REVISED SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL

(November 27, 2012)

Part I: INTRODUCTION:
The revised school-Based Management (SBM) Assessment tool is guided by the four principles of ACCESs (A Child- and
Community-Centered Education System). The indicators of SBM practice 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: Tap-ayao Abiyang Elementary School
Region/Division: CAR/BENGUET
Name of School Head/LC Head: Anesita K. Pascaden
Address: Dada, Poblacion, Bakun, Benguet

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 aftesystematic 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 developing structures and mechanisms are in place to demonstrate ACCESs
2-evidence indicates planned practices and procedures are fully implemented and aligned to ACCESs
3- Evidence indicates practices and procedure satisfy quality standards

A. LEADERSHIP AND GOVERNANCE

A network of leadership and governance guides the education system to achieve its shared vision, mission and goals
making them responsive and relevant to the context of diverse environments.
Indicators 1 2 3
1. In place is a development the development plan the development plan is the development plan 2
plan (e.g. SIP) developed guided by the school's evolved through the is enhanced with the
collaboratively by the vision, mission, and goal shared leadership of the community
stakeholders of the school and (VMG) is developed school and the performing the
community. through the leadership community leadership roles, and
of the school and the stakeholders the school providing
participation of some technical support
invited community
stakeholders

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

3. the school is organized by a the school defines the the school and guided by an agreed 2
clear structure and work organizational structure, community organizational
arrangements that promote and the roles and collaboratively define structure, the
 3. the school is organized by a
clear structure and work
arrangements that promote
shared leadership and
governance and define the
roles and responsibilities of
the stakeholders
4. a leadership network
facilitates communication
between and among school
and community leaders for
informed decision-making and
solving of school-community
wide-learning problems.
5. a long term program is in
operation that addresses the
training and development
needs of school and
community leaders.
total number of checkmarks
B. CURRICULUM AND INSTRUCTION
The curriculum learning systems anchored on the community and learners' contents and aspirations are collaboratively
developed and continouosly improved.
1. The curriculum provides for
the development needs of all
types fo learners in the school
community.
the school defines the the school and guided by an agreed
organizational structure, community organizational
and the roles and collaboratively define structure, the
responsibilities of the structure and the community
stakeholders. roles and stakeholders lead in
responsibilities of defining the
stakeholders. organizational
structure, and the
roles and
responsibilities; school
provides technical and
administrative
support.
a network has been the network actively the network allows 1
collaboratively provides stakeholders easy exchange and
established and is information for making access to information 1
continuously improved decisions and solving sources beyond the
by the community. learning and school community.
administrative
problems.
developing structures leaders undertake leaders assume 2
are in place and analysis training modes that are responsibility for their
of the competency and convenient to them (on- own training and
development needs of line, off-line, modular, development. School
leaders is conducted; group, or home-based) community leaders
result is used to develop and which do not working individually
a long-term training and disrupt their regular or in groups, coach
development program. functions. Leaders and mentor one
monitor and evaluate another to achieve
their own learning their VMG.
process.
9
all types of learners of programs are fully the educational needs 1
the school community implemented and of all types of learners
are identified, their closely monitored to are being met as
learning curves address performance shown by continouos
assessed; appropriate discrepancies, improvement on
programs with its benchmark best learning outcomes
support materials for practices, coach low and products of
each type of learner is performers, mentor learning. Teachers' as
developed. potential leaders, well as students'
reward high performance is
achievement, and motivated by intrinsic
maintain environment rather than extrinsic
that makes learning, rewards. The schools'
meaningful and differentiated program
enjoyable. is frequently
benchmarked by
other schools.
1. The curriculum provides for
the development needs of all
types fo learners in the school
community.
2. the implemented curriculum
is localized to make it more
meaningful to the learners and
applicable to life in the
community.
3. a representative group of
school and community
stakeholders develop the
methods and materials for
developing creative thinking
and problem solving.
4. The learning systems are
regularly and collaboratively
monitored by the community
using appropriate tools to
ensure the holistic growth and
development of the learners
and the community.
all types of learners of
the school community
are identified, their
learning curves
assessed; appropriate
programs with its
support materials for
each type of learner is
developed.
local beliefs, norms,
values, traditions,
folklores, current events,
and existing
technologies are
documented and used
to develop a lasting
curriculum. Localization
guidelines are agreed to
by school community
and teachers are
properly oriented.
a representative team of
school and community
stakeholders assess
content and methods
used in teaching
creative, critical thinking
and problem solving.
Assessment results are
used as guide to develop
materials.
a school-based
monitoring and learning
system is conducted
regularly and
cooperatively; and
feedback is shared with
stakeholders.
The system uses a tool
that monitors the
holistic development of
programs are fully the educational needs
implemented and of all types of learners
closely monitored to are being met as
address performance shown by continouos
discrepancies, improvement on
benchmark best learning outcomes
practices, coach low and products of
performers, mentor learning. Teachers' as
potential leaders, well as students'
reward high performance is
achievement, and motivated by intrinsic
maintain environment rather than extrinsic
that makes learning, rewards. The schools'
meaningful and differentiated program
enjoyable. is frequently
benchmarked by
other schools.
The localized curriculum Best practices in 2
is implemented and localizing the
monitored closely to curriculum are
ensure that it makes mainstreamed and
learning more benchmarked by
meaningful and other schools. There is
pleasurable, produces marked increase in
desired learning number of projects
outcomes, and directly that uses the
improves community community as
life. Ineffective learning laboratory,
approaches ae replaced and the school as an
and innovate ones are agent fo change for
developed. improvement of the
community.
Learning materials and Materials and 3
approaches to reinforce approaches are being
strengths and address used in school, in the
deficiencies are family and in
developed and tested community to develop
for applicability on critical thinking and
school, family and problem solving
community. community of learners
and are producing
desired results.
the school-based the monitoring system 2
monitoring and learning is accepted and
systems generate regularly used fro
feedback that is used collective decision
for making decisions making
that enhance the total
development of
learners.
a committee take care the monitoring tool 2
of the continuous has been improved to
improvement of the provide both

5. Appropriate assessment
tools for teaching and learning
are continuously reviewed and
improved, and assessment
results are contextualized to
the learner and local situations
and the attainment of relevant
life skills.
6. Learning managers and
facilitators (teachers,
administrators and community
members) nurture values and
environments that are
protective of all children and
demonstrate behaviors
consistent to the organization's
vision, mission and goals.
7. methods and resources are
learner and community-
friendly, enjoyable, safe,
inclusive, accessible and aimed
at developing self-directed
learners. Learners are
equipped with essential
knowledge, skills, and values
to assume responsibility
accountability for their own
learning.
The system uses a tool a committee take care the monitoring tool
that monitors the of the continuous has been improved to
holistic development of improvement of the provide both
learners. tool. quantitative and
qualitative data.
the assessment tools are the assessment tools school assessment 2
reviewed by the school are reviewed by the results are used to
and assessment results school community and develop learnng
are shared with school's results are shared with programs that are
stakeholders. community suited to community
stakeholders. and customized to
each learners' context,
results of which are
used for collaborative
decision-making.
Stakeholders are aware stakeholders begin to learning 2
of child/learner- practice child/learner- environments,
centered rights-based, centered principles of methods and
and inclusive principles education in the design resources are
of education. of support to education community driven,
inclusive and adherent
to child's rights and
protection
requirements.
Learning managers and Learning managers and Learning managers 1
facilitators conduct facilitators apply the and facilitators
activities aimed to principles in designing observe learners'
increase stakeholders learning materials. rights from designing
awareness and the curriculum to
commitment to structuring the whole
fundamental rights of learning environment.
children and the basic
principle of educating
them.
Practices, tools and Practices, tools and There is continuous 2
materials for developing materials for developing exchange of
self-directed learners self-directed learners information, sharing
are highly observable in are beginning to of expertise
school, but not in the emerge in the home or
home or in the in the community.
community.
Learning programs are The program is The program is 2
designed and developed collaboratively mainstreamed but
to produce learners who implemented and continuously improve
are responsible and monitored by teachers to make relevant to
accountable for their and parents to ensure emergent demands.
learning that it produces desired
learners.
equipped with essential
knowledge, skills, and values
to assume responsibility
accountability for their own
learning.
Learning programs are
designed and developed
to produce learners who
are responsible and
accountable for their
learning
The program is The program is
collaboratively mainstreamed but
implemented and continuously improve
monitored by teachers to make relevant to
and parents to ensure emergent demands.
that it produces desired
learners.

total number of checkmarks 19

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 of
accountable person/s and
collective body/ies are clearly
defined and agreed upon by
community stakeholders.
there is an active party
that initiates clarification
of the roles and
responsibilities in
education delivery.
the stakeholders are shared and 2
engaged in clarifying participatory
and defining their processes are used in
specific roles and determining roles,
responsibilities. responsibilities, and
acoountabilities of
stakeholders in
managing and
supporting education.

2. Achievement of goals is Performance a community-level A community- 1

recognized based on a accountability is accountability system is accepted performance
collaboratively developed practiced at the school evolving from school- accontability,
performance accountability level. led initiatives. recognition and
system; gaps are addressed incentive system is
through appropriate action. being practiced.

3. The accountability system is The school articulates Stakeholders are school community 1
owned by the community and the accountability engaged in the stakeholders
is continuously enhanced to assessment framework development and continouosly and
ensure that mangement with basic components, operation of an collaboratively review
structures and mechanisms including appropriate and enhance
are responsive to the emerging implementation accountability accountability
learning needs and demands guidelines to the assessment system. systems; processes,
of the commmunity. stakeholders. mechanisms and
tools.

4. Accountability assessment The school, with the stakeholders are stakeholders 2

criteria and tools, feedback participation of engaged in the continouosly and
mechanisms, and information stakeholders, articulates development and collaboratively review
collection and validation ana ccountability operation of an and enhance
techniques and processes are assessment framework appropriate accountability
inclusive and collaboratively with basic components, accountability systems; processes,
developed and agreed including assessment system. mechanisms and
implementation tools.
guidelines
 4. Accountability assessment
criteria and tools, feedback
mechanisms, and information
collection and validation
techniques and processes are
inclusive and collaboratively
developed and agreed
5. Participatory assessment of
performance is done regularly
with the community.
Assessment results and
lessons learned serve as basis
fror feedback, technical
assistance, recognition and
plan adjustment.
total number of checkmarks
D. MANAGEMENT OF RESOURCES
Resources are collectively and judiciously mobilized and managed with transparency, effectiveness and efficiency.
1. Regular resource inventory
is collaboratively undertaken
by learning managers, learning
facilitators, and community
stakeholders as basis for
resource allocation and
mobilization
2. A regular dialogue for
planning and resource
programming, that is
accessible and inclusive,
continuously engage
stakeholders and support
implementation of community
education
3. In place is a community-
developed resource
management system that
drives appropriate behaviors of
the stakeholders to ensure
judicious, appropriate, and
effective use of resources
The school, with the stakeholders are stakeholders
participation of engaged in the continouosly and
stakeholders, articulates development and collaboratively review
ana ccountability operation of an and enhance
assessment framework appropriate accountability
with basic components, accountability systems; processes,
including assessment system. mechanisms and
implementation tools.
guidelines
School initiates periodic Collaboratively conduct School-community- 1
performance of performance developed
assessments with the assessment informs performance
participation of planning, plan assessment is
stakeholders. adjustments and practiced and is the
requirements for basis for improving
technical assistance monitoring and
evaluation systems,
providing technical
assistance, and
recognizing and
refining plans.
7
Stakeholders are aware Resource inventory is resource inventories 2
that a regular resource characterized by are systematically
inventory is available regularity, increased developed and
and is used as the basis participation of stakeholders are
for resource allocation stakeholders, and engaged in a
and mobilization communicated to the collaborative process
community as the basis to make decisions on
for resource allocation resource allocation
and mobilization and mobilization.
Stakeholders are invited Stakeholders are stakeholders 2
to participate in the regularly engaged in the collaborate to ensure
development of an planning and resource timely and need-
educational plan in programming, and in based planning and
resource programming, the implementation of resource
and in the the education plan. programming and
implementation of the support continuous
educational plan. implementation of the
education plan.
Stakeholders support Stakeholders are Stakeholders sustain 2
judicious, appropriate, engaged and share the implementation
and effective use fo expertise in the and improvement of a
resources collaborative collaboratively
development of developed,
resource management periodically adjusted,
system and constituent-
focused resource
management system.
 3. In place is a community- Stakeholders support Stakeholders are Stakeholders sustain
developed resource judicious, appropriate, engaged and share the implementation
management system that and effective use fo expertise in the and improvement of a
drives appropriate behaviors of resources collaborative collaboratively
the stakeholders to ensure development of developed,
judicious, appropriate, and resource management periodically adjusted,
effective use of resources system and constituent-
focused resource
management system.

4. Regular monitoring, Stakeholders are invited Stakeholders Stakeholders are 2

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

5. There is a sytem that An engagement Stakeholders support a An established system 2

manages the network and procedure ro identify system of partnerships of partnership is
linkages which strengthen and and utilize partnerships for improving resource managed and
sustain partnerships for with stakeholders for management . sustained by the
improving resource improving resource stakeholders for
management. management is evident. continuous
improvement of
resource
management.

total number of checkmarks 10

PART V. SCORING INSTRUCTIONS

1. The four (4) principles were assigned percentage weights on the basis of their relative importance to the aim of school
( improved learning outcomes and school operations);
Leadership and Governance- 30%
Curriculum and Learning- 30%
Accountability and continuous improvement- 25%
Management of Resources- 15%
2. Each Principle has several indicators. Based on the results of the D-O-D (Document Analysis, Observation, Discussion), the
evidence is summarized, and a 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 in the summary table for the computation of the general average;
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 weighted ratings. The value derived is the school raing
based on DOD;
11. 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.
2
 School/Learning Center: TINGBAOEN-GALISEN ES
Name ofRegion/Division:
School Head/LC BENGUET DIVISION
Head: PEDRO P. LANGBIS
Address: LABILAB, GAMBANG, BAKUN, BENGUET

Ave. Wtd Ave.

Principles Indicators Total Rating % Rating (WAR)
I. VALIDATED SBM PRACTICE
A. Leadership and Governance
Rating 3 3 3 3 3 15 3 0.30 0.900
(indicate 0, 1, 2 or 3)
B. Curriculum and Instruction
Rating 2 1 1 2 1 3 1 11 1.57 0.30 0.471
(indicate 0, 1, 2 or 3)
C. Accountability and Continuous Improvement
Rating 3 3 2 2 3 13 2.6 0.25 0.650
(indicate 0, 1, 2 or 3)
D. Management of Resources
D.1 D.2 D.3 D.4 D.5
Rating (indicate 3 3 3 1 3 13 2.6 0.15 0.390
0, 1, 2 or 3)

Validated SBM Practice

GRAND TOTAL 2.411
Description of SBM Level of Practice MATURING
DESCRIPTION OF SBM LEVEL OF PRACTICE
The resulting levels are described as follows:
0.50- 1.49 DEVELOPING
1.50- 2.49 MATURING
2.50-3.00 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.

School/Learning Center:
Region/Division:
Name of School Head/LC Head:
Address:
SBM VALIDATION FORM
TINGBAOEN-GALISEN ES
BENGUET DIVISION
PEDRO P. LANGBIS
LABILAB, GAMBANG, BAKUN, BENGUET

STEP 1. DETERMINE PERFORMANCE IMPROVEMENT (60%)

THEMATIC
PERFORMANCE INDICATOR RATING AND EQUIVALENT COMPUTATION RESULT
AREA
Raw
Enrolment Increase data % of inc. A. EnrolmentAtIncrease
1-Marginal: least 0.1-4.99%
SY: 2014-2015 56 increase
2-Average: At least 5.0-9.99%
ACCESS 48 0.00 increase
SY: 2015-2016 0 10% 0.00
(10%)
SY: 2016-2017 42 0.00 3-High: At least 10% & Above

Ave. % of increase: Raw 0.00

Dropout Rate (DR) data % of dec. Baseline: ______________
SY: 2014-2015 0 1-Marginal: At
2-Average: At least
least 0.1-1.99%
2.0% & above
SY: 2015-2016 0 0.00 increase
3
SY: 2016-2017 0 0.00 3-High: 0 DR

Average % of decrease: Raw 0.00

Failure Rate (CR) data Baseline: ______________
SY: 2014-2015 0 1-Marginal: At least
2-Average: At least 0.1-1.99%
2.0% & above
SY: 2015-2016 0 increase
3
SY: 2016-2017 0 3-High: 0 DR

Average % of increase:
Completion Rate
(CSR)
SY: 2014-2015 100 Baseline: ______________
SY: 2015-2016 100 1-Marginal: At least
2-Average: At least 94.5-99.44%
94.44% & below 3
EFFICIENCY 40% 1.20
SY: 2016-2017 100 increase
(40%)
3-High: 99.45 & above
Average % of increase:
Repetition Rate (RR)
SY: 2014-2015 0 Baseline: ______________
SY: 2015-2016 0 1-Marginal: At
2-Average: At least
least 0.1-1.99%
2.0% & above 3
SY: 2016-2017 0 increase
3-High: 0 DR
Average % of increase: Raw
Promotion Rate (PR) data % of inc. Baseline: ______________
SY: 2014-2015 100 1-Marginal: At least
2-Average: At least 94.5-99.44%
94.44% & below
SY: 2015-2016 100 increase 3
SY: 2016-2017 100 3-High: 99.45 & above

Average % of Subtotal
increase:
(DR+FR+CR+RR+PR): Raw 15 1.20
GWA MPS of Students data % of inc.
SY: 2014-2015 Baseline: ______________
1-Marginal: At least 70.5-80.4% &
QUALITY SY: 2015-2016 below
2-Average: At least 80.5-90.4%
50%
(50%) SY: 2016-2017 increase 0
3-High: 905-100% 0.00
QUALITY
50%
(50%) 0

Average % of increase: 0.00

SUBTOTAL 1.20
INTERPRETATION GOOD
LEGEND:
NUMERICAL RATING SCALE DESCRIPTION
0.50-1.49 Good
1.50-2.49 Better
2.50-3.00 Best
Note: only Schools having a Performance Improvement of "Better" can apply to the Division for SBM Validation.

STEP 2: COMPUTE FOR VALIDATED SBM ASSESSMENT (40%)

SBM PRINCIPLES WEIGHT COMPUTATION RESULTS

x
Leadership 0.30 3.00 0.30 0.90
x
Curriculum and Learning 0.30 1.57 0.30 0.47
x
Accountability 0.25 2.60 0.25 0.65
x
Resource Management 0.15 2.60 0.15 0.39
SUB-TOTAL 2.41
INTERPRETATION BETTER
LEGEND:
NUMERICAL RATING SCALE DESCRIPTION
0.50-1.49 Good
1.50-2.49 Better
2.50-3.00 Best

STEP 3: COMPUTE FOR FINAL RATING

AREAS WEIGHT COMPUTATION RESULTS

x
A. Performance Improvement 0.60 1.20 0.60 0.72
x
B. SBM Assessment Score (DOD) 0.40 2.41 0.40 0.96
TOTAL 1.68
INTERPRETATION MATURING

Description of SBM Level of Practice

NUMERICAL RATING SCALE DESCRIPTION
0.50-1.49 DEVELOPING (Level I)
1.50-2.49 MATURING (Level II)
2.50-3.00 ADVANCED (Level III)
Certified True and Correct:

PEDRO P. LANGBIS
Teacher-In-Charge

Validated by:

Division Validation Team