REVISED SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL

(November 27, 2012)

SELF-ASSESSMENT TOOL
Name of School
FATIMA ELEMENTARY SCHOOL School ID: 125339
Address: FATIMA, SAN MIGUEL, ZAMBOANGA DEL S Date Accomplished: ###
School Head: SILVIO P. CLAMOHOY
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 are contextualized on the
ideals of an ACCESs school system. The unit of analysis is the school system which are classified as developing
maturing and 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 establishe
A school on the advanced level may apply for accreditation. The highest level, the "advanced," is a candidacy
accreditation
Part II: Basic School/Learning Center (LC) Information:
School/Learning Center: FATIMA ELEMENTARY SCHOOL
Region/Division: DIVISION OF ZAMBOANGA DEL SUR
Name of School Head/LC Head: SILVIO P. CLAMOHOY
Address: FATIMA, SAN MIGUEL, ZAMBOANGA DEL SUR
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).
On the other hand, for indicators with no evidence just indicate zero.
Part IV: Rating Scale:
0- No evidence
1- Evidence indiates developing 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
I. 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 environm
A. Indicators 1 2 3
1. In place is a ### The development plan 2 The development plan is The development pla
Development Plan guided by the school's evolved through the is enhanced with the
(e.g. SIP) developed vision, mission and goal shared leadership of the community performin
collaboratively by the (VMG) is developed school and the community leadership roles, and
stakeholders of the through the leadership stakeholders. school providing tech
school and community. of the school and the support.
participation of some
invited community
stakeholders.
2. The development plan The school leads the 2 The school and community The community stake
(e.g. SIP) is regularly regular review and stakeholders working as lead the regular revie
reviewed by the improvement of the full partners, lead the improvement process
school community to development plan. continual review and the school stakeholde
keep it responsive and improvement of the facilitate the process.
relevant to emerging development plan.
needs, challenges and
opportunities.
3. The school is organized The school defines the 2 The school and community Guided by an agreed
by a clear structure and organizational structure, collaboratively define the organizational structu
work arrangements that and the roles and structure and the roles the community
promote shared responsibilities of and responsibilities of stakeholders lead in
leadership and stakeholders. stakeholders. defining the organiza
governance and define structure and the role
the roles and responsibilities; schoo
responsibilities of the provides technical an
stakeholders. administrative suppor
4. A leadership network 1 A network has been
facilitates communication collaboratively
between and among established and is
school and community continuously improved
leaders for informed by the school
decision-making and community.
solving of school-
community wide-
learning problems.
5. A long term program 1 Developing structures
is in operation that are in place and analysis
addresses the training of the competency and
and development development needs of
needs of school and leaders is conducted;
community leaders. result is used to develop
a long-term training and
development program.
TOTAL NO. OF CHECKMARKS 2 ###
EQUIVALENT SCORE PER LEVEL 2 ###
TOTAL SCORE 14
AVERAGE 2.8
B. CURRICULUM AND INSTRUCTION
The curriculum learning systems anchored on the community and learners' contexts and aspirations are
collaboratively developed and continuously improved.
1. The curriculum All types of learners of
provides for the the school community
development needs of are identified, their
all types of learners learning curves
in the school community assessed; appropriate
programs with its
support materials for
each type of learner
is developed.
2. The implemented 1 Local beliefs, norms,###
curriculum is localized values, traditions,
to make it more folklores, current events,
meaningful to the and existing technologies
learners and are documented and
applicable to life in used to develop a
the community lasting curriculum.
Localization guidelines
are agreed to by
school community and
teachers are properly
oriented.
3. A representative group 1 A representative team
of school and community of school and community
stakeholders develop stakeholders assess
the methods and content and methods
materials for developing used in teaching
creative thinking and creative, critical thinking
and problem solving. and problem solving.
Assesment results are
used as guide to
develop materials.
4. The learning systems 1 A school-based
are regularly and monitoring and learning
collaboratively monitored system is conducted
by the community using regularly and
appropriate tools to cooperatively;
ensure the holistic and feedback is shared
The network actively The network allows e
provides stakeholders exchange and access
information for making information sources b
decisions and solving the school community
learning and
administrative problems.
Leaders undertake training Leaders assume
modes that are convenient responsibility for their
to them (on-line, off-line, own training and
modular, group, or home- development. School
based) and which do not community leaders w
disrupt their regular individually or in grou
functions. Leaders monitor coach and mentor on
and evaluate their own another to achieve
learning progress. their VMG.
6 ### 0
12 ### 0
2 Programs are fully The educational need
implemented and closely all types of learners a
monitored to address being met as shown b
performance discrepancies, continuous improvem
benchmark best practices, on learning outcomes
coach low performers, products of learning.
mentor potential leaders, Teachers' as well as
reward high achievement, students' performanc
and maintain environment motivated by intrinsic
that makes learning, rather than extrinsic
meaningful and enjoyable. rewards. The Schools
differentiated program
frequently benchmark
by other schools.
The localized curriculum Best practices in loca
is implemented and the curriculum are
monitored closely to mainstreamed and
ensure that it makes benchmarked by othe
learning more meaningful schools.
and pleasurable, produces There is marked incre
desired learning outcomes, in number of projects
and directly improves uses the community a
community life. Ineffective learning laboratory,
approaches are and the school as an
replaced and innovative of change for improve
ones are developed. of the community.
Learning materials and Materials and approac
approaches to reinforce are being used in sch
strengths and address in the family and in
deficiencies are developed community to develo
and tested for critical thinking and
applicability on school, problem solving comm
family and community. learners and are prod
desired results.
The school-based The monitoring system
monitoring and learning accepted and regular
systems generate used for collective de
feedback that is used for making.
making decisions that
enhance the total
 growth and development with stakeholders. development of learners.
of the learners and the
community. 1 The system uses a tool A committee take care of The monitoring tool h
that monitors the the continuous been improved to pro
holistic development improvement of both quantitative and
of learners. the tool. qualitative data.
5. Apprropriate 1 The assessment tools
### The assessment tools are School assessment re
assessment tools for are reviewed by the reviewed by the school are used to develop
teaching and learning school and assessment community and results learning programs tha
are continuously results are shared with are shared with community are suited to commun
reviewed and improved, school's stakeholders. stakeholders. and customized to
and assessment results each learners' contex
are contextualized to results of which are u
the learner and local for collaborative
situation and the decision-making.
attainment of relevant
life skills.
6. Learning managers and 1 Stakeholders are aware Stakeholders begin to Learning environmen
facilitators (teachers, of child/learner-centered practice child/learner- methods and resource
administrators and rights-based, and centered principles of are community driven
community members) inclusive principles of education in the design of inclusive and adheren
nurture values and education. support to education. to child's rights and
environments that are protection requiremen
protective of all 1 Learning managers and Learning managers and
children and demonstrate facilitators conduct facilitators apply the Learning managers an
behaviors consistent to activities aimed to principles in designing facilitators observe
the organization's increase stakeholders learning materials. leaners' rights from
vision, mission and goals awareness and designing the curricul
commitment to to structuring the who
fundamental rights of learning environment
children and the basic
principle of educating
them.
7. Methods and resources 1 Practices, tools and Practices, tools, and There is continuous
are learner and materials for developing materials for developing exchange of informat
community-friendly, self-directed learners self-directed learners are sharing of expertise a
enjoyable, safe, are highly observable beginning to emerge in materials among the
inclusive, accessible and in school, but not in the homes and in the schools, home and
aimed at developing the home or in the community. community for the
self-directed learners. community. development of self-
Learners are equipped The program is directed learners.
with essential knowledge, 1 Learning programs are collaboratively
skills, and values to designed and developed implemented and The program is
assume responsibility to produce learners monitored by teachers mainstreamed but
accountability for their who are responsible and and parents to ensure continuously improve
own learning. accountable for their that it produces desired to make relevant to
learning. learners. emergent demands.
TOTAL NO. OF CHECKMARKS 9 ### 2 #REF!
0
EQUIVALENT SCORE PER LEVEL 9 ### 4 #REF!
0
TOTAL SCORE 13
AVERAGE 1.3
C. Accountability and Continuous Improvement
A clear, transparent, inclusive, and responsive accountability system is in place, collaboratively dev
by the school community, which monitors performance and acts appropriately on gaps and gains.
1. Roles and responsibilities There is an active party 2 The stakeholders are Shared and participat
of accountable person/s that initiates clarification engaged in clarifying processes are used in
and collective body/ies of the roles and and defining their determining roles,
are clearly defined and responsibilities in specific roles and responsibilities, and
agreed upon by education delivery. responsibilities. accountabilities of
community stakeholders. stakeholders in mana
and supporting educa
2. Achievement of goals 1 Performance A community-level A community-accepte
is recognized based on accountability is accountability system is performance account
a collaboratively practiced at the school evolving from school-led recognition and incen
developed performance level. initiatives. system is being pract
accountability system;
gaps are addressed
through appropriate
action.
3. The accountability system 1 The school articulates Stakeholders are engaged School community sta
 is owned by the
community and is
continuously enhanced to
ensure that management
structures and
mechanisms are
responsive to the
emerging learning needs
and demands of the
community.
4. Accountability 1 The school, with the
assessment criteria and
tools, feedback
mechanismsm and
information collection
and validation techniques
and processes are
inclusive and
collaboratively
developed and agreed
5. Participatory assessment 1 School initiates periodic
of performance is done
regularly with the
community.
Assessment results and
lessons learned serve
as basis for feedback,
technical assistance,
recognition and plan
adjustment.
TOTAL NO. OF CHECKMARKS
EQUIVALENT SCORE PER LEVEL
TOTAL SCORE
AVERAGE 1.6
D. MANAGEMENT OF RESOURCES
Resources are collectively and judiciously mobilized and managed with transparency, effectiveness and efficien
1. Regular resource 1 Stakeholders are aware
inventory is
collaboratively
undertaken by learning
managers, learning
facilitators, and
community stakeholders
as basis for resource
allocation and
mobilization
2. A regular dialogue for 1 Stakeholders are
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,
and effective use of
resources.
the accountability
assessment framework
with basic components,
including implementation
guidelines to the
stakeholders.
participation of
stakeholders, articulates
an accountability
assessment framework
with basic components,
including implementation
guidelines
performance
assessments with the
participation of
stakeholders.
4 ###
4 ###
8
that a regular resource
inventory is available and
is used as the basis for
resource allocation and
mobilization.
invited to participate in
the development of an
educational plan in
resource programming,
and in the
implementation of the
educational plan.
Stakeholders support
judicious, appropriate,
and effective use of
resources.
in the development and holders continuously
operation of an collaboratively review
appropriate accountability and enhance account
assessment system. systems' processes,
mechanisms and tool
Stakeholders are engaged Stakeholders continuo
in the development and and collaboratively re
operation of an and enhance account
appropriate accountability systems; processes,
assessment system. mechanisms and tool
Collaboratively conduct of School-community-
performance assessment developed performan
informs planning, plan assessment is practic
adjustments and and is the basis for
requirements for technical improving monitoring
assistance and evaluation system
providing technical
assistance, and recog
and refining plans.
2 ### 0
4 ### 0
Resource inventory is Resource inventories
characterized by regularity, systematically develo
increased participation of and stakeholders are
stakeholders, and engaged in a collabor
communicated to the process to make deci
community as the basis for on resource allocation
resource allocation and mobilization.
mobilization.
Stakeholders are regularly Stakeholders collabor
engaged in the planning ensure timely and ne
and resource based planning and
programming, and in the resource programmin
implementation of the support continuous
education plan. implementation of the
education plan.
2 Stakeholders are engaged Stakeholders sustain
and share expertise in the implementation and
collaborative development improvement of a
of resource management colaboratively develo
system. periodically adjusted,
constituent-focused
resource managemen
system.
4. Regular monitoring,
evaluation, and reporting
processes of resource
management are
collaboratively developed
and implemented by the
learning managers,
facilitators,
community and stakeholders.
1 Stakeholders are invited
to participate in the
development and
implementation of
monitoring, evaluation,
and reporting processes
on resource
management.
Stakeholders Stakeholders are eng
collaboratively participate held accountable and
in the development and implement a collabor
implementation of developed system of
monitoring, evaluation, and monitoring, evaluatio
reporting processes on reporting for resource
resource management. management.

5. There is a system that 1 An engagement Stakeholders support a An established system

manages the network procedure to identify and system of partnerships for partnership is manag
and linkages which utilize partnerships with improving resource and sustained by the
strength and sustain stakeholders for management. stakeholders for conti
partnerships for improving resource improvement of resou
improving resource management is evident. management.
management.
TOTAL NO. OF CHECKMARKS 4 ### 2 ### 0
EQUIVALENT SCORE PER LEVEL 4 ### 4 ### 0
TOTAL SCORE 8
AVERAGE 1.6
PART V. SCORING INSTRUCTIONS
1. The four (4) principles were assigned percentage weights on the basis of their relative importance to the aim
school (improved learning outcomes and school operations);
•Leadership and Governance - 30%
•Curicculum 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, Dis
the evidence is summarized, anda consensual rating is arrived at . What rating would one give to each indicat
3. Rate the items by checking the appropriate boxes. These are the points earned by the school for the specific i
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 procedures satisfy quality standards
4. Assemble the Rubrics rated by the respondents; edit them for errors like double entries or incomplete respons
5. Count the number of check marks in each indicator and record in the appropriate box inside the summary tab
the use 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 princip
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
rating based on DOD;
11.The level of practice will be computed based on the criteria below:
• 60% based on improvement of learning outcomes;
• 40% according to the validated practices using DOD
12.The resulting score will be interpreted as:
PART VI. DESCRIPTION OF SBM LEVEL OF PRACTICE
The resulting levels are described as follows:
0.5 - 1.4 - Developing
1.5 - 2.4 - Maturing
2.5 - 3.5 - Advanced

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

f ACCESs
tualized on the
d as developing,
e of structured
he district,
tice is established.
" is a candidacy for

mbered) based
iscussion).

hared vision,

3 MOVs
evelopment plan SIP – AIP (Extent of participation
anced with the of stakeholders)
unity performing thSGC, SPT
rship roles, and theAnnual Procurement Plan
l providing technicalAnnual Budget
Documentation of the SIP Process
(Minutes of the Meeting, Attendance, Photos)
SRC

ommunity stakeholdSGC Project

he regular review a Team/Monitoring Team
vement process; Reviewed/adjusted
hool stakeholders SIP
ate the process. SMEPA docs
Documentation of
the SIP Review Process
(Minutes of the Meeting, Attendance,
Photos/videos)
d by an agreed School Faculty Association
zational structure, School Governing Council Structure
mmunity Parents-Teachers Association – (DO No.
holders lead in 54, s. 2009, DO No. 67, s. 2009
ng the organizationaSupreme Student Government/Pupil Government
ure and the roles a (DM 4, s. 2012)
nsibilities; school Organizational Charts
es technical and Constitution and By-Laws/Students Handbook
istrative support. Child
Child Protection
Protection Policy/Committee
Policy/Committee
 etwork allows easy SRC
nge and access to Communication Plan/Communication Flow
mation sources beyoCommunication System
hool community. School Website, Newsletter
Linkages/partnerships with BLGU and other
Sectoral Groups MOA, MOU, etc.
(Minutes of the Meeting, Photos)
Inventory of Projects given by stakeholders.

rs assume T&D System

nsibility for their Individual Plan for Professional Dev’t (IPPD) (TNA)
aining and School Plan for Professional Development (SPDP)
opment. School for School Heads
unity leaders worki Training and Development Plan for School and
dually or in groups, Community Leaders
and mentor one Training Designs, Developmental Needs
er to achieve (IPCRF)
Terminal Reports ,Certificates of Attendance to
Trainings/Seminar/LAC Sessions

tions are

ducational needs of Log Books/Action Researches

es of learners are Innovative Work plans
met as shown by Intervention Programs
uous improvement ADM
rning outcomes andStudents Portfolio/Projects
cts of learning. Documentation of Best Practices
ers' as well as SIM, CI Projects
nts' performance is Modules
ated by intrinsic Institutionalized programs for inclusive education
than extrinsic Learners’ profile with their learning needs
ds. The Schools' Functional Literacy Test
entiated program is Diagnostic Test Result
ently benchmarked Quarterly Tests Results
er schools. Reading Inventory

ractices in localizinLocalized Curriculum support materials

rriculum are Contextualized LMs
treamed and (Big Books, ( Curriculum Adaptation
marked by other MTB Dictionary)
Improvised/Localized LMs
is marked increase IMs/DLL
mber of projects that
he community as
ng laboratory,
he school as an agent
nge for improvement
community.
als and approachesLinkages with CSOs/NGOs/HEIs in
ing used in school, improving Quality of Instruction
family and in Visual Aids Digitized IMs
unity to develop Quality Assured and accepted Localized LMs
l thinking and QA Team for Learning Resource Materials Development
m solving community of
rs and are producing
d results.

onitoring system is
ted and regularly Supervisory Plan
or collective decisi Classroom Observation Tools/Checklists(COT Results)
Feedback Monitoring Form
PTA Conferences
AttendanceSheets/Minutes of the
 Meeting/Photos
SMEA
onitoring tool has Guidance Forms
mproved to provide
quantitative and
ative data.
l assessment resultTeachers’ Test Notebook
ed to develop Teachers’ Portfolio
ng programs that Test Results & Test, Item Analysis
ited to community Table of Specifications
ustomized to Test Item Bank
earners' context, Formative/Summative Tests
s of which are used Remediation Programs
laborative Enhanced Assessment Tools adopted from Partners
on-making.

ng environments, Posters to promote rights of children's rights

ods and resources Training of Teachers on GAD
mmunity driven, Child Protection Committee Organized
ve and adherent School-Based Child Protection Policy
d's rights and intake Sheets
tion requirements. Policy Implementation
Report cum CFSS
ng managers and WINS PROGRAM
ators observe Co-curricular Activities Report (ex: Scouting, Religious
s' rights from Instruction, Science Camp, etc.)
ning the curriculum Students Handbook
ucturing the whole
ng environment.

is continuous Modules
nge of information, Learning Resources
g of expertise and Student’s Portfolios
ials among the Library Services
ls, home and Guidance Services
unity for the Computer/Science/TLE Laboratory
opment of self- ADM Modules
ed learners. Awards received by Learners/teachers/school
head/school/non-teaching
rogram is Learners-initiated projects
treamed but Classroom Structuring
uously improve Reading Centers
ke relevant to Study Sheds/Reading Nooks
gent demands.

boratively developed
s and gains.
d and participatory Supreme Student Government/Supreme Pupil
sses are used in Government (DM 4, s. 2012)
mining roles, Attendance, Photos, Minutes of the
nsibilities, and Meeting regarding the Crafting of Definition
ntabilities of of Roles and Responsibilities of School
holders in managingOrganization
upporting education(PTA, SGC, SSG, SPG, FC, etc.
munity-accepted Appropriate Actions to address Gaps based on the following:
mance accountabilitSMEPA Implementation, Recognition and incentive system
nition and incentiveGeneral PTA Assembly Meetings
m is being practicedHomeroom PTA Meetings
Attendance, Photos, Minutes of the Meeting in the
development/capability building program on
Performance Accountability System (SMEPA)

l community stake- Accountability System’ processes, mechanisms

 s continuously and and tools (Liquidation Reports, Updated
oratively review Transparency Board, Procurement Report, WFP)
nhance accountabiliAttendance, Photos, Minutes of the Meeting
ms' processes, of the Enhancement and Review of M&E System
anisms and tools. Project implementation review
Organized QMS Team
Minutes of the QMSQuarterly Meeting/Conduct
of Assessment/ Photos

holders continuousl Assessment Tools: Clients’ Satisfaction Survey, Checklist Form,

ollaboratively revie Survey Questionnaire, Tracer Study Tool, School Report Cards
nhance accountabiliFeedback Mechanisms: Gen. Assembly Meeting, Education
ms; processes, Summit, Stakeholders Forum, School Report Card,
anisms and tools. 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
l-community- Attendance, Photos, Minutes of the Meeting in the
oped performance development of accountability assessment criteria
sment is practiced
the basis for M&E Process – Midyear/Annual Review, SMEPA Institutionalization
ving monitoring focusing on Assessment of:
valuation systems, KPIs on Access (Enrolment & Drop- out rate) Quality (NAT)
ing technical & Governance (SBM Assessment)
ance, and recognizi School’s PPAs: WSRP Brigada Eskwela, WINS PROGRAM Gulayan sa
efining plans. Paaralan, Guidance 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 (SMEPA)
ness and efficiency.
personnel
rce inventories are Physical Inventory
matically developedProcess – Regular Resources Inventory of:
akeholders are Human Resources (Teachers, Students, Partners)
ed in a collaborativFinancial Resources (PTA, MOOE, Canteen Fund, IGP, Clubs)
ss to make decisionTechnological Resources Instructional Materials
ource allocation an Furniture Rooms
zation. WatSan
School Site Titling
Instructional Tools & Equipment
Output: Resources Allocation & Mobilization Plan (RAMP)

holders collaborate Resource Programming

e timely and need- Process: Regular Resource Planning and Programming through
planning and Strategic Planning
ce programming anOutput: Human Resource Dev’t
rt continuous Plan (HRDP)- Financial Mgt. Dev’t Plan (FMDP)
mentation of the Technology Resource Improvement Plan (TRIP)
tion plan. School Physical Dev,t Plan (SPDP)
Annual
IGP Procurement
Sustainability Plan
Plan

holders sustain the Mechanisms: - Updated Transparency Board of all Finances

mentation and (MOOE, PTA, IGP, Canteen Fund, Donations, etc)
vement of a Innovations for the collective and judicious
oratively developed,utilization and transparent, effective and efficient
dically adjusted, andresource management system
tuent-focused
ce management
holders are engagedSMEPA of the following:
ccountable and Human Resource Dev’t Plan (HRDP)
ment a collaborativeFinancial Mgt. Dev’t Plan (FMDP)
oped system of Technology Resource Improvement Plan (TRIP)
oring, evaluation anSchool Physical Dev,t Plan (SPDP)
ing for resource Annual Procurement Plan (APP)
gement. Inventory List of all resources

ablished system of Cash Disbursement (MOOE)

ership is managed Transparency Board
ustained by the Financial Reports (PTA, IGP, Canteen, School
holders for continuoClubs/Organization)
vement of resource
gement.

nce to the aim of

Observation, Discussion),
e to each indicator;
or the specific indicator.

omplete responses;
he summary table for

rs of the principle;
General Average;

e derived is the school

nt of community

ates wider community

and meeting all

aining.
SBM Scoring Matrix

Name of School: FATIMA ELEMENTARY SCHOOL School ID: 125339

Address: FATIMA, SAN MIGUEL, ZAMBOANGA DEL SUR Date Accomplished: 12/1/2019
School Head: SILVIO P. CLAMOHOY

A. IMPROVEMENT OF LEARNING OUTCOMES

A.1 Access (Enrolment Increase) 45%
A.2 Efficiency (Completion Rate, )
60%
Cohort Survival Rate, Drop-out Rate 25%
A.3 Quality NAT/ School MPS 30%

B. SBM PRACTICES (D-O-D) 40%

100%
STEP 1 - DETERMINE PERFORMANCE IMPROVEMENT
A. Access (Enrolment Increase) 45%
B. Efficiency (Completion Rate,
Cohort Survival Rate, Drop-out Rate 25%
C. Quality NAT/ School MPS 30%

A. Access (Enrolment Increase (45%)

Increase Enrolment Rate
Rating Description Indicator
1 Marginal 1 - 3.00 % increase 1 45% 0.45
2 Average 3.01 - 5.00% increase
3 High 5.01% Up increase

B Efficiency (25%)
Rating Description Indicator
DECREASE DROP OUT RATE
1 Marginal 0,01 - 2,0% decrease 1
 2 Average 2.01 - 4.0 % decrease
3 High more than 4% decrease

INCREASE COMPLETION RATE

1 Marginal 1 - 3.00 % increase
2 Average 3.01 - 5.00% increase 2
3 High 5.01% Up increase
3 25% 0.75
C. QUALITY AND RELEVANCE (30%)
INCREASE ACHIEVEMENT RATE
Get the average of NAT /SCHOOL for the last three (3) years, use the rating scale below to determine the MPS.
Rating Description Indicator
1 Marginal 26 - 50%
2 Average 51 - 75% 2 30% 0.6
3 High 76 - 100%

STEP 2: Compute for Validated SBM Assessment Scores (40%)

Communlative Scores of
SBM PRINCIPLES Weight Result
Validators per Principle

Leadership and Governance 30% 2.8 0.84

Curriculum and Learning 30% 1.3 0.39
Accountability and Continuous Improvement 25% 1.6 0.4
Resource Management 15% 1.6 0.24
Sub-Total 100% 7.3 1.87

STEP 3: Compute for Final Rating

AREAS Weight Computation Results

Performance Improvement 60% 0.75 0.45
SBM Assessment Score 40% 1.87 0.748
Total 1.198
SBM LEVEL OF PRACTICE Developing

SBM LEVEL OF PRACTICE

NUMERICAL RATING SCALE DESCRIPTION
0.50 - 1.49 Developing
1.50 - 2.49 Maturing
2.50 - 3.0 Advanced