REVISED SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL

Part 1. Introduction

The Revised School-Based Management (SBM) Assessment Tool is guided by the four principles of ACCESs ( A Child-and-Community Centered
Education System). The indicators of SBM practices are contextualized on the ideals of ACCESs school system. The unit of analysis is the school
system which are classified as developing, maturing and advanced (accredited level). The SBM practice is ascertained by the existence of
structured mechanisms, processes and practices in all indicators. A team of practitioners and experts from the district, division, region and
central office validates the self-study/assessment before a level of SBM is established. A school on the advanced level may apply for
accreditation. The highest level, the “advanced” is a candidacy for accreditation.

Part II. Basic School/Learning Centers (LC) Information

Name of School/ Learner Center: ALUPAPAN INTEGRATED SCHOOL
Region/Division: CORDILLERA ADMINISTRATIVE REGION – DIVISION OF IFUGAO
Name of School Head: EDISON C. BALANIAN

Part III. Instruction to the user

Please indicate using a checkmark the extent of SBM practice for each indicator listed below (numbered) based on the validation of the team
consensual agreement after systematic D-O-D (Document Analysis- Observation-Discussion). On the other hand, for indicators without no
evidence just mark it zero.

Part IV. Rating Scale

0 – No evidence
1 - Evidence indicates developing structures and mechanisms are in place to demonstrate ACCESs
2 - Evidence indicates planned practices and procedures implemented and aligned to ACCESs
3 - Evidence indicates practices and procedure satisfy quality standards
 REVISED SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL

I. Leadership and Governance II.

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 contexts of diverse environment

Score
score

score
Indicators Level 1 Level 2 Level 3

1.In place is a Development The development plan guided by the The development plan is evolved The development plan is
Plan (e.g. SIP) developed school’s vision, mission and goal (VMG) through the shared leadership of the enhanced with the community
collaboratively by the is developed through the leadership of school and the community performing the leadership roles, and
stakeholders of the school and the school and participation of some stakeholders the school providing technical
community invited community stakeholders support.

 Vision and mission statement   Documents in Level 1  Documents in Level 1 and 2 

Documents
2.The development plan (e.g.

SIP)is regularly reviewed by the and improvement of the development
school community to keep it plan.
responsive and relevant to
emerging needs, challenges and
opportunities
 School Improvement Plan  Annual Improvement Plan  PTA-Homeroom/Action
(Original SIP) (AIP) Plans
 Enhanced SIP  Revised SIP/AIP  Project initiated and
 Letter of invitation to  Minutes of meetings implemented by
stakeholders  SIP/AIP incorporated in the stakeholders
 Attendance sheet Barangay Development Plan  Technical
 Minutes of meeting/  Roles of Stakeholders are Assistance(Resolutions/proj
Pictorials identified in the ect proposal)
implementation of  Program of
plans/organization work/Acceptance Report
 SIP/Re-entry  Certification from Barangay
Plan/Supplemental Plan Officials/Funding agency/ies
and pictorials
 Constitution and By-Laws
The school leads the regular review The school and community The community stakeholders
stakeholders working as full partners, lead the regular review and
lead the continual review and improvement process; the school
improvement of the development stakeholders facilitate the process.
plan
 Letter of invitation to   Documents in Level 1   Documents of Level 1 & 2 
concerned stakeholders  Notice to the stakeholders  Minutes of the meetings
  Attendance Sheet of  Minutes of the meeting  Notice to stakeholders
Documents participants  Enhanced SIP/AIP  Reports on the school
 M & E Sheet  Enhanced school clubs/ performance by
 Minutes of meeting organizations stakeholders.
 Re-entry plans  Modified SIP/AIP
 Pictorials  Certificates of
Participation/Recognition

3.The school is organized by a The school defines the The school and community Guided by an agreed

clear structure and work organizational structure, and the roles collaboratively define the structure organizational structure, the
arrangements that promote and responsibilities of stakeholders and the roles and responsibilities of community stakeholders lead in
shared leadership and stakeholders defining the organizational structure
governance and define the and the roles and responsibilities;
roles and responsibilities of the school provides technical and
stakeholders administrative support.
 Letters to stakeholders   Documents in Level 1   Documents of Levels 1 and 2 
 Attendance Sheet  Drafts of the Constitution  Final copy of the
Documents  Minutes of the meetings and By-Laws of PTA, SGC, SSG Constitution and By-Laws of
 Organized PTA, SGC, SSG/SPG PTA, SGC, SSG
 Final copy of the Student
Handbook
 Certificates of
Participation/Recognition
 Photos on Technical support
and records of the same
activities
4..A leadership network A network has been collaboratively The network actively provides The network allows easy exchange
facilitates communication established and is continuously stakeholders information for making and access to information sources
between and among school and improved by the school community decisions and solving learning and beyond the school community.
community leaders for administrative problems.
informed decision making and
solving of school community
wide learning problems.

Documents
5. A long term program is in
operation that addresses the
training and development
needs of school and community
leaders.
Documents
SCORE
Final Score for this Principle .3
 Parents Contact numbers
 Hotline Nos. of partners: BLGU,
MLGU, PTA, Police Station, etc.
 Letters
 E-mail address of DepEd, and
organizations
 Citizen’s Charter
Developing structures are in place
and analysis of the competency and
development needs of learners is
conducted; result is used to develop a
long term training and development
program.
 TSNA results of Teachers
 NAT Result
 Quarterly General Average of
students per subject are, per
year level and school
 Other Performance Indicators
5
Ave: 1
  Documents in Level 1
 DepEd Memos
 Action Plans
 Resolutions/Project
Proposals
 Involvement of CPP,
SSG/SPG, PTA, SGC on school
concerns.
 Resolution of the case,
Leaders undertake training modes
that are convenient to them (on line,
off line, modular, grouped of home-
based ) and which do not disrupt
their regular functions.
  Documents in Level 1
 List of teachers enrolled in
post-graduate studies
 List of teachers with post
graduate courses
 List of trainings attended
  Documents in Levels 1 & 2 
 DepEd Forum Website
 Deped Lagawe Website
 Programs, projects,
activities uploaded to DepEd
Forum
 Facebook account
 Compilations of of
communications like
requests, approved
requests/communications
 Performance Indicators are
regularly published.
Leaders assume responsibility
for their own training and
development. School community
leaders working individually or in
groups, coach and mentor one
another to achieve their VMG.
  Documents of Levels 1& 2 
 IPDP
 Compilations of Post-
training reports with
certificates
 Mentoring reports signed by
mentors and mentees and
photos
Total Score/5
Ave x .30
 II. Curriculum and Instruction
The curriculum learning systems anchored on the community and learner’s contexts and aspirations are collaboratively
developed and continuously improved
Indicators Level 1
score
1.The curriculum provides for
the development needs of all All Types of learners of the
types of learners in the school school community are identified,
community their learning curves assessed;
appropriate programs with its
support materials for each type
of learners are developed
 List of Learners at risk.
 List of Slow Learners,
Average & Fast Learners
 List of Learners with
Disability.
Documents  List of interventions &
instructional materials to
address each type of
learners.
2.The implemented curriculum Local beliefs, norms, values,

is localized to make it more traditions, folklores, current
meaningful to the learners and events, and technologies are
applicable to life in the documented to develop a lasting
Level 2 Level 3
score
score
Programs are fully The educational needs of
implemented and closely all types of learners are being
monitored to address met by continuous improvement
performance discrepancies, on learning outcomes and
benchmarks best practices, coach product of learning. Teachers’ as
low performers, mentor potential well as students’ performance is
leaders, reward high achievement, motivated by intrinsic rather than
and maintain environment that extrinsic rewards. The school’s
makes learning meaningful and differentiated programs are
enjoyable benchmarked by other schools.
  Copy of issued certificate of   Comparative Results of 
recognition to achievers MPS per grading, NAT
 Monitoring and evaluation results
report.  Performance indicators
 Narrative report on programs  Certificate of Participation
implemented. to all Academic and non-
academic Contest
 Logbook of visitors from
other schools who visited
the school for
benchmarking purposes.
The localized curriculum is Best practices in localizing the
implemented and monitored curriculum are mainstreamed and
closely to make sure that makes benchmarked by other schools.
learning meaningful and There is marked increase in the
community. curriculum. Localization guidelines pleasurable, produces desirable number of projects that uses the
are agreed by school community outcomes and directly improves community as learning laboratory
and teachers’ are properly community life. Ineffective and the school as an agent of
oriented approaches are replaced and change in improving the
innovative ones are developed. community
 Compiled indigenized   All items in level 1   List of identified best 
Learning materials suited  Class supervision practices
to the learners integrating  Observation Sheets In localizing the curriculum
local beliefs, norms, w/ integration of  Additional Supplementary
values, Traditions, IKPS. Reading Materials in IKSP
folklores worth teaching to  Copy of Lesson in the community Learning
learners validated by the Plans Observed Center:
council of elders.  Project Proposals for  Legends
 Hard copy of localized schools living traditions  Folktales
Documents guidelines on the (SLT)  Myths
curriculum to be  Little Museum in the  Chants
 Songs
implemented as agreed by school
 Ballads
the school- community.
 Dances
 Minutes of meetings on  Poems
teachers ‘orientation  Riddles
relative to the localized  Stories
guidelines on the  practices
curriculum
implementation.
 Pictorials
 Attendance

3. A representative group of A representative team of Learning materials and Materials and approaches are

schools and community school stakeholders and approaches to reinforce strengths being used in school in the family
stakeholders develop the community assessed methods in and address deficiencies are and the community to critical,
methods & materials for teaching critical, creative thinking developed and tested for creative thinking and problem
developing creative thinking & and problem solving. Assessment applicability on school, family and solving community of learners are
problem solving. results are used as guides to community producing desired results
develop materials.

Documents
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.
Documents
 List of representatives
- Council of Elders
- PTA
-Teachers
*minutes of meetings
* attendance
 Action plan.
A school-based learning and

monitoring system Is conducted
regularly and cooperatively and
feedback is shared with
stakeholders
 The system uses a tool that
monitors the holistic development
of learners.
 NAT & RAT Result
 Schedule of NAT Review
 School Reading Action Plan
 General average per subject
area.
 Results of periodical test per
grade level per subject
 Results of the following:
- Phil-IRI, SREA, EGRA-ARATA
 Portfolio of teachers and
pupils
 Classroom observation
 TNA and MPS
  Indigenized Learning
Materials validated by the
council of elders
 Observation sheets
 MPS Result
The school-based monitoring
and learning systems generate
feedback that is used in making
decisions that enhance the total
development of learners
A committee takes care of the
continuous improvement of the
tool.
  Organized M& E
 All items of level 1
 Minutes of the HPTA
meetings conducted
quarterly
 Remedial action plans
 Test Questions with TOS (
include answers)
  List of identified best 
practices in localizing the
curriculum
 Additional Supplementary
Reading Materials in IKSP in
the Community Learning
Center:
 Legends, Folktales
 Myths, Chants
 Songs, Riddles,
Stories
 Ballads, Poems
The monitoring system is
accepted and regularly used for
collective decision making
The monitoring tool has been
improved to provide qualitative
and quantitative data.
  Copy of developed 
monitoring tool.
5. Appropriate assessment  The assessment tools are The assessment tools are School assessment results
tools for teaching and learning reviewed by the school and reviewed by the school community are used to develop learning
are continuously reviewed and assessment results are shared and assessment results are shared programs that are suited to the
improved, and assessment with school’s stakeholders. with community stakeholders. community and customized to
results are contextualized to each learners’ contexts. Results of
the learner and local situation which are used for collaborative
and the attainment of relevant decision-making.
life skills.

  Presentation of   Certification from the 

 Copy of the reviewed assessment tool to School Head, that the
assessment tool community LM is being used in the
Documents  Rubrics, test questions stakeholders school.
with TOS -minutes  MPS Results
-letter of invitation  Result of Action
_attendance Research.

6. Learning Managers and  Stakeholders are aware of
Facilitators (teachers, child/learner rights-based and
administrators and community inclusive principles of education
members) nurture values and
environments that are
protective of all children and
demonstrate behaviors
consistent to the organization’s
vision, mission and goals.
 Learning managers and
facilitators conduct activities
aimed to increase stakeholders
awareness and commitment to
fundamental rights of children and
the basic principle in educating
them
Stakeholders begin to practice
child/learner centered principles of
education in the design of support
to education
Learning managers and
facilitators apply the principles in
designing learning materials
Learning environments,
methods and resources are
community driven, inclusive and
adherent to child’s rights and
protection requirements
Learning managers and
facilitators observe learner’s rights
from designing the curriculum to
structuring the whole learning
environment
 MOV’s   Accomplishment Reports of   BDP 
 CPC Stakeholders.  Barangay/ Municipal
 CPP  LM created( slogans, Posters, Ordinance on child
Documents  Attendance books, modules, visuals aids) Protection Policy
 Activities / activity sheets
 Minutes  Integration of Children’s
 Orientation  Serve as resource speakers/
Right in the curriculum
 Advocacy lecturers  Child friendly
 Certificate of environments
Appreciation/ -presence of learning parks
Recognition _ Visibility of community
stakeholders in the school.
_Zero cases of bullying and
child abuse case

7. Methods and resources are Practices, tools and materials Practices, tools and materials There is a continuous

learner and community- for developing self-directed for developing self-directed exchange of information sharing
friendly, enjoyable, safe, learners are highly observable in learners are beginning to emerge of expertise and materials among
inclusive, accessible and aimed school but not in the home and in the homes and community the schools, home and community
at developing self-directed community. for the development of self-
learners. directed learners.


Learners are equipped Learning programs are The program is collaboratively The program is mainstreamed
with essential knowledge, skills, designed and developed to implemented and monitored by but continuously improved to
and values to assume produce learners who are teachers and parents to ensure make it relevant to emergent
responsibility and responsible and accountable for that it produces desired learners. demands.
accountability for their own their learning.
learning.
  Library   Documented interviews of   Attendance of 
 ICT integration parents by the teachers Stakeholders’ visit to the
 Learning Park….. relative to the application school.
(Science, English, Math…) of knowledge, skills by the  Certificate of home
Documents  Learning Modules of the learners at home. visitation from the parents
different subjects per grade
 Presence of educational with pictorials and gist of
level.
materials in the home. the visit.
 Action Plans of the different
school organizations.  Barangay library or reading
 Narrative report with centers.
pictorials (specially labeled  Internet cafe
with captions)
SCORE 10
Ave:1 Total Score/10
Final Score for this Principle .3 Ave x .30
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.

score

score

score
Indicators Level 1 Level 2 Level 3
1. Roles and responsibilities of There is an active party The stakeholders are Shared and

accountable person/s and collective that initiates clarification of the engaged in clarifying and defining participatory processes
body/ies are clearly defined and roles and responsibilities in their specific roles and are used in determining
agreed upon by community education delivery. responsibilities. roles, responsibilities,
stakeholders and accountabilities of
stakeholders in
managing and
supporting education.

 All items in Level 1  All items in Level 1

List of organized active parties  Defined Roles and functions and 2
a) PTA  Attendance Sheet  Accomplishment
Documents b)SGC  Action Plan reports with
c) CPP  Pictorials pictorials of
d) BAC and Inspectorate Team projects/activities
e) INSET Team done
f. SPT /implemented.
g. DRRM
2. Achievement of goals is recognized Performance A community-level A community-

based on a collaboratively developed accountability is practiced at the accountability system is evolving accepted performance
performance accountability system; school level. from school-led initiatives. accountability,
gaps are addressed through recognition and incentive
appropriate action. system is being
practiced.

 All Documents in
 Performance Indicators  All items in level I Level I and II
*Cohort survival rate  Invitation letter  MOA with
*Drop-out rate  Attendance organized
*Retention rate  Minutes of the Meetings stakeholders
Documents *Achievement rate  Action Plans  Inspection and
*Completion rate *Home visitation Acceptance
 Academic Performance  Teacher’s portfolio/ Report
* NAT and GSA MPS logbook  Rewards for
* Phil-Iri Result (Elem) outstanding
* EGRA and EGMA (Elem) employees
* SREYA (Elem) *Certificate of
* Certificates of Appreciation/Rec
Recognition (academic and ognition
non-academic
competitions)
 School Property Inventory
( Buildings, Equipment and
textbook)
 School Personnel
Inventory
(SF 4)
 Fiscal Inventory (CDR, SOB)
 AIP M & E Checklist
 TNA
 IPDP
3. The accountability system is owned The school articulates the Stakeholders are engaged in School community

by the community and is continuously accountability assessment the development and operation of stakeholders
enhanced to ensure that management framework with basic an appropriate accountability continuously and
structures and mechanism are components, including assessment system collaboratively review
responsive to the emerging learning implementation guidelines to the and enhance
needs and demands of the stakeholders. accountability systems’
community. processes, mechanisms
and tools

 PDF  All Items in level I  All items in Level I

Teachers  Letter of invitation to and II
School Head stakeholders  Enhanced/final
 Constitution and by-laws  Minutes of meetings on copy of
Documents of the organized teams how to develop the accountability
(PTA, SGC, SPG, M & E accountability system system
Team)  Action plan  Attendance during
 Attendance sheet the review and
enhancement of
IRR
 Regular reports by
the stakeholders
4. Accountability assessment criteria  The school, with the Stakeholders are engaged in Stakeholders
and tools, feedback mechanisms, and participation of stakeholders, the development and operation of continuously and
information collection and validation articulates an accountability an appropriate accountability collaboratively review
techniques and processes are inclusive assessment framework with basic assessment system and enhance
and collaboratively developed and components, including accountability systems.
agreed upon. implementation guidelines.
 
  An Organized School  All items on Level I  All items on level I
Monitoring & Assessment  Records of implementation and II
Team of School M & E activity as  Revised and
 A Formulated Assessment planned and scheduled improved M & E
Tool  Records of stakeholders tools and
 School Report Card participation in the conduct mechanism
 Minutes of the general of M & E  Records of
assembly conducted ( on  M n E Checklist / participation by
Documents school Assessment Tools stakeholders in
performance/achievement the revision and
) improvement of
 Attendance Sheets M & E tools
 Guidelines on Assessment
 Accomplishment reports of
teachers
 CDR

5. Participatory assessment of The school initiates Collaborative conduct of School-community


performance is done regularly with periodic performance performance assessment informs developed performance
the community. Assessment results assessments with the planning, plan adjustments and assessment is practiced
and lessons learned serve as basis for participation of stakeholders. requirements for technical and is the basis for
feedback, technical assistance, assistance. improving monitoring
recognition and plan adjustment. and evaluation systems,
providing technical
assistance, and
recognizing and refining
plans.

 All items in level I

 Quarterly HPTA Meeting  All items in level I and II
 Minutes of the meeting  Letter of invitation to  MOA to improve
Documents  Attendance sheet representatives of the school
 Pictorials BLGU, PTA, SGC, Alumni performance
 Agreements and other organizations  Rewarding System
 Re-entry plan  Action Plan  Post evaluation
 Minutes of attendance,  Reports on school
pictorials, agreements initiated
 Records on Remediation, interventions
Home visitation, tutoring,
coaching and mentoring
and technical assistance
given
SCORE 5
Ave:1 Total Score/5
Final Score for this Principle .25 Ave x .25
IV. MANAGEMENT OF RESOURCES
Resources are collectively and judiciously mobilized and managed with transparency, effectiveness and efficiency.
Indicators

Score

Score

Score
Level 1 Level 2 Level 3

1. Regular resource Stakeholders are aware that a Resource inventory is Resource inventories are
inventory is regular resource inventory is characterized by regularity, systematically developed and
collaboratively available and is used as the basis for increased participation of stakeholders are engaged in a
undertaken by learning resource allocation and stakeholders and communicated collaborative process to make
managers, learning mobilization. to the community as the basis for decisions on resource allocation
facilitators, and resource allocation and and mobilization.
community stake mobilization.
holders as basis of
resource allocation and
mobilization

1. Physical inventory on buildings, 1. All indicators in Level I 1. All indicators in Level II

furniture, textbooks and equipment 2. Quarterly inventory report on
- Acceptance Receipt physical facilities (placed on 2. Meeting with stakeholders on
2. List of personnel transparency board/ minutes of resource allocation
3. MOOE records meeting with stakeholders) - minutes
Documents - CDR 3. Monthly inventory on MOOE -attendance
- Cashbook and other financial matters.
- AIP 4. Functional inspectorate team 3. Income Resource Generating
- Transparency board involving stakeholders Activities
4. list of donations from - Inspection and Acceptance - Acknowledgment receipt
stakeholders or partners (MOA/ Report
Acknowledgment Receipt/ Brigada
Form for Donations)
- Certification from donors
- pictorials
2. A regular dialogue for Stakeholders are invited to Stakeholders are regularly Stakeholders collaborate to ensure
planning and resource participate in the development of engaged in the planning and timely and need-based planning
programming, that is accessible an educational plan in resource resource programming and in the and resource programming and
and inclusive, continuously programming and in the implementation of the education support continuous
engage stake holders and implementation of the educational plan. implementation of the education
support implementation of plan. plan.
community education plans

1. Meeting with stakeholders 1. All MOVs in Level I 1. All MOVs in Level II

- Invitation letter to 2. Implementation of SIP/AIP 2. Pledges
stakeholders with schedule of activities 3. Certificates of recognition for
Documents - Minutes of the meeting - completion report stakeholders
- Attendance sheet 4. Project proposal for school
- Action plan 3. Re-entry plan continuous improvement
- Pictorials 4. Development plan and policies
2. School Layout on student behavior
3. Work plan 5. Brigada Eskwela Assessment
3. In place is a Stakeholders support judicious, Stakeholders are engaged and Stakeholders sustain the
community-developed appropriate and effective use of share expertise in the implementation and improvement
resource management resources. collaborative development of of a collaboratively developed,
system that drives resource management system. periodically adjusted and
appropriate behaviors constituent-focused resource
of the stakeholders to management system.
ensure judicious,
appropriate, and
effective use of
resources
1. List of BAC 1. All MOVs in Item I 1. All MOVs in Level II
2. Roles of BAC 2. Letter of invitation to 2. Financial support on Adopt a
3. List of SGC stakeholders School/ Brigada Eskwela/ GPP and
4. Roles of SGC 3. Schedule of meetings other DepEd Programs
5. Meeting with stakeholders 4. meeting with stakeholders - Brigada Eskwela/ GPP Form for
Documents -attendance - Minutes of the meeting Donations
- minutes of the meeting - attendance - Certification of accomplishments
of stakeholders
- Awards
4. Regular monitoring, Stakeholders are invited to Stakeholders collaboratively Stakeholders are engaged, held
evaluation, and reporting participate in the development and participate in the development accountable and implement a
processes or resource implementation of monitoring, and implementation of collaboratively-developed system
management are evaluation, and reporting processes monitoring, evaluation, and of monitoring, evaluation and
collaboratively developed and on resource management. reporting processes and resource reporting for resource
implemented by the learning management. management.
managers, facilitators, and
community stake holders
1. 1. All MOVs in Level I 1. All items in Level II
Meeting with stakeholders - Letter 2. M and E tool 2. Log book
of invitation 3. Transparency board 3. MOA on the accountability of
- Minutes of the meeting 4. School Report Card stakeholders
Documents - Attendance 3. Annual AIP Revision/Adjusted
2. List M and E members
5. Pictorials
6. Reports on resources generated
7. Regular resource inventory

5. There is a system that An engagement procedure to Stakeholders support a system of An established system of
manages the network identify and utilize partnerships partnerships for improving partnership is managed and
and linkages which with stakeholders for improving resource management. sustained by the stakeholders for
strengthen and sustain resource management is evident. continuous improvement of
partnerships for resource management.
improving resource
management.
 1. List of potential partners
2. Request letters
3. Minutes of meetings
dialogues
Indicators
1. All MOVs in Level I
2. Policies/Rules
and 3. Constitution and by-laws
4. Project proposal
6. Resolution
7. Support memorandum
agreement for utility
1. All MOVs in Level II
2. Partnerships with institutions
(GO’s and CSO’s)
- MOA
- certification
of -pictures
3. Stakeholders’ accomplishment
Report

SCORE 5

Ave: 1 Total Score/5

Final Score for this Principle .15 Ave x .15

 How to get 60%?
Weighted
points
ACCESS ENROLMENT (ave +/- of 3 years) SCORE 45%
4 1.8

Efficiency SCORE 25%

Dropout (sum of +/- for 3 years) /2 5 1.25
CSR(sum of. +/- for 3 years)/2
Completion rate(sum of =/- for 3 years) / 2
total
ave(total/3)
Quality NAT MPS SCORE 30%
ave(sum of +/- of 3 years/2) 1 0.3

Total Weighted points 3.35

60% = total WP* .60 0.6 2.01

Indicators Score Average Weight Weighted

Points
Leadership and Governance 5 1 30% ,3
Curriculum and Instruction 10 1 30% .3
ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT 5 1 25% .25
MANAGEMENT OF RESOURCES 5 1 15% .15
Total Weighted Points 1 x .4 = .4

FINAL RATING
Areas Weight Computation Result
A. Performance Improvement 60% 3.35 x .60 2.01

B. SBM Assessment Score 40% 1 x .4 .4

MATURING 2.41
 SBM ASSESSEMENT

ALUPAPAN ELEMENTARY SCHOOL

LAMUT DISTRICT

DIVISION OF IFUGAO