SBM VALIDATION

I. Leadership and Governance

Indicators Level 1 Level 2 Level 3
1. In Place is a Development  The development plan guided by  The development plan is evolved  The development plan is enhanced
Plan (e.g. SIP) developed the school’s vision, mission goals through the shared leadership of the with the community performing the
collaboratively by the (VMG) is developed through the school and community stakeholders. leadership roles, and the school providing
stakeholders of school and leadership of the school and technical support.
community. participation of some invited
community stakeholders.

1. A copy of memorandum on 6. Attendance sheet showing 10. A copy of approved and accepted
the conduct of crafting the presence of community SIP by SDS for the current
SIP is available stakeholders throughout the planning period is available with a
2. A received copy of the letter of duration of the SIP crafting rating of “Exceeds Expectation” in
invitation sent to identified period is available terms of quality
participants in the crafting of 7. Terms of reference indicating
SIP such as the school head stakeholder’s leadership role in
and team, school planning the crafting of the SIP
team, project teams, and 8. Documentation Report showing
support staff, with at least the actual preparation of the
three community SIP process and formulation of
stakeholders is available. SIP documents.
3. A received copy of the 9. A copy of approved SIP by SDS
designation papers of the for the current planning period
school planning team, project is available
teams, and support staff is
available
4. Documentation of the
designation papers of the
school planning team, project
teams, and support staff is
available.
5. Draft development guide
formulated in constitution
with community stakeholders

2. The Development Plan (e.g.  The school leads the regular  The school and community  The community stakeholders lead the
SIP) is regularly reviewed review and improvement of stakeholders working as full partners, regular review and improvement process;
by the school community to development plan. lead the continual review and the school stakeholders facilitate the
keep it responsive and improvement of the development process.
relevant to emerging needs, 1. Memorandum invitation, plan.
challenges and attendance sheet showing the
opportunities. review of AIP are available 6. A copy of the reviewed SIP/AIP 7. Documentation with pictures
2. List of SIP Monitoring Team incorporating the comments showing the stakeholders as the
3. A copy of approved guidelines and suggestions and lead facilitation in the reviewing
and activity matrix for recommendations and Improving the Development
reviewing SIP Planning
4. A summary of findings,
recommendation and
suggested AIP adjustment to
improve the plan
5. Mid-year and year-end
Project Monitoring reports
are available

3. The school is organized by a  The school defines the  The school and community  Guided by the agreed organizational
clear structure and work organizational structure, and the collaboratively define the structure structure, the community stakeholders
arrangements that promote roles and responsibilities of the and the roles and responsibilities of lead in defining the organizational
shared leadership and stakeholders stakeholders structure and the roles and
governance and define the responsibilities; school provides the
roles and responsibilities of technical assistance and administrative
the stakeholders. support.
1. A copy of the school’s 3. Documentation/s showing 4. Documents/s like logbook
organizational chart is that school stakeholders are attendance sheet showing that
present. collaborating with the the school stakeholders are
2. A copy of the different roles schools. assisting the school in
and responsibilities of both promoting shared leadership.
internal and external 5. TA plan for the community
stakeholders. stakeholders

4. A leadership network  A network has been  The network actively provides  The network allows easy exchange and
facilitates communication collaboratively established and is stakeholders information for making access to information sources beyond the
between and among school continuously improved by the school decisions and solving learning and school community.
and community leaders for community. administrative problems.
informed decision-making
and solving of school 1. Directory of school and 6. Copy of memorandum of
4. Availability of any of the
community wide learning community leaders with following reports:
Agreement/Understanding
problems. their names and updated a. Incident Report entered/forged between the
contact information such b. Spot report school and identified
as; e-mail, cellphone c. Intake sheets community leaders/members
number are available. d. Referrals addressing a particular school
2. List of LGU, NGA’s problem is available.
NGOs, Alumni and other 5. Invitation letters, attendance 7. List of completed programs
partner for the last 5 years sheets, minutes of the meeting and projects implemented in
with previous engagement with photos/videos or other collaboration with the
related documents of leader’s
3. Copy of Pledge of community stakeholders.
discussing school problem/s
commitment indicating
and proposing solution/s are
school and community available.
leaders support in making
decisions and/ or solving
school problem is
available
5. A long-term program is in  Developing structures are in  Leaders undertaken training modes  Leaders assume responsibility for their
operation that addresses place and analysis of the that are convenient to them (on-line, off- own training and development. School
the training and competency and development needs line, modular, group or home-based) and community leaders working individually or
development needs of of leaders is conducted; result is which do not disrupt their regular in groups, coach and mentor one another to
functions. Leaders monitor and evaluate achieve their VMG.
school and community used to develop a long term training
their own learning process.
leaders and development program.

1. Learning and Development 6. Training Report 8. Showing document/s

Needs Report of the school 7. Monitoring and Evaluation report implementing Communist of
and community leaders on the conduct of the trainings/ Process (COP) … school
2. Capacity Building Program TA community leaders
Plan based on the identified
LAD needs
3. Implementing Plan showing
the budget source (GAA or
from the stakeholders)
4. Training Plan for community
leaders including the finding
source
5. Inclusion of training plans in
the AIP/PPMP
II. RESOURCE MANAGEMENT
Indicators Level 1 Level 2 Level 3
1. Regular resource  Stakeholders are aware that a regular  Resource inventory is  Resource inventories are
inventory is resource inventory is available and is used as characterized by regularity, systematically developed and
collaboratively the basis for resource allocation and increased participation of stakeholders are engaged in
undertaken by learning mobilization. stakeholders, and communicated to collaborative process to make decisions
managers, learning the community as the basis for on resource allocation and mobilization.
facilitators, and resource allocation and
community mobilization. 7. With online or data based
stakeholders as basis 1. Physical Inventory – Educational inventory of school
for resource allocation Facilities (classrooms, building, toilets, 6. Updated Physical Inventory, 8. Communicated thru parents
and mobilization. ancillary facilities, furniture, Site Human Resources, Financial assembly, SRC, school paper, and
Development plan, Resources and Material transparency board on
2. Human Resources – PSIPOP, Resources/ Equipment mobilization and utilization of
Plantilla Item for Teaching/ Non- resources.
teaching personnel, SF$, Updated
Form & Student record/e-BEIS/TNA
3. Financial Resources- MOOE, SOB,
APP, WFP, Liquidation reports,
Utilization of other financial
resources/grants/assistance/donations
based on SIP/AIP/SRC, Deed of
Donation
4. Material Resources/ Equipment –
Inventory of books, TG’s LG’s, CG’s,
IM’s (Laboratory, sports, agri. Tech-
voc. Etc.)
5. Transparency Board, Information
Board
2. A regular dialogue for  Stakeholders are invited to participate in  Stakeholders are regularly  Stakeholders collaborate to ensure
planning and resource the development of an educational plan in engaged in the planning and timely and need-based planning and
programming , that is resource programming, and in the resource programming, and in the resource programming and support
accessible and inclusive implementation of educational plan. implementation of the Educational continuous implementation of
, continuously engage plan. educational plan.
stakeholders and
support 1. Meeting with stakeholders on planning 3. School Improvement Plan 4. Collaboratively implemented the
implementation of and resource programming (SIP) with evidence of resources program plan
community education  Notice of meeting adjustment in the AIP with  MOA/MOU
plans  Attendance documentation on  Certification of Acceptance
 Minutes of Meeting  Regular meeting with  Deed of Donation
 Documentation stakeholders on  Documentation
2. School improvement Plan with support planning and resource  TOR
of stakeholders an Annual programming  Resolutions for fund
Implementation Plan with  Project Work Plan and Allocation from LGU or
documentation on: Budget Matrix with barangay
 Meeting with stakeholders on Accomplishment
planning and resources Report
programming  Calendar of Activities
 Project Work Plan and Budget of PAPs with Gantt
Matrix Chart
 Monitoring &
Evaluation Tool for
PAPs

3. In place is a community  Stakeholders support judicious, appropriate  Stakeholders are engaged and  Stakeholders sustained the
developed resource and effective use of resources. share expertise in the collaborative implementation and improvement of a
management system development of resource collaboratively developed, periodically
management system adjusted and constituent-focused
that drives appropriate
resource management system
behaviors of the
stakeholders to ensure 1. Meeting with stakeholders allocating 4. Documents/Pictures 5. Systems and processes in
judicious, appropriate funds for school activities supported showing stakeholders managing school’s resources.
participation in managing
and effective use of with resolutions proposals and voucher school resources (Brigada
resources. with documentation Eskwela Implementation
2. Budget Utilization Report and others)
3. Annual Performance Report

4. Regular monitoring,  Stakeholders are invited to participate in the  Stakeholders collaboratively  Stakeholders are engaged, held
evaluation, and development and implementation of monitoring, participate in the development and accountable and implement a
reporting processes of evaluation and reporting process on resource implementation of monitoring, collaboratively developed system of
resource management management. evaluation and reporting processes on monitoring, evaluation and reporting for
resource management
are collaboratively resource management.
developed and
1. Letter of invitation received by 4. Participated on the
implemented by the 6. Document/s showing active
stakeholders for monitoring and development and
learning facilitators involvement of stakeholders in SMEA
evaluation on resource management Implementation of M&E
and community contained in the processes on resource
stakeholders. SIP/AIP/MOOE/APP/SOB management as indicated in
 Notice of meeting the SIP/
 Attendance AIP/MOOE/APP/SOB
 Minutes of meeting  Notice of meeting
 Documentation  Attendance
 Minutes of meeting
2. School Report Card  Documentation
3. Crafted/adapted M & E templates for 5. School Report Card reported
PPA’s during stakeholder’s assembly
6. M & E report using the crafted
tool Monitoring Report of
program and projects
implemented using the
templates

5. There is a system that  An engagement procedure to identify and  Stakeholders support a system  An established system of partnership
manage the network utilize partnerships with stakeholders for partnership for improving resource is managed and sustained by the
and linkages which improving resource management is evident. management. stakeholders for continuous
strengthen and sustain improvement of resource management.
partnerships for
improving resource 1. Partnership building Plan 4. Pledge of support 6. Stakeholders engagement
management. 2. School list of prospective 5. Involvement of stakeholders portfolio
partner/donor in all school programs and 7. Commitment contract
3. Conduct stakeholders’ summit with activities (MOA/MOU) with stakeholders
documentation  Adopt-a-school program to attain the goals and
For IU’s: report objectively relevant to school
 Uses manual operations in recording &  Review/enhancement of resources
of financial reports SIP/AIP For IU’s:
 Voluntary donation from  Up to date use of
stakeholders - EFRS
For IU’s: - IMS
 Use of Enhancement - FARS posted to
Financial Reporting System - URS at the end of every
 Use of Budget Monitoring quarter
System - Up to date uploading of
 Recording & posting to PSIPOP
Unified Reporting System
 Electronically uploaded
PSIPOP
III. ACCOUNTABILITY AND COUNTINOUS IMPROVEMENT

Indicators Level 1 Level 2 Level 3

1. Roles and  There is an active party that initiates  The stakeholders are engaged in  Shared and participatory processes
responsibilities of clarification of the roles and responsibilities clarifying and defining their roles and are used in determining roles,
accountable person/s in education delivery responsibilities. responsibilities and accountabilities
and collective body/ies of stakeholders in managing and
are clearly defined and 1. Terms of References/List of roles 3. Constitution and By-Law supporting education.
agreed upon by and responsibilities/job description (PTA, SGC, and others)
community 5.Ratified/Amended Constitutions
stakeholders 2. Written Designations of and By-Laws (As applicable)
accountable persons based on 4.Code of Conduct
applicable rules and regulations (as 6.MOA/MOU/Board Resolution
applicable) (as applicable)

2. Achievement of goals is  Performance accountability is practiced  The stakeholders are engaged in  A community-accepted
recognized based on a at the school level. clarifying and defining their roles and performance accountability,
collaboratively responsibilities. recognition and incentive system is
1. Minutes of consecutive meetings being practiced.
developed performance
Rewards and Incentives system 3. List of stakeholders as members
accountability system; mechanism (School Memo, School of the school PRAISE. 5. Resolutions on incentives and
gaps are addressed Bulletin, Guidelines, Committee’s, rewards system
through appropriate Transparency Board) 4. Documentation of objectively (LGU/NGO/BLG)
action. verifiable indicators (list of 6. List of awardees in the different
2. Documentations awardees, list of donors) categories.
7. Documentation of activities
conducted (sample program,
pictures, photocopy of vouchers
for monetary incentives, sample
certificates)
3. The accountability  The school articulates the accountability  Stakeholders are engaged in the  School community stakeholders
system is owned by the assessment framework with basic development and operation of an continuously and collaboratively
community and is components, including implementation appropriate accountability assessment review and enhance accountability
continuously enhanced guidelines to the stakeholders. system. systems’ processes, mechanisms and
to ensure that tools
1. Minutes of consultative meeting M &
management structures
E tools and mechanism used to Track 4. Guidelines on Committees
and mechanisms are a. School performance organized involving internal and 5. School Monitoring and
responsive to the b. SGC/GPTA operations external stakeholders in M&E Evaluation Adjustment
emerging learning c. Resources utilization (SMEA) Reports
needs and demands of 2. Documentation/ presentation of SRC
the community (System and accomplishment reports in
of Processes, School assemblies
3. Annual report of performance review
Mechanisms and Tools
Accountability)
Ownership
4. Accountability  The school with the participation of  Stakeholders are engaged in the  Stakeholders continuously and
assessment criteria and stakeholders articulates an accountability development and operation of an collaboratively review and enhance
tools, feedback, assessment framework with basic appropriate accountability assessment accountability systems, processes,
components including implementation system. mechanisms and tools
mechanisms, and
guidelines.
information collection
and validation 1. Letter to the Stakeholders 7. Memorandum / Letter 12. On-site Validation and
techniques and Feedback
2. Memorandum Organizational 8. Monitoring and Evaluation Tool
processes are inclusive 13. Report on Benchmark
and collaboratively Meeting of the Different Committees 9. Validation Report / Feedbacks
Activities by other school
developed and agreed 3. Documentation 10. Utilized Assessment Tool 14. Report on Review and
upon. Refinement of Accountability
4. Prepared Assessment Criteria 11. Documentation
System Process and Tools
5. Prepared Assessment Tool
through Post Evaluation Exit
6. Prepared Implementing Guidelines Meetings and Feedback
and Implementation Plan in Gantt Mechanism with all the
stakeholders
Chart
15. Documentation in soft and
hard copy
5. Participatory  The school initiates periodic performance  Collaborative conduct of  School community developed
assessment of assessment with the participation of performance assessment informs performance assessment is practiced
performance is done stakeholders planning, plan adjustment and and is the basis for improving
regularly with requirements for technical assistance monitoring and evaluation systems
community. 1. Periodic report on school performance providing technical assistance and
Assessment results and and assessment review 3. Situational analysis recognizing and refining plans.
lessons learned serve 4. Individual of Team Technical
as basis for feedback 2. Report of SRC presentation 7. Approved adjusted AIP/
Assistance Provision Plan
technical assistance, Supplementary/ Enhanced
recognition and plan 5. Actual TA provision report Plan
adjustment. 6. Quarterly SMEA reports or any
other equivalent reports
presented to stakeholders

IV. CURRICULUM AND LEARNING

Indicators Level 1 Level 2 Level 3
1. The curriculum provides  All types of learners of the school  Programs are fully implemented and  The educational needs of all types of
for the development community are identified, their closely monitored to address learners are being met as shown by
needs of all types of learning curves assessed; appropriate performance discrepancies, benchmark continuous improvement on learning
programs with its support materials for best practices, coach low performers, outcomes and products of learning.
learners in the school
each type of learner is developed. mentor potential leaders, reward high Teachers’ as well as students’
community achievement, and maintain an performance is motivated by intrinsic
*Where applicable environment that makes learning rather than extrinsic rewards. The
(Elementary/Secondary) meaningful and enjoyable. schools’ differentiated program is
frequently benchmarked by other schools.

12. Results of academic contest

1. Enrolment Data by Type of 7. Intervention Action plans, M&E awards, certificates of
Learners Reports, accomplishment, commendation received
2. Assessment tools and database of documentation reports on 13. School paper, website/PLN’s and
assessment results implementation of initiated PAP’s other means to showcase best
 Diagnostic tools 8. Documentation report of LAC practices
 MFAT (SPED) Sessions 14. Report of participation of students
 ECD Checklist 9. Intervention Reports (eg. SIM, and teachers in activities outside
 Reading Inventory Action research, Best Practice) the school
 Numeracy 10. School rewards/ awards 15. Documentation that the school has
 Language Mapping program been benchmarked (e.g Logbook,
11. Instructional monitoring Letter of Appreciation, etc.)
3. Report on the Analysis of report/anecdotal report/other
Assessment results: proofs of monitoring
 NAT (if applicable)
 Teacher-made test (with TOS)
 Other summative Assessment
results

(least learned skills and

performance gaps)

4. Availability of CG’s, TG’s, LM’s,

etc. for other types of learners
 Students with special needs (if
applicable)
 IP’s Muslim learners (if
applicable)
 ALS modules (if applicable)
 Modules for ADMs (Open High
School, MISOSA, Home
Schooling)
(if applicable)

5. Supervisory Plan, Instructional

Supervision Report
6. Action plans, accomplishment
documentation reports on
implementation of programs and
projects that address learners
need (submitted & received by the
district/ SDO)

2. The implemented  Local beliefs, norms, values,  The localized curriculum is  Best practices in localizing the
curriculum is localized to traditions, folklores, current events, implemented and monitored closely to curriculum are mainstreamed and
make it more meaningful existing technologies are documented ensure that it makes learning more benchmarked by other schools. There is
to the learners and and used to develop a lasting meaningful and pleasurable, produces marked increase in number of projects
applicable to life and curriculum. Localization guidelines are desired learning outcomes, and directly that uses the community as learning
community. agreed to by school community and improves community life. Ineffective laboratory, and the school as an agent of
teachers are properly oriented. approaches are replaced and innovative change for improvement of the
ones are developed community

1. Documentation report/
Certification of participation
in workshops to the
curriculum
2. Local heritage matrix
3. Contextualized curriculum
per learning area
4.
5. Organized School Level
Learning Resources
Evaluations
6. Evaluation tools for localized
Learning Resources

3. A representative group  A representative team of school and  Learning materials and approaches  Materials and approaches are being
of school community community stakeholders assess content to reinforce strengths and address used in school, in the family and in
stakeholders develop the and methods used in teaching creative, deficiencies are developed and tested community to develop critical, creative
methods and materials critical thinking and problem solving. for applicability on school, family and thinking and problem-solving community
for developing creative Assessment results are used as guide to community. of learners and are producing desired
thinking and problem develop materials. results
solving.
1. Composition of a School 4. Presence of 7. Project Implementation report
Project Team with Terms of developed/redeveloped showing attainment of expected
reference learning resources with outputs
2. Learning resources needs evidence of utilization 8. Certification that innovations
assessment 5. Evidence of remedial were adopted/utilized in school,
3. Summary of assessment enhancement instruction or family and community
results catch-up mechanism
6. Evaluation and validation
results for learning resources

4. The learning systems are  A school-based monitoring of  The school-based monitoring of  The monitoring system is accepted and
regularly and learning system is conducted regularly learning systems generate feedback regularly used for collective decision
collaboratively monitored that is used for making decisions that making.
by the community using and cooperatively; feedback is shared enhance the total development of
appropriate tools to with stakeholders. learners
ensure the holistic
growth and development 6. Formulated school policy 8. LGU/ Community
of the learners and 1. Documentation of school guidelines on learner’s resolutions/ordinance supporting
community. assemblies and meetings development activities the activities for the total
2. State of the School Address development of learners
(SOSA) 7. Presented/Communicated SRCs
3. Updated School Report Card to stakeholders 9. Manual/ handbook on learning
(SRC) and monitoring system is available
4. All SF9 (Report card) are signed
by the parents
5. Learner’s profile with anecdotal
records

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

6. Learning managers and  Stakeholders are aware of  Stakeholders begin to practice  Learning environments, methods and
facilitators (teachers, child/learner-centred, rights-based, and child/learner-centered principles of resources are community driven,
administrators and inclusive principles of education. education in the design of support to inclusive and adherent to child’s rights
education. and protection requirements.
community members)
1. School advocacy program on
nurture values and child protection related 4. WINS 2-star 7. WINS 3-star
environment that are concerns 5. Statement of support from 8. Outstanding CFSS rating
protective of all children 2. WINS 1 star stakeholders in relation to 9. BE Implementer-National level
and demonstrate 3. BE Best Implementation- school’s advocacy program
behaviors consistent to Division level 6. BE Best Implementer-
the organization’s vision, Regional level
mission and goals  Learning managers and facilitators
 Learning managers and facilitators  Learning managers and facilitators
conduct activities aimed to increase apply the principles in designing observe learner’s rights from designing
stakeholder’s awareness and learning materials the curriculum to structuring the whole
commitment to fundamental right of learning environment
children and the principle of educating
them.

1. Documents on the 2. Availability of strategic 4. Student Handbook

implementation of activities Intervention Materials (SIM)
related to increasing
stakeholder’s awareness and 3. SLAC documentation on
commitment to child protection designing learner-centered LM’s

7. Methods and  Practices, tools and materials for  Practices, tools, and materials for  There is continuous exchange of
resources are learner developing self-directed learners are developing self-directed learners are information, sharing of expertise and
and community – highly observable in school, but not in beginning to emerge in the homes and materials among the schools, home and
the home or in the community. in the community. community for the development of self-
friendly enjoyable,
directed learners.
safe, inclusive,
accessible and aimed 1. Workbooks, Activity Sheets, 4. Student-initiated community 6. Benchmarking of best practices
at developing self - modules programs in line with developing self-
directed learners. 2. Documentation of student-led 5. Community-sponsored directed learners evident in the
Learners are learning activities program/activities (Picto- home and community
equipped with 3. Approved Students-initiated narrative)
Activities
essential knowledge,
skills, and values to  Learning programs are designed and  The program is collaboratively  The program is mainstreamed but
assume responsibility developed to produce learners who are implemented and monitored by continuously improved to make relevant
and accountability for responsible and accountable for their teachers and parents to ensure that it to emerge demands
their own learning learning. produces desired outcome.

1. Portfolio of self-directed learning 2. Parent’s engagement in the 3. Proof of institutionalization of self-

programs learning activities of learners directed learning programs in
school