Controlled Contextualized SBM APAT.40percent

Republic of the Philippines
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
SCHOOLS DIVISION OFFICE OF CAGAYAN
Regional Government Center, Carig Sur, Tuguegarao City, 3500
CONTEXTUALIZED SBM ASSESSMENT TOOL
Name of School: STA. TERESA ELEMENTARY SCHOOL Division: CAGAYAN Date: July 9, 2019
A. LEADERSHIP AND GOVERNANCE (30%)

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 MOVs/ Documents/ Rating Recommendations
Systems
1. In place is a The development The development The development * SIP – AIP (Extent of 3
Development plan guided by the plan is evolved plan is enhanced participation of
Plan (e.g. SIP) school’s vision, through the with the stakeholders)
developed mission and goal shared leadership community *SGC
collaboratively by (VMG) is developed of the school and performing the *SPT
the stakeholders of through the the community leadership roles, * Annual Procurement
the school and leadership of the stakeholders. and the school Plan
community. school and the providing technical * Annual Budget
participation of support. * Documentation of the
some invited SIP Process (Minutes of
community the Meeting,
stakeholders. Attendance, Photos)
*SRC
2. A network of The school leads The school and The community *SGC 3
leadership and the regular review community stakeholders lead *Project
governance and improvement stakeholders the regular review Team/Monitoring
guides the working as full and improvement Team
FM-FTD-008 Rev. 00
education system of the development partners, lead the process; the school *Reviewed/adjusted
to achieve its plan. continual review stakeholders SIP
shared vision, and improvement facilitate the * SMEA docs
mission and goals of the process. * Documentation of the
making them development SIP Review Process
responsive and plan. (Minutes of the
relevant to the Meeting, Attendance,
context of Photos/videos)
diverse
environments.
3. The school is The school defines The school and Guided by an * School Faculty 3
organized by a the organizational community agreed Association
clear structure structure, and the collaboratively organizational * School Governing
and work roles and define the structure, the Council Structure
arrangements responsibilities of structure and the community * Parents-Teachers
that promote stakeholders. roles and stakeholders lead Association – (DO No.
shared leadership responsibilities of in defining the 54, s. 2009, DO No. 67,
and governance stakeholders. organizational s. 2009
and define the structure and the * Supreme Student
roles and roles and Government / Pupil
responsibilities of responsibilities; Government (DM 4, s.
the stakeholders. school provides 2012)
technical and *Organizational Charts
administrative *Constitution and By-
support. Laws
*Students Handbook
FM-FTD-008 Rev. 00
*Child Protection
Policy/Committee
4. A leadership A network has been The network The network allows *SRC 3
network collaboratively actively provides easy exchange and * Communication Plan
facilitates established and is stakeholders access to * Communication Flow
communication continuously information for information * Communication
between and improved by the making decisions sources beyond the System
among school and school community. and solving school community. * School Website
community learning and * Newsletter
leaders for administrative *
informed decision- problems. Linkages/partnerships
making and with other Sectoral
solving of school Groups - MOA, MOU,
community wide- etc. (Minutes of the
learning Meeting, Photos)
problems. *Inventory of Projects
given by stakeholders.
5. A long term Developing Leaders Leaders assume * T&D System 3

program is in structures are in undertake responsibility for * Individual Plan for
operation that place and analysis training modes their own training Professional Dev’t
addresses the of the competency that are and development. (IPPD) (TNA)
training and and development convenient to School community * School Plan for
development needs of leaders is them (on-line, off- leaders working Professional
FM-FTD-008 Rev. 00
needs of school conducted; result is line, modular, individually or in Development (SPDP)

and community used to develop a group, or home- groups, coach and for School Heads
leaders. long- term training based) and which mentor one another * Training and
and development do not disrupt to achieve their Development Plan
program. their regular VMG. for School and
functions. Community Leaders
Leaders monitor * Training Designs
and evaluate their *Developmental Needs
own learning (IPCRF)
progress. *Terminal Reports
*Certificates of
Attendance to
Trainings/Seminar
15/5=3
_____________________________________________________
SBM Validator
(Signature over Printed Name)
FM-FTD-008 Rev. 00
Name of School: STA. TERESA ELEMENTARY SCHOOL Division: CAGAYAN Date: _JULY 9, 2019
B. CURRICULUM & LEARNING (30%)

The curriculum learning systems anchored on the community and learner’s contexts and aspirations are collaboratively developed
and continuously improved.
Indicators 1 2 3 MOVs/ Rating Recommendation
Documents/Systems
1. The curriculum All types of learners Programs are fully The educational *Log Books 3
provides for the of the school implemented and needs of all type of *Action Researches
needs of all types community are closely monitored learners are being *Innovative Work
of learners in the identified, their to address met as shown by plans
school learning curves performance continuous *Intervention
community. assessed; discrepancies, improvement on Programs
appropriate benchmark best learning outcomes *ADM
programs with its practices, coach and products of *Students
support materials low performers, learning. Teachers’ Portfolio/Projects
for each type of mentor potential as well as students’ *Documentation of
learner is leaders, reward performance is Best Practices
developed. high achievement, motivated by *SIM
and maintain intrinsic rewards. *CI Projects
environment that The Schools’ *Modules
makes learning, differentiated
program is
FM-FTD-008 Rev. 00
meaningful and frequently *Institutionalized

enjoyable. benchmark by programs for inclusive
other schools. education
* Learners’ profile with
their learning needs
2.TD he Local beliefs, The localized Best practices in * Localized 3

implemented norms, values, curriculum is localizing the Curriculum support
curriculum is traditions, implemented and curriculum are materials
localized to make folklores, current monitored closely mainstreamed and - Contextualized LMs
it more events, and existing to ensure that it benchmarked by (Big Books
meaningful to the technologies are makes learning other schools. ( Curriculum
learners and documented and more meaningful There is marked Adaptation
applicable to life used to develop a and pleasurable, increase in number MTB Dictionary)
in the community. lasting curriculum. produces desired of projects that - Improvised/Localized
Localization learning uses the LMs/ IMs/DLL
guidelines are outcomes, and community as
agreed to by school directly improves learning laboratory,
community and community life. and the school as
teachers are Ineffective an agent of change
properly oriented. approaches are for improvement of
replaced and the community.
innovative ones
are developed.
FM-FTD-008 Rev. 00
3. A A representative
representative team of school and Learning Materials and * Linkages with
group of school community materials and approaches are CSOs/NGOs/HEIs in
and community stakeholders approaches to being used in improving Quality of
stakeholders assess content and reinforce school, in the Instruction
develop the methods used in strengths and family and in * Visual Aids
methods and teaching creative, address community to *Digitized IMs
materials for critical thinking deficiencies are develop critical, *Quality Assured and
developing and problem developed and creative thinking accepted Localized
Creative solving. tested for and problem LMs
thinking and Assessment results applicability on solving community *QA Team for Learning
problem solving. are used as guide to school, family and of learners and are Resource Materials
develop materials. community. producing desired Development
results.
4. The learning A school- based The school- based The monitoring *Supervisory Plan 3
systems are monitoring and monitoring and system is accepted *Classroom
regularly and learning system is learning systems and regularly used Observation
collaboratively conducted generate feedback for collective Tools/Checklists
monitored by the regularly and that is used for decision making. * Feedback Monitoring
community using cooperatively; and making decisions The monitoring tool Form
appropriate tools feedback is shared that enhance the has been improved * PTA Conferences
to ensure the with stakeholders. total development to provide both *Attendance
holistic growth The system uses a of learners. quantitative and Sheets/Minutes of the
and development tool that monitors qualitative data. Meeting/Photos
of the learners the holistic A committee take *SMEA
care of the *Guidance Forms
FM-FTD-008 Rev. 00
and the development of continuous

community. learners. improvement of
the tool.
5. Appropriate The assessment The assessment Schools 3

assessment tools tools are reviewed tools are reviewed assessment results
*Teachers’ Test
for teaching and by the school and by the school are used to develop
Notebook
learning are assessment results community and learning programs
* Teachers’ Portfolio
continuously are shared with results are shared that are suited to
* Test Results & Test
reviewed and school’s with community community, and
Item Analysis
improved, and stakeholders. stakeholders. customized to each
*Table of
assessment learners’ context,
Specifications
results are results of which are
* Test Item Bank
contextualized used for
Formative/Summative
to the learner collaborative
Tests
and local decision-making.
*Remediation
situation and the Programs
attainment of * Enhanced
relevant life skills. Assessment Tools
adopted from Partners
6. Learning Stakeholders are Stakeholders Learning * Child Protection 3
managers and aware of child/ begin to practice environments Committee Organized
facilitators learner- centered, child/ learner- methods and * School-Based Child
(teachers, rights- based, and centered resources are Protection Policy
administrators principles of community driven, *intake Sheets
FM-FTD-008 Rev. 00
and community inclusive principles education in the inclusive and *Policy

members) nurture of education. design of support adherent to child’s Implementation
values and to education. rights and Report cum CFSS
environments Learning managers Learning protection *WINS PROGRAM
that are and facilitators managers and requirements. * Co-curricular
protective of all conduct activities facilitators apply Activities Report (ex:
children and aimed to increase the principles in Learning managers Scouting, Religious
demonstrate stakeholders designing and facilitators Instruction, Science
behaviors awareness and learning observe learners’ Camp, etc.)
consistent to the commitment to materials. rights from *Students Handbook
organization’s fundamental rights designing the
vision, mission of children and the curriculum to
and goals. basic principle of structuring the
educating them. whole learning
environment.
7. Methods and Practices, tools and Practices, tools, There is continuous 3
resources are materials for and materials for exchange of * Student’s Portfolios
learner and developing self- developing self- information, * Library Services
community- directed learners directed learners sharing of expertise * Guidance Services
friendly, are highly are beginning to and materials *Computer/Science/T
enjoyable, safe, observable in emerge in the among the schools, LE Laboratory
inclusive, school, but not in homes and inthe home and * ADM Modules
accessible and the home or in the community. community for the * Awards received by
aimed at community. development of self- Learners/teachers/sc
developing self- The program is directed learners. hool
directed collaboratively
FM-FTD-008 Rev. 00
learners. Learning programs implemented and The program is head/school/non-

Learners are are designed and monitored by mainstreamed but teaching
equipped with developed to teachers and continuously * Learners-initiated
essential produce learners parents to ensure improved to make projects
knowledge, skills, who are responsible that it produces relevant to *Classroom
and values to and accountable for desired learners. emergent demands. Structuring
assume their learning. * Reading Centers
responsibility and *Study Sheds/Reading
accountability for Nooks
their own
learning.
21/7=3
____________________________________________________________________________
SBM Validator
FM-FTD-008 Rev. 00
Name of School: STA. TERESA ELEMENTARY SCHOOL Division: CAGAYAN Date: JULY 9, 2019
C. Accountability & Continuous Improvement (25%)

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 MOVs/Documents/ Rating Recommendation
Systems
1. Roles and There is an active The stakeholders Shared and Structure of School 3
responsibilities of party that initiates are engaged in participatory Accountable
accountable clarification of the clarifying and processes are used Organizations:
person/s and roles and defining their in determining * School Faculty
collective responsibilities in specific roles and roles, Association
body/ies are education delivery. responsibilities. responsibilities and * School Governing
clearly defined accountabilities of Council Structure
and agreed upon stakeholders in (SGC)
by community managing and * Parents-Teachers
stakeholders. supporting Association –(DO No.
education. 54, s. 2009, DO No. 67,
s. 2009
* Supreme Student
Government /
Supreme Pupil
Government (DM 4, s.
2012)
FM-FTD-008 Rev. 00
- Attendance, Photos,
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 3

goals is accountability is level accepted address Gaps based on
recognized based practiced at the accountability performance the following:
on a school level. system is evolving accountability, * SMEPA
collaboratively from school- recognition and Implementation
developed initiatives. incentive system is * Recognition and
performance being practiced. incentive system
accountability * General PTA
system; gaps are Assembly Meetings
addressed * Homeroom PTA
through Meetings
appropriate - Attendance, Photos,
action. Minutes of the Meeting
in the
development/capabilit
y building program on
Performance
FM-FTD-008 Rev. 00
Accountability System
(SMEA)
3. The The school Stakeholders are School community *Accountability 3
accountability articulates the engaged in the stakeholders System’ processes,
system is owned accountability development and continuously and mechanisms and tools
by the assessment operation of an collaboratively (Liquidation Reports,
community and framework with appropriate review and enhance Updated Transparency
is continuously basic components, accountability accountability Board, Procurement
enhanced to including assessment systems’ processes, Report, WFP)
ensure that implementation system. mechanisms and - Attendance, Photos,
management guidelines to the tools. Minutes of the Meeting
structures and stakeholders. of the Enhancement
mechanisms are and Review of M&E
responsive to the System
emerging *Project
learning needs implementation review
and demands of * Organized QMS Team
the community. * Minutes of the QMS
Quarterly
Meeting/Conduct of
Assessment/ Photos
4. Accountability The school, with Stakeholders are Stakeholders * Assessment Tools: 3

assessment the participation of engaged in continuously and Clients’ Satisfaction
criteria and tools, stakeholders, development and collaboratively Survey, Checklist
feedback articulates an operation of an review and enhance Form, Survey
FM-FTD-008 Rev. 00
mechanisms, and accountability appropriate accountability Questionnaire, Tracer

information assessment accountability systems; processes, Study Tool, School
collection and framework with assessment mechanisms and Report Cards
validation basic components, system. tools. * Feedback
techniques and including Mechanisms: Gen.
processes are implementation Assembly Meeting,
inclusive and guidelines. Education Summit,
collaboratively Stakeholders Forum,
developed and School Report Card,
agreed upon. State of the School
Address (SOSA),
Parents’ Conference,
School Website, Home
Visitation, School
Bulletin, Parenting
Seminar
* Information
Collection: Sampling
– Convenient &
Purposive, Suggestion
Box, Documentation,
Conduct Survey
* Validation
Techniques and
Processes: FGD,
Participation,
FM-FTD-008 Rev. 00
Brainstorming,
Interview,
Triangulation,
Observation – Direct&
Indirect
Minutes of the Meeting
in the development of
accountability
assessment criteria
5. Participatory School initiates School initiates School- community * M&E Process – 3
assessment of periodic periodic developed Midyear/Annual
performance is performance performance performance Review, SMEA
done regularly assessments with assessments with assessment is Institutionalization
with the the participation of the participation practiced and is the focusing on
community. stakeholders. of stakeholders. basis for improving Assessment of:
Assessment monitoring and - KPIs on Access
results and evaluation systems, (Enrolment & Drop-
lessons learned providing technical out rate) Quality (NAT)
serve as basis for assistance, and & Governance (SBM
feedback, recognizing and Assessment)
technical refining plans. - School’s PPAs:
assistance, BrigadaEskwela, WinS
recognition and PROGRAM Gulayan sa
plan adjustment. Paaralan, Guidance
Program, ADM/DORP,
FM-FTD-008 Rev. 00
LPP, Feeding Program,

PPP, etc
* Assessment Results
based on M&E
Feedback:
- Enhanced
Implementation of
School’s PPAs
- Technical
Assistance: Remedial
Instruction Program,
Training Program,
Proposed new
Programs
- Recognition:
- Plan Adjustment:
Catch-up Plan of AIP
or PPAs
Minutes of the
Meeting in the
conduct of
Participatory
Assessment
Performance (SMEA)
15/5=3
FM-FTD-008 Rev. 00
_____________________________________________________________________________
SBM Validator
FM-FTD-008 Rev. 00
Name of School: STA. TERESA ELEMENTARY SCHOOL Division: CAGAYAN Date: JULY 9, 2019
D. MANAGEMENT OF RESOURCES (15%)

Resources are collectively and judiciously mobilized and managed with transparency, effectiveness, and efficiency.
Indicators 1 2 3 MOVs/Documents/ Rating Recommendation
Systems
1. Regularly Resource Resource * Process – Regular 3
resource Stakeholders are inventory is inventories are Resources Inventory of:
inventory is aware that a characterized by systematically - Human Resources
collaboratively regular resource regularity, developed and (Teachers, Students,
undertaken by inventory is increased stakeholders Partners)
learning available and is participation of are engaged in - Financial Resources (PTA,
managers. used as the basis stakeholders, and a collaborative MOOE, Canteen Fund, IGP,
Learning for resource communicated to process to Clubs)
mangers, learning allocation and the community as make - Technological Resources
facilitators, and mobilization. the basis for decisions on - Instructional Materials
community resource resource - Furniture
stakeholders as allocation and allocation and - Rooms
basis for resource mobilization. mobilization. - WinS
allocation and - School Site Titling
mobilization. - Instructional Tools &
Equipment
FM-FTD-008 Rev. 00
* Output: Resources
Allocation & Mobilization
Plan (RAMP)
2. A regular Stakeholders are Stakeholders * Process: Regular 3
dialogue for Stakeholders are regularly engaged collaborate to Resource Planning and
planning and invited to in the planning ensure timely Programming through
resource participate in the and resource and need- Strategic Planning
programming, development of an programming, based * Output:
that is accessible educational plan and in the planning and - Human Resource Dev’t
and inclusive, in resource implementation of resource Plan (HRDP)
continuously programming, and the education programming - Financial Mgt. Dev’t Plan
engage in the plan. and support (FMDP)
stakeholders and implementation of continuous - Technology Resource
support the educational implementatio Improvement Plan (TRIP)
implementation of plan. n of the - School Physical Dev,t Plan
community education (SPDP)
education plans. plan. - Annual Procurement Plan
- IGP Sustainability Plan
3. Resources are Stakeholders are Stakeholders * Mechanisms: 3
collectively and Stakeholders engaged and sustain the - Updated Transparency
judiciously support judicious, share expertise in implementatio Board of all Finances
mobilized and appropriate, and the collaborative n and (MOOE, PTA, IGP, Canteen
managed with effective use of resource improvement Fund, Donations, etc)
transparency, resources. management of a - Innovations for the
effectiveness, system. collaboratively collective and judicious
and efficiency. developed, utilization and transparent,
FM-FTD-008 Rev. 00
periodically effective and efficient

adjusted, and resource management
constituent- system
focused
resource
management
system.
4. Regular Stakeholders SMEA of the following: 3
monitoring, Stakeholders are collaboratively Stakeholders - Human Resource Dev’t
evaluation, and invited to participate in the are engages, Plan (HRDP)
reporting participate in the development and held - Financial Mgt. Dev’t Plan
processes of development and implementation of accountable (FMDP)
resource implementation of monitoring, and implement - Technology Resource
management are monitoring, evaluation, and a Improvement Plan (TRIP)
collaboratively evaluation, and reporting collaboratively - School Physical Dev,t Plan
developed and reporting processes on developed (SPDP)
implemented by processes on resource system of - Annual Procurement Plan
the learning resource management. monitoring, (APP)
managers, management. evaluation and - Inventory List of all
facilitators, and reporting for resources
community resource
stakeholders. management.
5. There is a An engagement Stake holders An established * Cash Disbursement 3
system that procedure to support a system system of (MOOE)
manages the identify and utilize of partnerships partnership is * Transparency Board
network and partnerships with for improving managed and
FM-FTD-008 Rev. 00
linkages which stakeholders for resource sustained by * Financial Reports (PTA,

strengthen and improving management. the IGP, Canteen, School
sustain resource stakeholders Clubs/Organization)
partnerships for management is for continuous
improving evident. improvement
resource of resource
management. management.
15/5=3
_____________________________________________________________________
SBM Validator
FM-FTD-008 Rev. 00

Controlled Contextualized SBM APAT.40percent

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Republic of the Philippines

CONTEXTUALIZED SBM ASSESSMENT TOOL

A. LEADERSHIP AND GOVERNANCE (30%)

5. A long term Developing Leaders Leaders assume * T&D System 3

needs of school conducted; result is line, modular, individually or in Development (SPDP)

CONTEXTUALIZED SBM ASSESSMENT TOOL

B. CURRICULUM & LEARNING (30%)

meaningful and frequently *Institutionalized

2.TD he Local beliefs, The localized Best practices in * Localized 3

and the development of continuous

5. Appropriate The assessment The assessment Schools 3

and community inclusive principles education in the inclusive and *Policy

learners. Learning programs implemented and The program is head/school/non-

CONTEXTUALIZED SBM ASSESSMENT TOOL

C. Accountability & Continuous Improvement (25%)

2. Achievement of Performance A community- A community- Appropriate Actions to 3

4. Accountability The school, with Stakeholders are Stakeholders * Assessment Tools: 3

mechanisms, and accountability appropriate accountability Questionnaire, Tracer

LPP, Feeding Program,

CONTEXTUALIZED SBM ASSESSMENT TOOL

D. MANAGEMENT OF RESOURCES (15%)

periodically effective and efficient

linkages which stakeholders for resource sustained by * Financial Reports (PTA,

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