SUPPORT: Strengthening Unified Processes

in Producing Outcomes and Reaching Targets

on School-Based Management (SBM) System
for Public Schools District Supervisors
and School Heads

January 4-6; 11-13; 18-20; 25-27, 2023

Session 3 : Revised Assessment Tool

 Session No. 3

The Revised School-Based

Management (SBM) Tool

Session 3 : Revised Assessment Tool

Terminal Objective:
At the end of the session the
participants shall be able to utilize
the Revised SBM Assessment Tool.

Session 3 : Revised Assessment Tool

 Enabling Objectives:
1. Discuss the characteristics and features of the
Revised SBM Assessment Tool.
2. Identify the parts of the tool and the scoring
instructions.
3. Accomplish Revised SBM tool using school data.

Session 3 : Revised Assessment Tool

Key Contents:

• SBM Principles
• Performance Improvements
• Document Analysis, Observation,
Discussion (D-O-D)
• Level of Practice
Session 3 : Revised Assessment Tool
 Think-pair-repair
As District Supervisor and School Head, how
would you describe your experiences in rating
the SBM Level of Practice in your district / school?

Session 3 : Revised Assessment Tool

• What is your understanding of the Revised SBM
Assessment Tool?

• What is the most important feature of this tool?

• How can you improve your SBM level of practice

using this tool?

Session 3 : Revised Assessment Tool

 CHARACTERISTICS AND FEATURES
OF THE REVISED SBM TOOL
✓ Systems-oriented ✓ Non-prescriptive
✓ Principle-guided ✓ User-friendly
✓ Evidence-based ✓ Collaborative
✓ Learner centered ✓ Results focused
✓ Process-focused

Session 3 : Revised Assessment Tool

PARTS OF THE TOOL
✓ Basic school information
✓ Principle-guided indicators
✓ Description of SBM practice in terms
of extent of community involvement
✓ Learner-centeredness
✓ Scoring instructions

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 USERS OF THE TOOL

Parents LGU
Teachers

Private Sector,
NGO / PO
School Heads

Administrative
Learners Levels of DepEd

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 SCORING INSTRUCTIONS
1. Assigned percentage weight per principle on relative
importance

2. Summarize the evidences and arrive at a consensus on

the rating to each indicator
Session 3 : Revised Assessment Tool
 SCORING INSTRUCTIONS
3. Rate the items which are points of the school per specific
indicator

Session 3 : Revised Assessment Tool

 SCORING INSTRUCTIONS

4. Assemble the Rubrics rated by the

respondents; edit for errors

5. Count the number of check marks in

each indicator and record in the
summary table

6. Multiply the number of check marks

in each column by points – 1, 2 or 3

Session 3 : Revised Assessment Tool

 SCORING INSTRUCTIONS

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

Summary Table for the computation of the
General Average

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 SCORING INSTRUCTIONS

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
which will be the school rating based on DOD

Session 3 : Revised Assessment Tool

 SCORING INSTRUCTIONS

11. The level of practice will be computed based

on the criteria:
- 60% based on improvement of learning outcomes
- 40% according to the validated practices using DOD

12. The final scoring criteria as described in item

No. 11 will be issued after the operational try out

Session 3 : Revised Assessment Tool

 Description of SBM Levels
of Practice.

The resulting levels are described as follows:

Session 3 : Revised Assessment Tool

 Level I:
DEVELOPING
Developing structures and mechanisms
with acceptable level and extent of
community participation and impact on
learning outcomes.

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 Level II:
MATURING
Introducing and sustaining continuous
improvement process that integrates wider
community participation and improve
significantly performance and learning outcomes.

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 Level III: ADVANCED
(ACCREDITED LEVEL)
3
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.

Session 3 : Revised Assessment Tool

 RECOGNITION AND INCENTIVES
To accelerate implementation and reward
best practices, the revised SBM practice
approaches assessment using systematic
recognition and incentives program in terms of
higher school grant, capital outlay allocation,
and performance-based bonus (PBB).

Session 3 : Revised Assessment Tool

 Effectivity
To accelerate implementation and
reward best practices, the revised
SBM practice approaches assessment
using systematic recognition.

Session 3 : Revised Assessment Tool

PARTS OF THE REVISED
SBM ASSESSMENT TOOL

Session 3 : Revised Assessment Tool

24
25
26
27
 1 2 3

A network of leadership and governance guides the education system to

A. Leadership and
achieve its shared vision, mission and goals making them responsive and
Governance
relevant to the context of diverse environments

1. In place is a  The development  The Development  The Development Plan

Development Plan plan guided by the Plan is evolved is enhanced with the
developed school’s vision, through the community performing
collaboratively by mission and goal shared leadership the leadership roles,
the stakeholders of (VMG) is developed of the school and and the school
the school through the the community providing technical
community leadership of the stakeholders. support.
school and the
participation of
some invited
community
stakeholders.
THE REVISED SBM ASSESSMENT
TOOL
 1 2 3

A network of leadership and governance guides the education system

A. Leadership and
to achieve its shared vision, mission and goals making them
Governance
responsive and relevant to the context of diverse environments

2. The development  The school  The school and  The

community
plan (SIP) is regularly leads the community stakeholders lead the
reviewed by the regular review stakeholders working regular review and
school community to and as full partners, lead improvement process;
keep it responsive improvement the continual review the school
and relevant to of the and improvement of stakeholders facilitate
emerging needs, development the development the process.
challenges, and plan. plan.
opportunities.
 1 2 3
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

3. The school is  The school defines  The school and  Guided by an agreed
organized by a clear organizational community organizational structure,
the community
structure and work structure, and the collaboratively
stakeholders lead in
arrangements that roles and define the structure
defining the organizational
promote shared responsibilities of and the roles and structure and the roles and
leadership and stakeholders. responsibilities of responsibilities; school
governance and stakeholders. provides technical and
define the roles and administrative support.
responsibilities of the
stakeholders.
Session 3 : Revised Assessment Tool
 1 2 3

A network of leadership and governance guides the education system to

A. Leadership and
achieve its shared vision, mission and goals making them responsive and
Governance
relevant to the context of diverse environments

4. leadership network  A network has  The network actively  The network allows
facilitates been provides stakeholders easy exchange and
communication
collaboratively information for making access to information
between and among
established and is decisions and solving sources beyond the
school and
community leaders
continuously learning and school community.
to inform decision- improved by the administrative
making and solving school community. problems.
of school-community
wide learning
problems
Session 3 : Revised Assessment Tool
5. A long-term  Developing  Leaders undertake
program that structures are in training modes that  Leaders assume
addresses the place and analysis are convenient to responsibility for their
training and of the competency them (on-line, off-line, own training and
development and development modular, group, or development. School
needs of school needs of leaders is home-based) and community leaders
and community conducted; result is which do not disrupt working individually or
leaders is in used to develop a their regular functions. in groups, coach and
operation. long-term training Leaders monitor and mentor one another to
and development evaluate their own achieve their VMG.
program. learning progress.

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Session 3 : Revised Assessment Tool
B. Curriculum and Learning – The curriculum learning systems anchored on the community and learners’
contexts and aspirations are collaboratively developed and continuously improved.

 All types of  Programs to address  The educational needs

1. The curriculum learners of the the needs of all types of all types of learners
provides for the school community of learners are fully are being met as shown
development are identified, implemented and by continuous
needs of all types their learning closely monitored to improvement on
of learners in the curves assessed; address performance learning outcomes and
school community appropriate discrepancies, products of learning.
programs with its benchmark best Teachers’ as well as
support materials practices, coach low students’ performance
for each type of performers, mentor is motivated by intrinsic
learner is potential leaders, rather than extrinsic
developed. reward high rewards. The Schools’
achievement, and differentiated program
maintain environment is frequently
that makes learning, benchmarked by other
meaningful and schools.
enjoyable.
THE REVISED SBM ASSESSMENT
TOOL
B. Curriculum and Learning – The curriculum learning systems anchored on the community and learners’ contexts and aspirations are
collaboratively developed and continuously improved.

 The localized curriculum

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

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THE REVISED SBM ASSESSMENT
TOOL
3. A representative  A representative team  Learning materials and  Materials and approaches
group of school and
of school and approaches to reinforce are being used in school, in
community
community strengths and address the family and in
stakeholders
develop the stakeholders assess deficiencies are community to develop
methods and content and methods developed and tested critical thinking and
materials for used in teaching for applicability on problem-solving skills of
developing creative, critical school, family and learners and are producing
creative thinking
thinking and problem community. desired results.
and problem
solving solving. Assessment
results are used as
guide to develop
materials.
THE REVISED SBM ASSESSMENT
TOOL
4. The learning
 School-based  The school-based  The monitoring system is
systems are
monitoring of monitoring of learning accepted and regularly
regularly and
collaboratively learning system is systems generate used for collective
monitored by the conducted regularly feedback that is used decision making.
community using
and cooperatively; for making decisions
appropriate tools to
and feedback is that enhance the total  The monitoring tool has
ensure the holistic
growth and shared with development of been improved to
development of the stakeholders. learners. provide both quantitative
learners and the and qualitative data
community
 The system uses a A committee take care
tool that monitors of the continuous
the holistic improvement of the
development of tool.
learners
5. Appropriate The assessment
  The assessment  School assessment
results are used to
assessment tools tools are tools are reviewed
for teaching and develop learning
reviewed by the by the school
learning are programs that are
school and community and suited to community
continuously
assessment results are shared and customized to
reviewed and
improved, and results are with community each learners’ context,
assessment results shared with stakeholders. results of which are
are contextualized school’s used for collaborative
to the learner and stakeholders. decision-making.
local situation for
the attainment of
relevant life skills.
THE REVISED SBM ASSESSMENT
TOOL
6. Learning managers  Stakeholders are  Stakeholders begin to  Learning
and facilitators aware of practice child/learner- environments,
(Teachers, child/learner- centered principles of methods and
administrators and centered rights- education in the resources are
community members) based, and design of support to community driven,
nurture values and inclusive principles education. inclusive and
environments that are of education. adherent to child’s
protective of all rights and protection
children and requirements.
demonstrate
behaviors consistent
to the organization’s
VMG.
THE REVISED SBM ASSESSMENT
TOOL
7. Methods and  Stakeholders are  Stakeholders begin to  Learning environments,
resources are learner aware of practice child/learner methods and resources
and community
child/learner- centered principles of are community driven,
friendly, enjoyable,
centered, rights- education in the inclusive, and adherent
safe, inclusive,
accessible, and based, and design of support to to child’s rights and
aimed at developing inclusive principles education. protection requirements.
self-directed learners. of education.

Learners are equipped

with essential
knowledge, skills, and
values to assume
responsibility and
accountability for their
learning.
THE REVISED SBM ASSESSMENT
TOOL
C. Accountability and A clear, transparent, inclusive and responsive accountability system is in place,
Continuous collaboratively developed by the school community, which monitors
Improvement performance and acts appropriately on gaps and gains

1. Roles and  There is an active  The stakeholders  Shared and

responsibilities of party that initiates are engaged in participatory processes
accountable clarification of the clarifying and of determining roles,
person/s and roles and defining their responsibilities, and
collective body/ies responsibilities in specific roles and accountabilities of
are clearly defined education delivery. responsibilities. stakeholders in
and agreed upon managing and
by community supporting education.
stakeholders.
THE REVISED SBM ASSESSMENT
TOOL
 A clear, transparent, inclusive and responsive accountability system is in
C. Accountability and
place, collaboratively developed by the school community, which monitors
Continuous Improvement
performance and acts appropriately on gaps and gains

2. Achievement of goals  Performance  A community-level  A community-

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

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 A clear, transparent, inclusive and responsive accountability system is
C. Accountability and Continuous
in place, collaboratively developed by the school community, which
Improvement
monitors performance and acts appropriately on gaps and gains

3. The accountability system  Community  Community  A community

that is owned by the stakeholders are stakeholders accepted
invited to contribute to the accountability
community is continuously
participate in development of system effects
enhanced to ensure that
setting up an an accountability continuous
management structures
accountability system covers improvement in the
and mechanisms are system for school- both school- management of
responsive to the based based and learning
emerging learning needs management community-wide
and demands of the processes, management of
community. structures and education.
mechanisms.
4. Accountability assessment  The school, with  Stakeholders are  Stakeholders
criteria and tools, feedback the participation engaged in the continuously and
mechanisms, and of stakeholders, development and collaboratively review
information collection and articulates an operation of an and enhance
validation techniques and accountability appropriate accountability
processes are inclusive and assessment accountability systems’ processes,
collaboratively developed framework with assessment system. mechanisms and
and agreed upon. basic tools.
(PROCESS) components,
including
implementation
guidelines.
THE REVISED SBM ASSESSMENT
TOOL
5. Participatory  School initiated  Collaborative  School-community-
assessment of periodic conduct of developed
performance is done performance performance performance
regularly with the assessments which assessment informs assessment is practiced
community. involve participation planning, plan and is the basis for
of stakeholders. adjustments and improving, monitoring
Assessment results and requirements for and evaluation systems,
lessons learned serve as technical provision of technical
basis for feedback, assistance. assistance, recognition
technical assistance, and refinement of
recognition and plan plans.
adjustment.
THE REVISED SBM ASSESSMENT
TOOL
 Resources are collectively and judiciously mobilized and managed
C. Management of Resources
with transparency, effectiveness, and efficiency.

1. Regular resource inventory is  Stakeholders are  The resource  Resource inventories

collaboratively undertaken by aware that a inventory is are systematically
learning managers, learning regular resource characterized by developed and
facilitators, and community inventory is regularity, stakeholders are
stakeholders as basis for available and is increased engaged in a
resource allocation and used as the basis participation by collaborative process
mobilization. for resource stakeholders, and to make decisions on
allocation and communicated to resource allocation
mobilization. the community as and mobilization.
the basis for
resource allocation
and mobilization.
THE REVISED SBM ASSESSMENT
TOOL
2. There is a regular dialogue  Stakeholders are  Stakeholders regularly  Stakeholders
for planning and resource invited to participate engaged in the collaborate to ensure
programming that is in the development planning and resource timely and need-based
accessible and inclusive to of educational plan programming and planning and resource
continuously engage with resource actively participate in programming and
stakeholders and support programming and the implementation of support continuous
the implementation of participate in the the educational plan. implementation of the
community education plan. implementation. educational plan.
3. There is in place a  Stakeholders  Stakeholders are  Stakeholders sustain
community-developed support judicious, engaged and the implementation
resource management appropriate, and share expertise in and improvement of
system that drives
effective use of the collaborative a collaboratively
appropriate behaviors
resource. development of developed,
of the stakeholders to
resource periodically adjusted,
ensure judicious,
management and constituent
appropriate and
effective use of system. focused resource

resource. management system.

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THE REVISED SBM ASSESSMENT
TOOL
4. Regular monitoring,  Stakeholders are  Stakeholders  Stakeholders are
evaluation, and invited to collaboratively engaged,
reporting process of participate in the participate in the accountable in
resource management development and development and implementing a

are collaboratively implementation of implementation of collaboratively

developed and jointly monitoring, monitoring, developed system of

implemented by the evaluation, and evaluation, and monitoring, evaluation

learning managers, reporting reporting processes and reporting for

facilitators and processes on on resource resource

community resource management. management.

stakeholders. management.

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THE REVISED SBM ASSESSMENT
TOOL
5. There is a system  An engagement  Stakeholders  An established

that manages the procedure to support a system of system of partnership

identify and utilize partnership for is managed and
network and
partner-ships with improving resource sustained by the
linkages that
stakeholders for management. stakeholders for
strengthen and
improving resource continuous
sustain
management is improvement of
partnerships for
evident. resource
improving management.
resource
management.
THE REVISED SBM ASSESSMENT
TOOL
 Descriptive SBM Scale
Numerical
Levels Equivalent Description
Developing structures and mechanisms with
Level I
(Developing) 0.5 – 1.49 acceptable level and extent of community
participation and impact on learning outcomes.

Introducing and sustaining continuous

improvement process that integrates wider
Level Il (Maturing) 1.5 – 2.49 community participation and improve significantly
performance and learning outcomes.

Ensuring the production of intended

Level Ill
outputs/outcomes and meeting all standards of a
(Advanced) - For 2.5 – 3.0 system fully integrated in the local community and
Accreditation
is self-renewing and self-sustaining .
The scoring matrix was developed by a
combined team of experts and practitioners.

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SCORING MATRIX FOR THE
REVISED SCHOOL-BASED
MANAGEMENT ASSESSMENT
PROCESS AND TOOL

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Part l.
Computation for the
60% Performance
Improvement
 As eligibility criteria for a school to determine its
level of practice, it must demonstrate an
acceptable performance improvement over a
period of three (3) years - certified by the division in
the following areas: access, efficiency, and quality.
This shall be the prerequisite for the
school to request validation from the
division.

(For example, for schools which are ready to

conduct the assessment this year, SY 2010-2011
shall be the baseline year for computing the
improvement).

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Each thematic area is given
corresponding weights based on school
mandate and expected organizational
outcomes as to: access (45%),
efficiency (25%), and quality (30%)
The performance indicator for access is enrolment,
it shall be supported by the school-age population
(6-11 for elementary and 12 to 15 for secondary),
taken from the Barangay Hall and duly certified by
the Barangay Captain/Chairman;

for efficiency: drop-out rate (DR), cohort survival rate

(CSR), and completion rate (CR); and for quality:
achievement rate in terms of mean percentage
scores (MPS) in the National Achievement Test (NAT).

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For each indicator, a scale / range was
determined by determining the baseline, the
historical trend for the past five (5) years and
getting the average and comparing this with
international and country standards.

Depending on the increase in improvement, a

score will be given as to: Marginal, Average, or
High with equivalent points of 1,2, and 3
respectively.
Thematic
Areas Indicators Rating and Equivalent Point/s Weight

Access Enrolment A. Enrolment Increase

Increase
I — Marginal: At least 3% increase
2 — Average: At least 5% increase
3 — High: At least 7% increase

B. Justification: Enrolment Rate based on Community Mapping

I — Marginal: At least 85%
2 — Average: At least 90%
3 - High: At least 95%

The table below shows the increase in improvement,

and the equivalent rating and point/s for each indicator.
Thematic
Areas Indicators Rating and Equivalent Point/s Weight

Baseline: 7.06
Drop-Out I - Marginal: At least 2% decrease
Rate 2. - Average: At least 4% decrease
(DR) 3. - High: Has 0 DR or more than 4% decrease

Baseline 75%:
Cohort 1 - Marginal(At least 5% Increase) - 1
Efficiency Survival 2 - Average(At least 7% Increase) - 2
Rate (CSR) 3 - High At least 10% Increase or at least 95% CR

Baseline 75%:
Completion I — Marginal (At least 5% Increase)
Rate (CR) 2— Average (At least 7% Increase) - 2
3— High At least 10% Increase or at least 95% CR
Thematic
Areas Indicators Rating and Equivalent Point/s Weight

Quality Achievement OPTION 1:

Rate
Elem: Baseline - 67%
(in terms of I - Marginal (At least 2% Increase)
Mean 2 - Average (At least 5% Increase or MPS)
Percentage 3 - High (With 7% Increase or at least 75% MPS)
Score)

Secondary: Baseline — 48%

I - Marginal (At least 7% Increase)
2 - Average (At least 8% Increase)
3 - High (With 10% Increase or at least 75% MPS)

OPTION 2:
I - Marginal: 76— 100%
2 - Average: 51 -
3 - Higher: 26-50%
Based on the rating, compute the total points
gathered per thematic area and multiply it
with the assigned weight.

Add up the raw scores for all thematic areas.

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Based on the resulting score, the school
performance in terms of the identified
learning outcomes will be classified as
"Good", "Better", or "Best".

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The table below shows the interval score for each category.

Categories Interval Scores

Good 0.5 – 1.49

Better 1.5 – 2.49

Best 2.5 - 3.0

The school which shall be qualified under the
"Better" or "Best" categories shall be eligible
for validation by the division and/or region
using the D-O-D practice as detailed in
DepED Order No. 83, s. 2012.

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The school which will be
classified as good is
encouraged to work more in
improving its performance to
qualify for at least Level I
status.
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 Part Il.
Computation for the
40% DOD validation

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To arrive at the Level of Practice,
compute for the score in the 40% DOD
validation.
As reflected in DepEd Order No. 83, s. 2012, the %
weight for each principle in relation to improving
learning outcomes and school operations, are as
follows:
Leadership and Governance 30%

Curriculum and Learning

30%

Accountability and
25%
Continuous Improvement

Management of Resources 15%

By applying the computation in the said DepED
Order, add up the resulting points per principle.
Depending on the resulting score, the school shall
be classified as to "Good", "Better", and "Best".

Categories Interval Scores

Good 0.5 – 1.49

Better 1.5 – 2.49

Best 2.5 - 3.0

Multiply the score gathered from item 7.9 and
multiply it to 40%, which is the weight given to
governance [refer to DepED Order No. 83, s.
2012 for details.]

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 Part Ill.
Computation for the
Resulting Level of Practice

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Add the scores gathered from Parts I and ll.

The resulting score will be the basis for the computation

of the Level of SBM Practice.
Numerical
Levels Equivalent
Description
Developing structures and mechanisms with
Level I
0.5 – 1.49 acceptable level and extent of community
(Developing) participation and impact on learning outcomes.
Introducing and sustaining continuous
improvement process that integrates wider
Level Il (Maturing) 1.5 – 2.49 community participation and improve
significantly performance and learning outcomes.
Ensuring the production of intended
Level Ill
outputs/outcomes and meeting all standards of a
(Advanced) - For 2.5 – 3.0 system fully integrated in the local community
Accreditation and is self-renewing and self-sustaining .
Sample computation for a school
and a blank School Scoring Matrix

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 The Revised developing
School-Based
Management
(SBM) maturing
Assessment Tool
is guided by
four ACCESS Advanced or
accredited
principles
level
 SBM NORMS IN PERFORMANCE INDICATORS

The determination of norms and criteria for the

identification of the 60% learning outcomes and
the final scoring matrix was done through review
of literature and existing international and country
benchmarks, goals and standards across the
thematic areas: access, efficiency and quality.

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 SBM NORMS IN PERFORMANCE INDICATORS
More specifically, the group reviewed five-year
historical performance increase to reach the
targeted outcome in 2016.

They also considered the population of the

schools according to enrolment, the standard
deviation and threshold in performance within
the range.
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 NORMS/ Proposed PH
AREAS INDICATORS JUSTIFICATION
BENCHMARKS Standards

ACCESS Enrollment *Philippines A. Enrollment

(45%) Increase * The Marginal
A. Net Enrollment Rate: 6.025 starts with 3%
SY 2011-2012: 1–Marginal:
Elem: 91.21; Sec: 62.0 = 76.61
since it is the
At least 3%
To reach EFA Goal 2016 (100%): increase least rate based
6.21
on the Average
2–Average:
Average for 5 years: Elem: 6.51; 5-Year Increase
Sec: 16.23) 11.27 At least 5%
increase of Sample Rural
Division X
3–High:
At least 7%
increase

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 NORMS/ Proposed PH
AREAS INDICATORS JUSTIFICATION
BENCHMARKS Standards

ACCESS Enrollment B. Enrolment Increase B. Jurisdiction: *On the

(45%) (Average Sample Urban Enrolment Rate
based on assessment
Division VS Rural Division –
Elem: 6.51; Sec: 16.23):
Community result: Notations
Mapping
11.37 on annual
1–Marginal: At growth rate at
least 85% the community
Enrolment level should be
2–Average: At considered ;
least 90%
Enrolment hence, continuity
3–High: At least mapping should
95% Enrolment be considered to
be certified by
SDS, Planning
officer & Brgy.
Captain.
 NORMS/ Proposed PH
AREAS INDICATORS JUSTIFICATION
BENCHMARKS Standards
*Secondary: (IU, Non-IU, Annex HS,
W/Special Program):16.23
Rural: Division X (Average Increase
for 5 Years): 16.0
Urban: Division Y (Average Increase
for 5 Years): 17.0

*Elementary: (Central, Non-Central,

Multi-grade, W/Special Program):
6.51
Rural: Division X (Average Increase
for 5 Years): 2.81
Urban: Division Y (Average Increase
for 5 Years): 10.21

C. Enrolment Rate is based on the

Community Mapping
Certified by the Brgy. Captain,
Division Planning Officer & SDS

Example Only:
Enrolment (based on annual
population growth rate)
Average rate of pupils/students
retrieved
 NORMS/ Proposed PH
AREAS INDICATORS JUSTIFICATION
BENCHMARKS Standards

*Philippines
SY 2011-2012: 1.8(Elem): 2.3(Sec) –
Ave: 2.05

SOUTHEAST ASEAN COUNTRIES

*Asia Pacific Region: 86% - 90% -
Increase: 4%

*Economic Organization Cooperation:

68% - 79% - Increase: 11%

Elem – 9 out of 10 Enrolled

Sec – 6 out of 10 Enrolled
 NORMS/ Proposed PH
AREAS INDICATORS JUSTIFICATION
BENCHMARKS Standards

EFFICIENCY Completion *Philippines Baseline 75%; *The current CR (SY

(25%) SY 2011-12: 70.96(Elem); 74.23(Sec)
Rate (CR) – Ave: 72.5
2011-12), has
1–Marginal: At average of 72.5
To reach EFA Goal 2016 (100%): 6.8
least 5% increase
Inc./Year (both Elem and Sec).
Average for 5 Years 74.41(Elem); 2–Average: At least
7% increase Having at least 5%
78.94(Sec) – Ave: 76.61
To reach EFA Goal 2016 (100%): 5.8% 3–High: (At least increase per year the
Inc./Year 10% increase or at CSR will be 99.7 in
least 95% CR) the year 2016
*USA: Twenty-five percent (25%) of
Americans that start high school do
not graduate. (75% Completion Rate)

*Finland: 93% of Finns graduate from

high school, 17.5 percent higher
than USA
 NORMS/ Proposed PH
AREAS INDICATORS JUSTIFICATION
BENCHMARKS Standards

EFFICIENCY Completion *Global/Upper Secondary Graduation

(25%) Rates as of 2009; Slovenia & Portugal
Rate (CR) – 96%

Japan – 95%; United Kingdom –

92%; Norway & Iceland – 91%,;
Switzerland & New Zealand – 90%;
Korea – 89%

*Global Completion Rate to Grade 5

by Region by Sex, Most Current
Data, 2001/2002:
Latin America & the Caribbean – 94.0
Europe & Central Asia – 92.7
East Asia & the Pacific – 92.25
South Asia – 75.7
Middle East & North Africa – 72.35
 NORMS/ Proposed PH
AREAS INDICATORS JUSTIFICATION
BENCHMARKS Standards

EFFICIENCY Cohort *Philippines Baseline 76%; * The current CSR

(25%) Survival Rate SY 2011-2012: 73.76(Elem); (SY 2011-2012), has
(CSR) 78.83%(Sec) – Ave: 76.20 1–Marginal: At the average of 76.20
To reach EFA Goal 2016 (100%): least 5% increase
(both Elem and Sec)
5.9 Inc./Year 2–Average: At least
Average for 5 Years: 7% increase With at least 5%
74.41(Elem); 78.94(Sec) – Ave: 3–High: (At least increase per year the
76.68 10% increase or at national CSR will be
To reach EFA Goal 2016 (100%) least 95% CSR) 99.8 in the year 2016
5.8% Inc./Year

*Global Average Survival Rates

to Grade 5 by Region by Sex,
Most Current data 2001/2002

Europe & Central Asia – 98.15

Middle East & North Africa –
93.95
East Asia & the Pacific – 85.35
Latin America & the Caribbean –
84.6
South Asia – 60.3
 NORMS/ Proposed PH
AREAS INDICATORS JUSTIFICATION
BENCHMARKS Standards

QUALITY NAT MPS HIGH: 76 – 100% OPTION 1

(30%) Above Average: 51 – 75% Elem Baseline: 67%
Below Average: 26 – 50% *Marginal: At least 2%
Poor: 0 – 25% increase – 1
*Average: At least 5%
*Philippines increase – 2
Average for 5 Years: Elem: *High: (With 7% increase or
66.66% or 67% at least 75% MPS) – 3
To reach EFA Goal 2016
(75%) 2% increase/Year OPTION 1
Secondary Baseline: 48%
*Marginal: At least 7%
increase – 1
*Average: At least 8%
increase – 2
*High: (With 10% increase or
at least 75% MPS) – 3

OPTION 2
*Marginal: (25-505)– 1
*Average: (51-75%– 2
*High: (76-100%) – 3
 Effectivity
Using a check mark, indicate the extent of SBM
practice for each indicator listed.

Session 3 : Revised Assessment Tool

 Performance Rating & Equivalent
Thematic Area Computation Results
Indicators Points
Enrollment Increase % of Inc.

1 – Marginal: At Least 1% Increase

Access
2 – Average: At Least 7% increase
(45%) 3 – High: At Least 10% increase
Ave. % of Increase:

Dropout Rate (DR) % of Inc.

Efficiency Baseline: 7.06
(25%) 1 – Marginal: At Least 25% decrease
2 – Average: At Least 50% decrease
3 – High: Has 0 DR
Ave. % of Increase:

Completion Rate (CR) % of Inc.

Baseline: 75%
1 – Marginal: At Least 5% Increase
2 – Average: At Least 7% increase
3 – High: At Least 10% increase
Ave. % of Increase:

Cohort Survival Rate (CR) % of Inc.

Baseline:76%
1 – Marginal: At Least 5% Increase
2 – Average: At Least 7% increase
3 – High: At Least 10% increase
Ave. % of Increase:

NAT MPS % of Inc.

Quality 1 – Marginal: 26 – 50%

(30%) 2 – Average: 51 – 75%
Ave. % of Increase: 3 – High: 76 – 100%
 Interpretation Legend:
______ Good Numerical Rating Scale Description
______ Better 0.5 – 1.49 Good
______ Best 1.50 – 2.49 Better
2.50 – 3.00 Best

Cumulative Scores of
SBM Principles Weight Validators per Principle Results
Computation
Leadership 30% _______ x 0.3
Curriculum and 30% _______ x 0.3
Learning
Accountability 25% _______ x 0.25
Resource 15% _______ x 0.15
Management
Sub Total 100%
Interpretation Legend:
______ Good Numerical Rating Scale Description
______ Better 0.5 – 1.49 Good
______ Best 1.50 – 2.49 Better
2.50 – 3.00 Best
 Areas Weight Computation Results
A. Performance Improvement 60% _____ x 0.60
A. SBM Assessment Score 40% ____ x 0.40
(DOD)
TOTAL 100%
Interpretation: ______ Developing (Level I)
______ Maturing (Level II)
______ Advanced (Level III)
Description of SBM Level of Practice:

Numerical Rating Scale Description

0.5 – 1.49 Developing
1.50 – 2.49 Maturing
2.50 – 3.00 Advanced
 APPLICATION

Directions:

1. Evaluate your school SBM Level of Practice using the

Revised SBM Assessment Tool.

2. Develop an Action Plan based on the results of the assessment.

Session 3 : Revised Assessment Tool

Session 3 : Revised Assessment Tool
References:

• DO 83, s. 2012
• SBM-PASBE

Session 3 : Revised Assessment Tool