Course Syllabus

AY 2021-2022
Module 4
Course Code: FinMgnt/FisPlanMan Credit Units: 3
Course Title: Financial Management in Educational Institutions/Fiscal Planning and Management Credit Hours: 52
hours

Part 1. Course Information

Instructor Information
Name:
Office:
Consultation Hours:
Contact Number:
Electronic Mail Address:
Don Gabriel T Galleposo, PhD
Guintolan Elementary School
By appointment
0910-540-5760
gabriel.galleposo@lsu.edu.ph

Course Description (General – both MAEd & PhD):

This course is designed to introduce students to fiscal management in education. It also orientates graduate students efficient, prudent, legitimate use,
and disbursement of financial resources of the school. It covers general areas on fiscal policies, budgeting, accounting, debt management, liquidation of funds,
and in putting these areas into consideration to address the problems and issues confronting Philippine Educational System.
Additionally, it provides deeper understanding on the budget process and cycle in both public and private educational institutions; their financial
resources and mode of procurement. Moreover, it exposes every student into the fundamentals of auditing rules and regulations as prescribed by the
Commission on Audit. Finally, it subjects the students into practical application of their acquired financial planning and management skills through devising
their own Annual Budget Plan, and enhance their (PhD students only) skills in undertaking research on the area of fiscal management.
This 3-unit course requires 36 hours of online instruction through synchronous and asynchronous discussions, and a 16-hour out-of-class student
work which includes but not limited to independent/self-study, library/research works, and assignments.

Course Pre-requisites and/or Co-Requisites

NONE

References and Course Materials

Online resources:

2019 Revised Guidelines on Schools MOOE. https://www.teacherph.com/deped-revised-guidelines-on-schools-mooe/

Accounting Public School Budgeting and Auditing. https://education.stateuniversity.com/pages/2342/Public-School-Budgeting-Accounting-Auditing.html

Assessing the Role Played by Local Government in Supporting Basic Education in the Philippines.
http://documents1.worldbank.org/curated/en/468611468569289731/pdf/106955-REVISED-PH-PETS-QSDS-Note-7.pdf

Basic administrative policies and procedures.http://ovca.upm.edu.ph/sites/default/files/201812/Basic%20Admin%20Manual%20References.pdf

Basic Concepts in Budgeting. https://www.ombudsman.gov.ph/UNDP4/wp-content/uploads/2012/12/Chap1_FAQ.pdf

Cobar, L. (2010). Checks and Balances: Audit and Accountability in Philippine Public Finances.
https://www.researchgate.net/publication/292612341_Checks_and_Balances_Audit_and_Accountability_in_Philippine_Public_Finances

Deped Order No. 05, s. 2020 - DELEGATION OF AUTHORITY FOR NEGOTIATED PROCUREMENT UNDER REPUBLIC ACT NO. 11469 OR THE
“BAYANIHAN TO HEAL AS ONE ACT.” https://www.deped.gov.ph/wp-content/uploads/2020/04/DO-s2020_005.pdf

DepEd Order No. 15, s. 2020. Supplementary Guidelines on managing MOOE allocation for schools to support the implementation of Basic Education
Learning Continuity Plan in time of COVID-19 pandemic. https://www.deped.gov.ph/wp-content/uploads/2020/06/DO_s2020_015.pdf

Espinosa, F. (2018). Financial management practices of school heads: Teachers’ perspectives. Skyline Business Journal,(8)1, 33-44.
https://www.skylineuniversity.ac.ae/images/pdf/sbj/2017/Article4.pdf

Finance and Administration Functions.https://www.deped.gov.ph/about-deped/central-office/finance-and-administration-functions/

Financial Accounting for Local and State School Systems. https://nces.ed.gov/pubs2004/h2r2/ch_3.asp

Financial Audit Manual

https://coa.gov.ph/index.php/2013-06-19-13-06-41/manuals/category/7849-financial-audit-manual-1?download=39653:financial-audit-manual

Financial and resource management

https://www.open.edu/openlearncreate/pluginfile.php/20574/mod_resource/content/1/E838_1_Section10.pdf

Financial Management as Science or Art.http://arts.brainkart.com/article/financial-management-as-science-or-art-993/

Galigao, R., Lacandula, I., Pilapil, F., Queniahan, MC. (2019). Linking the level of school financial management among school heads: A case study in
Mandaue District, Cebu, Philippines. http://dx.doi.org/10.17577/IJERTV8IS070144
Gempes, G.P., Ochada, R.C. (20180, The realities of Maintenance Other Operating Expenses (MOOE) allocation in basic education system: Unheard voices
of public school teachers. International Journal of Scientific and Technology Research, (7) 4, 315-324.
https://www.ijstr.org/final-print/apr2018/The-Realities-Of-Maintenance-And-Other-Operating-Expenses-mooe-Allocation-In-Basic-Education-
System-Unheard-Voices-Of-Public-School-Teachers.pdf

General Appropriations Act FY 2021-Volume I-A.

https://www.dbm.gov.ph/index.php/budget-documents/2021/general-appropriations-act-fy-2021/gaa-volume-ia

Generally Accepted Accounting Principles (GAAP). https://www.accounting.com/resources/gaap/

Guidelines and Procedures in the Conduct of Physical Count of Property, Plant and Equipment (PPE), Recognition of PPE Items Found at Station, and
Disposition for Non-existing/Missing PPE Items, for the One-Time Cleansing of PPE Account Balances of Government Agencies
https://www.coa.gov.ph/index.php/2013-06-19-13-06-41/1-circulars/category/8147-cy-2020

Government Procurement Process Flow Chart.https://unese.campusquotient.org/government-procurement-process-flow-chart/

Hrechyshkina, O. 2016. The Role of Financial Management. https://www.researchgate.net/publication/303856298_The_Role_of_Financial_Management

Lawerence, J. Why Finance Is Both A Science And An Art. https://dgstudentfinance.com/qa/why-finance-is-both-a-science-and-an-art.html

Manual of Procedures for the Procurement of Goods and Services. https://www.gppb.gov.ph/downloadables/forms/GPM%20-%20Vol.2.pdf

MOOE Liquidation Report Checklist. https://www.teacherph.com/mooe-liquidation-report-checklist/

New Government Accounting System (NGAS) Manual. Chapter 2, Sec 3. Responsibility, Accountability and Liability over Government Funds and
Property.https://www.treasury.gov.ph/wp-content/uploads/2018/01/Volume-I.pdf and
https://www.coa.gov.ph/phocadownload/userupload/ABC-Help/GAM_A/c2.htm

Overcoming challenges in liquidation of MOOE of school heads in public schools

https://www.philstar.com/the-freeman/opinion/2019/04/05/1907383/overcoming-challenges-liquidation-mooe-school-heads-public-schools

Paramasivan, C., Subramanian, T. Financial management. http://vcmdrp.tums.ac.ir/files/financial/istgahe_mali/moton_english/financial_management_

%5Bwww.accfile.com%5D.pdf

PhilGEPS (video explainer). https://www.bitlanders.com/blogs/the-government-procurement-process-what-we-need-to-know/5588339

Public School Budgeting, Accounting, And Auditing

 https://www.encyclopedia.com/education/encyclopedias-almanacs-transcripts-and-maps/public-school-budgeting-accounting-and-auditing

Republic Act 9184 – Government Procurement Reform Act. https://ps-philgeps.gov.ph/home/images/legalbases/RevisedIRR.RA9184.pdf and

https://boi.gov.ph/sdm_downloads/ra-9184-government-procurement-reform-act/

School Finance in the Philippines.https://www.scribd.com/presentation/411075950/School-Finance-in-the-Philippines-Jimenez-pptx

State Audit Code of the Philippines (PD1445)

https://www.coa.gov.ph/index.php/2013-06-19-13-06-41/manuals/category/4393-presidential-decree-no-1445-government-auditing-code-of-the-
philippines?download=39668:presidential-decree-no-1445-government-auditing-code-of-the-philippines

Wooi, T. (2015). Global school management methodologies (Philippine setting). https://www.slideshare.net/timothywooi/global-school-management-

methodologies-philippine-setting

Course Requirements:

1. Annual Budget Plan (see Appendix 1 for the format, Appendix 2 for the rubric) – (by semester for MAEd, by quarter for PhD)
2. Report (To be assigned during the first synchronous meeting November 13, 2021)
3. Reaction papers (write reaction paper for each of the topics reported, see Appendix 3 for the format, Appendix 4 for the rubric)
4. Quizzes
5. Final Examination
6. Research (for PhD Students only)

Course Structure
1. Teacher-directed Online Activities (minimal)
2. Reporting
a. oral presentation for synchronous sessions
b. recorded presentations (with audio) for asynchronous sessions
3. Collaborative Activities (reactions on the reports/assignments)
4. Research works

Part 2. Student Learning Outcomes

At the end of the course, the students are expected to:
1. demonstrate understanding on the basic principles, system, and procedure in managing school finances;
2. discuss the importance of financial management in schools;
3. analyze financial issues/problems affecting their respective schools; especially in this time of pandemic,
4. devise approaches towards effective solutions in solving these issues/problems;
5. prepare and deliberate an Annual Budget Plan;
6. develop research skills through undertaking school/district wide financial management research (PhD students only)
7. participate actively in both synchronous and asynchronous discussions; and
8. exhibit Christian values such as (but not limited to)
 kindness by saying words of encouragements in making comments/remarks on the works of others.
 honesty by claiming the credit of their work while citing the works of others
 thankfulness by graciously acknowledging the comments/remarks of their instructor/colleagues on their assignments/reports.
 devotion by showing genuine attention their assignments/reports and other requirements.
 justice by giving impartial comments/remarks to the works of others.

Basis for grading (MAEd students)

1 Attendance 10%
2 Reaction/Reflection paper/Assignments 15%
3 Recitation/Discussion/Quizzes 15%
4 Reports 20%
5 Annual Budget Plan 25%
6 Final Exam 15%
----------
Total 100%

Basis for grading (PhD students)

1 Attendance 10%
2 Reaction/Reflection paper/Assignments 10%
3 Recitation/Discussion/Quizzes 10%
4 Reports 15%
5 Annual Budget Plan 20%
6 Research 20%
 7 Final Exam 15%
----------
Total 100%

Part 3. Topic Outline/Schedule

A. Course Outline and Timeframe

 Date No. of Hours Course Content/Subject Matter
November 13, 2021 8 hours I. Course orientation
II. Fiscal Management
1. The Art and Science in Fiscal Management B.
2. Administration and Management of Financial Resources Learning
November 14, 2021 8 hours Library work Plan
November 20, 2021 8 hours 3. Managing Private School Funds Online
Day Topic 4. Managing
Topic Learning Public School Funds Required Readings/Activities
Outcomes Activity Assessment
5. Accountability over Government Funds
Day 1: Levelling off of  Gain information about the core  Present the course
Nov. 13, Expectations topics of the course syllabus and orient
III. Financing Educational Institutions
2021  Express expectations the (Department of Education, Commission on Higher Education) students about what
aboutSchools
1. Government
(Teacher- course 1.1. Special Education Fund are expected of them.
directed a. from the instructor
1.2. Voluntary Contributions/Donations  Sharing of
Online b. from the students
1.3. School Site Income/Income-generating Projects expectations.
Activity 2. Private Schools
(TdOA) 21,
November Tasking
2021 8 hours  Discussion of General
3. the topics and
Appropriation Act 2021  Assigning topics to
required readings/outputs the students for
IV. Budgeting and Accounting Financial Resources: Issues and Problems reporting (recorded
1. Budget Framework presentation)
The Art and 2. Budget Process/Cycle
 Demonstrate understanding on Financial Management as Science or Art.  Focused Group - Reflection paper
Accounting
Science in Fiscal the Art and3.Science in Fiscal http://arts.brainkart.com/article/financial- Discussion
Management 3.1. Principles of Accounting
management-as-science-or-art-993/
Management in schools.
3.2. Expense Accounts
3.2.1. Personnel Services
Lawerence,
3.2.2. Maintenance & Other J. Why Finance
Operating Is Both
Expenses A Science
( including Boncodin Formula)
And An Art
3.2.3. Capital Outlay
3.3. Liquidation of Fundshttps://dgstudentfinance.com/qa/why-finance-
November 27, 2021 8 hours 4. Auditing is-both-a-science-and-an-art.html
5.1. Principles of Auditing
5.2. Audit Process Paramasivan, C., Subramanian, T. Financial
5.3. Government Auditing management.
Code of the Philippines
http://vcmdrp.tums.ac.ir/files/financial/istgahe
V. Procurement Process _mali/moton_english/financial_management_
1. Procurement Process in%5Bwww.accfile.com%5D.pdf
Private Institutions
2. Procurement Process in Government Schools/Colleges and Universities
3. Government Procurement Act (RA 9184)
Hrechyshkina, O. 2016. The Role of Financial
November 28, 2021 8 hours Independent Study Management
December 4, 2021 4 hours VI. Synthesis – Presentation and Deliberation of Annual Budget Proposal
(am only) Final Examination (Comprehensive)
 Online
Day Topic Topic Learning Outcomes Required Readings/Activities Activity Assessment
https://www.researchgate.net/publication/3038
56298_The_Role_of_Financial_Management

Administration and  Gain understanding on the Finance and Administration Functions  Focused Group - Quiz
Management of concepts of managing financial https://www.deped.gov.ph/about- Discussion on the
Financial Resources resources in the school deped/central-office/finance-and- administration and
administration-functions/ management of
financial resources
Financial and resource management
https://www.open.edu/openlearncreate/pluginfi
le.php/20574/mod_resource/content/1/E838_1
_Section10.pdf

Espinosa, F. (2018). Financial management

practices of school heads: Teachers’
perspectives. Skyline Business Journal,(8)1,
33-44.
https://www.skylineuniversity.ac.ae/images/pd
f/sbj/2017/Article4.pdf
Day 2: Preparation of  Do extensive research on 
Nov. 14, reports assigned topics
2021 Research works  Draft research
(Library
Work)
Day 3: Managing School  Demonstrate understanding on Galigao, R., Lacandula, I., Pilapil, F.,  Synchronous - Graded
Nov. 20, Funds the proper, legible, and legal Queniahan, MC. (2019). Linking the level of discussion on Recitation:
2021 management of school funds school financial management among school managing private, Compare &
(Teacher- heads: A case study in Mandaue District, and public school Contrast
directed Cebu, Philippines funds management of
Online http://dx.doi.org/10.17577/IJERTV8IS070144 funds in public
Activity schools from
(TdOA) Wooi, T. (2015). Global school management private educational
methodologies (Philippine setting). institutions
https://www.slideshare.net/timothywooi/global
-school-management-methodologies-

Day Topic Topic Learning Outcomes
Accountability over  Acquire knowledge and in-depth
Government Funds understanding on one’s
accountability in managing, and
disbursing government funds.
Financing  Gain understanding on the legal
Educational basis in financing government
Online
Required Readings/Activities Activity Assessment
philippine-setting
Cobar, L. (2010). Checks and Balances: Audit  Discussion on the Reflection paper
and Accountability in Philippine Public accountability of the on one’s
Finances. school head/ accountability over
https://www.researchgate.net/publication/2926 administrator over government funds
12341_Checks_and_Balances_Audit_and_Acc government funds.
ountability_in_Philippine_Public_Finances  Sharing of insights in
regard to finance
Basic administrative policies and procedures. management of their
http://ovca.upm.edu.ph/sites/default/files/2018 respective schools
-12/Basic%20Admin%20Manual
%20References.pdf
Guidelines and Procedures in the Conduct of
Physical Count of Property, Plant and
Equipment (PPE), Recognition of PPE Items
Found at Station, and Disposition for Non-
existing/Missing PPE Items, for the One-Time
Cleansing of PPE Account Balances of
Government Agencies
https://www.coa.gov.ph/index.php/2013-06-
19-13-06-41/1-circulars/category/8147-cy-
2020
New Government Accounting System (NGAS)
Manual. Chapter 2, Sec 3. Responsibility,
Accountability and Liability over Government
Funds and Property.
https://www.treasury.gov.ph/wp-
content/uploads/2018/01/Volume-I.pdf
https://www.coa.gov.ph/phocadownload/useru
pload/ABC-Help/GAM_A/c2.htm
Assessing the Role Played by Local  Recorded - Reaction paper
Government in Supporting Basic presentations on the applicability
 Online
Day Topic Topic Learning Outcomes Required Readings/Activities Activity Assessment
Institutions educational institutions (DepEd, Education in the Philippines. (students’ reports) on of the legal basis
State Colleges and Universities) http://documents1.worldbank.org/curated/en/4 General in financing
including sources of funds . 68611468569289731/pdf/106955-REVISED- Appropriations Act, government
PH-PETS-QSDS-Note-7.pdf Special Education educational
Fund, institutions in light
School Finance in the Philippines.  Synchronous of COVID19
https://www.scribd.com/presentation/4110759 discussions the on pandemic.
50/School-Finance-in-the-Philippines- current financial
Jimenez-pptx management, issues,
and concerns of their
General Appropriations Act FY 2021-Volume respective schools
I-A.
https://www.dbm.gov.ph/index.php/budget-
documents/2021/general-appropriations-act-
fy-2021/gaa-volume-ia
Day 4 Budgeting and  Acquire knowledge in budgeting Accounting Public School Budgeting and  Synchronous - Reflection Paper
Nov. 21, Accounting and accounting financial Auditing discussion - Quiz
2021 Financial resources. https://education.stateuniversity.com/pages/23  Reporting
(Teacher- Resources: Issues  Demonstrate understanding on 42/Public-School-Budgeting-Accounting-  Focused Group
directed and Problems the budget framework, and Auditing.html Discussion on the
Online budget cycle. issues and problems
Activity  Gain knowledge and in-depth Financial Accounting for Local and State in the student’s
(TdOA) understanding on the principles School Systems respective schools.
of accounting, and expense https://nces.ed.gov/pubs2004/h2r2/ch_3.asp
accounts
Public School Budgeting, Accounting, And
Auditing
https://www.encyclopedia.com/education/ency
clopedias-almanacs-transcripts-and-
maps/public-school-budgeting-accounting-
and-auditing
Basic Concepts in Budgeting
https://www.ombudsman.gov.ph/UNDP4/wp-
content/uploads/2012/12/Chap1_FAQ.pdf
Liquidation of  Demonstrate knowledge and 2019 Revised Guidelines on Schools MOOE  Focused group Reaction paper on
 Online
Day Topic Topic Learning Outcomes Required Readings/Activities Activity Assessment
Funds skills in liquidating school funds https://www.teacherph.com/deped-revised- discussion on the best Liquidation of
 Show appreciation of the value guidelines-on-schools-mooe/ practices in Funds: Its Issues
of transparency and honesty in liquidating funds in and Problems in
liquidating school funds MOOE Liquidation Report Checklist their respective the Philippine
https://www.teacherph.com/mooe-liquidation- schools Schools.
report-checklist/  Abstraction on the
perennial issues and
DepEd Order No. 15, s. 2020 problems in
Supplementary Guidelines on managing liquidating school
MOOE allocation for schools to support the funds.
implementation of Basic Education Learning
Continuity Plan in time of COVID-19
pandemic.
https://www.deped.gov.ph/wp-
content/uploads/2020/06/DO_s2020_015.pdf

Overcoming challenges in liquidation of

MOOE of school heads in public schools
https://www.philstar.com/the-
freeman/opinion/2019/04/05/1907383/overco
ming-challenges-liquidation-mooe-school-
heads-public-schools

Gempes, G.P., Ochada, R.C. (20180, The

realities of Maintenance Other
Operating Expenses (MOOE) allocation in
basic education system: Unheard voices of
public school teachers. International Journal
of Scientific and Technology Research, (7) 4,
315-324.
https://www.ijstr.org/final-print/apr2018/The-
Realities-Of-Maintenance-And-Other-
Operating-Expenses-mooe-Allocation-In-
Basic-Education-System-Unheard-Voices-Of-
Public-School-Teachers.pdf
 Online
Day Topic Topic Learning Outcomes Required Readings/Activities Activity Assessment
Day 5 Auditing School  Acquire knowledge in auditing State Audit Code of the Philippines (PD1445)  Synchronous Reaction Paper on
Nov 27, Funds school funds https://www.coa.gov.ph/index.php/2013-06- discussion the Auditing Code
2021  Gain understanding on the 19-13-06-41/manuals/category/4393- of the Philippines
(Teacher- principles and process in presidential-decree-no-1445-government-
directed auditing funds auditing-code-of-the-philippines?
Online  Demonstrate understanding on download=39668:presidential-decree-no-1445-
Activity the Auditing Code of the government-auditing-code-of-the-philippines
(TdOA) Philippines
Financial Audit Manual
https://coa.gov.ph/index.php/2013-06-19-13-
06-41/manuals/category/7849-financial-audit-
manual-1?download=39653:financial-audit-
manual

Generally Accepted Accounting Principles

(GAAP)
https://www.accounting.com/resources/gaap/
The Procurement  Acquire in-depth knowledge on Deped Order No. 05, s. 2020 - DELEGATION  Reporting Quiz (Essay)
Process the procurement process in OF AUTHORITY FOR NEGOTIATED  Synchronous on the
government schools, colleges PROCUREMENT UNDER discussion procurement
and universities REPUBLIC ACT NO. 11469 OR THE process and its
“BAYANIHAN TO HEAL AS ONE ACT” application to
https://www.deped.gov.ph/wp- school operations.
content/uploads/2020/04/DO-s2020_005.pdf

Government Procurement Process Flow Chart

https://unese.campusquotient.org/government-
procurement-process-flow-chart/
The Government  Demonstrate understanding on Republic Act 9184 – Government  Focused Group Reflection paper
Procurement Act the Government Procurement Procurement Reform Act Discussion on the Government
Act https://ps- Procurement Act
philgeps.gov.ph/home/images/legalbases/Revi
sedIRR.RA9184.pdf

https://boi.gov.ph/sdm_downloads/ra-9184-
 Online
Day Topic Topic Learning Outcomes Required Readings/Activities Activity Assessment
government-procurement-reform-act/

Manual of Procedures for the

Procurement of Goods and
Services
https://www.gppb.gov.ph/downloadables/form
s/GPM%20-%20Vol.2.pdf

PhilGEPS (video explainer)

https://www.bitlanders.com/blogs/the-
government-procurement-process-what-we-
need-to-know/5588339
Day 6 Construct Annual  Construct School Annual Budget  -Upload Annual
Nov. 28, Budget Plan Plan based on the school’s Budget Plan to
2021 Research Work financial resources. CANVAS (as
Independ  Finalize research paper assignment)
ent Study - Send via email
research paper on
or before 11:59 pm
of December 10,
2021

Day 7 Presentation/  Demonstrate synthesis of the Presentation/deliberation of Annual Budget  Synchronous Reaction paper on
Dec. 4, Deliberation of course through application of Plan discussion any two of the
2021 am Annual Budget knowledge and understanding in Annual Budget
only Plan designing/construction Annual Plans presented
(Teacher- Budget Plan
directed Final Examination Demonstrate knowledge,  Upload to
Online understanding, and skills learned CANVAS answers
Activity from the course through to the final
(TdOA) answering comprehensively the examination (as
final examination questions. assignment) on or
before 11:59 pm of
December 7, 2021
Part 4. Grading Policy

Equivalen
Grade     t     Description
1.00     97-100     Excellent
1.25     94-96     Superior
1.50     91-93     Very Good
1.75     88-90     Good
2.00     85-87     Satisfactory
2.25     82-84     Fair
2.50     80-81     No Credit
2.75     78-79     No Credit
3.00     75-77     No Credit
5.00   Failed due to absences No Credit
P           Passed (for Pass/Fail Courses
F           Failed (for Pass/Fail Courses
Dr           Officially Dropped

Part 5. Course Policies

Attend Online Classes (Synchronous via google meet)

Students are reliable to failure or disqualification in this course when they incurred any of the following:
a. A whole day face-to-face unexcused absence from the class *
b. Absences, even excused, amounting to more than 20% (MRPS art. 14) of the total number of hours of a course. *
Participate in the discussions (via CANVAS)
Active participation is measured through asking questions, presenting reactions, reflections or insights to important points of the discussions, and submission of
other requirements/assignments. *
* Adapted from the syllabus design by Dr F J Ejercito
Communicate/Connect
Make sure that you communicate to your instructor any doubts/points of clarification which may arise during/after each discussions/virtual meetings or at the
event of your developing your required papers.
Prepared by:

Don GABRIEL T GALLEPOSO, PhD

Instructor

Appendix A
Annual School Budget Plan Format
A School Annual Budget Plan is required at the end of this course. It is a practical application of theories that tracks and evaluates your knowledge, insights,
understanding, opinion, and above all, your strategic fiscal planning, and prudent management of school funds. You are to do this earnestly, balancing every single
centavo for each and every items listed in the budget plan as it reflects the totality of your knowledge and understanding of this course. You will use the template that
the Department of Education prescribes in all public schools in the country. The following is a general format or layout that you should follow in presenting your
Budget:

 Cover page: Align the text that contains your name, course number, your teacher’s name, and the date of the deadline in the center of the page.
 Introduction: The introduction should begin with a statement of the topic to be discussed. Explain the significance of the topic or problem at hand and write
about how you plan to discuss or resolve the issue.
 The Budget Plan (You can find the template/sample in the “Files” tab in CANVAS)

Appendix 2

Annual Budget Plan Rubric

STANDARDS
ELEMENTS Weight
4 3 2 1
Programs/Projects/Activities 35% Reflected PPAs are anchored Reflected PPAs are anchored Reflected PPAs are anchored Reflected PPAs are anchored
on the 15 objectives of the on 10-14 objectives of the on 5-9 objectives of the on 1-4 objectives of the
OPCRF OPCRF OPCRF OPCRF
Performance 10% Performance Performance Performance Performance
Measure/Indicator measures/indicators relate to measures/indicators relate to measures/indicators relate to measures/indicators relate to
 the activities and particulars the activities and particulars the activities and particulars the activities only
accurately and completely accurately
Physical Target 15% All physical targets are All physical targets are All physical targets are All activities and particulars
clearly stated according to clearly stated according to clearly stated according to have physical target
the month of implementation the month of implementation the month of implementation
based on calendar of based on calendar of
activities and planning activities
standards as applicable with
the total target
Particulars 10% All resources indicated are All resources indicated are Resources indicated are Resources indicated are
appropriately aligned to appropriately aligned to aligned to specific activity aligned to specific activity
specific activity with performance measures with with quantity and unit with quantity
complete, adequate and adequate quantity measure
accurate quantity
Financial Targets 15% All activities requiring All activities requiring All activities requiring Not all mandated activities
budget have corresponding budget have corresponding budget have corresponding requiring budget have
target and, adequately target and adequately target but not adequately corresponding target
allocated with the total target allocated allocated
Source of Funds 10% 100% of mandated activities 90% of mandated activities 80% of mandated activities 70% of mandated activities
requiring budget have requiring budget have requiring budget have requiring budget have
corresponding source of corresponding source of corresponding source of corresponding source of
funds funds funds funds
Persons Involved 5% 100% of mandated activities 90% of mandated activities 80% of mandated activities 70% of mandated activities
requiring identification of requiring identification of requiring identification of requiring identification of
human resources indicated human resources indicated human resources indicated human resources indicated
the responsible person/s the responsible person/s the responsible person/s the responsible person/s

Appendix 3
Reaction/Reflection Paper Format (upload PDF to CANVAS)
Reaction papers must be submitted 2 days after the discussion/reporting of the topic. The paper should not be more than 10 pages of an A4 paper
(no required number of words), double-spaced using standard font (Times New Roman font size #12, and must contain the following:
1. Executive summary – provide readers the gist of the issue
2. Agreements/Disagreements - present your idea about the issue (whether you agree or disagree and why)
3. Conclusion- this part presents your reflection, and stand about the issue.
Appendix 4
Rubric for Reaction/Reflection Paper

WEIGH PERFORMANCE STANDARDS

CRITERIA
T 4 3 2 1
Content & 50% - Content is comprehensive, - Content is accurate and - Content is not comprehensive - Content is incomplete.
Development accurate, and persuasive. persuasive. and /or persuasive. - Major points are not clear
- Major points are stated clearly - Major points are stated. - Major points are addressed, and /or persuasive.
and are well supported. - Responses are adequate and but not well supported. Questions were not adequately
- Responses are excellent, address assignment. - Responses are inadequate or answered.
timely and address assignment - Content and purpose of the do not address assignment.
including course concepts. writing are clear. - Content is inconsistent with
- Content and purpose of the regard to purpose and clarity of
writing are clear. thought.
Organization & 30% -Structure of the paper is clear - Structure is mostly clear and - Structure of the paper is not - Organization and structure
Structure and easy to follow. easy to follow. easy to follow. detract from the message of the
- Paragraph transitions are - Paragraph transitions are - Paragraph transitions need writer.
logical and maintain the flow of present. improvement. - Paragraphs are disjointed and
thought throughout the paper. - Conclusion is logical. - Conclusion is missing, or if lack transition of thoughts.
- Conclusion is logical and provided, does not flow from
flows from the body of the the body of the paper.
paper.
Format 5% - Paper follows all designated - Paper follows designated - Paper follows most of the - Paper lacks many elements of
guidelines. guidelines. guidelines. correct formatting.
- Paper is the appropriate length - Paper is the appropriate length - Paper is inadequate/ excessive
as described for the assignment. as described for the assignment. in length.
-Format enhances readability of -Format is good. -Paper is not double spaced
paper.
Grammar, 15% - Rules of grammar, usage, and - Rules of grammar, usage, and  Paper contains few - Paper contains numerous
Punctuation & punctuation are followed; punctuation are followed with grammatical, punctuation and grammatical, punctuation, and
Spelling spelling is correct. minor errors. spelling errors. spelling errors.
 - Language is clear and precise;
sentences display consistently
strong, varied structure.
Adapted from: https://www.rcampus.com/rubricshowc.cfm?code=L3CA8B&sp=yes
Appendix 5
Rubric for Reporting
WEIGH
CRITERIA
T 4
Content 40% The speaker provides a variety
of types of content appropriate
for the task, such as
generalizations, details,
examples and various forms of
evidence. The speaker adapts
the content in a specific way
to the listener and situation.
Delivery 20% The speaker delivers the
message in a confident,
poised, enthusiastic fashion.
The volume and rate varies to
add emphasis and interest.
Pronunciation and enunciation
are very clear. The speaker
exhibits very few disfluencies,
such as "ahs," "uhms," or "you
knows."
Organization 30% The message is overtly
organized. The speaker helps
the listener understand the
sequence and relationships of
ideas by using organizational
aids such as announcing the
topic, previewing the
organization, using transitions,
Spelling is correct. - Language lacks clarity or - Language uses jargon or
includes the use of some jargon conversational tone.
or conversational tone.
PERFORMANCE STANDARDS
3 2 1
The speaker focuses primarily on The speaker includes some The speaker says practically
relevant content. The speaker irrelevant content. The speaker nothing. The speaker focuses
sticks to the topic. The speaker wanders off the topic. The primarily on irrelevant
adapts the content in a general speaker uses words and concepts content. The speaker appears
way to the listener and the which are inappropriate for the to ignore the listener and the
situation. knowledge and experiences of situation.
the listener (e.g., slang, jargon,
technical language).
The volume is not too low or too The volume is too low or too The volume is so low and the
loud and the rate is not too fast or loud and the rate is too fast or rate is so fast that you cannot
too slow. The pronunciation and too slow. The pronunciation and understand most of the
enunciation are clear. The enunciation are unclear. The message. The pronunciation
speaker exhibits few speaker exhibits many and enunciation are very
disfluencies, such as "ahs," disfluencies, such as "ahs," unclear. The speaker appears
"uhms," or "you knows. "uhms," or "you knows." The uninterested.
listener is distracted by problems
in the delivery of the message
and has difficulty understanding
the words in the message
The message is organized. The The organization of the message The message is so
listener has no difficulty is mixed up and random. The disorganized the listener
understanding the sequence and listener must make some cannot understand most of the
relationships among the ideas in assumptions about the sequence message.
the message. The ideas in the and relationship of ideas.
message can outlined easily.
 and summarizing.
Creativity 10% Very original presentation of
material; captures the
audience’s attention.
Source : https://www.uen.org/rubric/previewRubric.html?id=19
Some originality apparent; good Little or no variation; material Repetitive with little or no
variety and blending of materials presented with little originality variety; insufficient use of
/ media. or interpretation. materials / media.

Appendix 6
Scoring Rubric for ProbIss Final Exam

Your answers will be scored in five categories: 1. Understanding of Questions (10%), 2. Response to Questions (35%), 3. Support (25%), 4. Organization (20%), and
5. Language (10%). The scoring is based upon a five point scale (5 = Exemplary, 4 = Strong, 3 = Competent, 2 = Marginal, 1 = Unacceptable). The minimum
successful score for each question will be “Competent” or better, with no score being “Unacceptable”.

Understanding of Response to Questions Support Organization Language

Questions (10%) (35%) (25%) (20%) (10%)
Responds incisively and Responses to questions are Provides substantial, well- Responses contain Apt and precise diction,
Exemplary5 –

directly to the questions specific, defendable, and chosen evidence (research appropriate, clear and syntactic variety, clear
asked. succinct. or textual citations) used adequate transitions command of Standard
strategically. between sentences and English.
paragraphs.
Most responses are direct Responses to question are Provides sufficient and Responses contain distinct Some mechanical
and relevant to the more general, but still appropriate evidence and, units of thought in difficulties;
4 – Strong

questions asked. accurate; analyses go makes effort to paragraphs, coherently occasional problematic
beyond the obvious. contextualize it. arranged; occasional word
weakness in transitions choices or awkward syntax
between sentences, errors; occasional
Responds adequately to Responses to questions are Provides some evidence Responses are uneven; Occasional major
3 – Competent

the questions asked; overly general and but not paragraphs sometimes grammar
occasionally responds disorganized; may have always relevant, sufficient, effective, but others are errors (e.g., agreement,
with unrelated some factual, interpretive, or integrated into the brief, weakly unified, or tense);
information. or conceptual errors. response. undeveloped; some frequent minor grammar
awkward or missing errors
 Confuses some Responses to questions are Evidence usually only Repetitive, wanders. Frequent major and minor

Unacceptable1 – 2 – Marginal
significant concepts in vague or irrelevant. narrative grammar problems;
the questions asked. or anecdotal; awkwardly frequent imprecise diction;
or incorrectly wordiness; awkward
incorporated. syntax; repetitive sentence
patterns; problems impede
Does not understand No discernable response to Little or no evidence cited Responses are arbitrary or Numerous grammatical
questions and/or most questions given. to support responses. not structured, illogical or errors
concepts. not coherent. and stylistic problems;
English overwhelmingly
non- Standard; errors in
every sentence
adapted from UNIVERSITY OF SOUTH FLORIDA College of Marine Sciennce
https://www.marine.usf.edu/documents/phd-comprehensive-exam-sacs-evaluation.doc