SBM Tool and Sample MOVs

Quality First…where Excellence is a Lifestyle!
- SBM Committee
- Gathering of data for the SY 2020-2021 (June 2020-July
10, 2021)
- Collect documents in softcopies
- Create a list of specific MOVs per principle per indicator
to be collected from each department (pdf format)
- Create checklist for the submission of per department
- SBM Evaluation Committee (self-assessment)
SY 2018-2019
SY 2019-2020 – c/o Mam Evangelista not complete
SY 2020-2021
School Based Management (SBM) is the strategy to improve

education by transferring significant decision-making authority
from state to district to individual school. The School based
management provides principals, teachers, students and parents
control over the education process by giving them the
responsibility for decision about the programs/projects. SBM can
create learning environment for the students.
Principles of SBM
1. 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.
2. Curriculum and Instruction

The curriculum and the learning systems anchored on the community
and learners’ contexts and aspirations are collaboratively developed and
continuously improved.
Principles of SBM
3. 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 an gains.
4. Management of Resources
Resources are collectively organized, judiciously mobilized and
managed with transparency, effectiveness and efficiency to support targeted
education outcome.
SBM Assessment Tool

Level 1: DEVELOPING
Developing structures and mechanisms with acceptable level and extent
of community participation and impact on learning outcomes
Level 2: MATURING
Introducing and sustaining continuous improvement process that
integrates wider community participation and improve significantly
performance and learning outcomes
Level 3: ADVANCED (ACCREDITED LEVEL)

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.
MOVs
ASSESSMENT TOOL
WITH CONTEXTUALIZED
Principle I
Leadership and Governance
Principle 1: Leadership and Governance
Indicators Level 1 Level 2 Level 3

1. In place is a The development plan The development plan The development plan
Development Plan guided by the school's is evolved through the is enhanced with the
(e.g. SIP) developed vision, mission and shared leadership of community
collaboratively by the goal (VMG) is the school and the performing the
stakeholders of the developed through the community leadership roles, and
school and leadership of the stakeholders. the school providing
community. school and the technical support.
participation of some
invited community
stakeholders.
Principle 1: Leadership and Governance – Indicator 1
Means of Verifications
Minutes of Meetings the school heads
SIP & AIP***
Meetings attendance sheets
Crafting of SMEA Tools
Schedule of Activities
School Report Card (SRC)
SOB-APP-PPMP-WFP
Communication Planning
Development of Sustainability Development Plans
Use of SMEA Tools
Research and CI Project Proposals
School Plan is adopted by the Local Government Units
Evaluation of Sustainability Development Plans
Evaluation Reports of School PPAs
Action Researches and CI Activities

2. The development The school leads the The school and The community
plan (e.g. SIP) is regular review and community stakeholders lead the
regularly improvement of the stakeholders working regular review and
reviewed by the development plan. as full partners, lead improvement process;
school community to the continual review the school
keep it responsive and and improvement of stakeholders facilitate
relevant to emerging the development plan. the process.
needs, challenges and
opportunities.
Annual Accomplishment Report

Regular Monitoring Reports
Faculty Reviews
Project Monitoring and Adjustment Reports
Enhanced SIP
Annual Performance Reviews
CI Projects and Activities related to CI
Evaluation of CI projects and activities

3. The school is The school defines The school and Guided by an agreed
organized by a clear the organizational community organizational
structure and work structure, and the collaboratively define structure, the
arrangements that roles and the structure and the community
promote shared responsibilities of roles and stakeholders lead in
leadership and stakeholders. responsibilities of defining the
governance and stakeholders. organizational
define the roles and structure and the roles
responsibilities of the and responsibilities;
stakeholders. school provides
technical and
administrative
support.
School Organizational Chart
Citizen’s Charter
Memorandum/Letters
Form 201 of Employees
Roles and Responsibilities
List of existing organizations, clubs and officers
Constitutions/By-laws/IRR
Localized School Manual
Professional Learning Community Activities
Prcocess Reviews
Annual Performance Reviews
Ratified School Manual with community Kasunduan
State of the School/Convergence Meetings
Mentoring and Coaching Development Reports
Community and Stakeholders PPAs are provided with TA/TS by the school

4. A leadership A network has been The network actively The network allows
network facilitates collaboratively provides stakeholders easy exchange and
communication established and is information for access to information
between and among continuously making decisions and sources beyond the
school and improved by the solving learning and school community.
community leaders school community. administrative
for informed problems.
decision-making and
solving of school-
community wide-
learning problems.
Crafting of communication Plan
Programs and Projects Advocacies
School Committees (SGC,SPT, Grievance Comms, etc)
Convergence Meetings
General Assemblies and Agreements
Evaluation of Advocacy Programs
Committee Reports
School Webpages
SRC Reporting
Resolved Feedbacks/ Feedback and Resolution

5. A long term Developing structures Leaders undertake Leaders assume
program is in are in place and training modes that responsibility for their
operation that analysis of the are convenient to own training and
addresses the training competency and them (on-line, off- development. School
and development development needs of line, modular, group, community leaders
needs of school and leaders is conducted; or home-based) and working individually
community leaders. result is used to which do not disrupt or in groups, coach
develop a long-term their regular and mentor one
training and functions. Leaders another to achieve
development monitor and evaluate their VMG.
program. their own learning
progress.
OPCRF/IPCRF Data
Personnel Data/Aggregates and Segmented
Reports on Trainings Attended
Terminal Reports
GAD - Segmentation and Disaggregation Reports
GAD PLANS
Implementation Needs-Based and Outcomes-Based L& D Programs
Monitoring Reports for INSets
In-Service Training Programs
Use of Harmonized Gender and Development Guidelines (HGDG) Framework in
L&D System
Progress Reporting for Implemented GAD PLANS
Mentoring and Coaching Development Reports
Development Reports
Proofs of judicious utilization of GAD funds
Evaluation and Adjustments of the In-Service Training , GAD Programs,
Researches and CI Activities related to School L&D
Principle 2
Curriculum and Instruction
Principle 2: Curriculum and Instruction

1. The curriculum All types of learners Programs are fully The educational needs of all
implemented and closely types of learners are being
provides for the of the school met as shown by
development needs of community are monitored to address
continuous improvement on
all types of learners in identified, their performance
learning outcomes and
discrepancies,
the school learning curves benchmark best
products of learning.
community. assessed; appropriate Teachers' as well as
practices, coach low students' performance is
programs with its performers, mentor motivated by intrinsic
support materials for potential leaders, reward rather than extrinsic
each type of learner is high achievement, and rewards. The Schools‘
developed. maintain environment differentiated program is
that makes learning, frequently benchmarked by
other schools.
meaningful and
enjoyable.
Principle 2: Curriculum and Instruction – Indicator 1
Learners Data based on Assessments
Learners Needs
Development of Materials based on Learners Needs
Inventory of Learners Materials
Action Plans and Implementation Plans on School Curricular Programs
SMEA Reports
Evaluation of Terminal Reports
Index of Validated Learners Materials
Action Researches and CI Projects and Activities
Adjustment and Periodic Performance Reviews
Innovations Undertaken from the evaluated materials

2. The implemented Local beliefs, norms, The localized Best practices in
curriculum is values, traditions, curriculum is localizing the
localized to make it folklores, current implemented and curriculum are
more meaningful to events, and existing monitored closely to mainstreamed and
ensure that it makes benchmarked by other
the learners and technologies are learning more schools. There is marked
applicable to life in documented and used meaningful and increase in number of
the community. to develop a lasting pleasurable, produces projects that uses the
curriculum. desired learning community as learning
Localization outcomes, and directly laboratory, and the
guidelines are agreed improves community school as an agent of
to by school life. Ineffective change for improvement
community and approaches are replaced of the community.
and innovative ones are
teachers are properly
developed.
oriented.
Records of Orientation Procedures on Localized Materials
Documentation of Processes in Crafting Localized Materials
SMEA Reports
Findings based on Classroom Assessments and SMEA Reports
Documents on Program and Materials adjusted
Division/Region endorsements
ROI: Quality Indicators
Documents on Academic and Community Partnerships using Best Practices

3. A representative A representative team Learning materials Materials and
group of school and of school and and approaches to approaches are being
community community reinforce strengths used in school, in the
stakeholders develop stakeholders assess and address family and in
the methods and content and methods deficiencies are community to
materials for used in teaching developed and tested develop critical
developing creative creative, critical for applicability on thinking and problem
thinking and problem thinking and problem school, family and solving community of
solving. solving. Assessment community. learners and are
results are used as producing desired
guide to develop results.
materials.
Records and Findings of Classrooms Observations usingTLogs/TLocs
Development of SIM/Interactive Materials
Monitoring and Evaluation of Methods and Materials
Documentation on the use of Methods/Materials
Recommendatory Process for Scope through the SDO
ROI: Quality Indicators
Outcome assessment results

4. The learning A school-based The school-based The monitoring
systems are regularly monitoring and monitoring and system is accepted
and collaboratively learning system is learning systems and regularly used for
monitored by the conducted regularly generate feedback that collective decision
community using and cooperatively; is used for making making.
appropriate tools to and feedback is decisions that enhance
ensure the holistic shared with the total development
growth and stakeholders. of learners.
development of the
learners and the
community.
Drafting and use of SMEA Tool for School L&D
KPI/Quality Indicators
SMEA Results and Findings for Feedback and Improvement
Convergence and Consultative Meetings with stakeholders
Improvement of School ME
Researches on School L&D
Researches on School Assessments
Researches on Teaching and Learning Systems
Development of Sustainable Curricular Programs


5. Appropriate The system uses a A committee take care The monitoring tool has
assessment tools for tool that monitors the of the continuous been improved to
teaching and learning holistic development improvement of the provide both
are continuously of learners. The tool. The assessment quantitative and
qualitative data. School
reviewed and assessment tools are tools are reviewed by assessment results are
improved, and reviewed by the the school community used to develop learning
assessment results are school and assessment and results are shared programs that are suited
contextualized to the results are shared with with community to community and
learner and local school's stakeholders. stakeholders. customized to each
situation and the learners' context, results
attainment of relevant of which are used for
life skills. collaborative decision-
making.
Records of Trainings and Seminars Attended
Documents bearing Terminal Reports of Learning Managers' Learning
Professional Sharings/PLC
Data on Teaching
Obervations, Personnel Diversity
and Professional and Professional
Conversations Growth
between Instructional Superivisors
and Teachers
In-Service Training Exhaustive Data
Innovative Learning Materials and Resources
Documentations/Portfolio on Innovative Practices
Post Conference and Professional Conversations between Instructional
Superivisors and Teachers
Implementation of Child Friendly School
Presence of Healthy and Quality Learning Environment

6. Learning managers Stakeholders are aware Stakeholders begin to Learning environments,
and facilitators of child/learner-centered practice child/learner- methods and resources
(teachers, rights-based, and centered principles of are community driven,
administrators and inclusive principles of education in the inclusive and adherent
education. Learning to child's rights and
community members) managers and
design of support to protection requirements.
nurture values and facilitators conduct education. Learning Learning managers and
environments that are activities aimed to managers and facilitators observe
protective of all increase stakeholders facilitators apply the leaners' rights from
behaviours' consistent awareness and principles in designing the curriculum
to the organization's commitment to designing learning to structuring the whole
vision, mission and fundamental rights of materials. learning environment.
goals. children and the basic
principle of educating
them.
Documents on the different advocacies ( Gender and Development, Oplan
Kalusugan, Child Friendly Schools, Anti-bullying, etc)
Inventory of available Learning Materials
Operationality of school's learning spaces (libraries, school canteen/feeding
areas, laboratories, clinics, hygiene facilities)
Reports on utilization of Learning Materials
Records of Improvement Activities related to school advocacies
Records of Produced LM Improvement Activities

7. Methods and Practices, tools and Practices, tools, and There is continuous
resources are learner and materials for developing materials for developing exchange of
community-friendly, self-directed learners are self-directed learners are information, sharing of
enjoyable, safe, highly observable in beginning to emerge in expertise and materials
inclusive, accessible and school, but not in the the homes and in the among the schools,
aimed at developing home or in the community. The home and community
self-directed learners. community. Learning program is for the development of
Learners are equipped programs are designed collaboratively self- directed learners.
with essential and developed to implemented and The program is
knowledge, skills, and produce learners who monitored by teachers mainstreamed but
values to assume are responsible and and parents to ensure continuously improve to
responsibility accountable for their that it produces desired make relevant to
accountability for their learning. learners. emergent demands.
own learning.
Observation reports on teaching and classroom management.

Reflection journals of teachers/master teachers/head teachers
Records of participation of learners and community in school activities
Operationality of school's learning spaces (libraries, school canteen/feeding
areas, laboratories, clinics, hygiene facilities)
Principle 3
Accountability and Continuous
Improvement
Principle 3: Accountability and Continuous Improvement

1. Roles and There is an active The stakeholders are Shared and participatory
responsibilities of party that initiates engaged in clarifying processes are used in
accountable person/s clarification of the and defining their determining roles,
and collective roles and specific roles and responsibilities, and
accountabilities of
body/ies are clearly responsibilities in responsibilities. stakeholders in
defined and agreed education delivery. managing and
upon by community supporting education. A
stakeholders. community-accepted
performance
accountability,
recognition and
incentive system is
being practiced.
Principle 3: Accountability and Continuous Improvement – Indicator 1
Records of Meetings with Stakeholders

List of Organizations with defined TOR and Responsibility Matrices
Team Vision, Strategic Thrusts
Records of Consultative Meetings and Collaborative Exchanges between the
School and the Community
MOA/MOU
Engagement of External Networks and Partners

2. Achievement of Performance A community-level A community-accepted
goals is recognized accountability is accountability system is performance
based on a practiced at the school evolving from school- accountability,
collaboratively level. led initiatives. recognition and
incentive system is
developed being practiced.
performance
accountability system;
gaps are addressed
through appropriate
action.
IPCRF/ Individual Development Plans
Strategic Development Plan (SIP)
Supervisory and Administrative Plans
Annual Performance Review
Teachers' Action Plans
WFP
Mentoring and Succession Plans
Convergence Meetings
Guidelines for Talent Management and Talent Recognition
ROI: Governance
Practiced Recognition System

3. The accountability The school articulates Stakeholders are School community
system is owned by the accountability engaged in the stake holders
the community and is assessment development and continuously and
continuously framework with basic operation of an collaboratively review
enhanced to ensure components, appropriate and enhance
that management including accountability accountability
structures and implementation assessment system. systems' processes,
mechanisms are guidelines to the mechanisms and
responsive to the stakeholders. tools.
emerging learning
needs and demands of
the community.
SRC
KPIs
SWOT ANALYSIS
Consultative Meetings and Agreements
CI Projects and Periodic Assessment of Performance undertaken with

4. Accountability The school, with the Stakeholders are Stakeholders
assessment criteria participation of engaged in the continuously and
and tools, feedback stakeholders, development and collaboratively review
mechanisms and articulates an operation of an and enhance
information collection accountability appropriate accountability
and validation assessment accountability systems; processes,
techniques and framework with basic assessment system. mechanisms and
processes are components, tools.
inclusive and including
collaboratively implementation
developed and agreed. guidelines.
Suggestion Box
Feedback Forms
Performance Accountability Advocacies
Consultative Meetings and Agreements with Stakeholders
CI projects and activities on school processes
Researches on Teaching-Learning Processes

5. Participatory School initiates Collaboratively School-community-
assessment of periodic performance conduct of developed performance
performance is done assessments with the performance assessment is practiced
regularly with the participation of assessment informs and is the basis for
improving monitoring
community. stakeholders. planning, plan and evaluation systems,
Assessment results adjustments and providing technical
and lessons learned requirements for assistance, and
serve as basis for technical assistance. recognizing and refining
feedback, technical plans.
assistance,
recognition and plan
adjustment.
SRC
SOSA
Continuous Improvement of Processes
Principle 4
RESOURCES
MANAGEMENT OF
Principle 4: Management of Resources

1. Regular resource Stakeholders are Resource inventory is Resource inventories are
inventory is aware that a regular characterized by systematically
collaboratively resource inventory is regularity, increased developed and
undertaken by available and is used participation of stakeholders are
engaged in a
learning managers, as the basis for stakeholders, and collaborative process to
learning facilitators, resource allocation communicated to the make decisions on
and community and mobilization. community as the resource allocation and
stakeholders as basis basis for resource mobilization.
for resource allocation allocation and
and mobilization. mobilization.
Principle 4: Management of Resources – Indicator 1
APP, SIP, AIP, PPMP, WFP, SOB, MCP, SRC, BUDGET PROPOSAL
School property inventory report/ inventory forms
Canteen reports
Human resource inventory
Income generating programs report
Records of deed of donations
Periodic resource inventory (as reflected in the School Calendar of Activity) and
School Inventory System Orientation
Report of School-Based Feeding
Report on donations and condemned resources
Transparency board on school resources
Resource inventory reports acknowledged by stakeholders
SOSA Report
Attendance, Minutes and documentations of meetings with stakeholders
Financial statement and/or utilization of school local funds reflected to SIP/AIP
Signed designation of School Inventory Committee
Consultative Processes
Resource allocation plan collaboratively prepared by the school and stakeholders

Institutionalized process flow (Chart) / Procedural of procurement based on
DepEd IRR
Certificate of training BAC and TWG
Development Plan drafted by the School Inventory Committee

2. A regular dialogue Stakeholders are Stakeholders are Stakeholders collaborate
for planning and invited to participate regularly engaged in the to ensure timely and
resource in the development of planning and resource need-based planning and
programming, that is an educational plan in programming, and in the resource programming
implementation of the and support continuous
accessible and resource education plan. implementation of the
inclusive, programming, and in education plan.
continuously engage the implementation of
stakeholders and the educational plan.
support
implementation of
community education
plans.
Reports of regular meeting conducted with stakeholders on planning and
resource programming
Documentation on the participation of stakeholders in the implementation of
educational plan (Attendance, log, pictures with caption)
Copies of invitation letter for attendance of school to barangay
sessions/municipal sessions
Significant findings based on M&E Reports
Compilation of Feedbacks
Progress/Evaluation Report of all resources programmed and utilized
Copy of Stakeholders resolution to allocate possible facilities and financial
assistance
Plans for Improvement based on Reported Feedbacks
Research and CI projects related to school development plans

3. In place is a Stakeholders support Stakeholders are Stakeholders sustain
community- judicious, appropriate, engaged and share the implementation
developed resource and effective use of expertise in the and improvement of a
management system resources. collaborative collaboratively
that drives appropriate development of developed,
behaviours of the resource management periodically adjusted,
stakeholders to ensure system. and constituent-
judicious, appropriate, focused resource
and effective use of management system.
resources.
Documents - ASP and linkages
Records and Documentations on Generated Resources
Records - SOB/ AIP/ APP-PPMP
Data on Partnerships
Financial Reports of all funds donated
Accomplishment Report of PPAs on Capacity building of school fiscal planning
teams/teachers
Certificate of Trainings/Attendance/ of Capacity building of school fiscal planning
team
Copy of Resource management system developed and approved by the school
community and stakeholders
Sustainable Development Plans
Periodic monitoring/inventory and adjustment of resource management report
No incidence of AOM within the rating period

4. Regular Stakeholders are Stakeholders Stakeholders are
monitoring, invited to participate collaboratively engaged, held
evaluation, and in the development participate in the accountable and
reporting processes of and implementation development and implement a
resource management of monitoring, implementation of collaboratively
are collaboratively evaluation, and monitoring, developed system of
developed and reporting processes evaluation, and monitoring,
implemented by the on resource reporting processes evaluation and
learning managers, management. on resource reporting for resource
facilitators, and management. management.
community
stakeholders.
Copies of invitation to stakeholders to participate in the implementation of
monitoring, evaluation, and reporting processes on resource management
Report/minutes of the meeting
Copy of Inventory Schedule/System
Copy of Monitoring and Evaluation System (SMEA Tools)
M&E Reports, Findings and Recommendations
Copy of approved processes on resource management by the school community
and stakeholders
Improvement of M&E tools based on feedbacks
Statement of commitment and accountability of stakeholders on the
implementation of collaboratively developed resource management system.
Accomplishment report on the implementation of the system

5. There is a system An engagement Stakeholders support An established system
that manages the procedure to identify a system of of partnership is
network and linkages and utilize partnerships for managed and sustained
which strength and partnerships with improving resource by the stakeholders for
continuous improvement
sustain partnerships stakeholders for management. of resource
for improving improving resource management.
resource management. management is
evident.
Developed Stakeholders Engagement Procedures

Crafted Goals on Resource Management
Implementation of Engagement Plans
Plans for Managed Risks in Resource Management
Reports on Managed Risks in Resource Management

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Quality First…where Excellence is a Lifestyle!

School Based Management (SBM) is the strategy to improve

2. Curriculum and Instruction

3. Accountability and Continuous Improvement

SBM Assessment Tool

Level 3: ADVANCED (ACCREDITED LEVEL)

Indicators Level 1 Level 2 Level 3

Indicators Level 1 Level 2 Level 3

Annual Accomplishment Report

Indicators Level 1 Level 2 Level 3

Indicators Level 1 Level 2 Level 3

Indicators Level 1 Level 2 Level 3

Indicators Level 1 Level 2 Level 3

Indicators Level 1 Level 2 Level 3

Indicators Level 1 Level 2 Level 3

Indicators Level 1 Level 2 Level 3

Researches on School L&D

Researches on School Assessments

Researches on Teaching and Learning Systems

Development of Sustainable Curricular Programs

Indicators Level 1 Level 2 Level 3

Indicators Level 1 Level 2 Level 3

Indicators Level 1 Level 2 Level 3

Observation reports on teaching and classroom management.

Indicators Level 1 Level 2 Level 3

Records of Meetings with Stakeholders

Indicators Level 1 Level 2 Level 3

Indicators Level 1 Level 2 Level 3

Indicators Level 1 Level 2 Level 3

Indicators Level 1 Level 2 Level 3

Indicators Level 1 Level 2 Level 3

Resource allocation plan collaboratively prepared by the school and stakeholders

Indicators Level 1 Level 2 Level 3

Indicators Level 1 Level 2 Level 3

Indicators Level 1 Level 2 Level 3

Indicators Level 1 Level 2 Level 3

Developed Stakeholders Engagement Procedures

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