G.

Monitoring and Evaluation

To ensure successful implementation of the Division/School Learning

Continuity Plan on Basic Education, engagement of all concerns in the
educational system supported by the stakeholder is required. As what
Secretary Briones emphasized that “education has become a shared activity
with the presence of this pandemic”, our school has now anchored its
management and governance style on the standards called for in the School-
Based Management practices.

The challenge of the Division is on the implementation of the new normal

such as the delivery of flexible teaching and learning options in the current
situation without compromising the delivery of quality education. Everybody
must put all their efforts to efficiently and effectively implement the plans in
this new normal of basic education.

The Division of Bukidnon shall anchor its Monitoring and Evaluation

Framework with the Deped Central Office’s LCP. It focuses on the
intermediate outcomes (IOs) which ensure the learners achievement in terms
of access and quality in the delivery of basic education during this pandemic.
Another factor to consider is the enabling environment (EE) which defines the
necessary governance structure in terms of leadership investments,
management system, partnership and external relation that will ensure the
effective, efficient and responsive delivery of basic education needs of the
learners.

OUTCOME / ACCOUNTABLE
DESCRIPTION INDICATORS
OUTPUTS OFFICE
INTERMEDIATE OUTCOMES
Ensure that learners,
regardless on sex, religion,
geography, financial
disposition, are encouraged to Planning
1. Learners are be in the basic education Gross Enrolment Officer
in the basic system during this pandemic. Rate
education This requires that multiple Net Enrolment District ICT
system learning facilities, resources Rate
and learning delivery School Heads
modalities are made accessible
to the different types of
learners
1.a. Appropriate Learning delivery modalities refer Appropriate and CID
and relevant to various modes of accessing relevant learning
learning delivery learning resources, such as face delivery modalities School Heads
modalities to face learning (if allowed), established
established distance learning, and blended
 learning which cater to the
different contexts and learning
needs of the learners
Learning materials used by the
1.b. Learners
learners to achieve the set
received CID
learning competencies and Percentage of
necessary
standards such as printed Learners receiving
learning LRMDC
modules, printed books, DepEd learning resources
resources for the
Commons, online modules and per learning
applicable School Head
broadcasting modules. These modality
learning delivery
must be aligned with the adopted
modalities
learning delivery modalities.
2. Learning
Percentage of
access CID
Ensures that learners’ needs, learners enrolled
programs
interests and aptitudes are in appropriate
responsive to Planning
taken into consideration in the programs such as:
their needs, officer
developing and rolling out of ALS
consistent with
learning delivery modalities. OHSP
their interest School Heads
ADM
and aptitude
2.a. Learning Inclusive education programs
Appropriate and
delivery (IPEd, Madrasah Education
relevant learning
modalities for Program, SPED / Learners with CID
delivery modalities
inclusive Special Education Needs (LSEN)
for inclusive
education and special interest program that School Heads
education program
programs will adopt various learning
established
established delivery modalities
Learning resources refer learning
materials used by the learners to
2.b. Learners
achieve the set learning
received No. of learners CID
competencies and standards such
learning receiving learning
as printed modules, printed
resources resources LRMDC
books, DepEd Commons, online
responsive to responsive to their
modules and broadcasting
their learning needs School Heads
modules. These must be aligned
needs
with inclusive education program
principles.
Ensures that learning delivery
3. Learners modalities are learner-friendly
School Heads
actively and encourage active Cohort Survival
participated in participation. These modalities Rate
Planning
the different shall endeavor to establish Transition Rate
Officer
learning systems that are child-friendly, School Leaver
delivery gender-sensitive, safe, and Rate
SGOD
modalities motivational, enduring the
well-being of learners.
3.a. Learner Support systems refer, but is not Appropriate and CID
support systems limited to feeding programs, relevant learner SGOD
are established psychosocial support, health and support systems DRRM
safety measures and remedial established
classes. Youth
Formation Office

Health and
 Nutrition Office
Percentage of
3.b. Learners CID
learners receiving
receive support Refers to the learners that receive
support form
from Learners various support systems SGOD
Learner Support
Support Systems School Heads
Systems
Ensures that programs and CID
4. Learners
initiatives benefitting learners Completion Rate
complete
as they complete basic Promotion Rate SGOD
education and
education cycle and other ALS Completion
attain learning
educational interventions are Rate Planning
standards
implemented. Officer

ENABLING ENVIRONMENT

Types of trainings
established

Percentage of staff
trained for various
learning delivery
modalities:
-Educational
leaders
-Teaching Staff
Improves the capacity, as well as -Non-Teaching
1. Educational functional and leadership staff
leaders, competencies in participative and
teaching and inclusive management process Types of support
SGOD – HRTD
non-teaching during emergencies, of education systems
staff practice leaders, teaching and non- established
Human
participative and teaching staff. It ensures that the
Resource Office
inclusive design and implementation of Percentage of staff
management professional development trained for various
process during programs are relevant and learning support
emergencies appropriate to the current public system
and health situation. -Educational
leaders
-Teaching Staff
-Non-Teaching
staff

Percentage of
education leaders
trained/capacitated
on emergency
planning
2. Investment in Ensure sufficient provision and No. of learning School Heads
the LCP equitable distribution of resources procured
provides education resources during the Procurement
learners options pandemic. Funding decisions No. of learning Office
for their also recognize the gaps and resources
required immediate measures that need to developed LRMDS
learning delivery be considered in prioritizing
modalities resources in the midst of No. of learning
 competing education priorities to
resources produced
achieve equity and impact.
3. Internal
systems and
School Head
processes serve
Enhances internal system and Disbursement rate
learners
processes to efficiently and Procurement
efficiently
effectively deliver basic education Timely delivery of Office
through
services procured projects
continuous
Supply Office
monitoring and
feedback giving
Ensures collaborative Percentage of
engagement with key financial
SGOD
4. Key stakeholders to achieve the full contribution of
stakeholders implementation of LCP. This partners and key
Social
actively collaboration will be delivered stakeholders over
Mobilization
collaborate to through functional mechanism to the total allocation
serve learners make partnership building and from the national
PDO - SGC
linkages more strategic and educational budget
aligned to the LCP priorities. for the fiscal year

Prepared by:

GLADYS JEAN D. QUIJADA

SEPS – SMME

Noted:

SHAMBAEH ABANTAS – USMAN

Asst. Schools Division Superintendent