CHECKPOINT 1. What is the meaning of SBM? 2. What are the 4 guiding principles of Revised SBM? 3.

What is the meaning of D.O.D.? 4. What is the meaning of PASBE? 5. What is the role of PASBE to the implementation of SBM?

The Revised SBM Assessment Tool

Part I PERFORMANCE IMPROVEMENT

60%

DON JOSE YNARES SR. MNHS for the past 3 years

Performing? Not performing?

ACCESS (45%)

EFFICIENCY (25%)

EFFICIENCY (25%)

EFFICIENCY (25%)

QUALITY(30%)

0 x 60 = 0%

Part II SBM Assessment Score Based on D.O.D. 40%

Guiding Principles
Leadership and Governance Curriculum and Learning Accountability and Continuous Improvement Management of Resources

Leadership and Governance Accreditation Status

Curriculum and Learning

Accountability Continuous Improvement

Autonomous Reaccredited Status Accredited Initial Accreditation

LEVEL III (ADVANCED ACCREDITED)

LEVEL II (MATURING)

Candidate Status

LEVEL I (DEVELOPING)

SBM PASBE OPERATIONAL FRAMEWORK

SBM Level of Practice

Level I: Beginning

Establishing and developing structures and mechanisms 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 outcomes/ outcomes and meeting all standards of a system fully integrated in the local community and is self-renewing and selfsustaining

A.

LEADERSHIP & GOVERNANCE

Leader : Angela R. Agas Members : 1. Ma. Victoria S. Cequena 2. Annaliza Q. Mendoza 3. Catherine O. Certeza 4. Eric John G. Wenner

B.

CURRICULUM & LEARNING

Leader : Adora Neri C. Antazo Members: 1. Ginavia S. Antiporda 2. Norelyn C. Anorma 3. Edgar R. Durana 4. Marie Joy M. Aralar

C.

ACCOUNTABILITY & CONTINUOUS DEVT

Leader: Daisy C. Fedilo Members: 1. Remedios C. Tirana 2. Mary Rose Concepcion A. Flores 3. Charito DG. Dela Cruz 4. Mariane A. Distor

RESOURCE MANAGEMENT Leader: Judy P. Aralar

D.

Members: 1. Jaime P. Aralar, Jr. 2. Jimmy S. Pajarillo 3. Janneth C. Ojascastro 4. Rose Marie P. Rivera

What do the documents say?

Beginning? Developing?

Advanced?

You are here.

Where do we go from here?

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

The development plan guided by the schools

The development plan is evolved through the shared leadership of the school and the community stakeholders.

The development plan is enhanced with the community performing the leadership roles, and the school providing technical support.

(e.g. SIP) developed vision, mission and collaboratively by the stakeholders of the school and community. goal (VMG) is developed through the leadership of the school and the 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
working as full partners,

stakeholders lead the

regular review and

regularly reviewed by improvement of the the school community to keep it responsive and relevant to emerging needs, challenges and opportunities. development plan.

lead the continual review improvement process; and improvement of the development plan. the school stakeholders facilitate the process.

3.

The school is organized by a clear structure and work arrangements that promote shared leadership and governance and

The school defines the organizational structure, and the roles and responsibilities of stakeholders.

The school and community

Guided by an agreed organizational structure,

collaboratively define the the community structure and the roles and responsibilities of stakeholders. stakeholders lead in defining the organizational structure and the roles and

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 are in place and analysis of the competency and development needs of leaders is conducted; result is used to develop a long term training and development program. Leaders undertake training modes that are convenient to them (online, off-line, modular, group, or home-based) Leaders assume responsibility for their own training and development. School community leaders

and which do not disrupt working individually or their regular functions. Leaders monitor and evaluate their own in groups, coach and mentor one another to 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 provides for the development needs All types of learners of the school community are identified, their Programs are fully The educational needs

implemented and closely of all types of learners monitored to address are being met as shown

of all types of

learning curves

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.

learners in the school assessed; appropriate community programs with its support materials for each type of learner is developed.

2. The implemented curriculum is localized to make it more meaningful to

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

The localized curriculum is implemented and monitored closely to

Best practices in localizing the curriculum are mainstreamed and

the learners and

applicable to life in the community.

technologies are
documented and used to develop a lasting curriculum.

ensure that it makes

learning more meaningful and pleasurable, produces

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

Localization guidelines desired learning

are agreed to by

that uses the

outcomes, and directly community as learning laboratory, and the school as an agent of change for improvement of the community.

school community and improves community teachers are properly oriented. life. Ineffective approaches are replaced and innovative ones are developed.

3. A representative

A representative team

Learning materials and Materials and approaches to approaches are being

group of school and of school and community stakeholders community stakeholders assess

reinforce strengths and used in school, in the address deficiencies family and in

develop the
methods and materials for developing creative

content and methods

used in teaching creative, critical thinking and problem

are developed and

tested for applicability on school, family and community.

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

thinking and
problem solving.

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

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 and cooperatively; and

The school-based monitoring and learning systems generate feedback that is used for making

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

community using
appropriate tools to ensure the holistic growth and

feedback is shared
with stakeholders.

decisions that enhance

the total development of learners.

development of the
learners and the community.

A committee take care

The system uses a tool of the continuous improvement of the that monitors the holistic development of tool. The monitoring tool has been improved to provide both

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 community and

School assessment results are used to develop learning programs that are

assessment results are results are shared with

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

of child/learner-centered, practice child/learnerrights-based, and inclusive principles of centered principles of education in the design of support to education.

methods and resources

are community driven, inclusive and adherent to childs rights and protection requirements.

community members) education. nurture values and environments that are protective of all children and demonstrate Learning managers and facilitators conduct

Learning managers and Learning managers and facilitators apply the facilitators observe learners rights from

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

designing the curriculum

to structuring the whole learning environment.

7.

Methods and

Practices tools and

Practices, tools, and

There is continuous

resources are learner materials for developing

and communityfriendly, enjoyable, safe, inclusive,

materials for developing

exchange of information,

self-directed learners are self-directed learners are sharing of expertise and highly observable in school, but not in the beginning to emerge in the homes and in the community. materials among the schools, home and community for the development of selfdirected learners

accessible and aimed home or in the at developing selfdirected learners. Learners are equipped with community.

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

Learning programs are

designed and developed to produce learners who are responsible and accountable for their learning.

The program so
collaboratively implemented and monitored by teachers and parents to ensure that it produces desired learners.

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

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 responsibilities of accountable

person/s and
collective body/ies are clearly defined and agreed upon

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.

Shared and participatory processes are used in determining roles, responsibilities, and accountabilities of stakeholders in managing and supporting education.

by community
stakeholders.

2.

Achievement of goals

Performance

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 a collaboratively developed performance accountability system; gaps are addressed through appropriate action. at the school level.

3.

The accountability

The school articulates the

Stakeholders are engaged in the development and

School community stakeholders continuously

system is owned by the accountability assessment community and is framework with basic

operation of an appropriate and collaboratively review accountability assessment system. and enhance accountability systems processes mechanisms and tools.

continuously enhanced components, including to ensure that implementation guidelines

management structures to the stakeholders. and mechanisms are responsive to the merging learning needs and demands of the community.

4. Accountability assessment criteria and tools, feedback mechanisms, and

The school, with the participation of stakeholders, articulates an

Stakeholders are engaged in the development and operation of an

Stakeholders continuously and collaboratively review and enhance

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, resource allocation

and community stakeholders as basis for resource allocation and mobilization. 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

Stakeholders are
invited to participate in the development of an

Stakeholders are
regularly engaged in the planning and resource

Stakeholders
collaborate to ensure timely and need based planning and resource

programming that is educational plan in

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 community-

Stakeholders support judicious, appropriate,

Stakeholders are engaged and share expertise in the collaborative

Stakeholders sustain the implementation and improvement of a collaboratively

developed resource and effective use of management resources.

system that drives

appropriate behaviors of the stakeholders to

development of
resource management system.

developed, periodically
adjusted, and constituent-focused resource management

ensure judicious,
appropriate, and effective use of resources.

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,

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.

and reporting processes

on resource management.

monitoring, evaluation,
and reporting processes on resource management.

developed system of
monitoring, evaluation and reporting for resource management.

There is a system that An engagement

Stakeholders support a

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

manages the network procedure to identify and system of partnerships and linkages which strengthen and utilize partnerships with stakeholders for for improving resource management.

sustain partnerships
for improving resource management.

improving resource
management is evident