Department of Education

Regional Office No. VIII

Government Center, Candahug, Palo, Leyte

DIVISION DATA GATHERING TEMPLATE

DIVISION: Name of Division District:

Calendar Year: 2017
Monitoring Schedule: YEAR-END

Elementary Junior High School Senior High School

A. ACCESS Public Private Public Private Public Private
1 Total Number of Schools
Total Enrolment Male
2 Female
Total
Gross Enrolment Rate Male
3 Female
Total
Net Enrolment Rate Male
4 Female
Total
Cohort Survival Rate Male
5 Female
Total
Completion Rate Male
6 Female
Total
Dropout Rate Male
7 Female
Total
School Leavers Rate Male
7 Female
Total
5 Total No. of ALS Male
Completers Female
Total
8 No. of Schools with Dropouts
9 No. of Schools with 100% attendance of Learners
10 No. of Schools with incidence of Tardiness

11 No. of Schools with incidence of Habitual

Absenteeism
No. of schools with learners categorized to be at
12 Wasted and Severely Wasted status

Total No. of ALS Learners Male

13 Female
Total
14 No. of Private Schools with Permit to Operate
G7 G8 G9 G10 G11 G12
15 No.
of Voucher System Male Female Male Female Male Female Male Female Male Female Male Female
Recepients (Private Schools)

B. QUALITY
16 Mean Percentage Score of Quarterly Academic
MTB-MLE English Math Science Filipino AP MAPEH TLE ESP
Assessment in every Subject Area by Grade Level
G-1
G-2
G-3
Public Elementary Schools G-4
G-5
G-6
Average
G-1
G-2
G-3
Private Elementary Schools G-4
G-5
G-6
Average
G-7
G-8
Public Junior HS G-9
G-10
Average
G-7

Private Junior HS
 G-8
Private Junior HS G-9
G-10
Average
Senior HS CORE SUBJECTS APPLIED SUBJECTS SPECIALIZATION
Public G-11
G-12
Private G-11
G-12
17 Percentage of Passing by Subject Area in
Quarterly Academic Assessment MTB-MLE English Math Science Filipino AP MAPEH TLE ESP

G-1
G-2
G-3
Public Elementary Schools G-4
G-5
G-6
Average
G-1
G-2
G-3
Private Elementary Schools G-4
G-5
G-6
Average
G-7
G-8
Public Junior HS G-9
G-10
Average
G-7
G-8
Private Junior HS G-9
G-10
Average
Senior HS CORE SUBJECTS APPLIED SUBJECTS SPECIALIZATION
Public G-11
G-12
Private G-11
G-12
18 No. of Least Learned Skills based on Quarterly
MTB-MLE English Math Science Filipino AP MAPEH TLE ESP
Assessment
G-1
G-2
G-3
Public Elementary Schools G-4
G-5
G-6
Total
G-1
G-2
G-3
Private Elementary Schools G-4
G-5
G-6
Total
G-7
G-8
Public Junior HS G-9
G-10
Total
G-7
G-8
Private Junior HS G-9
G-10
Total
Senior HS CORE SUBJECTS APPLIED SUBJECTS SPECIALIZATION
Public G-11
G-12
Private G-11
G-12
No. of Schools with below MTB-MLE English Math Science Filipino AP MAPEH TLE ESP
75% Competency coverage Elementary
by subject area
19 Junior HS
Senior HS CORE SUBJECTS APPLIED SUBJECTS SPECIALIZATION

No. of Schools MTB-MLE English Math Science Filipino AP MAPEH TLE ESP
implementing/utilizing
20 Contextualized Curriculum
 No. of Schools
implementing/utilizing
20 Contextualized Curriculum Elementary

Secondary
21 Division Performance in National
Assessment(MPS) MTB-MLE English Math Science Filipino AP MAPEH TLE ESP

Public
LAPG
Private
Public
NAT (Elem)
Private
Public
NAT (Sec)
Private
22 Elementary Junior High School
No. of Schools per category of Performance in
Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
National Assessment (Average MPS) (0-25) (26- (56-75) (76-100) (0-25) (26-50) (56-75) (76-100)
50)
Public
LAPG
Private
Public
NAT (Elem)
Private
Public
NAT (Sec)
Private
No. of PEPT Passers Elementary Junior High School
Male
23
Female
Total
6 Total No. of A&E Passers Male
Female
Total
Elementary Junior HS Senior HS
24 No.
of School Heads conducting Instructional
Supervision

25 No.
of Schools with School Plan for Professional
Development (SPPD)
26 No. of Teachers trained on Elementary Junior High School
K to 12 implementation Teachers Trained Teachers Trained
Total No. Total No. of
of Teachers
Grade Level Teachers Public Private Subject Public Private

G-1 English
G-2 Science
G-3 Math
G-4 Filipino
G-5 AP
G-6 EsP
Total MAPEH
Senior HS
TLE
G11
G12
Total
Total
C. GOVERNANCE
NSO Birth Certificate Form 137 Form 138
27 No.of
Schools with Elementary
complete School Records
Secondary
No. of Accredited Schools Elementary Junior High School Senior High School
by Level (SBM/PAASCU)
Public Private Public Private Public Private
28 Level 1
Level 2
Level 3
29 No. of schools with SIP
Public Private Public Private Public Private
Functional
30 Total No. of Classrooms
For Repair
Condemnable

31 Number
of schools with Comfort Rooms based
on standards

32 Number
of schools with 1:1 Learner-Armchair
ratio
33 Number of schools with Library
34 Number of Schools with Science Laboratory

35 No. of schools with very satisfactory Classroom

Management

36 No.
of schools with very satisfactory Records
Management
No. of schools provided with Technical
Assistance on:
37 Classroom Management Implementation
Curriculum Implementation
Teaching - Learning & Assessment
 Public Private Public Private Public Private
Number of Functional SGC
stakeholders' PTA
38 organizations
Alumni
Others

39 Number of schools with 100% Attendance of

personnel
40 No. of division-recognized Best Practices
Implementation of DepEd Programs, Activities No. of Schools and Learner
& Projects Fund Utilization
Benificiaries
41 Elementary Secondary
% of
No. of No. of Funds Allocated Funds Utilized Utilization
Schools Result* Schools Result*

a. Madrasah Program
b. Indigenous People Education (IPEd)
c. Special Education (SPED)
d. Science, Technology & Engineering (STE)
e. Multigrade Education
f. Special Science Elementary School
g. Special Program in Arts (SPA)
h. Special Program in Sports (SPS)
j. ABOT ALAM
k. ALS PROGRAM
l. Reading Program
m. Dropout Reduction Program (DORP)/Alternative
Delivery Modes (ADM)
Project EASE
Open High School Program (OHSP)

Modified In-School Off-School Approach (MISOSA)

Enhanced Instructional Management by Parents,

Community and Teachers (e-
IMPACT)
School Initiated Interventions
n. Adopt a School Program (Brigada Eskwela)
o. Oplan Balik Eskwela
p. Early Registration
q. School Feeding Program
r. Gulayan sa Paaralan
s. Sports Development Program
t. DepEd Internet Connectivity Program
u. DepEd Computerization Program (DCP )
v. Career Guidance and Advocacy Program

w. School Monitoring, Evaluation & Adjustment

(MEA)
x. School-Based Training & Development
Learning Enhancement Action Program (LEAP)
Learning Action Cell (LAC)
In-Service Training (INSET)
y. School Site Titling
z. Human
DisasterResource Training
Reduction & Development
and Risk Management
aa. (DRRM)
ab. Water Sanitation & Hygiene (WASH) in Schools
(WinS)
ac. Child Friendly School System (CFSS)
ad. Gender and Development (GAD)
ae. School-Based Research Program
af. Scouting Program
ag. Solid Waste Management
ah. Reward and Recognition System
ai. School Building Repair & Maintenance (SBRM)

aj. Suprem Student Government (SSG)/supreme

Pupil government (SPG)
ak. Academic Competitions
al. Technolympics
am. Press Conference
an. Other Programs, Activities & Projects
* Results may mean No.of Beneficiaries saved/provided assistance/availed services or any quantative data that reflects accomplishment of the target

D. Implementation Issues elevated to Higher Management

Program/Activities/Projects Issues

E. PO ACCOMPLISHMENT VS. KPIs RISKS CHALLENGES

Provision of Access

Quality and Relevance

Governance

Prepared by: Noted by:

Division M&E Coordinator/District Supervisor Chief, SGOD

APPROVED:
Date of Submission

Schools Division Superintendent

Q2

Q2

Q1

Q1

Every Quarter
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Every Quarter

Q1&Q5
Every Quarter

Every Quarter

Q3

Every Quarter
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Every Quarter

Q3
Q3
Q3
Q3
Q3
Q3
Q3
Q3

Q3
Q3

Q3

Q3
Q2
Q2
Q2

Q1

EVERY QUARTER

EVERY QUARTER
Q2

Q2
Q2
Q2
Q2
Q2
Q2
Q2
Q2
Q2

Q2

Q3
Q3
Q3
Q1, Q3

Q1, Q3
Q1, Q3
Q1, Q3
Q2

EVERY QUARTER

EVERY QUARTER

EVERY QUARTER
EVERY QUARTER
EVERY QUARTER
EVERY QUARTER
EVERY QUARTER
EVERY QUARTER
EVERY QUARTER
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EVERY QUARTER
EVERY QUARTER

EVERY QUARTER

Q3
Q3
Q2
Q2
EVERY QUARTER
EVERY QUARTER
EVERY QUARTER

Q4
Q1

Q1 TO Q4
Q1 TO Q4
EVERY QUARTER

Q2

Q2

Q2
Q2
Q1
EVERY QUARTER
Q2
EVERY QUARTER
EVERY QUARTER
EVERY QUARTER
Q3

EVERY QUARTER
EVERY QUARTER
EVERY QUARTER
EVERY QUARTER

Q1
EVERY QUARTER
EVERY QUARTER

EVERY QUARTER
Q4
EVERY QUARTER
EVERY QUARTER
EVERY QUARTER
EVERY QUARTER
Q4
EVERY QUARTER

EVERY QUARTER
EVERY QUARTER
data needed to be accomplis
²
- Total Number of classes
- No. of Enrolled School -Age children
- Total No. of ALS Learners
- Cohort Survival Rate
- No. of Completers
- No. of Learners no Longer in School(NLS)
- Total No. of Dropouts
- Total No. of School Leavers
- Total No. of Repeaters
complished during the 2nd quarter
quarter?

WORKSHOP 2
SCHOOL:
DIVISION:
Calendar Year:
Monitoring Schedule:
A. ACCESS TIMELINE WHAT IS THE IMPORTANCE OF DATA
GATHERED TO THE
SCHOOL/SH/TEACHERS/LEARNERS
1 Total number of Classes THE data can be used to
determine resource requirements,
allocation /generation (facilities,
teachers, furniture, LMs/Ims)
against available resources
Q2
Total Enrolment The data is used in the
preparation of resource
requirements of the school,
MOOE allocation
2 Q2
For the school head and teachers SF 1, LIS, Family Mapping
to identify school-age children in
the locality not in school
WHAT ARE THE SOURCES OF THE
DATA
SF 1 & 4, LIS, EBEIS
EBEIS, LIS, SF 1 & 4
DATA GATHERING
WHAT TOOLS ARE YOU GOING TO
USE
SF1 & 4, M&E Teacher's
Report
SF 1,generated from
LIS/EBEIS
SF 1, LIS, Family Mapping
Survey Forms
WHAT ARE YOURS SUGGESTED STEPS IN
DATA GATHERING
1. Provide prescribed data
gathering tool
2. Validate data (head count)
3. Compare against LIS/EBEIS
data
1. Distribute tool to class
advisers
2. Validate data thru head
count
3. Compare against LIS/EBEIS
data
Department of Education
Regional Office No. VIII
Government Center, Candahug, Palo, Leyte
DETAILS ON THE PROCESS OF THE DATA GATHERING, DATA ORGANIZING AND DATA ANALYSES
DATA ORGANIZIN
WHEN DATA BEING GATHERED WHEN DO THESE DATA CAN BE UTILIZED GENDER DISTANCE
June and July The data can be used during
identification of and
preparation of school
resource needs; crafting of
SIP/AIP adjustment
June and July The data can be used during
identification of and
preparation of school
resource needs; crafting of
SIP/AIP adjustment
June and July Data can be utilized in
preparation for SIP crafting
 No. of Enrolled School -Age children Ensure that all school-age children EBEIS, LIS, SF 1, SF2 & SF 3 Survey Form, SF 1 & SF 2
in the community are attending
school
Q2
4 Total No. of ALS Learners To identify over-age learners and
provide/identify appropriate
Every interventions
Quarter
5 Cohort-Survival Rate
Schools and Teachers need to
know this data to address the
Q2 gaps in keeping children in school
and identifying the appropriate
interventions
6 Total No. of Completers
schools need to know the total
Q2 number of completers to ensure
that all children completed the
school year.
7 Total No. of Dropouts
for data analysis,parent's
Every
awareness and fortechnical
Quarter assisstance
8 Total No. of School Leavers Tracking of learners did not go
back to school and identification
of possible interventions
Q2
9 Total No. of Repeaters Tracking of learners and possible
intervention
Q1
No. of Learners with 100% attendance Tracking of learners and possible
intervention
Every
10
Quarter
11 No. of classes with incidence of Tardiness For identification of possible
intervention program/project
Every
Quarter
1. coordinate with the barangay June and July
officials to ask for data
EBEIS, LIS, SF 1 SF 1 Identify overage learner per
grade leve. Validate birthdate
EBEIS School Report Card generete the data from the
EBEIS
EBEIS School Report Card generate the data from the
EBEIS
L.I.S Forms 1-7 closely monitoring of teachers
to learners through daily
checking of attendance
LIS/EBEIS SF 1, 5 & 6, School Report Recording of data by the
Card teachers, submission of report
to the SH, accomplishment of
SRC
EBEIS School Report Card Recording of data by the
teachers, submission of report
to the SH, accomplishment of
SRC
School Form 4 - Monthly School Form 4 - Monthly Daily checking of learners'
Learner's Movement and Learner's Movement and attendance, monthly
Attendance Attendance submission of teachers' report
to the School Head, School
Head's accomplishment of SF4
Teachers' monthly report School Form 2 - Daily Daily checking of learners'
Attendance Report of attendance, monthly
Learners submission of teachers' report
to the School Head, School
Head's consolidation of
teachers' report
Data can be utilized in
identifying out-of-school
learners and
implementing/identifying
appropriate interventions
quarterly The data can be utilized in
identifying learners who will
take the PEPT
second quarter
The data can be utilized
during situational analysis
which is prerequisite in
crafting school improvement
plans
second quarter
The data can be utilized
during situational analysis
which is prerequisite in
crafting school improvement
plans
Q3
The data can be utilized
during situational analysis
which is prerequisite in
crafting school improvement
plans
June and July
The data can be utilized
during situational analysis
which is prerequisite in
crafting school improvement
plans
Start & end of SY, Q3 Enrolment/SMEA
Quarterly/end of SY SMEA/Recognition Day
Every end of the The month immediately after (17 classes Average of 3.5 km
month the data have been gathered with 857 from residence
learners, m-
415, f-442)
Average of
12% tardiness
for male and
4% for female
12 No. of classes with incidence of Habitual For identification of possible School Form 4 - Monthly School Form 2 - Daily Daily checking of learners' Every end of the The month immediately after Average of 8% Average of 3.5 km
Absenteeism intervention program/project Learner's Movement and Attendance Report of attendance, monthly month the data have been gathered absenteeism from residence
Every Attendance Learners submission of teachers' report for male and
Quarter to the School Head, School 3% for female
Head's accomplishment of SF4

13 Total Number of Learners per Nutritional To spot/ identify learners needing Health & Nutrition Report Health & Nutrition Report 1. Come up with a regular Quarter 2 During the preparation of Normal: M - 5 kilometers away
Status Category nutritional interventions either from schedule of getting and School - Based Feeding Fund 123 & F - 122; from the school
teachers/nurses monitoring the nutritional Wasted: M - 22
Q1&Q2 status of the learners & F - 70;
Severely
Wasted: M - 3
&F-7
14 Government Permit/Recognition Issued To closely monitor private schools Private school coordinator Application form/ M & E Update list of private schools in Quarters 3 & 4 DMEA
(Private School) w/ permit to operate as well as to report checklist the division and monitor their
track the number of private application to operate
Q2 schools w/

No. of Voucher System Recepients (Private For the allocation of GATSPE fund List of Private Schools M &E Actual head counting of EVS Quarter 3 DMEA
Schools) from the Private School recipients; close monitoring of
15 Q3 Coordinator learners' attendance using the
computer - generated data

DATA GATHERING DATA ORGANIZIN

B. QUALITY TIMELINE WHAT IS THE IMPORTANCE OF DATA

WHAT ARE THE SOURCES OF THE WHAT TOOLS ARE YOU GOING TO WHAT ARE YOURS SUGGESTED STEPS IN
GATHERED TO THE WHEN DATA BEING GATHERED WHEN DO THESE DATA CAN BE UTILIZED GENDER DISTANCE
DATA USE DATA GATHERING
SCHOOL/SH/TEACHERS/LEARNERS

16
Mean Percentage Score (MPS) of
Quarterly Test in every Subject Area by Every
Quarter
Grade Level

Every
Elementary
Quarter

Junior HS Every
Quarter

Every
Quarter

Senior HS
17 Percentage of Passing by Subject Area in
Quarterly Academic Assessment (Based on
Form 138) Every
Quarter

Every
Quarter

Elementary

Every
Quarter

Junior HS

Senior HS
18

No. of Least Learned Skills based on

Quarterly Test Item Analysis

Every
Quarter

Elementary

Every
Quarter

Junior HS

Senior HS
19 No. of Classes with below 100 %
Competency coverage by subject area
Every
Quarter
20 No. of Classes implementing
Contextualized Curriculum (ref: Lesson
Plan ) Every
Quarter

21 School Performance in National

Assessment(MPS)
Q3

LAPG Q3

NAT (Elem) Q3

NAT (Sec) Q3

22

No. of Learners per category/ quartile of

Performance in National Assessment Q3
(Average MPS)

LAPG Q3

NAT (Elem) Q3

NAT (Sec) Q3
23

No. of PEPT Passers Q2

24 Total No. of A&E Passers

Q1

25

No. of Non-Reader Learners Q1 & 2

26

No. of Non-Numerate Learners Q1 & 2

DATA GATHERING DATA ORGANIZIN

C. GOVERNANCE TIMELINE WHAT IS THE IMPORTANCE OF DATA

WHAT ARE THE SOURCES OF THE WHAT TOOLS ARE YOU GOING TO
GATHERED TO THE WHEN DATA BEING GATHERED WHEN DO THESE DATA CAN BE UTILIZED GENDER DISTANCE
DATA USE
SCHOOL/SH/TEACHERS/LEARNERS

27
No. of Instructional Supervision
conducted by School Head ( ref: EVERY WHAT ARE YOURS SUGGESTED STEPS IN
QUARTER DATA GATHERING
baseline/target set by SDO

28

No. of Teachers/ School Head with utilized EVERY

IPPD/SPPD QUARTER
29 No. of Teachers trained on K to 12
implementation
Q2

30

No.of Learners with complete School Q3

Records

31 School Accreditation Level ( based on self

assessment or validated by the SDO/ RO )
Q1, Q3

32

Q2

Year of SIP Implementation

Q3

School Report Card (SRC)

No. of Schools with 100% Liquidation of

Q4
MOOE and other grants

33

No. of Classrooms Q2

34

Number of Comfort Rooms Q2

35

Number of Armchairs Q2
36

Number of Teacher's Table and Chair Q2

37

Number of fucntional Library Q2

38

Number of Science and TLE Laboratories Q2

39

Availability of school canteen Q2

40

No. of teachers with very satisfactory EVERY

Classroom Management QUARTER

41

No. of teachers with very satisfactory EVERY

Records Management QUARTER

42

No. of Teachers Provided with Technical EVERY

Assistance on: QUARTER

Classroom Management Implementation

EVERY
QUARTER

Curriculum Implementation

EVERY
QUARTER
 Teaching - Learning & Assessment

EVERY
QUARTER

43 Functional stakeholders' organization

EVERY
QUARTER

44

EVERY
QUARTER
Number of Personnel with 100%
Attendance
45 No.of recognized Best Practices
documented and replicated within the
school or shared within Schools
Division EVERY
QUARTER

46 Implementation of DepEd Programs,

Activities & Projects
EVERY
QUARTER

a. Q3

Madrasah Program

b. Q3

Indigenous People Education (IPEd)

c. Q2

Special Education (SPED )

d. Q2

Science, Technology & Engineering (STE)

 EVERY
e. QUARTER

Multigrade Education

f. EVERY
QUARTER

Special Science Elementary School

EVERY
g.
QUARTER

Special Program in Arts (SPA)

h. EVERY
QUARTER

Special Program in Sports (SPS)

j. Q4

ABOT ALAM

k. Q1

ALS PROGRAM

l.

Reading Program
m.

Q1 TO Q4
Dropout Reduction Program
(DORP)/Alternative Delivery Modes (ADM)

EVERY
QUARTER

Open High School Program (OHSP)

 Q2
Modified In-School Off-School Approach
(MISOSA)

Q2
Enhanced Instructional Management by
Parents, Community and Teachers
(e-IMPACT)

School Initiated Interventions(SII)

n. Q2

Adopt a School Program (Brigada Eskwela)

o. Q2

Oplan Balik Eskwela

p. Q1

Early Registration

EVERY
q. QUARTER

School Feeding Program

r. Q2

Gulayan sa Paaralan

EVERY
s.
QUARTER

Sports Development Program

 EVERY
t. QUARTER

DepEd Internet Connectivity Program

u. EVERY
QUARTER

DepEd Computerization Program (DCP )

v. Q3

Career Guidance and Advocacy Program

w. EVERY
QUARTER
School Monitoring, Evaluation &
Adjustment (MEA)

EVERY
x.
QUARTER

School-Based Training & Development

EVERY
QUARTER
Learning Enhancement Action Program
(LEAP)

EVERY
QUARTER

Learning Action Cell (LAC)

In-Service Training (INSET)

y. Q1

School Site Titling

 EVERY
z. QUARTER

Human Resource Training & Development

aa. EVERY
QUARTER
Disaster Reduction and Risk Management
(DRRM)

EVERY
ab.
QUARTER
Water Sanitation & Hygiene (WASH) in
Schools (WinS)

ac. Q4

Child Friendly School System (CFSS)

EVERY
ad.
QUARTER

Gender and Development (GAD)

EVERY
ae.
QUARTER

School-Based Research Program

EVERY
af. QUARTER

Scouting Program

EVERY
ag.
QUARTER

Solid Waste Management

ah. Q4

Reward and Recognition System

 EVERY
ai. QUARTER
School Building Repair & Maintenance
(SBRM)

aj. EVERY
QUARTER
Suprem Student Government
(SSG)/supreme Pupil government (SPG)

EVERY
ak.
QUARTER

Academic Competitions

al. EVERY
QUARTER

Technolympics

EVERY
am.
QUARTER

Press Conference

EVERY
an.
QUARTER

Other Programs, Activities & Projects

EVERY
QUARTER

ao. Donations

EVERY
QUARTER

cash

EVERY
QUARTER

In - kind
 EVERY
QUARTER

Donor/ Source
D.
Im
ple
me
nta
tio
n
Program/Activities/Projects
Iss
ues
ele
vat
ed
to
Hig
her
Ma
nag
em
ent

E. PO ACCOMPLISHMENT VS. KPIs

Provision of Access
Quality and Relevance
 Governance

F.
SU
G
GE
STI
O
NS
/R
EC
O
M
M
EN
DA
TI
O
NS
Provision of Access

Quality and Relevance

Governance
AND DATA ANALYSES

DATA ORGANIZING DATA ANALYSES

WHAT ARE THE

ISSUES/CONCERNS/B
GEOGRAPHICAL MODE OF
LOCATION TRANSPORTATION OTHERS INTERPRETATION TARGET VS. ACTUAL WHAT WENT WRONG WHAT WENT WELL OTTLE NECK, GRAY OTHERS
CLOUDS
ENCOUNTERED

The data shows that there is an Target 17, Actual 19 Increased enrolment due to Shortage of teachers
increase in the number of enhanced adocacy on Early and classroom
classes from 15 to 19 resulting in Registration and Brigada
shortage of classrooms. Eskwela activities

Based on the data there are 415 The enrolment Enhanced advocacy on Early
male and 442 female learners. increased form 785 Registration and Brigada
There are 27 female learners to 857 Eskwela activities helpep in the
more than male learners increase of enrolment
 There are 3 male over-age Zero-out over-age Identified learners are
learners in Grade 7 and 1 female learners recommended/scheduled to
in Grade 8 take the PEPT within the year

There are 2 male over-age Zero-out over-age Identified learners are

learners in Grade 7 and 1 female learners recommended/scheduled to
in Grade 8 take the PEPT within the year

80% have residences in motorcycle, boat, More incidence of tardiness 13% to 12% for male, The intervention program Storm
a community outside hiking among male, most of the tardy 5% to 4% for female identified helped in the clouds/difficulty in the
the town proper learners come from the achievement of targets implementation of
community outside town proper some processes
50% have residences in motorcycle, boat, More incidence of absenteeism
a community outside hiking among male, absentees come
the town proper either from within town proper
or in the community outside
town proper
7.5% to 8% for male, The intervention program Storm
5% to 3% female identified helped in the clouds/difficulty in the
achievement of targets implementation of
some processes

There are more female who are
wasted and severely wasted
compared to male learners.
districting all private schools were able to
comply the needed
requirements
Decrease the limited fund close monitoring of learners' lack of support from
number of wasted nutritional status I improved the stakeholders
and severely wasted academic performance of the
female learners from learners
70 to 40 and male
learners from 7 to 0
5 out of 5 private immediate notice to private
schools were schools facilitated the
endorsed to the SDS compliance of needed
for regional approval requirements

all private schools were able to 12 out 12 private strong coordination between
comply the needed schools were the school and private school
requirements validated coordintor led to

DATA ORGANIZING DATA ANALYSES

WHAT ARE THE

ISSUES/CONCERNS/B
GEOGRAPHICAL MODE OF
LOCATION TRANSPORTATION OTHERS INTERPRETATION TARGET VS. ACTUAL WHAT WENT WRONG WHAT WENT WELL OTTLE NECK, GRAY OTHERS
CLOUDS
ENCOUNTERED
 DATA ORGANIZING DATA ANALYSES

WHAT ARE THE

ISSUES/CONCERNS/B
GEOGRAPHICAL MODE OF OTHERS INTERPRETATION TARGET VS. ACTUAL WHAT WENT WRONG WHAT WENT WELL OTTLE NECK, GRAY OTHERS
LOCATION TRANSPORTATION CLOUDS
ENCOUNTERED
 Department of Education
Regional Office No. VIII
Government Center, Candahug, Palo, Leyte
WORKSHOP 2

DETAILS ON THE PROCESS OF THE DATA GATHERING, DATA ORGANIZING AND DATA ANALYSES
TEACHER'S ME & E TEMPLATE
DATA GATHERING DATA ORGANIZING DATA ANALYSES
WHAT IS WHAT
THE ARE THE
D. TEACHERS IMPORTAN
CE OF WHAT ARE WHAT
WHAT ARE
YOURS WHEN
WHEN
TARGE
ISSUES/C
ONCERNS
M&E TIMELINE DATA THE TOOLS SUGGESTE DATA
GATHERED SOURCES ARE YOU D STEPS IN BEING
DO
THESE GEND DISTANC
GEOGRAPHI MODE OF
CAL TRANSPO OTHERS
INTERPRETATION
T VS.
WHAT
WENT
WHAT
WENT
/BOTTLE OTHER
REPORT TO THE OF THE GOING TO DATA GATHERE
DATA
CAN BE
ER E
LOCATION RTATION
ACTUA
L
WRONG WELL
NECK,
GRAY
S
SCHOOL/S DATA USE GATHERIN D
UTILIZED CLOUDS
H/TEACHE G
RS/LEARNE ENCOUNT
RS ERED

The curriculum
1 implementation

Learner's Achievement
2 in quarterly test

3 Failures

4 Learning Resources

Textbook/Learning
5 Guide

6 Instruction
 7 Classroom MGT.

On tardiness and
8 cutting classes

9 Nutritional Status

Self - Rating using

Management Appraisal
10 Forms

Professional
11 Development

Other capability
12 building program

13 Special Assignment

Co -Curricular and other

14 community related

15 ADM

16 Other Programs

17 Ancilliary Services
 A. ACCESS DATA GATHERING
Total No. of Tracking of learners EBEIS School Report Card
Repeaters and possible
intervention
9

No. of Learners with Tracking of learners School Form 4 - School Form 4 -

100% Attendance and possible Monthly Learner's Monthly Learner's
intervention Movement and Movement and
Attendance Attendance

10

No. of Classes with For identification of Teachers' monthly School Form 2 - Daily
Incidence of possible intervention report Attendance Report of
Tardiness program/project Learners

11

No. of Classes with For identification of School Form 4 - School Form 2 - Daily
Incidence of possible intervention Monthly Learner's Attendance Report of
Absenteeism program/project Movement and Learners
Attendance

12

13 To spot/ identify Health & Nutrition Health & Nutrition

learners needing Report either from Report
nutritional teachers/nurses
interventions
Total No. of Learners
per Nutritional
Status Category
14 Government Permit/ To closely monitor
Recognition(Private private schools w/
School) permit to operate as
well as to track the
number of private
schools w/
DATA GATHERING DATA ORGAN
Recording of data by Start & end of SY, Q3 Enrolment/SMEA
the teachers,
submission of report
to the SH,
accomplishment of
SRC

Daily checking of Quarterly/end of SY SMEA/Recognition

learners' attendance, Day
monthly submission
of teachers' report to
the School Head,
School Head's
accomplishment of
SF4

Daily checking of Every end of the The month (17 classes with 857
learners' attendance, month immediately after the learners, m-415, f-
monthly submission data have been 442) Average of 12%
of teachers' report to gathered tardiness for male
the School Head, and 4% for female
School Head's
consolidation of
teachers' report

Daily checking of Every end of the The month Average of 8%

learners' attendance, month immediately after the absenteeism for male
monthly submission data have been and 3% for female
of teachers' report to gathered
the School Head,
School Head's
accomplishment of
SF4

1. Come up with a Quarter 2 During the Normal: M - 123 & F -

regular schedule of preparation of School 122; Wasted: M - 22
getting and - Based Feeding Fund & F - 70; Severely
monitoring the Wasted: M - 3 & F - 7
nutritional status of
the learners
 DATA ORGANIZING

Average of 3.5 km from 80% have residences motorcycle, boat, More incidence of
residence in a community hiking tardiness among
outside the town male, most of the
proper tardy learners come
from the community
outside town proper

Average of 3.5 km from 50% have residences motorcycle, boat, More incidence of
residence in a community hiking absenteeism among
outside the town male, absentees
proper come either from
within town proper
or in the community
outside town proper

5 kilometers away from the There are more

school female who are
wasted and severely
wasted compared to
male learners.
 DATA ANALYSES

13% to 12% for male, The intervention Storm

5% to 4% for female program identified clouds/difficulty
helped in the in the
achievement of implementation
targets of some
processes

7.5% to 8% for male, The intervention Storm

5% to 3% female program identified clouds/difficulty
helped in the in the
achievement of implementation
targets of some
processes

Decrease the number limited close monitoring of lack of support

of wasted and fund
severely wasted
female learners from
70 to 40 and male
learners from 7 to 0
learners' nutritional from stakeholders
status I improved the
academic
performance of the
learners
 A. ACCESS DATA GATHERING
Total No. of Tracking of learners EBEIS School Report Card
Repeaters and possible
intervention
9

No. of Learners with Tracking of learners School Form 4 - School Form 4 -

100% Attendance and possible Monthly Learner's Monthly Learner's
intervention Movement and Movement and
Attendance Attendance

10

No. of Classes with For identification of Teachers' monthly School Form 2 - Daily
Incidence of possible intervention report Attendance Report of
Tardiness program/project Learners

11

No. of Classes with For identification of School Form 4 - School Form 2 - Daily
Incidence of possible intervention Monthly Learner's Attendance Report of
Absenteeism program/project Movement and Learners
Attendance

12
DATA GATHERING DATA ORGANIZI
Recording of data by Start & end of SY, Q3 Enrolment/SMEA
the teachers,
submission of report
to the SH,
accomplishment of
SRC

Daily checking of Quarterly/end of SY SMEA/Recognition

learners' attendance, Day
monthly submission
of teachers' report to
the School Head,
School Head's
accomplishment of
SF4

Daily checking of Every end of the The month (17 classes with 857 Average of 3.5 km
learners' attendance, month immediately after the learners, m-415, f- from residence
monthly submission data have been 442) Average of 12%
of teachers' report to gathered tardiness for male
the School Head, and 4% for female
School Head's
consolidation of
teachers' report

Daily checking of Every end of the The month Average of 8% Average of 3.5 km
learners' attendance, month immediately after the absenteeism for male from residence
monthly submission data have been and 3% for female
of teachers' report to gathered
the School Head,
School Head's
accomplishment of
SF4
DATA ORGANIZING DATA ANALYSES

80% have residences motorcycle, boat, More incidence of 13% to 12% for male,
in a community hiking tardiness among 5% to 4% for female
outside the town male, most of the
proper tardy learners come
from the community
outside town proper

50% have residences motorcycle, boat, More incidence of 7.5% to 8% for male,
in a community hiking absenteeism among 5% to 3% female
outside the town male, absentees
proper come either from
within town proper
or in the community
outside town proper
DATA ANALYSES

The intervention Storm

program identified clouds/difficu
helped in the lty in the
achievement of implementati
targets on of some
processes

The intervention Storm

program identified clouds/difficu
helped in the lty in the
achievement of implementati
targets on of some
processes
 DATA GATHERING

importance of data what is the source of tools

gathering… data…

for data
analysis,parent's
awareness and L.I.S Forms 1-7
fortechnical
assisstance
7.Total no.of dropouts

SBM level of Practice L.I.S Forms 1-7

8.Total no.of completers

Schools and
Teachers need to
know this data to
address the gaps in School Report
5. cohort survival rate keeping children in EBEIS Card
school and
identifying the
appropriate
interventions

schools need to
know the total
number of
6. total number of School Report
completers to EBEIS
completers Card
ensure that all
children completed
the school year.
 DATA GATHERING

suggested steps in data When data being when do this data can be utilized gender
gathering gathered

closely monitoring of The data can be utilized during situational

teachers to learners Q3 analysis which is prerequisite in crafting
through daily checking school improvement plans
of attendance

The data can be utilized during situational

Q3 analysis which is prerequisite in crafting
school improvement plans

The data can be utilized during situational

generete the data from second quarter analysis which is prerequisite in crafting
the EBEIS school improvement plans

The data can be utilized during situational

generate the data from second quarter analysis which is prerequisite in crafting
the EBEIS school improvement plans
 geographi
distance cal
location