Matrix - DepEd Naga City

Matrix of SBM Dimensions by Scale of PracticeSBM Dimension Level I (Standard) Level II (Progressive) Level III (Mature)3. ExternalStakeholdersParticipation(alumni, parents ofalumni, localleaders, retiredteachers, youthleaders/SangguniangKabataan)• External stakeholders are organized andmade aware of their rights andresponsibilities as educationstakeholders• Local government stakeholders areoriented into a functional LSB (e.g.,school building and facilities, extensionclasses, and sports development)• Organized external stakeholders exercisetheir rights and responsibilities aseducation stakeholders• Local government stakeholders areenabled (thru capacity developmentinterventions on resource planning andmanagement) for an expanded LSBfunctions (e.g., support educationalsubsidies, Instructional Materials andTextbooks (IMTEX), teachers and schoolpersonnel welfare and development)• Organized stakeholders engage themselves inschool governance and school-wideimprovement process• Local government stakeholders are fullyenabled to institutionalize expanded LSBfunctions thru multi-year supplementallump-sum budget allocation for SBM (e.g.,PS, MOEE, CO)• Community leaders / People’sOrganizations (Pos) / Non-GovernmentOrganizations (NGOs) are oriented,organized, and mobilized to supportSBM (e.g. school communitypartnerships at least within theclassroom or selected interventions likeAdopt a School program)• Community leaders / POs / NGOs areenabled (through capacity developmentinterventions resource and programmingplanning and management) for expandedand school-wide support (e.g. Every ChildA Reader Program, institutionalizedremedial class support, health andnutrition)• Community leaders / POs / NGOs are fullyenabled to provide institutionalized supportcommunity-wide programs to continuouslyimprove learning outcomes (including ALS)• External stakeholders understand theirrespective roles and responsibilities onSBM; and are organized forparticipation in SBM processes• Organized external stakeholders supportimplementation of school-wideimprovement process• Organized stakeholders introduce and coimplementprograms supporting the schoolwideimprovement process• Organized stakeholders champion SBM• Organized stakeholders help create acommunity environment that supports basiceducationPage 3 of 8

Matrix of SBM Dimensions by Scale of PracticeSBM DimensionLevel I(Standard)Level II(Progressive)Level III(Mature)4. SchoolImprovementProcess(continued)• Resources and funds (MOOE) arelinked to SIP/AIP targets and allocatedto meet minimum educational costrequirements (e.g., per capita perstudent)• Resources and funds are augmentedwith LSB and community contributionsand allocated to meet desirededucational outcomes• Resources and funds are sustained byLGU1 and community partners throughsupplemental budget and communityequity• A system of incentives and rewards(and positive discipline forunderperformance) based onperformance contract (between SGCand DepEd) is piloted to promoteschool improvement process• A system of incentives and rewards(and positive discipline forunderperformance) based onperformance contract (between SGCand DepEd) is established with DepEdand stakeholder support to sustainschool improvement process• A system of incentives and rewards(and positive discipline forunderperformance) based onperformance contract (between SGCand DepEd) is institutionalized withDepEd and stakeholder support tosustain school improvement process• A system of technical assistance (policysupport, institutional strengthening,and training) is installed for continuousschool improvement process• A system of technical assistance (policysupport, institutional strengthening,and training) is strengthened forcontinuous school improvementprocess• A system of technical assistance (policysupport, institutional strengthening,and training) is optimized forcontinuous school improvementprocess1 Provide desired ranges of total school budget – LGU support ratiosPage 5 of 8

Matrix of SBM Dimensions by Scale of PracticeSBM Dimension Level I (Standard) Level II (Progressive) Level III (Mature)5. School-basedResources• Annual School Budget (ASB) (e.g.,DepEd MOOE) is aligned withSIP/AIP• School manages and controlsfunds/ resources with Division Officeassistance (review and approval)• ASB is executed in accordance withguidelines• ASB results in attainment of targetsand desired outcomes• School is properly informed ofMOOE allocation / MOOE ispublished and drilled down toschools in cash• School undertakes school-basedprocurement with Division Officeassistance• DepEd representative to the LSB isknowledgeable of SIP priorities• MOOE funds made available to theschool is recorded, optimallyutilized, reported & accounted for• Annual School Budget (DepEd MOOE + SEF+community contributions) is aligned withSIP/AIP• School manages and controls funds/ resourceswith Division Office technical guidance• ASB is executed with efficiency and costeffectiveness• ASB results in surpassed targets and desiredoutcomes• School MOOE allocation is augmented with LSBand community contributions to meet desirededucational outcomes• School undertakes school-based procurementwithDivision Office guidance• DepEd representatives to the LSB ensure thatSEF budget priorities support SIP/AIP andreflects increased number of educationalresources (e.g. classrooms, textbooks, teacheritems, equipment, teachers/school personnelwelfare)• All resources and funds made available to theschool is recorded, optimally utilized, reportedand accounted for• Annual School Budget (DepEd MOOE + SEF +community contribution and LGU supplementalbudget + grants/loans) is aligned with SIP/AIP• School fully manages and controls funds/resources• ASB is executed with best practices andinnovations resulting in improved schoolperformance• ASB results in sustained excellent performance• School budget is sustained and institutionalizedby LGU and community partners throughsupplemental budget and community equity• School undertakes own school-basedprocurement including IMTEX, furniture, andequipment, School Building Program (SBP)subject to DepEd-wide guidelines• DepEd representatives to the LSB monitor andinfluence SEF for sustained support to SIP/AIP.• All resources and funds made available to theschool is recorded, optimally utilized, reportedand accounted forPage 6 of 8

Matrix of SBM Dimensions by Scale of PracticeSBM DimensionLevel I(Standard)Level II(Progressive)Level III(Mature)6. SchoolPerformanceAccountability(performance ismonitored,validated,evaluated andreported)• School introduces transparency andaccountability mechanisms• Monitoring and Evaluation (M/E)systems is installed and operational(e.g. data and reports are used incontinuing improvement)• Major stakeholders (SGC, PTCAs,Schools Division Superintendent,Regional Office, LSB) are informed andparticipate in M/ E and reporting• School exercises transparency andaccountability in carrying out itsfunctions• Performance and results-based M/Esystem is fully operational and utilizedin planning• All stakeholders fully participate in M/E and reporting activities• School is fully transparent andaccountable• Stakeholders and school jointlydevelop and implement multi-sectoraland multi-dimensional M/E systemwith innovations• Stakeholders hold themselvesaccountable for school performance• Quarterly school performance (studentand teacher performance) ismonitored and evaluated by SGC• Quarterly and annual schoolperformance (e.g. SRC) are monitoredand evaluated by communitystakeholders• School performance is presented,published and validated throughcommunity satisfaction surveys.• Improvements in learning outcomesby Grade/Year level are monitoredand evaluated by homeroom andtracked per student/subject• Improvements in learning outcomesby Grade/Year level are monitoredand evaluated on school-wide basis• Improvements in learning outcomesare tracked for benchmarking withother SBM schoolsPage 7 of 8

Page 8 of 8