Republic of the Philippines

Department of Education
Region IV-A CALABARON
DIVISION OF RIZAL
STO.NINO INTEGRATED SCHOOL
District of Tanay II

Programs, Projects, and Activities Monitoring Report

Stat Strengths Weaknesses Threats Opportunities Action/s Taken

us
Proj Ong  Parents and learners  It is not every time  Some learners’  The learners  Close
ect oing have expressed that the parents parents lack enough were able to build monitoring by
AKA appreciation of the and learners were education to provide their own network barangay, by
P project as they were available when the guidance and where one can learning area,
able to bring up teachers conduct mentoring teach or tutor the by level
matters of difficulties home other based on  Maximized the
pertaining to the MDL visits/monitoring their strengths in use of computer
 Learners were  Disorganized the subjects tablets to
observed consistent in learners’ outputs facilitate open
passing complete  Failure to follow communication
outputs the schedule in the with parents
 Resourceful; use weekly home and learners
materials available in learning plan  Recruited
immediate which resulted in Gabay-Aral
surroundings cramming by tutors
midweek (as
reported by
parents)

Proj Del  Many teachers,  Tendency to  Problems in the  The learners  Close
ect aye parents, and neglect quality of household which were able to monitoring on
BRB d community leaders outputs affect the identify the non-
4 volunteered to serve compliance and challenges they readers/frustrati
 as reading warriors performance of the faced and shared on readers
 Learners have the learners in the it to the teachers  Integrated
initiative to BRB4 reading who, in return, BRB$ reading
communicate their modules adjusted so the materials in the
difficulties and learners will not printed MDL
approach teachers for be left behind activities
assistance in reading,
likewise in numeracy
Proj Awa  Emphasis on shared  Limited opportunity  Some of the parent-  The participants  Provision of
ect iting accountability was to conduct face-to- and teacher-leaders recognized the technical
UP resu recognized by face meetings to have conflicts with importance of assistance to
lts participating schools better guide the schedules for follow- teamwork to be SPT of
and external partner school in up sessions and able to reach the participating
stakeholders planning and additional technical performance schools
 Established strong preparing PPAs assistance objectives that
communication with that target to will improve the
parent- and teacher- improve the school SBM level of the
leaders of Cuyambay performance partner school
National high School
(Partner School)
through online
correspondence
Proj Del  Teachers are familiar  Limited mobility to  Unforeseen  The teachers  Conducted
ect aye with the background remote areas of conflicts while became more reading
PAC d of the students learners’ working from home resilient and inventory
K  Strong connection residence to (i.e. family learned how to by
and partnership with gather latest members got sick handle personal barangay,
LGU and stakeholders feedbacks and they have to and professional by area, by
which bridges school-  Inability to prioritize taking issues without level
to-learner and learner- establish strong care of them and at sacrificing the  Maximized
to-school passing of parent-teacher the same time education of the the use of
latest information collaboration with work) learners under internet
 High tolerance and regard to  Limited number of their ward connectivit
patience to learners monitoring due to teachers and  Strong y to
and parents who parents being higher number of professional facilitate
cannot cope with the busy with enrollees (SHS) relationship was open
 current education livelihood or being  Threat of exposure established communic
setting/situation; away at work to illness as among the ation with
provides intervention  Tendency to teachers went teachers parents
when needed expect too much places to distribute  The teachers and
from learners’ and retrieve were able to learners
outputs as in the learning materials form strategies  establishe
times when since LR movers to cater all d Gabay-
classes were held were not always learners Aral
face-to-face consistent in their  Tested camps/cen
services due to commitment and ters
their own personal dedication
concerns among teachers
and other
stakeholders

Proj Ong  Teachers were  Restriction of  Learners finding  Persistence of  Intensified home
ect oing creative inn mobility employment to help the learners to visitation
COM developing  Inconsistent their families enroll and activities
BAT intervention materials, involvement  Labor practices continue their
and consistent in the among volunteers among families in studies  Recruitment of
delivery of learning  Restraints in the community that  Continuous additional
materials; localizes utilizing ICT push learners into support from gabay-aral tutors
content of activities resources due to farming external
and ensure the far-flung location  Uncertainties in stakeholders  Strengthening
learners can outright of learners’ scheduling tutorial  Provision of parent
relate/use it to real residences sessions technical involvement in
life. assistance by developing
 Teachers provided the SDO learning habits
flexible with regard to among students
approach in learning
assessments; gives
other options for
outputs as validation
of learning
 Teachers were able to
address concerns
immediately after
hearing/knowing them