Revised Guidelines on the

Contextualized SBM-APAT
(RM No. 101, s. 2021)
Presenter: Kristine R. Canales
 Table of contents

01 Rationale 02 Coverage

Definition of
03 Terms
 “The secret to
getting ahead is
getting started.”
 Provide
words/thoughts
which you could
associate with SBM.
 What are the
challenges and
issues you’ve
encountered in the
SBM
implementation?
01

Rationale
School-based Management (SBM) has been embedded in the Governance
Basic Act of 2002 to provide the guidance and enabling mechanism in the
governance and operations of schools. Since its inception in 2012 through
DepED Order No. 83, s. 2021, the schools have used the mechanism to
assess their level of practice and to maintain and sustain their improvement
efforts and practices. This resulted in self-directed, self-sustaining, and
much improved system of governance.

However, since the issuance of the same DepEd Order, and

with the turn of events in education landscape and in health
emergencies, nothing was done to adjust the mechanism and
guidelines more suited to the school contexts.
Anchored on the provisions of DepEd Order 83, s. 2012 or the
Implementing Guidelines on the Revised School-Based
Management (SBM) Framework, Assessment Process and Tool
(APAT), DepEd Region V has come up with a contextualized tool
that specifies all the possible Means of Verification (MOVs) to
support each indicator in assessing the Level of Practice of the
school as embodied in Regional Memorandum No. 67, s. 2019,
titled "Implementing Guidelines on the Contextualized School-
Based Management (SBM) Assessment, Process and Tool
(APAT). However, said guidelines need to be adjusted in order to
respond to the new normal brought about by the COVID-19
pandemic, hence, the development of the revised guidelines on
SBM APAT.
These guidelines are issued to provide
the rules and clarification along the use
of the Contextualized School-Based
Management Assessment (SBM), Process
and Tool (APAT) by all public elementary,
secondary, and integrated schools in
DepEd Region V in light of the
pandemic.
 II

Coverage
 Coverage

A B C
Contextualized SBM
Revised APAT initiated by
the DepEd Region
implementing V along the Scoring
principles of
guidelines in light Leadership and
Governance,
Sheets and
of the COVID-19
Curriculum and
Learning Resource,
Templates
Accountability and
pandemic Continuous
Improvement, and
Management of
Resources
 III
Definition of
Terms
 Contextualized Tool
refers to the SBM Assessment Process and
Tool initiated by DepEd Region V which
specifies particular Means of Verification
A.
(MOV) for each indicator to assess the
SBM-APAT Level of Practice of the schools
in the region.

Means of Verification (MOV)

B. all documents, artifacts, and other evidences that
support the systems, processes, and
accomplishments of the school along the various
indicators of the contextualized tool
 SBM Validation Process
is the step-by-step procedure of
validating the SBM Level of Practice of C.
a particular school following the D-O-
D (Document Analysis, Observation,
Discussion

Focus Group Discussion

D. is a small group meeting conducted to discuss the
process of SBM Validation among the SBM Validating
Team and the school internal and external stakeholders
to corroborate documents and clarify processes and
systems that support the claims for the SBM level of
practice of the school
 Internal Stakeholders

refer to the school

administration, faculty and
E.
staff, as well as parents
and learners
External Stakeholders
F. refer to the partner agencies, Local
Government Units, Non-
Government Organizations, People
Organizations, Alumni Association,
and other community organizations
 Learner
a child who attends classes in
any level of basic education G.
system, under the supervision
and tutelage of a teacher or
facilitator
Emergent Saturation Sampling
H. It is a sampling technique that counts on new
opportunities to recruit participants or to gain access to
a new site which may develop after the fieldwork has
begun. It is also called opportunistic or emergent
samplingl
As used in SBM validation process,
this sampling technique means data
sufficiency.

The validating teams ensure that data and

documents collected are enough to satisfy the
validity of claims and rating or scores.

SBM Validating Teams can reasonably assure

that further documents collection and
validation would yield similar results and
serve to confirm analysis and conclusions
When Regional SBM Validating teams can
claim that they have collected enough
documents to achieve
percentage weights per
principle, they should report how,
when, and to what degree
they achieved data saturation.
 Snowballing
Snowball sampling is where research
participants recruit other participants for a test
or study. It is used where potential participants
I.
are hard to find. It's called snowball sampling
because (in theory) once you have the ball
rolling, it picks up more "snow' along the way
and becomes larger and larger2

As used in this regional SBM validation process, snowball

technique means creation of pool of participants for onsite
and/or face-to-face focus group discussion, as the case may
be, one-on-one interview or other validation scheme that
involves key informants. The pool may be composed of
participants recommended by the Division SBM Team or any
other potential participants,
J.
SBM Coordinating Team-
the group who shall
validate the SBM Level of
Practice of the school,
composed of the
following;
School level
Faculty members
In-charge of SBM
Chair: School Principles
Head
School
Governing
Council
Division level Chair: SDS or
his/her authorized
representative

Co-Chair: Chief
Education
Supervisor
(SGOD)

Member: Other
Member: Division SDO Officials in-
SBM Focal Person Charge of SBM
principles
Regional level
Chair: RD or
his/her authorized
representative

Co-Chair: Chief,
FTAD

Member: Other
Member: Regional ROV Officials in-
SBM Focal Person Charge of SBM
principles
National level
Chair: Undersecretary
for Regional
Operations

Co-Chair: National
SBM Focal Person

Member: QAME Team

Member: TWG from Core Group on SBM-
CO PASBE Planning
Service Team
SBM
Principles Principles of Principles of
- refers to Leadership and Community-Based
Governance Learning
the four
SBM
core Principles
principles Principles of Principles of
Accountability for Convergence to
of a Performance and Harness Resources
school Results for Education

system
1.A network of leadership and of
Governance that guides the education
1. A network of
system to achieve its shared vision,
mission, and goals making them
leadership and of
responsive and relevant to the context
of diverse environments. Governance that
Principle of guides the education
Leadership system to achieve its
and shared vision, mission,
Governance and goals making them
responsive and
relevant to the context
of diverse
environments.
 • The curriculum and the

The curriculum and

1.A network of leadership and of
Governance that guides the education
system to achieve its shared vision,
learning systems
anchored on the
community and learner’s
the learning systems
mission, and goals making them
responsive and relevant to the context
context and aspirations
are collaboratively

anchored on the
of diverse environments. developed and
continuously improved
Principle of
community and Principle of
Community-
Leadership
learner’s context and and based
aspirations are Governance learning
collaboratively
developed and
continuously
improved
 • The curriculum and the
1.A network of leadership and of learning systems
Governance that guides the education anchored on the
system to achieve its shared vision, community and learner’s
mission, and goals making them context and aspirations
responsive and relevant to the context are collaboratively
of diverse environments. developed and
continuously improved
Principle of Principle of A clear, transparent,
Leadership Community-
and based inclusive and
Governance learning responsive
accountability system
Principle of is in place and
Accountability collaboratively
for
performance developed by the
and results school community
• A clear, transparent, inclusive and
responsive accountability system is in
place and collaboratively developed by
which monitors
the school community which monitors
performance and acts appropriately on performance and acts
gaps and gains
appropriately on gaps
and gains
 • The curriculum and the
1.A network of leadership and of learning systems
Governance that guides the education anchored on the
system to achieve its shared vision, community and learner’s
mission, and goals making them context and aspirations
responsive and relevant to the context are collaboratively
of diverse environments. developed and
continuously improved

Resources are Principle of Principle of

Leadership Community-
collectively and based
organized, Governance learning

judiciously mobilized
following ethical Principle of Principle of
standards and Accountability Convergence
for to Harness
managed with performance Resources for
transparency, and results
• A clear, transparent, inclusive and
Education
• Resources are
effectivenessresponsive
andaccountability system is in
place and collaboratively developed by
collectively organized,
judiciously mobilized

efficiency to the
support
school community which monitors
performance
gaps and gains
and acts appropriately on
following ethical
standards and managed
with transparency,
targeted educational effectiveness and
efficiency to support

outcome targeted educational

outcome
J. Performance Indicators- indicators of
performance based on actual data about the
learners, the teachers, the facilities, and the
like. In assessing the SBM Level of Practice,
these performance indicators reflect school
performance along access, efficiency, and
quality (learning outcome). As used in these
contextualized guidelines, these indicators are
construed simply as:
 Enrolment Rate
the percentage of learners who enrolled in
a particular school year compared to
previous year's enrolment. For this
purpose, the enrolment data shall cover
the current enrolment over the previous
years from Kindergarten to Grade 6;
Grade 7 to Grade 10 in the Junior High
School and Grade 11-12 in the Senior
High School.
 Dropout Rate
the percentage of learners or pupils who
left school during the year and did not
finish the curriculum year for the
particular grade or year level. This
included students who transferred to
another school but did not finish or
have dropped from school within the
same curriculum year
 Cohort-Survival Rate
the proportion of enrollees at the
beginning grade or year at the end of
the required number of years of study
multiplied by hundred percent
 Promotion Rate
the percentage of learners who are
promoted to the next grade level
 Learning Outcomes
The average of the final ratings of all
students from Kinder to Grade 6 for
elementary and Grade 7 to 12 in the
secondary. The coverage of the ratings
shall be by grade level and by subject
area.
Thanks!!!