Department of Education

Region XII
Division Of South Cotabato
POLOMOLOK SOUTH COTABATO
VIRAY-LISING ELEMENTARY SCHOOL
SCHOOL ID: 130750

Department of Education
Region XII
Division of South Cotabato
MUNICIPALITY OF POLOMOLOK

Toolkit for Second Quarter Division Monitoring Evaluation and Plan Adjustment (DMEPA)
Theme: Enrolment and Distribution of Basic Education Resource Input
Strategic Objective:
1. To increase the number of schools implementing ALIVE Classess from 37 to 59 by 2023
2. To increase the number of IP Schools from 17 to 50 by 2023.
3. To attain equitable distribution of generated esources from external partners for 35 out of 35 districts by 2023.
I. Program Implementation Progress

I. Program Implementation Progress

Program Annual Implementation

Implementation? Plan (AIP) Highlight MOST
Explain causes
What are the SIGNIFICANT CHANGE
of poor
If delayed,what are Most Significant utilization of STORIES regarding the
Program the causes of Change Stories contribution of programs
reources and and
(MSCS) in the projects to the lives of
delay? Not program suggest how the learners, teachers,
On Time Delayed Implemented Impleme implementation? these can be and school and education
nted mitigated. stakeholders.

School MOOE

IP and Muslim
Education

Special Education

TechVoc Education

Science Technology
and Engineering

Multi - Grade
Education

School Feeding
Program

Support Program for

the Arts & Sports
(SPA/SPS)

Adopt - A School
Program,

Alternative Learning
System (ALS)

1.A. Highlight program or outputs that were delayed and explain cuses of delay. Suggest adjustments.
1.B. Explain the causes of poor utilization of resources and suggest how these can be mitigated.

II. Over -all Performance

A. Focus on the over-all division performance on enrolment.

B. Analyze, present and discuss the 3 Sys (SY 2018 - 2019, SY 2019 - 2020 and 2020 - 2021 and SY 2020 - 2021) for Elementary and Junior High
School, ALS Learners and Senior High School indicators on: enrolment, school and ALS learners, enrolment disaggregated by gender.

KINDERGARTEN SY 2018 - 2019 SY 2019 - 2020 SY 2020 - 2021

Male
Female
Total
ELEMENTARY SY 2018 - 2019 SY 2019 - 2020 SY 2020 - 2021
Male
Female
Total

JUNIOR HIGH SCHOOL SY 2018 - 2019 SY 2019 - 2020 SY 2020 - 2021

Male
Female
Total

TRACK AND STRAND

SENIOR HIGH SCHOOL ACADEMIC TVL
( Grade 11)
Wellness
Bread and Beauty and and Hairdressi
ABM HUMSS STEM GAS Agriculture Pastry Electrical Nail Massage ng Cookery
SY 2018 - 2019
Male
Female
Total
SY 2019 - 2020
Male
Female
TOTAL
SY 2020 - 2021
Male
Female
Total

TRACK AND STRAND

ACADEMIC TVL
SENIOR HIGH SCHOOL
( Grade 12)
Wellness
Bread and Beauty and and Hairdressi
ABM HUMSS STEM GAS Agriculture Pastry Electrical Nail Massage ng Cookery
SY 2018 - 2019
Male
Female
Total
SY 2019 - 2020
Male
Female
TOTAL
SY 2020 - 2021
Male
Female
Total

SY 2018 - 2019 SY 2019 - 2020 SY 2020 - 2021

ALTERNATIVE LEARNING
SYSTEM (ALS)
Male
Female
Total
C. Pinpoint the segment/s needing focus. The following are sampleas;

1. Year to year analysis of growth of enrolment.

2. Type of schools to determine which segment or type of school needs support in improving enrolment.
3. Learner roupings such as gender.
4. For SHS, total Grade 11 and 12 students disaggregated by gender by track and strand.

D. Explain the increase or decrease of trend.

Significant Increase
1. If enrolment is increasing, what areas/ school registered the highest significant increase? Is the municipal increase consistent with the
division - wide increase in enrolment?

2. What external factors contributed to such increase?

3. What internal factors contributed to the increase? Please specify policy, programs, policies, mechanisms and initiatives of DepEd.

No Significant Increase
1.Why is there no significant increase in enrolment? What are the hindering external and internal factors?

Decrease in Completion
1. What areas/ schools are suffering from decreasing enrolment in the last three years?

2. What are barriers/ external factors that prevented school learners to complete schooling? Calamity? Conflict? Changes in environment
(Please specify)

3. What are bottlenecks/internal factors that contributed to the decreasing completion? Where there policies and systems that excluded
some learners in enrolling school? Please specify.

4. What were the limitations of existing programs on enrolment? Please specify?

5. Resources. Please specify and describe limitations in resources.

III. Distribution of Equitable Basic Education Inputs for SY 2020 - 2021

A. Distribution of Equitable Basic Education Inputs

A.1. For S.Y. 2020 - 2021, focus on the schools' basic education inputs in terms of number of Master Teachers, Teacher I to III, pupil and
classroom ratio, pupil- sea/furniture ratio, pupil-toilet ratio, pupil-computer package ratio per school.

Profile of Teachers
T-I T - II T - III MT - I MT - II TOTAL

KD I II III IV V VI
Teacher - Pupil
Ratio
(Elementary)

Gr. 7 Gr. 8 Gr. 9 Gr. 10 Gr. 11 Gr. 12

Teacher -
Student Ratio
(Secondary)

KD I II III IV V VI
Pupil - Classroom
Ratio
(Elementary)
Pupil - Classroom
Ratio
(Elementary)

Gr. 7 Gr. 8 Gr. 9 Gr. 10 Gr. 11 Gr. 12

Student -
Classroom Ratio
(Secondary)

KD I II III IV V VI
Pupil -
Seat/Furniture
Ratio
(Elementary)

Gr. 7 Gr. 8 Gr. 9 Gr. 10 Gr. 11 Gr. 12

Pupil -
Seat/Furniture
Ratio
(Secondary)

KD I II III IV V VI
Pupil - Computer
Package Ratio

Gr. 7 Gr. 8 Gr. 9 Gr. 10 Gr. 11 Gr. 12

Student -
Computer
Package Ratio

B. Highlight basic education inputs with issues and gaps and explain causes of issues. Suggest adjustments.

C. Discuss schools prioritize interventions or corrective action to do to address and mitigate the gaps.

IV. Agenda

Highlight policy issues, program design concerns, system improvements and/or capability building needs relative to completion and school
readiness assessment that the SDP/RDO should immediately address.

Prepared by:

____________________)______________
 Highlight MOST
IGNIFICANT CHANGE
TORIES regarding the
ntribution of programs
projects to the lives of
he learners, teachers,
d school and education
stakeholders.
tary and Junior High
by gender.
istent with the

of DepEd.

in environment

s that excluded

o III, pupil and

etion and school