SCHOOL HEADING

Name of School: Date Established:

SITIO DAM ELEMENTARY SCHOOL 1986
School Type: Last SBM Level/Rating:
SMALL LEVEL 2/ 2.40
Location: Name of School Head:
SITIO DAM, BRGY. ARMENIA, TARLAC CITY AMIE FE D. FERIA

THE COMMITTEES
I. LEADERSHIP AND GOVERNANCE III. ACCOUNTABILITY & CONTINUOUS IMPROVEMENT

Chairman: CRISTETA P. MANDAP Chairman: VILLAMOR V. YUMUL

Secretary CORAZON P. MANDAP Secretary MARY CATHERINE P. MACHADO

Members Members

II. CURRICULUM AND INSTRUCTION IV. MANAGEMENT OF RESOURCES

Chairman: CYNTHIA F. CALMA Chairman: HAZEL P. MANDAP

Secretary REBECCA O. YUMUL Secretary ADELAIDA O QUIAZON

Members YVETTE F. YUMUL Members

Introduction (Brief background of the school)

Sitio Dam Elementary School is commmitted to meet it's Vision, Mission, goals and objectives support and implement all of the
Department of Education's projects and programs in the development of coherent policies and plans that is crucial to bring out real
and sustainable change in the education system to achieve quality education and produce acdemically competent, value laden
and competitive lif-long learners. The fundamental goal of our school is to help pupils learn and thrive to the best of their abilities.
Our learners are the future agents of our society. Prior to this, we must give the best education experiences that our clientele
deserves.As the popular sayings goes "It takes a village to educate a child", it is not just a sole responsibility of the school, rather
than shared responsibility of the school community, and external stakeholders.At present, Sitio Dam Elementary School is proudly
to have a good working relationship from the teaching staff to the learners, parents, and community stakeholders enable them to
attain the set of goals beyond personal interest. Each members and staffs are ready to embrace the challenges and opportunities
that awaits us. We collaborate and cooperate on different programs, projects and activities (PPAs) that benefit our learners and
that bring valuable resources to members and were able to uplift school into a high performing school.
 SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED MOVs FOR VALIDATION FOR THE YEAR
2022-2023
A. LEADERSHIP & 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. (30%)
RATING
INDICATORS Level MEANS OF VERIFICATION REMARKS
12
1.In place is a Development Plan (e.g. SIP) Documentation on the process of developing, enhancing,
developed collaboratively by the stakeholders of implementation with stakeholders’ participation on the following:
the school and community. 0 1 2 3 1. Approved School Improvement Plan 2
- School Memorandum
2. The development plan (e.g. SIP) is regularly - Letter of Invitation
reviewed by the school community to keep it up
responsive and relevant to emerging needs, - Activity Completion Report (ACR)
challenges and opportunities. 0 1 2 3 2. Approved Annual Implementation Plan 3
- School Memorandum
- Letter of Invitation
3.The school is organized by a clear structure - Activity Completion Report
and work arrangements that promote shared
leadership and governance and define the roles 3. Approved Office Performance Commitment and Review Form
and responsibilities of the stakeholders. 0 1 2 3 - School Memorandum 3
- Minutes of the meeting
- ACR
4.A leadership network facilitates communication - School Organizational Structure
between and among school and community
leaders for informed decision-making and solving - Process Flow
of school-community wide-learning problems. 4. Programs, Projects, Activities (PPAs) as indicated in the
0 1 2 3 SIP/AIP/OPCRF 2
- School Memorandum
- Minutes of the Meeting
5.A long term program is in operation that - Project Proposal
addresses the training and development needs of
school and community leaders. - ACR
- Innovative Program for the Improvement of ACCESS
- Other regular school programs:
ü Wash in School Program
ü Gulayan sa Paaralan
ü Feeding Program
ü Others
5. Modes of Dissemination
 - School Website
- Facebook Account Page
- Leaflets/Brochures/Newsletters
- Transparency/Bulletin Board
- School Paper
- Communication Plan, Flow and system
6. School-based implementing guidelines on Child Protection Policy,
Anti-Bullying, etc.
0 1 2 3 2
- School Memorandum
- Consultation Report (Attendance and Pictures)
- Proposed school implementing guidelines

- School Handbook with Dissemination Report (pictorials, attendance)

- Intake Sheets
7. eBEIS – Performance Indicators
- Gross Enrolment Rate
- Net Enrolment Rate
- Cohort survival Rate
- Transition Rate
- School Leaver Rate
- Repetition Rate
- Completion Rate
- ALS Completion Rate (% of ALS learners who completed either
elementary or secondary level in accordance with the requirements)
- ALS A&E Passer Rate (% of ALS Learners who passed the ALS
Accreditation and Equivalency Test)
CONFORME: NOTED BY: Date: 29-Jun-23
CRISTETA P. MANDAP
School SBM Leader (Principle 1) JULUIUS G. GAMIS, EdD
Public Schools District Supervisor
REVIEWED BY:

AMIE FE D. FERIA, PhD

School Principal

B. CURRICULUM AND INSTRUCTION - The curriculum provides for the development needs of all types of learners in the school
community (30%)
RATING
INDICATORS Level MEANS OF VERIFICATION REMARKS
 INDICATORS Level MEANS OF VERIFICATION REMARKS
18
1.The curriculum learning systems anchored on 1. Teachers’ Portfolio
the community and learner’s contexts and 0 1 2 3 3
- RPMS/IPCRF portfolio (proportion of teachers meeting PPST career
aspirations are collaboratively developed and
stage 3 in all domains (Highly Proficient)
continuously improved.
2.The implemented curriculum is localized to - Monthly Supervisory Plan
make it more meaningful to the learners and
applicable to life in the community. - Classroom Observation Tool
0 1 2 3 - Observation Notes 3
- Class Program
- Sample Lesson Plan
3. A representative group of school and - DepEd emails and FB accounts
community stakeholders develop the methods
- School Leadership with Designation
and materials for developing creative thinking & 0 1 2 3 2
problem solving. - List of localized, contextualized IMs with sample (Big Books, MTB
dictionary, etc.)
4.The learning systems are regularly and - School initiated SLM/las (sample)
collaboratively monitored by the community
using appropriate tools to ensure the holistic - School Forms
growth and development of the learners and the - Improved/Localized LMs/IMs/DLLs
community.
0 1 2 3 2
- Instructional Materials
ü List of Visual |Aids, Digitized IMs and Quality Assured and accepted
Localized LMs
5. Appropriate assessment tools for teaching and 2. Training Development Plan
learning are continuously reviewed and 0 1 2 3 - Teacher’s Developmental Needs
3
improved, and assessment results are
6. Learning managers and facilitators (teachers, - LAC/INSET implementation Plan (LAC template per DepEd/Division
administrators and community members) Memorandum Issuances)
nurture values and environments that are a. Project Proposal
protective of all children and demonstrate
behaviors consistent to the organization’s vision,
0 1 2 3 b. School Memorandum 3
mission and goals. c. Technical Working Group
d. ACR with financial and monitoring report
7. Methods and resources are learner and e. Sample certificate and program
community- friendly, enjoyable, safe, inclusive,
- Technical Assistance Plan (based on DepEd/Division Memorandum
accessible and aimed at developing self- directed
Issuances)
learners. Learners are equipped with essential
knowledge, skills, and values to assume - TA report with results, analysis and pictures
responsibility and accountability for their own - Certificates of Attendance to Trainings/Webinars
learning. (Division/Region/National/International
3. Learner’s Outcome

- Performance Indicators (Drop-Out, Graduation, Cohort-Survival, etc.)

- Learners’ Tracking system/Program Report

ü Learners’ profile with their learning needs
- Learners’ Portfolio
 - Alternative Delivery Mode (ADM)
- Periodic Assessment Results with analysis
ü Summative Test results
- Proportion of Students performing at proficient level
a. Numeracy level
b. Literacy Level
In the absence of NAT, the results of the reading test in Filipino and
English and numeracy test shall be considered – with reference to the
policy standard set by the CLMD.
The percentage weight for the learning outcomes shall be:
10% - Filipino Reading Test
10% - English Reading Test
10% - Numeracy Test
To determine the improvement of learning outcomes, the rating standard
below shall be followed:

Overall

0 1 2 3 4. School’s Best Practices/Remarkable Accomplishments

2

- School initiated programs/projects

- Log sheet/logbook showing names of visitors who benchmarked
schools initiated programs
- Best practices
- Innovations
ü Programs for improvement of the learning environment and increased
learning outcomes
- Continuous Improvement (CI) projects
- Institutionalized programs for inclusive education
- Literary Services
- Guidance Services
ü Guidance Forms
ü Guidance Records and Reports
 - Computer/Science/TLE Laboratory (if any)
- Learners’ initiated projects
- Classroom Structuring
- Reading Centers/Study Sheds (Reading Books)
- Co-curricular Activities Report (ex. Scouting, Religious Instructions,
Science Camp, Education Summit, etc.)
5. School Research Outcomes
- List of Researchers (proposals and completed)
- Dissemination Plan and Report on Research Outcomes
Innovations/Interventions/Enrichment/Remediation Programs
a. Project Proposal
b. ACR
6. Sample Assessment Tool
- Table of specification
- Formative/Summative Test
- Periodic Tests Questions
- Evaluation Notebooks
- Test/Item Analysis
- Item Bank per learning area
- Rubric Used
- Enhanced Assessment Tools adopted from partners
CONFORME: NOTED BY: Date: 29-Jun-23
CYNTHIA F. CALMA
School SBM Leader (Principle 2) JULUIUS G. GAMIS, EdD
Public Schools District Supervisor
REVIEWED BY:
AMIE FE D. FERIA, PhD

School Principal

C. 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. (25%)
RATING
INDICATORS Level MEANS OF VERIFICATION REMARKS
11
1. Roles and responsibilities of accountable 1. School Monitoring and Evaluation Adjustment
person/s and collective body/ ies are clearly
defined and agreed upon by community - SMEA Committee
stakeholders 2
0 1 2 3
1. Roles and responsibilities of accountable
person/s and collective body/ ies are clearly
defined and agreed upon by community
stakeholders 2
0 1 2 3 - SMEA meetings with School Memorandum
- Minutes of meeting
- ACR
2. Achievement of goals is recognized based on a - SMEA Plan with
collaboratively developed performance
accountability system; gaps are addressed a. Quarterly schedule of reporting with stakeholders
through appropriate action. b. Dissemination Report relative to SMEA results
0 1 2 3 2
- Quarterly/Semestral SMEA Results
- Repor on Midyear Assessment and Year End Performance
- WinS TWG
3. The accountability system is owned by the 2. School Organizational Structure
community and is continuously enhanced to
ensure that management structures and - Functional organizations/teams/committees
mechanisms are responsive to the emerging a. MPTA (DO 54 s. 2009, DO 67 s. 2009)
learning needs and demands of the community
0 1 2 3 b. SGC 2
c. SSG/SPG (DM 4 s. 2012)
d. Finance Team
e. SPT (School Planning Team)
f. SMEA Team

4. Accountability assessment criteria and tools, g. Grievance Committee

feedback mechanisms, and information h. Faculty Club
collection and validation techniques and 0 1 2 3 3
processes are inclusive and collaboratively i. HR PTA
developed and agreed upon. j. SBM Team
k. CPP Committee
5. Participatory assessment of performance is l. QA Team for school LRMD
done regularly with the community. Assessment
results and lessons learned serve a basis for m. Organized school Quality Management System
feedback, technical assistance, recognition and n. Others
plan adjustment.
Attachments are but not limited to
o Structures/Charts
o Constitutions and By-Laws
o Terms of Reference (TOR) Roles and Responsibilities
o Designation/Appointment
o Oath of Office
o Invitation Letter
o School Memorandum
o Minutes of the Meeting
 o List of Project Proposals (from Principle 1)
o ACR
o Enhanced School Process (QMS) like in enrolment, module
distribution and retrieval (process flow)
3. Feedback Mechanism
- Feedback from stakeholders regarding school policies
ü Feedback Tools
Suggestion Box, Clients’ Satisfaction Survey, Checklist Form, Survey
Questionnaire, Tracer Study Tool, Text Brigade
- Summary of Suggestions and actions taken
- Survey Results, analysis and intervention
4. Stakeholders’ Recognition
- Institutionalized School Recognition and Incentive System on:
ü Internal Stakeholders
Learners
a. Criteria
b. School Memorandum
c. Quarterly Lerarners’ Recognition
d. List of Awardess
e. Sample Certificates
0 1 2 3 f. Pictorials 2
g. ACR on the Awarding Activity
Teachers
a. Criteria
b. School Memorandum
c. Quarterly Lerarners’ Recognition
d. List of Awardess
e. Sample Certificates
f. Pictorials
g. ACR on the Awarding Activity
Parents
a. Criteria
b. School Memorandum
c. Quarterly Lerarners’ Recognition
d. List of Awardess
 e. Sample Certificates
f. Pictorials
g. ACR on the Awarding Activity
Esternal Stakeholders
a. ACR on Stakeholders’ Convergence
b. List of Awardees
c. Sample Certificate
d. Pictorials
e. Rubric/Criteria
Awards received by the Students/Pupils and the School across
governance levels (Division/Region/National/International)
a. List of Awards
b. Sample Certificates

c. Pictorials
5. School Performance and Accomplishments
- School Report Card (SRC)
- State of the School Address (SOSA)
CONFORME: NOTED BY: Date: 29-Jun-23
VILLAMOR V. YUMUL
School SBM Leader (Principle 3) JULUIUS G. GAMIS, EdD
Public Schools District Supervisor
REVIEWED BY:

AMIE FE D. FERIA, PhD

School Principal
D. MANAGEMENT AND RESOURCES - Resources are collectively and judiciously mobilized and managed with transparency, effectiveness, and
efficiency. (15%)
INDICATORS MEANS OF VERIFICATION RATING
REMARKS
12
Documentation on the process of developing/ enhancing/
1. Regular resource inventory is collaboratively implementing of the following:
undertaken by learning managers, learning 1. Approved Work and Financial Plan
facilitators, and community stakeholders as
0 1 2 3 3
basis for resource allocation and mobilization. - School Memorandum
- Minutes of the Meeting
- Attendance
- Pictures
2. A regular dialogue for planning and resource
programming, that is accessible and inclusive,
continuously engage stakeholders and support
0 1 2 3 3
implementation of community education plans.
2. A regular dialogue for planning and resource
programming, that is accessible and inclusive,
continuously engage stakeholders and support
implementation of community education plans.
3. In place is a community-developed resource
management system that drives appropriate
behaviors of the stakeholders to ensure
judicious, appropriate, and effective use of
resources.
4. Regular monitoring, evaluation, and reporting
processes of resource management are
collaboratively developed and implemented by
the learning managers, facilitators and
community stakeholders.
5. There is a system that manages the network
and linkages which strengthen and sustain
partnerships for improving resource
management.
2. Approved School Operating Budget (SOB)
0 1 2 3 3
- School Memorandum
- Minutes of the Meeting
- Attendance
- Pictures
3. Social Mobilization and Networking System
- Brigada Eskwela Report (Acknowledgement Receipt, Delivery
0 1 2 3 Receipt, Pledges, Deed of Donations, MOA/MOU
2
- Records of Donations with pictures
- Inventory of projects given by stakeholders
- Percentage of financial contribution from stakeholders and other
partners
- Financial Report of School PPAs
0 1 2 3 - State of Barangay Address 2
- Barangay Development Plan
- Barangay IRA
- Report on the Barangay Assistance to schools
- Innovations for the collective and judicious utilization and
transparent, effective and efficient resources management system
4. School Finance
- Liquidation report
- Income Generating Project
- Canteen Report
- No adverse COA Findings on MOOE liquidation
5. School Plan and Resources
- Annual Procurement Plan
- Human Resource Development Plan
- Financial Management Development Plan
- Technology Resource Improvement Plan
- School Physical Development Plan
- Physical Facilities Improvement of School
- IGP Sustainability Plan
- Resource Allocation and Mobilization Plan
0 1 2 3 2
- School size Titling
6. School Inventory Resources
- Human Resources
 a. Pupil/Students Classroom Ratio
b. Teacher-Learner Ratio
- School Facilities
a. Seat-learner ratio
b. Functional Library
c. Rooms
d. Furniture
e. Equipment
- Technological Resources
a. ICT package/e-classroom package
b. Internet Access
- Electricity connection
- WinS Assessment
CONFORME: NOTED BY: Date: 29-Jun-23

HAZEL P. MANDAP JULUIUS G. GAMIS, EdD

School SBM Leader (Principle 4) Public Schools District Supervisor

REVIEWED BY:

AMIE FE D. FERIA, PhD

School Principal
 SCHOOL BASED MANAGEMENT SUMMARY RESULT
SBM Principle Raw Rating Weight SBM Rating SBM Level of
Score Practice
A LEADERSHIP &
12 2.40 30% 0.72
GOVERNANCE
B CURRICULUM AND
18 2.57 30% 0.77
INSTRUCTION
C ACCOUNTABILITY AND
CONTINUOUS 11 2.20 25% 0.55 Level II
IMPROVEMENT
D MANAGEMENT OF
12 2.40 15% 0.36
RESOURCES
14 2.40
Legend
Levels Numerical
Equivalent Description
Evidence indicates developing structures and
Level I (Developing) 0.5-1.49 mechanisms are in place to demonstrate ACCESs
Evidence indicates planned practices and procedures
Level II (Maturing) 1.5-2.49 are fully implemented and aligned to ACCESs
Evidence indicates practices and procedures satisfy
Level III (Advanced-for Accreditation) 2.5-3.0 quality standards

Prepared by: Checked and Reviewed by:

CRISTETA P. MANDAP AMIE FE D. FERIA, PhD

School SBM Coordinator School Principal

Noted by: Recommending Approval:

JULIUS G. GAMIS, EdD RUTH D. JIMENEZ, EdD

PSDS Chief - SGOD

Approved:

MA. IRELYN P. TAMAYO, PhD, CESO V

Schools Division Superintendent
INDICATORS I. Leadership and II. Curriculum and III. Accountability and IV. Management of
Governance (30%) Instruction (30%) Continuous Improvement (25%) Resources (15%)

SCORE
Findings Lack of proper documentation on some Lack of school initiated SLMs and localized There is still a need to improve the feedback The schools needs to strengthened more its
activities that involves stakeholders instructional materials..Many of the system of the school and its accountability relationship with the stakeholders through
participation developed materials by teachers were not system proper and continous communication for
quality assured resource management improvement.

Reccomendation All activities should be properly documented Encourage teachers to developed quality The school will continuously engage more to Continuosly work collaboratively and have
assured SLMs and localized materials the majority of internal and external aclose monitoring the appropriate resources
stakeholders that gaps addressed through to each programs , projects and activites wre
appropriate action. implemented.

Best Features Approved ESIP on time and each member of The Learning Resources and other
the working committees performed -well. supplemenatry materials/ devices such as
strategic interventions materials and
worksheets were developed to learning
needs of our learners.
The indicators showed positive results from Shared responsibility from stakeholders
various stakeholders in engaging and support the school to achieve its Vision,
supporting in education. Mission, and the set of goals on the highest
priorities specifically on Resource
Management.

Prepared by: CRISTETA P. MANDAP Approved: AMIE FE D. FERIA, PhD

School SBM-Coordinator School Head