Smea 2023 Talakagnhs

SMEA 2023
First Quarter
VERGILIA O. PANCHO
Secondary School Principal II
SCHOOL PROFILE
Talakag National High School is an academic institution located at Barangay San Isidro,
Talakag, Bukidnon along the Tikalaan Dominorog-Camp Kibaritan Road. The school has a
growing population and is steadily increasing over the years. At present, there are 58 Junior High
School Teachers and 26 Senior High School Teachers catering to 1885 learners from Junior High
School and 1098 learners from Senior High School.
The Junior High School programs caters upcoming Grade 7 students from elementary schools
up to Grade 10. Meanwhile the diversified offerings for the senior high school caters to three
academic strands namely: Humanities and Social Sciences (HUMSS), Accountancy and Business
Management (ABM); and Science and Technology, Engineering and Mathematics (STEM).
There are also two Technical, Vocational and Livelihood programs: Shielded Metal Arc Welding
(SMAW) and Cookery. In addition to the curricular offerings, Talakag National High School also
offer the Special Education Program (SPED) which caters to the differently-abled children in the
municipality of Talakag.
SCHOOL PROFILE
Furthermore, a recent one added to the list of curricular offering is the Special Program in
Foreign Language-Nihongo (Japanese) which aims to teach the students both the language and
the cultural aspect of Japan through varied teaching strategies in partnership with the Japan
Foundation Manila and the Japanese Language Institute and Arakawa, Saitama,Japan. Just
recently, the school was identified by the region to implement the Alternative Learning System
for Senior High School Learners.
Talakag NHS materialized as it was previously enacted by the Senate and the House of
Representatives of the Phillipines through Republic Act 8325 on June 30, 1997. To wit: AN
ACT ESTABLISHING A PUBLIC HIGH SCHOOL IN BARANGAY SAN ISIDRO,
MUNICIPALITY OF TALAKAG, PROVINCE OF BUKIDNON, TO BE KNOWN AS
TALAKAG NATIONAL HIGH SCHOOL, ANDAPPROPRIATE FUNDS THEREFORE. The
catchment areas of TNHS are mostly focused on Barangay San Isidro and the nearby
barangays namely Barangays 1-4, Barangay San Antonio, and Barangay Sto. Nino.Majority of
SCHOOL PROFILE
Talakag NHS is located at Talakag, a 1st class municipality with a population of 77,027 according to the
2020 census by the Population Commission. It is located in the border to major cities of Cagayan de Oro
and Iligan, and between Marawi and Malaybalay, the provincial capital. The government type is
Sangguniang Bayan headed by the mayor, Vergito O. Factura and Vice Mayo Amado Z. Noble. Talakag is
politically subdivided into 29 barangays. The total electorate body consists of 45, 873 voters as of 2022.
The total land area of the Municipality of Talakag is 786.40 km2 (303.63 square miles).In addition, the
environment of Talakag specifically its elevation is 409 miles (1,342 ft) above sea level making it a
suitable place to plant crops and other vegetables that grow abundant on highlands. The school is situated
in Barangay San Isidro and is located on a descending contour of land. Thus, the water and other seepage
tend to build up near the senior high school buildings atthe back ofthe school. In addition, the major
reconstructions of roads and highways had contributed to the increase of descent of the school as it is
below the standard road level.
ENROLMENT SY 2021-2022 ENROLMENT SY 2022-2023 ENROLMENT SY 2023-2024
Year Year Year

Level Male Female Total Level Male Female Total Level Male Female Total
Grade 7 265 295 560 Grade 7 211 192 403 Grade 7 174 190 364
TOTAL 1331 1629 2960 TOTAL 1347 1487 2834 TOTAL 1417 1531 2945
Teacher’s Profile
Number of Teachers by Highest Education Teaching Personnel as of SY 2023-2024
Position Title Male Female Total

Highest Number of Teachers
Teacher I 13 36 49
Educational Total
Attainment Teacher II 5 15 20
Male Female
Teacher III 2 6 8
Bachelor’s Teacher IV 0 0 0
13 32 45
Degree
Master Teacher I 0 4 4
Masters Degree
5 23 28
[Units]
Master Teacher II 0 1 1
Masters Degree 3 5 8 TOTAL 20 62 82
Doctorate
0 0
Degree [Units]
Doctorate
2 2
Degree
Teacher’s Per Grade Level
Grade Level Male Female
Grade 7 1 9
Grade 8 2 10
Grade 9 1 11
Grade 10 9 3
Grade 11 10 10
Grade 12 4 12
Total 27 55
Phil-IRI Pre Test : Filipino
600
500
400
300
200
100
0
Grade 7 Grade 8 Grade 9 Grade 10
Total Enrollment Non Readers Frustration

Instructional Independent
Phil-IRI Pretest : Filipino Grade 7 Phil-IRI Pretest : Filipino Grade 9
10% 13%
Non Reader Non Reader
Frustration Frustration
Instructional Instructional
41%
Independent Independent
35% 54%
46%
Phil-IRI Pretest : Filipino Grade 8 Phil-IRI Pretest : Filipino Grade

8% Non Reader
10 Non Reader
Frustration 22% Frustration
24% Independent 27% Independent
68%
51%
Grade
FILIPINO PHIL-IRI : Pre Test Level
Enrolment Independent Instructional Frustration
44.00% G-7 362 197 128 37

40.00%
G-8 420 284 102 34

16% 15% 16.00%
11% 11% 12%
6% 7% 6% 8%
4%
Independent Instructional 2% 2%Frustration G-9 469 191 215 63
Grade 7 11% 7% 2%
Grade 8 16% 6% 2%
Grade 9 11% 12% 4% G-10 496 108 254 134
Grade 10 6% 15% 8%
TOTAL 44.00% 40.00% 16.00%
Total 1747 780 699 268
Grade 7 Grade 8 Grade 9 Grade 10 TOTAL
The Filipino Phil-IRI Pre-test results for SY 2023–2024 from Grades 7 through Grade 10 are displayed in the above table. Based on the total
enrollment of the school, for Grade 7, 11% (197) are in Independent, 7% (128) are in Instruction, and 2% (37) are in Frustration.
In Grade 8, 26% (284 learners) are Independent, 102% (102) are Instructional, and 2% (34) learners are Frustration.
Additionally, it is reported that 11% (191) of Grade 9 students are autonomous readers, 12% (215) are instructional readers, and 4% (63) are
readers who read for frustration.
Furthermore, 6%(108) of Grade 10 students are Independent Readers, 15%(254) are Instructional Readers, and 8%(134) are Frustration
Readers.
Overall, 780 learners, or 44% of the school’s total enrollment, are considered to be Independent Readers. 699 learners or 40% are
Instructional Readers and 268 learners or 16% are Frustration Readers.
Characterization
A total of 148 students from Gr.7 to Gr.10 who belong to frustration The following are the
reasons why these students fall on this frustration level of reading.
1. Lack of interest in learning and in going to school.
2. Lack of parental assistance because of the socioeconomic situation of the family.
3.Lack of parental support because of their parents' poor level of education
4. Lack of parent’s support due to broken family
Phil-IRI 1st Quarter Reading Progress : Filipino
600
500
400
300
200
100
0
Total Enrollment Non Readers Frustration Instructional Independent

Phil-IRI First Quarter Reading Phil-IRI First Quarter Reading
Progress : Filipino Grade 7 Progress : Filipino Grade 9
10% Frustration Frustration
18%
35% 54% 53%
28%

Progress : Filipino GradeNon
8 Reader Progress : Filipino Grade 10
Non Reader
17% Frustration Frustration
Independent 27% Independent
49%
53% 31%
31%
Grade
FILIPINO PHIL-IRI : 1st Quarter Reading Level
Progress
G-7 362 72 125 165
45.00%
31.00%
24.00% G-8 420 221 129 70
13% 14% 14%
7% 7% 8% 9% 9% 5% 5%
4% Independent Instructional 4%Frustration
G-9 469 248 135 86
Grade 7 4% 7% 9%
Grade 8 13% 7% 4%
Grade 9 14% 8% 5%
G-10 496 245 155 96
Grade 10 14% 9% 5%
TOTAL 45.00% 31.00% 24.00%
Total 1747 786 544 417

The Filipino Phil-IRI 1st Quarter Reading Progress results for SY 2023–2024 from Grades 7 through Grade 10 are displayed in the above
table. Based on the total enrollment of the school, for Grade 7, 4% (72) are in Independent, 7% (125) are in Instructional, and 9% (165) are
in Frustration level.
In Grade 8, 13% (221 learners) are Independent, 7% (129) are Instructional, and 4% (70 of learners) are in Frustration level.
Additionally, it is reported that 14% (248) of Grade 9 students are autonomous readers, 8% (135) are instructional readers, and 5% (86) are
readers who read for frustration.
Readers.
Instructional Readers and 417 learners or 24% are Frustration Readers.
Phil-IRI Pre Test : English
550
450
350
250
150
50
Total Enrollment 362 420 469 496
Non Readers 20 8 17 0
Frustration 229 328 300 348
Instructional 80 58 106 109
Independent 33 26 46 39
Total Enrollment Non Readers Frustration

Instructional Independent
Phil-IRI Pretest : English Grade 7 Phil-IRI Pretest : English Grade 9
9% 6% 10% 4%
Frustration Frustration
22% 23%
63% 64%
Phil-IRI Pretest : English Grade 8 Phil-IRI Pretest : English Grade

6% 2% Non Reader
10 Non Reader
14%
78% 70%
Grade Non
ENGLISH PHIL-IRI: Pre-Test

Level Reader
G-7 362 33 80 229 20
G-8 420 26 58 328 8

Independent Instructional Frustration Non Reader
Grade 7 0.02 0.05 0.13 0.01 G-9 469 46 106 300 17
Grade 8 0.01 0.03 0.19 0.01
Grade 9 0.03 0.06 0.17 0.01
G-10 496 39 109 348 0
Grade 10 0.02 0.06 0.2 0
TOTAL 0.08 0.2 0.69 0.03
Total 1747 144 353 1205 45
The English Phil-IRI Pre-test results for SY 2023–2024 from Grades 7 through Grade 10 are displayed in the above table. Based on the total
enrollment of the school, for Grade 7, 2% (33) are in Independent, 5% (80) are in Instruction, 13% (229) are in Frustration, & 1%(20) are Non
Readers.
In Grade 8, 1% (26) learners are Independent, 3% (58) are Instructional, 19% (328) learners are Frustration, and 1% (8) learners are non-
readers.
Additionally, it is reported that 3% (46) of Grade 9 students are autonomous readers, 6% (106) are instructional readers, 17% (300) are readers
who read for frustration, and 1%(17) learners are non readers.
Readers.
Overall, 144 learners, or 8% of the school’s total enrollment, are considered to be Independent Readers. 353 learners or 20% are Instructional
Readers and 1205 learners or 69% are Frustration Readers, and 45 or 2% are non readers.
Characterization
A total of 1250 out of 1747 students from Grade 7 to Grade 10 belong to the non-reader and
frustration level. The following are the reasons for these nonreader and frustration level:
 lack of home support due to parent’s low educational attainment.
 lack of parent’s support (Parents Not Living Together).
 lack of parent’s support due to family’s socio-economic status.
 Lack of interest to learning and going to school.

Phil-IRI 1st Quarter Reading Progress : English
550
450
350
250
150
50
Total Enrollment 362 420 469 496
Non Readers 1 2 3 0
Frustration 122 223 235 230
Instructional 85 129 128 172
Independent 154 66 103 94
Total Enrollment Non Readers Frustration Instructional Independent

Progress : English Grade 7 Progress : English Grade 9
43% 34%
50%
23% 27%

Progress : English GradeNon8 Reader Progress : English Grade Non
10 Reader
16% Frustration 19% Frustration
46%
31% 53% 35%
Grade Non
ENGLISH PHIL-IRI : 1st Quarter Read- Level
Reader
ing Progress
G-7 362 154 85 122 1
G-8 420 66 129 223 2
Independent Instructional Frustration Non Reader

Grade 7 0.09 0.04 0.07 0 G-9 469 103 128 235 3
Grade 8 0.04 0.07 0.13 0
Grade 9 0.06 0.07 0.13 0
G-10 496 94 172 230 0
Grade 10 0.05 0.1 0.13 0
TOTAL 0.45 0.31 0.24 0
Total 1747 417 514 810 6

The English Phil-IRI 1st Quarter Reading Progress results for SY 2023–2024 from Grades 7 through Grade 10 are displayed in the above
table. Based on the total enrollment of the school, for Grade 7, 9% (154) are in Independent, 4% (85) are in Instruction, and 7% (122) are in
Frustration and less than 1% or 1 non reader.
In Grade 8, 4% (66) learners are Independent, 7% (129) are Instructional, and 13% (223) learners are Frustration and less than 1% or 2 non
readers.
Additionally, it is reported that 6 % (103) of Grade 9 students are autonomous readers, 7% (128) are instructional readers, and 13% (235) are
readers who read for frustration and less than 1% or 3 non readers.
Readers and no Non Reader.
Instructional Readers, 810 learners or 24% are Frustration Readers and 6 learners are non readers.
Comparison Pre-Test Results Vs. Progress Results
Filipino
120%
100%
15.34%
23.87%
80%
40.01%
60% 31.14%
40%
20% 44.65% 44.99%
0%
Pre-Test Progress
Non-Reader Frustration Instruction Independent
Comparison Pre-Test Results Vs. Progress Results
Filipino
120%
100%
15.34%
23.87%
80%
40.01%
60% 31.14%
40%
20% 44.65% 44.99%
0%
Pre-Test Progress
Non-Reader Frustration Instruction Independent
The data show the performance of the students in different
CMSS:1 Quarter st learning areas in Junior High School. The disciplines that
require urgent improvement include Mathematics, Science,
and English, where 67 students failed in English, 88 students
failed in Science, and 113 students in Mathematics out of
CMSS - JHS 1747 learners enrolled in the institution. A few students'
extreme passivity when it comes to turning in assignments,
650 completing worksheets, and completing performance tasks is
one of the issues affecting their performance. A few of the
450
learners were also from remote places, did not have parental
250 financial support, and were nonetheless enrolled in the
50 Modular Class. The best method to catch up on missed work
Filipino English Mathe- Science Araling TLE MAPEH ESP is to notify parents and learners about their performance in
matics Pan- various courses, call their attention, and assign remedial work
lipunan or classes.
Beginning 50 67 113 88 47 45 52 17 Additionally, there are learners in the emerging group

(19.35%) whose performance still needs improvement. If
Developing 321 438 371 542 299 365 183 185 remediation and private conferences with the students and
Approaching 543 474 430 508 650 401 514 473 parents are used to ensure that the students consistently
Proficiency complete the necessary tasks outlined in their learning plan,
the performance can still be improved.
Proficient 517 444 553 348 427 485 521 576
It is interesting to note that 25% of the total number of
Advanced 316 Beginning
324 Developing
280 261 Approaching
269 Proficiency
451 477 496 learners has been posted on advanced learning specifically
Proficient Advanced on ESP, MAPEH and TLE.
CMSS:1st Quarter
CMSS – SHS (Grade 11)

325 288309
241
195 205 196
225 141141 142159 151146 152 147 177172 190166
148
187180 171
102 111126 113 113 94 117116 122
92 67
125 51 58 62
90
52
86 81
25
Gen. Math Earth&LifeSci PE Oral Comm. Emp. Tech. Komu- 21st Century Specialized
ence nikasyon Subjects
Beginning 51 111 205 62 94 52 187 81
Developing 141 126 58 152 177 190 180 171
Approaching Profi- 141 142 113 196 172 166 122 288
ciency
Proficient 195 159 151 147 117 148 92 309
Beginning Developing Approaching Proficiency Proficient Advanced
Advanced 102 113 146 90 116 86 67 241
The data shows the performance of the students in different learning areas in Senior High School-Grade 11. The disciplines that require urgent improvement include PE, 21st
Century, & Earth & Life Science, where 205 students failed in PE, 187 students failed in 21st Century, and 111 students in Earth & Life Science out of 676 learners enrolled SHS-
Grade 11. A few students' extreme passivity when it comes to turning in assignments, completing worksheets, and completing performance tasks is one of the issues affecting
their performance. A few of the learners were also from remote places, did not have parental financial support, and were nonetheless enrolled in the Modular Class. The best
method to catch up on missed work is to notify parents and learners about their performance in various courses, call their attention, and assign remedial work or classes.
Additionally, there are learners in the emerging group (21.64%) whose performance still needs improvement. If remediation and private conferences with the students and parents
are used to ensure that the students consistently complete the necessary tasks outlined in their learning plan, the performance can still be improved.
It is interesting to note that 35% of the total number of learners has been posted on advanced learning specifically on SPECIALIZED SUBJECTS.
CMSS:1st Quarter
CMSS – SHS (Grade 12)

347 332
297
325 279
247 219
225 173 144 131 131 136 138 153
116 130 113 124 98 126 90
125 31
76
41 32 23 27
0 6 9 14
25
Per. Dev't UCSP PE PR 2 EAPP Specialized Sub-
jects
Beginning 0 6 76 32 14 27
Developing 31 113 9 136 247 219
Approaching Proficiency 116 144 41 98 153 347
Proficient 130 131 124 126 90 297
Advanced 173
Beginning 131
Developing Approaching 279
Proficiency 138
Proficient Advanced 23 332
The data shows the performance of the students in different learning areas in Senior High School-Grade 12. The disciplines that require urgent improvement include PE and PR2,
where 76 students failed in PE and 32 students failed in Practical Research 2 out of 535 learners enrolled in SHS-Grade 12. A few students' extreme passivity when it comes to
turning in assignments, completing worksheets, and completing performance tasks is one of the issues affecting their performance. A few of the learners were also from remote
places, did not have parental financial support, and were nonetheless enrolled in the Modular Class. The best method to catch up on missed work is to notify parents and learners
about their performance in various courses, call their attention, and assign remedial work or classes.
Additionally, there are learners in the emerging group (21.64%) whose performance still needs improvement. If remediation and private conferences with the students and parents
are used to ensure that the students consistently complete the necessary tasks outlined in their learning plan, the performance can still be improved.
It is interesting to note that 35% of the total number of learners has been posted on advanced learning specifically on SPECIALIZED SUBJECTS.
Characterization using Quality Matrix
Teachers Materials, ICT Assessment School DO Technical Community,

Equipment, Environment Leadership & Assistance
Facilities Management
Industry,
Relevance and
Partnership
Contact Time *No Library *Limited *Refrain from *Division *Reach out to family
*No available access to extra-curricular Office- gives *Conduct (Family Day)
*Students tend classrooms internet activities regular TA to Lack of school facilities
to be absent If *Implementation the school
there are of Time-on-task
activities like
Fiesta, Araw ng
Barangay etc.
*Teachers must *Access to the *Lack of ICT *Implementation *DO gives *Immersion of Grade 1
use Library equipment for of SBM, Brigada constant TA students by partner
supplementary teachers Eskwela and to schools stakeholders
reading/learning other PPAs
materials
*Lack of books
Characterization using Access Matrix
Domestic Factors Individual Related School Related Factors Geographical/ Financial Factors
Factors Environmental Factors
-True Love Waits -peer support and -conduct seminar (Be -LGU shall provide -students may opt as
Seminar counseling to Buddies, Not Bullies) dormitories for the students working students
-Sex Education students -intensify Guidance and -excuse students if late in -implement adopt-a-
-Information Drive on -conduct school Counseling Program coming to school child program
Teenage Pregnancy activities like -conduct anti-bullying especially during rainy -initiate livelihood
-Symposium on effects Intramurals to seminar days program
of invite students to -avoid fraternity/sorority -implement ordinance on -give sideline work
early pregnancy stay in school in the school curfew and anti-gambling when no classes
and -intensify the -encourage peer tutorial and drinking of liquor -initiate livelihood to
counseling organization of -encourage students to -conduct monitoring to unemployed parents
-implement religious clubs and wear proper school boarding houses -adopt-a-child
Instruction organizations in uniform -give students Alternative program through
-educate parents school -Ineffective Teaching Learning Modality (ADM) private stakeholders
through parental -motivate students Strategies -give modular
guidance (Parents in terms of prizes instruction
Symposium) as incentives
-conduct -Peer Influence
seminar/symposium on -Health Issues
good parenting -Emotional and
Behavioral Changes
FINDINGS
INTERVENTIONS
 Continuous implementation of the Reading Enhancement Activities
through our elementary teachers.
 Continued Implementation of BRAINS & BUKMATHiX Program.
 Some subjects in JHS meets four times a week, so the 5th day, TNHS
implemented Reading & Numeracy respectively to address literacy
and numeracy concerns of the learners.
 Provide Take home Activities/worksheets for learners in need.
 Constant Communication between parents and the teacher for follow-

up.
THANK YOU and
HAVE A BLESSED DAY!

Smea 2023 Talakagnhs

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SMEA 2023

Year Year Year

Number of Teachers by Highest Education Teaching Personnel as of SY 2023-2024

Position Title Male Female Total

Masters Degree 3 5 8 TOTAL 20 62 82

Grade Level Male Female

Total Enrollment Non Readers Frustration

Phil-IRI Pretest : Filipino Grade 8 Phil-IRI Pretest : Filipino Grade

44.00% G-7 362 197 128 37

G-8 420 284 102 34

Total Enrollment Non Readers Frustration Instructional Independent

Phil-IRI First Quarter Reading Phil-IRI First Quarter Reading

Total 1747 786 544 417

Total Enrollment Non Readers Frustration

Phil-IRI Pretest : English Grade 8 Phil-IRI Pretest : English Grade

ENGLISH PHIL-IRI: Pre-Test

G-7 362 33 80 229 20

G-8 420 26 58 328 8

 lack of home support due to parent’s low educational attainment.

 lack of parent’s support (Parents Not Living Together).

 lack of parent’s support due to family’s socio-economic status.

 Lack of interest to learning and going to school.

Total Enrollment Non Readers Frustration Instructional Independent

Phil-IRI First Quarter Reading Phil-IRI First Quarter Reading

G-8 420 66 129 223 2

Independent Instructional Frustration Non Reader

Total 1747 417 514 810 6

20% 44.65% 44.99%

20% 44.65% 44.99%

Beginning 50 67 113 88 47 45 52 17 Additionally, there are learners in the emerging group

CMSS – SHS (Grade 11)

CMSS – SHS (Grade 12)

Teachers Materials, ICT Assessment School DO Technical Community,

 Continued Implementation of BRAINS & BUKMATHiX Program.

 Provide Take home Activities/worksheets for learners in need.

 Constant Communication between parents and the teacher for follow-

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