Sample SBM ASSESSMENT TOOL AECS

Republic of the Philippines
Department of Education
Region II – Cagayan Valley
Schools Division of Cagayan
CONTEXTUALIZED SBM ASSESSMENT TOOL
Name of School: APARRI EAST CENTRAL SCHOOL Division: CAGAYAN Date: 02/10/2024
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/ Documents/ Rating Recommendations
Systems
1. In place is a The development The The * SIP – AIP (Extent
Development plan is guided by development development of participation of 3
Plan (e.g. SIP) the school’s plan evolved plan is stakeholders)
developed vision, mission through the enhanced with *SGC
collaboratively and goal (VMG). It shared the community *SPT
by the is developed leadership of performing the * Annual
stakeholders of through the the school and leadership Procurement Plan
the school and leadership of the the roles, and the * Annual Budget
community. school and the community school * Documentation of
participation of stakeholders. providing the SIP Process
some invited technical (Minutes of the
Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500
Telephone Nos.: PLDT (078) 377-1065; Globe Landline (078) 255-5317, (078) 255-5318
Email Address: sdo.cagayan@deped.gov.ph
Doc Code: FM-ORD-003 Rev: 00
As of: July 2, 2018 Page: 1
Website: deped-sdocagayan.com.ph
Doc Code FM-FTD-008 Rev 00
As of July 1, 2018 Page 1
community support. Meeting,

stakeholders. Attendance,
Photos)
*SRC
SIP is quality
assured by the
DAC
2. A network of The school leads The school The community *SGC
leadership and the regular review and stakeholders *Project 3
governance and improvement community lead the regular Team/Monitoring
guides the of the stakeholders review and Team
education development plan. working as full improvement *Reviewed/adjuste
system to partners, lead process; the d SIP
achieve its the continual school * SMEA docs
shared vision, review and stakeholders * Documentation of
mission and improvement facilitate the the SIP Review
goals making of the process. Process (Minutes of
them development the Meeting,
responsive and plan. Attendance,
relevant to the Photos/videos)
context of
diverse
environments.
3. The school is The school defines The school Guided by an SPT Roles and
organized by a the organizational and agreed Functions & Other 3
clear structure structure, and the community organizational School
and work roles and collaboratively structure, the Organizations
arrangements responsibilities of define the community Constitution and
that promote stakeholders. structure and stakeholders By-Laws
shared the roles and lead in defining Organizational
leadership and responsibilitie the Chart
governance s of organizational Students
and define the stakeholders. structure and Handbook
roles and the roles and * School Faculty
responsibilities responsibilities; Association
of the school provides * School Governing
stakeholders. technical and Council Structure
administrative * Parents-Teachers
support. Association – (DO
No. 54, s. 2009, DO
No. 67, s. 2009
* Supreme Student
Government /
Pupil Government
(DM 4, s. 2012)
*Child Protection
Policy/Committee
4. A leadership A network has The network The network *SRC
network been actively allows easy * Communication 3
facilitates collaboratively provides exchange and Plan
communicatio established and is stakeholders access to * Communication
n between and continuously information for information Flow
among school improved by the making sources beyond * Communication
and community school decisions and the school System
leaders for community. solving community. * School Website
informed learning and * Newsletter
decision- administrative *
making and problems. Linkages/partners
solving of hips with other
school Sectoral Groups -
community MOA, MOU, etc.
wide- learning (Minutes of the
problems. Meeting, Photos)
*Inventory of
Projects given by
stakeholders.
5. A long term Developing Leaders Leaders * T&D System
program is in structures are in undertake assume * Individual Plan 3
operation that place and analysis training modes responsibility for Professional
addresses the of the competency that are for their own Dev’t (IPPD) (TNA)
training and and development convenient to training and * School Plan for
development needs of leaders is them (on-line, development. Professional
needs of school conducted; result off-line, School Development
and community is used to develop modular, community (SPDP) for School
leaders. a long- term group, or leaders working Heads
training and home- based) individually or * Training and
development and which do in groups, Development Plan
program. not disrupt coach and for School and
their regular mentor one Community
functions. another to Leaders
Leaders achieve their * Training Designs
monitor and VMG. *Developmental
evaluate their Needs (IPCRF)
own learning *Terminal Reports
progress. *Certificates of
Attendance to
Trainings/Seminar
_____________________________________________________
SBM Validator
(Signature over Printed Name)
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 Recommendation

Documents/Systems
1. The All types of Programs are The Documented 3
curriculum learners of the fully educational Effective/Best
provides for the school implemented needs of all Practices
needs of all community are and closely type of learners *Log Books
types of identified, their monitored to are being met *Action Researches
learners in the learning curves address as shown by *Innovative Work
school assessed; performance continuous plans
community. appropriate discrepancies, improvement *Intervention
programs with benchmark best on learning Programs
its support practices, coach outcomes and *ADM
materials for low performers, products of *Students
each type of mentor learning. Portfolio/Projects
learner is potential Teachers’ as *Documentation of
developed. leaders, reward well as Best Practices
high students’ *SIM
achievement, performance is *CI Projects
and maintain motivated by *Modules
environment intrinsic *Institutionalized
that makes rewards. The programs for
learning, Schools’ inclusive education

meaningful and differentiated * Learners’ profile
enjoyable. program is with their learning
frequently needs
benchmark by *Documentation of
other schools. Best Practices
2.TD he Local beliefs, The localized Best practices Documented
implemented norms, values, curriculum is in localizing the Innovations 3
curriculum is traditions, implemented curriculum are * Localized
localized to folklores, and monitored mainstreamed Curriculum support
make it more current events, closely to and materials
meaningful to and existing ensure that it benchmarked - Contextualized LMs
the learners and technologies are makes learning by other (Big Books
applicable to life documented more schools. There ( Curriculum
in the and used to meaningful and is marked Adaptation
community. develop a pleasurable, increase in MTB Dictionary)
lasting produces number of -
curriculum. desired learning projects that Improvised/Localize
Localization outcomes, and uses the d LMs/ IMs/DLL
guidelines are directly community as
agreed to by improves learning
school community life. laboratory, and

community and Ineffective the school as
teachers are approaches are an agent of
properly replaced and change for
oriented. innovative ones improvement of
are developed. the community.
3. A group of A team of school Documented 3
school and and community Learning Materials and Effective/Best
community stakeholders materials and approaches are Practices
stakeholders assess content approaches to being used in * Linkages with
develop the and methods reinforce school, in the CSOs/NGOs/HEIs in
methods and used in strengths and family and in improving Quality of
materials for teaching address community to Instruction
developing creative, critical deficiencies are develop critical, * Visual Aids
Creative thinking and developed and creative *Digitized IMs
thinking and problem solving. tested for thinking and *Quality Assured
problem Assessment applicability on problem solving and accepted
solving. results are used school, family community of Localized LMs
as guide to and community. learners and *QA Team for
develop are producing Learning Resource
materials. desired results. Materials
Development
4. The learning A school- based The school- The monitoring *Supervisory Plan 3
systems are monitoring and based system is *Classroom
regularly and learning system monitoring and accepted and Observation
collaboratively is conducted learning regularly used Tools/Checklists
monitored by regularly and systems for collective * Feedback
the community cooperatively; generate decision Monitoring Form
using and feedback is feedback that is making. * PTA Conferences
appropriate shared with used for making The monitoring *Attendance
tools to ensure stakeholders. decisions that tool has been Sheets/Minutes of
the holistic The system enhance the improved to the Meeting/Photos
growth and uses a tool that total provide both *SMEA
development of monitors the development of quantitative *Guidance Forms
the learners and holistic learners. and qualitative
the community. development of data.
learners. A committee
take care of the
continuous
improvement of
the tool.
5. Appropriate The assessment The assessment Schools 3
assessment tools are tools are assessment *Teachers’ Test

tools for reviewed by the reviewed by the results are Notebook
teaching and school and school used to develop * Teachers’ Portfolio
learning are assessment community and learning * Test Results & Test
continuously results are results are programs that Item Analysis
reviewed and shared with shared with are suited to *Table of
improved, and school’s community community, Specifications
assessment stakeholders. stakeholders. and customized * Test Item Bank
results are to each Formative/
contextualized learners’ Summative Tests
to the learner context, results *Remediation
and local of which are Programs
situation and used for * Enhanced
the attainment collaborative Assessment Tools
of relevant life decision- adopted from
skills. making. Partners
6. Learning Stakeholders Stakeholders Learning * Child Protection 3

managers and are aware of begin to environments Committee
facilitators child/ learner- practice child/ methods and Organized
(teachers, centered, rights- learner- resources are * School-Based Child
administrators based, and centered community Protection Policy

and community inclusive principles of driven, *intake Sheets
members) principles of education in the inclusive and *Policy
nurture values education. design of adherent to Implementation
and support to child’s rights Report cum CFSS
environments Learning education. and protection *WINS PROGRAM
that are
managers and Learning requirements. * Co-curricular
protective of
facilitators managers and Activities Report (ex:
all children
conduct facilitators Learning Scouting, Religious
and activities aimed apply the managers and Instruction, Science
demonstrate to increase principles in facilitators Camp, etc.)
behaviors stakeholder’s designing observe *Students Handbook
consistent to
awareness and learning learners’ rights
the commitment to materials. from designing
organization’s fundamental the curriculum
vision, missionrights of to structuring
and goals. children and the the whole
basic principle learning
of educating environment.
them.
7. Methods and Practices, tools Practices, tools, There is 3
resources are and materials and materials continuous * Student’s Portfolios

learner and for developing for developing exchange of * Library Services
community- self- directed self- directed information, * Guidance Services
friendly, learners are learners are sharing of *Computer/
enjoyable, safe, highly beginning to expertise and Science/TLE
inclusive, observable in emerge in the materials Laboratory
accessible and school, but not homes and among the * ADM Modules
aimed at in the home or inthe schools, home * Awards received by
developing self- in the community. and community Learners/teachers/s
directed community. for the chool
learners. The program is development of head/school/non-
Learners are Learning collaboratively self- directed teaching
equipped with programs are implemented learners. * Learners-initiated
essential designed and and monitored The program is projects
knowledge, developed to by teachers and mainstreamed *Classroom
skills, and produce parents to but Structuring
values to learners who ensure that it continuously * Reading Centers
assume are responsible produces improved to *Study
responsibility and desired make relevant Sheds/Reading
and accountable for learners. to emergent Nooks
accountability their learning. demands.
for their own

learning.
____________________________________________________________________________
SBM Validator
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/Documents/ Rating Recommendation

Systems
1. Roles and There is an The stakeholders Shared and Structure of 3
responsibilities active party are engaged in participatory School
of accountable that initiates clarifying and processes are Accountable
person/s and clarification of defining their used in Organizations with
collective the roles and specific roles and determining Terms of
body/ies are responsibilities responsibilities. roles, Reference:
clearly defined in education responsibilities * School Faculty
and agreed upon delivery. and Association
by community accountabilities * School
stakeholders. of stakeholders Governing Council
in managing and Structure (SGC)
supporting * Parents-Teachers
education. 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.
Documentation
of Best Practices
2. Achievement Performance A community- A community- Appropriate 3
of goals is accountability level accepted Actions to address
recognized based is practiced at accountability performance Gaps based on the
on a the school system is evolving accountability, following:
collaboratively level. from school- recognition and * SMEPA

developed initiatives. incentive system Implementation
performance is being * Recognition and
accountability practiced. incentive system
system; gaps are * General PTA
addressed Assembly Meetings
through * Homeroom PTA
appropriate Meetings
action. - Attendance,
Photos, Minutes of
the Meeting in the
development/capa
bility building
program on
Performance
Accountability
System (SMEA)
3. The The school Stakeholders are School *Accountability 3
accountability articulates the engaged in the community System’ processes,
system is accountability, development and stakeholders mechanisms and
owned by the transparency & operation of an continuously tools
community and assessment appropriate and (Liquidation

is continuously framework with accountability collaboratively Reports, Updated
enhanced to basic assessment review and Transparency
ensure that components, system. enhance Board,
management including accountability Procurement
structures and implementatio systems’ Report, WFP)
mechanisms are n guidelines to processes, - Attendance,
responsive to the the mechanisms and Photos, Minutes of
emerging stakeholders. tools. the Meeting of the
learning needs Enhancement and
and demands of Review of M&E
the community. System
*Project
implementation
review
* Organized QMS
Team
* Minutes of the
QMS Quarterly
Meeting/Conduct
of Assessment/
Photos
4. Accountability The school, Stakeholders are Stakeholders * Assessment 3

assessment with the engaged in continuously Tools: Clients’
criteria and participation of development and and Satisfaction
tools, feedback stakeholders, operation of an collaboratively Survey, Checklist
mechanisms, articulates an appropriate review and Form, Survey
and information accountability accountability enhance Questionnaire,
collection and assessment assessment accountability Tracer Study Tool,
validation framework with system. systems; School Report
techniques and basic processes, Cards
processes are components, mechanisms and * Feedback
inclusive and including tools. Mechanisms:
collaboratively implementatio Gen. Assembly
developed and n guidelines. Meeting,
agreed upon. 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
5. Participatory School initiates School initiates School- * M&E Process – 3
assessment of periodic periodic community Midyear/Annual
performance is performance performance developed Review, SMEA
done regularly assessments assessments with performance Institutionalization
with the with the the participation assessment focusing on
community. participation of of stakeholders. which is Assessment of:
Assessment stakeholders. practiced and is - KPIs on Access
results and the basis for (Enrolment &
lessons learned improving Drop-out rate)
serve as basis for monitoring and Quality (NAT) &
feedback, evaluation Governance (SBM
technical systems, Assessment)

assistance, providing - School’s PPAs:
recognition and technical Brigada Eskwela,
plan adjustment. assistance, and WinS PROGRAM
recognizing and Gulayan sa
refining plans. Paaralan,
Guidance
Program,
ADM/DORP,
LPP, Feeding
Program, 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

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.Regular * Process – 3
resource Stakeholders Resource Resource Regular Resources
inventory is are aware that inventory is inventories are Inventory of:
collaboratively a regular done regularly systematically - Human Resources
undertaken by resource and it is developed and (Teachers,
learning inventory is characterized by stakeholders Students, Partners)
managers. important and increased are engaged in a - Financial
Learning it is used as participation of collaborative Resources (PTA,
mangers, learning the basis for stakeholders, process to make MOOE, Canteen
facilitators, and resource and decisions on Fund, IGP, Clubs)
community allocation and communicated resource - Technological
stakeholders as mobilization. to the allocation and Resources
basis for community as mobilization. - Instructional
resource the basis for Materials
allocation and resource - Furniture
mobilization. allocation and - Rooms
mobilization. - WinS
- School Site Titling
- Instructional
Tools & Equipment

* Output:
Resources
Allocation &
Mobilization Plan
(RAMP)
*Documentation of
Best Practices
2. A regular * Process: Regular 3
dialogue for Stakeholders Stakeholders Stakeholders Resource Planning
planning and are invited to are regularly collaborate to and Programming
resource participate in engaged in the ensure timely through Strategic
programming is the planning and and need-based Planning
conducted which development of resource planning and * Output:
is accessible and an educational programming, resource - Human Resource
inclusive, plan in and in the programming Dev’t Plan (HRDP)
continuously resource implementation and support - Financial Mgt.
engage programming, of the education continuous Dev’t Plan (FMDP)
stakeholders and and in the plan. implementation - Technology
support implementation of the education Resource
implementation of of the plan. Improvement Plan
community educational (TRIP)

education plans. plan. - School Physical
Dev’t Plan (SPDP)
- Annual
Procurement Plan
- IGP Sustainability
Plan
3. Resources are Stakeholders Stakeholders * Mechanisms: 3
collectively and Stakeholders are engaged and sustain the - Updated
judiciously support share expertise implementation Transparency
mobilized and judicious, in the and Board of all
managed with appropriate, collaborative improvement of Finances (MOOE,
transparency, and effective resource a collaboratively PTA, IGP, Canteen
effectiveness, use of management developed, Fund, Donations,
and efficiency. resources. system. periodically etc.)
adjusted, and - Innovations for
constituent- the collective and
focused judicious
resource utilization and
management transparent,
system. effective and
efficient resource
management
system
4. Regular Stakeholders SMEA of the 3
monitoring, Stakeholders collaboratively Stakeholders following:
evaluation, and are invited to participate in are engaged, - Human Resource
reporting participate in the development held Dev’t Plan (HRDP)
processes of the and accountable - Financial Mgt.
resource development implementation and implement Dev’t Plan (FMDP)
management are and of monitoring, a collaboratively - Technology
collaboratively implementation evaluation, and developed Resource
developed and of monitoring, reporting system of Improvement Plan
implemented by evaluation, and processes on monitoring, (TRIP)
the learning reporting resource evaluation and - School Physical
managers, processes on management. reporting for Dev’t Plan (SPDP)
facilitators, and resource resource - Annual
community management. management. Procurement Plan
stakeholders. (APP)
- Inventory List of
all resources

5. There is a An engagement Stake holders An established * Cash 3

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



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Republic of the Philippines

CONTEXTUALIZED SBM ASSESSMENT TOOL

A. LEADERSHIP AND GOVERNANCE (30%)

community support. Meeting,

CONTEXTUALIZED SBM ASSESSMENT TOOL

B. CURRICULUM & LEARNING (30%)

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Indicators 1 2 3 MOVs/ Rating Recommendation

learning, Schools’ inclusive education

school community life. laboratory, and

assessment tools are tools are assessment *Teachers’ Test

6. Learning Stakeholders Stakeholders Learning * Child Protection 3

administrators based, and centered community Protection Policy

resources are and materials and materials continuous * Student’s Portfolios

for their own

CONTEXTUALIZED SBM ASSESSMENT TOOL

C. Accountability & Continuous Improvement (25%)

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Indicators 1 2 3 MOVs/Documents/ Rating Recommendation

collaboratively level. from school- recognition and * SMEPA

community and assessment appropriate and (Liquidation

4. Accountability The school, Stakeholders are Stakeholders * Assessment 3

technical systems, Assessment)

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

D. MANAGEMENT OF RESOURCES (15%)

Indicators 1 2 3 MOVs/Documents/ Rating Recommendation

Tools & Equipment

community educational (TRIP)

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

5. There is a An engagement Stake holders An established * Cash 3

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

(Signature over Printed Name)

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

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