REVISED SBM ASSESSMENT TOOL

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

_____________________________________________________
SBM Assessor/s
(Signature over Printed Name)

REVISED SBM ASSESSMENT TOOL

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 Implementation Documents: All types of learners Programs are fully The educational needs of
curriculum * Science Curriculum (DO 53 & 57 of the school implemented and all type of learners are
s. 2012) community are closely monitored to being met as shown by
provides for * Sports Curriculum (DO 56, s. identified,
the needs of their address performance continuous improvement
2012)
learning curves discrepancies, on learning outcomes
all types of * Arts Curriculum (DO 56, s. 2012)
* Curriculum for Journalism (DO assessed; benchmark best and products of learning.
learners in the appropriate practices, coach low Teachers’ as well as
46, s. 2012) * Foreign Language
school * TechVoc Education (DO 68, s. programs with its performers, mentor students’ performance is
community. 2012) support materials potential leaders, motivated by intrinsic
* SPED (DO 60, s. 2003) for each type of reward high rewards. The Schools’
* Madrasah Education (DO 40, s. learner is achievement, and differentiated program is
2011) developed. maintain environment frequently benchmark by
* IP Educ. (DO 62, s. 2012)
that makes learning, other schools.
* Senior High School Curriculum
(Secondary Schools)
meaningful and
enjoyable.
2. The * Localized Curriculum: Local beliefs, norms,
implemented - Contextualized LMs/TGs values, traditions, The localized curriculum Best practices in
- Big Books folklores, current is implemented and localizing the curriculum
curriculum is
- Curriculum Adaptation events, and existing monitored closely to are mainstreamed and
localized to technologies are ensure that it makes benchmarked by other
- Ortography
make it more documented and learning more meaningful schools. There is marked
- MTB Dictionary
meaningful to - IMs on IKSP used to develop a and pleasurable, increase in number of
the learners * Improvised IMs lasting curriculum. produces desired learning projects that uses the
and applicable Localization outcomes, and directly
* ARATA based on EGRA community as learning
to life in the guidelines are improves community life.
* Senior High School Curriculum laboratory, and the
agreed to by school Ineffective approaches
community. (Secondary Schools)
community and are replaced and school as an agent of
teachers are innovative ones are change for improvement
properly oriented. developed. of the community.

Indicators Possible MOVs/Documents/ 1 2 3 Rating Recommendation

Systems
3. A * Action Research on effective A representative team
representative Teaching Methods and Strategies of school and Learning materials and Materials and
group of school * LPP Implementation community approaches to reinforce approaches are being
* Lesson Plans stakeholders assess strengths and address used in school, in the
and community
* Daily Logs content and methods
stakeholders * Science Investigatory Projects used in teaching
deficiencies are family and in community
develop the * Linkages with CSOs/NGOs/HEIs creative, critical developed and tested for to develop critical,
methods and in improving Quality Instruction thinking and problem applicability on school, creative thinking and
materials for * Visual Aids solving. Assessment family and community. problem solving
developing * ICT-Based Instruction (ex: results are used as community of learners
Creative Txt2Teach) guide to develop and are producing
* Workbooks/Worksheets locally materials.
thinking and desired results.
developed
problem
solving.
4. The learning * Action Research on A school- based The school- based The monitoring system
systems are students Learning Outcomes monitoring and monitoring and learning is accepted and
regularly and learning system is systems generate feedback
– basis for developing conducted regularly that is used for making regularly used for
collaboratively Remedial Programs collective decision
and cooperatively; decisions that enhance the
monitored by
* SMEPA Dashboards & and feedback is total development of making.
the community shared with learners.
using Results The monitoring tool
stakeholders.
appropriate The system uses a A committee take care of
has been improved to
tools to ensure tool that monitors the the continuous provide both
the holistic holistic development improvement of the tool. quantitative and
growth and of learners. qualitative data.
development of
the learners and
the community.
5. Appropriate * Teachers’ Test Notebook The assessment The assessment tools Schools assessment
assessment tools * Teachers’ Portfolio
* Test Results & Analysis of any the
tools are reviewed are reviewed by the results are used to
for teaching and
learning are following Tools: by the school and school community develop learning
continuously - EGRA resulting to ARATA assessment and results are programs that are
reviewed and - Phil-IRI results used in developing results are shared shared with suited to community,
improved, and Reading Program
- Pre-Test /Diagnostic Tests with school’s community and customized to
assessment
results are
- Formative/Summative Tests (HOTS stakeholders. stakeholders. each learners’ context,
or aligned with KPUP) used in results of which are
contextualized to designing Remediation Programs
the learner and * Enhanced Assessment Tools
used for collaborative
local situation and adopted from Partners (ex. Save the decision-making.
the attainment of Children: QLE (ECCD & Basic Ed.;
relevant life skills. Literacy Boost: Basic Ed., etc.)

Indicators Possible MOVs/Documents/ 1 2 3 Rating Recommendation

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

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 MOVs/Documents/ 1 2 3 Rating Recommendation
 Systems
1. Roles and Structure of School Accountable There is an active The stakeholders Shared and participatory processes are
Organizations: party that initiates are engaged in used in determining roles,
responsibiliti * School Faculty Association -
es of clarification of the clarifying and responsibilities and accountabilities of
CBL
accountable * School Governing Council roles and defining their stakeholders in managing and
Structure (SGC) responsibilities in specific roles supporting education.
person/s
* Parents-Teachers Association education delivery. and
and – CBL (DO No. 54, s. 2009, DO responsibilities.
collective No. 67, s. 2009
body/ies * Supreme Student Government
/ Supreme Pupil Government
are clearly (DM 4, s. 2012)
defined and - Attendance, Photos, Minutes
agreed upon of the Meeting regarding the
by Crafting of Definition of Roles
and Responsibilities of School
community Organization (PTA, SGC, SSG,
stakeholders SPG, FC, etc.
.
2. Achievement Appropriate Actions to Performance A community- A community- accepted
of goals is address Gaps based on the
recognized following: accountability is level performance accountability,
based on a * SMEPA Implementation practiced at the accountability recognition and incentive system
collaboratively * Recognition and incentive school level. system is is being practiced.
developed system
performance * General PTA Assembly evolving from
accountability Meetings school-
system; gaps * Homeroom PTA Meetings initiatives.
are addressed - Attendance, Photos, Minutes
through of the Meeting in the
appropriate development/capability
action. building program on
Performance Accountability
System (SMEPA)

Indicators Possible MOVs/Documents/ 1 2 3 Rating Recommendation

Systems
3. The * Accountability System’ The school Stakeholders School community stakeholders
accountability processes, mechanisms articulates the are engaged in continuously and collaboratively
system is and tools
owned by the accountability the review and enhance accountability
- Attendance, Photos, assessment development systems’ processes, mechanisms
community
Minutes of the Meeting of
and is framework with and operation and tools.
continuously the Enhancement and
Review of M&E System basic of an
enhanced to
ensure that * School Report Card – components, appropriate
including accountability
management State of the School Address implementation assessment
structures and (SOSA) guidelines to the system.
mechanisms
are responsive stakeholders.
to the emerging
learning needs
and demands
of the
community.
4. * Assessment Tools: Clients’ The school, with Stakeholders Stakeholders continuously and
Accountability Satisfaction Survey, Parent’s
the participation of are engaged in collaboratively review and enhance
Opennionaire, Checklist Form,
assessment Tracer stakeholders,
Survey Questionnaire, development accountability systems; processes,
criteria and Study Tool, School Report Cards articulates an and operation mechanisms and tools.
tools, feedback * Feedback Mechanisms: Gen. accountability
mechanisms, Assembly Meeting, Education of an
assessment
and Summit, Stakeholders Forum, appropriate
School Report Card, State of the framework with
information
School Address (SOSA), Parents’ basic components,
accountability
collection and Conference, School Website, including assessment
validation Home Visitation, School Bulletin, system.
implementation
techniques Parenting Seminar
and processes * Information Collection: guidelines.
are inclusive Sampling – Convenient &
Purposive, Suggestion Box,
and Documentation, Conduct Survey
collaboratively * Validation Techniques and
developed and Processes: FGD, Participation,
agreed upon. Brainstorming, Interview,
Triangulation, Observation –
Direct& Indirect
- Attendance, Photos, Minutes of
the Meeting in the development of
accountability assessment criteria

Indicators Possible MOVs/Documents/ 1 2 3 Rating Recommendation

Systems
5. * M&E Process – School initiates School initiates School- community developed
Participatory Midyear/Annual Review, periodic performance assessment is
SMEPA Institutionalization periodic
assessment focusing on Assessment of: performance performance practiced and is the basis for
of - KPIs on Access (Enrolment assessments assessments improving monitoring and
performance
the with the evaluation systems, providing
& Drop-out rate) Quality (NAT)
& Governance (SBM with
is done participation of technical assistance, and
Assessment) participation of stakeholders. recognizing and refining plans.
regularly - School’s PPAs: WSRP
with the stakeholders.
BrigadaEsjwela,
community. GulayansaPaaralan, Guidance
Assessment Program, ADM/DORP,
results and LPP, Feeding Program, PPP,
lessons etc
learned * Assessment Results based
on M&E Feedback:
serve as - Enhanced Implementation of
basis for School’s PPAs
feedback, - Technical Assistance:
technical Remedial Instruction
Program, Training Program,
assistance, Proposed new Programs
recognition - Recognition:
and plan - Plan Adjustment: Catch-up
adjustment. 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)

REVISED SBM ASSESSMENT TOOL

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

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 * Financial Reports (PTA, partnerships with improving stakeholders for
strengthen and IGP, Canteen, School stakeholders for resource continuous improvement
sustain partnerships Clubs/Organization) improving resource management. of resource management.
for improving management is
resource evident.
management.

_________________________________________________________________________
SBM Assessor/s
(Signature over Printed Name)