CONTEXTUALIZED SCHOOL BASED
MANAGEMENT [SBM]-ASSESSMENT
PROCESS AND TOOL [APAT]

CURRICULUM AND
INSTRUCTION

General Description
The curriculum learning systems
anchored on the community and
learners’ context and aspirations are
collaboratively developed and
continuously improved.

INDICATOR #1
The curriculum
provides for the
development needs of
all types of learners in
the school community
RATING
1
Evidences:
1. Enrolment Data by Type of Learners
2. Assessment tools and database of
assessment results
• Diagnostic Tools
• MFAT (SPED)
• ECD Checklist
• Reading Inventory
• Numeracy
• Language Mapping
3. Report on the Analysis of
Assessment results:
• NAT (if applicable)
• Teacher-made tests (with TOS)
• Other summative Assessment results
• (least learned skills and performance gaps)
All types of learners of the school community are identified,
their learning curves assessed; appropriate programs with its
support materials for each type of learner is developed.
4. Availability of CGs, TGs, LMs, etc.
for other types of learners
• Students with special needs (if
applicable
• IPs, Muslim learners (if applicable)
• ALS modules(if applicable)
• Modules for ADMs (Open High
School, MISOSA, Home Schooling)
(if applicable)
5. Supervisory Plan, Instructional
Supervision Report
6. Action plans, accomplishment,
documentation reports on
implementation of programs and
projects that address learners’
needs (submitted & received by the
district/ SDO)

Evidences:
7. Intervention Action plans, M&E Reports,
accomplishment, documentation reports on
implementation of initiated PAPs*
8. Documentation report of LAC Sessions
9. Intervention Reports ( eg. SIM, Action research,
Best Practice)
10. School rewards/awards program
11. Instructional monitoring report/anecdotal
report/other proofs of monitoring
INDICATOR #1
The curriculum
provides for the
development needs of
all types of learners in
the school community
RATING
2
Programs are fully implemented and closely monitored to address
performance discrepancies, benchmark best practices, coach low
performers, mentor potential leaders, reward high achievement, and
maintain an environment that makes learning meaningful and enjoyable.

Evidences:
12. Results of academic contests, awards, certificates
of commendation received
13. School paper, website/ PLNs and other means to
showcase best practices
14. Report of participation of students and teachers
in activities outside the school,
15. Documentation that the school has been
benchmarked (e.g. Log Book, Letter of Appreciation,
etc.)
INDICATOR #1
The curriculum
provides for the
development needs of
all types of learners in
the school community
RATING
3
The educational needs of all types of learners are being met as shown by
continuous improvement on learning outcomes and products of learning.
Teachers’ as well as students’ performance is motivated by intrinsic rather
than extrinsic rewards. The schools’ differentiated program is frequently
benchmarked by other schools.

INDICATOR #2
The implemented
curriculum is
localized to make it
more meaningful to
the learners and
applicable to life
and community
RATING
1
Evidences:
1. Documentation report/Certificates of participation in
workshops to localize the curriculum
2. Culture mapping results
3. Local heritage matrix
4. Contextualized curriculum matrix per learning area
5. Inventory of localized and indigenized teaching and
learning materials
6. Organized School Level Learning Resource Evaluators
7. Evaluation tools for localized Learning Resources
Local beliefs, norms, values, traditions, folklores, current events, existing
technologies are documented and used to develop a lasting curriculum.
Localization guidelines are agreed to by school community and teachers
are properly oriented.

Evidences:
8. Record of utilization downloaded materials from
the LR portal.
9. Record of locally-developed LRs utilized at the
school, district, division level
10. Functional school library/ LRC/mobile
library/library corner/classroom mini-libraries
11. Monitoring report of implementation of the
localized curriculum
INDICATOR #2
The implemented
curriculum is
localized to make it
more meaningful to
the learners and
applicable to life
and community
RATING
2
The localized curriculum is implemented and monitored closely to ensure
that it makes learning more meaningful and pleasurable, produces desired
learning outcomes, and directly improves community life. Ineffective
approaches are replaced and innovative ones are developed

Evidences:
12. Records of locally-developed LRs published in the
LR portal/ printed, published or widely –circulated
13. Report/record of community
engagement/program/ extension services/
immersion in communities
INDICATOR #2
The implemented
curriculum is
localized to make it
more meaningful to
the learners and
applicable to life
and community
RATING
3
Best practices in localizing the curriculum are mainstreamed and
benchmarked by other schools. There is marked increase in number of
projects that uses the community as learning laboratory, and the school as an
agent of change for improvement of the community

INDICATOR #3
A representative
group of school
community
stakeholders develop
the methods and
materials for
developing creative
thinking and problem
solving.
RATING
1
Evidences:
1. Composition of a School Project Team
with Terms of Reference
2. Learning resource needs assessment
3. Summary of assessment results
A representative team of school and community stakeholders assess
content and methods used in teaching creative, critical thinking and
problem solving. Assessment results are used as guide to develop
materials.

Evidences:
4. Presence of developed/redeveloped
learning resources with evidences of utilization
5. Evidences of remedial/enhancement
instruction or catch-up mechanisms
6. Evaluation and validation results for learning
resources
INDICATOR #3
A representative
group of school
community
stakeholders develop
the methods and
materials for
developing creative
thinking and problem
solving.
RATING
2
Learning materials and approaches to reinforce strengths
and address deficiencies are developed and tested for
applicability on school, family and community.

Evidences:
7. Project implementation report showing attainment
of expected output/s
8. Certification that innovations were
adopted/utilized in school, family and community
INDICATOR #3
A representative
group of school
community
stakeholders develop
the methods and
materials for
developing creative
thinking and problem
solving.
RATING
3
Materials and approaches are being used in school, in the
family and in community to develop critical, creative
thinking and problem solving community of learners and
are producing desired results

INDICATOR #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
community.
RATING
1
Evidences
1. Documentation of school assemblies and
meetings
2. State of the School Address [SOSA]
3. Updated School Report Card (SRC)
4. All SF 9 (Report Cards) are signed by the parents
5. Learners’ profile with anecdotal records
A school-based monitoring of learning system
is conducted regularly and cooperatively;
feedback is shared with stakeholders.

INDICATOR #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
community.
RATING
2
Evidences:
6. Formulated school policy guidelines on
learner development activities
7. Presented/Communicated SRCs to
stakeholders
The school-based monitoring of learning systems
generate feedback that is used for making decisions
that enhance the total development of learners

INDICATOR #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
community.
RATING
3
Evidences:
8. LGU /community resolutions/ordinance
supporting the activities for the total
development of learners
The monitoring system is accepted and
regularly used for collective decision making

INDICATOR #5
Appropriate assessment
tools for teaching and
learning are
continuously reviewed
and improved and
assessment results are
contextualized to the
learner and local
situation and the
attainment of relevant
life skills.
RATING
1
Evidences:
1. Creation of Assessment Review Team with terms of
reference.
2. Evidence of Reviewed assessment tool/s on written work
such as Sample pupils/students’ portfolio with specific rubrics;
Sample pupils’ students’ journals with rubrics and Other
written work like reaction or reflection paper, students’
researches, etc.
3. Evidence of Reviewed assessment tool/s on Performance
task such as Culminating activities, Simulation and Actual
performance of task/s
4. Evidence of Reviewed assessment tool/s on Quarterly
examinations with TOS
The assessment tools are reviewed by the school and
assessment results are shared with school’s stakeholders.

INDICATOR #5
Appropriate assessment
tools for teaching and
learning are
continuously reviewed
and improved and
assessment results are
contextualized to the
learner and local
situation and the
attainment of relevant
life skills.
RATING
2
Evidences:
5. Documentation of the review of assessment tools
(FGD, meeting) conducted by school community and
stakeholders
6. Evidences of modification of assessment tools
based on the suggestions gathered from the FGD
7. Assessment results are conveyed to stakeholders
through assemblies and other appropriate online or
offline strategies
The assessment tools are reviewed by the school community
and assessment results are shared with community
stakeholders.

Evidence:
8. Documents on the learning programs/ activities
developed as a result of assessment
INDICATOR #5
Appropriate assessment
tools for teaching and
learning are
continuously reviewed
and improved and
assessment results are
contextualized to the
learner and local
situation and the
attainment of relevant
life skills.
RATING
3
The school assessment results are used to develop
learning programs that are suited to community, and
customized to each learners’ context, results of which are
used for collaborative decision-making.

Evidences
1.School advocacy program on child protection
related concerns
INDICATOR #6
Learning managers and
facilitators ( teachers,
administrators and
community members)
nurture values and
environment that are
protective of all
children and
demonstrate
behaviours consistent
to the organization’s
vision, mission and
goals
RATING
1
Stakeholders are aware of child/learner-centered,
rights-based, and inclusive principles of education.
Learning managers and facilitators conduct activities aimed to
increase stakeholders’ awareness and commitment to fundamental
rights of children and the basic principle of educating them.
Evidences
2. Documents on the implementation of activities
related to increasing stakeholders’ awareness and
commitment to child protection

Evidences
3. Statement of support from stakeholders in relation
to school’s advocacy program
INDICATOR #6
Learning managers and
facilitators ( teachers,
administrators and
community members)
nurture values and
environment that are
protective of all
children and
demonstrate
behaviours consistent
to the organization’s
vision, mission and
goals
RATING
2
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.
Evidences
4. Availability of strategic Intervention Materials (SIM)
5. SLAC documentation on designing learner-centered LMs

Evidences
6. WINs 3- star
7. Outstanding CFSS rating
8. Recognized BE Implementer (Finalist or Awardee)
INDICATOR #6
Learning managers and
facilitators ( teachers,
administrators and
community members)
nurture values and
environment that are
protective of all
children and
demonstrate
behaviours consistent
to the organization’s
vision, mission and
goals
RATING
3
Learning environments, methods and resources are community
driven, inclusive and adherent to child’s rights and protection
requirements.
Learning managers and facilitators observe learners’ rights from
designing the curriculum to structuring the whole learning
environment.
Evidences
9. Student Handbook

Evidences
1. Workbooks, Activity Sheets
2. Documentation of student-led learning activities
3. Approved Students-Initiated Activities
INDICATOR #7
Methods and resources
are learner and
community –friendly
enjoyable, safe, inclusive,
accessible and aimed at
developing self -directed
learners. Learners are
equipped with essential
knowledge, skills, and
values to assume
responsibility and
accountability for their
own learning
RATING
1
Practices, tools and materials for developing self-directed
learners are highly observable in school, but not in the home or
in the community.
Learning programs are designed and developed to produce
learners who are responsible and accountable for their learning.
Evidences
4. Portfolio of self-directed learning programs

Evidences
5. Student–initiated community programs,
6. Community-sponsored program/activities (Picto-
narrative)
INDICATOR #7
Methods and resources
are learner and
community –friendly
enjoyable, safe, inclusive,
accessible and aimed at
developing self -directed
learners. Learners are
equipped with essential
knowledge, skills, and
values to assume
responsibility and
accountability for their
own learning
RATING
2
Practices, tools, and materials for developing self-directed
learners are beginning to emerge in the homes and in the
community.
The program is collaboratively implemented and monitored by
teachers and parents to ensure that it produces desired outcome.
Evidences
7. Parents’ engagement in the learning
activities of learners

Evidences
8. Benchmarking of best practices in line with
developing self-directed learners
INDICATOR #6
Methods and resources
are learner and
community –friendly
enjoyable, safe, inclusive,
accessible and aimed at
developing self -directed
learners. Learners are
equipped with essential
knowledge, skills, and
values to assume
responsibility and
accountability for their
own learning
RATING
3
There is continuous exchange of information, sharing of expertise and
materials among the schools, home and community for the
development of self-directed learners.
The program is mainstreamed but continuously improved to
make relevant to emergent demands.
Evidences
9. Proof of institutionalization of self-directed
learning programs in school