Republic of the Philippines

Department of Education
REGION V
SCHOOLS DIVISION OFFICE OF CAMARINES SUR
BOMBON DISTRICT
SAN ANTONIO ELEMENTARY SCHOOL
San Antonio, Bombon, Camarines Sur/ School ID-112766

ACCOMPLISHMENT
REPORT ON THE
IMPLEMENTATION OF
LRCP
SCHOOL VISION
By SY 2022-2023, San Antonio Elementary
School envisions grade-level ready learners
through a collaborative, nurturing and
intensive convergence of competent and
innovative teachers; enabling education
leaders; and, highly engaged stakeholders
as instructional partners with the use of
evidence-based strategies to address
learning loss.
WHERE WERE WE
BEFORE?
 8-Week Curriculum Literacy Pre-Assessment by
K-Stage 1 in San Antonio Elementary School:
SY 2022-2023
Enrolment Non-Reader Word Reader Phrase Reader Sentence Reader Selection Reader Total
Grade
Level Subject
   
male female total male female total male female total male female total male female total male female total
 
Gr-I MTB 28 36 64 28 36 64 0 0 0 0 0 0 0 0 0 0 0 0 64
MTB 32 33 65 29 29 58 1 2 3 2 2 4 0 0 0 0 0 0 65
Gr-II Filipino 32 33 65 29 29 58 1 2 3 2 2 4 0 0 0 0 0 0 65
English 32 33 65 32 30 62 0 2 2 0 1 1 0 0 0 0 0 0 65
MTB 21 22 43 12 10 22 2 2 4 1 3 4 4 7 11 2 0 2 43
Gr-III Filipino 21 22 43 12 10 22 1 2 3 2 3 5 4 7 11 2 0 2 43
English 21 22 43 13
The table reflected the results of the108-week
23 1 5
Curriculum 6 3
Literacy 4
Post 7 2
Assessment 3 5
conducted 2
by the0 k-stage
2
143
teachers. For Grade 1, all the pupils were non-readers, for they are the groups who were greatly affected by the
pandemic. For Grade 2, almost all pupils were non-readers in English subject (62 out of 66), Filipino (58 out of 65)
and MTB (58 out of 65). Lastly, in grade III, consistently in English subject, they got the most numbered of non-
readers (23), word readers (6). Phrase readers (7), selection readers, except in Filipino which had the highest
number of sentence readers.
8-Week Curriculum Literacy Pre-
Assessment by K-Stage 1
 Phil-IRI Pretest Results in Filipino by K-Stage 2
in San Antonio Elementary School:
SY 2022-2023
No. of Pupils FRUSTRATION INSTRUCTIONA INDEPENDENT
NON-READERS
Tested READERS L READERS READERS
Grade
Enrolment Total Total Total Total Total
Level
 
  MALE FEMALE MALE FEMALE MALE FEMALE MALE FEMALE MALE FEMALE

GRADE IV 61 34 27 61 10 8 18 5 5 10 4 5 9 15 9 24
GRADE V 59 30 29 59 7 10 17 5 7 12 9 5 14 10 6 16
GRADE VI 77 47 30 77 19 7 26 13 7 20 5 15 20 10 1 11
TOTAL 197 111 86 197 36 25 61 23 19 42 18 25 43 35 16 51
As indicated, of the 197 students, there were 61 students on the frustration level, 42 on the instructional
level, 43 independent readers, and 51 non-readers. In terms of grade levels, for grade IV, of the 61
students tested on reading, the largest frequency was non-readers (24), for Grade V, frustration readers
(17), and for Grade VI, also frustration readers (26).
Phil-Iri Pretest Results in Filipino
of K-Stage 2
 Phil-IRI Pretest Results in English by K-Stage 2
and Reading Competencies in San Antonio
Elementary School:
SY 2022-2023
No. of Pupils FRUSTRATION INSTRUCTIONAL INDEPENDENT
NON-READERS
Tested READERS READERS READERS
Grade
Enrolment Total Total Total Total Total
Level
MALE FEMALE MALE FEMALE MALE FEMALE MALE FEMALE MALE FEMALE

GRADE IV 61 34 27 61 15 11 26 4 5 9 0 0 0 16 10 26

GRADE V 59 30 29 59 9 10 19 6 9 15 6 4 10 9 6 15

GRADE VI 77 47 30 77 21 7 28 11 11 22 4 7 11 11 5 16

TOTAL 197 111 86 197 45 28 73 21 25 46 10 11 21 36 21 57

The table indicates the results of Phil-Iri pretest in English. As indicated, 73 of the pupils fall under the
Frustration Level. In the Instructional Level and Independent Level, 46 and 21, respectively, fall under
this category. However, 57 pupils needed full intervention as they fall under the Non-reader category.
Phil-IRI Pretest Results in English of
Grades IV-VI
 Summary Table of Pretest of PHIL-IRI results in
English and Filipino by Grades IV-VI in San
Antonio Elementary School: SY 2022-2023
ENGLISH FILIPINO
Grade Level Enrollment
MALE FEMALE TOTAL MALE FEMALE TOTAL

15 11 26 10 8 18
GRADE IV 61
9 10 19 7 10 17
GRADE V 59
21 7 28 19 7 26
GRADE VI 77

TOTAL 197 45 28 73 36 25 61

The table reflects the pretest results per subjects and grade levels as subcategorized into male and female. A shown, along English subject,
grade VI male and Grade IV female students registered the highest number who will undergo the catch-up program. In Filipino, similar
pattern was found in the male category, Grade VI pupils still had the largest number, while for female, Grade V, with 19 and 10 frequencies
respectively. Moreover, Grade IV for English and Grade VI for Filipino had the most number of students who will undertake the program.
As a whole, there were 73 and 61 pupils out of 197 enrollees in English and Filipino will undergo the program.
Phil-IRI Pretest Results of Grades IV-VI
 Pre-test Consolidated Report in Numeracy by K-Stage
1 and K-Stage 2 in San Antonio Elementary School:
SY 2022-2023
Total
Needs Major Support Anchoring Developing Emerging Transforming Examinees
GRADE /Learners
LEVEL
NUMBER PERCENT NUMBER PERCENT NUMBER PERCENT NUMBER PERCENT NUMBER PERCENT  

1 65 100% 0 0% 0 0% 0 0% 0 0% 65
2 65 100% 0 0% 0 0% 0 0% 0 0% 65
3 43 100% 0 0% 0 0% 0 0% 0 0% 43
4 61 100% 0 0% 0 0% 0 0% 0 0% 61
5 59 100% 0 0% 0 0% 0 0% 0 0% 59
6 77 100% 0 0% 0 0% 0 0% 0 0% 77

TOTAL 370 100% 0 0% 0 0% 0 0% 0 0% 100

The table suggests the need to require the respondents to undergo remedial program as their reading ability has been greatly
affected by the pandemic. Thus, they have not received the necessary intervention that they would need.
Pre-test Consolidated Report in Numeracy by K-Stage 1:
SY 2022-2023
Pre-test Consolidated Report in Numeracy by K-Stage 2:
SY 2022-2023
 Pre-test Monitoring Tools in Mathematics Remedial Class
in Addition and Subtraction by K-Stage 2 in San Antonio
Elementary School: SY 2022-2023
ADDITION (LEVEL 1) SUBTRACTION (LEVEL 2)

Solve Solve
Addition Addition problems Subtractio Subtractio Subtractio Subtractio problems
Addition of Addition of of 2–3- of 4–6- involving n of 2–3- n of 4–6- n of 2–3- n of 4–6- involving
Grade 1–3-digit 4–6-digit digit digit digit digit digit subtration
Level numbers digit
numbers numbers numbers addition numbers numbers numbers numbers without
without without with without without without with with
with and with and with
regrouping regrouping regrouping regroupin regroupin regroupin regroupin regroupin regroupin regroupin
g g g g g g g

Grade IV 18 4 2 4 0 2 0 0 0 0

Grade V 30 26 15 9 1 3 18 7 7 0
Grade VI 20 23 29 25 12 13 14 4 5 4

Statistics above are the data for levels 1 and 2 on addition and subtraction. As indicated, the highest number of frequency for Grade IV was
noted on doing addition of 1-3 digit numbers without regrouping. This was shown in level 1, addition with 18, and level 2 subtraction with 2.
For Grade V, the same pattern was observed in Level 1, there were also 30 students having similar competency in addition, however, in level
2, subtraction, the most numbered competency was found in subtracting 4-6 digit numbers without regrouping, with 18. Lastly, among
Grade VI, the highest frequency in level 1, addition was shown in adding 2-3 digit numbers with regrouping, however, in level 2 subtraction,
this was noted in students’ competency in subtracting 4-6 digits without regrouping having 14 students.
Pre-test Monitoring Tools in Mathematics Remedial
Class in Addition and Subtraction by K-Stage 2:
SY 2022-2023
 Pre-test Monitoring Tools in Mathematics Remedial
Class Multiplication and Division by K-Stage 2 in San
Antonio Elementary School: SY 2022-2023
MULTIPLICATION (LEVEL 3) DIVISION (LEVEL 4)

Division of 3-to Division of 3- Solving

Multiplication Multiplication of Solving Division of 3-
of numbers up numbers up to 3- problems 4-digit to
to 4-digit nymbers by 2- numbers by4-digit problems
Grade involving
Level to 3-digit digits by involving numbers by 1- digit numbers 10, 100,and division of
numbers by 2- numbers up to 2- multiplication digit without
digits without digits with without and and with without and 1000 without numbers
regrouping regrouping with reprouping remainder with and with without and
remainder remainder with regrouping

Grade IV 0 0 0 0 0 0 0
Grade V 6 4 0 2 2 0 0
Grade VI 17 26 10 5 14 4 2
As to multiplication and division, levels 3 and 4, for Grade IV, not one has achieved any of the competency. For Grade V, there were
only six who can multiply numbers up to 3-digit numbers without regrouping and, in division 2 can divide up to 4-digit numbers by
1 and the other 2 can divide 4-digit numbers by 2 without and with remainder. Finally, for Grade VI, the largest number can only
multiply up to 3-digit numbers by 2 digits without regrouping, and most of them can only divide up to 3-4 digit numbers by 2
without and with remainder.
Pre-test Monitoring Tools in Mathematics Remedial
Class Multiplication and Division by K-Stage 2:
SY 2022-2023
WHERE ARE WE NOW?
 Comparative Table
Pretest and Posttest 8-Week Curriculum Literacy K-
Stage 1 in San Antonio Elementary School:
SY 2022-2023
Grade 1 Grade 2 Grade 3
Indicators Pretest Posttest Pretest Posttest Pretest Posttest Pretest Posttest Pretest Posttest Pretest Posttest Pretest Posttest
MTB MTB Filipino English MTB Filipino English
Enrolment 64 64 65 65 65 65 65 65 43 43 43 43 43 43
Non- 64 34 58 29 58 26 62 25 22 12 22 11 23 12
Reader
Word
0 14 3 10 3 12 2 14 4 1 3 1 6 4
Reader
Phrase 0 3 4 11 4 10 1 8 4 5 5 4 7 6
Reader
Sentence
Reader 0 9 0 4 0 4 0 2 11 5 11 7 5 6
Selection 0 3 0 7 0 8 0 5 2 20 2 20 2 14
Reader

The table accounts for the result of the Pretest and Post-test given to primary pupils after the 8-week
curriculum
 Summary Table of the Pretest and Posttest 8-Week Curriculum
Literacy K-Stage 1 in San Antonio Elementary School:
SY 2022-2023
Grade 1 Grade 2 Grade 3
Indicators
MTB MTB Filipino English MTB Filipino English
Enrolment 64 65 65
Non-Reader 30 29 32 37 37 3 11
Word Reader 14 7 9 12 10 11 2
Phrase Reader 3 7 6 7 3 2 1
Sentence Reader 9 4 4 2 1 1 1
Selection Reader 3 7 8 5 6 4 12

The above table shows the number of decreases/increases in each reading indicator after the
intervention given.
 Percentage Increase and Decrease in the Pretest and Posttest results in the 8-Week Curriculum
Literacy K-Stage 1 in San Antonio Elementary School:
SY 2022-2023
Grade 1 Grade 2 Grade 3
CATEGORIES
MTB MTB FILIPINO ENGLISH MTB FILIPINO ENGLISH
Non-Reader 53.1 44.6 49.2 56.9 10.8 56.9 13.8

Word Reader 21.9 25.4 13.8 18.5 30.8 21.5 40.0

Phrase Reader 4.7 10.8 9.2 10.8 23.1 7.7 29.2

Sentence Reader 14.1 6.2 6.2 3.1 36.9 3.1 18.5

Selection Reader 4.7 10.8 12.3 7.7 13.8 7.7 13.8

Table above present the percentage of increase and decrease in the given categories based from the pre and post test results for the 64 Grade 1 students
and 65 for both Grades 2 and 3 students. It can be observed that along the non-reader category, the highest percentage of decrease was noted in English
subject of Grade 2 (56.9%)and in Filipino of Grade 3 (56.9%). Along word readers, the highest increase was found in English of Grade 3, while the lowest
increase was in Filipino of Grade 2 students with 40.0 % and 13.8% respectively. With phrase reader, this highest percentage was seen with the English
results of Grade 3, but the lowest was recorded in the MTB results of Grade 1 (4.7%). In terms of sentence readers, MTB of Grade 3 obtained the highest
percentage, as compared with the 3.1% both in English subject for Grade 2 and Filipino, in Grade 3. Lastly, om the selection reader, the highest decrease was
found among Grade 3 students in their MTB and English subjects, whereas, the lowest was recorded among Grade 1, MTB subject.
Pretest and Posttest 8-Week Curriculum Literacy Key
Stage 1 in San Antonio Elementary School:
SY 2022-2023
 8-Week Curriculum Literacy Post Assessment by K-
Stage 1 in San Antonio Elementary School:
SY 2022-2023
Grade Subject Enrolment Non-Reader Word Reader Phrase Reader Sentence Reader Selection Reader
Level

    male female total male female total male female total male female total male female total male female total

Gr-I                                      

  MTB 28 36 64 17 18 34 4 10 14 0 3 3 6 3 9 1 2 3

Gr-II                                      

  MTB 32 33 65 20 9 29 5 5 10 3 8 11 1 3 4 2 5 7

  Filipino 32 33 65 18 8 26 6 6 12 5 5 10 1 3 4 2 6 8

  English 32 33 65 21 14 25 8 6 14 2 6 8 0 2 2 1 4 5

Gr-III                                      

  MTB 21 22 43 7 5 12 1 0 1 2 3 5 3 2 5 8 12 20

  Filipino 21 22 43 4 5 11 1 0 1 2 2 4 4 3 7 8 12 20

  English 21 22 43 7 5 12 2 2 4 4 2 6 1 5 6 8 6 14

The table reflected the results of the 8-week Curriculum Literacy Post Assessment conducted by the k-stage 1 teachers. For Grade
1, of the 64 enrollees, 34 of them were non-readers, 14 were word readers, 3, phrase readers, 9, sentence readers, and 3, selection
readers. For Grade 2, the highest number of non-readers (29), phrase readers (11), and sentence readers(11) were in the MTB
subject. With word readers, more are in English subject (14), and with selection readers, the largest frequency was in Filipino
subject (8). Lastly, in grade III, consistently in English subject, they got the most numbered of non-readers (12), word readers (4).
Phrase readers (6), selection readers, except in Filipino which had the highest number of sentence readers.
70
64 65 65 65

60

50
43 43 43
40
34
30 29
26 25
20 20
20
14 14 14
12 12 12
9 10 11 10 11
10 7 8 8 7
5 5 5 6 6
3 3 4 4 4 4
2 1 1
0
MTB MTB Filipino English MTB Filipino English
Gr-I Gr-II Gr-III
Enrolment total Non-Reader total Word Reader total Phrase Reader total Sentence Reader total Selection Reader total

8-Week Curriculum Literacy Post

Assessment of k-stage 1
 Post-Test Contextualized Reading Assessment Results by
K-Stage 2 in San Antonio Elementary School:
SY 2022-2023
Level III
LEVEL 1 Level IV
Level II (Filipino (Can Read Filipino and
Total INDEPENDENT
(Non-Readers) Reader Only) English but No
READERS
Grade Comprehension)
Level Total Total Total
Enrolment 
 
MALE FEMALE MALE FEMALE MALE FEMALE MALE FEMALE

GRADE IV 60 12 5 17 9 9 18 12 13 25 0 0 0

GRADE V 60 5 1 6 4 12 16 14 16 30 6 2 8

GRADE VI 77 9 4 13 10 1 11 29 17 46 0 7 7

TOTAL 197 111 86 197 36 25 61 23 19 42 18 25 43

The table reflected the results of the posttest contextualized reading assessment conducted by the k-stage 2 teachers. For Grade
IV, of the 60 enrollees, 17 of them were non-readers in both Filipino and English, 18 were readers in Filipino only, and 25 were in
level III. It was found out that none can read independently. For Grade V, the highest number of students can read Filipino and
English but without comprehension, and they had the lowest number of non-readers (6). Lastly, in grade VI, the same pattern was
observed in Level III, 46 students can read Filipino and English but cannot comprehend.
Contextualized Reading Assessment Post-Test Results of
K-Stage 2: SY 2022-2023
 Posttest Monitoring Tools in Mathematics Remedial
Class in Addition and Subtraction by K-Stage 2 in San
Antonio Elementary School: SY 2022-2023
ADDITION (LEVEL 1) SUBTRACTION (LEVEL 2)
Solve Solve
Addition Addition Addition of Addition of problems Subtraction Subtraction Subtraction Subtraction problems
Grade of 1–3- of 4–6- 2–3-digit 4–6-digit involving of 2–3-digit of 4–6-digit of 2–3-digit of 4–6-digit involving
Level digit digit numbers numbers addition numbers numbers numbers numbers subtraction
numbers numbers with with without and without without with with without
without without regrouping regrouping with regrouping regrouping regrouping regrouping and with
regrouping regrouping
regrouping regrouping

Grade IV 29 18 9 10 4 7 4 4 4 0
Grade V 46 46 29 21 4 8 37 16 14 1
Grade VI 42 43 48 41 26 31 31 15 21 18
Total 117 107 86 72 34 46 72 35 39 19

Statistics showed the data for levels 1 and 2 on addition and subtraction. As reflected, the highest number of frequency for Grade IV was
significant on doing addition of 1-3 digit numbers without regrouping. This was shown in level 1, addition with 29, and level 2 subtraction
with 7. However, full intervention is needed in Level 2 Solving problems involving subtraction without and with regrouping. For Grade V, the
same pattern was observed in Level 1, there were 46 student having similar competency in addition, however, in level 2, Solving problems
involving subtraction without and with regrouping, they also got the lowest frequency. Lastly, among Grade VI, the highest frequency was
shown in level 1. The same was observed in level 2.
Posttest Monitoring Tools in Mathematics Remedial
Class in Addition and Subtraction by K-Stage 2:
SY 2022-2023
 Posttest Monitoring Tools in Mathematics Remedial
Class Multiplication and Division by K-Stage 2 in San
Antonio Elementary School: SY 2022-2023
MULTIPLICATION (LEVEL 3) DIVISION (LEVEL 4)
Solving
Multiplication Solving Division of 3-to Division of 3- problems
Multiplication of of numbers up problems Division of 3-to 4-digit to 4-digit
Grade involving 4-digit numbers numbers by involving
Level numbers up to 3-digit to 3-digits by nymbers by 2- division of
numbers by 2-digits numbers up to multiplication by 1-digit 10, 100,and
without regrouping 2-digits with without and without and digit numbers 1000 without numbers
without and without
regrouping with with remainder with remainder and with and with
regrouping remainder regrouping

Grade IV 4 4 0 0 0 0 0
Grade V 20 13 1 8 9 1 1
Grade VI 32 42 22 15 28 18 9
TOTAL 56 59 23 23 37 19 10

Data above are the levels 3 and 4 on addition and subtraction of K-Stage 2. As indicated, the highest number of frequency for Grade VI was
noted on doing multiplication 2-3 digit numbers with and without regrouping. Nevertheless, they got low in Solving problems involving
division of numbers without and with regrouping. For Grade V, the same pattern was observed in Level 4, there were 9 student having
similar competency in Level 4. Lastly, among Grade IV, only 4 students multiply numbers up to 3-digit numbers by 2-digits with and without
regrouping. Moreover, they are also the lowest in level 4 and level 3.
Postttest Monitoring Tools in Mathematics Remedial
Class Multiplication and Division by K-Stage 2:
SY 2022-2023
HOW DID WE DO IT?
HOW DID WE DO IT?
Improvement in the literacy and numeracy level of Key Stage 1
learners were achieved through the implementation of the
following;
The District LRCP core team attended division orientation.
Conducted District orientation on the crafting of school LRCP.
District Roll-out and Implementation of the 8 –week curriculum for LRCP.
Conducted SLAC for mentoring Key Stage 1 teachers of best practices in
teaching literacy and numeracy.
Intensive monitoring of the implementation of the 8-week curriculum.
Assessing the effectiveness of programs and interventions.
Gather feedback on the effectiveness of the program for future
enhancement.
 The School also implemented Projects to address literacy and
numeracy needs of learners.
NAME OF PPAs BRIEF DESCRIPTION SIGNIFICANT IMPACT STATUS
Project TUKAD A project which highlights collaborative effort of teachers Teacher has focus on what to teach On going
Teaching literacy and numeracy in conducting intervention. Teachers made a scheme because the grouping of learners.
through Unified effort and where pupils are group according to their level in literacy
Knowledge of teachers to Achieve and numeracy. Each group has assigned teacher to handle
Grade level ready and Develop during intervention time.
transforming Learners

Project SOLVE A project where teachers develop and contextualize Teachers has varied of instructional On going
Skill Development of Our struggling Instructional Materials in Mathematics where pupils are materials to choose from for their
Learners through Varied Engaging engaged more in hands-on activities. The instructional learners.
remedial activities in Mathematics materials develop caters from pupils who need major
support to Transforming learners.
Project HIRAYA A project where the school put-up a pop-up library where Pupils have varied reading materials to On going
Hone SAES learners to be pupils can borrow books and bring it home. This give the read and even bring home to enhance
Independent Readers through pupils chance to be exposed more on reading materials, their reading and comprehension skills. It
Awakening their Young hearts to improve their comprehension skills and develop the love also develops their love for reading.
love reading even At home for reading.

Project REACH A project which gives recognition to accomplishment of Teachers are given recognition of their On going
Recognizing the Effort and teachers specifically in enhancing literacy and numeracy. effort exerted.
outstanding Accomplishment of Some of the recognition given are;
Committed and Hardworking  Outstanding Reading Teacher
teachers  Outstanding Math Teacher
Project TUKAD Teaching literacy and numeracy through Unified effort and
Knowledge of teachers to Achieve Grade level ready and
Develop transforming Learners
Project SOLVE Skill Development of Our struggling Learners through Varied
Engaging remedial activities in Mathematics
Project HIRAYA Hone SAES learners to be Independent Readers through
Awakening their Young hearts to love reading even At home
Project REACH Recognizing the Effort and outstanding Accomplishment of
Committed and Hardworking teachers
HOW DID WE DO IT?
San Antonio Elementary School will continue to conduct
remedial instruction in literacy and numeracy in key stage 1
and catch-up plan for key stage 2 learners.
 
Attain the LRCP smart goal of 100% grade ready at the end
of the school year.
 HOW DO WE SUSTAIN?
Continuous implementation of Programs and Projects like
a. Project TUKAD (Teaching literacy and numeracy through Unified effort and
Knowledge of teachers to Achieve Grade level ready and Develop transforming
Learners)
b. Project HIRAYA (Hone SAES learners to be Independent Readers through
Awakening their Young hearts to love reading even At home)
c. Project SOLVE (Skill Development of Our struggling Learners through Varied
Engaging remedial activities in Mathematics)
d. Project REACH (Recognizing the Effort and outstanding Accomplishment of
Committed and Hardworking teachers)
Intensive monitoring and providing technical assistance to teachers.
Conduct research and SLAC.
Conduct innovations like crafting Contextualized Strategic Intervention Materials
(SIM).
Sustain Project RAISE and Project RESCUE MEI.
Prepared by

EDEN S. YANSON
School Principal 1

NOTED

REY G. AVILA
Public Schools District Supervisor