DEDP Manual of Instructions

Handbook on the Preparation of the Division Education Development Plan
Secondary Education Development and Improvement Project
1 :
P h a s e
Annexes
Part 2-1
Annex 1-a Elementary Report Cards

Annex 1-b Secondary Report Cards
Annex 1-c Community Learning Centers Report Cards
Annex 1-d Report Card for Single Districts
Annex 1-e.1 Report Card for Multiple Districts Form 1
Annex 1-e.2 Report Card for Multiple Districts Form 2
Report Card for Single Districts covering
Annex 1-f
Multiple Municipalities
Annex 1-g Division Report Card
Annex 1-h Data Gathering and Consolidation Steps
Annex 1-h.a Steps in Pre-Data Gathering and Consolidation
Steps in the 1st Level Data Gathering &

Annex 1-h.b Consolidation: School and Community Learning
Center Level
Steps in the 2nd Level Data Gathering &
Annex 1-h.c
Consolidation: for Single Districts
Steps in the 2nd Level Data Gathering &
Annex 1-h.d
Consolidation: for Multiple District Offices
Annex 1-i Formula for Computing Performance Indicators
Annex 1-j Data Integrity Checklist

Annex 1-k District Level Data Analysis Steps
Annex 1-l Suggested Problem Identification Matrix
Annex 1-m Problem Statement Litmus Test
Annex 1-n Division Level Data Analysis Steps
Annex 1-o Forecasting Template
Part 2-2
STEP 1: CONSTITUTE DIVISION PLANNING COMMITTEE
The Schools Division Superintendent formally and officially organizes the Division
Planning Committee which will steer the process of preparing the Division Education
Development Plan.
STEP 2: MEET TO AGREE ON THE PLANNING STANDARDS
The DPC meets to review the various data gathering forms for the schools, community
learning centers, and districts. The DPC performs the following:
1. Encode, before distribution to various schools, community learning centers, and

districts, the planning standards on the appropriate data gathering instrument.
The planning standards should be based on the Division Report Card.
2. Decide on the year relevant for the preparation of the Division Annual Plan
(DAP). This is needed as one of the major sections of the RC is on Plan
Requirements.
3. Define the word “common” as it is required in consolidating priority improvement
areas at the district. Example, the term “common” can be defined as any priority
improvement area listed by 50%+1 of schools operating within the district.
The definition should be included in the transmittal letter to the schools,

community learning centers, and districts.
STEP 3: PREPARE THE DATA GATHERING PACKAGES
The DPC prepares the data gathering packages for each school, community learning
center, and districts. The following matrix presents a summary of documents included
in each package per unit:
LEVELS
DISTRICTS
Single
FORMS/DOCUMENTS
with ES HS CLC
Single Multiple
Multiple
Mun
1. Transmittal Letter      
2. Annex 1-a RC for Elem 
3. Annex 1-b RC for Secondary 
4. Annex 1-c RC for CLC 
5. Annex 1-d RC for Single Distr 
6. Annex 1-e Forms 1 and 2 
7. Annex 1-f Single Districts
covering multiple 
municipalities
8. Annex 1-h.b 1st Level Data
  
Gathering
9. Annex 1-h.c 2nd Level Data
  
Gathering
Part 2-3
LEVELS
DISTRICTS
Single
FORMS/DOCUMENTS
with ES HS CLC
Single Multiple
Multiple
Mun
10. Annex 1-i Formula for
Computing Performance     
Indicators
11. Annex 1-j Data Integrity
  
Checklist
12. Annex 1-k District Level Data
  
Analysis Steps
13. Annex 1-l Suggested Problem
  
Identification Matrix
14. Annex 1-m Problem Only for
Statement Litmus test  lead 
district
15. Annex 1-o Forecasting
  
Template
16. White Metacards   
17. Legal White Envelope   
18. Short Brown Envelope   
19. Scaled-to-Fit Data Map Only for
 lead 
district
These data gathering packages should be distributed during the orientation in step 3.
Note: CLCs managed by NGOs or LGUs will also be given the CLC Data Gathering
form.
STEP 4: ORIENT OFFICES/PEOPLE INVOLVED IN THE DATA GATHERING PROCESS
Given the extent of the data gathering process involved in the DEDP preparation, it is
suggested that the people/offices who would be involved in the data gathering
process be oriented to ensure commonness of understanding. The following
personnel should be oriented on the process:
 District Personnel (District Supervisor, District EMIS Coordinators, etc)

 School Heads (Elementary & Secondary)
 ALS Implementers (District ALS Coordinators, Mobile Teachers, Instructional
Managers, etc)
 LGU Representatives (Municipality, City, Province)
During the meeting, the DPC discusses the objectives, processes, and tools involved
in DEDP data gathering.
Part 2-4
Annex 1-h.b
1st Level Data Gathering & Consolidation:
School & Community Learning Center Level
Part 2-5
STEP 1: REVIEW THE RC-SCHOOLS/COMMUNITY LEARNING CENTER FORMS
The school head or ALS personnel review the RC for Schools/ Community Learning
Centers for needed planning information. The main source document in
accomplishing this form is the School Improvement Plan or the Community Learning
Center Plan.
In instances where a school is host to a community learning center and therefore,

concerns related to the directions and operations of the ALS are integrated in the
SIP, the SIP becomes the primary input document to accomplish the RC form for the
Community Learning Center.
STEP 2: ACCOMPLISH SECTION 1: BASIC INFORMATION
To accomplish this section, please provide basic information about the school or
community learning center.
For secondary schools, there is a need to classify the school according to two major
categories namely:
Category 1
High schools nationally funded through the
National*
Department and established by national legislation
Locally established and funded high schools converted
Nationalized*
to national
High schools offering both elementary and secondary
Integrated*
programs
High schools under the technical and administrative
Annex/Extension*
supervision of a mother school
High schools established and supported by the
Barangay*
barangay
Vocational High schools offering vocational programs
Science HS High schools offering the DOST curriculum
High schools catering to the learning needs of children
SPED
with learning disabilities
Category 2
Established or created through national legislation or
Legislated*
by a Republic Act.
* Definitions provided by the Office Planning Service, Department of Education
Part 2-6
STEP 3: ACCOMPLISH SECTION 2: REPORT CARD
This section outlines planning indicators needed for the DEDP process. Except for
the enrolment data which is to be collected for a 5-year period, the school or
community learning center is expected to collect multi-year data (at least 3 years) to
enable the district and the division to better analyze the situation of the division.
Planning indicators are categorized as such:
o Provision of Equitable Access

o Quality and Relevance of Basic Education
o Division Management of Education Services
Although not limited to the following, the source documents for this section are:
 School Improvement Plan

 CLC-ALS Plans
 School/ALS Reports
 BEIS data (Modules 1 & 3)
 Form 2
 School Reports
 Textbooks/Teachers’ Manual Inventory
 2000 DECS Service Manual
 Nutritional Status Forms
 Monthly Public Health Nurse Forms
 School Mapping Exercise Reports or Technical Site Appraisal Reports
Information derived from this section will input to the situation analysis and target
setting. Here are some tips in accomplishing this section:
1. The school/community learning center is expected to gather multi-year data

on the planning information outlined in the first column of the report card.
The “latest year” in the report card does not necessarily correspond to the
“current year”. Some planning indicators such as graduation and
achievement rates could only be computed at the end of the school year and
therefore the latest data for these indicators would be the previous year and
hence. The “latest year” can also refer to the most recent year that data is
available.
2. Review the form for data requirements. Gather and review secondary
literature e.g. school reports, district data, School/Division EMIS, LGU data on
expenditure on basic education etc. for sources of data.
3. Use comparable measures of data as it is difficult to deal with and analyze

data from varying sources.
4. Use the EFA Formula in computing for Performance Indicators. Included in

this package is a sheet containing the EFA formulae in computing for
performance indicators (Annex 1-i)
5. For purposes of uniformity, please use the following codes, whenever

applicable:
Part 2-7
N/A = Not Applicable

Used when the planning indicator outlined in the RC does not apply to
your situation
NDA = No Data Available

Used when the planning indicator applies to your situation but data
could not be obtained. However, when the NDA code is placed,
please provide justification.
Below are the description and suggestions on how to collect the planning information
for the RC-Schools
Planning Indicators Description & How to Collect

Enrolment  Collect 5-year enrolment data
 Only the August enrolment is to be reflected in the RC
 Use the Form 3 as the basis for this planning indicator
ALS Enrolment  Only to be filled-up if the school is managing an ALS
program. Otherwise, place Not Applicable (NA)
Graduation Rate  Secure from the Division Planning Officer the
Graduation Rate of your school for the past three years
Promotion Rate  Promotion Rate assesses the extent of pupil/students
who are promoted to the next grade/year level.
 Secure from the Division Planning Officer the Promotion
Rate of your school for the past three years
Simple Drop-out Rate  The Simple Drop-out rate calculates the percentage of
pupils/students who do not finish a particular grade/year
level. It does not capture pupils/students who finish a
grade/year level but do enroll in the next grade/year
level the following school year.
 Secure from the Division Planning Officer the Simple
Drop-out Rate of your school for the past three years
Failure Rate  This indicator evaluates the extent of pupils/students
who failed given grade/year level.
 Secure from the Division Planning Officer the Failure
Repetition Rate  This is an EFA indicator which determined the
magnitude of pupils/students who repeat a grade/year
level
 Secure from the Division Planning Officer the Repetition
Nutritional Status  Reflect the number of pupils/students who, after being
examined, are classified as Normal, Above Normal, and
Below Normal status of nutrition
 Secure information from the School Nurse
Personnel  Count only the plantilla-items. If an existing plantilla is
currently vacant, include the item in the count
 TICs are, by plantilla, under the teacher item. Place a
note in the last column of the data gathering form that a
teacher is designated as TIC
 In accounting for teacher items, exclude locally-paid and
Part 2-8

volunteer teachers
 In accounting for non-teaching personnel, exclude
teachers who are designated to perform administrative
responsibilities in the school. Place a note in the last
column of the data gathering form that some teachers
are assigned to perform administrative work.
Textbooks  Count only textbooks following the current curriculum
are to be included in the form
Physical Facilities  There are some cases where classrooms were
converted for non-instructional purposes or a laboratory
converted as a classroom. Count physical facilities
based on “intent” and not on “utility.” Meaning, the
laboratory which was converted as classroom is counted
under laboratory and not under classroom.
 Exclude condemned facilities in the count.
Learning Facilities &  Please refer to the DECS Service Manual 2000 for the
Equipment complete list of learning facilities and equipment
 Prepare a separate checklist of all required equipment.
Attach the document to the report card
 Place a checkmark if all listed equipment are present in
the school. Example, if the list of Home Economics
equipment include the sala set, dining table, and kitchen
utensils and all these items are found in the school, then
check the appropriate column in the data gathering form.
However, if there are no equipment or only partial
presence of equipment in the school, then no checkmark
will be reflected on the data gathering form
Leaner Performance  Use only the National Achievement Test Results
Reading Comprehension  Place results of the reading comprehension test results.
The headings are based on PHIL-IRI; change the
headings If another reading test was utilized across the
Division to profile the pupils/students’ reading
comprehension skills
Mastery of Competencies  Use only the results of the National Achievement Test
 Place No Data Available or NDA when the data is
unavailable
Textbook-Pupil/Student  Compare enrolment with textbook count indicated in the
Ratio Provision of Equitable Access section
Teacher-Pupil/Student  Exclude volunteer or local school board teachers in the
Ratio computation
Parents’ Participation  Attendance to the HRPTCA or GPTCA will be used as
bases for computing this indicator.
 Place the average number of attendees over the number
of those who should attend
Public Expenditure  C-3 is meant for resources provided y the Local
Government Unit while C-4 is meant to organize
resources provided by institutions/organizations apart
from the LGU.
 To indicate the institution in C-4, replace the funding
“source” with the name of the institution/organizations
Below are the description and suggestions on how to collect the planning information
for the RC-Community Learning Centers
Part 2-9

Potential ALS Learner  Basic Literacy Program
Refers to the number of illiterate out-of-school children,
out-of-school youth, and adults who could be enrolled in
the Basic Literacy Program. Get the data from the
literacy mapping conducted by the district ALS
coordinators.
 Accreditation & Equivalency

Refers to the number of out-of-school children in the
elementary level and out-of-school youth in the
secondary level who could be enrolled in the
Accreditation & Equivalency Program. Get the data from
the literacy mapping conducted by the district ALS
coordinators.
Type of CLC  Provide a brief description of the CLC
Managed by  Check one of the boxes
Sources of Fund  Check one of the boxes
Enrolment per Program  Indicate enrolment per ALS program and further
disaggregate if DepEd –delivered, Dep-Ed procured, or
Non-DepEd
 For DepEd-delivered, secure the information regarding
the learners in BLP, A & E and other programs
implemented by DepEd-ALS Personnel like mobile
teachers and district ALS coordinators
 For DepEd-procured, secure the information regarding
the number of learners in BLP and A & E Programs
delivered by service providers like State Colleges &
Universities, Balik-Paaralan Para sa Out-of-School
Youth and Adults (B-POSA) and NGOs
 For Non- DepEd, secure the information regarding the
number of learners in BLP, A& E programs delivered by
the LGUs
Number of Completers  Indicate the number of completers per program and their
present status
Number of Test Takers &  Functional Literacy Test
Passers
Provide information on the following: Number of FLT test
takers and Number of FLT test passers
 Accreditation & Equivalency Test

Provide information on the following: Number of A&E
test Takers (disaggregated between Completers and
Walk-in) and Number of Completers who passed the
A&E Test
 An additional information required for both items would

be the present status of passers
Learner Performance  Functional Literacy Test
Compute for the average
 Accreditation & Equivalency Test

Compute for the percentile rank of the CLC by adding all
the percentile rank of all A & E test takers in the CLC
and divide it with the total number of test takers in the
Part 2-10

CLC. Exclude walk-in applicants in the computation.
Personnel  Indicate only the current number of mobile teachers,
their designation and funding source
Learning Modules  Indicate only the actual number of Basic Literacy,
Elementary and Secondary Accreditation & Equivalency
modules available in the Community Learning Centers.
from the LGU.
“source” with the name if the institution/organizations
STEP 4: ACCOMPLISH SECTION 3: IMPROVEMENT PRIORITIES
From the improvement areas identified in the school improvement plan/CLC plan,
indicate the top five improvement areas. A matrix is provided to organize the
information for this section. The following is a description of the matrix:
Area
Refers to a core school/CLC operation to which the priority improvement
area could be classified. Such areas could be the following: Curriculum
Localization, Pupil Achievement, School Performance, School
Administration and Management, Physical Facilities, Learning
Environment, Stakeholder Participation, etc.
Priority Improvement Area

Refers to the improvement areas to which the school/CLC plan to focus its
efforts within the period of the school improvement plan/CLC plan.
Description
Provide a description of the priority improvement area and the reason for
prioritizing it.
Proposed Strategies
List the strategies which the school/CLC adopted to address the priority
improvement area.
Information derived from this section will be used in the identification of division
priorities and in situation analysis.
In the event that the schools or community learning centers have not identified
priority improvement areas, please indicate “No Data Available.”
STEP 5: ACCOMPLISH SECTION 4: PLAN REQUIREMENTS
The Annual Implementation Plan (AIP) of the SIP/CLC Plan is the main source document
to accomplish this section. Plan requirements are expected to be identified in the
following areas:
Part 2-11
 Operating Expenses
 Physical Facilities (New Construction, Repair/Rehabilitation, and Completion)
 Furniture
 Learning Materials
 Equipment (Instructional/Operations)
 Personnel
 Technical Assistance Requirements
Simply lift all requirements from the relevant year indicated by the Division from which
information for this section will be culled from. Remember that these are all projected
technical and administrative requirements of the school and community learning center.
In the event that the needed information could not be derived from the AIP, please
indicate “No Data Available.”
Information indicated in this section will input in the annual implementation plan of the
Division Education Development Plan.
STEP 6: ACCOMPLISH SECTION 5: IDENTIFYING CORE ORGANIZATIONAL VALUES
In the spirit of shared governance, the Division is asking for perceptions regarding what
organizational values your school/community learning center thinks the Division should
embody and guide how it will relate to stakeholders and manage its day-to-day
operations.
The accomplishment of this section requires that the school/CLC meets with its
personnel and stakeholders. A process is suggested in the data gathering instrument to
facilitate the identification of core organizational values. Organize responses following
the suggested template in the data gathering form.
STEP 7: ACCOMPLISH SECTION 6: IDENTIFYING VISION ELEMENTS
In an effort to build a strong vision for the division, the DPC is asking for perceptions
regarding what the school/community learning center views the division should look like
six years from now.
The accomplishment of this section requires that the school/CLC meet with its personnel
and stakeholders. A process is suggested in the data gathering instrument to facilitate
the determination of vision elements.
Place responses on white metacards.
STEP 8: SUBMIT THE FORM
After accomplishing the document, submit the form to your respective District
Supervisor.
Part 2-12
Annex 1-h.c
2nd Level Data Gathering and Consolidation:
Single District in a Municipality and Single District
covering Multiple Municipalities
Part 2-13
STEP 1: CONSTITUTE THE DISTRICT CONSOLIDATION TEAM AND REVIEW THE

DATA GATHERING FORM
The district level data gathering will consider information coming from the elementary
and secondary schools and various community learning centers operating within the
district.
Review the data gathering form for the required planning information. The main
source documents to accomplish the form are the accomplished RC-Schools/
Community Learning Centers forms.
The District Consolidation Team (DCT) is constituted at this point to lead and steer
the data consolidation and analysis process at the district level. The team is
proposed to be composed of the following:
 District Supervisor - Lead

 Elementary School Head Representative/s
 Secondary School Head Representative/s
 CLC Representative/s
 District ALS Coordinator
 PTCA Representative/s
 MLGU Representative/s
STEP 2: SECURE ACCOMPLISHED RC-SCHOOLS/CLC FORMS AND

CHECK DATA INTEGRITY
Obtain accomplished RC-School/Learning Center forms and check the accuracy and
validity of data contained in the form. In the event that the school/community learning
center did not pass the data integrity test, the RC is to be returned by the DCT to the
school/community learning center indicating questionable planning information.
To check the accuracy and validity of the data please use the Data Integrity Checklist
found in Annex 1-j.
STEP 3: ACCOMPLISH SECTION 1: BASIC DISTRICT INFORMATION
To accomplish this section, please provide basic information about the district as
provided in the form. Here are some tips in accomplishing this section:
 It may be necessary to insert additional rows, do so by clicking “TABLE” on

the Menu Bar, then click “INSERT”, then click either ”ROWS ABOVE OR
BELOW”.
 For both the elementary and secondary levels, include the total number of
complete and incomplete programs/offerings.
 Most of the information required in the basic information is drawn from the
accomplished RCs from the Schools and Community Learning Centers.
Part 2-14
STEP 4: ACCOMPLISH SECTION 2: DISTRICT REPORT CARD
This section outlines indicators needed for the DEDP planning process. The district
office is expected to collect multi-year data (at least 3 years) to enable it and the
division to analyze in-depth the situation of the division. Planning indicators are
categorized as such:

The main source documents to complete this step are the accomplished RC-School
and RC-Community Learning Center Forms submitted by elementary, secondary,
and community learning centers within the district.
Since the District-RC is prepared on an Excel format, simply input the data coming
from the accomplished RCs submitted by the Schools and Community Learning
Centers and the form will auto compute and provide a summation of the figures.
However, the following data need to be collected at the district level:

School Age-Population  This represents the number of learners of school age
who should be in school
 Secure this information from the Municipal Planning
Office
Number of Private Schools  Collect the number of private ECD, elementary and
secondary schools operating within the district
 If there are no private schools operating within the
district, place “Not Applicable” or NA
Personnel Manning the  Indicate only plantilla items
District
 If the personnel is designated, indicate information in the
last column
from the LGU.
 To accomplish C-4, secure a copy of the Statement of
Expenditures from the Municipal Accountant through the
Municipal Mayor. Remember that the sources of funds
may be school board funds, development funds, funds
solicited by the LGU for basic education, etc.
setting. Specific instructions on how to fill-up section is indicated in the form.
STEP 5: COMPUTE FOR OVERALL COST PER LEARNER IN THE MUNICIPALITY
Compute for the overall cost per learners in the municipality. However, in the
computation of the cost exclude capital outlay.
Part 2-15
STEP 6: CONDUCT DISTRICT LEVEL DATA ANALYSIS
The first level of analysis is performed at the district level. For the steps in district-
level data analysis please refer to Annex 1-k. A matrix is suggested in Annex 1-l to
organize the problems identified.
STEP 7: CONSOLIDATE SCHOOLS/CLC’S PRIORITY IMPROVEMENT AREAS
Using the definition provided by the DPC on what is “common” the district consolidates
priority improvement areas collected from the schools and community learning centers.
For consistency in data organization, the same priority improvement matrix suggested in
the RC-School or Community Learning Center Form will be used by the District. The
following is the description of the suggested matrix:
Area
Refers to a core school/CLC/district operation to which the priority improvement
area could be classified. Such areas could be the following: Curriculum
Localization, Pupil Achievement, School Performance, School Administration and
Management, Physical Facilities, Learning Environment, Stakeholder Participation,
etc.

Refers to the improvement areas to which the school/CLC/district plan to focus its
efforts within the period of the school improvement plan/CLC plan.
Description
prioritizing it.
Proposed Strategies
List the strategies which the school/CLC/district adopted to address the priority
improvement area.
Elementary, Secondary, and Community Learning Center priority improvement

areas shall be clustered separately as each formal or non-formal center of
learning would have concern/s specific to their area. Please, indicate the
frequency of the priority improvement area.
In the event that priority improvement areas have not been identified follow these steps:
Part 2-16
Step a: Place identified problems per stream in the pair-wise matrix
Area: Physical Facilities
1 2 3
Insufficient Dilapidated Problem n
Problems
classrooms to classrooms
accommodate
enrollees
1. Insufficient
classrooms
to accom-
modate
enrollees
2. Dilapidated
classrooms
3. Problem n
Step b: Pair-off each intersecting problem using the S-U-G criteria
1 2 3
Problems
accommodate
enrollees
1. Insufficient
classrooms
1 1
to accom-
modate
enrollees
2. Dilapidated
classrooms 1 3
3. Problem n
1 3
Be sure that the product is a consensual decision by the participants.
Step c: Count the frequency and rank each problem
Problems Frequency Rank
1. Insufficient classrooms to accommodate 04 1

enrollees
2. No functional library 00 3
3. Problem n 02 2
Step d: Perform Steps a-c with the rest of the streams
Part 2-17
STEP 8: IDENTIFY DISTRICT-SPECIFIC PRIORITY IMPROVEMENT AREAS
Other priority improvement areas such as school-age population, provision of access, etc.
are better analyzed at the District level. This can be drawn after a process of analysis of
the situation at the district level. Organize these priority improvement areas culled from
this process following the suggested matrix found in the form.
STEP 9: CONSOLIDATE SCHOOLS/LEARNING CENTERS’ PLAN REQUIREMENTS
Consolidate plan requirements of schools/community learning centers in the following

areas:
 Physical Facilities (New Construction, Repair/Rehabilitation, and Completion)
 Furniture
 Personnel
In the event that plan requirements have not been identified or have not been forecasted,
secure an electronic file of the Forecasting Template in Microsoft Excel format. In order
to maximize the template, the District Office would require a 5-year data on enrolment.
The forecasted enrolment data becomes the basis for the future requirements on the
following:
 Physical & Ancillary Facilities e.g. classrooms, comfort rooms, school canteen,
library, etc
 Armchairs/desks
 Teachers
 Textbooks per subject are
The forecasting template contains the following sections:
Data input The 5 year enrolment data is inputted here. Input only
Column on the highlighted cells.
Forecasting This section outlines four universally-accepted
Methods forecasting methodologies – Simple Average Method
(SAM), Arithmetic Straight Line (ASL), Arithmetic
Geometric Curve (AGC), Statistical Straight Line (SSL)
Once the enrolment data is inputted, the template will

auto compute.
Comparison of This section informs the District Office which among
Mean Average the four forecasting methodologies is the best
Difference (MAD) methodology given the input data.
Forecasted Data This section provides the projected enrolment. Select
the forecasted data depending on the best
methodology.
Part 2-18
Based on this information, the DCT may now project pertinent planning information
for the next year to determine plan requirements which should be included in the
Division Annual Plan. The DCT needs to forecast planning information on the
following:
 Operating Expenses
 Physical Facilities (New Construction, Repair/Rehabilitation, and
Completion)
 Furniture
 Learning Materials
 Equipment (Instructional/Operations)
 Personnel
 Technical Assistance Requirements
Input forecasted information on the matrices provided in the RC-District Level.
STEP 10: IDENTIFY DISTRICT-SPECIFIC PLAN REQUIREMENTS
For the following plan requirements, identify district-specific requirements:

 Physical Facilities
 Equipment-Operations
 Technical Assistance
These should be added to the respective matrices before the grand total is summed-up.
STEP 11: CONSOLIDATE STAKEHOLDERS’ PERCEPTIONS RE: ORG’L VALUES
To consolidate the responses from the schools and community learning centers, follow
these steps:
Step a: Irrespective of the school or CLC, tally responses of each process question.
Step b: Organize responses using this matrix
Values Frequency Why?

1
2
3
n
Step c: Place the organized responses in a legal white envelope.
Label the legal white envelope with the following information:
Stakeholders’ Perception of Division Organizational Values

District of ___________
Part 2-19
STEP 12: CONSOLIDATE STAKEHOLDERS’ PERCEPTIONS RE: VISION ELEMENTS
Responses from the schools/community learning centers may vary in form. They may be
either in a statement form or they might be presented as word or phrases.
If the school submitted their vision elements in a statement form, simply insert the
document in the short brown envelope. However, if the vision statements are in words or
phrases, re-write these in white metacards and group per process question. Place the
white metacards containing the vision elements inside the short brown envelope.
Before submitting to the planning office, label the envelope with the following information:
Stakeholders’ Perception of Division Vision Elements

District of _________
STEP 13: SUBMIT RC-DISTRICT FORM TO THE DIVISION PLANNING COMMITTEE
Submit the following documents to the Division Planning Office:
 Accomplished Report Cards for District Office

 Accomplished Data Map
 Consolidated Core Values in an appropriately-labeled Legal White Envelope
 Consolidate Vision Elements in an appropriately –labeled Short White Envelope
Part 2-20
Annex 1-h.d
2nd Level Data Gathering and Consolidation:
Multiple District Offices in a Single Municipality
Part 2-21
STEP 1: ACCOMPLISH FORM 1 RC FOR MULTIPLE DISTRICTS

(Note: The following sub-activities are to be undertaken by individual districts within the municipality)
Step 1.a: Review the Data Gathering Form
The district level data gathering and organization will consider information
coming from the elementary and secondary schools and various community
learning centers operating within the district. The Form 1 RC for Multiple
Districts should be used at this point of the data gathering.
Review the data gathering form for the required planning information. The
main source documents to accomplish the form are the accomplished RC-
Schools/Community Learning Centers forms.
The District Consolidation Team is constituted at this point to lead and steer
the data consolidation and problem identification process at the district level.
The team is composed of the following:
 District Supervisor – Lead

 Elementary School Head Representative/s
 Secondary School Head Representative/s
 CLC Representative/s
 District ALS Coordinator
 PTCA Representative/s
 MLGU Representative/s
Step 1.b: Secure Accomplished RC-Schools/CLC Forms and

Check Data Integrity
Obtain accomplished RC-School/Learning Center forms and check the

accuracy and validity of data contained in the form. In the event that
school/community learning did not pass the data integrity test, the RC needs
to be returned by the DCT to the school/community learning center indicating
questionable planning information.
To check the accuracy and validity of the data, please use the Data Integrity
Checklist found in Annex 1-j.
Step 1.c: Accomplish Section 1: Basic District Information
To accomplish this section, please provide basic information about the district
as provided in the form. Here are some tips in accomplishing this section:
 It may be necessary to insert additional rows, do so by clicking

“TABLE” on the Menu Bar, then click “INSERT”, then click
either ”ROWS ABOVE OR BELOW”.
 For both the elementary and secondary levels, include the total
number of complete and incomplete programs/offerings.
Part 2-22
Step 1.d: Accomplish Section 2: District Report Card
This section outlines indicators needed for the DEDP planning process. The district
office is expected to collect multi-year data (at least 3 years) to enable it and the
division to analyze in-depth the situation of the division. Planning indicators are
categorized as such:

The main source documents to complete this step are the accomplished RC-School
and RC-Community Learning Center Forms submitted by the elementary, secondary,
and community learning centers within the district.
from the accomplished RCs submitted by the Schools and Community Learning
Centers and the form will auto compute and provide a summation of the figures
coming from the various schools and community learning centers. However, the
following data need to be collected at the district level:

secondary schools operating within the district
District
last column
Public Expenditure  C-3 is meant for resources provided by the Local
from the LGU.
Step 1.e: Consolidate Schools/CLC’s Priority Improvement Areas
Using the definition provided by the DPC on what is “common” the district
consolidates priority improvement areas collected from the schools and
community learning centers. For consistency in data organization, the same
priority improvement matrix suggested in the RC-School or Learning Center Form
Part 2-23
will be used by the District. The following is the description of the suggested
matrix:
Area
Refers to a core school/CLC/district operation to which the priority
improvement area could be classified. Such areas could be the following:
Curriculum Localization, Pupil Achievement, School Performance, School
Administration and Management, Physical Facilities, Learning
Environment, Stakeholder Participation, etc.

Refers to the improvement areas to which the school/CLC/district plan to
focus its efforts within the period of the school improvement plan/CLC
plan.
Description
prioritizing it.
Proposed Strategies
List the strategies which the school/CLC/district adopted to address the
priority improvement area.
Elementary, Secondary, and Community Learning Center priority

improvement areas shall be clustered separately as each formal or
non-formal center of learning would have concern/s specific to their
area. Please, indicate the frequency of the priority improvement area.
In the event that priority improvement areas have not been identified follow these
steps:
Step a: Place identified problems per stream in the pair-wise matrix
1 2 3
Problems
accommodate
enrollees
4. Insufficient
classrooms
to accom-
modate
enrollees
5. Dilapidated
classrooms
6. Problem n
Part 2-24
Step b: Pair-off each intersecting problem using the S-U-G criteria
1 2 3
Problems
accommodate
enrollees
4. Insufficient
classrooms
1 1
to accom-
modate
enrollees
5. Dilapidated
classrooms 1 3
6. Problem n
1 3
Be sure that the product is a consensual decision by the participants.
Step c: Count the frequency and rank each problem
Problems Frequency Rank
4. Insufficient classrooms to accommodate 04 1

enrollees
5. Dilapidated classrooms 00 3
6. Problem n 02 2
Step d: Perform Steps a-c with the rest of the streams
Step 1.f: Identify District-Specific Priority Improvement Areas
Other priority improvement areas such as participation, provision of access,

etc. are better analyzed at the District level. This can be drawn through and
after a process of analysis of the situation at the district level. Organize these
priority improvement areas following the matrix found in the form.
Step 1.g: Consolidate Schools/CLC’s Plan Requirements
Consolidate plan requirements of schools/learning centers in the following

areas:
 Physical Facilities (New Construction, Repair/Rehabilitation, and
Completion)
 Furniture
Part 2-25
 Personnel
In the event that plan requirements have not been identified or have not been
forecasted, secure an electronic file of the Forecasting Template in Microsoft
Excel format. In order to maximize the template, the District Office would
require a 5-year data on enrolment. The forecasted enrolment data becomes
the basis for the future requirements on the following:
 Physical & Ancillary Facilities e.g. classrooms, comfort rooms, school

canteen, library, etc
 Armchairs/desks
 Teachers
 Textbooks per subject are
The forecasting template contains the following sections:
Data input Column The 5-year enrolment data is inputted here.

Input only on the highlighted cells.
Forecasting Methods This section outlines four universally-
accepted forecasting methodologies – Simple
Average Method (SAM), Arithmetic Straight
Line (ASL), Arithmetic Geometric Curve
(AGC), Statistical Straight Line (SSL)
Once the enrolment data is inputted, the

template will auto compute.
Comparison of Mean This section informs the District Office which
Average Difference among the four forecasting methodologies is
the best methodology given the input data.
Forecasted Data This section provides the projected
enrolment. Select the forecasted data
depending on the best methodology.
Based on this information, the DCT may now project pertinent planning
information for the next year to determine plan requirements which should be
included in the Division Annual Plan. The DCT needs to forecast planning
information on the following:
 Operating Expenses
 Physical Facilities (New Construction, Repair/Rehabilitation, and
Completion)
 Furniture
 Learning Materials
 Equipment (Instructional/Operations)
 Personnel
 Technical Assistance Requirements
Input forecasted information on the matrices provided in the RC-District Level.
Part 2-26
Step 1.h: Identify District-Specific Plan Requirements
For the following plan requirements, identify requirements specific to the

district, in the following areas:
 Physical Facilities
 Equipment-Operations
 Technical Assistance
These should be added to the respective matrices before the grand total is
summed-up.
Step 1-i: Consolidation Stakeholders’ Perceptions re: Org’l Values
To consolidate the responses from the schools and community learning

centers, follow these steps:
Step a: Irrespective of the school or CLC, tally responses of each process

question.
Step b: Organize responses using this matrix
Values Frequency Why?

1
2
3
n
Step c: Place the organized responses in a legal white envelope.
Label the legal white envelope with the following information:
Stakeholders’ Perception of Division Organizational Values

District of ___________
Step 1-j: Consolidation Stakeholders’ Perceptions re: Vision Elements
Responses from the schools/community learning centers may vary in form.

They may either be presented in a statement form or presented as word or
phrases.
If the school submitted their vision elements in a statement form, simply insert
the document in the short brown envelope. However, if the vision statements
are in words or phrases, re-write these in white metacards and group per
process question. Place the white metacards containing the vision elements
inside the short brown envelope.
Part 2-27
Before submitting to the planning office, label the envelope with the following
information:
Stakeholders’ Perception of Division Vision Elements

District of _________
Step 1-k: Conduct Consolidation across Districts

The District Supervisor who at the time of data consolidation is the Co-chair of
the Local School will call for a meeting to consolidate information from various
districts operating within the same municipality.
All District Supervisors within the same municipality should bring the following
during the municipal-wide data consolidation:
 Accomplished Form1 RC for Multiple Districts

 Consolidated Stakeholders’ Perception of Division Organizational
Values placed in an appropriately marked legal white envelope
 Consolidated Stakeholders’ Perception of Division Vision Elements
placed in an appropriately-marked crown envelope
STEP 2: ACCOMPLISH FORM 2 RC-FOR MULTIPLE DISTRICTS

(Note: For purposes of this document, the term Local School Board (LSB) refers to municipal-wide
data consolidation analysis of districts operating within the same municipality. The following steps will
be conducted between and among districts operating within the same municipality)
Step 2.a: Review the data gathering form
Review the data gathering form for the required planning information. The
main source documents to accomplish the form are the accomplished Form
1s from the different districts operating within the municipality.
The LSB Consolidation Team (LSB-CT) is constituted at this point to lead and
steer the data consolidation and analysis process at the municipality level.
The team is proposed to be composed of the following:
 District Supervisors
 Elementary School Head Representative/district
 Secondary School Head/district
 CLC representative/district
 District ALS Coordinators
 MLGU representative
The current Co-Chair of the Local School heads this team.
Part 2-28
Step 2.b: Secure accomplished Form 1 RC for Multiple Districts
The current Co-Chair of the Local School is requested to obtain accomplished

RC-District Level Form 1: Multiple Districts from other district offices operating
within the municipality.
Step 2.c: Encode and Validate the Consolidated Data
It is suggested that the data collected from the schools and community
learning centers be encoded in the Form 2 RC- for Multiple Districts before
the validation activity. Thereafter, the District Supervisor reviews the integrity
of the collected and consolidated data. The Data Integrity Checklist found in
Annex 1-j can be used for this purpose.
In the event that some information provided by the district/s are questionable,
the LSB-CT returns the form highlighting questionable planning information to
the district office/s.
Step 2.d: Accomplish Section 1: Consolidated Basic Information of the

Districts
To accomplish this section, please provide basic information about the

districts as provided in the form. Here are some tips in accomplishing this
section:
 It may be necessary to insert additional rows do so by clicking

“TABLE” on the Menu Bar, then click “INSERT”, then click
either ”ROWS ABOVE OR BELOW”.
 For both the elementary and secondary levels, include the total
number of complete and incomplete programs/offerings.
Step 2.e: Accomplish Section 2: Consolidated Report Card of the Districts
from the accomplished RCs submitted by the various districts operating within the
municipality. The form will auto compute and provide a summation of the figures
coming from all the district offices. However, the following data need to be collected
at the municipal level:

 Secure this information from the Municipal Planning
Office
secondary schools operating within the municipality
Part 2-29

Districts
last column
Public Expenditure  C-3 is meant for resources provided by the Local
from the LGU.
Step 2.f: Compute for Overall Cost per Learner in the Municipality
Compute for the overall cost per learners in the municipality. However, in the
computation of the cost exclude capital outlay.
Step 2.g: Conduct Data Analysis
The first level of analysis, focusing on identifying problems at the LSB level, is
conducted. For the steps data analysis at this level please refer to Annex 1-k.
Step 2.h: Consolidate Across-District Priority Improvement Areas
Using the definition provided by the DPC on what is “common” the division
consolidates priority improvement areas collected from the various districts
using the following categories:
 Early Childhood
 Elementary
 Secondary
 Community Learning Center
Input information derived in this step in Section 4 of the Form.
Step 2.i: Identify LSB-Specific Priority Improvement Areas
Other LSB-specific improvement areas e.g. in the areas of Participation,

Provision of Equitable Access, etc could be identified and should be added to
the list of priority improvement areas.
Part 2-30
Input information derived in this step in Section 4 of the Form.
Step 2.j: Consolidate Across-District Plan Requirements
Consolidate plan requirements of various districts in the following areas:

 Physical Facilities (New Construction, Repair/Rehabilitation, and
Completion)
 Furniture
 Personnel
Step 2.k: Submit Documents to the Division Planning Office
The following documents should be submitted to the Division Planning Office:
 Consolidated Form 2 RC for Multiple Districts

 Individual District’s Perception of Division Organizational Values
 Individual District’s Perception of Division Vision Elements
Part 2-31
Data Integrity Checklist
Part 2-32
DATA INTEGRITY CHECKLIST
Questions YES NO Comments
Did the school/community learning

center/district present a multi-year data (3
 
years for all planning information except for
enrolment which is to be collected for 5 years)?
Did the school/community learning

center/district use comparable measures of
data for the following?
 NAT for Achievement
 EFA formula for Performance Indicators  
 A common classification for reading
comprehension and numeracy
 A revised classification for nutritional
status
 Etc.
In computing for the Teacher-Student ratio,

did the school/community learning
 
center/district exclude the volunteer or local
school board teachers?
In accounting for non-teaching personnel did

the school/district exclude teachers
 
designated to do administrative
responsibilities?
In accounting for Physical Facilities, did the

school/community learning center/district  
count “intent” rather than “utility”?
In accounting for textbooks, did the

school/district consider only those which  
follow the current curriculum?
 
Yes No
Note:
If all the responses to the questions are “yes” then the DPC may proceed to the next step. If
there are “no” responses, then the DPC returns the form to the school, community learning
center or district office with comments.
Part 2-33
Annex 1-k
Steps in District Level Data Analysis
Part 2-34
STEP 1: PREPARE THE DISTRICT DATA MAP
As has been discussed in Part 1 of this handbook, a district data map will be
prepared as the initial step in the problem identification process. The following are
the sub-steps in the preparation of the data map:
Step 1.1. Obtain from the DPC the scaled- to-fit model of the district/
municipality map.
To expedite the process of preparing at a division data map, scaled-

to-fit municipality maps will be provided by the DPC to the various
districts/LSBs. The following planning indicators will be used to
prepare the district data map:
Planning Indicators
1. Performance Indicators
For Schools
 Enrolment
 Pupil/Student Performance
 Simple Drop-out Rate
For Community Learning Centers

 Participants/Enrolment
 Number of Completers vs. Enrolment
 Number of Test Takers vs. Enrolment
 Number of Passers vs. Test Takers
 Number of Completers vs. Test Takers
 Number of Completers vs. Number of Test Passers
2. Teacher/Instructional Manager-Learner Ratio
3. LGU Support Provided
4. For Schools: Classroom-Pupil/Student Ratio
5. For Community Learning Centers: No. of Adults or OSYs

served by the CLC
6. For Early Childhood Education: Enrolment
The following color codes and symbols will be used:
Color Codes
 Brown – Pre-school/Early Childhood

 White – Elementary School
 Yellow – Secondary School
 Blue – Community Learning Center
Part 2-35
Suggested Symbols
Person Teacher/Instructional
Manager-Leaner Ratio
Chair (For
Classroom –Learner Ratio
Schools)
Peso sign LGU support
Step 1.2. Prepare the Schools’ and Community Learning Centers’

Data Cards
Materials
Prepare cut-out schools/CLCs by using

cartolina or some other thick paper. This will
serve as data cards. The size of the data
cards would depend on the scale for the data
map.
Except for the flag, follow the suggested color

codes in step 1.1.
Figure 1 presents a
sample of a data
card.
Figure 1. Sample Data Card
Part 2-36
Preparing the Individual Data

Cards for Schools
On the roof, place the name of the

school, while on the body of the
data card place the pertinent
planning information except for the
pupil/student achievement which is
placed on the flag.
Place a green flag if learning

competencies have been
mastered, yellow, if nearing
mastery, and red if below mastery
Figure 2 presents a sample

accomplished data cards for
elementary and secondary
schools.
Figure 2. Sample Accomplished School Data Card
Preparing the Individual Data

Cards for Community Learning
Centers
On the roof, place the name of the

community learning center, while
on the body of the cut-out CLC
place the pertinent planning
information except for the
completion rate which is placed on
the flag. Place a green flag if the
completion rate is at the national
standard of 100% and a red flag if
it is below the standard.
Figure 3 presents a sample

accomplished data card for a
community learning center.
Figure 3. Sample Accomplished CLC Data Card
Part 2-37
Step 1.3. Prepare the District Data Map
A scaled municipal map will be

prepared and provided by the
DPC. The district office/LSB prior
to this step should secure a copy
of the scaled-to-fit map from the
Division Office. Once all data
cards have been prepared, plot
the data cards on the map.
Include information on the following: [1] School-Age Population, [2] #
who are In-School, and [3] # who are Out-of-School
Below are two samples of a completed District Data Map:
Step 3.4 Check for Data Validity
Before submitting the outputs for this phase, review the data board for
data validity.
Part 2-38
STEP 2: MAKE INITIAL DATA INFERENCES
Begin the process of problem identification by making inferences from data collected
through the RC-Single District or Form 2 for multiple districts. Do this by:
Using the Report Card
1. Looking into the trends. Are the figures increasing or decreasing?
No. of Classrooms
Year 1 Year 2 Latest Year What is the Data telling us?
 The number of classrooms are
25 27 30
increasing
2. Comparing against the standard. Are the data within the planning standard
set by the division office?
No. of Classrooms
Latest Planning
Year 1 Year 2 What is the Data telling us?
Year Standard
 Flr Area: 7x9  Only 3 classrooms meet
 With 2 doors on the standard requirement
both ends while the rest are sub-
 4 florescent standard
25 27 30
lights
 2 electric fans
per classroom
Comparing figures against certain standards can provide the District

Consolidation Team a deeper analysis of realities in the district.
3. Cross-referencing data e.g. number of teaching personnel vs. enrolment, etc
Enrolment Rate
Latest
Year
185 200 275 ▪ There is an average increase of 45 per year
No. of Classrooms
Latest Planning
Year 1 Year 2 What are the Data telling us?
Year Standard
6 6 6  
Part 2-39
4. Using the Resource Generation Initiatives section. The following

questions could help to identify potentials issues/concerns:
 What is the trend of investment of the LGU/s in basic education in the
province?
 Where are these resources mainly allocated and utilized for? Do funds
support priority improvement areas at the school/CLC/district/division
level?
 How equitable is the distribution of resources across the various areas
of basic education?
 What is the trend of investment per learner in the province?
 How are stakeholders involved in the resource generation? How is the
community involved in resource generation efforts?
 How are resources distributed among schools/ community learning
centers?
 How efficient is the allocation of resources?
 Are they concentrated in one learning center or equally dispersed?
5. Using the Data Map. The following questions could help to identify potential
issues/concerns:
 What does it tell the District Consolidation Team?
 How are schools distributed?
 Identify the schools with the highest and lowest mps, and based on
the gap make an inference.
 How are CLCs distributed?
 Can CLCs service the need?
 Reviewing catchment of schools/CLCs vs. geography, how accessible
are schools/CLCs to learners?
 Are there enough schools/CLCs to address the need?
In drawing inferences from data collected, it is important to cover and group

inferences made along the primary thrusts that the department, namely:
 Provision of Access
 Quality and Relevance of Basic Education
 Division Management of Education Services
STEP 3: IDENTIFY PROBLEMS EXPERIENCED BY THE DISTRICT
With the inferences derived from data collected by the district, the DCT lists all problems
experienced by the district office. The RC-District Report Card and the District Data
Map serve as input to the problem identification process.
Problems identified in individual problem identification matrices for early childhood,

elementary, secondary, alternative learning system following the major categories of:
 Provision of Access to Basic Education
Part 2-40

 Division Management of Educational Services
A problem identification template is suggested in Annex 1-l.
Here are some tips in stating problems:
 A problem is a description of a negative condition -- a condition that falls short of

the expectations, standard or normative objective. It is a deviation between the
targeted and actual conditions.
 Remember that a problem is not an absence of a pre-conceived solution.

Therefore, refrain from beginning problem statements in “Lack of…. or No….
or …. Absence of ….” Describe the situation surrounding the absence of
something.
Example, instead of stating “Lack of Potable water” describe

the condition/s that the lack of potable water causes such as
“high incidence of water-borne diseases”
 Refrain from making “judgment statements” as they are vague and evaluative in
nature. An example of a judgment statement is “Teachers are not committed.” It
may be necessary to dig deeper into the situation to make the problem more
observable and verifiable --- identify the manifestations of their lack of
commitment.
 Refrain from making interventions pose as problems. An example is “Teachers

need training.” It is obvious that this is not a problem statement but rather an
intervention.” Again, state the reasons why you are proposing this intervention as
these are the problems.
 Refrain from having problems co-exist in the same problem statement. An

example is “High rate of absenteeism due to heavy rainfall which causes river to
overflow.” In this single problem statement, three problems exist, namely: High
absenteeism rate, heavy rainfall, and river overflows. Write these problems in
separate metacards.
 To the extent that quantitative data could be provided, please make this available
as it is more reliable and it ensures that the problem is data-based.
However in presenting figures, please refrain from using percentages. Instead

use numerical count frequencies as this is more valuable at the division level
analysis. Example, instead of stating “75% of learners are not reading at their
standard reading level” re-cast the statement by saying: 500 learners are not
reading at their standard reading level.
STEP 4: LIST ALL POSSIBLE PROBLEMS & TAKE THE LITMUS TEST
List all identified problems using the problem identification matrix. This is also to
ensure that the lack of material space in the report card does not constrain the
district/LSB in the process of problem identification.
Below is a description of the various areas in the problem identification matrix:
Part 2-41
Categories Description
PROVISION OF EQUITABLE ACCESS
Personnel o Concerns the lack of personnel
Physical & Ancillary Facilities o This area focuses on problems
related to the inadequacy of
facilities that ensures a
conducive learning environment
Learning Materials & Equipment o Problems related to the lack of
textbooks, teachers’ manuals,
library collection
Others o Any other concern about
provision of equitable access that
could not be grouped with the
other areas
QUALITY & RELEVANCE
Learner Performance o This area focuses on the holistic
(academic, non-academic)
performance of the learners.
o It may include, but may not be
limited to the following:
- Achievement in all subject
areas
- Pupil’s/Student’s Progress
- Classroom participation
- Number of ALS passers
Performance Indicators o This area includes the simple
dropout rate, failure rate,
repetition rate, completion rate,
promotion rate, graduation rate,
nutritional status, etc
Curriculum Implementation/ o This area focuses on the nature
Instructional Delivery of the curriculum offered e.g.
organization of the curriculum
o Localization of the curriculum,
special programs
o It likewise focuses on how
instruction is delivered and the
factors that adversely affect
effective instructional delivery
Staff Development o Focuses on development of the
potential of human resources i.e.
training interventions, presence
of a staff development plan, etc.
Others o Any other concern about quality
and relevance that could not be
grouped with the other areas
SCHOOL MANAGEMENT OF EDUCATION SERVICES

Stakeholders’ Participation o It focuses on how stakeholders
are engaged, the level and
quality of engagement of
stakeholders e.g. parents, LGU,
NGOs, alumni, etc
Instructional Supervision o Focuses on the provision of
instructional support by the ESs,
PSDSs, School Heads, etc. to
improve instructional delivery of
teachers
Part 2-42
Public Expenditure o This area focuses on the extent
of financial investment on basic
education
Management & Administration o It may include but may not be
- Management structures
- Staff opinion data on the
management structures
and processes
management of education
services that could not be
Before moving to the next step, check if the problems identified pass the litmus test.
Annex 1-m contains the litmus test for problem identification.
STEP 5: CONTINUE WITH THE DATA ORGANIZATION AND CONSOLIDATION STEPS
After the analysis process, proceed to accomplish the other steps in the Data
Gathering and Consolidation.
For Single Districts please proceed to Step 7 of Annex 1-h.c
For Multiple Districts please continue to Step 2.h of Annex 1-h.d
Part 2-43
Annex 1-l
Problem Identification Matrix
Part 2-44
AREA PROBLEMS
Personnel
Physical and
Ancillary Facilities
PROVISION OF ACCESS
Learning Materials
Learning Equipment
& Facilities
Others
QUALITY & RELEVANCE OF BASIC EDUCATION
Learner
Performance
Curriculum
Implementation
Staff Development
(School Heads &
Teachers)
Others
Part 2-45
AREA PROBLEMS
Stakeholder
Participation
MANAGEMENT OF EDUCATION SERVICES
Instructional
Supervision
Resource
Mobilization &
Allocation
Management &
Administration
Others
Internal
Efficiency
Performance
Indicators
Part 2-46
Annex 1-m
Problem Statement Litmus Test
Part 2-47
PROBLEM IDENTIFICATION CHECKLIST
Questions YES NO Comments
Are statements negatively stated?  
Are problems identified real i.e. are these

 
problems supported by data?
Do problems describe a real situation and not as

 
a judgment or evaluation of the situation?
When containing figures, are they indicated as

numerical frequencies and not solely as  
percentages?
 Yes  No
Note:
If all the responses to the questions are “yes” then you may proceed to the next phase. If there are
“no” responses, then you need to review the problem statements.
Part 2-48
Annex 1-n
Steps in Division Level Situation Analysis
Part 2-49
STEP 1: REVIEW THE DATA GATHERING FORM FOR THE DIVISION
Review the data gathering form for the required planning information. The report
card at the Division level requires two sets of data --- one coming from official reports
submitted to the central office and the other coming from the data gathering process
of the DEDP. It is expected that the data collected from the various district offices
will match that which is officially reported by the Division Office to the Central or
Regional Offices.
The data coming from official reports submitted by the Division office could already
be encoded in the form while waiting for the district offices to complete the data
gathering process at their level.
STEP 2: VALIDATE INFORMATION SUBMITTED BY THE DISTRICT OFFICES
Check the accuracy and validity of the information contained in the RC with existing
documents e.g. district reports, BEIS data/information to ensure the integrity and
reliability of the information which will input to the Division level analysis.
All-in-all districts should submit the following:
 Accomplished RC for Single Districts or Accomplished RC for Multiple

Districts in a Single Municipality Form 2
 District Data Map
 Consolidated District’s Perception of Division Organizational Values placed in
an appropriately labeled legal white envelope
 Consolidated District’s Perception of Division Vision Elements placed in an
appropriately labeled short brown envelope
STEP 3: ENCODE THE VALIDATED DISTRICT DATA IN THE DIVISION REPORT CARD
Since the Division Report Card is prepared on an Excel format, simply input the data
coming from the accomplished RCs submitted by the District Offices and the form will
auto compute and provide a summation of the figures. However, the following data
need to be collected at the division level:

 Secure this information from the Provincial Planning
Office
Division Office
last column
Performance Indicators  Relevant performance indicators at this level should be
provided e.g. Participation Rate/Net Enrolment Ratio,
School Leavers’ rate, Apparent Intake Rate, Net Intake
Rate, etc
Part 2-50

Public Expenditure  C-3 is meant for resources provided by the Provincial
LGU while C-4 is meant to organize resources provided
by institutions/organizations apart from the Provincial
LGU
Expenditures from the Provincial Accountant through the
Provincial Governor. Remember that the sources of
funds may be school board funds, development funds,
funds solicited by the LGU for basic education, etc.
setting.
Once all the data (from official reports and that of the consolidated district data) are
encoded in the form, the Division makes a final data validation by comparing the
reported data against the collected district data.
If the information derived from both modes is one and the same or if the information
derived has a difference which can be deemed insignificant, the DPC may maintain
the information. However, if the difference is significant, the DPC may want to review
the raw data (School/CLC data) as there may have been lapses in computation, etc.
But if the computation is accurate, the DPC needs to decide which information is to
be used for data analysis.
STEP 5: PREPARE THE DIVISION DATA MAPS
After plotting the planning information in the Division Report Card, the DPC prepares
the Division Data Map. Two data maps will be prepared at this level:
Basic Division Information Data Map

This data map contains basic information about the Division Office and is
done by simply piecing the district maps together. This data map provides
basic information about the schools, CLCs, and districts operating within the
Division Office.
Below are two samples of a Basic Division Information Data Map
Part 2-51
Sample 1: Data Cards fixed directly on the data map (map set on
plyboard)
Sample 2: Data Cards placed on the periphery with the BEIS ID

indicated on the map for reference (map set on
tarpaulin)
Part 2-52
Prioritization Data Map

The second data map enables the DPC to facilitate the process of
prioritization done by the Division Office. Data plotted in the prioritization map
will cover district/LSB data on the following areas:
 Enrolment Rate
 Participation Rate
 Achievement Rate
 Drop-out Rate
 Resources (Financial and Teachers)
Computed district/LSB-wide data, are then used as input to the preparation of

the data map. Follow these sub-steps in the preparation of the district
prioritization map:
Step 5.1 Prepare the materials needed for the map
The following materials will be used for the prioritization data

map.
 Scaled Map of the Province/City
 Art Paper (Red, Yellow, and Green)
 Scissors
 Masking Tape or push pins
Below are the suggested symbols for the areas mentioned

above:
Participation Rate Circle

Achievement Rate Triangle
Drop-out Rate Arrow down
Resources-Teacher Person
Resources Finance Peso sign
A ranking process is proposed below:
Achievement Rate
With Mastery Green
Nearing Mastery Yellow
Below Mastery Red
Drop-out Rate
0% Green
To Be Determined Yellow
(TBD)
TBD Red
Part 2-53
Resources-Teacher Requirement
TBD Green
TBD Yellow
TBD Red
Resources-Financial
TBD Green
TBD Yellow
TBD Red
Step 5.2 Prepare the Symbols
Out of the art paper, prepare cut-out areas as represented by

their symbol depending on the results of the district/LSB-wide
computation
Write the data/figure on the symbol. Below are examples

`
Step 5.3 Prepare the Division Prioritization Map
Place the symbols per municipality on the scaled provincial

map. Below are two examples:
Part 2-54
Sample 1: Symbols fixed directly on the data map (map set on

plyboard)
Sample 2: Symbols are placed on the periphery (map set on

tarpaulin)
Part 2-55
STEP 6: MAKE DATA INFERENCES & IDENTIFY PROBLEMS
From the information coming from the Division Report Card, the Basic Division
Information Data Map and the Prioritization Map, make objective inferences from
district data by:
Using the Division Report Card
1. Looking into the trends. Are the figures increasing or decreasing?
No. of Classrooms
 The number of classrooms are
25 27 30
increasing
2. Comparing against the standard. Are the data within the planning standard
set by the division office?
No. of Classrooms
Latest Planning
Year Standard
 Flr Area: 7x9  Only 3 classrooms meet the
25 27 30  With 2 doors standard requirement while
on both ends the rest are sub-standard
 4 florescent
lights
 2 electric fans
per classroom
Comparing figures against certain standards can provide the DPC a deeper
analysis of realities in the school.
3. Cross-referencing data e.g. number of teaching personnel vs. enrolment, etc
Enrolment Rate
185 200 275 ▪ There is an average increase of 45 per
year
No. of Classrooms
Latest Planning
Year Standard
6 6 6  Flr Area: 7x9  Only 3 classrooms meet the
 With 2 doors standard requirement while
 Etc. the rest are sub-standard
Part 2-56
Using the Division Data Maps
Ask the following questions:
 When you examine indicators in each municipality, what does the

data tell you?
Access
 How are schools distributed?
 Are schools strategically located to better serve the population?
 Is there a presence of a community learning center where drop-out
is high?
 Are CLCs strategically located to better serve the population?
Performance
 Which municipality has most of the areas in the red? Which
municipality is relatively doing well?
 Have resources (funds, technical assistance, etc) been allocated to
support municipalities in the red? If not, where are they being
allocated?
 How have CLCs contributed to the completion rate?
Resource Management
 How has the Division allocated resources (teacher and financial
requirements) within the province?
 How did the Municipal Local School Board allocate resources within
the municipality?
 How did the Provincial School Board allocated resources within the
province?
 Have funds been allocated to support critical improvement areas of
the schools/community learning centers?
List all identified problems using the problem identification matrix. This is also to
ensure that the lack of material space in the report card does not constrain the
district/LSB in the process of problem identification. Individual problem identification
matrices should be prepared for early childhood, elementary, secondary, alternative
learning system following the major categories of:
 Provision of Access to Basic Education

 Division Management of Educational Services
Part 2-57
Here are some tips in stating problems:
 A problem is a description of a negative condition -- a condition that falls short of

the expectations, standard or normative objective. It is a deviation between the
targeted and actual conditions.
 Remember that a problem is not an absence of a pre-conceived solution.

Therefore, refrain from beginning problem statements in “Lack of…. or No….
or …. Absence of ….” Describe the situation surrounding the absence of
something.
Example, instead of stating “Lack of Potable water” describe

the condition/s that the lack of potable water causes such as
“high incidence of water-borne diseases”
 Refrain from making “judgment statements” as they are vague and evaluative in
nature. An example of a judgment statement is “Teachers are not committed.” It
may be necessary to dig deeper into the situation to make the problem more
observable and verifiable --- identify the manifestations of their lack of
commitment.
 Refrain from making interventions pose as problems. An example is “Teachers

need training.” It is obvious that this is not a problem statement but rather an
intervention.” Again, state the reasons why you are proposing this intervention as
these are the problems.
 Refrain from having problems co-exist in the same problem statement. An

example is “High rate of absenteeism due to heavy rainfall which causes river to
overflow.” In this single problem statement, three problems exist, namely: High
absenteeism rate, heavy rainfall, and river overflows. Write these problems in
separate metacards.
 To the extent that quantitative data could be provided, please make this available
as it is more reliable and it ensures that the problem is data-based.
However in presenting figures, please refrain from using percentages. Instead

use numerical count frequencies as this is more valuable at the division level
analysis. Example, instead of stating “75% of learners are not reading at their
standard reading level” re-cast the statement by saying: 500 learners are not
reading at their standard reading level.
Organize these problems following the problem identification matrix. Below is a

description of the matrix:
PROVISION OF EQUITABLE ACCESS
Personnel o Concerns the lack of personnel
Physical & Ancillary Facilities o This area focuses on problems
related to the inadequacy of
facilities that ensures a
conducive learning environment
Learning Materials & Equipment o Problems related to the lack of
textbooks, teachers’ manuals,
library collection
Part 2-58
provision of equitable access that
could not be grouped with the
other areas
QUALITY & RELEVANCE
Learner Performance o This area focuses on the holistic
(academic, non-academic)
performance of the learners.
o It may include, but may not be
- Achievement in all subject
areas
- Pupil’s/Student’s Progress
- Classroom participation
- Number of ALS passers
Performance Indicators o This area includes the simple
dropout rate, failure rate,
repetition rate, completion rate,
promotion rate, graduation rate,
nutritional status, etc
Curriculum Implementation/ o This area focuses on the nature
Instructional Delivery of the curriculum offered e.g.
organization of the curriculum
o Localization of the curriculum,
special programs
o It likewise focuses on how
instruction is delivered and the
factors that adversely affect
effective instructional delivery
Staff Development o Focuses on development of the
potential of human resources i.e.
training interventions, presence
of a staff development plan, etc.
Others o Any other concern about quality
and relevance that could not be
SCHOOL MANAGEMENT OF EDUCATION SERVICES

Stakeholders’ Participation o It focuses on how stakeholders
are engaged, the level and
quality of engagement of
stakeholders e.g. parents, LGU,
NGOs, alumni, etc
Instructional Supervision o Focuses on the provision of
instructional support by the ESs,
PSDSs, School Heads, etc. to
improve instructional delivery of
teachers
Public Expenditure o This areas focuses on extent of
financial investment on basic
education
Management & Administration o It may include but may not be
- Management structures
- Staff opinion data on the
management structures
and processes
management of education
Part 2-59
services that could not be
Before moving to the next step, check if the problems identified pass the litmus test.
Annex 1-m contains the litmus test for problem identification.
STEP 7: CONSOLIDATE PROBLEMS IDENTIFIED BY THE DISTRICT OFFICES
With the inferences derived from data collected by the district, the district planning
committee lists all problems experienced by the district offices. Consolidate common
problems experienced across the districts within the division. Before consolidating
these problems, check if the problem statements pass the litmus test seen in Annex
1-m of this handbook.
Once, the problem statements pass the litmus test; group together common
responses identified across the municipalities. Again the definition provided by the
DPC to the districts should likewise be applied here.
At this point, problems could be stated as percentages. However, it is strongly

suggested to place the frequency to enable participants to view actual figures.
Below is an example:
District A District B
250 pupils are not 50 pupils are reading
reading at their below their standard
standard reading reading level
level
District G 6 out of 10 Districts District Y

50 pupils are reading 1077 pupils are 101 pupils are not
below their standard reading below their reading at their
reading level standard reading level standard reading
level
District Z District N
61 pupils are reading 565 pupils are not
below their standard reading at their
reading level standard reading
level
It is suggested that in identifying common problems coming from district offices, that
the DPC indicate the number of districts which have mentioned the same problem
and their names at the back of the metacard. This will enable the DPC to view the
extent of the problem within the province.
Part 2-60
Problems coming from the same area of basic education will be consolidated;
meaning elementary problems among elementary problems, and the like. Problems
identified and consolidated in this step will be combined with problems identified in
the previous step. If the problem has already been identified, attach these cards.
STEP 8: CONDUCT IN-DEPTH ANALYSIS OF DIVISION SITUATION
After interpreting and analyzing the division data and identifying problems, it is now
time to conduct an in-depth analysis if the division situation. The Streams Analysis
approach will be used.
The Streams Analysis is an organizational development which facilitates the

identification of problems & the determination of their causal relationship. Problems
are arranged into core areas of organizational operations called streams. It produces
a Streams Diagnostic Chart.
Below are the steps in the conduct of the streams analysis.
Note: The following steps will be undertaken by individual working teams
Step 8.a: Plot the problems in the Streams Diagnostic Chart
The problem identification matrix is already structured to facilitate the

preparation of the Streams Diagnostic Chart (SDC) as each column
represents the various streams in the SDC.
It is suggested that problem metacards in each major stream e.g. Provision of

Equitable Access, Quality and Relevance of Basic Education, and Division
Management of Education Services. Below is a demonstration example:
Part 2-61
Step 8.b: Identify Other Problems
Steps 7-8 enabled the DPC to consolidate problems experienced by the

various districts and organize these in the Streams Diagnostic Chart. Other
problems may be identified. Another major source of information on problems
is the collective experience of the district offices.
Here is an example:
School Leavers’ Rate is at 15% which

is above the planning standards of 0%
However, at times, the figures in the problem statement do not tell a story.
Based on the collective experience of the Division, DPC members could
identify reason/s why the division’s school leavers’ rate is so. In doing this,
the Division may ask 5 whys. The following are possible reason/s:
 75% of students are absent during planting and harvesting seasons to

help as extra farm hands
 35% of students go to video/computer shops during class hours
 Only 45% of teachers use varied learning strategies
 Computer/Game shops are operating within the 5 km radius of the
school
These additional inferences should be written in metacards and grouped

appropriately in the streams diagnostic chart. Below is an example:
Additional Problems Identified Streams

75% of students are absent during planting
Stakeholders’
and harvest season to help as extra farm
Participation
hands
35% of students go to video/computer shops Stakeholders’
during class hours Participation
Only 45% of teachers use varied learning Curriculum
strategies Implementation
Computer/Game shops are operating within Stakeholders’
the 5km radius of the school Participation
Step 8.c: Conduct 1st Level Cause & Effect Relationship of Problems
After the identification and organization of problems in the SDC, the DPC is
now ready to determine the first level causal relationship of problems within
the individual streams of each area of basic education. To do this, identify
Part 2-62
two related problems. Problems may come from the same stream of across
streams. Below is an example:
Within the same Stream Across Streams
Learner Performance Learner Performance

Division MPS is at 43.8 which is
750 students are reading at the
below the planning standard of 75
Frustration Level
by 31.2 mps
Learning Materials
Students share 1 textbook in
below the planning standard of
English 1
75 by 31.2 mps
Once a relationship has been established, determine which problem drives or

causes which. An arrow “directed outward” is drawn from the problem that
has caused the other problem. Below is an example:
Within the same Stream Across Streams
Learner Performance Learner Performance

750 students are reading at the
below the planning standard of 75
Frustration Level
by 31.2 mps
Learning Materials
Students share 1 textbook in
below the planning standard of
English 1
75 by 31.2 mps
Below is an example of a completed Streams Diagnostic Chart:
Step 8.d: Conduct 2nd Level Cause & Effect Relationship of Problems
A second level causal relationship is conducted to determine cause and effect

relationship of problems among the various areas of basic education in the
province (namely, early childhood, elementary, secondary, and ALS). This
step is based on the premise that the DPC is preparing a DEDP, a unified,
comprehensive plan for basic education in the province.
To do this, initially identify problems in two or three areas of basic education

which are related to each other. Below is an example of related problems in
two streams diagnostic charts:
Part 2-63
Elementary SDC Secondary SDC
Pupil Achievement is at 45
Student Achievement is at 35 mps
mps which is below the
which is below the planning
planning standard of 75 by 30
standard of 75 by 45 mps
mps
7500 pupils are reading below 3654 students are reading below
their standard reading levels their standard reading levels
Graduation rate is at 96% Enrolment is steadily decreasing

which is below the planning by 1% every year in the last 5
standards of 100 by 4% years
Below is an example of related problems coming from three stream diagnostic

charts:
Elementary School Leavers’ Rate Secondary School Leavers’ Rate is

is at 10% which is above the at 15% which is above the planning
planning standard of 0% standard of 0%
Only 1500 OSYs and OSAs enrolled

in the various ALS programs
ALS SDC
Once a relationship has been established, determine which problem drives or

causes which. An arrow “directed outward” is drawn from the problem that
has caused the other problem. Two possible relationships could be made:
Part 2-64
Across two areas
Pupil Achievement is at 45
Student Achievement is at 35 mps
mps which is below the
which is below the planning
planning standard of 75 by 30
standard of 75 by 45 mps
mps
7500 pupils are reading below 3654 students are reading below
their standard reading levels their standard reading levels
Graduation rate is at 96% Enrolment is steadily decreasing

which is below the planning by 1% every year in the last 5
standards of 100 by 4% years
In the first example, the learner performance (as manifested through the mps)
in the elementary may potentially be one of the reasons why the learner
performance in the secondary is low. The same could be said of the two
other succeeding examples:
The secondary students whose reading abilities are below the standard
reading level may have likewise been reading below their standard reading
levels during their elementary schooling. We know that graduation rate
affects enrolment in the secondary.
Across three areas
Elementary School Leavers’ Rate Secondary School Leavers’ Rate is

is at 10% which is above the at 15% which is above the planning
planning standard of 0% standard of 0%
Only 1500 OSYs and OSAs enrolled

in the various ALS programs
ALS SDC
As gleaned from the example above, causal relationship may likewise be

identified across three areas. It is a fact that school leavers’ rate (or the true
drop-out rate) affects enrolment in the ALS.
Part 2-65
As it may not be practical to use lines to connect two or three diagnostic

charts, the DPC may opt to use symbols to represent cause and effect
relationship of problems across streams. A different symbol is used for
problems from two SDCs and another symbol for problems across three
SDCs. In the example below, the start () is used to represent causal
relationship between three SDCs while the square () is used to represent
causal relationship between two SDCs.
Below is an example of a completed Streams Diagnostic Chart
Part 2-66
Annex 1-o
Suggested Forecasting Template
Part 2-67

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Handbook on the Preparation of the Division Education Development Plan

Secondary Education Development and Improvement Project

Annex 1-a Elementary Report Cards

Steps in the 1st Level Data Gathering &

Annex 1-i Formula for Computing Performance Indicators

Annex 1-j Data Integrity Checklist

STEP 1: CONSTITUTE DIVISION PLANNING COMMITTEE

STEP 2: MEET TO AGREE ON THE PLANNING STANDARDS

1. Encode, before distribution to various schools, community learning centers, and

The definition should be included in the transmittal letter to the schools,

STEP 3: PREPARE THE DATA GATHERING PACKAGES

STEP 4: ORIENT OFFICES/PEOPLE INVOLVED IN THE DATA GATHERING PROCESS

 District Personnel (District Supervisor, District EMIS Coordinators, etc)

STEP 1: REVIEW THE RC-SCHOOLS/COMMUNITY LEARNING CENTER FORMS

In instances where a school is host to a community learning center and therefore,

STEP 2: ACCOMPLISH SECTION 1: BASIC INFORMATION

* Definitions provided by the Office Planning Service, Department of Education

STEP 3: ACCOMPLISH SECTION 2: REPORT CARD

o Provision of Equitable Access

 School Improvement Plan

1. The school/community learning center is expected to gather multi-year data

3. Use comparable measures of data as it is difficult to deal with and analyze

4. Use the EFA Formula in computing for Performance Indicators. Included in

5. For purposes of uniformity, please use the following codes, whenever

N/A = Not Applicable

NDA = No Data Available

Planning Indicators Description & How to Collect

Planning Indicators Description & How to Collect

Planning Indicators Description & How to Collect

 Accreditation & Equivalency

 Accreditation & Equivalency Test

 An additional information required for both items would

 Accreditation & Equivalency Test

Planning Indicators Description & How to Collect

STEP 4: ACCOMPLISH SECTION 3: IMPROVEMENT PRIORITIES

Priority Improvement Area

STEP 5: ACCOMPLISH SECTION 4: PLAN REQUIREMENTS

STEP 6: ACCOMPLISH SECTION 5: IDENTIFYING CORE ORGANIZATIONAL VALUES

STEP 7: ACCOMPLISH SECTION 6: IDENTIFYING VISION ELEMENTS

Place responses on white metacards.

STEP 8: SUBMIT THE FORM

STEP 1: CONSTITUTE THE DISTRICT CONSOLIDATION TEAM AND REVIEW THE

 District Supervisor - Lead

STEP 2: SECURE ACCOMPLISHED RC-SCHOOLS/CLC FORMS AND

STEP 3: ACCOMPLISH SECTION 1: BASIC DISTRICT INFORMATION

 It may be necessary to insert additional rows, do so by clicking “TABLE” on

STEP 4: ACCOMPLISH SECTION 2: DISTRICT REPORT CARD

o Provision of Equitable Access

Planning Indicators Description & How to Collect

STEP 5: COMPUTE FOR OVERALL COST PER LEARNER IN THE MUNICIPALITY

STEP 6: CONDUCT DISTRICT LEVEL DATA ANALYSIS

STEP 7: CONSOLIDATE SCHOOLS/CLC’S PRIORITY IMPROVEMENT AREAS

Priority Improvement Area

Elementary, Secondary, and Community Learning Center priority improvement

Step a: Place identified problems per stream in the pair-wise matrix

Area: Physical Facilities

Step b: Pair-off each intersecting problem using the S-U-G criteria

Area: Physical Facilities

Be sure that the product is a consensual decision by the participants.

Step c: Count the frequency and rank each problem

Area: Physical Facilities

Problems Frequency Rank

1. Insufficient classrooms to accommodate 04 1

Step d: Perform Steps a-c with the rest of the streams