REVISED SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL

(Version 1. as of August 5, 2012)

Part I: Introduction
The Revised School-Based Management (SBM) Assessment tool is guided by the four principles of ACCESs (A Childand Community- Centered Education System). The indicators of SBM practice were contextualized from the ideals of
an ACCESs school system. The unit of analysis is the school system, which may be classified as beginning,
developing or advanced (accredited level). The SBM practice is ascertained by the existence of structured
mechanisms, processes and practices in all indicators. A team of practitioners and experts from the district, division,
region and central office validates the self-study/assessment before a level of SBM practice is established. The
highest level- advanced is a candidacy for accreditation after a team of external validators confirmed the evidence
of practices and procedures that satisfies quality standards.
Part II: Basic School/Learning Center (LC) Information:
School/Learning Center:
Region/Division:
Name of School Head/LC Head:
Address:
Part III: Instruction to the Users:
Please indicate using a check mark the extent of SBM practice for each indicator listed below (numbered) based on
the validation teams consensual agreements after systematic D-O-D (Document Analysis-Observation-Discussion).
For indicators with no evidence, indicate zero.
Part IV: Rating Scale:
0 No evidence
1 Evidence indicates beginning structures and mechanisms are in place to demonstrate ACCESs
2 Evidence indicates planned practices and procedures are fully implemented and aligned to ACCESs
3 Evidence indicates practices and procedure satisfy quality standards
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D. Management of Resources
1
2
3
8. Learners are equipped with
Learners
Learners
Learners
Resources
are collectively
A. Leadership
and
essential knowledge, skills,
accomplish
demonstrate
demonstratehigh level
and judiciously mobilized and
Governance
and values to assume
minimum
progressive
of attainment of
managed
with transparency,
A network
of
that system
3. leadership
The
accountability
Community
Community
A communityresponsibility and
proficiency levels in
improvements
desired
competencies
effectiveness,
and
efficiency.
provides the vision
and
that is owned for
by their
the own
stakeholders
are
stakeholders
accepted
accountability
all aspects ofare
the
beyondinventory
the minimum
and
life skills.
Regular
resource
Stakeholders
Resource
Resource
inventories
direction to 1.
the
education
community
is
invited
to participate
contribute
to the of
accountability system
learning.
desired
level
of
attainment
is
aware that a regular
ischaracterized by
are systemically
system makinginventory
it relevant
continuously
enhanced
in
setting up an
development
of an
effects continuous
competencies.
competencies.
collaboratively
resource inventory is
regularity, increased
developed and
and responsive
to
the
to ensure that
accountability
accountability system
improvement in the
undertaken by learning
available and is used
participation by
stakeholders are
contexts C.
of diverse
management structures
system for schoolcoversboth schoolmanagement of
Accountability
and
managers, learning
as the basis for
stakeholders, and
engaged in a
communities.
and mechanisms
are
based management
based
learning.
Continuous
Improvement
facilitators,
and community
resource
allocation
communicated
to the
collaborative process
1. There isAinclear,
place
a
mechanism
In
place
is
a
The
VMG
is
used
The
mechanism
responsive
transparent,
to the emerging
processes,
andcommunity-wide
stakeholders
as basis for mechanism
and mobilization.
community
that allows
for
the
that
collaboratively
by as the
empowers to
themake decisions on
inclusive,
learning
andresponsive
needs and
structures and
managementof
resource
allocation andallows for the
allocation
development
of a shared
the schoolbasis
and for resourcecommunityresource
to lead not
accountability
demands
of
system
the community.
is in
mechanisms.
education.
mobilization.
allocation
vision,place,
mission,
and
development of VMG
community
as guide and only in the and mobilization.
collaboratively
mobilization.
goals(VMG)
which by
reflects
by the school
programs. aredevelopment
of the
4. Accountability
assessment
Theand
school, with in initiating
Stakeholders
Stakeholders
developed
community
2.
There
is
a
regular
Stakeholders
are
Stakeholders
Stakeholders
the aspirations
and thrusts
of monitors
communitytheparticipation
members.
criteria
and
tools,
feedback
of
engaged in the VMG but incontinuously and
stakeholders,
which
dialogue
for
planning
invited
to
participate
regularly engaged
in
collaborate to ensure
the community.
mechanisms,
and
stakeholders,
development andmakingprograms
collaboratively review
expected
and actual
and resource
in the development
the planning andguided by community
timely and need-based
information
collection and
articulates an
operation of an
and enhance
performance,
continually
programming, that is
of educational plan
resource
and resource
aspirationsplanning
and thrusts.
validation
accountability
appropriate
accountability
addresses
the techniques
gaps, and and
accessible and inclusive,
with resource
programming and
programming and
processes
arefor
inclusive
assessment
accountability
systems processes,
ensures
a venue
feedback
to continuously
engageThe school,
programming
andThe schoolactively
participate
inschool support
2. The organizations
vision,
vision,
vision,
The
vision, continuous
and collaboratively
framework with basic
assessment system.
mechanisms
and
and redress.
stakeholders
and support direction,
participate
in the
the and
implementation
of
implementation of the
direction, and
aspirations
are
and
direction,
direction
and
1. developed
Roles and responsibilities
and agreed of
There
components,
is an active
The stakeholders are Shared
tools.and participatory
implementation
of aspirationsimplementation.
the
education plan.
education
plan.
periodically the
revisited
and
are
in
aspirations
are
aspirations
are
accountable
upon.
(PROCESS)
person/s and
party
including
that initiates
engaged in clarifying
processes
of
education place but theres no
adjusted by community
the
learning
reviewed
and
reviewed
regularly
to
collective body/ies are
clarification
implementation
of the
and defining their
determiningroles,
plans. facilitators,
managers, learning
plan
yet
on
how
to
adjusted
sometimes
adjust
and
make them
clearly definedand
roles
guidelines.
specific roles and
responsibilities,
and
and community
stakeholders
keep
them
responsive
to
respond
to
responsive
to
5. Participatory
School
initiated
Collaborative
conduct
School-communityagreed upon by
andresponsibilities in
responsibilities.
accountabilities of
is in place a
Stakeholders
support
Stakeholders
areconditions and
Stakeholders sustain
to respond3.toThere
the
communitys
to
changes
in
the
conditions
and
assessment
of
periodic
performance
of
performance
developed
community stakeholders.
educationdelivery.
stakeholders in
community-developed
judicious,
share
the implementation
conditions and
emerging
emerging engaged
needs. andinforms
emerging performance
needs.
performance
is done environment.
assessments which
assessment
managing
resource management
appropriate, and
expertise in the
and improvement of a
needs.
regularly with the
involve participation
planning, plan
assessment
is
andsupporting
system
that drives
effective use of Dialogues and
collaborative
collaboratively
3. Stakeholders
actively
Dialogues
and
Dialogues
and
community. Assessment
of stakeholders.
adjustments and
practiced
and is the
education.
appropriate
behaviors consensus
of
resources.
development
of consensus developed,
participate,
through
are
seldom
consensus
are
often
are
always
2. A
results
chievement
and lessons
of goals
learned
is
Performance
A community-level
requirements
for
basis
A communityfor improving
the stakeholders
to ensure
resource
periodically adjusted,
dialogue and/or
consensusused
in
formulating
used
in
formulating
used
in
formulating
recognized
serve
as basis
based
for feedback,
on a
accountability is
accountability
technical
assistance.
system
monitoring
accepted performance
and
judicious, appropriate, school
and policies and
management
system.
and and
constituent
building, in formulating
school
policies
and
school
policies
collaboratively
technical
assistance,
practiced at the
is evolving from the
evaluation
accountability,
systems,
effective
use of resources.
focused resource
relevant policies
and
regulations.
regulations.
regulations.
developed and
recognition
performance
plan
school level.
school-led initiatives.
provision
recognition
Page
of technical
2
and
of 5
management system.
guidelines in adjustment.
conducting
accountability system;
assistance,
incentive system
recognition
is
4. Regular
monitoring,
Stakeholders are
Stakeholders
Stakeholders are
regular review
and
updating
of
gaps are addressed through
and
being
refinement
practiced.of
evaluation, and reporting
invited to participate
collaboratively
engaged, accountable
community initiatives.
appropriate action.
plans.

PART V. SCORING INSTRUCTIONS

1. The four (4) principles were assigned percentage weights on the basis of their relative importance to the aim
of school (improved learning outcomes and school operations);
Leadership and Governance - 30%
Curriculum and Learning 30%
Accountability and Continuous Improvement 25%
Management of Resources 15%
2. Each principle has several indicators. Based on the results of the D-O-D (Document Analysis, Observation,
Discussion),summarize the evidences, and arrive at a consensus, what rating to give to each indicator;
3. Rate the items by checking the appropriate boxes. These are the points earned by the school for the specific
indicator. The rating scale is:
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
4. Assemble the Rubrics rated by the respondents; edit them for errors like double entries or incomplete
responses;
5. Count the number of check marks in each indicator and record in the appropriate box in the summary table for
the area / standard rated;
6. Multiply the number of check marks in each column by the points (1-3);
7. Get the average rating for each principle by dividing the total score by the number of indicators of the
principle;
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8. Record the average ratings for the principle in the Summary Table for the computation of the General Average;
9. Multiply the rating for each principle by its percentage weight to get the weighted average rating;
10.

To get the total rating for the four principles, get the sum of all the weighted ratings. The value derived is

the school rating based on DOD;

11.The level of practice will be computed based on the criteria below:

60% based on improvement of learning outcomes;
10% increment: 25 points
20% increment: 50 points
50% increment: 100 points
40% according to the validated practices using DOD
0.00 - 0.50: 25 points
0.51 1.50: 50 points
1.51 2.50: 75 points
2.51 3.00: 100 points
12.

The resulting score will be interpreted as:

Level III: 150-200 points
Level II: 149-100 points
Level I: 99 and below

PART VI. DESCRIPTION OF SBM LEVEL OF PRACTICE

The resulting levels are described as follows:
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Level I: BEGINNING -Establishing and developing structures and mechanisms with acceptable level and
extent of community participation and impact on learning outcomes.
Level II: DEVELOPING - Introducing and sustaining continuous improvement process that integrates wider
community participation and improve significantly performance and learning outcomes.
Level III: ADVANCED (ACCREDITED) - Ensuring the production of intended outputs/outcomes and
meeting all standards of a system fully integrated in the local community and is selfrenewing and self-sustaining.

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