School Monitoring, Evaluation

& Adjustment (SMEA)

DEPARTMENT OF EDUCATION 1
 I. ACCESS
I. A.1 Dashboard
Enrolment COHORT SURVIVAL Completion Rate Promotion Rate
145
142 RATE 100 99
81.25 97.79 97.81
140 100 87.5 76.47 98
80
76.47 97
135 80
60 96
135 60 45.88 42.55
131 95 94.45
40
40 94
130 20
20 93
125 0 0 92
S.Y. 2015- S.Y. 2016- S.Y. 2017- S.Y. 2015- S.Y. 2016- S.Y. 2017- S.Y. 2015- S.Y. 2016- S.Y. 2017-
S.Y. 2015- S.Y. 2016- S.Y. 2017-
2016 2017 2018 2016 2017 2018 2016 2017 2018
2016 2017 2018

Repitition Rate Dropout Rate Kinder - Grade 3 Grade 4 - Grade 6

School Leavers School Leavers
7 6.38 0.8 0.79 0.79
6 5.11 0.78 1.2 1 1.2 1 1
5 1 1
0.76 0.8 0.8
4 0.74 0.6 0.6
3 0.74 0.4 MALE 0.4 MALE
0.2 00 00 0 0.2 0 0 00
2 0 FEMALE 0 FEMALE
0.72
1 0.02
0 0.7
S.Y. 2015- S.Y. 2016- S.Y. 2017- S.Y. 2015- S.Y. 2016- S.Y. 2017-
2016 2017 2018 2016 2017 2018

DEPARTMENT OF EDUCATION 2
 I. ACCESS
I. A.1 Dashboard
SCHOOL AGE CHILDREN
S.Y. 2015- 2016 S.Y. 2016-2017 S.Y. 2017-2018
AGE
M F TOTAL M F TOTAL M F TOTAL
5 10 6 16 7 5 12 6 7 13
6 8 9 17 14 6 20 13 7 20
7 9 14 23 9 7 16 13 5 18
8 6 3 9 6 12 18 9 9 18
9 9 7 16 9 3 12 5 12 17
10 10 14 24 5 9 14 10 6 16
11 10 4 14 11 10 21 4 5 9
TOTAL 62 57 119 61 52 113 60 51 111

Comparative Graph on NET and GROSS NET and GROSS Enrolment

Enrolment
160
160 148.9
140 136
140 148.9 120
120 136 108.55
100 100 98 95.69
100 108.55
100 80 NER
80 98 95.69
60 GER
60
NER 40
40
GER
20 20
0 0
S.Y. 2015-2016 S.Y. 2016-2017 S.Y. 2017-2018 S.Y. 2015-2016 S.Y. 2016-2017 S.Y. 2017-2018

DEPARTMENT OF EDUCATION 3
 I. ACCESS
I.A.2 Segmentation
Kinder - Grade 3 Enrollment Grade 4 - Grade 6 Enrollment
35 35
30 31 30 32
25 29
KINDER 25 26
28
20 22 G1 20 Grade 4
20 19
15 19 Grade 5
16 16 16 16 G2 15 18 17
14 14 15 15 Grade 6
10 11 12 G3 10
5 5
0 0
S.Y 2015-2016 S.Y. 2016-2017 S.Y. 2017-2018 S.Y 2015-2016 S.Y. 2016-2017 S.Y. 2017-2018

CCT RECEPIENTS
25

20
20
15 18 S.Y. 2015-2016
15 15 15
10 S.Y. 2016-2017
12 12 12 12
S.Y. 2017-2018
5 7 7 7
0 0 0 3 0 0 3 0 3
0
KINDER GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6

DEPARTMENT OF EDUCATION 4
 I. ACCESS
I.A.3 Analyses/Characterization

In-depth analysis of Internal Programs/ Barriers Limitations of School

why learners “stay or Project Initiated by Programs and Projects
leave” Stakeholders

Stay Feeding Program -Distance from home to Only the identified

- It is the only school HOPE Scholar school wasted and severely
that is near to their -Low family income wasted children were fed.
residence. Operation Reading which results to
Leave Enhancement in Tabunan encouraging their Scholarships granted to
- The family transfer Elementary School children to engage in the pupils were limited
to another (OPERATES) child labor
residence. - Family Conflict

DEPARTMENT OF EDUCATION 5
 I. ACCESS
I.A.4 Proposed Actions
Measures to undertake & - The school will going to coordinate and participate the activities within the
sustain access to education community.

- The teachers must conduct a Home Visitation to their PARDO.

-There must be a monthly GPTA meeting to inform the community of what

was happening in the school.

-The school must maintain and promote a child friendly environment.

Enhancement Program or -Provide trainings and mentoring to parents on how to encourage their
Project Design children to stay in school.

- Tap stakeholders to offer scholarship to pupils who are indigent but

deserving.
Improvement in Design of - Tap stakeholders to sponsor the school based feeding program which can
programs related to “bringing cater all the school children.
children in school”

New policies or enhancement -Conduct a school mapping to encourage the parents in the community to
in school activities send their children to school.

- Participate actively in the community activities

DEPARTMENT OF EDUCATION 6
 II. QUALITY
II.B.1 Dashboard
2014-2015 LAPG RESULT 2014-2015 NAT Results
80 77.48 100
84.625 80.5
73.78 80 74.25 74.8
75 69 65.625
60
70 68.44
40
65 20

60 0
SINUGBUANONG BINISAYA ENGLISH TAGALOG Filipino Math English Science HKS Overall

COMPARATIVE GRAPH ON THE MEAN PERCENTAGE SCORE (MPS) QUARTERLY EXAMS

SY 2016 – 2017 AND SY 2017 – 2018
78.19

80

77.05
75.67

78

74.81
74.29
76
72.08

71.98

71.81
71.16

74

70.66
71.2
70.26

70.8

69.62
69.45

69.23

72
68.84

68.75
68.21

68.01
2016-2017
70
2017-2018
68
66
64
62
MOTHER TONGUE
FILIPINO ENGLISH MATH SCIENCE AP ESP EPP MAPEH Average

DEPARTMENT OF EDUCATION 7
 II. QUALITY
II.B.1 Dashboard
MPS QUARTERLY TEST RESULT SY 2016 - 2017
LEARNING MOTHER FILIPINO ENGLISH MATHEMATICS SCIENCE AP ESP EPP MAPEH Average
AREA TONGUE

1st Q 74.83 67.43 66.84 67.52 69.09 68.76 72.57 62.92 67.32 68.59

2nd Q 76.99 69.05 71.04 66.28 67.19 70.60 75.01 72.53 68.63 70.81

3rd Q 78.12 68.81 70.76 71.70 66.87 71.77 75.43 69.82 70.07 71.48

4th Q 72.72 70.06 72.41 72.31 69.71 72.09 74.17 69.74 72.44 71.74

Average 75.67 68.84 70.26 69.45 68.21 70.80 74.29 68.75 69.62 70.66

Mastery Level Moving Moving Moving Moving Towards Moving Moving Moving Moving Moving Moving
Towards Towards Towards Mastery Towards Towards Towards Towards Towards Towards
Mastery Mastery Mastery (66% - 85%) Mastery Mastery Mastery Mastery Mastery Mastery
(66% - 85%) (66% - 85%) (66% - 85%) (66% - 85%) (66% - 85%) (66% - 85%) (66% - 85%) (66% - 85%) (66% - 85%)

MPS QUARTERLY TEST RESULT SY 2017 - 2018

LEARNING MOTHER FILIPINO ENGLISH MATHEMATICS SCIENCE AP ESP EPP MAPEH Average
AREA TONGUE

1st Q 79.04 67.65 67.99 67.62 63.98 69.52 74.59 65.17 67.81 69.26

2nd Q 78.10 73.30 71.69 71.97 72.18 72.74 72.81 64.46 72.50 72.19

3rd Q 78.10 73.47 71.23 71.81 69.57 72.13 71.95 68.13 72.86 72.14

4th Q 77.50 73.89 73.74 73.39 71.21 73.55 79.90 74.30 74.08 74.62

Average 78.19 72.08 71.16 71.20 69.23 71.98 74.81 68.01 71.81 77.05

Mastery Level Moving Moving Moving Moving Towards Moving Moving Moving Moving Moving Moving
Towards Towards Towards Mastery Towards Towards Towards Towards Towards Towards
Mastery Mastery Mastery (66% - 85%) Mastery Mastery Mastery Mastery Mastery Mastery
(66% - 85%) (66% - 85%) (66% - 85%) (66% - 85%) (66% - 85%) (66% - 85%) (66% - 85%) (66% - 85%) (66% - 85%)

DEPARTMENT OF EDUCATION 8
 II. QUALITY
MPS TEST RESULT BY LEARNING AREA SHOWING QUARTILE RATIO

SCHOOL MOTHER FILIPINO ENGLISH MATH SCIENCE AP ESP EPP MAPEH Average Mastery Quartile
YEAR TONGUE Level Distribution

2016- 75.67 68.84 70.26 69.45 68.21 70.80 74.29 68.75 69.62 70.66 Moving Upper
2017 Towards
Average
Mastery
(66% - Q2
85%

2017- 78.19 72.08 71.16 71.20 69.23 71.98 74.81 68.01 71.81 77.05 Moving Superior
2018 Towards
Q1
Mastery
(66% -
85%

DEPARTMENT OF EDUCATION 9
 II. QUALITY
II.B.2 Segmentation
2014-2015 NAT Results
90 84.625
80.5
80 74.25 74.8
69 65.625
70
60
50
40
30
20
10
0
Filipino Math English Science HKS Overall

2014-2015 LAPG Result

81.90
100.00
77.14

90.00 Listening Comprehension

80.00 Book and Print You Know
57.14
83.33

78.89
70.00

76.67
Vocabulary
70.00

70.00

60.00
64.44

50.00 Spelling
78.67

77.33
77.14

74.29
69.33

40.00 Grammar
56.19

30.00
Reading Comprehension
82.78

80.00

73.78

61.11

86.67

68.44

77.22

73.33

77.48
20.00
10.00 Study Skills
0.00 Overall
Sinugbuanong Binisaya English Tagalog

DEPARTMENT OF EDUCATION 10
 II. QUALITY
II.B.2 Segmentation

AVERAGE MPS 1ST QUARTER 2016-2017

AVERAGE MPS 2ND QUARTER 2016-2017
76 74.83
MTB 78 76.99
74 72.57 MTB
FILIPINO 76 75.01
72 FILIPINO
70 69.09 68.76 ENGLISH 74 72.53
67.43 66.84 67.52 67.32 71.04 ENGLISH
68 MATH 72 70.6
66 70 69.05 68.63 MATH
SCIENCE
64 62.92 67.19 SCIENCE
68 66.28
AP
62 66 AP
60 ESP
64 ESP
58 EPP
62 EPP
56
MAPEH 60
AVERAGE MPS MAPEH
AVERAGE MPS

AVERAGE MPS 4TH QUARTER 2016-2017

AVERAGE MPS 3RD QUARTER 2016-2017
75
80 78.12 74.14 MTB
MTB
78 74
FILIPINO
75.43 FILIPINO 72.72
76 73 72.41 72.31 72.44
72.09 ENGLISH
74 ENGLISH
71.7 71.77 72
72 70.76 MATH
69.82 70.07 MATH
68.81 71
70 70.06 SCIENCE
SCIENCE 69.71 69.74
68 66.87 70
AP
AP
66 69
ESP
64 ESP
68
62 EPP
EPP
67
60 MAPEH
MAPEH AVERAGE MPS
AVERAGE MPS

DEPARTMENT OF EDUCATION 11
 II. QUALITY
II.B.2 Segmentation

AVERAGE MPS 2ND QUARTER 2017-2018

AVERAGE MPS 1ST QUARTER 2017-2018
90
90 78.1 MTB
79.04 MTB 80 73.3 71.69 71.97 72.18 72.74 72.81
80 74.59 72.5
FILIPINO
67.65 67.99 67.62 69.52 FILIPINO 64.46
70 63.98 65.17 67.81 70
ENGLISH
ENGLISH 60
60
50 MATH
50 MATH
40 SCIENCE
40 SCIENCE
30 AP
30 AP
20 ESP
20 ESP
10 EPP
10 EPP
0
0 MAPEH
MAPEH AVERAGE MPS
AVERAGE MPS

AVERAGE MPS 4TH QUARTER 2017-2018

AVERAGE MPS 3RD QUARTER 2017-2018
82
80 MTB
78.1 MTB
78 80
FILIPINO
FILIPINO
76 78
ENGLISH
73.47 ENGLISH
74 72.86 76
72.13 71.95 MATH
72 71.23 71.81 MATH
74
69.57 SCIENCE
70 SCIENCE
68.13 72
AP
68 AP
70
66 ESP
ESP
68
64 EPP
EPP
66
62 MAPEH
MAPEH AVERAGE MPS
AVERAGE MPS

DEPARTMENT OF EDUCATION 12
 II. QUALITY
Programs and
Projects/Practices
Implemented to Improve
Performance or
Achievements
-Design Modules that will fit
to the learners ability
-Reproduction of modules
-Design and implement a
centralized Reading Tutorial - internet connection is not present in the
Program to be utilized in
whole school
-Conduct Parent’s training
on how to teach their
children at home
-Borrow books from the
library hub
-Access and download
LRMDS materials
(Analysis/Characterization)
Factors to poor pupils performance Why the school is unable to improve performance
Instructional Materials The school is unable to improve performance due to
- the books issued is not 1:1 ratio limited instructional materials which is considered as a
factor why learners cannot explore the new technology,
- computers are not sufficient enough to the for example, in the curriculum guide the learners
learners objective is to use ICT but the fact that the school has
no materials or not internet connected.
school
Teachers Teachers were not able to give a daily individual
- insensitive in observing and identifying approach to their pupils during teaching learning due to
learners at risk in learning shortages of time
Family Socio-Economic Status The parents are not interested to support the school
- parents have low income forcing their programs and project especially in enhancing their
children to engage in child labor child’s learning due to their socio-economic background
- parents cannot read due to low education because instead of attending seminars on how to teach
their children at home they will go search for work for
DEPARTMENT OF EDUCATION
them to have something to serve on the table. 13
 II. QUALITY (Proposed Action)
Measure Suggestions to the Division Actions or measures to DO Policies and/or
undertaken to Office (DO) on how to that will address the enhancements in
sustain programs, improve programs, projects, limitations or weaknesses of DepEd policies and
projects, practices practices or activities related
DepEd programs on quality systems related to
or activities to quality to minimize effects
pertaining to of factors contributing to quality
quality poor achievement/MPS

Borrowing reading 1:1 ratio of textbooks to pupils Delivery of textbooks should be Communications
materials from on time and Memorandum
Library Hub should be given
Continuous Tap the telecommunication Give appropriate assessment ahead of time
assessment of the company to put up a tools to school
reading skills of telecommunication tower near
pupils to the school that has no
internet connection

LAC sessions Provide more trainings and Give trainings to teachers that
every month (1 workshop seminars for the will enhance their teaching
learning per teachers in all learning area strategies and content
month) knowledge

DEPARTMENT OF EDUCATION 14
 II. QUALITY (Proposed Action)
AREA TIME PERSON RESOURCES FUNDS SUCCESS INDICATOR
FRAME INVOLVED
CONTENT
Summer Reading April 16- -Teachers - Reading MOOE Improved reading
Camp May 4 -Pupils Materials skills of pupils
2018 -Parents
-Reading
-Coordinator
OPERATES July – -Teachers - Reading MOOE - Improved reading
(Operation February -Reading Modules skills of pupils
Enhancement 2018 Coordinator - Less number of
Reading Ability in -Pupils slow reader and
Tabunan non-readers
Elementary -Comprehension
School) level of pupils
Focus on English improved
Reading Materials

DEPARTMENT OF EDUCATION 15
 III. GOVERNANCE
III.C.1 Financial Utilization

MOOE
CY 2017
120.00%
100.00%
100.00% 90.44%

75.24%
80.00%

60.00% 50.16%

40.00% 33.44%

16.72%
20.00%
0% 0% 0% 0% 0% 0%
0.00%
Jan Feb-Apr May-Jun Jul-Sep Oct-Nov Dec

Plan Actual Slippage

Jan Feb-Apr May-Jun Jul-Sep Oct-Nov Dec

Plan 16.72% 33.44% 50.16% 75.24% 90.44% 100%
Actual 16.72% 33.44% 50.16% 75.24% 90.44% 100%
Slippage 0% 0% 0% 0% 0% 0%
DEPARTMENT OF EDUCATION 16
 III. GOVERNANCE
What is the graph telling The graphs show the planned and actual expenses as well as its slippage.
us?

Why is the utilization The prices reflected in the plan were only estimates. Also, there were expenses that
low? Over? surfaced that was not part of the Annual Procurement Plan.

What program/projects Procurement of school and office supplies, graduation and recognition materials,
were under utilizing its payment for seminars and trainings, travel expenses of teachers and pupils, hauling
resources? payment of school supplies, cultural activities’ uniform of teachers, notaries and
photocopies.

What are the bottlenecks The bottlenecks affecting the utilization of resources is the time constraints of the
affecting utilization of canvassers and purchasers since they are also handling classes which often times
resources? results to delayed canvass and procurement. Also, the school monthly MOOE budget
is not enough for the school monthly needs.

Policies? Increase school MOOE budget.

Extension of deadline in the submission of liquidation of cash advances.

What assistance/actions Allow the school to request 3 months worth of cash advance especially during
do you need from the maintenance period.
Division Office? DEPARTMENT OF EDUCATION 17
 III. GOVERNANCE
III.C.2 SBM Level of Practice

SBM LEVEL: 2

QUALITATIVE
INTERPRETATION:
MATURING

DEPARTMENT OF EDUCATION 18
 IV. Agenda affecting program, design, policy, standard,
system and technical assistance needed.
Suggestions on how to improve Actions or measure that will New Policies or Enhancements in
programs on Access, Quality and address the limitations or DepEd Policies and Systems
Governance weaknesses of DepEd programs

Conduct house to house enrolment
during early registration period and
encourage out of school youths in
the community to enroll
Craft more school programs that
could help lessen dropouts and
repeaters
Strengthen school – stakeholder
relationships
Provision of additional learning
resources especially reading materials
Search in the internet and apply
domestic and foreign schools best
practices that could improve teaching
and learning
Use periodical test results in lieu of
NAT results

Strengthen time-on-task policy

Invite more stakeholders to support

school programs and projects

DEPARTMENT OF EDUCATION 19
V. School’s Strategic Directions
-Craft a well-designed School Improvement Plan

-Design a school programs that could help increase

learners’ performance

-Establish a stress-free working environment

-Strengthen instructional supervision

-Apply CI research output

-Invite more stakeholders

DEPARTMENT OF EDUCATION 20
DEPARTMENT OF EDUCATION 21