Technical Assistance on

School-Based Management
(TA on SBM)
Priming Activity
 SBM
• School-Based Management
 SIP
• School Improvement
Plan
 AIP
• Annual Implementation
Plan
 SRC
•School Report
Card
 SGC
•School Governance
Council
 SFI
•Schools First
Initiative
 DepEd Order No. 83, s.2012
• Implementing Guidelines on the Revised
School-Based Management Assessment(SBM)
Framework, Assessment Process and Tool
(APAT)
 Republic Act No. 9155

• “Governance of Basic
Education Act of
2001”,
 DepEd Memorandum No. 75, s.
2022

• Moratorium on the Conduct of

Division and Regional School-
Based Management Validation
Activities
 Technical Assistance on
School-Based Management
(TA on SBM)
 Legal Bases

Section 5 paragraph (c) - The principles

of accountability and transparency shall
be operationalized in the performance
of functions and responsibilities at all
levels
 Republic Act No. 9155, or the “Governance of
Basic Education Act of 2001”,

decentralized education governance and made

“the school as the heart of the formal education
system” and shifted the focus of education
management to School-Based Management
(SBM).
BACKGROUND & RATIONALE
• Implementation of the Governance
of Basic Education Act of 2001 ( RA
9155)
• Launching of Schools First
Initiative (SFI) in 2005
–Access
–Quality
 BESRA 2006
Key Reform Thrusts
– Teacher Education Development
– National Learning Strategies
– Quality Assurance
– Monitoring & Evaluation
– Organizational Development
– SCHOOL-BASED MANAGEMENT
 ENABLING SBM POLICIES
–Establishment of SGC
–Conduct of Assessment of Level of
Practice
–School Improvement Planning (SIP)
–Reporting of Accomplishments
through SRC
 PARADIGM SHIFT

SCHOOL-
CENTERED ACCESs ( A Child-and
Community-centered
Education Systems
 Regional Memo No.101, s.
2021Guidelines on the School-
Based Management Assessment
Process and Tool (SBM-APAT)
 RM 67,s.2019
Contextualized Implementing Guideline of DepEd Region V on

Assessment Process And Tools (APAT)

 i s i t e d
Re v
RM 67,s.2019
Contextualized Implementing Guideline of DepEd Region V on

Assessment Process And Tools (APAT)

 Regional Memo No.101, s. 2021
• Revised Guidelines on the Contextualized
School-Based Management Assessment
Process and Tool (SBM-APAT)
DepEdMemo No. 75, s.2022
 DepEd Memo No. 75, s. 2022

Moratorium on the Conduct

of Division and Regional
School-Based
Management Validation
Activities
• 1. With reference to the ongoing policy
development of the revised guidelines on
the implementation of the DepEd School-
Based Management (SBM) Framework, all
on going and planned activities relative to
the conduct of the validation process with
the purpose of determining the SBM level
of practice by the schools division
offices(SDOs) and regional offices (ROs)
shall be held in abeyance.
• 2. This moratorium is issued to
prepare and assist field offices and
schools in their gradual transition
from DepEd Order No. 83, s. 2012
(Implementing Guidelines on the
Revised School-Based Management
(SBM) Framework, Assessment
Process and Tool (APAT) to the new
SBM policy.
• 3. During this period, field
offices shall observe a
practiced-Based provision
of technical assistance in
lieu of recognition-based
validation activities.
• a. SDOs shall provide the
necessary technical assistance
for continuous improvement of
school practices and processes
on areas identified as
dimensions of school operation.
• b. ROs shall extend
support and trainings to
their SDOs to enhance
capacity in providing
technical assistance to
schools
• c. SDOs and ROs shall
strengthen and further develop
their tools and mechanisms to
ensure relevance and enhance
the efficiency of the provision of
their respective technical
assistance.
• 4. Meanwhile, schools shall
continue to undergo self-
assessment using the SBM tool
with the purpose of identifying
areas for improvement in the
following dimensions of school
operations:
• a. Leadership
• b. Governance and Accountability
• c. Human Resource and Team
Development
• d. Finance and Resource Management
and Mobilization
• e. Curriculum and Instruction, and
• f. Learning Environment
5. This moratorium shall remain in effect until the new
SBM policy is issued.
6. For clarifications, kindly coordinate with the Bureau of
Human Resource and Organizational Development-School
Effectiveness Division, 2nd floor, Alonzo Building,
Department of Education Central Office, DepEd Complex,
Meralco Avenue, Pasig City through email at
bhrod.sed@deped.gov.ph or telephone number at (02)
8633-5397
7. Immediate dissemination of this memorandum is
desired.
 SCHOOL-BASED
MANAGEMENT
Proposed Amendments to DepEd
Order No. 83, s. 2012
Objective of the Presentation
Present the final draft of
the amended SBM policy
for final clearance from
the ExeCom
Presentation to the Regional
Operations Meetings
 DO 83, s. 2012 Proposed Policy

1. Outdated anchors and 1. Updated conceptual

components in the framework
conceptual framework 2. Standardized means of
2. Heavy paperwork verification
attributed to the 3. Simplified scoring
collection of means of system
verification 4. Clear roles and
3. Complex scoring responsibilities as well
system as implementation
4. Unclear arrangements across
implementation governance levels
arrangements
 DO 83, S. 2012 Proposed Policy
Supported by SIP and stakeholder engagement
D-O-D process validates level of practice
Conceptual framework leads Conceptual framework leads
to extrinsic rewarding to intrinsic rewarding
(Accreditation) (Continuous Improvement)
Has 4 Dimensions Has 6 Dimensions
Without standardized Means With standardized Means of
of Verification Verification based on existing
DepEd policies and school
processes
 DO 83, S. 2012 Proposed Policy

3 SBM Levels of Practice 4 SBM Levels of Practice

Highest level of practice Highest level of practice

emphasizes individual emphasizes community of
success schools success
Implementation Implementation arrangement
arrangements based on old based on Rationalization
structure Plan
Level of Practice= 60% Level of Practice= 100%
Improved learning outcomes; verified continuous school
40% validated practices improvement practices and
process
 DO 83, S. 2012 Proposed Policy
Supported by SIP and stakeholder engagement
D-O-D process validates level of practice
Conceptual framework leads to extrinsic Conceptual framework leads to intrinsic
rewarding (Accreditation) rewarding (Continuous Improvement)
Has 4 Dimensions Has 6 Dimensions
Without standardized Means of With standardized Means of Verification
Verification based on existing DepEd policies and
school processes
3 SBM Levels of Practice 4 SBM Levels of Practice
Highest level of practice emphasizes Highest level of practice emphasizes
individual success community of schools success
Implementation arrangements based on Implementation arrangement based on
old structure Rationalization Plan
Level of Practice= 60% Improved learning Level of Practice= 100% verified continuous
outcomes; 40% validated practices school improvement practices and process
Current Framework Proposed Framework
 SBM Dimensions

1. Leadership (15%)
School personnel and stakeholders
are empowered and actively engaged
in taking on appropriate leadership
roles and responsibilities to
continuously improve the school for
better learning outcomes
 SBM Dimensions

2. Governance & Accountability (15%)

School and the community come
together to take responsibility in
ensuring participation, transparency, and
accountability, as well as implementation
of a plan to continuously improve the
delivery of basic education services,
organizational health, and performance.
 SBM Dimensions

3. Human Resources & Team

Development (15%)
School personnel collaborate to
continuously improve individual
capabilities and team capacity to
create an environment that will yield
to high performance
 SBM Dimensions

4. Finance and Resource

Management and Mobilization (15%)
School judiciously manages and
mobilizes resources to support school
programs, projects, and activities that
contribute to the improvement of
learning outcomes
 SBM Dimensions

5. Curriculum and Instruction (25%)

School personnel and stakeholders
work collaboratively for the
enhancement of learning standards
to continually build a relevant and
inclusive learning community and to
achieve improved learning outcomes
 SBM Dimensions

6. Learning Environment (15%)

School and the community work
collaboratively to ensure equitable
access to a learner-centered,
motivating, healthy, safe, secure,
inclusive, resilient, and enabling
learning environment
Culture of Continuous
Improvement (CCI)
 SBM Levels of Practice
SBM Level 1
Indicative Culture of Continuous Improvement (CCI)
The school shows understanding of the standards and
ideas of continuous improvement.
Stakeholders have minimal stakes and participation on
school improvement initiatives. They individually
recognize their stakes in the school and community.
Efforts to improve are limited to some SBM Dimensions
 SBM Levels of Practice
SBM Level 2
Illustrative Culture of Continuous Improvement (CCI)
This is the minimum required SBM Level of Practice for all schools.
The school shows knowledge and demonstrates understanding of
the SBM standards across all Dimensions and these translate to
effective practices and efficient processes.
Stakeholders extend sufficient support to school in the
achievement of improvement goals, yet their engagement is
compliance-based. They have a clear and collective understanding
of their stakes in the school and community which result in the
achievement of the minimum level of SBM practice.
Efforts to continuously improve are evident in all SBM Dimensions.
 SBM Levels of Practice
SBM Level 3
Demonstrate Culture of Continuous Improvement (CCI)
The school shows knowledge and demonstrate understanding of the SBM
standards across all Dimensions and these translate to sustained
implementation of effective practices and efficient processes.

Stakeholder participation has become an integral part of the school operations.

It is dynamic and proactive, which also makes it sustainable. They have a clear
understanding of their collective stakes and accept ownership of responsibility
and accountability toward continuous improvement. Stakeholder engagement
activities result in a mutually beneficial relationship between the school and its
community.

Efforts to continuously improve are evident in all SBM dimensions and radiates
to its community.
 SBM Levels of Practice
SBM Level 4
Distinguished Culture of Continuous Improvement (CCI)
Distinguished schools sustain and intensify their implementation of
effective practices and efficient processes. However, they are further
distinguished from other levels of practice by their evident display of the
Bayanihan Spirit. This means that a school is able to effectively influence
other community of schools to cultivate cooperation.
The dynamic and proactive participation of stakeholders is sustained and
intensified. Their understanding of collective stakes transcends the
immediate school-community and is expressed as an extended
involvement to support other community of schools.
Efforts to continuously improve extend to other community of schools.
 SBM Level of Practice
Level Description
1 Indicative Culture of Continuous Improvement
(CCI)
2 Illustrative Culture of Continuous Improvement
(CCI)
3 Demonstrate Culture of Continuous
Improvement (CCI)
4 Distinguished Culture of Continuous
Improvement (CCI)
 Validity of Levels of Practice

A school with an SBM Level 3 or 4 practice needs to

further demonstrate validity of results

Based on the principle of sustainability, a school is

deemed Level 3 or Level 4 if it consistently produces
results satisfying Level 3 or Level 4 requisites for one
complete SIP cycle
SBM Self-Assessment Calendar (Cycle)
 
 References:

DepEd Order No. 83, s. 2012

DepEd Memo No. 75, s. 2022
Handout Proposed Amendments on DepedOrder No. 83, s. 2012