SBM Table of Contents

PRINCIPLE I
LEADERSHIP AND GOVERNANCE

TABLE OF CONTENTS
Indicator 1
1a ………………………………… Original Enhanced School Improvement Plan (ESIP) guided by
D.O. 36 s.2013
1b ………………………………… Organizational chart of School Planning Team (SPT) with and
School Governing Council (SGC) with roles/functions.
1c ………………………………… Annual Implementation Plan (AIP)
1d ……………………………….. School Operational Budget (SOB)
1e ……………………………….. Minutes of the meeting and photos showing the involvement
of stakeholders in the Annual Implementation Plan (AIP)
Indicator 2
2a ……………………………….. Memorandum/Minutes of meetings on the review and
enhancement of School Improvement Plan (SIP)
2b ……………………………….. Letter of invitation and confirmation
2c ……………………………….. Memorandum/ Minutes of meetings on the regular review of
SIP headed by the School Planning Team (SPT)
Indicator 3
3a ………………………………. School Planning Team (SPT) and School Governing Council (SGC)
properly conformed.
3b ……………………………… List of General Parent-Teacher Association (GPTA) with Terms
of Reference (TOR)
3c ……………………………... Sample Minutes of meetings of SPT or GPTA with attendance
3d ……………………………… Resolutions/ Memorandum on the agreed organizational
structure of the roles and responsibilities of the collaboration
between the school and community
Indicator 4
4a ……………………………… Evidence showing a confirmation of open communication
between school and community stakeholders (e.g. FB Account,
Group Chat, School Sites)
4b ……………………………… School Report Card (SRC)
4c ……………………………… State of the School Address (SOSA)/ Summit / General Assembly
of Stakeholders (Memorandum, Agenda, Attendance and
Accomplishment Report)
4d ……………………………... Pictures showing that there is an exchange of network
communication regarding decisions and solving learning and
administrative problems
Indicator 5
5a ……………………………… Individual Plan for Professional Development (IPPD)
5b ……………………………… School Head Developmental Plan
5c ……………………………… School Action Plan and Targets
5d …………………………….. School-Based Training Plan for School and community leaders
and Training Design/Matrix of Capacity building of school
leadership and governance
PRINCIPLE II
CURRICULUM AND INSTRUCTION

TABLE OF CONTENTS
Indicator 1
1a ………………………………… Phil-IRI result
1b ………………………………… SF1 generated from Learners Information System (LIS)
1c ………………………………… Nutritional Status/ SF8
1d ……………………………….. List of 4Ps Beneficiaries
1e ……………………………….. Learner’s Anecdotal Records/Guidance Notebook
1f ………………………………… List of School’s Programs, Projects, and Activities (PPAs)
concerning school performance
1g ……………………………….. List of Best Practices concerning curriculum
1h ……………………………….. Accomplishment Report of Schools’ Programs, Projects, and
Activities (PPAs) regarding school performance in different
types of learners
Indicator 2
2a ……………………………….. Enhanced School Improvement Plan (ESIP) Project Matrix Plan
2b ……………………………….. Result of the Monitoring Evaluation on the use of the localized
materials (modules)
2c ……………………………….. Evidences showing the Innovations done by school for a
meaningful learning outcome (e.g. Localized Daily Lesson Log,
Instructional Materials
2d ………………………………. Report on the Orientation on the developed localized
curriculum guidelines agreed by school community and
teachers.
2e ………………………………. Implemented localized curriculum was benchmarked by other
schools evidently shown by the visitors, attendance, certificate
issued by the school to other school and feedback form
Indicator 3
3a ………………………………. Photos showing compilation of Instructional Materials (IMs)
3b ……………………………… Sample of Strategic Intervention Materials (SIM) concerning
least mastered skills
3c ……………………………... Learning Materials (LMs)/ Instructional Materials (IMs) with
identified various approaches addressing deficiencies was
developed and tested by the school community.
3d ……………………………… Accomplishment Report on the Implementation of the
developed Instructional Materials (IMs)
Indicator 4
4a ……………………………… Sample accomplished Class Observation by the School Head
/HT/MT (COT)
4b ……………………………… Sample accomplished Class Observation by the School
Head/HT/MT (COT) with agreement to the teacher observed
4c ……………………………… Feedback from the stakeholders (e.g. learners, parents, other
external stakeholders) on teaching-learning process
Indicator 5
5a ……………………………… Result of Quarter Assessment Mean Percentile Score (MPS) in all
learning areas for the current school year
5b ……………………………… Minutes of the meeting and photos on the conduct of review on
the Quarter Assessment Mean Percentile Score (MPS) by the
School Community and shared to stakeholders through SOSA /
Summit
5c ……………………………… Consultative meeting with the SGC regarding the assessment
tools for teaching and learning (Memorandum, Minutes of the
meeting, Attendance, Accomplishment report)
Indicator 6
6a …………………………….. Documents showing a Child-Friendly School (ESIP Annex 2A & B)
6b ………………………………Signage related to a Child-Friendly school
6c …………………………….. Photos showing posted composition of School Child Protection
Committee (CPC) and SDRRM Committee with Contact numbers
6d …………………………….. Narrative and Pictorial Report on Orientation of various DepEd
Orders and DepEd Memoranda regarding Child Protection Policy
and DRRM
6e ……………………………… Implementation of the Localized Guidelines on Child Protection
and Anti-Bullying noted by the GPTA or SGC
6f …………………………….. Localized Guidelines on Child Protection and Anti-Bullying \
adopted by other school/district
Indicator 7
7a …………………………….. List of intervention programs
7b ……………………………… Sample Learner’s Portfolio
7c …………………………….. Sample Self-Directed Materials (e,g. localized / contextualized
modules)

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PRINCIPLE I

LEADERSHIP AND GOVERNANCE

CURRICULUM AND INSTRUCTION

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