2011

School M&E System Handbook

Strengthening the Implementation of Basic Education in Selected Provinces

in the Visayas

TABLE OF CONTENTS Page LIST OF TABLES LIST OF FIGURES LIST OF ACRONYMS CHAPTER 1: INTRODUCTION 1.1 Background 1.2 Purpose of the Handbook 1.3 User of the Handbook CHAPTER 2: MONITORING AND EVALUATION FRAMEWORK 2.1 Assumptions Definitions of M&E Purpose and Objectives of M&E Underlying Principles Scope of M&E M&E Content Areas M&E Task Levels Integration of M&E Content and Process CHAPTER 3: SETTING UP SCHOOL M&E SYSTEM 3.1 3.2 3.3 Steps in Setting up School M&E System School Quality Management Team School M&E Structure For Big Schools For Cluster/Small Schools Term of Reference of School M&E Team, School Head/Cluster Head School M&E Coordinator School Planning Team Representative School Department Heads ICT Coordinator / Computer Teacher 9 10 10 10 11 11 11 11 12 12 12 2 2 2 3 3 3 5 6 Iv iv V 1 1 1 1

2.2

3.4

CHAPTER 4: MONITORING AND EVALUATION PROCEDURES 4.1 Content Area 1: Delivery of Schools Services to Basic Education 4.1.1 Curricular Programs and Projects 4.1.2 Education Resources 4.1.3 Teacher Performance 4.1.4 Learners Performance Content Area 2: Organizational Health/Performance 4.2.1 School Management 4.2.1.1 SIP Implementation 4.2.1.2 Instructional Supervision 4.2.1.3 Staff Development for Non-Teaching Personnel Productivity 13 13 15 17 26 29
29

4.2

4.2.2

29 29 29 29 30

ii

4.3

4.2.3 Community Partnership Monitoring and Evaluation Tools

31 33 35 35 37

CHAPTER 5: REPORTING 5.1 Reporting Schedules A. Delivery of Basic Education B. Organizational Health / Performance

ANNEXES
Contents Teacher Appraisal Forms 1 2 3 4 5 Appraisal Form #1: Teacher Performance Appraisal Form # 2: Classroom Management Appraisal Form #3: Teacher Performance for Record Management Appraisal Form #4: Checklist for Reviewing Lesson Plans Appraisal Form #5: Checklist for Teacher/Class Observation 41 42 43 44 45 Page

SIP Implementation M&E Tools 1. 2. A 3 4. 5. 6. Elements of SIP Implementation M&E Framework SIP Implementation M&E Framework Matrix SIP-AIP PHYSICAL ACCOMPLISHMENT FORM (PHYSICAL OUTPUTS AND FINANCE) SIP-AIP PHYSICAL OUTPUT TRACKING FORM SIP THREE-YEAR REPORT ON PHYSICAL OUTPUT AND FINANCIAL STATUS OF PROJECTS & PROGRAMS ISSUES / LESSONS LEARNED / SUSTAINABILITY LOG Part A - Issues/Problems and Concerns Log 46 46 47 48 49 49 50 51 52 53

PROGRESS M&E TOOLS

PART B - LOG SHEET ON RESOLUTION OF ISSUES PART C - LOG SHEET ON R SUSTAINABILITY MEASURES PART D - LOG SHEET ON LESSONS LEARNED RESULTS M&E TOOLS 7 8 9 SIP Terminal Review Framework SIP Terminal Review Report Results Monitoring Tool Schools

C.

REPORT TEMPLATES for QMT M&E Report Template of SQMT M&E Report Template of DsQMT M&E Report Template of DQMT

54

iii

LIST OF TABLES
No. 1 2 Title Integration Matrix of M&E Content Areas and Task Levels (School level) M&E Process on Curricular Programs Progress Monitoring Initial Gains/ Intermediate Results M&E Results M&E M&E Process on Education Resources Progress Monitoring Initial Gains/ Intermediate Results M&E Results M&E M&E Process on Teacher Performance Progress Monitoring Initial Gains/ Intermediate Results M&E Results M&E M&E Process on Learner Performance Progress Monitoring Initial Gains/ Intermediate Results M&E Results M&E M&E Process on School Management Progress Monitoring Initial Gains/ Intermediate Results M&E Results M&E M&E Process in Productivity Progress Monitoring Initial Gains/ Intermediate Results M&E Results M&E M&E Process in Community Partnership Progress Monitoring Initial Gains/ Intermediate Results M&E Results M&E Page 7 14 14 15 16 16 16 17 21 25 27 27 28 30 30 31 32 32 32 33 33 33

LIST OF FIGURES
No. 1 2 3 4 M & E Content Areas of Schools Hierarchy of M&E Task Levels Step Process In Setting Up the M & E System School M&E Structure Big Elementary Schools and High Schools Small Schools Title Page 4 6 10 11 12

iv

LIST OF ACRONYMS
AIP ASDS BEIS BESMEF BESRA CBP CBPAST DAC DepED DO DORP DQMT DsQMT EFA ICT IMs INSET IPPD IR LGU LR LRMDS M&E MOOE MOV NCBTS TLP OVI PSDS QAAF QAAS QMS R.A. RO SARDO SBM SDS SEF SH SIP SIS SPPD SPT SQMT SY TA TLOC Annual Implementation Plan Assistant Schools Division Superintendent Basic Education Information System Basic Education Sector Monitoring & Evaluation Framework Basic Education Sector Reform Agenda Capability Building Program Competency-based Performance Appraisal for Teachers Division Appraisal Committee Department of Education Division Office Drop-out Reduction Program Division Quality Management Team District Quality Management Team Education For All Information Communication Systm Instructional Materials In-service Training Individual Plan for Professional Development Intermediate Results Local Government Unit Learning Resources Learning Resource Management and Development System Monitoring & Evaluation Maintenance and Other Operating Expenses Means of Verification National Competency-based Teacher Standards Teaching Learning Process Objectively Verifiable Indicator Public Schools District Supervisors Quality Assurance and Accountability Framework Quality Assurance and Accountability System Quality Management Team Republic Act Regional Office Students-at-Risk of Dropping Out School-based Management Schools Division Superintendent Special Education Fund School Head School Improvement Plan School Information System School Plan for Professional Development School Planning Team School Quality Management Team School Year Technical Assistance Teaching Learning Observation Checklist

TOR TSNA UIS WFP

Terms of Reference Teachers Strengths and Needs Assessment Unified Information System Work and Financial Plan

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CHAPTER 1 INTRODUCTION 1.1 Background Quality Assurance and Accountability (QAA) has been given attention in the Department of Education through its package of policy reforms known as Basic Education Sector Reform Agenda (BESRA). QAA is considered a significant part of its Key Reform Thrust 3 (Support for Learning Strategies and Quality Assurance) and was sown to the field with the creation of the Quality Assurance and Accountability Framework (QAAF)1. This is the national roadmap drawn for instilling a culture of quality in all management systems in order to achieve the desired outcomes for its learners, the success indicators being Access, Retention, Completion and Achievement. The framework was made operational in the field through the establishment of the Quality Assurance and Accountability System2 that identifies the integration of systems and processes to bring about quality. To further reinforce and accelerate the institutionalization of QAA, the department has deemed it proper to regard it as a separate KRT 43 together with Monitoring and Evaluation as the integral mechanism for its implementation in the field. The crafting of this handbook is an essential step towards engaging the schools adopt an M&E system through which its stakeholders will have a means of ensuring quality in the implementation of its improvement plan in order to achieve its goals and objectives for the learners as well as for its growth as a learning organization. 1.2 Purpose of the Handbook This handbook aims to put on view a standard Monitoring and Evaluation System at the school level as an operational mechanism for embedding the culture of quality. It intends to provide clear procedures, guidelines, tools and structure following a monitoring and evaluation framework appropriate to the context of schools. It serves as a guide to efficiently and effectively monitor and evaluate the school operations to obtain information particularly on how basic services are being rendered through its programs and projects and on how the school is being managed for its continuous improvement. 1.3 Users of the Handbook Primarily, the users of this manual are: School Heads to be guided on how to properly set up and manage a functional M&E system. School Quality Management Team (SQMTs) comprised of the school head as the Chair, teachers, parent and LGU representatives, whose function is to ensure that inputs, processes, outputs and outcomes of the school are at par with quality standards and targets set. School M&E Team being part of the SQMT must be guided on how to obtain the necessary information that will assist the School Head and the teachers in making decisions for adjusting their SIP and their implementation strategies

1 2

DepED Order No 44, s 2010. Adoption of KRT 3: Quality Assurance and Accountability Framework QAAS is one of the Support Systems developed by STRIVE in the Visayas 3 DepED Order No 118, s 2010. Adoption of the New BESRA Implementation Arrangement

Division Quality Management Team (DQMT) and District Quality Management Team (DsQMT) to be informed of how Monitoring and Evaluation is to be properly done in schools and of what information they can utilize for providing relevant technical assistance to schools and for their planning in the division

CHAPTER 2 MONITORING and EVALUATION FRAMEWORK at the SCHOOL LEVEL

2.1 ASSUMPTIONS Definition of M & E The development of the M&E framework requires a clear and shared definition of monitoring and evaluation. Monitoring is the continuing and systematic process of collecting, analyzing, interpreting and reporting information relevant to planning, implementation, evaluation and adjustment of school plans, policy, programs and projects in support of decision making of management and key stakeholders to improve delivery of outputs and sustainability of results. Evaluation is the process of determining the worth or significance of the outputs and results in terms of: efficiency, effectiveness and sustainability consistent to the school goals and objectives set. This includes establishing the accomplishment of School Improvement Plan-Annual Implementation Plan (SIP-AIP) objectives and the over-all contribution of the school to Division Education Plan (DEDP targets of the schools division where it belongs, to the Regional Education Development Plan (REDP) targets, and the national targets embodied in the EFA framework, the BESRA Implementation Plan and the Performance Governance System (PGS) score card. Purpose and Objectives of M & E M&E in schools aims to provide objective information that can inform decision-making in order to continuously improve the delivery of school services for basic education and the schools performance or health to achieve the desired education outcomes. M&E in schools aims to provide valid, reliable and accurate data in decisionmaking to come up with possible actions and interventions to achieve the desired education outcomes. Five specific operational objectives are identified in support of the overall purpose of M&E in the school: OBJECTIVES:
1.

Provide the school management and stakeholders information on the implementation of the curricular programs and projects as basis for continuously improving their relevance, efficiency and effectiveness Provide information for school management to determine and adjust approaches and strategies that will ensure adequacy, equitable distribution, accessibility, and effective and optimal use of the resources of the school Establish information as basis for determining appropriate approach / strategy to improve teaching-learning competencies of teachers to ensure efficient and effective delivery of instruction, classroom management, and their personal growth and professional development Present information regarding learner performance to the school management that will support decisions and adjustments to plans and strategies to improve the learners academic achievement, school attendance, and participation in co-curricular activities. Provide information for school management to review and sustain the strategies that can improve the schools health or performance through: Efficient school-based management

2. 3.

4.

5.

Productivity of the teaching and non-teaching staff Strengthening partnership with the community

Underlying Principles The development of the Monitoring and Evaluation Framework for the school is to be guided by the following principles: a. Quality Information It is important that M&E information to be collected is appropriate, sufficient and accurate to insure reliable and objective reports that can be used as bases for planning and decision-making at all levels. b. Systems Strengthening Strategies, processes, and tools to be used for M&E can make use of available systems that have been tried and effectively used in the department. . (available and established mechanism) c. Efficiency Results are achieved with minimum input resources but not compromising quality in all levels and stages of M&E. This includes the ability to report on target sub-groups in a timely manner. (Efficiency in general describes the extent to which time or effort is well used for the intended task or purpose in the production of desired goals and outputs.) d. Transparency of Information to Key Stakeholders M&E subscribes to open, full and credible information. It encourages timely disclosure of information and methodology to stakeholders which are aligned to M&E objectives and processes. e. Synergy M&E encourages participative and collaborative decision-making processes among the different entities for an integrated approach to the attainment of its objectives. f. M&E for Learning and Accountability M&E provides opportunities for continuous improvement of practices/performance through identification of issues and lessons learned. It requires trustworthy, competent and impartial M&E staff. g. Focus M&E calls for careful planning and purposive prioritization of activities guided by the school goals and objectives. Change does not happen by accident. The school is a key instrument to implement that change.

2.2 SCOPE OF M&E M&E Content Areas M&E of the school is designed to obtain and provide information on content areas that have been derived from the stakeholders major areas of interests. There are two major focal areas where decisions need to be made: Delivery of Services for Basic Education and Organizational Health/Performance.

Curricular Programs & Projects

Education Resources
Delivery of Services for Basic Educatio

Teacher Performance Learner Performance

School
M&E Content Areas

School Management
Organization al Health & Performance

Productivity

Community Partnership
Figure 1: M & E Content Areas of Schools A. Delivery of Services for Basic Education There are two sub-areas under Delivery of Services: Implementation of curricular programs and projects and Education resources in support of these programs. A.1. Curricular Programs and Projects - concerned with obtaining information on the efficiency and effectiveness of the implementation of curriculum programs and projects which is the core business of schools. This is of paramount interest particularly to the internal stakeholders of the school: the school head, teachers and parents. A.2. Education Resources - concerned with accessibility, adequacy, equitable distribution, and maintenance of resources required to efficiently deliver basic education. M&E of school resources would include ascertaining the optimal application/utilization of the following (but not limited to): Funding requirements for school operations (MOOE and other sources) Number of Teachers Learning and instructional materials/resources (textbooks, manuals, learning equipment, etc.)

 Physical and ancillary facilities A.3. Teacher Performance concerned with monitoring and evaluating teaching-learning practices of teachers, particularly on the following: Instructional Delivery Utilization of instructional materials Classroom and Record Management Involvement in school-community activities Personal growth and professional development

A.4. Learner Performance concerned with getting information on the learners: school attendance, academic achievement participation in co-curricular activities B. Organizational Health and Performance Organizational health and performance involves monitoring how the school is progressing as an organization toward accomplishing its goals, and monitoring the contribution of its members. B.1. School Management focused on monitoring and evaluating the efficiency and effectiveness of the implementation of plans for school improvement. Specifically, it is concerned with the following: SIP Implementation Instructional Supervision Staff Development B.2. Productivity concerned with the work outputs of the individuals based on their specific job descriptions, i.e., support staff, utility. This may also be concerned with team or committee outputs based on their terms and reference, i.e., SGC, PTA, SQMT, SIPIT, SPT, Special Program Committees, PGO/SSG, etc.

B.3. Community Partnership - focused on how school stakeholders are engaged in school activities including its level and quality of participation, e.g. parents, LGU, NGOs, alumni, etc. It is also concerned with the level of schools participation in community-initiated activities. M&E Task Levels The M & E task levels are influenced by the areas of interest of the school stakeholders and their reporting requirements as suggested by when data/indicator is likely to occur in the implementation process. Hierarchical organization of M&E is as follows: (a) Progress (formative), and (b) Results (summative) levels. See Figure 2 The main concern of Progress M&E would be the monitoring of input and/or output indicators while Results M&E will examine the extent in which the school is achieving Intermediate Results (i.e. progress towards the desired / established goals) and the actual outcomes, benefits and impact of implementing a full cycle of the School Improvement Plan (SIP) or any plan the school has developed for a given period. Detailed M&E Task levels are described as follows:

Progress (Formative) Level Are the needed resources available and adequate to implement efficiently and effectively the schools programs and projects as planned? Are the programs and projects delivered efficiently and effectively as planned? a. Input Level - This level is concerned with tracking the resources required to implement the school programs and projects on provision of access, quality and relevance, and school management and administration. It should be able to provide information on their adequacy, accessibility or availability in terms of financial, physical, and human resources. Output Level The output level looks into the efficiency and effectiveness of the delivery of the intended services of the school in terms of its programs and projects and the implementation strategies used. It also scans the circumstances influencing implementation positively or negatively (i.e. issues) with the end in mind of being able to improve delivery of school education services.

b.

Results (Summative) Level How effective are the schools initiatives in bringing about the desired benefits and changes to their learners and teachers and in attaining the intended education outcomes? c. Intermediate Results Level This level captures the initial gains of the school in moving towards its intended directions. They can be in terms of behavioral changes among its staff or the desired increasing or decreasing trend in its outcome indicators during the implementation period of its School Improvement Plan. M&E. At this level, it also aims to accumulate lessons learned and promising practices for replication/institutionalization. Results Level - At this level, M&E concerns are directed towards capturing the accomplishments of SIP in terms of attaining the education outcome indicators and its collective contribution to the attainment of regional and national goals (i.e., EFA, BESRA/BIAP, and PGS).

d.

M&E Levels

Progress M&E (Formative level)

Results M&E (Summative Level)

Inputs

Outputs

Intermediate Results

Outcomes

Figure 2: Hierarchy of M&E Task Levels

Integration of M&E Content Areas and M&E Task Levels The table below shows how the M&E content areas of the school are integrated with the M&E task levels at the school level. For every content area, the information requirements to be focused on by Progress M&E, Intermediate Results and Results M&E are specified.

Table I Integration Matrix of M&E Content Areas and Task Levels

(School level)
M&E Task Levels Content Area M& Focus Formative Progress Level Summative Intermediate Results Results Level

Delivery of Quality & Services for Basic Relevance Education Programs & Efficiency on the programs & Annual measure of school performance indicators Projects on project Increase in attendance Curriculum Quality Decrease in Implementat Quantity absenteeism ion Time Retention rate Accomplishment of Graduation rate Curriculum plans Completion Rate Issues and lessons learnt on Nnumber of passers implementation of programs SBM Level of Practice and projects Covered Curriculum Content

School Education Outcomes School Education Outcomes Increase in enrolment Decrease in dropouts Increase in number of learners ready for transition Decrease in school leavers Increase in Completion Rate Improved graduation rate Improved academic performance in all learning areas.

Education Resources for Provision of Access Personnel Funds LRMs Facilities Ancillary Services

Adequacy of resources for Programs & projects Accessibility of resources Equitable distribution of resources Timeliness of delivery Appropriateness for intended use Issues on resources (monthly/quarterly)

Optimal utilization and application of resources Classroom to learner ratio Textbooks to learner ratio Access to school laboratories and equipment Access to library, guidance and health service facilities Access to toilets & water sanitation facilities Consolidated issues on resources

Improved Learning Environment Improved Classroom to learner ratio Improved Textbooks to learner ratio Improved access to LRMs Improved physical facilities

Development of Teacher Competence

Efficiency of instructional Effectiveness of instructional Improved teaching competence based on NCBTS delivery delivery Reduced Failure rate Conduciveness & orderliness Improved learner performance Reduced SARDO of classrooms

M&E Task Levels Content Area M& Focus Formative Progress Level Utilization of learning resources Comprehensiveness of learners records Issues/lessons learned Summative Intermediate Results Results Level

Improved punctuality & (annually) attendance Effectiveness of IPPD and SPPD Improved utilization of learning resources Updated SMIS Learner Distribution by Mastery Level (annual) Periodic School Performance Indicators (annual) Increased Achievement rate Readiness of learners for transition Literacy level Numeracy level Learners attitude towards schooling Improved achievement rate Improved completion rate Increased graduation rate Increased functional literacy

Development of Learner Performance

Level of achievement by learning area per grade or year level (quarterly) Percentage of attendance (monthly) Drop outs Failures (Quarterly) Percentage of participation in school & community activities Issues/Lessons learned

Organizational Health/Performance School Management

Quarter SIP/AIP Planned SBM Level of Practice Progressing SBM level of activities versus actual practice Cumulative accomplishment Efficiency of implementation of SIP/AIP Physical Outputs of SHs supervisory plan Consolidated issues on INSET/SPPD school management Implementation Issues and concerns Lessons Learned (quarterly) Accomplishment of work Work satisfaction of internal Organizational performance outputs stakeholders level Individual Annual performance level By teams/committees Individual (PTA, SGC, Teachers By team or committees Org., Support staff, SPT, SIPIT, PGO/SSG & other special programs committee Stakeholders Parents satisfaction participation/involvement in Stakeholders satisfaction school activities over school services Participation in communityinitiated programs SBM Level of practice Stakeholders satisfaction over school services

Productivity

Community Partnership

CHAPTER 3 SETTING UP SCHOOL M&E SYSTEM 3.1 Steps in Setting Up the M & E System The school M & E System can be set up at the start of the school year or at the start of implementation of any programs and projects whether it is initiated by the school, division, region or from the CO. Ideally, for SIP implementation, the School M & E System is set up during the startup stage when the school is preparing to implement a new SIP for the next three years. In case of an already existing M & E, the school may want to review and enhance its existing system especially the performance measures, M & E strategies, tools and techniques. (M&E structure is also to be considered if necessary.) The five step process in setting up the M & E system involves the following: 1. Define the scope of the M & E The most important step in setting up the M & E system is to clarify and define the scope of the M & E. This involves clarifying the objectives and targets of the school, defining the success indicators and performance measures. Specifically, it must answer the following questions: a. What are the outcomes the school wanted to achieve? b. What are the programs and projects it intends to deliver? How many and when? c. What are the resources needed to implement the program and projects? Specific for SIP implementation, the following step processes should be considered: a. Review and finalize the SIP including the objectives and targets b. Define the performance measures. (Performance measure is composed of a number and a unit of measure. The number provides the magnitude (how much) and the unit of measure gives what is being quantified). 2. Establish M & E schedule. Set up the schedule for conducting progress M&E ( monthly and quarterly) for the content areas, the results M&E through the annual implementation review and the post implementation review for evaluation and adjustment at the end of SIP cycle. Determine decision points needed by the school head/s. Decision making requirements of stakeholders as suggested in the framework For the school where M & E already exists, the following should be considered: Unaccomplished target Issues and concerns on programs and projects implementation Hindering & facilitating factors Lessons learned Promising practices Sustainability strategies Recommendations Technical support needed by the school Set up monitoring processes Define the M&E activities Identify reports (needed/required reports) Prepare TOR of School M&E Team

3.

4.

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5.

Communicate the system Kick off meeting for the staff and the M & E Team to be aware of the scope, management reviews, information requirements and the operating details of the M & E. Operationalize the system Implementation of M & E activities according to schedule

6.

Define the Scope of the M&E

Establish M&E Activities

Determine Decision Making Requirements

Set Up Monitoring Process

Communicate the System

Operationalize the System

Figure 3: Step Processes In Setting Up The M & E System These steps have been followed in the development of the school M&E system described in this handbook. 3.2 School Quality Management Team A. Criteria for Selection of School Quality Management Team (SQMT) 1. 2. 3. 4. 5. 6. 7. Has full grasp of the projects and programs in school Involved in SIP development and enhancement process Has knowledge of M&E Accountable to improving learning outcomes in the school Can communicate results of SIP to stakeholders Familiar with national and regional standards, indicators and performance measures Has working knowledge of ICT

B. Roles & Functions of SQMT: 1. 2. 3. 4. Manage a mechanism for quality assurance and accountability in the school Ensure that inputs, processes, outputs and outcomes of the school are at par with quality standards and targets set Communicate results of monitoring and evaluation to improve the implementation of SIP and SBM practice Process and review data gathered to make inferences to enable school management to arrive at sound decision-making

3.3 School M & E Structure 1. For Big Elementary Schools & Secondary Schools: Chair: School Head Members: School M&E Coordinator SPT Representative (Parent/LGU) Department Chairs (2) ICT Coordinator/Teacher
School ICT Coordinator

School Head

School M&E Coordinator

Department Head /Grade

2 SPT Representativ

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Figure 4: M&E Structure and Communication Flow for Small School

2. For Small Elementary School Chair: School Head Members : School M&E Coordinator 2 SPT Representatives 3.4 Terms of Reference of School M&E Team 1. Chair: School Head The School Head is the process owner of the school M&E system. As process owner the school head must ensure the integrity and efficiency of the system. This means, providing accurate, timely and relevant information to the school stakeholders. The School Head will also be the major beneficiary of the lessons and insights generated by the M & E system.

Specifically, the following outlines the functions, roles and responsibilities of the School Head
Functions: Manages the QAAS in the school Ensures implementation of SBM practice Makes decisions pertinent to improving quality outcomes in the school Responsibilities Orients school stakeholders on how to operationalize the QAA and M&E system Designates the members of the School QMT Designs monitoring and feedback system (e.g. flow of reports and feedback, reporting schedules, monitoring and feedback forms); Convenes School QMT regularly to discuss M & E concerns together with implementation team Communicates the learners' progress to intended stakeholders Submits quarterly accomplishment report to SDS and school stakeholders Interacts with SDS and school internal and external stakeholders 2. School M & E Coordinator The M & E Coordinator is responsible for the overall M & E strategy and implementation within the school following the M&E framework for the school. The M & E Coordinator shall report directly to the School Head and shall provide him/her with interpretation and analysis of M & E data. The following outlines the roles functions and responsibilities of the M & E Coordinator: Function: Monitors and evaluates regularly the implementation of school improvement plan Responsibilities: Conducts monitoring process during plan implementation Analyses and interprets M&E data for SH and Project teams Evaluates results of SIP implementation which will be made as basis for planning interventions and other plan adjustments Prepares regular M&E reports and submit to SH Interacts with SH and other members of the SQMT 3. SPT Representative (Parent/LGU Rep)

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 4.

Function: Monitors the implementation of SIP Responsibility Updates M & E plan during SIP revisit

Department Heads/Department Chairs (For Secondary Schools) Function: Manages M&E of learning outcomes Responsibilities: Tracks/Monitors school and learner performance Recommends to the SH actions to improve learner achievement Submits quarterly consolidated learners performance report to School Head and School M&E Team Interacts with School M&E Coordinator and teachers and department chairs

5.

ICT coordinator /Computer teacher Function: Manages School Information System (SIS) Responsibility: Gathers, records, organizes, stores data, and ensures that school records are complete and up to date Interacts with School M&E coordinator and Department Chairs

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CHAPTER 4 M&E PROCEDURES

This section provides the details of the monitoring and evaluation procedures for the different M&E content areas in schools. For every content area the following are given: Description of the content area - this describes the focus of the content area in terms of decisions needed to be done by the school. M&E Processes include M&E questions, information requirements, source of information and data required, methods of analysis and guide questions for interpretation. These elements are specified for every content area at every M&E levels: o Progress level o Intermediate results level o Results level M&E Tools- these are the instruments to be used by the School M&E Team in collecting or capturing data. 4.1 Content Area 1: Delivery of Basic Education Delivery of basic education services to the learners is the sole function of the school and the main reason why it exists. Thus, monitoring and evaluating this content area is a vital process at the school level. The process allows the SQMT to assess on a macro level the efficiency & effectiveness in the implementation of curricular programs and projects. This also provides a total picture of the school in terms of availability, appropriateness and utilization of educational resources as a support to the delivery of basic education services. This area further includes monitoring of teachers performance in terms of how they undertake teaching-learning activities. Eventually, learners performance is ultimately zeroed in to find out how effective the programs and projects have been implemented. 4.1.1 Curricular Programs and Projects Primarily, the basic education curriculum for elementary and secondary is monitored to find out whether its implementation follows the national and regional standards. Along with this, the implementation of curriculumrelated programs and projects are also accounted for to find out how they contribute to the enhancement of the curriculum.

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Table 2 M&E Process for Curricular Programs & Projects A. Progress M&E M&E Questions: 1. Is the curriculum properly and efficiently implemented as planned for the specified level? 2. What are the issues in the implementation of the curriculum in schools? INFORMATION REQUIRED Curriculum coverage and time allocation per grade/year level Regular programs o Elementary Curr. o Secondary Curr. Special Programs (i.e, ADM, EASE, OHSS, MISOSA, SPED,SPA, ESEP, etc.) Appropriateness of instructional strategies used SOURCE OF INFORMATION AND DATA REQUIRED PELC/PSSLC Lesson/Instructional Plan Log sheet (Multi-grade) Lesson Guides Curriculum Guide Time Budget METHOD OF ANALYSIS Guide Questions

Docs Review What percent of the competencies have been Observations covered during the FGD quarter? Pre and Post Conferences Which competencies were not developed as with teachers planned? What strategies do the teachers employ? Are the observed strategies appropriate to the competencies delivered? Is the distribution of teaching loads according to standards? What are the hindering and facilitating factors during the quarter?

Lesson/Instructional Plan Instructional Supervisory Report TLOC

Docs Review On-site observation

Distribution of teaching loads

Issues and lessons learnt on implementation of programs and projects

Teachers Program Log sheet for issues and lessons learned

Docs Review Docs Review categorization of issues/lessons

B. Initial Gains/Intermediate Results M&E M&E Question: 1. How effective so far is the implementation of the curriculum? 2. Are the school performance indicators aligned to desired expectations at the end of the year? SOURCE OF INFORMATION AND METHOD OF INFORMATION REQUIRED Guide Questions DATA REQUIRED ANALYSIS 1. Efficiency & effectiveness of Document analysis Are the required competencies Teachers Competency delivery delivered /covered according Inventory Report to the allotted time budget Budget of Work followed during the year? Classroom Observation Instructional Supervisory Report

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 Annual measure of school performance indicators SBM Level of Practice Covered Curriculum Content

EBEIS o Performance indicators o SBM level of practice

Basic statistics of performance indicators

Achievement level of learners

Results of final examinations Basic statistics and work outputs.

Which performance measures are improving Is the SBM level of practice progressing? Do the learners manifest the competencies delivered?

C. Results Monitoring M&E Questions: 1. What is the achievement level of the school per grade/year level based on the different assessments conducted? 2. Is there an increasing trend in the achievement level of learners by grade/year level during the last three years? 3. What are the trends in the school education outcomes? SOURCE OF INFORMATION METHOD OF INFORMATION REQUIRED Guide Questions AND DATA REQUIRED ANALYSIS Achievement level per subject area Results of Frequency & What percent of the learners per grade/year level across grade/year level School Achievement percentage have mastered the required Tests distribution of competencies? National / Regional learners by Achievement Tests learning area Number of learners who mastered Is there an increasing trend meeting the competencies required in the in the achievement level of standards of curriculum across subject areas per learners by grade/year level mastery grade/year level during the last three years.
Status of School Education Outcomes Increase in enrolment Decrease in dropouts Increase in number of learners ready for transition Decrease in school leavers Increase in Completion Rate Improved graduation rate Improved academic performance in all learning areas.

EBEIS

Trend analysis across 3-year historical data on education outcomes

Has the school improved its education outcomes after 3 years of SIP implementation?

4.1.2 Education Resources Education resources are provided to schools from various sources in different forms to support the delivery of basic education. Monitoring and evaluation in this area is focused on the availability, appropriateness and status of utilization whether they really contribute to the improvement of teaching-learning processes and the realization of education outcomes. his provides information on how efficient is the school in using the school facilities, instructional materials, to upgrade school resources in order to meet the demands of learners and for teachers to access up-to-date facilities and equipment. Specifically, the process of monitoring and evaluation provides information on the following: Schools expenses versus budget which involves monitoring the schools fund generation, mobilization and management of its financial resources vis a vis the resources outlined in school operating budget plan. Adequacy and timeliness of the distribution and utilization of generated funds. Acquired learning resources versus targets as indicated in the plan, particularly on the number of learning resources, e.g., textbooks, teachers manual, learning equipment, etc. attained versus the targeted number.

16

Constructed school facilities, e.g., classrooms, science laboratory, canteen, comfort rooms, etc. against targeted/planned. Acquired ICT equipment, e.g., computer, laptop, LCD projector, television, etc. vis a vis targeted/planned. Hired personnel, both teaching and non-teaching against required number as planned. Table 3 M&E Process on Educational Resources

A. Progress M&E M&E Questions: 1. What are the existing education resources of the school? 2. Do the education resources meet the national planning standards? 3. What issues / challenges does the school have in terms of resources during the period? SOURCE OF INFORMATION METHOD OF INFORMATION REQUIRED AND DATA REQUIRED ANALYSIS Adequacy of Education resources such as: School Education Resource * Teacher to inventories Learner ratio Number of Teachers in school *Textbook to Learning resource materials and School Report Card equipment learner ratio EBEIS Physical and ancillary facilities *Classroom to Financial resources i.e., MOOE, etc learner ratio Utilization of school MOOE Support staff Efficient utilization of Education resources Teachers Reports Qualitative analysis of reports

Guide Questions Are the educational resources sufficient to the needs of the school? Are the planning standards being met in terms of resources? Are the learning resources being used by the teachers and learners? What strategies does the school employ to resolve the issues on resources?

Issues on resources

SHs quarterly report on availability of resources

B. Initial Gains/Intermediate Results M&E M&E Questions: 1. Are the educational resources of the school improving? INFORMATION REQUIRED Improved adequacy of resources in school SOURCE OF INFORMATION AND DATA REQUIRED Annual Accomplishment Report & Result of Inventory of Educational Resources METHOD OF ANALYSIS Docs review Frequency Count of resources Guide Questions Was there an improvement in resources at the end of each year? What strategies have been successfully used to improve access to and adequacy of resources? What recurring issues does the school experience on resources?

17

C. Results M&E M&E Questions: 1. Does the utilization of education resources contribute to improved school performance? INFORMATION REQUIRED Improved performance indicators. Stakeholders level of satisfaction Increased SBM level of Practice SOURCE OF INFORMATION AND DATA REQUIRED EBEIS SHs Report on Performance Indicators Stakeholders SBM Assessment Results METHOD OF ANALYSIS Basic statistics Trend analysis FGD Guide Questions 1. How does the utilization of education resources contribute to the improvement of performance indicators? 2. What is the level of stakeholders satisfaction on the availability and utilization of education resources? 3. Does the utilization of education resources result to the improvement of SBM level of practice? 4.1.3 Teacher Performance Teacher Performance is an M&E area that is concerned with monitoring and evaluation of the efficiency and effectiveness of the teachers instructional delivery, classroom management, and record management to improve teaching learning practice in schools. M&E of Teacher Performance would also include the community involvement and personal growth and professional development of teachers. On the basis of information obtained in monitoring and evaluation of Teacher Performance, the school head makes decisions on what technical assistance to provide the teachers and on making adjustment on the School Plan for Professional Development (SPPD)

Table 4 M&E Process for Teachers Performance

A. Progress M&E M&E Question: 1. How efficient are the teachers in the teaching-learning practices? 2. How efficient is the delivery of technical assistance to teachers? SOURCE OF INFORMATION INFORMATION REQUIRED AND DATA REQUIRED Percentage of Teachers Log sheet of Inspected/ Checked Lesson Plans preparing lesson plans Actual No. of teachers preparing Lesson Plans Total No. of Teachers Percentage of Teachers Log sheet of inspected/Checked Item Bank preparing formative and Actual No. of Teachers summative assessment tests Preparing Formative and

METHOD OF ANALYSIS Frequency and % of teachers preparing daily lesson plans Frequency and % of teachers preparing formative and

Guide Questions What percent of teachers prepare daily lesson plans? What percent of teachers prepare formative and summative tests?

18

Summative Tests Type of tests prepared

summative tests Validity of assessment tests prepared FGD

Percentage of Teachers Preparing/Using AudioVisual/Instructional Aids in Teaching Percentage of Teachers providing remedial instruction to slow learners or advanced/enrichment lessons to gifted learners

Log sheet of inspected/Checked Audio-Visual/Instructional Aids Actual No. of Teachers Preparing/Using Audio-Visual/ Instructional Aids in Teaching Total No. of Teachers Monitoring Form of Teachers providing remedial instruction or advanced/enrichment lessons and Logbook of learners receiving remedial instruction or advanced/enrichment lessons Actual No. of Teachers providing remedial instruction or advanced/enrichment lessons Forms 178 and Lesson Plans Actual No. of teachers needing TA in Lesson Planning Forms 178 and Lesson Plans Actual No. of Teachers Observed needing TA onconducting the TeachingLearning Process Lesson Plans, Item Bank, and Form 178 Actual No. of Teachers Needing TA in Test Construction

What percent of teachers prepare and using audiovisual/instructional aids ?

Docs Review

What percent of teachers provide remedial instruction to slow learners or enrichment lessons to fast learners?

Percentage of teachers needing TA in Lesson Planning Percentage of teachers needing TA on delivery of instruction.

Docs Review

What percent of teachers needs TA in lesson planning What percent of teachers needs TA in conducting the TLP?

Docs Review

Percentage of teachers needing TA in Test Construction

Docs Review

What percent of teachers needs TA in Test construction?

M&E Question: 3. How efficient are the teachers in classroom management? Record management? 4. Are the teachers actively involved in community-initiated activities for the quarter? SOURCE OF INFORMATION AND METHOD OF INFORMATION REQUIRED DATA REQUIRED ANALYSIS Distribution of Teachers by Classroom Management Appraisal Frequency and Classroom Management level Form and Summary of Teachers Percentage Rating in Classroom Management distribution of teachers by Average scores of teachers in Classroom management Classroom appraisal management performance level

Guide Questions How are teachers distributed according to their performance of lClassroom management ? Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor

19

Diistribution of Teachers by level in ensuring and maintaining clean, organized, secure, and energy-saving learning environment

Classroom Management Appraisal Form and Summary of Teachers Rating in Classroom Management Actual No. of teachers whose average scores in ensuring and maintaining clean, organized, secure, and energy-saving learning environment is equivalent to Accomplishment report of teachers Anecdotal Record Book Actual No. of teachers keeping up-to-date anecdotal records Actual No. of teachers conducting conference with learners that need guidance and counseling Actual No of Teachers conducting conference (school/home) with parents/ guardian of children with special concerns Record Management Appraisal Form and Summary of Teachers Rating in Record Management Actual No. of teachers keeping accurate, complete, and up-todate school records Actual No. of teachers releasing grades promptly for the grading period

Freq and Percentage distribution by level Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Docs Review Frequency distribution of teachers providing guidance services

How are the teachers distributed according to how they perform in ensuring and maintaining clean, organized, secure, and energysaving learning environment?

Distribution of teachers providing guidance services

What percent of teachers perform guidance services in and out of the classroom?

Distribution of teacher performance in record management

Freq and Percentage distribution of teachers performance in record management by level: Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor

How efficient are the teachers in keeping records on learning? How prompt are the teachers in releasing grades to their learners? What issues do teachers have in record management?

Nature of Involvement of Monitoring Form of Teachers Docs Review teachers in school-community Holding Homeroom PTA Meetings activities and Minutes of homeroom PTA Meetings Actual No. of Teachers conducting one homeroom PTA meeting for the period\ Actual No. of Teachers actively involved in at least one community-initiated program

What percent of teachers hold homeroom PTA meeting for the quarter?

20

M&E Questions: 5. Do the teachers implement their Individual Plan for Professional Development (IPPD)? 6. Do the teachers participate in School-based in-service training? SOURCE OF INFORMATION AND METHOD OF INFORMATION REQUIRED Guide Questions DATA REQUIRED ANALYSIS Percentage of Teachers Monitoring Form of Teachers Docs Review What percent of teachers preparing IPPD preparing IPPD and Teachers IPPDs prepare IPPD? Actual No. of Teachers preparing IPPD Total No. of Teachers Status of implementation of Monitoring Form of Teachers Distribution of What is the status of teachers teachers IPPD implementing their IPPDs teachers by implementation of IPPD? Actual No. of Teachers by status of implementation Full IPPD implementation status of IPPD Partial Full Non-existent Partial Nonexistent Percentage of Teachers Monitoring Form of Teachers Docs Review What percent of teachers participating in school-based participating in school-based INSET participates in school-based INSET INSET? Actual No. of Teachers participating in the mass INSET

21

B. Initial Gains M&E M&E Question: 1. Have the teachers shown improvement in the delivery of instruction? 2. Has provision of TA on Instructional Delivery contributed to increase in academic achievement and passing rate and decrease in dropout rate? 3. How effective are the teachers in improving learner performance at the end of the school year? 4. What are the issues and lessons learned in monitoring and evaluating teacher performance? SOURCE OF INFORMATION METHOD OF INFORMATION REQUIRED Guide Questions AND DATA REQUIRED ANALYSIS Percentage of Teachers Freq and % What percentage of teachers Monitoring Form of Teachers provided with TA improving after receiving TA has improved after provision of distribution of Actual No. of teachers improving in lesson planning TA? teachers showing after provision of TA in conducting the teachingimprovement o in Lesson Planning learning process o in conducting the teaching classroom-based learning process assessment o classroom-based assessment Percentage of learners passing Grade Sheets Docs Review What Percent of learners the subjects handled by each passes the subjects handled by Actual No. of learners passing the subjects handled by each teacher teacher a each teacher Total No. of learners taking the said subjects Percentage increase/ decrease NETRC NAT Results and Form IV of RAT Freq and % What is the percentage of MPS in the current school year Results increase/decrease of MPS in the distribution of : MPS of the current school year against MPS in the previous current school year against MPS Passers MPS of the previous school year school year in the previous school year?
Comparative analysis of MPS between previous and current year Freq and percentage What percent of teachers of teachers implement JEL after F3 implementing JEL after F3

Percentage of Teachers implementing JEL after F3

JEL Monitoring Form and JEL Contract Actual No. of Teachers implementing JEL after F3 Total No. of Teachers with JEL Contract

Consolidated issues resolved Quarterly M&E reports during the year Reported issues on teacher performance

What issues have been resolved during the year?

22

C. Results M&E M&E Questions: 1. Does the TA provision on Instructional Delivery, Record Management, and Classroom Management contribute to the achievement of the desired learning outcomes? 2. Do the adjustment and implementation of IPPD and SPPD contribute to the achievement of the desired learning outcomes? 3. What are the consolidated issues and lessons learned within the period of 3 years? SOURCE OF INFORMATION METHOD OF INFORMATION REQUIRED Guide Questions AND DATA REQUIRED ANALYSIS Percentage increase/decrease BEIS/SMIS, Form 20, and Form 18 Trend Analysis Is there an of the following outcome increase/decrease of the Outcome Indicators for six years /Comparative Achievement Rate indicators after three years following outcome indicators analysis Retention Rate Achievement Rate after three years Completion Rate Retention Rate Achievement Rate Promotion Rate Completion Rate Retention Rate Graduation Rate Promotion Rate Completion Rate Drop out Rate Graduation Rate Promotion Rate Outcome Indicators for the current Drop out Rate Graduation Rate school year Drop out Rate Achievement Rate Retention Rate Completion Rate Promotion Rate Graduation Rate Drop out Rate Consolidated Issues and M&E annual reports Classification of What issues are within the lessons learned in three years Log Sheet for Issues and Lessons Issues by type control of the school? Learned and control Which ones need to be Statement of Issues and their elevated to DO? resolutions Identifying What recommendations can Hindering and facilitating factors be given to address the lessons learned issues? from the How are the lessons applied hindering and in planning for the next facilitating cycle? factors

23

4.1.4 Learners Performance With functional literacy as the goal of basic education, the learners are expected to attain quality learning outcomes. Their outputs basically include acquiring the desired learning competencies as well as developing a sense of responsibility and accountability. Monitoring learner performance particularly on academic achievement, school attendance and participation to school and community activities provides timely and important information about the improvement in the competencies of the learners. Specifically, the information generated from this process would facilitate and allow the School Planning Team headed by the school head to perform the following: Customize or adjust school programs and projects according to the pacing of the learners. Learning needs and requirements of fast learners, average learners and slow learners are met. Identify potential problems and/ or learners who are at-risk of dropping out and its corresponding appropriate interventions Provide status report or profile on the performance of each learner. In particular, monitoring learner performance to be done in two phases- progress monitoring and result monitoring, involves the following processes: 1. Tracking of learners academic achievement This is a process designed to monitor the progress of the learners in terms of their performance in quarterly examinations and during the national and regional assessments. Information about the learners academic performance will provide vital information on the relevance and responsiveness of the programs and projects. 2. Monitoring attendance of learners This process provides information on the continuous engagement of learners in the different organized learning activities within a scheduled program in a school year. Apparently, learners who regularly attend class sessions have greater chances of acquiring the desired learning competencies and of completing the school requirements within the prescribed period. It is expected that all learners will have 100 per cent attendance for the entire school year. 3. Tracking active participation of the learners Active participation in co-curricular activities provides the learners means to cultivate their talents and develop their sense of commitment, responsibility and accountability. Learners can explore their interests in music, dance, sports, arts and culture, science explorations, community projects and the like. This can also be carried out by participating in community services whereby the learners can openly share their time and resources for the good of their school and communities. What can facilitate this process is the Integration of co-curricular activities in the school curriculum.

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Table 5 M&E Process on Learner Performance A. Progress M&E

M&E Questions: 1. What is the level of learners performance in periodical examinations per learning area? 2. What is the percentage of learners attendance in learning sessions? 3. What is the percentage of participation of students in co-curricular activities? Source of Info Requirements Information and Method of Analysis Guide Questions Data Required 1. Frequency and Periodical Test Distribution of learners What is the average learners MPS Results percentage according to the level for the quarter examination? distribution of of mastery by learning Which competencies are found Individual MPS by learners based on area per grade or year difficult? learning area by their performance level What are the facilitating/hindering grade/year level in periodical Identify least learned factors that affect academic Difficulty level of examinations per skills by learning area performance of the learners during items learning area the periodical examination per learning area by grade/year level? 2. Percentage of learners attendance Report of Attendance Number and percentage of days the learners report to school Learners Portfolio Teachers Report Frequency of actual attendance vs annual and monthly enrolment Do teachers have complete and updated record of learners attendance? What are the factors that affect learners attendance? How often do learners participate in co-curricular activities provided at the school/district level? What are the facilitating/hindering factors that contributed to the learners participation in co-curricular activities?

3.

Percentage of learners participation in school and community activities

Average % of participation in cocurricular activities for the quarter

B. INTERMEDIATE RESULTS M&EM&E Questions 1. How do students perform yearly in national and regional assessments? 2. How many learners complete the grade/year level they are in? 3. What are the issues related to learner performance during the school year? Source of Information Info Requirements Method of Analysis and Data Required Learners performance Distribution of learners according to the level of in national/ regional NAT /RAT Results mastery by learning area per assessments Achievement Rate grade or year level Identification of least learned skills by learning area Overall mastery level

Guide Questions Is there an increasing trend in the results of national / regional assessments? What are the facilitating factors that contributed to the achievement of the desired academic performance of the school?

25

Number of learners Yearly reports on who are retained in Retention Rate school Promotion Rate Number of learners who Completion Rate Drop-out Rate have completed/

Number of learners left in What are the motivating factors school vs annual enrolment that contributed in the : Number of learners - Decrease of drop-out rate? promoted vs annual - Increase of completion rate? enrolment Number of completers vs annual enrolment are promoted to the Number of drop-outs vs. next grade/year enrolment level Number of Passers vs enrolment based on grades Average percentage of Report of Learners Number of co-curricular What are the facilitating factors activities carried out by attendance of Participation that motivate learners to school participate school and community learners in co Number of learners activities? curricular activities who participated in Average % of participation co-curricular across number of coactivities (Annual) curricular activities List of issues and Issues & challenges Categorization of issues What are the common issues in related to learner concerns. your school? performance

C. Results Level M&E Questions: 1. What is the average level of performance of learners in national and regional assessments during the last three years? 2. Is there an increasing trend on the level of achievement of learners across three years? 3. What increase in the level of school performance indicators has been attained? 4. What promising practices can be replicated in the next three years?
Info Requirements Number and Percentage of learners meeting the national / regional standard level for Achievement Source of Information Method of Analysis and Data Required NAT/RAT Results Frequency and percentage distribution of Learners meeting Individual masterly level in national & percentage score of regional achievement tests learners Average Mean Percent Score of Percentage schools in learning areas tested. distribution of Frequency and percentage learners meeting distribution of learners on list standard learned skills Frequency count on the promising practices and the number of achieved targets based on the utilization of t he identified promising practices Guide Questions What factors supported the satisfactory / unsatisfactory achievement in national / regional assessments?

Report on the Benefits gained through the utilization Promising Practices of the identified promising practices List of promising practices

What are the promising practices that support satisfactory achievement of targets based on the SIP/AIP

26

4.2. Content Area 2: Organizational Health/Performance Monitoring the performance of the school at the macro level carries on track the implementation status of the entire school programs and projects. This process provides objective and relevant information of the school as an organization relative to the quality & efficiency of school management. This will also provide information on the level of productivity and community partnership existing in the school. 4.2.1 School Management 4.2.1.1 SIP Implementation In this process, the school is able to compare actual accomplishments versus targets in its SIP, its hindering and facilitating factors, lessons learned & good practices. Information derived will aid in its further refinement, plan adjustment and for planning and provision of technical assistance at the higher managerial levels. Specifically, this gives information on the schools accomplishment, both qualitative and quantitative, which can be attributed to or which can advance the schools level of SBM practice. 4.2.1.2 Instructional Supervision This area of M&E is primarily concerned with the efficiency and effectiveness of Instructional Supervision as a technical support mechanism for teachers as the most important resource in the school. Information gathered will be the basis for the provision of technical assistance for the continuing professional development of School Heads especially in determining appropriate instructional supervisory strategies and tools 4.2.1.3 Staff Development Human resource has a vital impact on the performance of the school. Aside from the teaching personnel, non teaching personnel are hired to assist in the operation of the school, be it administrative or technical. Staff development is designed for personal and career advancement of every staff/member of the school community. Specifically, this focuses on the enrichment of skills, knowledge and attitude needed to perform the task assigned to them. Thus, monitoring and evaluation of this area will provide an information whether the capability building program implemented are properly and timely utilized resulting to the attainment of the desired performance.

27

Table 6 M&E Processes on School Management

A. Progress M & E M&E Question: SIP Implementation 1. How efficient is the SIP being implemented on a periodic basis? 2. What are the implementation issues surrounding SIP? Instructional Supervision 1. How efficient is the school head in performing instructional supervision of the teachers? Staff Development 1. Does the staff development program address the needs of the personnel? Info Requirements
Quantitative data on Physical outputs Qualitative data on issues, lessons learned, facilitating and hindering factors, valueadded outputs and recommendations

Source of Information and Data Required

Monthly SIP/AIP Tracking Form % of Physical accomplishments for the quarter Issues & concerns Value added outputs Facilitating factors

Method of Analysis

Guide Questions

Comparative 1. Are the targeted physical outputs delivered and analysis of planned on time as planned? vs actual physical 2. What are the accomplishments; issues and concerns Expenditures vs lessons learned budget facilitating and hindering factors value-added outputs recommendations in the implementation of SIP for the next quarter?

Status of Instructional Consolidated Supervision: monthly report of o Issues in IS and how instructional resolved supervision o Number of teachers observed as planned Staff Dev Plan Progress of Staff Development Plan Tracking Form

Frequency Categories of issues in IS

Is the instructional supervision done by SH per month following guidelines? What are the issues in implementing the IS? How are they resolved?

Docs Review

Is the staff dev plan carried out within guidelines? What are the issues in implementing the plan? How are they resolved?

B. Initial Gains/Intermediate Results M & E M&E Question: SIP Implementation 1. What is the status of accomplishments of the SIP/AIP objectives at the end of the year? 2. Does the SBM level of practice progress each year? Instructional Supervision 1. What changes are observed among the teachers as a result of instructional supervision? Staff Development(Non-Teaching) 1. What changes are observed among the non-teaching staff as a result of the staff dev program?

28

Info Requirements Number of SIP targets effectively delivered SBM level of practice Consolidated issues for the Year Behavioral changes among teachers

Source of Information and Data Required SIP/AIP Tracking Form SIP Monthly Report Resolved issues for the year EBEIS SBM level of practice Form 178 Monthly Supervisory Report Monthly Accomplishment Report Staff development training Evaluation Form result

Method of Analysis Docs Review Percentage of accomplishments

Guide Questions Is the SIP implementation effective in accomplishing the outputs for the year?

Docs Review

How effective is the instructional supervision in terms of behavioral changes among teachers? What behavioral changes are being observed among the staff?

Behavioral changes among staff

Docs Review

C. Results M&E M&E Question: 1. 2. Does the school achieve the desired educational outcomes at the end of 3-year SIP cycle? Has the school progressed in its SBM level of practice? Source of Information and Data Required EBEIS Achievement rate Retention rate Completion rate SBM level of practice Method of Analysis Trend Analysis Guide Questions Are the desired educational outcomes in term of the school performance indicators met? Is there a change in the SBM level of practice after completion of a 3-year SIP cycle ?

Info Requirements Status of School educational outcomes

4.2.2 Productivity of School Personnel Basically, the performance of every member or committee in an organization should contribute to the accomplishment of the school goals and objectives. Thus, in school, monitoring and evaluation of the work accomplishment of the different stakeholders must be taken into consideration. This process will provide information on the extent or level of work satisfaction of internal stakeholders.

29

Table 7 M&E Process on Productivity of School Personnel

A. Progress M&E M&E Question: Do the school personnel efficiently and regularly perform their functions and responsibilities? Source of Information and Data Required Accomplishment of Consolidated Work Outputs accomplishment report on Individual individual and team/ Teams/comm committee work outputs ittees Info Requirements B. Intermediate Results M&E M&E Question: How effective are the school personnel in the delivery of their functions and responsibilities? Info Requirements Effectiveness in the performance of functions and responsibilities Source of Information and Data Required Consolidated report of work performance based on: PASAG PASSA RPAST Method of Analysis Docs review Guide Questions Are school operational requirements met at the end of the year? Method of Analysis Documentary Analysis Guide Questions Do the various functional units in the school perform their functions and responsibilities as reflected in their TOR?

C. Results M&E M&E Question: What is the level of performance of the school as an organization? What are the factors that influenced the improvement of organization performance level? Info Requirements Improved organization performance level Source of Information and Data Required Consolidated accomplishment report of organization performance level Organization Performance Evaluation System (OPES) Method of Analysis Docs Review Trend Analysis Guide Questions Is the school able to improve its organization performance level?

4.2.3 Community Partnership Another factor that influenced the school to have an improved level of SBM Practice is community partnership. Monitoring and evaluation in this area focuses on the stakeholders participation in school activities and the participation of school in community-initiated programs. This provides information on the extent of engagement and collaboration of school and community in the planning, implementation and monitoring of programs and projects.

30

Table 8 M&E in Process on Community Partnership

A. Progress M&E M&E Question: What is the level of attendance and participation of stakeholders in school and community-initiated programs and activities? Source of Information and Data Required Attendance Sheet Attendance Sheet

Info Requirements Frequency of stakeholders attendance/participation in school activities Frequency of internal stakeholders attendance/participation in community-initiated programs B. Intermediate Results M&E

Method of Analysis Frequency counts Frequency counts

Guide Questions How often do stakeholders attend and participate in school activities? How often do internal stakeholders attend and participate in community-initiated programs?

M&E Question: How effective is the engagement and collaboration of school and community in relation to organizational performance? Source of Information and Data Method of Info Requirements Guide Questions Required Analysis Is the engagement and Effectiveness of Annual report on Attendance to Docs review collaboration of school and implementation of school activities community contributed to effective programs and Annual report on attendance to implementation of programs and activities of school and community-initiated programs activities? community Level of satisfaction of school stakeholders in the community Perception survey of stakeholders satisfaction Basic statistics How do stakeholders perceive the level of services provided by the school?

SBM Level of practice

EBEIS

Quantitative and qualitative analysis

Is the level of SBM practice progressing?

C. Results M&E M&E Question: Is there an improvement in the school performance indicators as a result of enhanced school-community partnership? Info Requirements Improved school Source of Information and Data Required EBEIS Method of Analysis Basic statistics Guide Questions Are the school performance

31

performance indicators 4.3 M&E Tools

indicators improving as a result of school-community partnership

Monitoring and evaluation tools will provide ease for the team in gathering M&E required information. Succeeding section presented the list of suggested tools that can be used by the school in monitoring and evaluating the delivery of basic education services and the organizational health/performance. The M&E tools, as provided in the Annexes are categorized according to stage they are most likely to be utilized.

32

CHAPTER 5 REPORTING
5.1 Reporting Schedules Since the stakeholders use the M & E results for their respective purposes, the reporting schedules are informed by their need for information. 1. For progress monitoring, Monthly and Quarterly reports have to be submitted to concerned stakeholders on the first week of the following month or quarter. The process of monitoring until reporting will cover about 30 days or 5 weeks of each quarter. Intermediate results will be reported after every end of school year. The reports are mainly consolidation of data from the progress report on Physical Outputs accomplishments on SIP/AIP implementation including Physical outputs balance and the reasons for balance, value added outputs, issues and concerns, lessons learned from facilitating and hindering factors, sustainability measures, and recommendations. Results monitoring is scheduled towards the end of Year 3 of SIP Implementation and is due on the second week after the School Year ended. Consolidated data for the 3-year SIP/AIP Implementation Report on Quantitative (Physical Outputs) & Qualitative Data (issues, lessons learned, facilitating & hindering factors, resultant outputs, & recommendations) including the slippage/backlogs which will be an input to the next SIP cycle. The report also includes comparative data on school performance indicators showing: Improved Retention Rate a. Reduced incidence of repetition in first three grades b. Improvement in the number of school leavers retrieved by the primary and secondary school system. Reduction of Dropouts Increased Completion Rate a. Increased Elementary pupils ready for secondary schooling b. Improved transition from elementary to high school Improved Achievement Rate a. Increased number of Grade 3 pupils demonstrating the basic literacy competencies in reading and Writing. b. Increased number of Grade 6 pupils demonstrating the desired competencies as evidenced by the NAT/RAT results. c. Improved achievement of 2nd year high school learners. This includes improved performance in Math, Science, English d. Increased number of 4th year high school learners with average and above average performance in NCAE: General Scholastic, Technical and Vocational aptitudes. e. Increased number of OSYs, adults and IPs who completed the basic literacy program, accreditation and equivalency program and ALS programs.

2.

3.

33

A. DELIVERY OF BASIC EDUCATION

SEMIANNUAL (END OF JUNE) . END OF SIP

M&E TOPIC

TASK LEVEL/DECISION POINTS

MONTHLY

QUARTERLY

ANNUAL

A.1. PROGRAMS AND PROJECTS ON CURRICULUM IMPLEMENTATION A.1.1 Quality & PROGRESS Relevance Efficiency on the programs & project Quality Programs & Targets set Projects on Time Curriculum Accomplishment of Curriculum Implementati plans on Issues and lessons learnt on implementation of programs and projects INTERMEDIATE RESULTS Annual measure of school performance indicators Increase in attendance Decrease in absenteeism Increase Retention rate Increase Graduation rate Increase in Completion Rate Increase in number of passers SBM Level of Practice Covered Curriculum Content RESULTS: School Education Outcomes A.1.2 Education Resources for Provision of Access Personnel Funds LRMs Facilities Ancillary Services Increase in enrolment Decrease in dropouts Increase in number of learners ready for transition Decrease in school leavers Improved graduation rate Improved academic performance in all learning areas

PROGRESS Adequacy of resources for Programs & projects Accessibility of resources Utilization Equitable distribution of resources Timeliness of delivery Appropriateness for intended use Issues on resources (monthly/quarterly)

34

INTERMEDIATE RESULTS Optimal utilization and application of resources Classroom to learner ration Textbooks to learner ratio Access to school laboratories and equipment Access to library, guidance and health service facilities Access to toilets & RESULTS Improved Learning Environment A.1.3. Development of Teacher Competence PROGESS LEVEL Efficiency of instructional delivery (LPs, IMs, Strategies, assessment) Conduciveness & orderliness of classrooms Utilization of learning resources Comprehensiveness of learners records Issues/lessons learned

A.1.4. Development of Learner Performance

INTERMEDIATE RESULTS Effectiveness of instructional delivery Improved learner performance (annually) Reduced Failure rate Reduced SARDO Improved punctuality & attendance Effectiveness of IPPD and SPPD Improved utilization of learning resources Updated SMIS RESULTS Improved teaching competence based on NCBTS PROGRESS LEVEL Level of achievement by learning area per grade or year level (quarterly) Percentage of attendance and dropout (monthly) Percentage of participation in school & community activities Issues/Lessons learned

35

INTERMEDIATE RESULTS Learner Distribution by Mastery Level (annual) Periodic School Performance Indicators (annual) Increased Achievement rate Readiness of learners for transition Literacy level Numeracy level Learners attitude towards schooling RESULTS LEVEL Improved achievement rate Improved completion rate Increased graduation rate Increased functional literacy

B. ORGANIZATIONAL HEALTH / PERFORMANCE

TIME: M&E TOPIC SEMIANNUAL (END OF JUNE) END OF SIP

TASK LEVEL PROGRESS LEVEL Quarter SIP/AIP Planned activities versus actual Efficiency of implementation of SHs supervisory plan INSET/SPPD Implementation Issues and concerns Lessons Learned (quarterly) INTERMEDIATE RESULT SBM Level of Practice Cumulative accomplishment of SIP/AIP Physical Outputs Consolidated issues on school management RESULTS LEVEL SBM Level of Practice Progress Level Accomplishment of work outputs Individual By teams/committees (PTA,
SGC, Teachers Org., Support staff, SPT, SIPIT, PGO/SSG & other special programs committee

MONTHLY

QUARTERLY

ANNUAL

B.1. School Management

B.2. Productivity

36

TIME: M&E TOPIC

TASK LEVEL
INTERMEDIATE RESULTS Work satisfaction of internal stakeholders Annual performance level (Individual, team or committees) RESULT LEVEL Organizational performance level Progress Level Stakeholders participation/involvement in school activities Participation in communityinitiated programs Intermediate Results Parents satisfaction Stakeholders satisfaction over school services Result Level SBM Level of practice Stakeholders satisfaction over school services

MONTHLY

QUARTERLY

SEMIANNUAL (END OF JUNE)

ANNUAL

END OF SIP

B.2. Community Partnership

37

ANNEXES

38

CONTENTS Teacher Appraisal Form 1 2 3 4 5 Appraisal Form #1: Teacher Performance Appraisal Form # 2: Classroom Management Appraisal Form #3: Record Management Appraisal Form #4: Checklist for Lesson Plans Appraisal Form #5: Checklist for Teacher/Class Observation

PAGE 41 42 43 44 45

SIP Implementation M&E Tools 1. 2. A 3 4. 5. 6. Elements of SIP Implementation M&E Framework SIP Implementation M&E Framework Matrix PROGRESS M&E TOOLS SIP-AIP PHYSICAL ACCOMPLISHMENT FORM (PHYSICAL OUTPUTS AND FINANCE) SIP-AIP PHYSICAL OUTPUT TRACKING FORM SIP THREE-YEAR REPORT ON PHYSICAL OUTPUT AND FINANCIAL STATUS OF PROJECTS & PROGRAMS ISSUES / LESSONS LEARNED / SUSTAINABILITY LOG Part A: Issues/Problems and Concerns Log PART B - LOG SHEET ON RESOLUTION OF ISSUES PART C - LOG SHEET ON R SUSTAINABILITY MEASURES PART D - LOG SHEET ON LESSONS LEARNED RESULTS M&E TOOLS SIP Terminal Review Framework SIP Terminal Review Report Results Monitoring Tool Schools C. 8 REPORT TEMPLATES for QMT M&E Report Template of SQMT M&E Report Template of SDQMT M&E Report Template of DQMT 54 47 48 49 46 46

49 50 51 52 53

39

Appraisal Form #1: Checklist on Classroom Management

All the time

Some times

Most of the Time

Not at All 2

Rarely

ITEM

10

1 2 3 4 5 6 7

Calls learners by name (with the help of memory, IDs, name tags or seat plan ) Implements procedures in group work ( evidence of instituted breakout procedures for peer work or group work) Implements discipline in letting students enter inside (after flag ceremony, recess, activity outside the classroom, etc) and making them take exit from the classroom Implements procedures in the distribution of materials and collection, turning in, and handing back checked learners work Employs a facilitated and purposive checking of attendance (finds out who are absent/cutting classes and why and make a follow up) Implements proactive discipline plan (e.g. detects inappropriate behavior and intervenes, calls the learners attention, deal with disruption appropriately to avoid arguments) Uses efficient routines in starting and ending class periods Implements specified work formats (themes, exercise notebooks,

8 experiment notebooks, projects, etc.)

9 expression, gestures) 10 Reminds students of important schedules and assignment efficiently 11 classroom on time and stays in the classroom or activity area for the 12 13 14 15

Provides authentic rewards and incentives (appropriate praises, facial

Manages time appropriately (engaged time on taskarrives and leaves whole period) Movement in the classroom (moves around, divides attention equally among students) Gives clear directions (e.g. giving appropriate examples or nonexamples) Uses of appropriate verbal communication (e.g. provides positive feedback) Uses of appropriate non-verbal communication (observes entire class and scans frequently, signals/gestures) Overall Rating

Description of Rating: 8.5-10 6.5-8.49 4.5-6.49 2.5-4.49 2.0-2.49 Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor

RATING

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Appraisal Form # 2: Classroom ManagementEnsuring and Maintaining Clean, Conducive, Secure, and Energy-Saving Learning Environment
All the time Some times Most of the Time

Not at All 2

Rarely

ITEM

10

1 2

Electric fans/air-conditioned units are turned off when not in use and when not necessary (when there is fresh air, during recess time, lunchtime, and dismissal) Lights are turned off when not in use and when not necessary (when there is enough sunlight, during recess time, lunchtime, and dismissal)

3 Water faucets are turned off when not in use and after dismissal 4 Classroom is open before the first session starts. 5 session for the day/night. 6 Classroom has broom/s, dust pan, and garbage containers. 7 Classroom has updated display boards. 8 Classroom has updated bulletin boards (Absences, reminders, best work) 9 Learners do not throw their garbage anywhere. 10 Learners segregate their trash. 11 classroom and its furniture/equipment. 12 classroom and its furniture.
Homeroom PTA helps in performing minor repairs/improvement of Homeroom PTA helps in performing minor painting works for the Classroom is locked when nobody is inside and after dismissal of the last

OVERALL RATING (TOTAL RATING 12x100)

Description of Rating: 8.5- 10.0 Outstanding 6.5-8.49 Very Satisfactory 4.5-6.49 Satisfactory 2.5-4.49 Unsatisfactory 2.0-2.49 Poor

RATING

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Appraisal Form #3: Checklist for Record Management

All the time Some times Most of the Time

Not at All 2

Rarely

ITEM

10

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

Keeps(monthly)/ submits(monthly /quarterly) upto-date reports

Class record/s Form 1 School Register Form 2 Monthly Attendance and Enrolment Subject Grade Sheets Consolidated Grade Sheets Form 137 Permanent Records Form 138 Report Card List of Top Ten for a Grading Period Form 18-A (for the fourth quarter of SY) Anecdotal Records Lesson Plans Nutritional Status (For the 1st and 4th quarter of SY) Phil-IRI (For the 1st and 4th quarter of SY) Other reports required Class record/s Form 1 School Register Form 2 Monthly Attendance and Enrolment Subject Grade Sheets Consolidated Grade Sheets Form 137 Permanent Records Form 138 Report Card List of Top Ten for a Grading Period Form 18-A (for the fourth quarter of SY) Anecdotal Records Lesson Plans Nutritional Status (For the 1st and 4th quarter of SY)

Accomplishes neat, accurate, and complete reports personally

OVERALL RATING (TOTAL RATING 26x100) Description of Rating: 8.5-10 6.5-8.49 4.5-6.49 2.5-4.49 2.0-2.49 Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor

RATING

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Appraisal Form #4: Checklist for Reviewing Lesson Plans

OBSERVED YES NO

ITEM
1 2 3 4 6 7 8 9
OBJECTIVES Writes objectives clearly for students Writes objectives in behavioral terms Objectives are SMART (Specific, Measurable, Attainable, Result-oriented, Time-bounded) Objectives manifest psychomotor, cognitive and affective domains of learning SUBJECT MATTER Based on PELC/PSSLC Budget of Work (Expectation: On time) Reflects the use of references and IMs PROCEDURES The strategy used is suitable in developing the lesson/subject matter. Preparatory activity/ies employed effectively prepares or motivates learners for the lesson (e.g. drill such phonics drill, review, checking of assignment, unlocking of difficulties, motivation such as a song, poem, anecdote, mini-story, picture, game, trivia or motivating question) Activities for the development of the lesson are well-organized objective-oriented meaningful to learners Activities for the development of the lesson provide opportunities for learners to develop higher order thinking skills (HOTS) make generalizations/conclusions apply knowledge and skills learned EVALUATION Directions are brief and concise Items are aligned with the lesson objectives ASSIGNMENT Provide clear directions Provides opportunities to enhance knowledge and skills learned or prepares the learners for the next lesson

REMARKS

10 11 12 13 14 15
16 17

18 Items are skill-based

19 20

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Appraisal Form #5: Checklist for Teacher/Class Observation

OBSERVED YES NO

ITEM
1 2 3 4 5
INITIAL FOCUS States objectives of the session clearly to students Gains attention of students (Punctuality, Good Grooming, Posture, Classroom Presence, well-prepared with all lesson paraphernalia) CONTENT EMPHASIS AND/OR LINKING Stresses the importance/significance/essence of the topic Links lesson to learners backgrounds and life experiences, past learning including those in other subject areas, and future learning Points out similarities and differences of the previous of the topic to the new one COMPREHENSIBLE INPUT Uses speech appropriate for learners proficiency level (slower rate, enunciation, simple sentence structure for beginners) Explain academic tasks clearly Use a variety of techniques to make content concepts clear (e.g. modeling, visuals, hands-on activities, demonstrations, gestures, body language) STRATEGIES
Provide ample opportunities for students to use strategies (e.g., problem solving, predicting, organizing, summarizing, categorizing, evaluating, selfmonitoring). Use scaffolding techniques consistently (providing the right amount of support to move students from one level of understanding to a higher level) throughout lesson. Use a variety of question types including those that promote higher-order thinking skills throughout the lesson (e.g., literal, analytical, and interpretive questions).

REMARKS

5 6 7

8 9

10

INTERACTION

11 12

13
14 15 11 12 13 14

Provide frequent opportunities for interactions and discussion between teacher/learner and among learners, and encourage elaborated responses. Use group configurations that support language and content objectives of the lesson. Provide sufficient wait time for student response consistently. Give ample opportunities for students to clarify key concepts

PRACTICE/APPLICATION
Provide hands-on materials and/or manipulatives for students to practice using new content knowledge. Provide activities for students to apply content and language knowledge in the classroom.

EMPHASIS/REVIEW/ASSESSMENT
Give comprehensive review of key vocabularies. Give a comprehensive review of key content concepts, skills, values, and attitudes. Provide feedback to learners regularly on their output (e.g. language, content, work) Conduct assessments of learner comprehension based on learning objectives (e.g. spot checking, group response, individual work, peer work and/or group work)

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SIP IMPLEMENTATION M&E TOOLS

1. ELEMENTS OF SIP IMPLEMENTATION M&E FRAMEWORK
The table below shows the elements of the SIP Implementation M&E Framework and the instructions for filling up each column of the template. This framework guides both progress (output) monitoring and outcomes (results) evaluation. COLUMN ITEM 1 SIP Outputs 2 Indicator/s INSTRUCTIONS
List the outputs of SIP/AIP Identify for each output, the information that will tell the achievement of

Data Source

4 5 6 7

Method of Collection Timing of Collection Data Gathering Report Schedule

project objective. This is a qualified/quantified parameter which details the extent to which an objective has been achieved Identify the source where the measure of the attainment of objectives can be obtained (ex. BEIS, Teacher observation /performance report, SARDO Monitoring Form, OSY Tracking system, child health and nutrition chart, etc.) Indicate the strategy that will be employed to collect the data (ex., Document review, interview, direct observation, survey questionnaire, FGD, etc.) Identify as to when the data collection will happen Indicate the unit/person responsible for data collection Identify the when the result/s will be reported

2.. SIP IMPLEMENTATION M&E FRAMEWORK MATRIX (The M&E framework matrix of the school for its SIP implementation should be cooperatively done by the members of the School Quality Management Team headed by the School Head. PROJECT OBJECTIVES/ OUTPUTS (O#) Purpose level objective: Component Objectives: Prov. Of Access Component 1: Phys Facilities Component 2: LRM Component 3: Ancillary Component 4: SIP IMPLEMENTATION M&E FRAMEWORK MATRIX (CONTINUED) INDICATOR/S DATA SOURCE DATA COLLECTION DATA REPORT METHOD TIMING GATHERER SCHEDULE

RESULTS M&E

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PROJECT OBJECTIVES/ OUTPUTS (O#) Outputs

INDICATOR/S

DATA SOURCE

DATA COLLECTION METHOD TIMING

DATA GATHERER

REPORT SCHEDULE

PROGRESS

3. SIP-AIP PHYSICAL ACCOMPLISHMENT FORM

School: Month/Year: . PROJECT/OUTPUT PHYSICAL OUTPUT TARGET ACTUAL District:
School Year:

FINANCIAL TARGET BUDGET EXPENDITURE

NOTE: Write only those outputs with physical and financial targets.

LEGEND: % - Percentage of Accomplishment = (Target divided by Actual) x 100

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4. SIP-AIP PHYSICAL OUTPUT TRACKING FORM

Name of School: Date of SIP Acceptance Evaluation Period (Please check): OBJECTIVES: The SIP-AIP Physical Output Tracking Form is meant to help: a. Determine the quarterly progress of the school based on the planned annual (AIP) targets b. Articulate the adjusted target of the school given the end of quarter status c. Calculate the percentage of annual accomplishment versus the planned annual targets d. Capture the unprogrammed / unplanned outputs of the school based on emerging requirements INSTRUCTIONS: SEE EXCEL FILE AIP Year 1 AIP Year 2 Overall Status Classification: SIP Time Frame:

AIP Year 3

5. SIP THREE-YEAR REPORT ON PHYSICAL OUTPUT AND FINANCIAL STATUS OF PROJECTS & PROGRAMS
PHYSICAL OUTPUT YEAR 2 % Done % Done Target Target Actual FINANCIAL YEAR 2 % Done % Done Target Target Actual

YEAR 1 Target Actual

YEAR 3 % Done Target Actual

YEAR 1 Actual

YEAR 3 % Done Actual

PHYSICAL OUTPUTS

NOTE: USE ADDITIONAL PAGES IF NEEDED

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6. ISSUES / LESSONS LEARNED / SUSTAINABILITY LOG

Part A: Issues/Problems and Concerns Log
Report Period:

PREVIOUS ISSUES LOG

Instructions: List the issues/problems/concerns you have encountered during the period (Annual, Quarter or Monthly) that have caused the non-achievement or delay of the deliverables/targeted outputs. You may write the issue/problem related to any of the categories below.
CHALLENGES/ ISSUES ENCOUNTERED By Categories Actions taken to RESOLVE the Issue: Unit/Person

STRATEGIES OR
TECHNIQUES USED TO IMPLEMENT PROGRAM OR PROJECT

WORKING
RELATIONSHIPS BETWEEN AND AMONG THE IMPLEMENTATION TEAMS

GENERATION AND
UTILIZATION OF FUNDS / RESOURCES

CHALLENGES/ ISSUES ENCOUNTERED By Categories

Actions taken to RESOLVE the Issue:

Unit/Person

e.g. Parents are busy fighting

Called PTA meeting everyday

School grievance committee

STAKEHOLDERS
PARTICIPATION

Other factors

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CHALLENGES/ ISSUES ENCOUNTERED By Categories

Actions taken to RESOLVE the Issue:

Unit/Person

outside of school environment

6. ISSUES / LESSONS LEARNED / SUSTAINABILITY LOG

PART B - LOG SHEET ON RESOLUTION OF ISSUES
INSTRUCTIONS FOR THE SQMT: Take and analyze each of the issues listed in Part A as to whether they have been resolved/addressed by the school. Write in Column 1 these resolved issues and in Column 2, the solution applied. In Column 3, list the issues which are beyond the schools control and which will need the assistance of the division for its resolution.

1 ISSUES RESOLVED BY THE

SCHOOL

2 SOLUTION APPLIED

3 ISSUES NEEDING ASSISTANCE

4 REMARKS

NOTE: USE ADDITIONAL PAGES IF NEEDED

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6. ISSUES / LESSONS LEARNED / SUSTAINABILITY LOG

PART C - LOG SHEET ON R SUSTAINABILITY MEASURES
INSTRUCTIONS:

Study the list of sustainability measures applied in the implementation of projects/programs given in Column 1. Choose from those given what the school has applied during the period to sustain the school projects/programs. Indicate in Column 2 the specific action the school has done in applying any of the sustainability measures. In Column 4, indicate the result of applying such a strategy.

1 SUSTAINABILITY M EASURES 1. Fit w/in partner govt policies Objectives and activities which fit with Partner Government policies have much better prospect for sustainability as they are more likely to have highlevel political and institutional support both during implementation and beyond. 2. Participation The critical factor in promoting sustainability is the role of the stakeholders; i.e. those directly concerned with the program or project. Sustainability cannot be achieved without their involvement and support. Ideas are demand-led Stakeholders, both men and women should actively participate and have the opportunity to influence the direction and detail of implementation. Time and resources are available for participatory analysis. 3. Management & Organization Integrate with and build on local management structures. Work with counterparts who are existing in school Teamwork approaches are emphasized. Permit some flexibility in implementation as lessons are learned 4. Integrate & Build on Govt Operations & Processes Activities should integrate with and build on existing government operations, processes systems and performance monitoring wherever possible. Use available information sources wherever possible. This not only builds on existing processes so that capacity building has a better chance of being sustained post-project but also minimizes workload and demand on stakeholders in providing information 5. Counterpart Contribution Counterpart contributions, either in cash or in kind (like counterpart staff and office space) are a sign of commitment and demonstrate in a tangible way, that partners place value on the expected benefits. 6. Training The provision of appropriate training for identified target groups is a key strategy for achieving sustainable benefits. Effective training should not only educate but also motivate. Trainees must be selected on merit and include both men and women. Trainees must be given the opportunity to apply newly acquired skills on completion of training.

2 ACTION TAKEN TO
APPLY STRATEGY

3 RESULT OF STRATEGY

50

1 SUSTAINABILITY M EASURES 7. Information dissemination & Networking Generating an understanding of SIP and support for the projects objectives among a wide group of stakeholders should be a component of any sustainability strategy. It can include the use of many types of different media and group events. 8. Technology To promote sustainability the technology to be transferred must be selected on the basis of its appropriateness in terms of technical and financial criteria, plus social, gender and cultural acceptability. Training to support the introduction of any new technology should be relevant and appropriate. 9. Social, Gender & Culture Development interventions can fail to deliver sustainable benefits if social, gender and cultural issues are not taken into account. A greater participation by girls in identification, design and decision-making is a key part of any sustainable strategy 10. External Political & Economic factor 11. Anti-Fraud & Corrupt Strategy 12. Other Sustainability measures identified

2 ACTION TAKEN TO
APPLY STRATEGY

3 RESULT OF STRATEGY

6. ISSUES / LESSONS LEARNED / SUSTAINABILITY LOG PART D - LOG SHEET ON LESSONS LEARNED
INSTRUCTIONS: Write in Column 1 those experiences/factors which have been productive, useful or influencing the successful implementation of the project. In Column 2, indicate those which have caused delay or unsuccessful delivery of the planned target. In Column 3, write the Lessons Learned derived from both facilitating and hindering factors. Lessons learned from facilitating factors are stated as values/ good practices/ principles. Lessons learned from hindering factors are stated as what could have been

LESSONS LEARNED LOG

1 FACILITATING FACTORS 2 HINDERING FACTORS 3 LESSONS LEARNED

NOTE: USE ADDITIONAL PAGES IF NEEDED

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7. MONTHLY M&E REPORT OF SCHOOL QMT

MONTH INTRODUCTION:
AND YEAR:

FINDINGS A. SIP-AIP IMPLEMENTATION A.1. PHYSICAL OUTPUTS 1. 2. A.2. FINANCIAL REPORT 1. 2. A.3. BALANCE AND GAPS 1. 2. B. OTHER SCHOOL PROJECTS (IF APPLICABLE) B.1. TRAINING & DEVELOPMENT 1. 2. B.2. LEARNING RESOURCES 1. 2. B.3. OTHERS 1. 2. C. QUALITATIVE INFORMATION C.1. ISSUES AND CONCERNS 1. 2. C.2. SUSTAINABILITY MEASURES APPLIED 1. 2. C.3. LESSONS LEARNED 1. 2.

RECOMMENDATIONS

52

8. QUARTER M&E REPORT OF SCHOOL QMT

QUARTER AND YEAR:

INTRODUCTION:
FINDINGS A. SIP-AIP IMPLEMENTATION A.1. PHYSICAL OUTPUTS 1. 2. A.2. FINANCIAL REPORT 1. 2. A.3. BALANCE AND GAPS 1. 2. B. OTHER SCHOOL PROJECTS (IF APPLICABLE) B.1. TRAINING & DEVELOPMENT 1. 2. B.2. LEARNING RESOURCES 1. 2. B.3. OTHERS 1. 2. C. QUALITATIVE INFORMATION C.1. ISSUES AND CONCERNS 1. 2. C.2. SUSTAINABILITY MEASURES APPLIED 1. 2. C.3. LESSONS LEARNED

53

1. 2. D. PROGRESS ON INTERMEDIATE RESULTS D.1. ENROLMENT 1. 2. D.2. DROP-OUT DURING THE QUARTER 1. 2. D.3. FAILURES DURING THE QUARTER 1. 2.

RECOMMENDATIONS

PREPARED BY: NAMES POSITION / UNIT SIGNATURES

DATE: ____________________________

54