REVISITING D. O. 83, s.

2012
Implementing Guidelines on the Revised
School-Based Management (SBM)
Framework, Assessment, Process and Tool
(APAT)
DENNIS JOHN M. ESPINOZA
Education Program Supervisor
Field Technical Assistance Division

DEPARTMENT OF EDUCATION RO II
Small Group Sharing

• What is the level of SBM implementation in my school, i.e.

Leadership & Governance, Curriculum and Learning (K to 12),
Resource Management, Accountability and Continuous
Improvement?
• What area(s) of SBM is my school doing well? What area(s) of SBM
does my school need to work on?
• What is my critical role as a school head in the implementation of
SBM principles and plans?
• What are some of the support my school needs to attain the desired
reform thrust in the school?

DEPARTMENT OF EDUCATION RO II
“Education is the key to the long-term problems of
the country. If we fix basic education, we fix the
long-term problems of the country. And if we fix the
country’s problems, we will build a truly strong
society. . .”
-Pres. Benigno Simeon C. Aquino III

DEPARTMENT OF EDUCATION RO II
 Making SBM Work

* School-Based Management continues

to be a key reform thrust.

* SBM is the decentralization of decision-

making authority from Central, Regional
and Division levels to schools.

DEPARTMENT OF EDUCATION RO II
 SBM Key Concepts
• It is progressive and developmental – from a state
of being nurtured to a state capable of nurturing.

• It is decentralized – education authorities share

power and control to other stakeholders.

• It is self-empowered – schools gradually increase

their capacity on the internal locus of control.

DEPARTMENT OF EDUCATION RO II
 Four elements of a decentralized system
1. Power to make decisions – challenges must be
solved and decisions made at the lowest
organizational level.
2. Knowledge – local knowledge and expertise must
be tapped to contribute to organizational
performance.
3. Information – school status and performance is
available to the public.
4. Rewards – based on the performance of the
organization and the contributions of individuals.
DEPARTMENT OF EDUCATION RO II
 SBM Framework (D.O. 83,s. 2012)
Curriculum &
Leadership &
VMV Learning
Governance
(K to 12)

Assess

Functionally
Literate
Citizen

Act Plan

Accountability &
Resource Mgnt Continuous
Improvement
BESRA Thrust

Central, RO & DO
DEPARTMENT OF EDUCATION RO II
 Measures of Successful SBM

Guiding Principle #1:

Leadership and Governance
• A network of leadership and
governance guides the
education system to achieve
its vision, mission and goals
making them responsive
and relevant to the context
of diverse environments.
• E.g. Partnership with
Industry, Community, LGUs
and Schools

DEPARTMENT OF EDUCATION RO II
 Measures of Successful SBM

Guiding Principle #2:

Curriculum and Learning
• The curriculum learning
systems anchored on the
community and learner’s
contexts and aspirations
collaboratively developed
and continuously improved.
• E.g. contextualization of
curriculum, design of
immersion programs

DEPARTMENT OF EDUCATION RO II
 Measures of Successful SBM

Guiding Principle #3: Accountability

and Continuous Improvement
• A clear, transparent, inclusive, and
responsive accountability, system is in
place, collaboratively developed by school
community, which monitors performance
and acts appropriately on gaps and gains.

• E.g. Tracking of learners who went to

higher education, entrepreneurship, got
employed and those who did not make it.

DEPARTMENT OF EDUCATION RO II
 Measures of Successful SBM

Guiding Principle #4:

Management of resources
• Resources are collectively
and judiciously mobilized
with transparency,
effectiveness and efficiency.

• E.g. reporting the

utilization of school- *DepEd Financial Management
community resources to Manual
the stakeholders *Transparency and Accountability
Board Policy

DEPARTMENT OF EDUCATION RO II
 The SIP Process as a tool in SBM

• The SIP is a roadmap that lays down specific

interventions that a school, with the help of the
community and other stakeholders, will
undertake within a period of three (3)
consecutive school years.
• Participation in school planning and
implementation can be included in the Results-
based Performance Management System
(RPMS)

DEPARTMENT OF EDUCATION RO II
 The SIP Process as a tool in SBM

• The SIP integrates the implementation of

development activities in the school such as
Continuous Improvement, LAC, DRRM, Child
Protection, Partnership and Senior High School
Implementation Plan.

DEPARTMENT OF EDUCATION RO II
 SBM and SIP

The SIP is an important element of SBM

Further devolves Empowers school

governance of education teams and
to schools personnel

Expands community Makes delivery of

participation and education services more
involvement responsive, efficient, and
effective
DEPARTMENT OF EDUCATION RO II
 Small Group Sharing

• What is the level of SBM implementation in my school, i.e.

Leadership & Governance, Curriculum and Learning (K to 12),
Resource Management, Accountability and Continuous
Improvement?
• What area(s) of SBM is my school doing well? What area(s) of SBM
does my school need to work on?
• What is my critical role as a school head in the implementation of
SBM principles and plans?
• What are some of the support my school needs to attain the desired
reform thrust in the school?

DEPARTMENT OF EDUCATION RO II
 STEPS IN SBM-PASBE QUALITY ASSURANCE

1. Division Capability Building Program

2. SBM Implementation ( through shared leadership and

community partnerships).

3. Self-Assessment- assessment tool is used to gather data

which are analyzed for evidence using the DOD
(Documentary Analysis, Observation, Discussion)
process.
DEPARTMENT OF EDUCATION RO II
4. The visit of an External Validation Team

-If the school’s report claims attainment of

Level III SBM Level of Practice, Regional Team shall
visit the school to verify the claim.
- Level I or Level II SBM Level of Practice, then
a Division and Regional Team shall conduct the
validation
DEPARTMENT OF EDUCATION RO II
5. Application for Accreditation
* Level III of SBM Practice – endorsed by the RO for
PASBE Accreditation ( Philippine Accreditation System for
Basic Education).
* NAB sends representatives to the applicant
school to verify the information in its information sheet.
* NAB acts on the application.
6. The School Visit of the Accreditation Team- decides on
the term of accreditation.

DEPARTMENT OF EDUCATION RO II
 BASIC STEPS IN THE SBM ASSESSMENT PROCESS
Purpose: To determine the depth of its SBM practice
alongside the principles of ACCESs (A Child
Community-Centered Education Systems)
Step 1. Organize a team of at least 10 members.
Step 2. Let team members select the area (principle)
they want to assess.
Step 3. Decide on what method to use ( during the
pre-assessment meeting)

DEPARTMENT OF EDUCATION RO II
 Methods of Assessment
• Whole Method-all team members shall work as a
group to validate one principle after the other.

• Part Method-at least 2 members shall be assigned

to every Principle.
Team Leader-acts as facilitator
Secretary- acts as documenter

DEPARTMENT OF EDUCATION RO II
Step 4. Assessment Proper
1 day-document analysis
1 day-observation analysis
1 /2 day-discussion of data
Step 5. Conduct Process Validation
Step 6. Discussion of Evidence and Process Evidence
Step 7. Closure or Exit Conference
Step 8. Report Writing by Team

DEPARTMENT OF EDUCATION RO II
 The Validation Procedure : DOD

1. Conduct Document Analysis- obtain and assemble

all existing artifacts.
-evaluate the validity or truthfulness of each artifact
against the 4 RACS criteria:
* Relevance-appropriate to the indicator being assessed
* Accuracy- must be correct
* Currency-evidence is present
* Consistency-verifiable and generates the same result
* Sufficiency- evidence is adequate.

DEPARTMENT OF EDUCATION RO II
2. Conduct observation to obtain process evidence
- evidences may show the school’s focus on
learner-centered learning
Process Evidence is used to cross-validate
documentary evidence. Synthesize the process
evidence for group discussion.
3. Discussed the synthesized documentary process
and process evidence.

DEPARTMENT OF EDUCATION RO II
 Who Conducts the DOD?
-A School Assessment Committee conducts the DOD
if assessment is school - initiated.
-A Division Assessment Committee conducts the
DOD if assessment is division-initiated or if the
assessment is requested by the school.
Assessment Committee:
Leader, Secretary- heads the committee
4 Sub-committees are organized, each one is
assigned to assess 1 principle/standard.
DEPARTMENT OF EDUCATION RO II
 Operational Principles in the DOD

* Collaboration
* Transparency
* Confidentiality
* Validity
* Reform-oriented
* Principle-oriented

DEPARTMENT OF EDUCATION RO II
 The Revised SBM Assessment Tool

Characteristics:
systems- oriented
principle-guided
process-focused
non-prescriptive
user-friendly
collaborative in approach
results/outcomes-based
DEPARTMENT OF EDUCATION RO II
 PARTS OF THE TOOL

a) Basic School/Learning Center Information

b) Principle-Guided Indicators
c) Description of SBM Practice scaled in terms of
extent of community involvement
d) Learner-centeredness
e) Scoring Instructions

DEPARTMENT OF EDUCATION RO II
 USERS OF THE TOOL

-School Heads
-Teachers
-Learners
-Parents
-LGU
-Private Sector
-NGOs
-Other stakeholders
DEPARTMENT OF EDUCATION RO II
 SCORING INSTRUCTIONS

1. The 4 Principles were assigned percentage weights

on the basis of their relative importance:

Leadership and Governance- 30%

Curriculum and Learning -30%
Accountability and CI -25%
Management of Resources -15%

DEPARTMENT OF EDUCATION RO II
continuation..

2. Each principle has several indicators. Based on the result of the DOD
summarize the evidences and arrive at a concensus on the rating that will
be given to each indicator.
3. Rate the items by checking the appropriate boxes. The rating scale is:
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 procedures satisfy quality
standards

DEPARTMENT OF EDUCATION RO II
4. Assemble the rubric rated by the respondents; edit
them errors like double entries or incomplete
responses.

5. Count the number of check marks in each indicator

and record in the appropriate box in the summary
table for the area / standard rated;

DEPARTMENT OF EDUCATION RO II
6. Multiply the number of check marks in each column
by the points (1-3);
7. Get the average rating for each principle by
dividing the total score by the number of indicators
of the principle;
8. Record the average ratings for the principle in the
summary table for the computation of the general
average.

DEPARTMENT OF EDUCATION RO II
9.Multiply the rating for each principle by its
percentage weight to get the weighted average
rating.
10.To get the total rating for the four principles, get
the sum of all the weighted ratings. The value
derived is the school rating based on DOD.
11. The level of practice will be computed based on
the criteria below:

DEPARTMENT OF EDUCATION RO II
• 60% based on improvement of learning outcomes
• 40% according to the validated practices using
DOD
12. The final scoring criteria as described in item No.
11 will be issued after the operational try out.

DEPARTMENT OF EDUCATION RO II
Description of SBM level of practice
Level 1: DEVELOPING
Developing structures and mechanisms with
acceptable level and extent of community
participation and impact on learning outcomes.
Level 2: MATURING
Introducing and sustaining continuous improvement
process that integrates wider community
participation and improve significantly performance
and learning subtances.
DEPARTMENT OF EDUCATION RO II
Level III: ADVANCED (ACCREDITED LEVEL)
Ensuring the production of intended outputs/
outcomes and meetings all standards of a system
fully integrated in the local community and is self-
renewing and self-sustaining.

DEPARTMENT OF EDUCATION RO II