Enhanced Smea Template

Department of Education
Regional Office No. VIII

Government Center, Candahug, Palo, Leyte
DIVISION DATA GATHERING TEMPLATE
Name of Division
2017
YEAR-END
DIVISION:
Calendar Year:
Monitoring Schedule:
Elementary
Public
Private
A. ACCESS
1
District:
Junior High School

Public
Private
Senior H
Public
Total Number of Schools

Total Enrolment
2
Gross Enrolment Rate
3
Net Enrolment Rate
4
Cohort Survival Rate
5
Completion Rate
6
Dropout Rate
7
School Leavers Rate
7
Male
Female
Total
Male
Female
Total
Male
Female
Total
Male
Female
Total
Male
Female
Total
Male
Female
Total
Male
Female
Total
Male
Female
Total
Total No. of ALS

Completers
8
9
No. of Schools with Dropouts

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
12 be at Wasted and Severely Wasted status
Total No. of ALS
13 Learners
Male
Female
Total
14 No. of Private Schools with Permit to Operate

G7
No. of Voucher System
Male
Female
15
Recepients (Private Schools)
G8
Male
G9
G10
Female
Male
Female
Male
English
Math
Science Filipino
G11
Female
Male
Female
B. QUALITY
16 Mean Percentage Score of Quarterly

Academic Assessment in every Subject Area
by Grade Level
G-1
G-2
G-3
G-4
Public Elementary Schools
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
G-8
G-9
G-10
Average
Private Junior HS
Senior HS
CORE SUBJECTS
APPLIED SUBJECTS
SPECIALIZA
Public G-11
G-12
Private G-11
G-12
17 Percentage of Passing by Subject Area in
Quarterly Academic Assessment
Private Elementary Schools
Public Junior HS
Private Junior HS
MTB-MLE
English
Math
Science Filipino
AP
MAPEH
G-1
G-2
G-3
G-4
G-5
G-6
Average
G-1
G-2
G-3
G-4
G-5
G-6
Average
G-7
G-8
G-9
G-10
Average
G-7
G-8
G-9
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
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
CORE SUBJECTS
MTB-MLE
English
CORE SUBJECTS
No. of Schools with

below 75% Competency Elementary
19 coverage by subject area Junior HS
Senior HS
MTB-MLE
No. of Schools
implementing/utilizing
20 Contextualized
Curriculum
MTB-MLE
English
CORE SUBJECTS
English
APPLIED SUBJECTS
Math
Science Filipino
SPECIALIZA
AP
APPLIED SUBJECTS
Math
Science Filipino
SPECIALIZA
AP
APPLIED SUBJECTS
Math
Science Filipino
MAPEH
MAPEH
SPECIALIZATIO
AP
MAPEH
No. of Schools
implementing/utilizing
20 Contextualized
Curriculum
Elementary
Secondary
21 Division Performance in National

Assessment(MPS)
LAPG
NAT (Elem)
NAT (Sec)
MTB-MLE
NAT (Sec)
Science Filipino
AP
MAPEH
Private
Public
Private
Public
Private
Elementary
Junior High School
Q2
(0-25)
NAT (Elem)
Math
Public
22 No. of Schools per category of Performance

Q1
in National Assessment (Average MPS)
LAPG
English
Public
Q3
Q4
(56-75)
(76(26-50)
100)
Q1
Q2
(0-25)
Q3
(26-50)
(56-75)
Private
Public
Private
Public
Private
Elementary
No. of PEPT Passers
Junior High School
Male
23
Female
Total
6 Total No. of A&E Passers Male
Female
Total
24
No. of School Heads conducting Instructional

Supervision
No. of Schools with School Plan for

Professional Development (SPPD)
26 No. of Teachers trained
on K to 12
implementation
Elementary
Junior HS
Senior HS
25
Elementary
Grade Level
Total No.
of
Teachers
Junior High School

Teachers Trained
Subject
Public Private
G-1
G-2
G-3
G-4
G-5
G-6
Teachers Tra
Total No. of
Teachers
Public
English
Science
Math
Filipino
AP
EsP
MAPEH
Total
Senior HS
G11
G12
Total
TLE
Total
C. GOVERNANCE
27
No.of Schools with

Elementary
complete School Records
Secondary
No. of Accredited
Schools by Level
28 (SBM/PAASCU)
NSO Birth Certificate
Form 137
Form 138
Elementary
Public
Private
Junior High School

Public
Private
Senior H
Public
Public
Public
Public
Level 1
Level 2
Level 3
29 No. of schools with SIP

30 Total No. of Classrooms
Functional
For Repair
Condemnable
31
Number of schools with Comfort Rooms

based on standards
32
Number of schools with 1:1 LearnerArmchair ratio
33
Number of schools with Library
34
Number of Schools with Science Laboratory
35
No. of schools with very satisfactory

Classroom Management
No. of schools with very satisfactory Records

Management
No. of schools provided with Technical
Assistance on:
Classroom Management Implementation
37
Curriculum Implementation
Teaching - Learning & Assessment
36
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
No. of
Schools
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)
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
w.
School Monitoring, Evaluation & Adjustment

(MEA)
x.
School-Based Training & Development
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)
Water Sanitation & Hygiene (WASH) in
ab.
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
and Recognition
ah. Reward
School Building
Repair & System
Maintenance
ai. (SBRM)
Suprem Student Government (SSG)/supreme

Pupil government (SPG)
ak. Academic Competitions
al. Technolympics
am. Press Conference
an. Other Programs, Activities & Projects
aj.
Public
No. of Schools and Learner

Benificiaries
Elementary
41
a.
b.
c.
d.
e.
f.
g.
h.
j.
k.
l.
m.
Private
Private
Public
SGC
PTA
Alumni
Others
Fund Utilization
Secondary
No. of
Result* Schools Result*
Funds Allocated
Funds Utilized
* 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
Noted by:
Prepared by:
Division M&E Coordinator/District Supervisor
Chief, SGOD
APPROVED:
Date of Submission
Schools Division Superintendent
Senior High School

Public
Private
Q2
Q2
Q1
Q1
Every Quarter
Every Quarter
Every Quarter
Every Quarter
Q1&Q5
Every Quarter
Every Quarter
G12
Male
Female
Q3
TLE
ESP
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Every
Every
Every
Every
Quarter
Quarter
Quarter
Quarter
Every
Every
Every
Every
Quarter
Quarter
Quarter
Quarter
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Every
Every
Every
Every
Quarter
Quarter
Quarter
Quarter
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Every
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Quarter
Every
Every
Every
Every
Quarter
Quarter
Quarter
Quarter
SPECIALIZATION
TLE
ESP
SPECIALIZATION
TLE
ESP
SPECIALIZATION
TLE
ESP
Every Quarter
PECIALIZATION
Every Quarter
TLE
ESP
Every Quarter
TLE
ESP
h School
Q4
100)
(76-
Q3
Q3
Q3
Q3
Q3
Q3
Q3
Q3
Q3
Q3
Q3
Q3
Q2
Q2
Q2
h School
Q1
Senior HS
EVERY QUARTER
EVERY QUARTER
Q2
hool
Teachers Trained
Private
Q2
Q2
Q2
Q2
Q2
Q2
Q2
Q2
Q2
Q2
Form 138
Senior High School
Public
Q3
Q3
Q3
Q1, Q3
Private
Q1, Q3
Q1, Q3
Q1, Q3
Q2
Public
Private
EVERY QUARTER
EVERY QUARTER
EVERY
EVERY
EVERY
EVERY
QUARTER
QUARTER
QUARTER
QUARTER
Public
Private
EVERY
EVERY
EVERY
EVERY
EVERY QUARTER
EVERY QUARTER
ization
nds Utilized
QUARTER
QUARTER
QUARTER
QUARTER
EVERY QUARTER
% of
Utilization
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
Q2
EVERY
EVERY
EVERY
Q3
EVERY
EVERY
EVERY
EVERY
QUARTER
QUARTER
QUARTER
QUARTER
QUARTER
QUARTER
QUARTER
QUARTER
Q1
EVERY QUARTER
EVERY QUARTER
EVERY
Q4
EVERY
EVERY
EVERY
EVERY
Q4
EVERY
QUARTER
QUARTER
QUARTER
QUARTER
QUARTER
QUARTER
EVERY QUARTER
EVERY QUARTER
LLENGES
data needed to be accomplis
- 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?
uarter?
Dep
Governm
WORKSHOP 2
DETAILS ON THE PROCESS OF THE

SCHOOL:
DIVISION:
Calendar Year:
Monitoring Schedule:
DATA
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
GATHERING
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
WHEN DATA BEING GATHERED
June and July
2. Validate data (head count)

3. Compare against LIS/EBEIS
data
Total Enrolment
The data is used in the preparation EBEIS, LIS, SF 1 & 4

of resource requirements of the
school, MOOE allocation
SF 1,generated from
LIS/EBEIS
1. Distribute tool to class

advisers
June and July
2. Validate data thru head count

2
Q2
3. Compare against LIS/EBEIS

data
For the school head and teachers
to identify school-age children in
the locality not in school
SF 1, LIS, Family Mapping
SF 1, LIS, Family Mapping

Survey Forms
June and July
No. of Enrolled School -Age children
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

officials to ask for data
June and July
To identify over-age learners and

provide/identify appropriate
interventions
SF 1
Identify overage learner per

grade leve. Validate birthdate
quarterly
School Report Card
generete the data from the EBEIS second quarter
Q2
EBEIS
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
generate the data from the EBEIS second quarter
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
Q2
4 Total No. of ALS Learners

Every
Quarter
5 Cohort-Survival Rate
6 Total No. of Completers
EBEIS, LIS, SF 1
7 Total No. of Dropouts
L.I.S
8 Total No. of School Leavers

Q2
9 Total No. of Repeaters
Forms 1-7
10
11 No. of classes with incidence of

Tardiness
Every
Quarter
Every
Quarter
Q3
LIS/EBEIS
Tracking of learners did not go
back to school and identification of
possible interventions
SF 1, 5 & 6, School Report

Card
June and July

Recording of data by the
teachers, submission of report to
the SH, accomplishment of SRC
Tracking of learners and possible

intervention
EBEIS
School Report Card
Recording of data by the

Start & end of SY, Q3
teachers, submission of report to
the SH, accomplishment of SRC
Tracking of learners and possible

intervention
School Form 4 - Monthly

Learner's Movement and
Attendance

Attendance
Daily checking of learners'

Quarterly/end of SY
attendance, monthly submission
of teachers' report to the School
Head, School Head's
accomplishment of SF4
For identification of possible

intervention program/project
Teachers' monthly report
School Form 2 - Daily

Attendance Report of
Learners

Every end of the
attendance, monthly submission month
Head, School Head's
consolidation of teachers' report
Q1
No. of Learners with 100% attendance
closely monitoring of teachers to

learners through daily checking
of attendance
12 No. of classes with incidence of

Habitual Absenteeism
Every
Quarter
13 Total Number of Learners per

Nutritional Status Category
For identification of possible

intervention program/project

Attendance
School Form 2 - Daily

Attendance Report of
Learners
To spot/ identify learners needing

nutritional interventions
Health & Nutrition Report

Health & Nutrition Report
either from teachers/nurses
1. Come up with a regular

Quarter 2
schedule of getting and
monitoring the nutritional status
of the learners
To closely monitor private schools

w/ permit to operate as well as to
track the number of private
schools w/
Private school coordinator

report
Update list of private schools in

the division and monitor their
application to operate
Quarters 3 & 4
For the allocation of GATSPE fund
List of Private Schools from M &E

the Private School
Coordinator
Actual head counting of EVS

recipients; close monitoring of
learners' attendance using the
computer - generated data
Quarter 3
Q1&Q2
14 Government Permit/Recognition Issued

(Private School)
Q2
No. of Voucher System Recepients

15
(Private Schools)
Q3
DATA
B. QUALITY
TIMELINE
16
Mean Percentage Score (MPS) of
Every
Quarterly Test in every Subject Area by
Quarter
Grade Level
Elementary
Every
Quarter
Junior HS
Every
Quarter
Every
Quarter
Senior HS
Application form/
checklist
M&E

Every end of the
attendance, monthly submission month
Head, School Head's
accomplishment of SF4
GATHERING


GATHERING
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
Every
Plan )
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
C. GOVERNANCE
TIMELINE
GATHERING

27
No. of Instructional Supervision
conducted by School Head ( ref:
baseline/target set by SDO
EVERY
QUARTER
No. of Teachers/ School Head with

utilized IPPD/SPPD
EVERY
QUARTER
28

GATHERING
29 No. of Teachers trained on K to 12

implementation
Q2
30
No.of Learners with complete School
Records
31
School Accreditation Level ( based on

self assessment or validated by the
SDO/ RO )
Q3
Q1, Q3
32
Q2
Year of SIP Implementation
Q3
School Report Card (SRC)
No. of Schools with 100% Liquidation of
Q4
MOOE and other grants
33
No. of Classrooms
Q2
Number of Comfort Rooms
Q2
Number of Armchairs
Q2
34
35
36
Number of
Teacher's Table and Chair
Q2
37
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
38
39
40
41
42
No. of Teachers Provided with Technical EVERY
Assistance on:
QUARTER
Classroom Management Implementation
EVERY
QUARTER
Curriculum Implementation
EVERY
QUARTER
Teaching - Learning & Assessment
EVERY
QUARTER
43 Functional stakeholders' organization
EVERY
QUARTER
44
Number of Personnel with 100%

Attendance
EVERY
QUARTER
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
a.
EVERY
QUARTER
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.
Dropout Reduction Program
(DORP)/Alternative Delivery Modes
(ADM)
Q1 TO Q4
EVERY
QUARTER
Open High School Program (OHSP)
Q2
Modified In-School Off-School Approach
(MISOSA)
Enhanced Instructional Management by Q2

Parents, Community and Teachers
(e-IMPACT)
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
w.
School Monitoring, Evaluation &
Adjustment (MEA)
EVERY
QUARTER
EVERY
QUARTER
x.
School-Based Training & Development
Learning Enhancement Action Program

(LEAP)
EVERY
QUARTER
EVERY
QUARTER
Learning Action Cell (LAC)
In-Service Training (INSET)
y.
Q1
School Site Titling
z.
Human Resource Training &
Development
aa.
Disaster Reduction and Risk
Management (DRRM)
ab.
Water Sanitation & Hygiene (WASH) in
Schools (WinS)
ac.
EVERY
QUARTER
EVERY
QUARTER
EVERY
QUARTER
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
ai.
School Building Repair & Maintenance
(SBRM)
aj.
Suprem Student Government
(SSG)/supreme Pupil government (SPG)
EVERY
QUARTER
EVERY
QUARTER
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
Program/Activities/Projects
n
Iss
ues
ele
vat
ed
to
Hig
her
Ma
na
ge
me
nt
E. PO ACCOMPLISHMENT VS. KPIs
Provision of Access
Governance
F.
SU
G
GE
ST
IO
NS
/R
EC
O
M
M
EN
DA
TI
O
NS
Provision of Access
Governance
ILS ON THE PROCESS OF THE DATA GATHERING, DATA ORGANIZING AND DATA ANALYSES
DATA ORGANIZING
WHEN DO THESE DATA CAN BE UTILIZED
GENDER
DISTANCE
GEOGRAPHICAL
LOCATION
DATA ANALYSES
MODE OF
TRANSPORTATION
OTHERS
INTERPRETATION
TARGET VS. ACTUAL
The data can be used during

identification of and
preparation of school resource
needs; crafting of SIP/AIP
adjustment
Target 17, Actual 19

The data shows that there is an
increase in the number of classes
from 15 to 19 resulting in
shortage of classrooms.
The data can be used during

identification of and
preparation of school resource
needs; crafting of SIP/AIP
adjustment
Based on the data there are 415

male and 442 female learners.
There are 27 female learners
more than male learners
Data can be utilized in

preparation for SIP crafting
The enrolment
increased form 785 to
857
WHAT WENT WRONG
Data can be utilized in

identifying out-of-school
learners and
implementing/identifying
appropriate interventions
There are 3 male over-age

Zero-out over-age
learners in Grade 7 and 1 female learners
in Grade 8
The data can be utilized in

identifying learners who will
take the PEPT
There are 2 male over-age

Zero-out over-age
learners in Grade 7 and 1 female learners
in Grade 8
The data can be utilized

during situational analysis
which is prerequisite in
crafting school improvement
plans
plans
plans
plans
Enrolment/SMEA
SMEA/Recognition Day
The month immediately after

the data have been gathered
(17 classes
with 857
learners, m415, f-442)
Average of
12% tardiness
for male and
4% for female
Average of 3.5 km
from residence
80% have residences in motorcycle, boat,

a community outside
hiking
the town proper
More incidence of tardiness

among male, most of the tardy
learners come from the
community outside town proper
13% to 12% for male,

5% to 4% for female
The month immediately after

the data have been gathered
Average of 8%
absenteeism
for male and
3% for female
During the preparation of

School - Based Feeding Fund
Normal: M 5 kilometers away

123 & F - 122; from the school
Wasted: M - 22
& F - 70;
Severely
Wasted: M - 3
&F-7
DMEA
Average of 3.5 km
from residence
50% have residences in motorcycle, boat,

a community outside
hiking
the town proper
More incidence of absenteeism

7.5% to 8% for male,
among male, absentees come
5% to 3% female
either from within town proper or
in the community outside town
proper
There are more female who are
wasted and severely wasted
compared to male learners.
districting
DMEA
Decrease the number limited fund

of wasted and
severely wasted
female learners from
70 to 40 and male
learners from 7 to 0
all private schools were able to
5 out of 5 private
comply the needed requirements schools were
endorsed to the SDS
for regional approval
all private schools were able to
12 out 12 private
comply the needed requirements schools were
validated
DATA ORGANIZING
GENDER
DISTANCE
GEOGRAPHICAL
LOCATION
DATA ANALYSES
MODE OF
TRANSPORTATION
OTHERS
INTERPRETATION
TARGET VS. ACTUAL
WHAT WENT WRONG
DATA ORGANIZING
GENDER
DISTANCE
GEOGRAPHICAL
LOCATION
DATA ANALYSES
MODE OF
TRANSPORTATION
OTHERS
INTERPRETATION
TARGET VS. ACTUAL
WHAT WENT WRONG
LYSES
WHAT WENT WELL
WHAT ARE THE

ISSUES/CONCERNS/BO
TTLE NECK, GRAY
CLOUDS
ENCOUNTERED
Increased enrolment due to

Shortage of teachers
enhanced adocacy on Early
and classroom
Registration and Brigada Eskwela
activities
Enhanced advocacy on Early

Registration and Brigada Eskwela
activities helpep in the increase
of enrolment
OTHERS
Identified learners are

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

recommended/scheduled to take
the PEPT within the year
The intervention program

identified helped in the
achievement of targets
Storm clouds/difficulty
in the implementation
of some processes
The intervention program

identified helped in the
achievement of targets
Storm clouds/difficulty
in the implementation
of some processes
close monitoring of learners'

nutritional status I improved the
academic performance of the
learners
lack of support from

stakeholders
immediate notice to private

schools facilitated the
compliance of needed
requirements
strong coordination between the
school and private school
coordintor led to
LYSES
WHAT WENT WELL
WHAT ARE THE

ISSUES/CONCERNS/BO
TTLE NECK, GRAY
CLOUDS
ENCOUNTERED
OTHERS
LYSES
WHAT WENT WELL
WHAT ARE THE

ISSUES/CONCERNS/BO
TTLE NECK, GRAY
CLOUDS
ENCOUNTERED
OTHERS
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 TIMELINE
M & E REPORT
The curriculum
1 implementation
Learner's Achievement
2 in quarterly test
3 Failures
4 Learning Resources
5 Textbook/Learning Guide
6 Instruction
WHAT IS THE
IMPORTANCE
OF DATA
WHAT ARE
GATHERED TO
THE
THE
SOURCES OF
SCHOOL/SH/T
THE DATA
EACHERS/LEA
RNERS
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
GENDE
R
DISTANCE
MODE OF
TARGET
GEOGRAPHICA
TRANSPORT OTHERS INTERPRETATION VS.
L LOCATION
ATION
ACTUAL
DATA ANALYS
WHAT
WENT
WRONG
7 Classroom MGT.
On tardiness and cutting

8 classes
9 Nutritional Status
Self - Rating using
Management Appraisal
10 Forms
Professional
11 Development
Other capability building

12 program
13 Special Assignment
14
Co -Curricular and other

community related
15
ADM
16
Other Programs
17
Ancilliary Services
NALYSES
WHAT
WENT
WELL
WHAT ARE
THE
ISSUES/CON
CERNS/BOTT
LE NECK,
OTHERS
GRAY
CLOUDS
ENCOUNTER
ED
A. ACCESS
DATA GATHE
Total No. of Repeaters Tracking of learners

and possible
intervention
EBEIS
No. of Learners with

100% Attendance
School Form 4 Monthly Learner's

Movement and
Attendance
Tracking of learners
and possible
intervention
10
No. of Classes with

For identification of
Incidence of Tardiness possible intervention
program/project
Teachers' monthly
report
No. of Classes with

Incidence of
Absenteeism
possible intervention
program/project

Movement and
Attendance
To spot/ identify
learners needing
nutritional
interventions
Health & Nutrition

Report either from
teachers/nurses
11
12
13
Total No. of Learners
per Nutritional Status
Category
14 Government Permit/
Recognition(Private
School)
To closely monitor
private schools w/
permit to operate as
well as to track the
number of private
schools w/
DATA GATHERING
School Report Card
Recording of data by
the teachers,
submission of report
to the SH,
accomplishment of
SRC

Movement and
Attendance
Daily checking of
Quarterly/end of SY
learners' attendance,
monthly submission of
teachers' report to the
School Head, School
Head's
accomplishment of
SF4
School Form 2 - Daily Daily checking of

Every end of the
Attendance Report of learners' attendance, month
Learners
School Head, School
Head's consolidation
of teachers' report

Every end of the
Learners
School Head, School
Head's
accomplishment of
SF4
Health & Nutrition

Report
1. Come up with a
regular schedule of
getting and
monitoring the
nutritional status of
the learners
Quarter 2
DATA ORGANIZING
Enrolment/SMEA
The month
(17 classes with 857
immediately after the learners, m-415, fdata have been
442) Average of 12%
gathered
tardiness for male
and 4% for female
Average of 3.5 km from

residence
The month
Average of 8%
Average of 3.5 km from
immediately after the absenteeism for male residence
data have been
and 3% for female
gathered
During the
preparation of School
- Based Feeding Fund
Normal: M - 123 & F - 5 kilometers away from the

122; Wasted: M - 22 & school
F - 70; Severely
Wasted: M - 3 & F - 7
DATA ORGANIZING
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

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
There are more

female who are
wasted and severely
wasted compared to
male learners.
DATA ANALYSES

5% to 4% for female
The intervention
program identified
helped in the
achievement of
targets
Storm
clouds/difficulty in
the
implementation of
some processes

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
DATA GATHE
Total No. of Repeaters Tracking of learners

and possible
intervention
EBEIS
No. of Learners with

100% Attendance

Movement and
Attendance
Tracking of learners
and possible
intervention
10
No. of Classes with

Incidence of Tardiness possible intervention
program/project
Teachers' monthly
report
No. of Classes with

Incidence of
Absenteeism

Movement and
Attendance
11
12
possible intervention
program/project
DATA GATHERING
School Report Card
Recording of data by
the teachers,
submission of report
to the SH,
accomplishment of
SRC

Movement and
Attendance
Daily checking of
Quarterly/end of SY
learners' attendance,
School Head, School
Head's
accomplishment of
SF4

Every end of the
Learners
School Head, School
Head's consolidation
of teachers' report

Every end of the
Learners
School Head, School
Head's
accomplishment of
SF4
DATA ORGANIZING
Enrolment/SMEA
The month
(17 classes with 857
immediately after the learners, m-415, fdata have been
442) Average of 12%
gathered
tardiness for male
and 4% for female
Average of 3.5 km
from residence
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
DATA ORGANIZING

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

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
DATA ANALYSES

5% to 4% for female
The intervention
program identified
helped in the
achievement of
targets
Storm
clouds/difficul
ty in the
implementati
on of some
processes

5% to 3% female
The intervention
program identified
helped in the
achievement of
targets
Storm
clouds/difficul
ty in the
implementati
on of some
processes
DATA
importance of data
gathering
7.Total no.of dropouts
what is the source of

data
for data
analysis,parent's
awareness and
fortechnical
assisstance
L.I.S
SBM level of Practice
L.I.S
tools
Forms 1-7
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
EBEIS
children in school
and identifying the
appropriate
interventions
School Report
Card
6. total number of
completers
schools need to
know the total
number of
completers to ensure EBEIS
that all children
completed the school
year.
School Report
Card
DATA GATHERING
suggested steps in data
gathering
When data being

gathered
closely monitoring of
teachers to learners
through daily checking
of attendance
Q3
Q3
generete the data from

the EBEIS
second quarter
generate the data from

the EBEIS
second quarter
when do this data can be utilized
The data can be utilized during situational

analysis which is prerequisite in crafting
school improvement plans



gender
distance
geographi
cal
location

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Department of Education

Regional Office No. VIII

Junior High School

Total Number of Schools

Total No. of ALS

No. of Schools with Dropouts

10 No. of Schools with incidence of Tardiness

14 No. of Private Schools with Permit to Operate

16 Mean Percentage Score of Quarterly

Public Elementary Schools

Private Elementary Schools

No. of Schools with

21 Division Performance in National

Junior High School

22 No. of Schools per category of Performance

No. of PEPT Passers

Junior High School

No. of School Heads conducting Instructional

No. of Schools with School Plan for

Junior High School

No.of Schools with

NSO Birth Certificate

Junior High School

29 No. of schools with SIP

Number of schools with Comfort Rooms

Number of schools with 1:1 LearnerArmchair ratio

Number of schools with Library

Number of Schools with Science Laboratory

No. of schools with very satisfactory

No. of schools with very satisfactory Records

Number of schools with 100% Attendance of

No. of division-recognized Best Practices

Implementation of DepEd Programs,

Adopt a School Program (Brigada Eskwela)

Oplan Balik Eskwela

Career Guidance and Advocacy Program

School Monitoring, Evaluation & Adjustment

School-Based Training & Development

Learning Enhancement Action Program (LEAP)

Suprem Student Government (SSG)/supreme

No. of Schools and Learner

Result* Schools Result*

D. Implementation Issues elevated to Higher Management

E. PO ACCOMPLISHMENT VS. KPIs

Quality and Relevance

Division M&E Coordinator/District Supervisor

Senior High School

Senior High School

data needed to be accomplis

- Total Number of classes

complished during the 2nd quarter?

DETAILS ON THE PROCESS OF THE

1 Total number of Classes

WHAT IS THE IMPORTANCE OF DATA GATHERED TO THE

WHAT ARE THE SOURCES OF THE DATA

SF 1 & 4, LIS, EBEIS

WHAT TOOLS ARE YOU GOING TO USE

SF1 & 4, M&E Teacher's

WHAT ARE YOURS SUGGESTED STEPS IN DATA

1. Provide prescribed data

WHEN DATA BEING GATHERED

June and July

2. Validate data (head count)