SBM Self Assessment Tool Mis 2021

Republic of the Philippines
Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OFFICE - SCIENCE CITY OF MUNOZ
SBM SELF-ASSESSMENT TOOL
Name of School: MAGTANGGOL INTEGRATED SCHOOL

School Type: PUBLIC
Location: PUROK CENTRO, BRGY. MAGTANGGOL, SCIENCE CITY OF MOŇOZ
Date Established: 1928
Last SBM Level/Rating: 1.90 LEVEL II (MATURING)
Name of School Head: PEPITO D. DE GUZZMAN
THE COMMITTEES
I. LEADERSHIP AND GOVERNANCE
Chairman: ARLENE A. FELICIANO
Secretary: FERLYN M. MEMPIN
Members:
GINA S. BLANCAS
JUANITO A. MARIANO JR.
II. CURRICULUM AND INSTRUCTION

Chairman: DEBORRAH D. SIMON
Secretary: MYLENE B. SALAZAR
Members: JESSICA D. SUMIGCAY

LORELEI G. DIAZ
CAESELYN F. LAPAZ
III. ACCOUNTABILITY AND CONTINIOUS IMPROVEMENT

Chairman: CARDINAL G. MANANES
Secretary: MUTYA F. FRANCISCO
Member/s:
JULIE C. BELTRAN
IV. MANAGEMENT OF RESOURCES

Chairman: LORY T. CANSINO
Secretary: RENALYN P. MARTIN
Members:
JAKE R. FELICIANO
GLORIA D. LAGAT
Introduction (Brief background of the school)
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
______________________________________________________________________________________
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.
LEADERSHIP AND
GOVERNANCE LEVEL OF PRACTICE MOVs
(25%)
1. In place is a LEVE LEVEL I LEVEL 2 LEVEL 3
Development Plan L 0Indicator The Indicator The Indicator
(e.g. SIP) developed Not development plan development plan The development
collaboratively by Eviden
guided by the is evolved through plan is enhanced
the stakeholders of t
the school and school’s vision, the shared with the
community. mission and goal leadership of the community
(VMG) is school and the performing the
developed through community leadership roles
the leadership of stakeholders and the school
the school and the providing
participation of technical support.
some invited
community
stakeholders.
2. The LEVE LEVEL I LEVEL 2 LEVEL 3
development plan L 0 Indicator The Indicator The Indicator The
(e.g. SIP) is Not school leads the school and community
regularly reviewed Eviden regular review and community stakeholders lead

by the school t improvement of stakeholders the regular review
community to keep the development working as full and improvement
it up responsive
plan. partners, lead the process; the
and relevant to
emerging needs, continual review school
challenges and and improvement stakeholders
opportunities of the facilitate the
development plan process.
3. The school is LEVE LEVEL I LEVEL 2 LEVEL 3
organized by a clear L 0 Indicator The Indicator The Indicator Guided
structure and work Not school defines the school and by an agreed
Eviden
arrangements that organizational community organizational
t
promote shared structure, and the collaboratively structure, the
leadership and roles and define the community
governance and responsibilities of structure and the stakeholders lead
define the roles and stakeholders. roles and in defining the
responsibilities of responsibilities of organizational
the stakeholders. stakeholders. structure and the
roles and
responsibilities;
school provides
technical and
administrative
support.
4. A leadership LEVE LEVEL I LEVEL 2 LEVEL 3
network facilitates L 0 Indicator Indicator Indicator The

communication Not A network has The network network allows
between and among Eviden been actively provides easy exchange and
t
school and collaboratively stakeholders access to
community leaders established and is information for information
for informed continuously making decisions sources beyond
decision-making improved by the and solving the school
and solving of school learning and community.
school-community community. administrative
wide-learning problems.
problems
5. A long term LEVE LEVEL I LEVEL 2 LEVEL 3
program is in L 0 Indicator Indicator Indicator Leaders
operation that Not Developing Leaders undertake assume
addresses the Eviden
structures are in training modes responsibility for
training and t
development needs place and analysis that are their own training
of school and of the competency convenient to and development.
community leaders. and development them (on-line, off- School community
needs of leaders is line, modular, leaders working
conducted; result group, or home- individually or in
is used to develop based) and which groups, coach and
a long term do not disrupt mentor one
training and their regular another to achieve
development functions. Leaders their VMG.
program. monitor and
evaluate their own

learning
process. .
Total ____
Weighted Mean ____
Weighted Percentage 25%
I. LEADERSHIP AND GOVERNANCE
Findings: Recommendations:
Best Features:
SCORE:
= Total Score
5 Reviewed By:
= Approved By:
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
(40%)
1. The LEVEL Level 1 Indicator Level 2 Indicator Level 3 Indicator
curriculum 0 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 are identified, their to address being met as
learners in the learning curves performance shown by
school assessed; discrepancies, continuous
community 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
developed. high achievement, students’
and maintain performance is
environment that motivated by
makes learning intrinsic rather
meaningful and than extrinsic
enjoyable. rewards. The
schools’
differentiated
programs are
frequently
benchmarked by
other schools.
2. The LEVEL LEVEL 1 LEVEL 2 LEVEL 3
implemented 0 Not Indicator Indicator Indicator
curriculum is Evident Local beliefs, The localized Best practices in
localized to
norms, values, curriculum is localizing the
make it more
meaningful to traditions, implemented and curriculum are
the learners folklores, current monitored closely mainstreamed and
and applicable events, and to ensure that it benchmarked by
to life in the existing makes learning other schools.
community technologies are more meaningful There is marked
documented and and pleasurable, increase in
used to develop a produces desired number of projects
lasting curriculum. learning outcomes, that uses the
Localization and directly community as
guidelines are improves learning
agreed to by school community life. laboratory, and the
community and Ineffective school as an agent
teachers are approaches are of change for
properly oriented. replaced and improvement of the
innovative ones are community.
developed.
3. A LEVEL Level 1 Indicator Level 2 indicator Level 3 Indicator
representative 0 Not A representative Learning materials Materials and
group of school Evident team of school and and approaches to approaches are
and community
stakeholders community reinforce strengths being used in

develop the stakeholders and address school, in the
methods and assess content and deficiencies are family and in
materials for
methods used in developed and community to
developing
creative teaching creative, tested for develop critical,
thinking & critical thinking applicability on creative thinking
problem solving and problem school, family and and problem
solving. community. solving community
Assessment results of learners and are
are used as guide producing desired
to develop results.
materials.
4. The learning LEVEL Level 1 Indicator Level 2 indicator Level 3 Indicator
systems are 0 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
the conducted generate feedback for collective
community regularly and that is used for decision making.
using cooperatively; and making decisions The monitoring
appropriate feedback is shared that enhance the tool has been
tools to ensure with stakeholders. total development improved to
the holistic The system uses a of learners. provide both
growth and
tool that monitors A committee take quantitative and
development
of the learners the holistic care of the qualitative data.
and the development of continuous
community. learners. improvement of the

tool.
5. Appropriate LEVEL Level 1 Indicator Level 2 indicator Level 3 Indicator
assessment 0 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
continuously assessment results community and programs that are
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
to the learner
are used for
and local
situation and collaborative
the attainment decision-making.
of relevant life
skills.
6. Learning LEVEL Level 1 Level 2 Level 3
managers and 0 Not Indicators. indicators. Indicators
facilitators Evident Stakeholders are Stakeholders Learning
(teachers,
aware of child/ begin to practice environments
administrators
and community learner- centered, child/ learner- methods and
members) rights- based, and centered resources are
nurture values inclusive principles principles of community
and of education. education in the driven, inclusive
environments design of support and adherent to
that are Learning managers to education. child’s rights and

protective of all and facilitators Learning protection
children and conduct activities managers and requirements.
demonstrate
aimed to increase facilitators apply Learning
behaviors
consistent to stakeholders the principles in managers and
the awareness and designing learning facilitators
organization’s commitment to materials. observe learners’
vision, mission fundamental rights rights from
and goals. of children and the designing the
basic principle of curriculum to
educating them. structuring the
whole learning
environment.
7. Methods LEVEL Level 1 Level 2 Level 3
and resources 0 Not Indicators. indicators. Indicators. There
are learner Evident Practices, tools and Practices, tools is continuous
and
materials for and materials for exchange of
community-
friendly, developing self- developing self- information,
enjoyable, directed learners directed learners sharing of
safe, are highly are beginning to expertise and
inclusive, observable in emerge in the materials among
accessible and school, but not in homes and in the the schools, home
aimed at the home or in the community. and community
developing
community. The program is for the
self- directed
learners. Learning programs collaboratively development of
Learners are are designed and implemented and self-directed

equipped with developed to monitored by learners.
essential produce learners teachers and The program is
knowledge,
who are parents to ensure mainstreamed but
skills, and
values to responsible and that it produces continuously
assume accountable for desired learners. improved to make
responsibility their learning. relevant to
and emergent
accountability demands.
for their own
learning.
Total ____
Weighted Mean ____
II. CURRICULUM AND INSTRUCTION

Best Features:
SCORE:
= Total Score
7
=
Reviewed By:
Approved By:
III. ACCOUNTABILITY AND CONTINIOUS 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.
1. Roles and LEVEL LEVEL 1 LEVEL 2 LEVEL 3 Indicator -School
responsibilities of 0 Not Indicator Indicator Shared and Organized Team
accountable Eviden There is an The stakeholders participatory -PTA.SGC,
person/s and t active party that are engaged in processes are used in School Finance
collective body/ initiates clarifying and determining roles, Team
ies are clearly clarification of defining their responsibilities and -SIP Teams
defined and the roles and specific roles and accountabilities of Grievance Com.
agreed upon by responsibilities in responsibilities. stakeholders in -List of Roles
community education managing and and
stakeholders. delivery. supporting Responsibilities
education. -School
Handbook
-MOA/MOU
2. Achievement of LEVEL Level 1 Level 2 Level 3 Indicators. -ACR

goals is 0 Not Indicators. Indicators. A A community- Proposal
recognized based Eviden Performance community-level accepted Narrative
on a t accountability accountability performance Liquidation
collaboratively is practiced at system is evolving accountability, MO/MOU duly
developed the school level. from school-led recognition and signed by
performance initiatives. incentive system is stakeholders
accountability being practiced. Institutionaliz
system; gaps are ed Recognition
addressed through Awarding
appropriate Comm.
action. Award System
Programs/Me
mos based
List of
awardees
stakeholders
3. The LEVEL LEVEL 1 LEVEL 2 LEVEL 3 -Communication
accountability 0 Not Indicators. The Indicators. Indicators. School letter
system is owned Eviden school articulates Stakeholders are community - Pictorials
by the community t the engaged in the stakeholders - Attendance
and is accountability development and continuously and Sheet
continuously assessment operation of an collaboratively review - Minutes of
enhanced to framework with appropriate and enhance meetings
ensure that basic accountability accountability
management components, assessment systems’ processes,
structures and including system. mechanisms and
mechanisms are implementation tools.
responsive to the guidelines to the
emerging learning stakeholders.
needs and
demands of the
community
4. Accountability LEVEL LEVEL 1 LEVEL 2 LEVEL 3 Indicators. -Invitation letter
assessment 0 Not Indicators. The Indicators. Stakeholders to stakeholders
criteria and tools, Eviden school, with the Stakeholders are continuously and -Minutes of
feedback t participation of engaged in the collaboratively review meeting
mechanisms, and stakeholders, development and and enhance
information articulates an operation of an accountability
collection and accountability appropriate systems; processes,

validation assessment accountability mechanism and
techniques and framework with assessment tools.
processes are basic system.
inclusive and components,
collaboratively including
developed and implementation
agreed upon. guidelines.
5. Participatory LEVEL Level 1 Level 2 Level 3 -SMEA
assessment of 0 Not Indicators. Indicators. Indicators. School- -SIP
performance is Eviden The school Collaboratively community-developed -AIP
done regularly t initiates periodic conduct of performance
with the performance performance assessment is
community. assessment with assessment practiced and is the
Assessment the participation informs planning, basis for improving
results and of stakeholders. plan adjustments monitoring and
lessons learned and requirements evaluation system,
serve a basis for for technical providing technical
feedback, assistance. assistance, and
technical recognizing and
assistance, refining plans.
recognition and
plan adjustment.
Total 11
Weighted Mean 2.2
III. ACCOUNTABILITY AND CONTINOUS IMPROVEMENT (20)

1. No School Based Accountability Assessment 1. Provide us sample on how the process and
Framework
2. Difficulty un documenting accountability assessment mechanisms in accountability assessment.
system 2. Need Technical Assistance
SCORE:
= 11
5
= 2.2
= 0.55
Reviewed by:
Approved by:

Resources are collectively and judiciously mobilized and managed with transparency, effectiveness, and efficiency.
MANAGEMENT
OF RESOURCES
1. Regular LEVEL 0 LEVEL1 Indicator LEVEL 2 LEVEL 3
resource Not Stakeholders are Indicator Indicator

inventory is Evident aware that a Resource Resource
collaboratively regular resource inventory is inventories are
undertaken by
inventory is characterized by systematically
learning
managers, available and is regularity, developed and
learning used as the basis increased stakeholders are
facilitators, and for resource participation of engaged in a
community allocation and stakeholders, and collaborative
stakeholders as mobilization. communicated to process to make
basis for the community as decisions on
resource
the basis for resource allocation
allocation and
mobilization. resource allocation and mobilization.
and mobilization.
2. A regular LEVEL 0 LEVEL 1 LEVEL 2 LEVEL 3
dialogue for Not Indicator Indicator Indicator
planning and Evident Stakeholders are Stakeholders are Stakeholders
resource
invited to regularly engaged collaborate to
programming,
that is participate in the in the planning ensure timely and
accessible and development of an and resource need-based
inclusive, educational plan programming and planning and
continuously in resource in the resource
engage programming and implementation of programming and
stakeholders in the the educational support
and support
implementation of plan. continuous
implementation
of community the educational implementation of
education plans. plan. the educational

plan.
3. In place is a LEVEL 0 LEVEL 1 LEVEL 2 LEVEL 3
community- Not Indicator Indicator Indicator
developed Evident Stakeholders Stakeholders are Stakeholders
resource
support judicious, engaged and share sustain the
management
system that appropriate, and expertise in the implementation
drives effective use of collaborative and improvement
appropriate resources. development of of a collaboratively
behaviors of the resource developed,
stakeholders to management periodically
ensure system. adjusted, and
judicious,
constituent-
appropriate, and
effective use of focused resource
resources. management
system.
4. Regular LEVEL 0 LEVEL 1 LEVEL 2 LEVEL 3
monitoring, Not Indicator Indicator Indicator
evaluation, and Evident Stakeholders are Stakeholders Stakeholders are
reporting
invited to collaboratively engaged, held
processes of
resource participate in the participate in the accountable and
management are development and development and implement a
collaboratively implementation of implementation of collaboratively
developed and monitoring, monitoring, developed a
implemented by evaluation and evaluation and system of
the learning
managers, reporting reporting resource monitoring,

facilitators and processes on management. evaluation and
community resource reporting resource
stakeholders.
management. management.
5. There is a LEVEL 0 LEVEL1 LEVEL2 LEVEL3
system that Not Indicator Indicator Indicator
manages the Evident An engagement Stakeholders An established
network and
procedure to support a system system of
linkages which
strengthen and identify and utilize of partnerships for partnership is
sustain partnerships with improving managed and
partnerships for stakeholders for resource sustained by the
improving improving management. stakeholders for
resource resource continuous
management. management is improvement of
evident. resource
management.
Total ____
Weighted Mean ____
Weighted Percentage 15

Best Features:
SCORE:
= Total Score
5
=
Reviewed By:
Approved By:
Final SIGNATURE
Self-Study Actual Final OVER PRINTED
Principle Percentage Self-Study
Rating Rating Actual Rating NAME OF
Rating VALIDATOR
Leadership and
x .25
Governance
Curriculum and
x .40
Learning
Accountability
and Continuous x .20
Improvement
Management of
x .15
Resources
Overall Rating 100
CONSOLIDATED REPORT ON THE VALIDATION OF SBM RATING

(To be accomplished by the Division SBM Validating Team)
NAME OF SCHOOL: _____________________ SCHOOL HEAD:________________________ DATE OF

VALIDATION: ________

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Republic of the Philippines

SBM SELF-ASSESSMENT TOOL

Name of School: MAGTANGGOL INTEGRATED SCHOOL

II. CURRICULUM AND INSTRUCTION

Members: JESSICA D. SUMIGCAY

III. ACCOUNTABILITY AND CONTINIOUS IMPROVEMENT

IV. MANAGEMENT OF RESOURCES

Introduction (Brief background of the school)

regularly reviewed Eviden regular review and community stakeholders lead

network facilitates L 0 Indicator Indicator Indicator The

evaluate their own

I. LEADERSHIP AND GOVERNANCE

stakeholders community reinforce strengths being used in

community. learners. improvement of the

that are Learning managers to education. child’s rights and

Learners are are designed and implemented and self-directed

II. CURRICULUM AND INSTRUCTION

2. Achievement of LEVEL Level 1 Level 2 Level 3 Indicators. -ACR

collection and accountability appropriate systems; processes,

III. ACCOUNTABILITY AND CONTINOUS IMPROVEMENT (20)

IV. MANAGEMENT OF RESOURCES

resource Not Stakeholders are Indicator Indicator

education plans. plan. the educational

managers, reporting reporting resource monitoring,

IV. MANAGEMENT OF RESOURCES

Overall Rating 100

CONSOLIDATED REPORT ON THE VALIDATION OF SBM RATING

NAME OF SCHOOL: _____________________ SCHOOL HEAD:________________________ DATE OF

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NAME OF SCHOOL: _ SCHOOL HEAD:____ DATE OF