REVISED SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL

Name of School: _________________________________________________ Division: ______________________________________ Date: ______________________

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 MOVs/ Documents/Systems 1 2 3 Rating Recommendations

1. In place is a * SIP - AIP (Extent of participation The development plan The development plan is The development plan
Development Plan of stakeholders) guided by the school's evolved through the is enhanced with the
(e.g. SIP) developed * Annual Pocurement Plan vision, mission and goal shared leadership of the community performing the
collaboratively by the * Annual Budget (VMG) is developed school and the community leadership roles, and the
stakeholders of the * Documentation of the SIP through the leadership stakeholders. school providing technical
school and community. Process (Minutes of the Meeting, of the school and the support.
Attendance, Photos) participation of some
invited community
stakeholders.
2. A network of leadership * SIP Review The school leads the The school and community The community stakeholders
and governance guides * SMEPA docs regular review and stakeholders working as lead the regular review and
the education system to * Documentation of the SIP improvement of the full partners, lead the improvement process;
achieve its shared vision, Review Process development plan. continual review and the school stakeholders
mission and goals making (Minutes of the Meeting, improvement of the facilitate the process.
them responsive and Attendance, Photos) development plan.
relevant to the context of
diverse environments.
3. The school is organized * School Faculty Association CBL The school defines the The school and community Guided by an agreed
by a clear structure and * School Governing Council organizational structure, collaboratively define the organizational structure,
work arrangements that Structure and the roles and structure and the roles the community
promote shared * Parents-Teachers Association - responsibilities of and responsibilities of stakeholders lead in
leadership and CBL (DO. No. 54, s. 2009, DO. No. stakeholders. stakeholders. defining the organizational
governance and define 67, s. 2009 structure and the roles and
the roles and * Supreme Student Government/ responsibilities; school
responsibilities of the Pupil Government (DM 4, s. 2012) provides technical and
stakeholders. administrative support.
 Indicators MOVs/ Documents/Systems
4. A leadership network * Communication Plan
facilitates communication * Communication Flow
between and among * Communication System
school and community * School Website
leaders for informed * Newaletter
decision-making and *Linkages with BLGU and other
solving of school- Sectorial Groups
community wide- MOA, MOU, etc.
learning problems.
5. A long term program * T & D System
is in operation that * Individual Plan for Professional
addresses the training Dev't. (IPPD)
and development * School Plan for Professional
needs of school and Development (SPPD) for
community leaders. Teachers
* Training and Development
Program for Leaders
* Parenting Seminar Program
* Training Designs
1 2 3 Rating Recommendations
A network has been The network actively The network allows easy
collaboratively provides stakeholders exchange and access to
established and is information for making information sources beyond
continuously improved decisions and solving the school community.
by the school learning and
community. administrative problems.
Developing structures Leaders undertake training Leaders assume
are in place and analysis modes 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 working
result is used to develop disrupt 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.
SBM Assessr/s
(Signature over Printed Name)
wbs '07
 REVISED SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL

Name of School: ________________________________________ Division: _______________________________________

B. CURRICULUM & INSTRUCTION

The curriculum learning systems anchored on the community and learners' contexts and aspirations are collaboratively developed
and continuously improved.
B. Indicators
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
MOVs/ Documents/Systems
Implementation Documents:
* Science Curriculum (DO 53 &
57 s. 2012)
* Sports Curriculum (DO. 56,
s. 2012
* Arts Curriculum (DO. 56,
s. 2012
* Curriculum for Journalism (DO
46, s. 2012) * Foreign Language
* TechVoc Education (DO 68, s.
2012)
* SPED (DO 60, s. 2003)
* Madrasah Education (DO 40, s.
2011)
* IP Educ. (DO 62, s. 2012)
* Senior High School Curriculum
(Secondary Schools)
* Localized Curriculum
- Contextualized LMs/TGs
- Big Bools
- Curriculum Adaption
- Ortography
- MTB Dictionary
- Ims on IKSP
* Improvised Ims
1 2
All types of learners of
the school community
are identified, their
learning curves
assessed; appropriate
programs with its
support materials for
each type of learner
is developed.
Local beliefs, norms,
values, traditions,
folklores, current events,
and existing technologies
are documented and
used to develop a
lasting curriculum.
Localization guidelines
3
Programs are fully The educational needs of
implemented and closely all types of learners are
monitored to address being met as shown by
performance discrepancies, continuous improvement
benchmark best practices, on learning outcomes and
coach low performers, products of learning.
mentor potential leaders, Teachers' as well as
reward high achievement, students' performance is
and maintain environment motivated by intrinsic
that makes learning, rather than extrinsic
meaningful and enjoyable. rewards. The Schools'
differentiated program is
frequently benchmarked
by other schools.
The localized curriculum Best practices in localizing
is implemented and the curriculum are
monitored closely to mainstreamed and
ensure that it makes benchmarked by other
learning more meaningful schools.
and pleasurable, produces There is marked increase
desired learning outcomes, in number of projects that
and directly improves uses the community as
* ARATA based on EGRA are agreed to by community life. Ineffective learning laboratory,
* Senior High School Curriculum school community and approaches are and the school as an agent
(Secondary Schools) teachers are properly replaced and innovative of change for improvement
oriented. ones are developed. of the community.
B. Indicators MOVs/ Documents/Systems
3. A representative group * Action Research on effective
of school and community Teaching Methods and Strategies
stakeholders develop * LPP Implementation
the methods and * Lesson Plan
materials for developing * Daily Logs
creative thinking and * Science Investigatory Projects
and problem solving. * Linkages with
CSOs/NGOs/HEIs in improving
Qualilty Instruction
* Visual Aids
* ICT-Based Instruction (es.:
Txt2Teach)
*Workbooks/Worksheets
locally developed
4. The learning systems * Action Research on students
are regularly and Learning Outcomes - basis
collaboratively monitored for developing Remedial
by the community using Programs
appropriate tools to *SMEPA Dashboards & Results
ensure the holistic
growth and development
of the learners and the
community.
5. Apprropriate * Teachers' Test Notebook
assessment tools for * Teachers' Portfolio
teaching and learning * Test Results & Analysis of any
are continuously the following Tools:
reviewed and improved, - EGRA resulting to ARATA
and assessment results - Phil-IRI results used in
1 2
A representative team
of school and community
stakeholders assess
content and methods
used in teaching
creative, critical thinking
and problem solving.
Assesment results are
used as guide to
develop materials.
A school-based
monitoring and learning
system is conducted
regularly and
cooperatively;
and feedback is shared
with stakeholders.
The system uses a tool
that monitors the
holistic development
of learners.
The assessment tools
are reviewed by the
school and assessment
results are shared with
school's stakeholders.
3
Learning materials and Materials and approaches
approaches to reinforce are being used in school,
strengths and address in the family and in
deficiencies are developed community to develop
and tested for critical thinking and
applicability on school, problem solving community of
family and community. learners and are producing
desired results.
The school-based The monitoring system is
monitoring and learning accepted and regularly
systems generate used for collective decision
feedback that is used for making.
making decisions that
enhance the total
development of learners.
A committee take care of The monitoring tool has
the continuous been improved to provide
improvement of both quantitative and
the tool. qualitative data.
The assessment tools are School assessment results
reviewed by the school are used to develop
community and results learning programs that
are shared with community are suited to community
stakeholders. and customized to
each learners' context,
are contextualized to developing Reading Program results of which are used
the learner and local - Pre- Test/Diagnostic Tests for collaborative
situation and the - Formative/Summative Tests decision-making.
attainment of relevant (HOTS or aligned with KPUP) used
life skills. in designing Remediation Programs
* Enhanced Assessment Tools
adopted from Partners (ex. Save
the Children: QLE (ECCD & Basic
Ed.; Literacy Boost: Basic Ed.. Etc..)
B. Indicators MOVs/ Documents/Systems 1 2 3
6. Learning managers and * Child Protection Policy Stakeholders are aware Stakeholders begin to Learning environments,
facilitators (teachers, Impementation Report cum CFSS of child/learner-centered practice child/learner- methods and resources
administrators and * Co-curricular Activities rights-based, and centered principles of are community driven,
community members) Report (ex. Scouting, Religious inclusive principles of education in the design of inclusive and adherent
nurture values and Instruction, Science Camp, etc.) education. support to education. to child's rights and
environments that are protection requirements.
protective of all Learning managers and Learning managers and
children and demonstrate facilitators conduct facilitators apply the Learning managers and
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 curriculum
commitment to to structuring the whole
fundamental rights of learning environment.
children and the basic
principle of educating
them.
7. Methods and resources * Daily Lesson Log/ Lesson Plans Practices, tools and Practices, tools, and There is continuous
are learner and * Student's Portfolio materials for developing materials for developing exchange of information,
community-friendly, * Library self-directed learners self-directed learners are sharing of expertise and
enjoyable, safe, * Guidance Services are highly observable beginning to emerge in materials among the
inclusive, accessible and * Computer Laboratory in school, but not in the homes and in the schools, home and
aimed at developing * ADM Modules the home or in the community. community for the
self-directed learners. *Awards received by Learners community. development of self-
Learners are equipped * Learning Initiated Projects The program is directed learners.
with essential knowledge, * Classroom Structuring Learning programs are collaboratively
skills, and values to * Reading Centers designed and developed implemented and The program is
assume responsibility * Study Lounge 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.
 SBM Assessr/s
(Signature over Printed Name)

wbs '07
Date: _____________________

Rating Recommendations
Rating Recommendations
Rating Recommendations
 REVISED SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL

Name of School: _________________________ Division: ________________________

C. Accountability and Continuous Improvement
A clear, transparent, inclusive, and responsive accountability system is in place, collaboratively developed by the school community,
which monitors performance and acts appropriately on gaps and gains.
C.Indicators
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
MOVs/ Documents/Systems 1 2 3
Structure of School There is an active party The stakeholders are Shared and participatory
Accountable Organizations: that initiates clarification engaged in clarifying processes are used in
* School Faculty of the roles and and defining their determining roles,
Association CBL responsibilities in specific roles and responsibilities, and
* School Governing education delivery. responsibilities. accountabilities of
Council Structure (SGC) stakeholders in managing
* Parents Teachers and supporting education.
Association - CBL
(DO NO. 54,s. 2009, DO
No. 67, s. 2009
* Supreme Student
Government/ Supreme Pupil
Government (DM 4, s. 2012)
Attendance, Photos,
Minutes of the Meeting
regarding the craftinf of
Definition of Roles and
Responsibilities of School
Organization (PTA, SGC
SSG, SPG, FC, etc.
Appropraite Actions to Performance A community-level A community-accepted
address Gaps based on accountability is accountability system is performance accountability,
the following: practiced at the school evolving from school-led recognition and incentive
* SMEPA Implementation level. initiatives. system is being practiced.
* Recognition and
Incentive system
through appropriate * General PTA Assembly
action. Meetings
* Homeroom PTA Meetings
Attendance, Photos,
Minutes of the Meeting in
the development/ capability
building program on
Performance Accountability
System (SMEPA)
C.Indicators MOVs/ Documents/Systems 1 2 3
3.The accountability system * Accountability System The school articulates Stakeholders are engaged School community stake-
is owned by the process, mechanisms the accountability in the development and holders continuously and
community and is and tools assessment framework operation of an collaboratively review
continuously enhanced to * Attendance, Photos, with basic components, appropriate accountability and enhance accountability
ensure that management Minutes of the Meeting in including implementation assessment system. systems' processes,
structures and the Enhamcement and guidelines to the mechanisms and tools.
mechanisms are Review of M & E stakeholders.
responsive to the System
emerging learning needs
and demands of the
community.
4.Accountability * Assessment Tools: Clients' The school, with the Stakeholders are engaged Stakeholders continuously
assessment criteria and Satisfaction Survey, Parents' participation of in the development and and collaboratively review
tools, feedback Opennionaire, Checklist Form, stakeholders, articulates operation of an and enhance accountability
mechanismsm and Survey Tool, School Report an accountability appropriate accountability systems; processes,
information collection Cards assessment framework assessment system. mechanisms and tools.
and validation techniques * Feedback Mechanisms: Gen. with basic components,
and processes are Assembly Meeting, Education including implementation
inclusive and Suumit, Stakeholders Forum, guidelines
collaboratively School Report Card, State of the
developed and agreed School Address (SOSA),
Parents' Conference, School
Website, Home Visitation,
School Bulletin, Parenting
Seminar
* Information, Collection:
Sampling - Convenient &
Purposive, Suggestion Box,
Documentation, Conduct
Survey Tool, School Report
* Validation Techniques and
Processes: FGD, Participation,
Brainstorming, Interview,
Triangulation, Observation -
Direct & Indirect
- Attendance, Photos, Minutes
of the Meeting in the development
of accountability assessment
criteria.
C.Indicators MOVs/ Documents/Systems 1 2 3

5.Participatory assessment * M & E Process School initiates periodic Collaboratively conduct of School-community-
of performance is done Midyear/Annual Review, performance performance assessment developed performance
regularly with the SMEPA Institutionalization assessments with the informs planning, plan assessment is practiced
community. focusing on Assessment of: participation of adjustments and and is the basis for
Assessment results and - KPIs on Access stakeholders. requirements for technical improving monitoring
lessons learned serve (Enrolment & Drop-out rate) assistance and evaluation systems,
as basis for feedback, Quality (NAT) & Governance providing technical
technical assistance, (SBM Assessment) assistance, and recognizing
recognition and plan - School's PPAs: WSRP and refining plans.
adjustment. Brigada Eskwela, Gulayan sa
Paaralan, Guidance Program,
ADM/DORP, LPP, Feeding
Program, EPP, etc.
* Assessment Results based
on M&E Feedback:
- Enhanced Implementation of
School's PPAs
- Technical Assistance:
Remedial Instruction Program,
Training Program, Propsed
new Programs
- Recognition:
- Plan Adjustment: Catch up
Plan of AIP or PPAs
- Attendance, Photos, Minutes
of the Meeting in the conduct
of Participatory Assessment
Performance (SMEPA)
 SBM Assessor/s
(Signature over Printed Name)

wbs '07
Date:
Date: _____________________

Rating Recommendations
Rating Recommendations
Rating Recommendations
 REVISED SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL

Name of School: _________________________ Division: ________________________ Date:_____________________

Date:
D. MANAGEMENT OF RESOURCES
Resources are collectively and judiciously mobilized and managed with transparency, effectiveness and efficiency.
D. Indicators MOVs/ Documents/Systems 1 2 3 Rating Recommendations
1. Regular resource * Process - Regular Resources Stakeholders are aware Resource inventory is Resource inventories are
inventory is Inventory of: that a regular resource characterized by regularity, systematically developed
collaboratively - Human Resources (Teachers, inventory is available and increased participation of and stakeholders are
undertaken by learning Students, Partners) is used as the basis for stakeholders, and engaged in a collaborative
managers, learning _ Financial Resources (PTA, resource allocation and communicated to the process to make decisions
facilitators, and MOOE, Canteen Fund, IGP, Clubs) mobilization. community as the basis for on resource allocation and
community stakeholders - Technological Resources resource allocation and mobilization.
as basis for resource - Instructional Materials mobilization.
allocation and - Furniture
mobilization - Rooms
- WAtSsan
- School Site Titling
- Instructional Tools &
Equipment
* Output: Resources Allocation
& Mobilization Plan (RAMP)

2. A regular dialogue for * Process - Regular Resource
planning and resource Planning and Programming
programming, that is through Strategic Planning
accessible and inclusive, * Output:
continuously engage - Human Resource Dev't.
stakeholders and support Plan (HRDP)
implementation of - Financial Mgt. Dev't. Plan
community education (FMDP)
plans. - Technology Resource
Improvement Plan (TRIP)
- School Physical Dev't.
Stakeholders are
invited to participate in
the development of an
educational plan in
resource programming,
and in the
implementation of the
educational plan.
Stakeholders are regularly
engaged in the planning
and resource
programming, and in the
implementation of the
education plan.
Stakeholders collaborate to
ensure timely and need-
based planning and
resource programming and
support continuous
implementation of the
education plan.
Plan (SPDP)
- Annual Procurement Plan
- IGP Sustainability Plan
D. Indicators MOVs/ Documents/Systems 1 2 3 Rating Recommendations

3. In place is a community- * Mechanisms: Stakeholders support Stakeholders are engaged Stakeholders sustain the
developed resource - Updated Transparency Board judicious, appropriate, and share expertise in the implementation and
management system that of all Finances (MOOE, PTA, and effective use of collaborative development improvement of a
drives appropriate IGP, Canteen Fund, Donations, etc.) resources. of resource management colaboratively developed,
behaviors of the - Innovations for the colective system. periodically adjusted, and
stakeholders to ensure and judicious utilization constituent-focused
judicious, appropriate, and transparent, effective and resource management
and effective use of efficient resource system.
resources. management system

4. Regular monitoring, SMEPA of the following:
evaluation, and reporting - Human Resource Dev't. Plan
processes of resource (HRDP)
management are - Financial Mgt. Dev't. Plan (FMDP)
collaboratively developed - Technology Resource
and implemented by the Improvement Plan (TRIP)
learning managers, - School Physical Dev't. Plan
facilitators, and (SPDP)
community stakeholders. - Annual Procurement Plan (APP)
- Inventory List of all resources
Stakeholders are invited Stakeholders Stakeholders are engaged,
to participate in the collaboratively participate held accountable and
development and in the development and implement a collaboratively
implementation of implementation of developed system of
monitoring, evaluation, monitoring, evaluation, and monitoring, evaluation and
and reporting processes reporting processes on reporting for resource
on resource resource management. management.
management.

5. There is a system that * Cash Disbursement (MOOE) An engagement Stakeholders support a An established system of
manages the network * Transparency Board procedure to identify and system of partnerships for partnership is managed
and linkages which * Financial Reports (PTA, IGP, utilize partnerships with improving resource and sustained by the
strength and sustain Canteen, School Clubs/ stakeholders for management. stakeholders for continuous
partnerships for Oragnization) improving resource improvement of resource
improving resource management is evident. management.
management.

SBM Assessor/s
(Signature over Printed Name)
wbs '07