CONTEXTUALIZED SBM ASSESSMENT TOOL

Name of School: _____________________________________________________ Division: _____________________________ Date: __________________________

A. LEADERSHIP AND GOVERNANCE (30%)

A network of leadership and governance guides the education system to achieve its shared vision, mission and goals making
them responsive and relevant to the context of diverse environments.
Indicators 1 2 3 MOVs/Documents/ Rating Recommendation
Systems
1. In place is a The development The development The development * SIP – AIP (Extent of
Development plan guided by the plan is evolved plan is enhanced participation of
Plan (e.g. SIP) school’s vision, through the with the community stakeholders)
developed mission andgoal shared leadership performing the * SGC
collaboratively by (VMG) is developed of the school and leadership roles, * SPT
the stakeholders through the the community and the school Annual Procurement
of the school and leadership of the stakeholders. providing technical Plan
community. school and the support. Annual Budget
participation of Documentation of the SIP
some invited Process (Minutes of the
community Meeting, Attendance,
stakeholders. Photos)
* SRC
2. A network of The school leads The school and The community * SGC
leadership and the regular review community stakeholders lead * Project Team/
governance and improvement of stakeholders the regular review Monitoring Team
guides the the development working as full and improvement * Reviewed/adjusted SIP
education system plan. partners, lead the process; the school SMEPA docs
to achieve its continual review stakeholders Documentation of the
shared vision, and improvement facilitate the SIP Review Process
mission and goals of the development process. (Minutes of the Meeting,
making them plan. Attendance,
responsive and Photos/videos)
relevant to the
context of
diverse
environments.
3. The school is The school defines The school and Guided by an * School Faculty
organized by a the organizational community agreed Association
clear structure structure, and the collaboratively organizational * School Governing
and work roles and define the structure, the Council Structure
arrangements responsibilities of structure and the community * Parents-Teachers
that promote stakeholders. roles and Stakeholders lead Association – (DO No. 54,
shared responsibilities of in defining the s. 2009, DO No. 67, s.
leadership and stakeholders. organizational 2009
governance and structure and the * Supreme Student
define the roles roles and Government / Pupil
and responsibilities; Government (DM 4, s.
responsibilities of school provides 2012)
the stakeholders. technical and * Organizational Charts
administrative * Constitution and By-
support. Laws
*Students Handbook
* Child Protection
Policy/Committee
4. A leadership A network has been A network has The network allows * SRC
network collaboratively been easy exchange and * Communication Plan
facilitates established and is collaboratively access to * Communication Flow
communication continuously established and is information sources * Communication System
between and improved by the continuously beyond the school * School Website
among school and school community. improved by the community. * Newsletter
community school community. * Linkages/ partnerships
leaders for with BLGU and other
informed Sectoral Groups
decision- making -MOA, MOU, etc.
and solving of (Minutes of the Meeting,
school Photos)
community * Inventory of Projects
wide- learning given by stakeholders.
problems.
5. A long term Developing Leaders undertake Leaders assume * T&D System
program is in structures are in training modes responsibility for Individual Plan for
operation that place and analysis that are convenient their own training Professional Dev’t
addresses the of the competency to them (on-line, and development. (IPPD) (TNA)
training and and development off- line, modular, School community * School Plan for
development needs of leaders is group, or home- leaders working Professional Development
needs of school conducted; result is based) and which individually or in (SPDP) for School Heads
and community used to develop a do not disrupt their groups, coach and * Training and
leaders. long term training regular functions. mentor one Development Plan for
and Leaders monitor another to achieve School and Community
development and evaluate their their VMG. Leaders
program. own learning * Training Designs
progress. * Developmental Needs
(IPCRF)
* Terminal Reports
* Certificates of
Attendance to
Trainings/Seminar

________________________________________________________________
SBM Validator
Signature over Printed Name
CONTEXTUALIZED SBM ASSESSMENT TOOL

Name of School: _____________________________________________________ Division: _____________________________ Date: __________________________

B. CURRICULUM & LEARNING (30%)

The curriculum learning systems anchored on the community and learner’s contexts and aspirations are collaboratively developed and
continuously improved.
Indicators 1 2 3 MOVs/Documents/ Rating Recommendation
Systems
1. The curriculum All types of learners Programs are fully The educational *Log Books
provides for the of the school implemented and needs of all type of *Action Researches
needs of all community are closely monitored learners are being *Innovative Work plans
types of learners identified, their to address met as shown by *Intervention Programs
in the school learning curves performance continuous *ADM
community. assessed; discrepancies, improvement on *Students
appropriate benchmark best learning outcomes Portfolio/Projects
programs with its practices, coach and products *Documentation of Best
support materials low performers, of learning. Practices
for each type of mentor potential Teachers’ as well as *SIM
learner is leaders, reward students’ *CI Projects
developed. high achievement, performance is *Modules
and maintain motivated by *Institutionalized
environment that intrinsic rewards. programs for inclusive
makes learning, The Schools’ education
meaningful and differentiated * Learners’ profile with
enjoyable. program is their learning needs
frequently
benchmark by other
schools.
2. The Local beliefs, The localized Best practices in * Localized Curriculum
implemented norms, values, curriculum is localizing the support materials
curriculum is traditions, folklores, implemented and curriculum are - Contextualized LMs
localized to make current events, and monitored closely mainstreamed and (Big Books
it more existing to ensure that it benchmarked by ( Curriculum Adaptation
meaningful to the technologies are makes learning other schools. There MTB Dictionary)
learners and documented and more meaningful is marked increase - Improvised/Localized
applicable to life used to develop a and pleasurable, in number of LMs/ IMs/DLL
in the lasting curriculum. produces desired projects that uses
community. Localization learning outcomes, the community as
guidelines are and directly learning laboratory,
agreed to by school improves and the school as
community and community life. an agent of change
teachers are Ineffective for improvement of
 properly oriented. approaches are the community.
replaced and
innovative ones are
developed.
3. A A representative Learning materials Materials and * Linkages with CSOs/
representative team of school and and approaches to approaches are NGOs/HEIs in improving
group of school community reinforce strengths being used in Quality of Instruction
and community stakeholders assess and address school, in the family * Visual Aids
stakeholders content and deficiencies are and in community * Digitized IMs
develop the methods used in developed and to develop critical, * Quality Assured and
methods and teaching creative, tested for creative thinking accepted Localized LMs
materials for critical thinking applicability on and problem * QA Team for Learning
developing and problem school, family and solving community Resource Materials
creative thinking solving. Assessment community. of learners and are Development
and problem results are used as producing desired
solving. guide to develop results.
materials.
4. The learning A school-based The school- based The monitoring * Supervisory Plan
systems are monitoring and monitoring and system is accepted * Classroom Observation
Regularly and learning system is learning systems and regularly used Tools/Checklists
collaboratively conducted regularly generate feedback for collective * Feedback Monitoring
monitored by the and cooperatively; that is used for decision making. Form
community using and feedback is making decisions The monitoring tool * PTA Conferences
appropriate tools shared with that enhance the has been improved * Attendance Sheets/
to ensure the stakeholders. The total development to provide both Minutes of the Meeting/
holistic growth system uses a tool of learners. quantitative and Photos
and development that monitors the qualitative data. * SMEA
of the learners holistic A committee take * Guidance Forms
and the development care ofof the
community. learners. continuous
improvement of the
tool.
5. Appropriate The assessment The assessment Schools assessment * Teachers’ Test
assessment tools tools are reviewed tools are reviewed results are used to Notebook
for teaching and by the school and by the school develop learning * Teachers’ Portfolio
learning are assessment results community and programs that are * Test Results & Test
continuously are shared with results are shared suited to Item Analysis
reviewed and school’s with community community, and * Table of Specifications
improved, and stakeholders. stakeholders. customized to each * Test Item Bank
assessment learners’ context, Formative/Summative
results are results of which are Tests
contextualized used for * Remediation Programs
to the learner collaborative * Enhanced
and local decision-making. Assessment Tools
situation and the adopted from Partners
attainment of
relevant life skills.
6. Learning Stakeholders are Stakeholders begin Learning * Child Protection
managers and aware of child/ to practice environments Committee Organized
facilitators learner- centered, child/learner- methods and * School-Based Child
(teachers, rights- based, and centered principles resources are Protection Policy
administrators inclusive principles of education in the community driven, * intake Sheets
and community of education. design of support inclusive and * Policy Implementation
members) nurture to education. adherent to child’s Report cum CFSS
values and Learning managers rights and * WINS PROGRAM
environments that and facilitators Learning managers protection Co-curricular Activities
are protective of conduct activities and facilitators requirements. Report (ex: Scouting,
all children and aimed to increase apply the Religious Instruction,
demonstrate stakeholders’ principles in Learning managers Science Camp, etc.)
behaviors awareness and designing learning and facilitators *Students Handbook
consistent to the commitment to materials. observe learners’
organization’s fundamental rights rights from
vision, mission of children and the designing the
and goals. basic principle of curriculum to
educating them. structuring the
whole learning
environment.
7. Methods and Practices, tools and Practices, tools, There is continuous * Student’s Portfolios
resources are materials for and materials for exchange of * Library Services
learner and developing self- developing self- information, * Guidance Services
community- directed learners directed learners sharing of expertise * Computer/Science/TLE
friendly, are highly are beginning to and materials Laboratory
enjoyable, safe, observable in emerge in the among the schools, * ADM Modules
inclusive, and school, but not in homes and in the home and * Awards received by
accessible and the home or in the community. community for the Learners/teachers/
aimed at community. development of self- school head/school/non-
developing self- The program is directed learners. teaching
directed Learning programs collaboratively The program is * Learners - initiated
learners. are designed and implemented and mainstreamed but projects
Learners are developed to monitored by continuously * Classroom Structuring
equipped with produce learners teachers and improved to make * Reading Centers
essential who are responsible parents to ensure relevant to * Study
knowledge, skills, and that it produces emergent demands. Sheds/Reading Nooks
and values to accountable for desired learners.
assume their learning.
responsibility and
accountability for
their own
learning.

________________________________________________________________
SBM Validator
Signature over Printed Name
 CONTEXTUALIZED SBM ASSESSMENT TOOL

Name of School: _____________________________________________________ Division: _____________________________ Date: __________________________

C. Accountability & Continuous Improvement (25%)

A clear, transparent, inclusive, and responsive accountability system is in place, collaboratively developed by the school community,
which monitors performance and acts appropriately on gaps and gains.
Indicators 1 2 3 MOVs/Documents/ Rating Recommendation
Systems
1. Roles and There is an active The stakeholders Shared and Structure of School
responsibilities of party that initiates are engaged in participatory Accountable
accountable clarification of the clarifying and processes are used Organizations:
person/s and roles and defining their in determining * School Faculty
collective responsibilities in specific roles and roles, Association
body/ies are education delivery. responsibilities. responsibilities and * School Governing
clearly defined accountabilities of Council Structure
and agreed upon stakeholders in (SGC)
by community managing and * Parents-Teachers
stakeholders. supporting Association –(DO No.
education. 54, s. 2009, DO No.
67, s. 2009
* Supreme Student
Government/
Supreme Pupil
Government (DM 4, s.
2012)
- Attendance, Photos,
Minutes of the Meeting
regarding the Crafting of
Definition of Roles and
Responsibilities of School
Organization (PTA, SGC,
SSG, SPG,
FC, etc.
2. Achievement of Performance A community- A community- Appropriate Actions to
goals is accountability level accountabilityaccepted address Gaps based on
recognized based is practiced system is evolving performance the following:
on a at the from school-accountability, * SMEPA
collaboratively school level. initiatives. recognition and Implementation
developed incentive system is * Recognition and
performance being practiced. incentive system
accountability * General PTA
system; gaps are Assembly Meetings
addressed * Homeroom PTA
through Meetings
appropriate - Attendance, Photos,
action. Minutes of the
Meeting in the
development/capability
building program on
Performance
Accountability System
(SMEA)
3. The The school Stakeholders are School community * Accountability
accountability articulates the engaged in the stakeholders System’ processes,
system is owned accountability development and continuously and mechanisms and tools
by the assessment operation of an collaboratively (Liquidation Reports,
community and framework with appropriate review and enhance Updated Transparency
is continuously basic components, accountability accountability Board, Procurement
enhanced to including assessment systems’ processes, Report, WFP)
ensure that implementation system. mechanisms and - Attendance, Photos,
management guidelines to the tools. Minutes of the
structures and stakeholders. Meeting of the
mechanisms are Enhancement and
responsive to the Review of M&E System
emerging * Project
learning needs implementation
and demands of review
the community. * Organized QMS Team
* Minutes of the QMS
Quarterly
Meeting/Conduct
of Assessment/
Photos
4. Accountability The school, with Stakeholders are Stakeholders * Assessment Tools:
assessment the participation engaged in continuously Clients’ Satisfaction
criteria and tools, of stakeholders, development and and collaboratively Survey, Checklist
feedback articulates an operation of an review and enhance Form, Survey
mechanisms, and accountability appropriate accountability Questionnaire, Tracer
information assessment accountability systems; processes, Study Tool, School
collection and framework with assessment mechanisms Report Cards
validation basic components, system. and tools. * Feedback
techniques and including Mechanisms: Gen.
processes are implementation Assembly Meeting,
inclusive and guidelines. Education Summit,
collaboratively Stakeholders Forum,
developed and School Report Card,
agreed upon. State of the School
Address (SOSA),
Parents’ Conference,
School Website, Home
Visitation, School
Bulletin, Parenting
Seminar
* Information
Collection: Sampling
– Convenient &
Purposive, Suggestion
Box, Documentation,
Conduct Survey
* Validation
Techniques and
 Processes: FGD,
Participation,
Brainstorming,
Interview, Triangulation,
Observation – Direct&
Indirect
- Attendance, Photos,
Minutes of the
Meeting in the
development of
accountability
assessment criteria
5. Participatory School initiates School initiates School- community * M&E Process –
assessment of periodic periodic developed Midyear/Annual Review,
performance is performance performance performance SMEA Institutionalization
done regularly assessments with assessments with assessment is focusing on Assessment
with the the participation the participation practiced and is the of:
community. of stakeholders. of stakeholders. basis for improving KPIs on Access
Assessment monitoring and (Enrolment & Drop- out
results and evaluation systems, rate) Quality (NAT) &
lessons learned providing technical Governance (SBM
serve as basis for assistance, and Assessment)
feedback, recognizing and School’s PPAs: WSRP
technical refining plans. Brigada Eskwela, WINS
assistance, PROGRAM, Gulayan sa
recognition and Paaralan, Guidance
plan adjustment. Program, ADM/DORP,
LPP, Feeding Program,
PPP, etc
* Assessment Results
based on M&E Feedback:
Enhanced
Implementation of
School’s PPAs
 Technical
Assistance: Remedial
Instruction Program,
Training Program,
Proposed new Programs
Recognition:
Plan Adjustment: Catch-
up Plan of AIP or PPAs
Attendance, Photos,
Minutes of the Meeting in
the conduct of
Participatory Assessment
Performance (SMEA)

________________________________________________________________
SBM Validator
Signature over Printed Name
CONTEXTUALIZED SBM ASSESSMENT TOOL

Name of School: _____________________________________________________ Division: _____________________________ Date: __________________________

D. MANAGEMENT OF RESOURCES (15%)

Resources are collectively and judiciously mobilized and managed with transparency, effectiveness, and efficiency.
Indicators 1 2 3 MOVs/Documents/ Rating Recommendation
Systems
1. Regularly Stakeholders are Resource inventory Resource * Process – Regular
resource aware that a is characterized by inventories are Resources Inventory of:
inventory is regular resource regularity, systematically - Human Resources
collaboratively inventory is increased developed and (Teachers, Students,
undertaken by available and is participation of stakeholders are Partners)
learning used as the basis stakeholders, and engaged in a Financial Resources
managers. for resource communicated to collaborative (PTA, MOOE, Canteen
Learning allocation and the community as process to make Fund, IGP, Clubs)
managers, mobilization. the basis for decisions on Technological Resources
learning resource allocation resource allocation Instructional Materials
facilitators, and and mobilization. and mobilization. Furniture
community Rooms
stakeholders as WatSan
basis for resource School Site Titling
allocation and Instructional Tools &
mobilization Equipment
* Output: Resources
Allocation & Mobilization
Plan (RAMP)
2. A regular Stakeholders are Stakeholders are Stakeholders * Process: Regular
dialogue for invited to regularly engaged collaborate to Resource Planning and
planning and participate in the in the planning ensure timely and Programming through
resource development of an and resource need- based Strategic Planning
programming, educational plan in programming, and planning and * Output:
that is accessible resource in the resource - Human Resource Dev’t
and inclusive, programming, and implementation of programming and Plan (HRDP)
continuously in the the education plan. support continuous Financial Mgt. Dev’t Plan
engage implementation of implementation of (FMDP)
stakeholders and the educational the education plan. Technology Resource
support plan. Improvement Plan (TRIP)
implementation of School Physical Dev’t
community Plan (SPDP)
education plans. Annual Procurement
Plan
IGP Sustainability Plan
3. Resources are Stakeholders Stakeholders are Stakeholders * Mechanisms:
collectively and support judicious, engaged and share sustain the Updated Transparency
judiciously appropriate,and expertise in the implementation and Board of all Finances
mobilized and effective use of collaborative improvement of a (MOOE, PTA, IGP,
managed with resources. resource collaboratively Canteen Fund,
transparency, management developed, Donations, etc)
effectiveness, system. periodically Innovations for the
and efficiency. adjusted, and collective and judicious
constituent- utilization and
focused resource transparent, effective and
management efficient resource
system. management system
4. Regular Stakeholders are Stakeholders Stakeholders are SMEA of the following:
monitoring, invited to collaboratively engages, held Human Resource Dev’t
evaluation, and participate in the participate in the accountable and Plan (HRDP)
reporting development and development and implement a Financial Mgt. Dev’t Plan
processes of implementation of implementation of collaboratively (FMDP)
resource monitoring, monitoring, developed system of Technology Resource
management are evaluation, and evaluation, and monitoring, Improvement Plan (TRIP)
collaboratively reporting processes reporting processes evaluation and School Physical Dev’t
developed and on resource on resource reporting for Plan (SPDP)
implemented by management. management. resource Annual Procurement
the learning management. Plan (APP)
managers, Inventory List of all
facilitators, and resources
community
stakeholders.
5. There is a An engagement Stakeholders An established * Cash Disbursement
system that procedure to support a system system of (MOOE)
manages the identify and utilize of partnerships partnership is * Transparency Board
network and partnerships with for improving managed and * Financial Reports (PTA,
linkages which stakeholders for resource sustained by the IGP, Canteen, School
strengthen and improving resource management. stakeholders for Clubs/Organization)
sustain management is continuous
partnerships for evident. improvement of
improving resource
resource management.
management.
________________________________________________________________
SBM Validator
Signature over Printed Name