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SCHOOL IMPROVEMENT PLAN GUIDEBOOK

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Acknowledgement

The Department of Education wishes to thank all DepEd Officials and personnel who gave theirvaluable feedback on this enhanced SIP Guidebook. Their comments made the enhanced SIP moreresponsive to schools and aligned to the thrusts of the Department. Also worth recognizing are theefforts of the previous SBM Technical Working Group under the Basic Education Sector Reform Agenda(BESRA) who led the development of the 2009 SIP Manual and the Office of Planning Service (OPS)

who worked on its initial enhancements in 2013, including all the schools that participated in fieldtesting. Truly, the enhancements were made possible because of the hard work and dedication ofthese groups and individuals.

This Department would also like to thank the United Nations Children’s Fund (UNICEF) in thePhilippines for extending its expertise and resources during the development of this Guidebook and itsinitial roll out. Schools that implemented the Continuous Improvement (CI) Program also deserve

special mention because their experiences of success provided the tools necessary to improve theschool planning process.

Finally credit should be extended to school heads, various education supervisors, teachers,parents, community stakeholders, local government units (LGUs), and the students themselves who

are the real force in changing our nation through education.

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Table of Contents

Definition of Terms 2

Glossary of Acronyms 3

About this Guide 4

The SIP Process Flowchart 5

Introduction 6

What is a School Improvement Plan 6

The SIP Development and Implementation Process 6

PREPARATORY ACTIVITIES 8Step 1. Prepare for SIP Development 8

1.1 Gather and organize the necessary data

1.2 Form the SPT1.3 Convene the SPT for orientation, vision sharing, and scheduling

8

910

PHASE 1: ASSESS 14

Step 2. Identify/Review Priority Improvement Areas 14

2.1 Present and discuss the information gathered during the preparatory activities2.2 Identify/Review the Priority Improvement Areas

1415

Step 3. Analyze the Priority Improvement Areas 16

3.1 Set General Objectives 3.2 Organize the Project Teams 3.3 Listen to the voice of the learners and other stakeholders 3.4 Analyze the school process3.5 Select Area of Focus3.6 Do Root Cause Analysis3.7 Present Root Cause to SPT

16161718192021

PHASE 2: PLAN 22

Step 4. Review General Objectives and Targets 22

Step 5. Formulate Solutions 22

Step 6. Develop Project Designs 23

Step 7. Write the School Improvement Plan 24

Step 8. Prepare the Annual Implementation Plan 24

PHASE 3: ACT 26

Step 9. Test the Solutions 26

Step 10. Roll out the Solutions 27

BACK TO ASSESS 28Step 11. Check Progress of AIP 28

COMMUNICATING TO STAKEHOLDERS 29

Annexes Policy References

1A School-Community Data Template DepEd Child Protection Policy DO. No. 40 s. 2012

1B Child Mapping Tool SBM Assessment DO. No. 83 s. 2012

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Definition of Terms

The following are the key concepts/terms found in this SIP Guide. In applying these concepts/terms,the user should bear in mind the following corresponding definitions:

Child labor Employment of children in any work that (a) is mentally, physically, socially ormorally dangerous and harmful to children, and (b) interferes with theirschooling by depriving them of the opportunity to attend school, obliging themto leave school prematurely, or requiring them to attempt to combine schoolattendance with excessively long and heavy work.1

Children Persons below 18 years old. In line with DO No. 40, s. 2012, the term also refersto those over 18 years old but unable to fully take care of themselves from

abuse, neglect, cruelty, exploitation, or discrimination because of a physical ormental disability or condition.

ContinuousImprovement(CI) Process

A methodology to continually assess, analyze, and act on the performanceimprovement of key processes and service delivery, focusing on bothstakeholder needs and the desired performance.2

Continuous

Improvement(CI) Projects

Projects that revolve around the continuous improvement of an identified school

process and service delivery related to access, quality or governance, with theend view of improving learning outcomes.

Community Barangay where the school is located. However, it may also be expanded torefer to the following:• Adjacent barangays where a significant number of children enrolled in the

school come from • Municipality • City • Ancestral domain

Disaster RiskReduction andManagement(DRRM)

The concept and practice of reducing disaster risks through systematic efforts toanalyze and reduce the causal factors of disasters. Reducing exposure tohazards, lessening vulnerability of people and property, wise management ofland and the environment, and improving preparedness and early warning foradverse events are all examples of disaster risk reduction and management.3

Hazard map A map illustrating the areas at risk of natural disasters such as sediment-relateddisasters, floods, tsunamis, storm surges, and volcanic eruptions. Hazard mapsproduced by municipal governments usually contain the following information in

addition to the areas at risk of disasters: sketches of evacuation routes andshelters, evaluation of disaster possibility and frequency, a warning andevacuation system, and disaster-related basic information.4

Learner An individual who attends classes in any level of the basic education system,under the supervision and tutelage of a teacher or facilitator.

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Process Owner/s The concerned stakeholder/s – a person or group of people responsible forensuring the efficiency of the process, who has the ability to make changes inthe process and is/are highly involved in the project.5

Project Team A school team that implements improvement projects, reports on project status,outputs and outcomes, and prepares and maintains project documentation andrecords.6 The members of the Project Team are drawn from the community,teachers, and learners with at least one member coming from the SPT.

School-CommunityPlanning Team(SPT)

School ReportCard (SRC)

A team composed of internal and external stakeholders organized for thepurpose of identifying school concerns and issues, and strategically coming upwith appropriate interventions through a collaborative process.

A report that provides stakeholders a snapshot of the school’s current conditionand performance. It is a tool for advocating and communicating the schoolsituation, context, and performance to internal and external stakeholders toinvolve them in making the school a better learning place for the learners.

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Glossary of Acronyms

ADM Alternative Delivery Mode

AIP Annual Implementation Plan

ALIVE Arabic Language and Islamic Values Education

ALS Alternative Learning System

BC Barangay Council

BDP Barangay Development Plan

BDRRMC Barangay Disaster Risk Reduction and Management Council

CBMS Community-Based Monitoring SystemCCA Climate Change Adaptation

CFSS Child-Friendly School Survey

CI Continuous Improvement

DEDP Division Educational Development Plan

DepEd Department of Education

DRRM Disaster Risk Reduction and Management

EBEIS Enhanced Basic Education Information System

FGD Focus Group Discussion

IP Indigenous People

LGU Local Government Unit

MOOE Maintenance and Other Operating Expenses

NAT National Achievement Test

NCBTS National Competency-Based Teacher Standards

NGO Non-Government Organization

OSC Out-of-School Children

PAP Programs, Activities, Projects

PHIL-IRI Philippine Informal Reading Inventory

PI Performance Indicator

PIA Priority Improvement Area

PTA Parents-Teachers Association

RPMS Results-based Performance Management System

SBM School-Based Management

SGC School Governing Council

SIP School Improvement Plan

SPT School-Community Planning Team

SRA Student-Led Risk Assessment

SRC School Report Card

SWM Solid Waste ManagementSY School Year

WASH Water, Sanitation, and Hygiene

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The year-by-year plan for the Priority Improvement Areas (PIAs) is the Annual Implementation Plan (AIP).

It contains the specific activities, outputs, required resources, schedule, and individual/s who will beaccountable for the said PIA. You will find the timeline for the preparation of the SIP and AIP in the attached

flowchart (p.7).

Introduction

What is a School Improvement Plan (SIP)?

A School Improvement Plan (SIP) is a roadmap that lays down specific interventions that a school,with the help of the community and other stakeholders, undertakes within a period of three (3)consecutive school years. It aims to improve the three key result areas in basic education: access,quality, and governance. It is evidence-based, results-based, and child or learner-centered. The SIP iscentral in School-Based Management (SBM) and is prepared by the School-Community Planning Team

(SPT). It is the basis for the school’s Annual Implementation Plan.

The SIP Development and Implementation Process

MANDATE

In accordance to the Governance of Basic Education Act of 2001 (Republic Act 9155)7, the Departmentof Education (DepEd) promotes shared governance through SBM. Under this mandate, school heads

are tasked to develop the SIP.

GUIDING PRINCIPLES

The development and implementation of the SIP shall be guided by the following principles:

1.

The SIP shall be anchored on the DepEd vision, mission, core values, strategies, and onCentral, Regional, Division, and school goals.

2. The SIP shall be evidence and results-based, child and learner-centered.3. The development of SIP requires innovative and systems thinking, and a mindset of

continuous improvement

4. The formulation and implementation of the SIP shall involve the active participation of alleducation stakeholders in the school and community such as the school heads, teachers,parents, community leaders, and the learners themselves, among others.

OVERVIEW OF THE SIP CYCLE

SIP development and implementation cover a period of three years and follow three phases: Assess,Plan, and Act. The AIP, which is the year-by-year plan, likewise undergoes these three phases witheach year’s implementation being checked for its progress to ensure continuous improvement.

The SPT, with the help of school stakeholders, shall ensure that the improvements done duringi l t ti ill b f th d l d d h d Th it i “ ti i t l ”

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Activities can engage your SPT more and can help foster camaraderie. We encourage you to think ofactivities for this step aside from what is listed in this guidebook. We are sure that the SPT willappreciate that you have planned for activities rather than just having a discussion with them. Feel

free to include some teambuilding activities on top of vision sharing activities if that will helpstrengthen your working relationship with your SPT.

Orientation

1. SPT members should be informed about the following:● Mandate of DepEd on the SIP

● SIP key features and principles● SIP development and implementation cycle and phases

With these, discuss why the SIP and AIP are important for the school and the learners.

2. Discuss and agree on the roles and responsibilities of the SPT chair and members

● During this part of the orientation, ask a member of the SPT to facilitate thebrainstorming of roles and responsibilities of each member.

● Give everyone a chance to share their ideas.● Have the facilitator synthesize the ideas and let the SPT comment on or approve what

has been discussed.

Vision sharing

Help the SPT internalize the DepEd Vision-Mission and Core Values. They should also be informed ofthe Division goals and, if available, the school’s strategic goals. You can turn this into a reflective

activity for your SPT if it will help you draw out their insights more.

● Lift the first paragraph of the DepEd Vision and ask,“What does this mean for us? What are our own dreams for the children of our school?How do our dreams relate to DepEd’s Vision?”

● Read the second paragraph of the DepEd Vision and ask,

“What does being ‘learner-centered’ and ‘continuously improving’ mean for us?”

● Do the same for the DepEd Mission. At the end of the discussion ask,“How can we contribute to this? What is the role of each one?”

● For the DepEd Core Values ask,“What values do we possess that support the core values? How should we be (whatshould our thoughts and actions be) so we can demonstrate these core values? Howwill these values help us fulfill the vision and mission?”

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Step

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Please attach a copy of the project designs to the AIP so you can easily go back to it when you reviewthe implementation of your AIP for years 2 and 3.

O u t p u t c h e c kYour team should be able to accomplish the following:

AIP Template

N o t e :Notice that your AIP for years 1 to 3 are based on the general objectives and targets set in the SIP, while theSIP is aligned to the objectives and targets of the Division goals, which in turn tries to actualize the DepEd

Vision-Mission. Check this alignment before you proceed to the next steps.


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SCHOOL IMPROVEMENT PLANNING GUIDE

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N o t e :If you want to include other information which you think are necessary, please make sure that it falls on theappropriate SRC section:

i f ti th t d ib h l ( ll t j t d ib h

12. Child-Friendly School Survey result13. Stakeholders’ participation

14. Learner-Teacher ratio15. Learner-Classroom ratio

16.

Learner-Toilet ratio17. Learner-Seat ratio

STATUS OF SCHOOL PROJECTS

18. Status of Annual Improvement Plan (AIP)/Continuous Improvement (CI) projects19. Other stakeholders’ accomplishments

To check how child-friendly your school is, we have included a copy of the Ch i l d - F r i e n d l y S c h o o lS u r v e y in Annex 2A. This is included in the SRC under ‘Performance Indicators: Governance’ andshould be accomplished during the preparatory phase of the SIP process.

What are the steps in preparing the SRC?

The development of the SRC has three steps:

It is important that the SRC be disseminated to stakeholders. The dissemination of SRC could bedone through the following:

• Presentation to stakeholders during School Meetings and Assemblies (October and March).• Posting of SRC in school or Division websites, bulletin boards, and in other public areas.•

Allocating space in the School Journal or Newsletter for SRC Updates.• Reproduction of enough copies for distribution to the general public.

Using the SR C Sum m a r y o f I n f o r m a t i o n as reference, the SPT extractsthe data from the S ch o o l Com m u n i t y P la n n i n g T em p l a t e , Ch i l d - F r ie n d l y S ch o o l S u r v e y , EBEIS, and reports from the Project Teamsand other stakeholders.

1The SPT analyzes the data and writes the interpretation below the graphor chart using the language most easily understood by stakeholders. Themother-tongue may be used.2Lay out the graphs, charts, and interpretation using the suggested SRCT em p l a t e . You have the option to create an SRC with a basic layout( A n n e x 1 2 A ) or a more advanced one ( A n n e x 1 2 B ) depending on your

resources and skills. Once the SRC is finalized, the School Head, PTAPresident, Student Body President, and Teacher Representative will signthe SRC to certify its accuracy.3

ANNEX 1A School‐Community Data Template

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School ID: ____________________________________ Name of School: ______________________________________

Address: _____________________________________ Barangay: ___________________________________________

A.1 Location of the School. Check the appropriate description.

A.2 Relative Distance of the School

A.3 Incidence of crimes and other human‐induced hazards

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.

f. From the District Office

g. From the Division Office

I. SCHOOL PROFILE/DATA

IDENTIFYING INFORMATION

District: _____________________________________ Municipality: ________________________________________

Division: ____________________________________ Region: ____________________________________________

A. GEOGRAPHY

Mode of TransportationDistance 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

y p

Along the highway

Near the coastline

Near a river or waterway

By the hillside

On top of a mountain

. . .

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: ______________


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School ID: ____________________________________ Name of School: ______________________________________

Address: _____________________________________ Barangay: ___________________________________________

A.1 Location of the School. Check the appropriate description.

A.2 Relative Distance of the School

A.3 Incidence of crimes and other human‐induced hazards

A.3.1 Check if there have been incidences of the following in the last 3 years.

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.

f. From the District Office

g. From the Division Office

I. SCHOOL PROFILE/DATA

IDENTIFYING INFORMATION

District: _____________________________________ Municipality: ________________________________________

Division: ____________________________________ Region: ____________________________________________

A. GEOGRAPHY

Mode of TransportationDistance 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

Along the highway

Near the coastline

Near a river or waterway

By the hillside

On top of a mountain

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

A.3.2 What are the 3 most frequent crimes/human‐induced hazards?

1st most frequent:

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: ______________


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A.4.2 What are the 3 most frequent natural hazards?

1st most frequent: _________________________________

2nd most frequent: _________________________________

3rd most

frequent:

_________________________________

A.5 Result of disaster incidents

B.1 Classrooms and seats

B.1.1 Classroom quantity [SRC.15.]

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

TOTAL1 Learner:classroom ratio = Total enrollment divided by the total number of classrooms

B. LEARNING ENVIRONMENT

Level Total Enrollment, Current SY For Repair/

Rehabilitation

No.

of

Classrooms

Learner:classroom ratio 1In Good Condition

School used as an evacuation center in the last 3 years

B.1.2 Classroom seat quantity [SRC.17.] Indicate the total number of seats in all classrooms.

Number

2 Learner:seat ratio = Total enrollment divided by the total number of seats

B.2 Water, Sanitation and Hygiene (WASH) facilities

B.2.1 Water

supply/source.

Check

as

appropriate.

Is the main source of water functional at present?

Pls. cite reasons why:

Learner:seat ratio 2

Local piped water

Water well/deep well

Rainwater catchments

Natural source

Without available water supply

YES NO


B 3 T b k I di b f b k d l l d bj [SRC 3 ]

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B.3 Textbooks. Indicate number of textbooks per grade level and subject [SRC.3.]

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

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12

TOTAL

B.4 Library:

No. of books: _________

No. of tables: _________

No. of

chairs:

_________

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

B.5 Other learning facilities/materials (Example: computers, science equipment. Insert new rows if necessary.)

NumberFacility/Material

Level Subject:

___________ Subject:

___________ Subject:

___________ Subject:

___________

Qualitative description/condition

Subject:

___________

B.6 Availability of electrical supply. What is the school's source of electricity?

B.7 Internet connectivity

Grid supply

Off-grid supply

Solar power

Generator

Others. Pls. specify: ___________

No source of electricity


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C. TEACHERS

C.1 Number of teachers [SRC.14.]

C.1.1 Number of nationally‐funded teachers (current SY)

Male

Female TOTAL

5 Learner:teacher ratio = Total enrollment divided by number of nationally‐funded teachers

C.1.2 Number of locally‐funded teachers and subsidized/volunteer teachers (current SY):

No. of Locally‐funded Teachers: _________

No. of Subsidized/ Volunteer Teachers: _________

C.2 Quality of teachers

C.2.1 Number of master teachers

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

Assigned Part‐Time to

Class Teaching

(YES/NO)

No. of Teachers meeting the standards

Carries Full‐Time Class

Teaching Load

(YES/NO)

% meeting the standards

Assigned

Grade

Levels

Total No. of Teachers

Master Teacher II

Master Teacher

I

Learner:teacher ratio

5

Assigned Full‐Time to

Ancillary Services

(YES/NO)

Number

Master Teacher IV

Master Teacher III

Current SY:

__________

Position

SY Before Previous SY:

__________

Previous SY:

__________

. .

YES NO

C.2.4 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.]

If YES, please describe

a. Does the school have mechanisms for sustained

school‐based training?

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

Teacher's Strength and Needs Assessment as basis

for planning?

SY Before Previous SY:

__________

c. Are there other interventions implemented to

improve competencies of teachers?

Current SY:

__________

Previous SY:

__________


C 2 5 If t h 't t i d b d id tifi d d ( i C 2 4) it f th l k f t i i

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C.2.5 If teachers weren't trained based on identified needs (as seen in C.2.4), cite reasons for the lack of training.

D. CHILDREN HEALTH AND SAFETY

D.1 Nutritional status [SRC.2.]

D.1.1 Number of malnourished children for the current SY

Total Male Female Total Male Female

Kindergarten

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade

9Grade 10

Grade 11

Grade 12

Total

Percent of Total

D.1.2 Projects/interventions implemented in the previous SY addressing malnourished children (insert new rows if necessary)

Level Wasted Severely Wasted

Project/intervention Number of Children Covered

D.2 Health status [SRC.2.]

Ailment:

________

Ailment:

________

Ailment:

________

Ailment:

________

Ailment:

________

Ailment:

________

Ailment:

_______

Ailment:

________

Ailment:

________

KindergartenGrade 1

Grade 2

Grade 3

Grade 4

Grade 5

LevelTypes of Ailments (Current SY)

D.2.1 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.


D.2.2 Projects/interventions implemented in the previous SY addressing needs of children with other health problems (insert new

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D.3 Children reported as victims of abuse and violence

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

D.3.2 Projects/interventions implemented for children that were victims or suspected victims of abuse

D.3.1 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.

Level Previous SY ___ Current SY ___

YES NO If YES, please describe the mechanisms Number of Children

Covered

Percent of Total

Project/intervention Number of Children Covered

D.2.2 Projects/interventions implemented in the previous SY addressing needs of children with other health problems (insert new

rows if necessary)

E. STATUS OF PRIORITY IMPROVEMENT PROJECTS OR CI PROJECTS [SRC.18. & SRC.19.]

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)


F. STAKEHOLDER SUPPORT TO EDUCATION [SRC.13.]

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[ ]

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.

Volunteerhours

Cash In Kind No. of attendees

No. invited Attendance rate

Co‐Curricular Activities

Extra‐curricular

Activities

Other Major Activities

G. FUND SOURCES [SRC.5.]

Contributions

Activity

Amount

General Appropriations Act (School MOOE)

Attendance

Fund Source

enera ppropr a ons c u s y or pec a rograms

Canteen funds

Donations

Local Government Unit funds


II SITUATION OF CHILDREN / LEARNERS ACCESS IN AND OUT OF SCHOOL

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1. CHILDREN NOT IN SCHOOL

1.1 Population of children in the barangay where school is located (current SY)

Boys Girls Total Boys Girls Total Boys Girls Total

4

5

6

7

8

9

10

11

12

13

14

15

16

17

GRAND TOTAL

1.2 Reasons for not attending school in the current SY 6

Financial

Matters

Health and

Nutrition Child Labor

Distance of

School from

Home

Affected by

Disaster

Affected by

Conflict Disability

Other

Reasons

4

5

6

7

8

9

10

11

12

13

14

15

Age Total Population No. of children NOT in School % of children NOT in School

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

No. of school‐

aged children

not in

school

Age

No. of children NOT in school according to reasons

Instruction: Please input required data/information in unshaded cells. Fill ‐in only the age groups/grade levels that are applicable to your

school.


1.3 Number of children in the barangay NOT in school the last two SYs, depending on data availability

No of Out of school Children

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Total Male Female Total Male Female Total Male Female

4

5

6

7

8

9

10

11

12

13

14

15

16

17

TOTAL

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

YES NO

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

2.1 Enrollment for the last 3 SYs


Kindergarten

Grade 1

Grade 2

Grade 3

Grade 4

Level SY Before Previous SY: _____ Previous SY: _____ Current SY: _____

b. Did

the

school

use

interventions

in

the

previous

SYs

to

ensure that out‐of ‐school children have access to education?

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)?

If YES, please describe the mechanism/

intervention used by the school‐community

No. of Out‐of ‐school Children

Attending Other Forms of Learning in

Previous SYAge

SY Before Previous SY ______ Previous SY ______


2.2 Number of children with disabilities by type of disability (insert new columns if necessary)

No of f i bili (C S )

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Disability:

__________

Disability:

__________

Disability:

__________

Disability:

__________

Disability:

__________

Disability:

__________

Disability:

__________

Disability:

__________

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

Level

No. of

Children

with

Disabilities

Type of Disability (Current SY)

No. of 4Ps Learner‐

recipients

No. of Over‐aged

Learners No. of IP Learners No. of Muslim Learners


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

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Instruction: Please input required data/information in unshaded cells. Fill ‐in only the grade levels that are applicable to your school.

3. ATTENDANCE


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

3.2 Percentage of children regularly attending classes (at least 90% attendance) for the last three SYs 7


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

SY Before Previous SY: _____ Previous SY: _____ Current SY: _____

Level

3.1 Number of children regularly attending classes (at least 90% attendance) for the last three SYs 7

Level

Previous SY ___SY Before Previous SY ___ Current SY ___

7

no.

of

children

regularly

attending

classes

divided

by

the

total

enrollment

x

100


3.3 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?

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