This document discusses dimensions of school-based management systems, including continuous improvement, accountability, curriculum and instruction, and the scope of accountability and continuous improvement. It provides details on assessing school-based management practices to determine the level of implementation, identify areas for improvement, and enhance support systems. The assessment tool contains indicators for six dimensions, including leadership and governance, curriculum and learning, and accountability and continuous improvement. Schools use the tool to self-assess and develop action plans to improve learning outcomes and school operations.
4. The main goal of SBM is to
improve School
Performance and Student
Achievement
5. ASSESSMENT of SBM PRACTICES:
SCHOOLS INITIATED ASSESSMENT FOR
SELF- DIRECTED IMPROVEMENT
Why assess the School-Based Management (SBM) practices?
• Determine the level of SBM practices in school
• Provide basis on which to establish it plan of action
• Improve the SBM support systems through interventions that
the school and other admin levels of Deped
• Determine effectiveness of SBM practices in the delivery of
basic education services
10. The tool on contains indicators regarding the six (6) dimensions of SBM
Each indicator has required pieces of evidence of the level of SBM practices.
Each SBM dimension is to be responded to by a different group of school
stakeholders who arrive at a group answer through a consensus.
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12.
13.
14.
15.
16.
17.
18. 1. THE FOUR (4) PRINCIPLES WERE ASSIGNED
PERCENTAGE WEIGHTS ON THE BASISOF
THEIR RELATIVE IMPORTANCE TO THE AIM OF
SCHOOL IMPROVED LEARNING OUTCOMES
AND SCHOOL OPERATIONS);
o Leadership and Governance – 30%
o Curriculum and Learning – 30%
o Accountability and Continuous Improvement – 25%
o Management of Resource – 15%
24. Dimension of School-based Management System
4. CONTINUOUS IMPROVEMENT
and
ACCOUNTABILITY
5. CURRICULUM AND INSTRUCTION
25.
26. Curriculum and Instruction
(C&I)
is a field within education which seeks to research, develop, and
implement curriculum changes that increase student achievement
within and outside schools. The field focuses on how students learn
and the best ways to educate.
27.
28.
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30.
31.
32.
33.
34. Effective accountability systems should increase the
probability that productive practices will be used, while
identifying and correcting problems that may occur. They do
this by providing the information, capacity building, and
support needed to identify strengths and challenges and make
necessary improvements.
Accountability and Continuous Improvement
35. Scope of Accountability
and
Continuous Improvement
Minutes of meetings
Accomplishment reports
Recognition Programs and Rewards, Incentive System with
guidelines
School Rules and Regulations
Formulated Plans based on the result of assessment and M & E
results
Assessment tool. FAT
Continuous Improvement/LAC Session
Editor's Notes
SBM is a strategy to decentralize decision-making authority to the individual school site of which devolution of authority is the fundamental concept.
School-based management (SBM) is the decentralization of decision-making authority from state and district (central, regional, division) levels down to the school level.
The reason why there is a assessment
The list of SBM dimensions and the intended respondents for each dimension. The administration of the “SBM Assessment Instrument” is divided into 3 stages: Stage1: The Orientation of School Head/s; Stage 2: Responding to the Instrument by the School Stakeholders; and Stage 3: Focused Group Discussion.
This tool is in consonance to DepED Order No. 83 s. 2012. The School-Based Management Assessment Tool is guided by the four principles of ACCESs (A Child (Learner) -and Community-Centered Education Systems)
ACCESs is both a product and process. As a product, it is the ultimate outcome of the communities/barangays working together to protect the right of every child for quality education and better life. As a process, it is an approach to effectively decentralize and bring to reality the mainstreaming of education as a tool for human development and total community transformation.
The School Heads/DFTATs/RFTATs shall strictly adhere to the prescribed guides and scoring instructions in the SBM Assessment Tool for the SBM Level of Practice.
The four (4) principles were assigned percentage weights on the basis of their relative importance to the aim of school (improved learning outcomes and school operations);
Each principle has several indicators. Based on the results of the D-O-D (Document Analysis, Observation, Discussion), summarize the evidences, and arrive at a consensus on the rating that will be given to each indicator;
Effectivity
This Regional Memorandum shall take effect immediately upon issuance.
30% with 7 indicators
4) Count the number of check marks in each criterion and record in the appropriate circle in the summary table (sub-total) for the area/standard rated;
5) Multiply the number of check marks in each column by the points (1-3);
6) Get the average rating for the principle by dividing the total score by the number of indicators of the principle;
7) Record the average ratings for the principle in the Summary Table for the computation of the General Average;
8) Multiply the rating for each principle by its percentage weight to get the weighted average rating;
A clear, transparent, inclusive and responsive accountability system is in place collaboratively developed by community stakeholders, which monitors expected and actual performance, continually addresses the gaps and ensures a venue for feedback and redress.
3) Rate the items by ticking the appropriate circles. These are the points earned by the school for the specific criteria. The rating scale is:
0 – No Means of Verifications (MOVs)
SBM Level 1 – MOVs indicate early or preliminary stages of implementation.
SBM Level 2 – MOVs indicate planned practices and procedures are fully Implemented.
SBM Level 3 – MOVs indicate practices and procedure satisfy quality Standards