REVIS

SBM VALIDATED PRACTICE

PERFORMANCE ACHIEVEM
 REVISED SBM ASSESSMENT
ELECTRONIC TOOL

LEONARD WOOD ES

DATED PRACTICE TEMPLATE SUMMARY RESULTS PERF

MANCE ACHIEVEMENT COMPUTATION TEMPLATE OVERALL SUMMARY
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T

Y RESULTS PERFORMANCE ACHIEVEMENT

SUMMARY

RONIL D. MANAYON
Developer
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 REVISED SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL
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 are contextualized on the
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
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.
A school on the advanced level may apply for accreditation. The highest level, the "advanced," is a candidacy for
accreditation
Part II: Basic School/Learning Center (LC) Information:
School/Learning Center: LEONARD WOOD ES
District/Municipality NORTH DISTRICT ELEMENTARY
Name of School Head/LC Head: JUAN DELA CRUZ
School ID : 12345678
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 evidence
1- Evidence indicates developin###
2- Evidence indicates planned practices and procedures are fully implemented and aligned to ACCESs
3- Evidence indicates practices and procedure satisfy quality standards
I. 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.
A. Indicators

1. In place is a ✘
The development plan The development plan is The development plan
Development 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 the
collaboratively by the (VMG) is developed school and the community leadership roles, and the
stakeholders of the through the leadership stakeholders. school providing technical
school 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 and
reviewed 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 and
opportunities.

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 community
promote shared responsibilities of and responsibilities of stakeholders lead in
leadership and stakeholders. stakeholders. defining the organizational
governance and define structure and the roles and
the roles and responsibilities; school
responsibilities of the provides technical and
stakeholders. administrative support.

4. A leadership network A network has been The network actively The network allows easy
facilitates communication collaboratively provides stakeholders exchange and access to
between and among established and is information for making information sources beyond
school and community continuously improved decisions and solving the school community.
leaders for informed by the school learning and
decision-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 and
and development development needs of modular, group, or home- development. School
 needs of school and leaders is conducted; based) and which do not community leaders working
community leaders. result is used to develop disrupt their regular individually or in groups,
a long-term training and functions. Leaders monitor coach and mentor one
development program. and evaluate their own another to achieve
learning progress. their VMG.
TOTAL NO. OF CHECKMARKS 0 0 0

B. CURRICULUM AND INSTRUCTION

The curriculum learning systems anchored on the community and learners' contexts and aspirations are
collaboratively 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 by
all 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 is
is developed. and maintain environment motivated by intrinsic
that makes learning, rather than extrinsic
meaningful and enjoyable. rewards. The Schools'
differentiated program is
frequently benchmarked
by other schools.

2. The implemented Local beliefs, norms, The localized curriculum Best practices in localizing
curriculum is localized values, traditions, is implemented and the curriculum are
to make it more folklores, current events, monitored closely to mainstreamed and
meaningful to the and existing technologies ensure that it makes benchmarked by other
learners and are documented and learning more meaningful schools.
applicable to life in used to develop a and pleasurable, produces There is marked increase
the community lasting curriculum. desired learning outcomes, in number of projects that
Localization guidelines and directly improves uses the community as
are agreed to by community life. Ineffective learning laboratory,
school community and approaches are and the school as an agent
teachers are properly replaced and innovative of change for improvement
oriented. ones are developed. of the community.

3. A representative group A representative team Learning materials and Materials and approaches
of 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 in
the methods and content and methods deficiencies are developed community to develop
materials for developing used in teaching and tested for critical thinking and
creative thinking and creative, critical thinking applicability on school, problem solving community of
and problem solving. and problem solving. family and community. learners and are producing
Assesment results are desired results.
used as guide to
develop 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 regularly
collaboratively monitored system is conducted systems generate used for collective decision
by 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 the
community. The system uses a tool A committee take care of The monitoring tool has
that monitors the the continuous been improved to provide
holistic development improvement of both quantitative and
of learners. the tool. qualitative data.

5. Apprropriate The assessment tools The assessment tools are School assessment results
assessment 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 community
reviewed and improved, school's stakeholders. stakeholders. and customized to
and assessment results each learners' context,
are contextualized to results of which are used
the learner and local for collaborative
situation and the decision-making.
attainment of relevant
life skills.

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

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 and
enjoyable, 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 and
aimed at developing the home or in the community. community for the
self-directed learners. community. development of self-
Learners are equipped directed learners.
with essential knowledge, Learning programs are The program is The program is
skills, and values to designed and developed collaboratively mainstreamed but
assume responsibility to produce learners implemented and continuously improve
accountability for their who are responsible and monitored by teachers to make relevant to
own learning. accountable for their and parents to ensure emergent demands.
learning. that it produces desired
learners.
TOTAL NO. OF CHECKMARKS 0 0 0

C. ACCOUNTABILITY AND 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.

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 in
and collective body/ies of the roles and and defining their determining roles,
are clearly defined and responsibilities in specific roles and responsibilities, and
agreed upon by education delivery. responsibilities. accountabilities of
community 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 incentive
developed performance level. initiatives. system is being practiced.
accountability system;
gaps are addressed
through appropriate
action.

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 and
community and is assessment framework operation of an collaboratively review
continuously enhanced to with basic components, appropriate accountability and enhance accountability
ensure that management including implementation assessment system. systems' processes,
structures and guidelines to the mechanisms and tools.
mechanisms are stakeholders.
responsive to the
emerging learning needs
and demands of the
community.

4. Accountability The school, with the Stakeholders are engaged Stakeholders continuously
assessment criteria and participation of in the development and and collaboratively review
tools, feedback stakeholders, articulates operation of an and enhance accountability
mechanismsm 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 implementation
inclusive and guidelines
collaboratively
developed and agreed

5. Participatory assessment School initiates periodic Collaboratively conduct of School-community-

of performance is done performance performance assessment developed performance
regularly 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 monitoring
lessons learned serve assistance and evaluation systems,
as basis for feedback, providing technical
technical assistance, assistance, and recognizing
recognition and plan and refining plans.
 adjustment.
TOTAL NO. OF CHECKMARKS 0 0 0

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

1. Regular resource Stakeholders are aware Resource inventory is Resource inventories are
inventory is that a regular resource characterized by regularity, systematically developed
collaboratively inventory is available and increased participation of and stakeholders are
undertaken by learning is used as the basis for stakeholders, and engaged in a collaborative
managers, learning resource allocation and communicated to the process to make decisions
facilitators, and mobilization. community as the basis for on resource allocation and
community 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 to
planning 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 and
continuously 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.

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, and
stakeholders to ensure constituent-focused
judicious, appropriate, resource management
and effective use of
resources. system.

4. Regular monitoring, Stakeholders are invited Stakeholders Stakeholders are engaged,

evaluation, and reporting to participate in the collaboratively participate held accountable and
processes of resource development and in the development and implement a collaboratively
management are implementation of implementation of developed system of
collaboratively developed monitoring, evaluation, monitoring, evaluation, and monitoring, evaluation and
and implemented by the and reporting processes reporting processes on reporting for resource
learning managers, on resource resource management. management.
facilitators,
community and stakeholders. management.

5. There is a system that An engagement Stakeholders support a An established system of

manages the network procedure to identify and system of partnerships for partnership is managed
and linkages which utilize partnerships with improving resource and sustained by the
strength and sustain stakeholders for management. stakeholders for continuous
partnerships for improving resource improvement of resource
improving resource management is evident. management.
management.
TOTAL NO. OF CHECKMARKS 0 0 0
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%
•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 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 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 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;
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 - Developing
1.5 - 2.4 - Maturing
2.5 - 3.5 - Advanced

LEVEL I: DEVELOPING - developing structures and mechanisms with acceptable level and extent of community
participation and impact on learning outcomes.
LEVEL II: MATURING - Introducing and sustaining continuous improvement process that integrates wider community
participation and significantly improve 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.
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region VII, Central Visayas
DIVISION

School : LEONARD WOOD ES School ID: 12345678

School Head: JUAN DELA CRUZ District: NORTH DISTRICT ELEMENTARY

Weighted
Average Average
Principles Indicators TOTAL
Rating
%
Rating
(WAR)

I - VALIDATED SBM PRACTICE

1. Leadership & Governance

1.1 1.2 1.3 1.4 1.5

Rating 0 .30
0 0 0 0
(Indicate 0,1,2, or 3)
2. Curriculum and Instruction

2.1 2.2 2.3 2.4a 2.4b 2.5 2.6a 2.6b 2.7a 2.7b
Rating 0 .30
0 0 0 0 0 0 0 0 0 0
(Indicate 0,1,2, or 3)
3. Accountability and Continuous Improvement

3.1 3.2 3.3 3.4 3.5

Rating 0 .25
0 0 0 0 0
(Indicate 0,1,2, or 3)
4. Management of Resources

4.1 4.2 4.3 4.4 4.5

Rating 0 .15
0 0 0 0 0
(Indicate 0,1,2, or 3)

TOTAL OF W.A.R

Validated SBM Practice (Total of WAR x 0.4)

Performance Achievement (Total x 0.6) #VALUE!

Validated SBM Practice + Performance Achievement

Description SBM Level of Practice

Legend: 0.5 - 1.4 - Developing
1.5 - 2.4 - Maturing
2.5 - 3.5 - Advanced

Conforme:
JUAN DELA CRUZ VALIDATED BY:
PSDS/ SBM Coordinator
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region VII, Central Visayas
DIVISION

School : LEONARD WOOD ES School ID: 12345678

School Head: JUAN DELA CRUZ District NORTH DISTRICT ELEMENTARY
COMPUTATION TEMPLATE
(STEP I. Determine Performance Improvement (60%)

Access-Enrolment rate

FROM (SY) Enrollment TO (SY) Enrollment Difference % Increase Ave. % Increase Rating and Equivalent Points Equivalent Point

Subtract current by Divide the diffrerence by the previous SY;

Access multiply by 100 %
the previous
2014-2015 2015-2016 1 Marginal: at least 3% increase
2015-2016 2016-2017 2 Average: at least 5 % Increase
2016-2017 2017-2018 3 High: at least 7 % increase
Efficiency-Dropout rate

Rating and Equivalent Points

FROM (SY) DR TO (SY) DR Difference % Decrease Ave. % Decrease Equivalent Point
(Baseline:7.06)
2014-2015 2015-2016 1 Marginal: at least 25% Decrease
2015-2016 2016-2017 2 Average: at least 50% Decrease
2016-2017 2017-2018 3 High: has Zero (0) DR
Efficiency-Cohort Survival Rate

Rating and Equivalent Points

FROM (SY) CSR TO (SY) CSR Difference % Increase Ave. % Increase Equivalent Point
(Baseline:75%)
2014-2015 2015-2016 1 Marginal: at least 5% increase
2015-2016 2016-2017 2 Average: at least 7 % Increase
2016-2017 2017-2018 3 High: at least 10 % increase
Efficiency-Completion Rate (CR)

Rating and Equivalent Points

FROM (SY) CR TO (SY) CR Difference % Increase Ave. % Increase Equivalent Point
(Baseline:75%)
2014-2015 2015-2016 1 Marginal: at least 5% increase
2015-2016 2016-2017 2 Average: at least 7 % Increase
2016-2017 2017-2018 3 High: at least 10 % increase
Quality- (MPS NAT 6/III/IV)
Rating and Equivalent Points
SY MPS NAT 6/III/IV Average MPS Equivalent Point
(Baseline:76%)
2014-2015 1 Marginal: 26-50%
2015-2016 2 Average: 51-75%
2016-2017 3 High: 76-100%
 Republic of the Philippines
DEPARTMENT OF EDUCATION SBM Assessment (ACCESs)
Region VII, Central Visayas SBM VALIDATION FORM
DIVISION

School : LEONARD WOOD ES School ID: 12345678

School Head: JUAN DELA CRUZ District NORTH DISTRICT E

(STEP I. Determine Performance Improvement (60%)

Thematic Area Performance Indicator Rating and Equivalent Points Computation Results

Enrollment % Increase

2015-2016 1 Marginal: at least 3% increase

2016-2017 2 Average: at least 5 % Increase

Access (45%) X 0.45 #VALUE!
2017-2018 3 High: at least 7 % increase

Average % of Increase #VALUE!

Dropout Rate % Decrease
1 Marginal: at least 25% Decrease or (3.52 to 5.295
2015-2016 to)

2016-2017 2 Average: at least 50% Decrease or (2.765 to 3.53)

2017-2018 3 High: has Zero (0) DR (below 0 to 2.764)

Average % of Increase

Cohort Survival Rate % Increase Baseline: 75 %

2015-2016 1 Marginal: at least 5% increase

2016-2017 2 Average: at least 7 % Increase

Efficiency (25%) X 0.25 #VALUE!
2017-2018 3 High: at least 10 % increase

Average % of Increase #VALUE!

Completion Rate % Increase Baseline: 76 %

2015-2016 1 Marginal: at least 5% increase

2016-2017 2 Average: at least 7 % Increase

2017-2018 3 High: at least 10 % increase

Average % of Increase #VALUE!

Sub-Total (DR+CSR+CR) #VALUE!

MPS NAT 6/III/IV % Increase

2014-2015 0 1 Marginal: 26-50%

Quality (30%) 2015-2016 0 2 Average: 51-75% 0 X 0.30 0

2016-2017 0 3 High: 76-100%

Average % of Increase 0.00

SUB-TOTAL #VALUE!
Performance Achievement (Sub-Total x 0.6) #VALUE!
Numerical Rating Scale Description DESCRIPTION OF PERFORMANCE ACHIEVEMENT

0.50 - 1.49 GOOD

Interpretation
1.50 - 2.49 BETTER #VALUE!
2.50 - 3.00 BEST
Note: Only Schools having a performance improvement of "BETTER" can apply to the Division for SBM Validation.