PROTOCOL FOR THE INTEGRAL EVALUATION PROCESS OF

STUDENTS IN THE EDUCATIONAL SYSTEM

PUBLIC PRE-UNIVERSITY
Vice Ministry of Technical and Pedagogical Services
Guidance and Psychology Office

COMPREHENSIVE EVALUATION PROGRAM

IMPLEMENTATION PROTOCOL
 Comprehensive assessment of the school population

Introduction

The Ministry of Education seeks to provide a contextualized service based on the

physical, emotional, and social needs of students. Hence the importance of having
comprehensive evaluation processes that allow for timely action in response to the
needs of the student population.

The comprehensive evaluation of students is a preventive strategy that will allow

educational centers identify the different conditions of physical, mental, and social health of
student body, detecting risk and protective factors that allow for the design and
implementation of contextualized psychoeducational support and intervention processes.

This evaluation process will be developed as an inter institutional strategy in which

articulate the Ministry of Education (MINERD) and the Ministry of Public Health and Assistance
Social (MISPAS) of the Dominican Republic. The Directorate of Orientation and Psychology of
MINERD is the coordinating instance of the process, in which the Institute is also integrated,
Student Welfare (INABIE) and the School Health Directorate of MISPAS

This evaluation is conducted with the entire school population through a gradual process that begins
it begins with the initial level and concludes with the secondary level.

General Purpose

Evaluate students comprehensively (physically and psychopedagogically) to generate processes of

timely psychopedagogical detection and intervention.

Specific Purposes
To evaluate the overall health status of students (development and growth, vision,

audition, chronic conditions and oral health) for timely decision-making regarding
your needs.
To assess the psychoaffective and psychosocial development of students for detection.

opportune of Specific Educational Support Needs and the intervention

psychopedagogical.
To design psychopedagogical intervention processes based on the identified needs.

in the student population.

To promote an interinstitutional response for timely attention to needs

the students.
Areas of evaluation
Grade Variables to evaluate Techniques/Instruments
Level ❑ Global health status ❑ Assessment of nutritional status,
Initial ❑ Social-family context growth (height-weight), evaluation
❑ Developmental Development visual, auditory and oral health.
motor, cognitive, communicative,❑ Interview with the family
social and emotional. ❑ Screening (exploratory evaluation) of
development
First ❑ Global health status ❑ Evaluation of nutritional status,
cycle del growth (height-weight), evaluation
❑ Developmental evolution: Development
Level visual, auditory and oral health.
motor, cognitive, communicative
Primary
social and emotional. ❑ Interview with the family
❑ Social-family context ❑ Screening (exploratory evaluation)
of the development
❑ Initial skills for reading
writing. ❑ Reading and writing screening

Second ❑ Physical health ❑ Assessment of nutritional status,

cycle delete growth (height-weight), evaluation
❑ Pro-social behavior
level visual, auditory, and oral health.
Primary ❑ Self-concept and self-esteem
❑ Reading and writing screening
❑ Basic cognitive skills
(attention, perception, memory and ❑ Application of psychological scales
logical reasoning
❑ Basic academic skills
First ❑ Physical health ❑ Evaluation of nutritional status,
cycle del growth (height-weight), evaluation
❑ Pro-social behavior
Level visual, auditory, and oral health.
Secondary ❑ Socio-emotional skills
Empathy, communication, ❑ Application of psychological scales
assertiveness, self-regulation... ❑ Interview with the student
❑ Cognitive skills
 Second ❑ Physical health ❑ Assessment of nutritional status
cycle delete growth (height-weight), evaluation
❑ Pro-social behavior
Level visual, auditory, and oral health.
Secondary ❑ Self-concept and self-esteem
❑ Application of psychological scales
❑ Social and school adaptation
familiar ❑ Interview with the student

❑ Socio-emotional skills
Empathy, communication,
assertiveness, self-regulation...

❑ Cognitive skills (Functions

Executives

Description of the areas

Global health status

A general evaluation of some priority health aspects is carried out: nutritional status, growth
(height-weight), visual and auditory evaluation, oral health and detection of chronic conditions (diabetes, obesity).
Social-family context
It consists of an interview conducted with the mother, father, or guardian of the student, with the purpose of gathering
Relevant information about the socio-family context that could influence their overall development.

Developmental evolution
To assess this area, there is a questionnaire that contains some developmental milestones that will allow
detect strengths or warning signs regarding the student's development. For this area, the following are considered
following dimensions:

❑ Socio-emotional dimension: The values and attitudes that reflect the human being are appreciated.
we aspire to form: free, autonomous, respectful, tolerant, creative, cooperative, with
healthy interpersonal relationships, with responsibility and initiative, with the ability to take
decisions and problem solving. It includes how students feel about themselves
and with themselves and with others, how they interpret feelings, the ability to regulate their
emotions and express them in a culturally appropriate way, as well as the ability to build
relationships with others (Minerd, 2020).

❑ Cognitive dimension: This dimension includes the way in which students think and
they interpret the world and use what they learn in various situations (Minerd, 2020). It implies the
exploration and discovery of the natural and social environment through various strategies of
thought.

❑ Communicative dimension: it refers to the ability to communicate, making use of different

forms of expression (Minerd, 2020). Students expand their vocabulary and learn the rules
for the use of language in diverse contexts. It is manifested through body expressions,
musical, oral, written and plastic, which are means for the creative manifestation of ideas and
 the feelings that allow him to communicate with the people around him using a wide
vocabulary.

❑ Psychomotor dimension: It refers to the growth of the body, as well as the gradual control of the
large and small muscles (Minerd, 2020). During early childhood, it is acquired
the control of balance, has rhythm and mastery of the movements of his body, which allows him to
move in various positions, planes, and speeds.

Pilot program

The comprehensive evaluation process began with a pilot process in Regional 18, which includes
the Bahoruco and Independencia Provinces. It was developed during the school year 2021-2022 with
students from Early Childhood and first grade of primary school, with the participation of 115 centers
public educational.
With the evaluation of developmental progress, applied to 2,031 students aged 4 and 5 years, there
managed to identify the following aspects:

Socioaffective dimension
Indicators He/She still doesn't do it with help. He does it on his own
makes

1. It identifies with its 0.5% 3.5% 96%

name.
2. Draw freely with 2% 17% 81%
precision and intentionality
communicative.
He/She controls his/her sphincters. 1% 5% 94%
4. You can get dressed and 1% 10% 89%
to undress oneself

Cognitive Dimension
Indicators He/She still doesn't do it with help. He does it on his own.
make

Orally recount 10% 18% 80%

the numbers from 1 to 10
following a sequence
numerical.
 2. Point out the parts of your 0.4% 3% 96%
body when it is
ask.
3. Imitate the positions: 1% 10% 89%
in front-behind above
down.
4. Group objects by their 2% 15% 83%
size, color, texture and
form.

Communicative Dimension

Indicators He/She still doesn't do it with help. He does it by himself.

does

1. Interpret messages to 2% 20% 77%

starting from images and
symbols, in texts
simple.
2. Write your name of 3% 17% 80%
unconventional way
the conventional.

Psychomotor Dimension

Indicators Not yet Lo hace con ayuda Lo hace por sí solo

does

Make displacements 1% 7% 92%

in space showing
stability and balance in
his movements.
2. Pour liquid from a container 3% 8% 89%
to another alone.
The family joined the process, with a significant number of fathers and mothers attending.
tutors to the interview processes.

Educational district Interviews with Families

18-01 592
18-02 447
18-03 286
April 18 478
May 18 425
Total 2228

Methodology
Once the training for the comprehensive evaluation and the explanation of the instruments has been completed
the regional technical teams, district teams, management teams and coordinators at each educational center
the following phases will be developed:
Socialization of the strategy in each educational center.
The management team of each educational center is responsible for disseminating and multiplying the information.
about the comprehensive assessment, including the presentation of the instruments to be used with the
student population corresponding.

2. Family Orientation
The educational center sends a circular to the families to invite them to a meeting where it explains the
process that will be carried out with the students and everything concerning the interview in which they must participate.
In this meeting, it should be clarified about informed consent and their right to participate or not in the
process.
The facilitator in that meeting organizes a schedule according to the availability of the families to apply.
the instrument that corresponds to them.

If necessary, the possibility of conducting home visits should be considered in cases where the
families cannot attend the center.
An alternative to facilitate the process is to conduct the interview via telephone, WhatsApp, email, or other means.
digital
It is necessary for each student to have this interview process, even if they are still in the educational center.
several students who are siblings or from the same family unit.
 3. Evaluation of the students.
The evaluation process is carried out as follows:
a) Evaluation of the instruments
Application of the evolutionary development instrument by the teachers and the Guidance Unit
and Psychology, based on different activities during a week of classes.

This evaluation is conducted with an instrument that consists of four dimensions: socio-affective,
cognitive, psychomotor and communication; through this it is identified whether the student requires
some intervention or educational support to strengthen those indicators that require it.

The evaluation is applied during the regular class period. Activities can be designed for it.
within the teacher's planning, seeking to have clear the indicators that are evaluated.

If the instrument is filled out physically, the responses are recorded, and then the results must be uploaded to
the platform through a link that will be provided.

In case the physical instrument is not available, the responsible team must start registering directly.
the answers in the online form and, upon completion, the option to download is provided from the same page
to obtain a digital version of the registered form.

Initial skills assessment instrument for first grade reading level

primary.
This reading and writing skills instrument collects the processes of reading acquisition in relation
with oral and written language that prepares the student for the acquisition of initial skills
important such as alphabetical and phonological knowledge.

For this area, the diagnostic evaluation instrument designed by the Primary Level has been adjusted for
first grade students; some items related to coordination were also integrated into it
visuomotor, articulation of words and metalinguistic knowledge.

Once the student completes the instrument, the evaluation instrument will be completed.
of reading and writing skills, in physical form, to assess the acquisition of initial skills
important as alphabetic and phonological knowledge.

Interview with families by the Guidance and Psychology Unit and the grade teachers.
The application of this instrument will complement the evolutionary development instrument that is applied to
each student. Just like the previous instrument, this one can be filled out physically or directly in the
online form.
In cases where the interview is conducted with a physical instrument, the advisor proceeds to
complete the instrument of the assessment criteria for the family interview, in physical form, this facilitates
evaluate the student's socio-emotional situation, identifying strengths or possible warning signs
in concrete situations that may arise.
The application of the interview instrument with the family is estimated to last 15 to 20 minutes.
 b) Physical health assessment by MISPAS and INABIE personnel.
For this evaluation, the first step is training for the management teams and the
representatives of the APMAE so that they are the ones who conduct the screening in each educational center,
in such a way that they can identify the general auditory and visual conditions of the students.
Then the management team sends the list of identified students to the INABIE technician in each
district, to channel the detected situations and, together with the Primary Care Units (UNAP), we
They conduct physical evaluations.
Once the assessment related to sensory deficits (visual and auditory) and health conditions is completed
physics (height, weight, nutritional status, oral health, others), the data is submitted to the educational center for
place in the student's file
Note: All the instruments mentioned above must be filed in the record of
student.

4. Analysis of results and design of psychopedagogical intervention processes

The Orientation and Psychology unit of each educational center, in coordination with the teacher, evaluates the
results of the evaluations and interviews with families to follow up and implement plans
focused actions on the identified needs and psychopedagogical strategies for the teacher to work
with the students.
The national team of Orientation and psychology once it has the collected information,
proceed with an information analysis process, for which a global analysis will be carried out by
sections, grades, and cycles and an individual analysis by student.

Actions for intervention

In the event of any warning signs presented by the student in the evaluation of developmental progress and in the
interview with the family, the management team along with the counselor and the teacher as part of the decision-making
decisions will apply some of the following prioritized strategies:

❑ Schedule educational support orientations and psychopedagogical intervention.

❑ Refer or refer to health specialists.
❑ Implement personalized support plans.
❑ Organize the processes of curricular and educational enrichment with the teachers.
❑ Refer or refer students to receive support in the accompaniment processes.
mental health.
❑ Articulation with various organizations for the development of intervention programs of
psychoeducational characteristics.
❑ Provide support in resources and technologies in the processes of auditory and visual evaluation.
❑ Monitoring and tracking of educational processes
❑ Guide the family to improve physical and emotional health.
❑ Derive or refer families and provide support in the psychosocial accompaniment processes.
❑ Others
The analyses conducted (group and individual) will allow the design of prevention programs and
intervention for groups and subjects. That is to say, having common variables can affect a set.
of students and group processes can be designed with a preventive intention.

In the case of individual affects or the strengths of some students in a concrete way, there
they can design personalized support plans and accompaniment processes that reduce the factors
of risk and increase the protective factors. With these, educational opportunities will be generated.
various in the face of individual differences.

Information collection process

The process of collecting and recording information has been planned for seven working days.
distributing the different activities that need to be carried out. However, each educational center can
organize the process according to the student enrollment and the available teaching staff.

Below is an organizational proposal for the development of these activities:

Day 1: Organization and Socialization

Activity Estimated duration Responsible
Organizational meeting of the Management Team 40 minutes Director

Organization of spaces for physical assessment 1 hour Director

Meeting with families to inform about the process 1 hour Team of
(physical and psycho-pedagogical evaluation) Management
Start of interviews with families 3 hours or more Advisor
Application of development assessment scales in The whole day of Teachers
the classroom classes

Day 2: Physical and psychological evaluation

Activity Estimated duration Responsible
Interviews with families The whole day of Advisor
classes
Application of development assessment scales throughout the day Teachers
the classroom classes
Physical assessment The whole day of Team of
classes Management, MISPAS
the INABIE

Day 3: Physical and psychological evaluation

Activity Estimated duration Responsible individuals
Interviews with families All day long of Advisor
classes
 Application of development evaluation scales throughout the day Teachers
the classroom classes
Physical assessment The whole day of Team of
classes Management, MISPAS
the INABIE

Day 4: Physical and Psychological Evaluation

Activity Estimated duration Responsible
Interviews with families (if necessary) The whole journey of Advisor
classes
Application of psychopedagogical assessment All day long Teachers
classes
Physical assessment (if necessary) The entire day of Team of
classes Management
MISPAS is
INABIE

Day 5: Psychological Evaluation

Activity Estimated duration Responsible
Interviews with families (if necessary) All day long Advisor/Adviser
classes
Application of psychoeducational evaluation All day long Teachers
classes

After the application process:

Day 6: Assessment and recording of information
Activity Estimated duration Responsible persons
Assess the collected data according to criteria All day of Guide and
established classes teachers
Registration of information on the electronic platform All day long Team of
classes management

Day 7: Assessment and record of information

Activity Estimated duration Responsible
Assess the collected data, according to criteria Throughout the day Advisor and
established classes teachers
Registration of information in electronic platform All day long Team of
classes management
Tracking and monitoring
The Directorate of Guidance and Psychology will carry out a
monitoring to take some random samples of the implementation process and the processes that
they have to do with the instances with which the comprehensive evaluation is being articulated, such as MISPAS
and the INABIE.

The management of each level is responsible for ensuring the implementation of the different instruments.
designed to carry out data collection processes and action plans to provide
monitoring the results obtained from the evaluation process.