Mindanao State University – GSC

School of Graduate Studies

SBM
School Based-Management
 Mindanao State University – GSC
School of Graduate Studies

4 ACCESS
PRINCIPLES
GENEVIEVE R. SODUSTA
Discussant
Terminal Objective:
• At the end of the session, the
participants will be able to distinguish
the Four Principles of A Child and
Community Centered Education
System (ACCESS).
Enabling Objective:

• Discuss the 4
ACCESS Principles
Questions:

1. Do you agree that the success of SBM very much

depends on the School Head? Why?

2. What are the roles/functions/skills or attitude that a

School Head must possess for him to successfully
implement the SBM practices in your school?
 There are 6 principles/dimension of SBM before:

1. School leadership
Trivia! 2. Internal Stakeholder’s participation
3. External Stakeholder’s participation
4. School improvement process
5. School-based resources
6. School performance accountability
 What are
the 4 ACCESs
Principles?
4 ACCESs PRINCIPLES
1 2
Leadership and Curriculum and
Governance Learning (K-12)

3 4
Accountability Management of
and Continuous Resources
Improvement
1. Leadership and Governance

A network of leadership that

provides the vision and
direction to the education
system, making it relevant and
responsive to the contexts of
diverse communities.
Indicator 1: Leadership and Governance

There is in place, a mechanism

that allows for the development
of a shared vision, mission and
goals (VMG) which reflects the
aspirations and thrusts of the
community.
 Leadership and Governance

• SIP (School Improvement Plan)

• AIP (Annual Implementation Plan)
• Annual Procurement Plan
• Annual Budget
• Documentation of the SIP Process
Indicator 2: Leadership and Governance

The organization’s vision, direction

and aspirations are periodically
revisited and adjusted by the
learning managers, learning
facilitators and community
stakeholders to respond to the
community’s conditions and
emerging needs.
 Leadership and Governance

• SIP Review
• SMEPA Documents
• Documentation of the
SIP Process
Indicator 3: Leadership and Governance

Stakeholders actively
participate through dialogue
and/or consensus-building, in
formulating relevant policies
and guidelines in conducting
regular view and updating of
community initiatives.
 Leadership and Governance
• Communication
Plan/Flow/System
• School Website
• Letters
• Linkages/partnerships with
BLGU and other Sectoral
Groups – MOA, MOU, etc.
Indicator 4: Leadership and Governance

The organizational structure for

education governance promotes
ownership of goals and
members assumed particular
roles and responsibilities to
carry out initiatives.
 Leadership and Governance

• School Faculty Association

• School Governing Council
• Parents Teachers
Association
• Supreme Pupil Government
Indicator 5: Leadership and Governance

The community facilitates

the development of an
education plan based on its
vision, direction and
aspirations.
Indicator 6: Leadership and Governance

The governance practices,

facilitate regular information
and feedback sharing on the
progress of the education
development program.
Indicator 7: Leadership and Governance

Decisions are consistently

based on valued and respected
information sources and
processes that adhere to vision,
direction and aspirations of the
community.
Indicator 8: Leadership and Governance

Stakeholders demonstrate
initiative, openness and build
effective relationships to
contribute to the attainment of
the organization’s vision,
mission and goals.
 THE DEPED VISION

We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.
As a learner-centered public institution,
the Department of Education
continuously improves itself
to better serve its stakeholders.
 THE DEPED MISSION

To protect and promote the right of every Filipino to quality,

equitable, culture-based, and complete basic education where:

Students learn in a child-friendly, gender-sensitive, safe, and

motivating environment.
Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an
enabling and supportive environment for effective learning to
happen.
Family, community, and other stakeholders are actively engaged
and share responsibility for developing life-long learners.
Indicator 9: Leadership and Governance

There is a place for

development program to
enhance leadership
competencies of stakeholders
to face emerging opportunities
and challenges.
 Leadership and Governance
• L & D system
• Individual Plan for Professional
Development (IPPD)
• School Plan for Professional
Development (SPDP) for Teachers
• Training and Development Plan for
school and community leaders
• Training
• Parenting Seminar Program
2. Curriculum and Learning (K-12)
The learning systems
collaboratively developed and
continuously improved,
anchored on the community
and learner’s context and
aspirations.
Indicator 1: Curriculum and Learning

The implemented curriculum is rights-

based, inclusive, culturally and
developmentally appropriate to the needs
and interests of the learners and
community, localize for relevance to the
community life, consistent to the vision,
mission and goals and oriented towards
individual and community well-being.
Indicator 2: Curriculum and Learning

The learning systems are

regularly and collaboratively
monitored by the community
using appropriate tools to
ensure the holistic growth and
development of the learners
and the community.
 Curriculum and Learning

• Action Research on
Students learning
outcomes basis for
developing remedial
programs.
• SMEPA Dashboard and
Results
Indicator 3: Curriculum and Learning

Appropriate assessment tools for

teaching and learning are
continuously reviewed and improved
and assessment results are
contextualized to the learner and
local situation, and the attainment
of relevant life skills.
 Curriculum and Learning

• Teachers test notebook

• Teachers Portfolio
• Test Results and Analysis of any of
the following tool: EGRA ARATA
• Phil-IRI result used in developing
reading program
• Pre-test/Diagnostic Test
Indicator 4: Curriculum and Learning

The community actively

participates in developing and
mentoring the learners’
awareness and practice of good
citizenship and shares in the
attainment of individual and
collective competencies.
Indicator 5: Curriculum and Learning

Methods and resources are

learner and community-
friendly, enjoyable, safe,
inclusive, accessible and
aimed at developing self-
directed learners.
 Curriculum and Learning
• Daily lesson log/lesson plans
• Pupil’s portfolio
• Library
• Guidance Services
• Computer laboratory
• ADM modules
• Awards received by learners
• Learners initiated projects
• Classroom structuring
• Reading centers
• Study lounge
Indicator 6: Curriculum and Learning

Learning environment, methods

and resources are accessible
and promote effective learning
and are appropriate to the
learner’s ecology, history,
community, worldview, values
and spirituality.
 Curriculum and Learning

• Localized Curriculum
• Contextualized LMs (Big books)
• Curriculum Adaptation
• Orthography
• MTB Dictionary
• IMs
• ARATA based on EGRA
Indicator 7: Curriculum and Learning

Learning managers and facilitators

(teachers, administrators and
community members) nurture values
and environments that are protective
of all children, inclusive of all the
children, and demonstrate behaviors
consistent to the organization’s
vision, mission and goals.
 Curriculum and Learning

• Child protection policy

implementation
• Co-curricular activities
(scouting, religious instruction,
science camp, etc.)
Indicator 8: Curriculum and Learning

Learners are equipped with

essential knowledge, skills
and values to assume
responsibility and
accountability for their own
learning.
3. Accountability and Continuous Improvement

A clear, transparent, inclusive and

responsive accountability system is in
place, collaboratively developed by
community stakeholders, which
monitors expected and actual
performance, continually addresses
the gaps and ensures a venue for
feedback and redress.
 Accountability and
Indicator 1: Continuous Improvement

Roles and responsibilities of

accountable person/s and
collective body/ies are clearly
defined and agreed upon by
community stakeholders.
 Accountability and
Continuous Improvement

• School Faculty Association (CBL)

• School Governing Council Structure
• Parent’s Teachers Association
• Supreme Student Government/Pupil
Government
- attendance, photos, minutes of the
meeting, regarding the crafting of definition
of roles and responsibilities of school
organization (PTA, SGC, SSG, SPG, etc.)
 Accountability and
Indicator 2: Continuous Improvement

Achievement of goals is
recognized based on a
collaboratively developed
performance accountability
system; gaps are addressed
through appropriate action.
 Accountability and
Continuous Improvement
• SMEPA implementation
• Recognition and Incentive system
• General PTA Assembly Meeting
• Homeroom PTA meeting
- attendance, photos, minutes of
the meeting in the development/
capability building program on
perform accountability system
(SMEPA)
 Accountability and
Indicator 3: Continuous Improvement

The accountability system that is

owned by the community is
continuously enhanced to ensure
that management structures and
mechanisms are responsive to the
emerging learning needs and
demands of the community.
 Accountability and
Continuous Improvement

• Accountability system processes,

mechanism tools.
- attendance, photos, minutes of
the meeting of the enhancement
and review of M & E system.
• School Report Card
• State of the School Address (SOSA)
 Accountability and
Indicator 4: Continuous Improvement

Accountability assessment criteria

and tools, feedback mechanisms
and information collection and
validation techniques and
processes are inclusive and
collaboratively developed and
agreed upon. (PROCESS)
 Accountability and
Continuous Improvement

• Assessment tools
• Feedback mechanisms
• Information collection
• Validation techniques and
process
 Accountability and
Indicator 5: Continuous Improvement

Participatory assessment of
performance is done regularly with
the community. Assessment results
and lessons learned serve as
basis for feedback, technical
assistance, recognition and plan
adjustment.
 Accountability and
Continuous Improvement

• M & E Process
• Assessment Results
based on M & E.
4. Management of Resources

Resources are collectively

and judiciously mobilized
and managed with
transparency, effectiveness
and efficiency.
Indicator 1: Management of Resources

Regular resource inventory is

collaboratively undertaken by
learning managers, learning
facilitators and community
stakeholders as basis for
resource allocation and
mobilization.
 Management of Resources

• Human resource (teachers, students

& partners).
• Financial Resources (PTA, MOOE,
Canteen fund, IGP & Clubs)
• Technological Resources
• Instructional Resources
• Rooms
• School site titling
• Instructional tools and equipment
Indicator 2: Management of Resources

There is a regular dialogue for

planning and resource
programming, that is accessible
and inclusive, to continuously
engage stakeholders and support
the implementation of community
education plans.
 Management of Resources
• Human Resource Development Plan
(HRDP)
• Financial Management Development
Plan (FMDP)
• Technological Resource Improvement
Plan (TRIP)
• School Physical Development Plan
(SPDP)
• Annual Procurement Plan
• IGP Sustainability Plan
Indicator 3: Management of Resources

There is in place a community-

developed resource
management system that
drives appropriate behaviors
of the stakeholders to ensure
judicious, appropriate and
effective use of resources.
Indicator 4: Management of Resources

• SMEPA of
-Human Resource Development
Plan (HRDP)
-Financial Management
Development Plan (FMDP)
-Technological Resource
Improvement Plan (TRIP)
-School Physical Development
Plan (SPDP)
-Annual Procurement Plan
-Inventory list of all resources
Indicator 5: Management of Resources

There is a system that

manages the network and
linkages that strengthen and
sustain partnerships for
improving resource
management.
 Management of Resources

• Financial Report (PTA)

 KEY PERFORMANCE
INDICATOR (KPI)
ACCESS EFFICIENCY
QUALITY
- Enrollment - Drop out rate - GPA
- Graduation rate
- Promotion rate
 SCORING SYSTEM
The 4 principles were assigned percentage weights on the
basis of their relative importance to the aim of the school
(improved learning outcomes and school operations)

1. Leadership and governance – 30%

2. Curriculum and Learning – 30%
3. Accountability and continuous improvement – 25%
4. Management of Resources – 15%
The school level of SBM practice can either be:
LEVEL 1 – DEVELOPING
LEVEL 2 – MATURING
LEVEL 3 – ADVANCED (ACCREDITED)
A school that reaches the highest level of SBM
practices qualifies for an ACCREDITED STATUS.
 PASBE
Philippine Accreditation System
for Basic Education
DepEd Order No. 64, s. 2012
SBM practice is assessed periodically in
terms of the school’s performance based
upon agreed standards. The levels of practice
would indicate how the school and the
community transition from centralized to
decentralized governance, from being
dependent to interdependent, from the school
being nurtured by the community to schools
nurturing the community.
Accreditation is a proposed system by the
Philippines to allow self-renewing of self-regulating
of schools to achieve ‘autonomous’ status -
meaning it recognize the learning community (the
school and the community as self-sustaining) with
system suitable for their context.
This will also rationalize the incentive system
proposed as “higher grant allocation”, “fiscal
autonomy” and “special allocation outlay”.
Question:

What are the 4

principles of ACCESS?
Discuss each principle based on what you
have understood on our lesson.
 ““When everything is
uncertain, everything that
is important becomes
clear”.
—Unknown
References:

StuDocu World University Ranking. (2022). THE School HEAD IN School Based Management
(SBM). StudeerSnel B.V., Keizersgracht 424, 1016 GC Amsterdam. Retrieved from
https://www.studocu.com/ph/document/tarlac-agricultural-university/secondary-education/the-school-he
ad-in-school-based-management-sbm/17130580?fbclid=IwAR25EMC4MwxaFdtJjj4tpDxtKmbNF4Fq1s
92uhD6NZLTEu1BNWxcKWq3pZg
Government Employee. (2013). Revised School-Based Management. Caloocan City, Philippines.
Retrieved from
https://www.slideshare.net/sweetmae3779/revised-schoolbased-management?fbclid=IwAR107_Pb
7B7VuqTRtXtLjv_wB_x_fBFkbAB8wklsKfFrbbOBorgPpaqmRVI
Thank you for
listening!