Iligan City National High School - Tambacan Annex

District Monitoring,
Evaluation and
Assessment

For First Quarter to Third Quarter


School Beautification
Implementation of Gulayan sa Paaralan Program
01
Weekly Moral Recovery Program
Instructional Supervision
A Clear and Common Focus
- administrators, teachers,
students, and parents share
and commit to clearly
articulated and understood
common goals based on the
fundamental belief that all
students can learn and
improve their performance.
There is clear evidence of
school practices to support
this belief.
 01
A Clear and Common Focus
- administrators, teachers,
students, and parents share
and commit to clearly
articulated and understood
common goals based on the
fundamental belief that all
students can learn and
Adaptation of Sold Waste Management Program improve their performance.
There is clear evidence of
school practices to support
this belief.

Established Partners for Pilot Face-To-Face, Expansion and Transitioning

01
 02 High Standards and
Expectations
- High-performing schools show evidence that each
teacher believes “all students can learn and I can teach
them.”teachers are dedicated to helping every student
achieve challenging state and local standards. All
students are engaged in an appropriately ambitious and
rigorous course of study in which the high standards of
performance are clear and consistent and the
conditions for learning are modified and differentiated.
This results in all students being prepared for success
in the workplace, postsecondary education, and civic
responsibilities.
 03 Strong Leadership

School leadership is focused on

enhancing the skills, knowledge, and
motivation of the people in the
organization and creating a
common culture of high
expectations based on the use of
skills and knowledge to improve the
performance of all students.
Leadership fosters a collaborative
atmosphere between the school and
the community while establishing
positive systems to improve
leadership, teaching, and student
performance.
03 Strong Leadership
 04 Supportive, Personalized, and
Relevant Learning

- In high-performing schools,
supportive learning
environments provide
positive personalized
relationships for all students
while engaging them in
rigorous and relevant
learning.
 04

Partners in Learning

Promote reading with the help

of external stakeholders from
Home Help Education Service.
The goal of Partners in
Learning is to work
collaboratively with parents,
students, teachers, and other
related professionals to help
students reach their fullest
potential and feel successful in
any learning environment.
05 Parent/Community Involvement -
In high-performing schools,
parents and community members
help develop, understand, and
support a clear and common focus
on core academic, social, and
personal goals contributing to
improved student performance
and have a meaningful and
authentic role in achieving these
goals. The school community
works together to actively solve
problems and create win-win
solutions. Mentoring and outreach
programs provide for two-way
learning between students and
community/business members.
05 Parent/Community
Involvement
05 Parent/Community
Involvement
06 Monitoring,
Accountability,
and Assessment

- In high-performing schools,
teaching and learning are
continually adjusted on the
basis of data collected through a
variety of valid and reliable
methods that indicate student
progress and needs. The
assessment results are
interpreted and applied
appropriately to improve
individual student performance
and the instructional program.
 QUARTER 2
180

162
160 158 159
156

143

140 139 139

137

130
128
125
123
120 119
120

109 108 109

105
101
100
96 95
94 9493 94
91 91
89 89

84 85
83 83
80 81
80 77 78

73 72 73

68 68 69
66 67 67 67
64
62 62 61 61 61
60 60
60 5859 58 59
57
55 54 54
53
50 50 51 50
47 47 47 48 48
46 46 46 46
43 42 42
41 40 41
40 39 39 38 39
37 37
34 34 34 34 34 33 34 33
32

27
24 24 25
21 21 21
20 19 19 19
15 16 15
12 12 13 13
9
7
5 55 5
3
0000 0 0000 0000 0000 000 0 0 0000 0000 0 0 0 0 0000
0
60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100
DNME FS S VS O DNME FS S VS O DNME FS S VS O DNME FS S VS O DNME F S VS O DNME FS S VS O DNME F S VS O DNME FS S VS O
FILIPINO ENGLISH SCIENCE MATHEMATICS ARALING PANLIPUNAN EPP/TLE MAPEH ESP

Grade 7 Grade 8 Grade 9 Grade 10

 QUARTER 3
180

160 159

143

140 139 139

137

130 129 130

128
123
120 121
120
116

109 109 110

108

102 101
100 97 98

89 89 89 90
85 84 84
80 80 79 80 79
80 77 78

72 73 72 72 73
71 70 71
68 69
66 67
65 65
62 61 62
60 60
60 58 58 57
55 56 56
5354
50 49 50 51
47 48 47 48 48
46 46 46 46 46
43 43 43 44
41 40 42 41 42
40 38 39 38
37 37
34 34 35
32 33
30
28 28 27
24 25 25 25
22 23 24

20 18 19
16 16 17 16
15
13 13 12
11
6 7
5 4 4 5

0000 0 0000 0 0000 0000 0000 0 0 0000 0000 0 0000

0
60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100
DNME FS S VS O DNME FS S VS O DNME FS S VS O DNME FS S VS O DNME F S VS O DNME FS S VS O DNME F S VS O DNME FS S VS O
FILIPINO ENGLISH SCIENCE MATHEMATICS ARALING PANLIPUNAN EPP/TLE MAPEH ESP

Grade 7 Grade 8 Grade 9 Grade 10

06
 HUMSS Q2

60

50 49

40

35 35

30

23
22

20
20 19

15 15 15

13

11 11 11
10
10 9 9
8 8 8
7
6 6
5 5
4 4
3
2
1 1 1
0 0 0 0 0 0 0 0
0
60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100
DNME FS S VS O DNME FS S VS O DNME FS S VS O DNME FS S VS O DNME F S VS O DNME FS S VS O DNME F S VS O DNME FS S VS O
HOPE 1 KOMUNIKASYON AT PANANALIKSIK ORAL COMMUNICATION 21ST CENTURY EARTH SCIENCE EMPOWERMENT GENERAL MATHEMATICS WORLD RELIGION
 HUMSS GR 11 QUARTER 3
30

25
25

21

20

15 15 15 15
15
14

13 13

12

11 11

10 10 10 10 10 10
10
9

5 5 5 5
5
4

0 0 0 0 0 0 0 0 0 0 0 0
0
60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100
DNME FS S VS O DNME FS S VS O DNME FS S VS O DNME FS S VS O DNME F S VS O DNME FS S VS O DNME F S VS O DNME FS S VS O
PRACTICAL RESEARCH 1 HOPE 2 DIASS READING AND WRITING CREATIVE WRITING STATISTICS AND PROBABILITY PHYSICAL SCIENCE INTRO TO PHILOSOPHY
06
 TVL HE/ICT GRADE 11 QUARTER 3
20 20
20
19

18
18
17

16
15 15

14
14

12 12 12 12
12
11 11

10 10 10
10
9 9 9

8 8 8
8
7 7 7 7 7

6
5 5 5

4 4 4
4
3 3 3

2 2 2 2 2
2
1 1

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0
60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100
DNME FS S VS O DNME FS S VS O DNME FS S VS O DNME FS S VS O DNME F S VS O DNME FS S VS O DNME FS S VS O DNME FS S VS O
CSS 2/BPP Reading and Writing Practical Research I Statistics and Probability Intro to Philo HOPE 2 Physical Science Pagbasa at Pagsusuri

ICT HE
 HUMSS GRADE 12/ QUARTER 3
30
30

25

20

17

16 16

15

12 12

11

10 10 10 10 10
10
9 9

8 8

7 7 7 7 7

5 5
5
4

2 2 2

0 0 0 0 0 0 0 0 0 0 0 0
0
60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100
DNME FS S VS O DNME FS S VS O DNME FS S VS O DNME FS S VS O DNME F S VS O DNME FS S VS O DNME F S VS O DNME FS S VS O
Research Project ENTREPRENEURSHIP CREATIVE NON-FICTION TRENDS, Networks and Critical Thinking Culminating Activity Community Engagement, Solidarity and Philippine Politics and Governance Physical Education and Health 4
in the 21st Century Culture Citizenship
06
 QUARTER 3

20
19 19

18
17 17

16
15
14
14
13
12 12
12

10 10 10 10 10 10
10
9 9 9
8 8 88
8
7 7
6
6
5 5 5 5
4 4 4 4 4 4
4
3 3 3
2 2
2
1 1
00 0 0 0 00 00 00 0 0 0 00 0 0 0 00 0 0
0
60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100 60-74 75-79 80-84 85-89 90-100
DNME FS S VS O DNME FS S VS O DNME FS S VS O DNME FS S VS O DNME F S VS O DNME FS S VS O DNME F S VS O
PHYSICAL SCIENCE PHYSICAL EDUCATION AND HELATH 4 EMPOWERMENT TECHNOLOGIES ENTREPRENEURSHIP INQUIRIES,INVESTIGATION AND IMMERSION CSS/COOKERY IMMERSION

TVL-ICT HE
07 Curriculum and
Instruction
High-performing schools have
aligned curriculum with core
learning expectations to improve
the performance of all students.
Students achieve high standards
through rigorous, challenging
learning. Teaching personnel
delivers an aligned curriculum and
implements research-based
teaching and learning strategies.
Students are actively involved in
their learning through inquiry, in-
depth learning, and performance
https://drive.google.com/drive/folders/
assessments. 1G0uOq7Jv5b_29GWxZaAOQkJ_6uWazC_Q?fbclid=IwAR2-
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07 Curriculum and
Instruction
High-performing schools have
aligned curriculum with core
learning expectations to improve
the performance of all students.
Students achieve high standards
through rigorous, challenging
learning. Teaching personnel
delivers an aligned curriculum and
implements research-based
teaching and learning strategies.
Students are actively involved in
their learning through inquiry, in-
depth learning, and performance
assessments.
 08 Professional Development
-professional development aligned with the
school’s common focus and high expectations to
improve the performance of all students is
critical in high-performing schools. Professional
development helps build and maintain morale of
staff members, and is thought to attract higher
quality staff to an organization. Moreover,
appropriate instructional support and resources
are provided to implement approaches and
techniques learned through professional
development.
08 Professional Development
 09 Time and Structure
High-performing schools are
flexibly structured to maximize
the use of time and
accommodate the varied lives of
their students, personnel, and
community in order to improve
the performance of all students.
The structure of programs
extends beyond the traditional
school day and year as well as
beyond the school building. The
program draws on the entire
community’s resources to foster
student achievement.