MALINTA - LRP Power Point - FINAL

MALINTA ELEMENTARY SCHOOL
Shine Tarlac
LEARNING
RECOVERY
PLAN
2022 • 2023 • 2024
Restructured and Responsive
Inclusive and Innovative
Solution – Oriented and Synergetic
Enabling and Effective
Learning Recovery:
Our Priority, Our Responsibility
MALINTA ELEMENTARY SCHOOL/ SAN JOSE DISTRICT/106639.malintaes@deped.gov.ph
Background and Context
The COVID-19 crisis has not only disrupted people's normal lives but forced educational systems across the world to find alternatives
to the traditional face-to-face instruction. As the COVID-19 pandemic poses health risks, the abrupt shift to remote teaching and increased
care-taking responsibilities at home have created a stressful and demanding environment not only for teachers' but also for parents' work.
During the pandemic, major concerns arose about the well-being of teachers and the educational system as a whole, as well as their
ability to successfully deliver instruction from a distance.
The pandemic appeared to have most vulnerably defined educational opportunities. Students from privileged backgrounds who are
supported by their parents and who are eager and capable of learning may be able to find their way past closed school doors to alternative
learning opportunities. Those from disadvantaged backgrounds were frequently reliant on the modules provided by public schools.
Since its outbreak over two years ago, COVID-19 continues to cause panic around the globe because it is life threatening and can even
cause long-term effects on the health of people who contracted the virus. But in April 2022, the World Health Organization reported that the
number of new COVID cases and fatalities worldwide have continued to decline since the end of March with more than 5 million infections
and 18, 000 reported deaths in the last week.

As of 17 April 2022, over 500 million confirmed cases and over 6 million
deaths have been reported globally, a 24% and 12% decrease respectively, as
compared to the previous week.

The Philippines has a total of 3,681,374 COVID-19 cases and 59,769 (1.6%) COVID-19
related deaths had been recorded since the beginning of the COVID-19 pandemic (data as of
April 10, 2022). There was a sudden and sharp increase in cases in late December 2021, but
after peaking in early January, a decreasing trend has been continuing in the number of cases
reported per day (Figure 1). There were 1,905 new cases (1.7 cases per 100,000 population3 )
reported in week 14 (4-10 April 2022), that is 29% lower than the previous week (28 March –
3 April 2022: 2,670 new cases, 2.4 cases per 100,000 population3 ). For week 14, NCR,
Region IV-A: CALABARZON, and Region III: Central Luzon recorded the highest case
counts at 678, 268, and 199 respectively (WHO, April 2022).
Central Luzon has reported a total cases of approximately 361, 603 cases as of April 20,
2022 with 1, 432 active cases, 353, 515 recovered and 6, 618 deaths (DOH, 2022). The
Province of Bulacan has the most number of cases with 136, 370 followed by Pampanga with
68, 974, Bataan with 41, 587, Nueva Ecija with 41, 130, and Tarlac with 28, 918 (DOH, April
2022).
Source: WHO, April 2022


Tarlac currently has 103 active cases, 28, 216 recovered and 599 deaths. Like other regions in
the Philippines, covid cases in the Province of Tarlac have been significantly decreasing.
Source: DOH, April 2022

COVID CASES San Jose (April 2022)
RT PCR Confirmed Number of Cases Recovered Died Active Cases
Burgos 30 28 2 0
David 10 10 0 0
Iba 34 31 3 0
Labney 10 10 0 0
Lawacamulag 10 9 1 0
Lubigan 25 25 0 0
Maamot 9 9 0 0
Mababanaba 60 59 1 0
Moriones 16 16 0 0
Pao 1 0 1 0
San Juan De Valdez 17 14 3 0
Sula 34 31 3 0
Villa Aglipay 44 39 5 0Source: DOH, April 2022
GRAND TOTAL: 300 280 19 0
Due to the declining number of cases in COVID-19, the Inter-Agency Task Force (IATF)
on February 27, 2022 recommended that National Capital Region (NCR) and 33 areas
including Tarlac be placed under alert level 1 starting March 1, 2022 (Inquirer, February 2022).
As the country continue to grapple with the covid-19 virus, the Inter-Agency Task Force
(IATF) placed 88 areas including Tarlac under aler level 1. According to OCTA Research,
COVID-19 reproduction in Metro Manila from April 21 to April 27 slightly increased to 071
from 0.62 from the previous week. The Department of Health reported the country’s first case
of the dreaded Omicron BA.2.12, a subvariant of the highly transmissible Omicron variant
which causes high surge in the US (DOH, April 2022).

Effects of Pandemic on Education: San Jose, Tarlac
Almost 100% of the total populations Municipality of San Jose imposed

lockdown which closed schools, businesses, industry and shops with the advent of
covid-19. the month of August-September caused major outreach that caused death
of our co-workers in the Municipality of San Jose. Full school closures lasted for
different durations, ranging from approximately one month. Most children/
learners were deprived of face-to-face learning for a significant period of time as a
result of the pandemic. The suspension of face-to-face instruction, in which
children with disabilities are most reliant, compelled these type of learners to
accept the distance learning despite of limited infrastructure and no access to
internet
With the approval of President Rodrigo Duterte, the Department of Education

ordered the implementation of a Distance Learning set-up in SY 2020-2021, in
accordance with the Basic Education-Learning Continuity Plan (BE-LCP). The
public schools accepted 24.7 million students on October 5, 2020, several months
later following the countrywide lockdown.

To prepare for online learning, surveys such as readiness assessments were completed
months before the school opened. Because modular learning is the preferred learning method in
schools, the printing of self-learning modules (SLMs) has been a top priority for the Department
of Education.
Modular learning via printed and digital modules is the most popular method of distance
learning in Tarlac Province among parents with children enrolled during the pandemic. This
includes learners in remote areas where the internet is not available for online learning.
According to the results of the enrollment survey completed by parents/guardians in the

Learner Enrollment and Survey Form (LESF) for SY 2020-2021, the majority of
parents/guardians of elementary learners preferred modular learning as a distance learning
modality for their children, while those in junior high to senior high school preferred online
learning. The smartphone is the most readily available device at home for learning, followed by
non-cable TV.
Per a June 2020 survey, there are roughly equal numbers of elementary students with and
without internet connectivity; more parents of students in grades 7 to 12 responded that they
have ways to connect to the internet. These findings confirm the digital divide among public
school students.




Malinta Elementary School is a resilient and responsible public
elementary school. It has a total of 123 learners with six (6) teaching personnel
including the Officer-In-Charge (OIC) and one (1) job order. As we desire for
education to continue, the school will respond to the emerging challenges in
order to rise above the crisis. As we continue to approach and confront the issue
of the New Normal situation brought to us by COVID-19 pandemic, we Malinta
Elementary School must see to it that the threat of this pandemic should be
minimized as well as the continuity of quality education to our learners. It is
also comprising the network of teams carry out responses outside of normal
operations, utilizing limited face-to-face classes, and MDL/RBI platforms and
established automated business processes to ensure continuity in the delivery of
basic education services. In order to achieve this, the School Planning Team
(SLRP) were collaboratively enjoined together in developing the school learning
recover plan which serve as the road map in addressing the present situation.
Aside from that, the faculty of Malinta Elementary School aspires to have a
complete teaching personnel starting this school year 2022-2023.

Mitigating the effects of covid-19 pandemic on Education

COVID-19 has caused a crisis in the educational system, which institutions
must address at the soonest possible time. The uncertainty and volatility of the
pandemic compelled the education system to respond quickly to the new
learning landscape or the new normal. In the context of the SDO Tarlac Province,
schools are encouraged to be resilient in times of crisis. In the educational
system, resiliency is defined as the ability to overcome a variety of difficulties,
including trauma, tragedy, and crises, and emerge stronger, wiser, and more
powerful (Henderson, 2012, cited in Dayagbil, et al., 2021).
In the midst of a pandemic, the teaching and learning process takes on new
dimensions. To mitigate the effects of the pandemic on education, the shift from
traditional face-to-face to distance learning modalities such as modular learning
(printed and digital), and now to blended learning, is a reality in this new normal.
During the first quarter of SY 2020-2021, schools in the SDO Tarlac Province
resorted to modular, online learning, and even radio-based learning to ensure
that learning continued in accordance with the SDO Tarlac Learning Continuity
Plan.
The challenge of preparing learning materials for alternative learning
modalities was addressed through Project Compendium of Notes Technique in
Understanding Essentials (Continue), which was completed before the start of
classes in SY 2020-2021 with the collaboration of Education Program Supervisors
and a pool of writers from the field. Another effort to bridge the gap in remote
learning is the implementation of radio-based instruction (RBI) for those without
internet access.
The Project SHINE: Aral Tarlakhenyo, in collaboration with RTV Tarlac 26, is
a radio-TV education program that was launched to provide a venue for
developing the most essential learning competencies (MELCs) among students in
Grades 4, 5, 8, and 9. Other CID-responsive Projects, Activities, and Programs
(PAPs) such as Project SMART, SIMPLE, SHINE, READKIDS, REGALO, KASALO,
and PRAYER WATCH, among others, contributed to learner quality, access,
resiliency, and well-being.
The Basic Education Learning Continuity Plan (BEL-COP) was developed in
SY 2021-2022 to specify the plan for continuing education strategies to ensure
that learning is not disrupted during a crisis.

The BE-LCOP highlights the importance of integrating technologies and several
approached to distance learning. This program involves crafting of innovations of research to
create evidence-based policies and propose programs, projects, and activities based on
evidence-based planning and adherence to current policies and guidelines on resource
development and management.
Well-being of teaching, non-teaching and learners are SDO Tarlac’s priorities and to
protect them from the spread of COVID-19 virus by partnering with other government
agencies and stakeholders in the vaccination project. The pandemic years also saw the
increase in professional development of teaching and non-teaching using virtual platform.
Partnerships with stakeholders also were forged for the delivery of quality education..
Alongside the implementation of the K-12 curriculum in Tarlac adopting the Most
Essential Learning Competencies (MELCs), technical assistance strategies were also provided
to school heads in preparation for the start of the school year in terms of implementing their
school-based BE-LCOP. The number of quality-assured learning resources increased in
response to the growing need for localized and contextualized learning materials. This
pandemic also paved the way for SDO Tarlac Province to receive more research training
through the webinar "Malatarlak," which focused on the importance of research in improving
curriculum and governance through research-informed policy formulation and reformulation
strategies.

Operational Frameworks of
the Learning Recovery Plan
(LRP)

The RAPID Learning Recovery Framework
Source: UNICEF, UNESCO, The World

Bank 2022

KITE Framework

Operational Framework

National Learning Recovery Framework
Accelerating Learning
Remediation and Intervention
Prioritizing Professional
Development of Teachers and
School Heads
Strengthening Support on
Learners and Personnel’ Health,
Safety, and Wellness

Pillar 1: K to 12 Curriculum
 Quality of Learning Outcomes

and Learning Delivery Modalities
Pre-Pandemic and During Pandemic

Dashboard: Pillar 1
EGRA- EARLY GRADES READING ASSESSMENT
G Actual Total No. C1- C2- Letter C3-a C3-b C4 C5 C6-a Oral C6-b C7 C8
R Enrolment of Orientatio of Letter Beginning Familiar Inverted Passage Comprehe Listening Dictation
A from LIS Learners n to Print Knowledg Sound or First Word Word Reading nsion Comprehe
D (F2F) e Knowledg Letter Reading Decoding nsion
E e Sound
M T F M T F M T F M T F M T F M T F M T F M T F M T F M T F M T F M T F
I 3 9 1 3 9 1 3 9 1 3 9 1 3 9 1 3 9 1 2 5 7 2 3 5 2 4 6 3 9 1 3 9 1 2 5 7
2 2 2 2 2 2 2 2
II 1 1 2 1 1 2 1 1 2 1 1 2 1 1 2 1 1 2 9 8 1 9 6 1 9 6 1 9 6 1 1 1 2 9 6 1
2 0 2 2 0 2 2 0 2 2 0 2 2 0 2 2 0 2 7 5 5 5 2 0 2 5
II 1 1 2 1 1 2 1 1 2 1 1 2 1 1 2 1 1 2 9 6 1 9 6 1 9 6 1 9 6 1 1 1 2 9 6 1
I 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 5 5 5 5 1 2 3 5

Dashboard: Pillar 1
READING PROFILE OF KEY STAGE 2 LEARNERS BASED ON PHIL-IRI ASSESSMENT in
FILIPINO (PRE-TEST- POST TEST), School Year 2019-2020
Grade Level Enrolment Independent Instructional Frustration Non-Reader
PRE POST PRE POST PRE POST PRE POST

Grade 4 14 2 12 8 2 4 0 0 0
Grade 5 23 5 18 13 5 5 0 0 0
Grade 6 12 3 8 7 4 2 0 0 0
Total 49 10 38 28 11 11 0 0 0
Total of Numbers Tested: 20% 76% 57% 22% 22% 0 0 0

49

Dashboard: Pillar 1
READING PROFILE OF KEY STAGE 2 LEARNERS BASED ON PHIL-IRI ASSESSMENT in FILIPINO
School Year 2019-2020
PRE-TEST

POST TEST
Dashboard: Pillar 1
FILIPINO(PRE-TEST- POST TEST), School Year 2020-2021

Grade 4 13 0 0 0 0 0 0 0 0
Grade 5 14 0 0 0 0 0 0 0 0
Grade 6 24 0 0 0 0 0 0 0 0
Total 51 0 0 0 0 0 0 0 0
Total of Numbers Tested: 0 0 0 0 0 0 0 0

49

Dashboard: Pillar 1

Dashboard: Pillar 1

Dashboard: Pillar 1
FILIPINO (PRE-TEST- POST TEST), School Year 2021-2022

Grade 4 18 2 12 10 6 6 0 0 0
Grade 5 14 1 10 9 4 4 0 0 0
Grade 6 15 2 9 10 6 3 0 0 0
Total 47 5 31 29 16 13 0 0 0

47

Dashboard: Pillar 1

Dashboard: Pillar 1

Dashboard: Pillar 1
ENGLISH (PRE-TEST- POST TEST), School Year 2019-2020

Grade 4 14 0 8 8 6 6 0 0 0
Grade 5 23 2 15 10 8 11 0 0 0
Grade 6 12 0 8 7 4 5 0 0 0
Total 49 2 31 25 18 22 0 0 0

49

Dashboard: Pillar 1
READING PROFILE OF KEY STAGE 2 LEARNERS BASED ON PHIL-IRI ASSESSMENT in ENGLISH

Dashboard: Pillar 1

Dashboard: Pillar 1

Grade 4 13 0 0 0 0 0 0 0 0
Grade 5 14 0 0 0 0 0 0 0 0
Grade 6 24 0 0 0 0 0 0 0 0
Total 51 0 0 0 0 0 0 0 0
Total of Numbers Tested: 0 0 0 0 0 0 0 0

51

Dashboard: Pillar 1

Dashboard: Pillar 1

Dashboard: Pillar 1

Grade 4 18 1 11 6 7 11 0 0 0
Grade 5 14 1 10 8 4 5 0 0 0
Grade 6 15 2 9 7 6 6 0 0 0
Total 47 4 30 21 17 22 0 0 0

47

Dashboard: Pillar 1

Dashboard: Pillar 1

Dashboard: Pillar 1
PHIL-IRI ENGLISH (PRE-TEST) GRAPH

0
Non-Reader0
0 %
45
Frustration 51
47
51
Instructional 45
45
4
Independent 4
6
0 10 20 30 40 50 60
2019-2020 2020-2021 2021-2022

Dashboard: Pillar 1
Results of international, national, regional, provincial, division level
achievement exams and/or achievement rate whichever are available that
reflect the SDO’s academic performance (e.g. Phil-IRI, EGRA, EGMA, NAT,
Academic Performance)
PHIL IRI 2020-2021 ENGLISH

Oral Reading Miscues
Rank by Grade Level
No. Types of Miscues
Grade 4 Grade 5 Grade 6
1 Mispronunciation 1 1.5 1
2 Omission 3.5 1.5 2.5
3 Substitution 2 4 4
4 Insertion 3.5 5 5
5 Repetition 5 3 2.5
6 Transposition 7 7 7
7 Reversal 6 6 6
Others, please specify
Dashboard: Pillar 1
STATUS OF THE USE OF RBI MATERIALS AND BROADCASTS
As of 2021
ELEMENTARY As of 2021 As of 2022 % of Increase
Total No. of
Teachers in the
5 5 0
school
Total No. of
Teachers who are
2 40% 2 40% 0
using RBI
Total of Elementary
Learners
47 47 0
Total No. of
Elementary
8 17% 10 21.28% 4.28
Learners who are
listening to and
viewing RBI Lesson
Broadcast

Dashboard: Pillar 1
REPORT OF ENROLMENT PER MODALITY
Learning S.Y. 2020-2021 S.Y. 2021-2022
Modality
A. Modular Category Enrolment Percentage Category Enrolment Percentage

Learning
PRINTED PRINTED
ELEMENTARY 100% ELEMENTARY 123 100%

125
DIGITAL DIGITAL
ELEMENTARY 0 0 ELEMENTARY 0 0
B. ONLINE ELEMENTARY O O ELEMENTARY 0 0

LEARNING
C. BLENDED ELEMENTARY 0 0 ELEMENTARY 0 0

LEARNING
D. RADIO/TV ELEMENTARY 0 0 ELEMENTARY 0 0

LEARNING 0
TOTAL ELEMENTARY 125 100% ELEMENTARY 123 0

ENROLMENT

Dashboard: Pillar 1
Basic Literacy Competencies of the Kindergarten Learners Based on the result of
the Project, Read, Evaluate, and Assess the Readiness and Development of
Individual Learners (READI), School Year 2021-2022
Areas of READI Tool
Kindergarten
Naming/Identifying/Reading Letters
Naming/Identifying/Reading Numbers
Letter Sound Competency
Writing Competency ( Letters)
Writing Competency ( Numbers)
0 10 20 30 40 50 60 70 80 90
Kindergarten

Republic of the Philippines
Department of Education
Region III- Central Luzon
Schools Division of Tarlac Province
San Jose East District
Sitio Malinta, Villa Aglipay, San Jose, Tarlac
REPORT ON PROJECT ALL NUMERATES (PAN) POST TEST
S.Y. 2021 – 2022
Grade Level Total Enrolment Number of HPS HPO LSO MEAN PL MPS
Examinees
I 13 13 100 80 25 56.15 56.15 57.03
II 22 22 100 80 20 55.00 55.00 55.90
III 23 23 100 75 35 57.43 57.43 58.28
IV 18 18 100 87 34 66.94 66.94 67.60
V 15 15 100 89 30 67.40 67.40 72.73
VI 14 14 100 91 32 74.5 74.5 75.02

REPORT ON PROJECT ALL NUMERATES (PAN)
S.Y. 2021 – 2022
POST-TEST
LEVEL OF PUPILS
GRADE LEVEL TOTAL ENROLMENT NUMBER OF EXAMINEES
Non-Numerates Nearly Numerates Numerates

0 – 49% 50 – 74% 75 – 100%
Grade 1 13 13 2 8 3
Grade 2 22 22 2 14 6
Grade 3 23 23 0 18 5
Grade 4 18 18 2 12 4
Grade 5 15 15 2 12 1
Grade 6 14 14 0 9 6

Dashboard: Pillar 1

Dashboard: Pillar 1
Science Proficiency Level
REGULAR CURRICULUM
Regular 2018-2019 2019-2020 2020-2021

Curriculum
K 1-3 Stage 1 Grade 3 11 13 17
K 4- 6 Stage 2 Grade 4 22 14 13
Grade 5 14 23 14
Grade 6 18 12 24
Average 16.25 15.5 17

REPORT ON PROJECT ALL NUMERATES (PAN)
S.Y. 2021 – 2022
POST-TEST
LEVEL OF PUPILS
GRADE LEVEL TOTAL ENROLMENT NUMBER OF EXAMINEES
Non-Numerates Nearly Numerates Numerates

0 – 49% 50 – 74% 75 – 100%
Grade 1 13 13 2 8 3
Grade 2 22 22 2 14 6
Grade 3 23 23 0 18 5
Grade 4 18 18 2 12 4
Grade 5 15 15 2 12 1
Grade 6 14 14 0 9 6

Dashboard: Pillar 1
(0-49%) (50-74%) (75-100%)

Dashboard: Pillar 1
REGULAR CURRICULUM
Regular 2018-2019 2019-2020 2020-2021

Curriculum
K 1-3 Stage 1 Grade 3 11 13 17
K 4- 6 Stage 2 Grade 4 22 14 13
Grade 5 14 23 14
Grade 6 18 12 24
Average 16.25 15.5 17

Dashboard: Pillar 1
REGULAR CURRICULUM

Dashboard: Pillar 1
Comparison of Learners’ Academic Performance Across Three (3) School
Years
PROFICIENCY LEVELS
Key Stages Outstanding Very Satisfactory Fairly Did Not Meet
(90-100%) Satisfactory (80-84%) Satisfactory Expectations
(85-89%) (75-79%) (Below 75%)
Key Stage 1
S.Y. 2018-2019 0.00% 46.59% 55.03% 0.00% 0.00%
S.Y. 2019-2020 40.46% 40.46% 25.19% 0.00% 0.00%
S.Y. 2020-2021 30.87% 25.93% 21.18% 33.42% 0.00%
Key Stage 1
S.Y. 2018-2019 18.61% 34.23% 46.14% 13.51% 0.00%
S.Y. 2019-2020 35.93% 21.32% 40.49% 0.00% 0.00%
S.Y. 2020-2021 29.57% 34.66% 37.36% 0.00% 0.00%

Dashboard: Pillar 1
Comparison of Learners’ Academic Performance Across Three
(3) School Years
PROFICIENCY LEVELS
School Year Outstanding Very Satisfactory Fairly Did Not
(90-100%) Satisfactory (80-84%) Satisfactory Meet
(85-89%) (75-79%) Expectations
(Below 75%)
S.Y. 2018- 18.61% 34.23% 46.14% 13.51% 0.00%

2019
S.Y. 2019- 35.93% 21.32% 40.49% 0.00% 0.00%

2020
S.Y. 2020- 29.57% 34.66% 37.36% 0.00% 0.00%

2021

Dashboard: Pillar 1
REPORT OF ENROLMENT PER MODALITY
Learning S.Y. 2020-2021 S.Y. 2021-2022
Modality
A. Modular Category Enrolment Percentage Category Enrolment Percentage

Learning
PRINTED PRINTED
ELEMENTARY 100% ELEMENTARY 123 100%

125
DIGITAL DIGITAL
ELEMENTARY 0 0 ELEMENTARY 0 0
B. ONLINE ELEMENTARY O O ELEMENTARY 0 0

LEARNING
C. BLENDED ELEMENTARY 0 0 ELEMENTARY 0 0

LEARNING
D. RADIO/TV ELEMENTARY 0 0 ELEMENTARY 0 0

LEARNING 0

Dashboard: Pillar 1
STATUS OF THE USE OF RBI MATERIALS AND BROADCASTS
As of 2021
ELEMENTARY As of 2021 As of 2022 % of Increase
Total No. of
Teachers in the
5 5 0
school
Total No. of
Teachers who are
2 40% 2 40% 0
using RBI
Total of Elementary
Learners
47 47 0
Total No. of
Elementary
8 17% 10 21.28% 4.28
Learners who are
listening to and
viewing RBI Lesson
Broadcast

Dashboard: Pillar 1
AVAILABLE LEARNING RESOURCES, as of December 2021
Self- Learning Modules, USBs, and Tablets Quantity Based on Inventory
K to Grade 3 23
Grade 4 10
Universal Storage Bus (USB) 35
Tablets 10
Learning Materials ( Textbooks) Quantity Based on Inventory
Grade 1-2 153

Grade 3 70
Grade 4 90

Dashboard: Pillar 2
Support to the Learning

Environment
Access, Equity and Inclusion in Education

Dashboard: Pillar 2
Comparative data on number of Inclusive
Education Programs implementers
COMPARATIVE DATA ON NUMBER OF SCHOOLS OFFERING INCLUSIVE EDUCATION
SCHOOL YEAR MEP IPED SPED MG ALS

(Madrasah (Indigenous (Special (Multigrade) (Alternative
Education Peoples Education Learning
Program) Education) Program) System)
Elem Elem Elem Total Elem Elem Total
SY 2019-2020 0 0 0 0 0 0 0
SY 2020-2021 0 0 0 0 0 0 0
SY 2021-2022 0 0 0 0 0 0 0

Dashboard: Pillar 2
Comparative Data on Enrollment: Public Schools
LEVEL COMPARATIVE PUBLIC SCHOOLS ENROLLMENT
S.Y 2019-2020 S.Y 2020-2021 S.Y. 2021-2022
MALE FEMALE TOTAL MALE FEMALE TOTAL MALE FEMALE TOTAL
KINDER 12 9 21 4 9 13 9 9 18
GARTEN
GRADE I 10 13 23 12 8 20 4 9 13
GRADE II 7 10 17 12 12 24 12 10 22
GRADE 8 5 13 7 10 17 11 12 23
III
GRADE 6 8 14 8 5 13 7 11 18
IV
GRADE 9 14 23 6 8 14 8 7 15
V
GRADE 6 6 12 10 14 24 6 8 14
VI
Dashboard: Pillar 2

Dashboard: Pillar 2
Comparative Data on Access and Efficiency
Type Performance School Year
Indicator
2017-2018 2018-2019 2019-2020 2020-2021
Net Enrolment Ratio
Efficiency Elementary 100 100 100 99.18
Gross Enrolment Ratio
Elementary 135.44 140 101.65 102.46

Dashboard: Pillar 2
Performance Indicator

Dashboard: Pillar 2
Type Performance School Year
Indicator
2017-2018 2018-2019 2019-2020 2020-2021
Completion Rate
Efficiency Elementary 57.89 85.71 54.55 171.43
Cohort Survival Rate
Elementary 57.89 85.71 54.55 171.43

Dashboard: Pillar 2

Dashboard: Pillar 2
Curricular Offerring
Public
S.Y 2019-2020 S.Y 2020-2021 S.Y. 2021-2022
Purely ES 123 125 123

Kindergarten
to Grade 6

Dashboard: Pillar 2

Dashboard: Pillar 2
PERFORMANCE INDICATORS
SCHOOL YEAR 2019-2020 TO SCHOOL YEAR 2021-2022
ELEMENTARY LEVEL
INDICATORS S.Y. 2019-2020 S.Y. 2020-2021

1 Promotion Rate 100% 100%
2 Repetition Rate 0 0
3 Graduation Rate 100% 100%
4 Transition Rate 104.55% 100%
5 Retention Rate 48.89% 61.36%

Dashboard: Pillar 2
PERFORMANCE INDICATOR
S.Y. 2019 -2020 S.Y. 2020 - 2021

Dashboard: Pillar 2
Inventory on Teachers in School
SCHOOL YEAR LEVEL OF INVENTORY OF NEEDS
EDUCATION TEACHERS
2019-2020 ELEMENTARY 5 2

Dashboard: Pillar 2

Dashboard: Pillar 2
No. of Teachers by level S.Y. 2021-2022
POSITION TITLE ELEMENTARY
TEACHER I 3
TEACHER II 0
TEACHER III 2
TOTAL 5

Dashboard: Pillar 2
No. of Teachers by level S.Y. 2021-2022

Dashboard: Pillar 2
No. of Master Teachers by level S.Y. 2021-2022
POSITION TITLE ELEMENTARY
MASTER TEACHER I 1
TOTAL 1

Dashboard: Pillar 2

Dashboard: Pillar 2
INVENTORY OF CLASSROOMS
SCHOOL YEAR LEVEL OF INVENTORY OF NEEDS
EDUCATION CLASSROOMS
2019-2020 KINDERGARTEN 1 0
GRADES 1-6 4 2
GRADES 1-6 4 2
GRADES 1-6 4 2

Dashboard: Pillar 2
INVENTORY OF CLASSROOMS

Dashboard: Pillar 2
Inventory on Furnitures
School Year Level of Education Inventory of Needs

Furniture
SY 2019-2020 Kindergarten 1 0
Grades 1-6 3 0
Grades 1-6 0 6
Grade 1-6 0 6

Dashboard: Pillar 2
Inventory on Furnitures
FURNITURES NEEDS

Dashboard: Pillar 2
Inventory on Seats
Kindergarten Seats as of On Going Implementation Allocation form Total Kindergarten Seats

December 31, 2020 (Available) charge from CY 2020-2021 2021 Budgets
13 0 0 13
Grade 1-6 Seats as of On Going Implementation Allocation form Total Grades 1-6
December 31, 2020 (Available) charge from CY 2020-2021 2021 Budgets Seats
112 0 0 112

Dashboard: Pillar 2
Inventory on Seats

Dashboard: Pillar 2
Inventory on Textbooks
School Year Level of Education Inventory of Needs

Textbooks
Grades 1-6 382 493
Grades 1-6 376 499
Grade 1-6 369 506

Dashboard: Pillar 2
Inventory on Textbooks
BOOKS NEEDS

Dashboard: Pillar 2
TEXTBOOKS GRADES 1 TO 6 TEXTBOOK
INVENTORY GRADES 1
Already available based on On going implementation Allocation from 2021 Total Textbook Inventory
property records charge from CYs 2020 Budgets
Budgets
Elementary 153 0 0 153
GRADE 2-3
Budgets
GRADES 4
Budgets

Dashboard: Pillar 2
TEXTBOOKS GRADES 1 TO 6 TEXTBOOK
INVENTORY GRADES 5
Budgets
GRADES 6
Budgets

Dashboard: Pillar 2
Identified needs based on inventory
CLASSROOMS
LEVEL OF EDUCATION NEEDS/SHORTAGE
ELEMENTARY LEVEL
KINDERGARTEN 0
GRADE 1-6 0
INTEGRATED SCHOOL 0
JUNIOR HIGH SCHOOL 0
SENIOR HIGH SCHOOL 0

Dashboard: Pillar 2
SEATS
ELEMENTARY LEVEL
KINDERGARTEN 0
GRADE 1-6 0
SPED 0
INTEGRATED SCHOOL 0

Dashboard: Pillar 2
TEXTBOOKS
ELEMENTARY LEVEL
KINDERGARTEN 0
GRADE 1-6 506
INTEGRATED SCHOOL 0

Dashboard: Pillar 2
TEXTBOOKS

Dashboard: Pillar 2
LABORATORY NEEDS
TYPE OF LABORATORY
SCIENCE ICT LABORATORY TVL LABORATORY TOTAL LABORATORY

LABORATORY NEEDS
1 1 1 3

Dashboard: Pillar 2

Dashboard: Pillar 2
Updates on School-Based Feeding Program and Milk Feeding
Program in the Division
SBFP BENEFICIARIES FROM SY 2019-2022
Beneficiaries SY 2019-2020 SY 2020-2021 SY 2021-2022
Hot Meal Nutritious Food Pack(NFP) & NFP & Milk

Milk
Total No. of Elem. Enrolment 87 97 107
No. of Learner Beneficiaries 0 97 60
Percentage 0% 100% 56.07%
No. of IPED Beneficiaries (indigent learners) 100% 100% 100%

Dashboard: Pillar 2
Updates on School-Based Feeding Program and Milk
Feeding Program in the Division
SBFP BENEFICIARIES FROM SY 2019-2022
Hot Meal
Nutritious Food Pack (NFP) & Milk
NFP & Milk

Dashboard: Pillar 2
Updates on School-Based Management
S.Y. 2019-2020 S.Y. 2020-2021
LEVEL I 0.88 0
LEVEL II 0 1.52
LEVEL III 0 0

Dashboard: Pillar 2
Updates on School-Based Management

Dashboard: Pillar 2
Updates on Vaccination Report
SCHOOL YEAR TEACHING NON - TEACHING LEARNERS
Vaccinated Unvaccinated Vaccinated Unvaccinated Vaccinated Unvaccinated
S.Y. 5 0 0 0 0 125
2020-2021 (100%) (0%) (0%) (0%) (%) (%)
S.Y. 5 0 0 0 3 120
2021-2022 (100%) (0%) (0%) (0) (0%) (%)

Dashboard: Pillar 2
VACCINATED

Dashboard: Pillar 2
UNVACCINATED

Dashboard: Pillar 3
UPSKILLING AND
RESKILLING OF
PERSONNEL
Quality of Teachers, School Heads and Supervisors

Dashboard: Pillar 3
Profiling of Teachers in School
Beginning Teachers (CAREER 2019 2020 2021

STAGE I)
TEACHER I ELEMENTARY 1 0 0
(NEWLY HIRED
TEACHER)
TOTAL 1 0 0
PROFICIENT Teachers (CAREER 2019 2020 2021

STAGE 2)
TEACHER I-III( 0- ELEMENTARY 0 1 1
3 YEARS)
TOTAL 0 1 1

Dashboard: Pillar 3

Dashboard: Pillar 3
- Profiling of teachers (e.g. Career Stage, Proficiency,
PPST)
HIGHLY PROFICIENT TEACHERS
(CAREER STAGE 3)
2019 2020 2021
MASTER
TEACHER I-II ELEMENTARY 1 1 1
TOTAL 1 1 1
DISTINGUISHED TEACHERS
(CAREER STAGE 4)
2019 2020 2021
MASTER ELEMENTARY 1 1 1
TEACHER I-II
TOTAL 1 1 1

Dashboard: Pillar 3
- Summary of Performance Ratings of Teachers
VERY
SATISFACTO OUTSTAN
ADJECTIVAL RATING POOR UNSATISFACTORY SATISFACTO
RY DING
RY
BEGINNING TEACHERS SY 2019 - SY 2020 SY 2019 SY 2020 - SY 2019 - SY 2020 - SY 2019 - SY 2020 - SY 2019 SY 2020 -
(Career Stage 1) 2020 - 2021 - 2020 2021 2020 2021 2020 2021 - 2020 2021
TEACHERS I/II 0 1 0 0
ELEMENTARY 0 0 0 0 0 0
(NEWLY HIRED)
VERY
ADJECTIVAL RATING POOR UNSATISFACTORY SATISFACTORY
SATISFACTORY
OUTSTANDING
PROFICIENT TEACHERS SY 2019 - SY 2020 SY 2019 - SY 2020 - SY 2019 - SY 2020 - SY 2019 - SY 2020 - SY 2019 SY 2020 -
(Career Stage 2) 2020 - 2021 2020 2021 2020 2021 2020 2021 - 2020 2021
TEACHERS I – III 1 0 0 4
ELEMENTARY 0 0 0 0 0 0
(0-3 YEARS)

Dashboard: Pillar 3
- Summary of Performance Ratings of Teachers
ADJECTIVAL RATING POOR UNSATISFACTORY SATISFACTORY VERY OUTSTANDING
SATISFACTORY
HIGHLY PROFICIENT
TEACHERS SY
(Career Stage 3) SY 2019
2020 -
SY 2019 SY 2020 SY 2019 SY 2020 SY 2019 SY 2020 SY 2019 SY 2020
- 2020 - 2020 - 2021 - 2020 - 2021 - 2020 - 2021 - 2020 - 2021
2021
ELEMENTARY 0 0 0 0 0 0 0 0 1 1
MASTER TEACHERS
I – II
ADJECTIVAL RATING POOR UNSATISFACTORY SATISFACTORY VERY OUTSTANDING

SATISFACTORY
DISTINGUISHED TEACHERS
(Career Stage 4) SY
SY 2019 SY 2019 SY 2020 SY 2019 SY 2020 SY 2019 SY 2020 SY 2019 SY 2020
2020 -
- 2020 - 2020 - 2021 - 2020 - 2021 - 2020 - 2021 - 2020 - 2021
2021
ELEMENTARY 0 0 0 0 0 0 0 0 1 1
MASTER TEACHERS
I – II

Dashboard: Pillar 3
Summary of Performance Ratings of School Heads
ADJECTIVAL RATING POOR UNSATISFACTORY SATISFACTORY VERY SATISFACTORY OUTSTANDING
HEAD TEACHERS I – VI SY 2019 – SY 2020 -

SY 2019 - 2020 SY 2020 - 2021
SY 2019 - SY 2020 - SY 2019 - SY 2020 - SY 2019 -
SY 2020 - 2021
2020 2021 2020 2021 2020 2021 2020
HEAD TEACHERS I ELEMENTARY 0 0 0 0 0 0 0 0 0 0
HEAD TEACHERS II ELEMENTARY 0 0 0 0 0 0 0 0 0 0
HEAD TEACHERS III ELEMENTARY 0 0 0 0 0 0 0 0 0 0
HEAD TEACHERS IV ELEMENTARY 0 0 0 0 0 0 0 0 0 0
HEAD TEACHERS V ELEMENTARY 0 0 0 0 0 0 0 0 0 0
HEAD TEACHERS VI ELEMENTARY 0 0 0 0 0 0 0 0 0 0

Dashboard: Pillar 3
- Learning and Development Needs Assessment for Teachers
DOMAIN 1 (CONTENT KNOWLEDGE AND PEDAGOGY)
SY 2019-2020 SY 2020 - 2021

STRANDS
WEIGHTED MEAN WEIGHTED MEAN
Applying knowledge of content within and

1.1 across curriculum teaching areas 3.25 5.00
1.2 Ensure the positive use of ICT to facilitate the - 4.33

teaching and learning process
Using a range of teaching strategies that

1.3 enhance learner achievement in literacy and 3.25 -
numeracy skills
Applying a range of teaching strategies to

1.4 develop critical and creative thinking, as well 3.00 4.33
as other higher order thinking skills

Dashboard: Pillar 3

Dashboard: Pillar 3
DOMAIN 2 (LEARNING ENVIRONMENT)

SY 2019 - 2020 SY 2020 - 2021
STRANDS
Managing classroom structure to engage

learners, individually or in groups, in
2.1 meaningful exploration, discovery and 4.00 -
hands-on activities with a range of
physical learning environment
Managing learner behavior

constructively by applying positive and
2.2
non-violent discipline to ensure 4.00 -
learning-focused environments

Dashboard: Pillar 3

Dashboard: Pillar 3
DOMAIN 3 (DIVERSITY OF LEARNERS)
STRANDS SY 2019 - 2020 SY 2020 - 2021
WEIGHTED WEIGHTED
MEAN MEAN
3. Using differentiated, developmentally appropriate learning 3.50 -

1 experiences to address learners’ gender, needs, strengths, interests
and experiences
3. Establishing a learner-centered culture by using teaching strategies - 4.00

2 that respond to their linguistic, cultural, socio-economic and religious
background
3. Planning and delivering teaching strategies that are responsive to the - 4.67
4 special educational needs of learners in difficult circumstances,
including: geographic isolation; chronic illness; displacement due to
armed conflict, urban resettlement or disasters; child abuse and child
labor practices

Dashboard: Pillar 3

Dashboard: Pillar 3
DOMAIN 4 (CURRICULUM AND PLANNING)
STRANDS SY 2019 - SY 2020 - 2021
2020
WEIGHTED WEIGHTED
MEAN MEAN
4. Planning, managing, and implementing developmentally 3.50 -

1 sequenced teaching and learning process for varied
learning needs and contexts
4. Setting achievable and appropriate learning outcomes - 4.33

2 that are aligned with learning competencies
4. Participated in collegial discussions that use teacher and 4.25 -

4 learner feedback to enrich learning practice
4. Selecting, developing, organizing and using appropriate 3.50 4.67

5 teaching and learning resources to address learning goals

Dashboard: Pillar 3

Dashboard: Pillar 3
- Learning and Development Needs for Teachers
DOMAIN 5 (ASSESSMENT AND REPORTING)
STRANDS SY 2019 - SY 2020 -
2020 2021
WEIGHTED WEIGHTED
MEAN MEAN
5. Designing, selecting, organizing and using diagnostic, 5.00 -

1 formative and summative assessment strategies
consistent with curriculum requirements
5. Monitoring and evaluating learner progress and 4.17 -

2 achievement using learner data
5. Using strategies for providing timely, accurate and - 4.33

3 constructive feedback to improve learner performance.
5. Communicating promptly and clearly the learners’ 4.50

4 needs, progress and achievement to key stakeholders,
including parent/guardians

Dashboard: Pillar 3

Dashboard: Pillar 3
DOMAIN 6 (COMMUNITY LINKAGES AND PROFESSIONAL ENGAGEMENT)

20210 2021
WEIGHTED WEIGHTED
MEAN MEAN
6. Building relationships with parents/guardians and the - 4.50

2 wider school community to facilitate involvement in
the educative process

Dashboard: Pillar 3

Dashboard: Pillar 3
DOMAIN 7 (PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT)

20210 2021
WEIGHTED WEIGHTED
MEAN MEAN
7. Participating in professional networks to share - 4.367

3 knowledge and to enhance practice
7. Developing a personal improvement plan based on - 4.50

4 reflection of one’s practice and ongoing professional
learning

Dashboard: Pillar 3

Dashboard: Pillar 3
- Summary of Learning and Development Priority Needs Per Domain for Teachers
SY 2019 - 20210 SY 2020 - 2021
DOMAINS STRANDS WEIGHTED

WEIGHTED MEAN
MEAN
DOMAIN 1
Applying a range of teaching strategies to develop critical and
(CONTENT KNOWLEDGE AND 1.5
creative thinking, as well as other higher order thinking skills 2.40 3.42
PEDAGOGY)
Managing learner behavior constructively by applying positive

DOMAIN 2
(LEARNING ENVIRONMENT)
2.6 and non-violent discipline to ensure learning-focused 4.0 -
environments
DOMAIN 3 Establishing a learner-centered culture by using teaching

(DIVERSITY OF LEARNERS)
3.2 strategies that respond to their linguistic, cultural, socio- 3.50 2.90
economic and religious background
DOMAIN 4 Setting achievable and appropriate learning outcomes that are

(CURRICULUM AND PLANNING)
4.2 aligned with learning competencies 2.81 2.25
DOMAIN 5 Using strategies for providing timely, accurate and constructive

(ASSESSMENT AND REPORTING)
5.3 feedback to improve learner performance. 3.42 4.33
DOMAIN 6 Building relationships with parents/guardians and the wider

(COMMUNITY LINKAGES AND 6.2 school community to facilitate involvement in the educative - 4.50
PROFESSIONAL ENGAGEMENT) process
DOMAIN 7
Participating in professional networks to share knowledge and to
(PERSONAL GROWTH AND 7.3 enhance practice - 4.43
PROFESSIONAL DEVELOPMENT)

-
Dashboard: Pillar 3
Summary of Learning and Development Priority Needs Per Domain for Teachers

Dashboard: Pillar 3
- Learning and Development Needs Assessment for School Heads
DOMAIN 1 (INSTRUCTIONAL LEADERSHIP)
SY 2019 - 2020 SY 2020 - 2021

STRANDS
1. Improved teachers’ instructional competence by conducting varied Instructional

5.00 7.00
1 Supervision activities
Ensured the full implementation of the articulated basic education curriculum

1. including its contextualization, indigenization, and innovation by producing 16
4.00 4.00
2 learning materials in the different learning areas/ curricular/ special programs in
the K to 12
1. Attained the .5% increased in the general school average through the following
interventions/ strategies/ activities: a. remedial instruction; b. differentiated 5.00 5.00
3 instruction; c. self-learning kit; d. contextualized IMs

Dashboard: Pillar 3

Dashboard: Pillar 3
- Learning and Development Needs Assessment for School
Heads
DOMAIN 2 (LEARNING ENVIRONMENT)
SY 2019 - 2020 SY 2020 - 2021
STRANDS
Provide healthy, safe, child-friendly, gender sensitive and motivating

2.
environment for learners by implementing 100% of the programs, 4.00 7.00
1 projects, and activities
2. Ensured a child-friendly environment by scoring 35 points or higher in

2 the Child-Friendly School System 5.00 4.00
2. Ensured a safe school learning environment by evaluating and

inspecting the school plant, physical facilities fitness, safety, and 4.00 4.00
3
sufficiency with the assistance of a specialist annually

Dashboard: Pillar 3
- Learning and Development Needs Assessment for School
Heads

Dashboard: Pillar 3
DOMAIN 3 (HUMAN RESOURCE MANAGEMENT AND DEVELOPMENT)
STRANDS SY 2019 - 2020 SY 2020 - 2021
3. Enhanced the level of competence of all school personnel through the 5.00 5.00
implementation of the 100% of programs, projects, and activities enumerated in the
1 School Learning Continuity Plan/ Annual Improvement Plan
3. Energized and boosted the morale of teachers by implementing the PPAs on their 5.00 2.00
welfare and institutionalizing rewards system
2
3. Developed and applied Support Succession Strategy + Team Leadership (3S + T 4.00 3.00
Leadership) by: a. Participating in programs and trainings on Values-Based
3 Leadership/ Strategic Innovation and others; b. Transformational Leadership; c.
Reflections on books on leadership read; d. Published articles on Leadership

Dashboard: Pillar 3

Dashboard: Pillar 3
DOMAIN 4 (PARENTS’ INVOLVEMENT AND COMMUNITY PARTNERSHIP)
STRANDS SY 2019 - SY 2020 - 2021

2020
WEIGHTED WEIGHTED
MEAN MEAN
4. Improved parents’ attendance, participation, and 5.00 7.00

1 involvement in school activities
4. Enhanced stakeholders’ involvement in school improvement 5.00 4.00

2 by designing five projects to address school needs
4. Strengthen stakeholders’ involvement and community 5.00 4.00

3 partnership by recognizing their accomplishments and
contributions annually

Dashboard: Pillar 3

Dashboard: Pillar 3
DOMAIN 5 (SCHOOL LEADERSHIP, MANAGEMENT AND OPERATION)
STRANDS SY 2019 - SY 2020 - 2021

2020
WEIGHTED WEIGHTED
MEAN MEAN
5. Liquidated 98% to 100% of MOOE budget accurately -- 5.00

1 and on time
5. Improved the level of clientele's satisfaction by adhering to 5.00 3.00

2 RA 9585-Anti-Red Tape Act (ARTA) and Quality Management
System (QMS).
5. Attained 100% completion of the encoding of learners profile 5.00 5.00

3 in the LIS and school data in the EBEIS during the beginning of
school year (BOSY) and end of school year (EOSY).

Dashboard: Pillar 3

Dashboard: Pillar 3
DOMAIN 6 (PROFESSIONAL GROWTH AND DEVELOPMENT)

2020 2021
WEIGHTED WEIGHTED
MEAN MEAN
6. Performed Professional Growth and Outstanding 5.00 5.00

1 Accomplishments

Dashboard: Pillar 3

Dashboard: Pillar 3
- Summary of Learning and Development Priority Needs Per Domain for School
Heads
DOMAINS STRANDS SY 2019 - 2020 SY 2020 - 2021
WEIGHTED WEIGHTED
MEAN MEAN
DOMAIN 1
Ensured the full implementation of the articulated basic education
(INSTRUCTIONAL LEADERSHIP)
curriculum including its contextualization, indigenization, and
1.2 4.66 5.33
innovation by producing 16 learning materials in the different learning
areas/ curricular/ special programs in the K to 12
DOMAIN 2 Ensured a safe school learning environment by evaluating and

(LEARNING ENVIRONMENT) 2.3 inspecting the school plant, physical facilities fitness, safety, and 4.33 5.00
sufficiency with the assistance of a specialist annually
DOMAIN 3 3.2 Energized and boosted the morale of teachers by implementing the 4.66 4.00
(HUMAN RESOURCE PPAs on their welfare and institutionalizing rewards system
MANAGEMENT AND
DEVELOPMENT)
DOMAIN 4 4.3 Strengthen stakeholders’ involvement and community partnership by 5.00 5.00
(PARENTS’ INVOLVEMENT AND recognizing their accomplishments and contributions annually
PARTNERSHIP)
DOMAIN 5 5.2 Improved the level of clientele's satisfaction by adhering to RA 9585- 3.33 4.33
(SCHOOL LEADERSHIP, Anti-Red Tape Act (ARTA) and Quality Management System (QMS).
MANAGEMENT AND
OPERATION)

Dashboard: Pillar 3
- Number of personnel trained (teaching, teaching-related, non-teaching)

Dashboard: Pillar 3
- Number of personnel trained (teaching, teaching-related, non-teaching)
PARTICIPANTS 2019 2020 2021
MANAGERIAL/ MANAGERIAL/ MANAGERIAL/
LEADERSHIP PEDAGOGICAL LEADERSHIP PEDAGOGICAL LEADERSHIP PEDAGOGICAL
TEACHING
PERSONNEL
0 2 0 1 0 3
TEACHING-
RELATED 0 0 0 0 1 0
PERSONNEL
NON-TEACHING
PERSONNEL
0 0 0 0 0 0
0 2 0 1 1 3
TOTAL NO. OF
PERSONNEL
TRAINED
2 1 4

Dashboard: Pillar 3
- Capacity Building conducted for Managerial Leadership,
Pedagogical and Technical
2019 2020 2021
MANAGERIAL/ 0 0 1
LEADERSHIP
PEDAGOGICAL/TECHNICAL 2 1 3
TOTAL 2 1 4

Dashboard: Pillar 3
- Capacity Building conducted for Managerial Leadership,
Pedagogical and Technical

Dashboard: Pillar 3
- Other pertinent data under Quality of Teachers
HIGHEST EDUCATIONAL ATTAINMENT

2019 2020 2021
BACHELOR DEGREE 2 1 1
MASTER DEGREE UNITS 1 2 2
MASTER DEGREE 2 2 2
DOCTORATE DEGREE 0 0 0
UNITS
DOCTORATE DEGREE 0 0 0
TOTAL 5 5 5

Dashboard: Pillar 3

Dashboard: Pillar 3
SESSIONS FOR PROFESSIONAL GROWTH AND DEVELOPMENT

2019 2020 2021
LEARNING ACTION CELL 5 6 5
INNOVATIONS 0 0 0
IN-SERVICE TRAINING 1 1 1
ACTION RESEARCH 0 0 0
TOTAL 6 7 6

Dashboard: Pillar 3
- Other pertinent data under Quality of School Heads

Dashboard: Pillar 4
Pillar 1: K to 12 Curriculum
❖ Quality of Learning Outcomes and

Learning Delivery Modalities
Pre-Pandemic and During
Pandemic

Dashboard: Pillar 4
Existing partnerships and collaboration
SCHOOL YEAR (SY)
2019-2020 2020-2021 2021-2022
New School Level 10 10 10

Stakeholder
Sustained 2 2 2
Partnerships
TOTAL 12 12 12

Dashboard: Pillar 4
Existing partnerships and collaboration
SCHOOL YEAR (SY)

Dashboard: Pillar 4
Summary of donations/grants and corresponding beneficiaries
SCHOOL YEAR (SY)
2019-2020 2020-2021 2021-2022
Brigada Eskwela ₱ 2,000 ₱ 3,000 ₱ 2,500
Adopt-a-School ₱0 ₱0 ₱0
Program
LSB ₱81,000 ₱63,280.00 ₱18,000

Dashboard: Pillar 4
Summary of donations/grants and corresponding beneficiaries

SWOT Analysis
Dashboard: Pillar 4
Strengths Weak
1. Unsatisfactory li
1. Availability of school based learning resources. English (shown b
2. At least there is availability of the school based RBI using and frustration
their radio transistors and TV-based instruction. proficiency level
3. Presence of teacher-initiated instructional interventions, Stages.
innovations and research. 2. Absence of stan
4. Presence of parents and stakeholders in supporting the the school mea
school PPAs. and gaps.
5. Increase in school performance indicators. 3. Lack of technolo
internet connecti
Opportunities T
1. Opportunities to foster the development of
1. Resurgence of C
resiliency and well-being of learners across affect curriculum
learning areas. PAPs
2. Opportunities to strengthen home-school 2. Change and redir
partnerships to support learning recovery. the next adminis
3. Provision of funds for the purchase of
learning resources for learning recovery.
MALINTA ELEMENTARY SCHOOL/ SAN JOSE DISTRICT/106639.malintaes@deped

SWOT ANALYSIS
Strengths Weaknesses
1. Increased enrolment due to annual conduct of 1. Updating of learners status in the

Early Enrolment Registration. LIS are delayed due to unstable
2. Enrolment concerns of learners are addressed due or no Internet connections of
to technical assistance given to LIS/BEIS schools in the far flung areas.
Coordinators. 2. Teachers are still adjusting to the
3. Professionally equipped school heads and immediate switch to distance
teachers education.
Threats
Opportunities
1. Teachers are hesitant to go out for
1. Stakeholders involvement in the mapping of school mapping because they are afraid of
age children. getting infected by the virus.
2. The Division Office provides the schools with 2. Inadequate budget for program due to
appropriate technologies for the LIS and enrollment transition of administration of our
concerns through computerization program. country.
3. Availability of standardized evaluation and 3. Health and occupational hazards
monitoring tool for SBM. encountered in the practice of duties
4. Strong coordination between local government units
and responsibilities during pandemic.
and DepEd schools in the promotion of education
4. New strains/variants as factors for the
agenda and provision of education services and needs
surge

Teachers, SHS and EPS
SWOT ANALYSIS Upskilling and Reskilling
1. Limited number of personnel trained
1. Continuous professionals development of teachers and school due to poor internet connectivity.
leaders through online platforms. 2. Limited number of approved
2. Majority of school personnel attended professional development professional programs recognized by
programs/courses. the Division Office.
3. Provides quality access to education through seminars and trainings. 3. Lack of initiative of school personnel to
4. Knowledge and Skills gained from the learning and development proposed programs for professional
trainings attended by teachers and school heads were cascaded to the development.
teacher and other personnel. 4. Difficulty of school personnel in coping
5. Teachers who were trained through the Division Office exhibited the with the new set up from working from
teaching and learning strategies acquired. home to work on site.
Threats
Opportunities
1. Trainings and Development
1. Continues partnership with the external program provider of
Programs are distribute only to
professional development program/course recognized by
Division Office. few school personnel.
2. Accessible training through online learning / face to face meeting. 2. Unpredictable learning
3. Further research could be conducted to establish the importance of
environment.
learning and development – particularly the reskilling and
upskilling of teachers and school leaders. 3. Data Privacy through Google
Forms.
MALINTAELEMENTARY
MALINTA ELEMENTARYSCHOOL/
SCHOOL/ SAN
SANJOSE
JOSE DISTRICT/106639.malintaes@deped.gov.ph
DISTRICT/106639.malintaes@deped.gov.ph
SWOT ANALYSIS
1. Increasing number of new school-level 1.
stakeholders and partnerships; Increasing Sustainabili
number of sustained school-level
ty on
partnerships
2. Expertise of teachers on community partnership
linkages
Opportunities Threats
1. Slowed physical mobility of
1. Strong public-private resources from time to time,
partnership with education due to the limitations brought
about by community health
stakeholders. protocols on areas with rising
number of COVID-19 cases
2. Supportive LGU 2. Misinformation and public
unrest regarding
responsiveness during times
of pandemic

Key Challenges and
Strategic Directions

SCHOOL
LRP FRAMEWORK GOAL
By 2024, learners across the region are able to
develop and improve their foundational skills for
lifelong learning and full participation in society
SECTOR OUTCOME
Basic education learners acquired literacy, numeracy
and science skills required to succeed in higher
education and employment.
INTERMEDIATE OUTCOMES
ACCESS RESILIENCY AND

EQUITY QUALITY
WELL-BEING
All learners participate

All learners access and Learners develop the
equitably and Learners develop
receive tailored meaningfully in basic standard
positive mindset and
services needed in education, regardless of literacy,numeracy and
status, ethnicity, sex,
can adapt to change.
basic education. science skills.
disability, age, and other
social characteristics.
ENABLING MECHANISMS-GOVERNANCE
Resilient, Responsive and Efficient

Governance, Management and Systems 159

DIVISION
LRP FRAMEWORK
160

Key Challenges: Pillar 1 K to 12 Curriculum
1. There is already a learning loss in terms of the Most Essential Learning

Competencies delivered through distance learning modality during pandemic
2. Increase of number of learners who exhibit reading inability skills.
3. Increase number of learners who lacks mastery of 4 fundamental skills.
4. Low proficiency level of learners in scientific and critical thinking ability in Science.
5. Insufficient data and tools in assessing the academic performance of pupils during
pandemic.
6. Critical resources for the delivery of chosen learning modalities during pandemic.
7. Strong support system from stakeholders to support the resources needed in the
implementation of distance learning and limited face to face.
8. Crafting of innovation and research to sustain the continuous learning and
improvement of pupils performance.

K to 12 Curriculum
Goal: Ensure that all learners develop grade level competencies at
PILLAR 1
least at the proficient level
STRATEGIES INTERVENTIONS MAJOR OUTPUTS
1. Address learning gaps a. Developed instructional

and losses materials suited to the
identified learning gaps and
losses.
b. Used the locally developed
activity sheets to address the
learning gaps and losses.
a. Use differentiated instruction across learning areas
b. Develop contextualized, localized, and indigenized

based from the MELCs.

K to 12 Curriculum
Goal: Ensure that all learners develop grade level
PILLAR 1
competencies at least at the proficient level
2. Increase the number of

learners in reading skills a. Develop contextualized,
who are independent
readers. localized, and indigenized
reading materials in line with
a. Use the Marungko Approach in teaching basic the Marungko and Fuller and
reading skills. Approach.
b. Develop contextualized, localized, and indigenized
reading materials.

K to 12 Curriculum
Goal: Ensure that all learners develop grade level competencies at least at the
PILLAR 1
proficient level
3.Strengthen monitoring a. Contextualized M and E tools

and evaluation of the PAPs for each of the PAPs
b. Periodic progress reports of
the PAPs through meetings
and feedbacking.
a. Craft Monitoring and Evaluation (M and E) tools c. Project proposals,
accomplishment reports,
for each programs, activities, and projects (PAPs) and dissemination strategies
d. Improved implementation of
b. Conduct regular and periodic monitoring and the PAPs based on the M
and E analysis
evaluation of the PAPs through meetings.
c. Coordinate with the stakeholders.

Improving Learning Environment
Key Challenges: Pillar 2
1. Increase SBM level of practice

2. Low covid 19 vaccination rate among learners.
3. Large number of SBFP beneficiaries in our school which should be reduced
4. Low psychosocial mental support program to our school personnel and learners
5. Some schools fail to encode their enrolment online on time in the LIS due to poor internet
connectivity.
6. Low participation rate in the implementation of progressive expansion to limited face-to-face classes.
7. Insufficient number of classrooms and teachers
165

Goal: TO PROVIDE LEARNERS WITH SAFE, HEALTHY, QUALITY AND ACCESSIBLE LEARNING
PILLAR 2 ENVIRONMENT TO PROMOTE MEANINGFUL LEARNING EXPERIENCE
Provide comprehensive school Ensure the availability of a well trained motivated school health Achieved 100% coverage of learners with the
health services which identify and personnel. “fitness and periodic medical examination
respond to learners and school Provide health promotion programs that can improve the family and program.”
personnel’s actual and potential community engagement in the implementation of school health Achieved 100% of learners vaccinated with
health problems. activities. covid 19 vaccines and childhood vaccinations.
Promote 100% mental health programs and
Provide health promotion programs that can improve the support
implementation of health activities Number of malnourished students decreased
by 70%.
Facilitate the internalization of the Ensure the family and community engagement in school health programs 100% participation rate of family and
health and nutrition values and community in school health programs
behavior and ensure the effective
carry over to the home and
community
Propose programs and projects Conduct periodic assessment of mental health program and research Implemented programs and projects on
166
focusing on psychosocial mental regarding the its implementation psychosocial mental health
health

Goal: TO PROVIDE LEARNERS WITH SAFE, HEALTHY, QUALITY AND ACCESSIBLE LEARNING ENVIRONMENT TO PROMOTE MEANINGFUL LEARNING
PILLAR 2 EXPERIENCE
Propose programs and Conduct periodic assessment of mental health program and Implemented programs and projects on
projects focusing on research regarding the its implementation psychosocial mental health
psychosocial mental health
Improve the level of practice Assessment, planning implementation and evaluation of Increase in the level of practice from
of level 2 and 3 schools SBM technical assistance level 2 to level 3.
level of practice. Regular meeting and kamustahan .coaching and mentoring,
trainings and showcasing of best practices
Benchmarking from other schools who are in level 3
167

Goal: TO PROVIDE LEARNERS WITH SAFE, HEALTHY, QUALITY AND ACCESSIBLE LEARNING ENVIRONMENT TO PROMOTE MEANINGFUL LEARNING
PILLAR 2 EXPERIENCE
Improve enrolment services Organize remote meetings with the LIS Coordinators and class 100% submission and validation of
by coordination and advisers for announcement and discuss the issues/concerns learners status in the LIS, BEIS and
provisions of technical encountered by the LIS Coordinators and class advisers for the EBEIS.
assistance to LIS coordinators provision of Technical Assistance.
and class advisers to encode
their enrolment data before Monthly reporting of LIS accomplishments by classrooms
the national deadline in the advisers
Central Office to avoid
difficulty in accessing the LIS
system
Conduct research on learning Organize research writeshop to guide the researchers on the No. of conducted research on learning
delivery and teaching and proposal writing stage and provide technical assistance delivery and teaching and learning
learning process during the remotely or face to face process during the pandemic
pandemic to mitigate the
impact of the pandemic on Improvement in the academic
learners’ access to education performance of learners 168

Goal: TO PROVIDE LEARNERS WITH SAFE, HEALTHY, QUALITY AND ACCESSIBLE LEARNING
PILLAR 2 ENVIRONMENT TO PROMOTE MEANINGFUL LEARNING EXPERIENCE
Accommodate all learners Maximize the use of classrooms following health and 100% of the students are
participating in the face safety protocols accommodated in the face to face
to face classes class
Prioritizing the
marginalize learners
169

Teachers, SHS and EPS Upskilling and Reskilling
The program team failed to

Limited
Lack of interest to implement the approved
opportunity to
conduct innovations and trainings for teachers and
attend higher level
action research. school leader due to shift of
of trainings/
learning modality brought
seminars.
about by COVID 19.
Limited school funds to train all

Strict monitoring and evaluation in personnel in addressing the priority
the implementation of School PPAs. GAPS that need urgent professional
intervention.

Goal: Improve and implement learning and development program that would upskill and reskill teachers,
PILLAR 3 school leaders, and non-teaching personnel in line with the changing normal in the school environment.

Conduct learning &  Conduct SLAC based on the result of LDNA. Monitoring & Evaluation Tools
development needs
assessment. Activity Completion Report
Upgrade Professional growth
of teachers through
SLACs/INSETs/ District
Webinars/ Seminars.
Encourage Teachers to attend

post
Graduate studies.


Capacitate teachers in  Provide Technical Assistance
formulating innovation  Prepare and submit Proposals. Acquired knowledge are being
proposal and action research. applied that leads to effective
teaching-learning process.
Encourage teachers to Send and support teachers in providing and attaining Professional Certificate of NEAP Recognized
attend/enroll NEAP Growth from the different courses and webinars. PDPs/Courses
Recognized PDPs/Courses and
webinars offered by the Certificates from the different
district/division as well. webinars.
All learning and school Organize School Monitoring and Evaluation Team that ensure the M&E Tool
programs/activities shall be implementation of School Programs and activities.
subject to intensified Recalibrated School Programs and
monitoring and assessment Activities
to check the availability and
appropriateness in line with
the new normal set-up.


All learning and school Organize School Monitoring and Evaluation Team that ensure the M&E Tool
programs/activities shall be implementation of School Programs and activities.
subject to intensified Recalibrated School Programs and
monitoring and assessment Activities
to check the availability and
appropriateness in line with
the new normal set-up.

Engagement of Stakeholders for Support and Collaboration
1. Poor cooperation & support of parents/guardians in monitoring their children’s

performance in the blended learning modalities.
2. Physical accessibility of resources has been slowed due to COVID-19
Pandemic.

Goal: To gain the full support and cooperation of all stakeholders in addressing the learning gaps and
PILLAR 4 learning losses of all learners in Key Stages including the Special Curricular and Inclusion programs.

 Enhance
 Conduct regular meetings with the stakeholders to address the needs  Progress Report Card
partnership
and linkages and gaps of the learner’s academic performance.  Achievement Rate
in Education
 Stakeholders Convergence
Partners
 List of Beneficiaries
 Deed of Donation
 Memorandum of
Agreement/Understanding

Goal: To gain the full support and cooperation of all stakeholders in addressing the learning gaps and
PILLAR 4 learning losses of all learners in Key Stages including the Special Curricular and Inclusion programs.
 Involve parents and other stakeholders in every school projects ,  Stakeholders Convergence
 Strengthen
partnership programs and activities.  List of PPA’s Conducted
with the
 Financial Report
stakeholders
.  Activity Completion Report
 Certificates
 Deed of Donation
 Memorandum of
Agreement/Understanding

Performance Targets

Targets
NET ENROLMENT RATE ELEMENTARY
SCHOOL YEAR ACTUAL DATA FORECAST FINAL TARGET
2017-2018 96.6
2018-2019 98.49
2019-2020 100.35
2020-2021 98.97
2021-2022 100.85
2022-2023 100.47 103.59
2023-2024 101.22 106.32
2024-2025 101.97 109.06
2025-2026 102.73 111.79
2026-2027 103.48 114.53
2027-2028 104.23 117.26
2028-2029 104.98 120

Targets
ACCESS, EFFICIENCY AND QUALITY
RESILIENCY AND WELL-BEING (Based on CO targets)
RESULTS STATEMENT/ START YEAR 2023 2024 2025 2026 2027 2028 2029 2030
KEY PERFORMANCE INDICATORS 2022
1. Percentage of affected and displaced learners retained 90% 95% 98% 100% 100% 100% 100% 100% 100%
2. Percentage of learners who reported violence committed against them by other learners 100% 100% 100% 100% 100% 100% 100% 100% 100%
(bullying) or adults (child abuse) based on intake sheets of schools
3. Percentage of learners who are happy and satisfied with their basic education experience in 90% 95% 98% 100% 100% 100% 100% 100% 100%
relation to the enjoyment of their specific rights in school and learning centers
4. Percentage of learners who know their rights TO and IN education, and how to claim them 90% 95% 98% 100% 100% 100% 100% 100% 100%
positively
5. Percentage of schools and learning centers significantly manifesting indicators of Right to Basic 100% 100% 100% 100% 100% 100% 100% 100% 100%
Education in the learning environment
6. Percentage of DepEd personnel in SDO, and schools/learning centers who know the rights of 100% 100% 100% 100% 100% 100% 100% 100% 100%
children and learners in relation to Right to Basic Education, and are able to infuse them in their
respective jobs/duties
7. Percentage of learners equipped with capacities on what to do before, during, and after 85% 88% 90% 93% 95% 98% 100% 100% 100%
disaster/emergency
8. Percentage of learners in safe schools 100% 100% 100% 100% 100% 100% 100% 100% 100%
9. Percentage of learners with improved health statistics 70% 73% 75% 78% 80% 82% 85% 86% 88%

Targets
Minimum Target Proficiency Level (2022-2030) in English
KEY STAGE 1 (G1 to 3) KEY STAGE 2 (G4 to 6) KEY STAGE 3 (G7 to 10) KEY STAGE 4 (G11 to 12)
20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20
22 23 24 25 26 27 28 29 30 22 23 24 25 26 27 28 29 30 22 23 24 25 26 27 28 29 30 22 23 24 25 26 27 28 29 30
4 4 5 5 6 6 7 7 8 4 4 4 5 5 6 6 7 7 4 4 4 4 5 5 6 7 7 4 4 4 4 5 5 6 7 7
0 5 0 5 0 5 0 5 0 0 4 8 2 6 1 5 0 8 0 3 5 8 3 8 3 0 8 0 3 5 8 3 8 3 0 8

Targets
TARGET IN SCIENCE OF THE LEARNING RECOVERY PLAN
REGULAR CURRICULUM 2022 2023 2024 2025 2026 2027 2028 2029 2030
K 1-3 Stage 1 Grade 3 30 32 34 36 38 40 42 44 46
4-6 Stage 2 GRADE 4 32 34 36 38 40 42 44 46 48
Grade 5 32 34 36 38 40 42 44 46 48
Grade 6 32 34 36 38 40 42 44 46 48
Gen. Ave 31.5 33.5 35.5 37.5 39.5 41.5 43.5 45.5 47.5

Targets
TARGET IN FILIPINO OF THE LEARNING RECOVERY PLAN
REGULAR CURRICULUM 2022 2023 2024 2025 2026 2027 2028 2029 2030
K 1-3 Stage 1 Grade 3 35 36 37 39 41 43 46 48 50
4-6 Stage 2 GRADE 4 35 37 38 40 41 43 46 48 52
Grade 5 37 38 40 43 46 48 50 51 53
Grade 6 37 38 40 42 44 47 50 52 54
Gen. Ave 36 37.25 38.75 41 43 45.25 48 49.75 52.25
182

Targets
TARGET IN MATH OF THE LEARNING RECOVERY PLAN
2022 2023 2024 2025 2026 2027 2028 2029 2030

Grade 1-3 40 42 45 48 52 55 58 60 63
Grade 4-6 40 42 45 47 50 52 54 56 60
Gen. Ave 40 42 45 47.5 50.75 53.5 56 58.5 62

Implementation Plan
PILLAR 1 Goal: Ensure that all learners develop grade level competencies at least at the proficient level
Strategies Interventions Person-in-Charge Critical Action (Activities) Responsible / Timeframe Estimated Budget Source
Accountable Unit Budget
P P2 P
1 3
Class Adviser Monitoring of Instruction Class Adviser
1. Address School LRMDS School LRMDS
learning gaps a. Use
and losses differentiated
instruction
across
learning areas
b. Develop
contextualized
, localized,
and
indigenized
based from
the MELCs.

Analysis and Management of Risk
Identified Risk Severity
Institutional Risk Risk Probability Impact Overall Mitigation Strategies
Categories Rate
High/Medium/ High/Medium/
Low Low
School closures due to covid-19 surge Operational 3 5 4 Continue

implementing
other distance
learning
modalities
Shortage of teachers and classroom Operational 3 5 4 Prioritizing

due to limited number of class size in
the implementation of limited face-to-
learners vis-à-vis
face DepEd Order
Teachers cannot focus on teaching due Strategic 5 5 5 Unloading of

to too many administrative tasks
administrative
- FOCAL PERSONS: ASDS SGOD CHIEF, CID CHIEF and ancillary
tasks 186

Monitoring and Evaluation Plan ACCOUNTABLE
PILLAR INTERMEDIATE OUTCOMES INDICATORS OFFICE
All learners access and receive ● At least 90% of affected and displaced learners
tailored services needed in basic retained
education ● Developed interventions and strategies to address
learning gaps in reading, numeracy & scientific skills
1 - K to 12 Curriculum by 75%.
Class Advisers
Learners develop the standard
literacy, numeracy and science ● Increased the literacy, numeracy & scientific skills of
skill learners by 75%.
Learners develop positive mindset ● at least 90% of learners who are happy and satisfied
with their basic education experience in relation to
and can adapt to change the enjoyment of their rights in school and learning
2 - Improving Learning All learners participate equitably centers All Teaching and
● 100% of schools and learning centers significantly Non-Teaching
Environment and meaningfully in basic manifesting indicators of Right to Basic Education in School Personnel
education, regardless of status, the learning environment
ethnicity, sex, disability, age and
other social characteristics ● 100% of learners in safe schools
● 100% of learners with improved health statistics
3 - Teachers, School Heads ● at least ten (10) SLACs proposals approved by the School
and Supervisors Upskilling Competent and credible teachers
provide appropriate and quality Division Office, INSET, Innovations and Action Administrative
and Reskilling instruction to learners
Research for Professional Development Program Officer/ School
● 100% of personnel capacitated Head/ Teachers
4 - Engagement of 187
Stakeholders for Support Stakeholders participate in the
promotion of education agenda
●
●
at least 35% increase in generated resources
100% sustainability in existing partnership
School
Soc Mob
and Collaboration

Communication Plan
LRP Dissemination from SDO Tarlac Province to Schools and Stakeholders
In order to implement the Division Learning Recovery Plan (LRP) effectively and efficiently, it must be disseminated properly
from the Schools Division Office to all schools, learning centers and its stakeholders. The LRP and all communications related
to it will be disseminated thru the following channels.
Division Official Website DepEd Tayo - Tarlac Province Face to Face Meetings
https://www.depedtarlac.com.ph www.facebook.com/DepEdTayoTP

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MALINTA ELEMENTARY SCHOOL

MALINTA ELEMENTARY SCHOOL/ SAN JOSE DISTRICT/106639.malintaes@deped.gov.ph

MALINTA ELEMENTARY SCHOOL/ SAN JOSE DISTRICT/106639.malintaes@deped.gov.ph

Source: WHO, April 2022

MALINTA ELEMENTARY SCHOOL/ SAN JOSE DISTRICT/106639.malintaes@deped.gov.ph

MALINTA ELEMENTARY SCHOOL/ SAN JOSE DISTRICT/106639.malintaes@deped.gov.ph

Source: DOH, April 2022

MALINTA ELEMENTARY SCHOOL/ SAN JOSE DISTRICT/106639.malintaes@deped.gov.ph

MALINTA ELEMENTARY SCHOOL/ SAN JOSE DISTRICT/106639.malintaes@deped.gov.ph

Almost 100% of the total populations Municipality of San Jose imposed

With the approval of President Rodrigo Duterte, the Department of Education

MALINTA ELEMENTARY SCHOOL/ SAN JOSE DISTRICT/106639.malintaes@deped.gov.ph

According to the results of the enrollment survey completed by parents/guardians in the

MALINTA ELEMENTARY SCHOOL/ SAN JOSE DISTRICT/106639.malintaes@deped.gov.ph

MALINTA ELEMENTARY SCHOOL/ SAN JOSE DISTRICT/106639.malintaes@deped.gov.ph

MALINTA ELEMENTARY SCHOOL/ SAN JOSE DISTRICT/106639.malintaes@deped.gov.ph

MALINTA ELEMENTARY SCHOOL/ SAN JOSE DISTRICT/106639.malintaes@deped.gov.ph

MALINTA ELEMENTARY SCHOOL/ SAN JOSE DISTRICT/106639.malintaes@deped.gov.ph

Mitigating the effects of covid-19 pandemic on Education

MALINTA ELEMENTARY SCHOOL/ SAN JOSE DISTRICT/106639.malintaes@deped.gov.ph

MALINTA ELEMENTARY SCHOOL/ SAN JOSE DISTRICT/106639.malintaes@deped.gov.ph

MALINTA ELEMENTARY SCHOOL/ SAN JOSE DISTRICT/106639.malintaes@deped.gov.ph

Source: UNICEF, UNESCO, The World

MALINTA ELEMENTARY SCHOOL/ SAN JOSE DISTRICT/106639.malintaes@deped.gov.ph

MALINTA ELEMENTARY SCHOOL/ SAN JOSE DISTRICT/106639.malintaes@deped.gov.ph

MALINTA ELEMENTARY SCHOOL/ SAN JOSE DISTRICT/106639.malintaes@deped.gov.ph

MALINTA ELEMENTARY SCHOOL/ SAN JOSE DISTRICT/106639.malintaes@deped.gov.ph

 Quality of Learning Outcomes

MALINTA ELEMENTARY SCHOOL/ SAN JOSE DISTRICT/106639.malintaes@deped.gov.ph

MALINTA ELEMENTARY SCHOOL/ SAN JOSE DISTRICT/106639.malintaes@deped.gov.ph

Grade Level Enrolment Independent Instructional Frustration Non-Reader

PRE POST PRE POST PRE POST PRE POST

Total of Numbers Tested: 20% 76% 57% 22% 22% 0 0 0

MALINTA ELEMENTARY SCHOOL/ SAN JOSE DISTRICT/106639.malintaes@deped.gov.ph

MALINTA ELEMENTARY SCHOOL/ SAN JOSE DISTRICT/106639.malintaes@deped.gov.ph

Grade Level Enrolment Independent Instructional Frustration Non-Reader

PRE POST PRE POST PRE POST PRE POST

Total of Numbers Tested: 0 0 0 0 0 0 0 0

MALINTA ELEMENTARY SCHOOL/ SAN JOSE DISTRICT/106639.malintaes@deped.gov.ph

MALINTA ELEMENTARY SCHOOL/ SAN JOSE DISTRICT/106639.malintaes@deped.gov.ph

MALINTA ELEMENTARY SCHOOL/ SAN JOSE DISTRICT/106639.malintaes@deped.gov.ph

Grade Level Enrolment Independent Instructional Frustration Non-Reader

PRE POST PRE POST PRE POST PRE POST

Total of Numbers Tested: 11% 66% 62% 34% 28% 0 0 0

MALINTA ELEMENTARY SCHOOL/ SAN JOSE DISTRICT/106639.malintaes@deped.gov.ph

MALINTA ELEMENTARY SCHOOL/ SAN JOSE DISTRICT/106639.malintaes@deped.gov.ph

MALINTA ELEMENTARY SCHOOL/ SAN JOSE DISTRICT/106639.malintaes@deped.gov.ph

Grade Level Enrolment Independent Instructional Frustration Non-Reader

PRE POST PRE POST PRE POST PRE POST

Total of Numbers Tested: 4% 63% 51% 37% 45% 0 0 0

MALINTA ELEMENTARY SCHOOL/ SAN JOSE DISTRICT/106639.malintaes@deped.gov.ph

MALINTA ELEMENTARY SCHOOL/ SAN JOSE DISTRICT/106639.malintaes@deped.gov.ph

MALINTA ELEMENTARY SCHOOL/ SAN JOSE DISTRICT/106639.malintaes@deped.gov.ph

Grade Level Enrolment Independent Instructional Frustration Non-Reader

Total of Numbers Tested: 0 0 0 0 0 0 0 0

MALINTA ELEMENTARY SCHOOL/ SAN JOSE DISTRICT/106639.malintaes@deped.gov.ph

MALINTA ELEMENTARY SCHOOL/ SAN JOSE DISTRICT/106639.malintaes@deped.gov.ph

MALINTA ELEMENTARY SCHOOL/ SAN JOSE DISTRICT/106639.malintaes@deped.gov.ph

Grade Level Enrolment Independent Instructional Frustration Non-Reader

PRE POST PRE POST PRE POST PRE POST

Total of Numbers Tested: 9% 64% 45% 36% 47% 0 0 0

MALINTA ELEMENTARY SCHOOL/ SAN JOSE DISTRICT/106639.malintaes@deped.gov.ph