Monitoring of Documents of the Programs, Projects and Activities implemented in the School

Project Title: Project TAYO (Taking Actions, Yielding Outcomes) on School-Based Management

This checklist shall serve as a guide to SBM committee to ensure all documents or means of verifications (MOVs) of implemented
programs, projects and activities are all accounted for.

The documents are based on the standard means of verifications provided in Regional Memorandum No. 133, s. 2021. Schools are
encouraged to contextualized this checklist to add other MOVs not listed here.

The SBM Coordinator and the SBM Committee per principle are requested to quarterly monitor the submission of all relevant
documents by checking the MOVs if these are already available and complete in hard/soft copies and stored in the school's SBM
corner and/or in offline/online platform.

Some evidences cut across objectives and principles.

1st Quarter 2nd Quarter 3rd Quarter 4th Quarter

Principle 1 - Leadership and Governance - A network of
leadership and governance guides the education system to Focal Person to
achieve its shared vision, mission and goals making them Yes No Yes No Yes No Yes No follow up
responsive and relevant to the context of diverse environments.

1. In place is a Development Plan (e.g. SIP) developed collaboratively by the stakeholders of the school and community.
a. Approved School Improvement Plan
School Memorandum
Letter of Invitation
Activity Completion Report (ACR)
Minutes of Meeting
b. Approved AIP or BELCOP
School Memorandum
Letter of Invitation
Activity Completion Report (ACR)
Minutes of Meeting

All forms of communication must clearly state the agenda or an

action to be taken
Documents showing how mechanism has been established as
to the processes and practices are improved and the
effectiveness of the PPAs overtime.
Documents showing the roles and responsibilities of the
community stakeholders that are clearly defined and articulated,
particularly on students’ learning.
Documents showing MOA with partners for teacher development
in terms of TPACK (Technology. Pedagogy and Content
Knowledge), assessment and learning resources
contextualization.
- meeting recordings of the training, attendance or other
documents
Include record of attendance if series of meetings were held,
Gantt chart of projected activities, Resolutions)

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Documents must show that SIP is grounded on education data
drawn from school-wide study and result of monitoring and
evaluation

2. The development plan (e.g. SIP) is regularly reviewed by the school community to keep it responsive and relevant to emerging
needs, challenges and opportunities.
a. Review of SIP/AIP/BELCOP
School Memorandum
Letter of Invitation
Activity Completion Report (ACR)
Minutes of Meeting
b. eBEIS – Performance Indicators
Gross Enrolment Rate
Net Enrolment Rate
Cohort survival Rate
Transition Rate
School Leaver Rate
Repetition Rate
Completion Rate

Documents /Narrative Report on the process of crafting and

evaluating lists of “Priority Improvement Areas” as reflected in the
E-SIP/AIP/BELCOP before the start of school year and during the
mid-year review
Documents showing the conduct of training needs assessment
and a long-term training development program for school and
community leaders. Reflected in the documents are teacher need
analysis; mid-year assessment and year end assessment
Matrix indicating all the monitoring and evaluation conducted in
every PPAs, (if done monthly, quarterly, Annual Adjusted E-SIP
and AIP)
A report or a narrative elaborating the presented data regarding
the performance indicators (particularly on cohort survival
rate/completion rate, school leavers)

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.
a. Approved OPCRF
Minutes of Meeting
ACR
School Memorandum
b. School Organizational Structure
Process Flow

Teaching loads assigned to teachers as reflected in a signed

conforme
Teaching schedule showing Work From Home arrangement
(Classes that were done synchronously and asynchronously

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Minutes of the meeting showing that several discussions had
taken place; all meetings must have attached attendance
sheet in google forms or hard copy
Documents showing that there has been health monitoring
among teachers/ health monitoring report
Documents showing school organizational structure, teaching
load (Synch/Asynch/Flexible Learning Delivery; WFH
arrangement or FTF work arrangement) non-teaching load, staff
on study leave, teachers’ club or any organization

4.A leadership network facilitates communication between and among school and community leaders for informed decision-making
and solving of school-community wide-learning problems.
a. Modes of Dissemination
School Website
Facebook Account Page
Leaflets/Brochures/Newsletters
Transparency/Bulletin Board
School Paper
Communication Plan, Flow and system

Documents showing a clear program wherein the projects and

activities were drawn and communicated
Documents showing existing projects were reviewed and aligned
to provide teaching and learning support
Documents showing how information is communicated to parents
to achieve strong home-school partnership.
Documents reflecting school’s initiative to link with the community
and non-government organizations ( barangay, LGU etc.) to
provide or ask assistance

5.A long term ( sustainable) program is in operation that addresses the training and development needs of school and community
leaders.
Programs, Projects, Activities (PPAs) as indicated in the
SIP/AIP/OPCRF
School Memorandum
Minutes of Meetings
Project proposal
After Completion Report (ACR)
Innovative Program in the Improvement of Access
Wash in School Program
Gulayan sa Paaralan Program
School-Based Feeding Program
Others
School-based implementing guidelines on Child Protection
Policy, Anti-Bullying, etc.
School Memorandum
Consultation Report (Attendance and Pictures)

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 Proposed School implementing guidelines
School Handbook with Dissemination Report (pictorials,
Attendance)
Intake Sheets
7. eBEIS – Performance Indicators

School-initiated tools are developed in evaluating the project/s

and activities to ensure its sustainability
School calendar of activities and memorandum issuances
reflecting adjustments made by the school organization ( to
reflect agility and resilience)
Documents showing teachers and staff engaging in continuing
teacher/staff development programs ( scholarship grants , call
for research collaboration with universities, diploma programs
funded by the School Board or LGUs, trainings sponsored by
other professional organizations) as provided in existing MOAs.

All documents are duly signed by approving officials and parties

involved
All documents/ reports observe uniformity (such as color coding,
use of font size, style etc) for a cohesive packaging and
professional presentation

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 Monitoring of Documents of the Programs, Projects and Activities implemented in the School
Project Title: Project TAYO (Taking Actions, Yielding Outcomes) on School-Based Management

This checklist shall serve as a guide to SBM committee to ensure all documents or means of verifications (MOVs) of implemented programs,
projects and activities are all accounted for.
The documents are based on the standard means of verifications provided in Regional Memorandum No. 133, s. 2021. Schools are
encouraged to contextualized this checklist to add other MOVs not listed here.
The SBM Coordinator and the SBM Committee per principle are requested to quarterly monitor the submission of all relevant documents by
checking the MOVs if these are already available and complete in hard/soft copies and stored in the school's SBM corner and/or in
offline/online platform.

Some evidences cut across objectives and principles.

Principle 2 - Curriculum and Instruction - The curriculum learning 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter
systems anchored on the community and learner’s contexts and Focal Person
aspirations are collaboratively developed and continuously Yes No Yes No Yes No Yes No to follow up
improved.
1.The curriculum provides for the development needs of all types of learners in the school community
Teacher's Portfolio
RPMS/IPCRF portfolio (proportion of teachers meeting PPST
career stage 3 in all domains (Highly Proficient)
Monthly Supervisory Plan
Classroom Observation Tool
Observation Notes
Class Program
Sample Lesson Plan
DepEd emails and FB accounts
School Leadership with Designation

2.The implemented curriculum is localized to make it more meaningful to the learners and applicable to life in the community
Innovations/Interventions/Enrichment/Remediation Programs
Project Proposal
ACR
School Memorandum

3. A representative group of school and community stakeholders develop the methods and materials for developing creative thinking and
problem solving
List of localized, contextualized IMs with sample (Big Books, MTB
dictionary, etc.)
School initiated SLM/las (Sample)
School Forms
Improved/Localized LMs/IMs/DLLs
Instructional Materials

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List of Visual Aids, Digitized IMs and Quality Assured and
accepted Localized LMs

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.
Monitoring and Evaluation of Special Programs, Intervention
Programs
Report and analysis on interventions conducted

5. Appropriate assessment tools for teaching and learning are continuously reviewed and improved, and assessment results are
contextualized to the learner and local situation and the attainment of relevant life skills.
Sample Assessment Tool
Table of specification
Formative/Summative Test
Periodic Tests Questions
Evaluation Notebooks
Test/Item analysis
Item Bank per learning area
Rubric Used
Enhanced Assessment Tools adopted from partners
Localized Assessment tools
Diagnostic Tests
Achievement Tests
Report and analysis of tests conducted
Performance Indicators (Drop-Out, Graduation, Cohort-Survival,
etc.)
- Learners’ Tracking system/Program Report
✓ Learners’ profile with their learning needs
- Learners’ Portfolio
Alternative Delivery Mode (ADM)
Periodic Assessment results with analysis
✓ Summative Test results
Proportion of Students performing at proficient level
a. Numeracy level
b. Literacy Level

Learning managers and facilitators (teachers, administrators and community members) nurture values and environments that are protective of all children
and demonstrate behaviors consistent to the organization’s vision, mission and goals.

LAC/INSET implementation Plan (LAC template per

DepEd/Division Memorandum Issuances)
Project Proposal
School Memorandum
Technical Working Group
ACR with financial and monitoring report

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 Sample certificate and program
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 own learning.
Technical Assistance Plan (based on DepEd/Division
Memorandum Issuances)
TA Report with results, analysis and Pictures
Certificates of Attendance to Trainings/Webinars
(Division/Region/National/International

School’s Best Practices/Remarkable Accomplishments

School initiated programs/projects
Log sheet/logbook showing names of visitors who benchmarked
schools initiated programs
Best practices
Innovations
Programs for improvement of the learning environment and
increased learning outcomes
Continuous Improvement (CI) projects
Institutionalized programs for inclusive education
Literary Services
Guidance Services
✓ Guidance Forms
✓ Guidance Records and Reports
Computer/Science/TLE Laboratory (if any)
- Learners’ initiated projects
Classroom Structuring
Reading Centers/Study Sheds (Reading Books)
Co-curricular Activities Report (ex. Scouting, Religious
Instructions, Science Camp, education Summit, etc.)
5. School Research Outcomes
List of Researchers (proposals and completed)
Dissemination Plan and Report on Research Outcomes

All documents are duly signed by approving officials and parties

involved
All documents/ reports observe uniformity (such as color coding,
use of font size, style etc) for a cohesive packaging and
professional presentation

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 Monitoring of Documents of the Programs, Projects and Activities implemented in the School

Project Title: Project TAYO (Taking Actions, Yielding Outcomes) on School-Based Management

This checklist shall serve as a guide to SBM committee to ensure all documents or means of verifications (MOVs) of implemented programs,
projects and activities are all accounted for.

The documents are based on the standard means of verifications provided in Regional Memorandum No. 133, s. 2021. Schools are
encouraged to contextualized this checklist to add other MOVs not listed here.

The SBM Coordinator and the SBM Committee per principle are requested to quarterly monitor the submission of all relevant documents by
checking the MOVs if these are already available and complete in hard/soft copies and stored in the school's SBM corner and/or in
offline/online platform.

Some evidences cut across objectives and principles.

1st Quarter 2nd Quarter 3rd Quarter 4th Quarter

Principle 3 -Accountability and Continuous Improvement - A
clear, transparent, inclusive, and responsive accountability
Focal Person to
system is in place, collaboratively developed by the school
Yes No Yes No Yes No Yes No follow up
community, which monitors performance and acts appropriately
on gaps and gains.

1.Roles and responsibilities of accountable person/s and collective body/ ies are clearly defined and agreed upon by community
School Organizational Structure
GPTA (DO 54 s. 2009, DO 67 s. 2009)
SGC
SSG/SPG (DM 4 s. 2012)
Finance Team
SPT (School Planning Team)
PRAISE Committee
Performance Management Team
SMEA Team
Grievance Committee
Faculty Club
HR PTA
SBM Team
CPP Committee
QA Team for school LRMD
Organized school Quality Management System
Others
Attachments are but not limited to
Structures/Charts
Constitutions and By-Laws
Terms of Reference (TOR) Roles and
Responsibilities
Designation/Appointment

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 Oath of Office
Invitation Letter
School Memorandum
Minutes of the Meeting
List of Project Proposals (from Principle 1)
ACR
FGD
Result of FGD showing involvement of stakeholders in
clarifying and defining their functions through a flowchart
School Handbook
MOA/Covenant/Contract ( duly signed by stakeholders to signify
their accountabilities in managing and supporting education)

2. Achievement of goals is recognized based on a collaboratively developed performance accountability system; gaps are addressed through
appropriate action.
School Monitoring and Evaluation Adjustment (SMEA)
SMEA Committee
School Memorandum
Minutes of meeting
ACR
SMEA Plan with
a. Quarterly schedule of reporting with stakeholders
b. Dissemination Report relative to SMEA results
Quarterly/Semestral SMEA results
Report on Midyear Assessment and Year End Performance
WinS TWG
Integrated SMEA results to SIP/AIP/BELCOP
adjusted ESIP/AIP
adjusted M&E System
adjusted technical assistance
Progress Report on SIP/AIP

3. The accountability system is owned by the community and is continuously enhanced to ensure that management structures and
mechanisms are responsive to the merging learning needs and demands of the community.
any school initiated accountability assessment framework with
structure & implementing guidelines as part of the school
handbook
Communication letter
photos
attendance sheet
minutes of the meeting containing suggestions for
improvement or the like
ACR
minutes of the meeting duly signed by the stakeholders who
participated in the crafting of the accountability assessmetn
framework

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 any document showing that the system is operational
any report of an activity conducted for the review and
enhancement of school initiated assessment system-its
processes,TORs of the members and tools
adjusted assessment systems
resolution for any adjustment that will be collaboratively
approved by the stakeholders

4. Accountability assessment criteria and tools, feedback mechanisms, and information collection and validation techniques and processes
are inclusive and collaboratively developed and agreed upon.
Feedback Mechanism
Feedback from stakeholders regarding School policies
Feedback Tools
Suggestion Box, Clients’ Satisfaction Survey, Checklist Form,
Survey Questionnaire, Tracer Study Tool, Text Brigade
Summary of Suggestions and actions taken
Survey results, analysis and intervention
invitation letter to the stakeholders
minutes in the articulation of the accountability assessment
school based accountability assessment system developed
framework
Quarterly accomplished accountability assessment
tools(SHs,Ts,Os,Parents,External Stakeholders or any
documents proving the engagement in the development and
operation
Other document showing the continuous and collaborative review
and enhancement of accountability
system;processes;mechanism and tools

5. Participatory assessment of performance is done regularly with the community. Assessment results and lessons learned serve as basis for
feedback, technical assistance, recognition and plan adjustment.
School Report Card (SRC)

Stakeholders’ Recognition
Institutionalized School Recognition and Incentive System on:
✓ Internal Stakeholders
Learners
a. Criteria
b. School Memorandum
c. Quarterly Lerarners’ Recognition
d. List of Awardess
e. Sample Certificates
f. Pictorials
g. ACR on the Awarding Activity
Teachers
a. Criteria

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b. School Memorandum
c. Quarterly Lerarners’ Recognition
d. List of Awardess
e. Sample Certificates
f. Pictorials
g. ACR on the Awarding Activity
Parents
a. Criteria
b. School Memorandum
c. Quarterly Lerarners’ Recognition
d. List of Awardess
e. Sample Certificates
f. Pictorials
g. ACR on the Awarding Activity
External stakeholders
a. ACR on Stakeholders’ Convergence
b. List of Awardees
c. Sample Certificate
d. Pictorials
e. Rubric/Criteria
Awards received by the Students/Pupils and the School across
governance levels (Division/Region/National/International)
a. List of Awards
b. Sample Certificates
c. Pictorials

School Performance and Accomplishments

School Report Card (SRC)
State of the School Address (SOSA)

All documents are duly signed by approving officials and parties

involved
All documents/ reports observe uniformity (such as color coding,
use of font size, style etc) for a cohesive packaging and
professional presentation

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 Monitoring of Documents of the Programs, Projects and Activities implemented in the School

Project Title: Project TAYO (Taking Actions, Yielding Outcomes) on School-Based Management

This checklist shall serve as a guide to SBM committee to ensure all documents or means of verifications (MOVs) of implemented
programs, projects and activities are all accounted for.

The documents are based on the standard means of verifications provided in Regional Memorandum No. 133, s. 2021. Schools are
encouraged to contextualized this checklist to add other MOVs not listed here.

The SBM Coordinator and the SBM Committee per principle are requested to quarterly monitor the submission of all relevant documents
by checking the MOVs if these are already available and complete in hard/soft copies and stored in the school's SBM corner and/or in
offline/online platform.

Some evidences cut across objectives and principles.

Principle 4 - Management of Resources - Resources are 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter
collectively and judiciously mobilized and managed with Focal Person to follow up
transparency, effectiveness, and efficiency. Yes No Yes No Yes No Yes No

1. Regular resource inventory is collaboratively undertaken by learning managers, learning facilitators, and community stakeholders as
basis for resource allocation and mobilization.
Approved Work and Financial Plan
School Memorandum
Minutes of the meeting
Attendance
Pictures

MOOE utilization per cash program

minutes of regular meeting with attendance sheets attended
by school board, alumni, PTA, NGO, School Finance
Committee
Proposals for activities and projects prepared, submitted,
and approved by donors, funding agency needed relevant
school projects/activities
Memos/minutes of meeting by finance team(school level)
school head, treasurer, disbursing officer, etc.
Invitation to trainings/orientation/planning conference by
NGOs, LGUs and GAs
Copies of plans and programs with DepEd concerns
integrated from NGOs, LGUs, and GAs
Minutes of meetings conducted regularly with stakeholders
to generate and sustain support for DepEd programs,
projects,activities
evidence of pledges of support from external stakeholders:
PTA, LGU, Barangays, Alumni, NGO, Foundation, etc.
Updated report on disbursement of resources generated
according to intended purpose ( e.g. popularity
contests,pledges, etc)
Updated inventory of projects completed

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Completed projects utilized by the school for the purpose
(intended beneficiaries and more.)

2. A regular dialogue for planning and resource programming that is accessible and inclusive, continuously engage stakeholders and
support implementation of community education plans.
Approved School Operating Budget (SOB)
School Memorandum
Minutes of the meeting
Attendance
Pictures

Issuance of Memo about regular meetings ( with attendance

sheet) of the finance committee ( school level)
Issuance of Memo and invitation to concerned DepEd
personnel and external stakeholders/GAs for regular
conferences
about regular meetings ( with attendance sheet) of the
finance committee ( school level)
Regular posting of financial statements/financial report
rendered to stakeholders during the conference
Proof of support that amount has been generated and
deposited in the bank
Rendering of monthly/bi-monthly/ quarterly/ semestral/
annual consultative conference with finance/ mangement
team, stakeholders, funding agencies and donors
updated status report of resources generated and
disbursement for the intended purpose
updated financial statement posted on the transparency
board
sustained resource generation to support the school SIP
implementation

3. In place is a community-developed resource management system that drives appropriate behaviors of the stakeholders to ensure
judicious, appropriate, and effective use of resources.
Social Mobilization and Networking System
Brigada Eskwela Report (Acknowledgement Receipt,
Delivery Receipt, Pledges, Deed of Donations, MOA/MOU
Records of Donations with Pictures
Inventory of projects given by stakeholders
Percentage of financial contribution from stakeholders and
other partners
financial Report of School PPAs
State of Barangay Address
Barangay Development Plan
Barangay IRA
Report on the Barangay Assistance to schools
Innovations for the collective and judicious utilization and
transparent, effective and efficient resources management
system

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copy of the barangay/municial/ provincial annual budget plan
reflecting allocation for the school
Copy of resolution for IRA, municipal/Provincial SEF
copy of disbursement voucher of the fund allocated for the
school with photocopied cheque
creation of school website for transparency
financial disbursements of the fund provided by the
barangay/municipal/provincial
letter of invitation for the school head to attend budgeting
and planning coming from the barangay council/municipal
office/NGOs
copy of minutes of meeting from the barangay
secretary/municipal office
SRC showing the significant decrease in the number of non-
serviceable and repairable school facilities
write-up on school community developed resource
management system
ACR on Brigada Eskwela and other activities supported by
the barangay.municipal/provincial/NGOs et

4. Regular monitoring, evaluation, and reporting processes of resource management are collaboratively developed and implemented by
the learning managers, facilitators, and community stakeholders
School Finance
Liquidation Report
Income Generating Project
Canteen Report
No adverse COA Findings on MOOE Liquidation

letter of invitation to stakeholders on the development and

implementation of monitoring, evaluation, and reporting
processes on resource management
with proof of attendance i.e. certificate of appearance.travel
order,attendance sheet
SME structure with terms of reference
ACR on the development. and implementation of monitoring,
evaluation, and reporting processes on resource
management
quarterly/annual SMEA report
school community stakeholders implementation report on
the M&E and reporting system for resource managemnt
add on documentation such as pictorials etc

5. There is a system that manages the network and linkages which strengthen and sustain partnerships for improving resource
management.
School Plan and Resources
Annual Procurement Plan
Human Resource Development Plan
financial management Development Plan
Technology Resource Improvement Plan

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 School Physical Development Plan
Physical Facilities Improvement of School
IGP Sustainability Plan
Resource Allocation and Mobilization Plan
School size Titling

School Inventory Resources

Human resources
a. Pupil/Students Classroom Ratio
b. Teacher-Learner Ratio
School Facilities
a. Seat-learner ratio
b. Functional Library
c. Rooms
d. Furniture
e. Equipment
Technological resources
a. ICT package/e-classroom package
b. Internet Access
Electricity connection
WinS Assessment

minutes of meetings with attendance sheet

organized resource generation committee with
corresponding TORs
social mobilization and networking system
pledge of commitment/agreement of support
resolution/SEF/letter of requests
MOU/MOA;Tracking of successful alumni
awards and recognition;social media
Accounts/E-mail/website;other documents/pictorials
Records of Donation/DOD; Testimonies of beneficiaries
attendance
MOA/MOU
Resolutions
Deed of Donation
Pledges
Delivery Receipts
Feasibility Study
Project Proposal
Minutes of meetings conducted by the Resource
Generation Committee
ACR/PCRbased on existing MOA/MOU, Resolution, Deed
of Donations and Pledges
Status Report
Monthly/quarterly financial report of any sustained resource
generating activity
Minutes of regular meetings with attendance sheet
any document that would prove the presence of a
sustained income generating project/activity led by the
stakeholders

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All documents are duly signed by approving officials and
parties involved
All documents/ reports observe uniformity (such as color
coding, use of font size, style etc) for a cohesive packaging
and professional presentation

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