SESSION 0

IN UNISON… LET’S GO!

ACTIVITY
10 minutes

1. Visualize your dream as

Regional/ Division SBM
Coordinating Team.
2. Describe your Team through a
yell that could explain your
drawing.
3. Yell as you post your drawing on
the corresponding area (action
blocks) for your Team.
 Union of Minds and Hearts
1. What do you expect to learn from this
training program? (yellow)
2. What do you expect from the
facilitators?(green)
3. What do you expect from your co-
participants ? (pink)
4. What do you commit for the success of the
training? (light yellow)
RULES IN VISUALIZATION
One Idea-One Card

Use a Maximum of 2-3 lines

Use Capital or Small Letters

RULES IN VISUALIZATION

Write legibly

Take an outsider’s
perspective
 Union of Minds and Hearts
1. What do you expect to learn from this training
program? (yellow)
2. What do you expect from the facilitators ?
(green)
3. What do you expect from your co-
participants ? (pink)
4. What do you commit for the success of the
training? (blue)
LET’S TAKE IN!

HOUSE RULES
LET’S SERVE!

HOSTING ASSIGNMENT :
Group 1 : Day 1 pm
Group 2 & 3: Day 2 am
Group 4: Day 2 pm
Group 5 & 6: Day 3 am
Group 7, 8 & 9: Closing Program
HOST TO PREPARE:
Prayer Attendance Check
Nationalistic Song Energizer
COURSE OBJECTIVES

 Gain in-depth knowledge on the

implementing guidelines of the revised SBM
and SBM-PASBE operational framework;
 Get oriented on the revised SBM
assessment process and tool; and
 Perform simulation activity on the user of
DOD (Document analysis, Observation, and
Discussion) process and scoring system.
WHAT'S IN DAY 1: February 6, 2013
STORE FOR US?
Session 1 – Introduction to ACCESS
and Revised SBM Framework

Session 2 – The Revised SBM-PASBE

Framework

Session 3 – The Revised Assessment

Tool

Session 4 – The SBM Assessment and

Validation Process
WHAT'S IN DAY 2: February 7, 2013
STORE FOR US?
D-O-D: Validating System and Process

WS No. 1 – Preparation for Simulation

Activity on SBM Assessment and
Validation Process
Feedback and Insights of Simulation
Exercise
Presentation/ Simulation Activity by
Group
Session 5 – PASBE (What, Why and
How’s)
WHAT'S IN DAY 3: February 8, 2013
STORE FOR US?
Input & Workshop No. 2 – Division M &
E and Reporting Plan
Presentation of Outputs
Input & Workshop No. 3 – Division
Planning for Effective
Advocacy and Dissemination
Continuation of Workshop No. 3
Presentation of Plan
Clearing House Evaluation
Closing Program
COURSE OUTPUTS

Group:
 1.

 2.

 3.

 …
Let’s have a Journey!
 SESSION 1

INTRODUCTION TO ACCESs AND

REVISED SBM FRAMEWORK
OBJECTIVES

1. Get oriented on the philosophy of ACCES.

2. Explain the principles of ACCES as
standard in every programs and projects of
the department.
3. Explain the harmonized principles of
ACCESs with the SBM standards.
ACTIVITY : 10 MINUTES

Group Task:
1. Write your general assessment and vision
about SBM considering areas on
leadership and stakeholders with the
following color coding (10 minutes )
SBM yesterday : blue
SBM today : white
SBM tomorrow : yellow
2. Report your group output
ANALYSIS :
Questions :
1. What are the similarities and differences in
the responses of the 8 groups ?
Yesterday ? - Today ? - Tomorrow ?
2. Are your responses on SBM yesterday
similar or different with SBM today &
tomorrow ? Why ?
3. What insights did you gain from the activity?
Strengthening the Practice of School-
Based Management
 It started from a need of a harmonizing
policy or statement that will guide reform
initiatives
 Then, a necessity to flesh-out a paradigm
that will drive behavior and performance
measures
 Ultimately, a demand to operationalize
and bring to reality the aspirations of RA
9155
 Articulate the mandate of RA 9155
 Clarify roles and accountabilities per level
of governance
 Broaden the role of community in
education management and delivery to
emphasize “stewardship”
 Emphasize centrality of learners and
learner’s outcome
 Guide program development and
evaluation
 ACCESs provides clarity for BESRA to streamline
and identify priorities

 BESRA is the package of policy reforms; ACCESs

is a policy or statement that
concretize/operationalize the policy reforms
 PHILOSOPHY APPROACH
 Belief and value that the  Method or process of
Department espouses service delivery

 Concept of an ideal state  Measure to examine

consistency of policy,
 Guide to strategic and day- program, project or
to-day affairs activity vis-à-vis thrust &
mandate
 Culture among stakeholders
 Guide to examine
relevance & value of all
other policies, programs,
projects
Child (Learner)-Centered
A concept derived from the framework of rights based education
that is characterized as: “inclusive, healthy and protective for all
children, effective with children, and involved with families and
communities – and children”

Community-Centered
Mandate derived from RA9155, EFA National Plan and BESRA
Community as source of strategic thrust, crucial resources for
learning, curriculum development
Community as “rights-bearer” of rights to education
 Child(Learner)-Centered Community-Centered
Learning-focused Shared vision & mission
Developmental-stage Shared decision-making &
appropriate governance
Gender & culture-sensitive Collaboration
Environmentally (physical, Community ownership
emotional, psychosocial) Autonomy
safe Accountability
Accessible regardless of Transparency
gender, race, culture, social
& economic status
 Collaboration

Shared Governance Autonomy

COMMUNITY-CENTERED
Transparency Ownership

Shared V/M Accountability

S Central LGUs D
U Regional NGOs E
P Division Private M
P District Sector A
L Community N
Y D

Gender and cultural Accessible

sensitivity

Development appropriate Environmentally safe

CHILD (LEARNER) -
CENTERED
Learning-oriented and Learner-
focused
 SBM CONCEPTUAL FRAMEWORK
Leadership Curriculum
and and Learning
Governance VMG (K to 12)

Functionally-

Monitor
Literate
Citizen

Accountability
Resource and
Management BESRA Continuous
Thrusts, NCBTS, ECE, ALS, etc. Improvement
CENTRAL, REGION, DIVISION
 A framework to advance the
philosophy of shared governance of
education and to ensure a strong
culture of effective leadership &
management in the provision of
basic education
 Network of leadership
 Learner-centered and context-based learning
systems and processes
 Transparent and community developed
accountability system
 Mutually reinforcing and harnessing education
targeted resource management
1. Re-creating school (learning community) systems
into community-based and learner-centered
2. Re-engineering the system through participatory
planning and “demand-driven” monitoring and
evaluation
3. Linking planning and budget processes with
appropriate LGU and other local participation
platforms of each governance level
4. Strengthening accountability system by
leveraging on the involvement of the “demand-
side” of education
 Paradigm shift
 From the old practice of “bean-counting”
documents to strengthening systems and
processes
 From tokenism to genuine participation

 From contrived practices to evolving

relationships
 From mere compliance to conscious effort of
doing things right
 From a mere strategy to a way of life in school

 Systems-thinking and systems-orientation

 Focus efforts on achievement of the twin
outcomes:
 Organize your team (First WHO, then WHAT)
 Level off and set performance contract

 Plan and strategize to advocate

 Initiate dialogue with LGUs, private sector,

NGOs and PTA
 Spot a champion (maybe a team)
 Check your realities and negotiate goals and
targets with stakeholders
 Train, coach and support team

 ID problem areas and prioritize

 Listen and collect information stakeholders

 Invest time on working for common

understanding and shared goals
ACTIVITY : 5 MINUTES

Individual Task
1. Write your commitment by completing the
following lines;
Today :
I realized
that_________________________
I plan
to______________________________
I promise
“ Consider the future of a bird placed on your
palm. Close your palm and the bird will die.
Open it and the bird will fly and be set free.
The life of the bird lies in your hand. The
same is true with your dream and vision of
the schools of the future in your respective
division ---- schools delivering the quality
basic education through the philosophy of
ACCESS. It all lies in you “
THANK YOU !!!
 SESSION 2

REVISED SBM-PASBE
FRAMEWORK
 SBM CONCEPTUAL FRAMEWORK
Leadership Curriculum
and and Learning
Governance VMG (K to 12)

Functionally-

Monitor
Literate
Citizen

Accountability
Resource and
Management BESRA Continuous
Thrusts, NCBTS, ECE, ALS, etc. Improvement
CENTRAL, REGION, DIVISION
OBJECTIVES

1. Discuss the key components of SBM-

PASBE operational Framework
2. Gain an in-depth understanding on how
SBM and school accreditation relates each
other.
ACTIVITY : 10 MINUTES

1. Given the framework :

a. List down the key components presented in
the framework
b. List down at least 2 descriptions about
each component
KEY COMPONENTS DESCRIPTIONS

. Report your group output

2
ANALYSIS

QUESTIONS :
1. What are the key components presented in
the SBM-PASBE framework?
2. What are the guiding principles of the
assessment system?
3. What are the levels indicate ?

4. How are these levels relate to accreditation?

5. What insights have you gained from the

exercise?
 THE SBM-PASBE OPERATIONAL FRAMEWORK
Accountability and
Leadership and Curriculum and Management and
Accreditation Status Continuous
Governance Learning Resources
Improvement
Autonomous
(Re-accredited
Status
Accredited
Level III
(initial accreditation) Advanced (Accredited)
Candidate Status

Level II
(Maturing)

Level I
(Developing)
GUIDING PRINCIPLES OF ASSESSMENT SYSTEM

 Leadership
 Curriculum and Learning

 Accountability and continuous Improvement

 Management of Resources
ACCESS PRINCIPLES

1. Leadership and Governance

 A network of leadership that provides the
vision and direction to the education system
making it relevant and responsive to the
contexts of diverse communities
 It is also about nourishing sustainable
partnerships to harness education goals
and resources
ACCESS PRINCIPLES

2. Curriculum and Learning

 The learning systems collaboratively

developed and continuously improved,
anchored on the community and learners’
contexts and aspirations
ACCESS PRINCIPLES

3. Accountability and continuous improvement

 A clear, transparent, inclusive and
responsive accountability system is in place,
collaboratively developed by community
stakeholders, which monitors expected and
actual performance, continually addresses
the gaps, and ensures a venue for feedback
and redress.
ACCESS PRINCIPLES

4. Management of Resources

 Resources are collectively and judiciously

mobilized and managed with transparency,
effectiveness and efficiency.
SBM LEVEL OF PRACTICE & SCHOOL
ACCREDITATION
 Advanced level - is a candidacy for
accreditation
- To be accredited a school must show
sufficient & compelling evidence that it is
achieving its avowed purposes, conforming
with PASBE standards, and implementing the
recommendations of the National
Accreditation Board (NAB)
ACTIVITY : INDIVIDUAL TASK

On your journal :

 Write down realization about SBM-PASBE

operations
“The goal of every school is successful
learning for all learners. The integrity of a
school rests on how well it is achieving its
goal, hence, goal achievement is a primary
consideration in accrediting a school “
PASBE Assumption
THANK YOU !!!
 SESSION 5

SBM ASSESSMENT VALIDATING SYSTEM

AND PROCESS
OBJECTIVES

1. Perform simulation activity using the D-O-

D validating system and process
2. Formulate doable/realistic steps in DOD
process BEFORE, DURING AND AFTER
SBM Assessment and Validation Proces .
3. Enhance KSAs in the use of D-O-D
process in validating SBM level of Practices
ACTIVITY : 5 MINUTES PER TEAM

1. Perform simulation activity using DOD

process validation BEFORE, DURING and
AFTER
2. List down common steps followed , do’s
and dont’s that you observed in the
process

2. Report your group output

ANALYSIS
Questions :
1. What are the common steps followed by
all teams before, during and after the
conduct of validating process?
2. What are the common do’s and dont’s that
the team observed during the process?
3.What insights did you gain from your
experience ?
DIVISION LEVEL: ( BEFORE VP)

1. Meeting at the Division Office which

involves SDS, ASDS, SBM Coordinator, and
SBM Task Force
• Composition of Team Leaders/members per
Principle of ACCESs
o Leadership and Governance
o Curriculum and Learning
o Accountability and Continuous Improvement
o Management of Resources
 DIVISION LEVEL: ( Before
• VP )
Preparation of Agenda (who are to
attend/stakeholders, schedule of visit,
documents to assess)
• Identify the assessment method to be used.
• Review of the Assessment Manual and the DOD
Process

2. Preparation and issuance of Memorandum

about the orientation and briefing to be done
 DIVISION LEVEL: ( Before
VP )
3. Orientation/Briefing with Stakeholders
• Explanation of the following:
o Rationale
o Process
o Requirements
o Rules on validating level of practice
• To be done by the team leaders of each
Principle of ACCESs
• Open Forum
SCHOOL LEVEL : ( DURING
VP ) BY STEP GUIDE IN CONDUCTING DOD
STEP

1. Conduct a courtesy call to the principal.

2. Scrutinize data presented based on RACS
(Relevance, Accuracy, Currency, Sufficiency)
4. Each sub-committee will observe, interview and
discuss on the data gathered
5. Convene to derive at a consensus on the school
SBM Level of Practice.
SAMPLE AGENDA
SBM ASSESSMENT VALIDATION PROCESS
Date: _______________
_
School to be _________________________________________________
visited: ___

Time Day 1 Time Day 2

8:00 am – 8:15 am Assembly of the 8:00 am – 8:15 am Courtesy call with
Assessment Team SH and
members stakeholders
8:15 am – 8:45 am Travel 8:15 am – 12:00 Observation
pm
8:45 am – 9:00 am Courtesy call with 1:00 pm – 3:00 pm Discussion
SH and
stakeholders
9:00 am – 5:00 pm Documentation 3:00 pm – 5:00 pm Exit Conference
 DO’S ON DOD

1. Start giving comments and

suggestions in a positive way to boost
the morale of the school personnel

2. Be friendly and be honest in giving

comments and findings during the
interview to encourage / facilitate open
communication and develop a feeling
of trust
 DO’S ON DOD
3. Protect the confidentiality of the
assessment result because every
school has its own uniqueness and to
sustain the credibility and integrity of
the school

4. Concentrate on the assessment

business to see the real essence of the
assessment
 DO’S ON DOD

5. Be professional and courteous

enough in conducting interview to
establish rapport with the school
community.
 DONT’S ON DOD

1. Interviews must not be

confrontational not to intimidate or
threaten the school personnel
2. Never be a fault finder. The school
community might loose their self –
esteem.
PROTOCOL ON REPORTS, BEHAVIOR
AND CONFIDENTIALITY IN
CONDUCTING VALIDATION
DEBRIEFING
1. The Secretary of the Validation
Team shall consolidate all Sub-
teams’ Assessment Reports and
prepare a final report for the exit
conference.
2. Assessment results unless
validated are not official, hence,
shall not be divulged.
3. Findings of the Validation Team shall
be handled and communicated
judiciously, i.e., right people, right
place, right time.

4. Courtesy shall be accorded to all

stakeholders at all times.
ACTIVITY

Finalize steps to be followed before, during

and after validation process
“ Where you see valid
achievements or virtue being
attacked, its by someone viewing
them as a mirror of their own
inadequacy instead of an inspiring
beacon for excellence “

Vanna Bonta
END !!!
1. THE FOUR (4) PRINCIPLES WERE ASSIGNED
PERCENTAGE WEIGHTS ON THE BASIS OF
THEIR RELATIVE IMPORTANCE TO THE AIM OF
SCHOOL IMPROVED LEARNING OUTCOMES
AND SCHOOL OPERATIONS);
o Leadership and Governance – 30%
o Curriculum and Learning – 30%
o Accountability and Continuous Improvement – 25%
o Management of Resource – 15%
2. EACH PRINCIPLE HAS SEVERAL INDICATORS.
BASED ON THE RESULTS OF THE D-O-D
(DOCUMENTS ANALYSIS, OBSERVATION,
DISCUSSION), SUMMARIZE THE EVIDENCES AND
ARRIVE AT A CONSENSUS, WHAT RATING TO
GIVE TO EACH INDICATOR;
 3. RATE THE ITEMS BY CHECKING THE
APPROPRIATE BOXES. THESE ARE THE POINTS
EARNED BY THE SCHOOL FOR THE SPECIFIC
INDICATOR. THE RATING SCALE IS:

0 – No evidence
1 – Evidence indicates early or preliminary stages of
implementation
2 – Evidence indicates planned practices and
procedures are fully implemented
3 – Evidence indicates practices and procedure
satisfy quality standards
 4. ASSEMBLE THE RUBRICS RATED
BY THE RESPONDENTS; EDIT THEM
FOR ERRORS LIKE DOUBLE ENTRIES
OR INCOMPLETE RESPONSES;
5. COUNT THE NUMBER OF CHECK
MARKS IN EACH INDICATOR AND
RECORD IN THE APPROPRIATE BOX
IN THE SUMMARY TABLE FOR THE
AREA/STANDARD RATED;
The resulting levels are described as follows:
Level I: BEGINNING – Establishing and developing structures
and mechanism with acceptable level and extent of community
participation and impact on learning outcomes.
Level II: DEVELOPING – Introducing and sustaining
continuous improvement process that integrates wider community
participation and improve significantly performance and learning
outcomes.
Level III: ADVANCED (ACCREDITED) – Ensuring the
production of intended outputs/outcomes and meeting all standards
of a system fully integrated in the local community and is self-
renewing and self-sustaining.
 SESSION 7

PASBE… THE WHAT? WHY ?

AND HOW ?
OBJECTIVES
1. Gain an in-depth understanding on the
What, Why and How of PASBE
2. Explain the Fitness-for-Purpose model of
accreditation
ACTIVITY : 5 MINUTES

1. List down your idea about accreditation

( APPES, sterling Silver)
ACCREDITATIO WHAT WHY HOW
N SYSTEM
APPES
STERLING
SILVER
PASBE

2. Report your group output.

ANALYSIS

1. What are the similarities and differences of

the accreditation programs in terms of
what? And why ?
2. Do they have the same processes (how)
followed in accrediting schools ?
3. What insights did you gain in this activity ?
PASBE

A certification process that looks

into the essential areas of school
operations if they conform with
quality standards.
PASBE AIMS

 Provide opportunity to schools with

potential to improve the quality of their
organizational practices and learning
outcomes through containing self
assessment and peer review
 Strengthen partnership of DepEd with
national organization of private and public
elem & secondary school heads to facilitate
accreditation of deserving schools
PASBE PROCESSES :

 Uses the Fitness-for – Purpose model

- The accreditation granted depends on the
goodness of fit between what the school
says it will be doing ( purpose) and what is
actually doing ( practice)
-School practices have quality if they meet the
expectation of the internal and external
stakeholders in the community
 DIVISION SBM
CAPABILITYY
APPLICATION FOR FULL ACCREDITATION (3- YES
BUILDING START NAB
PROGRAM ACCREDITATION 5)/PROBATIONARY(1-3) ACTION NO

SELF
ASSESSMENT
TEAM RECOMM R
E
M
REGION/DIV E
VALIDATION VISIT VALIDATION D
VISIT IA
ENTITLE TI
MENT O
N
entitlement

LEVEL OF YES
1/11 PASBE Verification NAB ACTION ON
PRACTICE APPLICATION
APPLICATION Visit- NAB

REMEDIATION
NO

SBM- PASBE QUALITY ASSURANCE

FRAMEWORK
PASBE PROCESSES

 SBM Level III shall be the take-off point for

schools to work on being accredited. They
shall engage in a continual process of
assessment, planning, implementing,
monitoring and assessment. The process is
guided and assisted by self-study, visit and
follow up.
GUIDING PRINCIPLES
 respects the independence, uniqueness,
and integrity of every school.
 allows schools to choose their own priorities
or purposes and adapts the standards set by
the accrediting body to attain the purpose of
its operations.
 assists performing schools to get and move
up the accreditation level, and at the same,
helps self-motivated schools on the lower
levels, to move to higher levels.
GUIDING PRINCIPLES

 .encourages cooperation rather than

competition. Schools are not compared with
one another nor evaluated against a single
standard. In the FFP model, the standard
used to evaluate and accredit a school is the
extent to which the school achieves its own
purpose
GUIDING PRINCIPLES

 helps the school in the continuous

improvement of its practices and learning
outcomes through self-evaluation, self-
direction, and peer assistance and provides
opportunities for continuous improvement of
practices/performance through identification
of issues and lessons learned.
 leads and influences other schools to
achieve total learner development.
GUIDING PRINCIPLES

 helps the school in the continuous

improvement of its practices and learning
outcomes through self-evaluation, self-
direction, and peer assistance and provides
opportunities for continuous improvement of
practices/performance through identification
of issues and lessons learned.
 leads and influences other schools to
achieve total learner development.
 LEVEL I
A. For Public and Private
Schools
Accredited Status for two (2)
years
Plaque of recognition for the
school by the NAB
Certificates of Recognition for
principals, teachers, non-
teaching staff and the SGC
SH participation in annual
convention of accredited
schools
LEVEL II
A. For Public and Private
Schools
Accredited Status for four
(4) years
Plaque of recognition for
school by the NAB
Certificates of recognition
for principals, teachers, non-
teaching staff and SGC
SH participation in annual
convention of accredited
schools (entitled to one
vote)
Priority in scholarships
within the country
LEVEL III
A. For Public and Private Schools
Accredited Status for six (6)
years
Plaque of recognition for
school by the NAB
Certificates of Recognition for
principals, teachers, non-
teaching staff and SGC
SH participation in annual
convention of accredited
schools (entitled to one vote)
Priority in scholarships within
and outside the country
Use the logo of the
accreditation body in all the
school correspondence
School Marker
Fiscal autonomy in managing
income-generating projects
with the revenues kept in the
school’s coffers utilized in its
improvement efforts
 LEVEL I
B. For Public Schools B.
Priority in national
scholarships (SH, HT,
teacher as the case may
be)
Provision of instructional
materials/equipment
Support Fund (Php 50,
000) as per the SIP/School
Development Plan
Cash benefits (Php 50, 000)
from LGU
LEVEL II
For Public Schools
Priority in national
scholarship and grants (SH,
HT, teacher as the case may
be)
Provision of instructional
materials/equipment
Allocation of additional
supplementary books
( cash allocation for schools o
determine needed materials)
Support Fund (Php 75, 000)
as per the SIP/School
Development Plan (CO)
Cash benefits (Php 75, 000)
from CO – MOOE / LGU
LEVEL III
B. For Public Schools
Priority in national and
international scholarship and
grants ((SH, HT, teacher as the
case may be)
Provision of instructional
materials/equipment
Allocation of additional
supplementary books
Support Fund (Php 100, 000)
as per the SIP/School
Development Plan (CO)
Cash benefits (Php 100, 000)
from LGU
Provision of instructional
equipment and facilities (e.g
speech, science, computer
laboratories)
Increase in the allocation of
master teacher’s items
One step salary increase for
principal/teachers
 LEVEL I LEVEL II LEVEL III
C. For Private schools C. For Private schools C. For Private schools
Increase the Increase in number Increase in number of
number of of GASTPE slots – GASTPE slots –
GASTPE slots – allocation by 20% allocation by 30%
allocation by 10% from the current slot from the current slot
from the current – allocation – allocation
slot – allocation The Board The Board
The Board recommends to give recommends to give
recommends to teachers’ teachers’
give teachers’ performance bonus
performance bonus
performance bonus of accredited schools
of accredited Milestone Marker of accredited schools
schools
Milestone Marker?
ACTIVITY : INDIVIDUAL TASK ( 5 MIN)

I realized that PASBE is

____________________________________
____________________________________
____________________________________
___________
“That all schools shall provide quality education
is a Constitutional mandate. School
accreditation is accepted worldwide as a
method of ensuring quality education.
Therefore, it is the obligation of all school
heads to get their schools accredited”
PASBE assumptions
THANK YOU !!!
6. MULTIPLY THE NUMBER OF CHECK
MARKS IN EACH COLUMN BY THE
POINTS (1-3);
7. GET THE AVERAGE RATING FOR
EACH PRINCIPLE BY DIVIDING THE
TOTAL SCORE THE NUMBER OF
INDICATORS OF THE PRINCIPLE;
8. RECORD THE AVERAGE RATINGS
FOR THE PRINCIPLES IN THE
SUMMARY TABLE FOR THE
COMPUTATION OF THE GENERAL
AVERAGE;
9. MULTIPLY THE RATING FOR EACH
PRINCIPLE BY ITS PERCENTAGE
WEIGHT TO GET THE WEIGHTED
AVERAGE RATING;
10. TO GET THE TOTAL RATING FOR
THE FOUR PRINCIPLES, GET THE
SUM OF ALL THE WEIGHTED
RATINGS. THE VALUE DERIVED IS
THE SCHOOL RATING BASED ON
DOD;
11. THE LEVEL OF PRACTICE WILL
BE COMPUTED BASED ON THE
CRITERIA BELOW:
 60% based on improvement of learning
outcomes;
 10% increment : 25 points
 20% increment : 50 points
 50% increment : 100 points
 40% according to the validated practices using
DOD
 0.00 to 0.50 : 25 points
 0.51 to 1.51: 50 points
 1.51 to 2.50 : 75 points
 2.51 to 3.00 : 100 points
 12. THE RESULTING SCORE WILL BE
INTERPRETED AS:
o Level III: 150 - 200 points
o Level II: 149 -100 points
o Level I: 99 and below
DIVISION M & E AND
REPORTING PLAN
 PLANNING FOR
EFFECTIVE ADVOCACY
AND DISSEMINATION
SESSION 8
OBJECTIVES

1. Identify communication measures / schemes

used in disseminating information about a DepEd
project / program
2. Formulate an action plan on the conduct of the
Division Orientation-Workshop on the use of the
revised SBM Assessment Process and Tool (APAT)
Brigada Eskwela
Early Registration
Day
ACTIVITY
ACTIVITY:
1. Identify communication measures/schemes to
disseminate the information to all concerned
regarding the following programs:

Brigada Eskwela
Early Registration
K to 12 Curriculum
Earthquake drill

2. The group leader is tasked to facilitate the activity

in 10-12 minutes.
3. Each group is given 2-3 minutes to report before
the other groups.
 ANALYSIS
1. What are common among the communication
measures/schemes given by the group?
2. How do you measure the effectiveness of each
communication scheme?
3. What have you realized in this activity?
4. What do you plan to do to effectively
communicate DepEd programs or
projects?
ADVOCACY
CAMPAIGN
Strategic

Series of Actions
Designed to Persuade

Targeted

Build Alliances

Results in Change
 ADVOCACY CAMPAIGN

STRATEGIC

We must
research and
plan our
campaign
carefully
 ADVOCACY CAMPAIGN

Series of
Actions

it is a set of
coordinated
activities
 ADVOCACY CAMPAIGN

Designed to
persuade
to convince
people that the
desired change
is important
 ADVOCACY CAMPAIGN

 Targeted
must aim our
persuasion efforts
at specific people
who have power
to make the
advocacy
successful
 ADVOCACY CAMPAIGN

 Build Alliance
work with
many
stakeholders to
increase the
impact of the
campaign
 ADVOCACY CAMPAIGN

Results in

Change
advocacy must
result in positive
changes in the lives
of the people
affected by the
Strategic

Series of Actions
Designed to Persuade

Targeted

Build Alliances

Results in Change
WHAT MAKES A
SUCCESSFUL
ADVOCACY?
 Survey
landscape
Cutting the SCAN the
DIAMOND Horizon

Create a
Exercise strong support
Leadershi system
p Let the
creative
juices flow
5 GOOD PRACTICES OF AN ADVOCATE
ENCOURAGE
PARTICIPATIO
N
ENSURE
LEGITIMAC
Y
 BE
ACCOUNTABLE
 ACT
PEACEFULLY
REPRESENT THE AFFECTED GROUP
• Encourage PARTICIPATION
• Ensure LEGITIMACY
• Be ACCOUNTABLE
• Act PEACEFULLY
• REPRESENT the affected
group
ROLES OF AN
ADVOCATE
ROLES OF AN ADVOCATE

Bargain for something

ROLES OF AN ADVOCATE

ACCOMPANY
(speak with people)
ENABLE THE PEOPLE TO SPEAK
FOR THEMSELVES

EEMPOWER
Speak for the
people
FACILITATE COMMUNICATION
BETWEEN PEOPLE
Demonstrate behavior
to people or policy
makers
Build Coalitions
5 STEPS OF
ADVOCACY
 Identify

Evaluation Research

Act Plan
 Monitor actions and evaluate
EVALUATION
the results

Take action in agreement and

ACT
coordination
with everyone involve in the campaign

When advocacy has been identified as the

PLAN
appropriate way to address the problem,a strategy
needs to be formulated

Gather the necessary information and ensure that

RESEARCH
the causes and effects of the problem are
understood

Identify the problemIDENTIFY

that needs to be addressed
APPLICATION
 ADVOCACY CAMPAIGN ACTION PLAN
Action Plan on Division Orientation-Workshop on the
Use of the Revised SBM Assessment Process and Tool (APAT)

Goal Objectives Indicator Methods Activities Timeline

“Never doubt that a small
group of thoughtful,
committed citizens can
change the world; indeed,
it’s the only thing that ever
has.”
Margaret Mead
 SESSION 9
Monitoring &
Evaluation (M&E)
& Reporting Plan
OBJECTIVES :

1. Explain the what ? Why and how of Monitoring

and Evaluation ?
2. Get oriented on the M&E of F-3 Training
Package.
3. Develop a division M&E and Reporting Plan for
the Orientation-Workshop on the use of SBM
APAT.
 ACTIVITY : 5 MINUTES

1. List down your activities conducted during the conduct of

M&E of training in your division, your usual practice of doing it
and how else could you do it . Follow format below :
M&E Activities Your usual practice of doing it How else could you do
? it?
 ANALYSIS :

Guide Questions :

1. What are the common M&E activities

conducted by your team ?
2. What are the usual common practice of
doing it ?
3. How else could it be done or carried
out ?
4. What insights did you gain in this
activity ?
Monitoring and Evaluation is a
mechanism that ensures the
effectiveness and efficiency of
the plan implementation of the
program and project
Monitoring and Evaluation is the
systematic and process of
gathering, processing, analyzing, int
erpreting, and storing of data and
information in support of the
managerial actions to ensure the
realization of the plan’s end objectives
and its contribution to the overall
 to ascertain
programs and goals.
the realization of set
objectives.
Purpose of M&E
 Why monitor?
1. Provide management with information
on the status of implementation to
improve its efficiency
2. Obtain information for implementers to
make adjustment
3. Establish information on the
achievement of project objectives and
sustainability of outcomes
What to monitor?
Efficiency of implementation
 Are outputs accomplished as
planned during the quarter
 Are funds utilized as budgeted ?
Efficiency / Effectiveness
 What are the implementation issues?
 Is the project supporting, preventing,
controlling, reducing the attainment
of the objectives?
Effectiveness / Relevance/
Sustainability
 Are the project objectives attained?
 Does the project, control or address
the problem?
 What sustainability measures were
applied?
 Planning

One of the major objectives of M & E is

to determine if the implementation is
going according to “plan”
E major objectives of M & E

Without a plan, there is nothing to

monitor & evaluate
 Decision Making

During implementation, things may not

go “according to plan”. Every manager
must make a decision ------ correct and
timely decision before things get out of
control

The objective of every manager is to ensure that despite

changes in the frame conditions and changes in the plan,
the outcomes can still be achieved
Principles of M&E
M & E should be:

 needs-based
 data driven
 process-based
 participatory in nature
M & E should :
 keep track of how the plan
implementation is
progressing in terms of
1. Implementation of activities
2. Expenditure
3. Resource use
4. Delivery of results
5. Management of risks
Scope.

Clear coverage and/or boundary as to what

is going to be monitored and evaluated.

Essential things to be covered or to be

included in the implementation to achieve the
desired objectives.
M&E of FORMAL-FACE-
FACE (F-3 )TRAINING
M&E TOOLS

1. F3-M&E Form 1: Walkthrough

Observation Checklist

2. F3-M&E Form 2: Learning Process

F3-M&E Form 3: End of the F3 Program Assessment
Observation and Facilitation Skills
3. F3-M&E Form 3: End of the F3
Program Assessment

4. F3-M&E Form 3: End of the F3 Program

Assessment
Consolidation Template
ACTIVITY :

1. Develop your division M&E

Plan and Reporting System
 TEMPLATE FOR M&E PLAN
OBJECTIVES ACTIVITIES TIME FRAME PERSONS BUDGET
INVOLVED
M & E is more than an activity, more than
collecting data and more than reporting.

 It is purposive, deliberate and

must be systematically undertaken