REVISED SBM ASSESSMENT TOOL for ONLINE VALIDATION

As of May 28, 2021

Name of School: __________________________________________ Division: ________________________ Date: ___________________

A. LEADERSHIP AND GOVERNANCE
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 Possible 1 2 3 Rating Recommendation
MOVs/Documents/
Systems
1. In place is a Updated documents of The development plan The development The development plan is
Development Plan the following: guided by the school’s plan is evolved enhanced with the
vision, mission and goal through the community performing
(e.g. SIP) developed  SIP (VMG) is developed
collaboratively by shared leadership the leadership roles,
 AIP through the leadership
of the school and and the school
the stakeholders of  Annual Procurement of the school and the
participation of some the community providing technical
the school and Plan stakeholders. support.
invited community
community.  Stakeholders/ stakeholders.
Community
participations
2. A network of Latest SMEPA The school leads The school and The community
leadership and Documents (e.g. Copy of the regular review community stakeholders lead the
governance guides the program, Minutes of and improvement stakeholders regular review and
the education system the Meeting with of the development working as full improvement process;
to achieve its shared Attendance, SMEPA partners, lead the
plan. the school
vision, mission and Agreements signed by continual review
goals making them and improvement
stakeholders facilitate
proper signatories) the process.
responsive and of the
relevant to the development
context of diverse plan.
environments.
3. The school is Contextualized CBL of The school defines The school and Guided by an agreed
organized by a clear school associations or the organizational community organizational structure,
structure and work organizations the community
structure, and the collaboratively
arrangements that stakeholders lead in
roles and define the defining the
promote shared responsibilities of structure and organizational structure
leadership and stakeholders. the roles and and the roles and
governance and responsibilities responsibilities; school
define the roles and of stakeholders. provides technical and
responsibilities of administrative support.
the stakeholders.

Indicators Possible 1 2 3 Rating Recommendation

MOVs/Documents/
 Systems
4. A leadership  Communication Plan A network has The network The network allows
network facilitates  Communication Flow been actively easy exchange and
communication  School Website collaboratively provides access to information
between and among  e-publication/ established and is stakeholders sources beyond the
school and continuously information for school community.
 Newsletter
community leaders improved by the making
for informed  Linkages with BLGU
and other Sectoral school community. decisions and
decision- making solving learning
and solving of Groups - 1 sample
MOA, MOU, etc. and
school community
 Social Media Account administrative
wide- learning
of the school problems.
problems.

5. A long term  Summary of IDPs Developing Leaders Leaders assume

program is in (SIDP) structures are in undertake responsibility for their
operation that  Learning plan of non- place and analysis training modes own training and
addresses the of the competency that are development. School
teaching
convenient to
learning and  Completed staff work and development community leaders
them (on-line, off-
development (1latest training needs of leaders is line, modular,
working individually
needs of school design, sample conducted; result group, or home- or in groups, coach
and community session guide, sample is used to develop a based) and which and mentor one
leaders. evaluation-pretest long- term training do not disrupt another to achieve
and posttest, sample and development their regular their VMG.
training evaluation) program. functions.
 1 sample teacher’s Leaders monitor
and evaluate
portfolio
their own
Latest LAC learning progress.
Implementation plan
and
actions/interventions
taken

_____________________________________________________
SBM Assessor/s
(Signature over Printed Name)

REVISED SBM ASSESSMENT TOOL for ONLINE VALIDATION

 As of May 28, 2021

Name of School: ___________________________________________ Division: _____________________ Date: ___________________

B. CURRICULUM & INSTRUCTION

The curriculum learning systems anchored on the community and learner’s contexts and aspirations are collaboratively developed
and continuously improved.
Indicators Possible MOVs/Documents/ 1 2 3 Rating Recommendation
Systems
1. The  Evidence/s on improvement of All types of Programs are The educational needs
curriculum learning outcomes like 3-year data learners of the fully implemented of all type of learners
provides for on GPA, NAT, assessment, school and closely are being met as shown
the needs of standardized tests as a result of community are monitored to by continuous
meeting the educational needs of all identified, their address improvement on
all types of
types of learners learning curves performance learning outcomes and
learners in the discrepancies, products of learning.
 Evidence/s that their differentiated assessed;
school programs in Inclusive Education benchmark best Teachers’ as well as
community. appropriate
and special curricular programs practices, coach students’ performance
programs with
were benchmarked by other schools low performers, is motivated by
its support
like attendance sheet/ log mentor potential intrinsic rewards. The
materials for
book/accomplishment report on the leaders, reward Schools’ differentiated
each type of high program is frequently
said activity.
learner is achievement, and benchmark by other
 Intrinsic motivation like learner-led
developed. maintain schools.
projects/programs, results of
rubrics in authentic assessment environment that
 Sample awards given makes learning,
meaningful and
enjoyable.
2. The  Evidences that their best Local beliefs,
implemented practices in contextualization of norms, values, The localized Best practices in
curriculum is learning are benchmarked by traditions, curriculum is localizing the
localized to folklores, current implemented and curriculum are
other schools like
events, and monitored closely mainstreamed and
make it more attendance/logbook/accomplish existing to ensure that it benchmarked by other
meaningful to ment report of benchmarking technologies are makes learning schools. There is
the learners  Report of projects that are documented and more meaningful marked increase in
and applicable community-centered/focused for used to develop a and pleasurable, number of projects that
to life in the the past three years showing an lasting produces desired uses the community as
community. increasing trend curriculum. learning learning laboratory,
Localization outcomes, and and the school as an
 Evidence/s that the school has
guidelines are directly improves agent of change for
become an agent of change in agreed to by community life. improvement of the
the community like a.) learning school Ineffective community.
innovations/policy of the community and approaches are
school/project of the school has teachers are replaced and
 become instrumental in crafting properly oriented. innovative ones
barangay/municipal/city/provin are developed.
ce resolution or ordinances b.)
documents that their learning
innovations/programs were
adopted by the community
3. A Learning materials and approaches A representative
representative are being used in the family and team of school and Learning Materials and
group of school community materials and approaches are being
community e.g. Gulayan sa stakeholders assess
and community Paaralan in the house and in the approaches to used in school, in the
content and
stakeholders reinforce family and in
barangay, results of case studies, methods used in
develop the teaching creative, strengths and community to develop
methods and community projects or outreach address critical, creative
critical thinking
materials for programs conducted by learners and problem deficiencies are thinking and problem
developing solving. Assessment developed and solving community of
Creative results are used as tested for learners and are
thinking and guide to develop applicability on producing desired
problem materials. school, family results.
solving. and community.
4. The learning • SMEPA results were used for A school- based The school- based The monitoring
systems are collective decision making e.g. monitoring and monitoring and system is accepted
regularly and learning system is learning systems
Accomplishment Report and and regularly used
collaboratively conducted generate feedback
Minutes of the Meeting regularly and that is used for for collective decision
monitored by
• Monitoring tools were improved cooperatively; and making decisions making.
the community
using by the stakeholders to provide feedback is shared that enhance the The monitoring tool
appropriate quantitative and qualitative data with stakeholders. total development has been improved to
e,g. Accomplishment report The system uses a of learners. provide both
tools to ensure
tool that monitors quantitative and
the holistic
the holistic A committee take
growth and development of care of the
qualitative data.
development of learners. continuous
the learners and improvement of
the community. the tool.
5. Appropriate Results of assessment were The assessment The assessment Schools assessment
assessment reported in RMEPA and were used tools are tools are results are used to
tools for teaching
for collective decision making e.g. reviewed by the reviewed by the develop learning
and learning are
continuously Accomplishment Report, Minutes of school and school programs that are
reviewed and the meeting assessment community and suited to community,
improved, and results are results are and customized to
assessment shared with shared with each learners’
results are school’s community context, results of
contextualized stakeholders. stakeholders. which are used for
to the learner
and local
collaborative
situation and the decision-making.
attainment of
relevant life
skills.

6. Learning Minutes of the Stakeholders are Stakeholders Learning environments

managers and meeting/Accomplishment aware of child/ begin to methods and resources
facilitators learner- centered, are community driven,
(teachers, reports/Students handbook etc. rights- based, and practice child/
that shows community centered learner- inclusive and adherent
administrators inclusive principles
to child’s rights and
and community child protection strategies of education. centered
members) nurture protection
principles of requirements.
values and Learning managers
environments that and facilitators
education in the
are protective of conduct activities design of Learning managers and
all children and aimed to increase support to facilitators observe
demonstrate stakeholders’ education. learners’ rights from
behaviors awareness and Learning designing the
consistent to the commitment to curriculum to
organization’s fundamental rights managers and
facilitators structuring the whole
vision, mission of children and the
learning environment.
and goals. basic principle of apply the
educating them. principles in
designing
learning
materials.

Possible MOVs/Documents/
Indicators Systems
1 2 3 Rating Recommendation
7. Methods and Evidences that there is exchange of Practices, tools Practices, tools, There is continuous
resources are information and expertise among and materials for and materials for exchange of information,
learner and developing self- developing self- sharing of expertise and
community- the schools, home and community
directed learners directed learners materials among the
friendly, like inviting Resource
enjoyable, safe, Speaker/consultants from the are highly are beginning to schools, home and
inclusive, community in the teaching-learning observable in emerge in the community for the
accessible and school, but not in homes and inthe development of self-
aimed at on local history, local recipes, local
the home or in the community. directed learners.
developing self- culture community. The program is
directed learners. mainstreamed but
Learners are
The program is
Learning programs collaboratively continuously improved
equipped with are designed and implemented and to make relevant to
essential
developed to monitored by emergent demands.
knowledge, skills,
produce learners
and values to teachers and
assume
who are
parents to ensure
responsibility and responsible and
accountable for that it produces
accountability for desired learners.
their own their learning.
learning.

_____________________________________________________________________________
SBM Assessor/s
(Signature over Printed Name)

REVISED SBM ASSESSMENT TOOL for ONLINE VALIDATION

As of May 28, 2021

Name of School: _____________________________________________ Division: _______________________ Date: ____________________

C. Accountability & Continuous Improvement
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 Possible 1 2 3 Rating Recommendation
MOVs/Documents/
Systems
1. Roles and Contextualized CBL of There is an active The stakeholders Shared and participatory
responsibilities of school associations or party that are engaged in processes are used in
accountable organizations initiates clarifying and determining roles,
person/s and clarification of the defining their responsibilities and
roles and specific roles and accountabilities of stakeholders
collective
responsibilities in responsibilities. in managing and supporting
body/ies are education education.
clearly defined delivery.
and agreed upon
by community
stakeholders.

2. Achievement of  SMEPA Performance A community- A community- accepted

goals is recognized agreements/action
based on a plan on the
accountability level performance
collaboratively agreements and is practiced at accountability accountability,
developed accomplishment the school system is recognition and incentive
performance  Minutes of Meeting
level. evolving from system is being practiced.
accountability
system; gaps are
school-
addressed through initiatives.
appropriate action.

Indicators Possible 1 2 3 Rating Recommendation

MOVs/Documents/
Systems
3. The Accountability The school Stakeholders are School community
accountability System’ processes, articulates the engaged in the stakeholders continuously
system is owned by mechanisms and
the community and accountability development and and collaboratively review
tools assessment operation of an and enhance accountability
is continuously
enhanced to ensure  Attendance, Photos, framework with appropriate systems’ processes,
that management Minutes of the
basic accountability mechanisms and tools.
structures and Meeting of the
mechanisms are Enhancement and components, assessment
responsive to the Review of M&E including system.
emerging learning System implementation
needs and demands  School Report Card guidelines to
of the community. the
– State of the School
Address (SOSA) stakeholders.
 M&E results

4. Accountability * Assessment Tools: The school, with Stakeholders are Stakeholders continuously
assessment criteria Clients’ Satisfaction the participation engaged in and collaboratively review
and tools, feedback Survey, Parent’s of stakeholders,
Opennionaire, Checklist development and and enhance accountability
mechanisms, and articulates an
information Form, Survey operation of an systems; processes,
accountability
collection and Questionnaire, Tracer appropriate mechanisms and tools.
Study Tool, School assessment
validation framework with
accountability
Report Cards
techniques and
* Feedback basic assessment
processes are system.
Mechanisms: Gen. components,
inclusive and Assembly Meeting, including
collaboratively Education Summit,
developed and implementation
Stakeholders Forum,
agreed upon. School Report Card, State
guidelines.
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 Assessment Results School School initiates School- community
assessment of based on M&E periodic developed performance
Feedback: initiates
performance is  Enhanced periodic performance assessment is practiced and
done regularly Implementation of performance assessments with is the basis for improving
with the School’s PPAs the participation monitoring and evaluation
assessments
community.  Technical Assistance: of stakeholders. systems, providing technical
Assessment Remedial Instruction with the assistance, and recognizing
results and
Program, Training participation and refining plans.
Program, Proposed
lessons learned new Programs
of
serve as basis for  Recognition: stakeholders.
feedback,  Plan Adjustment:
technical Catch-up Plan of AIP
or PPAs
assistance, - Attendance, Photos,
recognition and Minutes of the Meeting
plan adjustment. in the conduct of
Participatory
Assessment
Performance (SMEPA)

_____________________________________________________________________________
SBM Assessor/s
(Signature over Printed Name)

REVISED SBM ASSESSMENT TOOL for ONLINE VALIDATION

As of May 28, 2021
Name of School: _____________________________________________ Division: ________________________ Date: ___________________

D. MANAGEMENT OF RESOURCES
Resources are collectively and judiciously mobilized and managed with transparency, effectiveness, and efficiency.
Indicators MOVs/Documents/ 1 2 3 Rating Recommendation
Systems
1. Regularly * Process – Regular Resource Resource inventories
resource inventory Resources Inventory of Stakeholders are inventory is are systematically
is collaboratively the following: aware that a characterized developed and
undertaken by  Human Resources regular resource by regularity, stakeholders are
learning managers. Financial Resources increased engaged in a
Technological Resources inventory is
Learning mangers, available and is participation of collaborative process
 Instructional Materials
learning facilitators, used as the basis stakeholders, to make decisions on
 Furniture
and community and resource allocation
 Rooms for resource
stakeholders as  Water and Sanitation communicated and mobilization.
basis for resource
allocation and to the
 School Site Titling mobilization.
allocation and  Instructional Tools & community as
mobilization. Equipment the basis for
 Output: Resources resource
Allocation & allocation and
Mobilization Plan mobilization.
(RAMP)
 Post graduate studies of
teachers/specialization
of teachers/profile of
teachers and non-
teaching
personnel/RPMS-PPST
Career Stages)
2. A regular  Regular Resource Stakeholders Stakeholders
dialogue for Planning and Stakeholders are are regularly collaborate to
planning and Programming through invited to
Strategic Planning:
engaged in ensure timely and
resource participate in the the planning need-based
programming, that - Human Resource
Dev’t Plan (HRDP) development of and resource planning and
is accessible and an educational
inclusive,
- Financial Mgt. Dev’t programming, resource
Plan (FMDP) plan in resource and in the programming and
continuously engage - Technology programming, implementati support
stakeholders and Resource
support
and in the on of the continuous
Improvement Plan
implementation of (TRIP) implementation education implementation of
community - School Physical of the educational plan. the education plan.
education plans. Dev,t Plan (SPDP) plan.
- Annual
Procurement Plan
- IGP Sustainability
Plan
 Minutes of meetings,
attendance and
invitations
3. Resources are * Mechanisms: Stakeholders Stakeholders sustain
collectively and - Updated Transparency Stakeholders are engaged the implementation
judiciously Board of all Finances support and improvement of a
(MOOE, PTA, IGP,
and share
mobilized and judicious, collaboratively
Canteen Fund, expertise in developed,
managed with appropriate, and
Donations, etc) the periodically adjusted,
transparency, - Innovations for the effective use of collaborative and constituent-
effectiveness, and collective and judicious resources.
efficiency. resource focused resource
utilization and
transparent, effective and
management management system.
efficient resource system.
management system

4. Regular SMEPA of the following: Stakeholders

monitoring,  Human Resource Dev’t Stakeholders are collaboratively Stakeholders are
evaluation, and Plan (HRDP) invited to participate participate in engages, held
reporting processes  Financial Mgt. Dev’t in the development the development accountable and
of resource Plan (FMDP) and implementation and implement a
management are  Technology Resource of monitoring, implementation collaboratively
collaboratively Improvement Plan evaluation, and of monitoring, developed system of
developed and (TRIP) reporting processes evaluation, and monitoring, evaluation
implemented by the  School Physical Dev,t on resource reporting and reporting for
learning managers, Plan (SPDP) management. processes on resource management.
facilitators, and  Annual Procurement resource
community Plan (APP) management.
stakeholders.
  Inventory List of all
resources
 Minutes of Meetings,
attendance and
invitations

5. There is a system  Cash Disbursement An engagement Stake holders An established system

that manages the (MOOE) procedure to identify support a of partnership is
network and  Transparency Board and utilize system of managed and
linkages which (updated/FB pages) partnerships with partnerships for sustained by the
strengthen and  Financial Reports (PTA, stakeholders for improving stakeholders for
sustain partnerships IGP, Canteen, School improving resource resource continuous
for improving Clubs/Organization) management is management. improvement of
resource  Partners’ Appreciation evident. resource management.
management. Program)

_________________________________________________________________________
SBM Assessor/s
(Signature over Printed Name)