EDUCATION GOVERNANCE EFFECTIVENESS (Edge) Annual Performance Report October 2016 – September 2017

EDUCATION GOVERNANCE EFFECTIVENESS (EdGE) Annual Performance Report October 2016 – September 2017

This publication was produced for review by the United States Agency for International Development.

It was prepared by the Synergeia Foundation, Inc. The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government.

List of Acronyms

DepEd - Department of Education

EdGE - Education Governance Effectiveness

EO - Executive Order

ES - Elementary School

LAPG- Language Assessment for Primary Grades

LCE - Local Chief Executive

LGU - Local Government Unit

LSB - Local School Board

M&E - Monitoring and Evaluation

MOA - Memorandum of Agreement

MOOE - Maintenance and Other Operating Expenses

NAT - National Achievement Test

NGO - Non-Government Organization

NCR - National Capital Region

PPP - Public-Private Partnership

Phil-IRI- Philippine Informal Reading Inventory Test

PTA - Parents Teachers Association

SEF -Special Education Fund

SGC- School Governing Council

SIP - School Improvement Plan

SRO - Standing Room Only

USAID - United States Agency for International Development

USG - United States Government

ZamSulTa – Zamboanga Sulu Tawi-Tawi

Table of Contents

I. Executive Summary 5 II. Summary of Results 6 III. Correlation to M&E 7 IV. Result by Result Analysis 8 4.1 Strengthening Education Governance 8 4.2 Increased Transparency and Accountability at Local Level 28 4.3 Increased Participation of Stakeholders in Education Policy 30 Formulation and Implementation V. Other Significant Stories 35 5.1 The 11th National Education Summit 35 5.2 The Ozanam Award 36 VI. Performance Indicator Tracking Table 37 VII. Financial Summary 40 VIII. Success Stories 43 IX. Plans for Next Quarter 46

LIST OF ANNEXES Annex A: List of Regional SGC Trainings in 2017 50 Annex B: Process Flow 52 Annex C: List of Mentoring Sessions with LSBs and SGCs in 2017 54 Annex D: Training of School Heads/Teachers on Remedial Reading 59

List of Tables

Table 1 Summary of Expenditure Results, FY 2017 (October 6 2016-September 2017) Table 2 Distribution of LGUs by Level of SGC Performance, 8 September 2017 Table 3 Distribution of LGUs by Level of LSB Performance (In 9 Percent) Table 4 Cohort Survival Rates of Grade 6 Students in All EdGE 11 Sites, 2013-2017 (In Percent) Table 5 The Education Governance Scorecard 17 Table 6.a Average Scores of Frustrated and Instructional 27 Readers in Valenzuela City, 2017 (In Percent) Table 6.b Percentage of Frustrated and Instructional Readers in 27 Valenzuela who scored below the mean, 2017 (In Percent) Table 6.c Number of pupils who scored 0 27 Table 7 Local Government Units with Increased in Spending 29 in Education, 2013-2016 Table 8 List of PPs by Municipalities 31

List of Figures

Figure 1 Comparative Performance of LSBs Pre- and Post- 9 EdGE Figure 2 Level of Performance of LSBs by Island Group (In 10 percent) Figure 3 Cohort Survival Rate in EdGe Communities, 10 2013-2017 (In percent) Figure 4 Average Scores of Children in EdGE Communities 11 in the NAT SY 2013, SY 2015 (In percent)

I. Executive Summary

It was a very good year indeed. All our targets were met and in almost all cases, the planned numbers were surpassed. We were overwhelmed with the passion and dedication that local leaders displayed upon realizing the under-performance of the children from their towns and cities. They responded with urgency to improve the cohort survival rate and the high percentage of children who are unable to read well. We are truly convinced of the power of data to inform and to challenge.

EdGE focused on the organization of functional School Governing Councils. We are convinced that they are the most effective tool for community convergence and sustainability. A community with a shared vision and shared plans leads to self-reliance. After a series of training and mentoring, the SGCs which used to be non-existent in many schools have been organized and are actively participating in formulating School Improvement Plans (SIPs). They now appreciate that bottom-up approach to planning promotes broad ownership of goals and mobilizes various expertise in improving instruction. By the end of FY 2017, 1014 SGCs have been organized and are truly involved in the development and implementation of School Improvement Plans (SIPs).

The growth of the SGCs has been fostered by the Local School Boards. They have reached a higher level in performance with an average score of 3.90 in a 5-point assessment. Their operations have been reinvented based on the Robredo model, with broader functions and membership.

More effective governance has contributed to increases in cohort survival rate from 63% when EdGE started to 70% in 2017. Mean performance scores of grade six students in the National Achievement Test (NAT) moved up by 3 percentage points from 70.67% in 2014 to 74.59% in 2015. The results in recent years have yet to be released by the DepEd.

LSB's are increasingly being guided to be outcome oriented. Their expenditures on education have increased. Our norm is at least an annual increase on their education spending by 20 percent. We have happily noted their investments on non-traditional activities such as teachers' and parents' training. They have demonstrated ownership of EdGE activities by underwriting expenses in EdGE supported capacity building programs. In some cases, like in Datu Paglas, Maguindanao, and Valenzuela City, the LGUs have assumed full responsibility for the logistics. Our partnership with Local Government Units (LGUs) has enabled Synergeia to stretch its resources to train more LSBs, SGCs, and provide training on remedial reading to teachers. Teachers' training was not part of our original program but we had to undertake it giving the huge number of non- and frustrated readers among primary school students. In 2017, EdGE sponsored 62 teachers’ training reaching 6,736 teachers with a cumulative total of 7,405 teachers.

We have launched the Seal of Good Education Governance in partnership with Smart Communications. Smart took care of the incentive package for the winners, as well as the marketing campaign. Twenty- four LGUs obtained the Seal which included very rural areas like Dalaguete, Cebu and ARMM municipalities like Bongao and Simunul in Tawi Tawi. These helped drive the point that effective education governance is not just a matter of resource, but is driven by good intentions and a sense of purpose.

EdGE has continued organizing parents to serve as teachers at home. Parent-workshops have been conducted and have been rolled-out in schools with the LSBs providing leadership and financial support.

Partnership with the private sector has been established through PPPs in school building construction, provision of books, and support of feeding programs.

II. Summary of Results

Table 1. Summary of Expenditure Results- Fiscal Year 2017 (October 2016-September 2017)

TARGET Accomplishment Actual Intermediate Results Performance Indicator FY 2017 FY 2017 Expenditures

1. Strengthened Number of government effectiveness administrators and for education at the local Officials successfully 2,204 2,819 level trained with USG support (F.3.2.1 - 3)

Number of laws, policies, PHP regulations, or guidelines 49,743,318.17 developed or modified to improved primary 3 17 grade reading programs or increase equitable (F- 3.2.2-38) 2. Increased transparency Number of education PHP and accountability at the Summits conducted 50 54 10,941,283.66 local level 3. Increased participation of Number of PTA’s or stakeholders in education similar “school” 2,150 2,528 policy formulation and governance structures implementation supported (F-3.2.1-18 ) PHP Number of new USG – 11,142,181.87 supported public-private partnerships (PPPs) 10 21 formed (F-PPP5)

III. Correlation to M&E

Our plans for the year are made to reach targeted indicators and outcomes. We draw up strategies on how we can reach the number of participants within our timelines. We give equal importance to the quality of results by a continuous assessment of the needs of our participants. Every training program ends with a focus group discussion on what are its strengths and weaknesses, and how the next training programs can be made more relevant to the needs of our partners. Synergeia is a learning organization and we regularly review the content of our learning modules and how learning can be fostered. The content is also progressive to continuously bring our partners to a higher level of skills.

All our workshops begin with a review of how SGCs, LSBs, and learners perform. This is to develop their proclivity to measure their progress using quantitative and qualitative indicators. Our M and E Team regularly produces education statistics for every LGU, and where possible for every school.

We regularly monitor inputs and outputs through primary data that are collected by our Program Officers with the assistance of school officials. These include the number of schools and children who are participating in reading programs, and the number of teachers and parents who take part in our training programs. School principals supervise the administration of the Philippine Informal Reading Inventory Test (Phil-IRI) to identify children needing remediation in reading. We have met the principals and supervisors and guided them on how assessment data can be organized. The M and E Team organizes the data into a data base.

Outcomes in terms of improved education governance of LSBs and SGCs are monitored using assessment results through focus group discussions. We have devised assessment tools when EdGE started in 2013. The results were validated through documentary evidences such as minutes of meetings, SIPs, and documentation of projects.

Official government data are used in organizing data on enrolment, cohort-survival, number of schools, and budgets.

The launch of the Seal of Good Education Governance has given us a great incentive to organize our data and use them in identifying the needs of our partners so that our technical assistance can be more strategic and relevant.

IV. Results Analysis

4. 1. IR1. Strengthening Education Governance

By the results, EdGE can be known.

EdGE was launched to “strengthen financial, planning, and management capacities of local government units, Local School Boards, School Governing Councils, and the Department of Education (DepEd) so that they can be truly functional in support of improved learning performance.” When the program started in 2013 there was hardly any functional School Governing Councils (SGCs). They were nominal in character and hardly performed any responsibility in schools. The role of SGCs was identified closely with that performed by the Parent Teachers Association (PTAs). Fast forward, and four years after, the SGCs in schools have not only been organized, but are assuming their mandated responsibilities. They are major participants in the development and implementation of School Improvement Plans (SIPs). They have embarked on policy formulation to improve the welfare of students. Their average score in a 5-point assessment scale improved from a baseline of 0.87 to 2.80 in 2017. This means that from having without an SGC in a school, the SGC has been organized, officers have been elected, by-laws have been drafted, and the SGCs are now actively involved in the development of the SIP.

4. 1.1. Strengthening School Governing Councils. Table 2 shows how LGUs perform in the organization of their SGCs. Prior to EdGE, no SGC reported being part of SIP planning. Three years after, 50% of the LGUs have SGCs that are not only organized but are participating in SIP planning and implementation. Nearly 14% are involved in formulating policies on students’ welfare. These relate to the participation of parents in school activities, prevention of bullying; use of cell phones by students, and community participation in maintaining cleanliness in schools. Less than 10 percent (6.8%) are still in the initial stage of organization.

Table 2. Distribution of LGUs by Level of SGC Performance, September, 2017

Level of Performance Baseline 2017 2014 Number Percent Number Percent Total 82 100 73 100 1-SGC has met stakeholder and elected officers. 52 63% 5 6.8% 2- SGC has elected its officers and drafted by-laws. 26 32% 10 13.70% 3-SGC has elected its officers, drafted by-laws, and 4 4.9% 21 28.76% participates in SIP planning. 4- SGC has elected its officers, drafted by-laws, participates in 0 0 27 36.99% SIP planning, and implements in school programs. 5- SGC has elected its officers, drafted by-laws, participates in 0 0 10 13.69% SIP planning, and implements in school programs.

4.1.2. Reinvention of Local School Boards. We are so happy to report that governance of Local School Boards has significantly improved from a baseline score of 2.98 to an average of 3.90 in a 5-point assessment scale. Seventy percent (70%) of LSBs that are EdGE participants have taken the driver’s seat in improving access of children to quality basic education. LSBs meet regularly and systems and procedures have been developed in planning and implementation. Community involvement has been 8

mobilized through participatory governance. This has been achieved through the conduct of education and school summits where performance of students and schools is reported. Communities are engaged in assessment of needs and development of programs. Local Chief Executives have emerged as education champions and have become Education-Mayors and Education-Governors.

Table 3. Distribution of LGUs by Level of LSB Performance (In percent)

Level of Performance Post- Baseline Percent assessment Percent Total 86 73 1. LSB is in its early stage of development 4 5% 0 2. LSB is in the process of reinventing itself 38 44% 1 1% 3. LSB is growing in its leadership in improving access to quality education 43 50% 21 29% 4. LSB has taken the driver’s seat in improving access to quality education 1 1% 51 70% 5. Outstanding LSB performance 0 0% 0 0%

Figure 1. Comparative Performance of LSBs Pre- and Post-EdGE

5. Outstanding LSB performance.

4. LSB has taken the driver’s seat in improving access …

3. LSB is growing in its Post-assessment leadership in improving … Baseline 2. LSB is in the process of reinventing itself.

1. LSB is in its early stage of development.

0% 50% 100%

By island group, 81% of the LSBs in Luzon scored 4 compared to 71% in Mindanao and 61% in the Visayas. We will do our best to work with LSBs in the Visayas and Mindanao so that more and more of them can be as involved and as effective as the LSBs in Luzon.

Figure 2. Level of Performance of LSBs by Island Group (In percent)

5. Outstanding LSB performance.

4. LSB has taken the driver’s seat in improving access to …

3. LSB is growing in its Mindanao

leadership in improving access … Visayas

2. LSB is in the process of Luzon reinventing itself.

1. LSB is in its early stage of development.

0 20 40 60 80 100

4.1.3. Improvement in Performance. Better education governance is translating into improvements in performance. Cohort survival rate has moved up from 63 % in SY 2013-2014 to 70% in 2016-2017. More children are now in schools and are completing grade 6.

ARMM has the lowest cohort survival rate. This is understandable considering the problems of poverty, peace and security in the region. But we must note that their collective efforts are paying off through an increase in the cohort survival rate from 31% pre-EdGE to 39% post-EdGE.

Figure 3. Cohort Survival Rate in EdGE Communities, 2013-2017 (In percent)

90% 77% 80% 78% 80% 77% 74% 72% Grade 6 75% 72% 70% 66% SY 2013 - 74% 64% 67% 60% 2014 50% Grade 6 39% SY 2014 - 40% 36%37% 2015 30% 31% Grade 6 20% SY 2015 - 10% 2016 0% Luzon Visayas Mindanao ARMM

Table 4. Cohort Survival rates of Grade 6 students in all EdGE sites, 2013-2017 (In percent)

SY 2013 - Region SY 2014 - SY 2015 - 2016 SY 2016 - 2017 2014 2015

EdGE Communities 63% 65% 66% 70%

Luzon 77% 77% 75% 80%

Visayas 74% 72% 74% 78%

Mindanao 64% 66% 67% 72%

ARMM 31% 36% 37% 39%

Source of Basic Data: ENHANCED BASIC EDUCATION INFORMATION SYSTEM Department of Education

Improvement in quality of performance of children from the EdGE communities is shown in Figure 4. Their average scores in the National Achievement Test (NAT) increased from 77% to 80% in Luzon; from 74% to 78% in the Visayas1; and from 64% to 72% in Mindanao.2

The average NAT score of children from ARMM was only at 39% in 2015. The positive note though is that the score had gone up several notches to 39% in 2015.

Figure 4. Average Scores of Children in EdGE Communities in the National Achievement Test, SY 2013 and SY 2015 (in percent)

78 78 75 78 75 77 78 80 72 66 68 67 70 65 56 58 57 60 55 2011 - 2012 50 2012 - 2013 40 2013 - 2014 30 2014-2015 20 10 0 LUZON VISAYAS MINDANAO ARMM

2 The NAT scores for 2016 have yet to be released. 11

4.1. 4. Launch of the Seal of Good Education Governance. Using numbers, Synergeia has put together an “Education Governance Scorecard” to describe the work of local governments, schools and their communities in providing children with a good public education. More than “feel good stories” and anecdotes, the scorecard gives a measure of the results of their work. Its goal is not to compare local governments and their public schools. It describes how local communities measure up to standards on good education governance.

The “Education Performance Scorecard” uses numbers to describe how local governments have reinvented their local school boards, how functional school governing councils are, and how communities have involved themselves in the task of helping all children obtain a better education. More importantly, the results of their programs are described in terms of outcomes---what are the results in enabling all children to go to school, minimizing dropouts, and enabling children to read well, at the very least. The scorecard puts children at the center of the governance agenda of local governments. It enables the public to see if the work of their local governments and their schools produces good results. It points out what is missing, and what can be done so that desired outcomes can be attained.

The performance standards in the scorecard have been defined by the stakeholders. They represent their dreams for their children and the systems that are needed to make these dreams come true. Local governments which have met the performance standards are recognized and awarded a “Seal of Good Education Governance”.

Table 5. The Education Governance Scorecard

Education Governance Indicator Learning Results LSB Reinvention---at least a score of Increase in the NAT by at least 2 percentage points or higher than 4 the national average; or decrease in the number of non-readers and frustrated readers by at least 15 percentage points Functional School Governing Cohort-survival rate which is higher than the national average of Council 70% or an increase of at least 2 percentage points Increase in the ratio of education spending to total budget by at least 1 percentage point

Synergeia uses a 5-point scale to measure how school boards measure up to the following leadership areas:

Leadership areas

Regularity in conducting meetings

Rich and varied agenda

Leadership of the Mayor

Follows systems , structures and processes

Exercises leadership in education programs.

Initiates financing programs in education

Broad and deep Community engagement

Expanded membership of the Board

A five (5)-point rating scale is used to measure the performance of School Governing Council:

Leadership Areas Score 1. Stakeholders have been organized 1 2. Officers have been elected. 2 3. By-laws have been formulated. 3 4. SGC participates in drafting and implementing the School Improvement Plan 4 5. SGC formulates and implements policies on discipline and school welfare. 5

The tools are administered using focus group discussions with community members and results are validated using secondary data, e.g. minutes of meetings, projects that are carried out. Mentors and Program Officers conduct detailed discussions to validate the processes, policies, and projects that SGCs reported.

Official data from the Department of Education are used to determine the cohort-survival rate (how many grade one children make it to grade six), and achievement scores from the NAT. Data on local budgets are obtained from the Department of Finance or the Commission on Audit. Results of the Philippine Informal Reading Inventory Test (Phil-IRI) are used to measure the success of the school in increasing the number of independent readers. In some cases like Valenzuela, Synergeia works with the DepEd Division to develop reading assessment tests.

Twenty-four local governments successfully met the criteria and were awarded the Seal of Good Education Governance on the last day of the National Education Summit on September 29, 2017 (Table 5). Each of them will receive a P1.5 million package of communication services and projects from Smart Communications---wifi connection, text blasting facility, computers, solar panels, laptops and training programs. The LGUs were already awarded markers that they can install in their municipal and city halls and the Seal of Good Education Governance during the 11th National Education Summit.

Twenty Four Local Governments were awarded the Seal of Good Education Governance in 2017 on September 29, 2017 at the Philippine International Convention Center.

4.1.5. Professional Development of Education Administrators. Training workshops are the beginning of the capacity building program of EdGE. Synergeia continue to hold the hands of SGC officers in making their SGCs functional through mentoring sessions. By our actual participation in SGC activities, we are able to note their most common difficulties. These are getting parents to attend SGC meetings, agreeing on by-laws, formulating policies, drawing up doable and actionable programs, and raising revenues. How these needs can be met became the core of our Level 2 SGC training. We simulated level 2 training with our Mentors and Staff to ensure that the learning modules are uniformly delivered.

We conducted 27 Regional SGC Training Workshops in 2017, six of which were done in the last quarter (Annex A lists the Regional SGC Workshops in 2017). This meant working with 1,449 school administrators, 1,224 barangay officials, and 2,528 PTAs. If we sum up the number of officials whose capacities were built in during the last 4 years of EdGE, the numbers are as follows:

School Administrators: 5,246 representing 105.32% of our target

Barangay officials: 2,845 representing 113.57% of our target

We sustained the practice of interactive learning. Or mentors serve as facilitators instead of lecturers. Workshops used group discussions, games, reflections, role plying, and case studies to strengthen problem solving skills and simulate actual challenges in SGC management. Participants were asked to form puzzles to learn the value of team work. Since their work programs are generally a compilation of wish lists, we gave them exercises on how to translate goals into tasks and how to decompose them into activities. We asked the participants to recall their best and worst practices in managing meetings. Group discussions made them realize that by-laws should not just be copied from templates but should be the products of agreements on how officers should be elected their tenure of office, how they should 14

resolve conflicts and arrive at a consensus. We realized that SGC officers have a very vague notion of policy making so we took them into the process of defining an ideal school-parent relationship, what rules should be followed, and the sanctions to be imposed on those who do not abide with them.

Dr. Antonio Torralba, Synergeia mentor ask the participants to share how they intend to finance their SGC operations while the Mayor of Kapatagan, Lanao del Norte and Assemblyman Sumagayen from ARMM shared their plans on attracting more parents to support their SGCs.

Mayor Ramon Piang led the discussion of SGC officers from Upi, Maguindanao. The presence of Mayors during the training provides the participants with great encouragement and moral suasion.

Participants found the workshops empowering and Liberating. They were encouraged to share their Ideas and were appreciated for their thoughts.

An important output of the workshops is the development of SGC work programs. They are guided to make their programs performance oriented and focused on how to improve reading skills of students and minimize dropouts.

We are happy to report the positive feedback of participants from attending the workshops. They reported of their greater familiarity on the importance of SGCs and their functions in schools. One Supervisor from Diffun said “how happy they were to study the SGC because it is truly confusing. “ Participants appreciated the learning strategies as they are “democratic and not dictatorial”. Collaborative learning helps them “internalize” concepts and promotes “effective learning”. The participants reported that they “were not bored” and the “sharing of ideas developed our self- confidence”. They have constantly affirmed the facilitation skills of the mentors and they were described as “empowering”. Particular mention was made of how the workshops start and end on time as well as the preparations through organized systems, handbooks, and supplies.

The weaknesses that they observe relate to the venue---the cold room temperature and bedrooms were shared by many. They felt disappointed when they were not given enough time to present their ideas. The participants noted the absence of some barangay chairmen and suggested that those who are present should do the group presentations instead of the principals. Language barrier is a common difficulty especially those who prefer that the discussions be conducted in their native dialects.

The threats that SGCs face relate to the “ningas cogon” mentality or their inability to sustain the momentum. Some expressed that they still lack the confidence and competence to put their plans into action.

Their suggestions for improvement center on the need for follow-up mentoring, provision of a longer period for training, inclusion of a training on facilitation and a template on how SGC plans can be made part of the Annual Investment Plan of the local government.

4.1.6. Developing SGC Skills to Level 3. As a sustainability mechanism, SGCs that are performing very well will be moved to a higher level of skills building. Synergeia developed learning modules that will enable SGC officers to define the outcomes from their programs. Generally, programs and plans are output and input oriented. We designed activities to help them define their goals in terms of results.

We introduced the Responsibility Assignment Matrix (RAM), also known as RACI matrix or linear responsibility chart (LRC) to the SGCs. The matrix describes the participation of the officers/members in various roles in completing tasks for a project. It is especially useful in clarifying roles and responsibilities. RACI is an acronym derived from the four key responsibilities: Responsible, Accountable, Consulted, and Informed.

R Responsible

 Who will be doing this task?

A Accountable

 Whose head will roll if this task is not done?  Who has the authority to make decisions?

C Consult

 Who has good ideas and experience about this task?  Who can guide me on how I can do this task well?

I Inform

 Is there anybody whose work is related to this task?

 Who will feel left out if I do not inform him about this task?

 Who has to be updated about the progress of this task?

Participants are guided to design a RACI Matrix in conducting a simple activity, e.g. parents’ training. They are further guided to develop an Action Plan that puts together the RACI Matrix, timelines, outcomes, and budget.

ACTION PLAN

GOAL: ______

Deadline Needed resources (When will RACI Plan (what do you need Activity/Task Outcomes this task be to do your activity) completed?

To deepen their ownership of the SGC, participants are guided to develop a brand and logo that symbolize their mission and uniqueness. From the brands that they have designed, we are happy to note that they have internalized the role that SGCs play in education governance.

In consultation with local government officials, Synergeia has organized a process flow to help SGCs, school officials, and community leaders to visualize how the School Improvement Plans (SIPs) can be formulated systematically and collaboratively. More importantly, it can serve as a process how to integrate SIPs into the Annual Investment plan (AIP) of the local government, as well as into the LSB and barangay budgets. This is EdGE’ contribution to the formulation of education budgets that are demand- driven, bottom-up, and performance-based. (The process flow is shown in Annex B.)

4.1.7. Mentoring the SGCs. The mentoring program of EdGE develops a working relationship with partners that are “up, close and personal”. Workshops are occasions for monitoring and the provision of technical assistance.

Mentoring sessions are given importance by our partners as shown by the presence of the Local Chief Executive and the District Supervisors.

Mayor Ronilo Caspe of Cabatuan, Negros Occidental keynotes the mentoring session of SGCs. 19

The first in the mentoring agenda is a report on their best practices and accomplishments. The SGCs from Cabatuan are heavily involved in programs that would improve the school environment as well as the academic performance of their children. The projects that they have spearheaded are as follows:

 Concrete fencing of school premises, construction of classroom  Construction of temporary kindergarten room made of bamboo and other local materials.  Installation of water tank for the wash area and construction of study shed and reading nooks for the pupils.  Feeding program  Free school supplies from the barangay  School beautification  Construction of school stage, school clinic, parents’ nook, and study room for children  Repair of gutter  Procurement of school equipment like transparency board, TV sets, stand fans, refrigerator, mini sound system.

The barangays from Tuba have made their officials responsible for the attendance of children in school. Volunteers with motorbikes are organized to fetch students who live from afar. The volunteers are even fined if children come late to school.

Best practices on revenue-mobilization are shared. The SGC ways are simple but are effective in answering their needs:

 “Pera sa Basura” or Selling Recycled Waste Products  Beauty contests such as “ Miss United Nations”  Regular assistance from Barangay School Board  Income from the canteen run by the SGC  Assistance from Local School Board Php15, 000.  Sponsorship of variety shows  Partnerships with private corporations such as Philex Mines in Tuba for the construction of small infrastructure

Participation in the mentoring sessions is enthused by the revival of Dagyaw system (working together). The officers aver that SGCs have become a medium for fostering closer relationship and better rapport among the stakeholders in schools. Officers are proud in being recognized as important in school governance through their involvement in the SIP preparation and their role in policy formulation. Some of the policies are culturally based like the regulation on “betel-nut chewing” among children from Tuba, Benguet. Other policies are generic and are intended to promote children’s welfare. These are those relating to tardiness, cleanliness of schools, regular meeting of teachers with parents, and use of cell phones.

The problems that SGCs encounter are mostly in fund generation and inability of parents to participate in meetings because of their work.

During the year, the Mentors and Program Officers carried out 69 mentoring sessions, 12 of which were done in the last quarter (Annex C).

SGC Officers from Miag-ao, Iloilo report their accomplishment during the mentoring session.

4.1.8. LSB Mentoring. Handholding the LSBs is crucial particularly for newly elected local officials. The task is more arduous if they are from a party which is different from their predecessors. There is always the danger that past programs may be discontinued.

Fortunately, there are advantages attached from developing a constituency for education. Many stakeholders inform and convince the newly elected officials of the importance of sustaining the education programs. Synergeia faced this situation in Maribojoc, Bohol and in Burgos, La Union. Our Program Officers together with partners gave the new local leaders a courtesy call which served as an orientation to the importance of broadening the membership and functions of Local School Boards, and involving the barangays and SGCs in education reforms. With the help of school and local leaders who have been previously trained by EdGE, the buy-in of new officials is secured. Mayor Roberto Madarang from Burgos even opened the floor for suggestions on how the education program can be strengthened. The Principals responded heartily and expressed their dream to be part of LSB meetings, not just as listeners, but as active participants.

For those who are continuing their political leadership, mentoring sessions are used to monitor and evaluate results of the LSB work. LSBs are constantly trained to use data in monitoring performance and analyzing gaps that need to be addressed. Ms. NingNing Doble and Mr. Eddy Tiongson, our POs, guide the LSBs members from Northern Luzon to analyze the factors for the falling participation rate and the increase in the number of non-readers. Results of past public consultations are brought out to minimize tendencies to start from zero. The LSB discussed which of the factors that were discussed during the 2014 education summit were still relevant and need to be addressed.

 School Factor. malnutrition, absenteeism, poor study habits, laziness, no baon in school, lack of interest, bullying, poor reading and writing skills, and lack of discipline among pupils (51 participants); poor administration and school facilities (3 participants); and unpleasant teachers (3 participants)

 Family factor. Family problems, lack of parent support, child labor, and poverty (44 participants)  Environment / Barangay. Distance of school from house, computer shops, peer pressure, child labor (19 participants)

The Mayor and her LSB from Taraka, Lanao del Sur took the LSB mentoring session to convene all the SGCs and barangay leaders to discuss the problems that came with the siege in Marawi. SGCs identified several problems affecting the schools and they focused on three (3) priorities, namely:

 Lack of school supplies for the children and instructional materials for the teachers because entry to Marawi, and hence to its neighbouring municipalities like Taraka has been restricted.  Influx of Internally Displaced Persons (IDPs) from Marawi City who evacuated to Taraka. The increase of enrolment in the schools  Support for the IDP teachers from Marawi City

The LSB came up with immediate solutions. A P3,000 monthly allowance for each school was given to provide them with maintenance and other operating expenses. The barangays on their part agreed to give P1,500 per quarter to their school to procure instructional materials from Cagayan de Oro City.

The LSB and SGC meeting in Taraka, Lanao del Sur

Regarding the problem of children who have evacuated from Marawi City, temporary Learning Schools (TLS) were provided by UNICEF and Save the Children. The Division of Marawi City has assigned teachers for the IDPs through the support of the Division Superintendent Pharida Sansarona, a long-time Synergeia partner. Gawad Kalinga will establish a central kitchen in Taraka for a feeding program.

Other LSB mentoring such as the one conducted in Parang, and North Upi Maguindano took the nature of planning sessions to coordinate the different activities such as remedial reading, distribution of workbooks, partnership with Grolier Philippines and Smart Communications, and how to obtain the Seal of Good Education Governance. Our Program Officers serve as a coach and a sounding board for the

LSB. These are also occasions where the Mayors ask for specific technical assistance from Synergeia such as the design of training modules for teachers and parents.

The Taraka LSB distributes school supplies to children.

Our Program Officer serves as a coach to the Mayor and Administrator of Paglas on their education programs.

The LSB of Valenzuela treats Synergeia as an “app store”. Regular meetings are taken as “assignment meetings” where the Mayor requests for technical assistance in designing assessment tests, children’s journals, training guides for teachers, lesson plans, and training guides for parents.

4.1.9. Conduct of Remedial reading Programs. We noted with alarm the big number of frustrated readers in schools. In many localities, the number of children who are unable to read well has grown to more than 50% of the students from grade 3 to grade six. Teachers and principals surmise that this has been brought about by a confluence of factors: the birthing pains from the shift to the use of mother tongue; change in curriculum; multifarious work load of teachers (report preparation, gathering of statistics, implementation of the cash transfer program, extracurricular activities, sports competition, a variety of academic and cultural contests) which has cut their actual teaching time. Add to these the lack of instructional materials. Teachers download the materials from the DepEd website and photocopy them at their own expense. The usual problems complicate the learning situation: lack of support from parents, and poor learning conditions.

While DepEd requires teachers to conduct remedial reading sessions, teachers are generally left on their own. They have to navigate the landscape using their own initiative, strategies, and learning materials.

Our initial strategy to help teachers was to prepare a learning module on how to conduct remedial reading. We also prepared a learners’ workbook that provide exercises for students to reinforce the development of reading skills. To reach scale with minimal resources, we trained the principals and supervisors on condition that they will conduct their own in-service training on remedial reading.

This approach was successful in some areas like Iloilo where the Assistant Division Superintendent took upon herself the task of coordinating the roll-out of teachers’ training. However, she needed additional help in training teachers who served as mentors. The Iloilo mentors became peer-mentors not only for the Iloilo teachers but for the teachers from Capiz and Antique.

The Mayor of Paglas, Maguindanao was so concerned about the number of frustrated readers and sponsored a massive training program on remedial reading for all principals and teachers.

In some areas, the principals did not have the capacity and confidence to conduct the training themselves. We also noted that they lack the skills of facilitation and tend to deliver the training through the lecture method. Experience shows us that teachers learn best when they participate in collaborative learning. With the support of the Valenzuela City government, we piloted an interactive and experiential training on remedial reading last summer based on research on how children learn to read. Synergeia decomposed the decoding skills into:

 Phoneme identity  Phoneme isolation  Phoneme categorization  Phoneme blending  Phoneme deletion  Phoneme addition  Phoneme substitution  Phoneme substitution

We designed several activities on how teachers can develop these skills among children. With the success of the Valenzuela experience, we replicated the training program in several divisions. It was a frightful surprise for us that teachers and even principals are not able to say their sounds well and cannot pronounce the words correctly.

We also designed several strategies on how children can comprehend words in addition to the use of pictures and gestures. We developed their capacity to work with synonyms and antonyms, word association, using new words in several contexts, and using the new words repeatedly. The provision of contextual clues is a good strategy but it requires the teachers to have a wide vocabulary. We found this skill insufficient among teachers.

We used story reading to help teachers develop critical thinking skills among children. But a major problem that we encountered is the inability of teachers to frame questions correctly. They have problems in the agreement between subject and predicate, using tenses of verbs correctly, and asking tag questions. They have very little handle on the use of prepositions and articles.

The teachers responded enthusiastically to our two-day training period. Many of them said that “it was the best training they ever got.” We are afraid however that their initial exposure to developing reading skills is so insufficient. They themselves have to be trained how to read with fluency, how to broaden their vocabulary, and how to express their ideas using correct grammar.

Teacher Mentors in Iloilo rolled out the remedial reading training program in their own province, In Capiz, and Antique.

Synergeia plans to conduct further training of teachers on these areas with the support of their Local School Boards. We have done further assessment of the reading skills of children and plan to develop capacity building program on identified difficulties.

We ourselves could not believe that we conducted a total of 62 training workshops with teachers on how they can make children read better. The experience of being up on your feet for 8 hours, guiding them to answer questions instead of telling them how to ask questions, correcting their mistakes in a polite way---these were difficult and tiring. But their word of thanks makes everything worthwhile. Annex D lists the remedial reading training that was conducted for EdGE during the year. The numbers for the last four years of EdGE are as follows:

2,060 schools that are conducting remedial reading programs

221,085 students who are participants of the program and being supported with USG assistance

7,348 primary school educators who complete professional development activities on evidence- based reading instruction with USG assistance 111,700 Teachers Manual on how to teach Remedial Reading and a Student’s Workbook on developing decoding, and comprehension skills, and other learning materials that had been provided with USG assistance

2,046 primary school classrooms that received a complete set of essential reading instructional materials with USG assistance.

The success of the Valenzuela experience is shown by its results. For 20 days last summer, frustrated and instructional readers attended remedial reading sessions in Reading and Mathematics. Their teachers trained in a Teachers’ Camp that used the teaching modules that Synergeia prepared. The students were tested before and after the reading camp and the results are shown in the following tables.

Table 6a. Average Scores of Frustrated and Instructional Readers in Valenzuela City, 2017 (In percent)

Competencies Grade 3 Grade 6 Pre Post Pre Post Total 62.73 82.70 78.80 87.94 Letters and sounds 72.26 89.54 90.73 96.83 Comprehension 63.83 86.23 79.78 92.92 Spelling 54.77 83.68 70.03 91.91 Grammar 55.19 69.79 63.58 69.09 Story Reading 50.53 78.07 70.45 82.95

Table 6b. Percentage of Frustrated and Instructional Readers in Valenzuela City who scored below the Mean, 2017 (In Percent)

Competencies Grade 3 Grade 6 Pre Post Pre Post Letters and sounds 19.05 4.24 2.77 10.14 Comprehension 37.8 10.13 13.20 4.37 Spelling 46.27 11.43 19.10 3.94 Grammar 67 28.90 57.98 30.86 Story Reading 53.07 25.22 43.68 18.70

Table 6c. Number of Pupils who scored 0

Competencies Grade 3 Grade 6 Pre Post Pre Post Letters and sounds 6 3 2 0 Comprehension 6 8 9 3 Spelling 32 25 67 30 Grammar 80 51 136 12 Story Reading 312 106 509 45 Number of students 5727 5468 5922 6112

Except for grammar, the students’ performance improved after having attended the remedial reading camp. The average score of grade 3 students increased from 62.73% to 82.70% while that of grade 6 students increased from 78.80% to 87.94%. Significant strides were achieved in word recognition, comprehension, spelling and story reading. The number of students who scored below the mean decreased except for grammar and word recognition. Although there are still students who got 0 in the post -assessment test, their number has been reduced. The Mayor has directed the continuation of remediation for those who performance is still below the norm.

The results of the remedial reading programs in other EdGE communities will be known by March next year after the children undergo a post-assessment test. It will be conducted under the supervision of the District Supervisors and the Division Superintendents.

4.2. IR2. Increased Transparency and Accountability at the Local Level. EdGE uses three platforms to encourage transparency and to influence local leaders to accept “full” responsibility in providing a better education for children.

1. Holding education summits to make community members aware of how children and schools perform and accept that education is everybody’s business. 2. Dedicate more resources from local funds to improve the learning environment and provide for learners’ needs. 3. Involvement of village leaders in supporting schools and children.

The conduct of education summit has become a practice among LGUs. Fifty-four LGUs conducted education summits in 2017 to continuously inform stakeholders on the progress of children, work of LSBs, and how SEF funds have been disbursed. Our remaining challenge is to encourage the LGUs, particularly the local DepEd to minimize the speeches of local officials, and to allocate more time for workshops.

We monitor LGUs budget and note how resources are devoted to finance performance-related education expenditures. Thirty (30) LGUs reported significant increases in their budget for education in 2017 (Table 7). We note happily that very rural, and poverty-challenged areas like Bongao in Tawi Tawi, Jolo in Sulu, and Lambunao in Iloilo increased their budgetary allocation for education; 142%, 98%, 87%, respectively. While they spend on traditional expenditures such as repair of classrooms and teachers’ salaries, we have observed that they are investing on non-traditional expenditures such as training of teachers, parents, and conduct of remedial reading programs. Datu Paglas spent heavily on teacher- training driven by the Mayor’s passion to improve the reading skills of children. Local chief executives are becoming more performance-oriented and are demanding Return on Investments (ROIs) from school heads in terms of better attendance and achievement scores. A significant addendum is that the Mayors in these towns have been newly elected and have continued the prioritization of education in their development agenda.

Table 7. Local Government Units with Increased Spending on Education, 2013- 2016

Baseline year-budget 2016 budget for for education NAME OF PROVINCE NAME OF LGU] education (in (in thousand thousand pesos) pesos)

1STQUARTER FY2017 NCR VALENZUELA CITY 352,000.0 567,000.0 NCR CALOOCAN CITY 590,700.0 711,200.0 LA UNION SANTOL 491.0 1,060.0 BATANGAS PADRE GARCIA 1,700.0 4,340.0 CAPIZ IVISAN 200.0 360.0 CAPIZ MAMBUSAO 177.0 690.0 ILOILO ALIMODIAN 1,600.0 2,800.0 CEBU ARGAO 1,340.0 1,790.0 MAGUINDANAO DATU PAGLAS 67.0 335.0 2NDQUARTER FY2017 QUIRINO DIFFUN 832.51 1,081.24 ILOILO BALASAN 0.00 656.04 ILOILO ESTANCIA 824.17 1,256.69 ILOILO GUIMBAL 789.36 1,562.58 ILOILO LAMBUNAO 1,824.61 3,408.06 CEBU BALAMBAN 6,971.16 11,576.49 NEGROS OCC. LA CARLOTA CITY 13,975.57 38,663.62 NEGROS OCC. SILAY CITY 23,366.20 36,369.08 NEGROS OCC. BACOLOD CITY 68,604.32 98,755.96 BOHOL ANTEQUERA 622.55 1,563.02 BOHOL MARIBOJOC 188.04 1,298.30 ZAMBOANGA DEL NORTE SIAYAN 688.30 1,122.39 LANAO DEL SUR BALINDONG 119.21 246.72 LANAO DEL SUR TARAKA 94.12 2,614.65 SULU JOLO 749.00 1,482.95 Tawi Tawi BONGAO 455.47 1,103.98 4th QUARTER FY 2017 NCR Navotas City 38,151.10 50,045.98 San Jose de ANTIGUE 2,912.39 5,351.11 Buenavista CEBU Dalaguete 1,778.17 2,504.74 MAGUINDANAO North Upi 1,388.61 1,745.15 MAGUINDANAO Sultan sa Barongis 76.93 307.68

Barangays have been brought closer to schools. They now have a greater stake in the progress of children since many barangay chairmen are also heads of SGCs. More than a hundred barangays (109) devoted increasing resources to support schools in 2017. They shoulder salaries of day care and volunteer teachers, sponsor feeding programs, provide school supplies, and construct basic infrastructure.

4.3. IR3. Increased Participation of Stakeholders in Education Policy Formulation and Implementation

We note that LGUs are increasingly paying attention to the sustainability of their education programs. Thus, improved systems and structures are organized into manuals and translated into Executive Orders, resolutions, and ordinances. These pertain to allocation of expenditures to reading programs so that they can be maintained every year. The expansion of the membership and functions of Local School Boards is institutionalized through local ordinances.

4.3.1. USG-Supported Public –Private Partnerships (PPPs). Four major PPPs were forged to support the goals of EdGE this year:

 Smart Communications provided a Technocart to 8 local government units: San Gabriel and Santol, La Union; Tuba and La Trinidad from Benguet; Dao and Sapian from Capiz; and 2 for the LSB of Lanao del Norte. The cart contains equipment such as a laptop, 20 tablets, a CD projector, pocket wifi, and learning packages. Each cart is worth P200,000 and the PPP is valued at P1.6 million.  Smart Communications sponsored the marketing of the Seal of Good Education governance as well as prizes for the winners. The prizes are worth P1.5 million each; the markers and plaques, P25, 000 and the marketing campaign P900,000. Each winner was given a mobile phone and a cash prize of P30,000 each. In total, the PPP contributed PHp37.86 million to EdGE.  Grolier and Scholastic Books donated children’s books valued at Php18.68 million  Zapanta Foundation underwrote the construction of school buildings in North Upi and Piagapo. The buildings came complete with chairs, toilets and other equipment. In total, the Foundation contributed Php 7.6 million

The other PPPs were with Jollibee Foundation for feeding programs and other charities that supported construction of schools, provision of equipment and reading programs (Table 8).

Table 8. List of PPPs by Municipality FY 2016 - 2017

Province/City/Municipality Partnership Formed Descriptions Amount (Php)

1st Quarter

To bring up quality of education in

Batad, Iloilo NACSEA RELIEF INC. Batad - construction of school 1,800,000.00 building Teodoro Gomeri ES also formed partnership with NAK KARITATIV

Batad, Iloilo NAK KARITATIV To finance some of the school 1,270,000.00 programs and construction of school buildings

Partner in helping Guiwanon ES in Brotherhood of Christian Argao, Cebu organizing and implementing some Businessmen and Professional 150,000.00 of the school projects.

Construction of school buildings / Zapanta Foundation North Upi, Maguindanao classrooms, library and school (Manlapaz Foundation) 2,850,000.00 facilities Zapanta Foundation Reading program - library North Upi, Maguindanao (Manlapaz Foundation) equipped with children's books 950,000.00 Forged a partnership to put in place livelihood project for Synergeia Foundation Hofer Development parents. No amount specified by (For all EdGE sites) Corporation the partner. It provides livelihood training programs. 2nd Quarter

Support to implement the BLT Kitchen Project: San Julian IS - Lead School and satellite school: Jollibee Foundation - Busog- Balwarte ES, San Manuel Sur ES, Agoo, La Union Lusog-Talino San Manuel Norte ES, San Nicolas 1,420,000.00 ES, San Joaquin ES, Sanijubr ES, Agoo West CES, Cubal ES & Sta. Rita ES. (School feeding program) Support to implement the BLT Kitchen Project: Bacnotan CES - Lead School and satellite school: Jollibee Foundation - Busog- Cabaroan ES, Sta. Cruz ES, Baroro Bacnotan, La Union Lusog-Talino ES, Galongen ES, Salincob ES, 1,420,000.00 Quirino ES, Guinabang ES, Paratong ES & Mabanengbeng ES. (school feeding program)

Support to implement the BLT Kitchen Project: Luna CES - Lead Jollibee Foundation - Busog- School and satellite school: Rimos Luna, La Union Lusog-Talino del Norte ES, Cantoria CES, Rimos 1,600,000.00 ES, Barrientos ES & Oaqui ES. (school feeding program)

Storybook development and publication - "Ti Dakkel Nga "The Storytelling Project" Amang"(about the local culture). Luna, La Union headed by Rey Busi The partner will publish the book. 200,000.00 LGU will buy Php 200,000 worth of books.

Zapanta Foundation Construction of a school building in Taraka, Lanao del Sur (Manlapaz Foundation) Malungun ES. 1,900,000.00 Zapanta Foundation Construction of a school building in North Upi, Maguindanao (Manlapaz Foundation) Kabakaba ES. 1,900,000.00

Synergeia Foundation Grolier and Scholastic Books Donation of children's books. 18,680,190.22 3rd Quarter

Forged a partnership with Synergeia for the EdGE sites. The Synergeia Foundation Uniteller Filipino, Inc. budget will be determined once a particular activity is identified.

4th Quarter La Trinidad, Benguet Tuba, Benguet Each was given a package that contains 1 laptop, 20 tablets, l LCD Santol, La Union Smart Communications, Inc. projector, 1 pocket wifi and Batibot 1,600,000.00 San Gabriel, La Union learning application. Total worth Sapian, Capiz of the PPP is Php1.6 Million Dao, Capiz Marketing and Promotion of Seal of Good Governance 900,000.00 Plaque, Cellular Phones and Cash Prizes 960,000.00 Synergeia Foundation Smart Communications, Inc. 24 municipalities received Php1.5 M each of learning and communication facilities as 36,000,000.00 incentives for receiving the Seal of Good Governance

TOTAL AMOUNT 73,600,190.22

Smart Communications supports EdGE

4.3.2. Engaging PTAs with USG Assistance. PTAs are reached by EdGE through two programs:

 Development of governance and management skills through SGC training for PTA officers  Strengthening parenting skills of parent-members through the “Nanay-Teacher” workshop

The training for parents follows the total approach of EdGE’s capacity building programs. They are interactive and use participatory learning. Learning takes place in different forms. Parents learn the “do’s” and “don’ts of parenting using an assessment tool. They then pretend they are small children in role playing activities. They see themselves through the eyes of their children. Do they make time to listen to their stories if they are pre-occupied with work? Do they do their best to provide for their needs? How do they show their children that they are loved? How do they develop self-reliance?

There are practice sessions on how to correct the behaviour of their children using the “I” vs “You” statement. We provide time for story reading to encourage parents to read with their children. The reading of “I love you Forever” by Robert Munsch normally turns out to be an emotional session as parents recall their unconditional love for children. It turns out to be cathartic as well especially for parents whose partners are out of the country or have abandoned them. We discover that parents have stories of their own; i.e. they were battered children before and had uncaring parents. They now struggle to how let go of their traumatic experiences and become better parents.

We try to be results-oriented in all our workshops and parents are encouraged to make commitments on how they can help their children to become better readers. The parents from Talipao, Sulu for example pledged to do the following:

 Check the notebooks of their children regularly and help them with their home assignments  For parents who do not know how to read, it is a time to listen to what their children learned  Set a regular time for storytelling  Be a good example to their children  Translate stories read into the local dialect

The commitments of the parents from Balamban, Cebu on the other hand are all encompassing.

 Parents made a pledge to LOVE their children more  Attend Homeroom/PTA meeting  Monitor their children’s performance and behaviour through regular consultation with their teachers  Entertain teachers during home visitation  Help their children in their school work and motivate them to read more  Guide their children as they grow old to become better citizens  Listen to their children and be sensitive and responsive to their needs  Correct wrong behavior through constructive criticism  Show appreciation of their children’s achievements, big and small

The parenting seminars of EdGE are truly valued by our partners. In many occasions, the Local Chief Executives participate. The LGUs show co-ownership by footing the expenses for venues, and meals of the participants.

Mayor Elmer Untalan of San Jose Antique leads the parenting workshop. He is a new Mayor but is committed to continue the education program that his predecessor has began.

V. Other Significant Activities.

5.1. The 11th National Education Summit. Every summit surpasses the past one in terms of enthusiasm of the participants and results. The summit in 2017 took a big gamble. Instead of inviting popular resource persons, we focused on LCEs and school officials to be the resources themselves. They were asked to share their experiences and transformation in the implementation of EdGE. They discussed the lessons that they learned, the challenges that they have not yet addressed, and their plans for the future. Everybody stayed glued to their seats and nobody left the conference before it ended. They were there from the beginning until the end.

The most controversial panel was the one chaired by Prof. Solita Monsod on the decentralization of basic education. The panel lasted for two hours. She dissected the qualities of a Mayor who is capable of assuming the delivery of basic education, and used Mayor Rex Gatchalian as an example. She tasked Senators Bam Aquino and Sonny Angara with the legislation of the process to give more powers and responsibilities to local governments in this regard.

The participants felt honored with the presence of the top officials of USAID. The USAID Mission Director Mr. Lawrence Hardy II addressed the participants as partners in education and acknowledged their hard work. He stressed the importance of community involvement as it takes a village to raise a child. “Greater community engagement, accountability and transparency in education are the keys to success,” He emphasized that education serves as a driver for development and the elimination of extreme poverty. It creates pathways to better health, economic growth, sustainable environment and peaceful democratic societies.

Mr. Hardy recognized significant successes of LGUs like Lambunao, Iloilo; Santol, La Union; Solano, Nueva Vizcaya; Cagayan de Oro City, Misamis Oriental; Cebu and Tawi-tawi. He also made special mention of Mayor Ramon Piang who personally campaigned for the payment of real property taxes. He acknowledged municipalities in Muslim Mindanao where parents now help their local governments in reducing drop outs. He is hopeful that he would see more and more examples of community involvement in improving education.

His challenge is for the EdGE partners to mainstream the transformation in education governance “and to scale up the best practices that you have evolved.”

Mr. Hardy reiterated that the US government stands and remains committed to supporting the Philippine government in expanding access to inclusive and quality education for all – especially the most marginalized and vulnerable.

5.2. The Ozanam Award. Synergeia was conferred the Ozanam award by the Ateneo de Manila University for its “distinctive and continued service to Filipinos in accordance with the principles of Justice and Charity.” It recognized the unerring devotion and commitment of Synergeia to help the poor.

The award was received by the CEO, Fr. Ben Nebres, SJ, representing the Board of Trustees, Former Mayor Mary Jane Fernando in behalf of the mentors, and Ms. Anjanette Juan who represented the staff.

VI. PERFORMANCE INDICATOR TRACKING TABLE ,

2nd QUARTER OF FY 2016-2017 EDUCATION GOVERNANCE EFFECTIVENESS (EdGE)

Accomplishment Notes Outcomes/Indicator Revised LOP FY 2017 Target % Of Cummulative as Cumulative % of 1ST QRT 2nd QRT 3rd QRT 4th QRT FY 2017 FY 2017 of 4th QRT FY LOP Target FY 2017 FY 2017 FY 2017 FY 2017 Target 2017 Achieved

A B C D F G F G I GOAL

ES.1-3 Number of learners enrolled in the primary schools and/or equivalent non- These are enrollment in municipalities where training 1 2,233,788 693,118 166,810 250,980 133,524 159,035 710,349 102.49% 2,060,851 92.26% school based settings reached with USG for SGCs, parents, and teachers were conducted. education assistance

ACTIVITY OBJECTIVE Number of LSBs and SGCs improved with 2 637 165 122 301 57 114 594 360.00% 1,066 167.35% education governance (custom indicator)

These are SGCs who obtained a rating of 4 in a 5-point LSBs 50 17 9 3 6 1 19 111.76% 51 102.00% assessment scale.

These are SGCs whose performance improved by 2 SGCs 587 148 113 298 51 113 575 388.51% 1,014 172.74% levels from the baseline in a 5-point assessment scale.X17 ES.1-1 Percent of learners who demostrate reading fluency and comprehension of 3 65% 63% grade level text at the end of grade 2 with USG assistnance

Intermediate Results IR 1 - Strengthened government effectiveness for education at the local level

ES. 1-12 Number of education administrators and officials who complete 4 8,326 2,204 503 1,063 692 561 2,819 127.90% 8,941 107.39% professional development activities with USG assistance

There were 1,344 school heads and 105 DepEd officials School Administrators 4,981 1,184 231 548 366 304 1,449 122.38% 5,246 105.32% who participated in the SGC regional workshops in 2017.

146 LSB members participated in the Regional Education Council workshops and were also trained on LSB members 840 136 90 14 33 9 146 107.35% 850 101.19% the functions and operations of School Governing Councils.

Number of schools that conducted These are the number of schools that are conducting 5 remedial reading programs (custom 1,549 294 385 342 78 140 945 321.43% 2,200 142.03% remedial reading programs that are supported by their indicator) local governments.

ES.1-5 Number of learners reached in These are the number of learners who participated in 6 reading programs at the primary level 196,588 60,062 39,964 29,248 15,347 8,188 92,747 154.42% 229,273 116.63% the remedial reading programs that are supported by with USG assistance their local governments. X58 IR1.3. Increased LGU prioritization for education Number of laws, policies, regulations, or guidelines developed or modified to 7 improve primary grade reading 50 3 2 11 4 17 566.67% 64 128.00% programs or increase equitable access (custom indicator) IR2: Increased transparency and accountability at the local level.

Number of LSBs with increased 30 LSBs increased the budget allocation for education 8 spending devoted to education 50 12 9 16 - 5 30 250.00% 68 136.00% by 20% thus pushing the ratio of their education programs (custom indicator) expenditures to total budget by 0.20 percentage points.

Number of barangays with increased 9 local funding devoted to education 250 100 27 65 17 109 109.00% 234 93.60% programs (custom indicator) 109 barangays allocated funds to support schools and learners as a result of their involvement in SGCs. A total of 54 LGUs / schools convened multi-X12 Number of education summits 10 300 50 2 31 11 10 54 108.00% conducted 286 95.33% stakeholders to plan and discuss issues and concerns regarding education. IR3: Increased participation of stake holders in education policy formulation and implementation

21 PPPs were made resutling to construction of school houses; provision of handwashing facilities for schools; provision of laptops, tables and wifi facilities Number of new USG – supported public- in schools. The awarding of the Seal of Good 11 private partnerships (PPPs) formed 50 10 6 6 1 7 21 210.00% 55 110.00% Education Governance which involveda marketing (custom indicator) campaign, provision of plaques, trophies, cash prises, and technology package was sponsored by Smart Communiciations. In 2017, milion were raised from the PPPs.

ES.1-6 Number of primary or secondary In 2017, 6,736 teachers were trained on how to school educators who complete develop reading skills among children: decoding, 12 3,950 3,350 722 936 4,872 206 6,736 201.07% 7,405 187.47% professional develoment activities with comprehension, and critical thinking. Some teaches USG assisantance attended SGC workshops

ES.1-7 Number of primary school educators who complete professional These are teachers who participated in trainings on the 13 development activities on implementing 3,950 3,350 710 922 4,847 200 6,679 199.37% 7,348 186.03% evidence-based reading instruction with conduct of remedial reading classes USG assistance

ES.1-10 Number of primary or secondary textbooks and other teaching and learning 14 62,672 33,120 38,541 19,988 23,619 11,942 94,090 284.09% 123,642 197.28% materials (TLM) provided with USG assistance

ES.1-11 Number of primary school classrooms that received a complete set of 15 2,552 1,800 848 166 280 510 1,804 100.22% 2,556 100.16% essential reading instructional materials with USG assistance

ES.1-13 Number of PTAs or community- The PTA structures were reached through Parents' based school governance structures 16 3,233 2,150 509 924 590 505 2,528 117.58% engaged in primary or secodary education 3,864 119.52% training; the Regional SGC Training, and their supported with USG assistance participation in the 11th National Education Summit

As of Oct. 16, 2017

24 Districts Received the Seal of Good Education Governance

May 3rd, 2017 marked the day Synergeia, in partnership with SMART Communications, launched the Seal of Good Education Governance, which is awarded to outstanding Local Government Units (LGUs) which have measured up in terms of leadership in the implementation and funding of education programs through their Local School Boards (LSBs).

The districts that received The Seal aims to highlight the importance of: 1) the use of metrics in measuring performance; 2) transparency as it empowers communities; 3) accountability for distinction were recognized for performance of both local government and school officials; 4) incentive for their efforts toward communities that make education work; and 5) setting benchmark for excellence in education governance.Winning LGUs each received technology incentive packages empowerment and excellence worth up to P1.5 million from SMART Communications. in education governance. On September 29, 2017, during Synergeia’s 11th National Education Summit, a total of 24 LGUs from across the nation were awarded the seal for their upstanding commitment to education within their communities. From Luzon, there were eight awardees: Valenzuela City (NCR), Bacnotan (La Union), Santol (La Union), Tuba (Benguet), Solano (Nueva Vizcaya), Villaverde (Nueva Vizcaya), Diadi (Nueva Vizcaya), and Diffun (Quirino). Synergeia’s partner LGUs in Visayas earned the most awards with 11 awardees: Balamban (Cebu), Dalaguete (Cebu), Argao (Cebu), Ivisan (Capiz), Dao (Capiz), Lambunao (Iloilo), Cabatuan (Iloilo), Miagao (Iloilo), Alimodian (Iloilo), Concepcion (Iloilo), and Mina (Iloilo). In Mindanao, five LGUs received the seal: Cagayan de Oro (Misamis Oriental), Bongao (Tawi-Tawi), Simunul (Tawi-Tawi), Upi (Maguindanao), and Datu Paglas (Maguindanao).

All these LGUs have seen significant increases in their Cohort Survival Rate, NAT scores, The 24 recipients of the Seal of good education and lowered numbers of frustrated readers or nonreaders since 2013. Santol, Diffun, governance Tuba, Ivisan, and Dalaguete are among the municipalities whose Cohort Survival Rate increased significantly with Santol’s (52% to 81%) and Dalaguete’s (73% to 103%) scores having a 29% and 30% change respectively. As for NAT scores, Villaverde currently holds the highest NAT score with an average of 89.61 percent as of 2017, coming from 77.98 percent in SY 2014.

Each municipality had its own story to share and its best practices that led them to garner this award. For example, the mayor of Bacnotan in La Union is credited as reading mayor who prioritizes literacy and has placed literacy at the forefront of their advocacies. Among the initiatives taken are a mobile library/reading caravan that visits the different areas of the municipality on weekends. LGUs such as Simunul, Alimodian, and Concepcion are unique in that they must also overcome the physical obstacles that could hinder their education. Despite how remote these places are, their LGUs still succeed giving quality education to their students. For many other municipalities, the simple act of being a more hands-on local chief executive can do wonders for the morale of a community.

The winners were all smiles at the event after having seen how their hard work in the field of education was recognized and afterward many of our partner municipalities said that they would aim for higher goals. 40

th Synergeia Holds its 11 National Education Summit

September 28th and 29th marked a great day for education across the nation as local chief executives, educators, and parent leaders all gathered in the Philippine International Convention Center for Synergeia’s 11th National Education Summit. For two days, education, good governance, and making a difference took the center stage as thought leaders in the field of education discuss and reflect on how they were able to make impacts in their own communities.

Continuing from the success of last year’s National Education Summit, which was also held at the Philippine International Convention Center, this year was well- attended by over 400 participants from across the Philippines. Representatives from Synergeia’s partner communities, as well as those in the field of governance and education, attended the event, filling PICC’s meeting room one with much insight and ideas. The event was co-hosted by Dr. Antonio Torralba, the Vice Chairman of Synergeia Foundation, and Councilor Rovin Feliciano of Valenzuela City.

Vice President of the Philippines Leni Robredo graced us with her presence and shared some words with the audience. She delivered a message of perseverance VP Leni Robredo speaking at last year’s National and hope, sharing how there must be a constant push to do better for our Education Summit children, especially those who are in the public school system whose opportunities “Let us continue pushing may be limited. She commended Synergeia as a convener of those who are truly ourselves to the limit because passionate about education reform. She also commended the commitment of local chief executives, administrators, and educators who have committed their the entire country is pinning time and grit to those who need them most and pushed for the continued their hopes on us.” –The improvement of the Philippines’ education system. To end her speech, she reiterated that improvement and being better is not a job that falls on the Honorable Ma. Leonor Gerona shoulders of a single person, but an effort that requires everyone’s cooperation. “ Robredo, Vice President of the Let us continue pushing ourselves to the limit because the entire country is pinning their hopes on us.” Republic of the Philippines The summit closed with the awarding of the Seal of Good Education Governance, which is awarded to outstanding Local Government Units (LGUs) which have measured up in terms of leadership in the implementation and funding of education programs through their Local School Boards (LSBs).

Involving the Parents in Making a difference

Synergeia’s philosophy and approach to education is premised upon the idea that it takes a village to raise a child. Indeed, the bulk of Synergeia’s efforts toward building various districts has included the presence of not just educators, but the local government units as well. Another major component is the inclusion of the parents in helping the children succeed. After all, learning, while

Synergeia holds a Parent- done largely at school becomes more successful when reinforced at home. Leaders training session in In August, the municipality of San Jose in Antique held a Parent Leaders training session San Jose, Antique to help teach parents how they could be more involved with their children’s education.

The activity began with a sharing on what practices were already being done at home. Two mothers started sharing one after the other. They both have OFW husband. The first shared about her difficulty in disciplining her children. She emphasized that she has to muster enough patience to discipline her children especially those in the puberty stage. She cited an incident before she left the house. Her child who really wanted to practice driving bumped their car in their garage that caused dent on front portion of the vehicle. Another OFW mother said that his kids have the tendency to scatter their things around the house. A father stood up and shared his parenting style. For him the best way to hone the values of the children was to read bible stories to them because in the process the love for reading was being developed. Parents preparing for their skit Synergeia also became privy to the issues and problems faced by the parents when it Teaching parents how to came to their homes lives and their children. For example: A mother of three whose take on more active roles children are not her biological children affirmed the difficulties in parenting especially of in the children’s children coming from different family backgrounds. She was crying as she shared her education. woes with her three children and her struggles on how to make them at peace with each other. She was grateful though that this training provided her some simple ways of dealing with her children as shared by some parents.

One of the cornerstones of the training session was the story “I Love You Forever” by Robert Munsch, a story about how a mother remained devoted to her child throughout all the years of his life. The story served as a reminder of what the parents were working for and why it was important to be engaged and involved in their children’s lives.

IX. Plans for the Next Quarter

We will pursue with vigor the training of SGCs to take them to Level 3. To stretch our resources, we will hold mentoring sessions in the different sites instead of convening large regional workshops. This will allow us to save on accommodation expenses.

We will work with LSBs and LGUs to help answer the costs of training teachers and parents. We have revised our parent’s module to include a session that will help them understand how reading skills can be developed among children.

We are following the advice of the USAID Mission Director to scale up the best practices and processes of EdGE. We are working with Valenzuela City to systematize the “Lakbay Aral” (Study Tours) of LGUs who would like to learn from their 360 degrees Education Investment Program. LSB members who have expressed interest on EdGE will be invited to Regional Education Council meetings. The Mayor has graciously accepted the request of other LSBs to copy the instructional materials that they have prepared on remedial reading and parenting. We will be devoting some resources to manualize our capacity building programs and put them on the web.

The Mayor of General Santos, Mayor Ronnel Rivera is one of the many Mayors who has been inspired by EdGE and will adopt it. He attended the Regional Education Council meeting that was chaired by a Synergeia Trustee, Former Governor Miguel Dominguez.

Synergeia Foundation Calendar of Activities Oct-17

Date Estimated Activities Municipality/City (LGU) No. of Participants Proposed Venue From To Participants

4-Oct 6-Oct SGC Monitoring & Mentoring Balamban, Cebu 15 SGC officers TBA

9-Oct 9-Oct SGC Monitoring & Mentoring Maasin, Iloilo 93 SGC officers Maasin Central School Training of Teachers Facilitators Butong Training Center, 10-Oct 13-Oct Argao, Cebu 14 Teachers and Principals for the Parents Training Argao LSB, School heads, SGC SGC/ LSB/Remedial Reading 12-Oct 12-Oct Sta. Fe, Nueva Vizcaya 63 Presidents, Sta. Fe Municipal Hall Monitoring & Mentoring Barangay/Parent leaders London Beach Hotel & Resort, 13-Oct 14-Oct Training on Remedial Reading Datu Paglas (Batch 2) 120 Teachers and Principals GenSan LSB, School heads, SGC SGC/ LSB/Remedial Reading 13-Oct 13-Oct Kayapa, Nueva Vizcaya 140 Presidents, TBD Monitoring & Mentoring Barangay/Parent leaders Butong Training Center, 16-Oct 20-Oct Training of Parent-Leaders Argao, Cebu 70 Parents, teachers Argao 18-Oct 18-Oct Training on Remedial Reading Parang 300 Teachers and Principals Parang , Maguindanao School Heads, PTA and 18-Oct 18-Oct On-site SGC Workshop Santol, La Union 55 Santol, La Union Barangay Leaders School Heads, PTA and 19-Oct 10/189/2017On-site SGC Workshop Tuba, Benguet 100 Tuba, Benguet Barangay Leaders Roll-out of Teachers' Training on San Fernando City, La 19-Oct 19-Oct TBD Grade 2-6 Reading teachers San Fernando City Hall Remedial Reading Union 24-Oct 26-Oct SGC Monitoring & Mentoring Dalaguete, Cebu 18 SGC officers Dalaguete District ES 26-Oct 27-Oct Parent Leaders Training Batad, Balasan 83 Parent leaders per school Batad Central School School Heads, PTA and 26-Oct 27-Oct Onsite SGC Worskhop Silay City 102 Silay City Barangay Leaders

Synergeia Foundation Calendar of Activities Nov-17

Estimated No. Period/Date Activities Municipality/City (LGU) Participants Proposed Venue Of Participants 6 -17 Monitoring of Remedial Victorias and Silay City Victorias 19 School heads and school School based Reading and data collection schools Silay 32 children (on site) schools 7 SGC on-site monitoring Maasin 93 pax Tree (3) parent leaders per Maasin Central School school 7 LSB and SGC Monitoring and Kapatagan 30 pax School Heads, PTA, Kapataga, LDS Mentoring stakeholders and Barangay Leaders 8 LSB and SGC Monitoring and Datu Paglas 30 pax School Heads, PTA, Mentoring stakeholders and Barangay Leaders 7-10 LSB-PMT Meeting/SGC Balamban 15 pax (LSB) Mayor, LSB-PMT(District Conference Room, Mentoring Monitoring 6 SGC Officers Supervisors,Budget SB; Balamban Municipal per school SGC Officers Bldg. 8 Parent Leaders Training Lambunao 108 pax Two (2) parent-leaders per Lambunao Central school School 13 SGC Level 3 Workshop Diadi, N. Vizcaya 65 pax School Heads, SGC Nueva Vizcaya On-site Presidents, Barangay Captain, PTAs/Parent Leaders 15-17 School Based-Parents Balamban District 1 100 pax Parent leaders Balamban District 1 Training/Follow-up Remedial Reading Action Plan 16 SGC Level 3 Workshop Bacnotan, La Union 60 pax School heads, SGC Bacnotan, La Union On-site Presidents, Brgy Captain or chair committee on Educ 16-17 SGC Level 3 Workshop Cabatuan 114 pax School heads, SGC Cabatuan Multi- On-site Presidents, Brgy Captain or purpose Hall chair committee on Educ 17 SGC Level 3 Workshop San Gabriel, La Union 50 pax School heads, SGC San Gabriel, La Union On-site Presidents, Brgy Captain or chair committee on Educ 22-24 Follow-up/Monitor Remedial Dalaguete District 1 22 pax Dalaguete District 1/District Dalaguete Central Reading Action Plans Supervisors /School Heads Elem. School

23 SGC Level 3 Workshop Bongao & Simunul, Bongao 132 pax School heads, SGC Notre Dame of Bongao On-site Tawi Tawi Simunul 69 pax Presidents, Brgy Captain or Gymnasium chair committee on Educ 23-24 SGC Level 3 Workshop Maribojoc, Bohol TBD School heads, SGC TBD On-site Presidents, Brgy Captain or chair committee on Educ

Synergeia Foundation Calendar of Activities Dec-17

Estimated No. Period/Date Activities Municipality/City (LGU) Participants Proposed Venue Of Participants

6-8 Synergeia Strategic Planning 40 Synergeia Mentors & Staff TBD Workshop 12-13 SGC Level 3 Workshop North Upi 110 School Heads, SGC North Upi Gymnasium On-site Presidents, Barangay Captain, PTAs/Parent Leaders 14 Parent Leaders Training Lemery 56 Parent Leaders Lemery Central School 15 Parent Leaders Training San Enrique 60 Parent Leaders San Enrique Central School 22 Parent Leaders Training Guimbal 48 Parent Leaders Guimbal Central School

ANNEX A SCHOOL GOVERNING COUNCIL (SGC) TRAININGS

ATTENDANCE DATE ACTIVITY TITLE VENUE SHEETS FROM TO TOTAL

(2ND LEVEL) - DATU PAGLAS AND GEN. SK Family Country Hotel, General Sntos 10/12/2016 10/13/2016 119 PENDATUN, MAGUINDANAO City

The Mallberry Suites Business Hotel, (2ND LEVEL) - CAGAYAN DE ORO CITY, MISAMIS 11/08/2016 11/09/2016 Limketkai Center, Cagayan De Oro 200 ORIENTAL City, Misamis Or.

(2ND LEVEL) - NORTH UPI AND PAGLAT, 11/23/2016 11/24/2016 Apo View Hotel, Davao City 141 MAGUINDANAO

(1ST AND 2ND LEVEL) - DUMANGAS AND MAASIN, Sarabia Manor Hotel and Convention 11/28/2016 11/29/2016 189 ILOILO Center, Iloilo

(2ND LEVEL) - LUNA AND SAN GABRIEL , LA UNION 01/05-/2017 01/06-/2017 Azurroh Hotel, Angeles, Pampanga 97

(2ND LEVEL) - BALINDONG, KAPATAGAN AND Country Village Hotel, Cagayan de Oro 01/24-/2017 01/25-/2017 170 TARAKA, LANAO DEL SUR City

Sarabia Manor Hotel and Convention (2ND LEVEL) - LAMBUNAO AND PAVIA, ILOILO 01/31-/2017 02/01/2017 191 Center, Iloilo

(2ND LEVEL) - BACOLOD CITY AND VICTORIAS CITY, L'Fisher Hotel, Bacolod, Negros 02/09-/2017 02/10-/2017 222 NEGROS OCCIDENTAL Occidental

(2ND LEVEL) - LA CARLOTA CITY AND SILAY CITY, L'Fisher Hotel, Bacolod, Negros 02/20-/2017 02/21-/2017 166 NEGROS OCCIDENTAL Occidental

(2ND LEVEL) - BALAMBAN AND DALAGUETE, CEBU 02/23-/2017 02/24-/2017 Montebello Villa Hotel, Cebu City 120

Centennial Resort Hotel and (2ND LEVEL) - ALIMODIAN AND MIAG-AO, ILOILO 03/02-/2017 03/03-/2017 165 Convention Center, Iloilo City

(2ND LEVEL) - PAGALUNGAN AND PARANG, 03/09-/2017 03/10-/2017 Apo View Hotel, Davao City 152 MAGUINDANAO

(2ND LEVEL) - AGOO AND BACNOTAN, LA UNION 03/21-/2017 03/22-/2017 Azurroh Hotel, Angeles, Pampanga 97

(2ND LEVEL) - CABATUAN, GUIMBAL AND SAN 03/30-/2017 03/31-/2017 Diversion 21 Hotel, Iloilo City, Iloilo 200 ENRIQUE, ILOILO

Sarabia Manor Hotel and Convention (2ND LEVEL) - ESTANCIA, LEON AND MINA ILOILO 04/18-/2017 04/19-/2017 159 Center, Iloilo

(1ST AND 2ND LEVEL) - BONGABONG, ORIENTAL West Suites Hotel, West Avenue, 05/04-/2017 05/05-/2017 97 MINDORO Quezon City

(2ND LEVEL) - SANTOL, LA UNION AND DIFFUN, 05/11-/2017 05/12-/2017 Azurroh Hotel, Angeles, Pampanga 146 QUIRINO

DATE ACTIVITY TITLE VENUE FROM TO

(2ND LEVEL) - BALAMBAN AND DALAGUETE, CEBU 05/22-/2017 05/23-/2017 Montebello Villa Hotel, Cebu City

(2ND LEVEL) - VALENZUELA CITY 05/30-/2017 05/31-/2017 Manila Pavilion Hotel, Valenzuela City

(2ND LEVEL) - AJUY, BATAD AND BAROTAC VIEJO, Centennial Resort Hotel and 05/30-/2017 05/31-/2017 ILOILO Convention Center, Iloilo City

(2ND LEVEL) - CONCEPCION & LEMERY, ILOILO 6/29/2017 6/30/2017 Grand Xing Imperial Hotel, Iloilo City

(2ND LEVEL AND A BIT OF 3) - CITY OF SAN 07/20-/2017 07/21-/2017 Azurroh Hotel, Angeles, Pampanga FERNANDO, LA UNION

(2ND LEVEL AND A BIT OF 3) - ARGAO, CEBU 07/25-/2017 07/26-/2017 Montebello Villa Hotel, Cebu City

(2ND LEVEL AND A BIT OF 3) - DAO AND 07/27-/2017 07/28-/2017 Grand Xing Imperial Hotel, Iloilo City IVISAN, CAPIZ

(LEVEL 3) - CITY OF VICTORIAS AND LA L'Fisher Hotel, Bacolod, Negros 08/10-/2017 08/11-/2017 CARLOTA CITY, NEGROS OCCIDENTAL Occidental

(LEVEL 3) - DATU PAGLAS AND PARANG, 08/23-/2017 08/24-/2017 Apo View Hotel, Davao City MAGUINDANAO

(LEVEL 3) - LAMBUNAO AND MINA, ILOILO 08/29-/2017 08/30-/2017 Grand Xing Imperial Hotel, Iloilo City

TOTAL

ANNEX B

ANNEX C

MONITORING AND MENTORING / ASSESSMENT OF LSB

MAASIN, ILOILO 10/12/2016 10/12/2016 SB Session Hall, Maasin, Iloilo 13

MARIBOJOC, BOHOL 12/23/2016 12/23/2016 Mayor's Office, Maribojoc, Bohol 17

DUMANGAS, ILOILO 01/09/2017 01/09/2017 Municipal Building, Dumangas, Iloilo 14

Ernesto L. Umali Gymnasium, BONGABONG, OR. MINDORO 01/25/2017 01/25/2017 12 Bongabong Or. Mindoro

DIFFUN, QUIRINO 02/01/2017 02/01/2017 Diffun, Quirino 11

KAYAPA, NUEVA VIZCAYA 02/21/2017 02/22/2017 Kayapa, Nueva Vizcaya 16

SAN GABRIEL, LA UNION 03/30-/2017 03/30/2017 Municipal Hall, San Gabriel, La Union 19

TALIPAO, SULU 04/05-/2017 04/05-/2017 Talipao Municipal Hall, Talipao, Sulu

LUNA, LA UNION 04/08-/2017 04/08-/2017 Luna People's Hall, Luna, La Union 19

Conference Room Municipal Hall, ANTEQUERA, BOHOL 06/21-/2017 06/21-/2017 15 Antequera, Bohol Conference Room Municipal Hall, MARIBOJOC, BOHOL 06/22-/2017 06/22-/2017 16 Maribojoc, Bohol Burgos Municipal Hall, Burgos, La BURGOS, LA UNION 07/05-/2017 07/05-/2017 20 Union Municipality of North Upi, Datu Paglas, NORTH UPI, DATU PAGLAS and PARANG 7/11/2017 7/13/2017 30 and Parang BALINDONG and TARAKA, LANAO DEL SUR 7/28/2017 7/28/2017 Municipality of Balindong and Taraka 12

BURGOS, LA UNION 08/19-/2017 08/19-/2017 Burgos, La Union 10

TOTAL 224

MONITORING AND MENTORING / ASSESSMENT OF SGC

LEMERY, ILOILO 10/27-/2016 10/27/2016 Lemery Muncipal Gym, Iloilo 92

SAN ENRIQUE, ILOILO 10/28/2016 10/28/2016 San Enrique ES, Iloilo 65

ARGAO, CEBU 11/14-/2016 11/18-/2016 Argao, Cebu 133

MARIBOJOC, BOHOL 11/15/2016 12/28/2016 Maribojoc, Bohol 121

PAVIA, ILOILO 11/23-/2016 11/23/2016 Pavia CES, Pavia, Iloilo 44

SI-AYAN, ZAMBOANGA DEL NORTE 11/24-/2016 11/24-/2016 Siayan, Zamboanga del Norte 66

MINA, ILOILO 11/25-/2016 11/25/2016 Mina Central School, Mina, Iloilo 40

DUMINGAG I, ZAMBOANGA DEL SUR 11/29-/2016 11/29/2016 Dumingag, Zamboanga Del Sur 75

DUMINGAG II, ZAMBOANGA DEL SUR 11/30-/2016 11/30/2016 Dumingag, Zamboanga Del Sur 60

MINA AND PAVIA, ILOILO 12/03-/2016 12/03/2016 Casa Real de Iloilo, Iloilo 55

Tubig Indangan District Conference TUBIG INDANGAN, SIMUNUL, TAWI-TAWI 12/23-/2016 12/23-/2016 15 Hall, Simunul, Tawi-Tawi Hadji Usman Dumahal MES, Simunul, WEST SIMUNUL, TAWI-TAWI 12/24-/2016 12/24-/2016 31 Tawi-Tawi Panglima Allian ES, Manuk-Mangkaw, MANUK-MANGKAW, TAWI-TAWI 12/25-/2016 12/25-/2016 28 Simunul

BONGAO CENTRAL, TAWI-TAWI 12/27-/2016 12/27-/2016 Bongao ES, Bongao, Tawi-Tawi 26

ANTEQUERA, BOHOL 12/27-/2016 12/27-/2016 Antequera, Bohol 30

Tubig Tanah Barangay Hall, Bongao I, BONGAO I, TAWI-TAWI 12/28-/2016 12/28-/2016 26 Tawi-Tawi Panglima Arasia Social Hall, Bongao, BONGAO II, TAWI-TAWI 12/29-/2016 12/29-/2016 39 Tawi-Tawi Panglima Annao ES Conference Hall, BONGAO III, TAWI-TAWI 12/30-/2016 12/30-/2016 33 Bongao, Tawi-Tawi

BOOD PS, GUIWANON ES AND LAGTANGON ES , 01/12-/2017 01/12-/2017 Maribojoc, Bohol 31 MARIBOJOC, BOHOL

BAYACBAC ES AND CANDAVID ES, MARIBOJOC, 01/13-/2017 01/13-/2017 Maribojoc, Bohol 27 BOHOL

MIAGAO EAST, ILOILO 01/20-/2017 01/20-/2017 MOB, Miagao, Iloilo 49

CONCEPCION, ILOILO 01/26-/2017 01/26-/2017 Concepcion CS, Concepcion, Iloilo 124

DIFFUN, QUIRINO 02/08-/2017 02/08-/2017 Diffun, Quirino 138

MONITORING AND MENTORING / ASSESSMENT OF SGC

SANTOL, LA UNION 02/09-/2017 02/09-/2017 Santol, La Union 64

ANTEQUERA CES, CANLAAS ES, QUINAPON-AN PS 02/15-/2017 02/15-/2017 Antequera, Bohol 38 AND UBUJAN-TAGUBAAS ES, ANTEQUERA, BOHOL

BANTOLINAO ES, BUNGAHAN ES, VIGA PS AND 02/16-/2017 02/16-/2017 Antequera, Bohol 44 VILLA AURORA PS, ANTEQUERA, BOHOL

KAYAPA, NUEVA VIZCAYA 02/21-/2017 02/21-/2017 Kayapa, Nueva Vizcaya 155

Raul V. Cosing MES, Barotac Viejo, BAROTAC VIEJO, ILOILO 02/24-/2017 02/24-/2017 132 Iloilo

CITY OF SAN FERNANDO, LA UNION 02/24-/2017 02/24-/2017 City of San Fernando, La Union 104

CABATUAN I, ILOILO 03/09-/2017 03/09-/2017 Cabatuan CES, Cabatuan, Iloilo 60

CABATUAN II, ILOILO 03/10-/2017 03/10-/2017 Tiring CS, Cabatuan, Iloilo 60

FELISA ES AND HANDUMAN I AND II ES, BACOLOD Handumanan ES II, Barangay 03/13-/2017 03/13-/2017 15 CITY, NEGROS OCCIDENTAL Handumanan, Negros Occidental

DON I. NESSIA SR. ES, F.R. FLORES ES AND SUM-AG Sumag ES, Barangay Sum-ag, Negros 03/13-/2017 03/13-/2017 15 ES, BACOLOD CITY, NEGROS OCCIDENTAL Occidental

MARIANO MEDALLA IS, PAHANOCOY BAYBAY ES, R. Medel ES, Barangay Tangub, Bacolod AND VILLA ESPERANZA ES, BACOLOD CITY, NEGROS 03/14-/2017 03/14-/2017 15 City, Negros Occidental OCCIDENTAL

DON JOSE R. TORRES ES, RIZAL ES AND SPED, Rizal ES, Barangay 16, Bacolod City, 03/14-/2017 03/14-/2017 8 BACOLOD CITY, NEGROS OCCIDENTAL Negros Occidental

EDUCATION AND TRAINING CENTER SCHOOL (ETCS) ETCS ES, Barangay 16, Bacolod City, 03/15-/2017 03/15-/2017 17 I-III, BACOLOD CITY, NEGROS OCCIDENTAL Negros Occidental

MONTEVISTA ES, ESTEFANIA ES AND ISLA ES - Estafania ES, Barangay 16, Bacolod City, 03/15-/2017 03/15-/2017 14 EXTENSION, BACOLOD CITY, NEGROS OCCIDENTAL Negros Occidental

MANDALAGAN ES, ALFREDO M. MONTELIBANO C.L. Montelibano ES, Barangay SR. ES AND DOÑA CORAZON L. MONTELIBANO ES, 03/16-/2017 03/16-/2017 Villamonte, Bacolod City, Negros 10 BACOLOD CITY, NEGROS OCCIDENTAL Occidental

A. MABINI ES AND GRACIANO LOPEZ JAENA ES, G..Lopez Jaena ES, Barangay 31, 03/16-/2017 03/16-/2017 11 BACOLOD CITY, NEGROS OCCIDENTAL Bacolod City, Negros Occidental

ABKASA ES, BATA ES I AND BATA ES II, BACOLOD Bata ES I, Barangay Bata, Bacolod City, 03/17-/2017 03/17-/2017 15 CITY, NEGROS OCCIDENTAL Negros Occidental

ABES I-II AND BANAGO ES I-II, BACOLOD CITY, ABES I, Barangay 4, Bacolod City, 03/17-/2017 03/17-/2017 18 NEGROS OCCIDENTAL Negros Occidental

SAN VICENTE PS, MARIBOJOC, BOHOL 03/17-/2017 03/17-/2017 San Vicente PS, Maribojoc, Bohol

MONITORING AND MENTORING / ASSESSMENT OF SGC

ALBERTO D. ARCEO SR. ES AND R. ALUNAN ES, R. Alunan ES, Barangay Alanginan, 03/20-/2017 03/20-/2017 10 BACOLOD CITY, NEGROS OCCIDENTAL Bacolod City, Negros Occidental

ANTONIO L. JAYME ES, JOSE J. GONZAGA, ES, PAGLAUM VILLAGE ES, KABUGWASON ES AND A.L. Jayme ES, Barangay Mansilingan, 03/21-/2017 03/21-/2017 12 VISTA ALEGRE ES, BACOLOD CITY, NEGROS Bacolod City, Negros Occidental OCCIDENTAL

DON CRISPINO V. RAMOS ES, DON LUIS C.V. Ramos ES, Barangay Taculing, PUENTEVELLA ES AND DOÑA E. J. GARCIA ES, 03/21-/2017 03/21-/2017 19 Bacolod City, Negros Occidental BACOLOD CITY, NEGROS OCCIDENTAL

FERNANDO F. GONZAGA ES, PATRICIA HOMES ES Patricia Homes ES, Barangay Granada, AND VISTA ALEGRE GRANADA RELOCATION ES, 03/21-/2017 03/21-/2017 11 Bacolod City, Negros Occidental BACOLOD CITY, NEGROS OCCIDENTAL

CANSIBUAN PS, DANAO PS, TABUAN PS AND CAN- 03/30-/2017 03/30-/2017 Antequera, Bohol 55 OMAY PS, ANTEQUERA, BOHOL

ANGELAN ES, BICAHAN PS, BITAUGAN PS, STO. 03/31-/2017 03/31-/2017 Antequera, Bohol 48 ROSARIO AND TUPAZ ES, ANTEQUERA, BOHOL

SAPIAN, CAPIZ 04/28-/2017 04/28-/2017 Sapian CS, Sapian, Capiz 77

BAROTAC VIEJO, ILOILO 04/28-/2017 04/28-/2017 Barotac Viejo, Iloilo 136

SAN GABRIEL, LA UNION 06/20-/2017 06/20-/2017 San Gabriel CES, San Gabriel, La Union 14

Victorias ES, Victorias, Negros VICTORIAS CITY, NEGROS OCCIDENTAL 06/20-/2017 06/20-/2017 84 Occidental

SANTOL, LA UNION 06/28-/2017 06/28-/2017 Santol Municipal Hall, Santol, La Union 26

La Carlota ES, La Carlota City, Negros LA CARLOTA CITY, NEGROS OCCIDENTAL 06/28-/2017 06/28-/2017 113 Occidental Bacnotan Municipal Hall, Bacnotan, La BACNOTAN, LA UNION 06/29-/2017 06/29-/2017 86 Union

LUNA, LA UNION 06/29-/2017 06/29-/2017 Luna Municipal Hall, Luna, La Union 22

MONITORING AND MENTORING / ASSESSMENT OF SGC

AGOO, LA UNION 06/30-/2017 06/30-/2017 Agoo Municipal Hall, Agoo, La Union 94

07/03, 04, 18, 19, SILAY, NEGROS OCCIDENTAL 07/21-/2017 Silay City, Negros Occidental 253 20/2017

BURGOS, LA UNION 07/05-/2017 07/05-/2017 Burgos, La Union 20

MARIBOJOC, BOHOL 07/21-/2017 07/21-/2017 Maribojoc, Bohol 85

ANTEQUERA, BOHOL 08/09-/2017 08/09-/2017 Antequera, Bohol 42

TUBA, BENGUET 08/18-/2017 08/18-/2017 Tuba, Benguet 57

BURGOS, LA UNION 08/19-/2017 08/19-/2017 Burgos, La Union 33

LUNA, LA UNION 08/26-/2017 08/26-/2017 Luna, La Union 108

SANTOL, LA UNION 08/31-/2017 08/31-/2017 Santol, La Union 15

ARGAO, CEBU 09/06-/2017 09/06-/2017 Argao, Cebu 99

CITY OF VALENZUELA 09/06-/2017 09/06-/2017 Valenzuela City 146

BALINDONG and TARAKA 9/13/2017 9/15/2017 Balindong and Taraka 46

TOTAL 3854

ANNEX D TRAINING FOR SCHOOL HEADS/TEACHERS ON REMEDIAL READING

DATU PAGLAS AND GEN. SK PENDATUN, Family Country Hotel, General Sntos 10/12-/2016 10/12-/2016 45 MAGUINDANAO City

ALIMODIAN CENTRAL SCHOOL - ALIMODIAN I, 10/13-/2016 10/14/2016 Alimodian CES, Alimodian, Iloilo 65 ILOILO

ALIMODIAN II, ILOILO 10/14-/2016 10/15/2016 Alimodian, Iloilo 59

CABATUAN, ILOILO 10/27-/2016 10/28/2016 Tiring ES, Cabatuan, Iloilo 194

GUIMBAL, LEON, MAASIN, MINA AND PAVIA, 11/03-/2016 11/03-/2016 Casa Real de Iloilo, Iloilo 48 ILOILO

CARLES, CONCEPCION, DUMANGAS, LEMERY AND 11/04-/2016 11/04-/2016 Casa Real de Iloilo, Iloilo 51 SAN ENRIQUE, ILOILO

BALASAN, BATAD, BAROTAC VIEJO, ESTANCIA AND 11/05-/2016 11/05-/2016 Casa Real de Iloilo, Iloilo 48 ILOILO CITY, ILOILO

The Mallberry Suites Business Hotel, CAGAYAN DE ORO CITY, MISAMIS ORIENTAL 11/08-/2016 11/08-/2016 Limketkai Center, CDO City, Misamis 76 OrIental

NORTH UPI AND PAGLAT, MAGUINDANAO 11/23-/2016 11/23-/2016 Apo View Hotel, Davao City 51

MIAGAO EAST, ILOILO 11/24-/2016 11/25-/2016 Miagao CES, Miagao, Iloilo 78

Sarabia Manor Hotel and Convention DUMANGAS AND MAASIN, ILOILO 11/29/2016 11/29/2016 67 Center, Iloilo

Conference Room, Miagao West CES, MIAGAO WEST, ILOILO 12/16-/2016 12/17/2016 95 Miagao, Iloilo

SAN GABRIEL AND LUNA, LA UNION 01/05-/2017 01/05-/2017 Azurroh Hotel, Angeles, Pampanga 34

Joan Miro/Dali, Sulo Riviera Hotel, NORTHERN LUZON SITES 01/09-/2017 01/10-/2017 51 Diliman, Quezon City

DAO, IVISAN, MAMBUSAO EAST AND WEST AND 01/14-/2017 01/14-/2017 Nesta's Hilltop Hotel, Roxas City, Capiz 55 SA-PIAN, CAPIZ

BALINDONG, KAPATAGAN AND TARAKA, LANAO Country Village Hotel, Cagayan de Oro 01/24-/2017 01/24-/2017 59 DEL SUR City

Sarabia Manor Hotel and Convention LAMBUNAO AND PAVIA, ILOILO 01/31-/2017 01/31-/2017 69 Center, Iloilo

DAO, CAPIZ 02/04-/2017 02/04-/2017 Dao ES, Dao, Capiz 90

02/04,11,18- 02/04,11,18- Solano East Central School - SPED SOLANO I, NUEVA VIZCAYA, 117 /2017 /2017 Center, Solano, Nueva Vizcaya

02/04,11,18- 02/04,11,18- Solano East Central School - SPED SOLANO II, NUEVA VIZCAYA, 106 /2017 /2017 Center, Solano, Nueva Vizcaya 56

TRAINING FOR SCHOOL HEADS/TEACHERS ON REMEDIAL READING

BACOLOD CITY, CITY OF VICTORIAS, LA CARLOTA CITY, L'Fisher Hotel, Bacolod, Negros 02/08-/2017 02/08-/2017 20 AND SILAY CITY, NEGROS OCCIDENTAL Occidental

02/11,18,03/04/2 02/11,18,03/04/ BACNOTAN, LA UNION Municipal Hall, Bacnotan, La Union 169 017 2017

IVISAN, CAPIZ 02/17-/2017 02/17-/2017 Ivisan ES, Ivisan, Capiz 112

BALAMBAN I AND DALAGUETE I, CEBU 02/23-/2017 02/23-/2017 Montebello Villa Hotel, Cebu City 38

Raul O.V. Causing MS, Barotac Viejo, BAROTAC VIEJO, ILOILO 02/23-/2017 02/23-/2017 136 Iloilo Corooy ES Multii-purpose Hall, Santol, SANTOL, LA UNION 02/27-/2017 02/28-/2017 132 La Union

PAGALUNGAN AND PARANG, MAGUINDANAO 03/09-/2017 03/09-/2017 Apo View Hotel, Davao City 52

BACOLOD CITY, LA CARLOTA CITY, SILAY CITY AND L'Fisher Hotel, Bacolod, Negros 03/09-/2017 03/10-/2017 51 VICTORIAS CITY - NEGROS OCCIDENTAL Occidental

MAMBUSAO WEST, CAPIZ 03/11-/2017 03/11-/2017 Mambusao, Capiz 70

LA TRINIDAD, BENGUET 03/13-/2017 03/14-/2017 La Trinidad, Benguet

PADRE GARCIA, BATANGAS 03/14-/2017 03/14-/2017 Padre Garcia, Batangas 8

TRAINING FOR TEACHERS ON REMEDIAL READING - 03/22-/2017 03/23-/2017 Crystal Inn, Iligan City 14 TARAKA AND BALINDONG, LANAO DEL SUR

AVR, Valenzuela City Hall, Valenzuela VALENZUELA CITY 3/29/2017 3/30/2017 100 City

VALENZUELA CITY 03/30-/2017 03/30-/2017 Splash Mountain, Los Banos, Laguna 295

Fr. Masterson, Road, Upper Building, CAGAYAN DE ORO CITY 04/10-/2017 04/11-/2017 145 Cagayan de Oro City

AGOO, LA UNION 04/17-/2017 04/19-/2017 Agoo Municipal Hall, La Union 183

Jose C. Locsin Civic and Cultural SILAY CITY, NEGROS OCCIDENTAL 04/18-/2017 04/19-/2017 291 Center, Silay City, Negros Occidental

SOLANO, NUEVA VIZCAYA (23 SCHOOLS) 04/20-/2017 04/-21/2017 Solano, Nueva Vizcaya

LA CARLOTA NORTH ES, LA CARLOTA CITY, NEGROS La Carlota North ES, La Carlota City, 04/20-/2017 04/21-/2017 215 OCCIDENTAL Negros Occidental

VALENZUELA CITY 5 - 04/27-/2017 04/27-/2017 VCCPA Auditorium, Valenzuela City 830

VALENZUELA CITY 5 - 04/28-/2017 5 - 04/28-/2017 VCCPA Auditorium, Valenzuela City 209

VALENZUELA CITY 5 - 04/28-/2017 5 - 04/28-/2017 Splash Mountain, Los Banos, Laguna 295

SAN GABRIEL, LA UNION 5 - 05/03-/2017 5 - 05/05-/2017 San Gabriel, la Union 101

TRAINING FOR SCHOOL HEADS/TEACHERS ON REMEDIAL READING Villaverde Central Gym, Villaverde, VILLAVERDE, NUEVA VIZCAYA 05/03-/2017 05/05-/2017 82 Nueva Vizcaya NEAP D, SDO, Cabarroguis, Diffun, DIFFUN, QUIRINO 05/22-/2017 05/23-/2017 220 Quirino

Rizal ES, Bacolod City, Negros BACOLOD CITY, NEGROS OCCIDENTAL 05/22-/2017 05/23-/2017 820 Occidental

Victorias North ES, Victorias City, VICTORIAS CITY, NEGROS OCCIDENTAL 05/22-/2017 05/23-/2017 177 Negros Occidental

Victorias ES, Victorias City, Negros VICTORIAS CITY, NEGROS OCCIDENTAL 05/22-/2017 05/23-/2017 125 Occidental

ESTANCIA, ILOILO 05/25-/2017 05/26-/2017 Cano-an ES, Estancia, Iloilo 128

Schools District of San Joaquin - South, SAN JOAQUIN, ILOILO 05/25-/2017 05/26-/2017 125 San Joaquin, Iloilo Kayapa Central School, Kayapa, Nueva KAYAPA , NUEVA VIZCAYA 05/25-/2017 05/26-/2017 66 Vizcaya Diadi Central School, Diadi, Nueva DIADI , NUEVA VIZCAYA 05/25-/2017 05/27-/2017 100 Vizcaya Sta,. Fe Central School, Sta. Fe, Nueva STA. FE , NUEVA VIZCAYA 05/25-/2017 05/27-/2017 47 Vizcaya

KAYAPA , NUEVA VIZCAYA 05/29-/2017 05/30-/2017 Pingkian ES, Kayapa, Nueva Vizcaya 91

SANTOL, LA UNION 05/30-/2017 06/01-/2017 Corro-oy ES, Santol, La Union 27

UPI, MAGUINDANAO 06/01-/2017 06/01-/2017 Nuro CES, Upi, Maguindanao 100

Assemblyman Segundo Moscoso MS, SAN JOSE, ANTIQUE 06/23-/2017 06/24-/2017 175 San Pedro, San Jose, Antique

TUBA CS, TUBA, BENGUET 06/23-/2017 06/24-/2017 Tuba CS, Tuba, Benguet 162

VALENZUELA CITY 06/30-/2017 06/30-/2017 San Miguel Heights ES, Valenzuela City 213

Trade Hall, 10F Malberry Suites, CAGAYAN DE ORO CITY, MISAMIS ORIENTAL 08/10-/2017 08/11-/2017 219 Cagayan de Oro City, Misamis Oriental

BATAD, ILOILO 08/18-/2017 08/19-/2017 Batad CS, Batad, Iloilo 82

ARGAO, BALAMBAN, AND DALAGUETE, CEBU 09/12-/2017 09/13-/2017 Golden Prince Hotel, Cebu City 77

TOTAL 7960