REVISED SCHOOL – BASED MANAGEMENT ASSESSMENT TOOL

(DepEd Order No. 83, s. 2012)

Name of School: ______________________________________________________ Date Assessed: _________________________________________

A. DOCUMENT ANALYSIS, OBSERVATION AND DISCUSSION (40%)

I. 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.
INDICATOR LEVEL 1 LEVEL 2 LEVEL 3
The development plan guided by the
In place is the Development Plan school’s vision, mission and goal The development plan is evolved The development plan is enhanced with
(e.g. SIP) developed collaboratively (VMG) is developed through the through the shared leadership of the the community performing the leadership
1
by the stakeholders of the school leadership of the school and the school and the community roles, and the school providing technical
and community. participation of some invited stakeholders. support.
community stakeholders.
 Copy of the approved ESIP with Annexes (DO 44, s. 2015)
 Attendance sheet duly accomplished by the participating community stakeholder in the drafting of the SIP/AIP
 Narrative/photo documentation, minutes of the Activities and documentation of the planning workshops or the FGD sessions
The Development Plan (e.g. SIP) is
The school and community
regularly reviewed by the school The school leads the regular review The community stakeholders lead the
stakeholders working as full partners,
2 community to keep it responsive and improvement of the development regular review and improvement process;
lead the continual review and
and relevant to emerging needs, plan. the school stakeholders facilitate process.
improvement of the development plan.
challenges and opportunities.
 Copy of the accomplished Project Monitoring Report/SMEA
 Minutes of the meeting organized and led by the community stakeholders/SPT and regular sessions (FGD) to schedule for ESIP review
 Photo documentation on the review conducted
 Duly accomplished attendance sheet by the participants
 Logbook of incoming communications
The school is organized by a clear Guided by an agreed organizational
structure and work arrangements The school and community structure, the community stakeholders lead
The school defines the organizational
that promote shared leadership and collaboratively define the structure in defining the organizational structure and
3 structure, and the roles and
governance and define the roles and the roles and responsibilities of the roles and responsibilities; school
responsibilities of stakeholders.
and responsibilities of the stakeholders. provides technical and administrative
stakeholders. support.

Page 1 of 11

 Showing technical assistance provided to stakeholders to sustain shared leadership and governance
A leadership network facilitates
communication between and
among school and community
4 established and is continuously
leaders for informed decision-
making and solving of school-
community wide-learning problems.
A long term program is in operation
that addresses the training and
5 based) and which do not disrupt their
development needs of school and
community leaders.
Computation
Indicator 1 2
Score
 PTA /SGC CBL/ Manual
 Roles/Functions elaborated in the minutes of meeting
 Photo documentation
 Organizational Structure /table
The network actively provides
A network has been collaboratively The network allows easy exchange and
stakeholders information for making
access to information sources beyond the
decisions and solving learning and
improved by the school community. school community.
administrative problems.
 Access to information to govt. Agencies and private institution
 Report during Fora
 School Website/ Dash Board
 School Report Card/SMEA/Transparency Board
 Minutes of BDC/MDC/CITY meeting
 Communication System
Leaders undertake training modes
Developing structures are in place
that are convenient to them (on-line, Leaders assume responsibility for their
and analysis of the competency and
off-line, modular, group, or home- own training and development, School
development needs of leaders is
community leaders working individually or
conducted; result is used to develop a
regular functions. Leaders monitor in groups, coach and mentor one another
long term training and development
and to achieve their VMG.
program.
evaluate their own learning progress.
 Copy of training Development Plan Self- monitoring and evaluation tool
 Copy of Training/Activity Design of Teachers/SH
 Report of TIP/LAC session conducted
 ESIP/AIP
Average Weighted Average Rating
3 4 5 Total
(Total/5) (Average * 0.3)
Page 2 of 11
 II. CURRICULUM AND INSTRUCTION (30%)
The curriculum learning systems anchored on the community and learners’ context and aspirations are collaboratively developed and continuously
INDICATOR
The curriculum provides for the
1 development needs of all types of
learners in the school community
The implemented curriculum is
localized to make it more
2 meaningful to the learners and
applicable to life in the community
A representative group of school
and community stakeholders
3 develop the methods and materials
for developing creative thinking and
problem solving.
improved.
LEVEL 1 LEVEL 2 LEVEL 3
The educational needs of all types of
Programs are fully implemented and
learners are being met as shown by
All types of learners of the school closely monitored to address
continuous improvement on learning
community are identified, their performance discrepancies,
outcomes and products of learning.
learning curves assessed; benchmark best practices, coach low
Teachers’ as well as students’
appropriate programs with its support performers, mentor potential leaders,
performance is motivated by intrinsic
materials for each type of learner reward high achievement, and
rather than extrinsic rewards. The Schools’
developed maintain environment that makes
differentiated program is frequently
learning, meaningful and enjoyable.
benchmarked by other schools.
 CI Project/Action research for Teaching Learning process
 Application of Action Research results
 Program Interventions
 Learners Profile/tracking System
Local beliefs, norms, values, The localized curriculum is
Best practices in localizing the curriculum
traditions, folklores, current events implemented and monitored closely to
are mainstreamed and benchmarked by
and existing technologies are ensure that it makes learning more
other schools. There is marked increase in
documented and used to develop a meaningful and pleasurable,
number of projects that uses the
lasting curriculum. Localization produces desired learning outcomes,
community as learning laboratory, and the
guidelines are agreed to by school and directly improves community life.
schools as an agent of change for
community and teachers are properly Ineffective approaches are replaced
improvement of the community.
oriented. and innovative ones are developed.
 CI Project/Action research for Teaching Learning process
 Application of Action Research results
 Program Interventions
 Learners Profile/tracking System
A representative team of school and
community stakeholders assess Learning materials and approaches to Materials and approaches are being used
content and methods used in reinforce strengths and address in school, in the family and in community to
teaching creative, critical thinking and deficiencies are developed and tested develop critical thinking and problem
problem solving. Assessment results for applicability on school, family and solving community of learners and are
are used as guide to develop community. producing desired results.
materials.
Page 3 of 11

 least learned competencies and intervention and list of learners who have not meet the expectations
The learning systems are regularly
and collaboratively monitored by
the community using appropriate
4A
tools to ensure the holistic growth
and development of the learners
and the community.
The learning systems are regularly
and collaboratively monitored by
the community using appropriate
4B
tools to ensure the holistic growth
and development of the learners
and the community.
Appropriate assessment tools for
teaching and learning are
continuously reviewed and
5 improved, and assessment results
are contextualized to the learner
and local situation and the
attainment of relevant life skills.
 Attendance of quarterly parent-teacher conference during distribution of report cards.
Learning managers and facilitators
(teachers, administrators and
6A community members) nurture
values and environments that are
protective of all children and
 Contextualized Curriculum Integration
 Topics integrated to the lesson plan suited to the community
 Localized & validated learning materials
 Lesson Guides
 Remedial Instructions Schedule are Programmed
The school-based monitoring and
A school-based monitoring and
learning systems generate feedback
learning system is conducted The monitoring system is accepted and
that is used for making decisions that
regularly and cooperatively; and regularly used for collective decision.
enhance the total development of
feedback is shared with stakeholders.
learners.
 Records/documents of the monitoring System/utilization of data gathered
 Feedback on the monitoring conducted
 Pictures, Attendance, Narrative Report,
 School based competency assessment (SHS only)
 SRC reported to -LGU,SGC Meeting -PTA/Gen. Assembly
 Reports in the conduct of Feedback sessions with stakeholders
The system uses a tool that monitors A committee take care of the The monitoring tool has been improved to
the holistic development of learners. continuous improvement of the tool. provide both quantitative data.
 Feedback on the monitoring tools utilized and monitoring results.
School assessment results are used to
The assessment tools are reviewed
The assessment tools are community develop learning programs are suited to
by the school and assessment results
and results are shared with community and customized to each
are shared with school’s
community stakeholders. learners’ context, results of which are used
stakeholders.
for collaborative decision-making.
 Copy of the learning program design for intervention/enrichment
 Copy of School-Initiated Intervention (S.I.I.)
Learning environments, methods and
Stakeholders are aware of Stakeholders begin to centered
resources are community driven, inclusive
child/learner- centered rights-based, principles of education in the design
and adherent to child’s rights and
and inclusive principles of education. of support to education.
protection requirements.
Page 4 of 11
 demonstrate behaviours consistent
to the organization’s vision, mission
and goals.
 Accomplished checklist in adherence to child protection learning environment methods and resources (to be clarified, if checklist is available)
 Copies of Child-centered DLL,/strategies and other instructional materials
Learning managers and facilitators
(teachers, administrators and
community members) nurture
values and environments that are
6B
protective of all children and
demonstrate behaviors consistent
to the organization’s vision, mission
and goals.
 Curriculum guides/ teachers’ manuals/ teacher’s guides focusing on children’s rights
Methods and resources are learner
and community-friendly, enjoyable,
safe, inclusive, accessible and
aimed at developing self-directed
7A learners. Learners are equipped
with essential knowledge, skills,
and values to assume responsibility
accountability for their own
learning.
Methods and resources are learner
and community-friendly, enjoyable,
safe, inclusive, accessible and
7B
aimed at developing self-directed
learners. Learners are equipped
with essential knowledge, skills,
Learning managers and facilitators
conduct activities aimed to increase Learning managers and facilitators
Learning managers and facilitators
stakeholders’ awareness and observe learner’ right from designing the
apply the principles in designing
commitment to fundamental rights of curriculum to structuring the whole learning
learning materials.
children and the basic principle of environment.
educating them.
 Copy of Learning Materials designed/made by teachers
There is continuous exchange of
Practices, tools and materials for Practices, tools and materials for
information, sharing of expertise and
developing self-directed learners are developing self-directed learners are
materials among the schools, home and
highly observable in school, but not in beginning to emerge in the homes
community for the development of self-
the home or in the community. and in the community.
directed learners.
 Community Resource Center
 Learners Achievement/ accomplishment report
 Progress/tracking report
 Photocopy of at least 5 report card in every grade level (form 137- E)
 Learners Projects
 Portfolio (student’s output)
 Instructional devices/materials
 Modules
 Community LCs
 Availability of Instructional Managers for ALS
 Bridging/Catch-up Program/ADM
Learning programs are designed and The program is collaboratively
The program is mainstreamed but
developed to produce learners who implemented and monitored by
continuously improved to make relevant to
are responsible and accountable for teachers and parents to ensure that it
emergent demands.
their learning. produces desired learners.
Page 5 of 11
 and values to assume responsibility
accountability for their own
learning.
 Implementation of mainstream program (Inclusive Education)
 MEPA (Monitoring, Evaluation and Plan Adjustments) of mainstream program Implementation

Computation
Average Weighted Average Rating
Indicator 1 2 3 4A 4B 5 6A 6B 7A 7B Total
(Total/10) (Average * 0.3)

Score

III. ACCOUNTABILITY AND 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.
INDICATOR LEVEL 1 LEVEL 2 LEVEL 3
Roles & responsibilities of
Shared & participatory processes are used
accountable person/s & collective There is an active party that initiates The stakeholders are engaged in
in determining roles, responsibilities &
1 body/ies are clearly defined & clarification of the roles & clarifying & defining their specific roles
accountabilities of stakeholders in
agreed upon by community responsibilities in education delivery. & responsibilities.
managing & supporting education.
stakeholders.
 RA 9155/ PPST/ PTA/SGC/SSG/ SPG/CPP CBL/Manual
 Roles/Functions elaborated in the minutes of meeting
 Attendance sheets, accomplishment report/ minutes pictorials/ documentations of the meeting conducted on the roles and responsibilities of SPT
Achievement of goals is recognized
based on a collaboratively
A community-level accountability A community-accepted performance
developed performance Performance accountability is
2 system is evolving from school-led accountability, recognition & incentive
accountability system; gaps are practiced at the school level.
initiatives. system is being practiced.
addressed through appropriate
action.

Page 6 of 11

The accountability system is owned
by the community & is continuously
enhanced to ensure that
3 management structures &
mechanisms are responsive to the
emerging learning needs &
demands of the community.
 Stakeholder’s Recognition/Appreciation/ Certificate of Awards and Incentives
 List of awardees (external and internal)
 List of School Awards
 School program initiatives
 Photo documentation
 Approved O/IPCRF
The school articulates the
Stakeholders are engaged in the School community stakeholders
accountability assessment framework
development and operation of an continuously & collaboratively review &
with basic components, including
appropriate accountability enhance accountability systems’
implementation guidelines to the
assessment system. processes, mechanisms & tools.
stakeholders.

 SMEA/Performance Review Documents

Accountability assessment criteria The school, with the participation of
Stakeholders are engaged in the
& tools, feedback mechanism & stakeholders, articulates an School community stake-holders
development and operation of an
information collection & validation accountability assessment framework continuously & collaboratively review &
4 appropriate accountability
techniques & processes are with basic components, including enhance accountability systems’
assessment system.
inclusive & collaboratively implementation guidelines to processes, mechanisms & tools.
developed & agreed stakeholders.
 100% of the PAPs in the context of the ESIP are articulately & collaboratively reviewed by the school & other stakeholders.
 Minutes of the review on the enhance accountability systems, process mechanisms & tools
Participatory assessment of
School-community developed performance
performance is done regularly with Collaboratively conduct of
School initiates periodic performance assessment is practiced & is the basis for
the community. Assessment results performance assessment informs
5 assessments with the participation of improving monitoring & evaluation
& lessons learned serve as basis planning, plan adjustments &
stakeholders. systems, providing technical assistance &
for feedback, technical assistance, requirements for technical assistance.
recognizing & refining plans.
recognition & plan adjustment.
 SMEA/Performance Review Documents

Computation
Average Weighted Average Rating
Indicator 1 2 3 4 5 Total
(Total/5) (Average * 0.25)

Score

Page 7 of 11
 IV. MANAGEMENT OF RESOURCES (15%)

Resources are collectively and judiciously mobilized and managed with transparency, effectiveness and efficiency.
INDICATOR LEVEL 1 LEVEL 2 LEVEL 3
Regular resource inventory is
Resource inventory is characterized Resource inventories are systematically
collaboratively undertaken by Stakeholders are aware that a regular
by regularity, increased participation developed and stakeholders are engaged
learning managers, learning resource inventory is available and is
1 of stakeholders, and communicated to in a collaborative process to make
facilitators, and community used as the basis for resource
the community as the basis for decisions on resource allocation and
stakeholders as basis for resource allocation and mobilization.
resource allocation and mobilization. mobilization.
allocation and mobilization.
 WFP, PPMP, APP & Annual Implementation Plan (AIP)
 Cash Disbursement Register ( CDR) & Cash Disbursement Journal ( CDJ), Updated Transparency board in all generated funds
 Physical inventory of facilities, materials, chairs fixtures, lab. Apparatus
 Minutes of the meeting reflecting the presentation of school budget to teachers and community during PTA meetings (opening, Mid-year, Year- end)
 Updated Human Resource Profile
A regular dialogue for planning and
Stakeholders are invited to participate
resource programming, that is Stakeholders are regularly engaged in Stakeholders collaborate to ensure timely
in the development of an education
accessible and inclusive, the planning and resource and need-based planning and resource
2 plan in resource programming, and in
continuously engage stakeholders programming, and in the programming and support continuous
the implementation of the educational
and support implementation of implementation of the education plan. implementation of the education plan.
plan.
community education
 SMEA/ Performance Review documents
In place is a community-developed
Stakeholders sustain the implementation
resource management system that Stakeholders are engaged and share
Stakeholders support judicious, and improvement of a collaboratively
drives appropriate behaviors of the expertise in the collaborative
3 appropriate, and effective use of developed, periodically adjusted, and
stakeholders to ensure judicious, development of resource
resources. constituent-focused resource
appropriate, and effective use of management system.
management system.
resources.
 SMEA/ Performance Review Documents
 Prompt submission of Liquidation report
Regular monitoring, evaluation, and
Stakeholders are invited to participate Stakeholders collaboratively Stakeholders are engaged, held
reporting processes of resource
in the development and participate in the development and accountable and implement a
management are collaboratively
4 implementation of monitoring, implementation of monitoring, collaboratively developed system of
developed and implemented by the
evaluation, and reporting processes evaluation, and reporting processes monitoring, evaluation and reporting for
learning managers, facilitators, and
on resource management. on resource management. resource management.
community.
 SMEA/ Performance Review Documents

Page 8 of 11
 There is a system that manages the
An engagement procedure to identify An established system of partnership is
network and linkages which Stakeholders support a system of
and utilize partnerships with managed and sustained by the
5 strength and sustain partnerships partnerships for improving resource
stakeholders for improving resource stakeholders for continuous improvement
for improving resource management.
management is evident. of resource management.
management.
 MOA, MOU & resolutions
 Deed of donation/acceptance
 List of donors, donations and potential partners

Computation
Average Weighted Average Rating
Indicator 1 2 3 4 5 Total
(Total/5) (Average * 0.15)

Score

RATING (DOD)
Total Computer DOD Score
Principle I II III IV
(Weighted Average Rating) (Total Weighted Average Rating/3*40)

Weighted Average Rating 1

B. LEARNING OUTCOME (60%)

Range Score Weighted Score
Performance Indicator Points Weighted Rate
(in %) (Score / Highest Possible Score) (Score*Weighted Rate)
7 and Up 15
1 Enrolment 4 to 6 10 3
3 and Below 5
0 - 10 15
2 Drop - Out 11 – 20 10 5
21 and Up 5
21 and Up 15
3 Survival Rate 11 – 20 10 3
0 – 10 5

Page 9 of 11
 21 and Up 15
4 Graduation Rate 11 – 20 10 3
0 – 10 5
0 - 10 15
5 Failure Rate 11 – 20 10 4
21 and Up 5
21 and Up 15
6 Retention Rate 11 – 20 10 3
0 – 10 5
21 and Up 15
7 Promotion Rate 11 – 20 10 3
0 – 10 5
21 and Up 15
8 Completion Rate 11 – 20 10 3
0 – 10 5
NUTRITIONAL STATUS
0 - 10 15
9a Wasted 11 – 20 10 2.5
21 and Up 5
21 and Up 15
9b Severely Wasted 11 – 20 10 2.5
0 – 10 5
READING PROFICIENCY
0 – 20 15
10
Frustration 21 – 40 10 3.5
a
41 and Up 5
0 – 20 15
10
Instructional 21 – 40 10 3.5
b
41 and Up 5
0 – 20 15
10c Independent 21 – 40 10 3.5
41 and Up 5
10 Non - Readers 0 – 20 15 3.5
Page 10 of 11
 21 – 40 10
d
41 and Up 5
80 and Up 15
11 Proficiency Level 60 – 79 10 14
59 and Below 5
TOTAL 60
Computed Learning Outcome SCORE (Total Weighted Score/9* 60)

OVER ALL RATING (DOD + LEARNING OUTCOME)

Computer DOD Score Computed Learning Outcome SCORE

(Total Weighted Average Rating/3*40) (Total Weighted Score/9* 60) Total (A+B) Level Description
A B
OVER ALL RATING

SCORES LEVELLING AND DESCRIPTION

SCORES LEVEL DESCRIPTION

BELOW 50 1 Developing
50 – 74 2 Maturing
75 and Up 3 Advanced

Assessed by: Noted:

_______________________ _______________________ _______________________ _______________________

School SBM Coordinator SGC Chair/PTA Pres. School Head

Validated:
RAMEL M. PILO _______________________ _______________________ _______________________
Division SBM Coordinator

Recommending Approval: Approved:

DR. LOLITA P. ANDAMON, CE DEE. D. SILVA, DPA, CESO V

Chief EPS, SGOD Schools Division Superintendent

Page 11 of 11