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100% found this document useful (2 votes)
1K views37 pagesRegional Memorandum No 39 S 2021
Regional Memorandum
Uploaded by
Rienna Shastine G. CalderonCopyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
/ 37
‘DEPARTMENT OF EDUCATION
IMAROPA Region
RECORDS SECTION
RELEASED
2033
Released By:__O8
Department of Curation he ee
MIMAROPA REGION
Office of the Regional Director
April 27, 2021
REGIONAL MEMORANDUM
No._34_s. 2021
IMPLEMENTING GUIDELINES ON THE UTILIZATION OF THE ENHANCED SCHOOL-
BASED MANAGEMENT (SBM) ASSESSMENT TOOL WITH CONTEXTUALIZED
MEANS OF VERIFICATIONS (MOVs)
TO: Schools Division Superintendents
Chief Education Supervisors, SGOD
‘SBM Coordinators
Public Elementary and Secondary School Heads
‘The Department of Education- MIMAROPA Regional Office, through the Field
Technical Assistance Division, issues the enclosed Implementing Guidelines on the
Utilization of the enhanced School-Based Management (SBM) Assessment Tool with
contextualized Means of Verifications (MOVs) and the template for the gathering of
data and information as input to the automated instrument to be used by all public
elementary and secondary schools within DepEd MIMAROPA Region.
‘The enhanced SBM assessment tool with the scoring template which could be
downloaded at bit.ly/esbmat3 and the contextualized MOVs as Enclosure 2, shall
be officially used as an instrument in assessing the schools’ SBM level of practice in
the seven (7) Schools Division Offices (SDOs) of DepEd MIMAROPA Region.
‘The conduct of orientation and advocacy campaign on the guiding principles of the
enhanced SBM assessment process and tool and the corresponding SBM practice is
directed before conducting the assessment proper.
‘These implementing guidelines shalll be effective immediately upon issuance.
‘The following documents are enclosed for information and guidance of all concerned:
Enclosure 1 - Implementing Guidelines on the Utilization of the Enhanced SBM
Assessment Tool with Contextualized MOVs
Enclosure 2 - SBM Assessment Tool with Contextualized MOVs
Enclosure 3 - SBM Assessment and Validation Interview Guide
Enclosure 4 - Indicative Schoo! Program during SBM Validation
Enclosure 5 - Timeline of SBM Activities
Enclosure 6 - Division SBM Annual Action Plan and Target Template
Enclosure 7 - Template on the Submission of SBM Validated Schools
Enclosure 8 - Template for Certificate of Recognition
FTAD/MF
Meralco Avenue corner St. Paul Road, Pasig City
Telephone No.: (02) 9413760 / Email Address: mimaropa.region@deped.gov.ph 6. Provisions contained in previous Regional issuances inconsistent with this
Memorandum are hereby repealed.
7. Any concern on this matter shall be directed to the Field Technical Assistance
Division, Attention Dr. Wendell I. Formalejo, Chief Education Supervisor, or Dr.
Manolo F. Perez, Education Program Supervisor/ Regional SBM Focal Person, at
Mobile No. 09196984594,
8. Immediate dissemination of and strict compliance to this Memorandum is directed.
ae
NICOLAS #. LONG, PhD, CESO V
Director IV
Office of the Regional Director
Encl: As stated
Reference: DepEd Order: No. 83 s. 2012
‘To be indicated in the perpetual index
under the following subjects:
School-Based Management Enclosure 1 to Regional Memorandum No. 3° s. 2021
IMPLEMENTING GUIDELINES ON THE UTILIZATION OF THE ENHANCED SCHOOL-
BASED MANAGEMENT (SBM) ASSESSMENT TOOL WITH CONTEXTUALIZED MEANS
OF VERIFICATIONS (MOVs)
1 General Provision
Section 1, Background and Rationale
‘The Department of Education (DepEd) has stepped up its efforts to intensify the
implementation of School-Based Management (SBM) through a comprehensive
package of policy reforms to sustain and expand the gains of the school along with
teacher education development, teaching strategies, quality assurance, monitoring
and evaluation, and organizational development. Several policies were formulated
such as the conduct of assessment on school SBM level of practice, the
establishment of School Governing Council (SGC), requiring the school to have
School Improvement Plan (SIP), and conduct of reporting on accomplishments
through School Report Card (SRC).
‘The implementation of Republic Act 9155, otherwise known as Governance of Basic
Education Act of 2001, provided the mandate for decentralizing the system of school
management and recognizes the role of the Local Government Units and other
stakeholders as partners in the delivery of basic education. Hence, the Department
of Education launched the Schools First Initiative (SFI) to empower the school and
stakeholders to effectively address access and quality issues.
In consonance with the above mandate, the Department issued DepEd Order No.
83, s. 2012, stipulating the desire to further strengthen the implementation of SBM
and putting the system of education as learner-centered, and emphasize the
involvement of the stakeholders in the delivery of basic education. This has led to
the journey of the schools to embark on revisiting the SBM level of practice of their
school through the conduct of self-assessment.
In MIMAROPA Region, the Regional Office, through the Field Technical Assistance
Division (FTAD) has revisited the existing SBM Assessment tool with contextualized
‘MOVs and the automated instrument to further improve and establish the relevance
of the documents that shall categorically satisfy the standards required for each
indicator of the four principles of SBM. The MOVs were designed primarily to
emphasize the involvement of the stakeholders in the management and operation
of the school and the delivery of basic education.
Section 2. References
+ 1987 Philippine Constitution
‘+ Republic Act 9155 of 2001
‘*DepEd Order No. 83. 2012 Section 3, Acronyms and Definition of Terms
ACCESs- A Child and Community-centered Education Systems
AIP. Annual Implementation Plan
DOD- Document Analysis, Observation, and Discussion
DSCT-Division SBM Coordinating Team
DTACTS- Division Technical Assistance Composite Teams
MOA- Memorandum of Agreement
MOOE- Maintenance and other Operating Expenses
‘MOU- Memorandum of Understanding
‘MOVs- Means of Verifications
PT- Project Team
RACCs- Relevance, Accuracy, Currency, Consistency, and Sufficiency
RFTACTs-Regional Field Technical Assistance Composite Teams
RSCT-Regional SBM Coordinating Tear
‘SBM- School-Based Management
S8GC-School Governing Council
SIP- School improvement Plan
SPT- School-community Planning Team
SRC- School Report Card
SSCT-School SBM Coordinating Team
Advanced (Accredited Level) - SBM level of practice-Level 3
Ensuring the production of intended outputs/ outcomes and meeting all standards of
‘a system fully integrated into the local community and is self-renewing and self-
sustaining.
Artifacts — are things used by the school community to achieve educational goals, e.g.
Daily Lesson Log (DLL), Enhanced School Improvement Plan (ESIP), ete.
Assessment- refers to the wide range of methods or tools that educators use to
evaluate, measure, and document the academic readiness, learning progress, skills,
acquisition, or educational needs of students.
Developing - SBM level of practice-Level 1
Developing structures and mechanisms with acceptable levels and extent of
community participation and impact on the learning outcomes.
Maturing ~ SBM level of practice-Level 2
Introducing and sustaining a continuous improvement process that integrates wider
community participation and improves 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 refer to
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.
a Guidelines
Section 4. SBM Self-Assessment Process
Public elementary and secondary schools should conduct SBM self-assessment and
shall be the basis of their report of SBM level of practice, however, subject to
external validation.
‘The conduct of SBM self-assessment shall cover Kindergarten to Grade six (6) for
elementary level while Grade seven (7) to Grade 12 for secondary level or Grades 11
and 12 for standalone Senior High Schools.
For SY 2020-2021, self-assessment shall cover documents and MOVs for the last 3
years (2017-2018, 2018-2019, and 2019-2020), consistent with the period covered
in computing for the improvement of learning outcomes.
‘The SBM assessment tool with contextualized MOVs enhanced by the Regional
Office shall be used to gather and analyze data using the Documentary,
Observation, and Discussion (DOD) process. The result of the self-assessment
conducted using other locally made SBM assessment tools shall not be recognized.
Purpose of Self-Assessment: SBM Self-Assessment is conducted by the school to
determine the depth of its SBM practices alongside the principles of ACCESs. It is,
also conducted by the Division to determine the profile of its schools; to identify
issues, challenges, and gaps that need immediate intervention and technical
assistance, and which needs recognition for good practice for benchmarking by
other schools.
To unify activities related to SBM among the SDO, refer to Enclosure 5.
Basic Steps in Self- Assessment Process (School)
STEP 1. Organize a School SBM Coordinating Team (SSCT) of at least 10
members composed of faculty, students, and external stakeholders. From the
SSCT, organize 5 sub-teams. Each sub-team shall be assigned to assess one of
the four principles of SBM, including the improvement of learning outcomes
(60% part of the tool). Let the team members select a leader, and the secretary
and the rest shall assess the MOVs using the RACCS principle. In the light of a
national health crisis, the representation of students in each team is not
required. Existing IATF and health protocols must be strictly complied with
and observed.
STEP 2. In the pre-assessment meeting, decide whether to use the whole or part
method.
In the whole method, all team members shall work as a group, to assess one
principle after another. In the part method, sub-teams shall be assigned to every
principle. The team leaders shall act as coordinators and facilitators while the
secretary acts as documenters. The team should study the SBM Assessment tool
with contextualized MOVs, especially the DOD Process. STEP 3. Self-Assessment
During the self-assessment proper, have a schedule of activities for
documentary analysis (1 day), observation analysis (1 day), and discussion of
data (1/2 day).
All the MOVs for each indicator per the principle of SBM must conform with the
RACCS principle to obtain a score.
In case the MOVs in each indicator for levels II and III are incomplete, the school
will not qualify to obtain a score on the level being desired. Thus, to get the score
on the next lower SBM level, the school must completely satisfy all the MOVs of
the indicator on the said level. Further, the SSCT shall note all the lacking
documents, artifacts, processes, and practices using the Assessment Tool.
STEP 4. Conduct process validation, by gathering evidence to validate
documents and practices, using observation.
STEP 5. Discussion of Documents and Process Evidence.
Summarize the evidence for each principle/indicator. Clarify issues, gaps,
problems, opportunities, etc. arrive at a consensus, what rating to give in each
indicator based on the documented evidence.
STEP 6. The sub-team shall discuss to finalize the score in each indicator/
principle. Afterward, the team shall convene for the final SBM self-assessment
score/result.
STEP 7. Post SBM Self-Assessment Meeting,
‘The SSCT shall facilitate the conduct of the Post SBM Self-Assessment Meeting.
STEP 8. Report Writing.
‘The SSCT shall prepare the report on the conduct of SBM Self-Assessment. This
report must be forwarded to the District Office.
Section 5. Submission of Self-Assessment Results
Results of the SBM self-assessment shall be submitted to the District Office. The
District Office thru the Public School District Supervisor (PSDS) shall consolidate
and endorse all the SBM Self-Assessment Results (Levels I, Il, and Ill) to the SDO.
Section 6. Validation Procedure
Schools with SBM Levels I, II, and Ill in the self-assessment are subject to external
validation by the Division and/or the Region. The table below shows the external
validator of the claims of the school.
‘SBM Level Who will validate?
Level 1 Division SBM Coordinating Team
Level 2 Division SBM Coordinating Team
Level 3 Regional SBM Coordinating Team
‘The on-site validation shall be done after the self-assessment was conducted. The
validation process involves rigorous analysis of the evidence supporting the claim.
If the school’s report claims the attainment of SBM level Il, then, the RSCT shall
6 validate to establish the claim. If the claim is on the achievement of cither SBM
levels I or I, then the DSCT shall conduct the validation, however, it is encouraged
that representative/s from the Regional Office be invited to monitor the said
validation.
During validation, proper courtesies must be accorded to the SDO and the School
Heads by the RSCT and DSCT, respectively. To guide the RSCT and the DSCT in
the process, refer to the attached indicative school program to be followed during
SBM Validation. See Enclosure 5.
In the light of the Covid-19 pandemic, if after careful consideration, the face-
to-face validation process not feasible, virtual SBM Validation can be
conducted. In this case, the school has to scan all the MOVs and evidence
required in every principle. Provision of photos and videos will also be required
to validate the existence of facilities, tools, equipment, and the likes.
‘The purpose of validation is to verify the documented evidence being required in
each principle to determine a school’s SBM level of practice. The DOD is a means
of evaluating the validity or truthfulness of the evidence. Below are the steps:
. Conduct Documentary Analysis. Obtain and assemble all existing artifacts related
to the indicator being assessed. Artifacts are the things used by the school
community to achieve educational goals, ¢.g., lesson plans, annual reports,
assessment tools, test results, community learning centers, computers,
organizational charts, developmental plans, things made by the learners, and the
like. Evaluate the validity and truthfulness of each artifact against the RACCS
criteria namely:
RELEVANCE — The evidence must be appropriate to the indicators being assessed.
It is appropriate if the artifacts or documents are a tool or product
of practice expressed in the indicator.
ACCURACY The evidence must be correct. If it is a lesson plan, then both the
content and procedure must be correct.
CURRENCY The evidence must be present, existing, or actual.
CONSISTENCY The evidence must be verifiable and generates the same results
from most of the sources.
SUFFICIENCY The evidence must be adequate or enough if a student learning
portfolio is presented as evidence of self-directed learning, its
presence in only two or three classes is not adequate evidence of
school-wide implementation.
. Conduct observation to obtain process evidence. Documentary evidence may
show the school’s focus on learner-centered learning like cooperative, interactive,
problem solving, and decision making. There is a need to obtain process evidence
to know if these are being practiced.
Process evidence is obtained by scrutinizing instructional leadership and
management styles, method, techniques, approaches, and activities used by the
‘school community to achieve the SBM goal. Evidence is identified through
participant or non-participant observation which may be conducted formally and
7 informally. Individual or group interviews can be held to verify or clarify the
evidence. Evidence is scrutinized for validity using RACCS criteria.
Use the process evidence to cross-validate documentary evidence. Synthesize the
process evidence for group discussion.
Synthesize the documentary and process evidence. Conduct the discussion as
a friendly non-confrontational conversation to explain, verify, clarify and augment
the evidence. Invite members of the school community who were engaged in the
collection and presentation of evidence to participate in the discussion.
Practices vary in establishing the level of practice of an indicator. The most common.
is the integrative approach in which the entire body of evidence for all indicators of
a standard is assembled first, scrutinized for internal consistency, and finally used
as a guide in making a consensual decision to which level of practice an indicator
belongs.
‘The other practice is non-integrative. Indicators of standards are scrutinized one-
by-one for evidence and also classified one-by-one for the level of practice.
Relationships among indicators are given less attention.
Who conducts the DOD?
‘The SSCT conducts the DOD during the SBM self-assessment. Meanwhile, the
DSCT and RSCT facilitate the DOD during the validation process.
‘Who constitutes SCT? A leader assisted by a secretary heads the Team. Five sub-
teams composed of at least 2 members will be assigned to assess each of the four (4)
principles including the improvement of learning outcome.
While the validation process is ongoing, the DSCT/RSCT Team Leader must
interview the school head. Refer to Enclosure 3 for the SBM Assessment and
Interview Guide.
Section 7. Submission of Validation Results
‘The DSCT/ RSCT must submit the results one (1) week after the conduct of SBM
validation.
The DSCT must submit the result of the validation of SBM Levels I and II to the
Division SBM Coordinator for consolidation and the approval of the Schools Division
Superintendent.
Likewise, the SDO shall submit to the Regional Office the list of schools with
validated results of SBM Levels I and II for records and reference purposes. Refer to
Enclosure 7 for the template.
(On the other hand, the FTAD of the Regional Office shall consolidate the validated
result of schools with SBM Level Ill of Practice from the RSCT.
‘The SBM assessment and validation findings for levels 1 and 2 shall be analyzed
by the DTACT and RFTACTs for level 3 to design and plan for possible intervention
and technical assistance. The identified gaps must be addressed to ensure
compliance with all MOVs in the next assessment.
8 Section 8. The SBM Assessment Tool
The Enhanced School-Based Management (SBM) Assessment Tool with
Contextualized Means of Verifications (MOVs) is guided by the four principles of
ACCES’s (A Child-and Community-centered Educational Systems). The indicators
of SBM practice are contextualized on the ideals of ACCESs school system. The unit
of analysis is the school system which is classified as developing, maturing, and
advanced,
‘The SBM practice is ascertained by the existence of structured mechanisms,
processes, and practices in all indicators. The SBM Coordinating Team from the
district, division, region, and central office validate the school's SBM self-
assessment result before a level of practice are established.
‘The Enhanced SBM Assessment Tool with contextualized MOVs is attached as
Enclosure 2 and can be downloaded at bit.ly/esbmat3..
Description of SBM Levels of Practice
‘The resulting levels are described as follows:
LEVEL I: DEVELOPING - Developing structures and mechanisms with
acceptable level and extent of community participation and impact on the
learning outcomes.
LEVEL I: MATURING - Introducing and sustaining a continuous improvement
process that integrates wider community participation and improves
significantly performance and learning outcomes.
LEVEL Ill: ADVANCED (ACCREDITED LEVEL) - Ensuring the production of
intended outputs/outcomes and meeting all standards of a system fully
integrated into the local community and is self-renewing and self-sustaining.
Section 9. Certification and Recognition of SBM Level of Practice
Schools with validated SBM levels of practice shall be issued with a certificate of
recognition. Further, the certificate must include the validity of the certification.
Refer to enclosure 8. Below are the concerned Offices responsible for the issuance
of the said certificate.
‘SBM Level ‘Who will issue a Certificate of Recognition?
Level 1 Division Office
Level 2 Division Office
Level 3 ‘Regional Office
To further intensify the implementation of SBM, a system of recognition will be
established at the Division and Regional levels. Awarding may be done during the
Annual Convergence of SBM Implementers, where best practices on the
implementation of the four (4) principles of SBM can be showcased or in other
appropriate forums. Said recognition shall be given at the last quarter of the year
both the Division and Regional levels. Special awards shall also be given but not limited to the enumerated awards below:
Division Level Regional Level
Most Outstanding School SBM|Most Outstanding Division SBM
Coordinator of the Year Coordinator of the Year
Best school SBM Impiementer of | Best SBM Implementer of the Year (SDO
the Year (Elementary and | Category)
Secondary levels)
Best SBM Implementer of the Year| SDO with the most number (in
= School Head Category | percentage) of SBM Level II of Practice
(Elementary and Secondary levels)
‘School with Best SBM Center| Most Responsive RFTACT
(Elementary and Secondary levels)
‘Most Responsive DTACT.
‘The SDOs shall contextualize the criteria and awards to be given at the Division
Level.
Section 10. Validity and Transitory Provision
To ensure the sustainability of SBM practices among the schools, established and
validated SBM levels 1, 2, and 3 is only valid for 1, 2, and 3 years, respectively from
the date of approval of the Schools Division Superintendent or the Regional
Director. Thus, schools with validated SBM practice shall conduct self-assessment
before its validity period ends. Schools with SBM level 1 shall conduct self-
assessment after a year, schools with SBM level 2 after 2 years, and schools with
SBM level 3 after 3 years.
However, schools with SBM level 2 may decide to level up their SBM practice after
a year, provided that the school conducts self-assessment and submits the result
to the District Office. The PSDS shall recommend the said school to the SDO for
initial validation. The SDO shall endorse the school to the RO for validation.
Miscellaneous Provision
Section 11. Repealing Clause
Provisions contained in previous Regional issuances inconsistent with this
Memorandum are hereby repealed.
Section 12. Effectivity
‘This Regional Memorandum shall take effect immediately upon issuance. Enclosure 2 to Regional Memorandum No. 24 _ s. 2021
SCHOOL-BASED MANAGEMENT (SBM) ASSESSMENT TOOL WITH CONTEXTUALIZED MEANS OF VERIFICATIONS (MOVs)
Introduction
‘The School-Based Management (SBM) Assessment Tool with Contextualized Means of Verifications (MOVs) is guided by the four principles of
ACCES’s (A Child and Community-Centered Educational Systems). The indicators of SBM practice are contextualized on the ideals of ACCESs
school system. The unit of analysis is the school system which is classified as developing, maturing, and advanced. The SBM practice is
ascertained by the existence of structured mechanisms, processes, and practices in all indicators. An SBM Coordinating Team from the school,
district, division, and region validates the school's SBM self-assessment result before a level of practice is established.
Objectives
This tool aims to determine the SBM level of practice of the schools in the seven Schools Division of the MIMAROPA region. This tool will be
used by the following:
. School Heads - for self-assessment on the SBM level of practice.
2, Schoole Division Office. specifically the DTACTs and the DSCT for monitoring the implementation of SBM and determining the
intensity of SBM practice of the schools for the provision of technical assistance, and for validation purposes of the schools SBM
levels of practice.
3. Regional Office- specifically the RFTACTs and the RSCT for validating the SBM Level of Practice of the Schools and for the provision
of technical assistance.
Instruction to the Users
Indicate the extent of SBM practice for each indicator based on the MOVs presented by the school and after systematic D-O-D (Document.
Analysis-Observation-Discussion). To establish the SBM level of practice of a school, put a check (/) mark under the evident column if the
MOVs are satisfactorily provided. On the other hand, MOVs such as documents/artifacts are not presented or lacking/incomplete, place a
check (/) mark under the non-evident column and specify the discrepancy /ies under remarks.
uw School Profile
‘A, Number of Enrolment for SY.
~ ELEMENTARY __ JUNIOR HIGH SCHOOL SENIOR HIGH SCHOOL
Grade Level_| Male | Female | Total | Grade Level | Male | Female | Total | Grade Level | Male | Female | Total
Kindergarten Vi S x a Es
L var SCT
id x,
io x
a =
Vv
VI
Total
B. Number of Personnel
Teachi ___Non-Teaci
[_ToTAL
Level ‘Male | Female | Total | Male | Female | Total |
‘Elementary
Junior HS EN emer
[Senior HS 1
C. List of Stakeholders (Attach addition sheet) ‘The development plan is enhanced with the
T, Approved Enhanced SIP
2. Approved AIP
3. Approved SLCP.
= 4. Areceived copy of the letter of intent from
of erating the SIP ‘ratting the SIP the stakeholders to enhance the SIP.
5. A received copy of the invitation letter | 5.A received copy of the invitation letter sent | S.Documentation/Minutes of the
‘sent to the community stakeholders to the community stakeholders meetings with photos and videos
i@ | The school leads the regular review and | The
improvement of the developmental plan. | working aa full partners lead the continual | review and improvement process; the school
Felevant to emerging needs, challenges plan.
land opportunities. Tr Memorandum to the School Planning [I Memorandum to the School Planning | 1 Memorandum to the School Planning
‘Team to conduct mid-year and year-end | Team to conduct mid-year and year-end | Team to conduct mid-year and year-end
teen OIF an AP an SCP review of BSIP, AIP, and SLCP review of BSIP, AIP, and SLCP
oo 2, Summary of findings, recommendations | 2. Summary of findings, recommendations,
See ea aa svat findings, | “and. suggested. SIP, AIP, and SUCP | and suggested SIP, AIP, and” SLCP
Roper atts a, agsimeia fo improve the ans ‘edjustmente to improve the plans
the plans. aie year ‘year-end project | 3. Mid-year and. year-end. project
3. Mid-year and year-end project monitoring mentering reports monitoring reports
4, Copy of BSP, Ai, and SLCP reviewed by | 4. Copy of BP, AP, and SUCP reviewed by
Feaponsbiies of the stakeholders,
1. Kn approved copy ofthe school existing | An approved coy ofthe sche exiting
onal structures is available: | organizational structures jo available: ‘School Governing Council (S60) ~~ School Governing Council SEG) 7 School Governing Council SEO)
= Parente-Teachers Association (PTA) = Parents-Teachers Association (PTA) | - _Parents-Teachers Association (PTA)
= School-Community Planning Team | - _School-Community Planning Team. = School-Community Planning Team
leaders addressing a particular choo!
problem. T, The curriculum provides for the
Devebbping structures are. in place and
analysis of the competency and development
feeds f leaders is conducted: te result
ised. to develop @ long-term training and
development program.
‘Leaders undertake training modes that are
convenient to them (on-line, off-line,
‘modular, group, or home-based) and which
do aot’ disrupt thelr regular functions
3. Approred Staff Profesional Development
Plan based on the TNA
‘All types of learners of the school community
fare Kentified, their earning curves assessed;
appropriate ‘programs with its support
materials for each type of learner are
developed.
5. Training completion reports with photos | 5.
are available
6, M&KE reports on the conducted training,
capacity building, SLAC, INSET, and
others are available
Programs ere filly implemented end closely
monitored address performance
iscrepanetca, beacheasrk’ beet practices,
coach’ low performers, mentor potential
Teaders, reward high’ achievement and | st
maintain an environment that makes
learning meaningful and enjoyable.
a. = ;
capacity building, SLAC, INSET, and
‘Where applicable oniy:
1, Bnrolment data by type of learners
Special Interest Pepram ~Behoal Readiness Year-end F Supporting document for School {Photos and videos of benchmarking
MFAT (SPED) fas Program Invitation, List of Awardees, Certificate of recognition
° RLLNA Sample Certificates, and photos 4. Documentation for the conduct of write
© Child-Friendly School Survey (SPSS) | 5. Supervisory Plan and report are available | "shops for learning materials and training,
‘file of Summative Tests with TOS | 6. Documented ‘teaching and learning | in updating teacher competencies on
3. Report on the Analysis of the activities provided curriculum and pedagogy
‘Astensment Result 7. Class observation report 5. Contextualized intervention programs
PHIL-IRT 8. Copy of curriculum guide 6. Contextualized Modules
Localization guidelines are agreed’ to by | directly improves community life. Ineffective | as a learning laboratory and the acheol as an
the echool community and teachers | approaches are replaced and innovative ones | agent of change for the improvement of the
are properly oriented. are developed, community.
Ty Basuipentation report ine conduct of [T. AT Teast one daly esonTg/ weekly Rome |. Docuentation thatthe school Baa Been
workshop to localize the curriculum learning plan per teacher per quarter, per | benchmarked on their best practices in
2, Compilation ator ofthe folowing subject, per grade/year level integrating | localizing the curriculum ‘3. A vepresentative group of achool [A representative team of school and | Learning materiale and approaches to | Materials and approaches are being weed In
‘and. community, stakeholders | community stakeholders assesses content | reinforce strengths and address deficiencies | school, inthe family, and in the community
develop the methods and materials | and methods used in teaching creative, | are developed and tested for applicability on | to develop the critical, creative thinking, and
{or developing ereative thinking and | critical thinking, and problem-solving. | echool, family, end community. problem-solving community of learners and
problem-solving. ‘Assessment results are used as a guide to fre producing desired results,
develop materials,
1. Composition of School Project Team | 1. Copy of developed learning resources | 1. Inventory of developed/enhanced
(ewith TOR intended forthe least’ mastered |" learning resources
2. Assessment tools for assessing the content | competencies 2. Inventory of innovations in the teaching
‘and methods used in teaching creative, | 2. Evaluation and validation results of the |" and learning process
critical thinking, and problem-solving developed learning resources 3. Certification that the
‘3. Copy of professional development pla 3. Reports on remedial/ enhancement/ | developed/enhanced learning resourc
4, Copy of PPAs on curriculum reinforcement’ initiatives/catch-up | and innovations in the teaching and
5. List of interventions and implemented | _ mechanism with photos learning process were adopted/ utilized
‘program 0 address the learners need 4. Copy of monitoring tools in the conduct | i school, family and community
6. Copy of report on child mapping assessment on interventions | 4. Monitoring results showing the
‘conducted eee ‘attainment of expected outputs
1-Copy of reporon SPED or ALS Program. if| 5. Developmental needs pan for theverse | 8. Documentation |” Report of the
applicable Interventions and innovations conducted
ed pe etc eee geen ft cert eee eal | ENC see oe och pea ot
learning evaluation learners
7. LAC sessions plans and report focused | 7. Copy of mentoring and coaching
fon the teaching and learning process program / activities
8. Copy of action plan per learning/ subject | 8. Action research on the impact of
area Interventions programs
eae ees See oe ee or a : it r “The school-based monitoring and learning | The monitoring system is accepted and
and | systems generate feedback that is used for | regularly used for collective decision-making.
i making decisions thet enhance the total
© st development of learners, ‘The monitoring toot has been improved to
nt s sa it provide both quantitative and qualitative data,
ol & ‘A committee takes care of the continuous
improvement ofthe tool.
T. All report cards are signed by the
parents /guardian
2. Copy ‘of rubrics for differentiated
instruction
3, Portfolio assessment in all subject areas T, Documentation of school monitoring and | 1, Documentation of school monitoring and | I. Updated Electronic School Report Card
assemblies ascemblies (ESRC) with proof of dissemination to the
2. Suggestion box 2. Summary of feedbacks from the | stakeholders
3. Redback form for parents and learners ‘suggestion box, feedbacks from parents | 2. Copy of rubrics for differentiated
44. Evidence ofthe conduct ofthe State ofthe | and learners with actions taken. instruction
‘School Address (505A) 9. Bvidence of the conduct of the State of | 3. Documented partnership activities on
~The message of the School Head the School Address (SOSA) Improving assessment design
Program Invitation ‘The message of the School Head Proof of networking activities with the
Received letter of invitation to Program Invitation takeholders on the improvement of
the stakeholders Received letter of invitation to the | school facilites
Photo documentation stakeholders
5. Copy of classroom observation tool Photo documentation with video
5. Appropriate ‘ssessment tools for |The astessment tools are reviewed by the |The assesment toot are reviewed by the | School suresement renale are used to
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