M atrix of SBM Dimensions by Scale of Practice

Level I Level II Level III

SBM Dimension
(Standard) (Progressive) (Mature)
1. School Leadership SH is designated SH performs greater responsibility and SH is fully accountable to stakeholders for
accountability in school management school performance

SH is trained on basic competencies on SH exercises instructional leadership and SH significantly influences student learning
instructional leadership (e.g., National management functions outcomes
Educators Academy of the Philippines SH pursue continuing professional
(NEAP) -SMILE) development

SH is trained on SBM and LSB SH as a resource on SBM (e.g., acts as SH promotes/shares SBM experiences and
responsibilities mentor/coach) leading practices to other schools
SH creates critical mass of SBM champions

SH initiates: SH co-operates with organized SH has effective working relationship with

organizing stakeholders
installing appropriate SBM systems
(e.g., school improvement planning,
budgeting and resource
management, staffing, performance
monitoring and reporting)
SH performs fund management duties (e.g.
accounting / bookkeeping functions)
stakeholders
SH manages SBM systems
SH is relieved of accounting / bookkeeping
functions and devotes more attention to
instructional leadership and supervision
LSB & SGC
SH innovates and institutionalizes
continuous school improvement process
SH act as fund manager and devotes more
attention to instructional leadership and
supervision

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 M atrix of SBM Dimensions by Scale of Practice

Level I Level II Level III

SBM Dimension
(Standard) (Progressive) (Mature)
2. Internal Students are made aware of their rights Students exercise their rights and fulfills Students engage themselves in school
Stakeholders and responsibilities as primary their responsibilities as primary leading and management
Participation stakeholders stakeholders Students are held accountable for their
(teachers, parents, performance
students)
Teachers are trained on curriculum, Teachers improve teaching effectiveness Teachers are co-leaders / co-managers of
content, and pedagogy Teachers mentor peers schools
Teachers pursue continuing professional Teachers hold themselves accountable for
development student performance

Parents assume responsibilities as Parents co-manage and co-monitor Parents are also held accountable for the
partners in the learning process learning process performance and achievement of their
children

Students, teachers, and parents are Students, teachers, and parents support Students, teachers, and parents champion
adequately oriented on SBM SBM SBM

Students, teachers, and parents Organized stakeholders introduce and co- Organized stakeholders pro-actively
understand their respective roles and implement programs supporting school- engage themselves in school governance
responsibilities on SBM; and are organized wide improvement process and continuous school-wide improvement
for participation in SBM processes process

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 M atrix of SBM Dimensions by Scale of Practice
SBM Dimension Level I (Standard)
3. External External stakeholders are organized and
Stakeholders made aware of their rights and
Participation responsibilities as education
(alumni, parents of stakeholders
alumni, local
Local government stakeholders are
leaders, retired
oriented into a functional LSB (e.g.,
teachers, youth
school building and facilities, extension
leaders/
classes, and sports development)
Sangguniang
Kabataan)
Community leaders / Peoples
Organizations (Pos) / Non-Government
Organizations (NGOs) are oriented,
organized, and mobilized to support
SBM (e.g. school community
partnerships at least within the
classroom or selected interventions like
Adopt a School program)
External stakeholders understand their
respective roles and responsibilities on
SBM; and are organized for
participation in SBM processes
Level II (Progressive)
Organized external stakeholders exercise
their rights and responsibilities as
education stakeholders
Local government stakeholders are
enabled (thru capacity development
interventions on resource planning and
management) for an expanded LSB
functions (e.g., support educational
subsidies, Instructional Materials and
Textbooks (IMTEX), teachers and school
personnel welfare and development)
Community leaders / POs / NGOs are
enabled (through capacity development
interventions resource and programming
planning and management) for expanded
and school-wide support (e.g. Every Child
A Reader Program, institutionalized
remedial class support, health and
nutrition)
Organized external stakeholders support
implementation of school-wide
improvement process
Level III (Mature)
Organized stakeholders engage themselves in
school governance and school-wide
improvement process
Local government stakeholders are fully
enabled to institutionalize expanded LSB
functions thru multi-year supplemental
lump-sum budget allocation for SBM (e.g.,
PS, MOEE, CO)
Community leaders / POs / NGOs are fully
enabled to provide institutionalized support
community-wide programs to continuously
improve learning outcomes (including ALS)
Organized stakeholders introduce and co-
implement programs supporting the school-
wide improvement process
Organized stakeholders champion SBM
Organized stakeholders help create a
community environment that supports basic
education
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 M atrix of SBM Dimensions by Scale of Practice
SBM Dimension Level I (Standard)
4. School School conducts assessment of SBM
Improvement practice using assessment tool
Process
SGC is organized.
SGC members are oriented and trained on
SBM and school governance they are
made aware of their duties and
responsibilities
SIP/AIP needs and priorities are
systematically identified (through situation
analysis within the context of existing
conditions, circumstances and available
resources
SIP/AIP emphasizes improvement of
educational outcomes
Stakeholders are informed, consulted, and
engaged in SIP/AIP formulation,
implementation, and monitoring and
evaluation
SIP/AIP implementation is regularly tracked
and reported with necessary corrective
measures undertaken
Best practices are identified, documented
and shared among peers
Level II (Progressive)
Periodic assessment of SBM practice
using assessment tool
SGC supports continuous school
improvement process
SGC members are performing their
respective duties and responsibilities
Participatory and knowledge-based
SIP/AIP development and
implementation that are responsive to
community needs and performance
feedback
SIP/AIP meets Divisional/ Regional /
National performance standards on
learning outcomes
Stakeholders are informed, consulted,
and engaged in SIP/AIP formulation,
implementation, and monitoring and
evaluation and are satisfied with school
performance
SIP/AIP implementation is benchmarked
(with leading practices) and undertakes
innovations and improvements
Best practices are replicated
Level III (Mature)
Institutionalized assessment of SBM practice
using assessment tool
SGC demands and champions continuous school
improvement process
SGC members are held accountable for school
performance
SIP/AIP formulation and implementation involve
full and sustained engagement of stakeholders
SIP/AIP surpasses National / Regional /
Divisional performance standards; Division/
Region / National plans and programs are based
on SIPs/AIPs
Stakeholders are informed, consulted, and
engaged in SIP/AIP formulation,
implementation, and monitoring and evaluation
and are jointly accountable for school
performance
SIP/AIP implementation is geared towards
achieving exemplary performance and
institutionalized benchmarking and continuous
improvement processes
Best practices are institutionalized
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 M atrix of SBM Dimensions by Scale of Practice
Level I
SBM Dimension
(Standard)
4. School Resources and funds (MOOE) are
Improvement linked to SIP/AIP targets and allocated
Process to meet minimum educational cost
(continued) requirements (e.g., per capita per
student)
A system of incentives and rewards
(and positive discipline for
underperformance) based on
performance contract (between SGC
and DepEd) is piloted to promote
school improvement process
A system of technical assistance (policy A system of technical assistance (policy A system of technical assistance (policy
support, institutional strengthening,
and training) is installed for continuous and training) is strengthened for
school improvement process
1
Provide desired ranges of total school budget LGU support ratios
Level II
(Progressive)
Resources and funds are augmented
with LSB and community contributions
and allocated to meet desired
educational outcomes
A system of incentives and rewards
(and positive discipline for
underperformance) based on
performance contract (between SGC
and DepEd) is established with DepEd
and stakeholder support to sustain
school improvement process
support, institutional strengthening,
continuous school improvement
process
Level III
(Mature)
Resources and funds are sustained by
LGU1 and community partners through
supplemental budget and community
equity
A system of incentives and rewards
(and positive discipline for
underperformance) based on
performance contract (between SGC
and DepEd) is institutionalized with
DepEd and stakeholder support to
sustain school improvement process
support, institutional strengthening,
and training) is optimized for
continuous school improvement
process
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 M atrix of SBM Dimensions by Scale of Practice
SBM Dimension Level I (Standard)
5. School-based Annual School Budget (ASB) (e.g.,
Resources DepEd MOOE) is aligned with
SIP/AIP
School manages and controls
funds/ resources with Division Office
assistance (review and approval)
ASB is executed in accordance with
guidelines
ASB results in attainment of targets
and desired outcomes
School is properly informed of
MOOE allocation / MOOE is
published and drilled down to
schools in cash
School undertakes school-based
procurement with Division Office
assistance
DepEd representative to the LSB is
knowledgeable of SIP priorities
MOOE funds made available to the
school is recorded, optimally
utilized, reported & accounted for
Level II (Progressive)
Annual School Budget (DepEd MOOE + SEF+
community contributions) is aligned with
SIP/AIP
School manages and controls funds/ resources
with Division Office technical guidance
ASB is executed with efficiency and cost
effectiveness
ASB results in surpassed targets and desired
outcomes
School MOOE allocation is augmented with LSB
and community contributions to meet desired
educational outcomes
School undertakes school-based procurement
with
Division Office guidance
DepEd representatives to the LSB ensure that
SEF budget priorities support SIP/AIP and
reflects increased number of educational
resources (e.g. classrooms, textbooks, teacher
items, equipment, teachers/school personnel
welfare)
All resources and funds made available to the
school is recorded, optimally utilized, reported
and accounted for
Level III (Mature)
Annual School Budget (DepEd MOOE + SEF +
community contribution and LGU supplemental
budget + grants/loans) is aligned with SIP/AIP
School fully manages and controls funds/
resources
ASB is executed with best practices and
innovations resulting in improved school
performance
ASB results in sustained excellent performance
School budget is sustained and institutionalized
by LGU and community partners through
supplemental budget and community equity
School undertakes own school-based
procurement including IMTEX, furniture, and
equipment, School Building Program (SBP)
subject to DepEd-wide guidelines
DepEd representatives to the LSB monitor and
influence SEF for sustained support to SIP/AIP.
All resources and funds made available to the
school is recorded, optimally utilized, reported
and accounted for
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 M atrix of SBM Dimensions by Scale of Practice
Level I
SBM Dimension
(Standard)
6. School School introduces transparency and
Performance accountability mechanisms
Accountability
(performance is Monitoring and Evaluation (M/E)
monitored, systems is installed and operational
validated, (e.g. data and reports are used in
evaluated and continuing improvement)
reported)
Major stakeholders (SGC, PTCAs,
Schools Division Superintendent,
Regional Office, LSB) are informed and
participate in M/ E and reporting
Quarterly school performance (student Quarterly and annual school
and teacher performance) is
monitored and evaluated by SGC
Improvements in learning outcomes
by Grade/Year level are monitored
and evaluated by homeroom and
tracked per student/subject
Level II
(Progressive)
School exercises transparency and
accountability in carrying out its
functions
Performance and results-based M/E
system is fully operational and utilized
in planning
All stakeholders fully participate in M/
E and reporting activities
performance (e.g. SRC) are monitored
and evaluated by community
stakeholders
Improvements in learning outcomes
by Grade/Year level are monitored
and evaluated on school-wide basis
Level III
(Mature)
School is fully transparent and
accountable
Stakeholders and school jointly
develop and implement multi-sectoral
and multi-dimensional M/E system
with innovations
Stakeholders hold themselves
accountable for school performance
School performance is presented,
published and validated through
community satisfaction surveys.
Improvements in learning outcomes
are tracked for benchmarking with
other SBM schools
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