Republic of the Philippines

Department of Education
REGION III-CENTRAL LUZON

REGIONAL MEMORANDUM
No. ________s. 2021

IMPLEMENTATION GUIDELINES ON THE VALIDATION PROCESSES OF

SCHOOL-BASED MANAGEMENT (SBM) LEVEL OF PRACTICE
PER DEPED ORDER 83, SERIES 2012

To: Assistant Regional Director

Schools Division Superintendent
CID/SGOD Chiefs
SBM Coordinators

1. The Department of Education Region III issues Implementation Guidelines

on The Validation Processes Of School-Based Management (SBM) Level Of Practice
Per DepEd Order No. 83, s. 2012 which will serve as the guidelines on the
validation of SBM level of practice of schools in the twenty SDOs of Region III.

2. These guidelines provide the mechanisms and processes to further

strengthened the implementation of SBM and thereby scale-up levels of practice by
the schools in Region 3.

3. Corollary to this, the different context and types of schools- with their
respective PPAs implemented based on their ESIPs, AIPs and other official
documents shall be given due consideration and recognition in the assessment and
validation of school performance.

4. All previous regional policies, processes or systems related to School-Based

Management Assessment and Validation of school level of practice which are
inconsistent to this Regional Implementing Guidelines are hereby repealed,
rescinded, or modified accordingly.

5. This Implementing Guideline shall take effect immediately.

6. Immediate dissemination and strict compliance are hereby directed.

MAY B. ECLAR, CESO III

Regional Director
Encls: As stated
Ftad2/ftad5
April 20, 2021

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

Enclosure to RM No. ___s. 2021

IMPLEMENTATION GUIDELINES ON THE VALIDATION PROCESSES OF

SCHOOL-BASED MANAGEMENT (SBM) LEVEL OF PRACTICE
PER DEPED ORDER 83, SERIES 2012

I. Rationale
The implementation of the Governance of Basic Education Act of 2001 (RA
9155) provides the mandate for decentralizing the system of school management
and recognizes the role of the Local Government Units (LGUs) and other
stakeholders as partners in education service delivery.

Consequently, the Department of Education launched the Schools First

Initiative (SFI) in 2015 to empower the school and its community stakeholders to
effectively address access and quality issues in basic education.

Pursuant to the above mandates, the Department of Education issued

DepEd Order No. 83, s. 2012 to further strengthen the School-Based Management
(SBM) practice and re-emphasize the centrality of the learners and the involvement
of relevant community in basic education service delivery.

However, after eight (8) years of implementation, issues and challenges were
expressed by the schools in the Schools Division Offices (SDOs) regarding
difficulties in the operationalization of policies and guidelines at the school level
and in understanding on how to make SBM work in terms of improving governance
practice and achieving organizational effectiveness.

This is evident in the inconsistency in the Validation of SBM Level of Practice

of Schools on quality aspects and appreciation of innovation of schools
implemented to resolve their diverse and unique challenges. Thus, a more relevant
guidelines responsive and appropriate to the needs and condition of each school is
highly significant.

Acting on this matter, the Department of Education Regional Office 3,

through the Field Technical Assistance Division (FTAD), has conceptualized the
implementing guidelines to further strengthened the implementation of SBM and
thereby scale-up levels of practice by the schools in Region 3. The different context
and types of schools- with their respective PPAs implemented based on their ESIPs,
AIPs and other official documents shall be given due consideration and recognition
in the assessment and validation of school performance.

Corollary to this, the SBM level of practice is ascertained by the existence of

structured mechanisms, processes, and practices in all indicators.

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

The Schools Division Offices and School administrators shall be guided by

this official document to harmonize and unify the SBM assessment and validation
in both public elementary and secondary schools in adherence to the transcending
framework and happy school’s advocacy of the region which aims to level up the
SBM level of practice of all its schools and to achieve improved educational
outcomes.

II. Scope
This Implementation Guidelines on The Validation Processes of School-
Based Management (SBM) Level of Practice shall be used by the School Heads- for
self-assessment on the SBM level of their respective level of practice in the 20 SDOs
of Region 3; Division SBM Validating Team for validating and monitoring the
schools on the implementation of SBM in their respective SDOs particularly
certifying Level 2 schools; and, Regional SBM Validating Team- for validating and
monitoring the SBM level of practice of the schools specifically the Level 3 in the
SDOs.

The Regional Office and Schools Division Offices (SDO) are hereby directed to
reorganize the RO/SDO SBM Validating Team as SBM Task Force in the region and
in each division. The teams shall now be called the Regional SBM Validating Teams
and Division SBM Validating Teams.

III. Definition of terms

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.

Advanced (Accredited Level) – School-Based Management level of practice 3 that

ensures the production of intended outputs/outcomes and meeting all standards of
a system fully integrated in the local community and is self-renewing and self-
sustaining.

Curriculum and Instruction- The curriculum provides for the development needs
of all types of learners in the school community

Developing – School-Based Management level of practice 1 where structures and

mechanisms are within acceptable level and extent of community participation and
impact on the learning outcomes.

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.

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

Management of Resources - Resources are collectively and judiciously mobilized

and managed with transparency, effectiveness, and efficiency.

Maturing – School-Based Management level of practice2 where continuous

improvement process is introduced and sustained through the integration of wider
community participation and improve significantly performance and learning
outcomes.

Stakeholder – refers to anyone who invested in the welfare and success of a school
and its students, including administrators, teachers, staff members, students,
parents, families, community members, local business leaders, and elected officials
such as school board members, city councilors, and state representatives.

 may also be collective entities, such as local businesses, organizations,

advocacy groups, committees, media outlets, and cultural institutions, in
addition to organizations that represent specific groups, such as teachers’
unions, parent-teacher organizations, and associations representing
superintendents, principals, school boards, or teachers in specific academic
disciplines.

Transcending school – school goes beyond the limits, overstep or surpass the
highest SBM level of practice leading to a happy, quality, accessible, relevant and
liberating education.

IV. Implementation Arrangements

A. Preliminary Activities

1. The Regional Office and Schools Division Offices (SDO) shall

reorganize the RO/SDO SBM Validating Team as SBM Task Force in the region and
in each division. The teams shall now be called the Regional SBM Validating Teams
and Division SBM Validating Teams.

2. The composition of the Regional SBM Validating Team per dimension

shall be the following:

2.1. Leadership and Governance

Team Leader: FTAD/PPRD Chiefs

Secretariat: Regional SBM Coordinator

Members: Education Program Supervisors – FTAD, PPRD, CLMD

2.2. Curriculum and Instruction

Team Leader: FTAD/CLMD/HRDD Chiefs

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

Secretariat: Regional SBM Coordinator

Members: Education Program Supervisors – HRDD, CLMD, QAD

2.3. Accountability and Continuous Improvement

Team Leader: FTAD/QAD Chiefs/Administrative Officer

Secretariat: Regional SBM Coordinator

Members: Education Program Supervisors – Finance, PPRD, QAD, CLMD

2.4. Management of Resources

Team Leader: FTAD/ Finance /ESSD Chief

Secretariat: Regional SBM Coordinator

Members: Education Program Supervisors – FTAD, ESSD Representatives,

CLMD

3. The chiefs of the aforementioned FDs shall be the one to designate

their representatives.

4. Likewise, the composition of the Division SBM Validating Team from

SDO per dimension shall be the following:

Team Leader: SGOD/CID Chief

Secretariat: SBM Coordinator
Members: RO/SDO Supervisors, PSDSs

5. The chiefs of the aforementioned chiefs shall be the one to designate

their representatives.

B. Roles and functions of SBM Validating Team

The SBM Validating Team shall perform the following tasks and
responsibilities:

1. The SDO SBM Validating Team shall:

1.1. evaluate, monitor and validate the schools under their jurisdiction;

1.2. recommend to the Schools Division Superintendent for approval the

result of the validation of schools;

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Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

1.3. recommend to the Schools Division Superintendent SBM Level 3

schools for validation and accreditation by the Regional Validating
Team;

1.4. submit the list of schools adjudged as Level 2 to the Schools

Division Superintendent to be awarded Certificate of Recognition
by the Schools Division Office.
2. The Regional SBM Validating Team shall:

2.1. validate the schools with SBM Level 3 submitted by the SDO;

2.2. submit the results of the validation to the SBM Coordinator for
possible provision of technical assistance;

2.3. recommend to the Regional Director the schools to be given

Certificate of Accreditation;

2.4. organize through the FTAD an Awarding Ceremony for the

recognition of accredited SBM Level 3 schools.

C. Guides and Instructions

The School Heads/ RO/SDO SBM Validating Team shall strictly adhere to the
prescribed guides and pertinent steps in the SBM validation process such as:

1. The basis of SBM validation shall be 3 years back of artifacts

following the ESIP coverage.

2. The SBM validation shall consist of two activities namely:

2.1 The Self-Assessment to determine the school’s level of SBM

practice by school leaders themselves; and the

2.2 The DOD (Documentary Analysis, Observation, Discussion)

utilizing an SBM assessment tool as reference to gather data in
analyzing the four (4) principles such as: Curriculum and Instruction,
Leadership and Governance, Accountability and Continuous
Improvement, and, Management of Resources with focused attention
on the relevance and impact of innovative PPAs employed by schools.

3. The DOD shall follow the two (2) essential steps in evaluating the
validity of an evidence of SBM level of practice which are as follows:

3.1 Conduct Document Analysis (using artifacts)

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

3.2 Conduct observations to obtain process evidence (individual or

group interviews)

4. The validators shall be guided by the following indicators in the

appreciation of innovations:

4.1 Has all the needed documents from its conception to

implementation;

4.2 Has been signed and approved by immediate supervisor and

Schools Division Superintendent;

4.3 Has accomplished significant improvement as an intervention

school problems or issues as indicated in the rubric under
Curriculum and Instruction.

4.4 Has been adopted by all school stakeholders or by other levels of

governance in the achievement of desired learning outcomes.

5. The SBM Validating Team shall discuss the synthesized documentary

and process evidence, (consensual decision) based from the above processes.

D. Process Flow of SBM Validation

1. The process flow of SBM Validation (Figure 1) shows the different

steps to be followed for a systematic validation process.

2. The SBM Validation process has three phases namely:

a. Pre-Validation Steps
b. Actual Validation Steps
c. Post-Validation Steps

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

PROCCESS FLOW OF SBM VALIDATION

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

D.1 Pre-validation Steps

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

1. The school leader shall convene with the different stakeholders in

accomplishing the assessment tool to identify the means of verifications (MOVs) or
the evidences to justify the indicated rating.

2. School heads shall accomplish the self-assessment tool (see attached

Appendix A). In determining the points per principle use the Contextualized SBM
Assessment Tool. This document shall be strictly checked and monitored by the
Division SBM Validating Teams in coordination with the FTAD-RO and in
preparation for the RO-SBM Validating Team.
3. The school heads shall reflect upon and identify their own respective
innovative outputs, effective practices per principle as a result and impact of PPAs
conducted to improve learner outcomes.
4. The SBM validators shall likewise look into the alignment of these
implemented innovative PPAs to the ESIP, AIP and WFPs with consideration to the
goals and activities stipulated in the OPCRF and IPCRF documents which have a
significant/evident impact upon the learning outcomes of the learners.
5. The PSDS in-charge or the SBM Validating Team leader shall review
and validate the accuracy of the documents before submitting to the Division SBM
Coordinator.
6. The Division SBM Coordinator shall collate self-assessment
documents from schools and give them to the assigned committees during the
planning meeting.

7. The committees assigned per SBM dimension shall be required to list

down pertinent information into the Consolidated Reports on The Validation of the
Schools' SBM Level of Practice (See Appendix B).

8. The Division SBM Coordinator shall prepare and submit the final
reports of the SBM validation duly signed by the SDS to the E-portal of FTAD-RO.
The Submission is a month before the date of the validation to give the Regional
SBM Validating Team members enough time to read and assess its contents in
preparation for the actual school validation.
9. Through the recommendation of the SDO, the validated Level 3
schools are required to submit self-assessment documentation to the E-portal of
the FTAD-SBM validation for advanced consolidation and in preparation for
regional validation
10. The Regional SBM Validating Team shall strictly check and analyze
the SBM performance of the schools as a basis for the provision of technical
assistance.

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

D.2. Actual Validation Steps

1. The RO and SDO SBM Validating Team shall be assigned to specific

component per school.

2. The school shall conduct a short program to formalize the solemnity

of the activity:
 Invocation
 Welcome Remarks of School Head
 Short Presentation of School Profile, Innovations, and Best Practices
 Introduction of RO/SDO SBM Validating Team members as SBM
Validating Team by the SDO team leader
 Brief Overview of the D-O-D Process by the RO/SDO SBM Validating
Team leader
3. The schools shall present their respective documents to validate the
data on intermediate learning outcomes or innovative programs under continuous
improvement for upscaling learning outcomes.

4. The RO/SDO SBM Validating Team’s validation process shall follow a

triangulation method by analyzing the documents, conduct of interviews with the
teachers, learners, and external stakeholders. The impact of the PPAs implemented
shall be given premium so that innovations shall be properly appreciated and
recognized specifically in the aspect of curriculum and instruction which
underscores learning outcomes.
5. The Regional SBM Validating Team shall discuss the validation
findings, recommendations, and best features of the school to provide school heads
an overview of their performance and the things that needs further TA for
improvement.
6. The team leader, in collaboration with all members, shall prepare the
report on school’s performance using the template indicated in Appendix C.
RO/SDO Validators Tool Template
7. The Regional validating team shall convene with the Division validating
team for discussion, recommendations, and next steps for the provision of TA to
the concerned schools. In the event that self-assessment results is higher than the
evaluation of the RO/SDO SBM Validating Team, the level shall be retained or
deferred until such time that school can comply with the needed requirements
being asked for by the validators.
8. Revalidation of the school shall be done after one (1) month depending
on the findings of the RO validating team.

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

9. The RO/SDO SBM Validating Team through the PSDSs in each district
or SBM coordinators in each SDO, shall be expected to monitor and provide
technical assistance to the school in the whole process.

D.3 Post Validation Steps

1. The Regional SBM Validating team leader, in collaboration with all

members, shall prepare the report in preparation for the wrap-up session. See
Appendix B: Consolidated Reports on The Validation of The Schools' SBM Level of
Practice. The findings shall be presented to the school SBM Team.
2. The school shall disseminate the Findings and recommendations given
by the RO SBM validating team to the school’s stakeholders.
3. An action plan to address and implement the recommendations shall
be prepared by the school.
4. The PSDSs/SBM coordinators shall monitor and provide technical
assistance in the implementation of the action plan recommended by the Division
SBM Coordinator and duly-approved by the Schools Division Superintendent.
5. Level 2 schools shall be duly-certified by the Schools Division
Superintendents.
6. All schools assessed as LEVEL 3, after thorough validation by the
RO/SDO SBM Validating Teams, shall receive Certificate of Accreditation from the
Regional Office signed by RD led by the Field Technical Assistance Division.
G. Scoring Guides

1. The four (4) principles were assigned percentage weights on the basis
of their relative importance to the aim of school on improved learning outcomes and
school operations, based on intermediate learning outcomes of DepEd. The
Description of SBM Levels of Practice are as follows:

Level I: Developing – Developing structures and mechanisms with acceptable level

and extent of community participation and impact on the learning outcomes. MOVs
indicate early or preliminary stages of implementation.

Level II: Maturing – Introducing and sustaining continuous improvement process

that integrates wider community participation and improve significantly
performance and learning outcomes. MOVs indicate planned practices and
procedures are fully Implemented.

Level III: Advanced (Accredited Level) – Ensuring the production of intended

outputs/outcomes and meeting all standards of a system fully integrated in the

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

local community and is self-renewing and self-sustaining. MOVs indicate practices

and procedure satisfy quality Standards.

1. Each principle has its corresponding standard means of verification

documents based on the intermediate learning outcomes of the DepEd. However,
the MOVs are dependent on the context of the schools or whether such programs
are relevant to the existing targets for school performance. Alignment of all MOVs
in every PPAs conducted shall be referred to the ESIP, OPCRF, AIP, WFP and other
pertinent official documents.

2. The following are the four (4) principles with its corresponding
definitions, indicators, standard means of verifications (MOVs), and percentage
weight based on specific intermediate outcomes as follows:

INDICATORS MEANS OF VERIFICATION

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%)
1.In place is a Development Plan (e.g. SIP) Documentation on the process of developing,
developed collaboratively by the stakeholders of enhancing, implementation with stakeholders’
the school and community. participation on the following:
1.    Approved School Improvement Plan
-       School Memorandum
2. The development plan (e.g. SIP) is regularly -       Letter of Invitation
reviewed by the school community to keep it up -       Activity Completion Report (ACR)
responsive and relevant to emerging needs, 2.    Approved Annual Implementation Plan
challenges and opportunities.
-       School Memorandum
-       Letter of Invitation
-       Activity Completion Report

3.The school is organized by a clear structure

and work arrangements that promote shared 3.    Approved Office Performance Commitment and
leadership and governance and define the roles Review Form
and responsibilities of the stakeholders.
-       School Memorandum
-       Minutes of the meeting
-       ACR
-       School Organizational Structure
-       Process Flow

4. Programs, Projects, Activities (PPAs) as indicated

4.A leadership network facilitates
in the SIP/AIP/OPCRF
communication between and among school and
community leaders for informed decision-making -       School Memorandum
and solving of school-community wide-learning -       Minutes of the Meeting
problems.
-          Project Proposal
-          ACR
-          Innovative Program for the Improvement of ACCESS

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 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

-          Other regular school programs:

  Wash in School Program
  Gulayan sa Paaralan
  Feeding Program
  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.
-          School Memorandum
-          Consultation Report (Attendance and Pictures)
-          Proposed school implementing guidelines
-          School Handbook with Dissemination Report
(pictorials, attendance)
-          Intake Sheets
7. eBEIS – Performance Indicators
5.A long term program is in operation that -          Gross Enrolment Rate
addresses the training and development needs of -          Net Enrolment Rate
school and community leaders. -          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)
B. CURRICULUM AND INSTRUCTION - The curriculum provides for the
development needs of all types of learners in the school community (30%)

1.The curriculum learning systems anchored on 1. Teachers’ Portfolio

the community and learner’s contexts and
aspirations are collaboratively developed and -          RPMS/IPCRF portfolio (proportion of teachers
continuously improved. meeting PPST career stage 3 in all domains (Highly
Proficient)

2.The implemented curriculum is localized to -          Monthly Supervisory Plan

make it more meaningful to the learners and -          Classroom Observation Tool
applicable to life in the community. -          Observation Notes
-          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 &
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)

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 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

collaboratively monitored by the community -          School Forms

using appropriate tools to ensure the holistic -          Improved/Localized LMs/IMs/DLLs
growth and development of the learners and the -          Instructional Materials
community.
  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 -          Teacher’s Developmental Needs
improved, and assessment results are
contextualized to the learner and local situation
and the attainment of relevant life skills.

6. Learning managers and facilitators (teachers, -          LAC/INSET implementation Plan (LAC template per
administrators and community members) DepEd/Division Memorandum Issuances)
nurture values and environments that are a.     Project Proposal
protective of all children and demonstrate b.     School Memorandum
behaviors consistent to the organization’s vision,
c.     Technical Working Group
mission and goals.

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
accessible and aimed at developing self- directed
DepEd/Division Memorandum 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
learning.
-          Certificates of Attendance to Trainings/Webinars
(Division/Region/National/International

  3. Learner’s Outcome
  -          Performance Indicators (Drop-Out, Graduation,
  Cohort-Survival, etc.)
  -          Learners’ Tracking system/Program Report
    Learners’ profile with their learning needs
  -          Learners’ Portfolio
  -          Alternative Delivery Mode (ADM)
 
-          Periodic Assessment Results with analysis
 
    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:
 
   

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

   
 
   
   
   
  Overall
 
 
 
 
 
 
  4. School’s Best Practices/Remarkable
  Accomplishments
  -          School initiated programs/projects
  -          Log sheet/logbook showing names of visitors who
  benchmarked schools initiated programs
  -          Best practices
 
-          Innovations
    Programs for improvement of the learning environment
  and increased learning outcomes
  -          Continuous Improvement (CI) projects
-          Institutionalized programs for inclusive education
-          Literary Services
-          Guidance Services
  Guidance Forms
  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
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%)

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 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

1. School Monitoring and Evaluation Adjustment

-          SMEA Committee
1. Roles and responsibilities of accountable
-          SMEA meetings with School Memorandum
person/s and collective body/ ies are clearly
defined and agreed upon by community -          Minutes of meeting
stakeholders -          ACR
2. Achievement of goals is recognized based on a -          SMEA Plan with
collaboratively developed performance a.     Quarterly schedule of reporting with stakeholders
accountability system; gaps are addressed b.     Dissemination Report relative to SMEA results
through appropriate action.
-          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 -          Functional organizations/teams/committees
ensure that management structures and a.     MPTA (DO 54 s. 2009, DO 67 s. 2009)
mechanisms are responsive to the emerging
learning needs and demands of the community b.     SGC
c.     SSG/SPG (DM 4 s. 2012)
d.     Finance Team
e.     SPT (School Planning Team)
4. Accountability assessment criteria and tools, f. SMEA Team
feedback mechanisms, and information g.     Grievance Committee
collection and validation techniques and h.     Faculty Club
processes are inclusive and collaboratively
developed and agreed upon. i.     HR PTA
j.     SBM Team
k.     CPP Committee
5. Participatory assessment of performance is l.      QA Team for school LRMD
done regularly with the community. Assessment m.     Organized school Quality Management System
results and lessons learned serve a basis for n. Others
feedback, technical assistance, recognition and
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
    Feedback Tools
  Suggestion Box, Clients’ Satisfaction Survey, Checklist
  Form, Survey Questionnaire, Tracer Study Tool, Text
  Brigade
  -          Summary of Suggestions and actions taken

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 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

  -          Survey Results, analysis and intervention

  4. Stakeholders’ Recognition
  -          Institutionalized School Recognition and Incentive
  System on:
    Internal Stakeholders
  Learners
  a.     Criteria
  b.     School Memorandum
  c.     Quarterly Lerarners’ Recognition
  d.     List of Awardess
  e.     Sample Certificates
  f.      Pictorials
  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)
D. MANAGEMENT AND RESOURCES - Resources are collectively and judiciously
mobilized and managed with transparency, effectiveness, and efficiency. (15%)

Documentation on the process of developing/

1. Regular resource inventory is collaboratively enhancing/ implementing of the following:
undertaken by learning managers, learning
1. Approved Work and Financial Plan
facilitators, and community stakeholders as
basis for resource allocation and mobilization. -          School Memorandum
-          Minutes of the Meeting

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
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 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

-          Attendance
2. A regular dialogue for planning and resource -          Pictures
programming, that is accessible and inclusive, 2. Approved School Operating Budget (SOB)
continuously engage stakeholders and support -          School Memorandum
implementation of community education plans. -          Minutes of the Meeting
-          Attendance
-          Pictures
3. In place is a community-developed resource 3. Social Mobilization and Networking System
management system that drives appropriate -          Brigada Eskwela Report (Acknowledgement
behaviors of the stakeholders to ensure Receipt, Delivery Receipt, Pledges, Deed of Donations,
judicious, appropriate, and effective use of MOA/MOU
resources. -          Records of Donations with pictures
-          Inventory of projects given by stakeholders
4. Regular monitoring, evaluation, and reporting -          Percentage of financial contribution from
processes of resource management are stakeholders and other partners
collaboratively developed and implemented by
-          Financial Report of School PPAs
the learning managers, facilitators and
community stakeholders. -          State of Barangay Address
-          Barangay Development Plan
-          Barangay IRA
5. There is a system that manages the network -          Report on the Barangay Assistance to schools
and linkages which strengthen and sustain -          Innovations for the collective and judicious
partnerships for improving resource utilization and transparent, effective and efficient
management. 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
  -          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

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

-          WinS Assessment

3. The DOD Process shall be following the scoring guide in appreciating the
MOVs presented:

Numerical Rating Scale Description

0 No evidence
1 Evidence indicates developing structures and mechanisms
are in place to demonstrate ACCESs
2 Evidence indicates planned practices and procedures are
fully implemented and aligned to ACCESs
3 Evidence indicates practices and procedures satisfy quality
standards

2. The score/points shall be taken from the rubric provided per DO

No.83, s. 2012 as the school head assesses their SBM practice.

3. The points garnered shall be multiplied by its corresponding

percentage weight.

H. Scoring Steps

1. Count the number of check marks in each criterion and record in the
appropriate circle in the summary table (sub-total) for the area/standard rated;

2. Multiply the number of check marks in each column by the points

assigned for each level (1-3). Then add the sub-total to get the total score.

3. Get the average rating for the principle by dividing the total score by the
number of indicators of the principle;

4 Record the average ratings for the principle in the Summary Table for the
computation of the General Average;

5 Multiply the rating for each principle by its percentage weight to get the
weighted average rating;

6 To get the total rating for the four principles, get the sum of all weighted
ratings. The value derived is the overall school rating. Every end of each principle,
the school needs to compute the total rating to get the weighted mean following the
percentage of each principle.

I. Sample Computation with Equivalent Points

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Compute the scores by principle following the formula below: Total

Score/Points x weighted percentage allotted to each principle

Principle 1: Leadership and Principle 3: Accountability and

Governance (30) Continuous Improvement (25)
Total Score: 9 Total Score: 9
No. of Indicators: 5 No. of Indicators: 5
Weighted Percentage 30% Weighted Percentage 25%
9/5 x .30 =.54 points earned for 9/5 x .25 =.45 points earned for
Leadership and Governance Accountability and Continuous
Improvement

Principle 2: Curriculum and Principle 4: Management of Resources

Instruction (30) (15)
Total Score: 12 Total Score: 10
No. of Indicators: 7 No. of Indicators: 5
Weighted Percentage 30% Weighted Percentage 15%
12/7 x .30 =.51 points earned for 10/5 x .15 =.3 points earned for
Curriculum and Instruction Management of Resources

Below is the sample result of the final rating:

Numerical
Areas Weight % weight Descriptive Rating
Rating

A. SBM Leadership and .54 1.80 Maturing

Assessment Governance (30)
Score (DOD) .51
and Curriculum and
Intermediate Instruction (30) .45
Learning
Accountability and .30
Outcomes
Continuous
Improvement (25)

Management of

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 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

Resources (15)

Total 100%

TOTAL 100% FINAL RATING 1.80 Maturing

Numerical Rating Scale Description

0.50 – 1.49 Developing

1.50 – 2.49 Maturing

2.50 – 3.0 Advanced

V. Monitoring and Evaluation

Field Technical Assistance Division (FTAD), in close collaboration with

Quality Assurance Division (QAD) and with the coordination with the Regional SBM
Validating Team shall conduct annual review of the effectiveness and efficiency of the
implementation of the policy in achieving its objectives.
Periodic consultations from the field shall be done to ensure the compliance
of the SDOs in the implementation guidelines and to further enhance the
mechanisms and processes for effective and efficient validation of schools’ level of
practice and the provision of technical assistance in School-Based Management.
Feedback from the M & E shall be reported during the Division Monitoring,
Evaluation, and Adjustment (DMEA) and Regional Monitoring, Evaluation, and
Adjustment (RMEA).

References:

DepEd Order 83, Series 2012

RA 9155
BESRA

APPENDICES

APPENDIX A

SBM SELF-ASSESSMENT TOOL TEMPLATE

Name of School:
________________________________________________________________
School Type:
___________________________________________________________________
Location:
_______________________________________________________________________
Date Established:
________________________________________________________________

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

Last SBM Level/Rating:

____________________________________________________________
Name of School Head:
_____________________________________________________________
The Committees (list down the names)

I. LEADERSHIP AND GOVERNANCE

Chairman: ____________________
Secretary: ____________________
Members: ____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________

II. CURRICULUM AND INSTRUCTION

Chairman: ____________________
Secretary: ____________________
Members: ____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________

III. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT

Chairman: ____________________
Secretary: ____________________
Members: ____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

IV. MANAGEMENT OF RESOURCES

Chairman: ____________________
Secretary: ____________________
Members: ____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________

Introduction (Brief background of the school)

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________

The Contextualized SBM Assessment Tool

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
STANDARD
GOVERNANCE LEVEL OF PRACTICE
MOVs
(30)
1. In place is a LEVEL LEVEL I LEVEL 2 LEVEL 3 ESIP
Development Plan 0 Indicator The Indicator Indicator AIP
(e.g. SIP) Not development The The OPCRF
developed Eviden plan guided by development development IPCRF

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

collaboratively by t the school’s plan is plan is SMEA

the stakeholders vision, mission evolved enhanced with EBEIS-
of the school and and goal (VMG) through the the 81-100 % Performance
community. is developed shared community Indicators
through the leadership of participation such as:
leadership of the school in performing Gross
the school and and the the leadership Enrolment
the participation roles with the Rate
participation of 51-80% school Net Enrolment
of 50% community providing Rate
community stakeholders. technical Cohort
stakeholders. support. Survival Rate
Transition
2.The LEVEL LEVEL I LEVEL 2 LEVEL 3 Rate
development plan 0 Indicator The Indicator Indicator The School Leaver
(e.g. SIP) is Not school leads The school school and 81- Rate
regularly reviewed Eviden the regular and 75-80% 100 % of the Repetition
by the school t quarterly community community Rate
community to review and stakeholders stakeholders Completion
keep it up improvement of working as lead the Rate
responsive and the full partners, quarterly ALS
relevant to development lead the review and Completion
emerging needs, plan quarterly improvement Rate
challenges and review and process; the Percentage of
opportunities improvement school ALS learners
of the stakeholders who
development facilitate the completed
plan process. either
elementary or
secondary
level in
3. The school is LEVEL LEVEL I LEVEL 2 LEVEL 3 accordance
organized by a 0 Indicator The Indicator Indicator with the
clear structure Not school defines The school Guided by an requirements
and work Eviden the and 51-80% agreed ALS A&E
arrangements that t organizational community organizational Passer Rate
promote shared structure, and collaboratively structure, the Percentage of
leadership and the roles and define the school and 81- ALS Learners
governance and responsibilities structure and 100 % of the who passed
define the roles of the roles and community the ALS
and stakeholders. responsibilitie stakeholders Accreditation
responsibilities of s of lead in defining and
the stakeholders. stakeholders. the Equivalency
organizational Test
structure and Innovative
the roles and Programs for
responsibilities the
; school improvement
provides of Access
technical and
administrative
support.

4. A leadership LEVEL LEVEL I LEVEL 2 LEVEL 3

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 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

network facilitates 0 Indicator Indicator Indicator The

communication Not A network has The network network allows
between and Eviden been actively easy exchange
among school and t collaboratively provides and access to
community established stakeholders information
leaders for and is information sources beyond
informed decision- continuously for making the school
making and improved by decisions and community
solving of school- the school solving every quarter.
community wide- community learning and
learning problems yearly. administrative
problems
twice a year.

5. A long term LEVEL LEVEL I LEVEL 2 LEVEL 3

program is in 0 Indicator Indicator Indicator
operation that Not Developing Leaders Leaders
addresses the Eviden structures are undertake assume
training and t in place and training responsibility
development analysis of the modes for 2 for their own
needs of school competency quarters that training and
and community and are development
leaders. development convenient to every quarter.
needs of them (on-line, School
leaders is off-line, community
conducted; modular, leaders
result is used group, or working
to develop a home-based) individually or
long term and which do in groups,
training and not disrupt coach and
development their regular mentor one
program every functions. another to
year. Leaders achieve their
monitor and VMG.
evaluate their
own learning
process. .
Sub-Total

Total ____
Weighted Mean ____
Weighted Percentage 30%

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
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 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

I. LEADERSHIP AND GOVERNANCE

Findings: Recommendations:

Best Features:
SCORE:

= Total
Score Reviewed by:

Approved By:
=5

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

II. CURRICULUM AND INSTRUCTION The curriculum learning systems

anchored on the community and learner’s contexts and aspirations are
collaboratively developed and continuously improved.

CURRICULU
M AND
INSTRUCTIO LEVEL OF PRACTICE STANDARD MOVs
N
(30)
1. The LEVE Level 1 Level 2 Level 3 Indicator Proportion of Students
curriculum L0 Indicator Indicator The educational performing at proficient
provides for Not All types of Programs are needs of all types of level
the Evide learners of the 100% learners are being
development nt school implemented met as shown by
(in the absence of NAT,
needs of all community are and closely continuous
types of identified, their monitored to improvement on the results of the reading
learners in learning curves address learning outcomes test in Filipino & English
the school assessed; performance (see the table under and numeracy test shall
community appropriate discrepancies, the MOVs) and be considered.) – with
programs with benchmark products of reference to the policy
its support best practices, learning. Teachers’ standards set by CLMD.)
materials for coach low as well as students’
each type of performers, performance is
learner is mentor motivated by To determine the
developed with potential intrinsic rather than improvement of learning
26-50 percent leaders, reward extrinsic rewards. outcomes, the rating
decrease of the high The schools’ standard below shall be
non-numerates achievement, differentiated followed:
and non- and maintain programs are
literates environment frequently
% of Decrease Rating
that makes benchmarked by
76-100% or 0 non-readers/non- 3
learning other schools.
numerates
meaningful and
enjoyable with 51-75% 2
51-75 decrease 26-50% 1
of the non- 25 and below 0
numerates and
non-literates

2. The LEVE LEVEL 1 LEVEL 2 LEVEL 3 Indicator

implemente L0 Indicator Indicator Best practices in
d curriculum Not Local beliefs, The localized localizing the
is localized Evide norms, values, curriculum is curriculum are
to make it nt traditions, implemented mainstreamed and
more folklores, and monitored benchmarked by
meaningful current events, closely to other schools. There
to the and existing ensure that it is marked increase
learners and technologies are makes learning in number of
applicable to documented more projects that uses
life in the and used to meaningful and the community as
community develop a pleasurable, learning laboratory,
lasting produces and the school as
curriculum. desired learning an agent of change
Localization outcomes, and for improvement of
guidelines are directly the community.
agreed to by improves Developed localized
school community life. curriculum in all
community and Ineffective learning areas.
teachers are approaches are
properly replaced and

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 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

oriented. innovative ones

Developed are developed.
localized Developed
curriculum in 4 localized
learning areas curriculum in 6
learning areas.

3. A LEVE Level 1 Level 2 Level 3 Indicator

representati L0 Indicator indicator Materials and
ve group of Not A Learning approaches are
school and Evide representative materials and being used in
community nt team of school approaches to school, in the family
stakeholders and community reinforce and in community
develop the stakeholders strengths and to develop critical,
methods and assess content address creative thinking
materials for and methods deficiencies are and problem solving
developing used in developed and community of
creative teaching tested for learners and are
thinking & creative, critical applicability on producing desired
problem thinking and school, family results. Developed
solving problem and learning materials
solving. community. in all learning
Assessment Developed areas in all grade
results are used learning levels.
as guide to materials in 6
develop learning areas
materials. in all grade
Developed levels.
learning
materials in 4
learning areas
in all grade
levels.

4.The LEVE Level 1 Level 2 Level 3 Indicator

learning L0 Indicator indicator The monitoring
systems are Not A school- The school- system is accepted
regularly Evide based based and regularly used
and nt monitoring and monitoring and for collective
collaborative learning system learning decision making
ly monitored is conducted systems every quarter.
by the regularly and generate The monitoring tool
community cooperatively; feedback that is has been improved
using and feedback is used for to provide both
appropriate shared with making quantitative and
tools to stakeholders. decisions that qualitative data.
ensure the The system enhance the
holistic uses a tool that total
growth and monitors the development of
development holistic learners for 2
of the development of quarters.
learners and learners once a A committee
the year take care of the
community. continuous
improvement of
the tool.

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 Republic of the Philippines
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5. LEVE Level 1 Level 2 Level 3 Indicator

Appropriate L0 Indicator indicator School assessment
assessment Not The The results are used to
tools for Evide assessment assessment develop learning
teaching and nt tools are tools are programs that are
learning are reviewed by the reviewed by the suited to
continuously school and school community, and
reviewed assessment community and customized to each
and results are results are learner’s context,
improved, shared with shared with results of which are
and school’s community used for
assessment stakeholders stakeholders for collaborative
results are once a year. 2 quarters. decision-making
contextualiz every quarter.
ed to the
learner and
local
situation
and the
attainment
of relevant
life skills.
6. Learning LEVE Level 1 Level 2 Level 3 Indicators
managers L0 Indicators. indicators. Learning
and Not environments
facilitators Evide Stakeholders 75-80% of methods and
(teachers, nt are aware of Stakeholders resources are
administrato child/ learner- begin to community driven,
rs and centered, practice child/ inclusive and
community rights- based, learner- adherent to child’s
members) and inclusive centered rights and
nurture principles of principles of protection
values and education. education in requirements with
environment Learning the design of 81-100% of
s that are managers and support to stakeholders’
protective of facilitators education. adherence to
all children conduct Learning child/learner-
and activities aimed managers and centered
demonstrate to increase 50% facilitators principles.
behaviors of apply the Learning managers
consistent stakeholders’ principles in and facilitators
to the awareness and designing observe learners’
organization commitment to learning rights from
’s vision, fundamental materials. designing the
mission and rights of curriculum to
goals. children and structuring the
the basic whole learning
principle of environment.
educating them.

7. Methods LEVE Level 1 Level 2 Level 3

and L0 Indicators. indicators. Indicators. There
resources Not Practices, tools Practices, tools is continuous
are learner Evide and materials and materials exchange of
and nt for developing for developing information,
community- self- directed self-directed sharing of
friendly, learners are learners are expertise and

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 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

enjoyable, 100% observable in materials among

safe, observable in the school and the schools, home
inclusive, school, but not 51-80% in the and community for
accessible in the home or community. the development of
and aimed at in the The program self-directed
developing community. is learners with 81-
self- directed Learning collaboratively 100% are
learners. programs are implemented observable in the
Learners are designed and and monitored school and 81-100
equipped developed to by teachers % in the home and
with produce and parents to in the community.
essential learners who ensure that it The program is
knowledge, are responsible produces mainstreamed but
skills, and and desired continuously
values to accountable for learners. improved to make
assume their learning. relevant to
responsibilit emergent
y and demands.
accountabili
ty for their
own
learning.

Sub-Total

Total ____
Weighted Mean ____
Weighted Percentage 30%

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
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 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

II. CURRICULUM AND INSTRUCTION

Findings: Recommendations:

Best Features:
SCORE:

= Total
Score
7

Reviewed By:

Approved By:

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Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
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III. 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.

ACCOUNTABILITY
AND CONTINUOUS
LEVEL OF PRACTICE Evidence
IMPROVEMENT
25%
1. Roles and LEVE LEVEL 1 LEVEL 2 LEVEL 3 Indicator
responsibilities of L0 Indicator Indicator Shared and
accountable Not There is an There is 51-80% participatory
person/s and Evide active party that stakeholders processes with 81-
collective body/ ies nt initiates engagement in 100% stakeholders’
are clearly defined clarification of clarifying and engagement in
and agreed upon by the roles and defining their determining roles,
community responsibilities specific roles and responsibilities and
stakeholders. in education responsibilities. accountabilities of
delivery with stakeholders in
50% of managing and
stakeholders supporting education.
participation.

2. Achievement of LEVE Level 1 Level 2 Level 3 Indicators. A

goals is recognized L0 Indicators. Indicators. A community-accepted
based on a Not Performance community-level performance
collaboratively Evide accountability is accountability accountability,
developed nt practiced at the system is evolving recognition and
performance school level with from school-led incentive system is
accountability 50% gaps initiatives with being practiced with
system; gaps are addressed. 51-80% gaps 81-100% gaps
addressed through addressed. addressed.
appropriate action.

3. The LEVE LEVEL 1 LEVEL 2 LEVEL 3 Indicators.

accountability L 0 Indicators. The Indicators.
system is owned by Not school 81-100% of School
the community and Evide articulates the 51-80% of community
is continuously nt accountability Stakeholders stakeholders
enhanced to ensure assessment are engaged in continuously and
that management framework with the development collaboratively review
structures and basic and operation of and enhance
mechanisms are components, an appropriate accountability
responsive to the including accountability systems’ processes,
emerging learning implementation assessment mechanisms and
needs and demands guidelines to the system. tools.
of the community 50 % of
stakeholders.

4. Accountability LEVE LEVEL 1 LEVEL 2 LEVEL 3 Indicators.

assessment criteria L0 Indicators. The Indicators.
and tools, feedback Not school, with the
mechanisms, and Evide participation 51-80% 81-
information nt 50% of Stakeholders 100%Stakeholders

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

collection and stakeholders, are engaged in continuously and

validation articulates an the development collaboratively review
techniques and accountability and operation of and enhance
processes are assessment an appropriate accountability
inclusive and framework with accountability systems; processes,
collaboratively basic assessment mechanism and tools.
developed and components, system.
agreed upon. including
implementation
guidelines.

5. Participatory LEVE Level 1 Level 2 Level 3 Indicators.

assessment of L0 Indicators. Indicators. School-community-
performance is Not The school Collaboratively developed performance
done regularly with Evide initiates periodic conduct of assessment is
the community. nt performance performance practiced and is the
Assessment results assessment with assessment basis for improving
and lessons learned the participation informs planning, monitoring and
serve a basis for of 50% plan adjustments evaluation system,
feedback, technical stakeholders. and requirements providing technical
assistance, for technical assistance, and
recognition and assistance with recognizing and
plan adjustment. 51-80% refining plans with 81-
stakeholders 100% stakeholders
participation. participation.

Sub-Total

Total ____
Weighted Mean ____
Weighted Percentage 25%

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

III. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT (20)

Findings: Recommendations:

Best Features:
SCORE:

= Total
Score
5

Reviewed by:

Approved By:

IV. MANAGEMENT OF RESOURCES

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

Resources are collectively and judiciously mobilized and managed with

transparency, effectiveness, and efficiency.

MANAGEMENT
OF RESOURCES LEVEL OF PRACTICE Evidence
15%
1. Regular LEVEL LEVEL1 LEVEL 2 LEVEL 3
resource 0 Indicator Indicator Indicator
inventory is Not 50% of Resource Resource
collaboratively Evident Stakeholders are inventory is inventories are
undertaken by aware that a characterized by systematically
learning regular resource regularity, with developed and
managers, inventory is 51-80% of with 81-100%
learning available and is participation of stakeholders
facilitators, and used as the basis stakeholders, and engagement in a
community for resource communicated to collaborative
stakeholders as allocation and the community as process to make
basis for mobilization. the basis for decisions on
resource resource resource
allocation and allocation and allocation and
mobilization. mobilization. mobilization.

2. A regular LEVEL LEVEL 1 LEVEL 2 LEVEL 3

dialogue for 0 Indicator Indicator Indicator
planning and Not 50% 51-80% 81-100%
resource Evident Stakeholders Stakeholders are Stakeholders
programming, participation in regularly collaborate to
that is the development engaged in the ensure timely
accessible and of an educational planning and and need-based
inclusive, plan in resource resource planning and
continuously programming and programming and resource
engage in the in the programming
stakeholders implementation of implementation of and support
and support the educational the educational continuous
implementation plan. plan. implementation
of community of the
education educational
plans. plan.

3. In place is a LEVEL LEVEL 1 LEVEL 2 LEVEL 3

community- 0 Not Indicator 50 % Indicator 51- Indicator 81-
developed Evident of Stakeholders 80% of 100% of
resource support Stakeholders are Stakeholders
management judicious, engaged and sustain the
system that appropriate, and share expertise in implementation
drives effective use of the collaborative and
appropriate resources. development of improvement of
behaviors of the resource a collaboratively
stakeholders to management developed,
ensure system. periodically
judicious, adjusted, and
appropriate, constituent-
and effective focused resource
use of management
resources. system.

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

4. Regular LEVEL LEVEL 1 LEVEL 2 LEVEL 3

monitoring, 0 Indicator Indicator 51- Indicator 81-
evaluation, and Not 50% of 80% of 100% of
reporting Evident Stakeholders are Stakeholders Stakeholders
processes of invited to collaboratively are engaged,
resource participate in the participate in the held accountable
management development and development and and implement a
are implementation of implementation of collaboratively
collaboratively monitoring, monitoring, developed a
developed and evaluation and evaluation and system of
implemented reporting reporting monitoring,
by the learning processes on resource evaluation and
managers, resource management. reporting
facilitators and management. resource
community management.
stakeholders.

5. There is a LEVEL LEVEL1 LEVEL2 LEVEL3

system that 0 Indicator Indicator Indicator
manages the Not An engagement 51-80% An established
network and Evident procedure to Stakeholders system of
linkages which identify and support a system partnership is
strengthen and utilize of partnerships managed and
sustain partnerships with for improving sustained by 81-
partnerships for 50% resource 100%
improving stakeholders for management. stakeholders for
resource improving continuous
management. resource improvement of
management is resource
evident. management.
Sub-Total

Total ____
Weighted Mean ____
Weighted Percentage 15

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

IV. MANAGEMENT OF RESOURCES

Findings: Recommendations:

Best Features:
SCORE:

= Total
Score
5

Reviewed by:
Approved by:

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

APPENDIX B

CONSOLIDATED REPORTS ON THE VALIDATION OF THE

SCHOOLS' SBM LEVEL OF PRACTICE

Name of School: __________________________________________

Previous Rating: ____________
Date of Validation: ________________________________________ Current Rating: _________
Final Final
Self-Study Actual
Principle Percentage Self-Study Actual
Rating Rating
Rating Rating
Leadership and
x .30
Governance
Curriculum and
x .30
Learning
Accountability
and Continuous x .25
Improvement
Management of
x .15
Resources

Overall Rating 100

Validated by:

____________________________________

____________________________________

____________________________________

____________________________________

Appendix C. RO/SDO VALIDATORS TOOL TEMPLATE

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

Self-Study Actual
Principle
Rating Rating
1. In place is a Development Plan (e.g. SIP) developed
collaboratively by the stakeholders of the school and
community.
2. The development plan (e.g. SIP) is regularly reviewed
by the school community to keep it responsive and
relevant to emerging needs, challenges and opportunity.
3. The school is organized by a clear structure and work
arrangements that promote shared leadership and
governance and define the roles and responsibilities of
the stakeholders.
4. A leadership network facilitates communication
between and among school and community leaders for
informed decision- making and solving of school
community wide- learning problems.
5. A long term program is in operation that addresses
the training and development needs of school and
community leaders.

TOTAL

School: ___________________________________________ Previous Rating:

___________

Date of Validation: __________________________ Current Rating:

_________________

LEADERSHIP AND GOVERNANCE (30)

General Objective: A
alidated by:

General Objective: 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.

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

Name of

FINDINGS RECOMMENDATIONS

COMMENDATIONS

Validated by:

____________________________________
Signature Over Printed Name

____________________________________
Signature Over Printed Name

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

CURRICULUM AND INSTRUCTION (30)

General Objective: The curriculum learning systems anchored on the community
and learner’s contexts and aspirations are collaboratively developed and
continuously improved.

Name of School:___________________________________________ Previous

Rating:___________

Date of Validation:_________________________________________
Self-Study Actual
Principle
Rating Rating

1. The curriculum provides for the needs of all types of

learners in the school community.

2. The implemented curriculum is localized to make it

more meaningful to the learners and applicable to life
in the community.

3. A representative group of school and community

stakeholders develop the methods and materials for
developing creative thinking and problem solving.

4. The learning systems are regularly and

collaboratively monitored by the community using
appropriate tools to ensure the holistic growth and
development of the learners and the community.
5. Appropriate assessment tools for teaching and
learning are continuously reviewed and improved, and
assessment results are contextualized to the learner
and local situation and the attainment of relevant life
skills.
6. Learning managers and facilitators (teachers,
administrators and community members) nurture

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

values and environments that are protective of all

children and demonstrate behaviors consistent to the
organization’s vision, mission and goals.
7. Methods and resources are learner and community-
friendly, enjoyable, safe, inclusive, accessible and
aimed at developing self- directed learners. Learners
are equipped with essential knowledge, skills, and
values to assume responsibility and accountability for
their own learning.

TOTAL

Current Rating:____________

FINDINGS RECOMMENDATIONS

COMMENDATIONS

Validated by:

____________________________________
Signature Over Printed Name

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

____________________________________
Signature Over Printed Name

ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT (25)

General Objective: 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.

Name of School:_______________________________________ Previous Rating:_____

Date of Validation:_____________________________________ Current Rating:______

Self-Study Actual
Principle
Rating Rating
1. Roles and responsibilities of accountable person/s
and collective body/ ies are clearly defined and agreed
upon by community stakeholders.
2. Achievement of goals is recognized based on a
collaboratively developed performance accountability
system; gaps are addressed through appropriate action.
3. The accountability system is owned by the
community and is continuously enhanced to ensure
that management structures and mechanisms are
responsive to the emerging learning needs and demands
of the community.
4. Accountability assessment criteria and tools,
feedback mechanisms, and information collection and
validation techniques and processes are inclusive and
collaboratively developed and agreed upon.
5. Participatory assessment of performance is done
regularly with the community. Assessment results and
lessons learned serve as basis for feedback, technical
assistance, recognition and plan adjustment.

TOTAL

FINDINGS RECOMMENDATIONS

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

COMMENDATIONS

Validated by:

____________________________________
Signature Over Printed Name

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

MANAGEMENT OF RESOURCES
General Objective: Resources are collectively and judiciously mobilized and
managed with transparency, effectiveness, and efficiency.

Name of School:_____________________________________ Previous Rating:_________

Date of Validation:___________________________________ Current Rating:__________

Self-Study Actual
Principle
Rating Rating
1. Regularly resource inventory is collaboratively
undertaken by learning managers. Learning mangers,
learning facilitators, and community stakeholders as
basis for resource allocation and mobilization.
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.

TOTAL

RECOMMENDATIONS
FINDINGS

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

COMMENDATIONS

Validated by:

____________________________________
Signature Over Printed Name

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON

Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89; Email Address: [email protected]