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:
Region/Division:
Name of School Head/LC Head: Address:
Part III: Instruction to the Users:
Please indicate using a check mark the extent of SBM practice for each indicator listed below (numbered) based
on the validation team's consensual agreements after systematic D-O-D (Document Analysis-Observation-Discussion).
On the other hand, for indicators with no evidence just indicate zero. Part IV: Rating Scale:
0-No 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
I. LEADERSHIP AND GOVERNANCE
A network of leadership and governance guides the education system to achieve its shared vision, mission and goals making them responsive and relevant to the context of diverse environments.
A. Indicators
1. In place is a The development plan The development plan is The development plan Development Plan guided by the school's evolved through the is enhanced with the (e.g. SIP) developed vision, mission and goal shared leadership of the community performing the collaboratively by the (VMG) is developed school and the community leadership roles, and the stakeholders of the through the leadership stakeholders. school providing technical
school and community. of the school and the support.
participation of some invited community stakeholders.
2. The development plan The school leads the The school and community The community stakeholders (e.g. SIP) is regularly regular review and stakeholders working as lead the regular review and reviewed by the improvement of the full partners, lead the improvement process; school community to development plan. continual review and the school stakeholders
keep it responsive and improvement of the facilitate the process.
relevant to emerging development plan.
needs, challenges and opportunities.
3. The school is organized The school defines the The school and community Guided by an agreed by a clear structure and organizational structure, collaboratively define the organizational structure, work arrangements that and the roles and structure and the roles the community
promote shared responsibilities of and responsibilities of stakeholders lead in
leadership and stakeholders. stakeholders. defining the organizational
governance and define structure and the roles and
the roles and responsibilities; school
responsibilities of the provides technical and
stakeholders. administrative support.
4. A leadership network A network has been The network actively The network allows easy facilitates communication collaboratively provides stakeholders exchange and access to between and among established and is information for making information sources beyond school and community continuously improved decisions and solving the school community. leaders for informed by the school learning and
decision-making and community. administrative problems. solving of
school-community wide-learning problems.
5. A long term program Developing structures Leaders undertake training Leaders assume is in operation that are in place and analysis modes that are convenient responsibility for their addresses the training of the competency and to them (on-line, off-line, own training and and development development needs of modular, group, or home- development. School needs of school and leaders is conducted; based) and which do not community leaders working community leaders. result is used to develop disrupt their regular individually or in groups,
a long-term training and functions. Leaders monitor coach and mentor one development program. and evaluate their own another to achieve
learning progress. their VMG. REVISED SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL
(November 27, 2012)
B. CURRICULUM AND INSTRUCTION
The curriculum learning systems anchored on the community and learners' contexts and aspirations are collaboratively developed and continuously improved.
1. The curriculum All types of learners of Programs are fully The educational needs of provides for the the school community implemented and closely all types of learners are development needs of are identified, their monitored to address being met as shown by all types of learners learning curves performance discrepancies, continuous improvement in the school community assessed; appropriate benchmark best practices, on learning outcomes and
programs with its coach low performers, products of learning. support materials for mentor potential leaders, Teachers' as well as each type of learner reward high achievement, students' performance is is developed. and maintain environment motivated by intrinsic
that makes learning, rather than extrinsic meaningful and enjoyable. rewards. The Schools'
differentiated program is frequently benchmarked by other schools.
2. The implemented Local beliefs, norms, The localized curriculum Best practices in localizing curriculum is localized values, traditions, is implemented and the curriculum are to make it more folklores, current events, monitored closely to mainstreamed and meaningful to the and existing technologies ensure that it makes benchmarked by other learners and are documented and learning more meaningful schools.
applicable to life in used to develop a and pleasurable, produces There is marked increase the community lasting curriculum. desired learning outcomes, in number of projects that
Localization guidelines and directly improves uses the community as are agreed to by community life. Ineffective learning laboratory, school community and approaches are and the school as an agent teachers are properly replaced and innovative of change for improvement
oriented. ones are developed. of the community.
3. A representative group A representative team Learning materials and Materials and approaches of school and community of school and community approaches to reinforce are being used in school, stakeholders develop stakeholders assess strengths and address in the family and in the methods and content and methods deficiencies are developed community to develop materials for developing used in teaching and tested for critical thinking and
creative thinking and creative, critical thinking applicability on school, problem solving community of and problem solving. and problem solving. family and community. learners and are producing
Assesment results are desired results.
used as guide to develop materials.
4. The learning systems A school-based The school-based The monitoring system is are regularly and monitoring and learning monitoring and learning accepted and regularly collaboratively monitored system is conducted systems generate used for collective decision by the community using regularly and feedback that is used for making.
appropriate tools to cooperatively; making decisions that ensure the holistic and feedback is shared enhance the total growth and development with stakeholders. development of learners. of the learners and the
community. The system uses a tool A committee take care of The monitoring tool has that monitors the the continuous been improved to provide holistic development improvement of both quantitative and
of learners. the tool. qualitative data.
5. Apprropriate The assessment tools The assessment tools are School assessment results assessment tools for are reviewed by the reviewed by the school are used to develop teaching and learning school and assessment community and results learning programs that are continuously results are shared with are shared with community are suited to community reviewed and improved, school's stakeholders. stakeholders. and customized to
and assessment results each learners' context,
are contextualized to results of which are used
the learner and local for collaborative
situation and the decision-making.
attainment of relevant life skills.
6. Learning managers and Stakeholders are aware Stakeholders begin to Learning environments, facilitators (teachers, of child/learner-centered practice child/learner- methods and resources administrators and rights-based, and centered principles of are community driven, community members) inclusive principles of education in the design of inclusive and adherent nurture values and education. support to education. to child's rights and
environments that are protection requirements.
protective of all Learning managers and Learning managers and
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 them.
7. Methods and resources Practices, tools and Practices, tools, and There is continuous are learner and materials for developing materials for developing exchange of information, community-friendly, self-directed learners self-directed learners are sharing of expertise and enjoyable, safe, are highly observable beginning to emerge in materials among the inclusive, accessible and in school, but not in the homes and in the schools, home and aimed at developing the home or in the community. community for the
self-directed learners. community. development of
self-Learners are equipped 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.
C. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT
A clear, transparent, inclusive, and responsive accountability system is in place, collaboratively developed by the school community, which monitors performance and acts appropriately on gaps and gains.
1. Roles and responsibilities There is an active party The stakeholders are Shared and participatory of accountable person/s that initiates clarification engaged in clarifying processes are used in and collective body/ies of the roles and and defining their determining roles, are clearly defined and responsibilities in specific roles and responsibilities, and agreed upon by education delivery. responsibilities. accountabilities of
community stakeholders. stakeholders in managing
and supporting education. 2. Achievement of goals Performance A community-level A community-accepted
is recognized based on accountability is accountability system is performance accountability, a collaboratively practiced at the school evolving from school-led recognition and incentive
developed performance level. initiatives. system is being practiced.
accountability system; gaps are addressed through appropriate action.
3. The accountability system The school articulates Stakeholders are engaged School community stake-is owned by the the accountability in the development and holders continuously and community and is assessment framework operation of an collaboratively review continuously enhanced to with basic components, appropriate accountability and enhance accountability ensure that management including implementation assessment system. systems' processes,
structures and guidelines to the mechanisms and tools.
mechanisms are stakeholders. responsive to the
emerging learning needs and demands of the community.
4. Accountability The school, with the Stakeholders are engaged Stakeholders continuously assessment criteria and participation of in the development and and collaboratively review tools, feedback stakeholders, articulates operation of an and enhance accountability mechanismsm and an accountability appropriate accountability systems; processes,
information collection assessment framework assessment system. mechanisms and tools. and validation techniques with basic components,
and processes are including implementation inclusive and guidelines
collaboratively developed and agreed
5. Participatory assessment School initiates periodic Collaboratively conduct of School-community-of performance is done performance performance assessment developed performance regularly with the assessments with the informs planning, plan assessment is practiced community. participation of adjustments and and is the basis for Assessment results and stakeholders. requirements for technical improving monitoring
lessons learned serve assistance and evaluation systems,
as basis for feedback, providing technical
technical assistance, assistance, and recognizing
recognition and plan and refining plans.
adjustment.
D. MANAGEMENT OF RESOURCES
Resources are collectively and judiciously mobilized and managed with transparency, effectiveness and efficiency.
1. Regular resource Stakeholders are aware Resource inventory is Resource inventories are inventory is that a regular resource characterized by regularity, systematically developed collaboratively inventory is available and increased participation of and stakeholders are TOTAL NO. OF CHECKMARKS
undertaken by learning is used as the basis for stakeholders, and engaged in a collaborative managers, learning resource allocation and communicated to the process to make decisions facilitators, and mobilization. community as the basis for on resource allocation and
community stakeholders resource allocation and mobilization.
as basis for resouece mobilization.
allocation and mobilization
2. A regular dialogue for Stakeholders are Stakeholders are regularly Stakeholders collaborate to planning and resource invited to participate in engaged in the planning ensure timely and need-programming, that is the development of an and resource based planning and accessible and inclusive, educational plan in programming, and in the resource programming and continuously engage resource programming, implementation of the support continuous stakeholders and support and in the education plan. implementation of the
implementation of implementation of the education plan.
community education educational plan. plans.
3. In place is a community- Stakeholders support Stakeholders are engaged Stakeholders sustain the developed resource judicious, appropriate, and share expertise in the implementation and management system that and effective use of collaborative development improvement of a drives appropriate resources. of resource management colaboratively developed,
behaviors of the system. periodically adjusted, and
stakeholders to ensure constituent-focused
judicious, appropriate, resource management
and effective use of system.
resources.
4. Regular monitoring, Stakeholders are invited Stakeholders Stakeholders are engaged, evaluation, and reporting to participate in the collaboratively participate held accountable 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 management. community stakeholders.
5. There is a system that An engagement Stakeholders support a An established system of manages the network procedure to identify and system of partnerships for partnership is managed and linkages which utilize partnerships with improving resource and sustained by the strength and sustain stakeholders for management. stakeholders for continuous
partnerships for improving resource improvement of resource
improving resource management is evident. management.
management.
PART V. SCORING INSTRUCTIONS
1. The four (4) principles were assigned percentage weights on the basis of their relative importance to the aim of school (improved learning outcomes and school operations);
•Leadership and Governance - 30% •Curicculum and Learning - 30%
•Accountability and Continuous Improvement - 25% •Management of Resources - 15%
2. Each principle has several indicators. Based on the results of the D-O-D (Document Analysis, Observation, Discussion), the evidence is summarized, anda consensual rating is arrived at . . What rating would one give to each indicator; 3. Rate the items by checking the appropriate boxes. These are the points earned by the school for the specific indicator.
The rating scale is: 0 - No evidence
1 - Evidence indicates early or preliminary stages of implementation
2 - Evidence indicates planned practices and procedures are fully implemented 3 - Evidence indicates practices and procedures satisfy quality standards
4. Assemble the Rubrics rated by the respondents; edit them for errors like double entries or incomplete responses; 5. Count the number of check marks in each indicator and record in the appropriate box inside the summary table for
the use area/ standard rated;
6. Multiply the number of chek marks in each column by the points (1-3);
7. Get the average rating for each principle by dividing the total score by the number of indicators of the principle; 8. Record the average ratings for the principle in the Summary Table for the computation of the General Average; 9. Multiply the rating for each principle by its percentage weight to get the weighted average rating;
10.To get the total rating for the four principles, get the sum of all the weighted ratings. The value derived is the school rating based on DOD;
11.The level of practice will be computed based on the criteria below: • 60% based on improvement of learning outcomes;
• 40% according to the validated practices using DOD 12.The resulting score will be interpreted as:
PART VI. DESCRIPTION OF SBM LEVEL OF PRACTICE The resulting levels are described as follows:
0.5 - 1.4 - 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.
A network of leadership and governance guides the education system to achieve its shared vision, mission and
The development plan is enhanced with the community performing the leadership roles, and the school providing technical
The community stakeholders lead the regular review and improvement process; the school stakeholders facilitate the process.
Guided by an agreed organizational structure, stakeholders lead in defining the organizational structure and the roles and responsibilities; school provides technical and administrative support. The network allows easy exchange and access to information sources beyond the school community.
Leaders assume responsibility for their own training and development. School community leaders working individually or in groups, coach and mentor one another to achieve REVISED SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL
The educational needs of all types of learners are being met as shown by continuous improvement on learning outcomes and products of learning. Teachers' as well as students' performance is motivated by intrinsic rather than extrinsic rewards. The Schools' differentiated program is frequently benchmarked by other schools.
Best practices in localizing the curriculum are mainstreamed and benchmarked by other There is marked increase in number of projects that uses the community as learning laboratory, and the school as an agent of change for improvement of the community.
Materials and approaches are being used in school, in the family and in community to develop critical thinking and
problem solving community of learners and are producing
The monitoring system is accepted and regularly used for collective decision
The monitoring tool has been improved to provide both quantitative and qualitative data. School assessment results are used to develop learning programs that are suited to community and customized to each learners' context, results of which are used for collaborative decision-making. Learning environments, methods and resources are community driven, inclusive and adherent to child's rights and protection requirements. Learning managers and facilitators observe leaners' rights from designing the curriculum to structuring the whole learning environment.
There is continuous exchange of information, sharing of expertise and materials among the schools, home and community for the development of self-directed learners. The program is mainstreamed but continuously improve to make relevant to emergent demands.
A clear, transparent, inclusive, and responsive accountability system is in place, collaboratively developed
Shared and participatory processes are used in determining roles, responsibilities, and accountabilities of
stakeholders in managing and supporting education. A community-accepted performance accountability, recognition and incentive system is being practiced.
School community stake-holders continuously and collaboratively review and enhance accountability systems' processes,
mechanisms and tools.
Stakeholders continuously and collaboratively review and enhance accountability systems; processes,
mechanisms and tools.
School-community-developed performance assessment is practiced and is the basis for improving monitoring and evaluation systems, providing technical assistance, and recognizing and refining plans.
Resource inventories are systematically developed and stakeholders are
engaged in a collaborative process to make decisions on resource allocation and
Stakeholders collaborate to ensure timely and need-based planning and resource programming and support continuous implementation of the education plan.
Stakeholders sustain the implementation and improvement of a colaboratively developed, periodically adjusted, and constituent-focused resource management
Stakeholders are engaged, held accountable and implement a collaboratively developed system of monitoring, evaluation and reporting for resource
An established system of partnership is managed and sustained by the stakeholders for continuous improvement of resource
