School M&E System Handbook
Strengthening the Implementation of Basic Education in in the Visayas 1
TABLE OF CONTENTS Page LIST OF TABLES
Iv
LIST OF FIGURES
iv
LIST OF ACRONYMS
V
CHAPTER 1: INTRODUCTION
1
1.1 1.2 1.3
Background Purpose of the Handbook User of the Handbook
1 1 1
CHAPTER 2: 2: MONITORING AND EVALUATION FRAMEWORK 2.1
Assumptions Definitions of M! Purpose and "b#ecti$es of M! Under%&ing Princip%es
2.2
'cope of M! M! (ontent Areas M! )ask *e$e%s ,ntegration of M! (ontent and Process
2 2 2 3 3 3 + -
CHAPTER : SETTING UP SCHOOL M!E SYSTEM 3.1 3.2 3.3
'teps in 'etting up 'choo% M! '&stem 'choo% /ua%it& Management )eam 'choo% M! 'tructure or Big 'choo%s or (%uster'ma%% 'choo%s
10 10 10 11
3.
)erm of 4eference of 'choo% M! )eam5 'choo% Head(%uster Head 'choo% M! (oordinator 'choo% P%anning )eam 4epresentati$e 'choo% Department Heads ,() (oordinator (omputer )eacher
11 11 11 12 12 12
CHAPTER ": MONITORING AND EVALUATION PROCEDURES .1
.2
(ontent Area 1: De%i$er& of 'choo%6s 'er$ices to Basic !ducation
13
.1.1 .1.2 .1.3 .1.
(urricu%ar Programs and Pro#ects !ducation 4esources )eacher Performance *earners Performance
13 1+ 17 2-
(ontent Area 2: "rgani8ationa% Hea%thPerformance
2 2
.2.1
.2.2
'c 'choo% Management .2.1.1 ',P ,mp%ementation .2.1.2 ,nstructiona% 'uper$ision .2.1.3 'taff De$e%opment for 9on)eaching Personne% Producti$it&
2 2 2 2 30
2
TABLE OF CONTENTS Page LIST OF TABLES
Iv
LIST OF FIGURES
iv
LIST OF ACRONYMS
V
CHAPTER 1: INTRODUCTION
1
1.1 1.2 1.3
Background Purpose of the Handbook User of the Handbook
1 1 1
CHAPTER 2: 2: MONITORING AND EVALUATION FRAMEWORK 2.1
Assumptions Definitions of M! Purpose and "b#ecti$es of M! Under%&ing Princip%es
2.2
'cope of M! M! (ontent Areas M! )ask *e$e%s ,ntegration of M! (ontent and Process
2 2 2 3 3 3 + -
CHAPTER : SETTING UP SCHOOL M!E SYSTEM 3.1 3.2 3.3
'teps in 'etting up 'choo% M! '&stem 'choo% /ua%it& Management )eam 'choo% M! 'tructure or Big 'choo%s or (%uster'ma%% 'choo%s
10 10 10 11
3.
)erm of 4eference of 'choo% M! )eam5 'choo% Head(%uster Head 'choo% M! (oordinator 'choo% P%anning )eam 4epresentati$e 'choo% Department Heads ,() (oordinator (omputer )eacher
11 11 11 12 12 12
CHAPTER ": MONITORING AND EVALUATION PROCEDURES .1
.2
(ontent Area 1: De%i$er& of 'choo%6s 'er$ices to Basic !ducation
13
.1.1 .1.2 .1.3 .1.
(urricu%ar Programs and Pro#ects !ducation 4esources )eacher Performance *earners Performance
13 1+ 17 2-
(ontent Area 2: "rgani8ationa% Hea%thPerformance
2 2
.2.1
.2.2
'c 'choo% Management .2.1.1 ',P ,mp%ementation .2.1.2 ,nstructiona% 'uper$ision .2.1.3 'taff De$e%opment for 9on)eaching Personne% Producti$it&
2 2 2 2 30
2
.3
.2.3 (ommunit& Partnership Monitoring and !$a%uation )oo%s
31 33
CHAPTER #: REPORTING +.1 4eporting 'chedu%es A. De%i$er& of Basic !ducation B. "rgani8ationa% Hea%th Performance
3+ 3+ 37
ANNEXES C$%&e%&' Tea()e* A++*ai'a, F$*-' Appraisa% orm ;1: )eacher Performance Performanc e 1 Appraisa% orm ; 2: (%assroom Management 2 Appraisa% orm ;3: )eacher Performance for 4ecord Management Appraisa% orm ;: (heck%ist for 4e$ie
',(A* A(("MP*,'HM!9) "4M ?PH>',(A* "U)PU)' A9D ,9A9(!@ . ',PA,P PH>',(A* "U)PU) )4A(,9 "4M +. ',P )H4!!>!A4 4!P"4) "9 PH>',(A* "U)PU) A9D ,9A9(,A* ')A)U' " P4"!()' P4"4AM' -. ,''U! ,''U!' ' *!''" *!''"9' 9' *!A49 *!A49!D !D 'U') 'U')A,9AB A,9AB,*, ,*,)> )> *" *" Part A ,ssuesProb%ems ,ssuesProb %ems and (oncerns *og PA4) B *" 'H!!) "9 4!'"*U),"9 " ,''U!' PA4) ( *" 'H!!) "9 4 'U')A,9AB,*,)> M!A'U4!'
Page
1 2 3 +
7 C +0 +1 +2
PA4) D *" 'H!!) "9 *!''"9' *!A49!D B
C .
RESULTS M!E TOOLS 7 SIP SIP Termi ermina nall Revi Review ew Fram Framew ewor ork k 8 SIP SIP Termi ermina nall Rev Revie iew w Rep Repor ort t 9 Resu Resultltss Moni Monito tori ring ng Tool ool – Sch Schoo ools ls REPORT TEMPLATES .$* /MT
53
54
M! 4eport )emp%ate of '/M) M& Report Template o! "s#MT M& Report Template o! "#MT
3
LIST OF TABLES 9o. 1 2
)it%e ,ntegration Matri= of M! (ontent Areas and )ask *e$e%s ?'choo% %e$e%@ M! Process on (urricu%ar Programs Progress Monitoring ,nitia% ains ,ntermediate 4esu%ts M! 4esu%ts M! M! Process on !ducation 4esources Progress Monitoring ,nitia% ains ,ntermediate 4esu%ts M! 4esu%ts M! M! Process on )eacher Performance Progress Monitoring ,nitia% ains ,ntermediate 4esu%ts M! 4esu%ts M! M! Process on *earner Performance Progress Monitoring ,nitia% ains ,ntermediate 4esu%ts M! 4esu%ts M! M! Process on 'choo% Management Progress Monitoring ,nitia% ains ,ntermediate 4esu%ts M! 4esu%ts M! M! Process in Producti$it& Progress Monitoring ,nitia% ains ,ntermediate 4esu%ts M! 4esu%ts M! M! Process in (ommunit& Partnership Progress Monitoring ,nitia% ains ,ntermediate 4esu%ts M! 4esu%ts M!
3
+
-
7
C
Page 7 1 1 1+ 11117 21 2+ 27 27 2C 30 30 31 32 32 32 33 33 33
LIST OF FIGURES 9o. 1 2 3
)it%e M ! (ontent Areas of 'choo%s Hierarch& of M! )ask *e$e%s 'tep Process ,n 'etting Up the M ! '&stem 'choo% M! 'tructure Big !%ementar& 'choo%s and High 'choo%s 'ma%% 'choo%s
Page 10 11 12
4
LIST OF ACRONYMS A,P A'D' B!,' B!'M! B!'4A (BP (BPA') DA( Dep!D D" D"4P D/M) Ds/M) !A ,() ,Ms ,9'!) ,PPD ,4 *U *4 *4MD' M! M""! M"E 9(B)' )*P "E, P'D' /AA /AA' /M' 4.A. 4" 'A4D" 'BM 'D' '! 'H ',P ',' 'PPD 'P) '/M) '> )A )*"( )"4 )'9A U,' FP
Annua% ,mp%ementation P%an Assistant 'choo%s Di$ision 'uperintendent Basic !ducation ,nformation '&stem Basic !ducation 'ector Monitoring !$a%uation rameear )echnica% Assistance )eaching *earning "bser$ation (heck%ist )erms of 4eference )eachers6 'trengths and 9eeds Assessment Unified ,nformation '&stem Fork and inancia% P%an
CHAPTER 1
5
INTRODUCTION 101 Ba(g*$%3 /ua%it& Assurance and Accountabi%it& ?/AA@ has been gi$en attention in the Department of !ducation through its package of po%ic& reforms kno
•
S()$$, Hea3' to be guided on ho< to proper%& set up and manage a functiona% M! s&stem. S()$$, /a,i&5 Ma%age-e%& Tea- ?'/M)s@ comprised of the schoo% head as the (hair5 teachers5 parent and *U representati$es5
1 DepED Order No 44, s 21! "dopt#on o$ %' 3( )*al#ty "ss*rance and "cco*ntab#l#ty +rameork 2 )""S #s one o$ the S*pport Systems de-eloped by S'./E #n the /#sayas 3 DepED Order No 110, s 21! "dopt#on o$ the Ne ES" .mplementat#on "rranement
2
•
•
S()$$, M!E Tea- being part of the '/M) must be guided on ho< to obtain the necessar& information that
3
CHAPTER 2 MONITORING a%3 EVALUATION FRAMEWORK a& &)e SCHOOL LEVEL 201 ASSUMPTIONS De.i%i&i$% $. M ! E )he de$e%opment of the M! frame
Pro$ide the schoo% management and stakeho%ders information on the imp%ementation of the (**i(,a* +*$g*a-' a%3 pro"#t& as basis for continuous%& impro$ing their re%e$ance5 efficienc& and effecti$eness
2.
Pro$ide information for schoo% management to determine and ad#ust approaches and strategies that
3.
!stab%ish information as basis for determining appropriate approach strateg& to impro$e &ea()i%g9,ea*%i%g ($-+e&e%(ie' $. &ea()e*' to ensure efficient and effecti$e de%i$er& of instruction5 c%assroom management5 and their persona% gro |
.
Present information regarding ,ea*%e* +e*.$*-a%(e to the schoo% management that
+.
Pro$ide information for schoo% management to re$ie< and sustain the strategies that can impro$e the '()$$,;' )ea,&) $* +e*.$*-a%(e through: • •
!fficient schoo%based management Producti$it& of the teaching and nonteaching staff
4
•
'trengthening partnership
U%3e*,5i%g P*i%(i+,e' )he de$e%opment of the Monitoring and !$a%uation rame
'ualit( )n$or%ation ,t is important that M! information to be co%%ected is appropriate5 sufficient and accurate to insure re%iab%e and ob#ecti$e reports that can be used as bases for p%anning and decisionmaking at a%% %e$e%s.
!.
S(&t%& Strngt*ning 'trategies5 processes5 and too%s to be used for M! can make use of a$ai%ab%e s&stems that ha$e been tried and effecti$e%& used in the department. . ?a$ai%ab%e and estab%ished mechanism@
#.
E$$i#in#( 4esu%ts are achie$ed
d.
Tran&parn#( o$ )n$or%ation to +( Sta,*oldr& M! subscribes to open5 fu%% and credib%e information. ,t encourages time%& disc%osure of information and methodo%og& to stakeho%ders
.
S(nrg( M! encourages participati$e and co%%aborati$e decisionmaking processes among the different entities for an integrated approach to the attainment of its ob#ecti$es.
$.
M-E $or arning and A##ounta!ilit( M! pro$ides opportunities for continuous impro$ement of practicesperformance through identification of issues and %essons %earned. ,t reGuires trust
g.
/o#u& M! ca%%s for carefu% p%anning and purposi$e prioriti8ation of acti$ities guided b& the schoo% goa%s and ob#ecti$es. I(hange does not happen b& accident.J )he schoo% is a ke& instrument to imp%ement that change.
5
202 SCOPE OF M!E M!E C$%&e%& A*ea' M! of the schoo% is designed to obtain and pro$ide information on content areas that ha$e been deri$ed from the stakeho%ders6 ma#or areas of interests. )here are t
Curricular Programs & Projects
Education Resources
%elivery of Services for Basic Educatio EduEducation
Teacher Performance earner Performance
School !&E Content reas
School !anagement "rgani#ational $ealth & Performance
Productivity Community Partnership /igur 10 M - E Contnt Ara& o$ S#*ool& A0 De,ive*5 $. Se*vi(e' .$* Ba'i( E3(a&i$% )here are t
unding reGuirements for schoo% operations ?M""! and other sources@
9umber of )eachers
*earning and instructiona% materia%sresources ?te=tbooks5 manua%s5 %earning eGuipment5 etc.@
Ph&sica% and anci%%ar& faci%ities
A00 Ta#*r Pr$or%an# concerned
,nstructiona% De%i$er&
Uti%i8ation of instructiona% materia%s
(%assroom and 4ecord Management
,n$o%$ement in schoo%communit& acti$ities
Persona% gro |
A0"0 arnr Pr$or%an# concerned
schoo% attendance5 academic achie$ement participation in cocurricu%ar acti$ities
B0 O*ga%i
',P ,mp%ementation ,nstructiona% 'uper$ision 'taff De$e%opment
B020Produ#tivit( concerned
P*$g*e'' 6F$*-a&ive7 Leve,
Ar t* ndd r&our#& availa!l and aduat to i%pl%nt $$i#intl( and $$#tivl( t* &#*ool& progra%& and pro"#t& a& plannd Ar t* progra%& and pro"#t& dlivrd $$i#intl( and $$#tivl( a& plannd a.
I%+& Leve, )his %e$e% is concerned
b.
O&+& Leve, )he output %e$e% %ooks into the efficienc& and effecti$eness of the de%i$er& of the intended ser$ices of the schoo% in terms of its programs and pro#ects and the imp%ementation strategies used. ,t a%so scans the circumstances inf%uencing imp%ementation positi$e%& or negati$e%& ?i.e. issues@
Re',&' 6S--a&ive7 Leve, Ho6 $$#tiv ar t* &#*ool& initiativ& in !ringing a!out t* d&ird !n$it& and #*ang& to t*ir larnr& and ta#*r& and in attaining t* intndd du#ation out#o%& c.
I%&e*-e3ia&e Re',&' Leve, )his %e$e% captures the initia% gains of the schoo% in mo$ing to
d.
Re',&' Leve, At this %e$e%5 M! concerns are directed to
n
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et # t
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/igur 20 Hirar#*( o$ M-E Ta&, vl&
I%&eg*a&i$% $. M!E C$%&e%& A*ea' a%3 M!E Ta' Leve,'
0
)he tab%e be%o< sho
Ta4,e I I%&eg*a&i$% Ma&*i= $. M!E C$%&e%& A*ea' a%3 Ta' Leve,' 6S()$$, ,eve,7 M!E Ta' Leve,' C$%&e%& A*ea
F$*-a&ive
M! F$('
S--a&ive
P*$g*e'' Leve,
I%&e*-e3ia&e Re',&'
Re',&' Leve,
'ualit( De,ive*5 $. Se*vi(e' .$* Ba'i( Rlvan# E3(a&i$% Programs !fficienc& on the programs Annua% measure of schoo% performance indicators Pro#ects on pro#ect ,ncrease in (urricu%um /ua%it& attendance ,mp%ementa /uantit& Decrease in tion )ime absenteeism Accomp%ishment of 4etention rate (urricu%um p%ans raduation rate ,ssues and %essons %earnt on (omp%etion 4ate imp%ementation of 9number of passers programs and pro#ects 'BM *e$e% of Practice (o$ered (urricu%um (ontent •
•
School $ucation (utcomes 'choo% !ducation "utcomes
,ncrease in enro%ment Decrease in dropouts ,ncrease in number of %earners read& for transition Decrease in schoo% %ea$ers ,ncrease in (omp%etion 4ate ,mpro$ed graduation rate ,mpro$ed academic performance in a%% %earning areas.
•
•
• •
$ucation Resources !or Provision o! -ccess • • • • • •
Personne% unds *4Ms aci%ities Anci%%ar& 'er$ices
• •
AdeGuac& of resources for Programs pro#ects Accessibi%it& of resources !Guitab%e distribution of resources )ime%iness of de%i$er& Appropriateness for intended use ,ssues on resources ?month%&Guarter%&@
• •
• •
•
•
•
•
•
"ptima% uti%i8ation and app%ication of resources
,mpro$ed *earning !n$ironment
(%assroom to %earner ratio )e=tbooks to %earner ratio Access to schoo% %aboratories and eGuipment Access to %ibrar&5 guidance and hea%th ser$ice faci%ities Access to toi%ets
•
• •
"evelopment !fficienc& of instructiona% !ffecti$eness of instructiona% o! Teacher de%i$er& de%i$er& .ompetence (onduci$eness order%iness 4educed ai%ure rate 4educed 'A4D" of c%assrooms ,mpro$ed punctua%it& Uti%i8ation of %earning •
•
•
•
,mpro$ed (%assroom to %earner ratio ,mpro$ed )e=tbooks to %earner ratio ,mpro$ed access to *4Ms ,mpro$ed ph&sica% faci%ities
,mpro$ed teaching competence based on 9(B)' ,mpro$ed %earner
9
M!E Ta' Leve,' C$%&e%& A*ea
F$*-a&ive
M! F$('
S--a&ive
P*$g*e'' Leve,
•
•
I%&e*-e3ia&e Re',&'
resources (omprehensi$eness of %earner6s records ,ssues%essons %earned
Re',&' Leve,
attendance performance ?annua%%&@ !ffecti$eness of ,PPD and 'PPD ,mpro$ed uti%i8ation of %earning resources Updated 'M,'
"evelopment *e$e% of achie$ement b& *earner Distribution b& o! /earner %earning area per grade or Master& *e$e% ?annua%@ Per!ormance &ear %e$e% ?Guarter%&@ Periodic 'choo% Performance Percentage of attendance ,ndicators ?annua%@ ?month%&@ ,ncreased Drop outs Achie$ement rate 4eadiness of ai%ures ?/uarter%&@ %earners for transition Percentage of participation in *iterac& %e$e% schoo% communit& 9umerac& %e$e% acti$ities *earners6 attitude to
•
• •
•
•
• •
,mpro$ed achie$ement rate ,mpro$ed comp%etion rate ,ncreased graduation rate ,ncreased functiona% %iterac&
• • •
•
•
O*ga%iPe*.$*-a%( School /uarter ',PA,P P%anned 'BM *e$e% of Practice Progressing 'BM %e$e% of Management e acti$ities $ersus actua% practice (umu%ati$e accomp%ishment !fficienc& of imp%ementation of ',PA,P Ph&sica% of 'Hs super$isor& p%an "utputs ,9'!)'PPD ,mp%ementation (onso%idated issues on schoo% management ,ssues and concerns *essons *earned ?Guarter%&@ •
•
•
•
•
•
•
• •
Pro$uctivit%
•
Accomp%ishment of
•
"rgani8ationa% performance %e$e%
•
.ommunit% Partnership
•
•
'takeho%ders Parents satisfaction participationin$o%$ement in 'takeho%ders satisfaction schoo% acti$ities o$er schoo% ser$ices Participation in communit& initiated programs •
•
•
•
'BM *e$e% of practice 'takeho%ders satisfaction o$er schoo% ser$ices
CHAPTER SETTING UP SCHOOL M!E SYSTEM
01 S&e+' i% Se&&i%g U+ &)e M ! E S5'&e-
1
)he schoo% M ! '&stem can be set up at the start of the schoo% &ear or at the start of imp%ementation of an& programs and pro#ects
Define the scope of the M ! )he most important step in setting up the M ! s&stem is to c%arif& and define the scope of the M !. )his in$o%$es c%arif&ing the ob#ecti$es and targets of the schoo%5 defining the success indicators and performance measures. 'pecifica%%&5 it must ans
2.
!stab%ish M ! schedu%e. 'et up the schedu%e for conducting progress M! ? month%& and Guarter%&@ for the content areas5 the resu%ts M! through the annua% imp%ementation re$ie< and the post imp%ementation re$ie< for e$a%uation and ad#ustment at the end of ',P c&c%e. •
3.
Determine decision points needed b& the schoo% heads. Decision making reGuirements of stakeho%ders as suggested in the frame
or the schoo%
•
.
,ssues and concerns on programs and pro#ects imp%ementation
Hindering faci%itating factors
*essons %earned
Promising practices
'ustainabi%it& strategies
4ecommendations
)echnica% support needed b& the schoo%
'et up monitoring processes Define the M! acti$ities •
+.
•
,dentif& reports ? neededreGuired reports@
•
Prepare )"4 of 'choo% M! )eam
(ommunicate the s&stem ick off meeting for the staff and the M ! )eam to be a
11
-.
"perationa%i8e the s&stem ,mp%ementation of M ! acti$ities according to schedu%e •
1
2
"
#
"perationali#e the System Esta(lish !&E ctivities %etermine %ecision !a)ing Set Re*uirements +p !onitoring Communicate Process the System %e'ne the Scope of the ! & E
Fig*e : S&e+ P*$(e''e' I% Se&&i%g U+ T)e M ! E S5'&e-
)hese steps ha$e been fo%%o
10 20 0 "0 #0 0 0
B. 4o%es unctions of '/M): 1. 2. 3. .
Manage a mechanism for Gua%it& assurance and accountabi%it& in the schoo% !nsure that inputs5 processes5 outputs and outcomes of the schoo% are at par
0 S()$$, M ! E S&*(&*e 1.
F$* Big E,e-e%&a*5 S()$$,' ! Se($%3a*5 S()$$,' : • •
2.
(hair: 'choo% Head Members: 'choo% M! (oordinator 'P) 4epresentati$e ?Parent*U@ Department (hairs ?2@ ,() (oordinator)eacher
or 'ma%% !%ementar& 'choo%
School $ead
School !&E Coordinator
%epartment $ead ,-rade Chairman .Sec / SPT Representatives .Parent,-+0 .
School ICT Coordinator
Fig*e ": M!E S&*(&*e a%3 C$--%i(a&i$% F,$@ .$* S-a,, S()$$,
12
(hair: 'choo% Head Members : 'choo% M! (oordinator 2 'P) 4epresentati$es
• •
0" Te*-' $. Re.e*e%(e $. S()$$, M!E Tea10
C)ai*: S()$$, Hea3 )he 'choo% Head is the process o
'pecifica%%&5 the fo%%o
unctions:
•
4esponsibi%ities
20
Manages the /AA' in the schoo% !nsures imp%ementation of 'BM practice Makes decisions pertinent to impro$ing Gua%it& outcomes in the schoo%
"rients schoo% stakeho%ders on ho< to operationa%i8e the /AA and M! s&stem Designates the members of the 'choo% /M) Designs monitoring and feedback s&stem ?e.g. f%o< of reports and feedback5 reporting schedu%es5 monitoring and feedback forms@K (on$enes 'choo% /M) regu%ar%& to discuss M ! concerns together
S()$$, M ! E C$$*3i%a&$* )he M ! (oordinator is responsib%e for the o$era%% M ! strateg& and imp%ementation
unction:
•
Monitors and e$a%uates regu%ar%& the imp%ementation of schoo% impro$ement p%an 4esponsibi%ities:
(onducts monitoring process during p%an imp%ementation Ana%&ses and interprets M! data for 'H and Pro#ect teams !$a%uates resu%ts of ',P imp%ementation
13
0
SPT Re+*e'e%&a&ive 6Pa*e%&>LGU Re+7 unction:
Monitors the imp%ementation of ',P
4esponsibi%it&
"0
Updates M ! p%an during ',P re$isit
De+a*&-e%& Hea3'>De+a*&-e%& C)ai*' 6F$* Se($%3a*5 S()$$,'7 unction:
Manages M! of %earning outcomes
4esponsibi%ities:
#0
)racksMonitors schoo% and %earner performance 4ecommends to the 'H actions to impro$e %earner achie$ement 'ubmits Guarter%& conso%idated %earners performance report to 'choo% Head and 'choo% M! )eam ,nteracts
ICT ($$*3i%a&$* >C$-+&e* &ea()e* unction: Manages 'choo% ,nformation '&stem ?','@ 4esponsibi%it&:
athers5 records5 organi8es5 stores data5 and ensures that schoo% records are comp%ete and up to date ,nteracts
14
CHAPTER " M!E PROCEDURES )his section pro$ides the detai%s of the monitoring and e$a%uation procedures for the different M! content areas in schoo%s. or e$er& content area the fo%%o
•
•
"01 C$%&e%& A*ea 1: De,ive*5 $. Ba'i( E3(a&i$% De%i$er& of basic education ser$ices to the %earners is the so%e function of the schoo% and the main reason
C**i(,a* P*$g*a-' a%3 P*$8e(&' Primari%&5 the basic education curricu%um for e%ementar& and secondar& is monitored to find out
15
Ta4,e 2 M!E P*$(e'' .$* C**i(,a* P*$g*a-' ! P*$8e(&' A0 P*$g*e'' M!E M! /uestions: 1. ,s the curricu%um proper%& and efficient%& imp%emented as p%anned for the specified %e$e% 2. Fhat are the issues in the imp%ementation of the curricu%um in schoo%s '"U4(! " ,9"4MA),"9 A9D DA)A 4!/U,4!D
,9"4MA),"9 4!/U,4!D (urricu%um co$erage and time a%%ocation per grade&ear %e$e% 4egu%ar programs !%ementar& (urr. o 'econdar& (urr. o 'pecia% Programs ?i.e5 ADM5 !A'!5 "H''5 M,'"'A5 'P!D5'PA5 !'!P5 etc.@ Appropriateness of instructiona% strategies used •
•
Distribution of teaching %oads
,ssues and %essons %earnt on imp%ementation of programs and pro#ects
• • • • • •
P!*(P''*( *esson,nstructiona% P%an *og sheet ?Mu%tigrade@ *esson uides (urricu%um uide )ime Budget
•
*esson,nstructiona% P%an ,nstructiona% 'uper$isor& 4eport )*"(
•
)eacher6s Program
• •
•
*og sheet for issues and %essons %earned
M!)H"D " A9A*>',' •
Docs 4e$ie<
•
"bser$ations
•
D
•
Pre and Post (onferences
• •
Docs 4e$ie<
uide /uestions •
•
Fhat percent of the competencies ha$e been co$ered during the Guarter Fhich competencies
Fhat strategies do the teachers emp%o& "nsite Are the obser$ed strategies obser$ation appropriate to the competencies de%i$ered ,s the distribution of Docs 4e$ie< teaching %oads according to standards Docs 4e$ie< Fhat are the hindering and categori8ation of faci%itating factors during the issues%essons Guarter •
•
•
•
B0 I%i&ia, Gai%'>I%&e*-e3ia&e Re',&' M!E M! /uestion: 1. Ho< effecti$e so far is the imp%ementation of the curricu%um 2. Are the schoo% performance indicators a%igned to desired e=pectations at the end of the &ear '"U4(! " ,9"4MA),"9 M!)H"D " ,9"4MA),"9 4!/U,4!D uide /uestions A9D DA)A 4!/U,4!D A9A*>',' 1. !fficienc& effecti$eness of Document )eachers6 (ompetenc& Are the reGuired competencies de%i$er& ana%&sis de%i$ered co$ered ,n$entor& 4eport according to the a%%otted Budget of Fork fo%%o
•
• • •
•
•
Annua% measure of schoo% performance indicators 'BM *e$e% of Practice
•
,nstructiona% 'uper$isor& 4eport !B!,'
o
Performance indicators
o
'BM %e$e% of practice
•
Basic statistics of Fhich performance measures performance are impro$ing indicators ,s the 'BM %e$e% of practice •
•
1
(o$ered (urricu%um (ontent
Achie$ement %e$e% of %earners
progressing
•
4esu%ts of fina% e=aminations and
Basic statistics
•
Do the %earners manifest the competencies de%i$ered
C0 Re',&' M$%i&$*i%g M! /uestions: 1. Fhat is the achie$ement %e$e% of the schoo% per grade&ear %e$e% based on the different assessments conducted 2. ,s there an increasing trend in the achie$ement %e$e% of %earners b& grade&ear %e$e% during the %ast three &ears 3. Fhat are the trends in the schoo% education outcomes '"U4(! " ,9"4MA),"9 M!)H"D " ,9"4MA),"9 4!/U,4!D uide /uestions A9D DA)A 4!/U,4!D A9A*>',' Achie$ement %e$e% per sub#ect 4esu%ts of reGuenc& Fhat percent of the area per grade&ear %e$e% %earners across grade&ear 'choo% Achie$ement percentage %e$e% ha$e mastered the )ests distribution of reGuired competencies 9ationa% 4egiona% %earners b& •
•
Achie$ement )ests 9umber of %earners
'tatus of 'choo% !ducation "utcomes ,ncrease in enro%ment Decrease in dropouts ,ncrease in number of %earners read& for transition Decrease in schoo% %ea$ers ,ncrease in (omp%etion 4ate ,mpro$ed graduation rate ,mpro$ed academic performance in a%% %earning areas.
!B!,'
%earning area meeting standards of master& )rend ana%&sis across 3&ear historica% data on education outcomes
,s there an increasing trend in the achie$ement %e$e% of %earners b& grade&ear %e$e% during the %ast three &ears. Has the schoo% impro$ed its education outcomes after 3 &ears of ',P imp%ementation
"0102 E3(a&i$% Re'$*(e' !ducation resources are pro$ided to schoo%s from $arious sources in different forms to support the de%i$er& of basic education. Monitoring and e$a%uation in this area is focused on the a$ai%abi%it&5 appropriateness and status of uti%i8ation
1
• •
'choo%6s e=penses $ersus budget
Ta4,e M!E P*$(e'' $% E3(a&i$%a, Re'$*(e'
A0 P*$g*e'' M!E M! /uestions: 1. Fhat are the e=isting education resources of the schoo% 2. Do the education resources meet the nationa% p%anning standards 3. Fhat issues cha%%enges does the schoo% ha$e in terms of resources during the period '"U4(! " M!)H"D " ,9"4MA),"9 4!/U,4!D ,9"4MA),"9 uide /uestions A9A*>',' A9D DA)A 4!/U,4!D AdeGuac& of !ducation resources such 'choo% !ducation 4esource N )eacher to Are the educationa% in$entories *earner ratio as: resources sufficient to the N)e=tbook to 9umber of )eachers in schoo% needs of the schoo% 'choo% 4eport (ard %earner ratio *earning resource materia%s and !B!,' N(%assroom to Are the p%anning eGuipment standards being met in Ph&sica% and anci%%ar& faci%ities %earner ratio Uti%i8ation of schoo% M""! terms of resources inancia% resources i.e.5 M""!5 etc 'upport staff !fficient uti%i8ation of !ducation )eachers6 4eports /ua%itati$e Are the %earning resources resources being used b& ana%&sis of the teachers and reports %earners ,ssues on resources 'H6s Guarter%& report on Fhat strategies does the a$ai%abi%it& of resources schoo% emp%o& to reso%$e the issues on resources
B0 I%i&ia, Gai%'>I%&e*-e3ia&e Re',&' M!E M! /uestions: 1. Are the educationa% resources of the schoo% impro$ing ,9"4MA),"9 4!/U,4!D
'"U4(! " ,9"4MA),"9 A9D DA)A 4!/U,4!D
M!)H"D " A9A*>','
uide /uestions
10
,mpro$ed adeGuac& of resources in schoo%
Annua% Accomp%ishment 4eport 4esu%t of ,n$entor& of !ducationa% 4esources
Docs re$ie< reGuenc& (ount of resources
Fas there an impro$ement in resources at the end of each &ear Fhat strategies ha$e been successfu%%& used to impro$e access to and adeGuac& of resources Fhat recurring issues does the schoo% e=perience on resources
C0 Re',&' M!E M! /uestions: 1. Does the uti%i8ation of education resources contribute to impro$ed schoo% performance
•
•
•
,9"4MA),"9 4!/U,4!D ,mpro$ed performance indicators. 'takeho%ders6 %e$e% of satisfaction ,ncreased 'BM %e$e% of Practice
'"U4(! " ,9"4MA),"9 A9D DA)A 4!/U,4!D !B!,' 'H6s 4eport on Performance ,ndicators 'takeho%ders 'BM Assessment 4esu%ts
• •
• •
M!)H"D " A9A*>',' Basic statistics )rend ana%&sis D
uide /uestions 1. Ho< does the uti%i8ation of education resources contribute to the impro$ement of performance indicators 2. Fhat is the %e$e% of stakeho%ders6 satisfaction on the a$ai%abi%it& and uti%i8ation of education resources 3. Does the uti%i8ation of education resources resu%t to the impro$ement of 'BM %e$e% of practice
"010 Tea()e* Pe*.$*-a%(e )eacher Performance is an M! area that is concerned ','
uide /uestions
19
Percentage of )eachers preparing %esson p%ans
*og sheet of ,nspected (hecked *esson P%ans Actua% 9o. of teachers preparing *esson P%ans )ota% 9o. of )eachers *og sheet of inspected(hecked ,tem Bank Actua% 9o. of )eachers Preparing ormati$e and 'ummati$e )ests )&pe of tests prepared
•
reGuenc& and O of teachers preparing dai%& %esson p%ans
Fhat percent of teachers prepare dai%& %esson p%ans
reGuenc& and O of teachers preparing formati$e and summati$e tests
Fhat percent of teachers prepare formati$e and summati$e tests
•
Percentage of )eachers preparing formati$e and summati$e assessment tests
•
•
Percentage of )eachers PreparingUsing Audio Eisua%,nstructiona% Aids in )eaching
*og sheet of inspected(hecked AudioEisua%,nstructiona% Aids Actua% 9o. of )eachers PreparingUsing AudioEisua% ,nstructiona% Aids in )eaching )ota% 9o. of )eachers Monitoring orm of )eachers pro$iding remedia% instruction or ad$ancedenrichment %essons and *ogbook of %earners recei$ing remedia% instruction or ad$ancedenrichment %essons Actua% 9o. of )eachers pro$iding remedia% instruction or ad$ancedenrichment %essons
Ea%idit& of assessment tests prepared D
•
•
Percentage of )eachers pro$iding remedia% instruction to s%o< %earners or ad$ancedenrichment %essons to gifted %earners
Docs 4e$ie<
Fhat percent of teachers pro$ide remedia% instruction to s%o< %earners or enrichment %essons to fast %earners
orms 17C and *esson P%ans Actua% 9o. of teachers needing )A in *esson P%anning
Docs 4e$ie<
Fhat percent of teachers needs )A in %esson p%anning
orms 17C and *esson P%ans Actua% 9o. of )eachers "bser$ed needing )A onconducting the )eaching *earning Process
Docs 4e$ie<
Fhat percent of teachers needs )A in conducting the )*P
*esson P%ans5 ,tem Bank5 and orm 17C Actua% 9o. of )eachers 9eeding )A in )est (onstruction
Docs 4e$ie<
Fhat percent of teachers needs )A in )est construction
•
Percentage of teachers needing )A in *esson P%anning
Percentage of teachers needing )A on de%i$er& of instruction.
Percentage of teachers needing )A in )est (onstruction
Fhat percent of teachers prepare and using audio $isua%instructiona% aids
•
•
•
M! /uestion: 3. Ho< efficient are the teachers in c%assroom management 4ecord management . Are the teachers acti$e%& in$o%$ed in communit&initiated acti$ities for the Guarter
2
,9"4MA),"9 4!/U,4!D Distribution of )eachers b& (%assroom Management %e$e%
'"U4(! " ,9"4MA),"9 A9D DA)A 4!/U,4!D (%assroom Management Appraisa% orm and 'ummar& of )eachers6 4ating in (%assroom Management A$erage scores of teachers in (%assroom management appraisa%
M!)H"D " A9A*>',' reGuenc& and Percentage distribution of teachers b& (%assroom management performance %e$e%
uide /uestions
Ho< are teachers distributed according to their performance of %(%assroom management "utstanding Eer& 'atisfactor& 'atisfactor& Unsatisfactor& Poor Diistribution of )eachers b& (%assroom Management Appraisa% reG and Ho< are the teachers distributed %e$e% in ensuring and according to ho< the& perform in orm and 'ummar& of )eachers6 Percentage maintaining c%ean5 organi8ed5 4ating in (%assroom Management distribution b& %e$e% ensuring and maintaining c%ean5 secure5 and energ&sa$ing "utstanding organi8ed5 secure5 and energ& Actua% 9o. of teachers
• • • • •
•
Distribution of teachers pro$iding guidance ser$ices
Accomp%ishment report of teachers Anecdota% 4ecord Book Actua% 9o. of teachers keeping uptodate anecdota% records Actua% 9o. of teachers conducting conference
•
Docs 4e$ie< reGuenc& distribution of teachers pro$iding guidance ser$ices
Fhat percent of teachers perform guidance ser$ices in and out of the c%assroom
reG and Percentage distribution of teachers performance in record management b& %e$e%: "utstanding Eer& 'atisfactor& 'atisfactor&
Ho< efficient are the teachers in keeping records on %earning
•
•
Distribution of teacher performance in record management
•
•
Ho< prompt are the teachers in re%easing grades to their %earners Fhat issues do teachers ha$e in record management
21
Unsatisfactor& Poor
9ature of ,n$o%$ement of teachers in schoo% communit& acti$ities
Monitoring orm of )eachers Docs 4e$ie< Ho%ding Homeroom P)A Meetings and Minutes of homeroom P)A Meetings Actua% 9o. of )eachers conducting one homeroom P)A meeting for the period Actua% 9o. of )eachers acti$e%& in$o%$ed in at %east one communit&initiated program
Fhat percent of teachers ho%d homeroom P)A meeting for the Guarter
•
•
M! /uestions: +. Do the teachers imp%ement their ,ndi$idua% P%an for Professiona% De$e%opment ?,PPD@ -. Do the teachers participate in 'choo%based inser$ice training '"U4(! " ,9"4MA),"9 A9D M!)H"D " ,9"4MA),"9 4!/U,4!D DA)A 4!/U,4!D A9A*>',' Percentage of )eachers Monitoring orm of )eachers Docs 4e$ie< preparing ,PPD preparing ,PPD and )eachers6 ,PPDs Actua% 9o. of )eachers preparing ,PPD )ota% 9o. of )eachers 'tatus of imp%ementation of Monitoring orm of )eachers Distribution of teachers ,PPD imp%ementing their ,PPDs teachers b& Actua% 9o. of )eachers b& status of imp%ementation status of ,PPD ,PPD imp%ementation u%% Partia% 9on e=istent Percentage of )eachers Monitoring orm of )eachers Docs 4e$ie< participating in schoo%based participating in schoo%based ,9'!) ,9'!) Actua% 9o. of )eachers participating in the mass ,9'!)
uide /uestions Fhat percent of teachers prepare ,PPD
•
•
•
Fhat is the status of teachers6 imp%ementation of ,PPD u%% Partia% 9one=istent
Fhat percent of teachers participates in schoo%based ,9'!)
22
B0 I%i&ia, Gai%' M!E M! /uestion: 1. Ha$e the teachers sho',' Percentage of )eachers Monitoring orm of )eachers pro$ided reG and O Fhat percentage of teachers
•
•
Percentage increase decrease 9!)4( 9A) 4esu%ts and orm ,E of 4A) of MP' in the current schoo% &ear 4esu%ts MP' of the current schoo% &ear against MP' in the pre$ious schoo% &ear MP' of the pre$ious schoo% &ear • •
reG and O distribution of : Passers
Fhat is the percentage increasedecrease of MP' in the current schoo% &ear against MP' in the pre$ious schoo% &ear
(omparati$e ana%&sis of MP' bet
Percentage of )eachers imp%ementing !* after 3
(onso%idated issues reso%$ed during the &ear
!* Monitoring orm and !* (ontract Actua% 9o. of )eachers imp%ementing !* after 3 )ota% 9o. of )eachers
reG and percentage Fhat percent of teachers of teachers imp%ement !* after 3 imp%ementing !* after 3
/uarter%& M! reports 4eported issues on teacher performance
Fhat issues ha$e been reso%$ed during the &ear
23
C0 Re',&' M!E M! /uestions: 1. Does the )A pro$ision on ,nstructiona% De%i$er&5 4ecord Management5 and (%assroom Management contribute to the achie$ement of the desired %earning outcomes 2. Do the ad#ustment and imp%ementation of ,PPD and 'PPD contribute to the achie$ement of the desired %earning outcomes 3. Fhat are the conso%idated issues and %essons %earned ',' Percentage increasedecrease B!,''M,'5 orm 205 and orm 1C )rend ,s there an of the fo%%o
•
24
"010" Lea*%e*' Pe*.$*-a%(e Fith functiona% %iterac& as the goa% of basic education5 the %earners are e=pected to attain Gua%it& %earning outcomes. )heir outputs basica%%& inc%ude acGuiring the desired %earning competencies as
•
•
(ustomi8e or ad#ust schoo% programs and pro#ects according to the pacing of the %earners. *earning needs and reGuirements of fast %earners5 a$erage %earners and s%o< %earners are met. ,dentif& potentia% prob%ems and or %earners
,n particu%ar5 monitoring %earner performance to be done in t
Tra#,ing o$ larnr& a#ad%i# a#*iv%nt )his is a process designed to monitor the progress of the %earners in terms of their performance in Guarter%& e=aminations and during the nationa% and regiona% assessments. ,nformation about the %earners6 academic performance
2. Monitoring attndan# o$ larnr& )his process pro$ides information on the continuous engagement of %earners in the different organi8ed %earning acti$ities
Tra#,ing a#tiv parti#ipation o$ t* larnr& Acti$e participation in cocurricu%ar acti$ities pro$ides the %earners means to cu%ti$ate their ta%ents and de$e%op their sense of commitment5 responsibi%it& and accountabi%it&. *earners can e=p%ore their interests in music5 dance5 sports5 arts and cu%ture5 science e=p%orations5 communit& pro#ects and the %ike. )his can a%so be carried out b& participating in communit& ser$ices
25
Ta4,e # M!E P*$(e'' $% Lea*%e* Pe*.$*-a%(e A0 P*$g*e'' M!E M& #uestions , 0hat is the level o! learners per!ormance in perio$ical eaminations per learning area1 :, 0hat is the percentage o! learners atten$ance in learning sessions1 3. 0hat is the percentage o! participation o! stu$ents in co;curricular activities1 Sour# o$ )n$o Ruir%nt& )n$or%ation and Mt*od o$ Anal(&i& 8uid 'u&tion& 7ata Ruird 1. reGuenc& and Periodica% )est Distribution of %earners Fhat is the a$erage %earners6 MP' for percentage 4esu%ts according to the %e$e% the Guarter e=amination distribution of of master& b& %earning Fhich competencies are found ,ndi$idua% MP' b& %earners based on area per grade or &ear difficu%t %earning area b& their performance %e$e% Fhat are the faci%itatinghindering grade&ear %e$e% in periodica% ,dentif& %east %earned factors that affect academic e=aminations per Difficu%t& %e$e% of ski%%s b& %earning area performance of the %earners during %earning area items the periodica% e=amination per %earning area b& grade&ear %e$e% •
•
•
•
2.
3.
Percentage of %earners6 attendance
Percentage of %earners6 participation in schoo% and communit& acti$ities
4eport of Attendance •
•
9umber and percentage of da&s the %earners report to schoo% *earners6 Portfo%io )eachers 4eport
reGuenc& of actua% attendance $s annua% and month%& enro%ment
•
•
•
A$erage O of participation in co curricu%ar acti$ities for the Guarter
•
•
Do teachers ha$e comp%ete and updated record of %earners6 attendance Fhat are the factors that affect %earners6 attendance Ho< often do %earners participate in co curricu%ar acti$ities pro$ided at the schoo%district %e$e% Fhat are the faci%itatinghindering factors that contributed to the %earners6 participation in cocurricu%ar acti$ities
B0 INTERMEDIATE RESULTS M!E9 M& #uestions , *ow $o stu$ents per!orm %earl% in national an$ regional assessments1 :, *ow man% learners complete the gra$e+%ear level the% are in1 <, 0hat are the issues relate$ to learner per!ormance $uring the school %ear1 Sour# o$ )n$or%ation )n$o Ruir%nt& Mt*od o$ Anal(&i& 8uid 'u&tion& and 7ata Ruird *earners6 performance Distribution of %earners ,s there an increasing trend in the 9A) 4A) 4esu%ts according to the %e$e% of in nationa% regiona% resu%ts of nationa% regiona% master& b& %earning area per assessments assessments Achie$ement 4ate grade or &ear %e$e% Fhat are the faci%itating factors that ,dentification of %east %earned contributed to the achie$ement of ski%%s b& %earning area the desired academic "$era%% master& %e$e% performance of the schoo% •
•
•
•
•
•
2
9umber of %earners >ear%& reports on
•
•
• •
•
•
A$erage percentage of attendance of %earners in co curricu%ar acti$ities
4eport of *earners6 Participation •
,ssues cha%%enges re%ated to %earner performance
9umber of %earners
•
•
•
•
•
9umber of %earners %eft in schoo% $s annua% enro%ment 9umber of %earners promoted $s annua% enro%ment 9umber of comp%eters $s annua% enro%ment 9umber of dropouts $s. enro%ment 9umber of Passers $s enro%ment based on grades 9umber of cocurricu%ar acti$ities carried out b& schoo% A$erage O of participation across number of co curricu%ar acti$ities (ategori8ation of issues
•
•
•
Fhat are the moti$ating factors that contributed in the : : Decrease of dropout rate : ,ncrease of comp%etion rate
Fhat are the faci%itating factors that moti$ate %earners to participate schoo% and communit& acti$ities
Fhat are the common issues in &our schoo%
C0 Re',&' Leve, M! /uestions: 10 0hat is the average level o! per!ormance o! learners in national an$ regional assessments $uring the last three %ears1 :, Is there an increasing tren$ on the level o! achievement o! learners across three %ears1 <, 0hat increase in the level o! school per!ormance in$icators has 2een attaine$1 =, 0hat promising practices can 2e replicate$ in the net three %ears1 )n$o Ruir%nt& •
9umber and Percentage of %earners meeting the nationa% regiona% standard %e$e% for Achie$ement
Sour# o$ )n$or%ation Mt*od o$ Anal(&i& and 7ata Ruird 9A)4A) 4esu%ts reGuenc& and percentage distribution of *earners meeting ,ndi$idua% percentage master%& %e$e% in nationa% score of %earners regiona% achie$ement tests Percentage distribution A$erage Mean Percent 'core of of %earners meeting schoo%s in %earning areas tested. standard reGuenc& and percentage distribution of %earners on %ist %earned ski%%s •
•
•
8uid 'u&tion& •
Fhat factors supported the satisfactor& unsatisfactor& achie$ement in nationa% regiona% assessments
•
•
•
4eport on the Benefits gained through the uti%i8ation Promising Practices of the identified *ist of promising promising practices practices
•
reGuenc& count on the promising practices and the number of achie$ed targets based on the uti%i8ation of t he identified promising practices
•
Fhat are the promising practices that support satisfactor& achie$ement of targets based on the ',PA,P
2
"020 C$%&e%& A*ea 2: O*ga%iPe*.$*-a%(e Monitoring the performance of the schoo% at the macro %e$e% carries on track the imp%ementation status of the entire schoo% programs and pro#ects. )his process pro$ides ob#ecti$e and re%e$ant information of the schoo% as an organi8ation re%ati$e to the Gua%it& efficienc& of schoo% management. )his
20
Ta4,e M!E P*$(e''e' $% S()$$, Ma%age-e%& A0 P*$g*e'' M ! E M-E 'u&tion0 SIP Implementation 1. Ho< efficient is the ',P being imp%emented on a periodic basis 2. Fhat are the imp%ementation issues surrounding ',P Instructional Supervision 1. Ho< efficient is the schoo% head in performing instructiona% super$ision of the teachers Sta!! "evelopment 1. Does the staff de$e%opment program address the needs of the personne% Sour# o$ )n$or%ation and 7ata Ruird
)n$o Ruir%nt& •
•
Month%& ',PA,P )racking orm O of Ph&sica% accomp%ishments for the Guarter ,ssues concerns
/uantitati$e data on Ph&sica% outputs /ua%itati$e data on issues5 %essons %earned5 faci%itating and hindering factors5 $a%ue added outputs and recommendations
•
'tatus of ,nstructiona% 'uper$ision: ,ssues in ,' and ho< o reso%$ed
•
Progress of 'taff De$e%opment P%an
• •
•
•
•
Ea%ue added outputs aci%itating factors
(onso%idated month%& report of instructiona% super$ision 9umber of o teachers obser$ed as p%anned 'taff De$ P%an )racking orm
8uid 'u&tion&
(omparati$e 1. Are the targeted ph&sica% outputs de%i$ered and ana%&sis of p%anned on time as p%anned $s actua% ph&sica% 2. Fhat are the accomp%ishmentsK issues and concerns !=penditures $s %essons %earned budget faci%itating and hindering factors $a%ueadded outputs recommendations in the imp%ementation of ',P for the ne=t Guarter
•
•
•
Mt*od o$ Anal(&i&
• •
• •
•
,s the instructiona% super$ision done b& 'H reGuenc& per month fo%%o
Docs 4e$ie<
,s the staff de$ p%an carried out
B0 I%i&ia, Gai%'>I%&e*-e3ia&e Re',&' M ! E M-E 'u&tion0 SIP Implementation 1. Fhat is the status of accomp%ishments of the ',PA,P ob#ecti$es at the end of the &ear 2. Does the 'BM %e$e% of practice progress each &ear Instructional Supervision 1. Fhat changes are obser$ed among the teachers as a resu%t of instructiona% super$ision Sta!! "evelopment4>on;Teaching5 1. Fhat changes are obser$ed among the nonteaching staff as a resu%t of the staff de$ program )n$o Ruir%nt&
Sour# o$ )n$or%ation and
Mt*od o$ Anal(&i&
8uid 'u&tion&
29
•
• •
•
•
9umber of ',P targets effecti$e%& de%i$ered 'BM %e$e% of practice (onso%idated issues for the >ear
Beha$iora% changes among teachers
Beha$iora% changes among staff
•
7ata Ruird ',PA,P )racking orm
•
',P Month%& 4eport
•
4eso%$ed issues for the &ear !B!,' 'BM %e$e% of practice
•
orm 17C
•
Month%& 'uper$isor& 4eport
•
Month%& Accomp%ishment 4eport
•
•
'taff de$e%opment training !$a%uation orm resu%t
•
Docs 4e$ie< Percentage of accomp%ishments
,s the ',P imp%ementation effecti$e in accomp%ishing the outputs for the &ear
•
Docs 4e$ie<
Ho< effecti$e is the instructiona% super$ision in terms of beha$iora% changes among teachers
•
Docs 4e$ie<
Fhat beha$iora% changes are being obser$ed among the staff
•
C0 Re',&' M!E M-E 'u&tion0 1. 2.
Does the schoo% achie$e the desired educationa% outcomes at the end of 3&ear ',P c&c%e Has the schoo% progressed in its 'BM %e$e% of practice
)n$o Ruir%nt& 'tatus of 'choo% educationa% outcomes
Sour# o$ )n$or%ation and 7ata Ruird !B!,' Achie$ement rate 4etention rate (omp%etion rate 'BM %e$e% of practice
• •
•
Mt*od o$ Anal(&i& )rend Ana%&sis
8uid 'u&tion& Are the desired educationa% outcomes in term of the schoo% performance indicators met
• •
,s there a change in the 'BM %e$e% of practice after comp%etion of a 3&ear ',P c&c%e
"0202 P*$3(&ivi&5 $. S()$$, Pe*'$%%e, Basica%%&5 the performance of e$er& member or committee in an organi8ation shou%d contribute to the accomp%ishment of the schoo% goa%s and ob#ecti$es. )hus5 in schoo%5 monitoring and e$a%uation of the
3
Ta4,e M!E P*$(e'' $% P*$3(&ivi&5 $. S()$$, Pe*'$%%e, A0 P*$g*e'' M!E M-E 'u&tion0 Do the schoo% personne% efficient%& and regu%ar%& perform their functions and responsibi%ities Sour# o$ )n$or%ation and 7ata Ruird (onso%idated accomp%ishment report on indi$idua% and team committee
)n$o Ruir%nt& •
Accomp%ishment of Fork "utputs ,ndi$idua% )eamscomm ittees
•
Mt*od o$ Anal(&i& •
Documentar& Ana%&sis
8uid 'u&tion& Do the $arious functiona% units in the schoo% perform their functions and responsibi%ities as ref%ected in their )"4
B0 I%&e*-e3ia&e Re',&' M!E M-E 'u&tion0 Ho< effecti$e are the schoo% personne% in the de%i$er& of their functions and responsibi%ities
•
Sour# o$ )n$or%ation and 7ata Ruird (onso%idated report of
•
PA''A
•
4PA')
)n$o Ruir%nt& •
!ffecti$eness in the performance of functions and responsibi%ities
Mt*od o$ Anal(&i& •
Docs re$ie<
8uid 'u&tion& Are schoo% operationa% reGuirements met at the end of the &ear
C0 Re',&' M!E M-E 'u&tion0 Fhat is the %e$e% of performance of the schoo% as an organi8ation Fhat are the factors that inf%uenced the impro$ement of organi8ation performance %e$e% )n$o Ruir%nt& •
,mpro$ed organi8ation performance %e$e%
•
•
Sour# o$ )n$or%ation and 7ata Ruird (onso%idated accomp%ishment report of organi8ation performance %e$e% "rgani8ation Performance !$a%uation '&stem ?"P!'@
Mt*od o$ Anal(&i& • •
Docs 4e$ie< )rend Ana%&sis
8uid 'u&tion& ,s the schoo% ab%e to impro$e its organi8ation performance %e$e%
"020 C$--%i&5 Pa*&%e*')i+ Another factor that inf%uenced the schoo% to ha$e an impro$ed %e$e% of 'BM Practice is communit& partnership. Monitoring and e$a%uation in this area focuses on the stakeho%ders participation in schoo% acti$ities and the participation of schoo% in communit&initiated programs. )his pro$ides information on the e=tent of engagement and co%%aboration of schoo% and communit& in the p%anning5 imp%ementation and monitoring of programs and pro#ects.
Ta4,e
31
M!E i% P*$(e'' $% C$--%i&5 Pa*&%e*')i+ A0 P*$g*e'' M!E M-E 'u&tion0 Fhat is the %e$e% of attendance and participation of stakeho%ders in schoo% and communit&initiated programs and acti$ities
•
Sour# o$ )n$or%ation and 7ata Ruird Attendance 'heet
•
reGuenc& counts
•
Attendance 'heet
•
reGuenc& counts
)n$o Ruir%nt& •
•
reGuenc& of stakeho%ders6 attendanceparticipation in schoo% acti$ities reGuenc& of interna% stakeho%ders6 attendanceparticipation in communit&initiated programs
Mt*od o$ Anal(&i&
8uid 'u&tion& Ho< often do stakeho%ders attend and participate in schoo% acti$ities Ho< often do interna% stakeho%ders attend and participate in communit&initiated programs
B0 I%&e*-e3ia&e Re',&' M!E M-E 'u&tion0 Ho< effecti$e is the engagement and co%%aboration of schoo% and communit& in re%ation to Sour# o$ )n$or%ation and 7ata Mt*od o$ )n$o Ruir%nt& Ruird Anal(&i& !ffecti$eness of Annua% report on Attendance to Docs re$ie< imp%ementation of schoo% acti$ities programs and Annua% report on attendance to acti$ities of schoo% and communit&initiated programs communit&
•
•
•
•
•
•
*e$e% of satisfaction of schoo% stakeho%ders in the communit&
'BM *e$e% of practice
•
•
Perception sur$e& of stakeho%ders6 satisfaction
!B!,'
•
•
organi8ationa% performance 8uid 'u&tion& ,s the engagement and co%%aboration of schoo% and communit& contributed to effecti$e imp%ementation of programs and acti$ities
Basic statistics
Ho< do stakeho%ders percei$e the %e$e% of ser$ices pro$ided b& the schoo%
/uantitati$e and Gua%itati$e ana%&sis
,s the %e$e% of 'BM practice progressing
C0 Re',&' M!E M-E 'u&tion0 ,s there an impro$ement in the schoo% performance indicators as a resu%t of enhanced schoo%communit& partnership )n$o Ruir%nt& •
,mpro$ed schoo% performance
Sour# o$ )n$or%ation and 7ata Ruird !B!,'
•
Mt*od o$ Anal(&i& Basic statistics
8uid 'u&tion& Are the schoo% performance indicators impro$ing as a resu%t of
32
indicators
schoo%communit& partnership
"0 M!E T$$,' Monitoring and e$a%uation too%s
33
CHAPTER 5 REPORTING #01 Re+$*&i%g S()e3,e' 'ince the stakeho%ders use the M ! resu%ts for their respecti$e purposes5 the reporting schedu%es are informed b& their need for information. 1.
or +*$g*e'' -$%i&$*i%g5 Month%& and /uarter%& reports ha$e to be submitted to concerned stakeho%ders on the first
2.
I%&e*-e3ia&e *e',&'
3.
Re',&' -$%i&$*i%g is schedu%ed toear 3 of ',P ,mp%ementation and is due on the second ear ended. (onso%idated data for the 3&ear ',PA,P ,mp%ementation 4eport on /uantitati$e ?Ph&sica% "utputs@ /ua%itati$e Data ?issues5 %essons %earned5 faci%itating hindering factors5 resu%tant outputs5 recommendations@ inc%uding the s%ippageback%ogs
,mpro$ed 4etention 4ate a. 4educed incidence of repetition in first three grades b. ,mpro$ement in the number of schoo% %ea$ers retrie$ed b& the primar& and secondar& schoo% s&stem.
4eduction of Dropouts ,ncreased (omp%etion 4ate a. ,ncreased !%ementar& pupi%s read& for secondar& schoo%ing b. ,mpro$ed transition from e%ementar& to high schoo% ,mpro$ed Achie$ement 4ate a. ,ncreased number of rade 3 pupi%s demonstrating the basic %iterac& competencies in reading and Friting. b. ,ncreased number of rade - pupi%s demonstrating the desired competencies as e$idenced b& the 9A)4A) resu%ts. c. ,mpro$ed achie$ement of 2nd &ear high schoo% %earners. )his inc%udes impro$ed performance in Math5 'cience5 !ng%ish d. ,ncreased number of th &ear high schoo% %earners s5 adu%ts and ,Ps
1 %EIVER2 "3 BSIC E%+CTI"4
34
M!E TOPIC
TASK LEVEL>DECISION POINTS
A.10 A.10 PROGRAMS AND PROECTS ON CURRICULUM IMPLEMENTATION A.1.1 'ualit( 'ualit( PR98RESS Rlvan# !fficienc& on the programs pro#ect /ua%it& Programs )argets set Pro#ects on )ime (urricu%um Accomp%ishment of (urricu%um ,mp%ementati p%ans on ,ssues and %essons %earnt on imp%ementation imp%ementation of programs and pro#ects ) NTERME7)ATE RES:TS NTERME7)ATE R Annua% measure of schoo% performance indicators ,ncrease in attendance Decrease in absenteeism ,ncrease 4etention rate ,ncrease raduation rate
MONTHLY
/UARTERLY
SEMI9 ANNUAL 6END OF UNE7
ANNUAL
END OF SIP
.
•
•
•
•
,ncrease in (omp%etion 4ate ,ncrease in number of passers 'BM *e$e% of Practice (o$ered (urricu%um (ontent RES:TS0 School $ucation (utcomes
• •
• • •
• • •
• • • • •
-,, 2 2 Edu#ation R&our#& $or Provi&ion o$ A##&& Personne% unds *4Ms aci%ities Anci%%ar& 'er$ices
,ncrease in enro%ment Decrease in dropouts ,ncrease in number of %earners read& for transition Decrease in schoo% %ea$ers ,mpro$ed graduation rate ,mpro$ed academic performance in a%% %earning areas
PR98RESS AdeGuac& of resources for Programs pro#ects Accessibi%it& of resources Uti%i8ation !Guitab%e distribution of resources )ime%iness of de%i$er& Appropriateness Appropriateness for intended use • • • • •
,ssues on resources ?month%&Guarter%&@
35
) NTERME7)ATE RES:TS NTERME7)ATE R "ptima% uti%i8ation and app%ication of resources (%assroom to %earner ration )e=tbooks to %earner ratio Access to schoo% %aboratories and eGuipment Access to %ibrar&5 guidance and hea%th ser$ice faci%ities Access to toi%ets RES:TS ,mpro$ed *earning !n$ironment • •
•
•
•
A.1.3. 7vlop%nt o$ Ta#*r Co%ptn#
PR98ESS E;E< !fficienc& of instructiona% de%i$er& ?*Ps5 ,Ms5 'trategies5 assessment@ assessment@ (onduci$eness (onduci$eness order%iness of c%assrooms Uti%i8ation of %earning r esources (omprehensi$eness (omprehensi$eness of %earner6s records ,ssues%essons ,ssues%essons %earned •
• •
) NTERME7)ATE RES:TS NTERME7)ATE R !ffecti$eness !ffecti$eness of instructiona% de%i$er& ,mpro$ed %earner performance ?annua%%&@ 4educed ai%ure rate 4educed 'A4D" ,mpro$ed punctua%it& attendance !ffecti$eness of ,PPD and 'PPD ,mpro$ed uti%i8ation of %earning resources Updated 'M,' RES:TS
A.1.4. 7vlop%nt o$ arnr Pr$or%an#
,mpro$ed teaching competence based on 9(B)' PR98RESS E;E *e$e% of achie$ement b& %earning area per grade or &ear %e$e% ?Guarter%&@ Percentage of attendance and dropout ?month%&@ Percentage of participation in schoo% communit& acti$ities ,ssues*essons ,ssues*essons %earned •
•
3
) NTERME7)ATE RES:TS NTERME7)ATE R *earner Distribution b& Master& *e$e% ?annua%@ Periodic 'choo% Performance ,ndicators ?annua%@ ,ncreased Achie$ement rate 4eadiness of %earners for transition *iterac& %e$e% 9umerac& %e$e% *earners6 attitude to
•
• •
,mpro$ed achie$ement rate ,mpro$ed comp%etion rate ,ncreased graduation rate ,ncreased functiona% %iterac&
B1 "R-4I5TI"4 $ET$ , PER3"R!4CE TI!E6 !&E T"PIC
TS7 EVE
!"4T$2
SE!I9 44+ .E4% "3 :+4E0
8+RTER2
PROGRESS LEVEL
•
/uarter ',PA,P P%anned acti$ities $ersus actua% !fficienc& of imp%ementation of 'Hs super$isor& p%an ,9'!)'PPD ,mp%ementation ,mp%ementation ,ssues and concerns
•
*essons *earned ?Guarter%&@
•
B.1. S#*ool Manag%nt
•
I4TER!E%ITE RES+T • •
•
'BM *e$e% of Practice (umu%ati$e accomp%ishment of ',PA,P Ph&sica% "utputs (onso%idated issues on schoo% management
RESULTS LEVEL SM *e$e% o$ 6ract#ce Progress Level •
B.2. Productivity
•
Accomp%ishment of
NTERME7)ATE R ) NTERME7)ATE RES:TS Fork satisfaction of interna% stakeho%ders
3
TI!E6 !&E T"PIC
TS7 EVE
!"4T$2
SE!I9 44+ .E4% "3 :+4E0
8+RTER2
Annua% performance %e$e% ?,ndi$idua%5 team or committees@ RES:T E;E "rgani8ationa% performance %e$e% Progr&& vl 'takeho%ders participationin$o%$ement in schoo% acti$ities Participation in communit&initiated programs )ntr%diat R&ult& Parents satisfaction 'takeho%ders satisfaction o$er schoo% ser$ices R&ult vl •
B.2. Co%%unit( Partnr&*ip
•
•
'BM *e$e% of practice 'takeho%ders satisfaction o$er schoo% ser$ices
30
ANNEES
39
CONTENTS
PAGE
Teacher Appraisal Form
1 2
Appraisa% orm ;1: )eacher Performance Appraisa% orm ; 2: (%assroom Management Appraisa% orm ;3: 4ecord Management
"1 "2 "
"
Appraisa% orm ;: (heck%ist for *esson P%ans
""
#
Appraisa% orm ;+: (heck%ist for )eacher(%ass "bser$ation
"#
SIP I-+,e-e%&a&i$% M!E T$$,' 10 E,e-e%&' $. SIP I-+,e-e%&a&i$% M!E F*a-e@$* 20 SIP I-+,e-e%&a&i$% M!E F*a-e@$* Ma&*i= A PROGRESS M!E TOOLS SIP9AIP PHYSICAL ACCOMPLISHMENT FORM 6PHYSICAL OUTPUTS AND FINANCE7 "0 SIP9AIP PHYSICAL OUTPUT TRACKING FORM #0 SIP THREE9YEAR REPORT ON PHYSICAL OUTPUT AND FINANCIAL STATUS OF PROECTS ! PROGRAMS 0 ISSUES > LESSONS LEARNED > SUSTAINABILITY LOG Pa*& A: I''e'>P*$4,e-' a%3 C$%(e*%' L$g PART B 9 LOG SHEET ON RESOLUTION OF ISSUES PART C 9 LOG SHEET ON R SUSTAINABILITY MEASURES B
C.
PART D 9 LOG SHEET ON LESSONS LEARNED RES:TS M-E T99S SIP Terminal Review Framework SIP Terminal Review Report Results Monitoring Tool – Schools REP9RT TEMPATES $or 'MT M! 4eport )emp%ate of '/M) M& Report Template o! S"#MT M& Report Template o! "#MT
" " " " "
" # #1 #2 53
54
4
A++*ai'a, F$*- 1: C)e(,i'& $% Classroom !anagement
e m # t e h t l l "
.'EM
1
1 2
3
4 5
0 9 1 1 1 1 2 1 3 1 4 1 5
e h t $ o t s o M e
0
s e m # t e m o S
y l e r a &
4
l l " t a t o N
; N . ' " &
2
#t $rom the classroom .mplements proced*res #n the d#str#b*t#on o$ mater#als and collect#on, t*rn#n #n, and hand#n back checked learners? ork Employs a $ac#l#tated and p*rpos#-e check#n o$ attendance 7@nds o*t ho are absentAc*tt#n classes and hy and make a $ollo *p8 .mplements proact#-e d#sc#pl#ne plan 7e!! detects #nappropr#ate beha-#or and #nter-enes, calls the learners? attent#on, deal #th d#sr*pt#on appropr#ately to a-o#d ar*ments8 Bses eCc#ent ro*t#nes #n start#n and end#n class per#ods .mplements spec#@ed ork $ormats 7t hemes, e>erc#se notebooks, e>per#ment notebooks, proects, etc!8 6ro-#des a*thent#c reards and #ncent#-es 7appropr#ate pra#ses, $ac#al e>press#on, est*res8 em#nds st*dents o$ #mportant sched*les and ass#nment eCc#ently Manaes t#me appropr#ately 7enaed t#me on task arr#-es and lea-es classroom on t#me and stays #n the classroom or act#-#ty area $or the hole per#od8 Mo-ement #n the classroom 7mo-es aro*nd, d#-#des attent#on eF*ally amon st*dents8 ;#-es clear d#rect#ons 7e!! #-#n appropr#ate e>amples or non:e>amples8 Bses o$ appropr#ate -erbal comm*n#cat#on 7e!! pro-#des pos#t#-e $eedback8 Bses o$ appropr#ate non:-erbal comm*n#cat#on 7obser-es ent#re class and scans $reF*ently, s#nalsAest*res8 O-erall at#n
Descr#pt#on o$ at#n( 0!5:1 O*tstand#n !5:0!49 /ery Sat#s$actory
41
4!5:!49 2!5:4!49 2!:2!49
Sat#s$actory Bnsat#s$actory 6oor
A++*ai'a, F$*- 2: C,a''*$$- Ma%age-e%&E%'*i%g a%3 Mai%&ai%i%g C,ea%? C$%3(ive? Se(*e? a%3 E%e*g59Savi%g Lea*%i%g E%vi*$%-e%&
.'EM
e m # t e h t l l "
1
3
Electr#c $ansAa#r:cond#t#oned *n#ts are t*rned oG hen not #n *se and hen not necessary 7hen there #s $resh a#r, d*r#n recess t#me, l*ncht#me, and d#sm#ssal8 #hts are t*rned oG hen not #n *se and hen not necessary 7hen there #s eno*h s*nl# ht, d*r#n recess t#me, l*ncht#me, and d#sm#ssal8 ater $a*cets are t*rned oG hen not #n *se and a$ter d#sm#ssal
4
1 2
5 0 9 1 1 1 1 2
e s h e t m $ # o t t s e o m o M S e
0
l l y l " t ; e a r . a t N & o ' N " &
4
2
O/E" "'.N; 7'O'" "'.N;
÷
12>18
42
Descr#pt#on o$ at#n( 0!5: 1! O*tstand#n !5:0!49 /ery Sat#s$actory 4!5:!49 Sat#s$actory 2!5:4!49 Bnsat#s$actory 2!:2!49 6oor
43
A++*ai'a, F$*- : C)e(,i'& .$* Re($*3 Ma%age-e%&
.'EM
e m # t e h t l l "
1
1 2 3 4 5 0 9 1 1 1 1 2 1 3 1 4 1 5 1 1 1 0 1 9 2 2 1 2 2 2 3 2 4 2 5 2
e s l h e l t y " m l $ # ; o t e t r a N t s e a t . o m & o ' N " M o & e S
0
4
2
#st o$ 'op 'en $or a ;rad#n 6er#od +orm 10:" 7$or the $o*rth F*arter o$ SI8 "necdotal ecords esson 6lans N*tr#t#onal Stat*s 7+or the 1st and 4th F*arter o$ SI8 6h#l:.. 7+or the 1st and 4th F*arter o$ SI8 Other reports reF*#red
"ccompl#shes neat, acc*rate, and complete reports personally
+orm 13 6ermanent ecords +orm 130 eport
O/E" "'.N; 7'O'" "'.N;
÷
2>18 44
Descr#pt#on o$ at#n( 0!5:1 O*tstand#n !5:0!49 /ery Sat#s$actory 4!5:!49 Sat#s$actory 2!5:4!49 Bnsat#s$actory 2!:2!49 6oor
A++*ai'a, F$*- ": C)e(,i'& .$* Revie@i%g Le''$% P,a%'
.'EM
1 2 3
OSE/E D IE S NO
EM"%S
"B:ECTIVES r#tes obect#-es clearly $or st*dents r#tes obect#-es #n beha-#oral terms Obect#-es are SM"' 7Spec#@c, Meas*rable, "tta#nable, es*lt:or#ented, '#me:bo*nded8
45
Obect#-es man#$est psychomotor, con#t#-e and aGect#-e doma#ns o$ learn#n S+B:ECT !TTER ased on 6Epectat#on( On t#me8 e=ects the *se o$ re$erences and .Ms
4
PR"CE%+RES 'he stratey *sed #s s*#table #n de-elop#n the lessonAs*bect matter! 6reparatory act#-#tyA#es employed eGect#-ely prepares or mot#-ates learners $or the lesson 7e!! dr#ll s*ch phon#cs 9 dr#ll, re-#e, check#n o$ ass#nment, *nl ock#n o$ d#Cc*lt#es, mot#-at#on s*ch as a son, poem, anecdote, m#n#:story, p#ct*re, ame, tr#-#a or mot#-at#n F*est#on8 "ct#-#t#es $or the de-elopment o$ the lesson are
0
1 11 12 13 14 15
1 1
10 19 2
•
ell:oran#Jed obect#-e:or#ented mean#n$*l to learners "ct#-#t#es $or the de-elopment o$ the lesson pro-#de opport*n#t#es $or learners to de-elop h#her order th#nk#n sk#lls 7HO'S8 make eneral#Jat#onsAconcl*s#ons
•
apply knolede and sk#lls learned
• •
•
EV+TI"4 D#rect#ons are br#e$ and conc#se .tems are al#ned #th the lesson obect#-es .tems are sk#ll:based SSI-4!E4T 6ro-#de clear d#rect#ons 6ro-#des opport*n#t#es to enhance knolede and sk#lls learned or prepares the learners $or the ne>t lesson
A++*ai'a, F$*- #: C)e(,i'& .$* Tea()e*>C,a'' O4'e*va&i
%$.'EM
OSE/E D IE S NO
EM"%S
4
1 2
3 4 5
5
0 9
1
I4ITI 3"C+S States obect#-es o$ the sess#on clearly to st*dents ;a#ns attent#on o$ st*dents 76*nct*al#ty, ;ood ;room#n, 6ost*re, per#ences, past learn#n #ncl*d#n those #n other s*bect areas, and $*t*re learn#n 6o#nts o*t s#m#lar#t#es and d#G erences o$ the pre-#o*s o$ the top#c to the ne one C"!PRE$E4SIBE I4P+T Bses speech appropr#ate $or learners? pro@c#ency le-el 7sloer rate, en*nc#at#on, s#mple sentence str*ct*re $or be#nners8 E>pla#n academ#c tasks clearly Bse a -ar#ety o$ techn#F*es to make content concepts clear 7e!! model#n, -#s*als, hands:on act#-#t#es, demonstrat#ons, est*res, body lan*ae8 STRTE-IES 6ro-#de ample opport*n#t#es $or st*dents to *se strate#es 7e!!, problem sol-#n, pred#ct#n, oran#J#n, s*mmar#J#n, cateor#J#n, e-al*at#n, sel$:mon#tor#n8! Bse scaGold#n techn#F*es cons#stently 7pro-#d#n the r#ht amo*nt o$ s*pport to mo-e st*dents $rom one le-el o$ *nderstand#n to a h#her le-el8 thro*ho*t lesson! Bse a -ar#ety o$ F*est#on types #ncl*d#n those that promote h#her:order th#nk#n sk#lls thro*ho*t the lesson 7e!!, l#teral, analyt#cal, and #nterpret#-e F*est#ons8!
I4TERCTI"4
1 1 1 2
1 3
6ro-#de $reF*ent opport*n#t#es $or #nteract#ons and d#sc*ss#on beteen teacherAlearner and amon learners, and enco*rae elaborated responses! Bse ro*p con@*rat#ons that s*pport lan*ae and content obect#-es o$ the lesson! 6ro-#de s*Cc#ent a#t t#me $or st*dent response cons#stently! ;#-e ample opport*n#t#es $or st*dents to clar#$y key concepts
PRCTICE,PPICTI"4
1 4 1 5
6ro-#de hands:on mater#als andAor man#p*lat#-es $or st*dents to pract#ce *s#n ne content knolede! 6ro-#de act#-#t#es $or st*dents to apply content and lan*ae knolede #n the classroom!
E!P$SIS,REVIE;,SSESS!E4T
1 1 1 2 1 3
;#-e comprehens#-e re-#e o$ key -ocab*lar#es!
1 4
;#-e a comprehens#-e re-#e o$ key content concepts, sk#lls, -al*es, and att#t*des! 6ro-#de $eedback to learners re*larly on the#r o*tp*t 7e!! lan*ae, content, ork8
4
SIP IMPLEMENTATION M!E TOOLS 10 ELEMENTS OF SIP IMPLEMENTATION M!E FRAMEWORK )he tab%e be%o< sho
ITEM SIP O&+&'
INSTRUCTIONS
2
I%3i(a&$*>'
Da&a S$*(e
"
Me&)$3 $. C$,,e(&i
%$#
Ti-i%g $. C$,,e(&i$% Da&a Ga&)e*i%g Re+$*& S()e3,e
*ist the outputs of ',PA,P ,dentif& for each output5 the information that )racking s&stem5 chi%d hea%th and nutrition chart5 etc.@ ,ndicate the strateg& that
200 SIP IMPLEMENTATION M!E FRAMEWORK MATRI ?)he M! frame OUTPUTS 6O7 Purpo& lvl o!"#tiv0
E ! M S T L U S E R
INDICATOR>S
DATA SOURCE
DATA COLLECTION METHOD TIMING
Co%ponnt 9!"#tiv&0 Prov. 9$ A##&& .omponent P*(& /a#iliti& .omponent : RM .omponent < An#illar( .omponent = SIP IMPLEMENTATION M!E FRAMEWORK MATRI 6CONTINUED7
40
PROECT OBECTIVES> OUTPUTS 6O7 9utput&
INDICATOR>S
DATA SOURCE
DATA COLLECTION METHOD
TIMING
DATA GATHERER
REPORT SCHEDULE
S S E R G O R P
0 SIP9AIP PHYSICAL ACCOMPLISHMENT FORM S()$$,:
Di'&*i(&:
M$%&)>Yea*: .
S()$$, Yea*:
PROECT >OUTPUT
PHYSICAL OUTPUT TARGET ACTUAL
N 9TE 0 W*i&e $%,5 &)$'e $&+&' @i&) +)5'i(a, a%3 .i%a%(ia, &a*ge&'0
FINANCIAL TARGET BUDGET EPENDITURE
LEGEND: 9 Pe*(e%&age $. A(($-+,i')-e%& J 6Ta*ge& 3ivi3e3 45 A(&a,7 = 1
49
"0 SIP9AIP PHYSICAL OUTPUT TRACKING FORM 9ame of 'choo%:
"$era%% 'tatus (%assific
Date of ',P Acceptance
',P )ime rame:
!$a%uation Period ?P%ease check@:
o
A,P >ear 1
o
A,P >ear 2
o
A,P >ear 3
OBECTIVES: )he ',PA,P Ph&sica% "utput )racking orm is meant to he%p: a.
Determine the Guarter%& progress of the schoo% based on the p%anned annua% ?A,P@ targets
b.
Articu%ate the ad#usted target of the schoo% gi$en the Iend of GuarterJ status
c.
(a%cu%ate the percentage of annua% accomp%ishment $ersus the p%anned annua% targets
d.
(apture the Iunprogrammed unp%annedJ outputs of the schoo% based on emerging reGuirements
INSTRUCTIONS: SEE ECEL FILE
#0 SIP THREE9YEAR REPORT ON PHYSICAL OUTPUT AND FINANCIAL STATUS OF PROECTS ! PROGRAMS
YEAR 1
PHYSICAL OUTPUTS
t e g r a )
% a u t c A
PHYSICAL OUTPUT YEAR 2 e t n e o g r D a ) O
% a u t c A
YEAR
e t n e o g r D a ) O
% a u t c A
YEAR 1 e t n e o g r D a ) O
% a u t c A
FINANCIAL YEAR 2 e t n e o g r D a ) O
% a u t c A
YEAR e t n e o g r D a ) O
% a u t c A
e n o D O
N 9TE 0 : SE A77)T)9NA PA8ES )/ NEE7E7
5
0 ISSUES > LESSONS LEARNED > SUSTAINABILITY LOG Pa*& A: I''e'>P*$4,e-' a%3 C$%(e*%' L$g Rport Priod0
PREVIOUS ISSUES LOG I%'&*(&i$%': *ist the issuesprob%emsconcerns &ou ha$e encountered during the period ?Annua%5 /uarter or Month%&@ that ha$e caused the nonachie$ement or de%a& of the de%i$erab%estargeted outputs. >ou ma& ISSUES ENCOUNTERED B5 Ca&eg$*ie'
A(&i$%' &ae% &$ RESOLVE &)e I''e:
STRATE8)ES 9R TECHN)':ES :SE7 T9 )MPEMENT PR98RAM 9R PR9=ECT
> 9R+)N8 REAT)9NSH)PS BET>EEN AN7 AM9N8 THE )MPEMENTAT)9N TEAMS
8ENERAT)9N AN7 :T))?AT)9N 9/ /:N7S @ RES9:RCES
CHALLENGES> ISSUES ENCOUNTERED B5 Ca&eg$*ie'
e0g0 Pa*e%&' a*e 4'5 .ig)&i%g
A(&i$%' &ae% &$ RESOLVE &)e I''e:
Ca,,e3 PTA -ee&i%g eve*53a5
STA+EH97ERS PART)C)PAT)9N
9t*r $a#tor& out&id o$ &#*ool nviron%nt
51
0 ISSUES > LESSONS LEARNED > SUSTAINABILITY LOG PART B 9 LOG SHEET ON RESOLUTION OF ISSUES INSTRUCTIONS FOR THE S/MT: )ake and ana%&8e each of the issues %isted in Part A as to
1 ISSUES RESOLVED BY THE SCHOOL
2 SOLUTION APPLIED
"
ISSUES NEEDING ASSISTANCE
REMARKS
N 9TE 0 : SE A77)T)9NA PA8ES )/ NEE7E7
52
0 ISSUES > LESSONS LEARNED > SUSTAINABILITY LOG PART C 9 LOG SHEET ON R SUSTAINABILITY MEASURES INSTRUCTIONS:
'tud& the %ist of sustainabi%it& measures app%ied in the imp%ementation of pro#ectsprograms gi$en in (o%umn 1. (hoose from those gi$en
1
2
SUSTAINABILITY MEASURES
ACTION TAKEN TO APPLY STRATEGY
RESULT OF STRATEGY
10 Fi& @>i% +a*&%e* g$v& +$,i(ie' "b#ecti$es and acti$ities
53
1
2
SUSTAINABILITY MEASURES
ACTION TAKEN TO APPLY STRATEGY
RESULT OF STRATEGY
comp%etion of training. 70 I%.$*-a&i$% 3i''e-i%a&i$% ! Ne&@$*i%g enerating an understanding of ',P and support for the pro#ect6s ob#ecti$es among a
0 ISSUES > LESSONS LEARNED > SUSTAINABILITY LOG PART D 9 LOG SHEET ON LESSONS LEARNED INSTRUCTIONS:
Frite in C$,-% 1 those e=periencesfactors
LESSONS LEARNED LOG 1 FACILITATING FACTORS
2 HINDERING FACTORS
LESSONS LEARNED
N 9TE 0 : SE A77)T)9NA PA8ES )/ NEE7E7
0 MONTHLY M!E REPORT OF SCHOOL /MT
54
MONTH
AND YEAR:
INTRODUCTION:
FINDINGS A0 SIP9AIP IMPLEMENTATION A010 PHYSICAL OUTPUTS 1. 2.
A020 FINANCIAL REPORT 1. 2.
A00 BALANCE AND GAPS 1. 2.
B0 OTHER SCHOOL PROECTS 6IF APPLICABLE7 B010 TRAINING ! DEVELOPMENT 1. 2.
B020 LEARNING RESOURCES 1. 2.
B00 OTHERS 1. 2.
C0 /UALITATIVE INFORMATION C010 ISSUES AND CONCERNS 1. 2.
C020 SUSTAINABILITY MEASURES APPLIED 1. 2.
C00 LESSONS LEARNED 1. 2.
RECOMMENDATIONS
55
0 /UARTER M!E REPORT OF SCHOOL /MT /UARTER AND YEAR:
INTRODUCTION: ,9D,9' A0 SIP9AIP IMPLEMENTATION A010 PHYSICAL OUTPUTS 1. 2. A020 FINANCIAL REPORT 1. 2. A00 BALANCE AND GAPS 1. 2. B0 OTHER SCHOOL PROECTS 6IF APPLICABLE7 B010 TRAINING ! DEVELOPMENT 1. 2. B020 LEARNING RESOURCES 1. 2. B00 OTHERS 1. 2. C0 /UALITATIVE INFORMATION C010 ISSUES AND CONCERNS 1. 2. C020 SUSTAINABILITY MEASURES APPLIED 1. 2. C00 LESSONS LEARNED
5
