Attachment 1 to Division Memorandum No. ___, s.

2018
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
DIVISION OF CALAMBA CITY
Monitoring and Evaluation Section
ANNEX 25

SCHOOL – BASED MANAGEMENT (SBM) ASSESSMENT TOOL

School: ________________________________________ District: ________________

Principal: ________________________________________ S.Y. 2019 - 2020

PRINCIPLE Sub-indicators Total % Score

1.1 1.2 1.3 1.4 1.5
1. Leadership and Governance 0.30
2.1 2.2 2.3 2.4 2.5 2.6 2.7
2. Curriculum and Instruction 0.30
3. Accountability and Continuous 3.1 3.2 3.3 3.4 3.5
0.25
Improvement
4.1 4.2 4.3 4.4 4.5
4. Management of Resources 0.15
RATING

Evaluated by: Conforme:

__________________ __________________ __________________ __________________ _________________

Principle 1 Principle 2 Principle 3 Principle 4 School Head

FORM-MES-15/rev.00
1. 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 environments.

1.1 In place is a Development Plan (e.g. SIP) developed collaboratively by the stakeholders of the school and community.

□ No evidence The development plan guided by the school’s
vision, mission and goal (VMG) is developed
through the leadership of the school and the
participation of some invited community
stakeholders.
□ Vision, Mission, Goal and Core Values (0.2)
□ School Memorandum (0.2)
□ Copy of development plan
(SIP / AIP S.Y. 2018 – 2019) (0.2)
□ Minutes of the meeting (0.2)
□ Documentation (e.g. attendance - at least
3 representatives*, pictures) (0.2)
*PSDS, School Head, Teachers, Students, LGU,
PTA, Private Organization, Alumni
□ The development plan is evolved through
the shared leadership of the school and
community stakeholders
□ Letter of invitation / confirmation (0.2)
□ Minutes of the meeting (0.2)
□ Memorandum of Agreement (MOA)
(from schools) (0.2)
□ Development Plan thru shared
leadership (signed by attendees) (0.2)
□ Documentation (e.g. attendance (4 -5
representatives*), pictures) (0.2)
□ The development plan is enhanced with the
community performing the leadership roles, and the
school providing technical support
□ Copy of proposal initiated by stakeholder (0.2)
□ Minutes of the meeting (0.2)
□ Memorandum of Agreement (MOA)
(from stakeholders) (0.2)
□ Copy of Development Plan initiated by the
stakeholders (signed by attendees) (0.2)
□ Documentation (e.g. attendance - more than
5 representatives*, pictures) (0.2)
- community leaders facilitating crafting of
development plan (TA provided by SH)

1.2 The development plan (e.g. SIP) is regularly reviewed by the school community to keep it responsive and relevant to emerging needs, challenges and opportunities.
□ No evidence □ The school leads the regular review and □ The school and community stakeholders □ The community stakeholders lead the regular
improvement of the development plan. working as full partners, lead the continual review and improvement process; the school
review and improvement of the development stakeholders facilitate the process.
plan.

FORM-MES-15/rev.00
 □ School Memorandum (0.2)
□ Minutes of the meeting (0.2)
□ Copy of revised development plan
(SIP / AIP S.Y. 2018 – 2019) (0.2)
□ Documentation (e.g. attendance, pictures)(0.2)
□ Status of the Implementation (0.2)
1.3 The school is organized by a clear structure and work arrangements that promote shared leadership and governance and define the roles and responsibilities of the
stakeholders.
□ No evidence □ The school defines the organizational
structure, and the roles and responsibilities of
stakeholders.
□ Organization Chart
Officers of School Committees
□ Grievance (0.1) □ M&E (0.1)
□ DRRM (0.1) □ Planning (0.1)
□ Teachers organization (0.1)
□ List of officers (School Club) (0.1)
Roles and responsibilities of stakeholders
□ DepEd Manual / School Manual (0.1)
□ Office Order/ Job Order (0.1)
□ Student Handbook (0.1)
1.4 A leadership network facilitates communication between and among school and community leaders for informed decision-making and solving of school-
community wide-learning problems.
□ Letter of invitation / confirmation (0.25)
□ Minutes of the meeting (0.25)
□ Copy of revised development plan (0.25)
□ Documentation (e.g. attendance,
pictures) (0.25)
□ The school and community collaboratively
define the structure and the roles and
responsibilities of stakeholders.
School-Community Organization
□ School Governing Council (0.2)
□ GPTA (0.2)
□ Action plan of club/ organization (0.2)
□ Formulated school policies and
Guidelines (0.2)
□ Documentation (e.g. orientation on
stakeholders rights and responsibilities)
(0.2)
□ Copy of proposal initiated by stakeholder (0.25)
□ Minutes of the meeting (0.25)
□ Copy of enhanced Development Plan (0.25)
□ Documentation (e.g. attendance, pictures) (0.25)
Enhancement is initiated by the community
performing leadership roles
□ Guided by an agreed organizational structure, the
community stakeholders lead in defining the
organizational structure and the roles and
responsibilities; school provides technical and
administrative support.
□ Copy of Pledge and Commitment of the
Stakeholders (0.5)
□ Formulated school policies and guidelines
(initiated by the stakeholders) (0.5)
FORM-MES-15/rev.00
□ No evidence □ A network has been collaboratively
established and is continuously improved by the
school community.
□ Teacher and Non-teaching Profile (0.25)
□ Teachers and Student Performance (0.25)
□ Supervisory Observation (0.25)
□ Accomplishment reports (0.25)
1.5 A long term program is in operation that addresses the training and development needs of school and community leaders.
□ No evidence □ Developing structures are in place and
analysis of the competency and development
needs of leaders is conducted;
result is used to develop a long-term training
and development program.
□ Report on the training needs of teachers
(e.g. TSNA) (0.2)
□ Compilation IPPD (0.2)
□ Annual training design (0.2)
□ Class Program (0.2)
□ Copy of training design and matrix
conducted (e.g. SLAC, INSET) (0.2)
□ The network actively provides stakeholders
information for making decisions and solving
learning and administrative problems.
□ Published SRC / Performance
indicators (0.5)
□ Documentation (e.g. attendance,
pictures) (0.5)
□ 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.
□ Certificate of participation given to
stakeholders. (0.25)
□ Documentation (e.g. attendance,
pictures) (0.25)
□ Documentation for ICT-based
Evidences (e.g. TEA Governance
Forum) (0.25)
□ Mentoring and Coaching
(initiated by SH and stakeholders) (0.25)
□ The network allows easy exchange and access to
information sources beyond
the school community.
□ Created School Social Media (e.g. Facebook)
(1.0)
□ 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.
□ Certificate of recognition/ appreciation
given to stakeholders. (0.25)
□ Copy of training design and matrix
initiated by stakeholders (0.25)
□ Evaluation report on the impact of
stakeholders initiated training and
development. (0.25)
□ Documentation (e.g. attendance,
pictures) (0.25)
□ Mentoring and Coaching
(initiated by stakeholders) (0.25)
FORM-MES-15/rev.00
2. CURRICULUM AND INSTRUCTION
The curriculum learning systems anchored on the community and learners' contexts and aspirations are collaboratively developed and
continuously improved.
2.1 The curriculum provides for the development needs of all types of learners in the school community.
□ No evidence □ All types of learners of the school
community are identified, their learning
curves assessed; appropriate programs with
its support materials for each type of learner
is developed.
□ Community Based Child Mapping (0.1)
□ List of enrollment (Form 1) w/ LRN (0.1)
□ List of learners under inclusive education
Program (e.g. SPED, Madrasah) (0.1)
□ Learners Anecdotal Record (0.1)
□ List of SARDO (0.1)
□ PHIL-IRI record (0.1)
□ Nutritional status of learners (0.1)
□ List of 4Ps Beneficiaries (0.1)
□ List of Adopt-A-Child Beneficiaries (0.1)
□ Adopt-A-School Program (0.1)
□ Programs are fully implemented and
closely monitored to address performance
discrepancies, benchmark best practices,
coach low performers, mentor potential
leaders, reward high achievement, and
maintain environment that makes
learning, meaningful and enjoyable.
□ Monitoring Report (0.2)
□ Form 137 – A (0.2)
□ Quarterly Examination Result (0.2)
□ National Achievement Result (0.2)
□ Documentation/ Accomplishment
reports on PPAs addressing learners
performance (0.2)
□ The educational needs of all types of learners
are being met as shown by continuous
improvement on learning outcomes and
products of learning. Teachers' as well as
students' performance is motivated by intrinsic
rather than extrinsic rewards. The Schools'
differentiated program is frequently
benchmarked by other schools.
□ Copy of School CIP (0.5)
□ Documentation of school program
benchmarked by other school (0.5)
FORM-MES-15/rev.00
2.2 The implemented curriculum is localized to make it more meaningful to the learners and applicable to life in the community.
□ No evidence □ Local beliefs, norms, values, traditions,
folklores, current events, and existing
technologies are documented and used to
develop a lasting curriculum.
□ Localization guidelines are agreed to by
school community and teachers are properly
oriented.
□ K – 12 Curriculum Guide (0.25)
□ Copy of lesson plan with integrated
localized topics (0.25)
□ Remedial Instruction Program (0.25)
□ Division Policy and Guidelines (0.25)
2.3 A representative group of school and community stakeholders develop the methods and materials for developing creative thinking and problem solving.
□ No evidence □ A representative team of school and
community stakeholders assess content and
methods used in teaching creative, critical
thinking and problem solving. Assessment
results are used as guide to develop
materials.
Contextualized learning materials
□ Localized LMs (0.5)
□ Indigenized LMs (0.5)
□ The localized curriculum is
implemented and monitored closely to
ensure that it makes learning more
meaningful and pleasurable, produces
desired learning outcomes, and directly
improves community life.
□ Ineffective approaches are replaced and
innovative ones are developed.
□ Monthly Program / Calendar of
Activities (0.3)
□ Monitoring and Evaluation
(Instruction) (0.3)
□ Documentation on the integration of
localized topic (0.4)
□ Learning materials and approaches to
reinforce strengths and address
deficiencies are developed and tested for
applicability on school, family and
community.
□ Project Proposal on the Development
of Learning Materials (0.5)
□ Documentation on the development of
Localized learning materials. (0.5)
□ 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.
□ Documentation of school localized
curriculum benchmarked by other school
(0.5)
□ Documentation of community projects (e.g.
immersion) (0.5)
□ Materials and approaches are being used in
school, in the family and in community to
develop critical thinking and problem solving
community of learners and are producing
desired results.
□ Completed Basic/Action Research
(Localized learning materials) (1.0)
FORM-MES-15/rev.00
2.4 The learning systems are regularly and collaboratively monitored by the community using appropriate tools to ensure the holistic growth and
development of the learners and the community.
□ No evidence □ A school-based monitoring and learning
system is conducted regularly and
cooperatively; and feedback is shared with
stakeholders.
□The system uses a tool that monitors the
holistic development of learners.
□ Diagnostic Test Results
□ Formative Test Results
□ Periodical Test Results
□ Form 137 & 138/ SF 9 & 10
2.5 Appropriate assessment tools for teaching and learning are continuously reviewed and improved, and assessment results are contextualized to the learner
and local situation and the attainment of relevant life skills.
□ No evidence □ The assessment tools are reviewed by the
school and assessment results are shared
with school's stakeholders.
□ Mid-Year Performance Review (0.5)
□ Progress Chart Report (0.5)
□ The school-based monitoring and
learning systems generate feedback that
is used for making decisions that enhance
the total development of learners.
□ A committee take care of the
continuous improvement of the tool.
□ Report of School Monitoring and
Evaluation Team (SMET) (0.5)
□ Consolidated feedback (0.5)
□ The assessment tools are reviewed by
the school community and results are
shared with community stakeholders.
□ Consolidated Mid-Year Performance
Review (0.5)
□ Documentation (e.g. attendance,
pictures) (0.5)
□ 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.
□ School monitoring system is mainstreamed
and benchmarked by other schools (0.1)
□ School assessment results are used to
develop learning programs that are suited to
community and customized to
each learners' context, results of which are used
for collaborative decision-making.
□ Report on the impact of program based on
school assessment result. (1.0)
FORM-MES-15/rev.00
2.6 Learning managers and facilitators (teachers, administrators and community members) nurture values and environments that are protective of all children
and demonstrate behaviors consistent to the organization's vision, mission and goals.
□ No evidence □ Stakeholders are aware of child/learner- □ Stakeholders begin to practice □ Learning environments, methods and
centered rights-based, and inclusive child/learner-centered principles of resources are community driven, inclusive and
principles of education. education in the design of support to adherent to child's rights and protection
□ Learning managers and facilitators education. requirements.
conduct activities aimed to increase □ Learning managers and facilitators □ Learning managers and facilitators observe
stakeholders awareness and commitment to apply the principles in designing learning leaners' rights from designing the curriculum
fundamental rights of children and the basic materials. to structuring the whole learning environment.
principle of educating them.
□ RA (e.g. VAW-C) (0.25) □ Invitation / Acceptance (0.3 □ PPAs initiated by stakeholders regarding
□ DepEd Order (0.25) □ Attendance (0.3) Child’s right and protection. (1.0)
□ Division Memo (0.25) □ Documentation (e.g. stakeholder’s
□ Local Policy (e.g. Anti-bullying, GAD, Symposium, advocacy campaign) (0.4)
Sexuality, Child Protection) (0.25)
2.7 Methods and resources are learner and community-friendly, enjoyable, safe, inclusive, and accessible and aimed at developing self-directed learners.
Learners are equipped with essential knowledge, skills, and values to assume responsibility accountability for their own learning.

□ No evidence □ 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.
□ 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 teachers
and parents to ensure that it produces
desired learners.
□ 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 improve to make relevant to
emergent demands.

FORM-MES-15/rev.00
 Alternative Delivery Mode (ADM) □ Feedback Report (0.5) □ Documents on program benchmarked by
□ School Policy (0.25) □ Documentation (e.g. attendance, other schools (0.5)
□ School Program (0.25) pictures, narrative report) (0.5) □ Impact of program to school conducted
□ Localized Tools (0.25) Benchmarking (0.5)
□ Module (0.25)

3. 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.
3.1 Roles and responsibilities of accountable person/s and collective body/ies are clearly defined and agreed upon by community stakeholders.

□ No evidence □ There is an active party that initiates □ The stakeholders are engaged in □ Shared and participatory processes are used
clarification of the roles and responsibilities clarifying and defining their specific roles in determining roles, responsibilities, and
in education delivery. and responsibilities. accountabilities of stakeholders in managing
and supporting education.
□ Organizational Chart (0.25) □ Letter of invitation/confirmation (0.3) □ Copy of Resolution (0.5)
□ Roles and responsibilities (0.25) □ Minutes of the meeting (0.3) □ Post-Implementation Documentation (e.g.
□ Succession Plan (e.g. designation, □ Documentation (e.g. attendance, attendance, pictures) (0.5)
order) (0.25) pictures) (0.4)
□ SBM Committee (0.25)
3.2 Achievement of goals is recognized based on a collaboratively developed performance accountability system; gaps are addressed through appropriate
action.
□ No evidence □ Performance accountability is practiced at □ A community-level accountability □ A community-accepted performance
the school level. system is evolving from school-led accountability, recognition and incentive
initiatives. system is being practiced.

FORM-MES-15/rev.00
 □ Performance indicators (e.g. Promotion □ Certificate of Participation (0.25) □ Approved Program Proposal initiated by the
rate, Drop-Out rate) (0.2) Documentation (e.g. attendance, Stakeholders for Access, Quality and
□ Academic and extra-curricular pictures, narrative report) Governance (0.5)
Achievement (0.2) □ Access (e.g. ABM) (0.25) □ Documentation on Stakeholder Recognition
PPAs Implemented □ Quality (e.g. Tulong Dunong) (0.25) (0.5)
□ Access (e.g. ABM) (0.2) □ Governance (e.g. Summit) (0.25)
□ Quality (e.g. Tulong Dunong) (0.2)
□ Governance (e.g. Summit) (0.2)
3.3 The accountability system 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.
□ No evidence □ The school articulates the accountability □ Stakeholders are engaged in the □ School community stakeholders
assessment framework with basic development and operation of an continuously and collaboratively review and
components, including implementation appropriate accountability assessment enhance accountability systems' processes,
guidelines to the stakeholders. system. mechanisms and tools.
□ School policy and guidelines (0.25) □ Letter of invitation / confirmation of □ Meeting proposal initiated by stakeholder
□ Staff Development (0.25) stakeholders (0.3) (0.3)
□ Learners Development (0.25) □ Minutes of the meeting (0.3) □ Copy of Resolution (0.3)
□ Stakeholders Roles and Responsibility □ Documentation (e.g. attendance, □ Documentation (e.g. attendance,
(0.25) pictures) (0.4) pictures) (0.4)
3.4 Accountability assessment criteria and tools, feedback mechanisms and information collection and validation techniques and processes are inclusive and
collaboratively developed and agreed
□ No evidence □ The school, with the participation of □ Stakeholders are engaged in the □ Stakeholders continuously and
stakeholders, articulates an accountability development and operation of an collaboratively review and enhance
assessment framework with basic appropriate accountability assessment accountability systems; processes, mechanisms
components, including implementation system. and tools.
guidelines
FORM-MES-15/rev.00
 □ Monitoring and Evaluation tools (0.25)
□ Feedback mechanism (e.g. suggestion
box) (0.25)
□ Data collection system (0.25)
□ Data validation system (0.25)
3.5 Participatory assessment of performance is done regularly with the community. Assessment results and lessons learned serve as basis for feedback,
technical assistance, recognition and plan adjustment.
□ No evidence □ School initiates periodic performance
assessments with the participation of
stakeholders.
□ Quarterly Monitoring, Evaluation and
Adjustment (MEA) (0.25)
□ Mid-Year Performance Evaluation (0.25)
□ Technical Assistance Database (0.25)
□ Regular Reporting (0.25)
□ Letter of invitation/confirmation (0.25)
□ Minutes of the meeting (0.25)
□ Documentation (e.g. attendance,
pictures) (0.25)
□ Consolidated Feedback Report (0.25)
□ Collaboratively conduct of
performance assessment informs
planning, plan adjustments and
requirements for technical assistance
School Monitoring, Evaluation and
Adjustment (SMEA)
□ School Personnel (0.25)
□ Stakeholders (0.25)
□ Documentation on the Utilization of
Assessment Tool (0.5)
□ Meeting proposal (by stakeholder) (0.25)
□ Copy of Resolution (0.25)
□ Documentation (e.g. attendance,
pictures) (0.25)
□ Inclusion of findings to School Policy and
Guidelines (0.25)
□ School-community-developed performance
assessment is practiced and is the basis for
improving monitoring and evaluation systems,
providing technical assistance, and recognizing
and refining plans.
□ Develop assessment tool including
expectation from the community (0.5)
□ Localized performance assessment system
is streamed and benchmarked by other
schools. (0.5)
FORM-MES-15/rev.00
4. MANAGEMENT OF RESOURCES
Resources are collectively and judiciously mobilized and managed with transparency, effectiveness and efficiency.
4.1 Regular resource inventory is collaboratively undertaken by learning managers, learning facilitators, and community stakeholders as basis for resource
allocation and mobilization

□ No evidence □ Stakeholders are aware that a regular
resource inventory is available and is used
as the basis for resource allocation and
mobilization.
□ Updated annual EBEIS (0.2)
□ Form 3, School Forms 1, 2, 4, 5 & 6 (0.2)
□ Transparency Bulletin board (0.2)
□ Financial Report (e.g. MOOE) (0.2)
□ Inventory of properties (0.2)
4.2 A regular dialogue for planning and resource programming, that is accessible and inclusive, continuously engage stakeholders and support
implementation of community education plans.
□ No evidence □ Stakeholders are invited to participate in
the development of an educational plan in
resource programming, and in the
implementation of the educational plan.
□ Resource inventory is characterized by
regularity, increased participation of
stakeholders, and communicated to the
community as the basis for resource
allocation and mobilization.
□ SOSA (0.2)
□ School Report card (0.2)
□ Newsletter (0.2)
□ Minutes of the meeting (0.2)
□ Documentation (e.g. attendance,
pictures) (0.2)
□ Stakeholders are regularly engaged in
the planning and resource programming,
and in the implementation of the
education plan.
□ Resource inventories are systematically
developed and stakeholders are engaged in a
collaborative process to make decisions on
resource allocation and mobilization.
□ Meeting proposal (by stakeholder) (0.25)
□ Copy of Resolution (0.25)
□ Documentation (e.g. attendance, pictures)
(0.25)
□ School Site Development Plan (0.25)
□ Stakeholders collaborate to ensure timely
and need-based planning and resource
programming and support continuous
implementation of the education plan.

FORM-MES-15/rev.00
 □ School Memorandum (0.25)
Resource programming plans
□ APP (0.25)
□ WFP (0.25)
□ MCP (0.25)
4.3 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.
□ No evidence □ Stakeholders support judicious,
appropriate, and effective use of resources.
□ BAC Members (0.25)
□ Financial Management Committee (0.25)
□ Letter of Appointment (0.25)
□ Function and Responsibilities (0.25)
4.4 Regular monitoring, evaluation, and reporting processes of resource management are collaboratively developed and implemented by the learning
managers, facilitators, and community stakeholders.
□ No evidence □ Stakeholders are invited to participate in
the development and implementation of
monitoring, evaluation, and reporting
processes on resource management.
□ Letter of invitation / acceptance (0.3)
□ Minutes of the meeting (0.3)
□ Documentation (e.g. attendance,
pictures) (0.4)
□ Stakeholders are engaged and share
expertise in the collaborative
development of resource management
system.
Documentation on resource generating
PPAs (0.25 each max of 1 pt)
□ Financial report on Brigada Eskwela
□ Adopt-A-School Deeds of Donations
□ Adopt-A-Child Deeds of Donations
□ Feeding Program Report
□ Stakeholders collaboratively participate
in the development and implementation
of monitoring, evaluation, and reporting
processes on resource management.
□ Approved proposal (0.3)
□ Minutes of the meeting (0.3)
□ Documentation (e.g. attendance,
pictures) (0.4)
□ Stakeholders sustain the implementation and
improvement of a collaboratively developed,
Periodically adjusted, and constituent-focused
resource management system.
□ Documentation on resource generating
PPAs initiated stakeholders assisted by SH
(1.0)
□ Stakeholders are engaged, held accountable
and implement a collaboratively developed
system of monitoring, evaluation and reporting
for resource management.
FORM-MES-15/rev.00
 □ School M&E tool on resource □ Consolidated Report on Resource □ Independent M&E report of stakeholders on
Management (0.5) Management (0.5) resource management. (1.0)
□ Feedback Mechanism (0.5) □ Consolidated feedback report (0.5)

4.5. There is a system that manages the network and linkages which strength and sustain partnerships for improving resource management.
□ No evidence □ An engagement procedure to identify and □ Stakeholders support a system of □ An established system of partnership is
utilize partnerships with stakeholders for partnerships for improving resource managed and sustained by the stakeholders for
Improving resource management is evident. management. continuous improvement of resource
management.
□ List of Stakeholders (0.5) □ Certificate of participation in Brgy. □ Long term - Memorandum of Agreement
□ Established School Governing Council Meetings/ Assembly (0.5) (MOA) (1.0)
(SGC) (0.5) □ Stakeholders awards and recognition
(0.5)

FORM-MES-15/rev.00
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% and
Management of Resources - 15%
2. Each principle has several indicators. Based on the results of the D-O-D (Document Analysis, Observation, Discussion), the evidence is summarized, and a
consensual rating is given to each indicator;
3. Rate the items by checking the appropriate boxes. These are the points earned by the school for the specific indicator.
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 inside the summary table for the use area/ standard rated
6. Multiply the number of check marks in each column by the points (1.0-3.0)
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;
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

0.5 - 1.4 LEVEL I: DEVELOPING
1.5 - 2.4 LEVEL II: MATURING
2.5 - 3.5 LEVEL III: ADVANCED
- Developing structures and mechanisms with acceptable level and extent of community participation and
impact on learning outcomes.
- Introducing and sustaining continuous improvement process that integrates wider community participation
and significantly improve performance and learning outcomes.
- 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.

FORM-MES-15/rev.00