Handbook

2011
School M&E System Handbook
Strengthening the Implementation of Basic

Education in Selected Provinces
in the Visayas
i
TABLE OF CONTENTS
Page
LIST OF TABLES Iv
LIST OF FIGURES iv
LIST OF ACRONYMS V
CHAPTER 1: INTRODUCTION 1
1.1 Background 1
1.2 Purpose of the Handbook 1
1.3 User of the Handbook 1
CHAPTER 2: MONITORING AND EVALUATION FRAMEWORK
2.1 Assumptions 2
Definitions of M&E 2
Purpose and Objectives of M&E 2
Underlying Principles 3
2.2 Scope of M&E 3
M&E Content Areas 3

M&E Task Levels 5
Integration of M&E Content and Process 6
CHAPTER 3: SETTING UP SCHOOL M&E SYSTEM
3.1 Steps in Setting up School M&E System 9

3.2 School Quality Management Team 10
3.3 School M&E Structure 10
For Big Schools 10
For Cluster/Small Schools 11
3.4 Term of Reference of School M&E Team, 11

School Head/Cluster Head 11
School M&E Coordinator 11
School Planning Team Representative 12
School Department Heads 12
ICT Coordinator / Computer Teacher 12
ii
CHAPTER 4: MONITORING AND EVALUATION PROCEDURES
4.1 Content Area 1: Delivery of School’s Services to Basic Education 13
4.1.1 Curricular Programs and Projects 13

4.1.2 Education Resources 15
4.1.3 Teacher Performance 17
4.1.4 Learners Performance 26
4.2 Content Area 2: Organizational Health/Performance 29 29
4.2.1 School Management 29

4.2.1.1 SIP Implementation 29
4.2.1.2 Instructional Supervision 29
4.2.1.3 Staff Development for Non-Teaching Personnel 29
4.2.2 Productivity 30
4.2.3 Community Partnership 31
4.3 Monitoring and Evaluation Tools 33
CHAPTER 5: REPORTING
5.1 Reporting Schedules 35
A. Delivery of Basic Education 35
B. Organizational Health / Performance 37
ANNEXES
Contents Page
Teacher Appraisal Forms

1 Appraisal Form #1: Teacher Performance 41
2 Appraisal Form # 2: Classroom Management 42
3 Appraisal Form #3: Teacher Performance for Record Management 43
4 Appraisal Form #4: Checklist for Reviewing Lesson Plans 44
5 Appraisal Form #5: Checklist for Teacher/Class Observation 45
SIP Implementation M&E Tools

1. Elements of SIP Implementation M&E Framework 46
2. SIP Implementation M&E Framework Matrix 46
A PROGRESS M&E TOOLS
3 SIP-AIP PHYSICAL ACCOMPLISHMENT FORM (PHYSICAL OUTPUTS AND FINANCE) 47
4. SIP-AIP PHYSICAL OUTPUT TRACKING FORM 48
5. SIP THREE-YEAR REPORT ON PHYSICAL OUTPUT AND FINANCIAL STATUS OF PROJECTS & PROGRAMS 49
iii
6. ISSUES / LESSONS LEARNED / SUSTAINABILITY LOG
Part A - Issues/Problems and Concerns Log 49
PART B - LOG SHEET ON RESOLUTION OF ISSUES 50
PART C - LOG SHEET ON R SUSTAINABILITY MEASURES 51
PART D - LOG SHEET ON LESSONS LEARNED 52
B RESULTS M&E TOOLS 53
7 SIP Terminal Review Framework
8 SIP Terminal Review Report
9 Results Monitoring Tool – Schools
C REPORT TEMPLATES for QMT 54
.
M&E Report Template of SQMT
M&E Report Template of DsQMT
M&E Report Template of DQMT
iv
LIST OF TABLES
No. Title Page
1 Integration Matrix of M&E Content Areas and Task Levels (School level) 7
2 M&E Process on Curricular Programs
Progress Monitoring 14
Initial Gains/ Intermediate Results M&E 14
Results M&E 15
3 M&E Process on Education Resources
Results M&E 16
4 M&E Process on Teacher Performance
Results M&E 25
5 M&E Process on Learner Performance
Results M&E 28
6 M&E Process on School Management
Results M&E 31
7 M&E Process in Productivity
Results M&E 32
8 M&E Process in Community Partnership
Results M&E 33
LIST OF FIGURES
No. Title Page
1 M & E Content Areas of Schools 4

2 Hierarchy of M&E Task Levels 6
3 Step Process In Setting Up the M & E System 10
4 School M&E Structure
Big Elementary Schools and High Schools 11
Small Schools 12
v
vi
LIST OF ACRONYMS
AIP Annual Implementation Plan
ASDS Assistant Schools Division Superintendent
BEIS Basic Education Information System
BESMEF Basic Education Sector Monitoring & Evaluation Framework
BESRA Basic Education Sector Reform Agenda
CBP Capability Building Program
CBPAST Competency-based Performance Appraisal for Teachers
DAC Division Appraisal Committee
DepED Department of Education
DO Division Office
DORP Drop-out Reduction Program
DQMT Division Quality Management Team
DsQMT District Quality Management Team
EFA Education For All
ICT Information Communication Systm
IMs Instructional Materials
INSET In-service Training
IPPD Individual Plan for Professional Development
IR Intermediate Results
LGU Local Government Unit
LR Learning Resources
LRMDS Learning Resource Management and Development System
M&E Monitoring & Evaluation
MOOE Maintenance and Other Operating Expenses
MOV Means of Verification
NCBTS National Competency-based Teacher Standards
TLP Teaching Learning Process
OVI Objectively Verifiable Indicator
PSDS Public Schools District Supervisors
QAAF Quality Assurance and Accountability Framework
QAAS Quality Assurance and Accountability System
QMS Quality Management Team
R.A. Republic Act
RO Regional Office
SARDO Students-at-Risk of Dropping Out
SBM School-based Management
SDS Schools Division Superintendent
SEF Special Education Fund
SH School Head
SIP School Improvement Plan
SIS School Information System
SPPD School Plan for Professional Development
SPT School Planning Team
SQMT School Quality Management Team
SY School Year
TA Technical Assistance
TLOC Teaching Learning Observation Checklist
vii
TOR Terms of Reference
TSNA Teachers’ Strengths and Needs Assessment
UIS Unified Information System
WFP Work and Financial Plan
viii
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 System 2 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
DepED Order No 44, s 2010. Adoption of KRT 3: Quality Assurance and Accountability Framework
2
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
1
 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
2
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 school’s performance or health to achieve the
desired education outcomes. M&E in schools aims to provide valid, reliable and accurate data in decision-
making 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
2. 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
3. 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
4. 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.
5. Provide information for school management to review and sustain the strategies that can improve the school’s
health or performance through:
 Efficient school-based management
3
 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.
4
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 Teacher Performance
Educatio
EduEducatio
School n Learner Performance
M&E Content
Areas
School Management
Organization
al Health & Productivity
Performance
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.)
5
 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 school’s participation in community-initiated activities.
M&E Task Levels
The M & E task levels are influenced by the areas of interest of the school stakeholder’s 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:
6
Progress (Formative) Level
“Are the needed resources available and adequate to implement efficiently and effectively the school’s 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.
b. 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.
Results (Summative) Level
“How effective are the school’s 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.
d. 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).
M&E Levels
Progress M&E Results M&E

(Formative (Summative
level) Level)
Intermediate
Inputs Outputs Outcomes
Results
Figure 2: Hierarchy of M&E Task Levels
7
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

Formative Summative
Content Area M& Focus
Progress Level Intermediate Results Results Level
Delivery of Services Quality &

for Basic Education Relevance
 Programs &  Efficiency on the programs  Annual measure of school School Education Outcomes
Projects on & project performance indicators School Education Outcomes
Curriculum  Quality  Increase in
Implementa  Quantity attendance  Increase in enrolment
tion  Time  Decrease in  Decrease in dropouts
absenteeism  Increase in number of
 Accomplishment of
 Retention rate learners ready for
Curriculum plans
 Issues and lessons learnt  Graduation rate transition
on implementation of  Completion Rate  Decrease in school
programs and projects  Nnumber of passers leavers
 SBM Level of Practice  Increase in
 Covered Curriculum Completion Rate
Content  Improved graduation rate
 Improved academic
performance in all
learning areas.
Education
Resources for
Provision of
Access
 Adequacy of resources for Optimal utilization and Improved Learning
 Personnel Programs & projects application of resources Environment
 Funds  Accessibility of resources
 LRMs  Equitable distribution of  Classroom to learner ratio  Improved Classroom to
 Facilities resources  Textbooks to learner ratio learner ratio
 Ancillary  Timeliness of delivery  Access to school  Improved Textbooks to
Services  Appropriateness for laboratories and equipment learner ratio
intended use  Access to library, guidance  Improved access to LRMs
 Issues on resources and health service facilities  Improved physical facilities
(monthly/quarterly)  Access to toilets & water
sanitation facilities
 Consolidated issues on
resources
Development  Efficiency of instructional  Effectiveness of Improved teaching
8
M&E Task Levels
Formative Summative
of Teacher delivery instructional delivery competence based on

Competence  Conduciveness &  Reduced Failure rate NCBTS
orderliness of classrooms  Reduced SARDO
 Utilization of learning  Improved punctuality Improved learner
resources & attendance performance (annually)
 Comprehensiveness of  Effectiveness of IPPD
learner’s records and SPPD
 Issues/lessons learned  Improved utilization of
learning resources
 Updated SMIS
Development  Level of achievement by  Learner Distribution by  Improved achievement rate

of Learner learning area per grade or Mastery Level (annual)  Improved completion rate
Performance year level (quarterly)  Periodic School  Increased graduation rate
 Percentage of attendance Performance Indicators  Increased functional
(monthly) (annual) literacy
 Drop outs  Increased
 Failures (Quarterly) Achievement rate
 Percentage of participation  Readiness of
in school & community learners for transition
activities  Literacy level
 Issues/Lessons learned  Numeracy level
 Learners’ attitude towards
schooling
Organizational
Health/Performance School  Quarter SIP/AIP Planned  SBM Level of Practice  Progressing SBM level of
Management activities versus actual  Cumulative practice
 Efficiency of accomplishment of SIP/AIP
implementation of SHs Physical Outputs
supervisory plan  Consolidated issues on
 INSET/SPPD school management
Implementation
 Issues and concerns
 Lessons Learned
(quarterly)
Productivity  Accomplishment of work  Work satisfaction of internal  Organizational
outputs stakeholders performance level
 Individual  Annual performance level
 By teams/committees  Individual
(PTA, SGC, Teachers’  By team or
Org., Support staff, committees
SPT, SIPIT, PGO/SSG
& other special
programs committee
Community  Stakeholders  Parents satisfaction  SBM Level of practice

Partnership participation/involvement in  Stakeholders satisfaction  Stakeholders satisfaction
school activities over school services over school services
 Participation in community-
9
M&E Task Levels
Formative Summative
initiated programs
10
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.
3. 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
4. Set up monitoring processes
 Define the M&E activities
 Identify reports (needed/required reports)
11
 Prepare TOR of School M&E Team
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.
6. Operationalize the system

 Implementation of M & E activities according to schedule
1 2 3 4 5 6
Establish M&E Operationalize the

Define the Determine Set Up Communicate
System
Activities Decision Monitoring the System
Scope of the Making Process
M&E Requirements
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. Has full grasp of the projects and programs in school

2. Involved in SIP development and enhancement process
3. Has knowledge of M&E
4. Accountable to improving learning outcomes in the school
5. Can communicate results of SIP to stakeholders
6. Familiar with national and regional standards, indicators and performance measures
7. Has working knowledge of ICT
B. Roles & Functions of SQMT:

1. Manage a mechanism for quality assurance and accountability in the school
2. Ensure that inputs, processes, outputs and outcomes of the school are at par with quality standards and
targets set
3. Communicate results of monitoring and evaluation to improve the implementation of SIP and SBM practice
4. 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 Head
 School M&E Coordinator

School M&E
Coordinator
12
Department
Head /Grade 2 SPT
School ICT Chairman Representative
Coordinator (Sec s (Parent/LGU)
(
 SPT Representative (Parent/LGU)
 Department Chairs (2)
 ICT Coordinator/Teacher
School Head
2. For Small Elementary School

 Chair: School Head School M&E
 Members : Coordinator
 School M&E Coordinator

 2 SPT Representatives
School ICT 2 SPT
Representative
Coordinator
3.4 Terms of Reference of School M&E Team s
(Parent/LGU
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
13
 Prepares regular M&E reports and submit to SH
 Interacts with SH and other members of the SQMT
3. SPT Representative (Parent/LGU Rep)
 Function:
 Monitors the implementation of SIP
 Responsibility
 Updates M & E plan during SIP revisit
4. 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 curriculum-
related 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?
SOURCE OF INFORMATION METHOD OF

INFORMATION REQUIRED Guide Questions
AND DATA REQUIRED ANALYSIS
Curriculum coverage and time  PELC/PSSLC  Docs Review  What percent of the
allocation per grade/year level  Lesson/Instructional Plan  Observations competencies have been
 Regular programs  Log sheet (Multi-grade)  FGD covered during the
o Elementary Curr.  Lesson Guides quarter?
 Pre and
o Secondary Curr.  Curriculum Guide  Which competencies
Post
 Special Programs (i.e, ADM,  Time Budget
Conferences were not developed as
EASE, OHSS, MISOSA, planned?
with teachers
SPED,SPA, ESEP, etc.)
Appropriateness of instructional  Lesson/Instructional Plan  Docs Review  What strategies do the
strategies used  Instructional Supervisory  On-site teachers employ?
Report observation  Are the observed
 TLOC strategies appropriate to
the competencies
delivered?
Distribution of teaching loads  Teacher’s Program  Docs Review Is the distribution of
teaching loads according to
standards?
Issues and lessons learnt on  Log sheet for issues and  Docs Review – What are the hindering and
implementation of programs and lessons learned categorization of facilitating factors during the
projects issues/lessons quarter?
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?
1. Efficiency & effectiveness of  Teachers’ Competency Document  Are the required
delivery Inventory Report analysis competencies delivered
 Budget of Work followed /covered according to the
 Classroom Observation allotted time budget during
the year?
 Instructional Supervisory

Report
 Annual measure of school  EBEIS – Basic statistics of  Which performance
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performance indicators o Performance indicators performance measures are improving
 SBM Level of Practice o SBM level of practice indicators  Is the SBM level of practice
Covered Curriculum Content progressing?
Achievement level of learners  Results of final Basic statistics  Do the learners manifest the
examinations and work competencies delivered?
outputs.
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?
Achievement level per subject Results of Frequency & What percent of the
area per grade/year level  School Achievement percentage learners across grade/year
Tests distribution of level have mastered the
 National / Regional learners by required competencies?
Achievement Tests learning area
Number of learners who mastered meeting Is there an increasing trend
the competencies required in the standards of in the achievement level of
curriculum across subject areas learners by grade/year level
mastery
per grade/year level during the last three years.
Status of School Education EBEIS Trend analysis Has the school improved its
Outcomes across 3-year education outcomes after 3
 Increase in enrolment years of SIP
historical data
 Decrease in dropouts implementation?
on education
 Increase in number of learners
ready for transition outcomes
 Decrease in school leavers
 Increase in Completion Rate
 Improved graduation rate
Improved academic performance in
all learning areas.
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:
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 School’s expenses versus budget which involves monitoring the school’s 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.
 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
METHOD OF
INFORMATION REQUIRED INFORMATION Guide Questions
ANALYSIS
AND DATA REQUIRED
Adequacy of Education resources such School Education Resource * Teacher to Are the educational
as: inventories Learner ratio resources sufficient to the
 Number of Teachers in school *Textbook to needs of the school?
 Learning resource materials and School Report Card learner ratio
equipment EBEIS *Classroom to Are the planning
 Physical and ancillary facilities learner ratio standards being met in
Utilization of school MOOE terms of resources?
 Financial resources i.e., MOOE, etc
 Support staff
Efficient utilization of Education Teachers’ Reports Qualitative Are the learning resources
resources analysis of being used by the
reports teachers and learners?
Issues on resources SH’s quarterly report on What strategies does the
availability of resources school employ to resolve
the issues on resources?
B. Initial Gains/Intermediate Results M&E
M&E Questions:
1. Are the educational resources of the school improving?
INFORMATION SOURCE OF INFORMATION METHOD OF
Guide Questions
REQUIRED AND DATA REQUIRED ANALYSIS
Improved adequacy of Annual Accomplishment Report Docs review Was there an improvement in
resources in school & Result of Inventory of resources at the end of each year?
Educational Resources Frequency
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Count of What strategies have been
resources successfully used to improve access
to and adequacy of resources?
What recurring issues does the school

experience on resources?
C. Results M&E
M&E Questions:
1. Does the utilization of education resources contribute to improved school performance?
INFORMATION SOURCE OF INFORMATION METHOD OF
Guide Questions
REQUIRED AND DATA REQUIRED ANALYSIS
 Improved  EBEIS Basic statistics 1. How does the utilization of
performance  SH’s Report on Performance Trend analysis education resources contribute
indicators. Indicators to the improvement of
 Stakeholders’ level of  Stakeholders FGD performance indicators?
satisfaction  SBM Assessment Results
 Increased SBM level 2. What is the level of stakeholders’
of Practice 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?
Percentage of Teachers Log sheet of Inspected/ Checked Frequency and % of What percent of teachers
preparing lesson plans Lesson Plans
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 Actual No. of teachers teachers preparing prepare daily lesson
preparing Lesson Plans daily lesson plans plans?
 Total No. of Teachers
Percentage of Teachers Log sheet of inspected/Checked Frequency and % of What percent of teachers
preparing formative and Item Bank teachers preparing prepare formative and
summative assessment tests  Actual No. of Teachers formative and summative tests?
Preparing Formative and summative tests
Summative Tests
 Type of tests prepared Validity of
assessment tests
prepared
Percentage of Teachers Log sheet of inspected/Checked FGD What percent of teachers
Preparing/Using Audio- Audio-Visual/Instructional Aids prepare and using audio-
Visual/Instructional Aids in  Actual No. of Teachers visual/instructional aids ?
Teaching Preparing/Using Audio-Visual/
Instructional Aids in Teaching
Percentage of Teachers Monitoring Form of Teachers Docs Review What percent of teachers
providing remedial instruction providing remedial instruction or provide remedial
to slow learners or advanced/enrichment lessons instruction to slow
advanced/enrichment lessons and Logbook of learners receiving
learners or enrichment
to gifted learners remedial instruction or
advanced/enrichment lessons lessons to fast learners?
 Actual No. of Teachers
providing remedial instruction
or advanced/enrichment
lessons
Percentage of teachers Forms 178 and Lesson Plans Docs Review What percent of teachers
needing TA in Lesson  Actual No. of teachers needing needs TA in lesson
Planning TA in Lesson Planning planning
Percentage of teachers Forms 178 and Lesson Plans Docs Review What percent of teachers
needing TA on delivery of  Actual No. of Teachers needs TA in conducting
instruction. Observed needing TA the TLP?
onconducting the Teaching-
Learning Process
Percentage of teachers Lesson Plans, Item Bank, and Docs Review What percent of teachers
needing TA in Test Form 178 needs TA in Test
Construction  Actual No. of Teachers construction?
Needing 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?
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Distribution of Teachers by Classroom Management Appraisal Frequency and How are teachers distributed
Classroom Management level Form and Summary of Teachers’ Percentage according to their performance of
Rating in Classroom Management distribution of lClassroom management ?
 Average scores of teachers in teachers by  Outstanding
Classroom management Classroom  Very Satisfactory
appraisal management  Satisfactory
performance level  Unsatisfactory
 Poor
Diistribution of Teachers by Classroom Management Appraisal Freq and How are the teachers distributed
level in ensuring and Form and Summary of Teachers’ Percentage according to how they perform in
maintaining clean, organized, Rating in Classroom Management distribution by level ensuring and maintaining clean,
secure, and energy-saving  Actual No. of teachers whose  Outstanding organized, secure, and energy-
learning environment average scores in ensuring and  Very saving learning environment?
maintaining clean, organized, Satisfactory
secure, and energy-saving  Satisfactory
learning environment is  Unsatisfactor
equivalent to y
 Poor
Distribution of teachers Accomplishment report of teachers Docs Review What percent of teachers perform
providing guidance services Anecdotal Record Book Frequency guidance services in and out of
distribution of the classroom?
 Actual No. of teachers
keeping up-to-date anecdotal teachers providing
records guidance services
 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
Distribution of teacher Record Management Appraisal Freq and How efficient are the teachers in
performance in record Form and Summary of Teachers’ Percentage keeping records on learning?
management Rating in Record Management distribution of
 Actual No. of teachers teachers How prompt are the teachers in
keeping accurate, complete, releasing grades to their
performance in
and up-to-date school records learners?
 Actual No. of teachers record
releasing grades promptly for management by
What issues do teachers have in
the grading period level: record management?
 Outstanding
 Very Satisfactory
 Satisfactory
 Unsatisfactory
 Poor
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Nature of Involvement of Monitoring Form of Teachers Docs Review What percent of teachers hold
teachers in school-community Holding Homeroom PTA Meetings homeroom PTA meeting for the
activities and Minutes of homeroom PTA quarter?
Meetings
conducting one homeroom
PTA meeting for the period\
actively involved in at least
one community-initiated
program
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
DATA REQUIRED ANALYSIS
preparing IPPD preparing IPPD and Teachers’ IPPDs prepare IPPD?
 Actual No. of Teachers preparing
IPPD
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
 Non-
existent
participating in school-based participating in school-based INSET participates in school-based
INSET  Actual No. of Teachers INSET?
participating in the mass INSET
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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?
Percentage of Teachers Monitoring Form of Teachers provided Freq and % What percentage of teachers
improving after receiving TA with TA distribution of has improved after provision of
 in lesson planning  Actual No. of teachers improving teachers showing TA?
 in conducting the teaching- after provision of TA improvement
learning process o in Lesson Planning
 classroom-based o in conducting the teaching-
assessment learning process
o classroom-based assessment
Percentage of learners passing Grade Sheets Docs Review What Percent of learners
the subjects handled by each  Actual No. of learners passing the passes the subjects handled by
teacher subjects handled by each 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 distribution of : increase/decrease of MPS in the
against MPS in the previous  MPS of the current school year  Passers current school year against MPS
school year  MPS of the previous school year  in the previous school year?
Comparative analysis
of MPS between
previous and current
year
Percentage of Teachers JEL Monitoring Form and JEL Contract Freq and percentage What percent of teachers
implementing JEL after F3  Actual No. of Teachers implementing of teachers implement JEL after F3
JEL after F3 implementing JEL
 Total No. of Teachers with JEL after F3
Contract
Consolidated issues resolved Quarterly M&E reports What issues have been
during the year  Reported issues on teacher resolved during the year?
performance
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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?
Percentage increase/decrease BEIS/SMIS, Form 20, and Form 18 Trend Is there an
of the following outcome  Outcome Indicators for six years Analysis increase/decrease of the
indicators after three years  Achievement Rate /Comparative following outcome indicators
 Achievement Rate  Retention Rate analysis after three years
 Retention Rate  Completion Rate  Achievement Rate
 Completion Rate  Promotion Rate  Retention Rate
 Promotion Rate  Graduation Rate  Completion Rate
 Graduation Rate  Drop out Rate  Promotion Rate
 Drop out Rate  Outcome Indicators for the current  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 lessons learned be given to address the
from the issues?
hindering and  How are the lessons applied
facilitating in planning for the next
factors cycle?
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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 Information
Info Requirements Method of Analysis Guide Questions
and Data Required
1. Frequency and Periodical Test  Distribution of learners  What is the average learners’ MPS
percentage Results according to the level for the quarter examination?
distribution of of mastery by learning  Which competencies are found
learners based on  Individual MPS by area per grade or year difficult?
their performance learning area by level  What are the facilitating/hindering
in periodical grade/year level  Identify least learned factors that affect academic
examinations per  Difficulty level of skills by learning area performance of the learners during
learning area items the periodical examination per
learning area by grade/year level?
2. Percentage of Report of Attendance  Frequency of actual  Do teachers have complete and
learners’ attendance vs annual updated record of learners’
 Number and
attendance and monthly enrolment attendance?
percentage of days
 What are the factors that affect
the learners report
to school learners’ attendance?
3. Percentage of Learners’ Portfolio  Average % of
learners’ participation in co-  How often do learners participate in
participation in Teachers Report curricular activities co-curricular activities provided at the
school and for the quarter school/district level?
community  What are the facilitating/hindering
activities factors that contributed to the
learners’ participation in co-curricular
activities?
B. INTERMEDIATE RESULTS M&E-
M&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?
and Data Required
Learners’ performance  Distribution of learners  Is there an increasing trend in the
in national/ regional NAT /RAT Results according to the level of results of national / regional
assessments mastery by learning area per assessments?
 Achievement Rate grade or year level  What are the facilitating factors
 Identification of least learned that contributed to the
skills by learning area
achievement of the desired
 Overall mastery level
academic performance of the
school?
Number of learners Yearly reports on  Number of learners left in  What are the motivating factors
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who are retained in  Retention Rate school vs annual enrolment that contributed in the :
school  Promotion Rate  Number of learners - Decrease of drop-out rate?
 Completion Rate promoted vs annual - Increase of completion rate?
Number of learners who  Drop-out Rate enrolment
have completed/  Number of completers vs
are promoted to the annual enrolment
next grade/year  Number of drop-outs vs.
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
attendance of Participation activities carried out by that motivate learners to
learners in co- school participate school and community
 Number of learners
curricular activities activities?
who participated in  Average % of participation
co-curricular across number of co-
activities (Annual) curricular activities
Issues & challenges List of issues and  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?
and Data Required
 Number and NAT/RAT Results  Frequency and percentage  What factors supported the
Percentage of distribution of Learners meeting satisfactory / unsatisfactory
learners meeting the  Individual masterly level in national & achievement in national /
national / regional percentage score of regional achievement tests regional assessments?
standard level for learners  Average Mean Percent Score of
Achievement  Percentage schools in learning areas tested.
distribution of  Frequency and percentage
learners meeting distribution of learners on list
standard learned skills
 Benefits gained Report on the  Frequency count on the  What are the promising practices
through the utilization Promising Practices promising practices and the that support satisfactory
of the identified number of achieved targets achievement of targets based on
promising practices List of promising based on the utilization of t he the SIP/AIP
practices identified promising practices
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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 school’s accomplishment, both qualitative and quantitative, which can
be attributed to or which can advance the school’s 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.
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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?
Source of Information Method of
Info Requirements Guide Questions
and Data Required Analysis
 Quantitative data on Physical Monthly SIP/AIP Comparative 1. Are the targeted physical outputs delivered and
outputs Tracking Form analysis of planned on time as planned?
 Qualitative data on issues,  % of Physical vs actual physical 2. What are the
lessons learned, facilitating accomplishments accomplishments;
 issues and concerns
and hindering factors, value- Expenditures vs
for the quarter  lessons learned
added outputs and budget
 Issues & concerns  facilitating and hindering factors
recommendations
 Value added  value-added outputs
outputs  recommendations in the implementation of
 Facilitating factors SIP for the next quarter?
 Status of Instructional  Consolidated  Frequency Is the instructional supervision done by SH
Supervision: monthly report of  Categories of per month following guidelines?
o Issues in IS and how instructional issues in IS
resolved supervision What are the issues in implementing the IS?
o Number of How are they resolved?
teachers
observed as
planned
 Progress of Staff Staff Dev Plan  Docs Review Is the staff dev plan carried out within
Development Plan Tracking Form 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?
Info Requirements Source of Information and Data Method of Analysis Guide Questions
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Required
 Number of SIP targets  SIP/AIP Tracking Form  Docs Review Is the SIP implementation
effectively delivered  SIP Monthly Report  Percentage of effective in accomplishing the
 SBM level of practice  Resolved issues for the year accomplishments outputs for the year?
 Consolidated issues EBEIS
for the Year
 SBM level of practice
 Behavioral changes  Form 178  Docs Review How effective is the instructional
among teachers  Monthly Supervisory Report supervision in terms of
 Monthly Accomplishment behavioral changes among
Report teachers?
 Behavioral changes  Staff development training  Docs Review What behavioral changes are
among staff Evaluation Form result being observed among the
staff?
C. Results M&E
M&E Question:
1. Does the school achieve the desired educational outcomes at the end of 3-year SIP cycle?
2. Has the school progressed in its SBM level of practice?
Source of Information and
Data Required
Status of School educational EBEIS  Trend Analysis Are the desired educational
outcomes  Achievement rate outcomes in term of the school
 Retention rate performance indicators met?
 Completion rate
 SBM level of practice Is there a change in the SBM
level of practice after completion
of a 3-year SIP cycle ?
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.
30
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  Documentary Do the various functional
Work Outputs accomplishment report on Analysis units in the school perform
 Individual individual and team/ their functions and
 Teams/ committee work outputs responsibilities as reflected
committees in their TOR?
B. Intermediate Results M&E
M&E Question:
How effective are the school personnel in the delivery of their functions and responsibilities?
Source of Information and Data
Required
 Effectiveness in the Consolidated report of work  Docs review Are school operational
performance of performance based on: requirements met at the end
functions and  PASAG of the year?
responsibilities  PASSA
 RPAST
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?
Source of Information and Data

Required
 Improved organization  Consolidated  Docs Review Is the school able to improve
performance level accomplishment report of  Trend Analysis its organization performance
organization performance level?
level
 Organization Performance
Evaluation System (OPES)
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.
31
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
Info Requirements Information and Method of Analysis Guide Questions
Data Required
 Frequency of stakeholders’  Attendance Sheet  Frequency counts How often do stakeholders attend
attendance/participation in and participate in school
school activities activities?
 Frequency of internal  Attendance Sheet  Frequency counts How often do internal
stakeholders’ stakeholders attend and
attendance/participation in participate in community-initiated
community-initiated programs programs?
B. Intermediate Results M&E

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
 Effectiveness of  Annual report on Attendance to  Docs review Is the engagement and
implementation of school activities collaboration of school and
programs and  Annual report on attendance to community contributed to effective
activities of school and community-initiated programs implementation of programs and
community activities?
 Level of satisfaction of  Perception survey of  Basic statistics How do stakeholders perceive the
school stakeholders in stakeholders’ satisfaction level of services provided by the
the community school?
 SBM Level of practice  EBEIS  Quantitative Is the level of SBM practice

and qualitative progressing?
analysis
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 Source of Information and Data Method of Guide Questions
32
Required Analysis
 Improved school EBEIS  Basic statistics Are the school performance
performance indicators improving as a result of
indicators school-community partnership
4.3 M&E Tools

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.
33
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.
2. 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.
3. 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.
34
A. DELIVERY OF BASIC EDUCATION
SEMI-
ANNUAL END OF
M&E TOPIC TASK LEVEL/DECISION POINTS MONTHLY QUARTERLY ANNUAL
(END OF SIP
JUNE)
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
 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
A.1.2 Education PROGRESS
Resources for  Adequacy of resources for
Provision of Programs & projects
Access  Accessibility of resources
 Personnel  Utilization
 Funds  Equitable distribution of resources
 LRMs  Timeliness of delivery
 Facilities  Appropriateness for intended use
 Ancillary
Services  Issues on resources
(monthly/quarterly)
35
36
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. PROGESS LEVEL‘
Development of  Efficiency of instructional delivery
Teacher (LPs, IMs, Strategies, assessment)
Competence  Conduciveness & orderliness of
classrooms
 Utilization of learning resources
 Comprehensiveness of learner’s
records
 Issues/lessons learned
 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
A.1.4. PROGRESS LEVEL
Development of  Level of achievement by learning
Learner area per grade or year level
Performance (quarterly)
 Percentage of attendance and
dropout (monthly)
 Percentage of participation in
school & community activities
 Issues/Lessons learned
37
 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

SEMI-
TIME: ANNUAL END
TASK LEVEL MONTHLY QUARTERLY ANNUAL
M&E TOPIC (END OF OF SIP
JUNE)
PROGRESS LEVEL
 Quarter SIP/AIP Planned
activities versus actual
 Efficiency of implementation of
SHs supervisory plan
B.1. School  INSET/SPPD Implementation
Management
 Issues and concerns
 Lessons Learned (quarterly)
INTERMEDIATE RESULT
 Cumulative accomplishment of
SIP/AIP Physical Outputs
 Consolidated issues on school
management
RESULTS LEVEL
B.2. Progress Level
Productivity  Accomplishment of work outputs
 Individual
 By teams/committees (PTA,
SGC, Teachers’ Org., Support
staff, SPT, SIPIT, PGO/SSG &
other special programs committee
38
SEMI-
TIME: ANNUAL END
TASK LEVEL MONTHLY QUARTERLY ANNUAL
M&E TOPIC (END OF OF SIP
JUNE)
 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
B.2. Community  Participation in community-
Partnership initiated programs
Intermediate Results
 Parents satisfaction
 Stakeholders satisfaction over
school services
Result Level
 SBM Level of practice
 Stakeholders satisfaction over
school services
39
ANNEXES
40
CONTENTS PAGE
Teacher Appraisal Form
1 Appraisal Form #1: Teacher Performance 41
2 Appraisal Form # 2: Classroom Management 42
3 Appraisal Form #3: Record Management 43
4 Appraisal Form #4: Checklist for Lesson Plans 44
5 Appraisal Form #5: Checklist for Teacher/Class Observation 45
SIP Implementation M&E Tools

1. Elements of SIP Implementation M&E Framework 46
2. SIP Implementation M&E Framework Matrix 46
A PROGRESS M&E TOOLS
3 SIP-AIP PHYSICAL ACCOMPLISHMENT FORM (PHYSICAL OUTPUTS AND FINANCE) 47
4. SIP-AIP PHYSICAL OUTPUT TRACKING FORM 48
5. SIP THREE-YEAR REPORT ON PHYSICAL OUTPUT AND FINANCIAL STATUS OF PROJECTS & 49
PROGRAMS
Part A: Issues/Problems and Concerns Log 49
PART B - LOG SHEET ON RESOLUTION OF ISSUES 50
PART C - LOG SHEET ON R SUSTAINABILITY MEASURES 51
PART D - LOG SHEET ON LESSONS LEARNED 52
B 7 RESULTS M&E TOOLS 53
SIP Terminal Review Framework
SIP Terminal Review Report
Results Monitoring Tool – Schools
C. 8 REPORT TEMPLATES for QMT 54
M&E Report Template of SQMT
M&E Report Template of SDQMT
M&E Report Template of DQMT
41
Appraisal Form #1: Checklist on Classroom Management
All the time
Some times
Most of the
Not at All
Rarely
RATING
ITEM
10 8 6 4 2
1
Calls learners by name (with the help of memory, IDs, name tags or seat
plan )
Implements procedures in group work ( evidence of instituted break-
2 out procedures for peer work or group work)
Implements discipline in letting students enter inside (after flag
3 ceremony, recess, activity outside the classroom, etc) and making them
take exit from the classroom
Implements procedures in the distribution of materials and collection,
4 turning in, and handing back checked learners’ work
Employs a facilitated and purposive checking of attendance (finds out
5 who are absent/cutting classes and why and make a follow up)
Implements proactive discipline plan (e.g. detects inappropriate
6 behavior and intervenes, calls the learners’ attention, deal with
disruption appropriately to avoid arguments)
7 Uses efficient routines in starting and ending class periods
8
Implements specified work formats (themes, exercise notebooks,
experiment notebooks, projects, etc.)
9
Provides authentic rewards and incentives (appropriate praises, facial
expression, gestures)
10 Reminds students of important schedules and assignment efficiently
Manages time appropriately (engaged time on task—arrives and leaves
11 classroom on time and stays in the classroom or activity area for the
whole period)
Movement in the classroom (moves around, divides attention equally
12 among students)
Gives clear directions (e.g. giving appropriate examples or non-
13 examples)
Uses of appropriate verbal communication (e.g. provides positive
14 feedback)
Uses of appropriate non-verbal communication (observes entire class
15 and scans frequently, signals/gestures)
Overall Rating
Description of Rating:
8.5-10 Outstanding
6.5-8.49 Very Satisfactory
4.5-6.49 Satisfactory
2.5-4.49 Unsatisfactory
2.0-2.49 Poor
42
Appraisal Form # 2: Classroom Management—Ensuring and Maintaining Clean,
Conducive, Secure, and Energy-Saving Learning Environment
All the time
Some times
Most of the
Not at All
Rarely
Time
RATING
ITEM
10 8 6 4 2
Electric fans/air-conditioned units are turned off when not in use and
1 when not necessary (when there is fresh air, during recess time,
lunchtime, and dismissal)
2
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.
Classroom is locked when nobody is inside and after dismissal of the last
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.
Homeroom PTA helps in performing minor repairs/improvement of
11 classroom and its furniture/equipment.
Homeroom PTA helps in performing minor painting works for the
12 classroom and its furniture.
OVERALL RATING (TOTAL RATING ÷ 12x100)
43
8.5- 10.0 Outstanding
2.0-2.49 Poor
All the time
Most of the
Some times
Not at All
Rarely
Time
RATING
ITEM
10 8 6 4 2
1 Class record/s
2 Form 1 School Register
3 Form 2 Monthly Attendance and Enrolment
4 Subject Grade Sheets
5 Consolidated Grade Sheets
6 Keeps(monthly)/
Form 137 Permanent Records
7 submits(monthly Form 138 Report Card
8 /quarterly) up- List of Top Ten for a Grading Period
9 to-date reports Form 18-A (for the fourth quarter of SY)
10 Anecdotal Records
11 Lesson Plans
12 Nutritional Status (For the 1st and 4th quarter of SY)
13 Phil-IRI (For the 1st and 4th quarter of SY)
14 Other reports required
15 Accomplishes Class record/s
44
16 Form 1 School Register
17 Form 2 Monthly Attendance and Enrolment
18 Subject Grade Sheets
19 Consolidated Grade Sheets
20 neat, accurate, Form 137 Permanent Records
and complete
21 Form 138 Report Card
reports
22 personally List of Top Ten for a Grading Period
23 Form 18-A (for the fourth quarter of SY)
24 Anecdotal Records
25 Lesson Plans
26 Nutritional Status (For the 1st and 4th quarter of SY)
OVERALL RATING (TOTAL RATING ÷ 26x100)
Appraisal Form #3: Checklist for Record Management
45
8.5-10 Outstanding
2.0-2.49 Poor
Appraisal Form #4: Checklist for Reviewing Lesson Plans
OBSERVED
ITEM REMARKS
YES NO
OBJECTIVES
1 Writes objectives clearly for students
2 Writes objectives in behavioral terms
3
Objectives are SMART (Specific, Measurable, Attainable, Result-oriented,
Time-bounded)
4
Objectives manifest psychomotor, cognitive and affective domains of
learning
SUBJECT MATTER
6 Based on PELC/PSSLC Budget of Work (Expectation: On time)
7 Reflects the use of references and IMs
PROCEDURES
8 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
9
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
10  well-organized
11  objective-oriented
12  meaningful to learners
Activities for the development of the lesson provide opportunities for
learners to
13  develop higher order thinking skills (HOTS)
14  make generalizations/conclusions
15  apply knowledge and skills learned
EVALUATION
16 Directions are brief and concise
17 Items are aligned with the lesson objectives
18 Items are skill-based
ASSIGNMENT
19 Provide clear directions
20 Provides opportunities to enhance knowledge and skills learned or
46
prepares the learners for the next lesson
Appraisal Form #5: Checklist for Teacher/Class Observation
OBSERVED
ITEM REMARKS
YES NO
INITIAL FOCUS
1 States objectives of the session clearly to students
2
Gains attention of students (Punctuality, Good Grooming, Posture,
Classroom Presence, well-prepared with all lesson paraphernalia)
CONTENT EMPHASIS AND/OR LINKING
3 Stresses the importance/significance/essence of the topic
Links lesson to learners’ backgrounds and life experiences, past learning
4
including those in other subject areas, and future learning
Points out similarities and differences of the previous of the topic to the
5
new one
COMPREHENSIBLE INPUT
Uses speech appropriate for learners’ proficiency level (slower rate,
5
enunciation, simple sentence structure for beginners)
6 Explain academic tasks clearly
Use a variety of techniques to make content concepts clear (e.g. modeling,
7
visuals, hands-on activities, demonstrations, gestures, body language)
STRATEGIES
Provide ample opportunities for students to use strategies (e.g., problem
8 solving, predicting, organizing, summarizing, categorizing, evaluating, self-
monitoring).
Use scaffolding techniques consistently (providing the right amount of support
9 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
10 thinking skills throughout the lesson (e.g., literal, analytical, and interpretive
questions).
INTERACTION
Provide frequent opportunities for interactions and discussion between
11
teacher/learner and among learners, and encourage elaborated responses.
Use group configurations that support language and content objectives of the
12
lesson. Provide sufficient wait time for student response consistently.
13 Give ample opportunities for students to clarify key concepts
PRACTICE/APPLICATION
14 Provide hands-on materials and/or manipulatives for students to practice using
47
new content knowledge.
Provide activities for students to apply content and language knowledge in the
15
classroom.
EMPHASIS/REVIEW/ASSESSMENT
11 Give comprehensive review of key vocabularies.
Give a comprehensive review of key content concepts, skills, values, and
12
attitudes.
Provide feedback to learners regularly on their output (e.g. language, content,
13
work)
Conduct assessments of learner comprehension based on learning objectives
14 (e.g. spot checking, group response, individual work, peer work and/or group
work)
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 INSTRUCTIONS

1 SIP Outputs  List the outputs of SIP/AIP
 Identify for each output, the information that will tell the achievement of
2 Indicator/s 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
3 Data Source
Monitoring Form, OSY Tracking system, child health and nutrition chart,
etc.)
 Indicate the strategy that will be employed to collect the data (ex.,
4 Method of Collection Document review, interview, direct observation, survey questionnaire, FGD,
etc.)
5 Timing of Collection  Identify as to when the data collection will happen
6 Data Gathering  Indicate the unit/person responsible for data collection
7 Report Schedule  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/ DATA DATA COLLECTION DATA REPORT
INDICATOR/S
OUTPUTS (O#) SOURCE METHOD TIMING GATHERER SCHEDULE
Purpose level objective:
RESULTS
Component Objectives:
48
PROJECT OBJECTIVES/ DATA DATA COLLECTION DATA REPORT
INDICATOR/S
OUTPUTS (O#) SOURCE METHOD TIMING GATHERER SCHEDULE
Prov. Of Access
Component 1: Phys
Facilities
Component 2: LRM
M&E
Component 3: Ancillary
Component 4:
SIP IMPLEMENTATION M&E FRAMEWORK MATRIX
(CONTINUED)
49
PROJECT DATA COLLECTION
DATA DATA REPORT
OBJECTIVES/ INDICATOR/S
SOURCE METHOD TIMING GATHERER SCHEDULE
OUTPUTS (O#)
Outputs
PROGRESS
3. SIP-AIP PHYSICAL ACCOMPLISHMENT FORM
School: District:
Month/Year: School Year:

.
PHYSICAL OUTPUT FINANCIAL TARGET
PROJECT/OUTPUT
TARGET ACTUAL % BUDGET EXPENDITURE %
NOTE: Write only those outputs with physical and LEGEND: % - Percentage of Accomplishment = (Target divided by Actual)
financial targets. x 100
50
4. SIP-AIP PHYSICAL OUTPUT TRACKING FORM
Name of Overall Status –

School: Classification:
Date of SIP SIP Time Frame:

Acceptance
Evaluation Period o AIP Year 1 o AIP Year 2 o AIP Year 3

(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
5. SIP THREE-YEAR REPORT ON PHYSICAL OUTPUT AND FINANCIAL STATUS OF PROJECTS & PROGRAMS
PHYSICAL OUTPUT FINANCIAL

YEAR 1 YEAR 2 YEAR 3 YEAR 1 YEAR 2 YEAR 3
PHYSICAL
% Done
% Done
% Done
% Done
% Done
% Done
OUTPUTS
Target
Target
Target
Target
Target
Target
Actual
Actual
Actual
Actual
Actual
Actual
51
PHYSICAL OUTPUT FINANCIAL
YEAR 1 YEAR 2 YEAR 3 YEAR 1 YEAR 2 YEAR 3
PHYSICAL
% Done
% Done
% Done
% Done
% Done
% Done
OUTPUTS
Target
Target
Target
Target
Target
Target
Actual
Actual
Actual
Actual
Actual
Actual
NOTE: USE ADDITIONAL PAGES IF NEEDED
52
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 Unit/Person

Issue:
STAKEHOLDERS’ School grievance
e.g. Parents are busy fighting Called PTA meeting everyday
PARTICIPATION committee
53
CHALLENGES/ ISSUES ENCOUNTERED By Categories Actions taken to RESOLVE the Unit/Person
Issue:
Other factors
outside of school
environment

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 school’s control and which will need the
assistance of the division for its resolution.
1
2 3 4
ISSUES RESOLVED BY THE
SOLUTION APPLIED ISSUES NEEDING ASSISTANCE REMARKS
SCHOOL
54
55
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 2
3
SUSTAINABILITY MEASURES ACTION TAKEN TO
RESULT OF STRATEGY
APPLY STRATEGY
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 high-
level 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.
7. Information dissemination & Networking
 Generating an understanding of SIP and support for the project’s
56
1 2
3
SUSTAINABILITY MEASURES ACTION TAKEN TO
RESULT OF STRATEGY
APPLY STRATEGY
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

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 2 3
FACILITATING FACTORS HINDERING FACTORS LESSONS LEARNED

7. MONTHLY M&E REPORT OF SCHOOL QMT
57
MONTH 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
1.
2.
RECOMMENDATIONS
58
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.
59
2.
C.2. SUSTAINABILITY MEASURES

APPLIED
1.
2.
C.3. LESSONS LEARNED
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
60
PREPARED BY:
NAMES POSITION / UNIT SIGNATURES
DATE: ____________________________
61

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2011

School M&E System Handbook

Strengthening the Implementation of Basic

CHAPTER 2: MONITORING AND EVALUATION FRAMEWORK

2.2 Scope of M&E 3

M&E Content Areas 3

CHAPTER 3: SETTING UP SCHOOL M&E SYSTEM

3.1 Steps in Setting up School M&E System 9

3.4 Term of Reference of School M&E Team, 11

4.1 Content Area 1: Delivery of School’s Services to Basic Education 13

4.1.1 Curricular Programs and Projects 13

4.2 Content Area 2: Organizational Health/Performance 29 29

4.2.1 School Management 29

Teacher Appraisal Forms

SIP Implementation M&E Tools

No. Title Page

No. Title Page

1 M & E Content Areas of Schools 4

1.2 Purpose of the Handbook

1.3 Users of the Handbook

Primarily, the users of this manual are:

Purpose and Objectives of M & E

 Efficient school-based management

M&E Content Areas

Curricular Programs &

Figure 1: M & E Content Areas of Schools

A. Delivery of Services for Basic Education

A.4. Learner Performance – concerned with getting information on the learners’:

B. Organizational Health and Performance

M&E Task Levels

Detailed M&E Task levels are described as follows:

Results (Summative) Level

Progress M&E Results M&E

Figure 2: Hierarchy of M&E Task Levels

Integration Matrix of M&E Content Areas and Task Levels

M&E Task Levels

Delivery of Services Quality &

Development  Efficiency of instructional  Effectiveness of Improved teaching

of Teacher delivery instructional delivery competence based on

Development  Level of achievement by  Learner Distribution by  Improved achievement rate

Community  Stakeholders  Parents satisfaction  SBM Level of practice

3.1 Steps in Setting Up the M & E System

1. Define the scope of the M & E

5. Communicate the system

6. Operationalize the system

Establish M&E Operationalize the

Figure 3: Step Processes In Setting Up The M & E System

3.2 School Quality Management Team

A. Criteria for Selection of School Quality Management Team (SQMT)

1. Has full grasp of the projects and programs in school

B. Roles & Functions of SQMT:

3.3 School M & E Structure

1. For Big Elementary Schools & Secondary Schools:

 School M&E Coordinator

2. For Small Elementary School

 School M&E Coordinator

1. Chair: School Head

2. School M & E Coordinator

3. SPT Representative (Parent/LGU Rep)