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

2. 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

3. 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

4. Assumptions
Sum of two cohorts is based on SY 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

5. 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 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

6. 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%

7. 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)

8. 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)

9. 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)

10. 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

11. 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?

12. 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?

13. 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

14. 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

15. 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)

16. 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

17. Red Flags during the Workshops
Data
Use of 2013 EBEIS data because there was no 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

18. 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

19. 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

20. 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

21. 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

22. 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

23. 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

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

25. Backup Slides

26. 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

27. 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

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

29. 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

30. 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

31. 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

32. 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

33. 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?

34. 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

35. 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.

36. 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.

37. 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.

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

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

40. 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