School M&E Handbook

School M&E System
Handbook
Strengthening the Implementation of Basic Education in

in the Visayas
1
TABLE OF CONTENTS
Page
LIST OF TABLES
Iv
LIST OF FIGURES
iv
LIST OF ACRONYMS
CHAPTER 1: INTRODUCTION
1.1
1.2
1.3
Background
Purpose of the Handbook
User of the Handbook
1
1
1
CHAPTER 2: MONITORING AND EVALUATION FRAMEWORK

2.1
Assumptions
Definitions of M&E
Purpose and Objectives of M&E
Underlying Principles
2.2
Scope of M&E
M&E Content Areas
M&E Task Levels
Integration of M&E Content and Process
2
2
2
3
3
3
5
6
CHAPTER 3: SETTING UP SCHOOL M&E SYSTEM

3.1
3.2
3.3
Steps in Setting up School M&E System

School Quality Management Team
School M&E Structure
For Big Schools
For Cluster/Small Schools
9
10
10
10
11
3.4
Term of Reference of School M&E Team,

School Head/Cluster Head
School M&E Coordinator
School Planning Team Representative
School Department Heads
ICT Coordinator / Computer Teacher
11
11
11
12
12
12
CHAPTER 4: MONITORING AND EVALUATION PROCEDURES

4.1
4.2
Content Area 1: Delivery of Schools Services to Basic Education
13
4.1.1
4.1.2
4.1.3
4.1.4
Curricular Programs and Projects

Education Resources
Teacher Performance
Learners Performance
13
15
17
26
Content Area 2: Organizational Health/Performance
29
4.2.1
29
29
29
29
30
29
4.2.2
School Management
4.2.1.1
SIP Implementation
4.2.1.2
Instructional Supervision
4.2.1.3
Staff Development for Non-Teaching Personnel
Productivity
4.3
4.2.3 Community Partnership

Monitoring and Evaluation Tools
31
33
CHAPTER 5: REPORTING
5.1 Reporting Schedules
A. Delivery of Basic Education
B. Organizational Health / Performance
35
35
37
ANNEXES
Contents
Teacher Appraisal Forms
Appraisal Form #1: Teacher Performance
1
Appraisal Form # 2: Classroom Management
2
Appraisal Form #3: Teacher Performance for Record Management
3
Appraisal Form #4: Checklist for Reviewing Lesson Plans
4
Appraisal Form #5: Checklist for Teacher/Class Observation
5
SIP Implementation M&E Tools
1.
Elements of SIP Implementation M&E Framework
2.
SIP Implementation M&E Framework Matrix
A PROGRESS M&E TOOLS
3 SIP-AIP PHYSICAL ACCOMPLISHMENT FORM (PHYSICAL OUTPUTS AND FINANCE)
4. SIP-AIP PHYSICAL OUTPUT TRACKING FORM
5. SIP THREE-YEAR REPORT ON PHYSICAL OUTPUT AND FINANCIAL STATUS OF PROJECTS & PROGRAMS
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
Page
41
42
43
44
45
46
46
47
48
49
49
50
51
52
PART D - LOG SHEET ON LESSONS LEARNED

B
C
.
RESULTS M&E TOOLS

7 SIP Terminal Review Framework
8 SIP Terminal Review Report
9 Results Monitoring Tool Schools
REPORT TEMPLATES for QMT
53
54
M&E Report Template of SQMT

M&E Report Template of DsQMT
M&E Report Template of DQMT
LIST OF TABLES
No.
1
2
Title
Integration Matrix of M&E Content Areas and Task Levels (School level)
M&E Process on Curricular Programs
Progress Monitoring
Initial Gains/ Intermediate Results M&E
Results M&E
M&E Process on Education Resources
Progress Monitoring
Results M&E
M&E Process on Teacher Performance
Progress Monitoring
Results M&E
M&E Process on Learner Performance
Progress Monitoring
Results M&E
M&E Process on School Management
Progress Monitoring
Results M&E
M&E Process in Productivity
Progress Monitoring
Results M&E
M&E Process in Community Partnership
Progress Monitoring
Results M&E
Page
7
14
14
15
16
16
16
17
21
25
27
27
28
30
30
31
32
32
32
33
33
33
LIST OF FIGURES
No.
1
2
3
4
Title
M & E Content Areas of Schools
Hierarchy of M&E Task Levels
Step Process In Setting Up the M & E System
School M&E Structure
Big Elementary Schools and High Schools
Small Schools
Page
4
6
10
11
12
LIST OF ACRONYMS
AIP
ASDS
BEIS
BESMEF
BESRA
CBP
CBPAST
DAC
DepED
DO
DORP
DQMT
DsQMT
EFA
ICT
IMs
INSET
IPPD
IR
LGU
LR
LRMDS
M&E
MOOE
MOV
NCBTS
TLP
OVI
PSDS
QAAF
QAAS
QMS
R.A.
RO
SARDO
SBM
SDS
SEF
SH
SIP
SIS
SPPD
SPT
SQMT
SY
TA
TLOC
TOR
TSNA
UIS
WFP
Annual Implementation Plan

Assistant Schools Division Superintendent
Basic Education Information System
Basic Education Sector Monitoring & Evaluation Framework
Basic Education Sector Reform Agenda
Capability Building Program
Competency-based Performance Appraisal for Teachers
Division Appraisal Committee
Department of Education
Division Office
Drop-out Reduction Program
Division Quality Management Team
District Quality Management Team
Education For All
Information Communication Systm
Instructional Materials
In-service Training
Individual Plan for Professional Development
Intermediate Results
Local Government Unit
Learning Resources
Learning Resource Management and Development System
Monitoring & Evaluation
Maintenance and Other Operating Expenses
Means of Verification
National Competency-based Teacher Standards
Teaching Learning Process
Objectively Verifiable Indicator
Public Schools District Supervisors
Quality Assurance and Accountability Framework
Quality Assurance and Accountability System
Quality Management Team
Republic Act
Regional Office
Students-at-Risk of Dropping Out
School-based Management
Schools Division Superintendent
Special Education Fund
School Head
School Improvement Plan
School Information System
School Plan for Professional Development
School Planning Team
School Quality Management Team
School Year
Technical Assistance
Teaching Learning Observation Checklist
Terms of Reference
Teachers Strengths and Needs Assessment
Unified Information System
Work and Financial Plan
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 System 2 that
identifies the integration of systems and processes to bring about quality.
To further reinforce and accelerate the institutionalization of QAA, the department has deemed it proper to regard it as
a separate KRT 43 together with Monitoring and Evaluation as the integral mechanism for its implementation in the
field. The crafting of this handbook is an essential step towards engaging the schools adopt an M&E system 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.
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
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
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
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 schools performance or health to achieve the
desired education outcomes. M&E in schools aims to provide valid, reliable and accurate data in decisionmaking 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 schools
health or performance through:
Efficient school-based management

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.
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.
Curricular Programs & Projects
Education Resources
Delivery of Services for Basic Educatio EduEducation
Teacher Performance
Learner Performance
School
M&E Content Areas
School Management
Organizational Health & Performance
Productivity
Community Partnership
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.)
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
Staff Development
B.2.Productivity concerned with the work outputs of the individuals based on their specific job descriptions,
i.e., support staff, utility. This may also be concerned with team or committee outputs based on their terms
and reference, i.e., SGC, PTA, SQMT, SIPIT, SPT, Special Program Committees, PGO/SSG, etc.
B.3. Community Partnership - focused on how school stakeholders are engaged in school activities including
its level and quality of participation, e.g. parents, LGU, NGOs, alumni, etc. It is also concerned with the
level of schools participation in community-initiated activities.
M&E Task Levels
The M & E task levels are influenced by the areas of interest of the school stakeholders and their reporting
requirements as suggested by when data/indicator is likely to occur in the implementation process. Hierarchical
organization of M&E is as follows: (a) Progress (formative), and (b) Results (summative) levels. See Figure 2
The main concern 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:
Progress (Formative) Level
Are the needed resources available and adequate to implement efficiently and effectively the schools
programs and projects as planned?
Are the programs and projects delivered efficiently and effectively as planned?
a.
Input Level - This level is concerned with tracking the resources required to implement the school programs 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 schools 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).
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Figure 2: Hierarchy of M&E Task Levels
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)
M&E Task Levels
Content Area
M& Focus
Formative
Progress Level
Summative
Results Level
Delivery of
Quality &
Services for Basic Relevance
Education
Programs & Efficiency on the programs & Annual measure of school
School Education Outcomes
performance indicators
Projects on project
Increase in
Curriculum
Quality
attendance
Increase in enrolment
Implementa
Quantity
Decrease
in
tion
Decrease in dropouts
Time
absenteeism
Increase in number of
Accomplishment of
Retention rate
learners ready for
Curriculum plans
Graduation rate
transition
Issues and lessons learnt on
Completion Rate
Decrease
in school leavers
implementation of
Nnumber
of
passers
Increase
in
programs and projects
SBM Level of Practice
Completion Rate
Covered Curriculum Content Improved graduation rate
Improved academic
performance in all
learning areas.
Education
Resources for
Provision of
Access
Optimal utilization and
Improved Learning
Adequacy of resources for
application of resources
Environment
Personnel
Programs & projects
Funds
Accessibility of resources
Classroom to learner ratio Improved Classroom to
LRMs
Equitable distribution of
learner ratio
Textbooks to learner ratio
resources
Facilities
Improved
Textbooks to
Access
to
school
laboratories
Timeliness of delivery
Ancillary
learner
ratio
and
equipment
Services Appropriateness for intended
Access to library, guidance Improved access to LRMs
use
and health service facilities Improved physical facilities
Issues on resources
Access to toilets & water
(monthly/quarterly)
sanitation facilities
Consolidated issues on
resources
Development Efficiency of instructional Effectiveness of instructional
of Teacher
delivery
delivery
Competence Conduciveness & orderliness Reduced Failure rate
Reduced SARDO
of classrooms
Improved punctuality
Utilization of learning
Improved teaching
competence based on
NCBTS
Improved learner
M&E Task Levels

Content Area
M& Focus
Formative
Summative
Progress Level
resources
Comprehensiveness of
learners records
Issues/lessons learned
Results Level
& attendance
performance (annually)
Effectiveness of IPPD
and SPPD
Improved utilization of
learning resources
Updated SMIS
Development Level of achievement by Learner Distribution by
of Learner
learning area per grade or
Mastery Level (annual)
Performance
year level (quarterly)
Periodic School Performance
Percentage of attendance
Indicators (annual)
(monthly)
Increased
Drop outs
Achievement rate
Readiness of
Failures (Quarterly)
learners for transition
Percentage of participation in
Literacy level
school & community
Numeracy level
activities
Learners attitude towards
Issues/Lessons learned
schooling
Improved achievement rate

Improved completion rate
Increased graduation rate
Increased functional literacy
Organizational
Health/Performanc School
Quarter SIP/AIP Planned SBM Level of Practice
Progressing SBM level of
e
Management
activities versus actual Cumulative accomplishment
practice
Efficiency of implementation
of SIP/AIP Physical
of SHs supervisory plan
Outputs
INSET/SPPD Implementation Consolidated issues on
school management
Issues and concerns
Lessons Learned (quarterly)
Productivity Accomplishment of work Work satisfaction of internal Organizational performance
outputs
stakeholders
level
Individual
Annual performance level
By teams/committees
Individual
(PTA, SGC, Teachers
By team or
Org., Support staff,
committees
SPT, SIPIT, PGO/SSG
& other special
programs committee
Community Stakeholders
Parents satisfaction
SBM Level of practice
Partnership
participation/involvement in
Stakeholders satisfaction Stakeholders satisfaction
school activities
over school services
over school services
Participation in communityinitiated programs
CHAPTER 3
SETTING UP SCHOOL M&E SYSTEM
3.1 Steps in Setting Up the M & E System
10
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
4.
Set up monitoring processes

Define the M&E activities
Identify reports (needed/required reports)
5.
Technical support needed by the school
Prepare TOR of School M&E Team
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.
11
6.
Operationalize the system

Implementation of M & E activities according to schedule
Operationalize the System

Establish M&E
Activities
Determine
Decision Making Requirements
Set Up Monitoring Communicate
Process
the System
Define the Scope of the M & E
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.
2.
3.
4.
5.
6.
7.
Has full grasp of the projects and programs in school

Involved in SIP development and enhancement process
Has knowledge of M&E
Accountable to improving learning outcomes in the school
Can communicate results of SIP to stakeholders
Familiar with national and regional standards, indicators and performance measures
Has working knowledge of ICT
B. Roles & Functions of SQMT:

1.
2.
3.
4.
Manage a mechanism for quality assurance and accountability in the school

Ensure that inputs, processes, outputs and outcomes of the school are at par with quality standards and
targets set
Communicate results of monitoring and evaluation to improve the implementation of SIP and SBM practice
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:
2.
Chair: School Head

Members:
SPT Representative (Parent/LGU)
Department Chairs (2)
ICT Coordinator/Teacher
For Small Elementary School
School Head
Department Head /Grade Chairman

(Sec
2 SPT Representatives (Parent/LGU)
(
School ICT Coordinator
Figure 4: M&E Structure and Communication Flow for Small School
12
Chair: School Head

Members :
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:
Responsibilities
2.
Manages the QAAS in the school

Ensures implementation of SBM practice
Makes decisions pertinent to improving quality outcomes in the school
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
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
13
3.
4.
5.
SPT Representative (Parent/LGU Rep)
Function:
Monitors the implementation of SIP
Responsibility
Updates M & E plan during SIP revisit
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
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 curriculumrelated 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?
SOURCE OF INFORMATION
AND DATA REQUIRED
INFORMATION REQUIRED
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.)
Appropriateness of instructional
strategies used
Distribution of teaching loads
METHOD OF
ANALYSIS
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
Lesson/Instructional Plan
Instructional Supervisory
Report
TLOC
Docs Review
On-site
observation
Teachers Program

Log sheet for issues and
implementation of programs and
lessons learned
projects
Guide Questions
What percent of the
competencies have
been covered during the
quarter?
Which competencies were
not developed as
planned?
What strategies do the

teachers employ?
Are the observed strategies
appropriate to the
competencies delivered?
Is the distribution of
Docs Review
teaching loads according to
standards?
Docs Review What are the hindering and
categorization of facilitating factors during the
issues/lessons 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?
METHOD OF
Guide Questions
AND DATA REQUIRED
ANALYSIS
1. Efficiency & effectiveness of
Document
Teachers Competency
Are the required competencies
delivery
analysis
delivered /covered
Inventory Report
according to the allotted
Budget of Work followed
time budget during the year?
Classroom Observation
Instructional Supervisory
Report
Basic statistics of Which performance measures
Annual measure of school
EBEIS
performance
are improving
o Performance indicators
indicators
Is the SBM level of practice
o SBM level of practice
16
Covered Curriculum Content
Achievement level of learners
progressing?
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?
METHOD OF
Guide Questions
AND DATA REQUIRED
ANALYSIS
Achievement level per subject
Results of
Frequency &
What percent of the
area per grade/year level
learners across grade/year
School Achievement
percentage
level have mastered the
Tests
distribution of
required competencies?
National / Regional
learners by
Achievement Tests
learning area
Number of learners who mastered
Is there an increasing trend
meeting
the competencies required in the
in the achievement level of
standards of
curriculum across subject areas
learners by grade/year
mastery
per grade/year level
level during the last three
years.
Status of School Education
EBEIS
Trend analysis
Has the school improved
Outcomes
its education outcomes
across 3-year
after 3 years of SIP
historical data
implementation?
on education
Increase in number of learners
outcomes
ready for transition
Decrease in school leavers
Increase in Completion Rate
Improved graduation rate
Improved academic performance in
all learning areas.
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:
17
Schools expenses versus budget which involves monitoring the schools 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.
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?
SOURCE OF
METHOD OF
INFORMATION
Guide Questions
ANALYSIS
AND DATA REQUIRED
Adequacy of Education resources such
School Education Resource * Teacher to
Are the educational
inventories
Learner ratio
as:
resources sufficient to the
*Textbook to
Number of Teachers in school
needs of the school?
School
Report
Card
learner
ratio
Learning resource materials and
EBEIS
*Classroom to Are the planning
equipment
standards being met in
Physical and ancillary facilities
learner ratio
Utilization of school MOOE
terms of resources?
Financial resources i.e., MOOE, etc
Support staff
Efficient utilization of Education
resources
Issues on resources
Teachers Reports
Qualitative
analysis of
reports
SHs quarterly report on

availability of resources
Are the learning

resources being used by
the teachers and
learners?
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
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
Improved performance
indicators.
Stakeholders level of
satisfaction
Increased SBM level of
Practice
AND DATA REQUIRED
EBEIS
SHs Report on Performance
Indicators
Stakeholders
SBM Assessment Results
METHOD OF
ANALYSIS
Basic statistics
Trend analysis
FGD
Guide Questions
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?
METHOD OF
AND DATA REQUIRED
ANALYSIS
Guide Questions
19
Percentage of Teachers
preparing lesson plans
preparing formative and
summative assessment tests
Preparing/Using AudioVisual/Instructional Aids in
Teaching
providing remedial instruction
to slow learners or
advanced/enrichment lessons
to gifted learners
Log sheet of Inspected/ Checked

Lesson Plans
Actual No. of teachers
preparing Lesson Plans
Total No. of Teachers
Log sheet of inspected/Checked
Item Bank
Actual No. of Teachers
Preparing Formative and
Summative Tests
Type of tests prepared
Log sheet of inspected/Checked
Audio-Visual/Instructional Aids
Preparing/Using Audio-Visual/
Instructional Aids in Teaching
Monitoring Form of Teachers
providing remedial instruction or
and Logbook of learners receiving
remedial instruction or
providing remedial instruction
or advanced/enrichment
lessons
Frequency and % of
teachers preparing
daily lesson plans
What percent of
teachers prepare daily
lesson plans?
Frequency and % of
teachers preparing
formative and
summative tests
What percent of
teachers prepare
formative and
summative tests?
Validity of
assessment tests
prepared
FGD
What percent of
teachers prepare and
using audiovisual/instructional
aids ?
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

needing TA in Lesson
Planning
Docs Review
What percent of
teachers needs TA in
lesson planning
needing TA on delivery of
instruction.
Forms 178 and Lesson Plans

Observed needing TA
onconducting the TeachingLearning Process
Docs Review
What percent of
conducting the TLP?
needing TA in Test
Construction
Lesson Plans, Item Bank, and

Form 178
Needing TA in Test
Construction
Docs Review
What percent of
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
Distribution of Teachers by
Classroom Management
level
AND DATA REQUIRED
Classroom Management Appraisal
Form and Summary of Teachers
Rating in Classroom Management
Average scores of teachers in
Classroom management
appraisal
Diistribution of Teachers by Classroom Management Appraisal

level in ensuring and
maintaining clean, organized, Rating in Classroom Management
secure, and energy-saving Actual No. of teachers whose
learning environment
average scores in ensuring
and maintaining clean,
organized, secure, and energysaving learning environment is
equivalent to
Distribution of teachers
providing guidance services
Distribution of teacher
performance in record
management
Accomplishment report of
teachers
Anecdotal Record Book
keeping up-to-date anecdotal
records
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
Record Management Appraisal
Rating in Record Management
keeping accurate, complete,
and up-to-date school records
releasing grades promptly for
the grading period
METHOD OF
ANALYSIS
Frequency and
Percentage
distribution of
teachers by
Classroom
management
performance level
Guide Questions
How are teachers distributed

according to their performance of
lClassroom management ?
Outstanding
Very Satisfactory
Satisfactory
Unsatisfactory
Poor
Freq and
How are the teachers distributed
according to how they perform in
Percentage
distribution by level ensuring and maintaining clean,
Outstanding organized, secure, and energysaving learning environment?
Very
Satisfactory
Satisfactory
Unsatisfactor
y
Poor
Docs Review
What percent of teachers
perform guidance services in and
Frequency
out of the classroom?
distribution of
teachers providing
guidance services
Freq and
Percentage
distribution of
teachers
performance in
record
management by
level:
Outstanding
Very Satisfactory
Satisfactory
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
Unsatisfactory
Poor
Nature of Involvement of
teachers in schoolcommunity activities

Docs Review
Holding Homeroom PTA Meetings
and Minutes of homeroom PTA
Meetings
conducting one homeroom
PTA meeting for the period\
actively involved in at least
one community-initiated
program
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?
SOURCE OF INFORMATION AND
METHOD OF
Guide Questions
DATA REQUIRED
ANALYSIS
Docs Review
preparing IPPD
preparing IPPD and Teachers IPPDs
prepare IPPD?
Actual No. of Teachers preparing
IPPD
Status of implementation of
Distribution of
What is the status of teachers
teachers IPPD
implementing their IPPDs
teachers by
implementation of IPPD?
Actual No. of Teachers by status of implementation
Full
status
of
IPPD
IPPD implementation
Partial
Full
Non-existent
Partial
Nonexistent
Docs Review
participating in school-based
participating in school-based INSET
participates in school-based
INSET
INSET?
Actual No. of Teachers participating
in the mass 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?
METHOD OF
Guide Questions
AND DATA REQUIRED
ANALYSIS
Monitoring Form of Teachers provided
Freq and %
What percentage of teachers
with TA
improving after receiving TA
has improved after provision of
distribution of
Actual No. of teachers improving
in lesson planning
TA?
teachers showing
after provision of TA
in conducting the teachingimprovement
o in Lesson Planning
learning process
o in conducting the teaching classroom-based
learning process
assessment
o classroom-based assessment
Percentage of learners passing Grade Sheets
Docs Review
What Percent of learners
the subjects handled by each Actual No. of learners passing the
passes the subjects handled by
teacher
a each teacher
subjects handled by each teacher
Total No. of learners taking the said
subjects
Percentage increase/ decrease NETRC NAT Results and Form IV of RAT Freq and %
What is the percentage
of MPS in the current school year Results
increase/decrease of MPS in the
distribution of :
MPS of the current school year
against MPS in the previous
current school year against MPS
Passers
school year
in the previous school year?
MPS of the previous school year
Comparative analysis
of MPS between
previous and current
year
JEL Monitoring Form and JEL Contract
implementing JEL after F3 Actual No. of Teachers implementing JEL
after F3
Total No. of Teachers with JEL Contract
Consolidated issues
resolved during the year
Quarterly M&E reports

Reported issues on teacher performance
Freq and percentage What percent of teachers

of teachers
implement JEL after F3
implementing JEL
after F3
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?
METHOD OF
Guide Questions
AND DATA REQUIRED
ANALYSIS
Percentage increase/decrease BEIS/SMIS, Form 20, and Form 18
Trend
Is there an
of the following outcome
increase/decrease of the
Outcome Indicators for six years
Analysis
indicators after three years
following outcome indicators
Achievement Rate
/Comparative
Achievement Rate
after three years
Retention Rate
analysis
Achievement Rate
Retention Rate
Completion Rate
Retention Rate
Promotion Rate
Completion Rate
Completion Rate
Graduation Rate
Promotion Rate
Drop out Rate
Promotion Rate
Graduation Rate
Outcome
Indicators
for
the
current
Graduation Rate
Drop out Rate
school year
Drop out Rate
Achievement Rate
Retention Rate
Completion Rate
Promotion Rate
Graduation Rate
Drop out Rate
Consolidated Issues and
M&E annual reports
Classification of What issues are within the
lessons learned in three years Log Sheet for Issues and Lessons
Issues by type
control of the school?
Learned
and control
Which ones need to be
Statement of Issues and their
elevated to DO?
resolutions
Identifying
What recommendations can be
Hindering and facilitating factors
lessons learned
given to address the
from the
issues?
hindering and
How are the lessons applied in
facilitating
planning for the next cycle?
factors
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?
Source of
Info Requirements
Information and
Method of Analysis
Guide Questions
Data Required
1. Frequency and
Periodical Test
Distribution of learners What is the average learners MPS for
percentage
Results
according to the level
the quarter examination?
distribution of
of mastery by learning Which competencies are found
learners based on Individual MPS by
area per grade or year
difficult?
learning area by
their performance
level
What are the facilitating/hindering
grade/year level Identify least learned
in periodical
factors that affect academic
examinations per Difficulty level of
skills by learning area
performance of the learners during
learning area
items
the periodical examination per
learning area by grade/year level?
2.
3.
Percentage of
learners
attendance
Percentage of
learners
participation in
school and
community
activities
Report of Attendance Frequency of actual
attendance
vs
annual
Number and
and monthly enrolment
percentage of days
the learners report

to school
Learners Portfolio
Average % of
participation in co-
Teachers Report
curricular activities
for the quarter
Do teachers have complete and

updated record of learners
attendance?
What are the factors that affect
learners attendance?
How often do learners participate in cocurricular 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&EM&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?
Source of Information
Info Requirements
Method of Analysis
Guide Questions
and Data Required
Learners performance
Distribution of learners
Is there an increasing trend in the
according to the level of
in national/ regional NAT /RAT Results
results of national / regional
mastery by learning area per
assessments
assessments?
Achievement Rate grade or year level
What are the facilitating factors that
Identification of least learned
contributed to the achievement of
skills by learning area
the desired academic
Overall mastery level
performance of the school?
26
Number of learners
Yearly reports on
who are retained in
Retention Rate
school
Promotion Rate
Number of learners who Completion Rate
have completed/
Drop-out Rate
are promoted to the
next grade/year
level
Number of learners left in

What are the motivating factors
school vs annual enrolment
that contributed in the :
Number of learners promoted
- Decrease of drop-out rate?
vs annual enrolment
- Increase of completion rate?
Number of completers vs
annual enrolment
Number of drop-outs vs.
enrolment
Number of Passers vs
enrolment based on grades
Average percentage of Report of Learners

Number of co-curricular
activities carried out by
attendance of
Participation
school
learners in co Number of learners
who participated in Average % of participation
co-curricular
across number of coactivities (Annual)
Issues & challenges
List of issues and
Categorization of issues
related to learner
concerns.
performance
What are the facilitating factors that

motivate learners to participate
school and community activities?
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?
Source of Information
Method of Analysis
and Data Required
NAT/RAT Results
Number and
Frequency and percentage
Percentage of
distribution of Learners meeting
learners meeting the Individual percentage
masterly level in national &
national / regional
score of learners
regional achievement tests
standard level for
Percentage distribution Average Mean Percent Score of
Achievement
of learners meeting
schools in learning areas tested.
standard
Frequency and percentage
distribution of learners on list
learned skills
Info Requirements
Report on the
Benefits gained
Frequency count on the promising
through the utilization Promising Practices
practices and the number of
of the identified
achieved targets based on the
List of promising
promising practices
utilization of t he identified
practices
promising practices
Guide Questions
What factors supported the
satisfactory / unsatisfactory
achievement in national /
regional assessments?
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 schools accomplishment, both qualitative and quantitative, which
can be attributed to or which can advance the schools level of SBM practice.
4.2.1.2 Instructional Supervision
This area of M&E is primarily concerned with the efficiency and effectiveness of Instructional Supervision as 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?
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
Quantitative data on Physical
outputs
Qualitative data on issues,
lessons learned, facilitating
and hindering factors, valueadded outputs and
recommendations
Source of
Information and
Data Required
Monthly SIP/AIP
Tracking Form
% of Physical
accomplishments
for the quarter
Issues & concerns
Value added
outputs
Facilitating factors
Method of
Analysis
Comparative
analysis of planned
vs actual physical
accomplishments;
Expenditures vs
budget
Guide Questions
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?
Is the instructional supervision done by SH

Status of Instructional Consolidated monthly Frequency
Supervision:
per month following guidelines?
Categories
of
report of
o Issues in IS and how instructional
issues in IS
What are the issues in implementing the IS?
resolved
supervision
How are they resolved?
o Number of
teachers
observed as
planned
Staff Dev Plan
Is the staff dev plan carried out within
Progress of Staff
Docs Review
Development Plan
Tracking Form
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?
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?
Info Requirements
Source of Information and
Method of Analysis
Guide Questions
29
Data Required
Number of SIP targets SIP/AIP Tracking Form
Docs Review
effectively delivered
Percentage of
SIP Monthly Report
SBM level of practice Resolved issues for the year
accomplishments
Consolidated issues
EBEIS
for the Year
SBM level of practice
Behavioral changes
Form 178
Docs Review
among teachers
Monthly Supervisory Report
Monthly Accomplishment Report
Behavioral changes
among staff
Staff development training

Evaluation Form result
Docs Review
Is the SIP implementation

effective in accomplishing the
outputs for the year?
How effective is the instructional

supervision in terms of
behavioral changes among
teachers?
What behavioral changes are
being observed among the
staff?
C. Results M&E
M&E Question:
1.
2.
Does the school achieve the desired educational outcomes at the end of 3-year SIP cycle?
Has the school progressed in its SBM level of practice?
Info Requirements
Status of School educational
outcomes

Method of
Data Required
Analysis
EBEIS
Trend Analysis
Achievement rate
Retention rate
Completion rate
SBM level of practice
Guide Questions
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?
Method of Analysis
Data Required
Accomplishment of Consolidated accomplishment Documentary Analysis
Work Outputs
report on individual and
Individual
team/ committee work
Teams/comm
outputs
ittees
Info Requirements
Guide Questions
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
Effectiveness in the
performance of
functions and
responsibilities

Data Required
Consolidated report of work
performance based on:
PASAG
PASSA
RPAST
Method of Analysis
Docs review
Guide Questions
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?
Method of Analysis
Data Required
Improved organization Consolidated accomplishment Docs Review
performance level
report of organization
Trend Analysis
performance level
Organization Performance
Evaluation System (OPES)
Info Requirements
Guide Questions
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.
Table 8
31
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
Frequency of stakeholders
attendance/participation in
school activities
Frequency of internal
stakeholders
attendance/participation in
community-initiated programs
Source of
Information and
Method of Analysis
Data Required
Attendance Sheet Frequency counts
Attendance Sheet
Frequency counts
Guide Questions
How often do stakeholders attend
and participate in school
activities?
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?
Source of Information and Data
Method of
Info Requirements
Guide Questions
Required
Analysis
Is the engagement and
Effectiveness of
Annual report on Attendance to
Docs review
collaboration of school and
implementation of
school activities
community contributed to effective
programs and
Annual report on attendance to
activities of school and
community-initiated programs
activities?
community
Level of satisfaction of Perception survey of stakeholders

school stakeholders in
satisfaction
the community
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
Improved school
performance
Source of Information and Data

Required
EBEIS
Method of
Analysis
Basic statistics
Guide Questions
Are the school performance
indicators improving as a result of
32
indicators
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.
A. DELIVERY
OF
BASIC EDUCATION
34
M&E TOPIC
TASK LEVEL/DECISION POINTS
A.1. PROGRAMS AND PROJECTS ON CURRICULUM IMPLEMENTATION

A.1.1 Quality &
PROGRESS
Relevance
Efficiency on the programs & project
Quality
Programs &
Targets set
Projects on
Time
Curriculum
Accomplishment of Curriculum
Implementati
plans
on
projects
INTERMEDIATE RESULTS
Annual measure of school
Increase in attendance
Decrease in absenteeism
Increase Retention rate
Increase Graduation rate
Increase in Completion Rate
Increase in number of passers
Covered Curriculum Content
RESULTS:
A.1.2 Education
Resources for
Provision of
Access
Personnel
Funds
LRMs
Facilities
Ancillary
Services
MONTHLY
QUARTERLY
SEMIANNUAL
(END OF
JUNE)
ANNUAL
END OF
SIP
Increase in number of learners
ready for transition
Decrease in school leavers
Improved graduation rate
Improved academic performance in
all learning areas
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
A.1.3.
Development
of Teacher
Competence
A.1.4.
Development
of Learner
Performance
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
PROGESS LEVEL
Efficiency of instructional delivery

(LPs, IMs, Strategies, assessment)
Conduciveness & orderliness of
classrooms
Utilization of learning resources
Comprehensiveness of learners
records
Issues/lessons learned
Effectiveness of instructional
delivery
Improved learner performance
(annually)
Reduced Failure rate
Reduced SARDO
Improved punctuality &
attendance
Effectiveness of IPPD and
SPPD
Improved utilization of learning
resources
Updated SMIS
RESULTS
Improved teaching competence based
on NCBTS
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
36
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
SEMIANNUAL
(END OF
JUNE)
QUARTERLY
PROGRESS LEVEL
Quarter SIP/AIP Planned activities versus
actual
Efficiency of implementation of SHs supervisory
plan
INSET/SPPD Implementation
Issues and concerns
Lessons Learned (quarterly)
INTERMEDIATE RESULT
Cumulative accomplishment of SIP/AIP
Physical Outputs
Consolidated issues on school management
RESULTS LEVEL
B.1. School
Management
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
Work satisfaction of internal stakeholders
37
TIME:
M&E TOPIC
TASK LEVEL
MONTHLY
SEMIANNUAL
(END OF
JUNE)
QUARTERLY
B.2. Community
Partnership
Annual performance level (Individual, team or

committees)
RESULT LEVEL
Organizational performance level

Progress Level
Stakeholders participation/involvement in
school activities
Participation in community-initiated programs
Parents satisfaction
Stakeholders satisfaction over school services
Result Level
SBM Level of practice

Stakeholders satisfaction over school services
38
ANNEXES
39
CONTENTS
Teacher Appraisal Form
Appraisal Form #1: Teacher Performance
1
Appraisal Form # 2: Classroom Management
2
Appraisal Form #3: Record Management
3
PAGE
41
42
43
Appraisal Form #4: Checklist for Lesson Plans
44
45
SIP Implementation M&E Tools

1.
Elements of SIP Implementation M&E Framework
2.
SIP Implementation M&E Framework Matrix
A
PROGRESS M&E TOOLS
3
SIP-AIP PHYSICAL ACCOMPLISHMENT FORM (PHYSICAL OUTPUTS AND FINANCE)
4.
SIP-AIP PHYSICAL OUTPUT TRACKING FORM
5.
SIP THREE-YEAR REPORT ON PHYSICAL OUTPUT AND FINANCIAL STATUS OF PROJECTS &
PROGRAMS
6.
ISSUES / LESSONS LEARNED / SUSTAINABILITY LOG
Part A: Issues/Problems and Concerns Log
B
7
RESULTS M&E TOOLS
SIP Terminal Review Framework
SIP Terminal Review Report
Results Monitoring Tool Schools
C.
8
REPORT TEMPLATES for QMT
M&E Report Template of SQMT
M&E Report Template of SDQMT
M&E Report Template of DQMT
46
46
47
48
49
49
50
51
52
53
54
40
1
0
1
2
3
4
5
6
7
8
9
1
0
RATING
Not at All
Rarely
Some times
ITEM
TimeMost of the
All the time
Appraisal Form #1: Checklist on Classroom Management
Calls learners by name (with the help of memory, IDs,

name tags or seat plan )
Implements procedures in group work ( evidence of
instituted break-out procedures for peer work or group
work)
Implements discipline in letting students enter inside
(after flag ceremony, recess, activity outside the
classroom, etc) and making them take exit from the
classroom
Implements procedures in the distribution of materials
and collection, turning in, and handing back checked
learners work
Employs a facilitated and purposive checking of
attendance (finds out who are absent/cutting classes and
why and make a follow up)
Implements proactive discipline plan (e.g. detects
inappropriate behavior and intervenes, calls the learners
attention, deal with disruption appropriately to avoid
arguments)
Uses efficient routines in starting and ending class
periods
Implements specified work formats (themes, exercise
notebooks, experiment notebooks, projects, etc.)
Provides authentic rewards and incentives (appropriate
praises, facial expression, gestures)
Reminds students of important schedules and assignment
efficiently
1 Manages time appropriately (engaged time on task

arrives and leaves classroom on time and stays in the
1 classroom or activity area for the whole period)
1 Movement in the classroom (moves around, divides
2 attention equally among students)
1 Gives clear directions (e.g. giving appropriate examples
3 or non-examples)
1 Uses of appropriate verbal communication (e.g. provides
4 positive feedback)
1 Uses of appropriate non-verbal communication (observes
5 entire class and scans frequently, signals/gestures)
Overall Rating
Description of Rating:
8.5-10 Outstanding
6.5-8.49
Very Satisfactory
41
4.5-6.49
2.5-4.49
2.0-2.49
Satisfactory
Unsatisfactory
Poor
1
2
3
Not at All
RATING
Rarely
Some times
10
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)
Lights are turned off when not in use and when not
necessary (when there is enough sunlight, during recess
time, lunchtime, and dismissal)
Water faucets are turned off when not in use and after
dismissal
TimeMost of the
ITEM
All the time
Appraisal Form # 2: Classroom ManagementEnsuring and Maintaining Clean,

Conducive, Secure, and Energy-Saving Learning Environment
4 Classroom is open before the first session starts.

Classroom is locked when nobody is inside and after
5 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.
Classroom has updated bulletin boards (Absences,
8 reminders, best work)

9 Learners do not throw their garbage anywhere.
1
Learners segregate their trash.
0
1 Homeroom PTA helps in performing minor
repairs/improvement of classroom and its
1 furniture/equipment.
1 Homeroom PTA helps in performing minor painting works

2 for the classroom and its furniture.
OVERALL RATING (TOTAL RATING
12x100)
42
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
43
10
1
2
3
4
5
6
7
8
9
1
0
1
1
1
2
1
3
1
4
1
5
1
6
1
7
1
8
1
9
2
0
2
1
2
2
2
3
2
4
2
5
2
6
Keeps(monthl
y)/submits(m
onthly/quarte
rly) up-todate reports
Class record/s
Form 1 School Register
Form 2 Monthly Attendance and Enrolment
Subject Grade Sheets
Consolidated Grade Sheets
Form 137 Permanent Records
Form 138 Report Card
List of Top Ten for a Grading Period
Form 18-A (for the fourth quarter of SY)
RATING
Not at All
Rarely
Some times
TimeMost of the
ITEM
All the time
Appraisal Form #3: Checklist for Record Management
Anecdotal Records
Lesson Plans
Nutritional Status (For the 1st and 4th quarter
of SY)
Phil-IRI (For the 1st and 4th quarter of SY)
Other reports required
Class record/s
Form 1 School Register
Form 2 Monthly Attendance and Enrolment
Subject Grade Sheets
Consolidated Grade Sheets
Accomplishes
neat,
accurate, and
complete
reports
personally
Form 137 Permanent Records

Form 138 Report Card
List of Top Ten for a Grading Period
Form 18-A (for the fourth quarter of SY)
Anecdotal Records
Lesson Plans
Nutritional Status (For the 1st and 4th quarter
of SY)
OVERALL RATING (TOTAL RATING
26x100)
44
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
1
2
3
OBSERVE
D
YE
S
NO
REMARKS
OBJECTIVES
Writes objectives clearly for students
Writes objectives in behavioral terms
Objectives are SMART (Specific, Measurable, Attainable,
Result-oriented, Time-bounded)
45
4
6
7
8
Objectives manifest psychomotor, cognitive and affective

domains of learning
SUBJECT MATTER
Based on PELC/PSSLC Budget of Work (Expectation: On
time)
Reflects the use of references and IMs
PROCEDURES
The strategy used is suitable in developing the
lesson/subject matter.
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

16
17
EVALUATION
Directions are brief and concise
Items are aligned with the lesson objectives
18 Items are skill-based

19
20
ASSIGNMENT
Provide clear directions
Provides opportunities to enhance knowledge and skills
learned or prepares the learners for the next lesson
ITEM
OBSERVE
D
YE
S
NO
REMARKS
46
1
2
3
4
5
5
6
7
8
9
1
0
INITIAL FOCUS
States objectives of the session clearly to students
Gains attention of students (Punctuality, Good Grooming,
Posture, Classroom Presence, well-prepared with all lesson
paraphernalia)
CONTENT EMPHASIS AND/OR LINKING
Stresses the importance/significance/essence of the topic
Links lesson to learners backgrounds and life experiences,
past learning including those in other subject areas, and
future learning
Points out similarities and differences of the previous of the
topic to the new one
COMPREHENSIBLE INPUT
Uses speech appropriate for learners proficiency level
(slower rate, enunciation, simple sentence structure for
beginners)
Explain academic tasks clearly
Use a variety of techniques to make content concepts clear
(e.g. modeling, visuals, hands-on activities, demonstrations,
gestures, body language)
STRATEGIES
Provide ample opportunities for students to use strategies (e.g.,
problem solving, predicting, organizing, summarizing,
categorizing, evaluating, self-monitoring).
Use scaffolding techniques consistently (providing the right
amount of support to move students from one level of
understanding to a higher level) throughout lesson.
Use a variety of question types including those that promote
higher-order thinking skills throughout the lesson (e.g., literal,
analytical, and interpretive questions).
INTERACTION
1
1
1
2
1
3
Provide frequent opportunities for interactions and discussion

between teacher/learner and among learners, and encourage
elaborated responses.
Use group configurations that support language and content
objectives of the lesson. Provide sufficient wait time for student
response consistently.
Give ample opportunities for students to clarify key concepts
PRACTICE/APPLICATION
1
4
1
5
Provide hands-on materials and/or manipulatives for students to

practice using new content knowledge.
Provide activities for students to apply content and language
knowledge in the classroom.
EMPHASIS/REVIEW/ASSESSMENT
1
1
1
2
1
3
1
4
Give comprehensive review of key vocabularies.

Give a comprehensive review of key content concepts, skills,
values, and attitudes.
Provide feedback to learners regularly on their output (e.g.
language, content, work)
Conduct assessments of learner comprehension based on
learning objectives (e.g. spot checking, group response,
individual work, peer work and/or group work)
47
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
1
ITEM
SIP Outputs
Indicator/s
Data Source
Method of Collection
5
6
7
Timing of Collection
Data Gathering
Report Schedule
INSTRUCTIONS
List the outputs of SIP/AIP
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
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.)
Indicate the strategy that will be employed to collect the data (ex.,
Document review, interview, direct observation, survey questionnaire, FGD,
etc.)
Identify as to when the data collection will happen
Indicate the unit/person responsible for data collection
Identify the when the result/s will be reported
2.. SIP IMPLEMENTATION M&E FRAMEWORK MATRIX

(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.
RESULTS M&E
PROJECT OBJECTIVES/ OUTPUTS

(O#)
Purpose level objective:
INDICATOR/S
DATA SOURCE
DATA COLLECTION
METHOD
TIMING
Component Objectives: Prov. Of

Access
Component 1: Phys Facilities
Component 2: LRM
Component 3: Ancillary
Component 4:
SIP IMPLEMENTATION M&E FRAMEWORK MATRIX
(CONTINUED)
48
INDICATOR/S
DATA
SOURCE
DATA COLLECTION
METHOD
TIMING
DATA
GATHERER
REPORT
SCHEDULE
PROGRESS
PROJECT
OBJECTIVES/
OUTPUTS (O#)
Outputs
3. SIP-AIP PHYSICAL ACCOMPLISHMENT FORM

School:
District:
Month/Year:
.
School Year:
PROJECT/OUTPUT
PHYSICAL OUTPUT
TARGET
ACTUAL
NOTE: Write only those outputs with physical

and financial targets.
FINANCIAL TARGET
BUDGET
EXPENDITURE
LEGEND: % - Percentage of Accomplishment = (Target divided by

Actual) x 100
49
4. SIP-AIP PHYSICAL OUTPUT TRACKING FORM

Name of School:
Overall Status Classifica
Date of SIP Acceptance
SIP Time Frame:
Evaluation Period (Please check):
o AIP Year 1
o AIP Year 2
o 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
% Done
Actual
Target
YEAR 3
% Done
Actual
% Done
Actual
Target
Target
FINANCIAL
YEAR 2
YEAR 1
% Done
Actual
YEAR 3
Target
% Done
Actual
Target
PHYSICAL OUTPUT
YEAR 2
% Done
Actual
PHYSICAL
OUTPUTS
Target
YEAR 1
NOTE: USE ADDITIONAL PAGES IF NEEDED
50

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:
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
e.g. Parents are busy fighting
Actions taken to RESOLVE the Issue:
Called PTA meeting everyday
STAKEHOLDERS
PARTICIPATION
Other factors outside of

school environment
51

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 schools 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
52

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 highlevel 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
53
1
SUSTAINABILITY MEASURES
2
ACTION TAKEN TO
APPLY STRATEGY
3
RESULT OF STRATEGY
completion of training.
7. Information dissemination & Networking
Generating an understanding of SIP and support for the projects
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

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
7. MONTHLY M&E REPORT OF SCHOOL QMT

54
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
55
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
56
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: ____________________________
57

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School M&E System

Strengthening the Implementation of Basic Education in

CHAPTER 2: MONITORING AND EVALUATION FRAMEWORK

CHAPTER 3: SETTING UP SCHOOL M&E SYSTEM

Steps in Setting up School M&E System

Term of Reference of School M&E Team,

CHAPTER 4: MONITORING AND EVALUATION PROCEDURES

Content Area 1: Delivery of Schools Services to Basic Education

Curricular Programs and Projects

Content Area 2: Organizational Health/Performance

4.2.3 Community Partnership

PART D - LOG SHEET ON LESSONS LEARNED

RESULTS M&E TOOLS

M&E Report Template of SQMT

Annual Implementation Plan

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

Efficient school-based management

Strengthening partnership with the community

d. Transparency of Information to Key Stakeholders

M&E for Learning and Accountability

2.2 SCOPE OF M&E

Delivery of Services for Basic Educatio EduEducation

Organizational Health & Performance

Physical and ancillary facilities

A.4. Learner Performance concerned with getting information on the learners:

Progress (Formative) Level

Results (Summative) Level

Integration of M&E Content Areas and M&E Task Levels

M&E Task Levels

Development Level of achievement by Learner Distribution by

Improved achievement rate

Define the scope of the M & E

Establish M & E schedule.

Determine decision points needed by the school head/s.

Set up monitoring processes

Technical support needed by the school

Prepare TOR of School M&E Team

Communicate the system

Operationalize the system

Operationalize the System

Figure 3: Step Processes In Setting Up The M & E System

Has full grasp of the projects and programs in school

B. Roles & Functions of SQMT:

Manage a mechanism for quality assurance and accountability in the school

3.3 School M & E Structure

For Big Elementary Schools & Secondary Schools:

Chair: School Head

For Small Elementary School

School M&E Coordinator

Department Head /Grade Chairman

School ICT Coordinator

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

Chair: School Head

3.4 Terms of Reference of School M&E Team

Chair: School Head

Manages the QAAS in the school

School M & E Coordinator

Monitors and evaluates regularly the implementation of school improvement plan

Conducts monitoring process during plan implementation

SPT Representative (Parent/LGU Rep)

Department Heads/Department Chairs (For Secondary Schools)

ICT coordinator /Computer teacher