Updates on Senior High School Implementation Planning Executive Committee Meeting December 1, 2014

Outline Methods of data analysis Updated results from 16 regions Issues and concerns raised during the workshops Red flags in SHS Planning and SDOs Exemplars Next steps for CO and field offices

Methods of Data Analysis Data collection from clusters 1 to 5 All regions except ARMM 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) National Summary of the 16 Regions Hypothesized vs. actual ratio for tracks and strands

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

Indicative DepEd SHS Plans from All Regions Except ARMM No. of DepEd Schools Division Offices (SDOs) 208 Total no. of existing DepEd high schools 7,249 Sum of two cohorts (for SY 2016 and SY 2017) *based on Gr 7-8 enrollment of SY 2013 3,103,045 (97.1%) Proposed no. of existing DepEd high schools to offer SHS (after planning workshop) 4,797 (68.3%) No. of proposed DepEd stand-alone SHS 170 No. of students to be absorbed by DepEd SHS 2,139,854 (68.9%) No. of SHS classrooms needed 53,497 No. of SHS teachers needed 80,246 *Ratio between current sum of two cohorts (208 Divisions) to sum of two cohorts (17 Regions) is 3,103,045 : 3,194,021 = 97.15% *No. of Proposed Current DepEd JHS to offer SHS (after planning workshop) is 4,797 (68.33% = 4,797 / 7020 * 100) *No. of students to be absorbed by DepEd SHS (2,139,854) divided by sum of two cohorts (3,103,045), is 68.96%. *No. of Classrooms and teachers needed is based on workshop submissions (2,139,854 / 40 = 53,497), not on sum of two cohorts (3,103,045). *Excluding sum of two cohorts for ARMM, workshop submission cover (3,103,045 / 3,194,021 * 100) 97.15% of national sum of two cohorts. *Classrooms Needed = 2,139,854 / 40 *Teachers Needed = 53,497 / 6 * 9 *Assumptions based on EBEIS S.Y. 2013 Sum of two cohorts: Grade 7 (1,674,371) + Grade 8 (1,519,650) = 3,194,021. *Existing JHS (excluding ARMM) = 7,249 *208 Divisions (16 Regions) cover 97.15% of projected SHS enrolment in 2016 and 2017

National Program Distribution # of schools # of student slots Academic Track 3,924 1,114,223 STEM 1,016 197,699 ABM 1,373 217,147 HUMSS 1,222 171,799 GAS 3,370 527,578 TVL 3,795 957,481 Arts and Design 224 35,269 Sports 182 32,880 TOTAL 4,967 2,139,853 52.1% 9.2% 10.1% 8.0% 24.6% 44.7% *Based on 5 Workshop submissions (208 Divisions; 16 Regions) *Academic Track total was derived from counting unique schools offering at least one of the following strands: STEM, ABM, HUMSS and GAS. *Total number of student slots for 16 regions is 2,139,853. *Unique schools that will offer SHS is 4,967 (as of Batch 5, excluding ARMM). 1.6% 1.5%

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)

What do these data tell us? Tracks Hypothesized Actual Urban Rural Remote Academic 45% 35% 25% 52.1% TVL 55% 70% 44.7% Arts and Design 5% 1.6% Sports - 1.5% Actual percentage based on dividing Slots per Track by No. of students to be absorbed by DepEd SHS (2,139,853)

What do these data tell us? Academic Strands Hypothesized Actual Urban (45%) Rural (35%) Remote (25%) STEM 13.5% 10.5% 7.5% 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% Actual percentage based on dividing Slots per Strand by No. of students to be absorbed by DepEd SHS (2,139,853)

Top 10 Tech-Voc Specializations (Based on school count, out of 3,795 proposed TVL schools) Bread and Pastry (1,216) Cookery (1,082) Computer Hardware Servicing (774) Computer Programming (625) Beauty and Nail Care (588) Dressmaking (497) Hairdressing (477) Tailoring (476) Electrical Installation and Maintenance (467) Crop Production (457) Results derived from frequency count of schools intending to offer the TVL specializations No. of students for the top 10 TVL specializations (max and min) #1 Bread and Pasty – 143,018 #10 Tailoring – 45,171

Issues and Concerns 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?

Issues and Concerns 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?

Issues and Concerns 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

Issues and Concerns Partnership guidelines and MOA templates Guidelines/policy on work immersion Guidelines/policy on school demolition, transfer, and building of stand-alone for SHS Policy on use of non-DepEd spaces for SHS Possible amendments in prescribed building designs for those with limited spaces Guidelines for non-DepEd schools to offer SHS

Red Flags in SDO SHS Planning Program/track offerings are solely based on students’ preferences/survey Number of projected slots per track/strand is much more than the number of available slots that can be absorbed for immersion Mismatch of learned competencies to needed competencies/skills of identified industries for immersion Red Flags were based on the updating sessions with NCR divisions (particularly Malabon and San Juan)

Examples of Red Flag SDOs (Require relatively more TA and guidance) Quezon City, Manila, Paranaque Difficulty placing incoming students given their large number and very limited spaces for building, plus big top-up amounts of non-DepEd schools Considering double shift for Grade 12 in several schools to solve classroom gaps Vigan City – due to lack of buildable spaces and many cross- enrolees, 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

Red Flags during the Workshops 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 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 Behavioral red flags Insensitive remarks Sexist remarks Resistant to change Unfocused Participants

Green Flags during the Workshops Well-prepared Internal and External Assessments and clustering plans Participative, open to suggestions and corrections Receptive to information during plenary and break- out sessions  Collaborative efforts among SDOs in the planning process Proactive participants during the planning process (e.g. clarified details with HS principals) Clear direction setting by the Region Visible presence and support of the RO

Next Steps (Dec 2014 – May 2015) Central Office Activities 2015 J F M Office of the Secretary DepEd-CHED-TESDA online school mapping Budget Preparations for FY 2016 Programs and Projects Finalization of SHS program requirements Finalization of assessment framework Finalization of SHS Monitoring and Evaluation (M&E) framework Vetting of refined SDO SHS implementation plans IMCS Finalization of SHS textbook call NETRC Creation of career and entry assessments for tracks and strands

Next Steps (Dec 2014 – May 2015) Central Office Activities 2015 J F M BSE Crafting of SHS immersion policy Evaluation of non-DepEd SHS applications BALS Alignment and validation of ALS curriculum with K to 12 Curriculum Regional Operations Vetting of refined SDO SHS implementation plans Finalization and promulgation of hiring and reassignment policies for SHS teachers and school heads NEAP Work with Regional Ops in hiring new SHS school heads

Next Steps (Dec 2014 – May 2015) Central Office Activities 2015 J F M External Linkages and Partnership Finalization of guidelines for partnerships MOA templates for partnerships Coordination with chambers of commerce and industries regarding work immersion Coordination with leagues of LGUs on SHS partnerships Finance and Admin Finalization on SHS Voucher Program design and policy PFSED school site validation Budget preparation for 2016 Submission of proposed 2016 DepEd budget

Next Steps (Dec 2014 – May 2015) Central Office Activities 2015 J F M Legal and Legislative Affairs Review and approval of SHS MOA templates for partnerships and policy on immersion Planning and Development Determination of SHS resource allocation Vetting of SDO SHS implementation plans

Regional Office Activities Schools Division Office Activities Next Steps (Dec 2014 – May 2015) Regional Office Activities Dec 2015 J F M A 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 Classroom/building and facilities construction plans Forge agreements/MOAs with prospective partners Technical assistance on SHS program implementation at the school/community level

Thank You Very Much! As of 02/17/14 Special ManCom Meeting on SHS Preparations. For DEPED USE ONLY

Backup Slides

Outline Objectives Regional Clustering and Schedule Workshop Composition Indicative Timeline for SHS Details of the Process Methods of Data Analysis Results Issues and Concerns Exemplars Next Steps

Objectives All incoming Grade 11 students be accommodated in SHS Program offerings should be relevant to the learners’ preferences and community activities Support for resource requirements should be identified (e.g. facilities, materials, equipment) Qualified teaching staff for all tracks and strands should be provided Opportunities for immersion should be established

Workshop Clusters and Schedules Region Date Venue 1 III, IV-A, NCR Sept. 10-12 Bacolor, Pampanga 2 VI, VII, VIII Oct. 8-10 Lahug, Cebu 3 V, X, XI, XII Oct. 22-24 Makiling, Laguna 4 I, II, IV-B, CAR Nov. 5-7 Alfonso, Cavite 5 IX, CARAGA Nov. 19-21 Tanza, Cavite 6 ARMM Jan. 7-9, 2015 Zamboanga City

Workshop Composition Regional Office Schools Division Office Regional Director Assistant Regional Director Planning Officer SHS Coordinator Physical Facilities Coordinator Schools Division Office Schools Division Superintendent SDO Planning Officer

SHS Implementation Indicative Timeline 2014 2015 2016 Start of Execution of Final SDO SHS Implementation Plan Ready for SHS: Classrooms & Facilities School Heads & Teachers Instructional Materials & Equipment Finalization of SDO SHS Implementation Plans and Budget Start of Hiring Process for DepEd SHS Teachers SEP OCT JAN FEB AUG SEP OCT NOV MAY JUN SY 2016: at least 1 DepEd SHS per city/municipality Start of SHS Implementation Plan Refinement and Validation 2016 Budget Deliberations in Congress Approval of 2016 Budget Submission of Proposed 2016 DepEd Budget SHS Early Registration

Conditions in Determining DepEd Senior High Schools (SHSs) in 2016 How do we select the places where SHS will be established? From the EBEIS, we will look for the following: Identify the Following: Do we put up a SHS? Actions to Take Municipalities with no junior high school No Set up the elementary schools into integrated schools until junior high school (JHS) Establish ALS programs for JHS Study where the children can go for SHS after JHS

Conditions in Determining DepEd Senior High Schools (SHSs) in 2016 Identify the Following: Do we put up a SHS? Actions to Take B. Lone public junior high school in a municipality Yes Social investigation on the preferences of the community on options for setting up SHS. Options may include: Set up SHS in the locality Find an HEI in the community and see if they can offer SHS Studying in another locality

Conditions in Determining DepEd Senior High Schools (SHSs) in 2016 Identify the Following: Do we put up a SHS? Actions to Take C. DepEd JHSs which have total buildable space and/or excess classrooms of at least 6 and have enrollment of less than 3,000 (Note: these schools can accommodate 2 additional cohorts of students and still not exceed the maximum size of 4,500 students in a campus.) Yes Check location of the JHS Check non-DepEd provision of SHS Identify catchment areas Identify the tracks to be offered Identify the subsequent resource requirements Identify the population which the school can cover versus the total SHS population required of the SDO For consideration: Establish SHS in elementary schools which have space for building new classrooms and/or excess classrooms Separate principal for (stand-alone) SHS from JHS or ES?

Conditions in Determining DepEd Senior High Schools (SHSs) in 2016 Identify the Following: Do we put up a SHS? Actions to Take D. SHS campuses that will have to be opened to cover the remaining gap Yes Explore the private provision of SHS Make sure the programs in DepEd schools do not overlap with non-DepEd provision Open DepEd SHS in underserved catchment areas List their resource requirements Identify sources of resources Plot the timetable for SHS provision

Conditions in Determining DepEd Senior High Schools (SHSs) in 2016 Identify the Following: Do we put up a SHS? Actions to Take E. The number of provinces in a region Yes For the Sports track, ask the regional director to recommend just one SHS in a province. Ask the regional director if s/he is willing to lead the institutionalization of a sports SHS in the provinces in his/her region.

Conditions in Determining DepEd Senior High Schools (SHSs) in 2016 Identify the Following: Do we put up a SHS? Actions to Take F. The Science high school system of the region Yes For the STEM strand, the regional director will lead the planning for Science JHS and STEM SHS.

Conditions in Determining DepEd Senior High Schools (SHSs) in 2016 Identify the Following: Do we put up a SHS? Actions to Take G. The Arts and Design high school system of the region Yes For the Arts and Design track, the regional director will lead the planning for Arts JHS and Arts and Design SHS.

Process Guidelines for SHS SHS Implementation Plan Outline Process Guidelines for Senior High School Curriculum Roll-Out

Sample Filled-up Templates Template 1. Shortlist Template 2. Program Template 3. Requirements Template 4. Partnerships Template 5. Timetable Template 6. Table of Deliverables

Workshop Evaluation Results Very Satisfactory (3.7 of 4) overall rating of the four workshop clusters Top 5 Rated Criteria Rating Relevant Materials (Training Proper) 3.9 Achieved workshop objectives (training proper) Facilitation and follow-up (management of workshop) Complete Materials (training proper) Clarity of Instruction 3.8