data gathering tool- elem.2013
TRANSCRIPT
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I NSTRUCTI ON: Please inpu t the requir ed in formation/data in shaded cell s.
I. Basic Information
A. Barangay Profile
a. Urban Urban
b. Rural
a. Agriculture Agriculture
b. Fishery Fishery
c. Manufacturing Manufacturing
d. Mininge. Others Commerce
6. Distance from poblacion, nearest schools, district and division offices (in kilometer) and mode of transportation
0.5 tricycle
0.2 tricycle
0.15 tricycle
0.3
0.036 walking distance
23 jeepney, bus
2. General classification
of the barangay:
d. From the nearest public secondary school
f. From the district office
g. From the division office
a. From the Poblacion
b. From the nearest public elementary school
c. From the nearest private elementary school
School-Community Improvement Planning
DATA GATHERING TOOL (Elementary School)
Distance in Km Mode of transportation
1. General description of topography and land form ( e.g. flat, rolling, hilly, disaster prone,
etc.)
Cebuano
4. Dialect spoken by majority :
5. Ethnicity/ Ethnic Groups:Bagobo, Muslim
Distance in Km
flat
3. Means of Livelihood
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B. School Profile
Region XI Name of School Don Juan dela Cruz Central Elementary School
DivisionDavao City
School ID129548
DistrictDaliaon
AddressJ. dela Cruz St., Toril, Davao City
MunicipalityContact
Number291-3938
Name of School Head
Email AddressIncomplete
Primary C omplete Primary
Incomplete
Elementary
Complete
Elementary
a. Principal Principal III Complete El
b. Head Teacher
c. TIC
Type of School (Current School Year)AIDA D. GATPOLINTAN, Ph.D.
Please check appropriate box.
Monograde
Multigrade
Combination (Monograde &
Multigrade)
Designation / Position
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I nstruction: Please inputs r equir ed data/inf ormation in shaded cells.
II. BASIC RESOURCES
1. Number of Teachers, Classrooms, and Seats per Grade Level (Current School Year, as of July 31)
Total Male Female
Teacher-
Pupil
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
Total number
of teachers
Number of
teachers
meeting
standards
Percent
Total
number of
teachers
Number of
teachers
meeting
standards
Percent
Total
number of
teachers
Number of
teachers
meeting
standards
Percent
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Seat-
Pupil
Ratio 1/
Number
of Seats
2009-2010 2010-2011 2011-2012
Number of Teachers (Nationally-funded) No. of
Teachers
(Locally-funded)
Total
Enrolment of
Current SY
(from Table 2.1
of ACCESS)
Number of
Subsidized/
VolunteerTeachers
Classroom-
Pupil
Ratio1/
Number of
Classrooms
1.1 Number of teachers meeting the desired competencies based on NCBTS (results of self-asssessment validated by immediate supervisor)
Level
Level
Teachers meeting the desired competencies based on NCBTS
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Total
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1.2 Projects/interventions implemented to improve basic competencies of teachers
YES NO
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?
Level
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Level
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
LevelGrade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Top 3 Training Needs of Teachers based on NCBTS-TSNA
2010-2011
2011-2012S4.7 demonstrates skills in the use of ICT S5.1 Develops and utilizes creative & appropriate le S5.2 develops and uses a variety appropriate a
S4.6 promotes puposive study S4.5 recognizes general learning processes S4.7 demonstrates skills in the use of ICT
S4.7 demonstrates skills in the use of ICT
S4.6 promotes puposive study
S4.6 promotes puposive study S4.7 demonstrates skills in the use of ICT
S4.7 demonstrates skills in the use of ICT S7.2 builds professional links with colleagues
S4.7 demonstrates skills in the use of ICT
S4.7 demonstrates skills in the use of ICT
S2.4 establishes and maitains consistent standards of l
2009-2010
1.2.a. Does the school have a mechanism for sustained school-
based training (e.g., Learning Action Cell sessions)?
S5.3 monitor regularly and provides feedback on lea S5.2 develops and uses a variety appropriate a
S4.7 demonstrates skills in the use of ICT S5.4 communicates promptly and dearly S7.2 builds professional links with colleagues
S2.3 communicates higher learning expectations to su S3.1 determines understandsand accepts the learners'
S1.2 demonstrates that learning is of different kind
S4.2 communicatesclear learning goals that are appro
S4.2 communicatesclear learning goals that are appro
S4.4 selects teaching methods,learning activities S5.1 Develops and utilizes creative & appropr
S4.4 select teaching methods, learning activities whic S4.7 demonstrates skills in the use of ICT S5.1 Develops and utilizes creative & appropr
S5.2 develops and uses a variety appropriate a
S4.3 Makes good use of alloted instructional time S4.7 demonstrates skills in the use of ICT
S4.7 demonstrates skills in the use of ICT S5.1 Develops and utilizes creative & appropr
S4.7 demonstrates skills in the use of ICT S4.7 demonstrates skills in the use of ICT
S4.7 demonstrates skills in the use of ICT
S4.2 communicatesclear learning goals that are appro S4.6 promotes puposive study S4.7 demonstrates skills in the use of ICT
S5.1 Develops and utilizes creative & appropriate less S5.2 develops and uses a variety of appropriate assesS7.2 builds professional links with colleagues
S2.4 establishes and maitains consistent standards of l S2.5 creates a healthy psychological climate for lear S4.7 demonstrates skills in the use of ICT
S3.1 determines understandsand accepts the learners' S4.6 promotes puposive study S5.1 Develops and utilizes creative & appropr
If yes, please describe
S4.5 reorganizes general learner processes
S1.2 demonstrates that learning is of different kind
S2.1 creates an environment that promotes fairness S4.3 Makes good use of alloted instructional time
1.2.b. Does the school administer the NCBTS-Teacher's
Strength and Needs Assessment as basis for planning INSETprograms?
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(ii) Based on the top 3 training needs mentioned above, how many of the teachers were trained?
Total number
of teachers
Number of
teachers
trained
Percent
Total
number of
teachers
Number of
teachers
trained
Percent
Total
number of
teachers
Number of
teachers
trained
Percent
Grade 1
Grade 2Grade 3
Grade 4
Grade 5
Grade 6
Total
e. What are other interventions implemented to improve competencies of teachers?
2. Number of textbooks per grade level, per subject (current School Year)
Number Ratio 2/ Number Ratio 2/ Number Ratio 2/ 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)
Level
2010-2011 2011-2012 2012-2013
Teachers Trained Based on Needs
LevelMAPEHEnglish Science Math Filipino HEKASI
d. If response to question 1.2b above is no, cite reasons why teachers were not trained based on identified needs
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Total (K to Gr. 6)
Number Ratio 3/ Number Ratio 3/ Number Ratio 4/ 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
Number of Toilet Bowl
Male Female
3. Number of WASH/WATSAN Facilities (Current School Year)
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.
Male Female
Number of Functional Toilet
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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)
Total Male Female Total Male Female
5 y/o6-11 y/o
TOTAL
Source: Commun ity-Based Management System (CBM S) of the Barangay; school-communi ty mapping, if available
1.2 Reasons for Not Atttending School in previous Year
PovertyHealth and
NutritionChild Labor
Far distance
of school from
home
Affected by
disaster
Affected by
Conflict
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
2.1 Enrolment (At Least for the Last Two School Years and Current SY, as of July 31)
Total Male Female Total Male Female Total Male Female
Number of
pupils
residing in
other
barangay
Number
of pupils
residing
in other
municipa
lity
KindergartenGrade 1 857 460 397 823 413 410
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
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 ManagementSystem, etc) Food for school program,
If yes, please describe the mechanism pursued by the school-community
Level
2010-2011 2011-2012 2012-2013
Age Group2010-2011 2011-2012
Age GroupOther Reasons
Number of children not in school according to reason(s)Total number
of school-aged
children not in
school
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Grade 2 716 380 336 719 364 355
Grade 3 647 349 298 665 350 315
Grade 4 659 347 312 631 336 295
Grade 5 656 311 345 631 327 304
Grade 6 576 281 295 644 308 336
Total (Grs. 1 to 6)
Total (K to Gr. 6)
With Learning
Disability/
Mentally
challenged1/
Differently
able (physical
disability)
Fast
learners1/
Kindergarten
Percent to Total
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Total (Grs. 1 to 6)
Percent to Total
2.2 Classification/Segmentation of Learners: Current School Year
Total
Enrolment
(from Table
2.1)
Number of
IP Children
Number of
Muslim
Children
1/ Need to have an assessment tool to be used for regular schools.
Number of
overaged
children
(2 years or
more)
Level
Number of Children with Special Needs
Number of
children in
disaster-
prone areas
Number of
children in
conflict-
affected
areas
Recipients
of CCT
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I ntsruction: Please input required dat/information in shaded cell s
III. Children's Outcomes and Organizational Effectiveness Indicators
B. EFFICIENCY (ATTENDANCE AND ATTAINMENT OR COMPLETION)
Total Male Female Total Male Female Total Male Female
Total
Previous
SY2/
Total Male Female
Total
Previo
SY2/
Kindergarten
Grade 1 Grade 1
Grade 2 Grade 2
Grade 3 Grade 3
Grade 4 Grade 4
Grade 5 Grade 5
Grade 6 Grade 6
Total
(Grs. 1 to 6) Total (Grs. 1 to 6)
Total
(K to Gr. 6)
Poverty
Health and
nutrition
problem
Child labor
Far distance
of school
from home
Affected by
disaster
Affected
by conflict
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6Total
(Grs. 1 to 6)
Total
(K to Gr. 6)
3.4 Projects/interventions implemented to address needs o
absent (also indicate number of children covered).
Number of children who are frequently absent according to reasonsTotal number
of children
who arefrequently
absent last SY Other reasons
Percent to Total
Percent to Total
2/ Previous SY data in Table 3.1.
3.1 Number of Children who are regularly attending classses (at least 90% attendance) for the last three SchoolYears 1/
Level
3.2 In last SY, how many children were frequently absent (below 90% attendancrecipients of the Conditional Cash Trasfer Program (Pantawid Pamilya) of DSWD
Level
2009-2010 2010-2011 2011-2012
Kindergarten
2011-2012
Number of children who are frequently absent
1/ SOURCE: Form 18
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
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4.1 Number of Drop-Outs (Simple Drop-Out) for the last Three School Years
Total Male Female Total Male Female Total Male Female
Poverty Health
and
nutrition
problems
Child labor Far distance of
school from
home
Affected
by
disaster
Kindergarten Kindergarte
Grade 1 Grade 1
Grade 2 Grade 2
Grade 3 Grade 3
Grade 4 Grade 4
Grade 5 Grade 5
Grade 6 Grade 6
TOTAL TOTALPercent to Total Percent to
4.3 Projects/interventions implemented to address children at risk of dropping-out
YES NO
5.1 Number of Repeaters for the last Three School Years
Total Male Female Total Male Female Total Male Female
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
TOTAL
5.3 Projects/interventions implemented last SY addressing needs of Repeaters, especially those who repeat a grade twice (also indicate number of children covered)
b. What are other interventions impl
(also indicate number of children cov
4.2 What were the reasons why children dropped-out last SY? Please indicate the
reasons.
Level
Total no.of
children
who
dropped
out last
SY
Number of children who droppe2009-2010 2010-2011 2011-2012
4.3.a. Does the school have a mechanism to:
- 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?
Level2009-2010 2010-2011 2011-2012
Level
- track attendance and identify chidlren at risk of
dropping-out and failing and design remedies to
keep them in school?
If yes, please describe the mechanism pursued by the school
Percent to Total
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6.1 Number of malnourished children for the last three School Years
Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total
Kindergarten 0
Grade 1 0
Grade 2 0
Grade 3 0Grade 4 2
Grade 5 1
Grade 6 0
TOTAL 3
Percent to Total
6.2 Projects/interventions implemented last SY addressing malnourished children (also indicate number of children covered)
7.1 Number of children who have other health problems for the last three School Years
Kindergarten
Grade 1
Grade 2
Grade 3Grade 4
Grade 5
Grade 6
TOTAL
WastedLevel
2009-2010
Wasted Severely Wasted
Level
Severely Wasted
2010-2011 2011-2012
Wasted
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.
2009-2010
Types of Ailments3/
2010-2011
Types of Ailments3/
2011
Types of A
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7.2 Projects/interventions implemented last SY addressing needs of children with other health problems (also indicate number of children covered)
Total Male Female Total Male Female Total Male Female
Kindergarten 0 0 0 0 0 0 0 0 0
Grade 1 0 0 0 0 0 0 0 0 0
Grade 2 0 0 0 0 0 0 0 0 0
Grade 3 0 0 0 0 0 0 0 0 0
Grade 4 0 0 0 0 0 0 0 0 0
Grade 5 0 0 0 0 0 0 0 0 0
Grade 6 0 0 0 0 0 0 0 0 0
TOTAL 0 0 0 0 0 0 0 0 0
YES NO
8.2 Projects/interventions implemented to address children suspected as vic
Percent to Total
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)
2011-2012
Level
2009-2010 2010-2011
b. Other interventions
implemented to address
children suspected as
victims of abuse (also
indicate number of children
We followed child protection pol
If yes, please describe the mech
children covered last SY
a. Does the school have a
mechanism to promote safe
and protective practices
based on DepED's Policy on
Child Protection in School?
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k of dropping-out
out according to
pecify in next row)
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13.
r of
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I nstruction: Please input required data/information in shaded cell s
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/
Total Male Female Total Male Female Total Male Female Total Male Female
Grade 1 98 1058
Grade 2 45 905
Grade 3 2 791Grade 4 9 866
Grade 5 3 559
Grade 6 0 4861/ 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
Grade 1
Grade 2Grade 3
Grade 4
Grade 5
Grade 6
10.2 Projects/interventions implemented to improve Reading Skills of Children
11.1 Number of Children with Mastery level and below Mastery Level: Overall 2/
Total Male Female Total Male Female Total Male Female Total Male Female
Grade 3
Grade 6 44.9 45.3
2/ Mastery Level - 75% and above; Below Mastery - below 75%
11.2 Number of Children with Mastery and below Mastery Level: English 2/
Total Male Female Total Male Female Total Male Female Total Male Female
Grade 3
Grade 6 47.11 45.9
2/ Mastery Level - 75% and above; Below Mastery - below 75%
Level
2009-2010 2010-2011
Mastery Level Below Mastery Mastery Level Below Mastery
2009-2010
2010-2011
Level
Note: Indicate Reading Difficulties in Row 20
Level 20009-2010 2010-2011Mastery Level Below Mastery Mastery Level Below Mastery
Level
adopt brotherly and sisterly, each one teach one and reading remediation every 1:00 P.M. to 1:30 P. M.
2010-2011
Non-Readers Frustration Level
2009-2010
Non-Readers Frustration Level
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11.3 Number of Children with Mastery and below Mastery Level: Filipino 2/
Total Male Female Total Male Female Total Male Female Total Male Female
Grade 3
Grade 6 60.06 65.9
2/ Mastery Level - 75% and above; Below Mastery - below 75%
11.4 Number of Children with Mastery and below Mastery Level: Math 2/
Total Male Female Total Male Female Total Male Female Total Male FemaleGrade 3
Grade 6 35.11 40.1
2/ Mastery Level - 75% and above; Below Mastery - below 75%
11.5 Number of Children with Mastery and below Mastery Level: Science 2/
Total Male Female Total Male Female Total Male Female Total Male Female
Grade 3
Grade 6 39.29 36.5
2/ Mastery Level - 75% and above; Below Mastery - below 75%
11.6 Number of Children with Mastery and below Mastery Level: HEKASI 2/
Total Male Female Total Male Female Total Male Female Total Male Female
Grade 3
Grade 6 42.95 38
2/ Mastery Level - 75% and above; Below Mastery - below 75%
English Filipino Math Science HEKASI English Filipino Math Science HEKASI English
Grade 6
13
1
9
11.7 Projects/interventions implemented to improve basic competencies of learners
2010-2011
Level2009-2010 2010-2011
Below Mastery Mastery Level Below Mastery
Mastery Level Below Mastery Mastery Level Below Mastery
Mastery Level
Below Mastery
Level2009-2010 2010-2011
Mastery Level Below Mastery Mastery Level Below Mastery
Level2009-2010
11.7 Least learned skills in Grade 3 for the last three School Years, By Subject Area 3/
Mastery Level 1/ Below Mastery
Least Learned Skill 1
Least Learned Skill 2
Least Learned Skill 3
Least Learned Skill 1
Least Learned Skill 2
Level2009-2010 2010-2011
Mastery Level
3/ A certain competency is Least Learned if the obtained Percentage of Correct Response (PCR) is 0-34%.
Grade 3
Least Learned Skill 3
Level2009-2010 2010-2011
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Female
Female
Female
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Female
Female
Female
Female
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SUMMARY OF SITUATIONAL ANALYSIS: As of ___________
Name of School:
District:
Division :
Region:
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 increa
Efficiency (Attendance and Atta
Completion) and improve Achieve
filled-up after SIP/AIP pro
A. ACCESS Number of children not in school (Table 1.1)
Total 5 y/o children not enrolled last year Indicate here the top 3 reasons with most of number of Copy responses in Table 1.3
Girls children (Table 1.2)
Boys
Total 6-11 y/o children not enrolled last year Indicate here the top 3 reasons with most of number of
Girls children (Table 1.2)
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
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)
Indicate here top 3 reasons with most number of
children (Table 3.3)
Copy responses in Table 3.4
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
Situation of Children
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Drop-Outs Number of drop-outs (Table 4.1)
Indicate here if decreasing/increasing number of drop-outs for the
last three SYs
Indicate here top 3 reasons with most number of
children (Table 4.2)
Copy responses in Table 4.3
Total number of drop-outs last SY (Kinder to Grade 6)
GirlsBoys
Last SY, Grade __had the highest number of drop-outs
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) Copy responses in Table 5.2
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) Copy responses in Table 6.2
Wasted
Severely wasted
Health Status (Table 7.1)
Total no. of children with other health problems Copy response in Table 7.2last SY (Kinder to Grade 6)
Reported/Suspected Incidence of Child Abuse Copy response in Table 7.2
Total number of childen suspected as victims
of abuse last School Year (Kinder to Grade 6)
D. ACHIEVEMENT
Reading Proficiency (Table 10.1)
Reading Indicate if number of Grade 3 pupils who were non-readers for the
last 3 School Years was decreasing/increasing
Copy response in Table 10. 2
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
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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)
Copy response in Table 11.7
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