SCHOOL MONITORING, EVALUATION

AND ADJUSTMENT (SMEA)

PLACIDO L. SEOR NATIONAL HIGH SCHOOL
 Competencies Covered Per Grading Period
(per subject area)
Number of
Teachers who
covered the 1st Grading 2nd Grading
competencies

AP MAPEH SCI FIL ENG MATH ESP TLE AP MAPEH SCI FIL ENG MATH ESP TLE
Q1 (100% )
2 2 2 2 0 0 3 1 0 0 0 0 0 0 0 0
Q2 ( 95-99%)
3 5 5 6 3 5 6 2 5 5 8 8 3 4 4 6
Q3 ( 90-94%)
2 1 1 2 4 0 0 5 2 4 1 2 4 1 5 2
Q4 ( 89% below)
0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0
 Competencies Covered Per Grading Period
(per subject area)
Number of
Teachers who
covered the 3rd Grading 4th Grading
competencies

AP MAPEH SCI FIL ENG MATH ESP TLE AP MAPEH SCI FIL ENG MATH ESP TLE
Q1 (100% )
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Q2 ( 95-99%)
5 5 7 8 2 5 6 6 3 6 6 2 6 4 3 5
Q3 ( 90-94%)
2 3 1 2 5 0 3 2 4 3 3 8 1 1 6 3
Q4 ( 89% below)
0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0
 Competencies
9

0
ng ng ng ng
a d a di a di a di
i
r r r r
tG G G G
1s 2n d 3rd 4th

Q1 (100% ) Q2 ( 95-99%) Q3 ( 90-94%) Q4 ( 89% bel ow)

STUDENTS AT RISK OF DROPPING OUT (SARDO)

1ST GRADING 2ND GRADING 3RD GRADING 4TH GRADING

46 37 54 54

SARDO
60

50

40

30

20

10

0
1ST GRADING 2ND GRADING 3RD GRADING 4TH GRADING
SUBJECT FAILURES
SUBJECT 1st Grading 2nd Grading 3rd Grading 4th Grading
MAPEH 0 11 22 27
TLE 0 30 25 20
Mathematics 65 28 48 52
English 26 30 37 15
Science 30 45 50 57
Filipino 19 23 28 32

Araling Panlipunan 0 17 31 47

EsP 22 25 37 45
SUBJECT FAILURES
70

60

50

40

30

20

10

0
MAPEH TLE Mathematics Engl i s h Sci ence Fi l i pi no Aral i ng Pa nli punan Es P

1st Grading 2nd Grading 3rd Grading 4th Grading

READING PROFICIENCY
1st 2nd 3rd 4th
READING PROFICIENCY
Grading Grading Grading Grading
SLOW 285 241 171 175
AVERAGE 586 280 425 426
FAST 241 591 479 489
POPULATION OF
1112 1112 1075 1090
STUDENTS
FRUSTRATION 208 205 188 103
COMPREHENSION INSTRUCTIONAL 510 515 409 393
INDEPENDENT 404 402 476 575
POPULATION OF
1122 1122 1073 1071
STUDENTS
FRUSTRATION 209 200 67 80
READING INSTRUCTIONAL 445 450 335 304
INDEPENDENT 441 445 684 707
POPULATION OF
1095 1095 1086 1091
STUDENTS
 IMPLEMENTATION CIGPs and PROPOSED RESOLUTIONS

Type of CIGPs
Is it institutional, Is it within control Is it new or
technical, of the school recurring
Implementation CIGPs infrastructure, head, CIGP? If Actions Taken or to be Taken Proposed Resolutions
environmental, PSDS/EPS- recurring, how
financial or consultant, ASDS many quarters
political? or SDS, or other has it recurred?
offices/agencies?
Students Habitual Tardiness Call attention of students adviser
Institutional School Head Recurring Lessen tardiness
Students with ear pierce and tattoo Send letters to parents

Students refrain from bullying

Bullying (in any forms) Call students settlement
Institutional School Head Recurring with their classmates/other
Send letter to parents
people around them.

Call students settlement To follow school rules and to

Students are climbing over the school fence Institutional School Head Recurring
Send letter to parents prevent from accidents.
Help students appreciate the
Try to update and make frequent
Students lack of interest Institutional School Head Recurring value of education and for
follow-up
future benefits.
Let students write why they are absent
Students Absenteeism Institutional School Head Recurring Send letters to parents and let them Lessen students absenteeism
read their son/daughters reasons
Talk to parents
SARDO Institutional School Head Recurring Lessen SARDOs
Home visitation

Help maintain the cleanliness

Waste management disposal Institutional School Head Recurring Utilization of the students
of the environment.

Participation of all students to scouting from grade Mass Re-orientation about Scouting
Institutional School Head Recurring Mass participation on scouting.
7 to 10. and its value.
SCHOOL IMPROVEMENT PROGRAM

1. Close monitoring and supervision of

students
2. Propose extension of management
office
3. Propose solution for students tardiness
4. Propose weekly/quarterly consultation
to stakeholders
5. Propose establishing of school exits
IT IS NOT EASY TO BE GREAT, BUT IS REALISTIC IF ONE HAS
DESIRE TO DO IT

-ANDRES M. NUNEZ
G - GOODNESS TO MANKIND
R - RESPONSIBLE TO ACTION
E - EFFECTIVE TO ENVIRONMENT
A - ATTITUDE TO WORK/TASK
T - TIME CONSCIOUS