School Monitoring and Evaluation Plan Adjustment (SMEPA) : D T C M E S

Doña Tiburcia Carpio Malvar
Elementary
School Monitoring
And Evaluation Plan
Adjustment (SMEPA)
April 30, 2021
9:00 A.M.
Developing and Transforming Children to be Models of

DOÑA TIBURCIA CARPIO MALVAR ELEMENTARY
P R O G R A M
I. Lupang Hinirang………………..… Video Presentation
II. Prayer………………....................... Video Presentation
III. Roll Call………………………...…… Revic F. Cordero
Teacher III
IV. Opening Remarks……………...… Maila M. Padilla
Principal II
V. Session Proper
School Monitoring And Evaluation Plan Adjustment

(SMEPA)
vi. Closing Remarks …………..….. Flordeliz P. Palomeno
Master Teacher II
April 30, 2021 Brenda M. Linga

9:00 A.M. Lady of Ceremony

DOCUMENTATION
 VINA MANCEDO
 REINA MENDOZA
ROLL CALL
 REVIC CORDERO
GOOGLE LINK See you tomorrow

 KATHLEEN MONES April 30, 2021
9:00 A.M.
TECHNICAL ASSISTANCE
LADY OF CEREMONY
 BRENDA LINGA

Lupang Hinirang
And Prayer
Through Video Presentation

Elementary
ROLL CALL
Revic F. Cordero
Teacher III

Elementary
OPENING
REMARKS
Maila M. Padilla
Principal II

Elementary
School Monitoring
And Evaluation Plan
Adjustment (SMEPA)
Maila M. Padilla
Principal II

VIRTUAL ORIENTATION ON SCHOOL MONITORING
AND EVALUATION PLAN ADJUSTMENTS
APRIL 30, 2021

MAILA M. PADILLA
PRINCIPAL II
OBJECTIVE
S the basic principles
• Discuss
of DMEPA technology
• Identify the major bottlenecks in
the delivery of basic education
services that prevents schools and
learnings centers from getting all
school age children to school,
keep them in school, and ensuring
all children who are in school to
acquire quality learning
OBJECTIVE
S
Agree on scope of technical assistance the
SDO will provide to schools/districts that are
related to improving access, quality and
governance
Discuss proper utilization of varied

quantitative and qualitative M & E tools for
effective DMEPA implementation at all levels
OBJECTIVE
S
Discuss DMEPA process from schools to SDO vis-à-
vis institutionalization of DMEPA
Formulate contextualized M & E plan based on the

Annual Improvement Plan (AIP) of schools, districts and
SDO as major focus of DMEPA in capturing
operational concerns
OBJECTIVE
S
Develop deeper understanding on the essentials of MEPA
technology in the implementation of AIP, related PPAs, full
institutionalization of SBM in gearing up K to 12 and as a
mechanism in the formulation of SDO Technical Assistance Plan
to school vis-à-vis accelerating access, quality and governance
of basic education
DM EP A GU I D ELI N ES :RA TI O N A L E
WHY  Respond to the demands and/or

DMEP unique learning needs of all
types of learners;
A
 Review the responsiveness and
effectiveness of education
programs and organizational
systems to improving access,
quality, and governance of
basic education services
CRN 441001893
WHY  Address bottlenecks or issues in

the basic education services that
DMEP are caused by one-size fits all
A policies, limitations in the
program design, inefficiencies in
the support systems, and/or
simply the lack of demand-
responsive policies
 Be more demand responsive
rather than supply (program)
driven
CRN 441001893
WHY  Facilitate more inclusive programs

DMEP and more efficient support
systems
A  track the progress of the
division, districts, and schools in
its delivery of education services
as well as its performance as an
organization
CRN 441001893
D M E P A GU I D ELI N ES :RA TI O N A L E
WHY  provide division

management and
DMEP technical/functional units
A information on the
implementation and
achievement of
division/district/schools’
adjust approaches and
 PPAs
strategies that will ensure

proper allocation and equitable
distribution, easy access,
effective and optimal use of
CRN 441001893
resources
WHY
 establish information system as
DMEP basis for determining appropriate
A strategy to improve organizational
performance
 strengthen collective actions to

serve better the districts and
schools
CRN 441001893
• Organizational performance –
involves analyzing an
organization’s performance
against its objectives and
goals. It comprises real
results or outputs compared
with intended outputs.
• 3Ps – people, product,
process
• Organizational effectiveness can be defined as the
efficiency with which an organization is able
to meet its objectives ….. Highly effective
organizations exhibit strengths across five
areas: leadership, decision-making and structure,
people, work processes and systems and
culture. How an organization produces its set
quota of products, how much waste it
produces, how efficient its processes
Why is organizational effectiveness
important? The benefits of effectiveness in an
organization can include improved: employee
engagement and performance. Employee
productivity is directly tied to the outcomes
and performance of individual units. This, in
turn, affects the organizational performance.
DIVISION MONITORING AND EVALUATION TEAM (DMET)
MERTHEL M. EVARDOME
N I C O L A S M . BU RGOS N A D I N E C. C E L I N D R O
ACCESS QUALITY GOVERNANCE
DIVISION FIELD TECHNICAL ASSISTANCE TEAMS

(DFTATS)
WHY MONITOR
ACTIVITIES?
•
Tracks inputs and outputs and compares them to
plan
• Identifies and addresses problems
• Ensures effective use of resources
•
Ensures quality and learning to m
i prove
activities and services
• Strengthens accountability
•
Program is going in right direction as
This Photo by Unknown Author is licensed under CC BY-
WHY EVALUATE
ACTIVITIES?
• Determines program effectiveness
• Shows impact
• Strengthens financial responses and accountability
•
Promotes a learning culture focused on service
improvement
• Promotes replication of successful interventions
OBJECTIVES IN SUPPORT OF THE
OVERALL PURPOSE OF M & E
• Provide the division

management information on the
delivery of education services as
basis for
Technical Assistance
• Provide the division
management information on the
implementation and achievement
of the division programs and
projects as bases for plan
adjustment as well as
adopting/replicating/institutionalizi
n g programs and projects based
OBJECTIVES IN
SUPPORT OF • Provide the division
THE OVERALL
PURPOSE M & E management
information to determine
and adjust approaches
and strategies that will
ensure appropriate
allocation, just and
equitable distribution,
efficient and effective
downloading and
optimal use of
education resources
for districts and schools
OBJECTIVES IN SUPPORT OF THE OVERALL PURPOSE M & E
•
Provide the division management information on
division organizational health/performance as basis for
determining appropriate approaches/interventions to
improve organizational effectiveness and
organizational resource support
COMMON M & E
MISTAKES
•
gathering too manydata but makn
i g little and
timely adjustments or decisions
• strategic planning is undertaken
without the benefit of lessons and
insights from evaluation findings. Planning is

commonly undertaken without realy
looking back and assessing what went
well and what went wrong
COMMON M & E
MISTAKES
•
same programs, same problems. The ability to
think “outside” the box is lost with the
absence of M & E. There is general
tendency for planners and implementers
to always pursue the “tried and tested”
programs simply because they already
have developed the “expertise”. But the
absence of information, insights and
feedback generated from M & E system
takes its toll to implementers.These
leads to same programs same problems
COMMON M & E
MISTAKES
• late response to operational issues
and difficulties. Many difficulties in
the operations can be mitigated
and/or solved if data and
information are accurate and
available on time
• inefficient usage of resources. No
M & E system leads to wastage of
resources
TYPICAL M & E FRAMEWORK
Level Description Frequency
Inputs Resources that are put into the project. Lead to Continuous
the achievement of the outputs
Outputs Activities or services that the project is Quarterly
providing. Outputs lead to outcomes.
Outcomes Changes in behaviors or skills as a result of the 2 – 3 years (short
implemented project. Outcomes are anticipated to to medium term)
lead to impacts.
Impacts Measurable changes on achievement, quality and 3 - 5 years
efficiency of programs and services. Impact results (long term)
are effects of the intervention
INTERMEDIATE OUTCOMES
Organizati Access to Basic Education Improved Quality of Basic Education Improved
onal
Outcomes
Outcome Indicators 100% Participation Rate of age 5 100% Grade 1 Readiness Rate before
in Kindergarten before 2019 2019
100% Net Intake Rate of Grade 1by 83% Completion Rate in Elementary
2019 by 2019
100% Participation Rate of ages 6-11 76% Completion Rate in Secondary by
in elementary by 2019 2019
93% Participation Rate of ages 12-15 100% Completion in ALS annually
in Secondary by 2019
75% Mean Percentage Score in National
Achievement Test of Grade 6 and Year 2
by 2019
M&E BEFORE & AFTER INSTITUTING DMEPA TECHNOLOGY
BEFORE AFTER
Focused more on quantitative which
Focused on in-depth quantitative &
can’t capture barriers and
bottlenecks of PPA implementation qualitative analysis of KPIs
Not much segmentation done Using MEPA tools and techniques

(Dashboard, Segmentation, S-Curve) for data
leading to one-size fits all analysis & interpretation leading to strategic
interventions intervention
Optimization of M&E results for decision-

Under utilization of M&E results for making to ascertain realization of set
decision-making purposes objectives.
IMPACT OF DMEPA IN PLANNING & DECISION-MAKING
4th Quarterly DMEPA is

D M E P A results will be used for plan
adjustment particularly on 15 PPAs to focused on analyzing all KPIs
improve project/fund management. in preparation for Planning
and Budgeting.
DMEPA
DMEPA results will be optimized DMEPA will be utilized as unifying
to enhance/develop Major Policies mechanism at all levels and units
and/or provide Technical to improve access, quality and
Assistance to schools/districts. governance.
The SMEPA
SMEPA
Meeting
SCHOOL MEPA (1 Day)
Meetin Discussion of KPI & AIP
g Implementation
Objectives:
To enable the SCHOOL to immediately respond issues and concerns
affecting the effectiveness of programs and efficiency of programs
delivery
•
Immediate feedback on efficacy and weaknesses of program
implementation at school level vis-à-vis AIP implementation
•
Respond to technical assistance and training needs of teachers and
non- teaching personnel
ROLE OF THE SCHOOL MET (SMET) & SCHOOL HEAD IN THE
SMEPA AS CONVENOR
SMEPA DESIGN
ACTIVIT DESCRIPTION PERSONS IN-CHARGE
Y
1. Opening Presentation of Objectives, Activity flow Roll EMCEE &
and call of attendance Opening Speaker
2. Presentation by Each of the Grade Level / Department Heads Curriculum Level /
Grade Level / presents their findings on the KPI , Physical & Department
Department Heads Financial Accomplishments (AIP) Heads
3. Discussion of The group may ask questions to the presenter to Facilitator
Presentation clarify essential points every after presentation.
4. Synthesis of A listens to all presentations and School Synthesizer &

Discussion discussions and gives the summary of the main
synthesizer Documenter
points. The synthesizer list down all the issues
and concerns on which decisions need to be
made.
5. Agreement The SH discusses the issues listed and leads the School Heads/SMET
The DsMEPA
Meeting
DsMEP
A DISTRICT MEPA (2 Days)
Meeting Presentation & Discussion of KPI & AIP Implementation
Objectives:
To enable the DISTRICT OFFICE to immediately respond issues and concerns
affecting the effectiveness of programs and efficiency of programs delivery
•
Immediate feedback on efficacy and weaknesses of program
implementation at school level vis-à-vis AIP implementation
•
Respond to technical assistance and training needs of teachers and non-
teaching personnel
ROLE OF THE PSDS/DMET MEMBERS & SDO IN THE DMEPA AS
CONVENOR
DMEPA DESIGN
ACTIVIT DESCRIPTION PERSON IN
Y S -
1. Opening Presentation of Objectives, Activity flow and Roll CHARGE Opening
call of attendance EMCEE
2. Presentation by Each School Heads (Elem & Secondary) presents &
PSDS/School Heads
Schools the Operational Concerns (OC) consolidated from Speaker
SMEPAs
4. Synthesis of A synthesizer listens to all presentations Division Synthesizer

Discussion discu ssions
and and gives the su mmary of the
points.
mainThe synthesizer list down all the issues and
concerns on which decisions need to be made.
5. Agreement The PSDS discusses the issues listed and leads the PS DS/ DsMETand
group in coming up with agreements on program DMET Members
The DMEPA
Meeting
DMEPA
Meetin DIVISION MEPA (3 Days)
g Presentation & Discussion of KPI & AIP Implementation
Objectives:
To enable the DIVISION OFFICE to immediately respond issues and
concerns affecting the effectiveness of programs and efficiency of
programs delivery
• Immediate feedback on efficacy and
weaknesses of program implementation at district level vis-
à-vis AIP implementation
ROLE OF THE DMET MEMBERS & SM & E SECTION IN THE
DMEPA AS CONVENOR
DMEPA DESIGN
ACTIVIT DESCRIPTION PERSON IN
Y S -
1. Opening Presentation of Objectives, Activity flow and CHARGE Opening
Roll call of attendance EMCEE
2. Presentation by Each PSDSs presents the Operational &
PSDSs
Districts Concerns (OC) consolidated from DsMEPA Speaker

4. Synthesis of A listens to all presentations and M& E

Discussion discussions andSection
synthesizer gives the summary of the main
points. The synthesizer list down all the issues
and concerns on which decisions need to be
made.
5. Agreement The DMET members discusses the issues listed DMET members with
POINTS TO SYNTHESIZE
• MAJOR ACCOMPLISHMENTS: Performance Indicators, Outputs
1 achieved, Improved Fund Utilization, Progress Markers
• MAJOR DIFFICULTIES: Access / Qu ality, Project

2 Management, Fund Utilization, Relations with Stakeholders
• LESSONS LEARNED: in improving PPAs vis-à-vis access, quality

3 and governance
• MAJOR ISSUES & CONCERNS Raised on: TA & Policy Needs, Funds
& Financial Management, Project Implementation
4
SOME POINTERS IN DISCUSSING IMPLEMENTATION
PROGRESS
1. Main reference documents in reporting progress

includes:
- Approvedwork and financial plan
- Approved AIP
2.Always start discussion with overall physical
accomplishment and utilization of each program. This will
show ”progress” of implementation against approved plan
and budget.
PROGRESS
3.When line graph shows delay in implementation, highlight

programs or outputs that were delayed and explain causes of
delay. Suggests adjustments.
4. Adjustments may include:

- No major adjustments when delay is tolerable.
- Prepare a catch up plan when delay is big (2 quarters)
- Cancel implementation
PROGRESS
5. When discussing funds utilization, the following maybe presented:
- line graph comparing fund utilization versus approved financial
plan
- table showing utilization per program or output
- bar graph comparingbudget vs actual utilization
- table or chart showing cost per beneficiary
6. Explain causes of poor utilization of resources and suggest how these
can be mitigated.
7. If needing assistance for program implementation, ask assistance from
DO but be specific on the assistance/actions needed.
Programs and MOOE Status of Allocation
and Utilization What is the pie/table telling us?
6 6
7
% % SBM
12 %
ECAR
% 19 P
14
% % Muslim Education
IP Education
12
19 SPED
%
% 5 TechVo
% c STE
ALS
M OO
E
%Utilization
Programs Allocation Utilization
to Date
SBM 1,000,000 850,000 85.00%

ECARP 1,200,000 500,000 41.67%
Muslim Education 3,000,000 300,000 10.00%
IP Education 790,800 520,000 65.76%
SPED 3,000,000 2,500,000 83.33%
TechVoc 2,000,000 1,221,600 61.08%
STE 2,300,000 890,000 38.70%
ALS 2,000,000 400,000 20.00%
MOOE 1,000,000 400,000 40.00%
OVERALL BUDGET 16,290,800 7,581,600 46.54%
Division of General Santos
City on Enrolment, by Type of Schools and School Year to School Year (SYs 2012-2015)
Comparative Performance
347
Division of General Santos 317 1
City 295 4
7
130
SBM Recipient 90 9
Schools 65 8
8
SPED Recipient 639

68
Schools 629
3
47
Muslim Ed Recipient 9
Schools 469
50
9
694
IP Ed Recipient 70
Schools 0 780
350
Other 40 2014- 2013- 2012-
Schools 8 2015 2014 2013
387
10 Division of General Santos
0
9
City on Drop-out, by Type of Schools and School Year
Comparative Performance 9
to School Year (SYs 2012-2015) 0
0
8 7
0 7 5
7 2
0
6
0
5 3
4
0 9 3
3 2 2
0 6
2 2 2
2 0 0 1 0
0
1 1 6 1 1
1 0 2 2 7 0 6
0 4 3
0
Other IP Ed Recipient Muslim Ed Recipient SPED Recipient SBM Recipient Schools Division of General
Schools Schools Schools Schools Santos
City
2012- 2013- 2014-

2013 2014 2015
8 Division of General Santos
6
8
83.8 City Performance on NAT Grade 6 MPS, by Subject
Comparative
1
4
81.6 81.
8 9
2 5
80.
8 79.5 4
9 7 78.9
0 78.5
78.0 9 8
7 77.4 7
3
8 5
7
7 6
7 74.8 7 75.0
6 74.6
5 7 9 5 3
8
7 4 73.0
4 8
7
2
7
0
6
6
8
6 FILIPINO MATHEMATICS ENGLISH SCIEN A OVERA
General Santos CE East P LL
City Cahilsot ES ES
What is the graph telling
us?
Stories are
the of
creative conversion
life itself into a more
powerful, more
meaningful
clearer, experience.
They are the currency of
human contact. — Robert
McKee
Everyone is necessarily
the hero of his
own
life story.
If you don’t know the trees
you may be lost in the
forest, but if you don’t know
the stories you may
be lost in life.
— Siberian Elder
There is no agony like

bearing an untold
story inside of
you.
- Maya
Overall recommendations
• Please be guided by the following framework:

• (Where to get the data that will support the factors identified?)
1) Documentary evidences (school, district records (e.g. LIS, Actual MPS per
learning area, reading index, enrolment record, journals, anecdotal/guidance
records)
2) Survey (e.g. child labor, home-school distance, parents’ attitude)
3) Focus group discussion (e.g. with parents to discuss involvement, with teachers to
discuss matters pertaining to academic performance/reading, with school
heads to discuss common problems in the district)
4) Key informant interview (to interview persons concerned, i.e. students,
parents, school heads, local officials)
5) Field observation (actual observation of school processes done through M&E;
note- taking of significant observations; school visits of supervisors)
• Follow uniform school year coverage of data reporting—the three-

year trend.
• Present the “overall dashboard” to show the general trend for
three years in the school/district.
Year 2 Year 3 Year 3

MFO KPI 2014-2015 2015-2016 2016-2017
ACCESS Enrolment 1 215 1 237 1 239

• Present the data per Key Stage on separate dashboards.
SY 2014-2015 SY 2015-2016 SY 2016-2017

KEY STAGE AREA (KSA) 212 215 190
K-Grade 3
SY 2014-2015 SY 2015-2016 SY 2016-2017

KEY STAGE AREA (KSA) 152 153 165
Grade 4- 6
• Observe consistent segmentation. Disaggregate data according to Key Stage Area
(KSA) and grade level. Provide a tabular presentation before a graphical
presentation. Do not disaggregate data according to sex unless it is meaningfully
used in the analysis.
GRADE LEVEL SY 2014-2015 SY 2015-2016 SY 2016-2017
Kindergarten 126 134 154
Grade I 180 182 148
Grade II 209 213 162
Grade III 212 215 190
250 SY 2014-2015 SY 2015-2200916213 SY 2016-2201217 215

190
200 180 182
154 162
148
150 126 134
100
50
0
Kinder Grade I Grade II Grade III

• Observe consistent segmentation. Disaggregate data according to Key Stage Area
(KSA) and grade level. Provide a tabular presentation before a graphical
presentation. Do not disaggregate data according to sex unless it is meaningfully
used in the analysis.
GRADE LEVEL SY 2014-2015 SY 2015-2016 SY 2016-2017
Grade IV 166 166 215
Grade V 170 174 205
Grade VI 152 153 165
250 SY 2014-2015 SY 2015-2016 215
SY 2016-2017
205
200 166 166 170 174 165
152 153
150
100
50
Grade IV Grade V Grade VI

• Review the school heads’ understanding of the trend, namely:

Increasing, Fluctuating, and Decreasing. This is critical in the
analysis of contributing/facilitating factors.
• It is important to note that FLUCTUATION can be negative or

positive. Either way, the end-trend must be emphasized.
• After showing a tabular/graphical data, present them “textually” afterwards. Analyze the
values/frequencies/percentages by comparing and contrasting trends.
• Include both frequency (or actual number), and rate (or percentage) in your analysis.
MFO KPI SY 2014- SY 2015- SY 2016-

2015 2016 2017
ACCESS Enrolment 1 215 1 237 1 239
The table shows that the total enrolment is 1 215 or 32.92% in SY 2014-2015 (Y1), 1 237 or 33.51% in
SY 2015-2016 (Y2), and 1 239 or 33.57% in SY 2016-2017 (Y3) respectively. It reveals that there is a
marked increase in the enrolment rate of “Blank ES” in Year 2 by 0.59% (22 students). By the same
token, there is a relatively slight increase of 0.05% (2 students) in Y3. As shown, the trend for three (3)
consecutive school years is Increasing. This can be attributed to… (mention associated factors based
on factual information)
Presentation, Analysis and Interpretation of Data

• 1) Presentation (explaining what can be seen in the dashboard)
• 2) Analysis (understanding which value is bigger and smaller, or how much
difference there is between values) 
• 3) Interpretation (justifying the analysis by providing reasons based on facts;
answering the question “why?”)
The table shows that the total enrolment is 1 215 or 32.92% in SY 2014-2015 (Y1), 1 237 or 33.51% in SY
2015- 2016 (Y2), and 1 239 or 33.57% in SY 2016-2017 (Y3) respectively. It reveals that there is a marked
increase in the enrolment rate of “Blank ES” in Year 2 by 0.59% (22 students). By the same token, there is
a relatively slight increase of 0.05% (2 students) in Y3. As shown, the trend for three (3) consecutive
school years is Increasing.
This can be attributed to… (mention associated factors based on factual information)
• *Explain why the status of enrolment is Increasing, Fluctuating or

Decreasing by discussing the contributing factors per key stage and grade
level.
(supporting quantitative evidence, e.g. child labor, how many?)
• *Illustrate the PPAs implemented to address the issue on QUALITY,

ACCESS or GOVERNANCE. Describe their impact on the KPI through
religious monitoring & evaluation. Quantify the impact and explain the
reasons for variances.
(avoid indefinite pronouns, i.e. some of parents…, somehow effective…, many stakeholders…)
• Keep the Proposed Actions SMART.

• Use verbs, i.e. the infinitive phrase (to continue…, to
create partnerships with…, to revisit the…, to formulate
a…)
• Do not use vague statements.
 Intensify stakeholders’ commitment to
support the school community by
launching creative programs and
projects
• *Single out your school’s Proposed Actions after evaluating the impact.
This answers the question:
“What shall I do next if my PPAs did not work?”
Or
“What is the best thing to do if my PPAs have
significant or positive effects?”
KPI TREND FACTOR PPA IMPAC PROPOSED ACTIONS

Migration Sas related to Job s LGU
Project T or 20 out
*66.67% To continue the
of 30 students implementation of
Opportunities in the returned to Sample
Barangay TrabaHanap Project LGU TrabaHanap
NHS
and widen community
(*20% or 30 out of 150 (*with Or
Implementation *There had been linkages in partnership
students migrated to the Plan/Proposal with local officials and
an increase of
nearby describing the 12.79% or 22 job providers in the
ENROLMEN DECREASIN barangay/municipality) project and how students barangay
will the results be
T G
measured at the
end of SY)
Home-school Distance Project *87.5% or 35 out of To solicit additional
40 students were financial support from
(*26.67% or 40 out of 150 PASAKA benefited donors in order to
students are living far from Y Or
provide “free ride to
the school site) (*same *There had been
requirements as an increase of 25% school” for a larger
shown above) or 50 students number of students and
8 Great Leadership Quotes
• One’s philosophy is not best expressed in words. It is

expressed in the choices one makes, and the choices we make
are ultimately our responsibility. – Eleanor Roosevelt
• Leadership is solving problems. The day soldiers stop
bringing you their problems is the day you have stopped leading
them. They have either lost confidence that you can help or
concluded you do not care. Either case is a failure of
leadership. – Colin Powell
• The ultimate measure of a man is not where he stands in moments

of comfort, but where he stands at times of challenge and
controversy. – Martin Luther King Jr.
• Before you are a leader, success is all about growing yourself. When
you become a leader, success is all about growing others. – Jack Welch
• Leaders aren’t born, they are made and they are made just like
anything else, through hard work and that’s the price we’ll have to pay
to achieve that goal, or any goal. – Vince Lombardi
• Management is about arranging and telling. Leadership is
about nurturing and enhancing. – Tom Peters
• Courage is what it takes to stand up and speak. Courage is

also what it takes to sit down and listen. – Winston Churchill
• You must be the change you wish to see in the world.
- Mahatma Gandhi
This Photo by Unknown Author is licensed under CC BY
Elementary
CLOSING
REMARKS
Flordeliz P. Palomeno
Master Teacher II

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Doña Tiburcia Carpio Malvar

Developing and Transforming Children to be Models of