DEPARTMENT OF EDUCATION

DepEd Region X -Northern Mindanao

Division of Bukidnon

School-Based Management (SBM) Validation

School ID.: 203003 ELEMENTARY Direction:
Please fill-in the blank cells (colored
School Name: Binasan Elementary School white) and just leave it blank if there is no
Select the appropriate level.
You may input the name of the available data. Also, do not edit the
Barangay: Rogongon Municipality if it is available. formatting and view to avoid errors po.
SY Validated: 2021 - 2022

Performance Improvement (60%)

Thematic Area Year Performance Indicators Baseline Data Community m
School
Access (45%) Enrolment Community Mapping (School-age is 5 - 11 years for Elementary, 12 - 17 years old for Secondary)
This data will not Community M
adversely
No. affect the
of school-age for Elementa
No. of school-age No. of school-age school'senrolled
performance.
Total no. of
Net Enrolment children in the children in the children in school-age Secondary)
BOSY Enrolment Ratio % Community not in Community enrolled in
your school from
children in the
the Community
school other schools (BOSY) (BOSY) Community

2019 - 2020
2020 - 2021
2021 - 2022
Enrolment Increase
2019 - 2020 MOV: SF4
For SY 2019-2
2020 - 2021 No. of Dropou
2021 - 2022
Efficiency (25%)
NLPA Rate No. of NLPA BOSY Enrolment
2019 - 2020
2020 - 2021
2021 - 2022 MOV: Certification
MOV: SF6 MOV: SF6 from the School
Repetition Rate Repeaters Retained Promoted
2019 - 2020
2020 - 2021
2021 - 2022
Quality (30%) Performance MOV: Certification f
School MPS Equivalent 1- Marginal: Satisfactory (80-84%) NAT MPS the Division Office
2- Average: Very Satisfactory (85-89%)
2019 - 2020 3- High: Outstanding (90-100%)
2020 - 2021 not available
2021 - 2022

Performance Indicators (PI) Definition and Formula Update School Profile OPTION 1: SBM Validation Form
Document Analysis, Observation and Discussion (DOD) OPTION 2: SBM Validation Form

SBM Task Force Name of Validator Signature

Member: Direction:
Please click the OPTIONS
Member: to view and choose the better
Performance Improvement (PI)
Member: Score before proceeding to
Member: DOD.

Information Technology Officer:

Planning Officer: 8/16/2022 2:53
Divisional SBM Coordinator:
CID Chief ES/Co-Chair:
SGOD Chief ES/Chair:
Credits
B9: You may input the name of the Municipality if it is available.

B43: MOV: Certification from the Division Office

E7: Select the appropriate level.
F14: Community means the catchment area of the School
Community Mapping (School-age is 5 - 11 years for Elementary, 12 - 17 years old for Secondary)
F25: MOV: SF4
For SY 2019-2020 use No. of Dropouts

F31: MOV: Certification from the School

F44: Performance
1- Marginal: Satisfactory (80-84%)
2- Average: Very Satisfactory (85-89%) 3- High: Outstanding (90-100%)
G15: This data will not adversely affect the school's performance.
G31: MOV: SF6

H31: MOV: SF6

 DEPARTMENT OF EDUCATION
DepEd Region X -Northern Mindanao
Division of Bukidnon

SBM Validation Form

Tuesday, August 16, 2022
Barangay: Rogongon School Year: 2021 - 2022
School: Binasan Elementary School School ID: 203003

Step 1: Determine Performance Improvement (60%) Level: Regional Assessment Validation

These are the rating
Computati
Thematic Area to be submitted onli
Performance Indicators Rating & Equivalent Points Score on Results
Access (45%) NET Participation Net Enrolment Ratio A. Enrolment Rate based on
Community Mapping
OPTION 1 2019 - 2020 0.00 1- Marginal: At least 85%
2- Average: At least 90%
3- High: At least 95% 0 0.45 0.00
2020 - 2021 0.00
2021 - 2022 0.00
AverageNo Longer
Learners 0.00
Efficiency Participating
% of in
(25%) NLPA Rate B. NLPA Average
Learning
decrease Activities
NLPA % 1- Marginal: At least 3%
2- Average: At least 1% to
2019 - 2020 0.00 less than 3% 0 0.125
2020 - 2021 0.00 0.00
3- High: Has 0 to less than
2021 - 2022 0.00 0.00 1%
Average 0.00 0.00
0.00
Repetition Rate % of C. Repetition % Average
decrease Repetition % 1- Marginal: At least 3%
2019 - 2020 0.00 2- Average: At least 1% to
less than 3% 0 0.125
2020 - 2021 0.00 0.00
3- High: Has 0 to less than
2021 - 2022 0.00 0.00 1%
Average 0.00 0.00
Quality (30%) School MPS Equivalent Rating D. Performance
1- Marginal: Satisfactory
2019 - 2020 0 0.00 (80-84%)
2- Average: Very Satisfactory (85- 0 0.3 0.00
2020 - 2021 0 0.00 89%)
2021 - 2022 0 0.00 3- High: Outstanding (90-100%)

Average 0.00
Sub-Total 0.00
Note: Only Schools having a Performance Improvement of at least Interpretation:
"Better" or "1.5" can apply to the Division for SBM Validation.

Step 2: Compute for validated SBM Assessment Scores (40%)

Cummulative Scores of Validators These are the rating
SBM Principles Weight Results submitted online.
per Principle
Leadership and Governance 30% 0.00 0.00
Curriculum & Learning 30% 0.00 0.00
Accountability & Continuous Improvement 25% 0.00 0.00
Management of Resources 15% 0.00 0.00
Sub-total Validated ratings by
0.00
Task Force could be
Interpretation: online whenever pos

Legend:
Numerical Rating Scale Description
0.50-1.49 Good
1.50-2.49 Better
2.50-3.00 Best
Step 3: Compute for Final Rating

Areas Weight Computation Results

A. Performance Improvement 60% 0.00 0.00

B. SBM Assessment Score (DOD) 40% 0.00 0.00
Total SBM Validation Rating 0.00

Description of SBM Level of Practice:

Numerical Rating Scale Description Interpretation
0.50-1.49 Developing Level I
1.50-2.49 Maturing Level II
2.50-3.00 Advanced Level III

SBM Validation Rating

3.00
2.50
2.00
1.50
1.00
0.50
0.00 0.00 0.00 0.00
A. Performance Improvement B. SBM Assessment Score (DOD) Total SBM Validation Rating

Results: Developing (Level I)- Structures and mechanisms with acceptable level and extent of community
participation and impact on learning outcomes.

Remarks:

Name and signature Validators (SBM Task Force):

0 0
Member Member

0 0
Member Member

0 0
Information Technology Officer Planning Officer

0 0
Divisional SBM Coordinator Co-Chair

0
Chair
 DEPARTMENT OF EDUCATION
DepEd Region X -Northern Mindanao
Division of Bukidnon

SBM Validation Form

Tuesday, August 16, 2022
Barangay: Rogongon School Year: 2021 - 2022
School: Binasan Elementary School School ID: 203003

Step 1: Determine Performance Improvement (60%) Level: Regional Assessment Validation

These ar
Computati
Thematic Area to be sub
Performance Indicators Rating & Equivalent Points Score on Results
% of
OPTION 2 Net Enrolment Increase Enrolment A. Enrolment Increase
0- No Improvement
2019 - 2020 0 1- Marginal: At least 1-3%

2020 - 2021 0.00 0 2-Average: At least 4-7%

0 0.45 0.00

2021 - 2022 0.00 0 3-High: At least 8%

Average 0.00 0
Efficiency % of
(25%) NLPA Rate B. NLPA Average
decrease NLPA % 1- Marginal: At least 3%
2019 - 2020 0.00 2- Average: At least 1% to
less than 3% 0 0.125
2020 - 2021 0.00 0.00
3- High: Has 0 to less than
2021 - 2022 0.00 0.00 1%
Average 0.00 0.00
0.00
Learners
% of No Longer
Repetition Rate Participating in C. Repetition % Average
decrease Repetition % 1- Marginal: At least 3%
Learning Activities
2019 - 2020 0.00 2- Average: At least 1% to
less than 3% 0 0.125
2020 - 2021 0.00 0.00
2021 - 2022 0.00 0.00 3- High: Has 0 to less than
1%
Average 0.00 0.00
Quality (30%) School MPS Equivalent Rating D. Performance
1- Marginal: Satisfactory
0 (80-84%)
2- Average: Very Satisfactory (85- 0 0.3 0.00
2020 - 2021 0 0.00 89%)
2021 - 2022 0 0.00 3- High: Outstanding (90-100%)

Average 0.00
Sub-Total 0.00
Note: Only Schools having a Performance Improvement of at least Interpretation:
"Better" or "1.5" can apply to the Division for SBM Validation.

Step 2: Compute for validated SBM Assessment Scores (40%)

Cummulative Scores of Validators These a
SBM Principles Weight Results results t
per Principle
online.
Leadership and Governance 30% 0.00 0.00
Curriculum & Learning 30% 0.00 0.00
Accountability & Continuous Improvement 25% 0.00 0.00
Resource Management 15% 0.00 0.00
Sub-total 0.00
Interpretation:

Legend:
Numerical Rating Scale Description
0.50-1.49 Good
1.50-2.49 Better
2.50-3.00 Best
Step 3: Compute for Final Rating

Areas Weight Computation Results

A. Performance Improvement 60% 0.00 0.00

B. SBM Assessment Score (DOD) 40% 0.00 0.00
Total SBM Validation Rating Validated
0.00
Task For
online w
Description of SBM Level of Practice:
Numerical Rating Scale Description Interpretation
0.50-1.49 Developing Level I
1.50-2.49 Maturing Level II
2.50-3.00 Advanced Level III

SBM Validation Rating

3.00
2.50

2.00
1.50
1.00
0.50

0.00 0.00 0.00 0.00

A. Performance Improvement B. SBM Assessment Score (DOD) Total SBM Validation Rating

Results: Developing level- Structures and mechanisms with acceptable level and extent of community
participation and impact on learning outcomes.

Remarks:

Validators (SBM Task Force):

0 0
Member Member

0 0
Member Member

0 0
Information Technology Officer Planning Officer

0 0
Divisional SBM Coordinator Co-Chair

0
Chair
 SBM Validation (Document Analysis, Observation, and Discussion)
School ID: 203003
School Name: Binasan Elementary School School Year: 2021 - 2022
Level I of Practice (Evidence indicate early or preliminary Level II of Practice (Evidence indicate planned practices Level III of Practice (Evidence indicate practices and
A. Indicators
stage) and procedures are fully implemented) procedures satisfy quality standards)

I. Leadership and Governance

A network of leadership and governance guides the education system to achieve its shared vision, mission and goals making them responsive and relevant to the context of diverse environments.
1. In place is a Development Plan (e.g. SIP) The development plan guided by the school’s vision, mission and goal The development plan is evolved through the shared leadership of The development plan is enhanced with the community performing
developed collaboratively by the (VMG) is developed through the leadership of the school and the the school and the community stakeholders. the leadership roles, and the school providing technical support.
stakeholders of the school and community. participation of some invited community stakeholders. •Guidelines on the Enhanced/Reviewed SIP/AIP Process with • Enhanced SIP 2022 Cycle with Draft SIP for year 2023-2025,
•Orientation of the School Planning Team for the enhancement of stakeholders’ participation emphasizing areas of improvement
SIP/AIP (2022) with SPT and invited stakeholders •Updated School Report Card •Updated AIP
•Approved Basic Education Learning Continuity Plan (BE LCP) (SRC)DepEd Order 44, s. 2015 (Note: after passing through the prescribed process)
• Orientation/Meeting Docs •Accomplishment Report on the •SIP-AIP (Extent of stakeholders’ participation)
•Minutes of the Orientation/Meeting, attendance, photos) 󠇯 Implementation of BE LCP •Initiated innovation to adjust Enhanced SIP led by community
stakeholders and the school provides technical support
•Updated Satisfaction Survey Report on the implementation of BE
LCP by the stakeholders

2. The development plan (e.g. SIP) is The school leads the regular review and improvement of the The school and community stakeholders working as full partners The community stakeholders lead the regular review and
regularly reviewed by the school development plan. lead the continual review and improvement of the development improvement process; the school stakeholders facilitate the
community to keep it responsive and • Minutes of the Meeting of the reviewed SIP ✘plan. process.
relevant to emerging needs, challenges and • Attendance during SIP Review •Accomplishment of SIP; •Improved process of Enhanced /Reviewed SIP led by community
opportunities. • Minutes of the Meeting of SMEA •Identified issues and concerns gathered from the stakeholders stakeholders while the school stakeholders facilitate the process
• Attendance of SMEA and pictures during the Consultative review of SIP/SMEA •Solutions of Issues and Concerns during the SIP review
•Evaluation Study (Quantitative & Qualitative Analysis linked to
SMEA) with stakeholders

3. The school is organized by a clear The school defines the organizational structure, and the roles and The school and community collaboratively define the structure Guided by an agreed organizational structure, the community
structure and work arrangements that responsibilities of stakeholders. and the roles and responsibilities of stakeholders stakeholders lead in defining the organizational structure and the
promote shared leadership and governance •Updated composition of AWA task force; BE LCP task force; School •Citizen Charter roles and responsibilities; school provides technical and
and define the roles and responsibilities of Governing Council; PTA; Teachers’ Club Organization; and SPG; with •Feedback of Alternative Work Arrangement administrative support.
the stakeholders. roles and functions/responsibilities •Updated implementation report of BE LCP communicated to the •Citizen Charter
•Updated inventory of teachers and learners who will report stakeholders/SGC/PTA /others •Satisfaction Survey Report of the teacher, learners and parents
physically in school •Issues and Concerns of stakeholders regarding AWA
•Minutes of the Meeting (Virtual) Re-orientation to teaching and •Monitored submission of Individual Accomplishment Report on •Recommendations for further improvement of AWA
non-teaching personnel for the AWA; WFH by teaching and nonteaching personnel •Modified BE LCP as a result of consultations
•Approved Face to Face Resolution (F2F) letter of support from the •Updated LAC Mentoring and Coaching Evaluation (external/internal stakeholders)
LGUs /School Safety Seal •Updated Minutes of the LAC Meeting per session •Consultation Report on Distance Learning Modalities facilitated by
(Barangay, City, Province, Municipality) compiled written consent of the school
the limited F2F •Updated Technical Assistance to teachers
• Approved organized LAC Committee

4. A leadership network facilities A network has been collaboratively established and is continuously The network actively provides stakeholders information for The network allows easy exchange and access beyond the school
communication between and among school improved by the school community. making decisions and solving learning and administrative community.
and community leaders for informed •School used Flat forms/or system of communication problems. •Stakeholders Communication Mechanism that connects
decision-making and solving of school- •School Protective/ Safety Measures is established •Consolidated issues and concerns raised by the parents, learners /coordinates to the school, teachers, learners, parents, hospitals,
community wide-learning problems. •Minutes of the School Orientation Session on the implementation of and stakeholders using the system and barangay
Distance Learning Modalities / FtoF with the participation of the •Technical Assistance to the parents/learners/teachers by the •Stakeholders initiatives for the sustainability procedures of the
following: teachers, learners, parents, DRRM members, persons in School COVID- 19 team school COVID safety protocol
charge of protocols, mechanism and procedures •Consolidated Technical Assistance Report by the School •Impact of Contract tracing procedures for school
•Approved Contingency Plan/ Decision Model in reclosing and Governing Council goers/teachers/parents
reopening the school in case of COVID -19 resurgence in the •Feedback during consultations on the following: DRRM–for
community school Safety; Distance Learning Modalities
•Linkage with Barangay/LGU and others with regards to the •Assessment /Evaluation of Local Task Force against COVID-19
implementation of Face to Face Classes (LTC)
 Level I of Practice (Evidence indicate early or preliminary Level II of Practice (Evidence indicate planned practices Level III of Practice (Evidence indicate practices and
A. Indicators
stage) and procedures are fully implemented) procedures satisfy quality standards)
5. A long program is in operation that Developing structures are in place and analysis of the competency Leaders undertake training modes that are convenient to them Leaders assume responsibility for their own training and
addresses the training and development and development needs of leaders is conducted; result is used to (on-line, off-line, modular, group, or home-based) and which do development. School community leaders working individually or in
needs of school and community leaders. develop a long term training and Development program. not disrupt their regular functions. Leaders monitor and evaluate groups, coach and mentor one another to achieve their VMG.
•Approved school Individual Professional Development Plan (IPPD) their own learning progress. • Awards/ Recognition received by teachers
and Implementation Plan •Accomplishment Reports of L and D, and GAD implementation • Applied interventions for L and D training in school
•Approved Training Development Program /Approved Learning and Program • Interpretation of school needs based assessment of teachers
Development •List of teachers availing scholarship programs (SEAMEO/post • Impact of the training conducted
•Classified Summary of Annual Teachers’ Performance (IPCRF-Based) graduate) re Improvement of Quality and Learning Environment
•Approved Training Design •List of teachers’ seminars attended, tapped as resource speakers,
demonstration teachers, and research presenters
•Monitoring and Evaluation Report of teachers’ professional
development program implementation

II. Curriculum and Learning

The curriculum learning systems anchored on the community and learners’ context and aspiration are collaboratively developed and continuously improved.
1. The curriculum provides for the All types of learners of the school community are identified, their Programs are fully implemented and closely monitored to address The educational needs of all types of learners are being met as
development needs of all types p learners in learning curves assessed; appropriate programs with its support performance discrepancies, benchmark best practices, and coach shown by continuous improvement on learning outcomes and
the school community. materials for each type of learner is developed. low performers, mentor potential leaders, reward high products of learning. Teacher’s as well as students’ performance is
•Reorientation/advocacy campaign (adopted RM 101, s. 2021 achievements, and maintain environment that makes learning, motivated by intrinsic rather than extrinsic rewards. The Schools’
Implementation of Curriculum Management Support System or CMSS meaningful and enjoyable. differentiated program is frequently benchmarked by other schools.
in light of BE LCP) •Updated Consolidated Pupils Performance based from CMSS per •Improved Learning Performance in all subjects
• Inventory of learners under Learning Delivery Modalities grade level per learning area (school) •Sustainability initiative (High performance)
(RBI/TV/Modular/others) with characterization •Updated Feedback Mechanism utilizing CMSS •Effort Initiative (Low performance)
•Inventory of learners and developed support materials of the •Monitoring and Evaluation of the implemented curriculum •School Accomplishment Report
following special curriculums: • Issues and Concerns in implementing Learning Modalities •Best Practices of Differentiated Program benchmarked by other
Science • Conduct of Quarterly Recognition schools
Sports
Art
Journalism
Foreign Language
TechVoc Educ.
ELLN
Alive
IPED

2. The implemented curriculum is localized Local beliefs, norms, values, traditions, folklores, current events, and The localized curriculum is implemented and monitored closely to Best practices in localizing the curriculum are mainstreamed and
to make it more meaningful to the learners existing technologist are documented are used to developed lasting ensure that it makes learning more meaningful and pleasurable, benchmarked by other schools. There is marked increase in number
and applicable to life in the community. curriculum. Localization guidelines are agreed to by school produces desired learning outcomes, and directly improves of projects that uses the community as learning laboratory, and the
community and teachers are properly oriented community life. Ineffective approaches are replaced and school as an agent of change for improvement of the community.
Orientation of localized Curriculum to teachers and community innovative ones are developed.
stakeholders: •Accomplishment Reports on the localized curriculum •Quality Assurance Report of the localized/ Digital Instructional
•MELCs Guide •Utilization Report of the localized IMs/learning materials Materials
•Localized SLMs adopted /others •Improved Performance
•Big Books • Adopted list of localized learning Materials •Benchmarking Report
•TV-based Episodes • Evaluation Report of localized Materials for improvement
•Radio-based Episodes
•Improvised Instructional Materials
•Big Books
•IPED /ALS/ Others
Documents
•(Minutes of the Meeting; Attendance (virtual/onsite, photo).

3. A representative group of school and A representative team of school and community stakeholders assess Learning materials and approaches to reinforce strengths and Materials and approaches are being used in school, in the
community stakeholders develop the content and methods used in teaching creative, critical thinking and address deficiencies are developed and tested for applicability on family and in community to develop critical, creative thinking and
methods and materials for developing problem solving. Assessment results are used as guide to develop schools, family and community. problem solving community of learners and are producing desired
creative thinking and problem solving. materials. • Issues and Concerns identified by the School Committee in the results.
•School Action Research Committee on effective teaching development of instructional/ learning materials •Findings and recommendations of Research Study that develops
methods/strategies •Accomplishment Reports of the school committee with creative thinking and problem solving
Assessment Results as basis to develop materials: stakeholders’ participation in the development of learning •Feedback of learners and parents in the utilization of instructional
• Phil-Iri materials materials developed
• NAT /DAT/RAT/PISA •Inventory of learning materials/approaches that address •Initiated Intervention by the group of teachers with the
• School Performance Results per subjects deficiencies in the learning performance participation of stakeholders
• Portfolio Assessment (learners) in the development of learning materials
• Technology Assessment
 Level I of Practice (Evidence indicate early or preliminary Level II of Practice (Evidence indicate planned practices Level III of Practice (Evidence indicate practices and
A. Indicators
stage) and procedures are fully implemented) procedures satisfy quality standards)
4. The learning systems are regularly and A school-based monitoring and learning system is The school-based monitoring and learning systems The monitoring system is accepted and regularly used for
collaboratively monitored by the conducted regularly and cooperatively; And feedback is shared with generate. Feedback that is used for making decisions that collective decision making.
community using appropriate tools to stakeholders. enhance the total development of learners
ensure the holistic growth and •Contextualized Reading Monitoring System that is used as basis for •Feedback to improve the Reading Level of learners based from •Satisfaction Survey from parents/guardian/and other stakeholders
development of the learners and the Remedial Programs/Developmental (Project CNR) the Monitoring System in the Reading Program/Project CNR
community. • Minutes of the Meeting during Quarterly SMEA •Accomplishment Report on SMEA (Dashboard) •Improved Reading Monitoring System
•Approved and Functional Learning Recovery Plan •Feedback of the School Report Card Reporting/SMEA •Initiated intervention to sustain the learners’ attendance
• Results Learning Recovery Plan Implementation (Reading & • Impact on the implementation of Learning Recovery Plan
ENSCIMA)

The system uses a tool that monitors the holistic development of A committee takes care of the continuous improvement of The monitoring tool has been improved to provide both
learners. tool. quantitative and qualitative data.
• Updated School Report Card •School Quality Assurance Committee/other • Monitoring Tool
• Minutes of the Meeting during SMEA (Dashboard)

5. Appropriate assessment tools for The assessment tools are reviewed by the school and assessment The assessment tools are reviewed by the school community and School assessment results are used to develop learning programs
teaching and learning are continuously results are shared with school’s stakeholders. results are shared community stakeholders that are suited to community, and customized to each learners’
reviewed and improved, and assessment Minutes of the conduct of by the school and shared to stakeholders. context, result of which are used for collaborative decision-making.
results are contextualized to the learner Test Assessment Tool Review and Analysis shared to stakeholders: • Initiated Initiative for continuous improvement
and local situation and the attainment of • EGRA-ARATA Minutes of the Meeting, Attendance, photos •Utilization Report on the
relevant life skills. • Phil –IRI Division Achievement Test/Phil-Iri / Teachers’ Made Test /others customized tools/ programs develop collaboratively by school and
• Pre –test/Diagnostic Test •List of Technical Assistance provided to teachers in the community
• Summative/Formative (HOTS/LOTS for remediation) development of tools •Satisfaction Survey Report from learners, parents, and other
• RAT/PISA/NAT/others •Accomplishment report on the improved assessment tool stakeholders
• Modified Division Achievement Test •Reviewed and adopted Assessment Tool and shared to •Evaluation Report on assessment for continuous improvement
• Portfolio Assessment Result stakeholders
(Learning Activity Sheets- LAS) • Issues and Concerns
• Attendance and photos

6. Learning mangers and facilitators Stakeholders are aware of child/learner-centered, rights-based, Stakeholders begin to practice child/ learner-centered Learning environments, methods and resources are community
(teacher, administrator and community and inclusive principles of education. principles of education in the design of support to education. driven, inclusive and adherent to child’s right and protection
members) nature values and environment •Minutes of the Meeting on the Orientation of the Child Protection/ •Issues and Concerns of learners on distance learning and requirements.
that are protective of all children and Policy Health Protocol Safety Measure/ Distance Learning with different learning modalities •Intervention initiated by the community with regards to the
demonstrate behaviors consistent to the inclusivity •Technical Assistance given by the stakeholders to the learners distance learning safety measures
organization’s vision, mission and goals. •List of co-curricular Activities of learners applicable to the new •Feedback of learners on their learning methods/resources
learning landscape
•Minutes of Meeting on the conduct of Learners/Parents
Psychological Orientation
•Health Protocol Task Force to ensure the Safety of learners,
teachers and learning environment

Learning managers and facilitators’ conduct activities aimed to increase stakeholder’s Learning managers and facilitators’ apply the principles in designing learning Learning mangers and facilitators observe learner’s rights from
awareness and commitment to fundamental rights of children and the basic principle materials. designing the curriculum to structuring the whole learning
of educating them. Inventory of learning materials for Different Learning Modalities:
Minutes re Orientation of learners, teachers and parents of the new learning RBI environment.
Delivery TV-based Guidelines during class supervision using video in blended distance
Modular learning

7. Methods and resources are learner and Practices, tools and materials for developing self-directed learners Practices, tools and materials for developing self-directed There is continuous exchange of information sharing of expertise
community-friendly, enjoyable, safe, are highly observable in school, but not only in the home or in the learners are beginning to emerge in the homes and in the and materials among the schools, home and community for the
inclusive, and accessible and aimed at community. community. development of self-directed learners.
developing self directed learners. Learners Accomplished Weekly Home Learning Plan Monitoring and Evaluation of Individual Monitoring Plan •Initiated activity by the school / community to improve teaching
are equipped with essential knowledge, •Approved Class Program (teachers) learning process
skills, and values to assume responsibility •Accomplished Individual Monitoring Plan •List of emerging distance learning practices •Improved School Performance under distance learning modality
and accountability for their own learning. •Consolidated Learners SLMs submission •Issues and Concerns of Distance Learning /blended •TA provided to learners and parents for additional guidance
•Inventory of USB/ radio/ laptops/ distribution •Monitoring and Evaluation on the utilization of DepEd Common,
LRMDS portal and others

Learning programs are designed and developed to produce The program is collaboratively implemented and monitored by The program is mainstreamed continuously improve to make
learners who are responsible and accountable for their learning. teachers and parents to ensure that it produces desired learners. relevant to emergent demands.
Inventory othe following resources/programs: Accomplishment Report of the ff implemented Programs Improved process to make it relevant to the needs:
Distribution of Textbooks implemented: Portfolio Follow up
Compliant in the creation of Home Learning Space Home Learning Space Reading Program
Online library/LRMDS/Deped Common Reading Program Home Visitation in monitoring learners
TV//radio episodes/laptops/usb utilization/others Online Library/LRMDS/DepEd Common Performance Monitoring
Different Learning Delivery Modalities : Quarterly Conduct of Recognition
RBI/TV/Modular/Blended
 Level I of Practice (Evidence indicate early or preliminary Level II of Practice (Evidence indicate planned practices Level III of Practice (Evidence indicate practices and
A. Indicators
stage) and procedures are fully implemented) procedures satisfy quality standards)

III. Accountability and Continuous Improvement

A clear, transparent, inclusive, and responsive accountability system is in place, collaboratively developed by the school community, which monitors performance and acts appropriately on gaps and gains.
1. Roles and responsibility of accountable There is an active party that initiates classification of the roles and The stakeholders are engaged in clarifying and defining their Shared and participatory processes are used in determining roles,
person/s and collective body/ies are clearly responsibilities in education delivery specific roles and responsibilities. responsibilities, and accountabilities of stakeholders in managing
defined and agreed upon by community Well-defined roles and responsibilities: • Citizen Charter and supporting education.
stakeholders. COVID-19 Task Force • Accomplishment Report of School Governing Council • Citizen Charter
SLMs Task Force • Integrated Barangay Development Plan • Support extended from any of the following community
DRRM • Copy of the formulated guidelines of agreement stakeholders:
School Governing Council •• Active Participation of Student Government Council (SGC) in PTA/LGU/barangay/SGC/
PTA various programs that affect their learning and well-being (MOVs Significant impact of the Student Government Council’s (SGC)
Teacher’s Club Officers – minutes, photos, attendance sheets, certificates of active participation in various programs that affect their learning
• • Presence of Student Government Council (SGC) (MOVs – participation) and well-being (MOVs – enhanced students’ academic
Organizational Structure/Set of officers, constitution and by-laws) performance, student awards and recognition, enhanced student
(Attendance, photos in crafting of definitions). facilities, etc.)

2. Achievement of goals is recognized based Performance accountability is practiced at the school level. A community-level accountability system is evolving from school- A community-accepted performance accountability,
on a collaboratively develop performance • Quality Assurance of SLMs and Other Instructional Materials led initiatives. recognition and incentive system is being practiced.
accountability system; gaps are addressed • SMEA Reports • Identified compilation of gap reports shared to stakeholders • Appropriate Actions to identified gaps based on:
through appropriate action. • Assessment Results (barangay/PTA/SGC:) SMEA;
• Training Development Program SMEA Report; Quality Assurance of SLMs;
• Enhanced and sustained school-wide practices/initiatives SLMs Quality Assessment Result; and
Assurance; Training Development Program
Training Development; and • Interventions in addressing gaps
Assessment Result • Awards/Incentives system recognized by the community
• Appropriate Actions to address gaps Significant impact brought about by the collaboration between the
• Engagement with the community and various stakeholders school and the community/stakeholders

3. The accountability system is owned by The school articulates the accountabity assessment framework Stakeholders are engaged in the development and operation of an School community stakeholders continuously and
the community and is continuously with basic components, including implementation guidelines to the appropriate accountability assessment system. collaboratively review and enhance accountability systems’
enhanced to ensure that management stakeholders. • Citizen/Client Satisfaction Survey (CCSS processes, mechanisms and tools.
structures and mechanism are responsive • Status of COVID -19 safety protocol practice • Feedback System for continues improvement • Citizen/Client Satisfaction Survey (CCSS
to the emerging learning needs of the • State of School Address • Feedback System for continuous improvement • Intervention strategies to sustain Contract Tracing (COVID)
community. • SOSA docs(Attendance, photos, ,Minutes of the Meeting • Actual engagements and participation of the stakeholders in • Contract Tracing (COVID)
• Requirements of Face to Face Implementation the development and operation of the accountability assessment Parents Attendance in an online seminar
• Distance Learning system • Intervention Strategies to sustain the School Safety Seal
• Presence - Soft and hard copies of the these implementation approval
guidelines • Benchmarking Report
Actual engagements and participation of the stakeholders in the
review and enhancement of the accountability assessment system

4. Accountability assessment criteria and The school, with the participation of stakeholders, articulates an Stakeholders are engaged in the development and operation Schools community stakeholders continuously and
tools, feedback mechanism, and accountability assessment framework with basic components, of an appropriate accountability assessment system. collaboratively review and enhance accountability system’
information collection and validation including implementation guidelines • Citizen/Client Satisfaction Survey (CCSS) processes, mechanisms and tools.
techniques and processes are inclusive and Attendance to the following activities: •Feedback System for in the implementation of Distance Learning • Citizen/Client Satisfaction Survey (CCSS)
collaboratively develop and agreed upon. • Distance Learning Orientation • Feedback of the implementation of the different Learning • Intervention strategies to sustain Distance Learning
• COVID Contract Tracing System modalities : RBI-based, TV-based, modular, and others • Intervention to sustain RBI/TV-based /Modular
• Home Room Meeting and General Assembly (online/remote) • Model Practices in the implementation of Distance learning
• Psychological Seminar for parents and learners
• Orientation
• Attendance, Photos, Minutes of the Meeting

5. Participatory assessment of performance School initiates periodic performance assessment with the Collaborative conduct of performance assessment informs School-community- developed performance assessment is practiced
is done regularly with the community. participation of stakeholders. planning, plan adjustments and requirements for technical and is the basis for improving monitoring and evaluation systems,
Assessment results and lessons learned •School Memorandum on the Conduct of School Performance assistance. providing technical assistance, and recognizing and refining plans.
serve as basis for feedback, technical Assessment Review • Adjusted BE-LCP Continuity Plan • Feedback of Monitoring and Evaluation System
assistance, and recognition and plan • Attendance on the Conduct of BE- LCP Continuity Evaluation Review • Guidelines of technical assistance • Acted Issues and Concerns of
adjustments. • Guidelines in giving of awards and recognition of learners, BE-LCP Continuity Implementation
teachers and parents •Provided technical assistance
 Level I of Practice (Evidence indicate early or preliminary Level II of Practice (Evidence indicate planned practices Level III of Practice (Evidence indicate practices and
A. Indicators
stage) and procedures are fully implemented) procedures satisfy quality standards)

IV. Management of Resource

Resources are collectively and Judiciously mobilized and managed with transparency, effectiveness, and efficiency.
1. Regular resource inventory is Stakeholders are aware that a regular resource inventory is available Resource inventory is characterized by regularity, increased Resource inventories are systematically developed and
collaboratively undertaken by learning and is used as the basis for resource allocation and mobilization. participation of stakeholders, and communicated to the stakeholders are engaged in a collaboration process to make
managers, learning facilitators, and •Regular Process Inventory of the following: community as the basis for resource allocation and mobilization. decisions on resource allocation and mobilization.
community stakeholders as basis for Human Resources • Regular Process Accomplishment Report • Transparency Board
resource allocation an mobilization. Demographic Profile of Teachers and inventory of positions • Physical/Financial Accomplishment • Stakeholders’ feedbacks for the school learning delivery options
Demographic profile of learners • Regular Property Inventory Reports • Initiated interventions to augment financial/support resources
Learners under learning deliveries • Issues and concerns of MOOE utilization in school to address concerns of technology resources
Financial Resources (PTA, MOOE, Canteen Fund, IGP, Teacher’s Club • School Disbursement Report • Status of Funds Utilization
and other funds) • Certification from SDO and other offices of no pending
Instructional Materials/Tools/Equipment transaction/unliquidated transactions
SLMs • Inspection and Acceptance Report on Procurement
Computers and Technological Resources undertaken
Classrooms with laboratories • School MOOE Liquidation Report
Office Furniture
School Site Titling
•Approved WFP/AIP

2. A regular dialogue for planning and Stakeholders are invited to participate in the development of an Stakeholders are regularly engaged in the planning and resource Stakeholders sustain the implementation and improvement of a
resource programming, that is accessible educational plan in resource programming, and in the educational programming, and in the implementation of the education plan. collaboratively developed, periodically adjusted, and constituent-
and inclusive, continuously engage plan. Issues and Concerns identified by the stakeholders during focused resource management system.
stakeholders and support implementation Conduct of Regular Resource Strategic Planning Process with strategic planning • Initiated Interventions to sustain the stakeholders’ participation
of community education plans. stakeholders’ participation: • Stakeholders’ Technical Assistance to the Resource Planning • Quarterly Report of Monitoring and Evaluation
• Human Resource Development Plan; and Issues and Concerns
• Technology Resource Improvement Plan
• Meeting documentation
(Minutes of the Meeting, attendance with stakeholders and photos)

3. In place is a community-developed Stakeholders support judicious, appropriate, and effective use of Stakeholders are engaged and share expertise in the collaborative Stakeholders sustain the implementation and improvement of
resource management system that drives resources. development of resource management system. a collaboratively developed, periodically adjusted, and constituent-
appropriate behaviors of the stakeholders Mechanisms on Resource Management System: Feedback System of Resource Management focused resource management system.
to ensure judicious, appropriate and Onsite/ Online Accomplishment of Resource Management System on the Adjusted Resource Management System (BE/SBFP)
effective use of resources. • Updated Transparency Board of all Finances (MOOE, PTA, IGP, following: •SBFP Monitoring and Evaluation Report with stakeholders’
Canteen Fund, Donations) • Brigada Eskwela participation
• Inventory of School Feeding beneficiaries • School Based Feeding Program • •Initiated Interventions to sustain the participation of
• Inventory of Brigada Eskwela Stakeholders’ Participation • Transparency Board (all finances) stakeholders
Meeting via onsite/online Meeting • Transparency Board (all finances)
(Minutes of the Meeting of SBFP/Brigada Eskwela implementation • Status of Funds Utilization
with stakeholders’ participation)

4. Regular monitoring, evaluation, and Stakeholders are invited to participate in the development and Stakeholder engaged and share expertise in the collaborative Stakeholders sustain the implementation and improvement of a
reporting processes of resource implementation of monitoring, evaluation, and reporting processes development of resource management system. collaboratively developed, periodically adjusted, and constituent-
management are collaboratively developed on resource management. •Adjusted School Monitoring and Evaluation on School MOOE; focused resource management system.
and implemented by the learning managers, Regular conduct of Monitoring and Evaluation of the following Projects and Program Implementation •Presented monthly, quarterly, and yearly Financial Reports with
facilitators, and community stakeholders. processes: •Monitored cash in/cash out process of donations outputs and participation of stakeholders
• Annual Implementation Plan; (AIP) •Financial Report on Resource generated/expenses/procurement • Awards
• Annual Procurement Plan (APP); of funds duly acknowledged by SDO • Transparency Board
•BE- LCP Continuity Plan; • Status of Funds Utilization
•IGP –Donations (in kind/cash) ; and
SEF
 Level I of Practice (Evidence indicate early or preliminary Level II of Practice (Evidence indicate planned practices Level III of Practice (Evidence indicate practices and
A. Indicators
stage) and procedures are fully implemented) procedures satisfy quality standards)
5. There is a system that manages the An engagement procedure to identify and utilize partnerships with Stakeholders support a system of partnership for improving An established system of partnership is managed and sustained by
network and linkages which strengthen and stakeholders for improving resource management is evident. resource management. the stakeholders for continuous improvement of resource
sustain partnership for improving resource Posted Financial Reports System: • Issues and Concerns of Funds Utilization Report management.
management. • Brigada Eskwela • Compilation of Participation in the Barangay Assembly • Monitoring and Evaluation Financial Feedback to improve the
• School Based Feeding Program Meetings/Sessions (Online/onsite) sustainability of resource management
• Cash Disbursement (MOOE) • Accomplishment of school Brigada Eskwela Activity • Acted concerns
• Transparency Board • Brigada Eskwela/SBFP/MOOE/ Monitoring and Evaluation
Report

Summary :
Validators (SBM Task Force):
Cummulative
SBM Principles Weight Score Results
0 0

Leadership and Governance 30% 0.00 0

0 0
Curriculum & Learning 30% 0.00 0
0 0
Accountability and Continuous
25% 0.00 0
Improvement 0 0
Management of Resources 15% 0.00 0
0
Sub-total 0.00
 Department of Education
Region X - Northern Mindanao
Division of Bukidnon

Profile of School

Brief History of the School

School ID 203003
Name of School Binasan Elementary School
Date Established (Year)
Barangay/Municipality Rogongon
School Address
Contact No. Please enter the
E-mail Address staff per position
leave any items
Website (if any)
applicable, enter
Name of the School Head
Teaching & Non-Teaching Staff Male Female Total
Number of Master Teacher III 3 3 6
Number of Master Teacher II 1 1 2
Number of Master Teacher I 1 1 2
Head Teacher III 1 1 2
Head Teacher II 1 1 2
Head Teacher I 1 1
Teacher III 1 1 2
Teacher II 1 1 2
Teacher I 1 1 2
Others, pls. specify below:
1 1 2
1 1 2
1 1 2
1 1 2
29
Performance Indicators (PI) Definition and Formula