August 19, 2019

Dear Parents ,
Good day!
Please be informed that we will be having our GPTA and HRPTA meeting this
afternoon. Important agenda will be discussed. Attendance is a must, so please do
come to avoid sanctions.
Thank you and God bless us all.

Truly yours,

Marissa C. Jala
HT-1/ School Head

June 20, 2019

Good day!
Please be informed that we will be having our GPTA and HRPTA meeting this
afternoon. Important agenda will be discussed. Attendance is a must, so please do
come to avoid sanctions.
Thank you and God bless us all.

Truly yours,

Marissa C. Jala
HT-1/ School Head

September 19,2019
Dear Teachers,

Yuletide Greetings to all!!!

Please be informed that we will have meeting today at exactly 10 in the

morning for the following agenda:

1. Civil Service day September 27,2019

2. Foundation day
3. Teacher’s day
4. Other matters

Republic of the Philippines

Department of Education
Region I
SCHOOLS DIVISION OF ________________________
(Name of School)
(School Address)
School Year _________

BRIGADA ESKWELA
RESOURCE MOBILIZATION FORM

Instruction: Using the completed BE Form 01: Physical Facilities Needs Assessment
as basis, summarize the resources (materials and manpower) needed and list down the
potential source or partners to be tapped. Add additional sheet if needed. The Status and
Remarks columns should be updated regularly to determine progress in acquiring
resources needed.

Key
Materia Strategies/P Person
Quanti Persons/Organiza Statu Remar
ls lan of Responsi
ty tion to s ks
Needed Action ble
be Tapped
 Labor Key
Strategies/ Person
Skills/Volunt Quant Persons/Organi Stat Remar
Plan of Responsi
eers ity zation to us ks
Action ble
Needed be Tapped

Prepared by:
Noted:

___________________________________________
_______________________________________________

Resource Mobilization Committee Chairperson

School Head
 PANGASINAN DIVISION II

POSSIBLE DOCUMENTS FOR THE SBM ASSESSMENT TOOL

1. LEADERSHIP AND
1 2
GOVERNANCE (30%)
1. In place is a Development Plan developed The development plan guided by the school’s vision, The development plan is evolved through
collaboratively by the stakeholders of the mission and goal is developed through the leadership of the leadership of the school and the communi
school and community. school and participation of the invited community stakeholders.
stakeholders.
Supporting Artifacts o SIP 2016-2018 o SIP 2016-2018
o AIP 2016 o AIP 2016
o AIP 2017 o AIP 2017
o Project Work Plan and Budget Matrix o Project Work Plan and Budge
o DRRM Plan o DRRM Plan
o Annual Procurement Plan (APP) o Annual Procurement Plan (AP
o Project Procurement Management Plan o Project Procurement Managem
(PPMP) (PPMP)
o Action Plans (Ancillary and Subjects) o Action Plans (Ancillary and Su
o Photos o Photos
(Plans developed by the school with few (Plans developed by the school
community stakeholders.) number of stakeholders.)

2. The developmental plan (e.g. SIP) is regularly The school leads the regular review and improvement of the The school and community stakeholders w
reviewed by the school community to keep it developmental plan. partners, leads the continual review and im
responsive and relevant to emerging needs, the developmental plan.
challenges and opportunities.
Supporting Artifacts o Project Monitoring Report of PPAs based o Project Monitoring Report of P
on Action Plan on Action Plan
o AIP Adjustments o AIP Adjustments
o Adjustments in other Plans o Adjustments in other Plans
o School Report Card (SRC) o School Report Card (SRC)
o Attendance Sheets o Attendance Sheets
o Minutes of Meetings o Minutes of Meetings
o Photos o Photos
(Conducted and accomplished by schools) (Conducted and accomplished b
SPT and Project Teams)

3. The school organized by a clear structure The school defines the organization structure, and the roles The school and community collaboratively
and work arrangements that promote and responsibilities of stakeholders. structure and the roles and responsibilities
shared leadership and governance and stakeholders.
define the roles and responsibilities of
the stakeholders.
Supporting Artifacts o Organizational structures: o Organizational structures:
- SGC - SGC
- PTA - PTA
- SPT - SPT
- Project Teams - Project Teams
- Supreme Pupil Government - Supreme Pupil Governmen
- Supreme Student Government - Supreme Student Governm
- Student-led Watching Team - Student-led Watching Team
- Child Protection Policy - Child Protection Policy
- Grievance Committee - Grievance Committee
o Other Organizations o Other Organizations
- BAC - BAC
- Canteen Organization - Canteen Organization
- Photos Photos
 (School defines structures and (School and community define s
responsibilities) and responsibilities)

4. A leadership network facilitates A network has been collaboratively established and is The network actively provides stakeholder
communication between and among school continuously improved by the school community. for making decisions and solving learning
and community leaders for informed administrative problems.
decision-making and solving of school-
community wired-learning problems.
Supporting Artifacts o School Report Card o School Report Card
o Accomplishment Reports o Accomplishment Reports
o Transparency and Accountability Board o Transparency and Accountab
o Minutes of Meetings o Minutes of Meetings
o Records of Dissemination / reporting of o Records of Dissemination / re
AIP accomplishments AIP accomplishments
o School Paper o School Paper
o Continuous Improvement Projects o Continuous Improvement Pro
o Hotlines o Hotlines
o Student and Family Contact Details o Student and Family Contact D
o CI Projects o CI Projects
o Pictures o Pictures
o EBEIS/LIS o EBEIS/LIS
(School doing the work) (School providing information to
community.)
5. A long term program is in operation that Developing structures are in place and analysis of the Leaders undertake training modes that are
addresses the training and development competency and development needs of leaders is them (on-line, off-line, modular, group, or
needs of school and community leaders. conducted; result is used to develop a long-term training and which do not disrupt their regular func
and development program. monitor and evaluate their own learning pr

Supporting Artifacts o Training Needs (Analysis of Competency o Training Needs (Analysis of

and Developmental Needs) Competency and Developm
o TSNA Needs)
o Staff Development Program o TSNA
o OPCRF o Staff Development Program
o IPCRF o OPCRF
o Records of Meetings o IPCRF
o LAC Session Plan o Records of Meetings
o Trainings with participation and o LAC Session Plan
involvement of stakeholders o Trainings with participation
o INSETs conducted involvement of stakeholde
o Training Matrix o INSETs conducted
o WFP o Training Matrix
(Conducted analysis of competency and o WFP
development needs; Results used to (Undertake training modes; Le
develop long-term training and monitor and evaluated own p
development program)

2. CURRICULUM
AND 1 2 3
INSTRUCTION
(30%)
1. The curriculum provides All types of learners of the Programs are fully The educational needs of all
for the development school community are identified, implemented to address types of learners are being met
needs of all types of their learning curves assessed; performance discrepancies, as shown by continuous
learners in the appropriate programs with its benchmark best practices, improvement on learning out
school community. support materials for each type coach low performers, mentor comes and products of learning.
learner is developed. potential leaders, reward high Teachers’ as well as students’

Supporting 1-2 indicators on continuous
Artifacts improvement on learning
outcomes and products of
learning are met.
o Diagnostic Test conducted
for the last three years
o Oral Reading Test PHIL –
IRI test results for the
last three years
o Remedial Reading Support
Program
o Early Child Care
Development Checklist
o School Readiness Year-end
Assessment Result
(SREYA)
o Portfolio Assessment
complete learning area
o Updated Anecdotal Record
of all learners
achievement, and maintain
environment that makes
learning meaningful and
enjoyable.
3-4 indicators on continuous
improvement learning
outcomes and products of
learning are met.
o Diagnostic Test
conducted for the last
three years
o Oral Reading Test PHIL –
IRI test results for the
last three years
o Remedial Reading
Support Program
o Early Child Care
Development Checklist
o School Readiness Year-
end Assessment Result
(SREYA)
o Portfolio Assessment
complete learning area
Updated Anecdotal
Record of all learners
performance is motivated by
intrinsic rather than extrinsic
rewards. The Schools’
differentiated programs is
frequently benchmarked by other
schools.
5-6 indicators on continuous
improvement on learning
outcomes and products of
learning are met.
o Diagnostic Test conducted
for the last three years
o Oral Reading Test PHIL – IRI
test results for the last
three years
o Remedial Reading Support
Program
o Early Child Care
Development Checklist
o School Readiness Year-end
Assessment Result
(SREYA)
o Portfolio Assessment
complete learning area
o Updated Anecdotal Record
of all learners
GRADE 7 ZARA
GRADE 9 EINSTIENS
GRADE 7 ZARA
GRADE 9 EINSTIEN GARDEN
GRADE 9 EINSTIEN GARDEN
GRADE 10 NEWTON
GRADE 11
GRADE 7 ZARA
TEACHERS MEETING
BARKADA KONTRA DROGA ACTIVITIES
ICT INTEGRATION IN GRADE 12
READING
ACTIVITY