INSTRUCTION: Please input the required information/data in shaded cells.

School-Community Improvement Planning DATA GATHERING TOOL (Elementary School)

I. Basic Information A. Barangay Profile 1. General description of topography and land form ( e.g. flat, rolling, hilly, disaster prone, etc.) flat 3. Means of Livelihood a. Agriculture b. Fishery c. Manufacturing d. Mining e. Others Agriculture Fishery Manufacturing Commerce 4. Dialect spoken by majority : Cebuano 5. Ethnicity/ Ethnic Groups: Bagobo, Muslim 2. General classification of the barangay:

a. Urban b. Rural

Urban

6. Distance from poblacion, nearest schools, district and division offices (in kilometer) and mode of transportation Distance in Km a. From the Poblacion b. From the nearest public elementary school c. From the nearest private elementary school d. From the nearest public secondary school f. From the district office g. From the division office Distance in Km 0.5 0.2 0.15 0.3 0.036 23 walking distance jeepney, bus Mode of transportation tricycle tricycle tricycle

B. School Profile

Region Division District Municipality

XI Davao City Daliaon

Name of School School ID Address Contact Number

Don Juan dela Cruz Central Elementary School 129548 J. dela Cruz St., Toril, Davao City

291-3938

Please check appropriate box. Name of School Head Email Address Designation / Position AIDA D. GATPOLINTAN, Ph.D. Type of School (Current School Year)
Incomplete Primary Incomplete Elementary Complete Elementary

Complete Primary

a. Principal b. Head Teacher c. TIC

Principal III

Monograde Multigrade
Combination (Monograde & Multigrade)

Complete Elementary

Instruction: Please inputs required data/information in shaded cells. II. BASIC RESOURCES 1. Number of Teachers, Classrooms, and Seats per Grade Level (Current School Year, as of July 31)
Total Enrolment of Current SY (from Table 2.1 of ACCESS)

Number of Teachers (Nationally-funded) Total Male Female TeacherPupil Ratio 1/

Level

No. of Number of ClassroomTeachers Subsidized/ Number of Number Pupil (Locally- Volunteer Classrooms of Seats Ratio1/ funded) Teachers

SeatPupil Ratio 1/

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Total (Grs. 1 to 6) Total (K to Gr. 6) 1/ Formula: Total enrolment per grade level divided by the total number of nationally-funded teachers/classrooms/seats per grade level 1.1 Number of teachers meeting the desired competencies based on NCBTS (results of self-asssessment validated by immediate supervisor) Teachers meeting the desired competencies based on NCBTS 2009-2010 2010-2011 2011-2012 Number of Number of Number of Total Total Total number teachers teachers teachers Percent number of Percent number of of teachers meeting meeting meeting teachers teachers standards standards standards

Level

Percent

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Total

1.2 Projects/interventions implemented to improve basic competencies of teachers YES NO

1.2.a. Does the school have a mechanism for sustained schoolbased training (e.g., Learning Action Cell sessions)?

If yes, please describe

1.2.b. Does the school administer the NCBTS-Teacher's Strength and Needs Assessment as basis for planning INSET programs?

1.2.c. If the response to Question 1.2b above is yes, (i) What were/are the identified top 3 training needs of teachers from the last two School Years and current SY? Top 3 Training Needs of Teachers based on NCBTS-TSNA 2009-2010 Level S4.5 reorganizes general learner processes S4.6 promotes puposive study S4.7 demonstrates skills in the use of ICT Grade 1 S1.2 demonstrates that learning is of different kind S4.7 demonstrates skills in the use of ICT S7.2 builds professional links with colleagues Grade 2 S1.2 demonstrates that learning is of different kind S4.7 demonstrates skills in the use of ICT S5.2 develops and uses a variety appropriate assessment Grade 3 S4.2 communicatesclear learning goals that are appropriate S4.3 Makes good use of alloted instructional time S4.7 demonstrates skills in the use of ICT Grade 4 S4.2 communicatesclear learning goals that are appropriate S4.7 demonstrates skills in the use of ICT S5.1 Develops and utilizes creative & appropriate lesson plan Grade 5 S4.6 promotes puposive study S4.7 demonstrates skills in the use of ICT S4.7 demonstrates skills in the use of ICT Grade 6 2010-2011 Level S5.1 Develops and utilizes creative & appropriate lesson S5.2 plan develops and uses a variety of appropriate assessment S7.2 builds professional links with colleagues Grade 1 S2.4 establishes and maitains consistent standards of learner S2.5 creates behavior a healthy psychological climate for learning S4.7 demonstrates skills in the use of ICT Grade 2 S3.1 determines understandsand accepts the learners' diverse S4.6 promotes background puposive study S5.1 Develops and utilizes creative & appropriate lesson plan Grade 3 S4.7 demonstrates skills in the use of ICT S5.4 communicates promptly and dearly S7.2 builds professional links with colleagues Grade 4 S2.3 communicates higher learning expectations to such S3.1 learner determines understandsand accepts the learners' S4.7 diverse demonstrates background skills in the use of ICT Grade 5 S4.2 communicatesclear learning goals that are appropriate S4.6 promotes puposive study S4.7 demonstrates skills in the use of ICT Grade 6 2011-2012 Level S4.7 demonstrates skills in the use of ICT S5.1 Develops and utilizes creative & appropriate lesson S5.2plan develops and uses a variety appropriate assessment Grade 1 S4.6 promotes puposive study S4.5 recognizes general learning processes S4.7 demonstrates skills in the use of ICT Grade 2 S4.7 demonstrates skills in the use of ICT S5.3 monitor regularly and provides feedback on learners S5.2 develops and uses a variety appropriate assessment Grade 3 S2.1 creates an environment that promotes fairness S4.3 Makes good use of alloted instructional time S4.7 demonstrates skills in the use of ICT Grade 4 S2.4 establishes and maitains consistent standards of learner S4.4 selects behavior teaching methods,learning activities S5.1 Develops and utilizes creative & appropriate lesson plan Grade 5 S4.4 select teaching methods, learning activities whichS4.7 are appropriate demonstrates for skills learners in the use of ICT S5.1 Develops and utilizes creative & appropriate lesson plan Grade 6

(ii) Based on the top 3 training needs mentioned above, how many of the teachers were trained? Teachers Trained Based on Needs 2010-2011 2011-2012 2012-2013 Level Number of Total Number of Total Number of Total number teachers Percent number of teachers Percent number of teachers of teachers trained teachers trained teachers trained Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Total d. If response to question 1.2b above is no, cite reasons why teachers were not trained based on identified needs

Percent

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

2. Number of textbooks per grade level, per subject (current School Year) Science Math English Level Number Ratio 2/ Number Ratio 2/ Number Ratio 2/ Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Total (Grs. 1 to 6)

Filipino Number Ratio 2/

HEKASI Number Ratio 2/

MAPEH Number Ratio 2/

Total (K to Gr. 6) 2/ Formula: Total enrolment per grade level divided by total number of usable textbooks per subject area per grade level; wherein: usable TX refers to TXs that were centrall procured and are being used in the classroom. In case the number of TXs per subject area and grade level is greater than the enrolment, the TXPR is automatically 1:1. 3. Number of WASH/WATSAN Facilities (Current School Year) Male Female Number Ratio 3/ Number Ratio 3/ Number of Functional Toilet

Number of Toilet Bowl

Male Number Ratio 4/

Female Number Ratio 4/

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

III. Children's Outcomes and Organizational Effectiveness Indicators A. ACCESS 1.1 Number of school-aged children not in school (last two years or previous year, depending on data availability) 2010-2011 2011-2012 Age Group Total Male Female Total Male Female 5 y/o 6-11 y/o TOTAL Source: Community-Based Management System (CBMS) of the Barangay; school-community mapping, if available

1.2 Reasons for Not Atttending School in previous Year Total number of school-aged children not in school Number of children not in school according to reason(s) Poverty Health and Nutrition Child Labor Far distance Affected by Affected by of school from disaster Conflict home Other Reasons

Age Group

5 y/o 6-11 y/o TOTAL Percent to Total 1.3 Projects/interventions implemented to ensure that out-of-school children enrol in school: YES NO 1.3.a. Does the school-community have a mechanism to actively seek out children not in school and get them enrolled (e.g., family mapping, Community-Based Management System, etc)

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

Food for school program,

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

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

2010-2011

2011-2012

2012-2013 Number Number of of pupils pupils residing residing in in other other municipa barangay lity

Level

Total

Male

Female

Total

Male

Female

Total

Male

Female

Kindergarten Grade 1

857

460

397

823

413

410

Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Total (Grs. 1 to 6) Total (K to Gr. 6)

716 647 659 656 576

380 349 347 311 281

336 298 312 345 295

719 665 631 631 644

364 350 336 327 308

355 315 295 304 336

2.2 Classification/Segmentation of Learners: Current School Year Number of Children with Special Needs Total Number of With Learning Enrolment Number of Differently Disability/ Fast Level Muslim (from Table IP Children able (physical 1 Mentally Children learners / 2.1) disability) challenged 1/ Kindergarten Percent to Total Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Total (Grs. 1 to 6) Percent to Total 1/ Need to have an assessment tool to be used for regular schools.

Recipients of CCT

Number of children in disasterprone areas

Number of children in conflictaffected areas

Number of overaged children (2 years or more)

umber of children not in school according to reason(s) Other Reasons

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

Food for school program,

-of-school children are enrolled in school

Intsruction: Please input required dat/information in shaded cells III. Children's Outcomes and Organizational Effectiveness Indicators B. EFFICIENCY (ATTENDANCE AND ATTAINMENT OR COMPLETION) 3.2 In last SY, how many children were frequently absent (below 90% attendance) and how many of them were recipients of the Conditional Cash Trasfer Program (Pantawid Pamilya) of DSWD? 2011-2012 2009-2010 Level Total Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Total (Grs. 1 to 6) Total (K to Gr. 6)
1/ SOURCE: Form 18

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

2010-2011

2011-2012 Level

Number of children who are frequently absent Total Previous SY 2/

Recipient of CCT Program Total Previous SY 2/

Male

Female

Total

Male

Female

Total

Male

Female Kindergarten Percent to Total Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Total (Grs. 1 to 6) Percent to Total

Total

Male

Female

Total

Male

Female

2/ Previous SY data in Table 3.1. 3.4 Projects/interventions implemented to address needs of children who are frequently absent (also indicate number of children covered).

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

Level

Total number of children who are frequently absent last SY

Number of children who are frequently absent according to reasons

Poverty

Health and Far distance Affected by Affected nutrition Child labor of school disaster by conflict from home problem

Other reasons

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Total (Grs. 1 to 6) Total (K to Gr. 6)

4.1 Number of Drop-Outs (Simple Drop-Out) for the last Three School Years 2009-2010 2010-2011 2011-2012

4.2 What were the reasons why children dropped-out last SY? Please indicate the number of children who dropped out accord reasons.
Total no. of children who dropped out last SY Poverty Number of children who dropped out according to reasons Far distance of Affected Affected Other reasons (pls. specify in Health Child labor school from and by by home nutrition disaster conflict problems

Level

Total

Male

Female

Total

Male

Female

Total

Male

Female

Level

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 TOTAL Percent to Total 4.3 Projects/interventions implemented to address children at risk of dropping-out 4.3.a. Does the school have a mechanism to: - track attendance and identify chidlren 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 teacheers attendance and ways of ensuring their regular presence based on CSC policy? 5.1 Number of Repeaters for the last Three School Years 2009-2010 Level Total Male Female Total Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 TOTAL Percent to Total YES NO

Kindergarte Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 TOTAL Percent to

If yes, please describe the mechanism pursued by the school

b. What are other interventions implemented to address children at-risk of dropp (also indicate number of children covered)

2010-2011 Male

Female

Total

2011-2012 Male

Female

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

6.1 Number of malnourished children for the last three School Years Level Total Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 TOTAL Percent to Total 6.2 Projects/interventions implemented last SY addressing malnourished children (also indicate number of children covered) 2009-2010 Wasted Male Female Severely Wasted Total Male Female Total Wasted Male 2010-2011 Female Severely Wasted Total Male Female Total Wasted Male 2011-2012 Female Total 0 0 0 0 2 1 0 3 Severely Wasted Male Female 0 0 0 0 0 0 0 0 1 1 0 1 0 0 1 2 0.333333 0.666667

7.1 Number of children who have other health problems for the last three School Years 2009-2010 Level Types of Ailments 3/

2010-2011 Types of Ailments 3/

2011-2012 Types of Ailments 3/

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 TOTAL 3/ Indicate common ailments in row 94 and the corresponding number of children per type of ailment per column based on results of physical and dental examinations; add columns when necessary.

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

8.1 Number of Children who were recorded victims of abuse and violence (physical, verbal, and sexual) for the last three School Years (should be supported by data from the Guidance Office/Teachers) Level Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 TOTAL Percent to Total 2009-2010 Male 0 0 0 0 0 0 0 0 2010-2011 Male 0 0 0 0 0 0 0 0 2011-2012 Male Female 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

8.2 Projects/interventions implemented to address children suspected as victims of abuse

Total

Female 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Total 0 0 0 0 0 0 0 0

Female 0 0 0 0 0 0 0 0

Total 0 0 0 0 0 0 0 0

YES
a. Does the school have a mechanism to promote safe and protective practices based on DepED's Policy on Child Protection in School? b. Other interventions implemented to address children suspected as victims of abuse (also indicate number of children

NO

If yes, please describe the mechanism pursued by the school and number of children covered last SY

We followed child protection policy mechanism for the school year 2012-2013.

4.2 What were the reasons why children dropped-out last SY? Please indicate the number of children who dropped out according to reasons.
Number of children who dropped out according to reasons

Other reasons (pls. specify in next row)

b. What are other interventions implemented to address children at-risk of dropping-out (also indicate number of children covered)

2011-2012 Types of Ailments 3/

If yes, please describe the mechanism pursued by the school and number of children covered last SY

We followed child protection policy mechanism for the school year 2012-2013.

Instruction: Please input required data/information in shaded cells III. Children's Outcomes and Organizational Effectiveness D. ACHIEVEMENT 10.1 Number of Children who are non-readers and whose reading skills are below the grade level (frustration level) for the last three School Years 1/ 2009-2010 Level Non-Readers Frustration Level Non-Readers Total Male Female Total Male Female Total Male Grade 1 98 Grade 2 45 Grade 3 2 Grade 4 9 Grade 5 3 Grade 6 0 1/ Based on Phil-IRI post-test results for Grades 2 to 6, and EGRA for Grade 1 10. 2 Number of Children According to Reading Difficulties Level Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Note: Indicate Reading Difficulties in Row 20 10.2 Projects/interventions implemented to improve Reading Skills of Children 2009-2010 2010-2011 2011-2012

2010-2011 Female Total Frustration Level Male 1058 905 791 866 559 486 Female Total Non-Readers Male

2011-2012 Female Frustration Level Total Male 311 451 372 435 384 333

adopt brotherly and sisterly, each one teach one and reading remediation every 1:00 P.M. to 1:30 P. M. 11.1 Number of Children with Mastery level and below Mastery Level: Overall 2/ 2009-2010 Level Mastery Level Below Mastery Total Male Female Total Male Grade 3 Grade 6 44.9 2/ Mastery Level - 75% and above; Below Mastery - below 75% 11.2 Number of Children with Mastery and below Mastery Level: English 2/ 20009-2010 Level Mastery Level Below Mastery Total Male Female Total Male Grade 3 Grade 6 47.11 2/ Mastery Level - 75% and above; Below Mastery - below 75%

2010-2011 Female Total Mastery Level Male Female Total 45.3 Below Mastery Male Female Total Mastery Level Male

2011-2012 Female Total Below Mastery Male 37.8

2010-2011 Female Total Mastery Level Male Female Total 45.9 Below Mastery Male Female Total Mastery Level Male

2011-2012 Female Total Below Mastery Male 39.91 46.16

11.3 Number of Children with Mastery and below Mastery Level: Filipino 2/ 2009-2010 Level Mastery Level Below Mastery Total Male Female Total Male Grade 3 Grade 6 60.06 2/ Mastery Level - 75% and above; Below Mastery - below 75% 11.4 Number of Children with Mastery and below Mastery Level: Math 2/ 2009-2010 Level Mastery Level Below Mastery Total Male Female Total Male Grade 3 Grade 6 35.11 2/ Mastery Level - 75% and above; Below Mastery - below 75% 11.5 Number of Children with Mastery and below Mastery Level: Science 2/ 2009-2010 Level Mastery Level Below Mastery Total Male Female Total Male Grade 3 Grade 6 39.29 2/ Mastery Level - 75% and above; Below Mastery - below 75% 11.6 Number of Children with Mastery and below Mastery Level: HEKASI 2/ 2009-2010 Level Mastery Level 1/ Below Mastery Total Male Female Total Male Grade 3 Grade 6 42.95 2/ Mastery Level - 75% and above; Below Mastery - below 75% 11.7 Least learned skills in Grade 3 for the last three School Years, By Subject Area 3/ 2009-2010 Level English Filipino Math Science Grade 3 Least Learned Skill 1 Least Learned Skill 2 Least Learned Skill 3 Grade 6 Least Learned Skill 1 Least Learned Skill 2 Least Learned Skill 3 3/ A certain competency is Least Learned if the obtained Percentage of Correct Response (PCR) is 0-34%. 11.7 Projects/interventions implemented to improve basic competencies of learners

2010-2011 Female Total Mastery Level Male Female Total 65.9 Below Mastery Male Female Total Mastery Level Male

2011-2012 Female Total Below Mastery Male 43.28 57.85

2010-2011 Female Total Mastery Level Male Female Total 40.1 Below Mastery Male Female Total 38.3 Mastery Level Male

2011=2012 Female Total Below Mastery Male 31.01 38.3

2010-2011 Female Total Mastery Level Male Female Total 36.5 Below Mastery Male Female Total Mastery Level Male

2011-2012 Female Total Below Mastery Male 33.69 46.04

2010-2011 Female Total Mastery Level Male Female Total 38 Below Mastery Male Female Total 2011-2012 Male Female Total Below Mastery Male 42.94

HEKASI

English

Filipino

2010-2011 Math

Science

HEKASI

English

Filipino

2011-2012 Math

Science

HEKASI

13 1 9

7 11 8

8 10 9

17 4 3

4 1 9

2011-2012 Frustration Level Female

2011-2012

ach one and reading remediation every 1:00 P.M. to 1:30 P. M.

2011-2012 Below Mastery Female

2011-2012 Below Mastery Female

2011-2012 Below Mastery Female

2011=2012 Below Mastery Female

2011-2012 Below Mastery Female

Below Mastery Female

SUMMARY OF SITUATIONAL ANALYSIS: As of ___________ Name of School: District: Division : Region: Situation of Children Reasons why children are not in school, at risk of dropping-out and at-risk of or not learning Interventions Implemented in the past School Years to address the reasons Proposed Interventions to increase Access, Efficiency (Attendance and Attainment or Completion) and improve Achievement (to be filled-up after SIP/AIP process)

A. ACCESS

Number of children not in school (Table 1.1) Total 5 y/o children not enrolled last year Girls Boys Total 6-11 y/o children not enrolled last year Girls Boys Number of children enrolled (Table 2.1) Indicate here if decreasing/increasing enrolment for the last three School Years Total enrolment of Current SY (Kinder to Grade 6) Girls Boys Number of Overage Children (Table 2.2) Total number of overage Kinder children in Current SY Percent of overage Kinder children to total Kinder enrolment Total number of overage Kinder children in Current SY Percent of overage Kinder children to total Kinder enrolment

Indicate here the top 3 reasons with most of number of children (Table 1.2)

Copy responses in Table 1.3

Indicate here the top 3 reasons with most of number of children (Table 1.2)

B. EFFICIENCY (ATTENDANCE AND ATTAINMENT OR COMPLETION) Attendance Number of children who were frequently absent Indicate here if decreasing/increasing number of children who are regularly attending classes (at least 90% attendance) for the last three School Years (Table 3.1) Total no. of Kinder to Grade 6 pupils with below 90% attendance last School Year (Table 3.2) Girls Boys Total no. of Kinder to Grade6 pupils with below 90% attendance who are recipients of CCT

Indicate here top 3 reasons with most number of children (Table 3.3)

Copy responses in Table 3.4

Drop-Outs

Number of drop-outs (Table 4.1) Indicate here if decreasing/increasing number of drop-outs for the last three SYs Total number of drop-outs last SY (Kinder to Grade 6) Girls Boys Last SY, Grade __had the highest number of drop-outs

Indicate here top 3 reasons with most number of children (Table 4.2)

Copy responses in Table 4.3

Repeaters

Number of Repeaters (Table 5.1) Indicate here if decreasing/increasing number of repeaters for the last three SYs (Kinder to Grade 6) Total number of Repeaters last SY (Kinder to Grade 6) Girls Boys Last SY, Grade __had the highest number of Repeaters Nutritional Status (Table 6.1) Total number of malnourished children last SY (Kinder to Grade 6) Wasted Severely wasted Health Status (Table 7.1) Total no. of children with other health problems last SY (Kinder to Grade 6) Reported/Suspected Incidence of Child Abuse Total number of childen suspected as victims of abuse last School Year (Kinder to Grade 6) Copy responses in Table 5.2

Copy responses in Table 6.2

Copy response in Table 7.2

Copy response in Table 7.2

D. ACHIEVEMENT Reading Reading Proficiency (Table 10.1) Indicate if number of Grade 3 pupils who were non-readers for the last 3 School Years was decreasing/increasing Indicate if number of Grade 3 pupils who were at frustration levels for the last 3 School Years was decreasing/increasing Indicate if number of Grade 6 pupils who were non-readers for the last 3 School Years was decreasing/increasing Indicate if number of Grade 6 pupils who were at frustration levels for the last 3 School Years was decreasing/increasing Copy response in Table 10. 2

Total no. of Grade 3 pupils who were non-readers and at frustration level last SY Non-Readers Frustration Level Total no. of Grade 6 pupils who were non-readers and at frustration level last SY Non-Readers Frustration level Achievement Level Results of NAT Indicate here if Overall NAT for Grade 3 was increasing/decreasing for the last 3 School Years (Table 11.1) Indicate here if Overall NAT for Grade 6 was increasing/decreasing for the last 3 School Years (Table 11.1) Indicate here Subject Area with the most no. of children with mastery level last SY Indicate here Subject Area with the most no. of children below mastery level last SY

Copy response in Table 11.7