CONTEXTUALIZED SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL

DepEd ZAMBOANGA DEL SUR DIVISION

Part I: Introduction
The Revised School-Based Management (SBM) Assessment Tool is guided by the four principles of ACCESs (A Child-and
Community Centered Education System). The indicators of SBM practice were contextualized from the ideals of an ACCESs
school system. The unit of analysis in the school system, which may be classified as beginning, developing and advance (accredited
level). The SBM practice is ascertained by the existence of structured mechanisms, processes and practices in all indicators. A team
of practitioners and experts from the district, division, region and central office validates the self-study/assessment before a level of
SBM practice is established. The highest level- “advanced” is a candidate for accreditation after a team of external validators
confirmed the evidence of practices and procedures that satisfies quality standards.

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

School/Learning Center
Region/Division
Name of School Head/:
Address:

Part III: Instruction to the Users:

Please indicate using a check mark the extend of SBM practice for each indicator listed below (numbered) based on the validation
team’s consensual agreements after systematic D-O-D (Document Analysis-Observation-Discussion). For indicators with no
evidence, indicate zero.
Part IV: Rating Scale:
0. No evidence
1. Evidence indicates beginning structures and mechanisms are in place to demonstrate ACCESs.
2. Evidence indicates planned practices and procedures are fully implemented and aligned to ACCESs.
3. Evidence indicates practices and procedures satisfy quality standards.

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FTAD/JPE/marjo

A. Leadership and
Governance
1. In place is a Development
Plan developed
collaboratively by the
stakeholders of the school
community
2. The development plan (SIP)
is regularly reviewed by the
school community to keep it
responsive and relevant to
emerging needs, challenges,
and opportunities.
FTAD/JPE/marjo
1 2
A network of leadership and governance guides the education system to achieve its shared vision, mission and goals
making them responsive and relevant to the context of diverse environments
 The development plan guided
by the school’s vision,
mission, and goal (VMG) is
developed through the
leadership of the school and
the participation of some
invited community
stakeholders.
MOVS
 Approved SIP
 Approved AIP/WFP
 BE-LCPIR
 School Governing Council
 School Planning Team
 School Memorandum for the
Constitution
 Minutes of Planning Activity
 The school leads the regular
review and improvement of
the development plan.
MOV – mid -year review
(minutes/agreements;
attendance with pictorials)
(1 School Year copy for the last 5
years)
3
 The Development Plan is evolved
through the shared leadership of the
school and the community
stakeholders.
MOV- AIP (Current)
SRC
Project Monitoring Report/
Activity Completion Report
 The school and community
stakeholders working as full partners,
lead the continual review and
improvement of the development
plan.
MOV – SMEA (4 quarters)
Minutes of Meeting of SGC/Brgy.
Council
Attendance Sheet
(2 School Years copy for the last 5
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 The Development Plan is enhanced
with the community performing the
leadership roles, and the school
providing technical support.
MOV-
Action Plan of different organizations
in support to SIP
Minutes of Meeting of SPT
 The community stakeholders lead the
regular review and improvement
process; the school stakeholders
facilitate the process.
MOV – catch- up or re-entry plan with
SPT signatures
(3 School Years copy for the last 5 years)

3. The school is organized by a
clear structure and work
arrangements that promote
shared leadership and
governance and define the
roles and responsibilities of
the stakeholders
4. A leadership network
facilitates communication
between and among school
and community leaders to
inform decision-making and
solving of school-community
wide learning problems
FTAD/JPE/marjo
 The school defines
organizational structure, and
the roles and responsibilities
of stakeholders.
MOV – Copy of the List of
Officers and Members of the
SGC and/or PTA, SPT, SPG,
SSG, Child Protection
Committee, Grievance
Committee, Bids and Awards
(BAC) with roles and
functions
School
Memorandum/Assignment
Order
(At least 1 participation for the
current School Year)
 A network has been
collaboratively established and
is continuously improved by
the school community.
MOV-
 Copy of the SOSA
Program/school congress/school
summit/assembly / school with
minutes and attendance
 Memorandum
 School Report Card
 School Accomplishment Report
 Transparency and Accountability
years)
 The school and community
collaboratively define the structure
and the roles and responsibilities of
stakeholders.
MOV – CBL/Policies Standards
Guidelines
Copy of Conformed Assignment
(Terms of Reference)
Program of Activities/Updated
Action Plan
(At least 2 participations for the
current School Year) (At least 3 participations for the current
School Year)
 The network actively provides
stakeholders information for making
decisions and solving learning and
administrative problems.
MOV – agreements to resolve the
issues and concerns as an output of
level 1
 Copy of List of Contact Details
(Cell Number, fb Account, email
add) for the Line of Communication
is open and manifested through text,
calls, FB posting, group chats and
other similar networks
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 Guided by an agreed organizational
structure, the community stakeholders
lead in defining the organizational
structure and the roles and
responsibilities; school provides
technical and administrative support.
 MOV – Copy of the minutes of review
meeting on the dissemination of the
ratified By-laws and/or rules and
regulations formulated by the
community stakeholders
Activity Completion Report (2
years)
 The network allows easy exchange and
access to information sources beyond
the school community.
MOV – SRC (2x a year)/school
paper/brochures, school facebook
account /website
 Published, List of distributed school
paper
 Tarpaulin posted
 List of Continual Improvement Projects
 Document on creation of school and
community networks with

5. A long-term program that
addresses the training and
development needs of school
and community leaders is in
operation.
FTAD/JPE/marjo
Board
 Minutes of the Meetings and
Attendance Sheets
 Printed copy of EBEIS/LIS
 List of Contact Details of
Students, Parents/Guardian, and
Personnel
 Developing structures are in
place and analysis of the
competency and development
needs of leaders is conducted;
result is used to develop a
long-term training and
development program.
MOV- eSAT / IPDP
(Consolidated IPDP) and
SLAC Plan
 Copy of School Professional
Development Plan (SPDP)
 Copy of OPCRF/IPCRF
 Top 10 Personnel
Development Needs and
Professional Development
Plan
 Files of issuances of memoranda,
notice of meetings, resolutions,
letters
 Regular meetings with minutes and
attendance.
Presented 2 Accomplishment pf the
Activities as enumerated)
• Provided School-Based
Calendar of Activities displayed in the
strategic places in the school
• Stakeholders Convergence
• Activities conducted by school
and stakeholders (Plan, pictorials,
attendance, program)
 Presentation of District SBM
Summit
 Leaders undertake training modes
that are convenient to them (on-line,
off-line, modular, group, or home-
based) and which do not disrupt their
regular functions. Leaders monitor
and evaluate their own learning
progress.
MOV – Post SLAC report or
Certificate of Participation /
Graduate School / Scholarships
Activity Completion Report of the
Professional Development Plan
Criterion:
50% of the Personnel Trained based on
SPDP with Certificates
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documentation and easy access to the
school community.
(Presented 3 Accomplishment pf the
Activities as enumerated)
 Provided School-Based Calendar of
Activities displayed in the strategic
places in the school
 MOA
 MUA
Stakeholders’ initiative (programs,
project, and activities)
 Presented in Division SBM
Summit
 Leaders assume responsibility for their
own training and development. School
community leaders working
individually or in groups, coach and
mentor one another to achieve their
VMG.
MOV- IPDP implementation report
 Progress report on learning
development plan
 Report on training and mentoring
leaders
 Comparative Report of the 3 Year
Summary of the Performance Coaching
and Mentoring Activities
Criterion:
100% of the Personnel Trained based on

B. Curriculum and Learning – The curriculum learning systems anchored on the community and learners’ contexts and aspirations are collaboratively
developed and continuously improved.
1. The curriculum provides for
the development needs of all
types of learners in the
school community
FTAD/JPE/marjo
 SLAC session plan
 Copy of Program
Implementation of INSET,
training matrix, attendance
sheet
 All types of learners of the school  Programs to address the needs of all
community are identified, their
learning curves assessed;
appropriate programs with its
support materials for each type of
learner is developed.
MOVs
• List of Learners with Special
Educational Needs (IPs, ALS,
Gifted, etc)
/PARDOs/SARDOs/ALS ;
•Supervisory Plan and Master
Class Program
•Classroom Observation Tool
•Implementation of ADM
/Differentiated Instruction
/Inclusive Education
•Report of child mapping
•Students Portfolio
•Inventory Report on Physical
Facilities
•Printed copy of oral reading,
PHIL-IRI results
•Copy of Remedial Reading
Support Program
•Copy of School Readiness
Year- End Assessment Results
SPDP with Certificates and ACR
 The educational needs of all types of
types of learners are fully implemented learners are being met as shown by
and closely monitored to address continuous improvement on learning
performance discrepancies, benchmark outcomes and products of learning.
best practices, coach low performers, Teachers’ as well as students’ performance
mentor potential leaders, reward high is motivated by intrinsic rather than extrinsic
achievement, and maintain environment rewards. The schools’ differentiated
that makes learning, meaningful and program is frequently benchmarked by other
enjoyable schools.
MOVs
Compilation of Test Papers and Table of MOVs – Quarterly Progress Report
Specification
SBM Level 3
 Accomplishment Report on •Reports on awards and recognition
Curriculum Programs and Projects
•Copy of incentives and awards
 Monitoring Report on Instructional mechanism
Progress
•List of Teacher and student awardees
 Documentation of Best Practices in different discipline
and implemented projects, Activities
and Programs (PAPs)
Intrinsic Reward is evident through:
 Copy of Staff Development Plan •List of awardees on Highly motivated
 Records of coaching and mentoring
teachers and students
and provision of Technical •List of awardees on Internal
Assistance
stakeholders’ awards
 Technical Assistance Plan
Extrinsic Reward is evident through:
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2. The implemented curriculum
is localized to make it more
meaningful to the learners
and applicable to life in the
community
FTAD/JPE/marjo
(SREYA)
•Portfolio Assessment in all
learning areas
•List of Enrollees Per
curriculum offering
Region MOV’s:
None
 Local beliefs, norms, values,
traditions, folklores, current
events, and existing technologies
are documented and used to
develop a lasting curriculum.
Localization guidelines are agreed
to by school community and
teachers are properly oriented.
MOVs
 Compilation of Localized /
indigenized curriculum (Hard
copies)
 Collection of Localized ./
indigenized teaching devices and
materials
 Compilation of history of
municipalities and Barangays
 Documented stories of local heroes
and successful people in the
community
Region MOV’s:
Remediation Program
Action Research on Programs to
address the needs of all types of
learners
School provides improvement plan
that reflects teaching-learning
activities and provides learning
resources to develop desired learning
outcomes
 The localized curriculum is implemented
and monitored closely to ensure that it
makes learning more meaningful and
pleasurable, produces desired learning
outcomes, and directly improves
community life. Ineffective approaches
are replaced and innovative ones are
developed.
MOVs
 Teachers Daily Log/ Weekly Home
Learning Plan Integrating the
contextualized and localized
curriculum.
 Submitted outputs of students in any
subjects manifest the principle of
contextualization and localization.
 Documented community activities
on local beliefs and traditions
 Documents showing the use of
localized LRs , IMs
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•List of awards, recognition, promotion
and incentives for teachers
•List of awards and distribution and
even cash incentives to students
• others
Region MOV’s:
Approved Intervention program by SDS
School provides improvement plan that
reflects teaching-learning activities and
provides learning resources to develop
desired learning outcomes
 Best practices in localizing the curriculum
are mainstreamed and benchmarked by other
schools. There is marked increase in number
of projects that uses the community as
learning laboratory, and the school as an
agent of change for improvement of the
community
MOVs – Contextualized /Indigenized LMs
are adopted by other schools (certification )
- Quality Assured by the Region
•Filed copy of benchmarking activity with letters
requesting permit for benchmarking by other
schools
•Logbook of visitors, signatures and attendance
•Documentation of benchmarking activity
Region MOV’s:
None

3. A representative group of
school and community
stakeholders develop the
methods and materials for
developing creative thinking
and problem solving
FTAD/JPE/marjo
 Best Practices for Instruction
Region MOV’s:
Region MOV’s:
 Quality Assured SIMs and  Utilization record of available
LR’s learning resources
 Contextualized Learning
 SIMs
activities
 Approved intervention  Localized LR’s
plan
 A representative team of school  Learning materials and approaches to  Materials and approaches are being
and community assess content reinforce strengths and address used in school, in the family and in
and methods used in teaching deficiencies are developed and tested community to develop critical thinking
creative, critical thinking and for applicability on school, family and problem-solving skills of learners
problem solving. Assessment
and community. and are producing desired results.
results are used as guide to
MOV – Copy of LRs MOV – Certification from the user that
develop materials.
MOV – Council of Elders  Number / List of contextualized Self- the validated LRs are used
Learning Modules  Linkages with CSOs/NGOs/HEIs in
(COE)/Consultative Advisory
 Number of developed modules/SIM improving Quality of Instruction
Board (CAB) , record showing
of teachers in the different learning  Reports on classroom observation
involvement of COE/CAB areas  Reports on performance and
 Copy of organized Quality  Copy of inventory of instructional competencies of learners
Assurance Team for SLMs materials  Collection of action plan or research
and other IMs Development  Copy of validated LRs implemented with results.
 Indigenized lesson
exemplars for IPEd
 Portfolio of performance
outputs of learners
 Reports on classroom
teaching and learning
evaluation.
 Inventory of the Innovative
Teaching Approaches
Practiced by the School and
Artifacts
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 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
5. Appropriate assessment tools
for teaching and learning are
continuously reviewed and
improved, and assessment
results are contextualized to
the learner and local situation
for the attainment of relevant
life skills.
FTAD/JPE/marjo
 School-based monitoring of
learning system is conducted
regularly and cooperatively;
and feedback is shared with
stakeholders.
MOV- SMEA
 The system uses a tool that
monitors the holistic
development of learners
MOVs- MEA Tools
 Compilation of Monthly
Supervisory Report
 Collection of Post
Observation Tools
 Duly acknowledged
monitoring report by the
stakeholders or letter of
transmittal
 Stakeholders’ conference
 Filed copy of teacher-made
holistic rubric of
performance assessment of
learners.
 The assessment tools are
reviewed by the school and
assessment results are shared
with school’s stakeholders.
MOVs
 Accomplished COT
 Formative test results
 Summative test result
 Copy of NAT/NCAE Results,
 English Language Literacy
 The school-based monitoring of
learning systems generate feedback
that is used for making decisions that
enhance the total development of
learners.
MOV- SMEA report with catch-up
plan
 A committee take care of the
continuous improvement of the tool.
MOVs- Cluster /School M&E Team
 Copy of the School Learning Action
Cell (SLAC) Plan
 Compiled SLAC session guides
 Approved assessment tool on total
development of learners
 SMEA Report with catch-up plan
 The assessment tools are reviewed by
the school community and results are
shared with community stakeholders.
MOVs – Pre and Post test result -
Phil IRI, ECCD, EGRA, PRO-IPS
analyzed and presented to
community stakeholders (minutes
and attendance)
 Report on the review of assessment
tool by community stakeholders are
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 The monitoring system is accepted and
regularly used for collective decision
making.
MOV – SMEA conducted per quarter
with Attendance Sheets, minutes and
adjustment plan (per Quarter)
 The monitoring tool has been improved
to provide both quantitative and
qualitative data
MOVs- Enhanced SMEA Tools
 SMEA conducted per quarter with
Attendance Sheets, minutes and
adjustment plan (per Quarter)
 Results of school-based monitoring
PAPs
 Monthly accomplishment report on
monitoring the implementation of PAPs
 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.
MOVs – List of interventions based on
assessment results
 Copy of Needs assessment report and
recommendations
 Copy of Action Plan on school

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 VMG.
FTAD/JPE/marjo
and Numeracy Assessment
 Minutes of Parents-Teachers
Conference sheets (with
photos optional)
 Stakeholders are aware of
child/learner- centered rights-
based, and inclusive principles of
education.
MOVs
•Availability of Guidance
Room
•Availability of Clinic
•Availability of Canteen
•Availability of CR in
classroom
•Availability of school Library
•Availability of Reading
Corners
•Availability of community
learning center for ALS
•Posted Fire Exit Plans
•Copy of Fire Inspection
Certificate
•Posted Evacuation Plan
•Student Handbook
 Memo for AWA and
IDLAR Monthly
Summary
 Learning managers and
facilitators conduct activities
aimed to increase
stakeholders’ awareness and
commitment to fundamental
rights of children and the basic
furnished
 Minutes and Attendance
 Acknowledgement receipt of report
by community stakeholders
 Stakeholders begin to practice
child/learner-centered principles of
education in the design of support to
education.
MOVs
Learning managers and facilitators
apply the principles in designing …
MOVs
 Learning Management System
 Records of Special children with
special needs
 Collection of teacher-made
modules, activity/work sheets,
books, and visual aids
 Availability of RBI/TV instructional
materials
 Accomplishment report on the
implementation of Child Protection
Policy
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assessment results
 Number of developed learning
programs / List of interventions based
on assessment results
 Learning environments, methods and
resources are community driven, inclusive
and adherent to child’s rights and protection
requirements.
MOVs
SBM Level 3
•Classroom conducive to learning; well-
ventilated and furnished with appropriate
progressive and informative materials
(e.g.,updated bulletin boards, learners
accomplishment charts, etc.
•Compilation of Curriculum Guides/MELCs,
Memos, Lesson Plans/Weekly Plans, DepEd
Orders.
•Availability of Genderized and clean comfort
rooms, and provision of recreational facilities
•Records of participation / involvement of
stakeholders in the observance of child’s rights
and protection.
•No cases of child abuse and bullying
•Record / Report on Barangay Committee for the
Protection of Children (BC

7. Methods and resources are
learner and community
friendly, enjoyable, safe,
inclusive, accessible, and
aimed at developing self-
directed learners.
Learners are equipped with
essential knowledge, skills,
and values to assume
responsibility and
accountability for their learning.
principle of educating them.
MOV – Attendance Sheets
Child Protection
Policy Activities Plan
 Stakeholders are aware of
child/learner-centered, rights-
based, and inclusive principles
of education.
MOVs
 Copy of School Calendar of
Activities
 Records of parents
involvement to reading
program
 Records of home visitation
conducted
 MOA to the stakeholders
and parents
 Stakeholders begin to practice
child/learner centered principles of
education in the design of support to
education.
MOVs- Barangay Ordinance or any
resolution to supports CFSS
SH to make School Order to adopt
the ordinance
 Program Monitoring Report
 Copy of Enhanced Modules and
Instructional materials
 Documentation of school managers
tapped by the community in sharing
their expertise (resource speakers,
field demo, consultant, committee
member, etc.)
 Community leaders are invited to
share their resources and expertise
to the school during school
activities.
 Learning environments, methods and
resources are community driven,
inclusive, and adherent to child’s rights
and protection requirements.
MOVs
 Minutes of the meeting of the regular
conduct of internal and external
stakeholders.
 Utilization of contextualized Self-
learning Modules (SLMs)
 Operational Community Learning
Centers for ALS

C. Accountability and Continuous A clear, transparent, inclusive and responsive accountability system is in place, collaboratively developed
Improvement by the school community, which monitors performance and acts appropriately on gaps and gains
1. Roles and responsibilities of accountable  There is an active
 The stakeholders are engaged  Shared and participatory processes
person/s and collective body/ies are clearly party that initiates
clarification of the
in clarifying and defining of determining roles,
defined and agreed upon by community
roles and their specific roles and responsibilities, and
stakeholders.
responsibilities in responsibilities. accountabilities of stakeholders in
Accountable persons/groups are the following:
education delivery. MOVs – Presence of By-laws as managing and supporting
External Stakeholders applicable / list of functions
MOV - List of organized education.
 GOs, NGOs, Alumni, Civic & Social Asso., active parties/organizations conformed by the concerned MOV – Accomplishment
Retirees, professionals, Partners, Adopt a School (GOs, NGOs, Alumni, Civic personnel /designation
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FTAD/JPE/marjo
 Program, CPC
2. Achievement of goals is recognized based on
a collaboratively developed performance
accountability system; gaps are addressed
through appropriate action.
FTAD/JPE/marjo
and Social Association,
Retirees, Professional
Organizations, Partners,
Adopt a School Program
Partner, Child Protection
Committee)
 Copy of List of
Officers and
Members
 Copy of Letter of
Invitation
 Minutes of
Meeting
 Updated
Consolidated
Action Plan
 Performance
accountability is practiced
at the school level.
MOV –Quarterly SMEA
(program, pictorials),
AIP evaluation, Mid- Year
and Year- End (Catch-up
Plan) IPCR/OPCR review
(mid-year review form),
Documentation of Best
Practices and
Performance
Accountability, Certificate
of Recognition as 1 Star of
WinS ( Water, Sanitation
and Hygiene in School)  Presented in the DISMEA
 Activity Completion Report
 List of Interventions 
to Address Teaching-
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 Minutes of the meetings
 Constitution and By-laws of the
organizations
 MOA and Minutes of the regular
meetings conducted
 A community-level
accountability system is
evolving from the school-led
initiatives.
MOV – Attendance , pictorials,
terminal/completion report
 Recognition Guidelines
 List of Awards and
Recognition Programs with
community stakeholders’
participation
 Photos
 Certificate of Recognition as
2 star on WinS
List of Action Research
Proposals to address
report/document showing that the
organized party is functional -
minutes, attendance , pictorials
 Signed Memorandum of
Agreement with stakeholders
 Notice of Meetings and
attendance sheets
 Signed Minutes of the Meetings
with attachments of
memorandum, attendance, photos
 Activity Completion Report (3
years)
 A community-accepted
performance accountability,
recognition and incentive system is
being practiced.
MOV – Certificate of Appreciation
from any award giving body
 Programs of community leaders’
initiative in giving awards and
recognition
 Certificate of Recognition as 3
star in WinS
 Participated in DMEA
 Action Research Presented in the
District
 Teaching and Learning Gaps
Learning Gaps Submitted to the District and
 Copy of the Minutes Approved
Meeting and
Attendance Sheet
 Progress Monitoring
Report

3. The accountability system that is owned by the  Community stakeholders  Community stakeholders  A community accepted
community is continuously enhanced to ensure
are invited to participate in contribute to the development accountability system effects
that management structures and mechanisms are
setting up an of an accountability system continuous improvement in the
responsive to the emerging learning needs and
accountability system for covers both school-based and management of learning
demands of the community.
school-based management community-wide Learning Management is the
An accountability system is the set of policies and
processes, structures and management of education. capacity to design pedagogic
practices that is used to measure and hold schools and
mechanisms. MOV – strategies that achieve learning
districts responsible for raising student achievement
MOV-  MOA / MOU between the outcomes for students.
for all students, and to prompt and support stakeholders and school
 Copy of Minutes of https://en.wikipedia.org/wiki/
improvement where necessary. Collaboration Meeting stating their accountability MOV- Performance Indicators
Accountability systems can do several important among SGC, SPT, and system - Child abuse cases will be
things. GPTA and Attendance  OPCRF/IPCRF criteria and lessened
sheet evaluation guidelines are Bullying Report
1)Set a clear expectation that schools must raise  Project Implementation properly disseminated to Decrease dropout
achievement for all of their students, not just some. Plan (3 Years) stakeholders (Supporting
 Letter of invitation to documents are -Increase in attendance, GWA,
stakeholders acknowledgement of the graduation rate
2)Communicate whether schools are meeting those memo and guidelines)
expectations — both for students overall, and for each  Project Monitoring Decrease in dropout, failure
Report  Project Monitoring Report  Filed Memo, Letters and
group of
and Recommendation Agenda
students they serve.
 Minutes of deliberations among
school and community
 3)Celebrate schools that are meeting or
stakeholders with
exceeding expectations for all groups of
documentation
students, and prompt action in those that are
 Portfolio of the M and E
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FTAD/JPE/marjo
 Reports and Recommendation
not.

4)Direct additional resources and supports to

struggling districts and schools to help them improve

(https://edtrust.org/resource/new-school-accountability-
systems-in-the-statesboth-opportunities-and-peril/- 060718
4. Accountability assessment criteria and tools,  The school, with the  Stakeholders are engaged in  Stakeholders continuously and
feedback mechanisms, and information
participation of the development and collaboratively review and
collection and validation techniques and
stakeholders, articulates an operation of an appropriate enhance accountability systems’
processes are inclusive and collaboratively
accountability assessment accountability assessment processes, mechanisms and tools.
developed and agreed upon. (PROCESS)
framework with basic system. MOV – Mid year review of School
components, including MOV – Minutes of meetings M&E (SMEA processes and tools)
implementation  List of Findings and developed by the school and its
guidelines. Recommendation from stakeholders
MOV – School M&E tool the District  CI Project Monitoring
(SMEA processes and  CI Project Plan to Report
address the Teaching  Copy of the Division
tools) developed by the
Learning Gaps QAME Team
school and its
stakeholders)

5. Participatory assessment of performance is School initiated periodic  Collaborative conduct of  School-community-developed

done regularly with the community.
performance assessments performance assessment performance assessment is
Assessment results and lessons learned serve
which involve informs planning, plan practiced and is the basis for
as basis for feedback, technical assistance,
participation of adjustments and requirements improving, monitoring and
recognition and plan adjustment.
stakeholders. for technical assistance. evaluation systems, provision of
MOV- MOV- technical assistance, recognition
 Quarterly Homeroom  Minutes of meetings and and refinement of plans.
SPT/SGC/GPTA catch-up plan on gaps in
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 meeting performance – MOV-
 Report on Feedback on  least learned competencies 
interventions with
accountability per subject area accomplishment report
assessment  List of Awards and  List of recognition on program
 Minutes of Meetings Recognition Program duly acknowledged and approved
during the school’s  Record of feedback of assessment framework by the
dissemination to stakeholders school and community
community on the  Filed Report on Monthly stakeholders
assessment framework MOOE liquidation  Copy of consultation agreements
 Discussion on CPP and  School Report Card  Records of assessment of PPAs
ABA  List of Technical Assistance
 Implementation of TA Plan
 Invitation Needed and TA Plan (Approved Activity and Budget
 Memorandum Proposal)
 Progress Monitoring Report
D. Management of Resources Resources are collectively and judiciously mobilized and managed with transparency, effectiveness, and
efficiency.
1. Regular resource inventory is collaboratively  Stakeholders are aware  The resource inventory is  Resource inventories are
undertaken by learning managers, learning
that a regular resource characterized by regularity, systematically developed and
facilitators, and community stakeholders as
inventory is available and increased participation by stakeholders are engaged in a
basis for resource allocation and
is used as the basis for stakeholders, and collaborative process to make
mobilization.
resource allocation and communicated to the decisions on resource allocation
mobilization. community as the basis for and mobilization.
MOV- 1)Updated resource allocation and MOV – 1) School WFP
Transparency Board - mobilization. collaboratively prepared by the
Annual Budget Allocation MOV –1) CDR- Cash school and stakeholders,
–indicative budget Disbursement 2) AIP
2) Inventory records Register ,Inventory records and Project designs
(Inventory of Chairs, and financial statements that
classrooms, learning are certified correct by the
resources per subject per School head and others
grade, etc), involved in the conduct of
3) Teacher needs analysis, inventory or audit
4) Classroom needs 2) Document showing the
analysis participation of stakeholders
5) Financial statements of in the inventory(Ex.
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 canteen, rice field, &
other school IGPs ,
6) CIBR, 7) Site
Development Plan
6) Minutes of PTA
meetings reflecting the
dissemination of Financial
Statement as one of the
agenda
2. There is a regular dialogue for planning and  Stakeholders are invited to
resource programming that is accessible and
participate in the
inclusive to continuously engage
development of
stakeholders and support the implementation
educational plan with
of community education plan.
resource programming and
participate in the
implementation.
MOV-1) Letter of
invitation,
2) Designation of
stakeholders as members
of the SPT
3) Attendance sheet of
invited stakeholders
(based on the e-SIP
manual) during SIP/AIP
formulation
4)DRRM Plan
5) Work Plan & Budget
Matrix
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Membership of stakeholders
in committees that take
charge of the inventory),
3) Evidences that the
financial statements and all
other inventory records are
disclosed to the stakeholders
as the basis for resource
generation and allocation
4)List of donations with
acceptance and partnership
established , (Ex. Minutes of
meeting with PTA or SGC for
this purpose)
 Stakeholders regularly  Stakeholders collaborate to ensure
engaged in the planning and timely and need-based planning
resource programming and and resource programming and
actively participate in the support continuous implementation
implementation of the of the educational plan.
educational plan. MOV- 1) Municipal or Barangay
MOV – 1) Minutes of regular Ordinance adopting the SIP and
meetings of SPT incorporating the same to the
2) Attendance sheet during development plan of the
regular meetings of SPT Barangay/Municipality,
3) Adopt-a-school Program 2)Attendance sheet of
Report representatives of SGC, PTA,
4) Partnership/ networking SPG/SSG and other internal or
activities external stakeholders during the
5) Approved AIP/WFP formulation of SIP/AIP
3.Request / Transmittal letter for
the adaption the SIP/AIP
 6) Brigada Eskwela
Report
7)Minutes of the Meetings,
Attendance Sheets
3. There is in place a community-developed  Stakeholders support  Stakeholders are engaged and  Stakeholders sustain the
resource management system that drives
judicious, appropriate, and share expertise in the implementation and improvement
appropriate behaviors of the stakeholders to
effective use of resource. collaborative development of of a collaboratively developed,
ensure judicious, appropriate and effective
MOV – 1) Attendance resource management system. periodically adjusted, and
use of resource.
sheet on the formulation MOV-1) Minutes of meetings constituent focused resource
Resource management is the process by which
and reviews of SIP/AIP reflecting the participation of management system.
businesses manage their various resources effectively.
Those resources can be intangible – people and time Participation during stakeholders in developing a MOV- 1) Minutes of periodic
– and tangible – equipment, materials, and finances. inspection resource management review of SIP/AIP, 2) Attendance
It involves planning so that the right resources are  Copy of the duly approved system- the SIP sheet during the SIP/AIP review
assigned to the right tasks. Managing resources resource management
involves schedules and budgets for people, projects, system of the school such
equipment, and supplies. as inventory of facilities
https://www.shopify.com/encyclopedia/resource-management- and equipment,
060718 documents of purchased
materials.

4. Regular monitoring, evaluation, and  Stakeholders are invited to
reporting process of resource management
participate in the
are collaboratively developed and jointly
development and
implemented by the learning managers,
implementation of
facilitators and community stakeholders.
monitoring, evaluation,
and reporting processes on
resource management.
MOV- 1) Letter of
invitation re: attendance
to SMEA
2)Attendance sheet
3)Record of Program
certification of
downloaded school funds
 Stakeholders collaboratively
participate in the development
and implementation of
monitoring, evaluation, and
reporting processes on
resource management.
MOV- 1) Attendance sheet,
during the SMEA
2) Records of the monitoring
of PPAs with involvement of
stakeholders
 Stakeholders are engaged,
accountable in implementing a
collaboratively developed system
of monitoring, evaluation and
reporting for resource
management.
MOV- Documentation of
participation of stakeholders
during the SMEA- as reporter,
discussant, etc (EX. Program of
activities during the SMEA)
 Plan of action in meeting the gaps
or in addressing the issues and
concerns of stakeholders on fund

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 (MOOE, SBFP, etc) management

5. There is a system that manages the network  An engagement procedure  Stakeholders support a system  An established system of
and linkages that strengthen and sustain
to identify and utilize of partnership for improving partnership is managed and
partnerships for improving resource
partnerships with resource management. sustained by the stakeholders for
management.
stakeholders for improving MOV – MOA / MOU continuous improvement of
resource management is  Records of expenditures resource management.
evident. aligned with AIP School budget is sustained and
MOV- 1) List of Partners  Financial statements institutionalized by LGU and/or
2) Designation of memorandum of agreement is community partners
coordinator for internal forged between the school and MOV
and external linkages the identified linkages and -List of donations fully
3) Liquidation reports networks implemented.
4) Designation and  List of Donations Partially  MOA / MOU are operationalized
Composition of BAC Implemented (Percentage of and implemented (e.g., program
Completion) of activities, timetable, reports,
attendance sheets and pictures.
 Copy of audited financial
statements
 Documentation of income and
generating projects
SUB-TOTAL LEVEL 1_________ LEVEL 2 ______________ LEVEL 3 _____________
Percentage Weight of Management Resources (15%) __________________
GRAND TOTAL LEVEL ____________

Reading Skills Rating Standards Rating

Highly Proficient (90-100%) 3
Proficient (75-89%) 2
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 Nearly Proficient (50-74%) 1
Poor (49% and below) 0

NAT MPS Rating Standards Rating

96-100 (Mastered) 3
86-95 (Moving Toward Mastery) 2
66-85 (Average Mastery) 1
36-65 (Low Mastery) 0
35 and below (Very Low Mastery) 0

IMPROVEMENT OF KPI’s for LEARNING OUTCOMES

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 Level 1 Level 2 Level 3
Access 10%
Percentage of attendance 94.44 & below 94.5-99.44 99.45 & above
Efficiency 40%
Retention rate 94.44 & below 94.5-99.44 99.45 & above
Dropout rate 2.0 & above 0.1 – 1.99 0
Failure rate 2.0 & above 0.1 – 1.99 0
Graduation rate 94.44 & below 94.5-99.44 99.45 & above
Promotion rate 94.44 & below 94.5-99.44 99.45 & above
Quality 50%
General Weighted Average 80.44 & below 80.45-90.44 90.45 & above

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