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    M & E Procedures: VI. Monitoring and Evaluation

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    Cherry Surio Abalon
    The document outlines the procedures for monitoring and evaluating the implementation of the School Improvement Plan (SIP). It discusses: 1) The School Quality Management Team (SQMT) is responsible for monitoring and evaluating SIP programs and projects on a quarterly basis to track progress, provide data for decision-making, and improve school services. 2) The monitoring and evaluation process involves gathering data from teachers and stakeholders, validating the data, processing and analyzing it, obtaining management response, and adjusting the SIP plan accordingly based on lessons learned. 3) Key members of the SQMT include the School Head, School M&E Coordinator, ICT Coordinator, and SPT representative who are responsible for specific M&E

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    M & E Procedures: VI. Monitoring and Evaluation

    Uploaded by

    Cherry Surio Abalon
    116 views9 pages
    The document outlines the procedures for monitoring and evaluating the implementation of the School Improvement Plan (SIP). It discusses: 1) The School Quality Management Team (SQMT) is responsible for monitoring and evaluating SIP programs and projects on a quarterly basis to track progress, provide data for decision-making, and improve school services. 2) The monitoring and evaluation process involves gathering data from teachers and stakeholders, validating the data, processing and analyzing it, obtaining management response, and adjusting the SIP plan accordingly based on lessons learned. 3) Key members of the SQMT include the School Head, School M&E Coordinator, ICT Coordinator, and SPT representative who are responsible for specific M&E

    Original Description:

    SCHOOL IMPROVEMENT PLAN

    Original Title

    Quality Sip

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    The document outlines the procedures for monitoring and evaluating the implementation of the School Improvement Plan (SIP). It discusses: 1) The School Quality Management Team (SQMT) is responsible for monitoring and evaluating SIP programs and projects on a quarterly basis to track progress, provide data for decision-making, and improve school services. 2) The monitoring and evaluation process involves gathering data from teachers and stakeholders, validating the data, processing and analyzing it, obtaining management response, and adjusting the SIP plan accordingly based on lessons learned. 3) Key members of the SQMT include the School Head, School M&E Coordinator, ICT Coordinator, and SPT representative who are responsible for specific M&E

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    116 views9 pages

    M & E Procedures: VI. Monitoring and Evaluation

    Uploaded by

    Cherry Surio Abalon
    The document outlines the procedures for monitoring and evaluating the implementation of the School Improvement Plan (SIP). It discusses: 1) The School Quality Management Team (SQMT) is responsible for monitoring and evaluating SIP programs and projects on a quarterly basis to track progress, provide data for decision-making, and improve school services. 2) The monitoring and evaluation process involves gathering data from teachers and stakeholders, validating the data, processing and analyzing it, obtaining management response, and adjusting the SIP plan accordingly based on lessons learned. 3) Key members of the SQMT include the School Head, School M&E Coordinator, ICT Coordinator, and SPT representative who are responsible for specific M&E

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    of 9

    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

    /
    /

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