https://www.facebook.com/112468203891717/

DepEd Inalig Elementary School - Quezon Province, Atimonan (2026)

13/09/2026

📅 TERM 2 CALENDAR | SY 2026–2027

Please be guided by the important dates and activities for Term 2, from September 16 to December 18, 2026, pursuant to DepEd Order No. 009, s. 2026 and the assessment guidelines under DepEd Order No. 015, s. 2026.

Teachers, parents, and learners are encouraged to take note of the proposed summative-assessment schedules, Term 2 Examinations on December 3–4, and the End-of-Term Block on December 7–18, 2026. School-set dates remain subject to adjustment based on subsequent division, district, or school directives.

Let us work together for an organized, productive, and learner-centered Term 2.

Inalig Elementary School
Learning along the rails, Growing among the trails.

Integrity • Empowerment • Stewardship

10/09/2026

💙💛💛💙

10/09/2026

Mga atletang IES, nanlalaban sa Palarong. Quezon 2026.

09/09/2026

Umaangat tayo!

09/09/2026

THE POWER OF FILIPINO LEARNERS 💪

The remarkable gains of Filipino learners are gaining global recognition. Andreas Schleicher, OECD Director for Education and Skills, highlighted the Philippines as the fastest-improving country in Reading performance.

This recognition affirms the progress we are making—and the potential of Filipino learners to go even further.

Let’s keep the momentum going. 🙌🏻

03/09/2026

IES Athletes Strengthen Skills for Palarong Quezon 2026

The young athletes of Inalig Elementary School continue to demonstrate discipline, determination, and perseverance as they participate in the Atimonan In-House Training held from September 2–6, 2026, at the Atimonan Central Elementary School grounds.

Representing IES are Nathaniel Delos Santos, Alfred Dela Cruz, Nathalie Naparam, and Cristel Casili, who are undergoing intensive athletics training in preparation for Palarong Quezon 2026, scheduled on September 8–12 in Gumaca, Quezon.

During the training, the athletes engage in conditioning exercises and hurdle drills designed to develop their speed, agility, coordination, rhythm, endurance, and confidence. Beyond enhancing their athletic abilities, the activity also teaches them the importance of discipline, patience, teamwork, and responding positively to the guidance of their coaches.

The athletes are guided by Sir Lexter V. Natal and Sir Michael Angelo P. Roja, who both serve as their dedicated coaches and trainers. Sir Roja will also serve as an Assistant Coach in Athletics, while Sir Natal will perform his duties as an officiating official during Palarong Quezon.

Inalig Elementary School, headed by School Head Mary Jane D. Patiño, proudly supports its athletes and coaches as they represent the school and the Atimonan I District. Their journey reflects the school’s commitment to developing learners not only academically but also physically, socially, and emotionally through meaningful participation in sports.

Continue training with courage and determination, young athletes. The entire Inalig ES family is proud of you and wishes you success in Palarong Quezon 2026!

Laban, Inalig! Laban, Atimonan!

03/09/2026

ARAL Day 2 Continues: Turning Learner Data into Responsive Teaching

Inalig Elementary School continued the second day of its Academic Recovery and Accessible Learning (ARAL) intervention activities on September 3, 2026, providing learners with focused support in reading, literacy, and numeracy.

The activity forms part of the Term 1 End-of-Term Block under the newly implemented Three-Term School Calendar. This period provides schools with a dedicated opportunity to conduct academic recovery, remediation, enrichment, learner assessment, and other responsive activities based on the actual needs of learners.

During the sessions, teachers worked closely with learners through one-on-one and small-group instruction. They used guided reading materials, visual aids, targeted exercises, and hands-on learning activities appropriate to the learners’ present levels of understanding.

At the heart of the intervention is the proper use of assessment data. Teachers examined learners’ assessment results, reading levels, demonstrated skills, and least-learned competencies to determine the specific support each child required. These findings guided the selection of learning targets, materials, teaching strategies, and the level of assistance provided during each session.

Instead of giving all learners the same activity, teachers differentiated instruction according to the identified learning gaps. Immediate feedback, guided practice, and continuous monitoring helped determine whether a learner was ready to proceed to the next skill or still needed further reinforcement.

The conduct of the activity is anchored on the following legal and policy bases:

* Republic Act No. 12028, or the Academic Recovery and Accessible Learning (ARAL) Program Act, which institutionalizes free and effective learning interventions for learners who need additional academic support;
* DepEd Order No. 018, s. 2025, or the Implementing Guidelines of the Academic Recovery and Accessible Learning Program, which guides schools in identifying learners, organizing appropriate interventions, and monitoring their progress; and
* DepEd Order No. 009, s. 2026, or the Guidelines on the Implementation of the Three-Term School Calendar in Basic Education, which provides for an End-of-Term Block devoted to academic recovery, enrichment, assessment, and other learner-support activities.

For Inalig Elementary School, data become truly meaningful when they lead to timely and appropriate action. Through the dedication of its teachers, the school continues to ensure that every ARAL session is purposeful, responsive, and centered on helping each learner progress—one skill, one lesson, and one encouraging step at a time.

Learning along the rails, growing among the trails.

02/09/2026

IES Begins Term 1 ARAL Intervention for Identified Learners

Inalig Elementary School is conducting its Term 1 ARAL intervention sessions from September 2–4, 2026, from 8:00 to 10:00 a.m., for identified learners from Kindergarten to Grade 6.

A total of 52 learners across all grade levels were selected for focused academic support based on actual assessment evidence, including results from the Philippine Informal Reading Inventory (Phil-IRI), Comprehensive Rapid Literacy Assessment (CRLA), Rapid Mathematics Assessment (RMA), and classroom assessments of least-learned competencies.

The intervention is not a repetition of regular classroom instruction. Teachers prepare targeted and developmentally appropriate activities based on the learners’ identified needs in foundational literacy, reading, numeracy, and other essential competencies. Through smaller learning groups, teachers can provide closer guidance, immediate feedback, and more opportunities for each learner to practise and strengthen skills requiring further support.

The sessions form part of the school’s Term 1 End-of-Term Block, September 2–15, 2026, pursuant to DepEd Order No. 009, s. 2026, or the Guidelines on the Implementation of the Three-Term School Calendar in Basic Education. Under this calendar, September 2–8 is allotted for ARAL, remediation, and other scheduled school activities involving specifically identified learners.

The initiative is likewise anchored on Republic Act No. 12028, or the Academic Recovery and Accessible Learning Act, and DepEd Order No. 18, s. 2025, which institutionalize accessible, responsive, and evidence-based learning interventions through the ARAL Program.

Parents and guardians are reminded that only the learners whose names appear in the official Kindergarten, KS1, and KS2 ARAL lists—or those personally notified by their advisers—are required to report for the scheduled intervention sessions. Learners who did not receive an advisory are not required to attend during this period.

Following the intervention schedule, the school will conduct the distribution of learner progress or performance reports and the Parent–Teacher Conference on September 9. The Learners’ Wellness Break will be observed from September 10–15, while regular classes and Term 2 will begin on September 16, 2026.

At Inalig ES, assessment results are transformed into purposeful action. By identifying learning gaps early and responding through targeted instruction, the school ensures that learners receive the support they need to move forward with greater confidence and readiness.

Every learner may have a different starting point, but every learner deserves the opportunity to progress.

02/09/2026

Four Inalig ES Athletes Join Atimonan In-House Training for Palarong Quezon 2026

Four athletes from Inalig Elementary School joined the Atimonan In-House Training at Atimonan Central Elementary School (ACES), September 2–6, 2026, in preparation for the Palarong Quezon 2026, which will be held on September 8–12, 2026, in Gumaca, Quezon.

Representing Inalig ES are:

1. Nathaniel Delos Santos
2. Alfred Dela Cruz
3. Nathalie Naparam
4. Cristel Casili

The five-day training brings together qualified athletes from different schools in Atimonan for intensive conditioning, event-specific exercises, team building, and activities designed to strengthen their physical readiness, discipline, confidence, and sportsmanship.

The four Inalig ES athletes were trained and guided by their school coaches, Mr. Lexter V. Natal and Mr. Michael Angelo A. Roja. Through their shared dedication, patience, and consistent preparation, the two coaches helped develop the learners’ athletic skills, discipline, confidence, and readiness for higher-level competition.

During Palarong Quezon, Mr. Natal will serve as an officiating official, contributing his knowledge and experience to the orderly and fair conduct of the provincial meet. Meanwhile, Mr. Roja will serve as an assistant coach in athletics, helping guide and support the Atimonan athletes as they compete in their respective events.

For a small and geographically remote school like Inalig ES, having four athletes qualify for Palarong Quezon—along with two teachers entrusted with important coaching and officiating responsibilities—is a meaningful achievement and a source of pride for the entire school community. It demonstrates that talent, commitment, and leadership can flourish regardless of a school’s location or size.

OIC–School Head Mary Jane D. Patiño, together with the teachers, parents, and learners of Inalig ES, expresses full support for Nathaniel, Alfred, Nathalie, and Cristel, as well as for Mr. Natal and Mr. Roja, as they represent the school and the municipality of Atimonan.

As they prepare for Gumaca, may they remember that participation in sports is not only about winning medals. It is also about developing discipline, resilience, teamwork, respect, and the courage to give one’s best.

Train with purpose. Officiate with fairness. Coach with dedication. Compete with courage.

From the rails and trails of Inalig to the provincial playing field—carry the pride of Inalig and Atimonan!

02/09/2026

DAY 1 | IES Conducts Data-Driven ARAL Sessions Across Grade Levels

Inalig Elementary School formally opened Day 1 of its ARAL intervention sessions on September 2, 2026, with participating learners receiving focused support across grade levels in reading, literacy, numeracy, and other identified learning competencies.

The activity was conducted during the Term 1 End-of-Term Block, in accordance with DepEd Order No. 009, s. 2026, or the Guidelines on the Implementation of the Three-Term School Calendar in Basic Education. The three-term calendar provides designated periods for assessment, academic intervention, remediation, learner enrichment, and the completion of other essential school activities. (DepEd reference⁠)

The intervention activities were intentionally designed using actual learner data from the Philippine Informal Reading Inventory (Phil-IRI), Comprehensive Rapid Literacy Assessment (CRLA), Rapid Mathematics Assessment (RMA), and classroom assessment results on least-learned competencies.

Rather than giving identical activities to all learners, teachers used these assessment results to identify each child’s specific learning gaps and prepare lessons suited to the learner’s current level and needs. Learners were organized into manageable groups, allowing teachers to provide closer guidance, immediate feedback, and more opportunities for guided and independent practice.

For literacy and reading, the sessions addressed skills identified through Phil-IRI and CRLA, including word recognition, vocabulary, fluency, and comprehension. Numeracy activities were informed by RMA results and focused on foundational mathematical skills requiring reinforcement. Other intervention lessons addressed the least-learned competencies identified through classroom assessments across the different grade levels.

The implementation is likewise anchored on Republic Act No. 12028, or the Academic Recovery and Accessible Learning Act, and DepEd Order No. 18, s. 2025, which provide the policy framework for responsive and evidence-based academic recovery through the ARAL Program.

The first day demonstrated that assessment becomes most meaningful when its results are transformed into appropriate teaching actions. At Inalig ES, learner data are used not simply for recording and reporting, but for determining who needs support, what must be taught, and how instruction can be adjusted to help every learner progress.

Through the commitment of its teachers and the active participation of its learners, Inalig ES continues to make academic recovery more focused, inclusive, and responsive—one learner and one competency at a time.

Assess. Identify. Intervene. Monitor. Help every learner move forward.

DepEd Inalig Elementary School - Quezon Province

13/09/2026

10/09/2026

10/09/2026

09/09/2026

09/09/2026

03/09/2026

03/09/2026

02/09/2026

02/09/2026

02/09/2026

Address

Website

Alerts

Shortcuts

Share

Category

Listing takedown request