final school m&e handbook

7/30/2019 FINAL School M&E Handbook

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2011

Strengthening the Implementation of Basi

Education in Selected Provinces

in the Visayas

School M&E System Handbook


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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 3M&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 Schools Services to Basic Education 13

4.1.1 Curricular Programs and Projects 13

4.1.2 Education Resources 15

4.1.3 Teacher Performance 174.1.4 Learners Performance 26

4.2 Content Area 2: Organizational Health/Performance 2929

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


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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 35B. 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-AIPPHYSICALACCOMPLISHMENT FORM (PHYSICAL OUTPUTS AND FINANCE) 47

4. SIP-AIPPHYSICAL OUTPUT TRACKING FORM 48

5. SIPTHREE-YEAR REPORT ON PHYSICAL OUTPUT AND FINANCIAL STATUS OF PROJECTS &PROGRAMS 49

6. ISSUES / LESSONS LEARNED / SUSTAINABILITY LOGPart A - Issues/Problems and Concerns Log

PART B-LOG SHEET ON RESOLUTION OF ISSUES

PART C-LOG SHEET ON RSUSTAINABILITY 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


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LIST OF TABLES

No. Title Page

1 Integration Matrix of M&E Content Areas and Task Levels (School level) 72 M&E Process on Curricular Programs

Progress Monitoring 14Initial Gains/ Intermediate Results M&E 14Results M&E 15

3 M&E Process on Education ResourcesProgress Monitoring 16Initial Gains/ Intermediate Results M&E 16Results M&E 16

4 M&E Process on Teacher PerformanceProgress Monitoring 17Initial Gains/ Intermediate Results M&E 21Results M&E 25

5 M&E Process on Learner PerformanceProgress Monitoring 27

Initial Gains/ Intermediate Results M&E 27Results M&E 28

6 M&E Process on School ManagementProgress Monitoring 30Initial Gains/ Intermediate Results M&E 30Results M&E 31

7 M&E Process in ProductivityProgress Monitoring 32Initial Gains/ Intermediate Results M&E 32Results M&E 32

8 M&E Process in Community PartnershipProgress Monitoring 33Initial Gains/ Intermediate Results M&E 33

Results M&E 33

LIST OF FIGURES

No. Title Page

1 M & E Content Areas of Schools 42 Hierarchy of M&E Task Levels 63 Step Process In Setting Up the M & E System 104 School M&E Structure

Big Elementary Schools and High Schools 11Small Schools 12


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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 TrainingIPPD 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 PlanSIS 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


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TOR Terms of Reference

TSNA Teachers Strengths and NeedsAssessment

UIS Unified Information System

WFP Work and Financial Plan


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CHAPTER 1

INTRODUCTION

1.1 BackgroundQuality Assurance and Accountability (QAA) has been given attention in the Department of Education through itspackage of policy reforms known as Basic Education Sector Reform Agenda (BESRA). QAA is considered a

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

the field with the creation of the Quality Assurance and Accountability Framework (QAAF) 1. This is the national

roadmap drawn for instilling a culture of quality in all management systems in order to achieve the desired outcomes

for its learners, the success indicators being Access, Retention, Completion and Achievement. The framework was

made operational in the field through the establishment of the Quality Assurance and Accountability System 2 that

identifies the integration of systems and processes to bring about quality.

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

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

field. The crafting of this handbook is an essential step towards engaging the schools adopt an M&E system throughwhich 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 HandbookThis 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 HandbookPrimarily, 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 informationthat will assist the School Head and the teachers in making decisions for adjusting their SIP and their

implementation strategies

1DepED Order No 44, s 2010. Adoption of KRT 3: Quality Assurance and Accountability Framework

2QAAS is one of the Support Systems developed by STRIVE in the Visayas

3DepED Order No 118, s 2010. Adoption of the New BESRA Implementation Arrangement


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Division Quality Management Team (DQMT) and District Quality Management Team (DsQMT) to beinformed 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


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CHAPTER 2

MONITORING and EVALUATION FRAMEWORK at the SCHOOL LEVEL

2.1 ASSUMPTIONSDefinition 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 insupport 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 theRegional Education Development Plan (REDP) targets, and the national targets embodied in the EFA framework, the

BESRA Implementation Plan and the Performance Governance System (PGS) score card.

Purpose and Objectives of M & E

M&E in schools aims to provide objective information that can inform decision-making in order to continuously

improve the delivery of school services for basic education and the schools performance or health to achieve the

desired education outcomes. M&E in schools aims to provide valid, reliable and accurate data in 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

andprojects 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 ensureadequacy, equitable distribution, accessibility, and effective and optimal use ofthe resources of the school

3. Establish information as basis for determining appropriate approach / strategyto improve teaching-learningcompetencies 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 andadjustments 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 schoolshealth or performance through:

Efficient school-based management


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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 followingprinciples:

a. Quality InformationIt 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 StrengtheningStrategies, 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. EfficiencyResults 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 StakeholdersM&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. SynergyM&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 AccountabilityM&E provides opportunities for continuous improvement of practices/performance through identification of issuesand lessons learned. It requires trustworthy, competent and impartial M&E staff.

g. FocusM&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.


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2.2 SCOPE OF M&EM&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: Deliveryof Services for Basic Education and Organizational Health/Performance.

Figure 1: M & E Content Areas of Schools

A. Delivery of Services for Basic EducationThere 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

Organization

al Health &

Performance

Delivery of

Services for

Basic

SchoolM&E Content

Areas


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Physical and ancillary facilitiesA.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 Performanceconcerned with getting information on the learners:

school attendance, academic achievement participation in co-curricular activities

B. Organizational Health and PerformanceOrganizational health and performance involves monitoring how the school is progressing as an

organization toward accomplishing its goals, and monitoring the contribution of its members.

B.1. School Management focused on monitoring and evaluating the efficiency and effectiveness of the

implementation of plans for school improvement. Specifically, it is concerned with the following:

SIP Implementation Instructional Supervision Staff Development

B.2. Productivity concerned with the work outputs of the individuals based on their specific job descriptions,

i.e., support staff, utility. This may also be concerned with team or committee outputs based on their

terms and reference, i.e., SGC, PTA, SQMT, SIPIT, SPT, Special Program Committees, PGO/SSG, etc.

B.3. Community Partnership - focused on how school stakeholders are engaged in school activities including

its level and quality of participation, e.g. parents, LGU, NGOs, alumni, etc. It is also concerned with the

level of schools participation in community-initiated activities.

M&E Task Levels

The M & E task levels are influenced by the areas of interest of the school stakeholders and their reporting

requirements as suggested by when data/indicator is likely to occur in the implementation process. Hierarchical

organization of M&E is as follows: (a) Progress (formative), and (b) Results (summative) levels. See Figure 2

The main concern ofProgress M&E would be the monitoring of input and/oroutput 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 SchoolImprovement 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 schools

programs and projects as planned?

Are the programs and projects delivered efficiently and effectively as planned?

a. Input Level - This level is concerned with tracking the resources required to implement the school programs andprojects on provision of access, quality and relevance, and school management and administration. It should beable 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 intendedservices 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 schools initiatives in bringing about the desired benefits and changes to their learnersand 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 intendeddirections. 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 thislevel, 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 termsof attaining the education outcome indicators and its collective contribution to the attainment of regional andnational 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)

IntermediateResults 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 ofServices for BasicEducation

Quality &Relevance

Programs &Projects onCurriculumImplementation

Efficiency on the programs &project Quality Quantity Time

Accomplishment ofCurriculum plans

Issues and lessons learnt onimplementation of programsand projects

Annual measure of schoolperformance indicators Increase in attendance Decrease in

absenteeism Retention rate Graduation rate Completion Rate Nnumber of passers

SBM Level of PracticeCovered Curriculum Content

School Education OutcomesSchool Education Outcomes

Increase in enrolment Decrease in dropouts Increase in number of

learners ready for transition Decrease in school leavers

Increase in CompletionRate

Improved graduation rate Improved academic

performance in all learningareas.

EducationResources forProvision of

Access

Personnel Funds LRMs FacilitiesAncillary

Services

Adequacy of resources forPrograms & projects

Accessibility of resources Equitable distribution of

resources

Timeliness of deliveryAppropriateness for intended

use

Issues on resources(monthly/quarterly)

Optimal utilization andapplication of resources

Classroom to learner ratioTextbooks to learner ratioAccess to school

laboratories and equipment

Access to library, guidanceand health service facilities

Access to toilets & watersanitation facilities

Consolidated issues onresources

Improved LearningEnvironment

Improved Classroom tolearner ratio

Improved Textbooks tolearner ratio

Improved access to LRMsImproved physical facilities

Developmentof TeacherCompetence

Efficiency of instructionaldelivery

Conduciveness & orderlinessof classrooms

Effectiveness of instructionaldelivery Reduced Failure rate Reduced SARDO

Improved teachingcompetence based on NCBTS

Improved learner performance


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Content Area M& Focus

M&E Task Levels

Formative Summative

Progress Level Intermediate Results Results Level

Utilization of learningresources

Comprehensiveness oflearners records

Issues/lessons learned

Improved punctuality &attendance

Effectiveness of IPPDand SPPD

Improved utilization oflearning resources

Updated SMIS

(annually)

Developmentof LearnerPerformance

Level of achievement bylearning area per grade oryear level (quarterly)

Percentage of attendance(monthly)

Drop outs Failures (Quarterly) Percentage of participation in

school & communityactivities

Issues/Lessons learned

Learner Distribution byMastery Level (annual)

Periodic School PerformanceIndicators (annual)

IncreasedAchievement rate

Readiness of learnersfor transition

Literacy level Numeracy level

Learners attitude towardsschooling

Improved achievement rateImproved completion rateIncreased graduation rateIncreased functional literacy

OrganizationalHealth/Performance School

Management Quarter SIP/AIP Planned

activities versus actual

Efficiency of implementationof SHs supervisory plan

INSET/SPPDImplementation

Issues and concerns Lessons Learned (quarterly)

SBM Level of PracticeCumulative accomplishment

of SIP/AIP Physical Outputs

Consolidated issues onschool management

Progressing SBM level ofpractice

Productivity Accomplishment of workoutputs Individual By teams/committees

(PTA, SGC, TeachersOrg., Support staff, SPT,SIPIT, PGO/SSG & otherspecial programscommittee

Work satisfaction of internalstakeholders

Annual performance level Individual By team or committees

Organizational performancelevel

Community

Partnership Stakeholders

participation/involvement inschool activities

Participation in community-initiated programs

Parents satisfaction Stakeholders satisfaction

over school services

SBM Level of practiceStakeholders satisfaction

over school services


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CHAPTER 3

SETTING UP SCHOOL M&E SYSTEM

3.1 Steps in Setting Up the M & E SystemThe 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 SIPimplementation, 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 & EThe 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 school4. Set up monitoring processes

Define the M&E activities Identify reports (needed/required reports) Prepare TOR of School M&E Team


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

1. Has full grasp of the projects and programs in school2. Involved in SIP development and enhancement process3. Has knowledge of M&E4.

Accountable to improving learning outcomes in the school5. Can communicate results of SIP to stakeholders

6. Familiar with national and regional standards, indicators and performance measures7. Has working knowledge of ICT

B. Roles & Functions of SQMT:1. Manage a mechanism for quality assurance and accountability in the school2. Ensure that inputs, processes, outputs and outcomes of the school are at par with quality standards and

targets set3. Communicate results of monitoring and evaluation to improve the implementation of SIP and SBM practice4. Process and review data gathered to make inferences to enable school management to arrive at sound

decision-making

3.3 SchoolM & E Structure1. 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 oftheM & 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

Representativ

School ICT

Coordinator


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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 Team1. 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 CoordinatorThe 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 todate

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 bedone 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 levelo Intermediate results levelo 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 ofcurricular programs and projects. This also provides a total picture of the school in terms of availability, appropriatenessand 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-learningactivities. Eventually, learners performance is ultimately zeroed in to find out how effective the programs and projectshave been implemented.

4.1.1 Curricular Programs and ProjectsPrimarily, the basic education curriculum for elementary and secondary is monitored to find out whether itsimplementation 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 thecurriculum.


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Table 2M&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

ANALYSISGuide Questions

Curriculum coverage and timeallocation per grade/year level

Regular programso Elementary Curr.o Secondary Curr.

Special Programs (i.e, ADM,EASE, OHSS, MISOSA,SPED,SPA, ESEP, etc.)

PELC/PSSLCLesson/Instructional PlanLog sheet (Multi-grade)Lesson GuidesCurriculum GuideTime Budget

Docs Review Observations FGD Pre and

Post Conferences

with teachers

What percent of thecompetencies have been

covered during the

quarter?

Which competencies werenot developed as

planned?

Appropriateness of instructional

strategies usedLesson/Instructional PlanInstructional Supervisory

Report

TLOC

Docs Review On-site

observation

What strategies do theteachers employ?

Are the observedstrategies appropriate to

the competencies

delivered?

Distribution of teaching loads Teachers Program Docs Review Is the distribution of teachingloads according to standards?

Issues and lessons learnt on

implementation of programs and

projects

Log sheet for issues andlessons learned

Docs Reviewcategorization 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?INFORMATION REQUIRED

SOURCE OF INFORMATION AND

DATA REQUIRED

METHOD OF


1. Efficiency & effectiveness ofdelivery

Teachers CompetencyInventory Report

Budget of Work followedClassroom Observation Instructional Supervisory

Report

Document analysis Are the required competenciesdelivered /covered accordingto the allotted time budget

during the year?


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Annual measure of schoolperformance indicators

SBM Level of PracticeCovered Curriculum Content

EBEISoPerformance indicatorsoSBM level of practice

Basic statistics of

performance

indicators

Which performance measuresare improving

Is the SBM level of practiceprogressing?

Achievement level of learners Results of final examinationsand work outputs.

Basic statistics Do the learners manifest thecompetencies 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?

INFORMATION REQUIREDSOURCE OF INFORMATION

AND DATA REQUIRED

METHOD OF


Achievement level per subject area

per grade/year level

Results of

School AchievementTests

National / RegionalAchievement Tests

Frequency &

percentage

distribution of

learners by

learning area

meeting

standards of

mastery

What percent of the learners

across grade/year levelhave mastered the required

competencies?

Number of learners who masteredthe competencies required in the

curriculum across subject areas per

grade/year level

Is there an increasing trendin 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 rateImproved academic performance in

all learning areas.

EBEIS Trend analysis

across 3-year

historical data

on educationoutcomes

Has the school improved its

education outcomes after 3

years of SIPimplementation?

4.1.2 Education Resources

Education resources are provided to schools from various sources in different forms to support the delivery of basiceducation. Monitoring and evaluation in this area is focused on the availability, appropriateness and status of utilizationwhether 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 upgradeschool resources in order to meet the demands of learners and for teachers to access up-to-date facilities and equipment.Specifically, the process of monitoring and evaluation provides information on the following:

Schools expenses versus budget which involves monitoring the schools fund generation, mobilization andmanagement of its financial resources vis a vis the resources outlined in school operating budget plan.

Adequacy and timeliness of the distribution and utilization of generated funds. Acquired learning resources versus targets as indicated in the plan, particularly on the number of learning

resources, e.g., textbooks, teachers manual, learning equipment, etc. attained versus the targeted number.


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Constructed school facilities, e.g., classrooms, science laboratory, canteen, comfort rooms, etc. againsttargeted/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 3M&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 Resourceinventories

School Report CardEBEIS

Utilization of school MOOE

* Teacher toLearner ratio*Textbook to

learner ratio

*Classroom to

learner ratio

Are the educationalresources sufficient to theneeds of the school?

Are the planning standardsbeing met in terms of

resources?

Efficient utilization of Education resources Teachers Reports Qualitative

analysis of

reports

Are the learning resourcesbeing used by the teachers

and learners?

Issues on resources SHs quarterly report on

availability of resources

What strategies does the

school employ to resolve theissues on resources?

B. Initial Gains/Intermediate Results M&E

M&E Questions:

1. Are the educational resources of the school improving?INFORMATION

REQUIRED


AND DATA REQUIRED

METHOD OF


Improved adequacy of

resources in school

Annual Accomplishment Report &

Result of Inventory of EducationalResources

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?


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C. Results M&E

M&E Questions:

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

REQUIRED


AND DATA REQUIRED

METHOD OF

ANALYSIS Guide Questions

Improved performanceindicators.

Stakeholders level ofsatisfaction

Increased SBM level ofPractice

EBEIS SHs Report on Performance

Indicators

Stakeholders SBM Assessment Results

Basic statistics

Trend analysis

FGD

1.How does the utilization of educationresources contribute to the

improvement of performanceindicators?

2.What is the level of stakeholderssatisfaction on the availability and

utilization of education resources?

3. Does the utilization of educationresources 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 4M&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?


AND DATA REQUIRED

METHOD OF


Percentage of Teacherspreparing lesson plans

Log sheet of Inspected/ CheckedLesson Plans

Actual No. of teachers preparingLesson Plans

Total No. of Teachers

Frequency and % ofteachers preparing

daily lesson plans

What percent of teachersprepare daily lesson

plans?

Percentage of Teacherspreparing formative and

summative assessment tests

Log sheet of inspected/Checked ItemBank

Actual No. of TeachersPreparing Formative and

Frequency and % of

teachers preparing

formative and

What percent of teachers

prepare formative and

summative tests?


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Summative Tests

Type of tests prepared summative testsValidity of

assessment tests

prepared

Percentage of Teachers

Preparing/Using Audio-Visual/Instructional Aids in

Teaching

Log sheet of inspected/Checked

Audio-Visual/Instructional AidsActual 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 oradvanced/enrichment lessons

to gifted learners

Monitoring Form of Teachersproviding remedial instruction oradvanced/enrichment lessonsand Logbook of learners receivingremedial instruction oradvanced/enrichment lessons

Actual No. of Teachers providingremedial instruction oradvanced/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 PlanningForms 178 and Lesson Plans

Actual No. of teachers needingTA in Lesson Planning


needs TA in lesson

planning

Percentage of teachers needing

TA on delivery of instruction.Forms 178 and Lesson Plans

Actual No. of TeachersObserved needing TAonconducting the Teaching-Learning Process


needs TA in conducting

the TLP?

Percentage of teachers needingTA in Test Construction

Lesson Plans, Item Bank, and Form178

Actual No. of Teachers NeedingTA in Test Construction

Docs Review What percent of teachersneeds 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?

INFORMATION REQUIREDSOURCE OF INFORMATION AND

DATA REQUIRED

METHOD OF


Distribution of Teachers byClassroom Management level

Classroom Management AppraisalForm and Summary of Teachers

Rating in Classroom Management

Average scores of teachers inClassroom management

appraisal

Frequency andPercentage

distribution of

teachers by

Classroom

management

performance level

How are teachers distributedaccording to their performance of

lClassroom management ?

OutstandingVery SatisfactorySatisfactoryUnsatisfactoryPoor


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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 whoseaverage 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 servicesAccomplishment report of teachers

Anecdotal Record Book

Actual No. of teachers keepingup-to-date anecdotal records

Actual No. of teachersconducting conference with

learners that need guidance

and counseling

Actual No of Teachersconducting 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 teacherperformance in record

management

Record Management AppraisalForm and Summary of TeachersRating in Record Management

Actual No. of teachers keepingaccurate, complete, and up-to-

date school recordsActual No. of teachers

releasing grades promptly forthe grading period

Freq and

Percentage

distribution of

teachers

performance in

record management

by level:

OutstandingVery SatisfactorySatisfactoryUnsatisfactoryPoor

How efficient are the teachers inkeeping records on learning?

How prompt are the teachers in

releasing grades to their learners?

What issues do teachers have in

record management?

Nature of Involvement ofteachers in school-community

activities

Monitoring Form of TeachersHolding Homeroom PTA Meetings

and Minutes of homeroom PTA

MeetingsActual No. of Teachers

conducting one homeroom PTA

meeting for the period\

Actual No. of Teachers activelyinvolved in at least one

community-initiated program

Docs Review What percent of teachers holdhomeroom PTA meeting for the

quarter?


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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 REQUIREDSOURCE OF INFORMATION AND

DATA REQUIRED

METHOD OF


Percentage of Teacherspreparing IPPD Monitoring Form of Teacherspreparing IPPD and Teachers IPPDs

Actual No. of Teachers preparingIPPD


Docs Review What percent of teachersprepare IPPD?

Status of implementation ofteachers IPPD

Monitoring Form of Teachersimplementing their IPPDs

Actual No. of Teachers by status ofIPPD implementation

Distribution ofteachers by

implementation

status of IPPD Full Partial Non-

existent

What is the status of teachersimplementation of IPPD?

Full Partial Non-existent


participating in school-based

INSET

Monitoring Form of Teachers

participating in school-based INSET

Actual No. of Teachersparticipating in the mass INSET


participates in school-based

INSET?


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B. Initial Gains M&E

M&E Question:

1. Have the teachers shown improvement in the delivery of instruction?2. Has provision of TA on Instructional Delivery contributed to increase in academic achievement and passing rate and

decrease in dropout rate?3. How effective are the teachers in improving learner performance at the end of the school year?4. What are the issues and lessons learned in monitoring and evaluating teacher performance?


AND DATA REQUIRED

METHOD OF



improving after receiving TA

in lesson planningin conducting the teaching-

learning process

classroom-basedassessment

Monitoring Form of Teachers providedwith TA

Actual No. of teachers improvingafter provision of TAo in Lesson Planningo in conducting the teaching-

learning processo 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 eachteacher

Grade Sheets

Actual No. of learners passing thesubjects handled by each teacher

Total No. of learners taking the saidsubjects

Docs Review What Percent of learners

passes the subjects handled bya 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 RATResults

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?

Percentage of Teachersimplementing JEL after F3

JEL Monitoring Form and JEL Contract

Actual No. of Teachers implementingJEL after F3

Total No. of Teachers with JELContract

Freq and percentage

of teachers

implementing JEL

after F3

What percent of teachersimplement JEL after F3

Consolidated issues resolvedduring the year

Quarterly M&E reports

Reported issues on teacherperformance

What issues have beenresolved during the year?


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C. Results M&E

M&E Questions:

1. Does the TA provision on Instructional Delivery, Record Management, and Classroom Management contributeto the achievement of the desired learning outcomes?

2. Do the adjustment and implementation of IPPD and SPPD contribute to the achievement of the desired learningoutcomes?

3. What are the consolidated issues and lessons learned within the period of 3 years?INFORMATION REQUIRED


AND DATA REQUIRED

METHOD OF


Percentage increase/decrease

of the following outcome

indicators after three yearsAchievement RateRetention RateCompletion RatePromotion RateGraduation RateDrop 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 currentschool 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 indicatorsafter three years

Achievement Rate Retention Rate Completion Rate Promotion Rate Graduation Rate Drop out Rate

Consolidated Issues andlessons learned in three years

M&E annual reports

Log Sheet for Issues and LessonsLearned

Statement of Issues and theirresolutions

Hindering and facilitating factors

Classification ofIssues by type

and control

Identifying

lessons learned

from the

hindering and

facilitating

factors

What issues are within thecontrol of the school?

Which ones need to beelevated to DO?

What recommendations canbe given to address the

issues?

How are the lessons appliedin planning for the nextcycle?


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4.1.4 Learners Performance

With functional literacy as the goal of basic education, the learners are expected to attain quality learning outcomes.Their outputs basically include acquiring the desired learning competencies as well as developing a sense ofresponsibility and accountability. Monitoring learner performance particularly on academic achievement, schoolattendance 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 wouldfacilitate 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 andrequirements 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 appropriateinterventions

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 quarterlyexaminations and during the national and regional assessments. Information about the learners academicperformance 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 learningactivities within a scheduled program in a school year. Apparently, learners who regularly attend class sessionshave greater chances of acquiring the desired learning competencies and of completing the school requirementswithin the prescribed period. It is expected that all learners will have 100 per cent attendance for the entire schoolyear.

3. Tracking active participation of the learners

Active participation in co-curricular activities provides the learners means to cultivate their talents and developtheir 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 byparticipating in community services whereby the learners can openly share their time and resources for the goodof their school and communities. What can facilitate this process is the Integration of co-curricular activities in theschool curriculum.


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Table 5M&E Process on Learner Performance

A. Progress M&EM&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 ofInformation andData Required

Method of Analysis Guide Questions

1. Frequency andpercentagedistribution oflearners based ontheir performancein periodicalexaminations perlearning area

Periodical TestResults

Individual MPS bylearning area bygrade/year level

Difficulty level ofitems

Distribution of learnersaccording to the levelof mastery by learningarea per grade or yearlevel

Identify least learnedskills by learning area

What is the average learners MPSfor the quarter examination?

Which competencies are founddifficult?

What are the facilitating/hinderingfactors that affect academicperformance of the learners duringthe periodical examination per

learning area by grade/year level?

2. Percentage oflearnersattendance

Report of Attendance

Number andpercentage of daysthe learners reportto school

Frequency of actualattendance vs annualand monthly enrolment

Do teachers have complete andupdated record of learnersattendance?

What are the factors that affectlearners attendance?

3. Percentage oflearnersparticipation inschool andcommunity

activities

Learners Portfolio

Teachers Report

Average % ofparticipation in co-curricular activitiesfor the quarter

How often do learners participate inco-curricular activities provided at theschool/district level?

What are the facilitating/hinderingfactors that contributed to thelearners participation in co-curricularactivities?

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 RequirementsSource of Information

and Data RequiredMethod of Analysis Guide Questions

Learners performance

in national/ regional

assessments

NAT /RAT Results

Achievement Rate

Distribution of learnersaccording to the level ofmastery by learning area pergrade or year level

Identification of least learnedskills by learning area

Overall mastery level

Is there an increasing trend in theresults of national / regional

assessments?

What are the facilitating factorsthat contributed to the

achievement of the desired

academic performance of the

school?


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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 RatePromotion RateCompletion RateDrop-out Rate

Number of learners left inschool vs annual enrolment

Number of learnerspromoted vs annualenrolment

Number of completers vsannual enrolment

Number of drop-outs vs.enrolment

Number of Passers vsenrolment based on grades

What are the motivating factorsthat 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 learnerswho participated inco-curricularactivities (Annual)

Number of co-curricularactivities carried out byschool

Average % of participationacross number of co-curricular activities

What are the facilitating factorsthat motivate learners to

participate school and community

activities?

Issues & challengesrelated to learnerperformance

List of issues andconcerns.

Categorization of issues What are the common issues inyour school?

C. Results LevelM&E Questions:

1. What is the average level of performance of learners in national and regional assessments during the lastthree 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 RequirementsSource of Information

and Data RequiredMethod of Analysis Guide Questions

Number andPercentage oflearners meeting thenational / regionalstandard level for

Achievement

NAT/RAT Results

Individualpercentage score of

learners

Percentagedistribution of

learners meeting

standard

Frequency and percentagedistribution of Learners meeting

masterly level in national &

regional achievement tests

Average Mean Percent Score ofschools in learning areas tested.

Frequency and percentagedistribution of learners on list

learned skills

What factors supported the

satisfactory / unsatisfactory

achievement in national /

regional assessments?

Benefits gainedthrough the utilizationof the identifiedpromising practices

Report on the

Promising Practices

List of promising

practices

Frequency count on thepromising 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


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4.2. Content Area 2: Organizational Health/Performance

Monitoring the performance of the school at the macro level carries on track the implementation status of the entireschool programs and projects. This process provides objective and relevant information of the school as anorganization relative to the quality & efficiency of school management. This will also provide information on the level ofproductivity 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 hinderingand facilitating factors, lessons learned & good practices. Information derived will aid in its further refinement,plan adjustment and for planning and provision of technical assistance at the higher managerial levels.

Specifically, this gives information on the schools accomplishment, both qualitative and quantitative, which canbe attributed to or which can advance the schools level of SBM practice.

4.2.1.2 Instructional Supervision

This area of M&E is primarily concerned with the efficiency and effectiveness of Instructional Supervision as atechnical support mechanism for teachers as the most important resource in the school. Information gatheredwill be the basis for the provision of technical assistance for the continuing professional development of SchoolHeads 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, nonteaching personnel are hired to assist in the operation of the school, be it administrative or technical. Staffdevelopment 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 taskassigned to them. Thus, monitoring and evaluation of this area will provide an information whether thecapability building program implemented are properly and timely utilized resulting to the attainment of thedesired performance.


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Table 6M&E Processes on School Management

A. Progress M & E

M&E Question:

SIP Implementation1. How efficient is the SIP being implemented on a periodic basis?2. What are the implementation issues surrounding SIP?

Instructional Supervision1. How efficient is the school head in performing instructional supervision of the teachers?

Staff Development1. Does the staff development program address the needs of the personnel?

Info Requirements

Source of

Information and

Data Required

Method of

AnalysisGuide Questions

Quantitative data on Physicaloutputs

Qualitative data on issues,lessons learned, facilitatingand hindering factors, value-added outputs andrecommendations

Monthly SIP/AIP

Tracking Form % of Physical

accomplishments

for the quarter

Issues & concerns Value added

outputs

Facilitating factors

Comparative

analysis of plannedvs actual physicalaccomplishments;Expenditures vsbudget

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 InstructionalSupervision:o Issues in IS and how

resolved

Consolidatedmonthly report of

instructional

supervision

o Number ofteachersobserved asplanned

FrequencyCategories 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 StaffDevelopment Plan

Staff Dev Plan

Tracking Form

Docs Review Is the staff dev plan carried out withinguidelines?

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

B. Initial Gains/Intermediate Results M & E

M&E Question:

SIP Implementation1. 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 Supervision1. 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?


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Info RequirementsSource of Information and

Data RequiredMethod of Analysis Guide Questions

Number of SIP targetseffectively delivered

SBM level of practice Consolidated issues

for the Year

SIP/AIP Tracking Form SIP Monthly Report Resolved issues for the year

EBEIS SBM level of practice

Docs ReviewPercentage of

accomplishments

Is the SIP implementation

effective in accomplishing the

outputs for the year?

Behavioral changesamong teachers

Form 178 Monthly Supervisory Report Monthly Accomplishment

Report

Docs Review How effective is the instructionalsupervision in terms of

behavioral changes among

teachers?

Behavioral changesamong staff

Staff development trainingEvaluation Form result

Docs Review What behavioral changes arebeing 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?Info Requirements

Source of Information and

Data Required

Method of


Status of School educationaloutcomes

EBEIS

Achievement rateRetention rateCompletion rate

SBM level of practice

Trend Analysis Are the desired educationaloutcomes in term of the school

performance indicators met?

Is there a change in the SBMlevel 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 accomplishmentof the school goals and objectives. Thus, in school, monitoring and evaluation of the work accomplishment of thedifferent stakeholders must be taken into consideration. This process will provide information on the extent or level ofwork satisfaction of internal stakeholders.


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Table 7M&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 ofWork Outputs

Individual Teams/comm

ittees

Consolidatedaccomplishment report on

individual and team/

committee work outputs

DocumentaryAnalysis

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 RequirementsSource of Information and Data

RequiredMethod of Analysis Guide Questions

Effectiveness in theperformance offunctions andresponsibilities

Consolidated report of work

performance based on:

PASAG PASSA RPAST

Docs review Are school operationalrequirements 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 organizationperformance level

Consolidatedaccomplishment report oforganization performancelevel

Organization PerformanceEvaluation System (OPES)

Docs ReviewTrend Analysis Is the school able to improveits 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 theparticipation of school in community-initiated programs. This provides information on the extent of engagement andcollaboration of school and community in the planning, implementation and monitoring of programs and projects.


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Table 8M&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 stakeholdersattendance/participation inschool activities

Attendance Sheet Frequency counts How often do stakeholders attendand participate in schoolactivities?

Frequency of internalstakeholdersattendance/participation in

community-initiated programs

Attendance Sheet Frequency counts How often do internalstakeholders 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 ofimplementation ofprograms andactivities of school and

community

Annual report on Attendance toschool activities

Annual report on attendance tocommunity-initiated programs

Docs review Is the engagement andcollaboration of school andcommunity contributed to effectiveimplementation of programs and

activities? Level of satisfaction of

school stakeholders inthe community

Perception survey ofstakeholders satisfaction

Basic statistics How do stakeholders perceive thelevel of services provided by theschool?

SBM Level of practice EBEIS Quantitativeand qualitativeanalysis

Is the level of SBM practiceprogressing?

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


Improved school EBEIS Basic statistics Are the school performance


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performanceindicators

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. Succeedingsection presented the list of suggested tools that can be used by the school in monitoring and evaluating the delivery ofbasic education services and the organizational health/performance. The M&E tools, as provided in the Annexes arecategorized according to stage they are most likely to be utilized.


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CHAPTER 5

REPORTING

5.1 Reporting SchedulesSince the stakeholders use the M & E results for their respective purposes, the reporting schedules are informed

by their need for information.

1. Forprogress monitoring, Monthly and Quarterly reports have to be submitted to concerned stakeholders onthe first week of the following month or quarter. The process of monitoring until reporting will cover about 30days or 5 weeks of each quarter.

2. Intermediate results will be reported after every end of school year. The reports are mainly consolidation ofdata from the progress report on Physical Outputs accomplishments on SIP/AIP implementation includingPhysical outputs balance and the reasons for balance, value added outputs, issues and concerns, lessonslearned 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 secondweek after the School Year ended. Consolidated data for the 3-year SIP/AIP Implementation Report onQuantitative (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 SIPcycle. The report also includes comparative data on school performance indicators showing:

Improved Retention Ratea. 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 Ratea. 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 theNAT/RAT results.

c. Improved achievement of 2nd year high school learners. This includes improved performance inMath, Science, English

d. Increased number of 4th year high school learners with average and above average performance inNCAE: General Scholastic, Technical and Vocational aptitudes.

e. Increased number of OSYs, adults and IPs who completed the basic literacy program, accreditationand equivalency program and ALS programs.


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A. DELIVERY OF BASIC EDUCATION

M&ETOPIC TASK LEVEL/DECISION POINTS MONTHLY QUARTERLY

SEMI-ANNUAL(END OFJUNE)

ANNUALEND OF

SIP

A.1.PROGRAMS AND PROJECTS ON CURRICULUM IMPLEMENTATIONA.1.1 Quality &Relevance

Programs &Projects onCurriculumImplementation

PROGRESS

Efficiency on the programs & project Quality Targets set Time

.

Accomplishment of Curriculumplans

Issues and lessons learnt onimplementation of programs andprojects

INTERMEDIATERESULTS

Annual measure of schoolperformance indicators Increase in attendance Decrease in absenteeism Increase Retention rate Increase Graduation rate Increase in Completion Rate Increase in number of passers

SBM Level of Practice Covered Curriculum ContentRESULTS: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 areasA.1.2 EducationResources forProvision of

AccessPersonnelFundsLRMsFacilitiesAncillary

Services

PROGRESS

Adequacy of resources forPrograms & projects

Accessibility of resources Utilization Equitable distribution of resources Timeliness of delivery Appropriateness for intended use Issues on resources

(monthly/quarterly)


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INTERMEDIATERESULTS

Optimal utilization and application ofresources

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 EnvironmentA.1.3.Development ofTeacherCompetence

PROGESSLEVEL

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

Conduciveness & orderliness ofclassrooms

Utilization of learning resources Comprehensiveness of learners

records

Issues/lessons learned

INTERMEDIATERESULTS

Effectiveness of instructionaldelivery

Improved learner performance(annually)

Reduced Failure rate Reduced SARDO Improved punctuality &

attendance

Effectiveness of IPPD andSPPD

Improved utilization of learningresources

Updated SMISRESULTS

Improved teaching competence basedon NCBTS

A.1.4.

Development ofLearnerPerformance

PROGRESSLEVEL

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

Percentage of attendance anddropout (monthly)

Percentage of participation inschool & community activities

Issues/Lessons learned


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INTERMEDIATERESULTS

Learner Distribution by MasteryLevel (annual)

Periodic School PerformanceIndicators (annual) Increased Achievement rate Readiness of learners for

transition Literacy level Numeracy level

Learners attitude towards schoolingRESULTSLEVEL

Improved achievement rate Improved completion rate Increased graduation rate Increased functional literacy

B.ORGANIZATIONAL HEALTH /PERFORMANCE

TIME:

M&ETOPICTASK LEVEL MONTHLY QUARTERLY

SEMI-

ANNUAL

(END OF

JUNE)

ANNUALEND

OF SIP

B.1. SchoolManagement

PROGRESS LEVEL

Quarter SIP/AIP Plannedactivities versus actual

Efficiency of implementation ofSHs supervisory plan

INSET/SPPD Implementation Issues and concerns Lessons Learned (quarterly)INTERMEDIATE RESULT

SBM Level of Practice Cumulative accomplishment of

SIP/AIP Physical Outputs

Consolidated issues on schoolmanagement

RESULTS LEVEL

SBM Level of PracticeB.2.

Productivity

Progress Level

Accomplishment of work outputs Individual By teams/committees (PTA,

SGC, Teachers Org., Supportstaff, SPT, SIPIT, PGO/SSG &other special programs committee


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TIME:

M&ETOPICTASK LEVEL MONTHLY QUARTERLY

SEMI-

ANNUAL

(END OF

JUNE)

ANNUALEND

OF SIP

INTERMEDIATERESULTS

Work satisfaction of internalstakeholders

Annual performance level(Individual, team or committees)

RESULTLEVEL

Organizational performancelevel

B.2.Community

Partnership

Progress Level

Stakeholdersparticipation/involvement inschool activities

Participation in community-initiated programs

Intermediate Results

Parents satisfaction Stakeholders satisfaction over

school servicesResult Level

SBM Level of practice Stakeholders satisfaction over

school services


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ANNEXES


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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 TO

final school m&e handbook

Documents