Republic of the Philippines

Department of Education
Region III
SCHOOLS DIVISION OF NUEVA ECIJA
Old Capitol Compound, Burgos Avenue, Cabanatuan City, 3100

REVISED SBM ASSESSMENT TOOL (STAR 3 +1)

Name of School: __________________________________________ District / Division: __________________ Date: ___________________
Name of School Head:_____________________________________ Position: _________________________ SBM Level: _____________

A. LEADERSHIP AND GOVERNANCE

A network of leadership and governance guides the education system to achieve its shared vision, mission and goals making them responsive and relevant to the context
of diverse environments.
Indicators Possible 1 2 3 Rating Recommendation
MOVs/Documents/
Systems
1. In place is a * SIP – AIP (Extent of The development The development The development plan is
Development Plan participation of plan guided by the plan is evolved enhanced with the
(e.g. SIP) developed stakeholders) school’s vision, through the community performing
collaboratively by the * Annual Procurement mission and goal shared leadership the leadership roles,
stakeholders of the Plan (VMG) is developed of the school and and the school
school and * Annual Budget through the the community providing technical
community. * Documentation of the leadership of the stakeholders. support.
SIP Process (Minutes of school and the
the Meeting, Attendance, participation of some
Photos) invited community
stakeholders.
2. A network of * SIP Review The school leads the The school and The community
leadership and * SMEPA docs regular review and community stakeholders lead the
governance guides * Documentation of the improvement of the stakeholders regular review and
the education system SIP Review Process development plan. working as full improvement process;
to achieve its shared (Minutes of the Meeting, partners, lead the the school stakeholders
vision, mission and Attendance, Photos) continual review facilitate the process.
goals making them and improvement
responsive and of the
relevant to the development
context of diverse plan.
environments.
3. The school is * School Faculty The school defines The school and Guided by an agreed
organized by a clear Association - CBL the organizational community organizational
structure and work * School Governing structure, and the collaboratively structure, the
arrangements that Council Structure roles and define the community
promote shared * Parents-Teachers responsibilities of structure and the stakeholders lead in
leadership and Association – CBL (DO stakeholders. roles and defining the
governance and No. 54, s. 2009, DO No. responsibilities of organizational structure
define the roles and 67, s. 2009 stakeholders. and the roles and
responsibilities of the * Supreme Student responsibilities; school
stakeholders. Government / Pupil provides technical and
Government (DM 4, s. administrative support.
2012)

4. A leadership * Communication Plan A network has been The network The network allows easy
network facilitates * Communication Flow collaboratively actively provides exchange and access to
communication * Communication established and is stakeholders information sources
between and among System continuously information for beyond the school
school and * School Website improved by the making decisions community.
community leaders for * Newsletter school community. and solving
informed decision- * Linkages with BLGU learning and
making and solving of and other administrative
school community SectoralGroups - MOA, problems.
wide- learning MOU, etc.
problems.
5. A long term * T&D System Developing Leaders Leaders assume
program is in * Individual Plan for structures are in undertake responsibility for their
operation that Professional Dev’t (IPPD) place and analysis of training modes own training and
addresses the * School Plan for the competency and that are development. School
training and Professional development needs of convenient to community leaders
development needs Development (SPDP) for leaders is conducted; them (on-line, off- working individually or
of school and Teachers result is used to line, modular, in groups, coach and
community leaders. * Training and develop a long- term group, or home- mentor one another to
Development Program for training and based) and which achieve their VMG.
Leaders development do not disrupt
* Parenting Seminar program. their regular
Program functions.
* Training Designs Leaders monitor
and evaluate
their own
learning progress.

_____________________________________________________
SBM Assessor/s
(Signature over Printed Name)
 Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OF NUEVA ECIJA
Old Capitol Compound, Burgos Avenue, Cabanatuan City, 3100

REVISED SBM ASSESSMENT TOOL (STAR 3 +1)

Name of School: __________________________________________ District / Division: __________________ Date: ___________________
Name of School Head:_____________________________________ Position: _________________________ SBM Level: _____________
B. CURRICULUM & INSTRUCTION
The curriculum learning systems anchored on the community and learner’s contexts and aspirations
are collaboratively developed and continuously improved.
Indicators Possible MOVs/Documents/ 1 2 3 Rating Recommendation
Systems
1. The Implementation Documents: All types of Programs are fully The educational needs
curriculum * Science Curriculum (DO 53 & learners of the implemented and of all type of learners
57 s. 2012) school closely monitored to are being met as
provides for * Sports Curriculum (DO 56, s.
the needs of community are address performance shown by continuous
2012)
identified, their discrepancies, improvement on
all types of * Arts Curriculum (DO 56, s.
2012) learning curves benchmark best learning outcomes and
learners in the assessed; practices, coach low products of learning.
* Curriculum for Journalism (DO
school 46, s. 2012) * Foreign Language appropriate performers, mentor Teachers’ as well as
community. * TechVoc Education (DO 68, s. programs with its potential leaders, students’ performance
2012) support materials reward high is motivated by
* SPED (DO 60, s. 2003) for each type of achievement, and intrinsic rewards. The
* Madrasah Education (DO 40, s. learner is maintain environment Schools’ differentiated
2011)
developed. that makes learning, program is frequently
* IP Educ. (DO 62, s. 2012)
meaningful and benchmark by other
* Senior High School Curriculum
(Secondary Schools) enjoyable. schools.
2. The * Localized Curriculum: Local beliefs,
implemented - Contextualized LMs/TGs norms, values, The localized curriculum Best practices in
- Big Books traditions, is implemented and localizing the curriculum
curriculum is folklores, current monitored closely to are mainstreamed and
localized to - Curriculum Adaptation
events, and existing ensure that it makes benchmarked by other
- Ortography
make it more technologies are learning more schools. There is marked
- MTB Dictionary documented and meaningful and increase in number of
meaningful to - IMs on IKSP used to develop a pleasurable, produces projects that uses the
the learners * Improvised IMs lasting curriculum. desired learning community as learning
and applicable * ARATA based on EGRA Localization outcomes, and directly laboratory, and the
to life in the * Senior High School Curriculum guidelines are improves community school as an agent of
community. (Secondary Schools) agreed to by school life. Ineffective change for improvement
community and approaches are replaced of the community.
teachers are and innovative ones are
properly oriented. developed.
 Indicators Possible MOVs/Documents/ 1 2 3 Rating Recommendation
Systems
3. A * Action Research on effective A representative
representative Teaching Methods and Strategies team of school and Learning materials Materials and
group of school * LPP Implementation community and approaches to approaches are being
and community * Lesson Plans stakeholders assess reinforce strengths used in school, in the
* Daily Logs content and
stakeholders * Science Investigatory Projects methods used in
and address family and in
develop the * Linkages with teaching creative, deficiencies are community to develop
methods and CSOs/NGOs/HEIs in improving critical thinking developed and tested critical, creative
materials for Quality Instruction and problem for applicability on thinking and problem
developing * Visual Aids solving. school, family and solving community of
Creative * ICT-Based Instruction (ex: Assessment results community. learners and are
thinking and Txt2Teach) are used as guide producing desired
problem * Workbooks/Worksheets locally to develop results.
solving. developed materials.
4. The learning * Action Research on A school- based The school- based The monitoring
systems are students Learning monitoring and monitoring and learning system is accepted
regularly and learning system is systems generate
Outcomes – basis for conducted regularly feedback that is used forand regularly used
collaboratively developing Remedial for collective decision
and cooperatively; making decisions that
monitored by
Programs and feedback is enhance the totalmaking.
the community shared with development of learners.
using * SMEPA Dashboards & The monitoring tool
stakeholders.
appropriate Results The system uses a A committee take care of
has been improved
tools to ensure tool that monitors the continuous to provide both
the holistic the holistic improvement of the tool. quantitative and
growth and development of qualitative data.
development of learners.
the learners and
the community.
5. Appropriate * Teachers’ Test Notebook The assessment The assessment Schools assessment
assessment tools * Teachers’ Portfolio
* Test Results & Analysis of any
tools are tools are reviewed results are used to
for teaching and
learning are the following Tools: reviewed by the by the school develop learning
continuously - EGRA resulting to ARATA school and community and programs that are
reviewed and - Phil-IRI results used in assessment results are shared suited to community,
improved, and developing Reading Program
- Pre-Test /Diagnostic Tests results are with community and customized to
assessment
results are
- Formative/Summative Tests shared with stakeholders. each learners’
(HOTS or aligned with KPUP) used school’s context, results of
contextualized to in designing Remediation Programs
the learner and * Enhanced Assessment Tools stakeholders. which are used for
local situation and adopted from Partners (ex. Save collaborative
the attainment of the Children: QLE (ECCD & Basic decision-making.
relevant life skills. Ed.; Literacy Boost: Basic Ed., etc.)
 Indicators Possible MOVs/Documents/ 1 2 3 Rating Recommendation
Systems
6. Learning * Child Protection Policy Stakeholders are Stakeholders begin Learning environments
managers and Implementation Report cum aware of child/ to practice child/ methods and resources
facilitators CFSS learner- centered, are community driven,
(teachers, rights- based, and learner- centered
* Co-curricular Activities principles of inclusive and adherent
administrators inclusive principles
Report (ex: Scouting, to child’s rights and
and community of education. education in the
members) nurture Religious Instruction, Science protection
Camp, etc.) design of support to requirements.
values and Learning managers
environments that and facilitators
education.
are protective of conduct activities Learning managers Learning managers
all children and aimed to increase and facilitators and facilitators observe
demonstrate stakeholders apply the principles learners’ rights from
behaviors awareness and in designing designing the
consistent to the commitment to curriculum to
organization’s fundamental rights learning materials.
structuring the whole
vision, mission of children and the
and goals. basic principle of
learning environment.
educating them.
7. Methods and * Daily Lesson Log/Lesson Plans Practices, tools Practices, tools, and There is continuous
resources are * Student’s Portfolio and materials for materials for exchange of information,
learner and * Library developing self- developing self- sharing of expertise and
community- * Guidance Services directed learners directed learners are materials among the
friendly, * Computer Laboratory are highly schools, home and
beginning to emerge
enjoyable, safe, * ADM Modules observable in community for the
inclusive, * Awards received by Learners in the homes and
school, but not in inthe community. development of self-
accessible and * Learners-initiated projects
the home or in the directed learners.
aimed at * Classroom Structuring
community. The program is The program is
developing self- * Reading Centers
mainstreamed but
directed learners. * Study Lounge collaboratively
Learners are
Learning programs continuously improved
implemented and
equipped with are designed and to make relevant to
developed to monitored by teachers
essential emergent demands.
produce learners and parents to ensure
knowledge, skills, that it produces
and values to who are
responsible and desired learners.
assume
responsibility and accountable for
accountability for their learning.
their own
learning.

_____________________________________________________________________________
SBM Assessor/s
(Signature over Printed Name)
 Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OF NUEVA ECIJA
Old Capitol Compound, Burgos Avenue, Cabanatuan City, 3100

REVISED SBM ASSESSMENT TOOL (STAR 3 +1)

Name of School: __________________________________________ District / Division: __________________ Date: ___________________
Name of School Head:_____________________________________ Position: _________________________ SBM Level: _____________

C. Accountability & 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.
Indicators Possible 1 2 3 Rating Recommendation
MOVs/Documents/
Systems
1. Roles and Structure of School There is an active The Shared and participatory processes
Accountable Organizations: party that stakeholders are used in determining roles,
responsibiliti * School Faculty Association -
es of initiates are engaged in responsibilities and accountabilities
CBL
accountable * School Governing Council clarification of clarifying and of stakeholders in managing and
Structure (SGC) the roles and defining their supporting education.
person/s
* Parents-Teachers responsibilities in specific roles
and Association – CBL (DO No. education and
collective 54, s. 2009, DO No. 67, s. delivery. responsibilities
body/ies 2009
* Supreme Student
.
are clearly Government / Supreme Pupil
defined and Government (DM 4, s. 2012)
agreed upon - Attendance, Photos,
Minutes of the Meeting
by regarding the Crafting of
community Definition of Roles and
stakeholders Responsibilities of School
. Organization (PTA, SGC,
SSG, SPG, FC, etc.
2. Achievement Appropriate Actions to Performance A community- A community- accepted performance
of goals is address Gaps based on the accountability is level accountability, recognition and
recognized following: practiced at the accountability incentive system is being practiced.
based on a * SMEPA Implementation school level. system is
collaboratively * Recognition and incentive
evolving from
developed system
performance * General PTA Assembly school-
accountability Meetings initiatives.
system; gaps * Homeroom PTA Meetings
are addressed - Attendance, Photos,
through Minutes of the Meeting in
appropriate the development/capability
action. building program on
Performance Accountability
System (SMEPA)
3. The * Accountability System’ The school Stakeholders School community stakeholders
accountability processes, mechanisms articulates the are engaged continuously and collaboratively
system is and tools
owned by the accountability in the review and enhance accountability
- Attendance, Photos, assessment development systems’ processes, mechanisms
community
Minutes of the Meeting of
and is framework with and and tools.
continuously the Enhancement and
Review of M&E System basic operation of
enhanced to
ensure that * School Report Card – components, an
management State of the School including appropriate
structures and Address (SOSA) implementation accountabilit
mechanisms guidelines to y assessment
are responsive the system.
to the emerging
learning needs stakeholders.
and demands
of the
community.
4. * Assessment Tools: Clients’ The school, with Stakeholders Stakeholders continuously and
Accountability Satisfaction Survey, Parent’s the participation are engaged collaboratively review and
Opennionaire, Checklist Form,
assessment of stakeholders,
Survey Questionnaire, Tracer in enhance accountability systems;
criteria and Study Tool, School Report articulates an
tools, feedback development processes, mechanisms and tools.
Cards accountability
mechanisms, * Feedback Mechanisms: Gen. and
assessment
and Assembly Meeting, Education
framework with operation of
Summit, Stakeholders Forum,
information
School Report Card, State of basic an
collection and appropriate
the School Address (SOSA), components,
validation Parents’ Conference, School accountabilit
including
techniques Website, Home Visitation,
and processes School Bulletin, Parenting implementation y assessment
are inclusive Seminar guidelines. system.
* Information Collection:
and Sampling – Convenient &
collaboratively Purposive, Suggestion Box,
developed and Documentation, Conduct
agreed upon. Survey
* Validation Techniques and
Processes: FGD, Participation,
Brainstorming, Interview,
Triangulation, Observation –
Direct& Indirect
- Attendance, Photos, Minutes
of the Meeting in the
development of accountability
assessment criteria
 Indicators Possible 1 2 3 Rating Recommendation
MOVs/Documents/
Systems
5. * M&E Process – School School School- community developed
Participatory Midyear/Annual Review, initiates performance assessment is
SMEPA Institutionalization initiates
assessment focusing on Assessment of: periodic periodic practiced and is the basis for
of - KPIs on Access performance performance improving monitoring and
performance (Enrolment & Drop-out assessments evaluation systems, providing
rate) Quality (NAT) & assessments
is done with the technical assistance, and
Governance (SBM with the
regularly participation recognizing and refining plans.
with the
Assessment) participation of
- School’s PPAs: WSRP
community. BrigadaEsjwela, of stakeholders.
Assessment GulayansaPaaralan, stakeholders.
results and Guidance Program,
ADM/DORP, LPP,
lessons Feeding Program, PPP, etc
learned * Assessment Results
serve as based on M&E Feedback:
basis for - Enhanced Implementation
of School’s PPAs
feedback, - Technical Assistance:
technical Remedial Instruction
assistance, Program, Training Program,
recognition Proposed new Programs
and plan - Recognition:
- Plan Adjustment: Catch-
adjustment. up Plan of AIP or PPAs
- Attendance, Photos,
Minutes of the Meeting in
the conduct of Participatory
Assessment Performance
(SMEPA)

_____________________________________________________________________________
SBM Assessor/s
(Signature over Printed Name)
 Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OF NUEVA ECIJA
Old Capitol Compound, Burgos Avenue, Cabanatuan City, 3100

REVISED SBM ASSESSMENT TOOL (STAR 3 +1)

Name of School: __________________________________________ District / Division: __________________ Date: ___________________
Name of School Head:_____________________________________ Position: _________________________ SBM Level: _____________
D. MANAGEMENT OF RESOURCES
Resources are collectively and judiciously mobilized and managed with transparency, effectiveness, and efficiency.
Indicators MOVs/Documents/ 1 2 3 Rating Recommendation
Systems
1. Regularly * Process – Regular Resources Resource Resource inventories
Inventory of:
resource inventory Stakeholders are inventory is are systematically
- Human Resources (Teachers,
is collaboratively Students, Partners) aware that a regular characterized by developed and
undertaken by - Financial Resources (PTA, resource inventory is regularity, stakeholders are
MOOE, Canteen Fund, IGP, available and is used increased engaged in a
learning managers. Clubs) as the basis for participation of collaborative process to
Learning mangers, - Technological Resources
resource allocation stakeholders, make decisions on
- Instructional Materials
learning facilitators, - Furniture and mobilization. and resource allocation and
and community - Rooms communicated mobilization.
stakeholders as - WatSan to the
- School Site Titling
basis for resource - Instructional Tools & community as
allocation and Equipment the basis for
mobilization. * Output: Resources Allocation resource
& Mobilization Plan (RAMP) allocation and
mobilization.
2. A regular * Process: Regular Resource Stakeholders are Stakeholders
dialogue for Planning and Programming Stakeholders are regularly collaborate to ensure
through Strategic Planning invited to participate engaged in the timely and need-based
planning and * Output:
resource in the development of planning and planning and resource
- Human Resource Dev’t
an educational plan resource programming and
programming, that Plan (HRDP)
- Financial Mgt. Dev’t Plan in resource programming, support continuous
is accessible and programming, and in and in the implementation of the
(FMDP)
inclusive, - Technology Resource the implementation implementation education plan.
continuously engage Improvement Plan (TRIP) of the educational of the education
stakeholders and - School Physical Dev,t Plan plan. plan.
support (SPDP)
implementation of - Annual Procurement Plan
- IGP Sustainability Plan
community
education plans.
 Indicators MOVs/Documents/ 1 2 3 Rating Recommendation
Systems
3. Resources are * Mechanisms: Stakeholders Stakeholders sustain
collectively and - Updated Transparency Stakeholders are engaged the implementation
judiciously Board of all Finances support and improvement of a
(MOOE, PTA, IGP,
and share
mobilized and judicious, collaboratively
Canteen Fund, expertise in developed,
managed with appropriate, and
Donations, etc) the periodically adjusted,
transparency, effective use of
- Innovations for the collaborative and constituent-
effectiveness, and collective and judicious resources.
efficiency. resource focused resource
utilization and
transparent, effective and
management management system.
efficient resource system.
management system

4. Regular SMEPA of the following: Stakeholders

monitoring, - Human Resource Dev’t Stakeholders are collaboratively Stakeholders are
evaluation, and Plan (HRDP) invited to participate participate in engages, held
reporting processes - Financial Mgt. Dev’t in the development the development accountable and
of resource Plan (FMDP) and implementation and implement a
management are - Technology Resource of monitoring, implementation collaboratively
collaboratively Improvement Plan (TRIP) evaluation, and of monitoring, developed system of
developed and - School Physical Dev,t reporting processes evaluation, and monitoring, evaluation
implemented by the Plan (SPDP) on resource reporting and reporting for
learning managers, - Annual Procurement management. processes on resource management.
facilitators, and Plan (APP) resource
community - Inventory List of all management.
stakeholders. resources

5. There is a system * Cash Disbursement An engagement Stake holders An established system

that manages the (MOOE) procedure to identify support a of partnership is
network and * Transparency Board and utilize system of managed and
linkages which * Financial Reports (PTA, partnerships with partnerships for sustained by the
strengthen and IGP, Canteen, School stakeholders for improving stakeholders for
sustain partnerships Clubs/Organization) improving resource resource continuous
for improving management is management. improvement of
resource evident. resource management.
management.

_________________________________________________________________________
SBM Assessor/s
(Signature over Printed Name)