CONTEXTUALIZED SBM ASSESSMENT TOOL

Name of School: ____________________________________ District: _________________________

Date: ___________________

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 2 3 MOVs/ Rating Recommendation
Documents/ s
Systems
1. In place is The development The The * SIP – AIP
a plan guided by development developme (Extent of
Development the school’s plan is nt plan is participation
Plan (e.g. vision, mission evolved enhanced of
SIP) and goal (VMG) is through the with the stakeholders
developed developed shared communit )
collaboratively through the leadership of y *SGC
by the leadership of the the school performin *SPT
stakeholders school and the and the g the * Annual
of the school participation of community leadership Procuremen
and some invited stakeholders. roles, and t Plan
community. community the school * Annual
stakeholders. providing Budget
technical *
support. Documentat
ion of the
SIP Process
(Minutes of
the Meeting,
Attendance,
Photos)
*SRC
2. A network The school leads The school The *SGC
of leadership the regular review and communit *Project
and and improvement community y Team/Monit
governance of the stakeholders stakehold oring Team
guides the development working as ers lead *Reviewed/
education plan. full partners, the adjusted SIP
system to lead the regular * SMEA
achieve its continual review docs
shared vision, review and and *
mission and improvement improvem Documentat
goals making of the ent ion of the
them development process; SIP Review
responsive plan. the school Process
and relevant stakehold (Minutes of
to the ers the Meeting,
context of facilitate Attendance,
diverse the Photos/vide
environment process. os)
s.
3. The school The school The school Guided by * School
is organized defines the and an agreed Faculty
by a clear organizational community organizati Association

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structure structure, and collaborativel onal * School
and work the roles and y define the structure, Governing
arrangement responsibilities of structure the Council
s that stakeholders. and the roles communit Structure
promote and y * Parents-
shared responsibiliti stakehold Teachers
leadership es of ers lead in Association
and stakeholders. defining – (DO No.
governance the 54, s. 2009,
and define organizati DO No. 67,
the roles and onal s. 2009
responsibilitie structure * Supreme
s of the and the Student
stakeholders. roles and Government
responsibi / Pupil
lities; Government
school (DM 4, s.
provides 2012)
technical *Organizatio
and nal Charts
administr *Constitutio
ative n and By-
support. Laws
*Students
Handbook
*Child
Protection
Policy/Com
mittee

4. A A network has The network The *SRC

leadership been actively network *
network collaboratively provides allows Communica
facilitates established and stakeholders easy tion Plan
communicati is continuously information exchange *
on between improved by the for making and Communica
and among school decisions access to tion Flow
school and community. and solving informatio *
community learning and n sources Communica
leaders for administrativ beyond tion System
informed e problems. the school * School
decision- communit Website
making and y. * Newsletter
solving of *
school Linkages/pa
community rtnerships
wide- with other
learning Sectoral
problems. Groups -
MOA, MOU,
etc.
(Minutes of
the Meeting,
Photos)
*Inventory
of Projects
given by
stakeholders
.

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5. A long term Developing Leaders Leaders * T&D
program is in structures are in undertake assume System
operation that place and training responsibi * Individual
addresses the analysis of the modes that lity for Plan for
training and competency and are their own Professional
development development convenient to training Dev’t (IPPD)
needs of needs of leaders them (on- and (TNA)
school and is conducted; line, off-line, developme * School
community result is used to modular, nt. School Plan for
leaders. develop a long- group, or communit Professional
term training and home- based) y leaders Developmen
development and which working t (SPDP) for
program. do not individuall School
disrupt their y or in Heads
regular groups, * Training
functions. coach and and
Leaders mentor Developmen
monitor and one t Plan
evaluate another to for School
their own achieve and
learning their Community
progress. VMG. Leaders
* Training
Designs
*Developme
ntal Needs
(IPCRF)
*Terminal
Reports
*Certificates
of
Attendance
to
Trainings/S
eminar

_____________________________________________________
SBM Validator
(Signature over Printed Name)

Alibagu, City of Ilagan, Isabela 3300 deped-isabela.com.ph

(078) 323-0281; (078) 323-2015 Sdo Isabela
isabela@deped.gov.ph
 CONTEXTUALIZED SBM ASSESSMENT TOOL

Name of School: ___________________________________ District: _____________________

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/ Rating Recommenda
Documents/ tion
Systems
1. The All types of Programs are The *Log Books
curriculum learners of the fully educational *Action
provides for school implemented needs of all Researches
the needs of community are and closely type of *Innovative
all types of identified, their monitored to learners are Work plans
learners in learning curves address being met as *Interventio
the school assessed; performance shown by n Programs
community. appropriate discrepancies, continuous *ADM
programs with benchmark best improvement *Students
its support practices, coach on learning Portfolio/Pr
materials for low performers, outcomes ojects
each type of mentor potential and products *Documenta
learner is leaders, reward of learning. tion of Best
developed. high Teachers’ as Practices
achievement, well as *SIM
and maintain students’ *CI Projects
environment performance *Modules
that makes is motivated *Institutiona
learning, by intrinsic lized
meaningful and rewards. The programs
enjoyable. Schools’ for inclusive
differentiated education
program is * Learners’
frequently profile with
benchmark their
by other learning
schools. needs
2.TD he Local beliefs, The localized Best * Localized
implemented norms, values, curriculum is practices in Curriculum
curriculum traditions, implemented localizing the support
is localized folklores, and monitored curriculum materials
to make it current events, closely to ensure are -
more and existing that it makes mainstreame Contextualiz
meaningful technologies are learning more d and ed LMs
to the documented and meaningful and benchmarke (Big Books
learners and used to develop pleasurable, d by other ( Curriculu
applicable to a lasting produces desired schools. m
life in the curriculum. learning There is Adaptation
community. Localization outcomes, and marked MTB
guidelines are directly improves increase in Dictionary)
agreed to by community life. number of -
school Ineffective projects that Improvised/
community and approaches are uses the Localized
teachers are replaced and community LMs/
properly innovative ones as learning IMs/DLL
oriented. are developed. laboratory,
and the
school as an
agent of

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 change for
improvement
of the
community.
3. A A representative
representativ team of school Learning Materials * Linkages
e group of and community materials and and with
school and stakeholders approaches to approaches CSOs/NGOs
community assess content reinforce are being /HEIs in
stakeholders and methods strengths and used in improving
develop the used in teaching address school, in Quality of
methods creative, critical deficiencies are the family Instruction
and thinking and developed and and in * Visual
materials problem solving. tested for community Aids
for Assessment applicability on to develop *Digitized
developing results are used school, family critical, IMs
Creative as guide to and community. creative *Quality
thinking develop thinking and Assured and
and problem materials. problem accepted
solving. solving Localized
community LMs
of learners *QA Team
and are for Learning
producing Resource
desired Materials
results. Developmen
t
4. The A school- based The school- The *Supervisory
learning monitoring and based monitoring Plan
systems are learning system monitoring and system is *Classroom
regularly and is conducted learning systems accepted and Observation
collaborativel regularly and generate regularly Tools/Check
y monitored cooperatively; feedback that is used for lists
by the and feedback is used for making collective * Feedback
community shared with decisions that decision Monitoring
using stakeholders. enhance the making. Form
appropriate The system uses total The * PTA
tools to a tool that development of monitoring Conferences
ensure the monitors the learners. tool has been *Attendance
holistic holistic improved to Sheets/Min
growth and development of A committee provide both utes of the
developmen learners. take care of the quantitative Meeting/Ph
t of the continuous and otos
learners and improvement of qualitative *SMEA
the the tool. data. *Guidance
community. Forms

5. The assessment The assessment Schools

Appropriate tools are tools are assessment *Teachers’
assessment reviewed by the reviewed by the results are Test
tools for school and school used to Notebook
teaching and assessment community and develop * Teachers’
learning are results are results are learning Portfolio
continuousl shared with shared with programs * Test
y reviewed school’s community that are Results &
and stakeholders. stakeholders. suited to Test
improved, community, Item

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and and Analysis
assessment customized *Table of
results are to each Specification
contextualiz learners’ s
ed to the context, * Test Item
learner and results of Bank
local which are Formative/S
situation and used for ummative
the collaborative Tests
attainment decision- *Remediatio
of relevant making. n Programs
life skills. * Enhanced
Assessment
Tools
adopted
from
Partners
6. Learning Stakeholders are Stakeholders Learning * Child
managers aware of child/ begin to practice environment Protection
and learner- child/ learner- s methods Committee
facilitators centered, rights- centered and Organized
(teachers, based, and principles of resources * School-
administrato inclusive education in the are Based Child
rs and principles of design of community Protection
community education. support to driven, Policy
members) education. inclusive and *intake
nurture Learning Learning adherent to Sheets
values and managers and managers and child’s rights *Policy
environment facilitators facilitators apply and Implementat
s that are conduct the principles in protection ion Report
protective activities aimed designing requirements cum CFSS
of all to increase learning . *WINS
children and stakeholders materials. PROGRAM
demonstrate awareness and Learning * Co-
behaviors commitment to managers curricular
consistent to fundamental and Activities
the rights of facilitators Report (ex:
organization’ children and the observe Scouting,
s vision, basic principle of learners’ Religious
mission and educating them. rights from Instruction,
goals. designing the Science
curriculum Camp, etc.)
to *Students
structuring Handbook
the whole
learning
environment.

7. Methods Practices, tools Practices, tools, There is

and and materials and materials continuous * Student’s
resources for developing for developing exchange of Portfolios
are learner self- directed self- directed information, * Library
and learners are learners are sharing of Services
community- highly beginning to expertise and * Guidance
friendly, observable in emerge in the materials Services
enjoyable, school, but not homes and inthe among the *Computer/
safe, in the home or community. schools, Science/TLE
inclusive, in the home and Laboratory
accessible community. The program is community * ADM

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and aimed at collaboratively for the Modules
developing Learning implemented development * Awards
self- programs are and monitored of self- received by
directed designed and by teachers and directed Learners/te
learners. developed to parents to learners. achers/scho
Learners are produce learners ensure that it The program ol
equipped who are produces desired is head/school
with responsible and learners. mainstreame /non-
essential accountable for d but teaching
knowledge, their learning. continuously * Learners-
skills, and improved to initiated
values to make projects
assume relevant to *Classroom
responsibilit emergent Structuring
y and demands. * Reading
accountabilit Centers
y for their *Study
own Sheds/Read
learning. ing Nooks

____________________________________________________________________________
SBM Validator
(Signature over Printed Name)

Alibagu, City of Ilagan, Isabela 3300 deped-isabela.com.ph

(078) 323-0281; (078) 323-2015 Sdo Isabela
isabela@deped.gov.ph
 CONTEXTUALIZED SBM ASSESSMENT TOOL

Name of School: ________________________________________District: ________________________

Date: ______________________

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 2 3 MOVs/Document Rating Recommenda
s/ tion
Systems
1. Roles and There is an The Shared and Structure of
responsibilities active party stakeholders participatory School
of accountable that are engaged processes are Accountable
person/s and initiates in clarifying used in Organizations:
collective clarification and defining determining * School Faculty
body/ies are of the roles their specific roles, Association
clearly defined and roles and responsibilitie * School
and agreed upon responsibilit responsibiliti s and Governing
by community ies in es. accountabiliti Council
stakeholders. education es of Structure (SGC)
delivery. stakeholders * Parents-
in managing Teachers
and Association –
supporting (DO No. 54, s.
education. 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.
2. Achievement Performanc A A community- Appropriate
of goals is e community- accepted Actions to
recognized based accountabili level performance address Gaps
on a ty is accountabilit accountability based on the
collaboratively practiced at y system is , recognition following:
developed the school evolving from and incentive * SMEPA
performance level. school- system is Implementation
accountability initiatives. being * Recognition
system; gaps practiced. and incentive
are addressed system
through * General PTA

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appropriate Assembly
action. Meetings
* Homeroom
PTA Meetings
- Attendance,
Photos, Minutes
of the Meeting
in the
development/ca
pability building
program on
Performance
Accountability
System (SMEA)
3. The The school Stakeholders School *Accountability
accountability articulates are engaged community System’
system is the in the stakeholders processes,
owned by the accountabili development continuously mechanisms
community and ty and and and tools
is continuously assessment operation of collaborativel (Liquidation
enhanced to framework an y review and Reports,
ensure that with basic appropriate enhance Updated
management components accountabilit accountability Transparency
structures and , including y assessment systems’ Board,
mechanisms are implementa system. processes, Procurement
responsive to the tion mechanisms Report, WFP)
emerging guidelines and tools. - Attendance,
learning needs to the Photos, Minutes
and demands of stakeholder of the Meeting of
the s. the
community. Enhancement
and Review of
M&E System
*Project
implementation
review
* Organized
QMS Team
* Minutes of the
QMS Quarterly
Meeting/Condu
ct of
Assessment/
Photos

4. Accountability The school, Stakeholders Stakeholders * Assessment

assessment with the are engaged continuously Tools: Clients’
criteria and participatio in and Satisfaction
tools, feedback n of development collaborativel Survey,
mechanisms, stakeholder and y review and Checklist Form,
and information s, operation of enhance Survey
collection and articulates an accountability Questionnaire,
validation an appropriate systems; Tracer Study
techniques and accountabili accountabilit processes, Tool, School
processes are ty y assessment mechanisms Report Cards
inclusive and assessment system. and tools. * Feedback
collaboratively framework Mechanisms:
developed and with basic Gen. Assembly
agreed upon. components Meeting,
, including Education
implementa Summit,

Alibagu, City of Ilagan, Isabela 3300 deped-isabela.com.ph

(078) 323-0281; (078) 323-2015 Sdo Isabela
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 tion Stakeholders
guidelines. 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
5. Participatory School School School- * M&E Process
assessment of initiates initiates community –
performance is periodic periodic developed Midyear/Annual
done regularly performanc performance performance Review, SMEA
with the e assessments assessment is Institutionalizati
community. assessment with the practiced and on focusing on
Assessment s with the participation is the basis Assessment of:
results and participatio of for improving - KPIs on
lessons learned n of stakeholders. monitoring Access
serve as basis stakeholder and (Enrolment &
for feedback, s. evaluation Drop-out rate)
technical systems, Quality (NAT) &
assistance, providing Governance
recognition and technical (SBM
plan assistance, Assessment)
adjustment. and - School’s PPAs:
recognizing BrigadaEskwela
and refining , WinS
plans. PROGRAM
Gulayan sa
Paaralan,
Guidance

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 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 Validator
(Signature over Printed Name)

Alibagu, City of Ilagan, Isabela 3300 deped-isabela.com.ph

(078) 323-0281; (078) 323-2015 Sdo Isabela
isabela@deped.gov.ph
 CONTEXTUALIZED SBM ASSESSMENT TOOL

Name of School: ____________________________ District:________________________

Date: ___________________

D. MANAGEMENT OF RESOURCES (15%)

Resources are collectively and judiciously mobilized and managed with transparency,
effectiveness, and efficiency.
Indicat 1 2 3 MOVs/Documents Rating Recommenda
ors / tion
Systems
1. Resource Resource * Process –
Regularl Stakehold inventory is inventories Regular
y ers are characterized are Resources
resourc aware that by regularity, systematically Inventory of:
e a regular increased developed and - Human
invento resource participation of stakeholders Resources
ry is inventory stakeholders, are engaged (Teachers,
collabor is and in a Students,
atively available communicated collaborative Partners)
underta and is to the process to - Financial
ken by used as community as make Resources (PTA,
learning the basis the basis for decisions on MOOE, Canteen
manager for resource resource Fund, IGP, Clubs)
s. resource allocation and allocation and - Technological
Learning allocation mobilization. mobilization. Resources
mangers and - Instructional
, mobilizati Materials
learning on. - Furniture
facilitato - Rooms
rs, and - WinS
commun - School Site
ity Titling
stakehol - Instructional
ders as Tools &
basis for Equipment
resourc * Output:
e Resources
allocati Allocation &
on and Mobilization Plan
mobiliz (RAMP)
ation.
2. A Stakeholders Stakeholders * Process:
regular Stakehold are regularly collaborate to Regular Resource
dialogue ers are engaged in the ensure timely Planning and
for invited to planning and and need- Programming
plannin participat resource based through Strategic
g and e in the programming, planning and Planning
resourc developme and in the resource * Output:
e nt of an implementation programming - Human
progra education of the education and support Resource Dev’t

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mming, al plan in plan. continuous Plan (HRDP)
that is resource implementatio - Financial Mgt.
accessib programm n of the Dev’t Plan (FMDP)
le and ing, and education - Technology
inclusiv in the plan. Resource
e, implement Improvement Plan
continu ation of (TRIP)
ously the - School Physical
engage education Dev,t Plan (SPDP)
stakehol al plan. - Annual
ders and Procurement Plan
support - IGP
impleme Sustainability
ntation Plan
of
commu
nity
educati
on
plans.
3. Stakeholders Stakeholders * Mechanisms:
Resourc Stakehold are engaged sustain the - Updated
es are ers and share implementatio Transparency
collectiv support expertise in the n and Board of all
ely and judicious, collaborative improvement Finances (MOOE,
judiciou appropriat resource of a PTA, IGP,
sly e, and management collaborativel Canteen Fund,
mobilize effective system. y developed, Donations, etc)
d and use of periodically - Innovations for
manage resources. adjusted, and the collective and
d with constituent- judicious
transpa focused utilization and
rency, resource transparent,
effectiv management effective and
eness, system. efficient resource
and management
efficien system
cy.
4. Stakeholders SMEA of the
Regular Stakehold collaboratively Stakeholders following:
monitor ers are participate in are engages, - Human
ing, invited to the held Resource Dev’t
evaluati participat development accountable Plan (HRDP)
on, and e in the and and - Financial Mgt.
reportin developme implementation implement a Dev’t Plan (FMDP)
g nt and of monitoring, collaborativel - Technology
process implement evaluation, and y developed Resource
es of ation of reporting system of Improvement Plan
resourc monitorin processes on monitoring, (TRIP)
e g, resource evaluation - School Physical
manage evaluation management. and reporting Dev,t Plan (SPDP)
ment , and for resource - Annual
are reporting management. Procurement Plan
collabor processes (APP)
atively on - Inventory List of
develope resource all resources
d and managem
impleme ent.
nted by
the
learning

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manager
s,
facilitato
rs, and
commun
ity
stakehol
ders.
5. There An Stake holders An * Cash
is a engageme support a established Disbursement
system nt system of system of (MOOE)
that procedure partnerships for partnership is * Transparency
manage to identify improving managed and Board
s the and utilize resource sustained by * Financial
network partnershi management. the Reports (PTA,
and ps with stakeholders IGP, Canteen,
linkages stakehold for School
which ers for continuous Clubs/Organizati
strength improving improvement on)
en and resource of resource
sustain managem management.
partner ent is
ships evident.
for
improvi
ng
resourc
e
manage
ment.

_____________________________________________________________________
SBM Validator
(Signature over Printed Name)

Alibagu, City of Ilagan, Isabela 3300 deped-isabela.com.ph

(078) 323-0281; (078) 323-2015 Sdo Isabela
isabela@deped.gov.ph