SBM VALIDATION FORM

Name of School: BOLBOK NATIONAL HIGH SCHOOL District: TUY

Name of Principal: MARCELO B. ULARTE, PhD School Year: 2024-2025
A. PERFORMANCE IMPROVEMENT
Thematic Area Performance Indicators
Rating & Equivalent Points Rating Computation Results
Enrolment Increase No. of Students % of Inc
2020-2021 391 Enrolment Increase
2021-2022 379 -3.07 1 - Marginal: At least 3% increase
2022-2023 379 0.00 2 - Average: At least 5% increase
1 1 × 0.45 0.45
2023-2024 340 -10.29 3 - High - At least 7% increase
2024-2025 325 -4.41
Ave. % of Increase: -4.44
Efficiency (25%) Dropout Rate Percent % of Dec Rating & Equivalent Points Rating Computation Results
2020-2021 0.26 Baseline: 7.06
2021-2022 0.53 0.27 1 - Marginal: At least 1-2% decrease
2022-2023 0.26 -0.27 2 - Average: At least 2.1-4% decrease
1
2023-2024 0.34 0.08 3 - High - 0 DR or more than 4%
2024-2025
Ave. % of Decrease: 0.03 decrease
Promotion Rate Percent % of Inc Rating & Equivalent Points Rating 2.0 × 0.25 0.50
2020-2021 99.47 Baseline: 75%
2021-2022 100.00 0.53 1 - Marginal: At least 5% increase
2022-2023 100.00 0.00 2 - Average: At least 7% increase
3
2023-2024 100.00 0.00 3 - High - At least 10% increase or
2024-2025
Ave. % of Decrease: 99.89 0.18 at least 95% CR
NAT Results-G10 MPS % of Inc Rating & Equivalent Points Rating Computation Results
OPTION 1:
Secondary: Baseline - 48%
1 - Marginal: At least 7% increase
2 - Average: At least 8% increase
3 - High - At least 10% increase or
Quality (30%) at least 75% Average MPS
2 × 0.30 0.60
2020-2021 OPTION 2: (Average MPS)
2021-2022 1 - Marginal: 26 - 50% MPS
2022-2023 2 - Average: 51 - 74% MPS
2
2023-2024 3 - High - 75 - 100% MPS
2024-2025
Ave. % of Increase: 0.00 #DIV/0!
SUB-TOTAL 1.55
INTERPRETATION BETTER

Legend:

-1 Categories Interval Scores Walang ganun

0.5 Good 0.50 - 1.49 GOOD
1.5 Better 1.50 - 2.49 BETTER
2.5 Best 2.50 - 3.00 BEST
3.01 Overqualified

DOD
R-SBM eTOOL
VALIDATION
B. SBM ASSESSMENT SCORE (DOD)
Weighted
Average
Principles Indicators Total Rating
% Average Rating
(WAR)

1. Leadership & Governance (30%)

1.1 1.2 1.3 1.4 1.5
Rating 11 2.20 30% 0.66
2 2 2 3 2
(Indicate 0,1,2 or 3)
2. Curriculum and Instruction (30%)
2.1 2.2 2.3 2.4.a 2.4.b 2.5 2.6.a 2.6.b 2.7.a 2.7.b
Rating 24 2.40 30% 0.72
2 3 2 2 2 2 3 3 2 3
(Indicate 0,1,2 or 3)
3. Accountability and Continuous Improvement (25%)
3.1 3.2 3.3 3.4 3.5
Rating 10 2.00 25% 0.50
2 2 2 2 2
(Indicate 0,1,2 or 3)
4. Management of Resources (15%)
4.1 4.2 4.3 4.4 4.5
Rating 9 1.80 15% 0.27
2 2 1 2 2
(Indicate 0,1,2 or 3)
TOTAL OF W.A.R 2.15
INTERPRETATION* Better
Validated SBM Practice (Total of WAR × 0.4) 0.86
*Legend: **Legend:
(SBM Assessment Score) Summary of Rating (SBM Level of Practice)
Interval Interval
Categories Areas Weight Computation Results Levels
Scores Scores
A. Performance Level I
Good 0.50 - 1.49 60% 1.55 × 0.60 0.93 0.50 - 1.49
Improvement (Developing)
B. SBM Assessment Level II
Better 1.50 - 2.49 40% 2.15 × 0.40 0.86 1.50 - 2.49
Score (DOD) (Maturing)
Level III
Best 2.50 - 3.00 Total 100% 1.79 (Advanced)
2.50 - 3.00

Interpretation** Level II (Maturing)

Prepared by:

SHERWIN D. BUSILIG
SBM Coordinator

PERFORMANCE
R-SBM eTOOL
IMPROVEMENT
 REVISED SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL
(November 27, 2012)

Part I: Introduction
The Revised School-Based Management (SBM) Assessment tool is guided by the four principles of ACCESs
(A Child-and Community-Centered Education System). The Indicators of SBM practice are contextualized on the
ideals of an ACCESs school system. The unit of analysis is the school system which are classified as developing,
maturing and advanced (accredited level). The SBM practice is ascertained by the existence of structured
mechanisms,processes and practices in all indicators. A team of practitioners and experts from the district,
division, region and central office validates the self-study/assessment before a level of SBM practice is established.
A school on the advanced level may apply for accreditation. The highest level, the "advanced," is a candidacy for
accreditation.

Part II: Basic School/Learning Center (LC) Information:

School/Learning Center: BOLBOK NATIONAL HIGH SCHOOL
Region/Division: IV-A CALABARZON/Division of Batangas Province
Name of School Head/LC Head: MARCELO B. ULARTE, PhD
Address: Bolbok, Tuy, Batangas

Part III: Instruction to the Users:

Please indicate using a check mark the extent of SBM practice for each indicator listed below (numbered) based
on the validation team's consensual agreements after systematic D-O-D (Document Analysis-Observation-Discussion).
On the other hand, for indicators with no evidence just indicate zero.

Part IV: Rating Scale:

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

INDICATORS
0 1 2 3
1. 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.
1. In place is a Development No Evidence The development plan ## The development plan is The development plan is
Plan (e.g. SIP) developed guided by the school's evolved through the shared enhanced with the
collaboratively by the vision, mission and goal leadership of the school community performing the
stakeholders of the school (VMG) is developed and the community leadership roles, and the
and community. through the leadership of stakeholders. school providing technical
the school and the support.
participation of some
invited community
stakeholders.
2
2. The development plan (e.g. No Evidence The school leads the ## The school and community The community
SIP) is regularly reviewed by regular review and stakeholders working as full stakeholders lead the
the school community to improvement of the partners, lead the regular review and
keep it responsive and development plan. continual review and improvement process; the
relevant to emerging needs, improvement of the school stakeholders
challenges and opportunities. development plan. facilitate the process.

2
3. The school is organized by a No Evidence The school defines the ## The school and community Guided by an agreed
clear structure and work organizational structure, collaboratively define the organizational structure,
arrangements that promote and the roles and structure and the roles and the community
shared leadership and responsibilities of responsibilities of stakeholders lead in
governance and define the stakeholders. stakeholders. defining the organizational
roles and responsibilities of structure and the roles and
the stakeholders. responsibilities; school
provides technical and
administrative support.

2
4. A leadership network No Evidence A network has been The network actively ## The network allows easy
facilitates communication collaboratively established provides stakeholders exchange and access to
between and among school and is continuously information for making information sources beyond
and community leaders for improved by the school decisions and solving the school community.
informed decision-making community. learning and administrative
and solving of school- problems.
community wide- learning
problems.
3
5. A long term program is in No Evidence Developing structures are ## Leaders undertake training Leaders assume
operation that addresses the in place and analysis of the modes that are convenient responsibility for their own
training and development competency and to them (on-line, off-line, training and development.
needs of school and development needs of modular, group, or home- School community leaders
community leaders. leaders is conducted; result based) and which do not working individually or in
is used to develop a long- disrupt their regular groups, coach and mentor
term training and functions. Leaders monitor one another to achieve
development program. and evaluate their own their VMG.
learning progress. 2
2. CURRICULUM AND INSTRUCTION
The curriculum learning systems anchored on the community and learners' contexts and aspirations are
collaboratively developed and continuously improved.
1. The curriculum curriculum No Evidence All types of learners of the Programs are fully The educational needs of 2
is localized to make it more school community are implemented and closely all types of learners are
meaningful to the learners identified, their learning monitored to address being met as shown by
and applicable to life in the curves assessed; performance discrepancies, continuous improvement
community appropriate programs with benchmark best practices, on learning outcomes and
its support materials for coach low performers, products of learning.
each type of learner is mentor potential leaders, Teachers' as well as
developed. reward high achievement, students' performance is
and maintain environment motivated by intrinsic
2. The implemented No Evidence Local beliefs, norms, The localized curriculum is Best practices in localizing 3
curriculum is localized to values, traditions, folklores, implemented and the curriculum are
make it more meaningful to current events, and existing monitored closely to mainstreamed and
the learners and applicable to technologies are ensure that it makes benchmarked by other
life in the community documented and used to learning more meaningful schools. There is marked
develop a lasting and pleasurable, produces increase in number of
curriculum. Localization desired learning outcomes, projects that uses the
guidelines are agreed to by and directly improves community as learning
school community and community life. Ineffective laboratory,
teachers are properly
oriented.
3. A representative group of No Evidence A representative team of Learning materials and Materials and approaches 2
school and community school and community approaches to reinforce are being used in school, in
stakeholders develop the stakeholders assess strengths and address the family and in
methods and materials for content and methods used deficiencies are developed community to develop
developing creative thinking in teaching creative, critical and tested for applicability critical thinking and
and and problem solving. thinking and problem on school, family and problem solving community
solving. Assesment results community. of learners and are
are used as guide to producing desired results.
develop materials
4. The learning systems are No Evidence A school-based monitoring The school-based The monitoring system is 2
regularly and collaboratively and learning system is monitoring and learning accepted and regularly used
monitored by the community conducted regularly and systems generate feedback for collective decision
using appropriate tools to cooperatively; and that is used for making making.
ensure the holistic growth feedback is shared with decisions that enhance the
and development of the stakeholders. total development of
learners and the community. learners.

No Evidence The system uses a tool that A committee take care of The monitoring tool has 2
monitors the holistic the continuous been improved to provide
development of learners. improvement of the tool. both quantitative and
The assessment tools are The assessment tools are qualitative data. School
reviewed by the school and reviewed by the school assessment results are
assessment results are community and results are used to develop learning
shared with shared with community programs that are suited to
community
5. Apprropriate assessment No Evidence The assessment tools are The assessment tools are School assessment results 2
tools for teaching and reviewed by the school and reviewed by the school are used to develop
learning are continuously assessment results are community and results are learning programs that are
reviewed and improved, and shared with school's shared with community suited to community and
assessment results are stakeholders. stakeholders. customized to each
contextualized to the learner learners' context, results of
and local situation and the which are used for
attainment of relevant life collaborative decision-
skills. making.

6. Learning managers and No Evidence Stakeholders are aware of Stakeholders begin to Learning environments, 3
facilitators (teachers, child/learner-centered practice child/learner- methods and resources are
administrators and rights-based, and inclusive centered principles of community driven,
community members) principles of education. education in the design of inclusive and adherent to
nurture values and support to education. child's rights and protection
environments that are requirements.
protective of all children and
demonstrate behaviors
consistent to the
organization's vision,
mission and goals
 demonstrate behaviors
consistent to the
organization's vision,
mission and goals No Evidence Learning managers and Learning managers and Learning managers and 3
facilitators conduct facilitators apply the facilitators observe leaners'
activities aimed to increase principles in designing rights from designing the
stakeholders awareness learning materials. curriculum to structuring
and commitment to the whole learning
fundamental rights of environment.
children and the basic
principle of educating

7. Methods and resources are No Evidence Practices, tools and Practices, tools, and There is continuous 2
learner and community- materials for developing self- materials for developing self- exchange of information,
friendly, enjoyable, safe, directed learners are highly directed learners are sharing of expertise and
inclusive, accessible and observable in school, but beginning to emerge in the materials among the
aimed at developing self- not in the home or in the homes and in the schools, home and
directed learners. Learners community. community. community for the
are equipped with essential development of self-
knowledge, skills, and values directed learners.
to assume responsibility
accountability for their own No Evidence Learning programs are The program is The program is 3
learning. designed and developed to collaboratively mainstreamed but
produce learners who are implemented and continuously improve to
responsible and monitored by teachers and make relevant to emergent
accountable for their parents to ensure that it demands.
learning. produces desired learners.

3. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT

A clear, transparent, inclusive, and responsive accountability system is in place, collaboratively developed
by the school community, which monitors performance and acts appropriately on gaps and gains.
1. Roles and responsibilities of No Evidence There is an active party The stakeholders are Shared and participatory 2
accountable person/s and that initiates clarification engaged in clarifying and processes are used in
collective body/ies are clearly of the roles and defining their specific roles determining roles,
defined and agreed upon by responsibilities in and responsibilities. responsibilities, and
community stakeholders. education delivery. accountabilities of
Performance stakeholders in managing
and supporting education.

2. Achievement of goals is No Evidence Performance accountability A community-level A community-accepted 2

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

3. The accountability system is No Evidence The school articulates the Stakeholders are engaged School community stake- 2
owned by the community and accountability assessment in the development and holders continuously and
is continuously enhanced to framework with basic operation of an appropriate collaboratively review and
ensure that management components, including accountability assessment enhance accountability
structures and mechanisms implementation guidelines system. systems' processes,
are responsive to the to the stakeholders. mechanisms and tools.
emerging learning needs and
demands of the community.

4. Accountability assessment No Evidence The school, with the Stakeholders are engaged Stakeholders continuously 2
criteria and tools, feedback participation of in the development and and collaboratively review
mechanismsm and stakeholders, articulates an operation of an appropriate and enhance accountability
information collection and accountability assessment accountability assessment systems; processes,
validation techniques and framework with basic system. mechanisms and tools.
processes are inclusive and components, including
collaboratively developed implementation guidelines
and agreed
 5. Participatory assessment of No Evidence School initiates periodic Collaboratively conduct of School-community- 2
performance is done performance assessments performance assessment developed performance
regularly with the with the participation of informs planning, plan assessment is practiced
community. Assessment stakeholders. adjustments and and is the basis for
results and lessons learned requirements for technical improving monitoring and
serve as basis for feedback, assistance evaluation systems,
technical assistance, providing technical
recognition and plan assistance, and recognizing
adjustment. and refining plans.

4. MANAGEMENT OF RESOURCES
Resources are collectively and judiciously mobilized and managed with transparency, effectiveness and efficiency.
1. Regular resource inventory is No Evidence Stakeholders are aware Resource inventory is Resource inventories are 2
collaboratively undertaken that a regular resource characterized by regularity, systematically developed
by learning managers, inventory is available and is increased participation of and stakeholders are
learning facilitators, and used as the basis for stakeholders, and engaged in a collaborative
community stakeholders as resource allocation and communicated to the process to make decisions
basis for resouece allocation mobilization. community as the basis for on resource allocation and
and mobilization resource allocation and mobilization.
mobilization.

2. A regular dialogue for No Evidence Stakeholders are invited to Stakeholders are regularly Stakeholders collaborate to 2
planning and resource participate in the engaged in the planning ensure timely and need-
programming, that is development of an and resource based planning and
accessible and inclusive, educational plan in programming, and in the resource programming and
continuously engage resource programming, implementation of the support continuous
stakeholders and support and in the implementation education plan. implementation of the
implementation of of the educational plan. education plan.
community education

3. In place is a community- No Evidence Stakeholders support Stakeholders are engaged Stakeholders sustain the 1
developed resource judicious, appropriate, and and share expertise in the implementation and
management system that effective use of resources. collaborative development improvement of a
drives appropriate behaviors of resource management colaboratively developed,
of the stakeholders to ensure system. periodically adjusted, and
judicious, appropriate, and constituent-focused
effective use of resource management
system.

4. Regular monitoring, No Evidence Stakeholders are invited to Stakeholders Stakeholders are engaged, 2
evaluation, and reporting participate in the collaboratively participate held accountable and
processes of resource development and in the development and implement a collaboratively
management are implementation of implementation of developed system of
collaboratively developed and monitoring, evaluation, and monitoring, evaluation, and monitoring, evaluation and
implemented by the learning reporting processes on reporting processes on reporting for resource
managers, facilitators, and resource management. resource management. management.
community stakeholders.

5. There is a system that No Evidence An engagement procedure Stakeholders support a An established system of 2
manages the network and to identify and utilize system of partnerships for partnership is managed
linkages which strength and partnerships with improving resource and sustained by the
sustain partnerships for stakeholders for improving management. stakeholders for continuous
improving resource resource management is improvement of resource
management. evident. management.

PART V. SCORING INSTRUCTIONS

1. The four (4) principles were assigned percentage weights on the basis of their relative importance to the aim of
school (improved learning outcomes and school operations);
•Leadership and Governance - 30%
•Curicculum and Learning - 30%
•Accountability and Continuous Improvement - 25%
•Management of Resources - 15%
2. Each principle has several indicators. Based on the results of the D-O-D (Document Analysis, Observation, Discussion),
the evidence is summarized, anda consensual rating is arrived at . . What rating would one give to each indicator;
3. Rate the items by checking the appropriate boxes. These are the points earned by the school for the specific indicator.
The rating scale is:
0 - No evidence
1 - Evidence indicates early or preliminary stages of implementation
2 - Evidence indicates planned practices and procedures are fully implemented
3 - Evidence indicates practices and procedures satisfy quality standards
4. Assemble the Rubrics rated by the respondents; edit them for errors like double entries or incomplete responses;
5. Count the number of check marks in each indicator and record in the appropriate box inside the summary table for
the use area/ standard rated;
6. Multiply the number of chek marks in each column by the points (1-3);
7. Get the average rating for each principle by dividing the total score by the number of indicators of the principle;
8. Record the average ratings for the principle in the Summary Table for the computation of the General Average;
9. Multiply the rating for each principle by its percentage weight to get the weighted average rating;
10.To get the total rating for the four principles, get the sum of all the weighted ratings. The value derived is the school
rating based on DOD;
11.The level of practice will be computed based on the criteria below:
• 60% based on improvement of learning outcomes;
• 40% according to the validated practices using DOD
12.The resulting score will be interpreted as:

PART VI. DESCRIPTION OF SBM LEVEL OF PRACTICE

The resulting levels are described as follows:
0.5 - 1.4 - Developing
1.5 - 2.4 - Maturing
2.5 - 3.5 - Advanced

LEVEL I: DEVELOPING - developing structures and mechanisms with acceptable level and extent of community
participation and impact on learning outcomes.
LEVEL II: MATURING - Introducing and sustaining continuous improvement process that integrates wider community
participation and significantly improve performance and learning outcomes.
LEVEL III: ADVANCED (ACCREDITED) - Ensuring the production of intended outputs/outcomes and meeting all
standards of a system fully integrated in the local community and is self-renewing and self- sustaining.

PERFORMANCE DOD
IMPROVEMENT VALIDATION