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CONTEXTUALIZED SCHOOL BASED

MANAGEMENT [SBM]-ASSESSMENT
PROCESS AND TOOL [APAT]
CURRICULUM AND
INSTRUCTION
General Description
The curriculum learning systems
anchored on the community and
learners’ context and aspirations are
collaboratively developed and
continuously improved.
INDICATOR #1 All types of learners of the school community are identified,
their learning curves assessed; appropriate programs with its
support materials for each type of learner is developed.
The curriculum
provides for the
development needs of Evidences: 4. Availability of CGs, TGs, LMs, etc.
for other types of learners
all types of learners in 1. Enrolment Data by Type of Learners • Students with special needs (if
2. Assessment tools and database of applicable
the school community assessment results
• Diagnostic Tools
• IPs, Muslim learners (if applicable)
• MFAT (SPED) • ALS modules(if applicable)
• ECD Checklist • Modules for ADMs (Open High
• Reading Inventory School, MISOSA, Home Schooling)
• Numeracy (if applicable)
RATING • Language Mapping 5. Supervisory Plan, Instructional
Supervision Report
3. Report on the Analysis of

1 Assessment results:



NAT (if applicable)
Teacher-made tests (with TOS)
Other summative Assessment results
6. Action plans, accomplishment,
documentation reports on
implementation of programs and
projects that address learners’
needs (submitted & received by the
• (least learned skills and performance gaps) district/ SDO)
INDICATOR #1 Programs are fully implemented and closely monitored to address
performance discrepancies, benchmark best practices, coach low
performers, mentor potential leaders, reward high achievement, and
maintain an environment that makes learning meaningful and enjoyable.

The curriculum Evidences:


provides for the
7. Intervention Action plans, M&E Reports,
development needs of
accomplishment, documentation reports on
all types of learners in
implementation of initiated PAPs*
the school community
8. Documentation report of LAC Sessions
9. Intervention Reports ( eg. SIM, Action research,
RATING
Best Practice)

2 10. School rewards/awards program


11. Instructional monitoring report/anecdotal
report/other proofs of monitoring
INDICATOR #1 The educational needs of all types of learners are being met as shown by
continuous improvement on learning outcomes and products of learning.
Teachers’ as well as students’ performance is motivated by intrinsic rather
than extrinsic rewards. The schools’ differentiated program is frequently
The curriculum benchmarked by other schools.
provides for the
development needs of
all types of learners in Evidences:
the school community
12. Results of academic contests, awards, certificates
of commendation received
RATING 13. School paper, website/ PLNs and other means to
showcase best practices

3 14. Report of participation of students and teachers


in activities outside the school,
15. Documentation that the school has been
benchmarked (e.g. Log Book, Letter of Appreciation,
etc.)
Local beliefs, norms, values, traditions, folklores, current events, existing
INDICATOR #2 technologies are documented and used to develop a lasting curriculum.
Localization guidelines are agreed to by school community and teachers
The implemented are properly oriented.
curriculum is
localized to make it
more meaningful to Evidences:
the learners and 1. Documentation report/Certificates of participation in
applicable to life workshops to localize the curriculum
and community 2. Culture mapping results
3. Local heritage matrix
RATING 4. Contextualized curriculum matrix per learning area
5. Inventory of localized and indigenized teaching and
1 learning materials
6. Organized School Level Learning Resource Evaluators
7. Evaluation tools for localized Learning Resources
INDICATOR #2 The localized curriculum is implemented and monitored closely to ensure
that it makes learning more meaningful and pleasurable, produces desired
learning outcomes, and directly improves community life. Ineffective
approaches are replaced and innovative ones are developed
The implemented
curriculum is
localized to make it Evidences:
more meaningful to
the learners and
applicable to life 8. Record of utilization downloaded materials from
and community the LR portal.
9. Record of locally-developed LRs utilized at the
school, district, division level
RATING
10. Functional school library/ LRC/mobile
2 library/library corner/classroom mini-libraries
11. Monitoring report of implementation of the
localized curriculum
INDICATOR #2 Best practices in localizing the curriculum are mainstreamed and
benchmarked by other schools. There is marked increase in number of
projects that uses the community as learning laboratory, and the school as an
agent of change for improvement of the community
The implemented
curriculum is
localized to make it
more meaningful to Evidences:
the learners and 12. Records of locally-developed LRs published in the
applicable to life LR portal/ printed, published or widely –circulated
and community
13. Report/record of community
engagement/program/ extension services/
RATING immersion in communities

3
INDICATOR #3 A representative team of school and community stakeholders assess
content and methods used in teaching creative, critical thinking and
problem solving. Assessment results are used as guide to develop
materials.
A representative
group of school
community
stakeholders develop Evidences:
the methods and
materials for 1. Composition of a School Project Team
developing creative with Terms of Reference
thinking and problem
solving.
2. Learning resource needs assessment
3. Summary of assessment results
RATING

1
INDICATOR #3 Learning materials and approaches to reinforce strengths
and address deficiencies are developed and tested for
applicability on school, family and community.
A representative
group of school
community
stakeholders develop
the methods and
Evidences:
materials for 4. Presence of developed/redeveloped
developing creative learning resources with evidences of utilization
thinking and problem
solving. 5. Evidences of remedial/enhancement
instruction or catch-up mechanisms
RATING 6. Evaluation and validation results for learning
resources
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INDICATOR #3 Materials and approaches are being used in school, in the
family and in community to develop critical, creative
A representative thinking and problem solving community of learners and
group of school are producing desired results
community
stakeholders develop
the methods and
materials for Evidences:
developing creative 7. Project implementation report showing attainment
thinking and problem of expected output/s
solving.
8. Certification that innovations were
adopted/utilized in school, family and community
RATING

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INDICATOR #4 A school-based monitoring of learning system
The learning systems is conducted regularly and cooperatively;
are regularly and feedback is shared with stakeholders.
collaboratively
monitored by the
community using
appropriate tools to Evidences
ensure the holistic 1. Documentation of school assemblies and
growth and meetings
development of the
learners and 2. State of the School Address [SOSA]
community. 3. Updated School Report Card (SRC)
RATING 4. All SF 9 (Report Cards) are signed by the parents
5. Learners’ profile with anecdotal records
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INDICATOR #4 The school-based monitoring of learning systems
The learning systems generate feedback that is used for making decisions
are regularly and that enhance the total development of learners
collaboratively
monitored by the
community using
appropriate tools to Evidences:
ensure the holistic
growth and
6. Formulated school policy guidelines on
development of the learner development activities
learners and
community. 7. Presented/Communicated SRCs to
RATING stakeholders

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INDICATOR #4 The monitoring system is accepted and
The learning systems regularly used for collective decision making
are regularly and
collaboratively
monitored by the
community using
appropriate tools toEvidences:
ensure the holistic
growth and
development of the 8. LGU /community resolutions/ordinance
learners and supporting the activities for the total
community. development of learners
RATING

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INDICATOR #5 The assessment tools are reviewed by the school and
assessment results are shared with school’s stakeholders.
Appropriate assessment
tools for teaching and
learning are
continuously reviewed Evidences:
and improved and
assessment results are 1. Creation of Assessment Review Team with terms of
contextualized to the reference.
learner and local 2. Evidence of Reviewed assessment tool/s on written work
situation and the such as Sample pupils/students’ portfolio with specific rubrics;
attainment of relevant Sample pupils’ students’ journals with rubrics and Other
life skills. written work like reaction or reflection paper, students’
researches, etc.
3. Evidence of Reviewed assessment tool/s on Performance
RATING task such as Culminating activities, Simulation and Actual
performance of task/s
1 4. Evidence of Reviewed assessment tool/s on Quarterly
examinations with TOS
INDICATOR #5 The assessment tools are reviewed by the school community
Appropriate assessment and assessment results are shared with community
tools for teaching and stakeholders.
learning are
continuously reviewed
and improved and
assessment results are Evidences:
contextualized to the
learner and local 5. Documentation of the review of assessment tools
situation and the (FGD, meeting) conducted by school community and
attainment of relevant
life skills. stakeholders
6. Evidences of modification of assessment tools
based on the suggestions gathered from the FGD
RATING 7. Assessment results are conveyed to stakeholders
through assemblies and other appropriate online or
2 offline strategies
INDICATOR #5 The school assessment results are used to develop
learning programs that are suited to community, and
customized to each learners’ context, results of which are
Appropriate assessment used for collaborative decision-making.
tools for teaching and
learning are
continuously reviewed
and improved and
assessment results are
contextualized to the
Evidence:
learner and local
situation and the 8. Documents on the learning programs/ activities
attainment of relevant
life skills. developed as a result of assessment

RATING

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INDICATOR #6 Stakeholders are aware of child/learner-centered,
Learning managers and rights-based, and inclusive principles of education.
facilitators ( teachers,
administrators and
community members) Evidences
nurture values and
environment that are 1.School advocacy program on child protection
protective of all
children and related concerns
demonstrate
behaviours consistent
to the organization’s Learning managers and facilitators conduct activities aimed to
vision, mission and increase stakeholders’ awareness and commitment to fundamental
goals rights of children and the basic principle of educating them.

Evidences
RATING 2. Documents on the implementation of activities
1 related to increasing stakeholders’ awareness and
commitment to child protection
INDICATOR #6 Stakeholders begin to practice child/learner-centered
principles of education in the design of support to
Learning managers and education.
facilitators ( teachers,
administrators and
community members) Evidences
nurture values and
environment that are 3. Statement of support from stakeholders in relation
protective of all
children and to school’s advocacy program
demonstrate
behaviours consistent
to the organization’s Learning managers and facilitators apply the principles
vision, mission and in designing learning materials.
goals

Evidences
RATING 4. Availability of strategic Intervention Materials (SIM)
2 5. SLAC documentation on designing learner-centered LMs
INDICATOR #6 Learning environments, methods and resources are community
driven, inclusive and adherent to child’s rights and protection
Learning managers and requirements.
facilitators ( teachers,
administrators and Evidences
community members)
nurture values and 6. WINs 3- star
environment that are
protective of all 7. Outstanding CFSS rating
children and 8. Recognized BE Implementer (Finalist or Awardee)
demonstrate
behaviours consistent Learning managers and facilitators observe learners’ rights from
to the organization’s designing the curriculum to structuring the whole learning
vision, mission and
goals environment.

Evidences
RATING 9. Student Handbook

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INDICATOR #7 Practices, tools and materials for developing self-directed
learners are highly observable in school, but not in the home or
in the community.
Methods and resources
are learner and
community –friendly Evidences
enjoyable, safe, inclusive,
accessible and aimed at 1. Workbooks, Activity Sheets
developing self -directed 2. Documentation of student-led learning activities
learners. Learners are
equipped with essential 3. Approved Students-Initiated Activities
knowledge, skills, and
values to assume
responsibility and Learning programs are designed and developed to produce
accountability for their learners who are responsible and accountable for their learning.
own learning

RATING Evidences
1 4. Portfolio of self-directed learning programs
Practices, tools, and materials for developing self-directed
INDICATOR #7 learners are beginning to emerge in the homes and in the
community.
Methods and resources
are learner and Evidences
community –friendly
enjoyable, safe, inclusive, 5. Student–initiated community programs,
accessible and aimed at
developing self -directed 6. Community-sponsored program/activities (Picto-
learners. Learners are
equipped with essential narrative)
knowledge, skills, and
values to assume The program is collaboratively implemented and monitored by
responsibility and teachers and parents to ensure that it produces desired outcome.
accountability for their
own learning

RATING Evidences

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7. Parents’ engagement in the learning
activities of learners
There is continuous exchange of information, sharing of expertise and
INDICATOR #6 materials among the schools, home and community for the
development of self-directed learners.
Methods and resources
are learner and
community –friendly Evidences
enjoyable, safe, inclusive,
accessible and aimed at 8. Benchmarking of best practices in line with
developing self -directed developing self-directed learners
learners. Learners are
equipped with essential
knowledge, skills, and
values to assume The program is mainstreamed but continuously improved to
responsibility and
accountability for their make relevant to emergent demands.
own learning

Evidences
RATING
9. Proof of institutionalization of self-directed
3 learning programs in school