School Development Plan

I.
LEADERSHIP AND GOVERNANCE

1. In place is a Development Plan (e.g. SIP) developed collaboratively by the stakeholders of the school and community.
Notes: All suggested MOVs or artifacts herein indicated can encompass other components and thereby considered as proof of performance achievement for schools.
LEVEL I Indicators. The development plan guided by the school’s vision, mission LEVEL 2 Indicators. The development plan is evolved through the shared LEVEL 3 Indicators. The development plan is enhanced with the community
and goal (VMG) is developed through the leadership of the school and the leadership of the school and community stakeholders performing the leadership roles and the school providing technical support.
participation of some invited community stakeholders.
S.Y. 2015 - 2016 S.Y. 2016 - 2017 S.Y. 2017 -2018 S.Y. 2015 - 2016 S.Y. 2016 - 2017 S.Y. 2017 -2018 S.Y. 2015 - 2016 S.Y. 2016 - 2017 S.Y. 2017 -2018
Evidence: Evidence: Evidence: Evidence: Evidence: Evidence: Evidence: Evidence: Evidence:
 Approved/  Approved/  Approved/  Approved/Accept  Approved/Accept  Approved/Accept  Approved  Approved  Approved
Accepted SIP 3 Accepted SIP 3 Accepted SIP 3 ed SIP/Dev’t Plan ed SIP/Dev’t Plan ed SIP/Dev’t Plan /Accepted SIP & /Accepted SIP & /Accepted SIP &
year year year with the following with the following with the following Enhanced Dev’t Enhanced Dev’t Enhanced Dev’t
Plan/Development Plan/Development Plan/Development documents documents documents Plan with the Plan with the Plan with the
Plan Plan Plan  MOA/MOU  MOA/MOU  MOA/MOU following following following
Development plan Development plan Development plan by the school and by the school and by the school and documents: documents: documents:
with the following with the following with the following community community community  Invitation of  Invitation  Invitation
documents: documents: documents: stakeholders (as stakeholders (as stakeholders (as the stakeholders of the of the
 Letter of  Letter of  Letter of parties) re: parties) re: parties) re: to other stakeholders to stakeholders to
Invitation of the Invitation of the Invitation of the formulation of formulation of formulation of stakeholders and other other
school to some school to some school to some SIP/Dev’t Plan SIP/Dev’t Plan SIP/Dev’t Plan the school for the stakeholders and stakeholders and
community community community  Program  Program  Program enhancement of the school for the the school for the
stakeholders re: stakeholders re: stakeholders re: of activities and of activities and of activities and the SIP/Dev’t enhancement of enhancement of
formulation of formulation of formulation of  Accomplish  Accomplish  Accomplish Plan the SIP/Dev’t the SIP/Dev’t
SIP/Dev’t Plan SIP/Dev’t Plan SIP/Dev’t Plan ment Report ment Report ment Report  Program of Plan Plan
(writeshop (writeshop (writeshop - Programs/Proj - Programs/Proj - Programs/Proj activities,  Program of  Program
seminar) seminar) seminar) ects/Activities ects/Activities ects/Activities  Accomplishment activities, of activities,
 Accomplish  Accomplish  Accomplish aligned w/the aligned w/the aligned w/the Report  Accomplishment  Accomplishment
ment Report ment Report ment Report AIP AIP AIP - Programs/Proje Report Report
- Programs/Proj - Programs/Proj - Programs/Proj - Minutes of the - Minutes of the - Minutes of the cts/Activities - Programs/Proje - Programs/Proje
ects/Activities ects/Activities ects/Activities workshop/Mat workshop/Mat workshop/Matr aligned w/the AIP cts/Activities cts/Activities
aligned w/the aligned w/the aligned w/the rices rices ices - Minutes of aligned w/the aligned w/the
AIP AIP AIP - Attendance - Attendance - Attendance Meeting/Agenda AIP AIP
- Minutes of the - Minutes of the - Minutes of the - Narrative - Narrative - Narrative /Programs/Matr - Minutes of - Minutes of
writeshop writeshop writeshop Report Report Report ices Meeting/Agenda Meeting/Agenda
seminar/Matric seminar/Matric seminar/Matri - Financial - Financial - Financial - Attendance /Programs/Matr /Programs/Mat
es es ces Report (if Report (if Report (if - Narrative Report ices rices
- Attendance - Attendance - Attendance money matters money matters money matters - Financial Report - Attendance - Attendance
- Narrative - Narrative - Narrative are involved) are involved) are involved) (if money - Narrative Report - Narrative Report
Report Report Report - Pictures - Pictures - Pictures matters are - Financial Report - Financial Report
- Financial Report - Financial Report - Financial  Any other  Any other  Any other involved) (if money (if money
(if money (if money Report (if documents documents documents - Pictures matters are matters are
proving that proving that proving that involved) involved)
matters are matters are money matters SIP/Dev’t Plan SIP/Dev’t Plan SIP/Dev’t Plan  Any other - Pictures - Pictures
involved) involved) are involved) was developed was developed was developed document proving  Any other  Any other
- Pictures - Pictures - Pictures through the through the through the that there was document proving document proving
 Any other  Any other  Any other shared leadership shared leadership shared leadership enhancement of that there was that there was
documents documents documents of the school and of the school and of the school and SIP/Dev’t Plan & enhancement of enhancement of
proving that SIP proving that SIP proving that SIP the community the community the community such activity was SIP/Dev’t Plan & SIP/Dev’t Plan &
was developed was developed was developed led by the such activity was such activity was
through the through the through the community & led by the led by the
leadership of the leadership of the leadership of the technical community & community &
school and such school and such school and such assistance was technical technical
was participated was participated was participated in provided by the assistance was assistance was
in by some in by some by some school provided by the provided by the
community community community school school
stakeholders stakeholders stakeholders
OTHER OBSERVATIONS:
I. LEADERSHIP AND GOVERNANCE
2. The development plan (e.g. SIP) is regularly reviewed by the school community to keep it up responsive and relevant to emerging needs, challenges and opportunities
LEVEL I Indicators. The school leads the regular review and improvement of LEVEL 2 Indicators. The school and community stakeholders working as full LEVEL 3 Indicators The community stakeholders lead the regular review and
the development plan. partners, lead the continual review and improvement of the development plan improvement process; the school stakeholders facilitate the process.
 Reviewed,  Reviewed,  Reviewed,  Improved /Adjusted  Improved /Adjusted  Improved /Adjusted  Improved  Improved  Improved
Improved, Adjusted Improved, Adjusted Improved, Adjusted SIP/Dev’t Plan with SIP/Dev’t Plan with SIP/Dev’t Plan with /Adjusted /Adjusted /Adjusted
SIP/Dev’t Plan With SIP/Dev’t Plan With SIP/Dev’t Plan With the following: the following: the following: SIP/Dev’t Plan with SIP/Dev’t Plan with SIP/Dev’t Plan
the following the following the following  MOA/MOU by the  MOA/MOU by the  MOA/MOU by the the following: the following: with the following:
 Letter of invitation  Letter of invitation  Letter of invitation school & the school & the school & the  Invitation of  Invitation of  Invitation of
of the school to the of the school to the of the school to the community community community community community community
stakeholders re: stakeholders re: stakeholders re: stakeholders (as stakeholders (as stakeholders (as stakeholders re: stakeholders re: stakeholders re:
Review & Review & Review & parties) re: parties) re: parties) re: regular review & regular review & regular review &
Improvement of Improvement of Improvement of Partnering for Partnering for Partnering for improvement of improvement of improvement of
the Dev’t Plan the Dev’t Plan the Dev’t Plan continual review & continual review & continual review & the Dev’t Plan the Dev’t Plan the Dev’t Plan
 Accomplishment  Accomplishment  Accomplishment improvement of improvement of improvement of  Accomplishment  Accomplishment  Accomplishment
Report Report Report the Dev’t Plan the Dev’t Plan the Dev’t Plan Report Report Report
- Minutes of - Minutes of - Minutes of  Accomplishment  Accomplishment  Accomplishment - Minutes of - Minutes of - Minutes of
Meeting/Agen Meeting/Agen Meeting/Agen Report Report Report Meeting/Agen Meeting/Agen Meeting/Agen
da/Programs da/Programs da/Programs - Minutes of - Minutes of - Minutes of da/Programs da/Programs da/Programs
/Matrices /Matrices /Matrices Meeting/Agen Meeting/Agen Meeting/Agen /Matrices /Matrices /Matrices
- Attendance - Attendance - Attendance da/Programs da/Programs da/Programs - Attendance - Attendance - Attendance
- Narrative - Narrative - Narrative /Matrices /Matrices /Matrices - Narrative - Narrative - Narrative
Report Report Report - Attendance - Attendance - Attendance Report Report Report
- Financial - Financial - Financial - Narrative - Narrative - Narrative - Financial - Financial - Financial
Report (if Report (if Report (if Report Report Report Report (if Report (if Report (if
money money money - Financial - Financial - Financial money money money
matters are matters are matters are Report (if Report (if Report (if matters are matters are matters are
involved) involved) involved) money money money involved) involved) involved)
- Pictures - Pictures - Pictures matters are matters are matters are - Pictures - Pictures - Pictures
 any other  any other  any other involved) involved) involved)  any other  any other  any other
documents documents documents - Pictures - Pictures - Pictures document document document
(printed/electronic (printed/electronic (printed/electronic  any other  any other  any other (printed/electroni (printed/electroni (printed/electroni
) proving that the ) proving that the ) proving that the documents documents documents c) proving that the c) proving that the c) proving that the
Dev’t Plan as Dev’t Plan as Dev’t Plan as (printed/electronic) (printed/electronic) (printed/electronic) community community community
reviewed and reviewed and reviewed and proving that the proving that the proving that the stakeholders led to stakeholders led to stakeholders led to
improved through improved through improved through school and the school and the school and the the regular review the regular review the regular review
the leadership of the leadership of the leadership of community community community & improvement & improvement & improvement
the school the school the school stakeholders stakeholders stakeholders process & the process & the process & the
 Review of SIP/AIP  Review of SIP/AIP  Review of SIP/AIP worked as full worked as full worked as full school facilitated school facilitated school facilitated
based from based from based from partners which led partners which led partners which led the process. the process. the process.
- 1st Quarterly SMEA - 1st Quarterly SMEA - 1st Quarterly SMEA to the continual to the continual to the continual
Report Report Report review & review & review &
- 2nd Quarterly SMEA - 2nd Quarterly SMEA - 2nd Quarterly SMEA improvement of the improvement of the improvement of the
Report Report Report Dev’t Plan Dev’t Plan Dev’t Plan
- 3rd Quarterly SMEA - 3rd Quarterly SMEA - 3rd Quarterly SMEA
Report Report Report
- 4th Quarterly SMEA - 4th Quarterly SMEA - 4th Quarterly SMEA
OTHER OBSERVATIONS:
3. The school is organized by a clear structure and work arrangements that promote shared leadership and governance and define the roles and responsibilities of the stakeholders.
LEVEL I Indicators. The school defines the organizational structure, and the LEVEL 2 Indicators. The school and community collaboratively define the LEVEL 3 Indicators, Guided by an agreed organizational structure, the
roles and responsibilities of stakeholders. structure and the roles and responsibilities of stakeholders. community stakeholders lead in defining the organizational structure and the
roles and responsibilities; school provides technical and administrative
support..
Any of the ff: Any of the ff: Any of the ff:
 School developed  School developed  School developed  Organizational  Organizational  Organizational  Letter of Invitation  Letter of Invitation  Letter of Invitation
Organizational Organizational Organizational structures w/ TORs structures w/ TORs structures w/ TORs of the school re: of the school re: of the school re:
Structures with Structures with Structures with  Identified roles and  Identified roles and  Identified roles and Organizational Organizational Organizational
TORs/Identified TORs/Identified TORs/Identified responsibilities responsibilities responsibilities Structures Structures Structures
roles and roles and roles and bearing names of bearing names of bearing names of (Resolutions/MOA (Resolutions/MOA (Resolutions/MO
responsibilities of responsibilities of responsibilities of community and community and community and s/MOUs for the s/MOUs for the As/MOUs for the
school school school school stakeholders school stakeholders school stakeholders Organization) Organization) Organization)
stakeholders. stakeholders. stakeholders. as part of the as part of the as part of the  Resolutions/MOAs  Resolutions/MOAs  Resolutions/MOAs
 School Memo  School Memo  School Memo definition and definition and definition and /MOUs (e.g. /MOUs (e.g. /MOUs (e.g.
 Letter of  Letter of  Letter of Invitation formulation of the formulation of the formulation of the Parents/stakehold Parents/stakehold Parents/stakehold
Invitation of the Invitation of the of the school re: organizational organizational organizational ers signed an ers signed an ers signed an
school re: school re: Organizational structure structure structure agreement on the agreement on the agreement on the
Organizational Organizational Structures  Letter of Invitation of  Letter of Invitation of  Letter of Invitation of above above above
Structures Structures (Election and the school re: the school re: the school re: statements/agreed statements/agreed statements/agree
(Election and (Election and Orientation on Organizational Organizational Organizational on the following on the following d on the following
Orientation on Orientation on roles & Structures (Policy Structures (Policy Structures (Policy conditions & terms) conditions & terms) conditions &
roles & roles & responsibilities of Making for the Making for the Making for the  Programs/Matrice  Programs/Matrice terms)
responsibilities of responsibilities of Officers) Organization) Organization) Organization) s/Pictorials s/Pictorials  Programs/Matrice
Officers) Officers)  Elected Officers  Minutes of  Minutes of  Minutes of (Reflecting names (Reflecting names s/Pictorials
 Elected Officers  Elected Officers  Oath of Office with Meeting/Agenda Meeting/Agenda Meeting/Agenda of community and of community and (Reflecting names
 Oath of Office with  Oath of Office with the indicated  Constitutional & By  Constitutional & By  Constitutional & By school school of community and
the indicated the indicated duties & laws laws laws stakeholders stakeholders school
duties & duties & responsibilities of  Narrative Report  Narrative Report  Narrative Report leading/initiating leading/initiating stakeholders
responsibilities of responsibilities of the officers with pics with pics with pics the formation of the formation of leading/initiating
the officers the officers  Designation  Accomplishment  Accomplishment  Accomplishment organizational organizational the formation of
 Designation  Designation letter/Appointme Report with pics Report with pics Report with pics structure with structure with organizational
letter/Appointme letter/Appointme nt signed by the defined roles and defined roles and structure with
nt signed by the nt signed by the school head responsibilities). responsibilities). defined roles and
school head school head  Resolutions/MOA  Accomplishment  Accomplishment responsibilities).
 Resolutions/MOA  Resolutions/MOA s/MOUs Report Report  Accomplishment
s/MOUs s/MOUs  Accomplishment - Programs/Proje - Programs/Proje Report
Report cts/Activities cts/Activities
 Accomplishment  Accomplishment - Programs/Proje aligned w/the aligned w/the - Programs/Proje
Report Report cts/Activities AIP AIP cts/Activities
- Programs/Proje - Programs/Proje aligned w/the AIP - Minutes of - Minutes of aligned w/the
cts/Activities cts/Activities - Minutes of Meeting/Agenda Meeting/Agenda AIP
aligned w/the aligned w/the Meeting/Agenda /Programs/Mat /Programs/Mat - Minutes of
AIP AIP /Programs/Matr rices rices Meeting/Agenda
- Minutes of - Minutes of ices - Attendance - Attendance /Programs/Mat
Meeting/Agenda Meeting/Agenda - Attendance - Narrative Report - Narrative Report rices
/Programs/Mat /Programs/Matr - Narrative Report - Financial Report - Financial Report - Attendance
rices ices - Financial Report (if money (if money - Narrative Report
- Attendance - Attendance (if money matters are matters are - Financial Report
- Narrative Report - Narrative Report matters are involved) involved) (if money
- Financial Report - Financial Report involved) - Pictures - Pictures matters are
(if money (if money - Pictures involved)
matters are matters are - Pictures
involved) involved)
- Pictures - Pictures
OTHER OBSERVATIONS:
4. A leadership network facilitates communication between and among school and community leaders for informed decision-making and solving of school-community wide-learning problems
LEVEL I Indicators. The school leads the regular review and improvement of LEVEL 2 Indicators. The school and community stakeholders working as full LEVEL 3 Indicators. The community stakeholders lead the regular review and
the development plan. partners, lead the continual review and improvement of the development plan. improvement process; the school stakeholders facilitate the process.
Any of the ff: Any of the ff: Any of the ff: Any of the ff: Any of the ff: Any of the ff:
 Principals Report  Principals Report  Principals Report  SIP/AIP  SIP/AIP  SIP/AIP  Year End School  Year End School  Year End School
on the Progress of on the Progress of on the Progress of Implementation Plan Implementation Plan Implementation Plan Accomplishment Accomplishment Accomplishment
SIP/AIP SIP/AIP SIP/AIP  Progress on SIP  Progress on SIP  Progress on SIP Report Cards Report Cards Report Cards
Implementation. Implementation. Implementation. implementation, implementation, implementation, widely disseminated widely disseminated widely disseminated
 SMEA and M&E  SMEA and M&E  SMEA and M&E  Quarterly Meetings  Quarterly Meetings  Quarterly Meetings to stakeholders. to stakeholders. to stakeholders.
Report Report Report with the with the with the  School Paper  School Paper  School Paper
- 1ST SMEA & M&E Report - 1ST SMEA & M&E Report - 1ST SMEA & M&E Report Stakeholders Stakeholders Stakeholders showing Year End showing Year End showing Year End
- 2 nd SMEA & M&E Report - 2 nd SMEA & M&E Report - 2 nd SMEA & M&E Report - 1st Quarterly Meetings - 1st Quarterly Meetings - 1st Quarterly Meetings
- rd
3 SMEA & M&E Report - rd
3 SMEA & M&E Report - rd
3 SMEA & M&E Report
School School School
th th th
with the Stakeholders with the Stakeholders with the Stakeholders Accomplishment Accomplishment Accomplishment
- 4 SMEA & M&E Report - 4 SMEA & M&E Report - 4 SMEA & M&E Report - 2 nd Quarterly Meetings - 2 nd Quarterly Meetings - 2 nd Quarterly Meetings
 Learners output  Learners output  Learners output with the Stakeholders with the Stakeholders with the Stakeholders Report Card Report Card Report Card
signed by parents. signed by parents. signed by parents. rd
- 3 Quarterly Meetings rd
- 3 Quarterly Meetings rd
- 3 Quarterly Meetings (SARCs) widely (SARCs) widely (SARCs) widely
(displayed in the (displayed in the (displayed in the with the Stakeholders with the Stakeholders with the Stakeholders disseminated to disseminated to disseminated to
- 4th Quarterly Meetings - 4th Quarterly Meetings - 4th Quarterly Meetings stakeholders stakeholders stakeholders
Bulletin Board per Bulletin Board per Bulletin Board per with the Stakeholders with the Stakeholders with the Stakeholders
subject area) subject area) subject area)  School  School  School
 Reported Quarterly  Reported Quarterly  Reported Quarterly
 Teachers and  Teachers and  Teachers and communication communication communication
the Data on Level I the Data on Level I the Data on Level I
Learners Portfolio Learners Portfolio Learners Portfolio program showing program showing program showing
Indicators to the Indicators to the Indicators to the
 Year round and  Year round and  Year round and regular and easy regular and easy regular and easy
Brgy. Officials or Brgy. Officials or Brgy. Officials or
Monthly Schedule Monthly Schedule Monthly Schedule access to school access to school access to school
Municipal Executives Municipal Executives Municipal Executives
using the reduced using the reduced using the reduced information information information
reflecting easy reflecting easy reflecting easy
Friday class Friday class Friday class  On line  On line  On line
disclosure of disclosure of disclosure of
 Supervisory Plan  Supervisory Plan  Supervisory Plan accounts/School accounts/School accounts/School
information about information about information about
 Records of  Records of  Records of Websites/ Websites/ Websites/
decisions to learning decisions to learning decisions to learning
Teacher/Class Teacher/Class Teacher/Class  Bulletin Board  Bulletin Board  Bulletin Board
and administrative and administrative and administrative
Progress of Progress of Progress of  School  School  School
problems. problems. problems.
SIP/AIP SIP/AIP SIP/AIP Letters/Invitations/ Letters/Invitations/ Letters/Invitations/
Implementation Implementation Implementation  Brochures/Newslett  Brochures/Newslett  Brochures/Newslett
 Technical  Technical  Technical er er er
Assistance Plan Assistance Plan Assistance Plan
 Report on  Report on  Report on
evaluation of evaluation of evaluation of
teacher teacher teacher
performance performance performance
 Records of  Records of  Records of
Teacher/Class Teacher/Class Teacher/Class
Observation Observation Observation
 Teachers and  Teachers and  Teachers and
Learners Portfolio Learners Portfolio Learners Portfolio
 Bulletin Board per  Bulletin Board per  Bulletin Board per
subject area to subject area to subject area to
display learners display learners display learners
output signed by output signed by output signed by
parents. parents. parents.
 Established the  Established the  Established the
following following following
functionally in the functionally in the functionally in the
school: school: school:
 Suggestion box  Suggestion box  Suggestion box
 Log sheets/log  Log sheets/log  Log sheets/log
books books books
 Records of  Records of  Records of
evaluation or evaluation or evaluation or
positive feedback positive feedback positive feedback
on level of on level of on level of
satisfaction from satisfaction from satisfaction from
stake holders stake holders stake holders
regarding regarding regarding
efficiency of school efficiency of school efficiency of school
system system system
 any information any information any information
network network (MIS/SIS/s, network (MIS/SIS/s,
(MIS/SIS/s, etc.) etc.) etc.)
OTHER OBSERVATIONS:
5. A long term program is in operation that addresses the training and development needs of school and community leaders.
LEVEL I Indicators. Developing structures are in place and analysis of the LEVEL I Indicators. Developing structures are in place and analysis of the LEVEL I Indicators. Developing structures are in place and analysis of the
competency and development needs of leaders is conducted; result is used to competency and development needs of leaders is conducted; result is used to competency and development needs of leaders is conducted; result is used to
develop a long term training and development program. develop a long term training and development program. develop a long term training and development program.
Any of the ff: Any of the ff: Any of the ff:  Training Design &  Training Design &  Training Design & Any of the ff: Any of the ff: Any of the ff:
 Training Needs  Training Needs  Training Needs Accomplishment Accomplishment Accomplishment  Accomplishment  Accomplishment  Accomplishment
Assessment/Teach Assessment/Teach Assessment/Teach Report/PTS/ Report/PTS/ Report/PTS/ Report Report Report
ers Needs ers Needs ers Needs - Minutes of - Minutes of - Minutes of - Minutes of - Minutes of - Minutes of
Assessment (TNA) Assessment (TNA) Assessment (TNA) Meeting/Agen Meeting/Agen Meeting/Agen Meeting/Agen Meeting/Agen Meeting/Agen
- NCBTS-NCBSSH - NCBTS-NCBSSH - NCBTS-NCBSSH da/Programs da/Programs da/Programs da/Programs da/Programs da/Programs
TDNA Result TDNA Result TDNA Result /Matrices /Matrices /Matrices /Matrices /Matrices /Matrices
- IPPD/SPPD - IPPD/SPPD - IPPD/SPPD - Attendance - Attendance - Attendance - Attendance - Attendance - Attendance
- Professional - Professional - Professional - Narrative - Narrative - Narrative - Narrative - Narrative - Narrative
Development Development Development Report Report Report Report Report Report
Profile of Profile of Profile of - Financial - Financial - Financial - Financial - Financial - Financial
teachers/ non- teachers/ non- teachers/ non- Report (if Report (if Report (if Report (if Report (if Report (if
teaching personnel teaching personnel teaching personnel money money money money money money
 Training and  Training and  Training and matters are matters are matters are matters are matters are matters are
Development road Development road Development road involved) involved) involved) involved) involved) involved)
map for at least map for at least map for at least - Pictures - Pictures - Pictures - Pictures - Pictures - Pictures
three years. three years. three years.  On-going  On-going  On-going  List of Trainings  List of Trainings  List of Trainings
 Training  Training  Training Professional Professional Professional & Seminars & Seminars & Seminars
Development Plan Development Plan Development Plan Training and Training and Training and  Certificates of  Certificates of  Certificates of
 Project  Project  Project Development Development Development Trainings and Trainings and Trainings and
Proposal/Training Proposal/Training Proposal/Training Program with self- Program with self- Program with self- Seminars Seminars Seminars
& Seminar & Seminar & Seminar assessment and assessment and assessment and  Implementation  Implementation  Implementation
Proposals Proposals Proposals upgrading scheme upgrading scheme upgrading scheme Plans Plans Plans
- Objective/s - Objective/s - Objective/s and shared by and shared by and shared by  Barangay/Munici Barangay/Municipal Barangay/Municipal
- Resources - Resources - Resources teachers and teachers and teachers and pal Resolutions(Reflecting Resolutions(Reflecting
(Human, financial, (Human, financial, (Human, financial, community leaders community leaders community leaders Resolutions(Refle school Trainings & school Trainings &
etc) etc) etc)  Records of  Records of  Records of cting school Development Development
- Training Matrix - Training Matrix - Training Matrix mentoring and mentoring and mentoring and Trainings & initiated/led by the initiated/led by the
 Records of  Records of  Records of consultations with consultations with consultations with Development school community school community
consultations with consultations with consultations with co-administrators co-administrators co-administrators initiated/led by leaders with Job leaders with Job
internal and internal and internal and  Records of  Records of  Records of the school Embedded Learning Embedded Learning
external external external training/learning of training/learning of training/learning of community (JEL) (JEL)
stakeholders on stakeholders on stakeholders on opportunities for opportunities for opportunities for leaders with Job
school school school
improving learning improving learning improving learning improvement improvement improvement Embedded
outcomes outcomes outcomes provided by the provided by the provided by the Learning (JEL)
 Any document Any document which Any document which school head to school head to school head to
which would prove would prove that there would prove that there student student student
that there is is likewise a program is likewise a program organization organization organization
likewise a program for community for community  Records of  Records of  Records of
for community stakeholders stakeholders training/learning of training/learning of training/learning of
stakeholders opportunities for opportunities for opportunities for
improvement improvement improvement
provided by the provided by the provided by the
school head to school head to school head to
parent organization parent organization parent organization
 Records of  Records of  Records of
training/learning of training/learning of training/learning of
opportunities for opportunities for opportunities for
improvement improvement improvement
provided by the provided by the provided by the
school head to LGU, school head to LGU, school head to LGU,
local organizations. local organizations. local organizations.
 Institutionalization  Institutionalization  Institutionalization
of best practices of best practices of best practices
 Benchmarking by  Benchmarking by  Benchmarking by
the school the school the school
head/management head/management head/management
 Records on  Records on  Records on
delegation of delegation of delegation of
critical functions critical functions critical functions
like mentoring and like mentoring and like mentoring and
coaching to coaching to coaching to
teachers and teachers and teachers and
stakeholders. stakeholders. stakeholders.
 Records on  Records on  Records on
monitoring and monitoring and monitoring and
evaluation to evaluation to evaluation to
teachers and teachers and teachers and
stakeholders. stakeholders. stakeholders.
OTHER OBSERVATIONS:
SCORE = Total Score FINDINGS: RECOMMENDATIONS:
5
Best Features:
Validated By: Conformed by:
______________________________________ _______________________________________
PSDS School Head
II. CURRICULUM AND INSTRUCTION
1. The curriculum provides for the development needs of all types of learners in the school community
Level 1 Indicators. All types of learners of the school community are Level 2 Indicators. Programs are fully implemented and closely monitored to Level 3 Indicators. The educational needs of all types of learners are being
identified, their learning curves assessed; appropriate programs with its address performance discrepancies, benchmark best practices, coach low met as shown by continuous improvement on learning outcomes and products
support materials for each type of learner is developed. performers, mentor potential leaders, reward high achievement, and maintain of learning. Teachers’ as well as students’ performance is motivated by
environment that makes learning meaningful and enjoyable. intrinsic rather than extrinsic rewards. The schools’ differentiated programs
are frequently benchmarked by other schools.
 Established  Established  Established  School Supervisory  School Supervisory  School Supervisory  Improved  Improved  Improved
Assessment Assessment Assessment Plan (monthly) Plan (monthly) Plan (monthly) learning learning learning
System with System with System with  Monthly  Monthly  Monthly outcomes outcomes outcomes
results results results Supervisory Report Supervisory Report Supervisory Report  Achievement  Achievement  Achievement
- Phil-IRI - Phil-IRI - Phil-IRI  Any  Any  Any Rate, Rate, Rate,
- Numeracy test, - Numeracy test, - Numeracy test, Program/Project to Program/Project to Program/Project to  Promotion Rate,  Promotion Rate,  Promotion Rate,
Multiple Multiple Multiple address address address  Failure Rate  Failure Rate  Failure Rate
- Intelligences - Intelligences - Intelligences performance performance performance  Drop Out Rate  Drop Out Rate  Drop Out Rate
Assessment Assessment Assessment discrepancies/ discrepancies/ discrepancies/  Cohort Survival  Cohort Survival  Cohort Survival
Result Result Result deficits/gaps. deficits/gaps. deficits/gaps. Rate Rate Rate
- Academic - Academic - Academic  Project/Activity Plan  Project/Activity Plan  Project/Activity Plan  Graduation Rate  Graduation Rate  Graduation Rate
Performance Performance Performance of the following: of the following: of the following:  Completion Rate  Completion Rate  Completion Rate
Chart, etc.) Chart, etc.) Chart, etc.)  RRE, School  RRE, School  RRE, School  Nat Results  Nat Results  Nat Results
 Learners’ profile (  Learners’ profile (  Learners’ profile ( Remedial Program Remedial Program Remedial Program  Summative Test  Summative Test  Summative Test
student tracking student tracking student tracking  Programs for A  Programs for A  Programs for A Results per Results per Results per
system) system) system) Child Community Child Community Child Community Subject Area Subject Area Subject Area
 Support Materials  Support Materials  Support Materials Centered Education Centered Education Centered Education  Names of  Names of  Names of
(IM’s, Competency (IM’s, Competency (IM’s, Competency System (ACCESSs) System (ACCESSs) System (ACCESSs) visitors visitors visitors
Based Budget of Based Budget of Based Budget of  Alternative Delivery  Alternative Delivery  Alternative Delivery benchmarked benchmarked benchmarked
Lessons, Lesson Lessons, Lesson Lessons, Lesson Mode Program Mode Program Mode Program school’s initiated school’s initiated school’s initiated
Exemplars) Exemplars) Exemplars)  NAT Review Program  NAT Review Program  NAT Review Program programs/proje programs/proje programs/proje
 Any  Any  Any  Numeracy Skills  Numeracy Skills  Numeracy Skills cts cts cts
Program/Project Program/Project Program/Project Program Program Program  Log Book  Log Book  Log Book
to address learning to address learning to address learning  Feeding Program  Feeding Program  Feeding Program  Record Sheet  Record Sheet  Record Sheet
deficits/ deficits/ deficits/  Reading Program  Reading Program  Reading Program  Attendance  Attendance  Attendance
performance performance performance  Implementation  Implementation  Implementation  Letters  Letters  Letters
discrepancies e.g. discrepancies e.g. discrepancies e.g. and Narrative and Narrative and Narrative  Accomplishment  Accomplishment  Accomplishment
- RRE - RRE - RRE Report of the Report of the Report of the Report Report Report
- Reading - Reading - Reading following: following: following:  School’s Best  School’s Best  School’s Best
Program Program Program  NAT Review  NAT Review  NAT Review Practices Practices Practices
Program Program Program
- Intervention - Intervention - Intervention  Reading Readiness  Reading Readiness  Reading Readiness  Programs for A  Programs for A  Programs for A
Materials Materials Materials Exam Exam Exam Child Community Child Community Child Community
- ADM Module - ADM Module - ADM Module  Numeracy Skills  Numeracy Skills  Numeracy Skills Centered Centered Centered
- Reading Inventor - Reading Inventor - Reading Inventor Program Program Program Education System Education System Education System
- Investigatory - Investigatory - Investigatory  Feeding Program  Feeding Program  Feeding Program (ACCESSs) (ACCESSs) (ACCESSs)
Projects Projects Projects  Reading Program  Reading Program  Reading Program  Alternative  Alternative  Alternative
 Research Proposal  Research Proposal  Research Proposal Intervention and Intervention and Intervention and Delivery Mode Delivery Mode Delivery Mode
Materials Materials Materials Program Program Program
 Interventions for  Interventions for  Interventions for  NAT Review  NAT Review  NAT Review
ACCESSs (Home ACCESSs (Home ACCESSs (Home Program Program Program
Visitation) Visitation) Visitation)  Numeracy Skills  Numeracy Skills  Numeracy Skills
 Programs for A  Programs for A  Programs for A Program Program Program
Child Community Child Community Child Community  Feeding  Feeding  Feeding
Centered Education Centered Education Centered Education Program Program Program
System (ACCESSs) System (ACCESSs) System (ACCESSs)  Reading  Reading  Reading
 On the use of  On the use of  On the use of Program Program Program
Alternative Alternative Alternative  NAT Intervention  NAT Intervention  NAT Intervention
Delivery Mode Delivery Mode Delivery Mode plan plan plan
Modules Modules Modules  NAT results  NAT results  NAT results
 Accomplishment  Accomplishment  Accomplishment comparative comparative comparative
Report and copy of Report and copy of Report and copy of analysis by analysis by analysis by
program for program for program for quartile and quartile and quartile and
periodic periodic periodic mastery level mastery level mastery level
recognition recognition recognition  Research  Research  Research
 1st Quarter List of  1st Quarter List of  1st Quarter List of Outcomes Outcomes Outcomes
Awardees Awardees Awardees
 2nd Quarter List of  2nd Quarter List of  2nd Quarter List of
 3rd Quarter List of  3rd Quarter List of  3rd Quarter List of
 4th Quarter List of  4th Quarter List of  4th Quarter List of
 Quarterly  Quarterly  Quarterly
convocation convocation convocation
 Year- end  Year- end  Year- end
recognition recognition recognition
 Conducted Conducted Research Conducted Research
Research
OTHER OBSERVATIONS:
2. The implemented curriculum is localized to make it more meaningful to the learners and applicable to life in the community
LEVEL 1 Indicators. Local beliefs, norms, values, traditions, folklores, currentThe LEVEL 2 Indicators. Localized curriculum is implemented and monitored LEVEL 3 Indicators. Best practices in localizing the curriculum are
events, and existing technologies are documented and used to closely to ensure that it makes learning more meaningful and mainstreamed and benchmarked by other schools. There is
develop a lasting curriculum. Localization guidelines are agreed pleasurable, produces desired learning outcomes, and directly marked increase in number of projects that uses the
to by school community and teachers are properly oriented. improves community life. Ineffective approaches are replaced community as learning laboratory, and the school as an agent
and innovative ones are developed. of change for improvement of the community.
 Compilation of  Compilation of  Compilation of  M & E/  M & E/  M & E/  Log Book/Record  Log Book/Record  Log Book/Record
local literature local literature local literature Supervisory Supervisory Supervisory Sheet showing Sheet showing Sheet showing
 Local beliefs  Local beliefs  Local beliefs Report on Report on Report on names of visitors names of visitors names of visitors
 Norms  Norms  Norms localized localized localized who who who
 Values  Values  Values curriculum curriculum curriculum benchmarked benchmarked benchmarked
 Traditions  Traditions  Traditions  Monitoring Report  Monitoring Report  Monitoring Report good or best good or best good or best
 Folklores  Folklores  Folklores on the utilization of on the utilization of on the utilization of practices of practices of practices of
 Current Events  Current Events  Current Events Localized Localized Localized school’s localized school’s localized school’s localized
 Existing  Existing  Existing curriculum curriculum curriculum curriculum curriculum curriculum
Technologies Technologies Technologies  Adjusted localized  Adjusted localized  Adjusted localized  Accomplishment  Accomplishment  Accomplishment
 Sample Lessons  Sample Lessons  Sample Lessons curriculum curriculum curriculum Report on the Report on the Report on the
showing its showing its showing its  Write up on the  Write up on the  Write up on the School’s Best School’s Best School’s Best
utilization utilization utilization impact of the impact of the impact of the Practices in Practices in Practices in
 Lesson Plan  Lesson Plan  Lesson Plan utilization/integrat utilization/integrat utilization/integrat Localizing the Localizing the Localizing the
showing utilization showing utilization showing utilization ion of localized ion of localized ion of localized Curriculum Curriculum Curriculum
of localize of localize of localize curriculum curriculum curriculum  Any document/s  Any document/s  Any document/s
materials materials materials  Sample  Sample  Sample of school’s of school’s of school’s
 Lesson Plans  Lesson Plans  Lesson Plans performance performance performance initiated project initiated project initiated project
showing the showing the showing the outputs that could outputs that could outputs that could that uses the that uses the that uses the
integration of integration of integration of be utilized to be utilized to be utilized to community as a community as a community as a
local literature local literature local literature improve improve improve learning learning learning
 Accomplishment  Accomplishment  Accomplishment community life community life community life laboratory (e.g. laboratory (e.g. laboratory (e.g.
Report on the Report on the Report on the  solid waste  solid waste  solid waste school- school- school-
crafting of crafting of crafting of manageme manageme manageme community community community
localized localized localized nt, nt, nt, livelihood livelihood livelihood
curriculum curriculum curriculum  tree  tree  tree projects) projects) projects)
guidelines duly guidelines duly guidelines duly planting planting planting  Compilation of  Compilation of  Compilation of
signed by school signed by school signed by school  linis bayan  linis bayan  linis bayan teaching teaching teaching
community community community activity activity activity exemplars exemplars exemplars
 Copies of  Copies of  Copies of integrating the integrating the integrating the
localized/ localized/ localized/
contextualized contextualized contextualized localized localized localized
IMs/LMs IMs/LMs IMs/LMs curriculum curriculum curriculum
 Supervisory  Supervisory  Supervisory  Evidence of  Evidence of  Evidence of
report on report on report on improved improved improved
contextualized contextualized contextualized performance. performance. performance.
LMs LMs LMs
 List of  List of  List of
contextualized contextualized contextualized
LCs LCs LCs
 Copies of  Copies of  Copies of
CGs per Las CGs per Las CGs per Las
 List of trainings  List of trainings  List of trainings
conducted on conducted on conducted on
Localization/cont Localization/cont Localization/cont
extualization of extualization of extualization of
materials materials materials
 Number of  Number of  Number of
materials materials materials
OTHER OBSERVATIONS:
3. A representative group of school and community stakeholders develop the methods and materials for developing creative thinking and problem solving.
Level 1 Indicators. Level 2 indicators. Level 3 Indicators.
Any of the Any of the Any of the
 Any document as  Any document as  Any document as  Developed/repro  Developed/repro  Developed/repro following: following: following:
MOV that the MOV that the MOV that the duced/procured duced/procured duced/procured  Activity  Activity  Activity
content and content and content and learning learning learning Completion Completion Completion
method used in method used in method used in materials that materials that materials that Report any report Report any report Report any report
teaching were teaching were teaching were could be used to could be used to could be used to re: school re: school re: school
assessed by any assessed by any assessed by any reinforce reinforce reinforce initiated activity initiated activity initiated activity
of the ff. team. of the ff. team. of the ff. team. strengths and strengths and strengths and participated in by participated in by participated in by
- PTA - PTA - PTA address address address the community the community the community
- School - School - School weaknesses weaknesses weaknesses utilizing the utilizing the utilizing the
Governing Governing Governing applicable in the applicable in the applicable in the school’s learning school’s learning school’s learning
Council (SGC) Council (SGC) Council (SGC) school, home and school, home and school, home and resources resources resources
- School Planning - School Planning - School Planning community community community (human & (human & (human &
Team (SPT) Team (SPT) Team (SPT) - Individual - Individual - Individual materials) with materials) with materials) with
- School M&E - School M&E - School M&E learning learning learning positive impact to positive impact to positive impact to
Team (SMET) Team (SMET) Team (SMET) modules for modules for modules for the community. the community. the community.
 Narrative Report  Narrative Report  Narrative Report students students students  Write up or any Write up or any Write up or any
- Minutes of - Minutes of - Minutes of - Home study - Home study - Home study document of an document of an existing document of an existing
Meeting/Agenda Meeting/Agenda Meeting/Agenda manuals for manuals for manuals for existing functional/operational functional/operational
/Matrices /Matrices /Matrices parents parents parents functional/operat community based community based
- Attendance - Attendance - Attendance - Community - Community - Community ional community learning action cell. learning action cell.
- Financial Report - Financial Report - Financial Report learning learning learning based learning
(if money (if money (if money centers centers centers action cell.
matters are matters are matters are  Accomplishment  Accomplishment  Accomplishment
involved) involved) involved) Report Report Report
- Pictures - Pictures - Pictures - Minutes of - Minutes of - Minutes of
Meeting/Agen Meeting/Agen Meeting/Agen
da/Programs da/Programs da/Programs
/Matrices /Matrices /Matrices
- Attendance - Attendance - Attendance
- Narrative - Narrative - Narrative
- Financial - Financial - Financial
Report (if Report (if Report (if
money money money
matters are matters are matters are
involved) involved) involved)
- Pictures - Pictures - Pictures
OTHER OBSERVATIONS:

4. The learning systems are regularly and collaboratively monitored by the community using appropriate tools to ensure the holistic growth and development of the learners and the community
Level 1 Indicators. A school-based monitoring and learning system is conducted Level 2 indicators. The school-based monitoring and learning systems Level 3 Indicators. The monitoring system is accepted and regularly used for
regularly and cooperatively, and feedback is shared with generate feedback that is used for making decisions that collective decision making. The monitoring tool has been
stakeholders. The system uses a tool that monitors the enhance the total development of learners. A committee improved to provide both quantitative and qualitative
holistic development of learners. take care of the continuous improvement of the tool. data.
 Procedure on the  Procedure on the  Procedure on the  Feedback  Feedback  Feedback  Result on the  Result on the  Result on the
conduct of conduct of conduct of mechanism for a mechanism for a mechanism for a regular conduct regular conduct regular conduct
Monitoring Monitoring Monitoring well-informed well-informed well-informed of School of School of School
Evaluation & Evaluation & Evaluation & decision making decision making decision making Monitoring Monitoring Monitoring
Adjustment Adjustment Adjustment  suggestion box,  suggestion box,  suggestion box, Evaluation and Evaluation and Evaluation and
(SMEA) (SMEA) (SMEA)  text brigade,  text brigade,  text brigade, Adjustment Adjustment Adjustment
- SMEA and M&E - SMEA and M&E - SMEA and M&E (SMEA) (SMEA) (SMEA)
 forums  forums  forums
Workflow Workflow Workflow
/assembly /assembly /assembly  Updated/improve  Updated/improve  Updated/improve
 Terms of  Terms of  Terms of
 findings and  findings and  findings and d M & E Tool d M & E Tool d M & E Tool
Reference (TORs) Reference (TORs) Reference (TORs)
recommendations recommendations recommendations designed by the designed by the designed by the
of school’s M & E of school’s M & E of school’s M & E
team (SMET) team (SMET) team (SMET) from the from the from the School M & E Team School M & E Team School M & E Team
- SMEA and M&E - SMEA and M&E - SMEA and M&E evaluation tool evaluation tool evaluation tool duly approved by duly approved by duly approved by
team w/ duties & team w/ duties & team w/ duties &  Minutes of  Minutes of  Minutes of the School Head/ the School Head/ the School Head/
responsibilities responsibilities responsibilities meeting of the M & meeting of the M & meeting of the M & SGC SGC SGC
 Schedule on the  Schedule on the  Schedule on the E team before the E team before the E team before the
conduct of SMEA conduct of SMEA conduct of SMEA conduct of School conduct of School conduct of School
 SIP/AIP-based  SIP/AIP-based  SIP/AIP-based Monitoring, Monitoring, Monitoring,
Monitoring & Monitoring & Monitoring & Evaluation & Evaluation & Evaluation &
Evaluation Evaluation Evaluation Adjustment Adjustment Adjustment
instrument /tool instrument /tool instrument /tool (SMEA) (SMEA) (SMEA)
- Program & - Program & - Program &  Attendance  Attendance  Attendance
Activities SMEA Activities SMEA Activities SMEA  Pictures  Pictures  Pictures
and M&E Tool and M&E Tool and M&E Tool  Record of M & E  Record of M & E  Record of M & E
- 1st Quarter SMEA - 1st Quarter SMEA - 1st Quarter SMEA
related activities related activities related activities
and M&E Report and M&E Report and M&E Report
conducted conducted conducted
- 2nd Quarter - 2nd Quarter - 2nd Quarter
SMEA and M&E SMEA and M&E SMEA and M&E
- 3rd Quarter - 3rd Quarter - 3rd Quarter
- 4th Quarter - 4th Quarter - 4th Quarter
 School Monitoring  School Monitoring  School Monitoring
& Evaluation & Evaluation & Evaluation
Adjustment Adjustment Adjustment
System System System
 Feedback  Feedback  Feedback
Mechanism Mechanism Mechanism
 Improved M&E tool  Improved M&E tool  Improved M&E tool
such as survey such as survey such as survey
analysis, SMEA analysis, SMEA analysis, SMEA
result duly result duly result duly
approved by approved by approved by
School head School head School head
 Monitoring  Monitoring  Monitoring
Schedule and Schedule and Schedule and
meetings of meetings of meetings of
stakeholders stakeholders stakeholders
 SIP/AIP-based  SIP/AIP-based  SIP/AIP-based
monitoring monitoring monitoring
instrument. instrument. instrument.
OTHER OBSERVATIONS:
5. Appropriate assessment tools for teaching and learning are continuously reviewed and improved, and assessment results are contextualized to the learner and local situation and the attainment of relevant life skills.
Level 1 Indicators. The assessment tools are reviewed by the school and Level 2 indicators. The assessment tools are reviewed by the school Level 3 Indicators. School assessment results are used to develop learning
assessment results are shared with school’s stakeholders. community and results are shared with community programs that are suited to community, and customized to each
stakeholders. learner’s context, results of which are used for collaborative
decision-making.
Evidence: Evidence: Evidence:
 Competency based
Test materials duly  Structure in  Any document
checked/ approved
charge of the of a
by the School Head
 Table of review and functional/oper
Specifications improvement of ational
 Periodical Test assessment tools community
Questions ( list and TOR) based initiated
 Guidelines in  Assessmen programs and/
constructing t Working or projects
test questions Team w/  Communit
 Test/ Item duties & y Learning
Analysis responsibili Centers
 Item Bank,
ties  Conceptualized
 Rubrics per
subject area  Review of to address the
 Other test assessment tools learning
materials participated by deficits/
 ACR on the conduct stakeholders discrepancies
of activity relative  Letter of the learners
to sharing of  Agenda/Mi based from the
assessment nutes of school
results with meeting assessment
school’s  Attendance results.
stakeholders
 Narrative/  Community
 Quarterly
Issuance of Accomplish initiated
Learners ment program
Performance report
 Student/Pupil
Report Card
 Posted
Learners
Academic
Progress
 Issuance of
NAT and NCAE
results to
parents
 Item analysis per
learning area
- English
- Filipino
- Math
- Science
- EPT/TLE
- Hekasi/AP
- MAPEH
- EsP
OTHER OBSERVATIONS:

6. Learning managers and facilitators (teachers, administrators and community members) nurture values and environments that are protective of all children and demonstrate behaviors consistent to the organization’s Vision, Mission and Goals.
Level 1 Indicators. Stakeholders are aware of Child/Learner-Centered, right- Level 2 indicators. Stakeholders begin to practice child/learner-centered Level 3 Indicators. Learning environments, methods and resources are
based and inclusive principles of education. Learning managers principles of education in the design of support to education. community driven, inclusive and adherent to child’s rights and
and facilitators conduct activities aimed to increased Learning managers and facilitators apply the principles in protection requirements. Learning managers and facilitators
stakeholders awareness and commitment to fundamental rights designing learning materials. observe learner’s rights from designing the curriculum to
of children and the basic principle of educating them. structuring the whole learning environment.
 List of Children’s  List of Children’s  List of Children’s  Barangay Dev.  Barangay Dev.  Barangay Dev.  At least 70% of  At least 70% of  At least 70% of
Rights and Rights and Rights and Plan Plan Plan all of the 7 all of the 7 all of the 7
Responsibilities Responsibilities Responsibilities  Municipal  Municipal  Municipal domains of the domains of the domains of the
(in Filipino or (in Filipino or (in Filipino or Investment Investment Investment Child Friendly Child Friendly Child Friendly
vernacular) vernacular) vernacular) Plan showing Plan showing Plan showing School System School System School System
strategically strategically strategically supports to supports to supports to (CFSS) tool are (CFSS) tool are (CFSS) tool are
placed/posted in placed/posted in placed/posted in education education education satisfied. satisfied. satisfied.
a very a very a very which are which are which are  ACCESS  ACCESS  ACCESS
conspicuous conspicuous conspicuous anchored on anchored on anchored on compliant compliant compliant
place place place child child child school plans school plans school plans
 School policies  School policies  School policies  learner-  learner-  learner- - AIP - AIP - AIP
which spell out which spell out which spell out centered centered centered - SIP - SIP - SIP
the rights of the rights of the rights of principles of principles of principles of  School and School and community School and community
children children children education education education community record of activities record of activities
 Child Friendly  Child Friendly  Child Friendly  Four As  Four As  Four As record of showing concern to showing concern to
School Guidelines School Guidelines School Guidelines (Activity, (Activity, (Activity, activities children children
 Programs for  Programs for  Programs for Analysis, Analysis, Analysis, showing
ACCESSs ACCESSs ACCESSs Abstraction Abstraction Abstraction concern to
 Accomplishment  Accomplishment  Accomplishment and and and children
Report Report Report Application) Application) Application)
 Minutes of  Minutes of  Minutes of based lesson based lesson based lesson
Meeting on the Meeting on the Meeting on the plans using/ plans using/ plans using/
conduct of conduct of conduct of integrating GAD integrating GAD integrating GAD
activity relevant activity relevant activity relevant and ABC and ABC and ABC
to learner- to learner- to learner- principles in principles in principles in
centered, right- centered, right- centered, right- the key the key the key
based, and based, and based, and behavior behavior behavior
inclusive inclusive inclusive indicator/value indicator/value indicator/value
principles of principles of principles of aim aim aim
education education education
 A Child &  A Child &  A Child &
Community- Community- Community-
Centered Centered Centered
Education Education Education
Systems Systems Systems
(ACCESs) (ACCESs) (ACCESs)
OTHER OBSERVATIONS:
7. Methods and resources are learner and community-friendly, enjoyable, safe, inclusive, accessible, and aimed at developing self-directed learners. Learners are equipped with essential knowledge, skills, and values to assume responsibility and
accountability for their own learning.
Level 1 Indicators. Practices, tools and materials for developing self-directed Level 2 indicators. Practices, tools and materials for developing self-directed Level 3 Indicators. There is continuous exchange of information, sharing of
learners are highly observable in school, but not in the home or learners are beginning to emerge in the homes and in the expertise and materials among the schools, home and
in the community. Learning programs are designed and community. The program is collaboratively implemented and community for the development of self-directed learners.
developed to produce learners who are responsible and monitored by teachers and parents to ensure that it produces The program is mainstreamed but continuously improved to
accountable for their learning. desired learners. make relevant to emergent demands.
 Learning  Learning  Learning  LCDs are shared  LCDs are shared  LCDs are shared  ACR on  ACR on  ACR on
Competency Competency Competency with the parents with the parents with the parents community community community
Directory (LCD) Directory (LCD) Directory (LCD) for them to guide for them to guide for them to guide based FGD on based FGD on based FGD on
per subject per subject per subject the learning the learning the learning LCD utilization LCD utilization LCD utilization
posted in the posted in the posted in the activities of their activities of their activities of their  Document/rec  Document/rec  Document/rec
classroom (it is classroom (it is classroom (it is children children children ord of a ord of a ord of a
anchored on the anchored on the anchored on the sustained sustained sustained
budget of lesson budget of lesson budget of lesson and/or and/or and/or
per subject which per subject which per subject which improved improved improved
reflects the reflects the reflects the program for a program for a program for a
competencies competencies competencies self-directed self-directed self-directed
covered in every covered in every covered in every learners learners learners
grading period, grading period, grading period,  Attendance,  Attendance,  Attendance,
date of delivery, date of delivery, date of delivery, Pictures and Pictures and Pictures and
topics to be topics to be topics to be Minutes of Minutes of Minutes of
discussed, discussed, discussed, Focus Group Focus Group Focus Group
activities/ activities/ activities/ Discussion Discussion Discussion
exercises to be exercises to be exercises to be (FGD) on (FGD) on (FGD) on
used, book title used, book title used, book title Learning Learning Learning
and page and page and page Competency Competency Competency
number) number) number) Directory) LCD Directory) LCD Directory) LCD
 Learner’s  Learner’s  Learner’s utilization utilization utilization
PORTFOLIO PORTFOLIO PORTFOLIO
 RUBRICS  RUBRICS  RUBRICS
developed by the developed by the developed by the
learners learners learners
 Any document of  Any document of  Any document of

a functional a functional a functional
school program school program school program
to produce to produce to produce
learners who learners who learners who
are accountable are accountable are accountable
for their for their for their
learning learning learning
 modular  modular  modular
instruction, instruction, instruction,
 peer  peer  peer
tutoring tutoring tutoring
 Youth Peer  Youth Peer  Youth Peer
Education Education Education
OTHER OBSERVATIONS:
6
Best Features:
______________________________________ _______________________________________
PSDS School Head
III. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT
1. Roles and responsibilities of accountable person/s and collective body/ies are clearly defined and agreed upon by community stakeholders (LEYTE)
Level I Indicators. There is an active party that initiates clarification of the Level 2. Indicators. There is an active party that initiates clarification of the Level 3 Indicators. There is an active party that initiates clarification of the
roles and responsibilities in education delivery. roles and responsibilities in education delivery. roles and responsibilities in education delivery.
OTHER OBSERVATIONS:

2. Achievement of goals is recognized based on a collaboratively developed performance accountability system; gaps are addressed through appropriate action. (LEYTE)
Level 1 Indicators. Performance accountability is practiced at the school Level 2 Indicators. A community-level accountability system is evolving from Level 3 Indicators. A community-accepted performance accountability,
level. school-led initiatives. recognition and incentive system is being practiced.
 System on School  System on School  Accomplishment
Monitoring Monitoring reports
Evaluation & Evaluation & - Proposal
Adjustment (SMEA) Adjustment (SMEA) - Narrative
 SMEA and is established and - Picture
M&E Working regularly - Liquidation
Committee conducted - Evaluation
2015-2016  1st Quarter SMEA  MOA/MOU duly
 SMEA and Report signed by
M&E Working  2nd Quarter SMEA stakeholders 2
Committee Report  Institutionalized
2016-2017  3rd Quarter SMEA Recognition
 SMEA and Report  Awarding
M&E Flow  4th Quarter SMEA Committee
Chart/Work Report  Award System
Flow/Procedu  1st Quarter M&E  Incentive System
re 2015-2016 Report  Programs/memo
 SMEA and  2nd Quarter M&E s on school-
M&E Flow  3rd Quarter M&E based awards
Chart/Work Report giving
Flow/Procedu  4th Quarter M&E  List of awardees
re 2016-2017 Report stakeholders
 SMEA and  Forum/Assembly (internal &
Teachers’ on 1st Quarter external)
M&E SMEA and M&E - Letters
Monitoring Report - Invitation/Invitati
Tool 2015- - Attendance on Program
2016 - Pictures - Certificates
 SMEA and - Adjustment and - Pictures
Teachers’ Implementing Plan
M&E - Activity/Project
Monitoring Proposal
Tool 2016- - Technical
2017 Assistance Plan
 Program/Acti - Result of Focused
vity Group Discussion
Evaluation - Narrative Report
Tool 2015-  Forum/Assembly
2016 on 2nd Quarter
 Program/Acti SMEA and M&E
vity Report
Evaluation - Attendance
Tool 2016- - Pictures
2017 - Adjustment and
 School Implementing Plan
Implementing - Activity/Project
Plan 2015- Proposal
2016 - Technical
 School Assistance Plan
Implementing - Result of Focused
Plan 2016- Group Discussion
2017 - Narrative Report
 Forum/Assembly
on 3rd Quarter
SMEA and M&E
Report
- Attendance
- Pictures
- Adjustment and
Implementing Plan
- Activity/Project
Proposal
- Technical
Assistance Plan
- Result of Focused
Group Discussion
- Narrative Report
 Forum/Assembly
on 4th Quarter
SMEA and M&E
Report
- Attendance
- Pictures
- Adjustment and
Implementing Plan
- Activity/Project
Proposal
- Technical
Assistance Plan
- Result of Focused
Group Discussion
- Narrative Report
 Feedback from
Stakeholders
through
Suggestion box
Feedback from
Stakeholders
through Text
brigade
Feedback from
Stakeholders
through
Program/Activity
Evaluation Tool
OTHER OBSERVATIONS:

3. The accountability system is owned by the community and is continuously enhanced to ensure that management structures and mechanisms are responsive to the emerging learning needs and demands of the community
LEVEL 1 Indicators. The school articulates the accountability assessment LEVEL 2 Indicators. Stakeholders are engaged in the development and LEVEL 3 Indicators. School community stakeholders continuously and
framework with basic components, including operation of an appropriate accountability assessment collaboratively review and enhance accountability
implementation guidelines to the stakeholders. system. systems’ processes, mechanisms and tools.
 Any school’s  ACR/accomplishm  Any report of an
initiated ent Report activity conducted
accountability  Minutes of Meeting for the review and
assessment duly signed by the enhancement of
framework with stakeholders who the school initiated
structure & participated in the assessment
implementing crafting of the system-it’s
guidelines (as part accountability processes,
of the school assessment  TORs of members
handbook) framework. and the tools
 Communication  Any document  Adjusted
letter showing that the assessment
 Pictorials system is system
 Attendance Sheet operational  Resolution for any
 Minutes of adjustments that
meetings will be
containing the collaboratively
suggestions for approved by the
improvement or stakeholders
the like
OTHER OBSERVATIONS:

4. Accountability assessment criteria and tools, feedback mechanisms, and information collection and validation techniques and processes are inclusive and collaboratively developed and agreed upon.
LEVEL 1 Indicators. The school, with the participation of stakeholders, LEVEL 2 Indicators. Stakeholders are engaged in the development and LEVEL 3 Indicators. Stakeholders continuously and collaboratively review and
articulates an accountability assessment framework with operation of an appropriate accountability assessment enhance accountability systems; processes, mechanism
basic components, including implementation guidelines. system. and tools.
 School-Based  School-Based  School-Based
Accountability Accountability Accountability
Assessment Assessment Assessment
Framework Framework Framework
-Structure -Structure -Structure
-Processes -Processes -Processes
-Tools -Tools -Tools
 With the following  With the following  With the following
documents: documents: documents:
 Invitation  Quarterly  Any document
letter to accomplished showing the
stakeholders  Utilized continuous
 Minutes in the accountability and
articulation of assessment collaborative
the tools (SHs, review and
Accountability T’s, Pupils, enhancement
Assessment Parents, of
Framework External accountability
 School-Based Stakeholders) system;
Accountability  Or any processes,
Assessment document mechanism
System proving the and tools
developed engagement
in the
development
and operation
of the
accountability
assessment
system
OTHER OBSERVATIONS:

5. Participatory assessment of performance is done regularly with the community. Assessment results and lessons learned serve a basis for feedback, technical assistance, recognition and plan adjustment.
Level 1 Indicators. The school initiates periodic performance assessment Level 1 Indicators. Collaboratively conduct of performance assessment Level 1 Indicators. School-community-developed performance assessment is
with the participation of stakeholders. informs planning, plan adjustments and requirements for practiced and is the basis for improving monitoring and
technical assistance. evaluation system, providing technical assistance, and
recognizing and refining plans.
 Quarterly Report  Integrated SMEA  SMEA served as
on School results to: basis for:
Monitoring  SIP 1st Quarter  1st Quarter
Evaluation & Accomplishment Adjusted
Adjustment report SIP/AIP
 1st Quarter  1st Quarter  1st Adjusted
SMEA Report Adjustment Plan Monitoring &
 2nd Quarter  1st Quarter Evaluation
SMEA Report Technical System
 3rd Quarter Assistance Plan  1st Quarter
SMEA Report  SIP 2nd Quarter Adjusted
 4th Quarter Accomplishment Technical
SMEA Report report Assistance
 2nd Quarter Plan
Adjustment Plan  2nd Quarter
 2nd Quarter Adjusted
Technical SIP/AIP
Assistance Plan  2nd Adjusted
 SIP 3rd Quarter Monitoring &
Accomplishment Evaluation
report System
 3rd Quarter  2nd Quarter
Adjustment Plan Adjusted
 3rd Quarter Technical
Technical Assistance
Assistance Plan Plan
 SIP 4th Quarter  3rd Quarter
Accomplishment Adjusted
report SIP/AIP
 4th Quarter  3rd Adjusted
Adjustment Plan Monitoring &
 4th Quarter Evaluation
Technical System
Assistance Plan  3rd Quarter
Adjusted
Technical
Assistance
Plan
 4th Quarter
Adjusted
SIP/AIP
 4th Adjusted
Monitoring &
Evaluation
System
 4th Quarter
Adjusted
Technical
Assistance
Plan
OTHER OBSERVATIONS:

5
Best Features:
______________________________________ _______________________________________
PSDS School Head
IV. MANAGEMENT AND RESOURCES

1. Regular resource inventory is collaboratively undertaken by learning managers, learning facilitators, and community stakeholders as basis for resource allocation and mobilization.
LEVEL 1 Indicators. Stakeholders are aware that a regular resource inventory is LEVEL 2 Indicators. Resource Inventory is characterized by LEVEL 3 Indicators. Resource inventories are systematically developed and stakeholders
available and is used as the basis for resource allocation and regularity, increased participation of are engaged in a collaborative process to make decisions on
mobilization. stakeholders, and communicated to the resource allocation and mobilization.
community as the
S.Y. 2016 - S.Y. 2017 - S.Y. 2016 - S.Y. 2017 - S.Y. 2016 - S.Y. 2017 -
S.Y. 2015 - 2016 S.Y. 2015 - 2016 S.Y. 2015 - 2016
2017 2018 2017 2018 2017 2018
 Inventory of Resources  Report on the Inventory of the  Report on the allocation & mobilization of the following:
 School Facilities/Classrooms following:  School Facilities/Classrooms
 School Tables, Chairs & Chalk Board  School  School Tables, Chairs & Chalk Board
 Desks/Arm Chairs Facilities/Classrooms  Desks/Arm Chairs
 School Laboratory Supplies & Apparatus  School Tables, Chairs &  School Laboratory Supplies & Apparatus
 TLE/HE Supplies & Equipments Chalk Board  TLE/HE Supplies & Equipments
 Sports., music, arts & health Supplies &  Desks/Arm Chairs  Sports., music, arts & health Supplies &
Equipments  School Laboratory Equipments
 Library Books, Supplies & Equipments Supplies & Apparatus  Library Books, Supplies & Equipments
 ICT Supplies & Equipoments  TLE/HE Supplies &  ICT Supplies & Equipoments
 Textbooks Equipments  Textbooks
 Sports., music, arts &
 School Finance Committee health Supplies &  No adverse COA findings on liquidation of MOOE
 MOOE – utilization per cash program Equipments  Evidence of pledges of support from external
 Proper liquidation submitted monthly  Library Books, Supplies & stakeholders:
 Minutes of the regular meetings (with Equipments - PTA
attendance sheet) attended by:  ICT Supplies & - LGU
- School board Equipoments - Barangays
- Alumni  Textbooks - Alumni
- PTA - NGO
- NGO  Timely submission of - Foundations
 Proposals for activities and projects prepared, liquidation reports  Accomplishment report for resource generation
submitted, and approved by donors, funding  Memos/minutes of meeting by activities:
agencies for needed/relevant school finance team (school level) - Brigada Eskwela
projects/activities of the following: - School head - Other programs/
 School Governing Council - Treasurer projects/activities
 Barangay Council - Disbursing Officer, etc.  Updated report on disbursement of resources
 Stakeholders  Invitation to (Financial Statement) generated according to
 Alumni trainings/orientation/planning intended purpose (e.g. popularity contests,
 General PTA conference by NGO’s, LGU’s pledges, etc.)
 Homeroom PTA and GA’s  School Governing Council
 SBM Working Committee  Copies of plans and programs  Barangay Council
 SMEA and M&E Committee with DepEd concerns  Stakeholders
 Brigada Eskwela Committee integrated from NGO’s, LGU’s  Alumni
 School Inspectorate Team and GA’s  General PTA
 DRRM Committee  Minutes of the meetings  Homeroom PTA
 Grievance Committee conducted regularly with  SBM Working Committee
 MOOE Technical Working Group stakeholders to generate and  SMEA and M&E Committee
 Faculty Club sustain support for DepEd  Brigada Eskwela Committee
 Solid Waste Management Committee programs, projects, activities  School Inspectorate Team
 Computer  DRRM Committee
 Canteen/Coop  Grievance Committee
 Supreme Student Government  MOOE Technical Working Group
 English Club  Faculty Club
 Filipino Club  Solid Waste Management Committee
 Math Club  Supreme Student Government
 YES-O/Science Club  English Club
 A.P. Club  Filipino Club
 Ø T.L.E./S.T.E.P. Club  Math Club
 MAPEH/Dance/Theater/Music/Arts/Sports  YES-O/Science Club
Club  A.P. Club
 EsP Club  Ø T.L.E./S.T.E.P. Club
 School Paper Organization  MAPEH/Dance/Theater/Music/Arts/Sports
 CAT/BSP/GSP Club
 EsP Club
 School Paper Organization
 CAT/BSP/GSP
 Updated inventory of projects completed
 Completed projects utilized by the school for the
purpose (intended beneficiaries and more)
OTHER OBSERVATIONS:

2. A regular dialogue for planning and resource programming, that is accessible and inclusive, continuously engage stakeholders and support implementation of community education plans.
LEVEL 1 Indicators. Stakeholders are invited to participate in the development LEVEL 2 Indicators. Stakeholders are regularly engaged in the planning and LEVEL 3 Indicators. Stakeholders collaborate to ensure timely and need-based
of an educational plan in resource programming and in the resource programming and in the implementation of the planning and resource programming and support
implementation of the educational plan. educational plan. continuous implementation of the educational plan.
 Timely  Proof of  Rendering of
issuance of support that monthly/bi-
memo and amount has monthly/quar
minutes of been terly/semest
regular generated ral/annual
meetings and deposited consultative
(with in banks conference
attendance  Books of with
sheets) of the accounts and finance/mana
finance team all financial gement team,
(school level) transactions stakeholders,
audited funding
 Timely  Implementati agencies and
issuance of on of donors
memo and procurement
concerned plan  Updated
DepEd status report
personnel and of resources
invitation to generated
external and
stakeholders disbursement
/GA’s for for the
regular intended
conferences purpose
 Regular  Updated
posting of financial
financial statement
statements/fi posted on the
nancial transparency
report board
rendered to
stakeholders  Sustained
during the resource
conference generation to
support the
 Transparency school SIP
Board implementatio
n
OTHER OBSERVATIONS:

3. In place is a community-developed resource management system that drives appropriate behaviors of the stakeholders to ensure judicious, appropriate, and effective use of resources.
LEVEL 1 Indicators. Stakeholders support judicious, appropriate, and effective LEVEL 2 Indicators, Stakeholders are engaged and share expertise in the LEVEL 3 Indicators. Stakeholders sustain the implementation and improvement
use of resources. collaborative development of resource management of a collaboratively developed, periodically adjusted, and
system. constituent-focused resource management system.
 Copy of the  Financial  SRC showing
Barangay disbursement the significant
/Municipal/ s of the fund decrease in
Provincial provided by the number of
Annual the non-
Budget plan barangay/mu serviceable/r
reflecting nicipal/ epairable
allocation for provincial school
the school  Letter of facilities
 Copy of invitation for  Write-up on
resolution for the school school
IRA, Municipal head to community
/Provincial attend developed
SEF budgeting resource
 Copy of the and planning management
disbursement coming from system
voucher of the barangay  Accomplishm
the fund council/muni ent Report on
allocated for cipal Bigada
the school office/provin Eskwela and
with cial other
photocopied office/NGOs activities
cheque  Copy of supported by
minutes from the barangay
the barangay /municipal/
secretary/ provincial/NG
municipal Os etc.
office/provin
cial office
OTHER OBSERVATIONS:

4. Regular monitoring, evaluation, and reporting processes of resource management are collaboratively developed and implemented by the learning managers, facilitators and community stakeholders.
LEVEL 1 Indicators. Stakeholders are invited to participate in the development LEVEL 2 Indicators. Stakeholders collaboratively participate in the development LEVEL 3 Indicators. Stakeholders are engaged, held accountable and implement
and implementation of monitoring, evaluation and reporting and implementation of monitoring, evaluation and reporting a collaboratively developed a system of monitoring,
processes on resource management. resource management. evaluation and reporting resource management.
 Letter of  Accomplishm  School
invitation to ent report on Community
stakeholders the stakeholders
on the development implementatio
development and n report on
and implementatio the M & E and
implementatio n of reporting
n of monitoring, system for
monitoring, evaluation, resource
evaluation, and reporting management
and reporting processes on  Add –on
processes on resource documentatio
resource management ns such as:
management  1st Quarterl 
 With proof of SMEA report Pictures
attendance on 2A, 2B, 2C  Inventor
i.e. certificate & 2d ies
of  2nd Quarterl  Financial
appearance/t SMEA report Statement
ravel order, on 2A, 2B, 2C from
attendance & 2d generated
sheet  3rd Quarterl funds
 SMEA SMEA report according to
structure on 2A, 2B, 2C intended
with terms of & 2d purpose (e.g.
reference  4th Quarterl popularity
SMEA report contests,
on 2A, 2B, 2C pledges, etc.)
& 2d  School
Governi
ng
Council
 Baranga
y
Council
 Stakehol
ders
 Alumni
 General
PTA
 Homero
om PTA
 SBM
Working
Committ
ee
 SMEA
and M&E
Committ
ee
 Brigada
Eskwela
Committ
ee
 School
Inspecto
rate
Team
 DRRM
Committ
ee
 Grievanc
e
Committ
ee
 MOOE
Technica
l
Working
Group
 Faculty
Club
 Solid
Waste
Manage
ment
Committ
ee
 Suprem
e
Student
Govern
ment
 English
Club
 Filipino
Club
 Math
Club
 YES-
O/Scien
ce Club
 A.P.
Club
 Ø
T.L.E./S.
T.E.P.
Club
 MAPEH/
Dance/T
heater/
Music/A
rts/Spo
rts Club
 EsP Club
 School
Paper
Organiza
tion
 CAT/BS
P/GSP
OTHER OBSERVATIONS:

5. There is a system that manages the network and linkages which strengthen and sustain partnerships for improving resource management.
LEVEL 1 Indicators. An engagement procedure to identify and utilize LEVEL 2 Indicators. Stakeholders support a system of partnerships for LEVEL 3 Indicators. An established system of partnership is managed and
partnerships with stakeholders for improving resource improving resource management. sustained by the stakeholders for continuous
management is evident. improvement of resource management.
 Letter of
invitation  MOA/MOU  ACR/ PCR /
 Minutes of  Resolutions based on
meetings with  Deed of existing MOA
attendance Donation / MOU,
sheet  Pledges Resolution ,
 Organized  Delivery Deed of
Resource Receipts Donations
Generation  Feasibility and Pledges
Committee study /  Status report
with Project  Monthly/
corresponding Proposal quarterly
TORs  Minutes of financial
meetings report of any
conducted by sustained
the Resource resource
Generation generating
Committee activity
 Minutes of
regular
meetings with
attendance
sheet
 Any document
that would
prove the
presence of a
sustained
income
generating
project/
activity lead
by the
stakeholders
OTHER OBSERVATIONS:
5
Best Features:
______________________________________ _______________________________________
PSDS School Head

School Development Plan

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

School Development Plan

Uploaded by

Copyright:

Available Formats

I.

LEADERSHIP AND GOVERNANCE

Validated By: Conformed by:

II. CURRICULUM AND INSTRUCTION

II. CURRICULUM AND INSTRUCTION

 Any document of  Any document of  Any document of

Validated By: Conformed by:

III. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT

III. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT

III. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT

III. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT

III. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT

Validated By: Conformed by:

IV. MANAGEMENT AND RESOURCES

IV. MANAGEMENT AND RESOURCES

IV. MANAGEMENT AND RESOURCES

IV. MANAGEMENT AND RESOURCES

IV. MANAGEMENT AND RESOURCES

Validated By: Conformed by:

You might also like