CONTEXTUALIZED SBM ASSESSMENT TOOL
Name of School: __________________________________________
A. LEADERSHIP AND GOVERNANCE (30%)
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.
Indicators
1. In place is a Development
Plan (e.g. SIP) developed
collaboratively by the
stakeholders of the school and
community.
2. 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.
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
between and among school and
community leaders for informed
decision- making and solving of
school community wide-
learning problems.
Division: _________________________ Date: ___________________
1 2 3 MOVs/ Documents/ Rating Recommendations
Systems
The development plan guided by The development plan is evolved The development plan is enhanced * SIP – AIP (Extent of participation of
the school’s vision, mission and through the shared leadership of with the community performing the stakeholders)
goal (VMG) is developed through the school and the community leadership roles, and the school *SGC
the leadership of the school and the stakeholders. providing technical support. *SPT
participation of some invited * Annual Procurement Plan
community stakeholders. * Annual Budget
* Documentation of the SIP Process
(Minutes of the Meeting, Attendance,
Photos)
*SRC
The school leads the regular review The school and community The community stakeholders lead *SGC
and improvement of the stakeholders working as full the regular review and improvement *Project Team/Monitoring Team
development plan. partners, lead the continual process; the school stakeholders *Reviewed/adjusted SIP
review and improvement of the facilitate the process. * SMEA docs
development plan. * Documentation of the SIP Review
Process (Minutes of the Meeting,
Attendance, Photos/videos)
The school defines the The school and community Guided by an agreed organizational * School Faculty Association
organizational structure, and the collaboratively define the structure, the community * School Governing Council Structure
roles and responsibilities of structure and the roles and stakeholders lead in defining the * Parents-Teachers Association – (DO
stakeholders. responsibilities of stakeholders. organizational structure and the No. 54, s. 2009, DO No. 67, s. 2009
roles and responsibilities; school * Supreme Student Government /
provides technical and Pupil Government (DM 4, s. 2012)
administrative support. *Organizational Charts
*Constitution and By-Laws
*Students Handbook
*Child Protection Policy/Committee
A network has been collaboratively The network actively provides The network allows easy exchange *SRC
established and is continuously stakeholders information for and access to information sources * Communication Plan
improved by the school community. making decisions and solving beyond the school community. * Communication Flow
learning and administrative * Communication System
problems. * School Website
* Newsletter
* Linkages/partnerships with other
Sectoral Groups - MOA, MOU, etc.
(Minutes of the Meeting, Photos)
*Inventory of Projects given by
stakeholders.
5. A long term program is in
operation that addresses the
training and development
needs of school and
community leaders.
Developing structures are in place Leaders undertake training Leaders assume responsibility for * T&D System
and analysis of the competency modes that are convenient to their own training and * Individual Plan for Professional
and development needs of them (on-line, off-line, modular, development. School community Dev’t (IPPD) (TNA)
leaders is conducted; result is group, or home- based) and leaders working individually or in * School Plan for Professional
used to develop a long- term which do not disrupt their groups, coach and mentor one Development (SPDP) for School
training and development regular functions. Leaders another to achieve their VMG. Heads
program. monitor and evaluate their own * Training and Development Plan
learning progress. for School and Community Leaders
* Training Designs
*Developmental Needs (IPCRF)
*Terminal Reports
*Certificates of Attendance to
Trainings/Seminar
_____________________________________________________
SBM Assessor/s
(Signature over Printed Name)
 CONTEXTUALIZED SBM ASSESSMENT TOOL

Name of School: ___________________________________ Division: _____________________ Date: ___________________

B. CURRICULUM & LEARNING (30%)

The curriculum learning systems anchored on the community and learner’s contexts and aspirations are collaboratively developed and continuously improved.
Indicators 1 2 3 MOVs/ Documents/Systems Rating Recommendation
1. The curriculum provides All types of learners of the school Programs are fully implemented The educational needs of all type *Log Books
for the needs of all types community are identified, their and closely monitored to of learners are being met as *Action Researches
of learners in the school learning curves assessed; address performance shown by continuous *Innovative Work plans
community. appropriate programs with its discrepancies, benchmark best improvement on learning *Intervention Programs
support materials for each type of practices, coach low outcomes and products of *ADM
learner is developed. performers, mentor potential learning. Teachers’ as well as *Students Portfolio/Projects
leaders, reward high students’ performance is *Documentation of Best Practices
achievement, and maintain motivated by intrinsic rewards. *SIM
environment that makes The Schools’ differentiated *CI Projects
learning, meaningful and program is frequently benchmark *Modules
enjoyable. by other schools. *Institutionalized programs for
inclusive education
* Learners’ profile with their learning
needs
2.TD he implemented Local beliefs, norms, values, The localized curriculum is Best practices in localizing the * Localized Curriculum support
curriculum is localized to traditions, folklores, current implemented and monitored curriculum are mainstreamed and materials
make it more meaningful to events, and existing technologies closely to ensure that it makes benchmarked by other schools. - Contextualized LMs
the learners and applicable are documented and used to learning more meaningful and There is marked increase in (Big Books
to life in the community. develop a lasting curriculum. pleasurable, produces desired number of projects that uses the ( Curriculum Adaptation
Localization guidelines are agreed learning outcomes, and directly community as learning laboratory, MTB Dictionary)
to by school community and improves community life. and the school as an agent of - Improvised/Localized LMs/
teachers are properly oriented. Ineffective approaches are change for improvement of the IMs/DLL
replaced and innovative ones community.
are developed.
3. A representative group of A representative team of school
school and community and community stakeholders Learning materials and Materials and approaches are * Linkages with CSOs/NGOs/HEIs in
stakeholders develop the assess content and methods used approaches to reinforce being used in school, in the family improving Quality of Instruction
methods and materials for in teaching creative, critical strengths and address and in community to develop * Visual Aids
developing thinking and problem solving. deficiencies are developed and critical, creative thinking and *Digitized IMs
Creative thinking and Assessment results are used as tested for applicability on problem solving community of *Quality Assured and accepted
problem solving. guide to develop materials. school, family and community. learners and are producing Localized LMs
desired results. *QA Team for Learning Resource
Materials Development

4. The learning systems are A school- based monitoring and The school- based monitoring and The monitoring system is accepted *Supervisory Plan
regularly and collaboratively learning system is conducted learning systems generate and regularly used for collective *Classroom Observation
monitored by the community regularly and cooperatively; and feedback that is used for making decision making. Tools/Checklists
using appropriate tools to feedback is shared with stakeholders. decisions that enhance the total The monitoring tool has been * Feedback Monitoring Form
ensure the holistic growth and The system uses a tool that monitors development of learners.
development of the learners the holistic development of learners.
and the community.
5. Appropriate assessment
tools for teaching and learning
are continuously reviewed
and improved, and
assessment results are
contextualized to the learner
and local situation and the
attainment of relevant life skills.
6. Learning managers and
facilitators (teachers,
administrators and community
members) nurture values and
environments that are
protective of all children and
demonstrate behaviors
consistent to the organization’s
vision, mission and goals.
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 and
accountability for their own
learning.
improved to provide both quantitative * PTA Conferences
and qualitative data. *Attendance Sheets/Minutes of the
A committee take care of the Meeting/Photos
continuous improvement of the *SMEA
tool. *Guidance Forms
The assessment tools are reviewed The assessment tools are Schools assessment results are used *Teachers’ Test Notebook
by the school and assessment results reviewed by the school community to develop learning programs that are * Teachers’ Portfolio
are shared with school’s and results are shared with suited to community, and customized * Test Results & Test
stakeholders. community stakeholders. to each learners’ context, results of Item Analysis
which are used for collaborative *Table of Specifications
decision-making. * Test Item Bank
Formative/Summative Tests
*Remediation Programs
* Enhanced Assessment Tools adopted
from Partners
Stakeholders are aware of child/ Stakeholders begin to practice Learning environments methods and * Child Protection Committee Organized
learner- centered, rights- based, and child/ learner- centered principles resources are community driven, * School-Based Child Protection Policy
inclusive principles of education. of education in the design of inclusive and adherent to child’s rights *intake Sheets
support to education. and protection requirements. *Policy Implementation Report cum
Learning managers and facilitators Learning managers and facilitators CFSS
conduct activities aimed to increase apply the principles in designing Learning managers and facilitators *WINS PROGRAM
stakeholders awareness and learning materials. observe learners’ rights from * Co-curricular Activities Report (ex:
commitment to fundamental rights of designing the curriculum to structuring Scouting, Religious Instruction, Science
children and the basic principle of the whole learning environment. Camp, etc.)
educating them. *Students Handbook
Practices, tools and materials for Practices, tools, and materials for There is continuous exchange of
developing self- directed learners are developing self- directed learners information, sharing of expertise and * Student’s Portfolios
highly observable in school, but not in are beginning to emerge in the materials among the schools, home * Library Services
the home or in the community. homes and inthe community. and community for the development * Guidance Services
of self- directed learners. *Computer/Science/TLE Laboratory
Learning programs are designed and The program is collaboratively The program is mainstreamed but * ADM Modules
developed to produce learners who implemented and monitored by continuously improved to make * Awards received by
are responsible and accountable for teachers and parents to ensure relevant to emergent demands. Learners/teachers/school
their learning. that it produces desired learners. head/school/non-teaching
* Learners-initiated projects
*Classroom Structuring
* Reading Centers
*Study Sheds/Reading Nooks
_________________________________________________________________
SBM Assessor/s
(Signature over Printed Name)
CONTEXTUALIZED SBM ASSESSMENT TOOL
Name of School: _____________________________________________
C. Accountability & Continuous Improvement (25%)
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.
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
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 The school, with the participation of Stakeholders
Division: ________________________ Date: ______________________
1 2 3 MOVs/Documents/ Rating Recommendation
Systems
There is an active party that The stakeholders are engaged in Shared and participatory processes Structure of School Accountable
initiates clarification of the roles clarifying and defining their are used in determining roles, Organizations:
and responsibilities in education specific roles and responsibilities. responsibilities and accountabilities * School Faculty Association
delivery. of stakeholders in managing and * School Governing Council Structure
supporting education. (SGC)
* Parents-Teachers Association –(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 Crafting of
Definition of Roles and
Responsibilities of School
Organization (PTA, SGC, SSG, SPG,
FC, etc
Performance accountability is A community- level accountability A community- accepted performance Appropriate Actions to address Gaps
practiced at the school level. system is evolving from school- accountability, recognition and based on the following:
initiatives. incentive system is being practiced. * SMEPA Implementation
* Recognition and incentive system
* General PTA Assembly Meetings
* Homeroom PTA Meetings
- Attendance, Photos, Minutes of the
Meeting in the development/capability
building program on Performance
Accountability System (SMEPA)
The school articulates the Stakeholders are engaged in the School community stakeholders *Accountability System’ processes,
accountability assessment development and operation of an continuously and collaboratively mechanisms and tools
framework with basic components, appropriate accountability review and enhance accountability (Liquidation Reports, Updated
including implementation assessment system. systems’ processes, mechanisms Transparency Board, Procurement
guidelines to the stakeholders. and tools. Report, WFP)
- Attendance, Photos, Minutes of the
Meeting of the Enhancement and
Review of M&E System
*Project implementation review
* Organized QMS Team
* Minutes of the QMS Quarterly
Meeting/Conduct of Assessment/
Photos
are engaged in Stakeholders continuously and * Assessment Tools: Clients’
criteria and tools, feedback
mechanisms, and information
collection and validation
techniques and processes are
inclusive and collaboratively
developed and agreed upon.
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.
stakeholders, articulates an development and operation of an collaboratively review and enhance Satisfaction Survey, Checklist Form,
accountability assessment appropriate accountability accountability systems; processes, Survey Questionnaire, Tracer Study Tool,
framework with basic components, assessment system. mechanisms and tools. School Report Cards
including implementation guidelines. * Feedback Mechanisms: Gen.
Assembly Meeting, Education Summit,
Stakeholders Forum, School Report
Card, State of the School Address
(SOSA), Parents’ Conference, School
Website, Home Visitation, School
Bulletin, Parenting Seminar
* Information Collection: Sampling –
Convenient & Purposive, Suggestion
Box, Documentation, Conduct Survey
* Validation Techniques and
Processes: FGD, Participation,
Brainstorming, Interview, Triangulation,
Observation – Direct& Indirect
- Attendance, Photos, Minutes of the
Meeting in the development of
accountability assessment criteria
School initiates periodic School initiates periodic School- community developed * M&E Process – Midyear/Annual
performance assessments with the performance assessments with the performance assessment is practiced Review, SMEPA Institutionalization
participation of stakeholders. participation of stakeholders. and is the basis for improving focusing on Assessment of:
monitoring and evaluation systems, - KPIs on Access (Enrolment & Drop-out
providing technical assistance, and rate) Quality (NAT) & Governance (SBM
recognizing and refining plans. Assessment)
- School’s PPAs: WSRP
BrigadaEskwela, WINS PROGRAM
Gulayan sa Paaralan, Guidance
Program, ADM/DORP, LPP,
Feeding Program, PPP, etc
* Assessment Results based on M&E
Feedback:
- Enhanced Implementation of School’s
PPAs
- Technical Assistance: Remedial
Instruction Program, Training Program,
Proposed new Programs
- Recognition:
- Plan Adjustment: Catch-up Plan of AIP
or PPAs
- Attendance, Photos, Minutes of the
Meeting in the conduct of Participatory
Assessment Performance (SMEA)
_____________________________________________________________________________
SBM Assessor/s
(Signature over Printed Name)
CONTEXTUALIZED SBM ASSESSMENT TOOL
Name of School: ____________________________ Division: ________________________ Date: ___________________

D. MANAGEMENT OF RESOURCES (15%)

Resources are collectively and judiciously mobilized and managed with transparency, effectiveness, and efficiency.
Indicators 1 2 3 MOVs/Documents/ Rating Recommendation
Systems
1. Regularly resource Resource inventory is Resource inventories are * Process – Regular Resources
inventory is collaboratively Stakeholders are aware that a characterized by regularity, systematically developed Inventory of:
undertaken by learning regular resource inventory is increased participation of and stakeholders are - Human Resources (Teachers, Students,
managers. Learning available and is used as the stakeholders, and engaged in a collaborative Partners)
mangers, learning basis for resource allocation and communicated to the process to make decisions - Financial Resources (PTA, MOOE, Canteen
facilitators, and community mobilization. community as the basis for on resource allocation and Fund, IGP, Clubs)
stakeholders as basis for resource allocation and mobilization. - Technological Resources
resource allocation and mobilization. - Instructional Materials
mobilization. - Furniture
- Rooms
- WinS
- School Site Titling
- Instructional Tools & Equipment
* Output: Resources Allocation &
Mobilization Plan (RAMP)
2. A regular dialogue for Stakeholders are regularly Stakeholders collaborate * Process: Regular Resource Planning and
planning and resource Stakeholders are invited to engaged in the planning and to ensure timely and need- Programming through Strategic Planning
programming, that is participate in the development of resource programming, and in based planning and * Output:
accessible and inclusive, an educational plan in resource the implementation of the resource programming - Human Resource Dev’t Plan (HRDP)
continuously engage programming, and in the education plan. and support continuous - Financial Mgt. Dev’t Plan (FMDP)
stakeholders and support implementation of the implementation of the - Technology Resource Improvement Plan
implementation of educational plan. education plan. (TRIP)
community education - School Physical Dev,t Plan (SPDP)
plans. - Annual Procurement Plan
- IGP Sustainability Plan
3. Resources are Stakeholders are engaged and Stakeholders sustain the * Mechanisms:
collectively and judiciously Stakeholders support judicious, share expertise in the implementation and - Updated Transparency Board of all
mobilized and managed with appropriate, and effective use of collaborative resource improvement of a Finances (MOOE, PTA, IGP, Canteen Fund,
transparency, resources. management system. collaboratively developed, Donations, etc)
effectiveness, and periodically adjusted, and - Innovations for the collective and judicious
efficiency. constituent- focused utilization and transparent, effective and
resource management efficient resource management system
system.

4. Regular monitoring, Stakeholders collaboratively SMEA of the following:

evaluation, and reporting
processes of resource
management are
collaboratively developed
and implemented by the
learning managers,
facilitators, and community
stakeholders.
5. There is a system that
manages the network and
linkages which strengthen
and sustain partnerships
for improving resource
management.
Stakeholders are invited to participate in the development Stakeholders are - Human Resource Dev’t Plan (HRDP)
participate in the development and implementation of engages, held - Financial Mgt. Dev’t Plan (FMDP)
and implementation of monitoring, evaluation, and accountable and - Technology Resource Improvement Plan
monitoring, evaluation, and reporting processes on implement a (TRIP)
reporting processes on resource resource management. collaboratively developed - School Physical Dev,t Plan (SPDP)
management. system of monitoring, - Annual Procurement Plan (APP)
evaluation and reporting - Inventory List of all resources
for resource management.
An engagement procedure to Stake holders support a system An established system of * Cash Disbursement (MOOE)
identify and utilize partnerships of partnerships for improving partnership is managed * Transparency Board
with stakeholders for improving resource management. and sustained by the * Financial Reports (PTA, IGP, Canteen,
resource management is stakeholders for School Clubs/Organization)
evident. continuous improvement
of resource management.
_________________________________________________________________________
SBM Assessor/s
(Signature over Printed Name)