Republic of the Philippines

Department of Education
Region VIII
Division of Samar
District of Wright I
PAGSAOGAN ELEMENTARY SCHOOL
Paranas

2024
ACCOMP
LISHMEN
MA. CAROL C. FABRAO, PhD
 Republic of the Philippines
Department of Education
Region VIII
Division of Samar
District of Wright I
PAGSAOGAN ELEMENTARY SCHOOL
Paranas

I. Introduction
This year at Pagsaogan Elementary School,has been more than just
numbers and statistics; it's been about the growth and development of
our students, the dedication of our teachers, and the unwavering support
of our families. This annual report celebrates the human element of our
school – the laughter, the challenges overcome, and the collective
triumphs that have shaped our year. It's a story of teamwork, resilience,
and the pursuit of excellence. This report highlights some of our
accomplishments, but it also reflects the spirit of collaboration and
commitment that makes our school so special.
Pagsaogan Elementary School is guided with the mission and vision
and core values of the Department of Education. Based on the School
Improvement Plan which is the basis and blue print of different programs
and project of the school it shows that the 3 comparative years of
enrolment of the school changes due to some reasons brought about of
the opening of a complete elementary of the nearby barangay.
The school is optimistic on the full implementation of the different
Projects and programs, the Brgy. Officials of Pagsaogan and the local
government unit of municipality of Paranas Are our great partners in
achieving the goals of the school.
Parents, teachers, and community people also give their full support in
the realization of the programs and projects to be implemented and to be
realized and they give their 100% assurance that they well make the best
effort and hard work in sustaining all the schools mission and vision
objectives and other related outcomes such as the following;
 Shaping a vision of Academic success for all pupils/students
 Creating climate hospitable to education
 Cultivating leadership in others
 Improving instruction
 Managing people, data and processes
 Adapting of the new normal situation
 Modular Modality of learning situation
 To sustain enrolment from kinder to Grade VI.
 Increase number of contextualize modular learning materials
 Provide enough printer, bond papers, ink and other learning
resources
 To increase academic performance of pupils in terms of Mean and
MPS per quarter in all grade level
 To develop pupils talent, skills in different sports activity
 To improve the reading performance level of learners to 85%
independent reader in Mother Tongue for Grade I, Filipino for Grade
2 and English for Grade 3-6
 To zeroed out non-reader pupils
 Increased participation of stakeholders in school
 Improve schools physical aspects
 Improve classrooms and other facilities
 Provide teachers instructional materials as well as the pupils
 maintain cleanliness and orderliness in school
 Other related activities pertaining and sustaining school
improvement and development.
Pagsaogan Elementary School was established as complete
elementary advocating the literacy and numeracy development,
where academic and quality education offers to the clientele to
further implement and advocate, Whereas, Section 2: Republic
Act No. 9155, otherwise known as the Governance of Basic
Education Act of 2001, provides:

“It is hereby declared the policy of the state to protect and promote
the rights of
 all citizens to quality basic education and to make such education
accessible to all by providing
all Filipino children a free and compulsory education in the
Elementary level
and free education in the high school level.”
The Pagsaogan Elementary School was established in 1900 by the
people of its barangay and land was donated by the Baccol family.
The school has evolved over the years to meet the changing of the
community, specifically the school converted to primary to complete
elementary grade level, awarded as best implementing schools in
LAPG in year 2016. The school was a recipient of Coca-coal
Foundation, School Bag Program of UNICEF and MCDO recipient of
learning materials of all the learners.

Pagsaogan Elementary School is one of the Multigrade Schools in

the District of Wright I, Paranas, Samar, were academic and quality
education offers to its clientele to further implement in advocating
the literacy and numeracy development.

The school is located along 0.75 kilometers from the national

road highway area town of Municipality of Paranas. The school is
located along the feeder road in the Brgy. Apolonia, Paranas, Samar.

The current enrollment of Pagsaogan Elementary School for

S.Y. 2024-2025 is 51 which 26 are males and 25 are females with 6
teaching and non-teaching personnel. On the records of the EBEIS,
the school has 4 existing buildings.

In terms of community engagement PES is actively engages to

local community through Brigada Eskwela, Adopt a School Program,
community service projects like clean-up drive, tree planting,
feeding program etc. This involvement fosters strong relationship
and provides students with valuable learning experiences outside
the classroom.

Looking ahead, the school aims to establish additional building

for kinder, computer laboratory, learners’ chairs, HE room, cover
walk, perimeter fence and comfort rooms for male, female, LGBTQ+
and PWD for better delivery of teaching and learning the
community.
Their output basically includes the desired learning competencies as
well as developing a sense of responsibility and accountability. Learner
performance particularly on academic achievement, school attendance
and participation to school and community activities provides timely and
important information about the improvement in the competencies of the
learners. Specifically, the information generated from this process would
facilitate and allow the School Planning Team to customize or adjust
school programs & projects according to the pacing of the learners,
identify potential problems and learners who are at-risk of dropping out
and its corresponding appropriate intervention and provide status or
profile on the performance of each learner.
In the Past 3 years the total number of enrolment is fluctuated due
to the opening of the nearby barangay and other reasons behind of the
decrease of the enrollment was under control by the school. At present we
have 51 number of enrollees from kinder to grade VI
The school data maintained the objective of zero % drop-out rate for
the past 3 years.
In terms of literacy level of pupils, we have come up the total number of
Non-reader from Grade 2 to grade 6. Based on the PHIL-IRI assessment
given by grade levels out of 51 number of pupils there are 5 pupils form
grades 2 to grade 6 who are under frustrated and 46 pupils who are in the
Instructional level.
The presence of non-readers and learners under frustration level
shows that learners have not mastered the reading skills this is also
attributed of parents and teachers factors in giving assistance to
improved and developed reading ability of the pupils.
Intervention and other remediation have big factors in contributing
pupil’s performance in terms of reading skills and comprehension. It must
have sufficient materials for reading, send teachers to improve their
knowledge in giving feedback and assistance of reading remediation and
have a random reading assessment to track down the development of
non-reader pupils. Parents should also inform their obligation to follow up
their children at home so that there will have positive result of
encouraging pupils to read.
Becuse of the feeding program our saverely wasted pupils has been
decrease from 25 pupils to 5 wasted pupils and it has been agreed upon
by the stakeholher and SPT member to furhter address the need of these
left malnourished children, Gulayan sa Paaralan was able to established
through the help of the parents teachers and barangay LGU to sustain and
maintain vegetable for the children who are under saverely wasted.
To capacitate teachers to become 21 st century teachers. (CAL)
program or Computer Advanced learning is a project anchored in our
Banner Projects to address all teachers to become 100% computer
literate. They must indulge in learning how to manipulate laptops or
computer. It will help them improve teaching techniques and strategies in
dealing with their day to day lesson. The school will provide ample time to
give assistance to those teachers who are not computer literate with the
help of ICT coordinator and other resources needed. And this has been a
big help in improving the result of our quarterly examination test, the
MEAN and MPS which was targeted at least 75% per subject areas and
these has been passed through the expectation target and we’ve come up
to 82% MPS though mathematics, English and Mother tongue has
sometimes become a challenging part due to its low performance of the
pupils. Intervention of these has been discussed during SLAC to improve
the result of the; pupils where they fail and get a low score during their
test.
The lack of school building especially for kinder classroom, school clinic
and other rooms to be repaired are one of the most challenges parts of
the school management because still we are into consideration of not
making realized of these dream projects in the future. These will actually
a contributory factor of achieving academic and quality education for our
learners.
 PAGSAOGAN ELEMENTARY SCHOOL 2020 ENROLLMENT

60

58
58
57
56
56

54

52

51 51
50

48

46
Number of Learners

2019-2020 2020-2021 2021-2022 2022-2023 2023-2024

Source: https://lis.deped.gov.ph
Table 1 presents the comparative data on enrollment of Pagsaogan
Elementary School S.Y. 2018-2022. The foregoing data presented that the
enrollment was fluctuated gradually due to transfer of residents and the
creation of a complete grade level in a nearby barangay. The most
enrollment that the school had was School Year 2019-2020 while the
fewest were enrolled for the school year which S.Y. 2021-2022. However,
at present, the school find time to promote school programs in order to
increase enrollment and participation rate of pupils like hanging of
tarpaulins inside the barangay areas, Brgy. Mapping, conduct early
registration, daily tracking of pupil’s attendance and Bandello through
Brgy. Trumpa and FB page online information.
 Table 2a
Latest MPS Data on the First Quarter Examination
SY 2022-2023
Grade Tot MTB/ Engli Math Scien Filipi Aral. MAPE TLE/ Esp Over-
Level al MLE sh ce no Pan. H EPP all
Enr MPS
olm
ent
GRADE 9 88.6 86.4 85.4 85.3 87.3 88.66
I 8% 5% 8% 2% 6%
GRADE 14 88.1 79.7 85.4 84.0 84.4 84.3 86.5 85.48
2 0% 7% 7% 3% 7% 0% 3%
GRADE 13 89.0 84.8 83.2 84.8 84.9 87.2 86.7 89.0 86.19
3 9% 3% 6% 3% 4% 6% 7% 0%
GRADE 12 85.1 79.4 85.3 86.7 80.6 84.0 84.5 88.5 84.31
4 8% 4% 8% 1% 7% 0% 1% 6%
GRADE 12 86.8 87.8 87.6 87.8 84.8 89.8 85.6 89.9 87.55
5 4% 4% 6% 4% 4% 4% 6% 4%
GRADE 12 84% 79.8 85% 86.8 85.8 87.5 85.0 89.6 85.46
6 4% 4% 4% 0% 0% 6%
TOTAL 72 88.6 84.1 83.7 85.6 86.0 84.7 86.2 85.0 88.4
AVE. 1% 2% 2% 2% 7% 6% 9% 6% 9%

Table 2b
Latest MPS Data on the Second Quarter Examination
SY 2022-2023

Grade Tot MTB/ Engli Math Scien Filipi Aral. MAPE TLE/ Esp Over-
Level al MLE sh ce no Pan. H EPP all
Enr MPS
olm
ent
GRADE 9 88.6 86.4 85.4 85.3 87.3 88.66
I 8% 5% 8% 2% 6%
GRADE 14 88.1 79.7 85.4 84.0 84.4 84.3 86.5 85.48
2 0% 7% 7% 3% 7% 0% 3%
GRADE 13 89.0 84.8 83.2 84.8 84.9 87.2 86.7 89.0 86.19
3 9% 3% 6% 3% 4% 6% 7% 0%
GRADE 12 85.1 79.4 85.3 86.7 80.6 84.0 84.5 88.5 84.31
4 8% 4% 8% 1% 7% 0% 1% 6%
GRADE 12 86.8 87.8 87.6 87.8 84.8 89.8 85.6 89.9 87.55
5 4% 4% 6% 4% 4% 4% 6% 4%
GRADE 12 84% 79.8 85% 86.8 85.8 87.5 85.0 89.6 85.46
6 4% 4% 4% 0% 0% 6%
TOTAL 72 88.6 84.1 83.7 85.6 86.0 84.7 86.2 85.0 88.4
AVE. 1% 2% 2% 2% 7% 6% 9% 6% 9%
Source: School data report of Mean & MPS
The table above shows the latest National Achievement Test result
(Grade 6) of SY 2014 - 2015. Based on the result, Math (91.23) has the
highest MPS result followed by Filipino (88.65) and English (87.88).
However, Araling Panlipunan (73.56) has the lowest MPS result followed
by Science (75.16). Due to intense monitoring on scheduled reviews and
class observations positive result was evident. However, the school still
needs to provide interventions to increase the performance in Aral.
Panlipunan and Science.

Table 3
Comparative Data for Reading Proficiency/Competency
Early Grade Reading Assessment (EGRA)
(Pre- Assessment SY 2022-2023)

ENROLLMENT FOR S.Y. 2022-2023

Grade Level MALE FEMALE TOTAL
KINDER 6 2 8
GRADE I 2 7 9
GRADE 2 7 7 14
GRADE 3 7 6 13
TOTAL 22 22 44

Reading Literacy Assessment Result EGRA

Grade Language No. of No. of Reading Proficiency Level
Level learner learners Full Moderat Light Grade
s assesse Refreshe e Refreshe Ready
enrolle d r Refreshe r
d r
Grade Waray 15 15 4 2 4 5
1
Grade Waray 12 12 1 3 2 6
2
Grade Filipino 12 12 1 2 2 7
2
Grade Waray 11 11 4 0 2 5
3
Grade Filipino 11 11 4 0 1 6
3
Grade English 11 11 0 4 5 2
3
Dashboar Languag Percent No. of Percent(%) of learners at each
d e of learners proficiency level
Grade Learner assesse Full Moderat Light Total
Level s d Refreshe e Refreshe
r Refreshe r
r
Grade 1 Waray 100% 27% 13% 27% 33% 100
%
Grade 2 Waray 100% 8% 25% 17% 50% 100
%
Grade 2 Filipino 100% 8% 17% 17% 58% 100
%
Grade 3 Waray 100% 36% 0% 18% 45% 100
%
Grade 3 Filipino 100% 36% 0% 9% 55% 100
%
Grade 3 English 100% 0% 36% 45% 18% 100
%

Percentage of learners Assessd of Each Proficiency Level by Grade

and Language
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0
Full Refresher Moderate Refresher Light Refresher Grade Ready

Grade 1 Grade 2 Grade 3 Grade3 Grade-3 Grade. 3

Source: Teachers Pre-

Assessment SY 2022-2023

Table 2a appraises the comparative data for reading

proficiency/competency early grade reading assessment (EGRA) Pre-
Assessment SY 2022-2023. As gleaned from the table, the Early Grade
Reading results are displayed in the table above. Evaluation of pupils in
kindergarten through third grade. Initial sound identification has the
highest percentage in kinder(8%), while in grades 1 and 2 the familiar
word reading got 20% and in grade 3 had the same highest percentage
for letter sound as reading (14%) with familiarity and knowledge. This
demonstrates merely that digital gadgets additionally, the reading
recovery program greatly contributes to the growth and improvement of
students in early grade reading assessments. Reading evaluation in the
first grade level.

Table 4
Comparative Data on Key Stage 2 Learners Reading Proficiency
in English and Filipino

Reading Level
English Filipino
Independent

Independent
Instructional

Instructional
Frustration

Frustration
Grade Level
Enrolment

4 72 28 0% 58 42% 0%
% % %
5 61 33 6% 33 45% 22%
% % %
6 59 23 18% 36 32% 32%
% % %
SOURCE: School CRLA & EGRA Coordinator of Reading Assessment Result
 Phil-IRI Reading Level (English) Profeciency of Grades 4-6
Learners
100% 0 1
90% 4
12
80% 6
70% 5
60%
50%
40%
31
30% 11 13
20%
10%
0%
Grade 4 Grade 5 Grade 6

Frustration Instructional Independent

Phil-IRI Reading Level (Filipino) Profeciency of Grades 4-6

Learners
100% 0
90% 4
7
80% 18
70%
60%
8
50% 7

40%
30% 25
20% 8
6
10%
0%
Grade 4 Grade 5 Grade 6

Frustration Instructional Independent

This table shows the comparative Data on Key Stage 2

Learners Reading Proficiency both in English and Filipino. Based on
the results of the reading proficiency tests in both English and
Filipino for Grades 4 through 6, English has a higher percentage of
frustrated readers than Filipino, which is 8%. To enhance the
number of independent English and Filipino subjects, reading
remediation and intervention are therefore critically important.

NUMERACY LEVEL
 Table 5
Comparative Data on Key Stage 1 Learners’ Numeracy Level

Numeracy Level
Grade ENROLLMENT S.Y. Non- Numerates Highly
Level 2022-2023 Numerates Numerates
Male Female
Grade 2 0% 88% 0%
Grade 3 0% 100% 0%
Grade 4 0%
Grade 5 0%
Grade 6 0%
Total 0%
* Pre- assessment data SY 2022-2023 Source: School pre-test result of
numeracy level (Math Coordinator.

Numeracy Level of Key Stage 1 Learners

100% 0 0
90%
80%
70%
60%
23
50% 16
40%
30%
20%
10%
3
0% 0 0 0
Kindergarten Grade 1 Grade 2 Garde 3

Non Numetrates Numerates Highly Numerates

Table 2c shows the number of learners by grade level from Grades 2

up to Grade 6, the results of the numeracy pre assessment of Pagsaogan
Elementary School has a total number of pupils tested which is 63 only 16
pupils with a total percentage of 25% got the highly numerates while the
numerates got 75% or 47 pupils under average level of numerates.
Pagsaogan ES has recorder 0% out of 63 pupils tested under non-
numerates level. Therefore, the academic performance of the pupils are
well managed by the teachers as well as remediation is being
strengthened.
 Vision, Mission and Core Values
PAGSAOGAN ELEMENTARY SCHOOL
Wright I District
Paranas Samar

VISION, MISSION, & CORE VALUES

VISION
We dream of Filipinos
Who passionately love their country
And whose values and competencies enable them to realize
their
full potential and contribute meaningfully
to building the nation.`
As learner-centered public institution the
Department of Education consistently improves itself
to be better serve its stakeholders

MISSION
To protect and promote the right of every
Filipino to quality, equitable, culture-based and
complete basic education where:
  Students learn in a child-friendly, gender
sensitive, safe and
motivating environment
 Teachers facilitate learning and constantly
nurture every learner
 Administrators and staff, as stewards of the
institution, ensure on enabling and supportive
environment for effective learning to happen.
 Family, community and other stakeholders are
actively engaged and share responsibility for
developing life-long learners.
CORE VALUES:
VALUES DESCRIPTION
MAKA-DIYOS 

Pananampalataya
Pag asa
 Pagmamahal
 Espirituwalidad
MAKA-TAO 

Pagdama at pag-unawa sa damdamin ng iba
Paggalang
 Kabutihan
 Pagmamalasakit sa kapwa
MAKA-KALIKASAN 

Pagpapahalaga sa kalikasa
Pangangalaga sa kapaligiran
MAKA-BANSA 

Pananagutang Panlipunan
Pagkakapantaypantay ng lahat ng tao
 Pagmamalasakit sa kabutihan ng nakakarami

Pagsaogan Elementary School strongly support with the

Department of Education in its objective and one common goal to
empower students to acquire, demonstrate, articulate and value
knowledge and skills that will support them, as a life-long learner’s, to
participate in and contribute to the global world and practice the core
values of the school: Respect, Tolerance & Inclusion, and Excellence.

Pagsaogan Elementary School collaborated to our clientele,

stakeholder, LGU and the School Planning team to build strong
commitment and preparation of crafting a solid and significant blueprint of
our school which is the School Improvement plan.

Through a R.A 1955 a vision statement, or vision, is a public

declaration that schools or the educational organizations use to describe
their high-level goal for the future- what the school want to achieve in
terms of pupil’s performance, teacher’s development and parent’s
participation will successfully fulfill their organizational purpose.

The Department of Education the executive department of the

Philippine Government responsible for ensuring access to, promoting
equity in, and improving the quality of basic education. The mission
statement supports the vision and serves to communicate purpose and
direction to employees, customers, vendors and other stakeholders.

Pagsaogan Elementary school believed that our primary goal is develop

young men with active and creative minds, a sense of understanding and
compassion for others, and the courage to act on their beliefs. We need to
create a welcoming and exciting learning environment where we: Provide
a rich, diverse and challenging education through excellent and innovative
teaching and learning. Celebrate success, promote a “can do” attitude
and inspire to achieve their best.
 2024 SCHOOL ACCOMPLISHMENT REPORT
Activities Target Accomplishment Gain/Outputs
KRA I: Instructional Leadership
Access 2 4 4 Submitted Online
 Early Quick count LIS from
Registration kinder to grade 1
through online Boys- Girls-
platform

 Consolidated LDM2 0 1 1 Submitted school

consolidated LDM2 for
teachers
 Checked pupils 4 teachers have their
portfolio 1 4 pupils portfolio

 Checked weekly
teachers AWA 2 4 4 teachers Checked
their weekly AWA

 Weekly
distribution of 1 4 4 teachers are 100%
modules and distributed their
worksheets weekly modules to
parents
 Reading
Enhancement
Program in the 1 4 100% teachers give
new normal their reading
remediation modules to
 Conduct Home pupils
Visitation
following health 1 4 4 teachers conducted
protocol home visitation in the
new normal
  Conducted SLAC
once a month 1 4 4shh Submitted soft
through virtual and hard copy of SLAC
with ACR attendance
and pictures

 Quarterly Conduct
of Portfolio Day 4 4 100% Conducted of
school Portfolio Day
 Instructional
Supervision,
checked teachers 70 150 80 Conducted
prepared modules monitoring and
and worksheets checking of worksheets
and modules
 Send and attend
online training 4 teachers were able
and development 1 4 to attend different
of teachers online training and
programs of their
professional growth
 Submit monthly and development in the
reports (ORS, MAR, new normal
IMSP, IMSR, &
SISAR) 8 12 12 monthly reports
submitted in a year
 Conduct conference like
with teachers ORS,MAR,IMSP,SISAR
through
virtual/zoom and 4 10 10 conference conducted
other approach with teachers through
through blended virtual/zoom and other
learning modality. approach through blended
learning modality
 Monitor the
progress of RRE
interventions in the 6 has been Monitored the
2 6 progress of RRE
new normal
interventions in the new
 Provide virtual or normal
face-to-face
mentoring and 2 4
coaching sessions 4 Provided and conducted
to teachers who virtual or face-to-face
needs technical mentoring and coaching
assistance. sessions to teachers who
needs technical assistance

KRA 2: LEARNING ENVIRONMENT

Quality

 Conduct Oplan 1 1 1 Conducted Oplan

Balik Eskwela Balik Eskwela through
through online online platform
platform
4 Submitted the soft
 Submit online 1 4 and hard copy of
nutritional nutritional status of
reports for pupils to the District
school feeding Coordinator through
online

 Conduct SMEAL 100% conducted School

following the 0 1 Monitoring Evaluation
health protocol Assessment and
Learning

 Conducted online 100% conducted online

enrollment 0 1 enrollment in the new
platform normal

93 pupils have given

 Worksheets, modules and worksheets
Modules & 50 93 in the new normal
Activity sheets

 Make 4 teachers have

contextualize 1 4 constructed and make
learning modules contextualize learning
modules from kinder to
grade 6

 Procured printer, 3 printers has been

bundle of bond 1 3 procured, bundle of
paper and ink for bond papers and ink
printing of for printing of
learning learning materials
materials

 Provide teachers 4 teachers has been

Load for 2 4 provided of card load
downloading of through school mooe
modules for downloading,
attending virtual and
 Make School other related reports
Learning
 Continuity Plan 0 1
2020 Submitted 100% the
School Learning
 Procured Continuity Plan for
improvised WASH S.Y. 2020 in the new
STAND 1 4 normal

 Implement GAD & 4 Improvised WASH

Child Friendly STAND has been
School 1 2 procured every
classroom
2 conducted INSET
about GAD and CFSS

 Conduct School
Based Training 1 2 2 INSET were conducted
Program (INSET)in about School INTEREM
the new normal under DEPED ORDER No.
038 S. of 2020
 Conduct teacher’s
conference and 3 7 7 conducted teacher’s
other related virtual/face to face
concerns through conference and meeting
virtual for important issues
and concern
 Conduct mid-year
review and
performance of 0 1 1 mid-year review
teachers conducted for teachers

 Encourage and
promote teacher’s
position from 1 2 2 teachers have been
teacher 1 to promoted from teacher
teacher position to teacher 2 & 3
position

 Conduct quarterly GPTA

meetings within a school 0 2 2 conducted GPTA
year meeting following the
health protocol

 Conduct General 1 conducted general

assembly and SOSA 0 1 assembly and SOSA in
within the School Year the school
 4 generated support
 Generate 100% support 1 4 has been accomplished
from stakeholders in all such as learning
school programs and materials donations,
projects. and other school
supplies in the new
normal.

 in cooperation with the

stakeholders 3 3 span f junior fences
1 was able to construct
through the fund of
alumni, PTA and MOOE
junior fence outside
and inside the gate
was able to implement
 Construction of 100%.
junior fence 1
0 1 Grade IV classroom
was able to repair and
have new flooring for
 Repair and re- the convenience of the
flooring of grade pupils.
IV classroom 4 10
6 and 100% done and
accomplished. fully
and newly repainted
 Repainting of
school ground
0 1 1 Successfully done
and accomplished
school ground
 Submit Annual repainting
Accomplishment
Report 1 1 1 and 100% done and
accomplished

 Submit and
liquidated all
school fund/MOOE
1 4 4 and 100% liquidated
and accomplished
 Construction of
 SBM Hub, SBM
Bulletins, SBM
Cabinets for
artifacts and 1 0 School target for this
documents year

 Construction of
HAND WASGING
facilities
1 0 Target for this school
 Procured teachers year
classroom needs

0 4 4 teachers has been

 Additional health provided of their
kit for teachers classroom needs

 LIS, EBEIS, SDG,

SPDS, SF4 & 7, 2 4 4 teachers has been
and other online provided
reports

 MOOE bank opening 2 and 100% liquidated

of account 3 5 and submitted before
the deadline
 SMEA

1 1 Done and accomplished

4 conducted Quarterly
1 4 of SMEA and submitted
to the district office
during our DisMEA

Performed/accomplished
various related works/
activities that
contribute to the
attainment of school
goals and objectives.

 District/School
awards received

 LGU PARTNERSHIP 1 6  6 District/School

awards received

 Submitted and
1 4 received project
 Private and from LGU CASH/in
 public Kind
organizations
involvement
1 2  2 Private and
public
organizations
involvement

IV. INNOVATIONS/INIATIVES
Here are some of the innovations and initiative of the
school;

1. Conduct home visitation following health protocol for

reading in all grade level
2. Yearly conduct of School fund raising purposes for school
improvement and development
3. Monthly pentakasi, home gardening maintenance for GPP
4. Selling of goods like vegetables and other materials made
by the pupils during portfolio day
5. Top up stakeholders like private individual for feeding
and free hair cut within a year
6. Conduct of school debriefing day of teachers and parents
7. School research summit conducted quarterly
8. Team building for teachers to maintain harmonious
relationship within the group
9. Yearly conduct of school and barangay festival of
talents.
10. Parent teachers post conferences for school
children’s improvement

V. Challenges/ Issues/ Concerns and solutions made

Challenges/Issue/Concerns Solution made
Access:
1. Low performance of pupils in - Thorough conduct of
terms of Mean and MPS in remediation, review of the list
mathematics, English and Mother learned skills and improved
Tongue Based teaching strategies for the
said subjects
 - Conduct reading remediation

2. Increased pupils under Conduct reading remediation

frustration level and low and home visitation by grade
performance of reading ability level
in English and Filipino  Encourage parents to give
3. Increase number of pupils under support to their pupils health
wasted and severely wasted status
 School conducted school based
feeding program

4. Under repair of school  Conducted school fund raising

facilities for repair of school facilities
and allocate budget
5. Lack of support from parents in  Monthly conduct of parent
terms of pupils academic teachers conference to review
performance and challenge parents to give
their children a 100% support
for their studies

Issues about barangay community  Top up barangay official like

support to school programs and attending brgy. Session,
projects assembly and other activities
6. Decrease number of attendees in the barangay to get their
during school programs in the support system in school
school
 Have a monthly or quarterly
7. Unplanned activities, meeting with the parents, GPTA
priorities and lack of and other organization of the
communication to adhere a school for them to be informed
better outcome of plans and in their roles and obligation
programs of the school in the school
8. Uncooperative and negative
attitude towards work and  Calendar of activities has been
commitment of duties and made and strictly implemented
responsibilities
9. Miscommunication of teammates  Reminded during meeting and
and members of committees conferences the different
10. Lack of financial fund duties and responsibilities of
11. Conflict of schedule due all concerned individual
to unexpected activities given
to the school by the higher  Harmonious relationship has
offices been adhere within the group
12. Unprepared activities,
monitoring and evaluation  Tie up for stakeholders and
fund raising in the school has
been made and conducted

 Activates in the school were

planned and executed as to the
date required according to the
calendar of activities.

VII.FUTURE DIRECTION
Solupan Elementary ensure that the quality education must be served to our clientele and
to empower the learners, teaching force, and stakeholders in order to create effective,
productive and well developed in terms of academic performance, teachers performance,
participation of parents in school activity, program, and projects. The school further shows
the culture of the community, working hand in hand of the barangay people and the teaching
force where the heart of every learners should be mold into a holistic individual. And the
following should be a guide for future direction;
 Set date and time for every activity
 List down all the important and most needs of the school
 Make a plan for every activity and give responsibilities to all the concerned
individuals
 Point out the different problems arises and give a concrete solution.
 Identify the factors that affect the performance of the pupils, classrooms problems and
teacher’s problems.
 Present all the school resources and funds for transparency purposes
 Get involve all the school personnel, parents and stakeholder for a better partnership.
 List priorities of school improvement plan for better improvement and adjustment
 Coordinate teachers, parents, barangay officials and stakeholders for the collaboration
of making programs and projects successful and possible
 Set priorities to set up better outcome for the benefits of school children and the
whole school community
 Make interventions on the process of conducting school programs, projects not
accomplished within a year or in a quarter to facilitate in the future plans.
  Have an open communication to accept and gathered opinion coming from the group
and teammate.
 Emphasize the most priority and most needs of the school and the school children as
well.
 Attain SBM level of practice
 Promote teachers form Teacher 2 to Teacher 3, Teacher 3 to Master Teacher 1
 Capacitate every teacher in content and pedagogy through attending different
trainings online.
 Provide conducive school environment for children, teachers and parents with zero
COVID cases

VIII. Result/ Impact of Accomplishments

In the new normal, all schools will have blended or purely on-line courses. Training
in using teaching and learning platforms will be available for both teachers and students.
Some of Man's most notable achievements include the establishment of Normal schools
(teacher's colleges for training), the inclusion of character education in public schools, and
the view that education has the ability to equalize opportunities among children in poverty.
School of today must have a clear and shared focus. ...
 High standards and expectations for all students. ...
 Effective school leadership. ...
 High levels of collaboration and communication. ...
 Curriculum, instruction and assessments aligned with state
standards. ...
 Frequent monitoring of learning and teaching. ...
 Focused professional development.

With the full implementation of the program and project of the school, pupils are the
one benefited in terms academic performance, skills, values and the holistic individual that
the school wants to shapes on them. The very main goal of teachers is to give them the full
potential in order to become a productive citizen. The front liner of the implementation of
programs and projects which is the teachers are also empowered and owning the
responsibility to more highly competent in teaching reading, skills in literacy and numeracy
as well as the whole rounded aspect of being an individual. Learners must be proficient
readers resulting to high academic performance in quarterly assessments, more wins in
contests and a huge rate in the NAT and stakeholders will be empowered with a sense of co-
ownership and responsibility.
Through the different projects of the school anchored with the different KRA’s that a
school must be given priorities it stand as a strong bridge of unity and strengthened the
relationship among co-workers, relations to the parents and stakeholders and create more
innovations to take all the possibilities that will cater the demands and needs of our school
children.
Additional attributes that influence effective schools include time to learn, teacher
quality, and parental trust. Research supports the view that the more time a student spends
learning, and the more efficiently that time is used, the higher their achievement.

Prepared by:

MA. CAROL C. FABRAO,

PhD
School Head
Noted:

ANITA A. AGUILAR,PhD
District Supervisor
KRA 5: Parents Involvement and
Community Partnership

Monthly Pentakasi
 Stakeholders Turnover Ceremony for the Brgy. Road Project

District Federated Induction Together with the Brgy. Official and GPTA Officers
of Pagsaogan
Partnership with the Different Organization
School Feeding programs Sponsors
Attended Brgy. Session

Brgy. Fiesta Celebration

KRA 1: Instructional Supervision
Classroom Observation
KRA 2: Learning Environment
Grade I & 2 Class Observation

Grades III&IV
Grades V& VI Class Observation
KRA 4: School Leadership and
Management Operation
KRA 3: HUMAN RESOURCE
MANAGEMENT AND
DEVELOPMENT