Draft Guidelines Smea q2

GUIDELINES IN THE CONDUCT OF ENHANCED SMEA QUARTER 2
I.
SCHEDULE OF SCHOOL MONITORING & EVALUATION, AND

ADJUSTMENT (SMEA)
To track the delivery of basic education services in schools, status of

progress, and the results of plan implementation for the second quarter of the
school year ( ESIP AIP work and financial accomplishments), there is a need
to schedule on the conduct of Pre Monitoring Evaluation and Adjustment
(MEA) and the actual conduct of School Monitoring Evaluation and Adjustment
which are set on the target dates below.
Schedule
Activity
June 27 July 1, 2016 (Prior to the first week Internal SMEA
of actual conduct of SMEA)
July 4 8, 2016 (First week of the month
Actual SMEA
after end of the quarter)
II.
REQUIREMENTS IN THE CONDUCT OF SMEA

A. Structure
While it is necessary to involve all school personnel and stakeholders
representatives in the conduct of School MEA during its pre-work stage,
there should have key people to sit as regular management team and
members who will validate reports during the actual quarterly activity. The
following membership are recommended:
For Big Elementary and Secondary Schools
School Head as Chair
School M&E Coordinator
SPT Representatives (2)
Department Heads/Grade Chairmen
ICT Coordinator
For Small Elementary School

School/Cluster Head as Chair
SPT Representatives (2)
B. Processes & Analysis
(Include the description of Data Gathering &
Data Gathering
Initially, data gathering for both quantitative and qualitative
information is done quarterly by School Internal Monitoring and
Evaluation Team (IMET) to teachers, school head, & project
implementers during the pre-work prior to SMEA proper.
Data to be collected shall be based on the results of teachers
Individual Plan for Professional Development (IPPD), School Plan for
Professional Development (SPPD), and school AIP program/project
implementation. Thus, in this phase, Teachers Accomplishment
Report, School Accomplishment Report, and Project Teams
Accomplishment Report are necessary.
School IMET, likewise, consolidates issues, facilitating and hindering
factors, lessons learned and good practices encountered by schools
which are identified before the SMEA proper.
Data Processing and Analysis
Data processing involves organizing the data for analysis.
The quantitative data can be transformed into percentages, ratios,
ranks or measures of central tendency. These are also presented in
tables and graphs to show relationship between variables.
The qualitative data, like issues and facilitating and hindering factors
are processed by classifying them into categories.
The use of probing questions will also be useful in determining what
facilitated or hindered the accomplishment of outputs.
Formulating Recommendations
Recommendations are formulated based on unaccomplished physical
outputs, unresolved issues, perceived lessons learned and good
practices of the school.
In crafting the recommendations, it is not mandatory that each

unresolved issue will merit a recommendation.
They should be formulated based from the summarized M & E results
and streamlined issues, lessons learned and good practices.
Validation of M&E Results
Data validation is reviewing the entries in the M & E Results. This
happens during the actual MEA at the school level.
In here, stakeholders will further analyze and decide on the issues,
lessons learned, good practices and recommendations previously
identified by the IMET.
This is also to determine if identified accomplishments are based on
standards and are duly supported by documents. Outputs not
supported by MOVs cannot be credited or considered as such.
MOVs are evidence of actual performance and these may include :
- Status and/or Accomplishment Reports
- Documentation of best practices
- Observation and Inspection
- Key Informant Interviews
- Minutes of Meeting
- Attendance Sheet
- Others
Management Response
Reporting of M & E results by the school IMET shall be used to
validate information during the actual MEA.
These are mostly the summary of information on the
accomplishments, issues, and lessons learned for resolution by
management & stakeholders.
In this way, information can be validated by the concerned and
immediate resolutions can be offered.
The school can maximize the time in providing comments and
suggestions to resolve the issues raised.
Proper protocol is observed during reporting of information to
safeguard the integrity of reports.
Adjustment of Plan
Adjustment of SIP is undertaken to take care of unaccomplished
outputs of the various groups.
This can be in terms of modifying the earlier strategies used,
rescheduling of activities, aligning available resources, making
decisions on discontinuing the projects, etc.
C. Tools
To come up with objective, valid, and reliable School MEA results,
data gathering should make use of appropriate tools/instruments. The
following are recommended:
-
School Data Gathering Template

Teacher Appraisal Forms
SIP/AIP M&E Tools
Physical Output Tracking Forms (Quantitative Information)
Log Sheets for Issues, Facilitating & Hindering Factors, Lessons
Learned, Sustainability Measures, and Recommendations
(Qualitative Information)
D. Annual Implementation Plan (AIP)/ Work & Financial Plan

The quarterly accomplishments of the school shall be based on the
implementation of Enhanced School Improvement Plan (ESIP) where
specific objectives, programs, projects, and activities are clearly spelled out
in the school AIP and teachers Work Plan. Accomplishments for the
quarter shall be tracked using the results of the M&E plan implementation
as embedded in the ESIP.
III. ROLES AND FUNCTIONS OF KEY PLAYERS OF SMEA ACTIVITIES

SCHOOL M & E STRUCTURE
For Big Elementary Schools & Secondary Schools:
Chair: School Head
Members:
SPT Representative (Parent/LGU)
Department Chairs (2)
ICT Coordinator/Teacher
For Small Elementary School
Chair: School Head
Members:
2 SPT Representatives
ROLES AND FUNCTIONS OF KEY PLAYERS OF SMEA
Roles & Functions of SQMT:
Manage a mechanism for quality assurance and accountability in the school
Ensure that inputs, processes, outputs and outcomes of the school are at
par with quality standards and targets set
Communicate results of monitoring and evaluation to improve the
implementation of SIP and SBM practice
Process and review data gathered to make inferences to enable school
management to arrive at sound decision-making
CHAIR: SCHOOL HEAD
The School Head is the process owner of the school M&E system. Being
process owner, the school head must ensure the integrity and efficiency of
system. This means, providing accurate, timely and relevant information to
school stakeholders. The School Head will also be the major beneficiary of
lessons and insights generated by the M & E system.
the
the
the
the
Specifically, the following outlines the functions, roles and responsibilities of the
School Head
Functions
Manages the Quality Assurance and Accountability in the school
Ensures implementation of SBM practice
Makes decisions pertinent to improving quality outcomes in the school
Responsibilities
Orients school stakeholders on how to operationalize the QAA and M&E
system
Designates the members of the School QMT
Designs monitoring and feedback system (e.g. flow of reports and feedback,
reporting schedules, monitoring and feedback forms);
Convenes School QMT regularly to discuss M & E concerns together with
implementation team
Communicates the learners' progress to intended stakeholders
Submits quarterly accomplishment report to SDS and school stakeholders
Interacts with SDS and school internal and external stakeholders
CO-CHAIR: SCHOOL M & E COORDINATOR
The M & E Coordinator is co-responsible for the overall M & E strategy and
implementation within the school. The M & E Coordinator shall report directly to
the School Head and shall provide him/her with interpretation and analysis of M
& E data. The following outlines the roles functions and responsibilities of the M
& E Coordinator:
Functions
Monitors and evaluates regularly the implementation of school
improvement plan
Responsibilities
Conducts monitoring process during plan implementation

Evaluates results of SIP implementation which will be made as basis for
planning interventions and other plan adjustments
Prepares regular M&E reports and submit to SH
Interacts with SH and other members of the SQMT
3. SPT REPRESENTATIVE (PARENT/LGU REP)
Function
Monitors the implementation of AIP/SIP
Responsibility
Updates M & E plan during SIP revisit
4. DEPARTMENT HEADS/DEPARTMENT CHAIRS (FOR SECONDARY SCHOOLS)
Function
Manages M&E of learning outcomes
Responsibilities
Tracks/Monitors school and learner performance
Recommends to the SH actions to improve learner achievement
Submits quarterly consolidated learners performance report to School
Head and School M&E Team
Interacts with School M&E Coordinator and teachers and department
chairs
5. ICT coordinator /Computer teacher
Function
Manages Learner Information System (LIS)
Responsibilities
Gathers, records, organizes, stores data, and ensures that school records
are complete and up to date
Interacts with School M&E coordinator and Department Chairs
IV.
SCHOOL DATA GATHERING

ACCESS means that every pre-school and school-age child in the
community regardless of gender, ethnicity, religion, economic status
and physical condition is enrolled in kindergarten/school or reached
and served by the kindergarten/school and able to complete basic
education.
QUALITY means that every child is learning with mastery and is able
to imbibe the core values of Maka-Diyos, Makakalikasan, Makatao, at
Makabansa.
GOVERNANCE means shared governance where all stakeholders in
the school and community are aware and perform well their
respective roles and responsibilities in protecting and promoting the
right of every Filipino to quality, equitable, culture-based and
complete education. Both school and community stakeholders are
accountable in the childrens education.
The data gathering template to be used by the schools (Attachment 1)
will enable the SQMT to harness the necessary information for the 2nd Quarter
MEA activity.
1. POSSIBLE SOURCES OF INFORMATION IN IDENTIFYING REASONS OF GAPS/GAINS

THAT WILL GUIDE US IN ADDRESSING THE PERFORMANCE INDICATORS.
M & E Report
School Report Card
ESIP/AIP
In-depth analysis of the M&E Report and make the appropriate interpretation of the
data provided
2. WHAT INTERVENTIONS THE SCHOOL MUST CONDUCT TO ADDRESS THE GAPS?

STRATEGIES TO SUSTAIN THE BEST PRACTICES?
V.
Identifying Priority Improvement Area/s (PIAs) of the school and digging deep into
the root cause of the problem in which the PIAs will benefit majority of the learners.
The crafting of the school's ESIP provides detailed information on the interventions to
be done by school on the identified Priority Improvement Area/s.
TECHNICAL PROCESS IN PRESENTING REPORTS

Findings Presentation and Interpretation
As much as possible, presentation of findings should be done in
PowerPoint presentation and create printed copies of the
presentation.
To make each slide legible, the minimum font size should be 32
Dont be sloppy. Your data presentation is your brand.
Eliminate distractions. Make your data the hero.
Use bars, graphs, pies, stress, etc. that best present your data. Ditch
the text, visualize your story.
Make presentation interactive by inserting slides that engage the
audience to think and respond.
TEAM LSSL_ACCESS

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GUIDELINES IN THE CONDUCT OF ENHANCED SMEA QUARTER 2

SCHEDULE OF SCHOOL MONITORING & EVALUATION, AND

To track the delivery of basic education services in schools, status of

REQUIREMENTS IN THE CONDUCT OF SMEA

For Small Elementary School

In crafting the recommendations, it is not mandatory that each

School Data Gathering Template

D. Annual Implementation Plan (AIP)/ Work & Financial Plan

III. ROLES AND FUNCTIONS OF KEY PLAYERS OF SMEA ACTIVITIES

Conducts monitoring process during plan implementation

SCHOOL DATA GATHERING

1. POSSIBLE SOURCES OF INFORMATION IN IDENTIFYING REASONS OF GAPS/GAINS

2. WHAT INTERVENTIONS THE SCHOOL MUST CONDUCT TO ADDRESS THE GAPS?

TECHNICAL PROCESS IN PRESENTING REPORTS

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