Professional Documents
Culture Documents
Suggested School-Based Management Means of Verification: Source: Regional Memorandum No. 53 S. 2021
Suggested School-Based Management Means of Verification: Source: Regional Memorandum No. 53 S. 2021
Relevance: The evidence must be appropriate to the indicator being assessed. It is appropriate if the arfifact or document
is a tool or a product of a practice expressed in the indicator.
Accuracy: The evidence must be correct. If it is a lesson plan, then both 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 i s not an adequate evidence of school-wide implementation.
Documentary evidence may show the schools' 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, methods, techniques,
approaches and activities used by the school community to achieve the SBM goal. Evidence is identified through participant or
nonparticipant observations which may be conducted formally or informally. Individual or group interviews are held to verify or
clarify the evidence. Evidence is scrutinized for validity.
To measure the performance in terms of quality, the Division MPS will be utilized and a Regional Assessment for Quality be
administered to measure quality for level 3 aspirant schools.
Rating Scale:
0 - No evidence
1 - Evidence indicates developing structures and mechanisms are in place to demonstrate ACCESs
2 - Evidence indicates planned practices and procedures are fully implemented and aligned to ACCESs
3 - Evidence indicates practices and procedure satisfy quality standards
LEADERSHIP AND GOVERNANCE
A network of leadership and governance the education system to achieve its shared vision, mission and goals making them responsive and relevant to
the context of diverse environment.
INDICATORS LEVEL 1 (Put check if available) LEVEL 2 (Put check if available) LEVEL 3 (1-3 points per MOV)
I. In place is a Developmental 1. School Community Profile 1. Approved SIP/AIP 1. Quarterly SMEA Report
Plan Developed collaboratively
by stakeholders of the school
and community.
2. Minutes of the meeting in 2. Approved Project Proposals 2. Annual Plan (PTA, SGC, but not
crafting of SIP limited to)
3. Attendance Sheets 3. Terms of Reference for SMEA 3. Letter requests of external of
external organization in support to
information dissemination on SIP
5. Draft SIP with annexes 5. Accomplishment report of the 5. Request letter of stakeholder to
implemented PPAs implement PPAs on matters of
school governance and operations
0
II. The development plan is 1. Report of SIP/AIP review 1. Open line communication 1. Narrative repot on VMVs and
regularly reviewed by the school through Social Media, School schools aspiration advocacy
community to keep it responsive Webpage, Flyers, SRC
and relevant to emerging
needs, challenges and
II. The development plan is
regularly reviewed by the school
community to keep it responsive 2. PPAs Monitoring Report 2. Enhanced SIP/AIP 2. Letters for benchmarking
and relevant to emerging
needs, challenges and 3. PPAs Monitoring report 3. Awards and Recognition
opportunities. certificates
4. Report of AIP review: 100%
accomplishment with identified
value added outputs
5. Logbook of benchmarking
activities from other schools
6. Narrative Report on the schools
best practices which are
benchmarked/adopted
7. Accomplishment Report
0
III. The school is organized by a 1. Letter of invitation to the 1. Approved SIP/AIP 1. Quarterly SMEA Reports
clear structure and work community stakeholders
arrangements that promote
shared leadership and 2. copy of the school memo on the 2. Approved Project Proposal (PTA, 2. Report and action taken based
conduct of the activity for internal SGC, SPG/SSG) on the SMEA feedback
governance and define the roles stakeholders
and responsibilities of the
stakeholders. 3. List of Organizational Structure 3. Narrative report on School 3. Identified best practices on
and their Roles and implemented PPAs in varied forms transparency and accountability
Responsibilities like SGC, PTA, (general assembly, open line were shared to other schools
SPG/SGC etc. communication)
0
IV. A leadership network 1. Organizational chart with 1. Designation Order w/ terms of 1. Minutes of meeting (discussing
facilities communication position Reference feedbacks/results and proposed
between and among school and solutions)
community leaders for informed
decision – making and solving 2. Personnel’s profile 2. Consolidation and Analysis of 2. Progress monitoring report
of school community wide the evaluation results from on the implemented
learning problems feedback and M and E results solutions/intervention
with proposed solutions/
interventions
3. Feedback forms/Suggestion 3. Documented processes of
box/ open line communication Feedback and monitoring
mechanism
4. Approved M & E tools 4. Certification of sharing of
best practices on feedback and
monitoring mechanism
0
III. A representative group of 1. Learners performance profile 1. Monitoring tools in the 1. MOA of stakeholders
school and community conduct of
stakeholders develop the innovations/intervention
methods and materials for
developing creative thinking 2. List of intervention or 2. Evaluation and monitoring 2. Consolidated report on the
and problem solving implemented programs for results basis for action research teaching-learning support
learner needs system
3. Teaching learning support 3. Appropriate teaching 3. Documentation of the
systems/PPAs implemented learning support system intervention /innovation
conducted
4. Copy of professional 4. Results of monitoring the use 4. Continuously improved
development plan of crafted instructional teaching learning support
materials system through collaboration
5. Implementation report on 5. Implementation report on 5. Certification of sharing
teaching and learning support teaching learning support /adoption of best practices
system system
6. List of 4Ps 6. Development needs plan of 6. Feedback report/ mechanism
• Beneficiaries diverse learners
• Anecdotal records
• Copy of performance
• Outputs of learners
9. Printed copy of PHIL-IRI 9. Copy of approved action plan 9. Evidences of networking with
results per subject areas stakeholders
10. Copy of remedial support 10. Registry of alternative 10. Assessment progress report
program differentiated assessment
strategies
11. Needs assessment survey 11. Remedial intervention 11. M&E tools
programs
12. Records of test results and 12. Posting of assessment 12. Award and recognition
other forms of assessment schedule
13. Reading assessment 13. Action plan on reported LOA 13. Documented partnership
results activities on improving
assessment system design
14. Learning outcomes
assessment results
15. M&E Tools
0
V. Appropriate assessment tools 1. Performance of learners 1. Rubrics for differentiated 1. Revised or developed
for teaching and learning are a) Summative instruction assessment strategies for
continuously reviewed and b) Formative differentiated instruction
improved, and assessment
results are contextualized to the 2. Observation tools 2. Differentiated quarterly 2. Action research
learner and local situation and assessment test strategies
the attainment of relevant life
skills. 3. Assessment tools 3. Portfolio assessment in all 3. Innovative assessment
a) Quarterly assessment test learning areas system on differentiated
b) MPS strategies is sustained, shared
and continuously enhanced
0
II. Achievement of goals is 1. Report of AIP review: less 1. Report of AIP review: 100% 1. Reported of IP review: 100%
recognized based on a than 100% accomplished accomplished accomplished with identified
collaboratively developed value added outputs
performance accountability
system: gaps are addressed
through appropriate action. 2. Copy of PPAs 2. PPAs Monitoring report 2. Gaps are addressed with
appropriate action
3. Documentation of conducted
PPAs
0
III. The accountability system is 1. Letters of invitation to the 1. Narrative report on school 1. Updated and accurate
owned by the community and community stakeholders implementation PPAs in varied Transparency Board
continuously enhanced to forms (general assembly, open
ensure that management line communication)
structures and mechanisms are
responsive to the emerging
learning needs and demands of
the community. 2. Copy of the school memo on 2. Strategic direction to address
the conduct of the activity for the gaps
internal stakeholders
3. Narrative report on the
conduct of the activity
4. PPAs posted on bulletin
board, school newspaper, SRC,
posters and tarps/electronic
means, etc.
0
IV. Accountability assessment 1. Client Satisfaction Survey 1. Consolidation /Analysis of the 1. Progress monitoring report
criteria and tools, feedback evaluation results from on the implemented solutions/
mechanisms and information feedback and M&E results with intervention
collection and validation proposed solutions/
techniques and processes are Interventions
inclusive and collaboratively
developed and agreed upon.
2. Parents Opennionaire 2. SGC minutes of the meeting
(discussing feedback/results
and proposed solutions)
3. Checklist Form
4. Survey Questionnaire
5. Tracer Study tool
0
V. Participatory assessment of 1. Status of the School’s 1. Consolidation and Analysis of 1. Progress monitoring report
performance is done regularly performance the evaluation results from on the implemented solutions/
with the community. feedback and M and E results intervention
Assessment results and lessons with proposed solutions/
learned serve as basis for interventions
feedback, technical assistance,
recognition and plan
adjustment. 2. Nutritional Status 2. SIP/ AIP Adjustments 2. Technical
3. Feeding program 3. Minutes of the meeting 3. Assistance Initiated
(discussing feedback/results
and proposed solutions)
4. Status of performance 4. Recognition / Project Praise
Indicators: Access, Efficiency
and Quality
5. Plan
6. Adjustment
0
TOTAL SCORE 0
AVERAGE (Total Score/5) 0
RATING (AVERAGE X 25%) 0.00
MANAGEMENT OF RESOURCES
Resources are collectively and judiciously mobilized and managed with transparency, effectiveness, and effectively.
INDICATORS LEVEL 1 (Put check if available) LEVEL 2 (Put check if available) LEVEL 3 (1-3 points per MOV)
I. Regular resources inventory is 1. SIP/AIP/APP/ 1. Approved 1. Each PPA must be supported by
collaboratively undertaken by Resource Inventory E-SIP/AIP/APP/ School Calendars the following:
learning managers, learning Human (Pupils & Personnel) of Activities a. Activity proposal
facilitators, and community a. Performance indicators a. Highlighting the project Work b. School memo
stakeholders as basis for b. Learning support and plan and budget matrix (resource c. Attendance
resource allocation and resource Materials inventory) d. SMEA report
c. Etc. e. Program of works (Infra)
mobilization. f. Deed of Donations
4. Financial
a. Canteen
b. MOOE allocation
c. Etc.
0
II. A regular dialogue for 1. File copy of the Procurement 1. Approved SIP/AIP/APP 1. Committee on resource
planning and resources Law (RA 9184) Human resource Dev’t Plan management with defined roles
programming, that is accessible (HRDP) and functions that will perform
and inclusive, continuously the ff:
engage stakeholders and
support implementation of 2. Conduct of orientation on 2. Financial Mgt. Dev’t Plan 2. Updated data-base resource
community education plans procurement process and (FMDP) information system
utilization of funds (School (procurement documents)
Activity Report)
12. Legal basis for physical and 12. Income generating projects
financial requirement with financial statements
0
TOTAL SCORE 0
AVERAGE (Total Score/5) 0
RATING (AVERAGE X 15%) 0.00
0 0 0 0 0
Validated by:
____________________________ ____________________________
Member Member
____________________________ ____________________________
Member Member
____________________________
Team Leader