SBM - PASBE SUGGESTED ARTIFACTS
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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. In place is a development
plan (e.g.SIP) developed
collaboratively by the
stakeholders of the school and
the community.
1 Invitation/Call Slip to Stakeholders for SIP Prep.
2. The development plan
(e.g.SIP) is regularly reviewed
by the school community to
keep it responsive and
relevant to emerging needs,
challenges and opportunities
PRINCIPLE I - LEADERSHIP AND GOVERNANCE
Development plan guided by the school's vision,
mission and goal (VMG) is developed through the
leadership of the school and the participation of
some invited community stakeholders.
2 Attendance of Stakeholders for School Development
Planning or SIP Preparation
3 List of Officers organized (SGC, PTA Board, PTA)
4 Minutes of Meeting wit Stakeholders for School
Development Planning or SIP Preparation
5 Preparation and Crafting of SIP with Community
Partners
6 SGC/PTA/School's Resolutions for School
Development
7 SGC/PTA/Schools Action Plans for School
Development
8 Training Designs/Proposals for Programs and Projects
for School Development
The school leads the regular review and
improvement of the development plan.
1 VMG is found in SIP
2 Documentation on School-Based revisiting of SIP
3 Minutes and attendance sheets of SIP Revisiting
The development plan is evolved through the shared
leadership of the school and the community
stakeholders.
MOVs in Level 1
SGC/PTA Initiated Meetings
Minutes of Meetings with Stakeholders
Documents of programs initiated by the stakeholders
Advocacy meetings conducted with the participation
of SGC/PTA
Completion Report and adoption of the SIP
The school and community stakeholders working as
full partners, lead the continual review and
improvement of the development plan.
MOVs in Level 1
Invitation/Call Slip to Stakeholders for SIP Revisiting
conducted with external stakeholders
The development plan is enhanced with the
community performing the leadership roles, and the
school providing technical support.
MOVs in Level 1 & 2
Records of Stakeholder's meeting supporting the
VMG of the school
Program of Works prepared by the PTA /SGC for their
initiated Programs and Projects
Accomplishment Report of Programs and Projects
initiated or in partnership with stakeholders
SIP/AIP submitted to other stakeholders, to LGU for
inclusion in the Community Development Plan.
Copy of LGU's plan and other stakeholders proposals
in line with School's program and projects.
Deeds of Donation and Acceptance.
The community stakeholders lead the regular review
and improvement process; the school stakeholders
facilitate the process.
MOVs in Levels 1 & 2
Meetings initiated by external stakeholders for SIP
revisiting
Minutes and Attendance Sheets of Annual and
Regular SIP Review and Revisiting
 4 Documentation of SIP Revisiting with the community Copy of the Revisited AIP.
stakeholders
5 Re-entry Plan

3. The school is organized by a The school defines the organizational structure, and The school and community collaboratively define the Guided by an agreed organizational structure, the
clear structure and work the roles and responsibilities of stakeholders. structure and the roles and responsibilities of community stakeholders lead in defining the
arrangements that promote stakeholders. organizational structure and the roles and
shared leadership and responsibilities; school provides technical support.
governance and define the
roles and responsibilities of
stockholders.
1 MOA as to responsibilities of stakeholders MOVs of Level 1 MOVs of Levels 1 & 2
2 Attendance Sheet of Stakeholders Participation Copy of Partnership Agreement School Organigram with Stakeholders involvement

3 25% of Participation of PTA, SGC, SSG to different Attendance Sheet of Internal and External Action Plan of Stakeholders
activities Stakeholders' Volunteer Services
4 Completion Report of Activities participated by Minutes of SGC Meetings
Internal and External stakeholders
5 Volunteer Activities initited by the school with the Actual Project Implemented with documents
external stakeholders
50% of Participation of PTA, SGC, SSG to different 75% of Participation of PTA, SGC, SSG to different
activities activities

4. A leadership network A network has been collaboratively established and The network actively provides stakeholders The network allows easy exchange and access to
facilitates communication is continuously improved by the school community. information for making decisions and solving information sources beyond the school community.
between and among school learning and administrative problems.
and community leaders for
informed decision making and 1 Flowchart of the school's feedback system MOVs in Level 1 MOVs in Levels 1 & 2
solving of school-community
wide-learning problems 2 Minutes of feedback sessions Report of Comparative Performance to Stakeholders Records of feedbacks provided by stakeholders

3 Minutes/resolutions of meetings of clubs, PTA, SGC, Conduct of SOSA Action Plan crafted by the school to respond to
COP. feedbacks.
4 Attendance Sheet during SOSA Programs and projects, intervention activities as
result of feedback.
5 Files of Unnumbered Office Orders/Memos Functional SGC / PTA Office
disseminated to Internal and External Stakeholders

6 Monthly regular meetings (PTA/Faculty)

7 Learners' Progress Report,LMP,Evaluation Result
8 Training of Parents relevat to their needs
 9 Numbered Office Orders /Memos disseminated to
Internal and External Stakeholders
10 Handbook for Students, Teachers and Staff.

5. A long term program is in
operation that addresses the
training and development
needs of school and
community leaders
Developing structures are in place and analysis of
the competency and development needs of leaders
is conducted; result is used to develop a long term
training and development program.
Leaders undertake training modes that are
convenient to them (on-line, off-line, modular, group
or home-based) and which do not disrupt their
regular functions. Leaders monitor and evaluate
their own learning progress.
Leaders assume responsibility for their own training
and development.School community leaders
working individually or in groups, coach and mentor
one anothert to achieve their VMG.

1 Constitution and By-laws of PTA, SGC and SSG. MOVs in Level 1 MOVs in Levels 1 & 2
2 Conduct of the PTA Day Commitment Plan of PTA, SGC and SSG and other Solicitation Letters for programs and Projects
Stakeholders initiated by PTA/External Stakeholders
3 Evaluation forms for Adminstration and Staff, Participation in Civic Activities
Teachers, Students, Parents
4 Mentoring Plan, Mentoring Implemantation and Teachers' and School Heads Development Program
Evaluation of Results
5 Supervisory Plan
6 Educational Tour or Field Trip Documents
7 Benchmarking Documentation

PRINCIPLE 2 - CURRICULUM AND INSTRUCTION

The curriculum learning systems anchored on the community and learners context and aspirations are collaboratively developed and continuously improved.
INDICATORS
1. The curriculum provides for All types of learners of the school community are Programs are fully implemented and closely The educational needs of all types of learners are
the development needs of all identified, their learning curve assessed; appropriate monitored to address performance discrepancies, being met as shown by continuous improvement on
types of learners of the school programs with its support materials for each type of benchmark best practices, coach low performers, learning outcomes and products of learning.
community. learner is developed. mentor potential leaders, reward high achievement, Teachers' as well as students' performance is
and maintain environment that makes learning motivated by intrinsic rather than extrinsic rewards.
meaningful and enjoyable. The school's differentiated programs is frequently
benchmarked by other schools.

1 Pupils'/Students' Handbook and documents of its MOVs in Level 1 MOVs in Levels 1 & 2
orientation
 2 CFSS Participation of Parents in School Activities Documents of Pupils'/Students'/ Teachers'
(Attendance/Pics/ Participation in Community Celebration (Programs &
Attendance)
3 Students' Tracking System (Presence of Students' BSP/GSP Participation Documents Participation of Parents/LGU and other stakeholders
Progress Charts, MPS per subject areas, etc.) in school activities (Attendance Sheets and Copy of
Programs)
4 Designation of Coordinatorship Well-defined Career Guidance Programs Periodic Reports/Accomplishment Reports of the
activities conducted.
5 Gallery of Students's Best Projects/Outputs Tracking of Successful Alumni

2. The implemented
curriculum is localized to make
it more meaningful to the
learners and applicable to life
in the community.
Local beliefs, norms, values, traditions, folklores,
current events, and existing technologies are
documented and used to develop a lasting
curriculum. Localization guidelines are agreed to by
school community and teachers are properly
oriented.
The localized curriculum is implemented and
monitored closely to ensure that it makes learning
more meaningful and pleasurable, produces desired
learning outcomes, and directly improves
community life. Ineffective approaches are replaced
and innovative ones are developed.
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.

1 Implementationof the ff: SPED Classes ( fast learners, MOVs in Level 1 MOVs of Levels 1 & 2
physical impaired), Ips, K-12 , TVE, etc.
2 Utilization of Assessment tools , materials, of all Organized Classroom Structuring Utilization TSNA, NCBTS, IPPD, SPPD
types of learners (Student's Learning Style Inventory,

3 Competencies of subject area (PELC,PSSLC, Teaching Class Observations/Supervisions Records with Post List of Trainings attended with proofs of participation
Guides) Conferencing Documents
4 Displays/Postings of Wins/Awards in Different List of Trainings conducted with documents
Academic and Non Academic-related Competitions

5 Functional Laboratories Updated Teachers' portfolio

6 Fuctional Clinic with updated reports of its initiated Nutritional Status (Reports, tacking documents and
activities activities conducted related to issues of nutrition)

7 Functional Learning Resource Centers/Literacy Sustainable Feeding Programs

Centers
8 Functional Library with updated records and reports Functional and Sustainable Alernative Delivery
Mode, SDORP
9 Performance Indicators Posted,Documented within Awards System (Praise Committee with Guidelines
the Offices/Department and Screening Procedures, documents of awardees
with their qualifications as a recipient of the award,
etc.

3. A representative group of
school and community
stakeholders develop the
methods and materials for
developing creative thinking
and problem solving.
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.
10 SREA (Elementary) Accomplishment Reports of all programs and
activities in school
11 ORPT (Secondary)
12 Updated Students' Profile
13 Results and Interventions of different programs and
projects that increase academic achievement
14 Accomplishment and Completion Reports of every
programs and activities in school
A representative team of school and community Learning materials and approaches to reinforce Materials and approaches are being used in school,
stakeholders assess content and methods used in strengths and address deficiencies are developed in the family and in the community to develop
teaching, creative, critical thinking and problem and tested for applicability in school, family and critical, creative thinking and problem solving
solving. Assessment results are used as guide to community. community of learners and are producing desired
develop materials. results.
1 School Learning/Literacy Center MOVs in Level 1 MOVs in Levels 1 & 2
2 Display of different customs, songs, dances, all Visitors Logbook Best Practices Documents (New methods, techiques,
groups of Philippine people (mini-museum, exhibit strtegies, materials and activities in instruction that
rooms, etc.) improves students academic performance
3 Lesson Plans Integrating different customs and Benchmarking Activities Passers of A & E and ALS Program
traditions (culture-based lesson plans)
4 Educational Trip/Lakbay Aral Documents
5 Immersion Activities (Adopt-a-community Programs,
etc.)
6 Project Proposals on Curriculum and Instruction
Improvement
7 A & E , ALS Programs
8 Success stories/Testemonies for A & E, and ALS
graduates
A school-based monitoring and learning system is The school-based monitoring and learning systems The monitoring system is accepted and regularly
conducted regularly and cooperatively; and feedback generate feedback that is used for making decisions used for collective decision making.
is shared with stakeholders. that enhance the total development of learners.
1 Monitoring Checklist accomplished of of the MOVs in Level 1 MOVs in Level 1 & 2
following:
monitored by the community
using appropriate tools to
ensure the holistic growth and
development of the learners
and the community.
5. Appropriate assessment
tools for teaching and learning
are continuously reviewed and
improved, and assessment
results are contextualized to
the learner and local situation
and the attainment of relevant
life skills.
School Governing Council Utilization of SIM, notebooks, assignment
notebooks, TBAY, FWOW (documents, progress
report, pictures, feedbacks, etc.)
Parents-Teachers Association
School Planning Team
Teachers
The system uses a tool that monitors the holistic A committee takes care of the continuous
development of learners. improvement of the tool.
1 Other monitoring tools designed for Academic Functional Committee that takes charge of
(localized monitoring and inventory tools) developing a feedback mechanism, revisiting the
mechanism for improvement. (list of members of the
team, documents, reports and action plans)
The assessment tools are reviewed by the school and The assessment tools are reviewed by the school
assessment results are shared with school community and results are shared with community
stakeholders. stakeholders.
1 School Report Card MOVs in Level 1
2 Updated Anecdotal Records Documents showing records of students are
presented to stakeholders
3 Class Records Documents showing that class records are inspected
by school head or personnel incharge for checking
4 TOS,Questionnaire Records showing that TOS and Questionnaire are
cheked and validated by Academic Head
5 Report Cards Report Cards bear signature of parents
6 Old Assessment tool shared with stakeholders Acceptance of Old assessment tool
Parents/Stakeholders are used as resource speakers
in the school (training designs, matrix, copy of
programs, pictures)
Mapping of community resources used as learning
resources (Documents and consolidated results of
feedbacks from the community based on monitoring
and evaluation process)
Monitoring report/ checklist both quantitative and
qualitative.
The monitoring tool has been improved to provide
both quantitative and qualitative data.
Improved Monitoring tool/mechanism includes
quantitative and qualitative. (new monitoring tool
based from series of revisions)
School assessment results are used to develop
learning programs that are suited to the community,
and customized to each learner's context , results of
which are used for collaborative decision-making.
MOVs in Level 1 & 2
Utilization of Results based on monitoring
assessments.
Programs for Problems & Solutions (Interventions)
Reading Program utilizing parents and other
stakeholders
Records showing comments and feedback of parents
on Students' report cards
6. Learning managers and
facilitators (teachers,
administrators and community
members) nurture values and
environments that are
protective of all children and
demonstrate behaviors
consistent to the
organization's vision, mission 2 CFSS Orientation and Assessment
and goals.
7. Methods and resources are
learner and community-
friendly, enjoyable, safe,
inclusive, accessible and aimed
at developing self-directed
learners. Learners are
equipped with essential
knowledge, skills and values to
assume responsibility and
accountability for their own
learning.
Stakeholders are aware of child/learner-centered,
rights-based, and inclusive principles of education.
1 SIP
3 Child Protection Policy Orientation
4 Sustainable GAD / VAWC Program
5 Structured MRF ( Material Recovery Facility)
6 Tree Planting Activities initiated by the school
7 Sustainable GPP (Gulayan sa Paaralan Program)
8 Functional SDRRMC ( School Disaster & Risk
Reduction Management Committee)
9 Earthquake/Fire Drill/Emergency Drill Reports
10 Visibility of School Signages
Learning managers and facilitators conduct activities
aimed to increase stakeholders awareness and
commitment to fundamental rights of children and
the basic principle of educating them.
1 Orientation on GAD and VAWC to parents
2 Orientation of Child Protection Policy
3 Commitment of Parents as to what has been
oriented to them to support their children and the
school
Practices, tools and materials for developing self-
directed learners are highly observable in school, but
not in the home or in the community.
Stakeholders begin to practice childl/learner-
centered principles of education in a design of
support to education.
MOVs in Level 1
Documentation on Anecdotal Records
Logbook of Parents during classroom
Parents' Handbook
School's LRMDS
Functional Committee for Construction, Validation
and Evaluation of Learning Materials
Learning managers and facilitators apply the
principle in designing learning materials
Documentation on the use of the constructed
learning materials
Practices, tools and materials for developing self-
directed learners are beginning to emerge in the
homes and in the community.
Learning environments, methods and resources are
community-driven, inclusive and adherent to child's
rights and protection requirement.
MOVs in Level 1 & 2
COP Documents (Minutes, Memos, etc)
Accomplishment Reports of CFSS Programs and CPP
Plans and Activities
Documents of Regular Meetings of different
committees assigned in every school and community
activities
Learnig managers and facilitators observe learners'
rights from designing the curriculum to structuring
the whole learning environment.
Evidence of Learning materials designed aligns
Gender sensitivity and No discrimination.
There is continuous exchange of information, sharing
of expertise and materials among schools, home and
community for the development of self-directed
learners.
7. Methods and resources are
learner and community-
friendly, enjoyable, safe,
inclusive, accessible and aimed
at developing self-directed
learners. Learners are
equipped with essential 1 Students' Handbook MOVs in Level 1 MOVs in Level 1 & 2
knowledge, skills and values to 2 CFSS Tool Participation of Students in all activities Alumni-initiated Projects in the School
assume responsibility and
accountability for their own 3 Students' Progress Tracking System Career Guidance Symposium Moral Recovery / Values Formation Programs
learning. 4 Students' Responsibility Chart Students' Output Retreat / Recollection Activities
5 Designation of Coordinatorship
Learning programs and designs are developed to The program is collaboratively implemented and The program is mainstreamed but continuously
produce learners who are responsible and monitored by teachers and parents to ensure that it improved to make relevant to emergent demands.
accountable for their learning. produces desired learners.

1 Documentation on the implementation of the tools Documents on the maximum participation of Documents on Program revisit based from feedbacks
for students' performance assessment (diagnostic students in all activities of results
assessments, reading assessments, etc.)

2 Checklist on the accomplishment of students Documents on the help extended by teachers and Revised sustainable program shows relevance to
outputs parents to their students present need
3 Responsilbility tracking results

PRINCIPLE 3 - ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT

A clear, transparent, inclusive, and responsive accountability system is in place, collaboratively developed by the school community, which monitors performance and acts appropriately on gaps and gains.
INDICATORS
1. Roles and responsibilities of There is an active party that initiates clarification of The stakeholders are engaged in clarifying and Shared and participatory processes are used in
accountable person/s and the roles and responsibilities in education delivery. defining their specific roles and responsibilities. determining roles, responsibilities, and
collective body/ies are clearly accountabilities of stakeholders in managing and
defined and agreed upon by supporting education.
the community stakeholders
1 Organized PTA / SGC MOVs in Level 1 MOVs in Level 1 & 2
2 Pledge of Commitments Barangay Resolutions specifying support to Organizational Chart or Directory of SBM/SGC/PTA
education Officials
3 Minutes of Meetings/Parent's Assembly Involvement of stakeholders in School's Intervention Presence of Citizen's Charter
Plan for School Development
4 Attendance during Parents Assembly Minutes in the conduct of SIP/AIP Revisit and Re- Involvement of stakeholders in Awards and
entry of Activities Recognition
5 Invitation Letters to Parents for Attendance to Minutes on the Orientation of the different
Assembly stakeholders on their roles and responsibilities
(LGU/Private Sectors/NGOs/etc.)

6 SGC/PTA Technical Working Group in conducting

their initiated activities

2. Achievement of goals is
recognized based on a
collaboratively developed
performance accountability
system; gaps are addressed
through appropriate action.
7 List of Stakeholders
Performance accountability is practiced at the school A community level accountability system is evelving A community-accepted performance accountability,
level. from school-led initiatives. recognition and incentive system is being practiced.
1 Information dessimination of school's performance MOVs in Level 1 MOVs in Level 1 & 2
and involvement of stakeholders in the formulation
of workplan, intervention plan, and evaluation tool
(memo/flyers/infomediary/etc.)

2 Narrative Report of school performance and Posting of tarpaulins or congratulatory messages as

involvement of stakeholders in the formulation of success indicators of the school.
workplan, intervention plan, and evaluation tool

3 Documents showing involvement of stakeholders in Giving awards to outstanding stakeholders (internal

the implementation of the plan or external stakeholders)
4 Documents showing involvement of stakeholders in Participation of stakeholders in the evaluation on the
the activities taken to achieve the plan impact of the activity/s
5 Schedule of activities (localized school's schedule of
activities), list of parents and beneficiaries involved

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.
The school articulates the accountability assessment
framework with basic components, including
implementation guidelines to the stakeholders.
1 Notice or invitation to meetings relevant to
accountability concerns
2 Committees organized in setting up an Accountability
System (e.g. Committee on
Accounting/Auditing/Finance/Education/Community
Linkages/Resource Mobilization/etc.))
Stakeholders are engaged in the development and
operation of an appropriate accountability
assessment system.
MOVs in Level 1
Minutes and attendance of committee meetings in
the development of accountability system anchored
on legal basis.
School Community Stakeholders contnuously and
collaboratively review and enhance accountability
systems, processes, mechanisms and tools.
MOVs in Level 1 & 2
Copy of accountability system that the
external/community stakeholders accepted/received

3 Report on the briefing and orientation of the Documents of the developed accountability system Accomplishment report on the implementation of
transparency board signed by the community stakeholders the accountability system
4 Sustanability plan of the accepted accountability
system.
4. Accountability assessment
criteria and tools, feedback
mechanisms, and information
collection and validation
techniques and processes are
inclusive and collaboratively
developed and agreed upon.
5. Participatory assessment of
performance is done regularly
with the community.
Assessment results and
lessons learned serve as basis
for feedback, technical
assistance, recognition and
plan adjustment.
INDICATORS
The school with the participation of stakeholders, Stakeholders are engaged in the development and Stakeholders continuously and collaboratively review
articulates an accountability assessment framework operation of an appropriate accountability and enhance accountability systems and processes,
with basic components, including implementation assessment system. mechanisms and tools.
guidelines.
1 Committees organized involving community MOVs in Level 1 MOVs in Level 1 & 2
stakeholders in articulating an accountability
assessment reports , or
2 Orientation on transparency and accountability Implementation Guidelines on Transparency and Documents on Findings on the Accountability
conducted Accountability Systems, Mechanisms and Tools
3 Document showing accountability system on the
following:
Implementation of SIP/AIP
Tracking of teachers' performance
Tracking of students' performance
School initiates periodic performance assessments Collaborative conduct of performance assessment School-community developed performance
with the participation of stakeholders. informs planning, plan adjustments and assessment is practiced and is the basis for
requirements for technical assistance improving monitoring and evaluation systems,
providing technical assistance, and recognizing and
refining plans.
1 Minutes and Attendance of Quarterly Parents' and MOVs in Level 1 MOVs in Level 1 & 2
Teachers' Conference
2 Minutes and Attendance on COP/LAC with Schedule of Monitoring and Evaluation of activities
community stakeholders with school and community stakeholders
3 Minutes and Attendance of Planning and Commitment Plan from Community stakeholders as
Assessment to their Technical Assistance
4 Implementation of Action Plans with the Implemented System for Incentives and Awards
involvement of community stakeholders
5 Documents of Best Practices on accountability
systems and continous improvement
6 Re-Evaluation and plan adjustments with the internal
and external stakeholders
PRINCIPLE 4 - MANAGEMENT OF RESOURCES
Resources are collectively and judiciously mobilized and manage with transparency, effectiveness and efficiency.
1. Regular resource inventory
is collaboratively undertaken
by learning managers, learning
facilitators, and community
stakeholders as basis for
resource allocation and
mobilization.
2. A regular dialogue for
planning and resource
programming, that is
accessible and inclusive,
continuously engage
stakeholders and support 1 Invitation letter to stakeholders to participate in
implementation of community
education plans.
3. In place is a community-
developed resource
management system that
drives appropriate behaviors
of the stakeholders to ensure
judicious, appropriate, and
effective use of resources.
Stakeholders are aware that a regular resource
inventory is available and is used as the basis for
resource allocation and mobilization.
1 Inventory of facilities
2 Updated reports of all resources both human and
material
3 Sustainable IGP with
records/reports/accomplishments
4 Functional Canteen adhering to DepEd mandates
(with updated reports/records)
Stakeholders are invited to participate in the
development of an educational plan in resource
programming, and in the implementation of the
educational plan.
resource programming and crafting of the School
Educational Plan
2 School Educational Plan on Resource Programming
and Implementation with the involvement of
external stakeholders
3 Periodic evaluation of all resources
Stakeholders support judicious, appropriate, and
effective use of resources.
1 MOA or pledges and record of donations
2 Turn over and acceptance documents
3 List of donations received with pictorials
Resource inventory is characterized by regularity,
increased participation of stakeholders, and
communicated to the community as the basis for
resource allocation and mobilization.
MOVs in Level 1
PTA Funds with reports and liquidations
Financial Statements and/or utilization of budget
reflected to SIP/AIP
Financial Statements on the utilization of MCP/APP
and SEF (LGU)
Stakeholders are regularly engaged in the planning
and resource programming, and in the
implementation of the education plan.
MOVs in Level 1
Invitation letter for attendance of school to barangay
sessions and municipal sessions
Stakeholders are engaged and share expertise in the
collaborative development of resource management
system.
MOVs in Level 1
List of donors
Financial Reports of all funds solicited and donated
Resource inventories are systematically developed
and stakeholders are engaged in a collaborative
process to make decisions on resource allocation and
mobilization.
MOVs in Level 1 & 2
Minutes of Presentation and Reports of Resource
Inventory
Pictorials
Stakeholders collaborate to ensure timely and need-
based planning and resource programming and
support continuous implementation of the
education plan.
MOVs in Level 1 & 2
Stakeholders resolutions to allocate possible facilities
and financial assistance
Stakeholders sustain the implementation and
improvement of collaboratively developed,
periodically adjusted, and constituent-focused
resource management system.
MOVs in Level 1 & 2
Official receipts and liquidition documents
4. Regular monitoring,
evaluation, and reporting
processes of resource
management are
collaboratively developed and
implemented by the learning
managers, facilitators, and
community stakeholders.
5. There is a system that
manages the network and
linkages which strengthen and
sustain partnerships for
improving resource
management.
Prepared by:
___________________________________
SBM Coordinator
Stakeholders are invited to participate in the
development and implementation of monitoring,
evaluation, and reporting processes on resource
management.
1 Monitoring and Evaluation Tool on Programs and
Projects implemented from generated resources
2 Quarterly conduct of monitoring, evaluation and
An engagement procedure to identify and utilize
partnerships with stakeholders for improving
resource management is evident.
Annual Recognition activity for stakeholders' support
Stakeholders collaboratively participate in the
development and implementation of monitoring,
evaluation, and reporting processes on resource
management.
MOVs in Level 1
reporting of results based on generated resources
Stakeholders support a system of partnership for
improving resource management.
MOVs in Level 1
System of Resource Mobilization Institutionalized
(Resource Mobilization Team with Action Plans and
Activity Designs)
Noted:
______________________________________
Stakeholders are engaged, held accountable and
implement a collaboratively developed system of
monitoring, evaluation and reporting for resource
management.
MOVs in Level 1 & 2
Quarterly Control Tool in the Programs and Projects
Implemented
An established system of partnership is managed
and sustained by stakeholders for continuous
improvement of resource management.
MOVs in Level 1 & 2
Functional SGC and PTA
Annual pulse survey on the perception of CFSS of the
stakeholders on the efficiency and the effectiveness
of the school in its implementation phase
(Consolidated Evaluation Result)
Secondary School Principal I