SBM ASSESSMENT TOOL

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/ Documents/ Rating Recommendations
Systems
1. In place is a The development The development The development plan * SIP – AIP (Extent of
Development Plan plan guided by the plan is evolved is enhanced with the participation of
(e.g. SIP) school’s vision, through community performing stakeholders)
developed mission andgoal the leadership roles, * Annual Procurement
collaboratively by (VMG) is developed the shared and the school Plan
the stakeholders of through the leadership of the providing technical * Annual Budget
the school and leadershipof the school and the support. * Documentation of
community. school and the community the SIP Process (Minutes
participation of stakeholders. of the Meeting,
some invited Attendance, Photos)
community
stakeholders.
2. A network of The school leads the The school and The community * SIP Review
leadership and regular review and community stakeholders lead the * SMEPA docs
governance guides improvement of the stakeholders regular review and *Documentation of the
the education system development plan. working as full improvement process; SIP Review Process
to achieve its shared partners, lead the the school stakeholders (Minutes of the Meeting,
vision, mission and continual review facilitate the process. Attendance,
goals making them and improvement Photos/videos)
responsive and of the development
relevant to the plan.
context of diverse
environments.
3. The school is The school defines the The school and Guided by an *School Faculty
Organized by a clear organizational community agreed organizational Association - CBL
structure and work structure, and the collaboratively structure, the *School Governing
arrangements that roles and define the community stakeholders Council Structure
promote shared responsibilities of structure and the lead *Parents-Teachers
leadership and Stakeholders. roles and in defining the Association – (DO No.
governance and define responsibilities of organizational structure 54, s. 2009, DO No.
the roles and stakeholders. and the roles and 67, s. 2009
responsibilities of the responsibilities; school *Supreme Student
stakeholders. provides technical and Government / Pupil
administrative support. Government (DM 4, s.
2012)
 Indicators 1 2 3 MOVs/ Documents/ Rating Recommendations
Systems
4.A leadership A network has The network actively The network allows * Communication Plan
network facilitates been collaboratively provides easy exchange and * Communication Flow
communication between established and is stakeholders access to information *Communication
and among school and continuously information for sources beyond the System
Community leaders for improved by the making decisions school community. * School Website
informed decision- school community. and solving learning * Newsletter
making and solving of and administrative *Linkages/partnerships
school community wide- problems. with BLGU and other
learning problems. Sectoral Groups -
MOA, MOU, etc.
(Minutes of the
Meeting, Photos)
5. A long term Developing Leaders undertake Leaders assume * T&D System
program is in structures are in training modes that responsibility for * Individual Plan for
operation that place and analysis of are convenient to their own training Professional Dev’t
addresses the training the competency and them (on-line, off- and development. (IPPD) (TNA)
and development needs development needs of line, modular, School community * School Plan for
of school and community leaders is conducted; group, or home- leaders working Professional
leaders. result is used to based) and which individually or in Development (SPDP) for
develop a long-term do not disrupt their groups, coach and Teachers
training and regular functions. mentor one another * Training and
development Leaders monitor to achieve their Development Plan for
program. and evaluate their VMG. School and
own learning Community Leaders
progress. * Training Designs
*Parenting Seminar
Program

SBM Assessor/s
(Signature over Printed Name)
 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.
Indicators 1 2 3 MOVs/ Rating Recommendation
Documents/Systems
1. The All types of Programs are fully The educational Implementation Documents:
curriculum Learners of the implemented and closely needs of all type of
* Science Curriculum (DO 53 &
Provides for school community monitored to address learners are being 57 s. 2012)
the needs of are identified, their performance discrepancies, met as shown by *Sports Curriculum (DO 56, s.
all types of learning curves benchmark best practices, Continuous 2012)
learners in the assessed; coach low performers, improvement on *Arts Curriculum (DO 56, s.
school appropriate mentor potential leaders, learning outcomes 2012)
community. programs with its reward high achievement, and products of *Curriculum for Journalism (DO
support materials and maintain environment learning. Teachers’ as
46, s. 2012)
for each type of that makes learning, well as students’ *Foreign Language
learner is developed. meaningful and enjoyable. performance is *TechVoc Education (DO 68, s.
motivated by intrinsic
2012)
rewards. The Schools’
*SPED (DDO 60, s. 2003)
differentiated program
*Madrasah Education (DO 40, s.
is frequently 2011)
benchmark by other * IP Education (DO 62, s. 2012)
schools. *Senior High School Curriculum
(Secondary Schools)
2.The Local beliefs, norms, The localized curriculum is Best practices in * Localized Curriculum support
implemented values, traditions, implemented and monitored localizing the materials
Curriculum is folklores, current closely to ensure that it Curriculum are - Contextualized LMs (Big
localized to events, and existing makes learning more mainstreamed and Books
make it more technologies are meaningful and pleasurable, benchmarked by -Curriculum Adaptation
meaningful documented and produces desired learning other schools. There - Ortography
to the used to develop a outcomes, and directly is marked increase in -MTB Dictionary
learners and lasting curriculum. improves community life. number of projects -IMs on IKSP
applicable to Localization Ineffective approaches are that uses the *Improvised IMs
life in the guidelines are replaced and innovative community as
agreed to by school ones are developed. *ARATA based on EGRA
community. learning laboratory, * Senior High School
community and
and the school as an Curriculum (Secondary Schools)
teachers are
agent of change for
properly oriented.
improvement of the
community.
 Indicators 1 2 3 MOVs/ Rating Recommendation
Documents/Systems
3. A representative A representative Learning materials Materials and * Action Research on Effective
group of school and team of school and and approaches to approaches are being Teaching Methods and Strategies
community community reinforce strengths used in school, in * LPP Implementation
stakeholders stakeholders assess and address the family and in *Lesson Plans
develop the methods content and deficiencies are community to *Daily logs
and Materials for methods used in developed and testeddevelop critical, * Science Investigatory Projects
developing Creative teaching creative, for applicability oncreative thinking and *Linkages with CSOs/NGOs/HEIs in
thinking and problem critical thinking and school, family and problem solving improving Quality instruction
solving. problem solving. community. community of *Visual Aids
Assessment results learners and are *ICT-Based Instruction (ex:
are used as guide to producing desired Txt2Teach)
develop materials. results. * Workbooks/Worksheets locally
developed
4. The learning A school-based The school- based The monitoring *Action Research on students
systems are monitoring and monitoring and system is accepted Learning Outcomes- basis for
regularly and learning system is learning systems and regularly used developing Remedial Programs
collaboratively conducted regularly generate feedback for collective *SMEPA Dashboards & Results
monitored by the and cooperatively; that is used for decision making.
community using and feedback is making decisions The monitoring tool
appropriate tools s hared with that enhance the has been improved
to ensure the stakeholders. The total development to provide both
holistic growth and system uses a tool of learners. A quantitative and
development of the that monitors the committee take care qualitative data.
learners and the holistic development of the continuous
community. of learners. improvement of the
tool.
5. Appropriate The assessment The assessment Schools *Teachers’ Test Notebook
assessment tools for tools are reviewed tools are reviewed assessment results * Teachers’ Portfolio
teaching and by the school and by the school are used to develop * Test Results & Analysis of any
learning are assessment results community and learning programs of the following tools:
continuously are shared with results are shared that are suited to -EGRA revising ARATA
reviewed and school’s with community community, and *Phil-IRI results used in
improved, and stakeholders. stakeholders. customized to each developing Reading Program
assessment results learners’ context, *Pre- Test/ Diagnostic Test
are contextualized to results of which are (HOTS or aligned with KPUP)
the learner and local used for Used in designing Remediation
situation and the collaborative Programs
attainment of decision-making. *Enhanced Assessment Tools
relevant life skills.
adopted from Partners (ex. Save the
Children: QLE (ECCD & Basic Ed.;
Literacy Boost: Basic Ed.,etc.)
 Indicators 1 2 3 MOVs/ Rating Recommendation
Documents/
Systems
6. Learning Stakeholders are aware Stakeholders Learning * Child Protection
managers and of child/ learner- begin to practice environments methods Policy
facilitators (teachers, centered, rights-based, child/learner- and resources are Implementation
administrators and and inclusive principles centered community driven, Report cum CFSS
community of education. Learning principles of inclusive and adherent *Co-curricular
members) nurture managers and facilitators education in the to child’s rights and Activities Report (ex:
values and conduct activities aimed design of support Protection Scouting, Religious
environments that to increase stakeholder’s to education. requirements. Instruction, Science
are protective of all awareness and Learning Learning managers Camp, etc.)
children and commitment to managers and and facilitators observe
demonstrate fundamental rights of facilitators apply learners’ rights from
behaviors consistent children and the basic the principles in designing the
to the organization’s principle of educating designing curriculum to
vision, mission and them. learning structuring the whole
goals. materials. learning environment.
7. Methods and Practices, tools and Practices, tools, There is continuous *Daily Lesson
resources are learner materials for developing and materials for exchange of Log/Lesson Plans
and community- self- directed learners are developing self- information, sharing of *Students’ Portfolio
friendly, enjoyable, highly observable in directed learners expertise and materials *Library
safe, inclusive, school, but not in the are beginning to among the schools, *Guidance Services
accessible and aimed home or in the emerge in the home and community *Computer Laboratory
at developing self- community. Learning homes and in the for the development of *ADM Modules
directed learners. programs are designed community. The self-directed learners. *Awards received by
Learners are and developed to produce program is The program is learners
equipped with learners who are collaboratively mainstreamed but *learners initiated
essential knowledge, responsible and implemented and continuously improved projects
skills, and values to accountable for their monitored by to make relevant to
*Classroom
assume responsibility learning. teachers and emergent demands. structuring
and accountability for parents to ensure *reading Centers
their own learning.
that it produces *Study lounge
desired learners.

SBM Assessor/s
(Signature over Printed Name)
 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/Documents/ Systems Rating Recommendation

1. Roles and There is an The Shared and Structure of School

responsibilities active party stakeholders participatory processes Accountable Organizations:
of accountable that initiates are engaged in are used in determining * School Faculty Association- CBL
person/s and clarification of clarifying and roles, responsibilities * School Governing Council Structure
collective body/ies the roles and defining their and accountabilities of (SGC)
are clearly defined responsibilitie specific roles stakeholders in * Parents-Teachers
and agreed upon by s in education and managing and Association- CBL (DO No.
community delivery. responsibilities supporting education. 54, s. 2009, DO No.
stakeholders. 67, s. 2009)
*Supreme 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. Achievement of Performance A community- A community- Appropriate Actions to address Gaps
goals is recognized accountabili level accepted performance based on the following:
based on a ty is accountability accountability, * SMEPA Implementation
collaboratively practiced at system is recognition and *Recognition and incentive system
developed the school evolving from incentive system is * General PTA Assembly Meetings
performance level is school- being practiced. * Homeroom PTA Meetings
accountability practiced at initiatives. - Attendance, Photos, Minutes of the
system; gaps are the school Meeting in the development/capability
addressed through level. building program on Performance
appropriate action. Accountability System (SMEPA)
 Indicators 1 2 3 MOVs/Documents/ Rating Recommendation
Systems
3. The accountability The school Stakeholders are School community *Accountability System’
system is owned by the articulates the engaged in the stakeholders processes, mechanisms and
community and is accountability development and continuously and tools
assessment operation of an collaboratively - Attendance, Photos, Minutes
continuously enhanced
framework with appropriate review and of the Meeting of the
to ensure that
basic accountability enhance Enhancement and Review of
management components, assessment accountability M&E System
structures and including system. systems’ *School Report Card- State of
mechanisms are implementation processes, the School Address (SOSA)
responsive to the guidelines to the mechanisms and
emerging learning needs stakeholders. tools.
and demands of the
community.
4. Accountability The school with Stakeholders are Stakeholders * Assessment Tools: Clients’
Assessment criteria The participation engaged in continuously and Satisfaction Survey,Checklist
and tools, feedback of stakeholders, development and Collaboratively Form, Survey Questionnaire,
mechanisms, and articulates an operation of an review and enhance Tracer Study Tool, School
information collection accountability appropriate accountability Report Cards
and validation assessment accountability systems; *Feedback Mechanisms: Gen.
techniques and framework with assessment processes, Assembly Meeting, Education
processes are inclusive basic system. Mechanisms and Summit, Stakeholders Forum,
and collaboratively components, tools. School Report Card, State of the
developed and agreed including School Address (SOSA),
upon. implementation Parents’ Conference, School
guidelines. 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
 Indicators 1 2 3 MOVs/Documents/ Systems Recommendation
Rating
5. Participatory Schoolinitiates School School- community * M&E Process – Midyear/Annual
assessment of periodic initiates developed Review, SMEPA Institutionalization
performance is performance periodic performance focusing on Assessment of:
done regularly with assessments with performance assessment is - KPIs on Access (Enrolment &
the community. the participation assessments practiced and is the Drop- out rate) Quality (NAT) &
Assessment results of stakeholders. with the basis for improving Governance (SBM Assessment)
and lessons learned participation of monitoring and - School’s PPAs: WSRP Brigada
serve as basis for stakeholders. evaluation systems, Eskwela, WINS PROGRAM Gulayan
feedback, technical providing technical sa Paaralan, Guidance Program,
assistance, assistance, and ADM/DORP, LPP, Feeding Program,
recognition and recognizing and PPP, etc
plan adjustment. refining plans. * 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)

SBM Assessor/s
(Signature over Printed Name)
 SBM ASSESSMENT TOOL

Name of School: Division: Date: _________

D. MANAGEMENT OF RESOURCES (15%)

Resources are collectively and judiciously mobilized and managed with transparency, effectiveness, and efficiency.
Indicators 1 2 3 MOVs/Documents/ Rating Recommendation
Systems
1. Regularly Resource Stakeholders are
Resource inventory Resource inventories * Process – Regular
inventory is collaboratively aware that a is characterized by are systematically Resources Inventory of:
undertaken by learning regular resource
regularity, Developed and - Human Resources
managers. Learning Inventory is increased stakeholders are (Teachers, Students,
mangers, learning available and is
participation of engaged in a Partners)
facilitators, and community used as the stakeholders, and collaborative process - Financial Resources (PTA,
stakeholders as basis for basis for communicated to to make decisions MOOE, Canteen Fund, IGP,
resource allocation and resource the community as on resource Clubs)
mobilization. allocation and the basis for allocation and - Technological Resources
mobilization. resource allocation mobilization. - Instructional Materials
and mobilization. - Furniture
- Rooms
- WatSan
- School Site Titling
- Instructional Tools &
Equipment
* Output: Resources
Allocation & Mobilization
Plan (RAMP)
2. A regular dialogue for Stakeholders are Stakeholders are Stakeholders * Process: Regular Resource Planning
planning and invited to regularly engaged collaborate to and Programming through Strategic
Resource programming, participate in the in the planning ensure timely and Planning
that is accessible development of an and resource need-based * Output:
and inclusive, continuously educational plan programming, planning and - Human Resource Dev’t
engage stakeholders and in resource and in the resource Plan (HRDP)
support implementation of programming, Implementation programming and - Financial Mgt. Dev’t Plan
community education plans and in the of the educational support continuous (FMDP)
implementation plan implementation of - Technology Resource
of the the education plan. Improvement Plan (TRIP)
educational plan. - School Physical Dev’t Plan
(SPDP)
- Annual Procurement Plan
IGP Sustainability Plan
 Indicators 1 2 3 MOVs/Documents/ Rating Recommendation
Systems
3. Resources are Stakeholders Stakeholders are Stakeholders sustain * Mechanisms:
collectively and support engaged and the implementation - Updated Transparency
judiciously mobilized judicious, share expertise and improvement of a Board of all Finances (MOOE,
and appropriate, and in the collaboratively PTA, IGP, Canteen
Managed with effective use of collaborative developed, Fund, Donations, etc)
transparency, resources. resource periodically adjusted, - Innovations for the collective
effectiveness, and management and constituent- and judicious utilization and
efficiency. system. focused resource transparent, effective and
management efficient resource management
system. system
4.Regular monitoring, Stakeholders are Stakeholders Stakeholders are SMEPA of the following:
evaluation, and reporting invited to collaboratively engages, held - Human Resource Dev’t
processes of resource participate in the participate in the accountable and Plan (HRDP)
management are development and development and implement a - Financial Mgt. Dev’t Plan
collaboratively developed implementation implementation collaboratively (FMDP)
and implemented by the of monitoring, Of monitoring, developed system of - Technology Resource
learning managers, evaluation, and
evaluation, and monitoring, Improvement Plan (TRIP)
facilitators, and reporting reporting evaluation and - School Physical Dev’t Plan
community processes processes on reporting for resource
(SPDP)
stakeholders on resource resource management
- Annual Procurement Plan
management. management. (APP)
- Inventory List of all
resources

5. There is a An engagement Stake holders An established system * Cash Disbursement

system that manages Procedure support a system of partnership is (MOOE)
the network and linkages identify and of partnerships managed and * Transparency Board
which strengthen and utilize for improving sustained by the * Financial Reports (PTA,
sustain partnerships for partnerships with resource stakeholders for IGP, Canteen, School
improving resource stakeholder for management. continuous Clubs/Organization)
management. improving improvement of
resource resource
management management.
evident.

SBM Assessor/s
(Signature over Printed Name)