Enclosure-No.-1-to-DM-SGOD-No.-041-s.-2022-First-Quarter-DMEPA-Toolkit.pdf

Enclosure No. 1 to DM SGOD No. 041, s. 2022
Republic of the Philippines
Department of Education
Address: Alunan Avenue, Koronadal City, South Cotabato 9506
Telephone Number: (083)228-3801
Email Address: south.cotabato@deped.gov.ph
TOOLKIT FOR FIRST QUARTER DMEPA
(based from the RMEPA Toolkit)
Theme: Efficiency and Quality Performances during the COVID-19 School
Year 2021-2022
For the last two calendar years from 2021 to 2022, the Department
of Education- Schools Division of South Cotabato has been implementing
innovations to maintain its relevance and responsiveness to change in
educational approaches due to COVID-19 virus health restriction. To
ensure its conformity, alignment of purpose, and suitability to change
particularly the school calendar, the quarterly theme of the Division
Monitoring Evaluation, and Plan Adjustment was modified particularly the
data generation on the Schools’ over-all Performance Indicators.
The first quarter toolkit is designed to guide the division management team in
formulating a Completed Staff Work (CSW) during the First Quarter DMEPA.
This serves as data analysis and management tool intended to gather
quantitative and qualitative information of schools division performance
indicators on efficiency and quality performances for SY 2021-2022.
Likewise, to track the progress and status of implementation of the limited
f
a
c
e
-to-face c
for those pilotschools and for those schools identified to open the
expanded limited face-to-face classes effective February 21, 2022 shall be
included.
To align the progress monitoring of major programs in the
department, the identified programs for progress monitoring shall be
aligned to the Budget Execution Document (BED) and Budget
Accountability Report (BAR) required by the Department of Budget and
Management (DBM). The summary of data collected from the schools shall
be utilized by the division office which will be submitted thereafter to the
Regional Office for the first quarter BAR for submission to the DBM.
It also outlines the enabling questions to be asked by the Division
and the Regional Office to capture issues and concerns about the situation
and document the initial progress of the department’s programs and
intervention implementation for the said indicators. Questions are
organized to explain the results, including why and how prevailing issues
and concerns can be mitigated and corrective actions to be implemented to
lessen the probability and impact of risks to happen. The use of
dashboards and segmentation in presenting the results particularly the
performance indicator is highly recommended to clearly visualize the trend
of data and area for prioritization.

This first quarter engages to assess the performances of the SDO on the
following strategic objectives of the region:
LEARNERS SY 2022 Target
Strategic
Objective 1
To attain 75% of learners in 8 out of 8
SDOs will have proficiency level of at
least 80% by 2023
70% of learners
80% proficiency
level
Strategic
Objective 2
To reduce the percentage of schools
with 1
to 10 percent drop-out rate in 8 out of 8
SDOs by 2023
Number of SDOs 8/8
Percentage of schools (Elementary) 5%
Percentage of schools (Secondary) 5%
Percentage of drop-out learners
(Elementary) 4%
Percentage of drop-out learners
(Secondary)
6%
TEACHERS
Strategic
Objective
3
To attain at least 1% increase of Teachers
having Distinguished level (Synthesizing)
in all domains of Philippine Professional
Standards for Teachers in 8 out of 8
SDOs
by 2023
% of teachers progressed from Career
Stage
1 to Career Stage 2
80%
No. of Divisions (Total) 8/8
No. of Domains (Total) 7 out of 8
Strategic
Objective 4
To attain at least 10% increase of
teachers with Trainor's
Methodology/Assessor's
Certificate in 8 out of 8 SDOs by 2023
No. of SDOs 8/8
No. of teachers with Agri-Industrial
Specialization 800
No. of SDO 8/8
No. of teachers with Eco-
Tourism Specialization 400

No. of SDO 8/8
No. of teachers with Socio-Cultural
Specialization 400
Strategic
Objective 6
To attain 85% for School Heads with at
least 85% level of competencies in 8 out
of 8
SDOs by 2023
Number of SDOs 8/8
Percentage of School Heads 80%
Percentage of Performance Level 85%
The First Quarter RMEPA is purposely crafted to document the progress of
performances on efficiency for the third grading period and quality of basic
education of the schools/community learning centers for the second grading
period. It shall assess the schools/community learning centers’ performances
in ensuring that all learners are participating in the learning session via the
distance learning modalities and those pilot and expansion schools offering the
limited face-to-face. It shall also monitor the progress of learning for the
second grading period particularly the results of the general percentage
average in Filipino, Araling Panlipunan, and MAPEH for Grades 3, 6, and 10.
Likewise, learners no longer participating in the learning session for the third
quarter of SY 2021-2022 as of March 2022 shall be analyzed with
corresponding distance learning modalities offered.
I. Program Implementation Progress
1. Present the Budget Accountability Reports for Physical and
Financial of the first Quarter overall physical & financial targets versus the
accomplishment and utilization of each program identified below:
Programs/Sub-
Programs/Projects
Output
Indicators
Physical Financial Variance
Target Actual Target Actual
EDUCATION
POLICY
DEVELOPMENT
PROGRAM
Number of
Education
Research
Completed
BASIC
EDUCATION
INPUTS Program
Percentage of
schools
meeting the
standard ratio
for
teachers

Number of
newly-
created
teaching
positions
newly
filled up
Percentage of
Learners
enrolled in
SPED (Public)
Percentage of
Learners
enrolled in
ALIVE (Public
and
Private)
Percentage of
Learners
enrolled in
IPED (Public)
Percentage of
Learners
enrolled in
ALS
Percentage of
learners
provided
with
learning
resources
Number of
Schools
Offering
ALIVE
IPED
SPED
Number of
Schools
Provided with
Learning
Resources
SUPPORT TO Retention Rate

SCHOOLS AND
LEARNERS
PROGRAM
Elementary
Secondary
Completion Rate
Elementary
Secondary
Proportion of
learners
achieving at
least nearly
proficient level
in NAT increased
Grade 6
Proportion of
learners
achieving at
least nearly
proficient level
in NAT increased
Filipino
Mathematics
English
Science
HEKASI
Junior High
School Grade
10
Filipino
SUPPORT TO
SCHOOLS AND
LEARNERS
PROGRAM
Mathematics
English
Science
Araling Panlipunan
Senior High
School (Grade 12)
Filipino
Mathematics
English
Science
Araling Panlipunan

2. Highlight program or outputs that were delayed, and physical
targets not achieved. Explain causes of delay and fall short to achieve
physical targets. Suggest adjustments and correctives actions to support
program continuity.
3. Explain causes of not achieving the physical targets and the poor
utilization of resources. Suggest how these can be mitigated to comply the
Cash Budgeting System and withstand the COVID-19 pandemic.
4. Highlight Most Significant Change stories regarding the
contribution of inclusive education programs and projects to the lives of the
learners, teachers, school, and education stakeholders and systems
improvement.
5. If needing assistance to facilitate program implementation, ask
assistance from the DO or RO. Be specific in the assistance or actions needed
from DO/RO.
Number of
learners
benefitting
from the
“School
Feeding
Program"
Elementary
EDUCATION
HUMAN
RESOURCE
DEVELOPMENT
PROGRAM
Increase in
percentage of
schools
conducting
schools learning
action cell
sessions
Number of
teachers
trained
Number
teaching-
related staff
trained

II. Overall Division Performance
II.A Focus on the overall division performances on efficiency
particularly the data of those learners no longer participating in the
learning session or drop-out and quality.
II.B Analyze, present and discuss the two grading period
performances (second and third Grading Periods as of March 2022 of SY
2021-2022) for Kinder, Elementary, Junior High School, Senior High
School and ALS learners’ indicators on:
 Efficiency particularly the number of learners no longer
participating in the learning session (Kinder, Elementary,
Junior High School, Senior High School and ALS learners) by
municipality for provincial division and by district for city division
 Comparative data on the number of learners no longer
participating in the learning session by learning modality and
key stage outcome (Kinder, Elementary, Junior High School, and
Senior High School)
 Provide a comparative analysis on the number of learners no
longer participating in the learning session for two grading
periods (second and third Grading Periods as of March 2022 of
SY 2021-2022) by key stage outcome and by gender, e.g.
By Key stage outcome and gender
 For those divisions having school/s implementing the limited
face-to-face present a comparative analysis on the number of
drop-out learners from second to third grading period as of
March 2021 of SY 2021-2022 by key stage outcome and by
gender.
a. Kinder
Kinder/Grade Total Kinder Total Number Percentage of
Level Number of /Grad of Learners Increase/Decre
Learners e Level No Longer ase
No Longer Participating
Participati in the
ng in the learning
Learning session/drop

session/dr -out as of
op-out March 2022 -
as of
second
third grading
Grading period of
Period of SY 2021-
SY 2021- 2022
2022
Kinder Kinder
Male Male
Female Female
Total Total
b. Elementary, Junior High School, and Senior High School
Kinder/Grade
Level
Total Number
Of Learners
Kinder/Grade
Level
Total
Number
of Learners
No
Percentage of
No Longer
Participating in
the
learning
session/drop
-out
as of
second
Grading Period of
SY
2021-2022
Longer
Participating
in the
learning
session/drop-
out as
of
March 2022 -
third
grading
period of
SY 2021-
2022
Increase/
Decrease
Grade One Grade One
Male Male
Female Female
Total Total
Grade Two Grade Two
Male Male
Female Female
Total Total

Grade Three Grade
Three
Male Male
Female Female
Total Total
Grade Four Grade Four
Male Male
Female Female
Total Total
Grade Five Grade Five
Male Male
Female Female
Total Total
Grade Six Grade Six
Male Male
Female Female
Total Total
Grade Seven Grade
Seven
Male Male
Female Female
Total Total
Grade Eight Grade Eight
Male Male
Female Female
Total Total
Grade Nine Grade Nine
Male Male
Female Female
Total Total
Grade Ten Grade Ten
Male Male
Female Female
Total Total
Grade Eleven Grade
Eleven

Male Male
Female Female
Total Total
Grade Twelve Grade
Twelve
Male Male
Female Female
Total Total
C. ALS learners
ALS Learners Total
Number of
Learners No
Longer
Participatin
g in the
learning
session/dro
p-out
as of
second
Grading
Period of SY
2021-2022
ALS Learners Total
Number of
Learners No
Longer
Participatin
g in the
learning
session/dro
p-out as of
March 2022
- third
grading
period of
SY 2021-
2022
Percentage
of
Increase/
Decrease
Male Male
Female Female
Total Total

D. IP, Muslim and SPED (Graded & Non-graded) Learners
Learners Total Number
of Learners
No Longer
Participating
in the
learning
session/drop-
out
as of
second
Grading
Period of SY
2021-2022
Learners Total Number
of Learners
No Longer
Participating
in the
learning
session/drop-
out as of
March 2022 -
third grading
period of
SY 2021-
2022
Percentage of
Increase/Decrease
IP learners
Male Male
Female Female
Total Total
Muslim Learners
Male Male
Female Female
Total Total
SPED Learners
Male Male
Female Female
Total Total
 Present a comparative data on the summary of total number of public and
private schools for kindergarten, elementary, junior high school and
senior high school levels versus the total percentage of schools with
increase and decrease of learners no longer participating in the learning
session.
 Present total number of elementary, secondary and integrated schools
versus the total number of pilot and expansion schools implementing
the limited face-to-face.
 Present the total number of elementary, secondary and integrated
schools for SY 2021-2022 implementing the limited face-to-face and
ready for the regional office ‘s validation on safety seal certification.
A. Pinpoint the segment/s needing focus. The following are samples:

I. Year to year analysis of results on increasing number of
learners no longer participating in the learning session/drop-
out. (Elementary, Junior High School, Senior High School,
ALS learners, IP, Muslim and SPED learners)
II. Type of schools to determine which segment or type of
school needs support. Highlight those schools implementing
limited face-to-face, and;
III. Learner groupings such as gender having increasing
number of learners no longer participating in the learning
session/drop-out.
B. Explain the increase or decrease trend
Analysis/Explanation
•Significant Increase
1. If efficiency is increasing, what areas/school registered the highest
increase? Is the division increase consistent with the region-wide
increase in drop-out or no longer participating in the learning session?
2. What external factors contributed to such increase? What are the
barriers/external factors that prevented school learners to continue
schooling/learning? Pandemic? Calamity? Conflict? Changes in
environment (Please specify)
3. What bottlenecks/internal factors affecting to the increase? Please
specify policy, programs, policies, mechanisms and initiatives of DepEd
not working well on efficiency.
4. What were the limitations of existing programs which resulted to
learners not participating in the learning session? Please specify.
5. Resources. Please specify and describe limitations in resources.
•No significant Increase
1. Why is there no significant increase? What are the hindering
external and internal factors?

•Significant Decrease
1. What areas/schools are with decreasing number of learners no
longer participating in the learning session for the two grading periods,
respectively?
2. What are the external factors that contributed to the decrease in
number of learners to discontinue participating learning. (Please
specify)
3. What are the internal factors that contributed to the decrease? Were
there policies and systems that enable learners to continue learning?
Please specify.
II.C. Quality
II.C.1 Dashboard
•Present the second quarter general performance average on Filipino,
Araling Panlipunan and MAPEH for SY 2021-2022 by level (Grades 3, 6
and 10)
•Show comparative graphs and tables to provide overall performance
of the Division on the second quarter general performance average on
Filipino, Araling Panlipunan and MAPEH of SY 2021-2022 by level
(Grades 3, 6 and 10)
•Show performance of schools using the achievement of the second
quarter general performance average - quartile ratio.
II.C.2 Segmentation
•Show a data map on the second quarter general performance
average for Filipino, Araling Panlipunan and MAPEH for SY 2021-2022
by level (Grades 3, 6 and 10) (one map per GPA results of Grades 3, 6 and
10)
II.C.3 Analyses
•Describe the programs and/or practices implemented leading to
improve performance or achievement/general performance average
•Explain the context (environmental factors) contributing to poor
pupils/students performance/achievement

•Explain why the Division and schools are unable to improve
achievements despite the implementation of locally initiated programs
related to quality education
II.C.4 Proposed Actions
•Describe measures being undertaken to sustain DepEd programs on
quality.
•Provide suggestions on how to improve programs on quality to
minimize effects of environmental factors contributing to GPA.
•Suggest actions or measures that will address the limitations or
weaknesses of DepEd programs on quality.
•Suggest new policies and/or enhancements in DepEd policies and
systems related to quality.
A. Total Number of Teachers with Trainor's
Methodology/Assessor's Certificate
A.1 Focus on the total number of filled teacher items as of March 31,
2022 versus the total number of teachers with Trainor’s
Methodology/Assessor’s Certificate in Agri-Industrial, Eco-Tourism
and Socio-Cultural Specializations.
A.2 Analyze, present and discuss the following data:
 Total number of filled teacher item, its targets versus
accomplishment on the total number of teachers Trainor’s
Methodology/Assessor’s Certificate in Agri-Industrial, Eco-
Tourism and Socio-Cultural Specializations, e.g.
Total
number of
filled
teacher
items as of
March 31,
2022
Total number of teachers with
Specialization
Targets versus Accomplishment as of
2022
Agri-Industrial Eco-Tourism Socio-Cultural
Specializations
Target Accom Target Accom Target Accom

B. Total number of Teachers by Career Stage and Proficiency
Level
B.1 Focus on the total number of filled teacher items as of March
31, 2022 versus the total number of teachers by career stage and
proficiency level
B.2 Analyze, present and discuss the following data:
• Total number of filled teacher items by career stage, its targets
versus accomplishment, e.g.
Total
numbe
r of
filled
teache
r items
as of
March
31,
2022
Teachers Career
Stage
Total Number of
Beginning
Teacher
Total Number of
Proficient
Teachers (T1-TIII)
Total Number of
Highly
Proficient Teachers
(MT I-IV)
Inventor
y
Targe
t
Acco
m
Inventor
y
Targe
t
Acco
m
Inventor
y
Targe
t
Acco
m
• Total Number of Proficient Teachers (TI-TIII) segmented by
Proficiency Level, its target versus accomplishment, e.g.
Total
numbe
r of
Proficie
nt
Teache
rs
(TI-III)
Proficiency Level for Proficient
Teacher
Level 3-
Organiz
ing
Level 4
-
Develo
ping
Level 5-
Applying
Level 6 –
Consolidat
ing
Level 7-
Integratin
g
Targe
t
Acco
m
Invento
ry
Targ
et
Acco
m
Invento
ry
Targe
t
Acco
m
Targ
et
Acco
m

 Total Number of Highly Proficient Teachers (MTI-IV) segmented by
Proficiency Level, its target versus accomplishment, e.g.

Total
numbe
r of
Highly
Proficie
nt
Teache
rs
(MTI-IV)
Proficiency Level for Highly
Proficient Teacher
Level 4
-
Develop
ing
Level 5-
Applying
Level 6 –
Consolida
ting
Level 7-
Integrati
ng
Level 8-
Discriminat
ing
Targ
et
Acco
m
Invento
ry
Targ
et
Acco
m
Invento
ry
Targ
et
Acco
m
Targe
t
Acco
m
C. Total number of School Heads by Performance Rating during the
Mid- School Year Review
C.1 Focus on the total number of school heads by level versus the
total number of school heads per performance rating
C.2 Analyze, present and discuss the following data:
• Total number school heads performance rating, its targets versus
accomplishment, e.g.
Total
number
of
School
Heads
b
y
Level
Performance Rating
Outstandi
ng
Very
Satisfactory
Satisfactor
y
Unsatisfact
ory
Po
or
Targ
et
Acco
m
Invento
ry
Targ
et
Acco
m
Invento
ry
Targe
t
Acco
m
Targ
et
Acco
m
Element
ary
Seconda
ry

D. Highlight issues, gaps and explain causes of issues. Suggest
adjustments and recommendation to ensure process continuity on:
• Implementation of PPST-RPMS of school-based personnel;
•Compliance to the standards and requirements of the PPST-COT
and PPST, SAT during the pandemic; &
• PPST-RPMS timelines.
E. Be specific, discuss the division and schools prioritized interventions
or corrective actions to do to address and mitigate the gaps.
If needing assistance to facilitate interventions or program
implementation, ask assistance from the DO or RO. Be specific in the assistance
or actions needed from DO/RO.
IV. AGENDA
Highlight policy issues, program design concerns, system
improvements and/or capability building needs relative to efficiency and
quality that the RO/CO should immediately address.

Enclosure-No.-1-to-DM-SGOD-No.-041-s.-2022-First-Quarter-DMEPA-Toolkit.pdf

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