SBM ASSESSMENT TOOL

Name of School: Division: Date:

A. LEADERSHIP AND GOVERNANCE (30%)

A network of leadership and governance guides the education system to achieve its shared vision, mission and goals making them
responsive and relevant to the context of diverse environments.
Indicators 1 2 3 MOVs/ Documents/ Rating Recommendations
Systems
1. In place is a The development The development The development plan * SIP – AIP (Extent of
Development Plan plan guided by the plan is evolved is enhanced with the participation of
(e.g. SIP) school’s vision, through community performing stakeholders)
developed mission andgoal the leadership roles, * Annual Procurement
collaboratively by (VMG) is developed the shared and the school Plan
the stakeholders of through the leadership of the providing technical
the school and * Annual Budget
leadershipof the school and the support.
community. school and the community * Documentation of
participation of stakeholders. the SIP Process (Minutes
some invited of the Meeting,
community Attendance, Photos)
stakeholders.
DIVISION MOVs
* Copies of Vision,
Mission, Goals and
Core Values
* Revised SIP included in
the Barangay
Development
* List of Planning Team
organized
* Certificate of SIP
Recognition signed by
SDS
2. A network of The school leads the The school and The community * SIP Review
leadership and regular review and community stakeholders lead the * SMEPA docs
governance guides improvement of the stakeholders regular review and *Documentation of the
the education system development plan. working as full improvement process; SIP Review Process
to achieve its shared partners, lead the the school stakeholders (Minutes of the Meeting,
vision, mission and continual review facilitate the process. Attendance,
goals making them and improvement Photos/videos)
responsive and of the development
relevant to the plan. DIVISION MOVs
context of diverse
environments.
* Revision Committee for
SIP and AIP
 * Copies of invitation
letter/ confirmation
from the stakeholders
* Minutes of the meeting
during planning/
* of SIP/AIP
* Attendance Sheet
3. The school is The school defines the The school and Guided by an *School Faculty
Organized by a clear organizational community agreed organizational Association - CBL
structure and work structure, and the collaboratively structure, the *School Governing
arrangements that roles and define the community stakeholders Council Structure
promote shared responsibilities of structure and the lead *Parents-Teachers
leadership and Stakeholders. roles and in defining the Association – (DO No.
governance and define responsibilities of Organizational structure 54, s. 2009, DO No.
the roles and Stakeholders. and the roles and 67, s. 2009
responsibilities of the responsibilities; school *Supreme Student
stakeholders. provides technical and Government / Pupil
administrative support. Government (DM 4, s.
2012)

DIVISION MOVs
* Attendance sheets.
Minutes/narrative
reports of the orientation
to capacitate the
members of the
SGC/PTA etc of its roles
and functions
* List of officials of
SGC/PTA/ Teaching
Force/ SSG and SPG
* School Manual/ Student
Handbook
* Organizational Chart
* Copies of Notice of
meeting in crafting the
CBL
* Minutes of the meeting/
attendance and pictures
in crafting the CBL
*
 Indicators 1 2 3 MOVs/ Documents/ Rating Recommendations
Systems
4.A leadership A network has The network actively The network allows * Communication Plan
network facilitates been collaboratively provides easy exchange and * Communication Flow
communication between established and is stakeholders access to information *Communication
and among school and continuously information for sources beyond the System
Community leaders for improved by the making decisions school community. * School Website
informed decision- school community. and solving learning * Newsletter
making and solving of and administrative *Linkages/partnerships
school community wide- problems. with BLGU and other
learning problems. Sectoral Groups -
MOA, MOU, etc.
(Minutes of the
Meeting, Photos)

DIVISION MOVs
* Compilation of
communication for request
for approval to conduct
meeting
* School Report Card
* SGC attendance sheet,
resolutions, list of activities
and pictures
* PTA General Assembly/
HRPTA/ minutes,
attendance and pictures
* Copies of Deed of Donations
* Copies of Certificate OF
Recognition given to
Stakeholders
* List of the different
organizational structure in
the school
* Annual Accomplishment
Report
* Copies of Certificates of
Recognition received by the
school
5. A long term Developing Leaders undertake Leaders assume * L&D System
program is in structures are in training modes that responsibility for * Individual Plan for
operation that place and analysis of are convenient to their own training Professional Dev’t
addresses the training the competency and them (on-line, off- and development. (IPPD) (TNA)
and development needs development needs of line, modular, School community
* School Plan for
of school and community leaders is conducted; group, or home- leaders working Professional
leaders. result is used to based) and which individually or in Development (SPDP) for
develop a long-term do not disrupt their groups, coach and Teachers
training and regular functions. mentor one another * Training and
development Leaders monitor to achieve their Development Plan for
program. and evaluate their VMG. School and
own learning Community Leaders
progress. * Training Designs
*Parenting Seminar
Program
DIVISION MOVs
* E-SAT result
* Copy of PPST
* LAC Plan, implementation
and accomplishment report
with pictures and
attendance
* Learning and Development
Plan
* Minutes of Consultative
Meeting
* Copies of PPST/ Teachers
Performance
* Report of Training Needs of
Teachers, SGC, PTA,
SSG/SPG
* Compilation of IPPDbased
on E-SAT
* Orientation of PTA/ SGC
on their roles and
functions
* List of teachers enrolled in
graduate studies with
permit
* Compilation of post
training report with
certificates
* Compilation of School-
based trainings/ seminars
 SBM Assessor/s
(Signature over Printed Name)

SBM ASSESSMENT TOOL

Name of School: Division: Date:

B. CURRICULUM & LEARNING (30%)

The curriculum learning systems anchored on the community and learner’s contexts and aspirations are collaboratively developed
and continuously improved.
Indicators 1 2 3 MOVs/ Rating Recommendation
Documents/Systems
1. The All types of Programs are fully The educational Implementation Documents:
curriculum Learners of the implemented and closely needs of all type of * Science Curriculum (DO 53 &
Provides for school community monitored to address learners are being 57 s. 2012)
the needs of are identified, their performance discrepancies, met as shown by *Sports Curriculum (DO 56, s.
all types of learning curves benchmark best practices, Continuous 2012)
learners in the assessed; coach low performers, improvement on *Arts Curriculum (DO 56, s. 2012)
school appropriate mentor potential leaders, learning outcomes *Curriculum for Journalism (DO
community. programs with its reward high achievement, and products of 46, s. 2012)
support materials and maintain environment learning. Teachers’ as *Foreign Language
for each type of that makes learning, well as students’ *TechVoc Education (DO 68, s.
learner is developed. meaningful and enjoyable. performance is 2012)
motivated by intrinsic *SPED (DDO 60, s. 2003)
rewards. The Schools’ *Madrasah Education (DO 40, s.
differentiated program 2011)
is frequently * IP Education (DO 62, s. 2012)
benchmark by other *Senior High School Curriculum
schools. (Secondary Schools)

DIVISIONS MOVs
* List of slow learners,
* Average Learners
* Fast learners
* Non- Readers
* List of pupils with disabilities
* Action Plans of interventions,
Narrative Reports on
Implementation and
Accomplishment Reports with
pictures and attendance
sheets per group of learners
* List of average learners, Action
Plans of interventions, Narrative
Reports on Implementation and
Accomplishment Reports with
pictures and attendance sheets
* Nutritional Status of learners
* List of pupils at risk of dropping
out, Action Plan of
interventions, Narrative reports
on implementation and
Accomplishment Reports with
pictures
2.The Local beliefs, norms, The localized curriculum is Best practices in * Localized Curriculum support
implemented values, traditions, implemented and monitored localizing the materials
Curriculum is folklores, current closely to ensure that it Curriculum are - Contextualized LMs (Big
localized to events, and existing makes learning more mainstreamed and Books
make it more technologies are meaningful and pleasurable, benchmarked by -Curriculum Adaptation
meaningful documented and produces desired learning other schools. There - Ortography
to the used to develop a outcomes, and directly is marked increase in -MTB Dictionary
learners and lasting curriculum. improves community life. number of projects -IMs on IKSP
applicable to Localization Ineffective approaches are that uses the *Improvised IMs
life in the guidelines are replaced and innovative community as *ARATA based on EGRA
community. agreed to by school ones are developed. learning laboratory, * Senior High School
community and and the school as an Curriculum (Secondary Schools)
teachers are agent of change for
properly oriented. improvement of the DIVISION MOVs
community. * List of localized materials
which were formulated and
utilized
* List of topics integrated in the
lesson plans suited to the
community
* List of big books utilized
* List of localized IMs
a. IP IMs
b. Community based IMs
* List of local beliefs, norms,
traditions of the community
 Indicators 1 2 3 MOVs/ Rating Recommendation
Documents/Systems
3. A representative A representative Learning materials Materials and * Action Research on Effective
group of school and team of school and and approaches to approaches are being Teaching Methods and Strategies
community community reinforce strengths used in school, in * LPP Implementation
stakeholders stakeholders assess and address the family and in *Lesson Plans
develop the methods content and deficiencies are community to *Daily logs
and Materials for methods used in developed and tested develop critical, * Science Investigatory Projects
developing Creative teaching creative, for applicability on creative thinking and *Linkages with CSOs/NGOs/HEIs in
thinking and problem critical thinking and school, family and problem solving improving Quality instruction
solving. problem solving. community. community of *Visual Aids
Assessment results learners and are *ICT-Based Instruction (ex:
are used as guide to producing desired Txt2Teach)
develop materials. results. * Workbooks/Worksheets locally
developed

DIVISION MOVs
* LAC Plan, Implementation report,
Accomplishment report
* List of stakeholders who assisted
in the review of reading
program/ remediation
* List of stakeholders helping in the
delivery of instruction
* Narrative report on the support of
community stakeholders in
education/ attendance sheet,
pictures
* Pupils/ students portfolio of
quizzes
4. The learning A school-based The school- based The monitoring *Action Research on students
systems are monitoring and monitoring and system is accepted Learning Outcomes- basis for
regularly and learning system is learning systems and regularly used developing Remedial Programs
collaboratively conducted regularly generate feedback for collective *SMEPA Dashboards & Results
monitored by the and cooperatively; that is used for decision making.
community using and feedback is making decisions The monitoring tool
DIVISION MOVs
appropriate tools s hared with that enhance the has been improved
to ensure the stakeholders. The total development to provide both * List of differentiated instruction
holistic growth and system uses a tool of learners. A quantitative and , activities, materials to different
development of the that monitors the committee take care qualitative data. types of learners
learners and the holistic development of the continuous * Reading Assessment Record/
community. of learners. improvement of the report
tool. * Graphical comparative result of
 GPA/ Average Rating
* Per subject Intervention Program,
accomplishment report
* Reading Remedial Plan/
Implementation and
accomplishment Report
* Monitoring Tool on holistic
development pf the learners
* Report on monitoring
* Intervention based on the result of
the monitoring
5. Appropriate The assessment The assessment Schools *Teachers’ Test Notebook
assessment tools for tools are reviewed tools are reviewed assessment results * Teachers’ Portfolio
teaching and by the school and by the school are used to develop * Test Results & Analysis of any
learning are assessment results community and learning programs of the following tools:
continuously are shared with results are shared that are suited to -EGRA revising ARATA
reviewed and school’s with community community, and *Phil-IRI results used in
improved, and stakeholders. stakeholders. customized to each developing Reading Program
assessment results learners’ context, *Pre- Test/ Diagnostic Test
are contextualized to results of which are (HOTS or aligned with KPUP)
the learner and local used for Used in designing Remediation
situation and the collaborative Programs
attainment of decision-making.
relevant life skills. *Enhanced Assessment Tools
adopted from Partners (ex. Save the
Children: QLE (ECCD & Basic Ed.;
Literacy Boost: Basic Ed.,etc.)
DIVISION MOVs
* Records of GPA by subject area
* Results of Diagnostic/ Post Test
by Grade/ subject
* Compilation of Assessment
utilized by grade
* List of assessment tools reviewed
by the stakeholders
* Record of results of assessment
shared to stakeholders during
SMEPA
* List of interventions to improve
results of assessment
Action Plan, Implementation
Report, Accomplishment report
 Indicators 1 2 3 MOVs/ Rating Recommendation
Documents/
Systems
6. Learning Stakeholders are aware Stakeholders Learning environments * Child Protection
managers and of child/ learner- begin to practice methods and resources Policy
facilitators (teachers, centered, rights-based, child/learner- are community driven, Implementation
administrators and and inclusive principles centered inclusive and adherent Report cum CFSS
community of education. Learning principles of to child’s rights and *Co-curricular
members) nurture managers and facilitators education in the Protection Activities Report (ex:
values and conduct activities aimed design of support requirements. Scouting, Religious
environments that to increase stakeholder’s to education. Learning managers Instruction, Science
are protective of all awareness and Learning and facilitators observe Camp, etc.)
children and commitment to managers and learners’ rights from
demonstrate fundamental rights of facilitators apply designing the DIVISION MOVs
behaviors consistent children and the basic the principles in curriculum to * - School Handbook
to the organization’s principle of educating designing structuring the whole
* - DepEd Memo
vision, mission and them. learning learning environment.
directive on Child
goals. materials.
Protection
* - Copy of Republic Act
on VAWC
* -Copy of Anti Bullying
Law
* -Gender and
Development Law
* -Copy of Sexual
harassment Law
* - Poster on Peace
Advocacy
* -Report on the
Stakeholders
Engagement in
crafting Child
Protection Policy
* a. minutes of the
meeting
* b. attendance/
pictures
* - Poster/ list of Child
Rights
*
7. Methods and Practices, tools and Practices, tools, There is continuous *Daily Lesson
resources are learner materials for developing and materials for exchange of Log/Lesson Plans
and community- self- directed learners are developing self- information, sharing of *Students’ Portfolio
friendly, enjoyable, highly observable in directed learners expertise and materials *Library
safe, inclusive, school, but not in the are beginning to among the schools, *Guidance Services
accessible and aimed home or in the emerge in the home and community *Computer Laboratory
at developing self- community. Learning homes and in the for the development of *ADM Modules
directed learners. programs are designed community. The self-directed learners. *Awards received by
Learners are and developed to produce program is The program is learners
equipped with learners who are collaboratively mainstreamed but *learners initiated
essential knowledge, responsible and implemented and continuously improved projects
skills, and values to accountable for their monitored by to make relevant to *Classroom
assume responsibility learning. teachers and emergent demands. structuring
and accountability for parents to ensure *reading Centers
their own learning. that it produces *Study lounge
desired learners.
DIVISION MOVs
* List of self -learning
modules that are
Available
* Comparative GPA
per grade/ subject
* Community
mapping report
* Documents on
different co-
curricular activities
Participated
* Student
Investigatory
Projects(SIP)
* Innovations made by
the learners

SBM Assessor/s
(Signature over Printed Name)

SBM ASSESSMENT TOOL

Name of School: Division: Date:

C. Accountability & Continuous Improvement (25%)

A clear, transparent, inclusive, and responsive accountability system is in place, collaboratively developed by the school community,
which monitors performance and acts appropriately on gaps and gains.
Indicators 1 2 3 MOVs/Documents/ Systems Rating Recommendation

1. Roles and There is an The Shared and Structure of School

responsibilities active party stakeholders participatory processes Accountable Organizations:
of accountable that initiates are engaged in are used in determining * School Faculty Association- CBL
person/s and clarification of clarifying and roles, responsibilities * School Governing Council Structure
collective body/ies the roles and defining their and accountabilities of (SGC)
are clearly defined responsibilitie specific roles stakeholders in * Parents-Teachers
and agreed upon by s in education and managing and Association- CBL (DO No.
community delivery. responsibilities supporting education. 54, s. 2009, DO No.
stakeholders. 67, s. 2009)
*Supreme Student Government/
Supreme Pupil Government (DM 4, s.
2012)
- Attendance, Photos, Minutes of the
Meeting regarding the
Crafting of Definition of Roles and
Responsibilities of School
Organization (PTA, SGC, SSG, SPG, FC,
etc.)

DIVISION MOVs
* Records of attendance of school heads in
the barangay assemblies/ sessions
* Program Implementation Plan of each
organization/ Accomplishment reports

2. Achievement of Performance A community- A community- Appropriate Actions to address Gaps

goals is recognized accountabili level accepted performance based on the following:
based on a ty is accountability accountability, * SMEPA Implementation
collaboratively practiced at system is recognition and *Recognition and incentive system
developed the school evolving from incentive system is * General PTA Assembly Meetings
performance level is school- being practiced. * Homeroom PTA Meetings
accountability practiced at initiatives. - Attendance, Photos, Minutes of the
system; gaps are the school Meeting in the development/capability
addressed through level. building program on Performance
appropriate action. Accountability System (SMEPA)

DIVISION MOVs
* Record of integration of SIP in the
Barangay Development Plan
* Receipts of copies of SIP sent to
stakeholders
* School Report Card
* List of awards given by the
Stakeholders to learners, teachers/
certificate of recognition
* Stakeholders Report Card
a. Support programs/ projects
implemented in the school
b. Frequency of engagement in the
school
c. Action Plan/ Sustainability
d. Pictorials
e. Ways Forward/ commitment
 Indicators 1 2 3 MOVs/Documents/ Rating Recommendation
Systems
3. The accountability The school Stakeholders are School community *Accountability System’
system is owned by the articulates the engaged in the stakeholders processes, mechanisms and
community and is accountability development and continuously and tools
assessment operation of an collaboratively - Attendance, Photos, Minutes
continuously enhanced
framework with appropriate review and of the Meeting of the
to ensure that
basic accountability enhance Enhancement and Review of
management components, assessment accountability M&E System
structures and including system. systems’ *School Report Card- State of
mechanisms are implementation processes, the School Address (SOSA)
responsive to the guidelines to the mechanisms and
emerging learning needs stakeholders. tools. DIVISION MOVs
and demands of the * List of organized CI Team if
community. there is with their role and
functions/ organizational
structure
* Programs and projects by the
CI Team
* Physical Development Plan
* Inventory of the school
property
* CI Program/ projects
implementation plan/
accomplishment reports
* Copy of the State of the
Barangay Address/ to include
support for the school
* Copy of the Barangay Annual
Implementation to include
support in education

4. Accountability The school with Stakeholders are Stakeholders * Assessment Tools: Clients’
Assessment criteria The participation engaged in continuously and Satisfaction Survey,Checklist
and tools, feedback of stakeholders, development and Collaboratively Form, Survey Questionnaire,
mechanisms, and articulates an operation of an review and enhance Tracer Study Tool, School
information collection accountability appropriate accountability Report Cards
and validation assessment accountability systems; *Feedback Mechanisms: Gen.
techniques and framework with assessment processes, Assembly Meeting, Education
processes are inclusive basic system. Mechanisms and Summit, Stakeholders Forum,
and collaboratively components, tools. School Report Card, State of the
developed and agreed including School Address (SOSA),
upon. implementation Parents’ Conference, School
guidelines. Website, Home Visitation,
School Bulletin, Parenting
Seminar
*Information Collection:
Sampling – Convenient &
Purposive, Suggestion Box,
Documentation, Conduct Survey
* Validation Techniques and
Processes: FGD, Participation,
Brainstorming, Interview,
Triangulation, Observation –
Direct& Indirect
- Attendance, Photos, Minutes
of the Meeting in the
development of accountability
assessment criteria

DIVISIOM MOVs
* Internal and External
Website/ Facebook
Account
* Cellphone number of
External and Internal
Stakeholders
* Creation of Chat group
 Indicators 1 2 3 MOVs/Documents/ Systems Recommendation
Rating
5. Participatory Schoolinitiates School School- community * M&E Process – Midyear/Annual
assessment of periodic initiates developed Review, SMEPA Institutionalization
performance is performance periodic performance focusing on Assessment of:
done regularly with assessments with performance assessment is - KPIs on Access (Enrolment &
the community. the participation assessments practiced and is the Drop- out rate) Quality (NAT) &
Assessment results of stakeholders. with the basis for improving Governance (SBM Assessment)
and lessons learned participation of monitoring and - School’s PPAs: WSRP Brigada
serve as basis for stakeholders. evaluation systems, Eskwela, WINS PROGRAM Gulayan
feedback, technical providing technical sa Paaralan, Guidance Program,
assistance, assistance, and ADM/DORP, LPP, Feeding Program,
recognition and recognizing and PPP, etc
plan adjustment. refining plans. * Assessment Results based on M&E
Feedback:
- Enhanced Implementation of
School’s PPAs
- Technical
Assistance: Remedial Instruction
Program, Training Program,
Proposed new Programs
- Recognition:
- Plan Adjustment: Catch-up Plan
of AIP or PPAs
- Attendance, Photos, Minutes of
the Meeting in the conduct of
Participatory Assessment
Performance (SMEPA)
DIVISION MOVs
* Report of Monthly resources and
liquidation
* Program Implementation Plan
and Accomplishments Report on
Six Flagship programs OK sa
DepEd
* E-SAT Result based on PPST
* Graphical presentation on the
progress report of each programs
implemented

SBM Assessor/s
(Signature over Printed Name)

Name of School:
D. MANAGEMENT OF RESOURCES (15%)
Resources are collectively and judiciously mobilized and managed with transparency, effectiveness, and efficiency.
Indicators
1. Regularly Resource
inventory is collaboratively
undertaken by learning
managers. Learning
mangers, learning
facilitators, and community
stakeholders as basis for
resource allocation and
mobilization.
2. A regular dialogue for
planning and
Resource programming,
SBM ASSESSMENT TOOL
Division: Date: _________
1 2 3 MOVs/Documents/ Rating Recommendation
Systems
Stakeholders are Resource inventory Resource inventories * Process – Regular
aware that a is characterized by are systematically Resources Inventory of:
regular resource regularity, Developed and - Human Resources
Inventory is increased stakeholders are (Teachers, Students,
available and is participation of engaged in a Partners)
used as the stakeholders, and collaborative process - Financial Resources (PTA,
basis for communicated to to make decisions on MOOE, Canteen Fund, IGP,
resource the community as resource allocation Clubs)
allocation and the basis for and mobilization. - Technological Resources
mobilization. resource allocation - Instructional Materials
and mobilization. - Furniture
- Rooms
- WatSan
- School Site Titling
- Instructional Tools &
Equipment
* Output: Resources
Allocation & Mobilization
Plan (RAMP)
DIVISION MOVs
* Updated BEIS
* Records of Updated Personnel Profile
* SF 1 and 2
* Transparency Board
* Copies of updated school
accomplishments reports
* School land tax and tax declaration
* School Treasurer Financial report
* Inventory on government and non-
government properties
Stakeholders are Stakeholders are Stakeholders * Process: Regular Resource Planning
invited to regularly engaged collaborate to ensure and Programming through Strategic
participate in the in the planning timely and need- Planning
that is accessible development of an and resource based planning and * Output:
and inclusive, continuously educational plan programming, resource - Human Resource Dev’t
engage stakeholders and in resource and in the programming and Plan (HRDP)
support implementation of programming, Implementation of support continuous - Financial Mgt. Dev’t Plan (FMDP)
community education plans and in the the educational implementation of - Technology Resource
implementation plan the education plan. Improvement Plan (TRIP)
of the - School Physical Dev’t Plan
educational plan. (SPDP)
- Annual Procurement Plan
IGP Sustainability Plan
DIVISION MOVs
* Copies of invitation letter and
confirmation of meeting for planning
purposes/ minutes of planning/
attendance sheet/ pictorials and
other documents
* Copies of School Development Plan
* Copies of Financial Resources
* Copies of Annual Budget
* Copies of Work and Financial Plan
* Copies of Approved Project Proposal
* Copies of Resolutions
* Records of Adopt A School Program
3. Resources are Stakeholders Stakeholders are Stakeholders * Mechanisms:
collectively and judiciously support engaged and sustain the - Updated Transparency Board of
mobilized and judicious, share expertise implementation all Finances (MOOE, PTA, IGP,
Managed with transparency, appropriate, and in the and improvement of Canteen
effectiveness, and efficiency. effective use of collaborative a collaboratively Fund, Donations, etc)
resources. resource developed,
- Innovations for the collective
management periodically
and judicious utilization and
system. adjusted, and
transparent, effective and efficient
constituent-
resource management system
focused resource
management
system. DIVISION MOVs
* List of School BAC Members
* List of School Inspectorate
Members
* Financial support to Brigada
Eskwela
* Adjusted AIP/SIP
* Complete Record of
Fiscal/Financial Management
4.Regular monitoring, Stakeholders Stakeholders Stakeholders are SMEPA of the following:
evaluation, and reporting are invited to collaboratively engages, held - Human Resource Dev’t Plan
processes of resource participate in participate in the accountable and (HRDP)
management are the development development and implement a - Financial Mgt. Dev’t Plan (FMDP)
collaboratively developed and and implementation collaboratively
implemented by the learning implementation Of monitoring, developed system of - Technology Resource
managers, facilitators, monitoring, Improvement Plan (TRIP)
of monitoring, evaluation, and
and community evaluation, reporting evaluation and - School Physical Dev’t Plan
stakeholders and reporting processes on reporting for (SPDP)
processes resource resource - Annual Procurement Plan (APP)
on resource management. management - Inventory List of all
management. Resources
DIVISION MOVs
* List of created school committee to
M and E on Resource Management
* Records or regular resource
inventory of properties
* Minutes of giving feedback on
resource management/ attendance
sheet
* Adjusted AIP/SIP
* Posted Monthly Financial Statement
signed by the Financial
Management Committee
* Compilation records of Deed of
Donations and Acceptance
5. There is a system An engagement Stake holders An established * Cash Disbursement
that manages the network Procedure support a system system of (MOOE)
and linkages which identify and of partnerships partnership is * Transparency Board
strengthen and sustain utilize for improving managed and * Financial Reports (PTA,
partnerships for improving partnerships resource sustained by the IGP, Canteen, School
resource management. with management. stakeholders for Clubs/Organization)
stakeholder for continuous
improving improvement of
resource resource
management management.
evident.

SBM Assessor/s
(Signature over Printed Name)