Republic of the Philippines

DEPARTMENT OF EDUCATION
Technical Working Group, School-Based Management
Basic Education Sector Reform Agenda (BESRA)
DepEd Complex, Meralco Avenue, Pasig City 1600

A MANUAL
ON
ASSESSMENT OF
SCHOOL-BASED
MANAGEMENT
PRACTICES

TABLE OF CONTENTS
 I. Introduction 3
II. Purposes of SBM Assessment 4
III. Assessment Framework of SBM Practice 4
IV. School Based Management System 5
V. Matrix of SBM Dimensions by Scale of Practice 6
VI. Administration of SBM Practice Assessment 17

VII. School Heads Responsibilities in the Assessment 21

VIII. The Focused Group Discussion (FGD) 22

A. Template 1: The Scoring Template 26

B. Template 2: SBM Practice Assessment Result 30
C. Template 3: Division Work Plan 32

IX. Assessment Tool 34

I. Introduction
 To achieve the education for all (EFA) objectives by 2015, the Department of education is pursuing
policy reforms under the Basic Education Sector Reform Agenda (BESRA). Key Reform Trust 1 (KRT 1) of
BESRA in School-Based Management (SBM). SBM underscores the empowerment of key stakeholders in
school communities to enable them to actively participate in continuous improvement of schools towards the
attainment of higher pupil/student learning outcomes.

A decision as to where and into what aspect of school management and processes a school and its
stakeholder may start to build upon, as prescribed in the SBM Scale of Practice, makes assessment
imperative. Assessment is also important to determine the directions of improvements to attain the mature
level of SBM practice. For this reason, the Assessment Tool for SBM Practices is developed.

The tool is based on the “Framework and Standards for effective School-Based Management
Practice Towards Improved Learning Outcomes” carried out by the Department of Education. Specially,
the tool is evidence-based and provides a baseline for those who are just starting a culture of SBM or for
those schools progressing toward the next level of SBM practice. Awareness of the current status of the
school serves as a sound basis for the establishment of a plan of action to address certain gaps or challenges.

The basic concepts on the assessment tool as well as its administration are contained in this Manual.
This Manual serves as a guide to the key players in the school in assessing their SBM Practices as well as in
identifying their needs for technical support that ought to be given by the Department of Education in
various administrative levels.

It should be noted that this instrument is NOT an evaluation of the performance of the school head but
an assessment of SBM practices.

II. Purposes of SBM Practices Assessment

  determine the level of the SBM practices of the school;
 provide the school a sound basis on which to establish its plan of action;
 improve the SBM support systems through interventions that the school and other
administrative levels of the Department may introduce; and
 determine the effectiveness of SBM practices in the delivery of basic education services.

III. Assessment Framework of SBM Practices

The Framework identifies and explains the elements, logical structure and interrelationship of
units that comprise a system. Geared towards the improvement of learning outcomes, the SBM
framework describes the system for: a) securing adequate inputs and managing them efficiently and
effectively; b) establishing and developing structures and mechanisms that are helpful in achieving
desired goals and objectives; c) introducing and sustaining a continuous improvement process, and d)
ensuring that every school produces the intended outputs that lead to the attainment of better learning
outcomes.

Improved Education Outcomes

SBM Standards: Criteria And Quality Dimensions
 Management of
School
resources
classroom
instruction Level 3
student
achievement Ensuring the
Level 2 production of
Intended outputs
Level 1 introducing and
sustaining continuous
improvement process
Establishing and
Developing structures
And mechanisms
securing and managing inputs

School-Based Management System

IV. Matrix of SBM Dimensions by Scale of Practice

 To ensure that SBM works toward improved learning outcomes which is the
ultimate goal of school-based management, a three (3) – Scale of Practice has been devised.

Level I (Standard) - refers to compliance of a school with the minimum

requirements for securing and managing inputs, establishing
appropriate structures and mechanisms, and improving processes that
affect instruction and student achievement in order to produce the
desired levels of outputs that lead to improved learning outcomes.

Level II (Progressive) - intensifies mobilization of resources and maximizes efforts of

the school to achieve desired learning outcomes.

Level III (Mature) - goes further by maximizing efforts of the school and
the community/stakeholders to achieve higher learning outcomes.

Specifics of the scale of practice by dimension are shown in the next pages.

Table I. Matrix of SBM Dimensions by Scale of Practice

SBM Level 1 Level II Level III
Dimension (Standard) (Progressive) (Mature)
1.School * SH is designated. * SH performs greater responsibility * SH is fully accountable to
Leadership And accountability in school stakeholders for school
Management. for school performance.
 * SH is trained on basic competencies * SH exercises instructional leadership * SH significantly influences
on instructional leadership (e.g., And management functions. Student learning outcomes
National Educators Academy of the
Philippines (NEAP) – SMILE). * SH pursues continuing professional
Development.
* SH is trained on SBM and LSB * SH as a resource on SBM (e.g., acts * SH promotes/shares SBM
Responsibilities. as mentor/coach). experiences and leading
practices to other schools.

* SH creates critical mass of

SBM champions.
* SH initiates: * SH co-operates with organized stake- * SH has effective working rela-
Holders. tionship with LSB & SGC.
Organizing stakeholders.
Installing appropriate SBM systems * SH manages SBM systems. * SH innovates and institu-
(e.g., school improvement planning, tionalizes continuous school
budgeting and resource management, improvement process.
staffing, performance monitoring and
reporting).
* SH performs fund management * SH is relieved of accounting/book- * SH acts as fund manager and
duties (e.g. accounting/book-keeping keeping functions and devotes more devotes more attention to ins-
functions. attention to instructional leadership tructional leadership and su-
and supervision. pervision.

Matrix of SBM Dimensions by Scale of Practice

SBM Level I Level II Level III
Dimension (Standard) (Progressive) (Mature)
2. Internal * Students are made aware of their * Students exercise their rights and ful- * Students engage themselves in
Stakeholders rights and responsibilities as primary Fills their responsibilities as primary school leading and manage-
Participation stakeholders. Stakeholders. ment.
 (teachers,
parents, * Students are held accountable
students) For their performance.
* Teachers are trained on curriculum, * Teachers improve teaching effective- * Teachers are co-leaders/ co-
Content, and pedagogy. ness. managers of schools.

* Teachers mentor peers. * Teachers hold themselves

accountable for student
* Teachers pursue continuing profe- performance.
ssional development.
* Parents assume responsibilities as * Parents co-manage and co-monitor * Parents are also held accoun-
Partners in the learning process. Learning process. table for the performance and
achievement of their chil-
dren.
* Students, teachers, and parents are Stedents, teachers, and parents support Students, Teachers, and parents
Adequately oriented on SBM. SBM. Champion SBM.
* Students, teachers, and parents unders- * Organized stakeholders introduce Organized stakeholders pro-
tand their respective roles and respon- and co-implement programs suppor- actively engage themselves in
sibilities on SBM; and are organized for ting school-wide improvement school governance and conti -
participation in SBM processes. process. nuous school-wide Improve-
ment process.

Matrix of SBM Dimensions by Scale of Practice

SBM Dimension Level I (Standard) Level II (Progressive) Level III (Mature)
3. External * External stakeholders are organized * Organized external stakeholders * Organized stakeholders en-
Stakeholders and made aware of their rights and exercise their rights and respon- engage themselves in school
Participation responsibilities as education stake- sibilities as education stakehol- governance and school-wide
(Alumni, parents holders. ders. improvement process.
of alumni, local * Local government stakeholders are * Local government stakeholders * Local government stakehol-
leaders, retired oriented into a functional LSB (e.g., are enabled (thru capacity deve- ders are fully enabled to ins-
teachers, youth school building and facilities, exten- lopment interventions on resource titutionalize expanded LSB
leaders/ sion classes, and sports development). planning and management) for an functions thru multi-year
Sangguniang expanded LSB functions (e.g., su- supplemental lump-sum
Kabataan) pport educational subsidies, Ins- budget allocation for SBM
tructional Materials and Textbooks (e.g., PS, MOEE, CO).
(IMTEX), teachers and school per-
sonnel welfare and development.

* Community leaders / Peaple`s O * Community leaders / Pos / NGOs * Community leaders / Pos /
Organizations (Pos) / Non- Govern- Are enabled (through capacity NGOs are fully enabled to
Ment Organizations (NGOs) are development interventions re- provide institutionalized su-
oriented, organized, and mobilized to source and programming planning pport community-wide pro-
support SBM (e.g., school community and management) for expanded grams to continuously im-
partnerships at least within the class- and school-wide support (e.g., prove learning outcomes (in-
room or selected interventions like Every Child A Reader Program, cluding ALS).
Adopt-a-school program) institutionalized remedial class
support, health and nutrition).

SBM Dimension Level I (Standard) Level II (Progressive) Level III (Mature)

* External stakeholders understand their * Organized external stakeholders * Organized stakeholders in-
Respective roles and responsibilities Support implementation of school troduce and co-implement
On SBM; and are organized for parti- -wide improvement process. programs supporting the
cipation in SBM processes. school-wide improvement
 process.

* Organized stakeholders
Champion SBM.

* Organized stakeholders help

create a community environ-
ment that supports basic
education.

Matrix of SBM Dimensions by Scale of Practice

SBM Level I (Standard) Level II (Progressive) Level III (Mature)
Dimension
4. School * School conducts assessment of SBM * School conducts periodic assessment * School institutionalized
Practice using assessment tool. of SBM practice using assessment tool. assessment of SBM practice
Improvement using assessment tool.
Process * SGC is organized * SGC supports continuous school im- SGC demands and cham-
 provement process. pions continuous school im-
provement process.
* SGC members are oriented and * SGC members are performing their res- * SGC members are held
Trained on SBM and school gover- pective duties and responsibilities. accountable for school per-
nance- they are made aware of their formance.
duties and responsibilities.
* SIP/AIP needs and priorities are * School does participatory and know- * SIP/AIP formulation and
Systematically identified (through ledge based SIP/AIP development and implementation involve full
situation analysis within the con- implementation that are responsive to and sustained engagement of
text of existing conditions, circums- community needs performance feed- stakeholders.
tances and available resources). back.
* SIP/AIP emphasizes improvement * SIP/AIP meets Divisional/Regional/ * SIP /AIP surpasses National
Of educational outcomes. National performance standards on /Regional/Divisional per-
learning outcomes. formance standards; Divi-
sion/Region/National plans
and programs are based on
SIPs/AIPs.

SBM Level I (Standard) Level II (Progressive) Level III (Mature)

Dimension
* Stakeholders are informed, consulted, * Stakeholders are informed consulted, *Stakeholders are informed,
And engaged in SIP/AIP formula- and engaged in SIP/AIP formulation, Consulted, and engaged in
tion, implementation, and monitor- implementation, and monitoring and SIP/AIP formulation, imple-
ring and evaluation evaluation and are satisfied with school mentation, and monitoring
performance. and evaluation are jointly
accountable foe school per-
formance.
 * SIP/AIP implementation is regularly *SIP/AIP implementation is benchmarked * SIP/AIP implementations is
Tracked and reported with necessary (with leading practices) and undertakes geared towards achieving
corrective measures undertaken. Innovations and improvements. exemplary performance and
institutionalized bench-
marking and continuous im-
provement processes.
* Best practices are identified, docu- * Best practices are replicated. * Best practices are institutio-
mented and shared among peers. nalized.

Matrix of SBM Dimensions by Scale of Practice

SBM Level I (Standard) Level II (Progressive) Level III (Mature)
Dimension
4. School * Resources and funds (MOOE) are * Resources and funds are augmented * Resources and funds are sus-
Improvement linked to SIP/AIP targets and allo- with LSB and community contributions tained by LGU and commu-
Process cated to meet minimum educational and allocated to meet desired education- nity partners through supple-
[ continued] cost requirements (e.g., per capita nal outcomes. mental budget and commu-
 per student). nity equity.
* A system of incentives and rewards * A system of incentives and rewards(and * A system of incentives and
(and positive discipline for under- positive discipline for underperformance) rewards (and positive disci-
performance) based on performance based on performance contract (between pline for underperformance)
contract (between SGC and DepEd) SGC and DepEd) is established with based on performance con-
is piloted to promote school im- DepEd and stakeholders support to sus- tract (between SGC and
provement process. tain school improvement process. DepEd) is institutionalized
With DepEd and stakehol-
ders support to sustain school
improvement process.
* A system of technical assistance * A system of technical assistance (policy * A system of technical assis-
(policy support, institutional streng- support, institutional strengthening, and tance (policy support, insti-
thening, and training) is installed for training) is strengthened for continuous tutional strengthening, and
continuous school improvement school improvement process. training) is optimized for
process. continuous school improve-
ment process.

Matrix of SBM Dimensions by Scale of Practice

SBM Level I (Standard) Level II (Progressive) Level III (Mature)
Dimension
5. School- * Annual School Budget (ASB) (e.g., * Annual School Budget (DepEd MOOE) * Annual School Budget (DepEd
based DepEd MOOE) is aligned with SIP + SEF+ community contributions) is MOOE + SEF + co-
Resources / AIP. aligned with SIP/AIP. mmunity contribution and
LGU supplemental budget +
Grants/loans) is aligned with
SIP/AIP.
 * School manages and controls funds * School manages and controls funds * School fully manages and
/ resources with Division Office / resources with Division Office techni- controls funds / resources.
Assistance (review and approval). cal guidance.
* ASB is executed in accordance with * ASB is executed with efficiency and cost * ASB is executed with best
guidelines. effectiveness. Practices and innovations re-
sulting in improved school
performance .
* ASB results in attainment of targets * ASB results surpassed targets and de- * ASB results in sustained ex-
and desired outcomes. desired outcomes. cellent performance.
* School is properly informed of * School MOOE allocation is augmented * School budget is sustained
MOOE allocation / MOOE is pu- With LSB and community contributions and institutionalized by
blished and drilled down to schools To meet desired educational outcomes. LGU and community part-
in cash. ners through supplemental
budget and community
equity.
* School undertakes school-based * School undertakes school-based procure- * School undertakes own
procurement with Division Office ment with Division Office guidance. School-based procurement
assistance. including IMTEX, furniture,
and equipment, School Buil-
ding Program (SBP) subject
to DepEd-wide guidelines.

Matrix of SBM Dimensions by Scale of Practice

SBM Level I (Standard) Level II (Progressive) Level III (Mature)
Dimension
* DepEd representative to the LSB is * DepEd representatives to the LSB en- * DepEd representatives to the
knowledgeable of SIP priorities. sure that SEF budget priorities support LSB monitor and influence
SIP/AIP and reflects increased number SEF for sustained support to
of educational resources (e.g. classrooms, SIP / AIP.
textbooks, teacher items, equipment,
teachers/school personnel welfare).
 * MOOE funds made available to the * All resources and funds made available * All resources and funds
School is recorded, optimally utili- to the school is recorded, optimally uti- made available to the school
zed, reported & accounted for. lized, reported and accounted for. is recorded, optimally uti-
lized, reported and accounted
for.
6. School * School introduce transparency and * School exercises transparency and * School is fully transparent
Performance accountability mechanisms. accountability in carrying out its and accountable.
Accountability functions.
(performance * Monitoring and Evaluation (M/E) * Performance and results-based M/E * Stakeholders and school
is monitored, system is installed and operational system is fully operational and utilized jointly develop and imple-
validated, (e.g. data and reports are used in in planning. ment multi-sectoral and
evaluated and continuing improvement). multi-dimensional M/E sys-
reported) tem with innovations.
* Major stakeholders (SGC, PTCAs, * All stakeholders fully participate in * Stakeholders hold them-
Schools Divisions Superintendent, M/E and reporting activities. selves accountable for school
Regional Office, LSB) are informed performance.
And participate in M/E and
Reporting.

Matrix of SBM Dimensions by Scale of Practice

SBM Level I (Standard) Level II (Progressive) Level III (Mature)
Dimension
* Quarterly school performance * Quarterly and annual school perfor- * School performance is pre-
(student and teacher performance) mance (e.g., SRC) are monitored and sented, published and vali-
is monitored and evaluated by evaluated by community stakeholders. dated through community
SGC. satisfaction surveys.
* Improvements in learning outcomes * Improvements in learning outcomes * Improvements in learning
By Grade/Year level are monitored by Grade/Year level are monitored and outcomes are tracked for
And evaluated by homeroom and evaluated on school-wide basis. bench-marking with other
Tracked per student/subject. SBM schools.

Administration of the SBM Practices Assessment

 The tool on pages 34 to 67 contains indicators regarding the six (6) dimensions of SBM Practices shown in Table
2. Each indicator has required pieces of evidence of the level of SBM Practices. Each SBM dimension is to be responded
to by a different group of school stakeholders who arrive at a group answer through a consensus.

The table on page 18 provides the list of SBM dimensions and the intended respondents for each dimension.

The administration of the “SBM Assessment Instrument” is divided into 3 stages:

Stage 1: The Orientation of School Head/s;

Stage 2: Responding to the Instruments by the School Stakeholders; and
Stage 3: Focused Group Discussion.

Instructions are provided in three parts, one for each stage. Topics are presented following the flow of the
administration of the assessment instrument. The processes the school head must undergo in the conduct of the
assessment are found in the succeeding pages.

SBM Dimension Respondents

School Head
SBM 1. School Leadership Assistant to the school head / head teacher/s Grade chair / Department head

Parent association representative

SBM 2. Internal Stakeholders Teacher association chair
Head of student council / organization
Parent association representative
SBM 3. External Stakeholders LGU / Barangay chair / representative
SGC chair / representative
Chair of any other active groups involved in the school (e.g. NGOs alumni
 association
School Head
SBM 4. School Improvement Parent association representative
Process Teacher association chair
Head of student council
School Head
SBM 5. School-Based Resources Person in charge of school funds
(e.g. school budget officer/supply officer)
SGC chair / representative
PTCA chair / representative
LGU / Barangay chair / representative
School Head
SBM 6. School Performance Parent association representative
Accountability Teacher association chair
Head of student council
SGC chair / representative
LGU / Barangay chair / representative
STAGE 1: School Head`s Orientation

This stage is initiated and managed at the division level to equip the school head with the skill on how to
administer the assessment.

Objectives: The stage aims to ensure that school heads:

1. Understand SBM, particularly the dimensions, levels and practices;
2. Appreciate the intent of the SBM assessment;
3. Understand all the terms used in the instrument;
4. Learn the process of administering the instrument;
 5. Know the scoring process as well as determine the level of SBM practice of the school; and
6. Know the manner of reporting the results to the division office.

STAGE 2: Responding to the Instrument by the School Stakeholders

PHASE 1: Orientation of School Stakeholders as Respondents

The Orientation of focuses on the SBM Assessment, its context, objectives and procedure. The
School Head takes the lead role in orienting the stakeholders who shall serve as respondents to the
assessment. Respondents must be thoroughly oriented on the concepts of SBM, the purpose of the
assessment as well as the process that they will undergo in the assessment. It should also be an
opportunity to advocate the objectives of SBM to the school stakeholders to help them become aware
of their roles in the governance of the school.

PHASE 2: Actual Inventory

This phase is the time for the various respondent groups to collect pieces of evidence and respond to the instrument for
each indicator. This process of evidence collection and inventory may take more than one day. It must be clear to the
respondents what evidence are being asked for. It is highly recommended that the respondents be allowed sufficient
time to perform the inventory. Emphasize the need to collect the actual proof of the evidences required for each
indicator.

In this phase, the respondents are on their own in performing an inventory of the required evidence and accomplishing
the instrument. It is quite important for the school head to allow them to access specific school documents that are
reflected in the instrument. In some instances, the respondents may opt to do some interviews to validate their results.

Policies on Evidence
 1. Evidence must be presented to the stakeholders before a check mark is placed on the appropriate
box.
2. Evidence/s must be the one being asked for.
3. No evidence, no check mark even if the school has been doing it.

PHASE 3: Summarizing the Stakeholders` Responses

This is a session on summarizing the results of the inventory with the stakeholders for each dimension. A Focused
Group Discussion (FGD) is suggested to discuss experiences in the process of the assessment: the search for the pieces
of evidence, the identification and verification of the pieces of evidence and how the instruments were used and
responded to. The FGD also aims to reach a consensus on the different responses made by the respondents on the
different dimensions and to determine the specific help/assistance the school needs to be fully prepared to move to the
next level of SBM Practice.

Responsibilities of the School Head in the Assessment

1. Read, review and understand the instrument.

2. Invite stakeholders listed on pp. 17-18 to serve as respondents to the assessment tool found on
pages 17 and 18.
3. Orient School stakeholders on the assessment.
4. Lead in the inventory of evidences and prepare all the evidences required for the assessment.
5. Set a date with school stakeholders for the assessment that includes inventory of evidences.
6. Conduct focused group discussion.

Sample Script of the Orientation to the Stakeholders for the School Head
a. The Department of Education is requesting schools to conduct an assessment on School-Based
Management (SBM) practices in all schools nationwide. This is through the auspices of the Basic Education Sector
Reform Agenda (BESRA).
b. An instrument has been prepared for the assessment. (Refer to pp. 35-67) Respondents are school stakeholders,
representatives of the students, teachers, LGU, PTCA and other active individuals in the school.
c. The instrument has indicators found on the top of the table of each page. Below the indicators are pieces of
evidence that are required. The box provided for on the left side of the evidence statement can only be checked if
there is an evidence to support it. Put a check mark on the box provided for only when the correct evidence/s is
provided, presented and scrutinized.
d. I (the School Head) shall be requesting specific stakeholders to be the main respondent to a specific dimension.
(School head now distributes instrument to the different groups of stakeholders).
e. As you (the Stakeholders) gather, select a facilitator from among yourselves. The facilitator leads the group and
reads out the indicator followed by the evidence asked for.

f. Any of the group member may show the evidence to the group. every member will scrutinize the evidence and
determine if the evidence shown is the one asked for. If so, the facilitator will put a check mark on the box provided
for.
g. The facilitator will go through all the statements for evidences in one particular column from top to bottom in a
particular level before moving to the next column or level.
h. Once the tool has been completely answered, the check mark will be counted downwards. Review to determine
whether a check mark is in the box corresponding to the evidence is not currently present, i.e. no document supports
the claim.
i. All the checked boxes shall be counted per column one after the other.
j. Scores of the number of check mark will be placed for each dimension.
 THE FOCUSED GROUP DISCUSSION (FGD)

Once the instrument is fully accomplished and scores have been computed, the school head calls on all responsibilities
to a focused group discussion.

Point for discussion in the FGD

1. The school head presents the total score to the stakeholders.

2. He/She points out to stakeholders at what level the school is in, in terms of SBM Practices as a result of the
assessment.
3. HE/She highlights area/s where the school has much evidence to show and congratulates the school
stakeholders.
4. He/She then focuses on the weak points of the school as a result of the assessment and leads a discussion
with stakeholders in finding out why the schools is weak in such a particular area.
5. He/She leads the discussion in finding out what facilitating factors led to achieving successes in certain
areas of SBM practices and what hindering factors that caused such weaknesses.
6. He/She proceeds in the FGD and leads the discussion on asking the stakeholders in what areas the school
must focus on to strengthen SBM practices in the school.
7. He/She writes down the responses on the board. Should the respondents have difficulties in answering
questions on SBM practices, the instrument will be used as jump off point and guide in the FGD. Looking at
indicators and evidence statements, the school head asks probing questions to stakeholders.
8. The Following focus questions may be used to generate ideas:

 What needs to be done to obtain a check mark on the indicator?

 What concrete steps and actions do we have to take?
 What support or help is needed to get a check mark?
 Where do you think will you be able to obtain the support or help required?
 What support can you give the school and me, as your school head, in order to effectively practice SBM?
 What actions can be taken by us to promote SBM practices in our school?
Template 2: SBM Practices Assessment Result found on page 30 is used to help the stakeholders put
together and organize their responses as a result of the FGD.

The table below shows the number of items per Dimensions:

Dimension Level 1 Level 2 Level 3

School Leadership

Dimension 1 28 35 49
School Leadership

Dimension 2 23 28 38
 Internal stakeholders

Dimension 3 27 15 18
External Stakeholders

Dimension 4 31 27 25
School Improvement
Process

Dimension 5 17 18 21
School Resources

Dimension 6 23 14 19
School Performance
Accountability
TOTAL 149 137 170

THE SCORING TEMPLATE:

Template 1
DIMENSION LEVEL 1 LEVEL 2 LEVEL 3
Dimension 1 ITEMS SCORE ITEMS SCORE ITEMS SCORE
School Leadership 28 35 49

Dimension 2
Internal Stakeholders 23 28 38
Dimension 3
External Stakeholders 27 15 18
 Dimension 4
School Improvement Process 31 27 25
Dimension 5
School Resources 17 18 21
Dimension 6
School Performance 23 14 19
Accountability
TOATL SCORE 149 137 170
Total Total Total
COMPUTATION Divided by Divided by Divided by
total no of total no of total no of
items items items
Percentage Rating multiplied by Multiplied by Multiplied by
100 100 100

Scoring Formula: Total Score X100

Divided by total No. of items

Level of School in SBM Practices:

To determine at what level the school is in, the instrument will be collected by the school head and
arranged in correct order from dimensions 1 to 6. In the presence of the stakeholders, the school head
will count all check marks by level.

The scoring template will then be used. Put the score of each indicator beside the total number of items
in each dimension. Add all the scores of each dimension in each level. Get the total of the scores from
dimensions 1 to 6. Divide it by the total number of items of that level then multiply it by 100. That is the
score of the school for that level.

When the school gets 100% in Level 1, the school has achieved the “Standard” level. This means that
all necessary steps, inputs and activities have been achieved by the school. Should the number of check
marks between 61-98%, then the school is in the “Moving Towards” stage. If the score of the school is
between 1- 60%, the school is in the “Starting” stage.

The school is encouraged to complete Level 1 first before trying to respond to and comply with pieces of
evidence for Levels 2 and 3. The School, HOWEVER, IS NOT PREVENTED FROM ASSESSING ITS
LEVEL OF SBM PRACTICE IN ALL THREE (3) LEVELS AT ONE TIME IT PERCIEVES ITSELF TO BE
IN POSSESSION OF PIECES OF EVIDENCE IN THE THREE LEVELS OF SBM PRACTICE. If the
school gets a score below 98% in Level 1, it is highly recommended that it must first complete all
necessary requirements for Level 1 before moving to the next level of assessment. NO SCHOOL CAN
QUALIFY FOR LEVEL 3 OF SBM PRACTICE IF, IN THE FIRST PLACE, IT CANNOT OBTAIN A
SCORE OF 100% IN LEVELS 1 AND 2.

Once the school has completed and satisfied Level 1, “Standard” level, the school can now proceed to
Levels 2 and 3 assessment. If the school has reached the score of 100% in level 2, it is considered to be
in the “Progressive” stage. A score of 61 to 98% places the school in the “Advancing” stage while a
score of 1 to 60% puts the school in the “Gearing Up” Stage.

For level 3, the school is in the Mature Stage when it has a score of 100%. It is in the Accelerating
Stage when the school has a score of 61-98% and in the Practicing Stage when it has the score of 1 to
60%.
Below is a simple graph to illustrate the stage of the different levels.

LEVEL 1 LEVEL 2 LEVEL 3

100%-Standard Stage 100%-Progressive 100% - Mature

Stage Stage
61–98%-Moving
Toward stage 61-98% - Accelerating
61-98%-Advancing Stage
Stage

1- 60%-Starting 1-60%-Gearing Up 1-60% - Practicing

Stage Stage Stage

STAGE 3: UTILIZATION OF THE RESULTS

The assessment results will be utilized by the different offices of the Department in providing the
appropriate technical assistance needed by schools to move to the next level.

FOR THE SCHOOL LEVEL

Assessment results will primarily be the basis for the school`s plan of action. Looking into the
specific dimensions/indicators where the school was marked x, the stakeholders can plan for
appropriate strategy or measures to improve the identified area (s).

The SBM Practices Assessment Result (Template 2) shows the activities, the assistance needed
and the courses of action to be undertaken by the schools after the SBM Assessment. The school
then provides a consolidated listing of these courses of action/activities to the division for the
technical assistance needed.

School Heads must make sure that the activities identified and the SBM Practices Assessment
Result Template are reflected in the SIP then translated into concrete actions in the Annual
Improvement Plan (AIP). For SBM areas that can not be addressed within a year, this will also be
plotted in the three (3) year Work and Financial Plan of the SIP.

Having a clear grasp of the technical requirements necessary to implement the SIP/AIP provisions,
the School Head should exhaust all means to avail of the technical assistance from the Division
Office.

TEMPLATE 2

PRACTICES ASSESSMENT RESULT TEMPLATE Level of SBM Practice: ___________

_______________________________
School Head: ____________________________
School: _________________________________
Address: ________________________________ Division: _______________________
Date Submitted to the Division SBM Coordinator: ___________________________________
Name of Division SBM Coordinator: _______________________________________________
 SBM Indicator Actions to be By whom Resources Needed Time
Dimension Taken (Human and/or Frame
material) (May-Sept. 2011)

FOR THE DIVISION LEVEL:

The SBM Assessment result provides the statistical picture as to how many schools are in different
levels of SBM practices. Below are the steps to be undertaken by the Division:

 The Division SBM Coordinator take the lead in the consolidation of the summary of
answers from all schools in the division,
  The Division identifies the trend as to which dimension/s needs strategic plan of
action.
 It looks into the list of activities submitted by each school that requires technical
assistance from the division.
 It develops a Work Plan (Template 3) to address the identified dimension that needs
immediate action. To be included in the Work Plan are the following:

 Dimensions that need to be Addressed

 Objectives and Outputs

 Strategic Courses of Action/s

 Persons/Units Responsible for Desired Outputs

Below is a sample Work Plan:

SAMPLE TREND: % of the schools in the division scored lowest in SBM Dimension 4: Write the
Indicator(s):

 The Division incorporates the Work Plan shown in Template 3 into the DEDP
and furnish the Region a copy of this.
  The Division prioritizes the school(s) for project implementation with corresponding
budget allocation and provide technical assistance in areas needed.

(The table is an example)

Template 3: Division Work Plan for the Provision of Technical Assistance to Schools

Dimension Objective Output Strategic Response Unit/Person

Responsible
* School * Develop and * Guidelines *Obtain standards * SDS Office
Improvement disseminate and procedures from RO/CO
Process guidelines on in establishing
establishing SGC * Conduct consulta- * SGC Task Force
SGC tion with various (e.g. District Su-
stakeholders group pervisors)

* Task Force to deve-

lop, disseminate/
orient and monitor

Dimension Objective Output Strategic Response Unit/Person

Responsible
Establishment of
SGC
* Support * Mechanism * Develop SIP Review * Planning Officer
Schools in de- to appraise Mechanism
veloping quality quality of SIP
SIPs * Establish Division * SIP Training
Appraisal Committee Task Force
 (DAC)

* SHs trained * Organize Training of

on SIP deve- Trainers
lopment
* Organize SIP Training
Mgt. Team

* Obtain funding support

FOR THE REGIONAL LEVEL

The SBM Assessment Results may be used as basis for making policy recommendation /proposals to
support the courses of action in the division and school levels.

FOR DEPED CENTRAL OFFICE LEVEL

The SBM Assessment Results as utilized by the Regions and upon their recommendations. The
Central Office will study proposed recommendations from the Regions and formulate the necessary policies
to support the courses of action implemented in the field for sustainability.
 THE ASSESSMENT INSTRUMENT

SBM Dimension1: SCHOOL LEADERSHIP

SBM 1.1 The school head:

Has an appointment
 Attested appointment (CSC)

Plantilla (DBM)

Designation by the SDS

Is aware of his/her basic roles and Assumes responsibility on school Being accountable to school
responsibilities in school performance and is accountable for it stakeholders
improvement
STANDARD PROGRESSIVE MATURE
Level 1: Level 2: Level 3:

Documents showing attendance Accomplishments based on the Records on the dissemination/re-

In induction and/or orientation on school Annual Improvement Plan porting of AIP review results
basic leadership and manage- (AIP)
ment roles of the school head Publication of the accomplish-
Report on the Evaluation of Tea- ments of the Annual Improvement
School Annual Improvement Plan cher Performance Plan review
document Records of actions taken based
Records on the dissemination and on analysis of NAT/RAT/DAT re-
analysis of NAT/RAT/DAT results sults and other school perfor-
and other school performance in- mance
dicators Minutes of meetings with school
stakeholders on school targets re-
flecting performance evaluation
results

SBM Dimension1: SCHOOL LEADERSHIP

SBM 1.2 The school head: Practices and pursues shared Expands shared leadership practices
Has attended SBM related trai- instructional leadership and That positively influence learning
nings management functions outcomes
STANDARD PROGRESSIVE MATURE
Level 1: Level 2: Level 3:
Has attended:
Staff development program based on
Basic SBM Training National Competency-Based Tea- Records of mentoring and consulta-
cher Standards (NCBTS) and the re- Tions with co-administrators
SIP/AIP Training sults of Teacher`s Strengths and
Needs Assessment (TSNA) incorpo- Report on the results of Innovative
rated in the Individual Professional Supervisory programs applied
Development Plan (IPDP) /SIP/AIP

Annual School Budget (ASB) Training Records of coaching and mentoring Records on the institutionalized pro-
by school head to teachers e.g. fessional development for staff and
Individualized Professional Develop- other stakeholders
Fiscal Management training ment Plan (IPDP) of each personnel,
mentoring and coaching journal Records on conflict management
(from attending to minor school con-
ICT related training Minutes of meetings or documents of flicts to its full resolution)
school-based workshops e.g. deve-
lopment of IPDP of each school per- Records of consultations with inter-
sonnel nal and external stakeholders on
improving learning outcomes
SBM 1.2 The school head: Practices and pursues shared Expands shared leadership practices
Has attended SBM related trai- instructional leadership and That positively influence learning
nings management functions outcomes
STANDARD PROGRESSIVE MATURE
Level 1: Level 2: Level 3:

Records of the conduct of INSET on Records on delegation of critical

Curriculum enhancement and others functions like mentoring, coaching,
(e.g. indigenization of the curriculum, monitoring and evaluation to tea-
development of worksheets. work- chers and stakeholders
books and others)

Reports on the conduct of school or Result of NAT performance reflec-

cluster-based trainings that respond ting an increase or meeting national
directly to the Staff Development targets
Program reflected in the SIP

Supplementary plans reflecting “clini-

cal supervision” methods

Records of teachers/class observa-

tions with technical assistance

Supervisory reports as a result of the

application of “collegial supervision”
methods

Records of simple management

tasks delegated to a committee (e.g.
minutes of meeting)
 SBM Dimension1: SCHOOL LEADERSHIP

SBM 1.3 The school head: * Acts as a resource on SBM (e.g. * Establishes effective work relationship
Initiate organization mentor/coach) with organized stakeholders to cham-
of stakeholders * Co-operates with organized stakeholders pion SBM for continuous school Im-
provement
STANDARD PROGRESSIVE MATURE
Level 1: Level 2: Level 3:

Documents showing roles and respon- Records of training and orientation on Records of training /learning opportunities
sibilities of each organized internal/ SBM provided by School Head to: For school improvement provided by the
ternal stakeholder group School head to:
Internal stakeholders
List of officers of Internal Student Organization
Stakeholders: External stakeholders
Parent Organization
Student organization Records of regular meetings on SBM
with: Teacher Organization
Parent organization
Student Organization LGU
Teacher Organization
Parent Organization Local Organizations
List of officials of External Stakeholder
group: Teacher Organization Certificates of recognition/appre-
LGU ciation of SH as resource person
LGU on SBM to various for a
Local organizations
Local Organizations Records/Documents of the institu-
Records of meetings/orientation on tionalization of best practices on SBM
roles & responsibilities of each inter-
nal / external stakeholder group Records of SBM advocacy activities
Conducted by the school
Records of SBM benchmarking
done by the school head /
management

Records of activities on
awarding or recognizing SBM
champions / advocates
SBM Dimension1: SCHOOL LEADERSHIP
SBM 1.4 The school head: Manages SBM mechanisms/systems and Institutionalizes SBM system through
Initiates the installation of the re- engages stakeholders` participation in the shared leadership
quired SBM mechanisms/systems required mechanisms/system
STANDARD PROGRESSIVE MATURE
Level 1: Level 2: Level 3:
Organized teams and list of mem- Records on the implementation of Records of innovations done to improve
bershipPer team: the following: The:

Management Information System Management Information System (MIS) Management Information System
(MIS) (MIS)

SIP-School Planning Team School Improvement Planning (SIP)

System Sip system
INSET Mechanism
Budget and Resource Management
M&E Mechanism (BRM) system Budget Resource Management
system
Financial Management System School Staffing system

School Staffing System School Performance M&E system School Staffing system

Records of orientation on SBM system Teachers welfare system

and organizational set up of school Performance M&E system
teams INSET mechanism

Minutes of meetings reflecting the

Participation of stakeholders to Others, (Pls. specify) __________
School target setting activities

Minutes of meetings reflecting partici-

pation of school stakeholders in evalua- Documents of best practices on
tion or review activities of the school School management
List of completed SIP/AIP- related Record on agreements with stakehol-
projects and programs led by the ders on implementation of long-term
school head and co-implemented school projectsprograms
with stakeholders
Updated list of completed projects and
Minutes of meetings regarding pla- Programs led, implemented and reviewed
nning of projects initiated by stake- by School Head with stakeholders
holders
Progress reports of projects led and im-
plemented by stakeholders
Records of positive feedback on level
of satisfaction from stakeholders Minutes of regular consultation meetings
regarding efficiency of school system with the School Governing Council (SGC)

Copies of resolutions passed by the Lo-

cal School Board (LSB) that directly su-
pport the SIP/AIP

Copies of resolutions passed by the

School Governing Council (SGC) that
directly support the SIP/AIP

Reports on stakeholders perception on

school leadership

Records on community stakeholders

Volunteers in school programs / projects
/ activities

Records of improvement in school per-

formance indicators

Records on SBM benchmarking done

by the School Head
 SBM Dimension1: SCHOOL LEADERSHIP

SBM 1.5 The school head: Delegates financial tasks and devotes Acts as fund manager and devotes more
Performs fund management duties more attention to instructional leadership attention to instructional leadership and
and supervision supervision
STANDARD PROGRESSIVE MATURE
Level 1: Level 2: Level 3:
Records of resource generation from the Memo designating a school personnel to
different sources: perform financial-related tasks Documents showing alignment of funds
Utilization to SIP/AIP
MOOE Record of cash flow aligned to AIP
Documents showing budget is demand-
LSB / SEF Required financial report by the school driven and/or responding to urgent
Head or financial staff needs of the school
Adopt-a-school
Record showing school head devoting positive financial performance reports
Donations time on instructional leadership e.g. prepared by duly authorized personnel
classroom observation, instructional under the supervision of the school head
Income generating projects consultancy, mentoring, coaching, etc.
Financial reports prepared adhering to
budgeting, accounting and auditing guid-
PTCA support lines

Published financial statement and distri-

Others, (Pls. specify) ____________ buted to school community stakeholders

COA`s Audit report

Revised staff development

program of the school reflecting
the TNA results, school performance
results and consolidated IPDPs.
Records on teachers application of
know-ledge and skills learned from
training e.g. demonstration lessons,
lesson plans & others

Records on the conduct of school or

cluster-based training programs on im-
proving classroom instruction /
management

Records of training / learning opportuni-

ties provided to / attended by school
personnel align to their IPDP

Records of SBM benchmarking done by

the school head or management
 SBM Dimension 2: INTERNAL STAKEHOLDERS:

SBM 2.1 Pupils/Students; Teachers; * Exercise their rights and fulfill response- * Are active co-leaders of the school and
Parents: Bilities as primary stakeholders assume shared accountability on their
Are aware of their rights and response- performance
bilities as primary stakeholders * Support SBM * Are champion of SBM
STANDARD PROGRESSIVE MATURE
Level 1: Level 2: Level 3:
Report on the conduct of orientation Records showing participation in the Records of participation in the adjust-
regarding their rights, roles and respon- development and implementation of the ments/modification of the SIP/AIP by:
sibilities as stakeholders: SIP/AIP
Pupils / Students
Pupils / Students Pupils / Stdents
Teachers
Teachers
Teachers Parents
Parents
Parents Records of activities implemented,
Copies of the following: monitored and reported to all stakehol-
Minutes of the meetings showing ders by:
Pupils/Students Handbook feedback and suggestions for school im-
provement: Pupils / Students Organization
Magna Carta of Teachers/DepEd
Service Manual
Pupils / Students Teachers Association
Provision on Parents roles and
responsibilities found in DepEd Teachers
Service Manual/Education Act Parents Association
of 1982 Parents
 Existence of School Organizations Records of consultations concerning Status rep[orts on projects/programs and
(name Of organization and list of student performance (learning and their contributions to the improve- ment
officers) behavior) of learning outcomes led and managed
by:
Pupils / Students between students and teachers
Pupils/Students Organization
Teachers between parents and teachers Teachers association

Parents Records showing feedback about Parents Association

teacher performance from:
Constitution and by-laws: Records of outstanding performance
Pupils / Students /achievements/award of excellence, model of
good behavior of:
Pupils / Students Parents
Pupils / Students
Teachers Progress report on school activities
Teachers
co-implemented with :
Parents Parents
Pupils/Students Organization Results of school-initiated survey sho-
Minutes of the meetings on School wing level of satisfaction on school per-
Improvement: Teachers Association formance by:

Pupils / Students Organization Parents Association Pupils / Students

Teachers Association Records of assemblies/committee Teachers

Meetings on school improvement pro-
jects undertaken by: Parents
Parents Association
Regular issues of school publications led by:
Pupils/Students Organization
Pupils/Students Organization
Teachers Association
Teachers Association
Parents Association
Parents Association
SBM Dimension 2: INTERNAL STAKEHOLDERS:

SBM 2.2 Teachers are trained on curricu- Pursue continuing professional develop- Hold themselves accountable for student
lum content and pedagogy ment performance and positively influence lear-
ning and school outcomes
STANDARD PROGRESSIVE MATURE
Level 1: Level 2: Level 3:
Record on the utilization of NCBTS ba- Report on the implementation of IPDP as
Report on training needs analysis sed TNA results in developing IPDP contained in SIP/AIP

Report on trainings attended Copy of IPDP based on NCBTS Report on self-initiated professional deve-
lopment based on IPDP
Report on the number of INSET prog-
grams attended aligned with the SIP/AIP Record of attendance to Masteral/ Docto-
ral/Diploma programs
Report on self improvement training
based on school head observation Certificate of membership to local or inter-
checklist/guide national professional organizations (e.d.
MTAP, PASATAF, TOP, RAP, ASCED,
WCCI)

Records of teaching learning observation

checklist or guides showing learning gains
in instruction among STUDENTS

Records of remediation/enrichment activi-

ties or other programs provided to stu-
dents based on their needs.
SBM 2.3 Teachers apply knowledge, pro- Transfer/share learning’s to peers Hold themselves accountable for student
cess skills and instructions acquired performance as co-leaders and co-mana-
from participation in trainings gers in school
STANDARD PROGRESSIVE MATURE
Level 1: Level 2: Level 3:

Lesson plan showing the application of Report showing increased mentoring/ Records on managing the conduct of
methodologies learned coaching INSET

Documents on utilization of instructional Certificates received as resource person/ Publication/journals/papers/research work

materials, reference books, workbooks, Demo teacher / trainer of good practice on mentoring and tea-
lesson exemplars, etc. ching focused on results
Documents of best practices showcasing
Records of teacher observation results Mentoring/coaching Records of innovations introduced in the
showing improvement in teaching/learning class
process Record on the level of satisfaction by
peers Record of increased achievement test re-
Records of evaluation results-showing sults and other performance test (e.g.
Increased student performance Records of collaborative/integrative pla- school, division, regional, national levels)
nning, team-teaching, etc.
Record of class performance:

Drop-out

Achievement rate

Record on improve performance rating by

Immediate supervisor

Records of institutionalized effective tea-

ching-learning practices for improved pu-
pil/student performance

trophy/other award/citations such as “Mo-

del/Outstanding Teacher”(Division, Region
& National)
SBM Dimension 2: INTERNAL STAKEHOLDERS: PARENTS

SBM 2.4 Parents: Co-manage and co-monitor learning Are held accountable for the performance
Assume responsibilities as partners process of their children
In the learning process
STANDARD PROGRESSIVE MATURE
Level 1: Level 2: Level 3:

Records/journals of parents visit/partici- Records of interventions/projects co- Records of activities initiated by parents
pation in interventions e.g. reading prog- manage by parents and reported to stakeholders
ram, feeding program and others
Self-assessment of parents on the assis-
tance provided to their children
Records of parent-volunteers as teacher Committee membership in monitoring
aides, para teachers, tutors remedial tea- School performance Evaluation report on the positive impact
chers, etc. of parent-led programs/projects to lear-
ning outcomes
Records on donations that enhance
Pupil/student achievements Records of institutionalized practices on
parental involvement for the improve-
ment of pupil/student performance

Awards / citations given to outstanding

parents
 SBM Dimension 3: EXTERNAL STAKEHOLDERS

SBM 3.1 External stakeholders:

have a clear and common understanding Exercise their rights and fulfill Share in the responsibility and
of their rights, responsibilities and func- responsibilities as education stakeholders accountability towards students learning
tions in school improvement outcomes
STANDARD PROGRESSIVE MATURE
Level 1: Level 2: Level 3:

Records of attendance to SBM orient – Records of: Reports on:

tations by the following stakeholders:

Local School Board (LSB) /LGU / Bara- Consultation session/s with other stake- Status of programs / projects assisted/
ngay Council holders regarding feedback on perfor- Initiated by external stakeholders (I,e.
mance (learning and behavior) contributions towards attainment of SIP
Alumni / Youth Group /AIP objectives)
Participation of external stakeholders
Retirees / Elders In SIP implementation
Involvement of external stakeholders in
the monitoring and evaluation of SIP
Professionals / Barangay Health Workers Implementation
/ Traditional Birth Assistance

Religious groups / Church leaders or

Ministers Improvement in the development of
school improvement policies and proce-
Non-government Organizations / dures which are consistent with the
Cooperatives / Church Organizations School Vision, Mission, Goals, and
Objectives
School Governing Council
.
Others, (Pls. specify e.g. Farmers` Group
, Fishermen`s Group)
SBM Dimension 3: EXTERNAL STAKEHOLDERS

SBM 3.2 External stakeholders: Expand school-wide support for Support for continuous school
School Community are organized to implementation of SIP priority programs improvement institutionalized
Support / implement SBM and projects
STANDARD PROGRESSIVE MATURE
Level 1: Level 2: Level 3:
Existence of organizations (name of
organization and list of officers) Records of participation in setting of MOA/MOU for long term support for
learning targets school improvement
Alumni / Youth Group
records of commitment to support Evaluation report on the impact of
Retirees / Elders school programs external stakeholders-led programs
/ projects to learning outcomes
Professionals / Barangay Health Records of participation in improving
Workers / Traditional Birth Assistance performance indicators Records of stakeholders group`s
multiyear implementation of a long
Religious Groups / Church leaders or Records of participation in school term plan/programs
Ministers facilities development plan and
policies on student behavior
Non-government Organizations / Minutes of consultative assemblies
cooperatives / Church Organizations Or other participatory decision
making activities led by external
School Governing Council stakeholders

Others, (Pls. specify e.g. Farmers`

Group, Fishermen`s
Group) _________________
SBM 3.2 External stakeholders: Expand school-wide support for Support for continuous school
School Community are organized to implementation of SIP priority programs improvement institutionalized
Support / implement SBM and projects
STANDARD PROGRESSIVE MATURE
Level 1: Level 2: Level 3:

Minutes of the meeting/s on school

Improvement

Alumni / Youth Group

Retire / Elders

Professionals / Traditional Birth

Attendants/Barangay Health Worker

Religious Groups / Church leaders

or ministers

Non-government Organizations /
Cooperatives/Church Organizations

School Governing Council

Others, (Pls. specify e.g. Farmers

Group, Fishermen`s Group) _______
SBM Dimension 3: EXTERNAL STAKEHOLDERS

SBM 3.3 External stakeholders: Organized stakeholders participation in Stakeholders organize themselves to create
Are mobilized to support SBM and the the implementation of the SIP/AIP a community environment to support SBM
implementation of the SIP in particular and Basic Education in
general
STANDARD PROGRESSIVE MATURE
Level 1: Level 2: Level 3:

Reports/records of meetings/orientation Documents to validate participation of Existence of an-intra-organizational MOU/

Of external stakeholders on SIP/AIP and Stakeholders in local initiatives to su- MOA to continuously support school im-
Its implementation pport SBM and SIP implementation: provement programs

Work plans of external stakeholders Classroom-based initiatives Existence of an M&E system to improve
aligned to the SIP/AIP Intra-organizational linkages
Grade/year level initiatives
Reports/records of meetings/orientation Records showing impact of intra-organi-
on other possible school community School-based initiatives zational linkages on school improvements
partnerships
Alternative learning program initiatives Organized stakeholders champion on
Basic Education
Progress report on programs and pro-
jects participated in by external stake- Records of stakeholder involvement in:
holders
Initiated school improvement projects

Strong SBM advocacy programs

Stakeholder involvement in the school

Monitoring and Evaluation system

SBM Dimension 3: EXTERNAL STAKEHOLDERS

SBM 3.4 External stakeholders: Local government stakeholders expand Local government stakeholders
Local government stakeholders are fully support for educational subsidies through institutionalize LSB support for SBM
aware of their roles and responsibilities LSB and other sources practices
STANDARD PROGRESSIVE MATURE
Level 1: Level 2: Level 3:

Report/records of meetings/orientation/ Records of consultations/meetings Progress reports on long-term school

training/briefing of Local Government with other stakeholders regarding improvement program/s funded by the
stakeholders on their duly recognized resource planning SEF
roles and responsibilities related to SBM
Record of alignment of the SEF multi-
Certificates of attendance in LSB mee- year allocation to the SIP/AIP
tings

Records of SIP priorities linked with the An evidence of commitment of LGU/

Report on / records of participation of lo- SEF allocation LSB long term support: e.g. Resolution,
cal government unit in the development MOA, Memorandum of Understanding
of the SIP/AIP (MOU), etc.
Report on voluntary support of LGUs to
schools
SBM Dimension 4: SCHOOL IMPROVEMENT PROCESS

SBM 4.1 School conducts assessment of Conducts Periodic assessment of SBM Institutionalizes assessment of SBM
SBM practices using assessment tool practices using assessment tool practices using assessment tool
STANDARD PROGRESSIVE MATURE
Level 1: Level 2: Level 3:

Accomplished self-assessment guide on Reports/ result of periodic assessment Report on conducted assessment of
SBM practices of SBM practices SBM practices using assessment tools
recognized by the region/division
Adjusted SIP/AIP based on results of management
Analysis of SBM assessment result assessment of SBM practices
Records of utilization of assessment
results in benchmarking with region/
Data on school performance indicators Records of improvement in levels of national standards
gathered SBM practices as a result of technical
assistance received
Analysis of school data against National Assessment results showing progress
standard Records of actions taken by school head in SBM practices
in improving SBM practices in the
Records on the trend analysis of results school
on the assessment of SBM Practices sub-
mitted to the Division for provision of
technical assistance
SBM Dimension 4: SCHOOL IMPROVEMENT PROCESS

SBM 4.2 School Governing Council is Supports Continuous improvement Demands and champions continuous
Organized process school improvement process
STANDARD PROGRESSIVE MATURE
Level 1: Level 2: Level 3:

List of officers with roles and response- List of projects and activities identified Minutes of Meetings on the involvement
bilities by SGC for support Of SGC on school governance matters
(policy making)
Constitution and by-laws Records of SGC participation in:
Minutes of annual meetings/assemblies led
Code of Conduct SIP/AIP preparation by the SGC to report progress vis-à-vis
the SIP/AIP
Operating procedures Implementation
SGC Annual Report with inclusion of SIP
List of committees with roles and Monitoring / AIP progress report
responsibilities
The AIP has the following contents: Evaluation Copy of the proposed adjustments for the
AIP
Priority Improvement Areas for the Policies developed by SGC on:
current year List of :School Governance” policies adop-
SIP/AIP preparation ted by the school
Objectives
Implementation Records of the membership of the SGC in
Programs, projects or activities various SIP committees
Monitoring
Resource requirement Documents on the involvement of the SGC
Evaluation In the revision of SIP and adjustments of
Timeframe AIP
Copy of the SGC resolution accepting
Amount and sources of funds And supporting the SIP
SBM Dimension 4: SCHOOL IMPROVEMENT PROCESS

SBM 4.3 The school has: SIP/AIP regularly tracked, reported and SIP/AIP implementation geared towards
Knowledge-based and participatory updated/revised for continuous school achieving exemplary performance,
SIP/AIP formulation improvement institutionalized benchmarking and
continuous improvement process
STANDARD PROGRESSIVE MATURE
Level 1: Level 2: Level 3:

Documents/Records showing School M & E reports Advocacy plan of stakeholders geared

Planning Team (SPT) leading the deve- Towards achieving exemplary performance
lopment of the SIP/AIP
Existing SIP/AIP revised / updated by Documents showing school performance
The SIP has the following basic contents: the SPT in consultation with stake- analyzed, disseminated and recommen-
holders dations acted upon
School and community profile
SIP/AIP includes research-based programs
Situational analysis that is data driven Records of school performance con- /projects for continuous improvement of
(based on School MIS) tinuously improving school performance

School vision, mission, goals and objectives School performance benchmarked with
Action Research / Project Proposal for other schools in the division
Priority Improvement Areas school continuous improvement
Analysis report of the action research and
Work and Financial Plan / or project proposal
Action Research / Project Proposal
Records of involvement of stakeholders implemented Report on implemented action research
In SIP formulation And/or project proposal that improved
school outcomes
Document on implementation structure
SBM Dimension 4: SCHOOL IMPROVEMENT PROCESS

SBM 4.4 Stakeholders are informed, con- Stakeholders Increased Involvement in the SIP /AIP formulation and implementation
sulted and engaged in SIP/AIP for- implementation and monitoring of the sustained with engagement of stakeholders
mulation and implementation SIP/AIP
STANDARD PROGRESSIVE MATURE
Level 1: Level 2: Level 3:

Records of involvement of stakeholders Records of stakeholders involvement in Stakeholders (PTCA and others, etc)
Representatives in the SIP / AIP The SIP / AIP implementation review work plan aligned to SIP
Formulation

Records of institutionalized involvement

of the stakeholders in the school im-
Records of involvement of stakeholders M & E report on SIP / AIP provement process through pledge of
representatives in the SIP / AIP implementation commitment, MOA, MOU, Resolutions,
implementation etc.

record of advocacy efforts to promote

the SIP either through tri-media e.g.
print, radio, TV, internet; linkaging
with possible donors to fund priority
programs / projects of the SIP
SBM Dimension 4: SCHOOL IMPROVEMENT PROCESS

SBM 4.5 Performance-based Incentives Performance-based Incentives And Institutionalized Incentives and Rewards
And Rewards System for pupils / Rewards System to support school System
students and teachers installed in improvement process
school and supported by the SGC
STANDARD PROGRESSIVE MATURE
Level 1: Level 2: Level 3:

Guidelines on Incentives and Rewards Performance contract between SGC and Policy document adopting Performance-
System for: School in accordance with the guidelines based Incentives and Rewards System
on incentives and Rewards System

Pupils / students

Teachers Records of incentives / rewards granted Records on the continuous implemen-

tation of the Performance-based
Incentives and Rewards System
Results of pilot implementation on the
guidelines on Incentives and Rewards
System Report on monitoring and evaluation on Documents showing Performance-
Year 1 implementation linking incen- based Incentives and Rewards System
tives and reward system to school adopted by other schools
Revised guidelines on incentives and improvement process
rewards system implemented
SBM Dimension 4: SCHOOL IMPROVEMENT PROCESS

SBM 4.6 The school emphasizes improve- School meets Division/Region/National School Surpasses Division/Region/National
ment of school outcomes performance standards on learning performance standards
outcomes
STANDARD PROGRESSIVE MATURE
Level 1: Level 2: Level 3:

Report on school performance indicators Report on school performance indicators

SIP / AIP implementation attained the Meeting standards of the: surpassing the standards set by the:
goals and objectives relevant to school
performance indicators
Division Division

Region Region

National National
SBM Dimension 5: SCHOOL-BASED RESOURCES

SBM 5.1 The school: * Has an ASB augmented by the Local * Has an ASB with regular funding from LSB
Has and Annual School Budget (ASB) School Board (LSB) funds and other sources
aligned with the Annual Improvement from the community and other agencies * Has an ASB with additional funds from
Plan (AIP) grants and other income generating projects
* Has additional funding from the community
and other agencies
STANDARD PROGRESSIVE MATURE
Level 1: Level 2: Level 3:

ASB submitted and reviewed by the DepEd LSB representative submitted LSB resolution creating a SIP support fund
Division Office And strongly advocated support for And making such fund a regular item in
SIP / AIP LSB / SEF
ASB reflecting Maintenance and other
Operating Expenses (MOOE) and other LGU Ordinance (city/municipal/barangay)
sources of funding for AIP programs augmenting funds for SIP/AIP implementa-
/projects LSB / SEF Budget reflecting fund tion
support for AIP projects
MOA/MUO on regular grants from other
Procurement plan aligned with ASB sources

Grants received by schools as a result of the

ASB submitted to DepEd Division Records of resources / funds received Proposal for school improvement activities
Representative (SDS or District From LGU and other sources
Supervisor) to the LSB
Investments for school improvement from
Income-generating projects
Records of representation/advocacy for
LSB support to SIP/AIP made by DepEd
representative
SBM Dimension 5: SCHOOL-BASED RESOURCES

SBM 5.2 The Annual School Budget ASB resulted to learning outcomes ASB resulted in sustained excellent
(ASB) resulted in the attainment of school surpassing school targets performance
targets and desired learning outcomes
STANDARD PROGRESSIVE MATURE
Level 1: Level 2: Level 3:

ASB supported interventions/programs/ ASB supported Interventions of ASB supported Interventions or programs/
Projects attained school targets programs/projects surpassed school targets: projects met national targets:

Enrollment Enrollment
Enrollment
Drop Out Rate Drop Out Rate

Drop Out Rate Retention Rate

Retention Rate
Completion Rate
Retention Rate
Completion Rate Achievement Level

Completion Rate ASB is executed with best practices and

innovations
Achievement Level
Documentation of best practices on fund
Achievement Level Monitoring data showing judicious management
execution of ASB
Records of satisfaction of internal and
external stakeholders on fund manage-
ment
SBM Dimension 5: SCHOOL-BASED RESOURCES

SBM 5.3 The school manages and controls Substantial fiscal authority/authonomy Full fiscal authority/authonomy
funds with minimal fiscal authority/
aothonomy
STANDARD PROGRESSIVE MATURE
Level 1: Level 2: Level 3:

Records on utilization of download school Plantilla item for at least one fiscal staff Direct release of Personnel Services (PS)
MOOE with assistance from Division and MOOE to school covered by
Office DEPED / DBM orders or circular

Records on utilization of downloaded

Division Memo granting School Head School MOOE with guidance from Documents granting School Head full
minimal signing authority on financial Division Office signing authority
transactions

Division Memo granting School Head

School Memo designating fiscal staff Increased signing authority on financial Plantilla item for complete fiscal staff
transactions (accountant/bookkeeper and casher/
Disbursing officer)

Designated fiscal staff trained on bookee-

ping and disbursement processes
SBM Dimension 5: SCHOOL-BASED RESOURCES

SBM 5.4 The allocation Optimally utilized and disbursement of Optimally utilized and disbursement of
Optimally utilized and disbursement funds is systematically recorded, audited funds is systematically recorded, audited
of funds is aligned to SIP/AIP/ASB and reported/published and reported/published
and recorded, reported and accounted
for
STANDARD PROGRESSIVE MATURE
Level 1: Level 2: Level 3:

Records of needs analysis (SIP identi- Financial statements showing that MOOE Financial statements showing that MOOE
tified programs and projects) undertaken and other sources of funds fully utilized and other sources of funds fully utilized
according to ASB according to ASB

Complete required books of accounts

Records of simple accounting (O>R., Basic required books of accounts prepared and maintained by duly
RER, expenses receipts, other supporting Prepared and maintained by a fiscal staff appointed fiscal staff
documents to vouch transactions) of
MOOE and other sources of funds School Financial Reports
submitted Books of Accounts and all financial
* accounted for transactions properly audited

* submitted/reported to authorities on Analysis of financial statement

Annual Procurement Plan prepared and time
submitted
* published Implementation of procurement plan
sustained

Procurement plan implemented

SBM Dimension 6: SCHOOL PERFORMANCE ACCOUNTABILITY

SBM 6.1 The school: * Exercise transparency and accountability Has fully functional M&E system
* Has mechanisms for transparency and for school performance participated in by stakeholders
Accountability * Fully operationalizes a performance and
* Has installed and operationalized Results-based M & E system
Monitoring and Evaluation System
STANDARD PROGRESSIVE MATURE
Level 1: Level 2: Level 3:
Documents showing monitoring and Records of School M&E tools utilized in
evaluation tools on: the: Revised and improved M&E tools and
Implementation of SIP/AIP Mechanisms
Implementation of SIP/AIP
Tracking of student performance Records of participation by stakeholders in the
Tracking of student performance revision and improvement of M&E tools
Tracking of teacher performance
Tracking of teacher performance Records of participation by stakeholders in the
SGC operations conduct and utilization of the improved M&E
SGC operations system and its tools
Fund management
Fund management Documents of M&E findings used as basis for
Records of implementation of school adjustments of the SIP/AIP
Guidelines on: M&E activity as planned and scheduled
Institutionalized use of the student performance
Monitoring and evaluation tracking system
Records of stakeholders participation in
The conduct of M&E
Transparency and Accountability Institutionalized use of the teacher performance
tracking system
Records of student performance generated
M&E reporting system through the student tracking system
Records on the institutionalization of the M&E
Committees organized involving internal and system
M&E results jointly analyzed and reported
External stakeholders in M&E By school personnel and stakeholders
Reports on briefing / orientation on
transparency and accountability conducted
SBM Dimension 6: SCHOOL PERFORMANCE ACCOUNTABILITY

SBM 6.2 The school: Stakeholders fully participates in Published validated school performance
Informs and involves major stakeholders monitoring and evaluation and reporting
in the monitoring and evaluation activities
STANDARD PROGRESSIVE MATURE
Level 1: Level 2: Level 3:
Records of school led meetings/ assem-
Records of reports and information blies with the school stakeholders regar- Records of validation of school perfor-
provided to the: ding reporting of school monitoring and mance reports (including validation
evaluation results which includes: proceedings)
Superintendent
M&E validation instrument
LSB School Report Card
Client Satisfaction Surveys
PTCA

SGC SIP / AIP implementation Records of SGC doing quarterly tracking

and evaluation of student performance
Others, (Pls. specify) ____________
Records of SGC doing quarterly tracking
Records of involvement of the: and evaluation of teacher performance

Division officials
Records of SGC doing annual tracking
LSB and evaluation of school performance

PTCA

SGC

Others, (Pls. specify) ____________

SBM Dimension 6: SCHOOL PERFORMANCE ACCOUNTABILITY

SBM 6.3 The school: monitors and evaluates improvements in Benchmarking school performance
monitors and evaluates improvements student learning outcomes and other National and International standards
in student performance indicators per performance indicators on a school wide-
class, per student, per subject basis
STANDARD PROGRESSIVE MATURE
Level 1: Level 2: Level 3:

Documents of targets in school perfor- Records of periodic assessment of Records of analysis of school performance
mjance indicators (enrolment, retention students achievement (tests) vis-à-vis DepEd standards
rate, cohort survival rate, completion
rate and student achievement ) are disse- Records of continuous improvement of
minated to internal and external stakehol- Accomplished school BEIS reports student learning outcomes and other perfor-
ders mance indicators

Classroom level tracking of student Records showing readiness for accreditation

learning outcomes Compilation of assessment tools used at the local and international levels
and results
Documentation of Best Practices
Organized documents on tracking of
school performance indicators Reports on benchmarking/replication of
best practices

Records of participation of school in

various seminars/meetings/school visits
to share best practices

Records of endorsement by the Division on

replication of best practices by other
schools