REVISED SBM ASSESSMENT TOOL

Name of School: __________________________________________ Division: _________________________ Date: ___________________

A. LEADERSHIP AND GOVERNANCE

A network of leadership and governance guides the education system to achieve its shared vision, mission and goals making them responsive and relevant to the context of
diverse environments.
Indicators MOVs/ Documents/ 1 2 3 Rating Recommendation
Systems
1. In place is a * SIP – AIP (Extent of The development plan guided The development plan is The development plan is
Development Plan (e.g. participation of stakeholders) by the school’s vision, mission evolved through the enhanced with the
SIP) developed * Annual Procurement Plan and goal (VMG) is developed shared leadership of the community performing the
collaboratively by the * Annual Budget through the leadership of the school and the community leadership roles, and the
stakeholders of the school * Documentation of the SIP school and the participation of stakeholders. school providing technical
and community. Process (Minutes of the Meeting, some invited community support.
Attendance, Photos) stakeholders.
2. A network of * SIP Review The school leads the regular The school and The community
leadership and * SMEA documents review and improvement of community stakeholders stakeholders lead the
governance guides the * Documentation of the SIP the development plan. working as full partners, regular review and
education system to Review Process (Minutes of the lead the continual review improvement process; the
achieve its shared vision, Meeting, Attendance, Photos) and improvement of the school stakeholders
mission and goals making development plan. facilitate the process.
them responsive and
relevant to the context
of diverse
environments.
3. The school is organized * School Faculty Association – The school defines the The school and Guided by an agreed
by a clear structure and Constitution & By Laws (CBL) organizational structure, and community collaboratively organizational structure,
work arrangements that * School Governing Council the roles and responsibilities define the structure and the community
promote shared (SGC) Structure of stakeholders. the roles and stakeholders lead in
leadership and * Parents-Teachers Association responsibilities of defining the organizational
governance and define – CBL (DO No. 54, s. 2009, DO stakeholders. structure and the roles
the roles and No. 67, s. 2009 and responsibilities;
responsibilities of the * Supreme Student Government school provides technical
stakeholders. (SSG)/ Pupil Supreme and administrative
Government (PSG) (DM 4, s. support.
2012)
4. A leadership network * Communication Plan
facilitates * Communication Flow
communication between * Communication System
and among school and * School Website
community leaders for * Newsletter
informed decision- making * Linkages with BLGU and other
and solving of school Sectoral Groups - MOA, MOU,
community wide- etc.
learning problems.
5. A long term program is * T&D System
in operation that * Individual Plan for Professional
addresses the training Dev’t (IPPD)
and development needs * School Plan for Professional
of school and community Development (SPDP) for
leaders. Teachers
* Training and Development
Program for Leaders
* Parenting Seminar Program
* Training Designs
_____________________________________________________
A network has been The network actively The network allows easy
collaboratively established provides stakeholders exchange and access to
and is continuously improved information for making information sources
by the school community. decisions and solving beyond the school
learning and community.
administrative problems.
Developing structures are in Leaders undertake Leaders assume
place and analysis of the training modes that are responsibility for their own
competency and development convenient to them (on- training and development.
needs of leaders is line, off-line, modular, School community leaders
conducted; result is used to group, or home- based) working individually or in
develop a long- term training and which do not disrupt groups, coach and mentor
and development program. their regular functions. one another to achieve
Leaders monitor and their VMG.
evaluate their own
learning progress.
SBM Assessor/s
(Signature over Printed Name)
REVISED SBM ASSESSMENT TOOL
Name of School: ___________________________________ Division: _____________________ Date: ___________________

B. CURRICULUM & INSTRUCTION

The curriculum learning systems anchored on the community and learner’s contexts and aspirations are collaboratively developed
and continuously improved.
Indicators MOVs/ Documents/Systems 1 2 3 Rating Recommendation
1. The curriculum Implementation Documents: All types of learners of the Programs are fully The educational needs of
provides for the needs of * Science Curriculum (DO 53 & school community are implemented and closely all type of learners are
all types of learners in 57 s. 2012) identified, their learning monitored to address being met as shown by
the school community. * Sports Curriculum (DO 56, s. curves assessed; performance continuous improvement
2012) appropriate programs with its discrepancies, benchmark on learning outcomes and
* Arts Curriculum (DO 56, s. support materials for each best practices, coach low products of learning.
2012) type of learner is developed. performers, mentor Teachers’ as well as
* Curriculum for Journalism (DO potential leaders, reward students’ performance is
46, s. 2012) * Foreign Language high achievement, and motivated by intrinsic
* Tech Voc. Education (DO 68, s. maintain environment that rewards. The Schools’
2012) makes learning, differentiated program is
* SPED (DO 60, s. 2003) meaningful and enjoyable. frequently benchmark by
* Madrasah Education (DO 40, other schools.
s. 2011)
* IP Educ. (DO 62, s. 2012)
* Senior High School Curriculum
(Secondary Schools)
2. The implemented * Localized Curriculum: Local beliefs, norms, values,
curriculum is localized - Contextualized LMs/TGs traditions, folklores, current The localized curriculum Best practices in localizing
to make it more - Big Books events, and existing is implemented and the curriculum are
meaningful to the learners - Curriculum Adaptation technologies are monitored closely to mainstreamed and
and applicable to life in - Orthography documented and used to ensure that it makes benchmarked by other
the community. - MTB Dictionary develop a lasting curriculum. learning more meaningful schools. There is marked
- IMs on IKSP Localization guidelines are and pleasurable, increase in number of
* Improvised IMs agreed to by school produces desired learning projects that uses the
* ARATA based on EGRA community and teachers are outcomes, and directly community as learning
* Senior High School Curriculum properly oriented. improves community life. laboratory, and the school
(Secondary Schools) Ineffective approaches are as an agent of change for
replaced and innovative improvement of the
ones are developed. community.

3. A representative group * Action Research on effective A representative team of

of school and community Teaching Methods and school and community Learning materials and Materials and approaches
stakeholders develop the Strategies stakeholders assess content approaches to reinforce are being used in school,
methods and materials * LPP Implementation
for developing * Lesson Plans
Creative thinking and * Daily Logs
problem solving. * Science Investigatory Projects
* Linkages with
CSOs/NGOs/HEIs in improving
Quality Instruction
* Visual Aids
* ICT-Based Instruction (ex:
Txt2Teach)
* Workbooks/Worksheets locally
developed
4. The learning systems * Action Research on students
are regularly and Learning Outcomes – basis for
collaboratively monitored developing Remedial Programs
by the community using * SMEPA Dashboards & Results
appropriate tools to
ensure the holistic
growth and
development of the
learners and the
community.
5. Appropriate * Teachers’ Test Notebook
assessment tools for * Teachers’ Portfolio
teaching and learning are * Test Results & Analysis of any assessment results are
continuously reviewed the following Tools:
and improved, and - EGRA resulting to ARATA
assessment results are - Phil-IRI results used in
contextualized to the developing Reading Program
learner and local situation - Pre-Test /Diagnostic Tests
and the attainment of - Formative/Summative Tests
relevant life skills. (HOTS or aligned with KPUP)
used in designing Remediation
Programs
* Enhanced Assessment Tools
adopted from Partners (ex. Save
the Children: QLE (ECCD &
Basic Ed.; Literacy Boost: Basic
Ed., etc.)
6. Learning managers and * Child Protection Policy
facilitators (teachers, Implementation Report cum
and methods used in strengths and address in the family and in
teaching creative, critical deficiencies are community to develop
thinking and problem solving. developed and tested for critical, creative thinking
Assessment results are used applicability on school, and problem solving
as guide to develop family and community. community of learners
materials. and are producing desired
results.
A school- based monitoring The school- based The monitoring system is
and learning system is monitoring and learning accepted and regularly
conducted regularly and systems generate used for collective
cooperatively; and feedback feedback that is used for decision making.
is shared with stakeholders. making decisions that The monitoring tool has
The system uses a tool that enhance the total been improved to provide
monitors the holistic development of learners. both quantitative and
development of learners. qualitative data.
A committee takes care of
the continuous
improvement of the tool.
The assessment tools are The assessment tools are Schools assessment
reviewed by the school and reviewed by the school results are used to
community and results are develop learning
shared with school’s shared with community programs that are suited
stakeholders. stakeholders. to community, and
customized to each
learners’ context, results
of which are used for
collaborative decision-
making.
Stakeholders are aware of Stakeholders begin to Learning environments
child/ learner- centered, practice child/ learner- methods and resources
administrators and CFSS rights- based, and inclusive centered principles of are community driven,
community members) * Co-curricular Activities Report principles of education. education in the design of inclusive and adherent to
nurture values and (ex: Scouting, Religious support to education. child’s rights and
environments that are Instruction, Science Camp, etc.) Learning managers and Learning managers and protection requirements.
protective of all children facilitators conduct activities facilitators apply the
and demonstrate aimed to increase principles in designing Learning managers and
behaviors consistent to stakeholders’ awareness and learning materials. facilitators observe
the organization’s vision, commitment to fundamental learners’ rights from
mission and goals. rights of children and the designing the curriculum
basic principle of educating to structuring the whole
them. learning environment.
7. Methods and * Daily Lesson Log/Lesson Plans Practices, tools and Practices, tools, and There is continuous
resources are learner * Student’s Portfolio materials for developing self- materials for developing exchange of information,
and community- * Library directed learners are highly self- directed learners are sharing of expertise and
friendly, enjoyable, safe, * Guidance Services observable in school, but not beginning to emerge in materials among the
inclusive, accessible * Computer Laboratory in the home or in the the homes and inthe schools, home and
and aimed at developing * ADM Modules community. community. community for the
self- directed learners. * Awards received by Learners development of self-
Learners are equipped * Learners-initiated projects Learning programs are The program is directed learners.
with essential knowledge, * Classroom Structuring designed and developed to collaboratively The program is
skills, and values to * Reading Centers produce learners who are implemented and mainstreamed but
assume responsibility and * Study Lounge responsible and accountable monitored by teachers continuously improved to
accountability for their for their learning. and parents to ensure that make relevant to
own learning. it produces desired emergent demands.
learners.

__________________________________________________
SBM Assessor/s
(Signature over Printed Name)

REVISED SBM ASSESSMENT TOOL

Name of School: _____________________________________________ Division: ________________________ Date: ______________________

C. Accountability & Continuous Improvement

A clear, transparent, inclusive, and responsive accountability system is in place, collaboratively developed by the school community, which monitors performance
and acts appropriately on gaps and gains.
 Indicators MOVs/Documents/ 1 2 3 Rating Recommendation
Systems
1. Roles and Structure of School Accountable There is an active party that The stakeholders are Shared and participatory
responsibilities of Organizations: initiates clarification of the engaged in clarifying and processes are used in
accountable person/s * School Faculty Association - roles and responsibilities in defining their specific determining roles,
and collective body/ies CBL education delivery. roles and responsibilities. responsibilities and
are clearly defined and * School Governing Council accountabilities of
agreed upon by Structure (SGC) stakeholders in managing
community stakeholders. * Parents-Teachers Association and supporting education.
– CBL (DO No. 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 goals is Appropriate Actions to address Performance accountability A community- level A community- accepted
recognized based on a Gaps based on the following: is practiced at the school accountability system is performance
collaboratively developed * SMEPA Implementation level. evolving from school- accountability, recognition
performance * Recognition and incentive initiatives. and incentive system is
accountability system; system being practiced.
gaps are addressed * General PTA Assembly
through appropriate Meetings
action. * Homeroom PTA Meetings
- Attendance, Photos, Minutes of
the Meeting in the
development/capability building
program on Performance
Accountability System (SMEPA)
Indicators MOVs/Documents/ 1 2 3 Rating Recommendation
Systems
3. The accountability * Accountability System’ The school articulates the Stakeholders are engaged School community
system is owned by the processes, mechanisms and accountability assessment in the development and stakeholders continuously
community and is tools framework with basic operation of an and collaboratively review
continuously enhanced to - Attendance, Photos, Minutes of components, including appropriate accountability and enhance
ensure that management the Meeting of the Enhancement implementation guidelines to assessment system. accountability systems’
structures and and Review of M&E System the stakeholders. processes, mechanisms
mechanisms are and tools.
responsive to the
emerging learning needs
and demands of the
community.
4. Accountability * Assessment Tools: Clients’ The school, with the Stakeholders are engaged Stakeholders continuously
assessment criteria and Satisfaction Survey, Parent’s participation of stakeholders, in development and and collaboratively review
tools, feedback Opennionaire, Checklist Form, articulates an accountability operation of an and enhance
mechanisms, and Survey Questionnaire, Tracer assessment framework with appropriate accountability accountability systems;
information collection and Study Tool, School Report Cards basic components, including assessment system. processes, mechanisms
validation techniques and * Feedback Mechanisms: Gen. implementation guidelines. and tools.
processes are inclusive Assembly Meeting, Education
and collaboratively Summit, Stakeholders Forum,
developed and agreed School Report Card, State of the
upon. 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
Indicators MOVs/Documents/ 1 2 3 Rating Recommendation
Systems
5. Participatory * M&E Process – School initiates periodic School initiates periodic School- community
assessment of Midyear/Annual Review, SMEPA performance assessments performance assessments developed performance
performance is done Institutionalization focusing on with the participation of with the participation of assessment is practiced
regularly with the Assessment of: stakeholders. stakeholders. and is the basis for
community. Assessment - KPIs on Access (Enrolment & improving monitoring and
results and lessons Drop-out rate) Quality (NAT) & evaluation systems,
learned serve as basis for Governance (SBM Assessment) providing technical
feedback, technical - School’s PPAs: WSRP assistance, and
assistance, recognition Brigada Eskwela, Gulayan sa recognizing and refining
and plan adjustment. Paaralan, Guidance Program, 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)

REVISED SBM ASSESSMENT TOOL

Name of School: ____________________________ Division: ________________________ Date: ___________________

D. MANAGEMENT OF RESOURCES
Resources are collectively and judiciously mobilized and managed with transparency, effectiveness, and efficiency.
Indicators MOVs/Documents/ 1 2 3 Rating Recommendation
Systems
1. Regularly resource * Process – Regular Resource inventory is Resource inventories are
inventory is Resources Inventory of: Stakeholders are aware that characterized by regularity, systematically developed
collaboratively undertaken - Human Resources (Teachers, a regular resource inventory increased participation of and stakeholders are
by learning managers. Students, Partners) is available and is used as stakeholders, and engaged in a
Learning managers, - Financial Resources (PTA, the basis for resource communicated to the collaborative process to
learning facilitators, and MOOE, Canteen Fund, IGP, allocation and mobilization. community as the basis for make decisions on
community stakeholders Clubs) resource allocation and resource allocation and
as basis for resource - Technological Resources mobilization. mobilization.
allocation and - Instructional Materials
mobilization. - Furniture
- Rooms
- WatSan (WINs)
- School Site Titling
- Instructional Tools & Equipment
* Output: Resources Allocation
& Mobilization Plan (RAMP)
2. A regular dialogue for * Process: Regular Resource Stakeholders are regularly Stakeholders collaborate
planning and resource Planning and Programming Stakeholders are invited to engaged in the planning to ensure timely and
programming, that is through Strategic Planning participate in the and resource need-based planning and
accessible and inclusive, * Output: development of an programming, and in the resource programming
continuously engage - Human Resource Development educational plan in resource implementation of the and support continuous
stakeholders and support Plan (HRDP) programming, and in the education plan. implementation of the
implementation of - Financial Mgt. Development implementation of the education plan.
community education Plan (FMDP) educational plan.
plans. - Technology Resource
Improvement Plan (TRIP)
- School Physical Development
Plan (SPDP)
- Annual Procurement Plan
- IGP Sustainability Plan

Indicators MOVs/Documents/ 1 2 3 Rating Recommendation

Systems
3. Resources are * Mechanisms: Stakeholders are engaged Stakeholders sustain the
collectively and judiciously - Updated Transparency Board Stakeholders support and share expertise in the implementation and
mobilized and managed of all Finances (MOOE, PTA, judicious, appropriate, and collaborative resource improvement of a
with transparency, IGP, Canteen Fund, Donations, effective use of resources. management system. collaboratively
effectiveness, and etc) developed, periodically
efficiency. - Innovations for the collective adjusted, and
and judicious utilization and constituent- focused
transparent, effective and resource management
efficient resource management system.
system
4. Regular monitoring, SMEA of the following: Stakeholders
evaluation, and - Human Resource Development Stakeholders are invited to collaboratively participate Stakeholders are
reporting processes of Plan (HRDP) participate in the in the development and engaged, held
resource management - Financial Mgt. Development development and implementation of accountable and
are collaboratively Plan (FMDP) implementation of monitoring, evaluation, and implement a
developed and - Technology Resource monitoring, evaluation, and reporting processes on collaboratively developed
implemented by the Improvement Plan (TRIP) reporting processes on resource management. system of monitoring,
learning managers, - School Physical Development resource management. evaluation and reporting
facilitators, and Plan (SPDP) for resource
community stakeholders. - Annual Procurement Plan management.
(APP)
- Inventory List of all resources
5. There is a system that * Cash Disbursement (MOOE) An engagement procedure to Stake holders support a An established system of
manages the network * Transparency Board identify and utilize system of partnerships for partnership is managed
and linkages which * Financial Reports (PTA, IGP, partnerships with improving resource and sustained by the
strengthen and sustain Canteen, School stakeholders for improving management. stakeholders for
partnerships for Clubs/Organization) resource management is continuous improvement
improving resource evident. of resource
management. management.

_________________________________________________________________________
SBM Assessor/s
(Signature over Printed Name)