Reformed Data management of the Leave and Service Credits -Division of Bukidnon

Department of Education
Region X
DIVISION OF BUKIDNON
Malaybalay City


Project Title: Reformed Data Management of the Leave and Service Credits
Project Site: Division of Bukidnon
Project Beneficiaries: Personnel of the Division of Bukidnon
Project Implementor: Gloria D. Benigno, Ph.D., CESO IV
Schools Division Superintendent
Project Duration: 18 months
Proponent Organization: Department of Education
Division of Bukidnon
Malaybalay City
Contact Person: Gloria D. Benigno, Ph.D., CESO IV
Schools Division Superintendent
Project Cost: Php. 610,000.00

Agency : DepED – Division of Bukidnon

Project Title : Reformed Data Management of the Leave and Service Credits

Objectives:
1. To institute reforms in the management of leave and service credits of all personnel in the Division.
2. To design and operate a customized data base for the leave and service credits.
3. To sanitize records of the earned leaves and service credits of all personnel.
4. To put in place a standard system in processing leave and service credits.


SUMMARY OF GAPS

Leave and Service Credits for the personnel both non-teaching and teaching are very important benefits. The reason being , that it has monetary considerations. The chief beneficiary purpose of the leave and service credits is to offset absences of the employees in case of emergencies or sickness where an employee can be absent from work but still receive the regular compensations. When an employee retires, the accumulated leave and service credits can be converted into its cash equivalent set forth by law and thus therefore a very important benefit an employee can hope for as he/she leave from the world of work.
Taking cognizance of this fact, leave and service credits are considered cash deposits of an employee. It can be likened to a savings an employee puts in the bank that can be withdrawn upon retirement. Thus being, it has to be managed properly and accurately for the benefit of both - the employee and the government.
The Division of Bukidnon have more or less 7,000 employees and the management of their leave and service credits is daunting. Without a high-end data recording tool, the management of this very important benefit can be messy and frustrating. The Division suffered a total conflagration in the year 1993 and thus all the records were lost. Although the service records were reconstructed , however, there is no clear indication that the records of the leave and service credits of the employees of the Division were reconstructed.

IMPLICATIONS OF GAPS IDENTIFIED
Analysis of the recording and processes of the leave section that manages the leave and service credits of the employees of the Division leads to the identification of very serious gaps that needs to be addressed.

1. The data found in the leave section as reflected in the Leave Cards were reckoned only on the year after the fire of 1993. This would mean that the leave credits of all the employeeS before 1993 can not be determined as of today and has to be reconciled.
2. There is an existing time space in the leave cards where the period was lumped together – 1993 to 1995. Records of vacation, sick and forced leave were also lumped between these period but not listed in sequence. This condition poses problems for the computation of the leave credits because it has to be sequenced from year to year to determine the leave credits earned and used from year to year.
3. No record of leave credits earned and leaves approved before the fire of 1993. This condition is very vulnerable to data inaccuracies and would delay processing of leave credits claim of those who retired from the service. This would lead to conflict between the office and the employee.
4. There is no system employed to manage and handle the data. Currently only one person is in-charge of handling the data on leave and service credits. The one man committee handles all the processes in managing the data such as recording and computation. This situation is very much vulnerable to lapses because work attitude is very dependent on an individual’s motivation and mode. If the person is not motivated to work then all the processes would suddenly come to a halt. Nothing could be done to make it work again, unless the person is motivated again or forced to work again.
The summary of gaps identified can be grouped into three thematic groupings called Problem Areas (PAs) such as:
1. Unreconciled/Unsequenced Data
2. Poor Data Management
3. No Systematic Processes

PROPOSED PROJECTS FOR INSTITUTIONAL INTERVENTIONS
As discussed in the background of this paper, there is a need to strengthen the management of the leave and service credits of the employees because of its monetary equivalence. The proper management of this data can be beneficial to both employee and the employer. Based on the summary of gaps presented and its thematic groupings, proposed interventions are presented in a Problem/Solution Matrix (PSMax) below:








FLOWCHART SETTING UP THE DATA BASE


The data base will then be tested for accuracy and automation.

II. Setting Up the System
Once the data on leave and service credits are reconciled and the data base is up and running, a new system in managing and updating the data shall be employed. Leave and service credits will be managed by a team of office staff through a standard process.
1. The printed leave cards are filed in the 201 files of each employee in the records section.
2. A similar copy of the leave cards in the form of LSC Personal Handbook will be issued to the employee.
3. When an employee applies for a leave, he/she should submit three copies Form 6 together with his/her LSC Personal Book. The Form 6 and the LSC Personal Book will be presented to the Info Desk. The info desk will attach a locator number form to the document. It will be received in the Receiving Section and will be recorded through the ETS. A locator number will then be assigned .
4. The Documents will then be routed to the SDS Office which will route it to the HRMO Section.
5. The Leave Section In-charge of the HRMO will record the period applied in the Leave Credit data base . The nature of the leave should be specified ( sick leave, vacation leave, special leave, monetization) and update the records. The Form 6 will then be initialed by him. The same will be forwarded to the Office of the ASDS in charge of approving the leaves.
6. The ASDS will then approve the application for leave and forward the documents to the Records Section. In case, the ASDS will not approve the leave, the document will be sent back to the HRMO-Leave Section. The Leave Section will then cancel the entry in the data base and forwards the documents to the Releasing Section with a notation “ Not Approved”.
7. The Records Section will then retrieve the Leave Card of the employee and together with the LSC Personal Book and a Copy of the Form 6, will print the period of the leave applied, the number of days applied and the total leave credits of the employee by accessing the leave credit data base. A copy of the Form 6 will be filed in the employee’s 201 files and the Leave Cards will be returned to its storage area. Two copies of the Form 6 and the LSC Personal Book of the employee will be forwarded to the Releasing Section. One copy of the Form 6 will be stored in the District Office, the last copy will be returned to the employee together with his LSC Personal Book.
8. Because Application for Leave should be approved before an employee can take his/her leave of absence, application of leave should be acted as expeditiously as possible. Hence it is recommended that it has to be acted within two days after it has been submitted to the office.
9. In case of monetization, a copy of the Form 6 will be forwarded to the accounting office for processing.
10. At the beginning of every year, the record section will print a copy of the earned leave credits of all employee.


FLOWCHART LEAVE CREDIT SYSTEM













TIME FRAME






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Budgetary Requirement





Division LCR Hearings - 50 pax x 300.00 = Php. 15,000.00
Printing of LCR Personal Book – 7,000 x 50.00 = Php. 350,000.00
Leave Card Form - 7,000 x 20.00 = Php. 140,000.00
Encoding of ERLESEC - 7,000 x 15.00 = Php. 105,000.00

TOTAL =Php. 610,000.00




PREPARED BY:

AGUSTINES E. CEPE
ES I


FUNDS AVAILABLE:


RANDY H. PORRAS
Accountant


APPROVED:



GLORIA D. BENIGNO, Ph.D. , CESO IV
Schools Division Superintendent

Project Proposal Expression Book

Department of Education
Region X
DIVISION OF BUKIDNON
Malaybalay City


PROJECT PROPOSAL


Project Title: Development and Reproduction of Cebuano-English Expression Book

Project Site: Sumpong Elementary School/Division of Bukidnon


Project Beneficiaries: Teachers and School Children of Bukidnon


Project Implementor: Gloria D. Benigno, Ph.D., CESO IV
Schools Division Superintendent


Project Duration: 5 months



Proponent Organization: Department of Education
Division of Bukidnon
Malaybalay City



Contact Person: Gloria D. Benigno, Ph.D., CESO IV
Schools Division Superintendent



Project Cost: Php. 200,000.00






Agency : DepED – Division of Bukidnon

Project Title : Development and Reproduction of Expression Book

Objectives:
1. To develop a support material that would supplement the implementation of Modeling Language through Science in Schools (MOLASIS) whic is aimed at improving the English communication skills of school children .

2. To provide a language tool for pupils and teachers in using English language in ordinary conversations or class interactions.


Beneficiaries: Teachers and School Children of Bukidnon

Implementing Partner(s) DepED Division of Bukidnon

Project Duration: Two School Year (2008-2009, 2009-2010)

Project Cost : Php. 200,000.00

Summary Gap Identified:

Performance of pupils in Science are low. Results of the National Achievement Test indicate that the average percentage scores of the elementary school pupils in Science is only 44.32% a 20% shy from the expected proficiency level of 75%. Accordingly the low performance of pupils is attributed to congested classrooms, lack of teachers, incompetence of teachers, and insufficient in-service trainings.

The Division tried interventions to improve the teaching-learning process by way of programs and projects to improve performance of pupils. In-service trainings have been conducted to teachers through projects like the Project in Basic Education (PROBE). The project supported by AUSAID provided the Division with support in terms of teacher training, instructional materials and equipments. In addition, the Division Subject Specialists initiated in-service trainings to the teachers. In spite of the efforts done, the average mean of pupils in the national test did not improve. It is still below the expected 75% proficiency level.


So what is wrong ? Is it the teachers? Is it the curriculum? Is it the learning environment? Is it the language?

The late Education Secretary Raul S. Rocco, did not allow the TIMSS to be administered in the Philippines because he believed the Filipinos are at a disadvantaged. The reason - we are the only NON ENGLISH SPEAKING country where the test was conducted in English. Other Asian countries were tested in their own language. It was suggested that the test in Science and Math will also be translated in the Filipino language, however many argued that it is of no effect because Science is not taught in the Filipino language.

Language barrier then can be considered as one of the causes of the poor performance of pupils in Science test. It is believed that pupils have low comprehension in the English language resulting to poor performance . This is substantiated by the fact that tests in Science and Math are actually language tests. Pupils may know the content but are poor in reading resulting to poor test scores.

It has been observed that most pupils would finish a 20 item tests in less than ten minutes. Although there are some who would try to finish it in the allotted time, these are the pupils who are in the top of the class, but their numbers are few. This attitude of pupils indicate that they are not reading the questions because they do not understand what they read. Furthermore pupils are not good in analyzing because they do not comprehend what they read. The bottom line is - in a 40 item test only 4 pupils of an average class would get around 35-38 correct answers. Two-third of the class would get a score of 20 and below. ( Elementary Science Assessment Report, Cepe, 2001-2002)

Furthermore, the reasoning ability of the pupils are not developed. This is because they were not given the opportunity to think and ask questions. They were not given the chance to design and create their own investigations of a phenomena or situations in the bio-physical world, hence they are not problem solvers and are not critical thinkers.( Elementary Science Assessment Report, Cepe, 2001-2002)

The situations discussed above are the basis for conducting an intervention program that incorporates two underlying factors that may have caused the low performance of pupils in Science tests: 1) Teaching -learning Process 2) Language development in teaching Science.



Summary of Needs:

The Language Development in Teaching Science proposes several interventions. One of the interventions recommendeded is the provision of a Cebuano-English Expression Book. The Expression Book is a handy dictionary type book where pupils and teachers can refer to in speaking English language in school. It contains a list of common conversations and expressions in the dialect translated into the English language. The book can be used in classroom interactions , in school playground, school canteen or anywhere where school children used to converse or interact. Majority of the schools implemented the Speak English policy but they (schools) did not provide tools to aid or assist children in speaking the language properly and accurately. Sometimes the teachers and principals themselves violate this policy because they themselves find it difficult to use English in their ordinary conversations. It is therefore difficult to follow through the policy and is often neglected over time.


Activities Proposed:

The development of the expression book has several stages :

1. Building a database of common expressions of pupils and teachers in their own dialect used in various places inside the school such as classroom, canteen, playground, conference room, etc. through a recorder.

2. Transcribing the common expressions.
3. Translating the common expressions into English by native English speakers.
4. Producing a prototype.
5. Trying out the use of the prototype expression book.
6. Evaluating usability of the expression book.
6. Reproducing the expression books
7. Training of teachers on the use of the expression book.
8. Distributing copies of the expression book to the teachers and pupils.




Time Frame and Matrix of Activities

Time Frame: June 2008- December 2008


Activities:

Activities Time Frame

1. Approval of Project Proposal

April –May 2008

2.Transfer of Budget from Provincial Government to DepED Bukidnon

May 2008

3. Orientation of Teachers in the center school
June 2008

4. Organizing teams where conversations are to be recorded
June 2008

5. Recording of conversations

July –August 2008

6. Transcribing recorded conversations
September –October 2008

7. Translating transcribed conversations
October-November 2008

8. Reproducing prototype expression book
December 2008


Itemized Suggested Costs: (For funding )


1. Tape Recorders

3 mini recorders x 2,000.00 = 6,000.00
15 mini tapes x 50.00 = 750.00


2. Transcribing Fee

254.00/day x 14 days = 3,556.00

3. Translation Fee = 8,000.00

4. Reproduction of Prototype 100 bks. x 30.00 = 3,000.00

5. Training of teachers = 27,900

6. Reproduction of Final Expression Book (5,026 copies)= 150,794.00


TOTAL = Php. 200,000.00



FUND SOURCE

Provincial School Board Fund under the Wholistic Approach Fund sponsored by Emerenciana Ching.


Prepared by:

AGUSTINES E. CEPE
ES I – Science


RECOMENDING APPROVAL:


GLORIA D. BENIGNO, Ph.D. CESO IV
Schools Division Superintendent



APPROVED:
JOSE MA. R. ZUBIRI, JR
Provincial Governor

Program Implementation Review 2006 AWP
DIVISION OF BUKIDNON


Section A: How all Sub Project Outputs worked towards the Project Outcome(s)

1. What were the most significant progresses achieved by each of the Sub-projects which contributed to the 2006 Project Outcome?


Sub-project 1 : Capacity building to enhance effectiveness in ensuring quality
education for all.

The activities under the 2006 AWP of the Division of Bukidnon increased the % of teachers trained on CFSS/STS - 3904 out of 4,531 (72%) teachers from 3,195 out of 4,531 (70%) and 253 out of 253 (100%) elementary school heads and 2 out of 45 (4%) of the Secondary School Heads were trained on CFSS/STS. These school heads also improved their supervisory skills after undergoing a series of in-service trainings on supervision, mentoring , SBM and NCBTS . These trainings were focused on aligning all activities in the school to meet the targets set under EFA. The 2006 activities under sub-project 1 were designed to encapsulate all programs and projects as contributory activities in accomplishing the EFA targets by 2015. Hence , the School Improvement Plan (SIP) of the school heads were focused on accomplishing targets in the Performance Indicators such as NER, CSR, and Achievement. Their Instructional Supervisory Plan (ISP) outlined a 3 - teacher per week instructional supervision or a frequency of 12 teachers per month. This frequency would translate into 3,036 (67%) of the teachers observed and supervised in a month in the Division.
Understanding the role of CFSS/STS as an approach in accomplishing EFA targets that includes SBM, NCBTS, SFI, SGC is considered a major impact in accomplishing project outcome which consequently would contribute in the accomplishment of the strategic results outlined in the Log frame of the Basic Education for All Program.
Below is a graphical representation of the Performance Indicator (NER & CSR) of the Division in the last 3 years.



The targeted NER in the 2007 AWP is 87 but the actual accomplishment of the Division is only 73.14. which is 14% shy from the target. This is considered one of the constraints that hampered the accomplishment of the expected outcome under this project.
The NER of Bukidnon decreased over a period of three years mainly because of the peace and order situation in the Province. There are areas in the Province where sporadic conflicts occurred causing some schools to close. It should also be noted that Bukidnon has several agricultural industries and workers constantly move from one place to another looking for work. This seasonal movement of workers also affects the NER of the Division because parents usually brought with them their children as they move from one place to another.






However, although the net enrolment rate is sliding downward, the cohort survival rate seems to increase as shown in the graph. This explains that pupils tend to remain in the school once they get enrolled. Although the NER indicates that lesser pupils are enrolling, those who choose to enroll stayed in the school. This is a good indicator of an improved holding power of the schools. This indicator contributed to the outlined outcome of this sub-project to encourage the children to stay in schools.
Although the CSR slightly increased from the baseline of 50.74 to 54.65, it is still points away shy from the targeted CSR in the AWP 2007 which is pegged at 72%.

As in the case of NER, the targeted performance in CSR is maybe too high, hence unrealistic.

One lesson learned from this constraints is that targets should be set realistically based on existing data. Perhaps in setting targets a good number of data are needed and trends or patterns should be established in order to set a realistic or moderate targets.

Sub-Project 2: Service delivery to meet basic needs of schoolchildren and teachers.

Under Sub-project 2, 40 primary schools and 4 secondary schools were provided with investment packages. This would benefit 24,407 students who were given an opportunity to use the 100-book library and science equipments. 3 primary schools availed of the WASH Project and 1 primary school is in the initial stage of implementing one mode of ADM called e-IMPACT School.
One of the major impact of this sub-project in the attainment of the project outcome is on achievement.

The chart below shows the level of achievement of the Division in the last five (5) years.




The achievement level of the Division is below the targeted 75% level but its trend is increasing over the five-year period. Although the rate of increase is sliding downward its average rate of increase if sustained (logarithmic projection) provides a good chance of hitting the target set by the strategic result by the year 2009 which is 65% mastery level.

Placed side by side, it would literally indicates that if there are lesser pupils in schools these children will basically stay in schools and there is a great tendency for these children to achieve higher in performance tests. Perhaps in theory, but based on the three year period performance of the Division in the three indicators these assumptions seemed to emerge.


Sub-Project 3: Empowerment to enhance participation of children and communities.

In the Division of Bukidnon as well as in all other Divisions in the country, organization of SBOs are institutionalized. This is also true to the PTCAs and LSBs. LSBs and PTCAs played a great role in providing support to the schools in terms of funds augmentation and other activities such as feeding programs, and most specifically on infrastructure support. It should be noted that LSBs and PTCAs are very active in the schools. In fact before CFSS, PTCAs and LSBs are very much involved in its role as partners of education. One major impact of the LSBs and PTCAs support to education in the Division is the establishment of 2 Library Hubs in the Division. These Library Hubs can not be established without infrastructure support. These were provided by the LSBs, LGUs and PTCAs in 2 schools of the Division.

One constraint encountered under this sub-project is the non-implementation of most of the activities outlined in the AWP because of fund release. However, the Division in partnership with other implementing agencies in the Province such as the LPID of the DILG, DSWD, and Communication under PIA, the Division were able to advocate Children’s Rights to 50 student leaders during the Annual Children’s Congress. This activity allowed students to understand their rights and its accompanying responsibilities. In fact as an output, the student leaders were able to craft a resolution on how these rights will be applied in the schools, community and government agencies. The resolution will be submitted to the Sangguniang Panlalawigan for possible adoption.

This is one of the best practices that the Division can be proud of in terms of cross cutting and synergy actions.

Sub-project 4: Monitoring and evaluation at school level to track children's progress.

Activities under this sub-project are not still implemented. Hence no data are available. However funds for this purpose are already released but it has still to be implemented before the end of the year. However, during MANCOM Meetings and other in-service trainings con ducted to all school heads, the Self assessment checklist were given to the school heads. Although the result for this year’s assessment are not yet available , the Division were able to assessed 100% of the schools in the Division.

This is also one of the best practices of the Division : integration and institutionalization of CFSS activities to the regular activities of the Division.


2. What were the lost opportunities or major shortcomings that were encountered in ALL Sub Projects that have been constraints to achieving the 2006 Project Outcome(s)?


One major shortcomings is the non-implementation of the e-IMPACT ADM in one pilot school in the Division. This was due to the late implementation of the capacity building training on instructional delivery and non-provision of the needed support instructional modules. This is one constraint affecting the performance under this project.

Institutionalization of STS is very difficult because the tracking system requires a lot of paper work. Reproduction of the forms alone can become a great burden for the teachers. LSBs and PTCAs do not prioritize this program because they focus more on the infrastructure support and other activities in the school. Hence expenses incurred for the reproduction of the forms alone make it not so popular with the teachers inn addition to a lot of recording that adds up to their heavy load. Funds for the reproduction of the STS forms are not sufficient for all the teachers and are not released immediately. However funds for the reproduction of the STS forms were just recently released hence it was not still implemented. This will be implemented in the last quarter.
The visible constraint of this activity is the reproduction of STS Forms which proved to be too taxing to the teachers and also its recording, the paper work.


2. With reference to Question 2, what impact have these lost opportunities/shortcomings had on the ability to implement the Sub Project/Project in the future?

For the ADM it was not implemented this school year although its target date of operation is on June of 2006. The late capacity building and non-provision of modules left the teachers unable to operate under the ADM Mode.

No sufficient data can be gathered on the impact of STS. Although schools tried their best to come up with data out of the STS forms , however no analysis were done.

Section B: How all Project Outcomes worked towards the Program Strategic Result
1. To what extent did all of the projects contribute to the achievement of the Strategic Result of the program?

Sub-project 1 provided enhanced skills of school heads ,and supervisors on mentoring, school based management and networking which has an impact on the performance of the schools relative to the strategic results on performance. Although there was a decrease of the NER of the schools, interventions for the improvement of this indicator were included and prioritized by the school heads in their School Improvement Plan. (SIP)

Sub-project 2 provided a learning environment where children were given opportunities to enhance their skills and as such contributed to the targeted 65% mastery level of the students. A projected trend on the achievement level of the Division it indicates that it will hit the target in 2009 as provided for in the strategic result. A separate report will be provided in later dates of the feedback of teachers and students on the provision of 100-book library and science equipments given to them.

Sub-project 3 provides for an enhanced understanding on the role of students , parents and the community the quality of education provided in the public schools. Although no data are available of the major contributions of this support environment have on the schools, result of the performance indicators would show that their support have also affected the performance of the Division in terms of NER, CSR and Achievement Rate. Organization of School Governing Councils in the schools and initial actions on the Schools First Initiative are very evident on the SIPs of the school heads. There are indicators that the school heads are now including student leaders , parents and the community in crafting the SIP’s.

Sub-project 4 contributes to the impact of the strategic result by providing feedback to the school heads and teachers on the level of implementation of CFSS and provided them with a framework with which their ISPs and ISPs were anchored. Again, the weaknesses and strengths of the schools in the assessment checklist are analyzed and activities are provided for in their SIP to improve some poor indicators in the checklist.

One of the best practices that the Division is proud of is the action done by key officials because of the result of the M and E. In last year’s result it was found out that in goal No. 2 teachers claimed that the schools did not take care of their general health. Because the percentage of responses was very high, the Superintendent explored the possibility of having medical examination of teachers ( the regular x-ray examination) to be funded by the Provincial School Board. This year teachers enjoyed a free x-ray examination .

Meeting the Master

Ms. Lala Castillo, formerly the Principal of St. Scholastica Grade School, considered by me as the Master of Interdisciplinary Approach in Teaching, with her module on Drama in Education.

Ms. Castillo now heads the Philippine School for the Arts at Mt. Makiling. It was a great honor and privilege for me to finally meet her at a training in Manila. I was an avid reader of her articles published regularly by the Philippine Journal of Education (PJE) when I was a classroom teacher way back in the 1990's. Her module on Drama in Education helped me in understanding integration and thematic teaching.

Her curriculum innovation in her former school are the best models for the public schools. To understand better of her work as a Principal and as an Instructional leader, one has to dig into past issues of the PJE and look for the her articles "Innovations in the Classroom" My favorite though is the story about " Missy".

The meeting at the New Horizon Hotel with this brilliant woman was for me a dream come true. Finally, I have meet a real master.

SBM Assessment Instrument

The intent of this questionnaire is to be able determine the status of school’s SBM practices based on standards prescribed by the “Framework and Standards for Effective School-Based Management Practice towards Improved Learning Outcomes” of DepED. The inventory is to establish if the required/critical structures, processes, and skills are in place to move SBM in the school.

The use of the results is to provide data either on the progress of the school towards the next level of SBM practices or a baseline for those who are just starting the culture. The awareness of the current status of the school should be a sound basis to establish a plan of action to address certain gaps or challenges.
On an organizational scale, the results will be able to inform the appropriate DepED levels on the type, manner and depth of technical assistance to provide the school or district.

It should be noted that this checklist is NOT an evaluation of the school head or of the school.

The ultimate objective of the inventory of SBM practices is to inform school leaders’ decisions on continuous improvement of the basic education delivery systems and strategies.

“We have to be able to conclude that schools are providing what is expected, responding appropriately to what the client needs and the programs are providing what is needed.”



STRUCTURE OF THE CHECKLIST

This checklist contains questions regarding the six (6) dimensions of SBM Practices. Each SBM dimension is to be answered by a different group of school stakeholder. Thus, the responses are to be considered as a group answer through consensus. The table below provides the list of SBM dimension, the intended respondents for each dimension and the number of questions to be answered per dimension.



For each question, related indicators are written below it. Indicators are means of verification (e.g. documents) to say that each practice had been achieved. This means before answering a question, all indicators should be answered first.Please complete basic SCHOOL INFORMATION requested below.


GENERAL DIRECTIONs:

Note for the School head:
 Orient each group of respondents regarding the purpose and structure of the checklist
 Distribute the appropriate pages to each of the respondent group.


1. For each Question,
1.1. Read the indicators listed below each question
1.2. Please put a  check in the box corresponding to the indicator that is
present / currently seen in the school.
1.3. Count the number of checks you made under each question
1.4. Encircle the markings (inside the box) written after the main question based on the following instructions:



2. For the “Summary of Answers” page,
2.1. List under Column 2 the final responses per question
2.2. Count the number of checks / bars/ X’s for each dimension. Write these under Column 3a
2.3. Multiply the frequency count by the corresponding number listed beside Column 3a. Write the product under Column 3b.
2.4. Add the products per dimension and write the sub-total under Column 4a.
2.5. Get the percentage of the sub-total by dividing the sub-total by the number indicated beside the subtotal (Column 4a) and then multiply it by 100. Write the percentage under Column 4b.

2.6. Write the Interpretation of the percentage following the description below:


Counter Signature:
District supervisor:
Printed name:
Date:


SUMMARY OF ANSWERS:

SBM Dimension 1: SCHOOL LEADERSHIP

School Head:








PURPOSE:

SBM Dimension 2: INTERNAL STAKEHOLDERS

Internal Stakeholders




Teachers Staff Development Plans

SBM Dimension 3: EXTERNAL STAKEHOLDERS
External Stakeholders

TYPES TITLE or DESCRIPTION of the PROJECT OR INITIATIVE REMARKS
Classroom-based initiatives

Grade/year level initiatives

School wide initiatives

SBM Dimension 4: SCHOOL IMPROVEMENT PROCESS









SBM Dimension 5: SCHOOL-BASED RESOURCES

School Based Management Assessment

Assessment of SBM Practice
Standard Level-Model Assessment
Source: BESRA Orientation Handout
August 22-25, 2007- Grand Regal Hotel
Lanang, Davao City





General Purpose:

There are four reasons why we have to monitor and assess SBM practices and the required support systems of school-based management (SBM) at different levels of the department:

1st. The need to continually improve the basic education delivery systems and strategies at the school level. (status and progress of SBM practice)
We have to be able to conclude that the schools are providing what is expected, responding appropriately to what the client needs and the programs are providing what is needed.

2nd. The need to continually improve the required SBM support systems and interventions (status and progress of SBM support programs & initiatives)
The assessment should be able to provide sufficient information as basis for determining areas for and process of interventions at the division and region level (SBM support level), and national level (policy and system support level).

3rd. To determine the effectiveness of school-based management practices and its support systems in the delivery of basic education services (school performance).
We should be able to conclude that SBM practices, with the supporting systems creates efficiency in the delivery of basic education services and are achieving the education/learning outcomes.

4th. To establish the results of investments applied to the implementation of and support SBM.
We have to be able to conclude if the efforts and investments applied to the implementation of and support to SBM merits replication/sustaining.


Assessment Framework

The articulated reasons for assessing SBM practices at the implementation and support levels, implies an assessment framework that includes the following elements:

Levels:
1. INPUT. The main objective of assessment at this level is to establish if the required/critical structures, processes, and skills are in place to move SBM forward.

2. PROGRESS. This level deals with information regarding movement of SBM implementers involved towards the continuum of Progressive to Mature Level of practice

3. RESULTS. This level of assessment should inform the institution whether the:
 Objectives of the school-based management (stipulated in the “Framework And Standards For Effective School-Based Management Practice Towards Improved Learning Outcomes”) had been achieved, these include:
i. Empower the school heads to lead their teachers and students in a continuous school improvement process which will lead to higher learning outcomes;
ii. Bring resources including funds within the control of schools to support the delivery of quality educational services;
iii. Strengthen partnership with the communities and LGUs in order for them to invest time, money, and resources in providing a better school learning environment; and
iv. Institutionalize participatory and knowledge-based continuous school improvement process.

 The impact of the SBM practice ultimately resulted in the attainment of desired education indicators (refer to SMEF / EFA targets).

For each level of assessment, the framework provides details on the evaluation questions related to a specific SBM Dimension of Practice, the information requirements that specifies what or how the question can be answered, the source of information which indicates the where one can possibly get the information required, Methodology for Analysis of the information requirements and the appropriate instrument to gather the data.


Timing and Use in Planning:

In order to be true to the developmental objectives of the assessment identified above, the assessment has to be administered vis-à-vis the development plan of the Division and Region related to the provision of technical assistance / management support initiatives (e.g. BESRA implementation and support initiatives).

Thus, the table below illustrates the synergy between the assessment and technical assistance (TA) actions:

Levels of Assessment Information Generated Suggested Timing of Assessment Suggested Use of Information in
Planning the TA
INPUT Status of schools in the Standard Level of Practice and the readiness to proceed in the Progressive Level.
Scan level analysis:
 Average progress of practice across the six (6) SBM Dimensions (Level 1)
 Number of schools achieving SBM Standard Practice (as a package).
 Status of Progress in Each SBM Dimension (Level 1).
Focus level analysis:
 Progress of schools each indicator per dimension
 Areas of strength and improvement per indicator
 Description of support requirement as articulated by the school (via the FGD). As baseline: Prior to planning of TA support

Ideally, administration of assessment should be done prior to the start of 3-yr. SIP implementation

Re-administration mid-way of the program support plan.  Baseline
 Identify the areas/systems that a school needs to establish to put SBM in full swing
 Extent of support required per dimension / per indicator
 Identify the area of and nature of support or technical assistance to provide (e.g. standards, guidelines, regional policies, descriptions/ criteria, financial and human resource requirements,
 Identify the strategy in the provision of TA (e.g. direct training, general IEC, peer / supervisor coaching)
 Identify sources of learning (schools) to serve as either models of practice or peer-coaching program.
PROGRESS Status of the schools in the “Progressive to Mature Level” continuum:
 Number of schools in achieving SBM Level 2 and 3
 Progress of school per SBM Dimension
 Progress of schools in each indicator per dimension
 Correlation of SBM Practice to annual results of the school. It is highly recommended that a check on progress is synchronized with the annual review of the Annual Improvement Plan (AIP) of the school and prior to the planning of the next AIP.

In some cases, the division/district/ cluster may opt to have a mid-year assessment depending on the discretion of the division management.  Status of progress can serve as one of the basis to determine management strategies and programs to implement the next AIP of the school.
 Identifies the strengths of schools which can input to the menu of resources/expertise available as models and/or coach
 Input to the monitoring of school management and annual supervisory plan/s of the division/region.
 Establish the extent and depth of TA to be provided to the school
 The areas for improvement can inform the in-service training of school heads, stakeholders and division and region management.
RESULTS  Aggregate results of progress
 Trend of progress vis-à-vis achievement of desired results
At the end of the implementation of the SIP (3-years)
Milestones of EFA indicators  Identify “Best Practices”
 Re-program / re-strategize / re-configure the framework and standards for effective SBM Practice, including regional policies and guidelines in the implementation of SBM
 Planning for “adoption” of models / programs from identified best practices.


Instrument for Data Gathering

The main tool to establish the information for the Input Level is a “readiness” checklist. This contains 28 questions regarding the six (6) dimensions of SBM Practices at Standard Level (Level 1) which were taken from the “Matrix of SBM Dimensions by Scale of Practice” of the “Framework and Standards for Effective School-Based Management Practice Towards Improved Learning Outcomes”. The questions were formed by synthesizing the practices in the matrix to 28 behavior statements and converting each into question form. Basically, each question asks if the school manifests a specific (required) SBM Standard Practice or not. Thus, each question has a list of indicators (characteristics of the practice) that must first be evident to say the SBM practice is in place. The checklist further qualifies the practice into 3 categories: a) Starting , if 59% of the indicators had been met); b) In-progress, if 60-79% of the indicators are achieved; and c) Practicing, if 80-100% of the indicators are all evident in the school.

Each SBM dimension is to be answered by a group of school stakeholders relevant to the dimension. Thus, the responses are considered as a group answer through consensus. The table below provides the list of SBM dimensions, the intended respondents for each dimension and the number of questions per dimension.

SBM Dimension Respondents Number of questions
SBM 1. School Leadership 1. School head
2. Assistant school head and/or head teacher/s 4 questions
SBM 2. Internal Stakeholders 1. Parent association representative
2. Teacher association chair
3. Head of student council 4 questions
SBM 3. External Stakeholders 1. Parent association representative
2. LGU/Barangay chair / representative
3. Chair of any other active groups involved in the school (e.g. NGOs, alumni association 4 questions
SBM 4. School Improvement Process 1. School head
2. Parent association representative
3. Teacher association chair
4. Head of student council 5 questions
SBM 5. School-Based Resources 1. School head
2. School budget officer
3. PTCA chair
4. LGU/Barangay chair / representative 7 questions
SBM 6. School Performance Accountability Same as SBM 4 and the LGU/Barangay chair / representative 4 questions

The checklist is also complimented by a focused group discussion (FGD) session to establish information regarding the articulated needs / support the school needs to achieve the indicators that had been marked as “Starting” and “In-progress”. The facilitator of the FGD session has to be very keen in clarifying whatever had been raised as issue and patient in probing the support requirements of the school.

Data Gathering

The administration of the checklist requires three meetings:
1st. School head’s orientation on the intent/objectives, structure and instructions of the checklist. The terminologies in the checklist as well as use of results should also be discussed very well with the school heads to ensure they are clear with the value of the exercise. An administrator of the checklist is required for this meeting. A district supervisor or cluster head can perform this function. (Time frame: 3 hours)
2nd. Dissemination of the sections of the checklist relevant to a group of stakeholders. This responsibility is performed by the school head. He/she needs to call for the various respondent-groups to explain the intent/objectives, structure, terminologies and instructions in the checklist. (Time frame: 3 hours for discussion and a day for respondents to respond, including checking for the documents)
3rd. Summarizing results per school, tallying of district/cluster results and FGD. The Administrator meets the school heads to help them summarize the results per school (summary form is provided with the checklist). Next, a tally board (prepared earlier) is to be filled up based on the results of the schools to derive the profile of the district/cluster. The FGD is then held, focusing on areas of improvement. The intent of having a district/cluster profile is to immediately generate a basis for planning technical assistance to the district/cluster of schools. (Time Frame: 3 hours)


Method of Processing and Analysis of Data

The process of assessment done was partly guided by the “Lines of Enquiry ” frame. This frame suggests that in understanding / monitoring specific areas of concern begin from a “scan” of both outcomes and provision of support (“getting the big picture”) and combining these findings, move to a more “focus” enquiry to probe and understand the areas of concern.

Following this line of thought, the processing and analysis of the data on the Assessment of SBM Practices followed the steps below:
1. Calculate the progress of all schools across the six SBM dimensions (Level 1 Practice)
2. Quantify the progress of all schools under each SBM dimension (Level 1 Practice) to narrow down the inquiry to a specific dimension. This provides a “big” picture of the status of school SBM practice (Level 1) where one can note the areas of progress and challenges.
3. Establish the degree of progress under each indicator of SBM Dimension (Level 1). This will give focused information on a specific SBM dimension of interest (e.g. an indicator to provide improve or area of technical assistance).
4. The results of the focused group discussion on a dimension of interest is then retrieved for correlation to the quantitative information to further give an idea of the specifics of technical assistance or resource requirement required to support the school/.s