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

participation of development development development
Development plan guided by plan is enhanced
Plan (e.g. SIP) stakeholders) the school’s plan is
with the
developed •Annual vision, mission evolved community with
Procurement Plan and goal (VMG) through the the community
collaboratively •Annual Budget isdeveloped shared performing the
by the •Documentation of
throough the
leadership of leadership roles
leadership of
stakeholders 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 review stakeholder s lead the
guides the Review Process s working
education (Minutes of the and as full regular
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 – defines and agreed
a clear CBL community organizational
the structure, the
structure and •School organizati collaborativ community
work Governing ely define
arrangements Council onal the
stakeholders
structure, lead in
that promote Structure structure defining 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, lities of ties of responsibilities
; 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

structures undertake assume
program is in •IndividumalPla training modes
operation that n for are in place responsibility
that are
and analysis for their own
addresses the Professional of the
convenient to
training and
training and Dev’t (IPPD) them (on-line,
competency off-line, development.S
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
result is used in groups,
•Training and to develop a
regular
coach and
Development functions.
long-term Leaders mentor one
Program for training and monitor and another to
Leaders development evaluate their achieve their
•Parenting program. own learning
process.
VMG.
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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1. The Implementation Documents:

*Science Curriculum (DO 53
All types of Programs are fully
implemented and
The educational
needs of all type of
learners of the
curriculum & 57 s.2012)
*Sports Curriculum (DO 56, school
closely monitored learners are being
to address met as shown by
provides for s. 2012) community are performance continous
*Arts Curriculum (DO 56,
the needs of s.2012) identified, discrepancies,
benchmark best
improvement learning
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
*TechVoc Education (DO 68, assessed; mentor potential students’
school s.2012) appropriate leaders, reward
high achievement,
performance is
motivated by intrinsic
*SPED (DO 60, s.2003)
community. *Madrasah Education (DO
programs with and maintain rewards. The schools’
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
Curriculum (Secondary
each type of enjoyable. schools.
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 are community.
Curriculum are properly replaced and
(Secondary oriented. innovative
Schools) ones are
developed.
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3. A •Action Research on
Effective Teaching
A Learning Materials and
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
improving Quality
used in and tested for and problem
methods and Instruction teaching applicability on solving
creative, school, family community of
materials for •Visual aids
•ICT-Based Instruction critical thinking and learners and are
developing (ex:Txt2Teach) and problem community. producing
creative •Workbooks/Worksheets
locally developed
solving. desired results.
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

•Teachers’ Portfolio
The The Schools
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
•Pre-Test/Diagnostic
community community customized to
improved, and Tests stakeholders. stakeholders. each learners’
context, results
assessment •-Formative/Summative
Tests (HOTS or aligned of which are
results are with KPUP) used in used for
contextualized designing Remediation
Programs
collaborative
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 rights-based, and
practice method and
Report cum CFSS child/learner- resources and
(teachers, inclusive
•Co-curricular principles of centered community
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.) facilitators
support to protection
and conduct activities education. requirements.
environments aimed to increase Learning
that are stakeholders managers and Learning
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
vision, mission whole learning
environment.
and goals.
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7. Methods of •Daily Lesson Practices, tools Practices, There is

resources Log/Lesson Plans and materials for tools, and continuous
developing self-
arelearner and •Student’s Portfolio directed learners
materials for exchange of
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
inclusive, Laboratory the home or in beginning to materials among
•ADM Modules the community. emerge in the the schools,
accessible and
aimed at •Awards received by Learning
homes and the home and
Learners programs are community. community for
developing self- •Learners-initiated designed and the development
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
essential responsible and
•Reading Centers accountable for and monitored mainstreamed
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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1. Roles and •Structure of School

Accountable Organizations:
There is an The Shared and
participatory
active party stakeholders are
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 Association- the roles and defining their
responsibilities and
specific roles
collective CBL (DO No. 54, s.2009, DO
No. 67, s. 2009
responsibilities and accountabilities of
body/ies are •Supreme Student in education responsibilities.
stakeholders in
Government/Supreme Pupil delivery. managing and
clearly defined Government (DM 4, s. 2012) sujpporting
and agreed •Attendance, Photos, Minutes
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
performance *Recognition and initiatives. is being
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

accountability System processes, articulates the are engaged in community
mechanisms and accountability the stakeholders
system is owned 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
enhanced to Meeting of the implementation appropriate review and
Enhancvement and guidelines to the 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’

Satisfaction Survey, Parent’s
The school, with Stakeholders Stakeholders
assessment the participation areb engaged continuously and
Opennionaire , Checklist of stakeholders,
criteria and tools, Form, Survey Questionnaire,
accountability
in collaboratively
feedback Tracer Study Tool, School
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 accountability processes,
validation Report Card, State of the
School Address (SOSA),
guidelines. assessment mechanisms and
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 periodic community
assessment of focusing on Assessment performance
performance of: assessments with
performance developed
done is done -KPIs on Access (Enrolment the participation assessments performance
& Drop-out rate) Quality with the assessment is
regularly with the (NAT) & Governance (SBM of stakeholders.
community. Assessment) participation of practiced and is
Assessment -School’s PPAs: WSRP stakeholders. the basis for
Brigada Eskwela, Gulayan 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
technical
of School’s PPAs
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

resouorce Inventory of : aware that a inventory is inventories are
•-Hum,an Resources regular resource characterized by
inventory is (Teachers, Students, inventory is
systematically
colaboratively Partners) regularity, developed and
available and is increased
undertaken by •-Financial Resources (PTA, used as the basis stakeholdersf are
learning managers. MOOE, Canteen Fund, IGP, participation of engaged in a
Clubs) for resource
stakeholders,
Learning managers, -Technological Resources allocation and
and collaborative
learning -Instructional Materials mobilization. process to make
-Furniture communicated
facilitators, and -Rooms to the decisions on
community -WatSan community as resource
stakeholders as -School Site Titling basis for allocation and
basis for resource -Instructional Tools & resource mobilization.
Equipment allocation and
allocation and *Output: Resources
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 Planning paticipate engaged timely and
programming, in the
that is
*Output:
developme in the need-based
-Human Resource planning planning
accessible and Dev’t Plan (HRDP) nt of an
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 (TRIP) ng, and in the support
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

•-Updated gtransparency support judicious, are engaged sustain the
collectively and Board of all Finances appropriate, and implementation and
judiciously (MOOE,PTA,IGP,Canteen effective use of
and share improvement of a
mobilized and Fund, Donations, etc) resoureces . expertise in collaboratively
-Innovations for the the
managed with collective and judicious developed,
transparency, utilization and transparent, collaborative periodically
effectiveness, and effective and efficient resource adjusted, and
resource mangement mangement constituent-focused
efficiency. system system. resource
management
system.
4. Regular SMEPA of the following: Stakeholders Stakeholders Stakeholders are
monitoring -Human Resource Dev’t are invited to are invited to engage, held
Plan (HRDP) 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
Improvement Plan (TRIP) developed system
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
developed and resources monitoring, monitoring, resource
management.
implemented by evaluation, and evaluation, and
the learning reporting 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
sustained by
linkages which School partnerships resource
Clubs/Organization) with management. the
strengthen and stakeholders stakeholders
sustain for improving for continuous
partnerships resource improvement
management is of resource
for improving evident
resource management.
management.