KPI: ACHIEVEMENT

(NAT-Filipino 6 & 10)

DIVISION OF ILIGAN CITY
 NAT-G6-Filipino (2011-2015)
74
72.92
72 72.03 72.03
70
68 68.2 67.82
66
2010 2011 2012 2013 2014 2015 2016
 SCHOOL’S PERFORMANCE IN NAT-G6-Filipino (2014-2015)
100.00

90.00

80.00

70.00

60.00

50.00

40.00

30.00

20.00

10.00

0.00
 Priority Schools (NAT-G6-Filipino) by PARETO
1 Laranjo ES 34.27
2 Kalilangan ES 43.83
3 Kabangahan II ES 49.17
4 Ampucao ES 50.69
5 Panoroganan ES 52.22
6 Taluntunan ES 52.28
7 Limunsudan Bayug Falls ES 53.24
8 Kabangahan I ES 53.33
9 Tubod ES 54.00
10 South I-A CS 54.76
11 Kabacsanan ES 55.97
12 Katipunan ES 56.25
13 Kapisahan ES 56.94
14 North I CS 57.12
15 Pudog ES 57.29
16 Kiwalan ES 59.57
17 Kalamalamahan ES 60.07
18 Tipanoy ES 60.09
19 Ubaldo D. Laya Mem. CS 60.27
20 Doña Josefa F. Celdran Mem. School 60.36
21 San Antonio ES 60.74
 Priority Schools Segmented by District (NAT-G6-Filipino)

10
9
8
7
6
5
4
3
2
1
0
NE II B NE IB N II S IA NE IIA NI NE IA E II S IB
Series1 10 1 1 3 2 1 1 1 1
 Priority Schools Segmented by Location (NAT-G6-Filipino)

14
12
10
8
6
4
2
0
Remote Rural Urban
Series1 14 4 3
 Forecasting (SSL -1.50)
69

68

67

66

65

64

63

62

61

60
2014 2016 2018 2020 2022 2024 2026
 Characterization (CSS)
TEACHERS
7 of 21 teachers were not aligned in teaching
Filipino based on their field of specialization.
6 of 21 teachers had 7-9 teaching preparations per
day due to handled multigrade classes.
9 of 21 teachers have 2-3 special assignments other
than teaching.
SDO SUPPORT
I training per year was provided for the Filipino
Elementary Teachers with P40,000.00 budget
allocation.
1 training was provided for multigrade
teachers from 2011-2015.

10 of 21 teachers conducted NAT intervention

program at 12:30-1:00 PM which most of the
learners failed to attend as they usually went home
to take lunch, least interested and least focused as
they preferred to take rest or socialize with others.
Characterization (CSS)
Teachers
11 of 21 teachers conducted NAT intervention at 4:00-4:30 which most of the learners failed to
attend as they usually hurry home due to distance of school and home.
21 of 21 teachers were not able to develop completely the budgeted competencies in a grading
period.
Materials/ICT Environment
0 of Learner’s Materials was available in Grade 1 and Grade 5.
15 of 21 schools had no internet access.
School Leadership and Management
15 of 21 school heads conducted only one (1) classroom observation with their Filipino
teachers in a month, and the other 6 school heads who were school in-charge and with Teacher 1
item expressed that they did not facilitate classroom observation.
Characterization
School Leadership and Management
21 of 21 school heads focused only on the process in their post conferences with
teachers due to limited knowledge on the content for Filipino subject.
21 of 21 school heads observed that teachers were not able to develop the
budgeted competencies in a grading period.
21 of 21 school heads identified disruption of classes due to teachers and students’
involvement in extracurricular activities and monthly celebrations, as reasons
for teachers’ failure to develop the budgeted competencies for the learning
area in a grading period.
21 of 21 school heads have no regular schedule for LAC session.
Characterization (CSS)
Schools Division Technical Assistance (TA)
0-1 monitoring in a month was facilitated in 13 of 21 identified priority schools.
0 monitoring on the implementation of NAT intervention programs was
facilitated in 6 of 14 priority schools located in remote areas.
0 orientation on processing LAC Session was provided for School Heads.
 NAT-G10-Filipino (2011-2014)
80
60 57.81 56.42 59.46
47.28
40
20
0
2010 2011 2012 2013 2014 2015
 NAT-G10-Filipino

80.00

70.00

60.00

50.00

40.00

30.00

20.00

10.00

0.00
 Priority Schools (NAT-G10-Filipino) by PARETO
1Tubaran Nat l. HS
2Mainit HS
3Rogongon Agri l. . NHS
4Tubaran NHS Digkilaan HS Annex
5Esperidion F. Encabo I MHS (Pugaan NHS)
6IC National School of Fisheries
7Francisco L.L. Laya Mem. Integrated School
8ICNHS Tambacan
9DNHS - Hindang HS Annex
10Sultan Mamarinta Panandigan Integrated School
11Kiwalan NHS
 Priority Schools Segmented by Location

7
6
5
4
3
2
1
0
Remote Rural Urban
Series1 7 3 1
 Forecasting (ASL- 2.7)
80.00
70.00
60.00
50.00
40.00
30.00
20.00
10.00
0.00
2014 2016 2018 2020 2022 2024 2026 2028
Characterization (CSS)
Teachers
10 of 11 teachers attended 0-3 Filipino trainings in 4 years.
11 of 11 teachers facilitated NAT Intervention activities at 4:00-4:30, which many of the learners
failed to attend due to their concern to go home as early as possible as they live mostly in remote
areas.
Materials/ICT Environment
1:2 LMs students’ ratio in Grades 9 and 10.
11 of 11 schools had no standard library.
6 of 11 schools had no internet access.
Assessment
0 Centralized examination was facilitated in the identified priority schools.
Characterization (CSS)
School Leadership and Management
0 appropriate intervention activities crafted by school heads to address needs of learners based
on identified least mastered competencies in Filipino.
0-1 classroom observation in a month was conducted by the school head with the Filipino
teachers.
0 of 11 school heads provide rich input on the content of Filipino during pre and post conferences
due to average knowledge of Filipino curriculum.
Characterization (CSS)
School Leadership and Management
11 of 11 school heads determined monthly activity celebrations as hindrance to the
development of budgeted competencies in Filipino.
0 of 11 school heads facilitated school trainings in Filipino.
0 of 11 school heads facilitated LAC session due to limited knowledge on its process.
Characterization (CSS)
Schools Division TA
1 training for Filipino was facilitated yearly with P40,000.00 budget.
0-1 monitoring in a month was facilitated in the identified priority schools
0 TA was provided to school heads in instructional supervision (TA on pre and
post conferences facilitated by school heads).
0 orientation on facilitating LAC session was provided by the SDO to school
heads.
Bottlenecks
 Lack of orientation and commitment to implement DO No.35, 2016- The Learning Action Cell as a K to 12 Basic
Education Program School-Based Continuing Professional Development Strategy for the Improvement of
Teaching and Learning

 Commitment of school heads to implement instructional supervisory plan, specifically on the regular
observation of classes, checking of DLLs, and competency development based on budgeted skills in a
certain period.

 Commitment of teachers and school heads in the implementation of intervention/enhancement programs

that address needs of learners.

 Mandated participation and implementation of monthly celebrations with school activities that disrupt
classes and not aligned to set objectives.
Barriers
Distance of identified priority schools which serves as hindrance in the frequency of
supervision.

High cost of transportation to reach schools in remote areas.

Suspension of Division Monitor’s transportation allowance.

Linkage to learning institutions which can provide support in addressing needs of learners.
PAPs
Journalism
* Application of skills, specifically on the macro skills (listening, speaking, reading, writing and
viewing). Learners were exposed to newswriting, feature, sports, editorial writing, broadcasting
and desktop publishing.
* Conduct of Annual Division Press Conference
* Participation to Annual RSPC and NSPC
Thank you!