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 1 2 3 Rating Recommendation
MOVs/Documents/
Systems
1. In place is a * SIP – AIP (Extent of The development plan The development The development plan is
Development Plan participation of guided by the school’s plan is evolved enhanced with the
stakeholders) vision, mission and goal through the community performing
(e.g. SIP) developed * Annual Procurement Plan (VMG) is developed
collaboratively by shared leadership the leadership roles,
* Annual Budget through the leadership
of the school and and the school
the stakeholders of * Documentation of the SIP of the school and the
Process (Minutes of the participation of some the community providing technical
the school and stakeholders. support.
Meeting, Attendance, invited community
community. Photos) stakeholders.
2. A network of * SIP Review The school leads The school and The community
leadership and * SMEPA docs the regular review community stakeholders lead the
governance guides * Documentation of the and improvement stakeholders regular review and
the education system SIP Review Process of the development working as full improvement process;
to achieve its shared (Minutes of the Meeting, partners, lead the
plan. the school
vision, mission and Attendance, Photos) continual review
goals making them and improvement stakeholders facilitate
responsive and of the the process.
relevant to the development
context of diverse plan.
environments.
3. The school is * School Faculty The school defines The school and Guided by an agreed
organized by a clear Association - 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
promote shared Association – CBL (DO No. responsibilities of structure and organizational structure
leadership and 54, s. 2009, DO No. 67, s.
governance and stakeholders. the roles and and the roles and
2009
define the roles and * Supreme Student
responsibilities responsibilities; school
of stakeholders. provides technical and
responsibilities of the Government / Pupil
administrative support.
stakeholders. Government (DM 4, s.
2012)
 Indicators Possible 1 2 3 Rating Recommendation
MOVs/Documents/
Systems
4. A leadership * Communication Plan A network has The network The network allows
network facilitates * Communication Flow been actively easy exchange and
communication * Communication collaboratively provides access to information
between and among System established and is stakeholders sources beyond the
school and * School Website continuously information for school community.
community leaders * Newsletter improved by the making
for informed * Linkages with BLGU school community. decisions and
decision- making and other solving learning
and solving of SectoralGroups - and
school community MOA, MOU, etc. administrative
wide- learning problems.
problems.

5. A long term * T&D System Developing Leaders Leaders assume

program is in * Individual Plan for structures are in undertake responsibility for their
operation that Professional Dev’t place and analysis training modes own training and
addresses the (IPPD) of the competency that are development. School
convenient to
training and * School Plan for and development community leaders
them (on-line, off-
development needs Professional needs of leaders is line, modular, working individually
of school and Development (SPDP) conducted; result group, or home- or in groups, coach
community leaders. for Teachers is used to develop a based) and which and mentor one
* Training and long- term training do not disrupt another to achieve
Development Program and development their regular their VMG.
for Leaders program. functions.
* Parenting Seminar Leaders monitor
Program and evaluate
* Training Designs their own
learning progress.

_____________________________________________________
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 Programs are fully The educational needs
curriculum * Science Curriculum (DO 53 & learners of the implemented and of all type of learners
57 s. 2012) school closely monitored to are being met as
provides for * Sports Curriculum (DO 56, s.
the needs of community are address performance shown by continuous
2012)
identified, their discrepancies, improvement on
all types of * Arts Curriculum (DO 56, s.
2012) learning curves benchmark best learning outcomes and
learners in the assessed; practices, coach low products of learning.
* Curriculum for Journalism (DO
school 46, s. 2012) * Foreign Language appropriate performers, mentor Teachers’ as well as
community. * TechVoc Education (DO 68, s. programs with its potential leaders, students’ performance
2012) support materials reward high is motivated by
* SPED (DO 60, s. 2003) for each type of achievement, and intrinsic rewards. The
* Madrasah Education (DO 40, s. learner is maintain environment Schools’ differentiated
2011) developed. that makes learning, program is frequently
* IP Educ. (DO 62, s. 2012)
* Senior High School Curriculum
meaningful and benchmark by other
(Secondary Schools) enjoyable. schools.
2. The * Localized Curriculum: Local beliefs,
implemented - Contextualized LMs/TGs norms, values, The localized Best practices in
- Big Books traditions, curriculum is localizing the
curriculum is
- Curriculum Adaptation folklores, current implemented and curriculum are
localized to events, and monitored closely to
- Ortography mainstreamed and
make it more existing ensure that it makes
- MTB Dictionary benchmarked by other
meaningful to - IMs on IKSP technologies are learning more schools. There is
the learners * Improvised IMs documented and meaningful and marked increase in
and applicable used to develop a pleasurable, produces
* ARATA based on EGRA number of projects
to life in the lasting desired learning
* Senior High School Curriculum that uses the
curriculum. outcomes, and directly
community. (Secondary Schools)
Localization improves community community as learning
guidelines are life. Ineffective laboratory, and the
agreed to by approaches are school as an agent of
school community replaced and innovative change for
and teachers are ones are developed. improvement of the
properly oriented. community.
 Indicators Possible MOVs/Documents/ 1 2 3 Rating Recommendation
Systems
3. A * Action Research on effective A representative
representative Teaching Methods and Strategies team of school and Learning materials Materials and
group of school * LPP Implementation community and approaches to approaches are being
and community * Lesson Plans stakeholders assess reinforce strengths used in school, in the
* Daily Logs content and
stakeholders * Science Investigatory Projects methods used in
and address family and in
develop the * Linkages with teaching creative, deficiencies are community to develop
methods and CSOs/NGOs/HEIs in improving critical thinking developed and tested critical, creative
materials for Quality Instruction and problem for applicability on thinking and problem
developing * Visual Aids solving. school, family and solving community of
Creative * ICT-Based Instruction (ex: Assessment results community. learners and are
thinking and Txt2Teach) are used as guide producing desired
problem * Workbooks/Worksheets locally to develop results.
solving. developed materials.
4. The learning * Action Research on A school- based The school- based The monitoring
systems are students Learning monitoring and monitoring and learning system is accepted
regularly and learning system is systems generate
Outcomes – basis for conducted regularly feedback that is used forand regularly used
collaboratively developing Remedial for collective decision
and cooperatively; making decisions that
monitored by
Programs and feedback is enhance the totalmaking.
the community shared with development of learners.
using * SMEPA Dashboards & The monitoring tool
stakeholders.
appropriate Results The system uses a A committee take care of
has been improved
tools to ensure tool that monitors the continuous to provide both
the holistic the holistic improvement of the tool. quantitative and
growth and development of qualitative data.
development of learners.
the learners and
the community.
5. Appropriate * Teachers’ Test Notebook The assessment The assessment Schools assessment
assessment tools * Teachers’ Portfolio
* Test Results & Analysis of any
tools are tools are reviewed results are used to
for teaching and
learning are the following Tools: reviewed by the by the school develop learning
continuously - EGRA resulting to ARATA school and community and programs that are
reviewed and - Phil-IRI results used in assessment results are shared suited to community,
improved, and developing Reading Program
- Pre-Test /Diagnostic Tests results are with community and customized to
assessment
results are
- Formative/Summative Tests shared with stakeholders. each learners’
(HOTS or aligned with KPUP) used school’s context, results of
contextualized to in designing Remediation Programs
the learner and * Enhanced Assessment Tools stakeholders. which are used for
local situation and adopted from Partners (ex. Save collaborative
the attainment of the Children: QLE (ECCD & Basic decision-making.
relevant life skills. Ed.; Literacy Boost: Basic Ed., etc.)
 Indicators Possible MOVs/Documents/ 1 2 3 Rating Recommendation
Systems
6. Learning * Child Protection Policy Stakeholders are Stakeholders begin Learning environments
managers and Implementation Report cum aware of child/ to practice child/ methods and resources
facilitators CFSS learner- centered, are community driven,
(teachers, rights- based, and learner- centered
* Co-curricular Activities principles of inclusive and adherent
administrators inclusive principles
Report (ex: Scouting, to child’s rights and
and community of education. education in the
members) nurture Religious Instruction, Science protection
Camp, etc.) design of support to requirements.
values and Learning managers
environments that and facilitators
education.
are protective of conduct activities Learning managers Learning managers
all children and aimed to increase and facilitators and facilitators observe
demonstrate stakeholders apply the principles learners’ rights from
behaviors awareness and in designing designing the
consistent to the commitment to curriculum to
organization’s fundamental rights learning materials.
structuring the whole
vision, mission of children and the
and goals. basic principle of
learning environment.
educating them.
7. Methods and * Daily Lesson Log/Lesson Plans Practices, tools Practices, tools, and There is continuous
resources are * Student’s Portfolio and materials for materials for exchange of information,
learner and * Library developing self- developing self- sharing of expertise and
community- * Guidance Services directed learners directed learners are materials among the
friendly, * Computer Laboratory are highly schools, home and
* ADM Modules
beginning to emerge
enjoyable, safe, observable in community for the
inclusive, * Awards received by Learners in the homes and
school, but not in inthe community. development of self-
accessible and * Learners-initiated projects the home or in the directed learners.
aimed at * Classroom Structuring
community. The program is The program is
developing self- * Reading Centers
collaboratively mainstreamed but
directed learners. * Study Lounge
Learning programs continuously improved
Learners are implemented and
equipped with are designed and to make relevant to
developed to monitored by teachers
essential emergent demands.
produce learners and parents to ensure
knowledge, skills, that it produces
and values to who are
assume responsible and desired learners.
responsibility and accountable for
accountability for their learning.
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 1 2 3 Rating Recommendation
MOVs/Documents/
Systems
1. Roles and Structure of School There is an active The Shared and participatory processes
Accountable Organizations: party that stakeholders are used in determining roles,
responsibiliti * School Faculty Association -
es of initiates are engaged in responsibilities and accountabilities
CBL
accountable * School Governing Council clarification of clarifying and of stakeholders in managing and
Structure (SGC) the roles and defining their supporting education.
person/s
* Parents-Teachers responsibilities in specific roles
and Association – CBL (DO No. education and
collective 54, s. 2009, DO No. 67, s. delivery. responsibilities
body/ies 2009
* Supreme Student
.
are clearly Government / Supreme Pupil
defined and Government (DM 4, s. 2012)
agreed upon - Attendance, Photos,
Minutes of the Meeting
by regarding the Crafting of
community Definition of Roles and
stakeholders Responsibilities of School
. Organization (PTA, SGC,
SSG, SPG, FC, etc.
2. Achievement Appropriate Actions to Performance A A community- accepted
of goals is address Gaps based on the
recognized following: accountability community- performance accountability,
based on a * SMEPA Implementation is practiced at level recognition and incentive
collaboratively * Recognition and incentive the school accountabili system is being practiced.
developed system
performance * General PTA Assembly level. ty system is
accountability Meetings evolving
system; gaps * Homeroom PTA Meetings from school-
are addressed - Attendance, Photos,
through Minutes of the Meeting in initiatives.
appropriate the development/capability
action. building program on
Performance Accountability
System (SMEPA)
 Indicators Possible 1 2 3 Rating Recommendation
MOVs/Documents/
Systems
3. The * Accountability System’ The school Stakeholders School community stakeholders
accountability processes, mechanisms articulates the are engaged continuously and collaboratively
system is and tools
owned by the accountability in the review and enhance accountability
- Attendance, Photos, assessment development systems’ processes, mechanisms
community
Minutes of the Meeting of
and is framework with and and tools.
continuously the Enhancement and
Review of M&E System basic operation of
enhanced to
ensure that * School Report Card – components, an
management State of the School including appropriate
structures and Address (SOSA) implementation accountabilit
mechanisms guidelines to y assessment
are responsive the system.
to the emerging
learning needs stakeholders.
and demands
of the
community.
4. * Assessment Tools: Clients’ The school, with Stakeholders Stakeholders continuously and
Accountability Satisfaction Survey, Parent’s
the participation are engaged collaboratively review and
Opennionaire, Checklist Form,
assessment of stakeholders,
Survey Questionnaire, Tracer in enhance accountability systems;
criteria and Study Tool, School Report articulates an
tools, feedback development processes, mechanisms and tools.
Cards accountability
mechanisms, * Feedback Mechanisms: Gen. and
assessment
and Assembly Meeting, Education
framework with operation of
Summit, Stakeholders Forum,
information
School Report Card, State of basic an
collection and the School Address (SOSA), appropriate
components,
validation Parents’ Conference, School accountabilit
including
techniques Website, Home Visitation,
and processes School Bulletin, Parenting implementation y assessment
are inclusive Seminar guidelines. system.
* Information Collection:
and Sampling – Convenient &
collaboratively Purposive, Suggestion Box,
developed and Documentation, Conduct
agreed upon. 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
 Indicators Possible 1 2 3 Rating Recommendation
MOVs/Documents/
Systems
5. * M&E Process – School School School- community developed
Participatory Midyear/Annual Review, initiates performance assessment is
SMEPA Institutionalization initiates
assessment focusing on Assessment of: periodic periodic practiced and is the basis for
of - KPIs on Access performance performance improving monitoring and
performance (Enrolment & Drop-out assessments evaluation systems, providing
rate) Quality (NAT) & assessments
is done with the technical assistance, and
Governance (SBM with the
regularly Assessment)
participation recognizing and refining plans.
with the participation of
- School’s PPAs: WSRP
community. BrigadaEsjwela, of stakeholders.
Assessment GulayansaPaaralan, stakeholders.
results and Guidance Program,
ADM/DORP, LPP,
lessons Feeding Program, PPP, etc
learned * Assessment Results
serve as based on M&E Feedback:
basis for - Enhanced Implementation
of School’s PPAs
feedback, - Technical Assistance:
technical Remedial Instruction
assistance, Program, Training Program,
recognition Proposed new Programs
and plan - Recognition:
- Plan Adjustment: Catch-
adjustment. up 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 developed and
undertaken by - Financial Resources (PTA, by regularity, stakeholders are
MOOE, Canteen Fund, IGP,
regular resource
learning managers. Clubs) inventory is increased engaged in a
Learning mangers, - Technological Resources
available and is participation of collaborative process
- Instructional Materials
learning facilitators, - Furniture used as the basis stakeholders, to make decisions on
and community - Rooms and resource allocation
for resource
stakeholders as - WatSan communicated and mobilization.
- School Site Titling allocation and
basis for resource - Instructional Tools & to the
allocation and Equipment
mobilization. community as
mobilization. * Output: Resources Allocation the basis for
& Mobilization Plan (RAMP)
resource
allocation and
mobilization.
2. A regular * Process: Regular Resource Stakeholders Stakeholders
dialogue for Planning and Programming Stakeholders are
through Strategic Planning are regularly collaborate to
planning and * Output: invited to engaged in ensure timely and
resource - Human Resource Dev’t participate in the the planning need-based
programming, that Plan (HRDP) development of
- Financial Mgt. Dev’t Plan and resource planning and
is accessible and an educational
(FMDP) programming, resource
inclusive, - Technology Resource plan in resource
continuously engage and in the programming and
Improvement Plan (TRIP) programming,
stakeholders and - School Physical Dev,t Plan implementati support
and in the on of the continuous
support (SPDP)
implementation of - Annual Procurement Plan implementation education implementation of
- IGP Sustainability Plan of the educational
community plan. the education plan.
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
judiciously Board of all Finances support and improvement of a
(MOOE, PTA, IGP,
and share
mobilized and judicious, collaboratively
Canteen Fund, expertise in developed,
managed with appropriate, and
Donations, etc) the periodically adjusted,
transparency, - Innovations for the effective use of collaborative and constituent-
effectiveness, and collective and judicious resources.
efficiency. resource focused resource
utilization and
management management system.
transparent, effective and
efficient resource system.
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 participate in engages, held
reporting processes - Financial Mgt. Dev’t in the development the development accountable and
of resource Plan (FMDP) and implementation and implement a
management are - Technology Resource of monitoring, implementation collaboratively
collaboratively Improvement Plan (TRIP) evaluation, and of monitoring, developed system of
developed and - School Physical Dev,t reporting processes evaluation, and monitoring, evaluation
implemented by the Plan (SPDP) on resource reporting and reporting for
learning managers, - Annual Procurement management. processes on resource management.
facilitators, and Plan (APP) resource
community - Inventory List of all management.
stakeholders. resources

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

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

_________________________________________________________________________
SBM Assessor/s
(Signature over Printed Name)