SCHOOL-BASED MANAGEMENT (SBM)-PHILIPPINE ACCREDITATION SYSTEM FOR BASIC EDUCATION (PASBE)

VALIDATION TOOL

Part I: Introduction
The SBM-PASBE validation tool is guided by the four principles of ACCESs (A Child- and Community-Centered Education System). The indicators of SBM practice are
used in validating and giving technical assistance by the Regional Coordinating Team before the recommendation for application for PASBE Accreditation.

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

School Learning:

Region/Division: VIII - Eastern Visayas -

Name of School Head/LC Head:

Address: School Year:

Part III: Instruction to the Users:

Please indicate using check mark the extent of SBM practice for each indicator listed below (numbered) based on the validation team’s consensual agreements after
systematic D-O-D (Document Analysis-Observation - Discussion). On the other hand, for indicators with no evidence just indicate zero.

Part IV: Rating Scale

0 ­ No evidence
1 ­ Evidence indicates developing structures and mechanisms are in place to demonstrate ACCESs
2 ­ Evidence indicates planned practices and procedures are fully implemented and aligned to ACCESs
3 ­ Evidence indicates practices and procedure satisfy quality standards
I. LEADERSHIP AND GOVERNANCE
INDICATOR 1 2
1 In place is a Development Plan The development plan guided by
(e.g. SIP) developed the school's vision, mission and
collaboratively by the goal (VMG) is developed through
stakeholders of the school and the leadership of the school and the
participation of some invited
community.
community stakeholders.
Evidence:
Ÿ Approved/Accepted
SIP/Development Plan with the
following documents:
ü ü
Letter of Invitation of the school to
some community stakeholders re:
formulation of SIP/Dev’t Plan
ü ACR with pictorials
Or
Ÿ Any other documents proving that
SIP was developed through the
leadership of the school and such
was participated in by some
community stakeholders
OTHER FINDINGS:
The development plan is evolved
through the shared leadership of
the school and the community
stakeholders.
Evidence:
Ÿ Approved/Accepted
SIP/Development Plan with the
following documents:
MOA/MOU by the school and
community stakeholders (as
parties) re: formulation of SIP/Dev’t
Plan
ü Program of activities and minutes
of workshop or ACR (with
pictorials)
Or
Ÿ Any other documents proving that
SIP/Dev’t Plan was developed
through the shared leadership of the
school and the community
3
The development plan is enhanced with
the community performing the
leardership roles and the school
providing technical support.
Evidence:
Ÿ Approved/Accepted SIP/Development
Plan with the following documents:
ü
Invitation of the stakeholders to other
stakeholders and the school for the
enhancement of the SIP/Dev’t Plan
ü Program of activities, minutes of
workshop & ACR (with pictorials)
Or
Ÿ Any other document proving that there was
enhancement of SIP/Dev’t Plan & such activity
was led by the community & technical
assistance was provided by the school
 INDICATOR 1 2
2 The development plan (e.g. SIP) The school leads the regular review
and improvement of the
is regularly reviewed by the
development plan.
school community to keep it up
responsive and relevant to
emerging needs, challenges and
opportunities.
Evidence:
Ÿ Improved /Adjusted SIP/ Dev’t. Plan
with the following:
ü Letter of invitation of the school to
the stakeholders re: Review &
Improvement of the Dev’t Plan
ü Plan
ACR with pictorials
Or
Ÿ ü
Any other documents
(printed/electronic) proving that the
Dev’t Plan as reviewed and improved
through the leadership of the school
OTHER FINDINGS:
The school and commnity
stakeholders working as full
partners, lead the continual review
and improvement of the
development plan.
Evidence:
Ÿ Improved /Adjusted SIP/ Dev’t. Plan
with the following:
ü MOA/MOU by the school & the
community stakeholders (as
parties) re: Partnering for continual
review & improvement of the Dev’t
ACR with pictorials
Or
Ÿ Any other documents
(printed/electronic) proving that the
school and the community
stakeholders worked as full partners
which led to the continual review &
improvement of the Dev’t Plan
3
The community stakeholders lead the
regular review and improvement
process; the school stakeholders
facilitate the process.
Evidence:
Ÿ Improved /Adjusted SIP/ Dev’t. Plan with
the following:
ü Invitation of community stakeholders
re: regular review &improvement of the
Dev’t Plan
ü ACR with pictorials
Or
Ÿ Any other document (printed/electronic)
proving that the community stakeholders
led to the regular review & improvement
process & the school facilitated the
process
 INDICATOR 1 2 3

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.
The school defines the
organizational structure and the
roles and responsibilities of
stakeholders.
The school and community
collaborately defines the structure
and the roles and responsibilities
od stakeholders.
Guided by an agreed organizational
structure, the community stakeholders
lead in defining the organizational
structure and the roles and
reponsibilites; school provides technical
and administrative support.

Evidence: Evidence: Evidence:

School developed Organizational
Structures with TORs/ identified roles
and responsibilities of school
stakeholders.
Organizational structures w/
TORs/identified roles and
responsibilities bearing names of
community and school stakeholders
as part of the definition and
formulation of the organizational
structure
Any of the following:
ü Minutes of Meetings
ü Resolutions/MOAs/MOUs
ü Programs/Matrices/Pictorials (Reflecting
names of community and school
stakeholders leading/initiating the
formation of organizational structure
with defined roles and responsibilities)

OTHER FINDINGS:
 INDICATOR
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
Evidence:
Any of the following:
OTHER FINDINGS:
1 2
A network has been colaborately
established and continuously
improved by the school community.
Evidence:
ü Principals Report on the Progress
of SIP/AIP Implementation.
ü Transparency board suggestion
box
ü Log sheets/log books or any
information network (MIS/SIS/s,
etc.) established functionally in
school
The network actively provides
stakeholders information for
making decisions and solving
learning and administrative
problems.
Evidence:
ü SIP/AIP Implementation Plan and
progress on SIP implementation,
reported to the Brgy. Officials or
Municipal Executives reflecting
easy disclosure of information
about decisions to learning and
administrative problems using
MEA Technology
3
The network allows a easy exchange and
access to information sources beyound
the school community.
Any of the following:
ü Year End School Accomplishment
Report Cards widely disseminated to
stakeholders.
ü School Paper showing Year End SARCs
widely disseminated to stakeholders
ü On line accounts or any
functional/operational school
communication program showing
regular and easy access to school
information
 INDICATOR 1 2 3

5 A long term program is in
operation that addresses the
training and development needs
of school and community leaders.
Developing structures are in place
and analysis of competency and
development needs of learders in
conducted; result is used to develop
a long term training and
development program.
Leaders undertake training modes
that are convient to them (on-line,
off-line, modular, group, or home-
based) and which do not distrupt
their regular functions. Leaders
monitor and evaluate their own
learning process.
Leaders assume responsibility for their
own training and development. School
community leaders working individually
or in groups, coach and mentor one
another to achieve their VMG.

Evidence: Evidence: Evidence:

Any of the following: ü School-Based Training based on Any of the following:

ü NCBTS-NCBSSH TDNA Result needs ü ACR on Training and Development
Activities
ü IPPD/SPPD ü Training Design
ü Professional Development Profile ü ACR ü Implementation Plans
of teachers/ non-teaching
personnel
ü Attendance Sheet ü Mentoring & Coaching schedule

OTHER FINDINGS: SCORE

0 + 0 + 0 + 0 + 0 0
= = 0.00
5 5

Validated by:

Name:
Position/Designation:
II. CURRICULUM AND INSTRUCTION
INDICATOR
1 The curriculum provides for the
development needs of all types of
learners in the school community
Evidence:
OTHER FINDINGS:
1 2
All types of learners of the school
community are identified, their
learning curves assessed;
appropriate programs with its
support materials for each type of
learner is developed
ü Established Assessment System
with results (Phil-IRI, numeracy
test, Multiple Intelligences
Assessment Result, Academic
Performance Chart, etc.)
ü Learners’ profile (student tracking
system)
ü Support Materials (IM’s,
Competency Based Budget of
Lessons, Lesson Exemplars)
ü Any Program/Project to address
learning deficits/ performance
discrepancies e.g. RRE/ Reading
Program Intervention Materials
and ADM Modules
Programs are fully implemented
and closely monitored to address
performance discrepancies,
benchmark best practices, coach
low performers, mentor potential
leaders, reward high achievement,
and maintain environment that
makes learning meaningful and
enjoyable
Evidence:
ü School Supervisory Plan (monthly)
ü Monthly Supervisory Report
ü Any Program/Project to address
performance discrepancies/
deficits/gaps e.g. RRE, School
Remedial Program
ü Reading Program/ ADMs
Implementation Report
ü ACR/Narrative Report of INSETs
conducted
ü ACR and copy of program for
periodic recognition (e.g. quarterly
convocation/ year- end
recognition rites)
3
The educational needs of all types of
learners are being met as shown by
continuous improvement on learning
outcomes and products of learning.
Teachers’ as well as students’
performance is motivated by intrinsic
rather than extrinsic rewards. The
schools’ differentiated programs are
frequently benchmarked by other
schools
Evidence:
ü Improved learning outcomes
(Achievement Rate, Promotion Rate,
Failure Rate)
ü Log Book/Record Sheet/ showing
names of visitors benchmarked school’s
initiated programs/projects
ü School’s Best Practices
Accomplishment Report
 INDICATOR
2 The implemented curriculum is
localized to make it more
meaningful to the learners and
applicable to life in the
community
Evidence:
OTHER FINDINGS:
1 2
Local beliefs, norms, values,
traditions, folklores, current events,
and existing technologies are
documented and used to develop a
lasting curriculum. Localization
guidelines are agreed to by school
community and teachers are
properly oriented
Evidence:
ü Compilation of local literature
ü Sample Lessons showing its
utilization
ü Lesson Plans showing the
integration of local literature
ü ACR on the crafting of localized
curriculum guidelines duly signed
by school community
The localized curriculum is
implemented and monitored
closely to ensure that it makes
learning more meaningful and
pleasurable, produces desired
learning outcomes, and directly
improves community life. Ineffective
approaches are replaced and
innovative ones are developed.
Evidence:
ü M & E/Supervisory Report on
localized curriculum
ü Adjusted localized curriculum
ü Sample performance outputs that
could be utilized to improve
community life (e.g. solid waste
management, tree planting/
linisbayan activity, etc.)
3
Best practices in localizing the
curriculum are mainstreamed and
benchmarked by other schools. There is
marked increase in number of projects
that uses the community as learning
laboratory, and the school as an agent
of change for improvement of the
community.
ü Log Book/Record Sheet showing names
of visitors who benchmarked good or
best practices of school’s localized
curriculum
ü Accomplishment Report on the School’s
Best Practices in Localizing the
Curriculum
ü Any document/s of school’s initiated
project that uses the community as a
learning laboratory (e.g. school-
community livelihood projects)
 INDICATOR
3 A representative group of school
and community stakeholders
develop the methods and
materials for developing creative
thinking & problem solving
Evidence:
OTHER FINDINGS:
1 2
A representative team of school and
community stakeholders assess
content and methods used in
teaching creative, critical thinking
and problem solving. Assessment
results are used as guide to develop
materials
Evidence:
ü Minutes of meeting or any
document as MOV that the
content and method used in
teaching were assessed by any of
the ff. team:
Ÿ PTA
Ÿ School Governing Council
(SGC)
Ÿ School Planning Team (SPT)
Ÿ School M & E Team (SMET)
Learning materials and approaches
to reinforce strengths and address
deficiencies are developed and
tested for applicability on school,
family and community.
Evidence:
ü Developed/reproduced/ procured
learning materials that could be
used to reinforce strengths and
address weaknesses applicable in
the school, home and community
(e.g. individualized learning
modules for students, home study
manuals for parents and
community learning centers)
3
Materials and approaches are being
used in school, in the family and in
community to develop critical, creative
thinking and problem solving
community of learners and are
producing desired results.
Any of the following:
ü Activity Completion Report or any
report re: school initiated activity
participated in by the community
utilizing the school’s learning resources
(human & materials) with positive
impact to the community
ü Write-up or any document of an
existing functional/operational
community-based learning action cell
 INDICATOR 1 2 3

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
A school-based monitoring and
learning system is conducted
regularly and cooperatively, and
feedback is shared with
stakeholders
The system uses a tool that
monitors the holistic development
of learners.
The school-based monitoring and
learning systems generate feedback
that is used for making decisions
that enhance the total development
of learners.
A committee take care of the
continuous improvement of the
tool
The monitoring system is accepted and
regularly used for collective decision
making.
The monitoring tool has been improved
to provide both quantitative and
qualitative data.

Evidence: Evidence: Evidence:

ü Procedure on the conduct of
Monitoring Evaluation &
Adjustment (SMEA)
ü Terms of Reference (TORs) of
school’s M & E team (SMET)
ü SIP/AIP-based Monitoring &
Evaluation instrument /tool
ü Schedule on the conduct of SMEA
ü Feedback mechanism for a well- ü Result on the regular conduct of School
informed decision making (e.g. Monitoring Evaluation and Adjustment
suggestion box, text brigade, (SMEA)
forums /assembly)
ü Updated/improved M & E Tool
designed by the School M & E Team
ü Minutes of meeting of the M & E
duly approved by the School Head/
team before the conduct of School
SGC
Monitoring, Evaluation &
Adjustment (SMEA)
ü Record of M & E related activities
conducted

OTHER FINDINGS:
 INDICATOR
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.
Evidence:
OTHER FINDINGS:
1 2
The assessment tools are reviewed
by the school and assessment
results are shared with school’s
stakeholders.
Evidence:
ü Competency based Test materials
duly checked/ approved by the
School Head (e.g. Table of
Specifications, Periodical Test
Questions, Test/ Item Analysis,
Item Bank, other test materials,
etc.)
ü ACR on the conduct of activity
relative to sharing of assessment
results with school’s stakeholders
(e.g. quarterly issuance of
Pupil/Student Report Card,
issuance of NAT and NCAE results
to parents
The assessment tools are reviewed
by the school community and
results are shared with community
stakeholders.
Evidence:
ü Structure in charge of the review
and improvement of assessment
tools (list and TOR)
ü Minutes of meeting/ACR/ on:
Ÿ review of assessment tools
participated by stakeholders
3
School assessment results are used to
develop learning programs that are
suited to community, and customized to
each learner’s context, results of which
are used for collaborative decision-
making
ü Any document of a
functional/operational community
based initiated programs and/ or
projects (e.g. Community Learning
Centers) conceptualized to address the
learning deficits/ discrepancies of the
learners based from the school
assessment results.
 INDICATOR
6 Learning managers and
facilitators (teachers,
administrators and community
members) nurture values and
environments that are protective
of all children and demonstrate
behaviors consistent to the
organization’s Vision, Mission
and Goals.
Evidence:
OTHER FINDINGS:
1 2
Stakeholders are aware of
Child/Learner-Centered, right-
based and inclusive principles of
education
Learning managers and facilitators
conduct activities aimed to
increased stakeholders awareness
and commitment to fundamental
rights of children and the basic
principle of educating them.
Evidence:
ü List of Children’s Rights and
Responsibilities (in Filipino or
vernacular) strategically
placed/posted in a very
conspicuous place
ü School policies which spell out the
rights of children
ü ACR/ Minutes of Meeting on the
conduct of activity relevant to
learner-centered, right-based, and
inclusive principles of education /A
Child & Community-Centered
Education Systems (ACCESs)
Stakeholders begin to practice
child/learner-centered principles of
education in the design of support
to education.
Learning managers and facilitators
apply the principles in designing
learning materials.
Evidence:
ü Barangay Dev. Plan/ Municipal
Investment Plan showing supports
to education which are anchored
on child/ learner-centered
principles of education
ü Four As (Activity, Analysis,
Abstraction and Application) based
lesson plans using/ integrating
GAD and ABC principles in the key
behaviour indicator/value aim
3
Learning environments, methods and
resources are community driven,
inclusive and adherent to child’s rights
and protection requirements.
Learning managers and facilitators
observe learner’s rights from designing
the curriculum to structuring the whole
learning environment.
ü At least 70% of all of the 7 domains of
the Child Friendly School System (CFSS)
tool are satisfied.
ü ACCESS compliant school plans ( AIP /
SIP )
ü School and community record of
activities showing concern to children
 INDICATOR 1 2 3

7 Methods and resources are
learner and community-friendly,
enjoyable, safe, inclusive,
accessible and aimed at
developing self-directed learners.
Learners are equipped with
essential knowledge, skills, and
values to assume responsibility
and accountability for their own
learning.
Practices, tools and materials for
developing self-directed learners are
highly observable in school, but not in
the home or in the community.
Learning programs are designed and
developed to produce learners who are
responsible and accountable for their
learning.
Practices, tools and materials for
developing self-directed learners are
beginning to emerge in the homes and
in the community.
The program is collaboratively
implemented and monitored by
teachers and parents to ensure that it
produces desired learners.
There is continuous exchange of
information, sharing of expertise and
materials among the schools, home and
community for the development of self-
directed learners.
The program is mainstreamed but
continuously improved to make relevant to
emergent demands

Evidence: Evidence: Evidence:

ü Learning Competency Directory (LCD) ü LCDs are shared with the parents ü ACR on community based FGD on LCD
per subject posted in the classroom (it for them to guide the learning utilization
is anchored on the budget of lesson activities of their children
per subject which reflects the
competencies covered in every
ü Document/record of a sustained and/or
improved program for a self-directed
grading period, date of delivery, topics
to be discussed, activities/ exercises to
learners
be used, book title and page number)

ü Learner’s PORTFOLIO
ü RUBRICS developed by the learners
ü Any document of a functional school
program to produce learners who are
accountable for their learning e.g.
modular instruction, peer tutoring
and/or Youth Peer Education

OTHER FINDINGS: Score:

0 + 0 + 0 + 0 + 0 + 0 + 0 + 0 + 0 + 0 0
= = 0.00
10 10
Validated by:
Name:
Position/Designation:
III. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT
INDICATOR 1 2
1 There is an active party that initiates
Roles and responsibilities of clarification of the roles and
accountable person/s and responsibilities in education
collective body/ies are clearly delivery.
defined and agreed upon by
community stakeholders
Evidence: Evidence:
ü School has an organized team that
defines the roles and
responsibilities of the following:
Ÿ PTA, SGC, School's Finance
Team
Ÿ PGO/SGO
Ÿ SIP Team
Ÿ Grievance Committee
Ÿ Other Committees
ü List of roles and responsibilities
OTHER FINDINGS:
The stakeholders are engaged in
clarifying and defining their specific
roles and responsibilities.
Evidence:
Presence of the ff:
ü Minutes of meeting/ FGD
ü ACR
ü Result of Focused Group
Discussion (FGD)
ü Showing involvement of
stakeholders in clarifying and
defining their specific roles and
functions through a flow chart
3
Shared and participatory processes are
used in determining roles,
responsibilities, and accountabilities of
stakeholders in managing and
supporting education.
Presence of the ff:
ü School Handbook
ü Memorandum of Agreement/
Covenant/Contract
(Duly signed by stakeholders to signify
their accountabilities and
responsibilities in managing and
supporting education)
 INDICATOR
2 Achievement of goals is
recognized based on a
collaboratively developed
performance accountability
system; gaps are addressed
through appropriate action
Evidence:
OTHER FINDINGS:
1 2
Performance accountability is A community-level accountability
practiced at the school level system is evolving from school-led
initiatives.
Evidence:
ü System on School Monitoring ü System on School Monitoring
Evaluation & Adjustment (SMEA) Evaluation & Adjustment (SMEA) is
established and regularly
Ÿ Structure conducted
Ÿ Procedure
Ÿ Tools/Instrument Ÿ SMEA Result both quantitative
& qualitative
Ÿ Feedback from stakeholders
(through suggestion box, text
brigade, forum/ assembly,)
3
A community-level accountability
system is evolving from school-led
initiatives.
Evidence:
ü Accomplishment report/MOA & duly
signed by the stakeholders
ü Institutionalized Recognition &
incentive system
Ÿ Programs/memos on school-
based awards giving
Ÿ List of awardees stakeholders
(internal/external)
 INDICATOR
3 The accountability system is
owned by the community and is
continuously enhanced to ensure
that management structures and
mechanisms are responsive to the
emerging learning needs and
demands of the community
Evidence:
OTHER FINDINGS:
1 2
The school articulates the
accountability assessment
framework with basic components,
including implementation
guidelines to the stakeholders.
Evidence:
ü Any school’s initiated
accountability assessment
framework with structure &
implementing guidelines (as part
of the school handbook)
ü Communication Letter
ü Pictorials
ü Attendance Sheet
ü Minutes of meetings containing
the suggestions for improvement
or the like
Stakeholders are engaged in the
development and operation of an
appropriate accountability
assessment system.
Evidence:
ü ACR/accomplishment
Report/Minutes of Meeting duly
signed by the stakeholders who
participated in the crafting of the
accountability assessment
framework.
ü Any document showing that the
system is operational
3
School community stakeholders
continuously and collaboratively review
and enhance accountability systems’
processes, mechanisms and tools.
ü Any report of an activity conducted for
the review and enhancement of the
school initiated assessment system-it’s
processes, TORs of members and the
tools
ü Adjusted assessment system
ü Resolution for any adjustments that
will be collaboratively approved by the
stakeholders
 INDICATOR 1 2
4 Accountability assessment The school, with the participation of
criteria and tools, feedback stakeholders, articulates an
mechanisms, and information accountability assessment
collection and validation framework with basic components,
techniques and processes are including implementation
inclusive and collaboratively guidelines.
developed and agreed upon.
Evidence:
School-Based Accountability Assessment
Framework
Ÿ Structure
Ÿ Processes
Ÿ Tools
With the following documents:
ü Invitation letter to stakeholders
ü Minutes in the articulation of the
Accountability Assessment
Framework
ü School-Based Accountability
Assessment System developed
OTHER FINDINGS:
Stakeholders are engaged in the
development and operation of an
appropriate accountability
assessment system.
Evidence:
School-Based Accountability Assessment
Framework
Ÿ Structure
Ÿ Processes
Ÿ Tools
With the following documents:
ü Quarterly accomplished/utilized
accountability assessment tools
(SHs, T’s, Pupils, Parents, External
Stakeholders)
ü Or any document proving the
engagement in the development
and operation of the accountability
assessment system
3
Stakeholders continuously and
collaboratively review and enhance
accountability systems; processes,
mechanism and tools.
Evidence:
School-Based Accountability Assessment
Framework
Ÿ Structure
Ÿ Processes
Ÿ Tools
With the following documents:
ü Any document showing the
continuous and collaborative review
and enhancement of accountability
system; processes, mechanism and
tools
 INDICATOR
5 Participatory assessment of
performance is done regularly
with the community. Assessment
results and lessons learned serve
a basis for feedback, technical
assistance, recognition and plan
adjustment.
Evidence:
OTHER FINDINGS:
1 2
The school initiates periodic Collaboratively conduct of
performance assessment with the performance assessment informs
participation of stakeholders. planning, plan adjustments and
requirements for technical
assistance.
Evidence:
ü Quarterly Report on School ü Integrated SMEA results to:
Monitoring Evaluation &
Adjustment Ÿ SIP/AIP
Ÿ Technical Assistance Plan
SCORE
0 + 0 + 0 + 0 +
5 5
Validated by:
Name:
Position/Designation:
3
School-community-developed
performance assessment is practiced
and is the basis for improving
monitoring and evaluation system,
providing technical assistance, and
recognizing and refining plans.
Evidence:
ü SMEA served as basis for:
Ÿ Adjusted SIP/AIP
Ÿ Adjusted Monitoring & Evaluation
System
Ÿ Adjusted Technical Assistance Plan
0 0
= = 0.00
IV. MANAGEMENT OF RESOURCES
INDICATOR
1 Regular resource inventory is
collaboratively undertaken by
learning managers, learning
facilitators, and community
stakeholders as basis for resource
allocation and mobilization.
Evidence:
OTHER FINDINGS:
1 2
Stakeholders are aware that a
regular resource inventory is
available and is used as the basis
for resource allocation and
mobilization.
Evidence:
ü MOOE – utilization per cash
program
ü Proper liquidation submitted
monthly
ü Minutes of the regular meetings
(with attendance sheet) attended
by:
Ÿ School Board
Ÿ Alumni
Ÿ PTA
Ÿ NGO
Ÿ School Finance Committee
ü Proposals for activities and projects
prepared, submitted, and
approved by donors, funding
agencies for needed/relevant
school projects/activities
Resource inventory is characterized by
regularity, increased participation of
stakeholders, and communicated to the
community as the basis for resource
allocation and mobilization.
Evidence:
ü Timely submission of liquidation
reports
ü Memos/minutes of meeting by
finance team (school level)
Ÿ School Head
Ÿ Treasurer
Ÿ Disbursing Officer, etc.
ü Invitation to trainings/orientation/
planning conference by NGO’s, LGU’s
and GA’s
ü Copies of plans and programs with
DepEd concerns integrated from
NGO’s, LGU’s and GA’s
ü Minutes of the meetings conducted
regularly with stakeholders to generate
and sustain support for DepEd
programs, projects, activities
3
Resource inventories are systematically
developed and stakeholders are engaged
in a collaborative process to make
decisions on resource allocation and
mobilization.
ü No adverse COA findings on liquidation of
MOOE
ü Evidence of pledges of support from
external stakeholders:
Ÿ PTA
Ÿ LGU
Ÿ Barangays
Ÿ Alumni
Ÿ NGO
Ÿ Foundations
ü ACR for resource generation activities:
Ÿ Brigada Eskwela
Ÿ Other programs/ projects/activities
ü Updated report on disbursement of
resources generated according to intended
purpose (e.g. popularity contests, pledges,
etc.)
ü Updated inventory of projects completed
ü Completed projects utilized by the school
for the purpose (intended beneficiaries and
more)
 INDICATOR
2 A regular dialogue for planning
and resource programming, that
is accessible and inclusive,
continuously engage
stakeholders and support
implementation of community
education plans.
Evidence:
OTHER FINDINGS:
1 2
Stakeholders are invited to
participate in the development of
an educational plan in resource
programming and in the
implementation of the educational
plan.
Evidence:
ü Timely issuance of memo and
minutes of regular meetings (with
attendance sheets) of the finance
team (school level)
ü Timely issuance of memo and
concerned DepEd personnel and
invitation to external
stakeholders/GA’s for regular
conferences
ü Regular posting of financial
statements/financial report
rendered to stakeholders during
the conference
Stakeholders are regularly engaged
in the planning and resource
programming and in the
implementation of the education
plan.
Evidence:
ü Proof of support that amount has
been generated and deposited in
banks
3
Stakeholders collaborate to ensure
timely and need-based planning and
resource programming and support
continuous implementation of the
education plan.
ü Rendering of
monthly/bi-monthly/quarterly/semestr
al/annual consultative conference with
finance/management team,
stakeholders, funding agencies and
donors
ü Updated status report of resources
generated and disbursement for the
intended purpose
ü Updated financial statement posted on
the transparency board
ü Sustained resource generation to
support the school SIP implementation
 INDICATOR
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.
Evidence:
OTHER FINDINGS:
1 2
Stakeholders support judicious,
appropriate, and effective use of
resources
Evidence:
ü Copy of the Barangay/ Municipal/
Provincial Annual Budget plan
reflecting allocation for the school
ü Copy of resolution for IRA,
Municipal /Provincial SEF
ü Copy of the disbursement voucher
of the fund allocated for the school
with photocopied cheque
Stakeholders are engaged and
share expertise in the collaborative
development of resource
management system
Evidence:
ü Financial disbursements of the
fund provided by the
Barangay/Municipal/ Provincial
ü Letter of invitation for the school
head to attend budgeting and
planning coming from the
Barangay Council/Municipal
Office/Provincial Office/NGOs
ü Copy of minutes from the
Barangay Secretary/ Municipal
Office/Provincial Office
3
Stakeholders sustain the
implementation and improvement of a
collaboratively developed, periodically
adjusted, and constituent-focused
resource management system
ü SRC showing the significant decrease
in the number of
non-serviceable/repairable school
facilities
ü Write-up on school community
developed resource management
system
ü ACR on Bigada Eskwela and other
activities supported by the
barangay /municipal/
provincial/NGOs etc.
 INDICATOR
4 Regular monitoring, evaluation,
and reporting processes of
resource management are
collaboratively developed and
implemented by the learning
managers, facilitators and
community stakeholders.
Evidence:
OTHER FINDINGS:
1 2
Stakeholders are invited to
participate in the development and
implementation of monitoring,
evaluation, and reporting processes
on resource management.
Evidence:
ü Letter of invitation to stakeholders
on the development and
implementation of monitoring,
evaluation, and reporting
processes on resource
management
ü With proof of attendance i.e.
certificate of appearance/travel
order, attendance sheet
ü SMEA structure with terms of
reference
Stakeholders collaboratively
participate in the development and
implementation of monitoring,
evaluation, and reporting processes
on resource management.
Evidence:
ü ACR on the development and
implementation of monitoring,
evaluation, and reporting
processes on resource
management
ü Quarterly/Annual SMEA report
3
Stakeholders are engaged, held
accountable and implement a
collaboratively developed system of
monitoring, evaluation and reporting
for resource management.
ü School Community stakeholders
implementation report on the M & E
and reporting system for resource
management
ü Add –on documentations such as
pictorials etc….
 INDICATOR
5 There is a system that manages
the network and linkages which
strengthen and sustain
partnerships for improving
resource management.
Evidence:
OTHER FINDINGS:
1 2 3
An engagement procedure to Stakeholders support a system of An established system of partnership is
identify and utilize partnerships partnerships for improving resource managed and sustained by the
with stakeholders for improving management stakeholders for continuous improvement
resource management is evident. of resource management.
Evidence: Evidence:
ü Letter of invitation ü MOA/MOU ü ACR/ PCR/based on existing MOA /
MOU, Resolution, Deed of Donations
ü Minutes of meetings with ü Resolutions and Pledges
attendance sheet
ü Deed of Donation
ü Organized Resource Generation ü Pledges ü Status report
Committee with corresponding
TORs ü Delivery Receipts ü Monthly/ quarterly financial report of
any sustained resource generating
ü Feasibility study / Project Proposal activity
ü Minutes of meetings conducted by ü Minutes of regular meetings with
the Resource Generation attendance sheet
Committee
ü Any document that would prove the
presence of a sustained income
generating project/ activity lead by the
stakeholders
SCORE
0 + 0 + 0 + 0 + 0 0
= = 0.00
5 5
Validated by:
Name:
Position/Designation:
 SUMMARY OF RATING
PRINCIPLES % SCORE
I LEADERSHIP AND GOVERNANCE 30% 0.00
II CURRICULUM AND INSTRUCTION 30% 0.00
III ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT 25% 0.00
IV MANAGEMENT OF RESOURCES 15% 0.00
TOTAL 100% 0.00

SBM PASBE REGIONAL VALIDATING TEAM

0
0

0 0 0 ENCODE THE OTHER MEMBER

0 0 0 Encode the Position/Designation
 SBM LEVEL OF PRACTICE VALIDATION FORM

Division 0
Name of School 0

1. PERFORMANCE IMPROVEMENT
Thematic Computation
Performance Indicators Rating & Equivalent Points Result
Area
Total Ave %
Justification: Enrolment Rate based on
Enrolment Percentage of
School Year community mapping (6-11 for Elem, 12-15 for
Increase
Baseline Sec)
1-Marginal: at least 3% increase (at least 85%)
Access
2-Average: at least 5% increase (at least 90%)
(45%)
3-High: at least 7% increase (at least 95%)
No Certification
Ave. % of
Increase
Dropout Rate Percentage of
School Year
(DR) Decrease
Baseline: 7.06%
1-Marginal:at least 2% decrease
2-Average:at least 4% decrease
3-High:has 0 DR or more than 4% decrease

Ave. % of
Decrease
Cohort Survival Percentage of
School Year
Rate (CSR) Increase
Baseline: 75%
1-Marginal:at least 5% increase
Efficiency
(25) 2-Average:at least 7% increase

3-High:at least 10% increase or at least 95% CSR

Ave. % of
Increase
Completion Rate Percentage of
School Year
(CR) Increase
Baseline: 75%
1-Marginal:at least 5% increase
2-Average:at least 7% increase
3-High:at least 10% increase or at least 95% CR
Ave. % of
Increase
Achievement
Rate Percentage of
Option 1
School Year
Baseline: Increase OPTION 1:
67% Elementary Baseline: 67%
Quality 1-Marginal:at least 2% increase,
(30%) 2-Average:at least 5% increase,
3-High:at least 7% increase or at least 75%MPS
Ave. % of
Increase
Secondary Baseline: 48%
1-Marginal:at least 7% increase,
2-Average:at least 8% increase,
3-High:at least 10% increase or at least 75%MPS

OPTION 2:

1-Marginal:26-50%
2-Average:51-75%
3-High:76-100%
 Department of Education Regional Office VIII (Eastern Visayas)

SUMMARY OF RATINGS
I. Performance Improvement
Category Weight Average Rating X Weight Weighted Rating
Access 45% x 0.45
Efficiency 25% x 0.25
Quality 30% x 0.30
TOTAL 100%
INTERPRETATION
Legend:
Good: 0.5 – 1.49
Better: 1.5 – 2.49
Best: 2.5 – 3.0

II. SBM Practice (DOD)

Principle Weight Average Rating X Weight Weighted Rating
LEADERSHIP AND GOVERNANCE 30% 0.00 x 0.30 0.00
CURRICULUM AND INSTRUCTION 30% 0.00 x 0.30 0.00
ACCOUNTABILITY AND CONTINUOUS x
25% 0.00 0.25 0.00
IMPROVEMENT
MANAGEMENT OF RESOURCES 15% 0.00 x 0.15 0.00
TOTAL 100% 0.00
INTERPRETATION #N/A
Legend:
Good: 0.5 – 1.49
Better: 1.5 – 2.49
Best: 2.5 – 3.0

OVERALL ASSESSMENT
AREA Weight Rating X Weight Weighted Rating
Part I
60% x 0.60 #VALUE!
PERFORMANCE Improvement
Part II SBM x
40% 0.00 0.40 0.00
Practice
TOTAL 100%

SBM LEVEL OF PRACTICE

Legend:
Level I "Developing" 0.5 – 1.49
Level II "Maturing" 1.5 – 2.49
Level III "Advanced" 2.5 – 3.0

SBM PASBE REGIONAL VALIDATING TEAM

0
0

0 0
0 0

0 ENCODE THE OTHER MEMBER

0 Encode the Position/Designation

(053) 832-2997 | region8@deped.gov.ph DepEd RO8 QAD-F41 (CY2018-v04-r00) Page 2 of 2