THE CONTEXTUALIZED SBM ASSESSMENT TOOL

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.

Leadership and LEVEL OF PERFORMANCE

Governance Level 0 Level 1 Indicator Level 2 Indicator Level 3 Indicator
The development plan guided The development plan is The development plan is
1. In place is a enhanced with the 81-100
Development Plan (e.g. by the school’s vision, mission evolved through the shared
Not and goal (VMG) is developed leadership of the school and the % community
SIP) developed Evident through the leadership of the participation of 51-80% participation in performing
collaboratively by the school and the participation of community stakeholders. the leadership roles with
stakeholders of the 50% community stakeholders. the school providing
technical
school and community. support.
2. The development plan
(e.g. SIP) is regularly The school leads the The school and 75-80% The school and 81-
reviewed by the school Not regular quarterly review and community stakeholders 100 % of the community
community to keep it up Evident improvement of the working as full partners, lead stakeholders lead the
responsive and relevant development plan the quarterly review and quarterly review and
to emerging needs, improvement of the improvement process; the
challenges and Development plan school stakeholders
opportunities facilitate the process.
3. The school is organized Guided by an agreed
by a clear structure and The school defines the The school and 51-80% organizational structure,
work arrangements that Not organizational structure, and community collaboratively define the school and 81- 100 %
promote shared leadership Evident the roles and responsibilities of the structure and the roles and of the community
and governance and define stakeholders. responsibilities of stakeholders. stakeholders lead in
the roles and defining the
responsibilities of the organizational structure
and the roles and
stakeholders.
responsibilities; school
provides technical and
administrative support.
4. A leadership network
facilitates communication Not A network has been The network actively The network allows easy
between and among collaboratively established and is provides stakeholders exchange and access to
school and community
Evident continuously improved by the information for making information sources beyond
leaders for informed school community yearly. decisions and solving the school community
decision- making and learning and administrative every quarter.
solving of school- problems twice a year.
community wide-learning
problems
5. A long term program is
in operation that addresses Developing structures are in Leaders undertake training Leaders assume
the training and Not place and analysis of the modes for 2 quarters that are responsibility for their own
development needs of Evident Competency and development convenient to them (on-line, training and development
school and community needs of leaders is conducted; off-line, modular, group, or every quarter. School
leaders. result is used to develop a long home-based) and which do not community leaders working
term training and development disrupt their regular individually or in groups,
program every year. functions. Leaders monitor coach and mentor one
and evaluate their own another to achieve their
learning process. VMG

STANDARD MEANS OF VERIFICATION(MOVs)

Documentation on the process of developing, enhancing, implementation with stakeholders’ participation on the following:
1. Approved School Improvement Plan
- School Memorandum
- Letter of Invitation
- Activity Completion Report (ACR)
2. Approved Annual Implementation Plan
- School Memorandum
- Letter of Invitation
- Activity Completion Report
3. Approved Office Performance Commitment and Review Form
- School Memorandum
- Minutes of the meeting
- ACR
- School Organizational Structure AND Process Flow
4. Programs, Projects, Activities (PPAs) as indicated in the SIP/AIP/OPCRF
- School Memorandum
- Minutes of the Meeting
- Project Proposal
- ACR
a. Innovative Program for the Improvement of ACCESS
b. Other regular school programs:
✓ Wash in School Program
✓ Gulayan sa Paaralan
✓ Feeding Program
✓ Others
5. Modes of Dissemination
- School Website
- Facebook Account Page
- Leaflets/Brochures/Newsletters
- Transparency/Bulletin Board
- School Paper
- Communication Plan, Flow and system
6. School-based implementing guidelines on Child Protection Policy, Anti-
Bullying, etc.
- School Memorandum
- Consultation Report (Attendance and Pictures)
- Proposed school implementing guidelines
- School Handbook with Dissemination Report (pictorials, attendance)
- Intake Sheets
7. eBEIS – Performance Indicators
- Dropout Rate
- Promotion/Graduation Rate
- Retention Rate
- Transition Rate

THE CONTEXTUALIZED SBM ASSESSMENT TOOL

II. CURRICULUM AND INSTRUCTION (30%) The curriculum learning systems anchored on the community and learner’s contexts and
aspirations are collaboratively developed and continuously improved.
Curriculum and LEVEL OF PERFORMANCE
Instruction Level 0 Level 1 Indicator Level 2 Indicator Level 3 Indicator
1. The curriculum provides All types of learners of the school Programs are 100% The educational needs of all
for the development needs community are identified, their implemented and closely types of learners are being
of all types of learners in Not learning curves assessed; monitored to address met as shown by continuous
the school community Evident appropriate programs with its performance discrepancies, improvement on learning
support materials for each type of benchmark best practices, outcomes (see the table
learner is developed with 26-50 coach low performers, mentor under the MOVs) and
percent decrease of the non- potential leaders, reward high products of learning.
numerates and non-literates achievement, and maintain Teachers’ as well as
environment that makes students’ performance is
learning meaningful and motivated by intrinsic
enjoyable with 51- 75 decrease rather than extrinsic
of the non-numerates and non- rewards. The schools’
literates differentiated programs
are frequently bench-
marked by other schools.

2. The implemented Local beliefs, norms, values, The localized curriculum is Best practices in localizing the
curriculum is localized to traditions, folklores, current implemented and monitored curriculum are mainstreamed
closely to ensure that it makes and benchmarked by other
make it more meaningful Not events, and existing
learning more meaningful and
to the learners and technologies are documented schools. There is marked
Evident pleasurable, produces desired increase in number of projects
applicable to life in the and used to develop a lasting learning outcomes, and directly that uses the community as
community curriculum. Localization improves community life. Learning laboratory, and the
guidelines are agreed to by Ineffective approaches are school as an agent of change
school community and replaced and innovative ones are for improvement of the
teachers are properly oriented. developed. Developed localized community. Developed
curriculum in 6 localized curriculum in all
Developed localized
learning areas. learning areas.
curriculum in 4 learning
areas
3. A representative group A representative team of school Learning materials and Materials and approaches
of school and community and community stakeholders approaches to reinforce are being used in school, in
stakeholders develop the Not assess content and methods strengths and address the family and in community
methods and materials for Evident used in teaching creative, deficiencies are developed to develop critical, creative
developing creative critical thinking and problem and tested for applicability on thinking and problem
thinking & problem solving solving. Assessment results are school, family and solving community of
used as guide to develop community. learners and are producing
desired results. Developed
materials. Developed learning Developed learning materials
learning materials in all
materials in 4 learning areas in in 6 learning areas in all grade
learning areas in all grade
all grade levels. levels.
levels.
4.The learning systems are A school- based monitoring and The school- based monitoring The monitoring system is
regularly and Not learning system is conducted and learning systems generate accepted and regularly used
collaboratively monitored regularly and cooperatively; and feedback that is used for making for collective decision making
by the community using
Evident feedback is shared with decisions that enhance the total every quarter. The
appropriate tools to stakeholders. The system uses a development of learners for 2 monitoring tool has been
ensure the holistic growth tool that monitors the holistic quarters. A committee take care improved to provide both
and development of the development of learners once a of the continuous improvement of quantitative and qualitative
learners and the year the tool. data.
community.
5. Appropriate assessment The assessment tools are The assessment tools are School assessment results
tools for teaching and reviewed by the school and reviewed by the school are used to develop
learning are Continuously Not assessment results are shared community and results are learning
reviewed and improved, Evident with school’s stakeholders once shared with community programs that are suited to
and assessment results a year. stakeholders for 2 quarters. community, and customized
are contextualized to the to each learner’s context,
learner and local situation results of which are used for
and the attainment of collaborative decision-
relevant life. making every quarter.

Stakeholders are aware of 75-80% of Stakeholders begin Learning environments

6. Learning managers and methods and resources are
skills facilitators (teachers, child/ learner- centered, to practice child/learner- community driven, inclusive
Not rights- based, and inclusive centered principles of education and adherent to child’s
administrators and rights and protection
community members) Evident principles of education. in the design of support to requirements with 81-100%
nurture values and Learning manager and education. Learning managers of stakeholders adherence to
facilitators conduct activities and facilitators apply the child/learner- centered
environments that are principles. Learning
protective of all children aimed to increase 50% of principles in designing learning managers and facilitators
and demonstrate stakeholders awareness and materials. observe learners’ rights from
behaviors consistent to commitment to fundamental designing the curriculum to
rights of children and the structuring the whole
the organization’s vision,
basic principle of educating learning environment.
mission and goals.
them.
7. Methods and resources Practices, tools and materials Practices, tools and materials There is continuous
for developing self- directed exchange of information,
are learner and learners are 100% observable for developing self- directed sharing of expertiseand
community- friendly, Not in school, but not in the home learners are observable in the materials among the
enjoyable, safe, inclusive, or in the community. Learning school and 51-80% in the schools, home and
Evident programs are designed and community for the
accessible and aimed at developed to produce learners community. The program is development of self-directed
developing self-directed collaboratively implemented and learners with 81- 100% are
who are responsible and observable in the school and
learners. Learners are accountable for their learning. monitored by teachers and 81- 100% in the home and
equipped with essential parents to ensure that it in the community. The
program is mainstreamed
knowledge, skills, and produces desired learners. but continuously improved
to make relevant to
values to assume emergent demands.
responsibility and
accountability for their
\\\
own learning.

STANDARD MEANS OF VERIFICATION (MOVs

S

1. Teachers’ Portfolio
- RPMS/IPCRF portfolio (proportion of teachers meeting PPST career stage 3 in all domains (Highly Proficient)
- Monthly Supervisory Plan
- Classroom Observation Tool
- Observation Notes
- Class Program
- Sample Lesson Plan
- School Leadership with Designation

2. Training Development Plan

- Teacher’s Developmental Needs
- LAC/INSET implementation Plan (LAC template per
DepEd/Division Memorandum Issuances)
a. Project Proposal
b. School Memorandum
c. Technical Working Group
d. ACR with financial and monitoring report
e. Sample certificate and program
- Technical Assistance Plan (based on DepEd/Division Memorandum Issuances)
- TA report with results, analysis and pictures
- Certificates of Attendance to Trainings/ Webinars Division/Region/National/International
3. Learner’s Outcome
- Performance Indicators (Drop-Out, Graduation, etc.)
- Learners’ Tracking system/Program Report
a. Learners’ profile with their learning needs
- Learners’ Portfolio
- Alternative Delivery Mode (ADM)
- Periodic Assessment Results with analysis
b. Summative Test results
- Proportion of Students performing at proficient level
a. Numeracy level
b. Literacy Level

In the absence of NAT, the results of the reading test in Filipino and English and numeracy test shall be considered – with
reference to the policy standard set by the CLMD.

The percentage weight for the learning outcomes shall be:

10% - Filipino Reading Test
10% - English Reading Test
10% - Numeracy Test

To determine the improvement of learning outcomes, the rating standard below shall be followed:

Overall
4. School’s Best Practices/Remarkable
Accomplishments
- School initiated programs/projects
- Log sheet/logbook showing names of visitors who benchmarked schools initiated programs
- Best practices
- Innovations

a. Programs for improvement of the learning environment and increased learning outcomes
- Continuous Improvement (CI) projects
- Institutionalized programs for inclusive education
- Literary Services
- Guidance Services
b. Guidance Forms
c. Guidance Records and Reports
d. Computer/Science/TLE Laboratory (if any)
e. Learners’ initiated projects
f. Classroom Structuring
g. Reading Centers/Study Sheds (Reading Books)
h. Co-curricular Activities Report (ex. Scouting, Religious Instructions, Science Camp, Education Summit, etc.)
5. School Research Outcomes

- List of Researchers (proposals and completed)

- Dissemination Plan and Report on Research Outcomes Innovations/Interventions/Enrichment/Remediation Programs
a. Project Proposal
b. ACR

6. Sample Assessment Tool

- Table of specification
- Formative/Summative Test
- Periodic Tests Questions
- Evaluation Notebooks
- Test/Item Analysis
- Item Bank per learning area
- Rubric Used
- Enhanced Assessment Tools adopted from partners

THE CONTEXTUALIZED SBM ASSESSMENT TOOL

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.

Accountability and LEVEL OF PERFORMANCE

Continuous Level 0 Level 1 Indicator Level 2 Indicator Level 3 Indicator
Improvement
1. Roles and responsibilities There is an active party that There is 51-80% Shared and participatory
of accountable person/s and initiates clarification of the stakeholders engagement in processes with 81- 100%
collective body/ies are Not roles and responsibilities in clarifying and defining their stakeholders engagement
clearly defined and agreed Evident education delivery with 50% specific roles and in determining roles,
upon by community of stakeholders responsibilities. responsibilities and
participation. accountabilities of
stakeholders. stakeholders in managing
and supporting education.
2. Achievement of goals is Performance accountability A community-level A community- accepted
recognized based on a is practiced at the school accountability system is performance accountability,
collaboratively developed Not level with 50% gaps evolving from school-led recognition and incentive
performance accountability Evident addressed. initiatives with 51-80% gaps system is being practiced
system; gaps are addressed addressed. with 81-100% gaps
through appropriate action. addressed.
3. The accountability The school articulates the 51-80% of Stakeholders are 81-100% of School
engaged in the development
system is owned by the accountability assessment and operation of an community stakeholders
community and is Not framework with basic appropriate accountability continuously and
continuously enhanced to components, including assessment system. collaboratively review and
Evident
ensure that management implementation guidelines to enhance accountability
structures and the 50% of stakeholders. systems’ processes,
mechanisms are mechanisms and tools.
responsive to the emerging
learning needs and
demands of the community

4. Accountability The school, with the 51-80% Stakeholders are 81-100%Stakeholders

participation 50% of engaged in the development
assessment criteria and stakeholders, articulates an and operation of an continuously and
tools, feedback Not accountability assessment appropriate accountability collaboratively review and
mechanisms, and framework with basic assessment system. enhance accountability
Evident components, including
information collection and implementation guidelines. systems; processes,
validation techniques and mechanism and tools.
processes are inclusive and
collaboratively developed
and agreed upon.
5. Participatory assessment The school initiates periodic Collaboratively conduct of School-community-
of performance is done performance assessment with performance assessment developed performance
regularly with the Not the participation of 50% informs planning, plan assessment is practiced and
community. Assessment Evident stakeholders. adjustments and requirements is the basis for improving
results and lessons learned for technical assistance with monitoring and evaluation
serve a basis for feedback, 51-80% stakeholders system, providing technical
technical assistance, participation. assistance, and recognizing
recognition and plan and refining plans with 81-
adjustment. 100% stakeholders
participation.
STANDARD MEANS OF VERIFICATION (MOVs)

1. School Monitoring and Evaluation Adjustment

- SMEA Committee
- SMEA meetings with:
a. School Memorandum
b. Minutes of meeting
c. ACR
- SMEA Plan with
a. Quarterly schedule of reporting with stakeholders
b. Dissemination Report relative to SMEA results
- Quarterly/Semestral SMEA Results
- Report on Midyear Assessment and Year End Performance
- WinS TWG

2. School Organizational Structure

- Functional organizations/teams/committees
a. GPTA (DO 54 s. 2009, DO 67 s. 2009)
b. SGC
c. SSG/SPG (DM 4 s. 2012)
d. Finance Team
e. SPT (School Planning Team)
f. SMEA Team
g. Grievance Committee
h. Faculty Club
i. HR PTA
j. SBM Team
k. CPP Committee
l. QA Team for school LRMD
m. Organized School Quality Management System
n. Others

Attachments are but not limited to:

o Structures/Charts
o Constitutions and By-Laws
o Terms of Reference (TOR) Roles and Responsibilities
o Designation/Appointment
o Oath of Office
o Invitation Letter
o School Memorandum
o Minutes of the Meeting
o List of Project Proposals (from Principle 1)
o ACR
o Enhanced School Process (QMS) like in enrolment, module distribution and retrieval (process flow)

3. Feedback Mechanism
- Feedback from stakeholders regarding school policies
✓ Feedback Tools, Suggestion Box, Clients’ Satisfaction Survey, Checklist Form, Survey Questionnaire, Tracer Study Tool,
Text Brigade
- Summary of Suggestions and actions taken
- Survey Results, analysis and intervention

4. Stakeholders’ Recognition

- Institutionalized School Recognition and Incentive System on:

1. Internal Stakeholders
Learners
a. Criteria
b. School Memorandum
c. Quarterly Learners’ Recognition
d. List of Awardees
e. Sample Certificates
f. Pictorials
g. ACR on the Awarding Activity
Teachers
a. Criteria
b. School Memorandum
c. Quarterly Learners’ Recognition
d. List of Awardees
e. Sample Certificates
f. Pictorials
g. ACR on the Awarding Activity
Parents
a. Criteria
b. School Memorandum
c. Quarterly Learners’ Recognition
d. List of Awardees
e. Sample Certificates
f. Pictorials
g. ACR on the Awarding Activity
2. External Stakeholders
a. ACR on Stakeholders’ Convergence
b. List of Awardees
c. Sample Certificate
d. Pictorials
e. Rubric/Criteria
- Awards received by the Students/Pupils and the School across governance levels (Division/Region/National/International)
a. List of Awards
b. Sample Certificates
c. Pictorials

5. School Performance and Accomplishments

- School Report Card (SRC)
- State of the School Address (SOSA)
THE CONTEXTUALIZED SBM ASSESSMENT TOOL

IV. MANAGEMENT OF RESOURCES (15%) Resources are collectively and judiciously mobilized and managed with transparency, effectiveness,
and efficiency
Management of LEVEL OF PERFORMANCE
Resources Level 0 Level 1 Indicator Level 2 Indicator Level 3 Indicator
1. Regular resource 50% of Stakeholders are aware that Resource inventory is characterized Resource inventories are
inventory is collaboratively a regular resource inventory is by regularity, with 51-80% of systematically developed and
undertaken by learning
Not available and is used as the basis participation of stakeholders, and with 81-100% Stakeholders
managers, learning Evident for resource allocation and communicated to the community engagement in a Collaborative
facilitators, and community mobilization. as the basis for resource allocation process to make decisions on
stakeholders as basis for and mobilization. Resource allocation and
resource allocation and mobilization.
mobilization.

2. A regular dialogue for 50% Stakeholders participation in 51-80% Stakeholders are regularly 81-100% Stakeholders
planning and resource the development of an engaged in the planning and collaborate to ensure timely and
programming, that is Not educational plan in resource resource programming and in the need-based planning and
accessible and inclusive, Evident programming and in the implementation of the educational resource programming and
continuously engage implementation of the educational plan. support continuous
stakeholders and support plan. implementation of the
implementation of educational plan.
community education plans.

3. In place is a community- 50 % of Stakeholders support 51-80% of Stakeholders are 81-100% of Stakeholders sustain
engaged and share expertise in the
developed resource judicious, appropriate, and collaborative development of the implementation and
management system that Not effective use of resources. resource management system. improvement of a collaboratively
drives appropriate behaviors Evident developed, periodically adjusted,
of the stakeholders to ensure and constituent-focused resource
judicious, appropriate, and management system.
effective use of resources.
4. Regular monitoring, 50% of Stakeholders are invited to 51-80% of Stakeholders 81-100% of Stakeholders are
collaboratively participate in the
evaluation, and reporting participate in the development and development and implementation engaged, held accountable and
processes of resource Not implementation of monitoring, of monitoring, evaluation and implement a collaboratively
management are Evident reporting resource management.
evaluation and reporting processes developed a system of
collaboratively developed and on resource management. monitoring, evaluation and
implemented by the learning reporting resource management.
managers, facilitators and
community stakeholders.
5. There is a system that An engagement procedure to 51-80% Stakeholders support a An established system of
system of partnerships for
manages the network and identify and utilize partnerships improving resource management. partnership is managed and
linkages which strengthen and Not with 50% stakeholders for sustained by 81-100%
sustain partnerships for Evident improving resource management is stakeholders for continuous
improving resource evident. improvement of resource
management. management.

STANDARD MEANS OF VERIFICATION (MOVs)

Documentation on the process of developing/ enhancing/ implementing of the following:
1. Approved Work and Financial Plan
- School Memorandum
- Minutes of the Meeting
- Attendance
- Pictures
2. Approved School Operating Budget (SOB)
- School Memorandum
- Minutes of the Meeting
- Attendance
- Pictures
3. Social Mobilization and Networking System
- Brigada Eskwela Report (Acknowledgement Receipt, Delivery Receipt,
Pledges, Deed of Donations, MOA/MOU
- Records of Donations with pictures
- Inventory of projects given by stakeholders
- Percentage of financial contribution from stakeholders and other partners
- Financial Report of School PPAs
- State of Barangay Address
- Barangay Development Plan
- Report on the Barangay Assistance to schools
- Innovations for the collective and judicious utilization and transparent, effective and efficient resources management system
4. School Finance
- Liquidation report
- Income Generating Project
- No adverse COA Findings on MOOE liquidation
5. School Plan and Resources
- Annual Procurement Plan
- Human Resource Development Plan
- Financial Management Development Plan
- Technology Resource Improvement Plan
- School Physical Development Plan
- Physical Facilities Improvement of School
- IGP Sustainability Plan
- Resource Allocation and Mobilization Plan
- School size Titling
6. School Inventory Resources
- Human Resources
a. Pupil/Students Classroom Ratio
b. Teacher-Learner Ratio
- School Facilities
a. Seat-learner ratio
b. Functional Library
c. Rooms
d. Furniture
e. Equipment
- Technological Resources
a. ICT package/e-classroom package
b. Internet Access
- Electricity connection
- WinS Assessment