Republic of the Philippines

Department Of Education
Region XI
Schools Division of Panabo City
SBM-QMS Calibrated Assessment Process and Tool (APAT) with Contextualized MOVs
Dimension 1: Leadership and Governance
Principle: Principle of Collective Leadership and Governance
Standard: 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.

Other documentary evidence of Documented Innovations/ SCORING RUBRICS DOD Observation/

LEVEL III REFERENCE
No. OUTCOMES best practices in the absence of Local Initiatives in the New CRITERIA Rating Discussion/
(Qualitative Indicators) DOCUMENTS the MOVs in the list Normal Recommendation
/Score
1 2 3
·   Copy of the *Annual updating of ESIP
approved ESIP with
Annexes (DO 44, s.
2015)
An Enhanced An ESIP that The reference
Sustained *Updated Liquidation
School Report and Transparency fostered broader documents and
implementation of ·   Attendance sheet
improvement Plan duly accomplished by Board ownership and other evidences
School
(ESIP) that the participating involvement of The reference have shown the
Development Plan The ESIP showed
fostered community the internal and documents engagement and
/Enhanced no proof of
collaboration of stakeholder in the external presented the collaboration of
School external
school and drafting of the stakeholders to involvement of at more than 7
1.1 Improvement SIP/AIP
stakeholders 3
communities to work together to least 7 stakeholders in
Plan(ESIP) that is involvement; only
work together to serve the best stakeholders as the SPT for
well understood school personnel
serve the best interest of the stipulated in DO broader
and are involved.
interest of the ·  Narrative/ photo learners and 44, s.2015. ownership in the
collaboratively
learners and their documentation, their access to delivery of basic
supported by minutes of the
access to quality quality basic education
stakeholders. activities and
basic education. education. services.
documentation of the
planning workshops
or the FGD sessions

TOTAL SCORE (add all the rating of the 3 indicators)

Other documentary evidence of Documented Innovations/

SCORING RUBRICS DOD Observation/
LEVEL III REFERENCE
No. OUTCOMES best practices in the absence of Local Initiatives in the New CRITERIA Rating Discussion/
(Qualitative Indicators) DOCUMENTS the MOVs in the list Normal Recommendation
1 2 3 /Score

*Quarterly updating of
·   Copy of the SBM
accomplished Project *Distribution of Student
using Monitoring Handbook and School
Report/SMEA Report Card

The engagement
All relevant
of stakeholders
programs, The
A collaboratively evidently shows
projects, and Not all programs, implementation
developed, that the School
School- activities Projects, and of the Programs,
implemented, Community
Community targetted in the Activities in the Projects, and
regularly takes the lead in
 *Promote and share SBM
Best Practices
·   Minutes of the The engagement
All relevant
meeting organized and of stakeholders
led by the community programs, The
A collaboratively evidently shows
stakeholders/SPT projects, and Not all programs, implementation
developed, that the School
School- with scheduled activities Projects, and of the Programs,
implemented, Community
Community session through FGD targetted in the Activities in the Projects, and
regularly takes the lead in
broader ownership for ESIP review ESIP ESIP are Activities in the
reviewed, the review and
in the implementation implemented ESIP are
Enhanced School adjustment of the
management and are regularly successfully, monitored, and
Improvement Plan relevant
1.2 implementation of reviewed and reviewed reviewed 3
(ESIP) that is ·   Photo Programs,
PAPs and in the adjusted by the regularly and collaboratively by
responsive, documentation on the Projects, and
regular review for school adjusted the school
relevant to the ESIP review Activities
the improvement conducted community according to the stakeholders and
varrying contexts inmplemented
of process and making them emerging needs adjusted to the
and needs of the according to the
practice. responsive to the of the school and emerging needs,
school and ESIP targets,
emerging issues community. challenges and
community. ·   Attendance sheet
timelines and
and concerns of opportunities.
duly accomplished by measurable
the school.
the participants outcomes.

·   Logbook for

incoming and
outgoing
communication in
platform.

TOTAL SCORE (add all the rating of the 5 indicators)

Other documentary evidence of Documented Innovations/

SCORING RUBRICS DOD Observation/
LEVEL III REFERENCE
No. OUTCOMES best practices in the absence of Local Initiatives in the New CRITERIA Rating Discussion/
(Qualitative Indicators) DOCUMENTS the MOVs in the list Normal Recommendation
1 2 3 /Score

·  PTA /SGC CBL/

Manual
The school is
The school has a The school has
guided by an
clear structure efficiently The school
agreed
and Business conducted the significantly
The school is organizational ·  Roles/Functions
elaborated in the
Process Map orientation on utilizes its
organized by a structure/Flow
minutes of meeting where the roles The school has the roles and Organizational
clear structure Charts/ Business
and an organizational responsiblities of Flow /Business
and work Process Map
responsibilities structure or Flow external and Process Map to
arrangements where the
all the existing Chart with a internal realign related
that promote community ·  Matrix of the
1.3 clubs and well-defined roles stakeholders processes that 3
shared leadership stakeholders take technical assistance
organizations, and based on its well promote shared
and governance the lead in provided to
stakeholders to committees and responsibilities of defined leadership and
and a well-defined defining the roles
sustain shared teams involving all school Organizational governance where
the roles and and
leadership and stakeholders personnel. Structure/Flow TA and
responsibilities of responsibilities in
governance support are well- Chart or administrative
the stakeholders. providing
defined, Business Map. support are in
technical and
discussed, and place.
administrative
practiced.
support.
 that promote community
1.3 clubs and well-defined roles stakeholders processes that 3
shared leadership stakeholders take
organizations, and based on its well promote shared
and governance the lead in
committees and responsibilities of defined leadership and
and a well-defined defining the roles
teams involving all school Organizational governance where
the roles and and
stakeholders personnel. Structure/Flow TA and
responsibilities of responsibilities in
support are well- Chart or administrative
the stakeholders. providing
defined, Business Map. support are in
technical and
discussed, and place.
administrative
practiced.
support. ·  Organizational flow
chart/ structure/
business process map

TOTAL SCORE (add all the rating of the 4 indicators)

Other documentary evidence of Documented Innovations/

SCORING RUBRICS DOD Observation/
LEVEL III REFERENCE
No. OUTCOMES best practices in the absence of Local Initiatives in the New CRITERIA Rating Discussion/
(Qualitative Indicators) DOCUMENTS the MOVs in the list Normal Recommendation
1 2 3 /Score

·  Documented on an
expanded access to
information and
network
communication to The school has The school has
A leadership other government established a institutionalized
network that agencies, organization functional a dynamic
and partners The school has
facilitates comprehensive organizational
The school has developed a
communication The network communication communication
institutionalized mechanism for
between and allows easy system that system that
a communication the presentation
among school and exchange and ·  Compillation of allows the regular facilitates
network that of school data
community access to report on the for a, presentation of information
1.4 facilitates profile including 3
leaders for information symposia and other the updated sharing to reach
efficient reporting but not limited to
informed sources beyond realted activities school data individuals,
system and easy the financial
decision-making the school profile including groups,
access to liquidations and
and solving of community. but not limited to organizations,
information. performance
school-community the financial LGUs,agencies
·  School Website/ indicators.
wide-learning liquidations and for school-
problems. Dash Board performance community
indicators. partnership.

·  School Report
Card/SMEA/Updated
Transparency Board

TOTAL SCORE (add all the rating of the 4 indicators)

Other documentary evidence of Documented Innovations/

SCORING RUBRICS DOD Observation/
LEVEL III REFERENCE
No. OUTCOMES best practices in the absence of Local Initiatives in the New CRITERIA Rating Discussion/
(Qualitative Indicators) DOCUMENTS the MOVs in the list Normal Recommendation
1 2 3 /Score

· Copy of the training

Development Plan and
Self- monitoring and
evaluation tool
(SMEA) The School
A sustained Initiated
The School The School
development Training and
Leaders efficiently Initiated Training
program is in Development
carried out the and Development The school has
operation where Program that is
responsibility for Programs implemented the
all school The school has sustained, all
their own training responsive to the Training and
personnel are crafted a long personnel are
and development, needs of Development
trained and term development trained and
1.5 School community personnel and Plan that is 3
capacitated and plan based on capacitated ,
leaders working information responsive to the
 The School
A sustained Initiated
The School The School
development Training and
Leaders efficiently Initiated Training
program is in Development
carried out the · Copy of and Development The school has
operation where Training/Activity
Program that is
responsibility for Programs implemented the
all school Design for teaching, The school has sustained, all
their own training responsive to the Training and
personnel are non-teaching and crafted a long personnel are
and development, needs of Development
trained and stakeholders term development trained and
1.5 School community personnel and Plan that is 3
capacitated and plan based on capacitated ,
leaders working information responsive to the
the stakeholders the needs of all stakeholders and
individually or in sharing activities needs of school
are well-informed · Report of school personnel. community
groups, coach and for stakeholders personnel and
and engaged in TIP/LAC/SLAC/LDM leaders are
mentor one and other stakeholders.
school session conducted informed and
another to achieve with proof of
community
development engaged in school
the VMG. attendance leaders.
activities. development
activities.

· Copy of Approved
ESIP/AIP

TOTAL SCORE (add all the rating of the 4 indicators)

Validated by:

Indicators Rating Score

Leadership and Governance Validator Leadership and Governance Validator DOD (30%) TWS
PSDS PSDS Dimension 1: 1.1 3 0.90
Leadership and 1.2 3 0.90
Attested: Governance 1.3 3 0.90
1.4 3 0.90
1.5 3 0.90
Leadership and Governance Team Leader Principal/School Head Weighted Average Rating (WAR) 30% 0.90
Teacher
 Republic of the Philippines

Department Of Education
Region XI
Schools Division of Panabo City
SBM-QMS Calibrated Assessment Process and Tool (APAT) with Contextualized MOVs
Dimension 2: Curriculum and Instruction
Principle: Principle of Community-Based Learning
Standard: The curriculum learning systems anchored on the community and learners' contexts and aspirations are collaboratively developed and continuously improved.

Other documentary evidence of Documented Innovations/ SCORING RUBRICS DOD Observation/

LEVEL III REFERENCE
No. OUTCOMES best practices in the absence of Local Initiatives in the New CRITERIA Rating Discussion/
(Qualitative Indicators) DOCUMENTS the MOVs in the list Normal Recommendation
/Score
1 2 3
·   Continouos *Distance Learning
Modalities (Modular and
Improvement Radio-Based Instruction)
Project/Action *Class Observation
Research for
Teaching Learning
process

·   Application of
Action Research
results

*School Reading
Intervention -Project
· Contextualized R.E.A.D (Reading
intervention program Enthusiasts Attaining
for teaching and Development)
learning.

*School -Based
·  Learners
Feeding Program
Profile/tracking
*Convocation Every
System
A curriculum Monday
that leads to a The evidence of
change in practice supports that
practice, The delivery of the school has The school regularly
inclusive, the basic designed and assesses the over-all
·  Culminating The basic education The school has implemented the efficiency and
relevant and education
Performances and curriculum has implemented inclusive Contextualized effectiveness of
responsive to the curriculum is
recital provided and responsive special Intervention programs instruction to drive
2.1 needs of all efficient and it opportunities for the program/s to address that are regularly continuous 3
types of learners suits the varying learners holistic diverse needs of monitored, assessed improvement of the
thereby contexts of the development. learners. and adjusted learning outcomes
producing school and according to the and the quality of
graduates who community. · Documentation on varrying contexts of education.
are equipped school offerings and the school and
community.
with the 21st specialized programs
century skills.
 graduates who community. varrying contexts of education.
are equipped the school and
community.
with the 21st
century skills.

·  Quarterly
assessment results

·  Classroom
Observation of
Teachers (COT)

·  Least of learner
who are NC II holders
(JHS, SHS)

·  Profile of SHS
graduates

TOTAL SCORE (add all the rating of the 10 indicators)

Other documentary evidence of Documented Innovations/

SCORING RUBRICS DOD Observation/
LEVEL III REFERENCE
No. OUTCOMES best practices in the absence of Local Initiatives in the New CRITERIA Rating Discussion/
(Qualitative Indicators) DOCUMENTS the MOVs in the list Normal Recommendation
1 2 3 /Score

· Contextualized
approaches are
integrated in the
DLP/DLL /ILP

· Compilation of
Quality-assured
localized learning
materials and
resources

A school that Best practices in

has created a localizing the · Lesson Guides and
WFHLP Learning
positive climate curriculum are The adoption of
The school and its standards and
for curriculum mainstreamed the approaches to
teachers are competencies are
innovation, and The school has the localization and
adaptive and adhered in the
localization and benchmarked by · Schedule for the compillation of contextualization
technically delivery of
contextualizatio other schools. A Remedial localized learning has provided
equipped in the instructions and
n to achieve remarkable Instruction/ materials and avenues for the
localization and preceded with
clearly defined increase increase Intervention Program context-based exploration of
2.2
objectives which in the number of
contextualization localization and
resources that are relevant modalities
3
of the curriculum contextualization
cast the learners projects that produced and which casted the
for the 21st of relating the
in an active, utilizes the utilized to achieve 21st century
century learners content of the
dynamic self- community as higher learning learners to be
to be holistically curriculum to
actualizing role, learning outcomes. holistically and
and skillfully local condition
competent and laboratory, and skillfully
developed. and real life
responsible for the schools as an developed.
situations.
learning agent of change
 technically delivery of
contextualizatio other schools. A localized learning has provided
equipped in the instructions and
n to achieve remarkable materials and avenues for the
localization and preceded with
clearly defined increase increase context-based exploration of
2.2 contextualization localization and 3
objectives which in the number of resources that are relevant modalities
of the curriculum contextualization
cast the learners projects that produced and which casted the
for the 21st of relating the
in an active, utilizes the utilized to achieve 21st century
· Compillation of century learners content of the
dynamic self- community as higher learning learners to be
Least learned to be holistically curriculum to
actualizing role, learning outcomes. holistically and
competencies and the and skillfully local condition
competent and laboratory, and skillfully
appropriate developed. and real life
responsible for the schools as an developed.
intervention situations.
learning agent of change
lifeskills. for development. program/activity and
the list of learners
who have not meet
the expectations

·  MELCS/SLMs

· Sample of students
creative and
innovative outputs

TOTAL SCORE (add all the rating of the 7 indicators)

Other documentary evidence of Documented Innovations/

SCORING RUBRICS DOD Observation/
LEVEL III REFERENCE
No. OUTCOMES best practices in the absence of Local Initiatives in the New CRITERIA Rating Discussion/
(Qualitative Indicators) DOCUMENTS the MOVs in the list Normal Recommendation
1 2 3 /Score

· School Reading
Program

· Math Thinkers
Quest (Math Camp,
Jingles)

· Copy of Strategic
Intervention
Escalating in the Materials
Learning
Stakehoder
Materials /SLMs (SIM)/Science The Self-Learning
engagement/sup Investigatory Projects
and basic Locally developed modules, Strategic
port in the (SIPs) approved by
approaches to Self-Learning Modules Intevention Materials,
production/ The school has
develop creative, the Division Office collaboratively
Developed/Produced (SLMs) Strategic and other resources
publication of Self-Learning Modules intervention Materials are efficiently utilized
critical thinking produced/published
the learning (SLMs), Strategic (SIMs), and other for instruction and
and problem locally Intervention Materials learning resources are information sharing
2.3 materials that · Collaboration with developed learning 3
solving skills of (SIMs), and other collaboratively which casted a strong
facilitate the SGC/ BRGY materials/SLMs with
learners are references for produced and made school and community
development of Educ.Committee/ the support of its
being learning. available with the connections and
creative, critical PTA in the stakeholders.
used/adopted in support of the actions that support
thinking and production of community experts. better outcomes for
school, in the
problem solving localized IMs. learning.
family and in
skills among
community
learners.
 learners are references for produced and made school and community
development of the support of its
being learning. available with the connections and
creative, critical stakeholders. support of the actions that support
used/adopted in
thinking and community experts. better outcomes for
school, in the
problem solving learning.
family and in
skills among
community
learners.
· School Assessment
Result (NAT, NCAE,
CFSS)

· Teacher-Made or
Teacher-Developed
Materials

· Memorandum Of
Understanding and
Deed Of Donation

TOTAL SCORE (add all the rating of the 7 indicators)

Other documentary evidence of Documented Innovations/

SCORING RUBRICS DOD Observation/
LEVEL III REFERENCE
No. OUTCOMES best practices in the absence of Local Initiatives in the New CRITERIA Rating Discussion/
(Qualitative Indicators) DOCUMENTS the MOVs in the list Normal Recommendation
1 2 3 /Score

· Records/documents
of the monitoring
System/ utilization of
data gathered

· Feedback on the
monitoring
conducted

·  Pictures,
Attendance, Narrative
Report/
Accomplishment
Reports

A. The
monitoring The school utilizes the
·  School based The school has monitoring and
An M&E installed a functional
system is competency The schools has The school has evaluation results for
Framework to monitoring system
accepted and assessment (SHS established an M & E adopted (national, collective action,
ensure the that tracked the
regularly used for only) Framework that regional and Division) recommendation
2.4 holistic growth achevement of the
collective outlines the or developed its own when changes maybe 3
A and objectives, inputs, tool to monitor curriculum goals and needed for
decision. objectives and the
development of outputs and outcomes progress, output and improvement of
( National, implementation of the practice.
the learners and ·  SRC reported to in the PIAs. outcomes.
Regional, targeted PAPs in the
the community. LGU, SGC/PTA ESIP.
Division or
meeting/Gen.
School-Based)
Assembly
 the learners and in the PIAs. outcomes. practice.
Regional, targeted PAPs in the
the community. ESIP.
Division or
School-Based)

·  Reports in the
conduct of Feedback
sessions with
stakeholders through
FGD

·  Data on the
nstitutional
Assessment (NCs) of
JHS/SHS Students
under the TVL/ICT
Track and Strand
(this does not apply
for the elementary).

TOTAL SCORE (add all the rating of the 7 indicators)

Other documentary evidence of Documented Innovations/

SCORING RUBRICS DOD Observation/
LEVEL III REFERENCE
No. OUTCOMES best practices in the absence of Local Initiatives in the New CRITERIA Rating Discussion/
(Qualitative Indicators) DOCUMENTS the MOVs in the list Normal Recommendation
1 2 3 /Score

• Clients' feedback

• Analysis of the The school has

An M&E
Monitoring system, created a Quality
Framework to B. The monitoring resuts process and tools are Assurance /M&E
ensure the monitoring tool M&E mechanism that Feedback mechanism
adjusted , gaps are Team to help set out
2.4 holistic growth measures is estalished to identified , challenges basic principles of
covers both productivity, efficiency improve the
are addressed, school operation that 3
B and qualitative and and effectiveness of monitoring system ,
• Copy of the performance measures
development of quantitative the school operation. process and tool .
Monitoring Tool indicators are clearly productivity,
the learners and indicators. defined. efficiency and
(National, Regional
the community. effectiveness.
and Division and
Contextualized)

• List of QA/M &E

Team

TOTAL SCORE (add all the rating of the 4 indicators)

Other documentary evidence of Documented Innovations/

SCORING RUBRICS DOD Observation/
LEVEL III REFERENCE
No. OUTCOMES best practices in the absence of Local Initiatives in the New CRITERIA Rating Discussion/
(Qualitative Indicators) DOCUMENTS the MOVs in the list Normal Recommendation
1 2 3 /Score
 ·   Copy of the
contextualized
learning program/s

·   Copy of School-

Initiated Intervention
(S.I.I.)

·   School Forms

The school Classroom-Based

Assessment Classroom-Based recognizes the ssessment results
Results showed School ·   Assessment Tools Assessment Tools active role of are, reviewed,
the development assessment are reviewed and teachers in analyzed and
of a broader results are used adjusted as a designing utilized to improve
The school has
range of life to develop systematc basis authentic instruction, adjust
utilized existing
skills among community- for making performance- teaching
2.5 assessment tools 3
learners and based learning inferences for based assessment strategies,
for teaching and
the significant programs that ·   Assessment teaching and tool with rubrics learning
learning.
academic are responsive to Rubrics learning to that made the approaches and
progress across the needs of determine the learning objecties find creative ways
learning areas diverse learners. academic progress and the evaluation that meet the
and grade levels. of diverse learners. criteria explicit needs of diverse
and measurable. learners.
·   Reading
Proficiency Profile for
Oral and Silent
Reading.

·   Profile of Non-

readers and learners
with special needs.

·   Quarterly
attendance for
parent-teacher
conference during
distribution of report
cards.

TOTAL SCORE (add all the rating of the 8 indicators)

Other documentary evidence of Documented Innovations/

SCORING RUBRICS DOD Observation/
LEVEL III REFERENCE
No. OUTCOMES best practices in the absence of Local Initiatives in the New CRITERIA Rating Discussion/
(Qualitative Indicators) DOCUMENTS the MOVs in the list Normal Recommendation
1 2 3 /Score
 · Accomplished
An inclusive, checklist in
Learning
gender-sensitive adherence to child
managers and The school has
School Learning protection learning
A. Community- facilitators initiated
environment, environment methods The school has The school has
driven learning observed community-driven
that nurtures and resources (to be conducted Child functional Child
environment that inclusivity of programs ,
the vision, clarified, if checklist Mapping and Protection Policy
2.6 is inclusive and learners and projects and
mission and is available) profiling of Committee 3
A adherent to ensure that they activities in
goals of the learners. ensuring that all
child’s rights and are protected with ensuring learners'
department of ( including OSC & learners are
protection their basic rights safety and
Education; OSY). protected.
requirements. in the school, protection in the
where" no · Copies of Child- home and new normal.
learner shall be centered DLL, community.
left behind". /strategies and other
instructional
materials

TOTAL SCORE (add all the rating of the 2 indicators)

Other documentary evidence of Documented Innovations/

SCORING RUBRICS DOD Observation/
LEVEL III REFERENCE
No. OUTCOMES best practices in the absence of Local Initiatives in the New CRITERIA Rating Discussion/
(Qualitative Indicators) DOCUMENTS the MOVs in the list Normal Recommendation
1 2 3 /Score

· Curriculum
guides/ teacher’s
manuals/ teacher’s
guides focusing on
children’s rights

B. A Child · Copy of the

Friendly Learning teacher-made
A learning School manager, The school has
Environment that Learning Materials
environment that teachers, non- incorporated the
gives value to the utilized for
instruction promotes the best teaching child-rights
over-all well-
interests of every personnel and approach in the
being of All School
learner where the other stakehoders delivery of the
individuals where Personnel are
2.6 child-rights have ensured the teaching and
every learner well- oriented on 3
B approach is best insterests of learning that
gets equal · CCFSS Assessment the CFSS and
incorporated in the learners,, their exemplifies the
opportunities to CPP.
the teaching and rights to safety aim of education
develop
learning to set out and holistic for the holistic
holistically his/
the aim for holistic education are development of
her fullest
education. cared for properly. every learner.
possible
potential. · CPP Committee/
Action Plan

· DLP/ILP
integrating CFSS and
CPP
 TOTAL SCORE (add all the rating of the 5 indicators)

Other documentary evidence of Documented Innovations/

SCORING RUBRICS DOD Observation/
LEVEL III REFERENCE
No. OUTCOMES best practices in the absence of Local Initiatives in the New CRITERIA Rating Discussion/
(Qualitative Indicators) DOCUMENTS the MOVs in the list Normal Recommendation
1 2 3 /Score

· Learners
Achievement/
accomplishment
report

· Progress/ tracking
report

· School Forms #9

· Learners Projects

· Portfolio (student’s Forged

Learners are output) partnership with
equipped with the stakeholders
A. Continuous
essential School for information
exchange of
knowledge, mechanisms and sharing, exchange
information
skills, and various initaitives The school has of expertise and
sharing and · Instructional
values to that forged established resources that
exchange of devices/ materials Various Initiatives
assume partnership with mechanisms in build learners who
2.7 expertise and to develop self-
responsibility stakeholders in the management are accountbale 3
A resurces in directed learners
accountability building learners of resources for for their own
school, home and are evident.
for their own who are curriculum learning to equip
community for
learning in accountable for implementation. themseleves with
the development · Learning Modules/
varying contexts their own learning KSA and values in
of self-directed Contextualized
of the new Activity Sheets across and development. the varying
learners.
normal in Learning Areas contexts of the
education. new normal in
education.

· Community
Learning Centers
 · Availability of
Instructional
Managers/ Mobile
Teacher for ALS

· Bridging/ Catch-up
Program/ADM

· Reading Center/
Sentro ng Pagbasa

· Workshop
Laboratories

TOTAL SCORE (add all the rating of the 12 indicators)

Other documentary evidence of Documented Innovations/

SCORING RUBRICS DOD Observation/
REFERENCE
No. OUTCOMES best practices in the absence of Local Initiatives in the New CRITERIA Rating Discussion/
DOCUMENTS the MOVs in the list Normal Recommendation
1 2 3 /Score

· Implementation of
mainstreamed
program (Inclusive
Education)

·  SMEA ( School
Monitoring , Evaluation
and Adjustment) of
mainstreamed program
Implementation

The mainstreamed
B. A learning Efficient execution
·  School Forms and Class programs and
program that is Program of the The school has
Teachers have other Special
continuously mainstreamed identified,
contributed to the Programs for basic
improved , programs for basic adopted,
efficient education are
mainstreamed education that benchmarked
management of efficiently
2.7 and relevant to blends learners of efficient
the mainstreamed implemented and 3
B emergent ·  Sample learning differing approaches and
programs and the delivered to help
demands of Resources/Output capabilites, the strategies for
corresponding learners with
learners with gifted and the mainstreaming
resources for special needs
special needs, the talented and those programs in
learning. including the
gifted and the with special education.
gifted and the
talented. needs.
talented.
 the mainstreamed implemented and 3
B emergent differing approaches and
programs and the delivered to help
demands of capabilites, the strategies for
corresponding learners with
learners with gifted and the mainstreaming
resources for special needs
special needs, the talented and those programs in
learning. including the
gifted and the with special education.
gifted and the
talented. needs.
·  Planning, talented.
Implementation,
Evaluation and
Accomplishment Reports
for Special Programs
(SPA,SPS,SPFL,STE,
Science
Curriculum ,SPED and
etc. if applicable)

·  Enrichment programs
implementated with
measurable impact, output
and outcomes.

TOTAL SCORE (add all the rating of the 6 indicators)

Validated by: Rating Score

Indicators
DOD (30%) TWS
2.1 3 0.90
Curriculum and Instruction Validator Curriculum and Instruction Validator 2.2 3 0.90
PSDS PSDS 2.3 3 0.90
Dimension 2: 2.4A 3 0.90
Curriculum and 2.4B 3 0.90
Attested: Instruction 2.5 3 0.90
2.6A 3 0.90
2.6B 3 0.90
Curriculum and Instruction Team Leader Principal/School Head 2.7A 3 0.90
Teacher 2.7B 3 0.90
Weighted Average Rating (WAR) 30% 0.90
 Republic of the Philippines

Department Of Education
Region XI
Schools Division of Panabo City
SBM-QMS Calibrated Assessment Process and Tool (APAT) with Contextualized MOVs
Dimension 3: Accountability and Continouos Improvement
Principle: Principle of Accountability for Performance and Results
Standard: 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.

Other documentary evidence of Documented Innovations/

SCORING RUBRICS DOD Observation/
LEVEL III REFERENCE
No. OUTCOMES best practices in the absence of Local Initiatives in the New CRITERIA Rating/ Discussion/
(Qualitative Indicators) DOCUMENTS the MOVs in the list Normal Recommendation
1 2 3 Score

·  RA 9155/ PPST/

PTA/SGC/SSG/ *Launching of Radio-
SPG/CPP Based Instruction -
CBL/Manual

Segments:
·  Roles/Functions
Kumustahan at Iba
elaborated in the
pa,Psychosocial and
minutes of the
Mental Health
meeting
Awareness,

·     Attendance
sheets,
accomplishment
report/ minutes
Ecumenical and
pictorials/
Project R.E.A.D
documentations of
-Ground Breaking of
the meeting
Project Pamulak
conducted on the
roles and
responsibilities of
SPT

·  Deed Of
An increasingly Donation/ -Volunteer-Teacher
enlightened Memorandum Of Program -
vision of shared An excalating Understanding The school has The school has
leadership and a expansion of School escalated expansion installed
renewed and community Roles and The school has of school and accountability
commitment in partnership and resposibilities in the organized a community mechanism in the
the performance sprouting local implementation of functional PTA/SGC, partnership, performance of
3.1 of multifaceted ·  Plan alignment Fence for a Secure the ESIP/AIP/PAPs are Stakeholders Forum, multifaceted roles of 3
initiatives have collectively agreed by adopters supporting collaboration and stakeholders to
weaved resources documents School
roles of the community the execution of the shared leadership sustain best
stakeholders to for learning to stakeholders. ESIP/AIP. and accountability practices for
sustain best achieve desired to achieve desired continuous
practices for goals. goals. improvement.
continuous
improvement.
 the performance sprouting local implementation of functional PTA/SGC, performance of
3.1 the ESIP/AIP/PAPs are Stakeholders Forum, partnership, multifaceted roles of 3
of multifaceted initiatives have collaboration and
collectively agreed by adopters supporting shared leadership stakeholders to
roles of weaved resources
for learning to the community the execution of the and accountability sustain best
stakeholders to stakeholders. ESIP/AIP. practices for
sustain best achieve desired to achieve desired
goals. goals. continuous
practices for ·  DRRM improvement.
continuous Implementation *School Landmark
improvement.
Plan and *Radio Station *Tree
Evaluation Planting

*Floor repair
·  Hazard Mapping *Installation of
Jalousies

·  Intervention
*Ground improvement
Programs

*Culminating activities
·  Enrichment
in the New Normal
Programs
such as

·  Special Program
Buwan ng Wika,Sci-
Implementation
Math Celebration,
Plan and
Children's Month and
Evaluation results
United Nation
if applicable.

TOTAL SCORE (add all the rating of the 10 indicators)

Other documentary evidence of Documented Innovations/

SCORING RUBRICS DOD Observation/
LEVEL III REFERENCE
No. OUTCOMES best practices in the absence of Local Initiatives in the New CRITERIA Rating/ Discussion/
(Qualitative Indicators) DOCUMENTS the MOVs in the list Normal Recommendation
1 2 3 Score

A sustained An improved school *Giving recognition to

Resilliency and community · Stakeholder’s parents and pupils
Program adaptive service access to
to varrying provide equal Recognition/Apprec
contexts, changing opportunities for iation/ Certificate
times and learning, shared of Awards and
educational trends decision making Incentives
in the delivery of with stakeholders,
quality basic recognition of best
education. practices ,initiatives
that support higher · List of awardees
performance (external and
outcomes.
internal)

· List of School
Awards

The school has

sustained best
The school has practices for R & R
An enabling The school has organized and and other support
mechanism for R & R given recognition to established a system services that are
that suits the need of performing for rewards and adaptive to varrying
3.2 the changing times teachers, learners recognition of contexts, trends in 3
 The school has
· School program sustained best
initiatives The school has practices for R & R
An enabling The school has organized and and other support
mechanism for R & R given recognition to established a system services that are
that suits the need of performing for rewards and adaptive to varrying
3.2 the changing times teachers, learners recognition of contexts, trends in 3
· Photo and trends in basic and stakeholderss at school personnel, the educational
documentation education. least once a year. learners and system and in the
stakeholders. delivery of relevanrt,
inclusive and quality
basic education.
· School
consolidated
approved O/IPCRF
of school head and
teachers

· Ressiliency
Program

· Succession Plan

· R & R Program

TOTAL SCORE (add all the rating of the 9 indicators)

Other documentary evidence of Documented Innovations/

SCORING RUBRICS DOD Observation/
LEVEL III REFERENCE
No. OUTCOMES best practices in the absence of Local Initiatives in the New CRITERIA Rating/ Discussion/
(Qualitative Indicators) DOCUMENTS the MOVs in the list Normal Recommendation
1 2 3 Score

· School Monitoring
Evaluation and
Assessment
School (SMEA)/Performan
community ce Review The school has The school has
Management
stakeholders Documents The school has designed/adopted installed
structures & conducted monitoring tools for performance
continuously & The accountability
mechanisms are monitoring activities performance review review, evaluation,
collaboratively system, processes,
responsive to mechanism, and for teaching and and evaluation of and adjusments to
3.3 review & enhance · Documents learning Progress school PAPs, enhance 3
the emerging tools are regularly
accountability showing and the status of academic progress accountability
learning needs reviewed.
systems’ collaborative PAPs of learners and the system across all
& demands of implementtion. improvement of the learning areas and
processes, activities for
the community. learning outcomes school operation.
mechanisms & Continuous
tools. Improvement e.g
program, survey
tool, pictures with
caption

TOTAL SCORE (add all the rating of the 2 indicators)

 Other documentary evidence of Documented Innovations/
SCORING RUBRICS DOD Observation/
LEVEL III REFERENCE
No. OUTCOMES best practices in the absence of Local Initiatives in the New CRITERIA Rating/ Discussion/
(Qualitative Indicators) DOCUMENTS the MOVs in the list Normal Recommendation
1 2 3 Score

· 100% of the PAPs

in the context of
the ESIP are
articulately &
collaboratively
reviewed by the
School school & other The school
A progressive community stakeholders. community has
mechanisms, tools stakeholders The accountability The school reguarly reviewed
and processes at all continuously & The school has community has the accountability
levels of school system, processes, conducted review colaboratively system and
collaboratively mechanism, and
governance have tools are on the developed and mechanism for
3.4 demonstrated the review & enhance · Minutes of the accountability implemented the enhancement of 3
accomplishment of the accountability review on the collaboratively system and accountability practice and for
systems , developed and
desired enhance agreed. mechanism. system and contiuous
interventions over processes, accountability mechanism. improvement at all
time. mechanisms & levels of school
systems, process governance.
tools. mechanisms &
tools

· PAPs monitoring
and tracking
documents

TOTAL SCORE (add all the rating of the 3 indicators)

Other documentary evidence of Documented Innovations/

SCORING RUBRICS DOD Observation/
LEVEL III REFERENCE
No. OUTCOMES best practices in the absence of Local Initiatives in the New CRITERIA Rating/ Discussion/
(Qualitative Indicators) DOCUMENTS the MOVs in the list Normal Recommendation
1 2 3 Score

· School Monitoring
Evaluation and
Assessment
(SMEA)/Performan
ce Review
Documents during
MPRE period

· Minutes of the
quarterly meetings,
regular assembly of
parents
(online/face to face)

School-
A systemic community
change in the developed Fostered School and The results of Fostered School-
existing school performance Community performance Community
governance has assessment is connections and has assessment and connections for an
institutionalized an evaluation, clientele increasing resilience
moved towards practiced & is the The school has feedback and in systemic change
 School-
A systemic community · Technical
change in the developed Assistance (TA) Fostered School and The results of Fostered School-
existing school performance Plan Community performance Community
governance has assessment is assessment and connections for an
connections and has evaluation, clientele increasing resilience
moved towards practiced & is the institutionalized an The school has feedback and in systemic change
shared decision basis for enabling resilience designed/adopted satisfaction are that embraces
coping mechanisms, mechanisms, tools utilized as basis for shared governance
making that improving tools and processes
3.5 · Report on the TA and processes to strategic action, TA as an optimal 3
instiutionalizes monitoring & in the utilization of
resilience coping evaluation provided. measure school provision and approach in
performance performance. alignment of plans blending resources
mechanisms, systems, assessment and for PAPs for the continuous
tools and providing evaluation results to
achieve the desired implementation and improvement in the
processes for technical improvement in the achievement of the
goals. delivery of services. desired goals.
continuous assistance &
improvement. recognizing & · CI Projects
refining plans. completed and its
utilization and
adoption

· Performance
assessment and
evaluation results

· Project W.A.T.C.H.
Implementation
Plan and
Accomplishment
Report that
capsulized support
to systemic change

TOTAL SCORE (add all the rating of the 7 indicators)

Validated by: Rating Score

Indicators
DOD(25%) TWS
Dimension 3: 3.1 3 0.75
Accountability and
Accountability & C.I. Validator Accountability & C.I. Validator
Continouos 3.2 3 0.75
PSDS PSDS Improvement 3.3 3 0.75
3.4 3 0.75
Attested: 3.5 3 0.75
Weighted Average Rating (WAR) 25% 0.75

Accountability & C.I. Member Principal/School Head

Teacher
 Republic of the Philippines

Department Of Education
Region XI
Schools Division of Panabo City
SBM-QMS Calibrated Assessment Process and Tool (APAT) with Contextualized MOVs
Dimension 4: Management of Resources
Principle: Convergence to Harness Resources for Education
Standard: Resources are collectively and judiciously mobilized and managed with transparency, effectiveness and efficiency.

Other documentary evidence of Documented Innovations/

SCORING RUBRICS DOD Observation/
LEVEL III REFERENCE
No. OUTCOMES (Qualitative best practices in the absence of Local Initiatives in the New CRITERIA Rating/ Discussion/
Indicators) DOCUMENTS the MOVs in the list Normal Recommendation
1 2 3 Score

A caring Collaboratives are *Donations from Private

community that sprouting in the · WFP, PPMP, APP & and Public Sectors
represents a management and Annual
promising urilization of Implementation Plan
direction and school resources , (AIP)
support to facilities and
address equiopment for
emerging issues teaching and
and concerns to learning that · Cash Disbursement
address learning evolved a wide Register (CDR) &
gaps and spectrum of Cash Disbursement
generate stakeholder Journal (CDJ),
resources responsibilities Updated
needed in the Transparency board
effective delivery in all generated
of instructions. funds

· Physical inventory The school has

fostered mechanism
of facilities, on the efficent
materials, chairs The school has management of
fixtures, lab. fostered resources compliant
accountability to COA guidelines
Apparatus/ mechanism that is The school has
Enhanced Basic compliant to COA The school has observed efficient on property
Education guidelines on school accomplished and use of its resources, management and
property submitted annual facilities and utilization, observed
4.1 Information System- transparaency and 3
National School management and inventory of school equipment maintained updated
has observed facilities and compliant to COA
Building Inventory efficiency and equipment. guidelines and school inventory of
(EBEIS-NSBI) transparency in the policies. supplies, facilities
management and and equipment,
utilization of buildings and
itsresources. learning resources
acquired, allocated,
· Minutes of the purchased and
donated
meeting reflecting the
presentation of
school budget to
teachers and
community during
PTA meetings
(opening, Mid-year,
Year- end)
 · Updated Human
Resource Profile

· School Form #3

TOTAL SCORE (add all the rating of the 6 indicators)

Other documentary evidence of Documented Innovations/

SCORING RUBRICS DOD Observation/
LEVEL III REFERENCE
No. OUTCOMES (Qualitative best practices in the absence of Local Initiatives in the New CRITERIA Rating/ Discussion/
Indicators) DOCUMENTS the MOVs in the list Normal Recommendation
1 2 3 Score

Continuous Stakeholders A Strategic Plan The school has The school has The school has
engagement of collaborate to · School Monitoring that intensified conducted strategic involved the internal involved the
resource planning and external stakeholders in the
stakeholders in ensure timely and Evaluation and mobilization to participated by the stakeholders in the regular dialogue and
strategic need-based Assessment/ address issues and internal strategic planning to strategic planning
planning, planning and Performance Review concerns in the stakeholders. address issues and for resource
implementation resource documents delivery of basic concerns in the new mobilization,
of PAPs, programming that education in the normal. intervention and
monitoring, support new normal. adjustment of ESIP
· Minutes of the targets for efficient
evaluation to continuous planning delivery of basic
upgrade implementation to conferences, education in the
4.2 3
component of address key meetings with the new normal.
best phases of task and stakeholders.
intervention in plan
the New Normal. implementation.
· Intervention
Program and Plan
adjustment that suit
the context and
needs in the new
normal.

TOTAL SCORE (add all the rating of the 3 indicators)

Other documentary evidence of Documented Innovations/

SCORING RUBRICS DOD Observation/
LEVEL III REFERENCE
No. OUTCOMES (Qualitative best practices in the absence of Local Initiatives in the New CRITERIA Rating/ Discussion/
Indicators) DOCUMENTS the MOVs in the list Normal Recommendation
1 2 3 Score

Judicious, Clientele-focused A successful The school has The school has The school has
appropriate, and resource implementation of developed a designed and sustained the
· School Monitoring the resource resource successfully implementation of
effective use of management management plan, management implemented its the community-
Evaluation and
school resources system is efficiently installed a system that is resource developed resource
Assessment/
to provide sustained, system that suits responsive to the management plan management
Performance Review school context, needs of the and has effciently system, replicated
quality basic replicated and
documents sustained, replicated community. installed its system, and becnhmarked
education. becnhmarked by
other schools, and benchmarked tools and processes. by other schools,
by other schools, individulas and
individuals and individuals and group.
group. group.
· Prompt submission
of Liquidation report

· Updated Report on
the Utilization of
School MOOE and
other Local Funds
4.3 (e.g PTA, SSG, and 3
Canteen)
 4.3 3

· Logbook for
incoming and
outgoing
communications.

· Attendance registry
for the activities

· Report on the
Inventory of School
Facilities and
Equipment

TOTAL SCORE (add all the rating of the 6 indicators)

Other documentary evidence of Documented Innovations/

SCORING RUBRICS DOD Observation/
LEVEL III REFERENCE
No. OUTCOMES (Qualitative best practices in the absence of Local Initiatives in the New CRITERIA Rating/ Discussion/
Indicators) DOCUMENTS the MOVs in the list Normal Recommendation
1 2 3 Score

School Heads School- The Annual The School Planning The results on the The School Priority
and Learning Community · School Monitoring Implementation and Project Teams monitoring of PAPs Improvement Areas
Evaluation and Plan and the School collaboration in the implementation are are reviewed to
Facilitators Collaboration are PIAs are reviewed monitoring and utilized for the plan make significant
have delineated in place,effective Assessment/Perform
and revisited, evaluation of PAPs adjustments that impact in the
high level of and appopriate ance Review management of implementation. addressed emerging implementation of
accountability collaboration of documents resources issues and concerns. PAPs and in
and resilliency school teams are implementation of strengthening on-
mechanism in considered as key PAPs are regularly going efforts
· Other documents monitored and supported by
the facets of evaluated to note stakeholders.
such as Brigada
management, addressing issues significant impact on
Eskwela
acquisition and in the school performance
Portfolio/Report
utlization of management of
resources for resources.
learning that
weaved the · Inventory of School
support of resources for
Stakeholders. learning.
4.4 3

· List and
accomplishment
reports of school
teams

· Monitoring and
evaluation results

· Documents on
Project W.A.T.C.H.
implementation and
advocacy

TOTAL SCORE (add all the rating of the 6 indicators)

Other documentary evidence of Documented Innovations/

SCORING RUBRICS DOD Observation/
LEVEL III REFERENCE
No. OUTCOMES (Qualitative best practices in the absence of Local Initiatives in the New CRITERIA Rating/ Discussion/
Indicators) DOCUMENTS the MOVs in the list Normal Recommendation
1 2 3 Score
 Upgraded An established Building capacity The school has The school has The school has
network and system of and infrastruce that forged partnerhip sustained upgraded network
sustained school- with stakeholders in partnership with the and linkages and
linkages, partnership with · MOA, MOU & community the implementation LGUs at all levels, sustained
multifaceted and stakeholders is resolutions partnership and of PAPs. Industries, agencies, stakeholder
integrated sustained and stakeholder groups and engagement in
partnerships are carried out in engagement in Individuals. raising the bar of
built to address daily activities to raising the bar of SBM Level of
complex needs build essential SBM Level of practice and the
Parctice. Continuous
in resource support to SBM. · Deed of donation/ Improvement of the
management. acceptance learning outcomes.

· List of donors,
adopters, existing
partners and
potential partners

4.5 3
· List of resources,
projects acquired
through donations,
partnership and
stakeholders
engagement

· BRIGADA
ESKWELA/ASP
Report and
Evaluation Results

· Resource
Mobilization
Documents

TOTAL SCORE (add all the rating of the 6 indicators)

Validated by: Rating Score

Indicators
DOD (15%) TWS
Dimension 4: 4.1 3 0.45
Resources Management Validator Resources Management Validator Management of 4.2 3 0.45
PSDS PSDS Resources 4.3 3 0.45
4.4 3 0.45
Attested: 4.5 3 0.45
Weighted Average Rating (WAR) 15% 0.45

Resources Management Team Leader Principal/School Head

Teacher
School Enrolment Data
2020-2021 2019-2020 2018-2019 2017-2018
Level male female total Level male female total Level male female total Level male female
7 29 28 57 7 34 27 61 7 36 27 63 7 26 33
8 33 31 64 8 37 27 64 8 20 30 50 8 30 30
9 32 24 56 9 22 32 54 9 28 29 57 9 22 24
10 30 25 55 10 28 24 52 10 20 19 39 10 23 19
11 22 28 50 11 10 15 25 11 7 5 12 11 19 14
12 23 19 42 12 8 5 13 12 13 12 25 12
TOTAL 169 155 324 TOTAL 139 130 269 TOTAL 124 122 246 TOTAL 120 120

School Age profile

2020-2021 2019-2020 2018-2019
Level age male female total Level age male female total Level age male female total
7 12 0 7 12 0 7 12 0
8 13 0 8 13 0 8 13 0
9 14 0 9 14 0 9 14 0
10 15 0 10 15 0 10 15 0
11 16 13 7 20 11 16 0 11 16 0
12 17 11 11 22 12 17 0 12 17 0
TOTAL 24 18 42 TOTAL 0 0 0 TOTAL 0 0 0
Drop Out Rate
2020-2021 2019-2020 2018-2019
DropOut (Cur) Enrolment (Prev) Rate DropOut (Cur) Enrolment (Prev) Rate DropOut (Cur) Enrolment (Prev) Rate
0 269 0% 1 246 0% 0 240 0%

Cohort-Survival Rate
2020-2021 2019-2020 2018-2019
G-10 current G-7 3yrs ago Rate G-10 current G-7 3yrs ago Rate G-10 current G-7 3yrs ago Rate
55 59 93% 52 67 78% 39 69 57%

Graduation Rate
2020-2021 2019-2020 2018-2019
G-12 graduates EoS G-12 Enrolment BoE Rate G-12 graduates EoS G-12 Enrolment BoE Rate G-12 graduates EoS G-12 Enrolment BoE Rate
42 42 100% 12 13 92% 25 25 100%

Retention Rate
2020-2021 (enrolment) 2019-2020 (enrolment) 2018-2019 (enrolment)
G8-12 Current G7-11 Previous Rate G8-12 Current G7-11 Previous Rate G8-12 Current G7-11 Previous Rate
267 256 104% 208 221 94% 183 240 76%

Promotional Rate
2020-2021 2019-2021 2018-2019
Promotees (Cur) Enrolment (Prev) Rate Promotees (Cur) Enrolment (Prev) Rate Promotees (Cur) Enrolment (Prev) Rate
324 269 120% 269 246 109% 246 240 103%

Completion Rate
2020-2021 2019-2020 2018-2019
G-10 Completers G-7 3yrs ago Rate G-10 Completers G-7 3yrs ago Rate G-10 Completers G-7 3yrs ago Rate
55 59 93% 52 67 78% 39 69 57%

Proficiency Level 2020-2021 (y1) 2019-2020 (y2)

Written Works Grade Level Grade Level
Average
 Average
Learning Areas 7 8 9 10 11 12 7 8 9 10 11 12
JUNIOR
FILIPINO 83% 85% 85% 86% 84.65% 82% 84% 86% 85%
ENGLISH 80% 82% 84% 81% 81.85% 82% 85% 80% 84%
MATHEMATICS 80% 80% 82% 83% 81.37% 80% 80% 80% 84%
SCIENCE 84% 84% 84% 85% 84.14% 84% 85% 85% 86%
ARAL PAN 88% 90% 87% 91% 88.90% 88% 90% 89% 91%
EPP/TLE 85% 86% 86% 86% 85.78% 85% 86% 86% 87%
MAPEH 84% 82% 81% 85% 82.99% 83% 81% 80% 82%
ESP 81% 85% 82% 86% 83.54% 81% 84% 82% 81%
Sub-Total: 84.15%
SENIOR
TVL-AFA 85% 87% 86.00% 86% 87%

Sub-Total: 86.00%

General Average 85.08%

 2020-2021 (y1) 324 2019-2020 (y2) 2018-2019 (y3)
Nutritional Status Pre Post Rate Score Nutritional Status Pre Post Rate Score Nutritional Status Pre
Normal 0% 5 Normal 0% 5 Normal
Wasted 0% 15 Wasted 0% 15 Wasted
Severely Wasted 0% 15 Severely Wasted 0% 15 Severely Wasted
Overweight 0% 15 Overweight 0% 15 Overweight
Obese 0% 15 Obese 0% 15 Obese
Total 0 0 Total 0 0 Total 0

2020-2021 (y1) 2019-2020 (y2) 2018-2019 (y3)

Reading Proficiency Pre Post Enrolment Score Reading Proficiency Pre Post Enrolment Score Reading Proficiency Pre
A. English 324 A. English 269 A. English
Non-Readers 0% 5 Non-Readers 0 0 0% 5 Non-Readers 0
Frustration 0% 5 Frustration 197 57 71% 15 Frustration 114
Instructional 0% 5 Instructional 31 79 155% 15 Instructional 66
Independent 0% 5 Independent 21 30 43% 15 Independent 40
Total 0 0 249 166 220
2020-2021 (y1) 2019-2020 (y2) 2018-2019 (y3)
B. Filipino 324 B. Filipino 269 B. Filipino
Non-Readers 0% 5 Non-Readers 0 0 0% 5 Non-Readers 0
Frustration 0% 5 Frustration 207 59 71% 15 Frustration 118
Instructional 0% 5 Instructional 24 64 167% 15 Instructional 64
Independent 0% 5 Independent 19 44 132% 15 Independent 38
0 0 250 167 220
 2016-2017 2015-2016 2014-2015 2013-2014
total Level male female total Level male female total Level male female total Level male
59 7 34 33 67 7 35 34 69 7 31 25 56 7 30
60 8 31 31 62 8 28 25 53 8 26 41 67 8 27
46 9 26 21 47 9 27 37 64 9 23 16 39 9 29
42 10 24 29 53 10 24 17 41 10 27 31 58 10 21
33 11 0 11 0 11 0 11
0 12 0 12 0 12 0 12
240 TOTAL 115 114 229 TOTAL 114 113 227 TOTAL 107 113 220 TOTAL 107

2017-2018 2016-2017 2015-2016

Level age male female total Level age male female total Level age male female total
7 12 0 7 12 0 7 12 0
8 13 0 8 13 0 8 13 0
9 14 0 9 14 0 9 14 0
10 15 0 10 15 0 10 15 0
11 16 0 11 16 0 11 16 0
12 17 0 12 17 0 12 17 0
TOTAL 0 0 0 TOTAL 0 0 0 TOTAL 0 0 0
 2017-2018 2016-2017 2015-2016
DropOut (Cur) Enrolment (Prev) Rate DropOut (Cur) Enrolment (Prev) Rate DropOut (Cur) Enrolment (Prev) Rate
0 229 0% 0 227 0% 0%

2017-2018 2016-2017 2015-2016

G-10 current G-7 3yrs ago Rate G-10 current G-7 3yrs ago Rate G-10 current G-7 3yrs ago Rate
42 56 75% 0 0 0% 0 0%

2017-2018 2016-2017 2015-2016

G-12 graduates EoS G-12 Enrolment BoE Rate G-12 graduates EoS G-12 Enrolment BoE Rate G-12 graduates EoS G-12 Enrolment BoE Rate
0 0 0% 0 0 0% 41 41 100%

2017-2018 (enrolment) 2016-2017 (enrolment) 2015-2016 (enrolment)

G8-12 Current G7-11 Previous Rate G8-12 Current G7-11 Previous Rate G8-12 Current G7-11 Previous Rate
181 229 79% 162 227 71% 158 220 72%

2017-2018 2016-2017 2015-2016

Promotees (Cur) Enrolment (Prev) Rate Promotees (Cur) Enrolment (Prev) Rate Promotees (Cur) Enrolment (Prev) Rate
240 229 105% 229 227 101% 227 220 103%

2017-2018 2016-2017 2015-2016

G-10 Completers G-7 3yrs ago Rate G-10 Completers G-7 3yrs ago Rate G-10 Completers G-7 3yrs ago Rate
42 56 75% 0 0 0% 0 0 0%

2018-2019 (y3) 2017-20218

Grade Level Grade Level
Average Average Average
Average Average Average
7 8 9 10 11 12 7 8 9 10 11 12

84.25% 85% 82% 85% 84% 84.00% 85% 82% 85% 84% 84.00%
82.75% 82% 85% 82% 85% 83.50% 82% 85% 82% 85% 83.50%
81.08% 80% 80% 80% 83% 80.79% 80% 80% 80% 83% 80.79%
85.00% 82% 84% 85% 85% 84.00% 82% 84% 85% 85% 84.00%
89.33% 86% 90% 87% 89% 88.00% 86% 90% 87% 89% 88.00%
86.19% 85% 85% 86% 86% 85.38% 85% 85% 86% 86% 85.38%
81.48% 83% 85% 84% 85% 84.18% 83% 85% 84% 85% 84.18%
82.18% 80% 83% 80% 84% 82.08% 80% 83% 80% 84% 82.08%
84.03% 83.99% 83.99%

86.34% 84% 85% 84.37% cv 84% 85% 84.37%

86.34% 84.37% 84.37%

85.18% 84.18% 84.18%

8-2019 (y3) 2017-2018 2016-2017
Post Rate Score Nutritional Status Pre Post Rate Score Nutritional Status Pre Post Rate Score
0% 5 Normal 0% 5 Normal 1098 1151 5% 5
0% 15 Wasted 0% 15 Wasted 50 43 86% 15
Severely
0% 15 Severely Wasted 0% 15 61 25 41% 15
Wasted
0% 15 Overweight 0% 15 Overweight 19 8 42% 15
0% 15 Obese 0% 15 Obese 3 2 67% 15
0

8-2019 (y3) 2017-2018 2016-2017

Post Enrolment Score Reading Proficiency Pre Post Enrolment Score Reading Proficiency Pre Post Enrolment Score
246 A. English 1427 A. English 193
0 0% 5 Non-Readers 0% 5 Non-Readers 0% 5
97 15% 5 Frustration 0% 5 Frustration 0% 5
71 8% 5 Instructional 0% 5 Instructional 0% 5
53 33% 15 Independent 0% 5 Independent 0% 5
221 0 0 0 0
8-2019 (y3) 2017-2018 2016-2017
246 B. Filipino 1427 B. Filipino 193
0 0% 5 Non-Readers 0% 5 Non-Readers 0% 5
53 55% 15 Frustration 0% 5 Frustration 0% 5
97 52% 15 Instructional 0% 5 Instructional 0% 5
67 76% 15 Independent 0% 5 Independent 0% 5
217 0 0 0 0
013-2014 2012-2013 2011-2012 2010-2011
female total Level male female total Level male female total Level male female total
41 71 7 0 1/7 0 1/7 0
22 49 8 0 2/8 0 2/8 0
28 57 9 0 3/9 0 3/9 0
19 40 10 0 4/10 0 4/10 0
0 11 0 5/11 0 5/11 0
0 12 0 6/12 0 6/12 0
110 217 TOTAL 0 0 0 TOTAL 0 0 0 TOTAL 0 0 0

2014-2015 2013-2014 2012-2013

Level age male female total Level age male female total Level age male female total
7 12 0 7 12 0 7 12 0
8 13 0 8 13 0 8 13 0
9 14 0 9 14 0 9 14 0
10 15 0 10 15 0 10 15 0
11 16 0 11 16 0 11 16 0
12 17 0 12 17 0 12 17 0
TOTAL 0 0 0 TOTAL 0 0 0 TOTAL 0 0 0
 2016-2017
Grade Level
Average
 Average
7 8 9 10 11 12

#DIV/0!
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 2015-2016
Reading Proficiency Pre Post Enrolment Score
A. English 193
Non-Readers 0% 5
Frustration 0% 5
Instructional 0% 5
Independent 0% 5
0 0
2015-2016
B. Filipino 193
Non-Readers 0% 5
Frustration 0% 5
Instructional 0% 5
Independent 0% 5
0 0
 2011-2012 2010-2011
Level age male female total Level age male female total
7 12 0 7 12 0
8 13 0 8 13 0
9 14 0 9 14 0
10 15 0 10 15 0
11 16 0 11 16 0
12 17 0 12 17 0
TOTAL 0 0 0 TOTAL 0 0 0
 Republic of the Philippines
Department Of Education
Region XI
Schools Division of Panabo City
SCHOOL BASED MANAGEMENT LEVEL OF PRACTICE VALIDATION FORM
School Name: School ID:
Reg/Div: REGION XI/ PANABO CITY DIVISION School Year:
Step 1: Improvement Learning Outcome (ILO)-(60%) Date of Validation:
Enrolment Equivalent Weighted
Baseline (2017-2018)
240 % Interval Points Score Score
SY 2018-2019 246 3% 5% and Up 15 0.00
SY 2019-2020 269 9% 3% - 4% 10 15
0.03
SY 2020-2021 324 20% 2% and below 5 15
Average/ Variance/ Percentage 11% Percentage Distribution 3% 15
Equivalent
Dropout Rate Rate Interval Points Score Weighted Score

SY 2018-2019 0% 0% 15 15
SY 2019-2020 0% 1% - 2% 10 10
0.03
SY 2020-2021 0% 3% and Up 5 15
Average/ Variance/ Percentage 0% Percentage Distribution 5% 10
Equivalent
Survival Rate Rate Interval Points Score Weighted Score

SY 2018-2019 57% 95% - 100% 15 5

SY 2019-2020 78% 90% - 94% 10 5
0.01
SY 2020-2021 93% 89% and below 5 10
Average/ Variance/ Percentage 76% Percentage Distribution 3% 5
Equivalent
Graduation Rate Rate Interval Points Score Weighted Score

SY 2018-2019 100% 95% - 100% 15 15

SY 2019-2020 92% 90% - 94% 10 10
0.03
SY 2020-2021 100% 89% and below 5 15
Average/ Variance/ Percentage 97% Percentage Distribution 3% 15
Equivalent
Retention Rate Rate Interval Points Score Weighted Score

SY 2018-2019 76% 95% - 100% 15 5

SY 2019-2020 94% 90% - 94% 10 10
0.02
SY 2020-2021 104% 89% and below 5 15
Average/ Variance/ Percentage 92% Percentage Distribution 3% 10
Equivalent
Promotion Rate Rate Interval Points Score Weighted Score

SY 2018-2019 103% 95% - 100% 15 15

SY 2019-2020 109% 90% - 94% 10 15
0.03
SY 2020-2021 120% 89% and below 5 15
Average/ Variance/ Percentage 111% Percentage Distribution 3% 15
Equivalent
Completion Rate Rate Interval Points Score Weighted Score

SY 2018-2019 57% 95% - 100% 15 5

SY 2019-2020 78% 90% - 94% 10 5
0.01
SY 2020-2021 93% 89% and below 5 10
Average/ Variance/ Percentage 76% Percentage Distribution 3% 5
Equivalent
Proficiency Level/Rate Rate Interval Points Score Weighted Score

SY 2018-2019 84% 85% and Up 15 10

SY 2019-2020 85% 70% – 84% 10 15
0.09
SY 2020-2021 85% 69% and below 5 15
Average/ Variance/ Percentage 85% Percentage Distribution 14% 10
Equivalent
Nutritional Status Rate Interval Points Score Weighted Score

SY 2018-2019 0% 80% and Up 15 5

Normal
 Normal SY 2019-2020 0% 60% – 79% 10 5
SY 2020-2021 0% 59% and below 5 5
Average/ Variance/ Percentage 0% 5
SY 2018-2019 0% 0% – 10% 15 15
Wasted SY 2019-2020 0% 11% – 20% 10 15
SY 2020-2021 0% 21% and Up 5 15
Average/ Variance/ Percentage 0% 15
SY 2018-2019 0% 0% – 10% 15 15
Severely Wasted SY 2019-2020 0% 11% – 20% 10 15
0.04
SY 2020-2021 0% 21% and Up 5 15
Average/ Variance/ Percentage 0% 15
SY 2018-2019 0% 0% – 10% 15 15
Overweight SY 2019-2020 0% 11% – 20% 10 15
SY 2020-2021 0% 21% and Up 5 15
Average/ Variance/ Percentage 0% 15
SY 2018-2019 0% 0% – 10% 15 15
Obese SY 2019-2020 0% 11% – 20% 10 15
SY 2020-2021 0% 21% and Up 5 15
Average/ Variance/ Percentage 0% Percentage Distribution 5% 15
Equivalent
Reading Milestones Rate Interval Points Score Weighted Score
(Phil-IRI/Contextualized Tool/Results of the 8-week Curriculum)
A. Proficiency in English (Elementary - 6% and Secondary - 6%)
SY 2018-2019 33% 30% increment 15 15
Independent SY 2019-2020 43% 20%-29% 10 15
SY 2020-2021 0% 19% and below 5 5
Average/ Variance/ Percentage 25% 10
SY 2018-2019 8% 30% increment 15 5
Instructional SY 2019-2020 155% 20%-29% 10 15
0.04
SY 2020-2021 0% 19% and below 5 5
Average/ Variance/ Percentage 54% 15
SY 2018-2019 15% 80% and above reduction 15 5
Frustration SY 2019-2020 71% 50% - 79% reduction 10 10
SY 2020-2021 0% 49% and below reduction 5 5
Average/ Variance/ Percentage 29% Percentage Distribution 6% 5
Equivalent
Reading Milestones Rate Interval Points Score Weighted Score
(Phil-IRI/Contextualized Tool/Results of the 8-week Curriculum)
B. Literacy Level English (Elementary - 6% and Secondary - 6%)
SY 2018-2019 0% 80% and above reduction 15 5
Non-Readers SY 2019-2020 0% 50% - 79% reduction 10 5
SY 2020-2021 0% 49% and below reduction 5 5
Average/ Variance/ Percentage 0% 5
SY 2018-2019 0% 80% and above reduction of non-readers 15 5
Impact of the reading
intervention programs. SY 2019-2020 0% 50% - 79% reduction of non-readers 10 5
0.02
SY 2020-2021 0% 49% and below reduction of non-readers 5 5
Average/ Variance/ Percentage 0% 5
SY 2018-2019 85% 90% - 100% Full implementation 15 15
Implementation of
intervention programs for SY 2019-2020 85% 70%-89% Implementing and operationalizing 10 15
Learners with Special Needs
SY 2020-2021 85% 69% and below Planning and Resourcing 5 15
Average/ Variance/ Percentage 85% Percentage Distribution 3% 15
Equivalent
Reading Milestones Rate Interval Points Score Weighted Score
(Phil-IRI/Contextualized Tool/Results of the 8-week Curriculum)
A. Proficiency in Pilipino (Elementary - 6% and Secondary - 6%)
SY 2018-2019 76% 30% increment 15 15
Independent SY 2019-2020 132% 20%-29% 10 15
SY 2020-2021 0% 19% and below 5 5
0.05
 Average/ Variance/ Percentage 69% 15
0.05
SY 2018-2019 52% 30% increment 15 15
Instructional SY 2019-2020 167% 20%-29% 10 15
SY 2020-2021 0% 19% and below 5 5
Average/ Variance/ Percentage 73% 15
SY 2018-2019 55% 80% and above reduction 15 10
Frustration SY 2019-2020 71% 50% - 79% reduction 10 10
SY 2020-2021 0% 49% and below reduction 5 5
Average/ Variance/ Percentage 42% Percentage Distribution 6% 5
Equivalent
Reading Milestones Rate Interval Points Score Weighted Score
(Phil-IRI/Contextualized Tool/Results of the 8-week Curriculum)
B. Literacy Level Pilipino (Elementary - 6% and Secondary - 6%)
SY 2018-2019 0% 80% and above reduction 15 5
Non-Readers SY 2019-2020 0% 50% - 79% reduction 10 5
SY 2020-2021 0% 49% and below reduction 5 5
Average/ Variance/ Percentage 0% 5
SY 2018-2019 0% 80% and above reduction of non-readers 15 5
Impact of the reading
intervention programs. SY 2019-2020 0% 50% - 79% reduction of non-readers 10 5
0.01
SY 2020-2021 0% 49% and below reduction of non-readers 5 5
Average/ Variance/ Percentage 0% 5
SY 2018-2019 86% 90% - 100% Full implementation 15 10
Implementation of
intervention programs for SY 2019-2020 86% 70%-89% Implementing and operationalizing 10 10
Learners with Special Needs
SY 2020-2021 86% 69% and below Planning and Resourcing 5 10
Average/ Variance/ Percentage 86% Percentage Distribution 3% 10
60%
Total Weighted Score of Learning Outcomes 0.423
Total 60% Improvement of Learning Outcomes 42.3
Step 2: Compute for vaidated SBM Assessment Scores (40%) Remarks and recommendations:
Weighted
SBM Principles Rates
Weighted Average Rate

Leadership and Governance 30% 0.90

Curriculum-Based Learning 30% 0.90
Accountability and CI 25% 0.75
Resource Management 15% 0.45
Subtotal 3.00
Total 40% Documents Observation and Discussion 40.00
Step 3: Compute for the Final Rating
Areas Percentage Results
A. Performance Improvement 60% 42.33
B. SBM Assessment Score (DOD) 40% 40.00 Legend:
GRAND TOTAL 100% 82.33 Level III 75% and Up Advanced

SBM Level of Practices Level III Level II 50% to 74% Maturing

Description Advanced Level I below 49% Developing

Prepared by the School Assessment Committee:

School SBM Coordinator School Principal/School Head

Validated by the Division Assessment Committee:

PSDS/Focus Supervisor PSDS/Focus Supervisor

Reviewed by:

KEREN T. LUMA, MAEM

Education Program Supervisor, SGOD
Division SBM Coordinator

Recommending Approval:

AILENE B. ANONUEVO, Ph.D.

Chief Education Supervisor, SGOD

Approved:

REYNANTE A. SOLITARIO, EdD, CESO VI

Schools Division Superintendent