School M&E Handbook Strengthens Quality

2011
School M&E System Handbook
Strengthening the Implementation of Basic

Education in Selected Provinces
in the Visayas
TABLE OF CONTENTS
Page
LIST OF TABLES
Iv
LIST OF FIGURES
LIST OF ACRONYMS
iv
V
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
ii
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
Page
Teacher Appraisal Forms

1
Appraisal Form #1: Teacher Performance
41
Appraisal Form # 2: Classroom Management
42
Appraisal Form #3: Teacher Performance for Record Management
43
Appraisal Form #4: Checklist for Reviewing Lesson Plans
44
Appraisal Form #5: Checklist for Teacher/Class Observation
45
SIP Implementation M&E Tools
1.
Elements of SIP Implementation M&E Framework
46
2.
SIP Implementation M&E Framework Matrix
46
PROGRESS M&E TOOLS

3
SIP-AIP PHYSICAL ACCOMPLISHMENT FORM (PHYSICAL OUTPUTS AND FINANCE)
47
4.
SIP-AIP PHYSICAL OUTPUT TRACKING FORM
48
5.
SIP THREE-YEAR REPORT ON PHYSICAL OUTPUT AND FINANCIAL STATUS OF PROJECTS & PROGRAMS
49
6.
C.
ISSUES / LESSONS LEARNED / SUSTAINABILITY LOG

Part A - Issues/Problems and Concerns Log
PART B - LOG SHEET ON RESOLUTION OF ISSUES
PART C - LOG SHEET ON R SUSTAINABILITY MEASURES
PART D - LOG SHEET ON LESSONS LEARNED
RESULTS M&E TOOLS
7
SIP Terminal Review Framework
SIP Terminal Review Report
Results Monitoring Tool Schools
REPORT TEMPLATES for QMT
49
50
51
52
53
54
M&E Report Template of SQMT

M&E Report Template of DsQMT
M&E Report Template of DQMT
iii
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
iv
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
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
TOR
TSNA
UIS
WFP
Terms of Reference
Teachers Strengths and Needs Assessment
Unified Information System
Work and Financial Plan
vi
CHAPTER 1
INTRODUCTION
1.1 Background
Quality Assurance and Accountability (QAA) has been given attention in the Department of Education through its
package of policy reforms known as Basic Education Sector Reform Agenda (BESRA). QAA is considered a significant
part of its Key Reform Thrust 3 (Support for Learning Strategies and Quality Assurance) and was sown to the field with
the creation of the Quality Assurance and Accountability Framework (QAAF)1. This is the national roadmap drawn for
instilling a culture of quality in all management systems in order to achieve the desired outcomes for its learners, the
success indicators being Access, Retention, Completion and Achievement. The framework was made operational in
the field through the establishment of the Quality Assurance and Accountability System2 that identifies the integration
of systems and processes to bring about quality.
To further reinforce and accelerate the institutionalization of QAA, the department has deemed it proper to regard it as
a separate KRT 43 together with Monitoring and Evaluation as the integral mechanism for its implementation in the field.
The crafting of this handbook is an essential step towards engaging the schools adopt an M&E system through which
its stakeholders will have a means of ensuring quality in the implementation of its improvement plan in order to achieve
its goals and objectives for the learners as well as for its growth as a learning organization.
1.2 Purpose of the Handbook
This handbook aims to put on view a standard Monitoring and Evaluation System at the school level as an operational
mechanism for embedding the culture of quality. It intends to provide clear procedures, guidelines, tools and structure
following a monitoring and evaluation framework appropriate to the context of schools. It serves as a guide to efficiently
and effectively monitor and evaluate the school operations to obtain information particularly on how basic services are
being rendered through its programs and projects and on how the school is being managed for its continuous
improvement.
1.3 Users of the Handbook
Primarily, the users of this manual are:
School Heads to be guided on how to properly set up and manage a functional M&E system.
School Quality Management Team (SQMTs) comprised of the school head as the Chair, teachers, parent
and LGU representatives, whose function is to ensure that inputs, processes, outputs and outcomes of the
school are at par with quality standards and targets set.
School M&E Team being part of the SQMT must be guided on how to obtain the necessary information that
will assist the School Head and the teachers in making decisions for adjusting their SIP and their implementation
strategies
DepED Order No 44, s 2010. Adoption of KRT 3: Quality Assurance and Accountability Framework
QAAS is one of the Support Systems developed by STRIVE in the Visayas
3
DepED Order No 118, s 2010. Adoption of the New BESRA Implementation Arrangement
2
Division Quality Management Team (DQMT) and District Quality Management Team (DsQMT) to be
informed of how Monitoring and Evaluation is to be properly done in schools and of what information they can
utilize for providing relevant technical assistance to schools and for their planning in the division
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 decision-making
to come up with possible actions and interventions to achieve the desired education outcomes.
Five specific operational objectives are identified in support of the overall purpose of M&E in the school:
OBJECTIVES:
1.
Provide the school management and stakeholders information on the implementation of the curricular programs
and projects as basis for continuously improving their relevance, efficiency and effectiveness
2.
Provide information for school management to determine and adjust approaches and strategies that will ensure
adequacy, equitable distribution, accessibility, and effective and optimal use of the resources of the school
3.
Establish information as basis for determining appropriate approach / strategy to improve teaching-learning
competencies of teachers to ensure efficient and effective delivery of instruction, classroom management, and
their personal growth and professional development
4.
Present information regarding learner performance to the school management that will support decisions and
adjustments to plans and strategies to improve the learners academic achievement, school attendance, and
participation in co-curricular activities.
5.
Provide information for school management to review and sustain the strategies that can improve the 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
School
Teacher Performance
Learner Performance
M&E Content
Areas
School Management
Organization
al 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).
M&E Levels
Progress M&E
(Formative
level)
Inputs
Outputs
Results M&E
(Summative
Level)
Intermediate
Results
Outcomes
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
Delivery of
Quality &
Services for Basic Relevance
Education
Programs & Efficiency on the programs & Annual measure of school
performance indicators
Projects on
project
Increase in attendance
Curriculum
Quality
Decrease in
Implementat
Quantity
absenteeism
ion
Time
Retention rate
Accomplishment of
Graduation
rate
Curriculum plans
Completion
Rate
Issues and lessons learnt on
Nnumber
of
passers
implementation of programs
SBM Level of Practice
and projects
Covered Curriculum Content
Education
Resources for
Provision of
Access
Personnel
Funds
LRMs
Facilities
Ancillary
Services
Development
of Teacher
Competence
Results Level
School Education Outcomes

Increase in enrolment
Decrease in dropouts
Increase in number of
learners ready for transition
Decrease in school leavers
Increase in Completion
Rate
Improved graduation rate
Improved academic
performance in all learning
areas.
Adequacy of resources for

Programs & projects
Accessibility of resources
Equitable distribution of
resources
Timeliness of delivery
Appropriateness for intended
use
Issues on resources
(monthly/quarterly)
Optimal utilization and

application of resources
Improved Learning
Environment
Classroom to learner ratio

Textbooks to learner ratio
Access to school
laboratories and equipment
Access to library, guidance
and health service facilities
Access to toilets & water
sanitation facilities
Consolidated issues on
resources
Improved Classroom to
learner ratio
Improved Textbooks to
learner ratio
Improved access to LRMs
Improved physical facilities
Efficiency of instructional
delivery
Conduciveness &
orderliness of classrooms
Effectiveness of instructional Improved teaching

competence based on NCBTS
delivery
Reduced Failure rate
Reduced SARDO
M&E Task Levels

Content Area
M& Focus
Formative
Progress Level
Utilization of learning
resources
Comprehensiveness of
learners records
Issues/lessons learned
Development
of Learner
Performance
Organizational
Health/Performanc School
e
Management
Level of achievement by
learning area per grade or
year level (quarterly)
Percentage of attendance
(monthly)
Drop outs
Failures (Quarterly)
Percentage of participation
in school & community
activities
Issues/Lessons learned
Summative
Results Level
Improved punctuality & Improved learner performance

attendance
(annually)
Effectiveness of IPPD
and SPPD
Improved utilization of
learning resources
Updated SMIS
Learner Distribution by
Mastery Level (annual)
Periodic School
Performance Indicators
(annual)
Increased
Achievement rate
Readiness of learners
for transition
Literacy level
Numeracy level
Learners attitude towards
schooling
Improved achievement rate

Improved completion rate
Increased graduation rate
Increased functional literacy
Quarter SIP/AIP Planned

Progressing SBM level of
activities versus actual
practice
Cumulative accomplishment
Efficiency of implementation of SIP/AIP Physical Outputs
of SHs supervisory plan
Consolidated issues on
INSET/SPPD
school management
Implementation
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 committees
Org., Support staff, SPT,
SIPIT, PGO/SSG & other
special programs
committee
Community
Partnership
Stakeholders
Parents satisfaction
participation/involvement in Stakeholders satisfaction
school activities
over school services
Participation in communityinitiated programs
SBM Level of practice

Stakeholders satisfaction
over school services
CHAPTER 3
SETTING UP SCHOOL M&E SYSTEM
3.1 Steps in Setting Up the M & E System
The school M & E System can be set up at the start of the school year or at the start of implementation of any programs
and projects whether it is initiated by the school, division, region or from the CO. Ideally, for SIP implementation, the
School M & E System is set up during the startup stage when the school is preparing to implement a new SIP for the
next three years. In case of an already existing M & E, the school may want to review and enhance its existing system
especially the performance measures, M & E strategies, tools and techniques. (M&E structure is also to be considered if
necessary.)
The five step process in setting up the M & E system involves the following:
1.
Define the scope of the M & E

The most important step in setting up the M & E system is to clarify and define the scope of the M & E. This
involves clarifying the objectives and targets of the school, defining the success indicators and performance
measures. Specifically, it must answer the following questions:
a. What are the outcomes the school wanted to achieve?
b. What are the programs and projects it intends to deliver? How many and when?
c. What are the resources needed to implement the program and projects?
Specific for SIP implementation, the following step processes should be considered:
a. Review and finalize the SIP including the objectives and targets
b. Define the performance measures.
(Performance measure is composed of a number and a unit of measure. The number provides
the magnitude (how much) and the unit of measure gives what is being quantified).
2.
Establish M & E schedule.

Set up the schedule for conducting progress M&E ( monthly and quarterly) for the content areas,
the results M&E through the annual implementation review and the post implementation review
for evaluation and adjustment at the end of SIP cycle.
3.
Determine decision points needed by the school head/s.

Decision making requirements of stakeholders as suggested in the framework
For the school where M & E already exists, the following should be considered:
Unaccomplished target
Issues and concerns on programs and projects implementation
Hindering & facilitating factors
Lessons learned
Promising practices
Sustainability strategies
Recommendations
Technical support needed by the school
4.
Set up monitoring processes

Define the M&E activities
Identify reports (needed/required reports)
Prepare TOR of School M&E Team
10
5.
Communicate the system

Kick off meeting for the staff and the M & E Team to be aware of the scope, management reviews,
information requirements and the operating details of the M & E.
6.
Operationalize the system

Implementation of M & E activities according to schedule
Define the
Scope of the
M&E
Establish
M&E
Activities
Determine
Decision
Making
Requirements
Set Up
Monitoring
Process
Operationalize
the System
Communicate
the System
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:
Chair: School Head
Members:
SPT Representative (Parent/LGU)
Department Chairs (2)
ICT Coordinator/Teacher
School Head
School M&E
Coordinator
School ICT
Coordinator
Department
Head /Grade
2 SPT
Representativ
Figure 4: M&E Structure and Communication Flow for Small School
11
School Head
2. For Small Elementary School

Chair: School Head
Members :
2 SPT Representatives
3.4 Terms of Reference of School M&E Team
1.
School M&E
Coordinator
School ICT
Coordinator
2 SPT
Representative
s
(Parent/LGU
Chair: School Head

The School Head is the process owner of the school M&E system. As process owner the school head must ensure
the integrity and efficiency of the system. This means, providing accurate, timely and relevant information to the
school stakeholders. The School Head will also be the major beneficiary of the lessons and insights generated by
the M & E system.
Specifically, the following outlines the functions, roles and responsibilities of the School Head
Functions:
Manages the QAAS in the school
Ensures implementation of SBM practice
Makes decisions pertinent to improving quality outcomes in the school
Responsibilities
Orients school stakeholders on how to operationalize the QAA and M&E system
Designates the members of the School QMT
Designs monitoring and feedback system (e.g. flow of reports and feedback, reporting schedules,
monitoring and feedback forms);
Convenes School QMT regularly to discuss M & E concerns together with implementation team
Communicates the learners' progress to intended stakeholders
Submits quarterly accomplishment report to SDS and school stakeholders
Interacts with SDS and school internal and external stakeholders
2.
School M & E Coordinator

The M & E Coordinator is responsible for the overall M & E strategy and implementation within the school
following the M&E framework for the school. The M & E Coordinator shall report directly to the School Head
and shall provide him/her with interpretation and analysis of M & E data. The following outlines the roles
functions and responsibilities of the M & E Coordinator:
Function:
Monitors and evaluates regularly the implementation of school improvement plan
Responsibilities:
Conducts monitoring process during plan implementation
Analyses and interprets M&E data for SH and Project teams
Evaluates results of SIP implementation which will be made as basis for planning interventions
and other plan adjustments
Prepares regular M&E reports and submit to SH
Interacts with SH and other members of the SQMT
3.
SPT Representative (Parent/LGU Rep)
12
4.
5.
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
13
CHAPTER 4
M&E PROCEDURES
This section provides the details of the monitoring and evaluation procedures for the different M&E content areas in schools.
For every content area the following are given:
Description of the content area - this describes the focus of the content area in terms of decisions needed to be
done by the school.
M&E Processes include M&E questions, information requirements, source of information and data required,
methods of analysis and guide questions for interpretation. These elements are specified for every content area at
every M&E levels:
o Progress level
o Intermediate results level
o Results level
M&E Tools- these are the instruments to be used by the School M&E Team in collecting or capturing data.
4.1 Content Area 1: Delivery of Basic Education
Delivery of basic education services to the learners is the sole function of the school and the main reason why it exists.
Thus, monitoring and evaluating this content area is a vital process at the school level.
The process allows the SQMT to assess on a macro level the efficiency & effectiveness in the implementation of curricular
programs and projects. This also provides a total picture of the school in terms of availability, appropriateness and
utilization of educational resources as a support to the delivery of basic education services.
This area further includes monitoring of teachers performance in terms of how they undertake teaching-learning
activities. Eventually, learners performance is ultimately zeroed in to find out how effective the programs and projects
have been implemented.
4.1.1 Curricular Programs and Projects
Primarily, the basic education curriculum for elementary and secondary is monitored to find out whether its
implementation follows the national and regional standards. Along with this, the implementation of curriculum-related
programs and projects are also accounted for to find out how they contribute to the enhancement of the curriculum.
14
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
PELC/PSSLC
Lesson/Instructional Plan
Log sheet (Multi-grade)
Lesson Guides
Curriculum Guide
Time Budget
Lesson/Instructional Plan
Instructional Supervisory
Report
TLOC
METHOD OF
ANALYSIS
Guide Questions
Docs Review
What percent of the
competencies have been
Observations
covered during the
FGD
quarter?
Pre and
Post Conferences Which competencies were
not developed as
with teachers
planned?
Docs Review
On-site
observation
Distribution of teaching loads
Teachers Program
Docs Review

implementation of programs and
projects
Log sheet for issues and

lessons learned
Docs Review
categorization of
issues/lessons
What strategies do the

teachers employ?
Are the observed
strategies appropriate to
the competencies
delivered?
Is the distribution of teaching
loads according to
standards?
What are the hindering and
facilitating factors during the
quarter?
B. Initial Gains/Intermediate Results M&E

M&E Question:
1. How effective so far is the implementation of the curriculum?
2. Are the school performance indicators aligned to desired expectations at the end of the year?
METHOD OF
Guide Questions
AND DATA REQUIRED
ANALYSIS
1. Efficiency & effectiveness of
Document analysis Are the required competencies
Teachers Competency
delivery
delivered /covered according
Inventory Report
to the allotted time budget
Budget of Work followed
during the year?
Classroom Observation
Instructional Supervisory
Report
15
Annual measure of school

EBEIS
o Performance indicators
o SBM level of practice
Achievement level of learners
Results of final examinations Basic statistics

and work outputs.
Basic statistics of
performance
indicators
Which performance measures

are improving
Is the SBM level of practice
progressing?
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 level
mastery
per grade/year level
during the last three years.
Status of School Education
Outcomes
Increase in number of learners
ready for transition
Increase in Completion Rate
Improved academic performance in
all learning areas.
EBEIS
Trend analysis
across 3-year
historical data
on education
outcomes
Has the school improved its

education outcomes after 3
years of SIP
implementation?
4.1.2 Education Resources

Education resources are provided to schools from various sources in different forms to support the delivery of basic education.
Monitoring and evaluation in this area is focused on the availability, appropriateness and status of utilization whether they
really contribute to the improvement of teaching-learning processes and the realization of education outcomes.
his provides information on how efficient is the school in using the school facilities, instructional materials, to upgrade school
resources in order to meet the demands of learners and for teachers to access up-to-date facilities and equipment.
Specifically, the process of monitoring and evaluation provides information on the following:
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.
16
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?
METHOD OF
AND DATA REQUIRED
ANALYSIS
Adequacy of Education resources such as:
School Education Resource
* Teacher to
inventories
Learner ratio
Number of Teachers in school
*Textbook to
Learning resource materials and
School Report Card
equipment
learner ratio
EBEIS
Physical and ancillary facilities
*Classroom to
Financial resources i.e., MOOE, etc
learner ratio
Utilization of school MOOE
Support staff
Efficient utilization of Education resources
Teachers Reports
Qualitative
analysis of
reports
Issues on resources
SHs quarterly report on

availability of resources
Guide Questions
Are the educational
resources sufficient to the
needs of the school?
Are the planning standards
being met in terms 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
17
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?
18
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
AND DATA REQUIRED
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
METHOD OF
ANALYSIS
Frequency and % of
teachers preparing
daily lesson plans
Frequency and % of
teachers preparing
formative and
summative tests
Validity of
assessment tests
prepared
FGD
Guide Questions
What percent of teachers
prepare daily lesson
plans?
prepare formative and
summative tests?

prepare and using audiovisual/instructional aids ?
Docs Review

provide remedial
instruction to slow
learners or enrichment
lessons to fast learners?
Percentage of teachers
needing TA in Lesson Planning
Forms 178 and Lesson Plans

Actual No. of teachers needing
TA in Lesson Planning
Docs Review

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

needs TA in conducting
the TLP?
needing TA in Test
Construction
Lesson Plans, Item Bank, and Form

178
Actual No. of Teachers Needing
TA in Test Construction
Docs Review

needs TA in Test
construction?
M&E Question:
3. How efficient are the teachers in classroom management? Record management?
4. Are the teachers actively involved in community-initiated activities for the quarter?
19
SOURCE OF INFORMATION AND

DATA REQUIRED
Distribution of Teachers by
Classroom Management Appraisal
Classroom Management level Form and Summary of Teachers
Rating in Classroom Management
Average scores of teachers in
Classroom management
appraisal
METHOD OF
ANALYSIS
Frequency and
Percentage
distribution of
teachers by
Classroom
management
performance level
Distribution of teachers
providing guidance services
Docs Review
Frequency
distribution of
teachers providing
guidance services
What percent of teachers perform

guidance services in and out of the
classroom?
Freq and
Percentage
distribution of
teachers
performance in
record management
by level:
Outstanding
Very Satisfactory
Satisfactory
Unsatisfactory
Poor
How efficient are the teachers in

keeping records on learning?
Guide Questions
How are teachers distributed

according to their performance of
lClassroom management ?
Outstanding
Very Satisfactory
Satisfactory
Unsatisfactory
Poor
Diistribution of Teachers by Classroom Management Appraisal Freq and
How are the teachers distributed
level in ensuring and
according to how they perform in
Form and Summary of Teachers
Percentage
maintaining clean, organized, Rating in Classroom Management distribution by level ensuring and maintaining clean,
secure, and energy-saving
Outstanding organized, secure, and energy Actual No. of teachers whose
learning environment
saving learning environment?
average scores in ensuring and Very
Satisfactory
maintaining clean, organized,
Satisfactory
secure, and energy-saving
Unsatisfactory
learning environment is
Poor
equivalent to
Distribution of teacher
performance in record
management
Accomplishment report of teachers

Anecdotal Record Book
Actual No. of teachers 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
Form and Summary of Teachers
Rating in Record Management
Actual No. of teachers keeping
accurate, complete, and up-todate school records
releasing grades promptly for
the grading period
How prompt are the teachers in

releasing grades to their learners?
What issues do teachers have in
record management?
20
Nature of Involvement of
Docs Review
teachers in school-community Holding Homeroom PTA Meetings
activities
and Minutes of homeroom PTA
Meetings
conducting one homeroom PTA
meeting for the period\
Actual No. of Teachers 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
IPPD implementation
status of IPPD
Partial
Full
Non-existent
Partial
Nonexistent
Docs Review
participating in school-based
participating in school-based INSET
participates in school-based
INSET
INSET?
participating in the mass INSET
21
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
subjects handled by each teacher
teacher
a each teacher
Total No. of learners taking the said
subjects
Percentage increase/ decrease NETRC NAT Results and Form IV of RAT
of MPS in the current school year Results
MPS of the current school year
against MPS in the previous
MPS of the previous school year
school year
implementing JEL after F3
JEL Monitoring Form and JEL Contract

Actual No. of Teachers implementing
JEL after F3
Total No. of Teachers with JEL
Contract
Consolidated issues resolved Quarterly M&E reports

during the year
Reported issues on teacher
performance
Freq and %
distribution of :
Passers
Comparative analysis
of MPS between
previous and current
year
What is the percentage

increase/decrease of MPS in the
current school year against MPS
in the previous school year?
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?
22
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 Analysis
Is there an
of the following outcome
Outcome Indicators for six years
increase/decrease of the
/Comparative
Achievement Rate
indicators after three years
following outcome indicators
analysis
Retention
Rate
Achievement Rate
after three years
Completion Rate
Retention Rate
Achievement Rate
Promotion Rate
Completion Rate
Retention Rate
Graduation Rate
Promotion Rate
Completion Rate
Drop out Rate
Graduation Rate
Promotion Rate
Outcome Indicators for the current
Drop out Rate
Graduation 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
Hindering and facilitating factors
be given to address the
lessons learned
issues?
from the
How are the lessons applied
hindering and
in planning for the next
facilitating
cycle?
factors
23
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.
24
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
percentage
Results
according to the level
for the quarter examination?
distribution of
of mastery by learning Which competencies are found
Individual MPS by
learners based on
area per grade or year
difficult?
learning area by
their performance
level
What are the facilitating/hindering
grade/year level
in periodical
Identify least learned
factors that affect academic
Difficulty level of
examinations per
skills by learning area
performance of the learners during
items
learning area
the periodical examination per
learning area by grade/year level?
2. Percentage of
learners
attendance
3.
Percentage of
learners
participation in
school and
community
activities
Report of Attendance
Number and
percentage of days
the learners report
to school
Learners Portfolio
Teachers Report
Frequency of actual
attendance vs annual
and monthly enrolment
Average % of
participation in cocurricular 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
co-curricular activities provided at the
school/district level?
What are the facilitating/hindering
factors that contributed to the
learners participation in co-curricular
activities?
B. INTERMEDIATE RESULTS M&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
and Data Required
Learners performance
Distribution of learners
NAT
/RAT
Results
according
to
the
level
of
in national/ regional
mastery by learning area per
assessments
Achievement Rate grade or year level
Identification of least learned

skills by learning area
Overall mastery level
Guide Questions
Is there an increasing trend in the
results of national / regional
assessments?
What are the facilitating factors
that contributed to the
achievement of the desired
academic performance of the
school?
25
Number of learners left in

What are the motivating factors
school vs annual enrolment
that contributed in the :
Number of learners
- Decrease of drop-out rate?
promoted vs annual
- Increase of completion rate?
enrolment
Number of completers vs
annual enrolment
are promoted to the
Number of drop-outs vs.
next grade/year
enrolment
level
Number of Passers vs
enrolment based on grades
Average percentage of Report of Learners
Number of co-curricular
What are the facilitating factors
activities
carried
out
by
attendance of
Participation
that motivate learners to
school
participate school and community
learners in co Number of learners
activities?
curricular activities
who participated in Average % of participation
co-curricular
across number of coactivities (Annual)
curricular activities
Number of learners
Yearly reports on
who are retained in
Retention Rate
school
Promotion Rate
Number of learners who Completion Rate
Drop-out Rate
have completed/
Issues & challenges

related to learner
performance
List of issues and

concerns.
Categorization of issues
What are the common issues in

your school?
C. Results Level
M&E Questions:
1. What is the average level of performance of learners in national and regional assessments during the last three
years?
2. Is there an increasing trend on the level of achievement of learners across three years?
3. What increase in the level of school performance indicators has been attained?
4. What promising practices can be replicated in the next three years?
Info Requirements
Number and
Percentage of
learners meeting the
national / regional
standard level for
Achievement
Source of Information
Method of Analysis
and Data Required
NAT/RAT Results
Frequency and percentage
distribution of Learners meeting

Individual
masterly level in national &
percentage score of regional achievement tests
learners
Average Mean Percent Score of
Percentage
schools in learning areas tested.
distribution of
Frequency and percentage
learners meeting
distribution of learners on list
standard
learned skills
Report on the
Benefits gained
through the utilization Promising Practices
of the identified
promising practices List of promising
practices
Frequency count on the
promising practices and the

number of achieved targets
based on the utilization of t he
identified promising practices
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
26
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.
27
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
Status of Instructional
Consolidated
Supervision:
monthly report of
o Issues in IS and how instructional
resolved
supervision
o Number of
teachers
observed as
planned
Staff
Dev
Plan
Progress of Staff
Development Plan
Tracking Form
Method of
Analysis
Guide Questions
Comparative
1. Are the targeted physical outputs delivered and
analysis of planned
on time as planned?
vs actual physical 2. What are the
accomplishments;
issues and concerns
Expenditures
vs
lessons learned
budget
facilitating and hindering factors
value-added outputs
recommendations in the implementation of
SIP for the next quarter?
Frequency
Categories of
issues in IS
Is the instructional supervision done by SH

per month following guidelines?
What are the issues in implementing the IS?
How are they resolved?
Docs Review
Is the staff dev plan carried out within

guidelines?
What are the issues in implementing the
plan? How are they resolved?
B. Initial Gains/Intermediate Results M & E

M&E Question:
SIP Implementation
1. What is the status of accomplishments of the SIP/AIP objectives at the end of the year?
2. Does the SBM level of practice progress each year?
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?
28
Info Requirements
Number of SIP targets
effectively delivered
SBM level of practice
Consolidated issues
for the Year
Source of Information and

Data Required
SIP/AIP Tracking Form
SIP Monthly Report
Resolved issues for the year
EBEIS
Method of Analysis
Guide Questions
Docs Review
Percentage of
accomplishments
Is the SIP implementation

effective in accomplishing the
outputs for the year?
Behavioral changes
among teachers
Form 178
Monthly Supervisory Report
Monthly Accomplishment
Report
Docs Review
How effective is the instructional

supervision in terms of
behavioral changes among
teachers?
Behavioral changes
among staff
Staff development training

Evaluation Form result
Docs Review
What behavioral changes are

being observed among the
staff?
C. Results M&E
M&E Question:
1.
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

Data Required
EBEIS
Achievement rate
Retention rate
Completion rate
Method of
Analysis
Trend Analysis
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.
29
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?
Data Required
Accomplishment of
Consolidated
Work Outputs
accomplishment report on
Individual
individual and team/
Teams/comm
committee work outputs
ittees
Info Requirements
Method of Analysis
Documentary
Analysis
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
Source of Information and 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?
Info Requirements
Improved organization
performance level

Data Required
Consolidated
accomplishment report of
organization performance
level
Organization Performance
Evaluation System (OPES)
Method of Analysis
Docs Review
Trend Analysis
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.
30
Table 8
M&E in Process on Community Partnership
A. Progress M&E
M&E Question:
What is the level of attendance and participation of stakeholders in school and community-initiated programs and activities?
Info Requirements
Frequency of stakeholders
attendance/participation in
school activities
Frequency of internal
stakeholders
attendance/participation in
community-initiated programs
Source of
Information and
Data Required
Attendance Sheet
Frequency counts
Attendance Sheet
Frequency counts
Method of Analysis
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?
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
school stakeholders in
the community
Perception survey of
stakeholders satisfaction
Basic statistics
How do stakeholders perceive the

level of services provided by the
school?
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

Required
Method of
Analysis
Guide Questions
31
Improved school
performance
indicators
EBEIS
Basic statistics
Are the school performance

indicators improving as a result of
school-community partnership
4.3 M&E Tools

Monitoring and evaluation tools will provide ease for the team in gathering M&E required information. Succeeding section
presented the list of suggested tools that can be used by the school in monitoring and evaluating the delivery of basic
education services and the organizational health/performance. The M&E tools, as provided in the Annexes are
categorized according to stage they are most likely to be utilized.
32
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.
33
A. DELIVERY OF BASIC EDUCATION
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
Programs &
Quality
Projects on
Targets set
Curriculum
Time
Implementation Accomplishment of Curriculum
plans
projects
INTERMEDIATE RESULTS
Annual measure of school
Increase in attendance
Decrease in absenteeism
Increase Retention rate
Increase Graduation rate
MONTHLY
QUARTERLY
SEMIANNUAL
(END OF
JUNE)
ANNUAL
END OF
SIP
Increase in Completion Rate

Increase in number of passers
RESULTS:
A.1.2 Education
Resources for
Provision of
Access
Personnel
Funds
LRMs
Facilities
Ancillary
Services
Increase in number of learners
ready for transition
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)
34
35
Optimal utilization and application of
resources
Classroom to learner ration
Textbooks to learner ratio
Access to school laboratories and
equipment
Access to library, guidance and
health service facilities
Access to toilets &
RESULTS
Improved Learning Environment
A.1.3.
Development of
Teacher
Competence
A.1.4.
Development of
Learner
Performance
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
B.1. School
Management
B.2.
Productivity
TASK LEVEL
MONTHLY
QUARTERLY
SEMIANNUAL
(END OF
JUNE)
END
ANNUAL
OF
SIP
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
Progress Level
Accomplishment of work outputs
Individual
By teams/committees (PTA,
SGC, Teachers Org., Support
staff, SPT, SIPIT, PGO/SSG &
other special programs committee
37
TIME:
M&E TOPIC
B.2.
Community
Partnership
TASK LEVEL
MONTHLY
QUARTERLY
SEMIANNUAL
(END OF
JUNE)
END
ANNUAL
OF
SIP
Work satisfaction of internal
stakeholders
Annual performance level
(Individual, team or committees)
RESULT LEVEL
Organizational performance
level
Progress Level
Stakeholders
participation/involvement in
school activities
Participation in communityinitiated programs
Parents satisfaction
Stakeholders satisfaction over
school services
Result Level

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

1.
Elements of SIP Implementation M&E Framework
46
2.
SIP Implementation M&E Framework Matrix
46
PROGRESS M&E TOOLS

3
SIP-AIP PHYSICAL ACCOMPLISHMENT FORM (PHYSICAL OUTPUTS AND FINANCE)
47
4.
SIP-AIP PHYSICAL OUTPUT TRACKING FORM
48
5.
SIP THREE-YEAR REPORT ON PHYSICAL OUTPUT AND FINANCIAL STATUS OF PROJECTS &
PROGRAMS
49
6.
ISSUES / LESSONS LEARNED / SUSTAINABILITY LOG

Part A: Issues/Problems and Concerns Log
RESULTS M&E TOOLS
49
50
51
52
53
SIP Terminal Review Framework

SIP Terminal Review Report
Results Monitoring Tool Schools
C.
REPORT TEMPLATES for QMT
54
M&E Report Template of SQMT

M&E Report Template of SDQMT
M&E Report Template of DQMT
40
1
2
3
4
5
6
7
Rarely
Not at All
10
RATING
Most of the
Time
Some times
ITEM
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 breakout 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,
8 experiment notebooks, projects, etc.)
Provides authentic rewards and incentives (appropriate praises, facial
9 expression, gestures)
10 Reminds students of important schedules and assignment efficiently
Manages time appropriately (engaged time on taskarrives and leaves
11 classroom on time and stays in the classroom or activity area for the
12
13
14
15
whole period)
Movement in the classroom (moves around, divides attention equally
among students)
Gives clear directions (e.g. giving appropriate examples or nonexamples)
Uses of appropriate verbal communication (e.g. provides positive
feedback)
Uses of appropriate non-verbal communication (observes entire class
and scans frequently, signals/gestures)
Overall Rating
Description of Rating:
8.5-10
6.5-8.49
4.5-6.49
2.5-4.49
2.0-2.49
Outstanding
Very Satisfactory
Satisfactory
Unsatisfactory
Poor
41
1
2
Rarely
Not at All
10
RATING
Most of the
Time
Some times
ITEM
All the time
Appraisal Form # 2: Classroom ManagementEnsuring and Maintaining Clean,

Conducive, Secure, and Energy-Saving Learning Environment
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)
3 Water faucets are turned off when not in use and after dismissal
4 Classroom is open before the first session starts.
Classroom is locked when nobody is inside and after dismissal of the last
5 session for the day/night.

6 Classroom has broom/s, dust pan, and garbage containers.
7 Classroom has updated display boards.
8 Classroom has updated bulletin boards (Absences, reminders, best work)
9 Learners do not throw their garbage anywhere.
10 Learners segregate their trash.
Homeroom PTA helps in performing minor repairs/improvement of
11 classroom and its furniture/equipment.
Homeroom PTA helps in performing minor painting works for the
12 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
1
2
3
4
5
6
7
8
9
10
Keeps(monthly)/
submits(monthly
/quarterly) upto-date reports
Rarely
Not at All
10
RATING
Most of the
Time
Some times
ITEM
All the time
Appraisal Form #3: Checklist for Record Management
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)
Anecdotal Records
43
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
Accomplishes
neat, accurate,
and complete
reports
personally
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
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
6.5-8.49
4.5-6.49
2.5-4.49
2.0-2.49
Outstanding
Very Satisfactory
Satisfactory
Unsatisfactory
Poor
Appraisal Form #4: Checklist for Reviewing Lesson Plans
ITEM
OBSERVED
YES
1
2
3
4
6
7
8
9
10
11
12
13
14
15
REMARKS
NO
OBJECTIVES
Writes objectives clearly for students
Writes objectives in behavioral terms
Objectives are SMART (Specific, Measurable, Attainable, Result-oriented,
Time-bounded)
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
well-organized
objective-oriented
meaningful to learners
Activities for the development of the lesson provide opportunities for
learners to
develop higher order thinking skills (HOTS)
make generalizations/conclusions
apply knowledge and skills learned
EVALUATION
45
16
17
Directions are brief and concise

Items are aligned with the lesson objectives
18
Items are skill-based

ASSIGNMENT
Provide clear directions
Provides opportunities to enhance knowledge and skills learned or
prepares the learners for the next lesson
19
20
ITEM
OBSERVED
YES
1
2
3
4
5
5
6
7
8
9
10
REMARKS
NO
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, selfmonitoring).
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).
46
INTERACTION
11
12
13
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
14
15
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
11
12
13
14
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)
SIP IMPLEMENTATION M&E TOOLS

1. ELEMENTS OF SIP IMPLEMENTATION M&E FRAMEWORK
The table below shows the elements of the SIP Implementation M&E Framework and the instructions for filling up each
column of the template. This framework guides both progress (output) monitoring and outcomes (results) evaluation.
COLUMN
ITEM
1
SIP Outputs
2
INSTRUCTIONS
List the outputs of SIP/AIP
Identify for each output, the information that will tell the achievement of
Indicator/s
Data Source
Method of Collection
5
6
7
Timing of Collection
Data Gathering
Report Schedule
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
47
(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
DATA
REPORT
METHOD TIMING GATHERER SCHEDULE
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
Classification:
Date of SIP
Acceptance
SIP Time Frame:
Evaluation Period
(Please check):
AIP Year
1
AIP Year
2
AIP Year 3
OBJECTIVES:
The SIP-AIP Physical Output Tracking Form is meant to help:
a. Determine the quarterly progress of the school based on the planned annual (AIP) targets
b. Articulate the adjusted target of the school given the end of quarter status
c. Calculate the percentage of annual accomplishment versus the planned annual targets
d. Capture the unprogrammed / unplanned outputs of the school based on emerging requirements
INSTRUCTIONS: SEE EXCEL FILE
5. SIP THREE-YEAR REPORT ON PHYSICAL OUTPUT AND FINANCIAL STATUS OF PROJECTS & PROGRAMS
% Done
Actual
YEAR 3
Target
% Done
Actual
% Done
Actual
Target
Target
FINANCIAL
YEAR 2
YEAR 1
% Done
Actual
YEAR 3
Target
% Done
Actual
Target
% Done
Target
Actual
YEAR 1
PHYSICA
L
OUTPUTS
PHYSICAL OUTPUT
YEAR 2
NOTE: USE ADDITIONAL PAGES IF NEEDED
50
6. ISSUES / LESSONS LEARNED / SUSTAINABILITY LOG

Part A: Issues/Problems and Concerns Log
Report Period:
PREVIOUS ISSUES LOG

Instructions: List the issues/problems/concerns you have encountered during the period (Annual, Quarter or Monthly) that
have caused the non-achievement or delay of the deliverables/targeted outputs. You may write the issue/problem related to
any of the categories below.
CHALLENGES/ ISSUES ENCOUNTERED By Categories
Actions taken to RESOLVE the

Issue:
Unit/Person

Issue:
Unit/Person
STRATEGIES OR
TECHNIQUES USED
TO IMPLEMENT
PROGRAM OR
PROJECT
WORKING
RELATIONSHIPS
BETWEEN AND
AMONG THE
IMPLEMENTATION
TEAMS
GENERATION AND
UTILIZATION OF
FUNDS / RESOURCES
e.g. Parents are busy fighting
Called PTA meeting everyday
School grievance
committee
STAKEHOLDERS
PARTICIPATION
51

Issue:
Unit/Person
Other factors
outside of
school
environment

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
completion of training.
53
1
SUSTAINABILITY MEASURES
2
ACTION TAKEN TO
APPLY STRATEGY
3
RESULT OF STRATEGY
7. Information dissemination & Networking

Generating an understanding of SIP and support for the 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
54
7. MONTHLY M&E REPORT OF SCHOOL QMT

MONTH
AND YEAR:
INTRODUCTION:
FINDINGS
A. SIP-AIP IMPLEMENTATION
A.1. PHYSICAL OUTPUTS
1.
2.
A.2. FINANCIAL REPORT
1.
2.
A.3. BALANCE AND GAPS
1.
2.
B. OTHER SCHOOL PROJECTS (IF APPLICABLE)
B.1. TRAINING & DEVELOPMENT
1.
2.
B.2. LEARNING RESOURCES
1.
2.
B.3. OTHERS
1.
2.
C. QUALITATIVE INFORMATION
C.1. ISSUES AND CONCERNS
1.
2.
C.2. SUSTAINABILITY MEASURES APPLIED
1.
2.
C.3. LESSONS LEARNED
1.
2.
RECOMMENDATIONS
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

School M&E Handbook Strengthens Quality

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2011

School M&E System Handbook

Strengthening the Implementation of Basic

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

Teacher Appraisal Forms

Appraisal Form #1: Teacher Performance

Appraisal Form # 2: Classroom Management

Appraisal Form #3: Teacher Performance for Record Management

Appraisal Form #4: Checklist for Reviewing Lesson Plans

Appraisal Form #5: Checklist for Teacher/Class Observation

SIP Implementation M&E Tools

Elements of SIP Implementation M&E Framework

SIP Implementation M&E Framework Matrix

PROGRESS M&E TOOLS

SIP-AIP PHYSICAL ACCOMPLISHMENT FORM (PHYSICAL OUTPUTS AND FINANCE)

SIP-AIP PHYSICAL OUTPUT TRACKING FORM

ISSUES / LESSONS LEARNED / SUSTAINABILITY LOG

SIP Terminal Review Framework

SIP Terminal Review Report

Results Monitoring Tool Schools

REPORT TEMPLATES for QMT

M&E Report Template of SQMT

Annual Implementation Plan

Efficient school-based management

Productivity of the teaching and non-teaching staff

d. Transparency of Information to Key Stakeholders

M&E for Learning and Accountability

2.2 SCOPE OF M&E

Curricular Programs &

Figure 1: M & E Content Areas of Schools

Physical and ancillary facilities

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

Progress (Formative) Level

Results (Summative) Level

Figure 2: Hierarchy of M&E Task Levels

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

M&E Task Levels

School Education Outcomes

Adequacy of resources for

Optimal utilization and

Classroom to learner ratio

Effectiveness of instructional Improved teaching

M&E Task Levels

Improved punctuality & Improved learner performance

Improved achievement rate

Quarter SIP/AIP Planned

SBM Level of practice

Define the scope of the M & E

Establish M & E schedule.

Determine decision points needed by the school head/s.

Set up monitoring processes

Communicate the system

Operationalize the system

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