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Pinamalayan West District
DANTE R. MANAHAN
Principal I
1. Approved Enhanced SIP
2. Approved AIP
3. Approved SLCP
4. Copy Memorandum on the conduct of crafting the SIP/
- Received copy of letter of intent from the stakeholders to enhance the SIP.
5. Documentation/Letter/Minutes of the meetings with photos
and videos showing the community stakeholders taking
the leadership role in enhancing the SIP
while the school providing technical support
1. Memorandum to the School Planning Team to conduct mid -year
and year-end review of ESIP, AIP, and SLCP
2. Summary of findings, recommendations and suggested
SIP, AIP, and SLCP adjustments to improve the plans.
3. Mid-year and year-end project monitoring report
4. Copy of ESIP, AIP, and SLCP reviewed by the SPT with evidence of adjustments
5. Received copy of the letter of intent from the stakeholders
to review the developmental plans.
6. Documentation with pictures and videos showing the stakeholders
as the lead facilitators in reviewing and improving the ESIP, AIP, and LCP
INDICATOR 3.
The school organized by a clear structure and work arrangements
that promote shared leadership and governance
and define the roles and responsibilities of the stakeholders.
1. Approved copy of the school existing organizational structures is present:
- School Governing Council (SGC)
- Parents-Teachers Association (PTA)
- School-Community Planning Team (SPT)
- Project Team
- Child Protection Policy Board/Team
- School COVID Task Force
2. A copy of the different roles and responsibilities of the officers
of the organizations crafted by the community stakeholder
with the support of the school and duly conformed by its officers.
3. Minutes of meetings with pictures and videos showing the community
stakeholders' lead in defining the organization structure and the roles
and responsibilities while the school provides technical and administrative support.
INDICATOR 4.
A leadership network facilitates communication between and among school
and community leaders for informed decision-making
and solving of school-community wired-learning problems.
1. A copy of the Electronic School Report Card for the last three school years
2. Updated Transparency and Accountability Board is displayed in a conspicuous place
3. Copy of reports displayed in Transparency and Accountability Board
is available at the office of the Principal
4. Updated directory of school leaders with contact information
5. Emergency Hotlines is displayed in a conspicuous place
with file copy at the office of the Principal
6. An updated compilation of student and family contact details
7. Received invitation letter, minutes of meetings with photos and videos,
and other related documents of school leaders discussing school problems and solutions.
8. Copy of Memorandum of Agreement / Understanding between and among the school
and community leaders addressing a particular school problem.
INDICATOR 5.
A long-term program is in operation that addresses the training
and development needs of school and community leaders.
1. Training Needs Assessment (TNA) tool is available
2. Training Needs Assessment report is available
3. Approved Staff Professional Development Plan based on the TNA is available
4. Complete Staff Work on the conducted training, capacity building, SLAC, INSET,
and others with participation and involvement of stakeholders./
Approved Stakeholders Development Plan based on the TNA is available.
5. Training completion reports with photos are available.
6. M&E reports on the conducted training, capacity building,SLAC,INSET,and others
Training completion reports with photos and videos showing the school
and stakeholders lead their training and development
INDICATOR 1.
The curriculum provides for the development needs
of all types of learners in the school community.
1. Enrolment data by type of learners
Interventions/Action Plans to address performance discrepancies
- School initiated PAPs
- CSW of PAPs
- M&E report
- Accomplishment report with photos
Result of academic contest outside the school and certificate of recognition received
2. Assessment tools and data-based of the assessment result
- PHIL-IRI - Child-Friendly School Survey (SFSS)
- ECD Checklist - MFAT (SPED)
- School Readiness Year-end Assessment Result (SREYA)
- ELLNA
- A file of Summative Tests with TOS
LAC Session Plan and Report
Report of participation of students and teachers of activities outside the school
B.Curriculum and Instructions (30%)
INDICATOR 1.
The curriculum provides for the development needs
of all types of learners in the school community.
3. Report on the Analysis of the Assessment Result
- PHIL-IRI
- ECD Checklist
- School Readiness Year-end Assessment Result (SREYA)
- MFAT (SPED)
- ELLNA
- NAT (if available)
- Least learned/mastered skills and competencies per grading period,
per learning area, per subject
Report on SIM, Action Research and best Practices
Documentation that the school has been benchmarked on innovations
on schools’ differentiated programs:
- Logbook
- Letter request
- Photos and videos of benchmarking activity
- Certificate of recognition
B.Curriculum and Instructions (30%)
INDICATOR 1.
The curriculum provides for the development needs
of all types of learners in the school community.
4. Availability of CGs, TGs, and LMs, etc. for all types of learners
-Supporting document for School Rewards and Recognition Program
such as Program Invitation, List of Awardees, Sample Certificates, and photos
-Documentation for the conduct of write shops for learning materials development
and training in updating teacher competencies on curriculum and pedagogy
5. Supervisory Plan and report are available
-Contextualized intervention programs
6. Documented teaching and learning activities provided
-Contextualized Modules
7. Class observation report
8. Copy of curriculum guide
B.Curriculum and Instructions (30%)
INDICATOR 2.
The implemented curriculum is localized to make more meaning
to the learners and applicable to life in the community
1.Documentation report in the conduct of workshop to localize the curriculum
-At least one daily lesson log/weekly home learning plan per teacher per quarter,
per subject, per grade/year level integrating the localized curriculum supported
by localized instructional materials and student’s outputs
-Documentation that the school has been benchmarked on their best practices
in localizing the curriculum
- Logbook
- Letter request
- Photos and videos of benchmarking activity
- Certificate of recognition
B.Curriculum and Instructions (30%)
INDICATOR 2.
The implemented curriculum is localized to make more meaning
to the learners and applicable to life in the community
2.Compilation-history of the following:
- Barangay
- Municipality
- Stories of local heroes and leaders
- Successful people in the community
Monitoring report of the implementation of the localized curriculum
Proof that locally developed LRs is published in the LR portal, printed
or widely circulated in the Division level
3. Inventory of localized curriculum
Inventory of quality-assured locally developed LRs utilized up to the District level
Best practices on the development and implementation of innovative-based learning
materials
B.Curriculum and Instructions (30%)
INDICATOR 2.
The implemented curriculum is localized to make more meaning
to the learners and applicable to life in the community
4. Inventory of localized and indigenized teaching and learning materials
-Compilation of localized curriculum
-Parental involvement in the production of innovative-based learning
materials
5. Organized school level learning resource evaluators
-Records of utilization available learning resources
-Action research conducted focused on pedagogy and content
6. Evaluation tool for localized learning resources
-Project proposal on the intervention of the used learning materials
7. Least learned/mastered skills and competencies per grading period,
per subject, per grade level
B.Curriculum and Instructions (30%)
INDICATOR 3.
A representative group of school and community stakeholders
develop the methods and materials for developing creative thinking
and problem-solving.
1. Composition of School Project Team (PT)with TOR
-Copy of developed learning resources intended for the least mastered
competencies
-Inventory of developed/enhanced learning resources
2. Assessment tools for assessing the content and methods used in teaching
creative, critical thinking, and problem-solving
-Evaluation and validation results of the developed learning resources
-Inventory of innovations in the teaching and learning process
3. Copy of professional development plan
-Reports on remedial/ enhancement/ reinforcement initiatives/catch-up mechanism
with photos
-Certification that the developed/enhanced learning resources and innovations in
the teaching and learning process were adopted/utilized in school, family, and
community
B.Curriculum and Instructions (30%)
INDICATOR 3.
A representative group of school and community stakeholders
develop the methods and materials for developing creative thinking
and problem-solving.
4. Copy of PPAs on curriculum
-Copy of monitoring tools in the conduct of assessment on
interventions implemented
-Monitoring results showing the attainment of expected outputs
5. List of interventions and implemented program to address the learners
need
-Developmental needs plan for the diverse learners
- Documentation Report of the interventions and innovations
conducted
6. Copy of report on child mapping conducted
-Report on the classroom teaching and learning evaluation
-LAC sessions focused on the diversity of learners
B.Curriculum and Instructions (30%)
INDICATOR 3.
A representative group of school and community stakeholders
develop the methods and materials for developing creative thinking
and problem-solving.
7. Copy of report on SPED or ALS Program, if applicable
-LAC session plans and reports focused on the teaching and learning
process
-Copy of mentoring and coaching program/activities
8. Copy of performance profile of the learners
-Copy of action plan per learning/ subject area
-Action research on the impact of interventions programs
B.Curriculum and Instructions (30%)

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MALIANGCOG ES SBM.pptx

  • 1. Pinamalayan West District DANTE R. MANAHAN Principal I
  • 2.
  • 3. 1. Approved Enhanced SIP 2. Approved AIP 3. Approved SLCP 4. Copy Memorandum on the conduct of crafting the SIP/ - Received copy of letter of intent from the stakeholders to enhance the SIP. 5. Documentation/Letter/Minutes of the meetings with photos and videos showing the community stakeholders taking the leadership role in enhancing the SIP while the school providing technical support
  • 4. 1. Memorandum to the School Planning Team to conduct mid -year and year-end review of ESIP, AIP, and SLCP 2. Summary of findings, recommendations and suggested SIP, AIP, and SLCP adjustments to improve the plans. 3. Mid-year and year-end project monitoring report 4. Copy of ESIP, AIP, and SLCP reviewed by the SPT with evidence of adjustments 5. Received copy of the letter of intent from the stakeholders to review the developmental plans. 6. Documentation with pictures and videos showing the stakeholders as the lead facilitators in reviewing and improving the ESIP, AIP, and LCP
  • 5. INDICATOR 3. The school organized by a clear structure and work arrangements that promote shared leadership and governance and define the roles and responsibilities of the stakeholders. 1. Approved copy of the school existing organizational structures is present: - School Governing Council (SGC) - Parents-Teachers Association (PTA) - School-Community Planning Team (SPT) - Project Team - Child Protection Policy Board/Team - School COVID Task Force 2. A copy of the different roles and responsibilities of the officers of the organizations crafted by the community stakeholder with the support of the school and duly conformed by its officers. 3. Minutes of meetings with pictures and videos showing the community stakeholders' lead in defining the organization structure and the roles and responsibilities while the school provides technical and administrative support.
  • 6. INDICATOR 4. A leadership network facilitates communication between and among school and community leaders for informed decision-making and solving of school-community wired-learning problems. 1. A copy of the Electronic School Report Card for the last three school years 2. Updated Transparency and Accountability Board is displayed in a conspicuous place 3. Copy of reports displayed in Transparency and Accountability Board is available at the office of the Principal 4. Updated directory of school leaders with contact information 5. Emergency Hotlines is displayed in a conspicuous place with file copy at the office of the Principal 6. An updated compilation of student and family contact details 7. Received invitation letter, minutes of meetings with photos and videos, and other related documents of school leaders discussing school problems and solutions. 8. Copy of Memorandum of Agreement / Understanding between and among the school and community leaders addressing a particular school problem.
  • 7. INDICATOR 5. A long-term program is in operation that addresses the training and development needs of school and community leaders. 1. Training Needs Assessment (TNA) tool is available 2. Training Needs Assessment report is available 3. Approved Staff Professional Development Plan based on the TNA is available 4. Complete Staff Work on the conducted training, capacity building, SLAC, INSET, and others with participation and involvement of stakeholders./ Approved Stakeholders Development Plan based on the TNA is available. 5. Training completion reports with photos are available. 6. M&E reports on the conducted training, capacity building,SLAC,INSET,and others Training completion reports with photos and videos showing the school and stakeholders lead their training and development
  • 8.
  • 9. INDICATOR 1. The curriculum provides for the development needs of all types of learners in the school community. 1. Enrolment data by type of learners Interventions/Action Plans to address performance discrepancies - School initiated PAPs - CSW of PAPs - M&E report - Accomplishment report with photos Result of academic contest outside the school and certificate of recognition received 2. Assessment tools and data-based of the assessment result - PHIL-IRI - Child-Friendly School Survey (SFSS) - ECD Checklist - MFAT (SPED) - School Readiness Year-end Assessment Result (SREYA) - ELLNA - A file of Summative Tests with TOS LAC Session Plan and Report Report of participation of students and teachers of activities outside the school B.Curriculum and Instructions (30%)
  • 10. INDICATOR 1. The curriculum provides for the development needs of all types of learners in the school community. 3. Report on the Analysis of the Assessment Result - PHIL-IRI - ECD Checklist - School Readiness Year-end Assessment Result (SREYA) - MFAT (SPED) - ELLNA - NAT (if available) - Least learned/mastered skills and competencies per grading period, per learning area, per subject Report on SIM, Action Research and best Practices Documentation that the school has been benchmarked on innovations on schools’ differentiated programs: - Logbook - Letter request - Photos and videos of benchmarking activity - Certificate of recognition B.Curriculum and Instructions (30%)
  • 11. INDICATOR 1. The curriculum provides for the development needs of all types of learners in the school community. 4. Availability of CGs, TGs, and LMs, etc. for all types of learners -Supporting document for School Rewards and Recognition Program such as Program Invitation, List of Awardees, Sample Certificates, and photos -Documentation for the conduct of write shops for learning materials development and training in updating teacher competencies on curriculum and pedagogy 5. Supervisory Plan and report are available -Contextualized intervention programs 6. Documented teaching and learning activities provided -Contextualized Modules 7. Class observation report 8. Copy of curriculum guide B.Curriculum and Instructions (30%)
  • 12. INDICATOR 2. The implemented curriculum is localized to make more meaning to the learners and applicable to life in the community 1.Documentation report in the conduct of workshop to localize the curriculum -At least one daily lesson log/weekly home learning plan per teacher per quarter, per subject, per grade/year level integrating the localized curriculum supported by localized instructional materials and student’s outputs -Documentation that the school has been benchmarked on their best practices in localizing the curriculum - Logbook - Letter request - Photos and videos of benchmarking activity - Certificate of recognition B.Curriculum and Instructions (30%)
  • 13. INDICATOR 2. The implemented curriculum is localized to make more meaning to the learners and applicable to life in the community 2.Compilation-history of the following: - Barangay - Municipality - Stories of local heroes and leaders - Successful people in the community Monitoring report of the implementation of the localized curriculum Proof that locally developed LRs is published in the LR portal, printed or widely circulated in the Division level 3. Inventory of localized curriculum Inventory of quality-assured locally developed LRs utilized up to the District level Best practices on the development and implementation of innovative-based learning materials B.Curriculum and Instructions (30%)
  • 14. INDICATOR 2. The implemented curriculum is localized to make more meaning to the learners and applicable to life in the community 4. Inventory of localized and indigenized teaching and learning materials -Compilation of localized curriculum -Parental involvement in the production of innovative-based learning materials 5. Organized school level learning resource evaluators -Records of utilization available learning resources -Action research conducted focused on pedagogy and content 6. Evaluation tool for localized learning resources -Project proposal on the intervention of the used learning materials 7. Least learned/mastered skills and competencies per grading period, per subject, per grade level B.Curriculum and Instructions (30%)
  • 15. INDICATOR 3. A representative group of school and community stakeholders develop the methods and materials for developing creative thinking and problem-solving. 1. Composition of School Project Team (PT)with TOR -Copy of developed learning resources intended for the least mastered competencies -Inventory of developed/enhanced learning resources 2. Assessment tools for assessing the content and methods used in teaching creative, critical thinking, and problem-solving -Evaluation and validation results of the developed learning resources -Inventory of innovations in the teaching and learning process 3. Copy of professional development plan -Reports on remedial/ enhancement/ reinforcement initiatives/catch-up mechanism with photos -Certification that the developed/enhanced learning resources and innovations in the teaching and learning process were adopted/utilized in school, family, and community B.Curriculum and Instructions (30%)
  • 16. INDICATOR 3. A representative group of school and community stakeholders develop the methods and materials for developing creative thinking and problem-solving. 4. Copy of PPAs on curriculum -Copy of monitoring tools in the conduct of assessment on interventions implemented -Monitoring results showing the attainment of expected outputs 5. List of interventions and implemented program to address the learners need -Developmental needs plan for the diverse learners - Documentation Report of the interventions and innovations conducted 6. Copy of report on child mapping conducted -Report on the classroom teaching and learning evaluation -LAC sessions focused on the diversity of learners B.Curriculum and Instructions (30%)
  • 17. INDICATOR 3. A representative group of school and community stakeholders develop the methods and materials for developing creative thinking and problem-solving. 7. Copy of report on SPED or ALS Program, if applicable -LAC session plans and reports focused on the teaching and learning process -Copy of mentoring and coaching program/activities 8. Copy of performance profile of the learners -Copy of action plan per learning/ subject area -Action research on the impact of interventions programs B.Curriculum and Instructions (30%)