School M&E Handbook

i

2011

Strengthening the Implementation of Basic

Education in Selected Provinces

in the Visayas

School M&E System Handbook

ii

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

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

iii

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

6. ISSUES / LESSONS LEARNED / SUSTAINABILITY LOG

Part A - Issues/Problems and Concerns Log

PART B - LOG SHEET ON RESOLUTION OF ISSUES

PART C - LOG SHEET ON R SUSTAINABILITY MEASURES

PART D - LOG SHEET ON LESSONS LEARNED

49

50

51

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 Progress Monitoring 16 Initial Gains/ Intermediate Results M&E 16 Results M&E 16 4 M&E Process on Teacher Performance Progress Monitoring 17 Initial Gains/ Intermediate Results M&E 21 Results M&E 25 5 M&E Process on Learner Performance Progress Monitoring 27 Initial Gains/ Intermediate Results M&E 27 Results M&E 28 6 M&E Process on School Management Progress Monitoring 30 Initial Gains/ Intermediate Results M&E 30 Results M&E 31 7 M&E Process in Productivity Progress Monitoring 32 Initial Gains/ Intermediate Results M&E 32 Results M&E 32 8 M&E Process in Community Partnership Progress Monitoring 33 Initial Gains/ Intermediate Results M&E 33 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

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

vi

TOR Terms of Reference

TSNA Teachers’ Strengths and Needs Assessment

UIS Unified Information System

WFP Work and Financial Plan

1

CHAPTER 1

INTRODUCTION

1.1 Background

Quality Assurance and Accountability (QAA) has been given attention in the Department of Education through its

package of policy reforms known as Basic Education Sector Reform Agenda (BESRA). QAA is considered a significant

part of its Key Reform Thrust 3 (Support for Learning Strategies and Quality Assurance) and was sown to the field with

the creation of the Quality Assurance and Accountability Framework (QAAF)1. This is the national roadmap drawn for

instilling a culture of quality in all management systems in order to achieve the desired outcomes for its learners, the

success indicators being Access, Retention, Completion and Achievement. The framework was made operational in

the field through the establishment of the Quality Assurance and Accountability System2 that identifies the integration

of systems and processes to bring about quality.

To further reinforce and accelerate the institutionalization of QAA, the department has deemed it proper to regard it as

a separate KRT 43 together with Monitoring and Evaluation as the integral mechanism for its implementation in the field.

The crafting of this handbook is an essential step towards engaging the schools adopt an M&E system through which

its stakeholders will have a means of ensuring quality in the implementation of its improvement plan in order to achieve

its goals and objectives for the learners as well as for its growth as a learning organization.

1.2 Purpose of the Handbook

This handbook aims to put on view a standard Monitoring and Evaluation System at the school level as an operational

mechanism for embedding the culture of quality. It intends to provide clear procedures, guidelines, tools and structure

following a monitoring and evaluation framework appropriate to the context of schools. It serves as a guide to efficiently

and effectively monitor and evaluate the school operations to obtain information particularly on how basic services are

being rendered through its programs and projects and on how the school is being managed for its continuous

improvement.

1.3 Users of the Handbook

Primarily, the users of this manual are:

School Heads to be guided on how to properly set up and manage a functional M&E system.

School Quality Management Team (SQMTs) comprised of the school head as the Chair, teachers, parent

and LGU representatives, whose function is to ensure that inputs, processes, outputs and outcomes of the

school are at par with quality standards and targets set.

School M&E Team – being part of the SQMT must be guided on how to obtain the necessary information that

will assist the School Head and the teachers in making decisions for adjusting their SIP and their implementation

strategies

1 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

2

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

3

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

4

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.

5

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.

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.)

Curricular Programs & Projects

Education Resources

Teacher Performance

Learner Performance

School Management

Productivity

Community Partnership

Organizational Health &

Performance

Delivery of Services for

Basic Educatio

School M&E Content

Areas

6

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:

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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).

Figure 2: Hierarchy of M&E Task Levels

M&E Levels

Progress M&E (Formative

level)

Inputs Outputs

Results M&E (Summative

Level)

Intermediate Results

Outcomes

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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)

Content Area M& Focus

M&E Task Levels

Formative Summative

Progress Level Intermediate Results Results Level

Delivery of Services for Basic Education

Quality & Relevance Programs &

Projects on Curriculum Implementation

Efficiency on the programs & project Quality Quantity Time

Accomplishment of Curriculum plans

Issues and lessons learnt on implementation of programs and projects

Annual measure of school performance indicators Increase in attendance Decrease in

absenteeism Retention rate Graduation rate Completion Rate Nnumber of passers

SBM Level of Practice

Covered Curriculum Content

School Education Outcomes School Education Outcomes Increase in enrolment Decrease in dropouts Increase in number of

learners ready for transition Decrease in school leavers

Increase in Completion Rate

Improved graduation rate Improved academic

performance in all learning areas.

Education Resources for Provision of Access

Personnel

Funds

LRMs

Facilities

Ancillary Services

Adequacy of resources for Programs & projects

Accessibility of resources

Equitable distribution of resources

Timeliness of delivery

Appropriateness for intended use

Issues on resources (monthly/quarterly)

Optimal utilization and application of resources

Classroom to learner ratio

Textbooks to learner ratio

Access to school laboratories and equipment

Access to library, guidance and health service facilities

Access to toilets & water sanitation facilities

Consolidated issues on resources

Improved Learning Environment

Improved Classroom to learner ratio

Improved Textbooks to learner ratio

Improved access to LRMs

Improved physical facilities

Development of Teacher Competence

Efficiency of instructional delivery

Conduciveness & orderliness of classrooms

Effectiveness of instructional delivery Reduced Failure rate Reduced SARDO

Improved teaching competence based on NCBTS

9

Content Area M& Focus

M&E Task Levels

Formative Summative

Progress Level Intermediate Results Results Level

Utilization of learning resources

Comprehensiveness of learner’s records

Issues/lessons learned

Improved punctuality & attendance

Effectiveness of IPPD and SPPD

Improved utilization of learning resources

Updated SMIS

Improved learner performance (annually)

Development of Learner Performance

Level of achievement by learning area per grade or year level (quarterly)

Percentage of attendance (monthly)

Drop outs

Failures (Quarterly)

Percentage of participation in school & community activities

Issues/Lessons learned

Learner Distribution by Mastery Level (annual)

Periodic School Performance Indicators (annual) Increased

Achievement rate Readiness of learners

for transition Literacy level Numeracy level

Learners’ attitude towards schooling

Improved achievement rate

Improved completion rate

Increased graduation rate

Increased functional literacy

Organizational Health/Performance

School Management

Quarter SIP/AIP Planned activities versus actual

Efficiency of implementation of SHs supervisory plan

INSET/SPPD Implementation

Issues and concerns

Lessons Learned (quarterly)


Cumulative accomplishment of SIP/AIP Physical Outputs

Consolidated issues on school management

Progressing SBM level of practice

Productivity Accomplishment of work outputs Individual By teams/committees

(PTA, SGC, Teachers’ Org., Support staff, SPT, SIPIT, PGO/SSG & other special programs committee

Work satisfaction of internal stakeholders

Annual performance level Individual By team or committees

Organizational performance level

Community Partnership

Stakeholders participation/involvement in school activities

Participation in community-initiated programs

Parents satisfaction

Stakeholders satisfaction over school services

SBM Level of practice


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)

Prepare TOR of School M&E Team

11

1 2 3 4 5 6

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

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

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 M&E Coordinator SPT Representative (Parent/LGU) Department Chairs (2) ICT Coordinator/Teacher

Define the

Scope of the

M & E

Establish

M&E

Activities

Determine

Decision

Making

Requirements

Set Up

Monitoring

Process

Communicate

the System

Operationalize

the System

School Head

School M&E

Coordinator

Department

Head /Grade

2 SPT

RepresentativSchool ICT

Coordinator

12

School Head

School M&E

Coordinator

2 SPT

Representative

s

(Parent/LGU

School ICT

Coordinator

2. For Small Elementary School

Chair: School Head

Members : School M&E Coordinator 2 SPT Representatives

3.4 Terms of Reference of School M&E Team

1. Chair: School Head

The School Head is the process owner of the school M&E system. As process owner the school head must ensure

the integrity and efficiency of the system. This means, providing accurate, timely and relevant information to the

school stakeholders. The School Head will also be the major beneficiary of the lessons and insights generated by

the M & E system.

Specifically, the following outlines the functions, roles and responsibilities of the School Head

Functions:

Manages the QAAS in the school Ensures implementation of SBM practice Makes decisions pertinent to improving quality outcomes in the school

Responsibilities

Orients school stakeholders on how to operationalize the QAA and M&E system Designates the members of the School QMT Designs monitoring and feedback system (e.g. flow of reports and feedback, reporting schedules,

monitoring and feedback forms); Convenes School QMT regularly to discuss M & E concerns together with implementation team Communicates the learners' progress to intended stakeholders Submits quarterly accomplishment report to SDS and school stakeholders Interacts with SDS and school internal and external stakeholders

2. School M & E Coordinator

The M & E Coordinator is responsible for the overall M & E strategy and implementation within the school

following the M&E framework for the school. The M & E Coordinator shall report directly to the School Head

and shall provide him/her with interpretation and analysis of M & E data. The following outlines the roles

functions and responsibilities of the M & E Coordinator:

Function:

Monitors and evaluates regularly the implementation of school improvement plan

Responsibilities:

Conducts monitoring process during plan implementation Analyses and interprets M&E data for SH and Project teams Evaluates results of SIP implementation which will be made as basis for planning interventions

and other plan adjustments Prepares regular M&E reports and submit to SH Interacts with SH and other members of the SQMT

3. SPT Representative (Parent/LGU Rep)

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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?

INFORMATION REQUIRED SOURCE OF INFORMATION

AND DATA REQUIRED

METHOD OF

ANALYSIS Guide Questions

Curriculum coverage and time

allocation per grade/year level

Regular programs

o Elementary Curr.

o Secondary Curr.

Special Programs (i.e, ADM,

EASE, OHSS, MISOSA,

SPED,SPA, ESEP, etc.)

PELC/PSSLC

Lesson/Instructional Plan

Log sheet (Multi-grade)

Lesson Guides

Curriculum Guide

Time Budget

Docs Review

Observations

FGD

Pre and

Post Conferences

with teachers

What percent of the

competencies have been

covered during the

quarter?

Which competencies were

not developed as

planned?

Appropriateness of instructional

strategies used Lesson/Instructional Plan

Instructional Supervisory Report

TLOC

Docs Review

On-site

observation

What strategies do the

teachers employ?

Are the observed

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

implementation of programs and

projects

Log sheet for issues and lessons learned

Docs Review –

categorization of

issues/lessons

What are the hindering and

facilitating factors during the

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?


AND DATA REQUIRED

METHOD OF


1. Efficiency & effectiveness of

delivery

Teachers’ Competency

Inventory Report

Budget of Work followed

Classroom Observation

Instructional Supervisory

Report

Document analysis Are the required competencies

delivered /covered according

to the allotted time budget

during the year?

16

Annual measure of school performance indicators

SBM Level of Practice Covered Curriculum Content

EBEIS –

o Performance indicators

o SBM level of practice

Basic statistics of

performance

indicators

Which performance measures

are improving

Is the SBM level of practice

progressing?

Achievement level of learners Results of final examinations

and work outputs.

Basic statistics Do the learners manifest the

competencies delivered?

C. Results Monitoring

M&E Questions:

1. What is the achievement level of the school per grade/year level based on the different assessments

conducted?

2. Is there an increasing trend in the achievement level of learners by grade/year level during the last three years?

3. What are the trends in the school education outcomes?


AND DATA REQUIRED

METHOD OF


Achievement level per subject

area per grade/year level

Results of

School Achievement

Tests

National / Regional

Achievement Tests

Frequency &

percentage

distribution of

learners by

learning area

meeting

standards of

mastery

What percent of the

learners across grade/year

level have mastered the

required competencies?

Number of learners who mastered

the competencies required in the

curriculum across subject areas

per grade/year level

Is there an increasing trend

in the achievement level of

learners by grade/year level

during the last three years.

Status of School Education Outcomes Increase in enrolment Decrease in dropouts Increase in number of learners

ready for transition Decrease in school leavers

Increase in Completion Rate Improved graduation rate Improved academic performance in

all learning areas.

EBEIS Trend analysis

across 3-year

historical data

on education

outcomes

Has the school improved its

education outcomes after 3

years of SIP

implementation?

4.1.2 Education Resources

Education resources are provided to schools from various sources in different forms to support the delivery of basic education. Monitoring and evaluation in this area is focused on the availability, appropriateness and status of utilization whether they really contribute to the improvement of teaching-learning processes and the realization of education outcomes.

his provides information on how efficient is the school in using the school facilities, instructional materials, to upgrade school resources in order to meet the demands of learners and for teachers to access up-to-date facilities and equipment. Specifically, the process of monitoring and evaluation provides information on the following:

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.

17

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?


AND DATA REQUIRED

METHOD OF


Adequacy of Education resources such as:

Number of Teachers in school

Learning resource materials and

equipment

Physical and ancillary facilities

Financial resources i.e., MOOE, etc

Support staff

School Education Resource inventories

School Report Card EBEIS Utilization of school MOOE

* Teacher to Learner ratio *Textbook to

learner ratio

*Classroom to

learner ratio

Are the educational

resources sufficient to the

needs of the school?

Are the planning standards

being met in terms of

resources?

Efficient utilization of Education resources Teachers’ Reports Qualitative

analysis of

reports

Are the learning resources

being used by the teachers

and learners?

Issues on resources SH’s quarterly report on availability of resources

What strategies does the

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

REQUIRED

SOURCE OF INFORMATION

AND DATA REQUIRED

METHOD OF


18

Improved adequacy of

resources in school

Annual Accomplishment Report & Result of Inventory of Educational Resources

Docs review

Frequency

Count of

resources

Was there an improvement in resources

at the end of each year?

What strategies have been successfully

used to improve access to and adequacy

of resources?

What recurring issues does the school

experience on resources?

C. Results M&E

M&E Questions:

1. Does the utilization of education resources contribute to improved school performance?

INFORMATION

REQUIRED

SOURCE OF INFORMATION

AND DATA REQUIRED

METHOD OF


Improved performance

indicators.

Stakeholders’ level of

satisfaction

Increased SBM level of

Practice

EBEIS

SH’s Report on Performance Indicators

Stakeholders

SBM Assessment Results

Basic statistics

Trend analysis

FGD

1. How does the utilization of education

resources contribute to the

improvement of performance

indicators?

2. What is the level of stakeholders’

satisfaction on the availability and

utilization of education resources?

3. Does the utilization of education

resources result to the improvement of

SBM level of practice?

4.1.3 Teacher Performance

Teacher Performance is an M&E area that is concerned with monitoring and evaluation of the efficiency and effectiveness of

the teachers’ instructional delivery, classroom management, and record management to improve teaching learning practice

in schools. M&E of Teacher Performance would also include the community involvement and personal growth and

professional development of teachers.

On the basis of information obtained in monitoring and evaluation of Teacher Performance, the school head makes decisions

on what technical assistance to provide the teachers and on making adjustment on the School Plan for Professional

Development (SPPD)

Table 4 M&E Process for Teachers Performance

A. Progress M&E

M&E Question:

1. How efficient are the teachers in the teaching-learning practices?

2. How efficient is the delivery of technical assistance to teachers?

19


AND DATA REQUIRED

METHOD OF


Percentage of Teachers

preparing lesson plans

Log sheet of Inspected/ Checked Lesson Plans

Actual No. of teachers preparing Lesson Plans

Total No. of Teachers

Frequency and % of

teachers preparing

daily lesson plans

What percent of teachers

prepare daily lesson

plans?


preparing formative and

summative assessment tests

Log sheet of inspected/Checked Item Bank

Actual No. of Teachers Preparing Formative and Summative Tests

Type of tests prepared

Frequency and % of

teachers preparing

formative and

summative tests

Validity of

assessment tests

prepared


prepare formative and

summative tests?


Preparing/Using Audio-

Visual/Instructional Aids in

Teaching

Log sheet of inspected/Checked Audio-Visual/Instructional Aids

Actual No. of Teachers Preparing/Using Audio-Visual/ Instructional Aids in Teaching


FGD What percent of teachers

prepare and using audio-

visual/instructional aids ?


providing remedial instruction

to slow learners or

advanced/enrichment lessons

to gifted learners

Monitoring Form of Teachers providing remedial instruction or advanced/enrichment lessons and Logbook of learners receiving remedial instruction or advanced/enrichment lessons

Actual No. of Teachers providing remedial instruction or advanced/enrichment lessons

Docs Review What percent of teachers

provide remedial

instruction to slow

learners or enrichment

lessons to fast learners?

Percentage of teachers

needing TA in Lesson Planning

Forms 178 and Lesson Plans

Actual No. of teachers needing TA in Lesson Planning

Docs Review


needs TA in lesson

planning


needing TA on delivery of

instruction.

Forms 178 and Lesson Plans

Actual No. of Teachers Observed needing TA onconducting the Teaching-Learning Process


needs TA in conducting

the TLP?


needing TA in Test

Construction

Lesson Plans, Item Bank, and Form 178

Actual No. of Teachers Needing TA in Test Construction


needs TA in Test

construction?

M&E Question:

3. How efficient are the teachers in classroom management? Record management?

4. Are the teachers actively involved in community-initiated activities for the quarter?

20

INFORMATION REQUIRED SOURCE OF INFORMATION AND

DATA REQUIRED

METHOD OF


Distribution of Teachers by

Classroom Management level

Classroom Management Appraisal

Form and Summary of Teachers’

Rating in Classroom Management

Average scores of teachers in

Classroom management

appraisal

Frequency and

Percentage

distribution of

teachers by

Classroom

management

performance level

How are teachers distributed

according to their performance of

lClassroom management ?

Outstanding

Very Satisfactory

Satisfactory

Unsatisfactory

Poor

Diistribution of Teachers by

level in ensuring and

maintaining clean, organized,

secure, and energy-saving

learning environment

Classroom Management Appraisal

Form and Summary of Teachers’

Rating in Classroom Management

Actual No. of teachers whose

average scores in ensuring and

maintaining clean, organized,

secure, and energy-saving

learning environment is

equivalent to

Freq and

Percentage

distribution by level

Outstanding

Very

Satisfactory

Satisfactory

Unsatisfactory

Poor

How are the teachers distributed

according to how they perform in

ensuring and maintaining clean,

organized, secure, and energy-

saving learning environment?

Distribution of teachers

providing guidance services Accomplishment report of teachers

Anecdotal Record Book

Actual No. of teachers keeping

up-to-date anecdotal records

Actual No. of teachers

conducting conference with

learners that need guidance

and counseling

Actual No of Teachers

conducting conference

(school/home) with parents/

guardian of children with

special concerns

Docs Review

Frequency

distribution of

teachers providing

guidance services

What percent of teachers perform

guidance services in and out of the

classroom?

Distribution of teacher

performance in record

management

Record Management Appraisal Form and Summary of Teachers’ Rating in Record Management

Actual No. of teachers keeping accurate, complete, and up-to-date school records

Actual No. of teachers releasing grades promptly for the grading period

Freq and

Percentage

distribution of

teachers

performance in

record management

by level:

Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor

How efficient are the teachers in

keeping records on learning?

How prompt are the teachers in

releasing grades to their learners?

What issues do teachers have in

record management?

21

Nature of Involvement of

teachers in school-community

activities

Monitoring Form of Teachers

Holding Homeroom PTA Meetings

and Minutes of homeroom PTA

Meetings

Actual No. of Teachers

conducting one homeroom PTA

meeting for the period\

Actual No. of Teachers actively

involved in at least one

community-initiated program

Docs Review What percent of teachers hold

homeroom PTA meeting for the

quarter?

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?

INFORMATION REQUIRED SOURCE OF INFORMATION AND

DATA REQUIRED

METHOD OF



preparing IPPD


preparing IPPD and Teachers’ IPPDs

Actual No. of Teachers preparing

IPPD



prepare IPPD?

Status of implementation of

teachers IPPD


implementing their IPPDs

Actual No. of Teachers by status of

IPPD implementation

Distribution of

teachers by

implementation

status of IPPD

Full

Partial

Non-

existent

What is the status of teachers’

implementation of IPPD?

Full

Partial

Non-existent


participating in school-based

INSET


participating in school-based INSET

Actual No. of Teachers

participating in the mass INSET


participates in school-based

INSET?

22

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?


AND DATA REQUIRED

METHOD OF



improving after receiving TA

in lesson planning

in conducting the teaching-

learning process

classroom-based

assessment

Monitoring Form of Teachers provided with TA

Actual No. of teachers improving after provision of TA o in Lesson Planning o in conducting the teaching-

learning process o classroom-based assessment

Freq and %

distribution of

teachers showing

improvement

What percentage of teachers

has improved after provision of

TA?

Percentage of learners passing

the subjects handled by each

teacher

Grade Sheets

Actual No. of learners passing the subjects handled by each teacher

Total No. of learners taking the said subjects

Docs Review What Percent of learners

passes the subjects handled by

a each teacher

Percentage increase/ decrease

of MPS in the current school year

against MPS in the previous

school year

NETRC NAT Results and Form IV of RAT Results

MPS of the current school year

MPS of the previous school year

Freq and %

distribution of :

Passers

Comparative analysis

of MPS between

previous and current

year

What is the percentage

increase/decrease of MPS in the

current school year against MPS

in the previous school year?


implementing JEL after F3

JEL Monitoring Form and JEL Contract

Actual No. of Teachers implementing

JEL after F3

Total No. of Teachers with JEL

Contract

Freq and percentage

of teachers

implementing JEL

after F3


implement JEL after F3

Consolidated issues resolved

during the year

Quarterly M&E reports

Reported issues on teacher

performance

What issues have been

resolved during the year?

23

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?


AND DATA REQUIRED

METHOD OF


Percentage increase/decrease

of the following outcome

indicators after three years

Achievement Rate

Retention Rate

Completion Rate

Promotion Rate

Graduation Rate

Drop out Rate

BEIS/SMIS, Form 20, and Form 18

Outcome Indicators for six years Achievement Rate Retention Rate Completion Rate Promotion Rate Graduation Rate Drop out Rate

Outcome Indicators for the current school year Achievement Rate Retention Rate Completion Rate Promotion Rate Graduation Rate Drop out Rate

Trend Analysis

/Comparative

analysis

Is there an

increase/decrease of the

following outcome indicators

after three years

Achievement Rate

Retention Rate

Completion Rate

Promotion Rate

Graduation Rate

Drop out Rate

Consolidated Issues and

lessons learned in three years

M&E annual reports

Log Sheet for Issues and Lessons

Learned

Statement of Issues and their

resolutions

Hindering and facilitating factors

Classification of

Issues by type

and control

Identifying

lessons learned

from the

hindering and

facilitating

factors

What issues are within the

control of the school?

Which ones need to be

elevated to DO?

What recommendations can

be given to address the

issues?

How are the lessons applied

in planning for the next

cycle?

24

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.

25

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?

Info Requirements Source of

Information and Data Required

Method of Analysis Guide Questions

1. Frequency and percentage distribution of learners based on their performance in periodical examinations per learning area

Periodical Test Results

Individual MPS by learning area by grade/year level

Difficulty level of items

Distribution of learners according to the level of mastery by learning area per grade or year level

Identify least learned skills by learning area

What is the average learners’ MPS for the quarter examination?

Which competencies are found difficult?

What are the facilitating/hindering factors that affect academic performance of the learners during the periodical examination per learning area by grade/year level?

2. Percentage of learners’ attendance

Report of Attendance

Number and percentage of days the learners report to school

Frequency of actual attendance vs annual and monthly enrolment

Do teachers have complete and updated record of learners’ attendance?

What are the factors that affect learners’ attendance?

3. Percentage of learners’ participation in school and community activities

Learners’ Portfolio

Teachers Report

Average % of participation in co-curricular activities for the quarter

How often do learners participate in co-curricular activities provided at the school/district level?

What are the facilitating/hindering factors that contributed to the learners’ participation in co-curricular activities?

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?

Info Requirements Source of Information

and Data Required Method of Analysis Guide Questions

Learners’ performance

in national/ regional

assessments

NAT /RAT Results

Achievement Rate

Distribution of learners according to the level of mastery by learning area per grade or year level

Identification of least learned skills by learning area

Overall mastery level

Is there an increasing trend in the

results of national / regional

assessments?

What are the facilitating factors

that contributed to the

achievement of the desired

academic performance of the

school?

26

Number of learners

who are retained in

school

Number of learners who

have completed/

are promoted to the

next grade/year

level

Yearly reports on

Retention Rate

Promotion Rate

Completion Rate

Drop-out Rate

Number of learners left in school vs annual enrolment

Number of learners promoted vs annual enrolment

Number of completers vs annual enrolment

Number of drop-outs vs. enrolment

Number of Passers vs enrolment based on grades

What are the motivating factors

that contributed in the :

- Decrease of drop-out rate?

- Increase of completion rate?

Average percentage of

attendance of

learners in co-

curricular activities

Report of Learners’

Participation

Number of learners who participated in co-curricular activities (Annual)

Number of co-curricular activities carried out by school

Average % of participation across number of co-curricular activities

What are the facilitating factors

that motivate learners to

participate school and community

activities?

Issues & challenges related to learner performance

List of issues and

concerns.

Categorization of issues What are the common issues in

your school?

C. Results Level

M&E Questions: 1. What is the average level of performance of learners in national and regional assessments during the last three

years? 2. Is there an increasing trend on the level of achievement of learners across three years? 3. What increase in the level of school performance indicators has been attained? 4. What promising practices can be replicated in the next three years?

Info Requirements Source of Information

and Data Required Method of Analysis Guide Questions

Number and Percentage of learners meeting the national / regional standard level for Achievement

NAT/RAT Results

Individual

percentage score of

learners

Percentage

distribution of

learners meeting

standard

Frequency and percentage

distribution of Learners meeting

masterly level in national &

regional achievement tests

Average Mean Percent Score of

schools in learning areas tested.

Frequency and percentage

distribution of learners on list

learned skills

What factors supported the

satisfactory / unsatisfactory

achievement in national /

regional assessments?

Benefits gained through the utilization of the identified promising practices

Report on the

Promising Practices

List of promising

practices

Frequency count on the

promising practices and the

number of achieved targets

based on the utilization of t he

identified promising practices

What are the promising practices

that support satisfactory

achievement of targets based on

the SIP/AIP

27

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.

28

Table 6 M&E Processes on School Management

A. Progress M & E

M&E Question: SIP Implementation

1. How efficient is the SIP being implemented on a periodic basis? 2. What are the implementation issues surrounding SIP?

Instructional Supervision 1. How efficient is the school head in performing instructional supervision of the teachers?

Staff Development 1. Does the staff development program address the needs of the personnel?

Info Requirements

Source of

Information and

Data Required

Method of

Analysis Guide Questions

Quantitative data on Physical outputs

Qualitative data on issues, lessons learned, facilitating and hindering factors, value-added outputs and recommendations

Monthly SIP/AIP

Tracking Form

% of Physical

accomplishments

for the quarter

Issues & concerns

Value added

outputs

Facilitating factors

Comparative analysis of planned vs actual physical accomplishments; Expenditures vs budget

1. Are the targeted physical outputs delivered and

on time as planned?

2. What are the

issues and concerns

lessons learned

facilitating and hindering factors

value-added outputs

recommendations in the implementation of SIP for the next quarter?

Status of Instructional Supervision: o Issues in IS and how

resolved

Consolidated

monthly report of

instructional

supervision

o Number of teachers observed as planned

Frequency

Categories of issues in IS

Is the instructional supervision done by SH

per month following guidelines?

What are the issues in implementing the IS?

How are they resolved?

Progress of Staff Development Plan

Staff Dev Plan

Tracking Form

Docs Review Is the staff dev plan carried out within

guidelines?

What are the issues in implementing the plan? How are they resolved?

B. Initial Gains/Intermediate Results M & E

M&E Question: SIP Implementation

1. What is the status of accomplishments of the SIP/AIP objectives at the end of the year? 2. Does the SBM level of practice progress each year?

Instructional Supervision 1. What changes are observed among the teachers as a result of instructional supervision?

Staff Development(Non-Teaching) 1. What changes are observed among the non-teaching staff as a result of the staff dev program?

29

Info Requirements Source of Information and

Data Required Method of Analysis Guide Questions

Number of SIP targets effectively delivered

SBM level of practice

Consolidated issues for the Year

SIP/AIP Tracking Form

SIP Monthly Report

Resolved issues for the year

EBEIS


Docs Review

Percentage of accomplishments

Is the SIP implementation

effective in accomplishing the

outputs for the year?

Behavioral changes among teachers

Form 178

Monthly Supervisory Report

Monthly Accomplishment

Report

Docs Review How effective is the instructional

supervision in terms of

behavioral changes among

teachers?

Behavioral changes among staff

Staff development training

Evaluation Form result

Docs Review What behavioral changes are

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?


Data Required

Method of


Status of School educational outcomes

EBEIS

Achievement rate

Retention rate

Completion rate


Trend Analysis

Are the desired educational

outcomes in term of the school

performance indicators met?

Is there a change in the SBM

level of practice after completion

of a 3-year SIP cycle ?

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?



Accomplishment of Work Outputs

Individual Teams/comm

ittees

Consolidated

accomplishment report on

individual and team/

committee work outputs

Documentary Analysis

Do the various functional

units in the school perform

their functions and

responsibilities as reflected

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?

Info Requirements Source of Information and Data

Required Method of Analysis Guide Questions

Effectiveness in the performance of functions and responsibilities

Consolidated report of work

performance based on:

PASAG

PASSA

RPAST

Docs review Are school operational

requirements met at the end

of the year?

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?



Improved organization performance level

Consolidated accomplishment report of organization performance level

Organization Performance Evaluation System (OPES)

Docs Review

Trend Analysis

Is the school able to improve its organization performance level?

4.2.3 Community Partnership

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

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?

Info Requirements

Source of

Information and

Data Required

Method of Analysis Guide Questions

Frequency of stakeholders’ attendance/participation in school activities

Attendance Sheet Frequency counts How often do stakeholders attend and participate in school activities?

Frequency of internal stakeholders’ attendance/participation in community-initiated programs

Attendance Sheet Frequency counts How often do internal

stakeholders attend and

participate in community-initiated

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?


Required

Method of


Effectiveness of implementation of programs and activities of school and community

Annual report on Attendance to

school activities

Annual report on attendance to

community-initiated programs

Docs review Is the engagement and collaboration of school and community contributed to effective implementation of programs and activities?

Level of satisfaction of school stakeholders in the community

Perception survey of

stakeholders’ satisfaction

Basic statistics How do stakeholders perceive the level of services provided by the school?

SBM Level of practice EBEIS Quantitative and qualitative analysis

Is the level of SBM practice progressing?

C. Results M&E

M&E Question:

Is there an improvement in the school performance indicators as a result of enhanced school-community partnership?


Required

Method of


32

Improved school performance indicators

EBEIS Basic statistics Are the school performance

indicators improving as a result of

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

M&E TOPIC TASK LEVEL/DECISION POINTS MONTHLY QUARTERLY

SEMI-ANNUAL (END OF

JUNE)

ANNUAL END OF

SIP

A.1. PROGRAMS AND PROJECTS ON CURRICULUM IMPLEMENTATION

A.1.1 Quality & Relevance Programs &

Projects on Curriculum Implementation

PROGRESS

Efficiency on the programs & project Quality Targets set Time

.

Accomplishment of Curriculum plans

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


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 Resources for Provision of Access

Personnel

Funds

LRMs

Facilities

Ancillary Services

PROGRESS

Adequacy of resources for Programs & projects

Accessibility of resources

Utilization

Equitable distribution of resources

Timeliness of delivery

Appropriateness for intended use

Issues on resources (monthly/quarterly)

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. Development of Teacher Competence

PROGESS LEVEL‘

Efficiency of instructional delivery (LPs, IMs, Strategies, assessment)

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. Development of Learner Performance

PROGRESS LEVEL

Level of achievement by learning area per grade or year level (quarterly)

Percentage of attendance and dropout (monthly)

Percentage of participation in school & community activities

Issues/Lessons learned

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

TIME: M&E TOPIC

TASK LEVEL MONTHLY QUARTERLY

SEMI-ANNUAL (END OF

JUNE)

ANNUAL END

OF

SIP

B.1. School Management

PROGRESS LEVEL

Quarter SIP/AIP Planned activities versus actual

Efficiency of implementation of SHs supervisory plan

INSET/SPPD Implementation

Issues and concerns

Lessons Learned (quarterly)

INTERMEDIATE RESULT


Cumulative accomplishment of SIP/AIP Physical Outputs

Consolidated issues on school management

RESULTS LEVEL


B.2. Productivity

Progress Level

Accomplishment of work outputs

Individual By teams/committees (PTA,

SGC, Teachers’ Org., Support staff, SPT, SIPIT, PGO/SSG & other special programs committee

38

TIME: M&E TOPIC

TASK LEVEL MONTHLY QUARTERLY

SEMI-ANNUAL (END OF

JUNE)

ANNUAL END

OF

SIP

INTERMEDIATE RESULTS Work satisfaction of internal

stakeholders

Annual performance level (Individual, team or committees)

RESULT LEVEL

Organizational performance level

B.2. Community Partnership

Progress Level Stakeholders

participation/involvement in school activities

Participation in community-initiated programs

Intermediate Results

Parents satisfaction Stakeholders satisfaction over

school services

Result Level

SBM Level of practice


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 &

PROGRAMS

49


Part A: Issues/Problems and Concerns Log



PART D - LOG SHEET ON LESSONS LEARNED

49

50

51

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

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

ITEM

All

the

tim

e

Mo

st o

f th

e

Tim

e

Som

e ti

mes

Rar

ely

No

t at

All

RA

TIN

G

10 8 6 4 2

1 Calls learners by name (with the help of memory, IDs, name tags or seat plan )

2 Implements procedures in group work ( evidence of instituted break-out procedures for peer work or group work)

3 Implements discipline in letting students enter inside (after flag ceremony, recess, activity outside the classroom, etc) and making them take exit from the classroom

4 Implements procedures in the distribution of materials and collection, turning in, and handing back checked learners’ work

5 Employs a facilitated and purposive checking of attendance (finds out who are absent/cutting classes and why and make a follow up)

6 Implements proactive discipline plan (e.g. detects inappropriate 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

11 Manages time appropriately (engaged time on task—arrives and leaves classroom on time and stays in the classroom or activity area for the whole period)

12 Movement in the classroom (moves around, divides attention equally among students)

13 Gives clear directions (e.g. giving appropriate examples or non-examples)

14 Uses of appropriate verbal communication (e.g. provides positive feedback)

15 Uses of appropriate non-verbal communication (observes entire class and scans frequently, signals/gestures)

Overall Rating

42

Appraisal Form # 2: Classroom Management—Ensuring and Maintaining Clean,

Conducive, Secure, and Energy-Saving Learning Environment

ITEM

All

the

tim

e

Mo

st o

f th

e

Tim

e

Som

e ti

mes

Rar

ely

No

t at

All

RA

TIN

G

10 8 6 4 2

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

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.

5 Classroom is locked when nobody is inside and after dismissal of the last session for the day/night.

6 Classroom has broom/s, dust pan, and garbage containers.

7 Classroom has updated display boards.

8 Classroom has updated bulletin boards (Absences, reminders, best work)

9 Learners do not throw their garbage anywhere.

10 Learners segregate their trash.

11 Homeroom PTA helps in performing minor repairs/improvement of classroom and its furniture/equipment.

12 Homeroom PTA helps in performing minor painting works for the classroom and its furniture.

OVERALL RATING (TOTAL RATING ÷12x100)

43


8.5- 10.0 Outstanding




2.0-2.49 Poor

Appraisal Form #3: Checklist for Record Management

ITEM

All

the

tim

e

Mo

st o

f th

e Ti

me

So

me

tim

es

Rar

ely

No

t at

All

RA

TIN

G

10 8 6 4 2

1

Keeps(monthly)/submits(monthly/quarterly) up-to-date reports

Class record/s

2 Form 1 School Register

3 Form 2 Monthly Attendance and Enrolment

4 Subject Grade Sheets

5 Consolidated Grade Sheets

6 Form 137 Permanent Records

7 Form 138 Report Card

8 List of Top Ten for a Grading Period

9 Form 18-A (for the fourth quarter of SY)

10 Anecdotal Records

44

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 neat, accurate, and complete reports personally

Class record/s

16 Form 1 School Register

17 Form 2 Monthly Attendance and Enrolment

18 Subject Grade Sheets

19 Consolidated Grade Sheets

20 Form 137 Permanent Records

21 Form 138 Report Card

22 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)

45


8.5-10 Outstanding




2.0-2.49 Poor

Appraisal Form #4: Checklist for Reviewing Lesson Plans

ITEM OBSERVED

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.

9

Preparatory activity/ies employed effectively prepares or motivates learners for the lesson (e.g. drill such phonics drill, review, checking of assignment, unlocking of difficulties, motivation such as a song, poem, anecdote, mini-story, picture, game, trivia or motivating question)

Activities for the development of the lesson are

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

46

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 prepares the learners for the next lesson

Appraisal Form #5: Checklist for Teacher/Class Observation

ITEM OBSERVED

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

4 Links lesson to learners’ backgrounds and life experiences, past learning including those in other subject areas, and future learning

5 Points out similarities and differences of the previous of the topic to the new one

COMPREHENSIBLE INPUT

5 Uses speech appropriate for learners’ proficiency level (slower rate, enunciation, simple sentence structure for beginners)

6 Explain academic tasks clearly

7 Use a variety of techniques to make content concepts clear (e.g. modeling, visuals, hands-on activities, demonstrations, gestures, body language)

STRATEGIES

8 Provide ample opportunities for students to use strategies (e.g., problem solving, predicting, organizing, summarizing, categorizing, evaluating, self-monitoring).

9 Use scaffolding techniques consistently (providing the right amount of support to move students from one level of understanding to a higher level) throughout lesson.

10 Use a variety of question types including those that promote higher-order thinking skills throughout the lesson (e.g., literal, analytical, and interpretive questions).

47

INTERACTION

11 Provide frequent opportunities for interactions and discussion between teacher/learner and among learners, and encourage elaborated responses.

12 Use group configurations that support language and content objectives of the 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 new content knowledge.

15 Provide activities for students to apply content and language knowledge in the classroom.

EMPHASIS/REVIEW/ASSESSMENT

11 Give comprehensive review of key vocabularies.

12 Give a comprehensive review of key content concepts, skills, values, and attitudes.

13 Provide feedback to learners regularly on their output (e.g. language, content, work)

14 Conduct assessments of learner comprehension based on learning objectives (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

2 Indicator/s Identify for each output, the information that will tell the achievement of

project objective. This is a qualified/quantified parameter which details the extent to which an objective has been achieved

3 Data Source

Identify the source where the measure of the attainment of objectives can be obtained (ex. BEIS, Teacher observation /performance report, SARDO Monitoring Form, OSY Tracking system, child health and nutrition chart, etc.)

4 Method of Collection Indicate the strategy that will be employed to collect the data (ex.,

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

48

(The M&E framework matrix of the school for its SIP implementation should be cooperatively done by the members of the

School Quality Management Team headed by the School Head.

PROJECT OBJECTIVES/

OUTPUTS (O#) INDICATOR/S

DATA SOURCE

DATA COLLECTION DATA GATHERER

REPORT SCHEDULE METHOD TIMING

RE

SU

LT

S M

&E

Purpose level objective:

Component Objectives: Prov. Of Access

Component 1: Phys Facilities

Component 2: LRM

Component 3: Ancillary

Component 4:

SIP IMPLEMENTATION M&E FRAMEWORK MATRIX

(CONTINUED)

49

P

RO

GR

ES

S

PROJECT

OBJECTIVES/

OUTPUTS (O#)

INDICATOR/S DATA

SOURCE

DATA COLLECTION DATA

GATHERER

REPORT

SCHEDULE METHOD TIMING

Outputs

3. SIP-AIP PHYSICAL ACCOMPLISHMENT FORM

School: District:

Month/Year: School Year:

.

PROJECT/OUTPUT PHYSICAL OUTPUT FINANCIAL TARGET

TARGET ACTUAL % BUDGET EXPENDITURE %

NOTE: Write only those outputs with physical

and financial targets.

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

50

4. SIP-AIP PHYSICAL OUTPUT TRACKING FORM

Name of

School:

Overall Status –

Classification:

Date of SIP

Acceptance

SIP Time Frame:

Evaluation Period

(Please check):

AIP Year

1

AIP Year

2

AIP Year 3

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

PHYSICA

L

OUTPUTS

PHYSICAL OUTPUT FINANCIAL

YEAR 1 YEAR 2 YEAR 3 YEAR 1 YEAR 2 YEAR 3

Tar

get

Act

ual

% D

one

Tar

get

Act

ual

% D

one

Tar

get

Act

ual

% D

one

Tar

get

Act

ual

% D

one

Tar

get

Act

ual

% D

one

Tar

get

Act

ual

% D

one

NOTE: USE ADDITIONAL PAGES IF NEEDED

51


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


Issue: Unit/Person

STAKEHOLDERS’

PARTICIPATION

e.g. Parents are busy fighting Called PTA meeting everyday School grievance

committee

52


Issue: Unit/Person

Other factors

outside of

school

environment



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

ISSUES RESOLVED BY THE

SCHOOL

2

SOLUTION APPLIED

3

ISSUES NEEDING

ASSISTANCE

4

REMARKS


53



INSTRUCTIONS: Study the list of sustainability measures applied in the implementation of projects/programs given in Column 1.

Choose from those given what the school has applied during the period to sustain the school projects/programs.

Indicate in Column 2 the specific action the school has done in applying any of the sustainability measures.

In Column 4, indicate the result of applying such a strategy.

1 SUSTAINABILITY MEASURES

2 ACTION TAKEN TO

APPLY STRATEGY

3 RESULT OF 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.

54

1 SUSTAINABILITY MEASURES

2 ACTION TAKEN TO

APPLY STRATEGY

3 RESULT OF STRATEGY

7. Information dissemination & Networking

Generating an understanding of SIP and support for the project’s

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

FACILITATING FACTORS

2

HINDERING FACTORS

3

LESSONS LEARNED


55

7. MONTHLY M&E REPORT OF SCHOOL QMT

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

56

8. QUARTER M&E REPORT OF SCHOOL QMT

QUARTER AND YEAR:

INTRODUCTION:

FINDINGS

A. SIP-AIP IMPLEMENTATION

A.1. PHYSICAL OUTPUTS

1.

2.

A.2. FINANCIAL REPORT

1.

2.

A.3. BALANCE AND GAPS

1.

2.

B. OTHER SCHOOL PROJECTS (IF APPLICABLE)

B.1. TRAINING & DEVELOPMENT

1.

2.

B.2. LEARNING RESOURCES

1.

2.

B.3. OTHERS

1.

2.

C. QUALITATIVE INFORMATION

C.1. ISSUES AND CONCERNS

1.

2.

C.2. SUSTAINABILITY MEASURES

APPLIED

1.

2.

C.3. LESSONS LEARNED

57

1.

2.

D. PROGRESS ON INTERMEDIATE RESULTS

D.1. ENROLMENT

1.

2.

D.2. DROP-OUT DURING THE

QUARTER

1.

2.

D.3. FAILURES DURING THE QUARTER

1.

2.

RECOMMENDATIONS

PREPARED BY:

NAMES POSITION / UNIT SIGNATURES

DATE: ____________________________

Documents

School M&E Handbook