REVISED SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL

(Version 1. as of August 5, 2012)

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 teams 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

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 D. Management of Resources 1 2 3
8. Learners are equipped with Learners Learners Learners
Resources
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essential knowledge, skills, accomplish demonstrate demonstratehigh level
Governance and judiciously mobilized and
and values to assume minimum progressive of attainment of
A network managed
of The with transparency,
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responsibility and proficiency levels in improvements desired competencies
effectiveness,
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andof 5
guidelines in adjustment.
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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;

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 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;

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:

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 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.

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