1. MEPA
Facilitation
& Synthesizing Skills

2. SESSION OBJECTIVES
At the end of the session, the participants are expected to:
Explain essential components of Facilitation in order to conduct successful MEPA;
Discuss useful techniques and templates in synthesizing issues and concerns during MEPA and their corresponding implications to Technical Assistance & Policy Directions; and
Develop deeper understanding on the importance of enhancing facilitation and synthesizing skills for the productive conduct of MEPA.

3. ACTIVITY: FACILITATION SKILLS CHECKLIST
Direction: Assess your facilitation skills, using the following rating scale: 1 – Developing ; 2 – Maturing; 3 – Advanced .
No.
INDICATORS
Rating 1.
Keeps group on track to achieve objectives in given time frame. 1 2 3 2.
Establishes and reminds group members of norms for meeting behavior. 3.
Checks and ensures group’s understanding of goals. 4.
Gauges the clarity of each role and how well it is being performed. 5.
Addresses non-verbal communication patterns. 6.
Paraphrases ideas and suggestions. 7.
Steers conflict away from personalities and toward task-related issues. 8.
Resolves conflict by being sensitive and fair. 9.
Identifies type and appropriateness of the decision-making process the group is using.
10.
Recognizes when a decision is made implicitly rather than explicitly.
Total Score
Level of Competence
Source:

4. How is your pre-test result?
Directions:
Sum-up the total score and divide it by 10.
2. Determine your level of competence based on the table below:
Range
Descriptive Rating
Interpretation
Developing
You are still in the process of acquiring the skill; hence, you need Technical Assistance.
Maturing
You have acquired the skill to a larger extent, but you need to enhance it further.
Advanced
Congratulations! You have fully acquired the skill to a largest extent, you are very much ready to facilitate MEPA.

5. ANALYSIS How did you find the activity?
What is the level of competence of your facilitation skills?
What facilitating/hindering factors contributed for having such level?
Which area do you need more TA?
Why do you need to have high level of facilitation competence in conducting MEPA?

6. FACILITATION SKILLS: Keeping on Track with Desired Outcomes
Recognizes and addresses when poor or incomplete planning detracts from achieving meeting goal(s).
Allows time for group to address process issues.
Keeps group on track to achieve objectives in given time frame.
Establishes and reminds group members of norms for meeting behavior.
According to Harvey and Goudvis, “When we synthesize information, we take individual pieces of information and combine them without prior knowing… At its best, synthesis involves merging new information with existing knowledge to create an original idea, see a new perspective, or form a new line of thinking to achieve insight.”
Oliver Wendell Holmes states what we hope will happen to all of our readers. Summarizing and synthesizing are worthwhile strategies needed for an ever-changing world.

7. FACILITATION SKILLS: Goals and Roles
Clarifies goals and objectives of meeting.
Checks and ensures group’s understanding of goals.
Verifies all group members understand and commit to common goal(s).
Provides time for group to discuss, clarify, and/or modify or negotiate goals.
Ensures roles are assigned and understood.
Gauges the clarity of each role and how well it is being performed.
According to Harvey and Goudvis, “When we synthesize information, we take individual pieces of information and combine them without prior knowing… At its best, synthesis involves merging new information with existing knowledge to create an original idea, see a new perspective, or form a new line of thinking to achieve insight.”
Oliver Wendell Holmes states what we hope will happen to all of our readers. Summarizing and synthesizing are worthwhile strategies needed for an ever-changing world.

8. FACILITATION SKILLS: Communication
Invites quiet participants to contribute.
Asks open questions to stimulate group discussion.
Solicits ideas and suggestions from all members of the group.
Provides feedback to group on how well they are communicating and interacting.
Addresses non-verbal communication patterns.
Paraphrases ideas and suggestions.
Maintains open, balanced and clear communication.
According to Harvey and Goudvis, “When we synthesize information, we take individual pieces of information and combine them without prior knowing… At its best, synthesis involves merging new information with existing knowledge to create an original idea, see a new perspective, or form a new line of thinking to achieve insight.”
Oliver Wendell Holmes states what we hope will happen to all of our readers. Summarizing and synthesizing are worthwhile strategies needed for an ever-changing world.

9. FACILITATION SKILLS Conflict Management
Steers conflict away from personalities and toward task-related issues.
Summarizes opposing positions.
Determines when members are suppressing their ideas to avoid conflict.
Recognizes when group members try to smooth over conflict rather than addressing it.
Resolves conflict immobilizing the group.
Determines whether conflict is constructive and task-related.
According to Harvey and Goudvis, “When we synthesize information, we take individual pieces of information and combine them without prior knowing… At its best, synthesis involves merging new information with existing knowledge to create an original idea, see a new perspective, or form a new line of thinking to achieve insight.”
Oliver Wendell Holmes states what we hope will happen to all of our readers. Summarizing and synthesizing are worthwhile strategies needed for an ever-changing world.

10. FACILITATION SKILLS
Decision Making/Problem Solving
Recognizes when a decision is made implicitly rather than explicitly.
Determines if divergent or unpopular ideas are immediately rejected or ignored.
Identifies type and appropriateness of the decision-making process the group is using.
Assesses the strengths and weaknesses of the group’s decision making.
Implements appropriate decision-making procedure when decisions are needed.
According to Harvey and Goudvis, “When we synthesize information, we take individual pieces of information and combine them without prior knowing… At its best, synthesis involves merging new information with existing knowledge to create an original idea, see a new perspective, or form a new line of thinking to achieve insight.”
Oliver Wendell Holmes states what we hope will happen to all of our readers. Summarizing and synthesizing are worthwhile strategies needed for an ever-changing world.

11. SYNTHESIZE – BEYOND SUMMARY
together
The putting
so as to
form a whole
of parts or
elements
Keene states, “I combine new ideas with what I already know to get something new and different.”

12. SYNTHESIZING
“Synthesizing is like putting a puzzle together. You have to sort out your thinking and put it in the right place.”
Clay
According to Harvey and Goudvis, “When we synthesize information, we take individual pieces of information and combine them without prior knowing… At its best, synthesis involves merging new information with existing knowledge to create an original idea, see a new perspective, or form a new line of thinking to achieve insight.”
Oliver Wendell Holmes states what we hope will happen to all of our readers. Summarizing and synthesizing are worthwhile strategies needed for an ever-changing world.

13. SYNTHESIZING Ellin Keene
“ In order to construct any kind of meaning in our literacy learning and our life learning, we must find ways to cull and prune the details with which we are bombarded. We must reorganize and create our own explanations for what we are learning, our own learning, our own definitions of our lives at any particular juncture.”
Ellin Keene
According to Harvey and Goudvis, “When we synthesize information, we take individual pieces of information and combine them without prior knowing… At its best, synthesis involves merging new information with existing knowledge to create an original idea, see a new perspective, or form a new line of thinking to achieve insight.”
Oliver Wendell Holmes states what we hope will happen to all of our readers. Summarizing and synthesizing are worthwhile strategies needed for an ever-changing world.

14. School Synthesis Template of SMEPA
Major Accomplishments (Performance Indicators, Outputs Achieved, Improved Fund Utilization, Progress Markers)
Major Difficulties
(Access/Quality, Project Management, Fund Utilization,
Relations with stakeholders)
Lessons learned
(IP/Muslim Education, Project Management)
Major Issues
(Policy Needs, Funds and Financial Management, Project Implementation, Capacity Building)
SDO FUNCTIONAL DIVISIONS
Highlights for 36 IP teachers LET passers – Ang kwento ng kwenta
Division initiated Division Review for IP teachers to take the LET examination
Lack of capacity of SH to motivate IP/Muslim parents to send their children to school
Distance and difficult terrain
Mobilization of teachers to reach out concerned community and parents
SDO to develop Internal and external factors to assess the increase and decrease of KPIs
Measuring the awareness of all stakeholders teachers
TA for the cooperative marketing strategies
TA how to credit the records of the students/pupils or accelerate pupils under catch-up program
TA on tools to assess the capacity of SHS and teachers
SGOD
CID
CID/

15. District Synthesis Template of SMEPAs
School s
Major Accomplishments (Performance Indicators, Outputs Achieved, Improved Fund Utilization, Progress Markers)
Major Difficulties
(Access/Quality, Project Management, Fund Utilization,
Relations with stakeholders)
Lessons learned
(IP/Muslim Education, Project Management)
Major Issues
(Policy Needs, Funds and Financial Management, Project Implementation, Capacity Building)
SDO FUNCTIONAL DIVISIONS
Bayani CES
Highlights for 36 IP teachers LET passers – Ang kwento ng kwenta
Division initiated Division Review for IP teachers to take the LET examination
Lack of capacity of SH to motivate IP/Muslim parents to send their children to school
Distance and difficult terrain
Mobilization of teachers to reach out concerned community and parents
SDO to develop Internal and external factors to assess the increase and decrease of KPIs
Measuring the awareness of all stakeholders teachers
TA for the cooperative marketing strategies
TA how to credit the records of the students/pupils or accelerate pupils under catch-up program
TA on tools to assess the capacity of SHS and teachers
SGOD
CID
CID/
Pag-asa ES
Masaya ES
Likom IS

16. REFLECT
“A mind stretched to a new idea never goes back to its original dimensions.”
Oliver Wendell Holmes

17. APPLICATION
You will be grouped into three (3): by division / special grouping.
Each group will focus on certain theme of a particular quarter.
The group will simulate how to conduct SMEPA considering the assigned theme: Access or Quality (See following slide).
The group will assign roles to following the given templates of SMEPA.
The group will prepare Completed Staff Work (CSW) based on the context of the chosen school of the group.
The SMEPA Simulation shall be done tomorrow:
Group I: 9:00 – 9:40
Group II: 9:40 – 10:20
Group III: 10:20 – 11:00

18. GROUPING BY DIVISION Batch II-A: Elementary (Dec. 15-17, 2014)
Cluster A: North Cotabato, Sarangani, Cotabato City
Cluster B: North Cotabato: Group 1, 2 & 3
Batch II-B: Elementary (Dec , 2014)
Cluster A: GSC, South Cotabato, Kidapawan
Cluster B: Sultan Kudarat, Koronadal, Tacurong
Batch III: Secondary (Dec , 2014)
Cluster A: North Cot., GSC, Kidapawan City
Cluster B: Sultan Kudarat, Cotabato City, Koronadal, Sarangani, Tacurong, South Cotabato

19. WORKSHOP TASK: BY GROUP
Focus on Quality
Quarter 1: NAT
Group 2
Focus on Access
Quarter 2: Enrolment
Group 3
Quarter 3: Drop-out

20. PROGRAM OF THE SMEPA SIMULATION
SMEPA DESIGN
ACTIVITY
DESCRIPTION
PERSONS IN-CHARGE
1. Opening (5 min)
Presentation of Objectives, Activity flow and Roll call of attendance
EMCEE & Opening Speaker
2. Presentation by Grade Level / Department Heads (20 min)
Each of the Grade Level / Department Heads presents their findings on the KPI , Physical & Financial Accomplishments of (AIP)
Curriculum Level / Department Heads
3. Discussion of Presentation
(10 min)
Discussion leader pose questions to the presenter to clarify essential points every after presentation.
School Discussion Leaders
4. Synthesis of Discussion
(2 min)
A synthesizer listens to all presentations and discussions and gives the summary of the main points. The synthesizer list down all the issues and concerns on which decisions need to be made.
School Synthesizer & Documenter
5. Agreement
(3 min)
The SH discusses the issues listed and leads the group in coming up with agreements on program adjustments, Policy Directions to be flagged to SDO as well as TA needs
SH/PSDS

21. GROUP I - SMEPA: QUALITY (1ST QUARTER-March)
Opening Program
Presentation
Part I: NAT, SReA, EGRA, Phil IRI, NCAE (HS) - (Subject Coord.)
Part II: (Only if applicable)
* AIP Implementation (School Head)
* SBM Level of Assessment
* 15 nationally-funded PPAs: SPED/SPA/SPS, etc. (Coord.)
* Other PPAs from FAP or NGOs (School Head)
Part III: Agenda affecting program design, policy, standard, system and technical assistance needed (School Head)
3. Interpellation/Discussion
4. Synthesis
5. Agreement

22. SAMPLE SET-UP OF SMEPA: QUALITY (1st Quarter)
SGC
Eng.
Coord.
SGC
Math
Coord.
Legend:
PSDS – Public Schools District Supervisor
SCH – Secondary Cluster Head
BLGU – Barangay LGU
SH – School Head
SGC – School Governing Council
PTA – Parents-Teachers Association
GC – Guidance Counselor (Designate)
SGC
Sci
Coord.
SGC
Fil.
Coord.
PTA
Pres. AP
Coord.
Special Program Coord. GC SH
PSDS/SCH
BLGU

23. GROUP II: SMEPA - ACCESS (2nd QUARTER-June)
Opening Program
Presentation
Part I: Enrolment Pattern & Community Mapping (Grade Level Chairman)
Part II: (Only if applicable)
* AIP Implementation (School Head)
* SBM Level of Assessment
* 15 nationally-funded PPAs: SPED/SPA/SPS, etc. (Coord.)
* Other PPAs from FAP or NGOs (School Head)
Part III: Agenda affecting program design, policy, standard, system and technical assistance needed (School Head)
3. Interpellation/Discussion
4. Synthesis
5. Agreement

24. SAMPLE SET-UP OF SMEPA: ACCESS (Big SCHOOL)
Kin-der
SGC
Grade 1 Level Chair
SGC
Legend:
PSDS – Public Schools District Supervisor
SCH – Secondary Cluster Head
AP – Assistant Principal
AH – Academic Head
BLGU – Barangay LGU
SGC – School Governing Council
PTA – Parents-Teachers Association
GC – Guidance Counselor (Designate)
Grade 2 Level Chair
SGC
Grade 3 Level Chair
SGC
Grade 4 Level Chair
PTA
Pres.
Grade 5 Level Chair
Grade 6
Level Chair GC
AP/ AH
Prin-cipal
PSDS/SCH
BLGU

25. SMEPA: ACCESS (3rd QUARTER-September)
Opening Program
Presentation
Part I: Drop-out Rate – Absolute No. / PARDOs/SARDOs (Grade Level Chairman)
Part II: (Only if applicable)
* AIP Implementation (School Head)
* SBM Level of Assessment
* 15 nationally-funded PPAs: SPED/SPA/SPS, etc. (Coord.)
* Other PPAs from FAP or NGOs (School Head)
Part III: Agenda affecting program design, policy, standard, system and technical assistance needed (School Head)
3. Interpellation/Discussion
4. Synthesis
5. Agreement

26. SAMPLE SET-UP OF SMEPA: ACCESS (Big SCHOOL)
Kin-der
SGC
Grade 1 Level Chair
SGC
Legend:
PSDS – Public Schools District Supervisor
SCH – Secondary Cluster Head
AP – Assistant Principal
AH – Academic Head
BLGU – Barangay LGU
SGC – School Governing Council
PTA – Parents-Teachers Association
GC – Guidance Counselor (Designate)
Grade 2 Level Chair
SGC
Grade 3 Level Chair
SGC
Grade 4 Level Chair
PTA
Pres.
Grade 5 Level Chair
Grade 6
Level Chair GC
AP/ AH
Prin-cipal
PSDS/SCH
BLGU

27. MENTOR PER GROUP (Dec. 15-17, 2014)
CLUSTER A
CLUSTER B I
Cot. Prov:
Kathy & Shirley
Cot. Prov. I:
Lando II
Sarangani:
Norman & Agney
Cot. Prov. II:
Shie & Luz
III
Cotabato City:
Emily
Cot. Prov. III:
Fely & Bert

28. MENTOR PER GROUP (Dec. 18-20, 2014)
CLUSTER A
CLUSTER B I
GSC:
Kathy & Shirley
Sul. Kud.:
Regan & Bert II
Kidapawan
Agney & Remy
Tacurong:
Shie & Luz
III
South Cot.:
Glenn
Koronadal:
Delia

29. MENTOR PER GROUP (Dec. 21-23, 2014)
CLUSTER A
CLUSTER B I
Cot. Prov:
Lando
SK & Tacurong:
Mayflor II
GSC:
Kathy & Glenn
Sarangani & :
Shie & Luz
III
Kidapawan:
Emily & Remy
So. Cot. & Kor:
Fely & Delia