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 and relevant to the context and diverse environments.
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1. In place is a •SIP-AIP (Extent of The The The

development development
Development participation of development
plan guided by plan is enhanced
Plan (e.g. SIP) stakeholders) the school’s plan is
with the
•Annual vision, mission evolved
developed coimmunity with
Procurement Plan and goal (VMG) through the the community
collaboratively •Annual Budget isdeveloped shared performing the
by the •Documentation
throough the
leadership of leadership roles
leadership of
stakeholders of of SIP Process the school and the school and the school
the school and (Minutes of the the and the providing
Meeting, participation of community technical
community
some invited
Attendance, community
stakeholders.
Photos) stakeholders.
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2. A network •SIP Review The school The school The

of leadership •SMEPA docs leads the and community
and •Documentation regular community stakeholder
governance of the SIP stakeholder
review s lead the
guides the Review Process s working
and regular
education (Minutes of the as full
system to Meeting, improvem partners, review and
achieve its Attendance, ent of the lead the improveme
shared vision, Photos) developm continual nt process,
mission, and ent plan. review and the school
goals making improveme stakeholder
them nt of the s facilitate
responsive and developme the process.
relevant to the nt plan.
context of
diverse
environments.
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3. The school •School Faculty The school The school Guided by an

is organized by Association – and agreed
defines
a clear CBL community organizational
the structure, the
structure and •School collaborativ
organizati community
work Governing ely define stakeholders
onal
arrangements Council the lead in defining
that promote Structure structure, structure the
shared •Parents- and the and the organizational
leadership and Teachers roles and roles and structure and
governance Association-CBL responsibi responsibili the roles and
and define the (DO No. 54, ties of responsibilities
lities of
; school
roles and s.2009, DO No. stakehold stakeholder
provides
responsibilities 67, s.2009 ers. s. technical and
of the •Sipreme administrative
stakeholders. Student support.
Government/Pu
pil Government
(DM 4, s2012)
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4. A leadership •Communication A network The network The network

network Plan has been actively allows easy
facilitates •Communication collaborativ provides exchange and
stakeholders access to
communicatio Flow ely
information information
n between and •Communication established for making sources
among school System and is decisions and beyond the
and •School Website continously solving school
community •Newsletter improved learning and community.
leaders for •Linkages with by the administrative
informed BLGU and other school problems.
decision- Sectoral Groups, community.
making and MOA, MOU, etc.
solving of
school
community
wide-learning
problems.
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5. A long term •T & D System Developing Leaders Leaders

undertake
program is in •IndividumalPla structures
training modes
assume
operation that n for are in place responsibility
that are
and analysis for their own
addresses the Professional convenient to
of the them (on-line, training and
training and Dev’t (IPPD) competency development.S
off-line,
development •School Plan for and modular, chool
needs of Professional development group, or community
school and Development needs of home- leaders
leaders based)and working
community (SPDP) for which do not
leaders. Teachers isconducted; disrupt their
individually or
•Training and result is used regular in groups,
to develop a functions. coach and
Development
long-term Leaders mentor one
Program for training and monitor and another to
Leaders development evaluate their achieve their
•Parenting program. own learning VMG.
process.
Seminar
Program
•Training
Designs
 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 continously improved.
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Implementation Documents: All types of Programs are fully The educational

1. The *Science Curriculum (DO 53 implemented and needs of all type of
learners of the
curriculum & 57 s.2012)
school
closely monitored learners are being
*Sports Curriculum (DO 56, to address met as shown by
provides for s. 2012) community are performance continous
*Arts Curriculum (DO 56, discrepancies, improvement learning
the needs of s.2012) identified,
benchmark best outcomes and
all types of *Curriculum for Journalism their learning practices, coach products of learning.
(DO 46, s.2012) curves low performers, Teachers’ as well as
learners in the *Foreign Language
assessed; mentor potential students’
*TechVoc Education (DO 68,
school s.2012) appropriate leaders, reward performance is
*SPED (DO 60, s.2003)
high achievement, motivated by intrinsic
community. programs with and maintain rewards. The schools’
*Madrasah Education (DO
40, s.2011) its support environment that differentiated
*IP Educ. (DO 62, s. 2012) materials for makes learning, program is frequently
*Senior High School meaningful and benchmark by other
each type of enjoyable. schools.
Curriculum (Secondary
Schools) learner is
developed.
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2. The •Localized Local beliefs, The localized Best practices in

norms, curriculum is localizing the
implemented Curriculum: values,traditio implemented curriculum are
curriculum is -Contextualized ns, folklores, and monitored mainstreamed
localized to LMs/TGs current closely to and
make it more -Big Books events, and ensure that it benchmarked by
existing makes learning other schools.
meaningful to -Curriculum technologies more There is marked
the learners Adaptation are meaningful increase in
and applicable -Ortography documented and number of
and used to pleasurable, projects that
to life in the -MTB Dictionary develop a produces uses the
community. -Ims on IKSP lasting desired community as
-Improvised Ims curriculum. learning learning
-ARATA based on Localization outcomes, and laboratory, and
guidelines are directly the school as an
EGRA agreed to by improves agent of change
-Senior High school community for improvement
School community life. Ineffective of the
and teachers approaches community.
Curriculum are properly are replaced
(Secondary oriented. and innovative
Schools) ones are
developed.
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3. A •Action Research on A Learning Materials and

Effective Teaching representative materials and approaches are
representative Methods and Strategies
team of school approaches to being used in
group of •LPP Implementation
•Lesson Plans and reinforce school, in the
school and •Daily Logs community strenghts and family and in
communitiy •Science Investigatory stakeholders address community to
Projects assess content deficiencies develop critical,
stakeholders •Linkages with and methods are developed creative thinking
develop the CSOs/NGOs/HEIs in
used in and tested for and problem
improving Quality
methods and Instruction teaching applicability on solving
•Visual aids creative, school, family community of
materials for •ICT-Based Instruction critical thinking and learners and are
developing (ex:Txt2Teach) and problem community. producing
creative •Workbooks/Worksheets solving. desired results.
locally developed
thinking and Assessment
results are
problem used as guide
soving. to develop
materials.
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4. The learning •Action Research on A school-based The school- The monitoring

students Learning monitoring based system is
systems are Outcomes-basis for and learning monitoring accepted and
regularly and developing Remedial system is and learning regularly used
collaboratively Programs conducted systems for collective
monitored by •SMEPA Dashboards regularly and generate decision making.
and Results cooperatively; feedback that The monitoring
by the and feedback is used for tool has been
community is shared with making improved to
using stakeholders. decisions that provide both
The system enhance the quantitative and
appropriate uses tool that total qaulitative data.
tools to ensure monitors the development
the holistic holistic of learners.
growth and development
of learners. A committee
development take care of
of the learners the continuous
and the improvement
of the tool.
community.
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5. Appropriate •Teachers’ Test Notebook The The Schools

•Teachers’ Portfolio assessment assessment assessment
assessment •Test Results & Analysis
tools are tools are results are used
tools for of any the following
Tools: reviewed by reviewed by to develop
teaching and •-EGRA resulting to the school the school learning
learning are ARATA community community programs that
•-Phil-IRI results used in and results are and results are are suited to
continuously developing Reading shared with shared with community, and
reviewed and Program
community community customized to
•Pre-Test/Diagnostic
improved, and Tests stakeholders. stakeholders. each learners’
•-Formative/Summative context, results
assessment Tests (HOTS or aligned of which are
results are with KPUP) used in used for
contextualized designing Remediation collaborative
Programs
to the learner decision-making.
•Enhanced Assessment
and local Tools adopted from
Partners (sx. Save the
situation and Children:QLE (ECCD &
attainment of Basic Ed.; Literacy
Boost:Basic Ed.,etc.)
relevant life
skills.
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6. Learning •Child Protection Stakeholders are Stakeholders Learning

Policy aware of child/ begin to environments
managers and learner-centered,
facilitators Implementation practice method and
rights-based, and
Report cum CFSS inclusive child/learner- resources and
(teachers, •Co-curricular centered community
principles of
administrators Activities Report (ex. education. principles of driven, inclusive
and community Scouting, Religious education in and adherent to
members) Instruction, Science Learning the design of child’s rights and
managers and
nurture values Camp, etc.) support to protection
facilitators
and conduct activities education. requirements.
environments aimed to increase Learning
stakeholders managers and Learning
that are awareness and facilitators managers and
protective of all commitment to apply the facilitators
children and fundamental
principles in observe learners’
rights of children
demonstrate and the basic designing rights from
behaviors principle of learning designing the
consistent to the educating them. materials. curriculum to
organization’s structuring the
whole learning
vision, mission environment.
and goals.
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7. Methods of •Daily Lesson Practices, tools Practices, There is

Log/Lesson Plans and materials for tools, and continuous
resources
developing self-
arelearner and •Student’s Portfolio materials for exchange of
directed learners
community- •Library are highly developing self information,
friendly, •Guidance Services observable in directed sharing of
enjoyable, safe, •Computer school, but not in learners are expertise and
Laboratory the home or in beginning to materials among
inclusive, the community.
•ADM Modules emerge in the the schools,
accessible and •Awards received by homes and the home and
aimed at Learning
Learners programs are community. community for
developing self- •Learners-initiated the development
designed and
directed learners. projects developed to The program is of self-directed
Learners are •Classroom produce learners collaboratively learners.
equipped with structuring who are implemented The program is
responsible and
essential •Reading Centers and monitored mainstreamed
accountable for
knowledge, skills, •Study Lounge their learning. by teachers but continuously
and values to and parents to improved to
assume ensure that it make relevant to
responsibility and produces emergent
accountability for desired demands.
their own learners.
learning.
 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 community, which monitors performance and acts
appropriately on gaps and gains.
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•Structure of School There is an The Shared and

1. Roles and Accountable Organizations:
active party stakeholders are participatory
responsibilities •School Faculty Association-
engaged in processes are used
CBL that initiates
of accountable •School Governing Council
clarification of clarifying and in determining
Structure (SGC) roles,
person/s and •Parents-Teachers the roles and defining their
responsibilities and
specific roles
collective Association-CBL (DO No. 54,
s.2009, DO No. 67, s. 2009
responsibilities
and
accountabilities of
body/ies are •Supreme Student in education stakeholders in
responsibilities. managing and
Government/Supreme Pupil delivery.
clearly defined Government (DM 4, s. 2012) sujpporting
•Attendance, Photos, Minutes
and agreed of the Meeting regarding the
education.
upon by crafting of definition of Roles
and Responsibilities of School,
community Organization (PTA, SGC, SSG,
SPG, FC, etc.)
stakeholders.
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2. Achievement of Appropriate actions Performance A community A community-

goals is to address gaps accountabilty level accepted
recognized based based on the is practiced accountabilty performance
on a following: system is accountability,
*SMEPA
at the school evolving from recognition and
collaboratively level.
developed Implementation school- incentive system
*Recognition and initiatives. is being
performance
incentive system practiced.
accountability *General PTA
system; gaps are Assembly Meetings
addressed *Homeroom PTA
through Meetings
appropriate -Attendance, Photos,
action. Minutes of the
Meeting in the
development/capabil
ity building program
on Performance
Accountability
System (SMEPA)
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3. The *Accountabilty The school Stakeholders School

System processes, articulates the are engaged in community
accountability
accountability
system is owned mechanisms and the stakeholders
assessment
by the community tools framework with development continuously
and is -Atendance, Photos, basic componets, and operation and
continuously Minutes of the including of an collaboratively
Meeting of the implementation appropriate review and
enhanced to guidelines to the
Enhancvement and accountability enhance
ensure that Review of M & E stakeholders
assessment accountability
management System system. systems’
structures and -School Report Card- processes,
mechanisms are State of the School mechanisms and
responsive to the Address (SOSA) tools.
emerging learning
needs and
demands of the
community.
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4. Accountabilty *Assessment Tools: Clients’ The school, with Stakeholders Stakeholders

Satisfaction Survey, Parent’s the participation
assessment Opennionaire , Checklist areb engaged continuously and
of stakeholders,
criteria and tools, Form, Survey Questionnaire, in collaboratively
Tracer Study Tool, School
accountability
feedback assessment development review and
Report Cards
mechanisms, and •Feedback Mechanisms: framework with and operation enhance
information Gen. Assembly Meeting, basic componets, of an accountability
Education Summit, including appropriate systems;
collection and Stakeholders Forum, School implementation
Report Card, State of the accountability processes,
validation guidelines.
assessment mechanisms and
School Address (SOSA),
techniques and Parents’ Conference, School system. tools.
processes are Website, Home Visitation,
School Bulletin, Parenting
inclusive and Seminar
collaboratively •Information Collection:
Sampling-Convenient &
developed and Purposive, Suggestion Box,
agreed upon. Documentation, Conduct
Survey
•Validation Techniques and
Processes: FGD,
Participation, Brainstorming
Interview, Triangulation,
Observation-Direct &
Indirect
-Atendance, Photos,
Minutes of the meeting in
the development of
accountability assessment
criteria.
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5. Participatory *M&E Process- School initiates School initiates School-

Midyear/Annual Review, periodic
assessment of focusing on Assessment
periodic community
performance
performance of: performance developed
assessments with
done is done -KPIs on Access (Enrolment
the participation assessments performance
& Drop-out rate) Quality with the assessment is
regularly with the of stakeholders.
(NAT) & Governance (SBM
community. Assessment)
participation practiced and is
-School’s PPAs: WSRP of the basis for
Assessment Brigada Eskwela, Gulayan stakeholders. improving
results and sa Paaralan, Guidance monitoring and
lessons learned Program, ADM/DORP, LPP,
evaluation
Feeding Program, PPP, etc
serve as basis for *Assessment Results based systems,
feedback, on M & E feedback: providing
technical -Enhanced Implementation
of School’s PPAs
technical
assistance, -Technical Assistance: assistance, and
recognition and Remedial Instruction recognizing and
plan adjustment. Program, Training Program, refining plans.
Proposed new Programs
-Recognition:
-Plan Adjustment: Catch-ip
Plan of AIP or PPA’s
-Attendance , Photos,
Minutes of the Meeting in
the conduct of
Participatory Assessment
Performance (SMEPA)
 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.
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1. Regularly •Process-Regular Resources Stakeholders are Resource Resource

Inventory of : aware that a inventory is
resouorce •-Hum,an Resources
inventories are
regular resource characterized by
inventory is (Teachers, Students, systematically
inventory is regularity,
colaboratively Partners)
available and is developed and
undertaken by •-Financial Resources (PTA, increased stakeholdersf are
used as the basis
MOOE, Canteen Fund, IGP, participation of
learning managers. Clubs) for resource engaged in a
allocation and
stakeholders,
Learning managers, -Technological Resources collaborative
mobilization. and
learning -Instructional Materials
communicated process to make
facilitators, and -Furniture decisions on
-Rooms to the
community -WatSan community as resource
stakeholders as -School Site Titling basis for allocation and
basis for resource -Instructional Tools & resource mobilization.
Equipment
allocation and *Output: Resources
allocation and
mobilization. Allocation & Mobilization mobilization.
Plan (RAMP)
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2. A regular *Process: Regular Stakeholder Stakehold Stakeholder

dialogue for Resource Planning s are ers are s colaborate
planning and and Programming invited to
through Strategic regularly to ensure
resource paticipate
Planning engaged timely and
programming, *Output: in the
in the need-based
that is -Human Resource developme
accessible and nt of an planning planning
Dev’t Plan (HRDP)
inclusive, -Financial Mgt. educational and and
continuously Dev’t Plan (FMDP) plan in resource resource
engage -Technology resource programm programmi
stakeholders Resource programmi ing, and in ng and
Improvemen Plan
and support ng, and in the support
(TRIP)
implementatio -School Physical the implemen continuous
n of Dev’t Plan (SPDP) implement
tation of implementa
community --Annual ation of the
the tion of the
education Procurement Plan educational
plans. --IGP Sustainability plan. education education
Plan plan. plan.
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3. Resources are •Mechanisms: Stakeholders Stakeholders Stakeholders sustain

•-Updated gtransparency support judicious, the implementation
collectively and Board of all Finances
are engaged
appropriate, and and improvement
judiciously (MOOE,PTA,IGP,Canteen and share
effective use of of a collaboratively
mobilized and Fund, Donations, etc)
resoureces . expertise in developed,
-Innovations for the the
managed with periodically
collective and judicious
transparency, utilization and transparent,
collaborative adjusted, and
effective and efficient resource constituent-focused
effectiveness, and resource
resource mangement mangement
efficiency. system system. management
system.
4. Regular SMEPA of the following: Stakeholders Stakeholders Stakeholders are
-Human Resource Dev’t engage, held
monitoring Plan (HRDP)
are invited to are invited to
accountable and
evaluation and -Financial Mgt. Dev’t. Plan participate in participate in
implement a
reporting (FMDP) the the collaboratively
processes of -Technology Resource development development developed system
Improvement Plan (TRIP)
resources -School Physical Dev’t Plan
and and of monitoring,
management are (APP) implementatio implementatio evaluation and
collaboratively -Inventory List of all n of n of reporting for
resources resource
developed and monitoring, monitoring,
management.
implemented by evaluation, evaluation,
the learning and reporting and reporting
managers, processes on processes on
facilitators, and resource resource
community management. management.
stakeholders.
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5. There is a *Cash Disbursement An Stakeholders An established

(MOOE) enngagement support a s system of
system that *Transparency Board procedure to ystem of
manages the partnership is
*Financial Reports identify and partnerships
managed and
network and (PTA , IGP, Canteen, utilize for improving
School partnerships resource sustained by
linkages which the
Clubs/Organization) with management.
strengthen and stakeholders stakeholders
sustain for improving for continuous
partnerships resource improvement
management of resource
for improving is evident
resource management.
management.