SCHOOL MONITORING, EVALUATION AND ADJUSTMENT (SMEA)-QUARTER 2
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The bar chart presents the number of enrolled learners across grade levels from Kindergarten to Grade 6. Enrollment begins at 23 learners in Kindergarten and gradually increases through Grade 1 (24) and Grade 2 (25), reaching its highest point in Grade 3 with 26 learners. However, there is a noticeable decline in Grade 4, where enrollment drops to 22—the lowest among all levels. This decline may be attributed to several school-related and socio-economic issues. Factors such as poverty and low family income can hinder continued schooling, as families may struggle to provide for basic educational needs. The transfer of residence, often due to migration or unstable housing, may also disrupt learners' schooling.
The chart presents the drop-out rate for Grades 1 to 6 at New Visayas Elementary School for School Year 2024–2025. It clearly shows a zero drop-out rate across all grade levels, indicating that no learners left school prematurely during the academic year. This outcome is a strong indicator of the school’s commitment to learner retention and educational success. Strong school leadership and consistent monitoring of learner attendance and performance may have ensured that at-risk students were identified and supported early. The presence of responsive teaching staff and effective classroom management also contributes to a learning environment where students feel valued and motivated.
The chart illustrates the performance metric across grade levels in a school, showing that Grades 1 through 6 have consistently achieved zero failure, while Kindergarten slightly trails behind at 4.5%. This indicates a high level of achievement and consistency in the upper grade levels. The slight dip in Kindergarten performance may be attributed to several factors, including the developmental readiness of younger children, adjustment to formal education, and variability in foundational skills such as literacy and numeracy. Additionally, parental involvement may play a role in shaping early educational outcomes.
The completion rate data shows a high percentage of 95.65%, indicating that most learners successfully completed their education from Grade 1 in SY 2020–2021 to Grade 6 in SY 2024–2025. This strong outcome suggests effective school practices, but several factors may have contributed to this success. These include consistent student attendance, supportive learning environments, qualified teachers, and active parental involvement. However, the slight drop in absolute numbers—from 23 students in Grade 1 to 22 in Grade 6—may reflect student mobility, dropouts due to socioeconomic challenges, or health-related issues. Addressing these factors can help maintain or improve completion rates in future school years.
The chart shows that out of 22 pupils enrolled at the beginning of the school year, all 22 successfully graduated, resulting in a 100% graduation rate. This strong performance may be influenced by factors such as effective pupil retention, quality teaching, supportive school programs, and active parental involvement. A stable and engaging learning environment likely contributed to the full completion of the school year by all pupils.
The chart illustrates retention rates over five school years, with a focus on Grades 2–6 and Grades 1–5. In SY 2024–2025, the retention rate remains high, with approximately 119 pupils retained in Grades 2–6 and 120 in Grades 1–5, resulting in an overall retention percentage of about 100.84%. This slight dip from previous years still reflects strong pupil continuity. Factors influencing this include effective school programs, consistent attendance, community support, and early intervention strategies that help keep pupils engaged and enrolled.
The chart illustrates the performance metric across grade levels in a school, showing that Grades 1 through 6 have consistently achieved zero Repetition, while Kindergarten slightly trails behind at 4.5%. This indicates a high level of achievement and consistency in the upper grade levels. The slight dip in Kindergarten performance may be attributed to several factors, including the developmental readiness of younger children, adjustment to formal education, and variability in foundational skills such as literacy and numeracy. Additionally, parental involvement may play a role in shaping early educational outcomes.
The chart presents the number of Pantawid Pamilya Program(4P's) beneficiaries across grade levels from Kindergarten to Grade 6, categorized by gender. The data shows a fairly balanced distribution, with 37 female and 34 male pupils receiving support, totaling 71 recipients. This reflects the program’s reach in supporting economically disadvantaged families, helping pupils stay in school. Factors influencing this distribution may include household eligibility, community outreach, and school enrollment rates in each grade level.
The CRLA Post Assessment result shows varied reading proficiency levels among pupils in Grades 1 to 3 in Sinibuhanong Bisaya. Most pupils fall under "Reading At Grade Level", especially in Grade 2 (15 pupils) and Grade 1 (12 pupils), indicating strong foundational reading skills. Grade 3 has a notable number of pupils in the "Transitioning Reader" category (13), suggesting they are close to full proficiency. However, a few pupils remain in "Low" and "High Emerging Reader" levels, particularly in Grade 2 and Grade 1. These results may be influenced by effective implementation of reading program, access to reading materials, home literacy support, and language exposure. Strengthening early reading interventions and parental engagement could help improve outcomes further.
The chart shows that from Grade 1 to Grade 6, all pupils achieved a 100% promotion rate, indicating that every pupil advanced to the next grade level. Kindergarten had a slightly lower promotion rate of 95.65%, with 23 enrolled and 22 promoted. This high overall performance suggests effective teaching and support systems. The slight drop in Kindergarten may be due to early learning challenges, readiness issues, or attendance concerns typical at the entry level.
The chart on proficiency levels shows that the majority of pupils performed well, with 56 achieving “Satisfactory”, 54 “Very Satisfactory”, and 28 reaching “Outstanding”. Only 5 pupils fell under “Fairly Satisfactory”, and none were in the lowest category. This indicates strong overall academic performance. Contributing factors may include effective teaching strategies, availability of learning resources, regular assessments, and supportive home environments that reinforce learning.
The chart on nutritional status shows that the vast majority of pupils from Kindergarten to Grade 6 fall under the "Normal" (N) category, indicating generally healthy nutrition levels. Only two pupils—one in Grade 1 and one in Grade 3—are classified as "Wasted" (W), and there are no cases of Severely Wasted (SW), Overweight (Ov), or Obese (Ob). This suggests effective health and feeding programs in the school. Factors contributing to this positive status may include school-based feeding initiatives, parental awareness, and community health support.
The pie chart titled "Source of Fund" shows that the majority of the school's financial resources come from MOOE (86.6%), indicating strong reliance on government operational funding. Smaller contributions come from LGU (7.3%), PTA Fund (2.3%), IGP (2.0%), and Canteen Fund (1.7%). This distribution suggests limited local and internal income sources, which may affect flexibility in school projects and improvements. Factors influencing this include government budget allocations, community financial capacity, and school-based fundraising efforts.
Throughout the school year, the school implemented a range of initiatives that significantly improved both teaching quality and learner outcomes. Teachers received technical assistance, attended training and SLAC on teaching strategies and classroom management, which enhanced instructional delivery. The school maintained a safe and inclusive environment, with no reported cases of bullying, abuse, or harassment. To support learner interests, a sports club was organized, and programs like WINS (Water, Sanitation, and Hygiene in Schools) and ESWM (Ecological Solid Waste Management) were actively implemented, promoting health and environmental awareness. Strong collaboration with SGC, PTA, alumni, religious sectors, and the community supported the successful execution of school programs and activities. Infrastructure also improved, with enhancements to the perimeter fence, gates 1 and 2, handwashing facilities, and the school water system, contributing to a safer and more conducive learning environment.
The school demonstrated a strong commitment to literacy through the implementation of the Reading Program, particularly Project SCARF (Strategy in Creating Ability in Reading Foundation). This initiative, along with Reading Interventions and the Learning Remediation Program (LRP), significantly supported struggling readers and helped improve overall reading proficiency. These efforts, combined with teacher training, community support, and a safe, inclusive environment, contributed to better learner outcomes and a more effective learning environment.
New Visayas Elementary School continues to face significant challenges that impact key educational indicators such as promotion rate, drop-out rate, graduation rate, enrolment, proficiency level, source of fund, and the reading ability of learners. These issues are largely influenced by the socio-economic conditions of families in the community. Many parents live below the poverty line, with irregular or seasonal income from farming, labor, or small-scale vending, making it difficult to support their children's education. The lack of stable livelihood often results in food insecurity, leading to malnutrition among learners, which in turn affects their concentration, class performance, and attendance. Some children go to school hungry or without proper materials, while others are frequently absent or drop out to help with household responsibilities.
Distance is another pressing concern, especially for learners living in far-flung areas. The long and sometimes unsafe travel to school discourages regular attendance, particularly during harsh weather conditions. Moreover, families frequently transfer residences due to unstable employment or housing, causing learners to miss out on lessons or even permanently leave the school. These factors contribute to a decline in enrolment, reduced promotion and graduation rates, and a rise in repetition. Reading levels, based on CRLA and PHIL-IRI assessments in both English and Filipino, show many pupils performing below grade level, largely due to limited parental involvement, minimal access to reading materials at home, and lack of continuity in learning caused by transfers or absenteeism.
The school also struggles with limited funding, which restricts the implementation of needed interventions such as school-based feeding, reading recovery programs, or home visitation efforts. While there is some support from the local government and stakeholders, it remains insufficient to address the growing needs of disadvantaged learners. Given these challenges, the school recommends strengthening feeding programs, increasing assistance to low-income families through linkages with DSWD and 4Ps, improving access for remote learners via transportation or mobile learning alternatives, and reinforcing community-based interventions such as home visits and parent involvement sessions. Enhancing stakeholder partnerships and mobilizing additional resources from alumni, NGOs, and local businesses is also essential. With collective support and targeted interventions, New Visayas Elementary School can work towards improving educational outcomes and ensuring that every learner has the opportunity to succeed despite the socioeconomic barriers they face.
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