CONTEXTUALIZED SBM ASSESSMENT TOOL

Name of School: __________________________________________ Division: _________________________ 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/ Documents/ Rating Recommendations
Systems
1. In place is a The development The development The development * SIP – AIP (Extent of
Development plan guided by the plan is evolved plan is enhanced participation of
Plan (e.g. SIP) school’s vision, through the shared with the community stakeholders)
developed mission and goal leadership of the performing the *SGC
collaboratively by (VMG) is developed school and the leadership roles, and *SPT
the stakeholders through the community the school providing * Annual Procurement
of the school and leadership of the stakeholders. technical support. Plan
community. school and the * Annual Budget
participation of some * Documentation of
invited community the SIP Process
stakeholders. (Minutes of the
Meeting, Attendance,
Photos)
*SRC
2. A network of The school leads the The school and The community *SGC
leadership and regular review and community stakeholders lead *Project
governance improvement of the stakeholders the regular review Team/Monitoring
guides the development plan. working as full and improvement Team
education system partners, lead the process; the school *Reviewed/adjusted
to achieve its continual review stakeholders SIP
shared vision, and improvement facilitate the process. * SMEA docs
mission and goals of the development * Documentation of
making them plan. the SIP Review Process
responsive and (Minutes of the
relevant to the Meeting, Attendance,
context of Photos/videos)
diverse
environments.
3. The school is The school defines The school and Guided by an agreed * School Faculty
organized by a the organizational community organizational Association
clear structure structure, and the collaboratively structure, the * School Governing
and work roles and define the community Council Structure
arrangements responsibilities of structure and the stakeholders lead in * Parents-Teachers
that promote stakeholders. roles and defining the Association – (DO No.
shared leadership responsibilities of organizational 54, s. 2009, DO No.
and governance stakeholders. structure and the 67, s. 2009
and define the roles and * Supreme Student
roles and responsibilities; Government / Pupil
responsibilities of school provides Government (DM 4, s.
the stakeholders. technical and 2012)
administrative *Organizational
support. Charts
*Constitution and By-
Laws
*Students Handbook
*Child Protection
Policy/Committee

4. A leadership A network has been The network The network allows *SRC
network collaboratively actively provides easy exchange and * Communication Plan
facilitates established and is stakeholders access to * Communication Flow
communication continuously information for information sources * Communication
between and improved by the making decisions beyond the school System
among school and school community. and solving community. * School Website
community learning and * Newsletter
leaders for administrative *
informed decision- problems. Linkages/partnerships
making and with other Sectoral
solving of school Groups - MOA, MOU,
community wide- etc. (Minutes of the
learning Meeting, Photos)
problems. *Inventory of Projects
given by stakeholders.
5. A long term Developing Leaders undertake Leaders assume * T&D System
program is in structures are in training modes that responsibility for * Individual Plan for
operation that place and analysis of are convenient to their own training Professional Dev’t
addresses the the competency and them (on-line, off- and development. (IPPD) (TNA)
training and development needs line, modular, School community * School Plan for
development of leaders is group, or home- leaders working Professional
needs of school conducted; result is based) and which individually or in Development (SPDP)
and community used to develop a do not disrupt their groups, coach and for School Heads
leaders. long- term training regular functions. mentor one another * Training and
and development Leaders monitor to achieve their Development Plan
program. and evaluate their VMG. for School and
own learning Community Leaders
progress. * Training Designs
*Developmental Needs
(IPCRF)
*Terminal Reports
*Certificates of
Attendance to
Trainings/Seminar

_____________________________________________________
SBM Assessor/s
(Signature over Printed Name)
 CONTEXTUALIZED SBM ASSESSMENT TOOL

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

2.TD he Local beliefs, norms, The localized Best practices in * Localized

implemented values, traditions, curriculum is localizing the Curriculum support
curriculum is folklores, current implemented and curriculum are materials
localized to make events, and existing monitored closely mainstreamed and - Contextualized LMs
it more technologies are to ensure that it benchmarked by (Big Books
meaningful to the documented and makes learning other schools. There ( Curriculum
learners and used to develop a more meaningful is marked increase Adaptation
applicable to life lasting curriculum. and pleasurable, in number of MTB Dictionary)
in the Localization produces desired projects that uses - Improvised/Localized
community. guidelines are agreed learning outcomes, the community as LMs/ IMs/DLL
to by school and directly learning laboratory,
community and improves and the school as an
teachers are properly community life. agent of change for
oriented. Ineffective improvement of the
approaches are community.
replaced and
innovative ones are
developed.
3. A A representative
representative team of school and Learning materials Materials and * Linkages with
group of school community and approaches to approaches are CSOs/NGOs/HEIs in
and community stakeholders assess reinforce strengths being used in school, improving Quality of
stakeholders content and methods and address in the family and in Instruction
develop the used in teaching deficiencies are community to * Visual Aids
methods and creative, critical developed and develop critical, *Digitized IMs
materials for thinking and tested for creative thinking and *Quality Assured and
developing problem solving. applicability on problem solving accepted Localized
Creative Assessment results school, family and community of LMs
thinking and are used as guide to community. learners and are *QA Team for Learning
problem solving. develop materials. producing desired Resource Materials
results. Development
4. The learning A school- based The school- based The monitoring *Supervisory Plan
systems are monitoring and monitoring and system is accepted *Classroom
regularly and learning system is learning systems and regularly used Observation
collaboratively conducted regularly generate feedback for collective decision Tools/Checklists
monitored by the and cooperatively; that is used for making. * Feedback Monitoring
community using and feedback is making decisions The monitoring tool Form
appropriate shared with that enhance the has been improved * PTA Conferences
tools to ensure stakeholders. total development to provide both *Attendance
the holistic The system uses a of learners. quantitative and Sheets/Minutes of the
growth and tool that monitors qualitative data. Meeting/Photos
development of the holistic A committee take *SMEA
the learners and development of care of the *Guidance Forms
the community. learners. continuous
improvement of the
tool.

5. Appropriate The assessment The assessment Schools assessment

assessment tools tools are reviewed by tools are reviewed results are used to *Teachers’ Test
for teaching and the school and by the school develop learning Notebook
learning are assessment results community and programs that are * Teachers’ Portfolio
continuously are shared with results are shared suited to * Test Results & Test
reviewed and school’s with community community, and Item Analysis
improved, and stakeholders. stakeholders. customized to each *Table of
assessment learners’ context, Specifications
results are results of which are * Test Item Bank
contextualized used for Formative/Summative
to the learner collaborative Tests
and local decision-making. *Remediation
situation and the Programs
attainment of * Enhanced
relevant life skills. Assessment Tools
adopted from Partners
6. Learning Stakeholders are Stakeholders begin Learning * Child Protection
managers and aware of child/ to practice child/ environments Committee Organized
facilitators learner- centered, learner- centered methods and * School-Based Child
(teachers, rights- based, and principles of resources are Protection Policy
administrators inclusive principles education in the community driven, *intake Sheets
and community of education. design of support inclusive and *Policy
members) to education. adherent to child’s Implementation
nurture values Learning managers Learning managers rights and protection Report cum CFSS
and environments and facilitators and facilitators requirements. *WINS PROGRAM
that are conduct activities apply the principles * Co-curricular
protective of all aimed to increase in designing Learning managers Activities Report (ex:
children and stakeholders learning materials. and facilitators Scouting, Religious
demonstrate awareness and observe learners’ Instruction, Science
behaviors commitment to rights from designing Camp, etc.)
consistent to the fundamental rights the curriculum to *Students Handbook
organization’s of children and the structuring the
vision, mission basic principle of whole learning
and goals. educating them. environment.
7. Methods and Practices, tools and Practices, tools, There is continuous
resources are materials for and materials for exchange of * Student’s Portfolios
learner and developing self- developing self- information, sharing * Library Services
community- directed learners are directed learners of expertise and * Guidance Services
friendly, highly observable in are beginning to materials among the *Computer/Science/T
enjoyable, safe, school, but not in emerge in the schools, home and LE Laboratory
inclusive, the home or in the homes and inthe community for the * ADM Modules
accessible and community. community. development of self- * Awards received by
aimed at directed learners. Learners/teachers/sc
developing self- Learning programs The program is The program is hool
directed are designed and collaboratively mainstreamed but head/school/non-
learners. developed to produce implemented and continuously teaching
Learners are learners who are monitored by improved to make * Learners-initiated
equipped with responsible and teachers and relevant to emergent projects
essential accountable for their parents to ensure demands. *Classroom
knowledge, skills, learning. that it produces Structuring
and values to desired learners. * Reading Centers
assume *Study Sheds/Reading
responsibility and Nooks
accountability for
their own
learning.

____________________________________________________________________________
SBM Assessor/s
(Signature over Printed Name)
CONTEXTUALIZED SBM ASSESSMENT TOOL

Name of School: _____________________________________________ Division: ________________________ 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/Documents/ Rating Recommendation
Systems
1. Roles and There is an active The stakeholders Shared and Structure of School
responsibilities party that initiates are engaged in participatory Accountable
of accountable clarification of the clarifying and processes are used in Organizations:
person/s and roles and defining their determining roles, * School Faculty
collective responsibilities in specific roles and responsibilities and Association
body/ies are education delivery. responsibilities. accountabilities of * School Governing
clearly defined stakeholders in Council Structure
and agreed upon managing and (SGC)
by community supporting education. * Parents-Teachers
stakeholders. 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.

2. Achievement of Performance A community- level A community- Appropriate Actions to

goals is accountability is accountability accepted performance address Gaps based
recognized based practiced at the system is evolving accountability, on the following:
on a school level. from school- recognition and * SMEPA
collaboratively initiatives. incentive system is Implementation
developed being practiced. * Recognition and
performance incentive system
accountability * General PTA
system; gaps are Assembly Meetings
addressed * Homeroom PTA
through Meetings
appropriate - Attendance, Photos,
action. Minutes of the
Meeting in the
development/capabilit
y building program on
Performance
Accountability System
(SMEPA)
3. The The school Stakeholders are School community *Accountability
accountability articulates the engaged in the stakeholders System’ processes,
system is owned accountability development and continuously and mechanisms and tools
by the assessment operation of an collaboratively review (Liquidation Reports,
community and framework with appropriate and enhance Updated Transparency
is continuously basic components, accountability accountability Board, Procurement
enhanced to including assessment systems’ processes, Report, WFP)
ensure that implementation system. mechanisms and - Attendance, Photos,
management guidelines to the tools. Minutes of the
structures and stakeholders. Meeting of the
mechanisms are Enhancement and
responsive to the Review of M&E System
emerging *Project
learning needs implementation review
and demands of * Organized QMS
the community. Team
* Minutes of the QMS
Quarterly
Meeting/Conduct of
Assessment/ Photos
4. Accountability The school, with the Stakeholders are Stakeholders * Assessment Tools:
assessment participation of engaged in continuously and Clients’ Satisfaction
criteria and tools, stakeholders, development and collaboratively review Survey, Checklist
feedback articulates an operation of an and enhance Form, Survey
mechanisms, and accountability appropriate accountability Questionnaire, Tracer
information assessment accountability systems; processes, Study Tool, School
collection and framework with assessment mechanisms and Report Cards
validation basic components, system. tools. * Feedback
techniques and including Mechanisms: Gen.
processes are implementation Assembly Meeting,
inclusive and guidelines. Education Summit,
collaboratively Stakeholders Forum,
developed and School Report Card,
agreed upon. 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- community * M&E Process –
assessment of periodic periodic developed Midyear/Annual
performance is performance performance performance Review, SMEPA
done regularly assessments with assessments with assessment is Institutionalization
with the the participation of the participation of practiced and is the focusing on
community. stakeholders. stakeholders. basis for improving Assessment of:
Assessment monitoring and - KPIs on Access
results and evaluation systems, (Enrolment & Drop-
lessons learned providing technical out rate) Quality (NAT)
serve as basis for assistance, and & Governance (SBM
feedback, recognizing and Assessment)
technical refining plans. - School’s PPAs: WSRP
assistance, BrigadaEskwela, WINS
recognition and PROGRAM Gulayan sa
plan adjustment. Paaralan, Guidance
Program, ADM/DORP,
LPP, Feeding Program,
PPP, etc
* Assessment Results
based on M&E
Feedback:
- Enhanced
Implementation of
School’s PPAs
- Technical
Assistance: Remedial
Instruction Program,
Training Program,
Proposed new
Programs
 - Recognition:
- Plan Adjustment:
Catch-up Plan of AIP
or PPAs
- Attendance, Photos,
Minutes of the
Meeting in the
conduct of
Participatory
Assessment
Performance (SMEA)

_____________________________________________________________________________
SBM Assessor/s
(Signature over Printed Name)

CONTEXTUALIZED SBM ASSESSMENT TOOL

Name of School: ____________________________ Division: ________________________ Date: ___________________

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. Regularly Resource inventory Resource * Process – Regular
resource Stakeholders are is characterized by inventories are Resources Inventory of:
inventory is aware that a regular regularity, systematically - Human Resources
collaboratively resource inventory increased developed and (Teachers, Students,
undertaken by is available and is participation of stakeholders are Partners)
learning used as the basis stakeholders, and engaged in a - Financial Resources (PTA,
managers. for resource communicated to collaborative MOOE, Canteen Fund, IGP,
Learning allocation and the community as process to make Clubs)
mangers, learning mobilization. the basis for decisions on - Technological Resources
facilitators, and resource allocation resource - Instructional Materials
community and mobilization. allocation and - Furniture
stakeholders as mobilization. - Rooms
basis for - WinS
resource - School Site Titling
allocation and - Instructional Tools &
mobilization. Equipment
* Output: Resources
Allocation & Mobilization
Plan (RAMP)
2. A regular Stakeholders are Stakeholders * Process: Regular
dialogue for Stakeholders are regularly engaged collaborate to Resource Planning and
planning and invited to in the planning and ensure timely Programming through
resource participate in the resource and need-based Strategic Planning
programming, development of an programming, and planning and * Output:
that is accessible educational plan in in the resource - Human Resource Dev’t
and inclusive, resource implementation of programming Plan (HRDP)
continuously programming, and the education plan. and support - Financial Mgt. Dev’t Plan
engage in the continuous (FMDP)
stakeholders and implementation of implementation - Technology Resource
support the educational of the education Improvement Plan (TRIP)
implementation of plan. plan. - School Physical Dev,t Plan
community (SPDP)
education plans. - Annual Procurement Plan
- IGP Sustainability Plan
3. Resources are Stakeholders are Stakeholders * Mechanisms:
collectively and Stakeholders engaged and share sustain the - Updated Transparency
judiciously support judicious, expertise in the implementation Board of all Finances
mobilized and appropriate, and collaborative and (MOOE, PTA, IGP, Canteen
managed with effective use of resource improvement of Fund, Donations, etc)
transparency, resources. management a collaboratively - Innovations for the
effectiveness, system. developed, collective and judicious
and efficiency. periodically utilization and transparent,
adjusted, and effective and efficient
constituent- resource management
focused system
resource
management
system.
4. Regular Stakeholders SMEA of the following:
monitoring, Stakeholders are collaboratively Stakeholders - Human Resource Dev’t
evaluation, and invited to participate in the are engages, Plan (HRDP)
reporting participate in the development and held - Financial Mgt. Dev’t Plan
processes ofdevelopment and implementation of accountable and (FMDP)
resource implementation of monitoring, implement a - Technology Resource
management are monitoring, evaluation, and collaboratively Improvement Plan (TRIP)
collaboratively evaluation, and reporting processes developed - School Physical Dev,t Plan
developed and reporting processes on resource system of (SPDP)
implemented by on resource management. monitoring, - Annual Procurement Plan
the learning management. evaluation and (APP)
managers, reporting for - Inventory List of all
facilitators, and resource resources
community management.
stakeholders.
5. There is a An engagement Stake holders An established * Cash Disbursement
system that procedure to support a system of system of (MOOE)
manages the identify and utilize partnerships for partnership is * Transparency Board
network and partnerships with improving resource managed and * Financial Reports (PTA,
linkages which stakeholders for management. sustained by the IGP, Canteen, School
strengthen and improving resource stakeholders for Clubs/Organization)
sustain management is continuous
partnerships for evident. improvement of
improving resource
resource management.
management.

_________________________________________________________________________
SBM Assessor/s
(Signature over Printed Name)