# SMEA in DepEd: School Monitoring, Evaluation and Adjustment

No DepEd Order defines SMEA. What DO 029, s. 2022 requires of a school each quarter, the one form printed for a school's plan, and what divisions add.

This is the Markdown copy of [SMEA in DepEd: School Monitoring, Evaluation and Adjustment](https://nash.com.ph/blog/deped-smea-school-monitoring-evaluation-adjustment), an article on the NASH Reviewer Blog by Mark Anthony Llego, published Nov 13, 2026. Topics: School leadership, Aspiring school heads. NASH Reviewer is an independent practice platform not affiliated with DepEd, BHROD, or NEAP.

School Monitoring, Evaluation and Adjustment (SMEA) is the name many regions and divisions of the Department of Education (DepEd) give to a public school's periodic review of its own plan: what the school did and spent against its Annual Implementation Plan (AIP), what changed for learners, what stands in the way, and what the school will now change. The name belongs to the field. As of November 13, 2026, no DepEd Order and no numbered DepEd Memorandum defines SMEA, sets its steps or its schedule, or prints a template for it.

The duty behind the name is national. [DepEd Order No. 029, s. 2022](https://www.deped.gov.ph/2022/06/22/june-20-2022-do-029-s-2022-adoption-of-the-basic-education-monitoring-and-evaluation-framework/), the Basic Education Monitoring and Evaluation Framework (BEMEF), makes the school head "the overall lead and process owner of the school M&E system" and has the school head "Conduct quarterly Program Implementation Review (PIR) in the school to track physical and financial accomplishments and assess the progress of implementation of plans, programs, projects, and major activities" (Sec. VIII). Three other texts stand around it. The Basic Education Development Plan (BEDP) 2030, adopted by [DepEd Order No. 024, s. 2022](https://www.deped.gov.ph/2022/05/30/may-30-2022-do-024-s-2022-adoption-of-the-basic-education-development-plan-2030/), calls the review the Quarterly Program Implementation Review (QPIR). [DepEd Order No. 44, s. 2015](https://www.deped.gov.ph/2015/09/29/do-44-s-2015-guidelines-on-the-enhanced-school-improvement-planning-sip-process-and-the-school-report-card-src/) and its School Improvement Plan (SIP) Guidebook print the one form for monitoring a school's plan. [DepEd Order No. 007, s. 2024](https://www.deped.gov.ph/2024/05/20/may-16-2024-do-007-s-2024-policy-guidelines-on-the-implementation-of-the-revised-school-based-management-sbm-system/) adds the self-assessment of School-Based Management (SBM).

A school head told to "conduct SMEA" therefore reads two things. The national orders fix the duty, and they bind every public school. The memorandum of the region or the Schools Division Office (SDO) fixes the name, the dates, the template and where the report goes, and it binds the schools of that region or division and no others. The rules below are those in force on November 13, 2026.

## Key findings

- **No national text defines SMEA.** As of November 13, 2026, no DepEd Order or numbered DepEd Memorandum defines it, sets its steps or schedule, or prints its template. National documents use "SMEA", "DMEA" and "RMEA" only in passing, for example as outputs of offices in DepEd's Office Functions, Version 3 (2023), as an additional means of verification in the School Governance Council (SGC) Functionality Assessment Tool, and as "existing M&E structures" in [DepEd Order No. 018, s. 2025](https://www.deped.gov.ph/2025/06/13/june-13-2025-do-018-s-2025-implementing-guidelines-of-the-academic-recovery-and-accessible-learning-program/) (par. 108).
- **The national duty is a quarterly review led by the school head.** The school head is "the overall lead and process owner of the school M&E system", conducts the "quarterly Program Implementation Review (PIR) in the school", develops an "M&E plan" for the SIP, keeps records of results and uses them in the SIP, the AIP and the Office Performance Commitment and Review Form (OPCRF) (DO 029, s. 2022, Sec. VIII). The school reports "to the SDO the M&E results for appropriate technical support" (Sec. VII.D).
- **DepEd prints one monitoring form for a school's plan.** It is the Project Monitoring Report Form, a "suggested template" in the SIP Guidebook (Step 11). The accomplished forms go to the SDO with the next AIP and the year-end School Report Card (SRC) "no later than the second week of May" (DO 44, s. 2015, Part V.A.3).
- **Adjustment is the purpose.** Monitoring "determines any adjustment of plans and activities needed to achieve the committed targets" (DO 029, s. 2022, Sec. VI). After monitoring, the project team and the School-Community Planning Team (SPT) "can now adjust, modify, and write the AIP for the following year" (SIP Guidebook, Step 11).
- **Operational issues stay; policy concerns go up.** "Operational issues raised in the QPIR should be immediately resolved by the schools, CLCs, and SDOs. Policy- or program-level concerns will be forwarded by the SDOs to the ROs to be used as inputs to their own quarterly reviews" (DO 024, s. 2022, Sec. 7.2.4(b)).
- **Three documents DepEd promised have not been issued.** They are the "separate guideline" on the conduct of the PIR, the "Monitoring & Evaluation Manual of Operations" (DO 029, s. 2022, Secs. VI and XI) and the policy on the use of the Program Management Information System by schools ([DepEd Order No. 011, s. 2021](https://www.deped.gov.ph/2021/02/24/february-24-2021-do-011-s-2021-guidelines-on-the-operationalization-of-the-program-management-information-system/), Part VIII). None had been issued as of November 13, 2026.
- **The three-term calendar left the question of timing open.** [DepEd Order No. 009, s. 2026](https://www.deped.gov.ph/2026/04/16/april-16-2026-do-009-s-2026-guidelines-on-the-implementation-of-the-three-term-school-calendar-in-basic-education/) replaced four quarters with three terms and names no period for a school's review, while DO 029, s. 2022 still says "quarterly". Divisions differ: the Division of Cebu City set SMEA once a term for School Year (SY) 2026-2027 (June 3, 2026), while the Division of Muntinlupa City's 2026 schedule, issued on April 13, 2026, three days before the calendar order, runs by fiscal quarter.

## What SMEA means, and where the name appears in national texts

The national texts have their own names for the school's review. DO 029, s. 2022 calls it the Program Implementation Review. The BEDP 2030 calls it the QPIR and gives its whole method a name: "DepEd will implement a system-wide monitoring, evaluation, and adjustment (MEA) strategy" (DO 024, s. 2022, Sec. 7.2). Regions and divisions put a letter before MEA for each level of office: SMEA for the school, DsMEA or DisMEA for the district, DMEA for the division, RMEA for the region.

National documents have since borrowed those names without defining them. These are the main places where the names appear in national texts.

| National text | Words it prints | What the text does with them |
|---|---|---|
| DO 024, s. 2022 (BEDP 2030), Sec. 7.2 and list of acronyms | MEA, "Monitoring, Evaluation, and Adjustment"; QPIR, "Quarterly Program Implementation Review" | Names the plan's monitoring method and the quarterly review. It does not use "SMEA", "DMEA" or "RMEA" |
| DO 029, s. 2022 (BEMEF) | "M&E system", "M&E plan", "Program Implementation Review (PIR)" | Sets the duties. It uses none of the MEA names |
| DO 44, s. 2015 and the SIP Guidebook | "The school's monitoring and evaluation system"; "Project Monitoring Report Form" | Sets project monitoring. None of the MEA names |
| DO 007, s. 2024 (SBM) | "an established school monitoring and evaluation" (Part V.B) | Ties SBM to the BEMEF. None of the MEA names |
| Office Functions, Version 3 (2023), sheet of the Office of the Schools Division Superintendent | "Approved DMEA Report"; "Program Implementation Review and Performance Assessment (PIRPA)" | Lists them as an output and an objective of the office. Neither is defined |
| Office Functions, Version 3 (2023), sheet of the regional Quality Assurance Division | "RMEA System"; "RMEA/PIRPA Report"; "Consolidated DMEA Report" | Lists them as outputs and indicators. None is defined |
| SGC Functionality Assessment Tool (2024 and 2026), sub-indicators FI6A and FI6B | "SIP, AIP, SRC, and SMEA (specify the page in the reports)"; "SIP, AIP, SRC, SMEA, and School Project Monitoring Reports" | Accepts a school's SMEA report as an additional means of verification. It never spells the name out |
| DO 018, s. 2025 (ARAL Program), par. 108 | "existing M&E structures, such as the Division Monitoring, Evaluation, and Adjustment (DMEA), Regional Monitoring, Evaluation, and Adjustment (RMEA), and School LAC (SLAC) reviews" | Treats the DMEA and the RMEA as structures already in place. It names no school-level MEA |
| [DepEd Order No. 32, s. 2017](https://www.deped.gov.ph/2017/06/29/do-32-s-2017-gender-responsive-basic-education-policy/) (Gender-Responsive Basic Education Policy), results matrix | "MEA/MEPA, PIR" | Lists them among means of verification |
| FAQs on the application for the FY 2025 National Assessment for School Heads | "M&E/SMEA Coordinator" | Lists it among coordinatorships that count as experience |

DO 018, s. 2025 spells out DMEA and RMEA. No national text spells out SMEA. The Office Functions are a management document released by [Memorandum DM-HROD-2023-0617](https://region8.deped.gov.ph/2023/05/05/may-05-2023-memorandum-dm-hrod-2023-0617-deped-ro-sdo-office-functions-version-3/) of May 5, 2023, not a DepEd Order, and they describe what an office produces, not how a school reviews its plan.

### Is SMEA the same as the PIR?

The national texts know one quarterly review of a school. DO 029, s. 2022 calls it the PIR, the BEDP 2030 calls it the QPIR, and the BEDP places it under MEA. No national text separates an "SMEA" from a "PIR".

Divisions use the two names in three ways, each by its own memorandum:

- **One review, called the PIR.** The Division of Muntinlupa City (Memorandum No. 147, s. 2026) and the Division of Dasmariñas City, which calls the school's review the School Program Implementation Review and Plan Adjustment (SPIRPA) Conference (DM No. 191, s. 2025).
- **One review, called SMEA.** The Division of Cebu City, whose memorandum on SMEA opens with the words "The Program Implementation Review is conducted quarterly" (DM No. 327, s. 2026).
- **Two papers.** The Division of Angeles City asks each school to encode a "School Monitoring, Evaluation, and Adjustment (SMEA) Report" and to submit a "School Program Implementation Review (SPIR)" for the same quarter (DM No. 376, s. 2025).

A school that holds one sound review each quarter, and reports it on the forms its division asks for, has held the review DO 029, s. 2022 requires. Whether the division counts that as one activity or two is the division's matter.

The letters PIRPA also carry two meanings. The Office Functions spell them "Program Implementation Review and Performance Assessment". Dasmariñas City spells them "Program Implementation Review and Plan Adjustment", the wording DO 011, s. 2021 uses for offices: it defines "Program Implementation Review (PIR) and Plan Adjustment".

## Is there a DepEd Order on SMEA?

There is none. As of November 13, 2026, no DepEd Order or numbered DepEd Memorandum is titled for SMEA, defines it, or prescribes its conduct. What a school is bound to do comes from the texts below, and they do not weigh the same.

| Text | Kind | What it gives the school's review | Whom it binds |
|---|---|---|---|
| [Republic Act No. 9155](https://www.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/), Sec. 7, and [DepEd Order No. 1, s. 2003](https://www.deped.gov.ph/2003/01/06/do-1-s-2003-promulgating-the-implementing-rules-and-regulations-irr-of-republic-act-no-9155-otherwise-known-as-the-governance-of-basic-education-act-of-2001/), Rule VI, Sec. 6.2 | Law and its implementing rules | The school head's accountability for "higher learning outcomes"; the implementing rules add "monitoring and assessing the school curriculum" | Every school and office |
| DO 029, s. 2022 | DepEd Order | The school M&E system, the quarterly PIR, the M&E plan, records and reports | "all DepEd operating units in all governance levels" (Sec. II) |
| DO 44, s. 2015, with the SIP Guidebook | DepEd Order | Monitoring of each AIP project, the Project Monitoring Report Form, the SRC, the documents due at the SDO | "all public schools" (Part III) |
| DO 007, s. 2024 | DepEd Order | SBM self-assessment and its use in the school's plans | All public elementary and secondary schools |
| DO 024, s. 2022 (BEDP 2030) | A plan adopted by a DepEd Order | The MEA strategy and the QPIR | It states what DepEd "will" do. The duty words ("shall") are in DO 029, s. 2022 |
| [Quality Basic Education Development Plan 2025-2035](https://www.deped.gov.ph/qbedp/), Annex 2, item B.6 | A plan, not adopted by a DepEd Order | Restates that offices must have M&E plans | It restates DO 029, s. 2022 |
| DO 011, s. 2021 | DepEd Order | The "PIR and Plan Adjustment", with deadlines | The Central Office, regional offices and SDOs "only" (Part VIII) |
| Office Functions, Version 3 (2023) | Management document | Names DMEA and RMEA reports as office outputs | It describes offices; it sets no duty for schools |
| A regional memorandum | Regional issuance | The region's MEA system, schedule and templates | That region |
| A division memorandum | Division issuance | The name, dates, template, participants and where the report goes | That division |

RA 9155 has the schools division superintendent and the school head act "Consistent with the national educational policies, plans and standards" (Sec. 7(C) and 7(E)). It follows that a division memorandum fills in dates and forms within the orders and cannot remove a duty an order sets, though no text says so in those words.

### Three documents DepEd promised and has not issued

Each of the three would have settled much of what divisions now settle for themselves.

| Promised document | The promise, in the text's words | Status on November 13, 2026 |
|---|---|---|
| A guideline on the conduct of the PIR | "Through this mechanism, a separate guideline shall be provided on the conduct of PIR" (DO 029, s. 2022, Sec. VI) | Not issued |
| The M&E Manual of Operations | "a Monitoring & Evaluation Manual of Operations shall be developed and issued to provide a more detailed discussion on the M&E processes and mechanisms of the BEMEF" (Sec. XI). Sec. VI adds that an "Operations manual shall be issued to discuss the details and procedures on how to develop" the M&E plan | Not issued |
| The policy on the use of the Program Management Information System (PMIS) by schools | "The guidelines on the use of the system by the schools will be issued in a separate policy" (DO 011, s. 2021, Part VIII, item 1) | Not issued |

A fourth is related. Among the outputs of its first enabling mechanism, the BEDP 2030 lists a "Revised SIP policy developed and implemented". None has been issued, so DO 44, s. 2015 remains the rule on the SIP, the AIP and project monitoring.

Until those documents come, the making of tools rests where DO 029, s. 2022 put it: "the concerned operating unit shall be responsible for developing relevant and appropriate tools to assess the implementation of its programs, projects, and major activities" (Sec. VI). That sentence is why regions and divisions have written their own templates, and why a school whose division has sent none may write its own.

## Where SMEA came from

The practice is older than the BEMEF. Regions built MEA systems by their own memoranda, and the national framework of 2022 arrived on top of them.

| Date | What happened | Source |
|---|---|---|
| September 2008 | DepEd's Executive Committee approves the Quality Assurance and Accountability Framework (QAAF) | [DepEd Order No. 44, s. 2010](https://www.deped.gov.ph/2010/05/11/do-44-s-2010-adoption-of-the-krt-3-quality-assurance-and-accountability-framework-qaaf/), par. 3 |
| May 11, 2010 | The QAAF is adopted. Its roll-out for schools includes the step "Set up the School M&E System" | DO 44, s. 2010, Encl. No. 1 |
| September 12, 2012 | For a 2012 fund, the work plans of regions outside the PRIME program should include orientation on "the Monitoring and Evaluation and Plan Adjustment (MEPA) which will be introduced by the Central Office thru PRIME" | [DepEd Order No. 75, s. 2012](https://www.deped.gov.ph/2012/09/12/do-75-s-2012-guidelines-on-the-utilization-of-the-regional-implementation-support-and-enhancement-rise-funds/), par. 17.1.1 |
| By 2014, to mid-2016 | The Cordillera Administrative Region (CAR) runs its review under the name MEPA, until the second quarter of 2016 | A 2023 study by the officer-in-charge of the region's Quality Assurance Division, citing the region's memoranda of 2014 to 2016 |
| September 29, 2015 | The enhanced SIP process sets monitoring of each project at the middle and end of its implementation, on the Project Monitoring Report Form | DO 44, s. 2015; SIP Guidebook, Step 11 |
| September 2016 | CAR adopts the name MEA; by the fourth quarter its ladder runs from SMEA to RMEA | The same study |
| 2018 | Caraga begins "institutionalizing the School Monitoring, Evaluation and Adjustments (SMEA)". Region VII circulates a four-level MEA framework for comment | Caraga Regional Memorandum No. 0238, s. 2022, par. 1; Region VII Regional Memorandum No. 0565, s. 2018 |
| February 24, 2021 | The quarterly "PIR and Plan Adjustment" is defined for the Central Office, regions and divisions | DO 011, s. 2021, Part III, item m |
| May 30, 2022 | The BEDP 2030 adopts "monitoring, evaluation, and adjustment (MEA)" as its strategy and the QPIR as the quarterly review of schools and SDOs | DO 024, s. 2022, Sec. 7.2 |
| June 2022 | The BEMEF makes the quarterly PIR a duty of the school head | DO 029, s. 2022, Sec. VIII |
| May 5, 2023 | The Office Functions, Version 3 list DMEA and RMEA/PIRPA reports as office outputs | Memorandum DM-HROD-2023-0617 |
| May 16, 2024 | The revised SBM system ties its monitoring to the BEMEF | DO 007, s. 2024, Part V.G |
| June 13, 2025 | The ARAL guidelines name the DMEA and the RMEA as existing M&E structures | DO 018, s. 2025, par. 108 |
| April 16, 2026 | The three-term school calendar replaces four quarters | DO 009, s. 2026 |

The Cordillera study describes the ladder that gave the levels their letters. The mechanism "is conducted in a progressive process starting in the school level (SMEA)", and issues "raised in the school which remained unresolved after the SMEA are elevated to the next higher level (District) for technical assistance or support". That account is of CAR's own system. The national framework of 2022 also has a review at every level, without the letters.

## What the national texts require of a school

### The school M&E system and the quarterly review (DO 029, s. 2022)

The BEMEF applies to every level of DepEd. It "shall be adopted and implemented by all DepEd operating units in all governance levels" (Sec. II). For each level it names an overall lead, a process owner and the responsible offices (Sec. VIII, Table 2). At the national level these are the Secretary and the Planning Service; in a region, the Regional Director and the Quality Assurance Division (QAD); in a division, the Schools Division Superintendent and the School Governance and Operations Division (SGOD). In a school, the School Head is both overall lead and process owner, and the responsible offices are "All personnel and stakeholders in the school".

Four parts of the order shape a school's review.

**Monitoring is defined by what it changes.** It is "a systematic and objective assessment of an on-going implementation of plans, programs, projects, and major activities" that "aims to steer implementation as efficiently as possible based on empirical facts". The order goes on: "This also determines any adjustment of plans and activities needed to achieve the committed targets. Monitoring may be done on a weekly, monthly, or quarterly basis depending on the M&E Plan" (Sec. VI). A review that ends with no decision on the plan is not monitoring as the order defines it.

**The PIR is the reporting platform.** "In support of monitoring and evaluation, PIR is established as the reporting platform of DepEd operating units at all governance levels. The PIR is conducted on a quarterly basis to report the accomplishments of outputs in terms of efficiency, and corresponding utilization of the budget" (Sec. VI). For the school, the duty is the school head's: to conduct it every quarter and "track physical and financial accomplishments and assess the progress of implementation of plans, programs, projects, and major activities" (Sec. VIII). Physical accomplishments are the outputs and activities delivered against the plan. Financial accomplishments are the funds used against the budget. DO 029, s. 2022 does not define the two terms; DO 011, s. 2021 describes them, for offices: "the review tracks the accomplishments of the outputs and activities, and the utilization of the budget" (Part III, item m).

**Results count, not activity alone.** The order defines results-based M&E as a "continuous process of collecting and analyzing information to compare how well DepEd programs, projects, and activities are performing against its expected outcome or result" (Sec. III, item 9). The BEDP 2030 says what the school's quarterly review looks at: "the effects of programs and projects in terms of learners' access to education, learners' performance in school, and how learners' rights are enforced" (DO 024, s. 2022, Sec. 7.2.4(b)).

**Every plan has an M&E plan.** "In operationalizing the conduct of M&E, all operating units are required to develop M&E Plans for their respective education plans, programs, and policies" (Sec. VI), and the school head shall "Develop M&E plan for their respective School improvement plan" (Sec. VIII). The M&E plan "contains four (4) core M&E processes": "(1) establishment of scope and purpose of M&E, (2) data collection and management, (3) data analysis, and (4) M&E results reporting, dissemination, and utilization". No template for it is printed. The Q-BEDP 2025-2035 gives a minimum: the plan "shall define the objectives (goal, outcome, outputs, activities, and inputs) and corresponding indicators", the "procedures and timeline for data management, including collection, analysis, and dissemination, and responsible/accountable offices" (Annex 2, item B.6).

The order's two lists for a school, the school head's duties and what the school M&E system must do, are in the figure below, with the Project Monitoring Report Form.

**Figure. What the national texts print for a school’s review.** On the page, a figure sets out 3 lists as tabbed sheets: Project Monitoring Report Form (7 columns); The school head’s M&E duties (10 duties); What the school M&E system shall do (7 items). Each part is in its text’s own words, with what it means for a school’s review and the rule behind it.

**Project Monitoring Report Form** (7 columns). A project team’s progress report to the School-Community Planning Team (SPT) on a project of the Annual Implementation Plan, which the Guidebook prints as a “suggested template”.

- Who fills it: The Project Team fills the first five columns (“To be filled by Project Team”); the sixth is “To be discussed by SPT and Project Team”. (SIP Guidebook, Step 11 (p. 28))
- When: Twice for each project, “at the middle and end of the implementation period”, and more than twice for longer projects. The form’s top has a blank for “Mid-year” and one for “Year-end”. (SIP Guidebook, Step 11 (p. 28))
- Where it goes: To the Schools Division Office with the next Annual Implementation Plan and the year-end School Report Card, “no later than the second week of May”. (DO 44, s. 2015, Part V.A.3)

1. `Name of Project`
    - The form prints under it: `To be filled by Project Team`
    - For a school’s review: The project as its design names it. In the Guidebook each project has a design of its own, with one solution in it.
    - Rule: “One project design should contain only one solution.” (SIP Guidebook, Step 6 (p. 23))
2. `Project Objectives and Targets`
    - The form prints under it: `To be filled by Project Team`
    - For a school’s review: The objective and the target written in the project’s design, so that the status in the fourth column can be read against what was planned.
    - Rule: “Objective statements should be SMART – specific, measurable, attainable, realistic, time-bound. Targets to be set should be discussed and agreed upon by the SPT based on the school context.” (SIP Guidebook, Step 6 (p. 23))
3. `Date of Monitoring`
    - The form prints under it: `To be filled by Project Team`
    - For a school’s review: The day the planning team monitored the project. The dates are set beforehand, in the project’s design: the middle and the end of its implementation.
    - Rule: “You will have to set the dates when the SPT will monitor your project. Include these dates in the Project Work Plan and Budget Matrix.” (SIP Guidebook, Step 6 (p. 23))
4. `Accomplishments/ Status to Date`
    - The form prints under it: `To be filled by Project Team`
    - For a school’s review: What the project has done and where it stands on that date. The reports are consolidated for the School Report Card, whose third part is the status of school projects.
    - Rule: “The progress reports shall be consolidated to serve as inputs to the SRC, which shall be presented to the stakeholders during midyear and yearend.” (SIP Guidebook, Step 11 (p. 28))
5. `Issues/Problems/ Challenges`
    - The form prints under it: `To be filled by Project Team`
    - For a school’s review: What is holding the project back. The Guidebook gives the planning team a part in solving it, most of all early in a project.
    - Rule: “Aside from this, the SPT should guide and help the Project Teams in resolving problems especially during the early stage of the project implementation.” (SIP Guidebook, Step 11 (p. 28))
6. `Recommendations/ Action Points`
    - The form prints under it: `To be discussed by SPT and Project Team`
    - For a school’s review: What the two teams agree to do about the project after the planning team’s monitoring. Next year’s Annual Implementation Plan is adjusted from these points.
    - Rule: “Based on the recommendations/action points, the Project Team and SPT can now adjust, modify, and write the AIP for the following year.” (SIP Guidebook, Step 11 (p. 28))
7. `Signature of SPT and Project Team Leader`
    - For a school’s review: The heading names the signers, and the form prints no instruction under it. The signed report is what the Schools Division Office receives.
    - Rule: “The Project Monitoring Report is submitted to the SDO to help them in monitoring the progress of your projects in school.” (SIP Guidebook, Step 11 (p. 28))

Printed in: School Improvement Plan Guidebook (DO 44, s. 2015), Step 11, Project Monitoring Report Form, p. 28.

**The school head’s M&E duties** (10 duties). The ten things DepEd Order No. 029, s. 2022 says the school head shall do as overall lead and process owner of the school’s monitoring and evaluation (M&E) system.

- Whose duties: The school head’s: “The school head shall be the overall lead and process owner of the school M&E system.” (DO 029, s. 2022, Sec. VIII, School M&E System)
- With whom: The order names the school’s responsible offices as “All personnel and stakeholders in the school”, and gives school personnel and other stakeholders a list of five duties of their own. (DO 029, s. 2022, Sec. VIII, Table 2 and School M&E System)
- When: Of the ten duties, one has a period: the review is “quarterly”. The order sets no dates for the others. (DO 029, s. 2022, Sec. VIII, School M&E System, item f)

1. “Lead the institutionalization of the school M&E system”
    - For a school’s review: Set the school’s M&E system up and keep it working. Under School-Based Management the school head also leads the school’s self-assessment, whose results go into the school’s plans.
    - Rule: “At the school level, the school head leads the monitoring and evaluation of the continuous improvement of the various SBM dimensions through the process of self-assessment. The results of the self-assessment shall be incorporated into the school’s strategic and implementation plans.” (DO 007, s. 2024, Part V.G)
2. “Provide decisions and directions on school issues and matters arising from various M&E activities such as school PIRs, stakeholders’ forum, inter-agency meetings, among others”
    - For a school’s review: On the issues that the school’s reviews, forums and meetings raise, the school head decides and gives directions.
    - Rule: “Operational issues raised in the QPIR should be immediately resolved by the schools, CLCs, and SDOs.” (BEDP 2030, Sec. 7.2.4(b))
3. “Communicate school concerns to the school division office during meetings, fora, or conferences”
    - For a school’s review: Raise the school’s concerns with the division office. The order names meetings, fora and conferences as the occasions, and prints no form for it.
    - Rule: “Report to the SDO the M&E results for appropriate technical support” (DO 029, s. 2022, Sec. VII.D, item f)
4. “Oversee the conduct of M&E activities in the school and ensure that these are according to established standards”
    - For a school’s review: See that the school’s monitoring is carried out, and to standard. The teachers and staff who do it are held to the same standards.
    - Rule: “Conduct school M&E activities in accordance with established M&E standards” (DO 029, s. 2022, Sec. VIII, School M&E System, school personnel and other stakeholders, item a)
5. “Engage different stakeholders in the conduct of school M&E activities such as the members of the School Planning Team (SPT), School Governance Council (SGC), among others”
    - For a school’s review: Bring the planning team, the School Governance Council and other stakeholders into the monitoring itself, not only into hearing its results.
    - Rule: “The school M&E system shall provide the platform for shared governance which is a critical component in developing, implementing, and sustaining effective inclusive schools.” (DO 029, s. 2022, Sec. VII.D)
6. “Conduct quarterly Program Implementation Review (PIR) in the school to track physical and financial accomplishments and assess the progress of implementation of plans, programs, projects, and major activities”
    - For a school’s review: Hold the school’s review every quarter: what was accomplished, what was spent, and how far each plan, program and project has come. The order calls it the PIR; the name SMEA is not in the order.
    - Rule: “The PIR is conducted on a quarterly basis to report the accomplishments of outputs in terms of efficiency, and corresponding utilization of the budget.” (DO 029, s. 2022, Sec. VI, Types of M&E, item 1)
7. “Maintain records of M&E results and integrate such in the preparation of SIP/AIP, OPCRF, and other school programs, projects, and major activities”
    - For a school’s review: Keep each review’s results on file, and use them when the SIP and the AIP are written or adjusted and when the OPCRF is prepared.
    - Rule: “Results of the monitoring or evaluation work will be used to improve annual implementation plans (AIPs), school improvement plans (SIPs), division education development plans (DEDPs), and regional basic education plans (RBEPs).” (BEDP 2030, Sec. 7.2.1)
8. “Develop M&E plan for their respective School improvement plan”
    - For a school’s review: Write an M&E plan to go with the School Improvement Plan. The order says what such a plan contains and prints no template for one.
    - Rule: “The M&E plan contains four (4) core M&E processes that are critical in conducting the M&E: (1) establishment of scope and purpose of M&E, (2) data collection and management, (3) data analysis, and (4) M&E results reporting, dissemination, and utilization.” (DO 029, s. 2022, Sec. VI, M&E Plan)
9. “Prepare school M&E reports for dissemination to internal and external stakeholders such as the School Report Card (SRC), Transparency Board, Learning Action Cells (LAC), among others”
    - For a school’s review: Put the results where people inside and outside the school can read them. The order names the School Report Card, the Transparency Board and Learning Action Cells.
    - Rule: “At the minimum, the SRC shall be presented twice: during the mid-year (October) and year-end (March) general assemblies.” (DO 44, s. 2015, Part V.B.3)
10. “Determine additional performance indicators and other adjustments in the school M&E plan as necessary”
    - For a school’s review: Add the indicators the school needs, and change the M&E plan when the results call for it. Which indicators to add is the school head’s decision.
    - Rule: “The overall lead of each M&E system, namely the Secretary, Regional Directors, School Division Superintendents, and School Heads shall decide on which performance indicators should be added in their respective M&E plans as discussed in section VIII (Roles and Responsibilities of Offices) of this policy.” (DO 029, s. 2022, Sec. V, DepEd Performance Indicators)

Printed in: DepEd Order No. 029, s. 2022, Sec. VIII (Roles and Responsibilities of Offices), School M&E System, p. 30.

**What the school M&E system shall do** (7 items). The seven things DepEd Order No. 029, s. 2022 says a school’s monitoring and evaluation (M&E) system shall do.

- What it is: “M&E system – a set of organizational structures, management processes, standards, strategies, plans, indicators, information systems, reporting lines and accountability relationships which enables offices across governance levels to perform their M&E functions effectively.” (DO 029, s. 2022, Sec. III, item 4)
- What it is for: “The school M&E system shall make the teaching and learning process more learner-centered and school-based management more effective and inclusive.” (DO 029, s. 2022, Sec. VII.D)
- Who sees to compliance: “The QAD in the RO, SGOD in the SDOs, and the school heads shall ensure compliance to this policy.” (DO 029, s. 2022, Sec. IX)

1. “Ensure the periodic conduct of M&E in all school operations and processes in accordance with existing standards”
    - For a school’s review: Monitoring is to recur and to reach every part of the school’s work. The order fixes the period of one activity, the quarterly review; of monitoring in general it says the frequency depends on the M&E plan.
    - Rule: “Monitoring may be done on a weekly, monthly, or quarterly basis depending on the M&E Plan.” (DO 029, s. 2022, Sec. VI, Types of M&E, item 1)
2. “Track operational bottlenecks and issues to update, calibrate, and differentiate response every school year and regularly examine and customize teaching strategies”
    - For a school’s review: Follow what is slowing the school’s work, and use it each school year to change the school’s response and its teaching strategies.
    - Rule: “Monitoring results immediately inform the program, project, and activity implementers in the necessary adjustments in their plans so they can achieve their target outputs and outcomes.” (DO 029, s. 2022, Sec. VI, Types of M&E, item 1)
3. “Formalize interface between and among school head, teachers, and non-teaching staff to discuss operational issues and challenges”
    - For a school’s review: Give the school head, the teachers and the non-teaching staff a set occasion to discuss operational problems together. The order does not name the meeting or say how often it is held.
    - Rule: “Discuss operational issues and challenges between and among school head, fellow teachers, and non-teaching staff” (DO 029, s. 2022, Sec. VIII, School M&E System, school personnel and other stakeholders, item b)
4. “Facilitate participation of learners, communities, and other key stakeholders in the exchange of information, practices, insights, lessons and issues”
    - For a school’s review: Learners, the community and other stakeholders are to take part in the exchange, not only be told its results.
    - Rule: “Engage different stakeholders in the conduct of school M&E activities such as the members of the School Planning Team (SPT), School Governance Council (SGC), among others” (DO 029, s. 2022, Sec. VIII, School M&E System, item e)
5. “Maintain records of M&E results and integrate such in the preparation of SIP, OPCRF, and other school projects and programs”
    - For a school’s review: Results are kept, then used: in the School Improvement Plan, in the OPCRF and in the school’s other projects and programs.
    - Rule: “At the end of ACT for both SIP and AIP, the cycle goes back to ASSESS where data collected in the checking of progress will be used as input in succeeding planning.” (SIP Guidebook, Back to Assess (p. 28))
6. “Report to the SDO the M&E results for appropriate technical support”
    - For a school’s review: The results go to the Schools Division Office, so that its technical assistance fits what the school needs. The order prints no form for this report.
    - Rule: “Consolidate and analyze M&E reports from school division operating units and schools for the preparation of school division reports to be disseminated to internal and external stakeholders” (DO 029, s. 2022, Sec. VIII, School Division M&E System, SGOD, item c)
7. “Link M&E results to the organizational and individual performance”
    - For a school’s review: What monitoring finds is to be used in improving how the school, and each person in it, performs.
    - Rule: “Apply M&E results in improving teaching-learning strategies and individual performance” (DO 029, s. 2022, Sec. VIII, School M&E System, school personnel and other stakeholders, item e)

Printed in: DepEd Order No. 029, s. 2022, Sec. VII (Monitoring and Evaluation System per Governance Level), D. School M&E System, p. 26.

*Each column’s heading and instruction, each duty and each item are the texts’ own words. What each means for a school’s review is the figure’s, as is the choice of the rule set beside it. As of November 13, 2026, no national issuance prints a form, an agenda or a template for SMEA: a division’s SMEA template is that division’s.*

Three further points in the order matter to a school.

- **The school head chooses what to add.** The overall lead of each M&E system, the School Head among them, "shall decide on which performance indicators should be added in their respective M&E plans" (Sec. V). The order's own table of indicators names the "School: School Head" as a data source for ten indicators. Seven are rates already collected (net enrollment, gross enrollment, net intake, retention, dropout, transition and completion), each with "Annual" as its frequency of reporting; three are still to be developed (Table 1.1). The order lists no indicator that a school must present every quarter.
- **A school monitors and evaluates its processes; it does not grade its own impact.** "All DepEd operating units across governance levels shall conduct process evaluation." Outcome and impact evaluations "shall be done by internal and external parties across governance levels not involved in the implementation of particular plans and programs" (Sec. VI).
- **The school head answers for compliance.** "The QAD in the RO, SGOD in the SDOs, and the school heads shall ensure compliance to this policy" (Sec. IX).

### The MEA strategy and the QPIR (DO 024, s. 2022)

The BEDP 2030 is a plan, and its verbs are "will". It still gives the fullest national account of what a school's review is for.

- **Its purpose.** "The quarterly review will enable the schools and SDOs to assess performance and 'catch issues' as they happen, and to immediately make corrective actions on bottlenecks affecting the implementation of the curriculum and respond to barriers hindering learner's performance" (Sec. 7.2.4(b)).
- **Its use in plans.** "Results of the monitoring or evaluation work will be used to improve annual implementation plans (AIPs), school improvement plans (SIPs), division education development plans (DEDPs), and regional basic education plans (RBEPs)" (Sec. 7.2.1).
- **What a school tracks.** "All sub-intermediate outcome indicators in the BEDP MEA Framework will be tracked and evaluated by the school every quarter (QPIR) and end-of-school year (EOSY) through the AIR", the Annual Implementation Review (Sec. 7.2.5). The plan's Tables 16 to 19 hold them by pillar, and Table 20 holds the enabling mechanisms. Under "Schools and their School M&E Team", it says: "Schools will conduct quarterly program implementation review focusing on school-level performance indicators" (Sec. 7.2.6). It does not say who sits in that team.
- **The year-end review.** The annual review "will provide schools and SDOs with overall feedback on the effectiveness of strategies, outputs, and activities as contained in the Annual Plan", and its findings "will be used to refocus scope and targets based on emerging needs and recalibrate proposed strategies or programs for the next implementation period" (Sec. 7.2.4(c)).
- **Tools were to follow.** The plan's start-up activities include: "Formulate M&E processes and M&E tools and techniques", which "means customizing M&E processes for schools, divisions, regions, and the CO" (Sec. 7.2.4(a)). For the school, "M&E processes, tools and templates, and reports will be designed based on school needs and mandates" (Sec. 7.2.5).

The plan also schedules a mid-term review "by the ROs and the CO in 2026" (Sec. 7.2.4(d)). That review is the regions' and the Central Office's, not a school's task.

### Monitoring each project of the AIP (DO 44, s. 2015)

The SIP rules came seven years before the BEMEF and are still in force: "These guidelines shall remain in effect, unless sooner repealed, amended, or rescinded" (DO 44, s. 2015, par. 9). They set monitoring by project.

- **When a project is designed, its monitoring dates are set.** "Each project will have to be monitored at least twice by the SPT - during the middle and during the end of the implementation period (longer projects will be monitored more than twice). You will have to set the dates when the SPT will monitor your project. Include these dates in the Project Work Plan and Budget Matrix" (SIP Guidebook, Step 6).
- **The SIP has a monitoring part.** Part IV of the SIP's outline is "Monitoring and Evaluation (include a brief description of the Monitoring and Evaluation arrangements in the implementation of the SIP ...)" (Step 7). Under the Central Office's 2018 tool for appraising a SIP, that part, its Chapter 4, holds "a monitoring plan using the PMRF", the Project Monitoring Report Form, with each project's name, its objectives and targets, and its schedule of monitoring for the year (memorandum of November 27, 2018, forwarded by DepEd's National Capital Region in [Regional Memorandum No. 13, s. 2019](https://www.deped.gov.ph/2019/07/08/ncr_rm_s2019_013-school-improvement-plan-sip-instructional-videos-styleguide-appraisal-process-and-quality-assessment-qa-tool/)). No text says where the M&E plan of DO 029, s. 2022 goes; a school that writes one can place it in the same chapter.
- **The SPT monitors, and helps.** "Depending on the timelines set by the Project Team in their project designs, the SPT will monitor progress at the middle and end of the implementation period." It "should guide and help the Project Teams in resolving problems especially during the early stage of the project implementation" (Step 11).
- **The results feed the SRC and the next AIP.** "The progress reports shall be consolidated to serve as inputs to the SRC, which shall be presented to the stakeholders during midyear and yearend." Then, "Based on the recommendations/action points, the Project Team and SPT can now adjust, modify, and write the AIP for the following year" (Step 11).

Twice for each project under the Guidebook and every quarter under the BEMEF do not conflict. The Guidebook sets the least number of checks for each project. The BEMEF adds a quarterly review of the whole plan. No text says how the two fit; a school that holds its review every quarter, and records each project's status on the Project Monitoring Report Form at the two reviews nearest the project's middle and end, keeps to both.

How the SIP and the AIP are written is in [DepEd School Improvement Plan (SIP): Steps, AIP and SRC](https://nash.com.ph/blog/deped-school-improvement-plan).

### Self-assessment under School-Based Management (DO 007, s. 2024)

The revised SBM system treats monitoring as part of managing a school: "Alongside the school strategic planning process and active stakeholder engagement is an established school monitoring and evaluation which is integral to effective and inclusive school-based management and embedded in all phases of the SBM practice" (Part V.B). Its tool is the SBM Self-Assessment Checklist, and indicator 27 of the checklist reads "The school monitors and evaluates its programs, projects, and activities" (Annex A).

Three things follow for the school's review.

1. **The school head leads the self-assessment.** "At the school level, the school head leads the monitoring and evaluation of the continuous improvement of the various SBM dimensions through the process of self-assessment. The results of the self-assessment shall be incorporated into the school's strategic and implementation plans" (Part V.G).
2. **Its results go into an adjusted plan.** The school "integrates the results of its self-assessment in its strategic plan as identified improvement areas and in the (adjusted) implementation plan as a school program, project, or activity for continuous improvement" (Part V.D.2, Step 2).
3. **Progress is monitored while the plan runs.** During implementation the school "Monitors its progress", "Undergoes subsequent self-assessments as deemed necessary" and "Arranges an invitation to its SDO to provide technical assistance" (Step 3).

The steps and the checklist are in [DepEd Revised SBM: DO 007, s. 2024 and the Self-Assessment](https://nash.com.ph/blog/deped-school-based-management).

### Other duties that fall every quarter

Four other national texts ask something of a school at about the same pace. None of them mentions SMEA or the PIR, and none is replaced by it.

| Duty | How often | Text |
|---|---|---|
| Update the Transparency Board with "information on the sources, intended use and actual utilization of school funds" | "every three (3) months" | [DepEd Order No. 008, s. 2019](https://www.deped.gov.ph/2019/05/02/may-2-2019-do-008-s-2019-revised-implementing-guidelines-on-the-direct-release-use-monitoring-and-reporting-of-maintenance-and-other-operating-expenses-allocation-of-schools-including-other-fu/), Part VI.A, item 4 |
| Hold a Management Review of the Quality Management System | "at least once every quarter at the office/school level" | [DepEd Order No. 009, s. 2021](https://www.deped.gov.ph/2021/02/24/february-24-2021-do-009-s-2021-institutionalization-of-a-quality-management-system-in-the-department-of-education/), Part IX.B, item 4 |
| Meet the rater on the OPCRF and record it on the Performance Monitoring and Coaching Form | "quarterly rater-ratee checkpoint meetings" | [Memorandum DM-OUHROD-2024-0586](https://region8.deped.gov.ph/2024/04/04/april-03-2024-rm-391-s-2024-interim-guidelines-for-the-office-performance-planning-and-assessment-for-2024-and-onward/), Annex B, par. 18 |
| Collect and analyze data on the ARAL Program | "regularly" | DO 018, s. 2025, par. 107 |

DO 009, s. 2021 itself advises against separate meetings: "To minimize duplication with similar activities, it is highly recommended that the MR shall be part of the agenda of other management meetings at each governance level", which for schools is the "School Executive Committee Meeting".

### What no national text sets

| Question | What the national texts say | Who fills the gap |
|---|---|---|
| The steps or agenda of the school's review | Nothing. The guideline on the conduct of the PIR has not been issued | The region or division by memorandum; otherwise the school's own M&E plan |
| A form for the quarterly review | None is printed. The Project Monitoring Report Form covers the AIP's projects | The region's or division's template |
| Which indicators a school presents each quarter | "physical and financial accomplishments" (DO 029, s. 2022); "school-level performance indicators" (BEDP 2030), with no list for the quarter | The region's or division's template; the school head may add indicators |
| Who sits in the review | The school head engages stakeholders "such as the members of the School Planning Team (SPT), School Governance Council (SGC), among others" (DO 029, s. 2022, Sec. VIII) | The division's memorandum; the school head |
| A coordinator or a team | The BEDP speaks of a "School M&E Team" without saying who is in it. No order creates a coordinator | The region or division, within the orders on teachers' workload |
| Which quarter is meant, fiscal or school | Not said | The division's memorandum |
| The cost of holding the review | Not addressed | The school's AIP; the division's memorandum |
| A score or rating for the review | None. No national text scores a school's SMEA or PIR | No one needs to |

## The Project Monitoring Report Form: the one form printed for a school's plan

No national text prints a form for the quarterly review. One prints a form for monitoring the projects of the AIP: the Project Monitoring Report Form, at Step 11 of the SIP Guidebook, "Check Progress of AIP". The Guidebook calls it a "suggested template", so a school may add to it.

**Who fills it.** At its head the form has "Scheduled Dates of Monitoring", with a blank for "Mid-year" and one for "Year-end". Of its seven columns, the first five are marked "To be filled by Project Team": the project's name, its objectives and targets, the date of monitoring, the accomplishments or status to date, and the issues, problems or challenges. The sixth, "Recommendations/Action Points", is marked "To be discussed by SPT and Project Team". The seventh is the signature of the SPT and the project team leader. The figure above shows each column with the Guidebook's words.

**What the sixth column is for.** It is the adjustment. "Both the SPT and the Project Team will discuss the Recommendations/Action Points based on the results of the monitoring done by the SPT" (Step 11). A form whose first five columns are full and whose sixth is empty records that a project was looked at and that nothing was decided.

**Where it goes, and when.** Inside the school, "The progress reports shall be consolidated to serve as inputs to the SRC". Outside it, "The Project Monitoring Report is submitted to the SDO to help them in monitoring the progress of your projects in school" (Step 11). The guidelines fix what the school passes to the SDO in each year of the three-year SIP cycle (DO 44, s. 2015, Part V.A.3):

| Year of the SIP cycle | What the school passes to the SDO |
|---|---|
| Year 1 | The SIP, the AIP for Year 1, the Project Monitoring Report Forms of Year 3 of the previous cycle, and the year-end SRC |
| Year 2 | The AIP for Year 2, the Project Monitoring Report Forms of Year 1, and the year-end SRC |
| Year 3 | The AIP for Year 3, the Project Monitoring Report Forms of Year 2, and the year-end SRC |

"These documents are expected to be collected no later than the second week of May to give sufficient time for the SDO to coach and mentor the schools before they launch their projects for the school year." They are "for their reference as they coach the schools and monitor the implementation of the SIP" (Part V.A.3).

**What the form does not cover.** It monitors projects. It has no column for funds, for the school's indicators, or for programs that are not AIP projects. A school's quarterly review under DO 029, s. 2022 covers "physical and financial accomplishments" and "plans, programs, projects, and major activities", so the form is one paper of the review, not the whole of it. The rest is what a region's or division's SMEA or PIR template is for.

**Other papers the national texts print for monitoring.** The Project Work Plan and Budget Matrix (SIP Guidebook, Annex 9) carries the note "Please record also the date of monitoring per project". The SRC's third part is the "status of school projects" (DO 44, s. 2015, Part V.B). The SBM Self-Assessment Checklist (DO 007, s. 2024, Annex A) rates each indicator "Not yet manifested", "Rarely manifested", "Frequently manifested" or "Always manifested". None of these is a template for the quarterly review.

## How a school's review feeds the division's, the region's and the Central Office's

DO 029, s. 2022 gives every level its own quarterly PIR and has each level take in the reports of the level below. The figure follows one period's review from the school upward, and then sets out the fixed points of a school's year.

**Figure. From the school’s review to the Central Office’s.** On the page, a figure sets a school’s review on a rail under 4 levels of office (School, Schools Division Office, Regional Office, Central Office), in 2 views. Under DepEd Order No. 029, s. 2022, the school, the division, the region and the Central Office each hold a Program Implementation Review every quarter, and each level below the Central Office sends its results up; every stop here is one requirement, in the words of its text.

**How one period’s review moves up.** Each level holds its own quarterly review and takes in the reports of the level below. The duties (“shall”) are DepEd Order No. 029, s. 2022’s; the BEDP 2030 is a plan, and its “will” says what DepEd intends.

1. **The school head holds the school’s review every quarter** (School; review). The school head shall “Conduct quarterly Program Implementation Review (PIR) in the school to track physical and financial accomplishments and assess the progress of implementation of plans, programs, projects, and major activities”. In the BEDP 2030, where the review is the QPIR: “Schools will conduct quarterly program implementation review focusing on school-level performance indicators.” (DO 029, s. 2022, Sec. VIII, School M&E System, item f; BEDP 2030, Sec. 7.2.6)
2. **The school head decides on what the review raises** (School; decide). The school head shall “Provide decisions and directions on school issues and matters arising from various M&E activities such as school PIRs, stakeholders’ forum, inter-agency meetings, among others”. The BEDP 2030 on operational issues: “Operational issues raised in the QPIR should be immediately resolved by the schools, CLCs, and SDOs.” (DO 029, s. 2022, Sec. VIII, School M&E System, item b; BEDP 2030, Sec. 7.2.4(b))
3. **The results go to the Schools Division Office** (School; report). The school M&E system shall “Report to the SDO the M&E results for appropriate technical support”, and the school head shall “Communicate school concerns to the school division office during meetings, fora, or conferences”. (DO 029, s. 2022, Sec. VII.D, item f, and Sec. VIII, School M&E System, item c)
4. **The SGOD puts the schools’ reports together and analyzes them** (Schools Division Office; consolidate). The School Governance and Operations Division (SGOD), the process owner of the division’s M&E system, shall “Consolidate and analyze M&E reports from school division operating units and schools for the preparation of school division reports to be disseminated to internal and external stakeholders”. The SGOD’s sheet in DepEd’s Office Functions has the objective “To analyze M&E result for appropriate intervention”, with the output “Consolidated findings and recommendations”. (DO 029, s. 2022, Sec. VIII, School Division M&E System, SGOD, item c; Office Functions, Version 3 (2023), SGOD, KRA Quality Assurance)
5. **The division holds its own quarterly review, with its schools** (Schools Division Office; lead). The SGOD shall “Lead the conduct of quarterly Program Implementation Review (PIR) among school division operating units and schools to track physical and financial accomplishments and assess the progress implementation of plans, programs, projects, and major activities”. The BEDP 2030 on its use: “At the SDO level, the QPIR will be used as an integrating mechanism by both the Schools Governance and Operations Division (SGOD) and Curriculum Implementation Division (CID) to synchronize technical support to schools and CLCs. It will also identify or locate schools and CLCs needing immediate and substantive assistance.” (DO 029, s. 2022, Sec. VIII, School Division M&E System, SGOD, item e; BEDP 2030, Sec. 7.2.4(b))
6. **The superintendent decides; concerns of policy or program go to the region** (Schools Division Office; decide and forward). The Schools Division Superintendent shall “Provide decisions and directions on school division education issues and matters arising from various M&E activities such as school division PIRs, stakeholders’ forum, inter-agency meetings, among others”, and the division’s M&E system shall “Provide feedback to RO on the SDO M&E results”. The BEDP 2030 on what goes up: “Policy- or program-level concerns will be forwarded by the SDOs to the ROs to be used as inputs to their own quarterly reviews.” (DO 029, s. 2022, Sec. VIII, School Division M&E System, item b, and Sec. VII.C, item g; BEDP 2030, Sec. 7.2.4(b))
7. **The Quality Assurance Division takes in the divisions’ reports and leads the region’s review** (Regional Office; consolidate and lead). The Quality Assurance Division (QAD) shall “Consolidate and analyze M&E reports from regional and schools’ division operating units for the preparation of regional reports to be disseminated to internal and external stakeholders” and “Lead the conduct of quarterly Program Implementation Review (PIR) among regional and school division operating units”. The QAD’s sheet in DepEd’s Office Functions has the objective “To implement quarterly/ midterm review on the performance of RO/SDO for policy actions, track the progress of PPAs, and plan adjustments”. (DO 029, s. 2022, Sec. VIII, Regional M&E System, QAD, items c and e; Office Functions, Version 3 (2023), QAD, KRA Assessment, Monitoring and Evaluation)
8. **Issues that bear on national policy go to the Central Office** (Regional Office; feed back). The regional M&E system shall “Provide feedback to CO on the regional M&E results particularly on issues with implications for national policies and programs”, and the Regional Director shall “Communicate regional education concerns to the central office, other agencies, and other development partners during meetings, fora, or conferences”. (DO 029, s. 2022, Sec. VII.B, item g, and Sec. VIII, Regional M&E System, item c)
9. **The Planning Service takes in the regions’ reports and leads the national review** (Central Office; consolidate and lead). The Planning Service shall “Consolidate and analyze M&E reports from central and regional operating units for the preparation of national reports to be disseminated to internal and external stakeholders” and “Lead the conduct of quarterly Program Implementation Review (PIR) among central and regional operating units”. The Planning Service’s sheet in DepEd’s Office Functions has the objective “To ensure that M&E results are utilized for the development, implementation, and adjustment of policies, projects, and programs”. (DO 029, s. 2022, Sec. VIII, National M&E System, Planning Service, items d and e; Office Functions, Version 3 (2023), Planning Service, KRA Monitoring and Evaluation System)

**The fixed points of a school’s year.** What national texts fix for a school, in the order of a school year. The months are the ones DepEd Order No. 44, s. 2015 prints; as of November 13, 2026, no national text sets the dates of a school’s own review.

1. **With the School Improvement Plan: an M&E plan** (School; plan). The school head shall “Develop M&E plan for their respective School improvement plan”. “The M&E plan contains four (4) core M&E processes that are critical in conducting the M&E: (1) establishment of scope and purpose of M&E, (2) data collection and management, (3) data analysis, and (4) M&E results reporting, dissemination, and utilization.” The Guidebook’s outline of the SIP has a fourth part: “Monitoring and Evaluation (include a brief description of the Monitoring and Evaluation arrangements in the implementation of the SIP. Refer to the Check Progress part of this SIP guide)”. (DO 029, s. 2022, Sec. VIII, School M&E System, item h, and Sec. VI, M&E Plan; SIP Guidebook, Step 7 (p. 24))
2. **In each project’s design: the dates it will be monitored** (School; schedule). “Each project will have to be monitored at least twice by the SPT – during the middle and during the end of the implementation period (longer projects will be monitored more than twice). You will have to set the dates when the SPT will monitor your project. Include these dates in the Project Work Plan and Budget Matrix.” The SPT is the School-Community Planning Team. (SIP Guidebook, Step 6 (p. 23))
3. **Every quarter: the Program Implementation Review** (School; review). The school head shall “Conduct quarterly Program Implementation Review (PIR) in the school to track physical and financial accomplishments and assess the progress of implementation of plans, programs, projects, and major activities”. Since SY 2026-2027 the school year has “three (3) terms”; as of November 13, 2026, no national text says how a quarterly review fits them. The order on the review itself: “The PIR is conducted on a quarterly basis to report the accomplishments of outputs in terms of efficiency, and corresponding utilization of the budget.” (DO 029, s. 2022, Sec. VIII, School M&E System, item f, and Sec. VI, Types of M&E, item 1; DO 009, s. 2026, enclosure, par. 11)
4. **At the middle of each project: the first check** (School; monitor). “Depending on the timelines set by the Project Team in their project designs, the SPT will monitor progress at the middle and end of the implementation period.” For it, “the Project Team will submit a progress report using the suggested template below”: the Project Monitoring Report Form. At its top the form prints “Scheduled Dates of Monitoring”, with a blank for “Mid-year” and one for “Year-end”. (SIP Guidebook, Step 11 (p. 28))
5. **At mid-year: the School Report Card, the first of two presentations** (School; present). “At the minimum, the SRC shall be presented twice: during the mid-year (October) and year-end (March) general assemblies.” The projects’ progress reports “shall be consolidated to serve as inputs to the SRC, which shall be presented to the stakeholders during midyear and yearend”. The months are the ones the 2015 guidelines print. DO 009, s. 2026 on the first year of three terms: “The SY 2026–2027 shall formally open on Monday, June 8, 2026, and end on Thursday, April 8, 2027.” (DO 44, s. 2015, Part V.B.3; SIP Guidebook, Step 11 (p. 28); DO 009, s. 2026, par. 4)
6. **At the end of each project: the second check, and what to do about it** (School; monitor and agree). The SPT monitors each project again at the “end of the implementation period”. “Both the SPT and the Project Team will discuss the Recommendations/Action Points based on the results of the monitoring done by the SPT.” The year-end School Report Card is the second presentation, and “the school provides the SDO a copy of the year-end SRC for them to better determine the appropriate support and guidance they should give to the school”. (SIP Guidebook, Step 11 (p. 28); DO 44, s. 2015, Part V.B.3)
7. **After the year’s monitoring: the next Annual Implementation Plan** (School; adjust). “Based on the recommendations/action points, the Project Team and SPT can now adjust, modify, and write the AIP for the following year.” “The AIP for the next year of implementation should contain the adjustments and lessons learned from the previous implementation.” The BEDP 2030 on the end of the school year, where the AIR is its Annual Implementation Review: “All sub-intermediate outcome indicators in the BEDP MEA Framework will be tracked and evaluated by the school every quarter (QPIR) and end-of-school year (EOSY) through the AIR. These will be used as inputs to evaluate the schools’ curriculum implementation, and inputs to the preparation of the annual improvement plan.” (SIP Guidebook, Step 11 (p. 28); DO 44, s. 2015, Part V.A.2; BEDP 2030, Sec. 7.2.5)
8. **By the second week of May: the forms go to the division** (School; submit). The school passes to the Schools Division Office the Annual Implementation Plan for the coming year, the Project Monitoring Report Forms of the plan before it and the year-end School Report Card, with the SIP in the first year of a cycle. “These documents are expected to be collected no later than the second week of May to give sufficient time for the SDO to coach and mentor the schools before they launch their projects for the school year.” The Guidebook on the form: “The Project Monitoring Report is submitted to the SDO to help them in monitoring the progress of your projects in school.” (DO 44, s. 2015, Part V.A.3; SIP Guidebook, Step 11 (p. 28))
9. **The division’s own team checks each school’s SIP and AIP** (Schools Division Office; check). “The SDO, through the School Governance and Operations Division (SGOD), shall have an independent monitoring and evaluation team to check the progress of the SIP and AIP in each school. They will conduct a summative evaluation of the SIP at the end of every cycle.” What the school passed is its reference: “Documents passed to the SDO are for their reference as they coach the schools and monitor the implementation of the SIP.” (DO 44, s. 2015, Part V.A.4, and Part V.A.3)

*The words in quotation marks are the texts’ own. The order of the stops, their titles and the words around the quotations are the figure’s. As of November 13, 2026, no national issuance defines SMEA or sets its steps, schedule or template: SMEA, DMEA and RMEA are names that regions and divisions give their reviews, and each region’s or division’s steps, schedule and forms are its own.*

### From the school to the SDO

The school M&E system shall "Report to the SDO the M&E results for appropriate technical support" (Sec. VII.D), and the school head shall "Communicate school concerns to the school division office during meetings, fora, or conferences" (Sec. VIII). The report has a stated purpose: support. The division's M&E system, for its part, shall "Provide M&E technical support and capacity building intervention to schools" (Sec. VII.C).

In the SDO the report reaches the SGOD, the process owner of the division's M&E system. Within the SGOD, the School Management Monitoring and Evaluation (SMME) Section is "Primarily accountable for the implementation of standards and policies relevant to managing schools" ([DepEd Order No. 52, s. 2015](https://www.deped.gov.ph/2015/10/30/do-52-s-2015-new-organizational-structures-of-the-central-regional-and-schools-division-offices-of-the-department-of-education/), Encl. No. 4, item 3.20), and DO 011, s. 2021 names "School Governance and Operations Division-School Management Monitoring and Evaluation Section (SGOD-SMME)" as the division's office for progress monitoring (Part V.D.1). The SGOD's sheet in the Office Functions shows why it collects what it collects. Its outcome indicators include the "Percentage of schools with improved ESIP/AIP level of implementation", and one of its output indicators is the "Number of schools submitted and validated program/ project/activity accomplishment reports".

### What moves up, and what stays

The BEDP 2030 draws the line: "Operational issues raised in the QPIR should be immediately resolved by the schools, CLCs, and SDOs. Policy- or program-level concerns will be forwarded by the SDOs to the ROs to be used as inputs to their own quarterly reviews" (Sec. 7.2.4(b)).

| An issue raised in the school's review | Where it is settled | Text |
|---|---|---|
| Operational, within the school's reach: a schedule, an assignment, the use of a room, the order of a project's activities | In the school, by the school head's decision | DO 029, s. 2022, Sec. VIII ("Provide decisions and directions on school issues and matters arising from various M&E activities such as school PIRs"); BEDP 2030, Sec. 7.2.4(b) |
| Operational, beyond the school's reach: a teacher item, a delivery, a repair, technical help | In the SDO, on the school's report | DO 029, s. 2022, Secs. VII.D and VII.C |
| A matter of policy or of a program's design | Forwarded by the SDO to the regional office, and from there, where it bears on "national policies and programs", to the Central Office | BEDP 2030, Sec. 7.2.4(b); DO 029, s. 2022, Sec. VII.B |

The first two columns of the table sort the texts' words into cases; the examples are illustrations, and no text lists them.

### What each level does with the reports

- **Division.** The SGOD shall "Consolidate and analyze M&E reports from school division operating units and schools" and "Lead the conduct of quarterly Program Implementation Review (PIR) among school division operating units and schools" (DO 029, s. 2022, Sec. VIII). The BEDP adds that the division's QPIR "will also identify or locate schools and CLCs needing immediate and substantive assistance" (Sec. 7.2.4(b)).
- **Region.** The QAD shall "Consolidate and analyze M&E reports from regional and schools' division operating units" and lead the quarterly PIR "among regional and school division operating units" (Sec. VIII).
- **Central Office.** The Planning Service shall "Consolidate and analyze M&E reports from central and regional operating units" and lead the quarterly PIR "among central and regional operating units" (Sec. VIII).

DO 029, s. 2022 gives the district no M&E system and no review of its own. The BEDP 2030 places one thing there: an M&E system for the Alternative Learning System (ALS), "To be established at the District level", in which district supervisors track ALS indicators "every quarter (QPIR)" (Sec. 7.2.5). A district review of schools exists only where a region or a division has made one, as in CAR, in Region VII's 2018 proposal and in Cebu City.

What each office does is in [Schools Division Office Functions: OSDS, CID and SGOD](https://nash.com.ph/blog/deped-schools-division-office-functions), [DepEd Regional Office Functions: What Each Division Does](https://nash.com.ph/blog/deped-regional-office-functions) and [DepEd Central Office Functions: Bureaus and Services](https://nash.com.ph/blog/deped-central-office-functions).

## What regions and divisions add

> **Caution**
>
> Everything in this section is the practice of the region or division named. A regional memorandum binds the divisions and schools of that region, and a division memorandum binds the schools of that division. None of the schedules, templates or designations below is a DepEd-wide rule, and a school outside the office named is not bound by them.

### Regional systems

| Region | Issuance | What it sets for that region |
|---|---|---|
| Cordillera Administrative Region | The region's memoranda of 2014 to 2016, as described in [a 2023 study by the officer-in-charge of its Quality Assurance Division](https://e-saliksik.deped.gov.ph/implementation-of-monitoring-evaluation-and-adjustment-mechanism-in-the-department-of-education-cordillera-administrative-region/) | A ladder of quarterly conferences: SMEA, then the district's DsMEA, the division's DMEA and the region's RMEA. The study lists the major activities of a conference as "a) Issuance of memorandum, b) reporting of accomplishments and gaps, c) Discussions of possible solutions, and d) Plan adjustments" |
| Region VII | [Regional Memorandum No. 0565, s. 2018](https://depedtagbilaran.org/wp-content/uploads/2018/08/DM-No-443-s-2018-REVIEW-AND-EVALUATION-FOR-THE-PROPOSED-MEA-FRAMEWORK.pdf), a proposed framework sent to superintendents for comment on August 4, 2018 | Four systems (SMEA, DsMEA, DMEA, RMEA). As proposed: the SMEA "within the second week immediately after the Periodic Test", run by a three-member School Monitoring and Evaluation Team "headed by the School Principal", with a Master Teacher as "SMEA Coordinator"; the district, division and regional reviews in the third, fourth and fifth weeks |
| Caraga | [Regional Memorandum No. 0238, s. 2022](https://caraga.deped.gov.ph/rm-no-0238-s-2022-revised-school-monitoring-evaluation-and-adjustments-smea-templates-cy-2022/), March 22, 2022 | Regional SMEA templates for Calendar Year 2022, "a data collection tool for quarterly progress monitoring and evaluation, as well as a facility for establishing a school data bank": 23 indicators under Access, 5 under Quality and 27 under Governance, each marked for the quarters in which it is presented. "SMEA results shall be the basis for Technical Assistance (TA)" from the region's field technical assistance team |
| Region VIII | Regional Memoranda [No. 424, s. 2022](https://region8.deped.gov.ph/wp-content/uploads/2022/05/RM-s2022-424.pdf), [No. 241, s. 2023](https://region8.deped.gov.ph/2023/03/17/march-09-2023-rm-241-s-2023-implementation-of-the-regional-monitoring-evaluation-and-adjustment-rmea-system-for-calendar-year-2023/), [No. 119, s. 2024](https://region8.deped.gov.ph/2024/02/05/february-2-2024-rm-119-s-2024-realignment-of-the-regional-monitoring-evaluation-and-adjustment-rmea-system/) and [No. 030, s. 2025](https://region8.deped.gov.ph/2025/01/13/january-08-2025-rm-30-s-2025-schedule-of-the-2025-regional-monitoring-evaluation-and-adjustment-rmea-system-implementation/) | A Regional MEA (RMEA) System run by the QAD on a yearly schedule: completed staff work with the divisions' quality management teams, a PIR for the divisions, a PIR for the regional office and a post-PIR. The 2022 memorandum applies DO 011, s. 2021's deadline to the region's offices: review and adjustment of plans "within 10 working days after the conduct of the Monitoring, Evaluation, and Adjustment (MEA)" |
| National Capital Region | The QAD's ["RMEA plus" 2023 Midyear Report](https://www.depedncr.com.ph/wp-content/uploads/2024/04/RMEA-plus-Midyear-Report-2023.pdf) | Quarterly sessions with the regional office's divisions on "the actual accomplishment status vis-à-vis targets, based on physical, financial, and timeliness measures" |

Region VII's text is the one circulated for comment in 2018; the table reports what it proposed, not what the region finally adopted. Caraga's quarters are those of the calendar year, so one SMEA year spans two school years.

### Division memoranda

| Division | Memorandum | Name used | Basis it cites | When | Who takes part | What the school submits |
|---|---|---|---|---|---|---|
| Tangub City | [DM No. 029, s. 2019](https://tangub.deped.gov.ph/wp-content/uploads/2019/01/divmemo029_2019.pdf), January 25, 2019 | SMEA | None; it "encourages all schools" to hold it | The third quarter of SY 2018-2019; data due on or before February 7, 2019 | "spearheaded by the School Head", with a supervisor from the division, teachers' representatives, learner government officers, and SGC and PTA officers | Data and accomplishments, online. Pictures and other artifacts "shall be kept by the school" |
| Dasmariñas City | [DM No. 191, s. 2025](https://www.depeddasma.edu.ph/dm-no-191-s-2025-conduct-of-school-program-implementation-review-and-plan-adjustment-spirpa-conference-for-fiscal-year-2025/) | SPIRPA Conference | DO 029, s. 2022 | By fiscal quarter of 2025: April 7 to 15, July 7 to 15 and October 7 to 15, 2025, and January 7 to 15, 2026 | Not stated | An online form after the conference, "for the purpose of monitoring and reporting during Division PIRPA" |
| Angeles City | [DM No. 376, s. 2025](https://depedangelescity.com/files/Memo2025/Memo_376_2025.pdf), November 3, 2025 | SMEA Report and School Program Implementation Review (SPIR) | DO 029, s. 2022 | By school quarter; the second quarter of SY 2025-2026 was due on November 21, 2025 | "The quarterly presentation of SPIR and SMEA reports shall be conducted per cluster" | The SMEA report, encoded in the school's own link, and the SPIR, submitted online |
| Muntinlupa City | [Memorandum No. 147, s. 2026](https://deped-muntinlupa.com/wp-content/uploads/2026/04/NUM-2026-147.pdf), April 13, 2026 | PIR | DO 029, s. 2022 and DO 011, s. 2021 | "1st week of April", "1st week of July", "1st week of October" and "4th week of December" | In schools, the project's focal person or owner presents to a panel: the department or subject area concerned, the SGC co-chairpersons or their representatives, the school head and the district supervisor assigned, with an administrative officer and a documenter | "PIR Form 1: PPA Monitoring Report" and "PIR Form 2: Project Completion Report" |
| Cebu City | [DM No. 327, s. 2026](https://depedcebucity.com/), June 3, 2026, and [DM No. 677, s. 2026](https://depedcebucity.com/), October 8, 2026 | SMEA Term Conference | None | By term, on "Adaptable Schedules": September 2026, December 2026 and April 2027 | "school head and the members of the school planning team, the master teachers, subject area coordinators, grade leaders, other internal stakeholders as well as external stakeholders" | A term SMEA report, uploaded with e-signature; the Term 1 report was due on October 16, 2026. District supervisors then "hold their district MEA conference" |

Other divisions use the name in 2026 as well. The Division of Pasig City issued a memorandum on the "Conduct of Quarterly School Monitoring, Evaluation, and Adjustment (SMEA)" ([DM No. 081, s. 2026](https://www.depedpasig.ph/issuance/division-numbered-memorandum)), and the Division of Mandaluyong City posted a memorandum titled "Submission of the School Monitoring, Evaluation and Adjustment (SMEA) Report" on October 16, 2026 ([DM No. 1432, s. 2026](https://depedmandaluyong.org/2026/10/16/dm-no-1432-s-2026-submission-of-the-school-monitoring-evaluation-and-adjustment-smea-report/)).

Two divisions show how far the content of a review is a local choice. Cebu City's "term scope of School M&E" has nine reports: enrollment data, a report on failures, a "Report on LARDOs" (learners at risk of dropping out), SIP and AIP accomplishment, MOOE liquidation, literacy reports, a numeracy report, "CIGPs and School Needs", and key performance indicators (DM No. 327, s. 2026, item 6). CIGP stands for concerns, issues, gaps and problems, a term from the regional systems. Muntinlupa City asks schools for two forms on programs, projects and activities (Memorandum No. 147, s. 2026). Its division office, in turn, has its own personnel sort each concern for technical assistance under the BEDP's four pillars, with its root cause, the proposed assistance, a quantifiable target, a timeline and the expected result ([Office Memorandum No. 013, s. 2026](https://deped-muntinlupa.com/wp-content/uploads/2026/08/OM-2026-013.pdf)).

Dasmariñas City has gone further on structure. It asks each school for a Special Order designating "School Monitoring and Evaluation (M&E) Associates from School Year 2026-2027 to School Year 2028-2029" ([DM No. 575, s. 2026](https://www.depeddasma.edu.ph/?p=24512)), and it has folded the division's monitoring visits into one plan, so as to "Utilize M&E findings for the quarterly Program Implementation Review and Plan Adjustment (PIRPA)" ([DM No. 335, s. 2026](https://www.depeddasma.edu.ph/?p=23764)).

### What the local systems share, and where they differ

They share five features, and each has a root in the national texts.

1. A conference in the school each period, led by the school head, with teachers and stakeholders present.
2. Data on access, quality and governance, the three groups of the SRC's indicators (DO 44, s. 2015, Part V.B), now often set under the BEDP's four pillars.
3. A list of issues. Those the school cannot settle go up one level.
4. A report to the district or the SGOD, on the region's or division's own template.
5. Two results: an adjusted plan, and technical assistance.

They differ in the name (SMEA, SPIR, SPIRPA, PIR), in the clock (school quarters, fiscal quarters or terms), in whether a district step exists, in the size of the template (Caraga's 55 numbered indicators, not all of them presented in any one quarter, against Muntinlupa City's two forms), in who takes part, and in the basis they cite.

## SMEA under the three-term school calendar

### What the calendar orders used to give the school's review

Through SY 2024-2025, the yearly calendar order set aside two days of the mid-year break for a review of the school's programs, as an option in SY 2021-2022 and as a requirement from SY 2022-2023. That provision is gone.

| School year | Order | What it set for the school's review |
|---|---|---|
| 2021-2022 | [DepEd Order No. 029, s. 2021](https://www.deped.gov.ph/2021/08/05/august-5-2021-do-029-s-2021-school-calendar-and-activities-for-school-year-2021-2022/), par. 22 | "The first two days of the five-day mid-year break may be spent to evaluate the school's progress attained in the implementation of the educational programs, projects, and activities (PPAs)" |
| 2022-2023 | [DepEd Order No. 034, s. 2022](https://www.deped.gov.ph/2022/07/11/july-11-2022-do-034-s-2022-school-calendar-and-activities-for-the-school-year-2022-2023/), par. 40 | Of the five-day mid-year break, "The first two days shall be spent in evaluating the school's progress in the implementation of the educational programs, projects, and activities, as well as in reviewing the performance of teachers and the school staff" |
| 2023-2024 | [DepEd Order No. 022, s. 2023](https://www.deped.gov.ph/2023/08/04/august-4-2023-do-022-s-2023-implementing-guidelines-on-the-school-calendar-and-activities-for-the-school-year-2023-2024/), par. 22 | The same two days, within a break set for January 24 to 26 and January 29 to 30, 2024 |
| 2024-2025 | [DepEd Order No. 009, s. 2024](https://www.deped.gov.ph/2024/07/15/july-15-2024-do-009-s-2024-implementing-guidelines-on-the-school-calendar-and-activities-for-the-school-year-2024-2025/), par. 26 | Two days for "the Midyear Performance Review and Evaluation (MPRE), aimed at assessing the school's progress in implementing educational programs, projects, and activities", within a break set for November 25 to 29, 2024 |
| 2025-2026 | [DepEd Order No. 012, s. 2025](https://www.deped.gov.ph/2025/04/15/april-15-2025-do-012-s-2025-multi-year-implementing-guidelines-on-the-school-calendar-and-activities/), pars. 26 and 27 | A midyear review for teachers only: "For teachers, the mid-school year break serves as a period for performance review, refinement of professional development plans". No days were set for the school's programs |
| 2026-2027 | DO 009, s. 2026 | No midyear review and no period for a school's review. The order repealed DO 012, s. 2025 "in its entirety" (par. 5) |

### What DO 009, s. 2026 changed, and what it left alone

SY 2026-2027 "shall formally open on Monday, June 8, 2026, and end on Thursday, April 8, 2027", with 201 class days in three terms (par. 4). Term 1 runs from June 8 to September 15, 2026, Term 2 from September 16 to December 18, 2026, and Term 3 from January 4 to April 8, 2027 (Annex B). "Each Term shall end with a two-week End-of-Term Block" (enclosure, par. 15).

The order lists what the End-of-Term Block holds: its activities "shall include, but not be limited to: (1) ARAL Program sessions; (2) computation of grades and completion of school forms; (3) co-curricular and extracurricular activities; (4) distribution of Progress or Performance Reports; (5) In-Service Training for Teachers (INSET); and (6) wellness breaks for both learners and teachers" (Annex A, Part C). A review of the school's programs is not among the six. The list is open, and for the first five days of the block the order allows that "Other school-related activities (i.e., health-related activities and similar programs) may also be scheduled provided they do not disrupt the implementation of the core activities outlined above".

The order did not amend DO 029, s. 2022, which it lists among its references. The school head's duty still reads "quarterly". The order's own monitoring part concerns the calendar itself: "A Monitoring and Evaluation (M&E) tool for the implementation of the Three-Term School Calendar shall be provided through a separate issuance" (enclosure, par. 40).

So the gap is this. No national text says whether "quarterly" in DO 029, s. 2022 means the fiscal quarter or a period of the school year, and none says whether three reviews in a three-term year meet a "quarterly" duty. Three national provisions point toward the fiscal quarter without settling it. For offices, DO 011, s. 2021 has physical accomplishments reported "Every end of the quarter or before the 5th working day of the succeeding month or real-time" and plans adjusted "Every quarter within ten (10) working days after the conduct of the PIR" (Annex 1.A). DO 008, s. 2019 has the school's AIP "follow the calendar year format" (Part V.D, item 1). The same order has the Transparency Board updated "every three (3) months". The BEDP 2030 points the other way: it pairs the school's quarters with the school year, "every quarter (QPIR) and end-of-school year (EOSY)" (Sec. 7.2.5).

### What named divisions do in 2026

- **By term.** Cebu City directs "Term SMEA Conferences for SY 2026-2027" in September 2026, December 2026 and April 2027, three in the school year (DM No. 327, s. 2026). Its October memorandum says SMEA "is conducted per term" (DM No. 677, s. 2026).
- **By fiscal quarter.** Muntinlupa City's 2026 PIR falls in the first weeks of April, July and October and the fourth week of December (Memorandum No. 147, s. 2026, issued April 13, 2026, before the calendar order; it calls the dates "indicative"). Dasmariñas City's school conferences for fiscal year 2025 followed the same quarters, and its memorandum posted on May 5, 2026 still speaks of "the quarterly Program Implementation Review and Plan Adjustment (PIRPA)" (DM No. 335, s. 2026).
- **"Quarterly" by name.** Pasig City's 2026 memorandum, whose date its list does not show, is titled "Conduct of Quarterly School Monitoring, Evaluation, and Adjustment (SMEA) and Composition of Division Field Technical Assistance Team (DFTAT)" (DM No. 081, s. 2026).

Each binds its own schools. None is DepEd's answer, because DepEd has given none.

### The two clocks in SY 2026-2027

Set side by side, the fiscal quarters and the terms nearly meet three times in the school year. The comparison is arithmetic on the dates of DO 009, s. 2026; no text makes it.

| Fiscal quarter ends | Nearest end of a term | Days apart |
|---|---|---|
| June 30, 2026 | None. Term 1 opened on June 8 | The quarter ends 22 days into Term 1 |
| September 30, 2026 | Term 1, September 15, 2026 | 15 |
| December 31, 2026 | Term 2, December 18, 2026 | 13 |
| March 31, 2027 | Term 3, April 8, 2027 | 8 |

A school whose division has set dates follows them. A school whose division has set none still owes the quarterly review, since the duty is the order's and not the division's. One course that keeps to the order's word "quarterly" is four reviews on the fiscal quarters: three held near the term ends, where learners' results for the term are at hand, and one in early July for the quarter that closes on June 30. This is advice. No DepEd text prescribes it.

One rule of the calendar order limits the choice of day. Teachers "shall not be assigned instructional, administrative, or extracurricular duties during wellness breaks, except in cases of emergency or exigency of service" (DO 009, s. 2026, enclosure, par. 24). In the order's model block, the teachers' wellness break is days 9 and 10 and INSET is days 7 and 8 (Annex A, Part C). The wellness-break rule closes days 9 and 10. Days 1 to 5 are open to other school-related activities only if "they do not disrupt the implementation of the core activities outlined above". A review held during an Instructional Block, such as one in early July, is to be "strategically scheduled, preferably outside class hours" (enclosure, par. 14). The calendar itself is explained in [DepEd Three-Term School Calendar 2026-2027: DO 009 Guide](https://nash.com.ph/blog/deped-three-term-school-calendar).

### Older months in the SIP and SBM orders

Two orders that bear on the review still speak in the old calendar's terms, and neither has been amended.

- **DO 44, s. 2015** has the SRC presented "during the mid-year (October) and year-end (March) general assemblies" (Part V.B.3) and the documents for the SDO collected "no later than the second week of May". Those months assumed a school year from June to March. In SY 2026-2027 classes end on April 8, 2027, and the teachers' 30-day break runs from April 9 to May 9, 2027 (DO 009, s. 2026, Annex B). The duties stand: two presentations of the SRC, and the AIP, the Project Monitoring Report Forms and the year-end SRC at the SDO before the next year's projects begin. The second week of May still falls before a June opening, so that deadline stands as printed. No issuance has restated October and March, and a division may name the dates for its schools. The SRC and the Transparency Board are covered in [School Report Card and Transparency Board: DepEd Rules](https://nash.com.ph/blog/school-report-card-transparency-board).
- **DO 007, s. 2024** places the self-assessment "ideally" in "the fourth grading period of the current school year" and implementation in "the first to third grading periods" (Part V.D.2). The order's words for the timing are "ideally", "recommended" and "suggested", so a school on three terms that assesses itself in Term 3 is within it. No issuance has restated the timing in terms.

## Who sits in the review, and who may be made coordinator

### What the national texts say

The school head leads. Beyond that, DO 029, s. 2022 names people to engage, not a fixed panel. The school head shall "Engage different stakeholders in the conduct of school M&E activities such as the members of the School Planning Team (SPT), School Governance Council (SGC), among others" (Sec. VIII). The school M&E system shall "Formalize interface between and among school head, teachers, and non-teaching staff to discuss operational issues and challenges" and "Facilitate participation of learners, communities, and other key stakeholders in the exchange of information, practices, insights, lessons and issues" (Sec. VII.D). Under the SIP Guidebook, the SPT monitors and the project teams report (Step 11).

No national text creates a "SMEA Coordinator", a "School M&E Coordinator" or a monitoring team with a fixed membership. The BEDP 2030 speaks of "Schools and their School M&E Team" and says school heads and the team's members "will be trained" (Secs. 7.2.6 and 7.2.7), without saying who the members are. The FAQs on the application for the FY 2025 National Assessment for School Heads list "M&E/SMEA Coordinator" among the coordinatorships an applicant may count, which recognizes that the role exists in the field; it does not create the post. The list is in [NASH Qualification Standards for School Principal I: FAQ](https://nash.com.ph/blog/nash-qualification-standards-faq).

### What the workload orders add

Three orders on teachers' work bear on who may carry the review's paperwork. None of them mentions SMEA.

- **The list of teaching-related assignments is closed.** [DepEd Order No. 005, s. 2024](https://www.deped.gov.ph/2024/04/29/april-29-2024-do-005-s-2024-rationalization-of-teachers-workload-in-public-schools-and-payment-of-teaching-overload/) says "only the following teaching-related assignments on top of the teacher ancillary tasks as herein defined may be designated to teachers": six kinds of school coordinator, three of trainer or adviser, and two chairmanships (Part V.A.4, item 1). A coordinator for monitoring and evaluation is not among them. Other assignments "arising from new programs from higher and within governance levels ... shall be subsumed in any of the categories" (item 5).
- **Administrative tasks belong to the school head and non-teaching personnel.** Under [DepEd Order No. 002, s. 2024](https://www.deped.gov.ph/2024/01/26/january-26-2024-do-002-s-2024-immediate-removal-of-administrative-tasks-of-public-school-teachers/), "School Heads and non-teaching personnel shall have the sole responsibility to perform the administrative tasks", which include "General Administrative Support", "Records Management" and "Program Management" (Part V.A, item 1).
- **Teachers' forms are limited.** Under [DepEd Order No. 006, s. 2025](https://www.deped.gov.ph/2025/03/20/march-20-2025-do-006-s-2025-guidelines-on-the-streamlining-of-school-forms-and-reports-accomplished-by-teachers/), "the school forms and reports to be accomplished by teachers shall be limited to those required for their teacher ancillary tasks and teaching-related assignments" in its enclosures (item 4). A teacher who is a member of the SPT or the SGC "may be required to accomplish forms and reports related to their duties as members of these groups", but "as may be practicable, other members aside from teachers shall assume primary responsibility for these forms and reports" (item 5).

No DepEd text names a division's M&E designation. DO 005, s. 2024 governs it as it governs every coordinator role given to a teacher. DepEd's answers on other coordinatorships are in [Teaching-Related Assignments: The 11 Roles DepEd Allows](https://nash.com.ph/blog/teaching-related-assignments-deped).

### What regions and divisions have set

Region VII's 2018 proposal made a Master Teacher the school's "SMEA Coordinator" and left the invitation of community stakeholders "to the sound discretion" of the school's monitoring team; it predates the workload orders. Tangub City (2019) had the SMEA attended by teachers' representatives, learner government officers, and SGC and PTA officers. Muntinlupa City (2026) seats the SGC co-chairpersons or their representatives and the district supervisor on the school's panel. Cebu City (2026) expects the school planning team, master teachers, subject area coordinators, grade leaders and other stakeholders. Dasmariñas City (2026) asks for a Special Order designating School M&E Associates for three school years.

### A course that keeps to all of them

This is advice built on the texts above; no DepEd text states it.

- The school head keeps the lead, conducts the review and decides. Under DO 029, s. 2022 the school head is the process owner, and no text allows that to be handed to someone else.
- Compiling the report, encoding the template and keeping the file is work for the school's non-teaching personnel where the school has them, since records management and program management are administrative tasks under DO 002, s. 2024.
- Teachers bring what they already keep. DO 006, s. 2025 lists among teachers' own forms the "Test Result and Analysis", the "Report on Remedial and Intervention Program", the "Report on Learners at Risk of Dropping Out", and the results of the Comprehensive Rapid Literacy Assessment (CRLA), the Rapid Numeracy Assessment and the Philippine Informal Reading Inventory (Phil-IRI). A review built on those asks teachers for no new form.
- Where the division requires a designated coordinator or associate, name the school head or a non-teaching employee if the memorandum allows it. A teacher may carry the role only inside DO 005, s. 2024: under one of its 11 assignments, by an order the teacher concurs in, approved by the Schools Division Superintendent and entered in the electronic School Form 7 (Part V.A.4, items 1, 3 and 5), and with no administrative task. Where the memorandum asks for more than that, raise it with the SDO in writing; a division memorandum does not widen DO 005's list.

## What a sound school review contains

No DepEd text prescribes an agenda for the school's quarterly review. The outline below is advice. Each part rests on a national text, named beside it, and a division's template may ask for more or for a different order. Where the division's memorandum sets the agenda, that memorandum governs for its schools.

| Part of the review | What is on the table | The national text it rests on |
|---|---|---|
| 1. Action points of the last review | Each decision of the last review: done, under way, or not done, and why | "Maintain records of M&E results and integrate such in the preparation of SIP/AIP, OPCRF, and other school programs" (DO 029, s. 2022, Sec. VIII) |
| 2. Physical accomplishments | Each AIP project and each major program or activity: its target for the period, what was delivered, and the difference | "track physical and financial accomplishments" (Sec. VIII); the first five columns of the Project Monitoring Report Form |
| 3. Financial accomplishments | Funds received and used against the plan, by source: MOOE and every other fund the school holds | The same duty; the Transparency Board's "sources, intended use and actual utilization of school funds" (DO 008, s. 2019, Part VI.A, item 4) |
| 4. Results for learners | The indicators in the school's M&E plan for the period: enrollment and attendance, learners at risk of dropping out, reading and numeracy results, the term's grades | Results-based M&E (DO 029, s. 2022, Sec. III, item 9); "learners' access to education, learners' performance in school, and how learners' rights are enforced" (BEDP 2030, Sec. 7.2.4(b)) |
| 5. Issues, sorted | For each issue, its cause, and whether the school settles it now or it goes to the SDO | "Track operational bottlenecks and issues" (DO 029, s. 2022, Sec. VII.D); the BEDP's rule on operational and policy concerns (Sec. 7.2.4(b)) |
| 6. Decisions and adjustments | What changes in the AIP or in a project's work plan: an activity, a date, a person responsible, a budget line; who does what by when | "Provide decisions and directions on school issues" (Sec. VIII); the sixth column of the form |
| 7. What goes out | The report to the SDO; what will be told to stakeholders, and how | "Report to the SDO the M&E results for appropriate technical support" (Sec. VII.D); "Prepare school M&E reports for dissemination to internal and external stakeholders such as the School Report Card (SRC), Transparency Board, Learning Action Cells (LAC), among others" (Sec. VIII) |

Five further points of advice follow from the same texts.

- **Bring data that already exist.** The calendar order sets testing windows for the beginning-, middle- and end-of-school-year assessments (CRLA, RMA, Phil-IRI) in SY 2026-2027: from June 8 to July 10, 2026, from September 21 to October 23, 2026, and from February 1 to March 12, 2027 (DO 009, s. 2026, Annex B). A review held after a window closes has fresh results without a new test.
- **Compare with a target.** A number with nothing beside it cannot show whether a project is on track. Set each figure against the AIP's target and against the same figure of the last review.
- **Ask why before deciding.** An issue recorded without its cause invites the same decision each quarter. The method the SIP Guidebook teaches for planning serves here as well; see [Root Cause Analysis for the DepEd School Improvement Plan](https://nash.com.ph/blog/root-cause-analysis-school-improvement-plan).
- **Give stakeholders a real part.** The SGC's function is to "communicate to the SPT and project teams the learners' and stakeholders' feedback and satisfaction on the physical and financial accomplishment of the SIP and Annual Implementation Plans (AIP)" ([DepEd Order No. 026, s. 2022](https://www.deped.gov.ph/2022/06/17/june-17-2022-do-026-s-2022-implementing-guidelines-on-the-establishment-of-school-governance-council/), Part V, Specific Functions, item 2). The review is where that feedback is heard.
- **Keep it short and keep it written.** One sitting, one record signed by those who decided, and the changes carried into the plan the same week.

Four habits empty a review of its use. The first is reporting activities held, with photographs, and no results. The second is ending without a change to the plan. The third is listing issues with no owner and no date. The fourth is treating the division's template as the review itself: the template is what the division collects, and the review is what the school decides.

## How SMEA ties to the SIP, the SRC, SBM, the SGC and the OPCRF

### The SIP and the AIP

The review is the SIP's own monitoring. The school head develops the M&E plan "for their respective School improvement plan" and keeps the records of results for "the preparation of SIP/AIP" (DO 029, s. 2022, Sec. VIII). The next AIP "should contain the adjustments and lessons learned from the previous implementation" (DO 44, s. 2015, Part V.A.2).

No national text sets a procedure for changing a school's AIP in the middle of the year. DO 011, s. 2021 gives offices "ten (10) working days" after a PIR to revise their Work and Financial Plan (Part III, item m), but it covers the Central Office, regions and divisions "only", and Region VIII's use of the same ten days is that region's. For a school, the safe course is to write each change in the review's record and on the project's work plan with its date, and to follow the division's rule on approval where the division has one.

### The School Report Card and the Transparency Board

The review produces what the SRC reports. "The progress reports shall be consolidated to serve as inputs to the SRC" (SIP Guidebook, Step 11), and the SRC's third part is the "status of school projects" (DO 44, s. 2015, Part V.B). DO 029, s. 2022 lists the SRC, the Transparency Board and the Learning Action Cells among the ways a school's M&E reports reach "internal and external stakeholders" (Sec. VIII).

The SIP guidelines add a limit: "It must be emphasized that the SRC is not for planning and accountability; it is a communication and advocacy tool", and "the SRC itself shall not be used as basis for the PBB", the Performance-Based Bonus (Part V.B). The two texts fit. The SRC tells stakeholders what the school found. The review and its records are where the school answers for its plan. Both papers are covered in [School Report Card and Transparency Board: DepEd Rules](https://nash.com.ph/blog/school-report-card-transparency-board).

### School-Based Management

Indicator 27 of the SBM checklist asks whether "The school monitors and evaluates its programs, projects, and activities". A school that holds its review every quarter and changes its plan on the results has the practice the indicator describes. The BEMEF, for its part, measures its first enabling mechanism by the "Proportion of schools achieving the ideal SBM level of practice", with "School: School Head" among the accountable offices (DO 029, s. 2022, Table 1.2).

DO 007, s. 2024 was written against the piling up of papers. Its rationale records the view of practitioners in schools that SBM, as carried out under the old rules, "was laden with voluminous and repetitive documentary requirements resulting in additional tasks assigned to the teaching personnel". The review's ordinary records are enough to show the practice; a separate binder for indicator 27 is not what the order asks.

### The School Governance Council and its assessment tool

The SGC is named twice. DO 029, s. 2022 has the school head engage it in the school's M&E activities (Sec. VIII). DO 026, s. 2022 has the council carry stakeholders' feedback on "the physical and financial accomplishment" of the SIP and the AIP to the SPT and the project teams, and "submit SGC semi-annual accomplishment report including an action plan, through and with the approval of the School Head, to Schools Division Superintendent (SDS) and LGUs and integrate it in the SRC" (Part V, Specific Functions, items 2 and 5).

The SGC Functionality Assessment Tool then accepts the school's review as evidence of the council's work. Under sub-indicator FI6A, on the council's involvement in stakeholder-initiated programs, one additional means of verification (MOV) is "SIP, AIP, SRC, and SMEA (specify the page in the reports)". Under FI6B, on the council's monitoring and evaluation of those programs, one is "SIP, AIP, SRC, SMEA, and School Project Monitoring Reports". The tool is an enclosure of [Memorandum DM-OUHRODI-2026-3750](https://region8.deped.gov.ph/2026/10/12/oct-6-2026-rm-no-1310-s-2026-roll-out-of-the-school-governance-council-sgc-functionality-assessment-tool-for-public-elementary-schools/) for public elementary schools in 2026, and of [Memorandum DM-OUHROD-2024-0696](https://deped-muntinlupa.com/wp-content/uploads/2024/05/NUM-2024-145.pdf) for secondary schools in 2024.

Two cautions apply. Both entries are additional MOVs, which carry no point. The point for FI6 rests on the minimum MOVs of FI6A, its primary sub-indicator; FI6B, like every other sub-indicator, adds none. And the tool asks for "the page in the reports", so a review record helps only where it shows the council's part in a named program. The indicators and their MOVs are in [SGC Functionality Assessment Tool: Indicators and MOVs](https://nash.com.ph/blog/sgc-functionality-assessment-tool).

### The OPCRF and the IPCRF

The school M&E system shall "Link M&E results to the organizational and individual performance" (DO 029, s. 2022, Sec. VII.D), and school personnel shall "Participate in school M&E initiatives such as PIRs, periodic reporting of accomplishments of programs, projects, and major activities, submission of O/IPCRF, among others" (Sec. VIII). DO 44, s. 2015 allows work on the SIP and the SRC to be written as performance objectives in the OPCRF of the school head or the Individual Performance Commitment and Review Form (IPCRF) of teachers and staff (par. 6).

The interim OPCRF guidelines run on a similar clock. They require "quarterly rater-ratee checkpoint meetings ... to track progress in the achievement of planned targets", and for schools they place the mid-year review "5 months after the opening of classes" and the year-end assessment "After the last day of classes" (DM-OUHROD-2024-0586, Annex B, Table 1 and par. 18). Five months after June 8, 2026 is early November 2026. The records of the school's review are the natural evidence for those meetings. No national text names an SMEA report as a required MOV of the OPCRF. The form and its phases are in [OPCRF for DepEd School Heads in 2026: What Applies Now](https://nash.com.ph/blog/opcrf-school-heads-deped).

### School MOOE and the cost of the review

No national text speaks of the cost of a school's review. DO 008, s. 2019 lets school MOOE "fund activities as identified in the approved School Improvement Plan (SIP) for implementation in the current year and as specifically determined in the Annual Implementation Plan (AIP)" (Part V.D, item 1). It does not make any release of MOOE depend on a monitoring report, and it mentions neither the PIR nor SMEA.

Two local texts speak to the cost. Cebu City allows that "Expenses incurred during the conduct of the conference may be charged to School MOOE and other school funds subject to accounting rules and regulations" (DM No. 327, s. 2026). Region VII's 2018 proposal would have charged "The food provision and supplies needed during the SMEA" to school MOOE.

A school that means to spend on its review should have the review in its AIP, since that is the use DO 008, s. 2019 names, and should follow the usual rules on what MOOE may pay for; see [DepEd School MOOE: Allowable Expenses and Liquidation](https://nash.com.ph/blog/deped-school-mooe). A review held in a faculty room outside class hours costs nothing.

### Learning Action Cells and the ARAL Program

School personnel are to pass on what monitoring finds "through dissemination of SRC, conduct of LAC sessions, and preparation of Transparency Board", and to "Apply M&E results in improving teaching-learning strategies and individual performance" (DO 029, s. 2022, Sec. VIII). A finding of the review on reading or numeracy is therefore a subject for the next LAC session. The ARAL guidelines ask for the same use of data: "Schools, SDOs, and ROs shall regularly collect and analyze data to inform program adjustments, resource reallocation, and technical assistance targeting" (DO 018, s. 2025, par. 107).

## What this means for school heads

### What to do each quarter

The steps below put the national duties in working order. Where the division's memorandum sets a step, a date or a form, the memorandum governs that step for its schools.

1. **Read the division's current memorandum.** Note the name it uses, the date, the template, who must attend, where the report goes and by when. If the division has issued none, the duty stands and the school's M&E plan sets these.
2. **Gather before the meeting.** Ask each project team for its progress report on the first five columns of the Project Monitoring Report Form. Take the status of funds from the school's financial records. Take learners' data from what teachers already keep.
3. **Hold the review and lead it.** Engage the SPT and the SGC, and give teachers, non-teaching staff and learners a part (DO 029, s. 2022, Secs. VII.D and VIII).
4. **Decide.** Settle what the school can settle. Mark what must go to the SDO (Sec. VIII; BEDP 2030, Sec. 7.2.4(b)).
5. **Adjust the plan in writing.** Enter each decision as an action point, with a person and a date, on the form and in the AIP or the project's work plan (SIP Guidebook, Step 11).
6. **Report to the SDO.** Use the division's template and deadline. State the school's concerns plainly, since the report exists "for appropriate technical support" (DO 029, s. 2022, Sec. VII.D).
7. **Tell stakeholders.** Update the Transparency Board, which is due "every three (3) months" in any case (DO 008, s. 2019), bring findings on teaching to the LAC, and carry the period's results into the next SRC.
8. **File the record and open the next review with it.** The records also serve the OPCRF checkpoint and the SBM self-assessment.

### Records to keep

- The M&E plan for the SIP, and part IV of the SIP itself.
- For each review: the notice, the attendance, the data presented, the decisions with persons and dates, and the signatures.
- The Project Monitoring Report Forms, at the least for the middle and the end of each project.
- The AIP and project work plans as adjusted, with the date of each change.
- A copy of each report sent to the SDO, and of any technical assistance received in reply.
- The SRC as presented, and the Transparency Board's updates.

### What a school head may and may not do

A school head may:

- design the school's own monitoring tools where the division has sent none, since each operating unit is "responsible for developing relevant and appropriate tools" (DO 029, s. 2022, Sec. VI);
- add indicators to the school's M&E plan (Sec. V; Sec. VIII);
- treat the Project Monitoring Report Form as a starting point, since it is a "suggested template";
- fold the quarterly Management Review of the Quality Management System into the same meeting (DO 009, s. 2021, Part IX.B, item 4).

A school head may not:

- skip the quarterly review because the division has sent no memorandum. The duty is in DO 029, s. 2022, and the order makes school heads answerable for compliance (Sec. IX);
- pass the lead to a coordinator. The school head is "the overall lead and process owner of the school M&E system" (Sec. VIII). On the SBM side, the school head's role as focal person "shall not be delegated nor reassigned, especially to any teaching personnel" (DO 007, s. 2024, Part V.F);
- give a teacher administrative tasks in the name of the review, designate a teacher to a coordinator role outside the 11 assignments of DO 005, s. 2024, or require of teachers forms beyond those DO 006, s. 2025 allows;
- assign teachers duties during their wellness break, "except in cases of emergency or exigency of service" (DO 009, s. 2026, enclosure, par. 24);
- use the SRC as a basis for the Performance-Based Bonus (DO 44, s. 2015, Part V.B);
- present another division's template or schedule to the school community as DepEd's rule.

### The standards this work serves

Monitoring and evaluation is strand 1.7 of the Philippine Professional Standards for School Heads (PPSSH), adopted by [DepEd Order No. 024, s. 2020](https://www.deped.gov.ph/2020/09/07/september-7-2020-do-024-s-2020-national-adoption-and-implementation-of-the-philippine-professional-standards-for-school-heads/). At Career Stage 1 a school head is to "Display knowledge and understanding of monitoring and evaluation processes and tools to promote learner achievement" (indicator 1.7.1). At Career Stage 2 the school head is to "Utilize available monitoring and evaluation processes and tools to promote learner achievement" (indicator 1.7.2). Both end with the same words: the review exists for learners' achievement, not for the report. See [PPSSH Domain 1 for the NASH: Leading Strategically](https://nash.com.ph/blog/ppssh-domain-1-leading-strategically). How the school M&E system fits DepEd's ten-year plan is in [Q-BEDP 2025-2035: DepEd's 10-Year Plan and the PDP](https://nash.com.ph/blog/q-bedp-2025-2035).

## How the NASH may test this

The items below are original practice items, scored 3 (Relational), 2 (Multistructural), 1 (Unistructural) or 0 (Prestructural). An option that breaks a rule scores 0.

### Question 1

*Indicator 1.7.2, Monitoring and evaluation processes and tools. Career Stage 2, Situational, Moderate.*

You are the school head of a multigrade elementary school in an upland barangay. At the school's quarterly review, the team for the reading project reports that only half of the planned tutorial sessions were held, because the two teachers who hold the sessions were called to division trainings on class days. The team proposes moving the sessions to the first period of each day, which the class program allows. The school's quarterly report to the division is due on Friday. What is the most appropriate action?

- **A.** List the missed sessions and the training dates in the quarterly report, and ask the division's monitoring staff to advise on a new schedule before the school changes the project's monitoring form and work plan.
- **B.** Settle the new schedule with the team, enter it on the project's monitoring form and work plan, and state in the quarterly report that trainings on class days caused the missed sessions.
- **C.** Enter the sessions in the quarterly report as held according to plan, since the teachers were away on official business, and ask the team to make up the missed sessions before the next review.
- **D.** Agree with the team to move the sessions and tell the teachers and parents of the change, and state in the quarterly report that trainings on class days caused the missed sessions.

**Answer and explanation**

**Best answer: B.** Points: A = 1, B = 3, C = 0, D = 2.

- **A (1 point, Unistructural).** It reports the facts to the division, which the school owes. It sends upward a scheduling problem the school can settle itself, and the project stands still while the school waits for advice.
- **B (3 points, Relational).** It settles the operational issue in the school, puts the decision on record and into the plan, and sends the division the one concern the school cannot settle.
- **C (0 points, Prestructural).** It reports as done what was not done. A false accomplishment report defeats the review and misleads the division that is to give the school support.
- **D (2 points, Multistructural).** The decision and the report to the division are right. The decision is left unrecorded: it is not an action point on the project's monitoring form or a change in its work plan, so the next review has nothing to check it against.

**Why.** This aligns with Career Stage 2 expectations because indicator 1.7.2 asks a school head to use the monitoring processes and tools at hand so that learners gain from them. DO 029, s. 2022, Sec. VIII has the school head "Provide decisions and directions on school issues" arising from school PIRs, keep records of M&E results for the AIP, and "Communicate school concerns to the school division office"; the BEDP 2030, Sec. 7.2.4(b) has schools resolve operational issues and pass policy- or program-level concerns upward. The option that tells teachers and parents of the change decides and reports, but leaves the monitoring form and the work plan unchanged.

*Indicator 1.7.2: Utilize available monitoring and evaluation processes and tools to promote learner achievement.*

*Sources: DepEd Order No. 029, s. 2022, Sec. VII.D and Sec. VIII (School M&E System); DepEd Order No. 024, s. 2022, Sec. 7.2.4(b); DepEd Order No. 44, s. 2015, School Improvement Plan Guidebook, Step 11; DepEd Order No. 024, s. 2020.*

### Question 2

*Indicator 1.7.1, Monitoring and evaluation processes and tools. Career Stage 1, Conceptual, Moderate.*

At a school's quarterly review, a project team reports that all eight planned reading sessions were held and that the project's budget was spent as scheduled. Which statement best explains what the review still needs before the school head can judge whether the project is achieving what it set out to do?

- **A.** A higher target of sessions for the next quarter, since a project that spent its budget on schedule has shown that its design is working.
- **B.** Attendance sheets and photographs of the eight sessions, since monitoring verifies that the activities reported were held before they are counted.
- **C.** Data on learners' reading set against the project's target, since monitoring compares results with what was expected and shows what to adjust.
- **D.** Learners' scores from the latest reading assessment, since monitoring gathers results that the school later presents in its School Report Card.

**Answer and explanation**

**Best answer: C.** Points: A = 0, B = 1, C = 3, D = 2.

- **A (0 points, Prestructural).** It takes spending on schedule as proof that a project works. Activities held and funds used show efficiency; they say nothing yet of whether learners read better.
- **B (1 point, Unistructural).** Verifying that reported activities took place is one part of monitoring. It still looks only at the activities and leaves the project's result for learners unexamined.
- **C (3 points, Relational).** It asks for the result, sets it against the target, and ties the comparison to its purpose, which is to decide what to adjust.
- **D (2 points, Multistructural).** It brings in learners' results, which the report lacked. It treats them as material for a later report to stakeholders and does not compare them with the target or use them to adjust the project.

**Why.** This aligns with Career Stage 1 expectations because indicator 1.7.1 asks for understanding of what monitoring and evaluation processes are for: learner achievement. DO 029, s. 2022 defines results-based M&E as comparing how programs and projects "are performing against its expected outcome or result" (Sec. III, item 9) and says monitoring "determines any adjustment of plans and activities needed to achieve the committed targets" (Sec. VI). The option that gathers the latest reading data for the School Report Card has the result but neither the comparison nor the adjustment.

*Indicator 1.7.1: Display knowledge and understanding of monitoring and evaluation processes and tools to promote learner achievement.*

*Sources: DepEd Order No. 029, s. 2022, Sec. III, item 9, and Sec. VI; DepEd Order No. 024, s. 2022, Sec. 7.2.4(b); DepEd Order No. 024, s. 2020.*

Nothing in this guide reproduces or predicts examination content.

## Frequently asked questions

### Is there a DepEd Order on SMEA?

No. As of November 13, 2026, no DepEd Order or numbered DepEd Memorandum defines SMEA, sets its steps or schedule, or prints its template. The national duty is the school's monitoring and evaluation under DO 029, s. 2022, which has the school head conduct a quarterly Program Implementation Review, with DO 44, s. 2015 on project monitoring and DO 007, s. 2024 on SBM self-assessment. SMEA is the name regions and divisions give the practice by their own memoranda.

### What is the difference between SMEA and the PIR?

In the national texts there is one quarterly review of a school, called the Program Implementation Review in DO 029, s. 2022 and the QPIR in the BEDP 2030. No national text separates SMEA from it. Some divisions use the two names for one review, and some, such as Angeles City in 2025, ask for an SMEA report and a separate school PIR. The division's memorandum decides what its schools submit.

### How often is SMEA held under the three-term school calendar?

DO 029, s. 2022 still requires a "quarterly" review, and DO 009, s. 2026, which set three terms from SY 2026-2027, names no period for it. No national text says how the two fit. Divisions differ: Cebu City holds SMEA once a term in SY 2026-2027, and Muntinlupa City's 2026 PIR schedule, set before the calendar order, runs by fiscal quarter. A school follows its own division's memorandum.

### Is there an official SMEA template?

There is no national one. The only monitoring form a national text prints for a school's plan is the Project Monitoring Report Form in the SIP Guidebook (DO 44, s. 2015, Step 11), which the Guidebook calls a "suggested template". SMEA and PIR templates are issued by regions and divisions, such as Caraga's regional templates of 2022, and each binds only the schools of the office that issued it.

### Can the cost of SMEA be charged to school MOOE?

No national text addresses the cost of the review. DO 008, s. 2019 lets school MOOE fund activities "identified in the approved School Improvement Plan" and "specifically determined in the Annual Implementation Plan" (Part V.D, item 1), so a review that is to be paid for should be in the AIP. Cebu City allows the charge expressly for its schools (DM No. 327, s. 2026), "subject to accounting rules and regulations".

## Sources

DepEd Orders on monitoring, planning and the school calendar:

- [DepEd Order No. 029, s. 2022](https://www.deped.gov.ph/2022/06/22/june-20-2022-do-029-s-2022-adoption-of-the-basic-education-monitoring-and-evaluation-framework/), Adoption of the Basic Education Monitoring and Evaluation Framework, June 2022: Secs. II, III, V (Tables 1.1 and 1.2), VI, VII, VIII (Table 2 and the four M&E systems), IX and XI.
- [DepEd Order No. 024, s. 2022](https://www.deped.gov.ph/2022/05/30/may-30-2022-do-024-s-2022-adoption-of-the-basic-education-development-plan-2030/), Adoption of the Basic Education Development Plan 2030, May 30, 2022: list of acronyms; Enabling Mechanism 1, outputs; Secs. 7.2, 7.2.1 and 7.2.4 to 7.2.7.
- [DepEd Order No. 44, s. 2015](https://www.deped.gov.ph/2015/09/29/do-44-s-2015-guidelines-on-the-enhanced-school-improvement-planning-sip-process-and-the-school-report-card-src/), Guidelines on the Enhanced School Improvement Planning (SIP) Process and the School Report Card (SRC), September 29, 2015: pars. 6 and 9; Parts III, V.A and V.B; SIP Guidebook, Steps 6, 7 and 11, and Annex 9.
- [DepEd Order No. 007, s. 2024](https://www.deped.gov.ph/2024/05/20/may-16-2024-do-007-s-2024-policy-guidelines-on-the-implementation-of-the-revised-school-based-management-sbm-system/), Policy Guidelines on the Implementation of the Revised School-Based Management (SBM) System, May 16, 2024: Rationale; Parts V.B, V.D.2, V.F and V.G; Annex A, indicator 27.
- [DepEd Order No. 011, s. 2021](https://www.deped.gov.ph/2021/02/24/february-24-2021-do-011-s-2021-guidelines-on-the-operationalization-of-the-program-management-information-system/), Guidelines on the Operationalization of the Program Management Information System, February 24, 2021: Part III, item m; Part V.D.1; Part VIII, item 1; Annex 1.A.
- [DepEd Order No. 009, s. 2026](https://www.deped.gov.ph/2026/04/16/april-16-2026-do-009-s-2026-guidelines-on-the-implementation-of-the-three-term-school-calendar-in-basic-education/), Guidelines on the Implementation of the Three-Term School Calendar in Basic Education, April 16, 2026: pars. 4 and 5; enclosure, pars. 14, 15, 24 and 40; Annex A, Part C; Annex B.
- [DepEd Order No. 012, s. 2025](https://www.deped.gov.ph/2025/04/15/april-15-2025-do-012-s-2025-multi-year-implementing-guidelines-on-the-school-calendar-and-activities/), pars. 26 and 27; [DepEd Order No. 009, s. 2024](https://www.deped.gov.ph/2024/07/15/july-15-2024-do-009-s-2024-implementing-guidelines-on-the-school-calendar-and-activities-for-the-school-year-2024-2025/), par. 26; [DepEd Order No. 022, s. 2023](https://www.deped.gov.ph/2023/08/04/august-4-2023-do-022-s-2023-implementing-guidelines-on-the-school-calendar-and-activities-for-the-school-year-2023-2024/), par. 22; [DepEd Order No. 034, s. 2022](https://www.deped.gov.ph/2022/07/11/july-11-2022-do-034-s-2022-school-calendar-and-activities-for-the-school-year-2022-2023/), par. 40; [DepEd Order No. 029, s. 2021](https://www.deped.gov.ph/2021/08/05/august-5-2021-do-029-s-2021-school-calendar-and-activities-for-school-year-2021-2022/), par. 22: the school calendar orders of 2021 to 2025.

Other DepEd Orders:

- [DepEd Order No. 008, s. 2019](https://www.deped.gov.ph/2019/05/02/may-2-2019-do-008-s-2019-revised-implementing-guidelines-on-the-direct-release-use-monitoring-and-reporting-of-maintenance-and-other-operating-expenses-allocation-of-schools-including-other-fu/), Revised Implementing Guidelines on the Direct Release, Use, Monitoring and Reporting of MOOE Allocation of Schools, May 2, 2019: Part V.D, item 1; Part VI.A, item 4.
- [DepEd Order No. 009, s. 2021](https://www.deped.gov.ph/2021/02/24/february-24-2021-do-009-s-2021-institutionalization-of-a-quality-management-system-in-the-department-of-education/), Institutionalization of a Quality Management System in the Department of Education, February 24, 2021: Part IX.B, item 4.
- [DepEd Order No. 026, s. 2022](https://www.deped.gov.ph/2022/06/17/june-17-2022-do-026-s-2022-implementing-guidelines-on-the-establishment-of-school-governance-council/), Implementing Guidelines on the Establishment of School Governance Council, June 17, 2022: Part V, Specific Functions, items 2 and 5.
- [DepEd Order No. 018, s. 2025](https://www.deped.gov.ph/2025/06/13/june-13-2025-do-018-s-2025-implementing-guidelines-of-the-academic-recovery-and-accessible-learning-program/), Implementing Guidelines of the Academic Recovery and Accessible Learning Program, June 13, 2025: pars. 107 and 108.
- [DepEd Order No. 002, s. 2024](https://www.deped.gov.ph/2024/01/26/january-26-2024-do-002-s-2024-immediate-removal-of-administrative-tasks-of-public-school-teachers/), Immediate Removal of Administrative Tasks of Public School Teachers, January 26, 2024: Part V.A, item 1.
- [DepEd Order No. 005, s. 2024](https://www.deped.gov.ph/2024/04/29/april-29-2024-do-005-s-2024-rationalization-of-teachers-workload-in-public-schools-and-payment-of-teaching-overload/), Rationalization of Teachers' Workload in Public Schools and Payment of Teaching Overload, April 29, 2024: Part V.A.4, items 1, 3 and 5.
- [DepEd Order No. 006, s. 2025](https://www.deped.gov.ph/2025/03/20/march-20-2025-do-006-s-2025-guidelines-on-the-streamlining-of-school-forms-and-reports-accomplished-by-teachers/), Guidelines on the Streamlining of School Forms and Reports Accomplished by Teachers, March 20, 2025: items 4 and 5, and the enclosures.
- [DepEd Order No. 52, s. 2015](https://www.deped.gov.ph/2015/10/30/do-52-s-2015-new-organizational-structures-of-the-central-regional-and-schools-division-offices-of-the-department-of-education/), New Organizational Structures of the Central, Regional, and Schools Division Offices of the Department of Education, October 30, 2015: Encl. No. 4, item 3.20.
- [DepEd Order No. 024, s. 2020](https://www.deped.gov.ph/2020/09/07/september-7-2020-do-024-s-2020-national-adoption-and-implementation-of-the-philippine-professional-standards-for-school-heads/), National Adoption and Implementation of the Philippine Professional Standards for School Heads, September 7, 2020: strand 1.7.
- [DepEd Order No. 32, s. 2017](https://www.deped.gov.ph/2017/06/29/do-32-s-2017-gender-responsive-basic-education-policy/), Gender-Responsive Basic Education Policy, June 29, 2017: results matrix.
- [DepEd Order No. 75, s. 2012](https://www.deped.gov.ph/2012/09/12/do-75-s-2012-guidelines-on-the-utilization-of-the-regional-implementation-support-and-enhancement-rise-funds/), Guidelines on the Utilization of the Regional Implementation Support and Enhancement (RISE) Funds, September 12, 2012: par. 17.1.1.
- [DepEd Order No. 44, s. 2010](https://www.deped.gov.ph/2010/05/11/do-44-s-2010-adoption-of-the-krt-3-quality-assurance-and-accountability-framework-qaaf/), Adoption of the KRT 3: Quality Assurance and Accountability Framework (QAAF), May 11, 2010: par. 3; Encl. No. 1.
- [DepEd Order No. 1, s. 2003](https://www.deped.gov.ph/2003/01/06/do-1-s-2003-promulgating-the-implementing-rules-and-regulations-irr-of-republic-act-no-9155-otherwise-known-as-the-governance-of-basic-education-act-of-2001/), Implementing Rules and Regulations of Republic Act No. 9155, January 6, 2003: Rule VI, Sec. 6.2.

Memoranda of DepEd offices, and DepEd plans:

- [Memorandum DM-HROD-2023-0617](https://region8.deped.gov.ph/2023/05/05/may-05-2023-memorandum-dm-hrod-2023-0617-deped-ro-sdo-office-functions-version-3/), DepEd RO & SDO Office Functions Version 3, May 5, 2023: sheets of the Office of the Schools Division Superintendent, the School Governance and Operations Division and the regional Quality Assurance Division.
- [Memorandum DM-OUHRODI-2026-3750](https://region8.deped.gov.ph/2026/10/12/oct-6-2026-rm-no-1310-s-2026-roll-out-of-the-school-governance-council-sgc-functionality-assessment-tool-for-public-elementary-schools/), Roll-Out of the School Governance Council (SGC) Functionality Assessment Tool for Public Elementary Schools, September 22, 2026, Encl. No. 2, and [Memorandum DM-OUHROD-2024-0696](https://deped-muntinlupa.com/wp-content/uploads/2024/05/NUM-2024-145.pdf), Revised SGC Functionality Assessment Tool for Secondary Schools, April 11, 2024, Encl. No. 1: sub-indicators FI6A and FI6B.
- [Memorandum DM-OUHROD-2024-0586](https://region8.deped.gov.ph/2024/04/04/april-03-2024-rm-391-s-2024-interim-guidelines-for-the-office-performance-planning-and-assessment-for-2024-and-onward/), Interim Guidelines for the Office Performance Planning and Assessment for FY 2024 Onwards, March 27, 2024: Annex B, Table 1 and par. 18.
- [Quality Basic Education Development Plan 2025-2035](https://www.deped.gov.ph/qbedp/): Annex 2, item B.6.
- Frequently Asked Questions (NASH Application), FY 2025 NASH Batch 2: the list of co-curricular coordinatorships.
- DepEd National Capital Region, [Regional Memorandum No. 13, s. 2019](https://www.deped.gov.ph/2019/07/08/ncr_rm_s2019_013-school-improvement-plan-sip-instructional-videos-styleguide-appraisal-process-and-quality-assessment-qa-tool/), School Improvement Plan (SIP) Instructional Videos, Styleguide, Appraisal Process, and Quality Assessment (QA) Tool, January 9, 2019. It forwards the Office of the Assistant Secretary for Project Management, BHROD and Field Operations, Memorandum dated November 27, 2018, with the SIP QA Tool: Chapter 4, the monitoring plan.

Law:

- [Republic Act No. 9155](https://www.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/), Governance of Basic Education Act of 2001: Sec. 7.

Regional issuances, each for its own region:

- Cordillera Administrative Region: ["Implementation of Monitoring, Evaluation, and Adjustment Mechanism in the Department of Education-Cordillera Administrative Region"](https://e-saliksik.deped.gov.ph/implementation-of-monitoring-evaluation-and-adjustment-mechanism-in-the-department-of-education-cordillera-administrative-region/), a study by the officer-in-charge of the region's Quality Assurance Division under the Basic Education Research Fund, completed 2023.
- Region VII: [Regional Memorandum No. 0565, s. 2018](https://depedtagbilaran.org/wp-content/uploads/2018/08/DM-No-443-s-2018-REVIEW-AND-EVALUATION-FOR-THE-PROPOSED-MEA-FRAMEWORK.pdf), Review and Evaluation for the Proposed MEA Framework, August 4, 2018, with Annex A.
- Caraga: [Regional Memorandum No. 0238, s. 2022](https://caraga.deped.gov.ph/rm-no-0238-s-2022-revised-school-monitoring-evaluation-and-adjustments-smea-templates-cy-2022/), Revised School Monitoring, Evaluation, and Adjustments (SMEA) Templates, CY 2022, March 22, 2022.
- Region VIII: Regional Memoranda [No. 424, s. 2022](https://region8.deped.gov.ph/wp-content/uploads/2022/05/RM-s2022-424.pdf), May 2, 2022; [No. 241, s. 2023](https://region8.deped.gov.ph/2023/03/17/march-09-2023-rm-241-s-2023-implementation-of-the-regional-monitoring-evaluation-and-adjustment-rmea-system-for-calendar-year-2023/), March 9, 2023; [No. 119, s. 2024](https://region8.deped.gov.ph/2024/02/05/february-2-2024-rm-119-s-2024-realignment-of-the-regional-monitoring-evaluation-and-adjustment-rmea-system/), February 2, 2024; and [No. 030, s. 2025](https://region8.deped.gov.ph/2025/01/13/january-08-2025-rm-30-s-2025-schedule-of-the-2025-regional-monitoring-evaluation-and-adjustment-rmea-system-implementation/), January 8, 2025.
- National Capital Region: [RMEA plus 2023 Midyear Report](https://www.depedncr.com.ph/wp-content/uploads/2024/04/RMEA-plus-Midyear-Report-2023.pdf), Quality Assurance Division.

Division issuances, each for its own division:

- Tangub City: [DM No. 029, s. 2019](https://tangub.deped.gov.ph/wp-content/uploads/2019/01/divmemo029_2019.pdf), Conduct of Third Quarter SMEA, January 25, 2019.
- Dasmariñas City: [DM No. 191, s. 2025](https://www.depeddasma.edu.ph/dm-no-191-s-2025-conduct-of-school-program-implementation-review-and-plan-adjustment-spirpa-conference-for-fiscal-year-2025/), Conduct of School Program Implementation Review and Plan Adjustment (SPIRPA) Conference for Fiscal Year 2025; [DM No. 335, s. 2026](https://www.depeddasma.edu.ph/?p=23764), Harmonization of Division Monitoring and Evaluation (M&E) Activities and Strengthening of the Division Field Technical Assistance Committee Team (DFTACT), posted May 5, 2026; [DM No. 575, s. 2026](https://www.depeddasma.edu.ph/?p=24512), Submission of Special Order on the Designation of School Monitoring and Evaluation (M&E) Associates.
- Angeles City: [DM No. 376, s. 2025](https://depedangelescity.com/files/Memo2025/Memo_376_2025.pdf), Submission of School Monitoring, Evaluation, and Adjustment (SMEA) Report and School Program Implementation Review (SPIR) for the Second Quarter of School Year 2025-2026, November 3, 2025.
- Muntinlupa City: [Memorandum No. 147, s. 2026](https://deped-muntinlupa.com/wp-content/uploads/2026/04/NUM-2026-147.pdf), 2026 Division-Wide Implementation of Program Implementation Review (PIR), April 13, 2026; [Office Memorandum No. 013, s. 2026](https://deped-muntinlupa.com/wp-content/uploads/2026/08/OM-2026-013.pdf), Division Initiated Templates on Technical Assistance (TA) Plan and Accomplishment Report, August 1, 2026.
- Cebu City: [DM No. 327, s. 2026](https://depedcebucity.com/), Conduct of the School Monitoring, Evaluation and Adjustment (SMEA) Term Conference for SY 2026-2027, June 3, 2026; [DM No. 677, s. 2026](https://depedcebucity.com/), School Monitoring, Evaluation and Adjustment (SMEA) Term 1 Report Submission, October 8, 2026.
- Pasig City: [DM No. 081, s. 2026](https://www.depedpasig.ph/issuance/division-numbered-memorandum), Conduct of Quarterly School Monitoring, Evaluation, and Adjustment (SMEA) and Composition of Division Field Technical Assistance Team (DFTAT).
- Mandaluyong City: [DM No. 1432, s. 2026](https://depedmandaluyong.org/2026/10/16/dm-no-1432-s-2026-submission-of-the-school-monitoring-evaluation-and-adjustment-smea-report/), Submission of the School Monitoring, Evaluation and Adjustment (SMEA) Report, posted October 16, 2026.

*Written by Mark Anthony Llego for NASH Reviewer. Sources: DepEd Orders No. 029, s. 2022, No. 024, s. 2022, No. 44, s. 2015, No. 007, s. 2024, No. 011, s. 2021, No. 009, s. 2026, No. 008, s. 2019, No. 009, s. 2021, No. 026, s. 2022, No. 018, s. 2025, No. 002, s. 2024, No. 005, s. 2024, No. 006, s. 2025 and No. 024, s. 2020; Memoranda DM-HROD-2023-0617, DM-OUHRODI-2026-3750 and DM-OUHROD-2024-0586; the Central Office memorandum of November 27, 2018 on SIP appraisal; Republic Act No. 9155; and the regional and division issuances named above, each for its own region or division.*

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