PARTS OF THE SBM MANUAL OF

OPERATIONS
A Contextualized Version
 TOPICS
RATIONALE
RA 9155 (Governance of Basic Education Act)
ACCESs- A Child and Community –Centered Education System

- Benchmarking and series of consultations with internal & external

Stakeholders in Region 12 to observe their level of practice which might be
applicable to Region 10
- Levels of SBM Practice in Region X – issues and concerns pertaining to SBM
Assessment & validation that needs to be addressed
- CRAFTING OF MANUAL by FTAD
- To help guide the school heads, parents & stakeholders towards improvement
of SBM Level of Practice
 SBM Framework

The framework reflects the vision, mission and goals

of the SBM: to make the community responsible for the education of its children
and make the children responsible for building
the community.
REGION X CONTEXTUALIZED GUIDELINES
• 1. All public elementary, secondary, stand-alone
senior high schools and integrated schools shall be
required to submit for SBM validation.

• 2. Submission of applications for Levels II and III

validation shall be every April and May, respectively,
and duly endorsed by the Schools Division
Superintendent (SDS) to the Regional Office. The
following documents must
be attached:
 REGION X CONTEXTUALIZED GUIDELINES
• 2.1. The duly filled-in SBM Assessment Validation Form duly
signed by the Division SBM Coordinating Team; and
• 2.2. The Key Performance Indicators (KPIs) duly certified by
the Division Planning Officer. These documents are subject
for review by the SBM Regional Coordinating Team.

3. The minimum rating of the Performance Improvement (PI) to

proceed to SBM Documentary -Analysis, Observation,
Discussion (DOD) validation is 1.50 (60%). If the school
does not reach the minimum rating, the Division Field
Technical Assistance Team (DFTAT) shall provide technical
assistance.
 REGION X CONTEXTUALIZED GUIDELINES
4. The SDO shall be notified of the schedule for
validation of the concerned schools through a
regional memorandum.
5. There shall be at least one (1) SBM model school for
each of the elementary, secondary, and integrated
schools per district as identified by the SDO.

6. There shall be a pool of Regional SBM Coordinating

Teams, composed of representatives from the
different functional divisions and select school heads
 REGION X CONTEXTUALIZED GUIDELINES
7. The SDOs shall organize an advocacy mechanism
highlighting SBM best practices anchored on the following
principles:
7.1. Leadership & Governance
7.2. Curriculum and Learning
7.3. Accountability and Continuous Improvement.
7.4. Management of Resources
8. Teacher and staff involvement in the SBM assessment
validation shall be given weight in their Individual
Performance Commitment and Review (IPCR) Form.
9. There shall be awarding of plaques, certificates, and other
forms of recognition by the DO and RO to deserving schools.
 REGION X CONTEXTUALIZED GUIDELINES

10. The Regional SBM Coordinating Teams shall

provide technical assistance to the divisions
that need support.

11. A school shall sustain the SBM level II of

practice for at least three years before applying
for SBM level III validation.
 Responsibilities of the School Head
in SBM Assessment Validation

The School Head (SH) is mainly responsible for the school

performance. As prime mover of SBM, the SH shall:

· organize the SBM Coordinating Team at the school level;

· orient the stakeholders on the policies and guidelines of
SBM;
· facilitate in the crafting of SBM Work Plan;
· lead in the conduct of self-assessment;
· facilitate the post conference, and;
· submit results to the Division SBM Coordinator
 Qualities of a Validator
Facilitative
Amiable
Respectful
Nurturing
Articulate
Zealous
Open-minded
 Basic Steps in the Assessment Process
at the School Level
The following are the basic steps:
Step 1. Organize a team of at least 12 members. Each
team will have at least three members per principle
composed of teachers, students and other stakeholders.
The team will select a leader and a documenter.

Step 2. Classify documents by principle. Gather evidence

using the DOD process and select samples of documents.
Summarize the evidences and arrive at a consensus of
the rating on each indicator based on documented
evidences.
Step 3. Conduct self-assessment.

3.1. compute the Performance Improvement in step 1

which is 60 percent of the SBM assessment (see
Appendix H for sample computation);

3.2. proceed to step 2 for the DOD which is 40 percent

of the SBM assessment;

3.3. set a schedule for deliberation of the evidences

gathered; and

3.4. invite representative assigned to every principle to

confirm the evidences presented.
Step 4.
Proceed to the validation process through interview and observation
of classes to validate documented evidences. DOD process shall be
properly handled.
Step 5.
Discuss documents, process evidence and summarize data for each
principle/indicator. Classify issues, problems, opportunities and
others. Each indicator is scored.
Step 6.
Conduct a post-conference to deliberate on observations made and
data gathered.
Step 7.
Prepare written report by team.
Step 8.
Finalize and submit SBM self-assessment results to the Division.
 Functions of SBM Coordinating Teams
Division
1. Reviews Self-Assessment Validation Forms submitted by
the schools;
2. Prepares the schedule on the conduct of assessment
validation;
3. Validates the accuracy of data and computations in the
SBM Assessment Validation Form;
4. Provides technical assistance if necessary;
5. Consolidates the list of schools qualified for SBM
Assessment Validation;
6. Awards certificates and/or other forms of incentives to
schools that have attained level I of SBM practice; and
7. Recommends schools for levels II and III assessment
validation.
Region

1. Reviews Assessment Validation Forms submitted by the SDOs;

2. Prepares the schedule on the conduct of validation through
a memorandum;
3. Validates the accuracy of data and computations in the SBM
Assessment Validation Form;
4. Provides technical assistance if necessary;
5. Conducts exit conference;
6. Awards plaques/certificates and other forms of incentives to
schools that have been validated as levels II and III;
7. Recommends schools for level III accreditation to the Central
Office (CO).
 Scoring Guidelines for SBM Level
of Practice
Measuring the school performance can help and assist
the school heads in giving appropriate technical assistance to
schools.

For SBM Level of Practice, a scoring mechanism is

provided called SBM Assessment Form divided into 2
categories: the Performance Improvement (PI) which is given
60 percent and Document Analysis, Observation and
Discussion (DOD) which is given 40 percent.
 Key Performance Indicators (KPIs)
that Determine Performance Improvement

Key Performance Indicators (KPIs) refer to a set of

quantifiablemeasures which gauge the performance of an enterprise
relative to its objectives thereby enabling corrective action where there
are deviations (Miller, 2016). For SBM level of practice, the
Performance Improvement (PI) in terms of access, efficiency and
quality are quantitatively measured accordingly through the following
KPIs:

1. Access: Percent Increase of Enrolment or Participation

Rate
2. Efficiency: Dropout and Repetition Rate
3. Quality: NAT Results (if available) or Promotion Rate
Revised SBM Assessment Validation Procedure Tool
 guided by the four principles of A Child and Community-Centered Education
System (ACCESs).

 The indicators of SBM practice have been contextualized from the ideals of an
ACCESs school system. The unit of analysis is the school system, which may
be classified as developing, maturing, or advanced (accredited level)

 When the school has sustained level 2 for 3 consecutive Years, it becomes a
potential candidate for level 3

 systems-oriented, principle-guided, evidence-based, learner- centered,

process-focused, non-prescriptive, user-friendly, collaborative in approach, and
results/outcomes-focused. This can be used by the internal and external
stakeholders of schools.
 Description of SBM Levels of Practice
Score/
Level Description Remarks
Points
Developing structures and mechanisms
I 0.50 – 1.49 Developing with acceptable level and extent of
community participation and impact on
learning outcomes.
Introducing and sustaining continuous
II 1.50 – 2.49 Maturing improvement process that Integrates wider
community participation and significantly
improve performance and learning
outcomes.
Ensuring the production of intended
III 2.50 – 3.50 Advanced outputs/outcomes and meeting all
(Accredited
standards of a system fully integrated in the
Level)
local community and is self-renewing and
self- sustaining.
 Computation for Document-Analysis,
Observation and Discussion (DOD)
The four (4) principles are given weights on the basis of their
significance in improving learning outcomes and school
operations:

Leadership and Governance 30%

Curriculum and Learning 30%
Accountability and Continuous Improvement 25%
Management of Resources 15%
Total 100%
 SBM Assessment Validation Procedure
A. Submission of School Pre-Assessment Result to the Division
Level
Step 1:
• The School SBM Coordinating Team headed by the School Head will conduct
self-assessment. If found qualified, the School SBM Coordinator will endorse the
result of the self-assessment approved by the School Head to the Division SBM
Coordinator for the Division Assessment Validation.

• The Division SBM Coordinator will validate the Pre-Assessment Form submitted
by the School SBM Coordinator. After validating the result, Division SBM
Coordinating Team shall visit and validate the SBM level of practice of the school
using the Assessment Validation Form.

• Division SBM Coordinator will endorse list of qualified schools with attached
SBM Assessment Validation Form of the qualified schools to the Schools
Division Superintendent for the endorsement to DepEd, Region 10.
B. Submission of List of Qualified Schools to the Regional
Level
Step 2:

 The Field Technical Assistance Division (FTAD) shall check the SBM
Assessment Validation form and if found in order, endorses the form to the
Regional SBM Coordinating Teams which includes at least one member from
QuAD who will ensure the quality of the data submitted.
 A Regional Memorandum shall be issued for the SBM Assessment Result
indicating the scheduled School Validation for the qualified schools to be
facilitated by the FTAD.
 Result of the SBM Validation and the schedule of awarding ceremony will be
issued through a Regional Memorandum.
 The awardees will receive plaques and certificates of recognition.
 SBM Validation Procedure of Document -Analysis,
Observation and Discussion (DOD)
Suggested Respondents per SBM Principle during
Validation
Principle 1. Leadership and Governance
1.1 School Head/Assistant to the School Head
1.2 School Planning Team
1.3 Department Heads
1.4 Grade Level Coordinators
1.5 School Governing Council Chair/Representative
1.6 GPTA President/Representative
1.7 LGU Representative
1.8 SSG/SPG President/Representative
Principle 2. Curriculum and Instruction

2.1 School Heads

2.2 Master Teachers
2.3 Department Heads
2.4 Grade Level Coordinators/
Subject Area Coordinators
2.5 GPTA President/Representative
2.6 Teacher Association
President/Representative
2.7 Supreme Student
Government/Supreme Pupil
Government Representative
2.8 School Governing Council Chair/
Principle 3. Accountability and Continuous Improvement

3.1 School Head/Assistant to the School Head

3.2 School Planning Team
3.3 Department Heads
3.4 Grade Level Coordinators
3.5 School Governing Council
Chair/Representative
3.6 GPTA President/Representative
3.7 LGU Representative
3.8 SSG/SPG President/Representative
Principle 4. Management of Resources

4.1 School Head

4.2 Supreme Student Government/Supreme Pupil
Government Representative
4.3 School Planning Team
4.4 LGU/Barangay Chair/Representative
4.5 School Governing Council Representative of
School BAC Team
4.6 Property Custodian
4.7 Inspectorate Team
4.8 GPTA
 Related Utilization of the
SBM Level of Practice
CONSIDERED AS PART GUIDELINES IN THE
GRANTING OF RECOGNITION, INCENTIVES AND
PROMOTION

PROVISION OF TECHNICAL ASSISTANCE

UTILIZATION OF ASSESSMENT RESULTS