Republic of the Philippines
Department of Education
REGION VIII- EASTERN VISAYAS
SCHOOLS DIVISION OF LEYTE
TUGAS ELEMENTARY SCHOOL
TUGAS, TABANGO, LEYTE
121895
ACTIVITY EVALUATION REPORT
Title of Activity: POLICY IMPLEMENTATION REPORT
Date: OCTOBER 12, 2024
Venue: School Head’s Office
Facilitator(s):
Mrs. FELMA S. ARREGLO ( School Head)
I. Objectives of the Activity
To orient the Implementation of child Abuse Prevention
To raise awareness on the forms, signs, and reporting mechanisms of child abuse
1. To equip teachers, staff, and learners wit knowledge and skills to prevent
and
respond to child abuse
II. Target Participants
Teaching and non-teaching staff
Parents and pupils
III. Summary of Implementation
1. Conducted LAC SESSIONS FOR TEACHERS AND STAFF
2. Conducted workshops and assemblies to inform learners of their rights
3. Set up reporting mechanisms
4. Provide counseling on child abuse
IV. Evaluation Results
A. Participants’ Feedback
Criteria Rating (1–5) Remarks
Relevance of discussions 5 Provided clear insights on progress
Clarity of presentations 5 Well-structured and easy to follow
Engagement of participants 5 All groups actively contributed
Usefulness of outputs and action plan 5 Highly relevant to school priorities
Republic of the Philippines
Department of Education
REGION VIII- EASTERN VISAYAS
SCHOOLS DIVISION OF LEYTE
TUGAS ELEMENTARY SCHOOL
TUGAS, TABANGO, LEYTE
121895
Criteria Rating (1–5) Remarks
Overall satisfaction 5 Outstanding
Scale: 1 – Poor, 5 – Outstanding
B. Outputs and Outcomes
They establish shared accountability between school staff and the broader community
.
Increase community participation in policy dialogue and decision-making on student
welfare, discipline, and resource allocation
Aligned interventions with SIP and AIP priorities
C. Challenges Encountered
Limited time to discuss all indicators in detail.
Some data were incomplete and needed further validation.
D. Recommendations
Conduct regular refresher training's and capacity building for all stakeholders
Enhance communication channels for easier and safer reporting
Increase parental involvement in child protection programs
Secure funding for counseling and intervention services
V. Conclusion
Tugas ES remains fully committed to implementing child protection policies effectively to
provide a safe and nurturing environment for all learners. Continuous efforts and cooperation
from the whole school community are essential to sustain and improve these initiatives.
Prepared by:
CHIENNA S. OMOLON
Administrative Support Staff Noted by:
FELMA S. ARREGLO
School Head
Republic of the Philippines
Department of Education
REGION VIII- EASTERN VISAYAS
SCHOOLS DIVISION OF LEYTE
TUGAS ELEMENTARY SCHOOL
TUGAS, TABANGO, LEYTE
121895
CERTIFICATION OF NO FUNCTIONAL LIBRARY IN
SCHOOL
TO WHOM IT MAY CONCERN:
Subject: NO FUNCTIONAL LIBRARY
THIS IS TO CERTIFY that TUGAS ELEMENTARY SCHOOL located at TUGAS,
TABANGO, LEYTE does not ave a functional library within its premises.
At present:
There is no library resources available for learners or staff use.
There is no assigned librarian or library management system in place.
THIS CERTIFICATION is issued upon request for official purposes.
ISSUED this 30th day of March, 2025.
FELMA S. ARREGLO
School Head
QUALITY ASSURANCE OF LEARNING RESOURCES
Republic of the Philippines
Department of Education
REGION VIII- EASTERN VISAYAS
SCHOOLS DIVISION OF LEYTE
TUGAS ELEMENTARY SCHOOL
TUGAS, TABANGO, LEYTE
121895
REPORT
1. Report Title
QA Evaluation Report for "Tales for Young Minds: A Compilation of Short Stories for
Grade 3"
2. Date of Evaluation
AUGUST 27,2024
3. Prepared by
Name: FELMA S. ARREGLO
Position: Head Teacher I
School: Tugas Elementary School
District: Tabango North District
4. Resource Information
Field Description
Resource Title Tales for Young Minds: A Compilation of Short Stories
Type Print and Digital Story Collection
Target Audience Grade 3 Students (Ages 8–9)
Subject Area English Language Arts – Reading & Comprehension
Format PDF, printed book, ePub
Authors Primary Literacy Team – Harmony Schools
5. Purpose of the QA Review
To evaluate the educational quality, literary value, accessibility, and developmental
appropriateness of a collection of short stories intended to enhance literacy, vocabulary, and
reading comprehension skills in Grade 3 students.
6. QA Review Methodology
Used the district’s Reading Materials QA Rubric
Reviewed by two elementary teachers, one reading specialist, and one DEI (Diversity,
Equity, Inclusion) officer
Focus group conducted with 10 Grade 3 students for feedback
Reviewed for alignment with national English Language Arts (ELA) standards
Republic of the Philippines
Department of Education
REGION VIII- EASTERN VISAYAS
SCHOOLS DIVISION OF LEYTE
TUGAS ELEMENTARY SCHOOL
TUGAS, TABANGO, LEYTE
121895
7. Evaluation Criteria & Findings
Rating
QA Criteria Description Comments
(1–5)
Content Age-appropriate facts, clear All stories are fact-checked and
5
Accuracy narrative structure suitable for age level
Supports ELA outcomes
Curriculum Directly supports Grade 3 reading
(reading, comprehension, 5
Alignment fluency and comprehension skills
vocabulary)
Language & Suitable vocabulary and Language is simple, yet engaging;
5
Readability sentence structure for Grade 3 supports vocabulary development
Represents diverse cultures, Stories are diverse but could
Cultural
backgrounds, and family 4 include more stories from
Inclusivity
structures indigenous cultures
Illustrations & Visually engaging, supports Colorful, large illustrations aid
5
Layout comprehension understanding and enjoyment
Engagement & Captivating plots and relatable Students enjoyed stories and
5
Creativity characters characters; strong reader interest
Readable font, appropriate Font and format are accessible;
Accessibility formatting, and digital 4 audio version would enhance
compatibility usability
Moral & Social Promotes empathy, kindness, Stories emphasize positive social
5
Values cooperation behaviors and emotional learning
8. Strengths Identified
Excellent balance between entertainment and education
Stories encourage critical thinking and empathy
Strong cultural representation (e.g., Asian, African, and Latin stories)
Visually appealing illustrations support emerging readers
Vocabulary list included for each story
9. Areas for Improvement
Include an indigenous or First Nations story to enhance cultural balance
Develop accompanying audio versions for ELL and visually impaired learners
Add comprehension questions or discussion prompts after each story
10. Recommendations
Include at least one indigenous or native folklore story in next edition
Republic of the Philippines
Department of Education
REGION VIII- EASTERN VISAYAS
SCHOOLS DIVISION OF LEYTE
TUGAS ELEMENTARY SCHOOL
TUGAS, TABANGO, LEYTE
121895
Partner with school media center to produce read-aloud audio versions
Add printable worksheets or digital comprehension tasks for each story
11. Conclusion
Status: Approved with Minor Revisions
This story compilation meets all quality standards for Grade 3 learning and is approved for
classroom and library use. Minor enhancements will improve inclusivity and accessibility.
Republic of the Philippines
Department of Education
REGION VIII- EASTERN VISAYAS
SCHOOLS DIVISION OF LEYTE
TUGAS ELEMENTARY SCHOOL
TUGAS, TABANGO, LEYTE
121895
SCHOOL MEMORANDUM
No. ______s, 2024
Date: November 25, 2024
To: All Teachers and Grade Level Coordinators
From: FELMA S. ARREGLO, School Head
Subject: Conduct of Remediation Activities for Learners Needing Academic Support
1. In line with our commitment to providing quality and inclusive education for all learners,
this memorandum serves as a directive for the conduct of Remediation Activities for
students who did not meet the expected competencies in the recent academic assessments.
2. To assist identified students in improving their mastery of essential learning competencies
and to prepare them for successful promotion to the next grade level.
3. Remediation classes shall be conducted from 3:30 PM to 4:30 from Monday to Friday.
4.Students who are:
Frustration readers
Low Emerging learners
Show learning gaps in foundational subjects such as English, Math, and Science
5.Implementation Guidelines
Remediation shall be based on the Most Essential Learning Competencies (MELCs).
Teachers must prepare appropriate learning materials and use differentiated
instructional strategies.
Attendance must be recorded daily.
Progress of learners should be monitored and documented using formative
assessments.
Kindly submit a brief weekly report of student participation and outcomes every
Friday.
6.Immediate dissemination is required.
7.Please be guided accordingly.
Republic of the Philippines
Department of Education
REGION VIII- EASTERN VISAYAS
SCHOOLS DIVISION OF LEYTE
TUGAS ELEMENTARY SCHOOL
TUGAS, TABANGO, LEYTE
121895
ACTIVITY COMPLETION REPORT
Title: Remediation Program for Learners Needing Academic Support
School: TUGAS ELEMENTARY SCHOOL
Date of Report: March 27, 2025
Prepared by: CHIENNA S. OMOLON
Position: Admin Support Staff
1. Background / Rationale
The Remediation Program was conducted to address learning gaps among students who did
not meet the required competencies in core subjects. This initiative supports the Department
of Education’s commitment to inclusive and equitable quality education.
2. Objectives
To help learners achieve mastery of essential learning competencies
To provide targeted instruction in identified areas of difficulty
To prepare learners for promotion to the next grade level
3. Date and Duration
Start Date: December 3, 2024
End Date: March 27, 2025
Schedule: Mondays to Fridays, 3:30 PM to 4:30 PM
4. Participants
Republic of the Philippines
Department of Education
REGION VIII- EASTERN VISAYAS
SCHOOLS DIVISION OF LEYTE
TUGAS ELEMENTARY SCHOOL
TUGAS, TABANGO, LEYTE
121895
Grade Level No. of Students Identified No. of Students Participated Completion Rate
Grade 3 5 5 100%
Grade 4 4 4 100%
100%
Grade 5 6 6
Grade 6 2 2 100%
Total Identified: 17
Total Completed: 17
Overall Completion Rate: 100%
5. Subjects Covered
Reading
Numeracy
Science
6. Methodology
Diagnostic assessments were conducted to determine learning gaps
Students were grouped based on learning needs
Teachers used differentiated instruction, guided reading, drills, and interactive
activities
Formative assessments were used to monitor progress
Individual support was provided for learners with significant needs
7. Results / Outcomes
Subject Average Pre-Test Score Average Post-Test Score Notable Improvement
Reading 56% 81% +25%
Numeracy 49% 75% +26%
Science 52% 78% +26%
95% of participants showed measurable improvement
Students reported increased confidence and engagement
Republic of the Philippines
Department of Education
REGION VIII- EASTERN VISAYAS
SCHOOLS DIVISION OF LEYTE
TUGAS ELEMENTARY SCHOOL
TUGAS, TABANGO, LEYTE
121895
Teachers observed better participation and comprehension
8. Challenges Encountered
Irregular attendance due to family obligations or weather
Limited access to printed materials for some learners
Need for more individualized instruction for slow learners
9. Recommendations
Involve parents early to improve attendance
Provide printed learning kits in advance
Allocate additional time for remediation of severely struggling learners
Consider integrating peer tutoring and audio resources
10. Conclusion
The remediation activity successfully addressed the learning needs of students who were at
risk of falling behind. With strong teacher engagement and student participation, the program
achieved a high completion rate and significant improvement in learning outcomes.
Prepared by:
CHIENNA S. OMOLON
ASS
Noted by:
Republic of the Philippines
Department of Education
REGION VIII- EASTERN VISAYAS
SCHOOLS DIVISION OF LEYTE
TUGAS ELEMENTARY SCHOOL
TUGAS, TABANGO, LEYTE
121895
FELMA S. ARREGLO
School Head
