PARENTS INVOLVEMENT AND COMMUNITY

PARTNERSHIP
Domain No. 5- National Competency Based Standards for
School Heads (NCBS-SH)

A. IMPLEMENTING AN EFFECTIVE SCHOOL BASED

MANAGEMENT PROGRAM
The main goal of SBM is to improve school
performance and student achievement.
Its objectives are to:
 Empower the school head to provide leadership;
and
 Mobilize the community as well as the local
government units to invest time, money, and effort
in making the school a better place to learn, thus
improving the educational achievement of children.

Each school is expected to develop a School

Improvement Plan (SIP) and Annual Implementation
Plan (AlP). The SIP is developed by the School
Governing Council (SGC) stakeholders which include all
staff, the PTCA, LGU barangay level, community leaders,
NGO's and pupils/students under the leadership of the
school head.

SBM Principles and Practices

The Policy and Legal Framework of SBM

School-based management is the institutional

expression or decentralization of education at the
grassroots level. It is based on the national policy of
decentralization originally set by the Philippine Local
Government Code of 1991 (RA 7160) as a response to the
new challenges for sustainable human development
by enabling local communities to become self-reliant
and more effective partners in the attainment of
national goals.

Consistent with the policy, the Department of

Education (formerly DECS) sought to hasten the
decentralization of educational management through its
ten-year master plan (1995-2005). With the objective of
improving its operations and delivery services, the
department intended to realize decentralization by giving
more and more decision making powers to local school
officials in terms of school repairs and maintenance as
well as the procurement of textbooks, supplies, and
equipment. In 1999, DECS Order No. 230 further defined
decentralizations as: 1) promotion of school Based
Mangement; 2) transfer of authority and decision
making from central and regional offices to the divisions
and schools; 3) sharing education management
responsibilities with stakeholders such as the LGU's,
Parents Teacher Community Associations (PTCAS), And
Non Governmental Organizations (NGO's); and 4)
devolution of education functions.

The Third Elementary Education Project (TEEP), a

nine-year public investment program (1998-2006) of the
department of education with external financing from the
World Bank and Japan Bank for International
Cooperation, supports the goal of improving the quality
of elementary education through decentralization.
Specifically, it aims to :
1) improve learning achievement, completions rates,
access to quality elementary education in 23 of the
poorest provinces;
2) build institutional capacity of DepEd to manage
change through teacher effectiveness and better
management at all levels;
3) actively involve the community and the local
government in a large-scale effort to attain quality
education.

With the enactment on August 11, 2001 of RA

9155 (An Act instituting a Framework of
Governance for basic Education ...... and for other
Purposes), the legal mandate for decentralization of
governance in basic education was finally articulated. Its
declaration of Policy and directions of basic education in
the Philippines as follows:

Its is hereby declared the policy of the state to protect

and promote the right of all citizens to quality basic
education and to make such education accessible to all
by providing all Filipino children a free and compulsory
education at the elementary level and free education at
the high school level. Such education shall also include
alternative learning system for out of school youth and
adult learners. It shall be the goal of basic education to
provide them with the skills, knowledge and values they
need to become caring, self-reliant, productive, and
patriotic citizens.

The school shall be the heart of the formal education

system. It is where children learn. Schools shall have a
single aim of providing the best possible basic education
for all learners.
 Governance of basic education shall begin at the
national level. It is at the regions, divisions, schools, and
learning centers-herein referred to as the field offices-
where the policy and principle of the governance of the
basic education shall be translated into programs,
projects, and services developed, adapted and offered to
fit local needs.

Upon his assumption of office in 2004, Secretary of

Education Florencio Abad proposed a major policy
direction through the Schools First Initiative (SFI). It is a
movement based on the ideas of the global movement
educa- tion for all. It has three key components,
namely: (1) Enhancement of learning, (2) More resources
for learning, and (3) Focused Organization for Learning.

It is clear from the declaration of policy that the most

important change in the governance of basic education
must occur at the level of the school, "in the heart of the
formal education system. 'School Based Management
(SBM) is the institutional expression of such change.

DEFINITION, GOAL, OBJECTIVES, BASIC

CONCEPTS AND PRINCIPLES

Its main Goal is to improve school performance and

student achievement, where decision-making is made by
those who are closely involved with resolving the
challenges of the individual schools, so that specific needs
of students will be served more effectively.
The SBM Conceptual Framework
The framework (Figure 1) is systems-oriented. It shows the major components of SBM,

their organizational structure, interrelationships and interdependence, as well as their

characteristics and underlying princi- ples. At the center is the intended output: a functionally-

literate citizen who is self-reliant, partriotic, productive, and service-oriented.

The output is a result of an interactive and collective

problem solving process that continuously raises the level
of SBM practice until it culminates in the accreditation of
the school. The process is enhanced and facilitated by a
self-managing, self-renewing learning-community that
assumes responsibility for basic education of all types of
learners.

The context of SBM is the school learning community

itself to which the learner belongs. An intensive
situational analysis of factors that impact learning is done
to develop an educational plan that is responsive to
contextual issues, problems, challenges, threats, and
opportunities. The system is guided by four ACCESs
principles on leadership and governance, curriculum and
learning, resource management, and accountability for
higher learning outcomes. The boundary of the system
indicated by a broken line denotes openness to inputs
from the external environment, as well as a resistance to
change that may injure its systemic integrity and
stability.
 The framework reflects the vision of SBM: to make the
communityresponsible for the education of their children
and make the childre responsible for building the
community.

The SBM - PASBE Operational Framework

The Operational Framework (Figure 2) presents the key
components of the assessment system and how they
are organized and interrelated to enhance continuous
improvement of learning outcomes and products of learning.
 The three key components of the framewrok are:
(1) guiding principles of the assessment system,
(2) indicators of SBM practices, and
(3) school accreditation. The Four ACCESs principles
guide the assessment of the indicators of practice and
the accreditation process.

Each ACCESs principle has its corresponding

indicators measured in a scale of 1-3 in terms of child
and community centeredness forming a rubric. The SBM
practice is ascertained by the existence of structured
mechanisms, processes, and practices in all indicators.
The unit of analysis is the school system, the resulting
level may be classified as developing, maturing, or
advance (accredite level). A team of practitioners and
experts from the district, division, region, and central
office validates the self-assessment before a level of
SBM practice established. The highest level- advanced”
is a candidacy for accredition after a team of external
validators confirmed the evidence of practices and
procedures that satisfies quality standards.

(DepEd Order No. 83, s.2012)

Revised School-Based Management Assessment Tool
(DepEd Order No. 83, s. 2012), (Nov. 27, 2012)

 The four (4) principles are assigned percentage weight on the

basis of their relative importance to the aim of the 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 Resources ........................................... 15%

 Level of Practice is computed-based on the criteria below

o 60% - based on improvement to be validated
 o 40% - according to learning outcomes practice using
DOD
 The resulting levels are described as follows
o .5 - 1.4............................ Developing

o 1.5- 2.4............................ Maturing

o 2.5- 3.5............................ Advance

Developing - structures and extend of mechanisms with acceptable

Level 1 :
level and community participation and impact on learning
outcomes.

Maturing - introducing and sustaining continuous improvement process that

Level 2 :
integrate wider community participation and significantly improve
performance and learning out- comes.

Advanced (Accredited) - Ensuring the production of intended

Level 3 :
outputs/outcomes and meeting all standards of a system fully integrated
in the local community and is self renewing and self-sustaining.
B. ORGANIZING a SUPPORTIVE SCHOOL GOVERNING
COUNCIL (SGC)

The basic element underlying the various models of SBM

is a change in the formal Governance and management of the
school by increasing the level of involvement and
participation of multiple stakeholders. SBM is often
implemented by setting up a council at the school site and
giving the council at least some responsibilities in the areas of
budget, personal and curriculum. TEEP developed School-
community partnership among the PTCA (Parents Teachers
Community Association), Local Government units, students
alumni and other interested groups in order to improve
education outcomes. The partnerships will be formally
organized into a School Governing Council as provided for in
the Schools First Initiative. The council shall be composed of
representatives from the parents, teachers, students and the
community and shall serve as the policy making authority of
the school. The school head shall be accountable to the
council. They shall be involved in the development of the
School Improvement and Annual Implementation Plans
(SIP/AIP) and their implementation as well as in resource
generation and fund management.

Thus, the school head (SH) is responsible in organizing the

School Governing Council. He/she however cannot be elected
as President for he/ she shall serve as the secretary Expected
members who may compose the SGC are barangay captains;
PTA presidents; education chairmen of the barangay council;
sanggunian bayan; sangguniang panlalawigan; alumni
organizations; presidents and officers of civic and religious
organizations; and other concerned citizens of the community

The SGC is accountable for the following:

- Assist in the Crafting of the SIP/AIP;
- Monitor and evaluate SIP/AIP implementation;
- Assist in generating resources for continued school
improvement; Assist in monitoring and evaluation of
 school performance;
- Assist in the development of school policies; and
- Report progress of SIP implementation to the
Schools Superintendent and the community

SGC is also known as School Advisory Council. Additional roles

are:
- Assist in maintaining the physical facilities of the school
through voluntary labor or "dagyaw;"
- Assist in safe guarding school property;
- Assist in observing transparency in all school dealings;
- Work collaboratively for attainment of the school's
vision and mission; and
- Provide rewards and incentive to worthy stakeholders
(Operations Manual on SBM and Its Support System)
C. ESTABLISHING SCHOOL-COMMUNITY PARTNERSHIP
The sixth component of SBM is School Community
Partnership (SCP). Through SCP, the SH can perform one of
his/her functions, defined in RA 9115, which is to mobilize
Community participation for improvement of education
outcomes.

POLICIES AND PROGRAMS ON SCHOOL-COMMUNITY PARTNERSHIP

AND SCHOOL GOVERNANCE
To make schools continuously perform better depends
mainly on the ability of the schools to tap and make good
use of resources. Guided by the principles contained in
School-Based Management, schools in collaboration with
stakeholders shall:
 Develop interventions to improve teaching processes,
and draw greater support from parents, LGU, and
Community Organizations;
 Encourage the schools to undertake self-evaluation to
formulate their own improvement plans and determine
 resources needed to improve teaching-learning process;
and
 Continue to reengineer its systems and procedures to
increase the efficiency of the schools, e.g., procurement
of goods and services financial management,
management information system and teacher welfare.

Some functions of the SCP are:

 Participate in the formulation of the vision and
mission of the school;
 Participate in the formulation of the comprehensive
school improvement plan (SIP) annualized into the
Annual improvement Plan (AlP);
 Assist in carrying out the SlP; and
 Serve as an advocacy mechanism in the development of
the total school fund or SBM fund and its generation and
management.
 SCP includes the support (human and material) and
participation of the LGU, Barangay, PTCA, Alumni and other
interested groups within and outside the community.

School Community Partnership

Community Support and Participation in SBM/ school
improvement

Reports from the TEEP divisions show the growing ability

and maturity by which the divisions' schools are focusing on
community participation to promote better school conditions
and improve higher learning outcomes in students within the
context of decentralization and school-based management.

School-to-School Partnership

Still another type of organized support has emanated from successful

initiatives of individual school, upscale with division support and encouragement to
include other interested schools in the division. It is essentially based on a school-to-school
partnership program. Some examples are the following:

 Participatory Synchronized School Reading Program (PSSRP) originally started in

Sangat Central Elementary School and now extended to all schools in the Sangat
 District. This program is characterized by strong-community support in all its phases.
 Pupil-Centered Approach and Fun Learning in Agusan del Sur, started in Pisaan
Elementary School under the schools of Excellence Program of DepEd. It has
now been replicated in at least two other schools in the division.
 School Based Monitoring for the National English Proficiency Program of DepEd
is operational in Southern Leyte. It is run by trained mentors (master teachers)
who regularly report their monitoring activities in identified schools and
teachers to the division office, using a standard report form.
 A Science Teaching Improvement Program (Project Best) originally started under an
earlier foreign-assisted program (PROBE) as a special science program for talented
students has now been expanded to include 18 schools in Agusan del Sur.

The SBM Framework and Standards classifies

community partners into:
INTERNAL STAKEHOLDERS
 School head
 Students and Students Organizations
 Teachers, Non-Teaching and Teachers
Associations in the school. School Governing
Council
.
EXTERNAL STAKEHOLDERS
 Various Government Agencies and
Organizations
 Local Government Units
 Local and Foreign Foundations
 Non-Government Agencies
 Alumni Associations
 Parents of the Alumni
 Retirees
 Professionals and Civic Organizations
 Parents of students and Parents Associations
 Religious Groups

Basic Sectors/Peoples Organizations (Farmers' Association, Fishermen's Associations,

Indigenous People, etc)
D. MOBILIZING THE PTA/PTCA, LGU, NGO's AND OTHEREXTERNAL STAKEHOLDERS TO
ENHANCE SCHOOL IMPROVEMENT AND STUDENT OUTCOMES
Among the external stakeholders with whom the SH has to mobilize to make the school
continuously perform better and improve student outcomes are the PTCA, LGU, NGO's,
Alumni, Civic Organizations and others.

Some programs which external stakeholders can be encouraged to engage or

participate in are:

Republic Act No. 8525

"Adopt-A-School Program"

This act provides avenues for private entities to assist public

schools, whether elementary, secondary or tertiary
(preferably located in any of the twenty (20) poorest
provinces identified by the Presidential Council for
Countryside Development or any other government office
tasked with identifying the poorest provinces).
Public School refers to all public or government learning
institutions that are administered, regulated, supervised and
monitored by DepED, TESDA and CHED.
Brigada Eskwela
Brigada Eskwela or the National School Maintenance Week
engages school community stakeholders to contribute their
time, efforts and resources to ensure that schools are ready
for the start of classes in the opening of the school year.

THE REVISED SBM ASSESSMENT TOOL (DepED Order No. 83, s. 2012)

The Revised School-Based Management (SBM) Assessment tool is guided by four

principles of ACCESs (A Child (Learner) – and Community- Centered Education System). The
indicators of SBM pratice were 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
advance (accredited level).

The SBM practice is ascertained by the existence of structured mechanisms, processes,

and practices in all indicators. A team of practitioners and experts from the disttrict, division,
region, and central office validates the self-study/ assessment before a level of SBM practice is
established. The highest level. “advanced”, is a candidacy for accreditation after a team of
external validators confirmed the evidence of practices and procedures that satisfies quality
standards.

Characteristics and Features. The revised tool is systems oriented, principle-guided, evidence-
based, learner-centered, process-focused, non-prescriptive, user-friendly, collaborative in
approach, and results/outcomes focused.

Parts of the tool. The tool shall contain the following parts: a) basic school/ learning center
information; b) principle-guided indicators; c) description of SBM pracrice scaled in terms of
extent of community involvement; d) learner-centerdness, and e) scoring instructions.
Users. The users of the tool are the teachers, school heads, learners, parents, LGU, Private
Sector and NGO/PO and the different administrative levels of DepEd.

Scoring Instructions

1. 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);

 Leardership and Governance - 30%

 Curriculum and Learning - 30%

 Accountability and Continuous Improvement - 25%

 Management of resources - 15%

2. Each principle has several indicators. Based on the results of the D-O-D (Document
Analysis, Observation, Discussion), summarized the evidences, and arrive at a consensus
on the rating that will be given to each indicator;

Description of SBM Levels of Practice. The resulting levels are described as follows:

Level I. DEVELOPING- Developing the stuctures and mechanisms with acceptable level
and extent of community participation and impact on learning outcomes.

Level II. MATURING- Introducing and sustaining continuous improvement process that
integrates wider community participation and iimproved significantly performance and learning
outcomes.

Level III. ADVANCE (ACCREDITED LEVEL)– 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.
RECOGNITION AND INCENTIVES

To accelerate implementation and reward best practices, the revised SBM practice approaches
assessment using systematic recognition and incentives program in terms of higher grant,
capital outlay allocation, and performance-based bonus (PBB).

The National Accreditation Board (NAB)

The National Accreditation Board (NAB) is the accrediting Entity of the Department of
Education.

It is an independent body supervised by the Secretary of Education through the Office of the
Undersecretary for regional Operations or any office designated by the Secretary.

The NAB shall be composed of seven members, four of whom shall come from DepEd (CO, RO,
DO, and school), while three shall come from institutions i.e. academe, the industry, and the
civil society organization.

Administrative Roles and Responsibilities of Concerned

Offices

 Schools

o Obtains certification of SBM Level II for two (2)

consecutive years

o Applies for the accrediation of the NAB

o Prepares the school for the on-site visit

 o Makes arrangements with the NAB Secretariat for
the on-site visit

o Provides avidence requested by the accreditaion

team

o Disseminates accrediation result to the school

community

o In cases of probationary status, it submits a

progress report on actions pertaining to the
recommendations of the Accrediting team.

 Roles of SBM-PASBE Coordinating team

o The School Coordinating Team (SCT) shall make recommendations on school

accreditation based on the study conducted.

External Community Partnership

1. Promote the image of the school through school summit , State of the School Address
(SOSA), cultural shows, learners’ project exhibits, fairs, etc.

2. Conduct dialogues and meeting with multi-stakeholders in crafting programs and

projects.

3. Participate actively in community affairs.

4. Established sustainable linkages/partnership with other sectors, agencies and NGO’s

 through MOA/MOU or using Adopt-a School Program policies.

E. Creating a Home/ School Partnership to Support Pupil/ Student Outcomes/ Parental

Involvement

Through General Parent-Teachers Association (PTA) and the Homeroom Parent-

Teachers Association (HPTA), School Heads (SH’s) can involve parents by conducting the
following:

1. Establishes school and family partnerships that promote student peak performance

i.e. “Nanay-Teacher” at home

2. Organizes programs that involve parents and other school stakeholders to promote
learning.

i.e. Parents Tutorial Group/ Committee (who can assist in giving interventions to
learners being left behind)

3. Conducts dialogues, for a, training of teachers learners and parents on the welfare of
the learners/school.

4. Improves performance of learners.

‘
 PRACTICE TEST
Directions: Read each question carefully. Choose the correct or
best answer and write the letter only on your Answer Sheet.

Parent Involvement and Community Partnership

1. Which of the following is the MAIN GOAL of SBM?
A. Enhance school holding power
B. Improve school performance and students
achievement
C. Raise quality and academic excellence
D. Improve operations and delivery services

2. Where was SBM based?

A. Modernization
B. Institutionalization
C. Decentralization
D. Globalization
 3. Which of the following are objectives of SBM?
i. Promote effective schools
ii. Improve the quality of basic education
iii. Empower the school head to provide leadership
iv. Mobilize the community, as well as the local
government units, to invest time, money and effort in
making the school a better place to learn it.
A. i and ii
B. iii and iv
C. i, ii, iii, and iv
D. i, ii and iii
4. DepEd Order No. 83. S. 2012 issued the Revised SBM
Framework, Assessment Process and Tool (APAT) Which of the
following are the principles underlying SBM?
i. Progressive
ii. Decentralized
iii. Self-empowered
iv. Developmental
 A. i and ii
B. ii, iii and iv
C. i, ii, iii and iv
D. i, ii and iii

5. In the revised SBM principles, schools should be managed

_______ the school heads _____ the learners _______ the
school and the community.
A. by /to/of
B. from/for/to
C. by/ for/ to
D. by/ for/ of
6. ACESSs represents the vision of the Departments of
Education in successfully implementing the reform agenda in
BESRA, what is the first C in ACCESs?
A. Community
B. Country
C. Center
D. Child
7. ACCESs espouses Four Principles of a School System. Which of
these principles refer to resources which are collectively
organized, mobilized and managed with transparency?

A. Principle of Community-Based Learning

B. Principle of Collective Leadership and Governance
C. Principle of Convergence to Harness Resources for
Education
D. Principle of Accountability for Performance and
Results

8. There are three levels of SBM practice. Which of the

following is not a description of Level III or ADVANCED
(ACCREDITED)?
A. Developing structures and mechanism
B. Ensuring the production of intended outcome
C. Self-renewing and self-sustaining
D. Meeting all standards
9. Who is responsible in organizing the School Governing
Council (SGC)?
A. School head (SH)
B. District Supervisor
C. PTCA President
D. Education chairman of Sanggunian

10. Which of the following are functions of SGC?

i. Assist the crafting the SIP/ AIp
ii. Assist in generating resources
iii. Assist in development of school policies
iv. Participate in monitoring and evaluating SIP/ AIP
implementation
A. i, ii,iii
B. i, ii, iii and iv
C. ii, iii, iv
D. ii and iv only
11. Who among the following is NOT an internal stakeholder?
A. Teacher’s club
B. Parents and Teachers associations
C. Retirees
D. Non- teaching staff

12. What is an example of a School-Community Partnership

(SCP)?
A. SH becoming a member of the Community Volunteer
Group
B. Teacher participating in barangay town celebrations
C. Local officials participating in school activities as
resource persons
D. external stakeholders assist the school to bring about
improved school performance
 13. One way of mobilizing external stakeholders in encouraging
them to participate in “Brigada Eskwela”. Which of the
following can they do to ensure that schools are ready for the
start of classes?
i. Repair leaking roofs
ii. Paint faded rooms or buildings
iii. Clean the school campus of weeds and rubbish
iv. Donate an amount for the construction of
additional toilets
A. i, ii and iii
B. ii, iii and iv
C. i, ii and iv
D. i, ii, ii and iv

14. Which of the following can help in sustaining partnership

with NGO’s?
A. Contract Signing
B. Memorandum of Understanding
C. Memorandum of Support
 D. Memorandum of Linkage
15. What is SOSA?
A. State of the School Address
B. State of the School Activities
C. Status of the School Actions
D. Status of the School Artifacts

16. Which is the most effective way of creating a Home/ School

Partnership? Through the __________.
A. School Community Association
B. Teachers and LGU Associations
C. Parents and Teachers Association
D. School and Parents Association
17. The revised SBM Assessment tool is guided by the four
principles of ACCESs. What is the unit of analysis of this tool?
A. Education System
B. Community
C. School System
D. Barangay
18. Who of the following is NOT a user of the SBM Assessment
tool?
A. Teachers
B. Parents
C. NGO
D. Retired Principal

19. The Assessment Tool has four principles. How many percent
is given to Leadership and governance?
A. 15%
B. 20%
C. 25%
D. 30%
20. There are three Levels of SBM Practice. Which of the
following is a description of Level II?
A. Ensuring the production of intended outputs
B. Developing extent of Community participation
C. Introducing and Sustaining Continuous improvement
 D. Establishing improvement in learning outcomes.

Key to Correction:
1. B
- A, C, and D are goals of SBM but not the Main Goal. B is the main goal.
2. C
- A, B, and D are not the answers but C because School based-Management was
one of the effects of Decentralization.
3. B
 - A is not the answer because i-is promote effective and ii is improved the quality
of the basic education
- C Is not the answer because i and ii are not objectives
- D is not the answer because i and ii are not objectives
4. C
- All the principles- i,ii,iii and iv are the underlying principles of SBM so C is the
answer and not A, B, or D.
5. D
- A is not the answer because it is not by, to, of but by, for, of
- B is not the asnwer because of from
- Is not the answer because it is not to but of
6. D
7. C
8. A
9. A
10. B
11. C
12. D
13. A
14. B
15. A
16. C
17. C
18. D
19. D
20. C
 REFERENCES

[Link].2006. Operations Manual on School Based

Management and Support System.

[Link] June 2005. A Primer on School- Based Management and Its Support System.

[Link]. A Primer on School- Community Partnership.

DepED. Jan.2006. The DepED TEEPSTER. SBM 101

DepED Order No. 2, S. 2013- Revised Implementing Rule and

Regulations of Republic Act (RA) No. 8525 otherwise
Known as the Adopt- A-School Program Act

DepED Order No. 32, s. 2010- National Competency Based

Standards for School Heads (NCBS-SH)