SMEA presentation

1. Principal - II
Jasaan National High School

2. A. Data on LARDOS/SARDOS
Grade Level
Total
Enrolment
(Quarter 3)
LARDOS
(Quarter 3)
%
(Enr vs
LARDOS)
Total
Enrolment
(Quarter 4)
LARDOS
(Quarter 4)
%
(Enr vs
LARDOS)
% of Inc/Dec in
LARDOS
(Q3 vs Q4)
Grade 7 548 8 1.5% 548 6 1.1% 25% dec
Grade 8 532 0 0% 534 0 0.% 0%
Grade 9 627 2 0.3% 630 2 0.3% 0%
Grade 10 603 2 0.3% 610 2 0.3% 0%
TOTAL 2309 12 0.5% 2322 10 0.4% 17% dec

3. Pareto Analysis on the Factors of LARDOS -
Reasons/Factors of LARDOs Counts
Cumulative
Counts
Cumulative %
Inability of parents to pick-up or return
modules
3 3 25%
Distance from school 3 6 50%
Lack of interest 2 8 67%
Employment 2 10 83%
Absence of parents/guardians 1 11 92%
Transfer of residence 1 12 100%
Items in yellow font are priority factors. 12 12 100%

4. Pareto Analysis on the Factors of LARDOS -
Reasons/Factors of LARDOs Counts
Cumulative
Counts
Cumulative %
Inability of parents to pick-up or return
modules
3 3 30%
Distance from school 2 5 50%
Lack of interest 2 7 70%
Employment 1 8 80%
Absence of parents/guardians 1 9 90%
Transfer of residence 1 10 100%
Items in yellow font are priority factors. 10 10 100%

5. `
Adjustments and Recommendations on LARDOS
Findings Initiatives Adjustments Recommendations Targets
1. Domestic
- Inability
of parents
to pick up
and return
modules
1. Employment of different
communication strategies through
online and face-to-face conferences,
home visits, phone call, and group
chats in social media sites.
2. Mobilization of stakeholders
(parents, health workers, LGU, and
other volunteers) to distribute and
retrieve modules and activity sheets
to and from learners living in remote
areas.
3. Quarterly consultation with
parents and learners, or as the need
arises, for monitoring and evaluation
of their children’s academic growth.
1.Exploration and
enhancement of
the school and
adviser
initiatives,
innovations, and
programs to
motivate the
LARDOs, to wit,
2. USAD
(Uplifting School
Access for
Development)
MAG-AARAL
1. Sustainability
of the school and
adviser initiatives
2. Continuity of
the conduct of
SLAC in schools
and virtual
relative to the
implementation
of distance
learning modality
1. Reduce the
number of
LARDOs per
factor by 20%
2. Monitor and
evaluate the
employment of
the different
initiatives and
programs
spearheaded by
the schools at
least thrice a
month

6. `
5. Adjustments and Recommendations on LARDOS
Findings Initiatives Adjustments Recommendations Targets
1.
Domestic
- Inability
of parents
to pick up
and return
modules
4. Implementation of the following
initiatives:
a. USAD
b. Academic Bridging Program
c. Resource
d. MEND
1.Exploration and
enhancement of
the school and
adviser
initiatives,
innovations, and
programs to
motivate the
LARDOs, to wit,
2. USAD
(Uplifting School
Access for
Development)
MAG-AARAL
1. Sustainability
of the school and
adviser initiatives
2. Continuity of
the conduct of
SLAC in schools
and virtual
relative to the
implementation
of distance
learning modality
1. Reduce the
number of
LARDOs per
factor by 20%
2. Monitor and
evaluate the
employment of
the different
initiatives and
programs
spearheaded by
the schools at
least thrice a
month

7. `
5. Adjustments and Recommendations on LARDOS
Findings Initiatives Adjustments Recommendations
Targets
2. Geographical
a. Distance
from school
1. Tapping of volunteers to serve as hatod-
aiders to deliver the modules to learners in
areas with poor access to communication and
transportation means
2. Coordination with Barangay LGU to facilitate
dissemination of announcement and
distribution and retrieval of modules to
concerned learners
3. Hatod Aiders
which taps
Habal-habal
drivers and other
stakeholder
volunteers in
distributing and
retrieving
modules
4. Strong
partnerships with
the barangay
local government
units
3. Individual
a. Lack of
interest
1. Delivery of instruction through LED Zone
(Leaning in Education for Development) – a
district initiative that uses teacher-made video
lessons to aid learning
2. Monitoring of learners through different
strategies (online group chats, phone call and
sms, home visitation)

8. `
B. Number of Learners No Longer Participating in Learning Sessions
(NLPSs) –
QUARTER 3
Total Enrolment
QUARTER 3
NLPSs
(Quarter 3)
%
(Enr vs NLPSs)
Grade 7 548 3 0.5%
Grade 8 532 3 0.6%
Grade 9 627 2 0.3%
Grade 10 603 2 0.3%
TOTAL 2309 10 0.4%
QUARTER 4 Total Enrolment
(Quarter 4)
NLPSs
(Quarter 4)
%%
(Enr vs NLPSs)
% of Inc/Dec in NLPSs
(Q3 vs Q4)
Grade 7 548 0 0% 100% dec
Grade 8 534 0 0% 100% dec
Grade 9 630 2 0.3% 0.00% dec/inc
Grade 10 610 0 0% 100% dec
TOTAL 2322 2 0.08% 80% dec

9. `
Pareto Analysis on the Factors of NLPSs -
Reasons/Factors of LARDOs Counts
Cumulative
Counts
Cumulative %
Inability of parents to pick up or return
modules
3 3 30%
Transfer of residence 2 5 50%
Distance from school 2 7 70%
Lack of interest 2 9 90%
Family problem 1 10 100%
Items in yellow font are priority
factors.
10 10 100%

10. `
Pareto Analysis on the Factors of NLPSs -
Reasons/Factors of LARDOs Counts
Cumulative
Counts
Cumulative %
Inability of parents to pick up or return
modules
2 2 100%
Transfer of residence 0 2 100%
Distance from school 0 2 100%
Lack of interest 0 2 100%
Family problem 0 2 100%
Items in yellow font are priority
factors.
2 2 100%

11. `
Adjustments and Recommendations on NLPSs
Findings Initiatives Adjustments Recommendations Targets
1. Domestic
a. Transfer
of
residence
b. Inability
of parents
to pick up
and return
modules
1. Regular
communication with
parents and learners
through different
communication
strategies (sms, call,
social media
platforms, virtual
conferences, home
visits, face-to-face
conference)
2. Mobilization of
stakeholders to aid in
the distribution and
retrieval of modules
from learners living in
remote areas
1. Exploration and
enhancement of the
school initiatives,
innovations, and
programs to motivate the
LARDOs, to wit,
2. USAD (Uplifting School
Access for Development)
MAG-AARAL
3. Hatod Aiders which
taps Habal-habal drivers
and other stakeholder
volunteers in distributing
and retrieving modules
1. Sustainability of
the school
initiatives that
address the
existence of
LARDOs in schools
2. Continuity of the
conduct of SLAC in
schools and virtual
trainings in the
district relative to
the implementation
of distance learning
modality
1. Reduce the
number of NLPSs
per factor by
80%
2. Monitor and
evaluate the
employment of
the different
initiatives and
programs
spearheaded by
the school at
least thrice a
month

12. `
Adjustments and Recommendations on NLPSs
Findings Initiatives Adjustments Recommendations Targets
1. Domestic
a. Transfer
of
residence
b. Inability
of parents
to pick up
and return
modules
3. Implementation of
the following
initiatives:
a. USAD
a. Academic
Bridging Program
b. Resource
c. MEND
1. Exploration and
enhancement of the
school initiatives,
innovations, and
programs to motivate the
LARDOs, to wit,
2. USAD (Uplifting School
Access for Development)
MAG-AARAL
3. Hatod Aiders which
taps Habal-habal drivers
and other stakeholder
volunteers in distributing
and retrieving modules
1. Sustainability of
the school
initiatives that
address the
existence of
LARDOs in schools
2. Continuity of the
conduct of SLAC in
schools and virtual
trainings in the
district relative to
the implementation
of distance learning
modality
1. Reduce the
number of NLPSs
per factor by
80%
2. Monitor and
evaluate the
employment of
the different
initiatives and
programs
spearheaded by
the school at
least thrice a
month

13. `
Findings Initiatives Adjustments Recommendations Targets
2. Individual
a. Lack of
interest
1. Regular monitoring of learners
and communication with parents via
different platforms
2. Delivery of instruction through
LED Zone (Leaning in Education for
Development) – a district initiative
that uses teacher-made video
lessons to aid learning
4. Strong
partnerships with
the barangay local
government units
3.School
Difficulty
in
answering
modules
1. Provision of streamlined and
appropriate activities with
interesting tasks
Adjustments and Recommendations on NLPSs

14. `
A. Curriculum Management Support System (CMSS) for
, SY 2020-2021
Level 90-100 80-89 75-79 Below 75
Junior HS Q3 714 1581 11 3
Junior HS Q4 623 1696 1 2
% of Inc/Dec
(Q3 vs Q4)
13% dec 8% inc 91% dec 33%dec

15. `
Adjustments and Recommendations on Subjects with Most Number of Learners who
Did Not Meet Expectation
Findings Reasons Initiatives Adjustments
Recommendation
s
Targets
Junior High
School
(3rd Quarter)
1. Decrease of
learners who
obtained and
average
ranging from
90 – 100.
2. Increase of
learners
average from
the range of
80-90 in the
4th quarter
3. Decrease of
learners
average
ranging from
75-79.
1. Limited assistance
of adults at home due
to their work and
insufficient knowledge
of the lessons
2. Inconsistent self-
discipline and self-
motivation in
performing
independent studies
among the learners at
home based on the
parents’ feedback.
1. Establishment of system
of communication with
the parents and learners
through various
communication strategies
2. Strong partnerships
with the stakeholders
3. Merging of related
learning competencies for
performance tasks and
written tests
4. Production of teacher-
made activity sheets and
other supplemental
references
Enhancemen
t and
sustainability
of school
initiatives
that address
the issue on
grades
1. Sustainability
of the school
initiatives
through monthly
monitoring and
evaluation
2. Continued
establishment of
strong
partnerships
with
stakeholders
1. Reduce the
number of
learners under
Did Not Meet
Expectation
grade per
subject by 90%
2. Monitor the
district and
school
initiatives at
least twice a
month

16. `
Processes on Interventions/Initiatives in the Delivery of Learning in the Absence of Self-Learning
Modules from DepEd Central Office (DEPED-CO)

17. `

18. `
Projects Slippage Findings
Possible
Reasons/
Causes
Recommendations TA Needed
Implementati
on Schedule
1. Construction
of Hand
washing Facility
2. Distribution
of PPE Gown
3. RISO
graphing
Machine
Maintenance
Sustaining
the school
program
and proper
utilization
of MOOE
Funds
100% of the
projects on
Basic
Education
Learning
Continuity
plan is
achieved.
With the
utilization of
MOOE Funds
Sustainability
of the projects
and programs
in the midst of
Pandemic
- Quarterly
consultation and
coordination with the
school project in-
charge to address
challenges or issues
January 2021-
June 2021

19. `
Projects Slippage Findings
Possible
Reasons/Causes
Recommendations TA Needed
Implementati
on Schedule
Production
of SLMs
Huge
enrollment
requires
massive
reproducti
on of
learning
modules.
50% of the
total number
SLMs of
school
reported
shortage of
printing
materials.
Insufficient fund at
the end of the
school
- Early
reproduction
and
distribution of
SLMs supplied
by higher
offices
- Download
BELCP fund to
schools
Frequent
monitoring
and
evaluation
of SLMs
reproducti
on
January 2021-
June 2021

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