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DFTACTS' Best Practices Presentation 123764 Cansadong ES

The document outlines the performance review of Cansadong Elementary School for the 2023-2024 school year, highlighting significant enrollment decreases due to community factors and health issues. It presents various strategies and interventions aimed at improving student access, retention, and equity, including projects to support disadvantaged learners and maintain a zero drop-out rate. Additionally, it emphasizes the school's commitment to literacy and numeracy improvements through targeted programs and assessments.

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Michelle Cajefe
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0% found this document useful (0 votes)
6 views112 pages

DFTACTS' Best Practices Presentation 123764 Cansadong ES

The document outlines the performance review of Cansadong Elementary School for the 2023-2024 school year, highlighting significant enrollment decreases due to community factors and health issues. It presents various strategies and interventions aimed at improving student access, retention, and equity, including projects to support disadvantaged learners and maintain a zero drop-out rate. Additionally, it emphasizes the school's commitment to literacy and numeracy improvements through targeted programs and assessments.

Uploaded by

Michelle Cajefe
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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OFFICE PERFORMANCE

COMMITMENT AND REVIEW FORM


SCHOOL YEAR 2023-2024

SEPT. 04, 2024


M-27 F-18 T- 45
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SCHOOL WEAKNESSES &
BEST
PRACTICES
PILLAR I – ACCESS

Table presented the comparative enrolment of Cansadong Elementary School from S.Y. 2017-2019 to
2022-2023 and it can be noticed from the above data that there was a huge decreased of enrolment
from 2017-2019 to 2022-2023 due to transfer of residence and decrease of population in the
community. Home visitation, Early registration and feeding program were some of the activities need to
be contributed for this performance. However due to unpredictable circumstances like health problems
of some pupils, there was a decreased of enrolment of the present school year. But the school is
always conducting interventions to increase enrolment for the next school year.
PILLAR I – ACCESS
NET STRATEGIES KEY
ENROLLEMENT INTERVENTIONS
All school-age Project SALPE -Checking of DepEd
children, out-of- (School Age Learners forms quarterly
school youth, and Proceed to -Conduct Early
adults have access to Education) Registration
relevant basic A school project in -Mapping
learning saving all school -Information
opportunities aged pupils to be in Dissemination
school despite of Campaign
many challenges -Conduct progress
Report
C. Simple Drop-out rate
Table 3
Drop Out Rate

School Year Drop Out Rate


2018-2019 0%
2019-2020 0%
2020-2021 0%
2021-2022 0%
Source: LIS

The graph above shows a maintained zero drop-out rate for last three years that
simply means that teachers are able to sustained the best practices on learners who are
at risks of dropping out.
PILLAR I – ACCESS
DROP-OUT RATE STRATEGIES KEY
INTERVENTIONS
All learners stay in Project PRETO -Regular checking of
school and finish key (Promoting & Pupil’s attendance
stages. Regaining Education -Conduct home
through Teaching visitation
and Outstanding
accomplishments)
A school project
promoting education
to all key stage
learners through
proper ways &
guidance from the
PILLAR I – ACCESS
Transition Rate (K- STRATEGIES KEY
1,3-4,5-6) INTERVENTIONS
All learners transition Project PITIK -Regular checking of
to the next key stage (Progress & Pupil’s attendance
Improving -Conduct home
instruction through visitation
Teachers Initiatives
in keeping pupil’s
good academic
performance)
A school project
ensuring that
quality education
will be given to the
D. School Leaver Rate
Table 4
School Leaver Rate
School Year School Leaver Rate
2018-2019 0%
2019-2020 0%
2020-2021 0%
2021-2022 0%
Source: LIS/SBM Data

The table 4 shows that no pupils from this school who did not finish a particular grade level and did
not finish but fail to enroll in the next grade level the following school year thus, all pupils were
enrolled in the succeeding school year.
PILLAR I – ACCESS
SCHOOL LEAVER STRATEGIES KEY
RATE INTERVENTIONS
All out-school children Project SAGIP -Conduct community
& youth participate in (Strong Actions in mapping
formal or non-formal Gaining Internal -Early Registration
basic education Participation) -Conduct progress
learning opportunities A school project monitoring report
soliciting support
from the internal
stakeholders in
making sure that all
OSY will participate
in basic education
either formal or
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Mapping
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Dissemination Campaign Information


A.

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Conduct progress Report


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A. Regular checking of Pupil’s attendance


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PILLAR II – EQUITY

School Performance on Equity and Inclusion


Cansadong Elementary School this pillar directs the school to address the needs of
learners who areplaced at a disadvantage adheres equity and inclusiveeducation. It measures
the achievement of all pupils, fairness and opportunity in education. It values diversity and
the unique contributions each pupil brings to classroom and environment certainly feels that
all pupils are safe and has a sense of belongingness.
Proportion of Learners in Situation of Disadvantage Retention to Next Key Stage
SY 2021-2022

Key Stage
Number of Learners in
Transition Grade Retention Rate
Disadvantage Situation Enrolled
Levels
K to Grade 1 0 100%
Grades 3- 4 1 100%
Total 1 100%
Source: School Survey

The table above shows that there are 1 learner in disadvantaged situation enrolled in
the school in which 0 are in Kinder to grade 1 level and 1 in Grades 3-4. However, despite of
their situation they continue schooling thru the help of their teachers and it will be sustained
if the school will provide them some of the needs of these learners which cannot provide by
their parents.
Enrolled Learners at Disadvantaged Situation
(but are with no disabilities)

School Year SY 2019- SY 2020- SY 2021- SY 2022-


2020 2021 2022 2023
Enrolled M F T M F T M F T M F T
Learners O 0 0 1 0 1
Source: School Survey

Table 8 shows that the data is decreasing from 1 to 0 enrolled learners at disadvantaged
situation where learners are found to have no paper, pencil, snacks and malnourished causing
them not to participate in class discussion and other school activities. School Based Feeding
Program and Adopt-A-school Program are strongly implemented by the school to help these
pupils saving from poverty situations.
Children with Disabilities Enrolled in School
Type of Disability
No. of Children with (SY 2023-2024)
Non-Graded
Disability
Intellectual Disability
Kinder
1 1
Grade 1
0 0
Grade 2
0 0
Grade 3
0 0
Grade 5
0 0
Grade 4
0 0
Grade 6
Total 1 1
Source: School Survey

The table shows that the school recorded 1 pupil with disabilities and they are
mainstreamed with other pupils because of the inclusive education. Teachers are doing their
very best to extend their help increasing the academic performance of the above number of
pupils.
EQUITY
Grade Level Total No. of 4Ps No. of Learners No. of No. of No. of Cases No. of No. of
Grade 1 3 0 0 0 0 0 0
Grade 2 2 0 0 0 0 0 0
Grade 3 3 0 0 0 0 0 0
Grade 4 6 0 0 0 0 0 0
Grade 5 7 0 0 0 0 0 0
Grade 6 8 0 0 0 0 0 0
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
TOTAL 26 0 0 0 0 0 0
PILLAR II – EQUITY
Transition Rate of STRATEGIES KEY
learners in situation INTERVENTIONS
of disadvantage
-Disadvantaged Project BBM -Improve program
school-age-children (Bawat Bata ay management and
and youth, and adults Mahalaga) service delivery
benefited from -A school project -Orientation on
appropriate equity ensuring that all Gender and
initiatives. pupils are taking Development(GAD)
-School-age children care and protected
and youth, and adults
in situation of
disadvantage
benefited from
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 Cansadong Elementary school learners can identify letter
name knowledge and can read simple words while
learners need to undergo remedial instruction and follow
up at home on book and print knowledge and letter
name. This implies that teachers shall focus on the above
competencies to ensure the attainment of zero out non-
readers. On the other hand, teachers shall focus on
English reading to those learners that are struggling in
English reading. Economic status, Family Background and
poor study habits are some of the factors contributed to
this result. To help these pupils, the school, especially
the classroom teachers are conducting reading
interventions and remediation every afternoon. There is
no recorded non-reader in this school year. But it shows
that the grade 3-4 has the highest number of learners
under Pagkatuto level (5). Such data can be attributed to
their situation where they belong to a family that do not
have the time to follow up or help them in their studies
Reading Profile Post Assessment (As End of 2nd Grading) Number of Learners by Reading Level
Total Number of Number of Independent Transitional Emergent
Kindergarten (EGRA)
2 1

Total Number of Number of Number of Learners by Reading Level


Grade 1 (CRLA Mother
Learners in Learners Full Moderate Light Grade
Tongue)
9 9 0 0 3 6

Total Number of Number of Number of Learners by Reading Level


Grade 2 (CRLA Mother
Learners in Learners Full Moderate Light Grade
Tongue)
5 5 0 1 1 3

Total Number of Number of Number of Learners by Reading Level


Grade 2 (CRLA Filipino) Learners in Learners Full Moderate Light Grade
5 5 0 1 1 3

Total Number of Number of Number of Learners by Reading Level


Grade 3 (CRLA Mother
Learners in Learners Full Moderate Light Grade
Tongue)
6 6 0 2 3 1

Total Number of Number of Number of Learners by Reading Level


Grade 3 (CRLA Filipino) Learners in Learners Full Moderate Light Grade
6 6 0 2 3 1

Total Number of Number of Number of Learners by Reading Level


Grade 3 (CRLA English) Learners in Learners Full Moderate Light Grade
6 6 0 5 0 1

Total Number of Number of Number of Learners by Reading Level


Grade 3 (Phil IRI Filipino) Learners in Learners Frustration Instructional Independent Non-Reader
6 6 0 5 1 0
Total Number of Number of Number of Learners by Reading Level
Grade 4 (Phil IRI Filipino) Learners in Learners Frustration Instructional Independent Non-Reader
7 7 0 6 1 0

Total Number of Number of Number of Learners by Reading Level


Grade 4 (Phil IRI English) Learners in Learners Frustration Instructional Independent Non-Reader
7 7 0 6 1 0

Total Number of Number of Number of Learners by Reading Level


Grade 5 (Phil IRI Filipino) Learners in Learners Frustration Instructional Independent Non-Reader
7 7 0 5 2 0

Total Number of Number of Number of Learners by Reading Level


Grade 5 (Phil IRI English) Learners in Learners Frustration Instructional Independent Non-Reader
7 7 0 6 1 0

Total Number of Number of Number of Learners by Reading Level


Grade 6 (Phil IRI Filipino) Learners in Learners Frustration Instructional Independent Non-Reader
8 8 0 5 3 0

Total Number of Number of Number of Learners by Reading Level


Grade 6 (Phil IRI English) Learners in Learners Frustration Instructional Independent Non-Reader
8 8 0 6 2 0
PILLAR III – QUALITY
LITERACY (NON- STRATEGIES KEY
READERS) INTERVENTIONS
-Learners complete K Project BALIKAN -Conduct EGRA
to 12 basic educations, (Batang Likas Astig -Conduct SLAC
having successfully Nakakabasa) -Contextualizing
attained all learning -The project focuses reading materials
standards that equip on teaching -RRE
them with the beginning reading -End of School Year
necessary skills and to the identified K-3 Reading Program
attributes to pursue under emergent -Catch Up Friday
their chosen paths. literacy
- Learners attain Stage
1(K-Grade 3) learning
standards of
fundamental reading
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 RRE REMEDIAL
READING
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 RRE REMEDIAL
READING
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 RRE REMEDIAL
READING
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4. Numeracy Assessment
PRE-TEST POST TEST
GRADE
NO. OF LEARNERS BY NUMERACY LEVEL NO. OF LEARNERS BY NUMERACY LEVEL
LEVEL
Enrolment Highly Proficient Proficient Nearly Proficient Low Proficient Non- Enrolment Highly Proficient Nearly Low Non-Proficient
ELEMENTARY
Grade 1 9 0 0 1 8 0 9 3 3 3 0 0
Grade 2 5 0 0 4 1 0 5 1 3 1 0 0
Grade 3 6 0 2 2 2 0 6 2 2 2 0 0
Grade 4 7 0 1 6 0 0 7 1 6 0 0 0
Grade 5 7 1 1 5 9 0 7 2 2 3 0 0
Grade 6 8 2 1 4 1 0 8 2 3 3 0 0
TOTAL 42 3 5 22 21 0 42 11 19 12 0 0
JUNIOR HS
Mean and MPS for the 2nd Grading Period G1 G2 G3 G4 G5 G6 AVERAGE
Mean 21.67 26.20 29.65 25.84
Mother Tongue
MPS 86.67% 87.33% 84.70% 86.23%
Mean 25.80 29.72 34.00 42.15 42.90 34.91
English
MPS 86.00% 84.91% 85.00% 84.30% 88.80% 85.80%
Mean 29.65 34.56 43.10 43.20 29.65
Science
MPS 84.70% 86.40% 86.20% 86.40% 84.70%
Mean 21.33 25.40 29.68 33.60 42.50 43.00 32.59
Mathematics
MPS 85.33% 84.67% 84.80% 84.00% 85.00% 86.00% 84.97%
Mean 21.33 26.00 34.00 34.70 42.40 43.50 33.66
Filipino
MPS 85.33% 86.67% 85.00% 86.75% 84.80% 87.00% 85.93%
Mean 21.33 26.00 34.00 33.90 43.09 43.81 33.69
Araling Panlipunan
MPS 85.33% 86.67% 85.00% 85.75% 86.19% 87.62% 86.09%
Mean 34.57 44.00 44.12 40.90
TLE
MPS 86.42% 88.00% 88.24% 87.55%
Mean 21.67 26.80 31.00 34.96 44.30 44.41 33.86
MAPEH
MPS 86.67% 89.33% 88.00% 87.40% 88.60% 88.82% 88.14%
Mean 22.22 27.20 30.45 35.79 43.40 44.00 33.84
EsP
MPS 88.89% 90.67% 87.00% 89.47% 86.80% 88.00% 88.47%
Mean 21.59 26.20 31.02 34.51 43.12 43.62 33.34
AVERAGE
MPS 86.37% 87.33% 85.51% 86.40% 86.24% 87.61% 86.58%
PILLAR III – QUALITY
Numeracy (non- STRATEGIES KEY
numerates) INTERVENTIONS
Learners attain Stage Project NUMERO -Conduct Numeracy
1(K-Grade 3) learning Number Test
standards of Understanding -Conduct SLAC
fundamental reading Makes Every -Contextualizing
& numeracy skills Cansadong Pupil numeracy materials
Remarkable and -RRE
Outstanding) -Procured
-A School project manipulative
helping non- materials in
numerates pupils to numeracy
be numerates by
giving intensive
numeracy class.
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Nutritional Status of
Learners
Nutritional Status of Learners
Enrolment Severely Wasted Normal Over- Obese
GRADE Wasted weight
LEVEL M F T M F T M F T M F T M F T M F
K 5 3 8 1 1 2 2 1 3 2 1 3 0 0 0 0 0
Grade 1 3 2 5 1 0 1 1 1 2 1 1 2 0 0 0 0 0
Grade 2 3 3 6 1 0 0 1 0 2 2 1 3 0 0 0 1 0
Grade 3 4 3 7 0 1 0 1 2 3 2 1 3 0 0 0 0 0
Nutritional Status of Learners
Figure 3
Nutritional Status of Learners

Source: PROM EDS

The figure above shows the nutritional status of the learners from school year 2021-2022
up to this current school year. It is shown that there is a slight increase in the number of
learners who are wasted in this school year but a decrease in the number of severely wasted.
PILLAR IV – RESILIENCY AND WEEL-BEING
NUTRITIONAL STRATEGIES KEY
STATUS OF INTERVENTIONS
LEARNERS
Learners are resilient, -SBFP -Coordinate to the
know their rights, and Conduct school- different groups/
have the life skills to based feeding agencies of the
protect themselves program following activities:
and claim their -CPP Program A. Youth Formation
education-related B. NDEP/SGP/Clubs
rights from DepEd and -Youth Formation C. Orientation on
other duty-bearers to Program CPP program
promote, learners’ Awareness on Their D. Conduct anti-
wellbeing, while being Rights TO and IN bullying campaign
aware of their Education, and How E. Posting Rights of
responsibilities as to Claim Positively a child in school
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PILLAR IV – RESILIENCY AND WELL-BEING
STRATEGIES KEY
INTERVENTIONS
Learners equipped DRRM -Conduct sports fest
with capacities on Conduct quarterly
what to do before, Earthquake drill -Repair of
during, and after a - Learners have the Handwashing
disaster/ basic physical, mental, facilities
emergency. and emotional fortitude
to cope with various
challenges in life and to
manage risk

School Meet &


District Meet
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PILLAR V– GOVERNANCE

The decision making happens in the school


where it empowers stakeholders and give
them roles and responsibilities, determine
priorities and designs, and carry out
education policies and programs that in the
6 next years these will be realized through
the support of all stakeholders.
PILLAR IV – GOVERNANCE
STRATEGIES KEY INTERVENTIONS
All education Instructional Supervision -Provide capability building
--Conducted instructional supervision activities
leaders and to teachers monitoring their learners Research and Innovation- Provide
managers and other instructional-related TA to teaching personnel on
practice activities such as checking DLL/DLP conducting workable action
and giving TA and provide technical research and proposals at the
participative, assistance to the teachers. end of the school year.
ethical, and SBM -Organize /Conduct
inclusive -Implement and update the SBM level virtual/School-based
of practices from Level 0 or level 1 at training/capability building
management the district level before the end of the activities/ SLACs/ INSET based
. school year. on IPCRF needs of teaching and
SMEA non-teaching personnel with
-Conduct and submit ACR/ M&E tools approved training design and
such as Table 1-A; 1-B, 3-A on School proper documents.
Monitoring, Evaluation (SMEA) & make -Conducted SLACs/capability-
necessary adjustment quarterly. building activities based on
Implementation and adjusted programs IPCRF needs of teachers and
and projects non-teaching personnel
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INSTRUCTIONAL SUPERVISION
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INSTRUCTIONAL SUPERVISION
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School monitoring
and evaluation and
adjustment
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School monitoring
and evaluation and
adjustment
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SLAC
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PRIME PRAISE AWARDS


2023

MOST OUTSTANDING TIC


MOST OUTSTANDING
TEACHERS
PILLAR IV – GOVERNANCE
STRATEGIES KEY INTERVENTIONS
Ideal learning -Classroom-Status of Provide conducive and
environment Classroom motivated Learning
environment
and adequate -Prepare the whole school
learning -Teacher – List of teaching during Brigada Eskwela and
resources for personnel Oplan Balik Eskwela period.
learners -Conduct quarterly inventory
ensured of resources
-Seat-List of serviceable
-Construction of physical
seat improvement based on school
needs (School fence, GAD
-Books- List of updated CR)
number of books -Implement SBM wins /Solid
Waste Management
-Implement health facilities
-WINS-Status of WINS in and programs
school
Table 25
Number of Classrooms
Enrollment Number of Classroom Average
School Year Functional used in Learner-
Classroom/s Teaching Classroom Ratio
2020-2021 60 5 4 1:15

2021-2022 54 5 3 1:18

2022-2023 45 5 3 1:15

Source: 2022 Property Custodian’s Report

The table 25 shows that the school has enough classrooms and pupils are placed in an
advantaged area however based on the inventory of all buildings; there are classrooms which
needs minor repair.
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CHATYLOU A. PADILLO
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Learner-Seat Ratio

School Year Learner-Seat Ratio


SY 2019-2020 1:1
SY 2020-2021 1:1
SY 2021-2022 1:1
SY 2022-2023 1:1
Source: District/School Property Custodian’s Report 2022

The table 28 shows the availability of learners’ chair in the school where there is 1:1 ratio
of seat to learners. The school shall sustain the number of ratios through quarterly
maintenance of the chairs/ seats.
The table presents the number of books available where it shows that most of the learning areas from
Grade 1 to Grade 6 is not 1:1 and some learning areas do not have books. The school is on its feet to
request books from the Division Office intended for the school to come up with 1:1 ratio of books.
ICT Packages/ E-classrooms

The school has a non-functional E-classroom but evidently integrating ICT in the B. Non DCP
classrooms because teachers have televisions and personal laptops during the delivery of
their day-to-day lesson which is a contributory factor in achieving 21st century skills. C. Non- DCP Computers
Source
Donated by
Table 29 School Capital Outlay If Others, please specify.
Stakeholder
Status and Usage of ICT Equipment

A. DCP
0 0 0
Status Usage
Status of DCP Package/s Usage No. No. of
No. of
Types Total for Non- Instructional Administrative
No. of
No. of Functional
No. for Non- Instruction Administr Repair Functional
Types Total Functi Printer 0 0 0 0 0 0
Repair Functiona al ative
onal
l Desktop 0 0 0 0 0 0
Server 0 0 0 0 Tablet 0 0 0 0 0 0
Client 0 0 0 0 Source: ICT Inventory Report
Stand-alone PC 0 0 0 0
The table above shows that the school ICT is non-functional since all computers are no
UPS 0 0 0 0
longer functional. This implies that the school shall revitalize the use of E-classroom by
LCD Projector 0 0 0 0
requesting ICT packages to the higher office and provision of 1:1 ICT equipment to all
LCD Screen 0 0 0 0
teachers.
Laptop 1 1 0 0 /
Speaker 0 0 0 0

B. Non DCP
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PILLAR IV – GOVERNANCE
STRATEGIES KEY INTERVENTIONS
Improve and -Internet Connectivity -100% submission of MOOE
modernize Web based liquidation and
internal -Managed school funds other reports
systems and based on WFP and with
processes for a transparency -Payment of mandated bills
responsive and such as Paid Utility
efficient Workers monthly, Paid
financial Electrical and Water Bills
resource monthly, paying internet
management bills monthly, paying fidelity
fund annually

-On time submission of the


Quarterly school MOOE
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PILLAR IV – GOVERNANCE
STRATEGIES KEY INTERVENTIONS
Generated Deed of Donation -Strengthen active collaboration
school Generate support with key stakeholders
funds/resource from the -Organize School Organization
s and stakeholders with terms of Reference on SGC,
partnership in Alumni/GPTA/ BAC/TWG
cooperation Portfolio Day/GPTA Meeting
with the -Conduct Quarterly Portfolio
stakeholders Day/GPTA Meeting
-Conduct programs/projects to
parents and other stakeholders
such as Orientation on Literacy,
CPP, GAD
-Implement school rewards system
to recognize and motivate
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SCHOOL
ACTIVITIES
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TEACHER’S DAY
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TREES A CHRISTMAS
GIFT FOR THE
CHILDREN
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CHRISTMAS
PARTY 2023
Batch 2022-2023 Graduates
"You gain strength, courage,
and confidence by every
experience in which you really
stop to look fear in the face.
You must do the thing you
think you cannot do.“
- Eleanor Roosevelt
Thank
You !

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