ANNEX 1A School-Community Data Template

SCHOOL-COMMUNITY DATA TEMPLATE

I. COMMUNITY PROFILE/DATA
IDENTIFYING INFORMATION
Name of the Community/Barangay (s): Barangay Carayman
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. To make planning easier, this template aims to organize existing school-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.

Municipality: Calbayog City

Division: Calbayog City Division
Region: VIII

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 35 34 69 27 26 53 77.14% 76.47% 76.81%
4 15 17 32 13 14 27 86.67% 82.35% 84.38%
5 31 25 56 14 4 18 45.16% 16.00% 32.14%
6 28 28 56 2 2 4 7.14% 7.14% 7.14%
7 38 28 66 4 2 6 10.53% 7.14% 9.09%
8 29 27 56 0 0 0 0.00% 0.00% 0.00%
9 32 27 59 1 2 3 3.13% 7.41% 5.08%
10 34 26 60 1 0 1 2.94% 0.00% 1.67%
11 22 23 45 1 0 1 4.55% 0.00% 2.22%
12 33 25 58 2 0 2 6.06% 0.00% 3.45%
13 42 24 66 13 0 13 30.95% 0.00% 19.70%
14 26 29 55 1 0 1 3.85% 0.00% 1.82%
15 33 26 59 3 0 3 9.09% 0.00% 5.08%
16 23 11 34 4 2 6 17.39% 18.18% 17.65%
17 21 23 44 1 2 3 4.76% 8.70% 6.82%
18 19 19 38 3 4 7 15.79% 21.05% 18.42%
GRAND
TOTAL 461 392 853 90 58 148 19.52% 14.80% 17.35%

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 507/3

Health
Proportion of women deaths due to pregnancy-related causes 125/0
Nutrition Proportion of malnourished children aged 0-5 years old 507/204
Proportion of households living in makeshift housing 0
Shelter
Proportion of households classified as squatters/informal settlers 0
Proportion of households without access to safe water supply 947/258
Water & Sanitation
Proportion of households without access to sanitary toilet facilities 947/382
Proportion of children 6-12 yrs old not in elementary school 649/27
Basic Education
Proportion of children 13-16 yrs old not in secondary school 397/56

A.3 Ethnic groups present in the community: None

A.4 Language spoken by the majority: Waray-Waray

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: Motorcab, Pedicab, Multicab, Jeepney, Bus, PUV

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.
Peace and order of the community contributes to childrens' education, seventy-five percent (75%) of the total land area is
agricultural, farming is the major source of income and secondary is fishing, lower percentage in industry and other related
earnings

B. POLITICAL/PEACE AND SECURITY/PEACE AND ORDER

B.1 CBMS Basic Needs Indicator: Peace and Order

 ANNEX 1A School-Community Data Template
Basic Needs Core Indicators Value

Peace and order Proportion of persons who were victims of crime 0.46%
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
School Governing Council 25 40 62.5%
HRPTA 200 250 80.0%
School Reading Remediation 100 200 75.0%
Learning at Home 20 150 13.3%
Election 241 360 66.0%
Extra-curricular Activities
Brigada Eskwela 150 300 50.0%
Pintakasi 200 350 57.0%
School DRRMC 20 50 40.0%
Livelihood Skills Training 30 50 60.0%
Family & Community 25 70 35.7%
Development & Engagement
Other Major Activities
Family Support 35 80 43.8%
Volunteerism 50 250 20.0%
Work Experiential Program 12 500 24.0%
Quality Curriculum Development 20 100 20.0%

* 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. Pls. Specify: ______________
B.5
Other relevant information. Indicate below any additional information on political factors in the community which impact on children's education.
Political situation in the community has negative impact to childrens's education, particularly the present armed group
in the locality .

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]

None

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.)
Earthquake Oil Spill
✘ Fire (includes forest fire, fires as consequence of
natural disasters such as typhoons and earthquakes) Tsunami
Flood Volcanic eruption
Landslide Others. Pls. 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 environmental/ecological factors in the community which impact on
children's education.
The location of the barangay along the shoreline is prone to storm surge when there is typhoon which in turn affects the
attendace of learners, causes damage to school properties, and destructs the houses of the residents
 ANNEX 1A School-Community Data Template

D. ECONOMIC PROFILE

D.1 CBMS Basic Needs Indicators: Economic

Basic Needs Core Indicators Value

Income Proportion of households with income below poverty threshold 80.50%

Proportion of households with income below subsistence threshold 10.94%
Proportion of households which experienced food shortage 5.10%
Employment Proportion of persons who are unemployed 9 out of 10

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

✘ Agriculture/forestry. Pls. specify the major products: Palay, Root Crops, Coconut, Banana, Vegetables, Charcoal, Firewood and others
✘ 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?

Pls. specify: how

✘ YES many children;
Help parents in in
fishing and farming; attend younger siblings for girls;
what industry,
Construction
activity? workers for boys
NO

D.4
Other relevant information. Indicate below any additional information on economic factors in the community which impact on children's education.
Low economic profile; low family income; migration to urban cities to look for a job

E. TECHNOLOGICAL
E.1 Availability of Electrical Supply: What is the source 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.2.1 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.2.2 Does the school subscribe to any of the internet service provider/s listed above?
✘ YES NO

E.2.3 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.
Internet café, mobile phones with wifi connections
 ANNEX 1A School-Community Data Template

II. SCHOOL PROFILE/DATA

IDENTIFYING INFORMATION
Name of School: CCNHS-CARAYMAN CAMPUS__________ School ID: 3138086____________________________
Address: PUROK 3, BRGY. CARAYMAN, CALBAYOG CITY___
District: CALBAYOG I_______________________ Municipality: CALBAYOG CITY______________________
Division: CALBAYOG CITY___________________ CITY_______________________________________
Region: VIII_____________________________________

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

Bus, jeepney,
4 kilometers multicab,tricycle
a. From the poblacion
b. From the nearest public elementary school 10 meters -do-
c. From the nearest private elementary school 4 kilometers -do-
d. From the nearest public secondary school 2 kilometers -do-
e. From the nearest private secondary school 2 kilometers -do-
f. From the District office 4 kilometers -do-
g. From the Division office 4 kilometers -do-

B. LEARNING ENVIRONMENT

B.1 Physical Infrastructure

B.1.1 Classrooms and Seats [SRC G.10.; G.12.] Fill-in only the grade level that is applicable to your school.
No. of Classrooms No. of Seats
Total Enrolment, Current Pupil:
Pupil:seat
Level In Good For classroom In Good For
SY Repair/Rehabili Total Ratio 1 Repair/Rehabil Total Ratio 2
Condition tation
Condition itation

Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7 121 3 3 40.33:1 112 9 121 1:1
Grade 8 96 2 2 48:1 96 96 1:1
Grade 9 94 2 0 2 47:1 67 27 94 1:1
Grade 10 46 1 0 1 46:1 40 9 49 0.94:1
Grade 11
Grade 12
TOTAL 357 3 5 8 44.63:1 219 141 360 0.99:1
1
Pupil:classroom ratio = Total enrolment divided by the total number of classrooms
2
Pupil:seat 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
Is the main source of water functional at present?
✘ YES NO Pls. cite reasons why: ______________________________________________
NO ANNEX 1A School-Community Data Template
 ANNEX 1A School-Community Data Template
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
177 1.27569444 180 0.1041667 177 1.2756944 180 0.10416667
3
Pupil:toilet ratio = Total enrolment divided by number of toilets
4
Pupil:toilet bowl ratio = Total enrolment divided by number of toilet bowls

B.1.3 Textbooks. Indicate number of textbooks per grade level and subject, and the pupil:textbook ratio. [SRC G.13.]
Pupil:textbook ratio = Total enrolment divided by the number of textbooks. Fill-in only the grade level that is applicable to your school.
Subject: Filipino____ Subject: English____ Subject: Math_____ Subject: Science____ Subject: Aral. Pan.__
Level
Number Ratio Number Ratio Number Ratio Number Ratio Number Ratio
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7 17 7.12:1 121 1:1
Grade 8 107 0.9:1 107 0.9:1 107 0.9:1
Grade 9 67 1.4:1 67 1.4:1 67 1.4:1 67 1.4:1
Grade 10 83 0.55:1 83 0.55:1 83 0.55:1 83 0.55:1 83 0.55:1
Grade 11
Grade 12
TOTAL 257 1.39:1 150 2.38:1 257 1.39:1 207 1.72:1 271 1.32:1

B.1.4 Library: No. of books: ____0_____ No. of tables: __0_______ No. of chairs: ____0_____

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
Computer Laboratory
Computers units 50 Serviceable
Printer 2 Serviceable

Science Laboratory Materials 87 Serviceable

 ANNEX 1A School-Community Data Template

C. TEACHERS
C.1 Number of Teachers [SRC G.9.] Fill-in only the grade level that is applicable to your school.
No. of Nationally Funded Teachers (Current SY) No. of No. of
Total Enrolment, Current Locally Subsidized/
Level SY Funded Volunteer
TOTAL Male Female 2
Teachers Teachers

Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7 121 5 0 5 24.2:1 0 0
Grade 8 96 5 0 5 19.2:1 0 0
Grade 9 94 5 0 5 18.8:1 0 0
Grade 10 46 4 3 1 11.5:1 0 0
Grade 11
Grade 12
TOTAL 357 19 3 16 18.79:1 0 0
5
Pupil:teacher ratio = Total enrolment divided by number of nationally-funded teachers.

C.2 Quality of Teachers

C.2.1 Number of Master Teachers
Assigned
Number Carries Full-Time Class Assigned Part-Time to Assigned Full-Time to
Teaching Load Grade Class Teaching Ancillary Services
Levels
Master Teacher IV 0 0 0 0 0
Master Teacher III 0 0 0 0 0
Master Teacher II 0 0 0 0 0
Master Teacher I 0 0 0 0 0

C.2.2 Number of Teachers meeting the desired competencies based on NCBTS. Fill-in only the grade level that is applicable to your school.
SY Before Previous SY ______ Previous SY ______ Current SY ______

No. of No. of No. of

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

Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7 3 2 66.67% 4 3 75.00% 6 5 83.33%
Grade 8 3 2 66.67% 4 3 75.00% 6 4 66.67%
Grade 9 2 2 100.00% 4 3 75.00% 4 3 75.00%
Grade 10 2 2 100.00% 3 3 100.00% 3 3 100.00%
Grade 11
Grade 12
TOTAL 10 8 80.00% 15 12 80.00% 19 15 78.95%
 ANNEX 1A School-Community Data Template

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 / LAC/INSET
Action Cell sessions)?

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

Teacher's Strength and Needs Assessment as basis / for SPPD Planning & Crafting
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? Fill-in only the grade level that is applicable to your school.
Current SY: _____
LEVEL
Ist 2nd 3rd

Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7 ICT Diversity of Learners Curriculum
Grade 8 Curriculum Assessing & Reporting Professional Growth & Development
Grade 9 Feedback Diversity of Learners Instructional plan
Grade 10 ICT Curriculum Classroom Instruction
Grade 11
Grade 12

(b) Based on the top 3 training needs mentioned above, how many of the teachers were trained? [SRC G. 14.]
Fill-in only the grade level that is applicable to your school.
SY Before Previous SY 2013-2014_ Previous SY 2014-2015__ Current SY 2015-2016__

Total No. of No. of Total No. of No. of Total No. of No. of

Teachers % trained Teachers % trained Teachers % trained
Teachers trained Teachers trained Teachers trained

Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7 3 3 100.00% 4 4 100.00% 6 6 100.00%
Grade 8 3 3 100.00% 4 4 100.00% 6 6 100.00%
Grade 9 2 0 0.00% 4 4 100.00% 4 4 100.00%
Grade 10 2 0 0.00% 3 3 100.00% 3 2 66.67%
Grade 11
Grade 12
TOTAL 10 6 60.00% 15 15 100.00% 19 18 94.74%

(c) If the response to question (b) above is NO, cite reasons why teachers were not trained based on identified needs.
 ANNEX 1A School-Community Data Template

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

PEER TEACHING / MENTORING / INSET

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)
Duration Status/Accomplishments
Indicate progress of the program/ project, and its
Implementer Program/Project Title Target effect/impact on the children's access to and
End Start quality of education.

100 Grade 6 pupils from

School Early Registration Feb. Jan. CES (two catchment 121 actually enrolled
barangays)

School Oplan Balik Eskwela June May 400 enrolees 357 actually enrolled

Maintain 0 drop-out
School Zero Drop-out Rate March June Accomplished
rate from SY 2014-2015

Increase promotion rate

School Promotion Rate March June from 97.29% for SY Target in progress
2014-2015 to 100% for
SY 2015-2016

Reduce percentage rate

Reduce Drop-out rate
School March June of 1% drop-out rate by In Progress
by cause cause

Incraese NAT result

Improvement of NAT from 68.29% SY 2014-
School March June In Progress
result/Performance 2015 to 75% SY 2015-
2016

Reduce frustration level

by 30% for SY 2015-
2016 in English;
School Improvement of Feb. Oct. In Progress
Literacy Level Improve Instructional &
Independent readers
from 78% to 80% by SY
2015-2016 in English

E. FUND SOURCES [SRC G.16.]

Fund Source Amount

General Appropriations Act (School MOOE) P 20, 108.33
General Appropriations Act (Subsidy for Special Programs) None
 ANNEX 1A School-Community Data Template

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

Instruction: Please input required data/information in unshaded cells. Fill in only the age group/grade level that is applicable to your school.

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
Two Years Ago __ Previous Year__ attending other forms of learning
Age Group
Total Male Female Total Male Female Total Male Female
5 y/o
6-8 y/o
9-11 y/o
12-15 y/o
16-17 y/o
TOTAL
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 school- Distance of
Age Group aged children Financial Health and Affected by Affected by
Child Labor School from Other Reasons
not in school Matters Nutrition Home Disaster Conflict

5 y/o
6-8 y/o
9-11 y/o
12-15 y/o
16-17 y/o
TOTAL
Percent of Total
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
SY Before Previous SY: _____ Previous SY: _____ Current SY: _____
LEVEL
Total Male Female Total Male Female Total Male Female
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
TOTAL

Percent of Total
 ANNEX 1B Child Mapping Tool
2.2 Number of children with disabilities by category

Total Number TYPE OF DISABILITY (Current SY)

of Children
Level with
Disabilities

Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
TOTAL
Percent of Total

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
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
TOTAL
 ANNEX 1A School-Community Data Template

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

Instruction: Please input required data/information in unshaded cells. Fill-in only the grade level that is applicable to your school.

3. ATTENDANCE
3.1 Number of Children who are regularly attending classes (at least 90% attendance) for the last three School Years 1
SY Before Previous SY ___ Previous SY ___ Current SY ___
Level
Total Male Female Total Male Female Total Male Female
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12

TOTAL

Percent of Total

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 Transfer Program
(Pantawid Pamilya) of DSWD?

PREVIOUS SY _____

Level Number of children who are frequently absent Number of frequently absent students that are recipients of Pantawid
Total Enrolment Pamilya
in Previous SY 2
Total Male Female Total Male Female
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
TOTAL
Percent of Total
2
Previous SY data in Table 2.1.
 ANNEX 1A School-Community Data Template

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 Financial Health and Distance of Affected by Affected by
absent in Matters Nutrition Child Labor School from Disaster Conflict Other Reasons
previous SY Home

Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12

TOTAL

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

4
Insert row/s when necessary

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 SY Before Previous SY: _____ Previous SY: _____ Current SY: _____
Total Male Female Total Male Female Total Male Female
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
TOTAL
 ANNEX 1A School-Community Data Template

4.2 Dropout Rates for the last three School Years

DROPOUT RATES
LEVEL SY Before Previous SY: _____ Previous SY: _____ Current SY: _____
Total Male Female Total Male Female Total Male Female
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
OVERALL

4.3 Number and Rates of Dropouts by Cause

Total No. of NUMBER OF DROPOUTS BY CAUSE (CURRENT SY) 5

LEVEL Dropouts (Current
SY)

Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
TOTAL
Percent of Total
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 children 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 teachers attendance and ways of ensuring their regular presence

based on CSC policy?
 ANNEX 1A School-Community Data Template

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 School-Community Data Template

III-C. SITUATION OF CHILDREN / LEARNERS: QUALITY

Instruction: Please input required data/information in unshaded cells. Fill-in only the grade level that is applicable to your school.
5. PROMOTION/GRADUATION RATES [SRC Q.3.]
5.1 Number of promoted learners by grade level, for the last three years
SY Before Previous SY: _____ Previous SY: _____ Current SY: _____
LEVEL
Total Male Female Total Male Female Total Male Female
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12

TOTAL

5.2 Promotion and Graduation Rates for the last three years 7
SY Before Previous SY: _____ Previous SY: _____ Current SY: _____
LEVEL
Total Male Female Total Male Female Total Male Female
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12

OVERALL

7
FORMULA: promotion rate is the no. of promoted learners (March) over the number of enrolment (March) x 100; graduation rate is the no. of graduates
(March) over the number of enrolment (March) x 100

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 Secondary Level), per
subject for the last 3 School Years

SY Before Previous SY: ____

Level
English Filipino Math Science HEKASI
Grade 3/8
Grade 6/10
Previous SY: ____
Level
English Filipino Math Science HEKASI
Grade 3/8
Grade 6/10
SY: ____
Level
English Filipino Math Science HEKASI
Grade 3/8
Grade 6/10

6.2 Projects/interventions implemented to improve basic competencies of learners

 ANNEX 1A School-Community Data Template

III-C. SITUATION OF CHILDREN / LEARNERS: QUALITY

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
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
Level Post-Test Results
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
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
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
Level Post-Test Results
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12

7.3 Projects/interventions implemented to improve reading skills of children

 ANNEX 1A School-Community Data Template

III-C. SITUATION OF CHILDREN / LEARNERS: QUALITY

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
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
Total
Percent of Total

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
Types of Ailments 9 (Current SY)
Level

Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
TOTAL
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 School-Community Data Template

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
Grade 1
Grade 2
Grade 3
Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12

TOTAL
Percent of Total

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