ree By Republic of the Philippines Department of Education REGION IV-A CALABARZON GATE 2, KARANGALAN VILLAGE 1900 CAINTA, RIZAL 01 February 2021 Regional Memorandum To GUIDELINES ON THE SUGGESTED MEANS OF VERIFICATION IN ASSESSING AND VALIDATING SCHOOL-BASED MANAGEMENT LEVEL OF PRACTICE Schools Division Superintendents . In reference to D.O. 83, s. 2012, this Office, through the Field Technical Assistance Division, issues the Guidelines on the Suggested Means of Verification in Assessing and Validating School-Based Management Level of Practice to harmonize and unify the SBM Assessment in Region IV-A CALABARZON. . Governance of Basic Education Act of 2001 (RA 9155) emphasized that the school shall be the heart of the formal education system. It is where children leam. Schools shall have a single aim of providing the best possible basic ‘education for all leamers. The State shall encourage local initiatives for improving the quality of basic education. Schools and learning centers shall be empowered to make decisions on what is best for the leamers they serve. With the advent of the new normal amidst the COVID 19 pandemic, indubitably brought challenges that affect every aspect of our lives, specifically in educational setting. Through the SBM, teachers and school heads have the authority to formulate their own professional development plans consistent with the organization's goals and standards. Teachers can adapt classroom strategies to meet the diverse needs of leamers. Schools have the authority fo enter into partnership agreements resulting fo community and other stakeholders to become actively engaged in school operations. SBM does indeed lead to improved school performance, so the focus and attention on SBM appear justified. The resources at the school level are still a very small proportion of total educational resources, indicating that decentralization has a long way to go. Furthermore, measurable leadership skills of school principals are important to the implementation of SBM “"EXCELLENCE is a CULTURE and QUALITY is a COMMITMENT” ‘Trunkline: 02-8682-5773/8684-4914/8547-7487 SW) wetsie: depedeatbarzonph Document Inquiry: https://r4a-teadoc.com/inquire Facebook: DepEd R-84 CalabarzonPage 2 of 2 5. To harmonize and unify the SBM Assessment in Region IV-A CALABARZON on School-Based Management level of practice, an assessment of SBM level of practices will put on view to help educators manage and run their schools efficiently and effectively. It highlights the strategic importance of educating our children and other stakeholders in participating in educational activities. This emphasis will make the task of our school heads and teachers easier, as the community will be one with them in their efforts to improve the school. The SBM practice is ascertained by the existence of structured mechanisms, processes, and practices in all indicators The SBM Assessment emphasizes that seltimprovement is the reward and not a race to the top. However, there is an urgency to improve our schools because we cannot make our leamers wait. 6. As amandate, the Field Technical Assistance Division (FTAD) will facilitate the delivery of quality basic education and create an enabling environment for schools and leaming centers and mandated to lead, coordinate and integrate the provision of technical assistance to Schools Division Offices. 7. Relative to this, the Field Technical Assistance Division (FTAD) is assigned to engage the Regional Field Technical Assistance Teammates [RFTATs) to monitor, assess and validate the recommended School-Based Management Level of Practice by the Schools Division Offices and to provide technical support 8. Schools Division Offices are requested to submit the list of recommended SBM Level 3 of Practice on July 16, 2021. The basis of assessment is from School Year 2017-2018 to 2019-2020. Please see attachment for your reference. 9. Strict adherence with the IATF Health Protocol and Standards must be observed in the conduct of this activity. For inquiries, please call Michael Girard R. Alba, Chiet of Field Technical Assistance Division at (02) 86825773 local 440 or 09178885853. 10. Immediate dissemination of this Memorandum is highly desired. secon Regional a ce: flad/abrenciloRepublic of the Philippines Department of Education REGION IV-A CALABARZON GATE 2, KARANGALAN VILLAGE. 1900 CAINTA, RIZAL SCHOOL ~ BASED MANAGEMENT IN THE CONTEXT OF THE NEW NORMAL School-Based Management (SBM) is a DepEd’s thrust that decentralizes the decision-making from the Central Office and field offices to individual schools and leaming centers to enable them to “better respond to their specific education needs." As stated in Republic Act No. 9155, or the “Govemance of Basic Education Act of 2001", Sec 2 ‘Schools and leaming centers shall be empowered to make decisions on what is best for the learners they serve." The shift of focus of educational management to SBM underscores the empowerment of key stakeholders in school communities to enable them to actively participate in the continuous improvement of schools towards the attainment of higher pupil / student leaming outcomes. In line with the abovementioned thrust of DepEd, DepEd Order No. 12, s. 2014 ‘and DepEd Order No. 13, s. 2016 have the provisions that schools are provided with financial resources to implement programs, projects and activities in their school improvement plans. Through the SBM, teachers and school heads have the authority to formulate their own professional development plans consistent with the organization's goals and standards. Teachers can adapt classroom strategies to meet the diverse needs of leamers. Schools have the authority to enter into partnership agreements resulting to community and other stakeholders to become actively engaged in school operations. With the advent of the new nomal amidst the COVID 19 pandemic, indubitably brought challenges that affect every aspect of our lives, specifically in educational setfing. Uncertainties set in that schools need to make abrupt changes in their plans to ensure effective delivery of K to 12 curriculum. If becomes necessary for school administrators to consider different scenarios to seek solutions embracing the usefulness of information and technology skills as these shall undoubtedly help them continue with effective leaming delivery and ease the educators in assisting learners get by through this difficult time. DepEd CALABARZON has maintained access to basic quality education with the sustainable support of the government to education in collaboration with varied stakeholders. TAAL Volcano eruption and this present Corona Virus Disease - 2019 (COVID 19 Pandemic] have evidently disrupted plans that were already set. Amidst these crises, DepEd region CALABARZON has remained resilient fo come up with CALABARZON PIVOT Leaming Continuity Plan (PIVOT 4A LCP) anchored on Intent-Content-Leaming —Assessment Framework (ICLeA)}, ensuring leaming opportunities for the leamers. This LCP anchored on ICLeA framework make its implementation on a holistic approach across schools division offices, schools, and leaming centers. The framework was crafted based on the emerging need to fully disclose the adjustments made on competencies covered, “EXCELLENCE is @ CULTURE and QUALITY i a COMMITMENT” ‘Trunkline: 02-8682-5773/8684-4914/8647-7487 Website: depedcalabarzon.ph Document inquiry: htps://r4a-teadoc.com/inguire Facebook: DepEd 8-4A CalabarzonPage 2 of 5 the areas of collaboration, the means of communication, the ways fo reach out and how to deliver and assess the outcome. Under the context of the New Normal, citizens have adopted practices and mindset that places prime importance on healthy lifestyles and preventive behaviors to avoid getting sick. It sets a new era where the public has a heightened sense of health consciousness, leaming lessons gained during the pandemic (Beat COVID-19 Today. A COVID-19 Philippine Situationer. Issue 0. 30 April 2020. Department of Health). Consequently, SBM practices adhering to PIVOT 4A LCP, in the context of the New Normal shall strengthen its function by intensifying school leadership, management and operations, instructional leadership, leaming environment, human resources management and development, parents’ involvement, and community partnership While the implementation in the regional context is allowed, the essential elements of the policy directions and standards set by DepEd have not been abandoned, but rather intensified to suit to the realities of the situation in the region, divisions and schools. To such, SBM shall continually aligned its practices in CALABARION.. Through PIVOT 4 LCP, SBM amidst pandemic upholds that delivery of quality basic education shall proceed unhampered. The SBMin the context of new normal underpins the following four principles of ‘a school system that guides the SBM processes. 1. Principle of Collective Leadership and Governance: A network of leadership and governance guides the education system to achieve ifs shared vision, mission and goals in making them responsive and relevant to the context of diverse environment. In this light as school managers, setting clear directions is essential to assure high level of attainability of the leaming continuity plan. The LCP should clearly define these directions as stated in the intent. itis important to ensure that education for all never stops regardless of the current health crisis. Considering all the challenges at hand, the LCP covers all possibilities to bring education at each leamer's doorsteps. Continuity is a critical component of educational management yet the most challenging concept of educational planning. Delivering education in the usual context is indeed easier as compared to special circumstances. As this may be the case, education leaders should ensure that leaming continues amidst class suspensions and interruptions. Considering that continuity is really a challenging concem, it is important to note to determine various concems and potential means in delivering education in each leamer's home. Some of these considerations include the following: Curriculum. It is the duty of the education sector that education is delivered in appropriate time and means. In the Philippine context, the current K to 12 Basic Education Curriculum was reviewed and revisited resulting to the formulation of thePage 3 of 5 Most Essential Leaming Competencies (MELCs) which teachers will deliver in this season. Learning Delivery Modalities. This requires a great deal of analysis on the geographical, economical, technological and medical conditions of leamers. Modalifies may vary among leamers. These variations would help leamers to really continue leaming despite their status and conditions. Learning Resources. In the time of pandemic and other class disruptions, leaming resources play vital roles in learning delivery. These LRs ensure that leaming continues with the aid of such materials whether print or non-print, or offline or online. Assessment. With the current provisions of DepEd Order No. 8, s. 2015, conducting performance assessment activifies is a challenging task considering that some leaming areas require F2F evaluation of learners’ outputs. Accessibility. It is the responsibility of schools to ensure that leaming becomes accessible to leamers in whatever available means. Leaming continues when all possible means are exhausted. Government Policies. these involve the Department's internal policies in making education for all (EFA) continue in the time of pandemic and other class disruptions. Other government policies include the guidelines set by the Inter-Agency Task Force (ATF) for the Management of Emerging Infectious Diseases and other relevant government agencies are deemed to serve as backbone of policy adjustments. This principle focuses on four major components, namely: continuity, engagement, ‘achievement and support 2. Principle of Community - Based Learning: The curriculum and the leaming systems anchored on the community and leamers’ contexts and aspirations are collaboratively developed and continuously improved, To make leaming happen, curiculum and leaming systems are anchored on PIVOT 4A LCP as a contextualized account of the Department's Learning Continuity Plan features content as one of its major gears. The content refers and highlights the competencies as the heart of the LCP. The LCP categorizes competencies into two: the most essential learning competencies (MELCs) and the enabling competencies embedded in the regional curriculum blueprint known as the PIVOT 4A Budget of Work (BOW) 3. Principles of Accountability for Performance and Results: 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 gains. ACHIEVEMENT. The attainment of the desired leaming outcomes in key stages remains the essential goal as defined in the leaming continuity plan, Achievement deals with level of leaming success as expressed in the attainment of subject matter indicated in special curriculum. It is results-oriented in nature that provides clear picture on leamers' achievement. Appropriate assessment proceduresPage 4 of 5 and measures should be used fo carefully assess and appropriately identify the actual leaming achievement of learners. Measurement of leamers' achievement against the set MELCs may: @.. serve as inputs in improving instructional process; b. allow learners to reflect on their own performance related to their personal development; and . set directions in the course of educational outline. SUPPORT. Internal and extemal stakeholders have important roles in SBM to perform in achieving all the principles and provisions in the LCP. This also involves the support in achieving the mandates of the Department's Sulong Edukalidad. To serve its purpose, all govemance levels are expected to accomplish their respective mandates towards the accomplishment of LCP’s intent in all acceptable ways and means possible. - Central Office. CO crafis policies and sets general standards and directions of the Department. This involves the development of the National Learning Continuity Plan which involves curiculum review including the release of the Most Essential Learning Competencies (MELC). - Regional Office. RO contextualize policies and adjust standards. As part of its mandates, it plans and contextualzes the curriculum by providing appropriate designs and support in LCP implementation franslated in PIVOT 4A Budget of Work (BOW). This curriculum innovation is a contextualization of the existing curriculum fitting to the needs of the region. - Schools Division Office. SDO implements policies and ensures standard compliance. It also supports and helps schools in decision-making as to the mechanisms that they need to use in curiculum delivery. In this period, they may also initiate talks with LGUs to strengthen schooF-LGU partnerships in support to LCP implementation. - Schools. As end-users of LCP and the curiculum, schools are expected to carefully assess and plan the directions of each school. Mechanisms for each learmer may vary depending on their conditions, status and characteristics. 4, Principle of Convergence to Harness Resources for Education: Resources are collectively organized, judiciously mobilized and managed with transparency, effectiveness, and efficiency to support targeted education outcome. The LCP features important handholding initiatives involving all learning stakeholders at various levels. Establishing sense of involvement among stakeholders such as teachers, learners and parents, among others, would help in making them fully aware of the current circumstances.Page 5 of 5 It is necessary that stakeholders are made aware on their key roles in the achievement of desired leaming outcomes. Engagement of the following stakeholders should be increased to ensure that leamers leam best in the midst of the present situation: Teachers. Teachers have the most vital role in leaming continuity. Their engagement is essential to carefully assess leamers' needs and conditions. They are also expected to be creative in dealing with instructional process in making learning flexible, meaningful and relevant. School Administrators. The roles of school heads such as principals, teachers-in- charge (TICs) and officers-in-charge (OICs} is important in achieving success in instructional process. They are expected to provide full support to teachers in dealing with their circumstances. Curriculum Managers. The engagement of curriculum managers such as Public Schools District Supervisors and Education Program Supervisors is really relevant. Provision of technical assistance remains the core of their duties and responsibilities in curiculum delivery. Parents/Guardians. Parents and/or guardians play a crucial role as instigator and moderator of leaming. Though instructional process is the key responsibility of feachers, their roles as leaming moderators at home especially in home-based leaming involving online, modular and blended leaming modalities are heightened in the achievement of leaming success and continuity. Their constant connection with schools through teachers and school administrators is emphasized in the success of education in the new-normal era. Local Government Units. LGUs serve as the most effective partners of schools in educational success. Their technical suppor in terms of curriculum delivery, leaming resources, transportation mechanisms and health aid are key important aspecis in schoolstakeholders' partnership. Through the efforls of school heads and schools division offices, support and engagement of LGUs have to be solicited to effectively achieve the LCP goals. Other Stakeholders. Active engagement of other stakeholders and individuals should be sought to help leamers and schools faced with difficulties in curriculum delivery. Their support in whatever manner should be welcomed for as long as they support the immediate needs of leamers and schools. Partners following: ‘e Local School Board (LSB) are expected to give their support on the * Disinfection and sanitation including construction of handwashing faciiifies and provision of kits for COVID-19 prevention * Reproduction/printing of leaming materials and resources, and upgrading of _ internet connection/bandwidth of schools to handle big number of intemet users * Realignment of budget for sports, curricular and co- cunicular activities for the procurement of learning materials.ia ‘BS: Se Republic of the Philippines Department of Education REGION IV-A CALABARZON GATE 2, KARANGALAN VILLAGE 1900 CAINTA, RIZAL SUGGESTED SCHOOL ~ BASED MANAGEMENT MEANS OF VERIFICATION ine a schoo!’s level of practice. DOD is a means of evaluating the validity or truthfulnes of y of an evidence ofan The SBM Assessment Tool uses evidence to deter jhe evidence. DODis an acronym for Document Analysis, Observation, and SBM practice below: Relevance. The evidence must be appropriate to the indicator being assessed. It is appropriate if the artifact or document is a tool or a product of a practice expressed in the indicator. Accuracy. The evidence must be correct. Ifit is a lesson plan, then both content and procedure must be correct. Currency. The evidence must be present, existing, or actual. Consistency. The evidence must be verifiable and generates the same results from most of the sources. Sufficiency. The evidence must be adequate or enough. If a student leaming portfolio is presented as evidence of self- directed leaming, its presence in only two or three classes is not an adequate evidence of school- wide implementation. eee Documentary evidence may show the schools" focus on leamer- centered leaming like cooperative, interactive, problem solving and deci making. There is a need to obtain process evidence io know if these are being practiced. Process evidence is obtained by scrutinizing instructional, leadership, and management styles, methods, techniques, approaches, and activilies used by the school community to achieve the SBM goal. Evidence is identified through parliciy conducted formally or informally. Individual or group interviews are held to verify or clarify the evidence. Evidence is scruti ized for validity, To measure the performance in terms of quality, the Division MPS will be utilized and a Regional Assessment for Quality be administered to measure quality for level 3 aspirant schools. “EXCELLENCE Is a CULTURE and QUALITY is @ COMMITMENT” ‘Trunkline: 02-8682:5773/8684-4914/8647-7487 ‘Website: depedcalabarzon ph Document inquiry: httpsi//r4a-teadoc.com/inquire Facebook: DepEd R-0A CalabarzonPage 2 of 15 Leadership and Governance e ‘network of leadership and govemance guides the education system to achieve ils shared vision, mission and goals making them responsive and relevant to the context of diverse environment. Indicators level 1 Level 2 Level 3 1. In place is a - Approved SIP/AIP - Quarterly SMEA Report Development Plan} - School Community Profile - Approved Project} - Annual Plan (PTA, SGC, but not developed - Minutes of the meeting Proposals limited to) collaboratively by the crafting of SIP - Tems of Reference for} - Letter requests of —_ extemal the stakeholders of| - Attendance Sheets SMEA organization support to the school and] - Photo Documentation - Approved Monitoring Too! information dissemination on SIP community. - Draft SIP with annexes - Accomplishment report} - Narrative/Accomplishment Reports: - Project Proposals of the implemented PPAS © Education Summit - advocacy materials but | * SOSA not ed to Poster! + Symposium | tarpaulin/flyers - Info Board - Request letter of stakeholders to - Proposed PPAs on matters implement PPAS on matters of | of school governance and school governance and operations | operations initiated by the - Records of Stakeholders initiated schools and stakeholders PPAs - SGC minutes of the meeting = Documentation of school Best practices shared to other schools - Logbook or Record of of ctivities 2, The development = Open’ = Narafive report on VMVs and plan is regularly) - Report of SIP/AIP review communication through schools aspiration advocacy reviewed by the| - PPAs Monitoring Report Social Media, School! - _Letlers for benchmarking school community Webpage, flyers, SRC - Awards and Recognition certificates fo keep it - Enhanced SIP/AIP - Report of AIP review: 100% responsive and - _PPAs Monitoring Report accomplished with identified value relevant to added outputsPage 3 of 15, emerging needs, challenges and opportunities. Tog book of benchmarking activities from other schools Narrative Report on the school best practices which are benchmarked / adopted Accomplishment Report 3. The school _ is | - Letter of invitation to the Approved SIPAIP ‘Quarterly SMEA Reports organized by a| community stakeholders Approved Project Report and action taken based on Clear structure and | - copy of the school memo on Proposal (PTA, SGC, the SMEA feedback work the conduct of the activity for SPG/SSG) Identified best practices on arrangements that internal stakeholders Narrative report on transparency and accountability promote shared | - List of Organizational Structure School implemented were shared to other school leadership and | and their Roles and PPAs in varied forms Certification of sharing of best governance and (general assembly, open practices define the roles . ine communication) and responsibilities b. PTA Updated and accurate of the c. SPG/SGC Transparency Board stakeholders. dete aK = Organizational chart with Designation ‘Order Minutes of the meeling (discussing neiwork facilities | position w/terms of Reference feedbacks/resulls and proposed communication - Personnels profile Consolidation and solutions) between = and|_—-_- Feedback forms/ Analysis of the evaluation Progress monitoring report on the among school and community leaders for informed decision - making and solving of schookcommunity Suggestion box/open line communication - approved M & E tools = Organized M and E Team with TOR resulls from feedback and M and E resulis with proposed solutions/ interventions implemented solulions/ intervention Documented processes of feedback and monitoring mechanism Cerfification of sharing of best practices on feedback and monitoring mechanismPage 4 of 15, wide leaming problems. | A long-term = Training Needs Assessment = Individual Plan for - Learning and Development program is in| - _IPCRF Professional Package operation —that|_-- OPCRF Development (IPD) addresses. the| _-_ NCBIS/TSNA Results = School Plan for training and Professional development Development (SPPD) needs of school and = community leaders. Curriculum and Instruction The curiculum leaming systems anchored on the community and learners’ contexts and aspirations are collaboratively developed and continuously improved. 1. The cumiculum] - Learning Competencies = Checked dailylessonlog | - Documentation of the conduct of provides for the| - Legal basis on curriculum} - Evaluated instructional writeshops for leaming materials development and instruction materials and training for updating teacher needs of all types} - Documented teaching} - Documented teaching competencies on curriculum and of leamers in the leaming activities and leaming activities pedagogy school - resources provided provided - Improved teaching learning community - Conduct of meeting on} - ation of leaming activities and resources that results LRMDS resource materials to sustained improvement - DLLS/DLPs - Dis DLPs of} = Assessment tool/ feedback of - list of Intervention accomplished Cots | Pupils, teachers and parents Programs - Contextualized - Accomplishment report = Sample leamers portfolio intervention programs - Record of continuous and shared - Sample self direcled| | - _Contextualized modules practices in the community to materials = School- based monitoring improve teaching and learning = School based monitoring resulls on learning activities jool on leaming outcomes outcomes = District leaming action cell/ visual - Reading assessment repo aids/LMS exchange programPage 5 of 15, Copy of curriculum guide Budget of work LR Teachers portfolio Budget of work Class observation reporis and post observation No. of contextu produced materials ed Documented partnerships on improving T-L activities and resources (MOU) shared practices 1 The implemented curriculum is localized to make more meaningful to the leamers and applicable to life in this community. Evaluaiion report of leaming materials Inventory of av learning resources/Inventory of needs- based learning resources ilable Feedback on the available leaming resources Records of uilization of available leaming resources Inventory of leaming materials Identified school projects subject Needs assessment for the teaching and leaming outcomes Contextualized leaming materials Performance level of leamers Resources gaps analysis ation report Strategic intervention materials concerning least mastered skills Compilation of localized curiculum Updated Inventory of LMs with analysis. = and interpretation of data Project proposal on intervention material used Least teamed skills or competencies by grading period list of interventions and innovations implemented Action research on pedagogy and content/ Action researches conducted focused on T-L process Best practices on the the development and implementation of innovative needs- based leaming Documentation of sharing best es through benchmarking/ adoption Shared information on the loc materials with other community stakeholders Parental involvement in the production of innovative needs based leaming resources ‘Awards and recognition system izedPage 6 of 15 = Documentation of the adoption of best practices in developing needs- based leaming resources 3. A representative | - Learners performance ~ Monitoring fools in the = MOA of stakeholders group of school profile conduct of innovations/ = Consolidated report on the and community] - List of intervention or intervention teaching: leaning support system stakeholders implemented program for | - Evaluation and ~ Documentation of the intervention/ develop the leamers needs monitoring results basis innovation conducted methods and| —-_ Teaching leaming support for action research - Continuously improved teaching materials for systems/ PPAs - Appropriate teaching leaming support system through developing implemented leaming support system collaboration creative thinking] —- Copy of professional - Results of monitoring the - Certification of sharing /adoption of and problem development pian use of crafted best practices solving. - Implementation report on instructional materials - Feedback report/mechanism teaching and leaming - Implementation report on| —- Immersion support system teaching leaming - School initiative exchange program ~ list of 4Ps support system - Clprojects Beneficiaries - Development needs plan | - K 10 3T-L materials Anecdotal records of diverse learners - LAC session focused on diversity of Copy of performance - Reports on classroom leamers oulputs of learners teaching and learning = COT Files = Intervention plan evaluation - Report on CIP = list of dropping outs - Attendance during = Action research = Report of family mapping | school ac - Mentoring and coaching program - SPED and ALS Program - Progress. Monitoring = Documented partnership activi - Teachers portfolio report of leaming onimproving teaching leaming | - _ ISWP Files outcomes support system - PPAs on curriculum and - Analysis of test results = School-based M&E instruction - LAC Session focused on - Action research on reported results - Technical assistance teaching leaming and interventions report process - consultative meetingsPage 7 of 15 = COT files focused on grouping patter - RPMS - Copy of school action plan perleaming area - Year-end reports - Minutes of the meeting regarding collaboration with stakeholders on innovative teaching and leaming 4. The Teaming] - MPS monitoring = Daily lesson with ~ Revised or developed assessment systems are| = Performance rating of differentiated instruction strategies for differentiated regulary and learners - Rubrics for differentiated instruction collaboratively = Observation tools and instruction - Action Research monitored by the rating of teachers - Localized instructional - Innovative assessment system on community using) - Grading system materials differentiated strategies is sustained, appropriate tools) - Assessment tools / - Localized DLP shared and continuously enhanced to ensure the strategies implemented | - Sample of differentiated - Learning materials are shared/ used holistic growth and| = Conduct of INSET on the | quarter assessment test and implemented by the different development of differentiated strategies strategies grade levels the leamers and (PRIMALS) documentation | - Portfolio assessment in al - Cetfification of sharing /adoption of the community. - Assessment reports leaming areas best practices = Quarterly assessment test = Records on intervention - Innovations on assessment system - Printed copy of PHILIRI ‘on the findings f test - Conduct innovation and action results results and other forms of research - Copy of remedial support assessment - Record of involvement of parents in program - Availabilty of test the development of school policies - Needs assessment survey materials and assessment ‘and procedures - Records of fest results and fools - Evidences of networking with other forms of assessment slakeholders = Reading assessment =_ Assessment progress reportPage 8 of 15, = Leaming outcomes - Copy of approved > MBE fools assessment results action plan per subject - Award and recognition - M8E Tools areas - Documented partnership activities - Registry of altemative on improving assessment system differentiated assessment design strategies - Remedial intervention | programs - Posting of assessment schedule - Action plan on reported LOA results 5, Appropriate = Performance rating of leamers - Rubrics for differentiated - Revised or developed assessment assessment tools a. Summative instruction strategies for differentiated for teaching and - Differentiated quarterly instruction are | - Observation tools assessment test strategies | - Action Research continuously - Assessment fools - Portfolio assessment in al - Innovative assessment system on reviewed — and a. Quarter! learning areas differentiated strategies is sustained, improved, and assessment test - Records on intervention shared and continuously enhanced assessment results b. MPS on the findings f test = Leaming materials are shared/ used ‘are contextualized | - Needs assessment results and other forms of and implemented by the different to the leamer and | - Reading assessment assessment grade levels local situation and @. PHILIR} - Copy of approved - Cerfification of sharing /adoption of the attainment of b. EGRA action plan per subject best practices relevant life ski -EGMA areas = Innovations on assessment system - Registry of alternative - Conduct innovation and action differentiated assessment research strategies - Record of involvement of parents in - Intervention programs the development of school policies and procedures = Assessment progress reportPage 9 of 15 ~ partnership activities on improving ‘assessment system design 6. Leaming managers and facilitators (teachers, administrators and community members) nurture values and environments that are protective of all children and demonstrate behaviors consistent fo. the organization's “Posted signage on safely, security -Posted Memorandum of policies and procedures on safety, child-friendly and security -Displayed of Crises Management Plan (DRRM) and Org chart of SDRRM Teams -Posted Emergency Directory - Student handbook which includes: a. Proper Conduct, and Infractions b. Guidelines on school’s safe, secure and child friendly environment c. Legal basis of DRRM file or copy of accomplishment Report of the implementation of ies and procedures oi Disaster Preparedness. Child protection policy and the lke Photo/Video Documentation of the Crises [Disaster Management Activities -Reports of Guidance Office Advocacy on Child Protection Benchmarking documentation of other schools on the conduct of SORRM practices -Action Research -Feedback from intemal and extemal stakeholders -Awards/Recognition / Cerlification of sharing/adoption of best practices directed 7, Methods and resources. are leamer and community — friendly, enjoyable, safe, inclusive, accessible and aimed at developing self - leamers. List of diverse leamers with special needs ie. IPs, SPED and ALS -Draft of Equal Opportunity Policy for Out of school youth, SPEd, IPs -posting of Citizen Charter -Documentation/ Reporls of leaming environment policies and procedures implementation Narrative Report/ Photo Documentation of Inclusive Ed Programs -Continuous Monitoring and Evaluation Report - Stakeholders’ quarterly feedback - Review of the advocacy awareness programPage 10 of 15 are with Leamers equipped essential knowledge, and values assume responsibility for their own leaming. kil to procedures on learning environment that promote inclusive Education ie ALS, SPED, IPs Copy of Policies and procedures implemented i.e, Equal Opportunity Policy A clear, transparent, inclusive and responsive accountability system is in place, collaboratively developed by the schoo! community, which monitors performance and acts appropriately on gaps and gains. 1, Roles and] - Naative report on the| - Proposed PPAsonmattersof|- Request leffer of stakeholders to responsibilities of conduct of : school govemance and| implement PPAs on matters of school accountable SOSA/ Stakeholders} operations initiated by the| — govemance and operations person/s and Summit schools and stakeholders. |- Logbook collective body} - advocacy materials but} - Accomplishment report of |- Records of Stakeholders initiated PPAs sare clearly not limited to Poster/| the implemented PPAs - SGC minutes of the meeting defined ‘and tarpaulin /flyers agreed upon by| - Info Board community stakeholders. ae 2. Achievement _ of - Report of AIP review: 100%| - Report of AIP review: 100% goals isrecognized| - Report of AIP review: less |_ accomplished accomplished with identified value- based on a than 100% accomplished |- PPAs Monitoring Report added outputs collaboratively - Copy of PPAS - Documentation of} = Gaps are addressed with developed conducted PPAs appropriate action. performance accountability system; _gaps_arePage 11 of 15 ‘appropriate | action. | The accountabilly |- Leifer of invitation to the systemis owned by | community stakeholders the community | - copy of the school memo on andis continuously} the conduct of the activity for enhanced —to|_ infernal stakeholders ensure that | - Narrative report on the conduct management of the activity structures and | - PPAs posted on Bulletin Board, mechanisms are | school newspaper, SRC, Posters responsive to the | and tarps/electronic means, etc. = Narrative report on Schoo! implemented PPAs in varied forms (general assembly, open line communication) | Updated and accurate Transparency Board - Strategic direction to address the gaps emerging leaning needs and demands of the community. 4, Accountability = Clients’ Satisfaction Survey | - Consolidation /Analysis of the assessment criteria} - Parent's Opennionaire —_| evaluation results from - Progress monitoring report on the and tool - Checklist Form feedback and Mand E results | implemented solutions/ intervention feedback - Survey Questionnaire with proposed solutions/ mechanisms and| - Tracer Study Tool interventions information and - SGC minutes of the meeting (discussing feedbacks/resulls techniques and and proposed solutions) processes are inclusive and collaboratively developed and agreed upon. E ad eae 5. Parlicipatory = Consolidation and Analysis of = Progress monitoring report on the assessment __of __| the evaluation results from implemented solutions/ interventionPage 12 of 15 performance is - Status of the School's | feedback and Mand E results = Technical done regularly with Performance with proposed solutions/ = Assistance Initiated the — community.| - Nutritional interventions - Recognition / Project Praise Assessment results © Status - SIP /AIP Adjustments - Plan and lessons] - Feeding Program - Minutes of the meeting - Adjustment leamed serve as} - Status of Performance | (discussing feedbacks/results basis for feedback, Indicators and proposed solutions) technical o Access assistance, © Efficiency recognition and © Quality plan adjustment. e Managemeni of Resources “Resources are collectively and judiciously mobilzed and managed with transparency, effectiveness, and effectively. 1. Regular resources ‘Approved | - Each PPA must be supported by the inventory is | SIP/AIP/APP/ E-SIP/AIP/ APP/School Calendar | following: collaboratively | Resource Inventory of Activities activity proposal undertaken by| _1. Human (Pupils & Personnel) 4. Highlighting the Project 2.school memo leaming a. Performance ators Work Plan and Budget Matrix 3.attendance managers, b. Leaming Support and (Resource Inventory) 4.completion report Resource Materials - 5.SMEA report and c. Etc. 6Program of Works (Infra) community 2. Technological 7.Deed of Donations stakeholders as| 3. Physical 2. Resource Allocation and Mobilzation basis for resource a. School Titling Plan allocation and b. School Development Pian mobilization. 4, Financial a. Canteen Report b. MOCE allocation c. Etc.Page 13 of 15 2. A regular dialogue for planning and resources programming, th at is accessible and inclusive, continuously engage stakeholders and support implementation communi ____ education plans. 3. In place is community developed resource management system that driv ‘appropriate of a es behaviors of the stakeholders ensure to appropriate, and effective use resources. of File copy ofthe Procurement Law [RA 9184) Conduct of orientation on procurement process and ‘ation of funds (School Activity Report) ist of BAC chair and members with TOR Monthly disbursement/ iquidation report Fidelity bond document School MOOE (Disbursement/Liquidation) ‘Approved SIP/AIP/APP -Human Resource Dev't Plan (HRDP) - -Financial Mgt. Dev't Plan (FMP) - -Technology Resource Improvement Plan (TRIP) - School Physical Dev,t Plan (SPDP) Committee on resource management with defined roles and functions that will perform the ff; Updated data-base resource information system [procurement documents) Schedule of Procurement that will ensure timely and efficient delivery of good and services = Monthly cash program - Approved APP - Sub ARO - Disbursement documents - Schedule of disbursements versus actual disbursements Validated/approved disbursements “Memo and minutes of meeting on reporting of disbursement to stakeholders Schedule of disbursements versus actual disbursements - Validated/approved disbursements - Documented evidence of reporting of disbursements to stakeholders 4, Regular monitoring, evaluation, and reporting processes resources of management _are inventory of resources File copy of asset management policy Reporl on the orientation on policy of Asset Management ‘Asset Management Plan ‘Aligned to the Rules and Regulations of Accounting and Auditing: ~ Uist of assets copy of asset management policy ‘Accomplished Annual Monitoring of assets of Schools and audited by the ff stakeholders - 1. Division - 2, District 3. Other StakeholdersPage 14 of 15 collaboratively = Memo on acaui ~ Report on school asset > SMEA teporis developed and disposal of supplies management (plan adjustment) implemented by| - Legal basis for - Inventory of ~ Financial reports the leaming asset/properly machine/equioment (with positive indication of managers, management - Inventory of \eliness/accuracy) and | - Financial reports buildings/fa - Communication to stakeholders - Physical and Financial - Monitoring report on thru: stakeholders target/ plan compliance to asset © SOSA - Updated MOOE management plan © SRC iquidation = Legal basis for © Bulletin/ = Updated and Audited asset/properly Transparency Canteen report management Board - Income generating - Financial reports - Memo and minutes of meeling on projects with Financial - Approved Physical and regular review and adjustment of Statements Financial plan AP = Legal basis for physical - Updated MOOE - Report on PPAs and financial requirement iquidation implementation/utilization of fund - Updated and Audited = Parents’ approval Canteen report - Resolution - Income generating - MOOE, Canteen, IGP reports posted projects with Financial on transparency board | Statements | - Legal basis for physical and financial requirement 5, There & a sysiem| - Parinership database = Uffization of DPDS = Memo and minutes of regular thai managers the | - School Project Teams with | - Schoo! Project Teams meeting network and roles and functions with roles and functions - Brigada Eskwela report inkages which] - AIP 3 ~ list of generated resources sirengihen and] —- Planning meeting/ : - School Project Teams with roles and sustain partnership reporting of the resources functions for improving development of resource i -_ AP Siresource management. Page 15 of 15, system, Deed of donation Resource inventory School Project Teams with roles and functions AIP MOA/M OU with partners M&€E report on the implementation of resources management system list of resources programmed for Access, Quality, and Governance Copy of rules and regulation on management resource MOA/M OU with pariners Program for Resource Mobilization Progress monitoring report thru: (on resource mo! ‘ation‘Republic of the Philippines Department of Education NOV 2 9 2012 DepEd ORDER No. 83, 8. 2012 IMPLEMENTING GUIDELINES ON THE REVISED SCHOOL-BASED MANAGEMENT (SBM) FRAMEWORK, ASSESSMENT PROCESS AND TOOL (APAT) To: Undersecretaries Assistant Secretaries Bureau Directors Directors of Services, Centers and Heads of Units Regional Directors ‘Schools Division /City Superintendents Heads, Public and Private Elementary and Secondary Schools All Others Concerned 1, _ To further strengthen the School-Based Management (SBM) practice and re- emphasize the centrality of the learners and the involvement of relevant community basic education service delivery, the Department of Education (DepEd) embarked on revisiting the SBM framework, assessment process and tool to improve on already recognized successful SBM practices across the regions. 2. The revised SBM framework, assessment process and tool as contained in the enclosed guidelines shall be officially used as instruments in assessing the school’s SBM practice. This Order shall also serve as the venue to introduce the harmonized Philippine Accreditation System for Basic Education (PASBE) as an integral component of SBM Practice. 3. __ By virtue of this DepEd Order, this Department is now lifting the moratorium on the conduct of SBM Assessment issued by the Office of the Undersecretary for Regional Operations. 4. _ The regional directors (RDs) and schools division/city superintendents (SDSs) are hereby directed to reorganize and merge the SBM Task Forces and the PASBE, Core Groups. Henceforth, no uncoordinated activity shall be conducted for the purpose of SBM or accreditation only. The team shall now be called Regional/ Division SBM Coordinating Team. 5. The conduct of advocacy campaign on the guiding principles of the revised ‘SBM assessment and the corresponding SBM practice is directed before conducting. the assessment proper. 6. __ Provisions contained in previous DepEd Orders inconsistent with this Order are hereby repealed. Dept Compe, Merten Avenue, Pasig cy 1600 A 6.1208/637205/62-136 MM se 876/607 52004 mn eyed goo7. Any concern on this matter shall be directed to Ms. Rowena L. Dela Cruz, SBM Secretariat, 24 Floor, Teodora Alonzo Bldg., DepEd Complex, Meralco Avenue, Pasig City at telephone no.: (02) 633-7216, telefax no.: (02) 638-8634 or send her a message through email address: sbmgrants@yahoo.com. 8. Immediate dissemination of and strict compliance with this Order is directed. BR, ARMIN A. Li 10 FSC Secretary Encl: As stated Reference: DepEd Order: No. 55, s. 2011 To be indicated in the Perpetual Index under the following subjects: ASSESSMENT FUNDS. PROGRAMS PROJECTS Madet: SBM Framework 1762-November 15, 2012(Enclosure to DepEd Order No. 83, s. 2012) s 9 9 D> = IMPLEMENTING GUIDELINES ON THE REVISED SBM FRAMEWORK, ASSESSMENT PROCESS, AND TOOL ‘TABLE OF CONTENTS Background and Rationale Methodology ACCESs and SBM: The Framework . The Revised SBM Assessment Process ‘The Revised SBM Assessment Tool Recognition and Incentive . Effective Annex 1 ~The Revised SBM Assessment ToolIMPLEMENTING GUIDELINES ON THE REVISED SBM FRAMEWORK, ASSESSMENT PROCESS, AND TOOL A. BACKGROUND AND RATIONALE ‘The implementation of the Governance of Basic Education Act of 2001 (RA 9155) provided the mandate for decentralizing the system of school management and recognized the role of the Local Government Units and other stakeholders as partners in education service delivery. Consequently, the Department launched the Schools First Initiative? (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 teacher education development, national learning strategies, quality assurance, monitoring and evaluation, and organizational development, SBM was identified as one of the key reform thrusts (KRTs) envisioned to effect improvements at the school level. Hence, several enabling policies on SBM were formulated, including the establishment of School Governing Council (SGC); conduct of Assessment of Level of Practice; School Improvement Planning (SIP); and reporting of accomplishments through School Report Cards (SRCs)*. These policies were supported by a budget line item in the General Appropriations Act (GAA) for the installation of SBM in all public elementary and secondary schools, ‘These things helped lay the foundations for SBM models, emerging at the field level with varying degrees of stakeholder involvement. Growing appreciation for SBM as the vehicle to institute reforms at the ground level is evidenced by the increase in number of schools with SIP; those receiving grants and MOOE on time; and those that conducted SBM assessment; systemic issues were noted in the operationalization of policies and guidelines at the field level and their understanding on how to make SBM work in terms of improving governance practice and achieving organizational effectiveness. Thus, for most of the implementers, SBM practice have not changed; they do things and it was seen as just another requirement by the Central Office which they need to comply with. The review mission reports? of development partners cite that in the schools visited, there is a very high level of community involvement and ownership of stakeholders in the schools implementing SBM as evidenced by their awareness of school concerns and in their contributions towards addressing them. + masts, Govemanc of Bai Education, 200 Schools Fast inate Prime, 205, *proyam implementation Plan Basic Eatin Secor Reform Agen, 200. «Dep Memorandum No, 386 = 2009 elation of Manual eievané to Scho!-Bosed Monagement. “ide Memo, 6” Review Wiseon Annex a 1, SM,However, it was also noted that there were difficulties in the operationalization of policies and guidelines at the school level and in understanding on how to make SBM work in terms of improving governance practice and achieving organizational effectiveness of the schools. Various reports showed specific evidences on the need to revisit policies relevant to SBM implementation. On School Improvement Planning. The development of the SIP Manualé in 2009 helped accelerate the SBM implementation. Series of capability-building programs on SIP formulation’ were conducted accordingly, to equip school heads with knowledge and skills in the preparation of data-driven SIPs, Subsequently, trainings on Appraisal and Monitoring & Evaluation (M&E) were conducted to strengthen capability of the Division Quality Management Team (DQMT), who will be tasked to appraise the quality and viability of SIPs®. However, for certain schools, unrealistic targets and inappropriate strategies were seen in the SIPs. Too much focus was given on SIP templates, which is usually construed as a one-size-fits-all form overlooking the unique condition of their schools, the pupils/students they are providing with good learning environments, and the peculiar issues they are confronting. Further ficld visits findings reveal that though most schools have SIPs, these were generally done for compliance rather than used as an aid for planning. For instance, plans and activities for INSET, health and nutrition, SBM grants projects were not reflected in most SIPs or in the Annual Improvement Plans (AIPs). Moreover, based on the consolidated reports, there are more schools with School Report Cards than School Improvement Plans, reflecting a disjointed implementation of these two SBM processes, There were schools, however, which have successfully integrated and implemented such programs, projects, and activities effectively in addressing specific issues at the school level. These differing practices impel a strong need to revisit the implementing policies of SBM to ensure that these are effectively interpreted and utilized at the school level. On SBM Assessment. The issuance of the SBM Assessment Manual? created more awareness on the part of stakeholders on what should be the practice of SBM. Though most of the schools who conducted the assessment are in Level 1, the effort to increase the intensity of the SBM practice is evident in the documents maintained per SBM dimension, During school visits, field implementers lamented that the assessment has been reduced to “bean counting” that over-emphasizes the collection of prescribed * Depts Memorandum No. 386, 2009: Utzon of Manse Relevant to Schoo sed Management * DepEd Memorandum No. 259s 2010 eSeminar. Workshop on Shoo! morevemert Panning and CencomitontFnanciol Management Operations * DepED Memorandum No, 424, . 2010 re CapbityBulding Program on Schoo imervement len (Si) Appia and Monitoring & * pepe Memorandum No. 36, 209: Utzon of Manus elvan to School xed Management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. The focus was narrowed to complying with the documents in the SBM checklist Ieading to the accounting of quantitative scores only. Thus, practices that may be qualitatively different like behavior and attitude towards SBM implementation are precluded from the assessment, if not supported by documents.10 All these insights, drawn from the emerging models of SBM, point to the need for a new discourse on decentralizing school system from the perspective of ‘differentiated practice’. Given the existing context of local participation and the need to engage deeper the stakeholders of education, practices on SBM may vary from one ‘community to another as moderated by variables of leadership, resources, quality of relationships between DepEd officials and local community and the effectiveness of existing systems or platforms of engagements i.e. planning, human resource management and even project-based partnerships. Moreover, the review also indicated the need to check the close-match between the guiding principles and the assessment system and tools. The resulting behaviors manifested after several years of implementation point to the need to revisit both the framework (that elaborates on the guiding principles) and the appraisal system of SBM. The systematic review further revealed that the strongest weakness in the ‘SBM practice was seen in terms of how the school understands and uses the assessment process and how the assessment tool (indicators) were translated into “tangibles” largely because of its prescriptive form. Finally, the demand for inclusive education has evolved the alternative concept of a “school”, in which we managed learning without alienating diversity of learning practices and emphasizing the centrality of the learners in the total school operation. Hence, the needed paradigm shift in education governance, from being school-centered to becoming ACCESs (A Child- and Community-centered Education System) towards enhancing the principle of shared governance to support the stewardship of children’s learning outcomes was conceptualized. It is also imperative in the review and refinement of SBM to account for evidences of successful practices. Conclusive findings suggest that the reforms in education governance or any management systems must be linked tightly with the changes in curriculum and instruction. Thus, the inception of K to 12 must be integrated in the structure and processes of organizational change. In a nutshell, it is along these views that SBM as a reform thrust has been revised and broadened: = 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; ° pide Memoir, Sh Reviw Mision, September 2012,+ to enhance commitment of education stakeholders at all levels to their 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; and + to improve the school system’s capacity to be on track in achieving the EFA/Millennium Development Goals and sustain good performance. In light of these developments and the need to respond to the clamor of field implementers, the Department through the SBM-TWG conducted series of consultation and validation activities to revise the SBM framework, assessment process, and assessment tool. B, METHODOLOGY The SBM-TWG underwent series of planning and consultation activities to determine the procedure and approaches to be employed in revisiting the assessment tool. Foremost to the systematic review of the tool, is the revisiting of SBM framework and standards, taking into consideration all perennial issues confronting the entire implementation of SBM. Below are the activities undertaken to achieve this desired outcome: Step 1: Review of Issues in SBM implementation. This is the review of all policy issuances to operationalize SBM and the Aide Memoire from the Review Mission Reports of World Bank containing findings on how these policies were implemented at the field level. Step 2: Focus-Group Discussion/Two-level Consultations on the SBM Framework, Standards and Assessment Tool. This was conducted in two levels, ie.Level 1 has five regions with five (5) divisions each and Level 2 has five divisions with eight (8) schools of different typologies, involving at least five stakeholders per school. Step 3: Content Validation of the SBM Framework, Standards and Assessment Tool (March 2012, Moilo City). The content validation engaged the SBM-TWG /Secretariat and selected field practitioners in the review and reformulation of framework (based on agreed principles) and the review of the assessment tool and processes based on feedback from FGDs. Based on the consolidated findings and analysis of feedback, the group agreed that the key concepts, philosophies, and principles underlying SBM are as follows: a) it is progressive and developmental - from a state of immaturity to maturity, from a state of being nurtured to a state of being capable of nurturing, and from a state of uniformity to recognizing differentiated practices of governance and effectiveness ; b) it is decentralized - the school head or school authorities, in general, gradually share the power and control to other stakeholders; and ¢) it is self-empowered - there is increasing capacity for internal focus of control.To operationalize these principles, the following should be in place: a) participatory management; b) empowered stakeholders; and c) schools managed by/for/of the school and the community. Step 4: Field Validation of the 1* Draft of the Revised SBM Assessment Tool conducted in eight (8) regions covering 16 divisions in approximately 120 schools of different typologies. To ensure validity of results, the tool was tested in diverse school typologies. A psychometrician was hired to determine the instrument validity (content validation) and reliability through measurement validity (internal consistency using Cronbach's alpha), Split-haft reliability, and Inter-rater validity (Pearson’s). Step 5: Joint SBM-IP Education and PASBE Writeshop in General Santos City, May 28-June 1, 2012. This workshop was attended by the SBM-TWG, IP Education, and PASBE Core Groups, Regional and Assistant Regional Directors, Regional SBM Task Force Members, Regional PASBE and Quality Assurance and Accountability (QAA) Focal persons and selected Division SBM Task Force members from the field validation areas. The writing workshop served as venuc to launch the ACCESs - A Child- and Community ~ centered Education System, Step 6: Operational Try-out of the Revised SBM Assessment Tool and the Implementing Guideline conducted nationwide in geographical clusters in August 2012 attended by approximately 850 field practitioners. C. ACCESs and SBM: The Framework Our Vision of Change: A Child and Community-Centered Education Systems (ACCESs): ACCESs represents the vision of the Department of Education. It epitomizes the character and value of the institution that is successful in implementing the reform agenda in BESRA and realizing the desired future of education and education service delivery as conceptualized in RA9155. The school system being the smallest unit of the Department serves as the focal target of the reform agenda and a venue for education stakeholders to rally together and forward the cause of Education for All ACCESS is both a product and a process. As a product, it is the ultimate outcome of the communities/barangays working together to protect the right of every child for quality education and better life. As a process, it is an approach to effectively decentralize and bring to reality the mainstreaming of education as tool for human development and total community transformation. In view of the SBM review and revision, ACCESs served to clarify the guiding principles derived from the concepts of “rights-based” education and community as“stewards or rights-bearer” in education. From these philosophical underpinnings, ACCESs espoused FOUR PRINCIPLES of a school system that guides the SBM processes. These are: 1. Principle of Collective 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. 2. Principle of Community-Based Learning: The curriculum and the learning systems anchored on the community and learners’ contexts and aspirations are collaboratively developed and continuously improved. 3. Principle of Accountability for Performance and Results: 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. 4. Principle of Convergence to Harness Resources for Edueation: Resources are collectively organized, judiciously mobilized and managed with transparency, effectiveness, and efficiency to support targeted education outcome. Along these four principles of an ACCESs school system, the SBM practice will evolve within the context of “differentiated practice” as created and affected by the variations in typology of schools, leadership quality and characteristics, resources of the community, diversity of learners and extent and depth of community involvement. Hence, ACCESs is the “core value” and the broad framework toward making education more relevant and child-centered. It came from the realization that the only way to institute reforms effectively is through involvement of community stakeholders and centering all efforts on the learners, To emphasize further, a child or learner-centered education is: learning-focused, developmental-stage appropriate, gender sensitive, culture responsive and sensitive, environmentally safe and accessible, These are features consistent with the K to 12 reform program. Meanwhile, for an education system to be community-centered, it must transition from a state of isolation from the community and expand its view of a school system to include the community where the school exists, A shared-vision is evident when the school and the community are inspired by common goals and outcomes for its People. A shared mission on the other hand would reflect the dynamic sharing of tesponsibilities between the school and the community so that people will see concretely how their symbiotic roles in eciucation service delivery would lead to better access and improve quality of basic education.‘The Conceptual Framework The framework (Figure 1) is systems-oriented. It shows the major components of SBM, their organizational structure, interrelationships and interdependence, as well as their characteristics and underlying principles. At the center is the intended output: a functionally-literate citizen who is self- reliant, patriotic, productive, and service-oriented, Curriculum and Leaming (K to 12) Governance ‘countably | and Continuous =| y a hme eemevereenel Ny ets ch ' ' ' ' ' ' I 1 1 ' ' ' 1 boa, ' 1 ' ' ' 1 u Central, Region, Division SBM Conceptual Framework The output is a result of an interactive and collective problem-solving process that continuously raises the level of SBM practice until it culminates in the accreditation of the school. The process is enhanced and facilitated by a self- managing, seli- renewing learning-community that assumes responsibility for basic education of all types of learners. ‘The context of SBM is the school learning community itself to which the learner belongs. An intensive situational analysis of factors that impact learning is done to develop an educational plan that is responsive to contextual issues, problems, challenges, threats, and opportunities. The system is guided by four ACCESS principles on leadership and governance, curriculum and learning, resource management, and accountability for higher learning outcomes. The boundary of the system indicated by a broken line denotes openness to inputs from the external environment, as well as a resistance to change that may injure its systemic integrity and stability. 10Schools must allow the framework to continuously morph and develop on the basis of its experience to meet the emerging needs of the learning community. The Central, Regional, and Division Offices provide technical, professional, and administrative support and oversee that policies are being observed, standards are being met, and programs are being implemented. ‘The Framework reflects the vision of SBM: to make the community responsible for the education of their children and make the children responsible for building the community. ‘The SBM- PASBE Operational Framework The Operational Framework (Figure 2) presents the key components of the assessment system and how they are organized and interrelated to enhance continuous improvement of learning outcomes and products of learning. “Raretaton Taaeapa ‘arin ror) [mene] tate ‘meaner irene Seemed oe | Level iit Advanced (Accredited) | | \ | isekothades SBM-PASBE Operational Framework The three key components are presented: (1) guiding principles of the assessment system, (2) indicators of SBM practices, and (3) school accreditation. The Four ACCESs principles guide the assessment of the indicators of practice and the accreditation process. Each ACCESs principle has its corresponding indicators measured in a scale of 1-3 in terms of child and community centeredness forming a rubric. The SBM practice is ascertained by the existence of structured mechanisms, processes, and practices in all indicators. The unit of analysis is the school system, the resulting level may be classified as developing, maturing, or advanced (accredited level). A team of practitioners and experts from the district, division, region, and central office validates the self-assessment before a level of SBM practice is established. The "highest level- “advanced” is a candidacy for accreditation after a team of external validators confirmed the evidence of practices and procedures that satisfies quality standards. ‘The Philippine Accreditation System for Basic Education (PASBE)}! PASBE accreditation is a certification process that looks into the essential areas of school operations and they conform with quality standards. The standards have been established through a consensus of stakeholders of basic education. To be accredited, a school must show sufficient and compelling evidence that it is achieving its avowed purposes, conforming with PASBE standards, and implementing the recommendations of the National Accreditation Board (NAB). PASBE aims to: * Provide opportunity to schools with potential to improve the quality of their organizational practices and learning outcomes through containing self- assessment and peer review. + Encourage nationwide implementation of PASBE standards for quality basic education. + Strengthen partnership of DepEd with national organization of private and public elementary and secondary school heads to facilitate accreditation of deserving schools. + Consolidate the best practices of accredited schools and utilize them for the continuous upgrading of the PASBE standards. ‘The assumptions considered were: + That all schools shall provide quality education is a constitutional mandate. School accreditation is accepted worldwide as a method of ensuring quality education. It is, therefore, important that all school heads, get their school accredited. + The goal of every school is successful learning for all learners. The integrity of @ school rests on how well it is achieving its goal; it is a primary consideration in accrediting a school. + Goal achievement is enhanced if basic school operations and practices are regulated by quality standards. + A critical mass is needed to effect changes. School divisions share work for the accreditation, not only of some, but all of its schools. + Success for school accreditation is sustained collective effort of DepEd Central, Regional, Division and District offices. ™ DepEd Order No. 64, s. 2012, Guidelines on the Utilization of Support Funds for the Accreditation of Public Schools 2‘The PASBE Accreditation Model PASBE uses the Fitness-for-Purpose model of accreditation in which the terms of accreditation granted defends in the goodness-of-fit between what the school says it will be doing (purpose) and what is actually doing (practice). PASBE standards are comprehensive, qualitative statements of school practices and processes. School practices and processes have quality if they meet the expectation of the internal and external stakeholders of the school community. Figure 3. Shows how school-based management and school accreditation are integrated into a quality assurance system to enhance achievement of basic education goals. piveon SoM Capability: ‘seu NAB Builing Jr plementation} Probatonary Team a3) Reccomendatir The SBM-PASBE Quality Assurance Flow Chart The components below describe each major element in the SBM-PASBE Quality Assurance Flowchart. 1, Division Capability Building Program. This program is provided by the school division superintendent to ensure that SBM is successfully implemented in all schools in the division 2. SBM Implementation. Through shared leadership and community partnership, the SBM level of practice progresses from developing structures 3and mechanism to introducing continuous improvement processes and finally culminates in getting accreditation. 3. Self-Assessment. Its purpose is to determine the schools’ level of SBM practice. An SBM assessment tool is used to gather data, which are analyzed for evidence using the DOD (Documentary analysis, Observation, Discussion) process. ‘The output of the self-assessment is a report on what the school claims to be its SBM level of practice. 4, The visit of an External Validation Team. If the school’s report claims attainment of level III SBM level of practice, then, a regional validation team shall visit the school to verify the claims. If the claim is on achievement of either level I or level If SBM practice, then a division and regional team shall conduct the validation. The validation process involves rigorous analysis of evidence supporting the claims. 5. Application for Accreditation. Schools on Level Ill of SBM practice are endorsed by the Regional office for PASBE accreditation. Upon receipt of its application, the NAB (National Accreditation Board) sends one or two of its representatives to the applicant school to verify the information in its information sheet. On the basis of the report on the preliminary visit, the NAB acts on the application. 6. The School Visit of the Accreditation Team. The team may consist of trained PASBE accreditors and accreditors from private sectors, depending on the type of school seeking accreditation. On the basis of the teams’ recommendation, NAB decides on the term of accreditation guided as candidate school. 7. A separate DeEd Order will be issued to detail Guidelines on PASBE. D. THE REVISED SBM ASSESSMENT PROCESS Purpose of the Assessment. SBM Assessment is conducted by the school to determine the depth of its SBM practice alongside the principles of ACCESs. It is conducted by the Division to determine the profile of its schools; which needs assistance and which needs recognition for good practices for benchmarking by other schools. Basic Steps in the Assessment Process Step 1: Organize a team of at least ten members composed of faculty members, students and other external stakeholders. One shall be elected as team leader, and the other as team secretary and the rest shall obtain and validate evidence Step 2: Let team members select the area (Principle) they want to assess. There should be at least two in each team. 4Step 3: In the pre-assessment meeting, decide whether to use the Whole or Part method. In the former (whole method), all team members shall work as a group, to validate one principle after another. In the latter (part method), at least two (2) members shall be assigned to every Principle. The team leader acts as coordinator and facilitator while the secretary acts as documenter. The team should study the Assessment Manual, especially the D-O-D (document analysis, observation, and discussion) process. ‘Step 4: Assessment Proper (school visit if assessment is done by an external team) Proper courtesies must be accorded to the School Head in planning the assessment process. During the assessment proper. Have a schedule of activities for document analysis (1 day), observation analysis (1 day), and discussion of data (1/2 day). Classify documents by Principle. Note that one document like the SIP, can be a source of evidence for several indicators across principles. Gather evidence using the D-O-D process and select samples of documents using emergent saturation sampling and snowballing. Summarize the evidences, and arive at a consensus, what rating to give on each indicator based on documented evidences. Step 5: Conduct process validation, the purpose is to gather process evidence to validate documented evidences using observation of classes and activities. Follow D- O-D process. Step 6:Discussion of Documents and Process Evidence. Summarize data for each Principle/indicator. Clarify Issues, problems, opportunities, etc. Team scores the indicators. Step 7: Closure or Exit Conference/Meeting. Step 8: Report Writing by team. The Validation Procedure: DOD The SBM Assessment Tool uses evidence to determine a school’s level of practice. DOD is a means of evaluating the validity or truthfulness of the evidence. DOD is an acronym for Document Analysis, Observation, and Discussion- three essential steps in evaluating the validity of an evidence of an SBM practice. Below are the steps: 1. Conduct Document Analysis. Obtain and assemble all existing artifacts related to the indicator being assessed. Artifacts are the things used by the school community to achieve educational goals, e.g. lesson plans, annual reports, assessment tools, test results, community learning centers, computers, organization charts, development plans, things made by the learners, and the like. Evaluate the validity or truthfulness of each artifact against the four RACS criteria namely: * Relevance. The evidence must be appropriate to the indicator being assessed. It is appropriate if the artifact or document is a tool or a product of a practice expressed in the indicator. 5* Accuracy. The evidence must be correct. If it is a lesson plan, then both content and procedure must be correct. + Curreney. The evidence must be present, existing, or actual. * Consistency. The evidence must be verifiable and generates the same results from most of the sources. «Sufficiency. The evidence must be adequate or enough. If a student learning portfolio is presented as evidence of self-directed learning, its Presence in only two or three classes is not an adequate evidence of school-wide implementation. Collect and analyze evidence horizontally (by subject) and vertically (by year and grade level) to ensure content validity, and then synthesize the results of the document analysis. 2. Conduct observations to obtain process evidence. Documentary evidence may show the school’s focus on learner-centered learning like cooperative, interactive, problem solving, and decision making, There is a need to obtain process evidence to know if these are being practiced. Process evidence is obtained by scrutinizing instructional, leadership, and management styles, methods, techniques, approaches, and activities used by the school community to achieve the SBM goal. Evidence is identified through participant or nonparticipant observations which may be conducted formally or informally. Individual or group interviews are held to verify or clarify the evidence. Evidence is scrutinized for validity using the RACS criteria. Determining the number of observations, interviews, and documents to be scrutinized is a sampling problem in conducting DOD. The problem is commonly addressed by using saturation sampling. The technique is described in the Attachment of the SBM Assessment Tool. Use the process evidence to cross-validate documentary evidence. Synthesize the process evidence for group discussion. Discuss the synthesized documentary and process evidence. Conduct the discussion as a friendly non-confrontational conversation to explain, verify, clarify, and augment the evidence. Invite members of the school community who were engaged in the collection and presentation of evidence to participate in the discussion. As the team arrives at a consensus on the level of practice of the indicator being assessed, indicate in the scale with a check mark (¥) in the appropriate box. Continue the process until all four dimensions are assessed. Practices vary in establishing the level of practice of an indicator. The most common is the integrative approach in which the entire body of evidence for all 16indicators of a standard is assembled first, scrutinized for internal consistency, and finally used as guide in making a consensual decision to which level of practice an indicator belongs. ‘The other practice is non-integrative. Indicators of a standard are scrutinized one by one for evidence and also classified one by one for level of practice Relationships among indicators are given less attention. Who conducts the DOD? A school assessment committee conducts the DOD if assessment is school-initiated. A Division assessment committee conducts the DOD if the assessment is Division-initiated, or if the assessment is requested by a school. Who constitute the assessment committee? A leader assisted by a secretary, heads the assessment committee. Four subcommittees are organized and each one is assigned to assess an SBM standard. Four to five members may compose one subcommittee. What operational principles guide the DOD process? * Collaboration. The assessors work as a team. Leadership is shared. Decisions are made by consensus and every member is accountable for the performance of the team, + Transparency. The validation of evidence is open to stakeholders’ view and review. + Confidentiality, Information obtained from the DOD process that may prejudice individuals, groups or the school is handled judiciously. + Validity. Documentary analyses and observations are rigorous in procedure and demanding in quality of results. * Reform-oriented. DOD comes up with informed recommendations and action programs that continuously move the school to higher levels of practice + Principle-oriented. DOD is guided by the ACCESs principles. Stakeholders’ satisfaction. DOD is an exciting growth experience. Analysis of documents, artifacts, and processes unfold the progress made, objectives achieved, new techniques developed, best practices mainstreamed, prices won-- despite limited resources and physical, social and political constraintsE, THE REVISED SBM ASSESSMENT TOOL The Revised School-Based Management (SBM) Assessment tool is guided by the four principles of ACCESs (A Child (Learner) - and Community- Centered Education System). The indicators of SBM practice were contextualized from the ideals of an ACCESS school system. The unit of analysis is the school system, which may be classified as developing, maturing, or advanced (accredited level). The SBM practice is ascertained by the existence of structured mechanisms, processes, and practices in all indicators. A team of practitioners and experts from the district, division, region, and central office validates the self-study/assessment before a level of SBM practice is established. The highest level, “advanced”, is a candidacy for accreditation after a team of external validators confirmed the evidence of practices and procedures that satisfies quality standards Characteristics and Features. The revised tool is systems oriented, principle- guided, evidence- based, learner-centered, process-focused, non-prescriptive, user- friendly, collaborative in approach, and results /outcomes focused. Parts of the Tool. The tool shall contain the following parts: 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, and ¢) scoring instructions. Users. The users of the tool are the teachers, school heads, learners, parents, LGU, Private Sector and NGO/PO and the different administrative levels of DepEd. Scoring Instructions 1. The four (4) principles were assigned percentage weights on the basis of their relative importance to the aim of school (improved learning outcomes and school operations); Leadership and Governance - 30% * Curriculum and Learning - 30% * Accountability and Continuous Improvement - 25% + Management of Resources ~ 15% 2, Each principle has several indicators. Based on the results of the D-O-D (Document Analysis, Observation, Discussion), summarize the evidences, and arrive at a consensus on the rating that will be given to each indicator; 3. Rate the items by checking the appropriate boxes. These are the points earned by the school for the specific indicator. The rating scale is: 0- No evidence I- 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 84 Assemble the Rubrics rated by the respondents; edit them for 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; 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; 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; i. The level of practice will be computed based on the criteria below: * 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. Description of SBM Levels of Practice. The resulting levels are described as follows: Level I: DEVELOPING-Developing structures and mechanisms with acceptable level and extent of community participation and impact on learning outcomes. Level II: MATURING. Introducing and sustaining continuous improvement process that integrates wider community participation and improve significantly performance and learning outcomes. Level Il: ADVANCED (ACCREDITED LEVEL) - 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. F, RECOGNITION AND INCENTIVES To accelerate implementation and reward best practices, the revised SBM practice approaches assessment using systematic recognition and incentives program in 9terms of higher school grant, capital outlay allocation, and performance-based bonus (PBB)? Effective immediately in FY 2012 is the use of performance as basis for awarding the incentive bonus. Assessment will be based on set targets and approved plans. The specific indicators to be used per administrative level are currently being finalized through a multi-level consultation results of which shall be issued in a separate memorandum, In FY 2014, as the integrated SBM-PASBE is fully implemented, the school grants initially designed under the subsidy principle will shift to its original intention as leverage and innovation fund. This means that the more resources generated by the school from its community stakeholders, the higher the reward it will receive. This may be in form of autonomy in most of its operations and higher grant in the form of capital outlay. The highest recognition after two consecutive re-accreditation status may be awarded to a school as Center of Excellence in specific field i.e. Technical-Vocational, Special Education, Multigrade School, etc. G. EFFECTIVITY ‘These implementing guidelines shall be effective immediately. * performance-Based Bonus, Executive Order No.80, July 20, 2012 20DepED REVISED SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL (November 27, 2012) Part I: Introduction The Revised School-Based Management (SBM) Assessment tool is guided by the four principles of ACCESS (A Child- and Community- Centered Education System). The indicators of SBM practice are contextualized on the ideals of an ACCESs school system. The unit of analysis is the school system which are classified as developing, maturing and advanced (accredited level). The SBM practice is ascertained by the existence of structured mechanisms, processes and practices in all indicators. A team of practitioners and experts from the district, division, region and central offi lates the self-study/assessment before a level of SBM pra ay apply for accreditation. The highest level, the “advanced,” is a candidacy for accreditation je School/Learning Center (LC) Information: Center: 1 Evidence indicates developing structures and mechanisms are in place to demonstrate ACCESS 2. Evidence indicates planned practices and procedures are fully implemented and aligned to ACCESs 3+ Evidence indicates practices and procedure satisfy quality standards November 27, 2012 Revision 1Tic Leadership aid Governance THT TH A network of leadership end governance guldes the education system ta sehleve Tez shared Vision, mission and goals [een the expansive and stant co tec caetant a environments. ze SoA. Indicators = ae wo id 4. In place is a The development plan guided | —] The development plan is The development plan is Development Plan by the school’s vision, evolved through the shared enchanced with the SIP) developed | mission and goal (VNG) is leadership of the school and _| community perform collaboratively by the | developed through the the community stakeholders. | leadership roles, and the stakeholders of the school providing technical school and the participation of some support. ‘community. invited community stakeholders. Z, The development plan |] —] The school leads the regular "The school and commani The community (e.g. SIP) is regularly review and improvement of stakeholders working as ful stakeholders lead the reviewed by the the development plan. the continual regular review and school community to Feview and improvement of the | improvement process; the keep it responsive and lopment plan. school stakeholders facilitate relevant to emerging the process. needs, challenges and 5s The school defines the Tie school and Guided by an agreed organized by a clear organizational structure, munity collaboratively organizational structure and work and define the structure and structure, arrangements that responsi the community promote shared stake stakeholders leadership and lead in defining the governance and define organizational structure the roles and responsibilities of the stakeholders, provides technical and ies eee ___adiministrative support November 27, 2012 Revision 2DepED 4. Aleadership network fecilitates ‘communication between and among school and community leaders for informed decision-making and solving of school- ‘community wide: learning problems. ‘network has been collaboratively established and ts continuously improved by the school ‘community. “The network actively provides stakeholders information for making decisions and solving, learning and administrative problems. The network allows easy ‘exchange and access to information sources beyond the school community. 5. Along 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 (on-tine, off-line, modular, group, or home- based) and which do not disrupt their regular functions. Leaders monitor and evaluate their own learning progress. Leaders assume responsibility for their own training and development. Schoot ‘community leaders working individually or in groups, ‘coach and mentor one another to achieve their VMG. November 27, 2012 Revision_ "Curriculum and Instruction, ‘The curriculum learning systems anchored on tl collaboratively developed and continuously improved. he community ani spivations are 1. The curriculum Provides for the /elopment needs of all types of learners in the school community All types of learners of the ;chool community are fied, their learning curves assesssed; appropriate programs with its support materials for each type of learner is developed. [_] Programs are futy emented and closely fed to address performance discrepancies, benchmark best practices, coach low performers, high achievement, and maintain environment that makes lear ‘meaningful and enjoyable. ie educational needs of types of learners are being met as shown 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 programs is frequently benchmarked by other schools. ‘meaningful to the learners and applicable to life in the communi 3. A representative group of school and. community Local ions, folklores, current events, and exisiting technologies are documented and used to develop a lasting curriculum. Localization guidelines are agreed to by school community and teachers are property oriented. "The localized curriculum is smented and monitored to ensure that it makes learning more meaningful and pleasurable, produces desired learning outcomes, and directly ‘improves community life. Ineffective approaches are replaced and innovative ones are developed. jest practices in ing the curriculum are mainstreamed and benchmarked by other schools. ‘There is marked increase in number of projects that uses the community as learning laboratory, and the school as ‘an agent of change for improvement of the community. ‘A representative team of school and community stakeholders assess content and methods used in teaching are developed and tested for ‘Materials and and in community to develop November 27, 2012 Revision 4stakeholders develop the methods and materials for developing creative thinking and problem solving. ‘creative, critical thinking and problem solving. Assessment results are used as guide to develop materials. ‘applicability on school, family and critical, creative thinking and problem solving community of leamers and are producing desired results. 4, The lee are regulai collaboratively ‘monitored by the ‘community using appropriate tools to censure the holistic growth and development of the {earners and the ‘community. [=] A school-based monitoring LJ and tearning system is ‘conducted regularly and cooperatively; land feedback is shared with stakeholders. [11 The system uses a tot that imonitor the Mdvalopmet of leamers The school-based monitoring and learning systems generate feedback that is used for ‘making decisions that enhance the total development of learners. A.committee take care of the continuous improvement of the tool. The monitoring system is accepted and regularly ‘The monitoring tool has been improved to provide both quantititative and qualitative data, Appropriate assessment tools for teaching and learning are continuously reviewed and improved, and assessment results are contextualized to the learner and locat situation and the attainment of relevant life skills. ‘The assessment tools are reviewed by the school and assessment results are shared with school’s stakeholders. The assessment tools are reviewed by the school Community and results are shared with community stakeholders. ‘School assessment results. November 27, 2012 Revision