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

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

COMMITMENT FOR TECHNICAL

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

Human Resource lack of master teachers Provide training about proper dissemination
Provide knowledge through LAC sessions or
Human Resource Kinder Teacher is not ECE graduate. recommend the Division-Initiated Kinder
Seminar.
Note: All PARTS of Templates A-E should be accomplished by all DISTRICTS.

PROGRESS M&E (DISTRICT KPIs)

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

1
Total Enrolment 1st-4th 226 226 0 0 regular communication to the

2
Total No. of ALS Learners with 100% Attendance ALS

3
Total No. of SARDO/PARDO Saved 3rd 10 20 10 0 regular communication to the
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
7 Total Number of Learners per Nutritional Status
Category 226 226 100% 0 100% of the learners had been assess

8
No. of Enrolled School-Age Children 226 226 100% 0 all of the learners enrolled are ages 5
QUALITY
MTB-82.42 MTB-83.21 ENG- MTB-0.78 ENG- 0 (all
ENGLISH-81.02 81.60 MATH- 0.79 MATH- subject
1 Mean Percentage Score (MPS) of Quarterly Test in MATH-81.37 81.96 SCIENCE- 0.59 SCI-3.16 area)
every Subject Area by Grade Level 3rd SCIENCE-80.31 83.47 FIL-82.30 FIL-0.46 AP-0.5 Conduct Remediation in all Subject Ar
FILIPINO-81.84 AP-
all subject- 100% AP-82.57
all subject- 100% MAPEH-1.33
2 Percentage of Passing by Subject Area in Quarterly 82.07 MAPEH- MAPEH-82.90 ESP-0.93 EPP-
Academic Assessment (Based on SF 9) 3rd 84.23 ESP-83.89 ESP-82.96 EPP- 0.37 0 0 Conduct Remediation in all Subject Ar
TLE-83.70 83.33
3 No. of Least learned Competencies based on
Quarterly Test Item Analysis 3rd quarter 0 all subject area 1 per subject area 0 -1 due to limited faceto face classes.
4 No. of Classes implementing Contextualized
Curriculum (ref: Lesson Plan) 3rd quarter 5 0 0 5 teachers dependency on school learn
5
No. of Learning Sessions conducted (ALS) N/A N/A N/A N/A N/A
6
Reading Level (English and Filipino) 3rd 0 0 0 0 the school has no target in 3rd quarte
7
No. of Non-Numerates dili kaila og number
8 School performance in national Assessment (MPS)
ELLNA, NAT N/A N/A N/A N/A N/A N/A

9 No. of Learners per category/quartile of

Performance in National (ELLNA and NAT) N/A N/A N/A N/A N/A N/A
18 N/A N/A N/A N/A N/A N/A
No. of PEPT Passers
19
Total No. of A&E Passers N/A N/A N/A N/A N/A N/A
GOVERNANCE
1 No. of Instructional Supervision conducted by
School Head (ref: baseline/target set by SDO) 3rd 24 20 0 3 School head attended webenar.

2
No. of Teachers Attended LAC Session 8 8 0 0 All of the teachers attended LAC Sessi

3
No. of Teachers Attended INSET 8 8 0 0 All of the teachers attended INSET

4
No. of Teachers Attended Other Trainings 9 4 0 5 Busy prepearing/printing modules.

5 No. of Teachers with very satisfactory classroom

management 8 8 100% 0 Provided the documents needed.

6 No. of teachers with very satisfactory records

management 8 8 100% 0 Provided the documents needed.

No. of teachers provided with Technical Assistance

7 on: Classroom Management Implementation and
Curriculum Implementation 8 8 100 0 Teachers was provided.

8
Functional stakeholders organization 4 4 100% 0 They are all functional.

9
Number of Personnel with 100% Attendance 9 9 100% 0 Teachers are following the code of eth

10
Stakeholders Participation 215 200 93% 0 Physically participated.

11
Stakeholders
No. of School Donations
Award's Received (Student, Teacher, 5 5 0
12 School Head)
Accomplishment of SIP/AIP Implementation based
13 on SMEA Result (Access, Quality and Governance) 100% 100% 0 0 from utilization of funds/school funds
14
School FeedingTraining
School–Based Programand Development (LAC and benefiaries sa feedi 0 0 0 90% of the beneficiaries gain weight.
15 INSET) 4 4 100% 0
16
School-Based Research
Implementation program
of DepEd Programs, Activities and 9 5
17 Drop_out
Projects Reduction Program (DORP)/Alternative 100% 100% 0 0
18 Delivery Modes (ADM) 1 1 0 0 home visitation every quarter.
19
School Initiated Interventions 1 1 100% 0
20 No. of Teachers
Water Sanitationtrained on K(WASH)
& Hygiene to 12 Implementation
in Schools 8 8 0 0 unavailability of trainings.
21 (WINS) Assessment Level 1 0 0 0 no assissment being conducted in the
22
DepEd Computerization Program (DCP) 0 0 0 0 no delivery of equipments.
Note: All PARTS of Templates A-E should be accomplished by all DISTRICTS.

PROGRESS M&E (STRATEGIC OBJECTIVES)

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

Office in- Physical Targets Physical Accomplishment 2022

STRATEGIC OBJECTIVES charge 1st 2nd 3rd 4th 1st 2nd 3rd 4th
Total Total Variance Remarks
Curriculum Management Quarter Quarter Quarter Quarter Quarter Quarter Quarter Quarter
STRAT OB 1_100% of learners in the11
SDOs have attained a 75% proficiency
level per key stage by the end of 2022. CID
Kindergarten

Learners
1.1 Beginning 20% 18% 15% 10% 10
1.2 Developing 30% 25% 20% 15% 11
1.3 Consistent 50% 57% 65% 75% 7
Proficiency Level in all Domains 28
Domains 7
AVERAGE
KEY STAGE 1. GRADE 1-3
Mother Tongue
Learners 98 98 98 98
Proficiency Level 75% 75% 75% 75% 81.17 6.17
Filipino
Learners 98 98 98 98
Proficiency Level 75% 75% 75% 75% 81.76 6.76
English
Learners 98 98 98 98
Proficiency Level 75% 75% 75% 75% 81.02 6.02
Science
Learners 30 30 30 30
Proficiency Level 75% 75% 75% 75% 80.31 5.31
Mathematics
Learners
Proficiency Level
Aralin Panlipunan
Learners 98 98 98 98
Proficiency Level 75% 75% 75% 75% 82.07 7.07
MAPEH
Learners 98 98 98 98
Proficiency Level 75% 75% 75% 75% 84.23 9.23
Edukasyon sa Pagpapakatao
Learners 98 98 98 98
Proficiency Level 75% 75% 75% 75% 83.89 8.89
AVERAGE

Key Stage 2
Grades 4 – 6
EPP
Learners 100 100 100 100
Proficiency Level 75% 75% 75% 75% 83.7 8.7
Filipino
Learners 100 100 100 100
Proficiency Level 75% 75% 75% 75% 81.84 6.84
English
Learners 100 100 100 100
Proficiency Level 75% 75% 75% 75% 81.02 6.02
Science
Learners 100 100 100 100
Proficiency Level 75% 75% 75% 75% 80.31 5.31
Mathematics
Learners 100 100 100 100
Proficiency Level 75% 75% 75% 75% 81.37 6.37
Aralin Panlipunan
Learners 100 100 100 100
Proficiency Level 75% 75% 75% 75% 82.07 6.38
MAPEH
Learners 100 100 100 100
Proficiency Level 75% 75% 75% 75% 84.23 9.23
Edukasyon sa Pagpapakatao
Learners 100 100 100 100
Proficiency Level 75% 75% 75% 75% 83.89 8.89
AVERAGE

Key Stage 3

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

Grades 11 – 12
TVL
Core Subjects
Learners
Proficiency Level
Applied Subjects
Learners
Proficiency Level
Specialized Subjects
Learners
Proficiency Level
ACADEMIC
Core Subjects
Learners
Proficiency Level
Applied Subjects
Learners
Proficiency Level
Specialized Subjects
Learners
Proficiency Level
ARTS and DESIGN
Core Subjects
Learners
Proficiency Level
Applied Subjects
Learners
Proficiency Level
Specialized Subjects
Learners
Proficiency Level
SPORTS
Core Subjects
Learners
Proficiency Level
Applied Subjects
Learners
Proficiency Level
Specialized Subjects
Learners
STRAT OB 2_95% of schools in the 11
SDOs haveLevel
Proficiency received, distributed, or
delivered a complete
% of Elementary Schools set of 11
in the learning
SDOs have
AVERAGE
materials
received, to all learners
distributed, or across
delivered all grade
a complete set of
% of JHS
Curriculum Schools
levels which in the
Management
manifested 11 SDOs have
the efficient received,
learning materials
distributed, or to
delivered all learners
a complete across
set ofall grade
learning
% of SHS
delivery
levels Schools
of
which basicineducation
manifested the 11 SDOs have
services.received,
materials to or
distributed, all learners the
delivered
efficient
across delivery
all grade
a complete
of
set oflevels
learning
basic education
which manifested services.
the efficient CID c/o
materials to all learners acrossdelivery
all gradeof basic
levels
education services.the efficient delivery of basic LR
which manifested
STRAT
educationOB 3_100% of the Basic Education
services.
Research Funded studies are completed,
Strategic
presentedLeadership
in a Research andForum,
Managementand published
in a professional
STRAT journal.
STRAT OB 5_10% policiescompleted
OB 4_36% of the research
(local) formulated PRME
All
used for
were policy development.
reviewed, adopted and issued to Function
RO/SDO/School.
STRAT
STRAT OB OB 6_87%
7_99% satisfactory
of the elementary feedback fromin
schools, al
clients
the 11 on issued
SDOs havepolicies.
satisfied the 45:1 standard Divisions
STRAT OB 8_87% of the secondary schools, in
pupil-teacher
the 11 SDOs ratio
have (PTR).the 45:1 standard
satisfied PRME
STRAT OB 9_87% of the Grades 1-10 schools, in
student-teacher
the 11 SDOs ratio
have (STR). the 45:1 standard
achieved PRME
STRAT OB 10_86% of the Grades 11-12 schools,
student-classroom
in the 11OBSDOs haveratio (STC). 45:1 standard
achieved PRME
STRAT 11_98% retention therate is achieved in
student-classroom
elementary (STC) the ratio. PRME
STRAT OBschools12_94%inretention 11 SDOs byachieved
rate is the end ofin
SY 2021-2022.
secondary schools in the 11 SDOs by the end of PRME
STRAT OB 13_ 95% completion rate is achieved
SY
in 2021-2022schools in the 11 SDOs by the end of
elementary PRME
STRAT OB 14_85% participation rate is achieved
SY 2021-2022public and private schools in the 11
in elementary PRME
SDOs by the end of SY 2021-2022 PRME
STRAT OB16_90%
STRAT OB 15_85%of participation
schools in therate11
is SDOs
achieved
in secondary
have decreasedpublic
of atand
leastprivate
2% ofschools
School in the 11
Leaver
SDOs
Rate by theofend
(SLR) of SYacross
learners 2021-2022
all grade levels by PRME
STRAT OB
STRAT OB 18_100%
17_80% 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 to the schools.
STRAT OB 19_90% or more schools are provided HRMO
with equitable resources specifically on:
Div.
Physical
17.1. Classrooms Needs Facilities
17.2. Seats Coor
17.3. Teachers PRME
CID c/o
STRAT OB 20_STRAT 17_Percentage increased
17.4.
in theTextbooks
enrollment for Inclusive Education based on LR
indicative targets:
19.1. 3% SPED
19.2. 0.5% ALIVE/MADRASAH PRME
STRAT
19.3. 0.7%OBIPED
21_100% of the number of ESC and
SHS Voucher grantees across the 11 SDOs CID c/o
19.4. 5% ALS
validated by the PEAC were attested and ALS
recommended for processing of payment.
20.1. ESC CID
STRAT OB 22_100% of the number of JDVP
20.2. SHSacross
grantees Voucher
the 11ofSDOs were recommended
STRAT OB 23_25% schools across 11 SDOs is
for processing
classified of payment.
as School Based Management (SBM) CID
SGOD
STRAT
STRAT OB 25_90%
OB 24_80% of
level 3 category. of the
the ERF
teachers acrossby
endorsed grade
the c/o SBM
levels
11 in the
SDOs for 11
theSDOs were capacitated
reclassification of in were
items, multiple
People Development
distance learning modalities (viavalidated,
virtual SGOD
efficiently processed, reviewed,
platforms/Face
approved, to face). to the next higher
and reclassified c/o HRD
OSDS c/o
STRAT
STRAT OB
positions.OB 27_90%
26_90% of of the 11 SDOs
schools in thein11the Region
SDOs HRMO
have 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 yield
STRAT OBa 29_100
minimum % score
of theof
1120 points
SDOs for each
have CID c/o
GAD/DRRM
program or with at least DRRM
5 % GAD
established a functional thatattribution
subscribedfor GAD
the total cost of theapproach
gender-responsive implementation. (2.5%) gender
and promoted Focal
DRRM
equality in its disaster preparedness.(2.5%) Focal

B. Budget Utlization Report (FD)

General Administration and Support
PS
MOOE
Capital Outlay
Total
Support to Operations
PS OSDS c/o
Budget
MOOE Section
Capital Outlay
Total
 OSDS c/o
Budget
Section

Operations
PS
MOOE
Capital Outlay
Total
Note: All PARTS of Templates A-E should be accomplished by all DISTRICTS.

PROGRESS M&E (KRA)

PHYSICAL A

ASSIGNED Program/Activity/Project Number of ACHIEVED

(based on
KRA OBJECTIVES UNIT/SECTIO (PPAs of District that Support the SDS's MOVs Physical planned
N Key Results Area) Targets targets)

Leads the development and

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

Supervises the implementation of

quality assurance processes on
SIP, SBM and other programs and
projects as basis for continuous SGOD-SBM
1.3
improvement COOR
 Communicates and coordinates
with CO and other Public Affairs
offices across levels of DepEd and
other govenrment agencies LEGAL/
1.4 regarding information, news and
RECORDS
other matters relating to their
functions

Manages information flow and

1.5 internal communications RECORDS

KRA 2. Oversees the operationalization of

CURRICULUM 1.6 the Management Information ICTU/
AND 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
quality standards and managing
INSTRUCTION
programs for curricula
MANAGEMENT implementation, localization of
2.3 CID- LR
curricula, and teaching through
the CID
MANAGEMENT

Initiates and directs the

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

2.7 Ensures coordination with SGOD/CID

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

Approves proposed training needs

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

3.3 Evaluates performance of Chiefs, SGOD-HRD

Supervisors,
Reviews PSDS, Principals,
implementation of
and other
INSETs directLearning
and/or reports; evaluates
Center
3.4 performance
Improvementof ASDS and
Plan SGOD-HRD
recommends to ARD
Formulates Staff Development
3.5 Plan and Welfare Programs for all SGOD-HRD
direct reports

KRA 3. HUMAN
RESOURCE
 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,
MANAGEMENT reassignments, and
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

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
KRA 4. and services for instructional and
non-instructional purposes,
RESOURCE including repairs, maintenance,
MANAGEMENT rehabilitation and construction of
education facilities, subject to
existing rules and regulations

4.4 Functions as Head of Procuring BAC

Entity (HoPE) adhering to rules
and regulations
 Plans programs and manages the
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 community development projects
AND 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
 PHYSICAL ACCOMPLISHMENT FINANCIAL ACCOMPLISHMENT
Percentage of
Reasons Issues Funds
Accomplishmen Percentag Percenta Funds Amount Amount
ts (Achieved VS GAIN e of Gain
for the Gap ge of Gap
for the Utilization(REGULAR
Allocated Obligated Disbursed
Gain Gap or DOWNLOADED
Targets)
Note: All PARTS of Templates A-E should be accomplished by all DISTRICTS.

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

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

Lack of Classroom Infrastructure

Kinder Teacher is not ECE graduate.

Intermited Internate Connection Technical