SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED
MOVS AND ARTIFACTS FOR VALIDATION
INDICATORS 1 2
A. LEADERSHIP & GOVERNANCE
1. In place is a Development Plan  Approved/Accepted
(e.g. SIP) developed SIP/Development plan
collaboratively by the - with the following
stakeholders of the school and documents
community.  Letter of Invitation
. of the school to
some community
stakeholders
re: formulation of
SIP/Dev’t Plan
 ACR of planning
(memo, narrative,
pictures attendance)
Or
 Any other documents
proving that SIP was
developed through the
leadership of the school
and Sch. Planning team
2. The development plan (e.g. SIP) is  Improved /Adjusted
regularly reviewed by the school SIP/Dev’t Plan
community to keep it up responsive - With the following
and relevant to emerging needs,  Letter of invitation of
challenges and opportunities. the school to the
stakeholders re:
Review &
Improvement of the
Dev’t Plan
 ACR (with pictorials)
Or
 Any other documents
of SIP/AIP Review With internal
and external stakeholder/ school
planning Team
 Approved/Accepted SIP/Dev’t  Approved /Accepted SIP
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 (memo, narrative,
pictures attendance) Or
Or  Any other document proving
 Any other documents proving
that SIP/Dev’t Plan was
developed through the shared
leadership of the school and
the community
 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) of
MOA Signing
Or
3
& Enhanced Dev’t Plan
- with the
following
documents:
 Invitation of the
stakeholders to
other stakeholders
school for the
enhancement of the
SIP/Dev’t Plan
 ACR of crafting of AIP
that there was enhancement (
Strategic planning and
crafting) of e-SIP/AIP
collaboratively developed by
sch. Planning Team
 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
the regular review of Dev’t Plan
 SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED
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 the stakeholders.
 School developed  Organizational structures w/ Any of the ff:
1. Organizational Structures TORs/identified roles and  Minutes of Meetings
with TORs/ identified roles responsibilities bearing  Resolutions/MOAs/MOUs
and responsibilities of school names of community and  Programs/Matrices/Pictorials
stakeholders. school stakeholders as part of (Reflecting names of community
 -School Memo the definition and formulation and school stakeholders
 -Designation of the organizational leading/initiating the formation
letter/Appointment signed structure of organizational structure with
by the School Head w/ defined roles and
conformance responsibilities) ( Maximum
 -Minutes of Meetings, ACR participation of stakeholder in
 - Resolutions /MOAs/MOUs all PPAs)
 - Programs/Matrices
 /Pictorials
2. School Organizational
structure chart with TORs &
identified roles,
responsibilities/functions of
personnel
 -Organized stakeholders,
Gen. Homeroom PTA,
Alumni, SGC, SPG, SBM
Working Committee,
DRMM, MOOE TWG,
Faculty Club
 -Orientation on roles &
2
 SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED
MOVSreAspNonDsibiAlitiResT FOR VALIDATION
ofIFACTS
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 leaders.
stakeholders
 -Attendance
 -Records of Simple mgmt.
tasks delegated
 -screenshots of
communications (e.g.
alumni, etc.)

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
Any of the ff:
 Consolidated ESAT
 Professional Development
Profile of teachers/ non
teaching personnel
 Any document which
would prove that there is
likewise a program for
community stakeholders
3
 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.
 Training Design &
ACR/PTS/on-going
Professional Training and
Development Program with
self- assessment and
upgrading scheme and shared
by teachers and community
leaders
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. ( All
modes of disseminations: FB,
fliers, Transparency Board and
others with documentation)
Any of the ff:
 ACR on Training and
Development Activities
 Implementation Plans
 Barangay/Municipal Resolutions
(Reflecting school T&D
initiated/led by the school
community leaders with Job
Embedded Learning (JEL))
SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED
 OPCRF w/ RATING
 LDM portfolio (Sch. Head)
 Training Needs
Analysis/Training and
development plan for at least
three years with complete ACR-
(Memo, Training Proposal
,training matrix, Narrative
report, attendance and
pictures)
 Results of M & E of trainings
conducted
 -Next Step Plan

4
 SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED
Score ________________
Best Practices: ________________________________________________________________________________________
Recommendations: ____________________________________________________________________________________

_________________________________ __________________________

VALIDATOR SHOOL HEAD

5
 SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED
B. CURRICULUM AND INSTRUCTION
1. The curriculum provides for
the development needs of all
types of learners in the school
community
Notes: All suggested MOVs or
artifacts herein indicated can
encompass other components
and thereby considered as
proof of performance
achievement for schools.
 Established Assessment
System with results (Phil-
IRI, numeracy test, Multiple
Intelligences Assessment
Result, Academic
Performance Chart, etc.)
Specific:
 Student Assessment tools
 Formative/Summative Tests
 Individual Progress Report
Cards
 Report on Project PIPO
 Attendance
 Minutes of Meeting
 Pictures/Videos
(Documentation)
 Agreement /Resolution
 Sample IMs for each
learning area
 Learners’ profile ( student
tracking system, least
learn, most learn)
 Any Program/Project to
address learning deficits/
performance discrepancies
e.g. RRE/ Reading Program
Intervention Materials and
ADM Modules
 Research Proposal
6
 School Supervisory Plan  Improved learning outcomes
(monthly) (Achievement Rate,
 Monthly Supervisory Report on Promotion Rate, Failure Rate)
Interventions  Log Book/Record Sheet/
 Result of assessment progress of showing names of visitors
least learn pupils benchmarked school’s
 Intervention or any intervention programs
Program/Project to address  School’s Best Practices
performance discrepancies/ and Accomplishment
deficits/gaps Report on recognition
e.g. RRE, School Remedial and intervention
Program, modular programs
instruction, peer tutoring  Research Outcomes
and/or Youth Peer
Education
 / Reading Program/ ADMs
Implementation Report
 ACR/Narrative Report of
conducted interventions
 ACR and copy of program for
periodic recognition (e.g.
quarterly convocation/ year-
end recognition rites)
Conducted Research
 SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED
2. The implemented curriculum is
localized to make it more meaningful to
the learners and applicable to life in the
community
3. A representative group of
school and community stakeholders
develop the methods and materials for
developing creative thinking &
problem solving
 Compilation/ list of
local literature
 Sample Lesson Plans
showing the integration
of local literature to
lessons
 Copies and list of
localized/contextualized
IMs/LMs
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)
7
 M & E/Supervisory Report on
localized curriculum
 Adjusted localized curriculum
 Sample performance outputs
that could be utilized to
improve community life (e.g.
solid waste management, tree
planting/ linis bayan activity,
etc.)
 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)
 Log Book/Record Sheet
showing names of visitors
who benchmarked good or
best practices of school’s
localized curriculum
 Accomplishment Report on
the School’s Best Practices in
Localizing the Curriculum
 Evidences of
improved
performance using
localized curriculum
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
 SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED
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
 Procedure on the conduct  Feedback mechanism for a  Result on the regular conduct
of Monitoring Evaluation & well-informed decision making of School Monitoring Evaluation
Adjustment (SMEA) (e.g. suggestion box, text and Adjustment (SMEA)
 Terms of Reference brigade, forums /assembly)  Discussion on adjustment made
(TORs) of school’s M & E  Minutes of meeting of the M  Updated/improved M & E
team (SMET) & E team before the Tool designed by the School M
 Schedule on the conduct conduct of School & E Team duly approved by
of SMEA Monitoring, Evaluation & the School Head/ SGC
 --Improved M&E tool such Adjustment (SMEA)
as survey & analysis, SMEA 
result duly approved by SH
 -Activity Completion Report  
(ACR)/Accomplishment
Report with proper
documentations of M&E
related activities
 SIP/AIP-based Monitoring &
Evaluation instrument
/accomplished M&E tool
8
 SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED
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.
6. Learning managers and facilitators
(teachers, administrators and
community members) nurture values
and environments that are protective
of all children and demonstrate
behaviours consistent to the
organization’s Vision, Mission and
Goals.
 Competency based Test
materials duly checked/
approved by the School
Head (e.g. Table of
Specifications, Periodical
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
 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)
9
 Structure in charge of the
review and improvement of
assessment tools ( list and
TOR)
 Minutes of meeting/ACR/ on:
- review of assessment
tools participated by
stakeholders
 Barangay Dev. 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
 Any document of a
functional/operational
community based initiated
programs and/ or projects (e.g.
Community Learning Centers)
conceptualized to address the
learning deficits/ discrepancies
of the learners based from the
school assessment results.
 Innovations and CIP adopted to
new normal
 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
 Conduct of child-protection
program
 SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED
7. Methods and resources are learner  Learning Competency  LCDs are shared with the  ACR on community based FGD
and community-friendly, enjoyable, Directory (LCD) per subject parents for them to guide on LCD utilization
safe, inclusive, accessible and aimed at posted in the classroom (it the learning activities of their  Document/record of a sustained
developing self-directed learners. is children and/or improved program for a
anchored on the budget of

Learners are equipped with essential MOVSlesAsoNn pDer FOR VALIDATION self-directed learners
knowledge, skills, and values to assume AsuRbjeTctIwFhAichCTS
responsibility and accountability for reflects the competencies
their own learning. covered in every grading
period, date of delivery,
topics to be discussed,
activities/ exercises to be
used, book title and page
number)

Score ________________
Best Practices: ________________________________________________________________________________________
Recommendations: ____________________________________________________________________________________

_________________________________ __________________________

VALIDATOR SHOOL HEAD

10
 SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED
Accountability
1. Roles and responsibilities of
accountable person/s and
collective body/ies are clearly
defined and agreed upon by
community stakeholders
Notes: All suggested MOVs or
artifacts herein indicated can
encompass other components
and thereby considered as
proof of performance
achievement for schools.
2. Achievement of goals is recognized
based on a collaboratively developed
performance accountability system;
gaps are addressed through
appropriate action.
MOVS AND ARTIFACTS FO-R
 School has an organized Presence of the ff: Presence of the ff:
team that defines the  Minutes of meeting/ FGD  School Handbook
roles and responsibilities  ACR  Memorandum of Agreement/
of the following:  Result of Focused Covenant/Contract
- PTA,SGC, School’s Group Discussion (FGD) (Duly signed by stakeholders to
Finance Team Showing involvement of signify their accountabilities and
- PGO/SGO stakeholders in clarifying and responsibilities in managing and
- SIP Teams defining their specific roles supporting education)
- Grievance Committee and functions through a flow
- Other Committees chart
 List of roles and
responsibilities
 System on School  System on School  Accomplishment reports /MOA
Monitoring Evaluation & Monitoring Evaluation & duly signed by stakeholders
Adjustment (SMEA) Adjustment (SMEA) is  Institutionalized Recognition &
- Structure established and regularly incentive system
- Procedure conducted - Programs/memos on
- Tools/instrument - SMEA Result both school-based awards giving
quantitative & qualitative
- List of awardees
FVeeAdbLaIckDfrAomTIO stakeholders (internal &
N external)
stakeholders (through
suggestion box, text
brigade, forum/
assembly,)
11
 SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED
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
MOVSPicAtoNriaDls
ARTIFACTS
 -State of the School Address
(SOSA)
 -School Organizational
Chart
 -Performance
Accountability System
 -Rewards and incentives
system
 -PTA/SGC Assembly
 -PTA Initiated Project
 -School Report Card (SRC)
 Additional Supporting
documents such as:
 Narrative Report with
pictures Attendance
 Any school’s initiated
accountability assessment
framework with structure &
implementing guidelines (as
part of the school
handbook)
 Communication letter
 Attendance Sheet
 Minutes of meetings
containing the suggestions
for improvement or the like
12
 INDICATE CRITERIA PER
INDICATOR
 MOV’s
INDICATE
 STAKEHOLDERS
BARANGAY OFFICIALS
 ALUMNI
ASSOCIATION
 C.I. TEAM
 SBM TEAM
 2 RECORDS
Proofs/evidence- clearly
defined
(accountability)-shared
governance
(role/responsibility)
 ACR/accomplishment
Report/Minutes of Meeting
duly signed by the
stakeholders who participated
in the crafting of the
accountability assessment
framework.
FOARny VdoAcuLmIenDt
AshTowIiOngNthat
the system is operational
 RECORD OF SCHOOL
PERSONNEL LEARNERS AND
Stakeholders Participation

-
school-led organization
election
Meeting
Attendance

Signed Agreement

Oath of Office

2. Policy formulation

3. Resolutions/amendments
 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
 SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED
 Accountability, records,  
transparency, board,
F.S. documents
 -SOBA by Brgy. Chairman
during Christmas Gathering
or Graduation Program
 _SOSA by the School Head
during Graduation Program
 -SRC-School Report Card
 -PTA Project proposal
 -Brigada Eskwela reports
 -ASP-Quarterly Reports
 -Monitoring and Evaluation
tool for program & projects
4. Accountability assessment criteria School-Based Accountability School-Based Accountability School-Based Accountability
and tools, feedback mechanisms, and Assessment Framework Assessment Framework Assessment Framework
information collection and validation -Structure -Structure -Structure
techniques and processes are inclusive -Processes -Processes -Processes
and collaboratively developed and -Tools -Tools -Tools
agreed upon. With the following With the following documents: With the following documents:
documents:  Quarterly  Any document showing the
 Invitation letter to accomplished/utilized continuous and
stakeholders accountability assessment collaborative review and
 Minutes in the tools (SHs, T’s, Pupils, enhancement of
articulation of the Parents, External accountability system;
Accountability Stakeholders) processes, mechanism and
Assessment Framework tools
 School-Based Or any document

MOVS FOR VAprLovIinDg AthTe

AANccDounAtaRbilTityIFA ION
CTS engagement in the
Assessment System development and
developed operation of the
accountability
assessment system

13
SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED
A. Documents Showing:
1. Organization of the School
Accountability and Assessment
Body (to monitor and evaluate
school systems and processes
on C.I.)
2. Addressing Gaps on Learning
Outcomes
2.1 School Forms
2.2 School-Initiated Programs
(C.I)
2.3 School M& E
2.4 Awards System
3. Organization of SGC-CI
3.1 SEC registration
3.2 SGC Commitment Form
3.3 CI Action
Plan/Implementation Plan
3.4 CI Accomplishment Report
3.5 M&E Tool-CI
3.6 Transparency Board
-Letter of invitation to
stakeholders on the
development and
implementation of M&E and
reporting processes on resource
management
-Attendance Sheet
-SMEA structure with TOR

MO-VACSR oAn FOR VALIDATION

NtheDdeAveRlopTmIeFnAt
aCndTS
implementation of M&E and
reporting process and resource
management

14
 SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED
Quarterly/Annually SMEA
report
-School Community
Stakeholders implementation
report on the M&E & reporting
system for resource
Pictorials
-Suggestion Box
-Survey Questionnaire
Financial statement of
generated fund
Copy of minutes of the meeting
5. Participatory assessment of  Quarterly Report on  Integrated SMEA results to:  SMEA served as basis for:
performance is done regularly with the School Monitoring - SIP/AIP - Adjusted SIP/AIP
community. Assessment results and Evaluation & Adjustment - Technical Assistance Plan -Adjusted Monitoring &
lessons learned serve a basis for Evaluation System
feedback, technical assistance, -Adjusted Technical
recognition and plan adjustment. Assistance Plan
 . Electronic Management  
Information System
 2. School policies, rules and
regulations, memoranda &
orders
 3. Student/Pupils Handbook
 4. Annual Report
 5. Academic & co-
curricular activities reports
 6. Transparency Board
 7. Programs &
Projects (PAPs)
mandated
 8. DepEd Orders,
Memoranda, Policies and
Guidelines

Score ________________
15
 SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED
Best Practices: ________________________________________________________________________________________
Recommendations: ____________________________________________________________________________________

_________________________________ __________________________

VALIDATOR SHOOL HEAD

D. MANAGEMENT AND RESOURCES

1. Regular resource inventory is  MOOE – utilization  Timely submission  No adverse COA findings
collaboratively undertaken by per cash program of liquidation on liquidation of MOOE
learning managers, learning  Proper liquidation reports  Evidence of pledges of
facilitators, and community submitted monthly  Memos/minutes of support from external
stakeholders as basis for
 Minutes of the meeting by finance stakeholders:
resource allocation and
regular meetings team (school level) - PTA
mobilization.
(with attendance - School head - LGU
sheet) attended by: - Treasurer - Barangays
- School board - Disbursing - Alumni
- Alumni Officer, etc. - NGO
Notes: All suggested MOVs or artifacts - PTA  Invitation to - Foundations
herein indicated can encompass other - NGO trainings/orientation/pl  ACR for resource
components and thereby considered as - School Finance anning conference by generation activities:
proof of performance achievement for Committee NGO’s, LGU’s and GA’s - Brigada Eskwela
schools.  Proposals for  Copies of plans and - Other
activities and projects programs with DepEd programs/projects
prepared, submitted, concerns integrated /activities
and approved by from NGO’s, LGU’s  Updated report on
donors, funding and GA’s disbursement of
agencies for  Minutes of the resources generated
needed/relevant meetings conducted according to intended
school regularly with purpose (e.g.
projects/activities stakeholders to popularity
generate and sustain contests, pledges, etc.)
support for DepEd

16
SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED
MOVS AND ARTIFACTS FOR  Updated inventory of
V A L ID A T I
p ro gr am s, pr oj e projects completed
OctNs,  Completed projects
activities utilized by the school for
the purpose (intended
beneficiaries and more)
 Report on  All suggested MOVs  All suggested MOVs can
 -No adverse COA can be shown be shown
findings on  Transparency board  Transparency board
liquidation of MOOE (updated (updated
 -Evidence of pledges  Liquidation report duly  Liquidation report duly
of support from signed by the signed by the respective
external respective signatories signatories
stakeholders: PTA,
LGU, Barangay,
Alumni…
(Memorandum
receipt,
equipment/materials
donated, etc.)
 -Gap analysis report
of the school
 -Amount generated
from BE and other
financial reports
 -Accomplishment
reports of the
different projects
completed
MOVS -SIP/AIP, SOB
 FOR VALIDATION
AmNaDterAialRs/TdeIvFic
AesCTS
 -Approved project
17
 SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED
proposals
 -Minutes of the
meetings
 -pictorials of different
activities
2. A regular dialogue for planning and  Timely issuance of  Proof of support  Rendering of monthly/bi-
resource programming, that is memo and minutes of that amount has monthly/quarterly/
accessible and inclusive, continuously regular meetings been generated and semestral /annual
engage stakeholders and support (with attendance deposited in banks consultative conference
implementation of community
sheets) of the finance with
education plans.
team (school level) finance/management
 Timely issuance of team, stakeholders,
memo and funding agencies and
concerned DepEd donors
personnel and  Updated status report of
invitation to external resources generated
stakeholders/GA’s for and disbursement for
regular conferences the intended purpose
 Regular posting of  Updated financial
financial statement posted on the
statements/financial transparency board
report rendered to  Sustained resource
stakeholders during generation to support the
the conference school SIP
implementation
 Stakeholders forum &  All suggested MOVs  All suggested MOVs can
appreciation report can be considered as be considered as proof of
 -pictures proof of accomplishment
 -programs accomplishment Transparency board
 -invitation letters  Transparency board (updated
 -memorandum (updated  Liquidation report duly

18
 SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED

MOVS AN-mDinuAteRs FOR LViqAuiLdaItDioAn

TIFACTS
rTepIoOrtNduly
 -attendance
 -certificates/plaques
 Presence of
transparency board
with updated
financial statement
 Journals of
Accomplishment,
Achievements &
Initiated Projects
done
3. In place is a community-developed  Copy of the Barangay
resource management system that /Municipal/ Provincial
drives appropriate behaviours of the Annual Budget plan
stakeholders to ensure judicious, reflecting allocation for
appropriate, and effective use of the school
resources.  Copy of resolution for
IRA, Municipal
/Provincial SEF
 Copy of the
disbursement voucher
of the fund allocated for
the school with
photocopied cheque
signed by the
respective signatories
 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
signed by the respective
signatories
 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.

 -BE Report (B1/B1.b  Records of PTA Annual Copy of Brgy./Municipal/Provincial

 Deeds of Donation & Progress Report and Annual Budget Plan reflecting
Deeds of Acceptance Fiancial Report allocation for the school
 -Barangay Assembly  Pledge of commitment
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SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED
Report from stakeholders

MOVSA-NAIPD( FOR
B ar an ga y/ Sch o ol) RVecAorLdsIDof APPTAIsOu
A R T IF A C T
S pNported
 -Copy of Minutes of the by the stakeholders
Meeting with the Brgy.  Records of contributions
Officials and and proceeds from
School stakeholders
Working/Planning Team
 -Letter of invitation
from School and from
Barangay
 -MOA/MOV on-going
proposed PPAs
 -WFP
 Copy of
Brgy./Municipal/Provin
cial
 Annual Budget Plan
reflecting allocation for
the school (optional)
 Copy of resolution for
IRA, Municipal/
Provincial SEF (optional)

20
 SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED
4. Regular monitoring, evaluation, and  Letter of invitation to  ACR on the development  School Community
reporting processes of resource stakeholders on the and implementation of stakeholders
management are collaboratively development and monitoring, evaluation, implementation report on
developed and implemented by the implementation of and reporting processes the M & E and reporting
learning managers, facilitators and monitoring, evaluation, on resource management system for resource
community stakeholders. and reporting processes  Quarterly/Annual SMEA management
on resource report  Add –on documentations
management such as pictorials etc….
 With proof of
attendance i.e.
certificate of
appearance/travel
order, attendance sheet
 SMEA structure with
terms of reference

5. There is a system that manages theMOVSALNetDterAofRinTvi FO VO

AR L ID A TION  ACR/ PCR / based on
I F A
network and linkages which strengthen ta t ion CTS M A /M O U
existing MOA / MOU,
and sustain partnerships for improving  Minutes of meetings  Resolutions Resolution , Deed of
resource management. with attendance sheet  Deed of Donation Donations and Pledges
 Organized Resource  Pledges  Status report
Generation  Delivery Receipts  Monthly/ quarterly
Committee with  Feasibility study / financial report of any
corresponding TORs Project Proposal sustained resource
Social mobilization  Minutes of meetings generating activity
and networking conducted by the Minutes of regular meetings
system Resource Generation with attendance sheet
 Pledge of Committee
commitment/agree  Feasibility  Any document that
ment of support study/Project-Proposal would prove the presence
 Resolutions/letter of (Partnerships) of a sustained income
requests generating
 MOU/MOA project/activity lead by
 Tracking of the stakeholders
successful alumni’s  Impact Evaluation
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 SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED
 Awards and  Innovation re:
Recognition  Improving Partnership

Score ________________
Best Practices: ________________________________________________________________________________________
Recommendations: ____________________________________________________________________________________

_________________________________ __________________________

VALIDATOR SHOOL HEAD

22