Department of Education

Region X
Division of Gingoog City
South 1 Dsitrict
Roy Vizcara Elementary School
Hinandigan, Lunotan, Gingoog City

Prepared by: Noted:

TERESA B. BARBADILLO GENARA M. TINGABNGAB

School In-charge District Supervisor
 2
1

Completed Failed Transfer-Out School Leaver

 2
1

Completed Failed Transfer-Out School Leaver

Grade Level School Year BOSY EOSY REMARKS

1 2012-13 18 12 4 Failed-3 Male & 1 Female

1 Male Transfer-Out
1 Female Drop-Out
2 2013-14 11 10 1 Failed-Male
(1 School Leaver)
3 2014-15 10 10
4 2015-16 10 10
5 2016-17 10 9 1Failed- Male

6 2017-18 10 10
 Retained Promoted

7%
DETAILS OF ENROLMENT 2017-2018
Gross
Grade Level Enrolment Drop-Out Retained Promoted
M F T M F T M F T M F T
Kindergarten 6 7 13 0 0 0 1 0 1 5 7 12
Grade-I 6 11 17 0 0 0 2 0 2 4 11 15
Grade-II 7 4 11 0 0 0 1 0 1 6 4 10
Grade-III 9 4 13 0 0 0 0 0 0 9 4 13
Grade-IV 10 7 17 0 0 0 1 0 1 9 7 16
Grade-V 8 8 16 0 0 0 1 1 2 7 7 14
Grade-VI 3 7 10 0 0 0 0 0 0 3 7 10 93%
TOTAL 49 48 97 0 0 0 6 1 7 43 47 90
 Retention Rate
1
5

Stay in School
Transfer-Out
School-Leaver

83
Out of 89 learners from Kindergarten to
Grade 5, only 83 of them had enrolled
in the school in the following year.
 Early Enrolment BOSY
Grade Level Grade Level
M F T M F T
Kindergarten 4 4 8 Kindergarten 6 9 15
Grade-I 5 7 12 Grade-I 8 8 16
Grade-II 8 8 16 Grade-II 6 11 17
Grade-III 6 11 17 Grade-III 6 5 11
Grade-IV 8 4 12 Grade-IV 10 4 14
Grade-V 9 4 13 Grade-V 10 6 16
Grade-VI 9 6 15 Grade-VI 8 7 15
TOTAL 49 44 93 TOTAL 54 50 104
 DETAILS OF DECREASE
Enrolment Causes of Decrease Projected Enrolment
(Current Year 2018-19) (2019-2020)
104 4 Drop-Out 100
(Transfer of Residence)
100 2 Transfer-Out 98
98 7 (Difference between enrollees in Kindergarten 91
2018-19 and 2019-2020)

Justified by Community Mapping 2019

 Problem Tree
Low Promotion and Completion Rate
(93%) (50%)

Failed
Low Performance

Difficulty in Reading Frequent Absences

Short Time for Focusing Lack of Parent’s Regular
Teaching Reading Follow-up/Monitoring
Teacher with lots Lots of Parents were not so motivated to
Combination
of ancillary trainings/seminars really push their children to go to
Class
services attended school
 REASONS/ISSUES PROGRAMS/INTERVENTIONS MEANS OF VERIFICATION
(2017-18) GIVEN ( 2018-19 )
Low Promotion and Completion Rate
A. Difficulty in Reading • Pull-Out Reading System • Reading Program
• Short Time for Teaching Reading Focus • Reading Progress Report
• Reading Accomplishment
Report
• Phil-IRI Result
• Teacher’s Lots of Ancillary Services • Teacher was deducted with • Class Program
ancillary service as feeding
coordinator
• Teacher’s Lots of Trainings/Seminars • Buddy System
Attended

B. Pupils’ Frequent Absences • Home Visitation • Home Visitation

Form/Pictures
• Lack of Parent’s Follow-up/Monitoring • Counseling (GAD Activity and PTA
• Parents were not so motivated to really Meeting) • GAD Narrative Report
push their children to go to school • Minutes of PTA Meetings
 DETAILS OF ENROLMENT 2017-2018 DETAILS OF ENROLMENT 2018-2019
Gross Gross
Grade Level Enrolment Drop-Out Retained Promoted Grade Level Enrolment Drop-Out Retained Promoted
M F T M F T M F T M F T M F T M F T M F T M F T

Kindergarten 6 7 13 0 0 0 1 0 1 5 7 12 Kindergarten 5 8 13 0 1 1 0 0 0 5 7 12
Grade-I 6 11 17 0 0 0 2 0 2 4 11 15 Grade-I 8 8 16 0 0 0 0 0 0 8 8 16
Grade-II 7 4 11 0 0 0 1 0 1 6 4 10 Grade-II 6 11 17 0 0 0 0 0 0 6 11 17
Grade-III 9 4 13 0 0 0 0 0 0 9 4 13 Grade-III 6 5 11 0 1 1 0 0 0 6 4 10
Grade-IV 10 7 17 0 0 0 1 0 1 9 7 16 Grade-IV 10 4 14 0 0 0 2 0 2 8 4 12
Grade-V 8 8 16 0 0 0 1 1 2 7 7 14 Grade-V 10 6 16 1 0 1 1 0 1 8 6 14
Grade-VI 3 7 10 0 0 0 0 0 0 3 7 10 Grade-VI 8 7 15 0 1 1 0 0 0 8 6 14
TOTAL 49 48 97 0 0 0 6 1 7 43 47 90 TOTAL 53 49 102 1 3 4 3 0 3 49 46 95

From last year’s retained of 7, it downed to 3. This implies that the intervention made was good enough to
decrease the number of retained pupils in lower grades. Pull-out reading system and reducing the teacher’s ancillary
service somehow had contributed to this effect. But there is a need of adjustment for the next school year because drop-
out cases were observed, although the reasons behind were out of control of the school. An intensive intervention for
this problem must be developed.
• Strengthen the Literacy Programs like Project LEARN & PULL-
OUT Reading System
• To help teachers initiate class intervention program to help
poor learners and require them to submit monitoring and
evaluation and progress reports
• To conduct intensive home-based counseling to parents or
family of the learners(Pupils at Risk of Failing and with
Frustration Reading Level)