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    School Monitoring, Evaluation and Adjustment (Smea) : Placido L. Señor National High School

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    DennisEstrellosoAlbiso
    This document summarizes monitoring and evaluation data from Placido L. Señor National High School. It includes: 1. Tables showing the number of teachers covering competencies each grading period by subject area and the percentage of students achieving different proficiency levels. 2. A graph depicting the number of students at risk of dropping out each grading period. 3. Tables listing the number of subject failures by grading period. 4. Graphs and tables presenting data on reading proficiency levels and populations over time. 5. A table outlining ongoing concerns, proposed resolutions, and actions taken by the school to address issues like tardiness, bullying, and absenteeism.

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    School Monitoring, Evaluation and Adjustment (Smea) : Placido L. Señor National High School

    Uploaded by

    DennisEstrellosoAlbiso
    332 views11 pages
    This document summarizes monitoring and evaluation data from Placido L. Señor National High School. It includes: 1. Tables showing the number of teachers covering competencies each grading period by subject area and the percentage of students achieving different proficiency levels. 2. A graph depicting the number of students at risk of dropping out each grading period. 3. Tables listing the number of subject failures by grading period. 4. Graphs and tables presenting data on reading proficiency levels and populations over time. 5. A table outlining ongoing concerns, proposed resolutions, and actions taken by the school to address issues like tardiness, bullying, and absenteeism.

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    This document summarizes monitoring and evaluation data from Placido L. Señor National High School. It includes: 1. Tables showing the number of teachers covering competencies each grading period by subject area and the percentage of students achieving different proficiency levels. 2. A graph depicting the number of students at risk of dropping out each grading period. 3. Tables listing the number of subject failures by grading period. 4. Graphs and tables presenting data on reading proficiency levels and populations over time. 5. A table outlining ongoing concerns, proposed resolutions, and actions taken by the school to address issues like tardiness, bullying, and absenteeism.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    332 views11 pages

    School Monitoring, Evaluation and Adjustment (Smea) : Placido L. Señor National High School

    Uploaded by

    DennisEstrellosoAlbiso
    This document summarizes monitoring and evaluation data from Placido L. Señor National High School. It includes: 1. Tables showing the number of teachers covering competencies each grading period by subject area and the percentage of students achieving different proficiency levels. 2. A graph depicting the number of students at risk of dropping out each grading period. 3. Tables listing the number of subject failures by grading period. 4. Graphs and tables presenting data on reading proficiency levels and populations over time. 5. A table outlining ongoing concerns, proposed resolutions, and actions taken by the school to address issues like tardiness, bullying, and absenteeism.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 11

    SCHOOL MONITORING, EVALUATION

    AND ADJUSTMENT (SMEA)


    PLACIDO L. SEOR NATIONAL HIGH SCHOOL
    Competencies Covered Per Grading Period
    (per subject area)
    Number of
    Teachers who
    covered the 1st Grading 2nd Grading
    competencies

    AP MAPEH SCI FIL ENG MATH ESP TLE AP MAPEH SCI FIL ENG MATH ESP TLE
    Q1 (100% )
    2 2 2 2 0 0 3 1 0 0 0 0 0 0 0 0
    Q2 ( 95-99%)
    3 5 5 6 3 5 6 2 5 5 8 8 3 4 4 6
    Q3 ( 90-94%)
    2 1 1 2 4 0 0 5 2 4 1 2 4 1 5 2
    Q4 ( 89% below)
    0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0
    Competencies Covered Per Grading Period
    (per subject area)
    Number of
    Teachers who
    covered the 3rd Grading 4th Grading
    competencies

    AP MAPEH SCI FIL ENG MATH ESP TLE AP MAPEH SCI FIL ENG MATH ESP TLE
    Q1 (100% )
    0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
    Q2 ( 95-99%)
    5 5 7 8 2 5 6 6 3 6 6 2 6 4 3 5
    Q3 ( 90-94%)
    2 3 1 2 5 0 3 2 4 3 3 8 1 1 6 3
    Q4 ( 89% below)
    0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0
    Competencies
    9

    0
    ng ng ng ng
    a d a di a di a di
    i
    r r r r
    tG G G G
    1s 2n d 3rd 4th

    Q1 (100% ) Q2 ( 95-99%) Q3 ( 90-94%) Q4 ( 89% bel ow)


    STUDENTS AT RISK OF DROPPING OUT (SARDO)

    1ST GRADING 2ND GRADING 3RD GRADING 4TH GRADING

    46 37 54 54

    SARDO
    60

    50

    40

    30

    20

    10

    0
    1ST GRADING 2ND GRADING 3RD GRADING 4TH GRADING
    SUBJECT FAILURES
    SUBJECT 1st Grading 2nd Grading 3rd Grading 4th Grading
    MAPEH 0 11 22 27
    TLE 0 30 25 20
    Mathematics 65 28 48 52
    English 26 30 37 15
    Science 30 45 50 57
    Filipino 19 23 28 32

    Araling Panlipunan 0 17 31 47

    EsP 22 25 37 45
    SUBJECT FAILURES
    70

    60

    50

    40

    30

    20

    10

    0
    MAPEH TLE Mathematics Engl i s h Sci ence Fi l i pi no Aral i ng Pa nli punan Es P

    1st Grading 2nd Grading 3rd Grading 4th Grading


    READING PROFICIENCY
    1st 2nd 3rd 4th
    READING PROFICIENCY
    Grading Grading Grading Grading
    SLOW 285 241 171 175
    AVERAGE 586 280 425 426
    FAST 241 591 479 489
    POPULATION OF
    1112 1112 1075 1090
    STUDENTS
    FRUSTRATION 208 205 188 103
    COMPREHENSION INSTRUCTIONAL 510 515 409 393
    INDEPENDENT 404 402 476 575
    POPULATION OF
    1122 1122 1073 1071
    STUDENTS
    FRUSTRATION 209 200 67 80
    READING INSTRUCTIONAL 445 450 335 304
    INDEPENDENT 441 445 684 707
    POPULATION OF
    1095 1095 1086 1091
    STUDENTS
    IMPLEMENTATION CIGPs and PROPOSED RESOLUTIONS

    Type of CIGPs
    Is it institutional, Is it within control Is it new or
    technical, of the school recurring
    Implementation CIGPs infrastructure, head, CIGP? If Actions Taken or to be Taken Proposed Resolutions
    environmental, PSDS/EPS- recurring, how
    financial or consultant, ASDS many quarters
    political? or SDS, or other has it recurred?
    offices/agencies?
    Students Habitual Tardiness Call attention of students adviser
    Institutional School Head Recurring Lessen tardiness
    Students with ear pierce and tattoo Send letters to parents

    Students refrain from bullying


    Bullying (in any forms) Call students settlement
    Institutional School Head Recurring with their classmates/other
    Send letter to parents
    people around them.

    Call students settlement To follow school rules and to


    Students are climbing over the school fence Institutional School Head Recurring
    Send letter to parents prevent from accidents.
    Help students appreciate the
    Try to update and make frequent
    Students lack of interest Institutional School Head Recurring value of education and for
    follow-up
    future benefits.
    Let students write why they are absent
    Students Absenteeism Institutional School Head Recurring Send letters to parents and let them Lessen students absenteeism
    read their son/daughters reasons
    Talk to parents
    SARDO Institutional School Head Recurring Lessen SARDOs
    Home visitation

    Help maintain the cleanliness


    Waste management disposal Institutional School Head Recurring Utilization of the students
    of the environment.

    Participation of all students to scouting from grade Mass Re-orientation about Scouting
    Institutional School Head Recurring Mass participation on scouting.
    7 to 10. and its value.
    SCHOOL IMPROVEMENT PROGRAM

    1. Close monitoring and supervision of


    students
    2. Propose extension of management
    office
    3. Propose solution for students tardiness
    4. Propose weekly/quarterly consultation
    to stakeholders
    5. Propose establishing of school exits
    IT IS NOT EASY TO BE GREAT, BUT IS REALISTIC IF ONE HAS
    DESIRE TO DO IT

    -ANDRES M. NUNEZ
    G - GOODNESS TO MANKIND
    R - RESPONSIBLE TO ACTION
    E - EFFECTIVE TO ENVIRONMENT
    A - ATTITUDE TO WORK/TASK
    T - TIME CONSCIOUS

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