REVISED SBM ASSESSMENT TOOL

Name of School: PALUSAPIS INTEGRATED SCHOOL –SECONDARY DEPARTMENT

Division: SCIENCE CITY OF MUNOZ
Validation Date: ___________________

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 MOVs/Documents/ 1 2 3 Rating Recommendation
Systems
1. In place is a * SIP – AIP (Extent of participation of The development plan guided by The development plan is The development plan is enhanced
Development Plan (e.g. stakeholders) the school’s vision, mission and evolved through the with the community performing the
* Annual Procurement Plan goal (VMG) is developed through shared leadership of the leadership roles, and the school
SIP) developed * Annual Budget the leadership of the school and school and the community providing technical support.
collaboratively by the 2
* Documentation of the SIP Process the participation of some invited
stakeholders.
stakeholders of the school (Minutes of the Meeting, Attendance, community stakeholders.
and community. Photos)
2. A network of leadership * SIP Review The school leads the regular The school and community The community stakeholders
and governance guides the * SMEPA docs review and improvement of stakeholders working as lead the regular review and
education system to achieve * Documentation of the SIP Review the development plan. full partners, lead the improvement process; the
its shared vision, mission and Process (Minutes of the Meeting, continual review and school stakeholders facilitate 2
goals making them Attendance, Photos) improvement of the
the process.
responsive and relevant to the development plan.
context of diverse
environments.
3. The school is organized by * School Faculty Association - CBL The school defines the The school and Guided by an agreed organizational
a clear structure and work * School Governing Council Structure organizational structure, and community structure, the community
arrangements that promote * Parents-Teachers Association – CBL stakeholders lead in defining the
shared leadership and (DO No. 54, s. 2009, DO No. 67, s. 2009 the roles and responsibilities collaboratively define
organizational structure and the roles
* Supreme Student Government / Pupil of stakeholders. the structure and the and responsibilities; school provides 2
governance and define the Government (DM 4, s. 2012) roles and technical and administrative support.
roles and responsibilities of
the stakeholders. responsibilities of
stakeholders.
 Indicators
4. A leadership network
facilitates communication
between and among school
and community leaders for
informed decision- making
and solving of school
community wide- learning
problems.
5. A long term program is
in operation that addresses
the training and
development needs of
school and community
leaders.
Possible MOVs/Documents/
Systems
* Communication Plan
* Communication Flow
* Communication System
* School Website
* Newsletter
* Linkages with BLGU and other
SectoralGroups - MOA, MOU,
etc.
* T&D System
* Individual Plan for Professional
Dev’t (IPPD)
* School Plan for Professional
Development (SPDP) for
Teachers
* Training and Development
Program for Leaders
* Parenting Seminar Program
* Training Designs
1 2 3 Rating Recommendation
A network has been The network actively The network allows easy
collaboratively established provides stakeholders exchange and access to
and is continuously information for making information sources beyond the
improved by the school decisions and solving school community.
community. learning and 2
administrative problems.
Developing structures are in Leaders undertake training Leaders assume responsibility
place and analysis of the modes that are convenient for their own training and
competency and to them (on-line, off-line, development. School
development needs of modular, group, or home- community leaders working
based) and which do not
leaders is conducted; result individually or in groups, coach 2
disrupt their regular
is used to develop a long- functions. Leaders monitor and mentor one another to
term training and and evaluate their own achieve their VMG.
development program. learning progress.
_____________________________________________________
SBM Assessor/s
(Signature over Printed Name)
 REVISED SBM ASSESSMENT TOOL

Name of School: PALUSAPIS INTEGRATED SCHOOL –SECONDARY DEPARTMENT

Division: SCIENCE CITY OF MUNOZ
Validation Date: ___________________

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

_____________________________________________________________________________
SBM Assessor/s
(Signature over Printed Name)
 REVISED SBM ASSESSMENT TOOL

Name of School: PALUSAPIS INTEGRATED SCHOOL –SECONDARY DEPARTMENT

Division: SCIENCE CITY OF MUNOZ
Validation Date: ___________________

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 MOVs/Documents/ 1 2 3 Rating Recommendation
Systems
1. Roles and Structure of School Accountable There is an active party The stakeholders are Shared and participatory processes are used in
Organizations: that initiates clarification of engaged in clarifying determining roles, responsibilities and accountabilities
responsibilities * School Faculty Association - CBL
of accountable * School Governing Council Structure
the roles and and defining their of stakeholders in managing and supporting
person/s and (SGC) responsibilities in specific roles and education.
* Parents-Teachers Association – CBL (DO education delivery. responsibilities.
collective
No. 54, s. 2009, DO No. 67, s. 2009
body/ies are * Supreme Student Government / Supreme 3
clearly defined Pupil Government (DM 4, s. 2012)
and agreed upon - Attendance, Photos, Minutes of the
Meeting regarding the Crafting of Definition
by community of Roles and Responsibilities of School
stakeholders. Organization (PTA, SGC, SSG, SPG, FC,
etc.
2. Achievement of Appropriate Actions to address Gaps Performance A community- level A community- accepted performance
goals is recognized based on the following:
based on a * SMEPA Implementation accountability is accountability accountability, recognition and incentive
collaboratively * Recognition and incentive system practiced at the system is evolving system is being practiced.
developed * General PTA Assembly Meetings school level. from school-
performance * Homeroom PTA Meetings
accountability - Attendance, Photos, Minutes of the initiatives. 3
system; gaps are Meeting in the development/capability
addressed through building program on Performance
appropriate action. Accountability System (SMEPA)

Indicators Possible MOVs/Documents/ 1 2 3 Rating Recommendation

Systems
3. The accountability * Accountability System’ processes, The school articulates Stakeholders are School community stakeholders continuously
system is owned by mechanisms and tools the accountability engaged in the and collaboratively review and enhance
the community and is - Attendance, Photos, Minutes of the assessment framework development
continuously and accountability systems’ processes, mechanisms
Meeting of the Enhancement and with basic components, operation of an and tools.
enhanced to ensure
Review of M&E System
that management including appropriate
structures and * School Report Card – State of the 3
School Address (SOSA) implementation accountability
mechanisms are
responsive to the
guidelines to the assessment system.
emerging learning stakeholders.
needs and demands
of the community.

4. Accountability * Assessment Tools: Clients’ Satisfaction The school, with the Stakeholders are Stakeholders continuously and collaboratively
assessment criteria Survey, Parent’s Opennionaire, Checklist
participation of engaged in review and enhance accountability systems;
Form, Survey Questionnaire, Tracer Study
and tools, feedback stakeholders, articulates development
Tool, School Report Cards and processes, mechanisms and tools.
mechanisms, and * Feedback Mechanisms: Gen. Assembly an accountability operation of an
information Meeting, Education Summit, Stakeholders assessment framework
collection and Forum, School Report Card, State of the appropriate
with basic components,
validation School Address (SOSA), Parents’ accountability
Conference, School Website, Home Visitation, including implementation
techniques and
School Bulletin, Parenting Seminar guidelines. assessment system. 2
processes are * Information Collection: Sampling –
inclusive and Convenient & Purposive, Suggestion Box,
collaboratively Documentation, Conduct Survey
developed and * Validation Techniques and Processes: FGD,
agreed upon. Participation, Brainstorming, Interview,
Triangulation, Observation – Direct& Indirect
- Attendance, Photos, Minutes of the Meeting
in the development of accountability
assessment criteria

Indicators Possible MOVs/Documents/ 1 2 3 Rating Recommendation

Systems
5. Participatory * M&E Process – Midyear/Annual School initiates School initiates School- community developed performance
assessment of Review, SMEPA Institutionalization
focusing on Assessment of: periodic performance periodic assessment is practiced and is the basis for
performance is - KPIs on Access (Enrolment & Drop-out assessments with the performance improving monitoring and evaluation systems,
done regularly rate) Quality (NAT) & Governance (SBM participation of assessments with providing technical assistance, and recognizing 2
with the Assessment)
stakeholders. the participation of and refining plans.
community. - School’s PPAs: WSRP stakeholders.
BrigadaEsjwela, GulayansaPaaralan,
Assessment Guidance Program, ADM/DORP,
results and LPP, Feeding Program, PPP, etc
lessons learned * Assessment Results based on M&E
serve as basis Feedback:
for feedback, - Enhanced Implementation of School’s
PPAs
technical - Technical Assistance: Remedial
assistance, Instruction Program, Training Program,
Proposed new Programs
recognition and - Recognition:
plan adjustment. - Plan Adjustment: Catch-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)
 REVISED SBM ASSESSMENT TOOL

Name of School: PALUSAPIS INTEGRATED SCHOOL –SECONDARY DEPARTMENT

Division: SCIENCE CITY OF MUNOZ
Validation Date: ___________________

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 resource * Process – Regular Resources Inventory of: Resource inventory is Resource inventories are
- Human Resources (Teachers, Students,
inventory is collaboratively Partners)
Stakeholders are aware characterized by systematically developed and
undertaken by learning - Financial Resources (PTA, MOOE, Canteen that a regular resource regularity, increased stakeholders are engaged in a
Fund, IGP, Clubs)
managers. Learning - Technological Resources
inventory is available and participation of collaborative process to make
mangers, learning - Instructional Materials is used as the basis for stakeholders, and decisions on resource 3
facilitators, and community - Furniture
resource allocation and communicated to the allocation and mobilization.
- Rooms
stakeholders as basis for - WatSan mobilization. community as the
resource allocation and - School Site Titling basis for resource
mobilization. - Instructional Tools & Equipment allocation and
* Output: Resources Allocation & Mobilization
Plan (RAMP) mobilization.
2. A regular dialogue for * Process: Regular Resource Planning Stakeholders are Stakeholders collaborate to
planning and resource and Programming through Strategic Stakeholders are invited regularly engaged in ensure timely and need-
Planning
programming, that is * Output: to participate in the the planning and based planning and
accessible and inclusive, - Human Resource Dev’t Plan (HRDP) development of an resource resource programming and
continuously engage - Financial Mgt. Dev’t Plan (FMDP) educational plan in programming, and in support continuous 3
stakeholders and support - Technology Resource Improvement Plan
(TRIP) resource programming, the implementation implementation of the
implementation of - School Physical Dev,t Plan (SPDP) and in the implementation of the education education plan.
community education - Annual Procurement Plan of the educational plan. plan.
plans. - IGP Sustainability Plan

Indicators MOVs/Documents/ 1 2 3 Rating Recommendation

Systems
3. Resources are * Mechanisms: Stakeholders are Stakeholders sustain the
collectively and judiciously - Updated Transparency Board of all Stakeholders support engaged and share implementation and
mobilized and managed Finances (MOOE, PTA, IGP, Canteen judicious, appropriate, and improvement of a collaboratively 3
Fund, Donations, etc)
expertise in the
with transparency, effective use of resources. collaborative developed, periodically adjusted,
- Innovations for the collective and and constituent- focused
effectiveness, and
efficiency. judicious utilization and transparent, resource resource management system.
effective and efficient resource management
management system
system.

4. Regular monitoring, SMEPA of the following: Stakeholders

evaluation, and reporting
processes of resource
management are
collaboratively developed and
implemented by the learning
managers, facilitators, and
community stakeholders.
- Human Resource Dev’t Plan Stakeholders are invited to collaboratively participate Stakeholders are engages, held
(HRDP) participate in the development in the development and accountable and implement a
- Financial Mgt. Dev’t Plan (FMDP) and implementation of implementation of collaboratively developed system
- Technology Resource Improvement monitoring, evaluation, and monitoring, evaluation, of monitoring, evaluation and 2
Plan (TRIP) reporting processes on and reporting processes reporting for resource
- School Physical Dev,t Plan (SPDP) resource management. on resource management.
- Annual Procurement Plan (APP) management.
- Inventory List of all resources

5. There is a system that * Cash Disbursement (MOOE) An engagement procedure to Stake holders support a An established system of
manages the network and * Transparency Board identify and utilize partnerships system of partnerships partnership is managed and
linkages which strengthen and * Financial Reports (PTA, IGP, with stakeholders for improving for improving resource sustained by the stakeholders for
sustain partnerships for Canteen, School Clubs/Organization) resource management is management. continuous improvement of 3
improving resource evident. resource management.
management.

_________________________________________________________________________
SBM Assessor/s
(Signature over Printed Name)