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
DIVISION/UNIT/SECTION
ETC.
The district office should conduct training on
Teachers and School Head lack knowledge about information dessimination on how to conduct
SGOD SMEA SMEA
ETC. - FY 2022

TARGET DATES STATUS MOVs

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 Target Accomplishment the Accomplishment/non Innovations/interventions
accomplish
Presentation Accomplishment of Target
ment)
ACCESS

1
Total Enrolment 3rd Quarter 458 433 0 25 Learners' Transfer of residence

2
Total No. of ALS Learners with 100% Attendance N/A N/A N/A N/A N/A N/A

3
Total No. of SARDO/PARDO Saved 3rd Quarter 10 15 5 0 Teachers' rigid home visitation
4 No. of Voucher Recipient Learners with 100%
Attendance (Private Schools Only) N/A 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
Severely Severely
Waisted 0 Waisted 0 0 0
7 Total Number of Learners per Nutritional Status 3rd Quarter Waisted 0 Waisted 90 0 90
Category
Normal 433 Normal 343 0 90
Obese 0 Obese 0 0 0

8
No. of Enrolled School-Age Children 3rd Quarter 458 428 0 30
QUALITY

MTB - 0, FIL. - 0, ENG.

1 MTB - 85, FIL. - 85, ENG. - 83, - 2, MATH - 1, SCI.- 2,
Mean Percentage Score (MPS) of Quarterly Test in MATH - 84, SCI.- 83, AP - 84, AP - 1, EPP - 0,
every Subject Area by Grade Level 3rd Quarter 84% EPP - 85, MAPEH - 85 0 MAPEH - 0
2 Percentage of Passing by Subject Area in Quarterly
Academic Assessment (Based on SF 9) 3rd Quarter 100% 97% 0 3%
Limited Face to Face Class,Pupils'
3 No. of Least learned Competencies based on Absenteeism
Quarterly Test Item Analysis 3rd Quarter 47 50 0 3
4 No. of Classes implementing Contextualized
Curriculum (ref: Lesson Plan) 3rd Quarter 0 0 0 0 Teachers dependency in the SLM
5
No. of Learning Sessions conducted (ALS) N/A N/A N/A N/A N/A N/A
The conduct of Pre-Test and Post Test fall
6 in 1st and 2nd Quarter only
Reading Level (English and Filipino) 3rd Quarter 0 0 0 0
7
No. of Non-Numerates 3rd Quarter 0

8 School performance in national Assessment (MPS)

ELLNA, NAT 3rd Quarter 75% 0 0 0 No available result
9 No. of Learners per category/quartile of
Performance in National (ELLNA and NAT) 3rd Quarter N/A N/A N/A N/A No available result
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
No. of Instructional Supervision conducted by School Head regularly conducted
1
instructional supervision
School Head (ref: baseline/target set by SDO) 3rd Quarter 48 48 0 0

2 All Teachers attended monthly LAC

No. of Teachers Attended LAC Session 3rd Quarter 17 17 0 0 Session

3
No. of Teachers Attended INSET 3rd Quarter 17 17 0 0 All teachers attended INSET

4
No. of Teachers Attended Other Trainings 3rd Quarter 17 6 0 11 Unavailability of training on 3rd Quarter

5
No. of Teachers with very satisfactory classroom
management 3rd Quarter 16 16 0 0 All teachers
6 No. of teachers with very satisfactory records
management 3rd Quarter 16 16 0 0
No. of teachers provided with Technical Assistance
7 on: Classroom Management Implementation and
Curriculum Implementation 3rd Quarter 16 16 0 0

8
Functional stakeholders organization 3rd Quarter 4 4 0 0

9
Number of Personnel with 100% Attendance 3rd Quarter 17 15 0 2 Personnels' Sickness

10 Active stakeholders participation was

Stakeholders Participation 3rd Quarter 420 420 0 0 encourage

11
Stakeholders Donations 3rd Quarter

12 No. of School Award's Received (Student, Teacher, No Event/Activity/Contest that falls on

School Head) 3rd Quarter 0 0 0 0 3rd Quarter

13 Accomplishment of SIP/AIP Implementation based

on SMEA Result (Access, Quality and Governance) 3rd Quarter 100% 100% 0 0 Prompt utilization/liquidation of funds
14
School Feeding Program 3rd Quarter 90 90 0 0 All feeding beneficiaries were feed

15 School–Based Training and Development (LAC and

INSET) 3rd Quarter 4 4 0 0 Monthly LAC and 1 INSET Conducted
16
School-Based Research program 3rd Quarter 17 3 0 14
Strictly adhere and implemented DepEd
17 Implementation of DepEd Programs, Activities and
Projects 3rd Quarter 100% 100% 0 0 PAPs

18 Drop_out Reduction Program (DORP)/Alternative

Delivery Modes (ADM) 3rd Quarter 1 1 0 0 Home Visitation Program Conducted
19 Brigada Pagbasa and Oplan Dalaw
School Initiated Interventions 3rd Quarter 2 2 0 0 Pagmamahal were initiated
20
No. of Teachers trained on K to 12 Implementation 3rd Quarter 0 0 0 0 Unavailability of training on 3rd Quarter
21 Water Sanitation & Hygiene (WASH) in Schools
(WINS) Assessment Level 3rd Quarter 0 0 0 0 No assessment conducted
22
DepEd Computerization Program (DCP) 3rd Quarter 0 0 0 0 No Delivery on 3rd 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 highe
targets.
-Yellow shades indicate required targets.

Office in- Physical Targets Physical Accomplishme

STRATEGIC OBJECTIVES charge 1st 2nd 3rd 4th 1st 2nd 3rd
Total
Curriculum Management 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 10 5 0 15
1.2 Developing 20 19 22 15 29
1.3 Consistent 22 28 30 42 13

Proficiency Level in all Domains B-26.3%

Domains 7 7 7 7
AVERAGE
KEY STAGE 1. GRADE 1-3
Mother Tongue
Learners 194
Proficiency Level 84
Filipino
Learners 194
Proficiency Level 84.33
English
Learners 194
Proficiency Level 82.5
Science
Learners 194
Proficiency Level 85
Mathematics
Learners 194
Proficiency Level 83.33
Aralin Panlipunan
Learners 194
Proficiency Level 83.33
MAPEH
Learners 194
Proficiency Level 84.66
Edukasyon sa Pagpapakatao
Learners 194
Proficiency Level 85
AVERAGE 84.02

Key Stage 2
Grades 4 – 6
EPP
Learners 179
Proficiency Level 84.33
Filipino
Learners 179
Proficiency Level 84.66
English
Learners 179
Proficiency Level 83
Science
Learners 179
Proficiency Level 82.66
Mathematics
Learners 179
Proficiency Level 82
Aralin Panlipunan
Learners 179
Proficiency Level 84.33
MAPEH
Learners 179
Proficiency Level 83.33
Edukasyon sa Pagpapakatao
Learners 179
Proficiency Level 85.33
AVERAGE 83.705

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
% of Elementary Schools set
a complete of11
in the learning
SDOs have
AVERAGE
materials
received, to all
distributed,learners
or across
delivered a all grade
complete set of
% of JHS
Curriculum
levels Schools
which in the 11 SDOs
Management
manifested the have received,
efficient
learning materials
distributed, orbasic to
delivered all learners
a complete across all grade
set received,
of learning
% of SHS
delivery
levels Schools
of
which ineducation
manifested the the
11 SDOs have
services.
efficient delivery of
materials to
distributed, all learners
or delivered a complete set oflevels
across all grade learning
basic
which education
manifested services.
the efficient CID c/o
materials to all learners acrossdelivery of basic
all grade levels
education services. LR
which manifested the efficient delivery of basic
STRAT OB 3_100%
education services. of the Basic Education
Research Funded studies are completed,
Strategic
presentedLeadership
in a Research andForum,
Management
and published
in a
STRATprofessional journal.
STRAT OB OB 4_36%
5_10% of the completed
policies research
(local) formulated PRME
used for policy development.
were reviewed, adopted and issued to
RO/SDO/School.
 All
Function
STRAT
STRAT OB OB 6_87%
7_99% satisfactory
of the elementaryfeedback fromin
schools, al
clients
the on
11 SDOsissued policies.
have satisfied the 45:1 schools,
standard Divisions
STRAT OB 8_87% of the secondary in
pupil-teacher
the 11 SDOs ratio
have (PTR).
satisfied the 45:1 standard 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 ratio (STC). 45:1 standard PRME
STRAT OB 11_98% retention the
the 11 SDOs have achieved rate is achieved in
student-classroom
elementary schools (STC)
in the ratio.
11 SDOs byachieved
the end of PRME
STRAT OB 12_94% retention rate is 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 2021-2022
in elementary public and private schools in the 11 PRME
STRAT
STRAT OB 15_85% participation rate11
is SDOs
achieved
SDOs
in byOB16_90%
the public of
end of and
SY schools
2021-2022 in the PRME
have decreased of at least 2% of School Leaver11
secondary private schools in the
SDOs
Rate by theofend
(SLR) of SYacross
learners 2021-2022
all gradebeneficiary
levels by PRME
STRAT
STRAT OB
OB 17_80%
18_100% ofofthe
theidentified
Newly Created
the end
learners of SY 2021-2022. PRME
Teachinginand11 Non-teaching
SDOs have benefited from the
items/positions SGOD
School-Based Feeding Program.
allocated to SDOs are filled up and equitably c/o
OSDSHNUc/o
deployed
STRAT OB 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. Textbooks
in the enrollment for Inclusive Education based on LR
indicative targets:
19.1. 3% SPED
19.2. 0.5% ALIVE/MADRASAH PRME
STRAT OB 21_100%
19.3. 0.7% IPED 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 OB 24_80%
level 3 category. of the teachers across grade c/o SBM
levels in the 11 SDOs were capacitated in multiple
People
distanceDevelopment
learning modalities (via virtual SGOD
platforms/Face to face). c/o HRD
STRAT OB 25_90% of the ERF endorsed by the
11 SDOs for the reclassification of items, were
efficiently processed, reviewed, validated,
approved, and reclassified to the next higher OSDS c/o
STRAT
STRAT OB
positions.OB 27_90%
26_90% of of the 11 SDOs
schools in thein11the Region
SDOs HRMO
have firmed- up/established at least
have conducted Learning Action Cell (LAC).50 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 the of
1120 points
SDOs havefor each CID c/o
GAD/DRRM
program
established a functional DRRM that subscribedfor
or with at least 5 % GAD attribution 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
wever, they can go higher that these minimum

Physical Accomplishment 2022

4th
Total Variance Remarks
Quarter
Note: All PARTS of Templates A-E should be accomplished by all DISTRICTS.

PROGRESS M&E (KRA)

ASSIGNED
KRA OBJECTIVES UNIT/SECTIO
N

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

KRA 2. Oversees the operationalization of

ICTU/
CURRICULUM AND 1.6 the Management Information
RECORDS
System (MIS)
INSTRUCTION
Approves, implements and
MANAGEMENT
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 for new schools,
separation of annexes, integration
of schools, permit/recognition to
operate
 Conducts periodic visits to public
and private schools and learning
centers to check compliance with
standards in the implementation
2.6 SGOD/CID
of curricular requirements and
programs/ projects

2.7 Ensures coordination with SGOD/CID

Division
OverseesField Technical
hiring, placing and
Assistance all
evaluating Team (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, PSDS, Principals,
Reviews 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

Approves appointments and

deployments, and evaluate and
KRA 3. HUMAN recommend personnel actions
RESOURCE (promotions, transfer,
reassignments, and
MANAGEMENT AND 3.7 reinstatements and dropping from ADMIN/HR
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

KRA 4. RESOURCE
MANAGEMENT
 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
DISTRICTS.

PHYSICAL ACCOMPLISHMENT

Number of ACHIEVED Percentage of

Program/Activity/Project (based on Accomplishmen Percentag
(PPAs of District that Support the SDS's Key Results MOVs Physical planned ts (Achieved VS GAIN e of Gain
Area) Targets targets) Targets)
PLISHMENT FINANCIAL ACCOMPLISHMENT

Reasons Issues Funds

Percenta Funds Amount Amount
for the Gap ge of Gap
for the Utilization(REGULAR
Allocated Obligated Disbursed
Gain Gap or DOWNLOADED
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

Category
(Technical, if recurring,
Institutional, New or how many
Concerns, Issues, Gaps, Problems (CIGPs) Financial, Recurring quarters has
Political,
Infrastructure,
it occured?
Social, Gender)

Slow Internet Connection Technical Recurring 4

, Proposed Resolutions and Lessons Learned

Proposed
Lessons Learned
Resolutions/Commitment

Transfer to another internet provider Gather information first on the

that can provide fast internet best internet provider in the area
connectivity