320610128-enhanced-smea-template.xls

Department of Education Regional Office No. VIII Government Center, Candahug, Palo, Leyte DIVISION DATA GATHERING TEMPLATE DIVISION: Calendar Year: Monitoring Schedule:

Name of Division 2017 YEAR-END

District:

Elementary Public Private

A. ACCESS

Junior High School Public Private

Senior High School Public Private

1 Total Number of Schools Total Enrolment 2

3

4

5

6

7

7 5

Male Female Total Gross Enrolment Rate Male Female Total Net Enrolment Rate Male Female Total Cohort Survival Rate Male Female Total Completion Rate Male Female Total Dropout Rate Male Female Total School Leavers Rate Male Female Total Total No. of ALS Male Completers Female Total No. of Schools with Dropouts

8 9 No. of Schools with 100% attendance of Learners 10 No. of Schools with incidence of Tardiness 11 No. of Schools with incidence of Habitual Absenteeism No. of schools with learners categorized to be at 12 Wasted and Severely Wasted status Total No. of ALS Learners 13 14

Male Female Total No. of Private Schools with Permit to Operate

of Voucher System 15 No. Recepients (Private Schools)

G7 Male

G8 Female

Male

G9

G10

Female

Male

Female

Male

English

Math

Science Filipino

G11

Female

Male

Female

G12 Male

Female

TLE

ESP

B. QUALITY 16 Mean Percentage Score of Quarterly Academic Assessment in every Subject Area by Grade Level G-1 G-2 G-3 Public Elementary Schools G-4 G-5 G-6 Average G-1 G-2 G-3 Private Elementary Schools G-4 G-5 G-6 Average G-7 G-8 G-9 Public Junior HS G-10 Average G-7 Private Junior HS

MTB-MLE

AP

MAPEH

Private Junior HS

G-8 G-9 G-10 Average

Senior HS Public G-11 G-12 Private G-11 G-12 17 Percentage of Passing by Subject Area in Quarterly Academic Assessment G-1 G-2 G-3 Public Elementary Schools G-4 G-5 G-6 Average G-1 G-2 G-3 Private Elementary Schools G-4 G-5 G-6 Average G-7 G-8 G-9 Public Junior HS G-10 Average G-7 G-8 G-9 Private Junior HS G-10 Average Senior HS Public G-11 G-12 Private G-11 G-12 18 No. of Least Learned Skills based on Quarterly Assessment G-1 G-2 G-3 Public Elementary Schools G-4 G-5 G-6 Total G-1 G-2 G-3 Private Elementary Schools G-4 G-5 G-6 Total G-7 G-8 G-9 Public Junior HS G-10 Total G-7 G-8 G-9 Private Junior HS G-10 Total Senior HS Public G-11 G-12 Private G-11 G-12 No. of Schools with below 75% Competency coverage Elementary by subject area 19 Junior HS Senior HS No. of Schools implementing/utilizing 20 Contextualized Curriculum

CORE SUBJECTS

MTB-MLE

English

APPLIED SUBJECTS

Math

CORE SUBJECTS

MTB-MLE

English

English

CORE SUBJECTS MTB-MLE

English

AP

APPLIED SUBJECTS

Math

CORE SUBJECTS

MTB-MLE

Science Filipino

SPECIALIZATION

Science Filipino

Science Filipino

AP

Science Filipino

ESP

MAPEH

TLE

ESP

SPECIALIZATION

AP

APPLIED SUBJECTS Math

TLE

SPECIALIZATION

APPLIED SUBJECTS

Math

MAPEH

MAPEH

TLE

ESP

SPECIALIZATION AP

MAPEH

TLE

ESP

No. of Schools implementing/utilizing 20 Contextualized Curriculum Elementary Secondary 21 Division Performance in National Assessment(MPS) LAPG NAT (Elem) NAT (Sec) 22

NAT (Elem) NAT (Sec)

6 Total No. of A&E Passers

Math

Science Filipino

AP

MAPEH

TLE

ESP

Private Public Private Public Private

Elementary Q1 (0-25)

Junior High School

Q2

Q3 Q4 Q1 (26- (56-75) (76-100) (0-25) 50)

Public

Q2

(26-50)

Q3

Q4

(56-75)

(76-100)

Private Public Private Public Private

No. of PEPT Passers 23

English

Public

No. of Schools per category of Performance in National Assessment (Average MPS) LAPG

MTB-MLE

Elementary

Junior High School

Male Female Total Male Female Total

of School Heads conducting Instructional 24 No. Supervision

Elementary

of Schools with School Plan for Professional 25 No. Development (SPPD) 26 No. of Teachers trained on Elementary K to 12 implementation Grade Level

Total No. of Teachers

Junior HS

Senior HS

Junior High School Teachers Trained

Public

Subject

Private

G-1 G-2 G-3 G-4 G-5 G-6

Teachers Trained

Total No. of Teachers

Public

Private

English Science Math Filipino AP EsP MAPEH

Total Senior HS G11 G12 Total

TLE Total

C. GOVERNANCE Schools with 27 No.of complete School Records

NSO Birth Certificate

No. of Accredited Schools by Level (SBM/PAASCU) 28

Form 137

Form 138

Elementary Secondary Elementary Public Private

Junior High School Public Private

Public

Private

Public

Public

Public

Private

Senior High School

Level 1 Level 2 Level 3

29 No. of schools with SIP 30 Total No. of Classrooms

Functional For Repair Condemnable

of schools with Comfort Rooms based 31 Number on standards of schools with 1:1 Learner-Armchair 32 Number ratio 33 Number of schools with Library 34 Number of Schools with Science Laboratory of schools with very satisfactory Classroom 35 No. Management of schools with very satisfactory Records 36 No. Management No. of schools provided with Technical Assistance on: 37

Classroom Management Implementation Curriculum Implementation Teaching - Learning & Assessment

Private

Private

Public 38

Number of Functional stakeholders' organizations

39 Number of schools with 100% Attendance of personnel 40 No. of division-recognized Best Practices Implementation of DepEd Programs, Activities & Projects 41

Public

No. of Schools and Learner Benificiaries Elementary Secondary No. of Schools

a. b. c. d. e. f. g. h. j. k. l. m.

Private

Private

Public

Private

SGC PTA Alumni Others

Madrasah Program Indigenous People Education (IPEd) Special Education (SPED) Science, Technology & Engineering (STE) Multigrade Education Special Science Elementary School Special Program in Arts (SPA) Special Program in Sports (SPS) ABOT ALAM ALS PROGRAM Reading Program Dropout Reduction Program (DORP)/Alternative Delivery Modes (ADM) Project EASE Open High School Program (OHSP) Modified In-School Off-School Approach (MISOSA) Enhanced Instructional Management by Parents, Community and Teachers (eIMPACT) School Initiated Interventions

n. o. p. q. r. s. t. u. v.

Adopt a School Program (Brigada Eskwela)

w.

School Monitoring, Evaluation & Adjustment (MEA)

x.

School-Based Training & Development

Oplan Balik Eskwela Early Registration School Feeding Program Gulayan sa Paaralan Sports Development Program DepEd Internet Connectivity Program DepEd Computerization Program (DCP )

Career Guidance and Advocacy Program

Learning Enhancement Action Program (LEAP) Learning Action Cell (LAC) In-Service Training (INSET) School Site Titling

y. z. Human Training & Development DisasterResource Reduction and Risk Management aa. (DRRM)

ab. Water Sanitation & Hygiene (WASH) in Schools (WinS) ac. Child Friendly School System (CFSS) ad. Gender and Development (GAD) ae. School-Based Research Program af. Scouting Program ag. Solid Waste Management ah. Reward and Recognition System ai. School Building Repair & Maintenance (SBRM) aj. Suprem Student Government (SSG)/supreme Pupil government (SPG) ak. Academic Competitions al. Technolympics am. Press Conference an. Other Programs, Activities & Projects

No. of Result* Schools Result*

Fund Utilization Funds Allocated

Funds Utilized

% of Utilization

* Results may mean No.of Beneficiaries saved/provided assistance/availed services or any quantative data that reflects accomplishment of the target

D. Implementation Issues elevated to Higher Management Program/Activities/Projects

E. PO ACCOMPLISHMENT VS. KPIs

Issues

RISKS

CHALLENGES

Provision of Access

Quality and Relevance

Governance

Prepared by:

Noted by:

Division M&E Coordinator/District Supervisor

Chief, SGOD APPROVED:

Date of Submission Schools Division Superintendent

Q2

Q2

Q1

Q1

Every Quarter Every Quarter Every Quarter Every Quarter Q1&Q5 Every Quarter Every Quarter

Q3

Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter

Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter

Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter

Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter Every Quarter

Every Quarter

Every Quarter Q3 Q3 Q3 Q3 Q3 Q3 Q3 Q3 Q3 Q3 Q3

Q3 Q2 Q2 Q2 Q1

EVERY QUARTER EVERY QUARTER Q2 Q2 Q2 Q2 Q2 Q2 Q2 Q2 Q2 Q2

Q2 Q3 Q3 Q3 Q1, Q3 Q1, Q3 Q1, Q3 Q1, Q3 Q2

EVERY QUARTER EVERY QUARTER EVERY QUARTER EVERY QUARTER EVERY QUARTER EVERY QUARTER

EVERY QUARTER EVERY QUARTER EVERY QUARTER EVERY QUARTER EVERY QUARTER EVERY QUARTER EVERY QUARTER

Q3 Q3 Q2 Q2 EVERY QUARTER EVERY QUARTER EVERY QUARTER Q4 Q1

Q1 TO Q4 Q1 TO Q4 EVERY QUARTER Q2

Q2 Q2 Q2 Q1 EVERY QUARTER Q2 EVERY QUARTER EVERY QUARTER EVERY QUARTER Q3 EVERY QUARTER EVERY QUARTER EVERY QUARTER EVERY QUARTER Q1 EVERY QUARTER EVERY QUARTER EVERY QUARTER Q4 EVERY QUARTER EVERY QUARTER EVERY QUARTER EVERY QUARTER Q4 EVERY QUARTER EVERY QUARTER EVERY QUARTER

data needed to be accomplis

²

- Total Number of classes - No. of Enrolled School -Age children - Total No. of ALS Learners - Cohort Survival Rate - No. of Completers - No. of Learners no Longer in School(NLS) - Total No. of Dropouts - Total No. of School Leavers - Total No. of Repeaters

complished during the 2nd quarter

quarter?

Department of Education Regional Office No. VIII Government Center, Candahug, Palo, Leyte WORKSHOP 2 DETAILS ON THE PROCESS OF THE DATA GATHERING, DATA ORGANIZING AND DATA ANALYSES SCHOOL: DIVISION: Calendar Year: Monitoring Schedule: DATA GATHERING A. ACCESS

TIMELINE

1 Total number of Classes

WHAT IS THE IMPORTANCE OF DATA GATHERED TO THE SCHOOL/SH/TEACHERS/LEARNERS

WHAT ARE THE SOURCES OF THE DATA

SF 1 & 4, LIS, EBEIS THE data can be used to determine resource requirements, allocation /generation (facilities, teachers, furniture, LMs/Ims) against available resources

WHAT TOOLS ARE YOU GOING TO USE

SF1 & 4, M&E Teacher's Report

Q2

WHAT ARE YOURS SUGGESTED STEPS IN DATA GATHERING

1. Provide prescribed data gathering tool

DATA ORGANIZIN

WHEN DATA BEING GATHERED WHEN DO THESE DATA CAN BE UTILIZED

June and July

The data can be used during identification of and preparation of school resource needs; crafting of SIP/AIP adjustment

June and July

The data can be used during identification of and preparation of school resource needs; crafting of SIP/AIP adjustment

June and July

Data can be utilized in preparation for SIP crafting

2. Validate data (head count) 3. Compare against LIS/EBEIS data

Total Enrolment

The data is used in the preparation of resource requirements of the school, MOOE allocation

EBEIS, LIS, SF 1 & 4

SF 1,generated from LIS/EBEIS

1. Distribute tool to class advisers

2. Validate data thru head count 2

Q2

3. Compare against LIS/EBEIS data For the school head and teachers SF 1, LIS, Family Mapping to identify school-age children in the locality not in school

SF 1, LIS, Family Mapping Survey Forms

GENDER

DISTANCE

No. of Enrolled School -Age children Q2

4 Total No. of ALS Learners Every Quarter 5 Cohort-Survival Rate

Ensure that all school-age children EBEIS, LIS, SF 1, SF2 & SF 3 Survey Form, SF 1 & SF 2 in the community are attending school

1. coordinate with the barangay June and July officials to ask for data

Data can be utilized in identifying out-of-school learners and implementing/identifying appropriate interventions

To identify over-age learners and provide/identify appropriate interventions

The data can be utilized in identifying learners who will take the PEPT

Q2

Schools and Teachers need to know this data to address the gaps in keeping children in school and identifying the appropriate interventions

Q2

schools need to know the total number of completers to ensure that all children completed the school year.

Every Quarter

for data analysis,parent's awareness and fortechnical assisstance

6 Total No. of Completers

EBEIS, LIS, SF 1

SF 1

Identify overage learner per grade leve. Validate birthdate

quarterly

EBEIS

School Report Card

generete the data from the EBEIS

second quarter

EBEIS

School Report Card

generate the data from the EBEIS

second quarter

7 Total No. of Dropouts

L.I.S

8 Total No. of School Leavers Q2

9 Total No. of Repeaters

Forms 1-7

10

Every Quarter

The data can be utilized during situational analysis which is prerequisite in crafting school improvement plans

LIS/EBEIS

SF 1, 5 & 6, School Report Recording of data by the Card teachers, submission of report to the SH, accomplishment of SRC

June and July

Tracking of learners and possible intervention

EBEIS

School Report Card

Recording of data by the teachers, submission of report to the SH, accomplishment of SRC

Start & end of SY, Q3

Enrolment/SMEA

Tracking of learners and possible intervention

School Form 4 - Monthly Learner's Movement and Attendance

School Form 4 - Monthly Learner's Movement and Attendance

Daily checking of learners' attendance, monthly submission of teachers' report to the School Head, School Head's accomplishment of SF4

Quarterly/end of SY

SMEA/Recognition Day

For identification of possible intervention program/project

Teachers' monthly report

School Form 2 - Daily Attendance Report of Learners

Daily checking of learners' attendance, monthly submission of teachers' report to the School Head, School Head's consolidation of teachers' report

Every end of the month

The month immediately after (17 classes Average of 3.5 km the data have been gathered with 857 from residence learners, m415, f-442) Average of 12% tardiness for male and 4% for female

Every Quarter

11 No. of classes with incidence of Tardiness

Q3

The data can be utilized during situational analysis which is prerequisite in crafting school improvement plans

Tracking of learners did not go back to school and identification of possible interventions

Q1

No. of Learners with 100% attendance

closely monitoring of teachers to learners through daily checking of attendance

The data can be utilized during situational analysis which is prerequisite in crafting school improvement plans

The data can be utilized during situational analysis which is prerequisite in crafting school improvement plans

12 No. of classes with incidence of Habitual Absenteeism

For identification of possible intervention program/project Every Quarter

13 Total Number of Learners per Nutritional Status Category

Daily checking of learners' attendance, monthly submission of teachers' report to the School Head, School Head's accomplishment of SF4

Every end of the month

The month immediately after Average of 8% Average of 3.5 km the data have been gathered absenteeism from residence for male and 3% for female

Quarter 2

During the preparation of School - Based Feeding Fund

Q1&Q2

DMEA

Q2

To closely monitor private schools Private school coordinator Application form/ M & E Update list of private schools in Quarters 3 & 4 w/ permit to operate as well as to report checklist the division and monitor their track the number of private application to operate schools w/

DMEA

Q3

For the allocation of GATSPE fund List of Private Schools from the Private School Coordinator

No. of Voucher System Recepients (Private 15

School Form 2 - Daily Attendance Report of Learners

To spot/ identify learners needing Health & Nutrition Report Health & Nutrition Report 1. Come up with a regular nutritional interventions either from schedule of getting and teachers/nurses monitoring the nutritional status of the learners

14 Government Permit/Recognition Issued (Private School)

Schools)

School Form 4 - Monthly Learner's Movement and Attendance

M &E

Actual head counting of EVS recipients; close monitoring of learners' attendance using the computer - generated data

Quarter 3

Normal: M 5 kilometers away 123 & F - 122; from the school Wasted: M - 22 & F - 70; Severely Wasted: M - 3 &F-7

DATA GATHERING

B. QUALITY

TIMELINE

16 Mean Percentage Score (MPS) of Quarterly Test in every Subject Area by Grade Level

Every Quarter

Elementary

Every Quarter

Junior HS

Every Quarter

Every Quarter Senior HS

WHAT IS THE IMPORTANCE OF DATA GATHERED TO THE SCHOOL/SH/TEACHERS/LEARNERS

DATA ORGANIZIN

WHAT ARE THE SOURCES OF THE DATA

WHAT TOOLS ARE YOU GOING TO USE

WHAT ARE YOURS SUGGESTED STEPS IN DATA GATHERING

WHEN DATA BEING GATHERED WHEN DO THESE DATA CAN BE UTILIZED

GENDER

DISTANCE

17 Percentage of Passing by Subject Area in Quarterly Academic Assessment (Based on Form 138) Every Quarter

Every Quarter Elementary Every Quarter Junior HS

Senior HS 18 No. of Least Learned Skills based on Quarterly Test Item Analysis

Every Quarter Elementary Every Quarter Junior HS

Senior HS 19 No. of Classes with below 100 % Competency coverage by subject area Every Quarter

20 No. of Classes implementing Contextualized Curriculum (ref: Lesson Plan )

Every Quarter

21 School Performance in National Assessment(MPS) Q3

LAPG

Q3

NAT (Elem)

Q3

NAT (Sec)

Q3

No. of Learners per category/ quartile of Performance in National Assessment (Average MPS)

Q3

LAPG

Q3

NAT (Elem)

Q3

NAT (Sec)

Q3

22

23 No. of PEPT Passers

Q2

24 Total No. of A&E Passers Q1

25 No. of Non-Reader Learners

Q1 & 2

No. of Non-Numerate Learners

Q1 & 2

26

DATA GATHERING

C. GOVERNANCE

TIMELINE

No. of Instructional Supervision conducted by School Head ( ref: baseline/target set by SDO

EVERY QUARTER

WHAT IS THE IMPORTANCE OF DATA GATHERED TO THE SCHOOL/SH/TEACHERS/LEARNERS

DATA ORGANIZIN

WHAT ARE THE SOURCES OF THE DATA

WHAT TOOLS ARE YOU GOING TO USE

WHEN DATA BEING GATHERED WHEN DO THESE DATA CAN BE UTILIZED

27

28 No. of Teachers/ School Head with utilized EVERY IPPD/SPPD QUARTER

WHAT ARE YOURS SUGGESTED STEPS IN DATA GATHERING

GENDER

DISTANCE

29 No. of Teachers trained on K to 12 implementation Q2

30 No.of Learners with complete School Records

Q3

31 School Accreditation Level ( based on self assessment or validated by the SDO/ RO ) Q1, Q3

32 Q2 Year of SIP Implementation

Q3 School Report Card (SRC) No. of Schools with 100% Liquidation of MOOE and other grants

Q4

No. of Classrooms

Q2

Number of Comfort Rooms

Q2

Number of Armchairs

Q2

33

34

35

36 Number of Teacher's Table and Chair

Q2

Number of fucntional Library

Q2

Number of Science and TLE Laboratories

Q2

Availability of school canteen

Q2

No. of teachers with very satisfactory Classroom Management

EVERY QUARTER

No. of teachers with very satisfactory Records Management

EVERY QUARTER

No. of Teachers Provided with Technical Assistance on:

EVERY QUARTER

37

38

39

40

41

42

Classroom Management Implementation

EVERY QUARTER

Curriculum Implementation

EVERY QUARTER

Teaching - Learning & Assessment

EVERY QUARTER 43 Functional stakeholders' organization EVERY QUARTER 44 EVERY QUARTER Number of Personnel with 100% Attendance 45 No.of recognized Best Practices documented and replicated within the school or shared within Schools Division

EVERY QUARTER

46 Implementation of DepEd Programs, Activities & Projects EVERY QUARTER

a.

Q3 Madrasah Program

b.

Q3 Indigenous People Education (IPEd)

c.

Q2 Special Education (SPED )

d.

Q2 Science, Technology & Engineering (STE)

EVERY QUARTER

e. Multigrade Education

EVERY QUARTER

f. Special Science Elementary School

EVERY QUARTER

g. Special Program in Arts (SPA)

EVERY QUARTER

h. Special Program in Sports (SPS)

j.

Q4 ABOT ALAM

k.

Q1 ALS PROGRAM

l. Reading Program m. Q1 TO Q4 Dropout Reduction Program (DORP)/Alternative Delivery Modes (ADM) EVERY QUARTER Open High School Program (OHSP)

Q2 Modified In-School Off-School Approach (MISOSA)

Enhanced Instructional Management by Parents, Community and Teachers (e-IMPACT)

Q2

School Initiated Interventions(SII)

n.

Q2 Adopt a School Program (Brigada Eskwela)

o.

Q2 Oplan Balik Eskwela

p.

Q1 Early Registration EVERY QUARTER

q. School Feeding Program

r.

Q2 Gulayan sa Paaralan EVERY QUARTER

s. Sports Development Program

EVERY QUARTER

t. DepEd Internet Connectivity Program

EVERY QUARTER

u. DepEd Computerization Program (DCP )

v.

Q3 Career Guidance and Advocacy Program EVERY QUARTER

w. School Monitoring, Evaluation & Adjustment (MEA)

EVERY QUARTER

x. School-Based Training & Development

EVERY QUARTER Learning Enhancement Action Program (LEAP) EVERY QUARTER Learning Action Cell (LAC)

In-Service Training (INSET)

y.

Q1 School Site Titling

EVERY QUARTER

z. Human Resource Training & Development

EVERY QUARTER

aa. Disaster Reduction and Risk Management (DRRM)

EVERY QUARTER

ab. Water Sanitation & Hygiene (WASH) in Schools (WinS)

ac.

Q4 Child Friendly School System (CFSS) EVERY QUARTER

ad. Gender and Development (GAD)

EVERY QUARTER

ae. School-Based Research Program

EVERY QUARTER

af. Scouting Program

EVERY QUARTER

ag. Solid Waste Management

ah.

Q4 Reward and Recognition System

EVERY QUARTER

ai. School Building Repair & Maintenance (SBRM)

EVERY QUARTER

aj. Suprem Student Government (SSG)/supreme Pupil government (SPG)

EVERY QUARTER

ak. Academic Competitions

EVERY QUARTER

al. Technolympics

EVERY QUARTER

am. Press Conference

EVERY QUARTER

an. Other Programs, Activities & Projects

EVERY QUARTER ao. Donations EVERY QUARTER cash EVERY QUARTER In - kind

EVERY QUARTER Donor/ Source D. Im ple me nta tio n Program/Activities/Projects Iss ues ele vat ed to Hig her Ma nag em ent

E. PO ACCOMPLISHMENT VS. KPIs

Provision of Access

Quality and Relevance

Governance

F. SU G GE STI O NS /R EC O M M EN DA TI O NS

Provision of Access

Quality and Relevance

Governance

AND DATA ANALYSES

DATA ORGANIZING

GEOGRAPHICAL LOCATION

DATA ANALYSES

MODE OF TRANSPORTATION

OTHERS

INTERPRETATION

TARGET VS. ACTUAL

WHAT WENT WRONG

WHAT WENT WELL

The data shows that there is an Target 17, Actual 19 increase in the number of classes from 15 to 19 resulting in shortage of classrooms.

Increased enrolment due to enhanced adocacy on Early Registration and Brigada Eskwela activities

Based on the data there are 415 The enrolment male and 442 female learners. increased form 785 There are 27 female learners to 857 more than male learners

Enhanced advocacy on Early Registration and Brigada Eskwela activities helpep in the increase of enrolment

WHAT ARE THE ISSUES/CONCERNS/B OTTLE NECK, GRAY CLOUDS ENCOUNTERED Shortage of teachers and classroom

OTHERS

80% have residences in motorcycle, boat, a community outside hiking the town proper

There are 3 male over-age Zero-out over-age learners in Grade 7 and 1 female learners in Grade 8

Identified learners are recommended/scheduled to take the PEPT within the year

There are 2 male over-age Zero-out over-age learners in Grade 7 and 1 female learners in Grade 8

Identified learners are recommended/scheduled to take the PEPT within the year

More incidence of tardiness 13% to 12% for male, among male, most of the tardy 5% to 4% for female learners come from the community outside town proper

The intervention program identified helped in the achievement of targets

Storm clouds/difficulty in the implementation of some processes

50% have residences in motorcycle, boat, a community outside hiking the town proper

districting

More incidence of absenteeism among male, absentees come either from within town proper or in the community outside town proper

7.5% to 8% for male, 5% to 3% female

The intervention program identified helped in the achievement of targets

There are more female who are wasted and severely wasted compared to male learners.

Decrease the limited fund number of wasted and severely wasted female learners from 70 to 40 and male learners from 7 to 0

close monitoring of learners' lack of support from nutritional status I improved the stakeholders academic performance of the learners

all private schools were able to comply the needed requirements

5 out of 5 private schools were endorsed to the SDS for regional approval

immediate notice to private schools facilitated the compliance of needed requirements

all private schools were able to comply the needed requirements

12 out 12 private schools were validated

strong coordination between the school and private school coordintor led to

DATA ORGANIZING GEOGRAPHICAL LOCATION

Storm clouds/difficulty in the implementation of some processes

DATA ANALYSES MODE OF TRANSPORTATION

OTHERS

INTERPRETATION

TARGET VS. ACTUAL

WHAT WENT WRONG

WHAT WENT WELL

WHAT ARE THE ISSUES/CONCERNS/B OTTLE NECK, GRAY CLOUDS ENCOUNTERED

OTHERS

DATA ORGANIZING

GEOGRAPHICAL LOCATION

DATA ANALYSES

MODE OF TRANSPORTATION

OTHERS

INTERPRETATION

TARGET VS. ACTUAL

WHAT WENT WRONG

WHAT WENT WELL

WHAT ARE THE ISSUES/CONCERNS/B OTTLE NECK, GRAY CLOUDS ENCOUNTERED

OTHERS

Department of Education Regional Office No. VIII Government Center, Candahug, Palo, Leyte WORKSHOP 2 DETAILS ON THE PROCESS OF THE DATA GATHERING, DATA ORGANIZING AND DATA ANALYSES TEACHER'S ME & E TEMPLATE DATA GATHERING DATA ORGANIZING

D. TEACHERS M&E REPORT

The curriculum 1 implementation

Learner's Achievement 2 in quarterly test

3 Failures

4 Learning Resources

Textbook/Learning 5 Guide

6 Instruction

TIMELINE

DATA ANALYSES

WHAT IS THE IMPORTAN WHAT ARE WHEN CE OF WHAT ARE WHAT YOURS WHEN TARGE DO GEOGRAPHI MODE OF WHAT DATA THE TOOLS SUGGESTE DATA T VS. THESE GEND DISTANC GATHERED SOURCES ARE YOU D STEPS IN BEING CAL TRANSPO OTHERS INTERPRETATION WENT DATA ER E ACTUA TO THE OF THE GOING TO DATA GATHERE LOCATION RTATION WRONG CAN BE L SCHOOL/S DATA USE GATHERIN D UTILIZED H/TEACHE G RS/LEARNE RS

WHAT WENT WELL

WHAT ARE THE ISSUES/C ONCERNS /BOTTLE OTHER S NECK, GRAY CLOUDS ENCOUNT ERED

7 Classroom MGT.

On tardiness and 8 cutting classes

9 Nutritional Status Self - Rating using Management Appraisal 10 Forms

Professional 11 Development

Other capability 12 building program

13 Special Assignment

14

Co -Curricular and other community related

15

ADM

16

Other Programs

17

Ancilliary Services

A. ACCESS Total No. of Repeaters

Tracking of learners and possible intervention

EBEIS

DATA GATHERING School Report Card

No. of Learners with 100% Attendance

Tracking of learners and possible intervention

School Form 4 Monthly Learner's Movement and Attendance

School Form 4 Monthly Learner's Movement and Attendance

No. of Classes with Incidence of Tardiness

For identification of Teachers' monthly possible intervention report program/project

School Form 2 - Daily Attendance Report of Learners

No. of Classes with Incidence of Absenteeism

For identification of School Form 4 possible intervention Monthly Learner's program/project Movement and Attendance

School Form 2 - Daily Attendance Report of Learners

To spot/ identify learners needing nutritional interventions

Health & Nutrition Report

9

10

11

12

13

Total No. of Learners per Nutritional Status Category

Health & Nutrition Report either from teachers/nurses

14 Government Permit/ To closely monitor Recognition(Private private schools w/ School) permit to operate as well as to track the number of private schools w/

DATA GATHERING Recording of data by Start & end of SY, Q3 Enrolment/SMEA the teachers, submission of report to the SH, accomplishment of SRC

DATA ORGAN

Daily checking of Quarterly/end of SY learners' attendance, monthly submission of teachers' report to the School Head, School Head's accomplishment of SF4

SMEA/Recognition Day

Daily checking of Every end of the learners' attendance, month monthly submission of teachers' report to the School Head, School Head's consolidation of teachers' report

The month immediately after the data have been gathered

Daily checking of Every end of the learners' attendance, month monthly submission of teachers' report to the School Head, School Head's accomplishment of SF4

The month Average of 8% immediately after the absenteeism for male data have been and 3% for female gathered

1. Come up with a regular schedule of getting and monitoring the nutritional status of the learners

During the Normal: M - 123 & F preparation of School 122; Wasted: M - 22 - Based Feeding Fund & F - 70; Severely Wasted: M - 3 & F - 7

Quarter 2

(17 classes with 857 learners, m-415, f442) Average of 12% tardiness for male and 4% for female

DATA ORGANIZING

Average of 3.5 km from residence

80% have residences motorcycle, boat, in a community hiking outside the town proper

More incidence of tardiness among male, most of the tardy learners come from the community outside town proper

Average of 3.5 km from residence

50% have residences motorcycle, boat, in a community hiking outside the town proper

More incidence of absenteeism among male, absentees come either from within town proper or in the community outside town proper

5 kilometers away from the school

There are more female who are wasted and severely wasted compared to male learners.

DATA ANALYSES

13% to 12% for male, 5% to 4% for female

The intervention program identified helped in the achievement of targets

Storm clouds/difficulty in the implementation of some processes

7.5% to 8% for male, 5% to 3% female

The intervention program identified helped in the achievement of targets

Storm clouds/difficulty in the implementation of some processes

Decrease the number limited of wasted and fund severely wasted female learners from 70 to 40 and male learners from 7 to 0

close monitoring of lack of support learners' nutritional from stakeholders status I improved the academic performance of the learners

A. ACCESS Total No. of Repeaters

Tracking of learners and possible intervention

EBEIS

DATA GATHERING School Report Card

No. of Learners with 100% Attendance

Tracking of learners and possible intervention

School Form 4 Monthly Learner's Movement and Attendance

School Form 4 Monthly Learner's Movement and Attendance

No. of Classes with Incidence of Tardiness

For identification of Teachers' monthly possible intervention report program/project

School Form 2 - Daily Attendance Report of Learners

No. of Classes with Incidence of Absenteeism

For identification of School Form 4 possible intervention Monthly Learner's program/project Movement and Attendance

School Form 2 - Daily Attendance Report of Learners

9

10

11

12

DATA GATHERING Recording of data by Start & end of SY, Q3 Enrolment/SMEA the teachers, submission of report to the SH, accomplishment of SRC

DATA ORGANIZI

Daily checking of Quarterly/end of SY learners' attendance, monthly submission of teachers' report to the School Head, School Head's accomplishment of SF4

SMEA/Recognition Day

Daily checking of Every end of the learners' attendance, month monthly submission of teachers' report to the School Head, School Head's consolidation of teachers' report

The month immediately after the data have been gathered

Daily checking of Every end of the learners' attendance, month monthly submission of teachers' report to the School Head, School Head's accomplishment of SF4

The month Average of 8% Average of 3.5 km immediately after the absenteeism for male from residence data have been and 3% for female gathered

(17 classes with 857 Average of 3.5 km learners, m-415, ffrom residence 442) Average of 12% tardiness for male and 4% for female

DATA ORGANIZING

DATA ANALYSES

80% have residences motorcycle, boat, in a community hiking outside the town proper

More incidence of 13% to 12% for male, tardiness among 5% to 4% for female male, most of the tardy learners come from the community outside town proper

50% have residences motorcycle, boat, in a community hiking outside the town proper

More incidence of 7.5% to 8% for male, absenteeism among 5% to 3% female male, absentees come either from within town proper or in the community outside town proper

DATA ANALYSES

The intervention program identified helped in the achievement of targets

Storm clouds/difficu lty in the implementati on of some processes

The intervention program identified helped in the achievement of targets

Storm clouds/difficu lty in the implementati on of some processes

DATA GATHERING importance of data gathering…

7.Total no.of dropouts

what is the source of data…

tools

for data analysis,parent's awareness and fortechnical assisstance

L.I.S

Forms 1-7

SBM level of Practice

L.I.S

Forms 1-7

8.Total no.of completers

5. cohort survival rate

Schools and Teachers need to know this data to address the gaps in keeping children in school and identifying the appropriate interventions

EBEIS

School Report Card

6. total number of completers

schools need to know the total number of completers to ensure that all children completed the school year.

EBEIS

School Report Card

DATA GATHERING suggested steps in data When data being gathering gathered

when do this data can be utilized

closely monitoring of teachers to learners through daily checking of attendance

Q3

The data can be utilized during situational analysis which is prerequisite in crafting school improvement plans

Q3

The data can be utilized during situational analysis which is prerequisite in crafting school improvement plans

generete the data from second quarter the EBEIS

The data can be utilized during situational analysis which is prerequisite in crafting school improvement plans

generate the data from second quarter the EBEIS

The data can be utilized during situational analysis which is prerequisite in crafting school improvement plans

gender

distance

geographi cal location