Ppt, Sbm Assessment Tool

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

 Enabling

policies were formulated to support SBM such as: ◦ School Improvement Planning (SIP); ◦ Establishment of School Governing Councils (SGCs); ◦ Conduct of Assessment of SBM Level of Practice.

 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.





Unrealistic targets and inappropriate strategies in the SIPs of many of the schools visited; 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 pupils/students they are providing learning environment for, and the peculiar issues they are confronting;





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, 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.



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 better highlight the children/learner as the center of SBM practice; To encompass the diverse realities of learning contexts defined and uniquely occurring within specific geographic, social, cultural, economic, 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 integrate accreditation into SBM for a seamless assessment of a school system;  To improve the school system’s capacity to be on track in achieving the EFA/Millennium Development Goals and sustain good performance. 

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

 Non-prescriptive

 Principle-guided

 User-friendly

 Evidence-based

 Collaborative in approach

 Learner-centered

 Results/outcomes focused

 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. INTERNAL STAKEHOLDERS  School Head

 Teachers

B. 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

 Basic school/learning center information

 Principle guided indicators  Description of SBM practice in terms of extent of community involvement and learner-centeredness.  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

0 – No evidence 1

- Evidence indicates beginning structures mechanisms are in place to demonstrate ACCESS

and

2 - Evidence indicates planned practices and procedures are fully implemented and aligned to ACCESS 3 - 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

Level I: DEVELOPING ( .5- 1.4 ) Developing structures and mechanisms with acceptable level and extent of community participation and impact on 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

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

Level III: ADVANCED (ACCREDITED)(2.5 -3.5) 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.

ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE ACCREDITATION PROCESS

I. 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.

ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE ACCREDITATION PROCESS

I. 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. A. Indicators 1. In place is a Development Plan

The development plan

The development plan

guided by the school’s is evolved through the

The development plan is enhanced with the

(e.g. SIP) developed vision, mission and

shared leadership of

community

collaboratively by

goal (VMG) is

the school and the

performing the

the stakeholders of

developed through the community

leadership roles, and

the school and

leadership of the

the school providing

community.

school and the participation of some invited community

stakeholders.

stakeholders.

technical support.

2. The development

plan (e.g.SIP) is

The school leads the

The school and

The community

regular review and

community stakeholders stakeholders lead the

regularly reviewed by improvement of the

working as full partners, regular review and

the school

lead the continual

development plan.

improvement process;

community to keep it

review and improvement the school stakeholders

responsive and

of the development

relevant to emerging

plan.

facilitate the process.

needs, challenges and opportunities. 3. The school is

The school defines the

The school and

Guided by an agreed

organized by a clear

organizational structure, community

organizational structure,

structure and work

and the roles and

collaboratively define

the community

arrangements that

responsibilities of

the structure and the

stakeholders lead in

promote shared

stakeholders.

roles and

defining the

leadership and

responsibilities of

organizational structure

governance and

stakeholders.

and the roles and

define the roles and

responsibilities; school

responsibilities of

provides technical and

the stakeholders.

administrative support.

4. A leadership network

A network has been

The network actively

The network allows easy

facilitates

collaboratively

provides stakeholders

exchange and access to

communication

established and is

information for making

information sources

between and among

continuously improved

decisions and solving

beyond the school

school and

by the school

learning and

community.

community leaders

community.

administrative

for informed

problems.

decision-making and solving of school community wide

learning problems. 5. A long term program

Developing structures

Leaders undertake

Leaders assume

is in operation that

are in place and analysis training modes that are

addresses the

of the competency and

convenient to them (on- own training and

training and

development needs of

line, off-line, modular,

development. School

development needs

leaders is conducted;

group, or home-based)

community leaders

of school and

result is used to develop and which do not

working individually or

community leaders.

a long term training and disrupt their regular

in groups, coach and

development program.

responsibility for their

functions. Leaders

mentor one another to

monitor and evaluate

achieve their VMG.

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

B. CURRICULUM AND INSTRUCTION The curriculum learning systems anchored on the community and learners’ contexts and aspirations are collaboratively developed and continuously improved. 1. The curriculum

All types of learners of

Programs are fully

The educational needs

provides for the

the school community

implemented and

of all types of learners

development needs

are identified, their

closely monitored to

are being met as shown

of all types of

learning curves

address performance

by continuous

learners in the

assessed; appropriate

discrepancies,

improvement on

school community

programs with its

benchmark best

learning outcomes and

support materials for

practices, coach low

products of learning.

each type of learner is

performers, mentor

Teachers’ as well as

developed.

potential leaders,

students’ performance

reward high

is motivated by intrinsic

achievement, and

rather than extrinsic

maintain environment

rewards. The Schools’

that makes learning

differentiated program

meaningful and

is frequently

enjoyable.

benchmarked by other schools.

2. The implemented

Local beliefs, norms,

The localized

Best practices in

values, traditions,

curriculum is

localizing the

localized to make it folklores, current

implemented and

curriculum are

more meaningful

events, and existing

monitored closely to

mainstreamed and

to the learners and

technologies are

ensure that it makes

benchmarked by other

applicable to life in

documented and used learning more

schools. There is

the community.

to develop a lasting

meaningful and

marked increase in

curriculum.

pleasurable, produces

number of projects

Localization

desired learning

that uses the

guidelines are agreed

outcomes, and

community as

to by school

directly improves

learning laboratory,

community and

community life.

and the school as an

teachers are properly

Ineffective approaches agent of change for

oriented.

are replaced and

improvement of the

innovative ones are

community.

curriculum is

developed.

3. A representative

A representative team

Learning materials and Materials and

group of school

of school and

approaches to

approaches are being

and community

community

reinforce strengths

used in school, in the

stakeholders

stakeholders assess

and address

family and in

develop the

content and methods

deficiencies are

community to develop

methods and

used in teaching

developed and tested

critical, creative

materials for

creative, critical

for applicability on

thinking and problem

developing creative thinking and problem

school, family and

solving community of

thinking and

solving. Assessment

community.

learners and are

problem solving.

results are used as

producing desired

guide to develop

results.

materials.

4. The learning

A school-based

The school-based

systems are

monitoring and

monitoring and

regularly and

learning system is

learning systems

collaboratively

conducted regularly

generate feedback

monitored by the

and cooperatively; and that is used for

community using

feedback is shared

The monitoring system is accepted and regularly used for collective decision making.

making decisions that

appropriate tools to with stakeholders.

enhance the total

ensure the holistic

development of

growth and

learners.

development of the learners and the community.

The system uses a tool A committee take care of the continuous that monitors the

The monitoring tool has been improved to

holistic development

improvement of the

provide both

of learners.

tool.

quantitative and qualitative data.

5. Appropriate

The assessment tools

The assessment tools

School assessment

assessment tools

are reviewed by the

are reviewed by the

for teaching and

school and

school community and develop learning

learning are

assessment results are results are shared with programs that are

continuously

shared with school’s

community

suited to community,

reviewed and

stakeholders

stakeholders.

and customized to

results are used to

improved, and

each learners’ context,

assessment results

results of which are

are contextualized

used for collaborative

to the learner and

decision-making.

local situation and the attainment of relevant life skills.

6. Learning managers

Stakeholders are aware

Stakeholders begin to

Learning environments,

and facilitators

of child/learner-

practice child/learner-

methods and resources

(teachers,

centered, rights-based,

centered principles of

are community driven,

administrators and

and inclusive principles

education in the design

inclusive and adherent

community

of education.

of support to education. to child’s rights and

members) nurture

protection

values and

requirements.

environments that are protective of all

Learning managers and

Learning managers and

Learning managers and

children and

facilitators conduct

facilitators apply the

facilitators observe

demonstrate

activities aimed to

principles in designing

learners’ rights from

behaviors consistent

increase stakeholders

learning materials

designing the

to the organization’s

awareness and

curriculum to

vision, mission and

commitment to

structuring the whole

goals.

fundamental rights of

learning environment.

children and the basic principle of educating them.

7. Methods and

Practices tools and

Practices, tools, and

There is continuous

resources are learner materials for developing materials for developing exchange of and community-

self-directed learners

self-directed learners

friendly, enjoyable,

are highly observable in

are beginning to emerge expertise and materials

safe, inclusive,

school, but not in the

in the homes and in the

among the schools,

community.

home and community

accessible and aimed home or in the at developing self-

community.

information, sharing of

for the development of

directed learners.

self-directed learners

Learners are equipped with

essential knowledge,

Learning programs are

skills, and values to

designed and developed collaboratively

mainstreamed but

assume

to produce learners who implemented and

continuously improved

responsibility and

are responsible and

monitored by teachers

to make relevant to

accountability for

accountable for their

and parents to ensure

emergent demands.

their own learning.

learning.

that it produces desired

The program so

learners.

The program is

III. ACCOUNTABILITY AND 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.

ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE ACCREDITATION PROCESS

C. ACCOUNTABILITY AND 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 responsibilities of accountable

person/s and collective

There is an active party that initiates clarification of the roles and responsibilities in education delivery.

The stakeholders are engaged in clarifying and defining their specific roles and responsibilities.

Shared and participatory processes are used in determining roles, responsibilities, and

body/ies are

accountabilities of

clearly defined

stakeholders in

and agreed upon

managing and

by community

supporting

stakeholders.

education.

2.

Achievement of goals

Performance

is recognized based on accountability is practiced a collaboratively

at the school level.

developed

A community-level

A community-accepted

accountability system is

performance

evolving from school-led

accountability, recognition

initiatives

and incentive system is

performance

being practiced.

accountability system; gaps are addressed through appropriate action.

3.

The accountability

The school articulates the

system is owned by the accountability assessment community and is

framework with basic

continuously enhanced components, including

Stakeholders are engaged

School community

in the development and

stakeholders continuously

operation of an

and collaboratively review

appropriate accountability

and enhance

to ensure that

implementation guidelines assessment system.

accountability systems’

management

to the stakeholders.

processes mechanisms

structures and mechanisms are responsive to the merging learning needs and demands of the community.

and tools.

4. Accountability

The school, with the

Stakeholders are

participation of

engaged in the

continuously and

and tools, feedback stakeholders,

development and

collaboratively review

mechanisms, and

articulates an

operation of an

and enhance

information

accountability

appropriate

accountability

collection and

assessment

accountability

systems; processes,

validation

framework with basic

assessment system.

mechanisms and tool.

techniques and

components, including

processes are

implementation

inclusive and

guidelines

assessment criteria

collaboratively developed and agreed upon.

Stakeholders

5. Participatory

School initiates

Collaborative conduct

School-community-

assessment of

periodic performance

of performance

developed

performance is

assessments with the

assessment informs

performance

done regularly with

participation of

planning, plan

assessment is

the community.

stakeholders.

adjustments and

practiced and is the

Assessment results

requirements for

basis for improving

and lessons learned

technical assistance.

monitoring and

serve as basis for

evaluation systems,

feedback, technical

providing technical

assistance,

assistance, and

recognition and

recognizing and

plan adjustment.

refining plans.

IV. MANAGEMENT OF RESOURCE Resources are collectively and judiciously mobilized and managed with transparency, effectiveness, and efficiency.

ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE ACCREDITATION PROCESS

D. MANAGEMENT OF RESOURCE Resources are collectively and judiciously mobilized and managed with transparency, effectiveness, and efficiency. 1. Regular resource

Stakeholders are

Resource inventory is

Resource inventories

inventory is

aware that a regular

characterized by

are systematically

collaboratively

resource inventory is

regularity, increased

developed and

undertaken by

available and is used

participation of

stakeholders are

learning managers,

as the basis for

stakeholders, and

engaged in a

learning

resource allocation

communicated to the

collaborative process

facilitators, and

and mobilization

community as the

to make decisions on

community

basis for resource

resource allocation

stakeholders as

allocation and

and mobilization.

basis for resource

mobilization

allocation and mobilization.

Stakeholders are

Stakeholders are

Stakeholders

for planning and

invited to participate

regularly engaged in

collaborate to ensure

resource

in the development of

the planning and

timely and need based

programming that

an educational plan in

resource

planning and resource

is accessible and

resource

programming, and in

programming and

inclusive,

programming, and in

the implementation of

support continuous

continuously

the implementation of

the education plan.

implementation of the

engage

the educational plan.

2. A regular dialogue

stakeholders and support implementation of community education plans.

education plan.

3. In place is a community-

Stakeholders support

Stakeholders are

judicious, appropriate, engaged and share

Stakeholders sustain the implementation

developed resource and effective use of

expertise in the

and improvement of a

management

collaborative

collaboratively

system that drives

development of

developed,

appropriate

resource management

periodically adjusted,

behaviors of the

system.

and constituent-

resources.

stakeholders to

focused resource

ensure judicious,

management system.

appropriate, and effective use of resources.

Stakeholders are invited

Stakeholders

Stakeholders are

evaluation, and

to participate in the

collaboratively

engaged, held

reporting processes

development and

participate in the

accountable and

of resource

implementation of

development and

implement a

management are

monitoring, evaluation,

implementation of

collaboratively

collaboratively

and reporting processes monitoring, evaluation,

developed and

on resource

and reporting processes monitoring, evaluation

implemented by the

management.

on resource

and reporting for

management.

resource management.

An engagement

Stakeholders support a

An established system

procedure to identify

system of partnerships

of partnership is

network and linkages and utilize partnerships

for improving resource

managed and sustained

which strengthen

with stakeholders for

management.

by the stakeholders for

and sustain

improving resource

continuous

partnerships for

management is evident

improvement of

4. Regular monitoring,

learning managers,

developed system of

facilitators, and community stakeholders. 5. There is a system that manages the

improving resource management.

resource management.



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



60% based on improvement of learning outcomes; ◦ 40% according to the validated practices using DOD

 .5-1.4

Developing  1.5-2.4: Maturing  2.5-3.5 : Advanced

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. Level II: DEVELOPING – Introducing and sustaining continuous improvement process that integrates wider community participation and improve significantly performance and learning outcomes. 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.

Step 1: Determine Performance Improvement (60%)

Thematic Area

Performance Indicators

Access (45%)

Enrolment Increase

Rating & Equivalent Points

Computation

% of Inc.

1 – Marginal: At least 1% 2 – Average: At least 7% increase 3 – High: At least 10% increase

___ x 0.45

% of Dec.

Baseline: 7.06 1 – Marginal: At least 25% decrease 2 – Average: At least 50% decrease 3 – High: has 0 DR

___ x 0.25

% of Inc.

Baseline: 75% 1 - Marginal: At least 5% increase 2 – Average: At least 7% increase 3 – High: At least 10% increase

% of Inc.

Baseline: 76% 1 - Marginal: At least 5% increase 2 – Average: At least 7% increase 3 – High: At least 10% increase

% of Inc.

1 – Marginal : 26 – 50% 2 – Average : 51-75% 3 – High : 76 – 100%

SY 2009-10: SY 2010-11: SY 2011-12 Ave. % of Increase

Efficiency (25%)

Dropout Rate (DR): SY 2009-10:

SY 2010-11: SY 2011-12 Ave. % of decrease Completion Rate (CR): SY 2009-10: SY 2010-11:

SY 2011-12 Ave. % of Increase Cohort Survival Rate (CSR): SY 2009-10: SY 2010-11: SY 2011-12 Ave. % of Increase

`

Sub-total (DR+CR+CSR)

Quality (30%)

NAT MPS SY 2009-10: SY 2010-11:

SY 2011-12 Ave. % of Increase

___ x 0.25

Results

Interpretation

- Good - Better - Best

Legend: Numerical Rating Scale

Description

0.50 – 1.49

Good

1.50 – 2.49

Better

2.50 – 3.00

Best

Step 2: Compute for validated SBM Assessment Scores (40%)

SBM Practices

Weight

Cumulative Scores of Validators per Principle

Leadership

30%

_____ x 0.3

Curriculum and Learning

30%

_____ x 0.3

Accountability

25%

_____ x 0.25

Resource Management

15%

_____ x 0.15

Subtotal

100%

Results

Interpretation

- Good - Better - Best

Legend: Numerical Rating Scale

Description

0.50 – 1.49

Good

1.50 – 2.49

Better

2.50 – 3.00

Best

Step 3: Compute for Final Rating

Areas

Weight

Computation

Results

A. Performance Improvement

60%

2.50 x 0.60

1.59

B. SBM Assessment Score (DOD)

40%

2.50 x 0.40

1.00

TOTAL

100%

2.59

Numerical Rating Scale

Description

0.50 – 1.49

Developing

1.50 – 2.49

Maturing

2.50 – 3.00

Advanced

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 . Compute the 40 % based on the given guidelines.

Report the result to the group. ORIENTATION-WORKSHOP ON THE USE OF SBM ASSESSMENT PROCESS AND TOOL (APAT) IN ASSESSING SCHOOL'S SBM LEVEL OF PRACTICE AND PASBE ACCREDITATION PROCESS

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