SBM APAT

D.O. 83, S. 2012

Marivic A. Somejo
EPS-FTAD
SBM Coordinator
PRIMING ACTIVITY

THE MORE WE GET TOGETHER (3X)

THE MORE WE GET TOGETHER
THE HAPPIER ARE WE!

FOR YOUR FRIENDS ARE MY FRIENDS

AND MY FRIENDS ARE YOUR FRIENDS
THE MORE WE GET TOGETHER
THE HAPPIER ARE WE!
EXPECTATION SETTING
• Orange – Knowledge Needed to be learned from the
Conference
• Pink– Skills Needed to be acquired from the Conference
• Yellow – Attitude of the participants
• Green – Values Needed to become Effective SBM Validators
OBJECTIVES
Discuss essential
principles and elements of
the revised SBM
Assessment Process And
Tool (APAT).
Familiarize with the SBM
Scoring Matrix accurately and
the proper conduct of the
Document Analysis-
Observation-Discussion (DOD)
process.
Acquire deep sense of understanding
and appreciation on the importance
of integrating ACCESs philosophy
within the Quality Assurance &
Accountability System of the RO/DO.
WORKSHOP:
• Orange – What’s your insight as regards SBM?
• Pink– What challenges have you encountered in
implementing DO 83, s. 2012?
• Yellow – What innovations have you initiated to fully
institutionalize SBM?
• Green – What recommendations do you propose to as
regards implementation of DO 83, s. 2012?
ACTIONS done on the challenge of
transforming Basic Education

Engaging Strengthening
Good
the Institution K to 12 Basic
broad Governance,
through Education
stakeholder Transparency,
BESRA Program
support and
Accountability
INSTITUTIONAL REFORM STRUCTURE

QUALITY & ACCESSIBLE EDUCATION FOR A

K to 12 Basic Education Program

Basic Education Sector Reform Agenda

KRT 2: KRT 3: KRT 4:
KRT1: KRT 5:
Quality
Teacher National Assurance &
School-Based Organizationa
Management
Education & Learning Accountability/
Development Strategies M&E l Development

BESRA as a package of reform initiatives considers K to 12 as the flagship reform

strategy.
OUR VISION OF CHANGE

Every SCHOOL in every

COMMUNITY
is

A Child and Community-centered Education Systems

 EFA / MDG

Building Quality and Equitable Education for All

 Features of ACCESs
Child(Learner)- Community-
Centered Centered
• G ender & culture- • A utonomy&
sensitive
Accountability
• L earning-focused
• C ollaboration &
• A ccessible regardless of Community
gender, race, culture, social
& economic status ownership
• D evelopmental-stage • T ransparency
appropriate • S hared vision-
• E nvironmentally (physical, mission, decision-
emotional, psychosocial) safe making & governance
ACCESs FRAMEWORK

Co l l a b o r a t i o n
Sh a r ed Gov er n a n ce Au t o n o m y
COMMU N I T Y-CE N T E R E D
Tr a n sp a r en cy Ow n e r s h i p

Sh a r ed V / M Acco u n t a b ilit y
S
U Ce n t r a l LG U s D
E
P R e g io n a l N G Os M
P D iv is i o n P r iv a t e A
L Dist r ict Sect or N
D
Y Co m m u n i t y
Gen d er a n d cu lt u r a l
Accessib le
se n sit iv it y

Dev elo p m en t a p p r o p r ia t e E n v i r o n m e n t a l l y S a fe

CH I LD ( LE A R N E R ) -
CE N T E R E D
Le a r n i n g -o r i e n t e d a n d Le a r n e r -
fo c u s e d

A Child and Community-centered Education Systems

KEY Strategies to Realize ACCESs

SBM
Community
Engagement
& Building
Strategic
Partnerships

K to 12

A Child and Community-centered Education Systems

 SBM CONCEPTUAL FRAMEWORK
Leadership
Leadership &
& Curriculum
Curriculum & &
Governance Learning
Learning (K
(K to
to 12)
12)
Governance VMG

Self-managing
Self-managing &
& Self-renewing
Self-renewing

Accredit

ss
As s e
Evalu
Ev atee
aluat
Functionally
Literate
Plan Citizen
Mo nitor
Monit or

SSttrruuctu nt
cturre
e meent
lem
Impple
Im

LEARNING COMMUNITY
Resource
Resource Accountability
Accountability &
&
Continuous Improvement
Continuous Improvement
Management
Management
BESRA THRUSTS
NCBTS, ECE, ALS, ETC

CENTRAL,REGION, DIVISION

A Child and Community-centered Education Systems

SBM – PASBE OPERATIONAL FRAMEWORK

ACCREDITATION Curriculum Accountability

Accountability &
Leadership
Leadership Curriculum && & Resource
Resource
STATUS Learning Continuous
Continuous
&
& Learning Manage-
Manage-
(K
(K to
to 12)
12) Improvement
Improvement ment
AUTONOMOUS Governance
Governance ment
(Re-Accredited
Status)
ACCREDITED LEVEL III: ADVANCED – (ACCREDITED)
(Initial
Accreditation)
CANDIDATE LEVEL II: MATURING
STATUS

LEVEL I: DEVELOPING

LEVELS OF PRACTICE
A Child and Community-centered Education Systems
 SBM – PASBE ORGANIZATIONAL STRUCTURE
& COORDINATION ARRANGEMENT

OFFICEOF
OFFICE OFTHE
THE
SECRETARY
SECRETARY

OFFICEOF
OFFICE OFTHE
THE NATIONAL
UNDERSECRETARYFOR
UNDERSECRETARY FOR
ACCREDITATION BOARD
REGIONALOPERATIONS
REGIONAL OPERATIONS

REGIONALOFFICE
OFFICE SECRETARIAT
REGIONAL

DIVISION
DIVISION SCHOOL

A Child and Community-centered Education Systems

 SBM-PASBE QUALIT
Y ASSURANCE FLO
W CHART

A Child and Community-centered Education Systems

SBM SCORING MATRIX

A. Improvement of Learning Outcomes (60%)

* Access (Enrolment Increase): 45%

* Efficiency (Completion Rate, Cohort
Survival Rate, Dropout Rate): 25%
* Quality (NAT): 30%

B. SBM Practices (DOD) (40%)

100%

A Child and Community-centered Education Systems

 Step 1: Determine Performance
Improvement (60%)
• Access: Enrolment Increase (45%)
• Efficiency: Dropout Rate (DR), Completion Rate
(CR), Cohort Survival Rate (CSR) - (25%)
• Quality: NAT MPS (30%)

Numerical Rating Scale Description

0.50 – 1.49 Good
1.50 – 2.49 Better
2.50 – 3.00 Best

A Child and Community-centered Education Systems

ACCESS: ENROLMENT INCREASE (45%) -
Justification based on Community Mapping

1 – Marginal: At least 85% increase

(85 – 89.99%)
2 – Average: At least 90% increase
(90 – 94.99%)
3 – High: At least 95% increase
(95% – up)

A Child and Community-centered Education Systems

 ACCESS: ENROLMENT INCREASE (45%):
OPTION 1

1 – Marginal: At least 3% increase

(3.0 – 4.99%)
2 – Average: At least 5% increase
(5.0 - 6.99%)
3 – High: At least 7% increase
(7.0 % – up)

A Child and Community-centered Education Systems

 EFFICIECY: DR, CR, CSR (25%)

• DROP-OUT RATE:
 1 – Marginal: At most 2% decrease (0.01 - 2.0)
 2 – Average: At most 4% decrease (2.01 – 4.0)
 3 – High: Has 0 DR or more than 4% decrease (4.01 – up)

• COMPLETION RATE: ?
 1 – Marginal: At least 5% Increase (5.0 – 6.99%)
 2 – Average: At least 7% Increase (7.0 – 9.99%)
 3 – High: At least 10% Increase (10% - up) or at least 95% CR

• COHORT SURVIVAL RATE: ?

 1 – Marginal: At least 5% Increase (5.0 – 6.99%)
 2 – Average: At least 7% Increase (7.0 – 9.99%)
 3 – High: At least 10% Increase (10% - up) or at least 95% CSR

A Child and Community-centered Education Systems

QUALITY: NAT MPS (30%) Option No. 1

Elementary:
1 - Marginal: At least 2% increase (2.0 – 4.99%)
2 – Average: At least 5% increase (5.0 – 6.99%)
3 – High: At least 7% increase (7.0% - up) or at least
75% MPS

Secondary:
1 - Marginal: At least 7% increase (7.0 – 7.99%)
2 – Average: At least 8% increase (8.0 – 9.99%)
3 – High: At least 10% increase (10% - up) or at least
75% MPS

A Child and Community-centered Education Systems

QUALITY: NAT MPS (30%) Option No. 2

Get the average of NAT for the last three years,

use the rating scale below to determine the points.

1 – Marginal : 26 – 50%

2 – Average : 51 – 75%

3 – High : 76 – 100%
A Child and Community-centered Education Systems
 STEP 2:Compute for validated SBM
Assessment Scores (40%)

Cumulative Scores of
Weight Results
SBM Principles Validators
per Principle
Computation

Leadership & 30% ____ x 0.3

Governance
Curriculum & Learning 30% ____ x 0.3
Accountability 25% ____ x 0.25
Resource Management 15% ____ x 0.15
Subtotal 100%

A Child and Community-centered Education Systems

 Step 3: Compute for Final Rating

Areas Weight Computation Results

A. Performance 60% 2.65 X 0.60 1.59
Improvement

B. SBM Assessment Score 40% 2.50 X 0.40 1.00

(DOD)

TOTAL 100% 2.59

Numerical Rating Scale Description

0.50 – 1.49 Developing
1.50 – 2.49 Maturing
2.50 – 3.0 Advanced

A Child and Community-centered Education Systems

 REVISED SBM ASSESSMENT TOOL

Numerical
Rating Scale
Description
0 No evidence
Evidence indicates developing structures and
1 mechanisms are in place to demonstrate ACCESs
2 Evidence indicates planned practices and
procedures are fully implemented and aligned to
ACCESs
3 Evidence indicates practices and procedures satisfy
quality standards

A Child and Community-centered Education Systems

 A. LEADERSHIP & GOVERNANCE

A network of leadership and governance guides the education

system to achieve its shared vision, mission and goals making
them responsive and relevant to the context of diverse
environments.
1. In place is a The development The development The development
plan guided by the plan is evolved plan is enhanced
Development school’s vision,
Plan (e.g. SIP) mission and goal through the with the
community
developed (VMG) is developed shared
performing the
collaboratively through the leadership of the
leadership of the school and the leadership roles,
by the school and the and the school
stakeholders of participation of some community providing
the school and invited community stakeholders. (2)
technical support.
stakeholders. (1) (3)
community.

A Child and Community-centered Education Systems

 A. LEADERSHIP & GOVERNANCE

1. In place is a Development Plan (e.g. SIP) developed

collaboratively by the stakeholders of the school and community.

INPUT PROCESS OUTPUT

TOOL
•School & •School
Community Improvement
Communicatin
Profile SIP Plan
g with
• Communi-
• SitAn Template Stakeholders
(PEST) cation Plan
s • M&E Plan

A Child and Community-centered Education

Systems
 A. LEADERSHIP & GOVERNANCE
A network of leadership and governance guides the
education system to achieve its shared vision, mission and
goals making them responsive and relevant to the context
of diverse environments.
2. The The school The school and The community
development leads the community stakeholders
plan (e.g. SIP) is stakeholders lead the regular
regularly regular review working as full review and
reviewed by the and partners, lead improvement
school improvement the continual process; the
community to of the review and school
keep it development improvement of stakeholders
responsive and the
plan. facilitate the
relevant to development process.
emerging plan.
needs, (1) (3)
challenges and
\

(2)
A Child and
opportunity. Community-centered Education
 A. LEADERSHIP & GOVERNANCE
2. The development plan (e.g. SIP) is regularly reviewed by the
school community to keep it responsive and relevant to emerging
needs, challenges and opportunity.

SIP / AIP REVIEW

INPUT PROCESS OUTPUT
TOOL
•Enhanced
*
Implemen- MEPA - SIP/ AIP
Communicatin
tation - Communi-
Technolo g with
Status: cation Plan
gy Stakeholders
-WFP - M&E Plan
Report
(SMEP
- Physical A)
Output
A Child and Community-centered Education
Systems
 A. LEADERSHIP & GOVERNANCE
A network of leadership and governance guides the
education system to achieve its shared vision, mission and
goals making them responsive and relevant to the context
of diverse environments.
3. The school is The school The school Guided by an
organized by a defines agreed
the and organizational
clear structure
work organizationa community
structure, the
and community
arrangements l structure, collaborativel stakeholders lead
that promote and the roles y define the in defining the
shared and structure and organizational
leadership and responsibiliti the roles and structure and the
roles and
governance and
define the roles es of responsibilities responsibilities;
school provides
and stakeholders. of technical and
responsibilities stakeholders. administrative
of the support.
(3)
A Child and
stakeholders. Community-centered
(1) E ducation
 A. LEADERSHIP & GOVERNANCE
3. The school is organized by a clear structure and work
arrangements that promote shared leadership and governance
and define the roles and responsibilities of the stakeholders.
SPG/SSG
Upholds the
Policy-making

SGC
SFA
PTA
●
●

SPG/SSG
Upholds the
Policy-making

SGC
SFA
PTA
DO:
comNo.
mon54,good
s. 2009
&
●
● ●

body
DO:
com
DOs: No.
general
No of
mon the
54,
good
welfare
67, s.2009
2009
of&
ofs.the
●

body
●

school
DOs:
general
the
●
No welfare
faculty 67, s. 2009
of
school
the faculty

• DM No. 03, s. 2013

A Child and Community-centered Education

 A. LEADERSHIP & GOVERNANCE
A network of leadership and governance guides the
education system to achieve its shared vision, mission and
goals making them responsive and relevant to the context
of diverse environments.
4. A leadership A network has The network The network
network been actively provides allows easy
facilitates stakeholders
communication
collaboratively exchange and
established and information for access to
between and making decisions
among school is continuously information
and community improved by and solving
learning and
sources beyond
leaders for the school the school
informed administrative
decision- community. problems. community.
making and (1) (2) (3)
solving of
school
A Child and
community Community-centered Education
 A. LEADERSHIP & GOVERNANCE
4. A leadership network facilitates communication between and among school and community
leaders for informed decision- making and solving of school community wide- learning problems.

COMMUNICATION BARRIERS COMMUNICATION

MEANS:
C
C COMMUNICATION Newsletters
O
O Organizational DIRECTIONS: Leaflets
M
M Level of Brochures
M Communication
Vertical
Orders
U
U Horizontal Management Reports
N
N Accounts
I Hierarchical Job Description
C
C Level of Bulletin Boards
A
A COMMUNICATION Internet
Communication
T NETWORKS: Intranet
II Formal e-messages
O
O Meetings
Group Level of Informal
N
N Conferences
  Communication Negotiations
S
S Web 2.0 technologies, etc.
Y
Y COMMUNICATION
S
S COMMUNICATION
T
Interpersonal MODES:
E
E
Level of Verbal CHANNELS:
M Communication Non-verbal Written
Oral
Technology-based
FEEDBACK
 A. LEADERSHIP & GOVERNANCE
A network of leadership and governance guides the
education system to achieve its shared vision, mission and
goals making them responsive and relevant to the context
of diverse environments.
5. A long term Developing Leaders undertake Leaders assume
program is in structures are in training modes that responsibility for their
place and analysis of are convenient to own training and
operation that the competency and them (on-line, off- development. School
addresses the development needs line, modular, group, community leaders
training and of leaders is or home- based) and working individually
development conducted; result is which do not disrupt or in groups, coach
used to develop a their regular and mentor one
needs of
long- term training functions. Leaders another to achieve
school and and development monitor and evaluate their VMG.
community program. their own learning
leaders. (1) progress. (2) (3)

A Child and Community-centered Education

5. A long term program is in operation that addresses the training and
development needs of school and community leaders.

Mgt. of School-Based T&D (MSBTD) System

1.0 3.0
2.0 4.0
T&D Needs Assessment Program Designing &
Professional Development Program Delivery (PDy)
(TDNA) Resource Development
Planning (PDP) System System
System (PDRD) System

1.1 2.1 3.1 4.1

NCBTS - Individual Plan for Development of Formal Face-to-
TSNA Prof Dev (IPPD) Program Designs Face (F3) Program
1.2 2.2 3.2
TDNA for School & 4.2
School Plan for Prof Development of
Community Job-Embedded
Leaders (SCL)
Dev (SPPD) T&D Resource
Learning (JEL)
Packages
1.3 2.3
Organizational School Plan for Prof 3.3
4.3
TDNA Dev. (SPPD) of SCL QA-M&E
M&E for PDy
for PDRD
1.4 2.4
M&E for TDNA QA –M&E
for PDP

A ChildTraining
and &CDevelopment
ommunity-centered Education
Information System (TDIS)
 B. CURRICULUM & INSTRUCTION
The curriculum learning systems anchored on the
community and learner’s contexts and aspirations are
collaboratively developed and continuously improved.
1. The All types of learners Programs are fully The educational needs of
of the school implemented and closely all type of learners are
curriculum community are
monitored to address being met as shown by
performance continuous improvement
provides for identified, their discrepancies, on learning outcomes
the needs of learning curves benchmark best and products of learning.
assessed; practices, coach low Teachers as well as
all types of performers, mentor students’ performance is
appropriate
learners in programs with its
potential leaders, reward motivated by intrinsic
high achievement, and rewards. The Schools’
the school support materials for maintain environment differentiated program is
community. each type of learner that makes learning, frequently benchmark by
is developed. meaningful and other schools. (3)
(1) enjoyable. (2)

A Child and Community-centered Education

 B. CURRICULUM & INSTRUCTION
1. The curriculum provides for the needs of all types of learners in
the school community.

Diverse
IP Education Learners
IP Education
(DO
(DO No.
No. 62,
62, s.
s. 2012)
2012)

Madrasah Science
Science
Education
Education Curriculum
Curriculum
(DO
(DO 40,
40, s.
s. 2011)
2011) (DO
(DO 53
53 &
& 57,
57, s.
s. 2012)
2012)

Sports
Sports
SPED Curriculum
Curriculum
(DO
(DO No.
No. 60,
60, s.
s. 2012)
2012) (DO
(DO 56,
56, s.
s. 2012)
2012)

Tech
Tech Voc Educ.
Educ. Arts Curriculum
Arts Curriculum
(DO
(DO 68,
68, s.
s. 2012)
2012) (DO
(DO 56,
56, s.
s. 2012)
2012)

Foreign Language
Cur.
Cur. for
for Journalism
Journalism
(DO 46, s. 2012)
(DO
(DO 46,
46, s.
s. 2012)
2012)

RA 10533: Enhanced Basic Education – K TO

 B. CURRICULUM & INSTRUCTION
The curriculum learning systems anchored on the
community and learner’s contexts and aspirations are
collaboratively developed and continuously improved.
Local beliefs, norms, The localized curriculum Best practices in
2. The values, traditions, is implemented and localizing the curriculum
implemented folklores, current monitored closely to are mainstreamed and
ensure that it makes
curriculum is events, and existing
technologies are learning more
benchmarked by other
schools. There is marked
localized to documented and used to meaningful and increase in number of
pleasurable, produces
make it more develop a lasting
curriculum. Localization desired learning
projects that uses the
community as learning
meaningful to guidelines are agreed to outcomes, and directly laboratory, and the
improves community
the learners by school community
life. Ineffective
school as an agent of
and teachers are change for improvement
and applicable properly oriented. approaches are replaced of the community. (3)
and innovative ones are
to life in the (1)
developed. (2)
community.

A Child and Community-centered Education

 B. CURRICULUM & INSTRUCTION
2. The implemented curriculum is localized to make it more
meaningful to the learners and applicable to life in the
community.
MTB-
MLE
DIRECTED
WORD LISTS

SPELLING ORTHO-
RULES GRAPHY

L1&L2 PRIMER
DICTIONARY
DICTIONARY
SHORT
STORIES –
BIG BOOKS

INDIGENIZED IMs DEVELOPMENT BASED IN IPKSP FRAMEWORK, Source: Alcosaba, et. al: 2013
IPKSP FRAMEWORK OF THE 5 MAJOR TRIBES

HISTORY OF LEADERSHIP
LEADERSHIP AND
AND FAMILY
SOCIO-POLITICAL
SOCIO-POLITICAL FLORA AND
PEOPLE AND STRUCTURES/ RELATIONS/
COMMUNITY
STRUCTURES/
JUSTICE
JUSTICE SYSTEM
SYSTEM
FAUNA LIFE CYCLE

LAND AND INDIGENOUS OBSERVING

SOCIO-
SOCIO- SITE
ECONOMIC KNOWLEDGE THE
ECONOMIC
IN FARMING SELECTION
MANAGEMENT
MANAGEMENT WEATHER

RITUALS
SUMMONING LITERATUR SPIRITUAL
AND
THE SPIRITS E BELIEFS
FESTIVITIES

HOUSE AND
TECHNO- HOUSE
LANGUAGE
LOGY STRUCTURES STRUCTURE

Source: Alcosaba, et. al: 2013, “KULTURANG SOCSKSARGENT”

 B. CURRICULUM & INSTRUCTION
The curriculum learning systems anchored on the
community and learner’s contexts and aspirations are
collaboratively developed and continuously improved.
3. A A representative team Learning materials Materials and
of school and approaches are being
representative and approaches to
community used in school, in the
group of school stakeholders assess
reinforce strengths
family and in
and community content and methods and address
community to
stakeholders used in teaching deficiencies are
develop critical,
develop the creative, critical developed and creative thinking and
methods and thinking and problem tested for problem solving
materials for solving. Assessment applicability on community of
developing results are used as
guide to develop
school, family and learners and are
creative materials. (1) community. producing desired
thinking and (2) results. (3)
problem
solving.

A Child and Community-centered Education

 B. CURRICULUM & INSTRUCTION
3. A representative group of school and community stakeholders develop the methods and
materials for developing creative thinking and problem solving.

Divisio Research Action Research Title Output

n Proponent
Saranga Dexter C. Necor Students’ Level of Conceptual Understanding in Creative
ni the Trends of the Periodic Table Thinking &
Problem Solving
GSC Charles Cyril S. Computer-Aided Instructional Tool in Linear Equation in Two Creative Thinking
Alegre Variables & Problem
Solving

Koronad Elizabeth C. Development and Validation of a Workbook in Creative Thinking

al Consular Mathematics Using Hiligaynon in Teaching Grade I & Problem
Solving
Pupil
So. Cot. Perla P. Nequinto Lessons Using Model Method Approach in Teaching Creative Thinking
Word Problem Solving & Problem
Solving

Tacurong Anabel D. Besona, Arabic Language and Islamic Values Education Creative
Ph.D. (ALIVE) Program: Its Relation to Pupils’ Performance Thinking
Sul. Kud. Baipina M. Learning Performance of High School Students in Mathematics Using Creative Thinking
Block Model Approach: Basis for Developing Teachers’ Training on & Problem
Balubugan Teaching Strategy Solving

Cot. Exaltacion S. The Use of SIM in Teaching Least Learned Creative Thinking &
Problem Solving
Prov. Velarde Competencies
Source:
 B. CURRICULUM & INSTRUCTION
3. A representative group of school and community stakeholders develop the methods and
materials for developing creative thinking and problem solving.

Division Research Research Title Focused

Proponent Skills
Sarangani Renetchie Multiple Intelligence Teaching Strategies and the Reading Creative Thinking
Martinez Comprehension Skills of Fourth Year Students & Problem
Solving
GSC Jovie May B. Development and Validation of a Workbook in Improving Creative
Dagcutan Reading Comprehension Skills of Struggling Grade V Thinking
Readers
Koronadal Lovella Magno- Personality Types of Elementary Science Teachers and their Creative
Atup Reflective Practices in the Classrooms in City of Koronadal Thinking &
Problem
Solving
So. Cot. Lorelie T. An Action Research on the Use of Instructional Materials and Creative
Games to Improve the Multiplication Skills of Grade II Pupils of Thinking &
Padrones Mangilala Integrated School
Problem
Solving
Tacurong Yolanda A. Integrating Information and Communication Technology in Creative
Sucayan Science Classroom Thinking &
Problem
Solving
Kidapawa Darleen Soledad
Miranda
Source:
Assessment of Technology Integration in Classroom
Instruction of the Teachers in Kidapawan City Pilot Elementary
Creative
 B. CURRICULUM & INSTRUCTION
The curriculum learning systems anchored on the
community and learner’s contexts and aspirations are
collaboratively developed and continuously improved.
4. The learning A school- based The school- based The monitoring
systems are monitoring and monitoring and system is accepted
regularly and learning system is learning systems and regularly used for
collaboratively conducted regularly generate feedback collective decision
monitored by the and cooperatively; and that is used for making making.
community using feedback is shared decisions that enhance The monitoring tool
appropriate tools with stakeholders. the total development has been improved to
to ensure the The system uses a tool of learners.
provide both
holistic growth and that monitors the A committee take care
quantitative and
holistic development of the continuous
development of the qualitative data.
of learners. improvement of the
learners and the
(1) tool. (2) (3)
community.

A Child and Community-centered Education

 B. CURRICULUM & INSTRUCTION
4. 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.

ding
Early Grade Rea
A ssess m en t ( EG RA) Story Writing
Book and Print
Orientation Observation
Alphabet Test
Questioning
on e m ic A w a re n ess
Ph
Test Formative Test
ya ng Tala s ali t aan
Bata
sa Unang Kita Summative Test
 B. CURRICULUM & INSTRUCTION
4. 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.

ASSESSMENT (DO 55, s. 2016)

FOR LEARNING AS LEARNING OF LEARNING
- In-class discussion - Anecdotal notes
- Focused of learning points - Quizzes
questioning - Self- assessment - Writing samples
- Anecdotal records - Checklists marked using
- Learning logs rubrics
- Documented
observations
- Performance-based
assessment
 B. CURRICULUM & INSTRUCTION
The curriculum learning systems anchored on the
community and learner’s contexts and aspirations are
collaboratively developed and continuously improved.
5. Appropriate The assessment The assessment Schools assessment
assessment tools tools are tools are results are used to
for teaching and develop learning
learning are
reviewed by the reviewed by the programs that are
continuously school and school suited to community,
reviewed and assessment community and and customized to
improved, and results are shared results are shared each learners’
assessment context, results of
results are
with school’s with community
which are used for
contextualized to stakeholders. stakeholders. collaborative
the learner and (1) (2) decision-making.
local situation and (3)
the attainment of
relevant life skills.

A Child and Community-centered Education

 B. CURRICULUM & INSTRUCTION
5. 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.
WHOLE SCHOOL READING
PROGRAM(WSRP)
(ECARP: DO No. 50, s. 2012)
INPUT PROCESS OUTPUT
EGRA ( Reading Assessment
DM 24, s. 2013) Enhanced
(Early Grade Reading
Assessment)
ARATA (DM 24, s. 2013) WSRP
(Assessment
(Assessment Results-
Results- Skills
Associated
Associated Teaching
Phil IRI Teaching
Activities)
Activities)
Development
(Phil.
(Phil. Informal
Informal Rdg.
Rdg.
Inventory)
IS - SCOPE : Lit. * Encoding &
Inventory)
Inst’n Decoding
(( •• Vocabulary
Vocabulary
SIRE Standard
Standard Classroom-Based
tion
Classroom-Based Observa
tion Protocol
Protocol for
for Educators)
Educators)
Observa •• Fluency
Fluency
(School-Initiated RATER •• Comprehension
Reading Evaluation) (Reading
(Reading Assessment Tools •• Writing
Writing
Enhancement
Enhancement Review)
Review)
F E E D B A
 B. CURRICULUM & INSTRUCTION
The curriculum learning systems anchored on the
community and learner’s contexts and aspirations are
collaboratively developed and continuously improved.
6. Learning Stakeholders are aware of Stakeholders begin to Learning environments
managers and child/ learner- centered, practice child/ methods and resources
rights- based, and are community driven,
facilitators inclusive principles of learner- centered
(teachers, inclusive and adherent
education. principles of
administrators and to child’s rights and
Learning managers and education in the protection requirements.
community facilitators conduct design of support to Learning managers and
members) nurture activities aimed to increase education. facilitators observe
values and stakeholders awareness
Learning managers learners’ rights from
environments that and commitment to
designing the curriculum
are protective of all fundamental rights of and facilitators apply
children and the basic the principles in to structuring the whole
children and learning environment.
principle of educating designing learning
demonstrate (3)
them. (1) materials. (2)
behaviors consistent
to the organization’s
vision, mission and
goals.

A Child and Community-centered Education

 B. CURRICULUM & INSTRUCTION
6. Learning managers and facilitators (teachers, administrators and community members)
nurture values and environments that are protective of all children and demonstrate behaviors
consistent to the organization’s vision, mission and goals.

CHILD PROTECTION SYSTEM

1.0
2.0 4.0
3.0
Building Basic Effective Crisis
Infrastructure (BPI)
Preventive Measures Protective & Remedial
Management (ECM)
(PM) System Measures (PRM) System
System System

1.1 2.1 3.1 4.1

Handling Bullying Handling Child Abuse,
Advocacy CB for School Officials Incidents & Other Acts of Exploitation, Violence &
Campaign & Personnel Violence / Abuses Discrimination Cases
1.2
Organizing Child 3.2 4.2
2.2
Protection Committee Implementation of Referrals & Assessment of
(CPC) CB for Parents Non-punitive Offenders, Victims, &
Measures Other Children
1.3 2.3
Adoption of Student CB for Pupils / 3.3
Code of Conduct 4.3
Students QA-M&E
M&E for ECM
for PRM
1.4 2.4
M&E for BPI QA –M&E
for PM

ADOCNo.
hild40,
and Community-centered
s. 2012: Education
DepEd Child Protection Policy
 B. CURRICULUM & INSTRUCTION
The curriculum learning systems anchored on the
community and learner’s contexts and aspirations are
collaboratively developed and continuously improved.
7. Methods and Practices, tools and Practices, tools, and There is continuous
resources are learner materials for developing materials for developing exchange of information,
and community- self- directed learners are self- directed learners are sharing of expertise and
friendly, enjoyable, highly observable in beginning to emerge in materials among the
safe, inclusive, school, but not in the the homes and in the schools, home and
accessible and aimed home or in the community. community for the
community. The program is development of self-
at developing self-
Learning programs are collaboratively directed learners.
directed learners.
designed and developed implemented and The program is
Learners are
to produce learners who monitored by teachers mainstreamed but
equipped with are responsible and and parents to ensure continuously improved to
essential knowledge, accountable for their that it produces desired make relevant to
skills, and values to learning. learners. emergent demands.
assume (1) (2) (3)
responsibility and
accountability for
their own learning.

A Child and Community-centered Education

B. CURRICULUM & INSTRUCTION
7. Methods and resources are learner and community- friendly, enjoyable, safe, inclusive,
accessible and aimed at developing self- directed learners. Learners are equipped with essential
knowledge, skills, and values to assume responsibility and accountability for their own learning.

METHODS : RESOURCE
SUBJECTS STRAT./APPR. S
• ENGLISH • Constructivism • Textbooks / LMs
• FILIPINO • Cooperative Learning • IMs
• SCIENCE • Multiple Intelligence • Classroom
• Interactive Teaching • Computer Lab
• • Speech Lab
MATHEMATIC • Communicative Competence
• School Library
S • Practical Work Approach • School Canteen
• UbD • TLE Room
• ARAL. PAN. • Social Learning • Study Lounge
• MAPEH • CAI (Computer-Aided • Drinking Station
• TLE Inst.) • Guidance Office
• EsP • ICT Integration • AVR

A Child and Community-centered Education

B. CURRICULUM & INSTRUCTION
The curriculum learning systems anchored on the community and learner’s contexts
and aspirations are collaboratively developed and continuously improved.

ENHANCED SCHOOL GUIDANCE PROGRAM

(DO No. 25, s. 2013)
INPUT PROCESS OUTPUT
Individual Inventory Evaluation of the
Guidance Services ENHANCED
Orientation Services GUIDANCE
PROGRAM
Information Strategic Planning w/
Services Stakeholders
(Graduates with
Counseling Services
essential knowledge
Programming &
Follow-up Services & skills to
Resource Mobilization continuously develop
Testing Services himself/her
Crafting of the
self to the fullest)
Career Guidance Enhanced Guidance
Program
F E E D B A
 C. Accountability & Continuous Improvement

A clear, transparent, inclusive, and responsive accountability

system is in place, collaboratively developed by the school
community, which monitors performance and acts
appropriately on gaps and gains.
1. Roles and There is an The Shared and
responsibilitie active party stakeholders participatory
processes are used
s of that initiates are engaged in in determining
accountable clarification of clarifying and roles,
person/s and the roles and defining their responsibilities and
collective responsibilities specific roles accountabilities of
body/ ies are in education and stakeholders in
clearly defined delivery. managing and
responsibilities. supporting
and agreed (1) (2)
upon by education. (3)
community
stakeholders.
A Child and Community-centered Education
 C. Accountability & Continuous Improvement
1. Roles and responsibilities of accountable person/s and collective body/ ies
are clearly defined and agreed upon by community stakeholders.
Policy-making
Upholds the

SGC
SFA
PTA
●
●

SPG/SSG
Policy-making
Upholds the

SGC
SFA
PTA
DO:
com No.
mon54,good
s. 2009
&
●
●

SPG/SSG
●

body
DO:
com
DO:
general
● of
NoNo.
mon
67,
the
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good
s. 2009
welfare
s. of&
2009
body of the of
●

school
DO:
general
the
●
No 67,
facultywelfare
s. 2009
school
the faculty

• DM No. 03, s. 2013

A Child and Community-centered Education

 C. Accountability & Continuous Improvement

A clear, transparent, inclusive, and responsive accountability

system is in place, collaboratively developed by the school
community, which monitors performance and acts
appropriately on gaps and gains.
2. Achievement Performance A community- A community-
of goals is accountability is level accepted
recognized based
on a
practiced at the accountability performance
collaboratively school level. system is accountability,
developed evolving from recognition and
performance school- incentive
accountability initiatives. system is being
system; gaps are
addressed (1) (2) practiced. (3)
through
appropriate
action.
A Child and Community-centered Education
 C. Accountability & Continuous Improvement
2. Achievement of goals is recognized based on a collaboratively developed performance
accountability system; gaps are addressed through appropriate action.

GOALS: Increase access & quality basic education

PROCESS: Performance Accountability System (PAS)

OUTPUT: Strategic directions to address gaps

A Child and Community-centered Education

 C. Accountability & Continuous Improvement

A clear, transparent, inclusive, and responsive accountability

system is in place, collaboratively developed by the school
community, which monitors performance and acts
appropriately on gaps and gains.
3. The The school Stakeholders are School community
accountability articulates the engaged in the stakeholders
system is owned accountability continuously and
by the community
development and
assessment operation of an collaboratively
and is continuously
framework with review and
enhanced to appropriate
ensure that basic components, enhance
including
accountability accountability
management
structures and implementation assessment systems’ processes,
mechanisms are guidelines to the system. mechanisms and
responsive to the stakeholders. (1) (2) tools. (3)
emerging learning
needs and
demands of the
community.
A Child and Community-centered Education
 C. Accountability & Continuous Improvement
3. The accountability system is owned by the community and is continuously
enhanced to ensure that management structures and mechanisms are
responsive to the emerging learning needs and demands of the community.

GOALS: Increase access & quality basic education

A Child and Community-centered Education Systems

PROCESS: Performance Accountability System

(PAS)

A Child and Community-centered Education Systems

OUTPUT: Strategic directions to address gaps

A Child and Community-centered Education Systems

 C. Accountability & Continuous Improvement

A clear, transparent, inclusive, and responsive accountability

system is in place, collaboratively developed by the school
community, which monitors performance and acts
appropriately on gaps and gains.
4. Accountability The school, with the Stakeholders are Stakeholders
assessment participation of engaged in continuously and
criteria and tools, stakeholders, collaboratively
feedback articulates an development and
operation of an review and
mechanisms, and accountability
enhance
information assessment appropriate
collection and framework with basic accountability accountability
validation components, systems;
techniques and
assessment processes,
including
processes are implementation system. mechanisms and
inclusive and guidelines. (1) (2) tools.
collaboratively (3)
developed and
agreed upon.

A Child and Community-centered Education

 C. Accountability & Continuous Improvement
4. Accountability assessment criteria and tools, feedback mechanisms, and information
collection and validation techniques and processes are inclusive and collaboratively
developed and agreed upon.

ACCOUNTABILITY ASSESSMENT SYSTEM

Assessment Feedback Validation
Tools Mechanism Info. Collection
Process
• Clients’ • Gen. Assembly
Meeting
Satisfaction • Education Summit • Sampling • FGD
Survey • Stakeholders • Participation
- Convenient
• Parent’s Forum
• Brainstorming
• School Report Card - Purposive
Opennionaire
• State of the School • Suggestion • Interview
• Checklist Address (SOSA)
Box • Triangulation
Form • Parents’
• Survey Conference • Documentation • Observation
Questionnaire • School Website • Conduct - Direct
• Home Visitation
• Tracer Study • School Bulletin
Survey - Indirect
Tool • Parenting Seminar

A Child and Community-centered Education

 C. Accountability & Continuous Improvement

A clear, transparent, inclusive, and responsive accountability

system is in place, collaboratively developed by the school
community, which monitors performance and acts
appropriately on gaps and gains.
5. Participatory School initiates Collaborative School- community
assessment of periodic conduct of developed
performance is performance
done regularly with
performance performance assessment is
the community. assessments with assessment practiced and is the
Assessment the participation informs planning, basis for improving
results and of stakeholders. plan adjustments monitoring and
lessons learned evaluation systems,
serve as basis for
for technical
providing technical
feedback, assistance. assistance, and
technical (1) (2) recognizing and
assistance, refining plans. (3)
recognition and
plan adjustment.

A Child and Community-centered Education

 C. Accountability & Continuous Improvement
5. 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.

PARTICIPATORY PERFORMANCE
ASSESSMENT SYSTEM
INPUT
Status of School’s PROCESS OUTPUT
PPAs •Technical
• WSRP ** SitAn (SWOT)
Brigada
• Gulayan sa
Assistance
sa Paaralan *
Guidance
Guidance STRATEGIC • Recognition
• FLO ** LPP
LPP
• Feeding Program *
PLANNING / Project
MIPE Performance
Indicators
• Remedial
Remedial Inst’n
Inst’n ** PPP
PPP STRATEGIC
Praise
• Access: Enrolment DIRECTIONS • Plan
Rate
• Efficiency: DR, CSR,
Adjustment
SIP/AIP A
CR
• Quality: AR
DJUSTMENT
F E E D B A C K
 D. MANAGEMENT OF RESOURCES

Resources are collectively and judiciously

mobilized and managed with transparency,
effectiveness, and efficiency.
1. Regularly Stakeholders are Resource inventory Resource inventories
resource aware that a is characterized by are systematically
inventory is regularity, increased developed and
regular resource stakeholders are
collaboratively participation of
undertaken by
inventory is stakeholders, and engaged in a
learning managers. available and is communicated to collaborative process
Learning mangers, used as the basis the community as to make decisions on
learning facilitators, for resource the basis for resource allocation
and community resource allocation and mobilization.
stakeholders as
allocation and
mobilization. (1) and mobilization.
basis for resource (3)
(2)
allocation and
mobilization.

A Child and Community-centered Education

 D. MANAGEMENT OF RESOURCES
1. Regularly resource inventory is collaboratively undertaken by learning managers,
learning facilitators, and community stakeholders as basis for resource allocation and
mobilization.

RESOURCE INVENTORY SYSTEM

INPUT PROCESS OUTPUT
Human Resource RAMP
Resources Inventory Resource
Financial FGD w/ Key Allocation
Resources Stakeholders &
Technological
Resources Strategic Mobilizatio
Material Planning n Plan
Resources Drafting of Plans
F E E D B A
 D. MANAGEMENT OF RESOURCES

Resources are collectively and judiciously

mobilized and managed with transparency,
effectiveness, and efficiency.
2. A regular Stakeholders are Stakeholders are Stakeholders
dialogue for invited to regularly engaged collaborate to
planning and participate in the in the planning ensure timely
resource development of an and need-based
programming, that
and resource
educational plan in planning and
is accessible and programming, and
resource resource
inclusive, programming, and in the
continuously implementation of programming
in the and support
engage the education
stakeholders and implementation of continuous
support the educational plan. implementation of
implementation of plan. (1) (2) the education
community plan.
education plans. (3)

A Child and Community-centered Education

 D. MANAGEMENT OF RESOURCES
2. A regular dialogue for planning and resource programming, that is
accessible and inclusive, continuously engage stakeholders and support
implementation of community education plans.

PLANNING & RESOURCE PROGRAMMING

SYSTEM
INPUT PROCESS OUTPUT
Internal Factors Rapid
Affecting School Appraisal •Human Resource
Dev’t Plan (HRDP)
Resource Mgt. FGD w/ Key •Financial Mgt. Dev’t
Stakeholders Plan (FMDP)
• Technology Resource
External Factors Strategic Improvement Plan
(TRIP)
Affecting School Directions • School Physical Dev,t
Resource Mgt. Drafting of Dev’t Plan (SPDP)

Plans
F E E D B A
 D. MANAGEMENT OF RESOURCES

Resources are collectively and judiciously

mobilized and managed with transparency,
effectiveness, and efficiency.
3. In place is a Stakeholders Stakeholders Stakeholders sustain
community the implementation
developed
support are engaged and improvement of
resource judicious, and share a collaboratively
management appropriate, expertise in the developed,
system that drives periodically
appropriate and effective collaborative
adjusted, and
behaviors of the use of resource constituent- focused
stakeholders to resources. management
ensure judicious, resource
appropriate, and (1) system. management
effective use of (2) system. (3)
resources.

A Child and Community-centered Education

 D. MANAGEMENT OF RESOURCES
3. In place is a community developed resource management system that drives appropriate
behaviors of the stakeholders to ensure judicious, appropriate, and effective use of resources.

COMMUNITY-INITIATED RESOURCE MGT. SYSTEM

3.0
1.0 2.0 4.0
School M&E Plan
Resource Inventory (RI) Planning & Resource Sustainable Public-Private
Adjustment (MEPA)
System Programming (PRP) System Partnership (SPPP) System
System
1.1 2.1 3.1 4.1
Human Resource Human Resource Dev’t M&E of the Resource Internal Stakeholders
Inventory (HRI) Mgt. Networking Mechanism
Plan (HRDP)
1.2
Financial Resource 2.2
3.2 4.2
Inventory (FRI) Financial Mgt. Dev’t
Reporting of M&E External Stakeholders
Plan (FMP) Networking Mechanism
1.3
Results
Technology Resource 2.3
Inventory (TRI) Technology Resource
Improvement Plan 3.3 4.3
1.3
Material Resource
(TRIP) QA for SMEPA M&E for NSP
Inventory (TRI)
2.4
1.4 School Physical Dev,t
M&E for RI Plan (SPDP)

A Child Appropriate
Judicious, and Community-centered Education
and Effective Use of Resources
 D. MANAGEMENT OF RESOURCES

Resources are collectively and judiciously

mobilized and managed with transparency,
effectiveness, and efficiency.
4. Regular Stakeholders are Stakeholders Stakeholders are
monitoring, invited to collaboratively engages, held
evaluation, and participate in the participate in the accountable and
reporting development and development and implement a
processes of collaboratively
implementation of implementation of
resource developed system of
management are monitoring, monitoring,
evaluation, and evaluation, and monitoring,
collaboratively
reporting processes reporting processes evaluation and
developed and
implemented by the reporting for
on resource on resource
learning managers, resource
management. (1) management. (2)
facilitators, and management. (3)
community
stakeholders.

A Child and Community-centered Education

 D. MANAGEMENT OF RESOURCES
4. Regular monitoring, evaluation, and reporting processes of resource management are
collaboratively developed and implemented by the learning managers, facilitators, and community
stakeholders.

SCHOOL MEPA FOR RESOURCE MANAGEMENT

1.0
2.0 3.0 4.0
Appraisal of the Quality
Progress Monitoring (PM) M&E and Reporting (MEP) Reporting & Feedback (RF)
of Plans (AQP)
System System System
System
1.1 2.1 4.1
Human Resource 3.1
Start-up Monitoring Outcome Evaluation
Stakeholders
Dev’t Plan (HRDP) Forum
(SM)
1.2
Financial Resource Mgt. 2.2
Dev’t Plan (FRMDP) Quarterly Progress 3.2 4.2
Monitoring (QPM) Impact Evaluation Education Summit
1.3
Technology Resource
Improvement Plan (TRIP) 2.3
Initial Gain Evaluation 3.3 4.3
1.3 (IGE)
School Physical Facilities QA for MEP QA for RF
Dev’t Plan (SPFDP)

2.4
1.4
QA For AQP QA for PM

TRANSPARENCY & GOOD GOVERNANCE

 D. MANAGEMENT OF RESOURCES

Resources are collectively and judiciously

mobilized and managed with transparency,
effectiveness, and efficiency.
5. There is a An engagement Stake holders An established
system that procedure to support a system of
manages the identify and partnership is
system of managed and
network and utilize partnerships for sustained by the
linkages which partnerships with
improving stakeholders for
strengthen and stakeholders for continuous
sustain improving
resource
management. improvement of
partnerships resource resource
for improving management is management.
resource evident. (1) (2) (3)
management.

A Child and Community-centered Education

 D. MANAGEMENT OF RESOURCES
5. There is a system that manages the network and linkages which strengthen
and sustain partnerships for improving resource management.

Level 4. Continuous Knowledge

SUSTAINED Improvement Management

Level 3. Strengthened
STHRENGTHENEDNED Partnership RESOURCE
MANAGEME
Level 2. System NT
INTEGRATED Integrated

Level 1. Defined Change

DEFINED Procedures Management

Improving Resource Mgt. through PPP

 D. MANAGEMENT OF RESOURCES
5. There is a system that manages the network and linkages which strengthen
and sustain partnerships for improving resource management.

RESOURCE PROJECT
PROJECT MOBILIZATION IMPLEMENTATIO
PARTNERS • PTAPARTNERS
N MOA
DepED-LGU
• SGC
Signing
• LGU Schools Validation/
Selection
• ABC
• Alumini Community Launch

Association Teacher Training

• Faculty Classroom
Implementation
Association Monitoring
(SH/DPS/EPS)
• SPG / SSG
Sustainability
• Private
ORIENTATION FOR D-O-D PROCESS
TASKS:
1. The Team will select the Leader to direct the group in the conduct
of the D-O-D and a Secretary (SBM Coord.) to act as
documenter/process observer.
2. The group will decide whether to use the WHOLE or PART Method:
* WHOLE METHOD – all Team members shall work as a group to
validate one Principle after another
* PART METHOD - A member/s shall be assigned to each Principle:
- Leadership & Governance
- Curriculum & Learning (K to 12)
- Accountability System
- Resource Management

3. The group will decide a time table in conducting D-O-D.

A Child and Community-centered Education Systems

ORIENTATION FOR D-O-D PROCESS
Major Activities:
1. Preliminaries:
(Suggested Brief Program)

 Invocation
 Welcome Remarks (School Head)
 Short PPT Presentation of School
Profile (Optional)
 SBM-PASBE DCT Leader
 Introduction of the SBM-PASBE DCT
 Orientation & Overview of the D-O-D
Process

A Child and Community-centered Education Systems

 ORIENTATION FOR D-O-D PROCESS
Major Activities: (1:00 – 5:00 pm)
2. Validate the “
Step 1: Determine Performance Impro
vement (60%)”
of the SBM Scoring Matrix filled-up by the
Sample School in terms of:

 Veracity of the data entries (To be validated

by the Planning Officer)

 Accuracy of the data entries as to:

 Rating & Equivalent Points
 Computation of the sub-total of Access,
Efficiency, and Quality and the over-all total
 Interpretation based on the standard: Good,
Better, Best

A Child and Community-centered Education Systems

ORIENTATION FOR D-O-D PROCESS
Major Activities: (1:00 – 5:00 pm)
3. Assessment Proper: D-O-D Process

 Classify and evaluate the documents by principle. Note that

one document like the SIP, can be a source of evidence for
several indicators across principles.
 Gather & analyze evidence using the D-O-D process and select
samples of documents.
 Summarize the evidences, and arrive at a consensus, what
rating to give to each indicator based on documented evidences.
 Conduct process validation.
 Discuss documents and process evidence.

A Child and Community-centered Education Systems

ORIENTATION FOR D-O-D PROCESS
Major Activities: (1:00 – 5:00
pm)

4. Closure or Exit Conference /

Meeting
 Feedback Evaluation
 Giving of Recommendations
 Giving of Commendations

5. Report Writing by the Team

A Child and Community-centered Education Systems

 SYSTEM: DEFINED

STRUCTURE: contains parts (or components) that are

directly or indirectly related to each other

BEHAVIOR: contains processes that transform inputs into

outputs (material, energy or data)

INTERCONNECTIVITY: the parts and processes are

connected by structural and/or behavioral relationships
STRUCTURE and BEHAVIOR: may be decomposed via
subsystems and sub-processes to elementary parts and process
steps

SET OF RULES: governs structure and/or

behavior.
THE VALIDATION PROCEDURE: D-O-D

1. CONDUCT DOCUMENT ANALYSIS

 Obtain and assemble all ARTIFACTS related to
the indicator being assessed.

 Artifacts are used by school community to

achieve educational goals, such as:
Contextualized Lesson Plans Annual Reports
Assessment Tools Test results
Community Learning Centers Comp. Lab Docs
Organization Charts Dev’t Plans
Action Researches SIP/AIP/AB
Learners’ output (Portfolio, projects, etc.) and
the like

A Child and Community-centered Education Systems

ARTIFACTS VS SBM-ACCESs Principles: D-O-D

ARTIFACTS Leadership
&
Curriculum
&
Accountabili
ty
Resource
Managemen
Governance Instruction t

Lesson plans / /

Annual reports / / / /

Assessment / / /
tools
Test Results / / / /

Community Mapping / / / /
Computer Lab/ / / / /
Website
Organization Charts / / / /
Development Plans / / / /
Learners’ outputs / /

A Child
INSET and
Completion Community-centered
/ / Education
/ Systems
/
ARTIFACTS VS SBM-ACCESs Principles: D-O-D

ARTIFACTS Leadership
&
Curriculum
&
Accountabil
ity
Resource
Manageme
Governanc Instruction nt
e
Action Researches / / / /
Inst. Sup. Rep. (WSRP/ / / /
SCOPE)
Text2Teach / / / /
IPPD / SPPD / / / /
Financial Reports (IGP, / /
MOOE)
Indigenized IMs / / / /
Guidance Program / / / /
Reports
Solid Waste Mgt. Manual / / /
Co-curricular Act. Report / / / /
BRIGADA Eskwela Report / / / /
A Child and Community-centered Education Systems
THE VALIDATION PROCEDURE: D-O-D

1. CONDUCT DOCUMENT ANALYSIS

Evaluate the validity and truthfulness of each artifact
against the RACCS principles:

RELEVANCE

ACCURACY

CURRENCY

CONSISTENCY

SUFFICIENCY

A Child and Community-centered Education Systems

 THE VALIDATION PROCEDURE: D-O-D
2. CONDUCT OBSERVATIONS TO OBTAIN PROCESS
EVIDENCE

 PROCESS EVIDENCE is done to validate if

documentary evidence gathered should focus on learner-
centered learning like cooperative, interactive, problem
solving, and decision making, 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.

A Child and Community-centered Education Systems

 THE VALIDATION PROCEDURE: D-O-D
2. CONDUCT OBSERVATIONS TO OBTAIN PROCESS
EVIDENCE
 Methods to be used to verify the
evidence: Participant or Non-
participant observations – done
formally or informally; Individual or
Group Interviews – using
SATURATION SAMPLING.
 Use the process evidence to cross-
validate documentary evidence.
 Synthesize the process evidence
for GROUP DISCUSSION.

A Child and Community-centered Education Systems

 THE VALIDATION PROCEDURE: D-O-D
3. DISCUSSED THE SYNTHESIZED
DOCUMENTARY & PROCESS EVIDENCE
 Discussion should be friendly non-
confrontational conversation to:
 Explain
 Verify
 Clarify
 Augment the evidence
 School community members who
were engaged in the collection and
presentation of evidence should
participate in the discussion.

A Child and Community-centered Education Systems

THE VALIDATION PROCEDURE: D-O-D
3. DISCUSSED THE SYNTHESIZED
DOCUMENTARY & PROCESS EVIDENCE

 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 principles
are assessed.
 Assessing the PRACTICES: Integrative vs
Non-integrative

A Child and Community-centered Education Systems

 THE D-O-D PROCESS
Who conducts the DOD?
 School Assessment Committee: school-
initiated
 Division Assessment Committee (SBM-
PASBE DCT): Division-initiated or requested
by school
Who constitute the assessment
committee?
 Head of the Assessment Committee: Leader
assisted by the Secretary
 Four (4) Subcommittees vis-à-vis 4 SBM
Principles
 A Sub-committee is composed of 4-5
members.
A Child and Community-centered Education Systems
DOD OPERATIONAL PRINCIPLES

Collaboratio ●
Teamwork & shared-leadership
Consensual decision & accountability
n
●

Transparenc ●
Validation of evidence is OPEN
y to stakeholders’ view and review

Confident Information obtained from DOD process

●

that may prejudice individuals, groups

iality or school is handled JUDICIOUSLY

A Child and Community-centered Education Systems

DOD OPERATIONAL PRINCIPLES
●
Documentary analyses and
Validity observations are rigorous and
demanding in quality of results.

Reform- ●
DOD comes up with informed
recommendations and action programs that
continuously move the school to higher levels
oriented of practice.

Principle- ●
DOD is guided by the ACCESs
principles.
oriented
A Child and Community-centered Education Systems
 RECOGNITION & AWARDS
• Systematic recognition and incentives
program in terms of higher school grant,
capital outlay allocation and
performance-based bonus
• With SBM-PASBE integration, the school
grants will shift from subsidy principle to
leverage and innovation fund.
• The highest recognition after two
consecutive re-accreditation status:
Center of Excellence in specific field –
Technical-Vocational, SPED, Multigrade,
etc.

A Child and Community-centered Education Systems

CERTIFICATION (DO No. 20, s. 2013)

●
1 to 2 years: with random and/or scheduled interim
PROBATIONAR visit
If satisfactory, 5-year full accreditation inclusive of
Y STATUS
●

the probationary

FULL ●
5 Years
ACCREDITATIO ●
No visit shall be conducted
N

RE- ●
CENTER OF EXCELLENCE
ACCREDITATIO
(Elite recognition to schools)
N
A Child and Community-centered Education Systems
Rewards and Incentives: Probationary

Participatio
n in annual
NAB convention
CERTIFICAT of
E OF accredited
RECOGNITI schools
ON

A Child and Community-centered Education Systems

Rewards and Incentives: Full Accreditation

Participation Priority in
in ANNUAL
SCHOLAR-
CONVENTIO
N
SHIP
NAB
CERTIFICAT
E OF
RECOGNITI
ON MERIT
SYSTEM
Fiscal and Eligibility (e.g. PBB)
some for SBM
administrati
Global
ve
AUTONOMY Fund

A Child and Community-centered Education Systems

Rewards and Incentives: RE-Accredited Status

Eligibility
for
All benefits CENTER
of full OF
accreditation EXCELLE
status NCE

A Child and Community-centered Education Systems

FINAL RECOMMENDATIONS

• On Performance Indicators Improvement (60%)

Access: Enrolment Rate
- There should be option for schools whose enrolment decreased
due to the opening of nearby school; maximize LIS to validate the
claim – SDO PO should validate, SDS to certify.
Efficiency: DR, CSR, CR
- Delete Cohort Survival Rate & Completion Rate because they
are more of SDO level indicators, consider
Graduation/Promotion Rate instead; just retain Simple Drop-out
Quality: NAT
- Aside from NAT, other standards should be explored in the
future.
• On the four SBM Principles (40%)
-Since the assessment evaluates existing culture, strategy and
systems of a school, it’s highly recommended to be further
utilized.
- Applicable to any typology of schools.

A Child and Community-centered Education Systems

SBM PRACTICUM ASSIGMENT

Group School Assignment

1
2
3
4
5

A Child and Community-centered Education Systems

MEMBERS’ ASSIGMENT PER GROUP

Assignment/ Task No. of

Person/
s
Performance Improvement 1
Principle 1: 2
Leadership & Gov.
Principle 2: Cur. & Inst. 2
Principle 3: Accountability & 2
CI
Principle 4: Mgt. of 2
A Child and Community-centered Education Systems
 “In DepED, education is everybody’s accountability.
Through SBM, we strive to go against the tide of mediocrity!
Through ACCESs, we sail every child to reach his final destiny.