SBM CHECKLIST ON

CURRICULUM AND INSTRUCTION

DR. NICOLASA SALAS – CAMAYA
PSDS
 SESSION OBJECTIVES
At the end of the session, the participants will be able to:
• Describe the different indicators under the principle of leadership and
governance;
• Identify the evidences on the principle of leadership and governance;
• Demonstrate the DOD process on the principle of leadership and
governance; and
• Assess the school processes, evidences and tools used under the principle of
leadership and governance.
 ACTIVITY – Where do i begin ?
INDICATORS EVIDENCES
1. The curriculum provides for the development 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 & 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
 ACTIVITY – Where do i begin ?
INDICATORS EVIDENCES
4. Appropriate assessment tools for teaching and learning
are continuously reviewed and improved, and assessment
results are contextualized to the learners and local
situation and the attainment of relevant life skills.
5. The learning managers and facilitators (teachers,
administrators and community members) nurture values
and environments that are protective of all children and
demonstrate behaviors consistent to the organization’
vision, mission and goals.
6. 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.
 CURRICULUM AND INSTRUCTION
The learning systems collaboratively
developed and continuously improved,
anchored on the community and
learners’ contexts and aspirations
 CURRICULUM AND INSTRUCTION
SBM INDICATOR SBM SCORING EVIDENCES

The curriculum (1) All types of  Established Assessment System with

provides for the learners of the results (Phil-IRI, numeracy test,
development school community Multiple Intelligences Assessment
needs of all are identified, Result, Academic Performance Chart,
types of their learning etc.)
learners in the curves assessed;  Learners’ profile ( student tracking
school appropriate system)
community. programs with its  Support Materials (IM’s, Competency
support materials Based Budget of Lessons, Lesson
for each type of Exemplars)
learners is  Any Program/Project to address
developed. learning deficits/ performance
discrepancies e.g. RRE/ Reading
 CURRICULUM AND INSTRUCTION
SBM INDICATOR SBM SCORING EVIDENCES

The (2) Programs are fully  School Supervisory Plan

curriculum implemented and closely (monthly)
provides for monitored to address  Monthly Supervisory Report
the performance discrepancies,  Any Program/Project to address
development benchmark best practices, performance discrepancies/
needs of all coach low performers, deficits/gaps e.g. RRE, School
types of mentor potential leaders, Remedial Program
learners in reward high achievement  / Reading Program/ ADMs
the school and maintain environment Implementation Report
community. that makes learning  ACR/Narrative Report of INSETs
meaningful and enjoyable. conducted
 CURRICULUM AND INSTRUCTION
SBM INDICATOR SBM SCORING EVIDENCES

The curriculum (3) The education needs of Improved learning

provides for the all types of learners are outcomes (Achievement
development being met as shown by Rate, Promotion Rate,
needs of all types continuous improvement on Failure Rate)
of learners in the learning outcomes and Log Book/Record Sheet/
school products of learning. showing names of
community. Teachers’ as well as students’ visitors benchmarked
performance is motivated by school’s initiated
intrinsic rather than extrinsic programs/projects
rewards. The Schools’ School’s Best Practices
differentiated programs is Accomplishment Report
frequently benchmarked by
 CURRICULUM AND INSTRUCTION
SBM INDICATOR SBM SCORING EVIDENCES
The (1) Local beliefs,  Copies of contextualized/localized
implemented norms, values, IMs/supplementary LMs
curriculum is traditions, folklores,  -Supervisory report on contextualized IMs
localized to current events and  -List of contextualized LCs
make it more technologies are  -Copies of contextualized LPs/logs showing the use
meaningful to documented and of community as a learning laboratory
the learners used to develop a  -Records of schools that benchmarked the best
and lasting curriculum, practices
applicable to localization  -Copies of contextualized CGs per Las
life in the guidelines are  -List of trainings conducted on
community. agreed to by school localization/contextualization of materials
community and  Compilation of local literature
teachers are  Sample Lessons showing its utilization
properly oriented.  Lesson Plans showing the integration of local
literature
 ACR on the crafting of localized curriculum
 CURRICULUM AND INSTRUCTION
SBM INDICATOR SBM SCORING EVIDENCES

The (2) The localized curriculum is M & E/Supervisory Report

implemented implemented and monitored on localized curriculum
curriculum is closely to ensure that it makes Adjusted localized
localized to learning more meaningful and curriculum
make it more pleasurable, produces desired Sample performance
meaningful to learning outcomes and directly outputs that could be
the learners improves community life. utilized to improve
and Ineffective approaches are community life (e.g. solid
applicable to replaced and innovative ones waste management, tree
life in the are developed. planting/ linis bayan
community. activity, etc.)
 CURRICULUM AND INSTRUCTION
SBM INDICATOR SBM SCORING EVIDENCES

The (3) Best practices in Log Book/Record Sheet showing

implemented localizing the curriculum names of visitors who
curriculum is are mainstreamed and benchmarked good or best
localized to benchmarked by other practices of school’s localized
make it more schools. There is marked curriculum
meaningful increase in number of Accomplishment Report on the
to the projects that uses the School’s Best Practices in
learners and community as learning Localizing the Curriculum
applicable to laboratory, and the Any document/s of school’s
life in the school as an agent of initiated project that uses the
community. change for improvement community as a learning
of the community. laboratory (e.g. school-community
livelihood projects)
 CURRICULUM AND INSTRUCTION
SBM INDICATOR SBM SCORING EVIDENCES

A representative (1) A representative Minutes of meeting or any

group of school team of school and document as MOV that the
and community community content and method used in
stakeholders stakeholders assess teaching were assessed by any
develop the content and methods of the ff. team:
methods and used in teaching • PTA
materials for creative, critical • School Governing Council
developing thinking and problem (SGC)
creative thinking solving. Assessment • School Planning Team
& problem results are used as (SPT)
solving guide to develop • School M & E Team (SMET)
 CURRICULUM AND INSTRUCTION
SBM INDICATOR SBM SCORING EVIDENCES

A representative (2) Learning materials Developed/reproduced/ procured

group of school and approaches to learning materials that could be
and community reinforce strengths used to reinforce strengths and
stakeholders and address address weaknesses applicable
develop the deficiencies are in the school, home and
methods and developed and tested community (e.g. individualized
materials for for applicability on learning modules for students,
developing school, family and home study manuals for parents
creative thinking & community. and community learning centers)
problem solving
 CURRICULUM AND INSTRUCTION
SBM INDICATOR SBM SCORING EVIDENCES

A (3) Materials and Any of the following:

representative approaches are being Activity Completion Report or
group of school used in school, in the any report re: school initiated
and community family and in community activity participated in by the
stakeholders to develop critical, community utilizing the
develop the creative thinking and school’s learning resources
methods and problem solving (human & materials) with
materials for community of learners positive impact to the
developing and producing desired community
creative results. Write-up or any document of
thinking & an existing
problem solving functional/operational
 CURRICULUM AND INSTRUCTION
General:
1. SIP/AIP
2. PAPs
Specific:
1. Student Assessment tools
2. Formative/Summative Tests
3. Individual Progress Report Cards
4. School Forms
5. Report on Project PIPO
a. Attendance
b. Minutes of Meeting
c. Pictures/Videos (Documentation)
d. Agreement /Resolution
6. Sample IMs for each learning area
-Copies of contextualized/localized
IMs/supplementary LMs
-Supervisory report on contextualized IMs
-List of contextualized LCs
-Copies of contextualized LPs/logs showing the
use of community as a learning laboratory
-Records of schools that benchmarked the best
practices
-Copies of contextualized CGs per Las
-List of trainings conducted on
localization/contextualization of materials
-Numbers of contextualized materials
 CURRICULUM AND INSTRUCTION
SBM INDICATOR SBM SCORING EVIDENCES
The learning (1)A school-based  Procedure on the conduct of Monitoring
systems are monitoring and Evaluation & Adjustment (SMEA)
regularly and learning system is  Terms of Reference (TORs) of school’s M & E
collaboratively conducted regularly team (SMET)
monitored by the and cooperatively;  SIP/AIP-based Monitoring & Evaluation
community using and feedback is instrument /tool
appropriate tools shared with the  Schedule on the conduct of SMEA
to ensure the stakeholders  -School Monitoring & Evaluation Adjustment
holistic growth (1) The system uses a (SMEA) System
and development tool that monitors the  -Feedback mechanism such as suggestion
of the learners holistic development of box, text brigade, forums, assembly meeting
and the learners  -Improved M&E tool such as survey &
community analysis, SMEA result duly spproved by SH
 -Monitoring schedule and meetings of
Stakeholders
 CURRICULUM AND INSTRUCTION
SBM INDICATOR SBM SCORING EVIDENCES

The learning (2) The school-based Feedback mechanism for a

systems are monitoring and learning well-informed decision
regularly and systems generate making (e.g. suggestion box,
collaboratively feedback that is used for text brigade, forums
monitored by the making decisions that /assembly)
community using enhance the total Minutes of meeting of the M
appropriate tools to development of the & E team before the conduct
ensure the holistic learners of School Monitoring,
growth and (2) A committee take Evaluation & Adjustment
development of the care of the continuous (SMEA)
learners and the improvement of the tool. Record of M & E related
community activities conducted
 CURRICULUM AND INSTRUCTION
SBM INDICATOR SBM SCORING EVIDENCES

The learning (3) The monitoring Result on the regular conduct

systems are system is accepted and of School Monitoring
regularly and regularly used for Evaluation and Adjustment
collaboratively collective decision (SMEA)
monitored by the making. Updated/improved M & E
community using (3) The monitoring tool Tool designed by the School
appropriate tools to has been improved to M & E Team duly approved
ensure the holistic provide both quantitative by the School Head/ SGC
growth and and qualitative
development of the
learners and the
community
 CURRICULUM AND INSTRUCTION
SBM INDICATOR SBM SCORING EVIDENCES

Appropriate (1)The Competency based Test materials

assessment tools for assessment duly checked/ approved by the
teaching and learning tools are School Head (e.g. Table of
are continuously reviewed by Specifications, Periodical Test
reviewed and the school Questions, Test/ Item Analysis, Item
improved, and and Bank, other test materials, etc.)
assessment results are assessment ACR on the conduct of activity
contextualized to the results are relative to sharing of assessment
learners and local shared with results with school’s stakeholders
situation and the school’s (e.g. quarterly issuance of
attainment of relevant stakeholders. Pupil/Student Report Card, issuance
life skills of NAT and NCAE results to parents
 CURRICULUM AND INSTRUCTION
SBM INDICATOR SBM SCORING EVIDENCES

Appropriate assessment (2) The Structure in charge of

tools for teaching and assessment the review and
learning are tools are improvement of
continuously reviewed reviewed by the assessment tools ( list
and improved, and school and TOR)
assessment results are community and Minutes of
contextualized to the results are meeting/ACR/ on:
learners and local shared with - review of
situation and the community assessment tools
attainment of relevant stakeholders. participated by
life skills stakeholders
 CURRICULUM AND INSTRUCTION
SBM INDICATOR SBM SCORING EVIDENCES

Appropriate (3) School assessment Any document of a

assessment tools for results are used to functional/operational
teaching and learning develop learning community based initiated
are continuously programs that are programs and/ or projects
reviewed and suited to community (e.g. Community Learning
improved, and and customized to each Centers) conceptualized to
assessment results learners’ context, results address the learning deficits/
are contextualized to of which are used for discrepancies of the learners
the learners and local collaborative decision based from the school
situation and the making. assessment results
attainment of relevant
life skills
 CURRICULUM AND INSTRUCTION
SBM INDICATOR SBM SCORING EVIDENCES
Appropriate (1)The Schools M&E team (SMET)
assessment tools assessment -SIP/AIP-based Monitoring & Evaluation Instrument Tool
for teaching and tools are -Schedule on the conduct of SMEA
learning are reviewed The assessment tools are reviewed by the school and
assessment results are shared with schools stakeholders.
continuously by the
Evidence:
reviewed and school and
-Competency based Test materials duly checked/approved by
improved, and assessment the School Head (e.g. Table of Specifications, Periodical Test
assessment results results are Questions, Test Item Analysis, Item Bank, other test materials,
are contextualized shared with etc.)
to the learners and school’s -ACR on the conduct of activity relative to sharing of
local situation and stakeholder assessment results with schools stakeholders (e.g. quarterly
the attainment of s. issuance of Pupil/Student Report Card, issuance of NAT and
relevant life skills NCAE results to parents
-Item analysis per learning area
 CURRICULUM AND INSTRUCTION
SBM INDICATOR SBM SCORING EVIDENCES
Appropriate assessment (2) The assessment Minutes of meeting of the M&E team
tools for teaching and tools are reviewed before the conduct of School Monitoring,
learning are by the school Evaluation and Adjustment (SMEA)
continuously reviewed community and Record of M&E related activities conducted
and improved, and results are shared The assessment tools are reviewed by the
assessment results are with community school community and results are shared
contextualized to the stakeholders. with community stakeholders.
learners and local Evidence:
situation and the -Structure in charge of the review and
attainment of relevant improvement of the assessment tools (list
life skills and TOR)
-Minutes of meeting /ACR/on:
-review of assessment tools participated
by stakeholders
 CURRICULUM AND INSTRUCTION
SBM INDICATOR SBM SCORING EVIDENCES

Appropriate (3) School School Assessment results are used to

assessment tools assessment results develop learning programs that are suited to
for teaching and are used to community, and customized to each learner’s
learning are develop learning context, results of which are used for
continuously programs that are collaborative decision-making
reviewed and suited to Evidence:
improved, and community and Any document of a functional/operational
assessment results customized to each community based initiated programs and/or
are contextualized learners’ context, projects (e.g. Community Learning Centers)
to the learners and results of which conceptualized to address the learning
local situation and are used for deficits/discrepancies of the learners based
the attainment of collaborative from the school assessment results.
relevant life skills decision making. Community initiated program
 CURRICULUM AND INSTRUCTION
SBM INDICATOR SBM SCORING EVIDENCES
The learning managers (1)Stakeholders are aware  List of Children’s Rights and
and facilitators of child/learner-centered, Responsibilities (in Filipino or
(teachers, rights-based, and vernacular) strategically
administrators and inclusive principles of placed/posted in a very
community members) education. conspicuous place
nurture values and (1) Learning managers and  School policies which spell out the
environments that are the facilitators conduct rights of children
protective of all activities aimed to increase  ACR/ Minutes of Meeting on the
children and stakeholders awareness conduct of activity relevant to
demonstrate behaviors and commitment to learner-centered, right-based, and
consistent to the fundamental; rights of inclusive principles of education
organization’ vision, children and the basic /A Child & Community-Centered
mission and goals. principle of educating them Education Systems (ACCESs
 CURRICULUM AND INSTRUCTION
SBM INDICATOR SBM SCORING EVIDENCES
Methods and resources (1)Practices. Tools and  Learning Competency Directory (LCD)
are learner and materials for per subject posted in the classroom (it
community – friendly, developing self is anchored on the budget of lesson
enjoyable, safe, directed learners are per subject which reflects the
inclusive, accessible highly observable in competencies covered in every
and aimed at school, but not in the grading period, date of delivery,
developing self- home or in the topics to be discussed, activities/
directed learners. community. exercises to be used, book title and
Learners are equipped page number)
with essential  Learner’s PORTFOLIO
knowledge, skills and  RUBRICS developed by the learners
values to assume  Any document of a functional school
responsibility and program to produce learners who are
accountability for their accountable for their learning e.g.
 CURRICULUM AND INSTRUCTION
SBM INDICATOR SBM SCORING EVIDENCES
Methods and resources (1)Learning  Gender and Development
are learner and programs are  Learners Progress Report & Assessment
community – friendly, designed and  Minutes of FGD on Learning
enjoyable, safe, inclusive, developed to Competencies
accessible and aimed at produce  Portfolio/Materials/IMS/Modules/SLK
developing self-directed learners who  Learning Comnpetency
learners. Learners are are Directory/Budgeted Lesson per subject
equipped with essential responsible per quarter
knowledge, skills and and  Parent-Teacher Conference
values to assume accountable  Recognition Program per quarter
responsibility and for their  Bulletin Board
accountability for their learning.  Awardings/Recognizing of learners
own learning.  Rubrics for Assessment developed by
learners
 APPLICATION
Light, Camera, Action
1. Group yourselves with 18 members.
2. Assign a leader and rapporteur.
3. Simulate the D-O-D Process

Document Analysis Observation Discussion

Analyze the documents on the
curriculum instruction using the 4
RACS
1. What will you observe to verify if the process on The discussion should capture the critical incidences
how they obtained the data were followed?
2. What will you observe to verify that the
(issues and challenges) of the documentary analysis
assessment tools were used by the stakeholders in and observation and to be able to come up with the
the monitoring and evaluation? decision to reconcile the two process to make
3. What will you observe to verify that the recommendation for the school head on how to
Programs, Projects and Activities were
implemented or not? improve his/her SBM level of Practice
4. What other measures will you employ to verify
the data collected?
 PROCESS OBSERVERS
• Observe the DOD Process.
• Capture the critical incidences in every stage of the DOD
Process
• Write down the critical incidences that we need to focus on
for improvement
• Present the critical incidents for discussion.