DEPARTMENT OF EDUCATION

Regional Office VIII (Eastern Visayas)

Government Center, Candahug, Palo, Leyte

SCHOOL-BASED MANAGEMENT (SBM)-PHILIPPINE ACCREDITATION SYSTEM FOR BASIC EDUCATION (PASBE)

VALIDATION TOOL
Part I: Introduction
The SBM-PASBE validation tool is guided by the four principles of ACCESs (A Child- and Community-Centered Education System). The indicators of SBM practice are used in
validating and giving technical assistance by the Regional Coordinating Team before the recommendation for application for PASBE Accreditation.

Part II: Basic School Learning Center (LC) Information:

School Learning:
Region/Division: REGION VIII / DIVISION OF NORTHERN SAMAR
Name of School Head/LC Head:
Address:
Date of Validation:

Part III: Instruction to the Users:

Please indicate using check mark the extent of SBM practice for each indicator listed below (numbered) based on the validation team’s consensual agreements after
systematic
D-O-D (Document Analysis-Observation—Discussion). On the other hand, for indicators with no evidence just indicate zero.

Part IV: Rating Scale

1- No evidence
2- Evidence indicates developing structures and mechanisms are in place to demonstrate ACCESs
3- Evidence indicates planned practices and procedures are fully implemented and aligned to ACCESs
4- Evidence indicates practices and procedure satisfy quality standards

I. LEADERSHIP AND GOVERNANCE

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 context of
diverse environments.
Indicators 1 2 3
1. In place is a Development Plan The development plan guided
(e.g. SIP) developed collaboratively by by the school’s vision, mission
the stakeholders of the school and and goal (VMG) is developed
community. through the leadership of the
Evidence:
 Approved/Accepted
SIP/Development plan
with the following documents
 Letter of Invitation of the school to
some community stakeholders re:
formulation of SIP/Dev’t Plan
 ACR with pictorials
Or
 Any other documents proving that
SIP was developed through the
leadership of the school and such
was participated in by some
community stakeholders
Other observations:
Indicators 1 2
2. The development plan (e.g. SIP) is The school leads the regular
regularly reviewed by the school review and improvement of the
community to keep it up responsive development plan.
and relevant to emerging needs,
challenges and opportunities
The development plan is evolved
through the shared leadership of
the school and community
stakeholders.
Evidence:
 Approved/Accepted SIP/Dev’t Plan
with the following documents
 MOA/MOU by the school and
community stakeholders (as
parties) re: formulation of SIP/Dev’t
Plan
 Program of activities and minutes
of workshop or ACR (with
pictorials)
Or
 Any other documents proving that
SIP/Dev’t Plan was developed
through the shared leadership of
the school and the community
The school and community
stakeholders working as full
partners, lead the continual
review and improvement of the
development plan.
The development plan is
enhanced with the community
performing the leadership roles
and the school providing
Evidence:
 Approved /Accepted SIP & Enhanced Dev’t
Plan with the following documents:
 Invitation of the stakeholders to other
stakeholders and the school for the
enhancement of the SIP/Dev’t Plan
 Program of activities, minutes of workshop &
ACR (with pictorials)
Or
 Any other document proving that there was
enhancement of SIP/Dev’t Plan & such
activity was led by the community & technical
assistance was provided by the school
3
The community stakeholders
lead the regular review and
improvement process; the
school stakeholders facilitate
the process.

Evidence:
 Improved /Adjusted SIP/Dev’t Plan
With the following
 Letter of invitation of the school to
the stakeholders re: Review &
Improvement of the Dev’t Plan
 ACR (with pictorials)
Or
 Any other documents
(printed/electronic) proving that the
Dev’t Plan as reviewed and
improved through the leadership of
the school
Other observations:
Indicators 1 2
Evidence:
 Improved /Adjusted SIP/Dev’t Plan
with the following:
 MOA/MOU by the school & the
community stakeholders (as
parties) re: Partnering for continual
review & improvement of the Dev’t
Plan
 ACR (with pictorials)
Or
 Any other documents
(printed/electronic) proving that the
school and the community
stakeholders worked as full
partners which led to the continual
review & improvement of the Dev’t
Plan
Evidence:
 Improved /Adjusted SIP/Dev’t Plan with the
following:
 Invitation of community stakeholders re:
regular review & improvement of the Dev’t
Plan
 ACR (with pictorials)
Or
 Any other document (printed/electronic)
proving that the community stakeholders led
to the regular review & improvement process
& the school facilitated the process
3
3. The school is organized by a clear structure and The school defines the
work arrangements that promote shared leadership organizational structure, and the
and governance and define the roles and roles and responsibilities of
responsibilities of the stakeholders. stakeholders.
Evidence:
School developed Organizational
Structures with TORs/ identified roles
and responsibilities of school
stakeholders.
4. A leadership network facilitates communication A network has been
between and among school and community leaders
collaboratively established
for informed decision-making and solving of school- and is continuously
community wide-learning problems
improved by the school
Evidence:
community.
Any of the ff:
 Principals Report on the
Progress of SIP/AIP
Implementation.
 Transparency board
suggestion box
 log sheets/log books or any
information network
(MIS/SIS/s, etc.) established
functionally in school
Other observations:
The school and community
collaboratively define the structure
and the roles and responsibilities of
stakeholders.
Evidence:
Organizational structures w/
TORs/identified roles and responsibilities
bearing names of community and school
stakeholders as part of the definition and
formulation of the organizational structure
The network actively provides
stakeholders information for
making decisions and solving
learning and administrative
problems.
Evidence:
 SIP/AIP Implementation Plan
and progress on SIP
implementation, reported to the
Brgy. Officials or Municipal
Executives reflecting easy
disclosure of information about
decisions to learning and
administrative problems using
MEA Technology
Guided by an agreed
organizational structure, the
community stakeholders lead in
defining the organizational
structure and the roles and
responsibilities; school provides
technical and administrative
support.
Evidence:
Any of the ff:
 Minutes of Meetings
 Resolutions/MOAs/MOUs
 Programs/Matrices/Pictorials
(Reflecting names of community and
school stakeholders leading/initiating
the formation of organizational
structure with defined roles and
responsibilities)
The network allows easy
exchange and access to
information sources beyond the
school community.
Evidence:
Any of the ff:
 Year End School Accomplishment
Report Cards widely disseminated to
stakeholders.
 School Paper showing Year End
SARCs widely disseminated to
stakeholders
 On line accounts or any
functional/operational school
communication program showing
regular and easy access to school
information
 Indicators 1 2 3
5. A long term program is in operation that addresses Developing structures are in Leaders undertake training Leaders assume responsibility
the training and development needs of school and place and analysis of the modes that are convenient to for their own training and
community leaders. competency and development them (on-line, off-line, modular, development. School
needs of leaders is conducted; group, or home-based) and community leaders working
result is used to develop a long which do not disrupt their regular individually or in groups, coach
term training and development functions. Leaders monitor and and mentor one another to
program. evaluate their own learning achieve their VMG.
process.

Evidence:
Any of the ff: Evidence:
 NCBTS-NCBSSH TDNA Evidence:
Result  Training Design & ACR/PTS/on
 IPPD/SPPD going Professiional Training and Any of the ff:
 Professional Development Development Program with self  ACR on Training and Development
Profile of teachers/ non assessment and upgrading Activities
teaching personnel scheme and shared by teachers  Implementation Plans
 Any document which would and community learders  Barangay/Municipal
prove that there is likewise a Resolutions(Reflecting school T&D
program for community initiated/led by the school community
stakeholders leaders with Job Embedded Learning
(JEL)

Other observations: Recommendations:

SCORE: Total Score = _________

Validated by:
 INDICATORS 1 2
II. CURRICULUM AND INSTRUCTION
1. The curriculum provides
for the development needs of 1All types of learners of the school
all types of learners in the community are identified, their learning
school community curves assessed; appropriate programs
with its support materials for each type of
learner is developed.
Evidence:
 Established Assessment System with
results (Phil-IRI, numeracy test, Multiple
Intelligences Assessment Result,
Academic Performance Chart, etc.)
 Learners’ profile ( student tracking
system)
 Support Materials (IM’s, Competency
Based Budget of Lessons, Lesson
Exemplars)
 Any Program/Project to address learning
deficits/ performance discrepancies e.g.
RRE/ Reading Program Intervention
Materials and ADM Modules
2. The implemented
curriculum is localized to Local beliefs, norms, values, traditions,
make it more meaningful to folklores, current events, and existing
the learners and applicable to technologies are documented and used to
life in the community develop a lasting curriculum. Localization
guidelines are agreed to by school
community and teachers are properly
oriented.
Evidence:
 Compilation of local literature
 Sample lessons showing its utilization
 Lesson Plans showing the integration of
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 environment that
makes learning meaningful and
enjoyable.
Evidence:
 School Supervisory Plan (monthly)
 Monthly Supervisory Report
 Any Program/Project to address
performance discrepancies/ deficits/gaps
e.g. RRE, School Remedial Program
 Reading Program/ ADMs Implementation
Report
 ACR/Narrative Report of INSETs
conducted
 ACR and copy of program for periodic
recognition (e.g. quarterly convocation/
year- end recognition rites)
The localized curriculum is
implemented and monitored closely to
ensure that it makes learning more
meaningful and pleasureable, produces
desired learning ourcomes, and directly
improves communtiy life. Ineffective
approaches are replaced and innovative
ones are developed.
Evidences:
 M & E/Supervisory Report on localized
curriculum
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 programs are frequently
benchmarked by other schools.
Evidence:
-Improved learning outcomes (Achievement Rate,
Promotion Rate, Failure Rate)
-Log Book/Record Sheet/ showing names of visitors
benchmarked school’s initiated programs/projects
School’s Best Practices Accomplishment Report
NAT results comparative analysis by quartile and
mastery level
 NAT intervention plan
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.
Evidences:
 Log Book/Record Sheet showing names of visitors who
benchmarked good or best practices of school’s
localized curriculum
 local literature  Adjusted localized curriculum  Accomplishment Report on the School’s Best Practices
 ACR on the crafting of localized curriculum  Sample performance outputs that could in Localizing the Curriculum
guidelines duly signed by school be utilized to improve community life (e.g.  Any document/s of school’s initiated project that uses
community solid waste management, tree planting/ the community as a learning laboratory (e.g. school-
 DCLM linis bayan activity, etc.) community livelihood projects)
 Compilation of teaching exemplars integrating the
localized curriculum

3. A representative group of A representative team of school and
school and community community stakeholders assess
stakeholders develop the content and methods used in teaching
methods and materials for creative, critical thinking and problem
developing creative thinking solving. Assessment results are used
& problem solving as guide to develop materials.
Evidence:
 Minutes of meeting or any document
as MOV that the content and method
used in teaching were assessed by
any of the ff. team:
 PTA
 School Governing Council (SGC)
 School Planning Team (SPT)
 School M & E Team (SMET)
Learning materials and approaches to
reinforce strengths and address
deficiencies are developed and tested
for applicability on school, family and
community.
Evidence:
 Developed/reproduced/ procured
learning materials that could be used to
reinforce strengths and address
weaknesses applicable in the school,
home and community (e.g. individualized
learning modules for students, home
study manuals for parents and
community learning centers)
- Teacher-made Science IMs (Ms.
Capangpangan)
- OHSS Modules reproduced
- Research Output of Ms. Fe Esposo
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.
Evidence:
Any of the following:
 Activity Completion Report or any report re: school
initiated activity participated in by the community
utilizing the school’s learning resources (human &
materials) with positive impact to the community
 Write-up or any document of an existing
functional/operational community-based learning action
cell
- Gulayan sa Paaralan with Parents/4Ps
participation
- Community is utilized as customers of the gulayan
sa paaralan products
- Teachers utilized as Resource Persons specifically
on Organic Farming

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
1 A school-based monitoring and
learning system is conducted regularly
and cooperatively, and feedback is
shared with stakeholders.
The system uses a tool that monitors
the holistic development of learners.
Evidence:
 Procedure on the conduct of Monitoring
Evaluation & Adjustment (SMEA)
 Terms of Reference (TORs) of school’s M  Feedback mechanism for a well-
& E team (SMET)
The school-based monitoring and
learning systems generate feedback
that is used for making decisions
that enhance the total development
of learners.
A committee take care of the
continuous improvement of the tool.
Evidence:
informed decision making (e.g.
The monitoring system is accepted and regularly
used for collective decision making.
The monitoring tool has been improved to provide
both quantitative and qualitative data.
Evidence:
 Result on the regular conduct of 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
 Customized gathering tool initiated by the School ICT
  SIP/AIP-based Monitoring & Evaluation
instrument /tool
 Schedule on the conduct of SMEA
5. Appropriate assessment
tools for teaching and The assessment tools are reviewed by
learning are continuously the school and assessment results are
reviewed and improved, and shared with school’s stakeholders.
assessment results are Evidence:
contextualized to the learner  Competency based Test materials duly
and local situation and the checked/ approved by the School Head
attainment of relevant life (e.g. Table of Specifications, Periodical
skills. Test Questions, Test/ Item Analysis, Item
Bank, other test materials, etc.)
 ACR on the conduct of activity relative to
sharing of assessment results with
school’s stakeholders (e.g. quarterly
issuance of Pupil/Student Report Card,
issuance of NAT and NCAE results to
parents Teacher-Parents Conferences
 Item analysis per learning area
6. Learning managers and Stakeholders are aware of Child/Learner
facilitators (teachers, Centered, right-based and inclusive
administrators and principles of education.
community members) nurture Learning managers and facilitators
values and environments that conduct activities aimed to increased
suggestion box, text brigade, forums Coordinator
/assembly)Meeting with school
stakeholders on the result of SMEA
 Minutes of meeting of the M & E team
before the conduct of School Monitoring,
Evaluation & Adjustment (SMEA)
 Record of M & E related activities
conducted
The assessment tools are reviewed School assessment results are used to develop
by the school community and results learning programs that are suited to community, and
are shared with community customized to each learner’s context, results of
stakeholders. which are used for collaborative decision-making.
Evidence: Evidence:
 Structure in charge of the review and  Any document of a functional/operational community
improvement of assessment tools (list based initiated programs and/ or projects (e.g.
and TOR) Community Learning Centers) conceptualized to
- Subject Teachers prepared TOS address the learning deficits/ discrepancies of the
and test Materials learners based from the school assessment results.
- Department Heads checked and - Open High School System adopted
evaluated the TOS and Test - Dalaw Pagmamahal Program
Materials  Community initiated program
- Consolidation done by the Grade
Level Chairpersons
- Presentation of Consolidated dated
done by the ICT coordinator and
SMEA Coordinator
- Analysis of data done by the School
Head
- Interventions implemented by the
program coordinators
 Minutes of meeting/ACR/ on:
- review of assessment tools
participated by stakeholders
Stakeholders begin to practice Learning environments, methods and resources are
child/learner-centered principles of community driven, inclusive and adherent to child’s
education in the design of support to rights and protection requirements.
education.
Learning managers and facilitators Learning managers and facilitators observe learner’s
are protective of all children stakeholders awareness and
and demonstrate behaviors commitment to fundamental rights of
consistent to the children and the basic principle of
organization’s Vision, Mission educating them.
and Goals. Evidence:
 List of Children’s Rights and
Responsibilities (in Filipino or vernacular)
strategically placed/posted in a very
conspicuous place
 School policies which spell out the rights
of children
 ACR/ Minutes of Meeting on the conduct
of activity relevant to learner-centered,
right-based, and inclusive principles of
education /A Child & Community-
Centered Education Systems (ACCESs)
- Lesson Plans with values integration
7. Methods and resources Practices, tools and materials for
are learner and community- developing self-directed learners are
friendly, enjoyable, safe, highly observable in school, but not in
inclusive, accessible and the home or in the community.
aimed at developing self- Learning programs are designed and
directed learners. Learners developed to produce learners who
are equipped with essential are responsible and accountable for
knowledge, skills, and values their learning.
to assume responsibility and Evidence:
accountability for their own  Learning Competency Directory (LCD) per  LCDs are shared with the parents for
learning. subject posted in the classroom (it is
anchored on the budget of lesson per
subject which reflects the competencies
covered in every grading period, date of
delivery, topics to be discussed, activities/
exercises to be used, book title and page
number)
 Learner’s PORTFOLIO
 RUBRICS developed by the learners
 Any document of a functional school
program to produce learners who are
accountable for their learning e.g. modular
instruction, peer tutoring and/or Youth
apply the principles in designing
learning materials.
Evidence:
 Barangay Dev. Plan/ Municipal
Investment Plan showing supports to
education which are anchored on child/
learner-centered principles of education
- Health and education services
 Four As (Activity, Analysis, Abstraction
and Application) based lesson plans
using/ integrating GAD and ABC
principles in the key behaviour
indicator/value aim
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 learners.
Evidence:
them to guide the learning activities of
their children with ACR
rights from designing the curriculum to structuring the
whole learning environment.
Evidence:
 At least 70% of all of the 7 domains of the Child
Friendly School System (CFSS) tool are satisfied.
 ACCESS compliant school plans ( AIP / SIP )
 School and community record of activities showing
concern to children
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.
Evidence:
 ACR on community based FGD on LCD utilization
 Document/record of a sustained and/or improved
program for a self-directed learners
 Minutes of Focus Group Discussion (FGD) on Learning
Competency Directory LCD utilization
 Peer Education
Other Observations: Recommendations SCORE: Total Score = =
10 10

Validated By:

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

Evidence: Evidence: Evidence:

 School has an organized team that Presence of the ff: Presence of the ff:
defines the roles and responsibilities of  Minutes of meeting/ FGD  School Handbook
the following:  ACR  Memorandum of Agreement/
- PTA,SGC, School’s Finance Team  Result of Focused Group Discussion Covenant/Contract
- PGO/SGO (FGD) (Duly signed by stakeholders to signify their
- SIP Teams Showing involvement of stakeholders in accountabilities and responsibilities in managing and
- Grievance Committee clarifying and defining their specific roles supporting education)
- Other Committees and functions through a flow chart
 List of roles and responsibilities

2. Achievement of goals is Performance accountability is A community-accepted performance accountability,

recognized based on a practiced at the school level. A community-level accountability recognition and incentive system is being practiced.
collaboratively developed Evidence: system is evolving from school-led Evidence:
performance accountability  System on School Monitoring Evaluation initiatives.  Accomplishment reports /MOA duly signed by
system; gaps are addressed & Adjustment (SMEA) stakeholders
through appropriate action - Structure Evidence:  Institutionalized Recognition & incentive system
- Procedure  System on School Monitoring Evaluation - Programs/memos on school-based awards giving
- Tools/instrument & Adjustment (SMEA) is established and - List of awardees stakeholders (internal & external)
regularly conducted
- SMEA Result both quantitative &
qualitative

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 Evidence:
collaboratively developed and School-Based Accountability
agreed upon.
5. Participatory assessment
of performance is done
The school articulates the accountability
assessment framework with basic
components, including implementation
guidelines to the stakeholders.
Evidence:
 Any school’s initiated accountability
assessment framework with structure &
implementing guidelines (as part of the
school handbook)
 Communication letter
 Pictorials
 Attendance Sheet
 Minutes of meetings containing the
suggestions for improvement or the like
The school, with the participation of
stakeholders, articulates an
accountability assessment framework
with basic components, including
implementation guidelines.
Assessment Framework
-Structure
-Processes
-Tools
With the following documents:
 Invitation letter to stakeholders
 Minutes in the articulation of the
Accountability Assessment
Framework
 School-Based Accountability
Assessment System developed
The school initiates periodic
performance assessment with the
- Feedback from stakeholders
(through suggestion box, text
brigade, forum/ assembly,)
Stakeholders are engaged in the
development and operation of an
appropriate accountability
assessment system.
Evidence:
 ACR/accomplishment Report/Minutes of
Meeting duly signed by the stakeholders
who participated in the crafting of the
accountability assessment framework.
 Any document showing that the system
is operational
Stakeholders are engaged in the
development and operation of an
appropriate accountability assessment
system.
Evidence:
School-Based Accountability
Assessment Framework
-Structure
-Processes
-Tools
With the following documents:
 Quarterly accomplished/utilized
accountability assessment tools
(SHs, T’s, Pupils, Parents, External
Stakeholders)
 Or any document proving the
engagement in the development and
operation of the accountability
assessment system
Collaboratively conduct of
performance assessment informs
School community stakeholders continuously and
collaboratively review and enhance accountability
systems’ processes, mechanisms and tools.
Evidence:
 Any report of an activity conducted for the review and
enhancement of the school initiated assessment
system-it’s processes, TORs of members and the tools
 Adjusted assessment system
 Resolution for any adjustments that will be
collaboratively approved by the stakeholders
Stakeholders continuously and collaboratively review
and enhance accountability systems; processes,
mechanism and tools.
Evidence:
School-Based Accountability
Assessment Framework
-Structure
-Processes
-Tools
With the following documents:
 Any document showing the continuous and
collaborative review and enhancement of
accountability system; processes, mechanism and
tools
School-community-developed performance
assessment is practiced and is the basis for
regularly with the community. participation of stakeholders. planning, plan adjustments and improving monitoring and evaluation system,
Assessment results and requirements for technical assistance. providing technical assistance, and recognizing and
lessons learned serve a basis Evidence: Evidence: refining plans.
for feedback, technical  Quarterly Report on School Monitoring  Integrated SMEA results to: Evidence:
assistance, recognition and Evaluation & Adjustment - SIP/AIP  SMEA served as basis for:
plan adjustment. - Technical Assistance Plan - Adjusted SIP/AIP
-Adjusted Monitoring &
Evaluation System
-Adjusted Technical
Assistance Plan
Observations: Recommendations:
SCORE: Total Score = =
5 5

Validated by:

IV. MANAGEMENT OF RESOURCES

Resources are collectively and judiciously mobilized and managed with transparency, effectiveness, and efficiency.
Indicators 1 2 3
1. Regular resource inventory is Stakeholders are aware that a Resource inventory is Resource inventories are
collaboratively undertaken by regular resource inventory is characterized by regularity, systematically developed and
learning managers, learning available and is used as the increased participation of stakeholders are engaged in a
facilitators, and community
stakeholders as basis for resource
allocation and mobilization.

Evidence: Evidence: Evidence:

 Timely submission of liquidation  No adverse COA findings on liquidation of

 MOOE – utilization per cash reports MOOE
program  Memos/minutes of meeting by  Evidence of pledges of support from external
  Proper liquidation submitted
monthly
 Minutes of the regular meetings
(with attendance sheet) attended
by:
 School board
 Alumni
 PTA
 NGO
 School Finance
Committee
 Proposals for activities and projects
prepared, submitted, and approved
by donors, funding agencies for
needed/relevant school
projects/activities
Indicators 1 2
2. A regular dialogue for planning and Stakeholders are invited to
resource programming, that is participate in the development of
accessible and inclusive, an educational plan in resource
continuously engage stakeholders programming and in the
and support implementation of implementation of the
community education plans. educational plan.
Evidence:
 Timely issuance of memo and
minutes of regular meetings (with
attendance sheets) of the finance
team (school level)
 Timely issuance of memo and
concerned DepEd personnel and
invitation to external
stakeholders/GA’s for regular
conferences
 Regular posting of financial
statements/financial report
rendered to stakeholders during
finance team (school level)
 School head
 Treasurer
 Disbursing Officer, etc.
 Invitation to
trainings/orientation/planning
conference by NGO’s, LGU’s and
GA’s
 Copies of plans and programs with
DepEd concerns integrated from
NGO’s, LGU’s and GA’s
 Minutes of the meetings conducted
regularly with stakeholders to
generate and sustain support for
DepEd programs, projects,
activities
Stakeholders are regularly engaged
in the planning and resource
programming and in the
implementation of the education
plan.
Evidence:
Proof of support that amount has been generated
and deposited in banks
stakeholders:
 PTA
 LGU
 Barangays
 Alumni
 NGO
 Foundations
 ACR for resource generation activities:
 Brigada Eskwela
 Other programs/projects/activities
 Updated report on disbursement of resources
generated according to intended purpose (e.g.
popularity contests, pledges, etc.)
 Updated inventory of projects completed
 Completed projects utilized by the school for
the purpose (intended beneficiaries and more)
3
Stakeholders collaborate to
ensure timely and need-based
planning and resource
programming and support
continuous implementation of
the education plan.
Evidence:
 Rendering of monthly/bi-
monthly/quarterly/semestral/annual
consultative 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
 the conference
Indicators 1 2
3. In place is a community-developed Stakeholders support judicious,
resource management system appropriate, and effective use of
that drives appropriate behaviors resources.
of the stakeholders to ensure Evidence:
judicious, appropriate, and  Copy of the Barangay /Municipal/
effective use of resources. Provincial Annual
 Budget plan reflecting allocation
for the school
 Copy of resolution for IRA,
Municipal /Provincial SEF
 Copy of the disbursement voucher
of the fund allocated for the school
with photocopied cheque
4. Regular monitoring, evaluation, and Stakeholders are invited to
reporting processes of resource participate in the development
management are collaboratively and implementation of
developed and implemented by monitoring, evaluation, and
the learning managers, facilitators reporting processes on resource
and community stakeholders. management.
Evidence:
 Letter of invitation to stakeholders
on the development and
implementation of monitoring,
evaluation, and reporting
processes on resource
management
 With proof of attendance i.e.
certificate of appearance/travel
order, attendance sheet
 SMEA structure with terms of
reference
Indicators 1 2
5. There is a system that manages An engagement procedure to
identify and utilize partnerships
with stakeholders for improving
resource management is
Stakeholders are engaged and
share expertise in the collaborative
development of resource
management system.
Evidence:
 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
office/provincial office/NGOs
 Copy of minutes from the barangay
secretary/ municipal office/provincial office
Stakeholders collaboratively
participate in the development
and implementation of
monitoring, evaluation, and
reporting processes on resource
management.
Evidence:
 ACR on the development and
implementation of monitoring, evaluation,
and reporting processes on resource
management
 Quarterly/Annual SMEA report
Stakeholders support a system of
partnerships for improving
resource management.
 Sustained resource generation to
support the school SIP implementation
3
Stakeholders sustain the
implementation and improvement
of a collaboratively developed,
periodically adjusted, and
constituent-focused resource
Evidence: management system.
 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 Bigada Eskwela and other
activities support ed by the
barangay /municipal/ provincial/NGOs
etc.
Stakeholders are engaged, held
accountable and implement a
collaboratively developed
system of monitoring, evaluation
and reporting for resource
management.
Evidence:
 School Community stakeholders
implementation report on the M & E and
reporting system for resource
management
 Add –on documentations such as
pictorials etc….
3
An established system of
partnership is managed and
sustained by the stakeholders
for continuous improvement of
 the network and linkages
which strengthen and sustain
partnerships for improving
resource management.

Evidence: Evidence: Evidence:

 Letter of invitation  ACR/ PCR/based on existing MOA /
 Minutes of meetings with  MOA/MOU MOU, Resolution, Deed of Donations
attendance sheet  Resolutions and Pledges
 Organized Resource Generation  Deed of Donation  Status report
Committee with corresponding  Pledges  Monthly/ quarterly financial report of
TORs  Delivery Receipts any sustained resource generating
 Feasibility study / Project Proposal activity
 Minutes of meetings conducted by the  Minutes of regular meetings with
Resource Generation Committee attendance sheet
 Any document that would prove the
presence of a sustained income
generating project/ activity lead by the
stakeholders
Other observations: Recommendations:
SCORE: Total Score = =
5 5

SUMMARY OF RATING

SBM LEVEL OF PRACTICE RATING (SY 20 -20 )

A. DOCUMENT ANALYSIS-OBSERVATION-DISCUSSION (D-O-D) (40%)
Principle Weighted Rating/Principle TOTAL WEIGHTED Total Equivalent Points
RATING
I. Leadership and Governance (30%) x .30 =
II. Curriculum and Instruction (30%) x .30 =
III. Accountability and Continuous Improvement (25%) x .25 =
IV. Management of Resources (15%) x .15 =
Validated by: NORTHERN SAMAR DIVISION REPRESENTATIVE:

HAZEL ANN M. DIAZ, Ph.D. MERLITA B. FAJARDO SHERYL ANN V. CALIMLIM MILDRED B. ORTEGA
SEPS – SMM&E EPS II – M&E Staff SM M&E Staff SM M&E Staff

LEAD, EMPOWER, AND ACHIEVE THROUGH DATA-DRIVEN DECISIONS

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