REVISED SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL

(November 27, 2012)

DepEd Order No.83,s.2012 embodied the IMPLEMENTING GUIDELINES ON THE REVISED SCHOOL-BASED
MANAGEMENT(SBM)FRAMEWORK, ASSESSMENT PROCESS AND TOOL(APAT).This assessment tool
underscores the four guiding principles of ACCESs (A Child-and Community-Centered Education Systems):
(1).Principle of collective leadership(2).Principle of community-based learning(3).Principle of accountability
for performance and results and (4).Principle of convergence to harness resources for education.

Parts I: Introduction
The Revised School-Based Management (SBM) Assessment tool is guided by the four principles of ACCESs (
A Child- and Community Centered Education Systems).The Indicators of SBM practice are contextualized
on the ideals of an ACCESs school system. The unit of analysis is the school system which is classified as
developing, maturing and 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. A school on the advanced level may apply for accreditation. The
highest level, the advanced is a candidacy for accreditation.
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).
On the other hand, for indicators with no evidence just indicate zero.
Part IV. Rating Scale:
0- No evidence
1- Evidence indicates developing structures and mechanism 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 procedures satisfy quality standards.
I. 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.
A. Indicators
1. In place is a The development The development The development
Development Plan (e.g. plan guided by the plan is evolved through plan is enhanced with
SIP) developed schools vision, mission the shared leadership of the community
collaboratively by the and goal (VMG) is the school and performing the
stakeholders of the developed through the community leadership roles, and the
school and community. leadership of the school stakeholders. school providing
and the participation of technical support.
some invited community
stakeholders.
2. The development plan The school leads the The school The community
(e.g. SIP) is regularly regular review and community stakeholders stakeholders lead the
reviewed by the school improvement of the working as full partners regular review and
community to keep it development plan. lead the continual improvement process:
responsive and relevant review and improvement the school stakeholders
to emerging needs, of the development facilitate the process.
challenges and plan.
opportunities.
3. The school is The school defines The school and Guided by an
organized by a clear the organizational community agreed organizational
structure and work structure and the roles collaboratively define structure, the
arrangements that and responsibilities of the structure and the community stakeholders
promote shared stakeholders. roles and responsibilities lead in defining the
leadership and of stakeholders. organizational structure
governance and define and the roles and
the roles and responsibilities: school
responsibilities of the provides technical and
stakeholders. administrative support.

4. A leadership network A network has been The network The network allows
facilitates collaboratively actively provides easy exchange and
communication between established and is stakeholders information access to information
and among school and continuously improved for making decisions sources beyond the
community leaders for by the school and solving learning and school community.
informed decision- community. administrative problems.
making and solving of
school-community wide-
learning problems.
5. A long term program is Developing Leaders undertake Leaders assume
in operation that structures are in place training modes that are responsibility for their
addresses the training and analysis of the convenient to them (on- own training and
and development needs competency and line, off-line, modular, development. School
of school and community development needs of group or home based) community leaders
leaders. leaders is conducted; and which do not disrupt working individually or
result is used to develop their regular functions. in groups, coach and
a long term training and Leaders monitor and mentor one another to
development program. evaluate their own achieve their VMG.
learning progress.
TOTAL NO. OF
CHECKMARKS

B. CURRICULUM AND INSTRUCTION

The curriculum learning systems anchored on the community and learners contexts and aspirations are
collaboratively developed and continuously improved.
1. The curriculum All types of learners Programs are fully The educational
provides for the of the school community implemented and closely needs of all types of
development needs of are identified, their monitored to address learners are being met
all types of learners in learning curves performance as shown by continuous
the school community. assessed; appropriate discrepancies, improvement on
programs with its benchmark best learning outcomes and
support materials for practices, coach low products of learning.
each type of learner is performers mentor Teachers as well as
developed. potential leader, reward students performance is
high achievement and motivated by intrinsic
maintain environment rather than extrinsic
that makes learning, rewards. The schools
meaningful and differentiated program is
enjoyable. frequently benchmarked
by other schools.
2. The implemented Local beliefs, norms, The localized Best practices in
curriculum is localized to values, traditions, curriculum is localizing the curriculum
make it more folklores, current events, implemented and are mainstreamed and
meaningful to the and existing technologies monitored closely to benchmarked by other
learners and applicable are documented and ensure that it makes schools.
to life in the community. used to develop a lasting learning more There is marked
curriculum. Localization meaningful and increase in number of
guidelines are agreed to pleasurable, produces projects that uses the
by school community desired learning community as learning
and teachers are outcomes, and directly laboratory, and the
properly oriented. improves community life. school as an agent of
Ineffective approaches change for improvement
are replaced and of the community.
innovative ones are
developed.
3. A representative A representative Learning materials and Materials and
group of school and team of school and approaches to reinforce approaches are being
community stakeholders community stakeholders strengths and address used in school, in the
develop the methods assess content and deficiencies are family and in community
and materials for methods used in developed and tested for to develop critical
developing creative teaching creative, critical applicability on scroll thinking and problem
thinking and problem thinking and problem family and community. solving community of
solving. solving. Assessment learners and are
results are used as guide producing desired
to develop materials. results.
5. Appropriate The assessment The assessment School assessment
assessment tools for tools are reviewed by the tools are reviewed by the results are used to
teaching and learning school and assessment school community and develop learning
are continuously results are shared with results are shared with programs that are suited
reviewed and improved, schools stakeholders. community stakeholders. to community and
and assessment results customized to each
are contextualized to learners context, results
the learner and local of which are used for
situation and the collaborative decision-
attainment of relevant making.
life skills.
6. Learning managers Stakeholders are Stakeholders begin to Learning
and facilitators aware of child/learner- practice child/learner- environments, methods
(Teachers, centered rights-based, centered principles of and resources are
administrators and and inclusive principles education in the design community
community members) of education. of support to education. driven,inclusive and
nurture values and adherent to childs rights
environments that are and protection
protective of all children Learning managers Learning managers requirements.
and demonstrate and facilitators conduct and facilitators apply the
behaviors consistent to activities aimed to Learning managers and
the organizations principles in designing facilitators observe
increase stakeholders learning materials.
vision, mission and learners; rights from
goals. awareness and designing the curriculum
commitment to to structuring the whole
fundamental rights of learning environment.
children and the basic
principle of educating
them.
7. Methods and Practices , tools and Practices, tools and There is continous
resources are learner materials for developing materials for developing exchange of
and community-friendly, self-directed learners are self-directed learners are information, sharing of
enjoyable, safe, highly observable in beginning to emerge in expertise and materials
inclusive, and accessible school, but not in the the homes and in the among the schools
and aimed at home or in the community. ,home and community
developing self-directed community. for the development of
learners. Learners are The program is self-directed learners.
equipped with essential Learning programs collaboratively The program is
knowledge, skills and are designed and implemented and mainstreamed but
values to assume developed to produce continuously improves
monitored by teachers
responsibility learners who are
and parents to ensure to make relevant to
accountability for their responsible and
own learning. accountable for their that it produces desired emergent demands.
learning. leaners.
TOTAL NO. OF
CHECKMARKS.

C. ACCOUNTABILITY AND CONTINOUS 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.
1. Roles and There is an active The stakeholders Shared and
responsibilities of party that initiates are engaged in clarifying participatory processes
accountable person/s clarification of the roles and defined their are used in determining
and collective body/ies and responsibilities in specific roles and roles, responsibilities and
are clearly defined and education delivery. responsibilities. accountabilities of
agreed upon by stakeholders in
community managing and supporting
stakeholders. education.
2. Achievement of goals Performance A community-level A community-
is recognized based on a accountability is accountability system is accepted performance
collaboratively practiced at the school evolving from school-led accountability,
developed performance level. initiatives. recognition and incentive
accountability system; system Is being
gaps are addressed practiced.
through appropriate
action.
3. The accountability The school Stakeholders are School community
system is owned by the articulates the engaged in the stakeholders
community and is accountability development and continuously and
continuously enhanced assessment framework operation of an collaboratively review
to ensure that with basic components, appropriate and enhance
management structures including accountability accountability systems
and mechanism are implementation assessment system. processes, mechanism
responsive to the guidelines to the and tools.
emerging learning needs stakeholders.
and demands of the
community.
4. Accountability The school, with Stakeholders are Stakeholders
assessment criteria and the participation of engaged in the continously and
tools feedback stakeholders, articulates development and collaboratively review
mechanism and an accountability operation of an and enhance
information collection assessment framework appropriate accountability
and validation with basic components , accountability systems;processes;mech
techniques are including assessment system. anism and tools.
processes are inclusive implementation
and collaboratively guidelines.
developed and agreed.

5. Participatory School initiates Collaboratively School-Community-

assessment of periodic performance conduct of performance developed performance
performance is done assessment with the assesment informs assessment is practiced
regularly with the participation of planning, plan and is the basis for
community. stakeholders. adjustments and improving monitoring
Assessment results and requirements for and evaluation systems,
lessons learned serve as technical assistance. providing technical
basis for feedback, assisstance, and
technical assistance, recognizing and refining
recognition and plan plans.
adjustment.
TOTAL NO. OF
CHECKMARKS

D. MANAGEMENT OF RESOURCES
Resources are collectively and judiciously mobilized and managed with transparency,
effectiveness and efficiency.
1. Regular resource Stakeholders are aware Resource inventory is Resource
inventory is that a regular resource characterized by inventories are
collaboratively inventory is available regularity, increased systematically
undertaken by learning and is used as the bais participation of developed and
managers, learning for resource allocation stakeholders, and stakeholders are
facilitators, and and mobilization. communicated to the engaged in a
community stakeholders community as the basis collaborative process to
as basis for resource for resource allocation make decisions on
allocation and and mobilization. resource allocation and
mobilization. mobilization.
2. A regular dialogue for Stakeholders are Stakeholders are Stakeholders
planning and resource invited to participate in regularly engaged in the collaborate to ensure
programming, that is the development of an planning and resource timely and need-based
accessible and inclusive, educational plan in programming, and in the planning and resource
continuously engage resource programming, implementation of the programming and
stakeholders and and in the educational plan. support continuous
support implementation implementation of the implementation of the
of community education. educational plan. educational plan.
3. In place is a Stakeholders support Stakeholders are Stakeholders sustain
community-developed judicious, appropriate engaged and share the implementation and
resource management and effective use of expertise in the improvement of a
system that drives resources. collaborative collaboratively
appropriate behaviors of development of resource developed, periodically
the stakeholders to management system. adjusted, and
ensure judicious, constituent-focused
appropriate, and resource management
effective use of system.
4. Regular monitoring Stakeholders are Stakeholders Stakeholders are
evaluation, and invited to participate in collaboratively engaged held
reporting process of the development and participate in the accountable and
resource management implementation of development and implement a
are collaboratively monitoring, evaluation, implementation of collaboratively
developed and and reporting processes monitoring, evaluation developed system of
implemented by the on resource and reporting processes monitoring, evaluation
learning managers, management. on resource and reporting for
facilitators and management. resource management.
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 D-O-D (Document Analysis, Observation,
Discussion), the evidence is summarized and consensual rating is arrived at .What rating would one 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 satisfy quality standards
3- Evidence indicates practices and procedures 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 inside the
summary table for the use 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;
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 weighted average rating.
10. To get the total rating for the four principle, 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;
40% according to the validated practices using DOD
12. The resulting score will be interpreted as:
PART VI. DESCRIPTION OF SBM LEVEL OF PRACTICE
The resulting levels are described as follows:
0.5-1.4- Developing
1.5-2.4- Maturing
2.5-3.5- Advanced
LEVEL I. DEVELOPING- developing structures and mechanism with acceptable level and extent of
community participation and impact on learning outcomes.
LEVEL II.MATURING introducing and sustaining continuous improvement process that integrates wider
community participation and significantly improve 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 self-renewing and self-
sustaining.