School-Based Management Validation Tool

Name of School: _____________________________________________________________________________ Date: __________________________________________________

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.
Indicators 1 2 3 Means of Verifications (MOVs) Rating Recommendation
1. In place is a The development plan The development plan The development plan * SIP – AIP (Extent of participation of
Development Plan (e.g. guided by the school’s is evolved through the is enhanced with the stakeholders)
SIP) developed vision, mission and shared leadership of community performing * SGC
collaboratively by the goal (VMG) is the school and the the leadership roles * SPT
stakeholders of the developed through community and the school * Annual Procurement Plan
school and community. the leadership of the stakeholders providing technical * Annual Budget
school and the support. * Documentation of the SIP Process
participation of some * SRC
invited community
stakeholders.
2. The development plan The school leads the The school and The community * SGC
(e.g. SIP) is regularly regular review and community stakeholders lead the * Project Team/Monitoring Team
reviewed by the school improvement of the stakeholders working regular review and * Reviewed/adjusted SIP
community to keep it up development plan. as full partners, lead improvement process; * SMEPA docs
responsive and relevant the continual review the school * Documentation of the SIP Review
to emerging needs, and improvement of stakeholders facilitate
challenges and the development the process.
opportunities plan.
3. The school is The school defines the The school and Guided by an agreed * School Faculty Association
organized by a clear organizational community organizational * School Governing Council
structure and work structure, and the roles collaboratively define structure, the * Parents-Teachers Association –
arrangements that and responsibilities of the structure and the community
(DO No. 54, s. 2009, DO No. 67, s. 2009)
promote shared stakeholders. roles and stakeholders lead in
* Supreme Student Government / Pupil
leadership and responsibilities of defining the
Government (DM 4, s.2012)
governance and define stakeholders. organizational
* Organizational Charts
the roles and structure and the roles
* Constitution and By- Laws
responsibilities of the and responsibilities;
stakeholders. school provides * Students Handbook
technical and * Child Protection Policy/Committee
administrative support.

SBM - Page 1 of 11
 4. A leadership network A network has been The network actively The network allows * SRC
facilitates collaboratively provides stakeholders easy exchange and * Communication Plan
communication established and is information for making access to information * Communication Flow
between and among continuously improved decisions and solving sources beyond the * Communication System
school and community by the school learning and school community. * School Website
leaders for informed community. administrative * Newsletter
decision-making and problems.
* Linkages/partnerships with BLGU and
solving of school-
other Sectoral Groups - MOA, MOU, etc.
community wide-
learning problems. (Minutes of the Meeting, Photos)
*Inventory of Projects given by
stakeholders.
5. A long term program Developing structures Leaders undertake Leaders assume * T&D System
is in operation that are in place and training modes that responsibility for their * Training and Development Plan for
addresses the training analysis of the are convenient to own training and School and Community Leaders
and development needs competency and them (on-line, off-line, development. School * Training Designs
of school and development needs of modular, group, or community leaders *Developmental Needs (IPCRF)
community leaders. leaders is conducted; home-based) and working individually or *Terminal Reports
result is used to which do not disrupt in groups, coach and *Certificates of Attendance to
develop a long term their regular functions. mentor one another
Trainings/Seminar
training and Leaders monitor and to achieve their VMG.
development evaluate their own
program. learning process.
TOTAL
Validated by: Conformed by:

_____________________________________ _____________________________________
Division SBM Validator School SBM Leader

SBM - Page 2 of 11
Name of School: ____________________________________________________________________________ Date: __________________________________________________

II. CURRICULUM AND INSTRUCTION The curriculum learning systems anchored on the community and learner’s contexts and aspirations are collaboratively developed and continuously
improved.
Indicators 1 2 3 Means of Verifications (MOVs) Rating Recommendation
1. The curriculum All types of learners of Programs are fully The educational needs *Log Books
provides for the the school community implemented and of all types of learners *Action Researches
development needs of are identified, their closely monitored to are being met as shown *Innovative Work plans
all types of learners in learning curves address performance by continuous *Intervention Programs
the school community assessed; appropriate discrepancies, improvement on *ADM
programs with its benchmark best learning outcomes and
*Students Portfolio/Projects
support materials for practices, coach low products of learning.
*Documentation of
each type of learner is performers, mentor Teachers’ as well as
developed. potential leaders, students’ performance Best Practices
reward high is motivated by intrinsic *SIM
achievement, and rather than extrinsic *CI Projects
maintain environment rewards. The schools’ *Modules
that makes learning differentiated programs *Institutionalized
meaningful and are frequently programs for inclusive education
enjoyable. benchmarked by other * Learners’ profile with
schools. their learning needs
2. The implemented Local beliefs, norms, The localized Best practices in * Localized
curriculum is localized to values, traditions, curriculum is localizing the Curriculum support materials
make it more folklores, current implemented and curriculum are - Contextualized LMs
meaningful to the events, and existing monitored closely to mainstreamed and (Big Books
learners and applicable technologies are ensure that it makes benchmarked by other (Curriculum
to life in the community documented and learning more schools. There is marked Adaptation
used to develop a meaningful and increase in number of
MTB Dictionary)
lasting curriculum. pleasurable, produces projects that uses the
- Improvised/Localized
Localization guidelines desired learning community as learning
LMs/ IMs/DLL
are agreed to by outcomes, and laboratory, and the
school community and directly improves school as an agent of
teachers are properly community life. change improvement
oriented. Ineffective of the community.
approaches are
replaced and
innovative ones are
developed.
SBM - Page 3 of 11
 3. A representative A representative team Learning materials and Materials and * Linkages with CSOs/NGOs/HEIs in
group of school and of school and approaches to approaches are being improving Quality of Instruction
community stakeholders community reinforce strengths and used in school, in the * Visual Aids
develop the methods stakeholders assess address deficiencies family and in *Digitized IMs
and materials for content and methods are developed and community to develop *Quality Assured and accepted
developing creative used in teaching tested for applicability critical, creative Localized LMs
thinking & problem creative, critical on school, family and thinking and problem
*QA Team for Learning
solving thinking and problem community. solving community of
Resource Materials
solving. Assessment learners and are
Development
results are used as producing desired
guide to develop results.
materials.
4. The learning systems A school- based The school- based The monitoring system is *Supervisory Plan
are regularly and monitoring and monitoring and accepted and *Classroom Observation Tool/Checklists
collaboratively learning system is learning systems regularly used for * Feedback Monitoring Form
monitored by the conducted regularly generate feedback collective decision * PTA Conferences
community using and cooperatively; that is used for making making. The monitoring
*Attendance Sheets/
appropriate tools to and feedback is decisions that tool has been improved
Minutes of the Meeting/Photos
ensure the holistic shared with enhance the total to provide both
growth and stakeholders. The development of quantitative and *SMEA
development of the system uses a tool that learners. A committee qualitative data. *Guidance Forms
learners and the monitors the holistic take care of the
community. development of continuous
learners. improvement of the
tool.
5. Appropriate The assessment tools The assessment tools School assessment *Teachers’ Test Notebook
assessment tools for are reviewed by the are reviewed by the results are used to * Teachers’ Portfolio
teaching and learning school and assessment school community and develop learning * Test Results & Test Item Analysis
are continuously results are shared with results are shared with programs that are *Table of Specifications
reviewed and improved, school’s stakeholders. community suited to community, * Test Item Bank
and assessment results stakeholders. and customized to
Formative/Summative Tests
are contextualized to the each learner’s context,
*Remediation Programs
learner and local results of which are
* Enhanced Assessment Tools adopted
situation and the used for collaborative
attainment of relevant from Partners
life skills.

SBM - Page 4 of 11
 6. Learning managers Stakeholders are Stakeholders begin to Learning environments * Child Protection Committee Organized
and facilitators aware of child/ practice child/ methods and resources * School-Based Child
(teachers, administrators learner- centered, learner- centered are community driven, Protection Policy
and community rights- based, and principles of inclusive and adherent *Intake Sheets
members) nurture values inclusive principles of education in the to child’s rights and *Policy Implementation
and environments that education. Learning design of support to protection
Report cum CFSS
are protective of all managers and education. requirements. Learning
*WINS PROGRAM
children and facilitators conduct Learning managers managers and
demonstrate behaviors activities aimed to and facilitators apply facilitators observe * Co-curricular Activities Report (ex:
consistent to the increase stakeholder’s the principles in learners’ rights from Scouting, Religious Instruction, Science
organization’s vision, awareness and designing learning designing the Camp, etc.)
mission and goals. commitment to materials. curriculum to structuring *Students Handbook
fundamental rights of the whole learning
children and the basic environment.
principle of educating
them.
7. Methods and Practices, tools and Practices, tools and There is continuous * Student’s Portfolios
resources are learner materials for materials for exchange of * Library Services
and community- developing self- developing self- information, sharing of * Guidance Services
friendly, enjoyable, safe, directed learners are directed learners are expertise and materials * Computer/Science/TLE Laboratory
inclusive, accessible highly observable in beginning to emerge among the schools, * ADM Modules
and aimed at school, but not in the in the homes and in home and community * Awards received by
developing self- home or in the the community. for the development of Learners/teachers/school
directed learners. community. Learning The program is self-directed learners.
head/school/non-teaching
Learners are equipped programs are collaboratively The program is
with essential designed and implemented and mainstreamed but * Learners-initiated projects
knowledge, skills, and developed to produce monitored by continuously improved * Classroom Structuring
values to assume learners who are teachers and parents to make relevant to * Reading Centers
responsibility and responsible and to ensure that it emergent demands. * Study Sheds/Reading Nooks
accountability for their accountable for their produces desired
own learning. learning. learners.
TOTAL
Validated by: Conformed by:

_____________________________________ _____________________________________
Division SBM Validator School SBM Leader

SBM - Page 5 of 11
Name of School: ____________________________________________________________________________ Date: __________________________________________________

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.
Indicators 1 2 3 Means of Verifications (MOVs) Rating Recommendation
1. Roles and There is an active The stakeholders are Shared and Structure of School Accountable
responsibilities party that initiates engaged in clarifying participatory Organizations:
of accountable clarification of the and defining their processes are used * School Faculty Association
person/s and roles and specific roles and in determining * School Governing Council (SGC)
collective body/ies responsibilities in responsibilities. roles, * Parents-Teachers
are clearly defined education delivery. responsibilities and Association – (DO No.
and agreed upon by accountabilities of 54, s. 2009, DO No. 67, s 2009
community stakeholders in * Supreme Student Gov’t/
stakeholders. managing and Supreme Pupil Government (DM 4, s. 2012)
supporting
- Attendance Photos,
education.
Minutes of the Meeting regarding the
Crafting of Definition of Roles and
Responsibilities of School Organization
(PTA, SGC, SSG, SPG, FC, etc.)
2. Achievement of Performance A community- A community- Appropriate Actions to
goals is recognized accountability is level accountability accepted address Gaps based on the following:
b a s e d on a practiced at the school system is evolving performance * SMEPA Implementation
collaboratively level. from school- accountability, * Recognition and incentive system
developed initiatives. recognition and
* General PTA Meetings
performance incentive system is
accountability system; being practiced. * Homeroom PTA Meetings
gaps are addressed - Attendance, Photos,
through Minutes of the Meeting in the
appropriate development/capability building
action. program on Performance Accountability
System (SMEPA)
3. The accountability The school Stakeholders a r e School community *Accountability
system is owned by articulates the engaged in the stakeholders System processes, mechanisms and tools
the community and is accountability development and continuously and (Liquidation Reports, Updated
continuously enhanced assessment framework operation of an collaboratively Transparency Board, Procurement Report,
to ensure that with basic appropriate review and enhance WFP)
management structures components, including accountability accountability - Attendance, Photos,
implementation assessment system. systems’ processes,
SBM - Page 6 of 11
 and mechanisms are guidelines to the mechanisms and Minutes of the Meeting of the
responsive to the stakeholders. tools. Enhancement and Review of M&E System
emerging learning *Project implementation
needs and demands of * Organized QMS Team
the community. * Minutes of the QMS
4. Accountability The school, with the Stakeholders are Stakeholders * Assessment Tools: Clients’ Satisfaction
assessment criteria and participation of engaged in continuously and Survey, Checklist Form, Survey
tools, feedback stakeholders, development and collaboratively Questionnaire, Tracer Study Tool, School
mechanisms, and articulates an operation of an review and enhance Report Cards
information collection accountability appropriate accountability * Feedback Mechanisms: Gen. Assembly
and validation assessment framework accountability systems; processes, Meeting, Education Summit, Stakeholders
techniques and with basic assessment system. mechanisms and Forum, School Report Card, State of the
processes are components, including tools. School Address (SOSA), Parents’
inclusive and implementation Conference, School Website, Home
collaboratively guidelines. Visitation, School Bulletin, Parenting
developed and Seminar
agreed upon. * Information Collection: Sampling
– Convenient & Purposive, S u g g e s t i o n
Box, Documentation, Conduct 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
* M&E Process –Midyear/Annual Review,
SMEPA
5. Participatory School initiates School initiates School- community Institutionalization focusing on Assessment
assessment of periodic performance periodic performance developed of:
performance is done assessments with the assessments with the performance -KPIs on Access (Enrolment & Drop-out rate)
regularly with participation of participation of assessment is Quality (NAT) & Governance (SBM
the community. stakeholders. stakeholders. practiced and is the Assessment)
Assessment results basis for improving - School’s PPAs: WSRP Brigada Eskwela, WINS
and lessons learned monitoring and Program (Gulayan sa Paaralan, Guidance
serve as basis for evaluation systems, Program, ADM/DORP, LPP, Feeding
feedback, providing technical Program, PPP, etc.
assistance and
SBM - Page 7 of 11
 technical assistance, recognizing and- Assessment Results based on M & E
recognition and plan refining plans. Feedback
adjustment. - Enhanced Implementation of School PPAs
- Technical Assistance; Remedial Instruction
Program
- Training Program, Proposed new Programs

- Recognition:
- Plan Adjustment:
-Catch-up Plan of AIP or PPAs
- - Documentation in the conduct of
Participatory Assessment Performance
(SMEPA)

TOTAL
Validated by: Conformed by:

_____________________________________ _____________________________________
Division SBM Validator School SBM Leader

SBM - Page 8 of 11
Name of School: ___________________________________________________________________________ Date: __________________________________________________

IV. MANAGEMENT OF RESOURCES-Resources are collectively and judiciously mobilized and managed with transparency, effectiveness, and efficiency.
Indicators 1 2 3 Means of Verifications (MOVs) Rating Recommendation
1. Regularly Stakeholders are Resource Resource * Process – Regular Resources Inventory of:
resource inventory aware that a regular inventory is inventories are - Human Resources
is collaboratively resource inventory is characterized by systematically (Teachers, Students, Partners)
undertaken by available and is used regularity, increased developed and - Financial Resources (PTA,
learning managers. as the basis for participation of stakeholders are
MOOE, Canteen Fund, IGP, Clubs)
Learning resource allocation stakeholders, and engaged in a
- Technological Resources
mangers, learning and mobilization. communicated to the collaborative process
- Instructional Materials
facilitators, and community as the to make
community basis for resource - Furniture
decisions on
stakeholders as basis allocation and - Rooms
resource allocation
for resource allocation mobilization. and mobilization. - WatSan
and mobilization. - School Site Titling
- Instructional Tools & Equipment
* Output: Resources
Allocation & Mobilization Plan (RAMP)
2. A regular Stakeholders are Stakeholders are Stakeholders * Process: Regular Resource
dialogue for invited to participate in regularly engaged in collaborate to Planning and Programming
planning and the development of an the planning and ensure timely and through Strategic Planning
resource programming, educational plan in resource need- based * Output:
that is accessible and resource programming, planning and - Human Resource Dev’t Plan (HRDP)
inclusive, continuously programming, and And in the resource Financial Mgt. Dev’t Plan (FMDP)
engage stakeholders in the implementation implementation of the programming - Technology Resource
and support of the educational education plan. and support Improvement Plan (TRIP)
implementation of plan. continuous - School Physical Dev,t Plan (SPDP)
community education implementation of - Annual Procurement Plan
plans. the education plan.
- IGP Sustainability Plan
3. Resources are Stakeholders support Stakeholders are Stakeholders * Mechanisms:
collectively and judicious, engaged and share sustain the - Updated Transparency Board of all
judiciously mobilized appropriate, and expertise in the implementation Finances (MOOE, PTA, IGP, Canteen
and managed with effective use of collaborative and improvement Fund, Donations, etc)
transparency, resources. resource of a collaboratively - Innovations for the collective and
effectiveness, management system. developed, judicious utilization and transparent,
and efficiency. periodically adjusted,
SBM - Page 9 of 11
 and constituent- effective and efficient resource
focused resource management system
management system.
4. Regular Stakeholders are Stakeholders Stakeholders are SMEPA of the following:
monitoring, evaluation invited to collaboratively engages, held - Human Resource Dev’t
and reporting processes participate in the participate in the accountable and Plan (HRDP)
of resource development and development and implement a - Financial Mgt. Dev’t Plan (FMDP)
management are implementation of implementation collaboratively - Technology Resource
collaboratively monitoring, of monitoring, developed system Improvement Plan (TRIP)
developed and evaluation and evaluation, and of monitoring, - School Physical Dev,t Plan (SPDP)
reporting reporting processes evaluation and
implemented by the - Annual Procurement Plan (APP)
processes on on resource reporting for
learning managers, - Inventory List of all resources
resource management.
facilitators and
community management.
stakeholders.
5. There is a An engagement Stakeholders support An established system * Cash Disbursement (MOOE)
system that procedure to identify a system of of partnership is * Transparency Board
manages the and utilize partnerships for managed and * Financial Reports (PTA, IGP, Canteen,
network and partnerships with improving resource sustained by the School Clubs/Organization)
linkages which stakeholders for management. stakeholders for
strengthen and improving resource continuous
sustain partnerships for Management is improvement
improving resource evident. of resource
management. management.
TOTAL
Validated by: Conformed by:

_____________________________________ _____________________________________
Division SBM Validator School SBM Leader

SBM - Page 10 of 11
Name of School: _______________________________________________________ Date: _____________________________________________________________________

SUMMARY OF SCORES ACROSS THE FOUR (4) SBM DIMENSIONS

I. LEADERSHIP AND GOVERNANCE II. CURRICULUM AND INSTRUCTION III. ACCOUNTABILITY AND IV. MANAGEMENT OF
A network of leadership and The curriculum learning systems CONTINIOUS IMPROVEMENT A clear, RESOURCES
governance guides the education anchored on the community and transparent, inclusive, and Resources are collectively and
system to achieve its shared vision, learner’s contexts and aspirations responsive accountability system is judiciously mobilized and SBM Level of
mission and goals making them are collaboratively developed in place, collaboratively developed managed with transparency,
responsive and relevant to the and continuously improved. by the school community, which effectiveness, and efficiency.
Practice
context of diverse environments. monitors performance and acts
appropriately on gaps and

Conformed by:
Date of Validation: _______________
_____________________________________________________
School Head

SBM - Page 11 of 11