Republic of the Philippines

Department of Education
REGION III-CENTRAL LUZON

Enclosure to RM No. 133, s. 2021

IMPLEMENTATION GUIDELINES ON THE VALIDATION PROCESSES OF

SCHOOL-BASED MANAGEMENT (SBM) LEVEL OF PRACTICE
PER DEPED ORDER 83, SERIES 2012

I. Rationale
The implementation of the Governance of Basic Education Act of 2001 (RA
9155) provides the mandate for decentralizing the system of school management and
recognizes the role of the Local Government Units (LGUs) and other stakeholders as
partners in education service delivery.

Consequently, the Department of Education launched the Schools First

Initiative (SFI) in 2015 to empower the school and its community stakeholders to
effectively address access and quality issues in basic education.

Pursuant to the above mandates, the Department of Education issued DepEd

Order No. 83, s. 2012 to further strengthen the School-Based Management (SBM)
practice and re-emphasize the centrality of the learners and the involvement of
relevant community in basic education service delivery.

However, after eight (8) years of implementation, issues and challenges were
expressed by the schools in the Schools Division Offices (SDOs) regarding difficulties
in the operationalization of policies and guidelines at the school level and in
understanding on how to make SBM work in terms of improving governance practice
and achieving organizational effectiveness.

This is evident in the inconsistency in the Validation of SBM Level of Practice

of Schools on quality aspects and appreciation of innovation of schools implemented
to resolve their diverse and unique challenges. Thus, a more relevant guidelines
responsive and appropriate to the needs and condition of each school is highly
significant.

Acting on this matter, the Department of Education Regional Office 3, through

the Field Technical Assistance Division (FTAD), has conceptualized the implementing
guidelines to further strengthened the implementation of SBM and thereby scale-up
levels of practice by the schools in Region 3. The different context and types of
schools- with their respective PPAs implemented based on their ESIPs, AIPs and
other official documents shall be given due consideration and recognition in the
assessment and validation of school performance.

Corollary to this, the SBM level of practice is ascertained by the existence of

structured mechanisms, processes, and practices in all indicators.

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

The Schools Division Offices and School administrators shall be guided by this
official document to harmonize and unify the SBM assessment and validation in both
public elementary and secondary schools in adherence to the transcending
framework and happy school’s advocacy of the region which aims to level up the SBM
level of practice of all its schools and to achieve improved educational outcomes.

II. Scope
This Implementation Guidelines on The Validation Processes of School-Based
Management (SBM) Level of Practice shall be used by the School Heads- for self-
assessment on the SBM level of their respective level of practice in the 20 SDOs of
Region 3; Division SBM Validating Team for validating and monitoring the schools
on the implementation of SBM in their respective SDOs particularly certifying Level
2 schools; and, Regional SBM Validating Team- for validating and monitoring the
SBM level of practice of the schools specifically the Level 3 in the SDOs.

The Regional Office and Schools Division Offices (SDO) are hereby directed to
reorganize the RO/SDO SBM Validating Team as SBM Task Force in the region and
in each division. The teams shall now be called the Regional SBM Validating Teams
and Division SBM Validating Teams.

III. Definition of terms

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.

Advanced (Accredited Level) – School-Based Management level of practice 3 that

ensures 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.

Curriculum and Instruction- The curriculum provides for the development needs
of all types of learners in the school community

Developing – School-Based Management level of practice 1 where structures and

mechanisms are within acceptable level and extent of community participation and
impact on the learning outcomes.

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.

Management of Resources - Resources are collectively and judiciously mobilized

and managed with transparency, effectiveness, and efficiency.

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

Maturing – School-Based Management level of practice2 where continuous

improvement process is introduced and sustained through the integration of wider
community participation and improve significantly performance and learning
outcomes.

Stakeholder – refers to anyone who invested in the welfare and success of a school
and its students, including administrators, teachers, staff members, students,
parents, families, community members, local business leaders, and elected officials
such as school board members, city councilors, and state representatives.

• may also be collective entities, such as local businesses, organizations,

advocacy groups, committees, media outlets, and cultural institutions, in
addition to organizations that represent specific groups, such as teachers’
unions, parent-teacher organizations, and associations representing
superintendents, principals, school boards, or teachers in specific academic
disciplines.

Transcending school – school goes beyond the limits, overstep or surpass the
highest SBM level of practice leading to a happy, quality, accessible, relevant and
liberating education.

IV. Implementation Arrangements

A. Preliminary Activities

1. The Regional Office and Schools Division Offices (SDO) shall reorganize
the RO/SDO SBM Validating Team as SBM Task Force in the region and in each
division. The teams shall now be called the Regional SBM Validating Teams and
Division SBM Validating Teams.

2. The composition of the Regional SBM Validating Team per dimension

shall be the following:

2.1 . Leadership and Governance

Team Leader: FTAD/PPRD Chiefs

Secretariat: Regional SBM Coordinator

Members: Education Program Supervisors – FTAD, PPRD, CLMD

2.2. Curriculum and Instruction

Team Leader: FTAD/CLMD/HRDD Chiefs

Secretariat: Regional SBM Coordinator

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

Members: Education Program Supervisors – HRDD, CLMD, QAD

2.3. Accountability and Continuous Improvement

Team Leader: FTAD/QAD Chiefs/Administrative Officer

Secretariat: Regional SBM Coordinator

Members: Education Program Supervisors – Finance, PPRD, QAD, CLMD

2.4. Management of Resources

Team Leader: FTAD/ Finance /ESSD Chief

Secretariat: Regional SBM Coordinator

Members: Education Program Supervisors – FTAD, ESSD Representatives,

CLMD

3. The chiefs of the aforementioned FDs shall be the one to designate their
representatives.

4. Likewise, the composition of the Division SBM Validating Team from

SDO per principle shall be the following:

Team Leader: SGOD/CID Chief

Secretariat: SBM Coordinator
Members: RO/SDO Supervisors, PSDSs

5. The chiefs of the aforementioned chiefs shall be the one to designate

their representatives.

B. Roles and functions of SBM Validating Team

The SBM Validating Team shall perform the following tasks and
responsibilities:

1. The SDO SBM Validating Team shall:

1.1. evaluate, monitor and validate the schools under their jurisdiction;

1.2. recommend to the Schools Division Superintendent for approval the

result of the validation of schools;

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

1.3. recommend to the Schools Division Superintendent SBM Level 3

schools for validation and accreditation by the Regional Validating
Team;

1.4. submit the list of schools adjudged as Level 2 to the Schools Division
Superintendent to be awarded Certificate of Recognition by the
Schools Division Office.

2. The Regional SBM Validating Team shall:

2.1. validate the schools with SBM Level 3 submitted by the SDO;

2.2. submit the results of the validation to the SBM Coordinator for
possible provision of technical assistance;

2.3. recommend to the Regional Director the schools to be given

Certificate of Accreditation;

2.4. organize through the FTAD an Awarding Ceremony for the

recognition of accredited SBM Level 3 schools.

C. Guides and Instructions

The School Heads/ RO/SDO SBM Validating Team shall strictly adhere to
the prescribed guides and pertinent steps in the SBM validation process such
as:

1. The basis of SBM validation shall be 3 years back of artifacts

following the ESIP coverage.

2. The SBM validation shall consist of two activities namely:

2.1 The Self-Assessment to determine the school’s level of SBM practice

by school leaders themselves; and the

2.2 The DOD (Documentary Analysis, Observation, Discussion)

utilizing an SBM assessment tool as reference to gather data in
analyzing the four (4) principles such as: Curriculum and Instruction,
Leadership and Governance, Accountability and Continuous
Improvement, and, Management of Resources with focused attention
on the relevance and impact of innovative PPAs employed by schools.

3. The DOD shall follow the two (2) essential steps in evaluating the
validity of an evidence of SBM level of practice which are as follows:

3.1 Conduct Document Analysis (using artifacts)

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

3.2 Conduct observations to obtain process evidence (individual or

group interviews)

4. The validators shall be guided by the following indicators in the

appreciation of innovations:

4.1 Has all the needed documents from its conception to

implementation;

4.2 Has been signed and approved by immediate supervisor and

Schools Division Superintendent;

4.3 Has accomplished significant improvement as an intervention

school problems or issues as indicated in the rubric under Curriculum
and Instruction.

4.4 Has been adopted by all school stakeholders or by other levels of

governance in the achievement of desired learning outcomes.

5. The SBM Validating Team shall discuss the synthesized documentary

and process evidence, (consensual decision) based from the above processes.

D. Process Flow of SBM Validation

1. The process flow of SBM Validation (Figure 1) shows the different steps
to be followed for a systematic validation process.

2. The SBM Validation process has three phases namely:

a. Pre-Validation Steps
b. Actual Validation Steps
c. Post-Validation Steps

3. Under each phase different steps are undertaken to ensure integrity of

the SBM validation.

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

Figure 1: PROCCESS FLOW OF SBM VALIDATION

Assignment of the RO SBM

Validating Team to specific
principle per school

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

D.1 Pre-validation Steps

1. The school leader shall convene with the different stakeholders in

accomplishing the assessment tool to identify the means of verifications (MOVs) or
the evidences to justify the indicated rating.

2. School heads shall accomplish the self-assessment tool (see attached

Appendix A). In determining the points per principle use the Contextualized SBM
Assessment Tool. This document shall be strictly checked and monitored by the
Division SBM Validating Teams in coordination with the FTAD-RO and in preparation
for the RO-SBM Validating Team.
3. The school heads shall reflect upon and identify their own respective
innovative outputs, effective practices per principle as a result and impact of PPAs
conducted to improve learner outcomes.
4. The SBM validators shall likewise look into the alignment of these
implemented innovative PPAs to the ESIP, AIP and WFPs with consideration to the
goals and activities stipulated in the OPCRF and IPCRF documents which have a
significant/evident impact upon the learning outcomes of the learners.
5. The PSDS in-charge or the SBM Validating Team leader shall review
and validate the accuracy of the documents before submitting to the Division SBM
Coordinator.
6. The Division SBM Coordinator shall collate self-assessment
documents from schools and give them to the assigned committees during the
planning meeting.

7. The committees assigned per SBM dimension shall be required to list

down pertinent information into the Consolidated Reports on The Validation of The
Schools' SBM Level of Practice (See Appendix B).

8. The Division SBM Coordinator shall prepare and submit the final
reports of the SBM validation duly signed by the SDS to the E-portal of FTAD-RO.
The Submission is a month before the date of the validation to give the Regional SBM
Validating Team members enough time to read and assess its contents in preparation
for the actual school validation.
9. Through the recommendation of the SDO, the validated Level 3 schools
are required to submit self-assessment documentation to the E-portal of the FTAD-
SBM validation for advanced consolidation and in preparation for regional validation
10. The Regional SBM Validating Team shall strictly check and analyze
the SBM performance of the schools as a basis for the provision of technical
assistance.

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

D.2. Actual Validation Steps

1. The RO and SDO SBM Validating Team shall be assigned to specific

principle per school.

2. The school shall conduct a short program to formalize the solemnity of

the activity:
• Invocation
• Welcome Remarks of School Head
• Short Presentation of School Profile, Innovations, and Best Practices
• Introduction of RO/SDO SBM Validating Team members as SBM
Validating Team by the SDO team leader
• Brief Overview of the D-O-D Process by the RO/SDO SBM Validating
Team leader
3. The schools shall present their respective documents to validate the
data on intermediate learning outcomes or innovative programs under continuous
improvement for upscaling learning outcomes.

4. The RO/SDO SBM Validating Team’s validation process shall follow a

triangulation method by analyzing the documents, conduct of interviews with the
teachers, learners, and external stakeholders. The impact of the PPAs implemented
shall be given premium so that innovations shall be properly appreciated and
recognized specifically in the aspect of curriculum and instruction which
underscores learning outcomes.
5. The Regional SBM Validating Team shall discuss the validation findings,
recommendations, and best features of the school to provide school heads an
overview of their performance and the things that needs further TA for improvement.
6. The team leader, in collaboration with all members, shall prepare the
report on school’s performance using the template indicated in Appendix C. RO/SDO
Validators Tool Template
7. The Regional validating team shall convene with the Division validating
team for discussion, recommendations, and next steps for the provision of TA to the
concerned schools. In the event that self-assessment results is higher than the
evaluation of the RO/SDO SBM Validating Team, the level shall be retained or
deferred until such time that school can comply with the needed requirements being
asked for by the validators.
8. Revalidation of the school shall be done after one (1) month depending
on the findings of the RO validating team.

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

9. The RO/SDO SBM Validating Team through the PSDSs in each district
or SBM coordinators in each SDO, shall be expected to monitor and provide technical
assistance to the school in the whole process.

D.3 Post Validation Steps

1. The Regional SBM Validating team leader, in collaboration with all

members, shall prepare the report in preparation for the wrap-up session. See
Appendix B: Consolidated Reports on The Validation of The Schools' SBM Level of
Practice. The findings shall be presented to the school SBM Team.
2. The school shall disseminate the Findings and recommendations given
by the RO SBM validating team to the school’s stakeholders.
3. An action plan to address and implement the recommendations shall be
prepared by the school.
4. The PSDSs/SBM coordinators shall monitor and provide technical
assistance in the implementation of the action plan recommended by the Division
SBM Coordinator and duly-approved by the Schools Division Superintendent.
5. Level 2 schools shall be duly-certified by the Schools Division
Superintendents.
6. All schools assessed as LEVEL 3, after thorough validation by the
RO/SDO SBM Validating Teams, shall receive Certificate of Accreditation from the
Regional Office signed by RD led by the Field Technical Assistance Division.
G. Scoring Guides

1. The four (4) principles were assigned percentage weights on the basis
of their relative importance to the aim of school on improved learning outcomes and
school operations, based on intermediate learning outcomes of DepEd. The
Description of SBM Levels of Practice are as follows:

Level I: Developing – Developing structures and mechanisms with acceptable level

and extent of community participation and impact on the learning outcomes. MOVs
indicate early or preliminary stages of implementation.

Level II: Maturing – Introducing and sustaining continuous improvement process that
integrates wider community participation and improve significantly performance and
learning outcomes. MOVs indicate planned practices and procedures are fully
Implemented.

Level III: Advanced (Accredited Level) – Ensuring the production of intended

outputs/outcomes and meeting all standards of a system fully integrated in the local

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

community and is self-renewing and self-sustaining. MOVs indicate practices and

procedure satisfy quality Standards.

2. Each principle has its corresponding standard means of verification

documents based on the intermediate learning outcomes of the DepEd. However, the
MOVs are dependent on the context of the schools or whether such programs are
relevant to the existing targets for school performance. Alignment of all MOVs in
every PPAs conducted shall be referred to the ESIP, OPCRF, AIP, WFP and other
pertinent official documents.

3. The following are the four (4) principles with its corresponding
definitions, indicators, standard means of verifications (MOVs), and percentage
weight based on specific intermediate outcomes as follows:

INDICATORS MEANS OF VERIFICATION

A. LEADERSHIP & 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.
(30%)
1.In place is a Development Plan (e.g. SIP) Documentation on the process of developing,
developed collaboratively by the stakeholders of enhancing, implementation with stakeholders’
the school and community. participation on the following:
1. Approved School Improvement Plan
- School Memorandum
2. The development plan (e.g. SIP) is regularly - Letter of Invitation
reviewed by the school community to keep it up - Activity Completion Report (ACR)
responsive and relevant to emerging needs,
2. Approved Annual Implementation Plan
challenges and opportunities.
- School Memorandum
- Letter of Invitation
- Activity Completion Report

3.The school is organized by a clear structure

and work arrangements that promote shared 3. Approved Office Performance Commitment and
leadership and governance and define the roles Review Form
and responsibilities of the stakeholders.
- School Memorandum
- Minutes of the meeting
- ACR
- School Organizational Structure
- Process Flow

4.A leadership network facilitates 4. Programs, Projects, Activities (PPAs) as indicated

communication between and among school and in the SIP/AIP/OPCRF
community leaders for informed decision-making - School Memorandum
and solving of school-community wide-learning
- Minutes of the Meeting
problems.
- Project Proposal
- ACR

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Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

- Innovative Program for the Improvement of ACCESS

- Other regular school programs:
✓ Wash in School Program
✓ Gulayan sa Paaralan
✓ Feeding Program
✓ Others
5. Modes of Dissemination
5.A long term program is in operation that
addresses the training and development needs of - School Website
school and community leaders. - Facebook Account Page
- Leaflets/Brochures/Newsletters
- Transparency/Bulletin Board
- School Paper
- Communication Plan, Flow and system
6. School-based implementing guidelines on Child
Protection Policy, Anti-Bullying, etc.
- School Memorandum
- Consultation Report (Attendance and Pictures)
- Proposed school implementing guidelines
- School Handbook with Dissemination Report
(pictorials, attendance)
- Intake Sheets
7. eBEIS – Performance Indicators
- Gross Enrolment Rate
- Net Enrolment Rate
- Cohort survival Rate
- Transition Rate
- School Leaver Rate
- Repetition Rate
- Completion Rate
- ALS Completion Rate (% of ALS learners who
completed either elementary or secondary level in
accordance with the requirements)
- ALS A&E Passer Rate (% of ALS Learners who
passed the ALS Accreditation and Equivalency Test)
B. CURRICULUM AND INSTRUCTION - The curriculum provides for the
development needs of all types of learners in the school community (30%)

1.The curriculum learning systems anchored on 1. Teachers’ Portfolio

the community and learner’s contexts and
aspirations are collaboratively developed and - RPMS/IPCRF portfolio (proportion of teachers
continuously improved. meeting PPST career stage 3 in all domains (Highly
Proficient)

2.The implemented curriculum is localized to - Monthly Supervisory Plan

make it more meaningful to the learners and - Classroom Observation Tool
applicable to life in the community.
- Observation Notes
- Class Program
- Sample Lesson Plan
3. A representative group of school and - DepEd emails and FB accounts
community stakeholders develop the methods - School Leadership with Designation

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Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

and materials for developing creative thinking &

problem solving. - List of localized, contextualized IMs with sample
(Big Books, MTB dictionary, etc.)

4.The learning systems are regularly and - School initiated SLM/las (sample)
collaboratively monitored by the community - School Forms
using appropriate tools to ensure the holistic
- Improved/Localized LMs/IMs/DLLs
growth and development of the learners and the
community. - Instructional Materials
✓ List of Visual |Aids, Digitized IMs and Quality Assured
and accepted Localized LMs
5. Appropriate assessment tools for teaching and 2. Training Development Plan
learning are continuously reviewed and - Teacher’s Developmental Needs
improved, and assessment results are
contextualized to the learner and local situation
and the attainment of relevant life skills.

6. Learning managers and facilitators (teachers, - LAC/INSET implementation Plan (LAC template per
administrators and community members) DepEd/Division Memorandum Issuances)
nurture values and environments that are a. Project Proposal
protective of all children and demonstrate b. School Memorandum
behaviors consistent to the organization’s vision,
mission and goals. c. Technical Working Group

d. ACR with financial and monitoring report

7. Methods and resources are learner and e. Sample certificate and program
community- friendly, enjoyable, safe, inclusive,
- Technical Assistance Plan (based on
accessible and aimed at developing self- directed
DepEd/Division Memorandum Issuances)
learners. Learners are equipped with essential
knowledge, skills, and values to assume - TA report with results, analysis and pictures
responsibility and accountability for their own
learning.
- Certificates of Attendance to Trainings/Webinars
(Division/Region/National/International

3. Learner’s Outcome
- Performance Indicators (Drop-Out, Graduation,
Cohort-Survival, etc.)
- Learners’ Tracking system/Program Report
✓ Learners’ profile with their learning needs
- Learners’ Portfolio
- Alternative Delivery Mode (ADM)
- Periodic Assessment Results with analysis
✓ Summative Test results
- Proportion of Students performing at proficient level
a. Numeracy level
b. Literacy Level
In the absence of NAT, the results of the reading test
in Filipino and English and numeracy test shall be
considered – with reference to the policy standard
set by the CLMD.
The percentage weight for the learning outcomes shall be:
10% - Filipino Reading Test

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

10% - English Reading Test

10% - Numeracy Test
To determine the improvement of learning outcomes, the
rating standard below shall be followed:

Overall

4. School’s Best Practices/Remarkable

Accomplishments
- School initiated programs/projects
- Log sheet/logbook showing names of visitors who
benchmarked schools initiated programs
- Best practices
- Innovations
✓ Programs for improvement of the learning environment
and increased learning outcomes
- Continuous Improvement (CI) projects
- Institutionalized programs for inclusive education
- Literary Services
- Guidance Services
✓ Guidance Forms
✓ Guidance Records and Reports
- Computer/Science/TLE Laboratory (if any)
- Learners’ initiated projects
- Classroom Structuring
- Reading Centers/Study Sheds (Reading Books)
- Co-curricular Activities Report (ex. Scouting,
Religious Instructions, Science Camp, Education
Summit, etc.)
5. School Research Outcomes
- List of Researchers (proposals and completed)
- Dissemination Plan and Report on Research
Outcomes
Innovations/Interventions/Enrichment/Remediation
Programs
a. Project Proposal
b. ACR
6. Sample Assessment Tool
- Table of specification
- Formative/Summative Test
- Periodic Tests Questions
- Evaluation Notebooks
- Test/Item Analysis

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

- Item Bank per learning area

- Rubric Used
- Enhanced Assessment Tools adopted from partners
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. (25%)

1. School Monitoring and Evaluation Adjustment

- SMEA Committee
1. Roles and responsibilities of accountable - SMEA meetings with School Memorandum
person/s and collective body/ ies are clearly
defined and agreed upon by community - Minutes of meeting
stakeholders - ACR
2. Achievement of goals is recognized based on a - SMEA Plan with
collaboratively developed performance a. Quarterly schedule of reporting with stakeholders
accountability system; gaps are addressed
b. Dissemination Report relative to SMEA results
through appropriate action.
- Quarterly/Semestral SMEA Results
- Repor on Midyear Assessment and Year End
Performance
- WinS TWG
3. The accountability system is owned by the 2. School Organizational Structure
community and is continuously enhanced to - Functional organizations/teams/committees
ensure that management structures and
a. MPTA (DO 54 s. 2009, DO 67 s. 2009)
mechanisms are responsive to the emerging
learning needs and demands of the community b. SGC
c. SSG/SPG (DM 4 s. 2012)
d. Finance Team
e. SPT (School Planning Team)
f. SMEA Team
4. Accountability assessment criteria and tools, g. Grievance Committee
feedback mechanisms, and information h. Faculty Club
collection and validation techniques and
processes are inclusive and collaboratively i. HR PTA
developed and agreed upon. j. SBM Team
k. CPP Committee
5. Participatory assessment of performance is l. QA Team for school LRMD
done regularly with the community. Assessment m. Organized school Quality Management System
results and lessons learned serve a basis for
n. Others
feedback, technical assistance, recognition and
plan adjustment. Attachments are but not limited to
o Structures/Charts
o Constitutions and By-Laws
o Terms of Reference (TOR) Roles and
Responsibilities
o Designation/Appointment
o Oath of Office
o Invitation Letter
o School Memorandum
o Minutes of the Meeting
o List of Project Proposals (from Principle 1)
o ACR

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

o Enhanced School Process (QMS) like in

enrolment, module distribution and retrieval (process
flow)
3. Feedback Mechanism
- Feedback from stakeholders regarding school
policies
✓ Feedback Tools
Suggestion Box, Clients’ Satisfaction Survey, Checklist
Form, Survey Questionnaire, Tracer Study Tool, Text
Brigade
- Summary of Suggestions and actions taken
- Survey Results, analysis and intervention
4. Stakeholders’ Recognition
- Institutionalized School Recognition and Incentive
System on:
✓ Internal Stakeholders
Learners
a. Criteria
b. School Memorandum
c. Quarterly Lerarners’ Recognition
d. List of Awardess
e. Sample Certificates
f. Pictorials
g. ACR on the Awarding Activity
Teachers
a. Criteria
b. School Memorandum
c. Quarterly Lerarners’ Recognition
d. List of Awardess
e. Sample Certificates
f. Pictorials
g. ACR on the Awarding Activity
Parents
a. Criteria
b. School Memorandum
c. Quarterly Lerarners’ Recognition
d. List of Awardess
e. Sample Certificates
f. Pictorials
g. ACR on the Awarding Activity
- Esternal Stakeholders
a. ACR on Stakeholders’ Convergence
b. List of Awardees
c. Sample Certificate
d. Pictorials
e. Rubric/Criteria
- Awards received by the Students/Pupils and the
School across governance levels
(Division/Region/National/International)
a. List of Awards
b. Sample Certificates
c. Pictorials

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5. School Performance and Accomplishments

- School Report Card (SRC)
- State of the School Address (SOSA)
D. MANAGEMENT AND RESOURCES - Resources are collectively and judiciously
mobilized and managed with transparency, effectiveness, and efficiency. (15%)

Documentation on the process of developing/

1. Regular resource inventory is collaboratively enhancing/ implementing of the following:
undertaken by learning managers, learning
1. Approved Work and Financial Plan
facilitators, and community stakeholders as
basis for resource allocation and mobilization. - School Memorandum
- Minutes of the Meeting
- Attendance
2. A regular dialogue for planning and resource - Pictures
programming, that is accessible and inclusive, 2. Approved School Operating Budget (SOB)
continuously engage stakeholders and support - School Memorandum
implementation of community education plans. - Minutes of the Meeting
- Attendance
- Pictures
3. In place is a community-developed resource 3. Social Mobilization and Networking System
management system that drives appropriate - Brigada Eskwela Report (Acknowledgement
behaviors of the stakeholders to ensure Receipt, Delivery Receipt, Pledges, Deed of Donations,
judicious, appropriate, and effective use of MOA/MOU
resources. - Records of Donations with pictures
- Inventory of projects given by stakeholders
4. Regular monitoring, evaluation, and reporting - Percentage of financial contribution from
processes of resource management are stakeholders and other partners
collaboratively developed and implemented by
- Financial Report of School PPAs
the learning managers, facilitators and
community stakeholders. - State of Barangay Address
- Barangay Development Plan
- Barangay IRA
5. There is a system that manages the network - Report on the Barangay Assistance to schools
and linkages which strengthen and sustain - Innovations for the collective and judicious
partnerships for improving resource utilization and transparent, effective and efficient
management. resources management system
4. School Finance
- Liquidation report
- Income Generating Project
- Canteen Report
- No adverse COA Findings on MOOE
liquidation
5. School Plan and Resources
- Annual Procurement Plan
- Human Resource Development Plan
- Financial Management Development Plan
- Technology Resource Improvement Plan
- School Physical Development Plan
- Physical Facilities Improvement of School
- IGP Sustainability Plan
- Resource Allocation and Mobilization Plan
- School size Titling

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 Republic of the Philippines
Department of Education
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6. School Inventory Resources

- Human Resources
a. Pupil/Students Classroom Ratio
b. Teacher-Learner Ratio
- School Facilities
a. Seat-learner ratio
b. Functional Library
c. Rooms
d. Furniture
e. Equipment
- Technological Resources
a. ICT package/e-classroom package
b. Internet Access
- Electricity connection
- WinS Assessment

4. The DOD Process shall be following the scoring guide in appreciating the
MOVs presented:

Numerical Rating Scale Description

0 No evidence
1 Evidence indicates developing structures and mechanisms
are in place to demonstrate ACCESs
2 Evidence indicates planned practices and procedures are
fully implemented and aligned to ACCESs
3 Evidence indicates practices and procedures satisfy quality
standards

5. The score/points shall be taken from the rubric provided per DO No.83,
s. 2012 as the school head assesses their SBM practice.

6. The points garnered shall be multiplied by its corresponding percentage

weight.

H. Scoring Steps

1. Count the number of check marks in each criterion and record in the
appropriate circle in the summary table (sub-total) for the area/standard rated;

2. Multiply the number of check marks in each column by the points assigned
for each level (1-3). Then add the sub-total to get the total score.

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3. Get the average rating for the principle by dividing the total score by the
number of indicators of the principle;

4 Record the average ratings for the principle in the Summary Table for the
computation of the General Average;

5 Multiply the rating for each principle by its percentage weight to get the
weighted average rating;

6 To get the total rating for the four principles, get the sum of all weighted
ratings. The value derived is the overall school rating. Every end of each principle,
the school needs to compute the total rating to get the weighted mean following the
percentage of each principle.

I. Sample Computation with Equivalent Points

Compute the scores by principle following the formula below: Total

Score/Points x weighted percentage allotted to each principle

Principle 1: Leadership and Principle 3: Accountability and

Governance (30) Continuous Improvement (25)
Total Score: 9 Total Score: 9
No. of Indicators: 5 No. of Indicators: 5
Weighted Percentage 30% Weighted Percentage 25%
9/5 x .30 =.54 points earned for Leadership 9/5 x .25 =.45 points earned for
and Governance Accountability and Continuous
Improvement

Principle 2: Curriculum and Instruction Principle 4: Management of Resources

(30) (15)
Total Score: 12 Total Score: 10
No. of Indicators: 7 No. of Indicators: 5
Weighted Percentage 30% Weighted Percentage 15%
12/7 x .30 =.51 points earned for 10/5 x .15 =.3 points earned for
Curriculum and Instruction Management of Resources

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 Republic of the Philippines
Department of Education
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Below is the sample result of the final rating:

Numerical
Areas Weight % weight Descriptive Rating
Rating

A. SBM Leadership and .54 1.80 Maturing

Assessment Governance (30)
Score (DOD) .51
and Curriculum and
Instruction (30) .45
Intermediate
Learning .30
Accountability
Outcomes
and Continuous
Improvement (25)

Management of
Resources (15)

Total 100%

FINAL
TOTAL 100% 1.80 Maturing
RATING

Numerical Rating Scale Description

0.50 – 1.49 Developing

1.50 – 2.49 Maturing

2.50 – 3.0 Advanced

V. Monitoring and Evaluation

Field Technical Assistance Division (FTAD), in close collaboration with

Quality Assurance Division (QAD) and with the coordination with the Regional
SBM Validating Team shall conduct annual review of the effectiveness and
efficiency of the implementation of the policy in achieving its objectives.

Periodic consultations from the field shall be done to ensure the

compliance of the SDOs in the implementation guidelines and to further
enhance the mechanisms and processes for effective and efficient validation of
schools’ level of practice and the provision of technical assistance in School-
Based Management.

Feedback from the M & E shall be reported during the Division

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 Republic of the Philippines
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Monitoring, Evaluation, and Adjustment (DMEA) and Regional Monitoring,

Evaluation, and Adjustment (RMEA).

References:

DepEd Order 83, Series 2012

RA 9155
BESRA

APPENDICES

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 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

APPENDIX A

SBM SELF-ASSESSMENT TOOL TEMPLATE

Name of School:
________________________________________________________________
School Type:
___________________________________________________________________
Location:
_______________________________________________________________________
Date Established:
________________________________________________________________
Last SBM Level/Rating:
____________________________________________________________
Name of School Head:
_____________________________________________________________
The Committees (list down the names)

I. LEADERSHIP AND GOVERNANCE

Chairman: ____________________
Secretary: ____________________
Members: ____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________

II. CURRICULUM AND INSTRUCTION

Chairman: ____________________
Secretary: ____________________
Members: ____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________

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 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

III. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT

Chairman: ____________________
Secretary: ____________________
Members: ____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________

IV. MANAGEMENT OF RESOURCES

Chairman: ____________________
Secretary: ____________________
Members: ____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________

Introduction (Brief background of the school)

___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________

The Contextualized SBM Assessment Tool

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 Republic of the Philippines
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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.

LEADERSHIP
AND STANDARD
LEVEL OF PRACTICE
GOVERNANCE MOVs
(30)
1. In place is a LEVEL LEVEL I LEVEL 2 LEVEL 3 ESIP
Development 0 Not Indicator The Indicator The Indicator AIP
Plan (e.g. SIP) Evident development development The OPCRF
developed plan guided by plan is evolved development IPCRF
collaboratively the school’s through the plan is SMEA
by the vision, mission shared enhanced with EBEIS-
stakeholders of and goal (VMG) leadership of the 81-100 % Performance
the school and is developed the school and community Indicators
community. through the the participation such as:
leadership of participation of in performing Gross
the school and 51-80% the leadership Enrolment
the community roles with the Rate
participation stakeholders. school Net
of 50% providing Enrolment
community technical Rate
stakeholders. support. Cohort
Survival Rate
Transition
2. The LEVEL LEVEL I LEVEL 2 LEVEL 3 Rate
development 0 Not Indicator The Indicator The Indicator The School
plan (e.g. SIP) is Evident school leads school and school and 81- Leaver Rate
regularly the regular 75-80% 100 % of the Repetition
reviewed by the quarterly community community Rate
school review and stakeholders stakeholders Completion
community to improvement working as full lead the Rate
keep it up of the partners, lead quarterly ALS
responsive and development the quarterly review and Completion
relevant to plan review and improvement Rate
emerging needs, improvement process; the Percentage of
challenges and of the school ALS learners
opportunities development stakeholders who
plan facilitate the completed
process. either
elementary

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 Republic of the Philippines
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3. The school is LEVEL LEVEL I LEVEL 2 LEVEL 3 or secondary

organized by a 0 Not Indicator The Indicator Indicator level in
clear structure Evident school defines The school Guided by an accordance
and work the and 51-80% agreed with the
arrangements organizational community organizational requirements
that promote structure, and collaboratively structure, the ALS A&E
shared the roles and define the school and 81- Passer Rate
leadership and responsibilities structure and 100 % of the Percentage of
governance and of the roles and community ALS Learners
define the roles stakeholders. responsibilities stakeholders who passed
and of lead in defining the ALS
responsibilities stakeholders. the Accreditation
of the organizational and
stakeholders. structure and Equivalency
the roles and Test
responsibilities; Innovative
school provides Programs for
technical and the
administrative improvement
support. of Access

4. A leadership LEVEL LEVEL I LEVEL 2 LEVEL 3

network 0 Not Indicator Indicator Indicator The
facilitates Evident A network The network network allows
communication has been actively easy exchange
between and collaboratively provides and access to
among school established stakeholders information
and community and is information for sources beyond
leaders for continuously making the school
informed improved by decisions and community
decision- the school solving every quarter.
making and community learning and
solving of yearly. administrative
school- problems
community twice a year.
wide-learning
problems
5. A long term LEVEL LEVEL I LEVEL 2 LEVEL 3
program is in 0 Not Indicator Indicator Indicator
operation that Evident Developing Leaders Leaders
addresses the structures are undertake assume
training and in place and training modes responsibility
development analysis of the for 2 quarters for their own
needs of school competency that are training and

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 Republic of the Philippines
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and community and convenient to development

leaders. development them (on-line, every quarter.
needs of off-line, School
leaders is modular, community
conducted; group, or leaders working
result is used home-based) individually or
to develop a and which do in groups,
long term not disrupt coach and
training and their regular mentor one
development functions. another to
program every Leaders achieve their
year. monitor and VMG.
evaluate their
own learning
process. .

Sub-Total

Total ____
Weighted Mean ____
Weighted Percentage 30%

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 Republic of the Philippines
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I. LEADERSHIP AND GOVERNANCE

Findings: Recommendations:

Best Features:
SCORE:

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= Total Reviewed By:

Score
Approved By:

=5

II. CURRICULUM AND INSTRUCTION The curriculum learning systems

anchored on the community and learner’s contexts and aspirations are
collaboratively developed and continuously improved.

CURRICULUM
AND
LEVEL OF PRACTICE STANDARD MOVs
INSTRUCTION
(30)
1. The LEVEL Level 1 Indicator Level 2 Indicator Level 3 Indicator Proportion of Students
curriculum 0 Not All types of Programs are The educational performing at proficient level
provides for Evident learners of the 100% needs of all types
the school community implemented and of learners are (in the absence of NAT, the results
development are identified, closely monitored being met as
of the reading test in Filipino &
needs of all their learning to address shown by
types of curves assessed; performance continuous English and numeracy test shall
learners in the appropriate discrepancies, improvement on be considered.) – with reference to
school programs with its benchmark best learning outcomes the policy standards set by
community support materials practices, coach (see the table CLMD.)
for each type of low performers, under the MOVs)
learner is mentor potential and products of To determine the improvement of
developed with leaders, reward learning.
learning outcomes, the rating
26-50 percent high achievement, Teachers’ as well
decrease of the and maintain as students’ standard below shall be followed:
non-numerates environment that performance is
and non-literates makes learning motivated by % of Decrease Rating
meaningful and intrinsic rather
enjoyable with 51- than extrinsic 76-100% or 0 non- 3
75 decrease of the rewards. The readers/non-numerates
non-numerates schools’
and non-literates differentiated 51-75% 2
programs are
frequently 26-50% 1
benchmarked by
other schools. 25 and below 0

2. The LEVEL LEVEL 1 LEVEL 2 LEVEL 3

implemented 0 Not Indicator Indicator Indicator
curriculum is Evident Local beliefs, The localized Best practices in
localized to norms, values, curriculum is localizing the
make it more traditions, implemented and curriculum are
meaningful to folklores, current monitored closely mainstreamed and
the learners events, and to ensure that it benchmarked by
and applicable existing makes learning other schools.
to life in the technologies are more meaningful There is marked
community documented and and pleasurable, increase in
used to develop a produces desired number of
lasting learning projects that uses
curriculum. outcomes, and the community as
Localization directly improves learning

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guidelines are community life. laboratory, and

agreed to by Ineffective the school as an
school community approaches are agent of change
and teachers are replaced and for improvement
properly oriented. innovative ones of the community.
Developed are developed. Developed
localized Developed localized
curriculum in 4 localized curriculum in all
learning areas curriculum in 6 learning areas.
learning areas.

3. A LEVEL Level 1 Indicator Level 2 indicator Level 3 Indicator

representative 0 Not A representative Learning Materials and
group of Evident team of school materials and approaches are
school and and community approaches to being used in
community stakeholders reinforce school, in the
stakeholders assess content strengths and family and in
develop the and methods used address community to
methods and in teaching deficiencies are develop critical,
materials for creative, critical developed and creative thinking
developing thinking and tested for and problem
creative problem solving. applicability on solving
thinking & Assessment school, family and community of
problem results are used community. learners and are
solving as guide to Developed producing desired
develop materials. learning materials results. Developed
Developed in 6 learning learning materials
learning materials areas in all grade in all learning
in 4 learning levels. areas in all grade
areas in all grade levels.
levels.

4.The learning LEVEL Level 1 Indicator Level 2 indicator Level 3 Indicator

systems are 0 Not A school- based The school- The monitoring
regularly and Evident monitoring and based monitoring system is accepted
collaboratively learning system is and learning and regularly used
monitored by conducted systems generate for collective
the regularly and feedback that is decision making
community cooperatively; and used for making every quarter.
using feedback is decisions that The monitoring
appropriate shared with enhance the total tool has been
tools to ensure stakeholders. development of improved to
the holistic The system uses a learners for 2 provide both
growth and tool that monitors quarters. quantitative and
development the holistic A committee take qualitative data.
of the learners development of care of the
and the learners once a continuous
community. year improvement of
the tool.

5. Appropriate LEVEL Level 1 Indicator Level 2 indicator Level 3 Indicator

assessment 0 Not The assessment The assessment School
tools for Evident tools are reviewed tools are reviewed assessment
teaching and by the school and by the school results are used to
learning are assessment community and develop learning
continuously results are shared results are shared programs that are

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 Republic of the Philippines
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reviewed and with school’s with community suited to

improved, and stakeholders once stakeholders for 2 community, and
assessment a year. quarters. customized to
results are each learner’s
contextualized context, results of
to the learner which are used for
and local collaborative
situation and decision-making
the attainment every quarter.
of relevant life
skills.

6. Learning LEVEL Level 1 Level 2 Level 3

managers and 0 Not Indicators. indicators. Indicators
facilitators Evident Learning
(teachers, Stakeholders are 75-80% of environments
administrators aware of child/ Stakeholders methods and
and learner- centered, begin to practice resources are
community rights- based, and child/ learner- community
members) inclusive centered driven, inclusive
nurture values principles of principles of and adherent to
and education. education in the child’s rights and
environments Learning design of support protection
that are managers and to education. requirements
protective of facilitators Learning with 81-100% of
all children conduct activities managers and stakeholders
and aimed to increase facilitators apply adherence to
demonstrate 50% of the principles in child/learner-
behaviors stakeholders designing centered
consistent to awareness and learning principles.
the commitment to materials. Learning
organization’s fundamental managers and
vision, mission rights of children facilitators
and goals. and the basic observe learners’
principle of rights from
educating them. designing the
curriculum to
structuring the
whole learning
environment.

7. Methods and LEVEL Level 1 Level 2 Level 3

resources are 0 Not Indicators. indicators. Indicators. There
learner and Evident Practices, tools Practices, tools is continuous
community- and materials for and materials for exchange of
friendly, developing self- developing self- information,
enjoyable, directed learners directed learners sharing of
safe, inclusive, are 100% are observable in expertise and
accessible and observable in the school and materials among
aimed at school, but not in 51-80% in the the schools,
developing the home or in the community. home and
self- directed community. The program is community for
learners. Learning collaboratively the development
Learners are programs are implemented and of self-directed
equipped with designed and monitored by learners with 81-
essential developed to teachers and 100% are
knowledge, produce learners parents to ensure observable in the
skills, and who are that it produces school and 81-
values to responsible and desired learners. 100 % in the

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assume accountable for home and in the

responsibility their learning. community.
and The program is
accountability mainstreamed
for their own but continuously
learning. improved to make
relevant to
emergent
demands.

Sub-Total

Total ____
Weighted Mean ____
Weighted Percentage 30%

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 Republic of the Philippines
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II. CURRICULUM AND INSTRUCTION

Findings: Recommendations:

Best Features:
SCORE:

= Total
Score
7

Reviewed By:

Approved By:

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 Republic of the Philippines
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III. 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.

ACCOUNTABILITY
AND CONTINUOUS
LEVEL OF PRACTICE Evidence
IMPROVEMENT
25%
1. Roles and LEVEL LEVEL 1 LEVEL 2 LEVEL 3 Indicator
responsibilities of 0 Not Indicator Indicator Shared and
accountable Evident There is an There is 51-80% participatory
person/s and active party that stakeholders processes with 81-
collective body/ ies initiates engagement in 100%
are clearly defined clarification of clarifying and stakeholders
and agreed upon by the roles and defining their engagement in
community responsibilities specific roles and determining roles,
stakeholders. in education responsibilities. responsibilities and
delivery with accountabilities of
50% of stakeholders in
stakeholders managing and
participation. supporting
education.

2. Achievement of LEVEL Level 1 Level 2 Level 3

goals is recognized 0 Not Indicators. Indicators. A Indicators. A
based on a Evident Performance community-level community-
collaboratively accountability accountability accepted
developed is practiced at system is performance
performance the school evolving from accountability,
accountability level with school-led recognition and
system; gaps are 50% gaps initiatives with incentive system
addressed through addressed. 51-80% gaps is being practiced
appropriate action. addressed. with 81-100%
gaps addressed.

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3. The LEVEL LEVEL 1 LEVEL 2 LEVEL 3

accountability 0 Not Indicators. Indicators. Indicators.
system is owned by Evident The school
the community and articulates the 51-80% of 81-100% of School
is continuously accountability Stakeholders are community
enhanced to ensure assessment engaged in the stakeholders
that management framework with development and continuously and
structures and basic operation of an collaboratively
mechanisms are components, appropriate review and enhance
responsive to the including accountability accountability
emerging learning implementation assessment systems’ processes,
needs and demands guidelines to system. mechanisms and
of the community the 50 % of tools.
stakeholders.

4. Accountability LEVEL LEVEL 1 LEVEL 2 LEVEL 3

assessment criteria 0 Not Indicators. The Indicators. Indicators.
and tools, feedback Evident school, with the
mechanisms, and participation 51- 81-
information 50% of 80%Stakeholders 100%Stakeholders
collection and stakeholders,
validation are engaged in the continuously and
techniques and articulates an development and collaboratively
processes are accountability operation of an review and enhance
inclusive and assessment appropriate accountability
collaboratively framework with accountability systems; processes,
developed and basic assessment mechanism and
agreed upon. components, system. tools.
including
implementation
guidelines.

5. Participatory LEVEL Level 1 Level 2 Level 3 Indicators.

assessment of 0 Not Indicators. Indicators. School-community-
performance is done Evident The school Collaboratively developed
regularly with the initiates conduct of performance
community. periodic performance assessment is
Assessment results performance assessment practiced and is the
and lessons learned assessment informs planning, basis for improving
serve a basis for with the plan adjustments monitoring and
feedback, technical participation of and requirements evaluation system,
assistance, 50% for technical providing technical
recognition and plan stakeholders. assistance with assistance, and
adjustment. 51-80% recognizing and
stakeholders refining plans with
participation. 81-100%
stakeholders
participation.

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Sub-Total

Total ____
Weighted Mean ____
Weighted Percentage 25%

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 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

III. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT (20)

Findings: Recommendations:

Best Features:
SCORE:

= Total
Score
5

Reviewed By:

Approved By:

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 Republic of the Philippines
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IV. MANAGEMENT OF RESOURCES

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

MANAGEMENT
OF
LEVEL OF PRACTICE Evidence
RESOURCES
15%
1. Regular LEVEL LEVEL1 LEVEL 2 LEVEL 3
resource 0 Not Indicator Indicator Indicator
inventory is Evident 50% of Resource Resource
collaboratively Stakeholders are inventory is inventories are
undertaken by aware that a characterized by systematically
learning regular resource regularity, with developed and
managers, inventory is 51-80% of with 81-100%
learning available and is participation of stakeholders
facilitators, and used as the basis stakeholders, and engagement in a
community for resource communicated to collaborative
stakeholders as allocation and the community as process to make
basis for mobilization. the basis for decisions on
resource resource resource
allocation and allocation and allocation and
mobilization. mobilization. mobilization.

2. A regular LEVEL LEVEL 1 LEVEL 2 LEVEL 3

dialogue for 0 Not Indicator Indicator Indicator
planning and Evident 50% 51-80% 81-100%
resource Stakeholders Stakeholders are Stakeholders
programming, participation in regularly collaborate to
that is the development engaged in the ensure timely and
accessible and of an educational planning and need-based
inclusive, plan in resource resource planning and
continuously programming and programming and resource
engage in the in the programming and
stakeholders implementation of implementation of support
and support the educational the educational continuous
implementation plan. plan. implementation of
of community the educational
education plan.
plans.

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

3. In place is a LEVEL LEVEL 1 LEVEL 2 LEVEL 3

community- 0 Not Indicator 50 % of Indicator 51- Indicator 81-
developed Evident Stakeholders 80% of 100% of
resource support judicious, Stakeholders are Stakeholders
management appropriate, and engaged and sustain the
system that effective use of share expertise in implementation
drives resources. the collaborative and improvement
appropriate development of of a
behaviors of the resource collaboratively
stakeholders to management developed,
ensure system. periodically
judicious, adjusted, and
appropriate, constituent-
and effective focused resource
use of management
resources. system.

4. Regular LEVEL LEVEL 1 LEVEL 2 LEVEL 3

monitoring, 0 Not Indicator Indicator 51- Indicator 81-
evaluation, and Evident 50% of 80% of 100% of
reporting Stakeholders are Stakeholders Stakeholders are
processes of invited to collaboratively engaged, held
resource participate in the participate in the accountable and
management development and development and implement a
are implementation of implementation of collaboratively
collaboratively monitoring, monitoring, developed a
developed and evaluation and evaluation and system of
implemented by reporting reporting resource monitoring,
the learning processes on management. evaluation and
managers, resource reporting resource
facilitators and management. management.
community
stakeholders.

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

5. There is a LEVEL LEVEL1 LEVEL2 LEVEL3

system that 0 Not Indicator Indicator Indicator
manages the Evident An engagement 51-80% An established
network and procedure to Stakeholders system of
linkages which identify and support a system partnership is
strengthen and utilize of partnerships managed and
sustain partnerships with for improving sustained by 81-
partnerships for 50% resource 100%
improving stakeholders for management. stakeholders for
resource improving continuous
management. resource improvement of
management is resource
evident. management.

Sub-Total

Total ____
Weighted Mean ____
Weighted Percentage 15

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

IV. MANAGEMENT OF RESOURCES

Findings: Recommendations:

Best Features:
SCORE:

= Total
Score
5

Reviewed By:
Approved By:

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

APPENDIX B

CONSOLIDATED REPORTS ON THE VALIDATION OF THE

SCHOOLS' SBM LEVEL OF PRACTICE

Name of School:__________________________________________
Previous Rating:____________
Date of Validation:________________________________________ Current Rating:_________

Final Final
Self-Study Actual
Principle Percentage Self-Study Actual
Rating Rating
Rating Rating
Leadership and
x .30
Governance

Curriculum and
x .30
Learning

Accountability
and Continuous x .25
Improvement

Management of
x .15
Resources

Overall Rating 100

Validated by:

____________________________________

____________________________________

____________________________________

____________________________________

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

Appendix C. RO/SDO VALIDATORS TOOL TEMPLATE

School:___________________________________________ Previous Rating:___________

Date of Validation:__________________________ Current Rating:_________________

LEADERSHIP AND GOVERNANCE (30)

General Objective: 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.

Self-Study Actual
Principle
Rating Rating
1. In place is a Development Plan (e.g. SIP) developed
collaboratively by the stakeholders of the school and
community.
2. The development plan (e.g. SIP) is regularly reviewed
by the school community to keep it responsive and
relevant to emerging needs, challenges and opportunity.
3. The school is organized by a clear structure and work
arrangements that promote shared leadership and
governance and define the roles and responsibilities of
the stakeholders.
4. A leadership network facilitates communication
between and among school and community leaders for
informed decision- making and solving of school
community wide- learning problems.
5. A long term program is in operation that addresses the
training and development needs of school and
community leaders.

TOTAL

FINDINGS RECOMMENDATIONS

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

COMMENDATIONS

Validated by:

____________________________________
Signature Over Printed Name

____________________________________
Signature Over Printed Name

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

CURRICULUM AND INSTRUCTION (30)

General Objective: The curriculum learning systems anchored on the community
and learner’s contexts and aspirations are collaboratively developed and
continuously improved.

Name of School:___________________________________________ Previous

Rating:___________

Date of Validation:_________________________________________

Self-Study Actual
Principle
Rating Rating

1. The curriculum provides for the needs of all types of

learners in the school community.

2. The implemented curriculum is localized to make it

more meaningful to the learners and applicable to life in
the community.

3. A representative group of school and community

stakeholders develop the methods and materials for
developing creative thinking and problem solving.

4. The learning systems are regularly and collaboratively

monitored by the community using appropriate tools to
ensure the holistic growth and development of the
learners and the community.

5. Appropriate assessment tools for teaching and

learning are continuously reviewed and improved, and
assessment results are contextualized to the learner and
local situation and the attainment of relevant life skills.
6. Learning managers and facilitators (teachers,
administrators and community members) nurture
values and environments that are protective of all
children and demonstrate behaviors consistent to the
organization’s vision, mission and goals.

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

7. Methods and resources are learner and community-

friendly, enjoyable, safe, inclusive, accessible and aimed
at developing self- directed learners. Learners are
equipped with essential knowledge, skills, and values to
assume responsibility and accountability for their own
learning.

TOTAL

Current Rating:____________

FINDINGS RECOMMENDATIONS

COMMENDATIONS

Validated by:

____________________________________
Signature Over Printed Name

____________________________________
Signature Over Printed Name

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT (25)

General Objective: 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.

Name of School:_______________________________________ Previous Rating:_____

Date of Validation:_____________________________________ Current Rating:______

Self-Study Actual
Principle
Rating Rating
1. Roles and responsibilities of accountable person/s and
collective body/ ies are clearly defined and agreed upon
by community stakeholders.
2. Achievement of goals is recognized based on a
collaboratively developed performance accountability
system; gaps are addressed through appropriate action.
3. The accountability system is owned by the community
and is continuously enhanced to ensure that
management structures and mechanisms are responsive
to the emerging learning needs and demands of the
community.
4. Accountability assessment criteria and tools, feedback
mechanisms, and information collection and validation
techniques and processes are inclusive and
collaboratively developed and agreed upon.
5. Participatory assessment of performance is done
regularly with the community. Assessment results and
lessons learned serve as basis for feedback, technical
assistance, recognition and plan adjustment.

TOTAL

FINDINGS RECOMMENDATIONS

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

COMMENDATIONS

Validated by:

____________________________________
Signature Over Printed Name

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

MANAGEMENT OF RESOURCES
General Objective: Resources are collectively and judiciously mobilized and
managed with transparency, effectiveness, and efficiency.

Name of School:_____________________________________ Previous Rating:_________

Date of Validation:___________________________________ Current Rating:__________

Self-Study Actual
Principle
Rating Rating
1. Regularly resource inventory is collaboratively
undertaken by learning managers. Learning mangers,
learning facilitators, and community stakeholders as
basis for resource allocation and mobilization.
2. A regular dialogue for planning and resource
programming, that is accessible and inclusive,
continuously engage stakeholders and support
implementation of community education plans.
3. In place is a community developed resource
management system that drives appropriate behaviors of
the stakeholders to ensure judicious, appropriate, and
effective use of resources.
4. Regular monitoring, evaluation, and reporting
processes of resource management are collaboratively
developed and implemented by the learning managers,
facilitators, and community stakeholders.
5. There is a system that manages the network and
linkages which strengthen and sustain partnerships for
improving resource management.

TOTAL

RECOMMENDATIONS
FINDINGS

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

COMMENDATIONS

Validated by:

____________________________________
Signature Over Printed Name

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]