tcdFINAL-TCES-_SMEA-PPT-PRESENTATION.pptx

The school Head organize core team to work on this banner Project ALERT (Activate Learning through Enhanced Reading Technique) to strengthen and lessen the literacy problem of the school. Through this action research in reading, the existing problem will be taken into consideration thus involve core team, committee to work on this special project. This special project involves only the highly proficient teachers and school head and identified learners who will work hand in hand to achieve the learning target. Through this identified intervention we can fully implement and enhance and improve reading if necessary.
The learners from key stage 1 will be the respondent of this activity. They will receive intervention suited to their capacity based on the data gathered. There will be systematic analysis of data obtain in order to provide accurate intervention. This will be implemented within the campus of the school. The identified target respondent will be given set of class every day so that this problem will be given attention and intervention. Interventions may apply as it fitted to the respondent and to the core team.
As School Head of Sinobong Central Elementary School, I am glad to be part of the Capacity Enhancement Training on Innovative Leadership Management for School Heads because it is the right venue in improving my competence in giving on time feedback to achieve high impact to learning outcome. This would be the venue highlighting the importance of accountability and transparency in school to further develop the stakeholders support. Developing stakeholders and teachers in this phase will give value in responding to learners’ needs, give accurate intervention using data-driven. Teachers play an important role in shaping learners potentials in developing them holistically. Through this feedback mechanism the school can adjust and modify appropriate tools, interventions and strategies to solve the existing problem being experience by the school.
Adapting innovation could somehow cater and solve possible issues like reading problems and numeracy among learners in key stage 1. This entails that along the way several aspects and issues will be taking into consideration in the existing of the perennials problem among the schools. However, teachers factor also will be considered one of the possible indicators. The assessment and the methods of teaching will be the greater height and need to be given urgent attention using the feedback mechanism. Teacher’s preparation, materials and strategies use during teaching activity will be looked into thus, School Head will take full responsibility in managing the assessment, teachers practice and attitudes towards their daily task.
At the end of the WAP implementation, the learners will be assessed by the teachers. Teachers are expected to use and classify learners’ ability according to their ability that will improve their performance by assessing and

1. ) ) ) ) ) ) ) ) ) SCHOOL MONITORING, EVALUATION AND ADJUSTMENT (SMEA) TRENTO CENTRAL ELEMENTARY SCHOOL CALENDAR YEAR 2024 ) ) ) ) ) ) ) ) ) FIRST QUARTER

2. ) ) ) ) ) ) ) ) ) ACCESS QUALITY GOVERNANCE ) ) ) ) ) ) ) ) ) KRA’S

3. ) ) ) ) ) ) ) ) ) ACCESS ) ) ) ) ) ) ) ) ) KRA’S

4. ) ) ) ) ) ) ) ) ) ENROLMENT AS OF AUGUST 2023 ENROLMENT AS OF AUGUST 2023 ENROLMENT AS OF AUGUST 2023 M 939 ENROLMENT AS OF AUGUST 2023 ENROLMENT AS OF AUGUST 2023 ENROLMENT AS OF AUGUST 2023 F 819 ENROLMENT AS OF AUGUST 2023 ENROLMENT AS OF AUGUST 2023 ENROLMENT AS OF AUGUST 2023 T 1,758 ) ) ) ) ) ) ) ) ) ENROLMENT The data shows an increase of 1.12% in enrollment from August to September with 1.06% male and 1.22% female. ENROLMENT AS OF SEPT. 2024 ENROLMENT AS OF SEPT. 2023 ENROLMENT AS OF SEPT. 2023 M 916 ENROLMENT AS OF SEPT. 2023 ENROLMENT AS OF SEPT. 2023 ENROLMENT AS OF SEPT. 2023 F 802 ENROLMENT AS OF SEPT. 2023 ENROLMENT AS OF SEPT. 2023 ENROLMENT AS OF SEPT. 2023 T 1,718 Implemented School Technical Assistance Facilitating factors Hindering factors (contributory factors to the provision of TA leading to increased performance) (factors hindering the implementation of TA and achievement of the target) . 2..  Accommodate late enrollees and transferees  Distribution of Report Cards a week after the EOSY Rites  Media exposure  Transfer of residence  Child Labor  Taking care of siblings  Family problem Conduct information drive during EOSY SOSA regarding the conduct of enrolment, School Programs to be implemented and distribute in advance Enrolment Form for parents to fill up ahead of time before enrolment. Conduct of Early Enrolment Posting of tarpaulins, flyers and use media for info dissemination Child Mapping particularly the SNED

5. QUARTER 3 (January-march, 2024) QUARTER 3 (JULY-SEPTEMBER, 2023) QUARTER 3 (JULY-SEPTEMBER, 2023) QUARTER 3 (JULY-SEPTEMBER, 2023) K G1 G2 G3 G4 G5 G6 No. of  SARDOs/PARDOs No. of  SARDOs/PARDOs No. of  SARDOs/PARDOs M No. of  SARDOs/PARDOs No. of  SARDOs/PARDOs No. of  SARDOs/PARDOs F No. of  SARDOs/PARDOs No. of  SARDOs/PARDOs No. of  SARDOs/PARDOs T No. of  SARDOs/PARDOs No. of  SARDOs/PARDOs No. of  SARDOs/PARDOs % 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% NUMBER OF SARDOs/PARDOs To achieve the goal of "zero dropout" rates in schools, various technical assistance and strategies can be employed to support students and create a conducive environment for continuous educ ation

6. ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) Implemented School Technical Assistance Facilitating Factors ) ) ) ) ) ) ) ) ) NUMBER OF SARDOS/PARDOS Regular Progress Monitoring and Reporting: -Keeping parents informed about their child's progress and involving the community in supporting education can help reduce dropout rates. Actions and measures put into practice to support identified learners through remedial or enrichment activities Enhanced home visits by teachers and increased vigilance in monitoring by school (contributory factors to the provision of TA leading to increased performance) Regular communication between teachers and parents to (PARDOs). Hindering Factors (factors hindering the implementation of TA and achievement of the target) Taking care of siblings Child Labor Laziness Attitude towards education

7. QUARTER 3 QUARTER 3 QUARTER 3 QUARTER 3 K G1 G2 G3 G4 G5 G6 Enrollment Enrollment Enrollment M 113 119 109 137 150 141 147 Enrollment Enrollment Enrollment F 98 112 103 115 131 123 120 Enrollment Enrollment Enrollment T 211 231 212 252 281 264 267 No. of Learners No Longer Participating in Learning Activities No. of Learners No Longer Participating in Learning Activities No. of Learners No Longer Participating in Learning Activities M No. of Learners No Longer Participating in Learning Activities No. of Learners No Longer Participating in Learning Activities No. of Learners No Longer Participating in Learning Activities F No. of Learners No Longer Participating in Learning Activities No. of Learners No Longer Participating in Learning Activities No. of Learners No Longer Participating in Learning Activities T Percentage Percentage Percentage M 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% Percentage Percentage Percentage F 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% Percentage Percentage Percentage T 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% NO. OF LEARNERS NO LONGER PARTICIPATING IN SCHOOL (NPA)

8. ) ) ) ) ) ) ) ) ) NO. OF LEARNERS NO LONGER PARTICIPATING IN SCHOOL (NPA) 01 Parental Involvement and Communication Regular Progress Monitoring and Feedback 02 03 Implemented School Technical Assistance ) ) ) ) ) ) ) ) ) Facilitating Factors Hindering Factors (contributory factors to the provision of TA leading to increased performance) Conducted and Organized of HRPTA Conferences Crafted Individual Educational Plan (IEP) Conducted feedback mechanism to improve performance of learners through GC, meetings by section and grade level. . (factors hindering the implementation of TA and achievement of the target) Illiteracy among parents Child Labor Taking care of siblings Family problem Transfer of residence

9.         K G1 G2 G3 G4 G5 G6 MUSLIM LEARNERS/ ALIVE MANOBO MANOBO M 2 1 2 3 2 MANOBO MANOBO MANOBO F 1 2 1 1 2 1 6 MANOBO MANOBO MANOBO T 3 3 1 1 4 4 8 MADRASAH EDUCATION PROGRAM (MEP) LEARNERS Information drive to the community that (MEP) is offered in school to Muslim Learners

10. ) ) ) ) ) ) ) ) ) Intro ) ) ) ) ) ) ) ) ) MADRASAH EDUCATION (MEP) Implemented School Technical Assistance Encouraging Muslim/Alive learners to enroll and participate in the educational system involves employing culturally sensitive and tailored approaches to address their unique needs, challenges, and perspectives. Facilitating factors Hindering factors (contributory factors to the provision of TA leading to increased performance) (factors hindering the implementation of TA and achievement of the target) about Arabic Language, culture and values ASATIDZ were not trained and not 4 - year course graduate    Division Focal person initiative to capacitate school heads implementing MADRASAH.  Attended Orientations , Workshop/Seminars to increase cultural awareness and sensitivity to better understand their customs, tradition and beliefs of Muslims community.  Monitor ASATDZ to identify challenges, issues and concern and provide assistance regularly.

11.         K G1 G2 G3 G4 G5 G6 MANOBO MANOBO MANOBO M 3 1 5 7 1 MANOBO MANOBO MANOBO F 1 7 13 2 MANOBO MANOBO MANOBO T 4 1 12 20 3 INDIGENOUS PEOPLE (IP) LEARNERS Encouraging Indigenous Peoples (IP) to enroll and participate in the educational system involves employing culturally sensitive and tailored approaches to address their unique needs, challenges, and perspectives.

12.     K G1 G2 G3 G4 G5 G6 MANDAYA M MANOBO F 1 MANOBO T 1 INDIGENOUS PEOPLE (IP) LEARNERS Encouraging Indigenous Peoples (IP) to enroll and participate in the educational system involves employing culturally sensitive and tailored approaches to address their unique needs, challenges, and perspectives.

13. ) ) ) ) ) ) ) ) ) Intro ) ) ) ) ) ) ) ) ) INDIGENOUS PEOPLE (IP) LEARNERS Implemented School Technical Assistance Encouraging Indigenous Peoples (IP) to enroll and participate in the educational system involves employing culturally sensitive and tailored approaches to address their unique needs, challenges, and perspectives . Facilitating factors Hindering factors (contributory factors to the provision of TA leading to increased performance) (factors hindering the implementation of TA and achievement of the target) Conducted SLAC and provided resources to increase cultural awareness and sensitivity to better understand and respect the customs, traditions, and beliefs of IP communities. Regularly monitor the progress of IP students, identify challenges, and adapt strategies to meet their evolving needs, ensuring that the assistance provided is effective and impactful. Stakeholder Communication and Coordination Targeted Interventions and Assistance Accessible Resources and Materials Lack of Funding and Resources i ncomplete or Inaccurate Data Collection Socioeconomic Factors

14. No. of Learners Recipients of Pantawid Pamilyang Pilipino Program (4PS) No. of Learners Recipients of Pantawid Pamilyang Pilipino Program (4PS) No. of Learners Recipients of Pantawid Pamilyang Pilipino Program (4PS) M 15 14 20 52 52 47 94 No. of Learners Recipients of Pantawid Pamilyang Pilipino Program (4PS) No. of Learners Recipients of Pantawid Pamilyang Pilipino Program (4PS) No. of Learners Recipients of Pantawid Pamilyang Pilipino Program (4PS) F 15 18 20 31 42 47 71 No. of Learners Recipients of Pantawid Pamilyang Pilipino Program (4PS) No. of Learners Recipients of Pantawid Pamilyang Pilipino Program (4PS) No. of Learners Recipients of Pantawid Pamilyang Pilipino Program (4PS) T 30 32 40 83 104 94 165 NO. OF RECEPIENTS OF 4PS WITH MORE THAN 10 ABSENSES NO. OF RECEPIENTS OF 4PS WITH MORE THAN 10 ABSENSES NO. OF RECEPIENTS OF 4PS WITH MORE THAN 10 ABSENSES M NO. OF RECEPIENTS OF 4PS WITH MORE THAN 10 ABSENSES NO. OF RECEPIENTS OF 4PS WITH MORE THAN 10 ABSENSES NO. OF RECEPIENTS OF 4PS WITH MORE THAN 10 ABSENSES F NO. OF RECEPIENTS OF 4PS WITH MORE THAN 10 ABSENSES NO. OF RECEPIENTS OF 4PS WITH MORE THAN 10 ABSENSES NO. OF RECEPIENTS OF 4PS WITH MORE THAN 10 ABSENSES T LEARNERS RECIPIENTS OF PANTAWID PAMILYANG PILIPINO PROGRAM (4PS) - ABSENSES OF 4PS RECEPIENTS

15. ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) Implemented School Technical Assistance Facilitating Factors ) ) ) ) ) ) ) ) ) LEARNERS RECIPIENTS OF PANTAWID PAMILYANG PILIPINO PROGRAM (4PS) - ABSENSES OF 4PS RECEPIENTS (contributory factors to the provision of TA leading to increased performance) Regular communication and partnership between teachers and parents Prompt Support for Identified Learners from 4Ps Hindering Factors (factors hindering the implementation of TA and achievement of the target) Child Labor Transfer of Residence Parents mindset towards education Regular Monitoring of attendance to 4Ps Beneficiaries Active Involvement of Parents in School initiated activities

16. Learners in SNED-Non-Graded M 1 No. of Learners Recipients of Pantawid Pamilyang Pilipino Program (4PS) F 3 No. of Learners Recipients of Pantawid Pamilyang Pilipino Program (4PS) T 4 Program in Journalism (Grade 4-SPJ) M 14 NO. OF RECEPIENTS OF 4PS WITH MORE THAN 10 ABSENSES F 22 NO. OF RECEPIENTS OF 4PS WITH MORE THAN 10 ABSENSES T 36 NUMBERS OF ENROLLEES IN THE SPECIAL CURRICULAR PROGRAM IN ELEMENTARY

17. ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) Implemented School Technical Assistance Facilitating Factors ) ) ) ) ) ) ) ) ) Enrollees in the Special Curricular Program in Elementary (contributory factors to the provision of TA leading to increased performance) Regular communication and collaboration between teachers and parents Crafting of (IEP) Conduct of Entrance Examination to qualify the SPJ Program Hindering Factors (factors hindering the implementation of TA and achievement of the target) Acceptance from the parents (SNED) Expert in this special program Trained in special program in SPJ Enhanced Home Visits by Teachers and Vigilant Oversight by School and District Leaders Regular Progress Monitoring SNED learners and SPJ Learners Active Involvement of Parents in School Initiatives Implementation of Tailored Interventions for Identified Learners

18. ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) KRA’S QUALITY

19. FILIPINO FILIPINO FILIPINO  GRADE 3  GRADE 4    GRADE 5 GRADE 6  PRE TEST (FILIPINO) Non-Reader M 22 22 8 PRE TEST (FILIPINO) Non-Reader F 6 10 4 PRE TEST (FILIPINO) Non-Reader T 28 32 12 PRE TEST (FILIPINO) Non-Reader % 11% 11% 4% 0% PRE TEST (FILIPINO) Frustration M 40 71 57 58 PRE TEST (FILIPINO) Frustration F 38 29 38 23 PRE TEST (FILIPINO) Frustration T 78 100 95 81 PRE TEST (FILIPINO) Frustration % 30% 34% 35% 30% PRE TEST (FILIPINO) Instructional M 39 33 35 52 PRE TEST (FILIPINO) Instructional F 31 23 32 42 PRE TEST (FILIPINO) Instructional T 70 56 67 94 PRE TEST (FILIPINO) Instructional % 27% 19% 25% 35% PRE TEST (FILIPINO) Independent M 25 13 30 22 PRE TEST (FILIPINO) Independent F 45 19 42 29 PRE TEST (FILIPINO) Independent T 70 32 72 51 PRE TEST (FILIPINO) Independent % 27% 11% 27% 19% LITERACY LEVEL -PRE-TEST FROM ENGLISH, FILIPINO & MTBLE

20. ENGLISH ENGLISH ENGLISH  GRADE 4    GRADE 5 GRADE 6  PRE TEST (ENGLISH) Non-Reader M 8 34 2 PRE TEST (FILIPINO) Non-Reader F 7 17 PRE TEST (FILIPINO) Non-Reader T 15 51 2 PRE TEST (FILIPINO) Non-Reader % 5% 19% 1% PRE TEST (FILIPINO) Frustration M 72 95 96 PRE TEST (FILIPINO) Frustration F 50 71 65 PRE TEST (FILIPINO) Frustration T 122 166 161 PRE TEST (FILIPINO) Frustration % 42% 61% 60% PRE TEST (FILIPINO) Instructional M 37 17 33 PRE TEST (FILIPINO) Instructional F 40 23 38 PRE TEST (FILIPINO) Instructional T 77 40 71 PRE TEST (FILIPINO) Instructional % 26% 15% 26% PRE TEST (FILIPINO) Independent M 16 5 8 PRE TEST (FILIPINO) Independent F 25 5 8 PRE TEST (FILIPINO) Independent T 41 10 16 PRE TEST (FILIPINO) Independent % 14% 4% 6% LITERACY LEVEL -PRE-TEST FROM ENGLISH, FILIPINO & MTBLE

21. MTB-MLE MTB-MLE MTB-MLE  KINDERGARTEN  GRADE 1  GRADE 2  GRADE 3 Enrolment Enrolment M 118 118 117 135 Enrolment Enrolment F 99 119 106 122 Enrolment Enrolment T 217 237 223 257 PRE TEST (MTB-MLE) Non-Reader M PRE TEST (MTB-MLE) Non-Reader F PRE TEST (MTB-MLE) Non-Reader T PRE TEST (MTB-MLE) Non-Reader % 0% 0% 0% 0% PRE TEST (MTB-MLE) Frustration M 85 60 70 PRE TEST (MTB-MLE) Frustration F 82 35 41 PRE TEST (MTB-MLE) Frustration T 167 95 111 PRE TEST (MTB-MLE) Frustration % 0% 70% 43% 43% PRE TEST (MTB-MLE) Instructional M 25 21 45 PRE TEST (MTB-MLE) Instructional F 28 29 45 PRE TEST (MTB-MLE) Instructional T 53 50 90 PRE TEST (MTB-MLE) Instructional % 0% 22% 22% 35% PRE TEST (MTB-MLE) Independent M 8 36 23 PRE TEST (MTB-MLE) Independent F 8 42 35 PRE TEST (MTB-MLE) Independent T 16 78 58 PRE TEST (MTB-MLE) Independent % 0% 7% 35% 23% LITERACY LEVEL

22. ) ) ) ) ) ) ) ) ) LITERACY LEVEL Implemented Reading Project “SCRIPTER “ Reading remediation/intervention Monitored the implementation of school based reading program Conduct assessment with teachers and provide mentoring and coaching on how to improve reading intervention strategies' and technique. Technical Assistance Poor reading habit Poor reading comprehension Lack of follow up at home Inappropriate reading intervention ) ) ) ) ) ) ) ) ) -PRE-TEST FROM ENGLISH, FILIPINO & MTBLE FACILITATING FACTORS HINDERING FACTORS Strengthen Reading Programs Provide Enrichment activities to fast learners Provide appropriate remedial instruction activities to struggling learners

23. ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) KRA’S GOVERNANCE

24. FUND SOURCES AMOUNT GENERAL APPROPRIATIONS ACT (MOOE) 1,625,000 GENERAL APPROPRIATIONS ACT (SUBSIDY FOR SPECIAL PROGRAMS LOCAL GOVERNMENT UNIT FUNDS 885,000 CANTEEN FUNDS 30,000 DONATIONS 10,000 PTA 75,000 OTHERS TOTAL 2,625,000 FUND SOURCE

25. ) ) ) ) ) ) ) ) ) FUND SOURCE ) ) ) ) ) ) ) ) ) FACILITATING FACTORS HINDERING FACTORS TECHNICAL ASSISTANCE financial planning, monitoring, and compliance to ensure effective utilization Proper utilization of funds and transparency liquidated on time Late release of funds allocation Unexpected expenses Demands from the higher authority Activities not included in the AIP Limited budget

26. MOOE FOR Q1-CY 2024 MOOE FOR Q3-CY 2023 MOOE FOR Q3-CY 2023 MOOE FOR Q3-CY 2023 BUDGET ALLOCATION BUDGET ALLOCATION ACTUAL AMOUNT UTILIZED Q3 PERCENT UTILIZED ANNUAL QUARTER 1 ACTUAL AMOUNT UTILIZED Q3 PERCENT UTILIZED 1,625,000.00 497,936.00 474565 71.8% MOOE UTILIZATION

27. ) ) ) ) ) ) ) ) ) MOOE UTILIZATION ) ) ) ) ) ) ) ) ) FACILITATING FACTORS HINDERING FACTORS TECHNICAL ASSISTANCE financial planning, monitoring, and compliance to ensure effective utilization Mentoring and coaching of School Head and Teachers Identification of needs and priorities. teacher eagerness to participate. Involvement of teachers in training sessions. Delayed Downloading of MOOE Funds by the SDO

28. STUDENTS ALLIANA JAIRA P. DEVERA - First Place National Science / Math quest Sudoku competition 2024 NATIONAL TEACHER KIM JULIUS S. PANGAN & AKIRA ROXANNE O. MIQUE- First Place Dance Sports - LATIN JUVINILE 2024 DIVISION TEACHER Group ( First Place - Himig Bulilit Contest ) 2024 DIVISION TEACHER Group (First Place- Folk Dance Contest) 2024 DIVISION TEACHER SIETHE M. ALUDO – Double Lawn Tennis 2023 DIVISION SHANE MARTINA M. ALUDO - Double Lawn Tennis 2023 DIVISION AWARDS AND RECOGNITION

29. STUDENTS Davebrick C. Salvador - Second Place- Isahang Tugtugan 2024 DIVISION TEACHER RHENZY P. BRANDINO – First Place Copy Reading & Headline Writing 2024 DIVISION TEACHER ERICH ANNE D. CASIPE- First Place Column Writing 2024 DIVISION TEACHER AEME E. MORALDE – Pagsulat ng Kulom 2024 DIVISION TEACHER PRINCESS DOLLY NICHOLE A. PRACHE – Pagsulat ng Sci. & Tech. 2024 DIVISION AWARDS AND RECOGNITION

30. ) ) ) ) ) ) ) ) ) AWARDS AND RECOGNITION ) ) ) ) ) ) ) ) ) FACILITATING FACTORS HINDERING FACTORS TECHNICAL ASSISTANCE Include budget in the AIP the different school activities for both teachers and learners. Submission of action plan from different coordinators ahead of time Conduct of school – based activities on different subject areas Enrichment activities to competent learners Overlapping of activities Late dissemination of memorandum

31. TOTAL NUMBER OF TEACHERS TRAINED(JANUARY , FEBRUARY ) Content Pedagogy/Instruction localization/ Contextualization Assessment 4 Learning Resource materials TEACHERS' PROFESSIONAL DEVELOPMENT

32. ) ) ) ) ) ) ) ) ) TEACHERS PROFESSIONAL DEVELOPMENT ) ) ) ) ) ) ) ) ) HINDERING FACTORS Volunteer during NLC/NRP No interruption of classes No schedule for seminar TECHNICAL ASSISTANCE Having supportive school head that values and encourages continuous professional growth, providing time, resources, and encouragement for development activities. Offering incentives, recognition, or certifications for active participation and successful completion of professional development programs, motivating teachers to engage

33. SCHOOLS HEADS' PROFESSIONAL DEVELOPMENT Personal and Professional Attributes and Interpersonal Effectiveness 1 Instructional Leadership Student-Centered Learning Human Resource Management and Professional Development Assessment Parent Involment and Community Partnership School Management Operetions

34. ) ) ) ) ) ) ) ) ) SCHOOLS HEADS' PROFESSIONAL DEVELOPMENT Initiative of the division Focal Person in MADRASAH ) ) ) ) ) ) ) ) ) FACILITATING FACTORS HINDERING FACTORS TECHNICAL ASSISTANCE Limited opportunity Overlapping of activities Prioritization of task Attend seminar/workshop related to school leadership and management

35. K G1 G2 G3 G4 G5 G6 Percentage Percentage Percentage Content and Pedagogy Content and Pedagogy Content and Pedagogy               Percentage Percentage Percentage Assessment and Reporting Assessment and Reporting Assessment and Reporting               Percentage Percentage Percentage 21st Century Skills and ICT Integration in Instruction and Assessment 21st Century Skills and ICT Integration in Instruction and Assessment 21st Century Skills and ICT Integration in Instruction and Assessment 1 1 1 1 1 1 1 Percentage Percentage Percentage Curriculum and Contextualization, Localization and Indigenization Curriculum and Contextualization, Localization and Indigenization Curriculum and Contextualization, Localization and Indigenization 1 1 1 1 1 1 1 Percentage Percentage Percentage NUMBER OF LEARNING ACTION CELL (LAC) SESSIONS

36. ) ) ) ) ) ) ) ) ) LEARNING ACTION CELL SESSION ) ) ) ) ) ) ) ) ) FACILITATING FACTORS HINDERING FACTORS TECHNICAL ASSISTANCE Monitor and evaluate SLAC Provision of supplies and materials Active participation of teachers during SLAC Overlapping of activities

37. ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) Thank You Thank You