M & E Procedures

The 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 of health to achieve the desired education outcomes. This will even provide valid, reliable and accurate
date 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.
 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. There are also presented in tables and graphs to show relationship
between variables.
 The analysis can also correlate physical outputs with funds utilized.
 Analysis 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.
Terms and reference for M and E

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 level
→ 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 and 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 submits to SH
→ Interacts with SH and other members of the SQMT

3. Subject Area Incharge (2) Representatives

 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.

4. SPT Representative (Parent/LGU Rep)

 Function:
→ Monitors the implementation of SIP
 Responsibility
→ Updates M & E plan during SIP revisit
 5. ICT Coordinator/Computer Teacher1
 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

The M & E Plan

Below is the M and E plan of the school to facilitate the actual implementation of the programs and projects cited in
the SIP – AIP to ensure quality results. The plan will determine whether the targeted program has been achieved or not and
that will tell us if it needs improvements.

The School M & E Structure

ALFREDO C. DEVOTA
School Head

GRACE D. PUNONG
School M & E Coordinator

REDGIE C. ABARAO ARIEN C. DAROY JOMARI KHENT C. MABINI

School M & E Coordinator School M & E Coordinator School M & E Coordinator

Figure 4: M&E Structure and Communication Flow

 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 INSTRUCTIONS

1 SIP Outputs  List the outputs of SIP/AIP
2  Identify for each output, the information that will tell the achievement
Indicator/s of project objective. This is a qualified/quantified parameter which
details the extent to which an objective has been achieved
3  Identify the source where the measure of the attainment of objectives
can be obtained (ex. BEIS, Teacher observation/performance report,
Data Source
SARDO Monitoring Form, OSY Tracking system, child health and
nutrition chart, etc.)
4  Indicate the strategy that will be employed to collect the data (ex.,
Method of Collection Document review, interview, direct observation, survey questionnaire,
FGD, etc.)
5 Timing of Collection  Identify as to when the data collection will happen
6 Data Gathering  Indicate the unit/person responsible for data collection
7 Report Schedule  Identify the when the result/s will be reported

2. SIP IMPLEMENTATION M&E FRAMEWORK MATRIX

(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

PROJECT DATA COLLECTION

DATA DATA REPORT
OBJECTIVES/ INDICATORS
SOURCE METHOD TIMING GATHERER SCHEDULE
OUTPUTS (O#)
Purpose level
objective:

Component objectives:
RESULTS M&E

Prov. Of Access
Component 1: Physical
Facilities

Component 2: LRM

Component 3:
Ancillary

Component 4:
 3. SIP-AIP PHYSICAL ACCOMPLISHMENT FORM

PROJECT DATA
DATA COLLECTION DATA REPORT
OBJECTIVES/ INDICATOR/S
SOURCE GATHERER SCHEDULE
OUTPUTS (O#) METHOD TIMING
Outputs
PROGRESS

PHYSICAL OUTPUT FINANCIAL

YEAR 1 YEAR 2 YEAR 3 YEAR 1 YEAR 2 YEAR 3
PHYSICAL
% Done

% Done

% Done

% Done

% Done

% Done
OUTPUTS
Actual

Actual

Actual

Actual

Actual

Actual
Target

Target

Target

Target

Target

Target

NOTE: USE ADDITIONAL PAGES IF NEEDED

Time Frame

J J A S O N D J F M A M

/ / / /

/ / / /

/ / / /

/ / / /

School:_______________ _______________
District:

Month/Year: ___________________ School Year: _____________

PHYSICAL OUTPUT FINANCIAL TARGET

PROJECT/OUTPUT
TARGET ACTUAL % BUDGEET EXPENDITURE %

NOTE: Write only those outputs with LEGEND: % - Percentage of Accomplishments = ( Target
physical and financial targets. divided by Actual) x 100
 4. SIP-AIP PHYSICAL OUTPUT TRACKING FORM

Name of Overall Status -

School: Classification:

Date of SIP SIP Time Frame:

Acceptance

Evaluation Period AIP Year 1 AIP Year 2 AIP Year 3

(Please check):

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 accomplishments 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
PHYSICAL OUTPUT FINANCIAL
PHYSICA
L YEAR 1 YEAR 2 YEAR 3 YEAR 1 YEAR 2 YEAR 3
OUTPUTS
%Done

%Done

%Done

%Done

%Done

%Done
Actual

Actual

Actual

Actual

Actual

Actual
Target

Target

Target
Target

Target

Target

ROLES AND RESPONSIBILITIES OF THE SCHOOL PLANNING TEAM

STAKEHOLDER ROLES AND RESPONSIBILITIES

 Initiates the convening of the School Planning Team

 Provides leadership and guidance in the development of the plan, clearly explains
the SIP planning process to the planning team, and helps them understand their role
School Head
in the process
 Facilitates (as need be) the actual planning workshop
 Discusses the school’s current program

 Provide needed information relative to teaching and learning process and programs
Teachers  Actively participate during the development of the SIP-establishing priorities,
setting goals, and formulating implementing strategies for the plan

 Share their children’s experiences in school, their insights about what their children
need to learn and the difficulties they face in school, their aspirations for the school
Parents and their children; present other areas of concerns; and participants in setting goals,
strategies, and priorities of the school
 Commit available resources in the implementation of the plan
  Share insights about their learning experiences-what they enjoy doing, what they
Students feel uncomfortable with in school or school task where they find difficulty in-and
participate in setting goals, strategies, and priorities of the school.

 Actively participate in the development of the SIP by Establishing priorities and

School Governing Council
setting goals and strategies for school improvement

 Share valuable information on the interest and concerns of the community in school
Barangay and LGU
improvement and participate in setting goals, strategies and priorities of the school
Representatives
 Commit available resources in the implementation of the plan
 IX.
ANNEXES
 School Budget Matrix GPP
School Based Repair
Land Improvement
GPP
School & Office Supplies
1%
Medical, Dental Supplies and Materials
Assessment
Reporting & Liquidation
Labor/Janitorial Services School Based Repair
17% 17% Maintenance /Bills/Internet/Load
SBM/INSET/TRAININGS/GAD
School Spotrs
Academic Contest
6% Culture and Arts
Academic Contest
Land Improvement
10%Labor/Janitorial Services
Culture and Arts
6%

School Spotrs
3% School & Office Supplies
7%

Medical, Dental Supplies and Materials

SBM/INSET/TRAININGS/GAD 4%
13% Assessment
1%
Reporting & Liquidation
7%
Maintenance /Bills/Internet/Load
8%
 ANNUAL PROCUREMENT PLAN

Source
Distribution by Quarter
of
Unit Total
Item No. Commodity Fund
Quantity Unit Price Amount
(Nomenclature and Description) Q1 Q2 Q3 Q4

Qty. Amount Qty. Amount Qty. Amount Qty. Amount

GPP Organic Fertilizer ₱ 1,824.00 ₱ 1,000.00 ₱ 824.00 MOOE
1 Pesticides
2 Polyethylene Bag
3 Nylon
4 Nails
5 Bamboo
6 Seeds

School Based ₱ 28,800.00 ₱ 5,700.00 ₱ 5,700.00 ₱ 5,700.00 ₱ 5,700.00 MOOE

Repair
1 Umbrella Nails
2 G.I. Sheets
3 Nails
4 Paint
5 Plywood
6 Tie Wire
7 Def. Bar # 9
8 Def. Bar # 10
9 Def. Bar # 12
10 Hollow Blocks # 4
11 Sand
12 Gravel
13 Cement

Land ₱ 4,560.00 ₱ 1,140.00 ₱ 1,140.00 ₱ 1,140.00 ₱ 1,140.00 MOOE

Improvement
1 Plants
2 Soil
3 Cement
4 Gravel
5 Sand
6 Tie Wire
7 Def. Bar # 9
8 Def. Bar # 10
9 Def. Bar # 12
10 Hollow Blocks # 4
School and
Office ₱ 9,120.00
₱ 2,280.00 ₱ 2,280.00 ₱ 2,280.00 ₱ 2,280.00
Supplies MOOE
1
2 Puncher
3 Staple Wire
4 Eradicator
5 Felt Paper
6 Masking Tape
7 Scotch Tape
8 Ballpen
9 Paper Clip
10 Fastener
11 Folder Long
12 Pilot Ink Red
13 Pilot Ink Black
14 Cartolina
15 Manila Paper
16 Computer Ink Black
17 Computer Ink Color
18 Bond Paper A4
19 Bond Paper Long
Bond Paper Short

Medical and ₱ 4,560.00 ₱ 1,140.00 ₱ 1,140.00 ₱ 1,140.00 ₱ 1,140.00 MOOE

Dental
Supplies
1 Dicycloverine
2 Gloves
3 Mask
4 Dental Anesthesia
5 Agua Oxinada
6 Betadine
7 Alcohol
8 Cotton
9 Syringe
10 Hemostan
11 Paracetamol
12 Mefenamic
13 Amoxicillin
Assessment, ₱ 1,824.00 ₱ 456.00 ₱ 456.00 ₱ 456.00 ₱ 456.00 MOOE
M&E,
Supervisory
Services
1 Printing
2 TQs Photo copying
3 Forms
Reporting and ₱ 912.00 ₱ 228.00 ₱ 228.00 ₱ 228.00 ₱ 228.00 MOOE
Liquidation
1 Photocopying/Printing
2 Forms

Maintenance/ Maintenance ₱ 10,944.00 ₱ 2,736.00 ₱ 2,736.00 ₱ 2,736.00 ₱ 2,736.00 MOOE

Bills/ (wiring, plumbing,
Internet/ computer, etc.)
Load
Internet
Load
(DS, C, Disb)
SBMINSET/ Registration and
Training/ GAD travel Expenses

School Sports ₱ 4,560.00 ₱ 1,140.00 ₱ 1,140.00 ₱ 1,140.00 ₱ 1,140.00 MOOE

Supplies
1 NSO
2 Dental
3 Medical
4 Registration
5 Basketball
6 Shuttlecock
7 Badminton Racket
8 Volleyball Net
9 Volleyball
Culture and Fare ₱ 798.00 ₱ 798.00
Arts Registration
Academic Contest ₱ 798.00

Labor & Repair, Land ₱ 22,800.00 ₱ 5,700.00 ₱ 5,700.00 ₱ 5,700.00 ₱ 5,700.00

Janitorial Improvement and
Services Maintenance
₱ 114,000.00
TOTAL
Annex A ANNUAL PROCUREMENT PLAN FOR 2014
Common-Use Supplies and Equipment

Quantity Requirement ** PS Price

Unit of TOTAL
Items & Specifications Measure
Catalogue as AMOUNT
Jan Feb Mar Apr May June July Aug Sep Oct Nov Dec Total of (07.11.13)
A. AVAILABLE AT PROCUREMENT SERVICE STORES
COMMON ELECTRICAL
SUPPLIES
1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.
12.

13.

14.

Grand Total
 Department of Education
Region VIII (Eastern Visayas)
Division of Leyte
Sta. Cruz Elementary School
Villaba, Leyte

DEFINITONS OF TERMS

Schools refer to the number of schools according to the level of education it offers.
For instance, a school which offers both elementary and secondary levels is
counted as one elementary and one secondary school.
Enrolment is the actual count of the total number of pupils/students who have
registered as of August 31 in a given school year. The data of the laboratory
schools of SCUs, CHED and TESDA supervised schools are included.
Teachers refer to the number of teachers holding position titles of Master Teachers I
– II and Teachers I – III. The data are based on Basic Education Information
System – School Statistics Module.
Performance Indicators refer to the several key indicators that can be computed and
utilized for evaluating the educational system’s performance at various levels.
Gross Enrolment Rate refers to the total enrolment in a given level of education as a
percentage of the population which according to national regulations should be
enrolled at this level, i.e., age 6-11 for elementary and 12-15 for secondary. It is
a measure of the “capacity” of a region’s elementary and secondary schools.
Participation Rate or Net Enrolment Rate is the ration between the enrolment in the
school age range to the total population of that age range.
Cohort Survival Rate is the proportion of enrolees at the beginning grade or year
who reach the final grade or year at the end of the required number of years of
study.
Completion Rate is the percentage of first year entrants in a level of education who
complete/finish the level in accordance with the required number of years of
study.
Dropout Rate or School Leavers Rate is the population of pupils/students who leave
school during the year as well as those who complete the grade/year level but
fail to enrol in the next grade/year level the following school year to the total
number of pupils/students enrolled during the previous school year.
Transition Rate (from primary level to intermediate level, Grade IV to Grade V;
elementary to secondary) is the percentage of pupils who graduate from one
level of education and move on the next higher level.
National Achievement Rate refers to the degree of performance in different subject
areas in various levels of education.
Mean Percentage Score (MPS) indicates the ratio between the number of correctly
answered items and the total number of test questions or the percentage of
correctly answered items in a test.
Teacher-Pupil/Student Ratio is the proportion of the enrolment at a certain level of
education in a given school year to the number of authorized nationally paid
positions for teachers at the same level in the same school year
Functionally Literacy Rate is the percentage of the population 10-64 years old who
have higher level of literacy which includes not only reading and writing skills
but also numerical skills.