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 departments 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 systems 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 Principle-guided Evidence-based

Non-prescriptive User-friendly Collaborative in approach Results/outcomes focused

Learner-centered
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 Parents

NGO/PO LGU 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 mechanisms are in place to demonstrate ACCESS and

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 Development Plan collaboratively by the stakeholders of the school and community. The development plan The development plan shared leadership of the school and the stakeholders. The development plan is enhanced with the community performing the leadership roles, and the school providing technical support.

guided by the schools is evolved through the goal (VMG) is leadership of the school and the participation of some invited community

(e.g. SIP) developed vision, mission and

developed through the community

stakeholders.

2. The development

The school leads the

The school and

The community

plan (e.g.SIP) is
the school community to keep it responsive and relevant to emerging needs, challenges and opportunities. 3. The school is organized by a clear structure and work arrangements that promote shared leadership and governance and

regular review and

development plan.

community stakeholders stakeholders lead the

working as full partners, regular review and lead the continual of the development plan. improvement process; facilitate the process. review and improvement the school stakeholders

regularly reviewed by improvement of the

The school defines the and the roles and responsibilities of stakeholders.

The school and collaboratively define the structure and the roles and responsibilities of stakeholders.

Guided by an agreed organizational structure, the community stakeholders lead in defining the organizational structure and the roles and

organizational structure, community

define the roles and

responsibilities of the stakeholders.

responsibilities; school
provides technical and administrative support.

4. A leadership network

A network has been

The network actively

The network allows easy

facilitates
communication between and among school and community leaders for informed decision-making and solving of school community wide

collaboratively
established and is continuously improved by the school community.

provides stakeholders
information for making decisions and solving learning and administrative problems.

exchange and access to

information sources beyond the school community.

learning problems.
5. A long term program is in operation that addresses the training and development needs of school and community leaders. Developing structures of the competency and development needs of leaders is conducted; Leaders undertake Leaders assume responsibility for their development. School community leaders working individually or in groups, coach and mentor one another to achieve their VMG. are in place and analysis training modes that are line, off-line, modular, group, or home-based)

convenient to them (on- own training and

result is used to develop and which do not a long term training and disrupt their regular development program. functions. Leaders monitor and evaluate

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 provides for the development needs All types of learners of the school community are identified, their Programs are fully implemented and closely monitored to The educational needs of all types of learners are being met as shown

of all types of
learners in the school community

learning curves
assessed; appropriate programs with its support materials for each type of learner is developed.

address performance
discrepancies, benchmark best practices, coach low performers, mentor potential leaders, reward high achievement, and maintain environment that makes learning meaningful and enjoyable.

by continuous
improvement on learning outcomes and products of learning. Teachers as well as students performance is motivated by intrinsic rather than extrinsic rewards. The Schools differentiated program is frequently benchmarked by other schools.

2. The implemented curriculum is more meaningful

Local beliefs, norms, values, traditions, events, and existing

The localized curriculum is implemented and monitored closely to

Best practices in localizing the curriculum are mainstreamed and

localized to make it folklores, current

to the learners and

applicable to life in the community.

technologies are
to develop a lasting curriculum.

ensure that it makes

meaningful and pleasurable, produces

benchmarked by other
schools. There is marked increase in number of projects

documented and used learning more

Localization
guidelines are agreed to by school community and teachers are properly oriented.

desired learning
outcomes, and directly improves community life. are replaced and innovative ones are developed.

that uses the

community as learning laboratory, and the school as an improvement of the community.

Ineffective approaches agent of change for

3. A representative group of school and community stakeholders

A representative team of school and community stakeholders assess

Learning materials and Materials and approaches to reinforce strengths and address approaches are being used in school, in the family and in

develop the
methods and materials for

content and methods

used in teaching creative, critical

deficiencies are
developed and tested for applicability on school, family and

community to develop
critical, creative thinking and problem solving community of

developing creative thinking and problem

thinking and
problem solving.

solving. Assessment
results are used as guide to develop materials.

community.

learners and are

producing desired results.

4. The learning systems are regularly and collaboratively monitored by the

A school-based monitoring and learning system is conducted regularly

The school-based monitoring and learning systems generate feedback

The monitoring system is accepted and regularly used for collective decision making.

and cooperatively; and that is used for

community using
ensure the holistic growth and

feedback is shared

making decisions that

enhance the total development of learners.

appropriate tools to with stakeholders.

development of the
learners and the community. The system uses a tool A committee take care of the continuous that monitors the holistic development improvement of the tool. The monitoring tool has been improved to provide both

of learners.

quantitative and
qualitative data.

5. Appropriate assessment tools for teaching and learning are

The assessment tools are reviewed by the school and

The assessment tools are reviewed by the

School assessment results are used to

school community and develop learning

assessment results are results are shared with programs that are

continuously
reviewed and improved, and assessment results

shared with schools

stakeholders

community
stakeholders.

suited to community,
and customized to each learners context, results of which are

are contextualized
to the learner and local situation and the attainment of relevant life skills.

used for collaborative

decision-making.

6. Learning managers

Stakeholders are aware

Stakeholders begin to

Learning environments,

and facilitators
(teachers, administrators and community members) nurture values and environments that are protective of all children and

of child/learnercentered, rights-based, and inclusive principles of education.

practice child/learnercentered principles of education in the design

methods and resources

are community driven, inclusive and adherent protection requirements.

of support to education. to childs rights and

Learning managers and facilitators conduct

Learning managers and facilitators apply the

Learning managers and facilitators observe

demonstrate
behaviors consistent to the organizations vision, mission and goals.

activities aimed to
increase stakeholders awareness and commitment to fundamental rights of children and the basic principle of educating them.

principles in designing
learning materials

learners rights from

designing the curriculum to structuring the whole learning environment.

7. Methods and and communityfriendly, enjoyable, safe, inclusive, at developing selfdirected learners. Learners are equipped with

Practices tools and self-directed learners are highly observable in school, but not in the community.

Practices, tools, and self-directed learners in the homes and in the community.

There is continuous information, sharing of among the schools, home and community for the development of self-directed learners

resources are learner materials for developing materials for developing exchange of
are beginning to emerge expertise and materials

accessible and aimed home or in the

essential knowledge,
skills, and values to assume responsibility and accountability for their own learning.

Learning programs are

The program so

The program is
mainstreamed but continuously improved to make relevant to emergent demands.

designed and developed collaboratively to produce learners who implemented and are responsible and accountable for their learning. monitored by teachers and parents to ensure 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. Shared and participatory processes are used in determining roles, responsibilities, and accountabilities of stakeholders in managing and supporting education.

1. Roles and responsibilities of accountable

person/s and
collective body/ies are clearly defined

There is an active party that initiates clarification of the roles and responsibilities in education delivery.

The stakeholders are engaged in clarifying and defining their specific roles and responsibilities.

and agreed upon

by community stakeholders.

2.

Achievement of goals a collaboratively developed performance accountability system; gaps are addressed through appropriate action.

Performance at the school level.

A community-level accountability system is evolving from school-led initiatives

A community-accepted performance accountability, recognition and incentive system is being practiced.

is recognized based on accountability is practiced

3.

The accountability community and is to ensure that management structures and mechanisms are responsive to the merging learning needs and demands of the community.

The school articulates the framework with basic

Stakeholders are engaged in the development and operation of an appropriate accountability

School community stakeholders continuously and collaboratively review and enhance accountability systems processes mechanisms and tools.

system is owned by the accountability assessment continuously enhanced components, including to the stakeholders.

implementation guidelines assessment system.

4. Accountability assessment criteria mechanisms, and

The school, with the participation of articulates an

Stakeholders are engaged in the development and operation of an

Stakeholders continuously and collaboratively review and enhance

and tools, feedback stakeholders,

information
collection and validation techniques and

accountability
assessment framework with basic components, including

appropriate
accountability assessment system.

accountability
systems; processes, mechanisms and tool.

processes are
inclusive and collaboratively developed and agreed upon.

implementation
guidelines

5. Participatory assessment of performance is done regularly with

School initiates periodic performance assessments with the participation of

Collaborative conduct of performance assessment informs planning, plan

School-communitydeveloped performance assessment is

the community.
Assessment results and lessons learned serve as basis for

stakeholders.

adjustments and
requirements for technical assistance.

practiced and is the

basis for improving monitoring and evaluation systems, providing technical assistance, and recognizing and refining plans.

feedback, technical
assistance, recognition and plan adjustment.

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
collaboratively undertaken by learning managers,

aware that a regular

resource inventory is available and is used as the basis for

characterized by
regularity, increased participation of stakeholders, and

are systematically
developed and stakeholders are engaged in a

learning
facilitators, and community stakeholders as basis for resource allocation and mobilization.

resource allocation
and mobilization

communicated to the
community as the basis for resource allocation and mobilization

collaborative process
to make decisions on resource allocation and mobilization.

2. A regular dialogue for planning and resource programming that

Stakeholders are
invited to participate in the development of an educational plan in

Stakeholders are
regularly engaged in the planning and resource

Stakeholders
collaborate to ensure timely and need based planning and resource

is accessible and
inclusive, continuously engage

resource
programming, and in the implementation of the educational plan.

programming, and in
the implementation of the education plan.

programming and
support continuous implementation of the education plan.

stakeholders and
support implementation of community education plans.

3. In place is a communitymanagement

Stakeholders support

Stakeholders are expertise in the collaborative

Stakeholders sustain the implementation and improvement of a collaboratively

judicious, appropriate, engaged and share resources.

developed resource and effective use of

system that drives

appropriate behaviors of the stakeholders to

development of
resource management system.

developed,
periodically adjusted, and constituentfocused resource

ensure judicious,
appropriate, and effective use of resources.

management system.

4. Regular monitoring, evaluation, and reporting processes of resource management are

Stakeholders are invited to participate in the development and implementation of monitoring, evaluation, on resource management.

Stakeholders collaboratively participate in the development and implementation of

Stakeholders are engaged, held accountable and implement a collaboratively

collaboratively
developed and implemented by the learning managers, facilitators, and community stakeholders. 5. There is a system that manages the which strengthen

and reporting processes monitoring, evaluation,

on resource management.

developed system of
and reporting for resource management.

and reporting processes monitoring, evaluation

An engagement procedure to identify with stakeholders for

Stakeholders support a system of partnerships for improving resource management.

An established system of partnership is managed and sustained by the stakeholders for continuous improvement of resource management.

network and linkages and utilize partnerships

and sustain
partnerships for improving resource management.

improving resource
management is evident

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
Enrolment Increase SY 2009-10: SY 2010-11: SY 2011-12 Ave. % of Increase % of Inc.

Rating & Equivalent Points

Computation

Results

Access (45%)

1 Marginal: At least 1% 2 Average: At least 7% increase 3 High: At least 10% increase

___ x 0.45

Efficiency (25%)

Dropout Rate (DR): SY 2009-10:

% of Dec.

SY 2010-11:
SY 2011-12 Ave. % of decrease Completion Rate (CR): SY 2009-10: SY 2010-11: % of Inc.

Baseline: 7.06 1 Marginal: At least 25% decrease 2 Average: At least 50% decrease 3 High: has 0 DR Baseline: 75% 1 - Marginal: At least 5% increase 2 Average: At least 7% increase 3 High: At least 10% increase Baseline: 76% 1 - Marginal: At least 5% increase 2 Average: At least 7% increase 3 High: At least 10% increase

___ x 0.25

SY 2011-12
Ave. % of Increase Cohort Survival Rate (CSR): SY 2009-10: SY 2010-11: SY 2011-12 Ave. % of Increase % of Inc.

Sub-total (DR+CR+CSR) NAT MPS SY 2009-10: SY 2010-11: % of Inc.

Quality (30%)

1 Marginal : 26 50% 2 Average : 51-75% 3 High : 76 100%

___ x 0.25

SY 2011-12
Ave. % of Increase

Interpretation

- Good - Better - Best

Legend:
Numerical Rating Scale 0.50 1.49 1.50 2.49 2.50 3.00 Description Good Better Best

Step 2: Compute for validated SBM Assessment Scores (40%)

SBM Practices

Weight

Cumulative Scores of Validators per Principle

_____ x 0.3 _____ x 0.3 _____ x 0.25 _____ x 0.15

Results

Leadership Curriculum and Learning Accountability Resource Management Subtotal

30% 30% 25% 15% 100%

Interpretation

- Good - Better - Best

Legend:
Numerical Rating Scale 0.50 1.49 1.50 2.49 2.50 3.00 Description Good Better Best

Step 3: Compute for Final Rating

Areas A. Performance Improvement B. SBM Assessment Score (DOD) TOTAL

Weight 60% 40%

Computation 2.50 x 0.60 2.50 x 0.40

Results 1.59 1.00

100%

2.59

Numerical Rating Scale

Description

0.50 1.49
1.50 2.49 2.50 3.00

Developing
Maturing 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, theres no finish line and no age limit. Go ahead. Be Gods model of goodness and love. Be always of service to others and be a blessing to everyone. A Text Message