Вы находитесь на странице: 1из 4


To get updated of the FTAD activities and announcements, join us.


To ensure that concerned schools would be able to meet the quality standards of the
Regional Validation Teams in the SBM Level of Practice, following information and
suggestions have been shared and posted to help you meet the SBM-PASBE Level 3

1. Documents to be prepared for Principles and Indicators and to be evaluated are

those activities conducted in SY 2015-2016. For SY 2016-2017 activities, documents
should be inserted in the same folders after the 2015-2016 documents properly labeled
as SY 2015-2016 (on top) followed by 2016-2017.

2. For Performance Indicators, the three school years to be covered are SYs 2013-
2014, 2014-2015, and 2015-2016 enrollment rate, drop-out rate, cohort survival rate,
completion rate, and the NAT.

3. Means of Verifications (MOVs) for enrollment and dropout rates are based the on-line
data from the e-BIS, and LIS and based in the beginning and end-of-year enrollments.
Hence, schools need to print hard copies and prepared in advance in case internet
connection is not available during the evaluation. However, it is advised that internet
connection should be made available during the evaluation process for verification

4. In case of decrease of enrollment due to opening of nearby schools, a Certification

from the Barangay Captain should be secured for specific school year stating the
number of school-aged children in the barangay vis-à-vis the number of school-aged
children in schools based on a certified community mapping profile. The same
requirement is needed if the number of school-aged children in the barangay is the only
number existing in that particular year and all are in schools due to limited population of
school-aged children.

5. For cohort-survival and completion rates, data will be verified thru Forms 137 & 138
for elementary and high school, respectively as well as the Form 1, Forms 18A and E,
etc. based on the number of grade 1 and grade 6 enrollees in school years five years
back for elementary and three years back for high school, respectively.
6. For the NAT, a print out of individual scores of students or official ranking from the
Division by subject per school year, and other official documents to support the data will
be checked.

7. All meetings and conferences should have Minutes of the Meeting with letters of
invitations to and acknowledged by stakeholders, attendance sheets, and pictorials
while activities and projects should have an Activity Completion Report (ACR) and
Project Completion Report (PCR), respectively with the same set of documents intact in
the same folders.

8. In-Service Trainings (INSETs) conducted should have approved training proposals,

attendance sheets, program, training matrix, pictorials, and ACR and sample certificates
of participation/appreciation for participants and resource speakers, respectively.

9. All documents and reports for one meeting or activity should be checked for
consistency in terms of dates, activity title, venue, objectives, etc.

10. These documents should be checked/edited by an English Teacher in the school for
correct sentence construction, grammar, mechanics, format, and the like.

11. All teachers should have lesson plans with contextualization of curriculum for each
subject taught based on local literature on any of the ten themes and lesson plans on
integration on the promotion of gender and development (GAD). Teachers should be
ready to demonstrate lessons with contextualization and integration anytime of the day
during the final evaluation.

12. Focus group discussions with SSG/SPG officers and PTA, Alumni, Brgy. Officials,
and other stakeholders will be conducted.

13. Students, teachers, parents, and community people will also be randomly
interviewed to validate the activities conducted in the schools based on the documents
presented in the SBM Principles.

14. Documents on the conduct of SMEA should be complete per quarter which should
compose of letters of invitation to stakeholders with their signatures, attendance sheets,
ACR, pictorials, sequence or program of events, filled out tools and templates used
based on KRAs in the SMEA, results of the SMEA such as the tables of physical
outputs, lessons learned, value-added contributions, issues and concerns, adjustments,
and others.
15. School Handbook should contain information about the following: A. The School
(School description, The Administration, The Facilities, The Curriculum, etc.); B. School
Rules and Regulations like policies on enrolment, students’ attendance, quarterly
assessments, selection of honor students, expected students’ behavior, code of ethics
for students, extra-curricular activities, monthly activities and events, child protection
and anti-bullying policy, school’s best practices; and C. School Organizations and
Terms of Reference, etc. Contents of the handbook stated above are just suggestions.
You may or may not include all or you may add other relevant information but should be
presented in a logical sequence.

16. School organizational structures and TORs (Prin. 1 Ind.1 & Prin. 3 Ind. 1) should
include the PTA, Alumni, Grievance Committee, School Quality Management Team
(SQMT), Monitoring & Evaluation Team, School Clubs and Organizations (Science,
Math, English, Filipino, TLE (YES-O, STEP, MAPEH (Glee Club, Dance Troupe, Sports
Club, School Band, Ukelele Club, etc.), and others.

17. Accountability Assessment Framework and Accountability Assessment Criteria

should be deliberated, developed, and contextualized by the stakeholders with MOVs
and Enhancement of the same should also have MOVs.

18. There should be TOS, Test Questions, and Item Analyses every grading period per
subject area per grade level and signed by the teacher who prepared it, checked and
signed by the Master Teacher or a Subject Dept. Head, or a Teacher III, and
approved/signed by the School Head. There should be one folder for each grading

19. The process on monitoring, evaluation, and reporting processes on resource

management should be developed by the internal and external stakeholders and
accomplishment reports on its implementation should be prepared (Prin. 3 Ind. 4).

20. Documents on activities initiated by the external stakeholders who are involved in
the school planning, and facilitated by the school (Prin. 1 Indicators 1-3 for level 3) on
the Review of SIP, review on the progress of programs and projects implementation,
project proposals and implementation, etc. should bear their own letterheads in their
letters of invitations, ACRs, attendance sheets, and other required documents, etc.

21. Individual results in all reading programs and assessments such as PHIs-IRI, ECE,
ARATA, and others will be checked as to authenticity. Therefore, entries in these results
should be based on actual reading assessments for each individual student.
22. The number of Project Teams should be based on the number of projects stated in
the Annual Implementation Plan (Prin. 1 Ind. 3). If there are 10 projects, there should be
10 Project Teams. For instance, Project “AGAS” should have Project Team (Project
“AGAS” Project Team). Each Project Team should have one member coming from the
School Planning Team. A Project Team may have three or more members. For Schools
with lesser number of teachers, a teacher could be a member of two or more Project

23. The SIP/AIP should follow the new agreed format (table of contents, page nos. etc.).

24. School Report Card should be updated, one for the first semester (June to October,
2016) and another one for the second semester (Nov. to March, 2017).

25. The implementation of SBM-WinS will not be given points as plus factor. However,
compliance of the same will truly reflect a sound school-based management practices in
the school demonstrating strong leadership of school principal and strong support and
collaboration among stakeholders.

26. Some additional documents have been added in the evidences required in some
indicators against the previous SBM Assessment Tool, hence, related documents not
mentioned in the indicators should be included. (Enhanced Assessment Tool will be
posted soon).

27. Schools that pass the SBM Level 3 in the Final Evaluation will undergo another
evaluation next school year, hence, it is advised that SBM practices should be
continued and documentations of every activity conducted throughout the school year
are prepared.

28. Other schools with Level 1 or Level 2 should also comply to improve their current
level to Level 3. These schools will be initially validated and assessed by the Division
Validation Team and if they meet the standards, they will be recommended for Final
Evaluation by the Regional Team within November 2016 to March 2017.

29. Regional Final Evaluation in each school will last for three consecutive days.

Похожие интересы