Nam of School

Name of School Head

Position
Slide 1:
Key Performance Indicators –Gross Enrolment Rate, Net Enrolment Rate, Completion Rate, Promotion Rate, Retention Rate, Failure
Rate
Slide 2:
Make key stages on Enrolment (K-3, G4-G6, G7-10,G11-12) by grouping them per grade level/teacher/sections (Small,Med,Large)
and others. ,No. of Enrolment per grade level, Enrolment vs. SARDOs/PARDOs, No. of promotees, No. of completers, No. of
retained/failure
Slide 3:
Analysis of Slide No. 2
- Example 1: Target Completion is 100% based on 100 learners enrolled in G6 but completers are only 60% or 42 learners only. Of
28 learners have not completed the grade level, 8 are drop out and 20 are retain.
Slide 4:
Characterization
-Based on Example No. 1: Use the CSS MATRIX for Access on why the 8 dropped, and why 20 are retained
Note: Make sure you use the right CSS MATRIX for Access if related to enrolment, drop-out, completion, governance, and others.
While use CSS Matrix for Quality if related to competencies, grades, achievement, tests, reading, and others.
Slide 5:
SMEA Worksheet Summary
Note: The SMEA Worksheet
Summary per school will be consolidated by each Schools Districts and present it during the DMEA.
 3

Slide 1: Key Performance Indicators of the 1st Quarter

85.4 96.07 100.8

92.88
66 92.3 57.4
47.8 50.5

Completion Rate
% of Learners reach 75% Mastery Level
120 for 3rd Quarter
100
98 80
80
86
60
60 74

40
40

20
20

0 0
2016 2017 2018 English Science Math Filipino AP
3
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Slide 2: Key Stages, Groupings, Comparison

Enrolment by Grade Level % of Learners who reach 75% Mastery Level

80 90

70 80

60 70
60
50
50
40
40
30
30
20 20
10 10
0 0
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

2016 2017 2018 English Science Math Filipino AP

4
 5
Slide 3:Characterization using Quality Matrix
Teachers Materials ICT Environment Assessment School Leadership DO / TECHNICAL Community, Industry,
Equipment, and Management ASSISTANCE Relevance and
Facilities NEEDED Partnership
Competencies Learners’ access Learners access Tests administered Instructional Frequency of Community
covered to materials to internet supervision assistance to Involvements
schools
Contact Time Learners’ contact Teachers’ use of Frequency of test Knowledge of the Type of assistance Schools’ use of local
time on use of ICT in teaching curriculum provided to resources.
equipment and learning. schools:
Teachers’ teaching Congestion ICT awareness Content vs assessed Competencies on  Subject areas Linkages to learning
skills in school education planning  Assessment institutions.
 Planning and
Teachers’ use of Care and use of Use of blended Understanding of M&E Linkages to industries.
learning materials equipment learning. inclusive education  Program
Management
Teachers’ use of Access to library Implementation of
classroom SBM
assessment
Content mastery

ACTUAL SUPPORT PROVIDED BY SDO TO SCHOOLS

Training provided to Distribution of Support Support provided by Training and technical Assistance provided by
teachers learning provided by the the SDO on support provided to the EPS to schools on
resources and SDO on ICT classroom SHs on instructional linkaging, partnerships
Recruitment and
facilities. assessment. supervision? use of
Placement
new curriculum? on
SBM?

5
 6
Characterization using Access Matrix
Domestic Factors Individual Related Factors School Related Factors Geographic/Environme Financial Related Factor
ntal

Had to take care of Illness Teacher Behavior Distance between home Child Labor
siblings to school

Early Overage Teacher’s Attendance Armed Conflict Working Student

Marriage/Pregnancy

Parents’ Attitude towards Drug abuse Dilapidated/Poor Calamities/Disasters

schooling. Ventilation and Lighting

Family Problems Poor Academic Seat-Learner Ratio

Performance

Lack of Congested/Sub-standard
Interest/Distraction Dimension

Hunger/Malnutrition Peer Influence

SUPPORT PROVIDED BY THE SDO TO THE CONCERNED SCHOOL

Support provided by the Support provided by the Support provided by the Support provided by Support provided by the SDO in relation
SDO in relation to SDO in relation to SDO in relation to school the SDO in relation to to financial related factors.
domestic factors. individual related factors. related factors. geographic/environmen
tal factors.

6
  Example: If the problem is Quality, Use Curriculum Support
System (CSS): Quality Matrix
Community,
School District and
Industry,
Materials/ ICT Leadership DO
Teachers Assessment Relevance
Equipment Environment and Technical
and
Management Assistance
Partnership
Ex: 37 out of No materials 2 out of 6 75% (75 out of Instructional None None
50 Science and laboratory Science 100) of the test supervision
competencies available for Teachers are administered and TA
were taught experiments not using are below the conducted
especially in computer- standards once (1) out of
competencies based 6 Science
needing such technologies in teachers
teaching
Science
Key Characterization Interventions Recommendati TA Needed Timeline
Performance from the CSS made (School on from the DO
Indicators MATRIX Level)
Example: 4 out of 6 Teacher- Reiteration of Strengthen February
Decreasing teachers are buddy Memorandum the Teacher- 15,2019
NAT in absent two (2) system on buddy
Science in times a week Implementatio implementati
Grade 6 from without any n of buddy on during
65 to 54 for teacher-buddy to system to the LAC sessions
the last 3 continue the Division Office
years missed Science
class sessions.
Example: 50 out of 300 Adopt a child Submit May 2019
Increasing learners have to proposal to
Drop-Out cross a river every LGU for
day to reach provision of
school temporary
bridge along
the river