Professional Documents
Culture Documents
BATANCAOA SOUTH ES-Enhanced-SBM-Assessment-Tool-11-10-21
BATANCAOA SOUTH ES-Enhanced-SBM-Assessment-Tool-11-10-21
2. The development plan (SIP) is regularly 1. The school leads the regular review and • Annual accomplishment reports and report cards
reviewed by the school community to keep it improvement of the developed plan • Other relevant documents showing the actual
responsive and relevant to emerging needs, practice like the following:
2. The school and community stakeholders
challenges and opportunities. o Narrative Report and attachments
working as full partners, lead the continual
o Minutes of Meetings
review and improvement of the development
o Notice of Meeting/ Agreements/Summary of
plan
Findings 3
challenges and opportunities. o Narrative Report and attachments
o Minutes of Meetings
o Notice of Meeting/ Agreements/Summary of
Findings 3
3.The school is organized by a clear structure 1. The school defines the organizational • Manual of Operation/Handbook / Constitution-by-
and work arrangements that promote shared structure, and the roles and responsibilities of Laws of any existing organizational structure such as
leadership and governance and define the stakeholders School Governing Council (SGC), Parents-Teachers
roles and responsibilities of the stakeholders. Association (PTA) and others with defined roles and
2. The school and community collaboratively responsibilities of the different working committees
define the structure and the roles and • Other relevant documents showing the actual
responsibilities practice like the following:
o Approved Minutes of the Meetings
2
3. Guided by an agreed organizational o Approved Resolutions
structure, the community stakeholders lead in o Attendance, Pictorial, Notice of Meetings
defining the organizational structure and the
roles and responsibilities; school provides
technical and administrative support
4. A leadership network facilitates 1. A network has been collaboratively • Description of channels of communication
communication between and among school established and is continuously improved by established in the school such as meetings, forums,
and community leaders for informed-decision- the school community consultative conferences, summits and performance
making and solving of school-community wide review via official social media like facebook page,
learning problems. 2. The network actively provides stakeholders official email address of the school, and others,
information for making decisions and solving • Aditional evidence/s that manifest actual practice
learning and administrative problems of the indicators such as Minutes of Meetings,
Agreements of Committees, SRC, School MIS,
transparency reports, dashboard, online platforms
etc.
3
• Aditional evidence/s that manifest actual practice
of the indicators such as Minutes of Meetings,
Agreements of Committees, SRC, School MIS,
transparency reports, dashboard, online platforms
3. The network allows easy exchange and etc.
access to information sources beyond the 3
school community.
5. A long-term program is in operation that 1. Developing structures are in place and • Long-term Learning and Development Plan for
addresses the training and development analysis of the competency and development school heads and community leaders
needs of school and community leaders. needs of leaders is conducted; result is used • Additional evidence/s that manifest actual practice
to develop a long-term training and of the indicators such as:
development program o LAC PLan and Accomplishment Reports
Sub-total 13
Percentage Weight of Leadership and Governance (30%) 0.78
Prepared by:
Noted:
MARILYN P. BUSTILLO
Leadership and Governance Focal Person JOSEPHINE L. ZARA
Head Teacher III
ENHANCED SCHOOL-BASED MANAGEMENT (SBM)ASSESSMENT TOOL with
CONTEXTUALIZED MEANS OF VERIFICATIONS (MOVs) FOR FY 2021
4. The learning systems are regularly and 1. A school-based monitoring and learning o Conduct Quarterly Card Day with relevant
collaboratively monitored by the community system is conducted regularly and documents such as Minutes of the
using appropriate tools to ensure the holistic cooperatively; and feedback is shared with Meeting,Attendance Sheets, Learners' Portfolio and
growth and development of the learners and stakeholders. The system uses a tool that Narrative Report
the community. monitors the holistic development of learners.
5. Appropriate assessment tools for teaching 1. The assessment tools are reviewed by the • Report on the Review of Summative Assessment
and learning are continuously reviewed and school and assessment results are shared Tools
improved and assessment results are with the school’s stakeholders. • Results of Assessment
contextualized to the learner and local • Report on the evaluattion of culminating activities
situations and the attainment of the relevant o Copies of summative assessment tools which
life skills. include written tests and other authentic
assessments
o Report on the Culminating Program Activities 3
5. Appropriate assessment tools for teaching • Report on the Review of Summative Assessment
and learning are continuously reviewed and Tools
improved and assessment results are • Results of Assessment
contextualized to the learner and local • Report on the evaluattion of culminating activities
situations and the attainment of the relevant o Copies of summative assessment tools which
life skills. 2. The Assessment tools are reviewed by the include written tests and other authentic
school community and results are shared assessments
with community stakeholders. o Report on the Culminating Program Activities 3
6. Learning managers and facilitators 1. Stakeholders are aware of child/learner- • Summary reports on stakeholders' participation
(teachers, administrators, and community centered,
2. rights-based,
Stakeholders begin toand inclusive
practice such as Brigada Eskwela, Oplan Balik Eskwela,
members) nurture values and environments principles of education.principles of education
child/learner-centered Enrollment Campaign, WASH, WINS, and other
that are protective to all children and Learning Managers
in the design and to
of support facilitators
education.conduct
implemented programs.
demonstrate behaviors consistent to the activities aimed to increase stakeholder’s
Learning managers and o Child Protection Policy
organization’s vision, mission and goals. awarenessapply
facilitators and commitment
the principlestoinfundamental
Implementation Report
designing o Documentation/
rights of children
learning materials.and the basic principle ofimplementation of Child Friendly School System
educating them. o Additional
evidence/s that manifest actual practice of the
3. Learning environments, methods and indicators such as Lesson plans / weekly home 2
resources are community driven, inclusive learning plans and learning materials integrating
and adherent to child’s rights and protection child-centered, right-based, and inclusive principles
requirements. of education.
Learning managers and facilitators observe
learners’ rights from designing the curriculum
to structuring the whole learning environment.
7. Methods and resources are learner and 1. Practices, tools and materials for • Report on the implementation of Independent-
community- friendly, enjoyable, safe, developing self-directed learners are highly Cooperative Learning (ICL) / Parent-Teacher
inclusive, accessible and aimed at developing observable in school, but not in the home or Conference
self-directed learners. Learners are equipped in the community. o Learning Management System
with essential knowledge, skills and values to Learning programs are designed and o Copy of designed and developed
assume resonsibility and accountability for developed to produce learners who are learning programs (Remediation/Intervention
their own learning. responsible and accountable for their Programs/Activities) offered in the school
learning. ADM/SLMs
4. Accountability assessment criteria and 1. The school, with the participation of •School M & E evaluation results (SMEA processes
tools, feedback mechanisms, and information stakeholders,
2. Stakeholdersarticulates an accountability
are engaged in the and tools) with recommnedations and agreements
collection and validation techniques and assessment framework
development with of
and operation basic
an appropriate • Feedback mechanism results
processes are inclusive and collaboratively components, including implementation
accountability assessment system. • Additional documents that manifest the actual
developed and agreed upon. guidelines to the stakeholders. practice such as :
o Approved and signed minutes of the meeting, 2
3. Stakeholders continuously and attendance and pictorial
collaboratively review and enhance o Approved resolutions
accountability systems, processes,
mechanisms and tools.
5. Appropriate assessment tools for teaching 1. School initiates periodic performance • Report on the conduct of School Monitoring,
and learning are continuously reviewed and 2. assessments with
Collaborative the participation
conduct of
of performance Evaluation, Plan and Adjustment (SMEA) Results 3
improved and assessment results are stakeholders.
assessment
3. informs planning,
School-community developedplanperformance • Additional documents that manifest the actual
contextualized to the learner and local adjustments is
assessment and requirements
practiced and is for
Sub-total basis for practice such as:
thetechnical 14
situations and the attainment of the relevant assistance.
improving
Percentage Weightmonitoring and evaluation
of Accountability o Minutes (25%
& Continuous Improvement of the Meeting 0.7
life skills. Prepared by: systems, providing monitoring and evaluation o Report on identified CIGPs on PPAs for TA
systems, providing technical assistance, and (presence of Technical Noted:
Assistance Plan and M&E
Plan)
JAYSON C.recognizing
FERRER and refining plans.
o Technical Assistance accomplishment
Accountability & Continuous Improvement Focal Person JOSEPHINE L. ZARA
report
Head Teacher III
ENHANCED SCHOOL-BASED MANAGEMENT (SBM)ASSESSMENT TOOL with
CONTEXTUALIZED MEANS OF VERIFICATIONS (MOVs) FOR FY 2021
2. A regular dialogue for planning and 1. Stakeholders are invited to participate in o Documentation in the participation of stakeholders
resource programming, that is accessible and theStakeholders
2. developmentare
of an educational
regularly planininthe
engaged in the Approved ESIP/AIP/ BELCP/APP
inclusive, continuously engage stakeholders resource and
planning programming, and in the and in
resource programming, o Additional documents that manifest the actual
and support implementation of community implementation
the of the
implementation educational
of the plan.
education plan. practice such as Minutes of the meetings, resolution,
education plans. and attendance
3
3. Stakeholders collaborate to ensure timely
and need-based planning and resource
programming and support continuous
implementation of the education plan.
3. In place is a community-developed 1. Stakeholders support judicious, • Updated MOOE Liquidation Report and School
resource management system that drives appropriate, and effective use of resource. Financial Reports in all activities
appropriate behaviors of the stakeholders to • Validated and Approved Disbursement report
ensure judicious, appropriate, and effective • Inventory of purchased materials
use of resources. 2. Stakeholders are engaged and share • BAC Documents
expertise in the collaborative development of • Minutes of the Meetings
resource management system. • Deed of Donations
3
• Minutes of the Meetings
• Deed of Donations
3
4. Regular Monitoring, evaluation, and 1. Stakeholders are invited to participate in • Reports on regular monitoring and evaluation of all
reporting processes of resource management theStakeholders
2. developmentcollaboratively
and implementation of in
participate assets of the school and audited by stakeholders
are collaboratively developed and monitoring, evaluation,
theStakeholders
3. developmentare and
andengaged,reporting
implementation
held of • Any of the following additional documents such
implemented by the learning managers, processes on
monitoring,
accountable resource
evaluation,
and management.
and
implement reporting process
a collaboratively as compliance of audit memorandum observation 3
facilitators and community stakeholders. on resourcesystem
developed management.
of monitoring, evaluation report, notice of diasallowance (if any), property and
and reporting for resource management. accountability clearance (for those who will transfer),
and others.
5. There is a system that manages the 1. An engagement procedure to identify and • Doumentation on Network Linkages
network and linkages, which strengthens and utilize partnerships with stakeholders for • Additional documents that manifest the actual
sustains partnerships for improving resource improving resource management is evident. practice such as:
management. o List of Partners
o Report/Status of External Linkages
2. Stakeholders support a system of o Memorandum of Agreement is forged between the
partnerships for improving resource school and the identified linkages and networks
management. o Stakeholders' appreciation activity/ commendation/ 2
award
3. An established system of partnership is
managed and sustained by the stakeholders
for continuous improvement of resource
management.
Sub-total 14
Percentage Weight of Management of Resources (15%) 0.42
Prepared by:
Noted:
LINDSEY L. CARIÑO
Management of Resources Focal Person JOSEPHINE L. ZARA
Head Teacher III
RATING SHEET
SBM VALIDATED PRACTICE (40%)
Rating Computation Subtotal
SBM Principles per Indicator (Total Score/No. of indicators) (Computed Result Total
x Weighted %)
A. Leadership and
Governance (30%)
1 3
2 3
3 2 2.60 0.78
4 3
5 2
B. Curriculum and Learning
Development (30%)
1 2
2 3
3 2
2.57 0.77
4 3
5 3
6 2
7 3
C. Accountability and
Continuous Improvement (25%)
1 3
2 3
2.80 0.7
3 3
4 2
5 3
D. Management of Resources
(15%)
1 3
2 3
2.80 0.42
3 3
4 3
TOTAL FOR PART II – Based 5 2
on SBM Validated Practice (40% 2.67 1.069
DOD Validation)
Prepared by:
Noted:
MARIETA C. MACALANDA
SBM Coordinator JOSEPHINE L. ZARA
Head Teacher III
Learning Outcomes Performance Indicators Value and Average Computation Results
Range Score
Completion Rate for the last 3 99-100 3
3 0.75
years (25%) 97-98 2
96 & below 1
SY 2018-2019 100
SY 2019-2020 100
SY 2020-2021 100
Average 100.00
Range Score
Promotion Rate for the last 3
` 1 0.25 100% 3
years (25%)
99-99.99 2
SY 2018-2019 100 98.99 & below 1
SY 2019-2020 100
SY 2020-2021 100
Average 100.00
Range Score
General MPS MPS for the last 3 years (25%) 2 0.5
85.00 & above 3
80.00- 84.99 2
SY 2018-2019 84.73 79.99 & below 1
SY 2019-2020 85.25
SY 2020-2021 85.93
Average 85.30
Drop-Out Rate for the last 3
Range Score
years (25% )
SY 2018-2019 0 0 3
Drop-Out Rate SY 2019-2020 0 3 0.75 0.01- 0.1 % 2
SY 2020-2021 0 0.11 & above 1
Average
2.25 1.35
Prepared by:
Noted:
MARIETA C. MACALANDA
SBM Coordinator JOSEPHINE L. ZARA
Head Teacher III
Areas Weight Results
A. Learning Outcomes 60% 1.35
B. SBM Assessment Score
40% 1.069
(DOD)
TOTAL 100% 2.42
2.42
Level II (Maturing )
Numerical Rating Scale Levels
0.5 – 1.49 Developing (Level I)
1.50 – 2.49 Maturing (Level II)
2.50 – 3.00 Advanced (Level III)
Prepared by:
Noted:
MARIETA C. MACALANDA
SBM Coordinator JOSEPHINE L. ZARA
Head Teacher III