Contextualized SBM Assessment Tool for Nagattatan Elementary School

Republic of the Philippines
Department of Education
Region II – Cagayan Valley
Schools Division of Cagayan
CONTEXTUALIZED SBM ASSESSMENT TOOL
Name of School: NAGATTATAN ELEMENTARY SCHOOL Division: CAGAYAN Date:
A. LEADERSHIP AND GOVERNANCE (30%)

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.
Indicators 1 2 3 MOVs/ Documents/ Rating Recommendations
Systems
1. In place is a The The The development * SIP – AIP (Extent of
Development development development plan is enhanced participation of
Plan (e.g. SIP) plan is guided plan evolved with the stakeholders) 2
developed by the school’s through the community *SGC
collaboratively vision, mission shared performing the *SPT
by the and goal (VMG). leadership of leadership roles, * Annual Procurement
stakeholders of It is developed the school and and the school Plan
the school and through the the community providing technical * Annual Budget
community. leadership of stakeholders. support. * Documentation of the
the school and SIP Process (Minutes of
the the Meeting,
participation of Attendance, Photos)
some invited *SRC
community SIP is quality assured
Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Telephone Nos.: PLDT (078) 377-1065; Globe Landline (078) 255-5317, (078) 255-5318
Email Address: sdo.cagayan@deped.gov.ph
Website: deped-sdocagayan.com.ph
stakeholders. by the DAC

2. A network The school The school and The community *SGC
of leadership leads the community stakeholders lead *Project
and regular review stakeholders the regular review Team/Monitoring Team 1
governance and working as full and improvement *Reviewed/adjusted
guides the improvement of partners, lead process; the school SIP
education the development the continual stakeholders * SMEA docs
system to plan. review and facilitate the * Documentation of the
achieve its improvement of process. SIP Review Process
shared vision, the (Minutes of the
mission and development Meeting, Attendance,
goals making plan. Photos/videos)
them
responsive
and relevant
to the context
of diverse
environments.
3. The school The school The school and Guided by an SPT Roles and
is organized by defines the community agreed Functions & Other
a clear organizational collaboratively organizational School Organizations 1
structure and structure, and define the structure, the Constitution and By-
work the roles and structure and community Laws
Doc Code FM-FTD-008 Rev 00
As of July 1, 2018 Page 1
arrangements responsibilities the roles and stakeholders lead Organizational Chart

that promote of stakeholders. responsibilities in defining the Students Handbook
shared of stakeholders. organizational * School Faculty
leadership structure and the Association
and roles and * School Governing
governance responsibilities; Council Structure
and define the school provides * Parents-Teachers
roles and technical and Association – (DO No.
responsibilities administrative 54, s. 2009, DO No. 67,
of the support. s. 2009
stakeholders. * Supreme Student
Government / Pupil
Government (DM 4, s.
2012)
*Child Protection
Policy/Committee
4. A A network has The network The network allows *SRC
leadership been actively easy exchange and * Communication Plan
network collaboratively provides access to * Communication Flow
facilitates established and stakeholders information * Communication 1
communicatio is continuously information for sources beyond the System
n between and improved by the making school community. * School Website
among school school decisions and * Newsletter
and community. solving learning *

community and Linkages/partnerships
leaders for administrative with other Sectoral
informed problems. Groups - MOA, MOU,
decision- etc. (Minutes of the
making and Meeting, Photos)
solving of *Inventory of Projects
school given by stakeholders.
community
wide- learning
problems.
5. A long term Developing Leaders Leaders assume * T&D System
program is in structures are undertake responsibility for * Individual Plan for
operation that in place and training modes their own training Professional Dev’t
addresses the analysis of the that are and development. (IPPD) (TNA) 1
training and competency and convenient to School community * School Plan for
development development them (on-line, leaders working Professional
needs of needs of leaders off-line, individually or in Development (SPDP) for
school and is conducted; modular, group, groups, coach and School Heads
community result is used to or home- based) mentor one another * Training and
leaders. develop a long- and which do to achieve their Development Plan
term training not disrupt VMG. for School and
and their regular Community Leaders
development functions. * Training Designs

program. Leaders monitor *Developmental Needs
and evaluate (IPCRF)
their own *Terminal Reports
learning *Certificates of
progress. Attendance to
Trainings/Seminar
_____________________________________________________
SBM Validator
(Signature over Printed Name)
Name of School: NAGATTATAN ELEMENTARY SCHOOL Division: CAGAYAN Date: March 31, 2021
B. CURRICULUM & LEARNING (30%)

The curriculum learning systems anchored on the community and learner’s contexts and aspirations are
collaboratively developed and continuously improved.
Indicators 1 2 3 MOVs/ Rating Recommendation
Documents/Syst
ems
1. The curriculum All types of Programs are fully The educational Documented
provides for the learners of the implemented and needs of all type of Effective/Best
needs of all school closely monitored learners are being Practices 1
types of learners community are to address met as shown by *Log Books
in the school identified, their performance continuous *Action
community. learning curves discrepancies, improvement on Researches
assessed; benchmark best learning outcomes *Innovative
appropriate practices, coach and products of Work plans
programs with low performers, learning. Teachers’ *Intervention
its support mentor potential as well as students’ Programs
materials for leaders, reward performance is *ADM
each type of high achievement, motivated by *Students
learner is and maintain intrinsic rewards. Portfolio/Project
developed. environment that The Schools’ s
makes learning, differentiated *Documentation
meaningful and program is of Best Practices
enjoyable. frequently *SIM
benchmark by *CI Projects
other schools. *Modules

*Institutionalize
d programs for
inclusive
education
* Learners’
profile with their
learning needs
*Documentation
of Best Practices
2.TD he Local beliefs, The localized Best practices in Documented
implemented norms, values, curriculum is localizing the Innovations
curriculum is traditions, implemented and curriculum are * Localized 1
localized to make folklores, monitored closely mainstreamed and Curriculum
it more current events, to ensure that it benchmarked by support
meaningful to the and existing makes learning other schools. materials
learners and technologies are more meaningful There is marked - Contextualized
applicable to life documented and and pleasurable, increase in number LMs
in the used to develop produces desired of projects that (Big Books
community. a lasting learning uses the ( Curriculum
curriculum. outcomes, and community as Adaptation
Localization directly improves learning MTB Dictionary)
guidelines are community life. laboratory, and the -
agreed to by Ineffective school as an agent Improvised/Loc

school approaches are of change for alized LMs/
community and replaced and improvement of the IMs/DLL
teachers are innovative ones community.
properly are developed.
oriented.
3. A group of A team of school Documented
school and and community Learning Materials and Effective/Best
community stakeholders materials and approaches are Practices 1
stakeholders assess content approaches to being used in * Linkages with
develop the and methods reinforce school, in the CSOs/NGOs/H
methods and used in teaching strengths and family and in EIs in improving
materials for creative, critical address community to Quality of
developing thinking and deficiencies are develop critical, Instruction
Creative problem solving. developed and creative thinking * Visual Aids
thinking and Assessment tested for and problem *Digitized IMs
problem solving. results are used applicability on solving community *Quality
as guide to school, family and of learners and are Assured and
develop community. producing desired accepted
materials. results. Localized LMs
*QA Team for
Learning
Resource
Materials
Development
4. The learning A school- based The school- based The monitoring *Supervisory
systems are monitoring and monitoring and system is accepted Plan
regularly and learning system learning systems and regularly used *Classroom 2
collaboratively is conducted generate feedback for collective Observation
monitored by the regularly and that is used for decision making. Tools/Checklist
community using cooperatively; making decisions The monitoring tool s
appropriate and feedback is that enhance the has been improved * Feedback
tools to ensure shared with total development to provide both Monitoring
the holistic stakeholders. of learners. quantitative and Form
growth and The system uses qualitative data. * PTA
development of a tool that A committee take Conferences
the learners and monitors the care of the *Attendance
the community. holistic continuous Sheets/Minutes
development of improvement of of the
learners. the tool. Meeting/Photos
*SMEA
*Guidance
Forms

5. Appropriate The assessment The assessment Schools

assessment tools tools are tools are reviewed assessment results *Teachers’ Test
for teaching and reviewed by the by the school are used to develop Notebook
learning are school and community and learning programs * Teachers’ 2
continuously assessment results are shared that are suited to Portfolio
reviewed and results are with community community, and * Test Results &
improved, and shared with stakeholders. customized to each Test
assessment school’s learners’ context, Item Analysis
results are stakeholders. results of which *Table of
contextualized are used for Specifications
to the learner collaborative * Test Item
and local decision-making. Bank
situation and the Formative/
attainment of Summative
relevant life skills. Tests
*Remediation
Programs
* Enhanced
Assessment
Tools adopted
from Partners
6. Learning Stakeholders are Stakeholders Learning * Child
managers and aware of child/ begin to practice environments Protection
facilitators learner- child/ learner- methods and Committee

(teachers, centered, rights-
centered resources are Organized 1
administrators based, and
principles of community driven, * School-Based
and community inclusive education in the inclusive and Child Protection
members) principles of
design of support adherent to child’s Policy
nurture values education. to education. rights and *intake Sheets
and environments Learning protection *Policy
that are
Learning managers and requirements. Implementation
protective of all
managers and facilitators apply Report cum
children and
facilitators the principles in Learning managers CFSS
demonstrate conduct designing learning and facilitators *WINS
behaviors activities aimed materials. observe learners’ PROGRAM
consistent to the
to increase rights from * Co-curricular
organization’s stakeholders designing the Activities Report
vision, mission
awareness and curriculum to (ex: Scouting,
and goals. commitment to structuring the Religious
fundamental whole learning Instruction,
rights of environment. Science Camp,
children and the etc.)
basic principle *Students
of educating Handbook
them.
7. Methods and Practices, tools Practices, tools, There is
resources are and materials and materials for continuous * Student’s

learner and for developing developing self- exchange of Portfolios
community- self- directed directed learners information, * Library 1
friendly, learners are are beginning to sharing of Services
enjoyable, safe, highly emerge in the expertise and * Guidance
inclusive, observable in homes and inthe materials among Services
accessible and school, but not community. the schools, home *Computer/
aimed at in the home or and community for Science/TLE
developing self- in the The program is the development of Laboratory
directed community. collaboratively self- directed * ADM Modules
learners. implemented and learners. * Awards
Learners are Learning monitored by The program is received by
equipped with programs are teachers and mainstreamed but Learners/teache
essential designed and parents to ensure continuously rs/school
knowledge, skills, developed to that it produces improved to make head/school/no
and values to produce desired learners. relevant to n-teaching
assume learners who are emergent * Learners-
responsibility and responsible and demands. initiated
accountability for accountable for projects
their own their learning. *Classroom
learning. Structuring
* Reading
Centers
*Study
Sheds/Reading
Nooks
____________________________________________________________________________
SBM Validator
Name of School: _NAGATTATAN ELEMENTARY SCHOOL Division: CAGAYAN Date: ______________________
C. Accountability & Continuous Improvement (25%)

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.
Indicators 1 2 3 MOVs/Documents/ Rating Recommendation
Systems
1. Roles and There is an active The stakeholders Shared and Structure of School
responsibilities party that initiates are engaged in participatory Accountable
of accountable clarification of the clarifying and processes are used Organizations with 2
person/s and roles and defining their in determining Terms of Reference:

collective responsibilities in specific roles roles, * School Faculty

body/ies are education delivery. and responsibilities and Association
clearly defined responsibilities. accountabilities of * School Governing
and agreed upon stakeholders in Council Structure
by community managing and (SGC)
stakeholders. supporting * Parents-Teachers
education. Association-(DO No.
54, s. 2009, DO No.
67, s. 2009
* Supreme Student
Government /
Supreme Pupil
Government (DM
4, s. 2012)
- Attendance,
Photos, Minutes of
the Meeting
regarding the
Crafting of
Definition of Roles
and
Responsibilities of
School
Organization (PTA,
SGC, SSG, SPG,
FC, etc.
Documentation of
Best Practices
2. Achievement of Performance A community- A community- Appropriate Actions
goals is accountability is level accepted to address Gaps
recognized based practiced at the accountability performance based on the
on a school level. system is accountability, following: 1
collaboratively evolving from recognition and * SMEPA
developed school- incentive system is Implementation
performance initiatives. being practiced. * Recognition and
accountability incentive system
system; gaps are * General PTA
addressed Assembly Meetings
through * Homeroom PTA
appropriate Meetings
action. - Attendance,
Photos, Minutes of
the Meeting in the
development/capab
ility building
program on
Performance
Accountability
System (SMEA)
3. The The school Stakeholders are School community *Accountability
accountability articulates the engaged in the stakeholders System’ processes,
system is owned accountability, development and continuously and mechanisms and
by the transparency & operation of an collaboratively tools 1
community and assessment appropriate review and enhance (Liquidation
is continuously framework with accountability accountability Reports, Updated
enhanced to basic components, assessment systems’ processes, Transparency
ensure that including system. mechanisms and Board,
management implementation tools. Procurement
structures and guidelines to the Report, WFP)
mechanisms are stakeholders. - Attendance,
responsive to the Photos, Minutes of
emerging the Meeting of the
learning needs Enhancement and
and demands of Review of M&E
the community. System
*Project
implementation
review
* Organized QMS
Team
* Minutes of the
QMS Quarterly
Meeting/Conduct of
Assessment/
Photos
4. Accountability The school, with Stakeholders are Stakeholders * Assessment

assessment the participation of engaged in continuously and Tools: Clients’
criteria and tools, stakeholders, development and collaboratively Satisfaction Survey,
feedback articulates an operation of an review and enhance Checklist Form,
mechanisms, and accountability appropriate accountability Survey 1
information assessment accountability systems; processes, Questionnaire,
collection and framework with assessment mechanisms and Tracer Study Tool,
validation basic components, system. tools. School Report
techniques and including Cards
processes are implementation * Feedback
inclusive and guidelines. Mechanisms: Gen.
collaboratively Assembly Meeting,
developed and Education Summit,
agreed upon. Stakeholders
Forum, School
Report Card, State
of the School
Address (SOSA),
Parents’
Conference, School
Website, Home
Visitation, School
Bulletin, Parenting
Seminar
* Information
Collection:
Sampling –
Convenient &
Purposive,
Suggestion Box,
Documentation,
Conduct Survey
* Validation
Techniques and
Processes: FGD,
Participation,
Brainstorming,
Interview,
Triangulation,
Observation –
Direct& Indirect
- Attendance,
Photos, Minutes of
the Meeting in the
development of
accountability
assessment criteria
5. Participatory School initiates School initiates School- community * M&E Process –

assessment of periodic periodic developed Midyear/Annual
performance is performance performance performance Review, SMEA
done regularly assessments with assessments assessment which Institutionalization 1
with the the participation of with the is practiced and is focusing on
community. stakeholders. participation of the basis for Assessment of:
Assessment stakeholders. improving - KPIs on Access
results and monitoring and (Enrolment & Drop-
lessons learned evaluation systems, out rate) Quality
serve as basis for providing technical (NAT) &
feedback, assistance, and Governance (SBM
technical recognizing and Assessment)
assistance, refining plans. - School’s PPAs:
recognition and Brigada Eskwela,
plan adjustment. WinS PROGRAM

Gulayan sa
Paaralan, Guidance
Program,
ADM/DORP,
LPP, Feeding
Program, etc.
* Assessment
Results based on
M&E Feedback:
- Enhanced
Implementation of
School’s PPAs
- Technical
Assistance:
Remedial
Instruction
Program, Training
Program, Proposed
new Programs
- Recognition:
- Plan Adjustment:
Catch-up Plan of
AIP or PPAs
- Attendance,
Photos, Minutes of
the Meeting in the
conduct of
Participatory
Assessment
Performance
(SMEA)
_____________________________________________________________________________
SBM Validator

Name of School: _NAGATTATAN ELEMENTARY SCHOOL Division: CAGAYAN Date: March 31, 2021
D. MANAGEMENT OF RESOURCES (15%)

Resources are collectively and judiciously mobilized and managed with transparency, effectiveness, and
efficiency.
Indicators 1 2 3 MOVs/Documents/ Rating Recommendation
Systems
1.Regular * Process – Regular
resource Stakeholders are Resource Resource Resources
inventory is aware that a inventory is done inventories are Inventory of:
collaboratively regular resource regularly and it is systematically - Human Resources 1
undertaken by inventory is characterized by developed and (Teachers, Students,
learning important and it is increased stakeholders Partners)
managers. used as the basis participation of are engaged in - Financial
Learning for resource stakeholders, and a collaborative Resources (PTA,
mangers, learning allocation and communicated to process to MOOE, Canteen
facilitators, and mobilization. the community as make Fund, IGP, Clubs)
community the basis for decisions on - Technological
stakeholders as resource resource Resources

basis for allocation and allocation and - Instructional
resource mobilization. mobilization. Materials
allocation and - Furniture
mobilization. - Rooms
- WinS
- School Site Titling
- Instructional Tools
& Equipment
* Output: Resources
Allocation &
Mobilization Plan
(RAMP)
*Documentation of
Best Practices
2. A regular * Process: Regular
dialogue for Stakeholders are Stakeholders are Stakeholders Resource Planning
planning and invited to regularly engaged collaborate to and Programming
resource participate in the in the planning ensure timely through Strategic 1
programming is development of an and resource and need- Planning
conducted which educational plan programming, based * Output:
is accessible and in resource and in the planning and - Human Resource
inclusive, programming, and implementation resource Dev’t Plan (HRDP)
continuously in the of the education programming - Financial Mgt.

engage implementation of plan. and support Dev’t Plan (FMDP)
stakeholders and the educational continuous - Technology
support plan. implementatio Resource
implementation of n of the Improvement Plan
community education (TRIP)
education plans. plan. - School Physical
Dev’t Plan (SPDP)
- Annual
Procurement Plan
- IGP Sustainability
Plan
3. Resources are Stakeholders are Stakeholders * Mechanisms:
collectively and Stakeholders engaged and sustain the - Updated
judiciously support judicious, share expertise in implementatio Transparency Board
mobilized and appropriate, and the collaborative n and of all Finances 1
managed with effective use of resource improvement (MOOE, PTA, IGP,
transparency, resources. management of a Canteen Fund,
effectiveness, system. collaboratively Donations, etc.)
and efficiency. developed, - Innovations for the
periodically collective and
adjusted, and judicious utilization
constituent- and transparent,
focused effective and efficient

resource resource
management management system
system.
4. Regular Stakeholders SMEA of the
monitoring, Stakeholders are collaboratively Stakeholders following:
evaluation, and invited to participate in the are engaged, - Human Resource
reporting participate in the development and held Dev’t Plan (HRDP) 1
processes of development and implementation accountable - Financial Mgt.
resource implementation of of monitoring, and Dev’t Plan (FMDP)
management are monitoring, evaluation, and implement a - Technology
collaboratively evaluation, and reporting collaboratively Resource
developed and reporting processes on developed Improvement Plan
implemented by processes on resource system of (TRIP)
the learning resource management. monitoring, - School Physical
managers, management. evaluation and Dev,t Plan (SPDP)
facilitators, and reporting for - Annual
community resource Procurement Plan
stakeholders. management. (APP)
- Inventory List of all
resources

5. There is a An engagement Stake holders An established * Cash

system that procedure to support a system system of Disbursement
manages the identify and utilize of partnerships partnership is (MOOE)
network and partnerships with for improving managed and * Transparency 2
linkages which stakeholders for resource sustained by Board
strengthen and improving management. the * Financial Reports
sustain resource stakeholders (PTA, IGP, Canteen,
partnerships for management is for continuous School
improving evident. improvement Clubs/Organization)
resource of resource
management. management.
___________________________________________________________________
SBM Validator



Contextualized SBM Assessment Tool for Nagattatan Elementary School

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Republic of the Philippines

CONTEXTUALIZED SBM ASSESSMENT TOOL

Name of School: NAGATTATAN ELEMENTARY SCHOOL Division: CAGAYAN Date:

A. LEADERSHIP AND GOVERNANCE (30%)

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

stakeholders. by the DAC

arrangements responsibilities the roles and stakeholders lead Organizational Chart

and community. solving learning *

development functions. * Training Designs

CONTEXTUALIZED SBM ASSESSMENT TOOL

B. CURRICULUM & LEARNING (30%)

other schools. *Modules

agreed to by Ineffective school as an agent Improvised/Loc

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

5. Appropriate The assessment The assessment Schools

facilitators learner- child/ learner- methods and Committee

resources are and materials and materials for continuous * Student’s

Name of School: _NAGATTATAN ELEMENTARY SCHOOL Division: CAGAYAN Date: ______________________

C. Accountability & Continuous Improvement (25%)

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

collective responsibilities in specific roles roles, * School Faculty

4. Accountability The school, with Stakeholders are Stakeholders * Assessment

5. Participatory School initiates School initiates School- community * M&E Process –

plan adjustment. WinS PROGRAM

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

CONTEXTUALIZED SBM ASSESSMENT TOOL

D. MANAGEMENT OF RESOURCES (15%)

stakeholders as resource resource Resources

continuously in the of the education programming - Financial Mgt.

focused effective and efficient

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

5. There is a An engagement Stake holders An established * Cash

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

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