ASSESSMENT of SBM PRACTICES: “ SCHOOLS INITIATED ASSESSMENT FOR SELF- DIRECTED IMPROVEMENT
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ASSESSMENT of SBM PRACTICES: “ SCHOOLS INITIATED ASSESSMENT FOR SELF- DIRECTED IMPROVEMENT
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ASSESSMENT of SBM PRACTICES: “ SCHOOLS INITIATED ASSESSMENT FOR SELF- DIRECTED IMPROVEMENT. Why assess the SBM practices?. Determine the level of SBM practices in school Provide basis on which to establish it plan of action - PowerPoint PPT Presentation
Transcript of ASSESSMENT of SBM PRACTICES: “ SCHOOLS INITIATED ASSESSMENT FOR SELF- DIRECTED IMPROVEMENT
ASSESSMENT of SBM PRACTICES: “ SCHOOLS INITIATED ASSESSMENT FOR SELF- DIRECTED IMPROVEMENT
Why assess the 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
Management of SCHOOL
resourcesclassroom instructionstudents achievement
Assessment of SBM Practices Manual
Guide key players in: assessing their SBM practices identifying their needs for
technical support that ought to be given by the support system
Matrix of Scale of Practice
THE WHAT of the ASSESSMENT TOOL
The instrument contains INDICATORS regarding the six (6) dimensions of SBM Practices
The WHAT (structure) of the ASSESSMENT TOOL
Each INDICATOR has REQUIRED EVIDENCES as proof of the level of SBM practices
The WHAT (structure) of the ASSESSMENT TOOL
Each SBM DIMENSION is to be responded to by a different group of school stakeholders. (Thus, responses to be considered as group answer through CONSENSUS )
TABLE on the NUMBER of ITEMS per DIMENSIONS
DIMENSIONS LEVEL 1 LEVEL 2 LEVEL 3
1.School Leadership 31 35 47
2.Internal Stakeholders 23 28 36
3.External Stakeholders 34 15 18
4.School Improvement Process 31 27 25
5.School-Based Resources 18 15 20
6.School Performance Accountability
23 14 18
Total 149 137 168
WHO answers the tools?SBM Dimension Respondents
1. School Leadership School head, asst to the SH, master teacher, dept. head
2. Internal Stakeholders Parent assoc. Representative, teacher assoc. Chair, head of student council
3. External Stakeholders Parent assoc. Representative, LGU/Brgy representative, SGC chair / rep, chair of other active groups
4. School Improvement Process School head, parent assoc rep, teacher assoc chair, head of student council
5. School-Based Resources School head, person in charge of School funds, SGC chair /rep, PTCA chair/reps, LGU
6. School Performance Accountability
School head, parent assoc rep, teacher assoc chair, head of student council, SGC chair, LGU / Brgy.
Group STUDY ( 10 MINUTES) AND APPRECIATION OF THE INSTRUMENT
Questions:
Upon reading the material, identify 5 most significant points in the tool.
Give 2 the two easiest items to answer.Give the two most difficult items to
answer. If you are to give two tips to the people
who will answer the tool, what would they be?
ADMINISTRATION of SBM
ASSESSMENT
THREE STAGES
STAGE 1:School Head’s Orientation by the DO
STAGE 2: Responding to the Instrument
by the School Stakeholders Phase 1: Orientation of School
Stakeholders as Respondents Phase 2: Actual Inventory of Evidences Phase 3:Summarizing the Responses STAGE 3: Focused Group Discussion (FGD)
The Scoring Template
DIMENSION
Level 1
Items /Score
Level 2
Items/ Score
Level 3
Items /Score
1.School Leadership 28 35 49
2.Internal Stakeholders
23 28 36
3.External Stakeholders
27 15 18
4.School Improvement Process
31 27 25
5.School Based Resources
17 18 21
6.School Performance Accountability
23 / 149 14 / 137 19 / 168
Template 2: SBM Assessment of Practice ResultSchool:____ Address___ Division_____
SBM Dimension
Indicator Actions to be taken
By Whom Resources Needed (Human/Material )
SBM Assessment of Practice Result Division_____
Consolidated Data from schools per district
SBM Dimension
Indicator Actions to be taken
Resources Needed (Human/Material )
