REVISED SBM ASSESSMENT TOOL for ONLINE VALIDATION

As of May 18, 2021

Name of School: __________________________________________ Division: ________________________ Date: ___________________

A. LEADERSHIP AND GOVERNANCE
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 Possible MOVs/Documents/ 1 2 3 Rating Recommendation
Systems
1. In place is a Updated documents of The development plan The development The development plan is
Development Plan the following: guided by the school’s plan is evolved enhanced with the
vision, mission and goal through the shared community performing
(e.g. SIP) developed  SIP (VMG) is developed
collaboratively by leadership of the the leadership roles, and
 AIP through the leadership of
school and the the school providing
the stakeholders of  Annual Procurement the school and the
participation of some community technical support.
the school and Plan stakeholders.
invited community
community.  Stakeholders/ stakeholders.
Community
participations
2. A network of Latest SMEPA Documents The school leads the The school and The community
leadership and (e.g. Copy of the program, regular review and community stakeholders lead the
governance guides Minutes of the Meeting improvement of the stakeholders regular review and
the education system with Attendance, SMEPA development plan. working as full improvement process;
to achieve its shared Agreements signed by partners, lead the
the school stakeholders
vision, mission and proper signatories) continual review
goals making them and improvement of
facilitate the process.
responsive and the development
relevant to the plan.
context of diverse
environments.
3. The school is Contextualized CBL of The school defines The school and Guided by an agreed
organized by a clear school associations or the organizational community organizational structure,
structure and work organizations the community
structure, and the collaboratively
arrangements that stakeholders lead in
roles and define the defining the organizational
promote shared responsibilities of structure and the structure and the roles and
leadership and stakeholders. roles and responsibilities; school
governance and responsibilities of provides technical and
define the roles and stakeholders. administrative support.
responsibilities of
the stakeholders.

Indicators Possible MOVs/Documents/ 1 2 3 Rating Recommendation

 Systems
4. A leadership  Communication Plan A network has been The network The network allows
network facilitates  Communication Flow collaboratively actively provides easy exchange and
communication  School Website established and is stakeholders access to information
between and among  e-publication/ continuously information for sources beyond the
school and improved by the making decisions school community.
 Newsletter
community leaders school community. and solving
for informed  Linkages with BLGU
and other Sectoral learning and
decision- making administrative
and solving of Groups - 1 sample
MOA, MOU, etc. problems.
school community
wide- learning  Social Media Account of
problems. the school (if any)

5. A long term  Summary of IDPs Developing Leaders undertake Leaders assume

program is in (SIDP) structures are in training modes that responsibility for their
operation that  Learning plan of non- place and analysis of are convenient to own training and
addresses the teaching the competency and them (on-line, off- development. School
line, modular,
learning and  Completed staff work development needs of group, or home- community leaders
development (1latest training design, leaders is conducted; based) and which working individually or
needs of school sample session guide, result is used to do not disrupt their in groups, coach and
and community sample evaluation- develop a long- term regular functions. mentor one another to
leaders. pretest and posttest, training and Leaders monitor achieve their VMG.
sample training development and evaluate their
evaluation) program. own learning
 1 sample teacher’s progress.
portfolio
Latest LAC
Implementation plan and
actions/interventions
taken

_____________________________________________________
SBM Assessor/s
(Signature over Printed Name)

REVISED SBM ASSESSMENT TOOL for ONLINE VALIDATION

As of May 18, 2021
Name of School: ___________________________________________ Division: _____________________ Date: ___________________

B. CURRICULUM & INSTRUCTION

The curriculum learning systems anchored on the community and learner’s contexts and aspirations are collaboratively developed
and continuously improved.
Indicators Possible MOVs/Documents/ 1 2 3 Rating Recommendation
Systems
1. The  Endorsement from RO of All types of Programs are fully The educational needs of
curriculum special programs and/or learners of the implemented and all type of learners are
provides for curriculum being offered or school community closely monitored to being met as shown by
the needs of implemented in school; are identified, address performance continuous improvement
action plan; accomplishment their learning discrepancies, on learning outcomes
all types of
report curves assessed; benchmark best and products of learning.
learners in the practices, coach low Teachers’ as well as
 Sample lesson appropriate
school plan/SLMs/LRs/ performers, mentor students’ performance is
community. programs with its
assessment potential leaders, motivated by intrinsic
support materials
 Minutes of the Meeting (MoM)
for each type of
reward high rewards. The Schools’
Survey/Mapping Results and achievement, and differentiated program is
Endorsement from the learner is
maintain environment frequently benchmark by
community on Medium of developed. that makes learning, other schools.
teaching (MTB-MLE) meaningful and
enjoyable.
2. The  * Contextualized Learning Local beliefs,
implemented Materials/ Teaching Guides norms, values, The localized Best practices in
curriculum is  Orthography traditions, curriculum is localizing the curriculum
localized to  MTB Dictionary folklores, current implemented and are mainstreamed and
 IMs on IKSP events, and existing monitored closely to benchmarked by other
make it more
 Accomplishment Report technologies are ensure that it makes schools. There is marked
meaningful to documented and learning more increase in number of
the learners  List of Contributors
(localized LMs) used to develop a meaningful and projects that uses the
and applicable lasting curriculum. pleasurable, produces community as learning
to life in the  Minutes of the Meeting
Localization desired learning laboratory, and the
community. guidelines are outcomes, and directly school as an agent of
agreed to by school improves community change for improvement
community and life. Ineffective of the community.
teachers are approaches are replaced
properly oriented. and innovative ones are
developed.

Indicators Possible MOVs/Documents/ 1 2 3 Rating Recommendation

Systems
3. A  Action researches conducted by A representative team
representative the school of school and Learning materials and Materials and
Utilization of research community
group of school stakeholders assess approaches to reinforce approaches are being
and community content and methods strengths and address used in school, in the
stakeholders used in teaching deficiencies are family and in community
creative, critical
develop the developed and tested for to develop critical,
thinking and problem
methods and solving. Assessment
applicability on school, creative thinking and
materials for results are used as family and community. problem solving
developing guide to develop community of learners
Creative materials. and are producing
thinking and desired results.
problem
solving.
4. The learning  Contextualized M&E Tool A school- based The school- based The monitoring system
systems are and results monitoring and monitoring and learning is accepted and
regularly and learning system is systems generate
 Needs-Based Researches regularly used for
collaboratively conducted regularly feedback that is used for
and cooperatively; making decisions that collective decision
monitored by
and feedback is enhance the total making.
the community
using shared with development of learners. The monitoring tool
appropriate stakeholders. has been improved to
The system uses a A committee take care of provide both
tools to ensure
tool that monitors the continuous quantitative and
the holistic
the holistic improvement of the tool.
growth and development of
qualitative data.
development of learners.
the learners and
the community.
5. Appropriate  Accomplishment The assessment The assessment tools Schools assessment
assessment report/analysis on the tools are reviewed are reviewed by the results are used to
tools for teaching result/how they maximize the by the school and school community develop learning
and learning are result of the test in identifying
continuously assessment and results are programs that are
learning outcomes
reviewed and results are shared shared with suited to community,
improved, and with school’s community and customized to
 Minutes of the Meeting
assessment stakeholders. stakeholders. each learners’ context,
results are results of which are
contextualized 3 video presentation of demo used for collaborative
to the learner
and local
teaching decision-making.
situation and the (Literacy and Numeracy Level
attainment of
relevant life
skills.

Indicators Possible MOVs/Documents/ 1 2 3 Rating Recommendation

Systems
6. Learning  Contextualized Child Stakeholders are Stakeholders begin to Learning environments
managers and Protection Policy aware of child/ practice child/ methods and resources
facilitators Implementation Report cum learner- centered, learner- centered are community driven,
(teachers, CFSS rights- based, and principles of inclusive and adherent to
administrators  Co-curricular Activities Report inclusive principles of child’s rights and
and community education. education in the
(ex: Scouting, Religious design of support to protection requirements.
members) nurture
values and Instruction, Science Camp, Learning managers education.
environments that etc.) and facilitators
Learning managers and
Learning managers facilitators observe
are protective of conduct activities
and facilitators apply learners’ rights from
all children and  Lesson plan and content of aimed to increase
demonstrate assessment stakeholders’ the principles in designing the curriculum
behaviors (applied/ integrated the policy awareness and designing learning to structuring the whole
consistent to the commitment to materials. learning environment.
protection, anti-bullying,
organization’s fundamental rights of
vision, mission
mental health, etc to lesson children and the
and goals. plan} basic principle of
 Active Guidance Program of educating them.
the school
7. Methods and * Daily Lesson Log/Lesson Practices, tools and Practices, tools, and There is continuous
resources are Plans materials for materials for developing exchange of information,
learner and * Student’s Portfolio developing self- self- directed learners sharing of expertise and
community- directed learners are materials among the
* Library are beginning to emerge
friendly, highly observable in schools, home and
enjoyable, safe,
* Guidance Services in the homes and inthe
* Computer Laboratory school, but not in community. community for the
inclusive, the home or in the development of self-
accessible and * ADM Modules
* Awards received by Learners community. The program is directed learners.
aimed at
collaboratively The program is
developing self- * Learners-initiated projects
Learning programs mainstreamed but
directed learners. * Classroom Structuring implemented and
Learners are
are designed and continuously improved to
* Reading Centers monitored by teachers
equipped with developed to make relevant to emergent
* Study Lounge produce learners and parents to ensure
essential demands.
knowledge, skills, who are responsible that it produces desired
and values to and accountable for learners.
assume their learning.
responsibility and
accountability for
their own
learning.

_____________________________________________________________________________
SBM Assessor/s
(Signature over Printed Name)

REVISED SBM ASSESSMENT TOOL for ONLINE VALIDATION

As of May 18, 2021
Name of School: _____________________________________________ Division: _______________________ Date: ____________________
C. Accountability & Continuous Improvement
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 Possible 1 2 3 Rating Recommendation
MOVs/Documents/
Systems
1. Roles and Contextualized CBL of There is an active The stakeholders are Shared and participatory
responsibilities of school associations or party that initiates engaged in clarifying processes are used in
accountable organizations clarification of the and defining their determining roles,
person/s and roles and specific roles and responsibilities and
responsibilities in responsibilities. accountabilities of stakeholders
collective
education delivery. in managing and supporting
body/ies are education.
clearly defined
and agreed upon
by community
stakeholders.
2. Achievement of  SMEPA Performance A community- A community- accepted
goals is recognized agreements/action plan
based on a on the agreements and
accountability is level performance accountability,
collaboratively accomplishment practiced at the accountability recognition and incentive
developed  Minutes of school level. system is system is being practiced.
performance Meeting/synthesis
evolving from
accountability
system; gaps are
school-
addressed through initiatives.
appropriate action.

Indicators Possible 1 2 3 Rating Recommendation

MOVs/Documents/
Systems
3. The Accountability System’ The school Stakeholders are School community
accountability processes, mechanisms articulates the engaged in the stakeholders continuously
system is owned by and tools
the community and accountability development and and collaboratively review and
 Attendance, Photos, assessment operation of an enhance accountability
is continuously
enhanced to ensure Minutes of the framework with appropriate systems’ processes,
that management Meeting of the
basic accountability mechanisms and tools.
structures and Enhancement and
mechanisms are Review of M&E components, assessment
responsive to the System including system.
emerging learning  School Report Card – implementation
needs and demands State of the School guidelines to the
of the community. stakeholders.
Address (SOSA)
 M&E results

4. Accountability * Assessment Tools: The school, with Stakeholders are Stakeholders continuously
assessment criteria Clients’ Satisfaction the participation of engaged in and collaboratively review and
and tools, feedback Survey, Parent’s stakeholders,
Opennionaire, Checklist development and enhance accountability
mechanisms, and articulates an
information Form, Survey operation of an systems; processes,
accountability
collection and Questionnaire, Tracer appropriate mechanisms and tools.
Study Tool, School Report assessment
validation framework with accountability
Cards
techniques and
* Feedback Mechanisms: basic components, assessment
processes are system.
Gen. Assembly Meeting, including
inclusive and Education Summit, implementation
collaboratively Stakeholders Forum, School guidelines.
developed and Report Card, State of the
agreed upon. School Address (SOSA),
Parents’ 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. Participatory Assessment Results School initiates School initiates School- community developed
assessment of based on M&E Feedback: periodic performance assessment is
performance is  Enhanced periodic performance practiced and is the basis for
done regularly Implementation of assessments with improving monitoring and
School’s PPAs
performance
with the  Technical Assistance: assessments the participation of evaluation systems, providing
community. Remedial Instruction with the stakeholders. technical assistance, and
Assessment Program, Training recognizing and refining
Program, Proposed new
participation of
results and plans.
lessons learned Programs stakeholders.
 Recognition:
serve as basis for  Plan Adjustment: Catch-
feedback, up Plan of AIP or PPAs
technical - Attendance, Photos,
assistance, Minutes of the Meeting in
recognition and the conduct of
Participatory Assessment
plan adjustment. Performance (SMEPA)

_____________________________________________________________________________
SBM Assessor/s
(Signature over Printed Name)

REVISED SBM ASSESSMENT TOOL for ONLINE VALIDATION

As of May 18, 2021

Name of School: _____________________________________________ Division: ________________________ Date: ___________________

D. MANAGEMENT OF RESOURCES
Resources are collectively and judiciously mobilized and managed with transparency, effectiveness, and efficiency.
Indicators MOVs/Documents/ 1 2 3 Rating Recommendation
Systems
1. Regularly * Process – Regular Resource Resource inventories
resource inventory Resources Inventory of Stakeholders are inventory is are systematically
is collaboratively the following: aware that a characterized by developed and
undertaken by  Human Resources regular resource regularity, stakeholders are
learning managers. Financial Resources increased engaged in a
Technological Resources inventory is
Learning mangers, available and is participation of collaborative process
 Instructional Materials
learning facilitators, used as the basis stakeholders, to make decisions on
 Furniture
and community and resource allocation
 Rooms for resource
stakeholders as  Water and Sanitation communicated to and mobilization.
basis for resource
allocation and the community
 School Site Titling mobilization.
allocation and  Instructional Tools & as the basis for
mobilization. Equipment resource
 Output: Resources allocation and
Allocation & Mobilization mobilization.
Plan (RAMP)
 Post graduate studies of
teachers/specialization of
teachers/profile of
teachers and non-
teaching
personnel/RPMS-PPST
Career Stages)

2. A regular  Regular Resource Stakeholders Stakeholders

dialogue for Planning and Stakeholders are are regularly collaborate to ensure
planning and Programming through invited to
Strategic Planning:
engaged in the timely and need-
resource participate in the planning and based planning and
programming, that - Human Resource
Dev’t Plan (HRDP) development of an resource resource
is accessible and educational plan in
inclusive,
- Financial Mgt. Dev’t programming, programming and
Plan (FMDP) resource and in the support continuous
continuously engage - Technology Resource programming, and implementation implementation of
stakeholders and Improvement Plan
support
in the of the the education plan.
(TRIP)
implementation of - School Physical Dev,t implementation of education plan.
community Plan (SPDP) the educational
education plans. - Annual Procurement plan.
Plan
- IGP Sustainability
Plan
 Minutes of meetings,
attendance and
invitations
3. Resources are * Mechanisms: Stakeholders Stakeholders sustain
collectively and - Updated Transparency Stakeholders are engaged the implementation and
judiciously Board of all Finances support judicious, and share improvement of a
mobilized and (MOOE, PTA, IGP, Canteen appropriate, and expertise in the collaboratively
managed with Fund, Donations, etc) developed, periodically
- Innovations for the
effective use of collaborative
transparency, adjusted, and
collective and judicious resources. resource constituent- focused
effectiveness, and
utilization and transparent, management resource management
efficiency. effective and efficient system. system.
resource management
system

4. Regular SMEPA of the following: Stakeholders

monitoring,  Human Resource Dev’t Stakeholders are collaboratively Stakeholders are
evaluation, and Plan (HRDP) invited to participate in participate in the engages, held
reporting processes  Financial Mgt. Dev’t Plan the development and development and accountable and
of resource (FMDP) implementation of implementation of implement a
management are  Technology Resource monitoring, evaluation, monitoring, collaboratively developed
collaboratively Improvement Plan (TRIP) and reporting evaluation, and system of monitoring,
developed and  School Physical Dev,t Plan processes on resource reporting evaluation and reporting
implemented by the (SPDP) management. processes on for resource
learning managers,  Annual Procurement Plan resource management.
facilitators, and (APP) management.
community  Inventory List of all
stakeholders. resources
 Minutes of Meetings,
attendance and
invitations

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

that manages the (MOOE) procedure to identify support a system partnership is managed
network and  Transparency Board and utilize of partnerships for and sustained by the
linkages which (updated/FB pages) partnerships with improving stakeholders for
strengthen and  Financial Reports (PTA, stakeholders for resource continuous improvement
sustain partnerships IGP, Canteen, School improving resource management. of resource management.
for improving Clubs/Organization) management is
resource  Partners’ Appreciation evident.
management. Program)

_________________________________________________________________________
SBM Assessor/s
(Signature over Printed Name)