FRANCISCO ORINGO SR.

ELEMENTARY SCHOOL

3rd QUARTER SMEPA

Theme:
Efficiency and Holding Power of Schools
I. Program Implementation Progress and Non-Government Assisted Projects

Overall Physical Accomplishment and Utilization

PROGRAMS IMPLEMENTED NOT REMARKS
IMPLEMENTED

Multigrade /
Peace Education /
IP Education / 29 IP Learners
Muslim Education / 53 Muslim
Learners
ADM /
ALS /
Science Technology and /
Engineering
I. Program Implementation Progress and Non-Government Assisted Projects

Overall Physical Accomplishment and Utilization

PROGRAMS IMPLEMENTED NOT REMARKS
IMPLEMENTED

SPED /
TechVoc /
Special Program for /
Arts/Sports
Bottom-up Budgeting /
Projects
SBFP / 150 Beneficiaries
51 FEEDING DAYS
Gulayan sa Paaralan / Established Grade
Level/Section
SGC / SBM Level III
I. Program Implementation Progress and Non-Government Assisted Projects

Overall Physical Accomplishment and Utilization

PROGRAMS IMPLEMENTED NOT REMARKS
IMPLEMENTED

DRRM /
Peace Education / Established peace
garden
Child Protection /
Policy/Anti Bullying
LIS /
 Overall Performance of Program
Implementation
PROGRAMS IMPLEMENTED ON
FACILITATING FACTORS/INITIATIVES
TIME
Education for All program  Early registration, Purok mapping, recorida/motorcade
 Updated reports, creation of different organizations,
School-Based Management stakeholders as the persons initiating school activities.
 Awarded Level III during Regional Validation
Child-Protection Policy & Anti-
 Intensified homeroom guidance program
bullying
 School is a recipient of the SBFP funded by National
School-Based Feeding Program
gov’t
 DRRM action plan, Monthly conduct of earthquake/fire
DRRM
drills, evacuation plan, designation of DRRM committee
 Overall Performance of Program
Implementation
PROGRAMS IMPLEMENTED ON TIME FACILITATING FACTORS/INITIATIVES
 Intensified Homeroom Guidance Program, DORP action plan,
DORP
home visitation
 Included reading in the curriculum with 30 mins Reading daily in
Reading/Remedial Programs
all grade levels
 Strict implementation of waste segregation, designation of SWM
Solid Waste Management (SWM)
coordinator, schedule of song playing about SWM
Gulayan sa Paaralan  Parents are involved in sustaining gpp
 Teacher-advisers are responsible for encoding/updating of their
LIS/eBEIS classes, follow DepEd guidelines in encoding and submission of
reports
 Overall Performance of Program
Implementation
DELAYED
CAUSES OF DELAY SUGGESTED ACTIONS
PROGRAMS
SBFP  Delayed funds  Early downloading of
funds
 OVERALL
SCHOOL
PERFORMANCE
 Overall School Performance

COHORT SURVIVAL RATE TARGET

COHORT SURVIVAL RATE

SY 2015-2016
TARGET 2019

69.92% 64.92%
 School Performance
COMPARATIVE NUMBER OF SCHOOL LEAVERS
SY 2017-2018 SY 2018-2019
GRADE LEVEL
M F T M F T
KD
I
II
III
IV
V
TOTAL

Tracking of pupils report was conducted to identify pupils who are leavers (pupils are not enrolled in the
succeeding grade level for the next school year in this school because of the following reasons:
1. They transferred to other school.
2. They transferred residence.
 School Performance
COMPARATIVE NUMBER OF SCHOOL LEAVERS WHO DID NOT ENROL
SY 2017-2018 SY 2018-2019
GRADE LEVEL LEAVERS WHO DID NOT ENROLL LEAVERS WHO DID NOT ENROLL
M F T M F T
KD 0 2 3 0 0 0
I 3 0 3 2 0 2
II 0 0 0 0 0 0
III 1 1 2 0 0 0
IV 1 0 1 0 2 2
V 4 0 4 2 1 3
TOTAL 10 3 13 4 3 7

These pupils are reported “leavers who did not enrol” because there are no enrolment in the LIS, no request
forms and their present residence cannot be traced by the adviser.
Other reasons: poverty changed of residence, early marriage
 School Performance
DROP OUTS
SY 2014 – 2015 SY 2015 – 2016
GRADE LEVEL
M F T M F T
KD 2 1 3 0 0 0
I 0 0 0 1 0 1
II 0 1 1 1 0 1
III 0 0 0 3 0 3
IV 1 0 1 2 4 6
V 0 0 0 0 1 1
VI 2 0 2 2 1 3
TOTAL 5 2 7 9 6 15

These pupils are reported “DROPPED OUT” reasons: death, change of residence, no communication from
parents, laziness, poverty
 School Performance
PARDOS
SY 2014 – 2015 SY 2015 – 2016
GRADE LEVEL
M F T M F T
KD 2 1 3 0 0 0
I 0 0 0 1 0 1
II 0 1 1 1 0 1
III 0 0 0 3 0 3
IV 1 0 1 2 4 6
V 0 0 0 0 1 1
VI 2 0 2 2 1 3
TOTAL 5 2 7 9 6 15

These pupils are reported “DROPPED OUT” reasons: death, change of residence, no communication from
parents, laziness, poverty
 School Performance
COHORT SURVIVAL RATE (Formula) – SY 2016-2017
Enrolment Grade VI (2016-2017) 189 (124 pupils)
Enrolment Grade I (2011-2012) 191 64.92%

Cohort Survival Rate

60.00%
50.00%
40.00%
30.00% 56.00%
20.00% 46.00% 44.00%
10.00%
0.00%
SY 2014-2015 SY2015-2016 SY 2016-2017
 Analysis (Number of Leavers)
150 160

100 140
138 17
50 75 63 120
27
0 100
Male Female Total
80 26
10
60 11 7
Grade I has the highest number of 16
21
13
school leavers. These pupils 40
14 13 31
transferred residence and one 20 16
7
15
identified pupil did not enroll to 0
11 5
16

other school. No communication. Male Female Total

KD Grade I Grade 2 Grade 3 Grade 4 Grade 5
 ANALYSIS
(Factors affecting Drop-out Issue)

BARRIERS PREVENTING
PUPILS FROM
EXTERNAL FACTORS THAT CONTRIBUTED CONTINUING SCHOOL
TO the INCREASE IN DROP-OUTS  Family Feud/Conflict
 Communication between our School and  Transfer of residence
the School where the child transferred  Death
 Parents’ attitude
towards education
 ANALYSIS
(How the school maintain children to stay in school?)
Maintain a child-friendly school environment
 Teachers wear a smile always
 Classrooms are evaluated in terms of proper structuring
 Every classroom has a functional reading corner
 A lavatory and comfort rooms with availability of water are present in all classrooms
 Anti Bullying massive campaign
 Parents are provided with waiting area outside the school
 Supervised recess is practiced in the school

Practice “Education for All” program

 Conducts early registration and purok mapping
 Goes home visitation for checking of pupils’ situation especially those who are considered
PARDOs
 Has intensified classroom guidance programs
 Analysis
(How the school maintain children to stay in school?)
Maintain a clean and orderly school environment
 Waste segregation is applied to all classrooms
 Each grade level is assigned to a particular areas inside and outside the school
for cleanliness and beautification purposes

There are different in-charge/chairpersons in the classroom setting. This

organization helps in developing the pupils’ sense of responsibilities and
commitment.
 Cleanliness in-charge (inside the classroom, outside the classroom, CR)
 Attendance Checker
 Waste Segregation Chairman
 Event Chairman
 ANALYSIS
(Reducing Drop-outs)
PRACTICES/INITIATIVES ON REDUCING DROP-OUTS
 Adherence to No Collection Policy
 DORP Action Plan
 Intensified Homeroom Guidance Program
 Home Visitation
 Purok Mapping
 Strong linkage to Purok/Brgy. Officials and other stakeholders
 Reward system for pupils/class with perfect attendance/during flag
cermony
 Feeding Program
 Teachers’ initiatives (giving of free school supplies)
 Proposed Actions
(Sustaining DepEd Programs on Efficiency)

 Teacher-advisers should be given clear benefits while doing home

visitations in terms of their safety and financial assistance
 Parents’ involvement to children’s education should be intensified
by the different stakeholders/government agencies, not just
putting the blame to the teachers if pupils are always absent
(PARDOs)
 Communicate to School 2/Parents