2022 Monitoring, Evaluation and

Adjustment (SMEA) of Plans

Quarter 4
(1 Quarterly Assessment)
st

___________________
Area Focal Person
QUARTERLY PROGRESS REVIEW

Progress Monitoring & Evaluation

(M&E)
 School Quality Management Team (SQMT) Composition

SQMT Small Elementary School Big Elementary Schools Junior HS and Senior HS

Chairperson: School Head School Head School Head

Members: School M&E Coordinator School M&E Coordinator School M&E Coordinator
School Planning Coordinator School Planning Coordinator School Planning Coordinator
2 SPT Representatives SPT Representative (Parent/LGU) SPT Representative (Parent/LGU)

School Department Heads (2) School Department Heads (2)

ICT Coordinator/Teacher ICT Coordinator/Teacher
ACCESS
 SCHOOLS WITH THE LOWEST PERCENTAGE OF MONTHLY ATTENDANCE
5 Priority SCHOOLS Enrolment SY % Monthly Attendance
2022-2023 Month 1 Month 2 Month 3 Ave.

LINGAYON CENTRAL SCHOOL 253 100 100 100 100

Consolidated Common Reasons for Absences:

 
 
 
 
Consolidated Common Interventions/Actions Taken:
 
 
 
 
 SCHOOLS WITH THE MOST NUMBER OF LEARNERS WHO ARE FREQUENTLY LATE
5 Priority SCHOOLS Enrolment SY No. of Learners
2022-2023 Month 1 Month 2 Month 3 Ave.

253 1 1 1 1

Consolidated Common Reasons for Absences:

 
IMPROPER TIME MANAGEMENT, ILLITERACY OF PARENTS 
 
 
Consolidated Common Interventions/Actions Taken:
 
TALK WITH PARENTS OF THE PROBLEM, PROVIDE CONSEQUENCES, MAKE SURE LEARNER UNDERSTAND THE IMPORTANCE
OF ARRIVING ON TIME. 
 
 
SCHOOLS WITH THE MOST NUMBER OF LEARNERS WHO ALWAYS CUT CLASSES
5 Priority SCHOOLS Enrolment SY No. of Learners
2022-2023 Month 1 Month 2 Month 3 Ave.

253 0 0 0 0

Consolidated Common Reasons for Absences:

 
 
 
 
Consolidated Common Interventions/Actions Taken:
 
 
 
 
 Consolidated Unresolved Issues and Concerns:
 
 
 
 
 
Consolidated Recommendations to Address Unresolved Issues/Concerns:
 
 
 
 
 
 SCHOOLS WITH LSA PROVISIONS

NO. SCHOOLS WITH LSA SCHOOLS WITH

VOLUNTEER PAID LSA
LINGAYON CENTRAL SCHOOL-
253
 SCHOOLS WITH AUDIO-VIDEO MATERIALS ACROSS LEARNING
AREAS/PROGRAMS BY LEARNING AREA FOR QUALITY ASSURANCE
NUMBER OF AUDIO-VIDEO MATERIALS FOR QUALITY ASSURANCE
MOT
SCHOOLS Kindergar IPED ALIVE HER ENGLI SCIEN MATH FILIPI AP TLE MAPE
SPED TOTAL
ten SLM TONG SH CE NO H ESP
UE
                 
                 
                 
                 
                 
                 
                 
                 
                 
                 
                 
                 
                 
                 
SCHOOLS WITH QUALITY ASSURED AUDIO-VIDEO MATERIALS ACROSS
LEARNING AREAS/PROGRAMS BY LEARNING AREA
NUMBER OF QUALITY ASSURED AUDIO-VIDEO MATERIALS
MOT
SCHOOLS Kindergar IPED ALIVE HER ENGLI SCIEN MATH FILIPI AP TLE MAPE
SPED TOTAL
ten SLM TONG SH CE NO H ESP
UE
                 
                 
                 
                 
                 
                 
                 
                 
                 
                 
                 
                 
                 
                 
 SCHOOLS WITH LESS THAN 100% PROVISION OF LEARNING
RESOURCES
% OF PROVISION OF LEARNING RESOURCES
SCHOO
L Kinderga
rten G G2 G3 G4 G5 G6 G7 G8 G9 G10 G11 G12 TOTAL

         
               

               
 SCHOOLS WITH SEVERELY WASTED & WASTED LEARNERS
NO. OF W RECIPIENT OF
 SCHOOL NO. OF ASSESSED LEARNERS NO. OF SW LEARNERS
LEARNERS SBFP? Y/N
LINGAYON CENTRAL
250 23   30 Y 
SCHOOL
     
     
     
     

     

     
     
     
     
       
QUALITY
 PERCENTAGE OF LEARNERS WHO HAVE COMPLETELY COMPLIED ALL THE
MODULES REQUIRED FOR THE QUARTER
Number of Learners who have
completely complied all the SPED (Non-Graded) Kindergarten G1 G2 G3 G4 G5 G6 TOTAL
Modules required for the quarter

SPED (Non- Graded)                  

Kindergarten SLM                  
IPED                  
ALIVE                  
Mother Tongue      100 100 100 100 100 100  
English       100 100 100 100 100  
Science       100 100 100 100 100  
Mathematics     100 100 100 100 100 100  
Filipino     100 100 100 100 100 100  
Araling Panlipunan     100 100 100 100 100 100  
TLE     100 100 100 100 100 100  
MAPEH     100 100 100 100 100 100  
EsP     100 100 100 100 100 100  
AVERAGE                  
 PERCENTAGE OF LEARNERS WHO HAVE COMPLETELY COMPLIED ALL THE
LAS REQUIRED FOR THE QUARTER
Number of Learners who have
completely complied all the LAS SPED (Non-Graded) Kindergarten G1 G2 G3 G4 G5 G6 TOTAL
required for the quarter

SPED (Non- Graded)                  

Kindergarten SLM                  
IPED                  
ALIVE    100              
Mother Tongue                  
English                  
Science                  
Mathematics                  
Filipino                  
Araling Panlipunan                  
TLE                  
MAPEH                  
EsP                  
AVERAGE                  
 REASONS FOR NOT COMLETELY COMPLYING THE MODULES AND LAS

CONSOLIDATED REASONS FOR NOT COMPLETELY ISSUES/CONCERNS ON THE TA/SUPPORT NEEDED FROM
COMPLYING THE MODULES/LAS IMPLEMENTATION OF THIS PROGRAM THE D.O.

     
     
     
     
     
     
     
     
     
     
     
     
     
     
 SCHOOLS WITH LEARNERS WHO HAVE BEGINNING PERFORMANCE CATEGORY
Number of Learners Belonging to Beginning performance Category
SCHOOLS WITH Kindergarten
Learners BELONGING TO Understandi
BEGINNING performance category Health, Well- Listening and
based on the quarterly Progress Being, and Socioemotional Mathematics ng the
Viewing Speaking Reading Writing Physical and
Report Motor Development
Natural
Development Environment
LINGAYON
CENTRAL
SCHOOL 28  28 27 27 27 27 27  27
       
       
       

       
       
       
 THE CURRICULUM SUPPORT SYSTEM SERVES AS A GUIDE TO
CHARACTERIZE/EXPLAIN/PROVIDE REASONS FOR THE LOW PERFORMANCE OF LEARNERS
CURRICULUM SUPPORT SYSTEM
(6) COMMUNITY,
(3) ICT
(4) SCHOOL (5) SCHOOLS INDUSTRY,
(1) TEACHERS (2) MATERIALS ENVIRONMEN (4) ASSESSMENT
LEADERSHIP & MGT DIVISION TA RELEVANCE &
T
PARTNERSHIP
 is the teacher able to Is their enough Is internet Tests administered? enough provision of What is the frequency Is the community
cover all the facilities or accessible? instructional supervision of the Technical involved in school
competencies/ lesser equipment by school heads/district Assistance of the undertakings?
contact time? provided to the supervisors? Division Office to the
learners?  school? Do they provide
TA to school when
needed?
Do teachers have Is the school Is their use of What is the frequency Does the school leader Does the D.O. provide Does the school
appropriate teaching congested?  blended of test? have enough knowledge the TA needed in terms properly utilize the local
skills? Do the teachers learning? on the curriculum? of subject area, resources?
need training on this? assessment when
needed?
Do teachers use learning  Does the school Does teachers Content versus Does the school leader What are the types of Does the school
materials? have use ICT in assessed? have competencies in TA does the DO provide maintain linkages to
laboratories? teaching & education planning? to the school? Planning, learning institutions?
Library? learning? m&e, program mgt, etc? And industries?
 is it on the teacher’s use   Are there Does the school
of classroom assessment? enough ICT implement SBM?
equipment
 do the teachers have  
content mastery?
 FIVE PRIORITY SCHOOLS WITH HIGHEST NUMBER OF LEARNERS BELONGING TO
WHO DID NOT MEET EXPECTATION (BELOW 75) IN MOTHER TONGUE
TOTAL NO. OF REASONS (CHARACTERIZE USING THE
SCHOOL DISTRICT
ENROLMENT LEARNERS CURRICULUM SUPPORT SYSTEM)
 COMMUNITY, INDUSTRY, RELEVANCE &
 LINGAYON    117  1 PARTNERSHIP

         

         

         

         

         

         

         

         

         
 FIVE PRIORITY SCHOOLS WITH HIGHEST NUMBER OF LEARNERS BELONGING TO
WHO DID NOT MEET EXPECTATION (BELOW 75) IN ALIVE
TOTAL NO. OF REASONS (CHARACTERIZE USING THE
SCHOOL DISTRICT
ENROLMENT LEARNERS CURRICULUM SUPPORT SYSTEM)

         

         

         

         

         

         

         

         

         

         
 FIVE PRIORITY SCHOOLS WITH HIGHEST NUMBER OF LEARNERS BELONGING TO
WHO DID NOT MEET EXPECTATION (BELOW 75) IN ENGLISH
TOTAL NO. OF REASONS (CHARACTERIZE USING THE
SCHOOL DISTRICT
ENROLMENT LEARNERS CURRICULUM SUPPORT SYSTEM)
 COMMUNITY, INDUSTRY, RELEVANCE &
GRADE 2    52  2 PARTNERSHIP

         

         

         

         

         

         

         

         

         
 FIVE PRIORITY SCHOOLS WITH HIGHEST NUMBER OF LEARNERS BELONGING TO
WHO DID NOT MEET EXPECTATION (BELOW 75) IN FILIPINO
TOTAL NO. OF REASONS (CHARACTERIZE USING THE
SCHOOL DISTRICT
ENROLMENT LEARNERS CURRICULUM SUPPORT SYSTEM)
COMMUNITY, INDUSTRY, RELEVANCE &
LINGAYON CENTRAL SCHOOL   225 5 PARTNERSHIP

         

         

         

         

         

         

         

         
 FIVE PRIORITY SCHOOLS WITH HIGHEST NUMBER OF LEARNERS BELONGING TO
WHO DID NOT MEET EXPECTATION (BELOW 75) IN MATHEMATICS
TOTAL NO. OF REASONS (CHARACTERIZE USING THE
SCHOOL DISTRICT
ENROLMENT LEARNERS CURRICULUM SUPPORT SYSTEM)
COMMUNITY, INDUSTRY, RELEVANCE &
LINGAYON CENTRAL SCHOOL   225 9 PARTNERSHIP

       

         

         

         

         

         

         

         
 FIVE PRIORITY SCHOOLS WITH HIGHEST NUMBER OF LEARNERS BELONGING TO
WHO DID NOT MEET EXPECTATION (BELOW 75) IN SCIENCE
TOTAL NO. OF REASONS (CHARACTERIZE USING THE
SCHOOL DISTRICT
ENROLMENT LEARNERS CURRICULUM SUPPORT SYSTEM)
COMMUNITY, INDUSTRY, RELEVANCE &
 LINGAYON CENTRAL SCHOOL    225 6  PARTNERSHIP

         

         

         

         

         

         

         

         

         
 FIVE PRIORITY SCHOOLS WITH HIGHEST NUMBER OF LEARNERS BELONGING TO
WHO DID NOT MEET EXPECTATION (BELOW 75) IN ARALING PANLIPUNAN
TOTAL NO. OF REASONS (CHARACTERIZE USING THE
SCHOOL DISTRICT
ENROLMENT LEARNERS CURRICULUM SUPPORT SYSTEM)
COMMUNITY, INDUSTRY, RELEVANCE &
 GRADE 2    225  1 PARTNERSHIP

         

         

         

         

         

         

         

         

         
 FIVE PRIORITY SCHOOLS WITH HIGHEST NUMBER OF LEARNERS BELONGING TO
WHO DID NOT MEET EXPECTATION (BELOW 75) IN EPP/TLE
TOTAL NO. OF REASONS (CHARACTERIZE USING THE
SCHOOL DISTRICT
ENROLMENT LEARNERS CURRICULUM SUPPORT SYSTEM)
COMMUNITY, INDUSTRY, RELEVANCE &
 LINGAYON CENTRAL SCHOOL    225  3 PARTNERSHIP

         

         

         

         

         

         

         

         

         
 FIVE PRIORITY SCHOOLS WITH HIGHEST NUMBER OF LEARNERS BELONGING TO
WHO DID NOT MEET EXPECTATION (BELOW 75) IN ESP
TOTAL NO. OF REASONS (CHARACTERIZE USING THE
SCHOOL DISTRICT
ENROLMENT LEARNERS CURRICULUM SUPPORT SYSTEM)
 COMMUNITY, INDUSTRY, RELEVANCE &
 LINGAYON CENTRAL SCHOOL    225  1 PARTNERSHIP

         

         

         

         

         

         

         

         

         
 FIVE PRIORITY SCHOOLS WITH HIGHEST NUMBER OF LEARNERS BELONGING TO
WHO DID NOT MEET EXPECTATION (BELOW 75) IN MAPEH
TOTAL NO. OF REASONS (CHARACTERIZE USING THE
SCHOOL DISTRICT
ENROLMENT LEARNERS CURRICULUM SUPPORT SYSTEM)
COMMUNITY, INDUSTRY, RELEVANCE &
 LINGAYON CENTRAL SCHOOL    225  1 PARTNERSHIP

         

         

         

         

         

         

         

         

         
 PRIORITY SCHOOLS WITH LEARNERS WHO ARE NON-NUMERATES

SCHOOL DISTRICT TOTAL ENROLMENT NO. OF LEARNERS

LINGAYON CENTRAL SCHOOL   253 90

       

       

       

       
 Issues/Challenges/Concernsm
 INCONSISTENT RESULT TO THE FOUR FUNDAMENTAL OPERATIONS, INABILITY TO VISUALIZE; APPEARING ABSENTMINDED OR
LOST IN THOUGHT. DIFFICULTY REMEMBERING MATH FACTS, CONCEPTS, RULES, FORMULAS AND PROCEDURES.

 
 
 
 
Interventions/Actions Taken
 
 BUILDING RELATIONSHIPS, ADAPTING THE ENVIRONMENT, MANAGING SENSORY STIMULATION, CHANGING
COMMUNICATION STRATEGIES, PROVIDING ACTIVITY SHEETS, RETEACH PROCESS AND DEVELOPING SOCIAL SKILLS.
 
 
 
Proposed Recommendations to Address Issues:
 
 DECREASE IF NOT ZERO OUT THE NUMBER OF NON-NUMERATES.
 
 
 
 PRIORITY SCHOOLS WITH LEARNERS BELONGING TO FRUSTRATION LEVEL

SCHOOL DISTRICT TOTAL ENROLMENT NO. OF LEARNERS

LINGAYON CENTRAL SCHOOL   148 99

   

       

       

       

       

       
 PRIORITY SCHOOLS WITH LEARNERS BELONGING TO NON-READER LEVEL

SCHOOL DISTRICT TOTAL ENROLMENT NO. OF LEARNERS

       

       

       

       

       

       

       

       

       

       
 Issues/Challenges/Concerns
 
 LIMITED VOCABULARY OR UNDERDEVELOPED ORAL LANGUAGE SKILLS, DIFFICULTY ANSWERING QUESTIONS ABOUT OR
DISCUSSING A TEXT, DIFFICULTY UNDERSTANDING WORDS AND IDEAS, TROUBLE WITH LETTER AND WORD RECOGNITION.
 
 
 
Interventions/Actions Taken
 
 SELF-QUESTIONING, CLARIFYING, SUMMARIZING, IDENTIFYING KEY POINTS, USE OF PLANNERS, INDIVIDUALIZED READING
INSTRUCTION, GUIDED READING, EXPOSED TO READING WORKSHEETS
 
 
 
Proposed Recommendations to Address Issues:
 
 USE CLOZE ACTIVITIES, USE OF SHARED READING
 
 
 
PRIORITY SCHOOLS WITH AVERAGE COMPUTED GRADES BELOW 75

AVE. COMPUTED
LEARNING AREA SCHOOL DISTRICT
GRADES

     

     

     

     

     

     

     

     

     

     
 Issues/Challenges/Concerns
 
 
 
 
 
Interventions/Actions Taken
 
 
 
 
 
Proposed Recommendations to Address Issues:
 
 
 
 
 
GOVERNANCE
 WASH IN SCHOOLS IMPLEMENTATION (WINS) AS OF NOVEMBER 2022
NO. OF SCHOOLS WITH:
TOTAL NO. OF
DISTRICT
SCHOOLS 1 STAR 2 STAR 3 STAR
% OF LIQUIDATION OF SCHOOLS WITH SPECIAL EDUCATION FUND (SEF)

SCHOOLS DISTRICT Total Amount Total amount % of

Downloaded Liquidated Liquida
tion
       
NO. OF SCHOOLS WHO DID NOT RECEIVE SPECIAL EDUCATION FUND (SEF)
FOR THE YEAR 2022
DISTRICT NO. OF SCHOOLS
 
CONSOLIDATED COMMON ISSUES
AND CONCERNS FOR ELEVATION
TO HIGHER MANAGEMENT ON
THE IMPLEMENTATION OF
NATIONAL/ REGIONAL AND
DIVISION INITIATED PROGRAMS
PROJECTS, & ACTIVITIES
DCP
DISTRICT ISSUES AND CONCERNS PROPOSED RESOLUTION
 
SCHOOL TITLING

DISTRICT ISSUES AND CONCERNS PROPOSED RESOLUTION

 
MOOE DOWNLOADING & LIQUIDATION

DISTRICT ISSUES AND CONCERNS PROPOSED RESOLUTION

 
NEW OPEN DOORS

DISTRICT ISSUES AND CONCERNS PROPOSED RESOLUTION

 
PERSONNEL SERVICES

DISTRICT ISSUES AND CONCERNS PROPOSED RESOLUTION

 
RECORDS SERVICES

DISTRICT ISSUES AND CONCERNS PROPOSED RESOLUTION

 
PROPERTY & SUPPLY SERVICES
DISTRICT ISSUES AND CONCERNS PROPOSED RESOLUTION

 
SPED PROGRAM
DISTRICT ISSUES AND CONCERNS PROPOSED RESOLUTION

 
MULTI GRADE PROGRAM
DISTRICT ISSUES AND CONCERNS PROPOSED RESOLUTION

 
IPED
DISTRICT ISSUES AND CONCERNS PROPOSED RESOLUTION

 
MADRASAH
DISTRICT ISSUES AND CONCERNS PROPOSED RESOLUTION

 
SENIOR HS IMPLEMENTATION

SCHOOL DISTRICT ISSUES AND CONCERNS PROPOSED RESOLUTION

 
PROJECT BRITE

DISTRICT ISSUES AND CONCERNS PROPOSED RESOLUTION

 
OTHER CURRICULAR PROGRAMS AND PROJECTS

DISTRICT ISSUES AND CONCERNS PROPOSED RESOLUTION

 
EDUCATION FACILITIES (SCHOOL BUILDING & ETC)
DISTRICT ISSUES AND CONCERNS PROPOSED RESOLUTION

 
ADOPT A SCHOOL PROGRAM/ BRIGADA ESKWELA
DISTRICT ISSUES AND CONCERNS PROPOSED RESOLUTION

 
TRAINING & PERSONNEL DEVELOPMENT SERVICES
DISTRICT ISSUES AND CONCERNS PROPOSED RESOLUTION

 
DRRM
DISTRICT ISSUES AND CONCERNS PROPOSED RESOLUTION

 
SSG, SPG

DISTRICT ISSUES AND CONCERNS PROPOSED RESOLUTION

 
SCHOOL BASED FEEDING PROGRAM
DISTRICT ISSUES AND CONCERNS PROPOSED RESOLUTION

 
DENTAL HEALTH PROGRAMS
DISTRICT ISSUES AND CONCERNS PROPOSED RESOLUTION