REVISED SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL(November 27, 2012)

Part I: IntroductionThe 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 are contextualized on the

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.

accreditationPart 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).On the other hand, for indicators with no evidence just indicate zero.Part IV: Rating Scale:0- No evidence1- Evidence indiates developing structures and mechanisms are in place to demonstrate ACCESs2- Evidence indicates planned practices and procedures are fully implemented and aligned to ACCESs3- Evidence indicates practices and procedure satisfy quality standardsI. LEADERSHIP AND GOVERNANCEA network of leadership and governance guides the education system to achieve its shared vision, mission andgoals making them responsive and relevant to the context of diverse environments.A. Indicators

1. In place is a The development plan The development plan is The development planDevelopment Plan guided by the school's evolved through the is enhanced with the(e.g. SIP) developed vision, mission and goal shared leadership of the community performing thecollaboratively by the (VMG) is developed school and the community leadership roles, and thestakeholders of the through the leadership stakeholders. school providing technicalschool and community. of the school and the support.

participation of some invited community stakeholders.

2. The development plan The school leads the The school and community The community stakeholders(e.g. SIP) is regularly regular review and stakeholders working as lead the regular review andreviewed by the improvement of the full partners, lead the improvement process;school community to development plan. continual review and the school stakeholders keep it responsive and improvement of the facilitate the process.relevant to emerging development plan.needs, challenges andopportunities.

3. The school is organized The school defines the The school and community Guided by an agreed by a clear structure and organizational structure, collaboratively define the organizational structure,work arrangements that and the roles and structure and the roles the communitypromote shared responsibilities of and responsibilities of stakeholders lead inleadership and stakeholders. stakeholders. defining the organizational governance and define structure and the roles andthe roles and responsibilities; school responsibilities of the provides technical andstakeholders. administrative support.

4. A leadership network A network has been The network actively The network allows easyfacilitates communication collaboratively provides stakeholders exchange and access tobetween and among established and is information for making information sources beyondschool and community continuously improved decisions and solving the school community.leaders for informed by the school learning anddecision-making and community. administrative problems.solving of school-community wide-learning problems.

5. A long term program Developing structures Leaders undertake training Leaders assume is in operation that are in place and analysis modes that are convenient responsibility for their addresses the training of the competency and to them (on-line, off-line, own training andand development development needs of modular, group, or home- development. School needs of school and leaders is conducted; based) and which do not community leaders workingcommunity leaders. result is used to develop disrupt their regular individually or in groups,

a long-term training and functions. Leaders monitor coach and mentor onedevelopment program. and evaluate their own another to achieve

learning progress. their VMG.TOTAL NO. OF CHECKMARKS

ideals of an ACCESs school system. The unit of analysis is the school system which are classified as developing,maturing and advanced (accredited level). The SBM practice is ascertained by the existence of structured

A school on the advanced level may apply for accreditation. The highest level, the "advanced," is a candidacy for

B. CURRICULUM AND INSTRUCTIONThe curriculum learning systems anchored on the community and learners' contexts and aspirations arecollaboratively developed and continuously improved.1. The curriculum All types of learners of Programs are fully The educational needs of

provides for the the school community implemented and closely all types of learners are development needs of are identified, their monitored to address being met as shown byall types of learners learning curves performance discrepancies, continuous improvement in the school community assessed; appropriate benchmark best practices, on learning outcomes and

programs with its coach low performers, products of learning.support materials for mentor potential leaders, Teachers' as well as each type of learner reward high achievement, students' performance isis developed. and maintain environment motivated by intrinsic

that makes learning, rather than extrinsicmeaningful and enjoyable. rewards. The Schools'

differentiated program isfrequently benchmarkedby other schools.

2. The implemented Local beliefs, norms, The localized curriculum Best practices in localizingcurriculum is localized values, traditions, is implemented and the curriculum areto make it more folklores, current events, monitored closely to mainstreamed andmeaningful to the and existing technologies ensure that it makes benchmarked by otherlearners and are documented and learning more meaningful schools. applicable to life in used to develop a and pleasurable, produces There is marked increasethe community lasting curriculum. desired learning outcomes, in number of projects that

Localization guidelines and directly improves uses the community asare agreed to by community life. Ineffective learning laboratory,school community and approaches are and the school as an agentteachers are properly replaced and innovative of change for improvementoriented. ones are developed. of the community.

3. A representative group A representative team Learning materials and Materials and approachesof school and community of school and community approaches to reinforce are being used in school,stakeholders develop stakeholders assess strengths and address in the family and inthe methods and content and methods deficiencies are developed community to developmaterials for developing used in teaching and tested for critical thinking andcreative thinking and creative, critical thinking applicability on school, problem solving community ofand problem solving. and problem solving. family and community. learners and are producing

Assesment results are desired results.used as guide todevelop materials.

4. The learning systems A school-based The school-based The monitoring system is are regularly and monitoring and learning monitoring and learning accepted and regularlycollaboratively monitored system is conducted systems generate used for collective decisionby the community using regularly and feedback that is used for making.appropriate tools to cooperatively; making decisions that ensure the holistic and feedback is shared enhance the total growth and development with stakeholders. development of learners.of the learners and thecommunity. The system uses a tool A committee take care of The monitoring tool has

that monitors the the continuous been improved to provideholistic development improvement of both quantitative andof learners. the tool. qualitative data.

5. Apprropriate The assessment tools The assessment tools are School assessment resultsassessment tools for are reviewed by the reviewed by the school are used to develop teaching and learning school and assessment community and results learning programs that are continuously results are shared with are shared with community are suited to communityreviewed and improved, school's stakeholders. stakeholders. and customized toand assessment results each learners' context,are contextualized to results of which are usedthe learner and local for collaborativesituation and the decision-making.attainment of relevantlife skills.

6. Learning managers and Stakeholders are aware Stakeholders begin to Learning environments,facilitators (teachers, of child/learner-centered practice child/learner- methods and resourcesadministrators and rights-based, and centered principles of are community driven,community members) inclusive principles of education in the design of inclusive and adherentnurture values and education. support to education. to child's rights andenvironments that are protection requirements.protective of all Learning managers and Learning managers andchildren and demonstrate facilitators conduct facilitators apply the Learning managers andbehaviors consistent to activities aimed to principles in designing facilitators observethe organization's increase stakeholders learning materials. leaners' rights fromvision, mission and goals awareness and designing the curriculum

commitment to to structuring the wholefundamental rights of learning environment.children and the basicprinciple of educatingthem.

7. Methods and resources Practices, tools and Practices, tools, and There is continuous are learner and materials for developing materials for developing exchange of information,community-friendly, self-directed learners self-directed learners are sharing of expertise andenjoyable, safe, are highly observable beginning to emerge in materials among the inclusive, accessible and in school, but not in the homes and in the schools, home andaimed at developing the home or in the community. community for the self-directed learners. community. development of self-Learners are equipped The program is directed learners.with essential knowledge, Learning programs are collaboratively skills, and values to designed and developed implemented and The program is assume responsibility to produce learners monitored by teachers mainstreamed but accountability for their who are responsible and and parents to ensure continuously improveown learning. accountable for their that it produces desired to make relevant to

learning. learners. emergent demands.TOTAL NO. OF CHECKMARKS

C. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENTA 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.1. Roles and responsibilities There is an active party The stakeholders are Shared and participatory

of accountable person/s that initiates clarification engaged in clarifying processes are used inand collective body/ies of the roles and and defining their determining roles,are clearly defined and responsibilities in specific roles and responsibilities, andagreed upon by education delivery. responsibilities. accountabilities ofcommunity stakeholders. stakeholders in managing

and supporting education.2. Achievement of goals Performance A community-level A community-accepted

is recognized based on accountability is accountability system is performance accountability,a collaboratively practiced at the school evolving from school-led recognition and incentivedeveloped performance level. initiatives. system is being practiced.accountability system;gaps are addressedthrough appropriateaction.

3. The accountability system The school articulates Stakeholders are engaged School community stake-is owned by the the accountability in the development and holders continuously andcommunity and is assessment framework operation of an collaboratively review continuously enhanced to with basic components, appropriate accountability and enhance accountabilityensure that management including implementation assessment system. systems' processes,structures and guidelines to the mechanisms and tools.mechanisms are stakeholders.responsive to the emerging learning needsand demands of thecommunity.

4. Accountability The school, with the Stakeholders are engaged Stakeholders continuouslyassessment criteria and participation of in the development and and collaboratively reviewtools, feedback stakeholders, articulates operation of an and enhance accountabilitymechanismsm and an accountability appropriate accountability systems; processes,information collection assessment framework assessment system. mechanisms and tools.and validation techniques with basic components,and processes are including implementationinclusive and guidelinescollaboratively developed and agreed

5. Participatory assessment School initiates periodic Collaboratively conduct of School-community-of performance is done performance performance assessment developed performanceregularly with the assessments with the informs planning, plan assessment is practiced community. participation of adjustments and and is the basis for Assessment results and stakeholders. requirements for technical improving monitoringlessons learned serve assistance and evaluation systems,as basis for feedback, providing technical technical assistance, assistance, and recognizingrecognition and plan and refining plans.adjustment.

TOTAL NO. OF CHECKMARKS

D. MANAGEMENT OF RESOURCESResources are collectively and judiciously mobilized and managed with transparency, effectiveness and efficiency.

1. Regular resource Stakeholders are aware Resource inventory is Resource inventories areinventory is that a regular resource characterized by regularity, systematically developedcollaboratively inventory is available and increased participation of and stakeholders are undertaken by learning is used as the basis for stakeholders, and engaged in a collaborativemanagers, learning resource allocation and communicated to the process to make decisionsfacilitators, and mobilization. community as the basis for on resource allocation andcommunity stakeholders resource allocation and mobilization.as basis for resouece mobilization.allocation and mobilization

2. A regular dialogue for Stakeholders are Stakeholders are regularly Stakeholders collaborate toplanning and resource invited to participate in engaged in the planning ensure timely and need-programming, that is the development of an and resource based planning and accessible and inclusive, educational plan in programming, and in the resource programming andcontinuously engage resource programming, implementation of the support continuous stakeholders and support and in the education plan. implementation of the implementation of implementation of the education plan.community education educational plan.plans.

3. In place is a community- Stakeholders support Stakeholders are engaged Stakeholders sustain the developed resource judicious, appropriate, and share expertise in the implementation and management system that and effective use of collaborative development improvement of a drives appropriate resources. of resource management colaboratively developed,behaviors of the system. periodically adjusted, andstakeholders to ensure constituent-focused judicious, appropriate, resource management and effective use of system.resources.

4. Regular monitoring, Stakeholders are invited Stakeholders Stakeholders are engaged,evaluation, and reporting to participate in the collaboratively participate held accountable andprocesses of resource development and in the development and implement a collaborativelymanagement are implementation of implementation of developed system ofcollaboratively developed monitoring, evaluation, monitoring, evaluation, and monitoring, evaluation andand implemented by the and reporting processes reporting processes on reporting for resource learning managers, on resource resource management. management.facilitators, and management.community stakeholders.

5. There is a system that An engagement Stakeholders support a An established system ofmanages the network procedure to identify and system of partnerships for partnership is managedand linkages which utilize partnerships with improving resource and sustained by thestrength and sustain stakeholders for management. stakeholders for continuouspartnerships for improving resource improvement of resource improving resource management is evident. management.management.

PART V. SCORING INSTRUCTIONS1. 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%•Curicculum and Learning - 30%•Accountability and Continuous Improvement - 25%•Management of Resources - 15%

2. Each principle has several indicators. Based on the results of the D-O-D (Document Analysis, Observation, Discussion),the evidence is summarized, anda consensual rating is arrived at . . What rating would one 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 evidence1 - Evidence indicates early or preliminary stages of implementation2 - Evidence indicates planned practices and procedures are fully implemented3 - Evidence indicates practices and procedures 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 inside the summary table for

the use area/ standard rated;6. Multiply the number of chek 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;11.The level of practice will be computed based on the criteria below:

• 60% based on improvement of learning outcomes;• 40% according to the validated practices using DOD

12.The resulting score will be interpreted as:PART VI. DESCRIPTION OF SBM LEVEL OF PRACTICE

The resulting levels are described as follows:0.5 - 1.4 - Developing1.5 - 2.4 - Maturing2.5 - 3.5 - Advanced

participation and impact on learning outcomes.LEVEL I: DEVELOPING - developing structures and mechanisms with acceptable level and extent of community

participation and significantly improve performance and learning outcomes.

standards of a system fully integrated in the local community and is self-renewing and self- sustaining.

LEVEL II: MATURING - Introducing and sustaining continuous improvement process that integrates wider community

LEVEL III: ADVANCED (ACCREDITED) - Ensuring the production of intended outputs/outcomes and meeting all

(A Child-and Community-Centered Education System). The Indicators of SBM practice are contextualized on the

division, region and central office validates the self-study/assessment before a level of SBM practice is established.

Please indicate using a check mark the extent of SBM practice for each indicator listed below (numbered) based

A network of leadership and governance guides the education system to achieve its shared vision, mission and

community performing the

school providing technical

The community stakeholderslead the regular review and

defining the organizational structure and the roles and

information sources beyond

community leaders working

developing,The SBM practice is ascertained by the existence of structured

," is a candidacy for

The educational needs of

continuous improvement on learning outcomes and

Best practices in localizing

in number of projects that

and the school as an agentof change for improvement

Materials and approaches

problem solving community oflearners and are producing

The monitoring system is

used for collective decision

been improved to provide

School assessment results

A clear, transparent, inclusive, and responsive accountability system is in place, collaboratively developed

stakeholders in managing and supporting education.

performance accountability,

system is being practiced.

and enhance accountability

Stakeholders continuouslyand collaboratively reviewand enhance accountability

assistance, and recognizing

Resources are collectively and judiciously mobilized and managed with transparency, effectiveness and efficiency.

engaged in a collaborativeprocess to make decisionson resource allocation and

Stakeholders collaborate to

resource programming and

colaboratively developed,periodically adjusted, and

Stakeholders are engaged,

implement a collaboratively

monitoring, evaluation and

stakeholders for continuousimprovement of resource

1. The four (4) principles were assigned percentage weights on the basis of their relative importance to the aim of

2. Each principle has several indicators. Based on the results of the D-O-D (Document Analysis, Observation, Discussion),the evidence is summarized, anda consensual rating is arrived at . . What rating would one 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.

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 inside the summary table for

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;

10.To get the total rating for the four principles, get the sum of all the weighted ratings. The value derived is the school

- developing structures and mechanisms with acceptable level and extent of community

Introducing and sustaining continuous improvement process that integrates wider community

- Ensuring the production of intended outputs/outcomes and meeting all

Principles Indicators TOTAL %

I - VALIDATED SBM PRACTICE1. Leadership & Governance

1.1 1.2 1.3 1.4 1.5.30Rating

(Indicate 0,1,2, or 3)2. Curriculum and Instruction

2.1 2.2 2.32.4.a2.4.b2.5 2.6. 2.6. 2.7. 2.7..30Rating

(Indicate 0,1,2, or 3)3. Accountability and Continuous Improvement

3.1 3.2 3.3 3.4 3.5.25Rating

(Indicate 0,1,2, or 3)4. Management of Resources

4.1 4.2 4.3 4.4 4.5.15Rating

(Indicate 0,1,2, or 3)TOTAL OF W.A.R

Validated SBM Practice (Total of WAR x 0.4)II - LEARNING OUTCOME

NAT RESULT x0.6Previous SY Current SY

GRAND TOTAL

0.5 - 1.4 - Developing1.5 - 2.4 Maturing2.5 - 3.5 Advanced

Principles Indicators TOTAL %

I - VALIDATED SBM PRACTICE1. Leadership & Governance

1.1 1.2 1.3 1.4 1.5.30Rating

(Indicate 0,1,2, or 3)2. Curriculum and Instruction

2.1 2.2 2.32.4.a2.4.b2.5 2.6. 2.6. 2.7. 2.7..30Rating

(Indicate 0,1,2, or 3)3. Accountability and Continuous Improvement

3.1 3.2 3.3 3.4 3.5.25Rating

(Indicate 0,1,2, or 3)4. Management of Resources

4.1 4.2 4.3 4.4 4.5.15Rating

(Indicate 0,1,2, or 3)TOTAL OF W.A.R

Validated SBM Practice (Total of WAR x 0.4)II - LEARNING OUTCOME

NAT RESULT x0.6Previous SY Current SY

GRAND TOTAL

0.5 - 1.4 - Developing1.5 - 2.4 Maturing2.5 - 3.5 Advanced

Average

Rating

Weighted

Average Rating (WAR)

Increase/ Decrease

LEARNING OUTCOME(Current SY -

Prev. SY)Increase/Decrease

in decimal

Description SBM Level of Practice

Average

Rating

Weighted

Average Rating (WAR)

Increase/ Decrease

LEARNING OUTCOME(Current SY -

Prev. SY)Increase/Decrease

in decimal

Description SBM Level of Practice