CONTEXTUALIZED SBM ASSESSMENT TOOL

Name of School: ____________________________________ Division: ___________________________ Date: __________________

A. LEADERSHIP AND GOVERNACE (30%)

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.
MOVs/Documents/
Indicators 1 2 3 Rating Recommendations
Systems
1. In place is a The The development The development *SIP – AIP (Extent of
Development development plan is evolved plan is enhanced participation of
Plan (e.g. SIP) plan guided by through the with the stakeholders)
developed the school’s shared leadership community *SGC
collaboratively by vision, mission of the school and performing the *SPT
the stakeholders and goal (VMG) the community leadership roles, *Annual
of the school and is developed stakeholders and the school Procurement Plan
community through the providing *Annual Budget
leadership of the technical support *Documentation of
school and the the SIP Process
participation of (Minutes of the
some invited Meeting,
community Attendance,
stakeholders Photos)
*SRC
2. A network of The school leads The school and The community *SGC
leadership and the regular community stakeholders lead *Project
governance review and stakeholders the regular Team/Monitoring
guides the improvement of working as full review and Team
education system the partners, lead the improvement *Reviewed/Adjuste
 to achieve its development continual review process; the d SIP
shared vision, plan and school *SMEPA docs
mission and goals improvement of stakeholders *Documentation of
making them the development facilitate the the SIP Review
responsive and plan process Process (Minutes of
relevant to the the Meeting,
context of Attendance,
diverse Photos/Videos)
environment

3. The school is The school The school and Guided by an *School Faculty
organized by a defines the community agreed Association
clear structure organizational collaboratively organizational *School Governing
and work structure, and define the structure, the Council Structure
arrangements the roles and structure and the community *Parents-Teachers
that promote responsibilities roles and stakeholders lead Association – (DO
shared of stakeholders responsibilities of in defining the No. 54, s. 2009, DO
leadership and stakeholders organizational No. 67, s. 2009
governance and structure and the *Supreme Student
define the roles roles and Government/ Pupil
and responsibilities; Government (DM 4,
responsibilities of school provides s.2012)
the stakeholders technical and *Organization
administrative Charts
support * Constitution and
By-Laws
*Students
Handbook
*Child Protection
Policy/ Committee
4. A leadership A network has The network The network *SRC
network been actively provides allows easy *Communication
facilitates collaboratively stakeholders exchange and Plan
communication established and information for access to *Communication
between and is continuously making decisions information Flow
among school improved by the and solving sources beyond *Communication
and community school learning and the school System
leaders for community administrative community *School Website
informed problems *Newsletter
decision-making *Linkages/Partners
and solving of hips with BLGU and
school other Sectoral
community wide- Groups
learning *MOA, MOU, etc.
problems (Minutes of the
Meeting, Photos)
*Inventory of
Projects given by
stakeholders.

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

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

__________________________________________
SBM Assessor/s
(Signature over Printed Name)
 CONTEXTUALIZED SBM ASSESSMENT TOOL

Name of School: ____________________________________ Division: ___________________________ Date: __________________

B. CURRICULUM AND LEARNING (30%)

The curriculum learning systems anchored on the community and learner’s contexts and aspirations are collaboratively developed
and continuously improved
MOVs/Documents/
Indicators 1 2 3 Rating Recommendations
Systems
1. The curriculum All types of Programs are The educational *Log Books
provides for the learners of the fully needs of all type *Action Researches
needs of all types community are implemented and of learners are *Innovative Work
of learners in the identified, their closely being met as Plans
school learning curves monitored to shown by *Intervention
community assessed; address continuous Programs
appropriate performance improvement on *ADM
programs with discrepancies, learning *Students
its support benchmark best outcomes and Portfolio/Projects
materials for practices, coach products of *Documentation of
each type of low performers, learning. Best Practices
learner is mentor potential Teachers’ as well *SIM
developed leaders, reward as students’ *CI Projects
high performance is *Modules
achievement, motivated by *Institutionalized
and maintain intrinsic rewards. programs for
environment that The Schools’ inclusive education
makes learning, differentiated *Learners’ profile
meaningful and program with their learning
enjoyable frequently needs
 benchmark by
other schools.
2. The implemented Local beliefs The localized Best practices in *Localized
curriculum is norms, values, curriculum is localizing the Curriculum support
localized to make traditions, implemented and curriculum are materials
it more folklores, monitored mainstreamed *Contextualized
meaningful to the current events, closely to ensure and IMs (Big Books
learners and and existing that it makes benchmarked by Curriculum
applicable to life technologies are learning more other schools. Adaption MTB
in the community documented and meaningful and There is marked Dictionary)
used to develop pleasurable, increase in - Improvised/
a lasting produces desired number of Localized LMs/
curriculum. learning projects that uses IMs/DLL
Localization outcomes, and the community
guidelines are directly improves as learning
agreed to by community life. laboratory, and
school Ineffective the school as an
community and approaches are agent of change
teachers are replaced and for improvement
properly innovative ones of the
oriented. are developed. community.
3. A representative A representative Learning Materials and *Linkages with
group of school team of school materials and approaches are CSOs/NGOs/HEIs in
and community and community approaches to being used in improving Quality
stakeholders stakeholders reinforce school, in the of Instruction
develop the assess content strengths and family and in *Visual Aids
methods and and methods address community to *Digitized IMs
materials for used in teaching deficiencies are develop critical, *Quality Assured
developing creative, critical developed and creative thinking and accepted
Creative thinking thinking and tested for and problem Localized LMs
 and problem problem solving. applicability on solving *QA Team for
solving Assessment school, family community of Learning Resource
results are used and community learners and are Materials
as guide to producing Development
develop desired results.
materials
4. The learning A school-based The school-based The monitoring *Supervisory Plan
systems are monitoring and monitoring and system is *Classroom
regularly and learning system learning systems accepted and Observation
collaboratively is conducted generate regularly used for Tools/Checklists
monitored by the regularly and feedback that is collective *Feedback
community using cooperatively; used for making decision making. Monitoring Form
appropriate tools and feedback is decisions that The monitoring *PTA Conferences
to ensure the shared with enhance the totaltool has been *Attendance
holistic growth stakeholders. development of improved to Sheets/ Minutes of
and The system uses learners. provide both the Meeting/Photos
development of a tool that quantitative and *SMEA
the learners and monitors the A committee take qualitative data. *Guidance Forms
the community holistic care of the
development of continuous
learners improvement of
the tool.

5. Appropriate The assessment The assessment Schools *Teachers’ Test

assessment tools tools are tools are assessment Notebook
for teaching and reviewed by the reviewed by the results are used *Teachers’ Portfolio
learning are school and school to develop *Test Results & Test
continuously assessment community and learning Item Analysis
reviewed and results are results are shared programs that *Table of
improved, and shared with with community are suited to Specifications
 assessment school’s stakeholders community, and *Test Item Bank
results are stakeholders customized to Formative/
contextualized to each learners’ Summative Tests
the learner and context, results *Remediation
local situation of which are used Programs
and the for collaborative *Enhanced
attainment of decision-making Assessment Tools
relevant life skills. adopted from
Partners
6. Learning Stakeholders are Stakeholders Learning *Child Protection
managers and aware of begin to practice environments Committee
facilitators child/learner- child/learner- methods and Organized
(teachers, centered, rights- centered resources are *School-Based Child
administrators based, and principles of community Protection Policy
and community inclusive education in the driven inclusive *Intake Sheets
members) principles of design of support and adherent to *Policy
nurture values education. to education. child’s rights and Implementation
and protection Report cum CFSS
environments Learning Learning requirements. *WINS PROGRAM
that protective of managers and managers and * Co-curricular
all children and facilitators facilitators apply Learning Activities Report
demonstrate conduct the principles in managers and (ex. Scouting,
behaviors activities aimed designing facilitators Religious
consistent to the to increased learning observe learners’ Instruction, Science
organization’s stakeholders materials. rights from Camp, etc.)
vision, mission awareness and designing the *Students
and goals. commitment to curriculum to Handbook
fundamental structuring the
rights of children whole learning
and the basic environment.
 principle of
educating them
7. Methods and Practices, tools Practices, toolsThere is *Student’s
resources are and materials and materials for
continuous Portfolios
learner and for developing developing self-exchange of *Library Services
community- self-directed directed learners
information, *Guidance Services
friendly, learners are are beginning tosharing of *Computer/Science
enjoyable, safe, highly emerge in the expertise and /TLE Laboratory
inclusive, observable in homes and in thematerials among *ADM Modules
accessible and school, but not community. schools home *Awards received
aimed at in the home or and community by
developing self- in the The program is for the Learners/teachers/
directed community. collaboratively development of School
learners. implemented and self-directed Head/School/Non-
Learners are Learning monitored by learners. Teaching
equipped with programs are teachers and *Learners-Initiated
essential designed and parents to ensure The program is projects
knowledge, skills, developed to that it produces mainstreamed *Classroom
and values to produce learners desired learners. but continuously Structuring
assume who are improved to *Reading Centers
responsibility and responsible and make relevant to *Study
accountability for accountable for emergent Sheds/Reading
their own their learning. demands Nooks
learning

__________________________________________
SBM Assessor/s
(Signature over Printed Name)
 CONTEXTUALIZED SBM ASSESSMENT TOOL

Name of School: ____________________________________ Division: ___________________________ Date: __________________

C. ACCOUNTABILTY & CONTINUOUS IMPROVEMENT (25%)

A clear, transparent, inclusive, and responsive accountability system is in place, collaboratively developed by the school and
community, which monitors performance and acts appropriately on gaps and gains
MOVs/Documents/
Indicators 1 2 3 Rating Recommendations
Systems
1. Roles and There is an The stakeholders Shared and Structure of School
responsibilities of active party that are engaged in participatory Accountable
accountable initiates clarifying and processes are Organizations:
person/s and clarification of defining their used in *School Faculty
collective the roles and specific roles and determining Association
body/ies are responsibilities responsibilities roles, *School Governing
clearly defined in education responsibilities Council Structure
and agreed upon delivery and (SGC)
by community accountabilities *Parents-Teachers
stakeholders. of stakeholders Association – (DO
managing and No. 54, s.2009, DO
supporting No. 67, s. 2009)
education *Supreme Student
Government/
Supreme Pupil
Government (DM 4,
s.2012)
*Attendance,
Photos, Minutes of
the Meeting
 regarding the
achiCrafting of
Definition of Roles
and Responsibilities
of School
Organization (PTA,
SGC,SSG, SPG, PC,
etc)

2. Achievement of Performance A community A community *Appropriate

goals recognized accountability is level accepted Actions to address
based on practiced at the accountability performance Gaps based on the
collaboratively school level system is accountability, following:
developed evolving from recognition and *SMEPA
performance school-initiatives incentive system Implementation
accountability is being practiced *Recognition and
system; gaps are Incentive System
addressed *General PTA
through Assembly Meetings
appropriate *Homeroom PTA
action Meetings
*Attendance,
Photos, Minutes of
the Meeting in the
development/capa
bility building
program on
Performance
Accountability
System (SMEPA)
3. The the school Stakeholders are School *Accountability
accountability articulates the engaged in the community System’ processes,
system is owned accountability development and stakeholders mechanisms and
by the assessment operation of an continuously and tools (Liquidation
community and is framework with appropriate collaboratively Reports, Updated
continuously basic accountability review and Transparency
enhanced to components, assessment enhance Board,
ensure that including system accountability Procurement
management implementation systems’ Report, WFP)
structures and guidelines to the processes, -Attendance,
mechanisms are stakeholders mechanisms and Photos, Minutes of
responsive to the tools. the Meeting of the
emerging Enhanced and
learning needs Review of M&E
and demands of System
the community *Project
Implementation
Review
*Organized QMS
Team
*Minutes of the
QMS Quarterly
Meeting/Conduct
of Assessment/
Photos
4. Accountability The school, with Stakeholders are Stakeholders *Assessment Tools:
assessment the participation engaged in continuously and Clients’ Satisfaction
criteria and tools, of stakeholders, development and collaboratively Survey, Checklist
feedback articulates an operation of an review and Form, Survey
mechanisms, and accountability appropriate enhance Questionnaire,
information assessment accountability accountability Tracer Study Tool,
collection and framework with assessment systems; School Report Cards
validation basic system processes, *Feedback
techniques and components, mechanisms and Mechanisms:
processes are including tools General Assembly
inclusive and implementation Meeting , Education
collaboratively guidelines. Summit,
developed and Stakeholders
agreed upon. Forum, School
Report Card, State
of the School
Address (SOSA),
Parents’
Conference, School
Website, Home
Visitation, School
Bulletin, Parenting
Seminar
*Information
Collection:
Sampling-
Convenient &
Purposive,
Suggestion Box,
Documentation,
Conduct 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

5. Participatory School initiates School initiates School- *M&E Process-

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

Name of School: ____________________________________ Division: ___________________________ Date: __________________

D. MANAGEMENT OF RESOURCES (15%)

Resources are collectively and judiciously mobilized and managed with transparency, effectiveness, and efficiency
MOVs/Documents/
Indicators 1 2 3 Rating Recommendations
Systems
1. Regularly Stakeholders are Resources Resources *Process-Regular
resource aware that a inventory is inventories Resources
inventory is regular characterized by systematically Inventory of:
collaboratively resources regularly, developed and -Human Resources
undertaken by inventory is increased stakeholders are (Teachers,
learning available and is participation of engaged in a Students, Partners)
managers. used as the basis stakeholders, and collaborative -Financial
Learning for resource communicated to process to make Resources (PTA,
managers, allocation and the community decisions on MOOE, Canteen
learning mobilization as the basis for resource Fund, JGP, Clubs)
facilitators and resource allocation and -Technological
community allocation and mobilization Resources
stakeholders as mobilization. -Instructional
basis for resource Materials
allocation and -Furniture
mobilization -Rooms
-Watsan
-School Site Titling
-Instructional Tools
& Equipment
*Output: Resources
 Allocation &
Mobilization Plan
(RAMP)

2. A regular Stakeholders are Stakeholders are Stakeholders *Process: Regular

dialogue for invited to regularly collaborate to Resource Planning
planning and participate in engaged in the ensure timely and Programming
resource the planning and and need-based through Strategic
programming, development of resource planning and Planning
that is accessible an educational programming, resource *Output:
and inclusive, plan in resource and in the programming -Human Resource
continuously programming implementation and support Dev’t Plan (HRDP)
engage and in the of the education continuous -Financial Mgt.
stakeholders and implementation plan implementation Dev’t Plan (FMDP)
support of the education of the education -Technology
implementation plan plan Resource
of community Implement Plan
education plans (TRIP)
-School Physical
Dev’t Plan (SPDP)
-Annual
Procurement Plan
-IGP Sustainability
Plan
3. Resources are Stakeholders Stakeholders are Stakeholders *Mechanisms:
collectively and support engaged and sustain the -Updated
judiciously judicious, share expertise in implementation Transparency Board
mobilized and appropriate, and the collaborative and of all Finances
managed with effective use of resource improvement of (MOOE,PTA, IGP,
 transparency, resources management collaboratively Canteen Fund,
effectiveness, system developed, Donations, etc.)
and efficiency periodically -Innovations for the
adjusted, and collective and
constituent- judicious utilization
focused resource and transparent,
management effective and
system efficient resource
management
system
4. Regular Stakeholders are Stakeholders Stakeholders are *SMEPA of the
monitoring, invited to collaboratively engage, held following:
evaluation, and participate in participate in the accountable and - Human Resource
reporting process the development and implement Dev’t Plan (HRDP)
of resource development implementation collaboratively -Financial Mgt.
management are and of monitoring, developed Dev’t Plan (FMDP)
collaboratively implementation evaluation, and system of -Technology
developed and of monitoring, reporting process monitoring, Resource
implemented by evaluation, and on resource evaluation and Implement Plan
the learning reporting management reporting the (TRIP)
managers, processes on resource -School Physical
facilitators, and resource management Dev’t Plan (SPDP)
community management -Annual
stakeholders Procurement Plan
-Inventory List of all
Resources
5. There is a system An engagement Stakeholders An established *Cash
that manages the procedure to support a system system of Disbursement
network and identify and of partnerships partnership is (MOOE)
linkages which utilize for improving managed and *Transparency
strengthened and partnerships resource sustained by the Board
sustain with management stakeholders for *Financial Reports
partnerships for stakeholders for continuous (PTA, IGP, Canteen,
improving improving improvement of School
resource resource resource Clubs/Organization)
management management is management
evident

__________________________________________
SBM Assessor/s
(Signature over Printed Name)
 LOCALIZED SBM ASSESSMENT TOOL
PERFORMANCE IMPROVEMENT (60%)

School: __________________________________________________ Division: ______________________________

Thematic Area Performance Indicator Rating and Equivalent
Enrolment Enrolment Rate % Baseline: Compare school Data for 3 years
SY 2014-2015 1- Marginal: At least 3% increase (0.01-3.0%
SY 2015-2016 2- Average: At least 3 % increase (3.01-5%)
SY 2016-2017 3- High: at least 5% increase (5.0% up)
Access (45%)
SY 2017-2018
Average

Dropout Rate (DR) Dropout Rate % SDO Baseline: ES_________ HS ____________

SY 2014-2015 1- Marginal: At most 2% decrease (0.01-2.0%)
SY 2015-2016 2- Average: At most 4% decrease (2.01- 4.0%)
SY 2016-2017 3- High: Has 0 DR or more than 4% decrease (4.01%-
SY 2017-2018 up)
Average
Efficiency (25%) Completion Rate (CR) Completion Rate % Baseline: ES________ HS ___________
SY 2014-2015 1- Marginal: At least 1% Increase ( 0.01-3%)
SY 2015-2016 2- Average: At least 3% Increase (3.01-5%)
SY 2016-2017 3- High: At least 5% Increase (5.02%-up)
SY 2017-2018
Average
Sub-Total (DR+CR)
Quality (30%) SY 2014-2015 MPS % Baseline: ES________ HS ___________
SY 2015-2016 1- Marginal: At least 1% Increase ( 0.01-3%)
SY 2016-2017 2- Average: At least 3% Increase (3.01-5%)
SY 2017-2018 3- High: At least 5% Increase (5.02%-up)
Average
Final Rating (Performance Improvement)
Numerical Rating Scale Description
0.50-1.49 Good
1.50-2.49 Better
2.50-3.00 Best