Facilitator: EDUARDA M.ZAPANTA EPS- Mathematics CAVITE PROVINCE ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE ACCREDITATION PROCESS Understand the features/characteristics of the revised SBM Assessment Tool Identify the four ACCESs Principles and the indicators in each principle Familiarize with the SBM level of practice, the rating scale and the scoring system ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE ACCREDITATION PROCESS List at most three documents presented per dimension in the previous SBM Manual Recall the number of evidences needed per dimension and the computation made to identify the level of SBM practice in your school What actions did you make to advance the SBM level of practice in your school. ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE ACCREDITATION PROCESS WHAT INSIGHTS HAVE WE GAINED FROM THE PREVIOUS SBM ASSESSMENT LEVEL OF PRACTICE WHAT WENT WELL And WHAT ELSE SHOULD HAVE BEEN DONE TO BETTER ADVANCE SBM LEVEL OF PRACTICE YESTERDAY ? ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE ACCREDITATION PROCESS . ◦ Conduct of Assessment of SBM Level of Practice. ◦ Establishment of School Governing Councils (SGCs). . Enabling policies were formulated to support SBM such as: ◦ School Improvement Planning (SIP). Inclusion of major line item in the department’s budget to support the installation of SBM at all level ◦ Program Support Fund at the central region and division. and ◦ Grants at the school level. . and the peculiar issues they are confronting. Unrealistic targets and inappropriate strategies in the SIPs of many of the schools visited. the pupils/students they are providing learning environment for. Too much focus on the SIP templates. which is usually interpreted as a one-size-fits-all forms overlooking the unique condition of their schools. . the compliance to some of which may not be within the control of the schools and are not reflective of a functional system of good practices. There are more schools with School Report Cards (SRCs) than School Improvement Plans which reflects a disconnect of these two SBM processes. The SBM Assessment process was reduced to :bean counting” that over-emphasizes the collection of prescribed documentation. . While DepEd reports that 100% of school heads in many divisions had been oriented on SBM. their practical understanding of the concept is not apparent . Realization of the value of SBM effectively carry out reforms in curriculum (K to 12). Need to strengthen SBM by assimilating the school to the system and way of life of the local community. . Re-direct all efforts to support improvement of learning outcomes. To encompass the diverse realities of learning contexts defined and uniquely occurring within specific geographic. . cultural. economic. To better highlight the children/learner as the center of SBM practice. social. political and environmental make-up of the contemporary society. To enhance commitment of education stakeholders at all levels to heir responsibilities and accountabilities in realizing the education outcomes for children To further promote shared governance between the school community. . . To improve the school system’s capacity to be on track in achieving the EFA/Millennium Development Goals and sustain good performance.To integrate accreditation into SBM for a seamless assessment of a school system. ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE ACCREDITATION PROCESS . Systems-based Principle-guided Evidence-based Non-prescriptive User-friendly Collaborative in approach Results/outcomes focused Learner-centered Process-focused ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE ACCREDITATION PROCESS . A. EXTERNAL STAKEHOLDERS Learners Parents NGO/PO LGU Private Sector ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE ACCREDITATION PROCESS . INTERNAL STAKEHOLDERS School Head Teachers B. Scoring instructions ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE ACCREDITATION PROCESS . Basic school/learning center information Principle guided indicators Description of SBM practice in terms of extent of community involvement and learner-centeredness. Evidence indicates practices and procedures satisfy quality standards ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE ACCREDITATION PROCESS .Evidence indicates planned practices and procedures are fully implemented and aligned to ACCESS 3 .0 – No evidence 1 .Evidence indicates beginning structures mechanisms are in place to demonstrate ACCESS and 2 . 4 ) Developing structures and mechanisms with acceptable level and extent of community participation and impact on learning outcomes.1. ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE ACCREDITATION PROCESS .5.Level I: DEVELOPING ( . Level II: MATURING (1.5 -2.4) Introducing and sustaining continuous improvement process that integrates wider community participation and significantly improve performance and learning outcomes. ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE ACCREDITATION PROCESS . ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE ACCREDITATION PROCESS .Level III: ADVANCED (ACCREDITED)(2.5) Ensuring the production of intended outputs/outcomes and meeting all standards of a system fully integrated in the local community and is self-renewing and self-sustaining.5 -3. LEADERSHIP AND 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.I. ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE ACCREDITATION PROCESS . The development plan is enhanced with the community performing the leadership roles. mission and developed through the community stakeholders. A.I. and the school providing technical support. Indicators 1. SIP) developed vision. In place is a Development Plan collaboratively by the stakeholders of the school and community. The development plan The development plan shared leadership of the school and the stakeholders. . LEADERSHIP AND GOVERNANCE A network of leadership and governance guides the education system to achieve its shared vision. guided by the school’s is evolved through the goal (VMG) is leadership of the school and the participation of some invited community (e. mission and goals making them responsive and relevant to the context of diverse environments.g. SIP) is the school community to keep it responsive and relevant to emerging needs. The school is organized by a clear structure and work arrangements that promote shared leadership and governance and regular review and development plan. responsibilities. community stakeholders stakeholders lead the working as full partners. facilitate the process. community define the roles and responsibilities of the stakeholders. review and improvement the school stakeholders regularly reviewed by improvement of the The school defines the and the roles and responsibilities of stakeholders. The development The school leads the The school and The community plan (e. . Guided by an agreed organizational structure. the community stakeholders lead in defining the organizational structure and the roles and organizational structure. 3. school provides technical and administrative support. challenges and opportunities. regular review and lead the continual of the development plan. improvement process.g. The school and collaboratively define the structure and the roles and responsibilities of stakeholders.2. 4. functions. A long term program is in operation that addresses the training and development needs of school and community leaders. School community leaders working individually or in groups. off-line.own training and result is used to develop and which do not a long term training and disrupt their regular development program. 5. Leaders monitor and evaluate . Leaders undertake Leaders assume responsibility for their development. exchange and access to information sources beyond the school community. or home-based) convenient to them (on. are in place and analysis training modes that are line. learning problems. group. coach and mentor one another to achieve their VMG. provides stakeholders information for making decisions and solving learning and administrative problems. A leadership network A network has been The network actively The network allows easy facilitates communication between and among school and community leaders for informed decision-making and solving of school community wide collaboratively established and is continuously improved by the school community. Developing structures of the competency and development needs of leaders is conducted. modular. II. CURRICULUM AND INSTRUCTION The curriculum learning system anchored on the community and learners’ contexts and aspirations are collaboratively developed and continuously improved. ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE ACCREDITATION PROCESS . The Schools’ differentiated program is frequently benchmarked by other schools. benchmark best practices. coach low performers. by continuous improvement on learning outcomes and products of learning. and maintain environment that makes learning meaningful and enjoyable. CURRICULUM AND INSTRUCTION The curriculum learning systems anchored on the community and learners’ contexts and aspirations are collaboratively developed and continuously improved. Teachers’ as well as students’ performance is motivated by intrinsic rather than extrinsic rewards.B. reward high achievement. 1. address performance discrepancies. appropriate programs with its support materials for each type of learner is developed. their Programs are fully implemented and closely monitored to The educational needs of all types of learners are being met as shown of all types of learners in the school community learning curves assessed. mentor potential leaders. The curriculum provides for the development needs All types of learners of the school community are identified. . are replaced and innovative ones are developed. and existing The localized curriculum is implemented and monitored closely to Best practices in localizing the curriculum are mainstreamed and localized to make it folklores. produces benchmarked by other schools. desired learning outcomes. events. ensure that it makes meaningful and pleasurable. The implemented curriculum is more meaningful Local beliefs. norms. current to the learners and applicable to life in the community. and the school as an improvement of the community. There is marked increase in number of projects documented and used learning more Localization guidelines are agreed to by school community and teachers are properly oriented. Ineffective approaches agent of change for . and directly improves community life. technologies are to develop a lasting curriculum. traditions. values. that uses the community as learning laboratory.2. in the family and in develop the methods and materials for content and methods used in teaching creative. solving. community.3. A representative group of school and community stakeholders A representative team of school and community stakeholders assess Learning materials and Materials and approaches to reinforce strengths and address approaches are being used in school. family and community to develop critical. Assessment results are used as guide to develop materials. . creative thinking and problem solving community of developing creative thinking and problem thinking and problem solving. learners and are producing desired results. critical deficiencies are developed and tested for applicability on school. and that is used for community using ensure the holistic growth and feedback is shared making decisions that enhance the total development of learners. The learning systems are regularly and collaboratively monitored by the A school-based monitoring and learning system is conducted regularly The school-based monitoring and learning systems generate feedback The monitoring system is accepted and regularly used for collective decision making. . The system uses a tool A committee take care of the continuous that monitors the holistic development improvement of the tool. and cooperatively. The monitoring tool has been improved to provide both of learners. development of the learners and the community.4. appropriate tools to with stakeholders. quantitative and qualitative data. and assessment results shared with school’s stakeholders community stakeholders.5. Appropriate assessment tools for teaching and learning are The assessment tools are reviewed by the school and The assessment tools are reviewed by the School assessment results are used to school community and develop learning assessment results are results are shared with programs that are continuously reviewed and improved. suited to community. used for collaborative decision-making. and customized to each learners’ context. results of which are are contextualized to the learner and local situation and the attainment of relevant life skills. . administrators and community members) nurture values and environments that are protective of all children and of child/learnercentered. activities aimed to increase stakeholders awareness and commitment to fundamental rights of children and the basic principle of educating them. rights-based. mission and goals. inclusive and adherent protection requirements. of support to education. practice child/learnercentered principles of education in the design methods and resources are community driven. principles in designing learning materials learners’ rights from designing the curriculum to structuring the whole learning environment. and facilitators (teachers. Learning managers Stakeholders are aware Stakeholders begin to Learning environments. .6. to child’s rights and Learning managers and facilitators conduct Learning managers and facilitators apply the Learning managers and facilitators observe demonstrate behaviors consistent to the organization’s vision. and inclusive principles of education. inclusive. but not in the community. sharing of among the schools. Practices. designed and developed collaboratively to produce learners who implemented and are responsible and accountable for their learning. and values to assume responsibility and accountability for their own learning. monitored by teachers and parents to ensure that it produces desired learners. skills. enjoyable.7. Methods and and communityfriendly. There is continuous information. safe. Learning programs are The program so The program is mainstreamed but continuously improved to make relevant to emergent demands. Learners are equipped with Practices tools and self-directed learners are highly observable in school. at developing selfdirected learners. tools. . home and community for the development of self-directed learners resources are learner materials for developing materials for developing exchange of are beginning to emerge expertise and materials accessible and aimed home or in the essential knowledge. and self-directed learners in the homes and in the community. inclusive. transparent. collaboratively developed by the school community.III. which monitors performance and acts appropriately on gaps and gains. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT A clear. ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE ACCREDITATION PROCESS . and responsive accountability system is in place. inclusive. Roles and responsibilities of accountable person/s and collective body/ies are clearly defined There is an active party that initiates clarification of the roles and responsibilities in education delivery. and agreed upon by community stakeholders. and responsive accountability system is in place. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT A clear. transparent. which monitors performance and acts appropriately on gaps and gains. 1. The stakeholders are engaged in clarifying and defining their specific roles and responsibilities. Shared and participatory processes are used in determining roles. collaboratively developed by the school community. and accountabilities of stakeholders in managing and supporting education. . responsibilities.C. The school articulates the framework with basic Stakeholders are engaged in the development and operation of an appropriate accountability School community stakeholders continuously and collaboratively review and enhance accountability systems’ processes mechanisms and tools. system is owned by the accountability assessment continuously enhanced components. . is recognized based on accountability is practiced 3. implementation guidelines assessment system. including to the stakeholders.2. Achievement of goals a collaboratively developed performance accountability system. A community-level accountability system is evolving from school-led initiatives A community-accepted performance accountability. The accountability community and is to ensure that management structures and mechanisms are responsive to the merging learning needs and demands of the community. recognition and incentive system is being practiced. gaps are addressed through appropriate action. Performance at the school level. including appropriate accountability assessment system. feedback stakeholders. implementation guidelines . Accountability assessment criteria mechanisms. information collection and validation techniques and accountability assessment framework with basic components. accountability systems. with the participation of articulates an Stakeholders are engaged in the development and operation of an Stakeholders continuously and collaboratively review and enhance and tools. processes.4. mechanisms and tool. processes are inclusive and collaboratively developed and agreed upon. and The school. Assessment results and lessons learned serve as basis for stakeholders.5. providing technical assistance. feedback. Participatory assessment of performance is done regularly with School initiates periodic performance assessments with the participation of Collaborative conduct of performance assessment informs planning. and recognizing and refining plans. plan School-communitydeveloped performance assessment is the community. technical assistance. adjustments and requirements for technical assistance. recognition and plan adjustment. practiced and is the basis for improving monitoring and evaluation systems. . ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE ACCREDITATION PROCESS .IV. and efficiency. effectiveness. MANAGEMENT OF RESOURCE Resources are collectively and judiciously mobilized and managed with transparency. . MANAGEMENT OF RESOURCE Resources are collectively and judiciously mobilized and managed with transparency. aware that a regular resource inventory is available and is used as the basis for characterized by regularity. 1. Regular resource Stakeholders are Resource inventory is Resource inventories inventory is collaboratively undertaken by learning managers. effectiveness. increased participation of stakeholders. and community stakeholders as basis for resource allocation and mobilization. and are systematically developed and stakeholders are engaged in a learning facilitators.D. and efficiency. resource allocation and mobilization communicated to the community as the basis for resource allocation and mobilization collaborative process to make decisions on resource allocation and mobilization. A regular dialogue for planning and resource programming that Stakeholders are invited to participate in the development of an educational plan in Stakeholders are regularly engaged in the planning and resource Stakeholders collaborate to ensure timely and need based planning and resource is accessible and inclusive. programming. programming and support continuous implementation of the education plan. stakeholders and support implementation of community education plans. and in the implementation of the education plan. continuously engage resource programming.2. . and in the implementation of the educational plan. developed. . and effective use of resources. periodically adjusted. appropriate.3. In place is a communitymanagement Stakeholders support Stakeholders are expertise in the collaborative Stakeholders sustain the implementation and improvement of a collaboratively judicious. appropriate. developed resource and effective use of system that drives appropriate behaviors of the stakeholders to development of resource management system. and constituentfocused resource ensure judicious. management system. engaged and share resources. and reporting processes monitoring. network and linkages and utilize partnerships and sustain partnerships for improving resource management. Stakeholders collaboratively participate in the development and implementation of Stakeholders are engaged. Regular monitoring. improving resource management is evident . An established system of partnership is managed and sustained by the stakeholders for continuous improvement of resource management. 5. on resource management. There is a system that manages the which strengthen and reporting processes monitoring. developed system of and reporting for resource management. evaluation. evaluation An engagement procedure to identify with stakeholders for Stakeholders support a system of partnerships for improving resource management. and reporting processes of resource management are Stakeholders are invited to participate in the development and implementation of monitoring. evaluation. facilitators. on resource management. and community stakeholders. held accountable and implement a collaboratively collaboratively developed and implemented by the learning managers. evaluation.4. . Leadership and Governance – 30% Curriculum and Learning – 30% Accountability and Continuous Improvement – 25% Management of Resource – 15% . . 0 – No evidence 1 – Evidence indicates early or preliminary stages of implementation 2 – Evidence indicates planned practices and procedures are fully implemented 3 – Evidence indicates practices and procedure satisfy quality standards . . . . . . . . ◦ 40% according to the validated practices using DOD . 60% based on improvement of learning outcomes. 5-3.5 : Advanced .4: Maturing 2.5-1. .5-2.4 Developing 1. Level III: ADVANCED (ACCREDITED) – Ensuring the production of intended outputs/outcomes and meeting all standards of a system fully integrated in the local community and is self-renewing and self-sustaining. Level II: DEVELOPING – Introducing and sustaining continuous improvement process that integrates wider community participation and improve significantly performance and learning outcomes.The resulting levels are described as follows: Level I: BEGINNING – Establishing and developing structures and mechanism with acceptable level and extent of community participation and impact on learning outcomes. . Step 1: Determine Performance Improvement (60%) Thematic Area Performance Indicators Enrolment Increase SY 2009-10: SY 2010-11: SY 2011-12 Ave. % of Increase % of Inc. Rating & Equivalent Points Computation Results Access (45%) 1 – Marginal: At least 1% 2 – Average: At least 7% increase 3 – High: At least 10% increase ___ x 0.45 Efficiency (25%) Dropout Rate (DR): SY 2009-10: % of Dec. SY 2010-11: SY 2011-12 Ave. % of decrease Completion Rate (CR): SY 2009-10: SY 2010-11: % of Inc. Baseline: 7.06 1 – Marginal: At least 25% decrease 2 – Average: At least 50% decrease 3 – High: has 0 DR Baseline: 75% 1 - Marginal: At least 5% increase 2 – Average: At least 7% increase 3 – High: At least 10% increase Baseline: 76% 1 - Marginal: At least 5% increase 2 – Average: At least 7% increase 3 – High: At least 10% increase ___ x 0.25 SY 2011-12 Ave. % of Increase Cohort Survival Rate (CSR): SY 2009-10: SY 2010-11: SY 2011-12 Ave. % of Increase % of Inc. ` Sub-total (DR+CR+CSR) NAT MPS SY 2009-10: SY 2010-11: % of Inc. Quality (30%) 1 – Marginal : 26 – 50% 2 – Average : 51-75% 3 – High : 76 – 100% ___ x 0.25 SY 2011-12 Ave. % of Increase 00 Description Good Better Best .50 – 2.49 1.Good .50 – 1.Best Legend: Numerical Rating Scale 0.Interpretation .49 2.50 – 3.Better . Step 2: Compute for validated SBM Assessment Scores (40%) . 25 _____ x 0.3 _____ x 0.SBM Practices Weight Cumulative Scores of Validators per Principle _____ x 0.3 _____ x 0.15 Results Leadership Curriculum and Learning Accountability Resource Management Subtotal 30% 30% 25% 15% 100% . Best Legend: Numerical Rating Scale 0.Interpretation .49 1.50 – 3.49 2.Better .00 Description Good Better Best .50 – 2.50 – 1.Good . Step 3: Compute for Final Rating . 50 – 1.00 100% 2.Areas A. SBM Assessment Score (DOD) TOTAL Weight 60% 40% Computation 2.50 – 3.49 2.50 x 0.00 Developing Maturing Advanced .60 2.50 – 2.59 Numerical Rating Scale Description 0.50 x 0.59 1.40 Results 1.49 1. Performance Improvement B. Compute the 40 % based on the given guidelines. ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE ACCREDITATION PROCESS .Individual Task/ Group Task Reflect on the situation or status of your school objectively try to rate the school where you are in using the tools objectively . Report the result to the group. there’s no finish line and no age limit.“Never get tired giving your best. In the journey towards doing good deeds. Be always of service to others and be a blessing to everyone. Go ahead.” A Text Message . Be God’s model of goodness and love.