____

27 MAR 2025

DIVISION MEMORANDUM
No. ____,
207 s. 2025

PROGRESS MONITORING OF THE SCHOOL

IMPROVEMENT PLAN (SIP) 2025-2028

To: Assistant Schools Division Superintendent

CID Chief Education Supervisor
OIC-SGOD Chief Education Supervisor
School Heads/OICs (Public Elementary and Secondary Schools)
All Others Concerned

1. Pursuant to DepEd Order No. 44, s. 2015 titled “Guidelines on the Enhanced
School Improvement Planning (SIP) Process and the School Report Card” and to
provide support and technical assistance to school’s strategic direction through
Commitment and Alignment Review Engagement (CARE), this Office reiterates the
indicative timeline for crafting the School Improvement Plan 2025-2028.

2. In line with this, School Heads are requested to provide status or progress
report on crafting the School Improvement Plan as soon as the publication of this
Memorandum using the designated reporting template accessible via this link:

https://tinyurl.com/CraftingIMUSIP

3. Additionally, School Heads are requested to submit the completed and duly
answered SIP Outcome Evaluation Process Questions on or before April 2, 2025.

4. Attached are the indicative SIP timeline and the SIP Outcome Evaluation for
reference.

5. Immediate dissemination of this Memorandum is earnestly desired.

HOMER N. MENDOZA
Assistant Schools Division Superintendent
Officer-in-Charge
Office of the Schools Division Superintendent

Encl.: None
Reference: As stated
To be indicated in the Perpetual Index
under the following subject:
SCHOOLS

Address: Toclong I-C, Imus City, Cavite

Telephone No.: (046) 4198450 to 53
Email Address: imus.city@deped.gov.ph
Website: www.depedimuscity.com
Facebook Page: @sdoimuscity
 Page 2 of 4

Enclosure No. 1 to Division Memorandum No. _____,

207 s. 2025

SCHOOL IMPROVEMENT PLAN INDICATIVE TIMELINE

 Page 3 of 4

SCHOOL IMPROVEMENT PLAN DIVISION APPRAISAL COMMITTEE

Schools Division Appraisal Committee Venue

Buhay na Tubig ES
BNT-Maharlika Annex
Palico ES
Pasong Buaya I
Jona B. Ramos
Pasong Buaya II Riza C. Garcia TBA
Leah J. Guillang
Pasong Buaya III Naamah C. Mambalos
Anastacio Advincula IS
Gen. Licerio Topacio NHS

Gen. Flaviano Yengko SHS

Imus Pilot ES
Tanzang Luma ES
Gov DM Camerino IS
Cayetano Topacio ES Bernadette T. Luna
Precilla E. Custodio
E. Villanueva ES Ma. Rosalyn M. Pagtakhan TBA
Ricardo R. David III
Bayan Luma I Jenielyn A. Sadang
Toclong ES
GEANHS
Gov. Juanito Reyes Remulla

Malagasang II ES
Malagasang III ES
Anabu I ES
Anabu II ES
Pasong Santol ES Glenda DS. Catadman
Rochelle Ballete
Pasong Santol-GCA TBA
Joseph R. Carreon
Marilou P. Bronzi
City of Imus IS
F. Benitez IS
Gen. Tomas Mascardo
Imus National HS
Gen. Juan Castañeda SHS
 Page 4 of 4

Alapan I ES
Alapan II ES
Bayan Luma II
Bukandala ES Ivan Honorpette A. Mijares
Carsadang Bago ES Maria Luisa F. Candelaria TBA
Reden Cruzado
Malagasang I ES
Tinabunan ES
Hipolito Saquilayan NHS
Gen. Pantaleon Garcia SHS
Enclosure No. 02, DM No. 207
___, s. 2025

[INSERT THE SCHOOL HEADER HERE]

SCHOOL IMPROVEMENT PLAN OUTCOME EVALUATION

I. DELIVERY OF SCHOOL’S SERVICES TO BASIC
EDUCATION
A. Curricular Programs and Projects
1. Is the curriculum properly and efficiently
implemented as
planned?
2. What are the issues in the implementation of the
curriculum in
the school?
3. Has the school improved its Education Outcomes
(EO) after 3
years of SIP Implementation?
Status of School Education Outcomes
✓ Increase in enrolment/participation
rate
✓ Increase in retention rate
✓ Decrease in dropout rate
✓ Improved graduation rate
✓ Improved academic performance in all
learning areas
4. What internal/external factors contributed to the
increase/decrease of the different performance
indicators?
B. Education Resources
1. Are the educational resources sufficient to the
needs of the
school?
2. Are the planning standards being met in terms of
resources?
Teacher-Learner Ratio- 1:45
Textbook-Learner Ratio- 1:1
Classroom-Learner Ratio
3. Is there a classroom shortage in your school?
4. Are the learning resources being used by the
teachers and
learners? (laboratories and school equipment)
5. Was there an improvement in resources at the end
of each
year?
6. What strategies does the school employ to resolve
the issues on resources?
7. What strategies have been successfully used to
improve access to and adequacy of resources?
8. What is the level of stakeholders’ satisfaction on
the availability and utilization of education
resources?
9. What recurring issues does the school experience
 [INSERT THE SCHOOL HEADER HERE]

on resources?
10. Does the utilization of education resources result to
the improvement of SBM level of practice?
C. Teacher Performance
1. How efficient are the teachers in the teaching and
learning
process? Classroom management? Record
management?
2. Are the teachers actively involved in community
initiated-
activities?

3. Do teachers implement their Individual Plan for

Professional
Development (IPPD)?
4. Do the teachers participate in School Based In-
Service
Training?
5. How many teachers are using the ICT? How many
have been trained in the use of ICT?
D. Learners Performance
1. What is the average level of performance of
learners in national assessment last year? NAT?
PHIL-IRI?
2. Is there an increasing trend on the level of
achievement of learners across three years?
3. What increase in the level of school performance
indicators has been attained?
4. What factors supported the
satisfactory/unsatisfactory
achievement in national assessment?
5. What promising practices can be replicated for next
year?
6. What are the issues and challenges related to
learner performance?
E. Managing Education Programs and Projects
1. What are the different programs and projects of
the school?
2. Are these programs and projects aligned with the
National PAP’s
3. How does the school Programs and Projects
improved the performance indicators and
achievement level of the school for the past year?
D. Financial Management and Resource Mobilization
1. Does the school head regularly liquidates MOOE?
2. Does the school head follows stipulated guidelines
for disbursement and expenditures.
3. Does the MOOE reflected in the School
 [INSERT THE SCHOOL HEADER HERE]

Improvement Plan
4. Does the school head reports/posts regularly the
liquidation and financial statement of the school
in meetings and conspicuous places.
5. What are the different income-generating projects
conducted by the school?
II. ORGANIZATIONAL HEALTH/PERFORMANCE
A. SIP Implementation
1. How efficient is the SIP being implemented for the
last year?
2. Are the targeted physical outputs delivered and on
time as
planned?
3. What are the issues and concerns, lessons learned,
facilitating and hindering factors, recommendation
in the implementation of SIP for the next 2 years?
B. Instructional Supervision
1. How efficient is the school head in performing
instructional supervision of the teachers?
2. How many instructional observations were
conducted by the school head? District
Supervisor? Education Program Supervisors?
3. What are the common strengths and weaknesses
of teachers as evinced by classroom
observations?
4. What are the issues in implementing IS?
5. How are they resolved?
C. Staff Development
1. What are the different staff development
programs were
conducted to address the needs of the personnel?
2. Does the staff development based on the IPPD,
TSNA, and
SPPD?
3. Does the staff development program address the
needs of the
personnel?
D. Community Partnership
1. How often do stakeholders attend and participate
in school
activities?
2. How often do internal stakeholders attend and
participate in
community-initiated programs?
3. Is the engagement and collaboration of school
and
community contributed to effective implementation
 [INSERT THE SCHOOL HEADER HERE]

of programs and activities?

4. How do stakeholders perceive the level of services
provided
by the school?

What are the backlogs of the SIP?

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

Problems encountered?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

Issues and concerns?

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

Strengths and weaknesses?

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

List of lessons learned or the best practices?

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

What are the best and effective practices of the school that could be institutionalized and replicated.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

Prepared by:

________________________
Designation, Member – SPT

________________________
Designation, Member – SPT

________________________
Designation, Member – SPT
 [INSERT THE SCHOOL HEADER HERE]

Approved:

__________________________
School Head

Noted:

__________________________
Cluster Head
 ANNEX 1A School-Community Data Template

I. SCHOOL PROFILE/DATA
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.

IDENTIFYING INFORMATION
School ID: ____________________________________ Name of School: ______________________________________
Address: _____________________________________ Barangay: ___________________________________________
District: _____________________________________ Municipality: ________________________________________
Division: ____________________________________ Region: ____________________________________________

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

Distance in km Mode of Transportation

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

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.
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: ______________

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

1st most frequent: _________________________________
2nd most frequent: _________________________________
3rd most frequent: _________________________________

A.4 Incidence of natural hazards

A.4.1 Check if there have been incidences of the following in the last 3 years.
Drought Tropical Cyclones (Storm, Typhoon, Tropical Depression, etc.)
Earthquake Oil Spill
Fire (includes forest fires and fires due to natural disasters) Tsunami
Flood Volcanic eruption
Landslide Others. Pls. specify: ______________

Storm surge

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

School used as an evacuation center in the last 3 years
 ANNEX 1A School-Community Data Template

B. LEARNING ENVIRONMENT
B.1 Classrooms and seats
B.1.1 Classroom quantity [SRC.15.]
No. of Classrooms
Total Enrollment,
Level For Repair/
Current SY In Good Condition Total Learner:classroom ratio 1
Rehabilitation
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
Learner:classroom ratio = Total enrollment divided by the total number of classrooms

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

Number Learner:seat ratio 2

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.
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: ______________________________________________

B.2.2 Handwashing. Is there space for handwashing?

YES If YES: with soap without soap

NO

B.2.3 Functional toilets [SRC.16.] B.2.4 Toilet bowls

Male Female Male Female
Number Ratio 3 Number Ratio 3 Number Ratio 4 Number Ratio 4

3
Learner:toilet ratio = Total enrollment divided by number of toilets
4
Learner:toilet bowl ratio = Total enrollment divided by number of toilet bowls

B.3 Textbooks. Indicate number of textbooks per grade level and subject [SRC.3.]
Subject: ___________ Subject: ___________ Subject: ___________ Subject: ___________ Subject: ___________
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
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
 ANNEX 1A School-Community Data Template
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.)
Facility/Material Number Qualitative description/condition

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

Grid supply
Off-grid supply

Solar power
Generator
Others. Pls. specify: ___________
No source of electricity

B.7 Internet connectivity

B.7.1 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: _____________

B.7.2 Does the school subscribe to any of the Internet service provider/s listed above?
YES NO

B.7.3 Are there Internet café/shops/WiFi-enabled stations in the area?

YES Pls. specify: __________________________________________
NO

C. TEACHERS
C.1 Number of teachers [SRC.14.]
C.1.1 Number of nationally-funded teachers (current SY)

Male Female TOTAL Learner:teacher ratio 5

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
Carries Full-Time Class Assigned Assigned Part-Time to Assigned Full-Time to
Position Number Teaching Load Grade Class Teaching Ancillary Services
(YES/NO) Levels (YES/NO) (YES/NO)
Master Teacher IV
Master Teacher III
Master Teacher II
 ANNEX 1A School-Community Data Template
Master Teacher I

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

SY Before Previous SY: Previous SY: Current SY:
__________ __________ __________
Total No. of Teachers
No. of Teachers meeting the standards
% meeting the standards

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

YES NO 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?
c. Are there other interventions implemented to
improve competencies of teachers?

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.]
SY Before Previous SY: Previous SY: Current SY:
__________ __________ __________
Training Needs No. of % of No. of % of No. of % of
Teachers teachers Teachers teachers Teachers teachers
trained trained trained trained trained trained

Top 1: _______________________________

Top 2: _______________________________

Top 3: _______________________________

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
Wasted Severely Wasted
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
 ANNEX 1A School-Community Data Template
D.1.2 Projects/interventions implemented in the previous SY addressing malnourished children (insert new rows if necessary)
Project/intervention Number of Children Covered

D.2 Health status

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.
Types of Ailments (Current SY)
Level Ailment: Ailment: Ailment: Ailment: Ailment: Ailment: Ailment: Ailment: Ailment:
________ ________ ________ ________ ________ ________ ________ ________ ________
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.2.2 Projects/interventions implemented in the previous SY addressing needs of children with other health problems (insert new
rows if necessary)
Project/intervention Number of Children Covered

D.3 Children reported as victims of abuse and violence

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.
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

D.3.2 Projects/interventions implemented for children that were victims or suspected victims of abuse
Number of Children
YES NO If YES, please describe the mechanisms
Covered
a. Does the school have
mechanisms to promote
safe and protective
practices based on
DepED's Policy on Child
Protection in School?
 ANNEX 1A School-Community Data Template
b. Other interventions
implemented for children
that were victims or
suspected victims of abuse
(insert new rows if
necessary)

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

These projects include those implemented by the school and other stakeholders. Insert new rows if necessary.
Duration Status/Accomplishments
Indicate progress of the program/ project, and its
Implementer Program/Project Title Target effect/impact on children's access to quality education.
Start End

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

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.
Contributions Attendance
Activity Volunteer No. of Attendance
Cash In Kind No. invited
hours attendees rate
Co-Curricular Activities

Extra-curricular Activities

Other Major Activities

G. FUND SOURCES [SRC.5.]

Fund Source Amount

General Appropriations Act (School MOOE)

General Appropriations Act (Subsidy for Special Programs)
Local Government Unit funds
Canteen funds
Donations
 ANNEX 1A School-Community Data Template

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

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

1. CHILDREN NOT IN SCHOOL

1.1 Population of children in the barangay where school is located (current SY)
Total Population No. of children NOT in School % of children NOT in School
Age
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

No. of school-
No. of children NOT in school according to reasons
Distance of
Age aged children Financial Health and Affected by Affected by Other
not in school Child Labor School from Disability
Matters Nutrition Disaster Conflict Reasons
Home
4
5
6
7
8
9
10
11
12
13
14
15
16
17
TOTAL
Percent of Total
6
School Project Teams are encouraged to conduct interviews or focus group discussions with parents/guardians/community members to probe
deeper on reasons cited
 ANNEX 1A School-Community Data Template
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
SY Before Previous SY ______ Previous SY ______ Attending Other Forms of Learning in
Age Previous SY
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
If YES, please describe the mechanism/
YES NO
intervention used by the school-community
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)?

b. Did the school use interventions in the previous SYs to

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

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

2.1 Enrollment for the last 3 SYs
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 1A School-Community Data Template
2.2 Number of children with disabilities by type of disability (insert new columns if necessary)
No. of Type of Disability (Current SY)
Children
Level
with Disability: Disability: Disability: Disability: Disability: Disability: Disability: Disability:
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

No. of Over-aged No. of 4Ps
Level No. of IP Learners No. of Muslim 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. SITUATION OF CHILDREN / LEARNERS: ACCESS - ATTENDANCE AND RETENTION

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

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

3.2 Percentage of children regularly attending classes (at least 90% attendance) for the last three SYs 7
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
OVERALL
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?
 ANNEX 1A School-Community Data Template

Total Number of frequently absent students that were recipients of Pantawid

Number of children who were frequently absent
Level Enrollment in Pamilya
Previous 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 9
Grade 10
Grade 11
Grade 12

TOTAL
Percent of Total

3.4 What were the reasons why children were frequently absent in the previous SY? Please indicate number of children who are frequently absent according to reasons.

Total No. of Number of children who are frequently absent according to reasons 8 (Previous SY)
Children who
Level were Frequently Distance of
Financial Health and Affected by Affected by
Child Labor School from Other Reasons
Absent in Matters Nutrition Disaster Conflict
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

8
School Project Teams are encouraged to conduct interviews or focus group discussions with parents/guardians/community members to probe deeper on reasons cited

3.5 Projects/interventions implemented to address needs of children who are frequently absent (insert new rows if necessary) Number of Children Covered

4. DROPOUT [SRC.7.]
4.1 Number of dropouts for the last three SYs
SY Before Previous SY: _____ Previous SY: _____ Current SY: _____
Level
 ANNEX 1A School-Community Data Template
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

4.2 Dropout rates for the last three SYs

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
OVERALL

4.3 Number of dropouts by cause (insert new columns if necessary)

Total No. of Number of Dropouts by Cause (Current SY)
Level Dropouts (Current Cause: Cause: Cause: Cause: Cause: Cause: Cause: Cause:
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

4.4 Projects/interventions implemented for children at risk of dropping out

4.4.a Does the school have mechanisms to: YES NO If YES, please describe the mechanisms used by the school
 ANNEX 1A School-Community Data Template
- 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 for children at risk of dropping out? Insert new rows if necessary. Number of Children Covered
 ANNEX 1A School-Community Data Template

IV. SITUATION OF CHILDREN / LEARNERS: QUALITY

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

5. PROMOTION/GRADUATION RATES [SRC.8.]

5.1 Number of promoted learners/graduates by grade level, for the last three SYs
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/graduation rates for the last three SYs 9

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
9
Promotion rate: no. of promoted learners divided by the total enrollment x 100;
Graduation rate: no. of graduates divided by the total enrollment x 100

6. MEAN PERCENTAGE SCORES (based on National Achievement Tests) [SRC.9.]

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 three SYs
SY Before Previous SY: ____
Level
English Filipino Math Science HEKASI
Grade 3
Grade 6
Grade 8
Grade 10
Previous SY: ____
Level
English Filipino Math Science HEKASI
Grade 3
Grade 6
Grade 8
Grade 10
Current SY: ____
Level
English Filipino Math Science HEKASI
Grade 3
Grade 6
Grade 8
Grade 10
 ANNEX 1A School-Community Data Template
6.2 Projects/interventions implemented to improve basic competencies of learners (insert new rows if necessary)

7. LITERACY LEVEL [SRC.10.]

7.1 Number of learners who are in the frustration, instructional, and independent levels for the current SY (ENGLISH) 10
Frustration Level Instructional Level Independent Level
Level Total Male Female Total Male Female Total Male Female
Pre-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
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
10
Based on Phil-IRI pre-test results

7.2 Number of learners who are in the frustration, instructional, and independent levels for the current SY (FILIPINO) 10
Frustration Level Instructional Level Independent Level
Level Total Male Female Total Male Female Total Male Female
Pre-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
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 (insert new rows if necessary)
 ANNEX 1A School-Community Data Template
8. AWARDS/RECOGNITIONS (TOP 3) [SRC.6.]
List down the awards/recognitions received by the school, the school head, teachers, and students. Insert new rows if necessary.
Category of Award-giving Body (Please identify)
Title Year
Awardees District Division Regional National International
Student

Teacher

School Head

School
 ANNEX 1B Child Mapping Tool
Before you go around your community to conduct your early registration activities, coordinate with the District or Division office and your barangay. If there are other schools in your barangay, coordinate with them as well.

Distribute this child mapping tool to your team of teachers and volunteers. They should fill this up as they move from house to house in the barangay. This will help you get important basic information on the status of 4-17 year old children in your community which you can use in school planning. You only
need to cover your barangay unless majority of your students come from nearby communities, in which case, you need to conduct child mapping in those barangays as well. If there are no schools in a barangay, the District or Division office will initiate the child mapping in that area (following DO. No. 1 s.
2015).

Child mapping should be done at least every 3 years (preferably at the start of the SIP cycle), assuming that there are no major changes in the population of your community. After events causing major population changes (e.g. disasters), child mapping should be conducted to account for the children in your
community.

Barangay: ______________________________ Division: ______________________________

Municipality: ______________________________ Region: ______________________________
TOOL FOR MAPPING OF 4-17 YR. OLD CHILDREN
NAME DEMOGRAPHIC INFORMATION RESIDENCE DISABILITY ECCD (FOR 4YO CHILDREN) EDUCATIONAL STATUS FUTURE ENROLLMENT

Number of If YES, Provided Planning to

With Birth Is residence Has a Currently If NO, state reason for not
years in specify with ECCD Educational If YES, specify name of If NO, state reason for not If studying through ADM, study next If YES, specify the name of
Last First Middle Gender Age Date of birth Certificate? Present address permanent?1 disability? If YES, specify ECCD facility studying? planning to study next
present type of Services? attainment3 school studying specify type of ADM school year? prospective school
(YES/NO) (YES/NO) (YES/NO) (YES/NO) school year
address disability2 (YES/NO) (YES/NO)

1
ASK: "Is the child a permanent resident?" (YES/NO) If YES, follow up "do the residents plan on moving out?"
2
TYPES OF DISABILITIES: (see DepED Order No. 2, s 2014 for detailed descriptions)
1- Visual Impairment 6- Serious emotional disturbance
2- Hearing Impairment 7- Autism INTERVIEWER NAME AND SIGNATURE
3- Intellectual Disability 8- Orthopedic impairment
4- Learning Disability 9- Special health problems
5- Speech/language impairment 10- Multiple disabilities
3
EDUCATIONAL ATTAINMENT:
CK- Completed Kindergarten C7- Completed Grade 7 SK- Some Kindergarten S7- Some Grade 7
C1- Completed Grade 1 C8- Completed Grade 8 S1- Some Grade 1 S8- Some Grade 8
C2- Completed Grade 2 C9- Completed Grade 9 S2- Some Grade 2 S9- Some Grade 9 DATE OF INTERVIEWS
C3- Completed Grade 3 C10- Completed Grade 10 S3- Some Grade 3 S10- Some Grade 10
C4- Completed Grade 4 C11- Completed Grade 11 S4- Some Grade 4 S11- Some Grade 11
C5- Completed Grade 5 C12- Completed Grade 12 S5- Some Grade 5 S12- Some Grade 12
C6- Completed Grade 6 S6- Some Grade 6
 NAME DEMOGRAPHIC INFORMATION RESIDENCE DISABILITY ECCD (FOR 4YO CHILDREN) EDUCATIONAL STATUS FUTURE ENROLLMENT

Number of If YES, Provided Planning to

With Birth Is residence Has a Currently If NO, state reason for not
years in specify with ECCD Educational If YES, specify name of If NO, state reason for not If studying through ADM, study next If YES, specify the name of
Last First Middle Gender Age Date of birth Certificate? Present address permanent?1 disability? If YES, specify ECCD facility studying? planning to study next
present type of Services? attainment3 school studying specify type of ADM school year? prospective school
(YES/NO) (YES/NO) (YES/NO) (YES/NO) school year
address disability2 (YES/NO) (YES/NO)

1
ASK: "Is the child a permanent resident?" (YES/NO) If YES, follow up "do the residents plan on moving out?"

2
TYPES OF DISABILITIES: (see DepED Order No. 2, s 2014 for detailed descriptions)
1- Visual Impairment 6- Serious emotional disturbance
2- Hearing Impairment 7- Autism
3- Intellectual Disability 8- Orthopedic impairment
4- Learning Disability 9- Special health problems
5- Speech/language impairment 10- Multiple disabilities

3
EDUCATIONAL ATTAINMENT:
CK- Completed Kindergarten C7- Completed Grade 7 SK- Some Kindergarten S7- Some Grade 7
C1- Completed Grade 1 C8- Completed Grade 8 S1- Some Grade 1 S8- Some Grade 8
C2- Completed Grade 2 C9- Completed Grade 9 S2- Some Grade 2 S9- Some Grade 9
C3- Completed Grade 3 C10- Completed Grade 10 S3- Some Grade 3 S10- Some Grade 10
C4- Completed Grade 4 C11- Completed Grade 11 S4- Some Grade 4 S11- Some Grade 11
C5- Completed Grade 5 C12- Completed Grade 12 S5- Some Grade 5 S12- Some Grade 12
C6- Completed Grade 6 S6- Some Grade 6
 ANNEX 2A Child-Friendly School Survey

CONTENTS

I. INTRODUCTION
How did you like school?
What is a school?
What makes up a school?
Who provides the learning environment?
When can a school be called a ‘Child-friendly School’?
What exactly is a Child-friendly School and how can our school become one?
What should a Child-friendly School aim to achieve?

II. SELF-ASSESSMENT TOOL

How should our school go about achieving the goals of the Child-friendly school?
Accomplishing specific targets
How our school scored
So, is our school Child-friendly?

How did you like school?

Many of us look at school as a place for serious learning but rarely as a place for one to enjoy
learning activities and have a say in what one needs and wants to learn.

When you were in school, were you ever consulted as to what you wanted to learn and how you
wanted to learn them? If you were lucky enough to have been asked, were you able to freely
suggest ways and activities by which you could learn more effectively?

Rights and enjoyment are perhaps words often left out of any student handbook or school
circular. Now that you are a teacher, principal or parent, are you the type who believes that being
‘soft’ on children will only make them learn or study less? Or that giving them ‘choices’ and
allowing them to express themselves freely will only diminish discipline – discipline to make them
sit up and listen to their lessons?

Each of us probably has his or her own idea or approach to education and how we can make
children ‘learn’. Regardless of the differences in our opinions, many of us would probably agree
that SCHOOL IS FOR CHILDREN. Perhaps, we could further firm up this agreement by coming up
with some common definitions...

What is a school?

Let us consult our dictionaries. Do you have one in your school? All dictionaries would probably
contain any or some of the following definitions: 1) an institution devoted primarily to imparting
knowledge or developing certain skills; 2) the building or buildings in which instruction is given; 3)
any sphere or means of instruction.

What makes up a school?

Since it is safe to agree that ‘school’ is for those needing or seeking knowledge or instruction, it
should be primarily composed of learners or pupils.

Where there are pupils, there should also be teachers who care for children, provide for their
learning needs, and nurture their interests.

Then, there is the physical school – the school building and its facilities – classrooms,
gymnasium or activity area, grounds for young children to romp and play, toilet facilities, drinking
fountains, and the like.
 ANNEX 2A Child-Friendly School Survey

Did we miss anything? Well, yes there’s still one more and probably the most important one of all.
It’s all people and things that we’ve mentioned combined...and more. It is called the learning
environment. The learning environment is more than just the sum total of all these – people
(pupils and teachers) and things around them – parents, brothers, sisters, other relatives, and
other people and things in the community where the school is located.

When all these INTERACT, and interact FAVORABLY with each other, a lot of wonderful things can
happen to the child’s learning. Remember that learning does not only occur within the four walls
of a classroom. Learning continues when the pupil returns from school to his or her family,
mingles with the neighbors and playmates, runs an errand to the sari-sari store, attends with his
or her family a religious service at their place of worship, and does tens of other things. A healthy
learning environment not only enhances the child’s academic achievement but also ensures his or
her physical, psychological, social, and emotional growth.

Who provides the ‘learning environment’?

School principals, teachers, parents and families, community institutions such as your local
barangay council, other community members and the children themselves support each other in
creating and enhancing the ‘learning environment’.

When can a school be called a ‘Child-friendly School’?

A Child-friendly School is more than just a place for formal learning. Foremost, it is an institution
that recognizes and respects the range of rights of children, and not just their right to be
educated. These rights also include their rights to be healthy, to be given opportunities for play
and leisure, to be protected from harm and abuse, to express their views freely, and to participate
in decision-making according to their evolving capacities.

While upholding children’s rights, a Child-friendly School also instills in children the resposibilities
that go with their rights. Among these are to respect the rights of others, respect diversity,
practice equality, and resolve differences without resorting to violence.

Just as important, a Child-friendly School takes the lead in shaping a learning environment that
enables children to learn as much as their intellectual faculties could take. It is a kind of
environment that allows them to grow healthy, equips them with knowledge and skills that they
can use throughout life, and enables them to become responsible and productive members of their
community and society.

What exactly is a ‘Child-friendly School’ and how can our school become one?

A ‘Child-friendly School’ has the following five traits:

1. A Child-friendly School is inclusive, gender-sensitive, and non-discriminating.

It is said to be inclusive, gender-sensitive, and non-discriminating when it...
- does not turn away any child from enrolling and attending classes for whatever reason
- gives boys and girls equal learning opportunities
- treats all children equally, regardless of gender, social status, cultural origin or religious
belief.

2. A Child-friendly School is effective with children.

It is said to be effective with children when it...
is child-centered
- has the best interest of the child in mind in all its learning activities
- has a curriculum that addresses the child’s learning needs as well as those of the
community and society
- employs teaching methods that are suited to the child’s age, abilities, and ways of learning
 ANNEX 2A Child-Friendly School Survey

- encourages children to think and decide for themselves, ask questions, and express their
opinions

promotes quality learning

- makes sure that children master the basic skills of writing, reading, speaking (and
listening), mathematics, and the necessary skills that they can use through life
- encourages children to learn by doing and by doing things with others
- makes sure that teachers are qualified to teach and continue to become better teachers
- makes sure that teachers and other staff are physically fit, adequately paid, and highly
motivated.

encourages children to participate in school and community activities

- encourages children to work together to solve problems and achieve what they aim to do
- encourages children to express their feelings through the arts – music, drawing, drama, and
other forms

3. A Child-friendly School is healthy for children.

It is said to be healthy for children when it...
- promotes children’s health
- guarantees that school buildings, grounds, and facilities are safe, clean, healthy, and with
adequate water and sanitary facilities
- has written policies and regular practices that promote good health
- integrates health education and life skill development in its curriculum
- hosts regular health services for children, such as immunization

4. A Child-friendly School is caring and protective of all children

It is said to be caring and protective of all children when it...
- safeguards and provides security for children
- helps defend and protect children from harm and abuse
- encourages children to care for each other
- does not tolerate physical punishment on children
- has clear guidelines for conduct between students and does not allow bullying

5. A Child-friendly School involves children’s families and the community

It is said to involve families and the community when it...

works closely with children’s families

- consults parents and invites their opinions regarding school policies and activities
- holds regular dialogues with parents regarding their children’s learning progress
- collaborates with parents to encourage their children to practice at home what they are
learning in school
- cares as much as parents that children get enough nutrition and are in good health
- cares about the children’s safety not only within the school premises but also on their way
to and from school

engages the support and interaction of community institutions and other indviduals
- enlists the support of community institutions and individuals for its projects and activities
for children
- acts on behalf of and upholds the interests of children in community assemblies
 ANNEX 2A Child-Friendly School Survey

WHAT SHOULD A CHILD-FRIENDLY SCHOOL AIM TO ACHIEVE?

A Child-friendy School should aspire for these seven (7) goals:

(1) Encourage children’s participation in school and community

(2) Enhance children’s health and well-being
(3) Guarantee safe and protective spaces for children
(4) Encourage enrolment and completion
(5) Ensure children’s high academic achievement and success
(6) Raise teacher’s morale and motivation
(7) Mobilize community support for education

How should our school go about achieving these goals?

The following checklist contains action items that will guide you through what you need to have
or need to do towards accomplishing the seven goals of the Child-friendly School.

See how many of the action items listed under each goal you have accomplished or are doing on a
regular basis. Tick the box before each action item if you have accomplished this. Add up and
write your total in the box after each goal. By checking what your school already has and what it
is doing regularly, you will be able to track your progress towards becoming a Child-friendly
School.

You may already be well along the way to becoming a Child-friendly School! Remember though
that you have to be honest with your answers!

Here’s one other advice... Please accomplish this checklist first before moving on to the next
section.

GOAL #1: Encourage children’s participation in school and community

What your school should have or should be doing:

❑ Your school has a working student government.

❑ Your school involves students in meetings and planning sessions that concern their
well-being.
❑ Your school involves students in the organizing, planning, and execution of the
disaster preparedness and response plan.
❑ Your school encourages its students to get involved in community work.
❑ Your school has a mechanism or mechanisms – such as a school publication,
students’ bulletin board, or opinion box – for pupils to express their opinions about
school and community issues.

Total number of action items checked for this goal

GOAL # 2: Enhance children’s health and well-being

What your school should have or should be doing:

❑ Your school maintains and regularly updates a health record of each pupil.
❑ Your school holds annual weighing and health examination of your pupils.
❑ Your school holds annual dental examination of your pupils.
❑ Your school treats or refers pupils with health problems.
 ANNEX 2A Child-Friendly School Survey

❑ Your school treats pupils with decayed teeth.

❑ Your school has a feeding program for malnourished children.
❑ Your school serves or sells healthy and nutritious food in your premises.
❑ Your school practices proper waste disposal.
❑ Your school has a steady supply of clean and safe drinking water.
❑ Your school has separate toilet facilities for boys and girls consisting of urinals and
lavatories that are regularly maintained and kept clean.
❑ Your school has a functional clinic.

Total number of action items checked for this goal.

GOAL # 3: Guarantee safe and protective spaces for children

What your school should have or should be doing:

❑ Your classrooms have proper ventilation and lighting and enough space for 45-50
pupils.
❑ Your classroom desks and other furniture are sized to the age of the pupils. In the
case of shared desks, each pupil has enough space to do seatwork.
❑ Your classrooms’ layout and furniture allow pupils to interact and do group work.
❑ Your classrooms have a bulletin board or a corner that displays helpful learning
materials such as posters, illustrations, newspaper and magazine clippings, and
your pupils’ own works.
❑ Your classrooms, facilities, and premises are regularly maintained and kept clean.
❑ Your school has safe facilities in place to address hazard threats (e.g. fire exits, fire
extinguishers, appropriate electrial wirings).
❑ Your school has identified and prepared alternative learning spaces in cases of
emergencies.
❑ Your school has adequate emergency/first aid kits that are readily available.
❑ Your school conducts regular evacuation drills for earthquake, fire, flooding, or
tsunami.
❑ Your school has a library for reading and for study.
❑ Your school has facilities and equipment for recreation and sports.
❑ Your school has sufficient lawn space and vegetation.
❑ Your school has duly assigned personnel in charge of securing its premises, its
properties, and those of its pupils and teachers.
❑ Your school coordinates with the barangay and local authorities to ensure the safety
and protection of your pupils.
❑ Your school has a policy against discrimination with regard to gender, cultural
origin, social status, religious belief, and others.
❑ Your school has a program for children with special needs.
❑ Your teachers use non-threatening styles of discipline.

Total number of action items checked for this goal.

GOAL # 4: Encourage enrollment and competition

What your school should have or should be doing:

❑ Your school has a master list of all school-age children in the community, whether
enrolled or not.
❑ Your school regularly coordinates with the local barangay council to identify school-
age children who are out of school, for the purpose of bringing them to school.
 ANNEX 2A Child-Friendly School Survey

❑ Your school conducts campaigns to encourage parents to enroll their children.

❑ Your school has a system to regularly check on the attendance of its pupils and
address problems concerning non-attendance.

Total number of action items checked for this goal.

GOAL # 5: Ensure children’s high academic achievement and success

What your school should have or should be doing:

❑ Your school has a clear vision/mission statement that is prominently displayed and
adequately explained to all school personnel.
❑ The principal and teachers are familiar with child-centered and child-friendly
principles.
❑ Your school provides each student a complete set of textbooks.
❑ Teachers regularly prepare their lesson plans.
❑ Your school encourages and promotes cooperative and “hands-on” learning
(“learning by doing”).
❑ The principal has data on the school’s past three years performance in the division,
regional or national tests for the purpose of improving its current year
performance.
❑ Teachers regularly monitor and assess their pupils’ academic performance, with
the view of improving their performance.
❑ The school provides students access to ADM, ALS, and/or other learning materials
for their use during emergencies.

Total number of action items checked for this goal.

GOAL # 6: Raise teachers’ morale and motivation

What your school should have or should be doing:

❑ Teachers undergo continuing and advance professional training at least once a

year.
❑ Teachers are regularly trained in new and effective teaching-learning strategies.
❑ Teachers have their own lounge and/or work area.
❑ Teachers are given annual medical check-up.
❑ The principal provides strong direction and leadership guided by a written
supervisory plan.
❑ The principal regularly monitors teachers’ performance and provides needed
support.
❑ Teachers support their co-teachers by sharing teaching techniques and
experiences.
❑ Your school provides annual medical examination to your teachers and other staff.

Total number of action items checked for this goal.

 ANNEX 2A Child-Friendly School Survey

GOAL # 7: Mobilize community support for education

What your school should have or should be doing:

❑ Your school has a Parent-Teacher Association (PTA) that has elected leaders,
meets regularly, and has a written plan of action.
❑ Your school coordinates with barangay institutions to identify children who are
physically or sexually abused or are made to do hard physical labor, for the
purpose of identifying their special needs.
❑ Your school coordinates with the barangay and local institutions to enroll illiterate
parents in literacy programs.
❑ Your school takes the lead in conducting literacy programs for illiterate parents.
❑ Your school enlists the support of community organizations to help raise funds and
resources for learning.
❑ Your school invites parents to discuss with your teachers the learning experiences
and progress of their children.
❑ Your school consults parents in the drafting of its policies, and in the planning and
implementation of school activities.
❑ Your school has organized and capacitated the School Disaster Risk Reduction and
Management Committee (SDRRMC).
❑ Your school has strong partnerships with external stakeholders in order to address
disaster risk reduction and the CCA-related needs of the school (i.e. data and
statistics, capacity building, resources, etc).

Total number of action items checked for this goal.

Rating your school for action items done

Goal # 1: Encourage children’s participation in school and community

The Goal has 5 action items. If you scored 3 points, give yourself a blue heart; if you
scored 4 points, give yourself a purple heart; if you scored 5 points, give yourself a red
heart. If you scored lower than 3 points, don’t color the heart. But take heart (pardon the
expression), there are still six goals to assess and you might just do better with the next
ones.

(Note: If you do not have crayons or color pens or pencils, you can just mark the inside of
the heart with a B for Blue, P for Purple, or R for Red)

Color this heart!

 ANNEX 2A Child-Friendly School Survey

Goal # 2: Enhance children’s health and well-being

This Goal has 11 action items. If you scored 7 points, give yourself a blue heart; if you
scored 8-9 points, give yourself a purple heart; if you scored 10-11 points, give yourself a
red heart. If you scored lower than 7 points, don’t color the heart, if your score is lower
than desired, try again with the other goals. You have five more to go!

Color this heart!

Goal # 3: Guarantee safe, protective spaces for children

This Goal has 17 action items. If you scored 10-11 points, give yourself a blue heart; if you
scored 12-14 points, give yourself a purple heart; if you scored 15-17 points, give yourself
a red heart. If you scored lower than 10 points, don’t color the heart. Did you do better
this time?

Color this heart!

Goal # 4: Encourage enrollment and completion

This Goal has 4 action items. If you scored 2 points, give yourself a blue heart; if you
scored 3 points, give yourself a purple heart; if you scored 4 points, give yourself a red
heart. If you scored lower than 2 points, don’t color the heart. We’re midway through the
test. Let’s see how you score with the rest!

Color this heart!

Goal # 5: Ensure children’s high academic achievement and success

This Goal has 8 action items. If you scored 6 points, give yourself a blue heart; if you
scored 7 points, give yourself a purple heart; if you scored 8 points, give yourself a red
heart. If you scored lower than 6 points, don’t color the heart. Hope you’re racking up
those points!

Color this heart!

 ANNEX 2A Child-Friendly School Survey

Goal # 6: Raise teachers’ morale and motivation

This Goal has 8 action items. If you scored 4-5 points, give yourself a blue heart; if you
scored 6-7 points, give yourself a purple heart; if you scored 8 points, give yourself a red
heart. If you scored lower than 4 points, don’t color the heart. Do you think you’ll be a
Child-friendly School by the end of this test?

Color this heart!

Goal # 7: Mobilize community support for education

This Goal has 9 action items. If you scored 7 points, give yourself a blue heart; if you
scored 8 points, give yourself a purple heart; if you scored 9 points, give yourself a red
heart. If you scored lower than 7 points, don’t color the heart. That’s it! Hope you did well!

Color this heart!

Accomplishing Specific Targets

The preceding sections outlined the actions that we need to take towards establishing a
Child-friendly School. However, this is just the first step. We must also ensure that our
actions are effective enough to help us realize desired outcomes for children in the context
of the Child-friendly School System.

We may also call these desired outcomes ‘targets.’ The following are the targets set for
itself by the Department of Education (DepEd). The ideal, of course, is to aim for universal
coverage or 100% attainment of these targets.

• All school-age children in your community are served by the school (ages 5-11 in
ES, 12-15 in JHS, 16-17 in SHS).
• All children in your school who enrolled in Kinder six years ago finish Grade 6/
enrolled in Grade 7 three years ago finish Grade 10/ enrolled in Grade 11 finish
Grade 12.
• All your Grade 6 pupils/Grade 10/Grade 12 students pass the division, regional, or
national tests or assessments.

In addition are targets relating to the promotion of proper health and nutrition among
schoolchildren and school personnel. This follows the principle that a healthy and well-
nourished child is more ready for learning than a sickly one.

The additional targets are as follows:

• All schoolchildren are well nourished.

• All schoolchildren are healthy.
• All schoolchildren have good dental health.
 ANNEX 2A Child-Friendly School Survey

How much of these targets has your school accomplished?

The following are the standards by which you are asked to rate your school:

Enrollment and academic achievement targets for school year (SY) _______:

1. All school-age children in your community are served by the school (ages 5-11 in ES,
12-15 in JHS, 16-17 in SHS).

(Please check)

 Less than 95% Poor 0 point

 95-96% Fair 1 point
 97-98% Good 2 points
 99-100% Outstanding 3 points

Your Score: __________point/s

2. All children in your school who enrolled in Kinder six years ago finish Grade 6/ enrolled
in Grade 7 three years ago finish Grade 10/ enrolled in Grade 11 finish Grade 12.

(Please check)

 Less than 77% Poor 0 point

 77-79% Fair 1 point
 80-90% Good 2 points
 91-100% Outstanding 3 points

Your Score: __________point/s

3. All your Grade 6 pupils/Grade 10/Grade 12 students pass the division, regional, or
national tests or assessments.

(Please check)

 Less than 50% Poor 0 point

 50-74% Fair 1 point
 75-90% Good 2 points
 91-100% Outstanding 3 points

Your Score: __________point/s

Health and nutrition targets:

4. All your pupils/students are well nourished.

(Please check)

 Less than 70% Poor 0 point

 70-80% Fair 1 point
 81-90% Good 2 points
 91-100% Outstanding 3 points

Your Score: __________point/s

 ANNEX 2A Child-Friendly School Survey

5. All your pupils/students are healthy.

(Please check)

 Less than 75% Poor 0 point

 75-80% Fair 1 point
 81-90% Good 2 points
 91-100% Outstanding 3 points

Your Score: __________point/s

6. All your pupils/students have good dental health.

(Please check)

 Less than 75% Poor 0 point

 75-80% Fair 1 point
 81-90% Good 2 points
 91-100% Outstanding 3 points

Your Score: __________point/s

How our school scored

On these pages, you will tally your scores in the two assessment categories.

To rate yourself for Action Items done (pages __), assign the following points to your
colored hearts:

Blue heart- one (1) point

Purple heart- two (2) points
Red heart - three (3) points
Uncolored heart- no (0) point

Now add up those points.

Action Items / Goals Colored Points

Hearts
1. Encourage children’s participation in
school and community
2. Enhance children’s health and well-being
3. Guarantee safe and protective spaces for
children
4. Encourage enrollment and completion
5. Ensure children’s high academic
achievement and success
6. Raise teacher’s morale and motivation
7. Mobilize community support for
education
SCORE
Enter and add up your scores for Accomplishing Specific Targets (pages __) here.

Progress toward specific targets Points

1. All school-age children in your community are
served by the school (ages 5-11 in ES, 12-15 in
JHS, 16-17 in SHS).
2. All children in your school who enrolled in Kinder
 ANNEX 2A Child-Friendly School Survey

six years ago finish Grade 6/ enrolled in Grade 7

three years ago finish Grade 10/ enrolled in
Grade 11 finish Grade 12.
3. All your Grade 6 pupils/Grade 10/Grade 12
students pass the division, regional, or national
tests or assessments.
4. All your pupils are well nourished.
5. All your pupils are healthy.
6. All your pupils have good dental health.
SCORE `

Now, tally your scores in the two categories.

Action Items / Goals

Progress toward Targets

TOTAL SCORE

So, is your school Child-friendly?

If you got a total of at least 25 points but lower than 30 points, you are a CHILD-
FRIENDLY SCHOOL!
If you got at least 30 points but lower that 35 points, you are an OUTSTANDING
CHILD-FRIENDLY SCHOOL!!
If you got 35 points or higher, you are indeed a VERY OUTSTANDING CHILD-FRIENDLY
SCHOOL!!!
To all of you who made it, CONGRATULATIONS!!! To those who didn’t, you can try to
do better next school year.
Now make sure that you do this every school year to see if you are keeping with or
improving your performance.
Thank you for answering this little test. Until next time when we include other action
items and targets in our list! Becoming a Child-friendly School is easy, don’t you
agree?

(name of your school)

is a
CHILD-FRIENDLY SCHOOL!!!
 Annex 2B Child Protection Policy
Implementation Checklist
`

School-Based Child Protection/Anti-Bullying Policy Implementation

Checklist

Name of School: _______________________________________

Address: ______________________________________________
District/Division/Region: __________________________________

This checklist is designed to monitor and evaluate the compliance of the

school/s in the implementation of DepEd Order No. 40, s. 2012 and DepEd
Order No. 55, s. 2013.

Tick the appropriate box that corresponds to your observation.

Instruction: P – Present or In Place
A – Absent or Not In Place
Findings will be based simply on the presence or absence of the requirement
as stated in each item and shall be the basis for a plan of action by the
school and the Division Office.
P A
1. The school has a written school-based child protection and/or anti-bullying
policies.
2. There is a code of conduct incorporated in the school-based child protection or
anti-bullying policy for the following:
a. Students
b. School Administrators
c. Non-Teaching Personnel (guards, maintenance, etc.)
d. Teachers
e. Visitors (Parents, alumni etc.)
f. Off-Campus activities such as field trip, camping etc.
3. The code of conduct has specific provisions to address potential risks to students
such as:
a. Disregarding abusive situation or behavior against children;
b. Employing children as house helper or asking students to care for
teacher’s children while in school;
c. Relating with children in private for personal matters like student-teacher
as “text mates” or face book friends;
d. Going out with students after school such as watching movies;
e. Using green jokes or jokes with double meaning in the class; and
f. Cultural Beliefs (marrying children because it is acceptable based on one’s
culture/religion, amicable settlement on child abuse cases).
4. Promotion or information dissemination of the school-based child protection
and/or anti-bullying policies is done during school opening for:
• Students
• Teachers
• Non-Teaching personnel
• Parents
5. There are written procedures to guide in conducting disciplinary proceedings in
cases of offenses committed by pupils, students, or learners.
6. The school has adopted a conflict resolution mechanism that respects the rights
of indigenous peoples, provided that they conform to child’s rights and the
Department issuances on child protection.
7. There is an established system for identifying students who may be suffering from
significant harm based on physical, emotional, or behavioral signs.
8. Has developed and implemented a school-based referral and monitoring system

1
 Annex 2B Child Protection Policy
Implementation Checklist
`
to address child abuse and bullying cases.
9. There is an existing record of all proceedings related to bullying and child abuse
cases using the Intake Sheet (Annex B of DO 40, s. 2012 or Appendix B or DO
18, s. 2015) as appropriate.
10. Records related to complex cases of child abuse and bullying using the Intake
Sheets (Annex A of DO 40, s. 2012 or Appendix B of DO 18, s. 2015) are well-
kept and separate from simple cases.
11. The school has submitted its consolidated reports on bullying and child abuse
cases to the Division Office a week after the opening of each school year.
12. Has mapped out available resources in their community for possible linkages or
networking for cases needing referrals etc.
13. Has an active coordination with WCPD, DSWD, and other government and Non-
Government Organizations (NGO).
14. Has a clear policy on the use of positive and non-violent discipline for children.
15. There is an organized Child Protection Committee (CPC) in the school.
16. There is an annual capacity building activities for the members of the CPC:
• Guidance Counselor/Designated Guidance Teacher
• Representative of the Students
• Representative of the Parents
• Representative of the Barangay
• Representative of the Teachers
17. The CPC is meeting regularly to discuss appropriate interventions and/or
responses to school problems on bullying and child abuse cases and other
concerns.
18. The school with its CPC has initiated information dissemination programs and
organized activities for the protection of children from abuse, exploitation,
violence, harm, and bullying.
19. There is a strong student participation in the promotion of child protection and
anti-bullying policies of the school.
20. There is a feedback mechanism in the school to monitor the implementation of
the Child Protection and/or Anti-Bullying policies.

(Total Number of P and A multiplied the total number of items divided by 100)
Overall Scores
General Description:

Recommendation:

Prepared by:

_______________________________
Signature over Printed Name
________________________
Designation
__________________
Date
Received by:

______________________________
Signature over Printed Name

_________________________
Designation
__________________
Date

2
 ANNEX 2C Student-led School
Watching and Hazard Mapping

Student-led School Watching and Hazard Mapping

(Lifted from DO. No. 23 s. 2015)

PROCEDURES

A. Organizing and Preparing the School Watching Team

• The school head shall designate a moderator to facilitate a student-led school watching
and hazard mapping activity. The moderator is preferably a DRRM-trained school
personnel who is familiar with the hazards and risks in the school or anyone who has
previous/current involvement in any DRRM activity.
• The School Watching Team (SWT) should compromise of at least 10 members. For
medium and big schools, organizing various students’ organizations and/or student
leaders for a school watching activity is preferred to maximize engagement. For very
small schools (i.e. with less than five classes), teachers could integrate school
watching in their respective lessons as an outdoor activity. For very big schools, more
than one team could be organized to ensure that all grade levels, sections, and groups
are represented.
• The Supreme Student/Pupil Government (SSG/SPG) shall aid in the identification of
SWT members. The team members could be student leaders of youth clubs, academic
and/or non-academic clubs such as boy/girl scouts, Red Cross, or representatives from
various grade levels and/or sections.
• The moderator is encouraged to redesign the process, if necessary, to ensure
appropriateness to the composition of the SWT. Preferably SSG/SPG shall also
participate in this activity.
• It is important that the moderator presents the guidelines in the language that the
SWT is most familiar and comfortable with.
• The moderator could prepare a timeline on the conduct of this activity to ensure that
this will not disrupt regular school activities and/or classes of SWT members.
• The moderator will prepare the route for the school watching, designate stops and
provide a School Watching Checklist (see attached) to Team members for guidance
in the observation of hazards.
• Designate a start and end point for the school watching activity.
• The moderator shall orient the SSG/SPG on school watching and hazard mapping
before convening the SWT.

B. School Watching and Hazard Mapping

• The moderator should ensure that all SWT members have a pen and notebook for note
taking during the school watch.
• The moderator shall orient the SWT on the background and purpose of this activity,
and level-off with the Team on the conduct of this activity.
• Walk through each building, classroom, office, laboratory, workshop, play area,
garden, and any open area of the school.
• At each point, give a 3-5-minute stop for the Team to observe and take down notes in
every building, classroom, office, laboratory, workshop, play area, garden, and any
open area.
• Use the School Watching Checklist as a basic guide in identifying hazard factors and/or
at risk areas in the school. The Team members are encouraged to add other risk
 ANNEX 2C Student-led School
Watching and Hazard Mapping

factors based on their observation, experience, and appreciation of the condition of the
school environment/facilities.
• After walking around the school premises, the moderator will facilitate the processing
of the information noted by the SWT.
• Then, materials such as cartolina, pens, crayons, coloured papers or any drawing
material will be distributed to the SWT to map and plot the identified hazards and/or
risk areas in the school.
• Allow the SWT to discuss the plotted hazard areas in the map to enhance the initially
placed markings.
• Finalize the hazard map based on the SWT discussion and prepare for a presentation
to the School-Community Planning Team (SPT).
 ANNEX 2C Student-led School
Watching and Hazard Mapping

School Watching Checklist

 Broken window  Broken/dilapidated ceiling

 Slippery pathway  Open/incomplete perimeter fence
 Blocked corridor  Presence of stray animals inside
 Heavy objects mounted on top of the school campus
cabinets/shelves  Presence of electrical
 Flooded area post/transformer near or within
 Busted plugs/light bulbs/electrical the school perimeter
facilities  No system of release to parents
 Exposed electrical wires during emergencies
 Protruding nails in chairs and  No posted emergency hotlines
tables around the school
 Broken door knobs  Garbage area (segregation of
 Warning sign: Slippery biodegradable and non-
pathways/corridors biodegradable)
 Plants mounted on the building  Detached or peeled off GI sheet
railings  Broken toilet bowl and/or sinks
 Flooding  Broken chairs/desks/tables
 Exposed chemicals and liquids  Blocked/no emergency exits
 Lack/absence of storage for  Unmounted cabinets/shelves
equipment  Medical kits in every classrooms
 Unlabeled chemicals  Bells/alarms
 Dripping ceiling  Condemnable building (i.e. very
 Open pit old structure, collapsing building
 Stagnant water and/or prominent cracks on
 Unpruned trees/bushes/shrubs classroom walls)
 Open/clogged canals  Others (List as many as possible)
 No ramps for elevated school
buildings or other facilities
 Swing-in doors
 ANNEX 3 Gap Analysis Template
SCHOOL IMPROVEMENT PLANNING
GAP ANALYSIS TEMPLATE
REGION: ___________________________________

DIVISION: __________________________________

DISTRICT: __________________________________

BARANGAY: _________________________________

SCHOOL: ___________________________________

Instruction: Use the matrix on the next page as a guide in assessing the gap between your Division Targets (A) and school performance (B). In particular,
you can fill out the matrix by answering the following questions for each Division Target:

B1. Data needed – What data do we need to assess our school performance against this Division Target?

B2. Currently contributing – Is our current school performance contributing to the attainment of this Division Target? How is it contributing or not
contributing? Explain.

B3. Inhibiting Factors – If contributing, what are the factors that prevent us from contributing further to this Division Target? If not contributing, what are the
factors that prevent us from contributing to this Division Target? Include the most pressing needs or problems from available data.

B4. Projects implemented – What school projects being implemented are geared towards the attainment of this Division Target? If no such projects are being
implemented, leave it blank.

B5. Groups that require attention – Are there groups in our school that require specific attention concerning the attainment of this Division Target? (e.g.,
considering gender, socio-economic status, ethnicity).

________________________________

DATE ACCOMPLISHED
 ANNEX 3 Gap Analysis Template
B. SCHOOL PERFORMANCE
A. DIVISION TARGETS B2. CURRENTLY CONTRIBUTING B5. GROUPS
B1. DATA B4. PROJECTS
B3. INHIBITING FACTORS THAT REQUIRE
NEEDED YES/NO EXPLANATION IMPLEMENTED
ATTENTION
1. Dropout rates
High dropout rates due to
over the Dropout rates over 1. New strategy on
the following:
previous three the last three years attendance monitoring Disadvantaged
Example 1. Zero Dropout No - financial matters
years have been greater 2. Teacher counseling students
- health problems
2. Reasons for than 2%. of students
- child labor
dropping out
Basic literacy can be
attained earlier (e.g., by
Grade 1):
Basic literacy All students over the - focusing on the male
Example 2. Attain basic rates by grade past three years have students in Grades 1
Yes Oplan Tutok Basa Male students
literacy by Grade 3 level over the attained basic literacy and 2 that fall behind
past three years by Grade 3. - determining the reasons
why male students in
Grades 1 and 2 fall
behind
 ANNEX 4 Identifying Priority Improvement Areas

SCHOOL IMPROVEMENT PLANNING

IDENTIFY PRIORITY IMPROVEMENT AREAS
Instruction: Using the matrix on the next page, please rate each improvement area on five criteria using a 5-point scale as described below.

Criteria Description Scale

Strategic The number of other areas that will benefit when the
Importance improvement area is addressed 5 – Very High
Urgency The urgency or need to improve the area as soon as possible 4 – High
Magnitude The number of learners that will benefit when the improvement 3 – Moderate
area is addressed 2 – Low
Feasibility The degree to which the improvement area is within the 1 – Very Low
school’s mandate and control

Afterwards, compute the average rating of each improvement area and interpret the results as follows:

Average Rating Interpretation

4.5 – 5.0 Very High Priority
3.5 – 4.49 High Priority
2.5 – 3.49 Moderate Priority
1.5 – 2.49 Low Priority
1.0 – 1.49 Very Low Priority
 ANNEX 4 Identifying Priority Improvement Areas

Improvement Areas Strategic Importance Urgency Magnitude Feasibility

 ANNEX 5 Planning Worksheet

SCHOOL IMPROVEMENT PLANNING

PLANNING WORKSHEET

Instruction: For each priority improvement area, write the general objectives and root causes
using the root cause diagram as reference. Afterwards, identify the year when the root cause will
be addressed.

PRIORITY GENERAL TIME FRAME

ROOT CAUSE/S
IMPROVEMENT AREAS OBJECTIVE/S SY___ SY___ SY___

□ □ □

□ □ □

□ □ □

□ □ □

□ □ □

□ □ □

□ □ □

□ □ □

□ □ □

□ □ □

□ □ □

□ □ □

□ □ □

□ □ □

□ □ □

□ □ □

□ □ □

□ □ □

□ □ □

□ □ □
 ANNEX 6 Guidelines in Listening to Voice of
Learners and Other Stakeholders

GUIDELINES IN LISTENING TO THE VOICE OF THE

LEARNERS AND OTHER STAKEHOLDERS
(based on the School Improvement Project Learning Guide)

Different types of stakeholders have different needs that they want to satisfy. It is important to
understand stakeholder differences in order to satisfy their different needs.

FACILITATING AND PROBING

It is critical to have the stakeholders themselves help in identifying their own needs. When
stakeholders tell us in their own words what their needs or issues are, we may be able to pick up
new ideas and acquire a deeper understanding of their situation.

Stakeholders have different ways of saying what they need. We have to learn how to scrutinize
and understand what they truly mean. The real needs of the stakeholders may have to be inferred
or extracted from what they actually say during interviews. While they may identify the things
they need, it is critical to determine why they need these things.

Oftentimes, stakeholders are unable to directly voice out what they need or want. As such, it is
important to ask follow-up questions to identify stakeholders’ needs that are important to them. In
terms of gathering qualitative data on your identified priority improvement area, your learners and
other stakeholders should also be asked about interventions done by teachers or the school to
address their existing problem.

NEEDS AND WANTS

When gathering the voice of our stakeholders, we must be careful in determining whether
something is a need or a want. Needs are what stakeholders expect to receive from a concept or
service. Wants are preferences of a stakeholder on how to receive a concept or service. Needs are
more likely common across our stakeholders. Wants may vary from stakeholder to stakeholder
even if they share the same needs. We have to make sure to address the needs first before the
wants. However, wants are important to create a balance on what we deliver and how we deliver
our service to our stakeholders.

DATA GATHERING TOOLS

There are different tools that can be used in gathering the voice of the learners and other
stakeholders. The most common way is by conducting interviews or Focus Group Discussions
(FGDs). It is critical to allow our stakeholders to elaborate on their responses in order to infer the
specific needs that are critical for them. After gathering data through interviews, we can conduct
surveys to quantify and verify the responses from the interviews. In most cases, tools need to be
used in combination.

Interview questions should be open-ended. When necessary, follow-up the questions to delve
further into the stakeholder issues. In such cases, we should allow the stakeholders to talk. We
must avoid biased, leading, or loaded questions. Our questions should be clear, and the way we
word the questions should not be ambiguous.

PROCESSING
How do we analyze the responses of the learners and other stakeholders? We have to transcribe
the learners’ and other stakeholders’ responses verbatim, or word for word. The use of their own
language is important. We have to read through these interview transcriptions and highlight any
statements that you think are relevant to our PIA. It might be good to group their responses to
help you classify their needs, issues, or suggestions.
 ANNEX 7 Walk the Process Guidelines

Walk the Process Guidelines

How to Create Flowcharts?
A flowchart shows the relationship between inputs, activities, and outputs that constitute a
process. When creating a flowchart, people who are involved in the process can work as a
group to have multiple viewpoints. For example, if you want to look into the parent-
teacher dialogue process, walk the process with Grade 6 parents and teachers. Let them
create the process flowchart with you because they are the ones who are involved in the
process (see flowchart at the next page). The following guidelines should help you in
walking the process with them:

1. Brainstorm

- Initially, it is more beneficial to brainstorm or think of the inputs, activities,

and outputs that constitute a process rather than to conduct interviews or
more hands-on approaches to identify process elements. This will provide you
with the big picture of the process and this can also serve as your reference
when validating the process map through interviews and, ultimately, direct
observations.

- For brainstorming, it is better to use flipchart and self-stick notes. You can
easily write down ideas on stick notes as soon as it is said and post it on the
flipchart. The group can then give immediate feedback. If there will be
corrections, you can easily move the stick notes and proceed with the
discussion.

- Walk the process from the very start. Then, think of each activity that happens
as you move along the process. In your flowchart, arrange these activities in
sequence using appropriate flowchart symbols. Be consistent in the direction
flow: time should always flow from top to bottom, or from left to right.

- The flowchart/s should map what is really happening in the process. However,
process maps can also be used/viewed in different perspectives:

o What you think the process is – the team’s perspective of what is

happening in the process
o What the process really is – what is actually happening in the process,
validated through interviews and direct observations
o What the process should be – the actual future state of the process
based on learners’ or stakeholders’ requirements

But remember to do these separately from each other. Do not combine

elements of what you think a process is and what the process should be. Each
one should have a different process map. For now, you will only have a map of
the first one (what you think the process is).

- If the team is having difficulties in mapping their process, it could mean that
the sequence of their process is unclear or is undefined. An unclear or
undefined process usually results in inconsistent performance (e.g. some
teachers in the grade level have very good documentation of parent and
teacher dialogues while others do not – this inconsistency affects the
performance of the whole grade level).

2. Conduct interviews

- Interviews can be conducted 1) to identify missing elements of the process

(including decision points) and 2) to validate the elements conceived during
brainstorming.

- You should interview the people that are involved in the process as necessary,
especially if there are unclear or undefined elements in the process. For
example, in the Mathematical Periodical Test process, checking and recording
 ANNEX 7 Walk the Process Guidelines

the test scores are activities that the teacher may perform at home. Instead of
directly observing the teacher, you can verify these elements by asking the
teachers if they do these at home, for how long, producing what output, what
problems they encounter, what other related activities they do, etc.

3. Directly observe the process

- Direct observations allow you to determine what the process really is from
what you think the process is. This allows you to check for missing elements
and, more importantly, to validate the elements identified during
brainstorming and interviews.

- This step is especially important when you identify storm clouds, or problems
arising in specific activities in the process. Storm clouds have to be observable,
measurable, and specific.

SAMPLE FLOWCHART

A. Parent-teacher Dialogue Flowchart

Start

Adviser Check Attendance:

Prepares Forms 1 and 2 Form 1

Inform Parents
Identify SARDO
(Verbal)

PTD during Card Parents

YES
Giving Arrive?

NO

End
Drop
Or
Home Visit

End
 ANNEX 8 Root Cause Analysis Overview

Root Cause Analysis Overview

Steps What you will need Tools Outputs

1. Synthesize ✓ School and Any of the following: A diagram showing
identified possible community data • Fishbone Diagram the possible root
root causes ✓ Flowchart of the • Why-why causes for each PIA
school processes Diagram
relevant to each • Problem Tree
PIA
✓ Documentation
from FGDs,
interviews or home
visits
2. Prioritize root ✓ Step 1 Output Prioritization Rubrics List of priority root
causes causes for each Area
of Focus

STEP 1

In this step, we will identify the root causes of each area of focus. The root cause is the
deepest underlying cause of problems within any process. This process of identification is
important because the solutions to be formulated depend on the correct diagnosis of the root
causes. Kindly take note that there are two (2) different causes, namely:

a. Direct Cause – a cause that directly affects an event or condition. Example:

Fever causes Absenteeism. This type of cause is what we want to address.
b. Indirect Cause – a cause that affects the direct cause which by itself is not
sufficient to affect the event or condition. Example: Poverty contributes to
high malnutrition.

The usual approach to problem solving used by many is to come up with solutions based on
preconceived ideas and assumptions about the existence of the problem. Solutions may
temporarily provide improvement but the problem eventually resurfaces since the root cause
was not properly addressed. Thus, the root cause analysis approach is necessary in
meaningfully addressing the problem.

Root Cause Analysis is a structured and thorough review of the problem designed to identify
and verify what is causing the problem. Performing Root Cause Analysis requires transparency
and no predetermined assumptions. Otherwise, it may lead you to ignore the real causes of the
problem.

Once you have analyzed the performance indicators, school processes, and interviews with
learners and stakeholders, you now have a validated list of root causes. Congratulations! Once
the root causes are identified, we organize these causes into a diagram. We suggest that you
only use one tool to make the diagram.
 ANNEX 8 Root Cause Analysis Overview

Sample problem:
A school wants to determine the root causes of their low performance in Grade 3 NAT. Below
are examples of the application of the various suggested tools:

1. Fishbone Diagram

2. Why-why Diagram

Because teaching and learning Because students are sick

experience is not engaging

Because students are always Because of contaminated water

absent
 ANNEX 8 Root Cause Analysis Overview

3. Problem Tree
 ANNEX 8 Root Cause Analysis Overview

STEP 2

You can now synthesize these root causes to help you decide which root cause to prioritize and
address. We suggest two techniques to synthesize the root causes.

Tallying
This technique is the simplest and is easily understood by stakeholders. The synthesis can be
done by counting the frequency of occurrence of a root cause. A high frequency count is a sign
that there is high prevalence of the root cause.

Triangulation
The Triangulation Technique can be used alone or together with Tallying. In Triangulation, we
take advantage of different sources of data to support validity of the root causes, if three or
more data sources (e.g. EBEIS, Interview with the Child, FGD with Parents) identify the cause
as direct, then we have confidence that this cause is the possible cause of the area of focus.
Please take note that you do not have to repeat the data analysis, interview, and FGD for this
technique.

Also, you can also use the checklist below to help you prioritize a root cause:

Checklist If your answer is yes, you

should probably prioritize
o Is the root cause within your this root cause.
control?
o Does the root cause cut across
different PIAs?
o Does solving the root cause
result to school-wide
improvement?
o Do you have enough resources
to address the root cause?
o Is there sufficient time to think
about the solution of the root
cause?
 ANNEX 9 Project Work Plan and Budget Matrix

Project Title:
_______________________________________________________________

Problem Statement:
_______________________________________________________________

Project Objective Statement:

_______________________________________________________________

Root Cause:
_______________________________________________________________

Project Work Plan and Budget Matrix

Date of Person
Activity Output Budget Budget Source
Implementation Responsible

Note: Please record also the date of monitoring per project

Please attach this form to the AIP template
 ANNEX 10 Annual Implementation Plan Template

ANNUAL IMPLEMENTATION PLAN

SCHOOL YEAR ________

Instruction: List down the activities that are required in each school year to implement the school improvement projects.
Indicated for every activity are the schedule and venue, budget, and the person(s) responsible.

SCHOOL BUDGET
PROJECT OUTPUT FOR PERSON(S) SCHEDULE/ BUDGET
IMPROVEMENT ACTIVITIES PER
OBJECTIVE THE YEAR RESPONSIBLE VENUE SOURCE
PROJECT TITLE ACTIVITY

NOTE: You may add rows when necessary

 ANNEX 11 SRC Summary of Information

Period of
School Profile Description Remarks Data Presentation Data Source/Forms
Reporting
1. Enrolment ● Total number of ● Optional: Mid-year Stacked bar graph by gender SF-1: School Register;
learners enrolled If the school has (BoSY data) per year EBEIS
o By gender special programs, they Year-end For types of learners, a pie
o Last 3 years can also present in a (EoSY data) graph can be used
separate graph the
enrolment number of Year-End data can be a
the different types of comparison with the Mid-Year
learners by program data (line on bar graph)
(e.g. SPED, ADM, ALS,
IPEd, ALIVE) of the
current year – schools
can show the total for
each type of learner
2. Health and • Number of learners ● No. of severely Mid-year Stacked bar graph by gender Nutritional Status Report
nutritional status who are severely wasted or wasted Year-end per key stage
wasted/wasted
• By gender
• For every key stage
• (K-3, 4-6, JHS, SHS)
• Current year
3. Learners ● The count of Year-end Table per grade level that shows SF-3: Books Issued and
materials* shortages/excess learners the number of shortage/excess Returned; Physical Count
materials per grade level learners materials (by subject) of Inventories
based on what the
students are using during
the School Year
● Only subjects which
have shortage/excess
learners materials will be
listed per grade level
● Current year
 ANNEX 11 SRC Summary of Information

4. Teachers’ ● Number of teachers Mid-year Bar graph by kind/type of Accomplishment report

professional who attended Year-end professional development
development* training/further studies
● By kind/type of
professional development
(e.g. ICT, Further studies,
INSET, LAC, etc)
● Current year

5. Funding sources* ● Funding amount and Mid-year Pie graph by funding source Financial reports;
sources (MOOE, LGU, Year-end Monthly liquidation
canteen, donors, etc.) reports
● Current year

6. School awards ● Top 3 awards/ Mid-year Table Accomplishment report

and recognitions* recognition from award- Year-end
giving bodies duly
recognized by DepEd
● Listing by title, award-
giving body, level (school,
division, regional,
national, international)
● Categorized into
student, teacher, school
head, and school awards
● Current year
*Data not found in the EBEIS
 ANNEX 11 SRC Summary of Information

Performance Period of
Description Remarks Data Presentation Data Source/Forms
Indicators Reporting
ACCESS
7. Number and ● Count and percentage of learners who Year-end Stacked bar graph by SF-4: Monthly
rate of dropouts do not finish a particular grade level. (It cause per year; Learner’s Movement
by cause does not capture learners who finish a percentage can be and Attendance; SF-2:
grade level but do not enrol in the next shown through a line Daily Attendance
grade level the following school year) graph over the bar Report of Learners;
● Look at the five (5) major causes of graph EBEIS
dropout in the school
● Last 3 years
QUALITY
8. Percentage of ● Percentage of learners who completed Year-end Bar graph EBEIS: Enrolment
learners who the school year data; SF-6:
completed the ● Number of promoted learners over Summarized Report on
School Year number of total learners x 100 Promotion and Level of
(Promotion Rate) ● Per grade level Proficiency
● Current year

9. National ● MPS per subject ● In the absence of Year-end Bar graph by MPS of Report from NETRC
Achievement Test ● Grade 6/10 results for complete NAT scores, school can each subject
(NAT) – by Mean schools use the School
Percentage Score ● Grade 3/8 results for incomplete Readiness Year-End
(MPS) schools Assessment (SReYA) in
● Current year Elementary OR the
general average of
pupils in the highest
grade level offering
10. Literacy level ● Total number of learners who are in ● In the absence of a Mid-year Bar graphs showing Philippine Informal
the frustration, instructional, and tool to measure Year-end oral and silent Reading Inventory
independent levels for English and literacy, schools can reading results (one (PHIL-IRI); McCall-
Filipino (oral and silent reading) use PHIL-IRI results or for English and Crab Reading
● Should show pre and post test results any existing tool to Filipino) Comprehension
● If PHIL-IRI is used, will cover grades measure literacy Examination or its
2-6 only equivalent
● Current year
 ANNEX 11 SRC Summary of Information

GOVERNANCE
11. School-Based ● School level based on SBM ● Use SBM Assessment Year-end SBM Level and its SBM Assessment
Management Assessment corresponding
Assessment Level qualitative
interpretation
12. Child-Friendly ● Survey to be accomplished by the ● Use Child-Friendly Year-end Points and status Child-Friendly School
School Survey School Planning Team School Self-Assessment Self-Assessment
result* ● Based on CFSS point system: Guide
o 25-29 points: Child-Friendly School
o 30-34 points: Outstanding Child-
Friendly School
o 35 and above points: Very
Outstanding Child-Friendly School
● Current year
13. Stakeholders’ There will be two (2) data sets: Mid-year For percentage: Attendance sheets;
participation* 1. Percentage (number of Year-end stacked bar graph by DepEd order 18:
attendees over those invited) of activity (co- School Calendar
parents/guardians and other curricular, extra-
stakeholders who attend during: curricular, meetings/
o Co-curricular activities assemblies) per
(Science month, Reading stakeholder
month, contests, etc.)
o Extra-curricular activities For total
(Boy Scouts, Brigada contribution: stacked
Eskwela, sports fests, etc.) bar graph by type of
o Meetings and Assemblies contribution per
(SIP, CI, General PTA, etc.) reporting period, with
• Current year total
2. Total contribution (in kind, man-
hours, etc.) of stakeholders
which are accounted
• Current year
• By reporting period (Mid-
year and Year-end)
 ANNEX 11 SRC Summary of Information

14. Learner- ● Comparison of the actual ratio of Year-end Ratio per grade level SF-7: School Personnel
Teacher ratio learners to teachers against the standard: shown as bar graph; Assignment List and
o Kinder (25:1) Standard can be Basic Profile; SF-1:
o Grades 1 & 2 (40:1) shown as line graph School Register; EBEIS
o Grades 3 to 10 (45:1) over the bar graph
o SHS (40:1)
● Per grade level
● Current year
15. Learner- ● Comparison of the actual ratio of Year-end Ratio per grade level EBEIS: Facilities and
Classroom ratio learners to classrooms against the shown as bar graph; Structures
standard:
o Kinder (25:1) Standard can be
o Grades 1 & 2 (40:1) shown as line graph
o Grades 3 to 10 (45:1) over the bar graph
o SHS (40:1)
● Per grade level
● Current year
16. Learner- • Comparison of the actual ratio of Year-end Line graph EBEIS: Facilities and
Toilet ratio learners to functional toilets against Structures
standards (50:1)
• Total number
• By gender
• Current year
17. Learner-Seat ● Comparison of the actual ratio of Year-end Line graph Consolidated Report on
ratio learners to seats against the standard Desk/Armchairs for ES
(1:1) and SS; EBEIS
● Total number
● Current year
Note: CFS – Child-Friendly School (The Child-Friendly School Assessment was made by UNICEF. The concept for establishing a Child-Friendly School System (CFSS) in the
Philippines was introduced in 1999 and is currently being reviewed so it can be utilized/integrated in school planning, monitoring and evaluation).
SF – School Forms
*Data not found in the EBEIS
 ANNEX 11 SRC Summary of Information

Status of School Period of

Description Remarks Data Presentation Data Source/Forms
Projects Reporting
18. Status of Annual ● The progress of CI projects ● The school will decide Mid-year Graphs may differ
Implementation Plan ● Data sets may differ depending which major projects to Year-end
(AIP)/Continuous on what the school wants to present put in the SRC but our
Improvement (CI) ● Current year recommendation is to
Projects* report the top 3 priority
projects
● Include the report on
baseline, and also the
endline when applicable
19. Other stakeholders’ ● Reports done by other ● The school may Mid-year Graphs may differ
accomplishments* stakeholders on their choose the top 3 Year-end
initiatives/activities independent stakeholder
from the PIA/CI projects (e.g. accomplishments/initiati
activities of the SGC, SPG/SSG, ves/activities
etc.)
● Data sets may differ depending
on the initiatives/activities of the
stakeholders
● Current year

*Data not found in the EBEIS

 Annex 12A SRC Template (Basic)

Name of School: School ID:

Address:
School Head:
Contact Number:
Email Address:

Insert Picture of Learners doing school activities

1|P age
 Annex 12A SRC Template (Basic)

School Profile

1. Enrollment

Enrollment by Gender
800

700

600

500
500
Female
400 300 315 Male

300

200
250 252
100 200

0
SY 2010 SY 2011 SY 2012

Write interpretation of the data.

2. Health and nutritional status

Number of learners by health status, SY 2013

5
Kinder to Grade 3 34 Grades 4-6

10 1
20 20
4
11 100
50
75
50
20
10 4 10 4
7 5 2
Male Female Male Female
Severly wasted Wasted Normal Overweight Obese

Write interpretation of the data.

2|P age
 Annex 12A SRC Template (Basic)

3. Learners materials

Excess Shortage
Subject
English 3
Mathematics 5
Textbook Science 6

Number
Books
Library Tables
Chairs

Computer Computers

Science
Equipment*

*Please enumerate existing science equipment in school.

4. Teachers’ professional development

Number of teachers attended training,

SY 2013
15 15

10

3 3

ICT LAC K-12 SBM Others

Write interpretation of the data.

3|P age
 Annex 12A SRC Template (Basic)

5. Funding sources

Sources of School Funding, SY 2013

10,000 15,000

MOOE
100,000
Canteen
50,000 LGUs
Donors
500,000 Others

Write interpretation of the data.

6. School awards and recognitions

Title of Award Award Giving Body Level Category of

(International, Awardee
National, Region, (Student, Teacher,
Division or School School Head,
level) School)
Best Performing Division Office of Ilocos Division School
School Sur
Over-all Champion Vigan City LGU Division Student
in Sports Contest
Hall of Famer DepEd Central Office National School
Brigada Eskwela
Awardee

4|P age
 Annex 12A SRC Template (Basic)

Performance Indicators

Access

7. Number and rate of dropouts by cause

Number of drop out by Drop out Rate

cause
5%

4
Armed conflict

2 Family Problem

2 Lack of allowance 2%
1 1
1 1 1 Distance to School
1.50%
2 2
Sickness
5 1 1
2 2

SY 2010 SY 2011 SY 2012 SY 2010 SY 2011 SY 2012

Write interpretation of the data.

Quality

8. Percentage of learners who completed the School Year (Promotion Rate)

Promotion Rate, SY 2013

100% 100%

K Grade 1

Write interpretation of the data.

5|P age
 Annex 12A SRC Template (Basic)

9. National Achievement Test (NAT) – by Mean Percentage Score (MPS)

NAT results by subject, 2013

Grade 6
88.48
77.11 76.72
70.51 68.84

English Science Mathematics Filipino Makabayan

Write interpretation of the data.

10. Literacy level

Number of learners by literacy level, SY 2013

Filipino
English

50 50
50
55

40 55
50 70

30
15 20
5

Pre-test Post-test Pre-test Post-test

Frustration Instructional Independent

Write interpretation of the data.

6|P age
 Annex 12A SRC Template (Basic)

Governance

11. School-Based Management Assessment Level

SBM Level Qualitative Interpretation:

I Developing

12. Child-Friendly School Survey result

CFSS Points: Qualitative Interpretation:

33 Outstanding

7|P age
 Annex 12A SRC Template (Basic)

13. Stakeholders’ participation

Stakeholders' Attendance to School Activities,

SY 2013
100%

95%

88%
85%

Co-curricular Extra-curricular Meetings Assemblies

Stakeholders Contribution Number of volunteer hours

(In Pesos), SY 2013 70
Cash/Inkind 60
8000
50
7000
6000 40
5000
30 60
4000
6,923
3000 6,000 5,875 20
35
2000
10 17 20
1000 2,000
1,200 5
0 0
Brigada Contests Scouting Closing Others Brigada Contests Scouting Closing Others
Program Program

Write interpretation of the data.

8|P age
 Annex 12A SRC Template (Basic)

14. Learner-Teacher ratio

Learner-Teacher Ratio, SY 2013

60
55
50
45
40
35
30 Standard
58
25 50 50
45
20 40
35
15
25
10
5
0
K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Write interpretation of the data.

15. Learner-Classroom ratio

Learner-Classroom Ratio, 2013

60
55
50
45
40 Standard
35
30 58
25 50 50
45 45
20 40
15
25
10
5
0
K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Write interpretation of the data.

9|P age
 Annex 12A SRC Template (Basic)

16. Learner-Toilet ratio

Learner-Toilet Ratio, SY 2013

60

50

40

30
50
20

10

0
1

Write interpretation of the data.

17. Learner-Seat ratio

Learner-Seat Ratio, SY 2013

1.2

0.8

0.6
1
0.4

0.2

0
1

Write Interpretation of the data.

10 | P a g e
 Annex 12A SRC Template (Basic)

Status of School Projects

18. Status of Continuous Improvement (CI) projects

*Presentation of Tables or Graphs depends on the School

Write interpretation of the data.

19. Other stakeholders’ accomplishments

*Presentation of Targets or Graphs depends on the School

Write interpretation of the data

Certified Accurate:

_________________ ___________________
School Head Teacher Representative

_________________ ___________________
PTCA President Student Government President

11 | P a g e