I. Opening Program/ Preliminaries Ii. School/ District Profile Presentation Iii. Kpis Analysis and Presentation

Mechanics on the Conduct of SMEA and DisMEA
I. Opening Program/ Preliminaries

II. School/ District Profile Presentation
III. KPIs Analysis and Presentation
III. KPIs Analysis and Presen
a. Physical Output Accomplishment
b. PAPs that contributed to the
delivery of KPIs
c. PAPs with weak implementation
but can contribute to the KPIs
delivery
IV. Implementation Issues elevated to
KPIs ISSUES/ CONCERNS POSSIBLE SOLUTIONS
Access
Quality
Governance
V. Synthesis and Findings
KPIs Major Major Difficulties Lessons Learned Recommendations
Accomplishments
Access
Quality
Governance
VI. Agreed Plans

Sta. Josefa CES with
SpEd Program
D Instructional Supervision
.
No. of Schools Led by Master
Principal Total
Each Type of School Teacher
No. of IS required by
SDO to each Principal, 30 30 30
HT, TIC
Expected No. of IS
conducted by each 30 30 30
Principal, HT, TIC
Actual No. of IS
The above data shows the equal number and percentage of
Instructional Supervision given by the principal and three (3)
Master Teachers in the school which is 66.67% or 20 IS versus the
required number of IS set by the SDO. This is attributed to the
standard set by the RPMS.
This result is attributed to the overlapping if not conflicting
equally important activities, meetings, orientations, workshops
and other seminars called by the higher offices, and other
commitments that hinder the principal and MTs to attend to the
CO agreed with the teachers.
1. Number and Rate of Drop-out
There is zero drop-out from kindergarten to grade six as shown
in data presented. The contributing factors of the above-mentioned
data were from the guidance counselor’s report, adviser’s reports
based on SF2.
This result is due to the school’s implementation of the best
practices such AKAP ( Action for Kids Assistance Program), regular
tracking of attendance of 4P’s beneficiaries, home visitations, regular
Parent-Teacher Conference. Another motivating factor is the presence
of well-equipped classrooms (with DLPPs and localized and quality
assured learning materials), functional library for effective teaching-
learning processes.
1. Failure Rate
The table shows that 1.91% of the enrolment in grade 2 failed in English; 6.70% of the enrolment in
grades 1 and 2 failed in Mathematics; 0.64% of the enrolment in grade 2 failed in Filipino; 2.58% of the
enrolment in grades 1 and 3 failed in EsP; 5.31% of the enrolment of grades 1 and 3 failed in MTB; 5.29% of
the enrolment of grades 1, 2 and 3 failed in AP; 6.50% of the enrolment of grades 1, 2 and 3 failed in MAPEH.
The results were obtained from the GPA as reported by the grade chairman per grade level.
This result is attributed to the reduced number of contact hours due to overlapping of activities
such as meetings, seminars and workshops of teachers and pupils’ maximum participation to extra and co-
curricular activities, poor study habits and lack of parents’ follow-up.
No. of school days
The table shows that 25% of the 66 days which is the total number
of contact days for the third quarter were utilized in extra and co-
curricular activities.
The school’s adherence to the DepEd orders, memoranda, and
directives were the contributing factors to the increased number of days
utilized in participating co-curricular and extra-curricular activities.
Table C- Out of 30 IS required • Lessen participation to

GOVERNANCE- from the Principal extra- curricular
Instructional and 3 Master activities
Supervision Teachers, 20 IS were • Develop strategic plan
actualized for the “defined” other
activities
• Prioritize CO
• Utilize other teachers
to attend to less
important activities
• Utilize MTs to conduct
Table C- There is zero dropout

ACCESS- rate.
Number and Rate
of Dropouts
Table C- There is zero dropout

ACCESS- rate.
Accomplishments
Table C- ACCESS-
Number and Rate No • Ecomic AKAP is Strengthen the
implementation of
of Dropout effective in
reported status the PAPs by
conducting M and
dropout in • Means scaffolding E and by
the school’s encouraging more
the third of benefactors for
efforts in AKAP; intensifying
quarter transp minimizing advocacy on home
visits and parent-
ortatio and teacher
n eradicating
conferences and
strengthening
• Distanc PARDO. connections to
stakeholders and
e of benefactors.
school
Accomplishments
Table C- ACCESS-
Number and Rate No • Ecomic AKAP is Strengthen the
implementation of
of Dropout effective in
reported status the PAPs by
conducting M and
dropout in • Means scaffolding E and by
the school’s encouraging more
the third of benefactors for
efforts in AKAP; intensifying
quarter transp minimizing advocacy on home
visits and parent-
ortatio and teacher
n eradicating
conferences and
strengthening
• Distanc PARDO. connections to
stakeholders and
e of benefactors.
school

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Mechanics on the Conduct of SMEA and DisMEA

I. Opening Program/ Preliminaries

VI. Agreed Plans

Table C- Out of 30 IS required • Lessen participation to

Table C- There is zero dropout

Table C- There is zero dropout

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