Republic of the Philippines

DEPARTMENT OF EDUCATION
Region XII
COTABATO DIVISION
Amas, Kidapawan City

Revised SBM Assessment Tool

Name of School: ______________________________ Date: ___________________
District (if elementary):

A. 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.
MOVs/Documents/S
Indicators ystems
Rubrics Total
1. In place is a *SIP/AIP (extent of The development The development The development
Development Plan participation of plan guided by the plan is evolved plan is enhanced
(e.g. SIP) developed stakeholders) school's vision, through the with the community
collaboratively by mission and goal shared leadership performing the
(VMG) is developed of the school and leadership roles,
the stakeholders of
through the the community and the school
the school and * Annual Procurement leadership of the stakeholders. providing technical
community. Plan school and the support.
* Annual Budget participation of
* Documentation of some invited
the SIP Process community
(minutes of the stakeholders
meeting, attendance,
photos)
Evident/Implemente
Evident/Implemented
d
Evident/Implemented sub-total
50% 75% 100%
1 2 3
2. A network of * SIP Review The school leads The school and The community
leadership and the regular review community stakeholders lead
* SMEPA docs
governance guides and improvement stakeholders the review and
* Documentation of of the development working as full improvement
the education the SIP Process plan. partners, lead the process; the school
system to achieve its (minutes of the continual review stakehodelrs
shared vision, meeting, attendance, and improvement facilitate the
mission and goals photos) of the process.
making them development
responsive and plan.
relevant to the
context of diverse
environments

1 2 3 sub-total

3. The school is *School Faculty The school defines The school and Guided by and
organizaed by a Association - CBL the organizational community agreed
clcear structure and structure, and the collaboratively organizational
work arrangements * School Governing roles and define the structure, the
Council Structure responsibilities of structure and the community-
that promote shared
stakeholders roles and stakeholders lead
leadership and * Parents-Teachers
responsibilities of in defining the
governance and Association - CBL (DO
stakeholders organizatinal
define the roles and No. 54, s. 2009, DO
structure and the
No. 67, a. 2009)
responsibilities of roles and
the stakeholders responsibilities;
school provides
technical and
* Supreme Student
administrative
Government /Pupil
support.
Government (DM 4, s.
2012)
 administrative
Government /Pupil
support.
Government (DM 4, s.
MOVs/Documents/S
Indicators 2012) ystems Rubrics Total

1 2 3 sub-total

4. A leadership * Communication A network has been The network The network allows
network faciliates Plan collaboratively actively provides easy exchange and
communication established and is stakeholders access to
* Communication
between and among continuously information for information sources
Flow
school and community improved by the making decisions beyond the school
leaders for informed * Communication school community and solving community.
decision-making and System learning and
solving of school administrative
communitwide learning * School Website problems.
problems * Newsletter
* Linkages with BLGU
and other Sectoral
Groups - MOA, MOU,
etc.

1 2 3 sub-total

5. A long term program Developing Leaders Leaders assuem

is in operation that * T & D System structures are in undertake responsibility for
addresses the training * Individual Plan for
place and analysis training modes their own training
and development needs Progessional of the competency that are and development.
of school and Development (SPDP) and development convenient to School community
community leaders. for Teachers needs of leaders is them (on-lone, leaders working
conducted; result is off-line, modular, individually or in
* Training and used to develop a group or home- groups., coach and
Development Program long-term training based) and which mentor one another
for Leaders and development do not disrupt to achieve their
program their regular VMG.
functions.
* Parenting Seminar Leaders monitor
Program and evaluate their
* Training Designs own learning
progress.

1 2 3 sub-total

Over-all Score

SBM Assessor/s
(Signature over Printed Name)
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region XII
COTABATO DIVISION
Amas, Kidapawan City

Revised SBM Assessment Tool

Name of School: ______________________________ Date: ____________________
District (if elementary): ________________________

B. Curriculum & Instruction

The curriculum learning systems anchored on the community and learner's contexts and aspirations are
collaboratively developed and continuously improved.
MOVs/Documents/S
Indicators ystems
Rubrics Total
1. The curriculum Implementation All types of learerns Programs are fully The educational
provides for the Documents: of the school implemented and needs of all type of
needs of all types community closely monitores learners are being
* Science Curriculum
of learners in the identified, their to address met as shown by
(DO 53 & 57, s. 2013)
school learning curves performance continuous
community. assessed; discrepancies, improvement on
* Sports Curriculum appropriate benchmark best learning outcomes
(DO 56, s. 2012) programs with its practices, coach and products of
support materials low performers, learning. Teachers'
* Arts Curriculum
for each tupe of mentor potential as well as students'
(DO 56, s. 2012)
learners is leaders, reward performance is
* Curriculum for developed. high achievement, motivated by
Journalism (DO 46, s. and maintain instrinsic rewards.
2012 environment that The Schools'
makes learning, differentiated
* Foreign Language
meaningful and program is
* TechVoc Education enjoyable. frequently
(DO 68, s. 2012) benhcmarked by
* SPED (DO 60, s. other schools.
2003)
* Madrasah
Education (DO 40, s.
2011)
* IP Education (DO
62, s. 2011)
* Senior High School
Curriculum
(Secondary Schools)

Evident/Implemented Evident/Implemented Evident/Implemented sub-total

50% 75% 100%
1 2 3
2. The * Localized Local beliefs, The localized Best practices in
implemented Curriculum: norms, values, curriculum is localizing the
curriculum is traditions, implemented and curriculum are
- Contextualized
localized to make folklores, current monitored closely mainstreamed and
LMs/TGs
it more events and existing to ensure that it benchmarked by
meaningful to the - Big Books technologies are makes learning other schools.
learners and - Curriculum documented and more meaningful There is marked
applicable to life in Adaptation used to develop a and pleasurable, increase in number
the community. lasting curriculum. produces desired of projects that
- Ortography learning outcomes, uses the
- MTB Dictionary and directly community ad
improves learning laboratory,
- IMs on IKSP community life. and the school as
Localization Ineffective an agent of change
- Improvised IMS approaches are for improvement of
- ARATA based on guidelines are
agreed to bby replaced and the community.
EGRA innovative ones are
school community
and teachers are developed.
properly oriented.
 community life. and the school as
Localization Ineffective an agent of change
guidelines are approaches are for improvement of
MOVs/Documents/S agreed to bby replaced and the community.
Indicators ystems
Rubrics
innovative ones are
Total
school community
- Senior High School and teachers are developed.
Curriculum properly oriented.
(Secondary Schools)

1 2 3 sub-total
3. A representative * Action research on A representative Learning materials Materials and
group of school effective teaching reach of school and and approaches to approaches are
and community methods and community reinforce strengths being used in
stakeholders strategies stakeholders assess and address school, in the
develop the content and deficiencies are family and in
methods and * LPP Implementation methods used in developed and community to
materials for teaching creative, tested for develop critical,
developing critical thinking applicability on creative thinking
* Lesson Plans
creative thinking and problem school, family and and problem
and problem * Daily Logs solving. community. solving community
solving. * Science Assessment results of learners and are
Investigatory Projects are used as guide producing desired
to develop results.
materials.
* Linkages with
CSOs/NGOs/HEIs in
improving Quality
Instruction

* Visual Aids
* ICT-Based
Instruction (ex:
Txt2Teach)
* Workbooks/
Worksheets locally
developed

1 2 3 sub-total
4. The learning * Action research on A school-based The school-based The monitoring
systems are students learning monitoring and monitoring and system is accepted
regularly and outcomes - basus for learning system is learning systems and regularly used
collaboratively developing remedial conducted regularly generate feedback for collective
monitored by the programs and cooperatively; that is used for decision-making.
community using and feedback is making decisions
appropriate tools * SMEPA Dashboards shared with that enhance the
to ensure the & Results stakeholders. total development
holistic growth of learners. A
The monitoring tool
and development committee take
has been imprved
of the learners and care of the
The system uses a continuous to provide both
the community.
tool that monitors improvement of the quantitative and
the holistic qualitative data.
tool.
development of
learners.

1 2 3
5. Appropriate * Teachers' Test The assessment The assessment Schools assessment
assessment tools Notebook tools are reviewed tools are reviewed results are used to
for teaching and by the school and by the school develop learning
learning are * Teachers' Portfolio assessment results community and programs that are
continously * Test Results & are shared with results are shared suited to
reviewed and Analysis of any of the school's with community community, and
improved, and following tools: stakeholders stakeholders customized to each
assessment learners' context,
- EGRA resulting to
results are results of which are
ARATA
contextualized to used for
the learner and - Phil-IRI results collaborative
local situation and used in developing decision-making.
the attainment of reading program
relevant life skills.
- Pre-Test/
Diagnostic Tests
local situation and
the attainment of
relevant life skills.
MOVs/Documents/S
Indicators ystems
Rubrics Total
- Formative/
Summative Tests
(HOTS or aligned with
KPUP) used in
designing remediation
programs

* Enhanced
assessment tools
adopted from
Partners (ex. Save the
Children: QLE (ECCD
& Basic Ed; Literacy
Boost: Basic Ed., etc.)

1 2 3
6. Learning * Child Protection Stakeholders are Stakeholders begin Learning
managers and Policy Implementation aware of to practice environments
facilitators cum CFSS child/learner- child/learner- methods and
(teachers, centered, rights- centered principles resources are
administrators based, and of education in the community-driven,
and community * Co-curricular inclusive principles design of support inclusive and
members) nurture Activities Report (ex: of education. to education. adherent to child's
values and Scouting, Religious Learning managers Learning managers rights and
environments that Instruction, Science and facilitators and facilitators protection
are protective of Camp, etc.) conduct activities apply the requirements.
all children and aimed to increase principles in Learning managers
demonstrate stakeholders designing learning and facilitators
behaviors awareness and materials. observe learners'
consistent to the commitment to rights from
organization's fundamental rights designing the
vision, mission of children and the curriculum to
and goals. basic principle of structuring trhe
educating them. whole learning
environment.

1 2 3

7. Methods and * Daily Lesson Practices, tools and Practices, tools, There is continuous
resources are Log/Lesson Plans materials for and materials for exchange of
learner and * Student's Portfolio developing self- developing self- information,
community directed learners directed learners sharing of expertise
* Library
-friendly, are highly are beginning to and materials
enjoyable, safe, * Guidance Services observable in emerge in the among the schools,
inclusive school, but not in homes and in the home and
* Computer
accesible and the home or in the community. community for the
Laboratory
aimed at community. development of self-
developing self- * ADM Modules Learning programs directed learners.
directed learners. * Awards received by are designed and The programs is
Learners are learners developed to collaboratively
equipped with produce learners implemented and
essential * Classroom who are responsible monitored by
knowledge, skills structuring and accountable for teachers and
and values to * Reading Centers their learning. parents to ensure
assume that it produces
* Study Lounge The program is
responsibility and desired learners. mainstreamed but
accountability for
continuously
their own learning.
improved to make
relevant to
emergent demands.
accountability for
continuously
their own learning.
improved to make
relevant to
MOVs/Documents/S emergent demands.
Indicators ystems
Rubrics Total

1 2 3

Over-all Score

SBM Assessor/s
(Signature over Printed Name)
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region XII
COTABATO DIVISION
Amas, Kidapawan City

Revised SBM Assessment Tool

Name of School: ______________________________ Date: _________________
District (if elementary): ________________________
C. Accountability & 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.
MOVs/Documents/S
Indicators ystems
Rubrics Total
1. Roles and Structure of School There is an active The stakeholders Share and
responsibilities of Accountable party that initiates are engaged in participatory
accountable person/s Organizations: clarification of the clarifying and processes are used
and collective roles and defining their in determining
body/ies are clearly * School Faculty responsibilities in specific roles and roles,
defined and agreed Association - CBL education delivery. responsibilities. responsibilities and
upon by community * School Governing accountabilities of
stakeholders. Council Structure stakeholders in
(SGC) managing and
* Parents-Teachers
supporting
Association - CBL (DO
education.
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.)

Evident/Implemented Evident/Implemented Evident/Implemented sub-total

50% 75% 100%
1 2 3
2. Achievement of Appropriate actions to Performance A community-level A community-
goals is recognized address gaps based accountability is accountability accepted
based on a on the following; practiced at the system is evolving performance
collaboratively school level. from school accountability,
developed initiatives. recognition and
performance * SMEPA incentive system is
accountability Implementation being practiced.
system; gaps are
addressed through * Recognition and
appropriate action. incentive system
* General PTA
Assembly Meetings
* Homeroom PTA
Meetings
 MOVs/Documents/S
Indicators ystems
Rubrics Total
- Attendance, Photos,
Minutes of the
Meeting in the
development/capabili
ty building program
on performance
accountability System
(SMEPA)

1 2 3 sub-total
3. The accountability * Accountability The school Stakeholders are School community
system is owned by System processes, articulates the engaged in the stakeholders
the community and mechanisms and accountability development and continuously and
is continuously tools assessment operation of an collaboratively
enhanced to ensure framework with appropriate review and enhance
that management - Attendance, Photos, basic components, accountability accountability
structures and Minutes of the including assessment system systems' processes,
mechanisms are Meeting of the implementation mechanisms and
responsive to the Enhancement and guidelines to the tools.
emerging learning Review of M&E stakeholders.
needs and demands Systems
of the community.

1 2 3 sub-total
4. Accountability * Assessment Tools: The school, with Stakeholders are Stakeholders
assessment criteria Clients' Satisfaction the participation of engaged in the continuously and
and tools, feedback Survey, Parent's stakeholders, development and collaboratively
mechanisms, and Opennionaire, articulates an operation of an review and enhance
information collection Checklist Form, accounatability appropriate accountability
and validation Survey Questionnaire, assessment accountability systems; processes,
techniques and Tracer Study Tool, framework with assessment system mechanisms and
processess are School Report Cards basic components, tools.
inclusive and including
collaboratively implementation
developed and agreed guidelines.
upon.
* 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
 MOVs/Documents/S
Indicators ystems
Rubrics Total
* 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

1 2 3 sub-total
5. Participatory * M&E Process - School initiates School initiates School community
assessment of Midyear/Annual periodic periodic developed
performance is done Review, SMEPA performance performance performance
regularly with the Institutionalization assessments with assessments with assessment is
community. focusing on the participation of the participation of practiced and is the
Assessment results assessment of: stakeholders stakeholders basis for improving
and lessons learned monitoring and
serve as basis for - KPIs on Access evaluation systems,
feedback, technical (Enrolment & Drop- providing technical
assistance, recognition out rate), Quality assistance, and
and plan adjustment. (NAT) & Governance recognizing and
(SBM Assessment) refining plans.

- School's PPAs:
WSRP, Brigada
Eskwela, 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
 MOVs/Documents/S
Indicators ystems
Rubrics Total
- Attendance, Photos,
Minutes of the
Meeting in the
conduct of
Participatory
Assessment
Performance (SMEPA)

1 2 3 sub-total

Over-all Score

SBM Assessor/s
(Signature over Printed Name)
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region XII
COTABATO DIVISION
Amas, Kidapawan City

Revised SBM Assessment Tool

Name of School: ______________________________ Date: _________________
District (if elementary): ________________________

D. Management of Resources
Resources are collectively and judiciuosly mobilized and managed with transparency, effectiveness and efficiency.

MOVs/Documents/S
Indicators ystems
Rubrics Total

1. Regularly resource * Process - Regular Stakeholders are Resource inventory Resource

inventory is Resources Inventory aware that a is characterized by inventories are
collaboratively of: regular resource regularity, systematically
undertaken by learning inventory is increased developed and
managers. Learning - Human Resources available and is participation of stakeholders are
managers, learning (Teachers, Students, used as the basis stakeholders, and engaged in a
facilitators and Partners) for resource communicated to collaborative
community allocation and the community as process to make
stakeholders as basis mobilization the basis for decisions on
- Financial
for resource resource allocation resource allocation
Resources (PTA,
allocation and and mobilization. and mobilization.
MOOE, Canteen
mobilization.
Fund, IGP, Clubs)

- Technological
Resources
- Instructional
Materials
- Furniture
- Rooms
- WatSan
- School Site Titling
- Instructional Tools
& Equipment
* Output: Resources
Allocation &
Mobilization Plan
(RAMP)

Evident/Implemented Evident/Implemented Evident/Implemented sub-total

10-30% 31-60% 61-100%
1 2 3
2. A regular dialogue * Process - Regular Stakeholders are Stakeholders are Stakeholders
for planning and Resource Planning invited to reqularly engaged collaborate to
resource and Programming participate in the in the planning ensure timely and
programming, that is through Strategic development of an and resource need-based
accessible and Planning educational plan in programming, and planning and
inclusive, continuously resource in the resource
engage stakeholders * Output: programming, and implementation of programming and
support in the the education plan support continous
- Human Resource
implementation of implementation of implementation of
Dev't Plan (HRDP)
community education the educational education plan
plans. - Financial Mgt. plan.
Dev't Plan (FMDP)
 in the the education plan support continous
implementation of implementation of
the educational education plan
MOVs/Documents/S plan.
Indicators ystems
Rubrics Total
- Technology
Resource
Improvement Plan
(TRIP)

- School Physical
Dev't Plan (SPDP)
- Annual
Procurement Plan
- IGP Sustainability
Plan
1 2 3 sub-total
3. Resources are * Mechanisms: Stakeholders Stakeholders are Stakeholders
collectively and - Updated support judicious, engaged and share sustain the
judiciuosly mobilized Transparency Board appropriate and expertise in the implementation and
and managed with of all Finances effective use of collaborative improvement of a
transparency, (MOOE, PTA, IGP, resources. resource collaboratively
effectiveness, and Canteen Fund, management developed,
efficiency. Donations, etc.) system. periodically
adjusted, and
- Innovations for the constituent-focused
collective and resource
judiciuos utilization management
and transparent, system
effective, and efficient
resource
management system

1 2 3 sub-total
4. Regular monitoring, SMEPA of the Stakeholders are Stakeholders Stakeholders are
evaluation, and following: invited to collaboratively engaged, held
reporting processes participate in the participate in the accountable and
- Human Resource
of resource development and development and implement a
Dev't Plan (HRDP)
management are implementation of implementation of collaboratively
collaboratively - Financial Mgt. monitoring, monitoring, developed system of
developed and Dev't Plan (FMDP) evaluation, and evaluation, and monitoring,
implemented by the reporting processes reporting processes evaluation and
- Technology
learning managers, on resource on resource reporting for
Resource
facilitators and management. management. resource
Improvement Plan
community management.
(TRIP)
stakeholders.
- School Physical
Dev't Plan (SPDP)
- Annual
Procurement Plan
(APP)
- Inventory list of all
resources
1 2 3 sub-total

5. There is a system * Cash Disbursement An engagement Stakeholders An established

that manages the (MOOE) procedure to support a system system of
network and linkages identify and utilize of partnerships for partnership is
which strengthen and partnerships with improving reource managed and
sustain partnerships * Transparency Board stakeholders for management. sustained by the
for improving improving resource stakeholders for
resource * Financial Reports management is continuous
management. (PTA, IGP, Canteen, evident. improvement of
School resource
Clubs/Organization) management.

1 2 3 sub-total
 MOVs/Documents/S
Indicators ystems
Rubrics Total
Over-all Score

SBM Assessor/s
(Signature over Printed Name)