ANNEX 1A School-Community Data Template

SCHOOL-COMMUNITY DATA TEMPLATE

I. COMMUNITY PROFILE/DATA
IDENTIFYING INFORMATION
Name of the Community/Barangay (s): ____________________________________
NOTE: Community basically refers to the barangay where the school is located. If applicable, include the name(s) of other nearby barangay(s) where a
significant number of enrolled children come from. 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: ____________________________________
Division: ____________________________________
Region: ____________________________________
A. SOCIAL, DEMOGRAPHIC AND CULTURAL PROFILE
A.1 Population of Children [SRC A.1.]
Total Population
Age
Boys
Girls

Total

Number of children NOT in School

Boys
Girls
Total

% of children NOT in School

Boys
Girls
Total

3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
GRAND
TOTAL

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
Proportion of child deaths aged 0-5 years old

Health

Proportion of women deaths due to pregnancy-related causes

Nutrition

Proportion of malnourished children aged 0-5 years old

Proportion of households living in makeshift housing

Shelter

Proportion of households classified as squatters/informal settlers

Water & Sanitation

Basic Education

Proportion of households without access to safe water supply

Proportion of households without access to sanitary toilet facilities
Proportion of children 6-12 yrs old not in elementary school
Proportion of children 13-16 yrs old not in secondary school

A.3

Ethnic groups present in the community:

A.4

Language spoken by the majority:

A.5

Availability of basic social infrastructure and services. Check which of the following are present in the community.

Elementary school(
Public Private)
Secondary school P
( ublic Private)
Day Care Center
Community health center/station
Botika sa Barangay
A.6

Value

Clean water supply/ water system

Public library
Public playground
Road/Farm-to-market road
Transportation. Pls. specify: ______________

Other relevant information. Indicate below any additional information on social, demographic and cultural factors in the community which
impact on children's education.

B. POLITICAL/PEACE AND SECURITY/PEACE AND ORDER

B.1 CBMS Basic Needs Indicator: Peace and Order

ANNEX 1A School-Community Data Template

Basic Needs

Core Indicators

Value

Peace and order

Proportion of persons who were victims of crime
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)

Police station
Barangay tanods
B.3

Indigenous/local conflict resolution mechanisms

Other structures. Pls. specify: ______________

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

Actual Number

Target

Total Amount of Contribution

Labor *

In Kind

Cash

Co-Curricular Activities

Extra-curricular Activities

Other Major Activities

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

B.4

Incidence of crimes and other human-induced hazards

Tick if there are incidences of any of the following in the last 3 years.
SOURCE:
Government Elementary/Secondary School Profile (GESP).

Armed conflict as a result of organized crime (terrorism, siege, etc.)

Crime against school head/s (murder/homicide, physical injury, rape, sexual harassment, etc.)
Crime against school property (theft, robbery, arson)
Crime against student/s (murder/homicide, physical injury, rape, sexual harassment, etc.)
Crime against teacher/s (murder/homicide, physical injury, rape, sexual harassment, etc.)
Fire (Electrical wiring failure, etc.)
Health Threat (i.e. Dengue, Malaria, Measles, food poisoning, disease outbreak)
Oil Spill
Security threat as a result of civilian violence (bomb threats, kidnapping threats, hostage taking, shooting, etc.)
Structural collapse (as a result of engineering failures)
Others. Pls. Specify: ______________
B.5

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

C. PHYSICAL ENVIRONMENT/ECOLOGIAL PROFILE

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

C.2

Incidence of natural disasters

Tick if there are incidences of any of the following in the last 3 years.
SOURCE:
Government Elementary/Secondary School Profile (GESP).

Drought
Earthquake
Fire (includes forest fire, fires as consequence of

natural disasters such as typhoons and earthquakes)

Flood
Landslide
Storm surge

Tropical Cyclones (Storm, Typhoon, Tropical Depression, etc.)

Oil Spill
Tsunami
Volcanic eruption
Others. Pls. specify: ______________

C.3

Result of Disaster Incidences

C.4

Other relevant information. Indicate below any additional information on environmental/ecological factors in the community which impact on
children's education.

School used as an evacuation center

ANNEX 1A School-Community Data Template

D. ECONOMIC PROFILE
D.1 CBMS Basic Needs Indicators: Economic
Basic Needs
Income

Core Indicators

Value

Proportion of households with income below poverty threshold

Proportion of households with income below subsistence threshold
Proportion of households which experienced food shortage

Employment
D.2

Proportion of persons who are unemployed

Primary or Major Means of Livelihood of the Households

Agriculture/forestry. Pls. specify the major products: _______________

Fishery
Manufacturing
Mining
Services
Others
D.3

Child Labor Practice

Are there children in the community who are employed in any work that (a) is mentally, physically, socially or morally dangerous and harmful to
children, and (b) interferes with their schooling by depriving them of the opportunity to attend school, obliging them to leave school prematurely,
or requiring them to attempt to combine school attendance with excessively long and heavy work?

YES
NO
D.4

Pls. specify:
how many
children; in
what industry,
activity?

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

E. TECHNOLOGICAL
E.1
Availability of Electrical Supply: What is the 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
DIGITEL

GLOBE
PLDT

SMART
SUN

WIT Global (Satellite)

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 caf/shops/WiFi-enabled stations?

Pls. specify: __________________________________________
YES

NO
E.3

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

ANNEX 1A School-Com

II. SCHOOL PROFILE/DATA

IDENTIFYING INFORMATION
Name of School: _______________________________________
School ID: ____________________________
Address: _____________________________________________
District: _____________________________________
Municipality: _______________________________________
Division: ____________________________________
Region: ___________________________________________
A. LOCATION, RELATIVE DISTANCE, AND TYPE OF SCHOOL
A.1 Location of the School. Tick the applicable description.
Along the highway

Near a river or waterway

Near the coastline

By the hillside

On top of a mountain

A.2 Relative Distance of the School

Distance in km

a. From the poblacion

b. From the nearest public elementary school
c. From the nearest private elementary school
d. From the nearest public secondary school
e. From the nearest private secondary school
f. From the District office
g. From the Division office
B. LEARNING ENVIRONMENT
B.1Physical 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
Level

Total Enrolment,
Current SY

In Good
Condition

For
Repair/Rehabil
itation

Total

Pupil:
classroom
Ratio 1

No. of Seats
In Good
Condition

For
Repair/Rehabil

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
1

Pupil:classroom ratio = Total enrolment divided by the total number of classrooms

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

Water well/deep well

Natural source

Without available water supply

Is the main source of water functional at present?

YES

NO

Pls. cite reasons why: ______________________________________________

itation

ANNEX 1A School-Com

ANNEX 1A School-Com
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.]

Male
Female
Ratio3
Ratio3
Number
Number

B.1.2.c Toilet Bowls

Male
Ratio4
Number

Pupil:toilet ratio = Total enrolment divided by number of toilets

Pupil:toilet bowl ratio = Total enrolment divided by number of toilet bowls

Female
Ratio4
Number

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 i
Level

Subject: ___________

Number

Subject: ___________

Ratio

Number

Ratio

Subject: ___________

Number

Ratio

Subject: ___________

Number

Ratio

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
B.1.4 Library:

No. of books: _________

No. of tables: _________

No. of chairs: _

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

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

Facility/Material
Number
Qualitative description/condition

ANNEX 1A School-Com

C. TEACHERS
C.1 Number of Teachers [SRC G.9.] Fill-in only the grade level that is applicable to your school.
Level

Total Enrolment, Current

SY

No. of
Locally
Funded
Teachers

No. of Nationally Funded Teachers (Current SY)

Male

Female

TOTAL

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
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
Number
Master
Master
Master
Master

Teacher
Teacher
Teacher
Teacher

Carries Full-Time Class

Teaching Load

Assigned
Grade
Levels

Assigned Part-Time to Assigned Fu

Class Teaching
Ancillary S

IV
III
II
I

C.2.2 Number of Teachers meeting the desired competencies based on NCBTS. Fill-in only the grade level th
SY Before Previous SY ______
Total No.
of
Teachers
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

No. of
Teachers
% meeting
meeting the the standards
standards

Previous SY ______
No. of

Total No. of
Teachers
Teachers meeting the
standards

% meeting
the standards

Current SY _____
Total No.
of
Teachers

No. of
Teachers
meeting the
standards

ANNEX 1A School-Com

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

YES

NO

If yes, please descr

a. Does the school have a mechanism for

sustained school-based training (e.g.,
Learning Action Cell sessions)?
b. Does the school use the result of the
NCBTS-Teacher's Strength and Needs
Assessment as basis for planning?

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

(a) What were/are the identified top 3 training needs of teachers Current SY? Fill-in only the grade level tha
Current SY: _____
LEVEL
Ist

2nd

3rd

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

(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 ______
Total No. of
Teachers

No. of
Teachers
trained

% trained

Previous SY ______
Total No. of
Teachers

No. of
Teachers
trained

% trained

Current SY _____
Total No. of
Teachers

No. of
Teachers
trained

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

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

ANNEX 1A School-Com

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

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

(These projects include those implemented by the school and other stakeholders)

Status/A

Duration
Implementer

Program/Project Title

End

Start

Target

E. FUND SOURCES [SRC G.16.]

Fund Source
General Appropriations Act (School MOOE)
General Appropriations Act (Subsidy for Special Programs)

Amount

Indicate progress of
effect/impact on the
of education.

ANNEX 1A School-Community Data Template

FILE/DATA
School ID: _______________________________________

Mode of
Transportation

No. of Seats
Total

Pupil:seat
Ratio 2

ANNEX 1A School-Community Data Template

ANNEX 1A School-Community Data Template

r of textbooks. Fill-in only the grade level that is applicable to your school.
Subject: ___________

Number

No. of chairs: _________

Qualitative description/condition

Ratio

ANNEX 1A School-Community Data Template

No. of
Subsidized/
Volunteer
Teachers

Assigned Full-Time to
Ancillary Services

based on NCBTS. Fill-in only the grade level that is applicable to your school.
Current SY ______
% meeting the
standards

ANNEX 1A School-Community Data Template

If yes, please describe

hers Current SY? Fill-in only the grade level that is applicable to your school.

rent SY: _____

3rd

many of the teachers were trained? [SRC G. 14.]

Current SY ______

% trained

why teachers were not trained based on identified needs.

ANNEX 1A School-Community Data Template

d other stakeholders)
Status/Accomplishments
Indicate progress of the program/ project, and its
effect/impact on the children's access to and quality
of education.

ANNEX 1A School-Comm

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

Instruction: Please input required data/information in unshaded cells. Fill in only the age group/grade level t
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 availa
Age Group

Two Years Ago __

Previous Year__

No. of out
attending ot

Male
Female
Total
Male
Female
Total
Male
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

Age Group

Total number
of schoolaged
children
not in school

Number of children not in school according to reason(

Financial
Matters

Health and
Nutrition

Distance of
Affected by
Child Labor School from
Disaster
Home

Affected by
Conflict

5 y/o
6-8 y/o
9-11 y/o
12-15 y/o
16-17 y/o
TOTAL
Percent of Total

School Planning Teams are encouraged to conduct interviews or focus group discussions with parents/guardians/commu
deeper on reasons cited
1

1.3 Projects/interventions implemented to ensure that out-of-school children are reached or mainstreamed
YES
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, CommunityBased 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?

NO

If yes, please describe th

by the school-

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 EBE
SY Before Previous SY: _____
Previous SY: _____
Curr
LEVEL
Male
Female
Total
Male
Female
Total
Male
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 Ch
2.2 Number of children with disabilities by category
Level

Total Number
of Children
with
Disabilities

TYPE OF DISABILITY (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

2.3 Other data

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

Number of Over-aged
Learners

Number of IP Learners

Number of Muslim
Learners

Number of 4P
Learner-re

ANNEX 1A School-Community Data Template

NERS: ACCESS - IN AND OUT OF SCHOOL

cells. Fill in only the age group/grade level that is applicable to

ars or previous year, depending on data availability)

No. of out-of-school children
attending other forms of learning

Female

Total

of children not in school according to reason(s)

Other Reasons

group discussions with parents/guardians/community members to probe

school children are reached or mainstreamed in school

If yes, please describe the mechanism pursued
by the school-community

Elementary/Secondary School Profile or EBEIS

Current SY: _____
Female
Total

ANNEX 1B Child Mapping Tool

TYPE OF DISABILITY (Current SY)

Number of 4Ps
Learner-recipients

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
SY Before Previous SY ___
Male
Female
Total

Level

Male

Previous SY ___
Female

Total

Current SY ___
Female

Male

Total

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

Total
Enrolment in
Previous SY 2

Number of children who are frequently absent

Male

Female

Total

Number of frequently absent students that are recipients of

Pantawid Pamilya
Male

Female

Total

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.

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

Level

Kindergarten
Grade 1

Total number
of children who
are frequently
absent in
previous SY

Financial
Matters

Health and
Nutrition

Child Labor

Distance of
School from
Home

Affected by
Disaster

Affected by
Conflict

(Previous SY)

Other Reasons

ANNEX 1A School-Community Data Template

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

Number of Children Covered

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
SY Before Previous SY: _____
Previous 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

Current SY: _____

Male

Female

Total

Current SY: _____

Male

Female

TOTAL

4.2 Dropout Rates for the last three School Years

LEVEL

SY Before Previous SY: _____

Total
Male
Female

Total

DROPOUT RATES
Previous SY: _____
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

LEVEL

Total No. of
Dropouts
(Current SY)

NUMBER OF DROPOUTS BY CAUSE (CURRENT SY)

LEVEL

ANNEX 1A School-Community Data Template

Total No. of
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?
4.4.b. What are the interventions implemented to address children at-risk of dropping out?
(also indicate number of children covered) 6

Insert row/s when necessary

Number of Children Covered

ANNEX 1A School-Commun

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
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
SY Before Previous SY: _____
LEVEL
Total
Male
Female

Total

Previous SY: _____

Male
Female

Total

Current SY: ____

Male

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

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

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
Level

English

SY Before Previous SY: ____

Filipino
Math
Science

HEKASI

English

Filipino

Previous SY: ____

Math
Science

HEKASI

English

Filipino

Grade 3/8
Grade 6/10
Level
Grade 3/8
Grade 6/10
Level

SY: ____
Math

Science

Grade 3/8
Grade 6/10
6.2 Projects/interventions implemented to improve basic competencies of learners

HEKASI

ANNEX 1A School-Commun

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
Frustration
Level
Instructional
Level
Independent Lev
Level
Total
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
8

Male

Female

Total

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

Male

Female

Total

Male

Post-Test Results

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
Frustration Level
Instructional Level
Independent Lev
Level
Total
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
7.3

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

Male

Female

Total

Male

Post-Test Results

Projects/interventions implemented to improve reading skills of children

Female

Total

Male

ANNEX 1A School-Commun

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
Total

Wasted
Male

Female

Total

Severely Wasted
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
Level

Types of Ailments

(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

Indicate common ailments and corresponding number of children per type of ailment per column based on results of physical a
examinations; add columns when necessary.
9

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

10

Insert row/s when necessary

Number of Children Co

ANNEX 1A School-Commun

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 ___

Level

Total

Male

CURRENT SY ___
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
YES

NO

a. Does the school have a

mechanism to promote safe and
protective practices based on
DepED's Policy on Child
Protection in School?

If yes, please describe the mechanism pursued by the

Number of Chil
school
and number of children covered last SY

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

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

Category of
Awardees
Student

Teacher

School Head

School

Title
1
2
3
1
2
3
1
2
3
1
2
3

Year

District

Award-giving Body (Please identify)

Division
Regional
National

Interna

ANNEX 1A School-Community Data Template

DREN / LEARNERS: QUALITY

Fill-in only the grade level that is applicable to your school.

Current SY: _____

Female

Current SY: _____

Female

ver the number of enrolment (March) x 100; graduation rate is the no. of

ANNEX 1A School-Community Data Template

DREN / LEARNERS: QUALITY

Pre-Test Results
Independent Level
Female

Post-Test Results

Pre-Test Results
Independent Level
Female

Post-Test Results

ANNEX 1A School-Community Data Template

DREN / LEARNERS: QUALITY

of Ailments

(Current SY)

r type of ailment per column based on results of physical and dental

Number of Children Covered

ANNEX 1A School-Community Data Template

DREN / LEARNERS: QUALITY

as victims of abuse
Number of Children Covered

Award-giving Body (Please identify)

International