Republic of the Philippines

Department of Education
DAVAO REGION
Office of the Regional Director

Enclosure 1: CONTEXTUALIZED MEANS OF VERIFICATIONS FOR SBM ASSESSMENT

PROCESS AND TOOLS (APAT)
(40% according to the validated practice using Document-Observation-Discussion Analysis)

1. Leadership and Governance

A network of leadership and governance guides the education system to achieve its shared vision, mission and
goals making them responsive and relevant to the context of diverse environments.

1.1 In place is Level I Level II Level III MOVs

the
 Copy of the
Development The development The development The development
approved ESIP with
Plan plan guided by the plan is evolved plan is enhanced
Annexes ( DO 44, s.
(e.g. SIP) school’s vision, through the shared with the
2015)
developed mission and goal leadership of the community
 Attendance sheet
collaboratively (VMG) is developed school and the performing the
duly accomplished
by the through the community leadership roles,
by the participating
stakeholders of leadership of the stakeholders. and the school
community
the school and school and the providing
stakeholder in the
community participation of some technical support
drafting of the
invited community
SIP/AIP
stakeholders.
 Narrative/photo
documentation,
minutes of the
Activities and
documentation of the
planning workshops
or the FGD sessions

1.2. The Level I Level II Level III  Copy of the

Development accomplished
Plan (e.g. SIP) The school leads the The school and The community Project Monitoring
is regularly regular review and community stakeholders lead Report/SMEA
reviewed by the improvement of the stakeholders working the regular review  Minutes of the
school development plan as full partners, lead and improvement meeting organized
community to the continual review process; the and led by the
keep it and improvement of school community
responsive and the development stakeholders stakeholders/SPT
relevant to plan. facilitate process and regular sessions
emerging (FGD) to schedule
needs, for ESIP review
challenges and  Photo documentation
opportunities. on the review
conducted
 Duly accomplished
attendance sheet by
the participants
 Logbook of
incoming
communications

Address: F. Torres St., Davao City (8000)

Telephone Nos.: (082) 291-1665; (082) 221-6147
 Republic of the Philippines
Department of Education
DAVAO REGION
Office of the Regional Director

1.3 The school A. The school defines B. The school and C. Guided by an  PTA /SGC CBL/
is organized by the organizational community agreed Manual
a clear structure structure, and the collaboratively define organizational  Roles/Functions
and work roles and the structure and the structure, the elaborated in the
arrangements responsibilities of roles and community minutes of meeting
that promote stakeholders. responsibilities of stakeholders lead  Photo documentation
shared stakeholders. in defining the  showing technical
leadership and organizational assistance provided
governance and structure and the to stakeholders to
define the roles roles and sustain shared
and responsibilities; leadership and
responsibilities school provides governance
of the technical and  Organizational
stakeholders administrative Structure /table
support.
1.4 A Level I Level II Level III  Access to
leadership information to govt.
network A network has been The network actively The network Agencies and private
facilitates collaboratively provides stakeholders allows easy institution
communication established and is information for exchange and  Report during Fora
between and continuously making decisions and access to  School Website/
among school improved by the solving learning and information Dash Board
and community school community. administrative sources beyond  School Report
leaders for problems. the school Card/SMEA/Transpa
informed community. rency Board
decision-  Minutes of
making and BDC/MDC/CITY
solving of meeting
school-  Communication
community System
wide-learning  Symposia/
problems. Assemblies

1.5 A long term A. Developing B. Leaders undertake C. Leaders  Copy of training

program is in structures are in place training modes that assume Development Plan
operation that and analysis of the are convenient to responsibility for Self- monitoring and
addresses the competency and them (on-line, off- their own training evaluation tool
training and development needs of line, modular, group, and development,  Copy of
development leaders is conducted; or home-based) and School Training/Activity
needs of school result is used to which do not disrupt community Design for
and community develop a long term their regular leaders working Teachers/SH
leaders training and functions. Leaders individually or in  Report of TIP/LAC
development monitor and groups, coach and session conducted
program. evaluate their own mentor one  ESIP/AIP
learning progress. another to achieve
their VMG.

Address: F. Torres St., Davao City (8000)

Telephone Nos.: (082) 291-1665; (082) 221-6147
 Republic of the Philippines
Department of Education
DAVAO REGION
Office of the Regional Director
2. Curriculum and Instruction

The curriculum learning systems anchored on the community and learners' contexts and aspirations are
collaboratively developed and continuously improved.

2.1 The Level 1 Level II Level III  CI Project/Action

curriculum research for
provides for the All types of learners Programs are fully The educational Teaching Learning
development of the school implemented and needs of all types process
needs of all community are closely monitored to of learners are  Application of
types of learners identified, their address performance being met as Action Research
in the school learning curves discrepancies, shown by results
community assessed; appropriate benchmark best continuous  Program
programs with its practices, coach low improvement on Interventions
support materials for performers, mentor learning outcomes  Learners
each type of learner potential leaders, and products of Profile/tracking
developed. reward high learning. System
achievement, and Teachers’ as well  Culminating
maintain environment as students’ Performances and
that makes learning, performance is Recital
meaningful and motivated by
enjoyable. intrinsic rather
than extrinsic
rewards. The
Schools’
differentiated
program is
frequently
benchmarked by
other schools.
2.2 The Level I Level II Level III  Topics integrated to
implemented the lesson plan suited
curriculum is Local beliefs, norms, The localized Best practices in to the community
localized to values, traditions, curriculum is localizing the  Quality-assured
make it more folklores, current implemented and curriculum are localized learning
meaningful to events and existing monitored closely to mainstreamed and materials
the learners and technologies are ensure that it makes benchmarked by  Lesson Guides
applicable to life documented and used learning more other schools.  Remedial
in the to develop a lasting meaningful and There is marked Instructions
community curriculum. pleasurable, produces increase in Schedule are
Localization desired learning number of Programmed
guidelines are agreed outcomes, and projects that uses  Least learned
to by school directly improves the community as competencies and
community and community life. learning intervention and list
teachers are properly Ineffective laboratory, and of learners who have
oriented. approaches are the schools as an not meet the
replaced and agent of change expectations
innovative ones are for improvement  Proof of
developed. of the community. benchmarking
activities
2.3 A Level I Level II Level III  NAT like Test LM
representative (Tracking forms)

Address: F. Torres St., Davao City (8000)

Telephone Nos.: (082) 291-1665; (082) 221-6147
 Republic of the Philippines
Department of Education
DAVAO REGION
Office of the Regional Director
group of school A representative team Learning materials Materials and  School Reading
and community of school and and approaches to approaches are Program
stakeholders community reinforce strengths being used in  Math Thinkers Quest
develop the stakeholders assess and address school, in the (Math Camp,
methods and content and methods deficiencies are family and in Jingles)
materials for used in teaching developed and tested community to  Copy of Strategic
developing creative, critical for applicability on develop critical Intervention
creative thinking thinking and problem school, family and thinking and Materials
and problem solving. Assessment community. problem solving (SIM)/Science
solving. results are used as community of Investigatory
guide to develop learners and are Projects (SIPs)
materials. producing desired approved by the
results. Division Office
 Collaboration with
SGC/BRGY Educ.
Committee/PTA in
the production of
localized IMs.
 School Assessment
Result (NAT, CFSS)
 Output of Teacher-
Made or Teacher-
Developed Materials

2.4. The learning Level I Level II Level III  Records/documents

systems are of the monitoring
regularly and 1A school-based 1B. The school-based 1C.The System/utilization of
collaboratively monitoring and monitoring and monitoring data gathered
monitored by the learning system is learning systems system is  Feedback on the
community conducted regularly generate feedback accepted and monitoring
using and cooperatively; that is used for regularly used for conducted
appropriate tools and feedback is making decisions that collective  Pictures, Attendance,
to ensure the shared with enhance the total decision. Narrative Report,
holistic growth stakeholders. development of  School based
and development learners. competency
of the learners assessment (SHS
and the only)
community.  SRC reported to
-LGU,SGC Meeting
-PTA/Gen. Assembly
 Reports in the
conduct of Feedback
sessions with
stakeholders
 Institutional
Assessment (NCs) of
JHS/SHS Students
under the TVL/ICT
Track and Strand

2A. The system uses 2B. A committee 2C. The  Feedback on the
a tool that monitors takes care of the monitoring tool

Address: F. Torres St., Davao City (8000)

Telephone Nos.: (082) 291-1665; (082) 221-6147
 Republic of the Philippines
Department of Education
DAVAO REGION
Office of the Regional Director
the holistic continuous has been monitoring tools
development of improvement of the improved to utilized and
learners. tool. provide both monitoring results.
quantitative data.
2.5 Appropriate Level I Level II Level III  Copy of the learning
assessment tools program design for
for teaching and The assessment tools The assessment tools School intervention/enrichm
learning are are reviewed by the are community and assessment results ent
continuously school and results are shared are used to  Copy of School-
reviewed and assessment results are with community develop learning Initiated Intervention
improved, and shared with school’s stakeholders. programs are (S.I.I.)
assessment stakeholders. suited to  Attendance of
results are community and quarterly parent-
contextualized to customized to teacher conference
the learner and each learners’ during distribution
local situation context, results of of report cards.
and the which are used for
attainment of collaborative
relevant life decision-making.
skills.
2.6.Learning 1A. Stakeholders are 1B. Stakeholders 1C. Learning  Accomplished
managers and aware of begin to centered environments, checklist in
facilitators child/learner- principles of methods and adherence to Child
(teachers, centered rights-based, education in the resources are Protection and
administrators and inclusive design of support to community Child Friendly
and community principles of education. driven, inclusive School Learning
members) education. and adherent to Environment
nurture values child’s rights and methods and
and protection resources(to be
environments requirements. clarified, if
that are checklist is
protective of all available )
children and  Copies of Child-
demonstrate centered
behaviours DLL,/strategies and
consistent to the other instructional
organization’s materials
vision, mission
and goals
2A. Learning 2B. Learning 2C. Learning  Curriculum guides/
managers and managers and managers and teachers manuals/
facilitators conduct facilitators apply the facilitators teacher’s guides
activities aimed to principles in observe learner’ focusing on
increase designing learning right from children’s rights
stakeholders’ materials. designing the  Copy of Learning
awareness and curriculum to Materials
commitment to structuring the designed/made by
fundamental rights of whole learning teachers
children and the basic environment.
principle of educating
them.
2.7. Methods 1A. Practices, tools 1B. Practices, tools 12  Community

Address: F. Torres St., Davao City (8000)

Telephone Nos.: (082) 291-1665; (082) 221-6147
 Republic of the Philippines
Department of Education
DAVAO REGION
Office of the Regional Director
and resources and materials for and materials for C. There is Resource Center
are learner and developing self- developing self- continuous  Learners
community- directed learners are directed learners are exchange of Achievement/
friendly, highly observable in beginning to emerge information, accomplishment
enjoyable, safe, school, but not in the in the homes and in sharing of report
inclusive, home or in the the community. expertise and  Progress/tracking
accessible and community. materials among report
aimed at the schools, home  SF 9
developing self- and community  Learners Projects
directed learners. for the  Portfolio (student’s
Learners are development of output)
equipped with self-directed  Instructional
essential learners. devices/materials
knowledge,  Learning Modules/
skills, and values Contextualized
to assume Activity Sheets
responsibility across Learning
accountability Areas
for their own
 Community LCs
learning.
 Availability of
Instructional
Managers/ Mobile
Teachers for ALS
 Bridging/Catch-up
Program/ADM
 Reading Center/
Sentro ng Pagbasa
 Workshop
Laboratories

2A. Learning 2B. The program is 2C. The program  Implementation of

programs are collaboratively is mainstreamed mainstream
designed and implemented and but continuously program( Inclusive
developed to produce monitored by improved to make Education)
learners who are teachers and parents relevant to  MEPA ( Monitoring
responsible and to ensure that it emergent , Evaluation and
accountable for their produces desired demands. Plan Adjustments)
learning. learners. of mainstream
program
Implementation

3. Accountability and Continuous Improvement

A clear, transparent, inclusive, and responsive accountability system is in place,

collaboratively developed by the school community, which monitors performance and
acts appropriately on gaps and gains.

3.1 Roles & Level I Level II Level III  RA 9155/ PPST/

responsibilities PTA/SGC/SSG/
of accountable There is an active The stakeholders are Shared & SPG/CPP

Address: F. Torres St., Davao City (8000)

Telephone Nos.: (082) 291-1665; (082) 221-6147
 Republic of the Philippines
Department of Education
DAVAO REGION
Office of the Regional Director
person/s & party that initiates engaged in clarifying participatory CBL/Manual
collective clarification of the & defining their processes are used  Roles/Functions
bod/ies are roles & specific roles & in determining elaborated in the
clearly defined responsibilities in responsibilities. roles, minutes of meeting
& agreed upon education delivery. responsibilities  Attendance sheets,
by community and accomplishment
stakeholders. accountabilities of report/ minutes
stakeholders in pictorials/
managing & documentations of
supporting the meeting
education. conducted on the
roles and
responsibilities of
SPT

3.2. Level I Level II Level III  Stakeholder’s

Achievement of Recognition/Apprec
goals is Performance A community-level A community- iation/ Certificate of
recognized accountability is accountability system accepted Awards and
based on a practiced at the is evolving from performance Incentives
collaboratively school level school-led initiatives. accountability,  List of awardees
developed recognition & (external and
performance incentive system internal)
accountability is being practiced.  List of School
system; gaps are Awards
addressed  School program
through initiatives
appropriate  Photo
action. documentation
 Approved O/IPCRF

3.3. The Level I Level II Level III  SMEA/Performance

accountability Review Documents
system is owned The school articulates Stakeholders are School
by the the accountability engaged in the community
community & is assessment development and stakeholders
continuously framework with basic operation of an continuously &
enhanced to components, appropriate collaboratively
ensure that including accountability review & enhance
management implementation assessment system accountability
structures & guidelines to the systems’
mechanisms are stakeholders. processes,
responsive to the mechanisms &
emerging tools.
learning needs &
demands of the
community.
3.4.Accountabili Level I Level II Level III  100% of the PAPs
ty assessment in the context of
criteria & tools, The school, with the Stakeholders are School the ESIP are
feedback participation of engaged in the community stake- articulately &
mechanism & stakeholders, development and holders collaboratively

Address: F. Torres St., Davao City (8000)

Telephone Nos.: (082) 291-1665; (082) 221-6147
 Republic of the Philippines
Department of Education
DAVAO REGION
Office of the Regional Director
information articulates an operation of an continuously & reviewed by the
collection & accountability appropriate collaboratively school & other
validation assessment accountability review & enhance stakeholders.
techniques & framework with basic assessment system. accountability
processes are components, systems’  Minutes of the
inclusive & including processes, review on the
collaboratively implementation mechanisms & enhance
developed & guidelines to tools. accountability
agreed stakeholders. systems, process
mechanisms &
tools
3.5. Level I Level II Level III  SMEA/Performanc
Participatory e Review
assessment of School initiates Collaboratively School- Documents
performance is periodic performance conduct of community
done regularly assessments with the performance developed
with the participation of assessment informs performance
community. stakeholders. planning, plan assessment is
Assessment adjustments & practiced & is the
results & lessons requirements for basis for
learned serve as technical assistance improving
basis for monitoring &
feedback, evaluation
technical systems,
assistance, providing
recognition & technical
plan adjustment. assistance &
recognizing &
refining plans.

4. Management of Resources

Resources are collectively and judiciously mobilized and managed with transparency,
effectiveness and efficiency.

4.1. Regular Level I Level II Level III  WFP, PPMP, APP

resource Resource & Annual
inventory is Stakeholders are Resource inventory is inventories are Implementation
collaboratively aware that a regular characterized by systematically Plan (AIP)
undertaken by resource inventory is regularity, increased developed and  Cash Disbursement
learning available and is used participation of stakeholders are Register ( CDR) &
managers, as the basis for stakeholders, and engaged in a Cash Disbursement
learning resource allocation communicated to the collaborative Journal ( CDJ),
facilitators, and and mobilization. community as the process to make Updated
community basis for resource decisions on Transparency board
stakeholders as allocation and resource in all generated
basis for mobilization. allocation and funds
resource mobilization.  Physical inventory
allocation and of facilities,
mobilization. materials, chairs
fixtures, lab.
Apparatus/

Address: F. Torres St., Davao City (8000)

Telephone Nos.: (082) 291-1665; (082) 221-6147
 Republic of the Philippines
Department of Education
DAVAO REGION
Office of the Regional Director
Enhanced Basic
Education
Information
System-National
School Building
Inventory (EBEIS-
NSBI)
 Minutes of the
meeting reflecting
the presentation of
school budget to
teachers and
community during
PTA meetings
(opening, Mid-
year, Year- end)
 Updated Human
Resource Profile
 SF3
4.2.A regular Level I Level II Level III  SMEA/
dialogue for Performance
planning and Stakeholders are Stakeholders are Stakeholders Review documents
resource invited to participate regularly engaged in collaborate to
programming, in the development of the planning and ensure timely and
that is accessible an education plan in resource need-based
and inclusive, resource programming, and in planning and
continuously programming, and in the implementation of resource
engage the implementation of the education plan. programming and
stakeholders and the educational plan. support
support continuous
implementation implementation of
of community the education
education plan.
4.3. In place is a Level I Level II Level III  SMEA/
community- Performance
developed Stakeholders support Stakeholders are Stakeholders Review Documents
resource judicious, engaged and share sustain the  Prompt submission
management appropriate, and expertise in the implementation of Liquidation
system that effective use of collaborative and improvement report
drives resources. development of of a  Updated Report on
appropriate resource management collaboratively the Utilization of
behaviors of the system. developed, School MOOE and
stakeholders to periodically other Local Funds
ensure judicious, adjusted, and (e.g PTA, SSG, and
appropriate, and constituent- Canteen)
effective use of focused resource
resources. management
system.
4.4.Regular Level I Level II Level III  SMEA/
monitoring, Performance
evaluation, and Stakeholders are Stakeholders Stakeholders are Review Documents
reporting invited to participate collaboratively engaged, held

Address: F. Torres St., Davao City (8000)

Telephone Nos.: (082) 291-1665; (082) 221-6147
 Republic of the Philippines
Department of Education
DAVAO REGION
Office of the Regional Director
processes of in the development participate in the accountable and
resource and implementation development and implement a
management are of monitoring, implementation of collaboratively
collaboratively evaluation, and monitoring, developed system
developed and reporting processes evaluation, and of monitoring,
implemented by on resource reporting processes evaluation and
the learning management. on resource reporting for
managers, management. resource
facilitators, and management.
community.
4.5. There is a Level I Level II Level III  MOA, MOU &
system that resolutions
manages the An engagement Stakeholders support An established  Deed of
network and procedure to identify a system of system of donation/acceptanc
linkages which and utilize partnerships for partnership is e
strength and partnerships with improving resource managed and  List of donors
sustain stakeholders for management. sustained by the ,donations and
partnerships for improving resource stakeholders for potential partners
improving management is continuous
resource evident. improvement of
management. resource
management.

Address: F. Torres St., Davao City (8000)

Telephone Nos.: (082) 291-1665; (082) 221-6147