BES - Annexes For E-SIP

ANNEX1ASchool‐CommunityDataTemplate
I. SCHOOLPROFILE/DATA
Instruction: Please input required data/ information in unshaded cells. Fill‐In only the grade levels that are applicable to your
school. This template aims to organize existing school and community data from different sources. If you find it useful to lift data
from other templates and transfer it here, you may do so. Otherwise, you can just attach the other data templates to this form.
IDENTIFYING INFORMATION
School ID:107957 Name of School: BACAO ELEMENTARY
Address: BACAO PUROK 7 GEN. TRIAS, SCHOOL
CAVITE Cluster: FIVE Barangay: BACAO II PUROK 7
Division: GENERAL TRIAS CITY Municipality: GEN. TRIAS CITY
Region: IV-A CALABARZON
A. GEOGRAPHY
Location of the School. Check the appropriate description.
Along the
Near a river or On top of a moun
highway Near
water
the coastline
By the hillside
Relative Distance of the School

Distanceinkm ModeofTransportation
a. From the poblacion 56.5 km Tricycle

b. From the nearest public elementary school 2.3 km Tricycle
c. From the nearest private elementary school 4.8 km Tricycle
d. From the nearest public secondary school 4.4 km Tricycle
e. From the nearest private secondary school 4.8 km Tricycle
f. From the District Office 2.3 km Tricycle
g. From the Division Office 20.1 km Tricycle /Jeepney
Incidence of crimes and other human‐induced hazards

Check if there have been incidences of the following in the last 3 years.
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. Pls. Specify:
What are the 3 most frequent crimes/

human‐induced
hazards?
1stmostfrequent:Health Threat 2ndmostfrequent
:Theft____________ 3rdmostfrequent: ________________
Incidence of natural hazards

Check if there have been incidences of the following in the last 3 years.
Drought
Tropical Cyclones(Storm, Typhoon, Tropical
Earthqua
Depression, etc.)Oil Spill
ke
Ts
Fire(includes forest fires and fires due to natural
un
disasters) Flood
am
Landslide
i
Storm
surge Vol
ca
nic
eru
pti
on
Others. Pls. specify:
What are the 3 most frequent natural hazards - Tropical Cyclones, Flood, and Earthquake
A. LEARNING ENVIRONMENT
Classrooms and seats
Classroom quantity [SRC.15.]
No. of Classrooms
Total Enrollment,
Level For Repair/ 1
Current SY In Good Condition Total Learner: classroom ratio
Rehabilitation
Kindergarten 135 2 2 1:34
Grade1 165 3 2 5 1:33
Grade2 146 3 1 4 1:37
Grade3 134 2 1 3 1:45
Grade4 114 3 3 1:38
Grade5 150 4 4 1:38
Grade6 133 4 4 1:33
Grade7
Grade8
Grade9
Grade10
Grade11
Grade12
TOTAL 977 20 4 24 1:41
1Learner: classroom ratio=Total enrollment divided by the total number of classrooms
Classroom seat quantity [SRC.17.]Indicate the total number of seats in all classrooms.
2
Number Learner :seat ratio
977 1:1
2Learner:seat ratio=Total enrollment divided by the total number of seats
Water,Sanitation and Hygiene (WASH) facilities

B.2.1Watersupply/source. Check as appropriate.
Local piped Rainwater Without available water supply
water catchments
Water well/deep Natural source

well
Is the main source of water functional at present?

YES NO Pls. cite reasons why:
Hand washing. Is there space for hand washing?

YES If YES: With soap without soap
NO
Functional toilets[SRC.16.] B.2.4Toilet bowls

Male Female Male Female
3 3 4 4
Number Ratio Number Ratio Number Ratio Number Ratio
33 33:36 33 33:36 Learner:toilet ratio=Total
33enrollment divided by number
33:36 33 of toilets
33:36
Learner:toilet bowl ratio=Total enrollment divided by number of toilet bowls
Textbooks. Indicate number of textbooks per grade level and subject[SRC.3.]
Subject: ENGLISH Subject: MATHEMATICS Subject: SCIENCE Subject: FILIPINO Subject:Mother Tongue Subject:Araling Panlipunan
Level
Number Ratio Number Ratio Number Ratio Number Ratio Number Ratio
Kindergarten - - - - - - - - - - - -
Grade1 65 1:58 53 1:47 - - 0 0 55 1:49 60 1:54
Grade2 45 1:30 60 1:41 - - 41 1:28 66 1:45 54 1:36
Grade3 135 1:1 120 1:1 120 1:1 120 1:1 0 0 0 0
Grade4 99 1:57 0 0 0 0 99 1:57 - - 93 1:54
Grade5 131 1:1 0 0 0 0 134 1:1 - - 136 1:1
Grade6 0 0 134 1:1 0 0 0 0 - - 0 0
Grade7
Grade8
Grade9
Grade10
Grade11
Grade12
TOTAL 475 367 120 394 121 343
Library:
No. of books: 1000
No. of tables: 6
No.of chairs: 30
Give additional information and qualitative descriptions of the library (on the lighting, space, other fixtures present, etc.)
The library is in need of minor repair. Additional tables, chairs and multimedia are also needed.
Other learning facilities/materials (Example: computers, science equipment. Insert new rows if necessary.)
Facility/Material Number Qualitative description/condition
Computers 4 In good condition
Science Equipment 30 In good condition
Projector/Screen Board 1 Functional
Garden Tools 12 In Good Condition
Canteen/H.E. 102 In Good Condition
Television 24 In Good Condition
Availability of electrical supply. What is the school's source of electricity?
Grid supply
Off-
gridsupply
Solar power
Generator
Others. Pls. specify:
No source of electricity
Internet connectivity
Are there Internet service providers in the area?
YES NO
If YES, check the appropriate Internet service provider/servicing the area:
BAYANTEL GLOBE SMAR WITH Global(Satellite)
DIGITEL PLDT TSUN Others .Pls. specify:
Does the school subscribe to any of the Internet service provider/s listed above?
YES NO
Are there Internet café/ shops/ WiFi‐ enabled stations in the area?
YES Pls. specify: Computer Shops, Internet Cafe
NO
B. TEACHERS
Number of teachers [SRC.14.]
Number of nationally‐funded teachers (current SY)
5
Male Female TOTAL Learner:teacher ratio
2 24 26 1:41
5
Learner:teacher ratio=Total enrollment divided by number of nationally‐funded teachers
Number of locally‐funded teachers and subsidized/volunteer teachers (current SY):

No. of Locally‐funded Teachers: 0
No. of Subsidized/ Volunteer Teachers: 0
Quality of teachers
Number of master teachers
Carries Full‐Time Class Assigned Assigned Part‐Time to Assigned Full‐Time to
Position Number Teaching Load Grade Class Teaching Ancillary Services
(YES/NO) Levels (YES/NO) (YES/NO)
Master Teacher IV 0
Master Teacher III 0
Master Teacher II 0
Master Teacher I 0
Number of teachers meeting the desired competencies based on NCBTS
SY Before 2017-2018 PreviousSY: CurrentSY:
Previous SY: 2018-2019 2019-202
Total No. of Teachers 26 28 26
No. of Teachers meeting the standards 26 28 26
% meeting the standards 100 100 100
Projects/ interventions implemented to improve basic competencies of teachers
YES NO If YES, please describe
a. Does the school have mechanisms for sustained Yes School Based Seminar in ICT/Numeracy &Literacy
school‐based training? Journalism
b. Does the school use the result of the NCBTS‐ Yes Inset Trainings
Teacher's Strength and Needs Assessment as basis
for planning?
c. Are there other interventions implemented to Yes Coaching/Mentoring/Attending seminar trainings
improve competencies of teachers? Enrolling in post graduate school
If the response to C.2.3.b is YES, list down the top 3 training needs mentioned and indicate the number of teachers
trained on these[SRC.4.]
SY Before Previous SY: Previous SY: Current SY:

2017-2018 2018-2019 2019-2020
Training Needs No. of % of No. of % of No. of % of
Teachers teachers Teachers teachers Teachers teachers
trained trained trained trained trained trained
Top1: Use of ICT rooms for interventions. 28 100% 28 100% 26 100%
Top2: Familiarization on the LIS management . 28 100% 28 100% 26 100%
Top3: Content and Pedagogical Approach . 4 100% 28 100% 26 100%

If teachers weren't trained based on identified needs (as seen in C.2.4), cite reasons for the lack of training.
C. CHILDREN HEALTH AND SAFETY

Nutritional status [SRC.2.]
Number of malnourished children for the current SY
Wasted Severely Wasted
Level
Total Male Female Total Male Female
Kindergarten 27 13 14 7 6 1
Grade1 3 2 1 0 0 0
Grade2 2 1 1 2 2 0
Grade3 6 4 2 2 2 0
Grade4 4 2 2 1 1 0
Grade5 3 1 2 0 0 0
Grade6 2 2 0 1 0 1
Grade7
Grade8
Grade9
Grade10
Grade11
Grade12
Total 47 25 22 13 11
Percent of Total
Projects/interventions implemented in the previous SY addressing malnourished children (insert new rows if necessary)
Project/intervention Number of Children Covered
School Based Feeding Program 143
Supplementary Feeding Program 35
Health status[SRC.2.]
Number of children who have other health problems for the current SY. Indicate common ailments and corresponding number of
children per type of ailment based on results of physical and dental examinations. Insert new columns if necessary.
Types of Ailments (Current SY)

Level Ailment: Ailment: Ailment: Ailment: Ailment: Ailment: Ailment: Ailment: Ailment:
Pediculosis Defective Ear Dental Sore Throat Impetigo Colds/ Laceration Tinea
Teeth Discharge Problem Cough Flava
Kindergarten 10 31 0 10 9 1 23 1 1
Grade1 12 19 0 9 6 2 15 6 1
Grade2 31 11 0 12 11 1 14 3 1
Grade3 10 21 1 10 3 0 9 8 0
Grade4 20 26 0 9 2 1 19 1 2
Grade5 9 9 0 6 3 1 12 3 1
Grade6 8 13 0 8 4 1 9 5 1
Grade7
Grade8
Grade9
Grade10
Grade11
Grade12
TOTAL 100 130 1 64 38 7 101 27 7
Projects/ interventions implemented in the previous SY addressing needs of children with other health problems (insert new rows
if necessary)
Project/intervention Number of Children Covered
Pupils were referred to the Brgy. Health Center 12
Inclusion of Pupils in the SBFP 110
Children reported as victims of abuse and violence

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 2018-2019 Current SY 2019-2020
Level
Kindergarten 0 0 0 0 0 0
Grade1 0 0 0 0 0 0
Grade2 0 0 0 0 0 0
Grade3 0 0 0 0 0 0
Grade4 0 0 0 0 0 0
Grade5 0 0 0 0 0 0
Grade6 0 0 0 0 0 0
Grade7
Grade8
Grade9
Grade10
Grade11
Grade12
TOTAL 0 0 0 0 0 0
Percent of Total 0 0 0 0
Projects/ interventions implemented for children that were victims or suspected victims of abuse.
Number of Children
YES NO If YES, please describe the mechanisms
Covered
a. Does the school have
mechanisms to promote
√
safe and protective
practices based on DepED's
Policy on Child Protection
in School?
b. Other interventions
implemented for children
that were victims or
suspected victims of abuse
(insert new rows if
necessary)
D. STATUS OF PRIORITY IMPROVEMENT PROJECTS OR CIP PROJECTS[SRC.18.&SRC.19.]

These projects include those implemented by the school and other stakeholders. Insert new rows if necessary.
Duration Status/Accomplishments Indicate

progress of the program/project, and its effect
Implementer Program/Project Title Target
Start End /impact on children' s access to quality
education.
Bacao Elementary CIP Project ISA June March Grade 1 Successful
School (Improving Subtraction
Skills of Academically
Challenge Pupil in
Grade 1
Alumni Friday Feeding June March Kinder to Grade 6 Successful
Program
Bacao Elementary Project GLAD (Give, June 2019 March Less fortunate Successful
School Love, Adopt and 2020 learners
Devote)
Bacao Elementary Project GREAT D September Present Learners On-going
School (Gender Responsive 2015 School Personnel
and Equality Advocacy Parents
Towards Development)
Bacao Elementary Project HAW-D June 2016 Present Learners On-going
School (Health and Wellness School Personnel
Development) Parents
ANNEX 1A School‐Community Data Template
E. STAKEHOLDER SUPPORT TO EDUCATION[SRC.13.]
Indicate the amount of contributions made by parents/ guardians and other stakeholders for co‐curricular activities, extra‐
curricular activities, and other major activities (such as meetings and assemblies), as well as stakeholder attendance during these
activities.
Contributions Attendance
Activity Volunteer No. of Attendance
Cash In Kind No. invited
hours attendees rate
Co‐Curricular Activities
Extra‐ curricular Activities

Drum and Lyre 8 1 800 2 000 900 900 100%
WTD 8 1 000 1 000 1 000 1 000 100%
Christmas Party 8 3000 2 000 45 45 100%
Other Major Activities

Brigada Eskwela 40 23 000 3 000 100 100 100%
Early Registration 8 1 000 500 50 50 100%
G.FUND SOURCES [SRC.5.]
Fund Source Amount

General Appropriations Act (School MOOE) 600 000
General Appropriations Act (Subsidy for Special Programs)
Local Government Unit funds 130,000
Canteen funds 400,000
Donations 100,000
Others 12,000
II. SITUATION OF CHILDREN / LEARNERS: ACCESS ‐ IN AND OUT OF SCHOOL

Instruction: Please input required data/ information in unshaded cells. Fill‐in only the age groups/grade levels that are applicable to
your school.
1. CHILDREN NOT IN SCHOOL

Population of children in the barangay where school is located (current SY)
Total Population No. of children NOT in School % of children NOT in School
Age
Boys Girls Total Boys Girls Total Boys Girls Total
4 68 58 126 8 7 15 11.76 12.06 11.90
5 60 53 113 7 7 14 11.66 13.20 12.38
6 61 49 110 3 2 5 4.91 10.20 4.54
7 77 69 146 1 0 1 1.29 0 0.68
8 74 61 135 3 0 3 4.05 0 2.05
9 88 83 171 0 2 2 0 2.40 1.16
10 81 74 155 1 0 1 1.23 0 0.64
11 80 78 158 1 0 1 1.20 0 .63
12 72 68 140 4 2 6 5.55 2.94 4.28
13 80 77 157 1 0 1 1.25 0 .63
14 75 76 151 1 2 3 1.33 2.63 1.98
15 83 82 165 1 0 1 1.20 0 .60
16 2 0 0 0 0 0 0 0 0
17 1 0 0 0 0 0 0 0 0
GRAND TOTAL 899 828 1727 31 22 53 3.57 6.40 3.06
6
Reasons for not attending school in the current SY
No. of school‐ No. of children NOT in school according to reasons
Age aged children Distance of
Financial Health and Affected by Affected by Other
Child Labor School from Disability
not in school Matters Nutrition Disaster Conflict Reasons
Home
4 15 √
5 14 √
6 5 √
7 1 √
8 3 √
9 2 √
10 1 √
11 1 √
12 6 √ (2) √ (4)
13 1 √ (1)
14 3 √ (2) √ (1)
15 1 √ (1)
16 0
17 0
TOTAL 53 5 0 0 6 0 0 0 43
Percent of Total 100% 9.43 0 0 11.32 0 0 0 81.13
6
School Project Teams are encouraged to conduct interviews or focus group discussions with parents/guardians/community members to
probe deeper on reasons cited
Number of children in the barangay NOT in school the last two SYs, depending on data availability
No. of Out‐of‐school Children
SY Before Previous SY Previous SY Attending Other Forms of Learning in
Age
Previous SY
Total Male Female Total Male Female Total Male Female
4
5
6
7
8
9
10
11
DATA NOT AVAILABLE
12
13
14
15
16
17
TOTAL
Projects/ interventions implemented to ensure that out‐of‐school children are reached or main streamed in school
If YES, please describe the mechanism/
YES NO
intervention used by the school‐
community
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)?
√
b. Did the school use interventions in the previous Sys to
ensure that out‐of‐school children have access to
education?
2. CHILDREN ENROLLED IN SCHOOL[SRC.1.]

Enrollment for the last 3 SYs
SY Before Previous SY:2017-2018 Previous SY:2018-2019 Current SY:2019-2020
Level
Kindergarten 152 80 72 181 88 93 135 72 63
Grade1 134 78 56 146 75 71 165 78 87
Grade2 114 64 50 130 75 55 146 77 69
Grade3 157 85 72 117 62 55 134 79 55
Grade4 150 81 69 168 96 72 114 58 56
Grade5 174 89 85 142 80 62 150 79 71
Grade6 152 81 71 173 87 86 133 73 60
Grade7
Grade8
Grade9
Grade10
Grade11
Grade12
TOTAL 1033 558 475 1057 563 494 977 516 461
Percent of Total 54.02 45.98 53.26 46.74 52.81 47.19
2.2Number of children with disabilities by type of disability (insert new columns if necessary)
No. of Type of Disability (Current SY)
Children
Level
with Disability: Disability: Disability: Disability: Disability: Disability: Disability: Disability:
Disabilities Polio
Kindergarten 0 X x X x X x x X
Grade1 0 X x X x X x x X
Grade5 1 / x X x X x x X
Grade7
Grade8
Grade9
Grade10
Grade11
Grade12
TOTAL 1 1 0 0 0 0 0 0 0
Percent of Total 1 0 0 0 0 0 0 0
2.3 Other data

No. of Over‐ No. of 4Ps Learner
Level No. of IP Learners No. of Muslim Learners
aged recipients
Learners
Kindergarten 0 0 0 0
Grade1 0 0 0 2
Grade2 2 0 0 18
Grade3 2 0 0 14
Grade4 4 0 0 11
Grade5 3 0 0 15
Grade6 3 0 0 13
Grade7
Grade8
Grade9
Grade10
Grade11
Grade12
TOTAL 14 0 0 73
III. SITUATION OF CHILDREN/LEARNERS: ACCESS‐ATTENDANCE AND RETENTION

Instruction: Please input required data/information in unshaded cells. Fill‐in only the grade levels that are applicable to your school.
3. ATTENDANCE
Number of children regularly attending classes (atleast 90% attendance) for the last three SYs
SY Before Previous SY 2017-2018 Previous SY 2018-2019 Current SY 2019-2020
Level
Kindergarten 105 53 52 110 65 45 127 60 67
Grade1 130 76 54 99 56 43 117 67 50
Grade2 132 76 56 140 78 62 107 60 47
Grade3 155 78 77 123 70 53 145 80 65
Grade4 152 70 82 154 79 75 135 73 62
Grade5 145 75 70 141 76 65 164 84 80
Grade6 100 51 49 139 70 69 148 78 70
Grade7
Grade8
Grade9
Grade10
Grade11
Grade12
TOTAL 919 479 440 906 494 412 943 502 441
Percent of Total 52.12% 47.88% 54.52% 45.47% 53.23 46.76
Percentage of children regularly attending classes (atleast 90% attendance) for the last three SYs
SY Before Previous SY 2015-2016 Previous SY 2016-2017 Current SY 2017-2018

Level
Kindergarten 92.91% 46.9% 46.01% 88.70% 52.41% 36.29% 93.38% 44.11% 49.29%
Grade1 86.67% 50.67 % 36 % 86.84% 49.12 37.71% 96.69% 55.37% 41.32%
Grade2 95.65% 55.07 % 40.58 % 92.71% 51.65% 41.05% 92.24% 51.72% 40.51%
Grade3 91.17% 45.88 % 45.29 % 89.13% 50.72% 38.40% 93.54% 51.61% 41.93%
Grade4 91.02% 41.92 % 49.10 % 90.05% 46.19% 43.85% 94.40% 51.04% 43.35%
Grade5 92.36% 47.77 % 44.59 % 89.80% 48.40% 41.40% 95.34% 48.83% 46.51%
Grade6 95.45% 47.66 % 45.79 % 87.97% 44.30% 43.67% 94.87% 50% 44.87%
Grade7
Grade8
Grade9
Grade10
Grade11
Grade12
OVERALL
7 no. of children regularly attending classes divided by the total enrollment x 100
In the previous SY, how many children were frequently absent (below 90% attendance) and how many of them were recipients of the
Conditional Cash Transfer Program (Pantawid Pamilya) of DSWD?
Number of frequently absent students that were recipients of

Total Enrollment Number of children who were frequently absent
Level Pantawid Pamilya
in Previous SY
Kindergarten 181 9 6 3 0 0 0
Grade1 146 4 2 2 1 0 0
Grade2 130 9 5 4 2 1 1
Grade3 117 10 6 4 2 2 0
Grade4 168 8 4 4 1 1 0
Grade5 142 8 5 3 3 3 0
Grade6 173 8 3 5 3 1 2
Grade7
Grade8
Grade9
Grade10
Grade11
Grade12
TOTAL 1057 56 31 25 12 7 3
PercentofTotal 5.30% 2.93% 2.37% 58.33% 25%
What were the reasons why children were frequently absent in the previous SY? Please indicate number of children who are frequently absent according to reasons.
8
Total No. of Number of children who are frequently absent according to reasons (Previous SY)
Children who
were Frequently Distance of
Level Financial Health and Affected by Affected by
Absent in Child Labor School from Other Reasons
Matters Nutrition Disaster Conflict
Previous SY Home
Kindergarten 9 3 2 0 4 0 0
Grade1 4 2 1 0 1 0 0
Grade2 9 1 4 0 4 0 0
Grade3 10 2 4 0 4 0 0
Grade4 8 1 3 0 4 0 0
Grade5 8 2 3 0 2 0 0
Grade6 8 4 2 0 2 0 0
Grade7
Grade8
Grade9
Grade10
Grade11
Grade12
TOTAL 56 15 19 0 21 0 0
8 School Project Teams are encouraged to conduct interviews or focus group discussions with parents/guardians/community members to probe deeper on reasons cited
3.5 Projects/interventions implemented to address needs of children who are frequently absent (insert new rows if necessary) Number of Children Covered
Home visitation 56
4. DROPOUT[SRC.7.]
Number of dropouts for the last three SYs
S YBefore Previous SY: 2015-2016 Previous SY: 2016-2017 Current SY: 2017-2018
Level
Kindergarten 0 0 0 2 2 0 12 10 2
Grade1 9 6 3 3 2 1 1 0 1
Grade2 3 2 1 3 3 0 1 1 0
Grade3 4 2 2 3 3 0 1 0 1
Grade4 0 0 0 3 3 0 6 4 2
Grade5 3 2 1 2 2 0 2 2 0
Grade6 0 0 0 0 0 0 0 0 0
Grade7
Grade8
Grade9
Grade10
Grade11
Grade12
TOTAL 19 12 7 16 15 1 23 17 6
Drop out rates for the last three SYs

SY Before Previous SY: 2015-2016 Previous SY: 2016-2017 Current SY: 2017-2018
Level
Kindergarten 0% 0% 0% 1.6% 2.8% 0% 8.8 1.5 2.8
Grade1 6.2% 7.6% 4.5% 2.7% 3.2% 0.2% 0.8 0 1.9
Grade2 2.3% 2.6% 1.8% 2.0% 3.7% 0% 0.8 1.5 0
Grade3 2.4% 2.3% 2.6% 2.2% 4.0% 0% 0.6 0 1.4
Grade4 0% 0% 0% 1.7% 3.4% 0% 4.1 5.1 3.0
Grade5 1.8% 2.5% 1.4% 1.2% 2.4% 0% 1.1 2.2 0
Grade6 0% 0% 0% 0% 0% 0% 0 0 0
Grade7
Grade8
Grade9
Grade10
Grade11
Grade12
OVERALL 1.95% 2.3% 1.5% 1.6% 2.8% 0.2% 2.3 3.1 1.2
Number of dropouts by cause (insert new columns if necessary)

Total No. of Number of Dropouts by Cause (Current SY)
Level Dropouts (Current Cause: Cause: Cause: Cause: Cause: Cause: Cause: Cause:
SY) Family Problem Sickness Lack of Allowance
Kindergarten 12 7 2 4
Grade1 1 1 0 0
Grade2 1 0 0 1
Grade3 1 1 0 0
Grade4 6 4 1 1
Grade5 2 0 0 2
Grade6 0 0 0 0
Grade7
Grade8
Grade9
Grade10
Grade11
Grade12
TOTAL 23 13 3 8
Percent of Total 5.6% 1.3% 3.4%
Projects/ interventions implemented for children at risk of dropping out
4.4.aDoes the school have mechanisms to: YES NO If YES, please describe the mechanisms used by the school
‐track attendance and identify children atrisk of dropping out and Home Visitation/Child Mapping & Tracking
failing and design remedies to keep them in school? √
‐anticipate and minimize disruptions of classes especially with respect to Make up Classes
emergencies( disaster and conflict)? √
‐track teachers' attendance and ways of ensuring the irregular presence √ Biometrics
based on CSC policy?
4.4.bWhat are the interventions implemented for children at risk of dropping out? Insert new rows if necessary. Number of Children Covered
Home Visitation 23
ANNEX1ASchool-CommunityDataTemplate
IV.SITUATION OF CHILDREN/LEARNERS: QUALITY
Instruction: Please input required data/information in unshaded cells. Fill-in only the grade levels that are applicable to your school.
5. PROMOTION/GRADUATIONRATES[SRC.8.]
Number of promoted learners/graduates by grade level, for the last three SYs
SY Before Previous SY: 2016-2017 Previous SY:2017-2018 CurrentSY:2018-2019
Level
Grade 1 145 79 66 108 60 48 120 69 51
Grade 2 132 76 56 143 76 67 115 64 51
Grade 3 164 87 77 132 71 61 154 86 68
Grade 4 167 88 79 168 85 83 137 73 64
Grade 5 154 80 74 153 79 74 170 87 83
Grade 6 158 80 78 152 81 71 173 87 86
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
TOTAL 920 490 430 856 452 404 869 466 403
Promotion/graduation rates for the last three SYs

SY Before Previous SY: 2016-2017 Previous SY:2017-2018 CurrentSY:2018-2019
Level
Grade 1 100% 54.48% 45.52% 97.29% 96.77% 97.95% 99.17% 100% 98.07%
Grade 2 100% 57.58% 42.42% 97.94% 96.20% 100% 99.15% 98.46% 100%
Grade 3 100% 53.05% 46.95% 97.77% 95.94% 100% 99.35% 100% 98.55%
Grade 4 100% 52.69% 47.31% 98.24% 96.59% 100% 95.80% 94.80% 96.96%
Grade 5 100% 51.95% 48.05% 98.70% 97.53% 100% 98.83% 97.75% 100%
Grade 6 100% 52.34% 47.66% 100% 100% 100% 100% 100% 100%
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
OVERALL
9Promotion rate: no. of promoted learners divided by the total enrollmentx100;

Graduation rate: no. of graduates divided by the total enrollment x 100
6. MEAN PERCENTAGE SCORES (based on National Achievement Tests)[SRC.9.]

Mean Percentage Scores of NAT Grade 3 and 6 (or Grade 8and Grade 10 for the Secondary Level),per subject for the last three SYs
SY Before Previous SY: 2014-2015
Level
English Filipino Math Science HEKASI
Grade3
Grade6 66.92 71.29 71.77 60.09 67.78
Grade8
Grade10
Previous SY:2015-2016
Level
Grade3
Grade6
Grade8
Grade10
Current SY: 2017-2018
Level
Grade3
Grade6
Grade8
Grade10
Projects/interventions implemented to improve basic competencies of learners (insert new rows if necessary)
Remedial Teaching
Summer Classes
Take home Activities
Use of ICT/Multimedia
7. LITERACY LEVEL [SRC.10.]
10
Number of learners who are in the frustration, instructional, and independent levels for the currents Y(ENGLISH)
Frustration Level Instructional Level Independent Level
Level Total Male Female Total Male Female Total Male Female
Pre-Test Results
Grade1 - - - - - - - - -
Grade2 80 39 41 54 31 23 12 5 7
Grade3 41 15 26 60 24 36 40 11 29
Grade4 70 46 24 20 12 8 84 35 49
Grade5 72 39 33 33 18 15 50 34 16
Grade6 9 3 6 28 16 12 119 67 52
Grade7
Grade8
Grade9
Grade10
Grade11
Grade12
Level Post-Test Results
Grade1 25 13 12 32 13 19 35 21 14
Grade2 45 24 21 47 15 32 55 28 27
Grade3 16 4 12 61 42 19 58 38 20
Grade4 24 18 8 61 27 34 86 38 48
Grade5 21 9 12 57 29 28 77 28 49
Grade6 6 4 2 5 2 3 142 86 56
Grade7
Grade8
Grade9
Grade10
Grade11
Grade12
10 Based on Phil-IRI pre-test results
10
Number of learners who are in the frustration, instructional, and independent levels for the current SY (FILIPINO)
Frustration Level Instructional Level Independent Level
Level Total Male Female Total Male Female Total Male Female
Pre-Test Results
Grade1 - - - - - - - - -
Grade2 54 31 23 64 23 41 19 14 5
Grade3 19 12 7 39 20 19 67 45 22
Grade4 54 28 26 56 27 29 57 35 22
Grade5 40 19 21 75 57 18 43 7 16
Grade6 49 24 25 48 23 25 56 17 39
Grade7
Grade8
Grade9
Grade10
Grade11
Grade12
Level Post-Test
Grade1 23 12 11 33 Results
19 14 49 30 19
Grade2 45 14 31 54 16 38 41 17 24
Grade3 11 8 3 60 28 32 58 27 31
Grade4 7 2 5 68 45 23 92 33 59
Grade5 15 6 9 64 41 23 77 48 29
Grade6 8 4 4 56 19 37 91 36 55
Grade7
Grade8
Grade9
Grade10
Grade11
Grade12
Projects/interventions implemented to improve reading skills of children (insert new rows if necessary)
Project ERECTT (Enjoy Reading with Comprehension Through Technology)
8. AWARDS/RECOGNITIONS (TOP 3)[SRC.6.]
List down the awards/recognitions received by the school, the school head, teachers, and students. Insert new rows if necessary.
Category Award-giving Body (Please identify)

Title/ Name Year
of Cluster Division Regional National International
JOURNALISM 2019-2020
5th place Feature Writing Fil.
4th place Feature Writing Eng.
Student
6th place Feature Writing Eng.
4th place Sports Writing Fil. √
7th place Copy Reading & √
Headline Writing
10th place Feature Writing Eng. √
14th place Editorial Writing Eng. √
4th place News Page √
5th place Editorial page √
4th place Feature page √
3rd place Sports page √
5th place Best in Lay-out √
4th place Best in Photo √
7th place Editorial Cartoon √
9th place Over-all Individual & √
Group
Volleyball √
Semi-Finalist 2019 Sports √
Competition
Table Tennis
Single A (2nd Place) √
Single B (2nd Place) √
Double (2nd Place) √
Badminton √
ANNEX1BChildMappingTool
Beforeyougoaroundyourcommunitytoconductyourearlyregistrationactivities,coordinatewiththeDistrictorDivisionofficeandyourbarangay.Ifthereareotherschoolsinyourbarangay,coordinatewiththemaswell.Distributethischildmappingtooltoyourteamofteachersandvolunteers.Theyshouldfillthisupasthey
B Division:
movefromhousetohouseinthebarangay.Thiswillhelpyougetimportantbasicinformationonthestatusof4‐17yearoldchildreninyourcommunitywhichyoucanuseinschoolplanning.Youonly a
needtocoveryourbarangayunlessmajorityofyourstudentscomefromnearbycommunities,inwhichcase,youneedtoconductchildmappinginthosebarangaysaswell.Iftherearenoschoolsinabarangay,theDistrictorDivisionofficewillinitiatethechildmappinginthatarea(followingDO.No.1s.2015). r
a
Childmappingshouldbedoneatleastevery3years(preferablyatthestartoftheSIPcycle),assumingthattherearenomajorchangesinthepopulationofyourcommunity.Aftereventscausingmajorpopulationchanges(e.g.disasters),childmappingshouldbeconductedtoaccountforthechildreninyourcommunity. n
g
a
y
:
M
u
T
NAME DE
Last First Middle Gender
A
1‐VisualImpairment2‐ 6‐Seriousemotionaldisturbance7‐
S
HearingImpairment3‐ Autism
IntellectualDisability4‐ 8‐ K
LearningDisability Orthopedicimpairment9‐
5‐Speech/languageimpairment Specialhealthproblems10‐ :
Multipledisabilities "
3
EDUCATIONALATTAINMENT:
CK‐CompletedKindergarten C7‐CompletedGrade7 SK‐SomeKindergarten S7‐SomeGrade7 I
C1‐CompletedGrade1 C8‐CompletedGrade8 S1‐SomeGrade1 S8‐SomeGrade8
C2‐CompletedGrade2 C9‐CompletedGrade9 S2‐SomeGrade2 S9‐SomeGrade9 s
C3‐ C10‐ S3‐ S10‐
CompletedGrade3C4‐ CompletedGrade10C11‐ SomeGrade3S4‐ SomeGrade10S11‐
CompletedGrade5C6‐ CompletedGrade12 SomeGrade5S6‐ SomeGrade12
CompletedGrade6 SomeGrade6
thechildapermanentresident?"(YES/NO)IfYES,foll
2
owup"dotheresidentsplanonmovingout?" TYPES
OFDISABILITIES:
(seeDepEDOrderNo.2,s2014fordetaileddescriptio
ns)
INTERVIEWERNAMEANDSIGNATURE
DATEOFINTERVIEWS
C3‐ C10‐ S3‐ S10‐

NAME DEMOGRAPHIC INFORMATION RESIDENCE DISABILITY ECCD(FOR4YOCHILDREN) EDUCATIONAL STATUS FUTURE ENROLLMENT
Planningto
Numberof IfYES, Provided
WithBirthC Isresidence Hasadis Currentl studynext IfNO,statereasonfornotpla
yearsinpr specify withECCD Educationa IfYES,specifynameof IfNO,statereasonfornotst IfstudyingthroughADM, IfYES,specifythenameof
Last First Middle Gender Age Dateofbirth ertificate? Presentaddress permanent? ability? IfYES,specifyECCDfacility ystudying schoolyear nningtostudynext
esent 1
typeof Services? lattainment school udying specifytypeofADM prospectiveschool
(YES/NO) (YES/NO) (YES/NO) 2 3 ? ? (YES/NO) schoolyear
address disability (YES/NO)
(YES/NO)
1 2
ASK:"Isthechildapermanentresident?"(YES/NO)IfYES,followup"dotheresidentsplanonmovingout?" TYPESOFDISABILIT
IES: (seeDepEDOrderNo.2,s2014fordetaileddescriptions)
1‐VisualImpairment2‐ 6‐Seriousemotionaldisturbance7‐
HearingImpairment3‐ Autism
IntellectualDisability4‐ 8‐
LearningDisability Orthopedicimpairment9‐
5‐Speech/languageimpairment Specialhealthproblems10‐
Multipledisabilities
3
EDUCATIONALATTAINMENT:
CK‐CompletedKindergarten C7‐CompletedGrade7 SK‐SomeKindergarten S7‐SomeGrade7
C3‐ C10‐ S3‐ S10‐
ANNEX2AChild‐FriendlySchoolSurvey
CONTENTS
I. INTRODUCTION
How did you like school?
What is a school?
What makes up a school?
Who provides the learning environment?
When can a school be called a ‘Child-friendly School’?
What exactly is a Child-friendly School and how can our school become one?
What should a Child-friendly School aim to achieve?
II.SELF-ASSESSMENTTOOL
How should our school go about achieving the goals of the Child-friendly school?
Accomplishing specific targets
How our school scored
So, is our school Child-friendly?
How did you like school?
Many of us look at school as a place for serious learning but rarely as a place for one to enjoy
learning activities and have a say in what one needs and wants to learn.
When you were in school, were you ever consulted as to what you wanted to learn and how you
wanted to learn them? If you were lucky enough to have been asked, were you able to freely
suggest ways and activities by which you could learn more effectively?
Rights and enjoyment are perhaps words often left out of any student handbook or school
circular. Now that you are a teacher, principal or parent, are you the type who believes that being
‘soft’ on children will only make them learn or study less? Or that giving them ‘choices’ and
allowing them to express themselves freely will only diminish discipline – discipline to make them
sit up and listen to their lessons?
Each of us probably has his or her own idea or approach to education and how we can make
children ‘learn’. Regardless of the differences in our opinions, many of us would probably agree
that SCHOOLIS FOR CHILDREN. Perhaps, we could further firm up this agreement by coming up
with some common definitions...
What is a school?
Let us consult our dictionaries. Do you have one in your school? All dictionaries would probably
contain any or some of the following definitions: 1) an institution devoted primarily to imparting
knowledge or developing certain skills;2) the building or buildings in which instruction is given; 3)
any sphere or means of instruction.
What makes up a school?
Since it is safe to agree that ‘school’ is for those needing or seeking knowledge or instruction, it
should be primarily composed of learners or pupils.
Where there are pupils, there should also be teachers who care for children, provide for their
learning needs, and nurture their interests.
Then, there is the physical school– the school building and its facilities – classrooms,
gymnasium or activity area, grounds for young children to romp and play, toilet facilities, drinking
fountains, and the like.
Did we miss anything? Well, yes there’s still one more and probably the most important one of all.
It’s all people and things that we’ve mentioned combined...and more. It is called the learning
environment. The learning environment is more than just the sum total of all these – people
(pupils and teachers) and things around them – parents, brothers, sisters, other relatives, and
other people and things in the community where the school is located.
When all these INTERACT, and interact FAVORABLY with each other, a lot of wonderful things can
happen to the child’s learning. Remember that learning does not only occur within the four walls
of a classroom. Learning continues when the pupil returns from school to his or her family,
mingles with the neighbors and playmates, runs an errand to the sari-sari store, attends with his
or her family a religious service at their place of worship, and does tens of other things. A healthy
learning environment not only enhances the child’s academic achievement but also ensures his or
her physical, psychological, social, and emotional growth.
Who provides the‘ learning environment’?
School principals, teachers, parents and families, community institutions such as your local
barangay council, other community members and the children themselves support each other in
creating and enhancing the ‘learning environment’.
When can a school be called a ‘Child-friendly School’?
A Child-friendly School is more than just a place for formal learning. Foremost, it is an institution
that recognizes and respects the range of rights of children, and not just their right to be
educated. These rights also include their rights to be healthy, to be given opportunities for play
and leisure, to be protected from harm and abuse, to express their views freely, and to
participate in decision-making according to their evolving capacities.
While upholding children’s rights, a Child-friendly School also in stills in children the
responsibilities that go with their rights. Among these are to respect the rights of others, respect
diversity, practice equality, and resolve differences without resorting to violence.
Just as important, a Child-friendly School takes the lead in shaping a learning environment that
enables children to learn as much as their intellectual faculties could take. It is a kind of
environment that allows them to grow healthy, equips them with knowledge and skills that they
can use throughout life, and enables them to become responsible and productive members of their
community and society.
What exactly is a Child-friendly School’ and how can our school become one?
A ‘Child-friendly School’ has the following five traits:
1. A Child-friendly School is inclusive, gender-sensitive, and non-discriminating.

It is said to be inclusive, gender-sensitive, and non-discriminating when it...
‐ does not turn away any child from enrolling and attending classes for whatever reason
‐ gives boys and girls equal learning opportunities
‐ treats all children equally, regardless of gender, social status, cultural origin or religious
belief.
2. A Child-friendly School is effective with children.

It is said to be effective with children when it...
Is child-centered
‐ has the best interest of the child in mind in all its learning activities
‐ has a curriculum that addresses the child’s learning needs as well as those of the
community and society
‐ employs teaching methods that are suited to the child’s age, abilities, and ways of learning
‐ encourages children to think and decide for themselves, ask questions, and express their
opinions
Promotes quality learning

‐ makes sure that children master the basic skills of writing, reading, speaking (and
listening), mathematics, and the necessary skills that they can use through life
‐ encourages children to learn by doing and by doing things with others
‐ makes sure that teachers are qualified to teach and continue to become better teachers
‐ makes sure that teachers and other staff are physically fit, adequately paid, and highly
motivated.
encourages children to participate in school and community activities

‐ encourages children to work together to solve problems and achieve what they aim to do
‐ encourages children to express their feelings through the arts – music, drawing, drama, and
Other forms
3. A Child-friendly School is healthy for children.

It is said to be healthy for children when it...
‐ promotes children’s health
‐ guarantees that school buildings, grounds, and facilities are safe, clean, healthy, and with
adequate water and sanitary facilities
‐ has written policies and regular practices that promote good health
‐ integrates health education and life skill development in its curriculum
‐ hosts regular health services for children, such as immunization
4. A Child-friendly School is caring and protective of all children

It is said to be caring and protective of all children when it...
‐ safeguards and provides security for children
‐ helps defend and protect children from harm and abuse
‐ encourages children to care for each other
‐ does not tolerate physical punishment on children
‐ has clear guidelines for conduct between students and does not allow bullying
5. A Child-friendly School involves children’s families and the community

It is said to involve families and the community when it...
Works closely with children’s families

‐ consults parents and invites their opinions regarding school policies and activities
‐ holds regular dialogues with parents regarding their children’s learning progress
‐ collaborates with parents to encourage their children to practice at home what they are
learning in school
‐ cares as much as parents that children get enough nutrition and are in good health
‐ cares about the children’s safety not only within the school premises but also on their way
to and from school
Engages the support and interaction of community institutions and other indviduals
‐ enlists the support of community institutions and individuals for its projects and activities
for children
‐ acts on behalf of and upholds the interests of children in community assemblies
WHAT SHOULD ACHILD-FRIENDLY SCHOOL AIM TO ACHIEVE?
A Child-friendly School should aspire for these seven (7) goals:
(1) Encourage children’s participation in school and community

(2) Enhance children’s health and well-being
(3) Guarantee safe and protective spaces for children
(4) Encourage enrolment and completion
(5) Ensure children’s high academic achievement and success
(6) Raise teacher’s morale and motivation
(7) Mobilize community support for education
How should our school go about achieving these goals?
The following checklist contains action items that will guide you through what you need to have
or need to do towards accomplishing the seven goals of the Child-friendly School.
See how many of the action items listed under each goal you have accomplished or are doing on a
regular basis. Tick the box before each action item if you have accomplished this. Add up and
write your total in the box after each goal. By checking what your school already has and what it
is doing regularly, you will be able to track your progress towards becoming a Child-friendly
School.
You may already be well along the way to becoming a Child-friendly School! Remember though
that you have to be honest with your answers!
Here’s one other advice...Please accomplish this checklist first before moving on to the next
section.
GOAL#1:Encourage children’s participation in school and community
What your school should have or should be doing:
√ Your school has a working student government.

√ Your school involves students in meetings and planning sessions that concern their
well-being.
√ Your school involves students in the organizing, planning, and execution of the disaster
preparedness and response plan.
√ Your school encourages its students to get involved in community work.
√ Your school has a mechanism or mechanisms–such as a school publication, students’
bulletin board, or opinion box – for pupils to express their opinions about school and
community issues.
5 Total number of action items checked for this goal
GOAL#2:Enhancechildren’s health and well-being
√ Your school maintains and regularly updates a health record of each pupil.
√ Your school holds annual weighing and health examination of your pupils.
√ Your school holds annual dental examination of your pupils.
√ Your school treats or refers pupils with health problems.
√ Your school treats pupils with decayed teeth.

√ Your school has a feeding program for malnourished children.
√ Your school serves or sells healthy and nutritious food in your premises.
√ Your school practices proper waste disposal.
√ Your school has a steady supply of clean and safe drinking water.
√ Your school has separate toilet facilities for boys and girls consisting of urinals and
lavatories that are regularly maintained and kept clean.
√ Your school has a functional clinic.
9 f number of action items checked for this goal.
GOAL #3: Guarantee safe and protective spaces for children
√ Your classrooms have proper ventilationandlightingandenoughspacefor45-50 pupils.

√ Your classroom desks and other furniture are sized to the age of the pupils. In the
case of shared desks, each pupil has enough space to do seatwork.
√ Your classrooms’ layout and furniture allow pupils to interact and do group work.
√ Your classrooms have a bulletin board or a corner that displays helpful learning
materials such as posters, illustrations, newspaper and magazine clippings, and
your pupils’ own works.
√ Your classrooms, facilities ,and premises are regularly maintained and kept clean.
√ Your school has safe facilities in place to address hazard threats (e.g. fire exits, fire
extinguishers, appropriate electrical wirings).
√ Yourschoolhasidentifiedandpreparedalternativelearningspacesincasesof
emergencies.
√ Yourschoolhasadequateemergency/firstaidkitsthatarereadilyavailable.
√ Your school conducts regular evacuation drills for earthquake, fire, flooding, or
tsunami.
√ Your school has a library for reading and for study.
√ Your school has facilities and equipment for recreation and sports.
√ Your school has sufficient lawn space and vegetation.
√ Yourschoolhasdulyassignedpersonnelinchargeofsecuringitspremises,its properties, and
those of its pupils and teachers.
√ Yourschoolcoordinateswiththebarangayandlocalauthoritiestoensurethesafety
And protection of your pupils.
√ Yourschoolhasapolicyagainstdiscriminationwithregardtogender,cultural origin,
social status, religious belief, and others.
√ Your school has a program for children with special needs.
√ Your teachers use non-threatening styles of discipline.
15 Total number of action items checked for this goal.
GOAL #4: Encourage enrollment and competition

√ Your school has a masterlist of all school-age children in the community, whether
enrolled or not.
√ Your school regularly coordinates with the local barangay council to identify school-
age children who are out of school, for the purpose of bringing them to school.
ANNEX 2A Child‐Friendly School Survey
√ Your school conducts campaigns to encourage parents to enroll their children.

√ Your school has a system to regularly check on the attendance of its pupils and
address problems concerning non-attendance.
GOAL#5: Ensure children’s high academic achievement and success
√ Your school has a clear vision/ mission statement that is prominently displayed and
adequately explained to all school personnel.
√ The principal and teachers are familiar with child-centered and child-friendly principles.
× Your school provides each student a complete set of textbooks.
√ Teachers regularly prepare their lesson plans.
√ Your school encourages and promotes cooperative and “hands-on” learning (“learning
by doing”).
√ The principal has data on the school’s past three years performance in the division,
regional or national tests for the purpose of improving its current year
performance.
√ Teachers regularly monitor and assess their pupils’ academic performance, with
the view of improving their performance.
√ The school provides students access to ADM, ALS, and/or other learning materials
for their use during emergencies.
GOAL #6: Raise teachers’ morale and motivation
√ Teachers undergo continuing and advance professional training at least once a year.
√ Teachers are regularly trained in new and effective teaching-learning strategies.
√ Teachers have their own lounge and/or work area.
√ Teachers are given annual medical check-up.
√ The principal provides strong direction and leadership guided by a written
supervisory plan.
√ The principal regularly monitors teachers’ performance and provides needed
support.
√ Teachers support their co-teachers by sharing teaching techniques and
experiences.
√ Your school provides annual medical examination to your teachers and other staff.

ANNEX 2A Child‐Friendly School Survey
GOAL#7: Mobilize community support for education
√ Your school has a Parent-Teacher Association (PTA) that has elected leaders,
meets regularly, and has a written plan of action.
√ Yourschoolcoordinateswithbarangayinstitutionstoidentifychildrenwhoare physically or
sexually abused or are made to do hard physical labor, for the purpose of
identifying their special needs.
√ Your school coordinates with the barangay and local institutions to enroll illiterate
parents in literacy programs.
√ Your school takes the lead in conducting literacy programs for illiterate parents.
√ Your school enlists the support of community organizations to help raise fund and
resources for learning.
√ Your school invites parents to discuss with your teachers the learning experiences
and progress of their children.
√ Your school consults parents in the drafting of its policies, and in the planning and
Implementation of school activities.
√ YourschoolhasorganizedandcapacitatedtheSchoolDisasterRiskReductionand
Management Committee (SDRRMC).
√ Yourschoolhasstrongpartnershipswithexternalstakeholdersinordertoaddress disaster
risk reduction and the CCA-related needs of the school(i.e. data and statistics,
capacity building, resources, etc).
Rating your school for action items done
Goal #1: Encourage children’s participation in school and community
The Goal has 5 action items. If you scored 3 points, give yourself a blue heart; if you
scored 4 points, give yourself a purple heart; if you scored 5 points, give yourself a red
heart. If you scored lower than 3 points, don’t color the heart. But take heart (pardon the
expression), there are still six goals to assess and you might just do better with the next
ones.
(Note: If you do not have crayons or color pens or pencils, you can just mark the inside of
the heart with a B for Blue, P for Purple, or R for Red)
5 Color this heart!

Goal# 2: Enhance children’s health and well-being
This Goal has 11 action items. If you scored 7points, give yourself a blue heart; if you
scored 8-9 points, give yourself a purple heart; if you scored 10-11 points, give yourself a
red heart. If you scored lower than 7 points, don’t color the heart, if your score is lower
than desired, try again with the other goals. You have five more to go!
9 Color this heart!
Goal# 3: Guarantee safe, protective spaces for children
This Goal has 17 action items. If you scored 10-11points, give yourself a blue heart; if you
scored12-14 points, give yourself a purple heart; if you scored15-17 points, give yourself a
red heart. If you scored lower than 10 points, don’t color the heart. Did you do better this
time?
15
Color this heart!
Goal#4: Encourage enrollment and completion
This Goal has 4 action items. If you scored 2 points, give yourself a blue heart; if you
heart. If you scored lower than 2 points, don’t color the heart. We’re midway through the
test. Let’s see how you score with the rest!
4 Color this heart!
Goal#5:Ensure children’s high academic achievement and success
This Goal has8 action items. If you scored 6 points, give yourself a blue heart; if you
heart. If you scored lower than 6 points, don’t color the heart. Hope you’re racking up
those points!
7
Color this heart!
Goal # 6:Raise teachers’ morale and motivation
This Goal has 8 action items. If you scored 4-5points, give yourself a blue heart; if you
scored 6-7 points, give yourself a purple heart; if you scored 8 points, give yourself a red
heart. If you scored lower than 4 points, don’t color the heart. Do you think you’ll be a
Child-friendly School by the end of this test?
7
Color this heart!
Goal#7: Mobilize community support for education
This Goal has 9 action items. If you scored 7 points, give yourself a blue heart; if you
heart. If you scored lower than 7 points, don’t color the heart. That’s it! Hope you did well!
9 Color this heart!
Accomplishing Specific Targets
The preceding sections outlined the actions that we need to take towards establishing a
Child-friendly School. However, this is just the first step. We must also ensure that our
actions are effective enough to help us realize desired outcomes for children in the context
of the Child-friendly School System.
We may also call these desired outcomes ‘targets.’ The following are the targets set for
itself by the Department of Education (DepEd). The ideal, of course, is to aim for universal
coverage or100% attainment of these targets.
• All school-age children in your community are served by the school(ages 5-11in
ES, 12-15 in JHS, 16-17 in SHS).
• All children in your school who enrolled in Kinder six years ago finish Grade 6/
Enrolled in Grade 7 three years ago finish Grade 10/enrolled in Grade 11 finish
Grade 12.
• All your Grade 6 pupils/Grade 10/Grade 12 students pass the division, regional, or
National tests or assessments.
In addition are targets relating to the promotion of proper health and nutrition among
schoolchildren and school personnel. This follows the principle that a healthy and well-
nourished child is more ready for learning than a sickly one.
The additional targets are as follows:
• All school children are well nourished.

• All school children are healthy.
• All school children have good dental health.
How much of these targets has your school accomplished?
The following are the standards by which you are asked to rate your school:
Enrollment and academic achievement targets for school year (SY) _:
1. All school-age children in your community are served by the school (ages 5-11in ES,
12-15in JHS, 16-17 in SHS).
(Please check)
D Less than 95% Poor 0 point

D 95-96% Fair 1 point
√ 97-98% Good 2 points
D 99-100% Outstanding 3 points
Your Score: 2 point/s
2. All children in your school who enrolled in Kinder six years ago finish Grade 6/ enrolled
in Grade 7 three years ago finish Grade 10/ enrolled in Grade 11 finish Grade 12.
(Please check)

Your Score:2 point/s
3. All your Grade 6 pupils/Grade 10/Grade 12 students pass the division, regional, or
national tests or assessments.
(Please check)
D Lessthan50% Poor 0 point

Health and nutrition targets:
4. All your pupils/students are well nourished.
(Please check)


5. All your pupils/students are healthy.
(Please check)

6. All your pupils/students have good dental health.
(Please check)

How our school scored
On these pages, you will tally your scores in the two assessment categories.
To rate yourself for Action Items done (pages ),assign the following points to your
colored hearts:
Blue heart- one (1) point

Purple heart- two (2) points
Red heart - three (3) points
Uncolored heart- no (0) point
Now add up those points.
Action Items/Goals Colored Points

Hearts
1. Encourage children’s participation in red 3
school and community
2. Enhance children’s health and well-being purple 2
3. Guarantee safe and protective spaces for red 3
children
4. Encourage enrollment and completion red 3
5. Ensure children’s high academic purple 2
achievement and success
6. Raise teacher’s morale and motivation purple 2
7. Mobilize community support for red 3
education
SCORE 18
Enter and add up your scores for Accomplishing Specific Targets (pages )here.
Progress toward specific targets Points

1. All school-age children in your community are 2
served by the school(ages 5-11 in ES, 12-15 in
JHS, 16-17 in SHS).
2. All children in your school who enrolled in Kinder 2
six years ago finish Grade6/ enrolled in Grade 7 2

three years ago finish Grade 10/ enrolled in
Grade 11 finish Grade 12.
3. All your Grade 6 pupils/Grade 10/Grade 12 2
students pass the division, regional, or national
tests or assessments.
4. All your pupils are well nourished. 2
5. All your pupils are healthy. 2
6. All your pupils have good dental health. 2
SCORE `12
Now, tally your scores in the two categories.
Action Items/ Goals 18

Progress toward Targets 12
TOTAL SCORE 30
So, is your school Child-friendly?
If you got a total of at least 25 points but lower than 30 points, you are a CHILD-
FRIENDLY SCHOOL!
If you got at least 30 points but lower that35 points, you are an OUTSTANDING
CHILD-FRIENDLY SCHOOL!!
If you got 35 points or higher, you are indeed a VERY OUTSTANDING CHILD-FRIENDLY
SCHOOL!!!
To all of you who made it, CONGRATULATIONS!!! To those who didn’t, you can try to
Do better next school year.
Now make sure that you do this every school year to see if you are keeping with or
improving your performance.
Thank you for answering this little test. Until next time when we include other action
items and targets in our list! Becoming a Child-friendly School is easy, don’t you
agree?
BACAO ELEMENTARY
SCHOOL
(name of your school)
is a
CHILD-FRIENDLYSCHOOL!!!
Annex 2B Child Protection Policy
Implementation Checklist
`
School-Based Child Protection/Anti-Bullying Policy Implementation Checklist
Name of School: BACAO ELEMENTARY SCHOOL___________

Address: BACAO II, GENERAL TRIAS CAVITE CITY_________
District/Division/Region: CLUSTER 5/GEN. TRIAS CITY/IV-A__
This checklist is designed to monitor and evaluate the compliance of the

school/s in the implementation of DepEd Order No.40,s. 2012 and DepEd
Order No. 55, s. 2013.
Tick the appropriate box that corresponds to your observation.

Instruction: P – Present or In Place
A –Absent or Not In Place
Findings will be based simply on the presence or absence of the requirement
as stated in each item and shall be the basis for a plan of action by the
School and the Division Office.
P A
1. The school has a written school-based child protection and/or anti-bullying
√
policies.
2. There is a code of conduct incorporated in the school-based child protection or
√
anti-bullying policy for the following:
a. Students √
b. School Administrators √
c. Non-Teaching Personnel (guards, maintenance, etc.) √
d. Teachers √
e. Visitors (Parents, alumni etc.) √
f. Off-Campus activities such as field trip, camping etc. √
3. The code of conduct has specific provisions to address potential risks to students
√
such as:
a. Disregarding abusive situation or behavior against children; √
b. Employing children as house helper or asking students to care for
teacher’s children while in school; √
c. Relating with children in private for personal matters like student-teacher
as “text mates” or face book friends; √
d. Going out with students after school such as watching movies; √
e. Using green jokes or jokes with double meaning in the class; and √
f. Cultural Beliefs (marrying children because it is acceptable based on one’s
culture/religion, amicable settlement on child abuse cases). √
4. Promotion or information dissemination of the school-based child protection
and/or anti-bullying policies is done during school opening for: √
• Students √
• Teachers √
• Non-Teaching personnel √
• Parents √
5. There are written procedures to guide in conducting disciplinary proceedings in
cases of offenses committed by pupils, students, or learners. √
6. The school has adopted a conflict resolution mechanism that respects the rights of
indigenous peoples, provided that they conform to child’s rights and the
Department issuances on child protection. √
7. There is an established system for identifying students who may be suffering from
significant harm based on physical, emotional, or behavioral signs. √
8. Has developed and implemented a school-based referral and monitoring system √
1
To address child abuse and bullying cases.
9.There is an existing record of all proceedings related to bullying and child abuse
cases using the Intake Sheet (Annex B of DO 40,s.2012 or Appendix B or DO
18, s. 2015) as appropriate.
√
10.Records related to complex cases of child abuse and bullying using the Intake
Sheets (Annex A of DO 40, s. 2012 or Appendix B of DO 18, s. 2015) are well-
Kept and separate from simple cases. √
11.The school has submitted its consolidated reports on bullying and child abuse
cases to the Division Office a week after the opening of each school year. √
12.Has mapped out available resources in their community for possible linkages or
networking for cases needing referrals etc. √
13.Has an active coordination with WCPD, DSWD, and other government and Non-
Government Organizations (NGO). √
14. Has a clear policy on the use of positive and non-violent discipline for children. √
15. There is an organized Child Protection Committee (CPC) in the school. √
16. There is an annual capacity building activities for the members of the CPC:
• Guidance Counselor/Designated Guidance Teacher √
• Representative of the Students √
• Representative of the Parents √
• Representative of the Barangay √
• Representative of the Teachers
√
17. The CPC is meeting regularly to discuss appropriate interventions and/or
responses to school problems on bullying and child abuse cases and other
concerns. √
18. The school with its CPC has initiated information dissemination programs and
organized activities for the protection of children from abuse, exploitation,
violence, harm, and bullying. √
19. There is a strong student participation in the promotion of child protection and
anti-bullying policies of the school. √
20. There is a feedback mechanism in the school to monitor the implementation of
the Child Protection and/or Anti-Bullying policies. √
28 9
(Total Number of P and A multiplied the total number of items divided by 100)
Overall Scores 80% 20%
General Description:
As of this school year, the committee functions well in implementing the anti-bullying
policy, but still needs to polish or reinforce on some requirements found in the checklist above. It
has complied by 80% of the total requirements.
Recommendation:
Bacao Elementary School needs to further improve some areas in its implementation of
the Child Protection Policy.
Prepared by:
MARY ALANIE P. LASTIMOSO

Signature over Printed Name
School Guidance Counselor
Designation
March 1, 2020
Date
Received by:
MARYLOU J. ECHANO
Signature over Printed Name
Teacher-In-Charge
Designation
March 1, 2020
Date
ANNEX 2C Student‐led School
Watching and Hazard Mapping
Student-led School Watching and Hazard Mapping

(Lifted from DO. No. 23 s.2015)
PROCEDURES
A. Organizing and Preparing the School Watching Team

• The school head shall designate a moderator to facilitate a student-led school watching
and hazard mapping activity. The moderator is preferably a DRRM-trained school
personnel who is familiar with the hazards and risks in the school or anyone who has
previous/current involvement in any DRRM activity.
• The School Watching Team (SWT) should compromise of at least 10 members. For
medium and big schools, organizing various students’ organizations and/or student
leaders for a school watching activity is preferred to maximize engagement. For very
small schools (i.e. with less than five classes), teachers could integrate school
watching in their respective lessons as an outdoor activity. For very big schools, more
than one team could be organized to ensure that all grade levels, sections, and groups
are represented.
• The Supreme Student/Pupil Government (SSG/SPG) shall aid in the identification of
SWT members. The team members could be student leaders of youth clubs, academic
and/or non-academic clubs such as boy/girl scouts, Red Cross, or representatives from
various grade levels and/or sections.
• The moderator is encouraged to redesign the process, if necessary, to ensure
appropriateness to the composition of the SWT. Preferably SSG/ SPG shall also
participate in this activity.
• It is important that the moderator presents the guidelines in the language that the
SWT is most familiar and comfortable with.
• The moderator could prepare a timeline on the conduct of this activity to ensure that
this will not disrupt regular school activities and/or classes of SWT members.
• The moderator will prepare the route for the school watching, designate stops and
provide a School Watching Checklist(see attached) to Team members for guidance
in the observation of hazards.
• Designate a start and end point for the school watching activity.
• The moderator shall orient the SSG/SPG on school watching and hazard mapping
before convening the SWT.
B. School Watching and Hazard Mapping

• The moderator should ensure that all SWT members have a pen and notebook for note
taking during the school watch.
• The moderator shall orient the SWT on the background and purpose of this activity,
and level-off with the Team on the conduct of this activity.
• Walk through each building, classroom, office, laboratory, workshop, play area,
garden, and any open area of the school.
• At each point, give a 3-5-minute stop for the Team to observe and take down notes in
every building, classroom, office, laboratory, workshop, play area, garden, and any
open area.
• Use the School Watching Checklist as a basic guide in identifying hazard factors and/or
at risk areas in the school. The Team members are encouraged to add other risk
Factors based on their observation, experience, and appreciation of the condition of

the school environment/facilities.
• After walking around the school premises, the moderator will facilitate the processing
of the information noted by the SWT.
• Then, materials such as cartolina, pens, crayons, coloured papers or any drawing
material will be distributed to the SWT to map and plot the identified hazards and/or
risk areas in the school.
• Allow the SWT to discuss the plotted hazard areas in the map to enhance the initially
placed markings.
• Finalize the hazard map based on the SWT discussion and prepare for a presentation
to the School-Community Planning Team (SPT).
School Watching Checklist
√ Broken window D Broken/ dilapidated ceiling

D Slippery pathway D Open/ incomplete perimeter fence
D Blocked corridor D Presence of stray animals
D Heavy objects mounted on top inside the school campus
of D Presence of electrical post/
cabinets/ shelves transformer near or within the
√ Flooded area school perimeter
D Busted plugs/ light bulbs/ D No system of release to parents
electrical facilities during emergencies
√ Exposed electrical wires D No posted emergency
D Protruding nails in chairs hotlines around the school
and tables √ Garbage area (segregation of
D Broken doorknobs
Biodegradable and
D Warning sign: Slippery non-biodegradable)
pathways/corridors D Detached or peeled off GI
D Plants mounted on the sheet
building railings D Broken toilet bowl and/ or
√ Flooding sinks
D Exposed chemicals and liquids √ Broken chairs/ desks/tables
D Lack/ absence of storage D Blocked/ no emergency exits
for equipment D Unmounted cabinets/shelves
D Unlabeled chemicals √ Medical kits in every classrooms
√ Dripping ceiling √ Bells/alarms
D Open pit √ Condemnable building (i.e. very
D Stagnant water old structure, collapsing building
√ Unpruned trees/bushes/shrubs and/ or prominent cracks on
D Open/ clogged canals classroom walls)
D No ramps for elevated D Others (List as many as possible)
school buildings or other
facilities
D Swing-indoors
Prepared by:
NELISSA D. IRUGUIN
Coordinator-School Disaster Risk
Received by:
Reduction & Management
MARYLOU J. ECHANO
Teacher-In-Charge
Date: March 1, 2020
ANNEX 3 Gap Analysis Template
SCHOOL IMPROVEMENT PLANNING
GAPANALYSIS TEMPLATE
REGION: IV-A CALABARZON_________________
DIVISION: CAVITE_________________________
DISTRICT:GENERAL TRIAS__________________
BARANGAY: BACAO II______________________
SCHOOL:BACAO ELEMENTARY SCHOOL_________
Instruction: Use the matrix on the next page as a guide in assessing the gap between your Division Targets (A) and school performance (B). In particular, you
can fill out the matrix by answering the following questions for each Division Target:
B1. Data needed – What data do we need to assess our school performance against this Division Target?
B2. Currently contributing – Is our current school performance contributing to the attainment of this Division Target? How is it contributing or not contributing?
Explain.
B3. Inhibiting Factors –If contributing, what are the factors that prevent us from contributing further to this Division Target? If not contributing, what are the
factors that prevent us from contributing to this Division Target? Include the most pressing needs or problems from available data.
B4.Projects implemented–What school projects being implemented are geared towards the attainment of this Division Target? If no such projects are being
implemented, leave it blank.
B5.Groups that require attention–Are there groups in our school that require specific attention concerning the attainment of this Division Target? (e.g.,
considering gender, socio-economic status, ethnicity).
March 2, 2020
DATE ACCOMPLISHED
B.SCHOOLPERFORMANCE
A.DIVISIONTARGETS B2.CURRENTLY CONTRIBUTING B5.GROUPS
B1.DATANE B4.PROJECTS
B3.INHIBITING FACTORS THAT REQUIRE
EDED YES/NO EXPLANATION IMPLEMENTED
ATTENTION
Data on Facilities a. Lack of textbook
Insufficient No. of supplies SBM Stakeholders
1. Improvement of Learning a. Science Lab
b. Textbook/ rating No classrooms, seats, b. Science Lab use as Project BEEF LGU
Environment
c. Drainage System facilities & instruction room Adopt a school program NGO
d. Water system textbooks c. Supply of water due to
growing numbers of
nearly subdivisions
Yes
2. 1:41 Teacher- Pupil Ratio Sufficient number of Child mapping/ tracking Brgy. Official & LGU
Equity Indicators teacher-pupil ratio of pupils
No High dropout rates due to Project- I- MAGIC-Drop -Least Fortunate

1. Dropout rates the following: Management, Gauge, pupils
over the previous Dropout rates over the - financial matters
3. Zero Dropout three years last three years have - health problems Intervention and -Problem/Child due
2. Reasons for been greater than 2%. - child labor Connection on Drop-out to broken families
dropping out - transfer of residence/
Migration of families
No. of malnourished Yes Intensive Severely wasted , wasted Supplementary Feeding Severely wasted &
Pupils for the current implementation of & indigent pupils can be Program & SBFP wasted pupils
school nutrition diagnosed earlier and
4. Children Health & Safety year program has been include in the nutrition Project- Divino Rabbi Indigent Pupils
done for the past 3 program of the school. - HOPE
years
Report on complaints Yes Policies on the Child- Proper Dissemination of - Child Protection Policy Parents, Pupils and
& in take sheet Protection and Anti- Info of the said program - Anti-Bullying Brgy. Official
5. Zero Complaints on the
bullying strengthened -CICL & other
rights of children
for 2 years Children In Conflict with stakeholders
the law
Basic literacy rates Yes All students over the Basic literacy can be Project GLER Pupils at risk in
by grade level over past three years have attained earlier - focusing Project Reading SAFARI reading
on the male students in
the past three years attained basic literacy Grades 1 and 2 that fall
6. Attain basic literacy by
by Grade 3 behind
Grade 3
- determining the reasons
why male students in
Grades 1 and 2 fall behind
School data on
reading
assessment and
-12:30 NN Reading
diagnostic test in All pupils regularly given Lack of supplementary
Habit
reading, other Phil-IRI test which materials and insufficient Pupils in
7. Zero Non- Reader Yes -Story Telling Session
reading determine the reading time for pupils to read in Frustration Level
-Project GLER
assessment level of pupils. school.
-Phil-IRI
( standard &
teacher made
tests.)
-Project Reading
SAFARI
- Project MODULE
Lack of basic School Research
Three years NAT rating
8. Attain 75% achievement NAT rate over competency skills Program Grade 3 & Grade
NO have been lower than
Level three years -No mastery of the - Project PAS VI pupils
75%
prerequisite skills Project on Activity
Sheets for
Engagement Activities
Proper segregation of
waste in school through YES-O Project
Report on waste YES-O organization of Lack of discipline of the MRI
9. Zero Waste Management Yes All stakeholders
management the school maintained some stakeholders CAYGO
the cleanliness of the
school.
IDENTIFY PRIORITY IMPROVEMENT AREAS
Instruction: Using the matrix on the next page, please rate each improvement area on five criteria using a 5-point scale as described below.
Criteria Description Scale

Strategic The number of other areas that will benefit when the
Importance improvement area is addressed 5 – Very High
Urgency The urgency or need to improve the area as soon as possible 4 – High
Magnitude The number of learners that will benefit when the improvement 3– Moderate
area is addressed 2 – Low
Feasibility The degree to which the improvement area is within the 1 – Very Low
school’s mandate and control
Afterwards, compute the average rating of each improvement area and interpret the results as follows:
Average Rating Interpretation

4.5 – 5.0 Very High Priority
3.5– 4.49 High Priority
2.5 – 3.49 Moderate Priority
1.5 – 2.49 Low Priority
1.0 – 1.49 Very Low Priority
ANNEX 4 Identifying Priority Improvement Areas
Improvement Areas Strategic Urgency Magnitude Feasibility AVERAGE

Importance RATING
5 5 4 5 4.75
1. Improvement of Learning Environment
Very High Priority
5 4 4 4 4.25
2. Improve Teachers Competence
High Priority
5 4 4 4 4.25
3. Children Health & Safety
High Priority
5 5 4 4 4.5
4. Zero Dropout
High Priority
5. Zero Complaints on the rights of 4 4 4 4 4
children High Priority
5 5 4 4 4.5
6. Attain basic literacy by Grade 3
Very High Priority
5 5 5 4 4.75
7. Attain Zero Non- Reader
Very High Priority
5 4 4 4 4.25
8.Attain 75% achievement Level
High Priority
5 5 4 4 4.5
9. Zero Waste Management
Very High Priority
*
ANNEX5PlanningWorksheet

PLANNING WORKSHEET
Instruction: For each priority improvement area, write the general objectives and
root causes using the root cause diagram as reference. Afterwards, identify the year
when the root cause will be addressed.
PRIORITY GENERAL TIME FRAME

ROOT CAUSE/S
IMPROVEMENT OBJECTIVE/S SY SY SY
AREAS
Creates and sustains a Insufficient learning □ □ □
Improvement of safe, orderly, facilities
Learning Environment nurturing and healthy Lack of textbooks □ □ □
learning environment Lack of □ □ □
supplementary
Lack of ancillary □ □ □
services
Lack of seats □ □ □
Attain Zero Non- Develops a culture of High percentage of □ □ □
Reader functional literacy
pupils under frustration
level
Lack of comprehension □ □ □
Lack of vocabulary
□ □ □
Lack of competency
□ □ □
High retention rate □ □ □
Eradicate / reduce Missed too many days □ □ □
Attain Zero Dropout drop-out from school in school
Absenteeism
□ □ □
Fear of peers □ □ □
Family problem □ □ □
Institutional problems □ □ □
*
*
Attain basic literacy by Identify needs of High percentage of □ □ □

Grade 3 pupils by raising pupils under frustration
level
attainment for literacy Lack of comprehension □ □ □
Lack of vocabulary □ □ □
Lack of competency □ □ □
High retention rate
□ □ □
*
*
PRIORITY GENERAL TIME FRAME

ROOT
IMPROVEMENTAREAS OBJECTIVE/S SY SY SY
CAUSE/S
PRIORITY IMPROVEMENT  Addresses deficiencies Deficiency in needed □ □ □
PROJECTS OR CI PROJECTS and sustains successes of program in school
current programs in Need for Research-
collaboration with □ □ □
based study
teachers. and learners Low Promotion, □ □ □
achievement rate
High repetition & high □ □ □
drop out rate
Low achievement □ □ □
level
Attain 75% Manages the Consistent Low NAT □ □ □
achievement Level rate
processes and
procedures in Lack of □ □ □
monitoring student comprehension
Lack of usage of □ □ □
achievement reading skills
Lack of interest to □ □ □
study
Lack of parental □ □ □
support
Improve Teachers’ Create a culture of Newly hired □ □ □
Competence excellence in the delivery Teachers
of learning to pupils Lack of seminars □ □ □
through teachers effective attended
and efficient strategies. Lack of commitment □ □ □
Lack of IMs
□ □ □
Lack of teaching
□ □ □
experience
Attain zero Demonstrate a Bullying □ □ □
Complaints on the proactive approach to
rights of children
problem solving Child protection □ □ □
against peers
High incidence □ □ □
complaints
Drop-out □ □ □
absenteeism
□ □ □
*
*
Project Title: Project ISSA

(“Improving Substraction Skills of Academically Challenge Pupil in Grade 1
”)__________________
Problem Statement: In everyday life, we encounter math problem constantly for an infinite
numbers of reasons. To tell the time, to estimate how long will it take to get somewhere, to
find out if we have enough money to pay for something or simply to know how many more
things do we need. Its all matter of adding and subtracting things, time or money. We don’t
realize the importance of these skills until we need them and even more when we mistake
on such skills cause problems.
Project Objective Statement: This project is geared towards improving the subtraction skills
of Academically Challenge pupils in Grade 1
Root Cause: High percentage of pupils under very low mastery in subtraction.
Project Work Plan and Budget Matrix
Activity Output Responsibility Actual Date Remarks
Get Organized Organization of the ISSA Team July 7, 2017 Completed

CIP Team
July 14, 2017
Talk with Survey Form GLER Team BES Aug. 10, 2017 Completed
Costumers Teachers
Survey Proper Aug. 11, 2017
Walk the Process Survey Result ISSA Team BES Aug. 11, 2017 Completed
Teachers
SIPOC Pupils/Parents Aug 13, 2017
Identify Focused Problem ISSA Team BES Aug. 14, 2017 Completed
Improvement Statement Teachers
Areas
*
*
Pupils/Parents
Do root cause Why-Why-Diagram ISSA Team BES Aug. 17, 2017 Completed
Analysis Teachers
Pareto Chart Pupils/Parents
Develop Decision Matrix ISSA Team BES Aug. 24, 2017 Completed
Solutions Teachers
Finalize Timeline Budget ISSA Team BES Aug. 28, 2017 Completed
Improvement Action Plan Teachers
Plan
Pilot Solution Pilot the project ISSA Team BES Sept. 1, 2017- Completed
Teachers Dec. 1, 2017
Pupils/parents
Roll Out Solution Monthly Meeting ISSA Team BES Jan. 2018- Completed
with the Teachers Mar. 2018
Stakeholders Pupils/parents
Check Progress Monthly ISSA Team BES Every last week Completed
Monitoring Teachers of the month
Pupils/parents

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ANNEX1ASchool‐CommunityDataTemplate

Relative Distance of the School

a. From the poblacion 56.5 km Tricycle

Incidence of crimes and other human‐induced hazards

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.)

Structural collapse (as a result of engineering failures)

Others. Pls. Specify:

What are the 3 most frequent crimes/

Incidence of natural hazards

Others. Pls. specify:

Water,Sanitation and Hygiene (WASH) facilities

Water well/deep Natural source

Is the main source of water functional at present?

Hand washing. Is there space for hand washing?

Functional toilets[SRC.16.] B.2.4Toilet bowls

Number of locally‐funded teachers and subsidized/volunteer teachers (current SY):

SY Before Previous SY: Previous SY: Current SY:

Top1: Use of ICT rooms for interventions. 28 100% 28 100% 26 100%

Top2: Familiarization on the LIS management . 28 100% 28 100% 26 100%

Top3: Content and Pedagogical Approach . 4 100% 28 100% 26 100%

C. CHILDREN HEALTH AND SAFETY

Types of Ailments (Current SY)

Children reported as victims of abuse and violence

D. STATUS OF PRIORITY IMPROVEMENT PROJECTS OR CIP PROJECTS[SRC.18.&SRC.19.]

Duration Status/Accomplishments Indicate

Extra‐ curricular Activities

Other Major Activities

G.FUND SOURCES [SRC.5.]

Fund Source Amount

II. SITUATION OF CHILDREN / LEARNERS: ACCESS ‐ IN AND OUT OF SCHOOL

1. CHILDREN NOT IN SCHOOL

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

2.3 Other data

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

Percent of Total 52.12% 47.88% 54.52% 45.47% 53.23 46.76

SY Before Previous SY 2015-2016 Previous SY 2016-2017 Current SY 2017-2018

Number of frequently absent students that were recipients of

Drop out rates for the last three SYs

Number of dropouts by cause (insert new columns if necessary)

Promotion/graduation rates for the last three SYs

9Promotion rate: no. of promoted learners divided by the total enrollmentx100;

6. MEAN PERCENTAGE SCORES (based on National Achievement Tests)[SRC.9.]

Category Award-giving Body (Please identify)

Last First Middle Gender

C3‐ C10‐ S3‐ S10‐

How did you like school?

What makes up a school?

Who provides the‘ learning environment’?

When can a school be called a ‘Child-friendly School’?

A ‘Child-friendly School’ has the following five traits:

1. A Child-friendly School is inclusive, gender-sensitive, and non-discriminating.

2. A Child-friendly School is effective with children.

Promotes quality learning

encourages children to participate in school and community activities

3. A Child-friendly School is healthy for children.

4. A Child-friendly School is caring and protective of all children

5. A Child-friendly School involves children’s families and the community

Works closely with children’s families

WHAT SHOULD ACHILD-FRIENDLY SCHOOL AIM TO ACHIEVE?

A Child-friendly School should aspire for these seven (7) goals: