Powerpoint presentation sbm-apat

SESSION 0
IN UNISON… LET’S GO!

ACTIVITY
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.
10 minutes

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 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
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
DAY 1: February 6, 2013

WHAT'S IN
STORE FOR US?
D-O-D: Validating System and Process
WS No. 1 – Preparation for Simulation
Activity on SBM Assessment and
Validation Process
Presentation/ Simulation Activity by
Group
Session 5 – PASBE (What, Why and
How’s)
Feedback and Insights of Simulation
Exercise

WHAT'S IN
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
Clearing House Evaluation
Presentation of Plan
Closing Program

COURSE OUTPUTS
Group:
 1.
 2.
 3.
 …

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
Department espouses
 Concept of an ideal state
 Guide to strategic and day-
to-day affairs
 Culture among stakeholders
 Method or process of
service delivery
 Measure to examine
consistency of policy,
program, project or
activity vis-à-vis thrust &
mandate
 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
Developmental-stage
appropriate
Gender & culture-sensitive
Environmentally (physical,
emotional, psychosocial)
safe
Accessible regardless of
gender, race, culture, social
& economic status
Shared vision & mission
Shared decision-making &
governance
Collaboration
Community ownership
Autonomy
Accountability
Transparency

COMMUNITY-CENTERED
Collaboration
Shared Governance Autonomy
Transparency Ownership
Shared V/M Accountability
Gender and cultural
sensitivity
Accessible
Development appropriate Environmentally safe
CHILD (LEARNER) -
CENTERED
Learning-oriented and Learner-
focused
Central
Regional
Division
District
LGUs
NGOs
Private
Sector
Community
S
U
P
P
L
Y
D
E
M
A
N
D

SBM CONCEPTUAL FRAMEWORK
Leadership
and
Governance
Curriculum
and Learning
(K to 12)VMG
Monitor
Functionally-
Literate
Citizen
Resource
Management
Accountability
and
Continuous
Improvement
BESRA
Thrusts, NCBTS, ECE, ALS, etc.
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

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 “

SESSION 2
REVISED SBM-PASBE
FRAMEWORK

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.

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

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
Accreditation Status
Leadership and
Governance
Management and
Resources
Accountability and
Continuous
Improvement
Curriculum and
Learning
Autonomous
(Re-accredited
Status
Accredited
(initial accreditation)
Candidate Status
Level III
Advanced (Accredited)
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

SBM ASSESSMENT VALIDATING SYSTEM
AND PROCESS
SESSION 5

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

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

• 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
DIVISION LEVEL: ( Before
VP )

STEP BY STEP GUIDE IN CONDUCTING DOD
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.
SCHOOL LEVEL : ( DURING
VP )

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
Assessment Team
members
8:00 am – 8:15 am Courtesy call with
SH and
stakeholders
8:15 am – 8:45 am Travel 8:15 am – 12:00
pm
Observation
8:45 am – 9:00 am Courtesy call with
SH and
stakeholders
1:00 pm – 3:00 pm Discussion
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

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

1. List down your idea about accreditation
( APPES, sterling Silver)
ACCREDITATIO
N SYSTEM
WHAT WHY HOW
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

LEVEL OF
PRACTICE
ENTITLE
MENT
1/11 PASBE
APPLICATION
entitlement
Verification
Visit- NAB
NAB ACTION ON
APPLICATION
APPLICATION FOR
ACCREDITATION
FULL ACCREDITATION (3-
5)/PROBATIONARY(1-3)
NAB
ACTION
TEAM RECOMM
VALIDATION
VISIT
R
E
M
E
D
IA
TI
O
N
REGION/DIV
VALIDATION VISIT
SELF
ASSESSMENT
NO
YES
YES
NO
DIVISION SBM
CAPABILITYY
BUILDING
PROGRAM
REMEDIATION
START
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 LEVEL II LEVEL III
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
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
schools (entitled to one
vote)
Priority in scholarships
within the country
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
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

B. For Public Schools
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
Priority in national
scholarship and grants (SH,
HT, teacher as the case may
be)
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)
from CO – MOOE / LGU
Priority in national and
international scholarship and
grants ((SH, HT, teacher as the
case may be)
materials/equipment
Allocation of additional
supplementary books
Support Fund (Php 100, 000)
as per the SIP/School
Development Plan (CO)
from LGU
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

C. For Private schools
Increase the
number of
GASTPE slots –
allocation by 10%
from the current
slot – allocation
The Board
recommends to
give teachers’
performance bonus
of accredited
schools
Milestone Marker?
Increase in number
of GASTPE slots –
allocation by 20%
from the current slot
– allocation
The Board
recommends to give
teachers’
performance bonus
of accredited schools
Milestone Marker
Increase in number of
GASTPE slots –
allocation by 30%
from the current slot
– allocation
The Board
recommends to give
teachers’
performance bonus
of accredited schools

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

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
 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)

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.
ACTIVITY:

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?

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

WHAT MAKES A
SUCCESSFUL
ADVOCACY?

Cutting the
DIAMOND
Exercise
Leadershi
p
Create a
strong support
system
SCAN the
Horizon
Survey
landscape
Let the
creative
juices flow

5 GOOD PRACTICES OF AN ADVOCATE

• Encourage PARTICIPATION
• Ensure LEGITIMACY
• Be ACCOUNTABLE
• Act PEACEFULLY
• REPRESENT the affected
group

ROLES OF AN ADVOCATE
Bargain for something

ROLES OF AN ADVOCATE
ACCOMPANY
(speak with people)

ENABLE THE PEOPLE TO SPEAK
FOR THEMSELVES
EEMPOWER

FACILITATE COMMUNICATION
BETWEEN PEOPLE

Demonstrate behavior
to people or policy
makers

Identify
Research
PlanAct
Evaluation

IDENTIFY
RESEARCH
PLAN
ACT
EVALUATION
Identify the problem that needs to be addressed
Gather the necessary information and ensure that
the causes and effects of the problem are
understood
When advocacy has been identified as the
appropriate way to address the problem,a strategy
needs to be formulated
Take action in agreement and
coordination
with everyone involve in the campaign
Monitor actions and evaluate
the results

ADVOCACY CAMPAIGN ACTION PLAN
Goal Objectives Indicator Methods Activities Timeline
Action Plan on Division Orientation-Workshop on the
Use of the Revised SBM Assessment Process and Tool (APAT)

“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

Monitoring &
Evaluation (M&E)
& Reporting Plan
SESSION 9

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.

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

 to ascertain the realization of set
objectives.
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
programs and goals.

Why monitor? What to monitor?
1. Provide management with information
on the status of implementation to
improve its efficiency
Efficiency of implementation
 Are outputs accomplished as
planned during the quarter
 Are funds utilized as budgeted ?
2. Obtain information for implementers to
make adjustment
Efficiency / Effectiveness
 What are the implementation issues?
 Is the project supporting, preventing,
controlling, reducing the attainment
of the objectives?
3. Establish information on the
achievement of project objectives and
sustainability of outcomes
Effectiveness / Relevance/
Sustainability
 Are the project objectives attained?
 Does the project, control or address
the problem?
 What sustainability measures were
applied?

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

 needs-based
M & E should be:
 data driven
 process-based
 participatory in nature

 keep track of how the plan
implementation is
progressing in terms of
M & E should :
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

F3-M&E Form 3: End of the F3 Program Assessment
M&E TOOLS
1. F3-M&E Form 1: Walkthrough
Observation Checklist
2.
3.
4.
F3-M&E Form 2: Learning Process
Observation and Facilitation Skills
F3-M&E Form 3: End of the F3
Program Assessment
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
INVOLVED
BUDGET

M & E is more than an activity, more than
collecting data and more than reporting.
 It is purposive, deliberate and
must be systematically undertaken

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