 Approved / Accepted SIP /
Development Plan
1. In place is a Development
Plan (e.g. SIP/AIP) developed
collaboratively by the
stakeholders of the school
and community
2. The development plan is
regularly reviewed by the
school community to keep it
up responsive and relevant
to emerging needs,
challenges, and
opportunities
3. The school is organized by a
clear structure and work
arrangement that promote
shared leadership and
governance and define the
roles and responsibilities of
stakeholders
4. A leadership network
facilitates communication
between and among school
and community leaders for
informed decision – making
and solving of school –
community wide learning
problems
5. A long-term program is in
operation that addresses the
training and development
needs of school and
community stakeholders
 Letter of Invitation of the school to
some community stakeholders
 MOA/MOU by the school and
community stakeholders
 Program of activities and minutes
of meetings / workshops
 Improved / Adjusted SIP /
Development Plan
 Letter of Invitation of the school to
some community stakeholders
 MOA/MOU by the school and
community stakeholders
 Program of activities and minutes
of meetings / workshops
 Organizational Structures with
TORs / Identified roles and
responsibilities
 School Memoranda
 Designation letter / Appointment
signed by School Head
 Minutes of the Meetings
 Resolutions/ MOAs / MOUs
 Programs / Matrices / Pictorials
 Organized Stakeholders
o PTA
o SGC
o SSG
o DRRM
o Child Protection
o FEA
 Orientation on Roles and
Responsibilities of Stakeholders
 Attendance Sheets
 Records of simple management
tasks delegated
 Principal’s report on the progress
of SIP / AIP implementation
 Transparency Board
 Suggestion Box
 Log sheets / log books
 Established MIS / SIS
 SIP / AIP reported to the Barangay
Officials or Municipal Executives
 School Report Card
 School Paper showing Year End
SRCs
 On line accounts
 PPST SAT
 Professional Training and
Development Programs
o Teachers
o Students
o Parents
 Barangay / Municipal Resolutions
on Job Embedded Learning (JEL)
 AREA B: CURRICULUM AND INSTRUCTION
Indicator
1. The curriculum provides for
the development needs of
all types of learning in the
school community
2. The implemented
curriculum is localized to
make it more meaningful to
the learners and applicable
to life in the community
3. Representative group of
school and community
stakeholders develop the
methods and materials for
developing creative thinking
and problem solving
MOV In-Charge
 Established assessment system
results
o Phil – IRI
o Project AN
o Academic Performance
Chart
 Learners’ Profile
 Support Materials
o Instructional Materials
o Competency Based Budget
of Lessons
o Lesson Exemplars
 Any program / project to address
learning deficits / performance
discrepancies
o Remediation Programs per
department
o Strategic Intervention
Materials
o Self-Learning Kits
o ADM Modules
 Faculty Researches addressing
development needs of learners
 School / Department Supervisory
Plan
 Supervisory Report
 Narrative Report of INSET
 Schools Best Practices
Accomplishment Reports
 Compilation of local literature
 Sample lessons showing the
utilization of local literature
 Lesson Plans / Logs showing
integration of local literature
 ACR on crafting localized
curriculum / REACT Form
 Copies of localized / contextualized
IMs / LMs
 Supervisory Report on Localized
Curriculum
 Sample of performance outputs
that could be utilized to improve
community life
 Logbook of visitors or Pictures with
captions and documentations on
benchmarking of school’s best
practices on localized curriculum
 Accomplishment report on school’s
best practices on localized
curriculum
 Minutes of the meetings or any
document as MOV that the content
and method used in teaching were
assessed by any of the ff. team:
o PTA
o SGC
o SPT
SMET
 SIP / AIP / PAPs
  Student Assessment Tools
 Formative / Summative Tests
 Individual Progress Report Cards
 School Forms
 Report on Project PIPO
o Attendance
o Minutes of Meetings
o Pictures / Videos
o Agreement/Resolution
 Sample IMs for each learning area
 Copies of contextualized LPs/Logs
showing the use of community as a
learning laboratory
 Records of Schools that
benchmarked the best practices
 Copies of contextualized CGs per
LAs
 List of trainings conducted on
localization and contextualization
of materials
 Numbers of contextualized
materials
4. The learning systems are  Procedure on the conduct of
regularly and collaboratively School Monitoring Evaluation and
monitored by the Adjustment (SMEA)
community using  Terms of Reference of School’s M &
appropriate tools to ensure E Team (SMET)
the holistic growth and  SIP/AIP – based monitoring and
development of the evaluation instrument / tool
learners and the community  Schedule on the conduct of SMEA
 Feedback mechanism for a well-
informed decision making (e.g.
suggestion box, text brigade,
forums / assembly)
 Minutes of the meeting of M & E
before the conduct of SMEA
 Record of M & E related activities
conducted
 Result on the regular conduct of
the school monitoring, evaluation,
and adjustment (SMEA)
 Updated / improved M & E tool
designed by the school M & E team
duly approved by the School
Head / SGC
5. Appropriate assessment  Competency based materials duly
tools for teaching and checked / approved by the
learning are continuously department head
reviewed and improved, o TOS
and assessment results are o Quarter Assessments
contextualized to the o Test Item Analyses
learner and local situation o Item Bank
and the attainment of o Other Test materials
relevant life skills.  ACR on the conduct of activities
relative to sharing of assessment
results with school’s stakeholders
o Quarterly issuance of
Student Report Cards
o Issuance of NAT and NCAE
results
 Structure in charge of the review
and improvement of assessment
tools (list and TORs)

6. Learning managers and
facilitators nurture values
and environments that are
protective of all children
and demonstrate behaviors
consistent to the
organization’s Vision,
Mission, and goals.
7. Methods and resources are
learner and community –
friendly, enjoyable, safe,
inclusive, accessible, and
aimed at developing self-
directed learners.
AREA C: ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT
Indicator
1. Roles and responsibilities of
accountable person/s and
collective body/ies are
clearly defined and agreed
upon by community
stakeholders
 Minutes of meetings / ACR on
review of assessment tools
participated by the stakeholders
 List of Children’s Rights and
responsibilities
 School policies which spell out
rights of children
 ACR / Minutes of meetings on the
conduct of activity relevant to
learner – centered, right based,
and inclusive principles of
education / ACCESs
 Barangay Development Plan /
Municipal Investment Plan showing
supports to education which are
anchored on child/learner
centered principles of education
 Four As (Activity, Analysis,
Abstraction, and Application)
based lesson plans using /
integrating GAD and ABC principles
in the key behavior indicator /
value aim
 Proof of at least 70% of all the 7
domains of the Child Friendly
School Systems (CFSS) tool are
satisfied.
 ACCESS compliant school plans (SIP
and AIP)
 School and community record of
activities showing concern to
children.
 Learning Competency Directory
(LCD) per subject posted in the
classroom
 Sample learner’s portfolio
 Sample rubrics developed by
learners
 Any document of a functional
school program to produce
learners who are accountable for
their learning (e.g. modular
instruction, peer tutoring, Youth /
Peer Education Sessions)
 Proof that the LCDs are shared with
parents for them to guide the
learning activities of their children
 ACR on community based FGD on
LCD utilization
MOV In-Charge
 School has an organized team that
defines the roles and
responsibilities of the following:
o PTA
o SGC
o School Finance Team
o SSG
o SIP Teams
o Grievance Committee
o Other Committees
 List of roles and responsibilities of

2. Achievement of goals is
recognized based on a
collaboratively developed
performance accountability
system; gaps are addressed
through appropriate action.
3. The accountability system is
owned by the community
and is continuously
enhanced to ensure that
management structures and
mechanisms are responsive
to the emerging learning
needs and demands of the
community
4. Accountability assessment
criteria and tools, feedback
mechanisms, and
information collection and
validation techniques and
processes are inclusive and
collaboratively developed
and agreed upon.
each of the teams
 Minutes of Meetings / FGD
 Activity Completion Report
 Result of Minutes of Meetings /
FGD showing involvement of
stakeholders in clarifying and
defining their specific roles and
functions through flow chart
 School handbook
 MOA / Covenant / Contract duly
signed by the stakeholders
 School Organizational Chart
 Profile of Teachers
 PTA Bulletin Board
 System on School Monitoring
Evaluation and Adjustment (SMEA)
o Structure
o Procedure
o Tools / Instrument
 SOSA
 School Organizational Chart
 Performance Accountability System
 Rewards and Incentives System
 PTA / SGC Assembly
 PTA initiated programs and
projects
 School report cards
 SMEA Report (Quanti and Quali)

 School Based Accountability
Assessment Framework
o Structure
o Processes
o Tools
With the following documents:
Invitation letters to
stakeholders
Minutes in the articulation
of accountability
assessment framework
School Based
Accountability Assessment
System Developed
Quarterly accomplished /
utilized accountability
assessment tools (SHs, Ts,
Pupils, Parents, External
Stakeholders)
 Organization of the School
Accountability Assessment Body
(to monitor and evaluate school
processes on CI)
 Addressing Gaps on Learning
Outcomes
o School Forms
 o School – Initiated Programs
o School M & E
o Awards System
 Organization of SGC – CI
o SEC Registration
o SGC Commitment Form
o CI Action
 Plan / Implementation Plan
o CI Accomplishment Report
o M & E Tool – CI
o Transparency Board
 Letter of Invitation to stakeholders
on the development and
implementation of M & E and
reporting processes and resource
management
o Attendance Sheet
o SMEA Structure with TOR
o ACR on the development
and implementation of M
& E and reporting process
and resource management
o Quarterly / Annually SMEA
Report
o Suggestion Box
o Survey Questionnaire
Financial Statement of
generated fund
o Copy of the minutes of the
meeting
5. Participatory assessment of  Quarterly report on School
performance is done Monitoring, Evaluation, and
regularly with the Adjustment
community. Assessment  Integrating SMEA results to:
results and lessons learned o SIP / AIP
serve as basis for feedback, o Technical Assistance Plan
technical assistance,  SMEA served as basis for:
recognition and plan o Adjusted SIP / AIP
adjustment. o Adjusted Monitoring and
Evaluation System
o Adjusted Technical
Assistance Plan
 Electronic Management
Information System
 School Policies, rules and
regulations, memoranda, and
orders
 Student Handbook
 Annual Reports
 Academic and Co – Curricular
Activities Reports
 Transparency Board
 Programs and Projects mandated
 DepEd Orders, memoranda,
Policies, and Guidelines
 Instructional Materials Inventory
 Teacher-made LMs / IMs inventory
 Schools Initiated Programs and
Projects
 National Gardening Program

AREA D: MANAGEMENT OF RESOURCES

 Indicator MOV In-Charge
1. Regular resource inventory  MOOE utilization per cash program
is collaboratively  Proper liquidation submitted
undertaken by learning monthly
managers, learning  Minutes of the regular meetings
facilitators, and community (with attendance sheet) attended
stakeholders as basis for by:
resource allocation and o School Board
mobilization o Alumni
o PTA
o NGO
o School Finance Committee
 Proposals for activities and projects
prepared, submitted, and approved
by donors, funding agencies for
needed / relevant school projects /
activities
 Timely submission of liquidation
reports
 Memos / minutes of meeting by
finance team (School Level)
o School Head
o Treasurer
o Disbursing Officer, etc.
 Invitation to trainings /
orientation / planning conference
by NGOs, LGUs, and Gas
 Copies of plans and programs with
DepEd concerns integrated from
NGOs, LGUs, and GAs
 Minutes of the meetings
conducted regularly with
stakeholders to generate and
sustain support for DepEd
programs, projects, activities.
 No adverse COA findings on
liquidation of MOOE
 Evidence of pledges of support
from external stakeholders:
o PTA
o LGU
o Barangays
o Alumni
o NGO
o Foundations
 ACR for resource generation
activities:
o Brigada Eskwela
o Other programs /
projects / activities
 Updated report on disbursement
of resources generated according
to intended purpose
 Updated inventory of projects
completed
 Completed projects utilized by the
school for the purpose (intended
beneficiaries and more)
 Gap analysis report of the school
 Amount generated from BE and
other financial reports
 Accomplishment reports of
different projects completed
  SIP / AIP / SOB
 Inventory of Equipment
 Learning materials / devices
 Approved project proposals
 Pictorials of different activities
2. A regular dialogue for  Timely issuance of memo and
planning and resource minutes of regular meetings (with
programming, that is attendance sheets) of the finance
accessible and inclusive, team (school level)
continuously engage  Timely issuance of memo and
stakeholders and support concerned DepEd Personnel and
implementation of invitation to external
community education stakeholders / GAs for regular
plans. conferences
 Regular posting of financial
statements / financial report
rendered to stakeholders during
the conference.
 Proof of support that amount has
been generated and deposited in
banks
 Rendering of monthly / bi
monthly / quarterly / semestral /
annual conference with finance /
management team, stakeholders,
funding agencies, and donors
 Updated status report of resources
generated and disbursement for
the intended purpose
 Updated financial statement
posted on the transparency board
 Sustained resource generation to
support the school SIP
implementation
 Stakeholders forum and
appreciation report
o Pictures
o Programs
o Invitation letters
o Memorandum
o Minutes
o Attendance
o Certificates / Plaques
 Journals of accomplishment,
Achievement and Initiated projects
done
 Liquidation report duly signed by
the respective signatories
3. In place is a community –  Copy of the Barangay, Municipal,
developed resource Provincial Annual Budget Plan
management system that reflecting allocation for the school.
drives appropriate  Copy of the resolution for IRA,
behaviours of the Municipal / Provincial SEF
stakeholders to ensure  Copy of the disbursement voucher
judicious, appropriate, and of the fund allocated for the school
effective use of resources. with photocopied cheque
 Financial disbursements of the
fund provided by the barangay /
municipal / provincial
 Letter of invitation for the school
head to attend budgeting and
planning coming from the barangay
council / municipal / provincial
 office / NGOs
 Copies of minutes of barangay
secretary / municipal office /
provincial office
 SRC showing the significant
decrease in the number of non-
serviceable / repairable school
facilities
 Write-up on school community
developed resource management
system
 ACR on Brigada Eskwela and other
activities supported by the
barangay / municipal / provincial /
NGOs, etc.
 BE report
 Deeds of donation and acceptance
 Barangay assembly report
 Copy of minutes of the meeting
with the Barangay officials and
school/working/planning team
 Letter of invitation from school and
from Barangay
 MOA / MOU of on-going proposed
PPAs
 Work and Financial Plan
 Copy of Barangay / Municipal /
Provincial Annual Budget Plan
showing allocation for the school
 Copy of the resolution for the IRA,
Municipal / Provincial SEF
 Records of PTA Annual Progress
Report and Financial Report
 Pledge of commitment from
stakeholders
 Records of contributions and
proceeds from stakeholders
4. Regular monitoring,  Letter of invitation to stakeholders
evaluation, and reporting on the development and
process of resource implementation of monitoring,
management are evaluation, and reporting
collaboratively developed processes on resource
and implemented by the management
learning managers,  With proof of attendance i.e.
facilitators, and community certificate of appearance / travel
stakeholders. order, attendance sheet
 SMEA structure with Terms of
Reference
 ACR on the development and
implementation of monitoring,
evaluation, and reporting
processes on resource
management
 Quarterly / Annual SMEA report
 School Community stakeholder’s
implementation report on the M &
E and reporting system for
resource management
 Add-on documentations such as
pictorials, etc.
5. There is a system that  Letter of invitation
manages the network and  Minutes of meetings with
linkages which strengthen attendance sheet
and sustain partnerships for  Organized resource generation
improving resource committee with corresponding
management. TORs
 Social mobilization and networking
system
 Pledge of commitment /
agreement of support
 Resolutions / SEF / letter of
requests
 MOU / MOA
 Tracking of successful alumnae
 Awards and Recognition
 Social Media Accounts
 E-mail / Website
 Resolutions
 Deed of Donation
 Pledges
 Delivery receipts
 Feasibility study / Project Proposal