Professional Documents
Culture Documents
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
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
9
10
10
10
11
3.4
11
11
11
12
12
12
4.2
13
4.1.1
4.1.2
4.1.3
4.1.4
13
15
17
26
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
31
33
CHAPTER 5: REPORTING
5.1 Reporting Schedules
A. Delivery of Basic Education
B. Organizational Health / Performance
35
35
37
ANNEXES
Contents
Page
41
42
43
44
45
1.
46
2.
46
47
4.
48
5.
SIP THREE-YEAR REPORT ON PHYSICAL OUTPUT AND FINANCIAL STATUS OF PROJECTS & PROGRAMS
49
6.
C.
49
50
51
52
53
54
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
Initial Gains/ Intermediate Results M&E
Results M&E
M&E Process on Teacher Performance
Progress Monitoring
Initial Gains/ Intermediate Results M&E
Results M&E
M&E Process on Learner Performance
Progress Monitoring
Initial Gains/ Intermediate Results M&E
Results M&E
M&E Process on School Management
Progress Monitoring
Initial Gains/ Intermediate Results M&E
Results M&E
M&E Process in Productivity
Progress Monitoring
Initial Gains/ Intermediate Results M&E
Results M&E
M&E Process in Community Partnership
Progress Monitoring
Initial Gains/ Intermediate Results M&E
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
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:
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.)
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.
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.
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
Instructional Delivery
Utilization of instructional materials
Classroom and Record Management
Involvement in school-community activities
Personal growth and professional development
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:
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.
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
Table I
Integration Matrix of M&E Content Areas and Task Levels
(School level)
M& Focus
Formative
Progress Level
Summative
Intermediate Results
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
Improved Learning
Environment
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
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
Intermediate Results
Results Level
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
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.
2.
3.
4.
10
5.
6.
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
School Head
School M&E
Coordinator
School ICT
Coordinator
Department
Head /Grade
2 SPT
Representativ
11
School Head
School M&E
Coordinator
School ICT
Coordinator
2 SPT
Representative
s
(Parent/LGU
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.
3.
12
4.
5.
Function:
Monitors the implementation of SIP
Responsibility
Updates M & E plan during SIP revisit
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
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
Teachers Program
Docs Review
Docs Review
categorization of
issues/lessons
Instructional Supervisory
Report
15
EBEIS
o Performance indicators
o SBM level of practice
Basic statistics of
performance
indicators
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?
SOURCE OF INFORMATION
METHOD OF
INFORMATION REQUIRED
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 enrolment
Decrease in dropouts
Increase in number of learners
ready for transition
Decrease in school leavers
Increase in Completion Rate
Improved graduation rate
Improved academic performance in
all learning areas.
EBEIS
Trend analysis
across 3-year
historical data
on education
outcomes
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?
SOURCE OF INFORMATION
METHOD OF
INFORMATION REQUIRED
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
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?
SOURCE OF INFORMATION
AND DATA REQUIRED
METHOD OF
ANALYSIS
Guide Questions
17
Improved adequacy of
resources in school
Docs review
Frequency
Count of
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
SOURCE OF INFORMATION
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?
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
INFORMATION REQUIRED
Percentage of Teachers
preparing lesson plans
Percentage of Teachers
preparing formative and
summative assessment tests
Percentage of Teachers
Preparing/Using AudioVisual/Instructional Aids in
Teaching
Percentage of Teachers
providing remedial instruction
to slow learners or
advanced/enrichment lessons
to gifted learners
SOURCE OF INFORMATION
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
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?
What percent of teachers
prepare formative and
summative tests?
Docs Review
Percentage of teachers
needing TA in Lesson Planning
Docs Review
Percentage of teachers
needing TA on delivery of
instruction.
Docs Review
Percentage of teachers
needing TA in Test
Construction
Docs Review
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
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
Freq and
Percentage
distribution of
teachers
performance in
record management
by level:
Outstanding
Very Satisfactory
Satisfactory
Unsatisfactory
Poor
INFORMATION REQUIRED
Guide Questions
Distribution of teacher
performance in record
management
20
Nature of Involvement of
Monitoring Form of Teachers
Docs Review
teachers in school-community Holding Homeroom PTA Meetings
activities
and Minutes of homeroom PTA
Meetings
Actual No. of Teachers
conducting one homeroom PTA
meeting for the period\
Actual No. of Teachers actively
involved in at least one
community-initiated program
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
INFORMATION REQUIRED
Guide Questions
DATA REQUIRED
ANALYSIS
Percentage of Teachers
Monitoring Form of Teachers
Docs Review
What percent of teachers
preparing IPPD
preparing IPPD and Teachers IPPDs
prepare IPPD?
Actual No. of Teachers preparing
IPPD
Total No. of Teachers
Status of implementation of
Monitoring Form of Teachers
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
Percentage of Teachers
Monitoring Form of Teachers
Docs Review
What percent of teachers
participating in school-based
participating in school-based INSET
participates in school-based
INSET
INSET?
Actual No. of Teachers
participating in the mass INSET
21
Percentage of Teachers
implementing JEL after F3
Freq and %
distribution of :
Passers
Comparative analysis
of MPS between
previous and current
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?
SOURCE OF INFORMATION
METHOD OF
INFORMATION REQUIRED
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
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
NAT
/RAT
Results
according
to
the
level
of
in national/ regional
mastery by learning area per
assessments
Achievement Rate grade or year 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
Categorization of issues
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
Report on the
Benefits gained
through the utilization Promising Practices
of the identified
promising practices List of promising
practices
Guide Questions
What factors supported the
satisfactory / unsatisfactory
achievement in national /
regional assessments?
26
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?
Instructional Supervision
1. How efficient is the school head in performing instructional supervision of the teachers?
Staff Development
1. Does the staff development program address the needs of the personnel?
Info Requirements
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
Docs Review
28
Info Requirements
Number of SIP targets
effectively delivered
SBM level of practice
Consolidated issues
for the Year
Method of Analysis
Guide Questions
Docs Review
Percentage of
accomplishments
Behavioral changes
among teachers
Form 178
Monthly Supervisory Report
Monthly Accomplishment
Report
Docs Review
Behavioral changes
among staff
Docs Review
C. Results M&E
M&E Question:
1.
2.
Does the school achieve the desired educational outcomes at the end of 3-year SIP cycle?
Has the school progressed in its SBM level of practice?
Info Requirements
Status of School educational
outcomes
Method of
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 ?
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?
Source of Information and
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?
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
Method of Analysis
Docs Review
Trend Analysis
Guide Questions
Is the school able to improve
its organization performance
level?
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?
Perception survey of
stakeholders satisfaction
Basic statistics
EBEIS
Quantitative
and qualitative
analysis
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
Method of
Analysis
Guide Questions
31
Improved school
performance
indicators
EBEIS
Basic statistics
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:
33
M&E TOPIC
MONTHLY
QUARTERLY
SEMIANNUAL
(END OF
JUNE)
ANNUAL
END OF
SIP
A.1.2 Education
Resources for
Provision of
Access
Personnel
Funds
LRMs
Facilities
Ancillary
Services
Increase in enrolment
Decrease in dropouts
Increase in number of learners
ready for transition
Decrease in school leavers
Improved graduation rate
Improved academic performance in
all learning areas
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
INTERMEDIATE RESULTS
Optimal utilization and application of
resources
Classroom to learner ration
Textbooks to learner ratio
Access to school laboratories and
equipment
Access to library, guidance and
health service facilities
Access to toilets &
RESULTS
Improved Learning Environment
A.1.3.
Development of
Teacher
Competence
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
INTERMEDIATE RESULTS
Effectiveness of instructional
delivery
Improved learner performance
(annually)
Reduced Failure rate
Reduced SARDO
Improved punctuality &
attendance
Effectiveness of IPPD and
SPPD
Improved utilization of learning
resources
Updated SMIS
RESULTS
Improved teaching competence based
on NCBTS
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
INTERMEDIATE RESULTS
Learner Distribution by Mastery
Level (annual)
Periodic School Performance
Indicators (annual)
Increased Achievement rate
Readiness of learners for
transition
Literacy level
Numeracy level
Learners attitude towards schooling
RESULTS LEVEL
Improved achievement rate
Improved completion rate
Increased graduation rate
Increased functional literacy
B.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
SBM Level of Practice
Cumulative accomplishment of
SIP/AIP Physical Outputs
Consolidated issues on school
management
RESULTS LEVEL
SBM Level of Practice
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
INTERMEDIATE RESULTS
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
Intermediate Results
Parents satisfaction
Stakeholders satisfaction over
school services
Result Level
38
ANNEXES
39
CONTENTS
Teacher Appraisal Form
PAGE
41
42
43
44
45
46
2.
46
47
4.
48
5.
SIP THREE-YEAR REPORT ON PHYSICAL OUTPUT AND FINANCIAL STATUS OF PROJECTS &
PROGRAMS
49
6.
49
50
51
52
53
54
40
1
2
3
4
5
6
7
Rarely
Not at All
10
RATING
Most of the
Time
Some times
ITEM
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,
9 expression, gestures)
10 Reminds students of important schedules and assignment efficiently
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
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
42
Description of Rating:
8.5- 10.0 Outstanding
6.5-8.49 Very Satisfactory
4.5-6.49 Satisfactory
2.5-4.49 Unsatisfactory
2.0-2.49 Poor
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
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)
44
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
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
18
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
PRACTICE/APPLICATION
14
15
EMPHASIS/REVIEW/ASSESSMENT
11
12
13
14
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
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
District:
Month/Year:
School Year:
.
PROJECT/OUTPUT
PHYSICAL OUTPUT
TARGET
ACTUAL
FINANCIAL TARGET
BUDGET
EXPENDITURE
49
Overall Status
Classification:
Date of SIP
Acceptance
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
50
Unit/Person
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
School grievance
committee
STAKEHOLDERS
PARTICIPATION
51
Unit/Person
Other factors
outside of
school
environment
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
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
53
1
SUSTAINABILITY MEASURES
2
ACTION TAKEN TO
APPLY STRATEGY
3
RESULT OF STRATEGY
2
HINDERING FACTORS
3
LESSONS LEARNED
54
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
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