ANNEX 3B.3.

1
SCHOOL-COMMUNITY PLANNING GUIDE
SITUATION OF LEARNERS: ACCESS - LEARNERS NOT IN SCHOOL AND IN SCHOOL
Instruction: For data/information which cannot be sourced from BEIS, please input required data/information in the following tables (shaded cells):
1. CHILDREN NOT IN SCHOOL

1.1 Number of school-aged children not in school (last two years or previous year, depending on data availability)
No. of out-of-school children
Year__
Year __
attending other forms of learning
Age Group
Total
Male
Female
Total
Male
Female
Total
12-15 y/o
0
0
TOTAL
0
0
0
0
0
0
Source: Community-Based Management System (CBMS) of the Barangay; school-community mapping, if available

Male
0

Female
0

1.2 Reasons for Not Atttending School in previous Year 1/

Age Group

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 of
Affected by Affected by
school from
disaster
Conflict
home

Other Reasons

12-15 y/o
Percent to Total
1/ School Planning Teams are encouraged to conduct interviews or focus group discussions with parents/guardians/community members to probe deeper on reasons cited
1.3 Projects/interventions implemented to ensure that out-of-school children are reached or mainstreamed in school

YES

NO

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

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

actively seek out children not in school and give them access to
education (e.g., family mapping, Community-Based
Management System, etc)
1.3.b. What interventions are being implemented in previous School Year (s) to ensure that out-of-school children have access to education ?

2. CHILDREN ENROLLED IN SCHOOL

ANNEX 3B.3.1

2.1 For data on Enrolment for the last 3 School Years, refer to latest Basic Education Report Card
2.2. For the current SY Enrolment Per Grade Level and Segmentation of Learners, refer to Government Secondary School Profile Table A. Student Data, SY_______, Regular and Speci
Include here number of children residing outside the baranggay/municipality where the school is situated (based on Form 1)

SCHOOL-COMMUNITY PLANNING GUIDE

SITUATION OF LEARNERS: ACCESS - ATTENDANCE AND COMPLETION
Instruction: For data/information which cannot be sourced from BEIS, please input required data/information in the following tables (shaded cells):
3. ATTENDANCE

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

SY ___

3.2 In last SY, how many ch

were recipients of the Condit

Last SY ___

Level

Level
Total

Male

Female

Total

Male

Female

Total

Male

Female
Percent to Total
Year 1
Year 2
Year 3
Year 4
Total

Year 1
Year 2
Year 3
Year 4
Total
Percent to
total

Percent to Total

1/ SOURCE: Form 18

2/ Previous SY data in Table

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 3/

Level

Year 1
Year 2
Year 3
Year
Total 4

Total number
of children who
are frequently
absent last SY

0
0
0
0
0

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

Poverty

Other reasons

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

4. DROPOUT
4.1 For the Drop-Out Rate for the last three School Years, refer to the latest Basic Education Report Card (BERC)
4.2 For the Causes of Drop-Outs, refer to Government Secondary School Profile, Table B. Causes of Drop-Outs, End of School Year____

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

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

YES

NO

If yes, please describe the mechanism pursued by the school

- track attendance and identify children at risk of

dropping-out and failing and design remedies to
keep them in school?
- anticipate and minimize disruptions of classes
especially with respect to emergencies (disaster and
conflict)?
- track teachers attendance and ways of ensuring
their regular presence based on CSC policy?
5. NUTRITIONAL STATUS

5.1 Number of malnourished children for the last three School Years
SY____
Level
Wasted
Severely Wasted
Total
Male
Female
Total
Male
Female
Year 1
Year 2
Year 3
Year 4
Total

SY____
Total

Wasted
Male

Female

Severely Wasted
Total
Male
Female

Percent to Total
5.2 Projects/interventions implemented last SY addressing malnourished children (also indicate number of children covered)

6. HEALTH STATUS

6.1 Number of children who have other health problems for the last three School Years
SY ___
Level
Types of Ailments 4/

SY ___
Types of Ailments 4/

Year 1
Year 2
Year 3
Year 4
Total

TOTAL
4/ Indicate common ailments and corresponding number of children per type of ailment per column based on results of physical and dental examinations; add

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

7. CHILDREN REPORTED AS VICTIMS OF ABUSE AND VIOLENCE

7.1 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
Year 1
Year 2
Year 3
Year 4
Total
Percent to Total

Total

SY ___
Male

Female

Total

SY____
Male

Female

Total

7.2 Projects/interventions im

Last SY ___
Male
Female
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 covered last SY)

ANNEX 3B.3.2

LETION

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

Total

Male

Female

Recipient of CCT Program

Total
Previous
SY 2/

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).

ANNEX 3B.3.2

ANNEX 3B.3.2
b. What are the interventions implemented to address children at-risk of
dropping-out (also indicate number of children covered)

chanism pursued by the school

Last SY_____
Total

Wasted
Male

Female

Total

Severely Wasted
Male

Female

ANNEX 3B.3.2

SY ___

Last SY ___

Types of Ailments 4/

Types of Ailments 4/

f physical and dental examinations; add columns when necessary.

ANNEX 3B.3.2

7.2 Projects/interventions implemented to address children reported as victims of abuse

YES

NO

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

SCHOOL-COMMUNITY PLANNING GUIDE

SITUATION OF LEARNERS: QUALITY
Instruction: Please input required data/information in shaded cells
8. MASTERY LEVEL(based on National Achievement Tests for Year II/IV)
8.1 For Mean Percentage Scores of NAT Year II/IV, Per Subject for the last 3 School Years, refer to latest Basic Education Report Card
8.2 Number of Children with Mastery level and below Mastery Level: Overall 1/
School Year___
School Year_____
Level
Mastery Level
Below Mastery
Mastery Level
Below Mastery
Total
Male
Female
Total
Male
Female
Total
Male
Female
Total
Male
Female
Year 2
63.99
Year 4
61.18
1/ Mastery Level - 75% and above; Below Mastery - below 75%
8.3 Number of Children with Mastery and below Mastery Level: English 1/
School Year___
School Year_____
Level
Mastery Level
Below Mastery
Mastery Level
Below Mastery
Total
Male
Female
Total
Male
Female
Total
Male
Female
Total
Male
Female
Year 2
69.26
Year 4
62.95
1/ Mastery Level - 75% and above; Below Mastery - below 75%
8.4 Number of Children with Mastery and below Mastery Level: Filipino 1/
School Year___
School Year_____
Level
Mastery Level
Below Mastery
Mastery Level
Below Mastery
Total
Male
Female
Total
Male
Female
Total
Male
Female
Total
Male
Female
Year 2
Year 4
66.71
50.07
1/ Mastery Level - 75% and above; Below Mastery - below 75%

Sc
Mastery Level
Total
Male
80.24

Sc
Mastery Level
Total
Male
88.93

Sc
Mastery Level
Total
Male

8.5 Number of Children with Mastery and below Mastery Level: Math 1/
School Year___
Level
Mastery Level
Below Mastery
Total
Male
Female
Total
Male
Female
Year 2
Year 4
65.28
1/ Mastery Level - 75% and above; Below Mastery - below 75%

School Year_____
Mastery Level
Below Mastery
Total
Male
Female
Total
Male
Female
67.47

8.6 Number of Children with Mastery and below Mastery Level: Science 1/
School Year___
School Year_____
Level
Mastery Level
Below Mastery
Mastery Level
Below Mastery
Total
Male
Female
Total
Male
Female
Total
Male
Female
Total
Male
Female
Year 2
Year 4
64.25
60.28
1/ Mastery Level - 75% and above; Below Mastery - below 75%

Sc
Mastery Level
Total
Male
95.12

Sc
Mastery Level
Total
Male
78.13

8.7 Number of Children with Mastery and below Mastery Level: Araling Panlipunan 1/
School Year___
School Year_____
Level
Mastery Level 1/
Below Mastery
Mastery Level
Below Mastery
Total
Male
Female
Total
Male
Female
Total
Male
Female
Total
Male
Female
Year 2
Year 4
54.46
65.11
1/ Mastery Level - 75% and above; Below Mastery - below 75%
8.8 Number of Children with Mastery and below Mastery Level: Critical Thinking Skills Test 1/
School Year___
School Year_____
Level
Mastery Level 1/
Below Mastery
Mastery Level
Below Mastery
Total
Male
Female
Total
Male
Female
Total
Male
Female
Total
Male
Female
Year 2
Year 4
1/ Mastery Level - 75% and above; Below Mastery - below 75%

Sc
Mastery Level
Total
Male
83.63

Sc
Mastery Level
Total
Male

8.9 Projects/interventions implemented to improve basic competencies of learners

9. QUARTILE DISTRIBUTION OF SCORES IN NAT FOR YEARS 2 & 4

9.1 Number of Children Who Scored Superior and Upper Average (Q1 and Q2) in the NAT
School Year___
School Year_____
Level
Superior 2/
Upper Average 3/
Superior 2/
Upper Average 3/
Total
Male
Female
Total
Male
Female
Total
Male
Female
Total
Male
Female
Year 2
Year 4
2/ The number of children who scored 76% to 100% (Q1) in the NAT.
3/ The number of children who scored 51% to 75% (Q2) in the NAT.
9.2 Number of Children Who Scored Lower Average and Poor (Q3 and Q4) in the NAT

Sc
Superior 2/
Total
Male

Level

School Year___
Lower Average 4/
Total
Male
Female
Total

Poor 5/
Male

Female

Year 2
Year 4
4/ The number of children who scored 26% to 50% (Q3) in the NAT.
5/ The number of children who scored 0% to 25% (Q4) in the NAT.

School Year_____
Lower Average 4/
Total
Male
Female
Total

Poor 5/
Male

Female

Sc
Lower Average 4/
Total
Male

ANNEX 3B.3.3

Y PLANNING GUIDE
RNERS: QUALITY

School Year_____
Mastery Level
Below Mastery
Female
Total
Male
Female

School Year_____
Mastery Level
Below Mastery
Female
Total
Male
Female

School Year_____
Mastery Level
Below Mastery
Female
Total
Male
Female
61.07

ANNEX 3B.3.3
School Year_____
Mastery Level
Below Mastery
Female
Total
Male
Female

School Year_____
Mastery Level
Below Mastery
Female
Total
Male
Female

ANNEX 3B.3.3
School Year_____
Mastery Level
Below Mastery
Female
Total
Male
Female

School Year_____
Mastery Level
Below Mastery
Female
Total
Male
Female

School Year_____
Superior 2/
Upper Average 3/
Female
Total
Male
Female

ANNEX 3B.3.3
School Year_____
Lower Average 4/
Female
Total

Poor 5/
Male

Female