EESP M&E forms

7/25/2019 EESP M&E forms

1/33

Elementary Education Sector PerformanceMonitoring and Evaluation SystemBureau of Elementary EducationDepartment of Education

Part I. School Profile

Direction: Accomplish this part by ticking the appropriate option box or writing the information asked for in thespaces provided.

School:_______________________________________ School ID: __ __ __ __ __ __ District:______________________ Division:________________

Region:_____________________

. !ype of school:

Central

Non-Central

Complete

Mono MG Mono & MG

Incomplete

Mono MG Mono & MG

Integrated

B. !he school is situated".

in an urbanized area (city) in a rural area

within or near commercial/buine ditrict in an agricultural community

in a reidential zone in a !ihing community

"ut outide the city in an upland area

other# pl decribe other# pleae decribe

within the town center (municipality)

within or near commercial buine ditrict

in a reidential zone

"ut outide the town

other# pl decribe

Elementary Education Sector Performance M and E Form S

BEE-DepED Page 1 of 33

School Lev

FORM# $ R M

SSchool %evel

This school level form of the Elementary Education Sector erformance !onitoring and Evaluation System wasdesigned not only for data gathering purposes but also to serve as a tool for analy"ing school level data. #hile

the school head should be primarily responsible for accomplishing this form$ it is suggested that the membersof TA and%or the school governing council be consulted especially in answering &uestions re&uiring &ualitative

answers.

'or !ultigrade Schools and schools with !ultigradeclasses$ specify grade combinations. (tick all appropriatecombinations)

Grade I and II Grade I# II# III and I$

Grade III and I$ Grade I# II# III# I$ and $

Grade $ and $I Grade I# II# III# I$# $ and $I

Grade I# II and III Grade II and III

Grade I$# $ and $I Grade I$ and $

Grade II# III and I$ Grade III# I$# and $


2/33

!he school serves the children living in (check all appropriate options)..

ome itio in the barangay where it i located

the entire barangay

ome itio in neighboring barangay

all neighboring barangay

!he school is accessi&le &y (check all applicable options):

wal%ing animal ride tricycle/pedicab bu

boat public utility "eepney motorcycle (ingle)

hired or priate ehicle

'. Program $fferings

' ype o! chool according to *rogram +!!ering

,egular chool *. Center ,egular chool with *. clae or program

*f SED +enter or ,egular School with SED +lasses or program$ which of the following programsare offered:

*rogram/erice !or the Gi!ted/0at 1earner

2bility Grouping 2cceleration *rogram .nrichment

pecial Clae/ Grade 2cceleration

el!-Contained Clae Grade elecoping

Modi!ied pecial Clae

*ull-out program

pecial chool

*rogram/erice !or Children with the !ollowing e3ceptionalitie

Mental ,etardation Multiple handicapped

$iual Impairment 4ehaioral problem

5earing Impairment +rthopedically 5andicapped

2utim peech e!ectie

0at 1earner/ Gi!ted/alented Cerebral *aly

1earning iability Children with pecial 5ealth *roblem

6 oe the chool hae program/pecial erice !or Children in Need o! pecial *rotection (CN*)7

No# CN* are integrated in the regular clae

here are no CN* in the chool

8e# (tate program/erice) 99999999999999999999999999999999999999999999999999999999

oe the chool hae program/pecial erice !or Children with pecial Need (CN)7 No# CN are integrated in the regular clae

here are no CN in the chool




3/33

8e# (tate program/erice) 99999999999999999999999999999999999999999999999999999999

; oe the chool hae aement program !or children with pecial need7 5ow i thi done7 8e he chool ha teacher trained on thi

ue o! nomination /behaior chec%lit

adminitration o! teacher-made tet

adminitration o! I< tet

other# pleae peci!y : 999999999999999999999999

No 0or aeing children with pecial need# the chool coordinate with:

other public chool with aement capabilitie

higher education intitution

priate agencie/pecialit

pecialized agencie (eg# *hilippine chool !or the 4lind# *hilippine chool !or the ea!#

0oundation# etc)

+hildren in -eed of Special rotection (+-S) / +hild 0aborer$ +hildren in Situation of Armed +onflict$ Sexually/abused$hysically/abused$ +hildren *n +onflict with the 0aw

+hildren with Special -eeds (+S-) / !entally ,etarded$ 1isually *mpaired$ 2earing *mpaired$ Autistic$ 'ast 0earner% 3ifted$0D%S0$ !ultiple 2andicapped$ 4ehavioral roblems$ 5rthopedically 2andicapped$ Speech Defective$ +erebralalsy$ +hildren with Special 2ealth roblems$ +hronically ill

= oe the chool o!!er/implement any o! the !ollowing: (tic% all appropriate)

pecial cience .lementary chool (.)

pecial *rogram !or the 2rt (*2)

2rabic 1anguage and Ilamic $alue .ducation (21I$.) clae / Madraah .ducation

2ccreditation *rogram !or *ublic .lementary chool (2**.)

Mother ongue-baed Multi-1ingual .ducation (M4-M1.)

Compenatory +pportunitie !or *ublic .lementary chool (*ro"ect C+*.)

Preschool Programs

> ?hat type o! prechool program do Grade I entrant in the chool aail o!7 (Chec% all appropriate option#indicate number o! clae)

ep.-uperied *rechool

*rechool erice Contracting cheme (*C)

i3-month program number o! clae 99999

en-month program number o! clae 99999

,egular with plantilla

i3-month program number o! clae 99999


,egular with honorariumi3-month program number o! clae 99999


5eadtart program number o! clae 99999

ummer program number o! clae 99999

*riate *rechool

4arangay ay Care Center

+ther# pl peci!y 99999999999999999999999999999999




4/33

None

Part II. School Physical Plant

,eview your school6s accomplished 3*S/4ased School rofiling System (3*S4/SS) School Assessment 'orm.+heck the one most appropriate to your case.

@ +n the chool building he chool ha more than enough building and claroom

he chool ha "ut enough building and claroom

here will be enough building and claroom i! the dilapidated one are repaired

here are inu!!icient building and claroom 4uilding hae to be contructed

A +n the !urniture he chool ha more than enough !urniture

he chool ha "ut enough !urniture

here i not enough !urniture !or the pupil

here i not enough !urniture !or the teacher and !or other purpoe

B +n general health# hygiene and tudent wel!are !acilitie (eg# clinic# toilet# wah area# guidance o!!ice#canteen# gymnaium# etc)

he chool ha more than enough General 5ealth# 5ygiene and tudent ?el!are 0acilitie

he chool ha inu!!icient General 5ealth# 5ygiene and tudent ?el!are 0acilitie

he chool ha no General 5ealth# 5ygiene and tudent ?el!are 0acilitie

' 0acilitie eential to intruction (eg# librarie# learning reource center# home economic !acilitie# indutrialart !acilitie# laboratorie#etc)

he chool ha more than enough 0acilitie .ential to Intruction

he chool ha inu!!icient 0acilitie .ential to Intruction

he chool ha no 0acilitie .ential to Intruction

'' +n learning enhancement !acilitie (eg# Math laboratory# peech laboratory# reading center# .nglih par%#cience par%)

he chool ha more than enough 1earning .nhancement 0acilitie

he chool ha inu!!icient 1earning .nhancement 0acilitie

he chool ha no 1earning .nhancement 0acilitie

Part III. !e(t&oo)s* Support Instructional Materials Inventory and +tili,ation

A. Text Books, Teaching and Assessment and Other Materials

0ill-up able III' to IIIA with the in!ormation a%ed !or irection are gien below

7. Dnder column 2# write the title o! te3tboo% being ued by the pupil in each grade leel able II-2' i!or Grade I pupil# able II-26 i !or Grade II pupil# able II-2 i !or Grade III pupil and o on able II-4 i !or teaching and aement material able II-C i !or other material (books$ maga"ines$newspaper$ references$ others)

8. Dnder column 4# indicate in which learning area (ub"ect) each te3tboo%/material i ued !or9. Dnder column C# indicate how many o! each te3tboo% are aailable !or ue o! the pupil




5/33

. Dnder column # indicate how the te3tboo% are acEuired (.3 0rom ep.d# locally-procured# etc);. Dnder column .# indicate how o!ten each o! the te3tboo% are ued by tic%ing on the ub-column

correponding to the appropriate option




6/33

@

A

B

!a&le III.0. rade III !e(t&oo)s

(2)itle o! e3tboo%

(4)1earning

2rea

(C)




7/33

@

A

B

!a&le III.3. rade 2 !e(t&oo)s

(2)itle o! e3tboo%

(4)1earning

2rea

(C)

@


BEE-DepED Page of 33


8/33

A

B

!a&le III.5. !eaching6%earning ssessment Materials

(2)itle o! e3tboo%

(4)1earning

2rea

(C)

@

A


BEE-DepED Page ! of 33


9/33

B

=. ,eiew the data you upplied in able III' to IIIA# then read the tatement below and tic% the onewhich are true !or your chool

5n the Textbooks

here are enough te3tboo% !or the pupil in all grade leel

here are not enough te3tboo% !or the pupil in (tick which 3rade level)

Grade I Grade II Grade III

Grade I$ Grade $ Grade I$

here are enough te3tboo% !or the pupil !or all ub"ect area

here are not enough te3tboo% !or the pupil !or (tick which sub>ect areas)

Math .nglih cience 0ilipino ibi%a at Fultura

5eFai .du%ayong *antahanan at *ang%abuhayan Mui%a

ining .du%ayong *agpapala%a ng Fatawan

.du%ayong *agpapahalaga

he te3tboo% which are inu!!icient in number are thoe which are:$ery o!ten ued o!ten ued ometime ued neer ued

he te3tboo% which are inu!!icient are thoe which are 99999999999999999999999999999999999999(tate how these books were ac&uired)

5n Teaching/0earning Assessment and other !aterials

here are enough teaching-learning aement and other material !or teacher !or all ub"ect area

here are not enough teaching-learning aement and other material !or teacher !or

(tick which sub>ect areas)Math .nglih cience 0ilipino ibi%a at Fultura

5eFai .du%ayong *antahanan at *ang%abuhayan Mui%a

ining .du%ayong *agpapala%a ng Fatawan

.du%ayong *agpapahalaga

he teaching-learning aement and other material !or teacher which are inu!!icient in number arethoe which are:

$ery o!ten ued o!ten ued ometime ued neer ued

he teaching-learning aement and other material !or teacher which are inu!!icient are thoe whichare 99999999999999999999999999999999999999999999999999

(state how these books were ac&uired)


BEE-DepED Page " of 33


10/33

B. Regular Support Instructional Materials

' ?hich o! the eEuipment in the table below are preent in your chool7 Dnder column 2# mar% with a chec% thematerial preent in your chool

6 5ow many o! thee material do you hae7 Dnder column 4# indicate the number o! material (or number o!et) you hae7

?ho ue thee material and how o!ten are thee material ued7 ?rite the in!ormation a%ed !or undercolumn C

; o thee material hae igni!icant !eature ( e3 Newly acEuired# old# donated# tate-o! the-art# etc)7 ?rite the!eature or decription under column

= 2re there other regular upport intructional material in your chool not lited in the table below7 ?rite them onthe blan% cell under the !irt column

!a&le III.;. Regular Support Instructional Materials

(2)

*reent inthe chool7

(4)5ow

many7

(C)?ho De and

5ow +!ten7

()0eature / ecription

Globe

2tla

Coo%ing Dtenil

Muical Intrument

ewing Fit

Garden ool

port .Euipment

Indutrial 2rt ool

cience %it

> 2!ter reiewing the data you proided in the table aboe# which o! the tatement below i mot true !oryour chool7 (chec% one) he chool ha more than enough ,egular upport Intructional Material

he chool ha inu!!icient ,egular upport Intructional Material

he chool ha no ,egular upport Intructional Material

C. Specialied !"uipment

' ?hich o! the eEuipment in the table below are preent in your chool7?nder column A$ mark with a check the materials present in your school

6 5ow many o! thee material do you hae7Dnder column 4# indicate the number o! material (or number o! et) you hae7

?ho ue thee material and how o!ten are thee material ued7#rite the information asked for under column +

6 o thee material hae igni!icant !eature ( e3 Newly acEuired# old# donated# tate-o! the-art# etc)7


BEE-DepED Page 1# of 33


11/33

#rite the features or descriptions under column D 2re there other regular upport intructional material in your chool not lited in the table below7

#rite them on the blank cells under the first column

Table III.10. Specialized Equipment in the School

(2)*reentin the

chool7

(4)5ow many7

(C)?ho De and 5ow

+!ten7

()0eature / ecription

4railler

late and tylu

peech trainer

.mboed map

1arge print typewriter

5earing 2id

; 2!ter reiewing the data you proided in the table aboe# which o! the tatement below i mot true !oryour chool7 (chec% one) he chool ha more than enough pecialized eEuipment

he chool ha inu!!icient pecialized eEuipment

he chool ha no pecialized eEuipment

#. ICT $In%ormation, Communication Technolog&' !"uipment

' ?hich o! the eEuipment in the table below are preent in your chool7

Dnder column 2# mar% with a chec% the material preent in your chool6 5ow many o! thee material do you hae7Dnder column 4# indicate the number o! material (or number o! et) you hae7

?ho ue thee material and how o!ten are thee material ued7?rite the in!ormation a%ed !or under column C

; o thee material hae igni!icant !eature (e3 newly acEuired# old# donated# tate-o!the-art# etc)7?rite the !eature or decription under column

= 2re there other regular upport intructional material in your chool not lited in the table below7?rite them on the blan% cell under the !irt column

!a&le III.--. I'! E


12/33

Camera

$ideo Camera

+5*

Interactie white board

> 2!ter reiewing the data you proided in the table aboe# which o! the tatement below i mot true !or yourchool7 (chec% one)

he chool ha more than enough IC eEuipment

he chool ha inu!!icient IC eEuipment

he chool ha no IC eEuipment

Part I2. EnrolmentDirection: 'ill/in the tables below with the appropriate numerical data. #rite -%A across the tables not appropriateto your school

!a&le I2.-. 'hildren in =eed of Special Protection Enrolment

Grade

CNSP Total GrandTotalChildren in armed

conflictStreet children Child laborers Abused &

exploited childrenIndigent children M F

M F T M F T M F T M F T M F T

I

II

III

I

I

Total

!a&le I2./. Pre6school Enrolment &y !ype of Program

T!pe of Program

Age Total

GrandTotal

" !ears oldand belo#

$ !ears old % !ears old !ears old ' !ears oldM F

M F T M F T M F T M F T M F T

(eadstart

Ser)iceContracting

%*mo+ program

,-*mo+program

.egular #ithplantilla

%*mo+ program

,-*mo+program

.egular #ithhonorarium

%*mo+ program,-*mo+program

Summer program




13/33

Part 2. Performance and $ther Indicators

. ccess Indicators for the Previous !hree >ears

Direction:Accomplish the table below by supplying the data asked for. 'or your reference see formula forcomputing indicators on the last page of this form. ,efer to your previous years6 4E*S data.

Access Indicators S/ 0--*-' S/ 0--'*-1 S/ 0--1*,-

M F 2)erall M F 2)erall M F 2)erall

Apparent Inta3e .ate

Net Inta3e .ate

Gross 4nrolment .ate

Net 4nrolment .ate

Pre*school 4nrolment .ate

Accounting %or the School-s Access Indicators,eview the school6s Access *ndicators above$ then answer the following &uestions:

' he 2pparent Inta%e ,ate !or the lat year iH contant (almot the ame acro the year) lightly decreaing

lightly increaing coniderably decreaing

igni!icantly increaing erratic (no oberable pattern)

6 he Gro Inta%e ,ate !or the lat year iH contant (almot the ame acro the year) lightly decreaing



he Gro .nrolment ,ate !or the lat year iH contant (almot the ame acro the year) lightly decreaing



; he Net .nrolment ,ate !or the lat year iH contant (almot the ame acro the year) lightly decreaing



= he *rechool .nrolment ,ate !or the lat year iH contant (almot the ame acro the year) lightly decreaing






14/33

> ,eiew your anwer to item ' to = aboe ?hich o! the !actor below do you thin% contribute to your acceindicator trend7 (ic% only the mot igni!icant# limit your choice to a ma3imum o! !ie)

chool ha good and u!!icient !acilitie chool ha poor and inu!!icient !acilitie

chool i eaily acceible chool i not eaily acceible

chool ha good reputation/trac% record chool ha poor reputation/trac% record

chool o!!er program ought by parent chool doe not hae program ought by parent

(eg# .# Gi!ted/0at 1earner# etc) chool i 2**.-accredited

chool ha !eeding program chool ha no !eeding program

parent and pupil imply pre!er the chool parent and pupil imply pre!er other chool

teacher are generally li%ed by parent ome teacher are not li%ed by the parent

inteni!ied campaign !or enrolment

no/not enough e!!ort by the chool to conince

parent to enroll children good chool-community relationhip poor chool-community relationhip

occurrence o! natural and man-made calamity

chool i located in a diater or accident

prone area chool i placed in or near an armed con!lict zone

chool doe not reEuire any !ee/contribution chool reEuire too many !ee/contribution

parent poor !inancial capacity chool

parent alue importance o! education parent do not care

poor pupil motiation

children are engaged in economic/lielihood actiitie

chooling meant haing nobody to do chore at home




15/33

B. Efficiency and EearsDirection:Accomplish the table below by supplying the data asked for. 'or your reference see formula forcomputing indicators on the last page of this form. ,efer to your previous years6 4E*S data.

4fficienc! and 45uit! IndicatorsS/ 0--*-' S/ 0--'*-1 S/ 0--1*,-

Male Female Total Male Female Total Male Female Total

,+ Simple 6rop*out .ate

Preschool

Grade ,

Grade 0

Grade 7

Grade "

Grade $

Grade %

A)erage

0+ .epetition .ate

Preschool

Grade ,

Grade 0

Grade 7

Grade "

Grade $

Grade %

A)erage

7+ Completion .ate

"+ Cohort Sur)i)al .ate

$+ Percentage of School8ea)ers #ho are re*enrolled

Grade ,

Grade 0

Grade 7

Grade "

Grade $




16/33

4fficienc! and 45uit! IndicatorsS/ 0--*-' S/ 0--'*-1 S/ 0--1*,-

Male Female Total Male Female Total Male Female Total

Grade %

A)erage

%+ Percentage of Gr+ I Pupils#ith 4C4 4xperience #ho

Finished the Grade 8e)el

Accounting %or the School-s !%%icienc& and !"uit& Indicators

4ased on your school6s E&uity and Efficiency erformance *ndicators$ please tick the box that describes yourstatus.

' he ropout ,ate !or the lat year iH contant (almot the ame acro the year) lightly decreaing



he imple ropout ,ate i generally highet !or Grade 9999he imple ropout ,ate i generally lowet !or Grade 9999

6. he ,epetition ,ate !or the lat year iH contant (almot the ame acro the year) lightly decreaing



he ,epetition ,ate i generally highet !or Grade 9999he ,epetition ,ate i generally lowet !or Grade 9999

he Completion ,ate !or the lat year iH

contant (almot the ame acro the year) lightly decreaing lightly increaing coniderably decreaing


; he Cohort urial ,ate !or the lat year iH contant (almot the ame acro the year) lightly decreaing



= ,eiew your anwer to item ' to = aboe ?hich o! the !actor below do you thin% contribute to your acceindicator trend7 (ic% only the mot igni!icant# limit your choice to a ma3imum o! !ie)

chool ha good and u!!icient !acilitie chool ha poor and inu!!icient !acilitie

chool i eaily acceible chool i not eaily acceible chool ha good reputation/trac% record chool ha poor reputation/trac% record

chool o!!er program ought by parent chool doe not hae program ought by parent

(eg# .# Gi!ted/0at 1earner# etc) !amily problem

chool i 2**.-accredited illne

chool ha !eeding program chool ha no !eeding program

parent and pupil imply pre!er the chool parent and pupil imply pre!er other chool

teacher are generally li%ed by parent ome teacher are not li%ed by the parent




17/33

inteni!ied campaign !or enrolment no/not enough e!!ort by the chool to conince

material upport and other incentie !or parent to enroll children

chooling !amily relocation/migration

good chool-community relationhip poor chool-community relationhip

ubidy !rom 1GD# other agencie and occurrence o! natural and man-made calamity

indiidual truancy# negatie outide and peer in!luence

chool doe not reEuire any !ee/contribution chool i located in a diater or accident prone area

1GD and community inolement in policing chool i placed in or near an armed con!lict zone

truancy chool reEuire too many !ee/contribution

home iitation parent poor !inancial capacity chool

parent alue importance o! education parent do not care

teacher held accountable !or drop-out poor pupil motiation

children are engaged in economic/lielihood actiitie

!amily relocation/migration

'. Performance in the =ational chievement !est 8=!

!a&le -0. =! Performance for the %ast !hree >ears

S/ 0--*-' S/ 0--'*-1 S/ 0--1*,-

MPS for the

!ear

Increase

9decrease: frompre)ious !ear

MPS for the

!ear

Increase


MPS for the

!ear

Increase


Grade III

4nglish

Science

Math

Filipino

Ma3aba!an

2)erall

Grade I

4nglish

Science

Math

FilipinoMa3aba!an

2)erall

School

4nglish

Science

Math

Filipino

Ma3aba!an

2)erall

Accounting %or the School-s AT Per%ormance

' ?hich o! the tatement below bet decribe your chool N2 per!ormance !or the lat three year7

he chool N2 per!ormance !or the lat three year i almot contant

hi i true !or (check all applicable options) Grade III .nglih Grade $I .nglih

Grade III cience Grade $I cience

Grade III Math Grade $I Math

Grade III 0ilipino Grade $I 0ilipino




18/33

Grade III Ma%abayan Grade $I Ma%abayan

Grade III +erall Grade $I +erall

here i no dicernable pattern in the N2 per!ormance !or the lat three year







here i a light increae in the N2 per!ormance !or the lat three year




Grade III 0ilipino Grade $I 0ilipino Grade III Ma%abayan Grade $I Ma%abayan


here i a igni!icant increae in the N2 per!ormance !or the lat three year







6 ,eiew your N2 per!ormance trend (preiou item)?hich o! the !actor below do you thin% contributory to your poitie N2 per!ormance trend7ic% only the mot igni!icant# limit your choice to a ma3imum o! !ie

adoption o! new teaching tategie

adoption o! curricular innoation

enhancing teacher competencie

!ocuing on content during reiew

addreing leat learned %ill determined during preiou N2

improing reading comprehenion o! pupil

reiewing pupil !or N2 uing parallel tet item

!amiliarizing pupil with the di!!erent tet type and !ormat uing the ernacular in intruction

utilization o! upplementary material

intructional material upport !rom program/pro"ect (eg# MI+2# e-IM*2C)

community inolement in the management o! intruction

leening !ocu on e3tra and co-curricular actitie

?hich o! the !actor below do you thin% contributory to your negatie N2 per!ormance trend7


BEE-DepED Page 1! of 33


19/33

ic% only the mot igni!icant# limit your choice to a ma3imum o! !ie

poor reading comprehenion o! pupil

lac% o! pupil interet

poor teaching competencie

leat learned %ill not gien ample !ocu

no N2 reiew eion

leon are taught in the ernacular# N2 i in .nglih/0ilipino

pupil not !amiliar with di!!erent tet type and !ormat

inu!!icient material

diruption o! clae due to typhoon and other natural calamitie

too much co-curricular and e3tra curricular actiitie

D. School Reading profile,eview the data in your hil/*,* school template for this school year and the previous school year. Answer the

&uestions below.

Accounting %or the School Reading Pro%ile

' 5ow will you decribe the ,eading *er!ormance o! your pupil thi year7

3rade * 'ilipino

he predominant reading readine leel (the leel with the mot number and percentage) o! Grade I pupil i: Non-reader 0rutration leel Intructional leel Independent leel

he reading readine leel with the leat number (and percentage) o! Grade I pupil i: Non-reader 0rutration leel Intructional leel Independent leel

3rade * English

he predominant reading readine leel (the leel with the mot number and percentage) o! Grade I pupil i: Non-reader 0rutration leel Intructional leel Independent leel

he reading readine leel with the leat number (and percentage) o! Grade I pupil i: Non-reader 0rutration leel Intructional leel Independent leel

3rade ** 'ilipino

he predominant reading readine leel (the leel with the mot number and percentage) o! Grade II pupil i: Non-reader 0rutration leel Intructional leel Independent leel

he reading readine leel with the leat number (and percentage) o! Grade II pupil i: Non-reader 0rutration leel Intructional leel Independent leel

3rade ** English


BEE-DepED Page 1" of 33


20/33

he predominant reading readine leel (the leel with the mot number and percentage) o! Grade II pupil i: Non-reader 0rutration leel Intructional leel Independent leel

he reading readine leel with the leat number (and percentage) o! Grade II pupil i: Non-reader 0rutration leel Intructional leel Independent leel

3rade *** 'ilipino

he predominant reading readine leel (the leel with the mot number and percentage) o! Grade III pupil i: Non-reader 0rutration leel Intructional leel Independent leel

he reading readine leel with the leat number (and percentage) o! Grade III pupil i: Non-reader 0rutration leel Intructional leel Independent leel

3rade *** English

he predominant reading readine leel (the leel with the mot number and percentage) o! Grade III pupil i: Non-reader 0rutration leel Intructional leel Independent leel

he reading readine leel with the leat number (and percentage) o! Grade III pupil i:

Non-reader 0rutration leel Intructional leel Independent leel

3rade *1 'ilipino

he predominant reading readine leel (the leel with the mot number and percentage) o! Grade I$ pupil i: Non-reader 0rutration leel Intructional leel Independent leel

he reading readine leel with the leat number (and percentage) o! Grade I$ pupil i: Non-reader 0rutration leel Intructional leel Independent leel

3rade *1 English

he predominant reading readine leel (the leel with the mot number and percentage) o! Grade I$ pupil i: Non-reader 0rutration leel Intructional leel Independent leel

he reading readine leel with the leat number (and percentage) o! Grade I$ pupil i: Non-reader 0rutration leel Intructional leel Independent leel

3rade 1 'ilipino

he predominant reading readine leel (the leel with the mot number and percentage) o! Grade $ pupil i: Non-reader 0rutration leel Intructional leel Independent leel

he reading readine leel with the leat number (and percentage) o! Grade $ pupil i: Non-reader 0rutration leel Intructional leel Independent leel

3rade 1 English

he predominant reading readine leel (the leel with the mot number and percentage) o! Grade $ pupil i: Non-reader 0rutration leel Intructional leel Independent leel




21/33

he reading readine leel with the leat number (and percentage) o! Grade $ pupil i: Non-reader 0rutration leel Intructional leel Independent leel

3rade 1* 'ilipino

he predominant reading readine leel (the leel with the mot number and percentage) o! Grade $I pupil i: Non-reader 0rutration leel Intructional leel Independent leel

he reading readine leel with the leat number (and percentage) o! Grade $I pupil i: Non-reader 0rutration leel Intructional leel Independent leel

3rade 1* English

he predominant reading readine leel (the leel with the mot number and percentage) o! Grade $I pupil i: Non-reader 0rutration leel Intructional leel Independent leel

he reading readine leel with the leat number (and percentage) o! Grade $I pupil i: Non-reader 0rutration leel Intructional leel Independent leel

6 ?hich o! the tatement below bet decribe the ,eading *er!ormance o! your pupil during the preiou year7

here i a light decreae in the non-reader !rom the pre-tet to the pot tet

hi i true !or (check all applicable options) Grade I .nglih Grade I 0ilipino

Grade II .nglih Grade II 0ilipino

Grade III .nglih Grade III 0ilipino

Grade I$ .nglih Grade I$ 0ilipino

Grade $ .nglih Grade $ 0ilipino

Grade $I .nglih Grade $I 0ilipino

here i igni!icant decreae in the non-reader !rom the pre-tet to the pot-tet







2ll non-reader during the pre-tet had been promoted to higher reading leel during the pot-tet




Grade I$ .nglih Grade I$ 0ilipino Grade $ .nglih Grade $ 0ilipino


here i a light promotion among the pupil to higher reading leel !rom the pre-tet to the pot tet







22/33




here i igni!icant promotion among the pupil to higher reading leel !rom the pre-tet to the pot-

tet hi i true !or (check all applicable options) Grade I .nglih Grade I 0ilipino






5ow do you account !or your pupil reading per!ormance7 ?hat !actor do you thin% a!!ect your pupil readingper!ormance7

999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999

E. !he School Readiness ssessment,eview the data in your school6s S,eA template for this year and the previous year. Answer the &uestions below.

Accounting %or the School Readiness Assessment results

' ?hich o! the tatement below bet decribe your Grade I pupil chool ,eadine7

here i no di!!erence in the chool readine o! the pupil !rom the 'taement to the 6ndaement7

here i a light increae in the number o! pupil aeed to be ready !rom the 'taement to the 6nd

aement hi i true !or (check all applicable options) 0ine Motor omain

Gro Motor omain

,eceptie and .3preie 1anguage omain

Cognitie omain

el!-5elp / ocio-.motional omain

+erall (all domain)

here i a igni!icant increae in the number o! pupil aeed to be ready !rom the 'taement to the

6ndaement hi i true !or (check all applicable options) 0ine Motor omain

Gro Motor omain

,eceptie and .3preie 1anguage omain

Cognitie omain el!-5elp / ocio-.motional omain

+erall (all domain)

2ll thoe aeed to be not ready during the 'taement were aeed to be ready during the 6nd

aement

6 5ow do you account !or your pupil chool ,eadine7 ?hat !actor do you thin% are igni!icant7




23/33

999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999

Part 2. !eacher Profile

' 5ow many teacher per grade leel are in the chool7 5ow many teacher are there per item poition75ow many teacher are teaching regular clae7 5ow many are teaching pecial education clae7

Answer the &uestions above by filling/in the tables below with the appropriate data. #rite -%A across thetables not applicable to your school

!a&le -. =um&er of !eachers per Item Position &y rade %evel

Grade 8e)els

IT4M P2SITI2N

T, T0 T7 MT , MT 0 SP46 T, SP46 T0 SP46 T7 8G; PaidM F M F M F M F M F M F M F M F M F

Preschool

I

II

III

I

I

T2TA8

6,eiew the data you upplied in able 6 aboe and read the !ollowing tatement ic% the one which decribe

your teacher pro!ile

here are enough teacher !or all Grade leel

here are not enough teacher !or all Grade leel

2ll teacher are holding eacher I to eacher III item# there are no Mater eacher in the chool

2lmot all teacher are holding eacher I to eacher III item# there are too !ew Mater eacher

here are enough Mater eacher in the chool




24/33

Ma"ority o! the Mater eacher are teaching in Grade I to III

Ma"ority o! the Mater eacher are teaching in Grade I$ to $I

Mater eacher are aigned acro all Grade leel

he chool ha *. teacher

he chool doe not hae any *. teacher

!a&le /. =um&er of !eachers &y !eaching ssignment per Su&?ect rea Speciali,ation

Table has two parts. art A is on the number of teachers with background$ training or speciali"ation in eachsub>ect area.

art 4 is on the teaching assignment of teachers by sub>ect area. 'ill/up the 9rdcolumn in art A first by indicatingthe number of teachers who possess the indicated degree per sub>ect area. Accomplishing art 4 by indicatingthe number of teachers by teaching assignment per sub>ect area speciali"ation.

Part A+Number of Teachers per Area of SpecialiectArea

4ducational 6egree

No+ ofTeachers

teachingGrades I*

III

teaching4nglish

Grades I*I

teachingScience

Grades I*I

teachingMath

Grades I*I

teachingFilipino

Grades I*I

teachingMa3aba!anGrades I*

I

teachingSpecial

4ducationclasses

Teaching4arl!

Grades

=accalaureate degree

Graduate degree

Graduate units

INS4T

Total

4nglish


Graduate degree

Graduate units

INS4T

Total

Science


Graduate degree

Graduate unitsINS4T

Total

Math


Graduate degree

Graduate units

INS4T




25/33

Part A+Number of Teachers per Area of SpecialiectArea

4ducational 6egree

No+ ofTeachers

teachingGrades I*

III

teaching4nglish

Grades I*I

teachingScience

Grades I*I

teachingMath

Grades I*I

teachingFilipino

Grades I*I

teachingMa3aba!anGrades I*

I

teachingSpecial

4ducationclasses

Total

Filipino


Graduate degree

Graduate units

INS4T

Total

Ma3aba!an ?

SocialStudies


Graduate degree

Graduate units

INS4T

Total

Special

4ducation


Graduate degree

Graduate units

INS4T

Total

',eiew the data you upplied in able ; aboe and read the !ollowing tatement ic% the one which decribeyour teacher pro!ile

'or art A. here are enough teacher !or all ub"ect 2rea

here are not enough teacher with bac%ground in eaching .arly Grade (Grade I to III)

here are "ut enough teacher with bac%ground in eaching .arly Grade (Grade I to III)

here are more than enough teacher with bac%ground in eaching .arly Grade (Grade I to III)

here are not enough teacher with bac%ground in .nglih

here are "ut enough teacher with bac%ground in .nglih

here are more than enough teacher with bac%ground in .nglih

here are not enough teacher with bac%ground in cience

here are "ut enough teacher with bac%ground in cience

here are more than enough teacher with bac%ground in cience

here are not enough teacher with bac%ground in Math

here are "ut enough teacher with bac%ground in Math

here are more than enough teacher with bac%ground in Math

here are not enough teacher with bac%ground in 0ilipino

here are "ut enough teacher with bac%ground in 0ilipino

here are more than enough teacher with bac%ground in 0ilipino




26/33

here are not enough teacher with bac%ground in Ma%abayan /ocial tudie

here are "ut enough teacher with bac%ground in Ma%abayan /ocial tudie

here are more than enough teacher with bac%ground in Ma%abayan /ocial tudie

here are not enough teacher with bac%ground in pecial .ducation

here are "ut enough teacher with bac%ground in pecial .ducation

here are more than enough teacher with bac%ground in pecial .ducation

'or art 4.

2ll teacher are teaching according to their bac%ground or pecialization

2lmot all teacher are teaching according to their bac%ground or pecialization

+nly !ew (le than hal!) o! the teacher are teaching according to their bac%ground or pecialization

2ll teacher teaching in Grade I to III hae bac%ground or pecialization in eaching in .arly Grade

2lmot all teacher teaching in Grade I to III hae bac%ground or pecialization in eaching in .arly

Grade +nly !ew (le than hal!) o! teacher teaching in Grade I to III hae bac%ground or pecialization in

eaching in .arly Grade

2ll teacher teaching .nglih hae bac%ground or pecialization in .nglih

2lmot all teacher teaching .nglih hae bac%ground or pecialization in .nglih

+nly !ew (le than hal!) o! teacher teaching .nglih hae bac%ground or pecialization in .nglih

2ll teacher teaching cience hae bac%ground or pecialization in cience

2lmot all teacher teaching cience hae bac%ground or pecialization in cience

+nly !ew (le than hal!) o! teacher teaching cience hae bac%ground or pecialization in cience

2ll teacher teaching Math hae bac%ground or pecialization in Math

2lmot all teacher teaching Math hae bac%ground or pecialization in Math

+nly !ew (le than hal!) o! teacher teaching Math hae bac%ground or pecialization in Math

2ll teacher teaching 0ilipino hae bac%ground or pecialization in 0ilipino

2lmot all teacher teaching 0ilipino hae bac%ground or pecialization in 0ilipino

+nly !ew (le than hal!) o! teacher teaching 0ilipino hae bac%ground or pecialization in 0ilipino

2ll teacher teaching Ma%abayan/ocial tudie hae bac%ground or pecialization in

Ma%abayan/ocial tudie 2lmot all teacher teaching Ma%abayan/ocial tudie hae bac%ground or pecialization in

Ma%abayan/ocial tudie +nly !ew (le than hal!) o! teacher teaching Ma%abayan/ocial tudie hae bac%ground or

pecialization in Ma%abayan/ocial tudie

2ll teacher teaching *. hae bac%ground or pecialization in *.

2lmot all teacher teaching *. hae bac%ground or pecialization in *.

+nly !ew (le than hal!) o! teacher teaching *. hae bac%ground or pecialization in *.

Part 2I. $n Programs* Pro?ects and Policies Implemented in School




27/33

Direction: @indly answer each of the &uestions below and write your answers on the appropriate cells.

' ?hat program/pro"ect/policie that hae igni!icant impact on acce indicator are being implemented inyour chool7 ?rite your anwer in column o! the table below

6 Indicate whether the program or pro"ect i conceptualized/initiated by the chool# ditrict# diiion# region or bythe central o!!ice ?rite your anwer in column B

0or each pro"ect lited under column 2# indicate the peci!ic *er!ormance Indicator you intend to improe on?rite your anwer in column 'o! the table below

; ?hat actiitie hae you conducted in relation to each o! the pro"ect lited under column 27 ?rite your anwer in column Do! the table below= ?hat i the tatu o! each o! the pro"ect lited under column 27 ?rite your anwer in column Eo! the table below> ?hat impact# gain or bene!it hae reulted !rom each o! the pro"ect lited under column 27 ?rite your anwer in column #o! the table below@ ?hat problem/di!!icultie/challenge hae you encountered in the implementation o! the program/pro"ect7 ?rite your anwer in column o! the table below

he !irt row had been !illed-up a an e3ample




28/33

9A:Program?Pro>ect Policies

9=:Initiated b!@

9School district di)isionregion or central office:

9C:Performance Indicators

94nrolment 6rop*outCompletion Cohort

Sur)i)al:

96:Acti)ities ;nderta3en

94:Status of the Pro>ect

9F:Impact Gains

=enefits of the Pro>ect9Attached supporting

e)idence:

9G:Problems? 6ifficulties?

Challenges encountered inimplementing the

programs?pro>ects

e+g+ MIS2SAMultigrade Preschool

Madrasah

6rop*out .ateCompletion .ate

Sur)i)al .ate

7 classes each in Grades I and I organi


29/33

(?se additional sheet%s if necessary)

' 2!ter reiewing your anwer to the table aboe# identi!y top program/pro"ect which can be utainedand replicated7

6 2!ter reiewing your anwer to the table aboe# identi!y top program/pro"ect you hae di!!icultyimplementing7

,an%(@)

op program/pro"ect that can beutained

(A)op program/pro"ect di!!icult to implement

'

6

?ho were the ta%eholder inoled in each o! the pro"ect lited in column 27#rite your answers in column / of the table below.

; ?hat !orm o! aitance were proided by each o! the ta%eholder7 #rite your answers in column Iof the table below.= 5ow were you able to olicit/enlit the upport o! each o! thee ta%eholder7 #rite your answers in column 0of the table below> ?hat other upport or aitance do you thin% are needed !or thi program/pro"ect7 #rite your answers in column 1of the table below.

The first row had been filled/up as an example.


BEE-DepED Page 2" of 33


30/33

9A:Program?Pro>ect Policies(same as column A in the

previous table)

9(:Sta3eholders In)ol)ed in the

Program?Pro>ect

9I:Assistance from Sta3eholders

9:(o# Sta3eholder Support is

Solicited?4nlisted

9D:2ther Assistance Needed

e+g+ MIS2SAMultigrade PreschoolMadrasah

=aranga! officials Pro)ided )enue and

securit! for off*school group

Through 3aga#ad for

education

=etter )enue

More materials

PTCA Funds for reproduction of materials Introduced pro>ect through PTCA

assembl!

6i)ision CPC Coordinator Technical assistance Constant coordination




31/33

hi !orm i accomplihed by: he data upplied in thi !orm i true a o!:

9999999999999999999999999999# 9999999999999999 99999999999999999999999 (ignature oer *rinted Name) (eignation) (month / year)




32/33

Elem. Educ. Sector PerformanceMonitoring and Evaluation SystemBureau of Elementary Education

Department of Education



# $ R M

S

School %evel


33/33

Elem. Educ. Sector PerformanceMonitoring and Evaluation SystemBureau of Elementary Education

Department of Education

# $ R M

SSchool %evel

Documents

EESP M&E forms