SBM Assessment Tool FINAL

CUMMULATIVE SCORES OF VALIDATORS PER PRINCIPLE
SBM DIMENSIONS Scores per Level

Total Score
A. LEADERSHIP AND GOVERNANCE Level 1 Level 2 Level 3

1. In place is development plan ( e.g. SIP
develop collaboratively by the stakeholders of 2 2 1
the school and the community.
2. The development plan (e.g. SIP) is regularly 1 1 1

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 1 2 3 37

and work arrangements that promote shared
leadership and governance and define the
roles and responsibilities of the stakeholders.
4. A leadership network facilitates

communication between and among school 6 4 3
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 4 3 3
of school and community leaders
Total score per Level 14 12 11 37
B. CURRICULUM AND INSTRUCTION Level 1 Level 2 Level 3 Score

1. The curriculum provides for the
development needs of all types of learners in 6 5 6
the community
2. The implemented curriculum is localized to
make it more meaningful to the learners and 2 3 1
applicable to life in the community.
3. A representative group of chool and

community stakeholders develop methods and 3 3 3
materials for developing creativ thinking
problem solving
4. The learning System are regularly and

collaboratively mnitored by the community 5 3 2
using appropriate tools to ensure the holistic
growth and development of the learners and
the community.
5. Appropriate assessment tools for teaching 78

and learning are continuously reviewed and
improved and assessment results are 4 2 3
contextualized to the learner and local
situation and the attainment of the relevant
life skills.
6. Learning Managers and Facilitators

( teachers, administrators and community
members)nurture values and environments 10 4 3
that are protective to all children an
demonstrate behaviors consistent to the
oragnization's visioon, mission and goals.
7. Methods and resources are learner and

community- friendly, enjoyable, safe, inclusive,
accessible and aimed at developing self- 3 4 3
directed learners. Learners are equipped with
essential knowledge, skills and values to
assume responsibility and accountability for
their own learning.
C. ACCOUNTABILITY AND CONTINUOUS Level 1 Level 2 Level 3 Score
IMPROVEMENT
1. Roles and responsibilities of accountable

person/s and collective body/ies are clearly 5 4 2
defines and agreed upon by community
stakeholders
2. Achievement of goals is recognized based on

a collaboratively developed performance 2 3 1
accountability system; gaps are addressed
through appropriate action.
3. The accountability system is owned by the

community and is continously enhanced to
ensure that management structures and 2 1 2
mechanisms are responsive to the emerging
learning needs and demands of the 33
community.
4. Accountability asssessment criteria and

tools, feedback mechanisms and information 2 4 1
collection and validation techniques and
processes are inclusive and collaboratively
developed and agreed upon.
5. Participatory assessement of perfromance is

done regularly with the community. 2 1 1
Assessment results and lessons learned serve
as basis for feedback, technical assistance ,
recognition and plan adjustment.
D. MANAGEMENT OF RESOURCES Level 1 Level 2 Level 3 Score

1. Regular resource inventory is collaboratively 3 6 1
undertaken by learning managers, learning
facilitators, and community stakeholders as
basis for resource allocation and mobilization
2. A regular dialogue for planning and resource

programming, that is accessible and inclusive, 5 3 2
continuously engage stakeholders and support
implementation of community education
plans.
3. In place is community-developed resource

management system that drives appropriate 40
1 2 3
behaviors of the stakeholders to ensure
judicious, appropriate ad effective use of
resource.
4. Regular Monitoring, evaluation and

reporting process of resource management are 3 1 2
collaboratively developed and implemented by
the learning managers, facilitators and
community stakeholders.
5. There is a system that manages the network

and linkages, which strengthens and sustains 3 2 3
partnership for improving resource
management.
SUMMARY OF SCORES
SBM DIMENSION Scores Weight Result

A. LEADERSHIP AND GOVERNANCE 37 30% 0.74
B. CURRICULUM AND INSTRUCTION 78 30% 1.06
C. ACCOUNTABILITY AND CONTINUOUS
IMPROVEMENT 33 25% 0.55
D. MANAGEMENT OF RESOURCES 40 15% 0.4
TOTAL 2.75
Description Advance
Mam ,pkcheck if tama po No. of indicators

A. LEADERSHIP AND GOVERNANCE 15
B. CURRICULUM AND INSTRUCTION 22
C. ACCOUNTABILITY AND CONTINUOUS
IMPROVEMENT 15
D. MANAGEMENT OF RESOURCES 15
Weight Result
30% 0.74
Weight Result
30% 1.06
Weight Result
25% 0.55
33
Weight Result
0.15 0.4
40
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 1
City of San Fernando, La Union 2500
SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL

(DepED Order N0. 83 s. 2012)
With CONTEXTUALIZED MEANS OF VERIFICATIONS (MOVs)
Objective:
This tool aims to determine the SBM level of practice of the schools of the fourteen (14) schools division offices which shall be used by the following:
a. School Heads - for self-assessment on the SBM level of practice.
b. SDO SBM Monitoring Team - for monitoring the schools on the implementation of SBM.
c. Regional Field Technical Assistance Team - for validating the SBM level of practice of the schools.
I. GENERAL INFORMATION
Division PANGASINAN II
Name of School COLOSCAOAYAN NATIONAL HIGH SCHOOL
School Address VILLANUEVA, BAUTISTA, PANGASINAN
School ID 300302
Name of Principal ARCADIO B. BELTRAN
CP No. 09171752912
SBM Coordinator GERLYN C. BANGIS, Ph. D.
CP. No 09186736002
II. SCHOOL PROFILE

A. Number of Enrolment
ELEMENTARY JUNIOR HIGH SCHOOL SENIOR HIGH SCHOOL

G
R Male Female Total Male Female Total Male Female
A
D Kinder 0 VII 356 320 676 XI 172 222
E I 0 VIII 344 353 697 XII 176 189
L II 0 IX 342 317 659
D
E
L
E III 0 X 242 292 534
V IV 0
E
L V 0
VI 0
TOTAL 0 0 0 1284 1282 2566 348 411
B. Number of Teachers
Male Female Total

Elementary 0
Junior High School 28 76 104
Senior High School 7 20 27
C. Performance Indicators
SY 2016 - 2017 SY 2017 - 2018 % of Increase

A INDICATORS
C
C
Kinder Elem JHS SHS Kinder Elem JHS SHS Kinder Elem
E
S Gross Enrolment
S Ratio
Net Enrolment
Ratio
SY 2016 - 2017 SY 2017 - 2018 % of Increase

INDICATORS
E Elem JHS SHS Elem JHS SHS Elem JHS SHS
F Cohort Survival
F Rate
I
C Completion Rate
I School Leaver
E Rate
N
C Dropout Rate
Y
Transition Rate
NAT Grade 6 NAT Grade 10

NAT MPS % of SY 2016- SY 2017- % of
SY 2016-2017 SY 2017-2018 Increase 2017 2018 Increase
Q
U Problem Solving
A Skills ( PS)
L
I Information
T Literacy Skills
Y (IL)
Critical Thinking
Skills ( CT)
PARTMENT OF EDUCATION
Region 1
f San Fernando, La Union 2500
ANAGEMENT ASSESSMENT TOOL

ED Order N0. 83 s. 2012)
ED MEANS OF VERIFICATIONS (MOVs)
ourteen (14) schools division offices which shall be used by the following:
SENIOR HIGH SCHOOL
Total
394
365
759
% of Increase
JHS SHS
DEPARTMENT OF EDUCATION
Region 1
City of San Fernando, La Union 2500
Instruction: Tick (√) the circle based on the means of verifications (MOVs)/ artifacts presented by the respondent. Take note of the responses by
applying DOD (Document Analysis , Observation & Discussion) for the MOVs not indicated below for others.
1. In place is a development plan (e.g. SIP developed collaboratively by the stakeholders of the school and the
A. LEADERSHIP AND GOVERNANCE community).
Indicators Evidences/MOVs/Artifacts Score
SBM Level 1
The development plan guided by the school’s vision,
mission and goal (VMG) is developed through the Enhanced SIP with stakeholders 2
leadership of the school and the participation of some
✘
invited community stakeholders Annual Implementation Plan (AIP)

✘
SBM Level 2
The development plan is evolved through the shared Approved copy of ESIP/AIP
leadership of the school and the community ✘ 2
stakeholders Signed resolutions of school and stakeholders highlighting the review of ESIP/AIP with photos
showing
✘ school personnel leading the development of plans
SBM Level 3
The development plan is enhanced with the community ✘ Attachments of ESIP manifesting the community stakeholders leading the approval of the
performing the leadership roles, and the school resolutions and development of plans with the assistance and support from the school. 1
providing technical support
Others________________________________________
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.

SBM Level 1
The school leads the regular review and improvement 1
of the developed plan Copy of ESIP/AIP reviewed by school with Narrative Report and attachments
✘
The school and community stakeholders working as SBM Level 2

full partners, lead the continual review and 1
improvement of the development plan
The school and community stakeholders working as
full partners, lead the continual review and 1
improvement of the development plan ✘
Report on reviewed ESIP/AIP by school and stakeholders with proper documentations
SBM Level 3
The community stakeholders lead the regular review
and improvement process; the school stakeholders ✘
Copy of Scheduled ESIP/AIP review led by stakeholders with proper documentations 1
facilitate the process
Others_______________________________________
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.
SBM Level 1
The school defines the organizational structure, and 1
the roles and responsibilities of stakeholders ✘ Organizational structure like SGC,PTA, SPT, SSG, SPG, Child Protection Committee, Grievance
committee, BAC, Canteen Organization
SBM Level 2
The school and community collaboratively define the Copy of roles and responsibilities of each stakeholder 2
structure and the roles and responsibilities ✘
✘
Minutes of the meeting on the identification of roles and responsibilities of each stakeholder
SBM Level 3
Guided by an agreed organizational structure, the
community stakeholders lead in defining the ✘
Approved organizational structure of stakeholders with defined roles and responsibilities.
organizational structure and the roles and 3
responsibilities; school provides technical and Copy of School manual or handbook of operation
administrative support ✘
✘
Others_______________________________________
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.
SBM Level 1
School Report Card
✘
School Accomplishment Reports / Year End Report

✘
A network has been collaboratively established and is Transparency and Accountability Board
✘ 6
continuously improved by the school community.
✘
Minutes of the meetings (dissemination & reporting with photos)
A network has been collaboratively established and is
continuously improved by the school community. 6
✘
✘
Printed copy of EBEIS/LIS
Compilation Student & Family Contact Details

✘
SBM Level 2
✘
Line of communication is open and
The network actively provides stakeholders manifested through texts/calls, fb postings, group chats and other similar networks
information for making decisions and solving learning 4
and administrative problems. Presence, photos of tarpaulin postings and
✘
Files of issuances of memo/ memoranda, notice of meetings, Resolution/letters

✘
Regular meetings with photos

✘
SBM Level 3
✘
Published/ List of Distributed school paper
The network allows easy exchange and access to List of Continual Improvements Projects
✘ 3
information sources beyond the school commmunity. Document on Creation of school and community recognized networks like social media networks
with
✘
documentation and easy access to the school community
Others_______________________________________
5. A long term program is in operation that addresses the training and development needs of school and community
leaders.
SBM Level 1
Copy of Staff Development Plan

Developing structures are in place and analysis of the ✘
competency and development needs of leaders is Copy of OPCRF/IPCRF 4

conducted; result is used to develop a long-term ✘
training and development program
✘
SLAC Session Plan
Copy of Program Implementation of INSET, Training Matrix and photos

✘
SBM Level 2
Leaders undetake training modes that are convenient
to them (on-line, off-line, modular, group, or home- ✘
List of Child Protection Committee
based) and which do not disrupt their regular 3
functions. Leaders monitor and evaluate their own
Leaders undetake training modes that are convenient
to them (on-line, off-line, modular, group, or home- ✘
based) and which do not disrupt their regular 3
functions. Leaders monitor and evaluate their own ✘
Report on Accomplishment of SPG
learning progress
Report of Students’ Rules of Discipline/Constitution & By-Laws
✘
SBM Level 3
Progress Report on Learning and Development Program

Leaders assume repsonsibility for their own training ✘
and development. School community leaders working 3
individually or in groups, coach and mentor one Report on training and mentoring leaders
✘
another to achieve their VMG
Copies of long-term training and development plans
✘
Others__________________________________________
Sub-Total
Level I 14
Level II 12
Level III 11
Total Score 37
Indicators 15
Percentage Weight of Leadership and

0.74
Governance (30%):
B. CURRICULUM AND INSTRUCTION 1. The curriculum provides for the development needs of all types of learners in the community.
Indicators Evidences/MOVs/Artifacts
SBM Level 1
✘
Report on Child Mapping
✘
Students Portfolio
All types of learners of the school community are identified, their learning ✘
Inventory Report on Physical Facilities
curves assessed; appropriate programs with its support materials for each
type of learner is developed Printed Copy of Oral Reading PHIL-IRI results
✘
✘
Copy of Remedial Reading Support Program
✘
Copy of School Readiness Year-end Assessment Result (SREYA)
✘
Portfolio Assessment in all learning area
SBM Level 2
✘
Compilation of Tests Papers and Table of Specification (TOS)
Programs are fully implemented and closely monitored to address Accomplishment Report on Curriculum Programs/Projects
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 on Instructional Progress
✘
Documentation of best practices and implemented projects, activities and programs (PAPs)
✘
Copy of Staff Development Plan
SBM Level 3
✘
Report on Awards and Recognitions
✘
Copy of incentives and awards mechanism
The educational needs of all types of learners are being met as shown by List of Teacher and Student Awardees in different discipline Intrinsic reward is evident through:
continuous improvement on learning outcomes and products of learning. ✘
Teacher’s as well as student’s performance is motivated by intrinsic and

extrinsic rewards. The school’s differentiated program is frequently List of Awardees on highly motivated teachers and students
✘
benchmarked by other schools
✘
List of Awardees on internal stakeholders awards extrinsic reward is evident through:
List of Awards, recognition, promotion and incentives for teachers

✘
Lists of Awards and distinction and even cash incentives to students

Others__________________________________
2. The implemented curriculum is localized to make it more meaningful to the learners and applicable to life in
community.
SBM Level 1
Compilation of Localized Curriculum
Local beliefs, norms, values, traditions, folklores, current events and ✘
existing technologies are documented and used to develop a lasting Collection of Localized teaching devices and materials
curriculum. Localization guidelines are agreed to by school community ✘
and
Compilation of history of municipalities and barangays
Documented stories of local heroes and successful people in the community
SBM Level 2
The localized curriculum is implemented and monitored closely to ensure Teachers daily lesson log integrating the contextualized and localized curriculum
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. ✘
Submitted output of students in any subject manifests the principle of contextualization and localization
✘
Documented community activities on local beliefs and traditions
SBM Level 3
Filed copy of benchmarking activity with letters requesting permit for benchmarking by other schools
Best practices in localizing the curriculum are mainstreamed and ✘
benchmarked by other schools. There is marked increase in number of Logbook of visitors signatures/attendance
projects that uses the community as learning laboratory, and the school as
an agent of change for improvement of the community.
Documentation of benchmarking activity
Others__________________________________________
3. A representative group of school and community stakeholders develop methods and materials for developing
thinking problem solving.
SBM Level 1
Copy of organized Monitoring and Evaluation Team
A representative team of school and community stakeholders assess ✘
content and methods used in teaching creative, critical thinking and Indigenized lesson exemplars for IPED
problem solving. Assessment results are used as guide to develop ✘
materials.
Portfolio of performance output of learners
✘
Reports on classroom teaching and learning evaluation
SBM Level 2
Learning materials and approaches to reinforce strengths and address Number of Contextualized curriculum
deficiencies are developed and tested for applicability on school, family ✘
and community. Number of Developed Modules/SIM of teachers in the different learning areas
✘
Copy of Inventory of instructional materials

✘
SBM Level 3
Reports on Classroom Observation
✘
Materials and approaches are being used in school, in the family and in Reports on performance and competencies of learners
community to develop critical, creative thinking and problem solving ✘
community of learners and are producing desired results.

Collection of Action Plan or Research implemented with results
✘
Others_________________________________________
4. The learning systems are regularly and collaboratively monitored by the community using appropriate tool
the holistic growth and development of the learners and the community.
SBM Level 1
Compilation of Monthly Supervisory Report
✘
Collection of Post-Observation Tools

A school-based monitoring and learning system is conducted regularly and ✘
cooperatively; and feedback is shared with stakeholders. ✘

A school-based monitoring and learning system is conducted regularly and ✘
cooperatively; and feedback is shared with stakeholders. ✘

Duly acknowledged monitoring report by the stakeholders or letter of transmittal
✘ Stakeholders conference
✘ Filed copy of teacher-made holistic rubric of performance assessment of learners Stakeholders conference
SBM Level 2
The school-based monitoring and learning systems generate feedback that ✘ Copy of School Learning Action Cell (SLAC) Plan
is used for making decisions that enhance the total development of the
learners. ✘ Compiled SLAC Session Guides
✘ Approved Assessment Tool on total development of learners
A committee takes care of the continuous improvement of the tool.
The monitoring system is accepted and regularly used for collective SBM Level 3
decision-maaking. ✘ Results of School-based Monitoring of PAPs
The monitoring tool has been improved to provide both quanittative and ✘ Monthly Accomplishment Report on Monitoring the Implementation of PAPs.
qualitative data. Others__________________________________________
5. Appropriate assessment tools for teaching and learning are continuously reviewed and improved and
assessment results are contextualized to theb learner and local situation and the attainment of the
relevant life skills.
SBM Level 1
✘ Formative Test Results
The assessment tools are reviewed by the school and assessment results ✘ Summative Test Results
are shared with school’s stakeholders. ✘ Copy of NAT/NCAE Results/English Language, Literacy and Numeracy Assessment (ELLNA)
✘ Copy of BEEA Results
Minutes of Parent-Teachers Conference and attendance sheet (with photos optional)
SBM Level 2
The assessment tools are reviewed by the school community and results
Report on the review of assessment tool by community stakeholders are copy furnished
are shared with community stakeholders. ✘
Acknowledgement receipt of report by the community stakeholders

✘
SBM Level 3
Copy of Needs Assessment report and recommendations
✘
School assessment results are used to develop learning programs that are
suited to community, and customized to each learner’s context, results of ✘
Copy of Action Plan on School Assessment Results
which are used for collaborative decision-making.
✘
Number of Developed learning programs
✘
Others____________________________
6. Learning Managers and facilitators (teachers, administrators and community members) nurture values and
environments that are protective to all children and demonstrate behaviors consistent to the organization’s visi
and goals.
SBM Level 1
✘ Availability of Guidance Room
Stakeholders are aware of child/learner- centered, rights-based, and Availability of Clinic
inclusive principles of education. ✘
✘ Availability of Canteen
✘ Availability of CR in classroom
✘ Availability of School Library
✘ Availability Reading Corners
Learning Managers and facilitators conduct activities aimed to increase ✘ Availability Community Learning Center for ALS
stakeholder’s awareness and commitment to fundamental rights of
children and the basic principle of educating them. ✘ Posted Fire Exit Plan
✘ Copy of Fire Inspection Certificate
✘
Posted Evacuation Plan
SBM Level 2
Stakeholders begin to practice child/learner-centered principles of Learning Management System
education in the design of support to education. ✘
Record of special children with special needs

✘
Learning managers and facilitators apply the principles in designing ✘

Collection of teacher-made modules, books and visual aids
learning materials Availability of audio-visual materials
✘
SBM Level 3
Learning environments, methods and resources are community driven, ✘

Classroom conducive to learning; well-ventilated and furnished with appropriate progressive and
inclusive and adherent to child’s rights and protection requirements. informative materials (e.g. updated bulletin boards, pupils’ accomplishment charts, etc.
Compilation of curriculum guides, lesson plans, memos, DepEd orders

✘
✘
Availability of Genderized and Clean comfort rooms, and provision of recreational facilities
Learning managers and facilitators observe learners’ rights from ✘
designing the curriculum to structuring the whole learning environment

Others________________________________
7. Methods and resources are learner and community-friendly, enjoyable, safe, inclusive, accessible and aimed a
self-directed learners. Learners are equipped with essential knowledge, skills, and values to assume responsibil
accountability for their own learning.
SBM Level 1
Learning programs are designed and developed to produce learners who Copy of School calendar of activities
are responsible and accountable for their learning. ✘
✘
Records of parents’ involvement to reading program
Practices, tools and materials for developing self-directed learners are ✘

Records of Home Visitation conducted
highly observable in school, but not in the home or in the community. MOA to the stakeholders and parents
SBM Level 2
Practices, tools, and materials for developing self-directed learners are Program monitoring report
beginning to emerge in the homes and in the community. ✘
Copy of Improved modules and instructional materials

✘
✘
Documentation on School managers tapped by community in sharing their expertise (e.g. as resource
The program is collaboratively implemented and monitored by teachers speakers, field demo, consultant, committee member, etc.
and parents to ensure that it produces desired learners.
✘ Community leaders are invited to share their resources and expertise to the school during school activities
There is continuous exchange of information, sharing of expertise and SBM Level 3

materials among the schools, home and community for the development of
self-directed learners. Minutes of the Meeting of the Regular conduct of internal and external stakeholders.
✘
✘
Utilization of improved modules on ALS curriculum
The program is mainstreamed but continuously improved to make Operational Community Learning Centers for ALS
relevant to emergent demands. ✘
Others____________________________
✘
Sub-Total
Level I 33
Level II 24
Level III 21
Total Score 78
Indicators 22
Percentage Weight of Curriculum and Learning(30%): 1.0636363636
he curriculum provides for the development needs of all types of learners in the community.
Score
6
d curriculum is localized to make it more meaningful to the learners and applicable to life in the
Score
group of school and community stakeholders develop methods and materials for developing creative
olving.
Score
stems are regularly and collaboratively monitored by the community using appropriate tools to ensure
and development of the learners and the community.
Score
5
5
Score
Score
2
3
gers and facilitators (teachers, administrators and community members) nurture values and
are protective to all children and demonstrate behaviors consistent to the organization’s vision, mission
Score
10
3
3
ources are learner and community-friendly, enjoyable, safe, inclusive, accessible and aimed at developing
rs. Learners are equipped with essential knowledge, skills, and values to assume responsibility and
heir own learning.
Score
3
1. Roles and responsibilities of accountable person/s and collective body/ies are clearly defines and
C. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT agreed upon by community stakeholders
SBM Level 1
✘ Copy of the List of Organized PTA
✘ Copy of the Organized School Governing Council
There is an active party that initiates clarification of the roles and
Copy of the Organized School Faculty Club/Association or non- teaching association with 5
responsibilities in education delivery. ✘
documentations
✘ Copy of the other stakeholders organization
✘ Copy of the List of BAC Members and Secretariat
SBM Level 2
✘ Minutes of the Meetings

The stakeholders are engaged in clarifying and defining their specific Availability of constitution and by-laws of the organizations 4
roles and responsibilities. ✘
✘
Handbooks and manuals of the organizations
✘
MOA and minutes of the regular meetings conducted
SBM Level 3
✘
Signed Memorandum of Agreement with stakeholders
Shared and participatory processes are used in determining roles, Notice of meetings & attendance sheets
responsibilities, and accountabilities of stakeholders in managing ✘
2
and supporting education.
Signed Minutes of the meetings with attachments of memorandums, attendance, photos,
Others______________________________
2. Achievement of goals is recognized based on a collaboratively developed performance accountability
system; gaps are addressed through appropriate action.
SBM Level 1
Accomplishment Reports with CIGPs and recommendations in the school level
Performance accountability is practiced at the school level. ✘
2
✘
Documentation of Best Practices on performance accountability
✘
Certificate of Recognition as 1 Star on WinS (Water, Sanitation, and Hygiene in Scools)
SBM Level 2
✘
Community level’s accountability system
A community-level accountability system is evolving from school-led ✘

Recognition scheme
3
initiatives. List of awards and recognition programs with commuity stakeholders participation
✘
✘
Photos
✘
Certificate of Recognition as 2 Star on WinS
SBM Level 3
A community accepted performance accountability, recognition and ✘

Programs of Community leaders initiative in giving awards and recognition
1
incentive system is being practiced. Certificate of Recognition as 3 Star on WinS
✘
Others_______________________________
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.
SBM Level 1
The school articulates the accountability assessment framework ✘

School Reports on the conducts orientation among school and community stakeholders
with basic components, including implementation guidelines to the supported by meeting agenda, minutes of the meeting, pictures and attendance sheet 2
stakeholders
✘
Project Monitoring Report
✘
Filed M & E Findings as basis for AIP Adjustments
SBM Level 2
Stakeholders are engaged in the development and operation of an 1
appropriate accountability assessment system. OPCRF/IPCRF criteria and evaluation gudelines are properly disseminated to the
✘
stakeholders. (supporting documents- acknowledgment of the memo and guidelines)
SBM Level 3
The school community stakeholders continuously and collaboratively ✘
Filed Memo/letters and agenda
review and enhance accountability systems’ processes, mechanisms, 2
and tools ✘
Minutes of deliberation among school and community stakeholders with documentations
Others_____________________
4. Accountability assessment criteria and tools, feedback mechanisms, and information collection and
validation techniques and processes are inclusive and collaboratively developed and agreed upon.
SBM Level 1
Report on Feedback on Accountability Assessment

The school, with the participation of stakeholders, articulates an ✘
accountability assessment framework with basic components, Utilized and Crafted Assessment Tool on SBM Framework 2
including implementation guidelines to the stakeholders. ✘
Minutes of the Meeting during the school’s dissemination to community on the assessment
framework
SBM Level 2
✘
Lists of Award and Recognition program
Stakeholders are engaged in the development and operation of an Record of feedback of the stakeholders
✘
4
appropriate accountability assessment system. Seviceable Transparency Board
✘
✘
Filed Report on Monthly MOOE Liquidation
Monthly Report on Client Satisfaction Survey
SBM Level 3
✘ List of Recognition on the program duly acknowledged and approved assesment framework
by the school and community stakeholders
Stakeholders continuously and collaboratively review and enhance 1
accountability systems, processes, mechanisms and tools. Copy of Consultation agreements
✘
✘
Records of Assessment of PPAs
✘
Others ____________________________________
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.

SBM Level 1
School initiates periodic performance assessments with the ✘

2
participation of stakeholders.
School initiates periodic performance assessments with the ✘ Nutritional Status (Baseline Report)
2
participation of stakeholders. Analyzed Monitoring & Evaluation Results reported to
✘
Stakeholders.
SBM Level 2
Collaborative conduct of performance assessment informs planning, ✘ Copies of Assessment with feedbacks from
1
plan adjustments and requirements for technical assistance. school ad community stakeholders .
Available Reports on the identified CIGPs based on the assessment.
SBM Level 3
School-community developed performance assessment is practiced ✘ Solutions and recommendations are determined as a result of the identified CIGPs
and is the basis for improving monitoring and evaluation systems, 1
providing technical assistance, and recognizing and refining plans. Nutritional Status (Endline Report)
Others_________________________________
Sub-Total
Level I 13
Level II 13
Level III 7
Total Score 33
Indicators 15
Percentage Weight of Accountability & Continuous 0.55
Improvement (25%):
1. Regular resource inventory is collaboratively undertaken by learning managers, learning facilitators, an
D. MANAGEMENT OF RESOURCES stakeholders as basis for resource allocation and mobilization.
SBM Level 1
✘
Deed of Donations/Acceptance
Stakeholders are aware that a regular resource inventory is available and ✘ School and community stakeholders are furnished with resource inventory which is readily available in the
is used as the basis for resource allocation and mobilization. office of the school head
✘
School Inventory of Resources
Monthly Reports on Canteen Funds

SBM Level 2
✘
Copy of Lists of Book of Donations
Documented Projects out from SEF Funds
Resource inventory is characterized by regularity, increased participation ✘
of stakeholders, and communicated to the community as the basis for ✘

MOOE is aligned with ESIP/WFP
resource allocation and mobilization.
✘
Monthly Liquidation Report of MOOE
✘
Fire Exit Plan/ Fire Safety Permit
✘
Evacuation Plan
SBM Level 3
Resource inventories are systematically developed and stakeholders are Documented Report on the Conduct of oral presentation, deliberation and justification of fund utilization
engaged in a collaborative process to make decisions on resource ✘
among school and community stakeholders (e.g. minutes of the meeting, agenda, atendance sheet, pictures)
allocation and mobilization.
Others________________________________
2. A regular dialogue for planning and resource programming, that is accessible and inclusive, continuou
stakeholders and support implementation of community education plans.
SBM Level 1
✘
DRRM Plan
Stakeholders are invited to participate in the development of an Work Plan & Budget Matrix
educational plan in resource programming, and in the implementation of ✘
the educational plan. ✘

Brigada Eskwela Reports
Stakeholders are invited to participate in the development of an
educational plan in resource programming, and in the implementation of
the educational plan. ✘
✘
Letter of invitation duly received
Minutes of the meeting, attendance sheet with photos
✘
SBM Level 2
✘ Adopt-A-School Program (ASP) Reports
Stakeholders are regularly engaged in the planning and resource
programming, and in the implementation of the education plan. ✘ Partnership/Networking Activities
✘ Approved Work & Financial Plan
SBM Level 3
Stakeholders collaborate to ensure timely and need-based planning and ✘ Copies of agreements and plans by the internal and external stakeholders duly signed by them
resource programming and support continuous implementation of the
education plan. ✘ Project proposals and resolutions duly signed by them
✘
Others____________________________
3. In place is a community-developed resource management system that drives appropriate behavior
stakeholders to ensure judicious, appropriate, and effective use of resource.
SBM Level 1
Stakeholders support judicious, appropriate, and effective use of resource
Copy of the duly approved resource management system of the school such as inventory of facilties and
equipment,
✘ documents of purchased materials
SBM Level 2
Stakeholders are engaged and share expertise in the collaborative Copy of the meeting agenda, minutes, attedance sheets during the collaborative meeting of stakeholders
development of resource management system. ✘
✘
Minutes of the meetings conducted on resource management system
SBM Level 3
Progress Report of the School
Stakeholders sustain the implementation and improvement of a ✘
collaboratively developed, periodically adjusted, and constituent-focused ✘

PTA Certificate of Recognition for fund utilization
resource management system.
✘
Records reflecting expenditures aligned with ESIP/AIP
✘
Others________________________________
4. Regular Monitoring, evaluation, and reporting processes of resource management are collaboratively de
implemented by the learning managers, facilitators and community stakeholders.
SBM Level 1
Stakeholders are invited to participate in the development and
implementation of monitoring, evaluation, and reporting processes on
Stakeholders are invited to participate in the development and Letter of invitation duly acknowledged by stakeholders
implementation of monitoring, evaluation, and reporting processes on ✘
resource management. ✘
Attendance Sheet
✘
Record of program certification of downloaded school funds (MOOE, SBFP,etc)
SBM Level 2
Stakeholders collaboratively participate in the development and
implementation of monitoring, evaluation, and reporting process on ✘
Copies of the revised monitoring, evaluation and reporting process duly approved by the stakeholders
resource management.
Record of monitoring of PPAs with the involvement of stakeholders
SBM Level 3
✘
Reports made from the result of monitoring and evaluation
Stakeholders are engaged, held accountable and implement a Plan of action in meeting the gaps or in addressing the issues nd concerns of stakeholders on fund
collaboratively developed system of monitoring, evaluation and reporting management
✘
for resource management.
Records of satisfaction
Others____________________________________
5. There is a system that manages the network and linkages, which strengthens and sustains partnership fo
resource management.
SBM Level 1
An engagement procedure to identify and utilize partnerships with ✘

Designation of coordinator for internal ad external linkages
stakeholders for improving resource management is evident. Liquidation Reports
✘
✘
Designation and Composition of BAC
SBM Level 2
Stakeholders support a system of partnerships for improving resource ✘ Records of Expenditures alighed with ESIP/AIP
management. ✘
Financial Statements Memorandum of Agreement is forged between the school and the identified linkages and
networks
SBM Level 3
MOA/MOU are operationalized and implemented (e.g. programs of activities, timetable, reports, attendance
sheets
✘
and pictures
An established system of partnership is managed and sustained by the
stakeholders for continuous improvement of resource management Copy of Audited Financial Statements
✘
✘
Documentation of Income and Generating Projects
Others________________________________
Sub-Total
Level I 15
Level II 0
Level III 11
Total Score 26
Indicators 15
Percentage Weight of Management of Resources(15%): 0.26
SUMMARY OF SCORES
SBM DIMENSION Scores Weight Result

A. LEADERSHIP AND GOVERNANCE 37 30% 0.74
B. CURRICULUM AND INSTRUCTION 78 30% 1.06
C. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT 33 25% 0.55
D. MANAGEMENT OF RESOURCES 26 15% 0.26
GRAND TOTAL 2.61
Description Advance
source inventory is collaboratively undertaken by learning managers, learning facilitators, and community
stakeholders as basis for resource allocation and mobilization.
Evidences/MOVs/Artifacts Score
ations/Acceptance
ommunity stakeholders are furnished with resource inventory which is readily available in the
ool head 3
tory of Resources
orts on Canteen Funds

SBM Level 2
of Book of Donations
Projects out from SEF Funds
ned with ESIP/WFP 6
uidation Report of MOOE
n/ Fire Safety Permit
lan
SBM Level 3
ed Report on the Conduct of oral presentation, deliberation and justification of fund utilization
and community stakeholders (e.g. minutes of the meeting, agenda, atendance sheet, pictures) 1
____________________________
r dialogue for planning and resource programming, that is accessible and inclusive, continuously engage
stakeholders and support implementation of community education plans.
Budget Matrix
5
wela Reports
5
tation duly received

he meeting, attendance sheet with photos
ool Program (ASP) Reports

3
Networking Activities
ork & Financial Plan
eements and plans by the internal and external stakeholders duly signed by them
2
osals and resolutions duly signed by them
_____________________
ace is a community-developed resource management system that drives appropriate behaviors of the
stakeholders to ensure judicious, appropriate, and effective use of resource.
1
duly approved resource management system of the school such as inventory of facilties and
uments of purchased materials
meeting agenda, minutes, attedance sheets during the collaborative meeting of stakeholders 2
he meetings conducted on resource management system
port of the School

te of Recognition for fund utilization 3
ecting expenditures aligned with ESIP/AIP
_________________________
nitoring, evaluation, and reporting processes of resource management are collaboratively developed and
y the learning managers, facilitators and community stakeholders.
3
itation duly acknowledged by stakeholders
3
Sheet
ogram certification of downloaded school funds (MOOE, SBFP,etc)
e revised monitoring, evaluation and reporting process duly approved by the stakeholders 1
onitoring of PPAs with the involvement of stakeholders
de from the result of monitoring and evaluation

n in meeting the gaps or in addressing the issues nd concerns of stakeholders on fund 2
atisfaction
______________________________
ystem that manages the network and linkages, which strengthens and sustains partnership for improving
gement.
SBM Level 1
of coordinator for internal ad external linkages
3
Reports
and Composition of BAC
xpenditures alighed with ESIP/AIP

2
tements Memorandum of Agreement is forged between the school and the identified linkages and
re operationalized and implemented (e.g. programs of activities, timetable, reports, attendance

ures
3
ted Financial Statements
on of Income and Generating Projects
_________________________
I. INTERVIEW GUIDE : ( will be used by RO/SDO Validator)
A. Funding Sources ( Aside from MOOE)
B. SBM-PASBE Implementation/ Assessment
1. Have you attended a Division Capacity Program?
2. When did you have it?
3. Have you conducted SBM Orientation in your school?
4. Who were the participants?
5. Have you done self-assessment?
6. How did you conduct it?
7. Who conducted it?
C. Issues and Concerns ( This must be solicited through interview)

Priority Needs Problems Met/ Challenges TA Needed from RO
D.What areas of concern that need significant improvements have you included in
your re-entry plan?
II.
CUMULATIVE SCORES OF VALIDATORS PER PRINCIPLE
Cumulative Scores of
SBM DIMENSION Validators Per Weight Result
Principle
A. LEADERSHIP AND GOVERNANCE 0 0.3 0
B. CURRICULUM AND INSTRUCTION 0 0.3 0
C. ACCOUNTABILITY AND CONTINUOUS 0 0.25 0

IMPROVEMENT
D. MANAGEMENT OF RESOURCES 0 0.15 0
GRAND TOTAL 0
Description Developing
SBM LEVEL OF PRACTICES

Levels Numerical Rating Scale Description
Level I .5- 1.4 Developing
Level II 1.5-2.4 Maturing
Level III 2.5-3.5 Advance
Monitored by:
Signature Over Printed Name Signature Over Printed Name

DO Monitor Respondent
Position Position
Date Date
Validated by:
Signature Over Printed Name Signature Over Printed Name

RO Monitor Respondent
Position Position
Date Date
Prepared by:
ANGELITA V. MUÑOZ SARAH Q. CASUGA

EPS, FTAD EPS, FTAD
LORENZO C. AGUSTIN
Chief, Field Technical Assistance Division
Quality Assured by:
OLIVER F. GUTIERREZ
EPS, QAD
OSCAR P. FLORES
Chief, Quality Assurance Division
Recommending Approval:
JESSIE L. AMIN
Officer In-Charge
Office of the Assistant Regional Director
Approved:
MALCOLM S. GARMA
Regional Director

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CUMMULATIVE SCORES OF VALIDATORS PER PRINCIPLE

SBM DIMENSIONS Scores per Level

A. LEADERSHIP AND GOVERNANCE Level 1 Level 2 Level 3

2. The development plan (e.g. SIP) is regularly 1 1 1

3. The school is organized by a clear structure 1 2 3 37

4. A leadership network facilitates

B. CURRICULUM AND INSTRUCTION Level 1 Level 2 Level 3 Score

3. A representative group of chool and

4. The learning System are regularly and

5. Appropriate assessment tools for teaching 78

6. Learning Managers and Facilitators

7. Methods and resources are learner and

1. Roles and responsibilities of accountable

2. Achievement of goals is recognized based on

3. The accountability system is owned by the

4. Accountability asssessment criteria and

5. Participatory assessement of perfromance is

D. MANAGEMENT OF RESOURCES Level 1 Level 2 Level 3 Score

2. A regular dialogue for planning and resource

3. In place is community-developed resource

4. Regular Monitoring, evaluation and

5. There is a system that manages the network

SBM DIMENSION Scores Weight Result

Mam ,pkcheck if tama po No. of indicators

SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL

II. SCHOOL PROFILE

ELEMENTARY JUNIOR HIGH SCHOOL SENIOR HIGH SCHOOL

Male Female Total

SY 2016 - 2017 SY 2017 - 2018 % of Increase

SY 2016 - 2017 SY 2017 - 2018 % of Increase

NAT Grade 6 NAT Grade 10

ANAGEMENT ASSESSMENT TOOL

SENIOR HIGH SCHOOL

Indicators Evidences/MOVs/Artifacts Score

invited community stakeholders Annual Implementation Plan (AIP)

Indicators Evidences/MOVs/Artifacts Score

The school and community stakeholders working as SBM Level 2

Indicators Evidences/MOVs/Artifacts Score

Indicators Evidences/MOVs/Artifacts Score

School Accomplishment Reports / Year End Report

Compilation Student & Family Contact Details

Files of issuances of memo/ memoranda, notice of meetings, Resolution/letters

Regular meetings with photos

Indicators Evidences/MOVs/Artifacts Score

Copy of Staff Development Plan

competency and development needs of leaders is Copy of OPCRF/IPCRF 4

Copy of Program Implementation of INSET, Training Matrix and photos

Progress Report on Learning and Development Program

Percentage Weight of Leadership and

Teacher’s as well as student’s performance is motivated by intrinsic and

List of Awards, recognition, promotion and incentives for teachers

Lists of Awards and distinction and even cash incentives to students

Documented stories of local heroes and successful people in the community

Reports on classroom teaching and learning evaluation

Copy of Inventory of instructional materials

community of learners and are producing desired results.

Collection of Post-Observation Tools

cooperatively; and feedback is shared with stakeholders. ✘

cooperatively; and feedback is shared with stakeholders. ✘

Acknowledgement receipt of report by the community stakeholders

Record of special children with special needs

Learning managers and facilitators apply the principles in designing ✘