Revised sbm assessment tool 2012

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REVISED SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL
(Version 1. as of August 5, 2012)
Part I: Introduction
The Revised School-Based Management (SBM) Assessment tool is guided by the four principles of ACCESs (A Child- and Community-
Centered Education System). The indicators of SBM practice were contextualized from the ideals of an ACCESs school system. The unit of
analysis is the school system, which may be classified as beginning, developing or advanced (accredited level). The SBM practice is
ascertained by the existence of structured mechanisms, processes and practices in all indicators. A team of practitioners and experts from
the district, division, region and central office validates the self-study/assessment before a level of SBM practice is established. The highest
level- “advanced” is a candidacy for accreditation after a team of external validators confirmed the evidence of practices and procedures
that satisfies quality standards.
Part II: Basic School/Learning Center (LC) Information:
School/Learning Center:
Region/Division:
Name of School Head/LC Head:
Address:
Part III: Instruction to the Users:
Please indicate using a check mark the extent of SBM practice for each indicator listed below (numbered) based on the validation team’s
consensual agreements after systematic D-O-D (Document Analysis-Observation-Discussion). For indicators with no evidence, indicate zero.
Part IV: Rating Scale:
0 No evidence
1 Evidence indicates beginning structures and mechanisms are in place to demonstrate ACCESs
2 Evidence indicates planned practices and procedures are fully implemented and aligned to ACCESs
3 Evidence indicates practices and procedure satisfy quality standards

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1 2 3
A. Leadership and Governance
A network of leadership that provides
the vision and direction to the education
system making it relevant and
responsive to the contexts of diverse
communities.
1. There is in place a mechanism that
allows for the development of a
shared vision, mission, and
goals(VMG) which reflects the
aspirations and thrusts of the
community.
In place is a mechanism
that allows for the
development of VMG by
the school and community
members.
The VMG is used
collaboratively by the
school and community as
guide in initiating
programs.
The mechanism empowers the
community to lead not only
in the development of the
VMG but in makingprograms
guided by community
aspirations and thrusts.
2. The organization’s vision, direction,
and aspirations are periodically
revisited and adjusted by the learning
managers, learning facilitators, and
community stakeholders to respond
to the community’s conditions and
emerging needs.
The school, vision,
direction, and aspirations
are in place but there’s no
plan yet on how to keep
them responsive to
changes in the
environment.
The school vision,
direction, and aspirations
are reviewed and adjusted
sometimes to respond to
conditions and emerging
needs.
The school vision, direction
and aspirations are reviewed
regularly to adjust and make
them responsive to
conditions and emerging
needs.
3. Stakeholders actively participate,
through dialogue and/or consensus-
building, in formulating relevant
policies and guidelines in conducting
regular review and updating of
community initiatives.
Dialogues and consensus
are seldom used in
formulating school policies
and regulations.
Dialogues and consensus
are often used in
formulating school policies
and regulations.
Dialogues and consensus are
always used in formulating
school policies and
regulations.

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4. The organizational structure for
education governance promotes
ownership of goals and members
assumed particular roles and
responsibilities to carry out initiatives.
Community stakeholders
participate in school
activities as needed, in
accordance with roles and
responsibilities they have
agreed upon.
Participation of community
stakeholders in school
activities is volunteered and
guided by partnership
agreements.
5. Participation of community
stakeholders in school
activities is spontaneous,
voluntary, and
collaborative.
5. The community facilitates the
development of an education plan
based on its vision, direction, and
aspirations.
The education plan (i.e.
SIP) is prepared by the
school stakeholders and is
a separate process from
the community
development planning
The education plan (i.e. SIP)
is prepared by the school
stakeholderswith invited
members of the community
in support of school vision
and aspirations.
The education plan (i.e. SIP) is
prepared as integral part of
the Community
Development Plan with the
community as initiator and
leaders.
6. The governance practices facilitate
regular information and feedback
sharing on the progress of the
education development program.
There is a feedback system
that informs stakeholders
on gaps between desired
and actual SBM practices.
There is a feedback system
that informs stakeholders
on gaps between desired
outcomes and actual SBM
practices and guides
decision making with the
community.
There is a community
accepted feedback system
that facilitates collaborative
decision-making.
7. Decisions are consistently based on
valued and respected information
sources and processes that adhere to
vision, direction, and aspirations of
the community.
Decision-making is
participatory and
information-based
Decision-making is not only
information-based and
collective, but also a result
of discussion.
Decision-making is not only
information-based and
collective and a result of
discussion. It is also guided
by VMG of the school
community.

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8. Stakeholders demonstrate initiative,
openness, and build effective
relationships to contribute to the
attainment of the organization’s
vision, mission, and goals.
Stakeholders perform their
assigned tasks to
contribute to the
attainment of school VMG.
Stakeholders build effective
relationships and work in
teams to contribute to the
attainment of VMG.
Stakeholders exercise and
initiate appropriate
leadership roles to attain
VMG.
9. There is in place a development
program to enhance leadership
competencies of stakeholders to face
emerging opportunities and
challenges.
In place is a long-range
program to develop
leadership competencies
of stakeholders with
leadership potentials.
Leadership roles of school
department heads, subject
leaders are delegated now
and then, by rotation to
train and develop potential
leaders.
Individual teachers and
community stakeholders,
assessing leadership in their
areas of specification to
enhance achievement of
shared VMG.
B. Curriculum and Learning
The learning systems collaboratively
developed and continuously improved,
anchored on the community and
learners’ contextsand aspirations.
1. The implemented curriculum is
rights-based, inclusive, culturally
and developmentally appropriate
to the needs and interests of the
learners and community,
localized for relevance to the
community life, consistent to the
vision, mission, and goals, and
oriented towards individual and
community well-being.
Curriculum is consistent
with national standards.
Curriculum is consistent
with national standards
and successful attempts to
adapt to local community
life are evident.
Curriculum is consistent with
national standards, fully
contextualized to local needs
and accepted by community
stakeholders, on the basis of
the adopted VMG.

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2. The learning systems are regularly
and collaboratively monitored by
the community using appropriate
tools to ensure the holistic growth
and development of the learners
and the community.
School-based monitoring
system of learning is in
place and results shared
with stakeholders.
School-based monitoring
system of learning is in
place and results are
usedby the community to
inform decision-making.
Community accepted
monitoring system of
learning is in place, practiced
regularly, and used for
collaborative decision-
making by stakeholders.
3. Appropriate assessment tools for
teaching and learning are
continuously reviewed and
improved, and assessment results
are contextualized to the learner
and local situation, and the
attainment of relevant life skills.
School
determinedassessment
processes andresults are
shared with stakeholders.
School assessment
processes are shared with
the community
stakeholders and results
used to guide decision-
making by school/learning
community and
stakeholders.
School assessment processes
in place are accepted by the
community, practiced
regularly, and used for
collaborative decision-
making.
4. The community actively
participates in developing and
mentoring the learners’
awareness and practice of good
citizenship and shares in the
attainment of individual and
collective competencies.
The school mobilizes
community resources to
support learning.
There are existing efforts
to work with the
community to strengthen
their role in learning and
mentoring learners.
There are models and
practices of developing good
citizenship
and assumption of civic
rolesand responsibilities
exemplified in the
community,
supported by the
relationship of the
community and the
school/learning community.

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5. Methods and resources are
learner and community-friendly,
enjoyable, safe, inclusive,
accessible, and aimed at
developing self-directed learners.
Compliance to standard
curriculum innovations
with minor impact
Use of appropriate pedagogy
and locally available
resources are employed to
promote effective and
relevant learning processes
to encourage responsibility
for learning.
Pedagogy, context of
learning, and resources used
for learning are locally and
collaboratively developed,
compliant to
national,standards and result
in self-directed learners.
6. Learning environment, methods,
and resources are accessible and
promote effective learning and
are appropriate to the learners’
ecology, history, community
worldview, values, and spirituality.
Basic inputs/resources to
support effective learning
are met.
Basic inputs, appropriate
technologies and expertise
are organized to support
effective learning
Alignment of learning
environment, choice
methods and resources for
learning are evident in the
processes and supportive of
context-specific, sensitive
and responsive educational
delivery
7. Learning managers and facilitators
(teachers, administrators, and
community members) nurture
values and environments that are
protective of all children, inclusive
of all children, and demonstrate
behaviors consistent to the
organization’s vision, mission, and
goals.
Stakeholders are aware of
child/ learner-centered,
rights-based, and inclusive
principles of education.
Stakeholders begin to
practice child/learner
centered principles of
education in the design of
support to education.
Learning environments,
methods and resources
arecommunity driven,
inclusive, and adherent to
child’s rights and protection
requirements.

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8. Learners are equipped with
essential knowledge, skills, and
values to assume responsibility
and accountability for their own
learning.
Learners accomplish
minimum proficiency
levels in all aspects of the
desired competencies.
Learners demonstrate
progressive improvements
beyond the minimum level
of attainment of
competencies.
Learnersdemonstratehigh level
of attainment of desired
competencies and life skills.
C. Accountability and Continuous
Improvement
A clear, transparent, inclusive,
andresponsive accountability system is
in place, collaboratively developed by
community stakeholders, which
monitors expected and actual
performance, continually addresses the
gaps, and ensures a venue for feedback
and redress.
1. Roles and responsibilities of
accountable person/s and
collective body/ies are clearly
definedand agreed upon by
community stakeholders.
There is an active party
that initiates clarification
of the roles
andresponsibilities in
educationdelivery.
The stakeholders are
engaged in clarifying and
defining their specific roles
and responsibilities.
Shared and participatory
processes of
determiningroles,
responsibilities, and
accountabilities of
stakeholders in managing
andsupporting education.
2. Achievement of goals is
recognized based on a
collaboratively developed
performance accountability
system; gaps are addressed
through appropriate action.
Performance
accountability is
practiced at the school
level.
A community-level
accountability system is
evolving from the school-
led initiatives.
A community-accepted
performance accountability,
recognition and incentive
system is being practiced.

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3. The accountability system that is
owned by the community is
continuously enhanced to ensure
that management structures and
mechanisms are responsive to the
emerging learning needs and
demands of the community.
are invited to participate
in setting up an
accountability system for
school-based
management processes,
structures and
mechanisms.
contribute to the
development of an
accountability system
coversboth school-based
andcommunity-wide
managementof education.
A community- accepted
accountability system
effects continuous
improvement in the
management of learning.
4. Accountability assessment criteria
and tools, feedback mechanisms,
and information collection and
validation techniques and
processes are inclusive and
collaboratively developed and
agreed upon. (PROCESS)
The school, with
theparticipation of
stakeholders, articulates
an accountability
assessment framework
with basic components,
including implementation
guidelines.
Stakeholders are engaged
in the development and
operation of an
appropriate accountability
assessment system.
Stakeholders continuously
and collaboratively review
and enhance accountability
systems’ processes,
mechanisms and tools.
5. Participatory assessment of
performance is done regularly
with the community. Assessment
results and lessons learned serve
as basis for feedback, technical
assistance, recognition and plan
adjustment.
School initiated periodic
performance assessments
which involve
participation of
stakeholders.
Collaborative conduct of
performance assessment
informs planning, plan
adjustments and
requirements for technical
assistance.
School-community-
developed performance
assessment is practiced and
is the basis for improving
monitoring and evaluation
systems, provision of
technical assistance,
recognition and refinement
of plans.

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D. Management of Resources
Resources are collectively and
judiciously mobilized and managed with
transparency, effectiveness, and
efficiency.
1. Regular resource inventory is
collaboratively undertaken by
learning managers, learning
facilitators, and community
stakeholders as basis for resource
allocation and mobilization.
Stakeholders are aware
that a regular resource
inventory is available and
is used as the basis for
resource allocation and
mobilization.
Resource inventory
ischaracterized by
regularity, increased
participation by
stakeholders, and
communicated to the
community as the basis for
resource allocation and
mobilization.
Resource inventories are
systemically developed and
stakeholders are engaged in
a collaborative process to
make decisions on resource
allocation and mobilization.
2. There is a regular dialogue for
planning and resource
programming, that is accessible
and inclusive, to continuously
engage stakeholders and support
the implementation of community
education plans.
Stakeholders are invited
to participate in the
development of
educational plan with
resource programming
and participate in the
implementation.
Stakeholders regularly
engaged in the planning
and resource programming
and actively participate in
the implementation of the
education plan.
Stakeholders collaborate to
ensure timely and need-
based planning and
resource programming and
support continuous
implementation of the
education plan.
3. There is in place a community-
developed resource management
system that drives appropriate
behaviors of the stakeholders to
ensure judicious, appropriate, and
Stakeholders support
judicious, appropriate,
and effective use of
resources.
Stakeholders are engaged
and share expertise in the
collaborative development
of resource management
system.
Stakeholders sustain the
implementation and
improvement of a
collaboratively developed,
periodically adjusted, and

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PART V. SCORING INSTRUCTIONS
1. The four (4) principles were assigned percentage weights on the basis of their relative importance to the aim of school (improved
learning outcomes and school operations);
Leadership and Governance - 30%
Curriculum and Learning – 30%
Accountability and Continuous Improvement – 25%
Management of Resources – 15%
effective use of resources. constituent focused
resource management
system.
4. Regular monitoring, evaluation,
and reporting processes of
resource management are
collaboratively developed and
jointly implemented by the
learning managers, facilitators,
and community stakeholders.
Stakeholders are invited
to participate in the
development and
implementation of
monitoring, evaluation,
and reporting processes
on resource management.
Stakeholders
collaboratively participate
in the development and
implementation of
monitoring, evaluation,
and reporting processes on
resource management.
Stakeholders are engaged,
accountable and
implementing a
collaboratively developed
system of monitoring,
evaluation and reporting for
5. There is a system thatmanages
the network and linkages that
strengthen and sustain
partnerships for improving
An engagement
procedure to identify and
utilize partnerships with
stakeholders for
improving resource
management is evident.
Stakeholders support a
system of partnership for
improving resource
management.
An established system of
partnership is managed and
sustained by the
stakeholders for continuous
improvement of resource
management.

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2. Each principle has several indicators. Based on the results of the D-O-D (Document Analysis, Observation, Discussion),summarize the
evidences, and arrive at a consensus, what rating to give to each indicator;
3. Rate the items by checking the appropriate boxes. These are the points earned by the school for the specific indicator. The rating
scale is:
0 -No evidence
1 -Evidence indicates early or preliminary stages of implementation
2 -Evidence indicates planned practices and procedures are fully implemented
3 -Evidence indicates practices and procedure satisfy quality standards
4. Assemble the Rubrics rated by the respondents; edit them for errors like double entries or incomplete responses;
5. Count the number of check marks in each indicator and record in the appropriate box in the summary table for the area / standard
rated;
6. Multiply the number of check marks in each column by the points (1-3);
7. Get the average rating for each principle by dividing the total score by the number of indicators of the principle;
8. Record the average ratings for the principle in the Summary Table for the computation of the General Average;
9. Multiply the rating for each principle by its percentage weight to get the weighted average rating;
10. To get the total rating for the four principles, get the sum of all the weighted ratings. The value derived is the school rating based on
DOD;

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11. The level of practice will be computed based on the criteria below:
60% based on improvement of learning outcomes;
– 10% increment: 25 points
40% according to the validated practices using DOD
– 0.00 - 0.50: 25 points
– 0.51 – 1.50: 50 points
– 1.51 – 2.50: 75 points
– 2.51 – 3.00: 100 points
12. The resulting score will be interpreted as:
Level III: 150-200 points
Level II: 149-100 points
Level I: 99 and below
PART VI.DESCRIPTION OF SBM LEVEL OF PRACTICE
The resulting levels are described as follows:
Level I: BEGINNING -Establishing and developing structures and mechanisms with acceptable level and extent of community
participation and impact on learning outcomes.
Level II: DEVELOPING - Introducing and sustaining continuous improvement process that integrates wider community
participation and improve significantly performance and learning outcomes.
Level III: ADVANCED (ACCREDITED) - Ensuring the production of intended outputs/outcomes and meeting all standards of a
system fully integrated in the local community and is self-renewing and self-sustaining.

Revised sbm assessment tool 2012

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Revised sbm assessment tool 2012