School Monitoring Evaluation and

Adjustment (SMEA)

2nd Quarter
SY 2016-
2017
LILY ANN S. GO, DEV. ED. D.
Principal III
I. Comparison between the First and
Second Quarter results on:

a. Enrolment (K-GR 6)
b. No. of Learners at Risk of Dropping Out

(K-Gr. 6)
c. Competency-Based Instruction
(Kinder, Gr. 1 - 6)
d. Reading Proficiency (Gr. 1-Gr. 6)
e. No. of Failures (K-Gr. 6)
Data on Enrolment (K-6 Total) - 1st & 2nd Quarter

1755

222 252
251 246
246 252
253 283
282 292
294
221 205
208

1752
 Analysis on the Data on Enrolment (K-6 Total)
1st & 2nd Quarter
There is a decrease in the total number of
enrolment from 1st quarter to 2nd quarter. A
decrement of the enrolment is due to pupils
transfer to other school because of the
following reasons;
transfer of residency
family problems like parents got
separated so the child is under the
custody of the mother or their immediate
relative
 Total No. of PARDO per Grade Level

20

9 9
7
5
4
3
1

0 0 0 0 0 0 Quarter
1st 0 2nd Quarter 0
Analysis on Pardos & Dropouts

There is an increase number of PARDOs in the 2nd

Quarter. PARDOs were evidently came from Grades 2, 4
& 5 levels but all of them were saved. Family & financial
problems were found to be the root cause of being a
PARDO. There has been no report for drop out for this
quarter.
Mastery Level of Learners
KINDERGARTEN

154

127

95

51

16

0 1st Quarter 2nd Quarter

 Analysis on the Consolidated Tool
for Kindergarten Instruction

Generally, the responses for the 2 nd

quarter fall in the developing & consistent
stage for Kindergarten Instruction. 51 of
the Kindergarten pupils who belong to the
beginning stage in the 1st quarter have
improved their level of mastery.
 Oral Fluency of Grade 1 &
Reading Proficiency of Grade 2&3
GRADE 1 MTB
141
131

53 38

29
21

0
1st Quarter 2nd quarter

The number of Frustrations have decreased by 17

pupils in the 2nd Quarter. Teachers are encouraged to
have more reading interventions to improve pupils
reading ability in the next quarter.
 Oral Fluency of Grade 1 &
Reading Proficiency of Grade 2&3

Gr. 1 FILIPINO
133

51

21
0 0 0 0
1st Quarter 2nd quarter

There were no results to show in the 1st quarter

because theres no assessment given. Furthermore, the
graph shows that the results on the 2nd quarter are
having quite a few of Frustration pupils.
 Oral Fluency of Grade 1 &
Reading Proficiency of Grade 2&3

Gr. 1 ENGLISH
13
12

10

0 0 0 0
1st Quarter 2nd quarter

There are no results to show in the 1st quarter

because theres no assessment given. Furthermore, the
graph shows that the results on the 2nd quarter are
having quite a few of Frustration pupils.
 Oral Fluency of Grade 1 &
Reading Proficiency of Grade 2&3
Gr. 2 MTB

214

155

58

22 24

15 14
1 0
1st Quarter 2nd quarter

There are 59 Frustration pupils in Grade Two who

have improved their reading proficiency in the 2nd
Quarter.
 Oral Fluency of Grade 1 &
Reading Proficiency of Grade 2&3
Gr. 2 FILIPINO

210

163

53

22 18

15 18
1 0
1st Quarter 2nd quarter

Reading Proficiency in Filipino of the Grade Two

pupils show a decreased number of Frustrations by 47
in the 2nd quarter.
 Oral Fluency of Grade 1 &
Reading Proficiency of Grade 2&3
Gr. 2 ENGLISH
228

167

51
16 18

13 9 1 0
1st Quarter 2nd quarter

There are 61 Grade Two pupils who have improved

their reading ability that is from 228 pupils in the 1st
quarter down to 167 pupils in the 2nd quarter.
 Oral Fluency of Grade 1 &
Reading Proficiency of Grade 2&3
Gr. 3 MTB
184

131

58

41

16 30
30

2 0
1st Quarter 2nd quarter

Grade Three level has 0 non-reader. However, quite a

number of Frustrations are still in the 2nd quarter.
 Oral Fluency of Grade 1 &
Reading Proficiency of Grade 2&3
Gr. 3 FILIPINO
184

153

53

34

30
30
6

2 0
1st Quarter 2nd quarter

There are 31 frustration pupils who have improved

their reading ability in Filipino. Still quite a number of
pupils belong to Frustration level.
 Oral Fluency of Grade 1 &
Reading Proficiency of Grade 2&3
Gr. 3 ENGLISH
184

153

53

34

30
30
6

2 0
1st Quarter 2nd quarter
Only few pupils are found to be Good Readers with
Good Comprehension in English. Many of them belong to
Frustration level that is Slow Readers, Slow
Comprehension. Teachers must intensify their reading
Reading Proficiency of Grade 4, 5 & 6 IN FILIPINO

8
25 GRADE 3
8
8
GRADE 4
82
57
6 GRADE 5
77
GRADE 6
203
200
208
161

Pupils from Grade 4 6 mostly belong to Frustration Level, that is

Slow Reader, Poor Comprehension. Teachers should double their
dedication and commitment in handling remedial reading.
Reading Proficiency of Grade 4, 5 & 6 IN ENGLISH
4
8
1
1 GRADE 3
GRADE 4
81
38 GRADE 5
16
34 GRADE 6

208
236
235
211

High number of Frustration pupils come from grade 4-6 levels. All
reading interventions should be applied in the next quarter to
improve pupils reading ability.
 NUMBER OF FAILURES
Grade 1

0 0 0 0 0 0 0 Quarter
1st 0 2nd0quarter
0 0 0 0 0 0 0

There is no pupil in Grade 1 level who failed in the 1 st and

2nd quarter.
 NUMBER OF FAILURES
Grade 2

0 0 0 0 0 0 0 Quarter
1st 0 2nd0quarter
0 0 0 0 0 0 0

None of the pupils from Grade 2 level failed in the 1 st and

2nd quarter.
 NUMBER OF FAILURES
Grade 3

0 0 0 0 0 0 0 Quarter
1st 0 2nd0quarter
0 0 0 0 0 0 0

None of the pupils from Grade 3 level failed in the 1 st and

2nd quarter.
 NUMBER OF FAILURES
Grade 4
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

1st Quarter 2nd quarter

Only 1 pupil from Grade 4 failed in the 2 nd quarter. This

was the same pupil who failed in the 1 st quarter. She failed
in all her subject areas. Subject teachers were encouraged
to conduct remedial classes.
 NUMBER OF FAILURES
Grade 5

0 0 0 0 0 0 0 Quarter
1st 0 2nd0quarter
0 0 0 0 0 0 0

None of the pupils from Grade 5 level failed in the 1 st and

2nd quarter.
 NUMBER OF FAILURES
Grade 6

0 0 0 0 0 0 0 Quarter
1st 0 2nd0quarter
0 0 0 0 0 0 0

None of the pupils from Grade 6 level failed in the 1 st and

2nd quarter.
 COMPETENCY-BASED INSTRUCTION

Grade 1
6 6 6 6 6 6 6 6

000 000 000 000 000 000 000 000

100% of LC 75%-99% of LC
50%-74% of LC 0-49% of LC

All grade 1 teachers are able to cover 100% on the

learning competencies in all subjects for the 2nd Quarter.
 COMPETENCY-BASED INSTRUCTION

Grade 2
6 6 6 6 6 6 6 6

000 000 000 000 000 000 000 000

100% of LC 75%-99% of LC
50%-74% of LC 0-49% of LC

All teachers in grade 2 level were able to cover 100%

on the learning competencies in all subjects for the 2nd
Quarter.
 COMPETENCY-BASED INSTRUCTION

Grade 3
6 6 6 6 6 6 6 6

000 000 000 000 000 000 000 000

100% of LC 75%-99% of LC
50%-74% of LC 0-49% of LC

All teachers in grade 3 level were able to cover 100%

on the learning competencies in all subjects for the 2nd
Quarter.
 COMPETENCY-BASED INSTRUCTION

Grade 4
6 6 6 6 6 6 6 6

000 000 000 000 000 000 000 000

100% of LC 75%-99% of LC
50%-74% of LC 0-49% of LC

All teachers in grade 4 level were able to cover 100%

on the learning competencies in all subjects for the 2nd
Quarter.
 COMPETENCY-BASED INSTRUCTION

Grade 5
6 6 6 6 6 6 6 6

000 000 000 000 000 000 000 000

100% of LC 75%-99% of LC
50%-74% of LC 0-49% of LC

All teachers in grade 5 level were able to cover 100%

on the learning competencies in all subjects for the 2nd
Quarter.
 COMPETENCY-BASED INSTRUCTION

Grade 6
6 6 6 6 6 6 6 6

000 000 000 000 000 000 000 000

100% of LC 75%-99% of LC
50%-74% of LC 0-49% of LC

All teachers in grade 6 level were able to cover 100%

on the learning competencies in all subjects for the 2nd
Quarter.
II. Feedback or evaluation on the effectiveness of
the different intervention plans to address the
surfacing Concerns, Issues, Gaps and Problems
(CIGPs) during the First Quarter SMEA
a. Identified CIGPs within the quarter
b. Schools best practices which help improve
the key
performance indicators of the school
c. Schools achievement and accomplishment
within the quarter
Feedback or evaluation on the Effectiveness of the Different
Intervention Plans to Address the Surfacing Concerns, Issues,
Gaps and Problems (CIGPs) during the First Quarter SMEA

Implementing reading intervention namely One

on One or Individualized Reading, Drop Everything
And Read (DEAR), Adopt A Non-reader and Every
Child a Reader Program (ECARP) were the reasons
why theres a decrease on the number of Frustration
readers from quarter 1 to quarter 2. Although the
need for monitoring and reading materials or tools
for each grade level has to vastly improve in order
to fully lessen the number of frustrations in the
third quarter.
 CIGPs that Contribute to the School
Performance (1 st quarter)
AREAS OF Identified CIGPs Actions Taken Remarks
CONCERNS
Learners Pupils focus on The school conducted LAC sessions & feed All LMs should
academics backing be provided &
available all the
time.
Pupils behavior in terms The school conducted counselling & seminars There should
of responsibility to pupils. be strict
implementation
of teachers
time on task.
Teachers Quarterly results and The school conducted peer demonstration. EPS will find
national achievement effective
result does not fit in the solution to
75% standards. achieve 75%
MPS.
Dedication and The division conducted Values Formation Conduct
commitment of teachers seminar; The school monitored and effective team
to lessen the number of encouraged teachers to intensify reading building for
frustrations on Phil-IRI & interventions. teachers.
 CIGPs that Contribute to the School Performance (2 nd Quarter)
AREAS OF Identified CIGPs Actions Taken Remarks
CONCERNS
Learners LARDO is increasing Documents like parents conference was Strict
from 9 to 20, but all of asked from the teacher. monitoring of
them are saved. LARDOs were
done.
Number of Frustration Continuous improvement on the Monitoring and
readers are administration of reading interventions. evaluation of
decreasing, but only reading
to a small number of interventions
pupils.
Same one pupil failed Refer the pupil to Psychological Assessment Conference
from 1st to 2nd quarter with parents
Teachers Way of administration English & Filipino reading teachers huddled to Monitoring on
of ORV tool in Filipino brainstorm on the appropriate reading the
& English administration and enhanced ORV tool as to effectiveness of
font sixe & clarity. the tool was
conducted
Learning Learners Material is Sent a request from the Division Office to Follow-up
Facilities not enough for Grade answer such need request
1 pupils constantly
 Status on Funds Utilization
CY 2016
Total Amount NCA Amount Utilized as
PPAs Received for the of November 30, Balance
P/P/A 2016
MOOE Php 150,000.00 Php 150,000.00 Php 0.00
SBFP None
Sch. To Sch
None
Partnership
GAA Funds for
None
SPAPs
Funds from other
Php 15,000.00 P 15,000.00 Php 0.00
Stakeholders
PTA Funds and
Other School None
Funds

TOTAL Php 165,000.00 Php 165,000.00 Php 0.00

 Identified CIGPs on P/P/A Implementation and Fund
Utilization
Identified CIGPs Actions To be Taken

1.) LARDO is increasing from 9 to 20, but all of Documents like parents conference was
them are saved. asked from the teacher.

2.) Number of Frustration readers are decreasing, Continuous improvement on the

but only to few pupils. Thats why continuous administration of reading interventions.
improvement was applied.
3.) The same pupil failed from the 1st & 2nd Refer the child for a Psychological
quarter. Assessment

4.) Learners Material is not enough for Grade Request was sent to the Division Office
One pupils.

5.) ORV tool and teachers way of administration English & Filipino reading teachers huddled
to brainstorm on the appropriate reading
administration and enhanced ORV tool as to
font size & clarity.
No Drop Out on the second quarter

All LARDOs are saved

Only 1 pupil failed out of 1,752 pupil

Decrease on the number of frustration readers from

Grade I to VI

Sports:
Gold medalist for Tennis on doubles for boys & girls
during the Cebu City Olympics

Prompt submission of schools reports especially on the

monitoring and evaluation
 SCHOOLS BEST PRACTICES
Strict implementation of Time on Task by
following strictly the
class program, No Teacher Less Classroom
Program (NTLCP) by
applying class split and hourly checking.
Regular checking of the Lesson Plans if it
coincide with the CG
& TG and if competencies of the quarter was
covered.
Minimize school programs / activities and
teachers meeting.
Intensify LAC sessions on the identified