Department of Education

SCHOOLS DIVISION OF PALAWAN

School-Based Management
Contextualized Means of
Verifications
 I. Leadership and Governance (30%)
Indicators
1. In place is a Development Plan developed
collaboratively by the stakeholders of the
school and community.
2. The developmental plan (e.g. SIP) is
regularly reviewed by the school
community to keep it responsive and
relevant to emerging needs, challenges
and opportunities.
Level 1
The development plan guided by the school’s
vision, mission, and goal is developed through
the leadership of the school and participation of
the invited community stakeholders.
1. Approved School Improvement Plan (SIP)
- Memorandum on the crafting of SIP
- Received invitation letter to the
community stakeholders to craft the SIP
- Documentation /Minutes of the meetings
showing the school taking the leadership
role with the presence of community
stakeholders in the crafting of the SIP
Level 1
The school leads the regular review and
improvement of the developmental plan.
1. Approved Annual Implementation Plan
(AIP)
2. Approved Child Protection Plan (CP)
3. Approved Disaster Risk Reduction
Management (DRRM) Plan.
4. Learning Action Cell (LAC) Action Plan
5. Gender and Development (GAD) Plan
6. Learning and Development (L&D) Plan
7. School Learning Continuity Plan (SLCP)
8. SBM Annual Plan and Target
- Memorandum on the review of the
AIP, CP Plan, DRRM Plan, LAC
Action Plan, GAD Plan, L&D Plan,
SLCP and SBM Annual Plan and
Target.
- Received invitation letter to the
community stakeholders to review
the AIP, CP Plan, DRRM Plan, GAD
Plan, L&D Plan and SLCP.
- Documentation/Minutes of the
meetings showing the school taking
the leadership role with the presence
of community stakeholders in the
review and crafting of the AIP, CP
Plan, DRRM Plan, GAD Plan, L&D
Plan and SLCP.
Level 2
The development plan is evolved through the shared
leadership of the school and the community
stakeholders.
1. Approved School Improvement Plan (SIP)
- Memorandum on the crafting of SIP
- Received invitation letter to the
community stakeholders to craft the SIP
- Documentation/Minutes of the meetings
with photos showing the presence of the
school and community stakeholders
sharing the leadership role in the crafting
of the development plan
Level 2
The school and community stakeholders
working as full partners lead the continual
review and improvement of the developmental
plan.
1. Approved Annual Implementation
Plan (AIP)
2. Approved Child Protection Plan (CP)
3. Approved Disaster Risk Reduction
Management (DRRM) Plan.
4. Learning Action Cell (LAC) Action Plan
5. Gender and Development (GAD) Plan
6. Learning and Development (L&D) Plan
7. School Learning Continuity Plan (SLCP)
8. SBM Annual Plan and Target
- Memorandum on the review of the
AIP, CP Plan, DRRM Plan, LAC
Action Plan, GAD Plan, L&D Plan,
SLCP and SBM Annual Plan and
Target.
- Received invitation letter to the
community stakeholders to review
the AIP, CP Plan, DRRM Plan, GAD
Plan, L&D Plan and SLCP.
- Documentation/Minutes with
photos of the meetings showing the
school and community
stakeholders working as full
partners for the continual review
and improvement of the AIP, CP
Plan, DRRM Plan, GAD Plan, L&D
Plan and SLCP.
Level 3
The development plan is enhanced with the
community performing the leadership roles, and the
school providing technical support.
1. Approved School Improvement Plan (SIP)
- Memorandum on the crafting of SIP
- Received invitation letter from the
community stakeholders to craft the
SIP
- Documentation /Minutes of the
meetings with photos and videos
showing the community stakeholders
taking the leadership role in
enhancing the SIP while the school
providing technical support.
Level 3
The community stakeholders lead the regular
review and improvement process; the school
stakeholders facilitate the process.
1. Approved Annual Implementation Plan
(AIP)
2. Approved Child Protection Plan (CP)
3. Approved Disaster Risk Reduction
Management (DRRM) Plan.
4. Learning Action Cell (LAC) Action Plan
5. Gender and Development (GAD) Plan
6. Learning and Development (L&D) Plan
7. School Learning Continuity Plan (SLCP)
8. SBM Annual Plan and Target
- Memorandum on the review of the
AIP, CP Plan, DRRM Plan, LAC
Action Plan, GAD Plan, L&D Plan,
SLCP and SBM Annual Plan and
Target.
- Received invitation letter from the
community stakeholders to review
the AIP, CP Plan, DRRM Plan, GAD
Plan, L&D Plan and SLCP.
- Documentation/Minutes of the
meetings showing the stakeholders
as the lead facilitators for the
continual review and improvement
of the AIP, CP Plan, DRRM Plan,
GAD Plan, L&D Plan and SLCP.
 Level 1 Level 2 Level 3
3. The school organized by a clear The school defines the organizational structure and The school and community collaboratively define Guided by an agreed organizational structure, the
structure and work arrangements that the roles and responsibilities of stakeholders. the structure and the roles and responsibilities of community stakeholders lead in defining the
promote shared leadership and stakeholders organization structure and the roles and
responsibilities; the school provides technical and
governance and define the roles and administrative support.
responsibilities of the stakeholders. 1. An approved copy of the school 1. An approved copy of the school 1. An approved copy of the school
organizational structure: organizational structure: organizational structure:
- School Governing Council (SGC) - School Governing Council (SGC) - School Governing Council (SGC)
- Supreme Pupil - Supreme Pupil - Supreme Pupil
Government/Supreme Student Government/Supreme Student Government/Supreme Student
Government Government Government
- Parents-Teachers Association (PTA) - Parents-Teachers Association (PTA) - Parents-Teachers Association (PTA)
- School-Community Planning Team - School-Community Planning Team - School-Community Planning Team
(SPT) (SPT) (SPT)
- School Project Team - School Project Team - School Project Team
- School Child Protection Committee - School Child Protection Committee - School Child Protection Committee
- School COVID Task Force - School COVID Task Force - School COVID Task Force
- School SBM Coordinating Team - School SBM Coordinating Team - School SBM Coordinating Team
-
2. Memorandum on the composition of the 2. Memorandum on the composition of the 2. Memorandum on the composition of the
above stated schools’ organizational above stated schools’ organizational above stated schools’ organizational
structure, with the roles and structure, with the roles and structure, with the roles and
responsibilities and is duly conformed by responsibilities and is duly conformed by responsibilities and is duly conformed by
its officers. its officers. its officers.
3. Documentation/Minutes of the meetings 3. Documentation/Minutes of the meetings 3. Documentation/Minutes of the meetings
showing the school as the lead in defining with photos showing the collaboration with photos and videos showing the
the schools’ organization structure and between the school and community in community taking the lead in defining
the roles and responsibilities of defining the schools’ organizational the schools’ organization structure and
stakeholders. structure and the roles and the roles and responsibilities of
responsibilities of stakeholders. stakeholders, while the school provides
technical and administrative support.
Level 1 Level 2 Level 3
4. A leadership network facilitates A network has been collaboratively established and The network actively provides stakeholders The network allows easy exchange and access to
communication between and among is continuously improved by the school community. information for making decisions and solving information sources beyond the school community.
school and community leaders for learning and administrative problems.
informed decision-making and solving of
school-community wired-learning
problems.
1. A copy of the Electronic School Report Card (e- 1. A copy of the Electronic School Report Card (e- 1. A copy of the Electronic School Report Card (e-
SRC) for the last three school years. SRC) for the last three school years. SRC) for the last three school years.
2. Updated Transparency and Accountability 2. Updated Transparency and Accountability 2. Updated Transparency and Accountability
Board is displayed in a conspicuous Board is displayed in a conspicuous Board is displayed in a conspicuous
places/using social media places/social media places/social media
3. Emergency Hotlines displayed in conspicuous 3. Emergency Hotlines displayed in conspicuous
places. 3. Emergency Hotlines displayed in conspicuous places.
4. Compilation of Students’ directory. places 4. Compilation of Students’ directory.
5. School Personnel contact information 4. Compilation of Students’ directory. 5. School Personnel contact information.
6. Documentation/Minutes of the meetings 5. School Personnel contact information. 6. Documentation/Minutes of the meetings with
showing the school taking the lead in making 6. Documentation/Minutes of the meetings with photos and videos showing the community
decisions and solving learning and photos showing the collaboration between the stakeholders leading in making decisions and
administrative problems. school and community stakeholders in making solving learning and administrative problems.
decisions and solving learning and
administrative problems.

5. A long-term program is in
operation that addresses the
training and development needs
of school and community
leaders.
Level 1
Developing structures are in place and
analysis of the competency and development
needs of leaders is conducted; the result is
used to develop a long-term training and
development program.
1. Training Needs Assessment (TNA) tool.
2. TNA Report with analysis.
3. Approved Learning and Development
(L&D) Plan based on the TNA.
4. Documented School L&D activities
conducted.
5. Documented L&D activities participated
by the teachers outside the school.
Level 2
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 learning
progress.
1. Training Needs Assessment (TNA) tool.
2. TNA Report with analysis.
3. Approved Learning and Development
(L&D) based on the TNA.
4. Documented School L&D activities with
photos conducted with participants’ pre
and post-test results.
5. Documented L&D activities with photos
participated by the teachers outside the
school.
6. Training attendance/completion reports.
7. Report on Class Observations conducted.
Level 3
Leaders assume responsibility for their
training and development. School community
leaders working individually or in groups,
coach and mentor one another to achieve
their VMG.
1. Training Needs Assessment (TNA) tools
for school and external stakeholders.
2. Training Needs Assessment reports with
analysis for the school and external
stakeholders.
3. Approved Staff Development Plan based
on the TNA is available
4. Approved Learning and Development
(L&D) Plan based on the TNA.
5. Documented School L&D activities with
photos conducted with participants’ pre
and post-test results.
6. Documented L&D activities with photos
participated by the teachers and
stakeholders outside the school.
7. Training attendance/completion reports.
8. Report on Class Observations conducted.
9. Report on coaching and mentoring
sessions.
 II. Curriculum and Instruction (30%)
Indicators Level 1 Level 2 Level 3
1. The curriculum provides for the All types of learners of the school community are Programs are fully implemented and closely The educational needs of all types of learners are
development needs of all types of learners identified, their learning curves assessed; monitored to address performance discrepancies, being met as shown by continuous improvement on
in the school community. appropriate programs with its support materials for benchmark best practices, coach low performers, learning outcomes and products of learning.
each type of learner are developed. mentor potential leaders, reward high achievement Teachers’ as well as students’ performance, is
and maintain an environment that makes learning motivated by intrinsic rather than extrinsic
meaningful and enjoyable. rewards. The Schools’ differentiated programs are
frequently benchmarked by other schools.

Where applicable only: 1. Innovative ccuricular and co-curricular 1. Innovative curricular and co-curricular
1. Enrolment data by type of learners: programs to address learners’ performance programs to address learners’ performance
- Regular Curriculum (K to 12) gaps gaps
- Special Curriculum Program - Approved Proposal of Programs, Projects, - Approved Proposal of PPAs
- Special Science in elementary and Activities (PPAs) - School Memorandum
School (SSES)/Special Science - School Memorandum - Monitoring and Evaluation Report
Class (SSC) or Science - Monitoring and Evaluation Report - Narrative Reports with photo and video
Technology and Engineering - Narrative Reports with photo documentation
(STE) documentation
- Special Program in the Arts 2. Documentation that the school has been
(SPA) 2. Documentation that the school has been benchmarked on curricular innovations and
- Special Program in Journalism benchmarked on curriculum innovations and PPAs.
(SPJ) related PPAs. - Letter request with Indorsement from
- Special Program in Sports - Letter request with Indorsement from the the SDO
(SPS) SDO - Logbook/Attendance Sheet
- Special Program in Foreign - Logbook/Attendance Sheet - Photos and videos of benchmarking
Language (SPFL) - Photos of the benchmarking activity activity
- Technical Vocation (TechVoc) - Certificate of Recognition from the - Certificate of recognition from the
- Special Program in education (SPED) benchmarking team benchmarking team
- Indigenous Peoples Education (IPED)
- Madrasah/ALIVE 3. Documented result of curricular and co- 3. Documented result of curricular and co-
- Alternative Learning System (ALS) curricular competitions participated outside curricular competition participated outside the
- Senior High School (SHA) Tracks the school at least District Level school at least Division Level
- Open High School Program - Memorandum Invitation - Memorandum / Invitation
- Evening Opportunity Class - Certificate of Participation/Recognition - Certificate of Participation/Recognition
- Home-schooling - Narrative Report with photo - Narrative Report with photo
2. Assessment tools: documentation documentation
- PHIL-IRI
- ECD Checklist 4. List of graduates admitted to Special Interest
- School Readiness Year-end Assessment Program in High School (elementary) and State
Result (SREYA) Universities and Colleges (secondary) or
- MFAT (SPED) recipient of scholarship programs.
- ELLNA
- Child-Friendly School Survey (SFSS)
- A file of Written Assessment /Summative
Tests with TOS
3. Data with analysis of the Assessment Results
using the assessment tools mentioned in No.
2.
4. Least learned/Mastered skills and
competencies per learning area, per grade
level, and per grading period based on MELCs.
5. Availability of MELCs, and SLMs, etc. for all
types of learners.
 Level 1 Level 2 Level 3
2. The implemented curriculum Local beliefs, norms, values, traditions, The localized curriculum is implemented Best practices in localizing the
is localized to make more folklore, current events, and existing and monitored closely to ensure that it curriculum are mainstreamed and
meaning to the learners and technologies are documented and makes learning more meaningful and benchmarked by other schools. There is
applicable to life in the used to develop a lasting pleasurable, produces desired learning a marked increase in the number of
community curriculum. Localization outcomes, and directly improves projects that use the community as a
guidelines are agreed to by the community life. Ineffective approaches learning laboratory and the school as an
school community and teachers are are replaced and innovative ones are agent of change for the improvement of
properly oriented. developed. the community.

1. Compilation of history of the 1. At least one daily lesson log/weekly 1. Proof that locally developed learning
following: home learning plan per subject, resource is published in the
- Barangay, Municipality/City integrating the localized and Learning Resource (LR) portal or
where the school is located contextualized curriculum printed or widely circulated at least
- Story/ies of local heroes and supported by localized instructional in the district level
leaders in the community materials and student’s outputs. 2. Best practices on the development
2. SLAC/INSET Plan on the conduct of 2. Inventory of utilized copy of the and implementation of innovative
school level workshop to localize and developed localized and need-based learning
contextualize the curriculum. contextualized teaching and learning materials/distance/online learning
- SLAC/INSET proposal with materials. system.
activity matrix 3. Report on the conducted school level - Home visitation activities or
3. School memorandum on the workshop to localize and F2F/Virtual “Kumustahan”
composition of learning resource contextualize the curriculum. initiated by the community
evaluators - Narrative Report with photo stakeholders
4. Tools used to evaluate the localized documentation (virtual/F2F) - Different programs, projects
learning resources. and activities sponsored by the
internal and external
stakeholders (e.g. Education
Committee-Barangay Council,
PTA, Alumni, LGUs, NGOs,
etc.).
3. Community and parental
involvement in the production of
innovative-based learning materials.
- photo and video documentation
4. conducted and disseminated
research on the teaching-learning
process
- Proof of approved research
presentation/dissemination
 Level 1 Level 2 Level 3
3. A representative group of school A representative team of school and Learning materials and approaches to Materials and approaches are being used in
and community stakeholders community stakeholders assesses content reinforce strengths and address deficiencies school, in the family, and in the community
develop the methods and and methods used in teaching creative, are developed and tested for applicability on to develop the critical, creative thinking, and
materials for developing creative critical thinking, and problem-solving. school, family, and community. problem-solving community of learners and
thinking and problem-solving. Assessment results are used as a guide to are producing desired results.
develop materials.
1. Accomplished Classroom Observation Tool 1. Copy of evaluated and approved Strategic 1. Certification from the external
(COT) forms Intervention Materials (SLM) stakeholders that the
2. Accomplished Teacher’s Reflection Form 2. Reports on remedial / enhancement/ developed/contextualized learning
(TRF) reinforcement initiatives/catch-up resources and innovations in the
mechanism with photos teaching and learning process were
3. “Kumustahan” report with parents to utilized in school, family, and community
address the learning gaps. 2. Accomplished feedback forms on the
resources and innovations in the
teaching and learning process utilized in
school, family, and community.
3. Narrative Report of the intervention and
innovations conducted with photos and
videos.

4. The learning systems are School-based monitoring and learning are The school-based monitoring and learning The monitoring system is accepted and
regularly and collaboratively conducted regularly cooperatively, and systems generate feedback that is used for regularly used for collective decision-making.
monitored by the community feedback is shared with stakeholders. making decisions that enhance the total
using appropriate tools to development of learners.
ensure the holistic growth and The system uses a tool that monitors The monitoring tool has been improved to
development of the learners and the holistic development of learners. A committee takes care of the continuous provide both quantitative and qualitative
the community. improvement of the tool. data.
1. Copies of school report cards (SF9) signed 1. Copies of school report cards (SF9) 1. Summary result of feedbacks from the
by the parents/guardian. signed by the parents/guardians. utilized feedback form/s on the learning
2. Copy of learners/parents’ feedback form delivery modality.
on the learning delivery modality. 2. Monthly supervisory report with
recommendation of improvement for the
identified teaching-learning gaps/issues.

Monitoring and Evaluation (M&E) Committee 1. Accomplished feedback forms on the

composition with Terms of References (TOR) learning delivery modality.
2. Analysis report on the accomplished
feedback forms on the learning delivery
modality.
3. Revised feedback forms on the learning
delivery modality.
 Level 1 Level 2 Level 3
5. Appropriate assessment The assessment tools are reviewed The assessment tools are reviewed School assessment results are used
tools for teaching and by the school and assessment by the school community and to develop learning programs that
learning are results are shared with the school’s results are shared with community are suited to the community and
continuously reviewed stakeholders stakeholders customized to each learners’
and improved, and context, results of which are used
assessment results are for collaborative decision-making
contextualized to the 1. School-based Assessment Review 1. School-based assessment Review 1. School-based Assessment Review
learner and local team composition with Terms of team composition with Terms of team composition with Terms of
situation and the Reference (TOR) Reference (TOR) Reference (TOR).
attainment of relevant 2. Proof of review of alignment of 2. Proof of review of alignment of 2. Proof of review of alignment of test
skills. test items against TOS and test items against TOS and items against TOS and MELCs.
MELCs. MELCs. 3. Evidence of modification (if any) of
3. Parents and Teachers 3. Evidence of modification (if any) assessment tools based on the
Conferences on the of assessment tools based on the suggestions gathered from the
dissemination of assessment suggestions gathered from the FGD/Meetings conducted.
results. FGD/Meetings conducted. 4. Evidence where assessment
4. Evidence where assessment results are shared with
results are shared with community stakeholders through
community stakeholders assemblies and other platforms.
through assemblies and other 5. Documents on the learning
platforms. programs/activities/interventions
developed as a result of the
assessment.
 Level 1 Level 2 Level 3
6. Learning managers and Stakeholders are aware of child/learner- Stakeholders begin to practice Learning environments, resources are
facilitators (teachers, centered, rights-based, and inclusive child/learner-centered principles of community-driven, inclusive, and
administrators, and principles of education. education in the design of support to adherent to child’s rights and protection
community members) education. requirements.
nurture values and Learning managers and facilitators
environments that are conduct activities aimed to increase Learning managers and facilitators Learning facilitators observe learners’
protective of all children and stakeholders’ awareness and apply the principles in designing rights designing the curriculum to
demonstrate behaviors commitment to the fundamental rights learning materials. structuring the whole learning
consistent with the of children and the basic principle of environment.
organization’s vision, educating them.
mission, and goals.
1. Child-friendly school assessment 1. Proof of the conduct of orientation on 1. Child-friendly school assessment tool
tool and result child protection policies. and result
2. School advocacy program on child 2. Certificate of WinS two-star 2. School advocacy program on child
protection related concern recognition protection related concern
3. Certificate of Wash in School (WinS) 3. Certificate /Plaque as Brigada 3. Certificate of WinS three-star
one-star recognition Eskwela awardee or nominee at the recognition
4. Certificate/Plaque as Brigada division level 4. Certificate/Plaque as Brigada
Eskwela awardee or nominee at the 4. Proof of the conduct of multi-hazard Eskwela awardee or nominee at the
district level (e.g. fire/earthquake) drills regional level
5. Posted fire exit plan and evacuation 5. Certificate of fire 5. Posted fire exit plan and evacuation
Plan inspection/clearance Plan
6. Certificate of fire 6. Validated SSAT 6. Certificate of fire inspection/clearance
inspection/clearance 7. Availability of facilities for learners 7. Validated SSAT
7. Validated School Safety Assessment with special needs. 8. Safety Seal from DILG
Tool (SSAT) 9. Availability of facilities for learners
with special needs
 Level 1 Level 2 Level 3

Present at least 6 of the following Present at least 8 of the following Present all the MOVs:
MOVs: MOVs:
1. Designation of security
1. Designation of security personnel 1. Designation of security personnel in the school
in the school personnel in the school 2. Designation of Guidance
2. Designation of Guidance 2. Designation of Guidance Counselor/Guidnce counselor
Counselor/Guidnce counselor Counselor/Guidnce counselor designate
designate designate 3. Functional Guidance
3. Functional Guidance 3. Functional Guidance room/corner
room/corner room/corner 4. Designation of Learning
4. Designation of Learning 4. Designation of Learning Resource Coordinator
Resource Coordinator Resource Coordinator 5. Functional Mini-
5. Functional Mini- 5. Functional Mini- Library/Library/SLRC
Library/Library/SLRC Library/Library/SLRC 6. Designation of School disaster
6. Designation of School disaster 6. Designation of School disaster Risk Reduction Management
Risk Reduction Management Risk Reduction Management (SDRRM)
(SDRRM) (SDRRM) 7. Functional SDRRM room/corner
7. Functional SDRRM room/corner 7. Functional SDRRM room/corner 8. Designation of WinS Coordinator
8. Designation of WinS Coordinator 8. Designation of WinS Coordinator 9. Designation of Brigada Eskwela
9. Designation of Brigada Eskwela 9. Designation of Brigada Eskwela (BE)/Adopt-A-School Program
(BE)/Adopt-A-School Program (BE)/Adopt-A-School Program (ASP) Coordinator
(ASP) Coordinator (ASP) Coordinator 10. Memorandum on the
10. Memorandum on the 10. Memorandum on the scheduled duty of the school
scheduled duty of the school scheduled duty of the school nurse/clinic teacher supported
nurse/clinic teacher supported nurse/clinic teacher supported by logbook
by logbook by logbook

7. Methods and resources are
learner and community-friendly,
enjoyable, safe, inclusive,
accessible, and aimed at
developing self-directed
learners.
Learners are equipped with essential
knowledge, skills, and values to
assume responsibility and
accountability and for their learning.
Level 1 Level 2 Level 3
Practices, tools, and materials for developing Practices, tools, and materials for developing There is a continuous exchange of
self-directed learners are highly observable in self-directed learners are beginning to merge information, sharing of expertise and
school, but not in the home or community. in the homes and community. materials among the schools, home, and
community for the development of self-
directed learners.
Learning programs are designed and The program is collaboratively implemented
developed to produce learners who are and monitored by teachers and parents to The program is mainstreamed but
responsible and accountable for their ensure that it produces desired learners. continuously improved to make it relevant to
learning. emergent demands.
1. Copy of Performance Tasks with rubrics 1. Proof of Involvement of stakeholders in the 1. Proof of Involvement of stakeholders
per learning areas conduct of: spearheading the conduct of Brigada
2. Copy of sample reading materials utilized - Brigada Pagbasa; Pagbasa.
in Brigada Pagbasa. - Performance tasks 2. Parent’s feedback on the impact of
2.Photo documentation of study/reading area application of learned performance tasks.
at home/community 3. Narrative report with photo documentation
of study/reading area at
home/community.
1. Portfolio of accomplished performance 1. Parent’s feedback on the impact of 1. Minutes of meeing/FGDs on monitoring
tasks. study/reading area at home/community for and evaluation on the improvement of
developing self-directed learning. learners through:
- Brigada Pagbasa;
- Performance tasks
 III. Accountability and Continuous Improvement (25%)
Indicators Level 1 Level 2 Level 3
1. Roles and responsibilities of There is an active party that initiates The stakeholders are engaged in Shared and participatory processes are
accountable person/s and clarification of the roles and clarifying and defining their specific used in determining the roles,
collective body/ are clearly responsibilities in education delivery. roles and responsibilities. responsibilities, and accountabilities of
defined and agreed upon by stakeholders in managing and
community stakeholders supporting education.
1. Terms of Reference/ List of roles and 1. Minutes of meetings, attendance 1. Minutes of meetings, attendance
responsibilities of the following sheet, and received invitation letter sheet, Memorandum and received
- Bids and Awards Committee to clarify and define the specific roles invitation letter to clarify and define
- School Inspection and and responsibilities of the members the specific roles and
Acceptance Committee of the following organizations and responsibilities of the members of
- School Governing Council committees: the following organizations and
- Supreme Pupil Government/ - School Governing Council committees:
Supreme Student Government - Parents and Teachers - School Governing Council
Association - Parents and Teachers
- Alumni Association Association
2. Ratified Constitution and by-laws of - Alumni Association
Parents and Teachers Association 2. Ratified Constitution and by-
and Alumni Association laws of Parents and Teachers
Association and Alumni
Association
3. Memorandum of Underdstanding
(MOU), Memorandum of Agreement
(MOA)/Board Resolution
Level 1 Level 2 Level 3
2. Achievement of goals is Performance accountability is practiced A community-level accountability Community-accepted performance
recognized based on a at the school level system is evolving from school-led accountability, recognition, and
collaboratively developed initiatives incentive system are being practiced.
performance accountability 1. Evidence of the conduct of School 1. List of awards and recognition given 1. List of awards and recognition
system; gaps are addressed Monitoring, Evaluation, and by the school to the community received by the school from the
through appropriate action. Adjustment (SMEA) stakeholders community stakeholders
- School Memorandum 2. Documentation with photos of the 2. Documentation with photos and
- Minutes of Meetings/ awards and recognition given by the videos of the awards and
Accomplishment Report school to the community stakeholders recognition received by the school
- Agreements and Plan from the community stakeholders
Adjustments 3. Resolutions on incentive and
2. Record on identified bottlenecks, rewards from external
lags, issues, and concerns, (BLICs) stakeholders.
and recommendations on the non-
achievement of the target on the
implementation of PPAs
 Level 1 Level 2 Level 3
3. The accountability system is The school articulates the accountability Stakeholders are engaged in the development School community stakeholders
owned by the community and is assessment framework with basic and operation of an appropriate continuously and collaboratively review and
continuously enhanced to components, including implementation accountability assessment system. enhanced accountability systems’ processes,
ensure that management guidelines to the stakeholders. mechanisms, and tools.
structures and mechanisms are
responsive to the emerging
learning needs and demands of
the community
1. Documentation report on the conduct of 1. Documentation report with photos on the 1. Documentation report with photos and
presentation and dissemination of School conduct of presentation and dissemination of videos on the conduct of presentation and
Report Card (SRC) to the stakeholders School Report Card (SRC) to the stakeholders dissemination of School Report Card (SRC) to
2. Organized M&E committees involving 2. Organized M&E committees involving the stakeholders
internal stakeholders with terms of internal and external stakeholders with terms 2. Organized M&E committees involving
reference of reference internal and external stakeholders with terms
3. Annual report with photos of performance 3. Annual report with photos of performance of reference
review involving internal stakeholders review involving internal and external 3. Annual report supported by videos of
stakeholders performance review involving internal and
4. Minutes of the consultative meeting in the external stakeholders
development of M & E tools and mechanism 4. Minutes of the consultative meeting in the
to track the following: development of M & E tools and mechanism
- PTA operations to track the following:
- Resources utilizations - PTA operations
- Resources utilizations
5. Filed Memo/received letters and agenda on
performance review

Level 1 Level 2 Level 3

4. Accountability assessment The school, with the participation of Stakeholders are engaged in the Stakeholders continuously and
criteria and tools, feedback stakeholders, articulates an development and operation of an collaboratively review and enhance
mechanisms, and accountability assessment framework appropriate accountability assessment accountability systems; processes,
information collection and with basic components, including system. mechanisms, and tools.
validation techniques and implementation guidelines
processes are inclusive and MOV’s of stakeholders’ engagement in MOV’s of stakeholders’ engagement in 1. Stakeholders’ letter of intent to
collaboratively developed planning the development of an crafting an accountability assessment conduct a review on the results of the
and agreed upon. accountability assessment criteria and criteria and tool: assessment
tool: 2. Proof of reviewed and enhanced
• Received letter of invitation accountability systems; processes,
• Received letter of invitation • School Memorandum mechanisms, and tools.
• School Memorandum • Minutes of the meeting and 3. Minutes of the meeting with photos
• Minutes of the meeting and attendance sheet with photo and videos during the review on the
attendance sheet with photo documentation results of the assessment
documentation • Crafted and approved 4. Filed copy of the reviewed
accountability assessment accountability assessment with
criteria and tool recommendations.
 Level 1 Level 2 Level 3
5. Participatory assessment of School initiates periodic performance Collaborative conduct of performance School-community-developed performance
performance is done regularly with the assessment with the participation of assessment informs planning, plan assessment is practiced and is the basis for
community. stakeholders. adjustments, and requirements technical improving monitoring and evaluation
assistance. systems, providing technical assistance, and
recognizing and refining plans.
Performance assessment will focus on the following:
A. Performance Indicators:
- Access (gross enrolment rate, net enrolment rate, and transition rate for the last 3 years)
- Quality (General Scholastic Average)
- Governance (Signed result of self-assessment on SBM practice)
B. Implementation of PPAs such as:
- Reading Program
- ASP (Adopt-A-School Program) generated from DepEd Partnership Database System (DPDS)
• Brigada Eskwela
• Brigada Pagbasa
- Gulayan sa Paaralan/School Inside the Garden (SIGa)
- OK sa DepEd Program generated from WinS Portal
• SBFP (School-Based Feeding Program)
• School Dental Health Program
• Adolescence Reproductive Health
• NDEP (National Drug Educational Program)
• WinS (water, sanitation, and hygiene in schools’ program)
- SDRRM (School Disaster Risk Reduction Management)
- Multi-hazard Drill (e.g. fire/earthquake)

1. A copy of the issued letter of invitation to
the stakeholders in the conduct of
periodic performance assessment and
review (for A & B)
2. School Memorandum on the different
committees involved in the conduct of
periodic performance assessment and
review (for A & B)
3. Minutes of the meeting with photo
documentation during the periodic
performance assessment and review (for
A & B)
1. A copy of the issued letter of invitation
to the stakeholders in the conduct of
periodic performance assessment and
review (for A & B)
2. School Memorandum on the different
committees involved in the conduct of
periodic performance assessment and
review (for A & B)
3. Minutes of the meeting with photo
documentation during the periodic
performance assessment and review for A
& B)
4. Filed copy of the summary of findings
with analysis of the result of the
performance assessment and review (for A
& B)
1. Copy of the received letter of invitation
to the stakeholders in the conduct of
periodic performance assessment and
review (for A & B)
2. Memorandum on the different
committees involved in the conduct of
periodic performance assessment and
review (for A & B)
3. Minutes of the meeting with photos and
videos documentation during the periodic
performance assessment and review (for A
& B)
4. Filed copy of the summary of findings
with analysis of the result of the
performance assessment and review (for A
& B)
5. Copy of an
action/strategic/intervention plan
 IV. Management of Resources (15%)
Indicators Level 1 Level 2 Level 3
1. Regular resource inventory is Stakeholders are aware that a regular Resource inventory is characterized by Resource inventories are systematically
collaboratively undertaken by resource inventory is available and is used as regularity, increased participation of developed and stakeholders are engaged in a
learning managers, learning the basis for resource allocation and stakeholders, and communicated to the collaborative process to make decisions on
facilitators, and community mobilization. community as the basis for resource resource allocation and mobilization
stakeholders as a basis for resource allocation and mobilization.
allocation and mobilization. 1. Book of Donations as proof/ Deed of 1. Updated Book of Donations and 1. Documentation in the conduct of
Donations/ Acceptance proof/Deed of Donations/ Acceptance / presentation deliberation and justification
2. Transparency and Accountability or Updated DepEd Partnerships Database of fund utilization among school
Information Board System (DPDS) stakeholders
3. Inventory of school equipment and 2. Documented projects sourced out from - Minutes of meeting
physical facilities Special Education Fund (SEF) and/ or - Attendance sheet
Approved Financial Statement Reports other sources - Letter of Request from the PTA to
3. MOOE was utilized as reflected in the SIP, conduct a meeting
AIP and SLCP. - Photos and videos on the proceedings
Updated liquidation report of MOOE. of the meeting.
2. Approved report of PTA/ other
funds.
2. A regular dialogue for planning Stakeholders are invited to participate in the Stakeholders are regularly engaged in the Stakeholders collaborate to ensure timely
and resource programming, that development of an educational plan in planning and resource programming, and the and need-based planning and resource
is accessible and inclusive, resource programming and the implementation of the education plan. programming and support the
continuously engages implementation of the education plan. continuous implementation of the
stakeholders and supports the educational plan.
implementation of community 1. Copy of the received letter of invitation to 1. Copy of the received letter of invitation to 1. Copy of the received letter of invitation to the
education plans. the stakeholders to participate in the the stakeholders to participate in the stakeholders to participate in need-based
development and implementation of an planning and resource programming, and planning and resource programming and
education plan in resource programming. support to the continuous implementation of the
the implementation of the education plan.
2. Memorandum on the different education plan.
committees involved in the development 2. Memorandum on the different committees 2. Memorandum on the different committees
and implementation of an education plan involved in the planning and resource involved in need-based planning and resource
in resource programming. programming, and the implementation of programming and support to the continuous
3. Minutes of the meeting with photos the education plan. implementation of the educational plan.
3. Minutes of the meeting with photos during 3. Minutes of the meeting with photo
documentation during the development documentation during the need-based planning
and implementation of an education plan the planning and resource programming,
and resource programming and support to the
in resource programming. and the implementation of the education
continuous implementation of the educational
plan for the improvement of the school. plan.
4. Copies of agreement and plans as outputs of and
resource programming and support to the
continuous implementation of the educational
plan.
5. Minutes of the meeting with photos and videos
on the conduct of planning and generated
projects for the Adopt-A-School Program
6. Documentation with photos and videos on the
conducted Partnership/Networking Activities of
the school.
 Level 1 Level 2 Level 3
3. In place is a community- Stakeholders support judicious, Stakeholders are engaged and share Stakeholders sustain the
developed resource management appropriate, and effective use of expertise in the collaborative implementation and improvement of
system that drives appropriate resources. development of resource a collaboratively developed,
behaviors of the stakeholders to management systems. periodically adjusted, and
ensure judicious, appropriate, constituent-focused resource
and effective use of resources management system.
1. Copy of the following documents The resource management system 1. Copy of the received letter of
such as: covers the following: invitation from the stakeholders to
- Perfected document of - school facility management participate in the improvement
purchased materials - school asset management and adjustment of the developed
supported with liquidation - learning resource resource management system.
and reimbursement forms management 2. Minutes of the meeting with the
such as: - human resource attendance sheet and photos and
• Official Receipt management videos during the improvement
• Purchase Request 1. Copy of the received letter of and adjustment of the developed
• Request for Quotation invitation to the stakeholders to resource management system.
• Abstract of Quotation participate in the collaborative 3. Copy of the improved and
• PhilGEPs Posting of development of the resource adjusted resource management
Opportunities and management system. system that is constituent-focus
Awards in compliance to 2. Memorandum on the different 4. Memorandum stipulating the
Section 8.3 of the Revised committees involved in the dissemination of disbursement to
IRR of RA9184 collaborative development of the report to stakeholders
• Inspection and resource management system. 5. Filed copy of the schedule of
Acceptance Report 3. Filed copy of issuances related to disbursement vs actual
• Delivery receipt of goods resource (financial, human, and disbursement
and services and materials) management from 6. Certificate of recognition to
construction work DepEd, DBM, /or other stakeholders in their involvement
accomplishments for government agencies in the improvement and
infrastructure projects* 4. Certificate of recognition to adjustment of the developed
• Distribution List stakeholders in their participation resource management system
in the development of the resource 7. Copy of validated and approved
• Inventory Custodian Slip
management system. disbursement
(ICS) and/or
8. Filed copy of the monthly
Acknowledgement Receipt
disbursement report
of Equipment (ARE)
9. Photos for the delivery of goods
2. Financial statements of
and services and construction
expenditures as reflected in
work accomplishments for
SIP, AIP, and School-LCP.
infrastructure projects*
 Level 1 Level 2 Level 3
4.Regular monitoring, evaluation, and Stakeholders are invited to participate in the Stakeholders collaboratively participate in Stakeholders are engaged, held accountable,
reporting processes of resource development and implementation of the development and implementation of and implement a collaboratively developed
management are collaboratively monitoring, evaluation, and reporting monitoring, evaluation, and reporting system of monitoring, evaluation, and
developed and implemented by the processes on resource management processes on resource management reporting for resource management
learning managers, facilitators, and 1. Copy of the received letter of invitation to 1. Copy of the received letter of intent from 1. Copy of the received letter of intent from
community stakeholders. the stakeholders to participate in the the stakeholders manifesting interest to the stakeholders manifesting interest to
development and implementation of participate in the development and participate in the development and
monitoring, evaluation, and reporting implementation of monitoring, evaluation, implementation of monitoring, evaluation,
processes on resource management and reporting processes on resource and reporting processes on resource
2. Memorandum on the different management management
Committees to participate in the 2. Memorandum on the different committees 2. Copy of the approved different committees
development and implementation of to participate in the development and prepared and submitted by the
monitoring, evaluation, and reporting implementation of monitoring, evaluation, stakeholders to participate in the
processes on resource management and reporting processes on resource development and implementation of
3. Minutes of the meeting with photos management monitoring, evaluation, and reporting
during the development and 3. Minutes of the meeting with photos during processes on resource management
implementation of monitoring, the development and implementation of 3. Minutes of the meeting with photos and/or
evaluation, and reporting processes on monitoring, evaluation, and reporting videos during the development and
resource management. processes on resource management. implementation of monitoring, evaluation,
4. Certificate of recognition to stakeholders 4. Certificate of recognition to stakeholders in and reporting processes on resource
in their involvement and participation in their collaborative involvement and management.
the development and implementation of participation in the development and 4. Certificate of recognition to stakeholders in
monitoring, evaluation, and reporting implementation of monitoring, evaluation, their involvement in the development and
processes on resource management and reporting processes on resource implementation of monitoring, evaluation,
management and reporting processes on resource
management
5. An approved copy of the developed
monitoring, evaluation, and reporting
processes on resource management
6. Proof of utilization of the developed
monitoring, evaluation, and reporting
processes on resource management
7. Report on the Result of M&E in the
gaps/issues on the implementation of the
resource management system
8. Action Plan in meeting the identified gaps
in the implementation of the resource
management system
 Level 1 Level 2 Level 3
5. There is a system that manages An engagement procedure to identify and Stakeholders support a system of An established system of partnership is
the network and linkages which utilize partnerships with stakeholders for partnerships for improving resource managed and sustained by the stakeholders
strengthen and sustain improving resource management is evident management. for continuous improvement of resource
partnerships for improving management.
resource management
1. 1. Designation of school coordinators with 1. Documentation report with photos on 1. Documentation report with photos and /or
Terms of Reference (TOR) for internal and linkages activities videos on linkages activities
external linkages 2. Fund drives and Income Generating 2. Fund drives and Income Generating
2. 2. Documentation report with photos on Projects (IGPs) initiated by the Projects (IGPs) initiated by the
linkages activities stakeholders stakeholders
3. Records of resources generated 3. Records of resources generated
4. Memorandum of Agreement (MOA)/
Memorandum of Understanding (MOU) on
partnership
5. Proof/result of agreement and
understanding as stated in MOA/MOU
Thank you!!!