SBM Re Orientation

Strengthening Of School-based Management Practice in The
Schools Division of Palawan
Schools Division of Palawan
DECEMBER 3, 2020
DEPARTMENT OF EDUCATION
LEGAL BASES
Legal Bases
• To be able to deliver to the Filipino people the

quality education they need, Republic Act
9155 or the Governance of Basic Education
Act of 2001 was signed and enacted into law
Section 2 of RA 9155 states that the policy
and principle for the governance of basic
education shall be translated into programs,
projects and services developed, adapted and
offered to fit local needs.
Republic Act 9155
SECTION 1. Short Title. – This Act shall be known as the “Governance of

Basic Education Act of 2001.”
SEC. 2. Declaration of Policy. – It is hereby declared the policy of the State to
protect and promote the right of all citizens to quality basic education and to
make such education accessible to all by providing all Filipino children a free
and compulsory education in the elementary level and free education in the
high school level. Such education shall also include alternative learning
systems for out-of-school youth and adult learners. It shall be the goal of
basic education to provide them with the skills, knowledge and values they
need to become caring, self- reliant, productive and patriotic citizens.
Republic Act 9155
• The school shall be the heart of the formal education

system. It is where children learn. Schools shall have
a single aim of providing the best possible basic
education for all learners.
Republic Act 9155
• The implementation of the Governance of

Basic Education Act of 2001 (RA 9155)
provides the mandate for decentralizing the
system of school management and recognizes
the role of the Local Government Units and
other stakeholders as partners in education
service delivery.
Principles of Decentralization
Section 3.1 Principle – Shared governance is a principle which

recognizes that every unit in the education bureaucracy has a
particular role, task and responsibility inherent in the office and
for which it is principally responsible for outcomes.
Section 3.2 The principles of accountability and transparency

shall be operationalized in the performance of functions and
responsibilities at all levels of governance
• Section 3.3. The process of democratic consultation shall be

pursued as the decision‐making process at appropriate levels.
Whenever feasible, stakeholders shall be consulted on matters
that affect the welfare and instructional needs of the learners.
• Section 3.4 . The communication channels of field offices

shall be strengthened to facilitate flow of information and
expand linkages with other governmental agencies, local
government units and nongovernmental organizations for
effective governance.
• Feedback mechanism shall be established

to ensure coordination and open
communication among the central office, the
regional, division, district and schools/learning
center levels.
1. There shall be a school head for all public

elementary schools and public high schools or a
cluster thereof. The establishment of integrated
schools from existing public elementary and
public high schools shall be encouraged.
2. The school head, who may be assisted by an

assistant school head, shall be both an instructional
leader and administrative manager. The school head
shall form a them with the school teachers/learning
facilitators for delivery of quality educational programs,
projects and services.
3. A core of nonteaching staff shall handle the school's

administrative, fiscal and auxiliary services.
Responsibility of the School Head
• Section 3. RA No. 9155 vests to DepEd the

authority, accountability and responsibility for
achieving higher learning outcomes. The law
further defines the roles and responsibilities of and
provides resources to the field offices which shall
implement educational programs, projects and
services to the communities they serve.
Duties and Responsibilities of School Head in
a Decentralized Environment
1. Setting the mission, vision, goals and objectives of

the school;
2. Creating an environment within the school that is
conducive to teaching and learning;
3. Implementing the school curriculum and being
accountable for higher learning outcomes; •
4. Developing the school education program and

school improvement plan;
5. Offering educational programs, projects and
services which provide equitable opportunities for
all learners in the community;
6. Introducing new and innovative modes of
instruction to achieve higher learning outcomes
7. Administering and managing all personnel, physical and fiscal

resources of the school;
8. Recommending the staffing complement of the school based
on its needs;
9. Encouraging staff development;
10. Establishing school and community networks and
encouraging the active participation of teachers organizations,
nonacademic personnel of public schools, and parents‐teachers‐
community associations;
11. Accepting donations, gifts, bequests and grants for the

purpose of upgrading teachers' learning facilitators'
competencies, improving ad expanding school facilities and
providing instructional materials and equipment. Such donations
or grants must be reported to the appropriate district supervisors
and division superintendents; and
12. Performing such other functions as may be assigned by

proper authorities
SBM Background
• Pursuant to the above mandate, the

Department of Education issued DepEd Order
No. 83, s. 2012 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.
SBM Background
• With the implementation of the Rationalization

Plan that took place last 2015, in compliance
to DepEd Order No. 52 s. 2015, the Field
Technical Assistance Division (FTAD) was
created to facilitate the delivery of quality
basic education and create an enabling
environment for schools and learning centers.
SBM Background
• Moreover, Field Technical Assistance Division

(FTAD) is also mandated to lead, coordinate and
integrate the provision of technical assistance to
Schools Division Offices. For that, Field Technical
Assistance Division (FTAD) was assigned to lead the
monitoring and assessment of the School-Based
Management level of practice to all Schools Division
Offices with the support and assistance of the
reorganized Regional Field Technical Assistance
Teams (RFTATs).
SBM Background
• In the Schools Division of Palawan, the Division Field

Technical Assistance Team (DFTAT ) has been
created through a Division Memorandum No. ____.
The DFTAT composition and terms of reference of
each member from the School Governance
Operation Division, Curriculum Implementation
Division and Office of the Schools Division
Superintendent were clearly defined in the said
memorandum.
SBM Background
• To fully achieve the purpose, a School-Based

Management (SBM) assessment tool was
crafted with contextualized Means of
Verifications (MOVs). This tool is in
consonance to DepED Order No. 83 s. 2012.
The School-Based Management Assessment
Tool is guided by the four principles of
ACCESs (A Child (Learner) -and Community-
Centered Education Systems). These are:
SBM Background
• Principle of Collective leadership and

Governance
• Principle of Community-Based learning
• Principle of Accountability for Performance
and results
• Principle of convergence to Harness
Resources for education
SBM Background
• ACCESs is both a product and 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 a
tool for human development and total
community transformation.
IMPLEMENTING GUIDELINES ON THE
CONTEXTUALIIZED SCHOOL-BASED
MANAGEMENT (SBM) ASESSMENT,
PROCESS AND TOOL (APAT)
IMPLEMENTING GUIDELINES ON THE
CONTEXTUALIIZED SCHOOL-BASED MANAGEMENT
(SBM) ASESSMENT, PROCESS AND TOOL (APAT)
• A. SBM Assessment Process

• B. The Validation Procedure
• C. Assessment Tool
• D. Recognition and Incentive
• E. Effective
A. SBM ASSESSMENT
PROCESS
• Purpose of Assessment: SSM Assessment is

conducted by the school to determine the
depth of SBM practice alongside the principles
of ACCESs at the division level. It is
conducted to determine the profile of its
schools which need assistance or recognition.
The schools which have effective practices
are recommended for benchmarking.
Basic steps in the Assessment
Process (School)
• Step 1: Organize a team of at least ten

members of faculty members. students and
other external stakeholders. One shall be
elected as team leader, the other as team
secretary and the rest shalt obtain and
validate evidence.
Process (School)
• Step 2: Let team members select the area

(principles) they want to asses. There should
be at least two member each in a team.
Process (School)
• 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 Observation and Discussion) process.
Process (School)
• Step 4: Assessment Proper {school visit if

assessment is done by an external team}.
Proper courtesies must be accorded to the
School Heads in planning the assessment
process.
Process (School)
• During the assessment proper have a schedule of activities

for document analysis (1 day), observation analysis (1day)
and discussion of data (1/2 day). Classify the documents by
principle. Note 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 arrive at the
consensus, what rating to give on each indicator based on
documented evidences.
Process (School)
• 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.
Process (School)
• Step 6: Discussion of Documents and Process

Evidence. Summarize data for each
principle/indicator. Clarify issues. problems,
opportunities. etc. Team scores the indicators.
Process (School)
• Step 7: Closure or exit conference/ meeting
Process (School)
• Step 8: Report Writing by team.
B. 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 initial steps in
evaluating the validity of an evidence of an
SBM practice. Below are the steps:
1. Conduct Document Analysis.
• Obtain and assemble an existing artifact 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, organizations 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:
1. Conduct Document Analysis
Relevance The evidence must be appropriate to the indicator being

assessed. It is appropriate if the artifact or document Is a
tool or product of practice expressed in the indicator.
Accuracy The evidence must be correct. If it is a lesson plan, then
both content and procedure must be correct.
Currency The evidence must be present, existing or actual.
Consistency Toe evidence must be verifiable and generates the same
results from most of the sources.
1. Conduct Document Analysis
• 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 observation 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 non-
participant observation 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 document$ 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.
3. 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 a11 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 are given
less attention.
• The other practice is non-integrative.

Indicators of standard are scrutinized one by
one for evidence and classified one by one for
level of practice relationships among
indicators.
• 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 the school.
• Who constitute the assessment committee? A

leader assisted by a secretary, heads of the
assessment committee. Four sub-committees
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 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 and according
to the Data privacy Act.
Validity Documentary analysis and observation 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 is an existing growth

experience Analysis of document 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.
THE SBM LEVEL OF PRACTICE VALIDATION
AND QUALITY ASSURANCE FLOW CHART
The components below describe each major
element In the SBM Validation and Quality
Assurance Flow Chart:
• 1. Regional Capacity Building. This activity is

provided by the Regional Office through the
Field Technical Assistance Division (FTAD) to
further strengthen the SBM Implementation in
Schools Division Offices (SDOs).
• 2. Division Capability Building. This program is

provided by the Schools Division, Offices
(SOOs) to ensure that SBM Is successfully
implemented in all schools in the division.
• 3.SBM Implementation. Through shared

leadership, the SBM level of practice
progresses from developing structures and
mechanism to introducing continuous
improvement processes and finally culminates
in getting recognition.
• 4. Self-Assessment. Its purpose is to

determine the schools' level of SBM practice.
An SBM Assessment Toot is used to gather
data, which are analyzed for evidence using
the DOD (Document, Observation,
Discussion) process.
• The output of the self-assessment is a report
on What the school claims to be its SBM level
of practice.
• 5. The Visit of division validation team. If the school's

report claims attainment of level II SBM level of
practice, a division validation team shall visit the
school to verify the claims. If the claim is on
achievement of level II SBM level of practice, the
team shall now provide Technical Assistance to the
school to obtain an SBM level II level of practice. If
the claim is on achievement of level II, SDO shall
give certification and recognition to the school.
• 6. The Visit of regional validation team. Schools on level Ill of

SBM practice are endorsed by the school’s division office for
regional office validation. Upon receipt by the region, the
regional validation team shall verify the claim of the school. If
the claim is on achievement of level II SBM level of practice
the team shall provide technical assistance to SDO in return
the S00 will provide TA to the school to obtain the highest
level of SBM practice. If the claim is on the achievement of
level III, the regional office will certify and give recognition to
the school.
C. THE CONTEXTUALIZED
SBM ASSESSMENT TOOL
• The Contextualized School-Based

Management (SBM) Assessment tool is
guided by the four principles of ACCESs (A
Child and Community Centered Education).
Toe 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.
SBM ASSESSMENT TOOL
• 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.
SBM ASSESSMENT TOOL
• Parts of the Tool. The tool shall contain the

fallowing parts: (a.) basic school/learning
center Information; (b.) principle-guided
indicators: e.) description of SBM practice
scaled in terms of extent of community
involvement; d.) Learner centeredness, and
c.) scoring instructions.
SBM ASSESSMENT TOOL
• 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 25%
Improvement
Management of Resources 15%
• 2. Each principle has several indicators.

Based on the results of the D-O-D {Document
Analysis, Observation and 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
• 1- Evidence indicates early or preliminary stages of
implementation
• 2- Evidence indicates planned practices and procedures are
fully implemented
• 3- Evidence indicates practices and procedures satisfy
quality standards

• 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 area/
standard rated.
• 6- Multiply the number of check marks in each column by the
pints (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 1he weighted average rating:

• 10-To get the total rating for the four principles, get the sum of
the weighted ratings. The value derived is the school rating
based on DOD;
• 11- The level of practice will be computed based on the criteria
below:
• 60% based on the improvement of learning outcomes;
• 40% according to validated practices using DOD
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 aid sustaining continuous
improvement process that integrates wider community
participation and improve significantly performance and
learning outcomes.
• Level III: ADVANCED - 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.
D. RECOGNITION AND
INCENTIVES
• To accelerate Implementation and reward best practices, the

contextualized SBM practice approaches assessment using
systematic recognition and Incentives program in terms of
cash Incentives and/or learning materials, plaque of
recognition and sharing their best practices in a Division &
Regional SBM Congress.
• The highest recognition after two consecutive re-accreditation
status may be awarded to a school as Center of Excellence in
a specific field i.e. Technical Vocational, Special Education,
Multigrade School, etc.
Annex I - SBM LEVEL OF PRACTICE
VALIDATION FORM
VALIDATION FORM
VALIDATION FORM
VALIDATION FORM
SCHOOL-BASED MANAGEMENT ASSESSMENT
TOOL (DEPED ORDER NO. 83 S. 2012)
WITH CONTEXTUALIZED MEANS OF
VERIFICATIONS (MOVS)
SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL
(DepED Order NO. 83 s. 2012)
With CONTEXTUALIZED MEANS OF VERIFICATIONS (MOVs)
VALIDATION FORM
VALIDATION FORM
VALIDATION FORM
VALIDATION FORM
DIVISION FIELD TECHNICAL
ASSISTANCE TEAM (DFTAT)
Division Level
• Composition of Division Field Technical Assistance Team ( DFTAT )

• Chairperson: Dr. Natividad P. Bayubay , CESO VI
• Schools Division Superintendent
• Co- Chairperson: Mr. Arnaldo G. Ventura - OIC – ASDS
• Mr. Rufino B. Foz - OIC – ASDS
• Over-All Team Leader : Mr. Eric Quillip – SGOD – OIC Chief
• Mrs. Aurelia B. Marquez – CID Chief
Division Level
Focal Person: Ms. Daisy Ann P. Astrero –

SEPS - SMME
Mr. Paterno Marquez Jr. EPS

EPS - SMME
Division Level
Members:
Mrs. Isabelita A. Sampayan – AO V
________________________ - Legal Officer
Mrs. Chita D, Umali – Accountant III
Mrs. Luzviminda L. Flores- Budget Officer
Dr. Carren A. Arzaga, DMD
Engr. Jocelyn Rivas – Engineer III
Composition of Division Field Technical Assistance Team
(DFTAT) – District Level
School Year 2020-2021
(DFTAT)
(DFTAT)
(DFTAT)
(DFTAT)
(DFTAT)
(DFTAT)
(DFTAT)
(DFTAT)
(DFTAT)
(DFTAT)
(DFTAT)
(DFTAT)
THANK YOU!
Mr. Arnaldo G. Ventura
OIC- Assistant Schools Division Superintendent

SBM Re Orientation

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Strengthening Of School-based Management Practice in The

Schools Division of Palawan

Schools Division of Palawan

• To be able to deliver to the Filipino people the

SECTION 1. Short Title. – This Act shall be known as the “Governance of

• The school shall be the heart of the formal education

• The implementation of the Governance of

Section 3.1 Principle – Shared governance is a principle which

Section 3.2 The principles of accountability and transparency

• Section 3.3. The process of democratic consultation shall be

• Section 3.4 . The communication channels of field offices

• Feedback mechanism shall be established

1. There shall be a school head for all public

2. The school head, who may be assisted by an

3. A core of nonteaching staff shall handle the school's

• Section 3. RA No. 9155 vests to DepEd the

1. Setting the mission, vision, goals and objectives of

4. Developing the school education program and

7. Administering and managing all personnel, physical and fiscal

11. Accepting donations, gifts, bequests and grants for the

12. Performing such other functions as may be assigned by

• Pursuant to the above mandate, the

• With the implementation of the Rationalization

• Moreover, Field Technical Assistance Division

• In the Schools Division of Palawan, the Division Field

• To fully achieve the purpose, a School-Based

• Principle of Collective leadership and

• ACCESs is both a product and process. As a

• A. SBM Assessment Process

• Purpose of Assessment: SSM Assessment is

• Step 1: Organize a team of at least ten

• Step 2: Let team members select the area

• Step 3: In the pre-assessment meeting decide

• Step 4: Assessment Proper {school visit if

• During the assessment proper have a schedule of activities

• Step 5: Conduct process validation. The

• Step 6: Discussion of Documents and Process

• Step 7: Closure or exit conference/ meeting

• Step 8: Report Writing by team.

• The SBM Assessment Tool uses evidence to

• Obtain and assemble an existing artifact related to

Relevance The evidence must be appropriate to the indicator being

• Collect and analyze evidence horizontally (by

• Documentary evidence may show the school's

• Process evidence is obtained by scrutinizing

• Determining the number of observations.

• Use the process evidence to cross-validate

• Conduct the discussion as a friendly non-

• As the team arrives at a consensus on the

• Practices vary in establishing the level of

• The other practice is non-integrative.

• Who conducts the DOD? A school

• Who constitute the assessment committee? A

Collaboration Collaboration. The assessors work as a team. Leadership is shared.

• Stakeholders' satisfaction is an existing growth

• 1. Regional Capacity Building. This activity is

• 2. Division Capability Building. This program is

• 3.SBM Implementation. Through shared

• 4. Self-Assessment. Its purpose is to

• 5. The Visit of division validation team. If the school's

• 6. The Visit of regional validation team. Schools on level Ill of

• The Contextualized School-Based

• Characteristics and Features. The revised tool

• Parts of the Tool. The tool shall contain the