTANCE

F.2 Type of Assistance Provided to School

F.2.2 Assessment
 5. CHARACTERIZATION / SEGMENTATION
F. SCHOOLS DIVISION TECHNICAL ASSISTANCE

F.2 Type of Assistance Provided to School

F.2.3 Planning and M&E

 5. CHARACTERIZATION / SEGMENTATION
F. SCHOOLS DIVISION TECHNICAL ASSISTANCE

F.2 Type of Assistance Provided to School

F.2.4 Program Management

 5. CHARACTERIZATION / SEGMENTATION
F. SCHOOLS DIVISION TECHNICAL ASSISTANCE

F.2 Type of Assistance Provided to School

F.2.5 Others (Please specify TA Provided)

 5. CHARACTERIZATION / SEGMENTATION

G. COMMUNITY INDUSTRY RELEVANCE AND

PARTNERSHIP

G.1 Community Involvement

 5. CHARACTERIZATION / SEGMENTATION

G. COMMUNITY INDUSTRY RELEVANCE AND

PARTNERSHIP

G.2 School’s Use of Local Resources

 5. CHARACTERIZATION / SEGMENTATION

G. COMMUNITY INDUSTRY RELEVANCE AND

PARTNERSHIP

G.3 Linkages to Learning Institution

 5. CHARACTERIZATION / SEGMENTATION

G. COMMUNITY INDUSTRY RELEVANCE AND

PARTNERSHIP

G.4 Linkages to Industries

 NOTE: DATA IN CHARACTERIZATION AND
SEGMENTATION SHOULD BE QUANTIFIED
Example:

20/25 competencies were covered in English for the 1st quarter

due to the following reasons:
1. 1 teacher teaching English assigned as DRRM
coordinator attended conference on DRRM stipulated in
Memorandum…….
2. 1 teacher teaching Filipino was on leave for 1 month and
delayed deployment of substitute teacher

(please be specific with your reasons)

 NEXT STEP PLANS

In making your next step plans it should be based in your

priority areas.

DEADLINE OF SUBMISSION OF THIS REPORT

WILL BE ON OR BEFORE MARCH 30, 2020

Please add another slides if needed

Thank you!!!