Curriculum and Teaching

School personnel and stakeholders work collaboratively to enhance learning standards to continually build a relevant and inclusive learning community and achieve improved learning outcomes.

SBM Indicator

Degree of Manifestation

(Please tick the box that best describes your school)

REMARKS

Not yet manifested

Rarely

manifested

Frequently manifested

Always

manifested

1.     Grade 3 learners achieve the proficiency level for each cluster of early language, literacy, and numeracy skills

30% and below of the learners scored below proficiency

31-40% of learners achieved proficiency.

41-49% of learners achieved proficiency

50-100 % of learners achieved proficiency

2.     Grade 6, 10, and 12 learners achieve the proficiency level in all 21st-century skills and core learning areas in the national achievement test (NAT)

30% and below of the learners score below proficiency

31-40% of learners achieved proficiency.

41-49% of learners achieved proficiency

50-100% of learners achieved proficiency

3.     School-Based ALS learners attain certification as elementary and junior high school completers.

25% and below of ALS learners attain certification

26-50 % ALS learners attain certification

51-75% ALS learners attain certification

76% and above of ALS learners attain certification

For schools with ALS classes

4.     Teachers prepare contextualized learning materials responsive to the needs of learners

25% and below of teachers have prepared contextualized learning materials

26-50% of teachers have prepared contextualized learning materials

51-75% of teachers have prepared contextualized learning materials

76% and above of teachers have prepared contextualized learning materials

5.     Teachers conduct remediation activities to address learning gaps in reading and comprehension, science and technology, and mathematics

25% and below of teachers conducted remediation activities to address learning gaps in reading and comprehension, science and technology, and mathematics

26-50% of teachers conducted remediation activities to address learning gaps in reading and comprehension, science and technology, and mathematics

51-75% of teachers conducted remediation activities to address learning gaps in reading and comprehension, science and technology, and mathematics

76% and above of teachers conducted remediation activities to address learning gaps in reading and comprehension, science and technology, and mathematics

6.     Teachers integrate topics promoting peace and DepEd core values

25% and below of teachers integrated topics promoting peace and DepEd core values

26-50% of teachers integrated topics promoting peace and DepEd core values

51-75% of teachers integrated topics promoting peace and DepEd core values

76% and above of teachers integrated topics promoting peace and DepEd core values

7.     The school conducts test item analysis to inform its teaching and learning process

25% and below of teachers conducted test item analysis to inform its teaching and learning process

26-50% of teachers conducted test item analysis to inform its teaching and learning process

51-75% of teachers conducted test item analysis to inform its teaching and learning process

76% and above of teachers conducted test item analysis to inform its teaching and learning process

8.     The school engages local industries to strengthen its TVLE-TVL course offerings

No partnership: offerings do not reflect industry needs.

1 MOU/MOA with industry partner

2 MOU/MOA with industry partner

3 and above MOU/MOA with industry partner

For SHS only

Learning Environment

The school and its community work collaboratively to ensure equitable access to a learner-centered, motivating, healthy, safe, secure, inclusive, resilient, and enabling learning environment and to achieve improved learning outcomes.

SBM Indicator

Degree of Manifestation

Please tick the box that best describes your school.

REMARKS

Not yet       manifested

Rarely

manifested

Frequently manifested

Always

manifested

9.    The school has zero bullying incidence

The school has bullying incidents but undocumented and not managed

No clear anti-bullying policy; reporting mechanisms are absent or unknown; incidents are unmanaged or undocumented.

Bullying incidents are reported but no interventions are implemented

Policy exists but is inconsistently disseminated; reporting mechanisms exist but are rarely used; responses are delayed or incomplete.

Bullying incidents are managed according to DepED protocols

Policy is disseminated; reporting mechanisms are known and used; incidents are addressed with documented actions, though prevention activities are irregular.

During the validation, the school has already zero bullying incidents which is attributed to clear and implemented School Localized Bullying Policy and managed through DepEd protocols

Comprehensive anti-bullying policy fully implemented; proactive prevention programs conducted regularly; timely reporting, intervention, documentation, and monitoring result in sustained zero incidence.

10. The school has zero child abuse incidents

Incidents of child abuse are attributed to: 1. No child protection policy; 2. staff are unaware of referral and reporting procedures; 3. handling of reported cases does not follow protocols

, cases are unreported or improperly handled.

Incidents of child abuse is attributed to: 1. Lack of information dissemination to stakeholders; 2. limited coordination with external agencies; 3. incomplete documentation. 4. Lack of monitoring of the School CPP

Incidents of child abuse is attributed to

Clear protocols implemented; staff trained; cases (if any) are promptly reported, referred, and documented; coordination with agencies is evident.

Incidents of child abuse are attributed to

Child protection protocols institutionalized; continuous capacity-building conducted; strong inter-agency coordination; sustained zero incidence through effective prevention and monitoring.

11. The school has reduced its drop-out incidence

The dropout rate reduced by 25% and below.

Dropout rate reduced by 26-49%

Dropout rate reduced by 50-75%

Dropout rate reduced by 76-100%

Dropout rate reduced by 0.04%

Dropout rate reduced by 0.03%

Dropout rate reduced by 0.02%

Dropout rate reduced by 0.01%

Baseline O dropout

12. The school conducts culture-sensitive activities

No culture-sensitive activities were conducted

1 culture-sensitive activity conducted

2 to 3 culture-sensitive activities conducted

4 or more culture-sensitive activities conducted

Identified PPAs in MOV list

13. The school provides access to learning experiences for the disadvantaged, OSYs, and adult learners

No inclusion PPA

1 inclusion PPA

2 inclusion PPAs

3 or more inclusion PPAs

14. The school has a functional school-based ALS program

No ALS classes conducted; program inactive; no learners enrolled

Classes are conducted less than once a week or less than 50% of scheduled sessions are held per month; <50% of enrolled learners attend

Classes are conducted 1–2 times per week; 50%–74% of scheduled sessions are held per month; 50%–74% of enrolled learners attend and/or complete modules

Classes conducted regularly: Classes held 3+ times per week or ≥90% of scheduled sessions held per month; ≥75% of enrolled learners attend, and complete modules; program outcomes monitored

Applicable to Schools offering ALS (CVHS, CAAMNHS, and PNHS)

15. The school has a functional child-protection committee

CPC not organized or non-functional;

CPC is organized, but meetings are irregularly done; roles are unclear; limited actions are taken.

CPC meets regularly; roles and responsibilities are defined; action plans implemented; cases managed and monitored.

CPC is fully functional and institutionalized; regular meetings and reviews are conducted, data-driven prevention and response systems are in place; continuous improvement is evident.

16. The school has a functional DRRM plan

School has approved plans only.

School has approved plans and implemented one to two PPAs

School has approved plans and implemented three  PPAs

School has approved and implemented the following plan:

A.   School DRRM Plan

B.   Contingency Plan for different hazards

C.   Learning Continuity Plan

D.  Risk Communication Plan

17. The school has a functional support mechanism for mental wellness

No guidance/counseling activities; program inactive; no learners served

1 activity per quarter; <50% of learners participate; limited identification of at-risk learners

1–2 activities per month; 50%–79% of learners participate; most at-risk learners identified and referred

≥1 activity per week or ≥4 activities per month; ≥80% of learners participate; all at-risk learners are identified, supported, and monitored

18. The school has special education and PWD-friendly facilities

3 and below of the school building has special education and PWD-friendly facilities

4-5 of the school buildings have special education and PWD-friendly facilities

6-7 of the school buildings have special education and PWD-friendly facilities

8-10 of the school buildings have special education and PWD-friendly facilities

A. ssRamp

B. handrails – CR

C. well-lighted

D.signages

E. wide doorways

F. reserved seats

G.accessible pathways

H.SPED classroom

I.  Resource room

J. Assistive materials and equipment

Leadership

School personnel and stakeholders are empowered and actively engaged in taking on appropriate leadership roles and responsibilities to continuously improve the school for improved learning outcomes.

SBM Indicator

Degree of Manifestation

Please tick the box that best describes your school.

REMARKS

Not yet       manifested

Rarely manifested

Frequently manifested

Always manifested

19. The school develops a strategic plan

No approved strategic plan

Plan exists but is outdated or incomplete; limited stakeholder involvement

Updated plan developed with stakeholder input and periodically monitored

A data-driven strategic plan is regularly updated, implemented, and reviewed with strong stakeholder involvement

20. The school has a functional school-community planning team

No organized school-community planning team

The team exists but meets irregularly with unclear roles

Team meets regularly with defined roles and participates in planning

Team is active, inclusive, and engaged in planning, implementation, monitoring, and evaluation

21. The school has a functional supreme student government / supreme pupil government

No SSG/ SPG, or it is inactive

SSG/ SPG is organized and has conducted 2 to 4 required activities and involvement

SSG/ SPG is organized and has conducted 5 required activities and involvement

SSLG  is organized and has conducted 6 or more required activities and involvement

22. The school innovates in its provision of frontline services to stakeholders

Frontline services are basic, using the old procedures

1 innovative frontline service implemented

2 innovative frontline services implemented

3 or more innovative frontline services implemented

Governance and Accountability

The school and its community come together to take responsibility for ensuring participation, transparency, and accountability, as well as the implementation of a plan to continuously improve the delivery of basic education services, organizational health, and performance for improved learning outcomes.

SBM Indicator

Degree Manifestation

Please tick the box that best describes your school

REMARKS

Not Yet Manifested

Rarely

manifested

Frequently manifested

Always manifested

23. The school’s strategic plan is operationalized through an implementation plan

No approved implementation plan exists; the strategic plan remains theoretical.

An implementation plan exists but is incomplete or inconsistently applied.

The implementation plan is applied and regularly reviewed.

The implementation plan is fully operationalized and regularly updated.

24. The school has a functional school governance council (SGC)

No SGC organized.

SGC meets the 8 and below indicators of the SGC functionality tool

SGC meets 9 out of 12 indicators of the SGC functionality tool

SGC meets 12 indicators of the SGC functionality tool

25. The school has a functional parent-teacher association (PTA)

No SPTA organized.

SPTA conducts meetings twice a year with 50% plus 1 attendance and completed 1 project/activity

SPTA conducts meetings twice a year with 50% plus 1 attendance and completes 2 -4 projects/activities

SPTA conducts meetings twice a year with 50% plus 1 attendance and completes 5 or more projects/activities

26. The school collaborates with stakeholders and other schools in strengthening partnerships

Conducted 1-2 collaborations with stakeholders and other schools.

Conducted 3-4 collaborations with stakeholders and other schools.

Conducted 5-6 collaborations with stakeholders on selected projects/programs.

Conducted 7 or more collaborations with stakeholders on selected projects/programs.

27. The school monitors and evaluates its programs, projects, and activities

24% and below of the school PPAs were monitored and evaluated with proper documentation.

25-50% of the school PPAs were monitored and evaluated with proper documentation.

51-75% of the school PPAs were monitored and evaluated with proper documentation

76-100% of the school PPAs were monitored and evaluated with proper documentation

28. The school maintains an average rating of satisfactory from its internal and external stakeholders

No feedback mechanism; stakeholder satisfaction unknown.

Feedback is collected occasionally; results show low satisfaction.

Feedback is collected regularly; results show moderate satisfaction.

Feedback system institutionalized; results consistently show high satisfaction.

Human Resources and Team Development

School personnel collaborate to continuously improve individual capabilities and team capacity to create an environment that shall yield high performance for improved learning outcomes.

SBM Indicator

Degree of Manifestation

Please tick the box that best describes your school.

REMARKS

Not yet           manifested

Rarely

manifested

Frequently manifested

Always

manifested

29. School personnel achieve an average rating of very satisfactory in the individual performance, commitment, and review

(below 50% of teachers have at least VS in their IPCRF)

(51%-74% of teachers have at least VS in their IPCRF)

(75%-90% of teachers have at least VS in their IPCRF)

(91%-100% of teachers have at least VS in their IPCRF)

30. The school achieves an average rating of very satisfactory in the office performance, commitment, and review

Achieved OPCRF rating of 3.4 and below

Achieved OPCRF rating of 3.5 – 4.0

Achieved OPCRF rating of 4.1-4.499

Achieved OPCRF rating of 4.5 and above

31. The school conducts needs-based Learning Action Cells and learning & development activities

The school did not conduct E-SAT and other need-based assessments

The school conducted E-SAT and other needs-based assessments, but failed to analyze the results

The school conducted E-SAT and other needs-based assessments, analyzed the results, and crafted a plan for LAC and other development activities

The school has an approved LAC Plan based on E-SAT results and other needs-based assessments.

32. The school facilitates the promotion and continuous professional development of its personnel

25% and below of teachers were promoted/ sent to trainings or PD activities

26-50% of teachers were promoted/ sent to trainings or PD activities

51-75% of teachers were promoted/ sent to trainings or PD activities

76% and above of teachers were promoted/ sent to training or PD activities

33. The school recognizes and rewards milestone achievements of its personnel

No recognition of personnel

5% and below of personnel were  recognized and rewarded

6-8% of personnel were recognized and rewarded

9% and above of personnel were  recognized and rewarded

34. The school facilitates the receipt of correct salaries, allowances, and other additional compensation in a timely manner

25% and below of personnel received services related to salaries, allowances, and other additional compensation in a timely manner

26% - 50% of personnel received services related to salaries, allowances, and other additional compensation in a timely manner

51-75% of personnel received services related to salaries, allowances, and other additional compensation in a timely manner

76% and above of personnel received services related to salaries, allowances, and other additional compensation in a timely manner

35. Teacher workload is distributed fairly and equitably

Teaching workload is not distributed fairly adn equitably

There is uneven distribution of teaching loads to teachers. Some teachers do school's admin work.

Teaching workload is distributed fairly and equitably with on-going approval of Class Programs.

Teaching workload is distributed fairly and equitably with approved Class Programs.