Good pm everyone.

Instructions to all level 3 schools waiting for Regional team visit, please take
note of the following instructions coming from the RFTAD office for your guidance and preparation. -
Mam Jo
Good pm. School Heads of Level 3 schools waiting for regional QAD team visit please read.
TO: SGOD CHIEFS, SBM COORDINATORS, PRINCIPALS AND TEACHERS OF LEVEL 3
SCHOOLS IN THE SBM LEVEL OF PRACTICE
RE: FINAL EVALUATION OF SBM LEVEL 3 SCHOOLS
To ensure that concerned schools would be able to meet the quality standards of the Regional
Validation Teams in the SBM Level of Practice, following information and suggestions have been
shared and posted to help you meet the SBM-PASBE Level 3 standards:
1. Documents to be prepared for Principles and Indicators and to be evaluated are those activities
conducted in SY 2015-2016. For SY 2016-2017 activities, documents should be inserted in the same
folders after the 2015-2016 documents properly labeled as SY 2015-2016 (on top) followed by 2016-
2017.
2. For Performance Indicators, the three school years to be covered are SYs 2013-2014, 2014-2015,
and 2015-2016 enrollment rate, drop-out rate, cohort survival rate, completion rate, and the NAT.
3. Means of Verifications (MOVs) for enrollment and dropout rates are based the on-line data from
the e-BIS, and LIS and based in the beginning and end-of-year enrollments. Hence, schools need to
print hard copies and prepared in advance in case internet connection is not available during the
evaluation. However, it is advised that internet connection should be made available during the
evaluation process for verification purposes.
4. In case of decrease of enrollment due to opening of nearby schools, a Certification from the
Barangay Captain should be secured for specific school year stating the number of school-aged
children in the barangay vis--vis the number of school-aged children in schools based on a certified
community mapping profile. The same requirement is needed if the number of school-aged children
in the barangay is the only number existing in that particular year and all are in schools due to limited
population of school-aged children.
5. For cohort-survival and completion rates, data will be verified thru Forms 137 & 138 for
elementary and high school, respectively as well as the Form 1, Forms 18A and E, etc. based on the
number of grade 1 and grade 6 enrollees in school years five years back for elementary and three
years back for high school, respctively.
6. For the NAT, a print out of individual scores of students or official ranking from the Division by
subject per school year, and other official documents to support the data will be checked.
7. All meetings and conferences should have Minutes of the Meeting with letters of invitations to and
acknowledged by stakeholders, attendance sheets, and pictorials while activities and projects should
have an Activity Completion Report (ACR) and Project Completion Report (PCR), respectively with
the same set of documents intact in the same folders.
8. In-Service Trainings (INSETs) conducted should have approved training proposals, attendance
sheets, program, training matrix, pictorials, and ACR and sample certificates of
participation/appreciation for participants and resource speakers, respectively.
9. All documents and reports for one meeting or activity should be checked for consistency in terms
of dates, activity title, venue, objectives, etc.
10. These documents should be checked/edited by an English Teacher in the school for correct
sentence construction, grammar, mechanics, format, and the like.
11. All teachers should have lesson plans with contextualization of curriculum for each subject
taught based on local literature on any of the ten themes and lesson plans on integration on the
promotion of gender and development (GAD). Teachers should be ready to demonstrate lessons
with contextualization and integration anytime of the day during the final evaluation.
12. Focus group discussions with SSG/SPG officers and PTA, Alumni, Brgy. Officials, and other
stakeholders will be conducted.
13. Students, teachers, parents, and community people will also be randomly interviewed to validate
the activities conducted in the schools based on the documents presented in the SBM Principles.
14. Documents on the conduct of SMEA should be complete per quarter which should compose of
letters of invitation to stakeholders with their signatures, attendance sheets, ACR, pictorials,
sequence or program of events, filled out tools and templates used based on KRAs in the SMEA,
results of the SMEA such as the tables of physical outputs, lessons learned, value-added
contributions, issues and concerns, adjustments, and others.
15. School Handbook should contain information about the following: A. The School (School
description, The Administration, The Facilities, The Curriculum, etc.); B. School Rules and
Regulations like policies on enrolment, students attendance, quarterly assessments, selection of
honor students, expected students behavior, code of ethics for students, extra-curricular activities,
monthly activities and events, child protection and anti-bullying policy, schools best practices; and
C. School Organizations and Terms of Reference, etc. Contents of the handbook stated above are
just suggestions. You may or may not include all or you may add other relevant information but
should be presented in a logical sequence.
16. School organizational structures and TORs (Prin. 1 Ind.1 & Prin. 3 Ind. 1) should include the
PTA, Alumni, Grievance Committee, School Quality Management Team (SQMT), Monitoring &
Evaluation Team, School Clubs and Organizations (Science, Math, English, Filipino, TLE (YES-O,
STEP, MAPEH (Glee Club, Dance Troupe, Sports Club, School Band, Ukelele Club, etc.), and
others.
17. Accountability Assessment Framework and Accountability Assessment Criteria should be
deliberated, developed, and contextualized by the stakeholders with MOVs and Enhancement of the
same should also have MOVs.
18. There should be TOS, Test Questions, and Item Analyses every grading period per subject area
per grade level and signed by the teacher who prepared it, checked and signed by the Master
Teacher or a Subject Dept. Head, or a Teacher III, and approved/signed by the School Head. There
should be one folder for each grading period.
19. The process on monitoring, evaluation, and reporting processes on resource management
should be developed by the internal and external stakeholders and accomplishment reports on its
implementation should be prepared (Prin. 3 Ind. 4).
20. Documents on activities initiated by the external stakeholders who are involved in the school
planning, and facilitated by the school (Prin. 1 Indicators 1-3 for level 3) on the Review of SIP, review
on the progress of programs and projects implementation, project proposals and implementation,
etc. should bear their own letterheads in their letters of invitations, ACRs, attendance sheets, and
other required documents, etc.
21. Individual results in all reading programs and assessments such as PHIs-IRI, ECE, ARATA, and
others will be checked as to authenticity. Therefore, entries in these results should be based on
actual reading assessments for each individual student.
22. The number of Project Teams should be based on the number of projects stated in the Annual
Implementation Plan (Prin. 1 Ind. 3). If there are 10 projects, there should be 10 Project Teams. For
instance, Project AGAS should have Project Team (Project AGAS Project Team). Each Project
Team should have one member coming from the School Planning Team. A Project Team may have
three or more members. For Schools with lesser number of teachers, a teacher could be a member
of two or more Project Teams.
23. The SIP/AIP should follow the new agreed format (table of contents, page nos. etc.).
24. School Report Card should be updated, one for the first semester (June to October, 2016) and
another one for the second semester (Nov. to March, 2017).
25. The implementation of SBM-WinS will not be given points as plus factor. However, compliance of
the same will truly reflect a sound school-based management practices in the school demonstrating
strong leadership of school principal and strong support and collaboration among stakeholders.
26. Some additional documents have been added in the evidences required in some indicators
against the previous SBM Assessment Tool, hence, related documents not mentioned in the
indicators should be included. (Enhanced Assessment Tool will be posted soon).
27. Schools that pass the SBM Level 3 in the Final Evaluation will undergo another evaluation next
school year, hence, it is advised that SBM practices should be continued and documentations of
every activity conducted throughout the school year are prepared.
28. Other schools with Level 1 or Level 2 should also comply to improve their current level to Level
3. These schools will be initially validated and assessed by the Division Validation Team and if they
meet the standards, they will be recommended for Final Evaluation by the Regional Team within
November 2016 to March 2017.
29. Regional Final Evaluation in each school will last for three consecutive days.
30. Should you need more Technical Assistance, you may contact the Field Technical Assistance
Division (FTAD) at Telephone No. (053) 832-5738 or visit the FTAD Office at DepEd Regional Office
No. 8, DepEd RO8 Complex, Government Center, Candahug, Palo, Leyte.