50

Appendix G

LOCALIZED SBM ASSESSMENT TOOLnn

Name of School: _________________________________________

Division: __________________________________________
Date: __________________________________________
A.LEADERSHIP AND GOVERNANCE (30%)

A network of leadership and governance guides the education system to achieve its shared vision,
mission and goals making them responsive and relevant to the context of diverse environments.

Indicators 1 2 3 MOVs/ Ratin Recomm

Documents/ g endations
Systems
1. In place is a The The The * SIP – AIP (Extent
Development developme developmen developmen of participation of
Plan (e.g. SIP) nt plan t plan is t plan is stakeholders) *SGC
developed guided by evolved enhanced *SPT * Annual
collaboratively the through the with the Procurement Plan *
by the school’s shared community Annual Budget *
stakeholders of vision, leadership of performing Documentation of
the school and mission the school the the SIP Process
community and goal and the leadership (Minutes of the
(VMG) is community roles, and Meeting,
developed stakeholders the school Attendance,
through the . providing Photos) *SRC
leadership technical
of the support.
school and
the
participatio
n of some
invited
community
stakeholder
s.
2. A network of The school The school The *SGC *Project
leadership and leads the and community Team/Monitoring
governance regular community stakeholders Team
guides the review and stakeholders lead the *Reviewed/adjuste
education improveme working as regular d SIP * SMEPA
system to nt of the full partners, review and docs *
achieve its developme lead the improvemen Documentation of
shared vision, nt plan. continual t process; the the SIP Review
mission and review and school Process (Minutes of
goals making improvemen stakeholders the Meeting,
them t of the
 51

responsive and developmen facilitate the Attendance,

relevant to the t plan. process. Photos/videos)
context of
diverse
environments.
3. The school is The school The school Guided by * School Faculty
organized by a defines the and an agreed Association *
clear structure organizatio community organization School Governing
and work nal collaborativ al structure, Council Structure *
arrangements structure, ely define the Parents-Teachers
that promote and the the structure community Association – (DO
shared roles and and the roles stakeholders No. 54, s. 2009, DO
leadership and responsibili and lead in No. 67, s. 2009 *
governance and ties of responsibilit defining the Supreme Student
define the roles stakeholder ies of organization Government / Pupil
and s. stakeholders al structure Government (DM
responsibilities . and the roles 4, s. 2012)
of the and *Organizational
stakeholders. responsibilit Charts
ies; school *Constitution and
provides By Laws *Students
technical Handbook *Child
and Protection
administrati Policy/Committee
ve support.
4. A leadership A network The network The network
*SRC *
network has been actively allows easy
Communication
facilitates collaborati provides exchange
Plan *
communication vely stakeholders and access to
Communication
between and established information information
Flow *
among school and is for making sources
Communication
and community continuousl decisions beyond the
System * School
leaders for y improved and solving schoolWebsite *
informed by the learning and community.
Newsletter *
decision school administrati Linkages/partnershi
making and community ve problems. ps with BLGU and
solving of . other Sectoral
school Groups - MOA,
community MOU, etc.
wide learning (Minutes of the
problems. Meeting, Photos)
*Inventory of
Projects
given by
stakeholders
5. A long term Developing Leaders Leaders * T&D System *
program is in structures undertake assume Individual Plan for
operation that are in place training responsibilit Professional Dev’t
addresses the and modes that y for their (IPPD) (TNA) *
training and analysis of are own training School Plan for
development the convenient and Professional
 52

needs of school competenc to them (on- developmen Development

and community y and line, offline, t. School (SPDP) for School
leaders developme modular, community Heads * Training
nt needs of group, or leaders and Development
leaders is homebased) working Plan for School and
conducted; and which individually Community
result is do not or in groups, Leaders * Training
used to disrupt their coach and Designs
develop a regular mentor one *Developmental
long- term functions. another to Needs (IPCRF)
training Leaders achieve their *Terminal Reports
and monitor and VMG. *Certificates of
developme evaluate Attendance to
nt program their own Trainings/Seminar
learning
progress.

SBM Assessor/s (Signature over Printed Name)

 53

LOCALIZED SBM ASSESSMENT TOOL

Name of School: __________________________________________
Division: __________________________________________
Date: __________________________________________

B. CURRICULUM & LEARNING (30%)

The curriculum learning systems anchored on the community and learner’s contexts and aspirations are
collaboratively developed and continuously improved.
1. The All types of Programs are The *Log Books *Action
curriculum learners of fully educational Researches
provides for the the school implemented needs of all *Innovative Work
needs of all types community and closely type of plans *Intervention
of learners in the are monitored to learners are Programs *ADM
school identified, address being met as *Students
community their performance shown by Portfolio/Projects
learning discrepancies, continuous *Documentation of
curves benchmark improvement Best Practices *SIM
assessed; best practices, on learning *CI Projects
appropriate coach low outcomes and *Modules
programs performers, products of *Institutionalized
with its mentor learning. programs for
support potential Teachers’ as inclusive education *
materials for leaders, well as Learners’ profile with
each type of reward high students’ their learning needs
learner is achievement, performance
developed. and maintain is motivated
environment by intrinsic
that makes rewards. The
learning, Schools’
meaningful differentiated
and program is
enjoyable. frequently
benchmark by
other schools.
2.The Local The localized Best practices * Localized
implemented beliefs, curriculum is in localizing Curriculum support
curriculum is norms, implemented the materials -
localized to make values, and curriculum Contextualized LMs
it more traditions, monitored are (Big Books
meaningful to the folklores, closely mainstreamed Curriculum
learners and current to ensure that and Adaptation MTB
applicable to life events, and it makes benchmarked Dictionary) -
in the existing learning more by other Improvised/Localized
community. technologies meaningful schools. LMs/ IMs/DLL
are and There is
documented pleasurable, marked
and used to produces increase in
develop a desired number of
lasting learning projects that
curriculum. outcomes, uses the
Localization and directly community as
guidelines improves learning
 54

are agreed to community laboratory,

by school life. and the school
community Ineffective as an agent of
and teachers approaches change for
are properly are replaced improvement
oriented. and of the
innovative community.
ones are
developed.
3. A representativ Learning Materials and * Linkages with
representative e group of materials and approaches CSOs/NGOs/HEIs in
group of school school and approaches to are being used improving Quality of
and community community reinforce in school, in Instruction * Visual
stakeholders stakeholders strengths and the family and Aids *Digitized IMs
develop the develop the address in community *Quality Assured and
methods and methods and deficiencies to develop accepted Localized
materials for materials for are developed critical, LMs *QA Team for
developing developing and tested for creative Learning Resource
Creative thinking Creative applicability thinking and Materials
and problem thinking and on school, problem Development
solving problem family and solving
solving. A community. community of
representativ learners and
e team of are producing
school and desired
community results.
stakeholders
assess
content and
methods
used in
teaching
creative,
critical
thinking and
problem
solving.
Assessment
results are
used as
guide to
develop
materials.
4. The learning A school- The school- The *Supervisory Plan
systems are based based monitoring *Classroom
regularly and monitoring monitoring system is Observation
collaboratively and learning and learning accepted and Tools/Checklists *
monitored by the system is systems regularly used Feedback Monitoring
community using conducted generate for collective Form * PTA
appropriate tools regularly feedback that decision Conferences
to ensure and is used for making. The *Attendance
the holistic cooperativel making monitoring Sheets/Minutes of the
growth and y; and decisions that tool has been Meeting/Photos
development of feedback is enhance the improved to *SMEA *Guidance
the learners and shared with total provide both Forms
the community development
 55

stakeholders of learners. A quantitative

. committee and
The system take care of qualitative
uses a tool the data.
that continuous
monitors the improvement
holistic of the tool.
development
of learners.
5. Appropriate The The Schools *Teachers’ Test
assessment tools assessment assessment assessment Notebook * Teachers’
for teaching and tools are tools are results are Portfolio * Test
learning are reviewed by reviewed by used to Results & Test Item
continuously the school the school develop Analysis *Table of
reviewed and and community learning Specifications * Test
improved, and assessment and results are programs that Item Bank
assessment results are shared with are suited to Formative/Summativ
results are shared with community community, e Tests *Remediation
contextualized to school’s stakeholders. and Programs * Enhanced
the learner and stakeholders customized to Assessment Tools
local situation . each learners’ adopted from Partners
and the context,
attainment of results of
relevant life skills which are
used for
collaborative
decision-
making.
6. Learning Stakeholders Stakeholders Learning * Child Protection
managers and are aware of begin to environments Committee
facilitators child/ practice child/ methods and Organized * School-
(teachers, learner- learner resources are Based Child
administrators centered, centered community Protection Policy
and community rights- principles of driven, *intake Sheets
members) based, and education in inclusive and *Policy
nurture values inclusive the design of adherent to Implementation
and principles of support to child’s rights Report cum CFSS
environments education. education. and *WINS PROGRAM
that are Learning Learning protection * Co-curricular
protective of all managers managers and requirements. Activities Report (ex:
children and and facilitators Learning Scouting, Religious
demonstrate facilitators apply managers and Instruction, Science
behaviors conduct the principles facilitators Camp, etc.) *Students
consistent to the activities in designing observe Handbook
organization’s aimed to learning learners’
vision, mission increase materials. rights from
and goals stakeholders designing the
awareness curriculum to
and structuring
commitment the whole
to learning
fundamental environment
rights of
children and
the basic
principle of
 56

educating
them.
7. Methods and Practices, Practices, There is * Student’s Portfolios
resources are tools and tools, and continuous * Library Services *
learner and materials for materials for exchange of Guidance Services
community developing developing information, *Computer/Science/
friendly, self-directed self-directed sharing of T LE Laboratory *
enjoyable, safe, learners are learners are expertise and ADM Modules *
inclusive, highly beginning to materials Awards received by
accessible and observable emerge in the among the Learners/teachers/sch
aimed at in school, homes and in schools, home oolhead/school/nonte
developing self- but not in the the and aching * Learners-
directed learners. home or in community. community initiated projects
Learners are the The program for the *Classroom
equipped with community. is development Structuring * Reading
essential Learning collaborativel of self- Centers * Study
knowledge, programs are y directed Sheds/Reading Nook
skills, and values designed and implemented learners. The
to assume developed to and program is
responsibility produce monitored by mainstreamed
and learners who teachers and but
accountability for are parents to continuously
their own responsible ensure that it improved to
learning. and produces make relevant
accountable desired to emergent
for their learners. demands.
learning

SBM Assessor/s (Signature over Printed Name)

 57

LOCALIZED SBM ASSESSMENT TOOL

Name of School: __________________________________________

Division: __________________________________________
Date: __________________________________________

C. Accountability & Continuous Improvement (25%) A clear, transparent, inclusive, and responsive
accountability system is in place, collaboratively developed by the school community, which monitors
performance and acts appropriately on gaps and gains
Indicators 1 2 3 MOVs/ Ratin Recommendat
Documents/ g ions
Systems
1. Roles and There is The Shared and Structure of
responsibiliti an active stakehold participatory School
es of party that ers are processes Accountable
accountable initiates engaged are used in Organizations: *
person/s and clarificatio in determining School Faculty
collective n of the clarifying roles, Association *
body/ies are roles and and responsibilit School Governing
clearly responsibi defining ies and Council Structure
defined and lities in their accountabili (SGC) * Parents-
agreed upon education specific ties of Teachers
by delivery. roles and stakeholders Association –(DO
community responsib in managing No. 54, s. 2009,
stakeholders. ilities. and DO No. 67, s.
supporting 2009 * Supreme
education. Student
Government /
Supreme Pupil
Government (DM
4, s. 2012) -
Attendance,
Photos, Minutes
of the Meeting
regarding the
Crafting of
Definition of
Roles and
Responsibilities
of School
Organization
(PTA, SGC, SSG,
SPG, FC, etc.
2.Achieveme Performan A A Appropriate
nt of goals is ce communi community Actions to
recognized accountabi ty level accepted address Gaps
 58

based on a lity is accounta performance based on the

collaborativel practiced bility accountabili following: *
y developed at the system is ty, SMEPA
performance school evolving recognition Implementation *
accountabilit level. from and Recognition and
y system; school incentive incentive system
gaps are initiative system is * General PTA
addressed s. being Assembly
through practiced. Meetings *
appropriate Homeroom PTA
action Meetings -
Attendance,
Photos, Minutes
of the Meeting in
the development/
capability
building program
on Performance
Accountability
System (SMEPA)
3. The The Stakehol School *Accountability
accountabilit school ders are community System’
y system is articulates engaged stakeholders processes,
owned by the the in the continuousl mechanisms and
community accountabi develop y and tools (Liquidation
and is lity ment and collaborativ Reports, Updated
continuously assessmen operation ely review Transparency
enhanced to t of an and enhance Board,
ensure that framewor appropria accountabili Procurement
management k with te ty systems’ Report, WFP) -
structures basic accounta processes, Attendance,
and componen bility mechanisms Photos, Minutes
mechanisms ts, assessme and tools. of the Meeting of
are including nt the Enhancement
responsive to implement system. and Review of
the emerging ation M&E System
learning guidelines *Project
needs and to the implementation
demands of stakeholde review *
the rs. Organized QMS
community. Team * Minutes
of the QMS
Quarterly
Meeting/Conduct
of Assessment/
Photos
4.Accountabi The Stakehol Stakeholder * Assessment
lity school, ders are s Tools: Clients’
assessment with the engaged continuousl Satisfaction
criteria and participati in y and Survey, Checklist
tools, on of develop collaborativ Form, Survey
 59

feedback stakeholde ment and ely review Questionnaire,

mechanisms, rs, operation and enhance Tracer Study
and articulates of an accountabili Tool, School
information an appropria ty systems; Report Cards *
collection accountabi te processes, Feedback
and lity accounta mechanisms Mechanisms:
validation assessmen bility and tools. Gen. Assembly
techniques t assessme Meeting,
and processes framewor nt Education
are inclusive k with system. Summit,
and basic Stakeholders
collaborativel componen Forum, School
y developed ts, Report Card,
and agreed including State of the
upon. implement School Address
ation (SOSA), Parents’
guidelines Conference,
. School Website,
Home Visitation,
School Bulletin,
Parenting
Seminar *
Information
Collection:
Sampling –
Convenient &
Purposive,
Suggestion Box,
Documentation,
Conduct Survey *
Validation
Techniques and
Processes: FGD,
Participation,
Brainstorming,
Interview,
Triangulation,
Observation –
Direct& Indirect -
Attendance,
Photos, Minutes
of the Meeting in
the development
of accountability
assessment
criteria

5.Participator School School School- * M&E Process –

y assessment initiates initiates community Midyear/Annual
of periodic periodic developed Review, SMEPA
performance performan performa performance Institutionalizatio
 60

is done ce nce assessment n focusing on

regularly assessmen assessme is practiced Assessment of: -
with the ts with the nts with and is the KPIs on Access
community. participati the basis for (Enrolment &
Assessment on of participat improving Dropout rate)
results and stakeholde ion of monitoring Quality (NAT) &
lessons rs. stakehold and Governance
learned serve ers. evaluation (SBM
as basis for systems, Assessment) -
feedback, providing School’s PPAs:
technical technical WSRP Brigada
assistance, assistance, Eskwela, WINS
recognition and PROGRAM
and plan recognizing Gulayan sa
adjustment and refining Paaralan,
plans. Guidance
Program,
ADM/DORP,
LPP, Feeding
Program, PPP, etc
* Assessment
Results based on
M&E Feedback: -
Enhanced
Implementation
of School’s PPAs
- Technical
Assistance:
Remedial
Instruction
Program,
Training
Program,
Proposed new
Programs -
Recognition: -
Plan Adjustment:
Catch-up Plan of
AIP or PPAs -
Attendance,
Photos, Minutes
of the Meeting in
the conduct of
Participatory
Assessment
Performance
(SMEPA)
 61

SBM Assessor/s (Signature over Printed Name)

D. MANAGEMENT OF RESOURCES (15%)
Resources are collectively and judiciously mobilized and managed with transparency, effectiveness,
and efficiency

Indicators 1 2 3 MOVs/ Rating Recommendati

Documents/ ons
Systems
1. Regularly Stakeholde Resource Resource * Process –
resource rs are inventory inventories Regular
inventory is aware that is are Resources
collaborativel a regular character systematica Inventory of: -
y undertaken resource ized by lly Human
by learning inventory regularity developed Resources
managers. is available , and (Teachers,
Learning and is used increased stakeholder Students,
mangers, as the basis participat s are Partners) -
learning for ion of engaged in Financial
facilitators, resource stakehold a Resources
and allocation ers, and collaborati (PTA, MOOE,
community and communi ve process Canteen Fund,
stakeholders mobilizatio cated to to make IGP, Clubs) -
as basis for n. the decisions Technological
resource communi on resource Resources -
allocation ty as the allocation Instructional
and basis for and Materials -
mobilization. resource mobilizatio Furniture -
allocatio n Rooms -
n and WatSan - School
mobilizat Site Titling -
ion. Instructional
Tools &
Equipment *
Output:
Resources
Allocation &
Mobilization
Plan (RAMP)
2. A regular Stakeholde Stakehol Stakeholde * Process:
dialogue for rs are ders are rs Regular
planning and invited to regularly collaborate Resource
resource participate engaged to ensure Planning and
programming in the in the timely and Programming
, that is developme planning need based through
accessible nt of an and planning Strategic
and inclusive educational resource and Planning *
continuously plan in program resource Output: -
engage resource ming, programmi Human
stakeholders and in ng and
 62

and support programmi the support Resource Dev’t

implementati ng, and in impleme continuous Plan (HRDP)
on of the ntation implementa - Financial Mgt.
community implementa of the tio n of the Dev’t Plan
education tion of the education education (FMDP) -
plans educational plan. plan. Technology
plan. Resource
Improvement
Plan (TRIP) -
School Physical
Dev’t Plan
(SPDP) -
Annual
Procurement
Plan - IGP
Sustainability
Plan
3. Resources Stakeholde Stakehol Stakeholde * Mechanisms: -
are rs support ders are rs sustain Updated
collectively judicious, engaged the Transparency
and appropriate and share implementa Board of all
judiciously , and expertise tio n and Finances
mobilized effective in the improveme (MOOE, PTA,
and managed use of collabora nt of a IGP, Canteen
with resources. tive collaborati Fund,
transparency, resource vely Donations, etc) -
effectiveness, managem developed, Innovations for
and ent periodicall the collective
efficiency. system. y adjusted, and judicious
and utilization and
constituent transparent,
focused effective and
resource efficient
manageme resource
nt system. management
system
4. Regular Stakeholde Stakehol Stakeholde SMEPA of the
monitoring, rs are ders rs are following: -
evaluation, invited to collabora engaged, Human
and reporting participate tively held Resource Dev’t
processes of in the participat accountabl Plan (HRDP) -
resource developme e in the e and Financial Mgt.
management nt and develop implement Dev’t Plan
are implementa ment and a (FMDP) -
collaborativel tion of impleme collaborati Technology
y developed monitoring, ntation of vely Resource
and evaluation, monitori developed Improvement
implemented and ng, system of Plan (TRIP) -
by the reporting evaluatio monitoring, School Physical
learning processes n, and evaluation Dev,t Plan
managers, on resource reporting and (SPDP) -
 63

facilitators, manageme processes reporting Annual

and nt. on for Procurement
community resource resource Plan (APP) -
stakeholders managem manageme Inventory List of
ent. nt. all resources
5. There is a An Stake An Cash
system that engagemen holders established Disbursement
manages the t procedure support a system of (MOOE) *
network and to identify system of partnership Transparency
linkages and utilize partnersh is managed Board *
which partnership ips for and Financial
strengthen s with improvin sustained Reports (PTA,
and sustain stakeholder g by the IGP, Canteen,
partnerships s for resource stakeholder School
for improving managem s for Clubs/Organizat
improving resource ent continuous ion)
resource manageme improveme
management nt is nt of
evident. resource
manageme
nt.

SBM Assessor/s (Signature over Printed Name)