LOCALIZED SBM ASSESSMENT TOOL

Name of School: __________________________________________ Division: _________________________ Date: ___________________

A. LEADERSHIP AND GOVERNANCE (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.
Indicators 1 2 3 MOVs/ Documents/ Rating Recommendations
Systems
1. In place is a The development The development The development * SIP – AIP (Extent of
Development plan guided by the plan is evolved plan is enhanced participation of
Plan (e.g. SIP) school’s vision, through the with the stakeholders)
developed mission and goal shared leadership community *SGC
collaboratively by (VMG) is developed of the school and performing the *SPT
the stakeholders through the the community leadership roles, * Annual Procurement
of the school and leadership of the stakeholders. and the school Plan
community. school and the providing technical * Annual Budget
participation of support. * Documentation of
some invited the SIP Process
community (Minutes of the
stakeholders. Meeting, Attendance,
Photos)
*SRC
2. A network of The school leads The school and The community *SGC
leadership and the regular review community stakeholders lead *Project
governance and improvement stakeholders the regular review Team/Monitoring
guides the of the development working as full and improvement Team
education system plan. partners, lead the process; the school *Reviewed/adjusted
to achieve its continual review stakeholders SIP
shared vision, and improvement facilitate the * SMEPA docs
mission and goals of the process. * Documentation of
making them development the SIP Review Process
responsive and plan. (Minutes of the
relevant to the Meeting, Attendance,
context of Photos/videos)
diverse
environments.
3. The school is The school defines The school and Guided by an * School Faculty
organized by a the organizational community agreed Association
clear structure structure, and the collaboratively organizational * School Governing
and work roles and define the structure, the Council Structure
arrangements responsibilities of structure and the community * Parents-Teachers
that promote stakeholders. roles and stakeholders lead Association – (DO No.
shared leadership responsibilities of in defining the 54, s. 2009, DO No.
and governance stakeholders. organizational 67, s. 2009
and define the structure and the * Supreme Student
roles and roles and Government / Pupil
responsibilities of responsibilities; Government (DM 4, s.
the stakeholders. school provides 2012)
technical and *Organizational
administrative Charts
support. *Constitution and By-
Laws
*Students Handbook
*Child Protection
Policy/Committee

4. A leadership A network has The network The network allows *SRC

network been actively provides easy exchange and * Communication Plan
facilitates collaboratively stakeholders access to * Communication Flow
communication established and is information for information * Communication
between and continuously making decisions sources beyond the System
among school and improved by the and solving school community. * School Website
community school community. learning and * Newsletter
leaders for administrative *
informed decision- problems. Linkages/partnerships
making and with BLGU and other
solving of school Sectoral Groups -
community wide- MOA, MOU, etc.
learning (Minutes of the
problems. Meeting, Photos)
*Inventory of Projects
 given by stakeholders.

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

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

_____________________________________________________
SBM Assessor/s
(Signature over Printed Name)
 LOCALIZED SBM ASSESSMENT TOOL

Name of School: ___________________________________ Division: _____________________ Date: ___________________

B. CURRICULUM & LEARNING (30%)

The curriculum learning systems anchored on the community and learner’s contexts and aspirations are collaboratively develope d
and continuously improved.
Indicators 1 2 3 MOVs/ Rating Recommendation
Documents/Systems
1. The curriculum All types of Programs are The educational *Log Books
provides for the learners of the fully implemented needs of all type of *Action Researches
needs of all school community and closely learners are being *Innovative Work
types of learners are identified, their monitored to met as shown by plans
in the school learning curves address continuous *Intervention
community. assessed; performance improvement on Programs
appropriate discrepancies, learning outcomes *ADM
programs with its benchmark best and products of *Students
support materials practices, coach learning. Teachers’ Portfolio/Projects
for each type of low performers, as well as students’ *Documentation of
learner is mentor potential performance is Best Practices
developed. leaders, reward motivated by *SIM
high intrinsic rewards. *CI Projects
achievement, and The Schools’ *Modules
maintain differentiated *Institutionalized
environment that program is programs for inclusive
makes learning, frequently education
meaningful and benchmark by * Learners’ profile with
enjoyable. other schools. their learning needs

2.The Local beliefs, The localized Best practices in * Localized

implemented norms, values, curriculum is localizing the Curriculum support
curriculum is traditions, implemented and curriculum are materials
localized to make folklores, current monitored closely mainstreamed and - Contextualized LMs
it more events, and to ensure that it benchmarked by (Big Books
meaningful to the existing makes learning other schools. ( Curriculum
learners and technologies are more meaningful There is marked Adaptation
applicable to life documented and and pleasurable, increase in number MTB Dictionary)
in the used to develop a produces desired of projects that - Improvised/Localized
community. lasting curriculum. learning uses the LMs/ IMs/DLL
Localization outcomes, and community as
guidelines are directly improves learning
agreed to by school community life. laboratory, and the
community and Ineffective school as an agent
teachers are approaches are of change for
properly oriented. replaced and improvement of the
innovative ones community.
are developed.
3. A A representative
representative team of school and Learning Materials and * Linkages with
group of school community materials and approaches are CSOs/NGOs/HEIs in
and community stakeholders approaches to being used in improving Quality of
stakeholders assess content and reinforce school, in the Instruction
develop the methods used in strengths and family and in * Visual Aids
methods and teaching creative, address community to *Digitized IMs
materials for critical thinking deficiencies are develop critical, *Quality Assured and
developing and problem developed and creative thinking accepted Localized
Creative solving. tested for and problem LMs
thinking and Assessment results applicability on solving community *QA Team for Learning
problem solving. are used as guide school, family of learners and are Resource Materials
to develop and community. producing desired Development
materials. results.
4. The learning A school- based The school- based The monitoring *Supervisory Plan
systems are monitoring and monitoring and system is accepted *Classroom
regularly and learning system is learning systems and regularly used Observation
collaboratively conducted generate feedback for collective Tools/Checklists
monitored by the regularly and that is used for decision making. * Feedback Monitoring
community using cooperatively; and making decisions The monitoring tool Form
appropriate feedback is shared that enhance the has been improved * PTA Conferences
tools to ensure with stakeholders. total development to provide both *Attendance
the holistic The system uses a of learners. quantitative and Sheets/Minutes of the
growth and tool that monitors qualitative data. Meeting/Photos
development of the holistic A committee take *SMEA
the learners and development of care of the *Guidance Forms
the community. learners. continuous *
improvement of
the tool.

5. Appropriate The assessment The assessment Schools

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

_____________________________________________________________________________
SBM Assessor/s
(Signature over Printed Name)
 LOCALIZED SBM ASSESSMENT TOOL

Name of School: _____________________________________________ Division: ________________________ Date: ______________________

C. Accountability & Continuous Improvement (25%)

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 1 2 3 MOVs/Documents/ Rating Recommendation
Systems
1. Roles and There is an active The stakeholders Shared and Structure of School
responsibilities party that initiates are engaged in participatory Accountable
of accountable clarification of the clarifying and processes are used Organizations:
person/s and roles and defining their in determining * School Faculty
collective responsibilities in specific roles and roles, Association
body/ies are education delivery. responsibilities. responsibilities and * School Governing
clearly defined accountabilities of Council Structure
and agreed upon stakeholders in (SGC)
by community managing and * Parents-Teachers
stakeholders. supporting Association –(DO No.
education. 54, s. 2009, DO No.
67, s. 2009
* Supreme Student
Government /
Supreme Pupil
Government (DM 4, s.
2012)
- Attendance, Photos,
Minutes of the
Meeting regarding the
Crafting of Definition
of Roles and
Responsibilities of
School Organization
(PTA, SGC, SSG, SPG,
FC, etc.
2. Achievement of Performance A community- A community- Appropriate Actions to
goals is accountability is level accepted address Gaps based
recognized based practiced at the accountability performance on the following:
on a school level. system is evolving accountability, * SMEPA
collaboratively from school- recognition and Implementation
developed initiatives. incentive system is * Recognition and
performance being practiced. incentive system
accountability * General PTA
system; gaps are Assembly Meetings
addressed * Homeroom PTA
through Meetings
appropriate - Attendance, Photos,
action. Minutes of the
Meeting in the
development/capabilit
y building program on
Performance
Accountability System
(SMEPA)
3. The The school Stakeholders are School community *Accountability
accountability articulates the engaged in the stakeholders System’ processes,
system is owned accountability development and continuously and mechanisms and tools
by the assessment operation of an collaboratively (Liquidation Reports,
community and framework with appropriate review and enhance Updated Transparency
is continuously basic components, accountability accountability Board, Procurement
enhanced to including assessment systems’ processes, Report, WFP)
ensure that implementation system. mechanisms and - Attendance, Photos,
management guidelines to the tools. Minutes of the
structures and stakeholders. Meeting of the
mechanisms are Enhancement and
responsive to the Review of M&E System
emerging *Project
learning needs implementation review
and demands of * Organized QMS
the community. 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 enhance Form, Survey
mechanisms, and accountability appropriate accountability Questionnaire, Tracer
information assessment accountability systems; processes, Study Tool, School
collection and framework with assessment mechanisms and Report Cards
validation basic components, system. tools. * Feedback
techniques and including Mechanisms: Gen.
processes are implementation Assembly Meeting,
inclusive and guidelines. Education Summit,
collaboratively Stakeholders Forum,
developed and School Report Card,
agreed upon. 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- community * M&E Process –
assessment of periodic periodic developed Midyear/Annual
performance is performance performance performance Review, SMEPA
done regularly assessments with assessments with assessment is Institutionalization
with the the participation the participation practiced and is the focusing on
community. of stakeholders. of stakeholders. basis for improving Assessment of:
Assessment monitoring and - KPIs on Access
results and evaluation systems, (Enrolment & Drop-
lessons learned providing technical out rate) Quality (NAT)
serve as basis for assistance, and & Governance (SBM
feedback, recognizing and Assessment)
technical refining plans. - School’s PPAs: WSRP
assistance, BrigadaEskwela, WINS
recognition and PROGRAM Gulayan sa
plan adjustment. Paaralan, Guidance
Program, 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)
 LOCALIZED 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.
Indicators 1 2 3 MOVs/Documents/ Rating Recommendation
Systems
1. Regularly Resource Resource * Process – Regular
resource Stakeholders are inventory is inventories are Resources Inventory of:
inventory is aware that a characterized by systematically - Human Resources
collaboratively regular resource regularity, developed and (Teachers, Students,
undertaken by inventory is increased stakeholders Partners)
learning available and is participation of are engaged in - Financial Resources (PTA,
managers. used as the basis stakeholders, and a collaborative MOOE, Canteen Fund, IGP,
Learning for resource communicated to process to Clubs)
mangers, learning allocation and the community as make - Technological Resources
facilitators, and mobilization. the basis for decisions on - Instructional Materials
community resource resource - Furniture
stakeholders as allocation and allocation and - Rooms
basis for mobilization. mobilization. - WatSan
resource - School Site Titling
allocation and - Instructional Tools &
mobilization. Equipment
* Output: Resources
Allocation & Mobilization
Plan (RAMP)
2. A regular Stakeholders are Stakeholders * Process: Regular
dialogue for Stakeholders are regularly engaged collaborate to Resource Planning and
planning and invited to in the planning ensure timely Programming through
resource participate in the and resource and need- Strategic Planning
programming, development of an programming, based * Output:
that is accessible educational plan and in the planning and - Human Resource Dev’t
and inclusive, in resource implementation resource Plan (HRDP)
continuously programming, and of the education programming - Financial Mgt. Dev’t Plan
engage in the plan. and support (FMDP)
stakeholders and implementation of continuous - Technology Resource
support the educational implementatio Improvement Plan (TRIP)
implementation of plan. n of the - School Physical Dev,t Plan
community education (SPDP)
education plans. plan. - Annual Procurement Plan
- IGP Sustainability Plan
3. Resources are Stakeholders are Stakeholders * Mechanisms:
collectively and Stakeholders engaged and sustain the - Updated Transparency
judiciously support judicious, share expertise in implementatio Board of all Finances
mobilized and appropriate, and the collaborative n and (MOOE, PTA, IGP, Canteen
managed with effective use of resource improvement Fund, Donations, etc)
transparency, resources. management of a - Innovations for the
effectiveness, system. collaboratively collective and judicious
and efficiency. developed, utilization and transparent,
periodically effective and efficient
adjusted, and resource management
constituent- system
focused
resource
management
system.
4. Regular Stakeholders SMEPA of the following:
monitoring, Stakeholders are collaboratively Stakeholders - Human Resource Dev’t
evaluation, and invited to participate in the are engages, Plan (HRDP)
reporting participate in the development and held - Financial Mgt. Dev’t Plan
processes of development and implementation accountable (FMDP)
resource implementation of of monitoring, and - Technology Resource
management are monitoring, evaluation, and implement a Improvement Plan (TRIP)
collaboratively evaluation, and reporting collaboratively - School Physical Dev,t Plan
developed and reporting processes on developed (SPDP)
implemented by processes on resource system of - Annual Procurement Plan
the learning resource management. monitoring, (APP)
managers, management. evaluation and - Inventory List of all
facilitators, and reporting for resources
community resource
stakeholders. management.
5. There is a An engagement Stake holders An established * Cash Disbursement
system that procedure to support a system system of (MOOE)
manages the identify and utilize of partnerships partnership is * Transparency Board
network and partnerships with for improving managed and * Financial Reports (PTA,
linkages which stakeholders for resource sustained by IGP, Canteen, School
strengthen and improving management. the Clubs/Organization)
sustain resource stakeholders
partnerships for management is for continuous
improving evident. improvement
resource of resource
management. management.

_________________________________________________________________________
SBM Assessor/s
(Signature over Printed Name)