Data Gathering Tool- Elem.2013

8/22/2019 Data Gathering Tool- Elem.2013

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I NSTRUCTI ON: Please inpu t the requir ed in formation/data in shaded cell s.

I. Basic Information

A. Barangay Profile

a. Urban Urban

b. Rural

a. Agriculture Agriculture

b. Fishery Fishery

c. Manufacturing Manufacturing

d. Mininge. Others Commerce

6. Distance from poblacion, nearest schools, district and division offices (in kilometer) and mode of transportation

0.5 tricycle

0.2 tricycle

0.15 tricycle

0.3

0.036 walking distance

23 jeepney, bus

2. General classification

of the barangay:

d. From the nearest public secondary school

f. From the district office

g. From the division office

a. From the Poblacion

b. From the nearest public elementary school

c. From the nearest private elementary school

School-Community Improvement Planning

DATA GATHERING TOOL (Elementary School)

Distance in Km Mode of transportation

1. General description of topography and land form ( e.g. flat, rolling, hilly, disaster prone,

etc.)

Cebuano

4. Dialect spoken by majority :

5. Ethnicity/ Ethnic Groups:Bagobo, Muslim

Distance in Km

flat

3. Means of Livelihood


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B. School Profile

Region XI Name of School Don Juan dela Cruz Central Elementary School

DivisionDavao City

School ID129548

DistrictDaliaon

AddressJ. dela Cruz St., Toril, Davao City

MunicipalityContact

Number291-3938

Name of School Head

Email AddressIncomplete

Primary C omplete Primary

Incomplete

Elementary

Complete

Elementary

a. Principal Principal III Complete El

b. Head Teacher

c. TIC

Type of School (Current School Year)AIDA D. GATPOLINTAN, Ph.D.

Please check appropriate box.

Monograde

Multigrade

Combination (Monograde &

Multigrade)

Designation / Position


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I nstruction: Please inputs r equir ed data/inf ormation in shaded cells.

II. BASIC RESOURCES

1. Number of Teachers, Classrooms, and Seats per Grade Level (Current School Year, as of July 31)

Total Male Female

Teacher-

Pupil

Ratio 1/

Kindergarten

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Total (Grs. 1 to 6)

Total (K to Gr. 6)

1/ Formula: Total enrolment per grade level divided by the total number of nationally-funded teachers/classrooms/seats per grade level

Total number

of teachers

Number of

teachers

meeting

standards

Percent

Total

number of

teachers

Number of

teachers

meeting

standards

Percent

Total

number of

teachers

Number of

teachers

meeting

standards

Percent

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Seat-

Pupil

Ratio 1/

Number

of Seats

2009-2010 2010-2011 2011-2012

Number of Teachers (Nationally-funded) No. of

Teachers

(Locally-funded)

Total

Enrolment of

Current SY

(from Table 2.1

of ACCESS)

Number of

Subsidized/

VolunteerTeachers

Classroom-

Pupil

Ratio1/

Number of

Classrooms

1.1 Number of teachers meeting the desired competencies based on NCBTS (results of self-asssessment validated by immediate supervisor)

Level

Level

Teachers meeting the desired competencies based on NCBTS


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Total


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1.2 Projects/interventions implemented to improve basic competencies of teachers

YES NO

1.2.c. If the response to Question 1.2b above is yes,

(i) What were/are the identified top 3 training needs of teachers from the last two School Years and current SY?

Level

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Level

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

LevelGrade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Top 3 Training Needs of Teachers based on NCBTS-TSNA

2010-2011

2011-2012S4.7 demonstrates skills in the use of ICT S5.1 Develops and utilizes creative & appropriate le S5.2 develops and uses a variety appropriate a

S4.6 promotes puposive study S4.5 recognizes general learning processes S4.7 demonstrates skills in the use of ICT

S4.7 demonstrates skills in the use of ICT

S4.6 promotes puposive study

S4.6 promotes puposive study S4.7 demonstrates skills in the use of ICT

S4.7 demonstrates skills in the use of ICT S7.2 builds professional links with colleagues



S2.4 establishes and maitains consistent standards of l

2009-2010

1.2.a. Does the school have a mechanism for sustained school-

based training (e.g., Learning Action Cell sessions)?

S5.3 monitor regularly and provides feedback on lea S5.2 develops and uses a variety appropriate a

S4.7 demonstrates skills in the use of ICT S5.4 communicates promptly and dearly S7.2 builds professional links with colleagues

S2.3 communicates higher learning expectations to su S3.1 determines understandsand accepts the learners'

S1.2 demonstrates that learning is of different kind

S4.2 communicatesclear learning goals that are appro

S4.2 communicatesclear learning goals that are appro

S4.4 selects teaching methods,learning activities S5.1 Develops and utilizes creative & appropr

S4.4 select teaching methods, learning activities whic S4.7 demonstrates skills in the use of ICT S5.1 Develops and utilizes creative & appropr

S5.2 develops and uses a variety appropriate a

S4.3 Makes good use of alloted instructional time S4.7 demonstrates skills in the use of ICT

S4.7 demonstrates skills in the use of ICT S5.1 Develops and utilizes creative & appropr

S4.7 demonstrates skills in the use of ICT S4.7 demonstrates skills in the use of ICT


S4.2 communicatesclear learning goals that are appro S4.6 promotes puposive study S4.7 demonstrates skills in the use of ICT

S5.1 Develops and utilizes creative & appropriate less S5.2 develops and uses a variety of appropriate assesS7.2 builds professional links with colleagues

S2.4 establishes and maitains consistent standards of l S2.5 creates a healthy psychological climate for lear S4.7 demonstrates skills in the use of ICT

S3.1 determines understandsand accepts the learners' S4.6 promotes puposive study S5.1 Develops and utilizes creative & appropr

If yes, please describe

S4.5 reorganizes general learner processes

S1.2 demonstrates that learning is of different kind

S2.1 creates an environment that promotes fairness S4.3 Makes good use of alloted instructional time

1.2.b. Does the school administer the NCBTS-Teacher's

Strength and Needs Assessment as basis for planning INSETprograms?


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(ii) Based on the top 3 training needs mentioned above, how many of the teachers were trained?

Total number

of teachers

Number of

teachers

trained

Percent

Total

number of

teachers

Number of

teachers

trained

Percent

Total

number of

teachers

Number of

teachers

trained

Percent

Grade 1

Grade 2Grade 3

Grade 4

Grade 5

Grade 6

Total

e. What are other interventions implemented to improve competencies of teachers?

2. Number of textbooks per grade level, per subject (current School Year)

Number Ratio 2/ Number Ratio 2/ Number Ratio 2/ Number Ratio 2/ Number Ratio 2/ Number Ratio 2/

Kindergarten

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Total (Grs. 1 to 6)

Level

2010-2011 2011-2012 2012-2013

Teachers Trained Based on Needs

LevelMAPEHEnglish Science Math Filipino HEKASI

d. If response to question 1.2b above is no, cite reasons why teachers were not trained based on identified needs


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Total (K to Gr. 6)

Number Ratio 3/ Number Ratio 3/ Number Ratio 4/ Number Ratio 4/

3/ Formula: Total enrolment of boys or girls divided by the number of toilets for boys or girls

4/ Formula: Total enrolment of boys or girls divided by the number of toilet bowls for boys or girls

Number of Toilet Bowl

Male Female

3. Number of WASH/WATSAN Facilities (Current School Year)

2/ Formula: Total enrolment per grade level divided by total number of usable textbooks per subject area per grade level; wherein: usable TX refers to TXs that were

centrall procured and are being used in the classroom. In case the number of TXs per subject area and grade level is greater than the enrolment, the TXPR is automatically

1:1.

Male Female

Number of Functional Toilet


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III. Children's Outcomes and Organizational Effectiveness Indicators

A. ACCESS

1.1 Number of school-aged children not in school (last two years or previous year, depending on data availability)

Total Male Female Total Male Female

5 y/o6-11 y/o

TOTAL

Source: Commun ity-Based Management System (CBM S) of the Barangay; school-communi ty mapping, if available

1.2 Reasons for Not Atttending School in previous Year

PovertyHealth and

NutritionChild Labor

Far distance

of school from

home

Affected by

disaster

Affected by

Conflict

5 y/o

6-11 y/o

TOTAL

Percent to Total

1.3 Projects/interventions implemented to ensure that out-of-school children enrol in school:

YES NO

2.1 Enrolment (At Least for the Last Two School Years and Current SY, as of July 31)

Total Male Female Total Male Female Total Male Female

Number of

pupils

residing in

other

barangay

Number

of pupils

residing

in other

municipa

lity

KindergartenGrade 1 857 460 397 823 413 410

1.3.b. What are the other interventions implemented in previous School Year (s) to ensure that out-of-school children are enrolled in school

1.3.a. Does the school-community have a mechanism to

actively seek out children not in school and get them enrolled

(e.g., family mapping, Community-Based ManagementSystem, etc) Food for school program,

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

Level

2010-2011 2011-2012 2012-2013

Age Group2010-2011 2011-2012

Age GroupOther Reasons

Number of children not in school according to reason(s)Total number

of school-aged

children not in

school


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Grade 2 716 380 336 719 364 355

Grade 3 647 349 298 665 350 315

Grade 4 659 347 312 631 336 295

Grade 5 656 311 345 631 327 304

Grade 6 576 281 295 644 308 336

Total (Grs. 1 to 6)

Total (K to Gr. 6)

With Learning

Disability/

Mentally

challenged1/

Differently

able (physical

disability)

Fast

learners1/

Kindergarten

Percent to Total

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Total (Grs. 1 to 6)

Percent to Total

2.2 Classification/Segmentation of Learners: Current School Year

Total

Enrolment

(from Table

2.1)

Number of

IP Children

Number of

Muslim

Children

1/ Need to have an assessment tool to be used for regular schools.

Number of

overaged

children

(2 years or

more)

Level

Number of Children with Special Needs

Number of

children in

disaster-

prone areas

Number of

children in

conflict-

affected

areas

Recipients

of CCT


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I ntsruction: Please input required dat/information in shaded cell s

III. Children's Outcomes and Organizational Effectiveness Indicators

B. EFFICIENCY (ATTENDANCE AND ATTAINMENT OR COMPLETION)


Total

Previous

SY2/

Total Male Female

Total

Previo

SY2/

Kindergarten

Grade 1 Grade 1

Grade 2 Grade 2

Grade 3 Grade 3

Grade 4 Grade 4

Grade 5 Grade 5

Grade 6 Grade 6

Total

(Grs. 1 to 6) Total (Grs. 1 to 6)

Total

(K to Gr. 6)

Poverty

Health and

nutrition

problem

Child labor

Far distance

of school

from home

Affected by

disaster

Affected

by conflict

Kindergarten

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6Total

(Grs. 1 to 6)

Total

(K to Gr. 6)

3.4 Projects/interventions implemented to address needs o

absent (also indicate number of children covered).

Number of children who are frequently absent according to reasonsTotal number

of children

who arefrequently

absent last SY Other reasons

Percent to Total

Percent to Total

2/ Previous SY data in Table 3.1.

3.1 Number of Children who are regularly attending classses (at least 90% attendance) for the last three SchoolYears 1/

Level

3.2 In last SY, how many children were frequently absent (below 90% attendancrecipients of the Conditional Cash Trasfer Program (Pantawid Pamilya) of DSWD

Level

2009-2010 2010-2011 2011-2012

Kindergarten

2011-2012

Number of children who are frequently absent

1/ SOURCE: Form 18

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.

Level


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4.1 Number of Drop-Outs (Simple Drop-Out) for the last Three School Years


Poverty Health

and

nutrition

problems

Child labor Far distance of

school from

home

Affected

by

disaster

Kindergarten Kindergarte

Grade 1 Grade 1

Grade 2 Grade 2

Grade 3 Grade 3

Grade 4 Grade 4

Grade 5 Grade 5

Grade 6 Grade 6

TOTAL TOTALPercent to Total Percent to

4.3 Projects/interventions implemented to address children at risk of dropping-out

YES NO

5.1 Number of Repeaters for the last Three School Years


Kindergarten

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

TOTAL

5.3 Projects/interventions implemented last SY addressing needs of Repeaters, especially those who repeat a grade twice (also indicate number of children covered)

b. What are other interventions impl

(also indicate number of children cov

4.2 What were the reasons why children dropped-out last SY? Please indicate the

reasons.

Level

Total no.of

children

who

dropped

out last

SY

Number of children who droppe2009-2010 2010-2011 2011-2012

4.3.a. Does the school have a mechanism to:

- anticipate and minimize disruptions of classes

especially with respect to emergencies (disaster

and conflict)?

- track teacheers attendance and ways of ensuring

their regular presence based on CSC policy?

Level2009-2010 2010-2011 2011-2012

Level

- track attendance and identify chidlren at risk of

dropping-out and failing and design remedies to

keep them in school?

If yes, please describe the mechanism pursued by the school

Percent to Total


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6.1 Number of malnourished children for the last three School Years

Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total

Kindergarten 0

Grade 1 0

Grade 2 0

Grade 3 0Grade 4 2

Grade 5 1

Grade 6 0

TOTAL 3

Percent to Total

6.2 Projects/interventions implemented last SY addressing malnourished children (also indicate number of children covered)

7.1 Number of children who have other health problems for the last three School Years

Kindergarten

Grade 1

Grade 2

Grade 3Grade 4

Grade 5

Grade 6

TOTAL

WastedLevel

2009-2010

Wasted Severely Wasted

Level

Severely Wasted

2010-2011 2011-2012

Wasted

3/ Indicate common ailments in row 94 and the corresponding number of children per type of ailment per column based on results of physical and dental examinations; add columns when necessary.

2009-2010

Types of Ailments3/

2010-2011

Types of Ailments3/

2011

Types of A


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7.2 Projects/interventions implemented last SY addressing needs of children with other health problems (also indicate number of children covered)


Kindergarten 0 0 0 0 0 0 0 0 0

Grade 1 0 0 0 0 0 0 0 0 0

Grade 2 0 0 0 0 0 0 0 0 0

Grade 3 0 0 0 0 0 0 0 0 0

Grade 4 0 0 0 0 0 0 0 0 0

Grade 5 0 0 0 0 0 0 0 0 0

Grade 6 0 0 0 0 0 0 0 0 0

TOTAL 0 0 0 0 0 0 0 0 0

YES NO

8.2 Projects/interventions implemented to address children suspected as vic

Percent to Total

8.1 Number of Children who were recorded victims of abuse and violence (physical, verbal, and sexual) for the last

three School Years (should be supported by data from the Guidance Office/Teachers)

2011-2012

Level

2009-2010 2010-2011

b. Other interventions

implemented to address

children suspected as

victims of abuse (also

indicate number of children

We followed child protection pol

If yes, please describe the mech

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?


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k of dropping-out

out according to

pecify in next row)


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13.

r of


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I nstruction: Please input required data/information in shaded cell s

III. Children's Outcomes and Organizational Effectiveness

D. ACHIEVEMENT

10.1 Number of Children who are non-readers and whose reading skills are below the grade level (frustration level) for the last three School Years 1/

Total Male Female Total Male Female Total Male Female Total Male Female

Grade 1 98 1058

Grade 2 45 905

Grade 3 2 791Grade 4 9 866

Grade 5 3 559

Grade 6 0 4861/ Based on Phil-IRI post-test results for Grades 2 to 6, and EGRA for Grade 1

10. 2 Number of Children According to Reading Difficulties

Grade 1

Grade 2Grade 3

Grade 4

Grade 5

Grade 6

10.2 Projects/interventions implemented to improve Reading Skills of Children

11.1 Number of Children with Mastery level and below Mastery Level: Overall 2/


Grade 3

Grade 6 44.9 45.3

2/ Mastery Level - 75% and above; Below Mastery - below 75%

11.2 Number of Children with Mastery and below Mastery Level: English 2/


Grade 3

Grade 6 47.11 45.9


Level

2009-2010 2010-2011

Mastery Level Below Mastery Mastery Level Below Mastery

2009-2010

2010-2011

Level

Note: Indicate Reading Difficulties in Row 20

Level 20009-2010 2010-2011Mastery Level Below Mastery Mastery Level Below Mastery

Level

adopt brotherly and sisterly, each one teach one and reading remediation every 1:00 P.M. to 1:30 P. M.

2010-2011

Non-Readers Frustration Level

2009-2010

Non-Readers Frustration Level


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11.3 Number of Children with Mastery and below Mastery Level: Filipino 2/


Grade 3

Grade 6 60.06 65.9


11.4 Number of Children with Mastery and below Mastery Level: Math 2/

Total Male Female Total Male Female Total Male Female Total Male FemaleGrade 3

Grade 6 35.11 40.1


11.5 Number of Children with Mastery and below Mastery Level: Science 2/


Grade 3

Grade 6 39.29 36.5


11.6 Number of Children with Mastery and below Mastery Level: HEKASI 2/


Grade 3

Grade 6 42.95 38


English Filipino Math Science HEKASI English Filipino Math Science HEKASI English

Grade 6

13

1

9

11.7 Projects/interventions implemented to improve basic competencies of learners

2010-2011

Level2009-2010 2010-2011

Below Mastery Mastery Level Below Mastery


Mastery Level

Below Mastery

Level2009-2010 2010-2011


Level2009-2010

11.7 Least learned skills in Grade 3 for the last three School Years, By Subject Area 3/

Mastery Level 1/ Below Mastery

Least Learned Skill 1





Level2009-2010 2010-2011

Mastery Level

3/ A certain competency is Least Learned if the obtained Percentage of Correct Response (PCR) is 0-34%.

Grade 3


Level2009-2010 2010-2011


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Female

Female

Female


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Female

Female

Female

Female


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SUMMARY OF SITUATIONAL ANALYSIS: As of ___________

Name of School:

District:

Division :

Region:

Reasons why children are not in school, at risk of

dropping-out and at-risk of or not learning

Interventions Implemented in the past School

Years to address the reasons

Proposed Interventions to increa

Efficiency (Attendance and Atta

Completion) and improve Achieve

filled-up after SIP/AIP pro

A. ACCESS Number of children not in school (Table 1.1)

Total 5 y/o children not enrolled last year Indicate here the top 3 reasons with most of number of Copy responses in Table 1.3

Girls children (Table 1.2)

Boys

Total 6-11 y/o children not enrolled last year Indicate here the top 3 reasons with most of number of

Girls children (Table 1.2)

Boys

Number of children enrolled (Table 2.1)

Indicate here if decreasing/increasing enrolment for

the last three School Years

Total enrolment of Current SY (Kinder to Grade 6)

Girls

Boys

Number of Overage Children (Table 2.2)

Total number of overage Kinder children in Current SY

Percent of overage Kinder children to total Kinder enrolment

Total number of overage Kinder children in Current SY

Percent of overage Kinder children to total Kinder enrolment

B. EFFICIENCY (ATTENDANCE AND ATTAINMENT OR COMPLETION)

Attendance Number of children who were frequently absent

Indicate here if decreasing/increasing number of children who are

regularly attending classes (at least 90% attendance) for the last

three School Years (Table 3.1)

Indicate here top 3 reasons with most number of

children (Table 3.3)

Copy responses in Table 3.4

Total no. of Kinder to Grade 6 pupils with below 90% attendance

last School Year (Table 3.2)

Girls

Boys

Total no. of Kinder to Grade6 pupils with below 90% attendance

who are recipients of CCT

Situation of Children


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Drop-Outs Number of drop-outs (Table 4.1)

Indicate here if decreasing/increasing number of drop-outs for the

last three SYs

Indicate here top 3 reasons with most number of

children (Table 4.2)

Copy responses in Table 4.3

Total number of drop-outs last SY (Kinder to Grade 6)

GirlsBoys

Last SY, Grade __had the highest number of drop-outs

Repeaters Number of Repeaters (Table 5.1)

Indicate here if decreasing/increasing number of repeaters for the

last three SYs (Kinder to Grade 6)

Total number of Repeaters last SY (Kinder to Grade 6) Copy responses in Table 5.2

Girls

Boys

Last SY, Grade __had the highest number of Repeaters

Nutritional Status (Table 6.1)

Total number of malnourished children last SY (Kinder to Grade 6) Copy responses in Table 6.2

Wasted

Severely wasted

Health Status (Table 7.1)

Total no. of children with other health problems Copy response in Table 7.2last SY (Kinder to Grade 6)

Reported/Suspected Incidence of Child Abuse Copy response in Table 7.2

Total number of childen suspected as victims

of abuse last School Year (Kinder to Grade 6)

D. ACHIEVEMENT

Reading Proficiency (Table 10.1)

Reading Indicate if number of Grade 3 pupils who were non-readers for the

last 3 School Years was decreasing/increasing

Copy response in Table 10. 2

Indicate if number of Grade 3 pupils who were at frustration levels

for the last 3 School Years was decreasing/increasing

Indicate if number of Grade 6 pupils who were non-readers for the

last 3 School Years was decreasing/increasing

Indicate if number of Grade 6 pupils who were at frustration levels

for the last 3 School Years was decreasing/increasing


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Total no. of Grade 3 pupils who were non-readers and at frustration

level last SY

Non-Readers

Frustration Level

Total no. of Grade 6 pupils who were non-readers and at frustration

level last SY

Non-Readers

Frustration level

Achievement Level Results of NAT

Indicate here if Overall NAT for Grade 3 was increasing/decreasing

for the last 3 School Years (Table 11.1)

Copy response in Table 11.7

Indicate here if Overall NAT for Grade 6 was increasing/decreasing

for the last 3 School Years (Table 11.1)

Indicate here Subject Area with the most no. of children with mastery

level last SY

Indicate here Subject Area with the most no. of children below

mastery level last SY

Data Gathering Tool- Elem.2013

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