REVISED SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL

(November 27, 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 are contextualized on th
ideals of an ACCESs school system. The unit of analysis is the school system which are classified as developi
maturing and advanced (accredited level). The SBM practice is ascertained by the existence of structure
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 establis
A school on the advanced level may apply for accreditation. The highest level, the "advanced," is a candida
accreditation
Part II: Basic School/Learning Center (LC) Information:
School/Learning Center: SUNNY BROOKE ELEMENTARY SCHOOL
Region/Division: IV- A/ GENERAL TRIAS CITY
Name of School Head/LC Head: NACITAS V. GREPO
Address: SAN FRANCISCO, GENERAL TRIAS CITY
Part III: Instruction to the Users:
Please indicate using a check mark the extent of SBM practice for each indicator listed below (numbered) base
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 environments.
A. Indicators 1 2 3
1. In place is a ### The development plan The development plan is 1 The development plan
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 performing t
collaboratively by the (VMG) is developed school and the community leadership roles, and th
stakeholders of the through the leadership stakeholders. school providing technic
school and community. of the school and the support.
participation of some

by a clear structure and
work arrangements that
promote shared
leadership and
governance and define
the roles and
responsibilities of the
stakeholders.
4. A leadership network
invited community
stakeholders.
organizational structure, collaboratively define the organizational structure
and the roles and structure and the roles the community
responsibilities of and responsibilities of stakeholders lead in
stakeholders. stakeholders. defining the organization
structure and the roles a
responsibilities; school
provides technical and
administrative support.
A network has been The network actively 1 The network allows easy

facilitates communication collaboratively provides stakeholders exchange and access to

between and among
school and community
leaders for informed
decision-making and
solving of school-
community wide-
learning problems.
5. A long term program
is in operation that
established and is information for making information sources bey
continuously improved decisions and solving the school community.
by the school learning and
community. administrative problems.
Developing structures Leaders undertake traini 1 Leaders assume
are in place and analysis modes that are convenient responsibility for their
 addresses the training of the competency and to them (on-line, off-line, own training and
and development development needs of modular, group, or home- development. School
needs of school and leaders is conducted; based) and which do not community leaders work
community leaders. result is used to developdisrupt their regular individually or in groups
a long-term training and functions. Leaders monitor coach and mentor one
development program. and evaluate their own another to achieve
learning progress. their VMG.
TOTAL NO. OF CHECKMARKS 0 ### 0 ### 5
EQUIVALENT SCORE PER LEVEL 0 ### 0 ### ###
TOTAL SCORE 15

The educational needs o

all types of learners are
being met as shown by

continuous improvemen
on learning outcomes an

C. ACCOUNTABILITYand CONTINUOUS IMPROVEMENT Team products of learning.

LUZVIMINDA M. DINGLASAN
Team Leader
collaboratively developed and continuously improved.
1. The curriculum
provides for the
development needs of
JOANA E. ARCENAL
Member
RODALYN T. LOPEZ
Secretary
All types of learners of Programs are fully
the school community implemented and closely
are identified, their monitored to address
performance discrepancies, learning laboratory,
Teachers' as well as
students' performance is
motivated by intrinsic
rather than extrinsic
rewards. The Schools'
differentiated program i
frequently benchmarked
1 by other schools.
Best practices in localizi
the curriculum are
mainstreamed and
benchmarked by other
schools.
There is marked increas
in number of projects th
uses the community as

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 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 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 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
growth and development with stakeholders.###
of the learners and the
community. The system uses a tool
that monitors the
holistic development
of learners.
5. Apprropriate The assessment tools
teaching and learning school and assessment
are continuously results are shared with
reviewed and improved, school's stakeholders.
and assessment results
are contextualized to
the learner and local
situation and the
attainment of relevant
life skills.
6. Learning managers and Stakeholders are aware
facilitators (teachers, of child/learner-centered
administrators and rights-based, and
community members) inclusive principles of
nurture values and education.
environments that are
protective of all Learning managers and
children and demonstrate facilitators conduct
behaviors consistent to activities aimed to
the organization's increase stakeholders
vision, mission and goals awareness and
benchmark best practices, and the school as an ag
coach low performers, of change for improvem
mentor potential leaders, of the community.
reward high achievement, Materials and approache
and maintain environment are being used in school
that makes learning, in the family and in
meaningful and enjoyable. community to develop
critical thinking and
problem solving commu
learners and are produc
desired results.
The localized curriculum 1
is implemented and
monitored closely to The monitoring system i
ensure that it makes accepted and regularly
learning more meaningful used for collective decis
and pleasurable, produces making.
desired learning outcomes,
and directly improves
community life. Ineffective
approaches are
replaced and innovative The monitoring tool has
ones are developed. been improved to provid
Learning materials and 1 both quantitative and
approaches to reinforce qualitative data.
strengths and address School assessment resu
deficiencies are developed are used to develop
and tested for learning programs that
applicability on school, are suited to community
family and community. and customized to
each learners' context,
results of which are used
for collaborative
The school-based 1 decision-making.
monitoring and learning
systems generate
feedback that is used for Learning environments,
making decisions that methods and resources
enhance the total are community driven,
development of learners. inclusive and adherent
to child's rights and
A committee take care of 1 protection requirements
the continuous
improvement of Learning managers and
the tool. facilitators observe
The assessment tools are 1 leaners' rights from
reviewed by the school designing the curriculum
community and results to structuring the whole
are shared with community learning environment.
stakeholders.
There is continuous
exchange of information
sharing of expertise and
Stakeholders begin to 1 materials among the
practice child/learner- schools, home and
centered principles of community for the
education in the design of development of self-
support to education. directed learners.
Learning managers and The program is
facilitators apply the 1 mainstreamed but
principles in designing continuously improve
learning materials. to make relevant to
emergent demands.

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
accountability for their
own learning.
TOTAL NO. OF CHECKMARKS 0 and enhance accountab
EQUIVALENT SCORE PER LEVEL 0 systems' processes,
TOTAL SCORE 30
AVERAGE 3 engaged in clarifying
C. Accountability and Continuous Improvement
A clear, transparent, inclusive, and responsive accoresponsibilities.
by the school community, which monitors performance and acts appropriately on gaps and gains.
1. Roles and responsibilities
of accountable person/s
and collective body/ies
are clearly defined and
agreed upon by
community stakeholders.
2. Achievement of goals
is recognized based on
a collaboratively
developed performance
accountability system;
gaps are addressed
through appropriate
action.
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.
4. Accountability
assessment criteria and
tools, feedback
mechanismsm and
information collection
and validation techniques
and processes are
inclusive and
collaboratively
developed and agreed
5. Participatory assessment
of performance is done
regularly with the
community.
Assessment results and
commitment to Practices, tools, and 1
fundamental rights of materials for developing
children and the basic self-directed learners are Shared and participatory
principle of educating beginning to emerge in processes are used in
them. the homes and in the determining roles,
community. responsibilities, and
Practices, tools and accountabilities of
materials for developing The program is stakeholders in managin
self-directed learners collaboratively and supporting educatio
are highly observable implemented and 1 A community-accepted
in school, but not in monitored by teachers performance accountab
the home or in the and parents to ensure recognition and incentiv
community. that it produces desired system is being practice
learners.
Learning programs### are 0 ######
designed and develope### 0 ######
to produce learners
who are responsible and School community stake
accountable for their holders continuously an
learning. collaboratively review
The stakeholders are 1 mechanisms and tools.
and defining their
specific roles and
There is an active party Stakeholders continuous
that initiates clarification A community-level 1 and collaboratively revie
of the roles and accountability system is and enhance accountab
responsibilities in evolving from school-led systems; processes,
education delivery. initiatives. mechanisms and tools.
Performance
accountability is
practiced at the school Stakeholders are engage 1
level. in the development and
operation of an School-community-
appropriate accountability developed performance
assessment system. assessment is practiced
and is the basis for
The school articulates improving monitoring
the accountability and evaluation systems,
assessment framework providing technical
with basic components, assistance, and recogniz
including implementation and refining plans.
guidelines to the Stakeholders are engage 1
stakeholders. in the development and
operation of an
appropriate accountability
assessment system.
The school, with the
participation of
stakeholders, articulates
an accountability Resource inventories are
assessment framework systematically develope
with basic components, Collaboratively conduct o 1 and stakeholders are
including implementation performance assessment engaged in a collaborati
guidelines informs planning, plan process to make decisio
adjustments and on resource allocation a
requirements for technical mobilization.
assistance
School initiates periodic
performance
assessments with the
participation of Stakeholders collaborate
stakeholders. ### 0 ### 5 ensure timely and need-
 lessons learned serve ### 0 ###
### based planning and
as basis for feedback, resource programming a
technical assistance, support continuous
recognition and plan implementation of the
adjustment. education plan.
TOTAL NO. OF
EQUIVALENT CHECKMARKS
SCORE PER LEVEL 0
0
TOTAL SCORE 15 Resource inventory is 1
AVERAGE 3 characterized by regularity, Stakeholders sustain the
increased participation of implementation and
D. MANAGEMENT OF RESOURCES stakeholders, and improvement of a
Resources are collectively and judiciously mobilized and communicated to the colaboratively develope
community as the basis for periodically adjusted, an
1. Regular resource Stakeholders are aware resource allocation and constituent-focused
inventory is that a regular resource mobilization. resource management
collaboratively
undertaken by learning inventory is available
is used as the basis for and system.
managers, learning resource allocation and
facilitators, and mobilization. Stakeholders are regularl 1 Stakeholders are engage
community stakeholders engaged in the planning held accountable and
as basis for resource and resource implement a collaborativ
allocation and programming, and in the developed system of
mobilization implementation of the monitoring, evaluation a
education plan. reporting for resource
2. A regular dialogue for Stakeholders are management.
planning and resource
programming, that is invited
the to participate
development in
of an
accessible and inclusive, educational plan in
continuously engage resource programming, Stakeholders are engage 1 An established system o
stakeholders and support and in the and share expertise in the partnership is managed
implementation of implementation of the collaborative development and sustained by the
community education educational plan. of resource management stakeholders for continu
plans. system. improvement of resourc
management.
3. In place is a community- Stakeholders support
developed resource judicious, appropriate,
management system that and effective use of
drives appropriate resources.
behaviors of the Stakeholders 1
stakeholders to ensure collaboratively participate
judicious, appropriate, in the development and
and effective use of implementation of
resources. monitoring, evaluation, and
reporting processes on
4. Regular monitoring, Stakeholders are invited resource management.
evaluation, and reporting to participate in the
processes of resource development and
management are implementation of
collaboratively developed monitoring, evaluation, Stakeholders support a 1
and implemented by the and reporting processes system of partnerships for
learning managers, on resource improving resource
facilitators, and management. management.
community stakeholders.

5. There is a system that An engagement

manages the network procedure to identify
###
an 0 ### 5
and linkages which utilize partnerships###
wit 0 ###
###
strength and sustain stakeholders for
partnerships for improving resource
improving resource management is evident.
management.
TOTAL NO. OF CHECKMARKS 0
EQUIVALENT SCORE PER LEVEL 0
TOTAL SCORE 15
AVERAGE 3

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, D
the evidence is summarized, anda consensual rating is arrived at . What rating would one give to each indic
3. Rate the items by checking the appropriate boxes. These are the points earned by the school for the specifi
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
ciples of ACCESs
contextualized on the
assified as developing,
xistence of structured
s from the district,
M practice is established.
anced," is a candidacy for

low (numbered) based

vation-Discussion).

d to ACCESs

ve its shared vision,

se environments.
3
development plan SIP/AIP/WFP
nhanced with the Other Plans
mmunity performing the
dership roles, and the
ool providing technical

anizational structure, Defined functions and responsibilities

community
keholders lead in
ning the organizational
ucture and the roles and
ponsibilities; school
vides technical and
ministrative support.
network allows easy

hange and access to

rmation sources beyond
school community.

ders assume TNA

ponsibility for their GAD Data Analysis
n training and Community Mapping
elopment. School Mentoring Schedules
mmunity leaders worki INSET
vidually or in groups,
ch and mentor one
ther to achieve

educational needs of Functional Literacy Test

ypes of learners are Diagnostic Test Result
ng met as shown by Quarterly Tests Results

tinuous improvement Reading Inventory

earning outcomes andNumeracy Test

ducts of learning. Special Programs

chers' as well as Srea
dents' performance is
tivated by intrinsic
her than extrinsic
ards. The Schools'
erentiated program is
quently benchmarked
other schools.

t practices in localizinLocalized materials

curriculum are Localized curriculum
nstreamed and Localized instructions
chmarked by other

re is marked increase
umber of projects that
s the community as
rning laboratory,
 the school as an agent
hange for improvement
he community.
erials and approaches
being used in school,
he family and in
mmunity to develop
ical thinking and
blem solving community of
rners and are producing
ired results.

monitoring system is M & E Tools

epted and regularly M & E Results
d for collective decision

monitoring tool has

n improved to provide
h quantitative and
litative data.
ool assessment results
used to develop
rning programs that
suited to community
customized to
h learners' context,
ults of which are used
collaborative
ision-making.

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

thods and resources Training of Teachers on GAD
community driven,
usive and adherent
hild's rights and
tection requirements.

rning managers and

litators observe
ners' rights from
igning the curriculum
tructuring the whole
rning environment.

re is continuous Modules
hange of information, Learning Resources
ring of expertise and
terials among the
ools, home and
mmunity for the
elopment of self-
ected learners.

program is
nstreamed but
tinuously improve
make relevant to
ergent demands.
 red and participatory
cesses are used in
ermining roles,
ponsibilities, and
ountabilities of
keholders in managing
supporting education.
ommunity-accepted
formance accountability,
ognition and incentive
tem is being practiced.

ool community stake-

ders continuously and
aboratively review
enhance accountability
tems' processes,
chanisms and tools.

on gaps and gains.

keholders continuously
collaboratively review
enhance accountability
tems; processes,
chanisms and tools.

ool-community-
eloped performance
essment is practiced
is the basis for
roving monitoring
evaluation systems,
viding technical
istance, and recognizing
refining plans.

personnel
ource inventories are Physical Inventory
tematically developedSchool Report Card
stakeholders are
aged in a collaborative
cess to make decisions
resource allocation and
bilization.

keholders collaborate Resource Programming

ure timely and need-
ed planning and
ource programming and
port continuous
lementation of the
cation plan.

keholders sustain the

lementation and
rovement of a
aboratively developed,
iodically adjusted, and
stituent-focused
ource management

keholders are engaged,

d accountable and
lement a collaboratively
eloped system of
nitoring, evaluation and
orting for resource
nagement.

established system of
tnership is managed
sustained by the
keholders for continuous
rovement of resource
nagement.
importance to the aim of

alysis, Observation, Discussion),

one give to each indicator;
school for the specific indicator.
 Name of School/Learning Center SUNNY BROOKE ELEMENTARY SCHOOL
Summary SBM Rating

Principles Indicators
I - VALIDATED SBM PRACTICE
1. Leadership & Governance
1.1 1.2 1.3 1.4 1.5
Rating
3 3 3 3 3
(Indicate 0,1,2, or 3)
2. Curriculum and Instruction
2.1 2.2 2.3 2.4.a2.4.b 2.5 2.6.a 2.6.b2.7.a2.7.b
Rating
3 3 3 3 3 3 3 3 3 3
(Indicate 0,1,2, or 3)
3. Accountability and Continuous Improvement
3.1 3.2 3.3 3.4 3.5
Rating
3 3 3 3 3
(Indicate 0,1,2, or 3)
4. Management of Resources
4.1 4.2 4.3 4.4 4.5
Rating
(Indicate 0,1,2, or 3) 3 3 3 3 3

Validated SBM P
II - LEARNING OUTCOME
Learning Outcomes MPS Points Weight
NAT
Ave Quarterly Exams 78.58 2
Average Point 2 0.6
MPS Points GRAN
85 - 100 3 points
75 - 84 2 points Descriptio
below 75 1 point 1.4 and bel
1.5 - 2.4
2.5 and abo

SBM LEVEL OF PRACTICE

SCHOOL VALIDATED BY:

A. LEADERSHIP and GOVERNANCE Team

NELLY F. PRODIGALIDA KARLA JANE B. HERRERA

Team Leader Secretary

DARMO B. TABANO FLORITES L. BATO- ON

Member Member

BERNADETTE D. FORTEZA
Member

B. CURRICULUM and INSTRUCTION Team

MA. MERCY T. TUAZON REYNALLY ROSE T. TORRATO

Team Leader Secretary
CLAIRE T. PAO MA. ELENA S. ABACCA

Member Member
 ROWENA A. CAMPANER

Member

C. ACCOUNTABILITYand CONTINUOUS IMPROVEMENT Team

LUZVIMINDA M. DINGLASAN RODALYN T. LOPEZ

Team Leader Secretary

PAUL JOHN O. MONTANO GEMMA D. CRUZ

Member Member

JELLY MAE M. MONTEALEGRE

Member

C.MANAGEMENT OF RESOURCES Team

MIRASOL C. SIDAMON ELAIZA E. MONTON

Team Leader Secretary

DONNAVIL DALUGO JENNIE A. REFUGIO

Member Member

JOANA E. ARCENAL

Member

II. Learning Outcome

MA. ELENA S. ABACCA DARMO B. TABANO

Testing Coordinator School Statistician

NACITAS V. GREPO
School Principal

DIVISION VALIDATING TEAM/REGIONAL VALIDATING TEAM

__________________________ __________________________
Team Leader Secretary

_________________________ ___________________________ ______________

Member Member
en's rights
TARY SCHOOL
g
Weighted
Average Average
TOTAL %
Rating Rating
(WAR)

15 3 0.3 0.9

30 3 .30 0.9

15 3 .25 0.75

15 3 .15 0.45

TOTAL OF W.A.R 3.9

ated SBM Practice (Total of WAR x 0.4) 1.56

Weight

0.6 1.2
GRAND TOTAL 2.76

Description SBM Level of Practice

1.4 and below Developing
1.5 - 2.4 Maturing
2.5 and above Advanced

LEVEL 3 - Advanced

JORDAN C PASTOR
Member

LENIE A. AGUILAR

Member
 MARY ROSE RIVERO

Member

GARLYNNE JOYCE RIVERA

Member

__________________________
Member
 REVISED SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL
(November 27, 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 are contextualized on
ideals of an ACCESs school system. The unit of analysis is the school system which are classified as develo
maturing and advanced (accredited level). The SBM practice is ascertained by the existence of structur
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 estab
A school on the advanced level may apply for accreditation. The highest level, the "advanced," is a candid
accreditation
Part II: Basic School/Learning Center (LC) Information:
School/Learning Center: SUNNY BROOKE ELEMENTARY SCHOOL
Region/Division: IV- A/ GENERAL TRIAS CITY
Name of School Head/LC Head: NACITAS V. GREPO
Address: SAN FRANCISCO, GENERAL TRIAS CITY
Part III: Instruction to the Users:
Please indicate using a check mark the extent of SBM practice for each indicator listed below (numbered) ba
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 visio
mission and goals making them responsive and relevant to the context of diverse environments
A. Indicators 1 2 3
1. In place is a ### The development plan The development plan is 1 The development plan
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 performing
collaboratively by the (VMG) is developed school and the community leadership roles, and
stakeholders of the through the leadership stakeholders. school providing techn
school and community. of the school and the support.
participation of some

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.
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.
4. A leadership network
facilitates communication
invited community
stakeholders.
The school leads the The school and communit 1 The community stakeh
regular review and stakeholders working as lead the regular review
improvement of the full partners, lead the improvement process;
development plan. continual review and the school stakeholder
improvement of the facilitate the process.
development plan.
The school defines the The school and communit 1 Guided by an agreed
organizational structure, collaboratively define the organizational structur
and the roles and structure and the roles the community
responsibilities of and responsibilities of stakeholders lead in
stakeholders. stakeholders. defining the organizati
structure and the roles
responsibilities; schoo
provides technical and
administrative support
A network has been The network actively 1 The network allows ea
collaboratively provides stakeholders exchange and access
 between and among
school and community
leaders for informed
decision-making and
solving of school-
community wide-
learning problems.
5. A long term program
is in operation that
addresses the training
and development
needs of school and
community leaders.
TOTAL NO. OF CHECKMARKS 0 ### 0
EQUIVALENT SCORE PER LEVEL 0 ### 0
TOTAL SCORE 15
AVERAGE 3
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
provides for the
development needs of
all types of learners
in the school community
2. The implemented
curriculum is localized
to make it more
meaningful to the
learners and
applicable to life in
the community
established and is information for making information sources be
continuously improved decisions and solving the school community.
by the school learning and
community. administrative problems.
Developing structures Leaders undertake traini 1 Leaders assume
are in place and analysismodes that are convenient responsibility for their
of the competency and to them (on-line, off-line, own training and
development needs of modular, group, or home- development. School
leaders is conducted; based) and which do not community leaders wo
result is used to developdisrupt their regular individually or in group
a long-term training and functions. Leaders monitor coach and mentor one
development program. and evaluate their own another to achieve
learning progress. their VMG.
### 5
### ###
All types of learners of Programs are fully 1 The educational needs
the school community implemented and closely all types of learners ar
are identified, their monitored to address being met as shown by
learning curves performance discrepancies, continuous improveme
assessed; appropriate benchmark best practices, on learning outcomes
programs with its coach low performers, products of learning.
support materials for mentor potential leaders, Teachers' as well as
each type of learner reward high achievement, students' performance
is developed. and maintain environment motivated by intrinsic
that makes learning, rather than extrinsic
meaningful and enjoyable. rewards. The Schools'
differentiated program
frequently benchmarke
by other schools.
Local beliefs, norms,
### The localized curriculum 1 Best practices in locali
values, traditions, is implemented and the curriculum are
folklores, current events, monitored closely to mainstreamed and
and existing technologies ensure that it makes benchmarked by other
are documented and learning more meaningful schools.
used to develop a and pleasurable, produces There is marked increa
lasting curriculum. desired learning outcomes, in number of projects t
Localization guidelines and directly improves uses the community a
are agreed to by community life. Ineffective learning laboratory,
 school community and approaches are and the school as an a
teachers are properly replaced and innovative of change for improve
oriented. ones are developed. of the community.
3. A representative group A representative team Learning materials and 1 Materials and approac
of school and community of school and community approaches to reinforce are being used in scho
stakeholders develop stakeholders assess strengths and address in the family and in
the methods and content and methods deficiencies are developed community to develop
materials for developing used in teaching and tested for critical thinking and
creative thinking and creative, critical thinking applicability on school, problem solving comm
and problem solving. and problem solving. family and community. learners and are produ
Assesment results are desired results.
used as guide to
develop materials.
4. The learning systems A school-based The school-based 1 The monitoring system
are regularly and monitoring and learning monitoring and learning accepted and regularly
collaboratively monitored system is conducted systems generate used for collective dec
by the community using regularly and feedback that is used for making.
appropriate tools to cooperatively; making decisions that
ensure the holistic and feedback is shared enhance the total
growth and development with stakeholders. development of learners.
of the learners and the
community. The system uses a tool A committee take care of 1 The monitoring tool ha
that monitors the the continuous been improved to prov
holistic development improvement of both quantitative and
of learners. the tool. qualitative data.
5. Apprropriate The assessment tools
### The assessment tools are 1 School assessment res
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 communi
reviewed and improved, school's stakeholders. stakeholders. and customized to
and assessment results each learners' context
are contextualized to results of which are us
the learner and local for collaborative
situation and the decision-making.
attainment of relevant
life skills.
6. Learning managers and Stakeholders are aware Stakeholders begin to 1 Learning environments
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 adherent
nurture values and education. support to education. to child's rights and
environments that are protection requiremen
protective of all Learning managers and Learning managers and
children and demonstrate facilitators conduct facilitators apply the 1 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 curriculu
commitment to to structuring the who
fundamental rights of learning environment.
children and the basic
principle of educating
them.
7. Methods and resources Practices, tools and Practices, tools, and 1 There is continuous
are learner and materials for developing materials for developing exchange of informatio
community-friendly, self-directed learners self-directed learners are sharing of expertise an
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, Learning programs are collaboratively
skills, and values to designed and developed implemented and 1 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 0 ### 0 ######
EQUIVALENT SCORE PER LEVEL 0 ### 0 ######
 TOTAL SCORE 30
AVERAGE 3

C. Accountability and Continuous Improvement

A clear, transparent, inclusive, and responsive accountability system is in place, collaboratively
by the school community, which monitors performance and acts appropriately on gaps and gain
1. Roles and responsibilities There is an active party The stakeholders are 1 Shared and participato
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 manag
and supporting educat
2. Achievement of goals Performance A community-level 1 A community-accepted
is recognized based on accountability is accountability system is performance accounta
a collaboratively practiced at the school evolving from school-led recognition and incent
developed performance level. initiatives. system is being practic
accountability system;
gaps are addressed
through appropriate
action.
3. The accountability system The school articulates Stakeholders are engage 1 School community sta
is owned by the the accountability in the development and holders continuously a
community and is assessment framework operation of an collaboratively review
continuously enhanced to with basic components, appropriate accountability and enhance accounta
ensure that management including implementation assessment system. systems' processes,
structures and guidelines to the mechanisms and tools
mechanisms are stakeholders.
responsive to the
emerging learning needs
and demands of the
community.
4. Accountability The school, with the Stakeholders are engage 1 Stakeholders continuo
assessment criteria and participation of in the development and and collaboratively rev
tools, feedback stakeholders, articulates operation of an and enhance accounta
mechanismsm and an accountability appropriate accountability systems; processes,
information collection assessment framework assessment system. mechanisms and tools
and validation techniques with basic components,
and processes are including implementation
inclusive and guidelines
collaboratively
developed and agreed

5. Participatory assessment School initiates periodic Collaboratively conduct o 1 School-community-

of performance is done performance performance assessment developed performanc
regularly with the assessments with the informs planning, plan assessment is practice
community. participation of adjustments and and is the basis for
Assessment results and stakeholders. requirements for technical improving monitoring
lessons learned serve assistance and evaluation system
as basis for feedback, providing technical
technical assistance, assistance, and recogn
recognition and plan and refining plans.
adjustment.
TOTAL NO. OF CHECKMARKS 0 ### 0 ### 5
EQUIVALENT SCORE PER LEVEL 0 ### 0 ###
###
TOTAL SCORE 15
AVERAGE 3

D. MANAGEMENT OF RESOURCES
Resources are collectively and judiciously mobilized and managed with transparency, effectiveness and effi

1. Regular resource Stakeholders are aware Resource inventory is 1 Resource inventories a

inventory is that a regular resource characterized by regularity, systematically develop
collaboratively inventory is available and increased participation of and stakeholders are
undertaken by learning is used as the basis for stakeholders, and engaged in a collabora
managers, learning resource allocation and communicated to the process to make decis
 facilitators, and mobilization. community as the basis for on resource allocation
community stakeholders resource allocation and mobilization.
as basis for resource mobilization.
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.
Stakeholders are Stakeholders are regularl 1 Stakeholders collabora
invited to participate in engaged in the planning ensure timely and nee
the development of an and resource based planning and
educational plan in programming, and in the resource programming
resource programming, implementation of the support continuous
and in the education plan. implementation of the
implementation of the education plan.
educational plan.

3. In place is a community- Stakeholders support Stakeholders are engage 1 Stakeholders sustain t

developed resource
management system that
drives appropriate
behaviors of the
stakeholders to ensure
judicious, appropriate,
and effective use of
resources.
judicious, appropriate, and share expertise in the implementation and
and effective use of collaborative development improvement of a
resources. of resource management colaboratively develop
system. periodically adjusted, a
constituent-focused
resource management
system.

4. Regular monitoring, Stakeholders are invited Stakeholders 1 Stakeholders are enga

evaluation, and reporting
processes of resource
management are
collaboratively developed
and implemented by the
learning managers,
facilitators,
community and stakeholders.
to participate in the collaboratively participate held accountable and
development and in the development and implement a collabora
implementation of implementation of developed system of
monitoring, evaluation, monitoring, evaluation, and monitoring, evaluation
and reporting processes reporting processes on reporting for resource
on resource resource management. management.
management.

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

manages the network
and linkages which
strength and sustain
partnerships for
improving resource
management.
TOTAL NO. OF CHECKMARKS
EQUIVALENT SCORE PER LEVEL
TOTAL SCORE
AVERAGE
procedure to identify and system of partnerships for partnership is manage
utilize partnerships with improving resource and sustained by the
stakeholders for management. stakeholders for contin
improving resource improvement of resou
management is evident. management.
0 ### 0 ### 5
0 ### 0 ###
###
15
3

PART V. SCORING INSTRUCTIONS

1. The four (4) principles were assigned percentage weights on the basis of their relative importance to the a
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
the evidence is summarized, anda consensual rating is arrived at . What rating would one give to each ind
3. Rate the items by checking the appropriate boxes. These are the points earned by the school for the spec
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 resp
5. Count the number of check marks in each indicator and record in the appropriate box inside the summary
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 pri
8. Record the average ratings for the principle in the Summary Table for the computation of the General Ave
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
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 commu
participation and impact on learning outcomes.
LEVEL II: MATURING - Introducing and sustaining continuous improvement process that integrates wider c
participation and significantly improve performance and learning outcomes.
LEVEL III: ADVANCED (ACCREDITED) - Ensuring the production of intended outputs/outcomes and meetin
standards of a system fully integrated in the local community and is self-renewing and self- sustaining.
OOL

r principles of ACCESs
e are contextualized on the
are classified as developing,
the existence of structured
xperts from the district,
of SBM practice is established.
"advanced," is a candidacy for

ed below (numbered) based

Observation-Discussion).

aligned to ACCESs

chieve its shared vision,

diverse environments.
3
The development plan SIP/AIP/WFP
is enhanced with the Other Plans
community performing the
leadership roles, and the
school providing technical

The community stakeholdGAM

lead the regular review and
improvement process;
the school stakeholders
facilitate the process.

Guided by an agreed Organizationa chart

organizational structure, Defined functions and responsibilities
the community
stakeholders lead in
defining the organizational
structure and the roles and
responsibilities; school
provides technical and
administrative support.
The network allows easy
exchange and access to
 information sources beyond
the school community.

Leaders assume TNA

responsibility for their GAD Data Analysis
own training and Community Mapping
development. School Mentoring Schedules
community leaders worki INSET
individually or in groups,
coach and mentor one
another to achieve

s and aspirations are

The educational needs of Functional Literacy Test

all types of learners are Diagnostic Test Result
being met as shown by Quarterly Tests Results
continuous improvement Reading Inventory
on learning outcomes andNumeracy Test

products of learning. Special Programs

Teachers' as well as Srea
students' performance is
motivated by intrinsic
rather than extrinsic
rewards. The Schools'
differentiated program is
frequently benchmarked
by other schools.

Best practices in localizinLocalized materials

the curriculum are Localized curriculum
mainstreamed and Localized instructions
benchmarked by other

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.
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.

The monitoring system is M & E Tools

accepted and regularly M & E Results
used for collective decision

The monitoring tool has

been improved to provide
both quantitative and
qualitative data.
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.

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

methods and resources Training of Teachers on GAD
are community driven,
inclusive and adherent
to child's rights and
protection requirements.

Learning managers and

facilitators observe
leaners' rights from
designing the curriculum
to structuring the whole
learning environment.

There is continuous Modules

exchange of information, Learning Resources
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.
 place, collaboratively developed
tely on gaps and gains.
Shared and participatory
processes are used in
determining roles,
responsibilities, and
accountabilities of
stakeholders in managing
and supporting education.
A community-accepted
performance accountability,
recognition and incentive
system is being practiced.

School community stake-

holders continuously and
collaboratively review
and enhance accountability
systems' processes,
mechanisms and tools.

Stakeholders continuously
and collaboratively review
and enhance accountability
systems; processes,
mechanisms and tools.

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.

cy, effectiveness and efficiency.

personnel
Resource inventories are Physical Inventory
systematically developedSchool Report Card
and stakeholders are
engaged in a collaborative
process to make decisions
 on resource allocation and
mobilization.

Stakeholders collaborate Resource Programming

ensure timely and need-
based planning and
resource programming and
support continuous
implementation of the
education plan.

Stakeholders sustain the

implementation and
improvement of a
colaboratively developed,
periodically adjusted, and
constituent-focused
resource management

Stakeholders are engaged,

held accountable and
implement a collaboratively
developed system of
monitoring, evaluation and
reporting for resource
management.

An established system of
partnership is managed
and sustained by the
stakeholders for continuous
improvement of resource
management.

ative importance to the aim of

nt Analysis, Observation, Discussion),

ould one give to each indicator;
y the school for the specific indicator.

ntries or incomplete responses;

box inside the summary table for

r of indicators of the principle;

ation of the General Average;
average rating;
ngs. The value derived is the school

vel and extent of community

s that integrates wider community

ts/outcomes and meeting all

nd self- sustaining.
 Name of School/Learning Center SUNNY BROOKE ELEMENTARY SCHOOL
Summary SBM Rating

Principles Indicators
I - VALIDATED SBM PRACTICE
1. Leadership & Governance
1.1 1.2 1.3 1.4 1.5
Rating
3 3 3 3 3
(Indicate 0,1,2, or 3)
2. Curriculum and Instruction
2.1 2.2 2.3 2.4.a2.4.b 2.5 2.6.a 2.6.b2.7.a2.7.b
Rating
3 3 3 3 3 3 3 3 3 3
(Indicate 0,1,2, or 3)
3. Accountability and Continuous Improvement
3.1 3.2 3.3 3.4 3.5
Rating
3 3 3 3 3
(Indicate 0,1,2, or 3)
4. Management of Resources
4.1 4.2 4.3 4.4 4.5
Rating
(Indicate 0,1,2, or 3) 3 3 3 3 3

Validated SBM Practice (

II - LEARNING OUTCOME
Learning Outcomes MPS Points Weight
NAT 75 2
Ave Quarterly Exams 78.58 2
Average Point 2 0.6
MPS Points GRAN
85 - 100 3 points
75 - 84 2 points
Descript
below 75 1 point Practice
1.4 and be
1.5 - 2.4
2.5 and ab

SBM LEVEL OF PRACTICE

SCHOOL VALIDATED BY:

A. LEADERSHIP and GOVERNANCE Team

NELLY F. PRODIGALIDA KARLA JANE B. HERRERA

Team Leader Secretary

_________________________ ___________________________ _____

Member Member Me
B. CURRICULUM and INSTRUCTION Team

MA. MERCY M. TUAZON REYNALLY ROSE T. TORRATO

Team Leader Secretary
CLAIRE T. PAO
_________________________ ___________________________ _____

Member Member Me

C. ACCOUNTABILITYand CONTINUOUS IMPROVEMENT Team

LUZVIMINDA M. DINGLASAN RODALYN T. LOPEZ

Team Leader Secretary

PAUL JOHN O. MONTANO MARY ROSE RIVERO JELLY M

Member Member Me

D. MANAGEMENT OF RESOURCES Team

MIRASOL C. SIDAMON ELAIZA E. MONTON

Team Leader Secretary

DONNAVIL DALUGO JENNIE A. REFUGIO GARL

Member Member Me

II. Learning Outcome

MA. ELENA S. ABACCA DARMO B. TABANO

Testing Coordinator School Statistician

NACITAS V. GREPO
School Principal

DIVISION VALIDATING TEAM/REGIONAL VALIDATING TEAM

__________________________ __________________________
Team Leader Secretary

_________________________ ___________________________ ____________

Member Member
hildren's rights
NTARY SCHOOL
ng
Weighted
Avera
Average
TOTAL ge %
Rating
Rating
(WAR)

15 3 0.3 0.9

30 3 .30 0.9

15 3 .25 0.75

15 3 .15 0.45

TOTAL OF W.A.R 3.9

SBM Practice (Total of WAR x 0.4) 1.56

Weight

0.6 1.2
GRAND TOTAL 2.76
Description SBM Level of
Practice
1.4 and below Developing
1.5 - 2.4 Maturing
2.5 and above Advanced

LEVEL 3 - Advanced

__________________________
Member
 __________________________

Member

JELLY MAE M. MONTEALEGRE

Member

GARLYNNE JOYCE RIVERA

Member

__________________________
Member