1 ST

MUNICIPALITY
TALACOGON
OF

QUARTE
R
SMEA 2022
SCHOOL MONITORING,EVALUATION AND ADJUSTMENT
 Presented by:

Click icon to add picture

NARCISO C. OLIVEROS,
JR. ,MAED
PUBLIC SCHOOLS DISTRICT SUPERVISOR
 KRA 1
ACCESS
3
A.1 ENROLMENT BY GENDER
TOTAL NUMBER OF ENROLLEES IN
14000 TALACOGON
11951
12000

10000 TALACOGON WEST

8000 7170
TALACOGON EAST
6201
6000 5750
4781
4000 3698 3472
2503 2278
2000

0
S.Y. 2021-2022

MALE FEMALE TOTAL

4
 A.2 NUMBER OF SARDOS/PARDOS
TALACOGON
30

26
25

20

16
15 15
15 14

10 9
8 8
7 7
6
5 4
3

0
KINDER GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8 GRADE 9 GRADE 10 GRADE 11 GRADE 12

The table shows that the most number of risk of dropping out is in Grade 7, Grade 8, Grade 9, grade 11 and grade 12.
Reasons of drop-outs were the students moved to another place, chose to work because of the pandemic, teenage
pregnancy, early marriage, and lack of parents support. 5
A.3 NO. OF LEARNERS NO LONGER PARTICIPATING IN SCHOOL

TALACOGON WEST TALACOGON EAST

160 14
13

140 134 12

120
10

100
8

80
6

60
4
3
40
2 2 2 2
2
21 21 21 1 1
20 17 16
9 11
0 0 0 0 0 0
4 2 3 3 3 3 0
0
D ER E
1
E
2
E
3
E
4
E
5
E
6
E
7
E
8
E
9 10 11 12 TAL
D D D D D D D D D E E E
D ER E
1
E
2
E
3
E
4
E
5
E
6
E
7
E
8
E
9 10 11 12 TAL N
KI GRA GRA GRA GRA GRA GRA GRA GRA GRA RAD RAD RAD TO
D D D D D D D D D E E E
N
KI GRA GRA GRA GRA GRA GRA GRA GRA GRA RAD RAD RAD TO G G G
G G G
6
A.3 NO. OF LEARNERS NO LONGER PARTICIPATING IN SCHOOL

TALACOGON
160
147
140

120

100

80

60

40
21 21 20 23
20 18
9 11
5 2 5 4 5 3
0
KINDER GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8 GRADE 9 GRADE 10 GRADE 11 GRADE 12 TOTAL

The table shows that the most number of learners no longer participating in school is in Grade 7, Grade 8, Grade 9, grade 11
and grade 12. Some of the learners need to look for a job to support their family. Some are lack of interest in complying their
task because some don’t have full support from the parents.
7
A.4 FAILURE RATE
ENGLISH
TALACOGON WEST TALACOGON EAST
250 3.5
226
3 3
3
200
2.5

150 2

1.5
100
77
1
58
50 47
41
0.5

0 0 0 0 2 0 1 0 0 0 0 0 0 0 0 0 0
0 0
ER 1 2 3 4 5 6 7 8 9 10 L ER E
1
E
2
E
3
E
4
E
5
E
6
E
7
E
8
E
9 10 AL
D D E D E D E D E D E D E D E D E D E E TA D D D D D D D D D D E T
KI
N A A A A A A A A A AD T O KI
N A A A A A A A A A AD TO
GR GR GR GR GR GR GR GR GR GR GR GR GR GR GR GR GR GR R
GR G

8
A.4 FAILURE RATE
ENGLISH
TALACOGON
250
229

200

150

100
77
61
47 41
50

0 0 0 0 2 0 1
0
KINDER GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8 GRADE 9 GRADE 10 TOTAL

The table shows that the most number failing grade is in Grade 7, Grade 8, Grade 9, grade 10
Reasons for high failure rate
1. Most learners are not comfortable with the new normal mode of the learning process.
2. Low comprehension is one of the findings that most learners failed.
3. Some learners may find it difficult to take remedial lessons esp. to far-flung places. 9
A.4 FAILURE RATE
MATH
TALACOGON WEST TALACOGON EAST
250 3.5
223 3 3
3
200
2.5

150 2

1.5
100

61 63 1
54
50 42
0.5

0 0 0 0 2 0 1 0 0 0 0 0 0 0 0 0 0
0 0
ER 1 2 3 4 5 6 7 8 9 10 L
D ER E
1
E
2
E
3
E
4
E
5
E
6
E
7
E
8
E
9 10 T AL D D E D E D E D E D E D E D E D E DE E TA
D D D D D D D D D E N O
KI
N A A A A A A A A A AD TO KI GR
A
GR
A
GR
A
GR
A
GR
A
GR
A
GR
A
GR
A
GR
A AD T
GR GR GR GR GR GR GR GR GR GR GR
The table shows that the most number failing grade is in Grade 7, Grade 8, Grade 9, grade 10
Reasons for high failure rate
1. Most learners are not comfortable with the new normal mode of the learning process.
2. Low comprehension is one of the findings that most learners failed. 10
3. Some learners may find it difficult to take remedial lessons esp. to far-flung places.
A.4 FAILURE RATE
SCIENCE
TALACOGON WEST TALACOGON EAST
160 3.5
138 3 3
140 3

120 2.5
100
2
80
1.5
60
46
40 1
40 30
19 0.5
20
0 0 0 0 2 0 1 0 0 0 0 0 0 0 0 0 0
0 0
ER 1 2 3 4 5 6 7 8 9 10 L
D ER E
1
E
2
E
3
E
4
E
5
E
6
E
7
E
8
E
9 10 T AL D D E D E D E D E D E D E D E D E DE E TA
D D D D D D D D D E N O
KI
N A A A A A A A A A AD TO KI GR
A
GR
A
GR
A
GR
A
GR
A
GR
A
GR
A
GR
A
GR
A AD T
GR GR GR GR GR GR GR GR GR GR GR
The table shows that the most number failing grade is in Grade 7, Grade 8, Grade 9, grade 10
Reasons for high failure rate
1. Most learners are not comfortable with the new normal mode of the learning process.
2. Low comprehension is one of the findings that most learners failed. 11
3. Some learners may find it difficult to take remedial lessons esp. to far-flung places.
A.4 FAILURE RATE
FILIPINO
TALACOGON WEST TALACOGON EAST
160 3.5
3 3
140 134 3

120 2.5
100
2
80
1.5
60 52
41 1
40
18 20 0.5
20
0 0 0 0 2 0 1 0 0 0 0 0 0 0 0 0 0
0 0
ER 1 2 3 4 5 6 7 8 9 10 L
D ER E
1
E
2
E
3
E
4
E
5
E
6
E
7
E
8
E
9 10 T AL D D E D E D E D E D E D E D E D E DE E TA
D D D D D D D D D E N O
KI
N A A A A A A A A A AD TO KI GR
A
GR
A
GR
A
GR
A
GR
A
GR
A
GR
A
GR
A
GR
A AD T
GR GR GR GR GR GR GR GR GR GR GR
The table shows that the most number failing grade is in Grade 7, Grade 8, Grade 9, grade 10
Reasons for high failure rate
1. Most learners are not comfortable with the new normal mode of the learning process.
2. Low comprehension is one of the findings that most learners failed. 12
3. Some learners may find it difficult to take remedial lessons esp. to far-flung places.
A.4 FAILURE RATE
ARALING PANLIPUNAN
TALACOGON WEST TALACOGON EAST
140 3.5

118 3 3
120 3

100 2.5

80 2

60 1.5
41
40 36 1
27
20 0.5
11
0 0 0 0 2 0 1 0 0 0 0 0 0 0 0 0 0
0 0
ER 1 2 3 4 5 6 7 8 9 10 L
D ER E
1
E
2
E
3
E
4
E
5
E
6
E
7
E
8
E
9 10 T AL D D E D E D E D E D E D E D E D E DE E TA
D D D D D D D D D E N O
KI
N A A A A A A A A A AD TO KI GR
A
GR
A
GR
A
GR
A
GR
A
GR
A
GR
A
GR
A
GR
A AD T
GR GR GR GR GR GR GR GR GR GR GR
The table shows that the most number failing grade is in Grade 7, Grade 8, Grade 9, grade 10
Reasons for high failure rate
1. Most learners are not comfortable with the new normal mode of the learning process.
2. Low comprehension is one of the findings that most learners failed. 13
3. Some learners may find it difficult to take remedial lessons esp. to far-flung places.
A.4 FAILURE RATE
TLE/EPP
TALACOGON WEST TALACOGON EAST
140 3.5

119 3 3
120 3

100 2.5

80 2

60 1.5
49
39 1
40

20 16 0.5
12
0 0 0 0 2 0 1 0 0 0 0 0 0 0 0 0 0
0 0
ER 1 2 3 4 5 6 7 8 9 10 L
D ER E
1
E
2
E
3
E
4
E
5
E
6
E
7
E
8
E
9 10 T AL D D E D E D E D E D E D E D E D E DE E TA
D D D D D D D D D E N O
KI
N A A A A A A A A A AD TO KI GR
A
GR
A
GR
A
GR
A
GR
A
GR
A
GR
A
GR
A
GR
A AD T
GR GR GR GR GR GR GR GR GR GR GR
The table shows that the most number failing grade is in Grade 7, Grade 8, Grade 9, grade 10
Reasons for high failure rate
1. Most learners are not comfortable with the new normal mode of the learning process.
2. Low comprehension is one of the findings that most learners failed. 14
3. Some learners may find it difficult to take remedial lessons esp. to far-flung places.
A.4 FAILURE RATE
ESP
TALACOGON WEST TALACOGON EAST
140 3.5
130
3 3
120 3

100 2.5

80 2
67
60 1.5

40 1
31
19 0.5
20
10
0 0 0 0 2 0 1 0 0 0 0 0 0 0 0 0 0
0 0
ER 1 2 3 4 5 6 7 8 9 10 L
D ER E
1
E
2
E
3
E
4
E
5
E
6
E
7
E
8
E
9 10 T AL D D E D E D E D E D E D E D E D E DE E TA
D D D D D D D D D E N O
KI
N A A A A A A A A A AD TO KI GR
A
GR
A
GR
A
GR
A
GR
A
GR
A
GR
A
GR
A
GR
A AD T
GR GR GR GR GR GR GR GR GR GR GR
The table shows that the most number failing grade is in Grade 7, Grade 8, Grade 9, grade 10
Reasons for high failure rate
1. Most learners are not comfortable with the new normal mode of the learning process.
2. Low comprehension is one of the findings that most learners failed. 15
3. Some learners may find it difficult to take remedial lessons esp. to far-flung places.
TABLE 15 INDIGENOUS PEOPLE (IP) LEARNERS

TALACOGON WEST TALACOGON EAST

OTHERS 844 OTHERS 1202

TALAANDIG 81 TALAANDIG

BADJAO BADJAO

MANDAYA MANDAYA

BANWAON BANWAON

HIGAONON HIGAONON

MAMANWA MAMANWA

MANOBO 2381 MANOBO 568

0 500 1,000 1,500 2,000 2,500 3,000 0 200 400 600 800 1,000 1,200 1,400

The chart shows that most of learners Talacogon are all Manobo IP learners.
16
TABLE 16 INDIGENOUS PEOPLES EDUCATION (IPED) LEARNERS
TALACOGON WEST

TALACOGON EAST

17
NO. OF LEARNERS OF PANTAWID PAMILYANG PILIPINO
TALACOGON WEST

TALACOGON EAST

18
NO. OF LEARNERS OF PANTAWID PAMILYANG PILIPINO
TALACOGON WEST TALACOGON EAST

19
TABLE A.23 ENROLLEES IN SENIOR HIGH SCHOOL
TALACOGON WEST TALACOGON EAST
200
ACADEMIC 180183 188 160
180 TVL
STRAND 140 136
160 ACADEMIC
140
139 120 STRAND 120 TVL
127
120 100
87
100 80 78

80 75
60
60
40
40 24
20 15
20
0 0 0 0 0 0 0 0 0 0 0 0
0 0
STEM ABM HUMSS GAS AFA IA ICT HE STEM ABM HUMSS GAS AFA IA ICT HE

GRADE 11 GRADE 12 GRADE 11 GRADE 12

20
 TABLE A.24 FAILURE RATE IN SHS ESPECIALIZED SUBJECT
TALACOGON WEST TALACOGON EAST

140 140
120 121
120 120
103
100 100
80 77
80 80
60 46 45 44 60
40 40
22
20 7 20
2 2 2 2 0 0
0 0
T S CK L L
C T TV C T TS CK TV
B JE JEC T R A JE JE
C R A
B B T
SU SU IC SU B
IC
SU
UM CK EM M CK M
L A AD LU A DE
CU T R
AC
U R A
R RI D RI
C
D
T AC
CU LIE R IE
P CU PL
R E AP RE AP
CO CO
GRADE 11 GRADE 12 GRADE 11 GRADE 12

Some of the students are transferred out because of the limited strand offered by the school. Some of the learners need to look for a job to
support their family. Some are lack of interest in complying their task because some don’t have full support from the parents. It illustrates
9
the degree to which particular SHS tracks and strands may be affected by a lack of funds for facilities and teaching personnel
 KRA 2
QUALITY
22
 TABLE Q.1 LITERACY LEVEL
FILIPINO (PRE-TEST)
TALACOGON WEST TALACOGON EAST

350 327 200

288 178
300 180
163
160
250 231 138
140
126 121
200 195 192195 115111 119
178 120 112
165 102
100 93
150 85
80 76
105 107 100105 70
100 94 89
72 60 50
50 40
12 8 7 3 4 20
0 0 0 0 0 0
NON-READER FRUSTRATION INSTRUCTIONAL INDEPENDENT 0
NON-READER FRUSTRATION INSTRUCTIONAL INDEPENDENT
GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE7
GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE7

9
 TABLE Q.1 LITERACY LEVEL
FILIPINO (POST-TEST)
TALACOGON WEST TALACOGON EAST

160
145 143 50 47
140 45
120 117 40 38
107 110
104 34 34
35 32
100 91
89
30
80 78 74 26
73
25 22
60 20 19

40 37 15
31 30 11
10 8
20
5 5
3 0 3 1 0 5 3
0 0 0 0 0 0 0 0 0
NON-READER FRUSTRATION INSTRUCTIONAL INDEPENDENT 0
NON-READER FRUSTRATION INSTRUCTIONAL INDEPENDENT
GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE7
GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE7

9
 TABLE Q.1 LITERACY LEVEL
ENGLISH (PRE-TEST)
TALACOGON WEST TALACOGON EAST

300
269 180 169
160 164
250 242 160
231
140
200 191 123
170 120 110
106 105
151 94
150 138 100
119 113 115 80
100 65 68
80 60 57
72 60

50 40
10 11 5 15 20
0 0 0 0 0
NON-READER FRUSTRATION INSTRUCTIONAL INDEPENDENT 0
NON-READER FRUSTRATION INSTRUCTIONAL INDEPENDENT
GRADE 4 GRADE 5 GRADE 6 GRADE7
GRADE 4 GRADE 5 GRADE 6 GRADE7

9
 TABLE Q.1 LITERACY LEVEL
ENGLISH (POST-TEST)
TALACOGON WEST TALACOGON EAST

140 131 40
36 36
120 112 35
32
99 101
100 94 30 28
88
80 77 77 25
21 22
20
60
41 43 15
40 36
24 10
20 6 6
5 3
2 4 2 0
0 0 0 0 0 0 0 0
NON-READER FRUSTRATION INSTRUCTIONAL INDEPENDENT 0
NON-READER FRUSTRATION INSTRUCTIONAL INDEPENDENT
GRADE 4 GRADE 5 GRADE 6 GRADE7
GRADE 4 GRADE 5 GRADE 6 GRADE7

9
 TABLE Q.1 LITERACY LEVEL
MTB (PRE-TEST)
TALACOGON WEST TALACOGON EAST

250
229 200
221 181
206 180 170
197 168
200 187 184 160 153 149145
140
150 146
137
120
106
100
100 90
74 80
66 65 65
55 54 60 56
49 46
50 43 39
32 40
10 8 20 7 2
0
NON-READER FRUSTRATION INSTRUCTIONAL INDEPENDENT 0
NON-READER FRUSTRATION INSTRUCTIONAL INDEPENDENT
KINDER GRADE 1 GRADE 2 GRADE 3
KINDER GRADE 1 GRADE 2 GRADE 3

9
 TABLE Q.1 LITERACY LEVEL
MTB (POST-TEST)
TALACOGON WEST TALACOGON EAST

250
229 200
221 181
206 180 170
197 168
200 187 184 160 153 149145
140
150 146
137
120
106
100
100 90
74 80
66 65 65
55 54 60 56
49 46
50 43 39
32 40
10 8 20 7 2
0
NON-READER FRUSTRATION INSTRUCTIONAL INDEPENDENT 0
NON-READER FRUSTRATION INSTRUCTIONAL INDEPENDENT
KINDER GRADE 1 GRADE 2 GRADE 3
KINDER GRADE 1 GRADE 2 GRADE 3

9
TABLE Q.4 QUARTERLY GPA
TALACOGON WEST

800

700

600

500

400

300

200

100

0
DID NOT MEET EXPEC- FAIRLY SATISFACTORY(75- SATISFACTORY (80-84) VERY SATISFACTORY (85- OUTSTANDING (90-100)
TATION( 70-74) 79) 89)
KINDER GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8 GRADE 9 GRADE 10 GRADE 11 GRADE 12

9
TABLE Q.4 QUARTERLY GPA
TALACOGON EAST

250

200

150

100

50

0
DID NOT MEET EXPEC- FAIRLY SATISFACTORY(75- SATISFACTORY (80-84) VERY SATISFACTORY (85- OUTSTANDING (90-100)
TATION( 70-74) 79) 89)
KINDER GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8 GRADE 9 GRADE 10 GRADE 11 GRADE 12

9
TABLE Q.4 QUARTERLY GRADES
TALACOGON WEST TALACOGON EAST
ENGLISH

9
TABLE Q.4 QUARTERLY GRADES
TALACOGON WEST TALACOGON EAST
MATH

9
TABLE Q.4 QUARTERLY GRADES
TALACOGON WEST TALACOGON EAST
SCIENCE

9
TABLE Q.4 QUARTERLY GRADES
TALACOGON WEST TALACOGON EAST
FILIPINO

9
TABLE Q.4 QUARTERLY GRADES
TALACOGON WEST TALACOGON EAST
ARALING PANLIPUNAN

9
TABLE Q.4 QUARTERLY GRADES
TALACOGON WEST TALACOGON EAST
MAPEH

9
TABLE Q.4 QUARTERLY GRADES
TALACOGON WEST TALACOGON EAST
TLE/EPP

9
TABLE Q.4 QUARTERLY GRADES
TALACOGON WEST TALACOGON EAST
ESP

9
TABLE Q.4 QUARTERLY GRADES
TALACOGON WEST TALACOGON EAST
MTB-MLE

9
 KRA 3
GOVERNAN
CE40
TABLE G.3 NO. OF LEARNERS PARTICIPATING IN LIMITED F2F CLASSES
TALACOGON WEST TALACOGON EAST

1 300

250

200

1 150

100

50

0 0
MALE FEMALE TOTAL MALE FEMALE TOTAL

KINDER GRADE 1 GRADE 2 GRADE 3 GRADE 4 KINDER GRADE 1 GRADE 2 GRADE 3 GRADE 4
GRADE 5 GRADE 6 GRADE 7 GRADE 8 GRADE 9 GRADE 5 GRADE 6 GRADE 7 GRADE 8 GRADE 9
GRADE 10 GRADE 11 GRADE 12 GRADE 10 GRADE 11 GRADE 12

9
NO. OF PERSONNEL VACCINATED
TALACOGON WEST TALACOGON EAST

9
TABLE G 1-6 CLASSROOMS, COMFORT ROOMS, ARMCHAIR, MONOBLOCK CHAIRS, LEARNERS
TABLES & CHAIRS

TALACOGON WEST TALACOGON EAST

9
TABLE G 7-10 FUNCTIONAL LIBRARY, SCIENCE LABORATORIES, TLE LABORATORIES, ICT
LABORATORIES

TALACOGON WEST TALACOGON EAST

9
TABLE G.12 NUMBER OF TEXTBOOKS PER GRADE LEVEL AND SUBJECT

TALACOGON WEST

9
TABLE G.12 NUMBER OF TEXTBOOKS PER GRADE LEVEL AND SUBJECT

TALACOGON EAST

9
TABLE G.13 FUND SOURCE

TALACOGON WEST TALACOGON EAST

9
Awards and Recognition
TALACOGON CENTRAL ELEMENTARY SCHOOL SPED CENTER

3rd Place, Folk Dance, Talento sa Entablado 2022

48
Awards and Recognition

TALACOGON CENTRAL ELEMENTARY SCHOOL SPED CENTER

National Writer on SLM Health1, Regional Writer on LAS in

MTB-MLE1

MARY JEAN A. CURATO, Master Teacher I

49
 Awards and Recognition
LA FLORA ELEMENTARY SCHOOL

ZILLOVIA NATIONAL HIGH SCHOOL

THIRD PLACE- BRIGADA ESKWELA BEST IMPLEMENTING SCHOOL
(LARGE SCHOOL)

50
 Template Editing
Instructions and Feedback

TALACOGON CENTRAL ELEMENTARY SCHOOL SPED CENTER

51
TALACOGON CENTRAL ELEMENTARY SCHOOL SPED CENTER
52
 TABLE Q.19 TEACHER’S PROFESSIONAL DEVELOPMENT
TALACOGON WEST

53
 TABLE Q.19 TEACHER’S PROFESSIONAL DEVELOPMENT
TALACOGON EAST

54
TALACOGON WEST

TALACOGON EAST

55
TABLE Q.21 SCHOOL HEAD’S PROFESSIONAL DEVELOMENT
TALACOGON WEST

TALACOGON EAST

56
TABLE Q.21 SCHOOL HEAD’S PROFESSIONAL DEVELOMENT
TALACOGON EAST

TALACOGON EAST

57
TABLE Q.21 SCHOOL HEAD’S PROFESSIONAL DEVELOMENT

TALACOGON WEST

58
TABLE Q.22 INSTRUCTIONAL SUPERVISION
TALACOGON WEST

59
TABLE Q.22 INSTRUCTIONAL SUPERVISION

TALACOGON EAST

60
Instructional Supervision

61
TABLE Q.26 NUMBER OF LEARNING ACTION CELL SESSIONS

TALACOGON WEST

62
TABLE Q.26 NUMBER OF LEARNING ACTION CELL SESSIONS

TALACOGON EAST

63
TABLE Q.26 NUMBER OF LEARNING ACTION CELL SESSIONS

Learning Action Cell (LAC) Sessions

64
ISSUES
Some Priority Improvement Plans reflected in the school AIP were not fully
implemented as deliberate and directed caused by hindering factors. So far,
the school has gradually done some projects in its first phase hoping that by
this school year it will be finished. The main reason of failing to fully
accomplish these plans is the lack of fund. Although the school has an
allocation from the MOOE, nonetheless, it does not compensate to account
all the programs and projects within the calendar year. Second, is the
unavailability of time to conduct the activity or the limitation of time to
implement it. With the many clerical reports to be submitted and activities
to be conducted, time is a problem. Third is the lack of facilitating resources
to operate the said project. All these and some minor concerns are issues
that must be taken into account to avoid failure in realizing the goals and
objectives of the institution.
65
LESSONS LEARNED
 Effective time management ensures good result/ outputs.
 Strong work force and support system facilitates accomplishment of
tasks.
 Distributions of tasks among members make the work easier.
 Regular monitoring and constant follow-up of project team to
authorized personnel.
 Develop initiatives to create income- generating project.
 Updating oneself of education trends for professional advancement.
 Competence and efficiency needed.
 Advocate and instill the school’s vision to “soar high” in all endeavors.

66
SCHOOL RESOURCES SUPPORT AND EXPECTED OUTPUTS

• The major contributor to the accomplishment of the school

projects is the funding coming from the MOOE. Almost all of the
expenses are taken from the provision reflected in AIP for
allocation. Aside from that, the Parent-Teachers Association has
been a constant partner and provider in support to the school
needs. Likewise, the strong workforce- the teachers, SGC, SPT,
LGU, NGO, private agencies and individuals other sources of funds
have always a great help to achieve and accomplish the school
programs and projects in partnership with the local government
unit, community and other private organizations.
67
SCHOOL RESOURCES SUPPORT AND EXPECTED OUTPUTS

• The major contributor to the accomplishment of the school projects is the

funding coming from the MOOE. Almost all of the expenses are taken
from the provision reflected in AIP for allocation. Aside from that, the
Parent-Teachers Association has been a constant partner and provider in
support to the school needs. Likewise, the strong workforce- the
teachers, SGC, SPT, LGU, NGO, private agencies and individuals other
sources of funds have always a great help to achieve and accomplish the
school programs and projects in partnership with the local government
unit, community and other private organizations.

68
RECOMMENDATIONS AND MANAGEMENT RESPONSE

• Lack of funds, unavailability of time and other reasons

hinder the school from attaining its objectives. From
these, the school recognizes lessons that must be
considered prior to planning. Here are some suggested
recommendations hoping that it will be responded
positively.

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RECOMMENDATIONS AND MANAGEMENT RESPONSE

• Recommendations for Unaccomplished Outputs

• Regular monitoring and follow-up of unattended projects
• Recommendations for Priority Issues
• Consistency and management of time is important to implement
programs and projects as scheduled
• Proper dissemination of tasks and information and careful planning
should be practiced.
• Guarantee enough funds, generate income and seek assistance from
stakeholders to accomplish the projects.

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RECOMMENDATIONS AND MANAGEMENT RESPONSE

• Recommendations for Priority Issues

• Full implementation towards realization of projects must
be ensured.
• Sustained and maintained implementation of projects.

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