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.

SGOD Inability to fill out SMEA forms due to a lack of knowledge Provide training about proper dissemination
Provide knowledge through LAC sessions or
recommend the Division-Initiated Kinder
CID Kinder Teacher is not ECE graduate Seminar
ETC. - FY 2022

TARGET DATES STATUS MOVs

FY 2023

FY 2023
Note: All PARTS of Templates A-E should be accomplished by all DISTRICTS.

PROGRESS M&E (DISTRICT KPIs)

Timeline/
KEY PERFORMANCE INDICATORS Quarter for Physical Target
Presentation
ACCESS

1
Total Enrolment 1st-4th Quarter 107

2
Total No. of ALS Learners with 100% Attendance n/a

3
Total No. of SARDO/PARDO Saved 3rd Quarter 10
4 No. of Voucher Recipient Learners with 100%
Attendance (Private Schools Only) n/a

5
No. of learners with incidence of tardiness n/a
6 No. of Learners with incidence of Habitual
Absenteeism n/a
7 Total Number of Learners per Nutritional Status
Category 3rd Quarter 105

8
No. of Enrolled School-Age Children 3rd Quarter 5-13 yrs. Old- 105
QUALITY

1 Mean Percentage Score (MPS) of Quarterly Test in

every Subject Area by Grade Level 3rd Quarter 75%
2 Percentage of Passing by Subject Area in Quarterly
Academic Assessment (Based on SF 9) 3rd Quarter 105

3 No. of Least learned Competencies based on

Quarterly Test Item Analysis 3rd Quarter 60
4 No. of Classes implementing Contextualized
Curriculum (ref: Lesson Plan) 3rd Quarter 7
5
No. of Learning Sessions conducted (ALS) n/a
6
Reading Level (English and Filipino) 3rd Quarter 0
7
No. of Non-Numerates n/a

8 School performance in national Assessment (MPS)

ELLNA, NAT n/a

9 No. of Learners per category/quartile of

Performance in National (ELLNA and NAT) n/a
18 n/a
No. of PEPT Passers
19
Total No. of A&E Passers n/a
GOVERNANCE
1 No. of Instructional Supervision conducted by
School Head (ref: baseline/target set by SDO) 3rd Quarter 21

2
No. of Teachers Attended LAC Session 3rd Quarter 21

3
No. of Teachers Attended INSET 3rd Quarter 7

4
No. of Teachers Attended Other Trainings 3rd Quarter 7

5 No. of Teachers with very satisfactory classroom

managemen 3rd Quarter 7

6 No. of teachers with very satisfactory records

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

8
Functional stakeholders organization 3rd Quarter 4

9
Number of Personnel with 100% Attendance 3rd Quarter 8

10
Stakeholders Participation 3rd Quarter 95

11
Stakeholders Donations 3rd Quarter 12
12 No. of School Award's Received (Student, Teacher,
School Head) 3rd Quarter 8

13 Accomplishment of SIP/AIP Implementation based

on SMEA Result (Access, Quality and Governance) 3rd Quarter 100%
14
School Feeding Program 3rd Quarter 50
15 School–Based Training and Development (LAC and
INSET) 3rd Quarter 4
16
School-Based Research program 3rd Quarter 8
17 Implementation of DepEd Programs, Activities and
Projects 3rd Quarter 100%
18 Drop_out Reduction Program (DORP)/Alternative
Delivery Modes (ADM) 3rd Quarter 1
19
School Initiated Interventions 3rd Quarter 2

20
No. of Teachers trained on K to 12 Implementation 3rd Quarter 7
21 Water Sanitation & Hygiene (WASH) in Schools
(WINS) Assessment Level 3rd Quarter 0
22
DepEd Computerization Program (DCP) 3rd Quarter 0
DISTRICTS.

Gains
Factors/Reasons Influencing the
(target vs. Gaps
Accomplishment Accomplishment/non
accomplish
Accomplishment of Target
ment)

102 0% 5 Transfer of Learner's Residence

15 5 0 Learners were strictly monitored

76 0 29 Some pupils are wasted and severely wasted

5-13 yrs. Old- 105 100% 0 Every learner in school has the appropriate age.

88% 13 0 The actual outcome improves.

105 0 0 The subject was passed by all learners.

48 0 12 Rigid follow-up of learners

5 0 2 The teacher's reliance on the SLM

0 0 0 School has no target

 16 0 5 School head was attended seminars.

21 100% 0 All of the teachers took part the LAC session.

7 100% 0 All of the teachers attended INSET.

Some teachers were not given training based on

3 0 4 their grade level.

All of the teachers have excellent classroom

7 100% 0 management skills.
All of the teachers have very good record
7 100% 0 management.
All teachers have provided with Technical
7 100% 0 Assistance.
The stakeholders organization has been
4 100% 0 operational.

8 100% 0 Everyone is present at all times.

Some stakeholders require more

83 0 12 encouragement to participate in school.

12 100% 0 Some stakeholders gave without reservation

2 0 6 Limited activities/competitions were held.

100% 100% 0 From Utilization and Liquidation of Funds

The feeding program was open to all
50 100% 0 beneficiaries.
 The teachers all took part in School-Based
4 100% 0 Training and Development.
Some teachers were unable to participate in the
2 0 6 School-Based Research Program.

100% 100% 0 All DepEd programs have been implemented.

Home Visitation was conducted once in every
1 100% 0 quarter.
The OPLAN DALAW PAGMAMAHAL and Project
2 100% 0 RICH were carried out by teachers.

0 0 0 Trainings are not available.

0 0 0 No asssessment was conducted in school.

0 0 0 No delivery of DCP in this specific quarter.

Innovations/interventions
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
12 12 12 12 12
Learners
1.1 Beginning 20% 15% 10% 5% 19%
1.2 Developing 40% 45% 30% 10% 43%
1.3 Consistent 30% 40% 60% 85% 38%
Proficiency Level in all Domains
Domains
AVERAGE
KEY STAGE 1. GRADE 1-3
Mother Tongue
Learners 45 45 45 45 45
Proficiency Level 75% 75% 75% 75% 86%
Filipino
Learners 45 45 45 45 45
Proficiency Level 75% 75% 75% 75% 85%
English
Learners 45 45 45 45 45
Proficiency Level 75% 75% 75% 75% 84%
Science
Learners 45 45 45 45 45
Proficiency Level 75% 75% 75% 75% 86%
Mathematics
Learners 45 45 45 45 45
Proficiency Level 75% 75% 75% 75% 83%
Aralin Panlipunan
Learners 45 45 45 45 45
Proficiency Level 75% 75% 75% 75% 85%
MAPEH
Learners 45 45 45 45 45
Proficiency Level 75% 75% 75% 75% 86%
Edukasyon sa Pagpapakatao
Learners 45 45 45 45 45
Proficiency Level 75% 75% 75% 75% 86%
AVERAGE 85%

Key Stage 2
Grades 4 – 6
EPP
Learners 45 45 45 45 45
Proficiency Level 75% 75% 75% 75% 84%
Filipino
Learners 45 45 45 45 45
Proficiency Level 75% 75% 75% 75% 85%
English
Learners 45 45 45 45 45
Proficiency Level 75% 75% 75% 75% 86%
Science
Learners 45 45 45 45 45
Proficiency Level 75% 75% 75% 75% 85%
Mathematics
Learners 45 45 45 45 45
Proficiency Level 75% 75% 75% 75% 85%
Aralin Panlipunan
Learners 45 45 45 45 45
Proficiency Level 75% 75% 75% 75% 85%
MAPEH
Learners 45 45 45 45 45
Proficiency Level 75% 75% 75% 75% 83%
Edukasyon sa Pagpapakatao
Learners 45 45 45 45 45
Proficiency Level 75% 75% 75% 75% 87%
AVERAGE 85%

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
AVERAGE a complete of11
in the learning
SDOs have
materials
received, to all
distributed,learners
or across
delivered a all grade
complete set of
% of JHS
Curriculum Schools
levels which in the
Management
manifested 11 SDOs have
the efficientreceived,
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
educationOB 3_100% of the Basic Education
services.
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
All
used for policy development.
were 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).
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 schools in the 11 SDOs by the end of PRME
STRAT OB 13_ 95% completion rate 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%
OB16_90% ofparticipation
schools rate11
in the is SDOs
achieved
SDOs by the
in secondary end
publicof SY 2021-2022 PRME
have decreased of atandleastprivate
2% ofschools
School in the 11
Leaver
SDOs(SLR)
Rate by theofend of SYacross
learners 2021-2022
all grade levels by PRME
STRAT
STRAT OB
OB 17_80%
18_100% ofofthe
theidentified beneficiary
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
OSDSHNU
c/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
19.3. 0.7% IPED21_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
classified of payment.
as School Based Management (SBM) CID
SGOD
STRAT
STRAT OB
OB 24_80%
25_90% of
level 3 category. of the
the teachers acrossby
ERF endorsed grade
the c/o SBM
levels
11 in the
SDOs for 11
theSDOs were capacitated
reclassification of items,in were
multiple
People
distance Development
learning modalities (via virtual SGOD
efficiently processed, reviewed, validated,
platforms/Face to face).
approved, and reclassified to the next higher c/o
OSDSHRD
c/o
positions. HRMO
STRAT
STRAT OB OB 27_90%
26_90% of of the 11 SDOs
schools in thein11the Region
SDOs
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

11

10
9

11

10

11

11

10

11

10
10

10

12
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)

Intermittent Internet Connection Technical Recurring 4 Quarters

No Classrooms Infrastructure Recurring 4 Quarters

Portable Water System Infrastructure Recurring 4 Quarters

Perimeter Fence Infrastructure Recurring 4 Quarters

Lack of Comfort Rooms Infrastructure Recurring 4 Quarters

Lack of Chairs Infrastructure Recurring 4 Quarters

Lack of Chairs Infrastructure Recurring 4 Quarters

, Proposed Resolutions and Lessons Learned

Proposed
Lessons Learned
Resolutions/Commitment

Change internet provider that can

provide more connection.

Intensify collection of the PTA

Allocate budget from MOOE