SBM ASSESSMENT, PROCESS,

AND TOOL
DepEd Order No. 83, s. 2012
Characteristics and Features
of the SBM Assessment Tool
• System-oriented
• principle-guided
• evidence-based
• Learner-centered
• Process-focused
• Non-prescriptive
• User-friendly
• Collaborative in approach
• Results/outcomes focused
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Parts of the Assessment Tool
a. Basic school/learning center basic
information
b. Principle-guided indicators
c. Description of SBM Practices scaled in terms
of extent of community involvement
d. Scoring Instruction

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13 November 2021 Department of Education Region VIII 4
 1 2 3

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13 November 2021 Department of Education Region VIII 6
 DOCUMENT ANALYSIS-
OBSERVATION- DISCUSSION
(D-O-D) (40%)
DepEd Order No. 83, s. 2012
 DOCUMENT ANALYSIS-OBSERVATION-
DISCUSSION (D-O-D)

D-O-D is a means of evaluating the

validity or truthfulness of the evidence.

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 DOCUMENT ANALYSIS-OBSERVATION-
DISCUSSION (D-O-D) ESSENTIAL
STEPS
1. DOCUMENT ANALYSIS
- Obtain and assemble all artifacts related to the indicator
being assessed.
✔ Relevance- appropriateness of artifacts
✔ Accuracy – evidence must be correct
✔ Currency – evidence must be present, existing, or
actual
✔ Consistency- evidence must be verifiable and generates
the
same results from most of the sources.
✔ Sufficiency – evidence must be adequate or enough
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DOCUMENT ANALYSIS-OBSERVATION-
DISCUSSION (D-O-D) ESSENTIAL
STEPS
2. Conduct Observations to obtain process
evidence
✔ individual or group interviews
✔ formal or informal observations

3. Discuss the synthesized documentary and

process evidence
- A friendly non-confrontational conversation
to explain, verify, clarify, and augment the
evidence

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Rating Scale

0 - No evidence
1 - Evidence indicates developing and early
implementation of structures and mechanisms
2 - Evidence indicates planned practices and
procedures are fully implemented
3 - Evidence indicates practices and procedure
satisfy quality standards

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 PRINCIPLE I.

LEADERSHIP AND
GOVERNANCE

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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.

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 Level 1 P1-1

 1. In place is a The development plan guided by the school’s vision,

Development Plan (e.g. mission and goals (VMG) is developed through the
SIP) developed leadership of the school and the participation of some
collaboratively by the invited community stakeholders.
stakeholders of the
Evidence:
school and community.
• Approved/Accepted SIP/Development plan with the
following documents
✔ Letter of Invitation of the school to some
community stakeholders re: formulation of
SIP/Development Plan
✔ ACR with pictorials

• Any other documents proving that SIP was developed

through the leadership of the school and such was
Sample participated in by some community stakeholders
Artifacts

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 Level 2 P1-1

 1. In place is a The development plan is evolved through the shared

Development Plan (e.g. leadership of the school and community stakeholders.
SIP) developed  
Evidence:
collaboratively by the  
stakeholders of the • Approved/Accepted SIP/Development Plan with the
school and community. following documents

✔ MOA/MOU by the school and community

stakeholders (as parties) re: formulation of
SIP/Development Plan
✔ Program of activities and minutes of workshop or
ACR (with pictorials)

• Any other documents proving that SIP/Development

Plan was developed through the shared leadership of
Sample the school and the community
Artifacts

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 Level 3 P1-1

 1. In place is a The development plan is enhanced with the community

Development Plan (e.g. performing the leadership roles and the school providing
SIP) developed technical support.
collaboratively by the Evidence:
stakeholders of the
school and community. • Approved /Accepted SIP & Enhanced Development
Plan with the following documents:
✔ Invitation of the stakeholders to other stakeholders
and the school for the enhancement of the
SIP/Development Plan
✔ Program of activities, minutes of workshop & ACR
(with pictorials)

• Any other document proving that there was

enhancement of SIP/Development Plan & such activity
Sample was led by the community & technical assistance was
Artifacts provided by the school

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 Level 1 P1-2

The school leads the regular review and improvement of

 2. The development the development plan.
plan (e.g. SIP) is  
regularly reviewed by  
the school community
Evidence:
to keep it up
responsive and • Improved /Adjusted SIP/Development Plan With the
relevant to emerging following:
needs, challenges and ✔ Letter of invitation of the school to the
opportunities stakeholders re: Review & Improvement of the
Development Plan
✔ ACR (with pictorials)

• Any other documents (printed/electronic) proving that

the Development Plan as reviewed and improved
through the leadership of the school
Sample
Artifacts

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 Level 2 P1-2

The school and community stakeholders working as full

 2. The development partners, lead the continual review and improvement of
plan (e.g. SIP) is the development plan.
regularly reviewed by  
the school community
Evidence:
to keep it up
responsive and • Improved /Adjusted SIP/Development Plan with the
relevant to emerging following:
needs, challenges and ✔ MOA/MOU by the school & the community
opportunities stakeholders (as parties) re: Partnering for continual
review & improvement of the Development Plan
✔ ACR (with pictorials)
• Any other documents (printed/electronic) proving that
the school and the community stakeholders worked
as full partners which led to the continual review &
Sample improvement of the Development Plan
Artifacts

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 Level 3 P1-2

 2. The development The community stakeholders lead the regular review and
plan (e.g. SIP) is
improvement process; the school stakeholders facilitate the
regularly reviewed by
process.
 
the school community
to keep it up Evidence:
responsive and  
relevant to emerging ∙ Improved /Adjusted SIP/Development Plan with the following:
needs, challenges and ✔ Invitation of community stakeholders re: regular review &
opportunities improvement of the Development Plan
✔ ACR (with pictorials)
∙ Any other document (printed/electronic) proving that the
community stakeholders led to the regular review &
improvement process & the school facilitated the process

Sample
Artifacts

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 Level 1 P1-3

 3. The school is The school defines the organizational structure, and the roles and
organized by a clear
responsibilities of stakeholders.
structure and work
 
arrangements that
promote shared
Evidence:
leadership and • School developed Organizational Structures with TORs/
governance and define identified roles and responsibilities of school stakeholders.
the roles and
 
responsibilities of the
stakeholders.

Sample
Artifacts

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 Level 2 P1-3

 3. The school is The school and community collaboratively define the structure and
organized by a clear the roles and responsibilities of stakeholders.
structure and work
arrangements that
promote shared Evidence:
leadership and
governance and define
• Organizational structures w/ TORs/identified roles and
the roles and
responsibilities bearing names of community and school
responsibilities of the
stakeholders as part of the definition and formulation of the
stakeholders.
organizational structure

Sample
Artifacts

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 Level 3 P1-3

 3. The school is Guided by an agreed organizational structure, the community

organized by a clear stakeholders lead in defining the organizational structure and the
structure and work roles and responsibilities; school provides technical and
arrangements that administrative support.
promote shared
leadership and Evidence:
governance and ✔ Minutes of Meetings
define the roles and ✔ Resolutions/MOAs/MOUs
responsibilities of ✔ Programs/Matrices/Pictorials (Reflecting names of community
the stakeholders. and school stakeholders leading/initiating the formation of
organizational structure with defined roles and responsibilities)

Sample
Artifacts

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 Level 1 P1-4

 4. A leadership A network has been collaboratively established and is continuously

network facilitates improved by the school community.
communication  
between and
among school and Evidence:
community  
leaders for Any of the following:
informed decision-
✔ Principals Report on the Progress of SIP/AIP Implementation.
making and
✔ Transparency board /suggestion box
solving of school-
✔ log sheets/log books or any information network (MIS/SIS/s, etc.)
community wide-
established functionally in school
learning problems

Sample
Artifacts

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 Level 2 P1-4

 4. A leadership The network actively provides stakeholders information for

network facilitates
communication making decisions and solving learning and administrative
between and problems.
among school and
 
community
Evidence:
leaders for
informed decision-
✔ SIP/AIP Implementation Plan and progress on SIP
making and
solving of school- implementation, reported to the Barangay Officials or
community wide- Municipal Executives reflecting easy disclosure of
learning problems information about decisions to learning and
administrative problems.
Sample
Artifacts

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 Level 3 P1-4

The network allows easy exchange and access to information

 4. A leadership sources beyond the school community.
network facilitates
communication
between and  
among school and Evidence:
community
Any of the following:
leaders for
informed decision-✔ Year End School Accomplishment Report Cards widely
making and disseminated to stakeholders.
solving of school-✔ School Paper showing Year End SRCs widely
community wide- disseminated to stakeholders
✔ On line accounts or any functional/operational school
learning problems communication program showing regular and easy
access to school information
Sample
Artifacts
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 Level 1 P1-5

Developing structures are in place and analysis of the

 5. A long term competency and development needs of leaders is
program is in conducted; result is used to develop a long term training
operation that and development program.
addresses the  
training and Evidence:
development needs
Any of the following:
of school and
community leaders. ✔ PPST, PPSSH, and LDNA Result
✔ IDP, Strategic L&D Development Plan
✔ Professional Development Profile of teachers/ non
teaching personnel
✔ Any document which would prove that there is likewise
Sample a program for community stakeholders
Artifacts

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 Level 2 P1-5

 5. A long term Leaders undertake training modes that are

program is in convenient to them (on-line, off-line, modular,
operation that group, or home-based) and which do not disrupt
addresses the
their regular functions. Leaders monitor and
training and
evaluate their own learning process.
development needs
of school and Evidence:
community leaders.
✔ Training Design & ACR/PTS/on-going
Professional Training and Development Program
with self assessment and upgrading scheme and
shared by teachers and community leaders
Sample ✔ Any other supporting documents
Artifacts

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 Level 3 P1-5

 5. A long term Leaders assume responsibility for their own training and
program is in development. School community leaders working
operation that individually or in groups, coach and mentor one another
addresses the to achieve their VMG.
training and
Evidence:
development needs
of school and
community leaders. ✔ ACR on Training and Development Activities
✔ Implementation Plans
✔ Barangay/Municipal Resolutions(Reflecting school T&D
initiated/led by the school community leaders with Job
Embedded Learning (JEL)
Sample ✔ Any other supporting documents
Artifacts  

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 Score

Highest Rating 3

Total Number of 5
Indicators
Highest Score 15

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 Good Day!
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