The document discusses school monitoring and evaluation (M&E) frameworks. It explains that the objectives of school M&E are to provide information on implementing programs and projects to improve plans, assess resource use, improve teacher performance, and monitor student performance. The document also outlines M&E content areas like delivery of basic education, educational resources, teacher performance, learner performance, organization health, and community partnerships. Finally, it discusses integrating these content areas with M&E task levels like planning, implementation, monitoring, evaluation, and reporting.

1. SCHOOL
M&E FRAMEWORK
Session 2:

2. Session Objectives
1. Explain the assumptions of
school M & E framework:
• Purpose & objectives of M & E
at school level
• Principles of Monitoring and
Evaluation .

3. 2. Analyze the scope of school
M&E in terms of focal content
areas.
3. Integrate the content areas
with the M&E task levels.
4. Share insights/realization
gained from the session.
Session Objectives

4. Flashback for fun. . . .
• Brief description of a specific M&E principles in the
division will be flashed on the slide
• Identify the principle described on slide.
• After a “GO” signal, the group has to give the answer.
• The correct answer will be flashed and be tallied by
Division.
• The division with the highest score will be
declared winner/s.

5. Description Principle
Information to be collected is
appropriate, sufficient and
accurate
Quality
Information
Available and established
systems/mechanisms are utilized
Systems
Strengthening
Time or effort is well used for the
intended task or purpose in the
production of desired goals and
outputs.
Efficiency
Timely disclosure of information
and methodology to stakeholders
which are aligned to M&E
objectives and processes.
Transparency
1
Q_ _ L _ _ Y
_N_ _ _ M _ T_ON
2
3
4
S _ S _ _ M
STR _ _ _THEN _ _ _
_ _ _ _ C _ _ _ _Y
T _ _ _SP_ _ _ N _ _

6. Description Principle
Participative and collaborative
decision-making processes
among the different entities Synergy
Opportunities to continuous
improvement of
practices/performance through
identification of issues and
lessons learned are provided
M&E for Learning
and Accountability
Careful planning and purposive
prioritization of activities guided
by the school goals and objectives
are done
Focus
5
6
7
_Y _ _R_ _
_EA_ _ _NG AND
A_ _ _ _NT _ _ IL _ _ _
_ _ C _ _

7. Division M&E Guideposts
• Quality Information
• System Strengthening
• Efficiency
• Transparency with Stakeholders
• Synergy
• M&E for Learning and
Accountability
• Focus

8. M&E Framework
DIVISION
• Assumption :
Definition of M&E
Purpose and Objectives
Underlying Principles

9. Purpose of Division M&E
• The Division M & E seeks to establish a
systematic and continuous gathering,
processing, interpreting, analyzing and storing
data for management decision towards
continuous improvement of the:
 Delivery of education services to achieve the
desired outputs and sustainability of Education
Outcomes and,
 Division organizational performance for
efficient and effective fulfillment of the division
mandate

10. Objectives in support of the overall
purpose of M&E in the Division:
1. Provide the division management
information on the delivery of education
services as basis for Technical Assistance.
2. 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 /
institutionalizing programs and projects
based on the merit of the results.

11. Objectives in support of the overall
purpose of M&E in the Division:
3. Provide the division 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.

12. Objectives in support of the overall
purpose of M&E in the Division:
4. 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

13. Underlying Principles of
Division M&E Framework
• Quality Information
• Systems Strengthening
• Efficiency
• Transparency of
Information
to Key Stakeholders
• Synergy
• M&E for Learning and
Accountability
• Focus
Are these
principles
practiced in
school?

14. M&E Framework
DIVISION SCHOOL
• Assumption :  Assumption:
Definition of M&E Definition of M&E
Purpose and Objectives Purpose and Objectives
Underlying Principles Underlying Principles

15. Objectives in support of the overall
purpose of M&E in the school:
1. Provide the school management and
stakeholders information on the
implementation and achievement of school
programs and projects as basis for:
 Adjusting school improvement plan and
strategies
 Adopting / continuing / institutionalizing these
programs and projects based on the merit
of its results

16. Objectives in support of the overall
purpose of M&E in the school:
2. Provide information for school
management to determine and adjust
approaches and strategies that will
ensure adequacy, equitable
distribution, accessibility, and
effective and optimal use of the
resources of the school

17. Objectives in support of the overall
purpose of M&E in the school:
3. Establish information as basis for
determining appropriate approach /
strategy to improve teacher
performance to ensure efficient and
effective delivery of instruction,
classroom management, and their
personal growth and professional
development.

18. Objectives in support of the overall
purpose of M&E in the school:
4. Present information regarding learner
performance to the school
management that will support
decisions and adjustments to plans
and strategies to improve the learners’
academic achievement, school
attendance, and participation in co-
curricular activities.

19. • Form 6 groups compose of two schools
division in a group.
• Identify the M&E practices actually
done/observed in your respective
districts/schools. Print these practices on the
metastrips.
• Attach the identified practices (in metastrips)
on the first column of the template provided.
Activity 2

20. M&E Practices at
the School
Implementation
Schedule
(Please check)
Information
Acquired from
the M&E
practiceMonthly Quarterly Annually

21. • Fill in other required responses in the
template.
– Checking the appropriate schedule of
implementation
– Wirting the M&E information acquired from the
practices.
• Post the output on the designated area for
gallery walk.

22. ACTIVITY 3
1. While doing the gallery walk, observe
the following concerns:
• common areas monitored at the school level
• frequency in the conduct of M&E activities
• similarities and differences in doing M&E
2. Big Group Sharing of observations

23. • How do the practices contribute to the
improvement of school performance?
• What must be monitored and evaluated in the
school?
• How often M&E be conducted in the school?
• Why do school M&E practices vary from one
schools division to another? similar across all
schools division?
• What will happen if there will be no appropriate
and proper monitoring and evaluation in
school?

25. M&E Framework
DIVISION SCHOOL
• Assumption :  Assumption:
Definition of M&E Definition of M&E
Purpose and Objectives Purpose and Objectives
Underlying Principles Underlying Principles
• Scope of M&E  Scope of M&E
• M&E Task Level  M&E Task Level
• Integration of Content
Areas with Task Levels
 Integration of Content
Areas with Task Levels

26. M&E Content Areas in
School
School M&E
Content Areas
Delivery of
Services of Basic
Education
Educational Resources
Teacher
Performance
Learner
Performance
Organization
Health and
Performance
School Management
Productivity
Community
Partnership
Curriculum
Implementation

27. M&E Content Areas in
School
concerned with obtaining
information on the efficiency
and effectiveness of the
implementation of curriculum
programs and projects for
quality and relevance. This
is of paramount interest
particularly to the
implementers or internal
stakeholders of the school:
the school head, teachers
and parents.
concerned with accessibility, adequacy,
equitable distribution, and maintenance
of resources required to efficiently and
effectively deliver basic education within
the school. M&E of Resources would
include determining the optimal
application / utilization of the following
(but not limited to):
• Funding requirements for school
operations (MOOE and other
sources)
• Number of Teachers
• Learning and instructional
materials/resources (textbooks,
manuals, learning equipment, etc.)
• Physical and ancillary facilities
concerned with monitoring and
evaluating the efficiency and
effectiveness of teaching-learning
processes, particularly on the following:
• Instructional Competence
 Diversity of Learners
 Curriculum content and
Pedagogy
 Planning, Assessing, Reporting
• Classroom Guidance Services
• Home, School, Community
Involvement
 Learning Environment
 Community Linkages
• Classroom and Record Management
• personal growth and professional
development
 Social Regard for Learning
 Personal Social Growth and
 Professional Development
concerned with getting
information on the learners’:
school attendance,
academic achievement
(periodic tests, RAT, NAT)
dropout, failures
participation in co-curricular
activities

28. M&E Content Areas in
School
focused on monitoring and
evaluating the efficiency and
effectiveness of the
implementation of school
plans and specific functions
of staff and other
stakeholders. Specifically, it is
concerned with the following:
SIP Implementation
Instructional Supervision
Staff Development
concerned with the work
outputs of the individuals
based on their specific job
descriptions, i.e., support
staff, utility. This may also
concerned with teams or
committees outputs based on
their terms and reference,
i.e., SGC, PTA, SQMT, SIPIT,
SPT, Special Program
Committees, PGO/SSG, etc.
focused on how school
stakeholders are engaged in
school activities including its
level and quality of
participation, e.g. parents,
LGU, NGOs, alumni, etc. It is
also concerned on the level of
school’s participation to
community-initiated activities.

29. M&E Content Areas in
School

30. M&E CONTENT AREAS IN THE
DIVISION
M&E Content
Areas
Delivery of
Educationa
l
Resources
Technical
Assistance
SBM
Implementatio
n and
Assessment
Curriculum
Implementation
Teaching and
Learning
Educational
Programs and
Projects
Educational
Resources
Division
Organizational
Health &
Performance
Organizational
Effectiveness
Organizational
Resource
Support
Focus of District M&E

32. M&E Task Levels
• The M & E task levels are influenced
by the areas of interest of the school
stakeholder’s and their reporting
requirements as suggested by when
data/indicator is likely to occur in the
implementation process.

33. Hierarchy of M&E Task Levels
M&E Task
Levels
Progress M&E
Inputs Outputs
Result M&E
Intermediate
Results
Outcomes

34. Hierarchy of M&E Task Levels
M&E Task
Levels
Progress M&E
Formative Level
Inputs Outputs
Result M&E
(Summmative Level)
Intermedia
te Results
Outcomes
Are the needed resources
available and adequate to
implement efficiently and
effectively the school’s
programs and projects as
planned?”
This level is concerned with
tracking the resources required to
implement the school programs
and projects on provision of
access, quality and relevance, and
school management and
administration. It should be able to
provide information on their
adequacy, accessibility or
availability in terms of financial,
physical, and human resources.
Input
The output level looks into
the efficiency and
effectiveness of the delivery
of the intended services of
the school in terms of its
programs and projects and
the implementation
strategies used

35. Hierarchy of M&E Task Levels
M&E Task
Levels
Progress M&E
Formative Level
Inputs Outputs
Result M&E
(Summative Level)
Intermediat
e Results/
Initial Gains
Outcomes
examine the extent in which
the school is achieving
Intermediate Results (i.e.
progress towards the
desired / established goals)
and the actual achievement
of goals, benefits and impact
of implementing the full cycle
of the School Improvement
Plan (SIP) or any plan of the
school has developed for a
given period
“How effective are the
school’s initiatives in
bringing about the
desired benefits and
changes to their
learners and teachers
and in attaining the
intended education
outcomes?”
“This level captures
the initial gains of the
school in moving
towards its intended
directions.
They can be in terms
of behavioral changes
among its staff or the
desired increasing or
decreasing trend in its
outcome indicators
during the
implementation period
of its School
Improvement Plan.
M&E, at this level, also
aims to accumulate
lessons learned and
promising practices for
replication/institutionali
zation.
At this level, M&E
concerns are directed
towards capturing the
accomplishments of SIP
in terms of attaining the
education outcome
indicators and its
collective contribution to
the attainment of regional
and national goals (i.e.,
EFA, BESRA/BIAP, and
PGS).

36. Integration Matrix of M&E
Content Areas and Task Levels
(School level)
SCHOOL INTEGRATION MATRIX.