QUALITY

The resource requirement for the implementation of the SIP is estimated

at PhP______________, broken down by fund sources as follows:

(1)
Particulars

(2)
Estimated
Cost

(3)
DepEd

(4)
LGU

(5)
PTA

(6)
Others
(please
specify)

(7)
Unfunded

Program/Project
1
Activitiy 1
Activity n
Sub-Total
Program/Project
1
Activitiy 1
Activity n
Sub-Total
Grand Total

VI. Monitoring and Evaluation

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 schools 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.

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.

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

Data Validation

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
Management Response
Reporting of M & E results by the school IMET is used to validate information
during the actual MEA.
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
______________:

Cherry S. Abalon
School Head

Rowena A. Lobos
School M&E
Coordinator

Henry G. Poldo
ICT
Coordinator

Edina E. Morillo

GPTA
President

Gerardo G.
Bantilo LGU
Representative

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
Monitors and School M & E Coordinator
The M & E Coordinator is responsible for the overall M & E strategy and implementation
within the school following the M&E framework for the school. The M & E Coordinator shall
report directly to the School Head and shall provide him/her with interpretation and analysis of

M & E data. The following outlines the roles functions and responsibilities of the M & E
Coordinator:
Function:

evaluates regularly the implementation of school improvement plan

Responsibilities:

Conducts monitoring process during plan implementation

Analyses and interprets M&E data for SH and Project teams
Evaluates results of SIP implementation which will be made as basis for planning
interventions and other plan adjustments
Prepares regular M&E reports and submit to SH
Interacts with SH and other members of the SQMT
SPT Representative (Parent/LGU Rep)
Function:
Monitors the implementation of SIP
Responsibility
Updates M & E plan during SIP revisit

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

SPT Member
Name
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________

Signature
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________

Existing education programs and projects

(a)

(b)

(c)

% Done

Actual

Target

YEAR 3
% Done

Actual

% Done

Actual

Target

Target

FINANCIAL
YEAR 2

YEAR 1
% Done

Actual

YEAR 3
Target

% Done

Actual

Target

% Done

Actual

PHYSICAL
OUTPUTS

Target

YEAR 1

PHYSICAL OUTPUT
YEAR 2

EXISTING PROGRAMS OR
PROJECTS
ACCESS:
Program 1: Early
Registration
Project 1: Information
Dissemination
Project 2: Conduct survey/
mapping
of 11-15 years old
Program 3: Conduct Oplan
Balik
Eskwela
QUALITY:
Program 2: RRE
(Remediation.
Reinforcement, &
Enhancemqent)
Project 1: Conduct regular
monitorinbg of RRE
Project 2
GOVERNANCE:
Program 3: Strengthens
School-Based
Management
Project 1: Improve school
physical facilities.
Project 2: Improve
collaboration with the
external stakeholders.

DRRM capacity

POSITIVE FEATURE /
CONDITION

NEGATIVE
FEATURE/CONDITION

-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.

-Decrease the percentage

of non-readers.
-Teachers
regular RRE

conducts

--Motivates students to
attend classes regularly.
-Active participation of
the external stakeholders.

School DRRM Checklist

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).
INSTRUCTION:

(1)
CRITERIA/FACTORS

()

Remarks

I. Safe and Climate-adapted School Facilities

implementin
1. Regular conduct of school facilities inspection to assess /
g
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;
implementi
ng
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

(a)
SCHOOL
DRRM CAPACITY

Safe and Climate-adapted

School Facilities

DRR and CCA Education

and EIE

(b)
POSITIVE FEATURE /
CONDITION
-The
school
implemented forest tree
planting and gulayan sa
paaralan.
-

(c)
NEGATIVE FEATURE /
CONDITION
-The school is prone to
flood during heavy rains.

Governance: School DRR

and CCA Management

Child protection capacity

(a)
Requirement for Child
Protection

Child Protection Committee

(CPC)
Child Protection Policy
Student Code of Conduct
Conflict resolution
mechanisms

(b)
Check if present
(POSITIVE
FEATURE)

/
/
/
/

(c)
Indicate here if
absent.
If present, indicate
any specific need, or
weaknesses or lack
(NEGATIVE
FEATURE)

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

/
/