Enrolment

BOSY 2022-2023 vi-a vis end of 2nd Grading Period

SY 2022-2023
Grade Level 1st GRADING 2nd GRADING
M F T M F T
Key Stage 1 ANALYSI
Kinder 5 2 7 5 2 7
The enrolment
from 1SGrading
Grade 1 5 3 8 5 3 8
st
Grade 2 5 0 5 5 0 5
Grade 3 1 1 2 1 1 2 to 2nd Grading
Total KS1 16 6 22 16 6 22 Period of SY 2022-
Key Stage 2
2023 remains at a
Grade 4 7 3 10 7 3 10
Grade 5 3 3 6 3 3 6 total of 42
Grade 6 1 3 4 1 3 4 learners.
Total KS2
Grand Total
11
27
9
15
20
42
11
27
9
15
20
42
Trend: Sustained
 No Longer Participating
in Learning Activities/ Drop-out
1st Quarter 2nd Quarter
GRADE
LEVEL
ANALYSIS
M F T M F T
Trend: Sustained
KEY STAGE 1
Zero drop-out rate
G1 0 0 0 0 0 0
maintained from BOSY
G2 0 0 0 0 0 0
2022–2023 up to the 2nd
G3 0 0 0 0 0 0 Grading Period.
KEY STAGE 2 MPES provides
G4 0 0 0 0 0 0 intervention and
G5 0 0 0 0 0 0 appropriate attention to
G6 0 0 0 0 0 0 learners at risk to prevent
TOTAL 0 0 0 0 0 0 them from
dropping out.
 Planned PPA for Access
SY 2022-2023

Project H2M
Halina’t
Mag-enrol at
Matuto

Objective:
To increase or maintain the enrolment rate from
1st quarter to 4th Quarter of SY 2022-2023.
 ANALYSIS: Based on pre-assessment reading result
gathered on the beginning of SY 2022-2023, it showed that
17.14% of learners are independent readers, 48.57% as
instructional readers and 31.43% as frustration readers and
Number/ Percentage of Non-Readers by Key Stage
fortunately, there is no non-reader.
LITERACY RESULT (ENGLISH) | BOSY 2022-2023]
  Enrolment INDEPENDENT INSTRUCTIONAL FRUSTRATION NON-READER
Grade
Level M F T M F T M F T M F T M F T
I 5 3 8 0 0 0 2 2 4 3 1 4 0 0 0
II 5 0 5 0 0 0 4 0 4 1 0 1 0 0 0
III 1 1 2 0 0 0 0 1 0 1 0 1 0 0 0
Total
KS1 11 4 15 0 0 0 6 3 8 5 1 6 0 0 0
PERCENTAGE 0% 0% 0% 54.54% 75% 53.33% 45.45% 25% 40% 0% 0% 0%
IV 7 3 10 0 3 3 4 0 4 3 0 3 0 0 0
V 3 3 6 1 1 2 1 1 2 1 1 2 0 0 0
VI 1 3 4 0 1 1 1 2 3 0 0 0 0 0 0
Total
11 9 20 1 5 6 6 3 9 4 1 5 0 0 0
KS2
PERCENTAGE 9.09% 55.56% 40% 54.55% 33.33% 45% 36.36% 11.11% 25% 0% 0% 0%
TOTAL 22 13 35 1 5 6 12 6 17 9 2 11 0 0 0
PERCENTAGE 4.55% 38.46% 17.14% 54.55% 46.15% 48.57% 40.91% 15.38% 31.43% 0% 0% 0%
 ANALYSIS: There were no non-readers identified at the end
of second grading period (SY 2022–2023), although 17.14%
of learners in Grades 1-6 were identified as frustration
Number/ Percentage of Non-Readers by Key Stage
readers, 48.57% as instructional readers, and 34.29% as
independent readers.
LITERACY RESULT (ENGLISH) | 2nd GRADING PERIOD [SY 2022-2023]
  Enrolment INDEPENDENT INSTRUCTIONAL FRUSTRATION NON-READER
Grade
Level M F T M F T M F T M F T M F T
I 5 3 8 1 0 1 2 2 4 2 1 3 0 0 0
II 5 0 5 3 0 3 1 0 1 1 0 1 0 0 0
III 1 1 2 0 1 1 1 0 1 0 0 0 0 0 0
Total
KS1 11 4 15 4 1 5 4 2 6 3 1 4 0 0 0
PERCENTAGE 36.36% 25% 33.33% 36.36% 50% 40% 27.27% 25% 26.67% 0% 0% 0%
IV 7 3 10 0 3 3 6 0 6 1 0 1 0 0 0
V 3 3 6 2 1 3 0 2 2 0 0 1 0 0 0
VI 1 3 4 0 1 1 1 2 3 0 0 0 0 0 0
Total
KS2 11 9 20 2 5 7 7 4 11 1 0 2 0 0 0
PERCENTAGE 18.18% 55.56% 35% 63.64% 44.44% 55% 9.09% 0% 10% 0% 0% 0%
TOTAL 22 13 35 6 6 12 11 6 17 4 1 6 0 0 0
PERCENTAGE 27.27% 46.15% 34.29% 50% 46.15% 48.57% 18.18% 7.69% 17.14% 0% 0% 0%
 ANALYSIS: Filipino reading result of pre-assessment
during the beginning of SY 2022-2023 revealed that 0% of
learners are non-reader, 14.29% learners are frustration
readers and needs immediate intervention/action while
Number/ Percentage of Non-Readers by Key Stage 42.86% is instructional readers and the other 42.86% is
independent.
LITERACY RESULT (FILIPINO) | BOSY 2022-2023
  Enrolment INDEPENDENT INSTRUCTIONAL FRUSTRATION NON-READER
Grade
Level M F T M F T M F T M F T M F T
I 5 3 8 1 0 1 2 2 4 2 1 3 0 0 0
II 5 0 5 3 0 3 1 0 1 1 0 1 0 0 0
III 1 1 2 0 1 1 1 0 1 0 0 0 0 0 0
Total
KS1 11 4 15 4 1 5 4 2 6 3 1 4 0 0 0
PERCENTAGE 36.36% 25% 33.33% 36.36% 50% 40% 27.27% 25% 26.67% 0% 0% 0%
IV 7 3 10 1 3 4 5 0 5 1 0 1 0 0 0
V 3 3 6 2 2 4 1 1 2 0 0 0 0 0 0
VI 1 3 4 0 2 2 1 1 2 0 0 0 0 0 0
Total
KS2 11 9 20 3 7 10 7 2 9 1 0 1 0 0 0
PERCENTAGE 27.27% 77.78% 50% 63.63% 22.22% 45% 9.09% 0% 5% 0% 0% 0%
TOTAL 22 13 35 7 8 15 11 4 15 4 1 5 0 0 0
PERCENTAGE 31.82% 61.54% 42.86% 50% 30.77% 42.86% 18.18% 7.69% 14.29% 0% 0% 0%
 ANALYSIS: There were no non-readers identified at the end of
second grading period (SY 2022–2023). 57.14% of learners in
Grades 1-6 were categorized as independent readers, 40% as
instructional readers, and 2.86% as frustration readers.
Number/ Percentage of Non-Readers by Key Stage

LITERACY RESULT (FILIPINO) | 2ND GRADING PERIOD [ 2022-2023]

  Enrolment INDEPENDENT INSTRUCTIONAL FRUSTRATION NON-READER
Grade
Level M F T M F T M F T M F T M F T
I 5 3 8 1 0 1 4 2 6 0 1 1 0 0 0
II 5 0 5 4 0 4 1 0 1 0 0 0 0 0 0
III 1 1 2 0 1 1 1 0 1 0 0 0 0 0 0
Total
KS1 11 4 15 5 1 6 6 2 8 0 1 1 0 0 0
PERCENTAGE 45.45% 25% 40% 54.54% 50% 53.33% 0% 25% 6.67% 0% 0% 0%
IV 7 3 10 3 3 6 4 0 4 0 0 0 0 0 0
V 3 3 6 2 2 4 1 1 2 0 0 0 0 0 0
VI 1 3 4 1 3 4 0 0 0 0 0 0 0 0 0
Total
KS2 11 9 20 6 8 14 5 1 6 0 0 0 0 0 0
PERCENTAGE 54.55% 88.89% 70% 45.45% 11.11% 30% 0% 0% 0% 0% 0% 0%
TOTAL 22 13 35 11 9 20 11 3 14 0 1 1 0 0 0
PERCENTAGE 50% 69.23% 57.14% 50% 23.08% 40% 0% 7.69% 2.86% 0% 0% 0%
 Number/ Percentage of Non-Numerate
by Key Stage
End of 2nd Grading
BOSY 2022-2023
Grade Level Enrolment SY 2022-2023
Above Average Non Above Average Non
Emergent Emergent
Numerate Numerate Numerate Numerate Numerate Numerate

KEY STAGE 1
I 8 0 5 3 0 1 6 1 0
II 5 0 4 1 0 3 2 0 0
III 2 0 2 0 0 1 1 0 0
Total KS1 15 0 11 4 0 5 8 1 0
KEY STAGE 2
IV 10 0 8 2 0 4 4 2 0
V 6 0 4 2 0 3 2 1 0
VI 4 0 4 0 0 2 2 0 0
Total KS2 20 0 16 4 0 9 8 3 0
Grand Total 35 0 26 8 0 14 16 4 0
Percentage 0% 74.29% 22.86% 0% 40% 45.71% 11.43% 0%
 MPS of Learning Areas per Key Stage
‘ 1st Quarter & 2nd Quarter
Analysis:
]
The Average MPS of Key Stage 1 decreased by 0.29 from 1 st to 2nd Quarter while in Key Stage 2, the
MPS increased by 0.82. As a whole, the general MPS of KS1 and KS2 increased by 0.26.

GRADE 1 GRADE 2 GRADE 3 KS1 AVERAGE GRADE 4 GRADE 5 GRADE 6 KS2 AVERAGE GEN. AVERAGE MPS per
Learning Area
Q1 Q2 Q1 Q2 Q1 Q2 Q1 Q2 Q1 Q2 Q1 Q2 Q1 Q2 Q1 Q2 Q1 Q2
94
FILIPINO 86.25 92 90 83.33 85 87.67 87.08 83 83.5 84.33 84.67 82.5 83 83.28 83.72 85.47 85.40
90
ENGLISH 80 80 81.67 83.33 80.84 81.67 82.75 83 80 80.67 81 82 81.25 81.89 81.04 81.78
86
MATH 80 87.92 88 88.67 85 86.67 84.33 87.75 80 80.75 80.33 80.67 80 81.5 80.11 80.97 82.22 84.36 82
SCIENCE 83.33 85 83.33 85 80.25 81.25 81.67 82.33 80.5 82.5 80.81 82.03 82.07 83.51 78
MTB-MLE 93.33 80 82.67 84.67 83.33 85 86.44 83.22 0.00 0.00 86.44 83.22 74

En ino
M h
M c i en h

P
P
M EPP
EH
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ARALING

Fil
89.58 89.58 82 82 85 86.67 85.53 86.08 83.33 84 81.33 81.67 80.83 82 81.83 82.56 83.68 83.51
PANLIPUNAN
Quarter 1 Quarter 2
E.P.P 81.25 83.75 85 86 80.5 81 82.25 83.58 82.25 83.58
MAPEH 84.17 83.79 84.05 82.59 85.00 86.25 84.41 84.21 82.33 83.00 81.97 82.50 80.94 81.67 81.75 82.39 83.08 83.30
Music 83.33 83.81 84 80 83.33 85 83.55 82.9 81.33 82 84.62 85.56 81.25 81.67 82.40 83.08 82.98 83.01 Trend:
Arts 84.17 85.71 80 82.86 83.33 85 82.50 84.52 82.67 83 80.77 81.11 81.25 81.67 81.56 81.93 82.03 83.23
P.E 89.17
Health 80
81.25 88.57 87.5 83.33
84.38 83.64 80 90
85
90
87.02
84.55
84.58
84.79
80
85.33
81
86
81.94
80.56
82.22 80 81.67
81.11 81.25 81.67
80.65
82.38
81.63
82.93
83.84
83.46
83.11
83.86
Increasing
ESP 95.42 93.33 80 96 91.67 93.33 89.03 94.22 85.75 86.25 90.33 91.33 87.5
88 87.86 88.53 88.45 91.37
AVERAGE 88.5 86.81 84.10 86.28 84.79 86.41 85.2 86.15 82.33 83.19 83.12 83.73 81.72 82.71 82.39 83.21 83.79 84.68
 Number of Learners with failing
grades in different learning areas

FAILURE RATE TREND: Sustained

Analysis: The data
presented showed
that the school
maintained zero (0)
failure rate from 1st
to 2nd quarter of SY
2022-2023.
 Planned PPA’s for
School Year 2022-2023
 RESILIENCY AND WELL-BEING
1. Number/ Percentage of Violence-Bullying Cases against Learners
SY 2022-2023
Grade Level ENROLMENT 1st GRADING 2nd GRADING

M F T M F T % M F T %
Analysis: There is no
Key Stage 1 reported violence
Kinder 5 2 7 0 0 0 0% 0 0 0 0% committed against
Grade 1 5 3 8 0 0 0 0% 0 0 0 0% learners by other
Grade 2 5 0 5 0 0 0 0% 0 0 0 0% learners or adults. The
Grade 3 1 1 2 0 0 0 0% 0 0 0 0%
school maintained zero
Total KS1 16 6 22 0 0 0 0 0 0 0 0%
% rate until the end of 2nd
Key Stage 2 quarter SY 2022-2023.
Grade 4 7 3 10 0 0 0 0% 0 0 0 0%
Grade 5
Grade 6
3
1
3
3
6
4
0
0
0
0
0
0
0%
0%
0
0
0
0
0
0
0%
0%
TREND: Sustained
Total KS2 11 9 20 0 0 0 0% 0 0 0 0%
Grand Total 27 15 42 0 0 0 0 0 0 0 0%
%
 2. Nutritional Status per Key Stage (BOSY 2022-2023)
BODY MASS INDEX (BMI)

Analysis:
BOSY 2022-2023
Grade Level Enrolment Severely
Wasted Normal Overweight Obese
Wasted

KEY STAGE 1
No. % No. % No. % No. % No. %
During the BOSY 2022-
Kinder M
F
5
2
0
0
0.00%
0.00%
0
0
0.00%
0.00%
5
2
100%
100%
0
0
0.00%
0.00%
0
0
0.00%
0.00%
2023, nutritional status record
Grade 1
Total
M
7
5
0
0
0.00%
0.00%
0
0
0.00%
0.00%
7
5
100%
100%
0
0
0.00%
0.00%
0
0
0.00%
0.00%
of learners showed that there is
F 3 0 0.00% 1 33.33% 2 66.67% 0 0.00% 0 0.00% 1 or 4.55% wasted learner in
Total 8 0 0.00% 1 12.50% 7 0 0.00% 0 0.00%
Grade 2 M 5 0 0.00% 0 0.00% 5 100% 0 0.00% 0 0.00% Key Stage 1 and 21 or 95.45%
F
Total
0
5
0
0
0.00%
0.00%
0
0
0.00%
0.00%
0
5
100% 0
0
0.00%
0.00%
0
0
0.00%
0.00%
of learners are Normal while in
Grade 3 M
F
1
1
0
0
0.00%
0.00%
0
0
0.00%
0.00%
1
1
100%
100%
0
0
0.00%
0.00%
0
0
0.00%
0.00%
Key Stage 2, there are 1 0r 5%
Total 2 0 0.00% 0 0.00% 2 0 0.00% 0 0.00% severely wasted, 1 wasted
M 16 0 0.00% 0 0.00% 16 100% 0 0.00% 0 0.00%
KS1 Total F 6 0 0.00% 1 16.67% 5 83.33% 0 0.00% 0 0.00% learner, 16 or 80% are normal
KEY STAGE 2
Total 22 0 0.00% 1 4.55% 21 95.45% 0 0.00% 0 0.00%
and 2 or 10% are overweight. In
Grade 4 M
F
7
3
0
0
0.00%
0.00%
1
0
14.29%
0.00%
4
3
57.14%
100.00%
2
0
28.57%
0.00%
0
0
0.00%
0.00%
general, there are 1 or 6.67%
Total 10 0 0.00% 1 10.00% 7 70.00% 2 20.00% 0 0.00% severely wasted learner, 2 or
Grade 5 M 3 0 0.00% 0 0.00% 3 100% 0 0.00% 0 0.00%
F 3 0 0.00% 0 0.00% 3 100% 0 0.00% 0 0.00% 4.76% categorized as wasted,
Grade 6
Total
M
6
1
0
0
0.00%
0.00%
0
0
0.00%
0.00%
6
1
100.00%
100.00%
0
0
0.00%
0.00%
0
0
0.00%
0.00%
37 or 88.10% of learners are
F 3 1 33.33% 0 0.00% 2 66.67% 0 0.00% 0 0.00% normal and 2 or 4.76% of total
Total 4 0 0.00% 0 0.00% 3 75.00% 0 0.00% 0 0.00%
M 11 0 0.00% 1 9.09% 8 72.73% 2 18.18% 0 0.00% learners weighed are
KS2 Total F 9 0 0.00% 0 0.00% 8 88.89% 0 0.00% 0 0.00%
Total 20 1 5.00% 1 5.00% 16 80.00% 2 10.00% 0 0.00% overweight.
M 27 0 0.00% 1 3.70% 24 88.89% 2 7.41% 0 0.00%
GRAND TOTAL F 15 1 6.67% 1 6.67% 13 86.67% 0 0.00% 0 0.00%
To tal 42 1 6.67% 2 4.76% 37 88.10% 2 4.76% 0 0.00%
 RESILIENCY AND WELL-BEING

Planned PPA’s for School Year 2022-2023

Objective:
To eliminate the number of
wasted, severely wasted and
overweight learners
 Enabling Mechanism
Status of SBM Level of Practice
2020-2021 2021-2022 2022-2023
SBM Score
1.67 1.70 1.79

S
Y
Analysis:
2
0
MPES maintained its maturing
2 SBM level of practice
2
-
2
0
2 TREND: Sustained
3
 Enabling Mechanism

Financial Contribution 3%

Adopt – a – School / Brigada Eskwela 7%

SEPTEMBER 2022 TO FEBRUARY 2023 38%

LGU-Brgy.
PSB
Sector Amount 26% PTA
Private Individual
NGO
LGU- Barangay 20,000.00
PSB 13,450.00
25%
PTA 14,000.00

PRIVATE INDIVIDUAL 3,900.00

Analysis:
NGO’s 1,500.00 The school received the total amount of Php 52, 850 from
various partners. 3% of this amount came from NGO, 7% from
TOTAL Php 52,850.00 Private Individual, 25% from PSB, 27% from PTA and 38%
from LGU of Brgy. Mahabang Parang
 Enabling Mechanism

SEF Utilization Rate

SEPTEMBER 2022 TO FEBRUARY 2023

Total Amount: Php 22, 506.00 100%

Analysis:
Mahabang Parang Elementary School received 3 boxes of Bond
paper and it was 100% utilized. The school also received Humidifier,
Air Purifier and 2 pcs Hand Spray from the SEF budget.
 FINANCIAL REPORT
MOOE LIQUIDATION
MONTH
AMOUNT AMOUNT AMOUNT
% OF
LIQUIDATED
Total Amount Liquated
DOWNLOADED UTILIZED LIQUIDATED
FUND

15,833.33 15,833.33 15,833.33 100 % Php 126, 664.66

July 2022

15,833.33 15,833.33 15,833.33 100% Analysis: 100% of the total

August 2022 amount of MOOE downloaded
was utilized and liquidated. All
31, 666.00 31, 666.00 31, 666.00 100% the copy of documents submitted
Sept – Oct. was archived in the office of the
2022 school head.
31, 666.00 31, 666.00 31, 666.00 100%
Nov- Dec.
2022
31, 666.00 31, 666.00 31, 666.00 100%
Jan – Feb.
2023
 Planned PPA’s for
School Year 2022-2023

Leading an Teacher
Exemplary enhancement with And
Accountability and transparency in Stakeholder
Desirable development of school Partnership

Objective: To increase the SBM level of Objective: Improve the level of stakeholders’ support
practice by at least 15% or from 1.70 to and increase number of educational partners that will aid the
2.00 Maturity Level school for the successful implementation of PPA’s
 PROJECT H2M
ENROLMENT RATE Halina’t Mag-enrol at Matuto

TA R G E T ACTUAL
• Maintained the total enrolment
• Maintain or Increase the of 42 Learners from 1st Grading
Enrolment for SY 2022-2023 to 2nd Grading of SY 2022-2023

Implementation Gaps/ Issues Facilitating and Hindering Factors on PPA’s implementation

5 out of 47 or 10.63 % of the • The barangay has a small number of residents who are of
school-aged population of the school age, so the school remains as multigrade school
barangay preferred to enroll
in private school rather than • Though there is one additional teacher as of Feb. 2023, still
in multigrade classes the school offers multigrade classes from grades 1-6 so
parents preferred to enroll their children on monograde class /
private school
 PROPOSED INTERVENTION AND
CATCH-UP PLANS
 Child mapping

 Post advocacy campaign materials in public places

regarding the enrollment of regular learners.

 Strengthen Parent-Teacher Partnership

 Introduce the school achievement

 Open F2F and Online Communication

 Ensure accessible contact for parents and learners

 Organize home visits to help learners with their

learning by providing them with support, help, and

assistance.

READING RESULT
TA R G E T
Maintain zero non-reader in all
grade level and eliminate the
number of frustration readers
Implementation Gaps/ Issues
High percentage of frustration readers
in primary level
PROJECT MaPP
Mabisang Paraan ng Pagbasa
ACTUAL
No non reader but there are 31.43%
Frustration Readers in English during the
BOSY 2022-2023 and 14.29% in Filipino
Facilitating and Hindering Proposed Intervention / Catch-Up
Factors on PPA’s implementation Plans
• Poor Study Habit of Learners, • Profiling of Learners
• Lack of Follow up reading • Conduct of Reading program-
session at home Remedial Reading
• Conference with the learners and
parents
• Collaborate with the parents. Ensure
that there is a follow-up reading
session at home.
• Monitor learners’ progress

NUTRITIONAL STATUS
TA R G E T
Eliminate the number of
undernourished and overweight
learners
Implementation Gaps/ Issues
There are 1 or 6.67% severely
wasted learner, 2 or 4.76% as
wasted, and 2 or 4.76% as
overweight.
PROJECT HEALTH
Help Everyone Attain Lively, Though and
Health Lifestyle
ACTUAL
88.10% of learners has
normal nutritional status
Facilitating and Hindering Proposed Intervention / Catch-Up
Factors on PPA’s implementation Plans
• Bad Eating Habit • School Based Feeding Program/
Supplementary Feeding for SW
and W learners
• Wellness Activity
• Promotion of Pinggang Pinoy
• Spread Awareness/ Nutrition
Advocacy Campaign
 PROJECT LEAD
SBM LEVEL Leading an Exemplary enhancement with
Accountability and transparency in Desirable
development of school

TA R G E T ACTUAL
To increase the SBM level of
practice by at least 15% or from MPES got the total score of 1.79
1.70 to 2.00 Maturity Level Maturity Level

Facilitating and
Implementation Gaps/
Hindering Factors on Proposed Intervention / Catch-Up Plans
Issues
PPA’s implementation
Need additional 0.21 • Time management • Communicate with the SBM technical Working group
points to achieved the • Lack of • Revisit the SBM Principles and Tool
target stakeholders’ • Develop plan and action to improve the school
participation in • Strengthen stakeholders’ participation in decision making
decision making • Disseminate information broadly so that SBM participants
can make informed decisions about the school organization
and school performance
• Adopt a well-defined vision for curriculum and instruction
to direct reform efforts