EESP M&E Forms

School Level
F OFORM
R M
Elementary Education Sector Performance

Monitoring and Evaluation System
Bureau of Elementary Education
Department of Education
S
School Level
This school level form of the Elementary Education Sector Performance Monitoring and Evaluation System was
designed not only for data gathering purposes but also to serve as a tool for analyzing school level data. While
the school head should be primarily responsible for accomplishing this form, it is suggested that the members
of PTA and/or the school governing council be consulted especially in answering questions requiring qualitative
answers.
Part I. School Profile
Direction: Accomplish this part by ticking the appropriate option box or writing the information asked for in the
spaces provided.
School:_______________________________________
District:______________________
Region:_____________________
A. Type of school:
Central
Non-Central
Complete
Mono
Incomplete
Mono
Integrated
School ID: __ __ __ __ __ __
Division:________________
For Multigrade Schools and schools with Multigrade

classes, specify grade combinations. (tick all appropriate
combinations)
MG
Mono & MG
MG
Mono & MG
Grades I and II
Grades III and IV
Grades V and VI
Grades I, II and III
Grades IV, V and VI
Grades II, III and IV
Grades I, II, III and IV

Grades I, II, III, IV and V
Grades I, II, III, IV, V and VI
Grades II and III
Grades IV and V
Grades III, IV, and V
B. The school is situated.

in an urbanized area (city)
within or near commercial/business district
in a residential zone
just outside the city
others, pls describe
in a rural area
in an agricultural community
in a fishing community
in an upland area
others, please describe
within the town center (municipality)

within or near commercial business district
in a residential zone
just outside the town
others, pls describe
Elementary Education Sector Performance M and E

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Form S
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The school serves the children living in (check all appropriate options)..
some sitios in the barangay where it is located

the entire barangay
some sitios in neighboring barangays
all neighboring barangays
The school is accessible by (check all applicable options):

walking
animal ride
boat
public utility jeepney
hired or private vehicles
tricycle/pedicab
motorcycle (single)
bus
C. Program Offerings
1. Type of school according to Program Offering
Regular School
SPED Center
Regular School with SPED classes or program
If SPED Center or Regular School with SPED Classes or program, which of the following programs
are offered:
Programs/Services for the Gifted/Fast Learners
Ability Grouping
Acceleration Program
Special Classes/
Grade Acceleration
Self-Contained Classes
Grade Telescoping
Modified Special Classes
Pull-out program
Special School
Enrichment
Programs/Services for Children with the following exceptionalities

Mental Retardation
Multiple handicapped
Visual Impairment
Behavioral problem
Hearing Impairment
Orthopedically Handicapped
Autism
Speech Defective
Fast Learners/ Gifted/Talented
Cerebral Palsy
Learning Disability
Children with Special Health Problems
2. Does the school have programs/special services for Children in Need of Special Protection (CNSP)?
No, CNSP are integrated in the regular classes.
There are no CNSP in the school.
Yes, (state programs/services) ________________________________________________________
3. Does the school have programs/special services for Children with Special Needs (CSNs)?
No, CSN are integrated in the regular classes.
There are no CSN in the school
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Yes, (state programs/services) ________________________________________________________

4. Does the school have assessment programs for children with special needs? How is this done?
Yes. The school has teachers trained on this.
use of nomination /behavior checklist
administration of teacher-made tests
administration of IQ tests
others, please specify : ________________________
No. For assessing children with special needs, the school coordinates with:
other public schools with assessment capabilities
higher education institutions
private agencies/specialists
specialized agencies. (e.g., Philippine School for the Blind, Philippine School for the Deaf,
Foundations, etc.)
Children in Need of Special Protection (CNSP)* - Child Laborer, Children in Situation of Armed Conflict, Sexually-abused,
Physically-abused, Children In Conflict with the Law
Children with Special Needs (CSN)** - Mentally Retarded, Visually Impaired, Hearing Impaired, Autistic, Fast Learner/ Gifted,
LD/SL, Multiple Handicapped, Behavioral Problems, Orthopedically Handicapped, Speech Defective, Cerebral
Palsy, Children with Special Health Problems, Chronically ill
5. Does the school offer/implement any of the following: (tick all appropriate)
Special Science Elementary School (SSES)

Special Program for the Arts (SPA)
Arabic Language and Islamic Values Education (ALIVE) classes / Madrasah Education
Accreditation Program for Public Elementary Schools (APPES)
Mother Tongue-based Multi-Lingual Education (MTB-MLE)
Compensatory Opportunities for Public Elementary Schools (Project COPE)
Preschool Programs
6. What type of preschool program do Grade I entrants in the school avail of? (Check all appropriate options,
indicate number of classes)
DepED-Supervised Preschool
Preschool Service Contracting Scheme (PSCS)
Six-month program
number of classes
Ten-month program
number of classes
Regular with plantilla
Six-month program
number of classes
Ten-month program
number of classes
Regular with honorarium
Six-month program
number of classes
Ten-month program
number of classes
Headstart program
number of classes
Summer program
number of classes
_____
_____
_____
_____
_____
_____
_____
_____
Private Preschools
Barangay Day Care Centers
Others, pls. specify ________________________________
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Form S
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None
Part II. School Physical Plant

Review your schools accomplished GIS-Based School Profiling System (GISB-SPS) School Assessment Form.
Check the one most appropriate to your case.
7. On the school buildings
The school has more than enough buildings and classrooms.
The school has just enough buildings and classrooms.
There will be enough buildings and classroom if the dilapidated ones are repaired.
There are insufficient buildings and classrooms. Buildings have to be constructed.
8. On the furnitures
The school has more than enough furniture.
The school has just enough furniture.
There is not enough furniture for the pupils.
There is not enough furniture for the teachers and for other purposes.
9. On general health, hygiene and student welfare facilities (e.g., clinic, toilets, wash areas, guidance office,
canteen, gymnasium, etc.)
The school has more than enough General Health, Hygiene and Student Welfare Facilities.
The school has insufficient General Health, Hygiene and Student Welfare Facilities.
The school has no General Health, Hygiene and Student Welfare Facilities.
10. Facilities essential to instruction (e.g., libraries, learning resource centers, home economics facilities, industrial
arts facilities, laboratories,etc.)
The school has more than enough Facilities Essential to Instruction.
The school has insufficient Facilities Essential to Instruction .
The school has no Facilities Essential to Instruction.
11. On learning enhancement facilities (e.g., Math laboratory, speech laboratory, reading center, English park,
Science park)
The school has more than enough Learning Enhancement Facilities.
The school has insufficient Learning Enhancement Facilities.
The school has no Learning Enhancement Facilities.
Part III. Textbooks, Support Instructional Materials Inventory and Utilization

A. Text Books, Teaching and Assessment and Other Materials
Fill-up Tables III.1 to III.8 with the information asked for. Directions are given below.
1. Under column A, write the title of textbooks being used by the pupils in each grade level. Table II-A.1 is
for Grade I pupils, Table II-A.2 is for Grade II pupils, Table II-A.3 is for Grade III pupils and so on. Table IIB is for teaching and assessment materials. Table II-C is for other materials (books, magazines,
newspaper, references, others)
2. Under column B, indicate in which learning area (subject) each textbook/material is used for.
3. Under column C, indicate how many of each textbook are available for use of the pupils.
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4. Under column D, indicate how the textbooks are acquired. (Ex. From DepEd, locally-procured, etc..)
5. Under column E, indicate how often each of the textbooks are used by ticking on the sub-column
corresponding to the appropriate option.
6. Under column F, write significant features of the textbook/material (if any), your personal evaluation or
anything you think significant about the textbook.
Table III.1. Grade I Textbooks

(A)
Title of Textbook
(B)
Learning
Area
(C)
Quantity
Available
(D)
How
Acquired?
Very
Often
(E)
How Often Used
SomeOften
times
Very
Often
(E)
How Often Used
SomeOften
times
(F)
Remarks
Never
1.
2.
3.
4.
5.
6.
7.
8.
9.
Table III.2. Grade II Textbooks

(A)
Title of Textbook
(B)
Learning
Area
(C)
Quantity
Available
(D)
How
Acquired?
(F)
Remarks
Never
1.
2.
3.
4.
5.
6.
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7.
8.
9.
Table III.3. Grade III Textbooks

(A)
Title of Textbook
(B)
Learning
Area
(C)
Quantity
Available
(D)
How
Acquired?
Very
Often
(E)
How Often Used
SomeOften
times
Very
Often
(E)
How Often Used
SomeOften
times
(F)
Remarks
Never
1.
2.
3.
4.
5.
6.
7.
8.
9.
Table III.4. Grade IV Textbooks

(A)
Title of Textbook
(B)
Learning
Area
(C)
Quantity
Available
(D)
How
Acquired?
(F)
Remarks
Never
1.
2.
3.
4.
5.
6.
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7.
8.
9.
Table III.5. Grade V Textbooks

(A)
Title of Textbook
(B)
Learning
Area
(C)
Quantity
Available
(D)
How
Acquired?
Very
Often
(E)
How Often Used
SomeOften
times
Very
Often
(E)
How Often Used
SomeOften
times
(F)
Remarks
Never
1.
2.
3.
4.
5.
6.
7.
8.
9.
Table III.6. Grade VI Textbooks

(A)
Title of Textbook
(B)
Learning
Area
(C)
Quantity
Available
(D)
How
Acquired?
(F)
Remarks
Never
1.
2.
3.
4.
5.
6.
7.
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8.
9.
Table III.7. Teaching-Learning Assessment Materials

(A)
Title of Textbook
(B)
Learning
Area
(C)
Quantity
Available
(D)
How
Acquired?
Very
Often
(E)
How Often Used
SomeOften
times
(F)
Remarks
Never
1.
2.
3.
4.
5.
6.
7.
8.
9.
Table III.8. Other Materials (books, magazines, newspaper, references, others)

(A)
Title of Textbook
(B)
Learning
Area
(C)
Quantity
Available
(D)
How
Acquired?
Very
Often
(E)
How Often Used
SomeOften
times
(F)
Remarks
Never
1.
2.
3.
4.
5.
6.
7.
8.
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Form S
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9.
7. Review the data you supplied in Tables III.1 to III.8, then read the statements below and tick the ones
which are true for your school.
On the Textbooks
There are enough textbooks for the pupils in all grade levels.
There are not enough textbooks for the pupils in (tick which Grade level)
Grade I
Grade II
Grade III
Grade IV
Grade V
Grade IV
There are enough textbooks for the pupils for all subject areas
There are not enough textbooks for the pupils for (tick which subject areas)
Math
English
Science
Filipino
HeKaSi
Edukasyong Pantahanan at Pangkabuhayan
Sining
Edukasyong Pagpapalakas ng Katawan
Edukasyong Pagpapahalaga
The textbooks which are insufficient in number are those which are:
Very often used
often used sometimes used
Sibika at Kultura
Musika
never used
The textbooks which are insufficient are those which are ______________________________________.
(state how these books were acquired)
On Teaching-Learning Assessment and other Materials

There are enough teaching-learning assessment and other materials for teachers for all subject areas.
There are not enough teaching-learning assessment and other materials for teachers for
(tick which subject areas)
Math
English
Science
Filipino
Sibika at Kultura
HeKaSi
Edukasyong Pantahanan at Pangkabuhayan
Musika
Sining
Edukasyong Pagpapalakas ng Katawan
Edukasyong Pagpapahalaga
The teaching-learning assessment and other materials for teachers which are insufficient in number are
those which are:
Very often used
often used sometimes used
never used
The teaching-learning assessment and other materials for teachers which are insufficient are those which
are __________________________________________________
(state how these books were acquired)

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B. Regular Support Instructional Materials

1. Which of the equipment in the table below are present in your school? Under column A, mark with a check the
materials present in your school.
2. How many of these materials do you have? Under column B, indicate the number of materials (or number of
sets) you have?
3. Who uses these materials and how often are these materials used? Write the information asked for under
column C.
4. Do these materials have significant features ( ex. Newly acquired, old, donated, state-of the-art, etc)? Write the
features or descriptions under column D.
5. Are there other regular support instructional materials in your school not listed in the table below? Write them on
the blank cells under the first column
Table III.9. Regular Support Instructional Materials
(A)
(B)
(C)
Present in
How
Who Uses and
the school?
many?
How Often?
Globes
Atlas
Cooking Utensils
Musical Instruments
Sewing Kits
Garden Tools
Sports Equipment
Industrial Arts Tools
Science kits
(D)
Features / Descriptions
6. After reviewing the data you provided in the table above, which of the statement below is most true for
your school? (check one)
The school has more than enough Regular Support Instructional Materials.
The school has insufficient Regular Support Instructional Materials
The school has no Regular Support Instructional Materials.
C. Specialized Equipment
1. Which of the equipment in the table below are present in your school?
Under column A, mark with a check the materials present in your school.
2 How many of these materials do you have?
Under column B, indicate the number of materials (or number of sets) you have?
3. Who uses these materials and how often are these materials used?
Write the information asked for under column C.
2. Do these materials have significant features ( ex. Newly acquired, old, donated, state-of the-art, etc)?
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Write the features or descriptions under column D.

3. Are there other regular support instructional materials in your school not listed in the table below?
Write them on the blank cells under the first column
Table III.10. Specialized Equipment in the School

(A)
Present
in the
school?
(B)
How many?
(C)
Who Uses and How
Often?
(D)
Brailler
Slate and Stylus
Speech trainer
Embossed maps
Large print typewriter
Hearing Aids
4. After reviewing the data you provided in the table above, which of the statement below is most true for
your school? (check one)
The school has more than enough specialized equipment.
The school has insufficient specialized equipment
The school has no specialized equipment.
2. ICT (Information, Communication Technology) Equipment
1.
2.
3.
4.
5.
Which of the equipment in the table below are present in your school?
Under column A, mark with a check the materials present in your school.
How many of these materials do you have?
Under column B, indicate the number of materials (or number of sets) you have?
Who uses these materials and how often are these materials used?
Write the information asked for under column C.
Do these materials have significant features (ex. newly acquired, old, donated, state-ofthe-art, etc)?
Write the features or descriptions under column D.
Are there other regular support instructional materials in your school not listed in the table below?
Write them on the blank cells under the first column
Table III.11. ICT Equipment in the School (check DepED memo 427,s 2006)
(A)
(B)
(C)
Present in
How
Who Uses and
the school?
many?
How Often?
(D)
Computer unit
LCD
Audio cassette
player/recorder
VHS player
CD/DVD Player
Photocopying machine
TV set
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Camera
Video Camera
OHP
Interactive white board
6. After reviewing the data you provided in the table above, which of the statement below is most true for your
school? (check one)
The school has more than enough ICT equipment.
The school has insufficient ICT equipment
The school has no ICT equipment.
Part IV. Enrolment
Direction: Fill-in the tables below with the appropriate numerical data. Write N/A across the tables not appropriate
to your school.
Table IV.1. Children in Need of Special Protection Enrolment
Grade
Children in armed
conflict
M
F
T
Street children
M
CNSP
Child laborers
M
Total
Abused &
exploited children
M
F
T
Indigent children
M
Grand
Total
I
II
III
IV
V
VI
Total
Table IV.2. Pre-school Enrolment by Type of Program

Age
Type of Program
4 years old
5 years old
6 years old
and below
M
F
T
M
F
T
M
F
T
Headstart
Service
6-mo. program
Contracting
10mo.program
Regular with 6-mo. program
plantilla
10mo.program
Regular with 6-mo. program
honorarium
10mo.program
Summer program

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Total
7 years old
M
8 years old
M
Grand
Total
Form S
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Part V.
Performance and Other Indicators
A. Access Indicators for the Previous Three Years

Direction: Accomplish the table below by supplying the data asked for. For your reference see formula for
computing indicators on the last page of this form. Refer to your previous years BEIS data.
Access Indicators
M
SY 2007-08
F
Overall
SY 2008-09
F
Overall
SY 2009-10
F
Overall
Apparent Intake Rate

Net Intake Rate
Gross Enrolment Rate
Net Enrolment Rate
Pre-school Enrolment Rate
Accounting for the Schools Access Indicators
Review the schools Access Indicators above, then answer the following questions:
1. The Apparent Intake Rate for the last 3 years is
constant (almost the same across the years)
slightly increasing
significantly increasing
slightly decreasing
considerably decreasing
erratic (no observable pattern)
2. The Gross Intake Rate for the last 3 years is

slightly increasing
slightly decreasing
3. The Gross Enrolment Rate for the last 3 years is

slightly increasing
slightly decreasing
4. The Net Enrolment Rate for the last 3 years is

slightly increasing
slightly decreasing
5. The Preschool Enrolment Rate for the last 3 years is

slightly increasing

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slightly decreasing
Form S
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6.
Review your answers to items 1 to 5 above. Which of the factors below do you think contribute to your access
indicators trend? (Tick only the most significant, limit your choices to a maximum of five)
school has good and sufficient facilities

school is easily accessible
school has good reputation/track record
school offers programs sought by parents
(e.g., SSES, Gifted/Fast Learners, etc.)
school is APPES-accredited
school has feeding program
parents and pupils simply prefer the school
teachers are generally liked by parents
intensified campaign for enrolment
good school-community relationship
school has poor and insufficient facilities

school is not easily accessible
school has poor reputation/track record
school does not have programs sought by parents
school has no feeding program

parents and pupils simply prefer other schools
some teachers are not liked by the parents
no/not enough effort by the school to convince
parents to enroll children
poor school-community relationship
occurrence of natural and man-made calamity
school is located in a disaster or accident
prone area
school does not require any fees/contributions
parents value importance of education

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school is placed in or near an armed conflict zone

school requires too many fees/contribution
parents poor financial capacity school
parents do not care
poor pupil motivation
children are engaged in economic/livelihood activities
schooling meant having nobody to do chores at home
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B. Efficiency and Equity Performance Indicators for the last 3 School Years
Direction: Accomplish the table below by supplying the data asked for. For your reference see formula for
computing indicators on the last page of this form. Refer to your previous years BEIS data.
Efficiency and Equity Indicators
Male
SY 2007-08
Female
Total
Male
SY 2008-09
Female
Total
Male
SY 2009-10
Female
Total
1. Simple Drop-out Rate

Preschool
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Average
2. Repetition Rate
Preschool
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Average
3. Completion Rate
4. Cohort Survival Rate
5. Percentage of School
Leavers who are re-enrolled
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
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Efficiency and Equity Indicators
Male
SY 2007-08
Female
Total
Male
SY 2008-09
Female
Total
Male
SY 2009-10
Female
Total
Grade 6
Average
6. Percentage of Gr. I Pupils
with ECE Experience who
Finished the Grade Level
Accounting for the Schools Efficiency and Equity Indicators

Based on your schools Equity and Efficiency Performance Indicators, please tick the box that describes your
status.
1. The Dropout Rate for the last 3 years is
slightly increasing
slightly decreasing
The Simple Dropout Rate is generally highest for Grade ____.

The Simple Dropout Rate is generally lowest for Grade ____.
2. The Repetition Rate for the last 3 years is
slightly increasing
slightly decreasing
The Repetition Rate is generally highest for Grade ____.

The Repetition Rate is generally lowest for Grade ____.
3. The Completion Rate for the last 3 years is
slightly increasing
slightly decreasing
4. The Cohort Survival Rate for the last 3 years is

slightly increasing
slightly decreasing
5.
Review your answers to items 1 to 5 above. Which of the factors below do you think contribute to your access
indicators trend? (Tick only the most significant, limit your choices to a maximum of five)
school has good and sufficient facilities

school is easily accessible
school has good reputation/track record
school offers programs sought by parents
(e.g., SSES, Gifted/Fast Learners, etc.)
school is APPES-accredited
school has feeding program
parents and pupils simply prefer the school
teachers are generally liked by parents

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school has poor and insufficient facilities

school is not easily accessible
school has poor reputation/track record
school does not have programs sought by parents
family problems
illness
school has no feeding program
parents and pupils simply prefer other schools
some teachers are not liked by the parents
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intensified campaign for enrolment

material support and other incentives
schooling
good school-community relationship
subsidy from LGUs, other agencies and
individuals
school does not require any fees/contributions
LGU and community involvement in policing
truancy
home visitations
parents value importance of education
teachers held accountable for drop-outs
no/not enough effort by the school to convince

for parents to enroll children
family relocation/migration
poor school-community relationship
occurrence of natural and man-made calamity
truancy, negative outside and peer influence
school is located in a disaster or accident prone area
school is placed in or near an armed conflict zone
school requires too many fees/contribution
parents poor financial capacity school
parents do not care
poor pupil motivation
children are engaged in economic/livelihood activities
family relocation/migration
C. Performance in the National Achievement Test (NAT)
Table 13. NAT Performance for the Last Three Years
SY 2007-08
MPS for the
Increase
year
(decrease) from
previous year
SY 2008-09
MPS for the
Increase
year
(decrease) from
previous year
SY 2009-10
MPS for the
Increase
year
(decrease) from
previous year
Grade III
English
Science
Math
Filipino
Makabayan
Overall
Grade VI
English
Science
Math
Filipino
Makabayan
Overall
School
English
Science
Math
Filipino
Makabayan
Overall
Accounting for the Schools NAT Performance
1. Which of the statements below best describes your schools NAT performance for the last three years?
The schools NAT performance for the last three years is almost constant.
This is true for (check all applicable options)
Grade III English
Grade VI English
Grade III Science
Grade VI Science
Grade III Math
Grade VI Math
Grade III Filipino
Grade VI Filipino
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Grade III Makabayan

Grade III Overall
Grade VI Makabayan
Grade VI Overall
There is no discernable pattern in the NAT performance for the last three years.
Grade III English
Grade VI English
Grade III Science
Grade VI Science
Grade III Math
Grade VI Math
Grade III Filipino
Grade VI Filipino
Grade III Makabayan
Grade VI Makabayan
Grade III Overall
Grade VI Overall
There is a slight increase in the NAT performance for the last three years.
Grade III English
Grade VI English
Grade III Science
Grade VI Science
Grade III Math
Grade VI Math
Grade III Filipino
Grade VI Filipino
Grade III Makabayan
Grade VI Makabayan
Grade III Overall
Grade VI Overall
There is a significant increase in the NAT performance for the last three years.
Grade III English
Grade VI English
Grade III Science
Grade VI Science
Grade III Math
Grade VI Math
Grade III Filipino
Grade VI Filipino
Grade III Makabayan Grade VI Makabayan
Grade III Overall
Grade VI Overall
2.
Review your NAT performance trends (previous item).

Which of the factors below do you think contributory to your positive NAT performance trends?
Tick only the most significant, limit your choices to a maximum of five.
adoption of new teaching stategies

adoption of curricular innovations
enhancing teachers competencies
focusing on content during review
addressing least learned skills determined during previous NATs
improving reading comprehension of pupils
reviewing pupils for NAT using parallel test items
familiarizing pupils with the different test types and format
using the vernacular in instruction
utilization of supplementary materials
instructional material support from programs/projects (e.g., MISOSA, e-IMPACT)
community involvement in the management of instruction
lessening focus on extra and co-curricular activties
Which of the factors below do you think contributory to your negative NAT performance trends?
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Form S
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Tick only the most significant, limit your choices to a maximum of five.
poor reading comprehension of pupils
lack of pupils interest
poor teaching competencies
least learned skills not given ample focus
no NAT review sessions
lessons are taught in the vernacular, NAT is in English/Filipino
pupils not familiar with different test types and formats
insufficient materials
disruption of classes due to typhoons and other natural calamities
too much co-curricular and extra curricular activities
D. School Reading profile

Review the data in your Phil-IRI school template for this school year and the previous school year. Answer the
questions below.
Accounting for the School Reading Profile
1. How will you describe the Reading Performance of your pupils this year?
Grade I Filipino
The predominant reading readiness level (the level with the most number and percentage) of Grade I pupils is:
Non-readers
Frustration level
Instructional level
Independent level
The reading readiness level with the least number (and percentage) of Grade I pupils is:
Non-readers
Frustration level
Instructional level
Independent level
Grade I English
The predominant reading readiness level (the level with the most number and percentage) of Grade I pupils is:
Non-readers
Frustration level
Instructional level
Independent level
The reading readiness level with the least number (and percentage) of Grade I pupils is:
Non-readers
Frustration level
Instructional level
Independent level
Grade II Filipino
The predominant reading readiness level (the level with the most number and percentage) of Grade II pupils is:
Non-readers
Frustration level
Instructional level
Independent level
The reading readiness level with the least number (and percentage) of Grade II pupils is:
Non-readers
Frustration level
Instructional level
Independent level
Grade II English

BEE-DepED
Form S
Page 19 of 33
The predominant reading readiness level (the level with the most number and percentage) of Grade II pupils is:
Non-readers
Frustration level
Instructional level
Independent level
The reading readiness level with the least number (and percentage) of Grade II pupils is:
Non-readers
Frustration level
Instructional level
Independent level
Grade III Filipino
The predominant reading readiness level (the level with the most number and percentage) of Grade III pupils is:
Non-readers
Frustration level
Instructional level
Independent level
The reading readiness level with the least number (and percentage) of Grade III pupils is:
Non-readers
Frustration level
Instructional level
Independent level
Grade III English
The predominant reading readiness level (the level with the most number and percentage) of Grade III pupils is:
Non-readers
Frustration level
Instructional level
Independent level
The reading readiness level with the least number (and percentage) of Grade III pupils is:
Non-readers
Frustration level
Instructional level
Independent level
Grade IV Filipino
The predominant reading readiness level (the level with the most number and percentage) of Grade IV pupils is:
Non-readers
Frustration level
Instructional level
Independent level
The reading readiness level with the least number (and percentage) of Grade IV pupils is:
Non-readers
Frustration level
Instructional level
Independent level
Grade IV English
The predominant reading readiness level (the level with the most number and percentage) of Grade IV pupils is:
Non-readers
Frustration level
Instructional level
Independent level
The reading readiness level with the least number (and percentage) of Grade IV pupils is:
Non-readers
Frustration level
Instructional level
Independent level
Grade V Filipino
The predominant reading readiness level (the level with the most number and percentage) of Grade V pupils is:
Non-readers
Frustration level
Instructional level
Independent level
The reading readiness level with the least number (and percentage) of Grade V pupils is:
Non-readers
Frustration level
Instructional level
Independent level
Grade V English
The predominant reading readiness level (the level with the most number and percentage) of Grade V pupils is:
Non-readers
Frustration level
Instructional level
Independent level

BEE-DepED
Form S
Page 20 of 33
The reading readiness level with the least number (and percentage) of Grade V pupils is:
Non-readers
Frustration level
Instructional level
Independent level
Grade VI Filipino
The predominant reading readiness level (the level with the most number and percentage) of Grade VI pupils is:
Non-readers
Frustration level
Instructional level
Independent level
The reading readiness level with the least number (and percentage) of Grade VI pupils is:
Non-readers
Frustration level
Instructional level
Independent level
Grade VI English
The predominant reading readiness level (the level with the most number and percentage) of Grade VI pupils is:
Non-readers
Frustration level
Instructional level
Independent level
The reading readiness level with the least number (and percentage) of Grade VI pupils is:
Non-readers
Frustration level
Instructional level
Independent level
2. Which of the statements below best describes the Reading Performance of your pupils during the previous year?
There is a slight decrease in the non-readers from the pre-test to the post test.
Grade I English
Grade I Filipino
Grade II English
Grade II Filipino
Grade III English
Grade III Filipino
Grade IV English
Grade IV Filipino
Grade V English
Grade V Filipino
Grade VI English
Grade VI Filipino
There is significant decrease in the non-readers from the pre-test to the post-test.
Grade I English
Grade I Filipino
Grade II English
Grade II Filipino
Grade III English
Grade III Filipino
Grade IV English
Grade IV Filipino
Grade V English
Grade V Filipino
Grade VI English
Grade VI Filipino
All non-readers during the pre-test had been promoted to higher reading levels during the post-test.
Grade I English
Grade I Filipino
Grade II English
Grade II Filipino
Grade III English
Grade III Filipino
Grade IV English
Grade IV Filipino
Grade V English
Grade V Filipino
Grade VI English
Grade VI Filipino
There is a slight promotion among the pupils to higher reading levels from the pre-test to the post test.
Grade I English
Grade I Filipino
Grade II English
Grade II Filipino
Grade III English
Grade III Filipino
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Form S
Page 21 of 33
Grade IV English
Grade V English
Grade VI English
Grade IV Filipino
Grade V Filipino
Grade VI Filipino
There is significant promotion among the pupils to higher reading levels from the pre-test to the posttest. This is true for (check all applicable options)
Grade I English
Grade I Filipino
Grade II English
Grade II Filipino
Grade III English
Grade III Filipino
Grade IV English
Grade IV Filipino
Grade V English
Grade V Filipino
Grade VI English
Grade VI Filipino
3. How do you account for your pupils reading performance? What factors do you think affect your pupils reading
performance?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
E. The School Readiness Assessment

Review the data in your schools SReA template for this year and the previous year. Answer the questions below.
Accounting for the School Readiness Assessment results
1. Which of the statements below best describes your Grade I pupils School Readiness?
There is no difference in the school readiness of the pupils from the 1 st assessment to the 2nd assessment?
There is a slight increase in the number of pupils assessed to be ready from the 1st assessment to the 2nd
assessment. This is true for (check all applicable options)
Fine Motor Domain
Gross Motor Domain
Receptive and Expressive Language Domain
Cognitive Domain
Self-Help / Socio-Emotional Domain
Overall (all domains)
There is a significant increase in the number of pupils assessed to be ready from the 1 st assessment to the
2nd assessment. This is true for (check all applicable options)
Fine Motor Domain
Gross Motor Domain
Receptive and Expressive Language Domain
Cognitive Domain
Self-Help / Socio-Emotional Domain
Overall (all domains)
All those assessed to be not ready during the 1st assessment were assessed to be ready during the 2nd
assessment.
2. How do you account for your pupils School Readiness? What factors do you think are significant?
BEE-DepED
Form S
Page 22 of 33
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Part V. Teacher Profile

1. How many teachers per grade level are in the school? How many teachers are there per item position?
How many teachers are teaching regular classes? How many are teaching special education classes?
Answer the questions above by filling-in the tables below with the appropriate data. Write N/A across the
tables not applicable to your school.
Table 1. Number of Teachers per Item Position by Grade Level
ITEM POSITION
Grade Levels
T1
T2
T3
MT 1
MT 2
SPED T1
M
F
M
F
M
F
M
F
M
F
M
F
Preschool
I
II
III
IV
V
VI
TOTAL
SPED T2
M
F
SPED T3
M
F
LGU Paid
M
F
2.Review the data you supplied in Table 2 above and read the following statements. Tick the ones which describe
your teacher profile.
There are enough teachers for all Grade levels.
There are not enough teachers for all Grade levels.
All teachers are holding Teacher I to Teacher III items, there are no Master Teachers in the school.
Almost all teachers are holding Teacher I to Teacher III items, there are too few Master Teachers.
There are enough Master Teachers in the school.
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Form S
Page 23 of 33
Majority of the Master Teachers are teaching in Grades I to III.

Majority of the Master Teachers are teaching in Grades IV to VI.
Master Teachers are assigned across all Grade levels.
The school has SPED teachers.
The school does not have any SPED teachers.
Table 2. Number of Teachers by Teaching Assignment per Subject Area Specialization

Table 4 has two parts. Part A is on the number of teachers with background, training or specialization in each
subject area.
Part B is on the teaching assignment of teachers by subject area. Fill-up the 3 rd column in Part A first by indicating
the number of teachers who possess the indicated degree per subject area. Accomplishing Part B by indicating
the number of teachers by teaching assignment per subject area specialization.
Part A.
Number of Teachers per Area of Specialization
No. of
Subject
Teachers
Educational Degree
Area
Teaching
Early
Grades
teaching
Grades IIII
teaching
English
Grades IV-VI
Part B.
Number of Teachers per Teaching Assignment
teaching
teaching
teaching
teaching
Filipino
Makabayan
Science
Math
Grades IVGrades IVGrades IV-VI Grades IV-VI
VI
VI
teaching
Special
Education
classes
Baccalaureate degree
Graduate degree
Graduate units
INSET
Total
English
Graduate degree
Graduate units
INSET
Total
Science
Graduate degree
Graduate units
INSET
Total
Math
Graduate degree
Graduate units
INSET

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Form S
Page 24 of 33
Part A.
Number of Teachers per Area of Specialization
No. of
Subject
Teachers
Educational Degree
Area
teaching
Grades IIII
teaching
English
Grades IV-VI
Part B.
Number of Teachers per Teaching Assignment
teaching
teaching
teaching
teaching
Filipino
Makabayan
Science
Math
Grades IVGrades IVGrades IV-VI Grades IV-VI
VI
VI
teaching
Special
Education
classes
Total
Filipino
Graduate degree
Graduate units
INSET
Total
Makabay
an /
Social
Studies
Graduate degree
Graduate units
INSET
Total
Special
Educatio
n
Graduate degree
Graduate units
INSET
Total
1.Review the data you supplied in Table 4 above and read the following statements. Tick the ones which describe
your teacher profile.
For Part A.
There are enough teachers for all Subject Areas.
There are not enough teachers with background in Teaching Early Grades (Grades I to III).
There are just enough teachers with background in Teaching Early Grades (Grades I to III).
There are more than enough teachers with background in Teaching Early Grades (Grades I to III).
There are not enough teachers with background in English.
There are just enough teachers with background in English.
There are more than enough teachers with background in English.
There are not enough teachers with background in Science.
There are just enough teachers with background in Science.
There are more than enough teachers with background in Science.
There are not enough teachers with background in Math.
There are just enough teachers with background in Math.
There are more than enough teachers with background in Math.
There are not enough teachers with background in Filipino.
There are just enough teachers with background in Filipino.
There are more than enough teachers with background in Filipino.
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Form S
Page 25 of 33
There are not enough teachers with background in Makabayan /Social Studies.
There are just enough teachers with background in Makabayan /Social Studies.
There are more than enough teachers with background in Makabayan /Social Studies.
There are not enough teachers with background in Special Education.
There are just enough teachers with background in Special Education.
There are more than enough teachers with background in Special Education.
For Part B.
All teachers are teaching according to their background or specialization.
Almost all teachers are teaching according to their background or specialization.
Only few (less than half) of the teachers are teaching according to their background or specialization.
All teachers teaching in Grades I to III have background or specialization in Teaching in Early Grades.
Almost all teachers teaching in Grades I to III have background or specialization in Teaching in Early
Grades.
Only few (less than half) of teachers teaching in Grades I to III have background or specialization in
Teaching in Early Grades.
All teachers teaching English have background or specialization in English.
Almost all teachers teaching English have background or specialization in English.
Only few (less than half) of teachers teaching English have background or specialization in English.
All teachers teaching Science have background or specialization in Science.
Almost all teachers teaching Science have background or specialization in Science.
Only few (less than half) of teachers teaching Science have background or specialization in Science.
All teachers teaching Math have background or specialization in Math.
Almost all teachers teaching Math have background or specialization in Math.
Only few (less than half) of teachers teaching Math have background or specialization in Math.
All teachers teaching Filipino have background or specialization in Filipino.
Almost all teachers teaching Filipino have background or specialization in Filipino.
Only few (less than half) of teachers teaching Filipino have background or specialization in Filipino.
All teachers teaching Makabayan/Social Studies have background or specialization in
Makabayan/Social Studies.
Almost all teachers teaching Makabayan/Social Studies have background or specialization in
Makabayan/Social Studies.
Only few (less than half) of teachers teaching Makabayan/Social Studies have background or
specialization in Makabayan/Social Studies.
All teachers teaching SPED have background or specialization in SPED.
Almost all teachers teaching SPED have background or specialization in SPED.
Only few (less than half) of teachers teaching SPED have background or specialization in SPED.
Part VI. On Programs, Projects and Policies Implemented in School

BEE-DepED
Form S
Page 26 of 33
Direction:
Kindly answer each of the questions below and write your answers on the appropriate cells.
1. What programs/projects/policies that have significant impact on access indicators are being implemented in
your school? Write your answers in column A of the table below.
2. Indicate whether the program or project is conceptualized/initiated by the school, district, division, region or by
the central office. Write your answer in column B.
3. For each project listed under column A, indicate the specific Performance Indicators you intend to improve on.
Write your answers in column C of the table below.
4. What activities have you conducted in relation to each of the projects listed under column A?
Write your answers in column D of the table below.
5. What is the status of each of the projects listed under column A?
Write your answers in column E of the table below.
6. What impact, gains or benefits have resulted from each of the projects listed under column A?
Write your answers in column F of the table below.
7. What problems/difficulties/challenges have you encountered in the implementation of the programs/projects?
Write your answers in column G of the table below.
The first row had been filled-up as an example.

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Form S
Page 27 of 33
(A)
Program/Project Policies
e.g. MISOSA,
Multigrade, Preschool,
Madrasah,
(B)
(C)
(D)
(E)
Initiated by:
Performance Indicators Activities Undertaken
Status of the Project
(School, district, division, (Enrolment, Drop-out,
region or central office)
Completion, Cohort
Survival)
Drop-out Rate
3 classes each in Grades IV,Ongoing,
V
lacks materials
Completion Rate
and VI organized
Survival Rate

BEE-DepED
(F)
(G)
Impact, Gains,
Problems/ Difficulties/
Benefits of the Project
Challenges encountered in
(Attached supporting
implementing the
evidence)
programs/projects
Drop-out rate was reduced
from 8% to 5%
Form S
Page 28 of 33
(Use additional sheet/s if necessary)

1. After reviewing your answers to the table above, identify top 3 programs/projects which can be sustained
and replicated?
2. After reviewing your answers to the table above, identify top 3 programs/projects you have difficulty
implementing?
Rank
(7)
Top 3 programs/projects that can be
sustained
(8)
Top 3 programs/projects difficult to implement
1
2
3
3. Who were the stakeholders involved in each of the projects listed in column A?
Write your answers in column H of the table below.
4. What forms of assistance were provided by each of the stakeholders?
Write your answers in column I of the table below.
5. How were you able to solicit/enlist the support of each of these stakeholders?
Write your answers in column J of the table below
6. What other support or assistance do you think are needed for this program/project?
Write your answers in column K of the table below.
The first row had been filled-up as an example.

BEE-DepED
Form S
Page 29 of 33
(A)
Program/Project Policies
(same as column A in the
previous table)
e.g. MISOSA,
Multigrade, Preschool,
Madrasah,
(H)
Stakeholders Involved in the
Program/Project
Barangay officials
PTCA
Division CPC Coordinator

BEE-DepED
(I)
Assistance from Stakeholders
(J)
How Stakeholder Support is
Solicited/Enlisted
Provided venue and

Through kagawad for
security for off-school group

education
Funds for reproduction of materials

Introduced project through PTCA
assembly
Technical assistance
Constant coordination
Form S
Page 30 of 33
(K)
Other Assistance Needed
Better venue
More materials
This form is accomplished by:

____________________________, ________________
(Signature over Printed Name)
(Designation)

BEE-DepED
The data supplied in this form is true as of:

_______________________
(month / year)
Form S
Page 31 of 33
Elem. Educ. Sector Performance

F O R M
S
School Level

BEE-DepED
Form S
Page 32 of 33
Elem. Educ. Sector Performance

F O R M
S
School Level

BEE-DepED
Form S
Page 33 of 33

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School Level

Elementary Education Sector Performance

For Multigrade Schools and schools with Multigrade

Grades I, II, III and IV

B. The school is situated.

within the town center (municipality)

Elementary Education Sector Performance M and E

some sitios in the barangay where it is located

The school is accessible by (check all applicable options):

Regular School with SPED classes or program

Programs/Services for Children with the following exceptionalities

Yes, (state programs/services) ________________________________________________________

Special Science Elementary School (SSES)

Part II. School Physical Plant

Part III. Textbooks, Support Instructional Materials Inventory and Utilization

Table III.1. Grade I Textbooks

Table III.2. Grade II Textbooks

Table III.3. Grade III Textbooks

Table III.4. Grade IV Textbooks

Table III.5. Grade V Textbooks

Table III.6. Grade VI Textbooks

Table III.7. Teaching-Learning Assessment Materials

Table III.8. Other Materials (books, magazines, newspaper, references, others)

On Teaching-Learning Assessment and other Materials

Elementary Education Sector Performance M and E

B. Regular Support Instructional Materials

Write the features or descriptions under column D.

Table III.10. Specialized Equipment in the School

Table IV.2. Pre-school Enrolment by Type of Program

Elementary Education Sector Performance M and E

Performance and Other Indicators

A. Access Indicators for the Previous Three Years

Apparent Intake Rate

2. The Gross Intake Rate for the last 3 years is

3. The Gross Enrolment Rate for the last 3 years is

4. The Net Enrolment Rate for the last 3 years is

5. The Preschool Enrolment Rate for the last 3 years is

Elementary Education Sector Performance M and E

school has good and sufficient facilities

good school-community relationship

school has poor and insufficient facilities

school has no feeding program

Elementary Education Sector Performance M and E

school is placed in or near an armed conflict zone

1. Simple Drop-out Rate

Efficiency and Equity Indicators

Accounting for the Schools Efficiency and Equity Indicators

The Simple Dropout Rate is generally highest for Grade ____.

The Repetition Rate is generally highest for Grade ____.

4. The Cohort Survival Rate for the last 3 years is

school has good and sufficient facilities

Elementary Education Sector Performance M and E

school has poor and insufficient facilities

intensified campaign for enrolment

no/not enough effort by the school to convince

Grade III Makabayan

Review your NAT performance trends (previous item).

adoption of new teaching stategies

D. School Reading profile

Elementary Education Sector Performance M and E

Elementary Education Sector Performance M and E

E. The School Readiness Assessment