Facilitator:

EDUARDA M. ZAPANTA
EPS- Mathematics
CAVITE PROVINCE

ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND

TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE
ACCREDITATION PROCESS
 Understand the features/characteristics of
the revised SBM Assessment Tool

Identify the four ACCESs Principles and the

indicators in each principle

Familiarize with the SBM level of practice,

the rating scale and the scoring system

ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND

TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE
ACCREDITATION PROCESS
 List at most three documents presented per dimension in the
previous SBM Manual

 Recall the number of evidences needed per dimension

and the computation made to identify the level of SBM practice in
your school

What actions did you make to advance the SBM level of practice in
your school.

ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND

TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE
ACCREDITATION PROCESS
 WHAT INSIGHTS HAVE WE GAINED FROM THE
PREVIOUS SBM ASSESSMENT LEVEL OF PRACTICE

WHAT WENT WELL And WHAT ELSE SHOULD HAVE

BEEN DONE TO BETTER ADVANCE SBM LEVEL OF
PRACTICE YESTERDAY ?

ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND

TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE
ACCREDITATION PROCESS
 Enabling
policies were formulated
to support SBM such as:
◦ School Improvement Planning (SIP);
◦ Establishment of School Governing
Councils (SGCs);
◦ Conduct of Assessment of SBM Level
of Practice.
 Inclusion of major line item in the
department’s budget to support
the installation of SBM at all level
◦ Program Support Fund at the central
region and division; and
◦ Grants at the school level.
 Unrealistic targets and inappropriate
strategies in the SIPs of many of the schools
visited;
 Too much focus on the SIP templates, which
is usually interpreted as a one-size-fits-all
forms overlooking the unique condition of
their schools, the pupils/students they are
providing learning environment for, and the
peculiar issues they are confronting;
 There are more schools with School Report
Cards (SRCs) than School Improvement
Plans which reflects a disconnect of these
two SBM processes.
 The SBM Assessment process was reduced
to :bean counting” that over-emphasizes
the collection of prescribed documentation,
the compliance to some of which may not
be within the control of the schools and are
not reflective of a functional system of good
practices.
 While DepEd reports that 100% of
school heads in many divisions had
been oriented on SBM, their practical
understanding of the concept is not
apparent
 Realization of the value of SBM effectively
carry out reforms in curriculum (K to 12);
 Need to strengthen SBM by assimilating the
school to the system and way of life of the
local community;
 Re-direct all efforts to support
improvement of learning outcomes.
 To better highlight the children/learner as
the center of SBM practice;
 To encompass the diverse realities of
learning contexts defined and uniquely
occurring within specific geographic, social,
cultural, economic, political and
environmental make-up of the
contemporary society;
 To enhance commitment of education
stakeholders at all levels to heir
responsibilities and accountabilities in
realizing the education outcomes for
children
 To further promote shared governance
between the school community;
 To integrate accreditation into SBM for
a seamless assessment of a school
system;
 To improve the school system’s
capacity to be on track in achieving
the EFA/Millennium Development
Goals and sustain good performance.
ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND
TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE
ACCREDITATION PROCESS
  Systems-based  Non-prescriptive
 Principle-guided  User-friendly

 Evidence-based  Collaborative in approach

 Learner-centered  Results/outcomes focused

 Process-focused

ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS

AND TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE
AND PASBE ACCREDITATION PROCESS
 A. INTERNAL STAKEHOLDERS
 School Head  Teachers

B. EXTERNAL STAKEHOLDERS
 Learners  LGU  NGO/PO
 Parents  Private Sector

ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS

AND TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE
AND PASBE ACCREDITATION PROCESS
 Basic school/learning center information
 Principle guided indicators
 Description of SBM practice in terms of
extent of community involvement and
learner-centeredness.
 Scoring instructions

ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND

TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE
ACCREDITATION PROCESS
 0 – No evidence
1 - Evidence indicates beginning structures and
mechanisms are in place to demonstrate ACCESS

2 - Evidence indicates planned practices and procedures

are fully implemented and aligned
to ACCESS

3 - Evidence indicates practices and procedures satisfy

quality standards

ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND

TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE
ACCREDITATION PROCESS
 Level I: DEVELOPING ( .5- 1.4 )
Developing structures and mechanisms
with acceptable level and extent of
community participation and impact on
learning outcomes.

ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS

AND TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE
AND PASBE ACCREDITATION PROCESS
 Level II: MATURING (1.5 -2.4)
Introducing and sustaining continuous
improvement process that integrates
wider community participation and
significantly improve performance and
learning outcomes.

ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS

AND TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE
AND PASBE ACCREDITATION PROCESS
 Level III: ADVANCED (ACCREDITED)(2.5 -3.5)
Ensuring the production of intended
outputs/outcomes and meeting all
standards of a system fully integrated in
the local community and is self-renewing
and self-sustaining.

ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND

TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE
ACCREDITATION PROCESS
 I. LEADERSHIP AND GOVERNANCE
A network of leadership and governance guides
the education system to achieve its shared vision,
mission and goals making them responsive and
relevant to the context of diverse environments.

ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS

AND TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE
AND PASBE ACCREDITATION PROCESS
I. LEADERSHIP AND GOVERNANCE
A network of leadership and governance guides the education system to achieve
its shared vision, mission and goals making them responsive and relevant to the
context of diverse environments.
A. Indicators

1. In place is a The development plan The development plan The development plan
Development Plan guided by the school’s is evolved through the is enhanced with the
(e.g. SIP) developed vision, mission and shared leadership of community
collaboratively by goal (VMG) is the school and the performing the
the stakeholders of developed through the community leadership roles, and
the school and leadership of the stakeholders. the school providing
community. school and the technical support.
participation of some
invited community
stakeholders.
2. The development The school leads the The school and The community
plan (e.g.SIP) is regular review and community stakeholders stakeholders lead the
regularly reviewed by improvement of the working as full partners, regular review and
the school development plan. lead the continual improvement process;
community to keep it review and improvement the school stakeholders
responsive and of the development facilitate the process.
relevant to emerging plan.
needs, challenges
and opportunities.

3. The school is The school defines the The school and Guided by an agreed
organized by a clear organizational structure, community organizational structure,
structure and work and the roles and collaboratively define the community
arrangements that responsibilities of the structure and the stakeholders lead in
promote shared stakeholders. roles and defining the
leadership and responsibilities of organizational structure
governance and stakeholders. and the roles and
define the roles and responsibilities; school
responsibilities of provides technical and
the stakeholders. administrative support.
4. A leadership network A network has been The network actively The network allows easy
facilitates collaboratively provides stakeholders exchange and access to
communication established and is information for making information sources
between and among continuously improved decisions and solving beyond the school
school and by the school learning and community.
community leaders community. administrative
for informed problems.
decision-making and
solving of school
community wide
learning problems.
5. A long term program Developing structures Leaders undertake Leaders assume
is in operation that are in place and analysis training modes that are responsibility for their
addresses the of the competency and convenient to them (on- own training and
training and development needs of line, off-line, modular, development. School
development needs leaders is conducted; group, or home-based) community leaders
of school and result is used to develop and which do not working individually or
community leaders. a long term training and disrupt their regular in groups, coach and
development program. functions. Leaders mentor one another to
monitor and evaluate achieve their VMG.
 II. CURRICULUM AND INSTRUCTION
The curriculum learning system anchored on the
community and learners’ contexts and aspirations
are collaboratively developed and continuously
improved.

ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND

TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE
ACCREDITATION PROCESS
B. CURRICULUM AND INSTRUCTION
The curriculum learning systems anchored on the community and learners’ contexts and
aspirations are collaboratively developed and continuously improved.

1. The curriculum All types of learners of Programs are fully The educational needs
provides for the the school community implemented and of all types of learners
development needs are identified, their closely monitored to are being met as shown
of all types of learning curves address performance by continuous
learners in the assessed; appropriate discrepancies, improvement on
school community programs with its benchmark best learning outcomes and
support materials for practices, coach low products of learning.
each type of learner is performers, mentor Teachers’ as well as
developed. potential leaders, students’ performance
reward high is motivated by intrinsic
achievement, and rather than extrinsic
maintain environment rewards. The Schools’
that makes learning differentiated program
meaningful and is frequently
enjoyable. benchmarked by other
schools.
2. The implemented Local beliefs, norms, The localized Best practices in
curriculum is values, traditions, curriculum is localizing the
localized to make it folklores, current implemented and curriculum are
more meaningful events, and existing monitored closely to mainstreamed and
to the learners and technologies are ensure that it makes benchmarked by other
applicable to life in documented and used learning more schools. There is
the community. to develop a lasting meaningful and marked increase in
curriculum. pleasurable, produces number of projects
Localization desired learning that uses the
guidelines are agreed outcomes, and community as
to by school directly improves learning laboratory,
community and community life. and the school as an
teachers are properly Ineffective approaches agent of change for
oriented. are replaced and improvement of the
innovative ones are community.
developed.
3. A representative A representative team Learning materials and Materials and
group of school of school and approaches to approaches are being
and community community reinforce strengths used in school, in the
stakeholders stakeholders assess and address family and in
develop the content and methods deficiencies are community to develop
methods and used in teaching developed and tested critical, creative
materials for creative, critical for applicability on thinking and problem
developing creative thinking and problem school, family and solving community of
thinking and solving. Assessment community. learners and are
problem solving. results are used as producing desired
guide to develop results.
materials.
4. The learning A school-based The school-based The monitoring
system is accepted
systems are monitoring and monitoring and
and regularly used for
regularly and learning system is learning systems collective decision
collaboratively conducted regularly generate feedback making.
monitored by the and cooperatively; and that is used for
community using feedback is shared making decisions that
appropriate tools to with stakeholders. enhance the total
ensure the holistic development of
growth and learners.
development of the
learners and the The system uses a tool A committee take care The monitoring tool
community. that monitors the of the continuous has been improved to
holistic development improvement of the provide both
of learners. tool. quantitative and
qualitative data.
5. Appropriate The assessment tools The assessment tools School assessment
assessment tools are reviewed by the are reviewed by the results are used to
for teaching and school and school community and develop learning
learning are assessment results are results are shared with programs that are
continuously shared with school’s community suited to community,
reviewed and stakeholders stakeholders. and customized to
improved, and each learners’ context,
assessment results results of which are
are contextualized used for collaborative
to the learner and decision-making.
local situation and
the attainment of
relevant life skills.
6. Learning managers Stakeholders are aware Stakeholders begin to Learning environments,
and facilitators of child/learner- practice child/learner- methods and resources
(teachers, centered, rights-based, centered principles of are community driven,
administrators and and inclusive principles education in the design inclusive and adherent
community of education. of support to education. to child’s rights and
members) nurture protection
values and requirements.
environments that
are protective of all Learning managers and Learning managers and Learning managers and
children and facilitators conduct facilitators apply the facilitators observe
demonstrate activities aimed to principles in designing learners’ rights from
behaviors consistent increase stakeholders learning materials designing the
to the organization’s awareness and curriculum to
vision, mission and commitment to structuring the whole
goals. fundamental rights of learning environment.
children and the basic
principle of educating
them.
7. Methods and Practices tools and Practices, tools, and There is continuous
resources are learner materials for developing materials for developing exchange of
and community- self-directed learners self-directed learners information, sharing of
friendly, enjoyable, are highly observable in are beginning to emerge expertise and materials
safe, inclusive, school, but not in the in the homes and in the among the schools,
accessible and aimed home or in the community. home and community
at developing self- community. for the development of
directed learners. self-directed learners
Learners are
equipped with
essential knowledge, Learning programs are The program so The program is
skills, and values to designed and developed collaboratively mainstreamed but
assume to produce learners who implemented and continuously improved
responsibility and are responsible and monitored by teachers to make relevant to
accountability for accountable for their and parents to ensure emergent demands.
their own learning. learning. that it produces desired
learners.
III. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT

A clear, transparent, inclusive, and responsive

accountability system is in place, collaboratively
developed by the school community, which monitors
performance and acts appropriately on gaps and gains.

ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS

AND TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND
PASBE ACCREDITATION PROCESS
C. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT
A clear, transparent, inclusive, and responsive accountability system is in place,
collaboratively developed by the school community, which monitors performance and acts
appropriately on gaps and gains.

1. Roles and There is an active The stakeholders are Shared and

party that initiates engaged in clarifying participatory
responsibilities of
clarification of the and defining their
accountable processes are used
roles and specific roles and
person/s and responsibilities in responsibilities. in determining roles,
education delivery. responsibilities, and
collective
body/ies are accountabilities of

clearly defined stakeholders in

and agreed upon managing and

by community supporting

stakeholders. education.
2. Achievement of goals Performance A community-level A community-accepted
is recognized based on accountability is practiced accountability system is performance
a collaboratively at the school level. evolving from school-led accountability, recognition
developed initiatives and incentive system is
performance being practiced.
accountability system;
gaps are addressed
through appropriate
action.

3. The accountability The school articulates the Stakeholders are engaged School community
system is owned by the accountability assessment in the development and stakeholders continuously
community and is framework with basic operation of an and collaboratively review
continuously enhanced components, including appropriate accountability and enhance
to ensure that implementation guidelines assessment system. accountability systems’
management to the stakeholders. processes mechanisms
structures and and tools.
mechanisms are
responsive to the
merging learning
needs and demands of
the community.
4. Accountability The school, with the Stakeholders are Stakeholders
assessment criteria participation of engaged in the continuously and
and tools, feedback stakeholders, development and collaboratively review
mechanisms, and articulates an operation of an and enhance
information accountability appropriate accountability
collection and assessment accountability systems; processes,
validation framework with basic assessment system. mechanisms and tool.
techniques and components, including
processes are implementation
inclusive and guidelines
collaboratively
developed and
agreed upon.
5. Participatory School initiates Collaborative conduct School-community-

assessment of periodic performance of performance developed

performance is assessments with the assessment informs performance

done regularly with participation of planning, plan assessment is

the community. stakeholders. adjustments and practiced and is the

Assessment results requirements for basis for improving

and lessons learned technical assistance. monitoring and

serve as basis for evaluation systems,

feedback, technical providing technical

assistance, assistance, and

recognition and recognizing and

plan adjustment. refining plans.

 IV. MANAGEMENT OF RESOURCE
Resources are collectively and judiciously mobilized
and managed with transparency, effectiveness, and
efficiency.

ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS

AND TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE
AND PASBE ACCREDITATION PROCESS
D. MANAGEMENT OF RESOURCE
Resources are collectively and judiciously mobilized and managed with
transparency, effectiveness, and efficiency.

1. Regular resource Stakeholders are Resource inventory is Resource inventories

inventory is aware that a regular characterized by are systematically
collaboratively resource inventory is regularity, increased developed and
undertaken by available and is used participation of stakeholders are
learning managers, as the basis for stakeholders, and engaged in a
learning resource allocation communicated to the collaborative process
facilitators, and and mobilization community as the to make decisions on
community basis for resource resource allocation
stakeholders as allocation and and mobilization.
basis for resource mobilization
allocation and
mobilization.
2. A regular dialogue Stakeholders are Stakeholders are Stakeholders

for planning and invited to participate regularly engaged in collaborate to ensure

resource in the development of the planning and timely and need based

programming that an educational plan in resource planning and resource

is accessible and resource programming, and in programming and

inclusive, programming, and in the implementation of support continuous

continuously the implementation of the education plan. implementation of the

engage the educational plan. education plan.

stakeholders and
support
implementation of
community
education plans.
3. In place is a Stakeholders support Stakeholders are Stakeholders sustain
community- judicious, appropriate, engaged and share the implementation
developed resource and effective use of expertise in the and improvement of a
management resources. collaborative collaboratively
system that drives development of developed,
appropriate resource management periodically adjusted,
behaviors of the system. and constituent-
stakeholders to focused resource
ensure judicious, management system.
appropriate, and
effective use of
resources.
4. Regular monitoring, Stakeholders are invited Stakeholders Stakeholders are
evaluation, and to participate in the collaboratively engaged, held
reporting processes development and participate in the accountable and
of resource implementation of development and implement a
management are monitoring, evaluation, implementation of collaboratively
collaboratively and reporting processes monitoring, evaluation, developed system of
developed and on resource and reporting processes monitoring, evaluation
implemented by the management. on resource and reporting for
learning managers, management. resource management.
facilitators, and
community
stakeholders.

5. There is a system An engagement Stakeholders support a An established system

that manages the procedure to identify system of partnerships of partnership is
network and linkages and utilize partnerships for improving resource managed and sustained
which strengthen with stakeholders for management. by the stakeholders for
and sustain improving resource continuous
partnerships for management is evident improvement of
improving resource resource management.
management.
 Leadership and Governance – 30%
 Curriculum and Learning – 30%
 Accountability and Continuous Improvement – 25%
 Management of Resource – 15%
0 – No evidence
1 – Evidence indicates early or preliminary stages
of implementation
2 – Evidence indicates planned practices and
procedures are fully implemented
3 – Evidence indicates practices and procedure
satisfy quality standards
 60% based on improvement of learning
outcomes;
◦ 40% according to the validated practices using
DOD
 .5-1.4 Developing
 1.5-2.4: Maturing
 2.5-3.5 : Advanced
The resulting levels are described as follows:
Level I: BEGINNING – Establishing and developing structures
and mechanism with acceptable level and extent of community
participation and impact on learning outcomes.
Level II: DEVELOPING – Introducing and sustaining
continuous improvement process that integrates wider community
participation and improve significantly performance and learning
outcomes.
Level III: ADVANCED (ACCREDITED) – Ensuring the
production of intended outputs/outcomes and meeting all
standards of a system fully integrated in the local community and
is self-renewing and self-sustaining.
Step 1: Determine
Performance Improvement
(60%)
Thematic Area Performance Indicators Rating & Equivalent Points Computation Results
Access Enrolment Increase % of Inc. 1 – Marginal: At least 1% ___ x 0.45
(45%) SY 2009-10: 2 – Average: At least 7% increase
SY 2010-11: 3 – High: At least 10% increase
SY 2011-12
Ave. % of Increase

Efficiency Dropout Rate (DR): % of Dec. Baseline: 7.06 ___ x 0.25

(25%) SY 2009-10: 1 – Marginal: At least 25%
SY 2010-11: decrease
SY 2011-12 2 – Average: At least 50% decrease
Ave. % of decrease
3 – High: has 0 DR
Completion Rate (CR): % of Inc. Baseline: 75%
SY 2009-10: 1 - Marginal: At least 5% increase
SY 2010-11: 2 – Average: At least 7% increase
SY 2011-12 3 – High: At least 10% increase
Ave. % of Increase
Cohort Survival Rate % of Inc. Baseline: 76%
(CSR):
1 - Marginal: At least 5% increase
SY 2009-10:
2 – Average: At least 7% increase
SY 2010-11: 3 – High: At least 10% increase
SY 2011-12

Ave. % of Increase

` Sub-total (DR+CR+CSR)

Quality NAT MPS % of Inc. 1 – Marginal : 26 – 50% ___ x 0.25

(30%) SY 2009-10: 2 – Average : 51-75%
SY 2010-11: 3 – High : 76 – 100%
SY 2011-12
Ave. % of Increase
Interpretation - Good
- Better
- Best

Legend:
Numerical Rating Scale Description
0.50 – 1.49 Good
1.50 – 2.49 Better
2.50 – 3.00 Best
Step 2: Compute for
validated SBM Assessment
Scores (40%)
SBM Practices Weight Cumulative Results
Scores of
Validators per
Principle
Leadership 30% _____ x 0.3
Curriculum and 30% _____ x 0.3
Learning
Accountability 25% _____ x 0.25
Resource 15% _____ x 0.15
Management
Subtotal 100%
Interpretation - Good
- Better
- Best

Legend:
Numerical Rating Scale Description
0.50 – 1.49 Good
1.50 – 2.49 Better
2.50 – 3.00 Best
Step 3: Compute for
Final Rating
Areas Weight Computation Results
A. Performance 60% 2.50 x 0.60 1.59
Improvement
B. SBM 40% 2.50 x 0.40 1.00
Assessment
Score (DOD)
TOTAL 100% 2.59

Numerical Rating Scale Description

0.50 – 1.49 Developing
1.50 – 2.49 Maturing
2.50 – 3.00 Advanced
 Individual Task/ Group Task

Reflect on the situation or status of

your school objectively try to rate the
school where you are in using the tools
objectively .

Compute the 40 % based on the given

guidelines.

Report the result to the group.

ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND

TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE
ACCREDITATION PROCESS
 “Never get tired giving your best. In
the journey towards doing good
deeds, there’s no finish line and no
age limit. Go ahead. Be God’s model
of goodness and love. Be always of
service to others and be a blessing to
everyone.”

A Text Message