REVISED SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL

(November 27, 2012)

SELF-ASSESSMENT TOOL

Name of School
LANTAWAN ELEMENTARY SCHOOL School ID: 125341
Address: SAN MIGUEL ZDS Date Accomplished: 14/1/2019
School Head: BETTY M. BLASCO

Part I: Introduction
The Revised School-Based Management (SBM) Assessment tool is guided by the four principles of ACCESs
(A Child-and Community-Centered Education System). The Indicators of SBM practice are contextualized on the
ideals of an ACCESs school system. The unit of analysis is the school system which are 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: LANTAWAN ELEMENTARY SCHOOL
Region/Division: DIVISION OF ZAMBOANGA DEL SUR
Name of School Head/LC Head: BETTY M. BLASCO
Address: SAN MIGUEL ZDS
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 team's 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 indiates developing 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
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 2 3 MOVs
1. In place is a ### 1 The development plan The development plan is The development plan SIP – AIP (Extent of participation
Development Plan guided by the school's evolved through the is enhanced with the of stakeholders)
(e.g. SIP) developed vision, mission and goal shared leadership of the community performing thSGC, SPT
collaboratively by the (VMG) is developed school and the community leadership roles, and theAnnual Procurement Plan
stakeholders of the through the leadership stakeholders. school providing technicalAnnual Budget
school and community. of the school and the support. Documentation of the SIP Process
participation of some (Minutes of the Meeting, Attendance
invited community SRC
stakeholders.
2. The development plan 1 The school leads the The school and community The community stakeholdSGC Project
(e.g. SIP) is regularly regular review and stakeholders working as lead the regular review a Team/Monitoring Team
reviewed by the improvement of the full partners, lead the improvement process; Reviewed/adjusted
school community to development plan. continual review and the school stakeholders SIP
keep it responsive and improvement of the facilitate the process. SMEPA docs
relevant to emerging development plan. Documentation of
needs, challenges and the SIP Review Process
opportunities. (Minutes of the Meeting, Attendance
Photos/videos)
3. The school is organized 1 The school defines the The school and community Guided by an agreed School Faculty Association
by a clear structure and organizational structure, collaboratively define the organizational structure, School Governing Council Structure
work arrangements that and the roles and structure and the roles the community Parents-Teachers Association – (DO N
promote shared responsibilities of and responsibilities of stakeholders lead in 54, s. 2009, DO No. 67, s. 2009
leadership and stakeholders. stakeholders. defining the organizationaSupreme Student Government/Pupil
governance and define structure and the roles a (DM 4, s. 2012)
the roles and responsibilities; school Organizational Charts
responsibilities of the provides technical and Constitution and By-Laws/Students H
stakeholders. administrative support. Child
Child Protection
Protection Policy/Committee
Policy/Committee
4. A leadership network 1 A network has been The network actively The network allows easy SRC
facilitates communication collaboratively provides stakeholders exchange and access to Communication Plan/Communication
between and among established and is information for making information sources beyoCommunication System
school and community continuously improved decisions and solving the school community. School Website, Newsletter
leaders for informed by the school learning and Linkages/partnerships with BLGU an
decision-making and community. administrative problems. Sectoral Groups MOA, MOU, etc.
solving of school- (Minutes of the Meeting, Photos)
community wide- Inventory of Projects given by stakeh
learning problems.
5. A long term program 1 Developing structures Leaders undertake training Leaders assume T&D System
is in operation that are in place and analysis modes that are convenient responsibility for their Individual Plan for Professional Dev’t
addresses the training of the competency and to them (on-line, off-line, own training and School Plan for Professional Develop
and development development needs of modular, group, or home- development. School for School Heads
needs of school and leaders is conducted; based) and which do not community leaders worki Training and Development Plan for S
community leaders. result is used to develop disrupt their regular individually or in groups, Community Leaders
a long-term training and functions. Leaders monitor coach and mentor one Training Designs, Developmental Ne
development program. and evaluate their own another to achieve (IPCRF)
learning progress. their VMG. Terminal Reports ,Certificates of Atte
TOTAL NO. OF CHECKMARKS 5 ### 0 ### 0 Trainings/Seminar/LAC Sessions
EQUIVALENT SCORE PER LEVEL 5 ### 0 ### 0
TOTAL SCORE 5
AVERAGE 1

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 1 All types of learners of Programs are fully The educational needs of Log Books/Action Researches
 provides for the
development needs of
all types of learners
in the school community
the school community
are identified, their
learning curves
assessed; appropriate
programs with its
support materials for
each type of learner
is developed.
implemented and closely all types of learners are Innovative Work plans
monitored to address being met as shown by Intervention Programs
performance discrepancies, continuous improvement ADM
benchmark best practices, on learning outcomes andStudents Portfolio/Projects
coach low performers, products of learning. Documentation of Best Practices
mentor potential leaders, Teachers' as well as SIM, CI Projects
reward high achievement, students' performance is Modules
and maintain environment motivated by intrinsic Institutionalized programs for inclusi
that makes learning, rather than extrinsic Learners’ profile with their learning n
meaningful and enjoyable. rewards. The Schools' Functional Literacy Test
differentiated program is Diagnostic Test Result
frequently benchmarked Quarterly Tests Results
by other schools. Reading Inventory

2. The implemented 1 Local beliefs, norms,###
curriculum is localized values, traditions,
to make it more folklores, current events,
meaningful to the and existing technologies
learners and are documented and
applicable to life in used to develop a
the community lasting curriculum.
Localization guidelines
are agreed to by
school community and
teachers are properly
oriented.
3. A representative group 1 A representative team
of school and community of school and community
stakeholders develop stakeholders assess
the methods and content and methods
materials for developing used in teaching
creative thinking and creative, critical thinking
and problem solving. and problem solving.
Assesment results are
used as guide to
develop materials.
4. The learning systems 1 A school-based
are regularly and monitoring and learning
collaboratively monitored system is conducted
by the community using regularly and
appropriate tools to cooperatively;
ensure the holistic and feedback is shared
growth and development with stakeholders.
of the learners and the
community. 1 The system uses a tool
that monitors the
holistic development
of learners.
5. Apprropriate 1 The assessment tools
###
assessment tools for are reviewed by the
teaching and learning school and assessment
are continuously results are shared with
reviewed and improved, school's stakeholders.
and assessment results
are contextualized to
The localized curriculum Best practices in localizinLocalized Curriculum support materi
is implemented and the curriculum are Contextualized LMs
monitored closely to mainstreamed and (Big Books, ( Curriculum Adaptation
ensure that it makes benchmarked by other MTB Dictionary)
learning more meaningful schools. Improvised/Localized LMs
and pleasurable, produces There is marked increase IMs/DLL
desired learning outcomes, in number of projects that
and directly improves uses the community as
community life. Ineffective learning laboratory,
approaches are and the school as an agent
replaced and innovative of change for improvement
ones are developed. of the community.
Learning materials and Materials and approachesLinkages with CSOs/NGOs/HEIs in
approaches to reinforce are being used in school, improving Quality of Instruction
strengths and address in the family and in Visual Aids Digitized IMs
deficiencies are developed community to develop Quality Assured and accepted Locali
and tested for critical thinking and QA Team for Learning Resource Mate
applicability on school, problem solving community of
family and community. learners and are producing
desired results.
The school-based The monitoring system is
monitoring and learning accepted and regularly Supervisory Plan
systems generate used for collective decisi Classroom Observation Tools/Checkl
feedback that is used for making. Feedback Monitoring Form
making decisions that PTA Conferences
enhance the total AttendanceSheets/Minutes of the
development of learners. Meeting/Photos
SMEA
A committee take care of The monitoring tool has Guidance Forms
the continuous been improved to provide
improvement of both quantitative and
the tool. qualitative data.
The assessment tools are School assessment resultTeachers’ Test Notebook
reviewed by the school are used to develop Teachers’ Portfolio
community and results learning programs that Test Results & Test, Item Analysis
are shared with community are suited to community Table of Specifications
stakeholders. and customized to Test Item Bank
each learners' context, Formative/Summative Tests
results of which are used Remediation Programs
 the learner and local
situation and the
attainment of relevant
life skills.
6. Learning managers and 1 Stakeholders are aware
facilitators (teachers, of child/learner-centered
administrators and rights-based, and
community members) inclusive principles of
nurture values and education.
environments that are
protective of all 1 Learning managers and
children and demonstrate facilitators conduct
behaviors consistent to activities aimed to
the organization's increase stakeholders
vision, mission and goals awareness and
commitment to
fundamental rights of
children and the basic
principle of educating
them.
7. Methods and resources 1 Practices, tools and
are learner and materials for developing
community-friendly, self-directed learners
enjoyable, safe, are highly observable
inclusive, accessible and in school, but not in
aimed at developing the home or in the
self-directed learners. community.
Learners are equipped
with essential knowledge, 1 Learning programs are
skills, and values to designed and developed
assume responsibility to produce learners
accountability for their who are responsible and
own learning. accountable for their
learning.
TOTAL NO. OF CHECKMARKS 10 ###
EQUIVALENT SCORE PER LEVEL 10 ###
TOTAL SCORE 10
AVERAGE 1
for collaborative Enhanced Assessment Tools adopted
decision-making.
Stakeholders begin to Learning environments, Posters to promote rights of children
practice child/learner- methods and resources Training of Teachers on GAD
centered principles of are community driven, Child Protection Committee Organize
education in the design of inclusive and adherent School-Based Child Protection Policy
support to education. to child's rights and intake Sheets
protection requirements. Policy Implementation
Learning managers and Report cum CFSS
facilitators apply the Learning managers and WINS PROGRAM
principles in designing facilitators observe Co-curricular Activities Report (ex: S
learning materials. leaners' rights from Instruction, Science Camp, etc.)
designing the curriculum Students Handbook
to structuring the whole
learning environment.
Practices, tools, and There is continuous Modules
materials for developing exchange of information, Learning Resources
self-directed learners are sharing of expertise and Student’s Portfolios
beginning to emerge in materials among the Library Services
the homes and in the schools, home and Guidance Services
community. community for the Computer/Science/TLE Laboratory
development of self- ADM Modules
The program is directed learners. Awards received by Learners/teache
collaboratively head/school/non-teaching
implemented and The program is Learners-initiated projects
monitored by teachers mainstreamed but Classroom Structuring
and parents to ensure continuously improve Reading Centers
that it produces desired to make relevant to Study Sheds/Reading Nooks
learners. emergent demands.
0 #REF!
0
0 #REF!
0

C. Accountability and 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.
1. Roles and responsibilities 1 There is an active party The stakeholders are Shared and participatory Supreme Student Government/Supre
of accountable person/s that initiates clarification engaged in clarifying processes are used in Government (DM 4, s. 2012)
and collective body/ies of the roles and and defining their determining roles, Attendance, Photos, Minutes of the
are clearly defined and responsibilities in specific roles and responsibilities, and Meeting regarding the Crafting of De
agreed upon by education delivery. responsibilities. accountabilities of of Roles and Responsibilities of Scho
community stakeholders. stakeholders in managingOrganization
and supporting education(PTA, SGC, SSG, SPG, FC, etc.
2. Achievement of goals 1 Performance A community-level A community-accepted Appropriate Actions to address Gaps
is recognized based on accountability is accountability system is performance accountabilitSMEPA Implementation, Recognition
a collaboratively practiced at the school evolving from school-led recognition and incentiveGeneral PTA Assembly Meetings
developed performance level. initiatives. system is being practicedHomeroom PTA Meetings
 accountability system; Attendance, Photos, Minutes of the M
gaps are addressed development/capability building pro
through appropriate Performance Accountability System
action.
3. The accountability system 1 The school articulates Stakeholders are engaged School community stake- Accountability System’ processes, m
is owned by the the accountability in the development and holders continuously and and tools (Liquidation Reports, Upda
community and is assessment framework operation of an collaboratively review Transparency Board, Procurement Re
continuously enhanced to with basic components, appropriate accountability and enhance accountabiliAttendance, Photos, Minutes of the M
ensure that management including implementation assessment system. systems' processes, of the Enhancement and Review of M
structures and guidelines to the mechanisms and tools. Project implementation review
mechanisms are stakeholders. Organized QMS Team
responsive to the Minutes of the QMSQuarterly Meetin
emerging learning needs of Assessment/ Photos
and demands of the
community.
4. Accountability 1 The school, with the Stakeholders are engaged Stakeholders continuousl Assessment Tools: Clients’ Satisfacti
assessment criteria and participation of in the development and and collaboratively revie Survey Questionnaire, Tracer Study
tools, feedback stakeholders, articulates operation of an and enhance accountabiliFeedback Mechanisms: Gen. Assemb
mechanismsm and an accountability appropriate accountability systems; processes, Summit, Stakeholders Forum, Schoo
information collection assessment framework assessment system. mechanisms and tools. State of the School Address (SOSA),
and validation techniques with basic components, School Website, Home Visitation, Sc
and processes are including implementation Parenting Seminar
inclusive and guidelines Information Collection: Sampling Co
collaboratively Purposive, Suggestion Box, Docume
developed and agreed Validation Techniques and Processes
Brainstorming, Interview,Triangulatio
5. Participatory assessment 1 School initiates periodic Collaboratively conduct of School-community- Attendance, Photos, Minutes of the M
of performance is done performance performance assessment developed performance development of accountability asses
regularly with the assessments with the informs planning, plan assessment is practiced
community. participation of adjustments and and is the basis for M&E Process – Midyear/Annual Revie
Assessment results and stakeholders. requirements for technical improving monitoring focusing on Assessment of:
lessons learned serve assistance and evaluation systems, KPIs on Access (Enrolment & Drop- o
as basis for feedback, providing technical & Governance (SBM Assessment)
technical assistance, assistance, and recognizi School’s PPAs: WSRP Brigada Eskwe
recognition and plan and refining plans. Paaralan, Guidance Program, ADM/D
adjustment. Assessment Results based on M&E F
TOTAL NO. OF CHECKMARKS 5 ### 0 ### 0 Enhanced Implementation of School
EQUIVALENT SCORE PER LEVEL 5 ### 0 ### 0 Technical Assistance: Remedial Instr
TOTAL SCORE 5 Proposed new Programs
AVERAGE 1 Recognition: - Plan Adjustment: Catc
Attendance, Photos, Minutes of the M
D. MANAGEMENT OF RESOURCES Participatory Assessment Performan
Resources are collectively and judiciously mobilized and managed with transparency, effectiveness and efficiency.
personnel
1. Regular resource 1 Stakeholders are aware Resource inventory is Resource inventories are Physical Inventory
inventory is that a regular resource characterized by regularity, systematically developedProcess – Regular Resources Invento
collaboratively inventory is available and increased participation of and stakeholders are Human Resources (Teachers, Studen
undertaken by learning is used as the basis for stakeholders, and engaged in a collaborativFinancial Resources (PTA, MOOE, Can
managers, learning resource allocation and communicated to the process to make decision Technological Resources Instructiona
facilitators, and mobilization. community as the basis for on resource allocation an Furniture Rooms
community stakeholders resource allocation and mobilization. WatSan
 as basis for resource
allocation and
mobilization
2. A regular dialogue for
planning and resource
programming, that is
accessible and inclusive,
continuously engage
stakeholders and support
implementation of
community
plans. education
3. In place is a community-
developed resource
management system that
drives appropriate
behaviors of the
stakeholders to ensure
judicious, appropriate,
and effective use of
resources.
4. Regular monitoring,
evaluation, and reporting
processes of resource
management are
collaboratively developed
and implemented by the
learning managers,
facilitators,
community and stakeholders.
5. There is a system that
manages the network
and linkages which
strength and sustain
partnerships for
improving resource
management.
TOTAL NO. OF CHECKMARKS
EQUIVALENT SCORE PER LEVEL
TOTAL SCORE
AVERAGE
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%
1 Stakeholders are
invited to participate in
the development of an
educational plan in
resource programming,
and in the
implementation of the
educational plan.
1 Stakeholders support
judicious, appropriate,
and effective use of
resources.
1 Stakeholders are invited
to participate in the
development and
implementation of
monitoring, evaluation,
and reporting processes
on resource
management.
1 An engagement
procedure to identify and
utilize partnerships with
stakeholders for
improving resource
management is evident.
5 ### 0 ### 0
5 ### 0 ### 0
5
1
mobilization. School Site Titling
Instructional Tools & Equipment
Output: Resources Allocation & Mobi
Stakeholders are regularly Stakeholders collaborate Resource Programming
engaged in the planning ensure timely and need- Process: Regular Resource Planning
and resource based planning and Strategic Planning
programming, and in the resource programming anOutput: Human Resource Dev’t
implementation of the support continuous Plan (HRDP)- Financial Mgt. Dev’t Pla
education plan. implementation of the Technology Resource Improvement P
education plan. School Physical Dev,t Plan (SPDP)
Annual Procurement
IGP Sustainability Plan
Plan
Stakeholders are engaged Stakeholders sustain the Mechanisms: - Updated Transparenc
and share expertise in the implementation and (MOOE, PTA, IGP, Canteen Fund, Don
collaborative development improvement of a Innovations for the collective and jud
of resource management colaboratively developed,utilization and transparent, effective
system. periodically adjusted, andresource management system
constituent-focused
resource management
system.
Stakeholders Stakeholders are engagedSMEPA of the following:
collaboratively participate held accountable and Human Resource Dev’t Plan (HRDP)
in the development and implement a collaborativeFinancial Mgt. Dev’t Plan (FMDP)
implementation of developed system of Technology Resource Improvement P
monitoring, evaluation, and monitoring, evaluation anSchool Physical Dev,t Plan (SPDP)
reporting processes on reporting for resource Annual Procurement Plan (APP)
resource management. management. Inventory List of all resources
Stakeholders support a An established system of Cash Disbursement (MOOE)
system of partnerships for partnership is managed Transparency Board
improving resource and sustained by the Financial Reports (PTA, IGP, Canteen
management. stakeholders for continuoClubs/Organization)
improvement of resource
management.
 •Curicculum 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),
the evidence is summarized, anda 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 are fully implemented
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 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;
• 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 mechanisms 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.
OVs
of participation

ent Plan

f the SIP Process

Meeting, Attendance, Photos)
Meeting, Attendance,
sociation
g Council Structure
Association – (DO No.
No. 67, s. 2009
Government/Pupil Government

By-Laws/Students Handbook
Policy/Committee
Policy/Committee

Plan/Communication Flow
System
Newsletter
ships with BLGU and other
MOA, MOU, etc.
Meeting, Photos)
ects given by stakeholders.

r Professional Dev’t (IPPD) (TNA)

rofessional Development (SPDP)

elopment Plan for School and

Developmental Needs

,Certificates of Attendance to
r/LAC Sessions

Researches
o/Projects
f Best Practices

programs for inclusive education

with their learning needs
cy Test

lum support materials

riculum Adaptation

ized LMs

Os/NGOs/HEIs in
y of Instruction
zed IMs
and accepted Localized LMs
ning Resource Materials Development

vation Tools/Checklists(COT Results)

ring Form

s/Minutes of the

tebook

st, Item Analysis

ative Tests
 ment Tools adopted from Partners

te rights of children's rights

ers on GAD
Committee Organized
ld Protection Policy

vities Report (ex: Scouting, Religious

ce Camp, etc.)

e/TLE Laboratory

by Learners/teachers/school
teaching
d projects

ding Nooks

Government/Supreme Pupil
4, s. 2012)
os, Minutes of the
g the Crafting of Definition
ponsibilities of School

SPG, FC, etc.

ns to address Gaps based on the following:
tation, Recognition and incentive system
embly Meetings
Meetings
os, Minutes of the Meeting in the
ability building program on
ountability System (SMEPA)

stem’ processes, mechanisms

ation Reports, Updated
ard, Procurement Report, WFP)
os, Minutes of the Meeting
ent and Review of M&E System
ntation review

MSQuarterly Meeting/Conduct

s: Clients’ Satisfaction Survey, Checklist Form,

naire, Tracer Study Tool, School Report Cards
nisms: Gen. Assembly Meeting, Education
lders Forum, School Report Card,
ol Address (SOSA), Parents’ Conference,
Home Visitation, School Bulletin,

ction: Sampling Convenient &

stion Box, Documentation, Conduct Survey
ques and Processes: FGD, Participation,
terview,Triangulation, Observation – Direct & Indirect
os, Minutes of the Meeting in the
accountability assessment criteria

dyear/Annual Review, SMEPA Institutionalization

ssment of:
nrolment & Drop- out rate) Quality (NAT)
BM Assessment)
SRP Brigada Eskwela, WINS PROGRAM Gulayan sa
ce Program, ADM/DORP, LPP, Feeding Program, PPP, etc
lts based on M&E Feedback:
mentation of School’s PPAs
nce: Remedial Instruction Program,Training Program,
ograms
n Adjustment: Catch-up Plan of AIP or PPAs
os, Minutes of the Meeting in the conduct of
essment Performance (SMEPA)

r Resources Inventory of:

s (Teachers, Students, Partners)
es (PTA, MOOE, Canteen Fund, IGP, Clubs)
sources Instructional Materials
s & Equipment
s Allocation & Mobilization Plan (RAMP)

mming
Resource Planning and Programming through

Resource Dev’t
ancial Mgt. Dev’t Plan (FMDP)
urce Improvement Plan (TRIP)
Dev,t Plan (SPDP)
ent Plan

pdated Transparency Board of all Finances

Canteen Fund, Donations, etc)
he collective and judicious
ansparent, effective and efficient
ment system

owing:
Dev’t Plan (HRDP)
v’t Plan (FMDP)
urce Improvement Plan (TRIP)
Dev,t Plan (SPDP)
ent Plan (APP)
all resources

ent (MOOE)

(PTA, IGP, Canteen, School

SBM Scoring Matrix

Name of School: LANTAWAN ELEMENTARY SCHOOL School ID: 125341

Address: SAN MIGUEL ZDS Date Accomplished: 12/1/2019
School Head: BETTY M. BLASCO

A. IMPROVEMENT OF LEARNING OUTCOMES

A.1 Access (Enrolment Increase) 45%
A.2 Efficiency (Completion Rate, )
60%
Cohort Survival Rate, Drop-out Rate 25%
A.3 Quality NAT/ School MPS 30%

B. SBM PRACTICES (D-O-D) 40%

100%
STEP 1 - DETERMINE PERFORMANCE IMPROVEMENT
A. Access (Enrolment Increase) 45%
B. Efficiency (Completion Rate,
Cohort Survival Rate, Drop-out Rate 25%
C. Quality NAT/ School MPS 30%

A. Access (Enrolment Increase (45%)

Increase Enrolment Rate
Rating Description Indicator
1 Marginal 1 - 3.00 % increase 1 45% 0.45
2 Average 3.01 - 5.00% increase
3 High 5.01% Up increase

B Efficiency (25%)
Rating Description Indicator
DECREASE DROP OUT RATE
1 Marginal 0,01 - 2,0% decrease 1
 2 Average 2.01 - 4.0 % decrease
3 High more than 4% decrease

INCREASE COMPLETION RATE

1 Marginal 1 - 3.00 % increase
2 Average 3.01 - 5.00% increase 2
3 High 5.01% Up increase
3 25% 0.75
C. QUALITY AND RELEVANCE (30%)
INCREASE ACHIEVEMENT RATE
Get the average of NAT /SCHOOL for the last three (3) years, use the rating scale below to determine the MPS.
Rating Description Indicator
1 Marginal 26 - 50%
2 Average 51 - 75% 2 30% 0.6
3 High 76 - 100%

STEP 2: Compute for Validated SBM Assessment Scores (40%)

Communlative Scores of
SBM PRINCIPLES Weight Result
Validators per Principle

Leadership and Governance 30% 1 0.3

Curriculum and Learning 30% 1 0.3
Accountability and Continuous Improvement 25% 1 0.25
Resource Management 15% 1 0.15
Sub-Total 100% 4 1

STEP 3: Compute for Final Rating

AREAS Weight Computation Results

Performance Improvement 60% 0.75 0.45
SBM Assessment Score 40% 1 0.4
Total 0.85
SBM LEVEL OF PRACTICE Developing

SBM LEVEL OF PRACTICE

NUMERICAL RATING SCALE DESCRIPTION
0.50 - 1.49 Developing
1.50 - 2.49 Maturing
2.50 - 3.0 Advanced