Region 1

SCHOOLS DIVISION OFFICE OF ALAMINOS CITY

City of Alaminos, Pangasinan

POSSIBLE DOCUMENTS FOR THE SBM ASSESSMENT TOOL

A. LEADERSHIP AND GOVERNANCE (Green)
2. The developmental plan (e.g. SIP) is regularly reviewed 3. The school is organized by a clear structure and work
1. In place is the Development Plan (e.g. SIP developed collaboratively by the school community to keep it responsive and arrangements that promote shared leadership and governance
by the stakeholders of the school and community relevant to emerging needs, challenges and opportunities. and define the roles and responsibilities of the stakeholders.
The development plan The school The school and
The developmental plan Guided by an agreed
guided by the school's The development plan is leads the community The community The school defines
vision, mission and goal is enhanced with the regula r revie w stakeholders working stakeholders lead the the organizational The School and
organizational structure, the
evolved through the community stakeholders lead in
(VMG) is developed through community performing and as ful partners, lead regular review and structure, and the community collaboratively
shared leadership of the defining the organizational structure
the leadership of the school the leadership roles, A.1. improvement the continual review improvement process, A.2. roles and define the structure and the and the roles and responsibilities; A.3.
and the participant of some school and the community the school stakeholders responsibilities of roles and responsibilities
and the school providing Score of the and improvement of Score stakeholders school provides technical and Score
invited community stakeholders developed the development facilitate the process.
stakeholders technical support. (1-6) plan plan. (7-10) administrative support.
(11-16)
SBM Level 1 SBM Level 2 SBM Level 3 SBM Level 1 SBM Level 2 SBM Level 3 SBM Level 1 SBM Level 2 SBM Level 3

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Enhanced Annual Signed resolutions of school Attachments of ESIP Copy of ESIP/ Report on reviewed A copy of Organizational Copy of Minutes of the Approved Copy of
Approved and stakeholders manifesting the community
AIP reviewed by ESIP/ AIP by school
Scheduled Structures like SGC,
roles and
meeting on the organizational
School
SIP with Impleme highlighting the review of stakeholders leading the ESIP/ AIP PTA, SPT, SSG, SPG, identification structure of
copy of ESIP/AIP with photos approval of the resoutions Others school with and stakeholders review led by Others Child Protection responsibiliti of roles and stakeholders manual or Others
stakeholde ntation showing school personnel and development of plans
Narrative Report with proper stakeholders Committee, Grievance
es of each
responsibilities with defined
handbook of
ESIP/ AIP leading the development of with the assistance and Committee, BAC, of each roles and
# SCHOOL rs Plan plans. support from the school. and attachments. documentations
with proper
documentation Canteen Organization stakeholder stakeholder. responsibilities operation

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 POSSIBLE DOCUMENTS FOR THE SBM ASSESSMENT TOOL
A. LEADERSHIP AND GOVERNANCE (Green)
4. A leadership network facilitates communication between and among school & community leaders for informed decision- 5. A long term program is in operation that addresses the training and development needs of
making and solving of school-community wired-learning problems school and community leaders.
Leaders undertake training modes that
The network allow easy Developing structures are in place and Leaders assume responsibility for their
The network actively provides stakeholders are conv enient to them (on-line, off-
analysis of the competency and own training and development. School
A network has been collaboratively established and is exchange and access to line, modular, group, or home-based)
information for making decisions and solving development needs of leaders is conducted; community leaders working individually
continuously imroved by the school community. information sources beyond the result is used to develop a long-term training
and w hich do not disrupt their regular
or in groups, coach and mentor one
learning and administrative problems A.4. functions. Leaders monitor and A. 5.
school community. and development program another to achieve their VMG.
Score evaluate their own learning progress. Score
SBM Lev el 1 SBM Lev el 2 SBM Lev el 3 (17-30) SBM Lev el 1 SBM Lev el 2 (31-41)
17 18 19 20 21 22 23 24 25 26 27 28 29 30 14 31 32 33 34 35 36 37 38 39 40 41 11
Line of
Presence, Files of issuances Document on items Copy of
Report of Copies of items
Transp Minutes of Compilati List of Creation of school Progress Report on long-term
School Printed Communication is
photos of
of memo/ Published/ Program
Report on Students'
School arency Meetings on Regular Continu and community Copy of List of Report on
Accomplishm copy open and manifested memoranda/ List of recognized Copy of SLAC Implementatio training training
Report and (disseminati Student tarpaulin meetings al networks like Staff Child Accomplis Rules of
Learning
ent Reports/ of through text/ calls, fb notice of Distributed Others OPCRF Session n of INSET, and and Others
Card Accoun on & & Family postings with Improv social media
Developme Protection hment of Discipline/ and
Year End EBEIS postings, group chats meetings, school networks with / IPCRF Plan Training mentoring develop
(SRC) tability reporting Contact and photos ement documentation and nt Plan Committee SPG Constitution Developme
Report / LIS and other similar Resolutions/ paper Matrix and leaders ment
# SCHOOL Board with photos) Details signages Projects easy access to the
and By-Laws nt Program
netw orks Letters school community. photos plans

POSSIBLE DOCUMENTS FOR THE SBM ASSESSMENT TOOL

B. CURRICULUM & INSTRUCTION (Red)
1. The curriculum provides for the development needs of all types of learners in the school community
Programs are fully implemented and closely monitored to address The educational needs of all types of learners ae being met as shown by continuous improvement on
All types of learners of the school community are identified, their learning curves
performance discrepancies; benchmark best practices; coach low learning outcomes and products of learning. Teacher's as well as student's performance is motiviated
assessed; appropriate programs with its support materials for each type of learner is
performers; mentor potential leaders; reward high achievement; and by intrinsic and extrinsic rewards. The school's differentiated program is frequently benchmarked by
developed. B.1.
maintain environment that makes learning meaningful and enjoyable. other schools.
Score
SBM Level 1 SBM Level 2 SBM Level 3
(42-61)
42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61
Copy of School Documentation of List of Teacher List of List of List of
20
Copy of Portfolio Compilation Accomplishment List of Awards
Inventory Printed Copy of Readiness Monitoring best practices and Copy of
and Student
Awardees in Awardees on
Awardees on
internal Awards, items
Report Remedial Assessment of Tests Report on Copy of Staff Report on and distinction
Students Report on Oral Reading Year-end Report on implemented incentives different
highly stakeholder
recognition,
on Child Reading in all Papers and Curriculum Development Awards and discipline. awards. and even cash Others
Portfolio Physical PHIL-IRI Assessment Instructional projects, activities and awards Int rinsic motivated Ext rinsic promotion and
Mapping Support Learning Table of Programs/ Plan Recognitions reward is reward is incentives to
Facilities results Result Progress and programs mechanism teachers and incentives for
Program Area Specification Projects evident evident
students
# SCHOOL (SREYA) (PAPs) t hrough: students. t hrough: teachers.

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 POSSIBLE DOCUMENTS FOR THE SBM ASSESSMENT TOOL
B. CURRICULUM & INSTRUCTION (Red)
2. The implemented curriculum is localized to make more meaning to the learners and applicable to life 3. A representative group of school and community stakeholders develop the
in the community. methods and materials for developing creative thinking and problem-solving.
The localized curriculum is implemented and
Best practices in localizing the curriculum are Materials and approaches are
A representative team of school and Learning materials and
Local beliefs, norms, values ,traditions, folklores, monitored closely to ensure that it makes being used in the school, in the
mainstreamed and benchmarked by other community stakeholders assess approaches to reinforce
current events, and existing technologies are learning more meaningful and pleasurable; family and in the community to
schools. There is marked increase in number content and methods used in teaching strengths and address
documented and used to develop a lasting produces desired learning outcomes and develop critical, creative thinking
of projects that uses the community as
B.2. creative, critical thinking and problem defeciencies are developed B.3.
curriculum. Localizing guidelines are agreed to by directly improv es community life. Ineffectiv e and problem solving community of
learning laboratory, and the school as an agent solving. Assessment results are used and tested for applicability on
school community and stakeholders. approaches are replaced and innov ativ e ones Score as guide to develop materials. school, family and community.
learners and are producing desired Score
of change for improvement of the community.
are dev eloped.
(62-72) results. (73-83)
SBM Level 1 SBM Level 2 SBM Level 3 SBM Level 1 SBM Level 2 SBM Level 3
11 11
62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83
items items
Teachers Submitted output Filed copy of Logbook Number of Collection
Documented Documented Docume Copy of Indigeni Portfolio Reports on Number Copy of Report Report on
Collection of Compilation daily lesson of students in benchmarking of Dev eloped of Action
Compilation stories of local community ntation organized zed of classroom of Inv entory on Performan
Localized
of history of log integrating any subject activ ity w ith v isitors Modules/ SIM Plan or
of heroes and activ ities on of Monitoring lesson perform teaching Contex t of Classro ce and
Localized
teaching
municipaliites the manifests the
local beliefs
letters requesting signatur
benchm
Others and ex empl ance and ualized
of teachers in
Instructio om competen
Research Others
successful
devices and and contex tualizd principle of permit for es/ the different implemen
Curriculum people in the and arking Ev aluation ars for output of learning Curricul nal Observ cies of
materials barangays and localized contex tualization benchmarking by attendan learning ted w ith
community traditions activ ity Team IPED learners ev aluation um Materials ation learners
# SCHOOL curriculum and localization other schools. ce areas results

POSSIBLE DOCUMENTS FOR THE SBM ASSESSMENT TOOL

B. CURRICULUM & INSTRUCTION (Red)
5. Appropriate assessment tools for teaching and learning are continuously reviewed and
4. The learning systems are regularly and collaboratively monitored by the community using appropriate tools to
improved, and assessment results are contextualized to the learner and local situation and the
ensure the holistic growth and development of the learners and the community
attainment of relevant like skills.
The school-based monitoring and The monitoring system is accepted and The assessment tools are School assessment results are used to
learning sy stems generate feedback that regularly used for collective decision- The assessment tools are reviewed by the school rev iew ed by the school develop learning programs that are suited
A school-based monitoring and learning system is conducted regularly and
coopoeratively, and feedback is shared with stakeholders.
is used for making decisions that making. The monitoring tool has been B.4. and assessment results are shared with school's community and results are to community, and customized to each B.5.
enhance the total dev elopment of the improved to provide both quantitative and Score stakeholders. shared w ith community learner's context, results of which are Score
learners. qualitative data. stakeholders. used for collaborative decision-making.
(84-94) (95-105)
SBM Level 1 SBM Level 2 SBM Level 3 SBM Level 1 SBM Level 2 SBM Level 3
11 11
84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105
items items
Minutes of Parent- Report on the Acknow ledge Copy of
Filed copy of teacher- Copy of Approv ed Results of Monthly Copy of
Compilation Collection of Duly acknowledged Stakehol Compiled Copy of Teachers rev iew of ment receipt Needs Number of
made holistic rubric of School Assessment School- Accomplishment Formati Summat Copy of Action Plan
of Monthly Post- monitoring report by ders SLAC NAT/ Conference and assessment tool of report by Assessment Dev eloped
Superv isory Observation the stakeholders or conferen
performance assessment Learning
Session
Tool on total based Report on Monitoring Others v e Test iv e Test
NCAE
BEEA
attendance sheet by community the report and
on School
learning
Others
of learners Stakeholders Action Cell dev elopment Monitoring the Implementation Results Results Results Assessment
Report Tools letter of transmittal ce Guides Results (w ith photos stakeholders are community recommend programs
conference (SLAC) Plan of learners of PAPs of PAPs. Results
# SCHOOL optional) copy furnished stakeholders ations

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 POSSIBLE DOCUMENTS FOR THE SBM ASSESSMENT TOOL
B. CURRICULUM & INSTRUCTION (Red)
7. Methods and resources are learner and community-friendly, enjoyable, safe, inclusive, accessible and aimed at developing
6. Learning Managers and facilitators (teachers, administrators and community members) nurture values and environments that are protective to all children and demonstrate behaviors
self-directed learners. Learners are equipped with essential knowledge, skills, and values to assume responsibility and
consistent to the organization's vision, mission and goals.
accountability for their own learning.
Stakeholders begin to Learning managers and There is continuous
Learning programs Practices, tools and Practices, tools and
Learning managers exchange of The program is
Learning Managers and facilitators conduct activities practice child/ learner- Learning environments, methods and facilitators observe are designed and materials for developing materials for The program is collaboratively
Stakeholders are aware of child/ and facilitators apply information, sharing of mainstreamed but
developed to self-directed learners developing self-
aimed to increase stakeholder's awareness and centered principles of resources are community driven,inclusive learners' rights from implemented and monitored by expertise and materials
learner-centered, rights-based, and the principles in produce learners are highly observable in directed learners are continuously improved to
commitment to fundamental rights of children and the education in the and adherence to child's rights and designing curriculum to who are responsible school, but not in the beginning to emerge in teachers and parents to ensure among the schools,
inclusive principles of education. designing learning make relevant to emergent B.7.
structuring the whole B.6.
home and community
basic principle of educating them. design of support to protection requirements. and accountable for home or in the the homes and in the that it produces desired learners.
materials. for the development of demands.
education. learning environment. Score their learning community. community.
self-directed learners.
Score
(106-123) (124-135)
SBM Level 1 SBM Level 2 SBM Level 3 SBM Level 1 SBM Level 2 SBM Level 3
18 items 12 items
106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135
Documentation on School Community
Records of MOA to
Classroom conducive to learning; well- Compilation of Availability of Copy of Copy of managers tapped by leaders are Utilization of Operational
Availability of Posted Record of Collection of Availability parents' Records of Minutes of Meeting for
Availability Availability Availability Availability Copy of Fire Posted Learning ventilated and furnished with curriculum Genderized and Clean School the Program Improved community in sharing their invited to share improved Community
Availability Availability Community Fire special children teacher-made of audio- involveme Home the regular conduct of
of Guidance of CR in of School of Reading Inspection Evacuation Management appropriate progressive and informative guides, lesson comfort rooms, and Others Calendar stakeholde monitoring modules and expertise (e.g. as resource their resources modules on Learning Others
of Clinic of Canteen Learning Center Exit with special modules, books visual nt to Visitation internal and external
Room Classroom Library Corners Certificate Plan System materials (e.g. updated bulletin boards, plans, memos, provision of recreational of rs and report Instructional speakers, field demo, and expertise to ALS Centers for
for ALS Plan needs and visual aids materials reading conducted stakeholders.
pupils' accomplishment charts, etc. DepEd Orders facilities Activities parents materials consultant, committee the school during curriculum ALS
# SCHOOL program
member, etc.) school activities

POSSIBLE DOCUMENTS FOR THE SBM ASSESSMENT TOOL

C. Accountability and Continuous Improvement (Blue)
1. Roles and responsibilities of accountable person/s and collective body/ies are clearly define and 2. Achievement of goals is recognized based on a collaboratively developed performance
agreed upon by community members accountability system; gaps are addressed through appropriate action.
There is an active party that initiates The stakeholders are engaged in Shared and participatory processes are A coomunity accepted
used in determining roles, responsibilities, Performance accountability is practiced at A coomunity-level accountability system is evoking performance accountability,
clarification of the roles and responsibilities in clarifying and defining their the school level. from school-led activities.
and accountabilities of stakeholders in recognition and incentive system is
education delivery. specific roles and managing and supporting education. being practiced.
C.1. C.2.
SBM Level 1 SBM Level 2 SBM Level 3 SBM Level 1 SBM Level 2 SBM Level 3
Score Score
136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159
(136-148) (149-159)
Copy of the Av ailability Signed Signed Accomplishm Certificate of List of aw ards Certificate of Programs of Certificate of
Copy of Copy of Copy of Handboo MOA and 13 items 11 items
Orgnized School of Memorand Notice of Minutes of the ent Reports Documentation Recognition Communi and Recognition Community Recognition
Copy of the the other the List of ks and minutes of
Faculty Club/ Minutes constitution um of Meetings Meetings w ith w ith CIGPs of Best as 1 Star on ty lev el's Recogni recognition as 2 Stars on leaders as 3 Stars on
the List of Organized stakehol BAC manuals the
Association or of the and by - Agreement and attachments of Others and Practices on WinS (Water, accounta tion programs w ith Photos WinS (Water, initiativ e in WinS (Water, Others
Organized School ders Members of the regular
Non-Teaching Meetings law s of the w ith Attendance memorandum recommnedati performance Sanitation, bility scheme community Sanitation, giv ing aw ards Sanitation,
PTA Governing organiza and organizati meetings
Associations with organizatio stakeholde Sheets s, attendance, ons in the accountability and Hy giene sy stem stakeholders and Hy giene and and Hy giene
Council tion Secretariat ons conducted
# SCHOOL documentations ns rs photos school lev el in Schools) participation in Schools) recognition in Schools)

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 POSSIBLE DOCUMENTS FOR THE SBM ASSESSMENT TOOL
C. Accountability and Continuous Improvement (Blue)
5. Participatory assessment of performance is done regularly
3. The accountability system is owned by the community and is continuously
4. Accountability assessment criteria and tools, feedback mechanisms, and information collection and with the community, Assessment results and lessons learned
enhanced to ensure that management structures and mechanisms are
validation techniques and processes are inclusive and collaboratively developed and agreed upon. serve as basis for feedback, technical assistance, recognition
responsive to the emerging learning needs and demands of the community.
and plan adjustment.
The school articulates the Stakeholders are engaged The school community stakeholders The school, with the participation of Stakeholders are engaged in the Stakeholders continuously and School initiates periodic Collaborative conduct of School-community developed
in the development and stakeholders, articulates an accountability performance assessments performance assessment is practiced
accountability assessment framework orientation of an continuously and collaborativ ely rev iew
assessment framework with basic
development and operation of an collaboratively review and enhance performance assessments informs planning, plan and is the basis for improving
with basic components, including appropriate
accountability assessment
and enhance accountability sy stems' components, including implementation appropriate accountability assessment accountability systems, processes, w ith the participation of adjustments and
requirements for technical
monitoring and evaluation systems,
providing technical assistance and
implementation guidelines to the system. process, mechanisms, and tools. guidelines to the stakeholders. system. mechanism and tools. stakeholders. assistance. recognizing and refining plans.

SBM Level 1 SBM Level 2 SBM Level 3 C.3. SBM Level 1 SBM Level 2 SBM Level 3 C.4. SBM Level 1 SBM Level 2 SBM Level 3 C.5.
160 161 162 163 164 165 166 Score 167 168 169 170 171 172 173 174 175 176 177 178 Score 179 180 181 182 183 184 185 Score
(160-166) List of (167-178) (179-185)
School reports on the OPCRF/ IPCRF 7 items Minutes of the Recognition on 12 items Analyzed
Copies of Available 7 items
conducts orientation Filed M criteria and evaluation Minutes of Meeting Filed Monthly the program Assessmen Reports on Solutions
& E guidelines are properly
Filed List of Record Monitoring
t with the and
among school and deliberation Utilized and during the Serv ice Report Report duly Copy of Record
Memo/ Report on Aw ard of Nutritional and recommend Nutritional
community Project Findings disseminated to the among school crafted school's able on on acknow ledged consulta of feedbacks Identified
Feedback on and feedback Status Evaluation ations are Status
stakeholders Monitorin as basis stakeholders. letters and community Others Assessment dissemination Transpa Monthly Client and approv ed Assess Others
tion from school CIGPs Others
Accountability Recogni of the (Baseline Results determined (Endline
supported by meeting g Report for AIP (supporting documents- and stakeholders Tool on SBM to community rency MOOE Satisfac assessment agreem ment of and based on
Assessment tion stakehol Report) reported to as a result of Report)
agenda, minutes of Adjustm acknowledgment of w ith Framew ork on the Board Liquidati tion framew ork by ents PPAs community the
agenda Program ders Stakeholder the identified
the meeting, pictures, ents the memo and documentations assessment on Surv ey the school and stakeholder assessme
s CIGPs
and attendance sheet guidelines framew ork community s nt.
# SCHOOL stakeholders

POSSIBLE DOCUMENTS FOR THE SBM ASSESSMENT TOOL

D. MANAGEMENT OF RESOURCES (Orange)
2. A regular dialogue for planning and resource programming, that is accessible and
1. Regular resource inventory is collaboratively undertaken by learning managers, learning facilitators, and
inclusive, continuously engage stakeholders and support implementation of
community stakeholders as basis for resource allocation and mobilization.
community education plans.
Stakeholders are aware that a regular Resource inventory is characterized by regularity, Resource inventories are systematicly Stakeholders are invited to participate in the
Stakeholders are regularly Stakeholders collaborate to ensure
developed and stakeholders are engaged in the planning and timely and need-based planning
resource inventory is available and is used increase participation of stakeholders, and development of an educational plan in
engaged in a colaboratively process resource programming, and in and esource programming and
as the basis for resource allocation and communicated to the community as the basis for resource programming, and in the
to make decisions on resource D.1. implementation of the educational plan.
the implementation of the support continuous implementation D.2.
mobilization. resource allocation and mobilization. allocation and mobilization. Score educational plan. of the educational plan. Score
SBM Level 1 SBM Level 2 SBM Level 3 (186-197) SBM Level 1 SBM Level 2 SBM Level 3 (198-208)
186 187 188 189 190 191 192 193 194 195 196 197 12 items 198 199 200 201 202 203 204 205 206 207 208 11 items
School and community Documented Report on the Copies of Project
Document Minutes of
stakeholders are Monthly MOOE is Fire Ex it Conduct of oral presentation, Adopt-A- agreements and Proposal
School Copy ed Monthly Work Letter of the Approv ed
Deed of furnished with resource Reports aligned Plan/ deliberation and justification of fund Brigada School Partnership/ plans by the and
Inventory Lists of Projects Liquidation Ev acuation DRMM Plan & Inv itation meeting, Work and
Donations/ inventory which is on w ith Fire utilization among school and Others Eskw ela Program Netw orking internal and resolutions Others
of Book of out from on Report Plan Plan Budget duly attendance Financial
Acceptance readilly available in the Canteen ESIP/ Safety community stakeholders (e.g. Reports (ASP) Activ ities ex ternal duly
Resources Donations SEF of MOOE Matrix receiv ed sheet w ith Plan
office of the school Funds WFP Permit Minutes of the meeting, agenda, Reports stakeholders duly signed by
Funds photos
# SCHOOL head attendance sheet, pictures) signed by them them

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 POSSIBLE DOCUMENTS FOR THE SBM ASSESSMENT TOOL
D. MANAGEMENT OF RESOURCES (Orange)
3. In place is a community-developed resource management 4. Regular monitoring, evaluation, and reporting processes of resource
5. There is a system that manages the network and linkages which strengthen and
system that drives appropriate behaviors of the stakeholders to management are collaboratively developed and implemented by the learning
sustain partnerships for improving resource management.
ensure judicious, appropriate and effective use of resources. managers, facilitators, and community stakeholders.
Stakeholders Stakeholders are engage Stakeholders sustain the Stakeholders are invited to Stakeholders collaboratively Stakeholders are engage, held An engagement procedure to
Stakeholders support a An established system of partnership is
support judicious, and share expertise in the implementation and improvement of a participate in the development and participate in the development accountable and implement a identify and utilize partnerships
system of partnerships managed and sustained by the stakeholders for
appropriate, and collaborative development collaboratively developed, periodically implementation of monitoring, and implementation of monitoring, collaboratively developed system of with stakeholders for improving
for improving resource continuous improvement of resource
effective use of of resource management adjusted aand constituent-focused evaluation, and reporting process evaluation, and reporting process monitoring, evaluation and reporting resource management is
management. mangament.
resource. system. resource management system. on resource management. on resource management. for resource management evident.
D.3. D.4. D.5.
SBM Level 1 SBM Level 2 SBM Level 3 SBM Level 1 SBM Level 2 SBM Level 3 SBM Level 1 SBM Level 2 SBM Level 3
Score Score Score
209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233
Copy of the duly
(209-215) Plan of action
(216-224) Financial MOA/ MOU are
(225-233)
Copy of the
approved resource
meeting
7 items Record of in meeting the 9 items Statements operationalized 9 items
Reports Designation
management Minutes of PTA Records program Copies of the gaps or Memorandum and
agenda, Letter of Record of made of
system of the the meetings Progress Certificate reflecting certification revised monitoring, addressing Records Designation Records of of Agreement implemented Copy of Documentation
minutes, invitation duly monitoring of from the coordinator
school such as conducted on Report of of expenditure Attendance of evaluation and the issues of Liquidation and expenditures is forged (e.g. programs Audited of Income
attendance Others acknowledge PPAs with the result of Others for internal Others
inventory of resource the Recognition s aligned sheet downloaded reporting process and concerns satisfacti Reports Composition aligned with between the of activites, Financial Generating
sheets during by involvement of monitoring and
facilities and management School for fund with ESIP/ school funds duly approved by of on of BAC ESIP/ AIP school and timetable, Statements Projects
the collaborative stakeholders stakeholders and external
equipment, system utilization AIP (MOOE, the stakeholders stakeholders the identified reports,
meeting of evaluation linkages
documents of SBFP, etc.) on fund linkages and attendance sheet
# SCHOOL purchased materials stakeholders. management networks and pictures)

ACCOUNTABILITY AND
LEADERSHIP AND GOVERNANCE MANAGEMENT OF RESOURCES
Level / CURRICULUM AND INSTRUCTION (Red) CONTINUOUS IMPROVEMENT
(Green) (Orange)
(Blue)
Criteria 1 2 3 4 5 TOTAL 1 2 3 4 5 6 7 TOTAL 1 2 3 4 5 TOTAL 1 2 3 4 5 TOTAL
I
II
III
TOTAL

Total Score is 41 and % is 30% Total Score is 94 and % is 30% Total Score is 50 and % is 25% Total Score is 48 and % is 15%
Formula: Result = ( ) % x 3.5

For Example L&G has a score of 35 For Example C&I has a score of 75 For Example AC&I has a score of 35 For Example MoR has a score of 33

L&G = (35/41) .3 x 3.5 = 0.8963 C&I = (75/94) .3 x 3.5 = 0.8378 ACL&I = (35/50) .25 x 3.5 = 0.6125 MoR = (33/48) .15 x 3.5 = 0.3609
SBM = 0.8963 + 0.8378 + 0.6125 + 0.3609 = 2.6975 rounded to two decimal places becomes 2.70 which is Level III - Mature Stage .

Email address: alaminos.city@deped.gov.ph

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