Revised SBM Tool - DepEd Albay by langkunxg


									                                    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
Part II: Basic School/Learning Center (LC) Information:
School/Learning Center:
Name of School Head/LC Head:
Part III: Instruction to the Users:
Please indicate using a check mark the extent of SBM practice for each indicator listed below (numbered) based
on the validation team's consensual agreements after systematic D-O-D (Document Analysis-Observation-Discussion).
On the other hand, for indicators with no evidence just indicate zero.
Part IV: Rating Scale:
0- No evidence
 1- Evidence indiates 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 network of leadership and governance guides the education system to achieve its shared vision, mission and
goals making them responsive and relevant to the context of diverse environments.
A. Indicators
1. In place is a                       The development plan                The development plan is                  The development plan
   Development Plan                    guided by the school's              evolved through the                      is enhanced with the
   (e.g. SIP) developed                 vision, mission and goal           shared leadership of the                 community performing the
   collaboratively by the               (VMG) is developed                 school and the community                  leadership roles, and the
   stakeholders of the                 through the leadership              stakeholders.                            school providing technical
   school and community.               of the school and the                                                        support.
                                       participation of some
                                        invited community
2. The development plan                The school leads the                The school and community                 The community stakeholders
   (e.g. SIP) is regularly             regular review and                  stakeholders working as                  lead the regular review and
   reviewed by the                     improvement of the                  full partners, lead the                  improvement process;
   school community to                 development plan.                   continual review and                     the school stakeholders
   keep it responsive and                                                  improvement of the                       facilitate the process.
   relevant to emerging                                                    development plan.
   needs, challenges and
3. The school is organized             The school defines the              The school and community                 Guided by an agreed
   by a clear structure and            organizational structure,           collaboratively define the               organizational structure,
   work arrangements that              and the roles and                   structure and the roles                  the community
   promote shared                      responsibilities of                 and responsibilities of                  stakeholders lead in
   leadership and                      stakeholders.                       stakeholders.                            defining the organizational
   governance and define                                                                                            structure and the roles and
   the roles and                                                                                                    responsibilities; school
   responsibilities of the                                                                                          provides technical and
   stakeholders.                                                                                                    administrative support.
4. A leadership network                A network has been                  The network actively                     The network allows easy
   facilitates communication           collaboratively                     provides stakeholders                    exchange and access to
   between and among                   established and is                  information for making                   information sources beyond
   school and community                continuously improved               decisions and solving                    the school community.
   leaders for informed                by the school                       learning and
   decision-making and                 community.                          administrative problems.
   solving of school-
   community wide-
   learning problems.
5. A long term program                 Developing structures               Leaders undertake training               Leaders assume
   is in operation that                are in place and analysis           modes that are convenient                responsibility for their
   addresses the training              of the competency and               to them (on-line, off-line,              own training and
   and development                     development needs of                modular, group, or home-                 development. School
   needs of school and                 leaders is conducted;               based) and which do not                  community leaders working
   community leaders.                  result is used to develop           disrupt their regular                    individually or in groups,
                                       a long-term training and            functions. Leaders monitor               coach and mentor one
                                       development program.                and evaluate their own                   another to achieve
                                                                           learning progress.                       their VMG.
The curriculum learning systems anchored on the community and learners' contexts and aspirations are
collaboratively developed and continuously improved.
1. The curriculum                 All types of learners of        Programs are fully               The educational needs of
   provides for the               the school community            implemented and closely          all types of learners are
   development needs of           are identified, their           monitored to address             being met as shown by
   all types of learners          learning curves                 performance discrepancies,       continuous improvement
   in the school community        assessed; appropriate           benchmark best practices,        on learning outcomes and
                                  programs with its               coach low performers,            products of learning.
                                  support materials for           mentor potential leaders,        Teachers' as well as
                                  each type of learner            reward high achievement,         students' performance is
                                  is developed.                   and maintain environment         motivated by intrinsic
                                                                  that makes learning,             rather than extrinsic
                                                                  meaningful and enjoyable.        rewards. The Schools'
                                                                                                   differentiated program is
                                                                                                   frequently benchmarked
                                                                                                   by other schools.

2. The implemented                Local beliefs, norms,           The localized curriculum         Best practices in localizing
   curriculum is localized        values, traditions,             is implemented and               the curriculum are
   to make it more                folklores, current events,      monitored closely to             mainstreamed and
   meaningful to the              and existing technologies       ensure that it makes             benchmarked by other
   learners and                   are documented and              learning more meaningful         schools.
   applicable to life in          used to develop a               and pleasurable, produces        There is marked increase
   the community                  lasting curriculum.             desired learning outcomes,       in number of projects that
                                  Localization guidelines         and directly improves            uses the community as
                                  are agreed to by                community life. Ineffective      learning laboratory,
                                  school community and            approaches are                   and the school as an agent
                                  teachers are properly           replaced and innovative          of change for improvement
                                  oriented.                       ones are developed.              of the community.
3. A representative group         A representative team           Learning materials and           Materials and approaches
   of school and community        of school and community         approaches to reinforce          are being used in school,
   stakeholders develop           stakeholders assess             strengths and address            in the family and in
   the methods and                content and methods             deficiencies are developed       community to develop
   materials for developing       used in teaching                and tested for                   critical thinking and
   creative thinking and          creative, critical thinking     applicability on school,         problem solving community of
   and problem solving.           and problem solving.            family and community.            learners and are producing
                                  Assesment results are                                            desired results.
                                  used as guide to
                                  develop materials.
4. The learning systems           A school-based                  The school-based                 The monitoring system is
   are regularly and              monitoring and learning         monitoring and learning          accepted and regularly
   collaboratively monitored      system is conducted             systems generate                 used for collective decision
   by the community using         regularly and                   feedback that is used for        making.
   appropriate tools to           cooperatively;                  making decisions that
   ensure the holistic            and feedback is shared          enhance the total
   growth and development         with stakeholders.              development of learners.
   of the learners and the
   community.                     The system uses a tool          A committee take care of         The monitoring tool has
                                  that monitors the               the continuous                   been improved to provide
                                  holistic development            improvement of                   both quantitative and
                                  of learners.                    the tool.                        qualitative data.
5. Apprropriate                   The assessment tools            The assessment tools are         School assessment results
   assessment tools for           are reviewed by the             reviewed by the school           are used to develop
   teaching and learning          school and assessment           community and results            learning programs that
   are continuously               results are shared with         are shared with community        are suited to community
   reviewed and improved,         school's stakeholders.          stakeholders.                    and customized to
   and assessment results                                                                          each learners' context,
   are contextualized to                                                                           results of which are used
   the learner and local                                                                           for collaborative
   situation and the                                                                               decision-making.
   attainment of relevant
   life skills.
6. Learning managers and          Stakeholders are aware          Stakeholders begin to            Learning environments,
   facilitators (teachers,        of child/learner-centered       practice child/learner-          methods and resources
   administrators and             rights-based, and               centered principles of           are community driven,
   community members)             inclusive principles of         education in the design of       inclusive and adherent
   nurture values and             education.                      support to education.            to child's rights and
   environments that are                                                                           protection requirements.
   protective of all              Learning managers and           Learning managers and
   children and demonstrate       facilitators conduct            facilitators apply the           Learning managers and
   behaviors consistent to        activities aimed to             principles in designing          facilitators observe
   the organization's             increase stakeholders           learning materials.              leaners' rights from
   vision, mission and goals      awareness and                                                    designing the curriculum
                                  commitment to                                                    to structuring the whole
                                  fundamental rights of                                            learning environment.
                                  children and the basic
                                  principle of educating
7. Methods and resources           Practices, tools and            Practices, tools, and             There is continuous
   are learner and                 materials for developing        materials for developing          exchange of information,
   community-friendly,             self-directed learners          self-directed learners are        sharing of expertise and
   enjoyable, safe,                are highly observable           beginning to emerge in            materials among the
   inclusive, accessible and       in school, but not in           the homes and in the              schools, home and
   aimed at developing             the home or in the              community.                        community for the
   self-directed learners.         community.                                                        development of self-
   Learners are equipped                                           The program is                    directed learners.
   with essential knowledge,       Learning programs are           collaboratively
   skills, and values to           designed and developed          implemented and                   The program is
   assume responsibility           to produce learners             monitored by teachers             mainstreamed but
   accountability for their        who are responsible and         and parents to ensure             continuously improve
   own learning.                   accountable for their           that it produces desired          to make relevant to
                                   learning.                       learners.                         emergent demands.

A clear, transparent, inclusive, and responsive accountability system is in place, collaboratively developed
by the school community, which monitors performance and acts appropriately on gaps and gains.
 1. Roles and responsibilities    There is an active party     The stakeholders are            Shared and participatory
    of accountable person/s       that initiates clarification engaged in clarifying           processes are used in
    and collective body/ies       of the roles and             and defining their              determining roles,
    are clearly defined and       responsibilities in          specific roles and              responsibilities, and
    agreed upon by                education delivery.          responsibilities.               accountabilities of
    community stakeholders.                                                                    stakeholders in managing
                                                                                               and supporting education.
2. Achievement of goals           Performance                  A community-level               A community-accepted
    is recognized based on        accountability is            accountability system is        performance accountability,
    a collaboratively             practiced at the school      evolving from school-led        recognition and incentive
    developed performance         level.                       initiatives.                    system is being practiced.
    accountability system;
    gaps are addressed
    through appropriate
3. The accountability system      The school articulates       Stakeholders are engaged        School community stake-
    is owned by the               the accountability           in the development and          holders continuously and
    community and is              assessment framework         operation of an                 collaboratively review
    continuously enhanced to      with basic components,       appropriate accountability      and enhance accountability
    ensure that management        including implementation     assessment system.              systems' processes,
    structures and                guidelines to the                                            mechanisms and tools.
    mechanisms are                stakeholders.
    responsive to the
    emerging learning needs
    and demands of the
4. Accountability                 The school, with the         Stakeholders are engaged        Stakeholders continuously
    assessment criteria and       participation of             in the development and          and collaboratively review
    tools, feedback               stakeholders, articulates    operation of an                 and enhance accountability
    mechanismsm and               an accountability            appropriate accountability      systems; processes,
    information collection        assessment framework         assessment system.              mechanisms and tools.
    and validation techniques     with basic components,
    and processes are             including implementation
    inclusive and                 guidelines
    developed and agreed

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

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

1. Regular resource                Stakeholders are aware          Resource inventory is             Resource inventories are
   inventory is                    that a regular resource         characterized by regularity,      systematically developed
   collaboratively                 inventory is available and      increased participation of        and stakeholders are
   undertaken by learning          is used as the basis for        stakeholders, and                 engaged in a collaborative
   managers, learning              resource allocation and         communicated to the               process to make decisions
   facilitators, and               mobilization.                   community as the basis for        on resource allocation and
   community stakeholders                                          resource allocation and           mobilization.
   as basis for resouece                                           mobilization.
   allocation and
2. A regular dialogue for             Stakeholders are                  Stakeholders are regularly           Stakeholders collaborate to
   planning and resource              invited to participate in         engaged in the planning              ensure timely and need-
   programming, that is               the development of an             and resource                         based planning and
   accessible and inclusive,          educational plan in               programming, and in the              resource programming and
   continuously engage                resource programming,             implementation of the                support continuous
   stakeholders and support           and in the                        education plan.                      implementation of the
   implementation of                  implementation of the                                                  education plan.
   community education
   plans.                             educational plan.

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

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

5. There is a system that               An engagement                       Stakeholders support a            An established system of
    manages the network                 procedure to identify and           system of partnerships for        partnership is managed
    and linkages which                  utilize partnerships with           improving resource                and sustained by the
    strength and sustain                stakeholders for                    management.                       stakeholders for continuous
    partnerships for                    improving resource                                                    improvement of resource
    improving resource                  management is evident.                                                management.
1. The four (4) principles were assigned percentage weights on the basis of their relative importance to the aim of
    school (improved learning outcomes and school operations);
    •Leadership and Governance - 30%
    •Curicculum and Learning - 30%
    •Accountability and Continuous Improvement - 25%
    •Management of Resources - 15%
2. Each principle has several indicators. Based on the results of the D-O-D (Document Analysis, Observation, Discussion),
    the evidence is summarized, anda consensual rating is arrived at . . What rating would one give to each indicator;
3. Rate the items by checking the appropriate boxes. These are the points earned by the school for the specific indicator.
    The rating scale is:
    0 - No evidence
    1 - Evidence indicates early or preliminary stages of implementation
    2 - Evidence indicates planned practices and procedures are fully implemented
    3 - Evidence indicates practices and procedures satisfy quality standards
4. Assemble the Rubrics rated by the respondents; edit them for errors like double entries or incomplete responses;
5. Count the number of check marks in each indicator and record in the appropriate box inside the summary table for
    the use area/ standard rated;
6. Multiply the number of chek marks in each column by the points (1-3);
7. Get the average rating for each principle by dividing the total score by the number of indicators of the principle;
8. Record the average ratings for the principle in the Summary Table for the computation of the General Average;
9. Multiply the rating for each principle by its percentage weight to get the weighted average rating;
10.To get the total rating for the four principles, get the sum of all the weighted ratings. The value derived is the school
    rating based on DOD;
11.The level of practice will be computed based on the criteria below:
    • 60% based on improvement of learning outcomes;
    • 40% according to the validated practices using DOD
12.The resulting score will be interpreted as:
    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.
     Principles                             Indicators                                    TOTAL              %        Average
                                                                                                                    Rating (WAR)
1. Leadership & Governance
                             1.1         1.2     1.3       1.4         1.5
          Rating                                                                                             .30
   (Indicate 0,1,2, or 3)
2. Curriculum and Instruction
                          2.1 2.2 2.3 2.4.a 2.4.b 2.5 2.6.a 2.6.b 2.7.a 2.7.b
          Rating                                                                                             .30
   (Indicate 0,1,2, or 3)
3. Accountability and Continuous Improvement
                             3.1         3.2    3.3        3.4         3.5
          Rating                                                                                             .25
   (Indicate 0,1,2, or 3)
4. Management of Resources
                             4.1         4.2    4.3        4.4         4.5
          Rating                                                                                             .15
   (Indicate 0,1,2, or 3)
                                                                                                   TOTAL OF W.A.R
                                                                    Validated SBM Practice (Total of WAR x 0.4)
             NAT RESULT                Increase/ Decrease            LEARNING OUTCOME                        x0.6
    Previous SY       Current SY       (Current SY - Prev. SY)   Increase/Decrease in decimal

                                                                                    GRAND TOTAL
                                                                       Description SBM Level of Practice
                                                                      0.5 - 1.4 - Developing
                                                                      1.5 - 2.4 Maturing
                                                                      2.5 - 3.5 Advanced

     Principles                             Indicators                                    TOTAL              %        Average
                                                                                                                    Rating (WAR)
1. Leadership & Governance
                             1.1         1.2     1.3       1.4         1.5
          Rating                                                                                             .30
   (Indicate 0,1,2, or 3)
2. Curriculum and Instruction
                          2.1 2.2 2.3 2.4.a 2.4.b 2.5 2.6.a 2.6.b 2.7.a 2.7.b
          Rating                                                                                             .30
   (Indicate 0,1,2, or 3)
3. Accountability and Continuous Improvement
                             3.1         3.2    3.3        3.4         3.5
          Rating                                                                                             .25
   (Indicate 0,1,2, or 3)
4. Management of Resources
                             4.1         4.2    4.3        4.4         4.5
          Rating                                                                                             .15
   (Indicate 0,1,2, or 3)
                                                                                                   TOTAL OF W.A.R
                                                                    Validated SBM Practice (Total of WAR x 0.4)
             NAT RESULT                Increase/ Decrease            LEARNING OUTCOME                        x0.6
    Previous SY       Current SY       (Current SY - Prev. SY)   Increase/Decrease in decimal

                                                                                    GRAND TOTAL
                                                                      Description SBM Level of Practice
                                                                      0.5 - 1.4 - Developing
                                                                      1.5 - 2.4 Maturing
                                                                      2.5 - 3.5 Advanced

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