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REVISED SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL

Part 1. Introduction

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

Part II. Basic School/Learning Centers (LC) Information


Name of School/ Learner Center: ALUPAPAN INTEGRATED SCHOOL
Region/Division: CORDILLERA ADMINISTRATIVE REGION – DIVISION OF IFUGAO
Name of School Head: EDISON C. BALANIAN

Part III. Instruction to the user


Please indicate using a checkmark the extent of SBM practice for each indicator listed below (numbered) based on the validation of the team
consensual agreement after systematic D-O-D (Document Analysis- Observation-Discussion). On the other hand, for indicators without no
evidence just mark it zero.

Part IV. Rating Scale


0 – No evidence
1 - Evidence indicates developing structures and mechanisms are in place to demonstrate ACCESs
2 - Evidence indicates planned practices and procedures implemented and aligned to ACCESs
3 - Evidence indicates practices and procedure satisfy quality standards
REVISED SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL

I. Leadership and Governance II.


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 contexts of diverse environment

Score
score

score
Indicators Level 1 Level 2 Level 3

1.In place is a Development The development plan guided by the The development plan is evolved The development plan is
Plan (e.g. SIP) developed school’s vision, mission and goal (VMG) through the shared leadership of the enhanced with the community
collaboratively by the is developed through the leadership of school and the community performing the leadership roles, and
stakeholders of the school and the school and participation of some stakeholders the school providing technical
community invited community stakeholders support.

 Vision and mission statement   Documents in Level 1  Documents in Level 1 and 2 


 School Improvement Plan  Annual Improvement Plan  PTA-Homeroom/Action
(Original SIP) (AIP) Plans
Documents  Enhanced SIP  Revised SIP/AIP  Project initiated and
 Letter of invitation to  Minutes of meetings implemented by
stakeholders  SIP/AIP incorporated in the stakeholders
 Attendance sheet Barangay Development Plan  Technical
 Minutes of meeting/  Roles of Stakeholders are Assistance(Resolutions/proj
Pictorials identified in the ect proposal)
implementation of  Program of
plans/organization work/Acceptance Report
 SIP/Re-entry  Certification from Barangay
Plan/Supplemental Plan Officials/Funding agency/ies
and pictorials
 Constitution and By-Laws
2.The development plan (e.g. The school leads the regular review The school and community The community stakeholders

SIP)is regularly reviewed by the and improvement of the development stakeholders working as full partners, lead the regular review and
school community to keep it plan. lead the continual review and improvement process; the school
responsive and relevant to improvement of the development stakeholders facilitate the process.
emerging needs, challenges and plan
opportunities
 Letter of invitation to   Documents in Level 1   Documents of Level 1 & 2 
concerned stakeholders  Notice to the stakeholders  Minutes of the meetings
 Attendance Sheet of  Minutes of the meeting  Notice to stakeholders
Documents participants  Enhanced SIP/AIP  Reports on the school
 M & E Sheet  Enhanced school clubs/ performance by
 Minutes of meeting organizations stakeholders.
 Re-entry plans  Modified SIP/AIP
 Pictorials  Certificates of
Participation/Recognition

3.The school is organized by a The school defines the The school and community Guided by an agreed

clear structure and work organizational structure, and the roles collaboratively define the structure organizational structure, the
arrangements that promote and responsibilities of stakeholders and the roles and responsibilities of community stakeholders lead in
shared leadership and stakeholders defining the organizational structure
governance and define the and the roles and responsibilities;
roles and responsibilities of the school provides technical and
stakeholders administrative support.
 Letters to stakeholders   Documents in Level 1   Documents of Levels 1 and 2 
 Attendance Sheet  Drafts of the Constitution  Final copy of the
Documents  Minutes of the meetings and By-Laws of PTA, SGC, SSG Constitution and By-Laws of
 Organized PTA, SGC, SSG/SPG PTA, SGC, SSG
 Final copy of the Student
Handbook
 Certificates of
Participation/Recognition
 Photos on Technical support
and records of the same
activities
4..A leadership network A network has been collaboratively The network actively provides The network allows easy exchange
facilitates communication established and is continuously stakeholders information for making and access to information sources
between and among school and improved by the school community decisions and solving learning and beyond the school community.
community leaders for administrative problems.
informed decision making and
solving of school community
wide learning problems.
 Parents Contact numbers   Documents in Level 1   Documents in Levels 1 & 2 
 Hotline Nos. of partners: BLGU,  DepEd Memos  DepEd Forum Website
MLGU, PTA, Police Station, etc.  Action Plans  Deped Lagawe Website
 Letters  Resolutions/Project  Programs, projects,
Documents  E-mail address of DepEd, and Proposals activities uploaded to DepEd
organizations  Involvement of CPP, Forum
 Citizen’s Charter SSG/SPG, PTA, SGC on school  Facebook account
concerns.  Compilations of of
 Resolution of the case, communications like
requests, approved
requests/communications
 Performance Indicators are
regularly published.
5. A long term program is in Developing structures are in place Leaders undertake training modes Leaders assume responsibility
operation that addresses the and analysis of the competency and that are convenient to them (on line, for their own training and
training and development development needs of learners is off line, modular, grouped of home- development. School community
needs of school and community conducted; result is used to develop a based ) and which do not disrupt leaders working individually or in
leaders. long term training and development their regular functions. groups, coach and mentor one
program. another to achieve their VMG.
 TSNA results of Teachers   Documents in Level 1   Documents of Levels 1& 2 
 NAT Result  List of teachers enrolled in  IPDP
 Quarterly General Average of post-graduate studies  Compilations of Post-
Documents students per subject are, per  List of teachers with post training reports with
year level and school graduate courses certificates
 Other Performance Indicators  List of trainings attended  Mentoring reports signed by
mentors and mentees and
photos

SCORE 5
Ave: 1 Total Score/5
Final Score for this Principle .3 Ave x .30
II. Curriculum and Instruction
The curriculum learning systems anchored on the community and learner’s contexts and aspirations are collaboratively
developed and continuously improved
Indicators Level 1 Level 2 Level 3

score

score

score
1.The curriculum provides for Programs are fully The educational needs of
the development needs of all All Types of learners of the implemented and closely all types of learners are being
types of learners in the school school community are identified, monitored to address met by continuous improvement
community their learning curves assessed; performance discrepancies, on learning outcomes and
appropriate programs with its benchmarks best practices, coach product of learning. Teachers’ as
support materials for each type low performers, mentor potential well as students’ performance is
of learners are developed leaders, reward high achievement, motivated by intrinsic rather than
and maintain environment that extrinsic rewards. The school’s
makes learning meaningful and differentiated programs are
enjoyable benchmarked by other schools.
 List of Learners at risk.   Copy of issued certificate of   Comparative Results of 
 List of Slow Learners, recognition to achievers MPS per grading, NAT
Average & Fast Learners  Monitoring and evaluation results
 List of Learners with report.  Performance indicators
Disability.  Narrative report on programs  Certificate of Participation
Documents  List of interventions & implemented. to all Academic and non-
instructional materials to academic Contest
address each type of  Logbook of visitors from
learners. other schools who visited
the school for
benchmarking purposes.
2.The implemented curriculum Local beliefs, norms, values, The localized curriculum is Best practices in localizing the

is localized to make it more traditions, folklores, current implemented and monitored curriculum are mainstreamed and
meaningful to the learners and events, and technologies are closely to make sure that makes benchmarked by other schools.
applicable to life in the documented to develop a lasting learning meaningful and There is marked increase in the
community. curriculum. Localization guidelines pleasurable, produces desirable number of projects that uses the
are agreed by school community outcomes and directly improves community as learning laboratory
and teachers’ are properly community life. Ineffective and the school as an agent of
oriented approaches are replaced and change in improving the
innovative ones are developed. community
 Compiled indigenized   All items in level 1   List of identified best 
Learning materials suited  Class supervision practices
to the learners integrating  Observation Sheets In localizing the curriculum
local beliefs, norms, w/ integration of  Additional Supplementary
values, Traditions, IKPS. Reading Materials in IKSP
folklores worth teaching to  Copy of Lesson in the community Learning
learners validated by the Plans Observed Center:
council of elders.  Project Proposals for  Legends
 Hard copy of localized schools living traditions  Folktales
Documents guidelines on the (SLT)  Myths
curriculum to be  Little Museum in the  Chants
 Songs
implemented as agreed by school
 Ballads
the school- community.
 Dances
 Minutes of meetings on  Poems
teachers ‘orientation  Riddles
relative to the localized  Stories
guidelines on the  practices
curriculum
implementation.
 Pictorials
 Attendance

3. A representative group of A representative team of Learning materials and Materials and approaches are

schools and community school stakeholders and approaches to reinforce strengths being used in school in the family
stakeholders develop the community assessed methods in and address deficiencies are and the community to critical,
methods & materials for teaching critical, creative thinking developed and tested for creative thinking and problem
developing creative thinking & and problem solving. Assessment applicability on school, family and solving community of learners are
problem solving. results are used as guides to community producing desired results
develop materials.
 List of representatives   Indigenized Learning   List of identified best 
- Council of Elders Materials validated by the practices in localizing the
- PTA council of elders curriculum
-Teachers  Observation sheets  Additional Supplementary
Documents *minutes of meetings  MPS Result Reading Materials in IKSP in
* attendance the Community Learning
 Action plan. Center:
 Legends, Folktales
 Myths, Chants
 Songs, Riddles,
Stories
 Ballads, Poems
4. The learning systems are A school-based learning and The school-based monitoring The monitoring system is

regularly and collaboratively monitoring system Is conducted and learning systems generate accepted and regularly used for
monitored by the community regularly and cooperatively and feedback that is used in making collective decision making
using appropriate tools to feedback is shared with decisions that enhance the total
ensure the holistic growth and stakeholders development of learners
development of the learners
and the community.
 The system uses a tool that A committee takes care of the The monitoring tool has been
monitors the holistic development continuous improvement of the improved to provide qualitative
of learners. tool. and quantitative data.
 NAT & RAT Result   Organized M& E   Copy of developed 
 Schedule of NAT Review  All items of level 1 monitoring tool.
 School Reading Action Plan  Minutes of the HPTA
 General average per subject meetings conducted
area. quarterly
 Results of periodical test per
 Remedial action plans
grade level per subject
Documents  Test Questions with TOS (
 Results of the following:
- Phil-IRI, SREA, EGRA-ARATA include answers)
 Portfolio of teachers and
pupils
 Classroom observation
 TNA and MPS
5. Appropriate assessment  The assessment tools are The assessment tools are School assessment results
tools for teaching and learning reviewed by the school and reviewed by the school community are used to develop learning
are continuously reviewed and assessment results are shared and assessment results are shared programs that are suited to the
improved, and assessment with school’s stakeholders. with community stakeholders. community and customized to
results are contextualized to each learners’ contexts. Results of
the learner and local situation which are used for collaborative
and the attainment of relevant decision-making.
life skills.

  Presentation of   Certification from the 


 Copy of the reviewed assessment tool to School Head, that the
assessment tool community LM is being used in the
Documents  Rubrics, test questions stakeholders school.
with TOS -minutes  MPS Results
-letter of invitation  Result of Action
_attendance Research.

6. Learning Managers and  Stakeholders are aware of Stakeholders begin to practice Learning environments,
Facilitators (teachers, child/learner rights-based and child/learner centered principles of methods and resources are
administrators and community inclusive principles of education education in the design of support community driven, inclusive and
members) nurture values and to education adherent to child’s rights and
environments that are protection requirements
protective of all children and
demonstrate behaviors
consistent to the organization’s
vision, mission and goals.
 Learning managers and Learning managers and Learning managers and
facilitators conduct activities facilitators apply the principles in facilitators observe learner’s rights
aimed to increase stakeholders designing learning materials from designing the curriculum to
awareness and commitment to structuring the whole learning
fundamental rights of children and environment
the basic principle in educating
them
MOV’s   Accomplishment Reports of   BDP 
 CPC Stakeholders.  Barangay/ Municipal
 CPP  LM created( slogans, Posters, Ordinance on child
Documents  Attendance books, modules, visuals aids) Protection Policy
 Activities / activity sheets
 Minutes  Integration of Children’s
 Orientation  Serve as resource speakers/
Right in the curriculum
 Advocacy lecturers  Child friendly
 Certificate of environments
Appreciation/ -presence of learning parks
Recognition _ Visibility of community
stakeholders in the school.
_Zero cases of bullying and
child abuse case

7. Methods and resources are Practices, tools and materials Practices, tools and materials There is a continuous

learner and community- for developing self-directed for developing self-directed exchange of information sharing
friendly, enjoyable, safe, learners are highly observable in learners are beginning to emerge of expertise and materials among
inclusive, accessible and aimed school but not in the home and in the homes and community the schools, home and community
at developing self-directed community. for the development of self-
learners. directed learners.


Learners are equipped Learning programs are The program is collaboratively The program is mainstreamed
with essential knowledge, skills, designed and developed to implemented and monitored by but continuously improved to
and values to assume produce learners who are teachers and parents to ensure make it relevant to emergent
responsibility and responsible and accountable for that it produces desired learners. demands.
accountability for their own their learning.
learning.
 Library   Documented interviews of   Attendance of 
 ICT integration parents by the teachers Stakeholders’ visit to the
 Learning Park….. relative to the application school.
(Science, English, Math…) of knowledge, skills by the  Certificate of home
Documents  Learning Modules of the learners at home. visitation from the parents
different subjects per grade
 Presence of educational with pictorials and gist of
level.
materials in the home. the visit.
 Action Plans of the different
school organizations.  Barangay library or reading
 Narrative report with centers.
pictorials (specially labeled  Internet cafe
with captions)
SCORE 10
Ave:1 Total Score/10
Final Score for this Principle .3 Ave x .30
III. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT
A clear, transparent, inclusive, and responsive accountability system is in place, collaboratively developed by the school community, which monitors
performance and acts appropriately on gaps and gains.

score

score

score
Indicators Level 1 Level 2 Level 3
1. Roles and responsibilities of There is an active party The stakeholders are Shared and

accountable person/s and collective that initiates clarification of the engaged in clarifying and defining participatory processes
body/ies are clearly defined and roles and responsibilities in their specific roles and are used in determining
agreed upon by community education delivery. responsibilities. roles, responsibilities,
stakeholders and accountabilities of
stakeholders in
managing and
supporting education.

 All items in Level 1  All items in Level 1


List of organized active parties  Defined Roles and functions and 2
a) PTA  Attendance Sheet  Accomplishment
Documents b)SGC  Action Plan reports with
c) CPP  Pictorials pictorials of
d) BAC and Inspectorate Team projects/activities
e) INSET Team done
f. SPT /implemented.
g. DRRM
2. Achievement of goals is recognized Performance A community-level A community-

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

 All Documents in
 Performance Indicators  All items in level I Level I and II
*Cohort survival rate  Invitation letter  MOA with
*Drop-out rate  Attendance organized
*Retention rate  Minutes of the Meetings stakeholders
Documents *Achievement rate  Action Plans  Inspection and
*Completion rate *Home visitation Acceptance
 Academic Performance  Teacher’s portfolio/ Report
* NAT and GSA MPS logbook  Rewards for
* Phil-Iri Result (Elem) outstanding
* EGRA and EGMA (Elem) employees
* SREYA (Elem) *Certificate of
* Certificates of Appreciation/Rec
Recognition (academic and ognition
non-academic
competitions)
 School Property Inventory
( Buildings, Equipment and
textbook)
 School Personnel
Inventory
(SF 4)
 Fiscal Inventory (CDR, SOB)
 AIP M & E Checklist
 TNA
 IPDP
3. The accountability system is owned The school articulates the Stakeholders are engaged in School community

by the community and is continuously accountability assessment the development and operation of stakeholders
enhanced to ensure that management framework with basic an appropriate accountability continuously and
structures and mechanism are components, including assessment system collaboratively review
responsive to the emerging learning implementation guidelines to the and enhance
needs and demands of the stakeholders. accountability systems’
community. processes, mechanisms
and tools

 PDF  All Items in level I  All items in Level I


Teachers  Letter of invitation to and II
School Head stakeholders  Enhanced/final
 Constitution and by-laws  Minutes of meetings on copy of
Documents of the organized teams how to develop the accountability
(PTA, SGC, SPG, M & E accountability system system
Team)  Action plan  Attendance during
 Attendance sheet the review and
enhancement of
IRR
 Regular reports by
the stakeholders
4. Accountability assessment criteria  The school, with the Stakeholders are engaged in Stakeholders
and tools, feedback mechanisms, and participation of stakeholders, the development and operation of continuously and
information collection and validation articulates an accountability an appropriate accountability collaboratively review
techniques and processes are inclusive assessment framework with basic assessment system and enhance
and collaboratively developed and components, including accountability systems.
agreed upon. implementation guidelines.
 
 An Organized School  All items on Level I  All items on level I
Monitoring & Assessment  Records of implementation and II
Team of School M & E activity as  Revised and
 A Formulated Assessment planned and scheduled improved M & E
Tool  Records of stakeholders tools and
 School Report Card participation in the conduct mechanism
 Minutes of the general of M & E  Records of
assembly conducted ( on  M n E Checklist / participation by
Documents school Assessment Tools stakeholders in
performance/achievement the revision and
) improvement of
 Attendance Sheets M & E tools
 Guidelines on Assessment
 Accomplishment reports of
teachers
 CDR

5. Participatory assessment of The school initiates Collaborative conduct of School-community



performance is done regularly with periodic performance performance assessment informs developed performance
the community. Assessment results assessments with the planning, plan adjustments and assessment is practiced
and lessons learned serve as basis for participation of stakeholders. requirements for technical and is the basis for
feedback, technical assistance, assistance. improving monitoring
recognition and plan adjustment. and evaluation systems,
providing technical
assistance, and
recognizing and refining
plans.

 All items in level I


 Quarterly HPTA Meeting  All items in level I and II
 Minutes of the meeting  Letter of invitation to  MOA to improve
Documents  Attendance sheet representatives of the school
 Pictorials BLGU, PTA, SGC, Alumni performance
 Agreements and other organizations  Rewarding System
 Re-entry plan  Action Plan  Post evaluation
 Minutes of attendance,  Reports on school
pictorials, agreements initiated
 Records on Remediation, interventions
Home visitation, tutoring,
coaching and mentoring
and technical assistance
given
SCORE 5
Ave:1 Total Score/5
Final Score for this Principle .25 Ave x .25
IV. MANAGEMENT OF RESOURCES
Resources are collectively and judiciously mobilized and managed with transparency, effectiveness and efficiency.
Indicators

Score

Score

Score
Level 1 Level 2 Level 3

1. Regular resource Stakeholders are aware that a Resource inventory is Resource inventories are
inventory is regular resource inventory is characterized by regularity, systematically developed and
collaboratively available and is used as the basis for increased participation of stakeholders are engaged in a
undertaken by learning resource allocation and stakeholders and communicated collaborative process to make
managers, learning mobilization. to the community as the basis for decisions on resource allocation
facilitators, and resource allocation and and mobilization.
community stake mobilization.
holders as basis of
resource allocation and
mobilization

1. Physical inventory on buildings, 1. All indicators in Level I 1. All indicators in Level II


furniture, textbooks and equipment 2. Quarterly inventory report on
- Acceptance Receipt physical facilities (placed on 2. Meeting with stakeholders on
2. List of personnel transparency board/ minutes of resource allocation
3. MOOE records meeting with stakeholders) - minutes
Documents - CDR 3. Monthly inventory on MOOE -attendance
- Cashbook and other financial matters.
- AIP 4. Functional inspectorate team 3. Income Resource Generating
- Transparency board involving stakeholders Activities
4. list of donations from - Inspection and Acceptance - Acknowledgment receipt
stakeholders or partners (MOA/ Report
Acknowledgment Receipt/ Brigada
Form for Donations)
- Certification from donors
- pictorials
2. A regular dialogue for Stakeholders are invited to Stakeholders are regularly Stakeholders collaborate to ensure
planning and resource participate in the development of engaged in the planning and timely and need-based planning
programming, that is accessible an educational plan in resource resource programming and in the and resource programming and
and inclusive, continuously programming and in the implementation of the education support continuous
engage stake holders and implementation of the educational plan. implementation of the education
support implementation of plan. plan.
community education plans

1. Meeting with stakeholders 1. All MOVs in Level I 1. All MOVs in Level II


- Invitation letter to 2. Implementation of SIP/AIP 2. Pledges
stakeholders with schedule of activities 3. Certificates of recognition for
Documents - Minutes of the meeting - completion report stakeholders
- Attendance sheet 4. Project proposal for school
- Action plan 3. Re-entry plan continuous improvement
- Pictorials 4. Development plan and policies
2. School Layout on student behavior
3. Work plan 5. Brigada Eskwela Assessment
3. In place is a Stakeholders support judicious, Stakeholders are engaged and Stakeholders sustain the
community-developed appropriate and effective use of share expertise in the implementation and improvement
resource management resources. collaborative development of of a collaboratively developed,
system that drives resource management system. periodically adjusted and
appropriate behaviors constituent-focused resource
of the stakeholders to management system.
ensure judicious,
appropriate, and
effective use of
resources
1. List of BAC 1. All MOVs in Item I 1. All MOVs in Level II
2. Roles of BAC 2. Letter of invitation to 2. Financial support on Adopt a
3. List of SGC stakeholders School/ Brigada Eskwela/ GPP and
4. Roles of SGC 3. Schedule of meetings other DepEd Programs
5. Meeting with stakeholders 4. meeting with stakeholders - Brigada Eskwela/ GPP Form for
Documents -attendance - Minutes of the meeting Donations
- minutes of the meeting - attendance - Certification of accomplishments
of stakeholders
- Awards
4. Regular monitoring, Stakeholders are invited to Stakeholders collaboratively Stakeholders are engaged, held
evaluation, and reporting participate in the development and participate in the development accountable and implement a
processes or resource implementation of monitoring, and implementation of collaboratively-developed system
management are evaluation, and reporting processes monitoring, evaluation, and of monitoring, evaluation and
collaboratively developed and on resource management. reporting processes and resource reporting for resource
implemented by the learning management. management.
managers, facilitators, and
community stake holders
1. 1. All MOVs in Level I 1. All items in Level II
Meeting with stakeholders - Letter 2. M and E tool 2. Log book
of invitation 3. Transparency board 3. MOA on the accountability of
- Minutes of the meeting 4. School Report Card stakeholders
Documents - Attendance 3. Annual AIP Revision/Adjusted
2. List M and E members
5. Pictorials
6. Reports on resources generated
7. Regular resource inventory

5. There is a system that An engagement procedure to Stakeholders support a system of An established system of
manages the network identify and utilize partnerships partnerships for improving partnership is managed and
and linkages which with stakeholders for improving resource management. sustained by the stakeholders for
strengthen and sustain resource management is evident. continuous improvement of
partnerships for resource management.
improving resource
management.
1. List of potential partners 1. All MOVs in Level I 1. All MOVs in Level II
2. Request letters 2. Policies/Rules 2. Partnerships with institutions
3. Minutes of meetings and 3. Constitution and by-laws (GO’s and CSO’s)
dialogues 4. Project proposal - MOA
Indicators 6. Resolution - certification
7. Support memorandum of -pictures
agreement for utility
3. Stakeholders’ accomplishment
Report

SCORE 5

Ave: 1 Total Score/5

Final Score for this Principle .15 Ave x .15


How to get 60%?
Weighted
points
ACCESS ENROLMENT (ave +/- of 3 years) SCORE 45%
4 1.8

Efficiency SCORE 25%


Dropout (sum of +/- for 3 years) /2 5 1.25
CSR(sum of. +/- for 3 years)/2
Completion rate(sum of =/- for 3 years) / 2
total
ave(total/3)
Quality NAT MPS SCORE 30%
ave(sum of +/- of 3 years/2) 1 0.3

Total Weighted points 3.35


60% = total WP* .60 0.6 2.01

Indicators Score Average Weight Weighted


Points
Leadership and Governance 5 1 30% ,3
Curriculum and Instruction 10 1 30% .3
ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT 5 1 25% .25
MANAGEMENT OF RESOURCES 5 1 15% .15
Total Weighted Points 1 x .4 = .4

FINAL RATING
Areas Weight Computation Result
A. Performance Improvement 60% 3.35 x .60 2.01

B. SBM Assessment Score 40% 1 x .4 .4


MATURING 2.41
SBM ASSESSEMENT

ALUPAPAN ELEMENTARY SCHOOL

LAMUT DISTRICT

DIVISION OF IFUGAO