SESSION THREE:

LEADING INDICATORS:
UNDERSTANDING THE “PERFORMANCE”
USING SWOT ANALYSIS
Leading
indicators:
measures our “Numbers have an important story to
performance
tell. They rely on you to give them a
clear and convincing voice.”
Qualitative data will
EXPLAIN the NUMBERS Stephen Few
 SWOT - 2 Uses

•As a tool for analyzing internal and external

factors affecting performance

•As a tool for formulating strategies

 Internal Analysis

Review key Review past &

practices & current
resources bottlenecks
Strengths Weaknesses

Negative
Positive

Look forward to
factors that
may help
Opportunities Threats Anticipate
address needs issues, risks

External Analysis

“CONTEXT”
STEPS
D
o an inventory

01 D 02
etermine of the programs
and projects
context of
implemented
your SWOT

L F
ist strengths & ormulate
weaknesses of interventions

03 04
(strengths-
program, identify
opportunities,
current & future opportunities-weaknesses,
opportunities and strengths-threats,
threats. weaknesses-threats)
STEP 01
Determine context of
your SWOT
Exercise: Internal or External

DBM Parents
Migration
CHED Brexit
Repeaters
Division Office School
Private schools Leavers
Industry partners
Madaris Facebook
Supervisors
Teachers SK Election
Mayor
Finance Office
Out of school La Nina
children Dropouts
Graduates
Special Barangay Health
Education Fund Workers ReyMac
 (a)“Unit” of analysis
STEP 01
Determine context of
(b) Performance
your SWOT
being analyzed

(c) Situation of target

groups
INTERNAL ANALYSIS (a) “UNIT” OF ANALYSIS EXTERNAL ANALYSIS

OPPORTUNITIES
OPPORTUNITIES
OPPORTUNITIES
OPPORTUNITIES
STRENGHTS & WEAKNESSES

& THREATS
& THREATS
Finance Dept.
& THREATS
& THREATS

Agency

Sector
 (a) “UNIT” OF ANALYSIS

EXTERNAL ANALYSIS

INTERNAL ANALYSIS

OPPORTUNITIES
OPPORTUNITIES
OPPORTUNITIES
OPPORTUNITIES
STRENGTHS & WEAKNESSES

& THREATS
& THREATS
& THREATS
Finance Dept.
& THREATS

Agency
EXTERNAL ANALYSIS
Sector
(b) Performance being - Schools?
analyzed - Retention Programs (Junior
High School)
- Capability Building
PUBLIC SCHOOL DROPOUTS - SY XXX-XXY Programs
Dropouts Kindergarten to Grade 12 - Related Policies

STRENGHTS ?
WEAKNESSES?

- Kindergarten
Programs
- Capability Building
Programs
- Related Policies
(c) Situation of target groups
 weaknesses
strengths

(c) Situation of target groups

STEPS
D
o an inventory
of program &

01 D etermine
context of 02 project
interventions
your SWOT
CONTEXT: What policies, programs &
projects, systems and other
initiatives?
Low NER
School
Intake Dropouts Repeaters Transition OSC/
Leavers
(Kindergarten)
(k-3,4-6,7-10)
(k-3,4-6,7-10,11) (k-3,4-6,7-10,11) (6 to 7, 10 to 11)
Y/A

High number High number of High number of High number of High number of High number of
of ve-year K-G5 (previous enrolees enrolees graduates or OSC, OSY, OSA
old NOT in SY) RETURNED to (current SY) PROMOED to completers DID
school school (current COMPLETE the next grade level NOT PROCEED to
SY) SY for next SY next level

What policies, programs &

projects, systems and other What policies, programs &
initiatives? projects, systems and other
initiatives?
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 • Technology (Programs & Projects)

STEP 02
Do an inventory
• Management Skills

Internal capacities, capabilities,

and resources
• Internal Policies

• Financial
 STEP 03A
List strengths & weaknesses of organization
 Positive description. Negative description.
Highlight advantage or Describe the weakness (poor,
bene ts derived from the inadequate, limited) and
strength why
fi
 STRENGTHS WEAKNESSES

•Technology •Technology

•Management Skills •Management Skills

•Internal Policies •Internal Policies

•Financial •Financial
 1.0
TECHNOLOGY
(Programs & Projects)
• Relevant or addresses needs • Not addressing target
or demands
Appropriateness groups ‘ needs

• Poor staff work, target

• Technical expertise Expertise not achieved, delayed

Facilities • Not appropriate to

• Necessary & adequate
requirements, lack of

Support materials & • Not appropriate to

• Necessary & adequate
equipment requirements, lack of

Strengths Weaknesses
Internal Factors
 2.0
MANAGEMENT SKILLS

• Facilitates delivery of • Inefficient services,

services, on time, at cost,
Management bottlenecks encountered;
according to specification not relevant to issues

• Poor staff work, limited

• Efficient, Support Staff
support staff, do no
knowledgeable
demonstrate necessary skills

• Streamline and
Support Systems • Too many requirements
efficient

• Frequent
• Operates in silos; no
collaboration & Climate sharing of information
sharing of resources

Strengths Weaknesses
Internal Factors
 3.0
INTERNAL POLICIES

• Relevant or addresses needs • Not addressing target

or demands
Appropriateness groups ‘ needs

• High compliance,
streamlined process
• Inconsistent application
Compliance
and/or interpretation; too
many requirements

Awareness • Too many interpretations,

• High awareness
too many requirements

Strengths Weaknesses
Internal Factors
 4.0
FINANCIAL ASPECT

• Fund support Funds • Limited budget

adequate

• Required resources Timeliness • Delayed release of funds

received on time

• Poorly prepared
• Financial reports Compliance liquidation reports;
submitted on time disallowances

Strengths Weaknesses
Internal Factors
 INTERNAL STRATEGIC FACTORS
Strong technical expertise and experience of
staff on….
Timely or prompt response to issues and
opportunities

Ef cient internal system and processes that

produces timely results

Appropriate technology or products (capability

building programs)
Facilities relevant to needs being analyzed

Strong organization culture

Strong or steady internal fund support - part of

Strengths the priority program
fi

Weaknesses
Weaknesses can be addressed or resolved.
OPERATIONAL BOTTLENECKS
Limited expertise and experience on…
Poor or absence of internal systems -
complicated, outdated, too many requirements,
long processing
Obsolete or irrelevant technology or
products - not addressing current or future
requirements
Poor and limited facilities - dilapidated,
Programs poorly implemented - delays, poor
results.
Functional units operate in silos.
Limited funds or resources are allotted
to priority programs.
SWOT CONTEXT:
High incidence of dropouts in Grade 7,8,9
SWOT CONTEXT: High incidence of dropouts in Grade 7,8,9
Weaknesses L E .
Most SDO staff have limited experience
B
managing dropout reduction program.
A
IL C
Newly promoted staff have had no exposure
P
Strategies inappropriate to needs. The
T
been provided. P
managing the program, and no training has
A
current approaches to addressing
N O
SARDOs are limited to urban setting
requirements. These are not responsive to H E N
No training on managing the DORP. Training
for teachers and SDO supervisors is the same.
needs in the rural areas.
Y W
CO P No management aspect in the design of the
training.
Limited human resource of schools to
N O T Mass training programs. Training
conduct home visitation. The current
. D O implemented by SDO for teachers are

N Y
teacher to learner ratio is high, and the
L
teachers’ teaching load is also high. conducted with 200 participants .

LE O Required training days or sessions are not

AM P met. The required ve-day training on dropout
S
Modules or materials are designed for
independent learners. Most dropouts have
reduction was implemented in 2 days.
issues on reading and basic competencies. No evaluation of program. The DORP has
Current materials are not appropriate to been implemented in three years but no
their level. evaluation undertaken.
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 Strengths
Tracking of SARDOs. Process for identifying
SWOT CONTEXT: and tracking SARDOs while in school are in
place.
High incidence of dropouts Fund support for training of teachers on
in Grade 7,8,9 DORP. Fund support for implementing
DORP trainings is part of the regular
budgetary item.
 STEP 03B
List opportunities & threats
INTERNAL

PLANNING PERIOD What is going to happen in the future

What happened in the past? now?

EXTERNAL
 External Factors
2 Types

Micro-environment Sources of OT
Events, trends,
circumstances or
ETC • Education policies,
guidelines
happenings speci c DepEd

to OUR sector • Education programs and

CHED projects

Groups operating in • Support funds and

resources
the same
geographical
SUCs
Organization
Foundations • Expertise &
environment that technology
supports (interacts)
education
LGU TESDA
• Local events,
initiatives

Education Sector
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 External Factors
2 Types

Micro-environment
Events, trends, Sources of OT
ETC
circumstances or
DepEd
•Government
happenings that policies eg, TRAIN
affects law
CHED
EVERYBODY •Worldwide trends
eg. globalization,
“Frame” world trade
conditions, not Organization
• Demographics,
climate change
speci c to OUR SUCs Foundations

sector
TESDA
•Technological
LGU evolution

•Calamities,
Education Sector pandemic

Macro Environment
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SWOT CONTEXT:
High incidence of dropouts in Grade 7,8,9
 Opportunities
E
Technical and fund support Lfrom
.
assisted programs. XXIC A B foreign-
L program
strengthen DepEd’s Pcapacity
P
is designed to
on dropout
T A
SWOT CONTEXT: reduction.
N O
H E N
High incidence of dropouts W
Technical
Y
support from SUCs. DICTs

CO Ppartnership with SUCs provides technical

in Grade 7,8,9 N O T support to schools on ICT concerns

. D O
NLY Availability of online technology. Online

L E O sessions may be tapped as an alternative

AM P delivery method for SARDOs.

S
 Threats
L E .
Covid-19 lockdown. Provision of specialize or
AB
be affected.
P IL C
customise remediation activity for SARDOs may

AP
T
SWOT CONTEXT: N O
Financial dif culties of families. Dif culties of
families forcesNsome parents to help augment
household H
E
High incidence of dropouts Y W earning by allowing their children work

CO P
rather than go back to schools

in Grade 7,8,9 N O TIn uences from social media. Trends and fads
. D O distract learners attention away from schooling.

NLY The need to conform from the dictates in social

L E O media forces learners to focus on other concerns.

AM P
S Calamities, typhoons, oods. Increasing
of SARDOs, as more learners may be displaced
number

by natural calamities. Learning materials may also

be destroyed.
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Factors “inside” the Program
that contributed to good
performance, or helped
achieved goals and objectives
of the program
Strengths
Opportunities
Environmental factors that
may have the “power” to
positively contribute to
achieving the goals and
objectives of the program
• Technical Aspect
• Organization & Organizational bottlenecks
Management that hindered or prevented
• Internal Poliices the program from achieving
the desired goal or objective
• Finance Requirements
Internal Factors Weaknesses
External Factors Threats
• Macro Environmental
Factors (influences or Factors beyond the control
affects everybody) of the organization that may
negatively affect or hinder
• Micro Environmental
the achievement of program
Factors (sector or
goals and objectives
industry speficic)
 SWOT CONTEXT: High incidence of dropouts in Grade 7,8,9
Strengths
Tracking of SARDOs. Process for identifying and tracking SARDOs while in
school are in place.
Fund support for training of teachers on DORP. Fund support for
implementing DORP trainings is part of the regular budgetary item.
Threats
Covid-19 lockdown. Provision of specialize or customise remediation activity for
SARDOs may be affected.
Financial dif culties of families. Dif culties of families forces some parents to help
augment household earning by allowing their children work rather than go back to
schools
Calamities, typhoons, oods. Increasing number of SARDOs, as more learners may
be displaced by natural calamities. Learning materials may also be destroyed.
In uences from social media. Trends and fads distract learners attention away from
schooling. The need to conform from the dictates in social media forces learners to
focus on other concerns.
Opportunities
Technical and fund support from foreign-assisted programs. XX program is
designed to strengthen DepEd’s capacity on dropout reduction.
Technical support from SUCs. DICTs partnership with SUCs provides
technical support to schools on ICT concerns
Availability of online technology. Online sessions may be tapped as an alternative
delivery method for SARDOs.
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fi
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Weaknesses
Strategies inappropriate to needs. The current approaches to
addressing SARDOs are limited to urban setting requirements.
These are not responsive to needs in the rural areas.
Limited human resource of schools to conduct home
visitation. The current teacher to learner ratio is high, and
the teachers’ teaching load is also high.
Modules or materials are designed for independent
learners. Most dropouts have issues on reading and basic
competencies. Current materials are not appropriate to
their level.
Most SDO staff have limited experience managing dropout
reduction program. Newly promoted staff have had no
exposure managing the program, and no training has been
provided.
No training on managing the DORP. Training for teachers and
SDO supervisors is the same. No management aspect in the
design of the training.
Mass training programs. Training implemented by SDO for
teachers are conducted with 200 participants .
Required training days or sessions are not met. The required ve-
day training on dropout reduction was implemented in 2 days.
No evaluation of program. The DORP has been implemented
in three years but no evaluation undertaken.
 Grades 3-6
SWOT ANALYSIS
Context: High percentage of non-reader and frustration
level readers
• 7 % of non-readers
• 22 % of readers under frustration level
• 41 % of readers under instructional level
• 30 % of readers under independent level
Learners’ barriers to education:
• Most learners unable to read belong to poor families
• The limited capacity of parents or guardians to teach
their children how to read.
• Limited learning resources at home, no access to the
internet.
 WEAKNESSES
Teachers did not provide appropriate and intensive reading interventions. Analysis,
interpretation, and utilization of the results were not undertaken. There was no systematic
sequential and multi-sensorial way of addressing the reading difficulties instead of just
giving the material.
Limited, quality assured contextualized reading materials in 3 languages. Due to the lack
writer-contextualizers, language/content reviewers, and illustrators, CO-released SLMs were
not 100% quality assured.
Limited time for monitoring of reading programs. M & E on reading programs are included
in the regular conduct of school M&E. However, since there is no system for monitoring,
important milestones were ignored.
Overlapping of activities. Although, school heads are given 75% on instructional supervision
and 25% in managerial tasks, these were not followed. They spent more time in MOEE
(canvass, liquidation), implementing other government agencies programs (DRRM, WINS,
Gulayan sa Paaralan, etc), attending series of webinars and other SDO initiated program,
projects and activities.
 WEAKNESSES

No established monitoring system (procedure/scheme/tool) in operationalizing

the School-Based Reading Program. The school heads and supervisors adopt spot-
check monitoring. They just ask how many learners are under the level of
emerging, struggling, independent readers. They also ask what interventions are
made. But, seldom do they check the interventions made based on the learner’s
needs and capacity. Do teachers use the same reading materials as the regular
class? Are these reading materials one size fits all from K to 3?. Do these learners
have portfolios in reading activities to track their improvement in reading, what
adjustments to be made and what materials to be developed?

School-based reading program is not included in the SBM and SIP.

 WEAKNESSES
Teachers did not apply or utilize the technologies introduced in previous
training (name of training). No follow-up monitoring activities were done by
the SHs because they were not oriented on the same; no third-level evaluation
activities were conducted by the SDO

No standard process or protocols for providing remediation for learners’

specific reading difficulties. Current reference and learning materials are not
appropriate to the reading levels of learners.
SHs conducted monitoring and evaluation of the reading program at the start
and end of the school year only. Other programs and concerns compete for SHs
attention.

School heads conducted instructional supervision using a generic supervisory

approach to all types of teachers, that's why teachers teaching reading were
not given appropriate technical assistance based on what they need.
 STRENGTHS

All reading teachers were capacitated on beginning literacy under the ELLN PSF. They are
able to demonstrate and apply their learnings to actual situation.

10 instructional supervision sessions per month provided by school heads to teachers; EPSs
to school heads.
One (1) reading assessment mechanism/tool per language was developed. These helped
the teachers develop customized the teaching and learning process.
All elementary schools have a School-Based Reading Program aligned with the Region’s
Reading Initiatives Program.
All teachers and school heads were capacitated according to the instructional and
professional needs using the HRD funds. Scope of training includes………
All schools have developed and are implementing localized Reading Interventions from 3 to
6.
 OPPORTUNITIES

Project XXX of the YYY Government will be operating in the province. The project
may be tapped for technical and financial assistance. The project also focuses on
reading. It can be tapped by the school to provide training assistance to teachers on
literacy instruction and the development of supplementary reading materials.

AVAILABILITY OF ONLINE TECHNOLOGY. The Internet provider in the province is

strong and reliable. Online sessions may be used for remedial instruction.

Special Education Fund. Support to schools is one of the priority concerns in the LGUs
development agenda. This can be tapped to support the school in the printing and
reproduction of learning materials, training of teachers in reading, the provision of
gadgets to struggling learners and giving of cash allowance to the less privileged.
 THREATS

Suspension of classes resulting from typhoons and floods. An increasing number of

emerging and struggling readers were observed in the last three years because of
displacement resulting from natural calamities. The school facilities are used as an
evacuation area. There were incidences of lost learning materials and some facilities were
vandalized. Contact time will also be reduced.
 STEP 04
Prepare S-W-O-T
Matrix. Formulate
interventions.
 As a tool for strategy formulation

Efficiently use or
Address
manage properly to
immediately
achieve objectives

Strengths Internal Factors Weaknesses

Opportunities External Factors Threats

Assess probability
Use as leverage, to
and potential
augment current
effect, mitigate or
capacities
re-strategize
 SWOT CONTEXT: High incidence of dropouts in Grade 7,8,9
Strengths Weaknesses
Tracking of SARDOs. Process for identifying and tracking SARDOs while in

HOW DO WE USE?
school are in place. Strategies inappropriate to needs. The current approaches to
addressing SARDOs are limited to urban setting requirements.
Fund support for training of teachers on DORP. Fund support for These are not responsive to needs in the rural areas.
implementing DORP trainings is part of the regular budgetary item.
Limited human resource of schools to conduct home
Threats visitation. The current teacher to learner ratio is high, and

O ?
the teachers’ teaching load is also high.

D
Covid-19 lockdown. Provision of specialize or customise remediation activity for

MITIGATING E
SARDOs may be affected. Modules or materials are designed for independent

W
learners. Most dropouts have issues on reading and basic

O
Financial dif culties of families. Dif culties of families forces some parents to help

D
competencies. Current materials are not appropriate to
augment household earning by allowing their children work rather than go back to

T
their level.

RESPONSES? A
schools
Calamities, typhoons, oods. Increasing number of SARDOs, as more learners may
be displaced by natural calamities. Learning materials may also be destroyed.

In uences from social media. Trends and fads distract learners attention away from
WH
Most SDO staff have limited experience managing dropout
reduction program. Newly promoted staff have had no
exposure managing the program, and no training has been
provided.
schooling. The need to conform from the dictates in social media forces learners to
focus on other concerns. No training on managing the DORP. Training for teachers and
SDO supervisors is the same. No management aspect in the
Opportunities design of the training.

Mass training programs. Training implemented by SDO for

Technical and fund support from foreign-assisted programs. XX program is teachers are conducted with 200 participants .
designed to strengthen DepEd’s capacity on dropout reduction.
Required training days or sessions are not met. The required ve-
Technical support from SUCs. DICTs partnership with SUCs provides day training on dropout reduction was implemented in 2 days.

HOW DO WE TAP?
technical support to schools on ICT concerns

Availability of online technology. Online sessions may be tapped as an alternative No evaluation of program. The DORP has been implemented
delivery method for SARDOs. in three years but no evaluation undertaken.
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 RELEVANT?
Ensure continuing relevance

STRENGTHS PROPAGATE?
Propagate as necessary

SUSTAIN?
Provide support mechanisms
 Proposed Measures to Sustain Strengths
What policy related responses are
needed to sustain and fully utilize the
POLICY RESPONSE strengths?

STRENGTHS What support or followup CB programs are

Tracking of SARDOs.
CAPABILITY BUILDING needed? Is there a need to propagate the
technology?
Process for identifying
and tracking SARDOs
while in school are in What support systems or processes
place. SUPPORT SYSTEMS are required to sustain this
strength?

What and how much resources are

SUPPORT RESOURCES needed to sustain this strength?
 Proposed Measures to Sustain Strengths
Review and enhance current
guidelines on Tracking
SARDO

STRENGTHS Train new teachers on tracking of

SARDOs
Tracking of SARDOs.
Process for identifying Expand pool of Division trainers
and tracking SARDOs on tracking SARDO
while in school are in
place.
Develop Division level M&E system for
managing schools’ implementation of
dropout reduction program

Develop and distribute Tracking

SARDO manual for schools’ use
 STRENGTHS
Tracking of SARDOs. Process
for identifying and tracking
SARDOs while in school are
in place.
Proposed Measures to Sustain Strengths
Review and enhance current guidelines on Tracking SARDO
Train new teachers on tracking of SARDOs
Expand pool of Division trainers on tracking SARDO
Develop Division level M&E system for managing schools’ implementation of
dropout reduction program

Develop and distribute Tracking SARDO manual for schools’ use

Fund support for training of

teachers on DORP. Fund
support for implementing
DORP trainings is part of the
regular budgetary item.
 POLICY?
Caused by or can be resolved?

WEAKNESSES CB?
Improve capability and capacity?

RESOURCES?
Adding more resources
 Proposed Solutions for Addressing Weaknesses
WEAKNESSES Can we resolve or address this weakness by
Strategies inappropriate to revising existing policies or developing new
needs. The current approaches POLICY RESPONSE policies? If yes, what are the policies to be
to addressing SARDOs are
reviewed, enhanced, or developed?
limited to urban setting
requirements. These are not
responsive to needs in the rural
areas. Can we address this problem through
CAPABILITY BUILDING capacity building? training or mentoring?
Limited human resource of
schools to conduct home
visitation. The current teacher to
learner ratio is high, and the
teachers’ teaching load is also What support systems should be reviewed
high.
SUPPORT SYSTEMS and enhanced to address the weakness?

Modules or materials are Is there a need for a new system?

designed for independent
learners. Most dropouts have
issues on reading and basic What additional resources (human, partners,
competencies. Current materials
are not appropriate to their level.
SUPPORT RESOURCES supplies, equipment) are needed to address
these issues?
 Proposed Solutions for Addressing Weaknesses
Redesign or develop new strategies
speci c to addressing issues in rural
WEAKNESSES setting

Strategies inappropriate to
needs. The current approaches Train more teachers on use of new
to addressing SARDOs are
limited to urban setting DORP strategies
requirements. These are not
responsive to needs in the rural
areas. Establish mentoring partnership
between big and small schools
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 WEAKNESSES
Strategies inappropriate to needs. The
current approaches to addressing
SARDOs are limited to urban setting
requirements. These are not responsive
to needs in the rural areas.
Proposed Solutions for Addressing Weaknesses
Redesign or develop new strategies speci c to addressing issues in
rural setting
Train more teachers on use of new DORP strategies

Establish mentoring partnership between big and small schools

Limited human resource of Prioritize deployment of new teachers in areas with high
schools to conduct home
visitation. The current teacher to teacher turnover rate
learner ratio is high, and the
teachers’ teaching load is also Review teachers loading
high.

Modules or materials are designed for Design and develop customize materials for SARDOs with
independent learners. Most dropouts issues on reading
have issues on reading and basic
competencies. Current materials are not
appropriate to their level.
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 ACCESS?
How

MAXIMIZE?
How

OPPORTUNITIES
 Possible Strategies for Accessing Opportunities
OPPORTUNITIES What policy and management responses
Technical and fund support from POLICY RESPONSE are needed access the opportunity?
foreign-assisted programs. XX
program is designed to
strengthen DepEd’s capacity on Do we have the capability to access the
dropout reduction.
opportunity? If none, what skills do we
Technical support from
CAPABILITY BUILDING need to take advantage of the
SUCs. DICTs partnership opportunities?
with SUCs provides
technical support to Is there a need to align or enhance current
schools on ICT concerns
SUPPORT SYSTEMS practices, systems and processes for us to
access the opportunity
Availability of online
technology. Online sessions
may be tapped as an What additional resources are needed
alternative delivery method
for SARDOs.
SUPPORT RESOURCES to access these opportunities?
 Possible Strategies for Accessing Opportunities

OPPORTUNITIES Train all teachers on developing online

presentation materials and delivering
online sessions

Availability of online
technology, infrastructure. Develop online mechanism for online
Online sessions may be assessment
tapped as an alternative
delivery method for Provision of additional computers in
SARDOs.
schools with high needs

Develop orientation materials on

managing online sessions
 SWOT ANALYSIS

A N A LYS I S
OF THREAT S
 Proposed Mitigation Measures
THREATS
Covid-19 lockdown. Provision
Will a policy issuance from DepEd help
of specialize or customize
remediation activity for POLICY RESPONSE MITIGATE the threats?
SARDOs may be affected.

Financial dif culties of

families. Dif culties of Will building the capability of staff
families forces some parents CAPABILITY BUILDING help mitigate effects of the threats? If
to help augment household yes, what CB are needed?
earning by allowing their
children work rather than go
back to schools Is there a need to align or enhance
SUPPORT SYSTEMS current practices, systems and
processes for us to MITIGATE the
Calamities, typhoons, oods. threats?
Increasing number of SARDOs,
as more learners may be
displaced by natural calamities. What additional resources are
Learning materials may also be
destroyed.
SUPPORT RESOURCES needed to MITIGATE the effects of
threats?
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 Possible Mitigation Measures
THREAT
Covid-19 lockdown. Provision
of specialize or customize
remediation activity for
SARDOs may be affected.
fi
Develop online remediation sessions and
session guides speci c to the requirements
of SARDOs
Develop online mechanism for online
assessment of SARDO
???????
 SWOT ANALYSIS

A N A LYS I S
LEARNERS’ CONTEXT
 Possible Strategies for Addressing Learners’ Challenges
Challenges
Is there a need for a special program or
Parents are unable to provide POLICY RESPONSE policy to address these challenges?
learning support to their children.
Most parents are working and
may not have enough time and Can these be addressed by involving the
the knowledge to help support
learners’ parents or guardians? What
their children.
CAPABILITY BUILDING training or orientation can be provided?
Limited access to resources.
Not all learners have access
to gadgets - phones or
Is there a need to develop a customized
computers.
SUPPORT SYSTEMS system to help address the unique learners’
situation?
Violence in the areas where
learners live. Community
and domestic disturbances Is there a need to refer to other agencies
may be affecting learners’
focus or attention.
SUPPORT RESOURCES to help address or mitigate these
challenges.
 Possible Strategies for Mitigating Learners’ Challenges
Learners’ Challenges
Parents are unable to provide
learning support to their children.
Most parents are working and may
not have enough time and the
knowledge to help support their
children.
Prepare newsletter updating parents on
learners’ performance and school
activities
Develop brochure describing the
importance of parents’ involvement;
testimony of other parents
Strengthen coordination with barangay in
tracking SARDOs
 DEDP Strategies & Outputs (Using SWOT #4)

Strategy 4. Strengthen schools’ capacity to ensure continuity to next stage.

STRENGTHS
Review and enhance current
guidelines on Tracking SARDO
Train new teachers on tracking of
SARDOs
Expand pool of Division trainers on
tracking SARDO
Develop Division level M&E system for
managing schools’ implementation of
dropout reduction program
WEAKNESSES
Redesign or develop new strategies
speci c to addressing issues in rural
setting
Train more teachers on use of new
DORP strategies
Establish mentoring partnership
between big and small schools
THREATS
OPPORTUNITIES
Train all teachers on developing online
presentation materials and delivering
online sessions
Develop online mechanism for online
assessment
Provision of additional computers in
schools with high needs
Develop orientation materials on
managing online sessions

Develop and distribute Tracking

SARDO manual for schools’ use
Strengthen schools’ tracking
mechanism during emergencies
CHALLENGES
Strengthen coordination with
DSWD and barangay
fi
 DEDP Strategies & Outputs
Strategy 4. Strengthen schools’ capacity to ensure continuity to next stage.
Review and enhance current
guidelines on Tracking SARDO
Train new teachers on tracking of
SARDOs
Expand pool of Division trainers on
tracking SARDO
Develop Division level M&E system for
managing schools’ implementation of
dropout reduction program
Develop and distribute Tracking
SARDO manual for schools’ use
fi
(Using SWOT #4)
Redesign or develop new strategies
speci c to addressing issues in rural
setting
Train more teachers on use of new
DORP strategies
Establish mentoring partnership
between big and small schools
Strengthen schools’ tracking
mechanism during emergencies
Train all teachers on developing online
presentation materials and delivering
online sessions
Develop online mechanism for online
assessment
Provision of additional computers in
schools with high needs
Develop orientation materials on
managing online sessions
Strengthen coordination with
DSWD and barangay
“NARRATING” THE SWOT MATRIX
 • PARDOs QUANTITATIVE DATA •
• # of comfort rooms
%
ef
• cut off age fic
a l Ra t e ( C S R ) • Completion Rate (CompR)
ie
nc
ort S u r vi v
• Coh
y
• # of stools • grades
• # of absent
• test scores
• School Leaver Rate (SLR) • MPS subject • # of hours
• 3 stars
• Transferee
• quartile ratio
• • Severely Malnourished• # of textbooks

KPIs - DepEd Mandates

• 180 days
• Net Enrolment Rate (NER) Achie
veme
nt MP • below mastery

• E
S

puters
• BMI
• Male female ratio
• non numerates
io n a l • classroom to student ratio • Repeaters
t • #1 in math

nro
u c
• Absenteeism in s tr
• Repeaters • canteen income
o f
• School Leaver Rate (SLR)

f com
s

•Performance of Target Group

r

lme
• stakeholders h o u io n
# v is
participation • school leavers
•
s u pe r • teachers qualification • Repeaters

nt
• transition• failure rate • gulayan

• #o
• Teacherrato c ri cLearner
e s Ratio • Intake Rate
• % of
M p • Retention Rate • Gross Enrolment Rate (GER)
•Effectiveness of your actions
competencies l 3 SB • Dropouts l at e
e e s • child friendly school •
covered • le v of tim no • # of readers
• # • MOOE
of • test scores • # trainees
• # of textbooks • graduation rate
• contact time
tea
ch
• incidence of bullying ers • # watsan
• # of chairs
• # of out school • failedretained
• instructional level • mapped learners
• SARDOs • retained • # of participants
children • # of PWDs
• first place - newswriting • physical accomplishment rate • PHP
• physical accomplishment rate • utilization rate • ptca
• # relocated • AIP Year 1
• # of SPED teacher • First honor
• # of class suspension
KEY PERFORMANCE INDICATORS
We have so many data
KEY PERFORMANCE INDICATORS

Actions that are Actions that are

working NOT working
But it will NOT TELL YOU
WHY?
INSIGHTS
LOCATE THE ISSUE
PRIORITIZE CONCERNS
FOCUS YOUR ANALYSIS
“CONNECT THE DOTS”

QUALITATIVE DATA
 Without QUALITATIVE data,
NUMBERS will just be numbers
QUALITATIVE DATA will
help us….
EXPLAIN THE ISSUE

SORT OUT DIFFERENT FACTORS

IMPROVE FUTURE RESPONSES
 INTEGRATING QUANTITATIVE & QUALITATIVE DATA
ANALYSIS

QUANTITATIVE QUALITATIVE
DATA ANALYSIS DATA ANALYSIS PLANNING
DATA DATA

Indicators & Insights Stories Holistic More relevant &

Numbers (internal & understanding responsive
(scope of external interventions
Locate the
accomplishment) factors) Cause &
issue
effect or
connect the
Determine
dots
priorities

Areas to
Context for
improve
the stories
 ANNUAL IMPLEMENTATION PLAN - Physical
Physical Targets
PIA/ Person
OUTPUT Activities Output Output Indicators Target Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Total Responsible
Cost

4
P1 1. Make announcements areas covered # of sitios covered 4 2 2 4 ABC
Set overall targets 7
2 2. Prepare guidelines guidelines on —- # of guidelines 1 1 1 ABC

3. Meet with local community meetings completed # of meetings 6 2 2 2 6 Determine cost

ABC
Assign
P1 1. Visit homes homes visited # of homes 24 6 6
5 6 6 24 CDE
per activity
unique ID
2. Counsel families families counseled # of families 30 15 15 30 CDE, FGH
Breakdown targets into
1
3. Implement feeding program children completed feed prg # of children 30 months or quarter 30
630 IJK, LMN

children received fin.

4. Provide financial support # of children 45 5 5 5 5 5 5 5 5 5 45 OPQ
Detailing. Breakdown support

P3 each
1. Conductoutput reading sessions completed # 3
reading sessions into of reading sessions 15 3 3 3 3
Assign
3 15
individuals
RST

activities.
P4 1. Track attendance monthly tracking completed # of tracking sessions 10 1 1 1 1 1 1 1 1 1 1 or10 groups
UVW
Determine Output
2. Update attendance & class
records
records updated Indicator
# of records 20 2 2 2 2 2 2 2 2 2 2 20 XYZ

Prepared by ReyMac
 ANNUAL IMPLEMENTATION PLAN - Physical
Physical Targets
PIA/ Person
OUTPUT Activities Output Output Indicators Target Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Total Responsible
Cost

P1 1. Make announcements areas covered # of sitios covered 4 2 2 4 ABC

2. Prepare guidelines guidelines on —- # of guidelines 1 1 1 ABC

3. Meet with local community meetings completed # of meetings 6 2 2 2 6 ABC

P1 1. Visit homes homes visited # of homes 24 6 6 6 6 24 CDE

2. Counsel families families counseled # of families 30 15 15 30 CDE, FGH

3. Implement feeding program children completed feed prg # of children 30 30 30 IJK, LMN

children received fin.

4. Provide financial support # of children 45 5 5 5 5 5 5 5 5 5 45 OPQ
support

P3 1. Conduct reading sessions reading sessions completed # of reading sessions 15 3 3 3 3 3 15 RST

P4 1. Track attendance monthly tracking completed # of tracking sessions 10 1 1 1 1 1 1 1 1 1 1 10 UVW

2. Update attendance & class

records updated # of records 20 2 2 2 2 2 2 2 2 2 2 20 XYZ
records

Prepared by ReyMac