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
SHS Preparations 2

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
SHS Preparations 3

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
SHS Preparations 4

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)
208
7,249
3,103,045 (97.1%)
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
No. of SHS teachers needed
53,497
80,246
*208 Divisions (16 Regions) cover 97.15% of projected SHS enrolment in 2016 and 2017
SHS Preparations 5

National Program Distribution
Academic Track
STEM
ABM
HUMSS
GAS
TVL
Arts and Design
Sports
TOTAL
# of schools # of student slots
3,924
1,016
1,114,223
197,699
52.1%
9.2%
1,373
1,222
3,370
3,795
224
182
4,967
217,147 10.1%
171,799 8.0%
527,578 24.6%
957,481 44.7%
35,269 1.6%
32,880 1.5%
2,139,853
SHS Preparations 6

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)
SHS Preparations 7

What do these data tell us?
Tracks
Academic
TVL
Arts and
Design
Sports
Hypothesized
Urban Rural Remote
45% 35% 25%
45% 55% 70%
5%
5%
5%
5%
5%
-
Actual
52.1%
44.7%
1.6%
1.5%
SHS Preparations 8

What do these data tell us?
Academic
Strands
STEM
ABM
Urban
(45%)
13.5% 10.5%
9.0%
Hypothesized
Rural
(35%)
7.0%
Remote
(25%)
7.5%
Actual
9.23%
5.0% 10.15%
HUMMS
GAS
4.5%
18.0%
3.5%
14.0%
2.5%
10.0%
8.03%
24.65%
SHS Preparations 9

Top 10 Tech-Voc Specializations
(Based on school count, out of 3,795 proposed TVL schools)
1.
2.
3.
4.
5.
6.
7.
Bread and Pastry (1,216)
Cookery (1,082)
Computer Hardware Servicing (774)
Computer Programming (625)
Beauty and Nail Care (588)
Dressmaking (497)
Hairdressing (477)
8.
9.
Tailoring (476)
Electrical Installation and Maintenance (467)
10.
Crop Production (457)
SHS Preparations 10

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?
SHS Preparations 11

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?
SHS Preparations 12

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
SHS Preparations 13

Issues and Concerns
9.
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
SHS Preparations 14

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
SHS Preparations 15

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
SHS Preparations 16

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
SHS Preparations 17

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
SHS Preparations 18

Next Steps (Dec 2014 – May 2015)
Central
Office
Activities
Office of the
Secretary
DepEd-CHED-TESDA online school mapping
Budget Preparations for FY 2016
Programs and Projects
IMCS
NETRC
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
Finalization of SHS textbook call
Creation of career and entry assessments for tracks and strands
SHS Preparations
Dec
2015
J F M A M
19

Next Steps (Dec 2014 – May 2015)
Central
Office
BSE
BALS
Regional
Operations
NEAP
Activities
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
Dec
2015
J F M A M
SHS Preparations 20

Next Steps (Dec 2014 – May 2015)
Central
Office
Activities
Finance and
Admin
Finalization of guidelines for partnerships
External
Linkages and
Partnership
MOA templates for partnerships
Coordination with chambers of commerce and industries regarding work immersion
Coordination with leagues of LGUs on
SHS partnerships
Finalization on SHS Voucher Program design and policy
PFSED school site validation
Budget preparation for 2016
Submission of proposed 2016 DepEd budget
SHS Preparations
Dec
2015
J F M A M
21

Next Steps (Dec 2014 – May 2015)
Central
Office
Activities
Legal and
Legislative
Affairs
Planning and
Development
Review and approval of SHS MOA templates for partnerships and policy on immersion
Determination of SHS resource allocation
Vetting of SDO SHS implementation plans
Dec
2015
J F M A M
SHS Preparations 22

Next Steps (Dec 2014 – May 2015)
Regional Office Activities
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
Dec
2015
J F M A M
SHS Preparations 23

SHS Preparations