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EDUCATION GOVERNANCE EFFECTIVENESS (EdGE)

Quarterly Performance Report

3rd Quarter FY2015 (April to June 2015)

This publication was produced for review by the United States Agency for International

Development. It was prepared by the Synergeia Foundation, Inc.

The author’s views expressed in this publication do not necessarily reflect the views of the United

States Agency for International Development or the United States Government.

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List of Acronyms

ARMM -Autonomous Region of Muslim Mindanao

AOR- Agreement Officer Representative

CDO - Cagayan De Oro

DepEd - Department of Education

EdGE - Education Governance Effectiveness

EO - Executive Order

ES - Elementary School

FGD – Focus Group Discussion

LCE - Local Chief Executive

LGU - Local Government Unit

LOP - Life of Project

LSB - Local School Board

M&E - Monitoring and Evaluation

MOA - Memorandum of Agreement

MOOE - Maintenance and Other Operating Expenses

NAT - National Achievement Test

NGO - Non-Government Organization

NCR - National Capital Region

PPP - Public-Private Partnership

PTA - Parents Teachers Association

SEF -Special Education Fund

SGC- School Governing Council

SIP - School Improvement Plan

USAID - United States Agency for International Development

USG - United States Government

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Table of Contents

I. Executive Summary ................................................................................................................................ 1

II. Summary of Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

III. Correlation to M&E.... ................................................................................. 2

IV. Result by Result Analysis .................................................................................. 4

4.1. IR1: Strengthened Government Effectiveness for Education at the Local Level ............. 4

IR1.1 Number of Administrators and Officials Successfully Trained with USG Support ....... 4

IR1.2 Increased Number of Schools Conducting Reading Interventions ........................ 10

4.2. IR2: Increased Transparency and Accountability at the Local Level ............................. 14

IR2.1 Number of LGUS which Publicly Posted SEF Budget and Spending ....................... 14

IR2.2 Number of Schools which Publicly Posted MOOE Budget and Spending .......... 14

IR2.5. Number of Education Summits Conducted....................................................... 15

4.3. IR3: Increased Participation of Stakeholders in Education Policy Formulation and

Implementation .......................................................................................................... 19

IR3.1. Number of PTAs or other School Governance Structures Supported ..................19

IR3.4. Number of FGDs Conducted with Selected Members of the Community ....... 20

4.4. Hugpong sa Pagbangon ............................................................................................... 20

V. P e r f o r m a n c e T r a c k i n g T a b l e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

VI. Financ ia l S ummary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 37

VII. Success Stories .................................................................................................................... 41

VIII. Plans for Next Quarter ........................................................................................................ 45

List of Tables

Table 1 Summary of Expenditure Results (p.2)

Table 2. Schedule of distribution activities for CIG and TLM (p.20)

Table 3. Performance Tracking Table (p.33)

Table 4. Financial Status as of the Quarter (p.38)

Table 5. Summary of Disbursements (p.38)

Table 6. Summary of Cost Share (p.39)

Table 7. Financial Summary (p.40)

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I. Executive Summary

One of the flagship programs of EdGE is the organization of functional School Governing

Councils (SGCs). Currently, there are very few functional SGCs in schools. In schools where

they have been organized, their involvement in school planning and decision making is nominal.

For this quarter, 573 school administrators and 244 barangay officials were trained on

how to organize SGCs to strengthen school governance. These numbers represent 173% of our

2015 target. The cumulative number of officials who have been trained with USG support is

2,718 accounting for 201% of the LOP target.

To promote transparency and accountability of schools to their communities, 102

education summits were held to discuss the state of education before parents and other

stakeholders. This brings us to a total of 217 summits that have been conducted accounting

for 343% of the target for 2015 and 109% of the LOP target.

The capacity of PTAs to participate in implementing school plans and organizing SGCs

was strengthened. Three-hundred three (303) Parent-leaders participated in the training for

SGCs bring the cumulative total of PTA structures that were supported to 692. In relation to the

2015 target, this represents 1202% and 249% of the LOP target.

The focus on improving reading skills was demonstrated through the conduct of

remedial reading programs by 446 schools with 23,446 children during the 3rd quarter of 2015.

The program has reached 936% of its target for 2015. As of June, 107,482 students have taken

part in remedial reading programs representing 492% of our 2015 target and 597% of LOP

target. DepEd Valenzuela reported the positive results from the remedial reading program. Of

the 15,205 frustrated readers, (i.e. those that score 58% below in the pre-assessment test), 50

percent have become instructional readers and 44.6 percent have become independent

readers (i.e. scoring from 80% to 100% of the post-assessment test.)

EdGE is seeing greater willingness among school administrators to open up their

budgets for sharing with the public. Twenty-two more schools posted their MOOE budgets in

their transparency board. More than one-half of the EdGE schools are part of EdGE campaign

for transparency.

Hugpong sa Pagbangon has buoyed hopes of communities and provided greater

opportunities for 100,951 children from localities that were devastated by typhoon Haiyan.

Hugpong provided 72,451 workbooks and teaching materials and equipped 454 schools with

information and communication technology. EdGE has reached 339% of the intended student-

beneficiaries, and 145% of target schools.

Siasi, Sulu was the first member of the EdGE alliance that reported how they applied

their learnings from the SGC training through the organization of SGCs in 29 schools

representing 19% of the 2015 target.

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II. Summary Table

SUMMARY OF RESULTS FOR 3rd Quarter, 2015

Intermediate Results Performance Indicator TARGET FY 2015

Accomplishment 3

rd quarter 2015

Actual Expenditures

1. Strengthened government effectiveness for education at the local level

Number of administrators and Officials successfully trained with USG support (F.3.2.1 - 3)

799 573

$ 48,079.28 Number of laws, policies, regulations, or guidelines developed or modified to improved primary grade reading programs or increase equitable access (F-3.2.2-38)

10 0

2. Increased transparency and accountability at the local level

Number of education summits conducted 40 102 $ 45,813.49

3. Increased participation of stakeholders in education policy formulation and implementation

Number of PTA’s or similar “school” governance structures supported (F-3.2.1-18 )

169 645

$ 180,363.86 Number of new USG –

supported public-private partnerships (PPPs) formed (F-PPP5)

10 0

Table 1. Summary of Expenditure Results

III. Correlation to M&E

The attainment of performance indicators was monitored by Program Officers and the M and E

team. Participation in training programs is accounted for through the participants’ full attendance in the

two-day training. The conduct of summits is monitored through the reports of the Program Officers,

and validated by the reports of the Principals. Whenever possible, a member of the Synergeia staff

participates in the summit and documents proceedings.

Synergeia participates with the local DepED and LSBs in planning local training programs such as

those on parenting and remedial reading programs. Whenever possible, Program Officers participate in

the conduct of these programs. Many times, the programs are simultaneously conducted. Mentors

monitor progress and results of locally funded training programs during mentoring sessions. The SGC

workshops provide for sessions where principals report on the progress they have made in

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implementing their SIPs and AIPs. The results of the discussions are documented and analyzed.

Synergeia requests the Division Superintendent for a copy of the principal’s reports.

The public posting of SEF and MOOE budgets is tracked through a visit of the Program Officer

and the M and E team to the different schools. Photographs are taken of the posts and uploading in the

websites is duly noted and documented.

The distribution of equipment and instructional materials under the Hugpong sa Pagbangon

program is supported by cross-checks. Participating schools and LSBs are given copies of the quantity

and description of the equipment and materials that have been delivered. The Division Superintendents

have been requested to post the number of materials that have been received through the generosity of

USAID.

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IV. Result by Result Analysis

IR 1 Strengthened Government Effectiveness for Education at the Local Level

Sub-Intermediate Results

IR1.1 Number of administrators and officials successfully trained with USG support (F – 3.2.1 -3)

The development of functional School Governing Councils (SGCs) by EdGE will yield high dividends. This initiative will bring communities closer to schools and strengthen school governance. It is empowering and will develop capacities of principals and community members in planning and collaborative decision- making. It is a strong pillar that can engender decentralization of basic education. EdGE built the capacity of 342 SGCs during the third quarter of 2015 which involved 329 school administrators, 244 barangay officials and 303 PTA leaders. These are from the following municipalities:

Inclusive Dates Municipalities/Cities Workshop Venue

April 13-14, 2015 Siasi (Sulu) Cecille’s Convention Center, Zamboanga City

April 15-16, 2015 Talipao, Jolo and Hadji Panglima Tahil (Sulu)

Cecille’s Convention Center, Zamboanga City

April 16-17, 2015 La Trinidad and Tuba (Benguet) Hotel Ariana, Bauang, La Union

April 28-29, 2015 Diffun (Quirino), Diadi and Kayapa (Nueva Viscaya)

Hotel Ariana, Bauang, La Union

April 29-30, 2015 Bacolod City, Victorias City (Negros Occidental)

Sugarland Hotel, Bacolod City

April 29, 2015 Pili (Camarines Sur) Ateneo Professional Schools, Makati

May 7-8, 2015 Navotas City (NCR) Ateneo Professional Schools, Makati

May 14-15, 2015 Kayapa, Sta Fe (Nueva Viscaya), Tuba (Benguet)

Hotel Ariana, Bauang, La Union

June 9-10, 2015 La Carlota City, Silay City (Negros Occidental)

L'Fisher Hotel, Bacolod City

The SGC workshop was an eye opener for barangay officials and parent-leaders. For many of them, it was their first time to know about the state of education in their communities. They never knew that many children are out of school and that children perform weakly in the National Achievement Test (NAT). They have nominal participation in the formulation of School Improvement Plans (SIPs) and do not participate in policy formulation. The workshops end up with their strong commitment to be greatly involved in the organization of functional SGCs. Noting that SGC leaders, including principals have

great difficulties in developing work programs, the

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SGC Training module was strengthened. A module has been designed to build the capacities of SGC members to

translate wish lists and goals into tasks and to break tasks into task list. Mentors use a case study to explain the

problem and follow it up with a simple exercise identifying which is a goal and which is a task.

"Many of our work programs are really a list of goals. We need to differentiate between a goal and a

task. Goals are what we want to achieve. A task is an action step and the work that needs to be done. A

task is a definite piece of work that is assigned to a person," the module states.

The exercise is as follows:

Indicate whether each of the following is a goal or a task:

1. Make every child an independent reader.

2. Encourage 100 percent of the parents to attend PTA meetings.

3. Organize a parents’ day once every three months.

4. Reduce teacher to pupil ratio to 1:25

5. Hold “ukay-ukay” every Saturday to raise funds for children’s books.

6. Put a systematic monitoring of pupils behavior in place.

7. Conduct home visitation of pupils who have dropped out.

8. Develop good study habits among children.

9. Enact an ordinance that prohibit t opening of internet shops in areas close to the school.

Once the participants are able to distinguish between tasks and goals, the mentors introduce a task

analysis to decompose tasks into smaller components to make them doable.

The class is divided into smaller groups. The group members then define the vision and mission of their SGCs

and identify a set of tasks that they will undertake to achieve their mission.

Another module was added and this was how to conduct meetings effectively. A case study on a badly conducted meeting was discussed and participants gave their suggestions on how meetings can be better organized through the development of a Focused agenda, preparing for the meeting in advance, designating a facilitator, and making sure that the meeting are results-oriented. Sustaining Education Reforms. The SGC workshop for Navotas SGC

What is to be done? How should it be done?

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provided a cause for a celebration. The principals reported that even without a push from Synergeia, they have continued the practice of conducting education summits, parenting sessions, and remedial reading programs. This is a strong indicator that the program is sustainable. Community ownership has been broadened and deepened, and the leadership of the local government in education has been institutionalized. As a demonstration of his unflinching support, Mayor John Rey Tiangco participated in the workshops. He was so pleased to learn about the increasing performance of children. He thanked the principals and the community leaders profusely and took the time to listen to their recommendations on what else needs to be done. He committed to continue the practice of making the SEF budgeting participatory and transparent. An interesting sidelight to the Navotas workshop was the presence of Prof. Solita Monsod who serves as a

member of the advisory council of the Pantawid Pamilyang Pilipino (4Ps).Since the 4Ps is a tool to improve

participation and cohort survival rates, the principals took the occasion to inform Prof. Monsod of the strengths

and the weaknesses of the program. One of the major problems was the inconsistency between the number of

beneficiaries that were reported by City Links, i.e. the overseer of program operations at the LGU level, and the

actual number of beneficiaries in the schools. One principal shared that the actual number of 4ps beneficiaries in

her school is 900 but the number reported by the City Link 1,600. CCT regulations stipulate that 4Ps parents

should send their children to school regularly and keep them in good health. A violation of these two conditions

is immediate grounds for disqualification. However, many who violate the terms, according to the Navotas

workshop participants, remain within the

program. Prof. Monsod assured that she

would gladly provide a way for them to

meet with Sec. Soliman for a focus group

discussion on matters that should be

addressed at the top level. "The program

has been proven to work in other countries

where it was implemented. It would be too

bad if the Philippines would be the only

country who cannot make it work," she

said.

Learning Consensus Building through a Discussion of Community Issues. One of

the most touching developments happened during the SGC workshop for Jolo, Panglima Tahil and Talipao, Sulu held in Zamboanga City on April 13-14. 2015. For the consensus building exercise, the participants were tasked to act as members of the peace council that would give a recommendation to the government on what should be done in light of the Mamasapano Massacre. There were various opinions ranging from a demand for an apology from the Philippine president to all-out war against the insurgents. One participant then shared that she knew members of the rebel forces and the PNP men who were killed. She said some of those policemen helped build classrooms in her school. Knowing people from both sides made her a stronger advocate of peace. Since the exercise was used as a tool to foster participatory decision-making, the participants were encouraged to listen to one another, share their views, argue

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their points, appreciate the views of others, and arrive at a consensus. The participants realize that they learn better and make objective decisions by being open to the views and information provided by others.

Another highlight was when the participants from Siasi, Sulu, Christians and Muslims alike, were led to hold hands and participated in a group dance. Everyone was united in the spirit of camaraderie for the sake of peace and a good future for their children.

Siasi participants dance together in a show of camaraderie after the workshop.

Towards the end of every SGC workshop, participants are given time to share their most memorable experiences

and most valued learnings. This practice allows the participants to reflect on workshop sessions and assess how these might

be used when they return to their respective communities.

The participants from Luzon consider the workshop on “Translating Wish lists into Doable Tasks” as the

most useful session. This session made the participants realize why some of their projects do not succeed

because their projects are stated in general and abstract term. They now have the skill of setting specific goals

and outlining doable tasks for proper project implementation. The participants also liked the workshop on

Mapping and Managing Stakeholders. They agreed that this will be a good way to identify people in the

community with the interest and power to help. The school heads in Luzon agreed that the responsibility to

organize and convene an SGC is in their hands "We will make our SGC active and functional. “Bilang isang

Principal ay pangungunahan ko at tutulungan ang mga members ng SGC (As a principal, I will lead the effort of

organizing a functional SGC." said one school head. They decided to move forward by tapping community

members to “Encourage possible and willing stakeholders to join our SGC" and by “strengthening our SGC

policies, we will link with other sectors who can help us".

The participants from Visayas were asked about the important things they learned from the SGC

workshops and they gave heart-felt responses. Participants shared the lessons they learned on forming SGCs. A

Participants proudly shared the following insights:

"I have learned the right process of organizing an SGC and its important functions."

"I learned that we have to take the SGC matters more seriously this time - for our school to make the

difference.”

"I learned a lot of things about the SGC which we intend to implement in our school now".

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These statements show a renewed drive to form SGCs which are “functional, visible, and effective”.

The participants from Visayas valued the workshop sessions that taught them how to identify and involve

possible stakeholders in the community. Participants also appreciated the workshop sessions that taught them

importance of group dynamics and cooperation. They shared their appreciation for workshop activities that

exemplify the value of teamwork, cooperation, and creativity. They agreed that "Cooperation and teamwork are

very important in organizing SGC”. They collectively agreed that they will move forward by involving the

community as this will surely make for a more cohesive and unified SGC. They agreed to meet with the PTA and

the community members to inform them of the role that SGC plays in improving the quality of education.

Participants from Mindanao learned that they do not need super powers to be a hero. They only need

dedication, commitment, and ownership to become the modern day heroes that the children need. Reaching

the children in remote areas will only be possible if the community feels responsible for solving their problems

and solutions. As such, the participants in Mindanao valued learning about “Accountability”. They said that the

workshop on Accountability inspired them to serve with honour. . The workshop allowed the participants to

renew their desires to form a functional SGC that could improve the development and school performance of

their children.

Mentoring LSBs. - Our North Luzon team conducted mentoring and workshop activities on March 5 - April 24,

2015 for LSB members for all 5 municipalities, namely Diadi (Mar. 31), Kayapa (Mar. 30), Santa Fe (Mar. 5-6),

Solano and Villaverde (Apr. 24) in Nueva Vizcaya, as well as Diffun (Mar. 31) in Quirino Province. The team

tracked the progress of work of the LSBs based on their targets and work programs.

The Diadi LSB has created Barangay School Boards and formulated its Local Education Plan. Training was

provided for kindergarten coordinators and for teachers on implementing the K-12 curriculum.

The LSB from Kayapa conducted parenting seminars, and provided training for teachers on beginning reading.

An ordinance was legislated to prevent students from going to computer shops during school hours

Sta Fe LSB held workshops on the implementation of the schools’ AIPs and how to conduct remedial reading

programs.

Diffun adopted a gender and development code, conducted mentoring of parents, and reading enhancement

programs.

Mentor Eduardo Tiongson heads LSB mentoring in Solano and Villaverde, Nueva Viscaya

The results of the mentoring session in Nueva Vizcaya are summarized hereunder. Annex A gives greater details.

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LGU Date of Mentoring Activity

Summary of Results

Sta Fe, N Vizcaya March 5-6, 2015 Discussed plans for SY 2015-2016. The highlights and agreements were: 1) LSB to tap and involve more stakeholders who can provide additional resources, support implementation and monitoring of school programs. Build harmonious relationship with stakeholders; 2) agreed to schedule the next level of School Governance workshop; 3) revisited EDGE targets through a better understanding of the priorities; and 4) discussed the need to provide more reading interventions to pupils. Among those identified were remedial lessons in school, home visitation, and independent/cooperative learning. Other matters discussed were conduct of LAC sessions, PTA meetings/parents’ involvement, child protection policy and Pantawid Pamilyang Pilipino Program (4Ps).

Kayapa, N Vizcaya March 30, 2015 The workshop provided the venue for the LSB of Kayapa to revisit their priorities for 2015. Priority plans are: 1) conduct of parenting seminar/workshop; 2) improving the capacities of teachers. There will be LGU initiated teachers training; 3) schools to undertake reading interventions; and 4) establishing a “little Municipal Hall” where services such as RPT assessment and collection was done in distant barangays. Initially, municipal services were set up in 4 barangays to enable taxpayers from far flung areas to settle their tax obligations at discounted rates. The LSB also discussed the need to monitor schools’ SIP implementation to ensure plans are translated to improved performance.

Diadi , N Vizcaya March 31, 2015 Mayor Norma Miguel joined the workshop. She said, “the LSB reinvention workshop conducted last time was very good because barangay leaders were able to organize Barangay School Boards and an education summit was organized. We want to see how far we have gone as far as EDGE program is concerned so we can see the grey areas”. Highlights and agreements were: 1) adoption of LSB plans for 2015; 2) to sustain transparency in the schools thru posting of MOOE budget and disbursements. The list of schools with Transparency Board was given to Mayor Miguel; 3) identified need for training of PTA officers, SGC officers and members on fiscal management, program monitoring and evaluation. PTAs and SGCs also need to undergo team building. It was reported that the LGU initiated a training for school heads of Diffun on Action Research (February 2015) and Strengthening Leadership (January 2015). At the conclusion of the workshop, participants said, “we analyzed that education is not always about construction and infrastructure”.

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Diffun, Quirino March 31, 2015 The LSB of Diffun revisited EDGE goals and targets and identified priority programs for SY 2015-2016. Highlights of discussion and agreements were: 1) to plan for a municipal wide education summit in the 2nd quarter of 2015. They started discussing logistics and assigned key persons to jumpstart preparations; 2) need to improve skills of high school principals and teachers; 3) SIP implementation – the need to revisit school priorities; and 4) seek the help of Synergeia on how the schools can activate and make SGC functional.

Solano & Villaverde, N Vizcaya

April 24, 2015 The LSBs of Kayapa and Villaverde had a joint workshop. For Villaverde, the LSB reported plans and programs lined up for the quarter: 1) Summer Reading Programs – Project SURE- a Summer Reading Enhancement for Grade 2 pupils, Project 3L - Least, Last and Lost Pupils Reading Program , Project Mayor – Modeling All Young People to Read, Project SUREC – Summer Reading Classes for incoming Grade 2 pupils and 12:30 Reading Program for slow readers; 2) Feeding program for undernourished children to be conducted in SY 2015-2016; 3) Brigada Eskwela coordination and implementation on the last week of May until school opening. Also highlighted during the meeting is Parents’ support to the schools. Parents of Sawmill Elem School raised funds to replace school electrical wiring and refurbished the office thru floor tiling. They also provided eating paraphernalia for children. In the case of Turod Elem School, parents provided manpower by cleaning the school premises and constructing office space. For Solano, they shared plans and programs for 2015. Among those identified were: 1) Brigada Eskwela activities - discussed various ways on how the LGU can support the schools. PTAs are actively engaged in Brigada and this is where parents show their support to the schools; 2) training for schools on how to develop functional SGCs. Mr. Eddy Tiongson, Synergeia, Mentor assured the LSB that training of school heads, barangays and parents for the second level of training on School Governance is scheduled 2nd quarter of 2015; 3) Parenting sessions to improve parents’ involvement; 4) Schools’ Transparency Board - should be ready anytime as this is mandatory per DepEd directive. Synergeia staff be doing the rounds of schools to validate posting of schools’ MOOE.

IR 1.2. Increased number of schools conducting reading interventions

Improvement of reading skills continues to be the top priority of principals in the SIPs and the Annual Improvement Plans (AIPs). Four-hundred forty six (446) schools conducted remedial reading programs to help 23,446 children develop better reading skills. While the DepEd has encouraged all schools to conduct remedial programs, no structure has been prescribed. The time, strategies, materials, are generally dependent on the

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initiative of the teachers and principals. Valenzuela proves an exception because the remedial reading program follows a structure, a syllabus, and uniform strategies. The curriculum takes a story-based approach where a class tackles a single story for one whole week, on which all lessons---from phonics to reading comprehension are anchored. The lead-mentor Prof. Shirley Equipado advised the teachers that children’s stories are “rich texts” where children learn “big words” which are not often found in regular classroom textbooks that have basic vocabulary. The children read classics of children’s literature like Margaret Wise Brown’s Good night Moon. Valenzuela held its Summer Camp from April 27 to May 22, 2015 while the reading programs of the other schools are generally held after classes or during lunch hours. . The other techniques for conducting remedial reading are the provision of tutorial lessons by the teachers and peer-to-peer-teaching. Tutorial lessons involve the teachers giving intensive and closely supervised lessons to individual learners or a small group of learners. Under the peer-to-peer teaching strategy, brighter students are assigned to tutor frustrated readers. A few of the schools have organized volunteers and teacher-aides to help students read. The library is used as a resource in encouraging students to do independent reading. All the lessons center on teaching children in phonics, i.e. how to say sounds correctly and blend sounds to form words, story-telling, and development of comprehension skills through contextual clues, use of pictures , and synonyms and antonyms. The Valenzuela reading camp is truly exceptional. The Mayor goes around the schools to check the pupils’ attendance and listen to teachers and children read stories. A feeding program ensures that the children read with food in their stomachs. An incentive system is provided and children get stickers for their perfect attendance which entitle them and their families with free meals from Jollibee. One inspiring anecdote is related by a teacher who noticed a child limping on his way to school. It turned out that the child has a large boil on his buttocks. But he did not want to be marked absent. His mother also egged him to go to the camp so that the family can enjoy Jollibee’s chicken-joy.

During the FGDs that were conducted by the CEO with principals, they ranked the following strategies as most helpful in conducting their remedial reading program:

1. Training teachers on how to conduct remedial reading 2. Development of work exercises for children 3. Training parents on how to supervise reading of their children at home 4. Building capacities of teachers to develop lesson plans 5. Assisting teachers to download lessons from the internet through suggestion of helpful websites. 6. Acquisition of story books and big books

Batangas - The LSB of Padre Garcia, through the initiative of Vice Mayor Noel Cantos, conducted training to enhance the skills of primary and Grade 1 teachers to improve early grade reading on May 4-5, 2015. Technical assistance was provided through the provision of resource persons who worked with the Superintendent and District Supervisors in designing the training program. The training focused on Kinder and Grade 1 teachers so that they will be able to effectively lay a good foundation in children in the earliest learning stage possible. Proper teaching methods and early intervention are necessary to prevent the need for remediation in later grades. Vice Mayor Cantos said that a reading program at this time would be useless if the teachers don't have the proper skills to conduct them. Trainer Prof. Shirley Equipado noted that many primary and Grade 1 teachers lacked confidence to be more creative and this gets reflected in children's performance as they advance levels. Higher grade teachers then would have to conduct remediation for children who can't keep up. This is a much

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harder task for both teacher and child. She shared that studies showed that as a result, those who under-performed in their early years tend to remain at the bottom for the rest of their education life. Teachers must, therefore, take early intervention before a child reaches Grade 3.

Padre Garcia Kinder and Grade 1 teachers show their output from the 2-day training on how to teach beginning reading

During the training, teachers learned that a basic lesson can be taught through different fun activities in one class period. Applying this technique ensures that the pupils do not get overwhelmed with too many lessons. She also reminded that phonemic instruction should be limited to twenty minutes and the rest devoted to story-telling or story-reading to keep children's interest. Padre Garcia principals and teachers confirmed the effectiveness of this principle in the performance report they submitted in June. They submitted their reports to adhere to their commitment that they will support their teachers in applying the skills learned during the training. The kinder and Grade 1 teachers who underwent training in April held true to their promise to apply their training in May once the new school year starts. The schools submitted performance reports to Synergeia with full gratitude to USAID for its support. The reports include narratives and photo documentation showing the interaction between teachers and pupils. The teachers replicated colorful learning materials from the training like lacing cards, blending slides, caterpillar alphabet, etc. They applied the different strategies for a child to master the alphabet, have phonemic awareness, book appreciation, etc. The positive development came about due to the LGU and school heads' participation in EdGE through the LSB workshop and School Governance workshops. Please see Annex B for samples of the performance reports submitted by Padre Garcia schools. Misamis Oriental – The LSB of Cagayan De Oro initiated a similar training for their teachers on May 7-8, 2015. CDO Executive Assistant to the Mayor Maria Dulce Potenciano said the local government and the schools are very grateful for the technical support as well as previous trainings they attended under EdGE which includes last year's LSB workshop and School Governance workshops for school

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heads. The EdGE trainings are the reason why they pursued the program of equipping their public school teachers so that they in turn can improve performance straight from inside the classroom. Potenciano said she will monitor the progress of the teachers and report how they are applying the new methods.

CDO teachers display their own creativity with their handmade colorful teaching materials

Nueva Viscaya - The municipality of Villaverde launched Phase II of Project MAYOR which involves the provision of workbooks in mother tongue based-Iloko and Project STIR (Summer Tutorial Intervention in Reading). According to the Deeds’ report submitted to Synergeia (Pls. see Annex C), Project STIR involves summer reading activities conducted in summer 2015. It was funded by the LGU thru the 2015 SEF amounting to P50,000.00. With this amount, Grade III teachers made a reading workbook in Iloko focusing on inferential reading activities. They used the workbooks during the Summer Tutorial Intervention in Reading for 15 days to the 15 identified entering Grade III pupils in the 11 schools of Villaverde for SY 2015-2016. These pupils performed the lowest in reading in Grade II. All 165 beneficiaries of the summer reading activity received writing implements including notebooks, pad papers and pencils. The reading performance of pupils reportedly improved after post-testing. The LGU reproduced the Grade 3 workbooks and allocated 30 copies per school for SY 2015-2016. Please see Annex D for the LGU report on Project MAYOR. Camarines Sur- The municipality of Pili's District Reading Recovery program is on its second year run and will expand from 9 schools to 5 more schools this year. The program's coordinator Ms. Babilene Bascuña reported that the Reading Recovery Regional Office trains two teachers from each participating school. They have 18 trained teachers so far. Four pupils are assigned for intervention per teacher. Thirty minutes are devoted for each student. According to Bascuña, majority of the beneficiaries are pupils from very poor families whose learning ability gets impaired due to their economic situation. "They sometimes come to school hungry so their learning is affected," she said. The program uses six assessment tools to identify pupils at risk, particularly Grade 3 pupils who are considered frustrated readers. A pupil who can read hard words in English is assessed as level 7. "We don't just ask them to read or write. We ask them to compose a story," Bascuña said. She expects the program to benefit more children as it expands to five more schools this year. She said the LGU's support of the program is part of its commitment as an EdGE member. Mayor San Luis said that Pili is the only municipality outside metro manila that conducts simultaneous reading activities. It conducted its latest reading fest on Nov. 25, 2014.

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IR2 Increased Transparency and Accountability at the Local Level

Sub-Intermediate Results

IR2.1 Number of LGUs which publicly posted SEF budget and spending

The SEF budget was posted by three LSBs this quarter bringing the number to 35 or 38% of the members of the EdGE alliance. These are: Alimodian, San Enrique, and Cabatuan, all in the province of Iloilo.

The SEF budget of San Enrique, Iloilo.

IR2.2 Number of schools which publicly posted MOOE budget and spending

Twenty-two more schools posted their MOOE budget and how it was disbursed public ly. These are schools from Iloilo, Padre Garcia, Batangas, and Valenzuela City. EdGE is see good progress in the encouragement of principals to be more transparent in education financing. (Annex E provides the list).

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PAYAPA ELEMENTARY SCHOOL TANGOB ELEMENTARY SCHOOL

QUILO-QUILO ELEMENTARY SCHOOL

IR2.5 Number of Education Summits Conducted

Luzon NCR – a total of nine schools in Navotas City conducted school-based education summits between January to March 2015. The common issue tackled in the summits is the need to conduct parenting workshops as a way of encouraging and strengthening parents’ involvement. Summit participants agreed that education should not be left to the responsibility of the school and teachers. Parents are the direct persons who should care, teach and follow up the learnings in school through positive values and good examples. Parents play a critical role in developing children’s study habits and behavior. The schools identified priority programs to improve parent’s involvement like Nanay-Teacher Parenting Workshop, Responsible Parenting and Values Formation Workshop for parents, teachers and children. Parents committed to support school programs by attending meetings and participating in school activities. North Luzon – Aside from the Kayapa Municipal Summit on May 11, 2015, forty- four schools in Kayapa, Villaverde and Sta Fe, Nueva Vizcaya conducted school- based education summits from January to May 2015. Parents, barangay chairmen, local barangay council members, teachers, student leaders and other local key stakeholders participated in the school summits. Taken up during the summits were: school performance in

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terms of achievement, participation and dropout. Knowing the state of education served as motivating factor and a challenge for the participants to do something in order to improve children’s performance. Some schools conducted an orientation of the K-12 programs for parents. They were also informed of SY 2015-2016 school calendar and activities. Barangays and parents committed to work together for the Brigada Eskwela. Plans and commitments were given by barangays and parents during the summit. The barangay chairman of San Fabian Elem School in Kayapa vowed to provide 100 per cent support to Brigada Eskwela. The role of parents in children’s education was emphasized. Lawigan Elementary School had discussions on the role of parents, barangay officials, and other stakeholders on their roles in school-community activities for the holistic development of school children. In Kayapa Central School, the principal reported as part of its accomplishment the completion of school improvement facilities such as classroom repairs. In Baan Elementary School, the principal invited the participants to attend the coronation of the school princess which is a school fund- raising project. The school head of Acacia Elementary School informed participants on the role of SGC in implementing of school programs. Barangay officials and parents were encouraged to become active members of the SGC. 7 school in Tuba, Benguet also held school based summits Visayas Negros Occidental - A total five schools in La Carlota City conducted individual summits between March to June, 2015 spearheaded by their respective principals. Parents, barangay representatives, NGO representatives participated in these activities. The following is a table showing the school and the summary results as reported by the LGU.

School Date of Summit

Summary of Results

Ayungon ES May 28, 2015 Parents and barangay leaders were motivated to continue their support in school programs and activities. They agreed to all policies and contributed some policies they wish the school would implement as well.

Ferlou ES May 29, 2015 The main discussion was about the child protection policy and anti-bullying. Parents became more participative and engaged in the welfare of their children. Better academic performance among the pupils was evident and fewer absences were recorded.

Haguimit ES2 June 6, 2015 Cooperation and spirit of volunteerism are enhanced.

San Miguel ES1 May 29, 2015 Orientation to K - 12, SOSA, school policies and guidelines orientation. Many parents supported K-12. Stakeholders are actively participating and supporting school initiated programs and policies. The summit was open house.

Yubo ES March 2015 Parents are informed about the achievements and development of their children and it served as a motivation for them to strive harder

The education summit documentation also lists new education programs that La Carlota schools are now implementing as well as various support extended by the barangays, NGOs, LGU and PTA. Please see Annex K for the La Carlota Summit documentation. Maguindanao had its first regional summit for six municipalities on May 18, 2015 that included EdGE sites Barira, Buldon and Parang. One of the agreements during previous meetings between Synergeia partner LGUs in Maguindanao and Lanao Sur with ARMM Governor Mujiv Hataman is a convergence of education stakeholders through a regional education summit. The objective is to consult stakeholders and formulate action plans that will be jointly supported by the Regional Governor, DepEd ARMM, Synergeia Foundation and the respective LSBs

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from the first district of Maguindanao. Synergeia Trustee and mentor former governor Miguel Dominguez was on hand to help facilitate the first regional summit activity. Gov. Hataman was key note speaker in the event. His participation is part of his commitment to support education as promised during the landmark meeting with ARMM mayors in 2013 that was made possible through an EdGE LSB workshop. In his speech, Gov. Hataman directly attributed the regional summit to the said meeting. "I was motivated by that one meeting that Synergeia set up in behalf of a number of their partner mayors," he said in Filipino. He

said the succeeding meeting after the first was the most challenging because some mayors under rival political parties were wary of him after the 2013 elections. "So I assured them that politics is only during election period. After elections, we have to focus our discussions on service." He said he too was a harsh critic of the government in his college and in his early years in politics. Now that he is with the government, he said he now knows what it is like to be criticized. He said this has helped him become more mature and understanding when it comes to dealing with political rivals.

Gov. Hataman was very candid in describing the challenges that hinder the progress of educational programs in ARMM. More than armed conflicts like Rido which is prevalent in the region, Hataman pointed at other serious issues that should be addressed by educators themselves. He cited instances where ghost pupils and even ghost schools were purportedly submitted by schools in an attempt to increase funding. That is why the participating public during the summit was informed of the requirements before schools can receive their MOOEs. Gov. Hataman said he relies on evidence and not mere hearsay when it comes to anomalies

reported to him. "Around 70% of texts I receive up to 4 in the morning is from DepEd, problems about salaries, promotions, corruption, policy issues, etc. But I don't believe them without proper evidence because if I believe rumors, all the ARMM employees will get sacked and I'll be the only one left. It's the same thing with texts. If I believe them so easily, 70% of teachers up to Sec. (Jamar) Kulayan would have gotten fired long ago. Only about 30% would be left," he said in Filipino. This was met with approval by the participants who laughed with him in parts. The governor also said people should not be satisfied with a high score in NAT if it is only because there are few children taking them. Apart from performance, they should work harder to increase participation and decrease

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drop-out. The following are the general agreements during the Parang summit:

1. The MOOE of public elementary schools will be released by the DepEd ARMM as long as requirements will be met by the schools

2. The implementing guidelines on the release of MOOE will be submitted by DepEd ARMM to the Regional Governor one week after the summit.

3. The MOOE requirements mentioned by DepEd Secretary Jamar Kulayan are: 3.1 Complete School profile 3.2 Action plans that will improve performance, survival rate, dropout and absenteeism 3.3 Identification of implementing units 3.4 Per DepEd guideline, the school should have an admin officer, finance officer/Bookkeeper. For

schools without said personnel, the MOOE will be released through their respective division office.

4. In relation to the appointment of teachers, the regional governor/DepEd is willing to involve the LSBs in the appointment process.

Sulu - Siasi Pilot ES and Panglima Julkanain Taup Central ES in the municipality of Siasi conducted individual school summits on June 25 and June 27, respectively. The summits pushed through after careful coordination between Synergeia, DepEd, barangay officials and school heads. A total 156 stakeholders attended the Siasi Pilot ES Summit while 141 attended Panglima Julkanain Taup Central Summit. The summits also served as a general assembly for the PTA. Participants in both summits discussed issues as follows:

Lack of support and cooperation from the barangay

Lack of community participation in terms of school project implementation

Tardiness and absenteeism of pupils

Poverty

Low level of educational attainment of the parents

Lack of follow up at home by the parents

Child Labor

Unfinished school gate and fences They also raised the issue of non-readers and slow readers but agreed that these pupils will undergo remedial reading every Saturday. Other agreements are as follows:

SGC/PTA Officers pledged to support and work with the teachers for the development of the pupils and the school.

Parents will support the school programs and activities

Intensify remedial reading program of the school

Open communication with parents regarding the status and performance of their children

Establish transparency of school transactions Facilitators took the gathering as an opportunity to spread information about the functions and reorganization of the SGC that took place. Please see Annex L for the documentation reports for the summits as submitted by school heads of the two schools.

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IR3 Increased Participation of Stakeholders in Education Policy Formulation and Implementation

Sub-Intermediate Results

IR3.1 Number of PTA’s or similar “school” governance structures supported (F-3.2.1-18 )

Siasi - Riding high on the momentum for change, community leaders who participated in the EdGE workshops started organizing their SGCs. For the whole month of May 2015, Synergeia coordinated with all school heads from three districts (Siasi-I, Siasi-II and Laminusa District), the LGU and DepEd in rolling out the training of community members on the importance, functions and organization of SGCs. The office of Mayor Mussah Muksan gave its support by funding the materials needed for all the orientation activities of stakeholders. Majority of the barangay chairmen/officials committed to share the orientation costs.

The facilitators who were led by Alzen Serabani were very resourceful with the use of materials. Since they did not have screen projectors, they printed the slides and posted them on the wall. They discussed each slide one by one and made sure that the participants in each school understood the value of an organized SGC. An election of SGC officers was held after the orientation session. The new SGC members planned follow-up activities, including the formulation of SGC by-laws and policies on student welfare.

Synergeia's Alzen Serabani, Principal Sonatra Gaspar and other Siasi principals facilitated the roll-out of SGC orientation in

29 schools and monitored their election process.

From May 18-29, the schools, EdGE coordinators, the LGU, the school heads oriented the community on the functions of the SGC and they reorganized the SGC through official elections in 11 schools, namely, Siasi Pilot ES, Upper Minapan ES, Pislong Group Schools, Tuhog-Tuhog Proper ES, Panglima Utoh Anni, Sisangat ES, Kud-Kud ES, Panglima Julkanain Taup ES, Kabankalan ES, and Kuntad ES. From June 1-22 SGC orientation and reorganization took place in 19 schools, namely, Siok ES, Duhol Tara, Musu Laud ES, Bual ES, Musu Guimba ES, South Laud ES, Subah Buaya ES, Panglima Idlana Tingcun ES, Panglima Saipudin ES, Laminusa West ES, Laminusa Laud-I ES & Laminusa Laud-II ES, Panglima Ikbala ES, Sipanding ES, Silumpak ES, Alian ES, Buan ES, Punungan ES, Manta ES On June 19, our team updated Mayor Mussah Muksan on the progress of SGC Orientation and Organization in three districts. It was also during this time that they coordinated with the district supervisors regarding the conduct of two school summits the same month. Please see Annex M for a copy of the narrative report on the SGC orientation and reorganization process with photos.

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IR3.4 Number of FGDs conducted with selected members of the community

Fifteen FGDs were conducted mostly in Siasi, Sulu were conducted to help SGC members define their individual functions and responsibilities. The FGDs tackled how by-laws can incorporate the policies and processes that SGCs need to adopt to govern their operations. The strategies on revenue-generation as well as prioritization of projects that can SGCs can undertake were discussed.

Hugpong sa Pagbangon

EdGE has completed the turnover and distribution of Community Incentive Grant (CIG) packages and is on its last leg of distribution of the Teaching and Learning Materials (TLM) to all local government partners under Hugpong sa Pagbangon. The distribution of equipment and instructional materials in the different schools required massive coordination between LGUs and Synergeia. Rural schools were difficult to reach; some of them are separated from the mainland by hills and rivers. The provincial government of Iloilo played a big role in seeing to it that the Hugpong assistance was delivered on time and in good condition. The provincial Capitol and subsequently, the municipal halls became “warehouses” for Hugpong sa Pagbangon. The provincial capitol provided dump trucks, and the LGUs sent multicabs. The mayors and barangay chairmen served as “foremen.” In remote places, the materials were delivered using motor boats, tricycles, motorcycles, and push carts. Powered by inspiration, dedication and passion, the distribution of TLM is expected to be completed in July 30, 2015. Table 2. Schedule of distribution activities for CIG and TLM

Iloilo

# Name of

Municipality No. of

Schools CIG items Turnover No. of Teachers No. of Students

TLM Turnover

1 Ajuy 27 2-Jun-15 245 2,595 2 Alimodian 31 30-Mar-15 221 1,838 27-Jun-15

3 Barotac Viejo 27 3-Jun-15 209 2,280 1-Jul-15

4 Batad 14 16-May-15 116 1,247

5 Cabatuan 38 18-Jun-15 307 2,314 27-Jun-15

6 Carles 37 15-May-15 380 3,850 27-Jun-15

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7 Estancia 11 12-May-15 213 2,806

8 Mina 11 18-Jun-15 90 1,029

9 Dumangas 31 9-Mar-15 337 2,875 27-Jun-15

10 Concepcion 36 24-Jun-15 218 2,227 1-Jul-15

11 Balasan 17 13-May-15 171 1,761

12 Lemery 28 3-Jun-15 166 1,557 27-Jun-15

13 San Enrique 20 2-Jun-15 164 1,604

Subtotal

328

2,837

27,983

Capiz

# Name of

Municipality No. of

Schools CIG items Turnover No. of Teachers No. of Students

TLM Turnover

1 Dao 19 22-May-15 183 1,120 2-Jul-15

2 Ivisan 15 22-May-15 184 1,391 2-Jul-15

3 Mambusao 32 22-May-15 275 1,738 2-Jul-15

4 Sapian 22 22-May-15 177 1,338 2-Jul-15

Subtotal 88

819 5,587

Bohol

# Name of

Municipality No. of

Schools CIG items Turnover No. of Teachers No. of Students

TLM Turnover

1 Antequera 17 27-May-15 86 528 21-Jul-15

2 Maribojoc 21 27-May-15 94 833 Jul15-24, '15

Subtotal 38

180 1,361

Total 454 Schools

3,836 Teachers 34,931 students

It felt like Christmas and a “fiesta” in Capiz as the teachers, parents, and students welcomed the Hugpong

Assistance. The street leading to Dao Social Hall was lined with teachers and students waving Philippine and

USA flaglets; little drummer boys and girls performed at their best as they welcomed us in Sapian; teachers,

barangay officials and parents lined up showing the path leading to the venues in Ivisan and Mambusao.

Likewise, the students, teachers, parents and LGU and barangay officials from Ajuy and San Enrique welcomed

Hugpong with open arms and warm smiles.

Appreciation and gratitude, acceptance and collaboration were the prevailing themes of the messages from the

different stakeholders. The Local School Board of Dao, executed an executive order to formalize the expression

of appreciation and gratitude to USAID and Synergeia. Mayor Jose Alba of Mambusao, Mayor Felipe Yap of

Ivisan, Mayor Ike Biñas of Sapian and former Mayor Jett Rojas of Ajuy spoke of how they got engaged with

Synergeia and became part of EdGE. Ret. Gen. Ramona Go reminded the audience to dream and to dream big.

Dr. Milwida Guevara, in turn, said that she is grateful for letting USAID and Synergeia be part of their

municipalities’ efforts in rehabilitation and for accepting us to be their partners in rising up from the storm. She

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also reminded the community members that our goal was to put every child in school and that they should finish

their basic education. Capiz Governor Victor Tanco said NGOs like Synergeia and development agencies like

USAID fostered a "better" Capiz. He mentioned that Capiz now has better infrastructure which can withstand

strong typhoons.

The Department of Education, through their District Supervisors, principals and teachers, also expressed their

gratitude. According to them, the process of coming up with a proposal was a tedious one since it required

collaboration with the PTA and SGC. They were grateful to former Governor Rafael Coscolluela and the Hugpong

team for guiding them in making the proposals. Seeing all the items displayed before them made them excited

because they saw the fruits of their labor. Parent representatives said that they will assist in monitoring the use

of the donated items. On the other hand, the student representatives said they will maximize the use of the

materials and supplies given and will study harder so that their teachers and parents will be happy.

For Capiz, a total of PhP 6.16M worth of educational equipment was distributed benefitting 88 schools and 5,587

students. For Ajuy and San Enrique, PhP 3.29M worth of educational equipment were distributed to 47 schools

for the use of 4,199 students.

Synergeia President Dr. Milwida Guevara personally led the turnover event of CIG and TLM in all four municipalities of Capiz on May 22, 2015. All the mayors were present during the ceremonies held in their respective municipalities.

From Right: Mayor Bo Escutin of Dao, Mayor Felipe Yap of Ivisan, Mayor Jose Alba of Mambusao and Mayor Ike Banias of

Sapian address the public during the ceremonial turnover of CIG and TLM to the schools in their respective municipalities.

School Bags, school supplies, teaching materials and electronic equipment and solar power systems under the CIG and

TLM packages for Hugpong sa Pagbangon beneficiaries are displayed during ceremonial turnover events in Capiz Province

for public awareness.

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Live bands welcomed Hugpong Delegates on the street upon their arrival to the municipalities

Top right: The people of Dao gather in a public hall for the CIG turnover event; left: A drum and lyre band welcomes

Hugpong delegates in front of a convention center in Mambusao; Bottom right: Mayor Binas and people of Sapian wave

American and Philippine flags in a public gymnasium; and bottom left: FGov Coscolluela and Dr. Guevara ceremoniously

turns over a CIG projector to Mayor Yap of Ivisan.

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The municipalities of Antequera and Maribojoc held separate ceremonial hand-over and Memorandum of Agreement signing for the CIG on May 27, 2015. Mayor Leoncio Evasco Jr. of Maribojoc and Mayor Jose Mario Pahang of Antequera were present during the ceremonies for their respective municipalities. DepEd Undersecretary for Regional Operations Rizalino Rivera attended the Maribojoc event and gave a short message to the public. He acknowledged the invaluable support that USAID has extended to all Synergeia partner

municipalities in the Visayas in light of the devastation that Typhoon Yolanda caused the region. He said DepEd has no budget for the kind of assistance that USAID was able to extend. "The LGUs are very lucky that USAID and Synergeia are there to support education together with DepEd," he said. Local news publications Bohol Chronicle and Bohol Tribune featured news of the turn-over activities on May 31, 2015. Pls. see Annex G for copy of the clippings for Bohol Chronicle. Unique to Antequera is the composition of TLM package for teachers. Instead of regular instructional materials that come with the bag, the teachers said they needed a USB flash drive to store their files. The teachers also requested for ceiling fans for their classrooms. EdGE respects the outcome of public consultation that resulted to their proposals. We distributed 86 ceiling fans to the 86 Antequera teachers as requested. We have completed the distribution of CIG and TLM packages to all beneficiary schools, teachers and pupils on July 24, 2015.

Hugpong sa Pagbangon Program Manager Lito Coscolluela (5th from left)

ceremoniously turns over a printer to the LGU of Maribojoc represented by

Mayor Leoncio Evasco (3rd from left), while DepEd Usec Lino Rivera (5th from

right) hands a teachin materials kit to a teacher.

Antequera Mayor Jose Pahang turns

over the ceiling fan and USB flash

drives requested by teachers for

their TLM package.

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Happy pupils of Agahay Primary School in Maribojoc sit and pose behind the Hugpong sa Pagbangon tarp cuddling their

bags.

Maribojoc Kids from Jandig ES immediately check the contents of their new bags they received from USAID.

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The children's faces light up upon discovering new learning materials and school supplies inside their bags. Photo above

shows them raising up Grade 2 and 3 workbooks as well as drawing books while their teachers watch from behind.

Program Manager Lito Coscolluela (left) and Dr. Nene Guevara (middle) orient citizens of Ajuy, and San Enrique about

Hugpong sa Pagbangon; Iloilo PA Raul Banias ceremoniously turns over a CIG laptop to Estancia Mayor Rene Cordero.

The following links are photos of CIG turnover to Estancia, Balasan and Carles that were posted by PA Raul Banias on his public facebook account. Estancia - https://www.facebook.com/rnbanias/posts/10153179290809471 Balasan - https://www.facebook.com/rnbanias/posts/10153181395064471 Carles - https://www.facebook.com/rnbanias/posts/10153181395064471 On May 5, 2015 at the iloilo Capitol, Banias, together with Synergeia site coordinators, met with Abe dela Calzada of Sel Genta Solar Home System with representatives from Lemery, Carles, Ajuy, Estancia and Concepcion to

finalize orders of solar power systems for municipalities with schools that have no electrical power lines. The system will be enough to power laptops, projectors, lights and electric fans. Inspiring stories have arisen from USAID's provision of solar power to off-grid island schools. In Nasidman Primary School, an island school in the municipality of Ajuy, Iloilo, children marvelled at the cool breeze coming out of the electric fan when it was turned on for the first time. The use of electric fans is

Iloilo PA Raul Banias meets with solar

power provider and LGU

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prohibited in the island if they will use the community solar energy source. Now that the school has its own solar power, classrooms have become more conducive to learning of children with the use of electric fans. (Please refer to Success Story). In addition to the solar panel, the school also received a laptop to aid instruction. Community participation, transparency and effective governance were evident in Bayas Elementary School in Bayas Island, Estancia. Apart from oral accounts from the current principal, the teachers and parents, the school submitted complete documentation showing the processes followed in effectively working with the PTA, barangay officials, Synergeia and LGU from the first consultation stages of Hugpong until the CIG and TLM were distributed to the direct beneficiaries. Please see Annex H for the documentation of the turnover of Hugpong materials to Bayas ES.

Bayas ES pupils proudly raise their new USAID-donated bags in class. Some kids keep their bags in plastic covers to keep

them from getting wet on the way home situated in the neighbouring isle.

Bayas Principal Arniel Aldamar said the parents constantly asked about the arrival of the TLM. "They were very excited because they don't have to go to the mainland to buy school supplies for their children," he said.. He said the parents immediately gathered by the shore once they got word that the TLM is on the way from the mainland. They helped unload the items from the boats and carried them to the school in makeshift carts. The school held a general assembly to officially present the items. (Please refer to Success Story.) Estancia district supervisor Jerlie Fecundo shared how grateful and relieved parents are for the school supplies and bags because they no longer need to allocate a budget for them. As for the CIG school equipment, Estancia Central School Principal Gerry Tingson said that many of the computers provided by DepEd got damaged by Typhoon Yolanda. "It will take a very long time to replace them if we didn't have a donor." Promoting Transparency The type of consultative and participatory process evident in Bayas ES is also true for all sites participating in Hugpong based basing on the documents submitted by our Hugpong team led by program manager former Gov. Lito Coscolluela. To ensure further transparency, Synergeia through FGov. Coscolluela, requested the DepEd schools division superintendents of Iloilo, Bohol and Capiz to issue a memo instructing all schools to post the complete list of items that teachers and pupils are entitled to receive under the TLM package. His letter states, "In the spirit of transparency, we would like to inform you of the materials and supplies that we will distribute to

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the current Gr. 2 and Gr.3 students (using the Grade 1 and 2 Enrollment List for SY 2014-2015 and teachers (from Grades 1 to 6) from our partner municipalities and districts in the province…" The division superintendents issued the directive to their district supervisors as requested. Please see Annex I for copies of the SDS memoranda issued by DepEd Iloilo, Bohol and Capiz, along with Synergeia's letter of request. We have captured images of school compliance to the directive during our initial monitoring activities in the municipalities of Alimodian and Estancia.

Left: Posting of the list of TLM items in Cagay ES in Alimodian; Right: The TLM list and images of official turnover to the

teachers and children from Loguingot ES in Estancia.

Printing of English Workbooks for Grades 2 and 3 Synergeia sent a letter to the DepEd head office in Pasig City addressed to Ellen R. Pelobello, Instructional Materials Council Secretariat, and copy-furnished to DepEd Secretary Armin Luistro, informing that we have secured authority from Filipinas Copyright Licensing Society, Inc. (FILCOLS), office in-charge of giving copyright permission, to print English workbooks for Grade 2 and 3 students under Hugpong. The letter includes the list of beneficiary students and teachers that will use the workbooks. This is to enlist the help of the agency to track the number of reading materials delivered and distributed. Please see Annex J for a copy of the letter. Immediate Impact of Hugpong sa Pagbangon on Direct Beneficiaries A Grade 3 teacher from the same school, Christina Bajao said she is very thankful for the workbooks as they severely lack learning materials in English. "The parents are fishermen who are always out at sea. They do not have time to help their children study at home," Bajao said. With the 1:1 provision, each child can take a book home to aid them in their studies. Kimberly Buenaventura, Grade 2 teacher from the Longuingot ES, also in Estancia, said there are so many poor children in her class who can't afford notebooks. She also has to struggle to provide bond papers for

Pupils now have their own English workbooks that they can

take home every day.

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them to draw on. The drawing books included in the TLM has brought so much joy to the island pupils. Earlier in the day, Buenaventura used the new projector from the CIG to conduct her English lesson.

The pupils of Loguingot Elementary School show off their works of art done on USAID-donated workbooks that come with

other school supplies inside their new bags.

In the next classroom, children get to watch educational cartoons and sing-along songs while eating lunch. Many of the children now opt to stay in school to get the chance to enjoy this new privilege. It has reduced incidence of tardiness, according to their teacher. "They're so amazed by the TV," she said adding that it is a good opportunity for the children to expand their imagination and learn about technology.

Left: Kids enjoy an education cartoon during break; right: Pupils with their USAID-donated bags enter their classroom

after lunch.

Teacher Ronnie Herrera of the island school Bayas ES in Estancia said they were desperate to have a photocopier since DepEd only issues one copy of teaching materials every time. "Now we can make enough copies of tests and reading materials for our students," he said.

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Alibango ES can now reproduce enough copies of limited workbooks with the USAID-donated photocopier.

The pupils of Gines ES are more inspired to study at the start of the school year with sufficient school implements

provided by USAID.

Pupils from Laylayan Primary School in Alimodian hold up a thank you sign for their new bags and school supplies.

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The Local Chief Executives, school administrators, parents, and students are profuse with gratitude and thank

the USAID:

Mayor Bo Escutin, Dao, Capiz: "My profound gratitude to USAID. Because of you, our community is able to rise

up from the devastation brought by typhoon Yolanda".

Governor Tanco of Capiz: "I personally thank USAID for the assistance given to the Province of Capiz. One year

after Typhoon Yolanda, Capiz was given a new life. You have been with us in our darkest hour."

Mayor Ipe Yap of Ivisan: “The children of Ivisan and our community will never forget this wonderful gesture and

concern. It is our joy and pride to have you in our life. Salamat guid. !!!"

Governor Tanco: "Ang pinakaimportante dito sa programa ay ang mga tao. I must say we should concentrate on

the people. It's the people that make our place and our country. We should focus our efforts on the people

particularly the children. Synergeia has been with us in our darkest hour. So I would like to thank USAID and

Synergeia for helping the Province of Capiz."

DepEd West Ivisan District Supervisor: “After the storm, the sun shines. This was our feeling when the Hugpong

sa Pagbangon assistance came after typhoon Yolanda. On behalf of the 15 school heads, 150 teachers and more

or less 3,000 pupils of the District of Ivisan, we wish to convey our deepest appreciation to USAID. Rest assured

these will be taken cared of very well to prolong their use. Again, thank you, thank you, thank you!

Teacher from Ivisan:

"Out of the abundance of the heart, the mouth speaks. Our hearts are filled with joy and gratitude for the

assistance given by USAID to our schools. On behalf of the teachers, we would like to thank USAID for the

wonderful gifts."

Parent Leader from Ivisan:

"Parents are excited for these gifts to children. We've gone through a lot in preparing the proposals but the

effort is more than compensated with the realization of what we wished for. On behalf of the parents, we want

to shout out our appreciation to USAID for these amazing gifts and the help given to Ivisanos."

Student from Ivisan:

"Thank you for your love and earnest concern for the Ivisano children. Whatever achievements we will have

someday, you will be a part of it because of Hugpong sa Pagbangon Program. Thank you and may you continue

to help other children in other places to reach for their dreams the same way you did to us."

Mayor Ike Binas, Sapian, Capiz: "On behalf of the Sapianon children, teachers, school heads, parents and our

community, we express our appreciation to USAID. This only shows your sense of commitment to improve the

learning performance of children. Before, this was only a dream but because of USAID, this dream of ours

became a reality. We can never repay what you have given to our school children."

Ma'am Rose Basas, DepEd District Supevisor of Sapian: “I speak in behalf of the District Office, School heads and

teachers of Sapian. This is the first time that we are able to have these kinds of equipment and materials

especially the photocopier. From the bottom of heart, we would like to express our gratitude and deep

appreciation to USAID for giving us these wonderful gifts. Having these will greatly improve the academic

performance of our children."

32

Mambusao Mayor Jose Alba: "This is the realization of the good news that we have been waiting for. Finally it is

here. As your head public servant and father of this town, I feel elated with the good things happening to our

town. We are very fortunate and grateful for being a part of the EDGE program. Maswerte guid kita. (We are

lucky.)For this meaningful support, we give our magnanimous gratitude and appreciation to USAID."

33

V. PERFORMANCE TRACKING TABLE

EDUCATION GOVERNANCE EFFECTIVENESS (EdGE)

Outcomes/Indicator Baseline and Date

Target Accomplishment % of FY 2015

Target Achieved

Cumulative % of LOP

Target Achieved

Comments

LOP FY 2015

FY 2014 Cumulative as of FY

2014

1st Quarter FY 2015

2nd Quarter FY 2015

3rd Quarter FY 2015

Cumulative to Date

A B C D E F G H I J K L M N

Goal

1 Number of learners enrolled in the primary schools and/or equivalent non-school based settings with USG support

451,965 58,980 434,891 584,891 186,426 - 181,866 953,183 316% 171% Learners included in this quarter are the new enrolees in all the EdGE schools

Activity Objective

2 Number of LSBs and SGCs improved with education governance

502 165 - - - - 29 29 18% 6%

LSBs 50 15 - - - - - - -

SGCs 452 150 - - - - 29 29 19% 6% After the SGC training in Zamboanga City, 29 Schools in Siasi, Sulu organized their SGCs with the PTAs and Barangays extending their full support to their SGCs

IR 1 - Strengthened government effectiveness for education at the local level

3 Number of administrators and officials successfully trained with USG support (F – 3.2.1 -3)

1,353 799 1,861 1,861 708 99 573 2718 173% 201%

School Administrators 903 453 1,245 1,245 597 56 329 1,765 217% 195% The number of school administrators represents those school heads who underwent the second level of school governance training.

LSB members 200 276 311 311 74 - - 367 27% 184%

Brgy. Officials 250 70 305 305 37 43 244 586 463% 234%

Outcomes/Indicator Baseline Target Accomplishment % of FY Cumulative Comments

34

and Date

LOP FY 2015 FY

2014

Cumulative as of FY

2014

1st Quarter FY 2015

2nd Quarter FY 2015

3rd Quarter FY 2015

Cumulative to Date

2015 Target

Achieved

% of LOP Target

Achieved

A B C D E F G H I J K L M N

4

Number of laws, policies, regulations, or guidelines developed or modified to improve primary grade reading programs or increase equitable access (F-3.2.1 -38)

50 10 21 21 1 -

22 10% 44%

IR2: Increased transparency and accountability at the local level.

5 Number of education summits conducted 200 40 76 80 10 25 102 217 343% 109%

Since 2014, School leaders, parents, barangay leaders and the community members have learned to converge to discuss issues concerning the education of their children

IR3: Increased participation of stake holders in education policy formulation and implementation

6

Number of PTA’s or similar “school” governance structures supported (F-3.2.1-18 )

597 169 178 209 316 70 645 1,179 228% 88%

Cohort 1

66 69 57 - - - - -

New

112 140 259 - 645 - - -

PTAs 278 50 91 119 297 1 303 692 1202% 249%

Cohort 1

- - 39 1 - 40 - -

New

91 119 258 - 303 652 - -

SGCs 250 50 - - - 54 342 396 792% 158% 78 SGCs in Sulo, 15 in Navotas, 52 in Nueva Vizcaya, 50 in Benguet, 34 in diffun, and 113 in Negros Occidental were represented during the SGC regional trainings

Cohort 1

- - - - - - - -

New

- - - 54 342 396 - -

LSBs 69 69 87 90 19 15 - 91 49% 132%

Cohort 1 69

66 69 18 15 - - - -

New

21 21 1 - - - - -

7

Number of new USG – supported public-private partnerships (PPPs) formed (F-PPP5)

50 10 17 17 4 2 - 23 60% 46%

35

Outcomes/Indicator Baseline and Date

Target Accomplishment % of FY 2015

Target Achieved

Cumulative % of LOP

Target Achieved

Comments

LOP FY 2015 FY

2014

Cumulative as of FY

2014

1st Quarter FY 2015

2nd Quarter FY 2015

3rd Quarter FY 2015

Cumulative to Date

A B C D E F G H I J K L M N

Sub-Intermediate Results

IR1.1 : Improved capacity of education officials in education planning, financial & project management, and monitoring & evaluation

8

Number of administrators and officials successfully trained with USG support (F – 3.2.1 -3)

1353 799 1861 1861 708 99 573 2,718 173% 201% =

School Administrators 903 453 1245 1245 597 56 329 1,765 217% 195%

The number of school administrators represents those school heads who underwent the second level of school governance training.

LSB members 200 276 311 311 74

367 27% 184%

Brgy. Officials 250 70 305 305 37 43 244 586 463% 234%

IR 1.2. Increased number of schools conducting reading interventions

9 Number of schools that conducted remedial reading programs

150 50 352 352 14 8 407 687 858% 458% 407 principals coming from 15 EdGE municipalities reported the conduct of remedial reading programs in their respective school. 10

Number of learners receiving reading interventions at the primary level (F-3.2.1-35)

18,000 6,000 77,944 77,944 5,005 1,087 23, 446 107, 482 492% 597%

IR1.3. Increased LGU prioritization for education

11

Number of laws, policies, regulations, or guidelines developed or modified to improve primary grade reading programs or increase equitable access (F-3.2.1 -38)

50 10 21 21 1 -

22 10% 44%

Outcomes/Indicator Baseline Target Accomplishment % of FY Cumulative Comments

36

and Date

LOP FY 2015 FY

2014 Cumulative

as of FY 2014

1st Quarter FY 2015

2nd Quarter FY 2015

3rd Quarter FY 2015

Cumulative to Date

2015 Target

Achieved

% of LOP Target

Achieved

A B C D E F H I H J K L

IR 2.1. Increased transparency in programming and utilization of SEF

12 Number of LGUs which publicly posted SEF budget and spending

50 10 23 23 6 3 3 35 120% 70%

IR2.2. Increased transparency in programming and utilization of school's MOOE

13 Number of schools which publicly posted MOOE budget and spending

452 50 - - 152 72 22 246 492% 54% The figure includes schools that started to post their MOOE spending this quarter.

IR2.3. Increased relevance of SEF spending in improving learning outcome

14 Number of LSBs with increased SEF spending devoted to education programs

50 10 - -

-

- - Assessment is still on-going

IR 2.4 Increased local funds allotted to improving learning outcome

15 Number of barangays with increased local funding devoted to education programs

250 - - -

-

- - This is not part of the target

IR2.5 Increased availability of information on student learning outcomes

16 Number of education summits conducted

200 40 76 80 10 25 102 217 343% 109%

IR 3.1 Improved capacity of LSBs, PTAs and SGCs in planning, financial & project management and monitoring & evaluation

17 Number of PTA’s or similar “school” governance structures supported (F-3.2.1-18 )

597 169 178 209 316 70 645 1,179 228% 88%

Cohort 1

66 69 57

-

New

112 140 259

645

PTAs 278 50 91 119 297 1 303 692 1202% 249%

Cohort 1

- - 39 1 - 40

New

91 119 258

303 652

SGCs 250 50 - -

54 342 396 792% 158% 78 SGCs in Sulo, 15 in Navotas, 52 in Nueva Vizcaya, 50 in Benguet, 34 in diffun, and 113 in Negros Occidental were represented during the SGC regional trainings

Cohort 1

- -

New

- -

54 342 396

LSBs 69 69 87 90 19 15

91 49% 132%

Cohort 1

66 69 18 15

New Sites

21 21 1

37

Outcomes/Indicator Baseline

and Date

Target Accomplishment % of FY

2015 Target

Achieved

Cumulative % of

LOP Target

Achieved

Comments LOP FY 2015

FY 2014

Cumulative as of FY

2014

1st Quarter FY 2015

2nd Quarter FY 2015

3rd Quarter FY 2015

Cumulative to Date

A B C D E F G H I J K L M N

IR3.2 Increased participation of PTAs and CSOs in LSBs and SGCs

18

Number of new USG – supported public-private partnerships (PPPs) formed (F-PPP5)

50 10 17 17 4 2

21 60% 42% There are two partnerships formed: one in Iloilo and another in Lanao del Sur

19

Number of LSBs & SGCs with expanded memberships

502 165 20 20 2 - 29 51 19% 10%

LSBs 50 15 20 20 2 - - 22 13% 44%

SGCs 452 150 - -

- 29 29 19% 6%

IR 3.3. Increased awareness of the community in the management and decision-making of LSBs and SGCs

20

Number of FGDs conducted with selected members of the community

200 50 49 49 26 13 15 103 108% 52%

Extent of post disaster education assistance under EdGE Program

21

Number of student beneficiaries reached by USG post disaster assistance

29,753 29,753

- 100,951 100,951 339% 339%

The number represents the number of pupils who benefited from the equipments, school supplies and workbooks that were given to Yolanda victims in Iloilo, Capiz and Bohol

22

Number of workbooks, teaching and learning materials for teachers, number of school bags with small materials and supplies issued, and manual in disaster preparedness provided with USG assistance. (TLM) F-3.2.1-33

67,174 67,174

- 72,421 72,421 108% 108%

The figure represents the number of school bags and workbooks distributed to grades 2 and 3 students. Teachers were likewise given school bags with school supplies and grades 2 and 3 teachers were provided with workbooks

23

Number of schools using Information and Communication Technology due to USG support F-3.2.1-36

313 313

62 392 454 145% 145% The figure represents the number of schools which were given ICT equipment with USG support

38

39

40

41

VIII. PLANS FOR NEXT QUARTER

Our plan is to scale up the training to organize effective and responsive SGCs. The tentative schedule is

as follows. The schedule is subject to the approval of the DepED , the Local School Boards, and the

availability of suitable venues.

DATE ACTIVITY PARTICIPANTS/LGU VENUE

JULY July 2-3

Organizing effective and

Responsive School

Governing Councils

Principals, barangay and PTA

representatives from each school in Capiz

Nueva Viscaya: Solano & Villaverde

La Union

July 9-10 Organizing effective and Responsive School Governing Councils

Principals, barangay and PTA representatives from each school in Batangas: Padre Garcia

APS Rockwell

July 17-18 Organizing effective and Responsive School Governing Councils

Principals, barangay and PTA representatives from each school in Cebu: Argao, Dalaguete, Balamban

Cebu

July 23-24 Organizing effective and Responsive School Governing Councils

Principals, barangay and PTA representatives from each school in La Union: San Fernando City & Luna

La Union

July 30-31 Organizing effective and Responsive School Governing Councils

Principals, barangay and PTA representatives from each school in La Union: Agoo, Burgos & San Gabriel

La Union

AUGUST

August 12-13 Organizing effective and

Responsive School

Governing Councils

Principals, barangay and PTA

representatives from each school in Bongao,

Tawi Tawi

Tawi-tawi

August 12-13 Organizing effective and

Responsive School

Governing Councils

Principals, barangay and PTA

representatives from each school in

Simunul, Tawi Tawi

Tawi-tawi

August 18-19 Organizing effective and

Responsive School

Governing Councils

Balanga, Bataan and Obando, Bulacan

August 20-21

(Tentative)

Organizing effective and

Responsive School

Governing Councils

Principals, barangay and PTA

representatives from each school in Siayan,

Zamboanga del Norte

Dipolog City

August 26-27

(Tentative)

Organizing effective and

Responsive School

Principals, barangay and PTA

representatives from each school in Ajuy,

Iloilo

42

A planning meeting with staff members and mentors is being scheduled this August to draw up

details on the implementation of Year 3 program. Strategies on how to monitor formulation of SEF

budget and their public posting will be discussed. Synergeia need to beef up its efforts in documenting

remedial reading programs.

Priorities will be given on the following:

Mentoring SGCs in organizing and planning their work programs.

Development of designs for parenting seminars

Working with Division Superintendents on how to train parents to strengthen the reading

competencies of their children

Supporting the LSBs efforts to support the Remedial reading programs that are organized by

principals.

As always, Synergeia’s assistance will be demand-driven. We will try and provide the support that is

articulated by the Co-Chairs of the LSBs: the Local Chief Executives and the Division Superintendent.

IX. ANNEXES

Annexes can be found at separate words documents attached with this document on submission.

Governing Councils Barotac Viejo and Batad, Iloilo

SEPTEMBER

September 2-4 (tentative)

Organizing effective and Responsive School Governing Councils

Principals, barangay and PTA representatives from each school in Iloilo City Cluster 8: Miag-ao, Alimodian

Iloilo City

September 16-18 (tentative)

Organizing effective and Responsive School Governing Councils

Principals, barangay and PTA representatives from each school in Antique: San Jose Iloilo: San Joaquin

Iloilo City