Note: All PARTS of Templates A-E should be accomplished by all DISTRICTS.

DisMEA COMMITMENT FOR TECHNICAL ASSISTANCE (TA), POLICY DIRECTIONS, ETC. - FY 2022
(Report on the progress of CIGPS of the previos quarter)

COMMITMENT FOR TECHNICAL

FUNCTIONAL
CONCERNS, ISSUES, GAPS, PROBLEMS ASSISTANCE, POLICY DIRECTIONS TARGET DATES STATUS MOVs
DIVISION/UNIT/SECTION
ETC.

The division office should conduct training on

Teachers and school head SLack of knowledge about information dessimination on how to conduct
SGOD SMEA SMEA February-April 2022
Note: All PARTS of Templates A-E should be accomplished by all DISTRICTS.

PROGRESS M&E (DISTRICT KPIs)

Gains
Timeline/ Factors/Reasons Influencing
(target vs. Gaps
KEY PERFORMANCE INDICATORS Quarter for Physical TargetAccomplishment the Accomplishment/non Innovations/interventions
accomplishment
Presentation Accomplishment of Target
)
ACCESS

1 250 245
Total Enrolment 1st-4th Quarter 0 5 Abrupt transfer of residence

2
Total No. of ALS Learners with 100% Attendance

3 10 16 Home Visition
Total No. of SARDO/PARDO Saved 3rd Quarter 6 0 Teachers rigid follow up on learners

4 No. of Voucher Recipient Learners with 100%

Attendance (Private Schools Only) N/A N/A N/A N/A N/A

5
No. of learners with incidence of tardiness
6 No. of Learners with incidence of Habitual
Absenteeism
7 Total Number of Learners per Nutritional Status
Category 3rd Quarter 245 245 0 0 100% of learners had been assessed.

8 100% of learners enrolled in the school

No. of Enrolled School-Age Children 3rd Quarter 245 Ages 5-12: 245 0 0 are ages 5-12
QUALITY

MTB-82.20 ENG- MTB-82.22 ENG-

80.65 MATH-80.54 80.92 MATH- MTB-0.02 ENG- MTB-0 ENG-0
1
SCIENCE-81.36 80.81 SCIENCE- 0.27 MATH-0.27 MATH-0
FILIPINO-82.47 AP- 81.60 FILIPINO- SCIENCE-0.24 SCIENCE-0
82.38 TLE-82.08 82.47 AP-82.36 FILIPINO-0 AP-0 FILIPINO-0 AP-
Mean Percentage Score (MPS) of Quarterly Test in MAPEH-83.66 ESP- TLE-82.10 MAPEH- TLE-0.02 MAPEH- 0.02 TLE-0 Conducted remediation in all subject
every Subject Area by Grade Level 3rd Quarter 83.54 83.69 ESP-83.76 0.03 ESP-0.22 MAPEH-0 ESP-0 areas

2
Percentage of Passing by Subject Area in Quarterly 100%- all subject 100%- all subject 0%- all subject 0%- all subject Conducted remediation in all subject
Academic Assessment (Based on SF 9) 3rd Quarter areas areas areas areas areas

3 No. of Least learned Competencies based on

Quarterly Test Item Analysis 3rd Quarter 3 per subject areas 3 per subject areas 0 0 Due to limited face to face class
4 No. of Classes implementing Contextualized
Curriculum (ref: Lesson Plan) 3rd Quarter 10 0 0 10 Teachers dependency to SLMS.
5
No. of Learning Sessions conducted (ALS) 3rd Quarter N/A N/A N/A N/A N/A
6
Reading Level (English and Filipino) 3rd Quarter 0 0 0 0 Conducted on 1st and 4th quarter
7
No. of Non-Numerates

8 School performance in national Assessment (MPS)

ELLNA, NAT N/A N/A N/A N/A N/A N/A

9 No. of Learners per category/quartile of

Performance in National (ELLNA and NAT) N/A N/A N/A N/A N/A N/A
18
No. of PEPT Passers N/A N/A N/A N/A N/A N/A
19
Total No. of A&E Passers N/A N/A N/A N/A N/A N/A
GOVERNANCE
1 No. of Instructional Supervision conducted by
School Head (ref: baseline/target set by SDO) 3rd Quarter 33 33 0% 0 School head always visited the classroom.

2
No. of Teachers Attended LAC Session 3rd Quarter 12 12 0 0 100% of teachers attended LAC Session

3
No. of Teachers Attended INSET 3rd Quarter 12 12 0 0 100% of teachers attended INSET

4 100% of teachers attended other

No. of Teachers Attended Other Trainings 3rd Quarter 12 12 0 0 trainings
100% of teachers had very satisfactory
5 No. of Teachers with very satisfactory classroom classroom management and provided all
management 3rd Quarter 11 11 0 0 the documents needed

6 No. of teachers with very satisfactory records 100% of teachers provided with very
management 3rd Quarter 11 11 0 0 satisfactory records

Teachers were provided teachnical

7 No. of teachers provided with Technical Assistance assistance on Classroom Management
on: Classroom Management Implementation and Implementation and Curriculum
Curriculum Implementation 3rd Quarter 11 11 0 0 Implementation

8 There were 4 functional stakeholders

Functional stakeholders organization 3rd Quarter 4 4 0 0 organization (PTA, SGC, SPT and)

9
Number of Personnel with 100% Attendance 3rd Quarter 12 12 0 0 All of the personel had 100% attendance

10
Stakeholders Participation 3rd Quarter 236 236 0 0 100% of stakeholders participated

11
Stakeholders Donations 3rd Quarter 1% 1% 0 0 1% of stakeholders donated

12 No. of School Award's Received (Student, Teacher,

School Head) 3rd Quarter 0 0 0 0 No events participated

13 Accomplishment of SIP/AIP Implementation based

on SMEA Result (Access, Quality and Governance) 3rd Quarter 100% 100% 0 0 Prompt utilization of school funds

14 Based from the nutritional status

School Feeding Program 3rd Quarter 52 52 0 0 conducted

15 School–Based Training and Development (LAC and

INSET) 3rd Quarter 4 4 0 0 Conducted LAC Session

16 Conducted School-Based Research

School-Based Research program 3rd Quarter 12 12 0 0 program

17 Implementation of DepEd Programs, Activities and

Projects 3rd Quarter 100% 100% 0 0 Implemented DEP.ED Programs

18 Drop_out Reduction Program (DORP)/Alternative

Delivery Modes (ADM) 3rd Quarter 1 1 0 0 Conducted Home visitation once in every q

19 *Oplan Dalaw Pagmamahal

School Initiated Interventions 3rd Quarter 2 2 0 0 *Project HATUD

20 Non availability of traning during third

No. of Teachers trained on K to 12 Implementation 3rd Quarter 0 0 0 0 quarter

21 Water Sanitation & Hygiene (WASH) in Schools No assessment conducted during 3rd
(WINS) Assessment Level 3rd Quarter 0 0 0 0 Quarter

22
DepEd Computerization Program (DCP) 3rd Quarter 0 0 0 0 No delivery for the specific quarter
Note: All PARTS of Templates A-E should be accomplished by all DISTRICTS.

PROGRESS M&E (STRATEGIC OBJECTIVES)

Note:
-Targets per school shall be within the strategic objective standards; however, they can go higher that these minimum
targets.
-Yellow shades indicate required targets.

Office in- Physical Targets Physical Accomplishment 2022

STRATEGIC OBJECTIVES charge 1st 2nd 3rd 4th 1st 2nd 3rd 4th
Total Total Variance Remarks
Curriculum Management Quarter Quarter Quarter Quarter Quarter Quarter Quarter Quarter

STRAT OB 1_100% of learners in the11

SDOs have attained a 75% proficiency
level per key stage by the end of 2022. CID

Kindergarten

Learners
1.1 Beginning 15 13 12 14 10
1.2 Developing 9 7 8 6 15
1.3 Consistent 8 12 12 12 B-32%
7
B-47% B-40% B-37% B-44%
D- D- D- D- D-46%
28% C- 22% C- 26% C- 19% C-
Proficiency Level in all Domains 25% 38% 37% 37% C-22%
Domains
AVERAGE
KEY STAGE 1. GRADE 1-3
Mother Tongue
Learners 102 102 102 102 102
Proficiency Level 81.5 81.9 82.2 82.23 82.2
Filipino
Learners 78 78 102 102 102
Proficiency Level 81.05 81.6 82.5 82 81.96
English
Learners 78 78 78 102 102
Proficiency Level 79.5 79.9 80.5 81.05 80.9
Science
Learners 40 40 40 40 40
Proficiency Level 80 81 81 82 81.75
Mathematics
Learners 102 102 102 102 102
Proficiency Level 79.8 79.7 80.2 82 81.65
Aralin Panlipunan
Learners 102 102 102 102 102
Proficiency Level 82.1 82.3 82.5 83.12 82.34
MAPEH
Learners 102 102 102 102 102
Proficiency Level 82.78 83.17 83.3 84.01 83.3
Edukasyon sa Pagpapakatao
Learners 102 102 102 102 102
Proficiency Level 81.3 81.5 81.95 83.02 82.19
AVERAGE 80.95 81.38 81.77 82.43 82.03625

Key Stage 2
Grades 4 – 6
EPP
Learners 116 116 115 115 115
Proficiency Level 81 81.08 82.08 82.1 82.1
Filipino
Learners 116 116 115 115 115
Proficiency Level 81.5 81.67 82.43 82.98 82.98
English
Learners 116 116 115 115 115
Proficiency Level 80 80.03 80.79 80.98 80.98
Science
Learners 116 116 115 115 115
Proficiency Level 80.7 80.98 81.48 81.55 81.55
Mathematics
Learners 116 116 115 115 115
Proficiency Level 80.05 80.13 80.85 80.98 80.98
Aralin Panlipunan
Learners 116 116 115 115 115
Proficiency Level 81.4 81.5 82.25 82.38 82.38
MAPEH
Learners 116 116 115 115 115
Proficiency Level 83.1 83.15 83.9 84 84
Edukasyon sa Pagpapakatao
Learners 116 116 115 115 115
Proficiency Level 83.02 83.05 83.75 84.2 84.2
AVERAGE 83.05 81.45 82.19 82.4 82.4
 Key Stage 3

Grades 7 – 10
TLE
Learners
Proficiency Level
Filipino
Learners
Proficiency Level
English
Learners
Proficiency Level
Science
Learners
Proficiency Level
Mathematics
Learners
Proficiency Level
Aralin Panlipunan
Learners
Proficiency Level
MAPEH
Learners
Proficiency Level
Edukasyon sa Pagpapakatao
Learners
Proficiency Level
AVERAGE
Key Stage 4

Grades 11 – 12
TVL
Core Subjects
Learners
Proficiency Level
Applied Subjects
Learners
Proficiency Level
Specialized Subjects
Learners
Proficiency Level
ACADEMIC
Core Subjects
Learners
Proficiency Level
Applied Subjects
Learners
Proficiency Level
Specialized Subjects
Learners
Proficiency Level
ARTS and DESIGN
Core Subjects
Learners
Proficiency Level
Applied Subjects
Learners
Proficiency Level
Specialized Subjects
Learners
Proficiency Level
SPORTS
Core Subjects
Learners
Proficiency Level
Applied Subjects
Learners
Proficiency Level
Specialized Subjects
Learners
STRAT OB 2_95% of schools in the 11
SDOs haveLevel
Proficiency received, distributed, or
delivered
% a complete
of Elementary
AVERAGE Schools set of 11
in the learning
SDOs have
materials
received, to all learners
distributed, or across
delivered a all grade
complete set of
% of JHS
Curriculum
levels Schools
which in the
Management
manifested 11 SDOs have
the efficientreceived,
learning materials
distributed, or to
delivered all learners
a complete across
set all
of grade
learning
% of SHS
delivery
levels Schools in
of manifested
which the
basic education 11 SDOs have
services.received,
materials to or
distributed, learners the
alldelivered efficient
across delivery of
all grade
a complete set oflevels
learning
basic education
which manifested services.
the efficient delivery of basic CID c/o
materials to all learners across all grade levels
education services.the efficient delivery of basic LR
which manifested
STRAT
educationOB 3_100% of the Basic Education
services.
Research Funded studies are completed,
Strategic Leadership
presented in a Research andForum,
Management
and published
in a
STRATprofessional
OB 4_36% journal.
of the completed research
STRAT OB 5_10% policies (local) formulated PRME
All
used
were for policy development.
reviewed, adopted and issued to Function
RO/SDO/School.
STRAT OB 6_87% satisfactory feedback from al
clients on issued policies. Divisions
STRAT OB 7_99% of the elementary schools, in
the
STRAT11 SDOs have satisfied
OB 8_87% the 45:1 schools,
of the secondary standard in
pupil-teacher
the 11 SDOs ratio
have (PTR).the 45:1 standard
satisfied PRME
STRAT OB 9_87% of the Grades 1-10 schools, in
student-teacher
the 11 SDOs ratio
have (STR). the 45:1 standard
achieved PRME
STRAT OB 10_86% of the Grades 11-12 schools,
student-classroom
in the 11OB
SDOs ratio (STC). 45:1 standard
have achieved PRME
STRAT 11_98% retention the
rate is achieved in
student-classroom
elementary (STC)
the ratio. PRME
STRAT OBschools
12_94%inretention11 SDOs byachieved
rate is the end of
in
SY 2021-2022.
secondary PRME
STRAT OBschools
13_ 95% in the 11 SDOsrate
completion by the end of
is achieved
SY 2021-2022schools in the 11 SDOs by the end of
in elementary PRME
STRAT OB 14_85% participation rate is achieved
SY 2021-2022public and private schools in the 11
in elementary PRME
STRAT
STRAT OB 15_85%of participation rate11
is SDOs
achieved
SDOs byOB16_90%
the public
in secondary SY schools
end of and 2021-2022 in the PRME
have decreased of at leastprivate
2% ofschools
School in the 11
Leaver
SDOs by theofend
Rate (SLR) of SYacross
learners 2021-2022
all gradebeneficiary
levels by PRME
STRAT
STRAT OB
OB 17_80%
18_100% of the identified
of the Newly Created
the end of
learners SY
inand 2021-2022.
11 Non-teaching
SDOs have benefited from the PRME
SGOD
Teaching items/positions
School-Based
allocated Feeding
to SDOs Program.
are filled up and equitably c/o HNU
OSDS c/o
deployedOB
STRAT to the schools.
19_90% or more schools are provided HRMO
with equitable resources specifically on:
Div.
Physical
17.1. Classrooms Needs Facilities
17.2. Seats Coor
17.3. Teachers PRME
CID c/o
STRAT OB 20_STRAT 17_Percentage increased
17.4.
in theTextbooks
enrollment for Inclusive Education based on LR
indicative targets:
19.1. 3% SPED
19.2. 0.5% ALIVE/MADRASAH PRME
STRAT
19.3. 0.7%OBIPED
21_100% of the number of ESC and
SHS Voucher grantees across the 11 SDOs CID c/o
19.4. 5% ALS
validated by the PEAC were attested and ALS
recommended for processing of payment.
20.1. ESC CID
STRAT OB 22_100% of the number of JDVP
20.2. SHSacross
grantees Voucher
the 11ofSDOs were recommended
STRAT OB 23_25% schools across 11 SDOs is
for processing of payment.
classified as School Based Management (SBM) CID
SGOD
STRAT
STRAT OB 24_80% of the teachers
OB 25_90% of the ERF endorsed by
level 3 category. across grade
the c/o SBM
levels
11 in the
SDOs for 11
the SDOs were capacitated
reclassification of in were
items, multiple
People
distanceDevelopment
learning modalities (viavalidated,
virtual SGOD
efficiently processed, reviewed,
platforms/Face to face). to the next higher
approved, and reclassified c/o HRD
OSDS c/o
STRAT
STRAT OB
positions.OB 27_90%
26_90% of of the 11 SDOs
schools in thein11the Region
SDOs HRMO
have
have firmed-
conducted up/established
Learning Actionat least
Cell50(LAC).
partnerships CID
and engagements with stakeholders, corporate
STRAT OB 28_80%
Partnership
sector, groups,Building of the PPAs
and individuals in the WFP
to support have
identified SGOD
encapsulated
PPAs. gender-responsiveness where HGDG c/o SMN
will
STRATyield
OBa 29_100
minimum % score
of theof
1120 points
SDOs for each
have CID c/o
GAD/DRRM
program or with at least DRRM
5 % GAD
established a functional thatattribution
subscribedfor GAD
the total cost of theapproach
gender-responsive implementation. (2.5%) gender
and promoted Focal
DRRM
equality in its disaster preparedness.(2.5%) Focal

B. Budget Utlization Report (FD)

General Administration and Support
PS
MOOE
Capital Outlay
Total
Support to Operations
PS OSDS c/o
Budget
MOOE Section
Capital Outlay
Total
Operations
PS
MOOE
Capital Outlay
Total
Note: All PARTS of Templates A-E should be accomplished by all DISTRICTS.

PROGRESS M&E (KRA)

PHYSICAL ACCOMPLISHMENT FINANCIAL ACCOMPLISHMENT

ASSIGNED Number of ACHIEVED Percentage of

Program/Activity/Project (based on Accomplishmen Percentag
Reasons
Percenta
Issues Funds
Funds Amount Amount
KRA OBJECTIVES UNIT/SECTIO (PPAs of District that Support the SDS's Key Results MOVs Physical planned ts (Achieved VS GAIN e of Gain
for the Gap ge of Gap
for the Utilization(REGULAR
Allocated Obligated Disbursed
Gain Gap or DOWNLOADED
N Area) Targets targets) Targets)

Leads the development and

PLANNING
implementation of policies,
1.1 AND
research agenda, and Division
RESEARCH
Education Development Plan
(DEDP)/strategic plan for the
schools division
PLANNING
Initiates the implementation of
programs and initiatives anchored
on evidence-based planning, in
collaboration with ASDS, CID and OASDS/CID/
1.2 SGOD to ensure quality and
SGOD
accessible education in schools
and learning centers

Supervises the implementation of

quality assurance processes on
SIP, SBM and other programs and
projects as basis for continuous SGOD-SBM
1.3
improvement COOR

Communicates and coordinates

with CO and other Public Affairs
offices across levels of DepEd and
other govenrment agencies LEGAL/
1.4 regarding information, news and
RECORDS
other matters relating to their
functions

Manages information flow and

1.5 internal communications RECORDS

Oversees the operationalization of

KRA 2. the Management Information ICTU/
CURRICULUM AND 1.6 System (MIS)
RECORDS
INSTRUCTION
MANAGEMENT Approves, implements and
manages monitoring of Division
and Schools Disaster Risk
Management Plans and regularly
1.7 reviews and tests the plan SGOD-DRR
consistent with other national and
local planning programs

Promotes and raises public

awareness on policies and
directives relative to disaster risk
management; responds and
1.8 manages the adverse effect of SGOD-DRR
emergencies in their areas of
jurisdiction

Oversees the Division and School

Populace though the management
and implementation of health
programs, provision of basic
1.9 health and nutrition services and SGOD- H&N
establishment of a healthful
school environment
 Leads healthy lifestyle habits and
practices among teachers and
non-teaching personnel to become
1.1 more efficient and effective SGOD- H&N
workers

Ensures coordination with

Division Field Technical
Assistance Team (DFTAT) for the
1.11 SGOD/CID
provision of technical assistance
for the division and schools

Supervises the operations of all

public and private schools,
elementary, secondary, integrated
schools and learning centers in
2.1 the schools division; promote SGOD/CID
awareness of, and adherence by
all schools and learning centers to
accreditation standards

Organizes, develop, directs and

administers the School Division
and exercises general supervision
over basic education and non-
school based education programs
2.2 (kindergarten, elementary, CID-ALS
secondary ALS and non-school
based education programs)

KRA 2.
CURRICULUM AND Leads in ensuring compliance to
INSTRUCTION quality standards and managing
MANAGEMENT programs for curricula
implementation, localization of
2.3 CID- LR
curricula, and teaching through
the CID

Initiates and directs the

2.4 development of local curriculum CID-LR
materials and programs
2.5 Recommends evaluation of SGOD-ME
applications
Conducts for new
periodic schools,
visits to public
separation
and privateof annexes,
schools andintegration
learning
of schools,
centers permit/recognition
to check compliance withto
operate
standards in the implementation
2.6 SGOD/CID
of curricular requirements and
programs/ projects

2.7 Ensures coordination with SGOD/CID

Division Field
Oversees Technical
hiring, placing and
Assistance Team
evaluating all (DFTAT)
division for the
supervisors
provision
and of technical
schools assistance
district supervisors
for well
as the division and schools
as all employees in the
3.1 division, both teaching and non- ADMIN/HR
teaching personnel including
school heads, except for the ASDS

Approves proposed training needs

by all Direct Supervisors for all
teaching and non-teaching staff
3.2 within the schools division SGOD-HRD
through the SGOD

3.3 Evaluates performance of Chiefs, SGOD-HRD

Supervisors,
Reviews PSDS, Principals,
implementation of
and other
INSETs directLearning
and/or reports; evaluates
Center
3.4 Improvement
performance of ASDS and
Plan SGOD-HRD
recommends to ARD
Formulates Staff Development
3.5 Plan and Welfare Programs for all SGOD-HRD
direct reports
Evaluates and approves
administrative matters such as
3.6 leave forms, authority to travel ADMIN/HR
and daily time record

KRA 3. HUMAN
RESOURCE
MANAGEMENT AND
DEVELOPMENT
 Approves appointments and
deployments, and evaluate and
KRA 3. HUMAN recommend personnel actions
RESOURCE (promotions, transfer,
MANAGEMENT AND 3.7 reassignments, and ADMIN/HR
reinstatements and dropping from
DEVELOPMENT rolls) on all personnel of the
Schools Division, except the ASDS

Spearheads the planning and

implementation of a
comprehensive Professional
3.8 Learning & Development Plan for SGOD-HRD
teaching and non-teaching
personnel
Acts as disciplining authority for
administrative actions against
3.9 non-teaching personnel in their LEGAL
respective schools division

Commences administrative
proceedings motu propio in case
3.1 of non-teaching personnel within LEGAL
their jurisdiction

Acts on complaints brought before

her office, including appointing an
investigator/s who shall conduct
3.11 fact-finding investigation or LEGAL
preliminary investigation

Chairs the Formal Investigating

Committee when the respondent
3.12 LEGAL
is a teacher

Leads in budget preparation and

allocation, and ensures proper
use of funds and resources at BUDGET/
4.1 division office, schools and
PLANNING
learning centers

Supervises the division office

management with economical,
efficient and effective accounting
BUDGET/
4.2 and budgeting services to ensure
ACCOUNTING
the cost-effective utilization of
financial resources

Exercises general administration

and supervision or properties both
fixed and movable within his/her
jurisdiction, and approve the
allocation/use and/or
acquisition/procurement of goods
4.3 ENGINEERING
and services for instructional and
KRA 4. RESOURCE non-instructional purposes,
MANAGEMENT including repairs, maintenance,
rehabilitation and construction of
education facilities, subject to
existing rules and regulations

4.4 Functions as Head of Procuring BAC

Entityprograms
Plans (HoPE) adhering to rulesthe
and manages
and regulations
distribution of national fund
allotments as well as monitor the
utilization of funds provided by BUDGET/
4.5
the national government and the ACCOUNTING
local government units to the
schools and learning centers
 Prepares and recommends
approval of budgets of schools
within the schools division to the
provincial board, and confer with
4.6 them on matters affecting school BUDGET
appropriations and
disbursements

Sits as co-chair of the Provincial

5.1 School Board and/or as officer OASDS/ADMIN

Accepts grants, donations,

bequests and other forms of
SGOD-
5.2 assistance from various donors
and benefactors of basic SOCMOB
education

Coordinates and cooperates with

local government units and non-
government organizations
including national government
SGOD-
5.3 offices on matters affecting
KRA 5. schools/LCs and certain SOCMOB
PARTNERSHIPS AND community development projects
LINKAGES

Establishes linkages and network

with other local government units
for disaster risk reduction and SGOD-
5.4 emergency responses purposes
SOCMOB

Spearheads in partnerships and

linkages with Local Government
Units (LGUs), non-Government SGOD-
5.5 Organizations (NGOs),
SOCMOB
Government Organizations (GOs),
and other agencies
Note: All PARTS of Templates A-E should be accomplished by all DISTRICTS.

M&E Template 3 - Implementation Concerns, Issues, Gaps, & Problems (CIGPs) , Proposed Resolutions and Lessons Learned

Category
(Technical, if recurring,
Institutional, New or how many Proposed
Concerns, Issues, Gaps, Problems (CIGPs) Financial, Lessons Learned
Recurring quarters has Resolutions/Commitment
Political,
Infrastructure,
it occured?
Social, Gender)
Transfer to another internet provider
that can provide a faster internet
Slow internet connection Technical Recurring 4 connection