CHAPTER 5 SMEA

School Monitoring and Evaluation Adjustments (SMEA)

School Monitoring Evaluation and Adjustment (SMEA) is a

systematic process for collection, collation, and analysis of key
education data and information that will allow the SGC to determine
the progress of SIP implementation based on targets. The main
objective of the SMEA is to facilitate decision-making for a more
relevant and responsive delivery of basic education services at the
school level.

Implementation Schedules of SIP MEA Strategies

The School Quality Management Team (SQMT) is responsible in

the monitoring and evaluation of the programs and projects
implemented by the school project teams 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 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.

A. Monitoring & Evaluation Strategies

Monitoring & Evaluation Strategies includes tools, info systems
and templates identified in DO 44 and other new templates that is
useful. The main reference is School Report Card (SRC).

Table 57
Framework for the Summative Monitoring and
Evaluation (M & E)
M & E Content Results/ Frequenc
Information MEA Responsib
Areas/ Planning Statement/ MOVS y of Data Instruments
Requirements Analysis Strategy le Body
Pillars KPI Collection
I. ACCESS IO #1 – All school-age children, out-of-school youth, and adults have access to
relevant basic learning opportunities
By 2025, all five-year-old children are in school.
Community Number of 5 School Annuall Record of Greater Annual Teacher
Intake Rate year old Mappin y Barangay number Imple- s & SH
children in the g/ Inhabitants enrolled in mentat
community LIS (RBI) & SF1 school ion
versus Number Generated compared Review
of 5 year old from LIS to the
children in the actual
community population
enrolled in the in the
school barangay
IO #1.2- All learners stay in school and finish key stages
Number of LIS Annuall School Form No Annual Teacher
learners y 2&4 dropped Imple- s & SH
Drop-out Rate dropped the out for the mentat
school year last 3 ion
years Review
IO #1.3- All learners transition to the next key stage
Transition Number of LIS Annuall School Some of Annual Teacher
Rate (K-1,3- previous y Form 5 the Imple- s & SH
4,5-6) Kindergarten learners mentat
learners and transferre ion
current grade 1 d to other Review
learners division
IO #1.4- All out-school children & youth participate in formal or non-formal
basic education learning opportunities
School Leaver Enrollment of LIS Annuall School Some of Annual Teacher
Rate the previous y Form 5 the Imple- s & SH
and current learners mentat
school year did not ion
enrolled in Review
the school
II.EQUITY IO # 2 -Disadvantaged school-age-children and youth, and adults benefited from
appropriate equity initiatives
SIO #2.1
School-age children and youth, and adults in situation of disadvantage benefited from
appropriate equity initiatives
Retention Rate Number of LIS Annuall School Some of Annual Teacher
of learners in learners in y Form 5 the Imple- s & SH
situation of situation of learners mentat
disadvantage disadvantage transferre ion
 that continue d to other Review
schooling division
Percentage of Status on Nume- Quarterl Numeracy Presence Annual Teacher
learners in numeracy and racy y Tool of non- Imple- s & SH
situations of literacy of all Report numerates mentat
disadvantage learners ion
(disaggregated Review
by group) who
achieved at
least a fixed
level of Literac Quarterl Phil-IRI/ Presence Annual Teacher
proficiency/m y y FLAT of Non- Imple- s & SH
astery in: Report readers mentat
ion
Review
III.QUALIT IO #3 Learners complete K to 12 basic education, having successfully attained
Y all learning standards that equip them with the necessary skills and attributes
to pursue their chosen paths
IO#3.1- Learners attain Stage 1(K-Grade 3) learning standards of fundamental
reading & numeracy skills
Literacy Status on the Literac Quarterl Phil-IRI/ Presence Annual Teacher
literacy of K to y y FLAT of Non- Imple- s & SH
3 learners Report readers mentat
ion
Review
Numeracy Status on Nume- Quarterl Numeracy Presence Annual Teacher
numeracy of K racy y Tool of non- Imple- s & SH
to 3 learners Report numerates mentat
ion
Review
IO#3.2- Learners attain Stage 2 (Grades 4-6) learning standards in required
literacy & numeracy skills apply 21st century skills to various real life
situations
Literacy Status on the Literac Quarterl Phil-IRI/ Presence Annual Teacher
literacy of G4 y y FLAT of Non- Imple- s & SH
to 6 learners Report readers mentat
ion
Review
Numeracy Status on Nume- Quarterl Numeracy Presence Annual Teacher
numeracy of racy y Tool of non- Imple- s & SH
G4 -6 learners Report numerates mentat
ion
Review
IV. IO#4-Learners are resilient, know their rights, and have the life skills to protect
RESILIENCY themselves and claim their education-related rights from DepEd and other duty-bearers
AND WELL- to promote, learners’ wellbeing, while being aware of their responsibilities as individuals
BEING and as members of society.
IO#4.1 Learners are served by a department that adheres to a rights-based education
framework at all levels
Nutritional NS Beginni NS Forms Presence Annual Teacher
Status of Report ng and of severely Imple- s & SH
Nutritional
learners End of wasted, mentat
Status of
School wasted, ion
Learners
Year and obese Review
learners
Awareness on Percentage of CPP Annuall CPP Tool All Annual Teacher
Their Rights learners who Report y learners Imple- s & SH
TO and IN know their are aware mentat
Education, rights TO and on their ion
and How to IN education rights Review
Claim
Positively
IO#4.2 Learners are safe and protected and can protect themselves from risks and
impacts from natural and human-induced hazards
Incidence of Percentage of CPP Annuall CPP Tool Unrecorde Annual Teacher
Bullying/ incidence of Report y d Bullying Imple- s & SH
Child Abuse bullying/child mentat
abuse ion
Review
 Security, Percentage of CPP Annuall CPP Tool School is Annual Teacher
Peace, and learners who Report y not safe Imple- s & SH
Order know their for the mentat
situation rights TO and animals ion
IN education Review
Learners Percentage of DRR Annuall DRR Tool All Annual Teacher
equipped with learners Report y learners Imple- s & SH
capacities on equipped with are aware mentat
what to do capacities on on their ion
before, during, what to do rights Review
and after a before, during,
disaster/ and after a
emergency. disaster/
emergency.
Affected and Number of DRR Annuall DRR Tool All Annual Teacher
Displaced displaced Report y learners Imple- s & SH
Learners learners are aware mentat
Retained in on their ion
School rights Review
IO#4.3- Learners have the basic physical, mental, and emotional fortitude to cope with
various challenges in life and to manage risks
Mental and Number of Mental Annuall Mental All Annual Teacher
Psychosocial learners who Health y Health M & learners Imple- s & SH
Condition have mental Report E are mentat
/various oriented ion
challenges on how to Review
condition manage
challenges

V. GOVERNANCE
EM#1Modern, efficient, and resilient governance and management processes
EM#1.1:All education leaders and managers practice participative, ethical, and inclusive
management
List of teachers Monthl Monthly GIYA Tool Conflict of Annual Teacher
to be y schedule Imple- s, SH,
Instructional supervised Report mentat PSDS
Supervision s (MSP ion
& Review
SISAR)
SBM results SBM Annuall SBM Tool Conflict of Annual Teacher
Result y schedule Imple- s,
SBM mentat Parents,
ion SH,
Review PSDS
AIP-targets Adjuste Annuall SMEA Tool Conflict of Annual Teacher
d AIP y schedule Imple- s,
SMEA mentat Parents,
ion SH,
Review PSDS
OPCRF Results OPCRF Annuall OPCRF Conflict of Annual Teacher
Rating y schedule Imple- s, SH,
OPCRF mentat PSDS
ion
Review
EM#1.2: All personnel are resilient, competent, and continuously improving
DRRM Status of DRR DRR Annuall DRR M & E Lack of Annual Teacher
implementatio Report y Tool budget to Imple- s & SH
n in school finance mentat
DRR ion
projects Review
Training of List of Training ACR Annuall L&DM&E Need on Annual Teacher
Parents on need of Parents y Tool Literacy Imple- s & SH
PAPS Training mentat
ion
Review
Learning and List of Needs ACR Monthly L & D M& E Trainings Annual Teacher
Development and L & D Plan Tool conducted Imple- s & SH
shall be mentat
based on ion
IPCRF Review
Needs
 EM#1.3: Ideal learning environment and adequate learning resources for learners
ensured
Classroom Status of EBEIS Annuall EBEIS Tool Lack of Annual Teacher
Classroom y Classroom Imple- s & SH
since mentat
almost all ion
are Review
dilapidate
d
Teacher List of teaching EBEIS Annuall EBEIS Tool Excess of Annual Teacher
personnel y Teachers Imple- s & SH
mentat
ion
Review
Seat List of EBEIS Annuall EBEIS Tool 1:1 Seat to Annual Teacher
serviceable y pupil ratio Imple- s & SH
seat mentat
ion
Review
Books List of updated EBEIS Annuall EBEIS Tool Most of Annual Teacher
number of y the books Imple- s & SH
books are not 1:1 mentat
ratio ion
Review
WINS Status of WINS WINS Annuall WINS M & E Certified 3 Annual Teacher
in school report y Instrument star Imple- s & SH
mentat
ion
Review
Library List of Books Library Annuall Property 1st year of Annual Teacher
and equipment Report y Custodian implement Imple- s & SH
Report ation mentat
ion
Review
ICT ICT Inventory ICT Annuall ICT M & E Non- Annual Teacher
Report Report y Tool functional Imple- s & SH
ICT room mentat
ion
Review
EM#1.4: Improve and modernize internal systems and processes for a responsive and
efficient financial resource management
Internet Request for PR, PO Quarterl ICT M&E non- Annual Teacher
internet and y Tool subscripti Imple- s & SH
subscription Inspect on to mentat
ion internet ion
Report Review
EM#1.5: Strengthen active collaboration with key stakeholders
SGC Schedule of ACR Quarterl Monitoring Most of Annual Teacher
Maeetings y Tool the Imple- s & SH
stakholder mentat
s are ion
conflict of Review
schedule
during
meetings

Monitoring & Evaluation template to be used quarterly in

assessing organizational effectiveness.
 Table 58
Physical Output Matrix
STATUS
KRA/ Imple Gain
To ment
Objectives/ Plan Outputs MOVs On- &
Don be ation
Activities Goin Gap
e Don Issue
g
e
KRA 1. INSTRUCTIONAL LEADERSHIP
Objective 1.1 1. Check DepEd ACR with
Increased Key forms quarterly pictorials
Performance
2. Conduct early ACR with -
Indicators such as
registration from pictorials
Promotion Rate,
Kindergarten to , list of
Completion Rate
Grade 6 registere
(Kinder & Grade 6),
d pupils
and Graduation
Rate (Grade 6)
Objective 1.2 Zero- 1. Print reading Printed
out non-readers materials and put materials
(MT for Grade 1, up a reading play
Filipino for Grade shop and library
2, English for hub in the
Grade 3-6) classroom for
reading
assessment
2. Purchase Reading
allowable printed reports
reading
materials, and
video materials
such as TV and
sound system
3. Conduct ACR with
quarterly pictorials
meetings and TA , TA
with the reading reports
team
Objective 1.3 Zero- 1. Conduct Numerac
out non-numerates quarterly y reports
(Grade 3-Grade 10) numeracy
assessments
2. Conduct ACR with
quarterly pictorials
meetings and TA , TA
with the reports
numeracy team
Objective 2: 1. Print 1 is to 1 Print 1:1
Increase MEAN and testing materials testing
MPS across across learning materials
learning areas areas
Objective 3. 1. Observe 15 MSISAR,
Conducted classes a month Monitori
instructional with post- ng Tool,
supervision to conference GIYA
teachers tools
monitoring their 2. Check and give Checklist
learners and other TA on DLL/DLP on
instructional- monthly WHLPO
related activities and TA
such as checking Reports
DLL/DLP and
giving TA
KRA 2. LEARNING ENVIRONMENT
Objective 1. 1. Prepare the ACR with
Implemented whole school pictorials
education during Brigada
programs/projects Eskwela and
to achieve DepEd Oplan Balik
goals and Eskwela period.
objectives such as
Inventory of 2.Conduct ACR with
resources and quarterly pictorials
physical facilities inventory of , DOD
development resources
3.Construction ACR with
of physical pictorials
improvement , DOD
based on school
needs (School
fence, GAD CR)
Objective 2. 1.Implement ACR with
Managed ancillary health facilities pictorials
services/activities and programs
following health 2.implement SBM ACR with
and safety wins /Solid pictorials
protocols Waste , DOD
Management
3. Conduct and ACR with
Monitored BMI of pictorials
the pupil’s , BMI
baseline and Result
endline report
and purchased of
bathroom
weighing scale,
constructed a
school kitchen,
and purchased
kitchenware.
4. Monitor and ACR with
conduct pictorials
Quarterly
Earthquake and
Fire Drill
Objective 3. 1. Conduct ACR with
Provided a mental health pictorials
motivating and orientation to
healthy parents, teachers,
environment, and pupils year
through the round
following 2. Conduct and ACR with
programs/services Monitored CFSS pictorials
such as, but not & CPP yearly , CFSS
limited to SBFP Tool, CPP
and School Report
learning resources
center
3. Craft SBFP SBFP
plan and reports
purchased LPG
quarterly
KRA 3. HUMAN RESOURCE MANAGEMENT AND DEVELOPMENT
Objective 1. 1. Organize Approved
Conducted /Conduct ACR,
SLACs/capability- virtual/School- Pictorials
building activities based ,
based on IPCRF training/capabilit Attendan
needs of teachers y building ce
and non-teaching activities/
personnel SLACs/ INSET
based on IPCRF
needs of teaching
and non-teaching
personnel with
approved training
design and
proper
documents.
2.Reimburse Itinerary
travel and of Travel,
training Memo,
expenses of the pictorials
school head and , and
teachers as appearan
scheduled ce
Objective 2. Monitor and Monitori
Provided TA to provide TA to ng Tool
teachers on teachers relative with TA,
Programs and on the programs Approved
Projects and projects ACR,
Implementation coordinatorship/ Pictorials
s. ,
Attendan
ce
Objective 3. 1. Conduct School -
Implement school Recognition and Memo
rewards system to Graduation
recognize and Exercises
motivate learners, 2. Conduct School -
school personnel, school-based Memo,
and other PASIDUNGOG Approved
stakeholders for ACR, List
exemplary of
performance Awards
and/or continued Received
support
Objective 4. Provide TA to Received -
Provided TA to teaching copy of
personnel focused personnel on Action
on conducting conducting research
workable action workable action
research and research and
proposals proposals at the
end of the school
year
Objective 5. 1.Conduct Pictorials -
Conducted School- School-Based , ACR
Based Research Research
Congress Congress at the
end of Quarter 3
KRA 4. PARENTS’ INVOLVEMENT AND COMMUNITY PARTNERSHIP
Objective 1. 1. Generate Deed of
Generated school support from the donation
funds/resources stakeholders / SPDS
and partnership in
cooperation with
the stakeholders
Objective 2. 1. Conduct Received
Monitor the Quarterly copy of
conduct of Portfolio Minutes
Quarterly Portfolio Day/SPTA of
Day/SPTA Meeting Meeting Quarterly
GPTA
Meeting
Objective 3. 1. Conduct received
Implemented programs/project copy of
education s to parents and ACR
programs/projects other
to achieve DepEd stakeholders
goals and such as
objectives Orientation on
Literacy, CPP,
GAD
KRA 5. School Leadership, Management and Operations (20%)
Objective 1. 1. Implement and Received 1
Implemented SBM update the SBM &
level of Practices level of practices approved
from Level 1 or SBM-
level 2 at the level
district level assessme
before the end of nt
the school year. role/eval
uation
forms
Objective 2. 1. Submit Approved 1
Crafted/Revisited crafted/adjusted /
workable and workable and received
comprehensive SIP, comprehensive copy of
AIP/WFP and SRC SIP, AIP/WFP, SIP
SLCP quarterly. AIP/WFP
SLCP
2. Submit Received 1
comprehensive copy of
and accurate SRC
School Report
Card (SRC)
annually.
 Objective 3. 1. Submit Received 1
Managed school accurate financial copy of
funds based on liquidation based CDR
WFP and with on the WFP every
transparency 25th day of the
following quarter.
2. Construct/ Transpar 1
post on ency
transparency board/
board the pictorials
financial of posted
liquidation based liquidatio
on WFP every n
quarter.
3. Payment of Transpar 3
mandated bills ency
such as Paid board/
8 Utility Workers pictorials
monthly, Paid of posted
Electrical and liquidatio
Water Bills n,
monthly, paying Contract
internet bills of
monthly, paying service,
fidelity fund payroll,
annually OR
1. Conduct and Received 1
Objective 4. submit ACR/ copy of
Conducted data M&E tools such ACR/
management such as Table 1-A; 1-B, Table 1-
as SMEA / 3-A on School A/1-B/3-
ProMEDs & Monitoring, A
finalized Evaluation
LIS/EBEIS (SMEA) & make
necessary
adjustment
quarterly.
2. Submit & Received 1
validate finalized &
reports on Approved
ProMEDs ProMEDs
quarterly. report
3. Submit & Screensh 1
validate finalized ots of
reports on LIS Finalized
enrolment report on
BOSY/EOSY. LIS BOSY
& EOSY
4. Submit & Received -
validate finalized copy of
reports on EBEIS GESP/
end of school EBEIS
year.
Objective 5. 1. Submit Received -
Established grievance file
harmonious committee copies
relationship to officers &
parents & Learners members/
Manage records
 of resolution
dully approved
and signed by the
school grievance
committee
annually.
Objective 6. 1. Implement all Submitte 2
Implemented All programs & d
programs & Projects (PAPs) /Receive
Projects (PAPs) such as SBFP; d copy of
such as SBFP; Gulayan sa Accompli
Gulayan sa Paaralan; NDEP; shment
Paaralan; NDEP; Youth Formation Report
Youth Formation Program and (ACR)
Program; Homeroom
Homeroom Guidance
Guidance annually.
Objective 7. 1.Organize Received 1
Organized School School approved
Organizational Organization with copy
Structure terms of organized
Reference on GPTA/BA
Alumni/GPTA/ C/TWG
BAC/TWG
Objective 8. 1.Implement & Screensh 1
Implemented & post online ots of
posted online the school advocacy pictures
school advocacy activities posted
activities regularly online
KRA 6 UNIT PERFORMANCE (OTHER TASK)
Objective 1. To 1. Submit DTR's, 1
submit and comply DTR's ,SALN, W2 SALN,
mandated reports W2
and other task 2. Submit District Received -
Coordinatorship file
copies
3. Implement SO, ACR -
Schools Special
Order
4. Comply special ACR with 1
events pictorials
5. Comply Division 1
mandated Memo,
Trainings and Appearan
other capability ce/certifi
buildings. cate of
recogniti
on

B. M&E Activities
Monitoring and Evaluation Activities includes SMEA
culmination, regular Program Implementation Review (PIR)
which is conducted quarterly in the school.
 The following are the procedures/process and activities
followed in the School Monitoring Evaluation and Adjustment
(SMEA) Process

Figure 4:
School Monitoring Evaluation and Adjustment (SMEA) Process
Management Response
Data Gathering Data Processing Adjustment of
Data Validation
& Analysis (SMEA Day) Plan & Utilization

Data Gathering
 Data gathering is done quarterly by internal M and E Team to
Teachers, SHS, and projects 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 accomplishment using PO template and
prepare the MOV’s to support the report.
 Includes identification of issues, facilitating and hindering
factors, lesson learned and good practices encountered by
schools which are identified before the SMEA proper.
 Collecting both quantitative and qualitative information.

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

Data Processing and Analysis

 Summary of accomplishments, issues for resolutions and lesson
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 fund
utilized.
 Analysis information required to answer the M & E questions on
efficiency, effectiveness and relevance.
 Review data on program implementation or Program
Implementation review (PIR) and make initial conclusion.
 Write conclusions.
Management Response (SMEA DAY)
 Reporting of M and E results by the school IMET is used to
validate information during the actual MEA.

Adjustment of Plan & Data Utilization

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

Table 59
Implementation Schedules of the MEA System

Activity Timeframe Process Output

1st Quarter SMEA  The self-rated IPCRF  List of gains

shall be done one along with the and gaps of
week after the 1st evidences of the teaching
grading period accomplishments and non-
(MOVs) of the teaching teaching
and non-teaching personnel of
2nd Quarter SMEA personnel shall be the quarter
shall be done one submitted to the school  Quarter
week after the 2nd head for validation dashboard
SMEA grading period  The validated quarter of the school
(School performance of the  SWOT
Monitoring, teaching and no- Analysis of
Evaluation and 3rd Quarter SMEA teaching personnel will the school
Adjustment) shall be done one be analyzed for  Strategic
week after the 3rd coaching and TA options of
grading period provision the school
 The School Head has to for the next
present the dashboard quarters
4th Quarter SMEA of the school  Adjusted
shall be done one performance and IPCRFs
week after the 4th employees’ performance
grading period of the quarter

AGE PROFILE GRADE-IV (2022-2023)

AGE MALE FEMALE TOTAL

9 3 4 7

10 1 2 3
 11 1 0 1

11

AGE PROFILE GRADE-IV (2021-2022)

AGE MALE FEMALE TOTAL

9 7 3 10

10 2 4 6

15 1 0 1

16

AGE PROFILE GRADE-V (2022-2023)

AGE MALE FEMALE TOTAL

10 9 3 12

11 2 4 6

13 1 0 1

19

AGE PROFILE GRADE-V (2021-2022)

AGE MALE FEMALE TOTAL

9 1 0 1

10 5 10 15

11 3 2 5

12 2 0 2

13 0 1 1

24