Transcript Updates On SHS Implementation Planning For

Updates on Senior High School
Implementation Planning
Executive Committee Meeting
December 1, 2014
SHS Preparations
Outline
1.
Methods of data analysis
2.
Updated results from 16 regions
3.
Issues and concerns raised during the
workshops
4.
Red flags in SHS Planning and SDOs
5.
Exemplars
6.
Next steps for CO and field offices
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Methods of Data Analysis
1. Data collection from clusters 1 to 5
• All regions except ARMM
2. Consolidation of Total per Region
• Total cohorts
• Percentage of students to be absorbed by DepEd
schools
• List of schools, slots per school
• Program tracks/strands offered per school
• Resource requirements (Classrooms, Teachers)
3. National Summary of the 16 Regions
4. Hypothesized vs. actual ratio for tracks and strands
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Assumptions
• Sum of two cohorts is based on SY 2013
EBEIS data for Grades 7 and 8;
• No attrition in enrollment for 2 cohorts;
• Preferred number of learners in a classroom
(and subsequently, section) is 40
• There should be at least 6 sections to fully
load 9 teachers
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Indicative DepEd SHS Plans from All Regions
Except ARMM
No. of DepEd Schools Division Offices (SDOs)
Total no. of existing DepEd high schools
Sum of two cohorts (for SY 2016 and SY 2017)
*based on Gr 7-8 enrollment of SY 2013
Proposed no. of existing DepEd high schools to
offer SHS (after planning workshop)
No. of proposed DepEd stand-alone SHS
No. of students to be absorbed by DepEd SHS
208
7,249
3,103,045 (97.1%)
4,797 (68.3%)
170
2,139,854 (68.9%)
No. of SHS classrooms needed
53,497
No. of SHS teachers needed
80,246
*208 Divisions (16 Regions) cover 97.15% of projected SHS enrolment in 2016 and 2017
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National Program Distribution
# of schools # of student slots
Academic Track
STEM
1,016
1,114,223 52.1%
197,699 9.2%
ABM
1,373
217,147 10.1%
HUMSS
1,222
171,799
GAS
3,370
527,578 24.6%
3,795
TVL
3,924
8.0%
Arts and Design
224
957,481 44.7%
35,269 1.6%
Sports
182
32,880 1.5%
TOTAL
4,967
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2,139,853
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What do these data tell us?
• 68.96% of learners from the two cohorts
will be absorbed by DepEd SHS
• 31.04% of learners from the two cohorts
may be absorbed by Non-DepEd providers
(i.e. private HS and HEIs, SUCs and
LUCs, TVIs)
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What do these data tell us?
Tracks
Hypothesized
Actual
Urban
Rural
Remote
Academic
45%
35%
25%
52.1%
TVL
45%
55%
70%
44.7%
Arts and
Design
5%
5%
5%
1.6%
Sports
5%
5%
-
1.5%
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What do these data tell us?
Academic
Strands
STEM
Hypothesized
Urban
Rural
Remote
(45%)
(35%)
(25%)
13.5%
10.5%
7.5%
Actual
9.23%
ABM
9.0%
7.0%
5.0%
10.15%
HUMMS
4.5%
3.5%
2.5%
8.03%
GAS
18.0%
14.0%
10.0%
24.65%
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Top 10 Tech-Voc Specializations
(Based on school count, out of 3,795 proposed TVL schools)
Bread and Pastry (1,216)
2. Cookery (1,082)
3. Computer Hardware Servicing (774)
4. Computer Programming (625)
5. Beauty and Nail Care (588)
6. Dressmaking (497)
7. Hairdressing (477)
8. Tailoring (476)
9. Electrical Installation and Maintenance (467)
10. Crop Production (457)
1.
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Issues and Concerns
1.
Curriculum
• Is there a standard parameter in classifying
schools as Urban-Rural-Remote?
• What are the bases in determining program
offerings in SHS?
• How are students enrolled in the Open HS
Program, other ADMs, and ALS catered in
SHS?
• How will SPED students be accommodated in
SHS?
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Issues and Concerns
2.
Teachers
• What are the criteria in hiring and ranking
SHS teacher applicants?
• Will a JHS teacher or teacher from an HEI
carry his/her item along when transferring to
SHS?
• How do we employ specialized teachers who
are non-LET passers?
• What is the entry level salary grade of SHS
teachers?
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Issues and Concerns
3.
4.
5.
6.
7.
8.
TA/Supervision per strand and specialization
in every SDO
Need for more guidance counselors for
career advocacy
SHS assessment
Textbook printing and procurement concerns
Communication plan for SHS
Voucher program guidelines and policy for
SUCs/LUCs
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Issues and Concerns
Partnership guidelines and MOA templates
10. Guidelines/policy on work immersion
11. Guidelines/policy on school demolition,
transfer, and building of stand-alone for SHS
12. Policy on use of non-DepEd spaces for SHS
13. Possible amendments in prescribed building
designs for those with limited spaces
14. Guidelines for non-DepEd schools to offer
SHS
9.
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Red Flags in SDO SHS Planning
1.
Program/track offerings are solely based on
students’ preferences/survey
2.
Number of projected slots per track/strand is
much more than the number of available
slots that can be absorbed for immersion
3.
Mismatch of learned competencies to
needed competencies/skills of identified
industries for immersion
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Examples of Red Flag SDOs
(Require relatively more TA and guidance)
1.
2.
3.
4.
5.
6.
Quezon City, Manila, Paranaque
o Difficulty placing incoming students given their large number
and very limited spaces for building, plus big top-up amounts
of non-DepEd schools
o Considering double shift for Grade 12 in several schools to
solve classroom gaps
Vigan City – due to lack of buildable spaces and many crossenrolees, they intend to prioritize Vigan residents
San Carlos City, Aklan, Antique – almost all proposed SHS
contain zero slots for Academic strands
Bacolod, Bago City, Davao Oriental – no STEM
Quezon Province – very low slots for Academic strands
Tanauan City – predominantly GAS and TVL, very low STEM
allocation
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Red Flags during the Workshops
1. Data
• Use of 2013 EBEIS data because there was no 2014
EBEIS data yet
• Schools that didn’t pass Condition C (population and
buildable space) but will offer SHS with no justification
2. Program/track distribution
• Far from hypothesized ratio
• Incomplete Academic track in a municipality or city SDOs
(e.g. no STEM, no HUMSS)
• Remote school but will not offer SHS
• Low STEM percentage
3. Behavioral red flags
o Insensitive remarks
o Sexist remarks
o Resistant to change
o Unfocused Participants
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Green Flags during the Workshops
1.
Well-prepared Internal and External Assessments
and clustering plans
2.
Participative, open to suggestions and corrections
3.
Receptive to information during plenary and breakout sessions
4.
Collaborative efforts among SDOs in the planning
process
5.
Proactive participants during the planning process
(e.g. clarified details with HS principals)
6.
Clear direction setting by the Region
7.
Visible presence and support of the RO
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Next Steps (Dec 2014 – May 2015)
Central
Office
Activities
Dec
2015
J
F
M
A M
DepEd-CHED-TESDA online school
Office of the mapping
Secretary
Budget Preparations for FY 2016
Finalization of SHS program
requirements
Finalization of assessment
framework
Programs
and Projects Finalization of SHS Monitoring and
Evaluation (M&E) framework
Vetting of refined SDO SHS
implementation plans
IMCS
Finalization of SHS textbook call
Creation of career and entry
NETRC
assessments for tracks and strands
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Next Steps (Dec 2014 – May 2015)
Central
Office
BSE
BALS
Regional
Operations
NEAP
Activities
Dec
2015
J F
M
A M
Crafting of SHS immersion policy
Evaluation of non-DepEd SHS
applications
Alignment and validation of ALS
curriculum with K to 12 Curriculum
Vetting of refined SDO SHS
implementation plans
Finalization and promulgation of hiring
and reassignment policies for SHS
teachers and school heads
Work with Regional Ops in hiring new
SHS school heads
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Next Steps (Dec 2014 – May 2015)
Central
Office
Activities
Dec
2015
J
F M A M
Finalization of guidelines for
partnerships
MOA templates for partnerships
External
Coordination with chambers of
Linkages and
commerce and industries regarding
Partnership
work immersion
Coordination with leagues of LGUs on
SHS partnerships
Finalization on SHS Voucher Program
design and policy
Finance and PFSED school site validation
Admin
Budget preparation for 2016
Submission of proposed 2016 DepEd
budget
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Next Steps (Dec 2014 – May 2015)
Central
Office
Activities
Dec
2015
J F
M
A M
Legal and
Legislative
Affairs
Review and approval of SHS MOA
templates for partnerships and policy
on immersion
Determination of SHS resource
Planning and allocation
Development Vetting of SDO SHS implementation
plans
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Next Steps (Dec 2014 – May 2015)
Regional Office Activities
Dec
2015
J
F M A M
Conduct of Regional MANCOM meetings for
finalization of SHS implementation plans
Budget preparation for 2016
Schools Division Office Activities
Identification of school clustering
Submission of refined and validated SHS
Implementation plan
Meeting with Non-DepEd SHS providers
Budget preparation for 2016
Classroom/building and facilities construction plans
Forge agreements/MOAs with prospective partners
Technical assistance on SHS program implementation
at the school/community level
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Thank You Very Much!
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