2. Chapter 1
Clarity and Completeness
of Discussion on DepEd VMV
Reference: Minutes of the meeting.
This document should contain names
of attendees, records of discussion on
vision sharing activity, and roles and
responsibilities, photo docs.
3. Chapter 1
Clarity and Completeness
of Discussion on DepEd VMV
The statement of the roles and responsibilities
must be anchored on the attainment of the
school goals; bulleted;
Commitment to their roles and responsibilities
may be included - concrete actions; “the LGU
will allocate funds; assured, committed, pledged”
working collaboratively
SPT Timetable – should contain all the activities,
implementation and monitoring
4. Chapter 2
Clarity and completeness of discussion
on School’s Current Situation
Data should be accurate and updated.
Ensure that the templates SCDT Templates
(Annexes 1A - 2C)School Report Card Gap
Analysis Template (Annex 3) are
accomplished.
SIP Terminal Review (Targets,
Accomplishments, Variance, Reasons for
Variance).
Gap analysis template shall be accomplished.
5. Chapter 2
Clarity and completeness of discussion
on School’s Current Situation
Organize the data based on the following:
o Cawayan Elementary School and Its Context.
Description of the school which may include but not
limited to school physical environment, immediate
community, and linkages.
o Access. Participation Rate, Enrollment, NLPA,
dropout, cohort, completion rate
o Quality. failure rate, literacy and numeracy rates, PL
per learning area (data in tables and/or graphs -
three -year data)
6. Chapter 2
Clarity and completeness of discussion
on School’s Current Situation
Organize the data based on the following:
oEquity and Inclusion. to highlight the GPI,
Analysis of issues on inclusion programs or
initiatives
oResilience and Well-being. Analysis of nutritional
status of learners, incidence of bullying, school
hazards, mental and psychosocial condition
including security and peace and order situation;
WINS rating, nutritional status (baseline), DRR data
(PFA, MHPSS, hazard map, CFSS, GAD, child
protection,)
7. Chapter 2
Clarity and completeness of discussion
on School’s Current Situation
Organize the data based on the following:
oGovernance – May include school resources
analysis on human resources, school resources and
development prospects. Basic ratios may be
presented and teacher performance, SBM practice
and partnerships, among others; SBM self-
assessment result per principle (summary); OPCRF;
classrooms, electricity, etc.
8. Chapter 2
Clarity and completeness of discussion
on School’s Current Situation
Connection between the alarming data and
the school’s situation. What are the effects of
these data/or implications.
Ensure the consistency of the PIA to the data.
Alarming data and strengths of the schools
may be presented after the table.
Implications of the data as well as the root
causes may already be identified/included.
9. Chapter 2
Alignment and Relevance
of PIAs to IOs
• Reference: Prioritization Template/ Rubrics
(Annex 4)
• Attach the scores using the prescribed rubrics
• PIAs should be quantified.
E.g. ONLY 35% of how many Grades 1 to 3
learners are grade level ready.
10. Chapter 2
Alignment and Relevance
of PIAs to IOs
• Reference: Prioritization Template/ Rubrics
(Annex 4)
• Attach the scores using the prescribed rubrics
• PIAs should be quantified.
E.g. ONLY 35% of how many Grades 1 to 3
learners are grade level ready.
11. Chapter 2
Responsiveness of the General
Objectives to PIAs
oObjectives shall be expressed in
percentage.
oThe targets shall be staggard.
oAlign the targets to the Division targets.
oThe general objectives shall impact
learning.
oParallelism of the general objectives.
12. Chapter 2
Responsiveness of the General
Objectives to PIAs
• All general objectives must be stated properly
to be rated EE.
e.g.
• Increased percentage of Grade-level ready
learners from ____ to 100% at the end of
SY 2024-2025. (shall be based on the PIA)
• In PWBM, indicate the number and
percentage.
13. Chapter 2
Feasibility of the Targets
• Formulate objectives the SMART way.
• 100% target for literacy and numeracy as
aligned to LRP is accepted.
• Distribute/prorate the targets.
14. Chapter 2
Utilization of ROOT CAUSE ANALYSIS
(RCA)
During SIP appraisal, the SPT should present a
copy of the VOC (affinity diagram), process
map, and other data gathering tools; process
map with storm clouds
*process map is the set of steps which were
repeatedly observed;
conduct at least 5 observations before plotting
the steps in the process
15. Chapter 3
Appropriateness of the major activities
in the identified SOLUTION(s)
• The activities shall be congruent to the problem.
• “Actions” shall be expressed in the activities.
• Outputs – to tell the accomplishment of the
activities
oConduct activities – contest conducted
• There should be pre, during and post activities.
• M&E should be part of the activities (during and
post).
• There should be specific activity for sustainability.
16. Chapter 3
Appropriateness of the major activities
in the identified SOLUTION(s)
• Consider VOC in the project design – the needs of the
customers shall be considered.
• Project matrix shall have pre, during, and post activities.
• PWBM should be signed by the PMT.
• The outputs should be aligned with the activities.
o FGD – minutes/documents
• Identify other source of funds aside from the MOOE.
o Rough estimate for the allotment of the MOOE fund.
17. Chapter 3
Appropriateness of the major activities
in the identified SOLUTION(s)
Project Title:
• Agreement: It should be positive, catchy and
has relevance to the problem.
• Suggested Title: “Healthy Tummy, Healthy
Mind”
18. Chapter 3
Appropriateness of the major activities
in the identified SOLUTION(s)
Problem Statement (Shall be taken from the PIA.)
• Agreement: It should have the elements of time
(SY), quantity (number and percentage) and subject
(beneficiaries/targets). It should not start with a
figure.
• Example:
• There are 60 out of 100 or 60% of K-3 learners
under wasted or severely wasted status as of SY
2022-2023.
19. Chapter 3
Appropriateness of the major activities
in the identified SOLUTION(s)
Project Objective Statement (Shall consider the
annual target.)
• Agreement: The project objective statement should
reflect the end result or be in active voice. Use
percentage and number. Should be based on
planning worksheet.
• Example:
Reduced percentage of K-3 learners under SW and
W from 60% to 40% at the end of SY 2022-2023
20. Chapter 3
Appropriateness of the major activities
in the identified SOLUTION(s)
Root Cause (within the school’s control)
• Agreement: The root cause should be
measurable (avoid using lack of, absence of,
insufficient, no, etc.), based on actual data
and within the school’s control
• Example: 60-day feeding program cycle only
21. Chapter 3
Appropriateness of the major activities
in the identified SOLUTION(s)
Project Title:
DIGILITERACY
Problem Statement:
Only 105 or 35.33% Grades 1-3 learners are grade ready.
Project Objective Statement:
Increased the percentage of Grade 1-3 grade ready
learners from 35.33% to 55.33% at the end of the SY
2022-2023.
Root Cause:
Only 1 out of 3 classrooms have digital learning resources/equipment; 3 out of 3
teachers have limited skills of teachers in teaching reading
22. Chapter 3
Appropriateness of the major activities
in the identified SOLUTION(s)
Activity Output
Date of
Implementation
Person
Responsible
Budget
Budget
Source
• Pre-
implementati
on
• Conduct of
pre-
assessment
• Orientation
to parents
• Capacity
build for
reading
teachers
• Preparation of
Intervention
materials and
purchase of tv
sets
• Pre-
assessment
results
• Minutes of
the
orientation
• Accomplishm
ent reports
• Intervention
Materials and
1 TV set
• August 2022
• August 2022
• August –
September
2022
• September
2022
• Reading
teachers, SH
• Reading
teachers, SH
• Reading
teachers, SH
• Reading
teachers, SH,
BAC
• 500.00
• 500.00
• 500.00
• 20000
• MOOE
• MOOE
• MOOE
• MOOE
23. Chapter 3
Appropriateness of the major activities
in the identified SOLUTION(s)
Activity Output
Date of
Implementation
Person
Responsible
Budget
Budget
Source
• Implementat
ion
• Conduct of
Intervention –
Digiliteracy
a. Teaching
phonics
b. Teaching
CVC
c. Teaching
word
recognition
• Conduct M&E
• Post
Implementat
ion
• Conduct post
test
• Conduct
M&E
• Accomplishm
ent Report
• Progress
Monitoring
Checklist
• Posttest
Results
• MEA Report
• October –
December
2022
• October 2022
• November
2022
• December
2022
• December
2022
• January 2022
• January 2022
• Reading
teachers,
Project
Management
Team (PMT)
• Reading
teachers,
SH,PMT
• Reading
teachers,
SH,PMT
• 500.00
• 500.00
• MOOE
• MOOE
24. Chapter 3
Comprehensiveness of the ANNUAL
IMPLEMENTATION PLAN (AIP)
Annual targets shall be included, not the
three-year targets.
The contents of the AIP are lifted from the
PWBM.
Check the budget allocated per activity.
25. Chapter 3
Comprehensiveness of the ANNUAL
IMPLEMENTATION PLAN (AIP)
There should be pre/during/post implementation
activities to ensure that there is coherence that
will serve as a thread to the activities within the
intervention/project.
oe.g. conduct of pre-assessment, orientation to
parents, cap build for reading teachers on a
certain intervention (pre)
26. Chapter 3
Comprehensiveness of the ANNUAL
IMPLEMENTATION PLAN (AIP)
oAlways include Conduct of progress
Monitoring during SMEA (during) – follow
the quarterly status report format and
MEA matrices; Data Analysis and
Interpretation (post);Crafting of CRLA
Report (post)
27. Chapter 4
Completeness of the Monitoring Plan
• The M&E plan shall contain those
in the PWBMs.
• Include brief discussion of the
purpose of the monitoring plan.
Editor's Notes
Let us start with the context of the Masbate Education Sector along geography and population, political, administrative, and institutional context.
The Province of Masbate is an island province in the Bicol Region. It has three major islands: Masbate, Ticao, and Burias composed of 20 municipalities and one component city divided to three congressional districts.
It has a total population of 908, 920 with a growth rate of 0.39 as of May 2020 and its eight municipalities have a negative growth rate due to out migration.
The Schools Division of Masbate serves the 20 municipalities with different geographical features dominated by coasts and terrains which pose challenges in the delivery of basic education to Masbatenyo learners.
Let us start with the context of the Masbate Education Sector along geography and population, political, administrative, and institutional context.
The Province of Masbate is an island province in the Bicol Region. It has three major islands: Masbate, Ticao, and Burias composed of 20 municipalities and one component city divided to three congressional districts.
It has a total population of 908, 920 with a growth rate of 0.39 as of May 2020 and its eight municipalities have a negative growth rate due to out migration.
The Schools Division of Masbate serves the 20 municipalities with different geographical features dominated by coasts and terrains which pose challenges in the delivery of basic education to Masbatenyo learners.
Let us start with the context of the Masbate Education Sector along geography and population, political, administrative, and institutional context.
The Province of Masbate is an island province in the Bicol Region. It has three major islands: Masbate, Ticao, and Burias composed of 20 municipalities and one component city divided to three congressional districts.
It has a total population of 908, 920 with a growth rate of 0.39 as of May 2020 and its eight municipalities have a negative growth rate due to out migration.
The Schools Division of Masbate serves the 20 municipalities with different geographical features dominated by coasts and terrains which pose challenges in the delivery of basic education to Masbatenyo learners.
Let us start with the context of the Masbate Education Sector along geography and population, political, administrative, and institutional context.
The Province of Masbate is an island province in the Bicol Region. It has three major islands: Masbate, Ticao, and Burias composed of 20 municipalities and one component city divided to three congressional districts.
It has a total population of 908, 920 with a growth rate of 0.39 as of May 2020 and its eight municipalities have a negative growth rate due to out migration.
The Schools Division of Masbate serves the 20 municipalities with different geographical features dominated by coasts and terrains which pose challenges in the delivery of basic education to Masbatenyo learners.
Let us start with the context of the Masbate Education Sector along geography and population, political, administrative, and institutional context.
The Province of Masbate is an island province in the Bicol Region. It has three major islands: Masbate, Ticao, and Burias composed of 20 municipalities and one component city divided to three congressional districts.
It has a total population of 908, 920 with a growth rate of 0.39 as of May 2020 and its eight municipalities have a negative growth rate due to out migration.
The Schools Division of Masbate serves the 20 municipalities with different geographical features dominated by coasts and terrains which pose challenges in the delivery of basic education to Masbatenyo learners.
Let us start with the context of the Masbate Education Sector along geography and population, political, administrative, and institutional context.
The Province of Masbate is an island province in the Bicol Region. It has three major islands: Masbate, Ticao, and Burias composed of 20 municipalities and one component city divided to three congressional districts.
It has a total population of 908, 920 with a growth rate of 0.39 as of May 2020 and its eight municipalities have a negative growth rate due to out migration.
The Schools Division of Masbate serves the 20 municipalities with different geographical features dominated by coasts and terrains which pose challenges in the delivery of basic education to Masbatenyo learners.
Let us start with the context of the Masbate Education Sector along geography and population, political, administrative, and institutional context.
The Province of Masbate is an island province in the Bicol Region. It has three major islands: Masbate, Ticao, and Burias composed of 20 municipalities and one component city divided to three congressional districts.
It has a total population of 908, 920 with a growth rate of 0.39 as of May 2020 and its eight municipalities have a negative growth rate due to out migration.
The Schools Division of Masbate serves the 20 municipalities with different geographical features dominated by coasts and terrains which pose challenges in the delivery of basic education to Masbatenyo learners.
Let us start with the context of the Masbate Education Sector along geography and population, political, administrative, and institutional context.
The Province of Masbate is an island province in the Bicol Region. It has three major islands: Masbate, Ticao, and Burias composed of 20 municipalities and one component city divided to three congressional districts.
It has a total population of 908, 920 with a growth rate of 0.39 as of May 2020 and its eight municipalities have a negative growth rate due to out migration.
The Schools Division of Masbate serves the 20 municipalities with different geographical features dominated by coasts and terrains which pose challenges in the delivery of basic education to Masbatenyo learners.
Let us start with the context of the Masbate Education Sector along geography and population, political, administrative, and institutional context.
The Province of Masbate is an island province in the Bicol Region. It has three major islands: Masbate, Ticao, and Burias composed of 20 municipalities and one component city divided to three congressional districts.
It has a total population of 908, 920 with a growth rate of 0.39 as of May 2020 and its eight municipalities have a negative growth rate due to out migration.
The Schools Division of Masbate serves the 20 municipalities with different geographical features dominated by coasts and terrains which pose challenges in the delivery of basic education to Masbatenyo learners.
Let us start with the context of the Masbate Education Sector along geography and population, political, administrative, and institutional context.
The Province of Masbate is an island province in the Bicol Region. It has three major islands: Masbate, Ticao, and Burias composed of 20 municipalities and one component city divided to three congressional districts.
It has a total population of 908, 920 with a growth rate of 0.39 as of May 2020 and its eight municipalities have a negative growth rate due to out migration.
The Schools Division of Masbate serves the 20 municipalities with different geographical features dominated by coasts and terrains which pose challenges in the delivery of basic education to Masbatenyo learners.
Let us start with the context of the Masbate Education Sector along geography and population, political, administrative, and institutional context.
The Province of Masbate is an island province in the Bicol Region. It has three major islands: Masbate, Ticao, and Burias composed of 20 municipalities and one component city divided to three congressional districts.
It has a total population of 908, 920 with a growth rate of 0.39 as of May 2020 and its eight municipalities have a negative growth rate due to out migration.
The Schools Division of Masbate serves the 20 municipalities with different geographical features dominated by coasts and terrains which pose challenges in the delivery of basic education to Masbatenyo learners.
Let us start with the context of the Masbate Education Sector along geography and population, political, administrative, and institutional context.
The Province of Masbate is an island province in the Bicol Region. It has three major islands: Masbate, Ticao, and Burias composed of 20 municipalities and one component city divided to three congressional districts.
It has a total population of 908, 920 with a growth rate of 0.39 as of May 2020 and its eight municipalities have a negative growth rate due to out migration.
The Schools Division of Masbate serves the 20 municipalities with different geographical features dominated by coasts and terrains which pose challenges in the delivery of basic education to Masbatenyo learners.
Let us start with the context of the Masbate Education Sector along geography and population, political, administrative, and institutional context.
The Province of Masbate is an island province in the Bicol Region. It has three major islands: Masbate, Ticao, and Burias composed of 20 municipalities and one component city divided to three congressional districts.
It has a total population of 908, 920 with a growth rate of 0.39 as of May 2020 and its eight municipalities have a negative growth rate due to out migration.
The Schools Division of Masbate serves the 20 municipalities with different geographical features dominated by coasts and terrains which pose challenges in the delivery of basic education to Masbatenyo learners.
Let us start with the context of the Masbate Education Sector along geography and population, political, administrative, and institutional context.
The Province of Masbate is an island province in the Bicol Region. It has three major islands: Masbate, Ticao, and Burias composed of 20 municipalities and one component city divided to three congressional districts.
It has a total population of 908, 920 with a growth rate of 0.39 as of May 2020 and its eight municipalities have a negative growth rate due to out migration.
The Schools Division of Masbate serves the 20 municipalities with different geographical features dominated by coasts and terrains which pose challenges in the delivery of basic education to Masbatenyo learners.
Let us start with the context of the Masbate Education Sector along geography and population, political, administrative, and institutional context.
The Province of Masbate is an island province in the Bicol Region. It has three major islands: Masbate, Ticao, and Burias composed of 20 municipalities and one component city divided to three congressional districts.
It has a total population of 908, 920 with a growth rate of 0.39 as of May 2020 and its eight municipalities have a negative growth rate due to out migration.
The Schools Division of Masbate serves the 20 municipalities with different geographical features dominated by coasts and terrains which pose challenges in the delivery of basic education to Masbatenyo learners.
Let us start with the context of the Masbate Education Sector along geography and population, political, administrative, and institutional context.
The Province of Masbate is an island province in the Bicol Region. It has three major islands: Masbate, Ticao, and Burias composed of 20 municipalities and one component city divided to three congressional districts.
It has a total population of 908, 920 with a growth rate of 0.39 as of May 2020 and its eight municipalities have a negative growth rate due to out migration.
The Schools Division of Masbate serves the 20 municipalities with different geographical features dominated by coasts and terrains which pose challenges in the delivery of basic education to Masbatenyo learners.
Let us start with the context of the Masbate Education Sector along geography and population, political, administrative, and institutional context.
The Province of Masbate is an island province in the Bicol Region. It has three major islands: Masbate, Ticao, and Burias composed of 20 municipalities and one component city divided to three congressional districts.
It has a total population of 908, 920 with a growth rate of 0.39 as of May 2020 and its eight municipalities have a negative growth rate due to out migration.
The Schools Division of Masbate serves the 20 municipalities with different geographical features dominated by coasts and terrains which pose challenges in the delivery of basic education to Masbatenyo learners.
Let us start with the context of the Masbate Education Sector along geography and population, political, administrative, and institutional context.
The Province of Masbate is an island province in the Bicol Region. It has three major islands: Masbate, Ticao, and Burias composed of 20 municipalities and one component city divided to three congressional districts.
It has a total population of 908, 920 with a growth rate of 0.39 as of May 2020 and its eight municipalities have a negative growth rate due to out migration.
The Schools Division of Masbate serves the 20 municipalities with different geographical features dominated by coasts and terrains which pose challenges in the delivery of basic education to Masbatenyo learners.
Let us start with the context of the Masbate Education Sector along geography and population, political, administrative, and institutional context.
The Province of Masbate is an island province in the Bicol Region. It has three major islands: Masbate, Ticao, and Burias composed of 20 municipalities and one component city divided to three congressional districts.
It has a total population of 908, 920 with a growth rate of 0.39 as of May 2020 and its eight municipalities have a negative growth rate due to out migration.
The Schools Division of Masbate serves the 20 municipalities with different geographical features dominated by coasts and terrains which pose challenges in the delivery of basic education to Masbatenyo learners.
Let us start with the context of the Masbate Education Sector along geography and population, political, administrative, and institutional context.
The Province of Masbate is an island province in the Bicol Region. It has three major islands: Masbate, Ticao, and Burias composed of 20 municipalities and one component city divided to three congressional districts.
It has a total population of 908, 920 with a growth rate of 0.39 as of May 2020 and its eight municipalities have a negative growth rate due to out migration.
The Schools Division of Masbate serves the 20 municipalities with different geographical features dominated by coasts and terrains which pose challenges in the delivery of basic education to Masbatenyo learners.
Let us start with the context of the Masbate Education Sector along geography and population, political, administrative, and institutional context.
The Province of Masbate is an island province in the Bicol Region. It has three major islands: Masbate, Ticao, and Burias composed of 20 municipalities and one component city divided to three congressional districts.
It has a total population of 908, 920 with a growth rate of 0.39 as of May 2020 and its eight municipalities have a negative growth rate due to out migration.
The Schools Division of Masbate serves the 20 municipalities with different geographical features dominated by coasts and terrains which pose challenges in the delivery of basic education to Masbatenyo learners.
Let us start with the context of the Masbate Education Sector along geography and population, political, administrative, and institutional context.
The Province of Masbate is an island province in the Bicol Region. It has three major islands: Masbate, Ticao, and Burias composed of 20 municipalities and one component city divided to three congressional districts.
It has a total population of 908, 920 with a growth rate of 0.39 as of May 2020 and its eight municipalities have a negative growth rate due to out migration.
The Schools Division of Masbate serves the 20 municipalities with different geographical features dominated by coasts and terrains which pose challenges in the delivery of basic education to Masbatenyo learners.
Let us start with the context of the Masbate Education Sector along geography and population, political, administrative, and institutional context.
The Province of Masbate is an island province in the Bicol Region. It has three major islands: Masbate, Ticao, and Burias composed of 20 municipalities and one component city divided to three congressional districts.
It has a total population of 908, 920 with a growth rate of 0.39 as of May 2020 and its eight municipalities have a negative growth rate due to out migration.
The Schools Division of Masbate serves the 20 municipalities with different geographical features dominated by coasts and terrains which pose challenges in the delivery of basic education to Masbatenyo learners.
Let us start with the context of the Masbate Education Sector along geography and population, political, administrative, and institutional context.
The Province of Masbate is an island province in the Bicol Region. It has three major islands: Masbate, Ticao, and Burias composed of 20 municipalities and one component city divided to three congressional districts.
It has a total population of 908, 920 with a growth rate of 0.39 as of May 2020 and its eight municipalities have a negative growth rate due to out migration.
The Schools Division of Masbate serves the 20 municipalities with different geographical features dominated by coasts and terrains which pose challenges in the delivery of basic education to Masbatenyo learners.
Let us start with the context of the Masbate Education Sector along geography and population, political, administrative, and institutional context.
The Province of Masbate is an island province in the Bicol Region. It has three major islands: Masbate, Ticao, and Burias composed of 20 municipalities and one component city divided to three congressional districts.
It has a total population of 908, 920 with a growth rate of 0.39 as of May 2020 and its eight municipalities have a negative growth rate due to out migration.
The Schools Division of Masbate serves the 20 municipalities with different geographical features dominated by coasts and terrains which pose challenges in the delivery of basic education to Masbatenyo learners.
Let us start with the context of the Masbate Education Sector along geography and population, political, administrative, and institutional context.
The Province of Masbate is an island province in the Bicol Region. It has three major islands: Masbate, Ticao, and Burias composed of 20 municipalities and one component city divided to three congressional districts.
It has a total population of 908, 920 with a growth rate of 0.39 as of May 2020 and its eight municipalities have a negative growth rate due to out migration.
The Schools Division of Masbate serves the 20 municipalities with different geographical features dominated by coasts and terrains which pose challenges in the delivery of basic education to Masbatenyo learners.
