SCHOOL-BASED MANAGEMENT

CONTEXTUALIZED SELF-ASSESMENT AND VALIDATION TOOL

Name of School: ________________________________________________________________

School Type: ___________________________________________________________________
Location: _______________________________________________________________________
Date Established: ________________________________________________________________
Last SBM Level/Rating: ____________________________________________________________
Name of School Head: _____________________________________________________________

The Committees (list down the names)

I. LEADERSHIP AND GOVERNANCE
Chairman: ____________________
Secretary: ____________________
Members: ____________________
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____________________
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II. CURRICULUM AND INSTRUCTION

Chairman: ____________________
Secretary: ____________________
Members: ____________________
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____________________
____________________
____________________
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III. ACCOUNTABILITY AND CONTINIOUS IMPROVEMENT

Chairman: ____________________
Secretary: ____________________
Members: ____________________
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 ____________________
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IV. MANAGEMENT OF RESOURCES

Chairman: ____________________
Secretary: ____________________
Members: ____________________
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Introduction (Brief background of the school)

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I. LEADERSHIP AND GOVERNANCE A network of leadership and governance

guides the education system to achieve its shared vision, mission and goals making
them responsive and relevant to the context of diverse environments.

LEADERSHI MO
LEVEL OF PRACTICE VS
P AND
GOVERNAN
 CE
1. In place LEVE LEVEL I Indicator The LEVEL 2 Indicator The LEVEL 3 Indicator
is a L 0 development plan guided development plan is The development plan is
Developme Not by the school’s vision, evolved through the shared enhanced with the
nt Plan Evide
mission and goal (VMG) is leadership of the school community performing the
(e.g. SIP) nt
developed developed through the and the community leadership roles and the
collaborati leadership of the school stakeholders school providing technical
vely by the and the participation of support.
stakeholde some invited community
rs of the stakeholders.
school and
community
.
 Evidence: Evidence: Evidence:
 Approved
 Approved/Acc Approved/Accepte /Accepted SIP & Enhanced
epted SIP 3 year d SIP/Dev’t Plan Dev’t Plan with the
Plan/Development with the following following documents:
Plan documents • Invitation of the
Development plan  MOA/MOU by stakeholders to other
with the following the school and
stakeholders and the school
documents: community
for the enhancement of
 Letter of stakeholders (as
the SIP/Dev’t Plan
Invitation of the parties) re:
school to some formulation of • Program of
community SIP/Dev’t Plan activities,
stakeholders re:  Program of • Accomplishment
formulation of activities and Report
SIP/Dev’t Plan  Accomplishme -
(writeshop nt Report
seminar) - Programs/Project Programs/Projects/Activitie
 Accomplishme s/Activities s aligned w/the AIP
nt Report aligned w/the - Minutes of
- Programs/Project AIP Meeting/Agenda/Programs
s/Activities - Minutes of the /Matrices
aligned w/the workshop/Matric - Attendance
AIP es - Narrative Report
- Minutes of the - Attendance - Financial Report (if
writeshop - Narrative Report money matters are
seminar/Matrice - Financial Report involved)
s (if money - Pictures
- Attendance matters are Any other document
- Narrative Report involved) proving that there was
- Financial Report - Pictures enhancement of SIP/Dev’t
(if money  Any other Plan & such activity was led
matters are documents by the community &
involved) proving that technical assistance was
- Pictures SIP/Dev’t Plan was
provided by the school
 Any other developed
documents through the
proving that SIP shared leadership
was developed of the school and
through the the community
leadership of the
school and such
was participated
in by some
community
stakeholders

2. The LEVE LEVEL I Indicator The LEVEL 2 Indicator The LEVEL 3 Indicator The
developme L 0 school leads the regular school and community community stakeholders
nt plan Not review and improvement of stakeholders working as full lead the regular review and
(e.g. SIP) is Evide
the development plan. partners, lead the continual improvement process; the
regularly nt
review and improvement of school stakeholders
reviewed
the development plan facilitate the process.
by the Evidence: Evidence: Evidence:
school
community  Reviewed,  Improved /Adjusted  Improved /Adjusted
to keep it Improved, Adjusted SIP/Dev’t Plan with the SIP/Dev’t Plan with the
up SIP/Dev’t Plan With the following: following:
responsive following • MOA/MOU by the • Invitation of
and • Letter of invitation school & the community community stakeholders re:
relevant to of the school to the stakeholders (as parties) re: regular review &
emerging stakeholders re: Review & Partnering for continual improvement of the Dev’t
needs, Improvement of the Dev’t review & improvement of Plan
challenges Plan the Dev’t Plan • Accomplishment
and • Accomplishment • Accomplishment Report
opportuniti Report Report - Minutes of
es - Minutes of - Minutes of Meeting/Agenda/Programs
Meeting/Agenda/Programs Meeting/Agenda/Programs /Matrices
/Matrices /Matrices - Attendance
- Attendance - Attendance - Narrative Report
- Narrative Report - Narrative Report - Financial Report (if
- Financial Report (if - Financial Report (if money matters are
money matters are money matters are involved)
involved) involved) - Pictures
- Pictures - Pictures • any other
• any other any other documents document
documents (printed/electronic) proving (printed/electronic) proving
(printed/electronic) proving that the school and the that the community
that the Dev’t Plan as community stakeholders stakeholders led to the
reviewed and improved worked as full partners regular review &
through the leadership of which led to the continual improvement process & the
the school review & improvement of school facilitated the
 Review of SIP/AIP the Dev’t Plan process.
based from
- 1st Quarterly SMEA
Report
- 2nd Quarterly
SMEA Report
- 3rd Quarterly SMEA
Report
- 4th Quarterly SMEA
Report
3. The LEVE LEVEL I Indicator The LEVEL 2 Indicator The LEVEL 3 Indicator Guided
school is L 0 school defines the school and community by an agreed organizational
organized Not organizational structure, collaboratively define the structure, the community
Evide
by a clear and the roles and structure and the roles and stakeholders lead in
nt
structure responsibilities of responsibilities of defining the organizational
and work stakeholders. stakeholders. structure and the roles and
arrangeme responsibilities; school
nts that provides technical and
promote administrative support.
shared Evidence: Evidence: Evidence:
leadership Any of the ff:
and • School developed • Organizational  Letter of Invitation
Organizational Structures structures w/ TORs of the school re:
governance
with TORs/Identified roles • Identified roles and Organizational Structures
and define and responsibilities of responsibilities bearing (Resolutions/MOAs/MOUs
the roles school stakeholders. names of community and for the Organization)
and • School Memo school stakeholders as part 
responsibili • Letter of Invitation of the definition and
ties of the of the school re: formulation of the Resolutions/MOAs/MOUs
stakeholde Organizational Structures organizational structure (e.g. Parents/stakeholders
(Election and Orientation  Letter of Invitation signed an agreement on
rs.
on roles & responsibilities of the school re: the above
of Officers) Organizational Structures statements/agreed on the
• Elected Officers (Policy Making for the following conditions &
• Oath of Office with Organization) terms)
the indicated duties &  Minutes of 
responsibilities of the Meeting/Agenda
officers  Constitutional & By Programs/Matrices/Pictoria
• Designation laws ls (Reflecting names of
letter/Appointment signed  Narrative Report community and school
by the school head with pics stakeholders
•  Accomplishment leading/initiating the
Report with pics formation of organizational
Resolutions/MOAs/MOUs structure with defined roles
• Accomplishment and responsibilities).
Report  Accomplishment
- Report
-
Programs/Projects/Activitie
s aligned w/the AIP Programs/Projects/Activitie
- Minutes of s aligned w/the AIP
Meeting/Agenda/Programs - Minutes of
/Matrices Meeting/Agenda/Programs
- Attendance /Matrices
- Narrative Report - Attendance
- Financial Report (if - Narrative Report
money matters are - Financial Report (if
involved) money matters are
- Pictures involved)
- Pictures
4. A LEVE LEVEL I Indicator LEVEL 2 Indicator LEVEL 3 Indicator The
leadership L 0 A network has been The network actively network allows easy
network Not collaboratively established provides stakeholders exchange and access to
Evide
facilitates and is continuously information for making information sources
nt
communica improved by the school decisions and solving beyond the school
tion community. learning and administrative community.
between problems.
and among
school and
community
leaders for Evidence: Evidence: Evidence:
informed Any of the ff: Any of the ff:
decision- • Principals Report  SIP/AIP  Year End School
on the Progress of SIP/AIP Implementation Plan Accomplishment Report
making and
Implementation.  Progress on SIP Cards widely disseminated
solving of • SMEA and M&E implementation, to stakeholders.
school- Report  Quarterly Meetings  School Paper
community - 1ST SMEA & M&E with the Stakeholders showing Year End School
wide- Report - 1st Quarterly Accomplishment Report
learning - 2nd SMEA & M&E Meetings with the Card (SARCs) widely
problems Report Stakeholders disseminated to
- 3rd SMEA & M&E - 2nd Quarterly stakeholders
Report Meetings with the  School
- 4th SMEA & M&E Stakeholders communication program
Report - 3rd Quarterly showing regular and easy
• Learners output Meetings with the access to school
signed by parents. Stakeholders information
(displayed in the Bulletin - 4th Quarterly  On line
Board per subject area) Meetings with the accounts/School Websites/
• Teachers and Stakeholders  Bulletin Board
Learners Portfolio  Reported Quarterly  School
• Year round and the Data on Level I Letters/Invitations/
Monthly Schedule using the Indicators to the Brgy. Brochures/Newsletter
reduced Friday class Officials or Municipal
• Supervisory Plan Executives reflecting easy
• Records of disclosure of information
Teacher/Class Progress of about decisions to learning
SIP/AIP Implementation and administrative
• Technical problems.
Assistance Plan
• Report on
evaluation of teacher
performance
• Records of
Teacher/Class Observation
• Teachers and
Learners Portfolio
• Bulletin Board per
subject area to display
learners output signed by
parents.
 Established the
following functionally in
the school:
 Suggestion box
 Log sheets/log
books
 Records of
evaluation or positive
feedback on level of
satisfaction from stake
holders regarding efficiency
of school system
any information network
(MIS/SIS/s, etc.)
5. A long LEVE LEVEL I Indicator LEVEL 2 Indicator Leaders LEVEL 3 Indicator Leaders
term L 0 Developing structures are undertake training modes assume responsibility for
program is Not in place and analysis of the that are convenient to their own training and
in Evide
competency and them (on-line, off-line, development. School
operation nt
development needs of modular, group, or home- community leaders working
that
addresses leaders is conducted; result based) and which do not individually or in groups,
the training is used to develop a long disrupt their regular coach and mentor one
and term training and functions. Leaders monitor another to achieve their
developme development program. and evaluate their own VMG.
nt needs of learning process. .
school and Evidence:
community Any of the ff:
leaders. • Training Needs
Assessment/Teachers
Needs Assessment (TNA)
- NCBTS-NCBSSH TDNA
Result
- IPPD/SPPD
- Professional Development
Profile of teachers/ non-
teaching personnel
• Training and
Development road map for
at least three years.
• Training
Development Plan
• Project
Proposal/Training & upgrading scheme and
Seminar Proposals
- Objective/s
- Resources (Human,
financial, etc)
- Training Matrix
• Records of
consultations with internal
and external stakeholders
on improving learning
outcomes
Any document which would
prove that there is likewise
a program for community
stakeholders
Significant findings
Evidence: Evidence:
• Training Design & Any of the ff:
Accomplishment • Accomplishment
Report/PTS/ Report
- Minutes of - Minutes of
Meeting/Agenda/Programs Meeting/Agenda/Programs
/Matrices /Matrices
- Attendance - Attendance
- Narrative Report - Narrative Report
- Financial Report (if - Financial Report (if
money matters are money matters are
involved) involved)
- Pictures - Pictures
• On-going • List of Trainings &
Professional Training and Seminars
Development Program with • Certificates of
self-assessment and Trainings and Seminars
• Implementation
shared by teachers and Plans
community leaders Barangay/Municipal
• Records of Resolutions(Reflecting
mentoring and school Trainings &
consultations with co- Development initiated/led
administrators by the school community
• Records of leaders with Job Embedded
training/learning of Learning (JEL)
opportunities for school
improvement provided by
the school head to student
organization
• Records of
training/learning of
opportunities for school
improvement provided by
the school head to parent
organization
• Records of
training/learning of
opportunities for school
improvement provided by
the school head to LGU,
local organizations.
• Institutionalization
of best practices
• Benchmarking by
the school
head/management
• Records on
delegation of critical
functions like mentoring
and coaching to teachers
and stakeholders.
• Records on
monitoring and evaluation
to teachers and
stakeholders.
Recommendations
Best Features

Total ____
Weighted Mean ____
Weighted Percentage 30%
I. LEADERSHIP AND GOVERNANCE

GENERAL FINDINGS Recommendations:

Best Features:
SCORE:

= Total Score
5

=
Validated By: Conformed by:
_____________________
____________________
PSDS
School Head
 II. CURRICULUM AND INSTRUCTION The curriculum learning systems
anchored on the community and learner’s contexts and aspirations are
collaboratively developed and continuously improved.
CURRICULUM
AND LEVEL OF PRACTICE Evidence
INSTRUCTION
1. The LEVEL 0 Level 1 Indicator Level 2 Indicator Level 3 Indicator
curriculum Not All types of Programs are fully The educational
provides for the Evident learners of the implemented and needs of all types
development
school community closely monitored of learners are
needs of all
types of learners are identified, their to address being met as
in the school learning curves performance shown by
community assessed; discrepancies, continuous
appropriate benchmark best improvement on
programs with its practices, coach learning outcomes
support materials low performers, and products of
for each type of mentor potential learning. Teachers’
learner is leaders, reward as well as students’
developed. high achievement, performance is
and maintain motivated by
environment that intrinsic rather
makes learning than extrinsic
meaningful and rewards. The
enjoyable. schools’
differentiated
programs are
frequently
benchmarked by
other schools.
Evidence: Evidence: Evidence:

• Established • School  Improved

Assessment System Supervisory Plan learning outcomes
with results (monthly) •
- Phil-IRI • Monthly
- Numeracy Supervisory Report Achievement Rate,
test, Multiple  Any • Promotion
- Program/Project to Rate,
address • Failure
Intelligences performance Rate
Assessment Result discrepancies/ • Drop Out
- Academic deficits/gaps. Rate
Performance Chart,  • Cohort
etc.) Survival Rate
• Learners’ Project/Activity • Graduation
profile ( student Plan of the Rate
tracking system) following: • Completion
• Support • RRE, Rate
Materials (IM’s, School Remedial • Nat Results
Competency Based Program • Summative
Budget of Lessons, • Programs Test Results per
Lesson Exemplars) for A Child Subject Area
• Any Community  Names of
Program/Project to Centered Education visitors
address learning System (ACCESSs) benchmarked
deficits/ • Alternative school’s initiated
performance Delivery Mode programs/projects
discrepancies e.g. Program • Log Book
- RRE • NAT • Record
- Reading Review Program Sheet
Program • Numeracy • Attendance
- Skills Program • Letters
• Feeding 
Intervention Program
Materials • Reading Accomplishment
- ADM Program Report
Module  • School’s
- Reading Best Practices
Inventor Implementation • Programs
- and Narrative for A Child
Report of the Community
Investigatory following: Centered Education
Projects • NAT System (ACCESSs)
• Research Review Program • Alternative
Proposal • Reading Delivery Mode
Readiness Exam Program
• Numeracy • NAT
Skills Program Review Program
• Feeding • Numeracy
Program Skills Program
2. The LEVEL 0 LEVEL 1 Indicator LEVEL 2 Indicator LEVEL 3 Indicator
implemented Not Local beliefs, The localized Best practices in
curriculum is Evident norms, values, curriculum is localizing the
localized to
traditions, implemented and curriculum are
make it more
folklores, current monitored closely mainstreamed and
meaningful to
the learners and events, and existing to ensure that it benchmarked by
applicable to life technologies are makes learning other schools.
in the documented and more meaningful There is marked
community used to develop a and pleasurable, increase in number
lasting curriculum. produces desired of projects that
Localization learning outcomes, uses the
guidelines are and directly community as
agreed to by school improves learning laboratory,
community and community life. and the school as
teachers are Ineffective an agent of change
properly oriented. approaches are for improvement of
replaced and the community.
innovative ones are
developed.
Evidence: Evidence: Evidence:
• • M & E/
Supervisory Report • Log
Compilation of on localized Book/Record Sheet
local literature curriculum showing names of
 Local • Monitoring visitors who
beliefs Report on the benchmarked
 Norms utilization of good or best
 Values Localized practices of
 Traditions curriculum school’s localized
 Folklores • Adjusted curriculum
 Current localized •
Events curriculum
 Existing • Write up Accomplishment
Technologies on the impact of Report on the
• Sample the School’s Best
Lessons showing its utilization/integrati Practices in
utilization on of localized Localizing the
• Lesson curriculum Curriculum
Plan showing • Sample • Any
utilization of performance document/s of
localize materials outputs that could school’s initiated
• Lesson be utilized to project that uses
Plans showing the improve the community as
integration of local community life a learning
literature  solid waste laboratory (e.g.
• management, school-community
 tree livelihood projects)
Accomplishment planting •
Report on the  linis bayan
crafting of localized activity Compilation of
curriculum teaching exemplars
guidelines duly integrating the
signed by school localized
community curriculum
• Copies of • Evidence of
localized/ improved
contextualized performance.
IMs/LMs
•

Supervisory report
on contextualized
LMs
• List of
contextualized LCs
• Copies of
contextualized CGs
per Las
• List of
trainings
3. A LEVEL 0 Level 1 Indicator Level 2 indicator Level 3 Indicator
representative Not A representative Learning materials Materials and
group of school Evident team of school and and approaches to approaches are
and community
community reinforce strengths being used in
stakeholders
stakeholders assess and address school, in the
develop the
methods and content and deficiencies are family and in
materials for methods used in developed and community to
developing teaching creative, tested for develop critical,
creative thinking critical thinking and applicability on creative thinking
& problem problem solving. school, family and and problem
solving
Assessment results community. solving community
are used as guide of learners and are
to develop producing desired
materials. results.
Evidence: Evidence: Evidence:
Any of the Any of the
• Any following: following:
document as MOV • Activity
that the content • Completion Report
and method used any report re:
in teaching were Developed/reprodu school initiated
assessed by any of ced/procured activity
the ff. team. learning materials participated in by
- PTA that could be used the community
- School to reinforce utilizing the
Governing Council strengths and school’s learning
(SGC) address resources (human
- School weaknesses & materials) with
Planning Team applicable in the positive impact to
(SPT) school, home and the community.
- School community Write up or any
M&E Team (SMET) - Individual document of an
• Narrative learning modules existing
Report for students functional/operatio
- Minutes of - Home nal community
Meeting/Agenda/ study manuals for based learning
Matrices parents action cell.
- Attendance - Community
- Financial learning centers
Report (if money •
matters are
involved) Accomplishment
- Pictures Report
- Minutes of
Meeting/Agenda/P
rograms/Matrices
- Attendance
- Narrative
Report
- Financial
Report (if money
matters are
involved)
- Pictures
4. The learning LEVEL 0 Level 1 Indicator Level 2 indicator Level 3 Indicator
systems are Not A school- based The school- based The monitoring
regularly and Evident monitoring and monitoring and system is accepted
collaboratively
learning system is learning systems and regularly used
monitored by
conducted generate feedback for collective
the community
using regularly and that is used for decision making.
appropriate cooperatively; and making decisions The monitoring
tools to ensure feedback is shared that enhance the tool has been
the holistic with stakeholders. total development improved to
growth and The system uses a of learners. provide both
development of
tool that monitors A committee take quantitative and
the learners
and the the holistic care of the qualitative data.
community. development of continuous
learners. improvement of
the tool.
Evidence: Evidence: Evidence:
• Procedure  Feedback • Result on
on the conduct of mechanism for a the regular
Monitoring well-informed conduct of School
Evaluation & decision making Monitoring
Adjustment (SMEA)  suggestion Evaluation and
- SMEA and box, Adjustment (SMEA)
M&E Workflow  text •
• Terms of brigade,
Reference (TORs) of  forums Updated/improved
school’s M & E /assembly M & E Tool
team (SMET)  findings designed by the
- SMEA and and School M & E Team
M&E team w/ recommendations duly approved by
duties & from the the School Head/
responsibilities evaluation tool SGC
• Schedule • Minutes of
on the conduct of meeting of the M &
SMEA E team before the
• SIP/AIP- conduct of School
based Monitoring Monitoring,
& Evaluation Evaluation &
instrument /tool Adjustment (SMEA)
- Program &  Attendance
Activities SMEA  Pictures
and M&E Tool Record of M & E
- 1st Quarter related activities
SMEA and M&E conducted
Report
- 2nd
Quarter SMEA and
M&E Report
- 3rd
Quarter SMEA and
M&E Report
- 4th
Quarter SMEA and
M&E Report
• School
Monitoring &
Evaluation
Adjustment System
• Feedback
Mechanism
• Improved
M&E tool such as
survey analysis,
SMEA result duly
approved by School
head
5. Appropriate LEVEL 0 Level 1 Indicator Level 2 indicator Level 3 Indicator
assessment Not The assessment The assessment School assessment
tools for Evident tools are reviewed tools are reviewed results are used to
teaching and
by the school and by the school develop learning
learning are
assessment results community and programs that are
continuously
reviewed and are shared with results are shared suited to
improved, and school’s with community community, and
assessment stakeholders. stakeholders. customized to each
results are learner’s context,
contextualized results of which are
to the learner
used for
and local
situation and collaborative
the attainment decision-making.
of relevant life Evidence: Evidence: Evidence:
skills.   Any
 Structure document of a
Competency based in charge of the functional/operatio
Test materials duly review and nal community
checked/ approved improvement of based initiated
by the School Head assessment tools programs and/ or
• Table of ( list and TOR) projects
Specifications • •
• Periodical
Test Questions Assessment Community
• Guidelines Working Team w/ Learning Centers
in constructing test duties & •
questions responsibilities
• Test/ Item  Review of Conceptualized to
Analysis assessment tools address the
• Item Bank, participated by learning deficits/
• Rubrics per stakeholders discrepancies of
subject area • Letter the learners based
• Other test • from the school
materials assessment results.
 ACR on the Agenda/Minutes of •
conduct of activity meeting
relative to sharing • Attendance Community
of assessment • initiated program
results with
school’s Narrative/Accompli
stakeholders shment report
• Quarterly
Issuance of
Learners
Performance
•

Student/Pupil
Report Card
• Posted
Learners Academic
Progress
• Issuance
of NAT and NCAE
results to parents
 Item
analysis per
learning area
- English
- Filipino
- Math
- Science
- EPT/TLE
- Hekasi/AP
6. Learning LEVEL 0 Level 1 Indicators. Level 2 indicators. Level 3 Indicators
managers and Not Stakeholders are Stakeholders Learning
facilitators Evident aware of child/ begin to practice environments
(teachers,
learner- centered, child/ learner- methods and
administrators
rights- based, and centered resources are
and community
members) inclusive principles principles of community
nurture values of education. education in the driven, inclusive
and Learning managers design of support and adherent to
environments and facilitators to education. child’s rights and
that are conduct activities Learning protection
protective of all
aimed to increase managers and requirements.
children and
demonstrate stakeholders facilitators apply Learning
behaviors awareness and the principles in managers and
consistent to the commitment to designing learning facilitators
organization’s fundamental rights materials. observe learners’
vision, mission of children and the rights from
and goals. basic principle of designing the
educating them. curriculum to
structuring the
whole learning
environment.
 Evidence: Evidence: Evidence:

• List of • Barangay • At least

Children’s Rights Dev. Plan 70% of all of the 7
and Responsibilities • Municipal domains of the
(in Filipino or Investment Plan Child Friendly
vernacular) showing supports School System
strategically to education (CFSS) tool are
placed/posted in a which are satisfied.
very conspicuous anchored on child • ACCESS
place • learner- compliant school
• School centered plans
policies which spell principles of - AIP
out the rights of education - SIP
children • Four As School and
• Child (Activity, Analysis, community record
Friendly School Abstraction and of activities
Guidelines Application) based showing concern
• Programs lesson plans to children
for ACCESSs using/ integrating
• GAD and ABC
Accomplishment principles in the
Report key behavior
• Minutes of indicator/value
Meeting on the aim
conduct of activity
relevant to learner-
centered, right-
based, and
inclusive principles
of education
• A Child &
Community-
Centered Education
Systems (ACCESs)
7. Methods LEVEL 0 Level 1 Indicators. Level 2 indicators. Level 3 Indicators.
and resources Not Practices, tools and Practices, tools There is
are learner and Evident materials for and materials for continuous
community-
developing self- developing self- exchange of
friendly,
enjoyable, directed learners directed learners information,
safe, inclusive, are highly are beginning to sharing of
accessible and observable in emerge in the expertise and
aimed at school, but not in homes and in the materials among
developing the home or in the community. the schools, home
self- directed community. The program is and community
learners.
Learning programs collaboratively for the
Learners are
equipped with are designed and implemented and development of
essential developed to monitored by self-directed
knowledge, produce learners teachers and learners. The
skills, and
 values to who are parents to ensure program is
assume responsible and that it produces mainstreamed but
responsibility accountable for desired learners. continuously
and
their learning. improved to make
accountability
relevant to
for their own
learning. emergent
demands.
Evidence: Evidence: Evidence:

• Learning • LCDs are • ACR on

Competency shared with the community based
Directory (LCD) parents for them FGD on LCD
per subject posted to guide the utilization
in the classroom learning activities •
(it is anchored on of their children
the budget of Document/record
lesson per subject of a sustained
which reflects the and/or improved
competencies program for a self-
covered in every directed learners
grading period, •
date of delivery,
topics to be Attendance,
discussed, Pictures and
activities/ Minutes of Focus
exercises to be Group Discussion
used, book title (FGD) on Learning
and page number) Competency
• Learner’s Directory) LCD
PORTFOLIO utilization
• RUBRICS
developed by the
learners

 Any
document of a
functional school
program to
produce learners
who are
accountable for
their learning
• modular
instruction,
• peer
tutoring
• Youth Peer
Education

Total ____
Weighted Mean ____
Weighted Percentage 30%
FOCUS GROUP DISCUSSIONS OF THE VALIDATORS

II. CURRICULUM AND INSTRUCTION

Findings: Recommendations:

Best Features:
SCORE:

= Total Score
7

=
II. CURRICULUM AND INSTRUCTION
Validated By: Conformed by:
______________________ ______________________
PSDS School Head

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.

ACCOUNTABILIT
Y AND Evid
CONTINIOUS LEVEL OF PRACTICE
ence
IMPROVEMENT
1. Roles and LEVEL LEVEL 1 LEVEL 2 Indicator LEVEL 3 Indicator Shared and
responsibiliti 0 Not Indicator The stakeholders are participatory processes are used
es of Eviden There is an engaged in clarifying and in determining roles,
accountable t active party that defining their specific roles responsibilities and
person/s and initiates and responsibilities. accountabilities of stakeholders
collective clarification of in managing and supporting
body/ ies are the roles and education.
clearly responsibilities
defined and in education
delivery.
agreed upon  School  Minutes of Presence of the ff:
by has an meeting/ FGD  School Handbook
community organized team  ACR  Memorandum of
stakeholders. that defines the  Result of Focused Agreement/
roles and Group Discussion (FGD) Covenant/Contract
responsibilities Showing involvement of (Duly signed by stakeholders to
of the following: stakeholders in clarifying signify their accountabilities and
-PTA,SGC, and defining their specific responsibilities in managing and
School’s Finance roles and functions supporting education)
Team through a flow chart -School organizational chart
-PGO/SGO - Profie of teachers &
- SIP Personnel
Teams -PTA bulletin board in
-Grievance classroom
Committee -Conflict Management Report
- Other
Committees
 List of
roles and
responsibilities
-PTA
 -SGC
 -SIP
Team

-Grievance
Committee
 -School
Finance Team
-List of Roles &
responsibilities
2. LEVEL Level 1 Level 2 Indicators. A Level 3 Indicators. A
Achievement 0 Not Indicators. community-level community-accepted
of goals is Eviden Performance accountability system is performance accountability,
recognized t accountability evolving from school-led recognition and incentive
based on a is practiced at initiatives. system is being practiced.
collaborativel the school
y developed level.
performance
accountability
system; gaps
are addressed Evidence: Evidence: Evidence:
through  System  System on School • Accomplishment
appropriate on School Monitoring Evaluation & reports
action. Monitoring Adjustment (SMEA) is - Proposal
Evaluation & established and regularly - Narrative
Adjustment conducted - Picture
(SMEA) • 1st Quarter SMEA - Liquidation
• SMEA Report - Evaluation
and M&E • 2nd Quarter SMEA • MOA/MOU duly signed
Working Report by stakeholders 2
Committee • 3rd Quarter SMEA • Institutionalized
2015-2016 Report Recognition
• SMEA • 4th Quarter SMEA • Awarding Committee
and M&E Report • Award System
Working • 1st Quarter M&E • Incentive System
Committee Report • Programs/memos on
2016-2017 • 2nd Quarter M&E school-based awards giving
• SMEA • 3rd Quarter M&E • List of awardees
and M&E Flow Report stakeholders (internal &
Chart/Work • 4th Quarter M&E external)
Flow/Procedure Report - Letters
2015-2016 • Forum/Assembly - Invitation/Invitation
• SMEA on 1st Quarter SMEA and Program
and M&E Flow M&E Report - Certificates
Chart/Work - Attendance - Pictures
Flow/Procedure - Pictures
2016-2017 - Adjustment and
• SMEA Implementing Plan
and Teachers’ - Activity/Project
M&E Proposal
Monitoring Tool - Technical
2015-2016 Assistance Plan
• SMEA - Result of Focused
and Teachers’ Group Discussion
M&E - Narrative Report
Monitoring Tool • Forum/Assembly
2016-2017 on 2nd Quarter SMEA and
• M&E Report
- Attendance
Program/Activit - Pictures
y Evaluation - Adjustment and
Tool 2015-2016 Implementing Plan
• -Activity/Project Proposal
- Technical
Program/Activit Assistance Plan
y Evaluation - Result of Focused
Tool 2016-2017 Group Discussion
• School - Narrative Report
Implementing •Forum/Assembly on 3rd
Plan 2015-2016 Quarter SMEA and M&E
• School
3. The LEVEL LEVEL 1 LEVEL 2 Indicators. LEVEL 3 Indicators. School
accountabilit 0 Not Indicators. The Stakeholders are engaged community stakeholders
y system is Eviden school in the development and continuously and collaboratively
owned by t articulates the operation of an appropriate review and enhance
accountability accountability assessment accountability systems’
the
assessment system. processes, mechanisms and
community
framework with tools.
and is basic
continuously components,
enhanced to including
ensure that implementation
management guidelines to
structures the
and stakeholders.
mechanisms
are
Evidence: Evidence: Evidence:
responsive to
• Any • • Any report of an activity
the emerging
school’s conducted for the review and
learning
initiated ACR/accomplishment enhancement of the school
needs and
accountability Report initiated assessment system-it’s
demands of
assessment • Minutes of processes,
the
community framework with Meeting duly signed by the • TORs of members and
structure & stakeholders who the tools
implementing participated in the crafting • Adjusted assessment
guidelines (as of the accountability system
part of the assessment framework. • Resolution for any
school • Any document adjustments that will be
handbook) showing that the system is collaboratively approved by the
• operational stakeholders

Communication
letter
•

Pictorials
•

Attendance
Sheet
• Minutes
of meetings
containing the
suggestions for
improvement or
the like
4. LEVEL LEVEL 1 LEVEL 2 Indicators. LEVEL 3 Indicators. Stakeholders
Accountabilit 0 Not Indicators. The Stakeholders are engaged continuously and collaboratively
y assessment Eviden school, with the in the development and review and enhance
criteria and t participation of operation of an appropriate accountability systems;
stakeholders, accountability assessment processes, mechanism and
tools,
articulates an system. tools.
feedback
accountability
mechanisms, assessment
and framework with
information basic
collection components,
and including
validation implementation
techniques guidelines.
and Evidence: Evidence: Evidence:
processes are  School-  School-Based  School-Based
inclusive and Based Accountability Accountability
collaborative Accountability Assessment Framework Assessment Framework
ly developed Assessment -Structure -Structure
and agreed Framework -Processes -Processes
upon. -Structure -Tools -Tools
-Processes  With the following  With the following
-Tools documents: documents:
 With • Quarterly • Any document showing
the following accomplished the continuous and
documents: • Utilized collaborative review and
• accountability assessment enhancement of accountability
tools (SHs, T’s, Pupils, system; processes, mechanism
Invitation letter Parents, External and tools
to stakeholders Stakeholders)
• Minutes • Or any document
in the proving the engagement in
articulation of the development and
the operation of the
Accountability accountability assessment
Assessment system
Framework
• School-
Based
Accountability
Assessment
System
developed
5. LEVEL Level 1 Level 2 Indicators. Level 3 Indicators. School-
Participatory 0 Not Indicators. Collaboratively conduct of community-developed
assessment Eviden The school performance assessment performance assessment is
of t initiates informs planning, plan practiced and is the basis for
periodic adjustments and improving monitoring and
performance
performance requirements for technical evaluation system, providing
is done
assessment assistance. technical assistance, and
regularly with the recognizing and refining plans.
with the participation of
community. stakeholders.
Assessment
results and
Evidence: Evidence: Evidence:
lessons
  Integrated SMEA  SMEA served as basis
learned
Quarterly results to: for:
serve a basis
for feedback, Report on • SIP 1st Quarter • 1st Quarter Adjusted
technical School Accomplishment report SIP/AIP
assistance, Monitoring • 1st Quarter • 1st Adjusted
recognition Evaluation & Adjustment Plan Monitoring & Evaluation
and plan Adjustment • 1st Quarter System
adjustment. • 1st Technical Assistance Plan • 1st Quarter Adjusted
Quarter SMEA • SIP 2nd Quarter Technical Assistance Plan
Report Accomplishment report • 2nd Quarter Adjusted
• 2nd • 2nd Quarter SIP/AIP
Quarter SMEA Adjustment Plan • 2nd Adjusted
Report • 2nd Quarter Monitoring & Evaluation
• 3rd Technical Assistance Plan System
Quarter SMEA • SIP 3rd Quarter • 2nd Quarter Adjusted
Report Accomplishment report Technical Assistance Plan
• 4th • 3rd Quarter • 3rd Quarter Adjusted
Quarter SMEA Adjustment Plan SIP/AIP
Report • 3rd Quarter • 3rd Adjusted
Technical Assistance Plan Monitoring & Evaluation
• SIP 4th Quarter System
Accomplishment report • 3rd Quarter Adjusted
• 4th Quarter Technical Assistance Plan
Adjustment Plan • 4th Quarter Adjusted
• 4th Quarter SIP/AIP
Technical Assistance Plan • 4th Adjusted
Monitoring & Evaluation
System
• 4th Quarter Adjusted
Technical Assistance Plan

Total ____
Weighted Mean ____
Weighted Percentage 25%
 FOCUS GROUP DISCUSSIONS OF VALIDATORS

III. ACCOUNTABILITY AND CONTINIOUS IMPROVEMENT

Findings: Recommendations:

Best Features:
SCORE:

= Total
Score
5

Validated By: Conformed by:

_____________________
____________________
PSDS
School Head
IV. MANAGEMENT OF RESOURCES
Resources are collectively and judiciously mobilized and managed with transparency, effectiveness, and
efficiency.
MANAGEMENT Eviden
OF RESOURCES
LEVEL OF PRACTICE
ce
1. Regular LEVEL 0 LEVEL1 Indicator LEVEL 2 Indicator LEVEL 3 Indicator
resource Not Stakeholders are Resource inventory Resource inventories are
inventory is Evident aware that a is characterized by systematically developed
collaboratively regular resource regularity, and stakeholders are
undertaken by inventory is increased engaged in a collaborative
learning
available and is participation of process to make decisions
managers,
used as the basis stakeholders, and on resource allocation and
learning
facilitators, and for resource communicated to mobilization.
community allocation and the community as
stakeholders as mobilization. the basis for
basis for resource allocation
resource and mobilization.
allocation and Evidence: Evidence: Evidence:
mobilization.
 Inventory of  Report on  Report on the
Resources the Inventory of allocation & mobilization of
 School
the following: the following:
Facilities
/Classro  School  School
oms
 School Facilities/Classroo Facilities/Classrooms
Tables, ms
 School Tables, Chairs
Chairs &
Chalk  School & Chalk Board
Board Tables, Chairs &
 Desks/Ar  Desks/Arm Chairs
Chalk Board
m Chairs
 School  Desks/Arm  School Laboratory
Laborato Supplies & Apparatus
Chairs
ry
Supplies  School  TLE/HE Supplies &
& Equipments
Laboratory
Apparat
us Supplies &  Sports., music, arts
 TLE/HE Apparatus & health Supplies &
Supplies Equipments
&  TLE/HE
Equipme Supplies &  Library Books,
nts Equipments Supplies & Equipments
 Sports.,
music,  Sports.,  ICT Supplies &
arts & music, arts &
health Equipoments
health Supplies &
Supplies
& Equipments  Textbooks
Equipme
nts  Library
 Library Books, Supplies &
• No adverse COA
Books, Equipments
Supplies findings on liquidation of
&  ICT MOOE
Equipme Supplies &
nts • Evidence of pledges
Equipoments
 ICT of support from external
Supplies  Textbooks stakeholders:
&
Equipom - PTA
ents
 Textbook • Timely - LGU
s
submission of
- Barangays
liquidation reports
 School - Alumni
Finance •
Committee - NGO
 MOOE – Memos/minutes of
utilization meeting by finance - Foundations
per cash
team (school level)
program • Accomplishment
 Proper
- School report for resource
liquidation
submitted head generation activities:
2. A regular LEVEL 0 LEVEL 1 Indicator LEVEL 2 Indicator LEVEL 3 Indicator
dialogue for Not Stakeholders are Stakeholders are Stakeholders collaborate to
planning and Evident invited to regularly engaged ensure timely and need-
resource participate in the in the planning and based planning and resource
programming, development of an resource programming and support
that is educational plan in programming and continuous implementation
accessible and resource in the of the educational plan.
inclusive, programming and implementation of
continuously in the the educational
engage
implementation of plan.
stakeholders
the educational
and support
plan.
implementation
Evidence: Evidence: Evidence:
of community
education • Timely • Proof of • Rendering of
plans. issuance of memo support that monthly/bi-
and minutes of amount has been monthly/quarterly/semestra
regular meetings generated and l/annual consultative
(with attendance deposited in banks conference with
sheets) of the finance/management team,
• Books of
finance team stakeholders, funding
(school level) accounts and all agencies and donors
financial
• Timely transactions
issuance of memo audited
• Updated status
and concerned
DepEd personnel • report of resources
generated and disbursement
and invitation to
Implementation of for the intended purpose
external
procurement plan
stakeholders/GA’s
for regular
conferences • Updated financial
statement posted on the
• Regular transparency board
posting of financial
statements/financi
al report rendered
• Sustained resource
to stakeholders
generation to support the
during the
school SIP implementation
conference

Transparency
Board
3. In place is a LEVEL 0 LEVEL 1 Indicator LEVEL 2 Indicator LEVEL 3 Indicator
community- Not Stakeholders Stakeholders are Stakeholders sustain the
developed Evident support judicious, engaged and share implementation and
resource appropriate, and expertise in the improvement of a
management effective use of collaborative collaboratively developed,
system that resources. development of periodically adjusted, and
drives resource constituent-focused resource
appropriate management management system.
behaviors of the system.
stakeholders to
ensure
judicious, Evidence: Evidence: Evidence:
appropriate,
• Copy of • Financial • SRC showing the
and effective
the Barangay disbursements of significant decrease in the
use of
/Municipal/ the fund provided number of non-
resources.
Provincial Annual by the serviceable/repairable
Budget plan barangay/municip school facilities
reflecting al/ provincial
allocation for the • Write-up on school
• Letter of community developed
school
invitation for the resource management
• Copy of school head to system
resolution for IRA, attend budgeting
Municipal and planning • Accomplishment
Report on Bigada Eskwela
/Provincial SEF coming from the
barangay and other activities
• Copy of supported by the
council/municipal
the disbursement office/provincial barangay /municipal/
voucher of the provincial/NGOs etc.
office/NGOs
fund allocated for
the school with • Copy of
photocopied minutes from the
cheque barangay
secretary/
municipal
office/provincial
office
4. Regular LEVEL 0 LEVEL 1 Indicator LEVEL 2 Indicator LEVEL 3 Indicator
monitoring, Not Stakeholders are Stakeholders Stakeholders are engaged,
evaluation, and Evident invited to collaboratively held accountable and
reporting participate in the participate in the implement a collaboratively
processes of development and development and developed a system of
resource implementation of implementation of monitoring, evaluation and
management monitoring, monitoring, reporting resource
are evaluation and evaluation and management.
collaboratively reporting reporting resource
developed and
processes on management.
implemented by
resource
the learning
management.
managers,
facilitators and
community Evidence: Evidence: Evidence:
stakeholders.
• Letter of • • School Community
invitation to stakeholders
stakeholders on Accomplishment implementation report on
the development report on the the M & E and reporting
and development and system for resource
implementation of implementation of management
monitoring, monitoring,
evaluation, and evaluation, and  Add –on
reporting documentations such as:
reporting
processes on processes on
• Pictures
resource resource
management management • Inventories

• With • 1st  Financial Statement

proof of Quarterl SMEA from generated funds
attendance i.e. report on 2A, 2B, according to intended
certificate of 2C & 2d purpose (e.g. popularity
appearance/travel contests, pledges, etc.)
• 2nd
order, attendance
Quarterl SMEA • School Governing
sheet
report on 2A, 2B, Council
• SMEA 2C & 2d
• Barangay Council
structure with
• 3rd
terms of reference • Stakeholders
Quarterl SMEA
report on 2A, 2B,
• Alumni
2C & 2d
• General PTA
• 4th
Quarterl SMEA • Homeroom PTA
report on 2A, 2B,
2C & 2d • SBM Working
Committee

• SMEA and M&E

Committee

• Brigada Eskwela
Committee

• School Inspectorate
Team

• DRRM Committee

• Grievance
Committee

• MOOE Technical
Working Group

• Faculty Club

• Solid Waste
5. There is a LEVEL 0 LEVEL1 Indicator LEVEL2 Indicator LEVEL3 Indicator
system that Not An engagement Stakeholders An established system of
manages the Evident procedure to support a system partnership is managed and
network and identify and utilize of partnerships for sustained by the
linkages which partnerships with improving resource stakeholders for continuous
strengthen and stakeholders for management. improvement of resource
sustain improving resource management.
partnerships for management is
improving evident.
resource
management.

Evidence: Evidence: Evidence:

• Letter of
invitation • • ACR/ PCR / based
• Minutes of MOA/MOU on existing MOA / MOU,
meetings with • Resolution , Deed of
attendance sheet Resolutions Donations and Pledges
• Organized • Deed of • Status report
Resource Donation • Monthly/ quarterly
Generation • Pledges financial report of any
Committee with • Delivery sustained resource
corresponding Receipts generating activity
TORs • • Minutes of regular
Feasibility study / meetings with attendance
Project Proposal sheet
• Minutes • Any document that
of meetings would prove the presence
conducted by the of a sustained income
Resource generating project/ activity
Generation lead by the stakeholders
Committee

Total ____
Weighted Mean ____
Weighted Percentage 15%
 IV. MANAGEMENT OF RESOURCES
Findings: Recommendations:

Best Features:
SCORE:

= Total
Score
5

Validated By: Conformed by:

_____________________
____________________
PSDS
School Head