BEST PRACTICES

ON SBM
IMPLEMENTATION
of
Bagnen Oriente
Elementary
School

A. Executive Summary:

B. Background and Rationale:

Excerpt from Deped Order No. 83, s. 2012
The implementation of the Governance of Basic
Education Act 0f 2001 (RA 9155) provided the
mandate for decentralizing the system of school
management and recognized the role of the
Government Local Units and other stakeholders as
partners in education service delivery.
Consequently, the Department launched the First
School Initiatives (SFI) in 2005 to empower the
school and its community stakeholders to
effectively address access and quality issues in
basic education.
In 2006, a more comprehensive package of
policy reforms dubbed as Basic Education Sector
Reform Agenda (BESRA) was launched to sustain
and expand the gains of SFI through School-Based
Management (SBM). Along with the teacher
education development, national learning

strategies, quality assurance, monitoring and

evaluation, and organizational development, SBM
was identified as one of the key reform thrust
(KRTs) envisioned to effect improvement at the
school level.
Hence, several enabling policies on SBM
policies were formulated, including the
establishment of School Governing Council (SGC);
conduct of Assessment of Level of Practice; School
Improvement Plan (SIP); and reporting of school
accomplishment reports through School Reports
Cards (SRC). These policies were supported by a
budget line item in the General Appropriation Acts
(GAA) for the installation of SBM in all public
elementary and secondary schools.
Therefore, School-Based Management is defined as the
decentralization of decision-making authority from central, regional and
division levels down to individual school sites, with the intent of uniting
school heads, teachers, students as well as parents, the local government
units and the community at large in promoting effective schools.

C. Objectives, Key Result

Area/s:
Bagnen Oriente Elementary School main goal
in SBM implementation is to improve school
performance and
pupils achievement.

Furtherly, the school aimed to:

1. Empower the school head to lead the teachers and pupils of Bagnen
Oriente Elementary School through reforms which will lead to higher
learning outcomes.
2. Bring resources, including funds, down to the control of schools to
spur change, in line with decentralization.
3. Strengthen partnership with communities as well as local government
units to invest time, money and effort in making the school a better place
to learn.
4. Integrate school management and instructional reform to make the
school effective.

D. School SBM Practices:

DIMENSION I-Leadership and Governance:
A. Paaralan Ko, Responsibilidad Ko Program
- A school program that focuses in improving the school performance;
school facilities, pupils performance and teachers improvement.
STRATEGIES:
1. Making and implementation of School Improvement Plan (SIP) and
2. School Annual Implementation Plan (AIP)
3. Making of Accomplishment Report

Performance Indicators:
1. Installed Required Mechanism

2. Old and new SIP book

3. Old and new School AIP

B. Paaralan Ko, Mahal Ko Program

- A school localized adaptation of the national Deped Adopt A
School Program wherein stakeholders are encourage to support the
school in all means. And for the past years, Bagnen Oriente Elementary
School has been receiving donations from several individuals, private
and public organizations.
STRATEGIES:
1. Solicit stakeholders through formal letters, invitations
2. On line Correspondence
Indicator or Means of Verification:
1. Acknowledgement Receipt
2. Goods donated
a. a drum set
b. gong set
c. badminton racket
d. volleyball ball

1. DIMENSION II-Curriculum and Instruction:

A. Values Education Program
- A 5 year-old special Program of the school that aimed to
develop good values formation among the learners.
- Every year one from the community volunteers to teach,
and at present there are two Values Education Volunteer teachers

teaching songs, Bible stories and other Christian related

learnings 30 minutes every Friday.
STRATEGIES:
School Head checked the values curriculum

1.
Performance Indicators:
1. Learners improvement in values formation.
B. School Special Saturday Classes

E. Impact/ Relevance: