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REVISED SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL

Part I: Introduction
The Revised School-Based Management (SBM) Assessment tool is guided by the four principles of ACCESs (A Child- and Community- Centered
Education System). The indicators of SBM practice were contextualized from the ideals of an ACCESs school system. The unit of analysis is the school
system, which may be classified as beginning, developing or advanced (accredited level). The SBM practice is ascertained by the existence of
structured mechanisms, processes and practices in all indicators. A team of practitioners and experts from the district, division, region and central
office validates the self-study/assessment before a level of SBM practice is established. The highest level- “advanced” is a candidacy for accreditation
after a team of external validators confirmed the evidence of practices and procedures that satisfies quality standards.
Part II: Basic School/Learning Center (LC) Information:
School/Learning Center:
Region/Division:
Name of School Head/LC Head:
Address:
Part III: Instruction to the Users:
Please indicate using a check mark the extent of SBM practice for each indicator listed below (numbered) based on the validation team’s consensual
agreements after systematic D-O-D (Document Analysis-Observation-Discussion). For indicators with no evidence, indicate zero.
Part IV: Rating Scale:
0 No evidence
1 Evidence indicates beginning structures and mechanisms are in place to demonstrate ACCESs
2 Evidence indicates planned practices and procedures are fully implemented and aligned to ACCESs
3 Evidence indicates practices and procedure satisfy quality standards

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 contexts of diverse environments.
1. In place is a The development plan guided by the
Development Plan (e.g. schools vision, mission and goals
SIP) developed (VMG) is developed through the
collaboratively by the leadership of the school and the
stakeholders of the participation of some invited
school and community community stakeholders.
Means of Verification and Artifacts
1. List of officers organized (SGC, PTA,
etc.)
2. Invitation to stakeholders for school
development plan or SIP preparations. 4. Accomplishments of programs and
3. Attendance of stakeholders during SIP
preparations
4. Minutes of meeting with stakeholders
on SIP preparations.
5. Preparation and crafting of SIP with
stakeholders.
6. SGC/PTA/School’s resolutions for
school development.
7. SGC/PTA/School’s action plans for
school development.
8. Training designs/proposals for
programs and projects for school
development.
2. The development plan The school leads the regular review
(e.g. SIP) is regularly and improvement of the development
reviewed by the school plan.
community to keep it
responsive and relevant Means of Verification and Artifacts:
to the emerging needs, 1. Documentation of school-based
challenges and revisiting of SIP.
opportunities
The development plan is evolved
through the shared leadership of the
school and the community
stakeholders.
Means of Verification and Artifacts:
1. MOVs in Level 1
2. SGC/PTA initiated meetings
3. Minutes of the meetings
projects initiated by the school and
implemented with the stakeholders.
5. Advocacy meetings conducted with the
participation of SGC/PTA.
6. Completion report and adoption of the
SIP.
The school and community stakeholders
working as full partners, lead the
continual review and improvement of
the development plan.
Means of Verification and Artifacts:
1. MOVs in Level 1
2. Invitation to stakeholders for SIP
revisiting
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The development plan is enhanced
with the community performing the
leadership roles, and the school
providing technical support.
Means of Verification and Artifacts:
1. MOVs in Level 1 and 2
2. Records of stakeholders meetings
supporting the VMG of the school
3. SGC/PTA initiated program and
project proposals
4. SGC/PTA accomplishment report of
programs and projects they initiated
or in partnership with the school.
5. SIP/AIP submitted to other
stakeholders and LGU for inclusion in
the community development plan.
6. Copy of LGU and other stakeholders
proposals in line with the school’s
programs and projects.
7. Deeds of donation and acceptance
from, and MOU, MOA with LGU and
other stakeholders.
The community stakeholders lead the
regular review and improvement
process; the school stakeholders
facilitates the process.
Means of Verification and Artifacts:
1. MOVs in Level 1 and 2
2. Attendance and minutes of the
meetings initiated by the

2. School conducts regular monitoring and
evaluation of the programs and
projects in SIP.
3. School prepare action plan for
improvement of SIP.
4. Improved SIP is presented to the SGC,
PTA, SSG/SPG
3. The school is organized The school defines the organizational
by a clear structure and structure, and the roles and
work arrangements that responsibilities of stakeholders.
promote shared
leadership and
governance and define
the roles and Means of Verification and Artifacts:
responsibilities of the 1. MOA as to the responsibilities of
stakeholders. stakeholders
2. Attendance of the stakeholders during
school-community activities
3. Participation of at least 50% of SGC,
PTA, SSG/SPG
4. Attendance at least 25% of the parents
in school activities.
4. A leadership network A network has been collaboratively
facilitates established and is continuously
communication between improved by the school-community.
and among school and
community leaders for Means of Verification and Artifacts:
informed decision 1. List of established community network
making and solving or linkages.
3. Attendance and minutes of the conduct
of SIP revisit with community
stakeholders.
4. Stakeholders partner with school in
monitoring the implementation of
programs and projects in the SIP.
5. School and stakeholders jointly prepare
action plan for improvement.
The school and community
collaboratively define the structure and
the roles and responsibilities of
stakeholders.
Means of Verification and Artifacts:
1. MOVs in Level 1
2. Agreement between stakeholders and
school in defining the structure, roles
and responsibilities.
3. Activities initiated by the school in
collaboration with the stakeholders.
4. Participation of at least 75% of SGC, PTA, 5. Completion reports of the projects
SSG/SPG
5. Completion report of the activities
prepared by the school and validated by
the stakeholders.
6. Attendance of least 50 % of the parents
in school activities
The network actively provides 5.
stakeholders information for making
decisions and solving learning and
administrative problems.
Means of Verification and Artifacts:
1. MOVs in Level 1
2. School performance is reported to the
stakeholders through conduct of SOSA
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commnunity stakeholders during the
revisit of the SIP.
3. Stakeholders monitor regularly the
implementation of programs and
projects for school development.
4. Stakeholders submits action plan for
the improvement of programs and
projects for school development.
Guided by an agreed organizational
structure, the community
stakeholders lead in defining the
organizational structure and the role
and responsibilities; school provides
technical and administrative support.
Means of Verification and Artifacts:
1. MOVs in Level 1 and 2
2. Stakeholders can define their role in
school organization.
3. Action plans of stakeholders
4. Attendance and minutes of the
meeting initiated by the SGC/PTA
initiated and implemented by the
stakeholders
6. 100% participation of SGC, PTA,
SSG/SPG
7. Attendance of at least 75% of the
parents in school activities
The network allows easy exchange
and access to information sources
beyond the community.
Means of Verification and Artifacts:
1. MOVs in Level 1 and 2
2. Feedbacking mechanism is established
for the stakeholders

school-community wide 2. System of communication established
learning problems by the school and the community to
facilitate flow of information.
3. Attendance and minutes of meetings
with stakeholders regarding learners
concerns.
4. SRC is communicated to the
stakeholders through distribution of
pamphlets or display on school bulletin
board.
5. A long term program is Developing structures are in place and
in operation that analysis of the competency and
addresses the training development needs of leaders is
and development needs conducted; result is used to develop a
of the school and long-term training and development
community leaders. program.
Means of Verification and Artifacts:
1. Teachers’ profile
2. TSNA for teaching and non-teaching
personnel
3. IPPD, SPPD
4. Training and seminar programs based
on TSNA, IPPD/SPPD
5. LAC, TQC
6. Accomplishment report on trainings,
seminars, LAC
7. Attendance sheet of training, seminars,
LAC, TQC
B. Curiculum and Instruction
The curriculum learning systems anchored on the community and learners’ context and aspirations are collaboratively developed and continuously
improved.
1. The curriculum provides All types of learners in the community
for the needs of all types are identified, their learning curves
of learners in the school assessed; appropriate programs with
community. its support materials for each type of
learner is developed.
3. Attendance sheet during SOSA
4. Office orders and memos disseminated to
internal and external stakeholders.
5. Conduct of regular meetings with
stakeholders regarding concerns on
learners progress.
Leaders undertake training modes that
are convenient to them (on-line, off-line,
modular, group, or home-based) and
which do not disrupt their regular
functions. Leaders monitor and evaluate
their own learning progress.
Means of Verification and Artifacts:
1. MOVs in Level 1
2. List of teachers/personnel enrolled in
post graduate studies
3. List of teachers graduated from graduate
studies
4. Updated teachers’ PDS and portfolio
5. Individual accomplishments based on
IPPD/SPPD
Programs are fully implemented and
closely monitored to address
performance discrepancies, benchmark
best practices, coach low performers,
mentor potential leaders, reward high
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3. Records of feedback from
stakeholders
4. Functional SGC/PTA office
5. School has functional website, email
address, or other social media
network
Leaders assume responsibility for
their own training and development.
School community leaders working
individually or in groups, coach and
mentor one another to achieve their
VMG.
Means of Verification and Artifacts:
1. MOVs in Level 1 and 2
2. Action plan of TQCs
3. Regular meetings of TQCs
4. Attendance and minutes of TQC
meetings
5. Coaching and mentoring program of
master teachers and head teachers
6. Training programs for community
stakeholders development
The educational needs of all types of
learners are being met as shown by
the continuous improvement on
learning outcomes and products of
learning. Teachers’ as well as

Means of Verification and Artifacts:
1. Pupils’/Students’ handbook
2. List of pupils/students with reading
deficiency according to Phil-IRI
3. List of SARDOs/PARDOs
4. List of non-numerates students/pupils
5. Students’ grading sheet
6. Quarterly summative assessments and
results
7. Table of specifications of assessment
8. Validity of the assessment
9. Measure and evaluation of assessment
results
10. Students’/Pupils’ tracking system
(Students’ progress chart, MPS per
subject areas, etc.)
11. LAPG, NAT results
12. Intervention and remediation
programs
13. List of students/pupils attending
intervention and remediation
programs
14. Intervention materials
2. The implemented Local beliefs, norms, values, traditions,
curriculum is localized to folklores, current events, and existing
make it more meaningful technologies are documented and
to the learners and used to develop a lasting curriculum.
applicable to life in the Localization guidelines are agreed to
community by school community and teachers are
properly oriented.
achievement, and maintain environment
that makes learning meaningful and
enjoyable.
Means of Verification and Artifacts:
1. MOVs in Level 1
2. Schedule of remedial programs
3. Progress monitoring report of remedial
programs
4. Documentation of schools’ best
classroom instruction practices
5. Documentation of student/pupil coaching
and mentoring
6. Quarterly recognition of performing
students/pupils
7. Annual recognition program
The localized curriculum is implemented
and monitored closely to ensure that it
makes learning more meaningful and
pleasurable, produces desired learning
outcomes, and directly improve
community life. Ineffective approaches
are replaced and innovative ones are
developed.
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students’ performance is motivated
by intrinsic rather than extrinsic
rewards. The Schools’ differentiated
program is frequently benchmarked
by other schools.
Means of Verification and Artifacts:
1. MOVs in Level 1 and 2
2. CI projects to address learners needs
and improve instructions
3. Documentation of school visit by other
schools for benchmarking
Best practices in localizing the
curriculum are mainstreamed and
benchmarked by other schools. There
is marked increase in number of
projects that uses the community as
learning laboratory, and the school as
an agent of change for improvement
of the community.

Means of Verification and Artifacts:
1. Curriculum guide
2. Teacher’s guide
3. Lesson plan integrating local beliefs,
values and traditions
4. Localized instructional materials
5. School community agreement
guidelines
6. Teachers orientation on localization
3. A representative group of A representative team of school and
school and community community stakeholders assess
stakeholders develop the content and methods used in teaching
methods and materials creative, critical thinking and problem
for developing creative solving. Assessment results are used
thinking and problem as guide to develop materials.
solving.
Means of Verification and Artifacts:
1. List of school and community
stakeholders doing the assessment
2. Existing learning materials used for
developing critical thinking and
problem solving.
3. Assessment of the learning materials
4. Classroom observations reports
5. Assessment result and
recommendation report
4. The learning systems are A school-based monitoring and
regularly and learning system conducted regularly
collaboratively monitored and cooperatively; and feedback is
by the community using shared with the stakeholders
appropriate tools to
ensure the holistic
growth and development The system uses a tool that monitors
of the learners and the the holistic development of learners.
community
Means of Verification and Artifacts:
1. MOVs in Level 1
2. Monitoring report on the implementation
of localized curriculum
3. Continuous improvement program on
innovative classroom instruction.
Learning materials and approaches to
reinforce strengths and address
deficiencies are developed and tested
for applicability on school, family and
community.
Means of Verification and Artifacts:
1. MOVs in Level 1
2. Documentation on the preparation and
development of learning materials
3. Test application of developed learning
materials and approaches to selected
learners in school and in the community.
4. Assessment result and recommendation
report
The school-based monitoring and
learning systems generate feedback that
is used for making decisions that
enhance the total development of
learners.
Leadership roles of school department
heads, subject leaders are delegated
now and then, by rotation to train and
develop potential leaders.
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Means of Verification and Artifacts:
1. MOVs in Level 1 and 2
2. Best practices in localized curriculum
3. Documentation on benchmarking of
other school.
4. School project in the community
based on localized curriculum.
Materials and approaches are being
used in school, in the family and in
community to develop critical,
creative thinking and problem solving
community of learners and are
producing desired results.
Means of Verification and Artifacts:
1. MOVs in Level 1 and 2
2. Documentation on the use of
developed learning materials and
approaches in the school and the
community.
3. Monitoring and evaluation report
4. Outcome assessment result
The monitoring system is accepted
and regularly used for collective
decision making.
The monitoring tool has been
improved to provide both
quantitative and qualitative data.

Means of Verification and Artifacts:
1. School programs and project based on
SIP / AIP
2. School programs and projects
monitoring team.
3. Monitoring and evaluation report
4. Monitoring tools utilized
5. Feedback report on programs and
projects based on monitoring and
evaluation
6. Meeting with stakeholders on the
feedback on result of monitoring and
evaluation
5. Appropriate assessment The assessment tools are reviewed by
tools for teaching and the school and assessment results are
learning are continuously shared with school’s stakeholders.
reviewed and improved,
and assessment results
are contextualized to the
learner and local Means of Verification and Artifacts:
situation and the 1. Teaching-learning observation tool
attainment of life skills. 2. Evaluation report on the teaching-
learning observation
3. Individual learners progress reporting
tool such as class record, attendance
record, report card, etc.
4. Parents/guardians attendance during
distribution of report card
6. Learning managers and Stakeholders are aware of
facilitators (teachers, child/learner-centered, rights-based,
administrators and inclusive principles of education.
community members)
nurture values and
environments that are Learning managers and facilitators
protective of all children conduct activities aimed to increase
and demonstrate stakeholders awareness and
Means of Verification and Artifacts:
1. MOVs in Level 1
2. Action plan based on the feedback
resulting from monitoring and evaluation
report
3. Teacher training program on school
leadership
4. Records of officership-in-charge of
teachers
The assessment tools are reviewed by
the school and the results are shared
with community stakeholders.
Means of Verification and Artifacts:
1. MOVs in Level 1
2. School learners progress report.
3. Evaluation report on school learners
progress.
4. Presentation of the assessment tool and
evaluation report to the community
stakeholders documentation.
Stakeholders begin to practice
child/learner-centered principles of
education in the design of support to
education.
Learning managers and facilitators apply
the principles in designing learning
materials.
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Means of Verification and Artifacts:
1. MOVs in Level 1 and 2
2. Agreement on the monitoring system
set up.
3. Evaluation of the monitoring system
result
4. Improved monitoring tools
5. Qualitative and quantitative result of
the improved monitoring tool
School assessment results are used to
develop learning programs that are
suited to community, and customized
to each learners’ context, result of
which are used for collaborative
decision-making.
Means of Verification and Artifacts:
1. MOVs in Level 1 and 2
2. Learning programs developed and
used in the community.
3. Evaluation report on the outcome of
the program.
Learning environments, methods and
resources are community driven,
inclusive and adherent to child’s
rights and protection requirements.
Learning managers and facilitators
observe learners’ rights from
designing the curriculum to

behaviors consistent to
the organization’s vision,
mission and goals.
7. Methods and resources
are learner and
community-friendly,
enjoyable, safe, inclusive,
accessible and aimed at
developing self-directed
learners. Learners are
equipped with essential
knowledge, skills, and
values to assume
responsibility and
accountability for their
own learning.
commitment to fundamental rights of
children and the basic principle of
educating them.
Means of Verification and Artifacts:
1. Child-Friendly School System
2. Child Protection Policy
3. Gender and Development Program
4. Violence Against Women and
Children Program
5. School Disaster & Risk Reduction
Management Progra
6. Child Protection Committee
7. SDRRM Committee
8. CFSS, CPP, GAD, VAWC Orientation
9. Early Registration Campaign
10. Fire Drill and Earthquake Drill
Schedule and Report
11. Attendance of parents during the
conduct of orientations
Practices, tools, and materials for
developing self-directed learners are
highly observable in school, but not in
the home or in the community.
Learning programs are designed and
developed to produce learners who
are responsible and accountable for
their learning.
Means of Verification and Artifacts:
1. Learning modules in different subject
areas
2. Utilization of learning modules inside
the class or school.
3. Report on learners’ progress utilizing
the learning modules
Means of Verification and Artifacts:
1. MOVs in Level 1
2. Parents’ school visit log
3. Parents’ handbook
4. LRMDS developed by the school
5. Guidelines in designing the learning
materials
Practices, tools, and materials for
developing self-directed learners are
beginning to emerge in the homes and in
the community.
The program is collaboratively
implemented and monitored by the
teachers and parents to ensure that it
produces the desired learners.
Means of Verification and Artifacts:
1. MOVs in Level 1
2. Learning modules are utilized by the
learners both in school and at home
3. Teachers and parents monitoring tool on
the utilization of learning modules by the
learners
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structuring the whole learning
environment.
Means of Verification and Artifacts:
1. MOVs in Level 1 and 2
2. School facilities are child-friendly,
protective and hazard free based on
CFSS, CPP, and Student-led School
Watching and Hazard Mapping
3. Enrolment list of mainstreamed
learners with special needs.
4. Deed of donations of school materials
of the stakeholders
5. Minutes of meeting on planning
curriculum design and learning
environment structure.
There is continuous exchange of
information, sharing of expertise and
materials among the schools, home
and community for the development
of self-directed learners.
The program is mainstreamed but
continuously improved to make it
relevant to emergent demands.
Means of Verification and Artifacts:
1. MOVs in Level 1 and 2
2. Learning modules collaborated with
other school, or with the community.
3. Documentation on the utilization of
the learning modules in the whole
community

4. Stuidents’ self-monitoring tools on
their progress
C. Accountability and Continuous Improvement
A clear , transparent, inclusive, and responsive accountability system is in place, collaboratively developed by the school community, which monitors
performance and acts appropriately on gaps and gains.
1. Roles and responsibilities There is an active party that initiates
of accountable person/s clarification of the roles and
and collective body/ies responsibilities in education delivery.
are clearly defined and
agreed upon by
community stakeholders Means of Verification and Artifacts:
1. SGC
2. GPTA
3. Faculty Club
4. SSG / SPG
5. Roles and responsibilities manual
2. Achievement of goals is Performance accountability is
recognized based on a practiced at the school level.
collaboratively developed
performance Means of Verification and Artifacts:
accountability system; 1. Performance indicator bulletin board
gaps are addressed 2. Performance indicator report
through appropriate 3. School developed performance
action. accountability system
4. Action plan on the improvement of the
indicated performance by the
concerned individuals
3. The accountability system The school articulates the
is owned by the accountability assessment framework
community and is with basic components, including
continuously enhanced to implementation guidelines to the
ensure that management stakeholders.
structures and Means of Verification and Artifacts:
mechanisms are 1. Accountability assessment framework
4. Report on learners’ progress utilizing the
learning modules collaboratively
prepared by the teachers and parents
The stakeholders are engaged in
clarifying and defining their specific roles
and responsibilities.
Means of Verification and Artifacts:
1. MOVs in Level 1
2. Records/minutes of meeting with
stakeholders regarding definition and
clarification of roles and responsibilites
3. Attendance of participants
A community-level accountability system
is evolving from school-led initiatives.
Means of Verification and Artifacts:
1. MOVs in Level 1
2. Records/minutes of meeting with
stakeholders with agenda on community-
level accountabilty system
3. Accountability system developed by
community through school initiatives
Stakeholders are engaged in the
development and operation of an
appropriate accountability assessment
system.
Means of Verification and Artifacts:
1. MOVs in Level 1
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4. Learners’ progress report
5. Report on the continuous
improvement of the program.
Shared and participatory processes
are used in determining roles,
responsibilities, and accountabilities
of stakeholders in managing and
supporting education.
Means of Verification and Artifacts:
1. MOVs in Level 1 and 2
2. Manual on the roles, responsibilities,
and accountabilities approved by the
school administration and
stakeholders
A community-accepted performance
accountability, recognition and
incentive system is being practiced.
Means of Verification and Artifacts:
1. MOVs in Level 1 and 2
2. School-community committee on
recognition and incentives
3. School-based Program on Awards and
Incentives on Service Excellence
4. Program on recognition of
stakeholders’ service to the school
community
School community stakeholders
continuously and collaboratively
review and enhance accountability
systems, processes, mechanisms and
tools.
Means of Verification and Artifacts:
1. MOVs in Level 1 and 2
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responsive to the 2. Guidelines on accountability 2. Accountability assessment system and 2. Records/minutes of meeting with
emerging learning needs assessment framework tools collaboratively developed by the community stakeholders regarding
and demands of the 3. Records/minutes of meeting with the school and stakeholders review of the accountability systems,
community. stakeholders regarding accountability 3. Stakeholders developed and operated processes, mechanisms, and tools
assessment framework their own accountability assessment 3. Continuously improved accountability
system assessment systems and tools.
4. Accountability The school, with the participation of Stakeholders are engaged in the Stakeholders continuously and
assessment criteria and stakeholders, articulates an development and operation of an collaboratively review and enhance
tools, feedback accountability assessment framework appropriate accountability assessment accountability systems, processes,
mechanisms, and with basic components, including system. mechanisms and tools.
information collection implementation guidelines.
and validation techniques Means of Verification and Artifacts: Means of Verification and Artifacts: Means of Verification and Artifacts:
and processes are 1. Accountability assessment framework 1. MOVs in Level 1 1. MOVs in Level 1 and 2
inclusive and and guidelines acknowledged and 2. Accountability assessment system and 2. Records/minutes of meeting with
collaboratively developed understood by the stakeholders tools collaboratively developed by the community stakeholders regarding
and agreed upon. 2. Records/minutes of meeting with the school and stakeholders review of the accountability systems,
stakeholders regarding accountability 3. Stakeholders developed and operated processes, mechanisms, and tools
assessment framework their own accountability assessment 3. Continuously improved accountability
system assessment systems and tools.
5. Participatory assessment School initiates periodic performance Collaborative conduct of performance School-community-developed
of performance is done assessments with the participation of assessment informs planning, plan performance assessment is practiced
regularly with the stakeholders. adjustments and requirement for and is the basis for improving
community. Assessment technical assistance. monitoring and evaluation systems,
results and lessons providing technical assistance, and
learned served as basis recognizing and refining plans.
for feedback, technical Means of Verification and Artifacts: Means of Verification and Artifacts: Means of Verification and Artifacts:
assistance, recognition 1. SIP, AIP 1. MOVs in Level 1 1. MOVs in Level 1 and 2
and plan adjustment. 2. Monitoring schedule of SIP and AIP 2. AIP accomplishment report 2. Performance assessment system and
3. Quarterly summative assessment 3. Results of quarterly summative tools developed by the school-
compilation assessments community
4. Quarterly summative assessment 4. Report on the outcome of monitoring of 3. Action plan on improving monitoring
schedule PPAs and evaluation system, and technical
5. Schedule of monitoring of PPAs by the 5. Results of the special assessments assistance.
school and stakeholders
6. Schedule of special assessments such as
Phil IRI, or others initiated by the school

D. Management of Resources
Resources are collectively and judiciously mobilized and managed with transparency, effectiveness, and efficiency.
1. Regular resource
inventory is
collaboratively
undertaken by learning
managers, learning
facilitators, and
community stakeholders
as basis for resource
allocation and
mobilization.
2. A regular dialogue for
planning and resource
programming, that is
accessible and inclusive,
continuously engage
stakeholders and support
implementation of
community education
plans.
3. In place is a community-
developed resource
management system that
drives appropriate
behaviors of the
stakeholders to ensure
judicious, appropriate,
Stakeholders are aware that a regular
resource inventory is available and is
used as the basis for resource
allocation and mobilization.
Means of Verification and Artifacts:
1. SIP, AIP, APP, SEF
2. School property inventory report.
3. Canteen reports
4. Human resource inventory
5. Income generating programs report
6. Records of deed of donations
Stakeholders are invited to participate
in the development of an educational
plan in resource programming, and in
the implementation of the educational
plan.
Means of Verification and Artifacts:
1. Invitation to stakeholders to participate 1. MOVs in Level 1
in plan development on resource
programming and implementation of
the educational plan
2. Records of meetings with stakeholders
during school educational planning
3. School educational plan
Stakeholders support judicious,
appropriate, and effective use of
resources.
Means of Verification and Artifacts:
1. Distribution of school resources reports 1. MOVs in Level 1
Resource inventory is characterized by
regularity, increased participation of
stakeholders, and communicated to the
community as the basis for resource
allocation and mobilization.
Means of Verification and Artifacts:
1. MOVs in Level 1
2. PTA fund reports and liquidations
3. Transparency board on school resources
4. Resource inventory reports
acknowledged by stakeholders
Stakeholders are regularly engaged in
the planning and resource programming,
and in the implementation of the
education plan.
Means of Verification and Artifacts:
2. Regular conduct of meeting with
stakeholders on planning and resource
programming
3. Documentation on the participation of
stakeholders in the implementation of
educational plan
Stakeholders are engaged and share
expertise in the collaborative
development of resource management
system.
Means of Verification and Artifacts:
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Resource inventories are
systematically developed and
stakeholders are engaged in a
collaborative process to make
decisions on resource allocations and
mobilization.
Means of Verification and Artifacts:
1. MOVs in Level 1 and 2
2. Resource allocation plan
collaboratively prepared by the school
and stakeholders
Stakeholders collaborate to ensure
timely and need-based planning and
resource programming and support
continuous implementation of the
education plan.
Means of Verification and Artifacts:
1. MOVs in Level 1 and 2
2. School resources reports
acknowledged by the stakeholders
3. Record of stakeholders meetings on
the agenda of continuous
implementation of the educational
plan
Stakeholders sustain the
implementation and improvement of
a collaboratively developed,
periodically adjusted, and
constituent-focused resource
management system.
Means of Verification and Artifacts:
1. MOVs in Level 1 and 2

and effective use of 2. Declaration of stakeholders support on
resources. the use of school resources
4. Regular monitoring, Stakeholders are invited to participate
evaluation, and reporting in the development and
processes of resource implementation of monitoring,
management are evaluation, and reporting processes on
collaboratively developed resource management.
and implemented by the Means of Verification and Artifacts:
learning managers, 1. Invitation to stakeholders to participate
facilitators, and in the implementation of monitoring,
community stakeholders. evaluation, and reporting processes on
resource management
2. Report/minutes of the meeting
5. There is a system that An engagement procedure to identify
manages the network and utilize partnerships with
and linkages which stakeholders for improving resource
strengthen and sustain management is evident.
partnerships for
improving resource Means of Verification and Artifacts:
management. 1. List of external partners of school
2. Engagement procedure on identifying
and utilizing partnership
3. School communication or invitation to
external partners
2. Resource management system developed
by the school community and
stakeholders through shared expertise.
3. Resource management system approved
by the school community and
stakeholders
Stakeholders collaboratively participate
in the development and implementation
of monitoring, evaluation, and reporting
processes on resource management.
Means of Verification and Artifacts:
1. MOVs in Level 1
2. Tools developed and implemented for
monitoring and evaluation of resource
management
3. Monitoring and evaluation, and reporting
processes on resource management
approved by the school community and
stakeholders
Stakeholders support a system of
partnership for improving resource
management.
Means of Verification and Artifacts:
1. MOVs in Level 1
2. External partnership establishment
program
3. Stakeholders manifestation of support on
the partnership
12
2. Stakeholders report on consistent
monitoring of resource management
3. Periodic adjustment of resource
management report
Stakeholders are engaged, held
accountable and implement a
collaboratively developed system of
monitoring, evaluation and reporting
for resource management.
Means of Verification and Artifacts:
1. MOVs in Level 1 and 2
2. Statement of commitment and
accountability of stakeholders on the
implementation of collaboratively
developed system.
3. Accomplishment report on the
implementation of the system.
An established system of partnership
is managed and sustained by the
stakeholders for continuous
improvement of resource
management.
Means of Verification and Artifacts:
1. MOVs in Level 1 and 2
2. School management information
system
3. School management information
system report accessible to
stakeholders
 13

PART V. SCORING INSTRUCTIONS

1. The four (4) principles were assigned percentage weights on the basis of their relative importance to the aim of school (improved learning
outcomes and school operations);
 Leadership and Governance - 30%
 Curriculum and Learning – 30%
 Accountability and Continuous Improvement – 25%
 Management of Resources – 15%

2. Each principle has several indicators. Based on the results of the D-O-D (Document Analysis, Observation, Discussion), summarize the
evidences, and arrive at a consensus, what rating to give to each indicator;

3. Rate the items by checking the appropriate boxes. These are the points earned by the school for the specific indicator. The rating scale is:
0 - No evidence
1 - Evidence indicates early or preliminary stages of implementation
2 - Evidence indicates planned practices and procedures are fully implemented
3 - Evidence indicates practices and procedure satisfy quality standards

4. Assemble the Rubrics rated by the respondents; edit them for errors like double entries or incomplete responses;

5. Count the number of check marks in each indicator and record in the appropriate box in the summary table for the area / standard rated;

6. Multiply the number of check marks in each column by the points (1-3);
7. Get the average rating for each principle by dividing the total score by the number of indicators of the principle;

8. Record the average ratings for the principle in the Summary Table for the computation of the General Average;

9. Multiply the rating for each principle by its percentage weight to get the weighted average rating;

10. To get the total rating for the four principles, get the sum of all the weighted ratings. The value derived is the school rating based on DOD;
 14

11. The level of practice will be computed based on the criteria below:
 60% based on improvement of learning outcomes;
– 10% increment: 25 points
– 20% increment: 50 points
– 50% increment: 100 points
 40% according to the validated practices using DOD
– 0.00 - 0.50: 25 points
– 0.51 – 1.50: 50 points
– 1.51 – 2.50: 75 points
– 2.51 – 3.00: 100 points

12. The resulting score will be interpreted as:

 Level III: 150-200 points
 Level II: 149-100 points
 Level I: 99 and below

PART VI. DESCRIPTION OF SBM LEVEL OF PRACTICE

The resulting levels are described as follows:

Level I: BEGINNING -Establishing and developing structures and mechanisms with acceptable level and extent of community participation
and impact on learning outcomes.
Level II: DEVELOPING - Introducing and sustaining continuous improvement process that integrates wider community participation and
improve significantly performance and learning outcomes.
Level III: ADVANCED (ACCREDITED) - Ensuring the production of intended outputs/outcomes and meeting all standards of a system fully
integrated in the local community and is self-renewing and self-sustaining.