1. BESRA Progress Report ( based on the final draft of the BESRA Implementation and Accountability Plan, 2010-2012 ) National MANCOM Meeting February 23, 2010

2. KTR1 (SBM): Objectives By end of SY 2009-2010, 90% of schools shall have reached Level 1. By end of SY 2010-2011, 50% of schools in Level 1 in SY 2009-2010 shall have reached Level 2. By end of SY 2011-2012, at least 50% of schools in Level 2 in previous school year shall have reached Level 3.

3. Improved Learning Outcomes Management of SCHOOL resources classroom instruction learners’ performance Level 1 Level 2 Level 3 Schools comply with the minimum requirements for securing and managing inputs, establishing and developing structures and mechanisms and improving processes that affect instruction to produce desired levels of outputs leading to improved learning outcomes Schools demonstrate capacity to intensify mobilization of resources and maximize efforts towards achievement of desired learning outcomes Schools and communities maximize efforts to achieve learning outcomes SBM Framework and Standards

4. Overall Objective of SBM: By end of SY 2011-2012, at least 50% of schools in Level 2 in previous school year shall have reached Level 3 of SBM Practice. Institutionalization of SBM School Accountability System Quality Management System -- continuous process of school improvement planning, implementation and monitoring and evaluation Provision of full-fledged school head and teacher items Provision of material and financial resources Capability-Building Program Competency-Based Hiring/Selection and Promotion System School-Based Resource Mobilization and Management System Basic Inputs Competency-Based T&D System Major Systems GOAL: Improved Learning Outcomes for All

5. KTR 1 (SBM): Targets in SY 2009-2010 TargetsStatus as of end of December 2009 1. all schools/schools clusters without full- fledged school heads shall have been managed by a head teacher or principal or lead principal (as an interim arrangement). draft guidelines for the clustering of schools and reclassification of principal items have been prepared 2. all schools shall have established a school- community partnership and have oriented the stakeholders on SBM 20,113 (45%) schools were reported to have been oriented on SBM (incl. school-community partnership) 17,314 ( 38.35%) schools were reported to have organized the SGC SGC Manual for reproduction

6. KTR 1 (SBM): Targets in SY 2009-2010 TargetsStatus as of end of December 2009 3. all schools together with the community shall have started the process of preparing the SIPs. 26,326 (58%) schools were reported to have SIPs SIP manual for reproduction 4. all schools shall have directly received and managed their MOOE allocation 23,478 (52%) schools were reported to have been trained on simplified accounting procedures for non-IUS As of August 2009, 70% of the non- IUS have received their MOOE in cash; but total MOOE downloaded was only 55%.

7. KRT 2 (TED): Objectives Overall Objective: By end of 2011, a competency-based systems for hiring, deployment, performance appraisal, promotion, and continuous personal and professional development of teachers shall have been operationalized in all regions and divisions nationwide.

8. KRT 2. Teacher Education and Development DepED Order No. 30, s. 2009 adopts the competency-based Training and Development System T&D System TNA Planning, Programming and Designing Training Delivery Monitoring and Evaluation School Level-Initiated T&D of Teachers NCBTS T&D Structure National Level (with NEAP as overall T&D Manager) Regional Level -NEAP in the Regions Divisional Level - T&D Unit School Level School-/Cluster- Based T&D structures/ mechanisms

9. Operationalization of NCBTS-based T&D System Self-Assessment of Teachers using the TSNA tools Preparation of Individual Plan for Professional Development (IPPD) Preparation and Implementation of School Plan for Professional Development (SPPD) as part of SIP Preparation and Implementation of NCBTS-based Division Plan for Professional Development (as part of DEDP) Preparation and Implementation of NCBTS-based Regional Plan for Professional Development (as part of REDP) School Level

10. Conduct of TSNA and Preparation of IPPD DepED Order No. 32, s. 2009 mandates the adoption and implementation of the NCBTS TSNA and IPPD and integration of its system operations in the overall program for continuing teacher capacity building. 18,898 schools were reported to have been oriented on the TSNA and IPPD.

11. Conduct of TSNA and Preparation of IPPD Immediate Next Steps: a.Division Offices to: (re)orient schools and teachers on the purpose of the TSNA process and preparation of IPPD assist schools in validating, analyzing and consolidating results for incorporation in the SIPs; assist schools in establishing school-based T&D structures or mechanisms; and incorporate NCBTS-based INSET programs in the DEDP (those that can be best addressed at the DO level). b. ROs to incorporate NCBTS-based INSET programs in the REDP (those that can be best addressed at the RO level) c. CO to issue guidelines on the operationalization of the T&D System, particularly at the school and division levels, including use of INSET funds and other resources.

12. Adoption of Competency-Based Instructional Supervision - the CB-Instructional Support Handbook/Manual has been finalized Application of NCBTS in Hiring, Promotion and Performance Appraisal of Teachers Hiring of Teachers: DepED Order # 20 s.2009 entitled “Further Revisions to the Hiring Guidelines for Teacher 1 Positions under DepED Order #4 s.2007 “ – based on NCBTS was issued. Performance Appraisal of Teachers: final draft of the revised PAST or Performance Appraisal System of Teachers (anchored on NCBTS) has been prepared; for pilot implementation in selected divisions.

13. KRT 3. Quality Assurance and Accountability and Learning Support A. National Learning Strategies 1. Implementation of the MTB-MLE Program  Draft Strategic Plan for the implementation of DepED Order No. 74 has been prepared  On-going implementation in selected schools 2. Implementation/institutionalization of learning innovations On-going review of existing ADMs such as MISOSA, IMPACT, Project EASE and Open HS (including assessment of financial requirements as well as economic, educational and qualitative benefits)

14. KRT 3. Quality Assurance and Accountability and Learning Support A. National Learning Strategies 1.Implementation of Multigrade Education Continuous training of MG teachers On-going development/refinement of MG modules 2.Muslim and IP Education Continuous implementation of the ALIVE Program On-going validation of the National IP Education Policy Framework 3.Use of ICT in teaching and learning 4.Enhanced TLE Program

15. 5. Establishment of Learning Resource and Management Development System – On-going p ilot implementation in Project STRIVE regions and divisions Developed the LR Portal and prepared the LR plan Initiated the cataloguing of existing/available teaching and learning materials Uploaded sample materials in the LR portal Trained selected pilot schools on how to access the LR portal

16. KRT3 (NLS and QA): Objectives B. Quality Assurance Overall Objectives: By end of SY 2011-2012, the DepED’s Quality Management System shall have been established in all regions and divisions nationwide.

17. Quality Management System (1) QUALITY PLANNING ( to ensure quality, consistency and continuity of strategies, programs and projects to improve learning outcomes) (2) QUALITYASSURANCE (to ensure continuous process improvement – thru review and refinement of standards and fine-tuning of processes; and provision of crucial resources and technical assistance) (3) QUALITY CONTROL and ADJUSTMENT ( to ensure efficiency of implementation as per plan and assurance of results per standards thru MONITORING AND EVALUATION)

18. Status of QMS Modelling Installation of the QMS in the 8 Regions and 20 Divisions is on-going: Region I: Vigan City, Pangasinan I & San Carlos City Region V: Naga, Legaspi City & Masbate City Region VI: Aklan, Passi City & Cadiz City Region VII: Bohol Region VIII: Northern Samar Region X: Tangub, Oroquieta & Lanao del Norte Region XII: Tacurong, N. Cotabato, Saranggani ARMM: Marawi City, Lanao del Sur & Maguindanao Conduct of Training on Managing the SIP Appraisal and M&E system is on-going. B. Quality Assurance and Monitoring and Evaluation

19. Status of Introducing Quality Planning B. Quality Assurance and Monitoring and Evaluation LevelStatus NationalDrafted the National Education Planning Framework – will serve as overall guide for planning from school up to national levels. RegionalDrafted the REDP Framework; Project STRIVE currently assists the Visayas Regions in REDP preparation. DivisionalDEDP Manual finalized; NEAP has trained all DOs in DEDP preparation. SchoolPreparation for SIP Preparation Training in selected divisions is on-going.

20. B. Quality Assurance and Monitoring & Evaluation Operationalization of the Sector M&E Framework (SMEF) SMEF has been adopted; a workshop to revisit/refine/streamline outcome, result and output indicators vis-à-vis existing M&E frameworks/practices and BIAP will be conducted in March 2010. School M&E System has been designed. Incorporation of the National Assessment Framework in QAAF refined the National Assessment Framework (NAF) – for validation formulated the National Grading Framework Formulation of the Unified School Accreditation System

21. KRT 4. Pre-school Education and ALS A. Pre-School Education – included as new sub- component B. ALS - TAs have been engaged to assist the ALS TWG/BALS in the following areas:  Program M&E Assessment and Certification of Learning  Curriculum and Learning Resources  ALS Omnibus Policy  ALS Advocacy  Governance, Systems Improvement & Capacity Building

22. KRT 5. Institutional Culture Change Overall Objective: By mid-2012, DepED shall have improved its operations through the continuous development of its staff as well as increasing the transparency, accountability and integrity of its units under a rationalized structure to better support EFA.

23. KRT 5. Institutional Culture Change A. Organization Development Pilot implementation of regional office restructuring in Regions VI, VII, VIII and XII is on-going. Framework for competency-based hiring, selection, performance appraisal, promotion, and continuous personal and professional development of all personnel in DepED has been drafted. Competency standards for selected job groups have been prepared. OPES of Central Office has been adopted; OPES of Regional Offices have been formulated.

24. KRT 5. Institutional Culture Change B. Resource Mobilization and Management On-going financial management reforms: a) preparation of FMO Manual (school, division, regions and central); b) implementation of the prescribed accounting controls and procedures (establishment of FMIS instead of e-NGAS and resolution of COA issues); c) establishment of internal audit mechanisms. Financial Management arrangements at the Division and School level. DepED Order re. temporary assigning of Bookkeepers and Disbursing Officers from the secondary schools to render services to Division Offices was issued in May 2009; for revision based on results in initial implementation.

25. KRT 5. Institutional Culture Change B. Use of ICT in governance and management Phase I of Enterprise Architecture development completed (with Oracle). Beta versions of 6 major systems (HRIS, SIS, Asset Management, LMS, SHNS, GIS) are in different stages of designing/pilot-testing.

26. END OF PRESENTATION