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REGION I

PANGASINAN DIVISION II

POSSIBLE DOCUMENTS FOR THE SBM ASSESSMENT TOOL


1. LEADERSHIP AND
1 2 3
GOVERNANCE (30%)
1. In place is a Development Plan developed The development plan guided by the school’s vision, The development plan is evolved through the shared The development plan is enhanced with the community
collaboratively by the stakeholders of the mission and goal is developed through the leadership of the leadership of the school and the community performing the leadership roles, and the school providing
school and community. school and participation of the invited community stakeholders. technical support.
stakeholders.
Supporting Artifacts o SIP 2016-2018 o SIP 2016-2018 o SIP 2016-2018
o AIP 2016 o AIP 2016 o AIP 2016
o AIP 2017 o AIP 2017 o AIP 2017
o Project Work Plan and Budget Matrix o Project Work Plan and Budget Matrix o Project Work Plan and Budget Matrix
o DRRM Plan o DRRM Plan o DRRM Plan
o Annual Procurement Plan (APP) o Annual Procurement Plan (APP) o Annual Procurement Plan (APP)
o Project Procurement Management Plan o Project Procurement Management Plan o Project Procurement Management Plan
(PPMP) (PPMP) (PPMP)
o Action Plans (Ancillary and Subjects) o Action Plans (Ancillary and Subjects) o Action Plans (Ancillary and Subjects)
o Photos o Photos o Photos
(Plans developed by the school with few (Plans developed by the school with a (Community stakeholders have bigger
community stakeholders.) number of stakeholders.) responsibility in developing the plans and
school providing Technical Assistance.)
2. The developmental plan (e.g. SIP) is regularly The school leads the regular review and improvement of the The school and community stakeholders working as full The community stakeholders lead the regular review and
reviewed by the school community to keep it developmental plan. partners, leads the continual review and improvement of improvement process; the school stakeholders facilitate the
responsive and relevant to emerging needs, the developmental plan. process.
challenges and opportunities.
Supporting Artifacts o Project Monitoring Report of PPAs based o Project Monitoring Report of PPAs based o Project Monitoring Report of PPAs based on
on Action Plan on Action Plan Action Plan
o AIP Adjustments o AIP Adjustments o AIP Adjustments
o Adjustments in other Plans o Adjustments in other Plans o Adjustments in other Plans
o School Report Card (SRC) o School Report Card (SRC) o School Report Card (SRC)
o Attendance Sheets o Attendance Sheets o Attendance Sheets
o Minutes of Meetings o Minutes of Meetings o Minutes of Meetings
o Photos o Photos o Photos
(Conducted and accomplished by schools)
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(Conducted and accomplished by schools, o (Conducted and accomplished by SPT and
SPT and Project Teams) Project Teams with the supervision of the
school)
3. The school organized by a clear structure The school defines the organization structure, and the roles The school and community collaboratively define the Guided by an agreed organizational structure, the community
and work arrangements that promote and responsibilities of stakeholders. structure and the roles and responsibilities of stakeholders lead in defining the organization structure and
shared leadership and governance and stakeholders. the roles and responsibilities; school provides technical and
define the roles and responsibilities of administrative support.
the stakeholders.
Supporting Artifacts o Organizational structures: o Organizational structures: o Organizational structures:
- SGC - SGC - SGC
- PTA - PTA - PTA
- SPT - SPT - SPT
- Project Teams - Project Teams - Project Teams
- Supreme Pupil Government - Supreme Pupil Government - Supreme Pupil Government
- Supreme Student Government - Supreme Student Government - Supreme Student Government
- Student-led Watching Team - Student-led Watching Team - Student-led Watching Team
- Child Protection Policy - Child Protection Policy - Child Protection Policy
- Grievance Committee - Grievance Committee - Grievance Committee
o Other Organizations o Other Organizations o Other Organizations
- BAC - BAC - BAC
- Canteen Organization - Canteen Organization - Canteen Organization
- Photos Photos Photos
(School defines structures and (School and community define structure (Community stakeholders lead in defining
responsibilities) and responsibilities) organizational structures and responsibilities.
School Provides TA and support.)
4. A leadership network facilitates A network has been collaboratively established and is The network actively provides stakeholders information The network allows easy exchange and access to
communication between and among school continuously improved by the school community. for making decisions and solving learning and information sources beyond the school community.
and community leaders for informed administrative problems.
decision-making and solving of school-
community wired-learning problems.
Supporting Artifacts o School Report Card o School Report Card o School Report Card
o Accomplishment Reports o Accomplishment Reports o Accomplishment Reports
o Transparency and Accountability Board o Transparency and Accountability Board o Transparency and Accountability Board
o Minutes of Meetings o Minutes of Meetings o Minutes of Meetings
o Records of Dissemination / reporting of o Records of Dissemination / reporting of o Records of Dissemination / reporting of AIP
AIP accomplishments AIP accomplishments accomplishments
o School Paper o School Paper o School Paper
o Continuous Improvement Projects o Continuous Improvement Projects o Continuous Improvement Projects
o Hotlines o Hotlines o Hotlines
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o Student and Family Contact Details o Student and Family Contact Details o Student and Family Contact Details
o CI Projects o CI Projects o CI Projects
o Pictures o Pictures o Pictures
o EBEIS/LIS o EBEIS/LIS o EBEIS/LIS
(School doing the work) (School providing information to the (Easy exchange and access to information
community.) beyond school community.)
5. A long term program is in operation that Developing structures are in place and analysis of the Leaders undertake training modes that are convenient to Leaders assume responsibility for their own
addresses the training and development competency and development needs of leaders is them (on-line, off-line, modular, group, or home-based) training and development. School community leaders
needs of school and community leaders. conducted; result is used to develop a long-term training and which do not disrupt their regular functions. Leaders working individually or in groups, coach and mentor one
and development program. monitor and evaluate their own learning progress. another to achieve their VMG.

Supporting Artifacts o Training Needs (Analysis of Competency o Training Needs (Analysis of o Training Needs (Analysis of Competency
and Developmental Needs) Competency and Developmental and Developmental Needs)
o TSNA Needs) o TSNA
o Staff Development Program o TSNA o Staff Development Program
o OPCRF o Staff Development Program o OPCRF
o IPCRF o OPCRF o IPCRF
o Records of Meetings o IPCRF o Records of Meetings
o LAC Session Plan o Records of Meetings o LAC Session Plan
o Trainings with participation and o LAC Session Plan o Trainings with participation and
involvement of stakeholders o Trainings with participation and involvement of stakeholders
o INSETs conducted involvement of stakeholders o INSETs conducted
o Training Matrix o INSETs conducted o Training Matrix
o WFP o Training Matrix o WFP
(Conducted analysis of competency and o WFP (School community leaders working,
development needs; Results used to (Undertake training modes; Leaders coaching, mentoring one another)
develop long-term training and monitor and evaluated own progress)
development program)

2. CURRICULUM AND 1 2 3
INSTRUCTION (30%)
1. The curriculum provides for the development All types of learners of the school community are identified, Programs are fully implemented to address performance The educational needs of all types of learners are being met
needs of all types of learners in the school their learning curves assessed; appropriate programs with discrepancies, benchmark best practices, coach low as shown by continuous improvement on learning out comes
community. its support materials for each type learner is developed. performers, mentor potential leaders, reward high and products of learning. Teachers’ as well as students’
achievement, and maintain environment that makes performance is motivated by intrinsic rather than extrinsic
learning meaningful and enjoyable. rewards. The Schools’ differentiated programs is frequently
benchmarked by other schools.
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Supporting Artifacts 1-2 indicators on continuous improvement on 3-4 indicators on continuous improvement learning 5-6 indicators on continuous improvement on learning
learning outcomes and products of learning are met. outcomes and products of learning are met. outcomes and products of learning are met.
o Diagnostic Test conducted for the last three years o Diagnostic Test conducted for the last three years o Diagnostic Test conducted for the last three years
o Oral Reading Test PHIL – IRI test results for the last o Oral Reading Test PHIL – IRI test results for the o Oral Reading Test PHIL – IRI test results for the last
three years last three years three years
o Remedial Reading Support Program o Remedial Reading Support Program o Remedial Reading Support Program
o Early Child Care Development Checklist o Early Child Care Development Checklist o Early Child Care Development Checklist
o School Readiness Year-end Assessment Result o School Readiness Year-end Assessment Result o School Readiness Year-end Assessment Result
(SREYA) (SREYA) (SREYA)
o Portfolio Assessment complete learning area o Portfolio Assessment complete learning area o Portfolio Assessment complete learning area
o Updated Anecdotal Record of all learners Updated Anecdotal Record of all learners o Updated Anecdotal Record of all learners
2. The implemented curriculum is localized to Local beliefs, norms, values, traditions, folklores, current The localized curriculum is implemented and monitored Best practices in localizing the curriculum are mainstreamed
make more meaning to the learners and events, and existing technologies are documented and closely to ensure that it makes learning more meaningful and benchmarked by other schools. There is marked
applicable to life in the community. used to develop a lasting curriculum. Localization and pleasurable, produces desired learning outcomes, increase in number of projects that uses the community as
guidelines are agreed to by school community and and directly improves community life. Ineffective learning laboratory, and the school as an agent of change for
teachers are properly oriented. approaches are replaced and innovative ones are improvement of the community.
developed.
Supporting Artifacts 1-2 indicators of best practices in localizing the 3-4 indicators of best practices in localizing the At least 5 indicators of best practices in localizing the
curriculum are present. curriculum are present. curriculum are present.
o Localized stories o Localized stories o Localized stories
o Localized poems o Localized poems o Localized poems
o Localized songs o Localized songs o Localized songs
o Localized instructional materials o Localized instructional materials o Localized instructional materials
o Compiled history of municipalities and barangays o Compiled history of municipalities and barangays o Compiled history of municipalities and barangays
o Presence of community-based learning center in o Presence of community-based learning center in o Presence of community-based learning center in
school school school
o Compiled written local beliefs, norms, values and o Compiled written local beliefs, norms, values and o Compiled written local beliefs, norms, values and
tradition folklore tradition folklore tradition folklore
o Compiled stories of local heroes and successful o Compiled stories of local heroes and successful o Compiled stories of local heroes and successful
people in the community people in the community people in the community
3. A representative group of school and A representative team of school and community Learning materials and approaches to reinforce strengths Materials and approaches are being used in school, in the
community stakeholders develop the stakeholders assess content and methods used in teaching and address deficiencies are developed and tested for family and in community to develop critical, creative thinking
methods and materials for developing creative, critical thinking and problem solving. Assessment applicability on school, family and community. and problem-solving community of learners and are
creative thinking and problem-solving. results are used as guide to develop materials. producing desired results.

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Supporting Artifacts 1-2 of the indicators on the use of materials and 3-4 of the indicators on the use of materials At least 5 of the indicators on the use of materials
approaches to improve learning outcomes and approaches to improve learning outcomes and approaches to improve learning outcomes and produce
produce desired results are present. produce desired results are present. desired results are present.
o Indigenized lesson exemplars for IPED o Indigenized lesson exemplars for IPED o Indigenized lesson exemplars for IPED
o Contextualized curriculum o Contextualized curriculum o Contextualized curriculum
o Portfolio of performance output of learners o Portfolio of performance output of learners o Portfolio of performance output of learners
o Performance output as evidenced of the use of the o Performance output as evidenced of the use of the o Performance output as evidenced of the use of the
constructivism, differentiated instruction and constructivism, differentiated instruction and constructivism, differentiated instruction and
collaborative learning collaborative learning collaborative learning
o Record of observation o Record of observation o Record of observation
o Researches/Modules/SIM of teachers in the different o Researches/Modules/SIM of teachers in the o Researches/Modules/SIM of teachers in the different
learning areas different learning areas learning areas
o Modules of teachers in the different learning areas o Modules of teachers in the different learning areas o Modules of teachers in the different learning areas
o SIM of teachers in the different learning areas o SIM of teachers in the different learning areas o SIM of teachers in the different learning areas

4. The learning systems are regularly and A school-based monitoring and learning system is The school-based monitoring and learning systems The monitoring system is accepted and regularly used for
collaboratively monitored by the community conducted regularly and cooperatively; and feedback is generate feedback that is used for making decisions that collective decision-making. The monitoring tool has been
using appropriate tools to ensure the shared with stakeholders. The system uses a tool that enhance the total development of learners. A committee improved to provide both quantitative and qualitative data.
holistic growth and development of the monitors the holistic development of learners. takes care of the continuous improvement of the tool.
learners and the community.
Supporting Artifacts 1-2 of the monitoring system are regularly used. 3-4 of the monitoring system are regularly used. At least 5 of the monitoring system are regularly used.
o Class observation note o Class observation note o Class observation note
o Form 178 o Form 178 o Form 178
o Post Observation Tool o Post Observation Tool o Post Observation Tool
o Feedback form for parents and learners o Feedback form for parents and learners o Feedback form for parents and learners
o Compiled LAC sessions guide/notes o Compiled LAC sessions guide/notes o Compiled LAC sessions guide/notes
o Narrative report of lesson study conducted in the o Narrative report of lesson study conducted in the o Narrative report of lesson study conducted in the
different learning areas different learning areas different learning areas
o Monthly supervisory report o Monthly supervisory report o Monthly supervisory report
o Monthly accomplishment report o Monthly accomplishment report o Monthly accomplishment report
5. Appropriate assessment tools for teaching and The assessment tools are reviewed by the school and The assessment tools are reviewed by the school School assessment results are used to develop learning
learning are continuously reviewed and assessment results are shared with school’s stakeholders. community and results are shared with community programs that are suited to community, and customized to
improved, and assessment results are stakeholders. each learners’ context, results of which are used for
contextualized to the learner and local collaborative decision-making.
situation and the attainment of relevant like
skills.
Supporting Artifacts 1-4 indicators on school assessment are present. 5-7 indicators on school assessment are present. At least 8 indicators on school assessment are present.
o Formative Test Results o Formative Test Results o Formative Test Results
o Summative Test Results o Summative Test Results o Summative Test Results
o Teachers’ strengths and needs assessment (TSNA) o Teachers’ strengths and needs assessment o Teachers’ strengths and needs assessment (TSNA)
(TSNA)
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o NAT Result/NCAE/English Language, Literacy and o NAT Result/NCAE/English Language, Literacy and o NAT Result/NCAE/English Language, Literacy and
Numeracy Assessment (ELLNA) Numeracy Assessment (ELLNA) Numeracy Assessment (ELLNA)
o Academic Contest Results o Academic Contest Results o Academic Contest Results
o Report on the INSET attended o Report on the INSET attended o Report on the INSET attended
o IPCRF/OPCRF o IPCRF/OPCRF o IPCRF/OPCRF
o Quiz Notebook o Quiz Notebook o Quiz Notebook
o Achievement Test Result o Achievement Test Result o Achievement Test Result
o Performance Indicators o Performance Indicators o Performance Indicators
o Action Plan o Action Plan o Action Plan
6. Learning managers and facilitators (teachers, Stakeholder are aware of child/learner-centered, rights- Stakeholders begin to practice child/learner-centered Learning environments, methods and resources are
administrators and community members) based, and inclusive principles of education. principles of education in the design of support to community driven, inclusive and adherent to child’s rights
nurture values and environments that are Learning managers and facilitators conduct activities aimed education. and protection requirements.
protective of all children and demonstrate to increase stakeholders’ awareness and commitment to Learning managers and facilitators apply the principles in Learning managers and facilitators observe learners’ rights
behaviors consistent to the organization’s fundamental rights of children and the basic principle of designing learning materials. from designing the curriculum to structuring the whole
vision, mission and goals. educating them. learning environment.
Supporting Artifacts 1-4 indicators of a conductive learning environment 5-7 indicators of a conductive learning environment At least 8 indicators of a conductive learning
are met. are met. environment are met.
o Child-friendly classrooms/school o Child-friendly classrooms/school o Child-friendly classrooms/school
o Well-structured classroom o Well-structured classroom o Well-structured classroom
o Projector/laptop, TV o Projector/laptop, TV o Projector/laptop, TV
o Safe classroom o Safe classroom o Safe classroom
o Presence of Guidance Rom o Presence of Guidance Rom o Presence of Guidance Rom
o Presence of Canteen o Presence of Canteen o Presence of Canteen
o Presence of HE Room o Presence of HE Room o Presence of HE Room
o Presence of Industrial/Agricultural Room o Presence of Industrial/Agricultural Room o Presence of Industrial/Agricultural Room
o Presence of Science Laboratory Room o Presence of Science Laboratory Room o Presence of Science Laboratory Room
o Presence of School Library/SLRC o Presence of School Library/SLRC o Presence of School Library/SLRC
o Presence of Classroom CR o Presence of Classroom CR o Presence of Classroom CR
o Presence of textbook and learning materials o Presence of textbook and learning materials o Presence of textbook and learning materials
o Reading corners o Reading corners o Reading corners
o TEEPS-SCOPE Corner o TEEPS-SCOPE Corner o TEEPS-SCOPE Corner
o SCI-FUN Display Board o SCI-FUN Display Board o SCI-FUN Display Board
o Community Learning Center for ALS o Community Learning Center for ALS o Community Learning Center for ALS

7. Methods and resources are learner and Practices tools materials for developing self-directed Practices, tools, and materials for developing self- There is continuous exchange of information, sharing of
community-friendly, enjoyable, safe, learners are highly observable in school, but not in the directed learners are beginning to merge in the homes expertise and materials among the schools, home and
inclusive, accessible and aimed at home or in the community. and in the community. community for the development of self-directed learners.
developing self-directed learners. Learners Learning programs are designed and developed to The program is collaboratively implemented and The program is mainstreamed but continuously improved to
are equipped with essential knowledge, produce learners who are responsible and accountable for monitored by teachers and parents to ensure that it make relevant to emergent demands.
skills and values to assume responsibility their learning. produces desired learners.

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and accountability and for their own
learning.
Supporting Artifacts 1-2 indicators geared towards the development of self- 3-4 indicators geared towards the development of 5-6 indicators geared towards the development of self-
directed learners are met: self-directed learners are met: directed learners are met:
o Record of parents’ involvement to reading program o Record of parents’ involvement to reading o Record of parents’ involvement to reading program
o Home Visitation program o Home Visitation
o Record of Adopt-a-School Program o Home Visitation o Record of Adopt-a-School Program
o Report on the positive impact of parents’ programs o Record of Adopt-a-School Program o Report on the positive impact of parents’ programs
and projects o Report on the positive impact of parents’ and projects
o Involvement in the development of school policies programs and projects o Involvement in the development of school policies
and procedures o Involvement in the development of school policies and procedures
o Evidence of networking with stakeholders and procedures Evidence of networking with stakeholders
Evidence of networking with stakeholders

3. ACCOUNTABILITY AND
CONTINUOUS IMPROVEMENT 1 2 3
(25%)
1. Roles and responsibilities of accountable There is an active party that initiates clarification of the roles The stakeholders are engaged in clarifying and defining Shared and participatory processes are used in determining
person/s and collective body/ies are clearly and responsibilities in education delivery. their specific roles and responsibilities. roles, responsibilities, and accountabilities of stakeholders
defined and agreed upon by community in managing and supporting education.
stakeholders.
Supporting Artifacts o School Organizations stakeholders’ organizations o School Organizations stakeholders’ organizations o School Organizations stakeholders’ organizations
o Minutes of meetings o Minutes of meetings o Minutes of meetings
o BAC o BAC o BAC
o OPCRF o OPCRF o OPCRF
o IPCRF o IPCRF o IPCRF
o MOA o MOA o MOA
o MOU o MOU o MOU
o Roles, Responsibilities and Accountabilities of o Roles, Responsibilities and Accountabilities of o Roles, Responsibilities and Accountabilities of
stakeholders in managing and supporting stakeholders in managing and supporting stakeholders in managing and supporting
education education education
(Only one (1) group – teachers or school head - works (The faculty, the parents/guardians, and the (All stakeholders collaborate in determining one
on defining roles and responsibilities in education community clarify their respective roles.) another’s roles, responsibilities and accountabilities in
delivery) managing education.
2. Achievement of goals is recognized based on a Performance accountability is practiced at the school level. A community-level accountability system is evolving from A community-accepted performance accountability,
collaboratively developed performance school-led initiatives. recognition and incentive system is being practiced.
accountability system; gaps are addressed
through appropriate action.
Supporting Artifacts o Performance Indicators o Performance Indicators o Performance Indicators
o Records of Improvement in Learning Outcomes per o Records of Improvement in Learning Outcomes o Records of Improvement in Learning Outcomes per
grade level per subject per grade level per subject grade level per subject
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o Best Practices o Best Practices o Best Practices
o CI Principles o CI Principles o CI Principles
o Updated EBEIS/LIS administrator and LIS coordinator o No issues on EBEIS/LIS o Community awareness and helps/supports the
o 1 Star on WinS (Water, Sanitation, and Hygiene in o 2 Star on WinS (Water, Sanitation, and Hygiene in EBEIS/LIS Updating
Schools) Schools) o 3 Star on WinS (Water, Sanitation, and Hygiene in
(School heads, teachers and students address (The school leads and enjoins the community in Schools)
performance gaps.) resolving issues and concerns on performance.) (Achieved goals/school performance is systematically
recognized using system/tool/process formulated and
approved by both school and its community.)
3. The accountability system is owned by the The school articulates the accountability assessment Stakeholders are engaged in the development and School community stakeholders continuously and
community and is continuously enhanced to framework with basic components, including operation of an appropriate accountability assessment collaboratively review and enhance accountability systems’
ensure that management structures and implementation guidelines to the stakeholders. system. processes, mechanisms and tools.
mechanisms are responsive to the emerging
learning needs and demands of the
community.
Supporting Artifacts o Project Monitoring Report o Project Monitoring Report o Project Monitoring Report
o M & E Tools o M & E Tools o M & E Tools
o Minutes of Meetings o Minutes of Meetings o Minutes of Meetings
o M & E Findings o M & E Findings o M & E Findings
o M & E Findings as basis in AIP Adjustments o M & E Findings as basis in AIP Adjustments o M & E Findings as basis in AIP Adjustments
o Teacher Performance Tracking System (OPCRF, o Teacher Performance Tracking System (OPCRF, o Teacher Performance Tracking System (OPCRF,
IPCRF) IPCRF) IPCRF)
o Student Performance Tracking System o Student Performance Tracking System o Student Performance Tracking System
(The school head, teachers and students craft an (All stakeholders are not only informed but (Stakeholder follows the cycle of developing, reviewing,
accountability assessment framework. The collaborate in developing an appropriate enhancing and revising assessment mechanisms.)
stakeholders are informed of the implementation accountability system.)
guidelines.)
4. Accountability assessment criteria and tools, The school, with the participation of stakeholders, Stakeholders are engaged in the development and Stakeholders continuously and collaboratively review and
feedback mechanisms, and information articulates an accountability assessment framework with operation of an appropriate accountability assessment enhance accountability systems; processes, mechanisms
collection and validation techniques and basic components, including implementation guidelines. system. and tools.
processes are inclusive and collaboratively
developed and agreed upon.
Supporting Artifacts o Record of Assessment of PPAs o Record of Assessment of PPAs o Record of Assessment of PPAs
o Assessment/Monitoring Tools o Assessment/Monitoring Tools o Assessment/Monitoring Tools
o Record of Feedbacks of Stakeholders o Record of Feedbacks of Stakeholders o Record of Feedbacks of Stakeholders
o Feedback/Suggestion Box o Feedback/Suggestion Box o Feedback/Suggestion Box
(The school does the bigger part of the work. The (The school and the community collaborate in the (The school and the community collaborate
stakeholders support.) development & operation… only) continuously…)
5. Participatory assessment of performance is School initiates periodic performance assessment with the Collaborative conduct of performance assessment School-community developed performance assessment is
done regularly with community. participation of stakeholders. informs planning, plan adjustments and requirements for practiced and is the basis for improving monitoring and
technical assistance, and recognizing and refining plans. evaluation systems, providing technical assistance, and
recognizing and refining plans.
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Supporting Artifacts o M & E Tools o M & E Tools o M & E Tools
o Results of M & E o Results of M & E o Results of M & E
o Analyzed M & E Results reported to stakeholders o Analyzed M & E Results reported to stakeholders o Analyzed M & E Results reported to stakeholders
o Performance Indicators o Performance Indicators o Performance Indicators
o Assessment/Test Results o Assessment/Test Results o Assessment/Test Results
o Evidence of Listening to VOC o Evidence of Listening to VOC o Evidence of Listening to VOC
o Client Satisfaction Survey o Client Satisfaction Survey o Client Satisfaction Survey
o Reward and Recognition Program o Reward and Recognition Program o Reward and Recognition Program
o Nutritional Status (Pretest and Posttest) o Nutritional Status (Pretest and Posttest) o Nutritional Status (Pretest and Posttest)
(The school leads, community participates.) (The school and the community collaborate from (The performance assessment is functional… results
planning to adjustment to refining of plans…) are utilized by the school-community.)

4. MANAGEMENT OF RESOURCES
1 2 3
(15)
1. Regular resource inventory is collaboratively Stakeholders are aware that a regular resource inventory is Resource inventory is characterized by regularity, Resource inventories are systematically developed and
undertaken by learning managers, learning available and is used as the basis for resource allocation increased participation of stakeholders, and stakeholders are engaged in a collaborative process to
facilitators, and community stakeholders as and mobilization. communicated to the community as the basis for make decisions on resource allocation and mobilization.
basis for resource allocation and resource allocation and mobilization.
mobilization.
Supporting Artifacts o Transparency and Accountability Board o Transparency and Accountability o Transparency and Accountability Board
o Book of Donations Board o Book of Donations
o Deed of Donations/ Acceptance o Book of Donations o Deed of Donations/ Acceptance
o MOA/MOU o Deed of Donations/ Acceptance o MOA/MOU
o MOOE o MOA/MOU o MOOE
o SEF Funds o MOOE o SEF Funds
o Canteen Funds o SEF Funds o Canteen Funds
o PTA Funds o Canteen Funds o PTA Funds
o Financial Statements o PTA Funds o Financial Statements
o School Inventory o Financial Statements o School Inventory
The stakeholders know that a resource o School Inventory The stakeholders are not only informed of the
inventory is available and functional. The stakeholders are not only informed but inventory or tapped to contribute more
shares more resources as shown in the resources but are involved in planning
inventory. allocation/mobilization of resources.

2. A regular dialogue for planning and resource Stakeholders are invited to participate in the development of Stakeholders are regularly engaged in the planning and Stakeholders collaborate to ensure timely and need-based
programming, that is accessible and an educational plan in resource programming, and in the resource programming, and in the implementation of the planning and resource programming and support
inclusive, continuously engage stakeholders implementation of the educational plan. education plan. continuous implementation of educational plan.
and support implementation of community
education plans.
Supporting Artifacts o Project Work Plan and Budget Matrix o Project Work Plan and Budget Matrix o Project Work Plan and Budget Matrix
o Financial Statements o Financial Statements o Financial Statements
o Minutes of Meetings o Minutes of Meetings o Minutes of Meetings
o Brigada Eskwela Reports o Brigada Eskwela Reports o Brigada Eskwela Reports
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o ASP Reports o ASP Reports o ASP Reports
o Advocacy Programs o Advocacy Programs o Advocacy Programs
o Partnership/Networking Activities o Partnership/Networking Activities o Partnership/Networking Activities
o WFPs o WFPs o WFPs
The participation of stakeholders is only Stakeholders are not only invited but are Stakeholders’ planning activities come as the
invitational. engaged as a regular participant in the need arise (apart from the regular schedule).
planning and implementation…
3. In place is a community-developed resource Stakeholders support judicious, appropriate, and effective Stakeholders are engaged and share expertise in the Stakeholders sustain the implementation and improvement
management system that drives appropriate use of resources. collaborative development of resource management of a collaboratively developed, periodically adjusted, and
behaviors of the stakeholders to ensure system. constituent-focused resource management system.
judicious, appropriate, and effective use of
resources.
Supporting Artifacts o Transparency and Accountability Board o Transparency and Accountability o Transparency and Accountability Board
o Liquidation Papers Board o Liquidation Papers
- Official Receipt o Liquidation Papers - Official Receipt
- Purchase Request - Official Receipt - Purchase Request
- Request for Quotation - Purchase Request - Request for Quotation
- Abstract of Quotation - Request for Quotation - Abstract of Quotation
- Inspection and Acceptance Report - Abstract of Quotation - Inspection and Acceptance Report
- Mayor’s Permit - Inspection and Acceptance Report - Mayor’s Permit
- PTA Certificate of Recognition - Mayor’s Permit - PTA Certificate of Recognition
- PHILGEPS Certificate of Recognition - PTA Certificate of Recognition - PHILGEPS Certificate of Recognition
and Winning Bidder - PHILGEPS Certificate of Recognition and Winning Bidder
o Records reflecting expenditures aligned and Winning Bidder o Records reflecting expenditures aligned
with SIP/AIP o Records reflecting expenditures with SIP/AIP
o Financial Statements aligned with SIP/AIP o Financial Statements
o WFPs o Financial Statements o WFPs
Documents show that stakeholders abide by o WFPs Stakeholders not only comply or
given standards / mgt system developed by Stakeholders not only comply but at the participate in the development but also
the school. same time take part in the development takes active part in the periodic
of … adjustment of …
4. Regular monitoring, evaluation, and reporting Stakeholders are invited to participate in the development Stakeholders collaboratively participate in the Stakeholders are engaged, held accountable and
processes of resource management are and implementation of monitoring, evaluation, and reporting development and implementation of monitoring, implement a collaboratively developed system of
collaboratively developed and implemented processes on resource management. evaluation, and reporting processes on resource monitoring, evaluation and reporting for resource
by the learning managers, facilitators, and management. management.
community stakeholders.
Supporting Artifacts o Record of Monitoring of PPAs with o Record of Monitoring of PPAs with o Record of Monitoring of PPAs with
involvement of stakeholders involvement of stakeholders involvement of stakeholders
o Records of satisfaction of stakeholders o Records of satisfaction of stakeholders o Records of satisfaction of stakeholders
on fund management on fund management on fund management

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o Record of program certification of o Record of program certification of o Record of program certification of
downloaded school funds (MOOE, downloaded school funds (MOOE, downloaded school funds (MOOE,
SBFP, etc.) SBFP, etc.) SBFP, etc.)
Participation of stakeholders is Stakeholders take active involvement... Stakeholders do not only participate
invitational. regularly but are held accountable…
5. There is a system that manages the network An engagement procedure to identify and utilize Stakeholders support a system of partnerships for An established system of partnership is managed and
and linkages which strengthen and sustain partnerships with stakeholders for improving resource improving resource management. sustained by the stakeholders for continuous improvement
partnerships for improving resource management is evident. of resource management.
management.
Supporting Artifacts o Functional BAC o Functional BAC o Functional BAC
o Financial Statements properly audited o Financial Statements properly audited o Financial Statements properly audited
o Brigada Eskwela Reports o Brigada Eskwela Reports o Brigada Eskwela Reports
o ASP Reports o ASP Reports o ASP Reports
o MOA/MOU o MOA/MOU o MOA/MOU
o Advocacy Programs o Advocacy Programs o Advocacy Programs
o Partnership/Networking Activities o Partnership/Networking Activities o Partnership/Networking Activities
o Fund Drives o Fund Drives o Fund Drives
o Income Generating Projects o Income Generating Projects o Income Generating Projects

The school lays out/ design courses of Partnership systems are not only Stakeholders not only support partnership
actions / action plans for partnerships. supported but co-authored/developed program but they themselves manage and
and implemented by stakeholders. sustain the partnership program.

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