Skeletal Framework of an Institutional Plan

CULONG ELEMENTARY SCHOOL

Lopez West District

Period of
School Profile Description Remarks Data Presentation Data Source/Forms
Reporting
1. Enrolment ● Total number of learners ● Optional: Mid-year Stacked bar graph by gender per SF-1: School Register; EBEIS
enrolled If the school has special (BoSY data) year
o By gender programs, they can also Year-end For types of learners, a pie graph
o Last 3 years present in a separate (EoSY data) can be used
graph the enrolment
number of the different Year-End data can be a comparison
types of learners by with the Mid-Year data (line on bar
program (e.g. SPED, ADM, graph)
ALS, IPEd, ALIVE) of the
current year – schools can
show the total for each
type of learner

2. Health and  Number of learners who ● No. of severely wasted Mid-year Stacked bar graph by gender per key Nutritional Status Report
nutritional status are severely or wasted Year-end stage
wasted/wasted
 By gender
 For every key stage
 (K-3, 4-6, JHS, SHS)
 Current year
3. Learners materials* ● The count of Year-end Table per grade level that shows the SF-3: Books Issued and
shortages/excess learners number of shortage/excess learners Returned; Physical Count of
materials per grade level materials (by subject) 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
 Skeletal Framework of an Institutional Plan
CULONG ELEMENTARY SCHOOL
Lopez West District

4. Teachers’ ● Number of teachers who Mid-year Bar graph by kind/type of Accomplishment report
professional attended training/further Year-end professional development
development* 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; Monthly
sources (MOOE, LGU, Year-end liquidation reports
canteen, donors, etc.)
● Current year

6. School awards and ● Top 3 awards/ recognition Mid-year Table Accomplishment report
recognitions* from award-giving bodies duly Year-end
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
 Skeletal Framework of an Institutional Plan
CULONG ELEMENTARY SCHOOL
Lopez West District

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

9. National ● MPS per subject ● In the absence of NAT Year-end Bar graph by MPS of Report from NETRC
Achievement Test ● Grade 6/10 results for complete schools scores, school can use the each subject
(NAT) – by Mean ● Grade 3/8 results for incomplete schools School Readiness Year-End
Percentage Score ● Current year Assessment (SReYA) in
(MPS) Elementary OR the general
average of pupils in the
highest grade level offering

10. Literacy level ● Total number of learners who are in the ● In the absence of a tool to Mid-year Bar graphs showing oral Philippine Informal
frustration, instructional, and independent measure literacy, schools can Year-end and silent reading Reading Inventory (PHIL-
levels for English and Filipino (oral and silent use PHIL-IRI results or any results (one for English IRI); McCall-Crab Reading
reading) existing tool to measure and Filipino) Comprehension
● Should show pre and post test results literacy Examination or its
● If PHIL-IRI is used, will cover grades 2-6 equivalent
only
● Current year
 Skeletal Framework of an Institutional Plan
CULONG ELEMENTARY SCHOOL
Lopez West District

GOVERNANCE
11. School-Based ● School level based on SBM Assessment ● Use SBM Assessment Year-end SBM Level and its SBM Assessment
Management corresponding
Assessment Level qualitative interpretation

12. Child-Friendly ● Survey to be accomplished by the School ● Use Child-Friendly School Year-end Points and status Child-Friendly School Self-
School Survey Planning Team Self-Assessment Guide Assessment
result* ● Based on CFSS point system:
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: stacked Attendance sheets;
participation* 1. Percentage (number of attendees over Year-end bar graph by activity DepEd order 18: School
those invited) of parents/guardians (co-curricular, extra- Calendar
and other stakeholders who attend curricular, meetings/
during: assemblies) per
o Co-curricular activities (Science stakeholder
month, Reading month, contests,
etc.) For total contribution:
o Extra-curricular activities (Boy stacked bar graph by
Scouts, Brigada Eskwela, sports type of contribution per
fests, etc.) reporting period, with
o Meetings and Assemblies (SIP, CI, total
General PTA, etc.)
 Current year
2. Total contribution (in kind, man-
hours, etc.) of stakeholders which are
accounted
 Current year
 By reporting period (Mid-year and
Year-end)

14. Learner-Teacher ratio
15. Learner-Classroom ratio
16. Learner-Toilet ratio
17. Learner-Seat ratio
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
Skeletal Framework of an Institutional Plan
CULONG ELEMENTARY SCHOOL
Lopez West District
● Comparison of the actual ratio of Year-end Ratio per grade level SF-7: School Personnel
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
● Comparison of the actual ratio of Year-end Ratio per grade level EBEIS: Facilities and
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
 Comparison of the actual ratio of Year-end Line graph EBEIS: Facilities and
learners to functional toilets against Structures
standards (50:1)
 Total number
 By gender
 Current year
● Comparison of the actual ratio of Year-end Line graph Consolidated Report on
learners to seats against the standard Desk/Armchairs for ES
(1:1) and SS; EBEIS
● Total number
● Current year
 Skeletal Framework of an Institutional Plan
CULONG ELEMENTARY SCHOOL
Lopez West District

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