Nueva Ecija Schools Division ǀ Betania Elementary School

FY 2022-2024

“Together We will
Rise Again"

BETANIA
ELEMENTARY
SCHOOL Nueva Ecija Schools Division 1
 Background and Context
The COVID-19 pandemic has created the largest disruption of education
systems in human history, affecting nearly 1.6 billion learners in more than 200
countries. Closures of schools, institutions and other learning spaces have impacted
more than 94% of the world's
student population.
COVID-19 Pandemic in the Philippines and Governmental Response
The COVID-19 pandemic has changed the world. Due to the nature of the virus,
particularly how it is transmitted, it has altered human behaviours, relations and
lifestyles, and had profound impacts on the economic, political and cultural
landscapes of societies across the world. It has likewise exacerbated poverty,
discrimination and inequalities in many parts of the world, not only through how
COVID-19 appears to be affecting poorer communities more than the rich, but also
as a consequence of the measures taken by states to control the spread of the virus,

primarily by curtailing freedom of movement through the imposition of

community quarantine, lockdowns and curfews in many parts of2 the
Department of Education Nueva Ecija Schools Division
world.
 Background and Context
As of 7 May 2020, the total number of COVID-19 cases reported in the Philippines by
the Department of Health (DOH) was 10,343 with 685 deaths and 1,680 recovered.
With these figures, the Philippines ranks third, after Singapore and Indonesia, in the
number of COVID-19 cases in Southeast Asia.
After the DOH reported the first COVID-19 case in the country, acquired through local
transmission, the Philippine President Rodrigo R. Duterte signed Proclamation No.
922 on 8 March 2020, declaring the country under a state of public health
emergency. This was to prevent the further spread of the disease and mitigate its
effects on communities. On 16 March, the President declared a state of calamity
throughout the Philippines for a period of six months, and imposed an Enhanced
Community Quarantine (ECQ) throughout the island of Luzon, including Metro
Manila. While originally set to last till 12 April 2020, the ECQ was later extended to 15
May 2020.

Department of Education Nueva Ecija Schools Division 3

 Background and Context
The ECQ instructed all residents to stay at home, and the closure of all non-essential
business establishments, schools and universities, public transportation facilities,
malls and shopping centres, churches and other faith-based institutions. Checkpoints
were set up in various parts of Metro Manila and throughout Luzon as means to
control movement of people throughout the island. In essence, the ECQ meant the
suspension of the freedom of movement.
CABANATUAN CITY, Nueva Ecija — Governor Aurelio Umali announced on Monday
that there are nine new confirmed cases of coronavirus disease 2019 (Covid-19) in
this province, bringing the total number of those afflicted to 15.
Umali, in his briefing via live stream, said that most of the new Covid-19 cases in the
province were acquired through local transmission.
“For the first time, the local transmission of Covid-19 was registered in the province.

Local transmission is something that we are really afraid of because the virus might
spread rapidly. That is why, it is very important to stay home,” he said”
Department of Education Nueva Ecija Schools Division 4
 Background and Context
Out of the new Covid-19 cases in the province, four patients were from Gapan City.
Three of them were doctors and a nurse. Two patients came from Cabanatuan City,
a doctor and the other one has travel history from France. One is from the town of
Laur with a travel history from Manila. Another patient were from San Antonio, also
with a travel history from Manila, the other one were from the town of Licab who was
first admitted at the Chinese General Hospital.
As of Monday, records from the Nueva Ecija Task Force on Covid-19 showed that out
of 271 patients under investigation (PUIs), 41 were already discharged and six died.
On the other hand, 16,618 persons under monitoring (PUMs) are still undergoing the
14-day quarantine.
“By staying at home, we are doing a lot in curbing the rising number of Covid-19 in
our province. Please be serious in our call to stay home,” Umali said.

Department of Education Nueva Ecija Schools Division 5

 Background and Context
ENROLMENT STATUS

ENROLLMENT 2020-2021

Key Stage 2019-2020

Transfer in
Access 2018-2019
Efficiency 67 68 69 70 71 72 73 74 75 76 77

INVENTORY Figure 1.1: Enrollment Status

Feeding Program For the past three (3) years, Betania Elementary School shows a
decreased in terms of its enrollment. From a slight decreased (SY 2018-
SBM Report
2019 to SY 2019-2020) of 5.2% or decreased of four (4) learners to a
FUNDS significant decreased (SY 2019-2020 to SY 2020-2021) of 8% or a
FACE-TO-FACE decreased of six (6) learners.
VACCINATION
Department of Education Nueva Ecija Schools Division 6
 Background and Context
In the figure, in 2019, most of the
teachers have attended seminars that are
Di-
Teachers
vi-
school based which garnered 62% on the
sion total seminars attended. This is commonly
38%
conducted through LAC sessions to further
the knowledge and skills of the teachers in a
certain field. While, 38% of teachers
attended division training and no teachers
School
63% attended the regional training.
This only tells us that the teachers need
School Division Regional
more seminars and trainings that are
nationally and internationally sponsored to
LEVELS’ TRAINING ATTENDED BY THE BES STAFF 2019 equip them in the latest trends in education.

Department of Education Nueva Ecija Schools Division 7

The RAPID Learning Recovery Framework

Operational Frameworks of the

Learning Recovery Plan (LRP)

Department of Education Nueva Ecija Schools Division 8

The RAPID Learning Recovery Framework

Source: UNICEF, UNESCO, The World Bank 2022

Department of Education Nueva Ecija Schools Division 9

KITE FRAMEWORK

Department of Education Nueva Ecija Schools Division 10

Operational Framework

Department of Education Nueva Ecija Schools Division 11

National Learning Recovery Framework

Accelerating Learning Remediation and

Intervention

Prioritizing Professional Development

of Teachers and School Heads

Strengthening Support on Learners and

Personnel’ Health, Safety, and Wellness

Department of Education Nueva Ecija Schools Division 12

Dashboard

Dashboard
Department of Education Nueva Ecija Schools Division 13
Dashboard

Pillar 1: K to 12 Curriculum

❖ Quality of Learning Outcomes and

Learning Delivery Modalities
Pre-Pandemic and During Pandemic

Department of Education Nueva Ecija Schools Division 14

Dashboard
Pillar 1: K to 12 Curriculum

❖ Data on Literacy in English

and Filipino
❖Pre-Pandemic and During
Pandemic
Department of Education Nueva Ecija Schools Division 15
Dashboard : Pillar 1
COMPARATIVE PHIL IRI RESULTS IN FILIPINO
SY 2019-2020
5% 5%
SY 2021-2022
30% 23%
34%
35%

30% 38%

INDEPENDENT INSTRUCTIONAL INDEPENDENT INSTRUCTIONAL

FRUSTRATION NON READER FRUSTRATION NON READER

N=60 N=61
Department of Education Nueva Ecija Schools Division 16
Dashboard: Pillar 1
COMPARATIVE PHIL IRI RESULTS IN ENGLISH
SY 2019-2020 SY 2021-2022

18% 12%
25%
30%

INDEPENDENT INDEPENDENT
27%
INSTRUCTIONAL INSTRUCTIONAL
FRUSTRATION FRUSTRATION
23% 33% NON READER NON READER

32%

N=60 N=61
Department of Education Nueva Ecija Schools Division 17
 Dashboard: Pillar 1
Early Grade Reading Assessment in Filipino for SY 2021-2022
45

40

35

30

25
42 42
20

15
18 18
10 16

5 7
4 3 3 3

0
d ed e s e s e cy s s
lle s dg es dg ill at ill ill
o k R ra k k
r es le en le S g cu
S S
En ss no
w ar no
w ng in c on ng
of A w di a d A si lli
o. of tK ic
A
ic
K
c o e ng e n pe
N o. r in m et D
e d
R di eh /S
N P
ne
b an ea pr n
d ha R tio
an o lp ng om ta
k Ph A lli C ic
oo e g D
B Sp nin
e
st
Li

Department of Education Nueva Ecija Schools Division 18

 Dashboard: Pillar 1
Early Grade Reading Assessment in English for SY 2021-2022
45

40

35

30

25

20

15

10

0
d ed e ss e s e y l ls s
le s dg e dg i ll at ac i ill
ol es le en le Sk R ur Sk Sk
nr ss w ar w ng in
g c c
on g
f E A no o i A i lin
.o of tK Aw Kn od ea
d
ng ns pe
l
N
o o. in ic ti c ec R di he /S
N Pr ne
m
ab
e D nd ea pr
e n
nd o h a R m tio
a Ph p ng o ta
k Al li C ic
oo el in
g D
B Sp en
st
Li

Department of Education Nueva Ecija Schools Division 19

Dashboard: Pillar 1

Pillar 1: K to 12 Curriculum

❖ Data on Numeracy

Department of Education Nueva Ecija Schools Division 20

Dashboard: Pillar 1
Pre-test and Post-test PAN (Project All Numerates Result) Percentage Decreased in Non-
SY 2018-2019, SY 2019-2020, SY 2020-2021 numerates
(Grades 1-6)

40 73.53%
Decrease of Non-numerates
35 SY 2018-2019
30
25 80%
20 Decrease of Non-numerates
15 SY 2019-2020
10
5
0
83.05%
Pre-Test Post Test Pre-Test Post Test Pre-Test Post Test Decrease of Non-numerates
2018-2019 2018-2019 2019-2020 2019-2020 2020-2021 2020-2021
SY 2020-2021

Department of Education Nueva Ecija Schools Division 21

 Dashboatrd: Pillar 1
Results in Numeracy Assessment for Key Stage 1 (SY 2021-2022) Percentage of Learners who cannot perform
For the Face-to-Face Academic Profiling the 3 components

50 47

45
39
40 35 35 Basic Numeracy 52.07%
35
27
30
25
20 15
15 Reading and Writing 56.45%
10
5
0

Total Number of Assessed Learners

Cannot Perform
Computational Skills
and Problem Solving 24.19%
Department of Education Nueva Ecija Schools Division 22
 Dashboard: Pillar 1
Results in Numeracy Assessment for Key Stage 2 (SY 2021-2022) Percentage of Learners who cannot
For the Face-to-Face Academic Profiling perform the 3 components

70
58
60 55

50 Reading and Writing 93.54%

40 34
28
30

20 Computational Skills
69.92%
7
10 4

0 Reading and Writing Computational Skills Problem Solving

Problem Solving 73.98%

Department of Education Nueva Ecija Schools Division 23
 Dashboard: Pillar 1
Least Learned Skills Pre and During Pandemic
SCIENCE and HEALTH
Grade
CODE OBJECTIVE
Level

3 S3LT-IIc-d-3 Describe animals in their immediate surroundings

3 S3ES-IVe-f-3 Describe the changes in the weather over a period of time

4 Describe the main function of the major organs .

Describe the changes in the position and length of the shadows in the
4
surroundings as the position of the sun

Department of Education Nueva Ecija Schools Division 24

Dashboard: Pillar 1
Least Learned Skills Pre and During Pandemic
SCIENCE and HEALTH
Grade
CODE OBJECTIVE
Level

Design an experiment to determine the factors that affect the strength of the
5 S5FE-IIIi-j-9
electromagnet

6 S6FEIIIa-b-1 Infer how friction and gravity affect movements of different objects

6 S6FE-IIIg-i-3 Manipulate simple machines to describe their characteristics and uses

Department of Education Nueva Ecija Schools Division 25

 Dashboard: Pillar 1
Least Learned Skills Pre and During Pandemic FILIPINO
GRADE CODE MELCS COMPETENCIES
LEVEL
I Naisusulat nang may wastong baybay at bantas ang mga salitang
F1KM-IIg-2
ididikta ng guro
I Nakasusulat nang may wastong baybay, bantas, gamit ng malaki at maliit na letra upang
F1KM-IIIj
maipahayag ang ideya, damdamin o reaksyon sa isang paksa o isyu
II Nakasusulat ng talata at liham nang may wastong baybay, bantas at gamit ng malaki at
F2KM-IIIbce-3.2 maliit na letra
F2KM-IVg-1.5
II
Nabibigyang kahulugan ang mga salita sa pamamagitan ng pagbibigay ng
kasingkahulugan at kasalungat, sitwasyong pinaggamitan ng salita (context clues),
F2WG-IIg-h-5 pagbibigay ng halimbawa, at paggamit ng pormal na depinisyon ng salita
III F3PY-Id-2.2 Nababaybay nang wasto ang mga salitang natutunan sa aralin, salita di-kilala batay sa
bigkas, tatlo o apat na pantig, batayang talasalitaan, mga salitang hiram at salitang
dinaglat
III F3PT-Ic-1.5 Nakakagamit ng pahiwatig upang malaman ang kahulugan ng mga
F3PT-IIc-1.5 salita tulad ng paggamit ng mga palatandaang nagbibigay ng kahulugan
FPT-IId-1.7 (katuturan o kahulugan ng salita, sitwasyong pinaggamitan ng salita, at
F3PT-IIIa-2.3 pormal na depinisyon ng salita)
Department of Education Nueva Ecija Schools Division 26
 Dashboard: Pillar 1
Least Learned Skills Pre and During Pandemic FILIPINO
GRADE CODE MELCS COMPETENCIES
LEVEL
IV Natutukoy ang mga sumusuportang detalye sa mahalagang kaisipan
F4PB-IIh-11.2 sa nabasang teksto
IV
F4PU-IIIa-2.4 Nakasususlat ng simpleng resipi at patalastas
V F5PU-Ie-2.2
F5PU-If-2.1 Nakasusulat ng isang maikling tula, talatang nagsasalaysay, at
F5PU-IIc-2.5 talambuhay
V F5PU-IId-2.10
F5PU-IIh-2.9
F5PU-IIj-2.3 Nakasusulat ng isang sulating pormal, di pormal (email) at liham na
nagbibigay ng mungkahi
VI F6PU-IVb-2.1
F6PU-IVc-2.11
F6PU-IVf-2.3 Nakasusulat ng ulat, balitang pang-isport, liham sa editor, iskrip para
F6PU-IVe-2.12.1 sa radio broadcasting at teleradyo
VI Nakagagawa ng patalastas at usapan gamit ang iba’t ibang bahagi
F6WG-IVb-i-10 ng pananalita

Department of Education Nueva Ecija Schools Division 27

Dashboard: Pillar 1
LEAST LEARNED SKILLS IN ENGLISH Grades 1-3

GRADE LEVEL CODE OBJECTIVES

1 EN1LC-IVa-j-1.1 Identify the problem and solution.

1 EN1LC-IVa-j-1.1 Discuss, illustrate, dramatize specific events

1 ENIPA-llla-e-2.2 Identify cause and effect/or effect of events

2 EN2PA-Ia-c-1.1 Read the English Alphabets and associate to

phonemes
2 EN2PA-Ia-c-1.1 Recognize common nouns from proper nouns

3 EN3PWR-IIi-j-22.1 Read words, phrases, sentences and short stories

consisting of words with consonant digraph ch and
sh and other words previously studied
3 EN3G-IVi-j-5.2 Use the degrees of adjectives in making
comparisons (positive, comparative, superlative)

Department of Education Nueva Ecija Schools Division 28

 Dashboard: Pillar 1
LEAST LEARNED SKILLS IN ENGLISH Grades 4-6

GRADE CODE OBJECTIVES

LEVEL
4 EN4V-Ia-31 Use context clues to find meaning of unfamiliar words:
definition, exemplification
4 EN4G-IIi-12 Use past form of regular and irregular verbs
5 EN5RC-Iva-3.2.8- Distinguish text-types according to purpose and features
9 classification, explanation, enumeration and time order.
5 ENSOL-llf-3.5.1 Provide evidence to support opinion/fact.
6 EN6G-lg-4.4.1 Identify the simple tenses of the verbs used in
sentences/paragraphs
6 EN6RC-Ic-6.5 Determine the tone, mood and purpose of the authors/speakers

Department of Education Nueva Ecija Schools Division 29

Dashboard: Pillar 1
LEAST LEARNED SKILLS IN MATHEMATICS Grades 1-3

GRADE LEVEL CODE OBJECTIVES

1 M1NS-IIe-29.1 Able to apply addition and subtraction of

whole numbers up to 100 including money in
mathematical problems and real-life
situations.
2 M2NS- IIIc-56.1 Demonstrates understanding of division of
whole numbers up to 1000 including money.

3 M3NS-IIe-45.3 Able to apply multiplication and division of

whole numbers including money in
mathematical problems and real -life
situations

Department of Education Nueva Ecija Schools Division 30

Dashboard: Pillar 1
LEAST LEARNED SKILLS IN MATHEMATICS Grades 4-6

GRADE CODE OBJECTIVES

LEVEL
4 M4NS-Ie-45.5 Demonstrates understanding of multiplication and
division of whole numbers including money.
5 M5AL-IIIf-6 Apply the knowledge of sequence in various
situations.
6 M6NS-Id- Apply the four fundamental operations involving
108.2 fractions and decimals in mathematical problems and
real-life situations.

Department of Education Nueva Ecija Schools Division 31

 Dashboard: Pillar 1
LEARNING MODALITIES USED IN SCHOOLS

Modular
Department of Education Nueva Ecija Schools Division 32
Dashboard: Pillar 1
COMPARATIVE DATA OF ENROLLMENT (Kinder to Grade 6)
SY 2019-2020, SY 2020-2021, SY 2021-2022

80
70 72 72 70
60
0% increase
50 45 in SY 2020-2021
42 42
40
30
20
10
0
2% decrease
SY 2019-2020 SY 2020-2021 SY 2021-2022 in SY 2021-2022

Department of Education Nueva Ecija Schools Division 33

Dashboard: Pillar 1
NUMBER OF LEARNERS WITH SPECIAL NEEDS (Kinder to Grade 6)
SY 2019-2020, SY 2020-2021, SY 2021-2022

0.8

0.6

0.4

0.2
0 0 0 0 0 0 0
0
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Department of Education Nueva Ecija Schools Division 34

Dashboard: Pillar 1

Data on
Instructional Supervision

Department of Education Nueva Ecija Schools Division 35

Dashboard: Pillar 1
Frequency of Teachers Per Classroom Observation Ratings
Very
Outstanding Satisfactory Unsatisfactory Poor
INDICATOR Satisfactory
(7-8) (6) (4) (3)
(6)
Applies knowledge of content within and
across curriculum within learning areas 1 1
Uses a range ofteaching strategies that
enhance learner achievement in literacy
and numeracy 1 1
Applies a range of teaching strategies to
develop critical and creative thinking as
well as other higher thinking skills 2

Total 2 4

Department of Education Nueva Ecija Schools Division 36

Dashboard: Pillar 1

Data on
Enrollment

Department of Education Nueva Ecija Schools Division 37

Dashboard: Pillar 1
ENROLMENT DATA
SY 2019-2020 SY 2020-2021 SY 2021-2022
GRADE LEVEL

M F T M F T M F T

KINDERGARTEN 7 6 13 7 4 11 7 5 12
I 6 5 11 8 5 13 6 1 7
II 5 5 10 6 0 6 5 2 7
III 4 1 5 5 3 8 4 4 8
IV 7 3 10 4 4 8 7 4 11
V 7 4 11 8 4 12 7 7 14
VI 6 4 10 7 7 14 6 7 13
TOTAL ENROLMENT 42 28 70 45 27 72 42 30 72

Department of Education Nueva Ecija Schools Division 38

Dashboard: Pillar 1
COMPARATIVE DATA ENROLMENT PER KEY STAGES OF
KINDER
13 12
8 11

6
4
2
0 M
SY 2019-2020
F M
SY 2020-2021
F M
SY 2021-2022
F

Department of Education Nueva Ecija Schools Division 39

 Dashboard: Pillar 1

COMPARATIVE DATA ENROLMENT PER KEY

STAGES OF GRADE I TO III
9
8
7
6
5
4
3
2
1
0
M F M F M F
SY 2019-2020 SY 2020-2021 SY 2021-2022

I II III
Department of Education Nueva Ecija Schools Division 40
 Dashboard: Pillar 1
COMPARATIVE DATA ENROLMENT PER KEY
STAGES OF GRADE IV TO VI
10
8
6
4
2
0 M F M F M F
SY 2019-2020 SY 2020-2021 SY 2021-2022

IV V VI
Department of Education Nueva Ecija Schools Division 41
 Dashboard: Pillar 1
TRANSFEREES FROM PRIVATE SCHOOL TO BETANIA ELEMENTARY
SCHOOL
1

0.9

0.8

0.7

0.6

0.5

0.4

0.3

0.2

0.1

0
KINDERGARTEN I II III IV V VI TOTAL ENROLMENT

SY 2019-2020 M SY 2019-2020 F SY 2020-2021 M SY 2020-2021 F SY 2021-2022 M SY 2021-2022 F

Department of Education Nueva Ecija Schools Division 42

Dashboard: Pillar 1
80
70
60

50

40
SY 2021-2022 M SY 2021-2022 F
30

20
10
0
1 2 3 4 5 6 7 8
SY 2021-2022 M SY 2021-2022 F
Learners Participating in Face to Face Classes
Department of Education Nueva Ecija Schools Division 2020-2021 43
Dashboard: Pillar 2

Pillar 2: Support to the Learning Environment

❖ Access, Equity and Inclusion in Education

Pre-Pandemic and During Pandemic

Department of Education Nueva Ecija Schools Division 44

Dashboard: Pillar 2
ENROLMENT DATA
SY 2019-2020 SY 2020-2021 SY 2021-2022
GRADE LEVEL

M F T M F T M F T

KINDERGARTEN 7 6 13 7 4 11 7 5 12
I 6 5 11 8 5 13 6 1 7
II 5 5 10 6 0 6 5 2 7
III 4 1 5 5 3 8 4 4 8
IV 7 3 10 4 4 8 7 4 11
V 7 4 11 8 4 12 7 7 14
VI 6 4 10 7 7 14 6 7 13
TOTAL ENROLMENT 42 28 70 45 27 72 42 30 72

Department of Education Nueva Ecija Schools Division 45

 Enrollment in Public Schools
Dashboard: Pillar 2
Enrolment in Public Schools

80

70

60

50

40

30

20

10

0
Male Female Total Male Female Total Male Female Total
2019-2020 2020-2021 2021-2022

Kindergarten Grade I Grade II Grade III Grade IV Grade V Grade VI

Department of Education Nueva Ecija Schools Division 46

Dashboard: Pillar 2
Inventory of School Personnel
SY 2019-2022

SY 2019-2020 SY 2020-2021 SY 2021-2022

Teachers: 6 Teachers: 6 Teachers: 6
Sch head: 1 Sch head: 1 Sch head: 1
N- Teaching: 0 N- Teaching: 0 N- Teaching: 0

Department of Education Nueva Ecija Schools Division 47

Dashboard: Pillar 2
INVENTORY OF SCHOOL HEAD

Department of Education Nueva Ecija Schools Division 48

Dashboard: Pillar 2
Inventory of Physical Resources
SY 2019-2022

SY 2019-2020
SY 2020-2021 SY 2021-2022
Seats: 75
Seats: 75 Seats: 75
Classrooms: 6
Classrooms: 6 Classrooms: 6

Department of Education Nueva Ecija Schools Division 49

Dashboard: Pillar 2
Inventory of Learning Materials
SY 2019-2020

20% 40%

LAPTOPS
PRINTERS

Department of Education Nueva Ecija Schools Division 50

Dashboard: Pillar 2
SY 2020-2021
20%
69 50% 100%
40%
TEXTBOOKS MODULES
PRINTERS USB/OTG

Department of Education Nueva Ecija Schools Division 51

Dashboard: Pillar 2
SY 2021-2022
20%
69 100% 100%
40%
TEXTBOOKS MODULES
PRINTERS USB/OTG

Department of Education Nueva Ecija Schools Division 52

Dashboard: Pillar 2

Department of Education Nueva Ecija Schools Division 53

Dashboard: Pillar 2
Actual Number of Books Of Grade III

13

24

FILIPINO Araling Panlipunan

Department of Education Nueva Ecija Schools Division 54

Dashboard: Pillar 2
ACTUAL NUMBER OF GRADE IV BOOKS
Actual Number of Books Of Grade III

9
11

7
4 Musika at Sining 4 English 4 EPP/TLE ICT

Department of Education Nueva Ecija Schools Division 55

Dashboard: Pillar 2
ACTUAL NUMBER
Actual OF
Number of GRADE
Books V III
Of Grade BOOKS

3 13
13
13
13

13
13
13 13

Araling Panlipunan Mathematics ESP

English Science Music & Arts
Filipino EPP/TLE ICT- IE EPP/TLE Industrial Arts
Department of Education Nueva Ecija Schools Division 56
Dashboard: Pillar 2
ACTUAL NUMBER OF GRADE VI BOOKS
Actual Number of Books Of Grade III

15 15

11 11

13 13

17
ESP PE and Health Filipino
Science Math Araling Panlipunan
EPP/TLE ICT-Entrep

Department of Education Nueva Ecija Schools Division 57

Dashboard: Pillar 2
COHORT SURVIVAL RATE
Actual Number of Books Of Grade III
100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%
2020-2021 2019-2020 2018-2019 2017-2018 2016-2017

Department of Education Nueva Ecija Schools Division 58

Dashboard: Pillar 2
COMPLETION RATE

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%
2020-2021 2019-2020 2018-2019 2017-2018 2016-2017

Department of Education Nueva Ecija Schools Division 59

Dashboard: Pillar 2
NET ENROLMENT RATE

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%
2020-2021 2019-2020 2018-2019 2017-2018 2016-2017

Department of Education Nueva Ecija Schools Division 60

Dashboard: Pillar 2
TRANSITION RATE

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%
2020-2021 2019-2020 2018-2019 2017-2018 2016-2017

Department of Education Nueva Ecija Schools Division 61

Dashboard: Pillar 2
RETENTION RATE

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%
2020-2021 2019-2020 2018-2019 2017-2018 2016-2017

Department of Education Nueva Ecija Schools Division 62

Dashboard: Pillar 2

Department of Education Nueva Ecija Schools Division 63

 Dashboard: Pillar 2
SBFP and Milk Feeding- Recipients
80
70
70
60
60
No. Of Recipients

50
SBFP
40 FRESHMILK

30

20
10 12 12
10
0
0
SY 2019-2020 SY 2020-2021 SY 2021-2022
Department of Education Nueva Ecija Schools Division 64
 Dashboard: Pillar 2
78,840 78840
80,000
64800
60,000 54,000

40,000

20,000 16,200 20520

10,800
0 4,320
0
20 21 22 SBFP
-20 - 20 -20 MILK FEEDING
19 20 21
20 20 20 TOTAL
SY SY SY
S S S
ND ND ND
F U F U F U
ED E D ED
AD AD AD
LO LO LO
N N N
W W W
DO DO DO

Department of Education Nueva Ecija Schools Division 65

Dashboard: Pillar 2

Department of Education Nueva Ecija Schools Division 66

Dashboard: Pillar 2
PARTICIPATING LEARNERS IN LIMITED FACE TO FACE
Total Number
100 of Learners Participating
in Limited F2F
100 OUT OF 100

100%

FACE-TO-FACE LEARNING PARTICIPANTS

MODULAR DISTANCE LEARNING PARTICIPANTS

Department of Education Nueva Ecija Schools Division 67

Dashboard: Pillar 2
PARTICIPATING LEARNERS IN LIMITED FACE TO FACE
Total Number
Primary Level of Learners Participating
16
15
in Limited F2F in the Primary Level
14 42 OUT OF 42
12
12
100%
10
10

8
8
7 7 Total Numbe of F2F Participants
6 6 Male
6
5 5 Female
4

2
2
1

0
Kinder Grade 1 Grade 2 Grade 3

Department of Education Nueva Ecija Schools Division 68

Dashboard: Pillar 2
PARTICIPATING LEARNERS IN LIMITED FACE TO FACE
Total Number
Intermediate Level of Learners Participating
14
in Limited F2F in the Intermediate
12
51 28 out of 28

10 100
%
8 8 8
8

Total Numbe of F2F Participants

6
5 Male

4 4 4 Female
4
3

0
Grade 4 Grade 5 Grade 6

Department of Education Nueva Ecija Schools Division 69

Dashboard: Pillar 2
VACCINATION STATUS OF TEACHING PERSONNEL
Total Number of Total Number
Fully Vaccinated with Booster Shot
6 out of 6 100% 1 OUT OF 6

6 5

1
VACCINATED WITH BOOSTER SHOT
NON-VACCINATED WITHOUT BOOSTER SHOT

Department of Education Nueva Ecija Schools Division 70

Dashboard: Pillar 2
VACCINATION STATUS OF NON-TEACHING PERSONNEL
Total Number of Total Number
Fully Vaccinated with Booster Shot
1 out of 1 100% 0 out of 1 0%

VACCINATED WITH BOOSTER

NON-VACCINATED WITHOUT BOOSTER

Department of Education Nueva Ecija Schools Division 71

Dashboard: Pillar 2
VACCINATION STATUS OF LEARNERS
Total Number of Vaccinated Learners
3 out of 70 0.04%

67

VACCINATED LEARNERS
NON-VACCINATED LEARNERS

Department of Education Nueva Ecija Schools Division 72

Dashboard: Pillar 2
VACCINATION STATUS OF LEARNERS
Vaccinated Learners in the Primary Level
16
15 1 out of 42
is vaccinated
14

12
12 2.3%

10

8
Vaccinated 8
Non Vaccinated
6
6

2
1
0 0 0
0
Kinder Grade 1 Grade 2 Grade 3

Department of Education Nueva Ecija Schools Division 73

Dashboard: Pillar 2
VACCINATION STATUS OF LEARNERS
Vaccinated Learners in the Intermediate
14 2 out of 28
are vaccinated
12
12

7.14%
10

8
8
Vaccinated
Non-Vaccinated
6

2
2

0
0
Grade 5 Grade 6

Department of Education Nueva Ecija Schools Division 74

Dahboard: Pillar 2
ANALYSIS ON LEARNERS PARTICIPATION IN
FACE-TO-FACE/ MDL

% Vaccinated %Unvaccinated TOTAL

Platform Learners Learners

MDL 0 (0%) 0 (0%) 0 (0%)

Face-to-Face 3 (4.3%) 67 (95.7%) 70 (100%)

TOTAL 3 (4.3%) 67 (95.7%) 70 (100.00%)

Department of Education Nueva Ecija Schools Division 75

 Dashboard: Pillar 3

Pillar 3: Upskilling and Reskilling of Personnel

❖ Quality of Teachers, School Heads and
Supervisors
Pre-Pandemic and During Pandemic

Department of Education Nueva Ecija Schools Division 76

 Dashboard: Pillar 3
PROFILE OF TEACHING, TEACHING RELATED,
NON-TEACHING PERSONNEL AND SCHOOL HEAD

6 TEACHING STAFFS

NON-TEACHING STAFFS

1
Department of Education Nueva Ecija Schools Division 77
 Dashboard: Pillar 3
CAREER STAGE OF TEACHING PERSONNEL

2019-2020 2020-2021 2021-2022

1 CAREER STAGE 1 0 CAREER STAGE 1 0 CAREER STAGE 1

2 CAREER STAGE 2 3 CAREER STAGE 2 2 CAREER STAGE 2

3 CAREER STAGE 3 3 CAREER STAGE 3 4 CAREER STAGE 3

0 CAREER STAGE 4 0 CAREER STAGE 4 0 CAREER STAGE 4

Department of Education Nueva Ecija Schools Division 78

 Dashboard: Pillar 3
Comparative Data on Teachers’ Individual Performance and Commitment Rating Form (IPCRF) Rating
7
2018-2019
6 6
6 6
Teaching
5 Personnel

4
4
2019-2020
3 6
Teaching
2
2 Personnel

1 2020-2021
0 0 6
0 2018-2019 2019-2020 2020-2021 Teaching
Personnel
Outstanding Very satisfactory

Department of Education Nueva Ecija Schools Division 79

 Dashboard: Pillar 3
Percentage of School Head’s Self-Assessed Competence Towards The PPSSH
Strand Based
120%
On Training Needs Assessment (TNA) for the School Year 2020-2021
100% 100% 100% 100% 100%
100%

80%

60%

40%

20%

0%
Domain 1 Domain 2 Domain 3 Domain 4 Domain 5

Lacking Competence Fairly competent Competent Very Competent

Department of Education Nueva Ecija Schools Division 80

Dashboard: Pillar 3
7
Division Seminar Attended by School Head and Teachers
6
5
4
3
2
1
0
Teacher School
Head
LDM Course 1

Department of Education Nueva Ecija Schools Division 81

Dashboard: Pillar 3
Division Seminar Attended by School Head and Teacher

6 6
6

1 1
1

0
Teacher School Head

LDM Course 1 LDM Course 2

Department of Education Nueva Ecija Schools Division 82

 Dashboard: Pillar 4

Pillar 4: Engagement of Stakeholders for Support

and Collaboration
❖ Responsive Engagement for Education
Pandemic

Department of Education Nueva Ecija Schools Division 83

Dashboard: Pillar 4

Department of Education Nueva Ecija Schools Division 84

 Dashboard: Pillar 4
Provincial and Local Government Units
In 2020, Local Government Unit donated us some
covid essentials such as face mask, face shield and
alcohol. They also gave daily bread book,together
with the municipality of Laur Personnel.

Department of Education Nueva Ecija Schools Division 85

Dashboard: Pillar 4
• DepEd Hour on DWNE Teleradyo is an
DWNE 900khz important avenue to communicate
DepEd’s program, projects and activities.
Laur District also collaborate with DWNE
Program and interview to enlighten and
give teaching techniques to all teachers
on how to handle learners in and effective
and efficient way.
• Betania teaching force also shared the
knowledge in teaching from K-6.

Department of Education Nueva Ecija Schools Division 86

 Dashboard: Pillar 4

Brgy. Betania Officials

• Brgy. Officials donated covid essentials to

our school together with the supportive brgy.
Kagawad.

Department of Education Nueva Ecija Schools Division 87

 Dashboard: Pillar 4

•
Private Sector
Mr. and Mrs. Jardinez c/o Mrs. Bartolome donated us reams of
bondpaper to support childrens modules.

Department of Education Nueva Ecija Schools Division 88

Dashboard: Pillar 4

Pantawid Pamilyang
Pilipino Program
collaborate with the school
by the participation of its
members, clean up drive
and Brigada Eskwela they
maintain the school
cleanliness and
orderliness.

Department of Education Nueva Ecija Schools Division 89

 Generated Resources
Dashboard: Pillar 4
12000

10000

8000

6000

10,000

4000

5,500
2000

1,200
0
2019 2020 2021

Generated resources in 2021 surged due to the donations of stakeholders particularly the
provincial and local government unis on learning modules, printing equipment and COVID
essentials. It 2021 due to economic impact od COVID 19.

Department of Education Nueva Ecija Schools Division 90

Dashboard: Pillar 4
Partnership Activities

18% Public Sector LGUs, agencies, 3,006

political/barangay leaders

47% Parents and Communities 5,845

Private individuals, Organiza-
35% tions, Companies
7,849

Department of Education Nueva Ecija Schools Division 91

 Priority Needs of Schools
Dashboard: Pillar 4

• COVID Essentials
• Printers
• Office/school supplies

Department of Education Nueva Ecija Schools Division 92

 Key Challenges and
Strategic Directions
SWOT Analysys
STRENGTH WEAKNESS
Highly-skilled teachers. Activities too stretched for additional action that
are conflict with Health Protocols
Established strong partnership with public and
private stakeholders Conditions at home may be distracting for some
learners
Teachers upgraded themselves on the use of ICT for
the teaching and learning process. Parents are not available to meet teachers often

Parents as a facilitator of learning at home we’re able to

SWOT enough

identify the ability of their children in all learning areas. Ability to adapt of learners and parents when limited
face-to-face modality is implemented
Teachers/parents can be asked for their opinions and
suggestions. Overlapping schedule of parents/guardians knowledge
providers as facilitator of learning.
Contextualization and indigenization of learning resources.
Missing face to face interaction
OPPORTUNITIES THREATS
Department of Education Nueva Ecija Schools Division 93
Dashboard: Pillar 4

Regional LRP Framework

Department of Education Nueva Ecija Schools Division 94

 GOAL
REGIONAL By 2024, learners across the region are able to develop and
LRP FRAMEWORK improve their foundational skills for lifelong learning and
full participation in society

SECTOR OUTCOME
Basic education learners acquired literacy, numeracy and
science skills required to succeed in higher education and
employment.

INTERMEDIATE OUTCOMES

ACCESS RESILIENCY AND

EQUITY QUALITY
WELL-BEING

All learners participate

All learners access and Learners develop the
equitably and Learners develop
receive tailored meaningfully in basic standard
positive mindset and
services needed in education, regardless of literacy,numeracy and
status, ethnicity, sex,
can adapt to change.
basic education. science skills.
disability, age, and other
social characteristics.

ENABLING MECHANISMS-GOVERNANCE

Resilient, Responsive and Efficient Governance,

Management and Systems

Department of Education Nueva Ecija Schools Division 95

Department of Education Nueva Ecija Schools Division 96
96
Key Challenges and
Strategic Directions
K to 12 Curriculum

MASTERY OF THE LEAST

IMPROVEMENT OF ACADEMIC LEARNED COMPETENCIES IN
PERFORMANCE IN LITERACY, ALL LEARNING AREAS
NUMERACY AND SCIENTIFIC
SKILLS IN KEY STAGE I

KEY CHALLENGES

PROVISION OF WORK AUTHENTIC

IMMERSION AND
CULMINATING ACTIVITIES
FOR JUNIOR AND SHS

Department of Education Nueva Ecija Schools Division 97

97
Pillar 4

Key Challenges and

Strategic Directions

Department of Education Nueva Ecija Schools Division 98

Key Challenges and
Strategic Directions : PILLAR 1 K to 12
Curriculum

MASTERY OF THE LEAST

IMPROVEMENT OF ACADEMIC LEARNED COMPETENCIES IN
PERFORMANCE IN LITERACY, ALL LEARNING AREAS
NUMERACY AND SCIENTIFIC
SKILLS IN KEY STAGE I

KEY CHALLENGES

PROVISION OF WORK AUTHENTIC

IMMERSION AND
CULMINATING ACTIVITIES
FOR JUNIOR AND SHS

Department of Education Nueva Ecija Schools Division 99

99
Key Challenges: Pillar 1
KEY
CHALLENGES

Learners low performance in reading.

Learners low performance in numeracy skills.

Department of Education Nueva Ecija Schools Division 100

Key Challenges and Strategic Directions : PILLAR 1
Strategic Directions
PILLAR I GOAL: Betania Elementary School provides essential learning opportunities in reading and
numeracy across each grade level in all learning areas, aligned to the Most Essential Learning
Competencies.

STRATEGIES INTERVENTIONS MAJOR OUTPUTS

1.Identifying learning gaps ● Maximize teaching and learning process ● Least Learned Competencies
and losses in all learning focusing on the Least learned competencies ● Quality assured Summative Test
areas across each grade ● Develop Summative Test and video Lesson
level aligned to the Most Essential Learning
Competencies (MELCs).

2.Intensifying Reading and ● Strengthen Brigada Pagbasa and Project All ● Strengthened Reading and Numeracy Programs and
Numeracy Numerates Projects
● Providing additional Reading Materials and ● Phonemic Awareness
Flash/ Window Cards

Department of Education Nueva Ecija Schools Division 101

101
Key Challenges and Strategic Directions : PILLAR 1
Strategic Directions
PILLAR I GOAL: Betania Elementary School provides essential learning opportunities in reading and
numeracy across each grade level in all learning areas, aligned to the Most Essential Learning
Competencies.

STRATEGIES INTERVENTIONS MAJOR OUTPUTS

3. Assessing learning ● Group Works ● Build Camaraderie

outcomes ● Develop Standardized Assessment Tools ● Standardized Assessment Tools
● Classroom Assessment Techniques ● Engage explicitly, using them to communicate and
express their ideas.

Department of Education Nueva Ecija Schools Division 102

102
Dashboard: Pillar 2 Challenges

KEY
CHALLENGES

There is a minimal increase in the number of enrollees in Betania

Elementary School for the past three (3) school years.

Low percentage of progressive expansion vaccinated learners

participating in face to face

Department of Education Nueva Ecija Schools Division 103

 Key Challenges and
:
Strategic Directions PILLAR 2
Key Challenges

PHYSICAL AND FINANCIAL

RESOURCE STRENGTHEN THE PROVISIONS OF
● School drainage to avoid flooding every HEALTH AND NUTRITION SERVICES
rainy season ● Difficulty on the provision and monitoring of
● Challenges on building learning the health and nutrition services and
distribution of health supplies due to the gaps
resource center, lack of materials and
resources KEY experienced during the pandemic time

CHALLENGES
PILLAR II
ACCESS INCLUSION IN EDUCATION
● Strains on the process of bridging the ● Strained financial and physical support
identified gaps on the monitoring of
to the different learning centers allotted
the learners’ enrolment across the
grade level from K-Grade 6 to different groups across the division

Department of Education Nueva Ecija Schools Division 104

104
Key Challenges and Strategic Directions : PILLAR 2 Strategic Directions
PHYSICAL & ● Intensifying provisions of equality for physical,
01 FINANCIAL financial, and other supply for the schools
through regular physical monitoring
RESOURCES
STRENGTHEN THE ● Escalating support to learners and personnel in
02 PROVISION OF HEALTH every schools through provision of Health and
& NUTRITION SERVICES Nutrition Services

● Reinforce efficiency and equal access through

continuous improvement of learning
03 ACCESS environment across the division to help in the
learning recovery programs
● Increase the regular scheduled monitoring of the
INCLUSION IN different learning centers for its governance and
04 operation especially on the IPED, SPED, Madrasah
EDUCATION among others.
Department of Education Nueva Ecija Schools Division 105
105
Key Challenges and Strategic Directions : PILLAR 3 Key Challenges

Department of Education Nueva Ecija Schools Division 106

106
Dashboard: Pillar 3 Key Challenges
KEY
CHALLENGES

Need more seminars and trainings that are nationally and

internationally sponsored to equip them in the latest
trends in education.

Continue improving teachers’ performance over the

years.

Scholarship program for teachers to improve teaching skills

Department of Education Nueva Ecija Schools Division 107

 Key Challenges and Strategic Directions : PILLAR 3 Strategic Directions
Pillar 3 Goal: Betania Elementary School operation continue to support a work environment shaped by an equitable,
inclusive and altruistic culture towards excellence.

Strategies Interventions Major Outputs

Practice shared governance among key players in the ● Strengthen the role of the division, district, and ● Quarterly HRD Progress Report
implementation of the HRMD Plan. school Personnel Development Committee. ● Quarterly Meeting of Personnel Development
● Actively participate in policy review, Committee (PDC)
recommendation and formulation on HR related
matters.

Adapt the most efficient and effective HR trends, ● Utilize research-based data in developing HR ● Training Needs Assessment (TNA)
research findings and best practices from both internal interventions. ● NEAP-Approved Professional Development Programs
and external sources as part of HR interventions. ● Conduct professional development programs for ● TA Plan
teaching, teaching-related and non-teaching
personnel to be recognized by NEAP
● Develop and strengthen onboarding programs
for newly-hired and promoted personnel.
● Provision of technical assistance to schools and
learning centers by responding to the identified HR
needs.

Ensure a continuous improvement mindset by ● Impact Evaluation

strengthening the M&E mechanism in all HR ● Conduct level 3 (Behavior) and 4 (Results) ● M&E Plan
interventions. evaluation of HRD programs. ● M&E Tools

Leverage and invest in technology solutions in HR data Develop a Data Management System (DMS) for all HR HR Management System
management. systems

Department of Education Nueva Ecija Schools Division 108

108
PILLAR 3 Goal: Betania Elementary School operation continue to support a work environment shaped by an equitable, inclusive and altruistic culture towards excellence

Responsib
Functional
le/ Time Estimate Budget
Strategies Interventions Division- Critical Action (Activities)
Accountab frame d Budget Source
in-Charge
le Unit

Practice ● Strengthen the role of the OSDS, - Revisiting the Division Policy Guidelines on OSDS, Year- None N/A
shared division, district, and school SGOD and Learning and Development SGOD and round
governance Personnel Development CID - PDC Quarterly Meeting CID
among key Committee. - HR Strategic Plans and Policies
players in the ● Actively participate in policy
implementati review, recommendation and
on of the formulation on HR related
HRMD Plan. matters.

Adapt the ● Utilize research-based data in OSDS, - Conduct of needs assessment to identify the OSDS, Year- INSET
most efficient developing HR interventions. SGOD and competency development needs of personnel in the SGOD and round
and effective ● Conduct professional CID division CID
HR trends, development programs for - Utilization of needs assessment results in
research teaching, teaching-related and developing HR interventions
findings and non-teaching personnel to be - Submission of NEAP PD Proposals for recognition
best recognized by NEAP - Development of Calendar of L&D Activities
practices ● Develop and strengthen - Conduct of NEAP recognized PD programs
from both onboarding programs for newly- - Strengthening of IPBT for teachers and immersion
internal and hired and promoted personnel. program for non-teaching personnel
external ● Provision of technical assistance to - Development of onboarding program for school
sources as schools and learning centers by heads
part of HR responding to the identified HR - Provision of technical assistance to schools and
interventions. needs. learning centers

Department of Education Nueva Ecija Schools Division 109

109
PILLAR 3 Goal: Betania Elementary School operation continue to support a work environment shaped by an equitable, inclusive and altruistic culture
towards excellence

Respo
Functional nsible/
Time Estimated Budget
Strategies Interventions Division-in- Critical Action (Activities) Accou
frame Budget Source
Charge ntable
Unit

Ensure a continuous SGOD - Enhancement of HR Needs SGOD- Year- None N/A

improvement mindset by ● Conduct evaluation an. Assessment and M&E Tools HRD round
strengthening the M&E - Capacity building on level 3 and
mechanism in all areas of (Behavior) and 4 (Results) M&E
learning evaluation of HRD programs
- Employment of HR Needs
Assessment and M&E Tools

Leverage and invest in Develop a Data Management System OSDS and - Collection and validation of HR OSDS- Year- None N/A
technology solutions in HR data (DMS) for all HR systems SGOD Data ICTO round
management. - Encoding of validated data in the and
Data Management System SGOD-
(DMS) HRD
- Development and testing of DMS
Design and User Interface (UI)

Department of Education Nueva Ecija Schools Division 110

Key Challenges and Strategic Directions : PILLAR 4Partnership Engagement

MATCH NEEDS OF CONDUCT MORE

DIVISION, SCHOOLS PARTNERSHIP
AND SCHOOL ACTIVITIES WITH THE
PERSONNEL STAKEHOLDERS

KEY CHALLENGES

UPSKILLING OF IMPROVE
SCHOOL LEADERS IN DOCUMENTATION AND
SOCIAL MOBILIZATION REPORTING OF
AND NETWORKING GENERATED
RESOURCES
Department of Education Nueva Ecija Schools Division 111
111
Key Challenges and Strategic Directions : PILLAR 4 Partnership Engagement
Goal: Strengthen and sustain collaboration with stakeholders in addressing the needs of the division schools, and learning
PILLAR 4 centers.

STRATEGIES INTERVENTIONS MAJOR OUTPUTS

Match the priority needs of the schools Identification of priority needs of the School and School Priority needs of schools, teachers
and School Personnel Personnel and learners

Database of potential partners and the

programs/projects they may support

Conduct more partnership activities with Engagement on stakeholders by updating the concerns of Learning and Development
the stakeholders the school Interventions in partnership with
stakeholders

Convergence of stakeholders

Department of Education Nueva Ecija Schools Division 112

Key Challenges and Strategic Directions : PILLAR 4Partnership Engagement

PILLAR 4 Goal: Strengthen and sustain collaboration with stakeholders in addressing the needs of the division schools, and learning centers.

STRATEGIES INTERVENTIONS MAJOR OUTPUTS

Upskilling of school leaders in social Enhanced competencies of school leaders in social Two (2) training per year for school
mobilization and networking mobilization and networking leaders

Improve documentation and reporting of

generated resources Regular monitoring and reporting of generated resources Uploaded MOA/MOU/Deed of
Donation and Acceptance

Department of Education Nueva Ecija Schools Division 113

 IMPLEMENTATION PLAN

Department of Education Nueva Ecija Schools Division 114

 Implementation Plan: Pillar 1

PILLAR #1 GOAL: Betania Elementary School adapts essential learning opportunities in reading and numeracy each grade level
in all learning areas, aligned to the Most Essential Learning Competencies.

Functional TimeFrame
Critical Action Estimated Budget
Strategies Interventions Division-in-
(Activities) Budget Source
Charge 2022 2023 2024

1.Identifying Develop Summative Test School ● Identify Least 2,000.00 MOOE

learning gaps in Grades 1-6 in all Head. Mastered
Competencie
and losses in all learning areas, multi Teachers
s
learning areas grade, aligned to the
across each Most Essential Learning
grade level Competencies (MELCs).

Department of Education Nueva Ecija Schools Division 115

115
 Implementation Plan: Pillar 1

PILLAR #1 GOAL: Betania Elementary School adapts essential learning opportunities in reading and numeracy each
grade level in all learning areas, aligned to the Most Essential Learning Competencies.
.

Functional TimeFrame
Critical Action Estimated Budget
Strategies Interventions Division-
(Activities) Budget Source
in-Charge 2022 2023 2024

2.Intensifying ● Strengthen School ● Program 3,000.00 MOOE

Reading , Brigada Pagbasa Head, Disseminati
and Project All Teachers
Numeracy and on and
Scientific literacy Numerates Orientation
skills ● Monitoring
and
provision of
technical
assistance
● Inclusion in
LAC
sessions

Department of Education Nueva Ecija Schools Division 116

 Implementation Plan: Pillar 1

PILLAR #1 GOAL: Betania Elementary School adapts essential learning opportunities in reading and numeracy each
grade level in all learning areas, aligned to the Most Essential Learning Competencies.

Functional TimeFrame
Division Critical Action Estimated Budget
Strategies Interventions
-in- (Activities) Budget Source
2022 2023 2024
Charge

3. Assessing ● Group Works Teachers, ● Write shop

learning ● Develop Learners on the
outcomes Standardized development
Assessment Tools of
● Classroom Standardized
Assessment August
Assessment 2022
Techniques
Tools
● Recitation,
Quizzes

Department of Education Nueva Ecija Schools Division 117

 Implementation Plan Pillar 4
PILLAR 4 GOAL: Strengthen and sustain collaboration with stakeholders in addressing the needs of the schools, and learning centers..

TimeFrame
Critical
Functional Estimated Budget
Strategies Interventions Action
Division-in-Charge Budget Source
(Activities) 2022 2023 2024

Match the priority Identification of School Head , Online Quarterly Quarterly Quarterly
needs of the Teachers
priority needs of submission
schools and school
the schools and and
personnel
School Personnel transparenc
y of the
reports

Update
issues and
concern of
potential
partners
and the
programs/pr
ojects they
may
support

Department of Education Nueva Ecija Schools Division 118

 Implementation Plan Pillar 4
PILLAR 4 GOAL: Strengthen and sustain collaboration with stakeholders in addressing the needs of the school.

TimeFrame
Critical
Functional Estimated Budget
Strategies Interventions Action
Division-in-Charge Budget Source
(Activities) 2022 2023 2024

Conduct more Engagement of the Stakeholders,PTA, Brigada Annually Annually Annually INSET
stakeholders and Teachers and School Eskwela,
partnership, Heads
other community General
collaboration and
linkages to the Orientation
activities with school. Back to
stakeholders and School
other community Program
linkages.

Department of Education Nueva Ecija Schools Division 119

 Implementation Plan Pillar 4
PILLAR 4 GOAL: Strengthen and sustain collaboration with stakeholders in addressing the needs of the school.

TimeFrame
Critical
Functional Estimated Budget
Strategies Interventions Action
Division-in-Charge Budget Source
(Activities) 2022 2023 2024

Upskilling of school Enhanced School Head Two (2) Annually Annually Annually INSET
leaders in social competencies of training per
mobilization and
school leaders in year for
networking
social mobilization school
and networking leaders

Department of Education Nueva Ecija Schools Division 120

 Implementation Plan Pillar 4
PILLAR 4 GOAL: Strengthen and sustain collaboration with stakeholders in addressing the needs of the school.

TimeFrame
Critical
Functional Estimated Budget
Strategies Interventions Action
Division-in-Charge Budget Source
(Activities) 2022 2023 2024

Improve School Head , Monthly Monthly Monthly None N/A

Regular monitoring Teachers Uploaded
documentation and
and reporting of MOA/MOU/
reporting of
generated Deed of
generated resources Donation
resources and
Acceptance

Department of Education Nueva Ecija Schools Division 121

 Communication Plan

Communicatio Target Message/s Activity/ Time Frame Budget Responsible

n Objective Audience Channel Office

Inform all Parents School Learning Messenger, Betania Elemetary

stakeholders Recovery Plan Teams, Call and School
regarding the Text
salient points of
the School
Learning
Recovery Plan

Stakeholders School Learning Mesenger, Call Betania

Recovery Plan and Text Elemetary School

Department of Education Nueva Ecija Schools Division 122

 Communication Plan

Communication Target Audience Message/s Activity/Channel Time Frame Budget Responsible

Objective Office

Inform all Local Media, School Learning Facebook shared

stakeholders Other Recovery Plan Post
regarding the Stakeholders
salient points of
the School
Learning
Recovery Plan

All stakeholders School Recovery Announcement

Plan on Betania ES
Facebook page

Department of Education Nueva Ecija Schools Division 123

Department of Education Nueva Ecija Schools Division 124
 BACK COVER
- (in preparation for book format)

Department of Education Nueva Ecija Schools Division 125

Department of Education Nueva Ecija Schools Division 126