ANNEX 1A

SCHOOL-COMMUNITY DATA TEMPLATE

I. COMMUNITY PROFILE/DATA
IDENTIFYING INFORMATION
Name of the Community/Barangay (s): ____________________________________
NOTE: Community basically refers to the barangay where the school is located. If applicable, include the name(s) of other nearby barangay(s) where a
significant number of enrolled children come from.
Municipality: _______________________________
Division: ___________________________________
Region: ____________________________________

A. SOCIAL, DEMOGRAPHIC AND CULTURAL PROFILE

A.1 Population of children [SRC A.1.]

Total Population Number of children NOT in School % of children NOT in School
Age
Boys Girls Total Boys Girls Total Boys Girls Total
3 0 0 #DIV/0! #DIV/0! #DIV/0!
4 0 0 #DIV/0! #DIV/0! #DIV/0!
5 0 0 #DIV/0! #DIV/0! #DIV/0!
6 0 0 #DIV/0! #DIV/0! #DIV/0!
7 0 0 #DIV/0! #DIV/0! #DIV/0!
8 0 0 #DIV/0! #DIV/0! #DIV/0!
9 0 0 #DIV/0! #DIV/0! #DIV/0!
10 0 0 #DIV/0! #DIV/0! #DIV/0!
11 0 0 #DIV/0! #DIV/0! #DIV/0!
12 0 0 #DIV/0! #DIV/0! #DIV/0!
13 0 0 #DIV/0! #DIV/0! #DIV/0!
14 0 0 #DIV/0! #DIV/0! #DIV/0!
15 0 0 #DIV/0! #DIV/0! #DIV/0!
16 0 0 #DIV/0! #DIV/0! #DIV/0!
17 0 0 #DIV/0! #DIV/0! #DIV/0!
18 0 0 #DIV/0! #DIV/0! #DIV/0!
GRAND
TOTAL 0 0 0 0 0 0 #DIV/0! #DIV/0! #DIV/0!

NOTE: Data for the above may be obtained from the Community-Based Management System (CBMS). In case data are not available, a mapping of
children can be done by a team of teachers and/or community volunteers such as the Barangay Service Point Officers (BSPOs).
A.2 CBMS Basic Needs Indicators: Social

Basic Needs Core Indicators Value

Proportion of child deaths aged 0-5 years old

Health
Proportion of women deaths due to pregnancy-related causes
Nutrition Proportion of malnourished children aged 0-5 years old
Proportion of households living in makeshift housing
Shelter
Poportion of households classified as squatters/informal settlers
Proportion of households without access to safe water supply
Water & Sanitation
Proportion of households without access to sanitary toilet facilities
Proportion of children 6-12 yrs old not in elementary school
Basic Education
Proportion of children 13-16 yrs old not in secondary school

A.3 Ethnic groups present in the community:

A.4 Language spoken by the majority:

A.5 Availability of basic social infrastructure and services. Check which of the following are present in the community.
□ Elementary school (□ Public □ Private) □
Clean water supply/ water system
□ Secondary school (□ Public □ Private) □ Public library
□ Day Care Center □ Public playground
□ Community health center/station □ Road/Farm-to-market road
□ Botika sa Barangay □ Transportation. Pls specify: _____________________________________
A.6 Other relevant information. Indicate below any additional information on social, demographic and cultural factors in the community which
impact on children's education.

B. POLITICAL/PEACE AND SECURITY/PEACE AND ORDER

B.1 CBMS Basic Needs Indicator: Peace and Order

Basic Needs Core Indicators Value

Peace and order Proportion of persons who were victims of crime

 ANNEX 1A
B.2 Local mechanisms/structures for peace, security and order
Tick if any of the following are present.
□ Active Barangay Council for the Protection of Children (BCPC) □ Indigenous/local conflict resolution mechanisms
□ Police station □ Other structures. Pls. specify: __________
□ Barangay tanods
B.3 Stakeholder support to education [SRC G.16.]
Percentage of parents/guardians and other stakeholders who attend Co-curricular activities, Extra-curricular activities, Meetings, and Assemblies
Participants and Attendance Total Amount of Contribution

Actual Number Target % Labor * In Kind Cash

Co-Curricular Activities

Extra-curricular Activities

Other Major Activities

* Computed based on the existing minimum daily wage of the locality/province.

B.4 Incidence of crimes and other human-induced hazards

Tick if there are incidences of any of the following in the last 3 years.
SOURCE: Government Elementary/Secondary School Profile (GESP).
□ Armed conflict as a result of organized crime (terrorism, siege, etc.)
□ Crime against school head/s (murder/homicide, physical injury, rape, sexual harassment, etc.)
□ Crime against school property (theft, robbery, arson)
□ Crime against student/s (murder/homicide, physical injury, rape, sexual harassment, etc.)
□ Crime against teacher/s (murder/homicide, physical injury, rape, sexual harassment, etc.)
□ Fire (Electrical wiring failure, etc.)
□ Health Threat (i.e. Dengue, Malaria, Measles, food poisoning, disease outbreak)
□ Oil Spill
□ Security threat as a result of civilian violence (bomb threats, kidnapping threats, hostage taking, shooting, etc.)
□ Structural collapse (as a result of engineering failures)
□ Others. Please specify ______________________
B.5 Other relevant information. Indicate below any additional information on political factors in the community which impact on children's
education.

C. PHYSICAL ENVIRONMENT/ECOLOGIAL PROFILE

C.1 List of local resources/features of the environment that can be used as learning resource/material
[Example: Rice terraces and water falls; other natural resources in the community]

C.2 Incidence of natural disasters

Tick if there are incidences of any of the following in the last 3 years.
SOURCE: Government Elementary/Secondary School Profile (GESP).
□ Drought □ Tropical Cyclones (Storm, Typhoon, Tropical Depression, etc.)
□ Eathquake □ Oil Spill
□ Fire (includes forest fire, fires as consequence of natural □ Tsunami
disasters such as typhoons and earthquakes)
□ Flood □ Volcanic eruption
□ Landslide □ Others. Please specify ______________________
□ Storm surge
C.3 Result of Disaster Incidences
□ School Used as an Evacuation Center

C.4 Other relevant information. Indicate below any additional information on enviornmental/ecological factors in the community which impact on
children's education.
ANNEX 1A
 ANNEX 1A

D. ECONOMIC PROFILE

D.1 CBMS Basic Needs Indicators: Economic

Basic Needs Core Indicators Value

Income Proportion of households with income below poverty threshold

Proportion of households with income below subsistence threshold
Proportion of households which experienced food shortage
Employment Proportion of persons who are unemployed

D.2 Primary or Major Means of Livelihood of the households

□ Agriculture/forestry. Pls. specify the major products: _________________________________________
□ Fishery
□ Manufacturing
□ Mining
□ Services
□ Others
D.3 Child labor practice
Are there children in the community who are employed in any work that (a) is mentally, physically, socially or morally dangerous and harmful to
children, and (b) interferes with their schooling by depriving them of the opportunity to attend school, obliging them to leave school
prematurely, or requiring them to attempt to combine school attendance with excessively long and heavy work?

□ YES Pls. specify:

how many
children; in
what industry,
□ NO activity?

D.4 Other relevant information. Indicate below any additional information on economic factors in the community which impact on children's
education.

E. TECHNOLOGICAL
E.1 Availability of electrical supply: what is the soucrce of electricity?
SOURCE: Government Elementary/Secondary School Profile (GESP).
□Grid supply
□Off-grid supply
□ Solar power
□ Generator
□ Others. Pls specify: _____________________________
□ No source of electricity
E.2 Internet Connectivity
SOURCE: Government Elementary/Secondary School Profile (GESP).
E.1.1 Are there internet service providers in the area?
□ YES □ NO
If Yes, check the appropriate internet service provider/s servicing the area:
□ BAYANTEL □ GLOBE □ SMART □ WIT Global (Satellite)
□ DIGITEL □ PLDT □ SUN □ Others. Pls. specify: ________________
E.1.2 Does the school subscribe to any of the internet service provider/s listed above?
□ YES □ NO

E.1.3 Are there internet café/shops/wifi-enabled stations?

□ YES. Pls. specify: __________________________________________
□ NO.

E.3 Other relevant information. Indicate below any additional information on technological factors in the community which impact on children's
education.
 ANNEX 1A

II. SCHOOL PROFILE/DATA

IDENTIFYING INFORMATION
Name of School: _______________________________________ School ID: ____________________
Address: ______________________________________________
District: ____________________________________ Municipality: _______________________________
Division: ___________________________________ Region: ____________________________________

A. LOCATION, RELATIVE DISTANCE AND TYPE OF SCHOOL

A.1 Location of the school. Tick the applicable description.

□ Along the highway □Near a river or waterway □ On top of a mountain
□ Near the coastline □ By the hillside
A.2 Relative Distance of the School Mode of
Distance in Km Transportation

a. From the Poblacion

b. From the nearest public elementary school
c. From the nearest private elementary school
d. From the nearest public secondary school
e. From the nearest private secondary school
f. From the district office
g. From the division office

A.3 Type of School Primary Elementary

Incomplete Complete Incomplete Complete
Monograde
Multigrade
Combination

B. LEARNING ENVIRONMENT

B.1 Physical Infrastructure

B.1.1 Classrooms and Seats [SRC G.10.; G.12.]
No. of Classrooms Classroom: No. of Seats
Level Total Enroment, Pupil
Seat: Pupil
Current SY In Good For repair/ In Good For repair/ Ratio 2/
Condition rehabilitation Total Ratio 1/ Condition rehabilitation Total

Kindergarten 0 0 #DIV/0! 0 #DIV/0!

Grade 1 0 0 #DIV/0! 0 #DIV/0!
Grade 2 0 0 #DIV/0! 0 #DIV/0!
Grade 3 0 0 #DIV/0! 0 #DIV/0!
Grade 4 0 0 #DIV/0! 0 #DIV/0!
Grade 5 0 0 #DIV/0! 0 #DIV/0!
Grade 6 0 0 #DIV/0! 0 #DIV/0!
TOTAL (KtoG6) 0 0 0 0 #DIV/0! 0 0 0 #DIV/0!
1/ Classroom:pupil ratio = Total enrolment divided by the total number of classrooms
2/ Seat:pupil ratio = Total enrolment divided by the total number of seats

B.1.2 Water, Sanitation and Hygiene (WASH) Facilities

B.1.2.a Water Supply/Source. Tick as appropriate. SOURCE: GESP

□ Local piped water □
Rainwater catchments □ Without available water supply
□ Water well/deep well □ Natural source
 ANNEX 1A
Is the main source of water functional at present?
□ YES □NO
Pls. cite reasons why: ______________________________________________

B.1.2.b Handwashing. Is there space for handwashing?

□ YES If Yes: □
with soap □
without soap
□ NO
B.1.2.c Functional Toilets [SRC G.11.] B.1.2.c Toilet Bowls
Male Female Male Female
Number Ratio3/ Number Ratio3/ Number Ratio4/ Number Ratio4/

3/ Toilet:Pupil Ratio = Total enrolment divided by number of toilets

4/ Toilet Bowl:Pupil Ratio = Total enrolment divided by number of toilet bowls

B.1.3 Textbooks. Indicate number of textbooks per grade level and subject, and the textbook/pupil ratio. [SRC G.13.]
Subject: Subject: Subject: Subject: Subject:
Level
Number Ratio Number Ratio Number Ratio Number Ratio Number Ratio
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
TOTAL 0 0 0 0 0 0 0 0 0 0

B.1.4 Library: No. of books: __________ No. of tables: __________ No. of chairs: __________

Give additional information and qualitative description of the library (lighting, space, other fixtures present, etc.)

B.1.5 Other Learning Facilities/Materials (Example: Computer, science equipment)

Facility/Material Number Qualitative description/condition

C. TEACHERS
C.1 Number of Teachers [SRC G.9.]
No. of Nationally Funded Teachers (Current SY) No. of No. of
Total Enroment, Current Locally Subsidized/
Level SY Funded Volunteer
Teacher:
TOTAL Male Female Pupil Ratio 5/ Teachers Teachers

Kindergarten 0 0 1: #DIV/0!
Grade 1 0 0 1: #DIV/0!
Grade 2 0 0 1: #DIV/0!
Grade 3 0 0 1: #DIV/0!
Grade 4 0 0 1: #DIV/0!
Grade 5 0 0 1: #DIV/0!
Grade 6 0 0 1: #DIV/0!
TOTAL (KtoG6) 0 0 0 0 1: #DIV/0! 0 0
 ANNEX 1A
5/ Teacher:Pupil Ratio = Total enrolment divided by number of nationally-funded teachers.
 ANNEX 1A
C.2 Quality of Teachers
C.2.1 Number of Master Teachers
Assigned
Number Carries Full-Time Class Grade Assigned Part-Time to Assigned Full-Time to
Teaching Load Class Teaching Anxilliary Services
Levels
Master Teacher IV
Master Teacher III
Master Teacher II
Master Teacher I

C.2.2 Number of Teachers meeting the desired competencies based on NCBTS

SY ______ SY ______ SY ______ (Current SY)

No. of No. of No. of

Total No. of Teachers % Total No. Teachers
% Total No. of Teachers %
Teachers meeting the of Teachers meeting the Teachers meeting the
standards standards standards

Kindergarten #DIV/0! #DIV/0! #DIV/0!

Grade 1 #DIV/0! #DIV/0! #DIV/0!
Grade 2 #DIV/0! #DIV/0! #DIV/0!
Grade 3 #DIV/0! #DIV/0! #DIV/0!
Grade 4 #DIV/0! #DIV/0! #DIV/0!
Grade 5 #DIV/0! #DIV/0! #DIV/0!
Grade 6 #DIV/0! #DIV/0! #DIV/0!
TOTAL (KtoG6) 0 0 #DIV/0! 0 0 #DIV/0! 0 0 #DIV/0!

C.2.3 Projects/interventions implemented to improve basic competencies of teachers

YES NO If yes, please describe
a. Does the school have a mechanism for
sustained school-based training (e.g., Learning
Action Cell sessions)?

b. Does the school use the result of the NCBTS-

Teacher's Strength and Needs Assessment as
basis for planning?

C.2.4 If the response to C.2.3.b above is YES,

(a) What were/are the identified top 3 training needs of teachers Current SY?
Current SY: _____
LEVEL
Ist 2nd 3rd
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
 ANNEX 1A
(b) Based on the top 3 training needs mentioned above, how many of the teachers were trained? [SRC G. 14.]
Previous SY ______ Previous SY ______ Current SY ______

Total No. of No. of % of Total No. of No. of % of Total No. of No. of % of Teachers
Teachers Teachers Teachers Teachers Teachers Teachers Teachers Teachers trained
trained trained trained trained trained

Kindergarten #DIV/0! #DIV/0! #DIV/0!

Grade 1 #DIV/0! #DIV/0! #DIV/0!
Grade 2 #DIV/0! #DIV/0! #DIV/0!
Grade 3 #DIV/0! #DIV/0! #DIV/0!
Grade 4 #DIV/0! #DIV/0! #DIV/0!
Grade 5 #DIV/0! #DIV/0! #DIV/0!
Grade 6 #DIV/0! #DIV/0! #DIV/0!
TOTAL (KtoG6) 0 0 #DIV/0! 0 0 #DIV/0! 0 0 #DIV/0!

(c) If the response to question (b) above is NO, cite reasons why teachers were not trained based on identified needs.

(d) What are other interventions implemented to improve competencies of teachers?

D. STATUS OF PRIORITY IMPROVEMENT PROJECTS OR CI PROJECTS [SRC G.18.; G.19.]

(These projects include those implemented by the school and other stakeholders)
Program/Projecct Duration
Implementer Target Status/Accomplishments
Title End Start
Indicate progress of the program/ project, and its
effect/impact on the children's access to and
quality of education.

E. FUND SOURCES [SRC G.16.]

Fund Source Amount
General Appropriations Act (School MOOE)
General Appropriations Act (Subsidy for Special Programs)
 ANNEX 1A

III-A. SITUATION OF CHILDREN / LEARNERS: ACCESS - IN AND OUT OF SCHOOL

Instruction: Please input required data/information in unshaded cells

1. CHILDREN NOT IN SCHOOL

1.1 Number of school-aged children NOT in school (last two years or previous year, depending on data availability)
No. of out-of-school children
Year__ Year __ attending other forms of learning
Age Group
Total Male Female Total Male Female Total Male Female
5 y/o 0 0 0
6 - 8 y/o 0 0 0
9-11 y/o 0 0 0
TOTAL 0 0 0 0 0 0 0 0 0
Source: Community-Based Management System (CBMS) of the Barangay; school-community mapping, if available

1.2 Reasons for Not Attending School in previous Year 1/

Number of children not in school according to reason(s)
Total
number of
Age Group school-aged Far distance
Poverty Health and Child Labor of school Affected by Affected by Other Reasons
children Nutrition disaster Conflict
not in school from home

5 y/o 0
6-11 y/o 0
TOTAL 0 0 0 0 0 0 0 0
Percent to Total #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!
1/ School Planning Teams are encouraged to conduct interviews or focus group discussions with parents/guardians/community members to
probe deeper on reasons cited

1.3 Projects/interventions implemented to ensure that out-of-school children are reached or mainstreamed in school

YES NO If yes, please describe the mechanism pursued

by the school-community
1.3.a. Does the school-community have a mechanism to
actively seek out children not in school and give them access
to education (e.g., family mapping, Community-Based
Management System, etc)
1.3.b. What interventions are being implemented in previous
School Year (s) to ensure that out-of-school children have
access to education?

2. CHILDREN ENROLLED IN SCHOOL [SRC A.1.]

2.1 Enrolment for the last 3 School Years, refer to Government Elementary/Secondary School Profile or EBEIS
Previous SY: _____ Previous SY: _____ Current SY: _____
LEVEL
Total Male Female Total Male Female Total Male Female
Kindergarten 0 0 0
Grade 1 0 0 0
Grade 2 0 0 0
Grade 3 0 0 0
Grade 4 0 0 0
Grade 5 0 0 0
Grade 6 0 0 0
TOTAL (K to G6) 0 0 0 0 0 0 0 0 0
Percent to Total
#DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!
 ANNEX 1A

2.2 Number of Children with disabilities by category

Total Number C A T E G O R Y (Current SY)
of Children
Level with
Disabilities

Kindergarten 0
Grade 1 0
Grade 2 0
Grade 3 0
Grade 4 0
Grade 5 0
Grade 6 0
Total (Kto G6) 0 0 0 0 0 0 0 0 0
Percent to Total
#DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!
2.3 Other data

Level Number of over-aged Number of IP learners Number of Muslim Number of 4Ps

learners learners learner-recipients
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
TOTAL (K to G6) 0 0 0 0
 ANNEX 1A

III-B. SITUATION OF CHILDREN / LEARNERS: ACCESS - ATTENDANCE AND RETENTION

Instruction: Please input required data/information in unshaded cells

3. ATTENDANCE
3.1 Number of Children who are regularly attending classses (at least 90% attendance) for the last three School Years 1/
SY ___ SY ___ Previous SY ___
Level
Total Male Female Total Male Female Total Male Female
Kindergarten 0 0 0
Grade 1 0 0 0
Grade 2 0 0 0
Grade 3 0 0 0
Grade 4 0 0 0
Grade 5 0 0 0
Grade 6 0 0 0

Total (Kto G6) 0 0 0 0 0 0 0 0 0

Percent to Total #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!

1/ SOURCE: Form 18

3.2 In the previous SY, how many children were frequently absent (below 90% attendance) and how many of them were recipients of the Conditional Cash Trasfer Program
(Pantawid Pamilya) of DSWD?

PREVIOUS SY _____

Level Number of children who are frequently absent Number of children who are frequently absent
Total Previous Total Previous (recipients of Pantawid Pamilya)
SY 2/ SY 2/
Total Male Female Total Male Female
Kindergarten 0 0 0 0
Grade 1 0 0 0 0
Grade 2 0 0 0 0
Grade 3 0 0 0 0
Grade 4 0 0 0 0
Grade 5 0 0 0 0
Grade 6 0 0 0 0
Total (Kinder to G6) 0 0 0 0 0 0 0 0
Percent to Total #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!
2/ Previous SY data in Table 3.1.

3.3 What were the reasons why children were frequently absent in previous SY? Please indicate number of children who are frequently absent according to reasons.
Number of children who are frequently absent according to reasons 3/ (Previous SY)
Total number of
children who
Level are frequently Health and Far distance of Affected by Affected by
absent previous Poverty nutrition Child labor school from Other reasons
disaster conflict
SY problem home

Kindergarten 0
Grade 1 0
Grade 2 0
Grade 3 0
Grade 4 0
Grade 5 0
Grade 6 0

Total
(Kinder to G6) 0 0 0 0 0 0 0 0

3/ School Planning Teams are encouraged to conduct interviews or focus group discussions with parents/guardians/community members to probe deeper on reasons cited

3.4 Projects/interventions implemented to address needs of children who are frequently absent 4/ Number of Children Covered
 ANNEX 1A

4/ Insert row/s when necessary

 ANNEX 1A
4. DROPOUT [SRC A.2.]
4.1 Number of Dropouts for the last three School Years, refer to Government Elementary School Profile or EBEIS
NUMBER OF DROPOUTS
LEVEL Previous SY: _____ Previous SY: _____ Current SY: _____
Total Male Female Total Male Female Total Male Female
Kindergarten 0 0 0
Grade 1 0 0 0
Grade 2 0 0 0
Grade 3 0 0 0
Grade 4 0 0 0
Grade 5 0 0 0
Grade 6 0 0 0
TOTAL (K to G6) 0 0 0 0 0 0 0 0 0
4.2 Dropout Rates for the last three School Years
DROPOUT RATES
LEVEL Previous SY: _____ Previous SY: _____ Current SY: _____
Both Male Female Both Male Female Both Male Female
Kindergarten #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Grade 1 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Grade 2 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Grade 3 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Grade 4 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Grade 5 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Grade 6 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!
TOTAL (K to G6) #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!

4.3 Number and Rates of Drop-Outs by Cause

Total No. of NUMBER OF DROPOUTS BY CAUSE (CURRENT SY) 5/
LEVEL Dropouts (Current
SY)
Kindergarten #DIV/0!
Grade 1 #DIV/0!
Grade 2 #DIV/0!
Grade 3 #DIV/0!
Grade 4 #DIV/0!
Grade 5 #DIV/0!
Grade 6 #DIV/0!
TOTAL (K to G6) #DIV/0! 0 0 0 0 0 0 0 0
Percent to Total #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!
5/ Insert column/s when necessary
4.4 Projects/interventions implemented to address children at risk of dropping-out
4.4.a. Does the school have a mechanism to: YES NO If yes, please describe the mechanism pursued by the school
- track attendance and identify chidlren at risk of dropping-out and
failing and design remedies to keep them in school?
- anticipate and minimize disruptions of classes especially with respect
to emergencies (disaster and conflict)?
- track teacheers attendance and ways of ensuring their regular presence
based on CSC policy?

4.4.b. What are the interventions implemented to address children at-risk of dropping-out (also indicate number of children
covered) 6/ Number of Children Covered

6/ Insert row/s when necessary

 ANNEX 1A

III-C. SITUATION OF CHILDREN / LEARNERS: QUALITY

Instruction: Please input required data/information in unshaded cells
5. PROMOTION/GRADUATION RATES [SRC Q.3.]
5.1 Number of promoted learners by grade level, for the last three years
Previous SY: _____ Previous SY: _____ Current SY: _____
LEVEL
Total Male Female Total Male Female Total Male Female
Grade 1 0 0 0
Grade 2 0 0 0
Grade 3 0 0 0
Grade 4 0 0 0
Grade 5 0 0 0
Grade 6 0 0 0
Average Promotion
Rate (G1 to G6) 0 0 0 0 0 0 0 0 0

5.2 Promotion (Grades 1 to 5) and Graduation Rates (Grade 6) for the last three years 7/
Previous SY: _____ Previous SY: _____ Current SY: _____
LEVEL
Both Male Female Both Male Female Both Male Female
Grade 1 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Grade 2 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Grade 3 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Grade 4 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Grade 5 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Grade 6 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Average Promotion
Rate (G1 to G6) #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!
7/ FORMULA: promotion rate is the no. of promoted learners (promotees) over number of learners by grade level (grades 1 to 5); graduation rate (grade 6)
is the no. of graduates over grade 6 enrolment.

6. MEAN PERCENTAGE SCORES(based on National Achievement Tests for Grades 3 and 6) [SRC Q.4.]
6.1 Mean Percentage Scores of NAT Grade 3 and 6 (or Grade 8 and Grade 10 for the Sec ondary Level), Per
Subject for the last 3 School Years

School Year ____

Level
English Filipino Math Science HEKASI
Grade 3
Grade 6
School Year ____
Level
English Filipino Math Science HEKASI
Grade 3
Grade 6
School Year ____
Level
English Filipino Math Science HEKASI
Grade 3
Grade 6

6.2 Projects/interventions implemented to improve basic competencies of learners

7. LITERACY LEVEL [SRC Q.5.]

7.1 Number of Learners who are in the frustration, instructional, and independent levels for the current School Year (ENGLISH) 8/
Pre-Test Results
Level Frustration Level Instructional Level Independent Level
Total Male Female Total Male Female Total Male Female
Grade 1 0 0 0
Grade 2 0 0 0
Grade 3 0 0 0
Grade 4 0 0 0
Grade 5 0 0 0
Grade 6 0 0 0
Level Post-Test Results
Grade 1 0 0 0
Grade 2 0 0 0
Grade 3 0 0 0
Grade 4 0 0 0
Grade 5 0 0 0
Grade 6 0 0 0

8/ Based on Phil-IRI pre-test results (grades 2-6)

7.2 Number of Learners who are in the frustration, instructional, and independent levels for the current School Year (FILIPINO) 8/
Pre-Test Results
Level Frustration Level Instructional Level Independent Level
Total Male Female Total Male Female Total Male Female
Grade 1 0 0 0
Grade 2 0 0 0
Grade 3 0 0 0
Grade 4 0 0 0
Grade 5 0 0 0
Grade 6 0 0 0
 ANNEX 1A

III-C. SITUATION OF CHILDREN / LEARNERS: QUALITY

Level Post-Test Results
Grade 1 0 0 0
Grade 2 0 0 0
Grade 3 0 0 0
Grade 4 0 0 0
Grade 5 0 0 0
Grade 6 0 0 0

7.3 Projects/interventions implemented to improve Reading Skills of Children

8. NUTRITIONAL STATUS [SRC Q.6.]

8.1 Number of malnourished children for the current School Year
Current SY____
Level Wasted Severely Wasted
Total Male Female Total Male Female
Kindergarten 0 0
Grade 1 0 0
Grade 2 0 0
Grade 3 0 0
Grade 4 0 0
Grade 5 0 0
Grade 6 0 0
Total (Kto G6) 0 0 0 0 0 0
Percent to Total #DIV/0! #DIV/0! #DIV/0! #DIV/0!

8.2 Projects/interventions implemented last SY addressing malnourished children (also indicate number of children covered)

9. HEALTH STATUS [SRC Q.6.]

9.1 Number of children who have other health problems for the current School Year
Level Types of Ailments 9/ (Current SY)
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Total (Kto G6) 0 0 0 0 0 0 0 0 0
9/ Indicate common ailments and corresponding number of children per type of ailment per column based on results of physical and dental
examinations; add columns when necessary.

9.2 Projects/interventions implemented last SY addressing needs of children with other health problems 10/ Number of Children Covered

10/ Insert row/s when necessary

 ANNEX 1A

III-C. SITUATION OF CHILDREN / LEARNERS: QUALITY

10. CHILDREN REPORTED AS VICTIMS OF ABUSE AND VIOLENCE

10.1 Number of Children who were recorded victims of abuse and violence (physical, verbal, and sexual),
should be supported by data from the Guidance Office/Teachers

PREVIOUS SY ___ CURRENT SY ___

Level
Total Male Female Total Male Female
Kindergarten 0 0
Grade 1 0 0
Grade 2 0 0
Grade 3 0 0
Grade 4 0 0

Grade 5 0 0

Grade 6 0 0

0 0 0 0 0 0
Total (Kto G6)
Percent to Total
#DIV/0! #DIV/0! #DIV/0! #DIV/0!

10.2 Projects/interventions implemented to address children reported as victims of abuse

If yes, please describe the mechanism pursued by the
YES NO school Number of Children Covered
and number of children covered last SY
a. Does the school have a
mechanism to promote safe and
protective practices based on
DepED's Policy on Child Protection
in School?

b. Other interventions
implemented to address children
suspected as victims of abuse

11. AWARDS/RECOGNITIONS (TOP 3) [SRC Q.7.]

Category of Award-giving Body (Please identify)

Title Year
Awardees District Division Regional National International
Student 1
2
3
Teacher 1
2
3
School Head 1
2
3
School 1
2
3