Upload
marjorie-manlosa
View
658
Download
249
Tags:
Embed Size (px)
DESCRIPTION
DEPED
Citation preview
i
2011
Strengthening the Implementation of Basic
Education in Selected Provinces
in the Visayas
School M&E System Handbook
ii
TABLE OF CONTENTS
Page
LIST OF TABLES Iv
LIST OF FIGURES iv
LIST OF ACRONYMS V
CHAPTER 1: INTRODUCTION 1
1.1 Background 1
1.2 Purpose of the Handbook 1
1.3 User of the Handbook 1
CHAPTER 2: MONITORING AND EVALUATION FRAMEWORK
2.1 Assumptions 2
Definitions of M&E 2
Purpose and Objectives of M&E 2
Underlying Principles 3
2.2 Scope of M&E 3
M&E Content Areas 3
M&E Task Levels 5
Integration of M&E Content and Process 6
CHAPTER 3: SETTING UP SCHOOL M&E SYSTEM
3.1 Steps in Setting up School M&E System 9
3.2 School Quality Management Team 10
3.3 School M&E Structure 10
For Big Schools 10
For Cluster/Small Schools 11
3.4 Term of Reference of School M&E Team, 11
School Head/Cluster Head 11
School M&E Coordinator 11
School Planning Team Representative 12
School Department Heads 12
ICT Coordinator / Computer Teacher 12
CHAPTER 4: MONITORING AND EVALUATION PROCEDURES
4.1 Content Area 1: Delivery of School’s Services to Basic Education 13
4.1.1 Curricular Programs and Projects 13
4.1.2 Education Resources 15
4.1.3 Teacher Performance 17
4.1.4 Learners Performance 26
4.2 Content Area 2: Organizational Health/Performance 29 29
4.2.1 School Management 29
4.2.1.1 SIP Implementation 29
4.2.1.2 Instructional Supervision 29
4.2.1.3 Staff Development for Non-Teaching Personnel 29
4.2.2 Productivity 30
iii
4.2.3 Community Partnership 31
4.3 Monitoring and Evaluation Tools 33
CHAPTER 5: REPORTING
5.1 Reporting Schedules 35
A. Delivery of Basic Education 35
B. Organizational Health / Performance 37
ANNEXES
Contents Page
Teacher Appraisal Forms
1 Appraisal Form #1: Teacher Performance 41
2 Appraisal Form # 2: Classroom Management 42
3 Appraisal Form #3: Teacher Performance for Record Management 43
4 Appraisal Form #4: Checklist for Reviewing Lesson Plans 44
5 Appraisal Form #5: Checklist for Teacher/Class Observation
45
SIP Implementation M&E Tools
1. Elements of SIP Implementation M&E Framework 46
2. SIP Implementation M&E Framework Matrix 46
A PROGRESS M&E TOOLS
3 SIP-AIP PHYSICAL ACCOMPLISHMENT FORM (PHYSICAL OUTPUTS AND FINANCE) 47
4. SIP-AIP PHYSICAL OUTPUT TRACKING FORM 48
5. SIP THREE-YEAR REPORT ON PHYSICAL OUTPUT AND FINANCIAL STATUS OF PROJECTS & PROGRAMS 49
6. ISSUES / LESSONS LEARNED / SUSTAINABILITY LOG
Part A - Issues/Problems and Concerns Log
PART B - LOG SHEET ON RESOLUTION OF ISSUES
PART C - LOG SHEET ON R SUSTAINABILITY MEASURES
PART D - LOG SHEET ON LESSONS LEARNED
49
50
51
52
B RESULTS M&E TOOLS 53
7 SIP Terminal Review Framework
8 SIP Terminal Review Report
9 Results Monitoring Tool – Schools
C. REPORT TEMPLATES for QMT 54
M&E Report Template of SQMT
M&E Report Template of DsQMT
M&E Report Template of DQMT
iv
LIST OF TABLES
No. Title Page 1 Integration Matrix of M&E Content Areas and Task Levels (School level) 7 2 M&E Process on Curricular Programs Progress Monitoring 14 Initial Gains/ Intermediate Results M&E 14 Results M&E 15 3 M&E Process on Education Resources Progress Monitoring 16 Initial Gains/ Intermediate Results M&E 16 Results M&E 16 4 M&E Process on Teacher Performance Progress Monitoring 17 Initial Gains/ Intermediate Results M&E 21 Results M&E 25 5 M&E Process on Learner Performance Progress Monitoring 27 Initial Gains/ Intermediate Results M&E 27 Results M&E 28 6 M&E Process on School Management Progress Monitoring 30 Initial Gains/ Intermediate Results M&E 30 Results M&E 31 7 M&E Process in Productivity Progress Monitoring 32 Initial Gains/ Intermediate Results M&E 32 Results M&E 32 8 M&E Process in Community Partnership Progress Monitoring 33 Initial Gains/ Intermediate Results M&E 33 Results M&E 33
LIST OF FIGURES
No. Title Page 1 M & E Content Areas of Schools 4
2 Hierarchy of M&E Task Levels 6 3 Step Process In Setting Up the M & E System 10 4 School M&E Structure Big Elementary Schools and High Schools 11 Small Schools 12
v
LIST OF ACRONYMS
AIP Annual Implementation Plan
ASDS Assistant Schools Division Superintendent
BEIS Basic Education Information System
BESMEF Basic Education Sector Monitoring & Evaluation Framework
BESRA Basic Education Sector Reform Agenda
CBP Capability Building Program
CBPAST Competency-based Performance Appraisal for Teachers
DAC Division Appraisal Committee
DepED Department of Education
DO Division Office
DORP Drop-out Reduction Program
DQMT Division Quality Management Team
DsQMT District Quality Management Team
EFA Education For All
ICT Information Communication Systm
IMs Instructional Materials
INSET In-service Training
IPPD Individual Plan for Professional Development
IR Intermediate Results
LGU Local Government Unit
LR Learning Resources
LRMDS Learning Resource Management and Development System
M&E Monitoring & Evaluation
MOOE Maintenance and Other Operating Expenses
MOV Means of Verification
NCBTS National Competency-based Teacher Standards
TLP Teaching Learning Process
OVI Objectively Verifiable Indicator
PSDS Public Schools District Supervisors
QAAF Quality Assurance and Accountability Framework
QAAS Quality Assurance and Accountability System
QMS Quality Management Team
R.A. Republic Act
RO Regional Office
SARDO Students-at-Risk of Dropping Out
SBM School-based Management
SDS Schools Division Superintendent
SEF Special Education Fund
SH School Head
SIP School Improvement Plan
SIS School Information System
SPPD School Plan for Professional Development
SPT School Planning Team
SQMT School Quality Management Team
SY School Year
TA Technical Assistance
TLOC Teaching Learning Observation Checklist
vi
TOR Terms of Reference
TSNA Teachers’ Strengths and Needs Assessment
UIS Unified Information System
WFP Work and Financial Plan
1
CHAPTER 1
INTRODUCTION
1.1 Background
Quality Assurance and Accountability (QAA) has been given attention in the Department of Education through its
package of policy reforms known as Basic Education Sector Reform Agenda (BESRA). QAA is considered a significant
part of its Key Reform Thrust 3 (Support for Learning Strategies and Quality Assurance) and was sown to the field with
the creation of the Quality Assurance and Accountability Framework (QAAF)1. This is the national roadmap drawn for
instilling a culture of quality in all management systems in order to achieve the desired outcomes for its learners, the
success indicators being Access, Retention, Completion and Achievement. The framework was made operational in
the field through the establishment of the Quality Assurance and Accountability System2 that identifies the integration
of systems and processes to bring about quality.
To further reinforce and accelerate the institutionalization of QAA, the department has deemed it proper to regard it as
a separate KRT 43 together with Monitoring and Evaluation as the integral mechanism for its implementation in the field.
The crafting of this handbook is an essential step towards engaging the schools adopt an M&E system through which
its stakeholders will have a means of ensuring quality in the implementation of its improvement plan in order to achieve
its goals and objectives for the learners as well as for its growth as a learning organization.
1.2 Purpose of the Handbook
This handbook aims to put on view a standard Monitoring and Evaluation System at the school level as an operational
mechanism for embedding the culture of quality. It intends to provide clear procedures, guidelines, tools and structure
following a monitoring and evaluation framework appropriate to the context of schools. It serves as a guide to efficiently
and effectively monitor and evaluate the school operations to obtain information particularly on how basic services are
being rendered through its programs and projects and on how the school is being managed for its continuous
improvement.
1.3 Users of the Handbook
Primarily, the users of this manual are:
School Heads to be guided on how to properly set up and manage a functional M&E system.
School Quality Management Team (SQMTs) comprised of the school head as the Chair, teachers, parent
and LGU representatives, whose function is to ensure that inputs, processes, outputs and outcomes of the
school are at par with quality standards and targets set.
School M&E Team – being part of the SQMT must be guided on how to obtain the necessary information that
will assist the School Head and the teachers in making decisions for adjusting their SIP and their implementation
strategies
1 DepED Order No 44, s 2010. Adoption of KRT 3: Quality Assurance and Accountability Framework 2 QAAS is one of the Support Systems developed by STRIVE in the Visayas 3 DepED Order No 118, s 2010. Adoption of the New BESRA Implementation Arrangement
2
Division Quality Management Team (DQMT) and District Quality Management Team (DsQMT) to be
informed of how Monitoring and Evaluation is to be properly done in schools and of what information they can
utilize for providing relevant technical assistance to schools and for their planning in the division
3
CHAPTER 2
MONITORING and EVALUATION FRAMEWORK at the SCHOOL LEVEL
2.1 ASSUMPTIONS
Definition of M & E
The development of the M&E framework requires a clear and shared definition of monitoring and evaluation.
Monitoring is the continuing and systematic process of collecting, analyzing, interpreting and reporting information
relevant to planning, implementation, evaluation and adjustment of school plans, policy, programs and projects in
support of decision making of management and key stakeholders to improve delivery of outputs and sustainability of
results.
Evaluation is the process of determining the worth or significance of the outputs and results in terms of: efficiency,
effectiveness and sustainability consistent to the school goals and objectives set. This includes establishing the
accomplishment of School Improvement Plan-Annual Implementation Plan (SIP-AIP) objectives and the over-all
contribution of the school to Division Education Plan (DEDP targets of the schools division where it belongs, to the
Regional Education Development Plan (REDP) targets, and the national targets embodied in the EFA framework, the
BESRA Implementation Plan and the Performance Governance System (PGS) score card.
Purpose and Objectives of M & E
M&E in schools aims to provide objective information that can inform decision-making in order to continuously
improve the delivery of school services for basic education and the school’s performance or health to achieve the
desired education outcomes. M&E in schools aims to provide valid, reliable and accurate data in decision-making
to come up with possible actions and interventions to achieve the desired education outcomes.
Five specific operational objectives are identified in support of the overall purpose of M&E in the school:
OBJECTIVES:
1. Provide the school management and stakeholders information on the implementation of the curricular programs
and projects as basis for continuously improving their relevance, efficiency and effectiveness
2. Provide information for school management to determine and adjust approaches and strategies that will ensure
adequacy, equitable distribution, accessibility, and effective and optimal use of the resources of the school
3. Establish information as basis for determining appropriate approach / strategy to improve teaching-learning
competencies of teachers to ensure efficient and effective delivery of instruction, classroom management, and
their personal growth and professional development
4. Present information regarding learner performance to the school management that will support decisions and
adjustments to plans and strategies to improve the learners’ academic achievement, school attendance, and
participation in co-curricular activities.
5. Provide information for school management to review and sustain the strategies that can improve the school’s
health or performance through:
Efficient school-based management
4
Productivity of the teaching and non-teaching staff
Strengthening partnership with the community
Underlying Principles
The development of the Monitoring and Evaluation Framework for the school is to be guided by the following
principles:
a. Quality Information
It is important that M&E information to be collected is appropriate, sufficient and accurate to insure reliable and
objective reports that can be used as bases for planning and decision-making at all levels.
b. Systems Strengthening
Strategies, processes, and tools to be used for M&E can make use of available systems that have been tried and
effectively used in the department. . (available and established mechanism)
c. Efficiency
Results are achieved with minimum input resources but not compromising quality in all levels and stages of M&E.
This includes the ability to report on target sub-groups in a timely manner. (Efficiency in general describes the
extent to which time or effort is well used for the intended task or purpose in the production of desired goals
and outputs.)
d. Transparency of Information to Key Stakeholders
M&E subscribes to open, full and credible information. It encourages timely disclosure of information and
methodology to stakeholders which are aligned to M&E objectives and processes.
e. Synergy
M&E encourages participative and collaborative decision-making processes among the different entities for an
integrated approach to the attainment of its objectives.
f. M&E for Learning and Accountability
M&E provides opportunities for continuous improvement of practices/performance through identification of issues
and lessons learned. It requires trustworthy, competent and impartial M&E staff.
g. Focus
M&E calls for careful planning and purposive prioritization of activities guided by the school goals and objectives.
“Change does not happen by accident.” The school is a key instrument to implement that change.
5
2.2 SCOPE OF M&E
M&E Content Areas
M&E of the school is designed to obtain and provide information on content areas that have been derived from the
stakeholders’ major areas of interests. There are two major focal areas where decisions need to be made: Delivery of
Services for Basic Education and Organizational Health/Performance.
Figure 1: M & E Content Areas of Schools
A. Delivery of Services for Basic Education
There are two sub-areas under Delivery of Services: Implementation of curricular programs and projects and
Education resources in support of these programs.
A.1. Curricular Programs and Projects - concerned with obtaining information on the efficiency and effectiveness
of the implementation of curriculum programs and projects which is the core business of schools. This is of
paramount interest particularly to the internal stakeholders of the school: the school head, teachers and
parents.
A.2. Education Resources - concerned with accessibility, adequacy, equitable distribution, and maintenance of
resources required to efficiently deliver basic education. M&E of school resources would include
ascertaining the optimal application/utilization of the following (but not limited to):
Funding requirements for school operations (MOOE and other sources)
Number of Teachers
Learning and instructional materials/resources (textbooks, manuals, learning equipment, etc.)
Curricular Programs & Projects
Education Resources
Teacher Performance
Learner Performance
School Management
Productivity
Community Partnership
Organizational Health &
Performance
Delivery of Services for
Basic Educatio
School M&E Content
Areas
6
Physical and ancillary facilities
A.3. Teacher Performance – concerned with monitoring and evaluating teaching-learning practices of teachers,
particularly on the following:
Instructional Delivery
Utilization of instructional materials
Classroom and Record Management
Involvement in school-community activities
Personal growth and professional development
A.4. Learner Performance – concerned with getting information on the learners’:
school attendance, academic achievement participation in co-curricular activities
B. Organizational Health and Performance
Organizational health and performance involves monitoring how the school is progressing as an organization
toward accomplishing its goals, and monitoring the contribution of its members.
B.1. School Management – focused on monitoring and evaluating the efficiency and effectiveness of the
implementation of plans for school improvement. Specifically, it is concerned with the following:
SIP Implementation Instructional Supervision Staff Development
B.2. Productivity – concerned with the work outputs of the individuals based on their specific job descriptions,
i.e., support staff, utility. This may also be concerned with team or committee outputs based on their terms
and reference, i.e., SGC, PTA, SQMT, SIPIT, SPT, Special Program Committees, PGO/SSG, etc.
B.3. Community Partnership - focused on how school stakeholders are engaged in school activities including
its level and quality of participation, e.g. parents, LGU, NGOs, alumni, etc. It is also concerned with the level
of school’s participation in community-initiated activities.
M&E Task Levels
The M & E task levels are influenced by the areas of interest of the school stakeholder’s and their reporting requirements
as suggested by when data/indicator is likely to occur in the implementation process. Hierarchical organization of M&E
is as follows: (a) Progress (formative), and (b) Results (summative) levels. See Figure 2
The main concern of Progress M&E would be the monitoring of input and/or output indicators while Results M&E will
examine the extent in which the school is achieving Intermediate Results (i.e. progress towards the desired /
established goals) and the actual outcomes, benefits and impact of implementing a full cycle of the School Improvement
Plan (SIP) or any plan the school has developed for a given period.
Detailed M&E Task levels are described as follows:
7
Progress (Formative) Level
“Are the needed resources available and adequate to implement efficiently and effectively the school’s
programs and projects as planned?”
“Are the programs and projects delivered efficiently and effectively as planned?”
a. Input Level - This level is concerned with tracking the resources required to implement the school programs and
projects on provision of access, quality and relevance, and school management and administration. It should be
able to provide information on their adequacy, accessibility or availability in terms of financial, physical, and human
resources.
b. Output Level – The output level looks into the efficiency and effectiveness of the delivery of the intended services
of the school in terms of its programs and projects and the implementation strategies used. It also scans the
circumstances influencing implementation positively or negatively (i.e. issues) with the end in mind of being able to
improve delivery of school education services.
Results (Summative) Level
“How effective are the school’s initiatives in bringing about the desired benefits and changes to their learners
and teachers and in attaining the intended education outcomes?
c. Intermediate Results Level – This level captures the initial gains of the school in moving towards its intended
directions. They can be in terms of behavioral changes among its staff or the desired increasing or decreasing
trend in its outcome indicators during the implementation period of its School Improvement Plan. M&E. At this level,
it also aims to accumulate lessons learned and promising practices for replication/institutionalization.
d. Results Level - At this level, M&E concerns are directed towards capturing the accomplishments of SIP in terms
of attaining the education outcome indicators and its collective contribution to the attainment of regional and
national goals (i.e., EFA, BESRA/BIAP, and PGS).
Figure 2: Hierarchy of M&E Task Levels
M&E Levels
Progress M&E (Formative
level)
Inputs Outputs
Results M&E (Summative
Level)
Intermediate Results
Outcomes
8
Integration of M&E Content Areas and M&E Task Levels
The table below shows how the M&E content areas of the school are integrated with the M&E task levels at the school level.
For every content area, the information requirements to be focused on by Progress M&E, Intermediate Results and Results
M&E are specified.
Table I
Integration Matrix of M&E Content Areas and Task Levels (School level)
Content Area M& Focus
M&E Task Levels
Formative Summative
Progress Level Intermediate Results Results Level
Delivery of Services for Basic Education
Quality & Relevance Programs &
Projects on Curriculum Implementation
Efficiency on the programs & project Quality Quantity Time
Accomplishment of Curriculum plans
Issues and lessons learnt on implementation of programs and projects
Annual measure of school performance indicators Increase in attendance Decrease in
absenteeism Retention rate Graduation rate Completion Rate Nnumber of passers
SBM Level of Practice
Covered Curriculum Content
School Education Outcomes School Education Outcomes Increase in enrolment Decrease in dropouts Increase in number of
learners ready for transition Decrease in school leavers
Increase in Completion Rate
Improved graduation rate Improved academic
performance in all learning areas.
Education Resources for Provision of Access
Personnel
Funds
LRMs
Facilities
Ancillary Services
Adequacy of resources for Programs & projects
Accessibility of resources
Equitable distribution of resources
Timeliness of delivery
Appropriateness for intended use
Issues on resources (monthly/quarterly)
Optimal utilization and application of resources
Classroom to learner ratio
Textbooks to learner ratio
Access to school laboratories and equipment
Access to library, guidance and health service facilities
Access to toilets & water sanitation facilities
Consolidated issues on resources
Improved Learning Environment
Improved Classroom to learner ratio
Improved Textbooks to learner ratio
Improved access to LRMs
Improved physical facilities
Development of Teacher Competence
Efficiency of instructional delivery
Conduciveness & orderliness of classrooms
Effectiveness of instructional delivery Reduced Failure rate Reduced SARDO
Improved teaching competence based on NCBTS
9
Content Area M& Focus
M&E Task Levels
Formative Summative
Progress Level Intermediate Results Results Level
Utilization of learning resources
Comprehensiveness of learner’s records
Issues/lessons learned
Improved punctuality & attendance
Effectiveness of IPPD and SPPD
Improved utilization of learning resources
Updated SMIS
Improved learner performance (annually)
Development of Learner Performance
Level of achievement by learning area per grade or year level (quarterly)
Percentage of attendance (monthly)
Drop outs
Failures (Quarterly)
Percentage of participation in school & community activities
Issues/Lessons learned
Learner Distribution by Mastery Level (annual)
Periodic School Performance Indicators (annual) Increased
Achievement rate Readiness of learners
for transition Literacy level Numeracy level
Learners’ attitude towards schooling
Improved achievement rate
Improved completion rate
Increased graduation rate
Increased functional literacy
Organizational Health/Performance
School Management
Quarter SIP/AIP Planned activities versus actual
Efficiency of implementation of SHs supervisory plan
INSET/SPPD Implementation
Issues and concerns
Lessons Learned (quarterly)
SBM Level of Practice
Cumulative accomplishment of SIP/AIP Physical Outputs
Consolidated issues on school management
Progressing SBM level of practice
Productivity Accomplishment of work outputs Individual By teams/committees
(PTA, SGC, Teachers’ Org., Support staff, SPT, SIPIT, PGO/SSG & other special programs committee
Work satisfaction of internal stakeholders
Annual performance level Individual By team or committees
Organizational performance level
Community Partnership
Stakeholders participation/involvement in school activities
Participation in community-initiated programs
Parents satisfaction
Stakeholders satisfaction over school services
SBM Level of practice
Stakeholders satisfaction over school services
10
CHAPTER 3
SETTING UP SCHOOL M&E SYSTEM
3.1 Steps in Setting Up the M & E System
The school M & E System can be set up at the start of the school year or at the start of implementation of any programs
and projects whether it is initiated by the school, division, region or from the CO. Ideally, for SIP implementation, the
School M & E System is set up during the startup stage when the school is preparing to implement a new SIP for the
next three years. In case of an already existing M & E, the school may want to review and enhance its existing system
especially the performance measures, M & E strategies, tools and techniques. (M&E structure is also to be considered if
necessary.)
The five step process in setting up the M & E system involves the following:
1. Define the scope of the M & E
The most important step in setting up the M & E system is to clarify and define the scope of the M & E. This
involves clarifying the objectives and targets of the school, defining the success indicators and performance
measures. Specifically, it must answer the following questions:
a. What are the outcomes the school wanted to achieve?
b. What are the programs and projects it intends to deliver? How many and when?
c. What are the resources needed to implement the program and projects?
Specific for SIP implementation, the following step processes should be considered:
a. Review and finalize the SIP including the objectives and targets
b. Define the performance measures.
(Performance measure is composed of a number and a unit of measure. The number provides
the magnitude (how much) and the unit of measure gives what is being quantified).
2. Establish M & E schedule.
Set up the schedule for conducting progress M&E ( monthly and quarterly) for the content areas,
the results M&E through the annual implementation review and the post implementation review
for evaluation and adjustment at the end of SIP cycle.
3. Determine decision points needed by the school head/s.
Decision making requirements of stakeholders as suggested in the framework
For the school where M & E already exists, the following should be considered:
Unaccomplished target
Issues and concerns on programs and projects implementation
Hindering & facilitating factors
Lessons learned
Promising practices
Sustainability strategies
Recommendations
Technical support needed by the school
4. Set up monitoring processes
Define the M&E activities
Identify reports (needed/required reports)
Prepare TOR of School M&E Team
11
1 2 3 4 5 6
Figure 4: M&E Structure and Communication Flow for Small School
5. Communicate the system
Kick off meeting for the staff and the M & E Team to be aware of the scope, management reviews,
information requirements and the operating details of the M & E.
6. Operationalize the system
Implementation of M & E activities according to schedule
Figure 3: Step Processes In Setting Up The M & E System
These steps have been followed in the development of the school M&E system described in this handbook.
3.2 School Quality Management Team A. Criteria for Selection of School Quality Management Team (SQMT)
1. Has full grasp of the projects and programs in school 2. Involved in SIP development and enhancement process 3. Has knowledge of M&E 4. Accountable to improving learning outcomes in the school 5. Can communicate results of SIP to stakeholders 6. Familiar with national and regional standards, indicators and performance measures 7. Has working knowledge of ICT
B. Roles & Functions of SQMT:
1. Manage a mechanism for quality assurance and accountability in the school 2. Ensure that inputs, processes, outputs and outcomes of the school are at par with quality standards and
targets set 3. Communicate results of monitoring and evaluation to improve the implementation of SIP and SBM practice 4. Process and review data gathered to make inferences to enable school management to arrive at sound
decision-making
3.3 School M & E Structure
1. For Big Elementary Schools & Secondary Schools:
Chair: School Head
Members: School M&E Coordinator SPT Representative (Parent/LGU) Department Chairs (2) ICT Coordinator/Teacher
Define the
Scope of the
M & E
Establish
M&E
Activities
Determine
Decision
Making
Requirements
Set Up
Monitoring
Process
Communicate
the System
Operationalize
the System
School Head
School M&E
Coordinator
Department
Head /Grade
2 SPT
RepresentativSchool ICT
Coordinator
12
School Head
School M&E
Coordinator
2 SPT
Representative
s
(Parent/LGU
School ICT
Coordinator
2. For Small Elementary School
Chair: School Head
Members : School M&E Coordinator 2 SPT Representatives
3.4 Terms of Reference of School M&E Team
1. Chair: School Head
The School Head is the process owner of the school M&E system. As process owner the school head must ensure
the integrity and efficiency of the system. This means, providing accurate, timely and relevant information to the
school stakeholders. The School Head will also be the major beneficiary of the lessons and insights generated by
the M & E system.
Specifically, the following outlines the functions, roles and responsibilities of the School Head
Functions:
Manages the QAAS in the school Ensures implementation of SBM practice Makes decisions pertinent to improving quality outcomes in the school
Responsibilities
Orients school stakeholders on how to operationalize the QAA and M&E system Designates the members of the School QMT Designs monitoring and feedback system (e.g. flow of reports and feedback, reporting schedules,
monitoring and feedback forms); Convenes School QMT regularly to discuss M & E concerns together with implementation team Communicates the learners' progress to intended stakeholders Submits quarterly accomplishment report to SDS and school stakeholders Interacts with SDS and school internal and external stakeholders
2. School M & E Coordinator
The M & E Coordinator is responsible for the overall M & E strategy and implementation within the school
following the M&E framework for the school. The M & E Coordinator shall report directly to the School Head
and shall provide him/her with interpretation and analysis of M & E data. The following outlines the roles
functions and responsibilities of the M & E Coordinator:
Function:
Monitors and evaluates regularly the implementation of school improvement plan
Responsibilities:
Conducts monitoring process during plan implementation Analyses and interprets M&E data for SH and Project teams Evaluates results of SIP implementation which will be made as basis for planning interventions
and other plan adjustments Prepares regular M&E reports and submit to SH Interacts with SH and other members of the SQMT
3. SPT Representative (Parent/LGU Rep)
13
Function:
Monitors the implementation of SIP
Responsibility
Updates M & E plan during SIP revisit
4. Department Heads/Department Chairs (For Secondary Schools)
Function:
Manages M&E of learning outcomes
Responsibilities:
Tracks/Monitors school and learner performance Recommends to the SH actions to improve learner achievement Submits quarterly consolidated learners performance report to School Head and School M&E
Team Interacts with School M&E Coordinator and teachers and department chairs
5. ICT coordinator /Computer teacher
Function:
Manages School Information System (SIS)
Responsibility:
Gathers, records, organizes, stores data, and ensures that school records are complete and up to date
Interacts with School M&E coordinator and Department Chairs
14
CHAPTER 4
M&E PROCEDURES
This section provides the details of the monitoring and evaluation procedures for the different M&E content areas in schools.
For every content area the following are given:
Description of the content area - this describes the focus of the content area in terms of decisions needed to be
done by the school.
M&E Processes – include M&E questions, information requirements, source of information and data required,
methods of analysis and guide questions for interpretation. These elements are specified for every content area at
every M&E levels:
o Progress level
o Intermediate results level
o Results level
M&E Tools- these are the instruments to be used by the School M&E Team in collecting or capturing data.
4.1 Content Area 1: Delivery of Basic Education
Delivery of basic education services to the learners is the sole function of the school and the main reason why it exists. Thus, monitoring and evaluating this content area is a vital process at the school level. The process allows the SQMT to assess on a macro level the efficiency & effectiveness in the implementation of curricular programs and projects. This also provides a total picture of the school in terms of availability, appropriateness and utilization of educational resources as a support to the delivery of basic education services. This area further includes monitoring of teachers’ performance in terms of how they undertake teaching-learning activities. Eventually, learners’ performance is ultimately zeroed in to find out how effective the programs and projects have been implemented.
4.1.1 Curricular Programs and Projects
Primarily, the basic education curriculum for elementary and secondary is monitored to find out whether its implementation follows the national and regional standards. Along with this, the implementation of curriculum-related programs and projects are also accounted for to find out how they contribute to the enhancement of the curriculum.
15
Table 2 M&E Process for Curricular Programs & Projects
A. Progress M&E
M&E Questions:
1. Is the curriculum properly and efficiently implemented as planned for the specified level?
2. What are the issues in the implementation of the curriculum in schools?
INFORMATION REQUIRED SOURCE OF INFORMATION
AND DATA REQUIRED
METHOD OF
ANALYSIS Guide Questions
Curriculum coverage and time
allocation per grade/year level
Regular programs
o Elementary Curr.
o Secondary Curr.
Special Programs (i.e, ADM,
EASE, OHSS, MISOSA,
SPED,SPA, ESEP, etc.)
PELC/PSSLC
Lesson/Instructional Plan
Log sheet (Multi-grade)
Lesson Guides
Curriculum Guide
Time Budget
Docs Review
Observations
FGD
Pre and
Post Conferences
with teachers
What percent of the
competencies have been
covered during the
quarter?
Which competencies were
not developed as
planned?
Appropriateness of instructional
strategies used Lesson/Instructional Plan
Instructional Supervisory Report
TLOC
Docs Review
On-site
observation
What strategies do the
teachers employ?
Are the observed
strategies appropriate to
the competencies
delivered?
Distribution of teaching loads Teacher’s Program Docs Review Is the distribution of teaching
loads according to
standards?
Issues and lessons learnt on
implementation of programs and
projects
Log sheet for issues and lessons learned
Docs Review –
categorization of
issues/lessons
What are the hindering and
facilitating factors during the
quarter?
B. Initial Gains/Intermediate Results M&E
M&E Question:
1. How effective so far is the implementation of the curriculum?
2. Are the school performance indicators aligned to desired expectations at the end of the year?
INFORMATION REQUIRED SOURCE OF INFORMATION
AND DATA REQUIRED
METHOD OF
ANALYSIS Guide Questions
1. Efficiency & effectiveness of
delivery
Teachers’ Competency
Inventory Report
Budget of Work followed
Classroom Observation
Instructional Supervisory
Report
Document analysis Are the required competencies
delivered /covered according
to the allotted time budget
during the year?
16
Annual measure of school performance indicators
SBM Level of Practice Covered Curriculum Content
EBEIS –
o Performance indicators
o SBM level of practice
Basic statistics of
performance
indicators
Which performance measures
are improving
Is the SBM level of practice
progressing?
Achievement level of learners Results of final examinations
and work outputs.
Basic statistics Do the learners manifest the
competencies delivered?
C. Results Monitoring
M&E Questions:
1. What is the achievement level of the school per grade/year level based on the different assessments
conducted?
2. Is there an increasing trend in the achievement level of learners by grade/year level during the last three years?
3. What are the trends in the school education outcomes?
INFORMATION REQUIRED SOURCE OF INFORMATION
AND DATA REQUIRED
METHOD OF
ANALYSIS Guide Questions
Achievement level per subject
area per grade/year level
Results of
School Achievement
Tests
National / Regional
Achievement Tests
Frequency &
percentage
distribution of
learners by
learning area
meeting
standards of
mastery
What percent of the
learners across grade/year
level have mastered the
required competencies?
Number of learners who mastered
the competencies required in the
curriculum across subject areas
per grade/year level
Is there an increasing trend
in the achievement level of
learners by grade/year level
during the last three years.
Status of School Education Outcomes Increase in enrolment Decrease in dropouts Increase in number of learners
ready for transition Decrease in school leavers
Increase in Completion Rate Improved graduation rate Improved academic performance in
all learning areas.
EBEIS Trend analysis
across 3-year
historical data
on education
outcomes
Has the school improved its
education outcomes after 3
years of SIP
implementation?
4.1.2 Education Resources
Education resources are provided to schools from various sources in different forms to support the delivery of basic education. Monitoring and evaluation in this area is focused on the availability, appropriateness and status of utilization whether they really contribute to the improvement of teaching-learning processes and the realization of education outcomes.
his provides information on how efficient is the school in using the school facilities, instructional materials, to upgrade school resources in order to meet the demands of learners and for teachers to access up-to-date facilities and equipment. Specifically, the process of monitoring and evaluation provides information on the following:
School’s expenses versus budget which involves monitoring the school’s fund generation, mobilization and management of its financial resources vis a vis the resources outlined in school operating budget plan.
Adequacy and timeliness of the distribution and utilization of generated funds.
17
Acquired learning resources versus targets as indicated in the plan, particularly on the number of learning resources, e.g., textbooks, teachers’ manual, learning equipment, etc. attained versus the targeted number.
Constructed school facilities, e.g., classrooms, science laboratory, canteen, comfort rooms, etc. against targeted/planned.
Acquired ICT equipment, e.g., computer, laptop, LCD projector, television, etc. vis a vis targeted/planned.
Hired personnel, both teaching and non-teaching against required number as planned.
Table 3
M&E Process on Educational Resources
A. Progress M&E
M&E Questions:
1. What are the existing education resources of the school?
2. Do the education resources meet the national planning standards?
3. What issues / challenges does the school have in terms of resources during the period?
INFORMATION REQUIRED SOURCE OF INFORMATION
AND DATA REQUIRED
METHOD OF
ANALYSIS Guide Questions
Adequacy of Education resources such as:
Number of Teachers in school
Learning resource materials and
equipment
Physical and ancillary facilities
Financial resources i.e., MOOE, etc
Support staff
School Education Resource inventories
School Report Card EBEIS Utilization of school MOOE
* Teacher to Learner ratio *Textbook to
learner ratio
*Classroom to
learner ratio
Are the educational
resources sufficient to the
needs of the school?
Are the planning standards
being met in terms of
resources?
Efficient utilization of Education resources Teachers’ Reports Qualitative
analysis of
reports
Are the learning resources
being used by the teachers
and learners?
Issues on resources SH’s quarterly report on availability of resources
What strategies does the
school employ to resolve the
issues on resources?
B. Initial Gains/Intermediate Results M&E
M&E Questions:
1. Are the educational resources of the school improving?
INFORMATION
REQUIRED
SOURCE OF INFORMATION
AND DATA REQUIRED
METHOD OF
ANALYSIS Guide Questions
18
Improved adequacy of
resources in school
Annual Accomplishment Report & Result of Inventory of Educational Resources
Docs review
Frequency
Count of
resources
Was there an improvement in resources
at the end of each year?
What strategies have been successfully
used to improve access to and adequacy
of resources?
What recurring issues does the school
experience on resources?
C. Results M&E
M&E Questions:
1. Does the utilization of education resources contribute to improved school performance?
INFORMATION
REQUIRED
SOURCE OF INFORMATION
AND DATA REQUIRED
METHOD OF
ANALYSIS Guide Questions
Improved performance
indicators.
Stakeholders’ level of
satisfaction
Increased SBM level of
Practice
EBEIS
SH’s Report on Performance Indicators
Stakeholders
SBM Assessment Results
Basic statistics
Trend analysis
FGD
1. How does the utilization of education
resources contribute to the
improvement of performance
indicators?
2. What is the level of stakeholders’
satisfaction on the availability and
utilization of education resources?
3. Does the utilization of education
resources result to the improvement of
SBM level of practice?
4.1.3 Teacher Performance
Teacher Performance is an M&E area that is concerned with monitoring and evaluation of the efficiency and effectiveness of
the teachers’ instructional delivery, classroom management, and record management to improve teaching learning practice
in schools. M&E of Teacher Performance would also include the community involvement and personal growth and
professional development of teachers.
On the basis of information obtained in monitoring and evaluation of Teacher Performance, the school head makes decisions
on what technical assistance to provide the teachers and on making adjustment on the School Plan for Professional
Development (SPPD)
Table 4 M&E Process for Teachers Performance
A. Progress M&E
M&E Question:
1. How efficient are the teachers in the teaching-learning practices?
2. How efficient is the delivery of technical assistance to teachers?
19
INFORMATION REQUIRED SOURCE OF INFORMATION
AND DATA REQUIRED
METHOD OF
ANALYSIS Guide Questions
Percentage of Teachers
preparing lesson plans
Log sheet of Inspected/ Checked Lesson Plans
Actual No. of teachers preparing Lesson Plans
Total No. of Teachers
Frequency and % of
teachers preparing
daily lesson plans
What percent of teachers
prepare daily lesson
plans?
Percentage of Teachers
preparing formative and
summative assessment tests
Log sheet of inspected/Checked Item Bank
Actual No. of Teachers Preparing Formative and Summative Tests
Type of tests prepared
Frequency and % of
teachers preparing
formative and
summative tests
Validity of
assessment tests
prepared
What percent of teachers
prepare formative and
summative tests?
Percentage of Teachers
Preparing/Using Audio-
Visual/Instructional Aids in
Teaching
Log sheet of inspected/Checked Audio-Visual/Instructional Aids
Actual No. of Teachers Preparing/Using Audio-Visual/ Instructional Aids in Teaching
Total No. of Teachers
FGD What percent of teachers
prepare and using audio-
visual/instructional aids ?
Percentage of Teachers
providing remedial instruction
to slow learners or
advanced/enrichment lessons
to gifted learners
Monitoring Form of Teachers providing remedial instruction or advanced/enrichment lessons and Logbook of learners receiving remedial instruction or advanced/enrichment lessons
Actual No. of Teachers providing remedial instruction or advanced/enrichment lessons
Docs Review What percent of teachers
provide remedial
instruction to slow
learners or enrichment
lessons to fast learners?
Percentage of teachers
needing TA in Lesson Planning
Forms 178 and Lesson Plans
Actual No. of teachers needing TA in Lesson Planning
Docs Review
What percent of teachers
needs TA in lesson
planning
Percentage of teachers
needing TA on delivery of
instruction.
Forms 178 and Lesson Plans
Actual No. of Teachers Observed needing TA onconducting the Teaching-Learning Process
Docs Review What percent of teachers
needs TA in conducting
the TLP?
Percentage of teachers
needing TA in Test
Construction
Lesson Plans, Item Bank, and Form 178
Actual No. of Teachers Needing TA in Test Construction
Docs Review What percent of teachers
needs TA in Test
construction?
M&E Question:
3. How efficient are the teachers in classroom management? Record management?
4. Are the teachers actively involved in community-initiated activities for the quarter?
20
INFORMATION REQUIRED SOURCE OF INFORMATION AND
DATA REQUIRED
METHOD OF
ANALYSIS Guide Questions
Distribution of Teachers by
Classroom Management level
Classroom Management Appraisal
Form and Summary of Teachers’
Rating in Classroom Management
Average scores of teachers in
Classroom management
appraisal
Frequency and
Percentage
distribution of
teachers by
Classroom
management
performance level
How are teachers distributed
according to their performance of
lClassroom management ?
Outstanding
Very Satisfactory
Satisfactory
Unsatisfactory
Poor
Diistribution of Teachers by
level in ensuring and
maintaining clean, organized,
secure, and energy-saving
learning environment
Classroom Management Appraisal
Form and Summary of Teachers’
Rating in Classroom Management
Actual No. of teachers whose
average scores in ensuring and
maintaining clean, organized,
secure, and energy-saving
learning environment is
equivalent to
Freq and
Percentage
distribution by level
Outstanding
Very
Satisfactory
Satisfactory
Unsatisfactory
Poor
How are the teachers distributed
according to how they perform in
ensuring and maintaining clean,
organized, secure, and energy-
saving learning environment?
Distribution of teachers
providing guidance services Accomplishment report of teachers
Anecdotal Record Book
Actual No. of teachers keeping
up-to-date anecdotal records
Actual No. of teachers
conducting conference with
learners that need guidance
and counseling
Actual No of Teachers
conducting conference
(school/home) with parents/
guardian of children with
special concerns
Docs Review
Frequency
distribution of
teachers providing
guidance services
What percent of teachers perform
guidance services in and out of the
classroom?
Distribution of teacher
performance in record
management
Record Management Appraisal Form and Summary of Teachers’ Rating in Record Management
Actual No. of teachers keeping accurate, complete, and up-to-date school records
Actual No. of teachers releasing grades promptly for the grading period
Freq and
Percentage
distribution of
teachers
performance in
record management
by level:
Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
How efficient are the teachers in
keeping records on learning?
How prompt are the teachers in
releasing grades to their learners?
What issues do teachers have in
record management?
21
Nature of Involvement of
teachers in school-community
activities
Monitoring Form of Teachers
Holding Homeroom PTA Meetings
and Minutes of homeroom PTA
Meetings
Actual No. of Teachers
conducting one homeroom PTA
meeting for the period\
Actual No. of Teachers actively
involved in at least one
community-initiated program
Docs Review What percent of teachers hold
homeroom PTA meeting for the
quarter?
M&E Questions:
5. Do the teachers implement their Individual Plan for Professional Development (IPPD)?
6. Do the teachers participate in School-based in-service training?
INFORMATION REQUIRED SOURCE OF INFORMATION AND
DATA REQUIRED
METHOD OF
ANALYSIS Guide Questions
Percentage of Teachers
preparing IPPD
Monitoring Form of Teachers
preparing IPPD and Teachers’ IPPDs
Actual No. of Teachers preparing
IPPD
Total No. of Teachers
Docs Review What percent of teachers
prepare IPPD?
Status of implementation of
teachers IPPD
Monitoring Form of Teachers
implementing their IPPDs
Actual No. of Teachers by status of
IPPD implementation
Distribution of
teachers by
implementation
status of IPPD
Full
Partial
Non-
existent
What is the status of teachers’
implementation of IPPD?
Full
Partial
Non-existent
Percentage of Teachers
participating in school-based
INSET
Monitoring Form of Teachers
participating in school-based INSET
Actual No. of Teachers
participating in the mass INSET
Docs Review What percent of teachers
participates in school-based
INSET?
22
B. Initial Gains M&E
M&E Question:
1. Have the teachers shown improvement in the delivery of instruction?
2. Has provision of TA on Instructional Delivery contributed to increase in academic achievement and passing rate and
decrease in dropout rate?
3. How effective are the teachers in improving learner performance at the end of the school year?
4. What are the issues and lessons learned in monitoring and evaluating teacher performance?
INFORMATION REQUIRED SOURCE OF INFORMATION
AND DATA REQUIRED
METHOD OF
ANALYSIS Guide Questions
Percentage of Teachers
improving after receiving TA
in lesson planning
in conducting the teaching-
learning process
classroom-based
assessment
Monitoring Form of Teachers provided with TA
Actual No. of teachers improving after provision of TA o in Lesson Planning o in conducting the teaching-
learning process o classroom-based assessment
Freq and %
distribution of
teachers showing
improvement
What percentage of teachers
has improved after provision of
TA?
Percentage of learners passing
the subjects handled by each
teacher
Grade Sheets
Actual No. of learners passing the subjects handled by each teacher
Total No. of learners taking the said subjects
Docs Review What Percent of learners
passes the subjects handled by
a each teacher
Percentage increase/ decrease
of MPS in the current school year
against MPS in the previous
school year
NETRC NAT Results and Form IV of RAT Results
MPS of the current school year
MPS of the previous school year
Freq and %
distribution of :
Passers
Comparative analysis
of MPS between
previous and current
year
What is the percentage
increase/decrease of MPS in the
current school year against MPS
in the previous school year?
Percentage of Teachers
implementing JEL after F3
JEL Monitoring Form and JEL Contract
Actual No. of Teachers implementing
JEL after F3
Total No. of Teachers with JEL
Contract
Freq and percentage
of teachers
implementing JEL
after F3
What percent of teachers
implement JEL after F3
Consolidated issues resolved
during the year
Quarterly M&E reports
Reported issues on teacher
performance
What issues have been
resolved during the year?
23
C. Results M&E
M&E Questions:
1. Does the TA provision on Instructional Delivery, Record Management, and Classroom Management contribute
to the achievement of the desired learning outcomes?
2. Do the adjustment and implementation of IPPD and SPPD contribute to the achievement of the desired learning
outcomes?
3. What are the consolidated issues and lessons learned within the period of 3 years?
INFORMATION REQUIRED SOURCE OF INFORMATION
AND DATA REQUIRED
METHOD OF
ANALYSIS Guide Questions
Percentage increase/decrease
of the following outcome
indicators after three years
Achievement Rate
Retention Rate
Completion Rate
Promotion Rate
Graduation Rate
Drop out Rate
BEIS/SMIS, Form 20, and Form 18
Outcome Indicators for six years Achievement Rate Retention Rate Completion Rate Promotion Rate Graduation Rate Drop out Rate
Outcome Indicators for the current school year Achievement Rate Retention Rate Completion Rate Promotion Rate Graduation Rate Drop out Rate
Trend Analysis
/Comparative
analysis
Is there an
increase/decrease of the
following outcome indicators
after three years
Achievement Rate
Retention Rate
Completion Rate
Promotion Rate
Graduation Rate
Drop out Rate
Consolidated Issues and
lessons learned in three years
M&E annual reports
Log Sheet for Issues and Lessons
Learned
Statement of Issues and their
resolutions
Hindering and facilitating factors
Classification of
Issues by type
and control
Identifying
lessons learned
from the
hindering and
facilitating
factors
What issues are within the
control of the school?
Which ones need to be
elevated to DO?
What recommendations can
be given to address the
issues?
How are the lessons applied
in planning for the next
cycle?
24
4.1.4 Learners Performance
With functional literacy as the goal of basic education, the learners are expected to attain quality learning outcomes. Their outputs basically include acquiring the desired learning competencies as well as developing a sense of responsibility and accountability. Monitoring learner performance particularly on academic achievement, school attendance and participation to school and community activities provides timely and important information about the improvement in the competencies of the learners. Specifically, the information generated from this process would facilitate and allow the School Planning Team headed by the school head to perform the following:
Customize or adjust school programs and projects according to the pacing of the learners. Learning needs and requirements of fast learners, average learners and slow learners are met.
Identify potential problems and/ or learners who are at-risk of dropping out and its corresponding appropriate interventions
Provide status report or profile on the performance of each learner.
In particular, monitoring learner performance to be done in two phases- progress monitoring and result monitoring, involves the following processes: 1. Tracking of learners academic achievement
This is a process designed to monitor the progress of the learners in terms of their performance in quarterly examinations and during the national and regional assessments. Information about the learners’ academic performance will provide vital information on the relevance and responsiveness of the programs and projects.
2. Monitoring attendance of learners
This process provides information on the continuous engagement of learners in the different organized learning activities within a scheduled program in a school year. Apparently, learners who regularly attend class sessions have greater chances of acquiring the desired learning competencies and of completing the school requirements within the prescribed period. It is expected that all learners will have 100 per cent attendance for the entire school year.
3. Tracking active participation of the learners Active participation in co-curricular activities provides the learners means to cultivate their talents and develop their sense of commitment, responsibility and accountability. Learners can explore their interests in music, dance, sports, arts and culture, science explorations, community projects and the like. This can also be carried out by participating in community services whereby the learners can openly share their time and resources for the good of their school and communities. What can facilitate this process is the Integration of co-curricular activities in the school curriculum.
25
Table 5 M&E Process on Learner Performance
A. Progress M&E
M&E Questions: 1. What is the level of learners performance in periodical examinations per learning area? 2. What is the percentage of learners’ attendance in learning sessions? 3. What is the percentage of participation of students in co-curricular activities?
Info Requirements Source of
Information and Data Required
Method of Analysis Guide Questions
1. Frequency and percentage distribution of learners based on their performance in periodical examinations per learning area
Periodical Test Results
Individual MPS by learning area by grade/year level
Difficulty level of items
Distribution of learners according to the level of mastery by learning area per grade or year level
Identify least learned skills by learning area
What is the average learners’ MPS for the quarter examination?
Which competencies are found difficult?
What are the facilitating/hindering factors that affect academic performance of the learners during the periodical examination per learning area by grade/year level?
2. Percentage of learners’ attendance
Report of Attendance
Number and percentage of days the learners report to school
Frequency of actual attendance vs annual and monthly enrolment
Do teachers have complete and updated record of learners’ attendance?
What are the factors that affect learners’ attendance?
3. Percentage of learners’ participation in school and community activities
Learners’ Portfolio
Teachers Report
Average % of participation in co-curricular activities for the quarter
How often do learners participate in co-curricular activities provided at the school/district level?
What are the facilitating/hindering factors that contributed to the learners’ participation in co-curricular activities?
B. INTERMEDIATE RESULTS M&E-
M&E Questions
1. How do students perform yearly in national and regional assessments?
2. How many learners complete the grade/year level they are in?
3. What are the issues related to learner performance during the school year?
Info Requirements Source of Information
and Data Required Method of Analysis Guide Questions
Learners’ performance
in national/ regional
assessments
NAT /RAT Results
Achievement Rate
Distribution of learners according to the level of mastery by learning area per grade or year level
Identification of least learned skills by learning area
Overall mastery level
Is there an increasing trend in the
results of national / regional
assessments?
What are the facilitating factors
that contributed to the
achievement of the desired
academic performance of the
school?
26
Number of learners
who are retained in
school
Number of learners who
have completed/
are promoted to the
next grade/year
level
Yearly reports on
Retention Rate
Promotion Rate
Completion Rate
Drop-out Rate
Number of learners left in school vs annual enrolment
Number of learners promoted vs annual enrolment
Number of completers vs annual enrolment
Number of drop-outs vs. enrolment
Number of Passers vs enrolment based on grades
What are the motivating factors
that contributed in the :
- Decrease of drop-out rate?
- Increase of completion rate?
Average percentage of
attendance of
learners in co-
curricular activities
Report of Learners’
Participation
Number of learners who participated in co-curricular activities (Annual)
Number of co-curricular activities carried out by school
Average % of participation across number of co-curricular activities
What are the facilitating factors
that motivate learners to
participate school and community
activities?
Issues & challenges related to learner performance
List of issues and
concerns.
Categorization of issues What are the common issues in
your school?
C. Results Level
M&E Questions: 1. What is the average level of performance of learners in national and regional assessments during the last three
years? 2. Is there an increasing trend on the level of achievement of learners across three years? 3. What increase in the level of school performance indicators has been attained? 4. What promising practices can be replicated in the next three years?
Info Requirements Source of Information
and Data Required Method of Analysis Guide Questions
Number and Percentage of learners meeting the national / regional standard level for Achievement
NAT/RAT Results
Individual
percentage score of
learners
Percentage
distribution of
learners meeting
standard
Frequency and percentage
distribution of Learners meeting
masterly level in national &
regional achievement tests
Average Mean Percent Score of
schools in learning areas tested.
Frequency and percentage
distribution of learners on list
learned skills
What factors supported the
satisfactory / unsatisfactory
achievement in national /
regional assessments?
Benefits gained through the utilization of the identified promising practices
Report on the
Promising Practices
List of promising
practices
Frequency count on the
promising practices and the
number of achieved targets
based on the utilization of t he
identified promising practices
What are the promising practices
that support satisfactory
achievement of targets based on
the SIP/AIP
27
4.2. Content Area 2: Organizational Health/Performance
Monitoring the performance of the school at the macro level carries on track the implementation status of the entire school programs and projects. This process provides objective and relevant information of the school as an organization relative to the quality & efficiency of school management. This will also provide information on the level of productivity and community partnership existing in the school.
4.2.1 School Management
4.2.1.1 SIP Implementation
In this process, the school is able to compare actual accomplishments versus targets in its SIP, its hindering and facilitating factors, lessons learned & good practices. Information derived will aid in its further refinement, plan adjustment and for planning and provision of technical assistance at the higher managerial levels.
Specifically, this gives information on the school’s accomplishment, both qualitative and quantitative, which can be attributed to or which can advance the school’s level of SBM practice. 4.2.1.2 Instructional Supervision
This area of M&E is primarily concerned with the efficiency and effectiveness of Instructional Supervision as a technical support mechanism for teachers as the most important resource in the school. Information gathered will be the basis for the provision of technical assistance for the continuing professional development of School Heads especially in determining appropriate instructional supervisory strategies and tools 4.2.1.3 Staff Development
Human resource has a vital impact on the performance of the school. Aside from the teaching personnel, non teaching personnel are hired to assist in the operation of the school, be it administrative or technical. Staff development is designed for personal and career advancement of every staff/member of the school community. Specifically, this focuses on the enrichment of skills, knowledge and attitude needed to perform the task assigned to them. Thus, monitoring and evaluation of this area will provide an information whether the capability building program implemented are properly and timely utilized resulting to the attainment of the desired performance.
28
Table 6 M&E Processes on School Management
A. Progress M & E
M&E Question: SIP Implementation
1. How efficient is the SIP being implemented on a periodic basis? 2. What are the implementation issues surrounding SIP?
Instructional Supervision 1. How efficient is the school head in performing instructional supervision of the teachers?
Staff Development 1. Does the staff development program address the needs of the personnel?
Info Requirements
Source of
Information and
Data Required
Method of
Analysis Guide Questions
Quantitative data on Physical outputs
Qualitative data on issues, lessons learned, facilitating and hindering factors, value-added outputs and recommendations
Monthly SIP/AIP
Tracking Form
% of Physical
accomplishments
for the quarter
Issues & concerns
Value added
outputs
Facilitating factors
Comparative analysis of planned vs actual physical accomplishments; Expenditures vs budget
1. Are the targeted physical outputs delivered and
on time as planned?
2. What are the
issues and concerns
lessons learned
facilitating and hindering factors
value-added outputs
recommendations in the implementation of SIP for the next quarter?
Status of Instructional Supervision: o Issues in IS and how
resolved
Consolidated
monthly report of
instructional
supervision
o Number of teachers observed as planned
Frequency
Categories of issues in IS
Is the instructional supervision done by SH
per month following guidelines?
What are the issues in implementing the IS?
How are they resolved?
Progress of Staff Development Plan
Staff Dev Plan
Tracking Form
Docs Review Is the staff dev plan carried out within
guidelines?
What are the issues in implementing the plan? How are they resolved?
B. Initial Gains/Intermediate Results M & E
M&E Question: SIP Implementation
1. What is the status of accomplishments of the SIP/AIP objectives at the end of the year? 2. Does the SBM level of practice progress each year?
Instructional Supervision 1. What changes are observed among the teachers as a result of instructional supervision?
Staff Development(Non-Teaching) 1. What changes are observed among the non-teaching staff as a result of the staff dev program?
29
Info Requirements Source of Information and
Data Required Method of Analysis Guide Questions
Number of SIP targets effectively delivered
SBM level of practice
Consolidated issues for the Year
SIP/AIP Tracking Form
SIP Monthly Report
Resolved issues for the year
EBEIS
SBM level of practice
Docs Review
Percentage of accomplishments
Is the SIP implementation
effective in accomplishing the
outputs for the year?
Behavioral changes among teachers
Form 178
Monthly Supervisory Report
Monthly Accomplishment
Report
Docs Review How effective is the instructional
supervision in terms of
behavioral changes among
teachers?
Behavioral changes among staff
Staff development training
Evaluation Form result
Docs Review What behavioral changes are
being observed among the
staff?
C. Results M&E
M&E Question:
1. Does the school achieve the desired educational outcomes at the end of 3-year SIP cycle? 2. Has the school progressed in its SBM level of practice?
Info Requirements Source of Information and
Data Required
Method of
Analysis Guide Questions
Status of School educational outcomes
EBEIS
Achievement rate
Retention rate
Completion rate
SBM level of practice
Trend Analysis
Are the desired educational
outcomes in term of the school
performance indicators met?
Is there a change in the SBM
level of practice after completion
of a 3-year SIP cycle ?
4.2.2 Productivity of School Personnel Basically, the performance of every member or committee in an organization should contribute to the accomplishment of the school goals and objectives. Thus, in school, monitoring and evaluation of the work accomplishment of the different stakeholders must be taken into consideration. This process will provide information on the extent or level of work satisfaction of internal stakeholders.
30
Table 7 M&E Process on Productivity of School Personnel
A. Progress M&E
M&E Question:
Do the school personnel efficiently and regularly perform their functions and responsibilities?
Info Requirements Source of Information and
Data Required Method of Analysis Guide Questions
Accomplishment of Work Outputs
Individual Teams/comm
ittees
Consolidated
accomplishment report on
individual and team/
committee work outputs
Documentary Analysis
Do the various functional
units in the school perform
their functions and
responsibilities as reflected
in their TOR?
B. Intermediate Results M&E
M&E Question:
How effective are the school personnel in the delivery of their functions and responsibilities?
Info Requirements Source of Information and Data
Required Method of Analysis Guide Questions
Effectiveness in the performance of functions and responsibilities
Consolidated report of work
performance based on:
PASAG
PASSA
RPAST
Docs review Are school operational
requirements met at the end
of the year?
C. Results M&E
M&E Question: What is the level of performance of the school as an organization? What are the factors that influenced the improvement of organization performance level?
Info Requirements Source of Information and
Data Required Method of Analysis Guide Questions
Improved organization performance level
Consolidated accomplishment report of organization performance level
Organization Performance Evaluation System (OPES)
Docs Review
Trend Analysis
Is the school able to improve its organization performance level?
4.2.3 Community Partnership
Another factor that influenced the school to have an improved level of SBM Practice is community partnership. Monitoring and evaluation in this area focuses on the stakeholders participation in school activities and the participation of school in community-initiated programs. This provides information on the extent of engagement and collaboration of school and community in the planning, implementation and monitoring of programs and projects.
31
Table 8 M&E in Process on Community Partnership
A. Progress M&E
M&E Question:
What is the level of attendance and participation of stakeholders in school and community-initiated programs and activities?
Info Requirements
Source of
Information and
Data Required
Method of Analysis Guide Questions
Frequency of stakeholders’ attendance/participation in school activities
Attendance Sheet Frequency counts How often do stakeholders attend and participate in school activities?
Frequency of internal stakeholders’ attendance/participation in community-initiated programs
Attendance Sheet Frequency counts How often do internal
stakeholders attend and
participate in community-initiated
programs?
B. Intermediate Results M&E
M&E Question:
How effective is the engagement and collaboration of school and community in relation to organizational performance?
Info Requirements Source of Information and Data
Required
Method of
Analysis Guide Questions
Effectiveness of implementation of programs and activities of school and community
Annual report on Attendance to
school activities
Annual report on attendance to
community-initiated programs
Docs review Is the engagement and collaboration of school and community contributed to effective implementation of programs and activities?
Level of satisfaction of school stakeholders in the community
Perception survey of
stakeholders’ satisfaction
Basic statistics How do stakeholders perceive the level of services provided by the school?
SBM Level of practice EBEIS Quantitative and qualitative analysis
Is the level of SBM practice progressing?
C. Results M&E
M&E Question:
Is there an improvement in the school performance indicators as a result of enhanced school-community partnership?
Info Requirements Source of Information and Data
Required
Method of
Analysis Guide Questions
32
Improved school performance indicators
EBEIS Basic statistics Are the school performance
indicators improving as a result of
school-community partnership
4.3 M&E Tools
Monitoring and evaluation tools will provide ease for the team in gathering M&E required information. Succeeding section presented the list of suggested tools that can be used by the school in monitoring and evaluating the delivery of basic education services and the organizational health/performance. The M&E tools, as provided in the Annexes are categorized according to stage they are most likely to be utilized.
33
CHAPTER 5
REPORTING
5.1 Reporting Schedules
Since the stakeholders use the M & E results for their respective purposes, the reporting schedules are informed by their need for information.
1. For progress monitoring, Monthly and Quarterly reports have to be submitted to concerned stakeholders on
the first week of the following month or quarter. The process of monitoring until reporting will cover about 30 days or 5 weeks of each quarter.
2. Intermediate results will be reported after every end of school year. The reports are mainly consolidation of
data from the progress report on Physical Outputs accomplishments on SIP/AIP implementation including Physical outputs balance and the reasons for balance, value added outputs, issues and concerns, lessons learned from facilitating and hindering factors, sustainability measures, and recommendations.
3. Results monitoring is scheduled towards the end of Year 3 of SIP Implementation and is due on the second week after the School Year ended. Consolidated data for the 3-year SIP/AIP Implementation Report on Quantitative (Physical Outputs) & Qualitative Data (issues, lessons learned, facilitating & hindering factors, resultant outputs, & recommendations) including the slippage/backlogs which will be an input to the next SIP cycle. The report also includes comparative data on school performance indicators showing:
Improved Retention Rate –
a. Reduced incidence of repetition in first three grades
b. Improvement in the number of school leavers retrieved by the primary and secondary school system.
Reduction of Dropouts Increased Completion Rate –
a. Increased Elementary pupils ready for secondary schooling
b. Improved transition from elementary to high school
Improved Achievement Rate –
a. Increased number of Grade 3 pupils demonstrating the basic literacy competencies in reading and
Writing.
b. Increased number of Grade 6 pupils demonstrating the desired competencies as evidenced by the
NAT/RAT results.
c. Improved achievement of 2nd year high school learners. This includes improved performance in
Math, Science, English
d. Increased number of 4th year high school learners with average and above average performance in
NCAE: General Scholastic, Technical and Vocational aptitudes.
e. Increased number of OSYs, adults and IPs who completed the basic literacy program, accreditation
and equivalency program and ALS programs.
34
A. DELIVERY OF BASIC EDUCATION
M&E TOPIC TASK LEVEL/DECISION POINTS MONTHLY QUARTERLY
SEMI-ANNUAL (END OF
JUNE)
ANNUAL END OF
SIP
A.1. PROGRAMS AND PROJECTS ON CURRICULUM IMPLEMENTATION
A.1.1 Quality & Relevance Programs &
Projects on Curriculum Implementation
PROGRESS
Efficiency on the programs & project Quality Targets set Time
.
Accomplishment of Curriculum plans
Issues and lessons learnt on implementation of programs and projects
INTERMEDIATE RESULTS
Annual measure of school performance indicators
Increase in attendance
Decrease in absenteeism
Increase Retention rate
Increase Graduation rate
Increase in Completion Rate
Increase in number of passers
SBM Level of Practice
Covered Curriculum Content
RESULTS: School Education Outcomes
Increase in enrolment
Decrease in dropouts
Increase in number of learners ready for transition
Decrease in school leavers
Improved graduation rate
Improved academic performance in all learning areas
A.1.2 Education Resources for Provision of Access
Personnel
Funds
LRMs
Facilities
Ancillary Services
PROGRESS
Adequacy of resources for Programs & projects
Accessibility of resources
Utilization
Equitable distribution of resources
Timeliness of delivery
Appropriateness for intended use
Issues on resources (monthly/quarterly)
35
36
INTERMEDIATE RESULTS
Optimal utilization and application of resources
Classroom to learner ration
Textbooks to learner ratio
Access to school laboratories and equipment
Access to library, guidance and health service facilities
Access to toilets &
RESULTS
Improved Learning Environment
A.1.3. Development of Teacher Competence
PROGESS LEVEL‘
Efficiency of instructional delivery (LPs, IMs, Strategies, assessment)
Conduciveness & orderliness of classrooms
Utilization of learning resources
Comprehensiveness of learner’s records
Issues/lessons learned
INTERMEDIATE RESULTS
Effectiveness of instructional delivery
Improved learner performance (annually)
Reduced Failure rate
Reduced SARDO
Improved punctuality & attendance
Effectiveness of IPPD and SPPD
Improved utilization of learning resources
Updated SMIS
RESULTS
Improved teaching competence based on NCBTS
A.1.4. Development of Learner Performance
PROGRESS LEVEL
Level of achievement by learning area per grade or year level (quarterly)
Percentage of attendance and dropout (monthly)
Percentage of participation in school & community activities
Issues/Lessons learned
37
INTERMEDIATE RESULTS
Learner Distribution by Mastery Level (annual)
Periodic School Performance Indicators (annual) Increased Achievement rate Readiness of learners for
transition Literacy level Numeracy level
Learners’ attitude towards schooling
RESULTS LEVEL
Improved achievement rate
Improved completion rate
Increased graduation rate
Increased functional literacy
B. ORGANIZATIONAL HEALTH / PERFORMANCE
TIME: M&E TOPIC
TASK LEVEL MONTHLY QUARTERLY
SEMI-ANNUAL (END OF
JUNE)
ANNUAL END
OF
SIP
B.1. School Management
PROGRESS LEVEL
Quarter SIP/AIP Planned activities versus actual
Efficiency of implementation of SHs supervisory plan
INSET/SPPD Implementation
Issues and concerns
Lessons Learned (quarterly)
INTERMEDIATE RESULT
SBM Level of Practice
Cumulative accomplishment of SIP/AIP Physical Outputs
Consolidated issues on school management
RESULTS LEVEL
SBM Level of Practice
B.2. Productivity
Progress Level
Accomplishment of work outputs
Individual By teams/committees (PTA,
SGC, Teachers’ Org., Support staff, SPT, SIPIT, PGO/SSG & other special programs committee
38
TIME: M&E TOPIC
TASK LEVEL MONTHLY QUARTERLY
SEMI-ANNUAL (END OF
JUNE)
ANNUAL END
OF
SIP
INTERMEDIATE RESULTS Work satisfaction of internal
stakeholders
Annual performance level (Individual, team or committees)
RESULT LEVEL
Organizational performance level
B.2. Community Partnership
Progress Level Stakeholders
participation/involvement in school activities
Participation in community-initiated programs
Intermediate Results
Parents satisfaction Stakeholders satisfaction over
school services
Result Level
SBM Level of practice
Stakeholders satisfaction over school services
39
ANNEXES
40
CONTENTS PAGE
Teacher Appraisal Form
1 Appraisal Form #1: Teacher Performance 41
2 Appraisal Form # 2: Classroom Management 42
3 Appraisal Form #3: Record Management
43
4 Appraisal Form #4: Checklist for Lesson Plans
44
5 Appraisal Form #5: Checklist for Teacher/Class Observation
45
SIP Implementation M&E Tools
1. Elements of SIP Implementation M&E Framework 46
2. SIP Implementation M&E Framework Matrix 46
A PROGRESS M&E TOOLS
3 SIP-AIP PHYSICAL ACCOMPLISHMENT FORM (PHYSICAL OUTPUTS AND FINANCE) 47
4. SIP-AIP PHYSICAL OUTPUT TRACKING FORM 48
5. SIP THREE-YEAR REPORT ON PHYSICAL OUTPUT AND FINANCIAL STATUS OF PROJECTS &
PROGRAMS
49
6. ISSUES / LESSONS LEARNED / SUSTAINABILITY LOG
Part A: Issues/Problems and Concerns Log
PART B - LOG SHEET ON RESOLUTION OF ISSUES
PART C - LOG SHEET ON R SUSTAINABILITY MEASURES
PART D - LOG SHEET ON LESSONS LEARNED
49
50
51
52
B 7 RESULTS M&E TOOLS 53
SIP Terminal Review Framework
SIP Terminal Review Report
Results Monitoring Tool – Schools
C. 8 REPORT TEMPLATES for QMT 54
M&E Report Template of SQMT
M&E Report Template of SDQMT
M&E Report Template of DQMT
41
Appraisal Form #1: Checklist on Classroom Management
Description of Rating:
8.5-10 Outstanding
6.5-8.49 Very Satisfactory
4.5-6.49 Satisfactory
2.5-4.49 Unsatisfactory
2.0-2.49 Poor
ITEM
All
the
tim
e
Mo
st o
f th
e
Tim
e
Som
e ti
mes
Rar
ely
No
t at
All
RA
TIN
G
10 8 6 4 2
1 Calls learners by name (with the help of memory, IDs, name tags or seat plan )
2 Implements procedures in group work ( evidence of instituted break-out procedures for peer work or group work)
3 Implements discipline in letting students enter inside (after flag ceremony, recess, activity outside the classroom, etc) and making them take exit from the classroom
4 Implements procedures in the distribution of materials and collection, turning in, and handing back checked learners’ work
5 Employs a facilitated and purposive checking of attendance (finds out who are absent/cutting classes and why and make a follow up)
6 Implements proactive discipline plan (e.g. detects inappropriate behavior and intervenes, calls the learners’ attention, deal with disruption appropriately to avoid arguments)
7 Uses efficient routines in starting and ending class periods
8 Implements specified work formats (themes, exercise notebooks, experiment notebooks, projects, etc.)
9 Provides authentic rewards and incentives (appropriate praises, facial expression, gestures)
10 Reminds students of important schedules and assignment efficiently
11 Manages time appropriately (engaged time on task—arrives and leaves classroom on time and stays in the classroom or activity area for the whole period)
12 Movement in the classroom (moves around, divides attention equally among students)
13 Gives clear directions (e.g. giving appropriate examples or non-examples)
14 Uses of appropriate verbal communication (e.g. provides positive feedback)
15 Uses of appropriate non-verbal communication (observes entire class and scans frequently, signals/gestures)
Overall Rating
42
Appraisal Form # 2: Classroom Management—Ensuring and Maintaining Clean,
Conducive, Secure, and Energy-Saving Learning Environment
ITEM
All
the
tim
e
Mo
st o
f th
e
Tim
e
Som
e ti
mes
Rar
ely
No
t at
All
RA
TIN
G
10 8 6 4 2
1 Electric fans/air-conditioned units are turned off when not in use and when not necessary (when there is fresh air, during recess time, lunchtime, and dismissal)
2 Lights are turned off when not in use and when not necessary (when there is enough sunlight, during recess time, lunchtime, and dismissal)
3 Water faucets are turned off when not in use and after dismissal
4 Classroom is open before the first session starts.
5 Classroom is locked when nobody is inside and after dismissal of the last session for the day/night.
6 Classroom has broom/s, dust pan, and garbage containers.
7 Classroom has updated display boards.
8 Classroom has updated bulletin boards (Absences, reminders, best work)
9 Learners do not throw their garbage anywhere.
10 Learners segregate their trash.
11 Homeroom PTA helps in performing minor repairs/improvement of classroom and its furniture/equipment.
12 Homeroom PTA helps in performing minor painting works for the classroom and its furniture.
OVERALL RATING (TOTAL RATING ÷12x100)
43
Description of Rating:
8.5- 10.0 Outstanding
6.5-8.49 Very Satisfactory
4.5-6.49 Satisfactory
2.5-4.49 Unsatisfactory
2.0-2.49 Poor
Appraisal Form #3: Checklist for Record Management
ITEM
All
the
tim
e
Mo
st o
f th
e Ti
me
So
me
tim
es
Rar
ely
No
t at
All
RA
TIN
G
10 8 6 4 2
1
Keeps(monthly)/submits(monthly/quarterly) up-to-date reports
Class record/s
2 Form 1 School Register
3 Form 2 Monthly Attendance and Enrolment
4 Subject Grade Sheets
5 Consolidated Grade Sheets
6 Form 137 Permanent Records
7 Form 138 Report Card
8 List of Top Ten for a Grading Period
9 Form 18-A (for the fourth quarter of SY)
10 Anecdotal Records
44
11 Lesson Plans
12 Nutritional Status (For the 1st and 4th quarter of SY)
13 Phil-IRI (For the 1st and 4th quarter of SY)
14 Other reports required
15
Accomplishes neat, accurate, and complete reports personally
Class record/s
16 Form 1 School Register
17 Form 2 Monthly Attendance and Enrolment
18 Subject Grade Sheets
19 Consolidated Grade Sheets
20 Form 137 Permanent Records
21 Form 138 Report Card
22 List of Top Ten for a Grading Period
23 Form 18-A (for the fourth quarter of SY)
24 Anecdotal Records
25 Lesson Plans
26 Nutritional Status (For the 1st and 4th quarter of SY)
OVERALL RATING (TOTAL RATING ÷26x100)
45
Description of Rating:
8.5-10 Outstanding
6.5-8.49 Very Satisfactory
4.5-6.49 Satisfactory
2.5-4.49 Unsatisfactory
2.0-2.49 Poor
Appraisal Form #4: Checklist for Reviewing Lesson Plans
ITEM OBSERVED
REMARKS
YES NO
OBJECTIVES
1 Writes objectives clearly for students
2 Writes objectives in behavioral terms
3 Objectives are SMART (Specific, Measurable, Attainable, Result-oriented, Time-bounded)
4 Objectives manifest psychomotor, cognitive and affective domains of learning
SUBJECT MATTER
6 Based on PELC/PSSLC Budget of Work (Expectation: On time)
7 Reflects the use of references and IMs
PROCEDURES
8 The strategy used is suitable in developing the lesson/subject matter.
9
Preparatory activity/ies employed effectively prepares or motivates learners for the lesson (e.g. drill such phonics drill, review, checking of assignment, unlocking of difficulties, motivation such as a song, poem, anecdote, mini-story, picture, game, trivia or motivating question)
Activities for the development of the lesson are
10 well-organized
11 objective-oriented
12 meaningful to learners
Activities for the development of the lesson provide opportunities for learners to
13 develop higher order thinking skills (HOTS)
14 make generalizations/conclusions
15 apply knowledge and skills learned
EVALUATION
46
16 Directions are brief and concise 17 Items are aligned with the lesson objectives
18 Items are skill-based
ASSIGNMENT 19 Provide clear directions
20 Provides opportunities to enhance knowledge and skills learned or prepares the learners for the next lesson
Appraisal Form #5: Checklist for Teacher/Class Observation
ITEM OBSERVED
REMARKS
YES NO
INITIAL FOCUS 1 States objectives of the session clearly to students
2 Gains attention of students (Punctuality, Good Grooming, Posture, Classroom Presence, well-prepared with all lesson paraphernalia)
CONTENT EMPHASIS AND/OR LINKING
3 Stresses the importance/significance/essence of the topic
4 Links lesson to learners’ backgrounds and life experiences, past learning including those in other subject areas, and future learning
5 Points out similarities and differences of the previous of the topic to the new one
COMPREHENSIBLE INPUT
5 Uses speech appropriate for learners’ proficiency level (slower rate, enunciation, simple sentence structure for beginners)
6 Explain academic tasks clearly
7 Use a variety of techniques to make content concepts clear (e.g. modeling, visuals, hands-on activities, demonstrations, gestures, body language)
STRATEGIES
8 Provide ample opportunities for students to use strategies (e.g., problem solving, predicting, organizing, summarizing, categorizing, evaluating, self-monitoring).
9 Use scaffolding techniques consistently (providing the right amount of support to move students from one level of understanding to a higher level) throughout lesson.
10 Use a variety of question types including those that promote higher-order thinking skills throughout the lesson (e.g., literal, analytical, and interpretive questions).
47
INTERACTION
11 Provide frequent opportunities for interactions and discussion between teacher/learner and among learners, and encourage elaborated responses.
12 Use group configurations that support language and content objectives of the lesson. Provide sufficient wait time for student response consistently.
13 Give ample opportunities for students to clarify key concepts
PRACTICE/APPLICATION
14 Provide hands-on materials and/or manipulatives for students to practice using new content knowledge.
15 Provide activities for students to apply content and language knowledge in the classroom.
EMPHASIS/REVIEW/ASSESSMENT
11 Give comprehensive review of key vocabularies.
12 Give a comprehensive review of key content concepts, skills, values, and attitudes.
13 Provide feedback to learners regularly on their output (e.g. language, content, work)
14 Conduct assessments of learner comprehension based on learning objectives (e.g. spot checking, group response, individual work, peer work and/or group work)
SIP IMPLEMENTATION M&E TOOLS
1. ELEMENTS OF SIP IMPLEMENTATION M&E FRAMEWORK
The table below shows the elements of the SIP Implementation M&E Framework and the instructions for filling up each
column of the template. This framework guides both progress (output) monitoring and outcomes (results) evaluation.
COLUMN ITEM INSTRUCTIONS
1 SIP Outputs List the outputs of SIP/AIP
2 Indicator/s Identify for each output, the information that will tell the achievement of
project objective. This is a qualified/quantified parameter which details the extent to which an objective has been achieved
3 Data Source
Identify the source where the measure of the attainment of objectives can be obtained (ex. BEIS, Teacher observation /performance report, SARDO Monitoring Form, OSY Tracking system, child health and nutrition chart, etc.)
4 Method of Collection Indicate the strategy that will be employed to collect the data (ex.,
Document review, interview, direct observation, survey questionnaire, FGD, etc.)
5 Timing of Collection Identify as to when the data collection will happen
6 Data Gathering Indicate the unit/person responsible for data collection 7 Report Schedule Identify the when the result/s will be reported
2.. SIP IMPLEMENTATION M&E FRAMEWORK MATRIX
48
(The M&E framework matrix of the school for its SIP implementation should be cooperatively done by the members of the
School Quality Management Team headed by the School Head.
PROJECT OBJECTIVES/
OUTPUTS (O#) INDICATOR/S
DATA SOURCE
DATA COLLECTION DATA GATHERER
REPORT SCHEDULE METHOD TIMING
RE
SU
LT
S M
&E
Purpose level objective:
Component Objectives: Prov. Of Access
Component 1: Phys Facilities
Component 2: LRM
Component 3: Ancillary
Component 4:
SIP IMPLEMENTATION M&E FRAMEWORK MATRIX
(CONTINUED)
49
P
RO
GR
ES
S
PROJECT
OBJECTIVES/
OUTPUTS (O#)
INDICATOR/S DATA
SOURCE
DATA COLLECTION DATA
GATHERER
REPORT
SCHEDULE METHOD TIMING
Outputs
3. SIP-AIP PHYSICAL ACCOMPLISHMENT FORM
School: District:
Month/Year: School Year:
.
PROJECT/OUTPUT PHYSICAL OUTPUT FINANCIAL TARGET
TARGET ACTUAL % BUDGET EXPENDITURE %
NOTE: Write only those outputs with physical
and financial targets.
LEGEND: % - Percentage of Accomplishment = (Target divided by Actual) x 100
50
4. SIP-AIP PHYSICAL OUTPUT TRACKING FORM
Name of
School:
Overall Status –
Classification:
Date of SIP
Acceptance
SIP Time Frame:
Evaluation Period
(Please check):
AIP Year
1
AIP Year
2
AIP Year 3
OBJECTIVES:
The SIP-AIP Physical Output Tracking Form is meant to help:
a. Determine the quarterly progress of the school based on the planned annual (AIP) targets
b. Articulate the adjusted target of the school given the “end of quarter” status
c. Calculate the percentage of annual accomplishment versus the planned annual targets
d. Capture the “unprogrammed / unplanned” outputs of the school based on emerging requirements
INSTRUCTIONS: SEE EXCEL FILE
5. SIP THREE-YEAR REPORT ON PHYSICAL OUTPUT AND FINANCIAL STATUS OF PROJECTS & PROGRAMS
PHYSICA
L
OUTPUTS
PHYSICAL OUTPUT FINANCIAL
YEAR 1 YEAR 2 YEAR 3 YEAR 1 YEAR 2 YEAR 3
Tar
get
Act
ual
% D
one
Tar
get
Act
ual
% D
one
Tar
get
Act
ual
% D
one
Tar
get
Act
ual
% D
one
Tar
get
Act
ual
% D
one
Tar
get
Act
ual
% D
one
NOTE: USE ADDITIONAL PAGES IF NEEDED
51
6. ISSUES / LESSONS LEARNED / SUSTAINABILITY LOG
Part A: Issues/Problems and Concerns Log
Report Period:
PREVIOUS ISSUES LOG
Instructions: List the issues/problems/concerns you have encountered during the period (Annual, Quarter or Monthly) that
have caused the non-achievement or delay of the deliverables/targeted outputs. You may write the issue/problem related to
any of the categories below.
CHALLENGES/ ISSUES ENCOUNTERED By Categories Actions taken to RESOLVE the
Issue: Unit/Person
STRATEGIES OR
TECHNIQUES USED
TO IMPLEMENT
PROGRAM OR
PROJECT
WORKING
RELATIONSHIPS
BETWEEN AND
AMONG THE
IMPLEMENTATION
TEAMS
GENERATION AND
UTILIZATION OF
FUNDS / RESOURCES
CHALLENGES/ ISSUES ENCOUNTERED By Categories Actions taken to RESOLVE the
Issue: Unit/Person
STAKEHOLDERS’
PARTICIPATION
e.g. Parents are busy fighting Called PTA meeting everyday School grievance
committee
52
CHALLENGES/ ISSUES ENCOUNTERED By Categories Actions taken to RESOLVE the
Issue: Unit/Person
Other factors
outside of
school
environment
6. ISSUES / LESSONS LEARNED / SUSTAINABILITY LOG
PART B - LOG SHEET ON RESOLUTION OF ISSUES
INSTRUCTIONS FOR THE SQMT:
Take and analyze each of the issues listed in Part A as to whether they have been
resolved/addressed by the school.
Write in Column 1 these resolved issues and in Column 2, the solution applied.
In Column 3, list the issues which are beyond the school’s control and which will need the
assistance of the division for its resolution.
1
ISSUES RESOLVED BY THE
SCHOOL
2
SOLUTION APPLIED
3
ISSUES NEEDING
ASSISTANCE
4
REMARKS
NOTE: USE ADDITIONAL PAGES IF NEEDED
53
6. ISSUES / LESSONS LEARNED / SUSTAINABILITY LOG
PART C - LOG SHEET ON R SUSTAINABILITY MEASURES
INSTRUCTIONS: Study the list of sustainability measures applied in the implementation of projects/programs given in Column 1.
Choose from those given what the school has applied during the period to sustain the school projects/programs.
Indicate in Column 2 the specific action the school has done in applying any of the sustainability measures.
In Column 4, indicate the result of applying such a strategy.
1 SUSTAINABILITY MEASURES
2 ACTION TAKEN TO
APPLY STRATEGY
3 RESULT OF STRATEGY
1. Fit w/in partner govt policies
Objectives and activities which “fit” with Partner Government policies have
much better prospect for sustainability as they are more likely to have high-
level political and institutional support both during implementation and
beyond.
2. Participation
The critical factor in promoting sustainability is the role of the stakeholders;
i.e. those directly concerned with the program or project. Sustainability
cannot be achieved without their involvement and support.
Ideas are demand-led
Stakeholders, both men and women should actively participate and have
the opportunity to influence the direction and detail of implementation.
Time and resources are available for participatory analysis.
3. Management & Organization
Integrate with and build on local management structures.
Work with counterparts who are existing in school
Teamwork approaches are emphasized.
Permit some flexibility in implementation as lessons are learned
4. Integrate & Build on Govt Operations & Processes
Activities should integrate with and build on existing government
operations, processes systems and performance monitoring wherever
possible.
Use available information sources wherever possible. This not only builds
on existing processes so that capacity building has a better chance of
being sustained post-project but also minimizes workload and demand on
stakeholders in providing information
5. Counterpart Contribution
Counterpart contributions, either in cash or in kind (like counterpart staff
and office space) are a sign of commitment and demonstrate in a tangible
way, that partners place value on the expected benefits.
6. Training
The provision of appropriate training for identified target groups is a key
strategy for achieving sustainable benefits.
Effective training should not only “educate” but also motivate.
Trainees must be selected on merit and include both men and women.
Trainees must be given the opportunity to apply newly acquired skills on
completion of training.
54
1 SUSTAINABILITY MEASURES
2 ACTION TAKEN TO
APPLY STRATEGY
3 RESULT OF STRATEGY
7. Information dissemination & Networking
Generating an understanding of SIP and support for the project’s
objectives among a wide group of stakeholders should be a component of
any sustainability strategy. It can include the use of many types of different
media and group events.
8. Technology
To promote sustainability the technology to be transferred must be selected
on the basis of its appropriateness in terms of technical and financial
criteria, plus social, gender and cultural acceptability. Training to support
the introduction of any new technology should be relevant and appropriate.
9. Social, Gender & Culture
Development interventions can fail to deliver sustainable benefits if social,
gender and cultural issues are not taken into account. A greater
participation by girls in identification, design and decision-making is a key
part of any sustainable strategy
10. External Political & Economic factor
11. Anti-Fraud & Corrupt Strategy
12. Other Sustainability measures identified
6. ISSUES / LESSONS LEARNED / SUSTAINABILITY LOG
PART D - LOG SHEET ON LESSONS LEARNED INSTRUCTIONS:
Write in Column 1 those experiences/factors which have been productive, useful or influencing the successful
implementation of the project.
In Column 2, indicate those which have caused delay or unsuccessful delivery of the planned target.
In Column 3, write the Lessons Learned derived from both facilitating and hindering factors. Lessons learned from
facilitating factors are stated as “values/ good practices/ principles.” Lessons learned from hindering factors are
stated as “what could have been
LESSONS LEARNED LOG
1
FACILITATING FACTORS
2
HINDERING FACTORS
3
LESSONS LEARNED
NOTE: USE ADDITIONAL PAGES IF NEEDED
55
7. MONTHLY M&E REPORT OF SCHOOL QMT
MONTH AND YEAR:
INTRODUCTION:
FINDINGS
A. SIP-AIP IMPLEMENTATION
A.1. PHYSICAL OUTPUTS
1.
2.
A.2. FINANCIAL REPORT
1.
2.
A.3. BALANCE AND GAPS
1.
2.
B. OTHER SCHOOL PROJECTS (IF APPLICABLE)
B.1. TRAINING & DEVELOPMENT
1.
2.
B.2. LEARNING RESOURCES
1.
2.
B.3. OTHERS
1.
2.
C. QUALITATIVE INFORMATION
C.1. ISSUES AND CONCERNS
1.
2.
C.2. SUSTAINABILITY MEASURES APPLIED
1.
2.
C.3. LESSONS LEARNED
1.
2.
RECOMMENDATIONS
56
8. QUARTER M&E REPORT OF SCHOOL QMT
QUARTER AND YEAR:
INTRODUCTION:
FINDINGS
A. SIP-AIP IMPLEMENTATION
A.1. PHYSICAL OUTPUTS
1.
2.
A.2. FINANCIAL REPORT
1.
2.
A.3. BALANCE AND GAPS
1.
2.
B. OTHER SCHOOL PROJECTS (IF APPLICABLE)
B.1. TRAINING & DEVELOPMENT
1.
2.
B.2. LEARNING RESOURCES
1.
2.
B.3. OTHERS
1.
2.
C. QUALITATIVE INFORMATION
C.1. ISSUES AND CONCERNS
1.
2.
C.2. SUSTAINABILITY MEASURES
APPLIED
1.
2.
C.3. LESSONS LEARNED
57
1.
2.
D. PROGRESS ON INTERMEDIATE RESULTS
D.1. ENROLMENT
1.
2.
D.2. DROP-OUT DURING THE
QUARTER
1.
2.
D.3. FAILURES DURING THE QUARTER
1.
2.
RECOMMENDATIONS
PREPARED BY:
NAMES POSITION / UNIT SIGNATURES
DATE: ____________________________