1. RESEARCH-MEPA-
Technical Assistance Framework

2. SESSION OBJECTIVES
At the end of the session, the participants are expected to:
Explain the relevance of building a culture of research in schools to the full institutionalization of MEPA;
Explain the significant framework of Research, MEPA and Technical Assistance to the new DepEd Rationalized Structure; and
Develop deeper understanding on the importance of Research-MEPA-Technical Assistance Framework in enhancing governance of basic education services.

3. ACTIVITY: Self-Assessment
Direction: Assess how is the culture of Research, M&E and TA in your organization, using the following rating scale: 1 – Developing ; 2 – Maturing; 3 – Advanced .
No.
INDICATORS
Rating A.
Research Culture 1.
A good number of personnel conduct Action Research based on the Research Agenda. 1 2 3 2.
The researches conducted are presented through forum/congress and research journal. B
Monitoring & Evaluation 3.
The inclusion of Research in the M&E system (MEPA) has already been established at all levels and units. 4.
The M&E Results are utilized in decision-making, plan adjustment and policy directions. C.
Technical Assistance 5.
Technical Assistance is evidence-based (M&E Results, Research). 6.
Varied TA mechanisms are institutionalized (LAC Session, LPP, etc.)
Total Score
Level of Competence

4. How is your assessment result?
Directions:
Sum-up the total score and divide it by 6.
2. Determine your level of culture of Research, M&E and TA in your organization based on the table below:
Range
Descriptive Rating
Interpretation
Developing
There is a moderate level of culture of Research, M&E and TA in your organization; it needs to be strengthened further.
Maturing
There is a high level of culture of Research, M&E and TA in your organization; a little enhancement is needed to strengthen it.
Advanced
Congratulations! There is a very high level of culture of Research, M&E and TA in your organization; you are aligned with the rationalized structure of the dept.

5. ANALYSIS How did you find the activity?
What is the level of culture of Research, M&E and TA in your organization ?
What facilitating/hindering factors contributed for having such level?
Which specific mechanism among the three (3) do you need assistance more?
Why is your organization need to have high level of culture in all these mechanisms/systems?

6. RESEARCH LEGAL BACKGROUND
Legal Basis: Rule III, Section 3.2, par. 1, No. 5 of the IRR of RA 9155 stipulates the regional mandate of “Undertaking research projects and developing and managing region-wide projects which may be funded through official development assistance and/or funding agencies.”
Regional Policy:
Region Memorandum No. 78, S. 2011: 2nd Research Congress cum Regional Awarding Ceremony
Region Memorandum No. 513, s. 2012: 3rd Regional Research cum School-Based Management Congress & Launching of Project SOCCSKSARGENT
Region Memorandum No. 297, s. 2013: 4th Regional Research cum School-Based Management Congress and 1st Communication Festival (ComFest)
Region Memorandum No. 245, s. 2012: Revitalizing Classroom Structuring cum CFSS

7. DEPED XII INTEGRATED RESEARCH FRAMEWORK
F E E D B A C K
INPUT
PROCESS
OUTPUT
* Access * Quality
* Governance
KRT 1: School-Based Management
KRT 2: Teacher Education & Development
KRT 3: Quality Assurance & Learning
Support
KRT 4: Complimentary Assistance of
Pre-school & ALS
KRT 5: Institutional Culture of Change –
ICT
& Organizational Development
Improve access and quality basic education through a culture of research.
Issues / Problems Affecting Attainment of EFA /MDG:
School-Based Action Research
Research Journal as basis for Regional Policy Directions & Formulation
towards effective:
* QATAME
District Research Forum
BESRA Key Result Thrusts:
Division Research Conference
Effective Implementation of
SBM - K to 12 Basic Education Program
Regional Research Congress
National Research Congress
on Kto 12 Education
Sources of Research Agenda
Educational Policy Issues (EFA/MDG/BESRA)
15 PAPs & Other Milestones
EFA / MDG

8. DepEd XII INTEGRATED REGIONAL MEPA OPERATIONAL FRAMEWORK
SMEPA
SCHOOL MONITORING EVALUATION & PLAN ADJUSTMENT (SMEPA)
School Quality Management Team (QMT ) - Monthly
DMEPA
DIVISION MONITORING EVALUATION & PLAN ADJUSTMENT (DMEPA)
Division QMT – Quarterly (4th week of March, June, Sept., December)
RMEPA
REGIONAL MONITORING EVALUATION & PLAN ADJUSTMENT (RMEPA)
CLMD, QuAAD, PPRD, HRTD, ESSD, FTAD – Quarterly (1st week of April, July, Oct & Jan. 2015)
COMEPA
CENTRAL OFFICE MONITORING EVALUATION & PLAN ADJUSTMENT (COMEPA)

9. The MEPA PHASES Monthly Review: End of Month Duration: One day
SMEPA
Monthly Review: End of Month
Duration: One day
Focus on Operational Concerns (OC) based on Themes & AIP Review
School-Researches relevant to the themes can be presented
OC will be inputs to District Report by PSDS
Participants: SQMT (SPT, SGC, BLGU)
DMEPA
Quarterly Review: End of the 3rd month of every Quarter
Duration: 1-2 days (1st day: PSDS; 2nd day: Division M&E Team)
Focus on Major PPAs vis-a-vis Themes thru PSDS Report of Schools' OC
Participants: Division QMT Team, Program Coordinators, PSDS
Outputs: Agenda on Technical Assistance (TA) & Policy Directions (PD) as inputs to RMEPA
RMEPA
Quarterly Review: 1st week of the following month of the next Quarter
Duaration: 2 days (1st day: SDOs; 2nd day: Region M&E Team
Focus on Major PPAs vis-a-vis Themes
Participants: Division/Region QMT Teams, Regional Program Coordinators
Outputs: Agenda on Technical Assistance TA & Policy Directions (PD) as inputs to CO-MEPA

11. Schools Division Office in the RS
Key Result Areas
Division Strategic Planning
Hiring, Recruitment and Promotion of Personnel (teaching and non-teaching) Implementation of Education Agenda and Policies
Implementation of Education Agenda and Policies
Management of Curriculum Implementation
Provision of Instructional Supervision
Building Communities of Practice

12. Schools Division Office in the RS
KRAs
Major Outputs
Division Strategic Planning
Division DEDP Team and SIP Committee Formed and sustained
Division Review and Appraisal Committee Report
DEDP Periodic Implementation Review
Division Strategic Planning System
Comprehensive Strategic Plans(DEDP and SIPs)
Hiring, Recruitment and Promotion of Personnel
(teaching and non-teaching)
Updated eBEIS Needs Analysis
Registry of Qualified Applicants
Implementation Standards per HR System
Division Teacher Induction Program
Matrix of Promotion, Transfers & Reassignments of Personnel (Designation Orders ,Special Orders)

13. Schools Division Office in the RS
KRAs
Major Outputs
3. Implementation of Education Agenda and Policies
Disseminated / Monitored implementation of DepED Orders, Memos, Letters& other Issuances
Division Plan to Implement the Education Agenda and Policies to achieve MDG & EFA goals
Division Policies anchored to CO,RO policies and/or Division Needs
Standards for the Implementation of Education Agenda and Policies
Division Plan towards Supervision ofDivision operations and educational programs implementation
M & E Systems, Mechanisms and Tools for Division Operations, Programs and Projects
Management & Monitoring Plan for and Report on the distribution of Nat’l funds and LGU allotment to schools and LCs

14. Schools Division Office in the RS
KRAs
Major Outputs
3. Implementation of Education Agenda and Policies
Implementation Performance Evaluation Systems & Mechanisms of Personnel (Staff Devt, Physical & Fiscal)
Sustained or Improved personnel performance
Quarterly Performance review of Division Operations /Conduct of Division Monitoring, Evaluation and Adjustment (DMEA)
Monthly conduct of Division Executive Committee
Conduct of Coordination Meetings among units, sections and division chiefs
HRD Plan for all Division Personnel (Teaching and Non-Teaching)
Reports on Progress and Results Implementation and Monitoring of Division Operations, programs and Projects
Strengthened level of governance and operation (leadership and management transparency, accountability and responsibility)

15. Schools Division Office in the RS
KRAs
Major Outputs
4. Management of Curriculum Implementation
Monitoring Reports on the Implementation of Basic Education Curriculum(K to 12) and other support educational programs
Localized curriculum materials and programs
Localized curriculum delivery relevant to the schools/LCs condition in the division
Reports on the outcomes or on the evaluation of results of the implementation of the curriculum
Recommendations for the improvement of the curriculum and its implementation

16. Schools Division Office in the RS
KRAs
Major Outputs
5. Provision of Instructional Supervision
Standards and Processes on Instructional Supervision
Continuing implementation of the Instructional Leaders Development Program for school heads
Continuing Professional Development of Teachers in the Division; Annual INSET Plan for teachers
Updated Profile of Teachers’ Instructional Needs (NCBTS-TSNA)
Monthly Supervisory Reports by School Heads and Division Supervisors
Quarterly Performance review of Division Implementation of their Instructional Supervision Plan
Capacitated School Instructional Leaders

17. Schools Division Office in the RS
KRAs
Major Outputs
6. Building Communitie s of Practice
Continuing D/SLAC Program
Benchmarked, Documented and Shared Practices found Effective
Division Summit of Effective Practices
Division Awards & Incentive Program or System for Effective Performance and Practices for Individuals and Units

18. SGOD – SM,ME (qualitative)
Interaction Amongst SDO Offices: implication to smepa cum action research
SDS OFFICE
SGOD - HRD
Manage and support the core technical offices
Professional Development of SDO Staff
CID - IS
CID - DS
Give Qualitative Info
SGOD – SM,ME (qualitative)
SGOD – P&R
(quantitative)
analysis
Give Needs Info
Obtain Quantitative info
Instructional Supervision
Observations
School data
SCHOOLS
Identify needs
Professional
Development
TA on Social & Resource Mob.
SGOD - SocM
SGOD - HRD
TA on
Learning Environment
Support service to Learners
Stat on Learners’ health issues
SGOD - SHN
SGOD - EF
Stat of T-L Environment

19. SCHOOL RESEARCH AGENDA
OF PAG-ASA NHS
Issues & Concerns
Research Title
Research Problem
Research Method / Tools
Research
Proponents
SBM Assessment is now the basis in the formulation of the TA Plan of the SGOD of SDO.
SBM Assessment of PNHS: Basis for an Enhanced Implementa-tion
1. What is the school’s profile in terms of the following KPIs:
1.1 Access (Enrolment Rate);
1.2 Efficiency (Drop-out Rate); and
1.3 Quality (NAT)?
2. What are the factors affecting the school’s KPIs?
2.1 Internal Factors; and
2.2 External Factors?
3. What is its SBM Level of practice in terms of the following principles:
3.1 Leadership and Governance;
3.2 Curriculum and Instruction;
3.3 Performance Accountability; and
3.4 Resource Management?
4. What are the facilitating and hindering factors affecting the SBM level of practice?
5. Based on the foregoing results of the study, how can the SBM Level of practice be enhanced?
Quantitative:
* Document Analysis
- Percentage
* Survey
Weighted Mean
Qualitative:
SWOT Analysis
- Thematic Analysis
Observation
– Observation Tools
Discussion
- FGD Guide Questionnaire
SPT
SGC

20. SCHOOL RESEARCH AGENDA
OF PAG-ASA NHS
Issues & Concerns
Research Title
Research Problem
Research Method / Tools
Research
Proponents
The Drop-out Rate is fluctuating for the last three school years: 5.40, 3.5, 6.0
Assessment of DORP of Pag-asa NHS: Basis for an Enhanced Implementa-tion Plan
1. What is the drop-out profile of Pag-asa NHS as segmented by:
1.1 Geographical location;
1.2 Grade level;
1.3 Gender, and
1.4 Age?
2. What is the level of effectiveness of DORP in terms of the following program components:
2.1 Attainment of objectives;
2.2 Strategies, and
2.3 Stakeholders support?
3. Which of the following contributory factors affect the school performance in drop-out rate?
3.1 Family-related,
3.2 Individual-related,
3.3 Community-related and
3.4 School-related?
4. What are the innovations initiated and challenges encountered by stakeholders in their DORP implementation
Quantitative:
* Document Analysis
- Percentage
* Survey
Weighted Mean
Qualitative:
FGD Guide Questionnaire
- Thematic Analysis
Grade Level Chairmen

21. SCHOOL RESEARCH AGENDA
OF PAG-ASA NHS
Issues & Concerns
Research Title
Research Problem
Research Method / Tools
Research
Proponents
There is a need to establish SHS by 2016 since PNHS is the only secondary school in the munici-pality.
Senior High School Readiness Assess-ment: Basis for the Proposed Opera-tional Plan of Pag-asa NHS
1. Based on internal assessment, what is the current profile of PNHS in terms of:
1.1 Learners Profile for SY
1.1.1 Number of Projected Learners;
1.1.2 Distance from home to school; and
1.1.3 Interest of specialization?
1.2 Resource Requirements based on the proposed SHS Track:
1.2.1 Teachers;
1.2.2 Classrooms;
1.2.3 Facilities, Materials and Equipments; and
1.2.4 Buildable Space?
2. Based on external assessment, what is the current profile of PNHS in terms of:
1.1 Educational Institutions support
1.1.1 HEIs;
1.1.2 TVIs; and
1.1.3 SUCs?
1.2 Potential Industry Partners & Other Stakeholders
1.2.1 Support for Academic Track; and
1.2.2 Support for Tech Voc Track?
3. Based on the foregoing results of the study, how can the SHS Operational Plan be designed?
Quantitative:
* Document Analysis
- Percentage
* Survey
Weighted Mean
Qualitative:
FGD Guide Questionnaire
- Thematic Analysis
SPT
SGC

22. SCHOOL RESEARCH AGENDA
OF PAG-ASA NHS
Issues & Concerns
Research Title
Research Problem
Research Method / Tools
Research
Proponents
To be responsive and relevant with the demands of time, the school needs to have Teachers Professio-nal Develop-ment Program
In-depth Analysis of the Instructio-nal Supervis-ory Report: Basis for Teachers Profes-sional Develop-ment Program
What are the teaching strategies employed by teachers in developing student’s HOTS?
What is the level of competence of teachers in terms of the following:
2.1 Facilitating Skills;
2.2 Art of questioning;
2.3 Classroom management; and
2.4 Assessment (KPUP)?
3. What are the training needs of the teachers based on the supervision conducted?
4. Based on the in-depth analysis of the Instructional Supervision Report, how can the Teachers Professional Development Program be designed?
Quantitative:
* Document Analysis
Percentage
Weighted Mean
Qualitative:
Interview Guide Questionnaire
- Thematic Analysis
SPT
Department Heads

23. SCHOOL RESEARCH AGENDA
OF BAYANIHAN NHS
Issues & Concerns
Research Title
Research Problem
Research Method / Tools
Research
Proponents
With the full support of the stake-holders, the school is one of the early imple-
Menters of SHS for this SY
Assessment of the Early Implemen-tation of SHS at Bayanihan NHS: Challenges, Innovations & Directions
What is the level of implementation of the following TVL specializations:
1.1 Beauty Care;
1.2 Electricity; and
1.3 Food and Beverage?
2. What are the challenges encountered by teachers in the implementation in terms of:
2.1 Curriculum and Instruction;
2.2 Facilities, Equipment and Materials; and
2.3 Assessment?
3. What are some innovations employed by the school?
4. Based on the foregoing results of the study, what policy directions can be formulated to further improve the SHS impmentation?
Quantitative:
* Document Analysis
Percentage
Weighted Mean
Qualitative:
FGD / Interview Guide Questionnaire
- Thematic Analysis
SPT
Department Heads

24. Technical Assistance Needs Assessment Stage
For RO-TA: Assess Inputs from DEDP Implementation Results, QAA-M&E Report, BEIS Data (Quantitative & Qualitative)
For DO-TA: Assess Inputs from SBM Readiness Assessment Results, School AIP Implementation Results, BEIS Data, (Quantitative and Qualitative) , QAA-M&E Report
Progress/Annual Report to Management Stage
Consolidation of progress/summative results
Analysis of TA results
Preparation of Quarter/Annual Report
Evaluation of TA Stage
Discuss with target group the Accomplishment vis. Performance Targets
Discuss with group over-all results vis. TA Plan
Prepare inputs to Annual Report
Adjustment of Quarter Plan / Targets
Discuss results of “Stage D” with the team
Adjust TA Plan
Feedback
Discuss with target group quarter progress
Adjust performance targets
Planning Stage
Prioritize assessed TA Needs per DO/School
Establish agreements on (performance) targets
Prepare the TA Plan per DO/School
Implementation Stage
Execute the TA Plan /Intervention
Conduct Progress Monitoring
Analysis: Team Discussion on Progress Monitoring Results and Planning for Feedback
Technical Assistance Process Framework

25. Strategy Evaluation & Reporting Strategy Implementation
Technical Assistance Needs Assessment Stage
For RO-TA: Assess Inputs from DEDP Implementation Results, QAA-M&E Report, BEIS Data (Quantitative & Qualitative)
For DO-TA: Assess Inputs from SBM Readiness Assessment Results, School AIP Implementation Results, BEIS Data, (Quantitative and Qualitative) , QAA-M&E Report
Progress/Annual Report to Management Stage
Consolidation of progress/summative results
Analysis of TA results
Preparation of Quarter/Annual Report
Strategy Evaluation & Reporting
Strategy Formulation
Evaluation of TA Stage
Discuss with target group the Accomplishment vis. Performance Targets
Discuss with group over-all results vis. TA Plan
Prepare inputs to Annual Report
Adjustment of Quarter Plan / Targets
Discuss results of “Stage D” with the team
Adjust TA Plan
Feedback
Discuss with target group quarter progress
Adjust performance targets
Planning Stage
Prioritize assessed TA Needs per DO/School
Establish agreements on (performance) targets
Prepare the TA Plan per DO/School
Implementation Stage
Execute the TA Plan /Intervention
Conduct Progress Monitoring
Analysis: Team Discussion on Progress Monitoring Results and Planning for Feedback
Strategy Implementation

26. TA Structure in the SDO
CID
SGOD
PSDS
Cluster of Schools

27. RESEARCH-MEPA-TA FRAMEWORK