SBM VALIDATING

SYSTEM AND PROCESS

(The DOD)
 Backgrounder

 SBM Assessment Process and Tool (APAT) was revised

for use in accrediting public schools to attain the goal
of ACCESs
 SBM and APPES/Proj. Sterling Silver tools were
merged for use in PASBE
Purpose of the Assessment
 to determine the depth of the SBM practice
alongside the principles of ACCESs

 to determine the profile of schools, which needs

assistance and which needs recognition for good
practices and for benchmarking by other schools

 to issue a Certificate of SBM Level of Practice to

each school, especially to applicants for
reclassification, effective SY 2018-2019
SBM-PASBE Quality Assurance
 Division Capability Building Program
 SBM Implementation
 Self-Assessment by the school
 External Validation Team Visits
 Application for Accreditation
 Accreditation Team Visit
ACTIVITY 1

 Simulate the DOD process

Group 1 - Before validation
Group 2 - During validation
Group 3 - After validation
The DOD Process of Validating Evidence

DOD
– a means to evaluate
validity or truthfulness
of the evidence
DOD Process
 Organize a team of at least 10 members
 Let team members select the area they want to
assess (at least 2 members per area)
 Pre-assessment meeting
- choose method (whole or part)
- study the Assessment Manual,
especially on D-O-D
- proper courtesies (if assessment is done by an
external team)
 Assessment Proper
- Process validation
- 1 day for Document analysis
- 1 day for Observation
- ½ day for Discussion
 Closure or Exit Conference
- Report Writing
Before Assessment
 Conduct a meeting with SDS, ASDS, SBM
Coordinator, and SBM Task Force
 Organize a team of at least 10 members. Let team
members select the area they want to assess (at
least 2 members per area)
 Identify the assessment method to use
 Review assessment manual/DOD process
 Prepare agenda/memorandum
 Orient schools
During Assessment
 Conduct courtesy call to the principal.
 Scrutinize all documentary evidences/artifacts
based on RACCS criteria (Relevance, Accuracy,
Currency, Consistency, Sufficiency).
 Documentary Analysis

- Gather all existing artifacts related to the indicator

- Select approach - whole-part; part-whole
- Classify documents into administrative and instructional
- Examine each indicator against RACCS criteria
(Relevance, Accuracy, Currency/Consistency, Sufficiency)
 horizontal examination
 vertical examination
 apply saturation/emergent/snowball sampling
(a point when additional samples do not anymore provide
substantial change in the info given by preceding samples)
 Meet as a team, compare findings, and decide on a
group rating whether an indicator is supported by
insufficient, sufficient, or fully sufficient evidence.

- Record your consensual rating tentatively in a

pencil. Rating is subject to further process
validation.
 Observation to obtain process evidence

- Process evidence is used to cross-validate docs.

- Observe classes or interview teachers or students.
- Use saturation sampling.
- Compare evidences for every indicator.
- Come up with a group rating whether the documentary
evidence match the process evidence.
- Record your group rating on the scale.
 Discussion

- Plenary session of the 4 evaluation teams and the

members of the school community who were
engaged in the collection and presentation of
evidence

- Friendly, non-threatening, non-confrontational

activity to explain, clarify, verify, and augment the
evidence
 Group report presents the following info:
 The mean rating of the school per standard

 The mean rating of the school for all four standards

 The commendations (strong points)

 The recommendations (areas for improvement) to fulfill

the remaining unachieved standards

 The action plan to address the recommendations

 The follow-up visits and interim reports

After Assessment
 Prepare report based on the results of the DOD.
 Furnish copy of the report to the superintendency.
 Conduct coaching or technical assistance to schools.
 Encourage schools to apply for accreditation.
 Coaching shall be employed during and after the DOD. It
is a directive approach in which a competent partner
(knowledgeable, experienced, motivated) helps a less
competent partner.
 Coaching is needed when there is deficiency in knowledge and
skills.
 Counseling is done when there is an attitude problem which
affects school performance.
 Mentoring in intended for those with potential (aptitude &
attitude) for higher responsibilities.
 Confronting is necessary in dealing with resistance.
SBM-PASBE Assessment Team
 School Level
- School Head
- School SBM Coordinator
- Key Teachers
- School Governing Council
 Division Office
- SDS/ASDS
- SBM Coordinator
- Teams of Division EPSs/PSDSs
- Team members from legal, finance, physical
facilities, administrative staff
 Regional Office
- Executive Committee
- Regional SBM Coordinator
- Teams of EPS
- Team members from the legal, finance, physical
facilities, and administrative staff
 Central Office
- Office of the Undersecretary for Regional
Operations
- TWG – SBM (EDPITAF, HNC, NEAP, FMS, BEE, BSE,
NAPSSHI, PESPA)
- TWG – QAA/M & E
- TWG Core Group on PASBE
- Office of the Planning Service
Operational Principles in DOD
 Collaboration
 Transparency
 Confidentiality
 Validity
 Reform-oriented
 Principle-oriented (ACCESs principles)
Do’s
 Give comments and suggestions positively.
 Be friendly and honest in giving comments and
findings.
 Build rapport and trust.
 Protect the confidentiality of the results because
every school has its own uniqueness.
 Have in mind the real essence of the assessment.
 Be very professional and courteous.
Don’ts
 Interviews must not be confrontational.
 Never be a fault finder.
 Do not divulge results of assessment unless
validated.
Activity 2

1. Have a copy of the Sample SBM Validation Form.

2. Accomplish the form based on data needed.
3. Determine the scores on Performance Improvement
(60%) and DOD Result (40%).
Determining the Level of Practice
 Part I. Computation for the 60% performance improvement
A. Access ------- 45%
B. Efficiency ---- 25%
C. Quality ------ 30%
100%
 Determine the score for each indicator
Marginal - 1
Average - 2
High - 3
 Determine the score

Categories Interval Scores

Good 0.5 – 1.4
Better 1.5 – 2.4
Best 2.5 – 3.0
Determining the Level of Practice

 Part II. Computation for the 40% DOD Validation

A. Leadership ------------------- 30%
B. Curriculum & Learning ------ 30%
C. Accountability ---------------- 25%
D. Resource Management ------ 15%
100%
 Add everything together to determine the level of
practice
Level Numerical Equivalent
Level 1 (Developing) 0.5 – 1.4
Level 2 (Maturing) 1.5 – 2.4
Level 3 (Advanced) 2.5 – 3.0
REMEMBER