DEDP Manual of Instructions

Handbook on the Preparation of the Division Education Development Plan Secondary Education Development and Improvement Project

: 1

e s a h P

Part 2-1


Annex 1-a

Elementary Report Cards

Annex 1-b

Secondary Report Cards

Annex 1-c

Community Learning Centers Report Cards

Annex 1-d

Report Card for Single Districts

Annex 1-e.1

Report Card for Multiple Districts Form 1

Annex 1-e.2

Report Card for Multiple Districts Form 2

Annex 1-f

Report Card for Single Districts covering Multiple Municipalities

Annex 1-g

Division Report Card

Annex 1-h

Data Gathering and Consolidation Steps

Annex 1-h.a Steps in Pre-Data Gathering and Consolidation Steps in the 1st Level Data Gathering & Annex 1-h.b Consolidation: School and Community Learning Center Level Annex 1-h.c

Steps in the 2 nd Level Data Gathering & Consolidation: for Single Districts

Annex 1-h.d

Steps in the 2 nd Level Data Gathering & Consolidation: for Multiple District Offices

Annex 1-i

Formula for Computing Performance Indicators

Annex 1-j

Data Integrity Checklist

Annex 1-k

District Level Data Analysis Steps

Annex 1-l

Suggested Problem Identification Matrix

Annex 1-m

Problem Statement Litmus Test

Annex 1-n

Division Level Data Analysis Steps

Annex 1-o

Forecasting Template

Part 2-2


STEP 1: CONSTITUTE DIVISION PLANNING COMMITTEE The Schools Division Superintendent formally and officially organizes the Division Planning Committee which will steer the t he process of preparing preparing the Division Education Development Development Plan.

STEP 2: MEET TO AGREE ON THE PLANNING STANDARDS The DPC meets to review the various data gathering forms for t he schools, community learning centers, centers, and districts. The DPC performs performs the following: following: 1. Encode, before distribution distribut ion to various schools, community learning centers, and districts, the planning planning standards on the appropriate data gathering instrument. The planning standards should be based on the Division Report Card. 2. Decide on the year relevant for the preparation of the Division Annual Plan (DAP). This is needed as one of of the major sections of the RC is on Plan Requirements. 3. Define the word “common “ common”” as it is required in consolidating in consolidating priority improvement areas at at the district. district. Example, the term “common “common”” can be defined as any priority improvement area listed by 50%+1 of schools operating within the district. The definition should be included in the transmittal letter t o the schools, community learning centers, and districts.

STEP 3: PREPARE THE DATA GATHERING PACKAGES The DPC prepares the data gathering packages for each school, community learning center, and districts. The followi f ollowing ng matrix presents a summary of documents included in each package per unit: LEVELS DISTRICTS Single

Multiple

Single with Multiple Mun







FORMS/DOCUMENTS

1.

Transmittal Letter

2.

Annex 1-a RC for Elem

3.

Annex 1-b RC for Secondary

4.

Annex 1-c RC for CLC

5.

Annex 1-d RC for Single Distr

6.

Annex 1-e Forms 1 and 2

7.

Annex 1-f Single Districts covering multiple municipalities

8.

Annex 1-h.b 1st Level Data Gathering

9.

Annex 1-h.c 2nd Level Data Gathering

ES

HS

CLC







     

 









Part 2-3


LEVELS DISTRICTS Single

Multiple

Single with Multiple Mun

10. Annex 1-i Formula for Computing Performance Indicators







11. Annex 1-j Data Integrity Checklist







12. Annex 1-k District Level Data Analysis Steps







13. Annex 1-l Suggested Problem Identification Matrix







14. Annex 1-m Problem Statement Litmus test



Only for lead district



15. Annex 1-o Forecasting Template







16. White Metacards







17. Legal White Envelope







18. Short Brown Envelope









Only for lead district



FORMS/DOCUMENTS

19. Scaled-to-Fit Data Map

ES

HS





CLC

These data gathering packages should be distributed during the orientation in step 3. Note: CLCs managed by NGOs or LGUs will also be given the CLC Data Gathering form.

STEP 4: ORIENT OFFICES/PEOPLE INVOLVED IN THE DATA GATHERING PROCESS Given the extent of the data gathering process involved in the DEDP preparation, it is suggested that the people/offices who would be involved in the data gathering process be oriented to ensure commonness of understanding. The following personnel should be oriented on the process:    

District Personnel (District Supervisor, District EMIS Coordinators, etc) School Heads (Elementary & Secondary) ALS Implementers (District ALS Coordinators, Mobile Teachers, Instructional Managers, etc) LGU Representatives (Municipality, City, Province)

During the meeting, the DPC discusses the objectives, processes, and tools involved in DEDP data gathering.

Part 2-4


Annex 1-h.b

1st Level Data Gathering & Consolidation: S chool & C ommunity Learning C enter Level

Part 2-5


STEP 1: REVIEW THE RC-SCHOOLS/COMMUNITY LEARNING CENTER FORMS The school head or ALS personnel review the RC for Schools/ Community Learning Centers for needed planning information. The main source document in accomplishing this form is the School Improvement Plan or the Community Learning Center Plan. In instances where a school is host to a community learning center and therefore, concerns related to the directions and operations of the ALS are integrated in the SIP, the SIP becomes the primary input document to accomplish the RC form for the Community Learning Center.

STEP 2: ACCOMPLISH SECTION 1: BASIC INFORMATION To accomplish this section, please provide basic information about the school or community learning center. For secondary schools, there is a need to classify the school according to two major categories namely:

Category 1 National* Nationalized* Integrated* Annex/Extension*

High schools nationally funded through the Department and established by national legislation Locally established and funded high schools converted to national High schools offering both elementary and secondary programs High schools under the technical and administrative supervision of a mother school

Barangay*

High schools established and supported by the barangay

Vocational

High schools offering vocational programs

Science HS

High schools offering the DOST curriculum

SPED

High schools catering to the learning needs of children with learning disabilities

Category 2 Legislated*

Established or created through national legislation or by a Republic Act.

* Definitions provided by the Office Planning Se rvice, Department of Education

Part 2-6


STEP 3: ACCOMPLISH SECTION 2: REPORT CARD This section outlines outlines planning indicators indicators needed needed for the DEDP process. process. Except for the enrolment data which is to be collected for a 5-year period, the school or community learning center is expected to collect multi-year data (at least 3 years) to enable the district and the division to better analyze the situation of the division. Planning indicators are categorized as such: o o o

Provision of Equitable Access Quality and Relevance of Basic Education Division Management of Education Services

Although not limited limited to the following, following, the source documents documents for this section section are:           

School Improvement Plan CLC-ALS Plans School/ALS Reports BEIS data (Modules 1 & 3) Form 2 School Reports Textbooks/Teachers’ Textbooks/Teachers’ Manual Inventory 2000 DECS Service Manual Nutritional Status Forms Monthly Public Health Nurse Forms School Mapping Exercise Reports or Technical Site Site Appraisal Reports

Information derived from this section will input to the situation analysis and target setting. Here are some some tips in accomplishing accomplishing this section: 1. The school/community school/community learning learning center is is expected to gather multi-year multi-year data on the planning information outlined in the first column of the report card. The “latest year” in the report card does not necessarily correspond to the “current year”. Some planning planning indicators such as graduation graduation and achievement rates could only be computed at the end of the school year and therefore the latest data for these indicators would be the previous year and hence. The “latest year” can also refer to the most recent year that data is available. 2. Review the form for data requirements. requirements . Gather and review secondary literature e.g. school reports, district data, School/Division EMIS, LGU data on expenditure on basic education etc. for sources of data. 3. Use comparable measures comparable measures of data as it is difficult to deal with and analyze data from varying sources. 4. Use the EFA Formula Formula in computing for Performance Performance Indicators. Indicators. Included in this package is a sheet containing the EFA formulae in computing for performance indicators (Annex 1-i) 5. For purposes of uniformity, uniformity, please use use the following following codes, codes, whenever whenever applicable:

Part 2-7


N/A N/A = Not A pplic pplic able able Used when the planning indicator outlined in the RC does not apply to your situation

NDA ND A = No Data A vailable vailable Used when the planning indicator applies to your situation but data could not be obtained. However, when the NDA code is placed, please provide justification.

Below are the description and suggestions on how to collect the planning information for the RC-Schools

Planning Indicators Enrolment

ALS Enrolment Graduation Rate Promotion Rate

Description & How to Collect 

Collect 5-year enrolment data



Only the August enrolment enrolment is to be reflected in the RC



Use the Form 3 as the basis for this planning indicator









Simple Drop-out Rate





Failure Rate





Repetition Rate





Nutritional Status





Personnel







Only to be filled-up if the school is managing an ALS program. Otherwise, place place Not Applicable (NA) (NA) Secure from the Division Planning Officer the Graduation Rate of your school for the past three years Promotion Rate assesses the extent of pupil/students who are promoted to the next grade/year level. Secure from the Division Planning Officer the Promotion Rate of your school for the past three years The Simple Drop-out rate calculates the percentage of pupils/students who do not finish a particular grade/year level. It does not capture pupils/students who finish a grade/year level but do enroll in the next grade/year level the following school year. Secure from the Division Planning Officer the Simple Drop-out Rate of your school for the past three years This indicator evaluates the extent of pupils/students who failed given grade/year level. Secure from the Division Planning Officer the Failure Rate of your school for the past three years This is an EFA indicator which determined the magnitude of pupils/students who repeat a grade/year level Secure from the Division Planning Officer the Repetition Rate of your school for the past three years Reflect the number of pupils/students who, after being examined, are classified as Normal, Above Normal, and Below Normal status of nutrition Secure information from the School Nurse Count only the plantilla-items. If an existing plantilla is currently vacant, include the item in the count TICs are, by plantilla, under the teacher item. Place a note in the last column of the data gathering form that a teacher is designated as TIC In accounting for teacher items, exclude locally-paid and

Part 2-8


Planning Indicators

Description & How to Collect

volunteer teachers 

Textbooks Physical Facilities







Learning Facilities & Equipment







Leaner Performance Reading Comprehension

Mastery of Competencies









Textbook-Pupil/Student Ratio



Teacher-Pupil/Student Ratio



Parents’ Participation





Public Expenditure





In accounting for non-teaching personnel, exclude teachers who are designated to perform administrative responsibilities in the the school. Place a note in the last column of the data gathering form that some teachers are assigned to pe rform administrative work. Count only textbooks following the current curriculum are to be included in the form There are some cases where classrooms were converted for non-instructional purposes or a laboratory converted as a classroom. classroom. Count physical facilities based on “intent” and not on “utility.” “utility.” Meaning, the laboratory which was converted as classroom is counted under laboratory and not under classroom. Exclude condemned facilities in the count. Please refer to the DECS Service Manual 2000 for the complete list of learning facilities and equipment Prepare a separate checklist of all required equipment. Attach the document to to the report card Place a checkmark if all listed equipment are present in the school. Example, if the list of Home Home Economics equipment include the sala set, dining table, and kitchen utensils and all these items are found in the school, then check the appropriate column in the data gathering form. However, if there are no equipment or only partial presence of equipment in the school, then no checkmark will be reflected on the data gathering form Use only the National Achievement Test Results Place results of the reading comprehension test results. The headings are based on PHIL-IRI; change the headings If another If another reading test was utilized across the Division to profile the pupils/students’ reading comprehension skills Use only the results of the National Achievement Test Place No Data Available or NDA when the data is unavailable Compare enrolment with textbook count indicated in the Provision of Equitable Access section Exclude volunteer or local school board teachers in the computation Attendance to the HRPTCA or GPTCA will be used as bases for computing this indicator. Place the average number of attendees over the number of those who should attend C-3 is meant for resources provided y the Local Government Unit while C-4 is meant to organize resources provided by institutions/organizations apart from the LGU. To indicate the institution in C-4, replace the funding “source” with the name of the institution/organizations

Below are the description and suggestions on how to collect the planning information for the RC-Community Learning Centers

Part 2-9


Planning Indicators Potential ALS Learner


Basic Literacy Program

Refers to the number of illi terate out-of-school children, out-of-school youth, and adults who could be en rolled in the Basic Literacy Program. Get the data from the literacy mapping conducted by the district ALS coordinators. 

Accreditation & Equivalency

Refers to the number of out-of-school children in the elementary level and out-of-school youth in the secondary level who could be enrolled in the Accreditation & Equivalency Program. Get the data from the literacy mapping conducted by the district ALS coordinators. Type of CLC Managed by Sources of Fund Enrolment per Program



Provide a brief description of the CLC



Check one of the boxes



Check one of the boxes





Indicate enrolment per ALS program and further disaggregate if DepEd –delivered, Dep-Ed procured, or Non-DepEd

For DepEd-delivered , secure the information regarding the learners in BLP, A & E and other programs implemented by DepEd-ALS Personnel like mobile teachers and district ALS coordinators



For DepEd-procured , secure the information regarding the number of learners in BLP and A & E Programs delivered by service providers like State Colleges & Universities, Balik-Paaralan Para sa Out-of-School Youth and Adults (B-POSA) and NGOs



For Non- DepE d , secure the information regarding the number of learners in BLP, A& E programs delivered by the LGUs

Number of Completers Number of Test Takers & Passers





Indicate the number of completers per program and their present status Functional Literacy Test

Provide information on the following: Number of FLT test takers and Number of FLT test passers 

Accreditation & Equivalency Test

Provide information on the following: Number of A&E test Takers (disaggregated between Completers and Walk-in) and Number of Completers who passed the A&E Test 

Learner Performance



An additional information required for both items would be the present status of passers Functional Literacy Test

Compute for the average 

Accreditation & Equivalency Test

Compute for the percentile rank of the CLC by adding all the percentile rank of all A & E test takers in the CLC and divide it with the total number of test takers in the

Part 2-10


Planning Indicators

Description & How to Collect

CLC. Exclude walk-in applicants in the computation. Personnel Learning Modules

Public Expenditure









Indicate only the current number of mobile teachers, their designation and funding source Indicate only the actual number of Basic Literacy, Elementary and Secondary Accreditation & Equivalency modules available in the Community Learning Centers. C-3 is meant for resources provided y the Local Government Unit while C-4 is meant to organize resources provided by institutions/organizations apart from the LGU. To indicate the institution in C-4, replace the funding “source” with the name if the institution/organizations

STEP 4: ACCOMPLISH SECTION 3: IMPROVEMENT PRIORITIES From the improvement areas identified in the school improvement plan/CLC plan, indicate the top five improvement areas. A matrix is provided to organize the information for this section. The following is a description of the matrix: Area Refers to a core school/CLC operation to which the priority improvement area could be classified. Such areas could be the following: Curriculum Localization, Pupil Achievement, School Performance, School Administration and Management, Physical Facilities, Learning Environment, Stakeholder Participation, etc. Priority Improvement Area Refers to the improvement areas to which the school/CLC plan to focus its efforts within the period of the school improvement plan/CLC plan. Description Provide a description of the priority improvement area and the reason for prioritizing it. Proposed Strategies List the strategies which the school/CLC adopted to address the priority improvement area.

Information derived from this section will be used in the identification of division priorities and in situation analysis. In the event that the schools or community learning centers have not identified priority improvement areas, please indicate “No Data Available.”

STEP 5: ACCOMPLISH SECTION 4: PLAN REQUIREMENTS The Annual Implementation Plan (AIP) of the SIP/CLC Plan is the main source document to accomplish this section. Plan requirements are expected to be identified in the following areas:

Part 2-11


      

Operating Expenses Physical Facilities (New Construction, Repair/Rehabilitation, and Completion) Furniture Learning Materials Equipment (Instructional/Operations) Personnel Technical Assistance Requirements

Simply lift all requirements from the relevant year indicated by the Division from which information for this section will be culled from. Remember that these are all projected technical and administrative requirements of the school and community learning center. In the event that the needed information could not be derived from the AIP, please indicate “No Data Available.” Information indicated in this section will input in the annual implementation plan of the Division Education Development Plan.

STEP 6: ACCOMPLISH SECTION 5: IDENTIFYING CORE ORGANIZATIONAL VALUES In the spirit of shared governance, the Division is asking for perceptions regarding what organizational values your school/community learning center thinks the Division should embody and guide how it will relate to stakeholders and manage its day-to-day operations. The accomplishment of this section requires that the school/CLC meets with its personnel and stakeholders. A process is suggested in the data gathering instrument to facilitate the identification of core organizational values. Organize responses following the suggested template in the data gathering form.

STEP 7: ACCOMPLISH SECTION 6: IDENTIFYING VISION ELEMENTS In an effort to build a strong vision for the division, the DPC is asking for perceptions regarding what the school/community learning center views the division should look like six years from now. The accomplishment of this section requires that the school/CLC meet with its personnel and stakeholders. A process is suggested in the data gathering instrument to facilitate the determination of vision elements. Place responses on white metacards.

STEP 8: SUBMIT THE FORM After accomplishing the document, submit the form to your respective District Supervisor.

Part 2-12


Annex 1-h.c

2nd Level Data Gathering and Consolidation: S ing le Dis trict in a Municipality and S ing le Dis trict covering Multiple Municipalities

Part 2-13


STEP 1: CONSTITUTE THE DISTRICT CONSOLIDATION TEAM AND REVIEW THE DATA GATHERING FORM The district level data gathering will consider information coming from the elementary and secondary schools and various community learning centers operating within the district. Review the data gathering form for the required planning information. The main source documents to accomplish the form are the accomplished RC-Schools/ Community Learning Centers forms. The District Consolidation Team (DCT) is constituted at t his point to lead and steer the data consolidation and analysis process at the district level. The team is proposed to be composed of the following:       

District Supervisor - Lead Elementary School Head Representative/s Secondary School Head Representative/s CLC Representative/s District ALS Coordinator PTCA Representative/s MLGU Representative/s

STEP 2: SECURE ACCOMPLISHED RC-SCHOOLS/CLC FORMS AND CHECK DATA INTEGRITY Obtain accomplished RC-School/Learning Center forms and check the accuracy and validity of data contained in the f orm. In the event that the school/community learning center did not pass the data integrity test, the RC is to be returned by the DCT to the school/community learning center indicating questionable planning information. To check the accuracy and validity of the data please use the Data Integrity Checklist found in Annex 1-j .

STEP 3: ACCOMPLISH SECTION 1: BASIC DISTRICT INFORMATION To accomplish this section, please provide basic information about the district as provided in the form. Here are some tips in accomplishing this section: 

It may be necessary to insert additional rows, do so by clicking “TABLE” on the Menu Bar, then click “INSERT”, then click either ”ROWS ABOVE OR BELOW”.



For both the elementary and secondary levels, include the total number of complete and incomplete programs/offerings.



Most of the information required in the basic information is drawn from the accomplished RCs from the Schools and Community Learning Centers.

Part 2-14


STEP 4: ACCOMPLISH SECTION 2: DISTRICT REPORT CARD This section outlines indicators needed for the DEDP planning process. The district office is expected to collect multi-year data (at least 3 years) to enable it and the division to analyze in-depth the situation of the division. Planning indicators are categorized as such: o o o


The main source documents to complete this step are the accomplished RC-School and RC-Community Learning Center Forms submitted by elementary, secondary, and community learning centers within the district. Since the District-RC is prepared on an Excel format, simply input the data coming from the accomplished RCs submitted by the Schools and Community Learning Centers and the form will auto compute and provide a summation of the figures. However, the following data need to be collected at the district level:

Planning Indicators School Age-Population




Number of Private Schools





Personnel Manning the District





Public Expenditure







This represents the number of learners of school age who should be in school Secure this information from the Municipal Planning Office Collect the number of private ECD, elementary and secondary schools operating within the district If there are no private schools operating within the district, place “Not Applicable” or NA Indicate only plantilla items If the personnel is designated, indicate information in the last column C-3 is meant for resources provided y the Local Government Unit while C-4 is meant to organize resources provided by institutions/organizations apart from the LGU. To indicate the institution in C-4, replace the funding “source” with the name of the institution/organizations To accomplish C-4, secure a copy of the Statement of Expenditures from the Municipal Accountant through the Municipal Mayor. Remember that the sources of funds may be school board funds, development funds, funds solicited by the LGU for basic education, etc.

Information derived from this section will input to the situation analysis and target setting. Specific instructions on how to fill-up section is indicated in the form.

STEP 5: COMPUTE FOR OVERALL COST PER LEARNER IN THE MUNICIPALITY Compute for the overall cost per learners in the municipality. However, in the computation of the cost exclude capital outlay.

Part 2-15


STEP 6: CONDUCT DISTRICT LEVEL DATA ANALYSIS The first level of analysis is performed at the district level. For the steps in districtlevel data analysis please refer to Annex 1-k . A matrix is suggested in Annex 1-l to organize the problems identified.

STEP 7: CONSOLIDATE SCHOOLS/CLC’S PRIORITY IMPROVEMENT AREAS Using the definition provided by the DPC on what is “common” the district consolidates priority improvement areas collected from the schools and community learning centers. For consistency in data organization, the same priority improvement matrix suggested in the RC-School or Community Learning Center Form will be used by the District. The following is the description of the suggested matrix: Area Refers to a core school/CLC/district operation to which the priority improvement area could be classified. Such areas could be the following: Curriculum Localization, Pupil Achievement, School Performance, School Administration and Management, Physical Facilities, Learning Environment, Stakeholder Participation, etc. Priority Improvement Area Refers to the improvement areas to which the school/CLC/district plan to focus its efforts within the period of the school improvement plan/CLC plan. Description Provide a description of the priority improvement area and the reason for prioritizing it. Proposed Strategies List the strategies which the school/CLC/district adopted to address the priority improvement area.

Elementary, Secondary, and Community Learning Center priority improvement areas shall be clustered separately as each formal or non-formal center of learning would have concern/s specific to their area. Please, indicate the frequency of the priority improvement area. In the event that priority improvement areas have not been identified follow these steps:

Part 2-16


Step a: Place identified problems per stream in the pair-wise matrix Area: Physical Facilities

Problems

1.

2. 3.

1

2

3

Insufficient classrooms to accommodate enrollees

Dilapidated classrooms

Problem n

Insufficient classrooms to accommodate enrollees Dilapidated classrooms Problem n

Step b: Pair-off each intersecting problem using the S-U-G criteria

Area: Physical Facilities

Problems

1.

2. 3.

1

2

3



Problem n

1

1


1 1

3 3

Be sure that the product is a consensual decision by the participants.

Step c: Count the frequency and rank each problem Area: Physical Facilities Problems

Frequency

Rank

1.


04

1

2.

No functional library

00

3

3.

Problem n

02

2

Step d: Perform Steps a-c with the rest of the streams

Part 2-17


STEP 8: IDENTIFY DISTRICT-SPECIFIC PRIORITY IMPROVEMENT AREAS Other priority improvement areas such as school-age population, provision of access, etc. are better analyzed at the District level. This can be drawn after a process of analysis of the situation at the district level. Organize these priority improvement areas culled from this process following the suggested matrix found in the f orm.

STEP 9: CONSOLIDATE SCHOOLS/LEARNING CENTERS’ PLAN REQUIREMENTS Consolidate plan requirements of schools/community learning centers in the following areas:       

Operating Expenses Physical Facilities (New Construction, Repair/Rehabilitation, and Completion) Furniture Learning Materials Equipment (Instructional/Operations) Personnel Technical Assistance Requirements

In the event that plan requirements have not been identified or have not been forecasted, secure an electronic file of the Forecasting Template in Microsoft Excel format. In order to maximize the template, the District Office would require a 5-year data on enrolment. The forecasted enrolment data becomes the basis for the future requirements on the following: 

Physical & Ancillary Facilities e.g. classrooms, comfort rooms, school canteen, library, etc  Armchairs/desks  Teachers  Textbooks per subject are The forecasting template contains the following sections:

Data input Column

The 5 year enrolment data is inputted here. Input only on the highlighted cells.

Forecasting Methods

This section outlines four universally-accepted forecasting methodologies – Simple Average Method (SAM), Arithmetic Straight Line (ASL), Arithmetic Geometric Curve (AGC), Statistical Straight Line (SSL) Once the enrolment data is inputted, the template will auto compute.

Comparison of Mean Average Difference (MAD)

This section informs the District Office which among the four forecasting methodologies is the best methodology given the input data.

Forecasted Data

This section provides the projected enrolment. Select the forecasted data depending on the best methodology.

Part 2-18


Based on this information, the DCT may now project pertinent planning information for the next year to determine plan requirements which should be included in the Division Annual Plan. The DCT needs to forecast planning information on the following:  

Operating Expenses Physical Facilities (New Construction, Repair/Rehabilitation, and Completion)  Furniture  Learning Materials  Equipment (Instructional/Operations)  Personnel  Technical Assistance Requirements Input forecasted information on the matrices provided in the RC-District Level.

STEP 10: IDENTIFY DISTRICT-SPECIFIC PLAN REQUIREMENTS For the following plan requirements, identify district-specific requirements:    

Operating Expenses Physical Facilities Equipment-Operations Technical Assistance

These should be added to the respective matrices before the grand total is summed-up.

STEP 11: CONSOLIDATE STAKEHOLDERS’ PERCEPTIONS RE: ORG’L VALUES To consolidate the responses from the schools and community learning centers, follow these steps: Step a: Irrespective of the school or CLC, tally responses of each process question.

Step b: Organize responses using this matrix Values

Frequency

Why?

1 2 3 n

Step c: Place the organized responses in a legal white envelope.

Label the legal white envelope with the f ollowing information: Stakeholders’ Perception of Division Organizational Values District of ___________

Part 2-19


STEP 12: CONSOLIDATE STAKEHOLDERS’ PERCEPTIONS RE: VISION ELEMENTS Responses from the schools/community learning centers may vary in form. They may be either in a statement form or they might be presented as word or phrases. If the school submitted their vision elements in a statement f orm, simply insert the document in the short brown envelope. However, if the vision statements are in words or phrases, re-write these in white metacards and group per process question. Place the white metacards containing the vision elements inside the short brown envelope. Before submitting to the planning office, label the envelope with the following information: Stakeholders’ Perception of Division Vision Elements District of _________

STEP 13: SUBMIT RC-DISTRICT FORM TO THE DIVISION PLANNING COMMITTEE

Submit the following documents to the Division Planning Office: 

Accomplished Report Cards for District Office

 

Accomplished Data Map Consolidated Core Values in an appropriately-labeled Legal White Envelope



Consolidate Vision Elements in an appropriately –labeled Short White Envelope

Part 2-20


Annex 1-h.d

2nd Level Data Gathering and Consolidation: Multiple Dis trict Offices in a S ing le Municipality

Part 2-21


STEP 1: ACCOMPLISH FORM 1 RC FOR MULTIPLE DISTRICTS (Note: The following sub-activities are to be undertaken by individual districts within the municipality)

Step 1.a: Review the Data Gathering Form The district level data gathering and organization will consider information coming from the elementary and secondary schools and various community learning centers operating within the district. The Form 1 RC for Multiple Districts should be used at this point of the data gathering. Review the data gathering form for the required planning information. The main source documents to accomplish the form are the accomplished RCSchools/Community Learning Centers forms. The District Consolidation Team is constituted at this point to lead and steer the data consolidation and problem identification process at the district level. The team is composed of the following:       

District Supervisor – Lead Elementary School Head Representative/s Secondary School Head Representative/s CLC Representative/s District ALS Coordinator PTCA Representative/s MLGU Representative/s

Step 1.b: Secure Accomplished RC-Schools/CLC Forms and Check Data Integrity Obtain accomplished RC-School/Learning Center forms and check the accuracy and validity of data contained in the form. In the event that school/community learning did not pass the data integrity test, the RC needs to be returned by the DCT to the school/community learning center indicating questionable planning information. To check the accuracy and validity of the data, please use the Data Integrity Checklist found in Annex 1-j . Step 1.c: Accomplish Section 1: Basic District Information To accomplish this section, please provide basic information about the district as provided in the form. Here are some tips in accomplishing this section: 

It may be necessary to insert additional rows, do so by clicking “TABLE” on the Menu Bar, then click “INSERT”, then click either ”ROWS ABOVE OR BELOW”.




Part 2-22


Step 1.d: Accomplish Section 2: District Report Card This section outlines indicators needed for the DEDP planning process. The district office is expected to collect multi-year data (at least 3 years) to enable it and the division to analyze in-depth the situation of the division. Planning indicators are categorized as such: o o o


The main source documents to complete this step are the accomplished RC-School and RC-Community Learning Center Forms submitted by the elementary, secondary, and community learning centers within the district. Since the District-RC is prepared on an Excel format, simply input the data coming from the accomplished RCs submitted by the Schools and Community Learning Centers and the form will auto compute and provide a summation of the figures coming from the various schools and community learning centers. However, the following data need to be collected at the district level:

Planning Indicators Number of Private Schools




Personnel Manning the District





Public Expenditure







Collect the number of private ECD, elementary and secondary schools operating within the district If there are no private schools operating within the district, place “Not Applicable” or NA Indicate only plantilla items If the personnel is designated, indicate information in the last column C-3 is meant for resources provided by the Local Government Unit while C-4 is meant to organize resources provided by institutions/organizations apart from the LGU. To indicate the institution in C-4, replace the funding “source” with the name of the institution/organizations To accomplish C-3, secure a copy of the Statement of Expenditures from the Municipal Accountant through the Municipal Mayor. Remember that the sources of funds may be school board funds, development funds, funds solicited by the LGU for basic education, etc.


Step 1.e: Consolidate Schools/CLC’s Priority Improvement Areas Using the definition provided by the DPC on what is “ common” the district consolidates priority improvement areas collected from the schools and community learning centers. For consistency in data organization, the same priority improvement matrix suggested in the RC-School or Learning Center Form

Part 2-23


will be used by the District. The following is the description of the suggested matrix: Area Refers to a core school/CLC/district operation to which the priority improvement area could be classified. Such areas could be the following: Curriculum Localization, Pupil Achievement, School Performance, School Administration and Management, Physical Facilities, Learning Environment, Stakeholder Participation, etc. Priority Improvement Area Refers to the improvement areas to which the school/CLC/district plan to focus its efforts within the period of the school improvement plan/CLC plan. Description Provide a description of the priority improvement area and the reason for prioritizing it. Proposed Strategies List the strategies which the school/CLC/district adopted to address the priority improvement area.

Elementary, Secondary, and Community Learning Center priority improvement areas shall be clustered separately as each formal or non-formal center of learning would have concern/s specific to their area. Please, indicate the frequency of the priority improvement area. In the event that priority improvement areas have not been identified follow these steps:

S tep a: Place identifi ed problems per s tream in the pair-wis e matri x Area: Physical Facilities

Problems

4.

5. 6.

1

2

3



Problem n


Part 2-24


S tep b: P air-off each inters ecting problem using the S-U-G criteria Area: Physical Facilities

Problems

4.

5. 6.

1

2

3



Problem n

1

1


1 1

3 3

Be sure that the product is a consensual decision by the participants.

S tep c: Count the frequency and rank each problem Area: Physical Facilities Problems

Frequency

Rank

4.


04

1

5.


00

3

6.

Problem n

02

2

S tep d: P erform S teps a-c with the res t of the s treams

Step 1.f: Identify District-Specific Priority Improvement Areas Other priority improvement areas such as participation, provision of access, etc. are better analyzed at the District level. This can be drawn through and after a process of analysis of the situation at the district level. Organize these priority improvement areas following the matrix found in the form.

Step 1.g: Consolidate Schools/CLC’s Plan Requirements Consolidate plan requirements of schools/learning centers in the following areas:  

Operating Expenses Physical Facilities (New Construction, Repair/Rehabilitation, and Completion)  Furniture  Learning Materials

Part 2-25


  

Equipment (Instructional/Operations) Personnel Technical Assistance Requirements

In the event that plan requirements have not been identified or have not been forecasted, secure an electronic file of the Forecasting Template in Microsoft Excel format. In order to maximize the template, the District Office would require a 5-year data on enrolment. The forecasted enrolment data becomes the basis for the future requirements on the following: 

Physical & Ancillary Facilities e.g. classrooms, comfort rooms, school canteen, library, etc



Armchairs/desks  Teachers 

Textbooks per subject are

The forecasting template contains the following sections: Data input Column Forecasting Methods

Comparison of Mean Average Difference Forecasted Data

The 5-year enrolment data is inputted here. Input only on the highlighted cells. This section outlines four universallyaccepted forecasting methodologies – Simple Average Method (SAM), Arithmetic Straight Line (ASL), Arithmetic Geometric Curve (AGC), Statistical Straight Line (SSL) Once the enrolment data is inputted, the template will auto compute. This section informs the District Office which among the four forecasting methodologies is the best methodology given the input data. This section provides the projected enrolment. Select the forecasted data depending on the best methodology.

Based on this information, the DCT may now project pertinent planning information for the next year to determine plan requirements which should be included in the Division Annual Plan. The DCT needs to forecast planning information on the following:  

Operating Expenses Physical Facilities (New Construction, Repair/Rehabilitation, and Completion)  Furniture  Learning Materials  Equipment (Instructional/Operations)  Personnel  Technical Assistance Requirements Input forecasted information on the matrices provided in the RC-District Level.

Part 2-26


Step 1.h: Identify District-Specific Plan Requirements For the following plan requirements, identify requirements specific to the district, in the following areas:    

Operating Expenses Physical Facilities Equipment-Operations Technical Assistance

These should be added to the respective matrices before the grand total is summed-up.

Step 1-i: Consolidation Stakeholders’ Perceptions re: Org’l Values To consolidate the responses from the schools and community learning centers, follow these steps: Step a: Irrespective of the school or CLC, tally responses of each process question.

Step b: Organize responses using this matrix Values

Frequency

Why?

1 2 3 n

Step c: Place the organized responses in a legal white envelope.

Label the legal white envelope with the following information: Stakeholders’ Perception of Division Organizational Values District of ___________

Step 1-j: Consolidation Stakeholders’ Perceptions re: Vision Elements Responses from the schools/community learning centers may vary in form. They may either be presented in a statement form or presented as word or phrases. If the school submitted their vision elements in a statement form, simply insert the document in the short brown envelope. However, if the vision statements are in words or phrases, re-write these in white metacards and group per process question. Place the white metacards containing the vision elements inside the short brown envelope.

Part 2-27


Before submitting to the planning office, label the envelope with the following information: Stakeholders’ Perception of Division Vision Elements District of _________

Step 1-k: Conduct Consolidation across Districts The District Supervisor who at the time of data consolidation is the Co-chair of the Local School will call for a meeting to consolidate information from various districts operating within the same municipality.

All District Supervisors within the same municipality should bring the following during the municipal-wide data consolidation: Accomplished Form1 RC for Multiple Districts Consolidated Stakeholders’ Perception of Division Organizational Values placed in an appropriately marked legal white envelope Consolidated Stakeholders’ Perception of Division Vision Elements placed in an appropriately-marked crown envelope

 



STEP 2: ACCOMPLISH FORM 2 RC-FOR MULTIPLE DISTRICTS (Note: For purposes of this document, the term Local School Board (LSB) refers to municipal-wide data consolidation analysis of districts operating within the same municipality. The following steps will be conducted between and among districts operating within the same municipality)

Step 2.a: Review the data gathering form Review the data gathering form for the required planning information. The main source documents to accomplish the form are the accomplished Form 1s from the different districts operating within the municipality. The LSB Consolidation Team (LSB-CT) is constituted at t his point to lead and steer the data consolidation and analysis process at the municipality level. The team is proposed to be composed of the following:      

District Supervisors Elementary School Head Representative/district Secondary School Head/district CLC representative/district District ALS Coordinators MLGU representative

The current Co-Chair of the Local School heads this team.

Part 2-28


Step 2.b: Secure accomplished Form 1 RC for Multiple Districts The current Co-Chair of the Local School is requested to obtain accomplished RC-District Level Form 1: Multiple Districts from other district offices operating within the municipality.

Step 2.c: Encode and Validate the Consolidated Data It is suggested that the data collected from the schools and community learning centers be encoded in the Form 2 RC- for Multiple Districts before the validation activity. Thereafter, the District Supervisor reviews the integrity of the collected and consolidated data. The Data Integrity Checklist found in Annex 1-j can be used for this purpose. In the event that some information provided by the district/s are q uestionable, the LSB-CT returns the form highlighting questionable planning information to the district office/s.

Step 2.d: Accomplish Section 1: Consolidated Basic Information of the Districts To accomplish this section, please provide basic information about the districts as provided in the form. Here are some tips in accomplishing this section: 

It may be necessary to insert additional rows do so by clicking “TABLE” on the Menu Bar, then click “INSERT”, then click either ”ROWS ABOVE OR BELOW”.




Step 2.e: Accomplish Section 2: Consolidated Report Card of the Districts Since the District-RC is prepared on an Excel format, simply input the data coming from the accomplished RCs submitted by the various districts operating within the municipality. The form will auto compute and provide a summation of the figures coming from all the district offices. However, the following data need to be collected at the municipal level:





Number of Private Schools





This represents the number of learners of school age who should be in school Secure this information from the Municipal Planning Office Collect the number of private ECD, elementary and secondary schools operating within the municipality If there are no private schools operating within the district, place “Not Applicable” or NA

Part 2-29


Planning Indicators Personnel Manning the Districts




Public Expenditure







Indicate only plantilla items If the personnel is designated, indicate information in the last column C-3 is meant for resources provided by the Local Government Unit while C-4 is meant to organize resources provided by institutions/organizations apart from the LGU. To indicate the institution in C-4, replace the funding “source” with the name of the institution/organizations To accomplish C-3, secure a copy of the Statement of Expenditures from the Municipal Accountant through the Municipal Mayor. Remember that the sources of funds may be school board funds, development funds, funds solicited by the LGU for basic education, etc.


Step 2.f: Compute for Overall Cost per Learner in the Municipality Compute for the overall cost per learners in the municipality. However, in the computation of the cost exclude capital outlay.

Step 2.g: Conduct Data Analysis The first level of analysis, focusing on identifying problems at the LSB level, is conducted. For the steps data analysis at this level please refer to Annex 1-k .

Step 2.h: Consolidate Across-District Priority Improvement Areas Using the definition provided by the DPC on what is “common” the division consolidates priority improvement areas collected from the various districts using the following categories:    

Early Childhood Elementary Secondary Community Learning Center

Input information derived in this step in Section 4 of the Form. Step 2.i: Identify LSB-Specific Priority Improvement Areas Other LSB-specific improvement areas e.g. in the areas of Participation, Provision of Equitable Access, etc could be identified and should be added to the list of priority improvement areas.

Part 2-30


Input information derived in this step in Section 4 of the Form. Step 2.j: Consolidate Across-District Plan Requirements Consolidate plan requirements of various districts in the following areas:  

Operating Expenses Physical Facilities (New Construction, Repair/Rehabilitation, and Completion)  Furniture  Learning Materials  Equipment (Instructional/Operations)  Personnel  Technical Assistance Requirements

Step 2.k: Submit Documents to the Division Planning Office The following documents should be submitted to the Division Planning Office: 

Consolidated Form 2 RC for Multiple Districts



Individual District’s Perception of Division Organizational Values



Individual District’s Perception of Division Vision Elements

Part 2-31


Data Integrity Checklist

Part 2-32


DATA INTEGRITY CHECKLIST Questions

YES

NO









In computing for the Teacher-Student ratio, did the school/community learning center/district exclude the volunteer or local school board teachers?





In accounting for non-teaching personnel did the school/district exclude teachers designated to do administrative responsibilities?





In accounting for Physical Facilities, did the school/community learning center/district count “intent” rather than “utility”?





In accounting for textbooks, did the school/district consider only those which follow the current curriculum?





Did the school/community learning center/district present a multi-year data (3 years for all planning information except for enrolment which is to be collected for 5 years) ?

Comments

Did the school/community learning center/district use comparable measures of data for the following? 

NAT for Achievement



EFA formula for Performance Indicators



A common classification for reading comprehension and numeracy



A revised classification for nutritional status



Etc.



Yes

No

Note: If all the responses to the questions are “yes” then the DPC may proceed to t he next step. If there are “no” responses, then the DPC returns the form to the school, community learning center or district office with comments.

Part 2-33


Annex 1-k

Steps in District Level Data Analysis

Part 2-34


STEP 1: PREPARE THE DISTRICT DATA MAP As has been discussed in Part 1 of this handbook, a district data map will be prepared as the initial step in the problem identification process. The following are the sub-steps in the preparation of the data map:

Step 1.1.

Obtain from the DPC the scaled- to-fit model of the district/ municipality map. To expedite the process of preparing at a division data map, scaledto-fit municipality maps will be provided by the DPC to the various districts/LSBs. The following planning indicators will be used to prepare the district data map:

Planning Indicators 1. Performance Indicators For Schools  Enrolment  Pupil/Student Performance  Simple Drop-out Rate

For Community Learning Centers  Participants/Enrolment  Number of Completers vs. Enrolment  Number of Test Takers vs. Enrolment  Number of Passers vs. Test Takers  Number of Completers vs. Test Takers  Number of Completers vs. Number of Test

Passers

2. Teacher/Instructional Manager-Learner Ratio 3. LGU Support Provided 4. For Schools: Classroom-Pupil/Student Ratio 5. For Community Learning Centers: No. of Adults or OSYs served by the CLC 6. For Early Childhood Education: Enrolment

The following color codes and symbols will be used:

Color Codes 

Brown – Pre-school/Early Childhood



White – Elementary School  Yellow – Secondary School 

Blue – Community Learning Center

Part 2-35


S ug g es ted S ymbols Person

Step 1.2.

Teacher/Instructional Manager-Leaner Ratio

Chair (For Schools)

Classroom –Learner Ratio

Peso sign

LGU support

Prepare the Schools’ and Community Learning Centers’ Data Cards

Materials Prepare cut-out schools/CLCs by using cartolina or some other thick paper. This will serve as data cards. The size of the data cards would depend on the scale for the data map. Except for the flag, follow the suggested color codes in step 1.1.

Figure 1 presents a sample of a data card.

Figure 1. Sample Data Card

Part 2-36


Preparing the Individual Data Cards for Schools On the roof, place the name of the school, while on the body of the data card place the pertinent planning information except for the pupil/student achievement which is placed on the flag. Place a green flag if learning competencies have been mastered, yellow, if nearing mastery, and red if below mastery Figure 2 presents a sample accomplished data cards for elementary and secondary schools.

Figure 2. Sample Accomplished School Data Card

Preparing the Individual Data Cards for Community Learning Centers On the roof, place the name of the community learning center, while on the body of the cut-out CLC place the pertinent planning information except for the completion rate which is placed on the flag. Place a green flag if the completion rate is at the national standard of 100% and a red flag if it is below the standard. Figure 3 presents a sample accomplished data card for a community learning center. Figure 3. Sample Accomplished CLC Data Card

Part 2-37


Step 1.3.

Prepare the District Data Map A scaled municipal map will be prepared and provided by the DPC. The district office/LSB prior to this step should secure a copy of the scaled-to-fit map from the Division Office. Once all data cards have been prepared, plot the data cards on the map. Include information on the following: [1] School-Age Population, [2] # who are In-School, and [3] # who are Out-of-School

Below are two samples of a completed District Data Map:

Step 3.4

Check for Data Validity Before submitting the outputs for this phase, review the data board for data validity.

Part 2-38


STEP 2: MAKE INITIAL DATA INFERENCES Begin the process of problem identification by making inferences from data collected through the RC-Single District or Form 2 for multiple districts. Do this by: Using the Report Card 1. Looking into the trends. Are the figures increasing or decreasing?

No. of Classrooms Year 1

Year 2

Latest Year

25

27

30

What is the Data telling us? 

The number of classrooms are increasing

2. Comparing agains t the standard . Are the data within the planning standard set by the division office?


Year 2

Latest Year  

25

27



30



Planning Standard Flr Area: 7x9 With 2 doors on both ends 4 florescent lights 2 electric fans per classroom


Only 3 classrooms meet the standard requirement while the rest are substandard

Comparing figures against certain standards can provide the District Consolidation Team a deeper analysis of realities in the district. 3. Cross-referencing data e.g. number of teaching personnel vs. enrolment, etc Enrolment Rate Year 1

Year 2

185

200

Latest Year 275

What is the Data telling us? ▪

There is an average increase of 45 per year


Year 2

6

6

Latest Year 6

Planning Standard 

What are the Data telling us? 

Part 2-39


4. Using the Resource Generation Initiatives section. questions could help to identify potentials issues/concerns: 





 



 

The following

What is the trend of investment of the LGU/s in basic education in the province? Where are these resources mainly allocated and utilized for? Do funds support priority improvement areas at the school/CLC/district/division level? How equitable is the distribution of resources across the various areas of basic education? What is the trend of investment per learner in the province? How are stakeholders involved in the resource generation? How is the community involved in resource generation efforts? How are resources distributed among schools/ community learning centers? How efficient is the allocation of resources? Are they concentrated in one learning center or equally dispersed?

5. Using the Data Map. The following questions could help to identify potential issues/concerns: 

What does it tell the District Consolidation Team?



How are schools distributed?



Identify the schools with the highest and lowest mps, and based on the gap make an inference.



How are CLCs distributed?



Can CLCs service the need?





Reviewing catchment of schools/CLCs vs. geography, how accessible are schools/CLCs to learners? Are there enough schools/CLCs to address the need?

In drawing inferences from data collected, it is important to cover and group inferences made along the primary thrusts that the department, namely: 

Provision of Access



Quality and Relevance of Basic Education



Division Management of Education Services

STEP 3: IDENTIFY PROBLEMS EXPERIENCED BY THE DISTRICT With the inferences derived from data collected by the district, the DCT lists all problems experienced by the district office. The R C-Dis trict R eport Card and the District Data Map serve as input to the problem identification process. Problems identified in individual problem identification matrices for early childhood, elementary, secondary, alternative learning system following the major categories of: 

Provision of Access to Basic Education

Part 2-40


 

Quality and Relevance of Basic Education Division Management of Educational Services

A problem identification template is suggested in Annex 1-l. Here are some tips in stating problems: 

A problem is a description of a negative condition -- a condition that falls short of the expectations, standard or normative objective. It is a deviation between the targeted and actual conditions.



Remember that a problem is not an absence of a pre-conceived solution. Therefore, refrain from beginning problem statements in “Lack of…. or No…. or …. Absence of ….” Describe the situation surrounding the absence of something. Example, instead of stating “Lack of Potable water” describe the condition/s that the lack of potable water causes such as “high incidence of water -borne diseases”



Refrain from making “judgment statements” as they are vague and evaluative in nature. An example of a judgment statement is “Teachers are not committed.” It may be necessary to dig deeper into the situation to make the problem more observable and verifiable --- identify the manifestations of their lack of commitment.



Refrain from making interventions pose as problems. An example is “Teachers need training.” It is obvious that this is not a problem statement but rather an intervention.” Again, state the reasons why you are proposing this intervention as these are the problems.



Refrain from having problems co-exist in the same problem statement. An example is “High rate of absenteeism due to heavy rainfall which causes river to overflow.” In this single problem statement, three problems exist, namely: High absenteeism rate, heavy rainfall, and river overflows. Write these problems in separate metacards.



To the extent that quantitative data could be provided, please make this available as it is more reliable and it ensures that the problem is data-based. However in presenting figures, please refrain f rom using percentages. Instead use numerical count frequencies as this is more valuable at the division level analysis. Example, instead of stating “75% of learners are not reading at their standard reading level” re-cast the statement by saying: 500 learners are not reading at their standard reading level.

STEP 4: LIST ALL POSSIBLE PROBLEMS & TAKE THE LITMUS TEST List all identified problems using the problem identification matrix. This is also to ensure that the lack of material space in the report card does not constrain the district/LSB in the process of problem identification. Below is a description of the various areas in the problem identification matrix:

Part 2-41


Categories PROVISION OF EQUITABLE ACCESS Personnel Physical & Ancillary Facilities

Description o o

Learning Materials & Equipment

o

Others

o

QUALITY & RELEVANCE Learner Performance

o

o

Performance Indicators

Curriculum Implementation/ Instructional Delivery

o

o

o

o

Staff Development

o

Others

o

Concerns the lack of personnel This area focuses on problems related to the inadequacy of facilities that ensures a conducive learning environment Problems related to the lack of textbooks, teachers’ manuals, library collection Any other concern about provision of equitable access that could not be grouped with the other areas This area focuses on the holistic (academic, non-academic) performance of the learners. It may include, but may not be limited to the following: - Achievement in all subject areas - Pupil’s/Student’s Progress - Classroom participation - Number of ALS passers This area includes the simple dropout rate, failure rate, repetition rate, completion rate, promotion rate, graduation rate, nutritional status, etc This area focuses on the nature of the curriculum offered e.g. organization of the curriculum Localization of the curriculum, special programs It likewise focuses on how instruction is delivered and the factors that adversely affect effective instructional delivery Focuses on development of the potential of human resources i.e. training interventions, presence of a staff development plan, etc. Any other concern about quality and relevance that could not be grouped with the other areas

SCHOOL MANAGEMENT OF EDUCATION SERVICES Stakeholders’ Participation It focuses on how stakeholders o are engaged, the level and quality of engagement of stakeholders e.g. parents, LGU, NGOs, alumni, etc Instructional Supervision Focuses on the provision of o instructional support by the ESs, PSDSs, School Heads, etc. to improve instructional delivery of teachers

Part 2-42


Categories Public Expenditure

o

Management & Administration

o

Others

o

Description This area focuses on the extent of financial investment on basic education It may include but may not be limited to the following: - Management structures - Staff opinion data on the management structures and processes Any other concern about management of education services that could not be grouped with the other areas

Before moving to the next step, check if the problems identified pass the litmus test. Annex 1-m contains the litmus test for problem identification.

STEP 5: CONTINUE WITH THE DATA ORGANIZATION AND CONSOLIDATION STEPS After the analysis process, proceed to accomplish the other steps in the Data Gathering and Consolidation. For Single Districts please proceed to Step 7 of Annex 1-h.c For Multiple Districts please continue to Step 2.h of Annex 1-h.d

Part 2-43


Annex 1-l

Problem Identification Matrix

Part 2-44


AREA

PROBLEMS

Personnel

S

Physical and Ancillary Facilities S E C C A O

F

Learning Materials N OI SI V O P

R

Learning Equipment & Facilities

N

Others

Learner Performance A

T

OI C U D S

CI

E

Curriculum Implementation F

B

A O E N

C

Staff Development (School Heads & Teachers) E

L

E

V

A

R & Y A

L

TI

Others U Q

Part 2-45


AREA

PROBLEMS

Stakeholder Participation S E CI V

Instructional Supervision R E S N OI T A C

Resource Mobilization & Allocation U D E F O T N E M

Management & Administration E G A N A M

Others

Internal Efficiency Performance Indicators

Part 2-46


Annex 1-m

Problem Statement Litmus Test

Part 2-47


PROBLEM IDENTIFICATION CHECKLIST Questions

YES

NO

Are statements negatively stated?





Are problems identified real i.e. are these problems supported by data?





Do problems describe a real situation and not as a judgment or evaluation of the situation?





When containing figures, are they indicated as numerical frequencies and not solely as percentages?





Yes



Comments

No

Note: If all the responses to the questions are “yes” then you may pro ceed to the next phase. If there are “no” responses, then you need to review the problem statements.

Part 2-48


Annex 1-n

Steps in Division Level Situation Analysis

Part 2-49


STEP 1: REVIEW THE DATA GATHERING FORM FOR THE DIVISION Review the data gathering form for the required planning information. The report card at the Division level requires two sets of data --- one coming from official reports submitted to the central office and the other coming from the data gathering process of the DEDP. It is expected that the data collected from the various district offices will match that which is officially reported by the Division Office to the Central or Regional Offices. The data coming from official reports submitted by the Division office could already be encoded in the form while waiting for the district offices t o complete the data gathering process at their level.

STEP 2: VALIDATE INFORMATION SUBMITTED BY THE DISTRICT O FFICES Check the accuracy and validity of the information contained in the RC with existing documents e.g. district reports, BEIS data/information to ensure the integrity and reliability of the information which will input to the Division level analysis. All-in-all districts should submit the following: 

Accomplished RC for Single Districts or Accomplished RC for Multiple Districts in a Single Municipality Form 2



District Data Map Consolidated District’s Perception of Division Organizational Values placed in an appropriately labeled legal white envelope Consolidated District’s Perception of Division Vision Elements placed in an appropriately labeled short brown envelope

 

STEP 3: ENCODE THE VALIDATED DISTRICT DATA IN THE DIVISION REPORT CARD Since the Division Report Card is prepared on an Excel format, simply input the data coming from the accomplished RCs submitted by the District Offices and the form will auto compute and provide a summation of the figures. However, the following data need to be collected at the division level:





Personnel Manning the Division Office








This represents the number of learners of school age who should be in school Secure this information from the Provincial Planning Office Indicate only plantilla items If the personnel is designated, indicate information in the last column Relevant performance indicators at this level should be provided e.g. Participation Rate/Net Enrolment Ratio, School Leavers’ rate, Apparent Intake Rate, Net Intake Rate, etc

Part 2-50


Planning Indicators Public Expenditure






C-3 is meant for resources provided by the Provincial LGU while C-4 is meant to o rganize resources provided by institutions/organizations apart from the Provincial LGU To indicate the institution in C-4, replace the funding “source” with the name of the institution/organizations To accomplish C-3, secure a copy of the Statement of Expenditures from the Provincial Accountant through the Provincial Governor. Remember that the sources of funds may be school board funds, development funds, funds solicited by the LGU for basic education, etc.

Information derived from this section will input to the situation analysis and target setting.

Once all the data (from official reports and that of the consolidated district data) are encoded in the form, the Division makes a final data validation by comparing the reported data against the collected district data. If the information derived from both modes is one and the same or if the information derived has a difference which can be deemed insignificant, the DPC may maintain the information. However, if the difference is significant, the DPC may want to review the raw data (School/CLC data) as there may have been lapses in computation, etc. But if the computation is accurate, the DPC needs to decide which information is to be used for data analysis.

STEP 5: PREPARE THE DIVISION DATA MAPS After plotting the planning information in the Division Report Card, the DPC prepares the Division Data Map. Two data maps will be prepared at this level:

Basic Division Information Data Map This data map contains basic information about the Division Office and is done by simply piecing the district maps together. This data map provides basic information about the schools, CLCs, and districts operating within the Division Office.

Below are two samples of a Basic Division Information Data Map

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S ample 1: Data C ards fixed direc tly on the data map (map set on plyboard)

S ample 2: Data C ards placed on the peri phery with the B E IS ID indicated on the map for referenc e (map s et on tarpaulin)

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Prioritization Data Map The second data map enables the DPC to facilitate the process of prioritization done by the Division Office. Data plotted in the prioritization map will cover district/LSB data on the following areas:     

Enrolment Rate Participation Rate Achievement Rate Drop-out Rate Resources (Financial and Teachers)

Computed district/LSB-wide data, are then used as input to the preparation of the data map. Follow these sub-steps in the preparation of the district prioritization map:

Step 5.1

Prepare the materials needed for the map The following materials will be used for the prioritization data map. Scaled Map of the Province/City  

Art Paper (Red, Yellow, and Green)  Scissors Masking Tape or push pins  Below are the suggested symbols for the areas mentioned above: Participation Rate

Circle

Achievement Rate

Triangle

Drop-out Rate

Arrow down

Resources-Teacher

Person

Resources Finance

Peso sign

A ranking process is proposed below: Achievement Rate With Mastery

Green

Nearing Mastery

Yellow

Below Mastery

Red

Drop-out Rate 0%

Green

To Be Determined (TBD)

Yellow

TBD

Red

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Resources-Teacher Requirement TBD

Green

TBD

Yellow

TBD

Red

Resources-Financial

Step 5.2

TBD

Green

TBD

Yellow

TBD

Red

Prepare the Symbols Out of the art paper, prepare cut-out areas as represented by their symbol depending on the results of the district/LSB-wide computation

Write the data/figure on the symbol. Below are examples `

Step 5.3

Prepare the Division Prioritization Map Place the symbols per municipality on the scaled provincial map. Below are two examples:

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S ample 1: S ymbols fixed directly on the data map (map s et on plyboard)

S ample 2: S ymbols are placed on the periphery (map s et on tarpaulin)

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STEP 6: MAKE DATA INFERENCES & IDENTIFY PROBLEMS From the information coming from the Division Report Card, the Basic Division Information Data Map and the Prioritization Map, make objective inferences from district data by: Using the Division Report Card 1. Looking into the trends. Are the figures increasing or decreasing?


Year 2

Latest Year

25

27

30


The number of classrooms are increasing

2. Comparing agains t the standard . Are the data within the planning standard set by the division office?


Year 2

Latest Year 

25

27

30

  

Planning Standard Flr Area: 7x9 With 2 doors on both ends 4 florescent lights 2 electric fans per classroom


Only 3 classrooms meet the standard requirement while the rest are sub-standard

Comparing figures against certain standards can provide the DPC a deeper analysis of realities in the school.

3. Cross-referencing data e.g. number of teaching personnel vs. enrolment, etc

Enrolment Rate Year 1

Year 2

Latest Year

185

200

275

What is the Data telling us? ▪

There is an average increase of 45 per year


Year 2

6

6

Latest Year 6

  

Planning Standard Flr Area: 7x9 With 2 doors Etc.


Only 3 classrooms meet the standard requirement while the rest are sub-standard

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Using the Division Data Maps Ask the following questions: 

When you examine indicators in each municipality, what does the data tell you?



How are schools distributed?



Are schools strategically located to better serve the population?



Is there a presence of a community learning center where drop-out is high?



Are CLCs strategically located to better serve the population?

A cc es s

Performance 

Which municipality has most of the areas in the red? Which municipality is relatively doing well?



Have resources (funds, technical assistance, etc) been allocated to support municipalities in the red? If not, where are they being allocated?



How have CLCs contributed to the completion rate?

R esource Manag ement 

How has the Division allocated resources (teacher and financial requirements) within the province?



How did the Municipal Local School Board allocate resources within the municipality?



How did the Provincial School Board allocated resources within the province?



Have funds been allocated to support critical improvement areas of the schools/community learning centers?

List all identified problems using the problem identification matrix. This is also to ensure that the lack of material space in the report card does not constrain the district/LSB in the process of problem identification. Individual problem identification matrices should be prepared for early childhood, elementary, secondary, alternative learning system following the major categories of:  

Provision of Access to Basic Education Quality and Relevance of Basic Education



Division Management of Educational Services

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Here are some tips in stating problems: 

A problem is a description of a negative condition -- a condition that falls short of the expectations, standard or normative objective. It is a deviation between the targeted and actual conditions.



Remember that a problem is not an absence of a pre-conceived solution. Therefore, refrain from beginning problem statements in “Lack of…. or No…. or …. Absence of ….” Describe the situation surrounding the absence of something. Example, instead of stating “Lack of Potable water” describe the condition/s that the lack of potable water causes such as “high incidence of water -borne diseases”



Refrain from making “judgment statements” as they are vague and evaluative in nature. An example of a judgment statement is “Teachers are not committed.” It may be necessary to dig deeper into the situation to make the problem more observable and verifiable --- identify the manifestations of their lack of commitment.



Refrain from making interventions pose as problems. An example is “Teachers need training.” It is obvious that this is not a problem statement but rather an intervention.” Again, state the reasons why you are proposing this intervention as these are the problems.



Refrain from having problems co-exist in the same problem statement. An example is “High rate of absenteeism due to heavy rainfall which causes river to overflow.” In this single problem statement, three problems exist, namely: High absenteeism rate, heavy rainfall, and river overflows. Write these problems in separate metacards.



To the extent that quantitative data could be provided, please make this available as it is more reliable and it ensures that the problem is data-based. However in presenting figures, please refrain from using percentages. Instead use numerical count frequencies as this is more valuable at the division level analysis. Example, instead of stating “75% of learners are not reading at their standard reading level” re-cast the statement by saying: 500 learners are not reading at their standard reading level.

Organize these problems following the problem identification matrix. description of the matrix:

Categories PROVISION OF EQUITABLE ACCESS Personnel Physical & Ancillary Facilities

Learning Materials & Equipment

Below is a

Description o o

o

Concerns the lack of personnel This area focuses on problems related to the inadequacy of facilities that ensures a conducive learning environment Problems related to the lack of textbooks, teachers’ manuals, library collection

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Categories Others

o

QUALITY & RELEVANCE Learner Performance

o

o


Curriculum Implementation/ Instructional Delivery

o

o

o

o

Staff Development

o

Others

o

Description Any other concern about provision of equitable access that could not be grouped with the other areas This area focuses on the holistic (academic, non-academic) performance of the learners. It may include, but may not be limited to the following: - Achievement in all subject areas - Pupil’s/Student’s Progress - Classroom participation - Number of ALS passers This area includes the simple dropout rate, failure rate, repetition rate, completion rate, promotion rate, graduation rate, nutritional status, etc This area focuses on the nature of the curriculum offered e.g. organization of the curriculum Localization of the curriculum, special programs It likewise focuses on how instruction is delivered and the factors that adversely affect effective instructional delivery Focuses on development of the potential of human resources i.e. training interventions, presence of a staff development plan, etc. Any other concern about quality and relevance that could not be grouped with the other areas

SCHOOL MANAGEMENT OF EDUCATION SERVICES Stakeholders’ Participation It focuses on how stakeholders o are engaged, the level and quality of engagement of stakeholders e.g. parents, LGU, NGOs, alumni, etc Instructional Supervision Focuses on the provision of o instructional support by the ESs, PSDSs, School Heads, etc. to improve instructional delivery of teachers Public Expenditure This areas focuses on extent of o financial investment on basic education Management & Administration It may include but may not be o limited to the following: - Management structures - Staff opinion data on the management structures and processes Others Any other concern about o management of education

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Categories

Description services that could not be grouped with the other areas

Before moving to the next step, check if the problems identified pass the litmus test. Annex 1-m contains the litmus test for problem identification.

STEP 7: CONSOLIDATE PROBLEMS IDENTIFIED BY THE DISTRICT OFFICES With the inferences derived from data collected by the district, the district planning committee lists all problems experienced by the district offices. Consolidate common problems experienced across the districts within the division. Before consolidating these problems, check if the problem statements pass the litmus test seen in Annex 1-m of this handbook. Once, the problem statements pass the litmus test; group together common responses identified across the municipalities. Again the definition provided by the DPC to the districts should likewise be applied here. At this point, problems could be stated as percentages. However, it is strongly suggested to place the frequency to enable participants to v iew actual figures.

Below is an example:

District A

District B

250 pupils are not reading at their standard reading level

50 pupils are reading below their standard reading level

District G

6 out of 10 Districts

District Y




District Z

District N



It is suggested that in identifying common problems coming from district offices, that the DPC indicate the number of districts which have mentioned the same problem and their names at the back of the metacard. This will enable the DPC to view the extent of the problem within the province.

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Problems coming from the same area of basic education will be consolidated; meaning elementary problems among elementary problems, and the like. Problems identified and consolidated in this step will be combined with problems identified in the previous step. If the problem has already been identified, attach these cards.

STEP 8: CONDUCT IN-DEPTH ANALYSIS OF DIVISION SITUATION After interpreting and analyzing the division data and identifying problems, it is now time to conduct an in-depth analysis if the division situation. The Streams Analysis approach will be used. The Streams Analysis is an organizational development which facilitates the identification of problems & the determination of their causal relationship. Problems are arranged into core areas of organizational operations called streams. It produces a Streams Diagnostic Chart. Below are the steps in the conduct of the streams analysis. Note: The following steps will be undertaken by individual working teams Step 8.a: Plot the problems in the Streams Diagnostic Chart The problem identification matrix is already structured to facilitate the preparation of the Streams Diagnostic Chart (SDC) as each column represents the various streams in the SDC. It is suggested that problem metacards in each major stream e.g. Provision of Equitable Access, Quality and Relevance of Basic Education, and Division Management of Education Services. Below is a demonstration example:

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Step 8.b: Identify Other Problems Steps 7-8 enabled the DPC to consolidate problems experienced by the various districts and organize these in the Streams Diagnostic Chart. Other problems may be identified. Another major source of information on problems is the collective experience of the district offices.

Here is an example:

School Leavers’ Rate is at 15% which is above the planning standards of 0%

However, at times, the figures in the problem statement do not tell a story. Based on the collective experience of the Division, DPC members could identify reason/s why the division’s school leavers’ rate is so. In doing this, the Division may ask 5 whys. The following are possible reason/s: 

75% of students are absent during planting and harvesting seasons to help as extra farm hands



35% of students go to video/computer shops during class hours



Only 45% of teachers use varied learning strategies



Computer/Game shops are operating within the 5 km radius of the school

These additional inferences should be written in metacards and grouped appropriately in the streams diagnostic chart. Below is an example:

Additional Problems Identified

Streams

75% of students are absent during planting and harvest season to help as extra farm hands

Stakeholders’ Participation

35% of students go to video/computer shops during class hours

Stakeholders’ Participation

Only 45% of teachers use varied learning strategies Computer/Game shops are operating within the 5km radius of the school

Curriculum Implementation Stakeholders’ Participation

Step 8.c: Conduct 1st Level Cause & Effect Relationship of Problems After the identification and organization of problems in the SDC, the DPC is now ready to determine the first level causal relationship of problems within the individual streams of each area of basic education. To do this, identify

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two related problems. Problems may come from the same stream of across streams. Below is an example:

Within the same Stream Learner Performance 750 students are reading at the Frustration Level

Across Streams Learner Performance Division MPS is at 43.8 which is below the planning standard of 75 by 31.2 mps Learning Materials

Division MPS is at 43.8 which is below the planning standard of 75 by 31.2 mps

Students share 1 textbook in English 1

Once a relationship has been established, determine which problem drives or causes which. An arrow “directed outward” is drawn from the problem that has caused the other problem. Below is an example:

Within the same Stream Learner Performance 750 students are reading at the Frustration Level

Across Streams Learner Performance Division MPS is at 43.8 which is below the planning standard of 75 by 31.2 mps Learning Materials

Division MPS is at 43.8 which is below the planning standard of 75 by 31.2 mps

Students share 1 textbook in English 1

Below is an example of a completed Streams Diagnostic Chart:

Step 8.d: Conduct 2nd Level Cause & Effect Relationship of Problems A second level causal relationship is conducted to determine cause and effect relationship of problems among the various areas of basic education in the province (namely, early childhood, elementary, secondary, and ALS). This step is based on the premise that the DPC is preparing a DEDP, a unified, comprehensive plan for basic education in the province. To do this, initially identify problems in two or three areas of basic education which are related to each other. Below is an example of related problems in two streams diagnostic charts:

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Elementary SDC

Secondary SDC

Pupil Achievement is at 45 mps which is below the planning standard of 75 by 30 mps

Student Achievement is at 35 mps which is below the planning standard of 75 by 45 mps

7500 pupils are reading below their standard reading levels

3654 students are reading below their standard reading levels

Graduation rate is at 96% which is below the planning standards of 100 by 4%

Enrolment is steadily decreasing by 1% every year in the last 5 years

Below is an example of related problems coming from three stream diagnostic charts:

Elementary SDC

Secondary SDC

Elementary School Leavers’ Rate is at 10% which is above the planning standard of 0%

Secondary School Leavers’ Rate is at 15% which is above the planning standard of 0%

Only 1500 OSYs and OSAs enrolled in the various ALS programs ALS SDC

Once a relationship has been established, determine which problem drives or causes which. An arrow “directed outward” is drawn from the problem that has caused the other problem. Two possible relationships could be made:

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Across two areas

Elementary SDC

Secondary SDC

Pupil Achievement is at 45 mps which is below the planning standard of 75 by 30 mps

Student Achievement is at 35 mps which is below the planning standard of 75 by 45 mps

7500 pupils are reading below their standard reading levels

3654 students are reading below their standard reading levels

Graduation rate is at 96% which is below the planning standards of 100 by 4%

Enrolment is steadily decreasing by 1% every year in the last 5 years

In the first example, the learner performance (as manifested through the mps) in the elementary may potentially be one of the reasons why the learner performance in the secondary is low. The same could be said of the two other succeeding examples: The secondary students whose reading abilities are below the standard reading level may have likewise been reading below their standard reading levels during their elementary schooling. We know that graduation rate affects enrolment in the secondary.

Across three areas

Elementary SDC

Secondary SDC

Elementary School Leavers’ Rate is at 10% which is above the planning standard of 0%

Secondary School Leavers’ Rate is at 15% which is above the planning standard of 0%

Only 1500 OSYs and OSAs enrolled in the various ALS programs ALS SDC As gleaned from the example above, causal relationship may likewise be identified across three areas. It is a fact that school leavers’ rate (or the true drop-out rate) affects enrolment in the ALS.

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As it may not be practical to use lines to connect two or three diagnostic charts, the DPC may opt to use symbols to represent cause and effect relationship of problems across streams. A different symbol is used for problems from two SDCs and another symbol for problems across three SDCs. In the example below, the start () is used to represent causal relationship between three SDCs while the square ( ) is used to represent causal relationship between two SDCs. Below is an example of a completed Streams Diagnostic Chart

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DEDP Manual of Instructions

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