SDO-Makati SBM Assessment Tool

Department of Education
National Capital Region

MAKATI CITY
Revised School-Based Management Assessment To

Validated Practices Using Document Analysis, Observation, Disc
Name of School:
Principal:
RATING SCALE: Rate items

0 - No evidence
1 - Evidence indicates early or preliminary stages of implementation.
2 - Evidence indicates planned practices and procedures are fully implemented
3 - Evidence indicates practices and procedure satisfy quality standards.
PRINCIPLE 1
LEADERSHIP AND GOVERNANCE (30%)
A network of leadership and governance guides the education system to achieve its shared vision, mission and goals making them
ACCES's PRINCIPLES Possible L

INDICATORS MOVs/Documents 1 (Developing)
The development plan guided by the school’s vision,
*SIP-AIP * Annual Procurement Plan • Annual Budget • mission and goal (VMG) is developed through the
1. In place is a Development Plan (e.g. SIP) de Documentation of SIP Process (Minutes of the Meeting, Attendance leadership of the school and the participation of the
invited community stakeholders
Constitution of the SPT
2. The development plan (e.g. SIP) is regularly

reviewed by the school community to keep it • SIP Review • SMEA docs • Documentation of the SIP Review The school leads the regular review and improvement
responsive and relevant to emerging needs, Process (Minutes of the Meeting, Attendance, Photos) of the development plan.
challenges and opportunities.
Attendance
3. The school is organized by a clear structure

• School Faculty Association • School Governing Council Structure
and work arrangements that promote shared • Parents. Teachers Associations • Supreme Student
The school defines the organizational structure, and
leadership and governance and define the roles Government/Pupil Government
the roles and responsibilities and stakeholders.
and responsibilities of the stakeholders.
Organized Structure
• Communication Plan • Communication Flow • Communication

A network has been collaboratively established and is
4. A leadership network facilitates communicat System • School Website • Newsletter • Linkages with LGU and
continuously improved by the school community
other Sectoral Groups, MOA, MOU, etc.
5. A long term program is in operation that • T & D System • IPCRF • School Plan for Professional Developing structures are in place and analysis of the
Development (SPDP) for Teachers • Training and Development competency and development needs of leaders is
addresses the training and development needs Program for Leaders • Parenting Seminar Program • Training conducted; result is used to develop a long term
of school and community leadership. Designs training and development program.
Ongoing CI projects
PRINCIPLE 2
CURRICULUM AND LEARNING (30%)
The curriculum and learning systems anchored on the community and learners' contexts and aspirations are collab
ACCESs PRINCIPLES Possible L
1. The curriculum provides for the development All types of learners of the school community are
identified, their learning curves assessed; appropriate
needs of all types of learners in the school Different Curriculum on Learning Areas
programs with its support materials for each type of
community. learner is developed.
Anecdotal records, WHLP, AIP
Local beliefs, norms, values, traditions, folklores,

2. The implemented curriculum is localized to • Localized Curriculum: -Contextualized LMs/TGs -Big Books -
current events, and existing technologies are
Curriculum Adaptation -Ortography -MTB Dictionary -LMS on IKSP -
make it more meaningful to the learners and Improvised LMS -ARATA based on EGRA -Senior High School
documented and used to develop a lasting curriculum.
applicable to life in the community. Localization guidelines are agreed to by school
Curriculum (Secondary Schools)
community and teachers are properly oriented.
WHLP Particpation to community events
3. A representative group of school and • Action Research on Effective Teaching Methods and Strategies • A representative team of school and community
LPP Implementation • Lesson Plans • Daily Logs • Science stakeholders assess content and methods used in
community stakeholders develop the methods Investigatory Projects • Linkages with CSOs/NGOs/HEIs in teaching creative, critical thinking and problem
and materials for developing creative thinking improving Quality Instruction • Visual aids • ICT-Based Instruction solving. Assessment results are used as guide to
and problem solving. (ex: Txt 2 Teach) • Workbooks/Worksheets locally developed develop materials.
4. The learning systems are regularly and

collaboratively monitored by the community A school-based monitoring and learning system is
• SMEA Dashboards and Results by the community using
conducted regularly and cooperatively; and feedback is
using appropriate tools to ensure the holistic appropriate tools to ensure the holistic growth and development of
shared with stakeholders. The system uses a tool that
growth and development of the learners and the the learners and the community.
monitors the holistic development of learners
community.
CI projects, SRC, SOSA, Monitoring Tools
• Teachers’ Test Notebook • Teachers’ Portfolio • Test Results &

5. Appropriate assessment tools for teaching Analysis of any the following Tools • -Phil-IRI results used in
and learning are continuously reviewed and developing Reading Program • Pre-Test/Diagnostic Tests • - The assessment tools are reviewed by the school and
improved, and assessment results are Formative/Summative Tests (HOTS or aligned with KPUP) used in assessment results are shared with school's
contextualized to the learner and local situation designing Remediation Programs • Enhanced Assessment Tools stakeholders.
adopted from Partners (sx. Save the Children: QLE (ECCD & Basic
and the attainment of relevant life skills. Ed. ; Literacy Boost: Basic Ed. , etc. )
Test Bank Mean Scores Parent-Teacher Conference
6. Learning managers and facilitators Stakeholders are aware of child/learner-centered, right-

(teachers, administrators and community based, and inclusive principles of education.Learning
• Child Protection Policy Implementation Report cum CFSS • Co-
members) nurture values and environments that curricular Activities Report (ex. Scouting, Religious Instruction,
managers and facilitators conduct activities aimed to
are protective of all children and demonstrate Science Camp, etc. )
increase stakeholders awareness and commitment to
behaviors consistent to the organization’s fundamental rights of children and the basic principle
of educating them.
vision, mission and goals.
7. Methods and resources are learner and
community-friendly, enjoyable, safe, inclusive, Practices, tools and materials for developing self-
accessible and aimed at developing self- • Daily Lesson Log/Lesson Plans • Student’s Portfolio • Library • directed learners are highly observable in school, but
Guidance Services • Computer Laboratory • ADM Modules • Awards not in the home or in the community. Learning
directed learners. Learners are equipped with received by Learners • Learners-initiated projects • Classroom programs are designed and developed to produce
essential knowledge, skills, and values to structuring • Reading Centers • Study Lounge learners who are responsible and accountable for their
assume responsibility and accountability for learning.
their own learning.
PRINCIPLE 3
ACCOUNTABILITY AND CONTINUOUS IMPROVEME
A clear, transparent, inclusive and responsive accountability system in place, collaboratively developed by the school community, w
gains.
ACESS PRINCIPLES Possible L

• Structure of School Accountable Organizations: • School Faculty

1. Roles and responsibilities of accountable Association * School Governing Council Structure (SGC) • Parents-
person/s and collective body/ies are clearly Teachers Association • Supreme Student Government/Supreme There is an active party that initiates clarification of the
defined and agreed upon by community Pupil Government • Attendance, Photos, Minutes of the Meeting roles and responsibilities in education delivery.
stakeholders regarding the crafting of definition of Roles and Responsibilities of
School, Organization (PTA, SGC, SSG, SPG, FC, etc. )
2. Achievement of goals is recognized based on *SMEA Implementation *Recognition and incentive system *General
PTA Assembly Meetings *Homeroom PTA Meetings -Attendance,
a collaboratively developed performance Photos, Minutes of the Meeting in the development/capabil ity
Performance accountability is practiced at the school
accountability system; gaps are addressed building program on Performance Accountability System (SMEPA)
level.
through appropriate action. Performance accountabilty is practiced at the school level.
3. The accountability system is owned by the

community and is continuously enhanced to *Accountabilty System processes, mechanisms and tools -
The school articulates the accountability framework
Atendance, Photos, Minutes of the Meeting of the Enhancvement
ensure that management structures and and Review of M & E System -School Report Card. State of the
with basic components, including implementation
mechanisms are responsive to the emerging guidelines to the stakeholder
School Address (SOSA)
learning needs and demands o the community.
*Assessment Tools: Clients’ Satisfaction Survey, Parent’s

Opennionaire , Checklist Form, Survey Questionnaire, Tracer Study
Tool, School Report Cards • Feedback Mechanisms: Gen.
4. Accountability assessment criteria and tools, Assembly Meeting, Education Summit, Stakeholders Forum, School
feedback mechanisms, and information Report Card, State of the School Address (SOSA), Parents’
The school, with the participation of stakeholders,
Conference, School Website, Home Visitation, School Bulletin,
collection and validation techniques and Parenting Seminar • Information Collection: Sampling-Convenient &
articulates an accountability framework with basic
processes are inclusive and collaboratively components, including implementation guidelines.
Purposive, Suggestion Box, Documentation, Conduct Survey •
developed and agreed upon. Validation Techniques and Processes: FGD, Participation,
Brainstorming Interview, Triangulation, Observation-Direct & Indirect
-Atendance, Photos, Minutes of the meeting in the development of
accountability assessment criteria.
*M&E Process. Midyear/Annual Review, focusing on Assessment

of: -KPIs on Access (Enrolment & Drop-out rate) Quality (NAT) &
5. Participatory assessment of performance is Governance (SBM Assessment) -School’s PPAs: WSRP Brigada
done regularly with the community. Assessment Eskwela, Gulayan sa Paaralan, Guidance Program, ADM/DORP,
School initiates periodic performance assessments
results and lessons learned serve as basis for LPP, Feeding Program, PPP, etc *Assessment Results based on M
with the participation of stakeholders.
feedback, technical assistance, recognition and & E feedback: -Enhanced Implementation of School’s PPAs -
Technical Assistance: Remedial Instruction Program, Training
plan adjustment. Program, Proposed new Programs -Recognition: -Plan Adjustment:
Catch-ip Plan of AIP or PPA’s -Attendance , Photo-documentation
PRINCIPLE 4
MANAGEMENT OF RESOURCES (15%)
Resources are collectively and judiciously mobilized and managed with transparency, effec
ACESS PRINCIPLES Possible L

1. Regular resource inventory is • Process-Regular Resources Inventory : • Hum, an Resources
collaboratively undertaken by learning (Teachers, Students, Partners) • Financial Resources (PTA, MOOE,
Stakeholders are aware that a regular resource
Canteen Fund, IGP, Clubs) -Technological Resources -Instructional
managers, learning facilitators, and community Materials -Furniture -Rooms -Wat. San -School Site Titling -
inventory is available and is used as the basis for
stakeholders as basis for resource allocation resource allocation and mobilization.
Instructional Tools & Equipment *Output: Resources Allocation &
and mobilization. Mobilization Plan (RAMP)
2. A regular dialogue for planning and *Process: Regular Resource Planning and Programming through
resource programming, that is accessible and Strategic Planning *Output: -Human Resource Dev’t Plan (HRDP) - Stakeholders are invited to participate in the
development of an educational plan in resource
inclusive, continuously engage stakeholders and Financial Mgt. Dev’t Plan (FMDP) -Technology Resource programming, and in the implementation of the
support implementation of community education Improvemen Plan (TRIP) -School Physical Dev’t Plan (SPDP) -- educational plan.
Annual Procurement Plan --IGP Sustainability Plan
plans.
3. In place is a community-developed resource

management system that drives appropriate • Mechanisms: • -Updated gtransparency Board of all Finances
(MOOE, PTA, IGP, Canteen Fund, Donations, etc) -Innovations for Stakeholders support judicious, appropriate, and
behaviors of the stakeholders to ensure the collective and judicious utilization and transparent, effective and effective use of resources.
judicious, appropriate, and effective use of efficient resource mangement system
4. Regular monitoring, evaluation and
resources.
reporting processes of resource management SMEPA of the following: -Human Resource Dev’t Plan (HRDP) - Stakeholders are invited to participate in the
Financial Mgt. Dev’t. Plan (FMDP) -Technology Resource development and implementation of monitoring,
are collaboratively developed and implemented Improvement Plan (TRIP) -School Physical Dev’t Plan (APP) - evaluation, and reporting processes on resource
by the learning managers, facilitators, and Inventory List of all resources management.
5. There is stakeholders.
community a system that manages the network
and linkages which strengthen and sustain An engagement procedure to identify and
*Cash Disbursement (MOOE) *Transparency Board *Financial
utilize partnerships with stakeholders for
partnerships for improving resource Reports (PTA , IGP, Canteen, School Clubs/Organization)
improving resource management is evident.
management.
tion
ion
nt Assessment Tool
Observation, Discussion (D-O-D)
1
RNANCE (30%)
and goals making them responsive and relevant to the context of diverse environments
Level Rating Suggestions

2 (Maturing) 3 (Advanced) Score
The development plan is evolved through the The development plan is enhanced with the
shared leadership of the school and the community performing the leadership roles, and
community stakeholders the school providing technical support
Constitution of the SPT Constitution of school's AIP, SOSA, SRC
The school and community stakeholders working as The community stakeholders lead the regular review
full partners, lead the continual review and and improvement process; the school stakeholders
improvement of the development plan. facilitate the process.
Minutes of the SIP with modifications SIP/AIP modifications proposed by SOSA/SRC
Guided by an agreed organizational structure, the

The school and community collaboratively define the
community stakeholders lead in defining the
structure and the roles and responsibilities of
organizational structure and the roles and
stakeholders.
responsibilities; school provides technical and
administrative support.
Organized Structure includes stakeholders Organizational
The network actively provides stakeholders information

The network allow easy exchange and access to
for making decisions and solving learning and
information sources beyond the school community.
administrative problems.
Leaders undertake training modes that are convenient

Leaders assume responsibility for their own training
to them (on-line, off-line, modular, group, or home-
and development. School community leaders working
based) and which do not disrupt their regular functions.
individually or in groups, coach and mentor one
Leaders monitor and evaluate their own learning
another to achieve their VMG.
progress.
Certificates of training (Division, Regional , National) Certificate
Total Score 0
Average Rating 0.00
Weighted Average Rating 0
2
RNING (30%)
d aspirations are collaboratively developed and continuously improved.
Level Rating
The educational needs of all types of learners are

Programs are fully implemented and closely monitors
being met as shown by continuous improvement on
to address performance discrepancies, benchmark
learning outcomes and products of learning. Teachers'
best practices, coach low performers, mentor potential
as well as students' performance is motivated by
leaders, reward high achievement, and maintain
intrinsic rather that extrinsic rewards. The Schools'
environment that makes learning, meaningful and
differentiated program is frequently benchmarked by
enjoyable.
other schools.
Renedial Programs, Recognition System. School

Benchamarking host CI projects, Action Research LIS,
Environment WinS, GAD, CFS
The localized curriculum is implemented and Best practices in localizing the curriculum are
monitored closely to ensure that it makes learning mainstreamed and benchmarked by other schools.
more meaningful and pleasurable, produces desired There is marked increase in number of projects that
learning outcomes, and directly improves community uses the community as learning laboratory, and the
life. Ineffective approaches are replaced and schools as an agent of change for improvement of the
innovative ones are developed. community.
Immersion,ALS Mobile teach9ng, Benchamarking host,

Member of barangay committess, CI projects
Livelihood training
Materials and approaches are being used in school, in

Learning materials and approaches to reinforce
the family and in community to develop critical,
strengths and address deficiencies are developed and
creative thinking and problem solving community of
tested for applicability on school, family and community
learners and are producing desired results
The school-based monitoring and learning systems

The monitoring system is accepted and regularly used
generate feedback that is used for making decisions
for collective decision making. The monitoring tool has
that enhance the total development of learners. A
been improved to provide both quantitative and
committee take care of the continuous improvement of
qualitative data
the tool.
CI Projects, SIP/AIP, SRC, SOSA
School assessment results are used to develop

The assessment tools are reviewed by the school
learning programs that are customized to each
community and the results are shared with community
learners' context, results of which are used for
stakeholders.
collaborative decision-making.
SIP/AIP/
Learning environments, methods and resources are

Stakeholders begin to practice child/learner-centered community driven, inclusive and adherent to child's
principles of education in the design of support to rights and protection requirements.Learning managers
education. Learning managers and facilitators apply and facilitators observe learners' rights from designing
the principles in designing learning materials the curriculum to structuring the whole learning
environment
The educational needs of all types of learners are
Practices, tools and materials for developing self- being met as shown by continuous improvement on
directed learners are beginning to emerge in the learning outcomes and products of learning. Teachers'
homes and in the community. as well as students' performance is motivated by
intrinsic rather that extrinsic rewards.
Total Score 0
Average Rating 0.00
Weighted Average Rating 0.00
3
US IMPROVEMENT (25%)
he school community, which monitors performance and acts appropriately on gaps and
Level Rating
2 (Maturing) 3 (Advanced)
Shared and participatory process are used in

The stakeholders are engaged in clarifying and
determining roles, responsibilities, and accountabilities
defining their specific roles and responsibilities
of stakeholders in managing and supporting education.
A community-level accountability system is evolving A community-accepted performance accountability,

from school-led initiatives. recognition and incentive system is being practiced.
Stakeholders are engaged in the development and School community stakeholders continuously and
operation of an appropriate accountability assessment collaboratively review and enhance accountability
system. systems' processes, mechanisms and tools.
Stakeholders are engaged in the development and Stakeholders continuously and collaboratively review
operation of an appropriate accountability assessment and enhance accountability systems; processes,
system. mechanisms and tools.
School-community-developed performance
Collaborative conduct of performance assessment
assessment is practiced and is the basis for improving
informs planning, plan adjustments and requirements
monitoring and evaluation systems, providing technical
for technical assistance.
assistance, and recognizing and refining plans.
Total Score 0
Average Rating 0.00
4
URCES (15%)
with transparency, effectiveness and efficiency.
Level Rating
Resource inventory is characterized by regularity, Resource inventories are systematically developed
increased participation of stakeholders, and and stakeholders are engaged in a collaborative
communicated to the community as the basis for process to make decisions on resource allocation and
resource allocation and mobilization. mobilization.
Stakeholders collaborate to ensure timely and need-

Stakeholders are regularly engaged in the planning
based planning and resource programming and
and resource programming, and in the implementation
support continuous implementation of the education
of the education plan.
plan.
Stakeholders sustain the implementation and

Stakeholders are engaged and share expertise in the
improvement of a collaboratively developed,
collaborative development of resource management
periodically adjusted, and consistent-focused resource
system.
management system.
Stakeholders collaboratively participate in the Stakeholders are engaged, held accountable and
development and implementation of monitoring, implement a collaboratively developed system of
evaluation, and reporting processes on resource monitoring, evaluation and reporting for resource
management. management.
An established system of partnership is
Stakeholders support a system of
managed and sustained by the stakeholders
partnerships for improving resource
for continuous improvement of resource
management.
management.
Total Score 0
Average Rating 0.00
0.00
SBM Assessment Tool, Recognitionand Incentive based on DO 83, s. 2012
SBM VALIDATION FORM
Name of School: Division:
Step 1: Determine Performance Improvement (60%)

ACCESs Rating & Equivalent
Performance Indicators Computation
Principles Points
ACCESs A. Enrolment Increase Enrolment Increase
(45%) School Year Enrolment
SY Baseline
SY #DIV/0! 1-Marginal: At least 3% increase
SY #DIV/0! 2-Average: At least 5% increase
SY #DIV/0! 3-High: At least 7% increase
Average % of increase: #DIV/0!
EFFICIENCY Drop-out Rate
School Year Dropout Rate
SY Baseline
(25%) SY #DIV/0! 1-Marginal: At least 2% decrease
SY #DIV/0! 2-Average: At least 4% decrease
3-High: Has 0 DR or
SY
#DIV/0! more thant 4% decrease
Average % of decrease: #DIV/0!
Completion Rate Baseline: 75%
School Year Completion Rate
SY Baseline
SY #DIV/0! 1-Marginal: At least 5% Increase)
SY #DIV/0! 2-Average: At least 7% increase
SY #DIV/0! 3. High (At least 10% increase)
Average % of increase: #DIV/0!
Cohort Survival Rate Baseline: 75%
School Year Cohort Survival Rate
SY Baseline
SY #DIV/0! 1-Marginal: (At least 5% iIncrease)
SY #DIV/0! 2. Average (At least 7% Increase)
3. High (At least 10% increase or at least 95%
SY #DIV/0! CSR
Ave. % of increase: #DIV/0!

AVERAGE EFFICIENCY RATING
QUALITY DLLAS OVERALL MPS OPTION 1:
School Year MPS
(30%) SY Baseline
SY #DIV/0! 1 - Marginal (At least 2% Increase)
SY #DIV/0! 2 - Average (At least 5% Increase or MPS)
SY #DIV/0! 3- High (With 7% Increase or at least 75% MPS)
#DIV/0!
OPTION 2 MPS OPTION 2:
SY 1 - Marginal: 26- 50%
SY 2 - Average: 51-75%
SY 3 - Higher: 76-100%
#DIV/0!
SUMMARY
Category Weight Average Rating Weighted Rating
Access 45% 0.00 0.00
Efficiencey 25% 0.00 0.00
Quality 30% 0.00 0.00
TOTAL 100% 0.00
INTERPRETATION #N/A
Legend : Good: 0.50-1.49
Better: 1.50-2.49
Best: 2.50-3.0
Note: Only Schools having a Performance Improvement of "Better" can apply to the Division for SBM Validation.
Step 2: Compute for validated SBM Assessment Scores (40%)
No. of %
ACCESs PRINCIPLES Average Score
Indicators Weights
Principle 1:
Leadership & Governance 5 30% 0.00
Principle 2:
Curriculum & Instruction 7 30% 0.00
Principle 3:
Accountability and Continuous Improvement 5 25% 0.00
Principle 4:
Management of Resources 5 15% 0.00
TOTAL 22 100%
INTERPRETATION #N/A
Legend : Good: 0.50-1.49
Better: 1.50-2.49
Best: 2.50-3.0
Step 3: Compute for the overall assessment
Area Weight Rating Weighted Rating
Part 1-Performance Improvement 60% 0.00 0.00
Part II - SBM Practice 40% 0.00 0.00
Total 100% 0.00
SBM Level of Practice #N/A #N/A
Legend : Level I (Developing) 0.50-1.49 Beginning
Level II (Maturing) 1.50-2.49 Developing
Level III (Advanced) 2.50-3.0 Advanced
Results
Weighted
Score
0.00
0.00
0.00
0.00
0.00
0.55 - 1.49 = Good
1.50 - 2.49 = Better
2.50 - 3.00 = Best
Numerical ratiDescription
0.5 Good Level I Developing
1 Good Level I Developing
1.5 Better Level II Maturing
2 Better Level II Maturing
2.5 Best Level III Advanced

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Department of Education

National Capital Region

Revised School-Based Management Assessment To

RATING SCALE: Rate items

ACCES's PRINCIPLES Possible L

Constitution of the SPT

2. The development plan (e.g. SIP) is regularly

3. The school is organized by a clear structure

• Communication Plan • Communication Flow • Communication

Anecdotal records, WHLP, AIP

Local beliefs, norms, values, traditions, folklores,

WHLP Particpation to community events

4. The learning systems are regularly and

CI projects, SRC, SOSA, Monitoring Tools

• Teachers’ Test Notebook • Teachers’ Portfolio • Test Results &

Test Bank Mean Scores Parent-Teacher Conference

6. Learning managers and facilitators Stakeholders are aware of child/learner-centered, right-

ACESS PRINCIPLES Possible L

• Structure of School Accountable Organizations: • School Faculty

3. The accountability system is owned by the

*Assessment Tools: Clients’ Satisfaction Survey, Parent’s

*M&E Process. Midyear/Annual Review, focusing on Assessment

ACESS PRINCIPLES Possible L

3. In place is a community-developed resource

Level Rating Suggestions

Constitution of the SPT Constitution of school's AIP, SOSA, SRC

Minutes of the SIP with modifications SIP/AIP modifications proposed by SOSA/SRC

Guided by an agreed organizational structure, the

Organized Structure includes stakeholders Organizational

The network actively provides stakeholders information

Leaders undertake training modes that are convenient

Certificates of training (Division, Regional , National) Certificate

The educational needs of all types of learners are

Renedial Programs, Recognition System. School

Immersion,ALS Mobile teach9ng, Benchamarking host,

Materials and approaches are being used in school, in

The school-based monitoring and learning systems

CI Projects, SIP/AIP, SRC, SOSA

School assessment results are used to develop

Learning environments, methods and resources are

Shared and participatory process are used in

A community-level accountability system is evolving A community-accepted performance accountability,

Stakeholders collaborate to ensure timely and need-

Stakeholders sustain the implementation and

Name of School: Division:

Step 1: Determine Performance Improvement (60%)

Ave. % of increase: #DIV/0!

SY #DIV/0! 2 - Average (At least 5% Increase or MPS)

SY #DIV/0! 3- High (With 7% Increase or at least 75% MPS)

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