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School Form Checking Report (SFCRs) Excel Template

At the end of the checking of forms, the committee’s findings shall be consolidated in an observation report using the SFCR1. The DCC shall prepare an SFCR1 in three (3) copies, reflecting only the classes that they reviewed. The entries in the templates, particularly the level of correctness or accuracy, shall be discussed by the committee en banc before communicating them to the SCC. The summary report shall substantially focus on the following:

Number of Learner’s Records

  • no. of learner’s records examined/reviewed
  • no. of learner’s records with inconsistent information in one or more school forms or reference documents
  • no. of learner’s records without one or more reference documents such as the Birth Certificate and SF10 (formerly Form 137) from public schools

Note that Temporarily Enrolled learners e.g. have pending transfer of SF10 (formerly Form 137) should not be included in Tables 1 and 2 of the SFCR1.

For transferred/moved in:

  • no. of learners with SF10 received within 30 days upon enrollment of the learner
  • no. of learners without SF10 from the originating school, indicating the reason for the pending transfer of the said document and the name of the school

All learners who transferred/moved in shall be recorded in Tables 3 and 4 of the SFCRI. Note that PEPT/PVT or ALS-A&E Certificate holders shall not be included in the count.

Effective SY 2018-2019, the SFCR prepared and signed by the DCC of the previous School Year can be used as reference during checking to determine progress or improvement of the current School Year.

From: Sir Jonathan Diche and Sir Orlando Sibayan

School Form Checking Report (SFCRs) Excel Template

SFCR per Adviser will be used or filled up by the SCC for consolidation and to determine level of accuracy of the adviser and school and by the DCC for the final and official level of accuracy of the school. It is the SCC who will use or fill up the SFCR per adviser and not the adviser. Advisers are not going to prepare SFCR. The school will print SFCR for adviser to be used and filled up by the SCC to be consolidated in SFCR1 annexed to DepEd Order No. 11, s. 2018.

Paano Gamitin ang School Form Checking Report (SFCRs)

School Checking Committee

Ang School Checking Committee ay mag read/check ng school forms sa lahat ng sections ng lahat ng grade levels. Gamit ang SFCR1, ilalagay sa Table 1 ang total ng records na examined/reviewed per class. Sa sumunod na column, ilalagay naman ang total ng record na mayroong discrepancies (ex.: hindi matched ang spelling ng name/date of birth/gender na nalakagay sa birth certificate or equivalent document compare sa LIS Generated SF1 o kaya naman, sa SF10/Form 137 ay promoted pero sa LIS Generated SF5 ay retained or conditionally promoted.) Kasama sa bibilangin ang record or SF10 na walang attachment tulad ng ecd checklist /kinder certification or other certificate sa grade 1, form 137 ng elementary sa grade 7 or other applicable certificate.

Para sa accuracy level, ideal kung ang bawat class ay makakuha ng 100% accuracy para ang school level accuracy ay 100% din. Sa bawat “inconsistency or kulang na supporting document, magbabawas ito sa accuracy level ng school. (40 records reviewed/checked less 4 records with error/inconsistency is equal to 90 % accuracy level) Kung ang 10 classes ay pare-parehong naka 90%, ang school level accuracy ay 90% din.

Ang Table 2 ay breakdown ng Table 1 para sa inconsistency/incomplete document. Maring lagyan ng SCC ang column na ‘Observation” kung kailangan pero hindi required.

Sa Table 3, para lang ito sa mga Moved In/Transferred In learners. Kung wala naman moved in/ transferred in, hindi kailangan lagyan ng data. Kung mayroong “temporarily enrolled” ilagay ang total per class sa column na “Without SF10”.

Para naman sa Table 4, listahan ito ng mga learners na “Temporarily Enrolled”.

I check ng SCC ang Committee Type at pipirmahan ng SCC. Maari ding gumawa ng summary report ang SCC para sa mga issues na nakita nila during sa kanilang checking at ang mga possible reasons o kaya ay solutions.

Division Checking Committee

Pagdating sa school, hihingin ng DCC ang complete and signed copy ng SFCR na ginawa ng SCC kasama ang SF4 at SF6 na pirmado naman ng School Head. Dapat na matched ang total of classes (sections/grade level) at ang total enrolment ng SFCR, SF4 at SF6. Pagkatapos ilalalagay ang name ng bawat section per grade level sa kapirasong papel para sa Draw Lot. Sundin ang suggested minium no.s of classes per category or ang percentage estimate which ever is higher. Dapat na sa araw na iyon ng checking gawin ang draw lot kaharap ang SCC.

Gagamit ang DCC ng bagong SFCR1 at ilalagay dito ang mga nabunot na Classes lamang para I rereview ng DCC. Susundin ng DCC ang instructions sa Flow Chart 1 para sa classes na irereview nila.

Sa bawat class, maglalagay ng accuracy level and DCC hangang makuha ang average ng School Level Accuracy. Ito na ang magiging Offical Accuracy Level Ng school para sa SY2017-2018. Tandaan na ang SFCR1 na ginawa ng DCC ang official at final report ng accuracy level ng school.

Bago umalis ang DCC, dapat munang I meeting ang SCC at I discuss ang kanilang findings. Hilingin din na pirmahan ng School Head ang SFCR1 na ginawa ng DCC bilang conforme.

Kapag natapos na ang checking sa lahat ng schools, gagawa ng consolidated report ang PSDS sa lahat ng SFCR1 na ginawa ng DCC para ma compute naman ang District/Cluster Level Accuracy or SFCR2. Pag ang lahat ng districts/clusters ay mayroon ng SFCR2, ang DCC naman ang gagawa ng consolidated report gamit ang SFCR3 para macimpute ang Division Level Accuracy.

Mark Anthony Llego

Mark Anthony Llego, hailing from the Philippines, has made a profound impact on the teaching profession by enabling thousands of teachers nationwide to access crucial information and engage in meaningful exchanges of ideas. His contributions have significantly enhanced their instructional and supervisory capabilities, elevating the quality of education in the Philippines. Beyond his domestic influence, Mark's insightful articles on teaching have garnered international recognition, being featured on highly respected educational websites in the United States. As an agent of change, he continues to empower teachers, both locally and internationally, to excel in their roles and make a lasting difference in the lives of their students, serving as a shining example of the transformative power of knowledge-sharing and collaboration within the teaching community.

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