PROJECT MONITORING REPORT FORM

Scheduled Dates of Monitoring

Mid-year: August 2024 Year-end: April 2025

Issues / Signatur
Name of Project Date Accomplish Problems / Recommendati e of SPT
Project Objectives of ments / Challenges ons / Action and
and Targets Monit Status to Points Project
oring Date Team
Leader
1. Project To monitor and Augu Under Sta. Maria A. Implement
SCD (Strong evaluate bullying st Project SCD Elementary School Comprehensi
Character incidents in 2024 (Strong recorded 73 ve Anti-
Development) school through Character bullying victims in Bullying
quarterly Developme one school year, Programs
reporting, aiming nt), Sta. which presents a Introduce
to reduce cases Maria serious concern for school-wide
and promote a Elementary student safety and campaigns
safer School overall well-being. and
environment. For conducted Both physical classroom-
School Year regular bullying, such as based lessons
2024–2025, 73 monitoring hitting, slapping, focused on
out of 2,046 and and hair-pulling, preventing
pupils (3.56%) evaluation and verbal bullying,
were reportedly of bullying bullying, like name- promoting
involved in cases calling, rumor kindness, and
bullying cases. through spreading, and creating a
While complete quarterly verbal insults, were culture of
elimination is reports commonly respect.
challenging, this submitted to reported. These
project strives for the behaviors reflect a B. Integrate
continuous Guidance deeper issue of Social-
improvement in Office. A emotional Emotional
building strong total of 73 immaturity among Learning
character and cases were pupils, who often (SEL) in the
fostering respect recorded for struggle to manage Curriculum
among pupils. School Year their emotions and Incorporate
2024–2025, resolve conflicts activities that
representin appropriately. teach
g 3.56% of Many students emotional
the 2,046 respond to regulation,
enrolled humiliation or empathy,
pupils. conflict with conflict
Reports aggression due to resolution, and
identified underdeveloped responsible
common decision-making decision-
forms of and social skills. making into
physical This situation daily
bullying— highlights the classroom
such as urgent need for instruction.
punching, structured
slapping, intervention C. Conduct
kicking, programs that Regular
hair-pulling, focus on emotional Guidance
and hitting regulation, Sessions and
—as well as empathy, and Peer
verbal respectful Counseling
bullying, communication to Hold monthly
including promote a safer group
gossiping, and more guidance
name- supportive school sessions and
calling, and environment. establish a
verbal peer support
insults. system to help
Emotional pupils express
immaturity their feelings
and poor and
conflict- experiences in
resolution a safe
skills were environment.
recognized
as major D. Train
contributing Teachers and
factors. The Staff on
findings Bullying
raised Intervention
awareness Provide
among professional
teachers development
and staff on how to
and guided recognize,
the planning address, and
of prevent
character- bullying, as
building and well as how to
emotional foster
regulation emotionally
programs. supportive
These classrooms.
results now
serve as the E. Establish
baseline for Clear
measuring Reporting
the impact and
of future Response
intervention Protocols
s. Create a
structured
process for
 reporting
bullying
incidents,
ensuring
timely
investigation,
appropriate
consequences
, and support
for both
victims and
offenders.

F. Engage
Parents and
Guardians
Conduct
parent
orientations
and seminars
to involve
families in
promoting
positive
behavior and
monitoring
their children's
emotional and
social
development.

G. Monitor
and Evaluate
Progress
Track bullying
incidents each
quarter to
assess the
effectiveness
of
interventions
and adjust
strategies as
needed for
continuous
improvement.
2. Marians Project Marians Septe Project The Marians A. Increase
LEADS LEADS aims to mber Marians LEADS program Resource
(Marians enhance reading 2024 LEADS faces several Allocation
Literacy fluency and include challenges, Seek
Empowermen comprehension significant including limited additional
t through among Key progress in resources to funding
Adaptation of Stages 1 and 2 improving sustain activities through
Different pupils by reading like book donation grants,
Strategies) fostering a fluency and drives and partnerships
strong culture of comprehens community reading with local
literacy through ion among corners. Engaging businesses, or
collaboration Key Stage 1 parents and crowdfunding
among parents, and 2 pupils teachers to sustain
teachers, and through consistently in book donation
the wider diverse training sessions drives and
community. The instructional and literacy community
project also strategies. activities can be reading
focuses on Students difficult, as can corners.
developing showed ensuring sufficient Organize
students’ digital measurable time within the fundraising
literacy skills to improvemen school schedule events to
equip them for ts in reading for reading engage the
future academic fluency, with workshops and community in
and professional digital challenges. supporting
environments. storytelling Technological literacy
Additionally, it apps barriers, such as initiatives.
seeks to enhancing lack of access to
strengthen their devices or digital B. Enhance
critical thinking, comprehens literacy skills, may Parental and
communication ion and hinder successful Teacher
abilities, and critical integration of Engagement
positive attitudes thinking technology. Develop
through literacy- skills. Additionally, flexible
based Parental measuring the training
empowerment. involvement program's impact schedules for
To achieve these has been and maintaining parents and
goals, the project successfully student motivation teachers to
will focus on increased, in literacy accommodate
three main with initiatives may different time
objectives: workshops pose challenges. commitments.
improving and Inconsistent Use digital
reading fluency resources parental platforms (e.g.
through diverse provided to involvement and Webinars,
instructional support the need for online
strategies; literacy continuous teacher resources) to
enhancing activities at training further allow remote
comprehension home. complicate the participation in
and critical Collaboratio program's training and
thinking through n among effectiveness. literacy
the use of digital parents, Finally, securing activities.
storytelling teachers, long-term C. Integrate
applications; and and the community support Literacy
promoting active community and program Activities into
parental has been sustainability Daily
involvement in strengthene remains a key Curriculum
literacy activities d, creating a concern. Ensure that
to support unified effort reading
learning at to promote workshops,
home. The literacy. challenges,
expected Additionally, and other
outcomes the project literacy
include improved has activities are
reading fluency effectively seamlessly
and integrated incorporated
comprehension, digital into the school
stronger literacy, schedule
partnerships equipping without
between students overwhelming
stakeholders in with the teachers.
promoting skills Explore
literacy, needed for options for
enhanced digital future after-school
literacy, and the academic programs or
development of and extra-
essential life professional curricular
skills among environment literacy
learners. s. Students initiatives to
demonstrat extend
ed growth in learning
critical opportunities.
thinking,
communicat D. Track
ion, and Program
positive Impact and
attitudes Adjust
toward Accordingly
learning, as Implement
evidenced regular
by feedback assessments
and regular to measure
assessment student
s. These progress in
accomplish literacy and
ments gather
highlight the feedback from
project's parents and
success in teachers. Use
fostering a this data to
culture of adjust
literacy and strategies and
empowering ensure that
students activities are
with effective and
essential life engaging.
skills.
E. Foster
Consistent
Parental
Involvement
Create more
accessible
avenues for
parental
involvement,
such as
providing
reading
materials or
simple
activities that
can be done
at home.
Organize
community
events that
celebrate
literacy and
encourage
ongoing
support from
parents.

F.
Continuous
Professional
Development
for Teachers
Provide
ongoing
training for
teachers on
the latest
literacy
strategies,
technology
tools, and
ways to
motivate
students.
Encourage a
collaborative
approach
where
teachers can
 share best
practices and
support each
other.

G.
Strengthen
Community
Support and
Sustainability
Build stronger
partnerships
with local
businesses,
community
organizations,
and alumni to
create a
network of
support for the
program.
Develop a
long-term
sustainability
plan, including
strategies for
continued
funding and
community
engagement.

3. PROJECT The objective of Janua The T3M A. Limited A. Increase

T3M Project T3M is to ry Project has Availability of Availability of
(Teaching improve the 2025 made Manipulative Manipulative
Mathematics numeracy skills significant Materials: Materials: To
using of Grade 1 to 6 progress in There may be address the
Manipulative pupils at Sta. improving insufficient shortage of
Materials) Maria the manipulatives for manipulatives,
Elementary numeracy all students, seek
School by skills of limiting the ability additional
integrating Grade 1 to to provide hands- funding or
hands-on 6 pupils at on learning organize
manipulative Sta. Maria experiences donation
materials into Elementary consistently. This drives to
mathematics School shortage can ensure that
instruction. The through the prevent full each student
project aims to integration participation in has access to
enhance of activities that could the necessary
students’ manipulativ help improve materials.
understanding of e materials understanding. Schools can
fundamental into math also explore
math concepts, instruction. B. Inconsistent cost-effective
including basic Various Teacher or homemade
arithmetic proven Familiarity and alternatives
operations, strategies Training: that can be
geometry, and have been While some easily
problem-solving, implemente teachers may replicated in
by providing d, including effectively the classroom.
interactive, hands-on integrate
tangible tools activities manipulative B. Provide
that make using materials into their
Ongoing
abstract tangible lessons, others Teacher
concepts more math tools may struggle to Training:
concrete and that have use them Organize
accessible. By made effectively, professional
fostering greater abstract requiring additional
development
engagement and concepts training or support.
workshops
participation, the more This inconsistency and training
project seeks to accessible can lead to uneven sessions for
create a more and application of the teachers to
enjoyable and engaging project’s strategies
ensure they
interactive for students. across classrooms. are well-
learning Teachers equipped to
experience. have been C. Time use
Additionally, equipped Constraints in the manipulative
Project T3M will with Curriculum: materials
offer effective The school’s effectively in
differentiated techniques schedule may not their lessons.
instruction to to use these allow enough time Focus on
meet the diverse materials, for teachers to building
needs of creating a integrate teachers’
students, more manipulative- confidence in
supporting both dynamic based activities using these
struggling and and into the regular tools and
advanced interactive math curriculum. incorporating
learners. The learning This constraint them into
project also aims environment may result in less diverse
to equip teachers . The time spent teaching
with effective project has reinforcing key strategies.
strategies for seen mathematical
utilizing increased concepts through C. Allocate
manipulative student hands-on learning. Specific Time
materials, participation for Hands-On
ensuring a more and D. Student Activities:
dynamic and enthusiasm Engagement Adjust the
effective in math Variability: school
approach to lessons. A Not all students schedule to
teaching math. key may respond allocate
Ultimately, the milestone positively to specific time
project seeks to was the manipulatives. slots for
improve administrati Some students activities that
students' on of a may find them integrate
numeracy skills, post-test, distracting or manipulatives,
build their which will challenging to use, allowing
confidence in help assess which could lead to teachers to
mathematics, the impact disengagement focus on
and enhance of the and affect their concept
their overall project on overall reinforcement
academic students’ understanding of without feeling
performance in mathematic math concepts. rushed. This
the subject. al can ensure
understandi E. Difficulty in that hands-on
ng and Understanding learning
identify Complex becomes a
areas of Concepts: regular and
improvemen There has been an effective part
t. Early increase in the of the math
feedback number of pupils curriculum.
from struggling to
students understand and D. Create
and apply basic Differentiated
teachers mathematical Instruction
indicates concepts, such as for Diverse
greater fractions, decimals,Learners:
confidence and problem- Use
in math solving, which has manipulatives
skills, and contributed to poor in a way that
the use of performance in caters to
manipulativ math. Manipulative varying
es has materials may not learning styles
helped always be and levels.
reinforce sufficient to Teachers
key math address these should
concepts. deeper learning personalize
The results challenges, their approach
from the especially if by offering
post-test will students are not additional
provide fully grasping support to
valuable foundational math students
data to skills. struggling with
evaluate the concepts like
overall F. Maintenance fractions and
success of and Storage of decimals,
the project Materials: while
and guide Proper providing
future maintenance and challenges to
improvemen organization of the advanced
ts. manipulatives can learners to
become a logistical keep them
challenge, engaged.
especially with
large class sizes or E. Address
limited classroom Gaps in
space. Broken or Understandin
missing materials g Complex
could hinder the Concepts:
effectiveness of Since students
the program. have struggled
with concepts
G. Assessment like fractions,
and Monitoring of decimals, and
Progress: problem-
Accurately solving, the
assessing project should
students' progress focus on
and understanding incorporating
through the use of more targeted
manipulatives may activities that
be difficult, break down
particularly for these complex
complex concepts ideas into
that require a smaller,
deeper level of manageable
comprehension. parts. Use
Teachers may visual aids,
struggle to such as
measure the fraction circles
effectiveness of or number
manipulatives in lines, to aid in
improving the
understanding and understanding
application. of these
topics.
H. Resource
Allocation and F. Enhance
Budgeting: Student
The financial cost Engagement
of acquiring and with
maintaining Interactive
manipulatives Materials:
might be an issue, Create
particularly if the interactive and
project lacks engaging
sufficient funding activities that
or if resources are allow students
stretched across to apply
other initiatives. mathematical
concepts in
I. Sustainability of real-world
the Program: scenarios.
Maintaining the Incorporating
sustainability of the games, group
project long-term, work, and
in terms of both technology
financial resources alongside
and teacher manipulatives
professional can help
development, sustain
could pose a student
significant interest and
challenge, improve
especially if participation in
support from math lessons.
external sources is
limited. G. Implement
Regular
J. Inadequate Assessments
Student and
Preparation for Feedback:
Using Use formative
Manipulatives: assessments
Some students to track
may not be familiar students’
with how to use progress with
manipulatives manipulatives.
effectively, which Regular
could slow down quizzes,
the learning observation,
process and and
require additional discussions
instructional time can help
for students to teachers
become identify areas
comfortable with where
the materials. students are
still struggling,
allowing for
timely
interventions.
Additionally,
provide
constructive
feedback to
students to
encourage
growth and
confidence in
math.

H. Focus on
Student
Preparednes
s: Incorporate
introductory
lessons on
how to use
manipulatives
effectively at
the start of the
year to ensure
all students
are
comfortable
with these
tools. This will
help them
engage more
actively in
lessons and
ensure the
materials are
used correctly
for maximum
impact.

I. Strengthen
Parental
Involvement:
Engage
parents in
reinforcing the
use of
manipulatives
at home by
providing them
with simple
math activities
or tools they
can use to
support their
children's
learning.
Regular
communicatio
n with parents
can ensure
that they are
part of their
child’s math
learning
 process, even
outside of
school hours.

J. Plan for
Long-Term
Sustainability
: Work on
securing long-
term funding
or
partnerships
to ensure the
sustainability
of the project.
This could
involve
seeking
grants,
developing
community
partnerships,
or
implementing
fundraising
efforts to
ensure that
manipulative
materials and
teacher
training are
sustained over
time.

4. Project Project TOUCH Janau Project Despite its A.Strengthen

TOUCH: aims to address ary TOUCH has progress, Project Early
Teachers' key challenges 2025 made TOUCH faces Identification
Outreach related to meaningful several challenges Systems
Understandin student retention progress in in implementation. Implement
g Children and dropout its mission One major issue is more
who need prevention by to support the difficulty in structured
Help, focusing on at-risk consistently tools such as
especially building students identifying and checklists,
those supportive through monitoring learner
PARDO’s" - relationships and proactive PARDOs due to tracking forms,
Emphasizes providing teacher large class sizes and regular
the role of comprehensive involvement and limited assessments
teachers in support services. and personnel for to identify
supporting The project targeted individualized PARDOs
students. seeks to reduce intervention follow-ups. (Pupils At Risk
and eliminate s. The Teacher workload of Dropping
school dropout school has is another concern, Out) early and
rates, increase successfully as the additional accurately.
student maintained responsibilities of
participation and a zero mentoring and B.Enhance
retention, dropout outreach may Teacher
empower rate, strain their time Support and
students at risk reflecting and energy, Collaboration
of dropping out, strong potentially affecting Provide time-
and provide retention the quality of bound
community and intervention. mentoring
assistance. To effective Parental duties, team-
achieve these monitoring involvement based support
goals, the project of students remains systems, and
will implement at risk. The inconsistent, regular
various number of making it harder to Learning
strategies. non-readers ensure holistic Action Cell
Teachers will be and non- support for at-risk (LAC)
encouraged to numerates students at home. sessions to
foster strong, has Resource help teachers
positive decreased, limitations—such manage their
relationships with owing to as insufficient outreach tasks
students, acting intensified funding for school without
as mentors and remediation supplies, feeding burnout.
advocates. programs, programs, and
Parental teacher materials for C. Increase
involvement will mentoring, interventions—also Parental
be promoted and hinder the project's Engagement
through regular individualize reach. Additionally, Organize
communication, d support. there is a need for parenting
parent-teacher Additionally, sustained training workshops,
conferences, and there has for teachers to home visits,
school events. been a better equip them and regular
Additionally, notable in addressing communicatio
systems will be increase in diverse learner n through text
established to the needs, especially or school
identify students promotion in reading and memos to
who are rate, numeracy. Lastly, improve family
academically, indicating monitoring the involvement
emotionally, or improved long-term and reinforce
socially academic effectiveness of learning at
struggling, performanc interventions and home.
allowing for early e and maintaining
intervention. consistent student motivation D. Secure
Counseling and student remain ongoing More
guidance engagemen challenges that Resources
services will be t. Teachers require continuous Partner with
provided to have attention. local
address actively government
students' needs participated units, NGOs,
in these areas. in and alumni
Ongoing dropout identifying associations
prevention and to support
training will be supporting feeding
offered to PARDOs programs,
teachers and (Pupils At school
staff to equip Risk of supplies, and
them with best Dropping materials
practices. The Out), needed for
project will also fostering a reading and
foster culture of numeracy
collaboration care, early interventions.
among teachers, intervention,
counselors, and F. Intensify
administrators, academic Remediation
and other encourage Programs
stakeholders to ment. Set dedicated
address student These schedules for
needs accomplish remedial
effectively. Part II ments reading and
of the project will highlight the math using
focus on project's differentiated
providing growing instruction and
essential support impact on peer-assisted
materials, learner learning for
including success struggling
purchasing and school learners.
school supplies completion.
and organizing G. Provide
feeding Continuous
programs for Capacity
students enrolled Building
in the PARDO's Offer ongoing
and Retention training to
Program, as well teachers on
as materials for strategies for
Learning Action handling at-
Cell (LAC) risk learners,
sessions. Finally, mental health
Part III will first aid, and
involve inclusive
monitoring and education
evaluating the practices.
application of
strategies and H. Monitor
the distribution of and Evaluate
school supplies Regularly
and feeding to Develop a
ensure the progress
project’s success monitoring
 and system to
effectiveness. track students’
academic
performance,
attendance,
and
participation,
and adjust
interventions
as needed.

I.Boost
Student
Motivation
Recognize
improvements
through
awards,
praise, and
student-led
activities to
build
confidence
and
encourage
consistent
attendance
and
performance.

5. Be READy To decrease the Janua 100% or Suspension of A. Integrate

Reading number of ry 151 pupils classes due to reading
who are
Intervention struggling 2025 nonreaders natural activity in
program readers during the phenomena all subjects.
1st Q. are B. Strict
now No follow-up implementa
successful reading at home. tion of
readers
literacy and
numeracy
programs
C.
Recognize
learners
showing
remarkable
achieveme
nts
impacting
to school’s
achieveme
 nt of goals
and
targets.
D. Conduct
remedial
reading

6. Project To increase the Janua 51.35% Inflexible parents' Strengthen

ESR involvement and ry accomplish work schedule advocacy
(Engaging great partnership 2025 ed techniques
Stakeholders of pupils, Parents’
in reading) parents, conflicting
teachers, and schedules with
the community in their personal
improving the concerns and
reading skills of daily work
the learners
7. Project IG Janua 100% A. Limited area for A.
(Innovative To strengthen accomplish
ry planting. Implementati
Gulayan) and intensify ed
2025 on of project
the Gulayan sa
B. One hundred IG
Paaralan
fifty-six (156) (innovative
Project (GPP)
underweight Gulayan)
learners from
To lessen the
kindergarten to B. Strengthen
number of
grade 6 collaboration
wasted and
between
severely wasted
parents,
nutritional
teachers, and
statuses of the
other
learners.
stakeholders