QUALITY

The resource requirement for the implementation of the SIP is estimated at PhP______________, broken down by fund sources as follows:

VI. Monitoring and Evaluation

M & E ProceduresThe School Quality Management Team (SQMT) is responsible in the

monitoring and evaluation of the programs and projects implemented by the school based on the School Improvement Plan and the Annual Implementation Plan. M & E will be done every quarter in order to keep track on the implementation and to provide objective information that can inform decision-making in order to continuously improve the delivery of school services for basic education and the school’s performance or health to achieve the desired education outcomes. This will even provide valid, reliable and accurate data in decision-making to come up with possible actions and interventions to achieve the said desired education outcomes.

The following are the procedures/processes followed in the School Monitoring Evaluation and Adjustment (SMEA) Process:

1. Data Gathering Data gathering is done quarterly by internal M & E Team to

Teachers, SHs, & project Implementers during the pre-work prior to SMEA.

Physical Outputs (PO) accomplished are identified from their work plans together with the standards if followed.

School Internal Monitoring and Evaluation Team (IMET) consolidate their accomplishments using PO template and prepares the MOVs to support the report.

(1)Particulars

(2)Estimated

Cost

(3)DepEd

(4)LGU

(5)PTA

(6)Others(please specify)

(7)Unfunded

 Program/Project 1 Activitiy 1Activity nSub-Total Program/Project 1 Activitiy 1Activity nSub-TotalGrand Total

Includes identification of issues, facilitating and hindering factors, lessons learned and good practices encountered by schools which are identified before the SMEA proper.

Collecting both quantitative and qualitative information.2. Data Validation

Determining if reported data are based on standards set and MOVs.

3. Data Processing and Analysis Summary of accomplishments, issues for resolution and lessons learn presented to

management. The quantitative data can be transformed into percentages, ratios, ranks or

measures of central tendency. These are also presented in tables and graphs to show relationship between variables.

The analysis can also correlate physical outputs with funds utilized. Analysing information required to answer the M & E questions on efficiency,

effectiveness & relevance. Agree on a set of Planning Standards Review data and make initial conclusions. Write conclusions

4. Management Response Reporting of M & E results by the school IMET is used to validate information

during the actual MEA.5. Adjustment of Plan

This can be in terms of modifying the earlier strategies used, rescheduling of activities, aligning available resources, making decisions on discontinuing the projects, etc.

M & E Structure

Prepared by the School-Community Planning Team composed of the following, during the SIP Workshop held on __________ at the ______________:

Terms and Reference for M & E Team

1. Chair: School Head The School Head is the process owner of the school M&E system. As process owner the

school head must ensure the integrity and efficiency of the system. This means, providing accurate, timely and relevant information to the school stakeholders. The School Head will also be the major beneficiary of the lessons and insights generated by the M & E system.Specifically, the following outlines the functions, roles and responsibilities of the School Head

Functions: 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. Monitors and School M & E CoordinatorThe 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:

evaluates regularly the implementation of school improvement plan Responsibilities:

Cherry S. AbalonSchool Head

Henry G. PoldoICT Coordinator

Edina E. MorilloGPTA President

Gerardo G. BantiloLGU Representative

Rowena A. LobosSchool M&E Coordinator

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) Function:

Monitors the implementation of SIP Responsibility

Updates M & E plan during SIP revisit

4. 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

Monitoring Form/Tool

SIP THREE-YEAR REPORT ON PHYSICAL OUTPUT AND FINANCIAL STATUS OF PROJECTS & PROGRAMS

PHYSICAL OUTPUTS

PHYSICAL OUTPUT FINANCIALYEAR 1 YEAR 2 YEAR 3 YEAR 1 YEAR 2 YEAR 3

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SPT Member Name

Signature

_________________ ________________ _________________ ________________ _________________ ________________ _________________ ________________ _________________ ________________ _________________ ________________ _________________ ________________ _________________ ________________ _________________ ________________ _________________ ________________

Existing education programs and projects

(a)EXISTING PROGRAMS OR

PROJECTS

(b)POSITIVE FEATURE /

CONDITION

(c)NEGATIVE

FEATURE/CONDITION

ACCESS:Program 1: Early RegistrationProject 1: Information DisseminationProject 2: Conduct survey/ mapping of 11-15 years oldProgram 3: Conduct Oplan Balik Eskwela

-Increase enrolment-Proper coordination with the stakes.-There is a proper dissemination of early enrolment.

-

-Some of the Out of school youth rejected to attend formal classes.

QUALITY:Program 2: RRE (Remediation. Reinforcement, & Enhancemqent)Project 1: Conduct regular monitorinbg of RREProject 2

-Decrease the percentage of non-readers.

-Teachers conducts regular RRE

GOVERNANCE:Program 3: Strengthens School-Based ManagementProject 1: Improve school physical facilities.

--Motivates students to attend classes regularly.

Project 2: Improve collaboration with the external stakeholders.

-Active participation of the external stakeholders.

DRRM capacity

School DRRM ChecklistINSTRUCTION: This form intends to assess the capacity of school in disaster preparedness and response. Put a check mark () for every item that the school is developing, adopting, and implementing in terms of disaster preparedness and response strategies and mechanisms. In the remarks column, describe briefly your response for every item to facilitate the strategy formulation session (Session 5).

(1)CRITERIA/FACTORS

() Remarks

I. Safe and Climate-adapted School Facilities1. Regular conduct of school facilities inspection to assess

the structural integrity of the school buildings./

2. Applied mitigation measures for each specific hazard, namely: elevated classrooms or footpath against flooding; fire exit/s; and/or strengthened structures to address earthquake

impacts./

3. Safe facilities are in place to address each hazard threat, namely: fire exit/s; fire extinguishers or fire retardant measures such as

ready water buckets of water or sand; and/or appropriate electrical wirings.

4. The school has a reliable early warning system. /

5. Identified and prepared alternative learning spaces in cases of emergencies.

/

6. Emergency/First aid kits are adequate and are readily available

/

II. DRR & CCA Education and Education in Emergencies (EiE)1. Involvement of schoolchildren in the organizing,

planning, and execution of the preparedness and response plan.

/

2. Teachers , learners, parents and other key stakeholders are aware and familiar with the School Disaster Preparedness and Response Plan, family reunification plan [In case of a school emergency or disaster, the school must have a plan for an orderly dismissal and release of the students.]

/

3. Regular conduct of the following evacuation/lock down drills: earthquake /

fire /

tsunami flooding /

lock down /

4. Implementation of climate change mitigation programs such as: tree planting; /

school gardening; and waste reduction and management.

5. Teachers are knowledgeable on the different hazards and risk reduction activities.

/

6. Students are knowledgeable on the different hazards and risk reduction activities /

7. DRR and CCA are integrated in actual classroom instruction.

/

8. Students have access to ADM, ALS, and/or other learning materials for their use during emergencies

/

9. Teachers are capable in implementing ADM, /

implementing

implementing

(a)SCHOOL

DRRM CAPACITY

(b)POSITIVE FEATURE /

CONDITION

(c)NEGATIVE FEATURE /

CONDITION

Safe and Climate-adapted School Facilities

-The school implemented forest tree planting and gulayan sa paaralan.

-The school is prone to flood during heavy rains.

DRR and CCA Education and EIE

-

Governance: School DRR and CCA Management

Child protection capacity

(a)Requirement for Child

Protection

(b)Check if present

(POSITIVE FEATURE)

(c)Indicate here if

absent.If present, indicate

any specific need, or weaknesses or lack

(NEGATIVE FEATURE)

Child Protection Committee (CPC)

/

Child Protection Policy /Student Code of Conduct /Conflict resolution mechanisms

/

Awareness raising and capacity building/training programs/modules or materials on CP: For members of the CPC For school personnel For parents, guardians or

custodians For students/pupils

/

Other preventive measures to address child abuse, exploitation, violence, discrimination and bullying

/

Investigation and reporting mechanism

/

School-based referral and /

monitoring systems