MONITORING REPORTJanuary 20 – 29, 2015

No. of Schools Monitored:Elementary – 20Secondary – 19Total – 39

STRENGTHS:

37 out of 39 schools visited have a definite schedule for NAT review, almost all of them started January, after class hours in the afternoon.

There are enough review materials in all of the schools visited. i.e., commercial reviewer, teacher-made, unified and previous NAT materials.

Budget of work in the five learning areas is evident.

Teachers are very much willing to take part in the review sessions.

School- community partnership is very strong in 34 schools as evident by the support given to teachers especially during Saturday review sessions.

25 out of 39 schools maximized their Focus Friday Activities for NAT review.

18 out of 20 elementary schools visited are well structured and clean.

Learner’s materials in Filipino, Math, ESP, English, MAPEH and Mother Tongue are already available.

Test construction of 10 teachers is already K-PUP designed.

There are enough textbooks in English and Filipino in 34 out of 39 schools visited.

Lesson Plans and Learning Competencies of 20 teachers jive and are on time for the grading period.

37 of the school heads/department heads regularly checked the LP and the different forms of their teachers.

Certificate of Rating in the NAT is not fully utilized by 37 out of the 39 schools visited.

NAT Review does not focus on what the students/pupils really need because 37 schools did not do an analysis of their previous NAT result.

DEVELOPMENTAL AREAS:

There are still 2 schools in the elementary that do not have a regular schedule and there are some who integrate their review in the regular class at least five minutes before the lesson.

Unified tests are not treated as periodical tests because some skills in particular grading period are not covered, hence, unified tests are used as reviewer or summative test.

37 teachers do not design their test as to 60%-easy/30%-average/10%-difficult as specified in DepEd Order No. 33 s.2004.

There are 3 schools with special programs but the curriculum used is that of the regular. (sped, headstart)

Attendance is a problem especially in the secondary schools. 40% of the students do not attend review classes as reported by the teachers.

Reading comprehension both in the elementary and secondary is very low.

High(60%) percentage of pupils who are non-readers is very evident.

90% of the Grade 6 students do not know how to write paragraph.

Problem solving skills of teachers in practical questions is poor.

Attitude of students in taking the test seems to be a problem in most schools. They tend to take it for granted instead of taking it seriously.

Transfer of school heads from time to time is a factor that affects the performance of the school.

No clear program regarding NAT in the early stage of school days.

13 of the 19 classrooms in the secondary schools are not well structured and sometimes are not well illuminated and ventilated.

There are 15 teachers who do not follow the budget of work, especially in the secondary. Most of the time, the whole week of the Periodical exam is consumed in review, checking and item analysis of the test.

90% of the teachers both in the elementary and secondary level do not write the number of school days in the different school forms that they are accomplishing (Form 137 & Form 138). School heads do not require them to do it.

SUGGESTIONS/RECOMMENDATIONS:

Prepare and administer Mock NAT to all schools both in the elementary and secondary.

Connect with stakeholders for the free NAT meal, medical, dental, eye and ear check-up. Provisions for free transportation may also be considered for those who are residing in far places. Look for sponsors for free pencils and practice sheets (answer sheets) to augment the MOOE.

There should be constant monitoring of school heads, supervisors and other instructional leaders not just on NAT preparation but more so during instruction.

Strengthen pupils and teachers’ attendance. Time on task shall be strictly imposed. Discourage vacation leave/travel abroad during the opening and closing of the school year.

Conduct inventory of learner’s materials and textbooks and change the obsolete ones.

Moratorium on the conduct of inset, seminars, trainings, workshops, frequent meetings from January to March. Focus on instruction. Do not disturb the teachers.

Provide more reading materials in English and Filipino to Grade 3 pupils. Give them opportunities in the classroom to communicate using Filipino and English languages.

Proposed for the abolition of the Unified Test this coming school year.

Start the NAT prayer in every class everyday so that teachers, students and leaders will ensure the integrity of the test.

Seek the help of the master teachers/department heads in the preparation of test items in the mock NAT.

Reiterate the implementation of School Programs such as: Monthly Oral Reading Test, Oral and Silent Reading program, Project DEAR(Drop Everything and Read) and School Feeding Program.

Encourage the teachers to improve the use of Daily Lesson Log (DLL) by including the number of students w/ and without mastery and indicating their plan activities for those students.

Strict compliance to “no read no pass “policy in Grade 3. Interventions should be done.

Teachers must focus on remedial reading rather than NAT review in Grade 3 if a lot of their students have difficulty in reading.

Close monitoring among students who are always absent. Interventions should be done to cover the lessons they’ve missed. Provide modules or tutor the students for free.

Identify the pupils needing help and focus on their needs rather than combining them with the rest of the class during the review session.

Ask the master teachers to come up with modules to help those who are always absent to cope with the lessons they have missed.

Encourage the teachers to conduct home visitation for regular absentees.

Provide enhancement activities at home to make sure that all the skills in the 4th grading will be mastered by the students/pupils before the NAT.

Evaluate the status of the students who will take the NAT and brainstorm on the most applicable and effective plan to address their needs. This should be done before scheduling the review.

MONITORING TEAM

CAROLINA S. VIOLETA, Ed.D.OIC-ASDS/CHIEF CID

Team 1:Jacqueline C. TuazonJeolfa G. Reyes

Team 2:Ilynne SJ. SamonteMinerva P. Rillo

Team 3:Mila D. CalmaSocorro A. Sacdalan

Team 4:Evelyn V. MendozaElma P. Dizon

Team 5:Milagros M. PeñaflorFrancisco B. Bautista

Team 6:Maria Teresa C. PerezRonie S. Mendoza

Team 7:Romeo M. LayugModesta B. Abrantes

Team 8:Jerry B. DiwaArlene S. Carlos

Team 9:Diomedes G. AgradoTeresita A. Ordiales

Team 10:Frederick Y. SimbolRodger R. De Padua