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SBM ASSESSMENT TOOL (40%)

A.   LEADERSHIP AND
1 2 3
GOVERNANCE (30%)

1. In place is a Development Plan The development plan guided by the school’s

developed collaboratively by the
stakeholders of the school and
community.
The development plan is evolved through the The development plan is enhanced with the
vision, mission and goal is developed through
shared leadership of the school and the community performing the leadership roles,
the leadership of the school and participation
community stakeholders. and the school providing technical support.
of the invited community stakeholders.

Ø  SIP Ø  SIP Ø  SIP

Ø  AIP
Ø  Project Work Plan and Budget
Matrix
Ø  Action Plan (Ancillary Subjects)
Ø  Accomplishment Report
Ø  AIP
Ø  Project Work Plan and Budget
Matrix
Ø  Action Plan (Ancillary Subjects)
Ø  Accomplishment Report
Ø  AIP
Ø  Project Work Plan and Budget
Matrix
Ø  Action Plan ( Ancillary Subjects)
Ø  Accomplishment Report

Means of Verification (Plans developed by the school with few

community stakeholders.) (Community stakeholders have bigger
(Plans developed by the school with a
Other MOVs required are: Letter of responsibility in developing the plans
number of stakeholders.)
Invitation of the school to the community and school providing Technical
stakeholders re: formulation of the Assistance.)
Actions taken must be gradated. Ex. From
SIP/AIP, minutes of the meeting; Report on
Formulation of the SIP/AIP to Refinement
attendance or even the copy of the Community Stakeholders call the SPT
of the SIP/AIP.
Barangay Development Plan as basis in to sit and review the SIP/AIP.
generating support from them.

2. The developmental plan (e.g.

SIP) is regularly reviewed by the
school community to keep it
responsive and relevant to
emerging needs, challenges and
opportunities.
Means of Verification
The school leads the regular review and
improvement of the developmental plan.
Ø  AIP Adjustments
Ø  School Report Card (SRC)
Ø  Minutes of Meetings
Ø  Photos
The school and community stakeholders
The community stakeholders lead the regular
working as full partners, leads the continual
review and improvement process; the school
review and improvement of the developmental
stakeholders facilitate the process.
plan.
Ø  AIP Adjustments Ø  AIP Adjustments
Ø  School Report Card (SRC) Ø  School Report Card (SRC)
Ø  Minutes of Meetings Ø  Minutes of Meetings
Ø  Photos Ø  Photos

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 Means of Verification
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(Conducted and accomplished by SPT and
(Conducted and accomplished by schools,
(Conducted and accomplished by schools) Project Teams with the supervision of the
SPT and Project Teams)
school)

3.The school organized by a clear Guided by an agreed organizational structure,

structure and work arrangements that The school defines the organizational The school and community collaboratively the community stakeholders lead in defining
promote shared leadership and structure, and the roles and responsibilities of define the structure and the roles and the organization structure and the roles and
governance and define the roles and stakeholders. responsibilities of stakeholders. responsibilities; school provides technical and
responsibilities of the stakeholders. administrative support.

Ø  Organizational structures: Ø  Organizational structures: Ø  Organizational structures:

- School Government Council - SGC - SGC
- Parents, Teachers
- PTA - PTA
Association
- School Planning Team - SPT - SPT
- Supreme Pupil Government - Supreme Pupil Government - Supreme Pupil Government
- Supreme Student - Supreme Student - Supreme Student
Means of Verification Government Government Government
- Child Protection Policy - Child Protection Policy - Child Protection Policy
Board/Team Board/Team Board/Team
(Community stakeholders lead in defining
(School defines structures and (School and community define structure and organizational structures and
responsibilities) responsibilities) responsibilities. School Provides TA and
support.)

4.A leadership network facilitates

communication between and among
A network has been collaboratively The network actively provides stakeholders The network allows easy exchange and access
school and community leaders for
established and is continuously improved by information for making decisions and solving to information sources beyond the school
informed decision-making and solving of
the school community. learning and administrative problems. community.
school-community wired-learning
problems.
Ø  School Report Card Ø  School Report Card Ø  School Report Card
Ø  Transparency and Accountability Ø  Transparency and Accountability Ø  Transparency and Accountability
Board Board Board
Ø  Minutes of Meetings Ø  Minutes of Meetings Ø  Minutes of Meetings
Means of Verification Ø  Contact Hotlines Ø  Contact Hotlines Ø  Contact Hotlines

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 Means of Verification
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Ø  Student and Family Contact Ø  Student and Family Contact Ø  Student and Family Contact
Details Details Details
(School providing information to the (Easy exchange and access to information
(School doing the work)
community.) beyond school community.)

Leaders assume responsibility for their own

Developing structures are in place and
5. A long term program is in operation
analysis of the competency and development
that addresses the training and
needs of leaders is conducted; result is used to
development needs of school and
develop a long-term training and development
community leaders.
program.
Ø  Staff Development Program
Ø  Trainings with participation and
involvement of stakeholders
Ø  INSETs conducted
Means of Verification
(Conducted analysis of competency and
development needs; Results used to develop
long-term training and development
program)
B.   CURRICULUM AND
1 2
INSTRUCTION (30%)
Leaders undertake training modes that are
convenient to them (on-line, off-line, modular,
training and development. School community
group, or home-based) and which do not
leaders working individually or in groups,
disrupt their regular functions. Leaders
coach and mentor one another to achieve their
monitor and evaluate their own learning
VMG.
progress.
Ø  Staff Development Program Ø  Staff Development Program
Ø  Trainings with participation and Ø  Trainings with participation and
involvement of stakeholders involvement of stakeholders
Ø  INSETs conducted Ø  INSETs conducted
(Leaders undertake training modes; monitor (School and community leaders are working
and evaluated own progress) together, coaching mentoring one another)
3

The educational needs of all types of learners

Programs are fully implemented to address are being met as shown by continuous
All types of learners of the school community performance discrepancies, benchmark best improvement on learning out comes and
1. The curriculum provides for the
are identified, their learning curves assessed; practices, coach low performers, mentor products of learning. Teachers’ as well as
development needs of all types of
appropriate programs with its support potential leaders, reward high achievement, students’ performance is motivated by
learners in the school community.
materials for each type learner is developed. and maintain environment that makes learning intrinsic rather than extrinsic rewards. The
meaningful and enjoyable. Schools’ differentiated programs is frequently
benchmarked by other schools.

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Means of Verification
2. The implemented curriculum is folklores, current events, and existing
localized to make more meaning to technologies are documented and used to
the learners and applicable to life in develop a lasting curriculum. Localization
the community.
Means of Verification
3. A representative group of school
and community stakeholders
develop the methods and materials
for developing creative thinking
and problem-solving.
Means of Verification
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1-2 MOVs on continuous improvement on 3-4 MOVs on continuous improvement All MOVs on continuous improvement on
learning outcomes and products of learning learning outcomes and products of learning learning outcomes and products of learning
are met. are met. are met.
Ø  Oral Reading Test, PHIL – IRI test Ø  Oral Reading Test, PHIL – IRI test Ø  Oral Reading Test, PHIL – IRI test
results for the last three years results for the last three years results for the last three years
Ø  Early Child Care Development Ø  Early Child Care Development Ø  Early Child Care Development
Result Result Result
Ø  School Readiness Year-end Ø  School Readiness Year-end Ø  School Readiness Year-end
Assessment Result (SREYA) Assessment Result (SREYA) Assessment Result (SREYA)
Ø  Updated Anecdotal Record of all Ø  Updated Anecdotal Record of all Ø  Updated Anecdotal Record of all
learners learners learners
Ø  Individual Learner’s Portfolio Ø  Individual Learner’s Portfolio Ø  Individual Learner’s Portfolio
The localized curriculum is implemented and
Local beliefs, norms, values, traditions, Best practices in localizing the curriculum are
monitored closely to ensure that it makes
mainstreamed and benchmarked by other
learning more meaningful and pleasurable,
schools. There is marked increase in number
produces desired learning outcomes, and
of projects that uses the community as
directly improves community life. Ineffective
guidelines are agreed to by school community learning laboratory, and the school as an agent
approaches are replaced and innovative ones
and teachers are properly oriented. of change for improvement of the community.
are developed.
1 MOV of best practices in localizing the 2 MOVs of best practices in localizing the All MOVs of best practices in localizing the
curriculum is present. curriculum are present. curriculum are present.
Ø  Localized instructional materials Ø  Localized instructional materials Ø  Localized instructional materials
Ø  Compiled history of municipalities Ø  Compiled history of municipalities Ø  Compiled history of municipalities
and barangays and barangays and barangays
Ø  Compiled stories of local heroes Ø  Compiled stories of local heroes Ø  Compiled stories of local heroes
and successful people in the and successful people in the and successful people in the
community community community
A representative team of school and Materials and approaches are being used in
Learning materials and approaches to
community stakeholders assess content and school, in the family and in community to
reinforce strengths and address deficiencies
methods used in teaching creative, critical develop critical, creative thinking and
are developed and tested for applicability on
thinking and problem solving. Assessment problem-solving community of learners and
school, family and community.
results are used as guide to develop materials. are producing desired results.
1-2 MOVs on the use of materials and 3 MOVs on the use of materials approaches All MOVs on the use of materials
approaches to improve learning outcomes to improve learning outcomes and produce approaches to improve learning outcomes
and produce desired results are present. desired results are present. and produce desired results are present.
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Means of Verification
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.
Means of Verification
5. Appropriate assessment tools for
teaching and learning are
continuously reviewed and
improved, and assessment results school and assessment results are shared with school community and results are shared with
are contextualized to the learner
and local situation and the
attainment of relevant like skills.
Means of Verification
Ø  Contextualized curriculum
Ø  Indigenized lesson exemplars for
IPED
Ø  Record of observation
Ø  Modules/SIM of teachers in
different learning areas
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.
1-2 of the monitoring tools are regularly
used.
Ø  Post Observation Tool (Class)
Ø  Feedback form for parents and
learners
Ø  Monthly supervisory report
Ø  Monthly accomplishment report
The assessment tools are reviewed by the
school’s stakeholders.
Ø  Formative Test Results
Ø  Summative Test Results
Ø  NAT Result/NCAE/English
Language, Literacy and Numeracy
Assessment (ELLNA)
Ø  Academic Contest Results
Ø  IPCRF/OPCRF
Ø  Achievement Test Result
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Ø  Contextualized curriculum
Ø  Indigenized lesson exemplars for
IPED
Ø  Record of observation
Ø  Modules/SIM of teachers in
different learning areas
The school-based monitoring and learning
systems generate feedback that is used for
making decisions that enhance the total
development of learners. A committee takes
care of the continuous improvement of the
tool.
3 of the monitoring tools are regularly used.
Ø  Post Observation Tool (Class)
Ø  Feedback form for parents and
learners
Ø  Monthly supervisory report
Ø  Monthly accomplishment report
The assessment tools are reviewed by the
community stakeholders.
Ø  Formative Test Results
Ø  Summative Test Results
Ø  NAT Result/NCAE/English
Language, Literacy and Numeracy
Assessment (ELLNA)
Ø  Academic Contest Results
Ø  IPCRF/OPCRF
Ø  Achievement Test Result
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Ø  Contextualized curriculum
Ø  Indigenized lesson exemplars for
IPED
Ø  Record of observation
Ø  Modules/SIM of teachers in
different learning areas
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.
All of the monitoring tools are regularly
used.
Ø  Post Observation Tool (Class)
Ø  Feedback form for parents and
learners
Ø  Monthly supervisory report
Ø  Monthly accomplishment report
School assessment results are used to develop
learning programs that are suited to
community, and customized to each learners’
context, results of which are used for
collaborative decision-making.
Ø  Formative Test Results
Ø  Summative Test Results
Ø  NAT Result/NCAE/English
Language, Literacy and Numeracy
Assessment (ELLNA)
Ø  Academic Contest Results
Ø  IPCRF/OPCRF
Ø  Achievement Test Result

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 and goals.
Means of Verification
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
and for their own learning.
Means of Verification
Ø  Minutes of Meeting
1-3 MOVson school assessment are present. 4-5 MOVs on school assessment are present. All MOVs on school assessment are present.
Stakeholder are aware of child/learner-
centered, rights-based, and inclusive
principles of education.
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.
1-2 MOVs of a conducive learning
environment are met.
Ø  Child-friendly school assessment
result
Ø  Presence of Guidance Counselor
Ø  Presence of School Library/SLRC
Ø  Community Learning Center for
ALS
Practices tools materials for developing self-
directed learners are highly observable in
school, but not in the home or in the
community.
Learning programs are designed and
developed to produce learners who are
responsible and accountable for their learning. ensure that it produces desired learners.
Ø  HE Rooms
Ø  Industrial Rooms
(Or any facility/ies for skill development)
At least 1 MOV is geared towards the
development of self-directed learners are
met:
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Ø  Minutes of Meeting
Stakeholders begin to practice child/learner-
centered principles of education in the design
of support to education.
Learning managers and facilitators apply the
principles in designing learning materials.
1-3 MOVs of a conducive learning
environment are met.
Ø  Child-friendly school assessment
result
Ø  Presence of Guidance Counselor
Ø  Presence of School Library/SLRC
Ø  Community Learning Center for
ALS
Practices, tools, and materials for developing
self-directed learners are beginning to merge
in the homes and in the community.
The program is collaboratively implemented
and monitored by teachers and parents to
Ø  HE Rooms
Ø  Industrial Rooms
(Or any facility/ies for skill development)
All MOVs are geared towards the
development of self-directed learners are
met:
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Ø  Minutes of Meeting
Learning environments, methods and
resources are community driven, inclusive and
adherent to child’s rights and protection
requirements.
Learning managers and facilitators observe
learners’ rights from designing the curriculum
to structuring the whole learning environment.
All MOVs of a conducive learning
environment are met.
Ø  Child-friendly school assessment
result
Ø  Presence of Guidance Counselor
Ø  Presence of School Library/SLRC
Ø  Community Learning Center for
ALS
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.
Ø  HE Rooms
Ø  Industrial Rooms
(Or any facility/ies for skill development)
All MOVs are geared towards the
development of self-directed learners are met
with complete materials.

C. ACCOUNTABILITY AND
CONTINUOUS IMPROVEMENT
(25%)
1. Roles and responsibilities of
accountable person/s and collective There is an active party that initiates
body/is are clearly defined and
agreed upon by community
stakeholders.
Means of Verification
Means of Verification
2. Achievement of goals is
recognized based on a
collaboratively developed
performance accountability system; school level.
gaps are addressed through
appropriate action.
Means of Verification
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1 2 3
Shared and participatory processes are used in
The stakeholders are engaged in clarifying and
determining roles, responsibilities, and
clarification of the roles and responsibilities in defining their specific roles and
accountabilities of stakeholders in managing
education delivery. responsibilities.
and supporting education.
Ø  Stakeholders’ Organization (in Ø  Stakeholders’ Organization (in Ø  Stakeholders’ Organization (in
School) School) School)
Ø  File copies of Defined Roles, Ø  File copies of Defined Roles, Ø  File copies of Defined Roles,
Responsibilities and Accountabilities Responsibilities and Accountabilities Responsibilities and Accountabilities
of stakeholders in managing and of stakeholders in managing and of stakeholders in managing and
supporting education supporting education supporting education
Ø  File copies of well- defined roles Ø  File copies of well- defined roles Ø  File copies of well- defined roles
and responsibilities of all the and responsibilities of all the and responsibilities of all the
staff/personnel in school staff/personnel in school staff/personnel in school
Ø  Proof of dissemination to all Ø  Proof of dissemination to all Ø  Proof of dissemination to all
concerned concerned concerned
(Teachers or school head - works on (Stakeholders collaborate in determining
(The faculty, the parents/guardians, and the
defining roles and responsibilities in everybody’s roles, responsibilities and
community clarify their respective roles.)
education delivery) accountabilities in managing education.)
A community-accepted performance
Performance accountability is practiced at the A community-level accountability system is
accountability, recognition and incentive
evolving from school-led initiatives.
system is being practiced.
Ø  Record of Improvement on Ø  Record of Improvement on Ø  Record of Improvement on
Performance Indicators (3 years) Performance Indicators (3 years) Performance Indicators (3 years)
Ø  Records of Improvement per Ø  Records of Improvement per Ø  Records of Improvement per
Learning Area per Grade Level Learning Area per Grade Level Learning Area per Grade Level
Ø  Record of Best Practices Ø  Record of Best Practices Ø  Record of Best Practices
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 Means of Verification
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.
Means of Verification
Means of Verification
4. Accountability assessment
criteria and tools, feedback
mechanisms, and information
collection and validation techniques assessment framework with basic
and processes are inclusive and
collaboratively developed and
agreed upon.
Means of Verification
(The school leads and enjoins the community
(School heads, teachers and students address
in resolving issues and concerns on
performance gaps.)
performance.)
The school articulates the accountability
assessment framework with basic
components, including implementation
guidelines to the stakeholders.
Ø  M & E Tools
Ø  Minutes of Meetings
Ø  M & E Findings
Ø  Teacher Performance Tracking
System (OPCRF, IPCRF)
Ø  Student Performance Tracking
System
(The school head, teachers and students
craft an accountability assessment
framework. The stakeholders are informed
of the implementation guidelines.)
The school, with the participation of
stakeholders, articulates an accountability
components, including implementation
guidelines.
Ø  Record of Assessment of PPAs
Ø  Record of Feedbacks of
Stakeholders
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(Achieved goals/school performance is
systematically recognized using
system/tool/process formulated and approved
by both school and its community.)
School community stakeholders continuously
Stakeholders are engaged in the development
and collaboratively review and enhance
and operation of an appropriate accountability
accountability systems’ processes,
assessment system.
mechanisms and tools.
Ø  M & E Tools Ø  M & E Tools
Ø  Minutes of Meetings Ø  Minutes of Meetings
Ø  M & E Findings Ø  M & E Findings
Ø  Teacher Performance Tracking Ø  Teacher Performance Tracking
System (OPCRF, IPCRF) System (OPCRF, IPCRF)
Ø  Student Performance Tracking Ø  Student Performance Tracking
System System
(All stakeholders are informed and (Stakeholder follows the cycle of developing,
collaborate in developing an appropriate reviewing, enhancing and revising
accountability system.) assessment mechanisms.)
Stakeholders are engaged in the development Stakeholders continuously and collaboratively
and operation of an appropriate accountability review and enhance accountability systems;
assessment system. processes, mechanisms and tools.
Ø  Record of Assessment of PPAs Ø  Record of Assessment of PPAs
Ø  Record of Feedbacks of Ø  Record of Feedbacks of
Stakeholders Stakeholders
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 Page 9 of 12
Means of Verification Ø  Feedback/Suggestion Box Ø  Feedback/Suggestion Box Ø  Feedback/Suggestion Box

(The school does the bigger part of the work. (The school and the community collaborate (The school and the community regularly
The stakeholders extend their support.) in the development & operation only) collaborate for continuous improvement.)

School-community developed performance

5. Participatory assessment of
performance is done regularly with assessment with the participation of
community.
Means of Verification
D.   MANAGEMENT OF
RESOURCES (15)
1. Regular resource inventory is
collaboratively undertaken by
learning managers, learning
facilitators, and community
stakeholders as basis for resource
allocation and mobilization.
Means of Verification
Collaborative conduct of performance
School initiates periodic performance
assessment informs planning, plan
adjustments and requirements for technical
stakeholders.
assistance, and recognizing and refining plans.
Ø  Analyzed M & E Results reported Ø  Analyzed M & E Results reported
to stakeholders to stakeholders
Ø  Performance Indicators Ø  Performance Indicators
Ø  Assessment/Test Results Ø  Assessment/Test Results
Ø  Reward and Recognition Program Ø  Reward and Recognition Program
Ø  Nutritional Status (Pretest and Ø  Nutritional Status (Pretest and
Posttest) Posttest)
(The school and the community collaborate (The performance assessment is functional;
(The school leads, community participates.) from planning to adjustment to refining of results are utilized by the school-
plans.) community.)
1 2
Resource inventory is characterized by
Stakeholders are aware that a regular resource regularity, increased participation of
inventory is available and is used as the basis stakeholders, and communicated to the
for resource allocation and mobilization. community as the basis for resource allocation
and mobilization.
Ø  Book of Donations Ø  Book of Donations
Ø  List of Donors Ø  List of Donors
Ø  Deed of Donations/ Acceptance Ø  Deed of Donations/ Acceptance
Ø  MOA/MOU Ø  MOA/MOU
Ø  MOOE Ø  MOOE
Ø  SEF Funds Ø  SEF Funds
Ø  Canteen Funds Ø  Canteen Funds
Ø  PTA Funds Ø  PTA Funds
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assessment is practiced and is the basis for
improving monitoring and evaluation systems,
providing technical assistance, and
recognizing and refining plans.
Ø  Analyzed M & E Results reported
to stakeholders
Ø  Performance Indicators
Ø  Assessment/Test Results
Ø  Reward and Recognition Program
Ø  Nutritional Status (Pretest and
Posttest)
3
Resource inventories are systematically
developed and stakeholders are engaged in a
collaborative process to make decisions on
resource allocation and mobilization.
Ø  Book of Donations
Ø  List of Donors
Ø  Deed of Donations/ Acceptance
Ø  MOA/MOU
Ø  MOOE
Ø  SEF Funds
Ø  Canteen Funds
Ø  PTA Funds
 Means of Verification
2. A regular dialogue for planning
and resource programming, that is
accessible and inclusive,
continuously engage stakeholders
and support implementation of
community education plans.
Means of Verification
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.
Means of Verification
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Ø  Financial Statements Ø  Financial Statements
Ø  School Inventory Ø  School Inventory
The stakeholders are not only informed but
The stakeholders know that a resource
shares more resources as shown in the
inventory is available and functional.
inventory.
Stakeholders are invited to participate in the
Stakeholders are regularly engaged in the
development of an educational plan in
planning and resource programming, and in
resource programming, and in the
the implementation of the education plan.
implementation of the educational plan.
Ø  Minutes of Meetings Ø  Minutes of Meetings
Ø  Brigada Eskwela Activity with Ø  Brigada Eskwela Activity with
Reports Reports
Ø  ASP Reports Ø  ASP Reports
Ø  Advocacy Programs Ø  Advocacy Programs
Ø  Partnership/Networking Activities Ø  Partnership/Networking Activities
Stakeholders are invited and are engaged as Stakeholders’ are engaged in all planning
The participation of stakeholders is only
regular participants in the planning and
invitational.
implementation.
Stakeholders are engaged and share expertise
Stakeholders support judicious, appropriate,
in the collaborative development of resource
and effective use of resources.
management system.
Ø  Liquidation Papers Ø  Liquidation Papers
- Official Receipt - Official Receipt
- Purchase Request - Purchase Request
- Request for Quotation - Request for Quotation
- Abstract of Quotation - Abstract of Quotation
- Inspection and Acceptance Report - Inspection and Acceptance Report
- Mayor’s Permit - Mayor’s Permit
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Ø  Financial Statements
Ø  School Inventory
The stakeholders are not only informed of
the inventory or tapped to contribute more
resources but are involved in planning
allocation/mobilization of resources.
Stakeholders collaborate to ensure timely and
need-based planning and resource
programming and support continuous
implementation of educational plan.
Ø  Minutes of Meetings
Ø  Brigada Eskwela Activity with
Reports
Ø  ASP Reports
Ø  Advocacy Programs
Ø  Partnership/Networking Activities
activities and during implementation of the
program.
Stakeholders sustain the implementation and
improvement of a collaboratively developed,
periodically adjusted, and constituent-focused
resource management system.
Ø  Liquidation Papers
- Official Receipt
- Purchase Request
- Request for Quotation
- Abstract of Quotation
- Inspection and Acceptance Report
- Mayor’s Permit

Means of Verification
4. Regular monitoring, evaluation,
and reporting processes of resource
management are collaboratively
developed and implemented by the
learning managers, facilitators, and
community stakeholders.
Means of Verification
Means of Verification
5. There is a system that manages
the network and linkages which
strengthen and sustain partnerships utilize partnerships with stakeholders for
for improving resource
management.
Means of Verification
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- PTA Certificate of Recognition - PTA Certificate of Recognition - PTA Certificate of Recognition
- PHILGEPS Certificate of - PHILGEPS Certificate of - PHILGEPS Certificate of
Recognition and Winning Bidder Recognition and Winning Bidder Recognition and Winning Bidder
Ø Records reflecting expenditures Ø Records reflecting expenditures Ø Records reflecting expenditures
aligned with SIP/AIP aligned with SIP/AIP aligned with SIP/AIP
Ø  Financial Statements Ø  Financial Statements Ø  Financial Statements
Ø  WFPs Ø  WFPs Ø  WFPs
Stakeholders not only comply or participate
Documents show that stakeholders abide by Stakeholders not only comply but at the same
in the development but also takes active part
given standards / mgt. system developed by time take part in the development of
in the periodic adjustment of standard/mgt.
the school. standards/mgt.system
system
Stakeholders are invited to participate in the Stakeholders collaboratively participate in the Stakeholders are engaged, held accountable
development and implementation of development and implementation of and implement a collaboratively developed
monitoring, evaluation, and reporting monitoring, evaluation, and reporting system of monitoring, evaluation and
processes on resource management. processes on resource management. reporting for resource management.
Ø  Record of Monitoring of PPAs with Ø  Record of Monitoring of PPAs with Ø  Record of Monitoring of PPAs with
involvement of stakeholders involvement of stakeholders involvement of stakeholders
Ø  Record of program certification of Ø  Record of program certification of Ø  Record of program certification of
downloaded school funds (MOOE, downloaded school funds (MOOE, downloaded school funds (MOOE,
SBFP, etc.) SBFP, etc.) SBFP, etc.)
Stakeholders do not only participate
Participation of stakeholders is invitational. Stakeholders take active involvement.
regularly but are held accountable.
An established system of partnership is
An engagement procedure to identify and
Stakeholders support a system of partnerships managed and sustained by the stakeholders for
for improving resource management. continuous improvement of resource
improving resource management is evident.
management.
Ø  Partnership/Networking Activities Ø  Partnership/Networking Activities Ø  Partnership/Networking Activities
Ø  Fund Drives Ø  Fund Drives Ø  Fund Drives
Ø  Income Generating Projects Ø  Income Generating Projects Ø  Income Generating Projects
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 Page 12 of 12
Means of Verification
Partnership systems are not only supported Stakeholders not only support partnership
The school lays out/ design courses of
but co-authored/developed and implemented program but they themselves manage and
actions / action plans for partnerships.
by stakeholders. sustain the partnership program.

Prepared by:

LOIDA D. BESA
School SBM Coordinator

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